Identify the (3) major pump types used in fluid power systems. Distinguish between fixed and variable displacement designs of the above pump types. Describe the operation of the above various pump types using visualization techniques.

/in /by

Hydraulic Pump Design and Pump Efficiency

 

The purpose of this project is to deepen your understanding of the different types of hydraulic pumps and how they operate. You will also learn how to differentiate between fixed and variable displacement designs and how to calculate pump efficiencies (mechanical, overall, and volumetric efficiencies). The majority of the above learning will be accomplished by using visualization techniques which will involve basic and detailed drawings and/or diagrams. Remember the old saying: “A picture speaks a thousand words.”

 

By the end of this assignment, students will be able to do the following:

1) Identify the (3) major pump types used in fluid power systems.

2) Distinguish between fixed and variable displacement designs of the above pump types.

3) Describe the operation of the above various pump types using visualization techniques.

4) Understand that every pump design has limitations and is not 100% efficient.

5) Explore trade-offs between pump types.

What are the estimated timings to complete the investigation?

/in /by

What are the estimated timings to complete the investigation? Remember to factor in any practical considerations e.g./ leaving overnight etc.”

What happens to the helicopter? Discuss whether the worst-case scenario is during hover or level flight.

/in /by

A helicopter has a main rotor speed of 260 rpm, and a main rotor radius R=5.90m. The gross take-off weight is 30kN. The blades have an average drag coefficient of CD=0.01, and the rotor solidity =0.08. The distance between the axis of the main and tail rotor is x=7.5m. The helicopter is powered by two turboshaft engines with maximum continuous power at sea level of P0=1,150kW, each.

(a) Calculate the tail rotor thrust required to trim the helicopter in hover. [10]

(b) Assume that due to a failure in the flight control system there is an impulsive
excess of tail rotor thrust. What happens to the helicopter? Discuss whether the
worst-case scenario is during hover or level flight. [8]

(c) The altitude lapse rate for the engine power is a function approximated by
P(z)=P0 (/sl)1.35. Estimate the hover ceiling of this helicopter rotor, neglecting
the effects of profile and tail rotor power.

How has radioactive isotopes used for medical imaging are produced by way of cyclotrons which accelerate particles to high energies and collides them together forming radioactive isotopes.

/in /by

How has radioactive isotopes used for medical imaging are produced by way of cyclotrons which accelerate particles to high energies and collides them together forming radioactive isotopes.

 

When defining a vector, the orientation specifier [row] or [column] is optional – it can be omitted.

/in /by

Computational Physics (Maple)
Exercise 1
For each of the following, what single-line command will create the matrix?
(1) M1:= (2) M2:=

Exercise 2

When defining a vector, the orientation specifier [row] or [column] is optional – it can be omitted.

What is the default orientation of a vector?

Describe what effect this technology has on society and the environment (for example: photo radar helps prevent vehicular accidents and reduces fuel consumption associated with excessive speeding).

/in /by

Lidar guns

A detailed report on lidar guns Using the Internet, submit a research report outlining the kinematics involved in motion detectors designed and built into vehicles on the road today. Be sure to provide details on how the technology works.

Describe what effect this technology has on society and the environment (for example: photo radar helps prevent vehicular accidents and reduces fuel consumption associated with excessive speeding).

Compare and contrast AC and DC current. Explain why AC rather than DC current is used in homes to supply electricity.

/in /by

1a) Three cells in parallel, two light bulbs (loads) in series, with one switch

b) Three cells in series and three light bulbs in parallel, with each light bulb being
Three cells in parallel, two light bulbs (loads) in series, with one switch. able to be switched on independently.

c) Two cells in series, a light bulb in series with one switch, and two light bulbs in parallel.

d) Two cells in series, parallel to another two cells in series, and two bulbs in parallel and another two bulbs in series. There is one switch.
2. In circuit (a), assume the voltage in the circuit is 1.5 V in total. How much voltage is passing through each light bulb?
3. In circuit (b), assume the cells produce 4.5 V in total. How much voltage is passing through each light bulb?

Task 2: Problem solving

1. A 14 V battery powers the headlights of a car. What is the resistance of the headlights if they draw 3.0 A of current when turned on?

