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![Page 1: Project 14361: Engineering Applications Lab. Introductions TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical.](https://reader035.fdocuments.us/reader035/viewer/2022081515/5697bfee1a28abf838cb9a77/html5/thumbnails/1.jpg)
Project 14361: Engineering
Applications Lab
![Page 2: Project 14361: Engineering Applications Lab. Introductions TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical.](https://reader035.fdocuments.us/reader035/viewer/2022081515/5697bfee1a28abf838cb9a77/html5/thumbnails/2.jpg)
Introductions
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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
![Page 4: Project 14361: Engineering Applications Lab. Introductions TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical.](https://reader035.fdocuments.us/reader035/viewer/2022081515/5697bfee1a28abf838cb9a77/html5/thumbnails/4.jpg)
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
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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
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Customers & StakeholdersProfessor John Wellin
Contact: [email protected]
Professor Ed HanzlikContact: [email protected]
Engineering Professors and Faculty
Engineering Students
MSD Team
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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
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Engineering RequirementsNEED #
AFFINITY GROUP NAME
IMPORTANCE CUSTOMER OBJECIVE DESCRIPTION MEASURE OF EFFECTIVENESS
CN1
Key Engineering Principals
9Modules may be of different technical challenges
Bloom's Taxonomy of Learning
CN29
All modules must emphasize practical engineering experiences.
Survey Professors regarding modules to ensure they have a practical application to students future careers
CN33
All modules should bridge application areas, such as electromechanical
If modules branch into multiple disciplines
CN49
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
9Customer request 3 modules at a minimum; 4 or 5 are preferred.
n/a
CN71
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
CN103
All modules should be stand alone; they should contain everything they need without borrowing from other sources.
Test modules in lab setting
CN113
All modules must be robust and safe. Conduct testing on equipment and modules
CN123
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)
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Functional Decomposition
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Criteria For ModulesCriteria Measure Measurable Grade Notes
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 Plus3- Elective4- 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 results3- 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 Variable2- 2-3 variables3- 4-5 variable4- combinational variables
Moved to complexity
Depth of Analysis required for moduleDepth of analysis required duration
Safety
Complies with safety regulations Complies with safety regulation
Reduce Risk of Injury Severity
1- Requires Supervision2- needs special knowledge of operation3- needs notification 4- simple working since needed
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Criteria For ModulesCriteria Measure Measurable Grade Notes
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 Team ranked by relativity
1-Experience every day2-Experience is known but not common3- 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 Parts Of the shelf Parts
1-Needs all custom parts with a heavy price tag2- Need minimal custom parts 3- Most parts are off the shelf, some custom parts4- 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.
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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.
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Rail Gun BackgroundRail 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:
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Rail Gun BackgroundThe 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:
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Rail Gun Background
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Rail Gun BackgroundFaraday’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 :
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Rail Gun Rail Design1
2
3
4
Part #
Part
1 Rubber Stoppers
2 Copper Rails
3 Polycarbonate Top Layer
4 Polycarbonate Insulate
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Rail Gun BOM
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Rail Gun Block Diagram
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Rail Gun Block Diagram
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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
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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)
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Student Scenario1
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Student Scenario 1
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Student Scenario 1
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Student Scenario 1
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Student Scenario 1
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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.
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Rail Gun Risk AssessmentID Risk Item Cause Effect Likelihood
Severity
Importance
Action of Management
Owner
1Damage to
rails
Sudden current discharge fired several times
Possibility of welding
armature to rails/
melting rails and/or
armature
2 3 6 Replace rails Rail Gun
Team
2Defects in
partsManufacturing
process
Inaccurate part specs
and varying student
outcomes
1 3 3
Inspect all parts when they come in, send parts back that are
defective
Rail Gun Team
3Corrosion to capacitors
Moisture in environment/
improperly sealed capacitors
Rail Gun will not function
1 1 1
Make sure module is in an environment where this will not
occur
Rail Gun Team
4Variations in
Student Outcomes
Analytical and Experimental
analysis do not match
Inconsistency with
analysis2 3 6
Will be further developed in MSDII
P14361
5Electrocution
of Student
Student touches capacitor, rails or
where power source connects to capacitor bank
Minor to severe
injury to student
1 3 3
No unnecessary exposed wires,
insulation on module and have students wear rubber gloves
Rail Gun Team
6Damage of Property
Projectile hits something
delicate
Projectile hits and breaks
object/s in lab
1 3 3Clear path for
projectile prior to launching
Rail Gun Team
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•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
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Background: Heat SinksGeneral Case for Fin (Assuming steady state, constant
properties, no heat generation, one-dimensional conduction, uniform cross-sectional area, and uniform flow rate):
Performance Parameters:
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Heat Transfer Heat Sink Options
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Heat Transfer Heat Sink Options
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Student Experience Plan
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Potential ProblemPossible Problem: Maintaining an open air
CPU at a constant temperature using a heat sink, and airflow from a fan.
DESIGN SKETCHES:
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Analysis PerformedObjective: Students will choose from a variety
of pre-purchased heat sinks, and re-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.
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Building and TestingStudents are given a variety of fin designs.
Mate 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.
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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
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Student Scenario 1Create heat sink(s) with CAD.
Create Simscape Numerical Analysis and COMSOL CFD Analysis, compare results.
SimscapeHeat generationThermal resistance valuesConduction coefficientConvection coefficientWind speed
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Student Scenario 1In COMSOL Software:
CAD model of the heat sinkHeat generationThermal resistance valuesConduction coefficientConvection coefficientWind speedType of materialBoundary conditions
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Student Scenario 1Student will put the heat sink(s) on actual
heated surfaces.
