Mecom Module K

Copyright 1998-2004 NJCATE, a National Center for Advanced Technological Education Middlesex County College, 2600 Woodbridge Avenue,
Edison, New Jersey 08818-3050 Phone: (732) 906-4178 Fax: (732) 906-4662
Web Site: www.njcate.org
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission in writing from NJCATE. This material is based on work supported by the National Science Foundation Advanced Technological Education Program under NSF grant # ESI-9553749 and DUE-9813444. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.
Module K: Applications of Electromechanical Systems

Shamsa Anwar, M.S. Sohail Anwar, Ph.D. Richard Flack, Ph.D. Paula Ford Andrew N. Vavreck, Ph.D. Penn State University NJCATE Publications Coordinator: Paula Neves
TABLE OF CONTENTS
HOW TO USE THIS MODULE GUIDE.............................................................................. ..1 MECOMTRONICS MODULE K COMPETENCIES ............................................................ 2 MODULE OVERVIEW ......................................................................................................... 6 TERMINOLOGY AND CONCEPTS ..................................................................................... 8 INDUSTRIAL CONTEXT.................................................................................................... 10 PROJECT OVERVIEW ........................................................................................................ 13 SUPPLEMENTAL MATERIALS......................................................................................... 15 TECHNICAL ACTIVITIES LEARNING ACTIVITY: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: HYDRAULIC, PNEUMATIC, AND ELECTROMECHANICAL ACTUATOR APPLICATION #KPT1.. ...................................................................... 16 LEARNING ACTIVITY: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TESTING AND TROUBLESHOOTING OF ELECTRICAL/ ELECTRONIC AND SENSING DEVICES #KPT2...29 LEARNING ACTIVITY: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: MECHANICAL DESIGN AND FABRICATION #KPT3. ............. 42 LEARNING ACTIVITY: PRELIMINARY DESIGN #KST1 ............................................. 63 LEARNING ACTIVITY: ELECTRONIC CONTROL AND SENSING INTEGRATION #KST2 ..................................................................................................................................... 76 MATHEMATICS ACTIVITIES LEARNING ACTIVITY: STATISTICAL CONCEPTS #KSM1 ........................................ 93
LEARNING ACTIVITY: SWITCHING ALGEBRA AND COMBINATIONAL LOGIC SYSTEMS #KSM2.... ............................... 108 APPENDIX A ..124 SCIENCE ACTIVITIES LEARNING ACTIVITY: MECHANICAL AND THERMAL PROPERTIES OF MATTER #KSS1 ................................................................................................................................... 125 LEARNING ACTIVITY: CONTROLLING OSCILLATIONS #KSS2 ............................ 140 RESEARCH, COMPOSITION, AND PRESENTATION (RCP) ACTIVITIES LEARNING ACTIVITY: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: DATA COLLECTION AND REPORTING #KPC1 ...................................... 151 LEARNING ACTIVITY: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TRAINING PROGRAM DEVELOPMENT #KPC2. ................ 160 EVALUATION FORMS .. ......170
Module K Student Guide
HOW TO USE THIS MODULE GUIDE

This module guide contains several unique features: Competencies Each activity covers a list of technical competencies, which are researched and verified by industry representatives. These competencies provide the conceptual framework for students to develop knowledge and skills required by industry. The list of competencies is broken out by Technical, Physical Science, Mathematics, and Research, Composition and Presentation (RCP). The level of mastery attained for each competency as it relates to the material covered in corresponding modules, is indicated as Introduce (I), Develop (D), Master (M), and Reinforce (R). Therefore, you will find in the competency list an indication of the level of mastery to be attained. Projects Each module includes an industry-related capstone project. Learning activities in each module are classified by whether they are project-embedded (activities essential to the development and implementation of the project) or stand-alone (activities guiding the student in the development of the core competencies of technical, mathematics, physical science, and research, composition, and presentation skills). The corresponding equations, tables, and figures for each activity follow the same classification system. Activity Codes An activity numbering key is followed throughout the module. For example, in codes KPT1 and KSM1, the first letter of the code signifies that this is an activity of Module K. The second letter can be either a P for a project embedded activity or an S for a stand-alone activity. KSM1 then is a stand-alone activity. The third letter represents either T for Technical, S for Physical Science, M for Mathematics, or C for Research, Composition and Presentation. KSM1 is a mathematics activity. The last digit in the code represents the order of the activity in a particular discipline. KSM1 is the first mathematics activity in Module K. Use this key code to identify each learning activity.