2. A toaster has a resistance of 28 Ω and is plugged into a 110 V circuit. Using the GRASS method, what current is measured?

3. A microwave oven draws 12 A of current on a 110 V household circuit. What is its power rating?

4. What current is drawn by a 90 W light bulb on a 110 V household circuit?

Task 3: AC and DC current

Compare and contrast AC and DC current. Explain why AC rather than DC current is used in homes to supply electricity.

.Explore the Introscreen to find some things that happen when light rays shine into water.

/in /by

 Bending Light Remote Lab This lesson is designed for a student working remotely.)This lab uses the Bending Light simulation from PhET Interactive Simulations

A.Describe what happens to light when it shines on a medium

.B.Explain light direction changes at the interface between two media and what determines the angle.

C.Describe the effect of varying wavelength on the angle of refraction

D.Explain why a prism creates a rainbow.

E.Apply Snell’s law to a laser beam incident on the interface between media.

Everyday Physics in your life:

Do you observe any different things?( If you don’t have a clear glass, you can still see some interesting things. You might want to use a larger container like a bathroom sink). What ideas do you have about why things look different under water?

Develop your understanding:

1.Explore the Introscreen to find some things that happen when light rays shine into water.

Loeblein https://phet.colorado.edu/en/contributions/view/5463page2Explain your understanding:

2.Experiment in the Introscreen using the tools to observe what happens to light when it shines on water. Use both the Ray and Wave models for light.

a.Write about how each tool helps investigate the behavior of light.

b.Describe the behavior of light when it shines on water. Provide examples for a variety of incident angles to support your description.

c.What changes if the light is underwater and the light goes into air?

d.What changes if you shine light on glass?

e.Test materials with other indexes of refraction to see if your ideas about the behavior of light seem comprehensive.

f.Write a summary description of what happens to light when it goes from one medium to another.

Use the following vocabulary words in your summary: index of refraction, incident angle, reflected angle, and refracted angle.

3.Use More Tools screen to observe variation in refraction as the wavelength (color) of incident light varies.

a.The difference in refraction angles is small and difficult to detect in this simulation,

Run some of your own experiments to see if you can detect a difference in refracted angles at other incident angles. Why did I choose 80 degrees?

b.Use the Speed tool as you vary the wavelength to help understand why the angle of refraction varies. Describe the results of your experiments

c.Does the color of the color of the light change during refraction or reflection?

 Loeblein https://phet.colorado.edu/en/contributions/view/5463page34. Explore the Prisms screen to see how your understanding of refraction applies when light travels through a medium like glass.

Give specific examples and images from the simulation to explain how your understanding applies.

Simulation tip:

Remember that the Normal dashed line and protractor will help take measurements..

5. Experiment to find ways to make rainbows.

a.Insert at least one setup where light passing through a prism gives a rainbow and describe why a rainbow is formed.

b.Explain why only some types of light will yield rainbows.Test your understanding and self–check Open the full Bending Light simulation

6.Show that you can use Snell’s Law ( n1sinΘ1= n2sinΘ2) to predict the angle of reflection and angle of refraction for several scenarios.

Show your work.

After you have completed the calculations, use simulation to check your work For incident angle of 30 degrees light shining

a.from air into water.from water into air

b.from air into glass

c.from water into glass

d.from air into a medium with an index of

Describe the behavior of light when it shines on water. Provide examples for a variety of incident angles to support your description.

/in /by

This lab uses the Bending Light simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license.https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html Learning Goals A.

Describe what happens to light when it shines on a medium.

B.Explain light direction changes at the interface between two media and what determines the angle.

C.Describe the effect of varying wavelength on the angle of refraction.

D.Explain why a prism creates a rainbow.

E.Apply Snell’s law to a laser beam incident on the interface between media.Everyday Physics in your life:  put a chopstick in a glass of water like in the picture on the right. What do you notice?

Try this at home with some other things like a spoon or fork. Do you observe any different things?( If you don’t have a clear glass, you can still see some interesting things. You might want to use a larger container like a bathroom sink). What ideas do you have about why things look different under water?

