recognizethe context in which a variable is being used to identify what the variable represents. However, Page 22.917.5to minimize confusion, adjustments were made where possible. Thermodynamics uses thevariable, h, to represent specific enthalpy while fluid mechanics uses the same variable torepresent vertical height. For clarity, height is represented by the non-italicized, lower-case “h”while specific enthalpy is represented by the italicized, lower case “h.” Other uses of h in fluidmechanics such as pump head (hp), turbine head (ht), and head loss (hL) incorporate a subscript,thus distinguishing these variables from others.The variable, Q
_________________________ ________________ e. Q _________________________ ________________ f. h _________________________ ________________ g. v mP _________________________ ________________ h. q _________________________ ________________ B. The letter vee (upper and lower case) is used to represent several quantities in this course. List these quantities and indicate which vee is used for each. Page 22.219.10 Figure 3. Quiz to assess students
of the system and the surroundings. Based on this study, a change seems warranted forthe first and second laws analysis relating to the electrical work.BackgroundA typical thermodynamic problem is solved by the traditional methodology of analysis thatcombines the first and second laws of thermodynamics. The first law describes the principle ofconservation of energy and is defined as the net energy transfer into the system being equal tothe change of the total energy in the system. Although there may be minor differences indescribing the principle by different authors, the first law of thermodynamics is usually given ina general equation form as Q – W = ΔE or Qin - Qout + Win – Wout = ΔE for closed systems where
Experiences for All Students Rotterdam, The Netherlands: Sense Publishers2 Patton, M. Q.(1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications3 Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing groundedtheory (2nd ed.). Thousand Oaks, CA: Sage Publications Page 22.1519.21Memorandum To: Thermodynamic Analysis Team From: Sharon Parker, Cal Poly Supermileage Team Date: June 30, 2010 Re: Engine Performance AnalysisEach year, Cal Poly’s Supermileage Vehicle Team competes in the Shell Eco-Marathon
, the flow area A2 of the nozzle exit, the density ρ of the fluid, and the volumetric flowrate Q of the fluid. (Why did we choose these parameters? Well, hindsight is great. Weactually performed the experiment and found that this choice of parameters was consistent withthe data.) Hence there are five parameters in the problem.The dimensional analysis technique 1, 2 will enable us to reduce the problem to one of only twodimensionless groups. These groups are determined via the Buckingham Pi method to be: andThis means that the dimensionless group is a function of .The following describes the determination of these pertinent dimensionless groups for thisproblem:We wish to determine how the
lab.The major tasks of the analysis are: 1. Identify symmetry (Alt B) to simplify analysis [analyze just the left or right half, starting from the top attachment]. 2. Add a dummy load (Q) at the location of maximum deflection [the lower left corner in Alt A and the middle of the lower span in Alt B]. 3. Use statics to determine the vertical reactions. 4. Identify one reaction as redundant (R) in Alt B [horizontal force on either side]. 5. Develop expressions for internal bending moments in all parts of the structure, as a function of the applied loads, dummy load, and redundant reaction load (Alt B): ALT A: pWL pWL
system. A central chiller facility is located in theopen area at the top of the figure (see Figure E2). Chilled fluid lines from the central chiller areto be run through access tunnels located 20 ft below grade level. Dowtherm QTM, a commonly-employed heat transfer fluid, is to be used. Properties of Dowtherm Q are available on the web.Cooling requirements are estimated as follows: Concourse tons( = 12,000 Btu/hr) K 1 750 2.0 2 500 4.50 3 750 2.0 4 500 4.50 500 4.50 (must be in parallel)The
. equally. Page 22.1135.14 Answers questions, Cannot answer Far exceeds Q&A but behaves improperly Meets expectations questions expectations during Q & A session D = 24 - 27 C = 28 - 31 B = 32 - 35 A = 36
additional research to eitherimprove the model or to assess the performance of the distillation unit in various locations orunder different environmental conditions.7. SymbologySymbol Definition Symbol Definition I Solar power flux W/m2) Subscripts Q Heat transfer rate (W) A Ambient R Thermal resistance (W/K) b Base T Temperature (℃, K) c Convection e Evaporation i Inner o Outer r Radiation
would be the most efficient way to do this. 3. Calculate the amplitude ratio and the frequency ratio and create a graph similar to Figure 3.11a on page 230 in your textbook. Use the peak amplitude data from your accelerometer and PULSE analyzer instead of the ruler. You should have three different curves on one graph. Determine the damping ratio based on the above data and theory. 4. Determine the Q factor for the system with the lightest damping. 5. Divide the force amplitude by the velocity amplitude ( x peak ) for each frequency for both experiments. This is the magnitude of the mechanical impedance of the system at a given frequency. Create a graph of this. Show three curves on one chart – one curve for
,” ASEE Paper # AC 2009-1194, 200915. V. Lohani and T. Younos, “Implementation And Assessment Of An Interdisciplinary NSF/REU Site On Watershed Sciences,” ASEE Paper # AC 2008-1402, 2008.16. http://me-reu.secs.oakland.edu17. L. Guessous, B. Sangeorzan, Q. Zou And X. Wang, "Industrial Mentors: An Often Untapped Resource In Undergraduate Research Programs," Paper # 2008-66063, 2008 ASME International Mechanical Engineering Congress and Exposition, November 2008.18. C. Shellito, K. Shea, G. Weissmann, A. Mueller-Solger and W. Davis, “Successful Mentoring of Undergraduate Researchers – Tips for Creating Positive Student Research Experiences,” Journal of College Science Teaching, vol. 30, no. 7, pp. 460-464 (2001
flow rate ( m& ), ⎧ ⎫ ⎪⎛ g ⎞ v2 v2 ⎪ ⎛ − ⎞ − ⎪⎪ W& = m& w = m& ⎨⎜⎜ ⎟⎟( z1 − z2 ) + ⎜⎜ 1 v v p p 2 ⎟⎟ + 1 2 + u1 − u2 + q{ 12 ⎬ ⎪⎝ g c ⎠ ⎝1422 gc