1. Project 14361: Engineering Applications Lab

2. Introductions TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical Engineer Thomas GomesElectrical Engineer Henry AlmironMechanical Engineer Saleh ZeidanMechanical Engineer Dirk ThurMechanical Engineer

3. Agenda Background Open Items from Last Review Problem Statement Customer Requirements Engineering Requirements Systems Design – CAD Drawings, BOM, Technical Risks Rail Gun Heat Transfer System Savonius Wind Turbine Helicopter Propeller Three Week Plan for MSDII

4. Open Items From Last Review Refine and develop risks for each Module Connect experimental and analytical analysis for each module Generate BOMs Design Modules, create CAD drawings and sketches Update Edge

5. Problem Statement & Deliverables Current State Students in the Mechanical Engineering department currently take a sequence of experimental courses, one of which is MECE – 301 Engineering Applications Lab. Desired State Three to four modules used to provide a set of advanced investigative scenarios that will be simulated by theoretical and/or computational methods. Project Goals Create modules to instruct engineering students Expose students to unfamiliar engineering ideas Constraints Stay within budget

6. Customers & Stakeholders Professor John Wellin Contact: jdweme@rit.edu Professor Ed Hanzlik Contact: echeee@rit.edu Engineering Professors and Faculty Engineering Students MSD Team

7. Customer Requirements Requests 3 modules at minimum; 3 to 4 preferred All modules must emphasize practical engineering experiences Each module should be complex and interesting to the students Modules should bridge applications areas, such as electromechanical and mechanical All module should have analysis challenges that are at or beyond student learning from core coursework All modules should be able to: Fully configured, utilized, and returned by student engineers Stand alone; contain everything they need without borrowing from other sources Have a high level of flexibility allowing for many engineering opportunities Be robust and safe

8. Engineering Requirements NEED # AFFINITY GROUP NAME IMPORTANCE CUSTOMER OBJECIVE DESCRIPTIONMEASURE OF EFFECTIVENESS CN1 Key Engineering Principals 9 Modules may be of different technical challenges Bloom's Taxonomy of Learning CN2 9 All modules must emphasize practical engineering experiences. Survey Professors regarding modules to ensure they have a practical application to students future careers CN3 3 All modules should bridge application areas, such as electromechanical If modules branch into multiple disciplines CN4 9 All modules should have analysis challenges that are at or beyond student learning from core course work. Form a test group to determine the complexity of the modules CN6 Implementation of Labs 9 Customer request 3 modules at a minimum; 4 or 5 are preferred. n/a CN7 1 All modules should be interesting to the students. MSD team interest CN8 3 Can be run by 1 student but can be up to 3- 4 students -Determine number of tasks and complexity required for each module -Personal experience from MSDI Team will be considered CN9 1 Modules can use commercially-off-the-shelf equipment to enable maintenance and sustainability of module use over many semesters of student enjoyment. Research and define what can be built by the MSDI Team verses what can be bought out of the total number of parts required for the module CN10 3 All modules should be stand alone; they should contain everything they need without borrowing from other sources. Test modules in lab setting CN11 3 All modules must be robust and safe.Conduct testing on equipment and modules CN12 3 All modules should able to be fully configured, utilized, and returned by student engineers. Conduct testing on equipment and modules CN13 3 Design and build an experimental apparatus equipped with appropriate measurement tools Define measurement tools required for each module- (1) hardware (ie- controller boards, motors...) (2) Software (labview, matlab, transducer specific programs)

9. Functional Decomposition

10. Criteria For Modules CriteriaMeasureMeasurableGradeNotes Complexity Include extension of core courses with some knowledge from unavailable classes Include non-required Course Information along with core course information 1- Core course 2- Core Course Plus 3- Elective 4- Beyond Capability, outside learning Level 4 More than acceptable, information can added Lab Skills Students must be able to set-up an experiment and measuring instruments 1- Results Dependent on Skill (Time consuming for inexperience) 2- Skill has an noticeable effect on outcome of results 3- No skill is needed to get results (set ups are preset) 4- Skills have minimum affects on outcome of results (Time for set up is minimal) Offer multiple configurations of module Variables 1- One Variable 2- 2-3 variables 3- 4-5 variable 4- combinational variables Moved to complexity Depth of Analysis required for module Depth of analysis required duration Safety Complies with safety regulations Complies with safety regulation Reduce Risk of InjurySeverity 1- Requires Supervision 2- needs special knowledge of operation 3- needs notification 4- simple working since needed