Run each sink to a steady state condition, during the run heat sensors will be placed within the heat sink and temperatures will be measured in intervals.
Compare to analytical/numerical results.
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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.
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Heat Transfer Risk Assessment
ID Risk Item Cause EffectLikeliho
odSeverity
Importance
Action of Management
Owner
1Variations in Student Outcomes
Analytical and Experimental
analysis do not match
Inconsistency with
analysis2 3 6
Will be further developed in
MSDIIP14361
2 Air Flow Not enough air flow
Failure of module to
work correctly
1 2 2
Will be further tested in MSDII, purchasing of
wind tunnel will eliminate problem
Heat Transfer
Team
3Overheatin
g Fins
Student not paying attention and
setting the heat source to high,
damaging the sinks.
Damage to module
1 1 1
Do not exceed the melting
point of aluminum
Heat Transfer
Team
4 Injury Human Error
Minor to severe
injury to student
1 3 3
Include clear instructions on
how to use heated surface
P14361
5Damage to
Property
Placing flammable materials or
materials with a low melting point near
heated surface
Property Damage
1 3 3
Always insure that the area around the
heated surface is clear.
P14361
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Heat Transfer BOM
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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
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Wind Turbine Forces
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Governing Equations
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Wind Turbine Holder Design
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2/12/14
Wind Turbine Blade Design
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Wind Tunnel Design
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Savonius Wind Turbine Potential Problem
• Problem Statement: • The students will analyze the performance
parameters cp and cq of a Savonius turbine using computational fluids analysis and experimentally.
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AnalysisThe 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.
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AnalysisStudents 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
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Building and TestingThe Savonius wind turbines will design and
create their turbine through 3D printing.
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.
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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
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Student Scenario 1Recreate 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
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Student Scenario 1Student 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.
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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.
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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.
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Wind Turbine Risk AssessmentID Risk Item Cause Effect
Likeli-hood
Severity
Importance
Action of Management
Owner
1Varations in Student Outcomes
Analytical and Experimental
analysis do not match
Inconsistency with analysis
2 3 6Will be further developed in
MSDIIP14361
2Variations of blades
Not enough combinations of
blades for a measurable change in outcomes
The analysis will be the same for
each student
1 1 1
Students create various shapes of blades that have been or can be rapid prototyped
Wind Turbine Team
3Structural Damage
Turbine is prototyped poorly and damaged by high wind speeds
Structural damage to
module 1 3 3
Will be further tested in MSDII
Wind Turbine Team
4Copper
Component
Inconsistent winding of copper
Wind Turbine will not function correctly
1 2 2
Warn students to wrap copper
tightly, best method will be further tested
in MSDII
Wind Turbine Team
5Prototypin
g
Students design blades that can
not be rapid prototyped due to
size or intricate design
Unable to complete
analysis of module
1 2 2
Layout specifications
and requirements of blades, further developed and
explored in MSDII
Wind Turbine Team
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Wind Turbine BOM
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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.
Lift: Lift is created 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 an attack angle can further assist the lift.
Note: There are other components for stable flight which will not be tested.
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Helicopter Propeller Analysis
For this analysis we used the blade element theory along with momentum theory to analysis the blades.
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 and matlab
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From Blade Element theory
2/12/14
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Propeller Block DiagramStep Equation
Based on the diagram from the slide before, This is the resultant velocity at the blade element.
The relationship between the blade and direction of motion can be described by:
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Propeller Block Diagram
Step Equation
The resultant incremental lift dL and drag dD per unit span on this blade element are:
Where Cl and Cd 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.
Recommend to use Naca airfoil data.
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Propeller Block Diagram
Step Equation
Thrust (dT) and Torque (dQ) can be express by the sum of forces in their respective direction from Lift and Drag
Substituting for dL and dD and taking the number of blades (B) into account
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From Momentum theory
2/12/14
Note: Inflow velocity is very close to 0 for helicopters at a hovering state
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Propeller Block DiagramStep Equation
Bernoulli’s Equation
Velocity at point 2 from previous slide
Thrust
Torque
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Matlab
2/12/14
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Helicopter Propeller Setup
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Helicopter Propeller Setup
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Helicopter Propeller Risk Assessment
ID Risk Item Cause EffectLikelihoo
dSeverit
yImportan
ceAction of
ManagementOwner
1Varations in Student Outcomes
Analytical and Experimental
analysis do not match
Inconsistency with
analysis2 3 6
Will be further developed in
MSDIIP14361
2 Speed Too much torque
Module may fly away
from testing apparatus
1 1 1
Design and set up a mount to make sure this does not
occur
Propellor Team
3 Variablity
Not enough combinations of blades to change
outcomes
The analysis will be the same for
each student
1 1 1
Students create various shapes of blades that have been or can be
rapid prototyped
Propellor Team
4Lifting Forces
Lift force induces stress
Damage to propeller
1 3 3
Limit the RPM of the motor, find the
max RPM, to be further tested in
MSDII
Propeller Team
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BOM
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BOM Continued
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Concepts Against Criteria
Project
Complexity Safety Interest Budget Time
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
x x x x x x x x x
Helicopter Propeller x x x x x x x x x
Savonius Wind
Turbinex x x x x x x x x
Rail Gun x x x x x x x x x
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Project Plan MSDII: WK 1-3WEEK ONE:
Take inventory, make sure everything we have ordered has arriveMeet with Professor Wellin to regroup, talk about refining ideas,
new ideas, and improvements to designs
WEEK TWO: Implement design improvementsBegin prototyping and building modules
WEEK THREE:Setup a meeting with Professor Wellin to address module issuesContinue building modules
Continual improvement of Risk Assessments and Edge
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Questions?