Project 14361: Engineering Applications Lab

1. Project 14361: Engineering Applications Lab

2. Introductions

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

9. Functional Decomposition

10. Criteria For Modules

11. Criteria For Modules

12. Diagram of Rail Gun: Rail Gun Module 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. Rail Gun Background 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

18. Rail Gun BOM

19. Rail Gun Block Diagram

20. Rail Gun Block Diagram

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

30. Heat Transfer System • 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).

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

33. Heat Transfer Heat Sink Options

34. Heat Transfer BOM

35. Student Experience Plan

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

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. Wind Turbine Blade Design

50. Wind Turbine BOM