11. Criteria For Modules CriteriaMeasureMeasurableGradeNotes Interest A variety of topics are incorporated within the module Use Google entry counts, video views, search amount Look at past application labs to see trends 1- 1,000 views not as interesting 2- 50,000 views interesting 3- 1 million views very interesting Module interesting to MSD Teamranked by relativity 1-Experience every day 2-Experience is known but not common 3- Related to regular day with minimal knowledge 4- Related and captivating to student subject is relevant Exposure to an unfamiliar idea or topic not completely covered in core ME classes Budget Cost to make module must be reasonable/ Within Budget Constraints Contains Reusable PartsOf the shelf Parts 1-Needs all custom parts with a heavy price tag 2- Need minimal custom parts 3- Most parts are off the shelf, some custom parts 4- All parts are off the shelf, affordable/reasonable custom parts In house Manufactured Time Module can be completed with 3-5 weeks Time needs to be split into two, analytical and experimental. Experimental can't be ran for 4-5 hours.

12. Rail Gun Module Diagram of Rail Gun: Problem Statement: This module is a energy conversion system that uses electrical energy that is converted to mechanical energy to launch a projectile.

13. Rail Gun Background Rail Gun: An electrical system that uses electromagnetic fields projectile launcher based on similar principles. Consist of a pair parallel conducting rails with an armature connects the two rails to complete the circuit and launch the projectile with the help of the armature. Armature is the heart of the system- without it two parallel rails will not be able to produce the magnetic field that allows for something to be launched. According to the right hand rule, current is in the opposite direction along each rail, the net magnetic field between the rails are directed at a right angle as shown below:

14. Rail Gun Background The magnitude of the force vector can be determined from a form of the Biot-Savart a result Lorentz Force. All these can be found using the permeability constant µ(0): To determine magnetic flux: To determine Force on the armature on the left side of rail:

15. Rail Gun Background

16. Faraday’s Law: The equation above shows the electric power (iv) equations mechanical form as well and shows how they are relate to one another even so if they do not have the same Energy Density Expression: Magnetic Energy :

17. Rail Gun Rail Design 1 2 3 4 Part # Part 1Rubber Stoppers 2Copper Rails 3Polycarbonate Top Layer 4Polycarbonate Insulate

18. Rail Gun BOM

19. Rail Gun Block Diagram

21. Rail Gun Experimental Analysis 1. From the analysis done choose the rails, capacitor bank and armature 2. One the pieces are chosen, assemble pieces together 3. Adjust spacing between the rails to chose armature length 4. After all the pieces are put together begin charging capacitor bank. Measure voltage being supplied to capacitor bank 5. After charging complete, measure the voltage in the capacitor bank and current to determine actual energy to be provided to rails 6. Using a high speed camera, measure the speed of the projectile launched 7. Repeat test by firing gun to obtain multiple results to get the average speed that rail gun launches the projectile 8. From the average determine how efficient the gun is. Determine how much of the energy is actually transferred from the capacitor bank to the projectile

22. Student Scenario 1 Objective: Shoot a projectile at a speed of 10 m/s. Materials Provided: Different variations of rails Different capacitor banks Different armature lengths Analysis: Chosen rails specs L=300mm, H=60mm, W=4mm Capacitors = 1500µF 450V (Three in parallel)

23. Student Scenario1

24. Student Scenario 1

25. Student Scenario 1

26. Student Scenario 1

27. Student Scenario 1

28. What Comparisons can be made from between the Analysis vs. Experiment? Compare the velocity determined in the analytical model to the velocity measured in the experimental results. Compare the current determined in the analytical model to the current measured in the experimental results. Compare the capacitor bank capacity determined in the analytical model to the capacity determined through the experimental results. What is the Student Learning or Getting Out of this Lab Experience? Students get to learn about technology and theories that are used in many modern objects around us, such as roller coasters and trains. This module would be outside the norm of other labs that they may have preformed. It would reinforce electrical engineering concepts that mechanical engineers have learned.