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MECOMTRONICS MODULE K COMPETENCIES

The list of competencies in this module is broken down by Technical, Physical Science, Mathematics, and Research, Composition, and Presentation (RCP). The codes I, D, M or R in each competency indicate: Introduce (I), Develop (D), Master (M), and Reinforce (R). A spiral approach to learning reinforces competencies as they are revisited each semester. Technical Competencies:
R I,D D R M D D D I,D I,D D D R R D R
1.6 1.7 1.8 3.7 3.12 4.7 4.8 4.9 4.25 6.3 6.8 6.13 7.1 7.2 7.6 7.7
Create and modify spreadsheets for presenting data in graphical form. Construct, modify and manage databases; use forms, perform queries, and generate reports. Create computer-generated visual aids using application software and imported graphics. Identify and create electrical and logic diagrams utilizing a library of appropriate symbols. Read and interpret engineering drawings, wiring diagrams, schematics and process diagrams. Demonstrate knowledge of electromagnetic principles, operation of electromagnetic devices and their use in systems. Demonstrate knowledge of electric motors and generator types and applications. Select and specify electric motors, generators and transformers. Perform measurements to determine electric motor characteristics. Employ semiconductor switching devices in power control systems (ON/OFF, phase control, frequency control). Test, adjust, and repair electromechanical equipment. Maintain equipment maintenance and repair records. Maintain, troubleshoot, and repair hydraulic and pneumatic control equipment and systems. Use measuring devices for measuring linear and angular quantities. Use analog and digital meters, oscilloscopes, and virtual instruments to measure electrical and electronic parameters. Use a variety of instruments to determine the hardness, toughness and impact of a material. Evaluate the measurement specification and select the appropriate instrument to accurately perform the measurement.
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R R D D
7.9 7.10 8.1 8.4
D D D D I,D
8.5 9.2 9.3 9.9 9.13
Record and present data for evaluation and analysis. Evaluate and analyze data obtained from measurements. Employ safety procedures using manufacturer guidelines and industry and government standards when working with electrical/electronic equipment. Demonstrate knowledge of effective troubleshooting techniques; use manufacturers' documentation and software, flow charts, and diagrams for efficient troubleshooting and repair of electrical/electronic system problems. Calibrate/adjust electrical equipment. Assemble or disassemble electrical and mechanical components and systems. Select and use appropriate tools needed for assembling and disassembling machine components. Calibrate/adjust mechanical equipment. Demonstrate knowledge of characteristics, functions, and applications of power transmission systems based on mechanical and/or fluid components.
Physical Science Competencies:
R R
15.A 15.B
D D D R D R D,M D
15.1 15.2 15.8 15.9 15.10 15.11 15.12 15.13
Demonstrate knowledge of the definitions of fundamental physical quantities such as: length, time, mass, charge, etc. Demonstrate knowledge of the definition of derived physical quantities such as: velocity, acceleration, force, torque, energy, momentum, current, voltage, resistance, pressure, viscosity, power, inductance, capacitance, hardness, stress, strain, magnetic field strength, flux, etc. Apply kinematics equations for translation and rotation to describe the motion of rigid bodies. Draw (sketch) the free body diagram of a structure; determine the forces and/or torques acting on the structure by applying Newtons Second law. Calculate the stress on an object from a measurement of the strain. Distinguish between gauge pressure and absolute pressure. Calculate the pressure exerted by or on a fluid. Use Pascals Law to predict the ratio of the forces on the two pistons of a hydraulic and/or pneumatic press. Analyze and predict the rate of fluid flow through a system by use of Bernoullis Law. Describe the effect of viscosity on flowrate and the variation of viscosity as a function of temperature.
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D M M R R R R M M R M R R R I I
15.15 15.16 15.17 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.40 15.48 15.49
Use Hookes Law, the equations of motion and the law of conservation of energy to predict the frequency, period and amplitude of a mechanical oscillator. Apply the concepts of simple harmonic motion (amplitude, frequency, energy transformations) to tuned circuits and mechanical oscillators. Define the three types of damping (under, critical, over) and describe the motion associated with each. Determine the capacitance of a capacitor in terms of its physical characteristics. Calculate the energy stored in a system of capacitors. Predict and measure the time constant of a RC circuit. Predict and measure the time constant of a RL circuit. Measure current as a function of frequency and calculate the resonant frequency of an AC circuit. Predict and measure the power of an AC circuit. Predict and plot B (total magnetic field) vs. Bo (externally applied magnetic field) for a paramagnetic, diamagnetic and ferromagnetic material. Calculate the magnetic force on a current carrying wire, and the torque on a current loop. Predict the self-inductance of a coil in terms of its geometry. Calculate the energy stored in a system of inductors. Differentiate between conductors, semiconductors and insulators based on their atomic structure. Use the law of conservation of energy to predict state and temperature changes of a thermally isolated system. Employ the first law of thermodynamics and the gas laws to predict the state variables of an ideal gas.
