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 • Concept Development • Engineering Analysis • Risk Assessment

4. Open Items From Last Review • Refine Risk Assessment • Develop modules on experimental and analytical levels

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; 4 or 5 are preferred • Modules may be of different technical challenge and complexity • All modules must emphasize practical engineering experiences • Each module should be interesting to the students • Modules should bridge applications areas, such as electromechanical or electrochemical • All modules should use commercially-off-the-shelf equipment to enable maintenance and sustainability of module use over many semesters of student enjoyment • All module should have analysis challenges that are at or beyond student learning from core coursework

8. Customer Requirements Continued • 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 and expansion allowing for many engineering opportunities • Be robust and safe

9. Engineering Requirements

10. Functional Decomposition

11. Criteria For Modules

12. Criteria For Modules

13. Rail GunWindmillLeiden Frost EffectElectrical Cooling SystemAnalogous Behavior (Mass Spring System) SpeakersSolar PanelsHelicopterMR FluidBridge (Lack of complexity) Bike Pump (Lack of complexity)Submarine (Lack of complexity)Inverted Pendulum (complexity, variability) Module Concepts Considered:

14. Concepts Considered

15. Electrical Cooling System Problem Statement: Thermo, Electrical Control Equations: What are we going to do? Experimental Challenges: Maintain chip operating temperature under heavy loads Analytical Challenges: Affects on heat flux to maintain specific temperature with different air speed, fin size/shape, material

16. Wind Turbine • Concepts Covered: Aerodynamics, Dynamics, and • Equations: • Experimental Challenges: Build and test a windmill with either a fan providing a rated speed or a windmill providing . • Analytical Challenges: Design, optimize, and simulate a windmill at either a rated speed or a variety of speeds.

17. Challenge Analytical: • Students design a windmill based around the average wind speed produced by a fan or based on a variety of wind speeds produced in a wind tunnel. • Students can vary the shape of the blade, number of blades, generator type, angle of attack, and the blade material. Experimental: • Students build the windmill that they designed and simulated. • Test the windmill in the environment that it was simulated. • Compare results.

18. Student Experiences • 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.

19. Leidenfrost Video

20. Leidenfrost Effect

21. Challenge Analytical: • Design a surface (either heated in an oven or with a hot plate) to transport a mass of water uphill. • Simulate the flow rate over the surface, time required for surface to achieve desired temperature, and (if oven heated) cooling rate. • Students can vary material used, number of sawteeth, geometry of teeth, and the method of applying the water. Experimental: • Students build the surface that they designed and simulated. • Test the surface that was simulated. • Compare results.

22. Student Experiences • It looks cool. • This topic is not really covered. • Topics was deemed interesting by focus group.

23. Helicopter Problem Statement: Fluid Dynamics Equations: What are we going to do? Experimental Challenges: Analytical Challenges: Angle of attack and Thrust

24. Magneto-Rheological Fluid • Problem Statement: Students will vary a magnetic field and forces applied to the system. Find the flow rates of the fluid flowing within the damper system based on the effects of the magnetic field and the forces. • Equations: • Experimental Challenges: With a given damper system apply the magnetic field and a force. Then using the equations above find the flow rate. • Analytical Challenges: Predict the behavior of the fluid using flow rate vs. magnetic field on a chart using the equations above.

25. Challenge Analytical: • Predict the behavior of the fluid using flow rate vs. magnetic field on a chart. Experimental: • With a given damper system apply the magnetic field and a force. Then find the flow rate. • Compare results.

26. Student Experiences • Currently in-development. • Has a multitude of practical uses. • Topics was deemed interesting by focus group.

27. Submarine Concepts: Fluid Dynamics Equation: Experimental Challenges: Build ballast tank, have submarine dive to a specified depth then rise to another specified depth Analytical Challenges: Affects of variable, Depth depending on fluid, materials

28. Bike Powered Water Purifier Concepts: Fluid Mechanics, Water Conservation Equations: Experimental Challenges: Create and test bike powered water purifier Analytical Challenges: Determine which filter best used to filter water, measure pressure, flow, and gear ratio http://umaine.edu/met/capstone-projects/2013-various/clean-water-project/

29. Challenge Analytical: • Students design water purifier powered by a bike by determining what type of filter is required to best filter water with the least amount of particles while maintaining a specified flow rate and pressure • Students can vary the gear ratio on the bike, regulate the flow of water, and pressure Experimental: • Students build the water purifier that they designed and simulated.

30. Student Experiences • Theory behind module is useful in the real world to help third world countries that are plagued with micro-bacteria in their drinking water • Topic outside of the students’ normal learning

31. BOM Based on research, total cost for project: $400-$600

32. Inverted Pendulum

33. Truss Bridge • Problem Statement: Find the forces in each of the members of the truss bridge • Equations: ΣF = 0; Strain * E = Stress; Stress = F/A • Experimental Challenges: Apply loading at specific points on the bridge with strain gauges on some of the members. Using the readings from the strain gauge students will be able to find forces on the members. • Analytical Challenges: Using the same specifics points on the bridge as the experimental part. Then using the equation listed above and the Method of Joints in excel to find all of the forces in the members.

34. Concepts Against Criteria

35. Risk Assessment

36. Project Plan (WK 10-12) • Update all Action Items • Add all documents to EDGE • Arrange Meeting with Facility to review DDR • Test Subsystems • Continue detailed design • Continual improvement of Risk Assessment • Review designs with customers

37. Questions?