29. Rail Gun Risk Assessment IDRisk ItemCauseEffectLikelihoodSeverityImportanceAction of ManagementOwner 1 Improper insulation Not enough insulation Injury to student or damage to module 236 Layer polycarbonate on the side, middle and top of the armature Rail Gun Team 2Defects in parts Change in resistance and varying student outcomes 133 Inspect all parts when they come in, send parts back that are defective Rail Gun Team 3Corrosion Corrosion in environment Rail Gun will not function 111 Make sure module is in an environment where this will not occur Rail Gun Team 4 Variations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 236 Will be further developed in MSDII P14361 5 Electrocution of Student Student touches capacitor, rails or where power source connects to capacitor bank Minor to severe injury to student 133 No unnecessary exposed wires, insulation on module and have students wear rubber gloves Rail Gun Team 6 Damage of Property Projectile hits something delicate Projectile hits and breaks object/s in lab 133 Clear path for projectile prior to launching Rail Gun Team

30. Problem Statement: This module uses convection and conduction to transfer heat from a high temperature object (CPU) through another object (heat sink). The heat sink is place on up of the object producing the heat and through the process of conduction the heat sink begins to warm up. A fan is placed right next to the heat sink to transfer the thermal energy from the heat sink to the fluid medium (air). Heat Transfer System

31. Background: Heat Sinks General Case for Fin (Assuming steady state, constant properties, no heat generation, one-dimensional conduction, uniform cross-sectional area, and uniform flow rate): Performance Parameters:

32. Heat Transfer Heat Sink Options

34. Heat Transfer BOM

35. Student Experience Plan BackgroundNumerical Analysis Preliminary Design CFD AnalysisBuildTestCompare Results

36. Potential Problem Possible Problem: Maintaining an open air CPU at a constant temperature using a heat sink, and airflow from a fan. DESIGN SKETCHES:

37. Analysis Performed Objective: Design heat sink based off of given data, and create said heat sink in CAD. Numerical: Students will take the equations given, and create Simscape code to simulate heat build up in circuit. CFD: Import heat sink in CFD software, set boundary conditions, and run.

38. Building and Testing Student creates fins via purchasing them. Apply fin(s) to a heating surface, which is set to a specific heat generation that the students used in the original analysis. Test and compare results to analytical/numerical values.

39. Student Scenarios 1 Objective: Determine appropriate heat sink for a chosen heat generation and airflow Materials Provided: Surface heater with variable heat generation to simulate CPU components Fan with variable wind speed. Multiple types of heat sinks Temperature Sensors Case Analysis: Chosen CPU dissipation= 80 W, Power Supply dissipation= 75 W

40. Student Scenario 1 Create heat sink(s) with CAD. Create Simscape Numerical Analysis and COMSOL CFD Analysis, compare results. Simscape Heat generation Thermal resistance values Conduction coefficient Convection coefficient Wind speed

41. Student Scenario 1 In COMSOL Software: CAD model of the heat sink Heat generation Thermal resistance values Conduction coefficient Convection coefficient Wind speed Type of material Boundary conditions

42. Student Scenario 1 Student will put the heat sink(s) on actual heated surfaces. Run each sink for 10 min, during the run heat sensors will be placed within the heat sink and temperatures will be measured in intervals. Allow for a 10 min cooldown between tests (1 hour per team in total). Compare to analytical/numerical results.

43. Student Experience What Comparisons can be made from between the Analysis vs. Experiment? Compare the temperature determined in the analytical model to the temperature measured in the experimental results. Compare the heat transfer rate determined in the analytical model to the heat transfer rate measured in the experimental results. What is the Student Learning or Getting Out of this Lab Experience? Students get to learn about technology and theories that are used in many modern objects around us. This module would be outside the norm of other labs that they may have preformed. It would reinforce heat transfer concepts that mechanical engineers have learned.