Math Competencies:
R R D R R R R
14.1 14.2 14.3 14.4 14.5 14.6 14.7
Perform numerical computations using decimals, fractions, and percents. Raise numbers to powers and take roots of numbers. Estimate and approximate answers to multiple operation problems, and evaluate the reasonableness of the results. Use ratios and proportions to solve technical problems. Use scientific, engineering and prefix notation to simplify computations and to represent data. Use a calculator to perform multiple operation problems. Convert between U.S. customary and SI units.
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R R D R R D D D
14.8 14.9 14.10 14.13 14.14 14.27 14.28 14.30
Translate problem situations into their symbolic representations and use those representations to solve the problem. Solve technical problems involving polynomial, rational, and radical equations graphically, numerically and analytically. Identify, describe, compare and classify geometric figures. Graph empirical data and determine the function that the graph represents. Graph a straight line on a rectangular coordinate system, and determine its slope and intercept from the graph of a linear function. Analyze collected data and use probability and statistical models to make decisions about technical situations. Collect, organize and describe data from real world situations. Use Boolean algebra to perform logic operations.
RCP Competencies:
D D D D D D
13.1 13.2 13.3 13.4 13.9 13.10
D D
13.12 13.13
Convey ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals, and essays. Use varied and precise technical language appropriately in written documents and oral presentations. Determine the form, length, content and styleeither oral or writtenfor presenting material to an intended audience. Eliminate errors in Standard American English (SAE) grammar, syntax, usage, punctuation and spelling. Use specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action. Classify information into related groups, and analyze data to discover or present similarities and differences, to discover or present relationships, to explain unfamiliar concepts and to highlight specific details. Plan, organize, rehearse, and make effective oral presentations. Prepare visual materials for oral presentations.
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MODULE OVERVIEW
TOPIC Applications of Electromechanical Principles OBJECTIVES
Apply electrical, electronic, and mechanical principles to the development and installation of systems designed to perform a useful task. Study the life-cycle repair and maintenance requirements for electromechanical systems.
LEARNING ACTIVITIES
Learning Activity Introductory Session Hydraulic, Pneumatic, and Electromechanical Actuator Application Testing and Troubleshooting of Electrical/Electronic and Sensing Devices Mechanical Design and Fabrication Preliminary Design Electronic Control and Sensing Integration Statistical Concepts Switching Algebra and Combinational Logic Systems Mechanical and Thermal Properties of Matter Controlling Oscillations Data Collection and Reporting Training Program Development
Code KPT1 KPT2 KPT3 KST1 KST2 KSM1 KSM2 KSS1 KSS2 KPC1 KPC2
Time Allocation 1.0 hour 5.0 hours 4.0 hours 9.0 hours 4.0 hours 4.0 hours 2.0 hours 2.0 hours 6.0 hours 2.0 hours 2.0 hours 4.0 hours
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PREREQUISITES/COREQUISITES To ensure your success in this module, the following prerequisites and corequisites are recommended: Prerequisites Module B: Electrical and Mechanical Components and Systems Module D: Electrical and Mechanical Principles
Corequisites Module H: Electrical and Mechanical Power Components and Applications
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TERMINOLOGY AND CONCEPTS

Upon completion of this module, you should be able to use in context the following terminology and concepts: absolute pressure AC circuit AC motors amplitude angles B (total magnetic field) B0 (externally applied magnetic field) Bernoullis constant Bernoullis Law binary variable bipolar junction transistor(BJT) Boolean breakdown brittle calibrate capacitor cells Charpy test circuit breaker coil combinational logic systems complex audience compressors conductor conservation of energy damping database database management system DC motors descriptive statistics diamagnetic dielectric displacement DPST (Double Pole Single Throw) ductile elastic limit elasticity elastomer elastomer isolators electromagnetic electropneumatic regulator
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empirical experts ferromagnetic field-effect transistor (FET) first law of thermodynamics flat-file database flowrate fluid fluid power cylinders fracturing frequency diagram function gas turbine engines gauge pressure gear motor generalists graphics hardness harmonic oscillators heat heat of fusion heat of vaporization histogram hydraulic hydraulic motors ideal gas impact inductive statistics inductor insulator internal energy junction field-effect transistor(JFET) kinematics kinetic energy linear function linear spring linear variable differential transformer (LVDT) magnetic force mean measures of central tendency measures of dispersion
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mechanical linkages median metal-oxide semiconductor field-effect transistor(MOSFET) mode momentary push-button switch motor mount NC (normally closed) push button switch NO (normally open) push button switch object-oriented database operational amplifiers oscillatory motion Pascals law period periodic phase control PN junction diode pneumatic pneumatic motors population potential energy power primary audience query range RC circuit rectangular coordinate system rectifiers relational database relay relay control circuit resonance resonant frequency rigid RL circuit Rockwell test root rotary switch rotary variable differential transformer sample secondary audience semiconductor semiconductor switching device servomotors shroud