Develop your understanding:

1.Explore the Introscreen to find some things that happen when light rays shine into water. Figure out how to test what happens when the light rays come from underwater. Compare your ideas about why things look different under water to how light rays appear to “bend.”.

Loeblein https://phet.colorado.edu/en/contributions/view/5463page2Explain your understanding:

2.Experiment in the Introscreen using the tools to observe what happens to light when it shines on water. Use both the Ray and Wave models for light.

a.Write about how each tool helps investigate the behavior of light.

b.Describe the behavior of light when it shines on water. Provide examples for a variety of incident angles to support your description.

c.What changes if the light is underwater and the light goes into air?

d.What changes if you shine light on glass?

e.Test materials with other indexes of refraction to see if your ideas about the behavior of light seem comprehensive.

f.Write a summary description of what happens to light when it goes from one medium to another. Use the following vocabulary words in your summary: index of refraction, incident angle, reflected angle, and refracted angle.

3.Use More Tools screen to observe variation in refraction as the wavelength (color) of incident light varies.

a.The difference in refraction angles is small and difficult to detect in this simulation, so I have shown a possible experimental setup for you to try. How much does the angle of refraction change from 380nm to 700nm when the incident angle is 80?Run some of your own experiments to see if you can detect a difference in refracted angles at other incident angles. Why did I choose 80 degrees?

b.Use the Speed tool asyou vary the wavelength to help understand why the angle of refraction varies. Describe the results of your experiments

c.Does the color of the color of the light change during refraction or reflection?
Loeblein https://phet.colorado.edu/en/contributions/view/5463page34.

Explore the Prisms screen to see how your understanding of refraction applies when light travels through a medium like glass. Give specific examples and images from the simulation to explain how your understanding applies.

Simulation tip:

Remember that the Normal dashed line and protractor will help take measurements..

5. Experiment to find ways to make rainbows.

a.Insert at least one setup where light passing through a prism gives a rainbow and describe why a rainbow is formed.

b.Explain why only some types of light will yield rainbows.Test your understanding and self-check Open the full Bending Lightsimulation

6.Show that you can use Snell’s Law ( n1sinΘ1= n2sinΘ2) to predict the angle of reflection and angle of refraction for several scenarios. Show your work. After you have completed the calculations, use simulation to check your work For incident angle of 30 degrees light shining a.from air into water

b.from water into air from air into glass

d.from water into glass

e.from air into a medium with an index of 1.22

What happened to the spacing of the bright spots when you increased the wavelength of the light?

/in /by

Part 1.

Double Slit Interference In the pictures on the last page, the rays are emitted in all directions from the slits, but let’s concentrate on the rays that are emitted in a direction toward a distant screen measured from the normal to the barrier). One of these rays has further to travel to reach the screen, and the path difference is given by side.

Small angle simplification:

If is small, then sin (in radians),and bright spots occur on the screen at dm=; dark spots occur at dm21+=.
B)Press the green button on the light generator and generate an interference pattern on the screen. (Again,you should see something like what you see at the top of this page.)

C)Pull the measuring tape tool out of the box in the upper right and use it to measure L, the distance between the slits and the screen. Then measure the distance from the center of the central bright spot to the center of one of the 1storder bright spots. Record these values in Table 1. (Be sure to include units!!!) D)Calculate the wavelength of the light λusing the diffraction formula derived in the Background section. Record this value in

E)Pause the simulation and use the measuring tape tool to measure the wavelength directly. Record this value in Table 1.

F)Calculate the %-error between your calculated and measured values, and record this value in Table 1.

G)Adjust the frequency of light and repeat steps B-F. Color of Light Slit Separation d Distance from Slits to Screen L Distance from Central to 1stOrder Bright Spot x Wavelength λ(calculated) Wavelength λ(measured) %-Error Red Violet

Analysis:

1.What happened to the spacing of the bright spots when you increased the wavelength of the light?

2.Explain why your answer to #1occurred.

3.What happens to the interference pattern if d is increased? What if d is decreased?

4. Explain your reasoning for 3.Insert screenshots here to prove your point.

5. Name one of the Applications. List the source of in format