44. Heat Transfer Risk Assessment IDRisk ItemCauseEffectLikelihoodSeverityImportance Action of Management Owner 1 Variations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 236 Will be further developed in MSDII P14361 2Air FlowNot enough air flow Failure of module to work correctly 122 Will be further tested in MSDII, purchasing of wind tunnel will eliminate problem Heat Transfer Team 3 Variations in heat sinks Poor variety of heat sinks Inconsistency with analysis 122 Buy various heat sinks that students will be able to test Heat Transfer Team 4Melting finsFins become too hot Damage to module 111 Do not exceed the melting point of aluminum Heat Transfer Team 5InjuryHuman Error Minor to severe injury to student 133 Include clear instructions on how to use heated surface P14361 6 Damage to Property Placing flammable materials or materials with a low melting point near heated surface Property Damage 133 Always insure that the area around the heated surface is clear. P14361

45. Savonius Wind Turbine Background Wind Turbine: a mechanical device that converts the rotational power of the wind into electrical power via a generator. Savonius Turbine: Vertical-axis wind turbine (VAWT) with a number of airfoils attached to a rotating shaft

46. Wind Turbine Forces

47. Governing Equations

48. Wind Turbine Holder Design

49. 2/12/14 Wind Turbine Blade Design

50. Wind Turbine BOM

51. Wind Tunnel Design

52. Savonius Wind Turbine Potential Problem Problem Statement: The students will analyze the performance parameters c p and c q of a Savonius turbine using computational fluids analysis and experimentally.

53. Analysis The student will be given a savonious wind turbine, and recreate said turbine using CAD. CFD: Import CAD drawing in CFD software (COMSOL or FLUENT), set boundary conditions, and run.

54. Analysis Students will save the data, and import it into Matlab. Using this data they will create a Cq vs Re graph. From the Cq data and the CFD analysis the student can compute a Cp vs tip speed graph. 2/12/14

55. Building and Testing The Savonius wind turbines will be pre-built for the students. Place the wind turbine in a wind tunnel and run under the a variety of wind speeds. Either use tachometer and the output of the generator to measure torque and power or use a shaft encoder. Test and compare results to analytical/numerical values.

56. Student Scenarios 1 Objective: Determine the performance parameters of a given Savonius wind turbine. Materials Provided: Savonius wind turbine Wind Tunnel or fan with variable wind speed. Laser Photo Tachometer Generator

57. Student Scenario 1 Recreate wind turbine using CAD. Import CAD drawing in CFD software, set boundary conditions, and run. Import data into Matlab, and produce the performance parameter charts

58. Student Scenario 1 Student will place the turbine in the wind tunnel. Place the wind turbine in a wind tunnel, run under the a variety of wind speeds, and acquire performance parameters. Compare to analytical/numerical results.

59. Student Experience What Comparisons can be made from between the Analysis vs. Experiment? Compare the performance parameters determined in the analytical model to the parameters measured in the experimental results. What is the Student Learning or Getting Out of this Lab Experience? Students get to learn about technology and theories that are used in many modern objects around us. This module would be outside the norm of other labs that they may have preformed. Energy Conservation is getting big. VAWTs are concepts that are not really covered. Relates Electrical Engineering to Mechanical Engineering. Topics was deemed interesting by focus group.

60. Wind Turbine Risk Assessment IDRisk ItemCauseEffectLikelihoodSeverityImportance Action of Management Owner 1 Varations in Student Outcomes Analytical and Experimental analysis do not match Inconsistenc y with analysis 236 Will be further developed in MSDII P14361 2 Variations of blades Not enough combinations of blades to change outcomes The analysis will be the same for each student 111 Students create various shapes of blades that have been or can be rapid prototyped Wind Turbine Team 3 Structural Damage Too much stress from the wind Structural damage to module 133 Will be further tested in MSDII Wind Turbine Team 4 Copper Component Inconsistent winding of copper Wind Turbine will not function correctly 122 Warn students to wrap copper tightly, best method will be further tested in MSDII Wind Turbine Team 5Prototyping Students design blades that can not be rapid prototyped due to size or intricate design Unable to complete analysis of module 122 Layout specifications and requirements of blades, further developed and explored in MSDII Wind Turbine Team

61. Helicopter Propeller Background Helicopters: creates lift using airfoils like the ones used on an airplane’s wing. The faster the air flows through the wings (blades for helicopters), the more lift created.

62. Lift: Lift can be determined from the pressure difference on top and the bottom of the blade. This pressure difference drives the blade to the lower pressure lifting the blade up and in return lifting the helicopter. Note: There are other components for stable flight which will not be tested. Helicopter Propeller Background

63. Helicopter Propeller Setup

64. Helicopter Propeller BOM

65. Helicopter Propeller Analysis For this analysis we will use the blade element analysis in hover and axial flight The blade element approach for the analysis of helicopter rotors has been well established in prior literature. This module will be mostly analysis through equations

66. Propeller Block Diagram StepEquation Based on the diagram from the slide before, This is the resultant velocity at the blade element. The relative inflow angle at the blade element is for small angles

67. Propeller Block Diagram StepEquation The resultant incremental lift dL and drag dD per unit span on this blade element are: Where C l and C d are the lift and drag coefficients. The lift and drag act perpendicular and parallel to the resultant flow velocity. Also the quantity c is the local blade chord.

68. Propeller Block Diagram StepEquation Next the forces can be worked out to perpendicular and parallel to the rotor disk plane giving. Now the contributions to the thrust, torque, and power of the rotor are: Where N b is the number of blades compromising the rotor, and Ωy = U T Now substituting in the previous equations:

69. Propeller Block Diagram For helicopter rotors the following simplifying assumptions can be made: The out of plane velocity U p is much smaller than the in plane velocity U T, so that is approximately U T The induced angle Φ is small, so that. Also, sin(Φ)=Φ and cos(Φ)=1. The drag is at least one order of magnitude less than the lift, so that the contribution dD*sin(Φ) is negligible. StepEquation Using these simplifications we get:

70. Student Experiences Student will use this module to test the affects of different propeller types, shapes and length for a desired thrust output. Variable that can change the thrust output are angle of attack, motor speed, incoming air speed and weight of the system. This experiment will engage student’s interested in aviation.

71. Helicopter Propeller Risk Assessment IDRisk ItemCauseEffectLikelihoodSeverityImportance Action of Management Owner 1 Varations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 236 Will be further developed in MSDII P14361 2SpeedToo much torque Module may fly away from testing apparatus 111 Design and set up a mount to make sure this does not occur Propellor Team 3Variablity Not enough combinations of blades to change outcomes The analysis will be the same for each student 111 Students create various shapes of blades that have been or can be rapid prototyped Propellor Team 4 Lifting Forces Lift force induces stress Damage to propeller 133 Limit the RPM of the motor, find the max RPM, to be further tested in MSDII Propeller Team

72. BOM

73. BOM Continued

74. Concepts Against Criteria Project ComplexitySafetyInterestBudgetTime Include extension of core courses with some knowledge from unavailable classes Offer multiple configurations of module Depth of Analysis required for module Complies with safety regulations Reduce Risk of Injury A variety of topics are incorporated within the module Module interesting to MSD Team Exposure to an unfamiliar idea or topic not completely covered in core ME classes Cost to make module must be reasonable/ Within Budget Constraints Contains Reusable Parts Module can be completed with 3-5 weeks Electrical Cooling System xxx xx xx xx Helicopter Propeller xxx xxx x xx Savonius Wind Turbine xxxxxxxxx Rail Gunxxxxxxxxx

75. Project Plan MSDII: WK 1-3 WEEK ONE: Take inventory, make sure everything we have ordered has arrive Meet with Professor Wellin to regroup, talk about refining ideas, new ideas, and improvements to designs WEEK TWO: Implement design improvements Begin prototyping and building modules WEEK THREE: Setup a meeting with Professor Wellin to address module issues Continue building modules Continual improvement of Risk Assessments and Edge

76. Questions?