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silicon-controlled rectifier(SCR) simple harmonic motion sine wave SI unit slope and intercept solenoids SPDT relay specific heat / specific heat capacity specimen spread spreadsheet spring constant SPST (Single Pole Single Throw) standard deviation state statistical analysis statistics stepper motors strain stress switch switching algebra tensile stress thermally isolated thermodynamic system thyristor time constant torque torsion toughness transistor transmitter triac troubleshooting truth table turbine turned circuits ultimate strength unijunction transistor U.S. customary unit viscosity workbook working fluid worksheets Youngs Modulus zener diode
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INDUSTRIAL CONTEXT
INDUSTRY TYPE Systems Integration COMPANY PROFILE Intermech Ltd. is a small electromechanical systems integrator. The company, which has 100 employees, designs, develops, fields, and maintains electromechanical devices such as mechanized part feeders, metal-forming equipment, automated packaging and labeling equipment, and machine vision-based inspection systems. Much of the companys work involves integrating Original Equipment Manufacturer (OEM) components into complete automated electromechanical systems. The company primarily serves the metalworking industry.
PROBLEM/SITUATION
Gas turbine engines have sets of disks, around which are mounted many blades, like blades on a fan. These fans serve as compressors of incoming air (in the compressor section) or extract energy from the jet exhaust to operate the compressor (in the turbine section). Each blade has a root area, which mounts in the disk, and a shroud area, which mates to adjoining blades to form a ring (Figure 1). This ring is part of the seal for the outside edge of the compressor or turbine fan. It is very important that the root and shroud have a specific angle (around the long axis of the blade) relative to each other. If they do not, shrouds in the outer ring can wear against each other incorrectly, and can experience excessive stress. The angle can change because of creep due to the high temperatures and pressures the blades may experience. During maintenance, when blades are removed from their disks for inspection and repair, they undergo a process of inspection and adjustment of the root-to-shroud angle. The angle is measured and the blades are carefully twisted to restore the correct angle. A manual process is currently used, during which the blade root is held in a fixture. The blade shroud is twisted by hand with a bar clamped to the shroud, then measured, then re-twisted. The manual process is inaccurate, leads to too many scrapped blades, and is too slow. The student is part of a design and development team within Intermech Ltd., an electromechanical design and development company, which has been contracted to design,
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construct, install, and maintain a prototype, automated electromechanical system to twist used gas turbine engine blades to restore specified root-to-shroud angles for reuse.
shroud
blade airfoil
root 1.5 inches
Figure 1. J-52 High-Pressure Turbine Engine Compressor Blade The industrial development encompasses three major phases: Phase I: Specification of Machine Requirements 1. Develop database of part specifications 2. Prepare graphs of blade torque-strain response ranges 3. Review operator requirements (cycle times, ergonomics) 4. Report on blade forming requirements Phase II: Machine Design, Development and Integration 5. Specify hydraulic components for blade twist 6. Specify electromechanical components for blade shroud gripping 7. Machine mechanical design and fabrication 8. Design and fabricate machine electrical/electronics 9. Operate prototype machine on sample blades, gathering and analyzing data on blade torque response to strain 10. Measure blade material properties before and after forming 11. Report on machine design and testing
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Phase III: Installation and Life-Cycle Support 12. Install machine at customer site 13. Adjust head design, mechanics, electronics and hydraulics 14. Provide training for customer operator personnel 15. Maintain machine, field troubleshoot and repair Module K will help students understand the process of design, development, and maintenance through activities involving all areas of product development and fielding.
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PROJECT OVERVIEW
PROJECT NAME, FOCUS & DESCRIPTION Module Ks Mount Compression Tester Development Project focuses on electromechanical system integration. Students will: Develop, test, install, and maintain an elastomer mount compression tester. Use a pneumatic cylinder to compress an elastomer specimen. The compression of the specimen and the force on the specimen will be measured electronically.
PROJECT PROCEDURE
Part 1:
Hydraulic, Pneumatic and Electromechanical Actuator Application (KPT1) 1. State the Problem 2. State the Goal 3. Data Collection - Industrial Applications 4. Approach Listing 5. Actuator Approach Weighting and Selection
Part 2:
Testing and Troubleshooting of Electrical/Electronic and Sensing Devices (KPT2) 1. LVDT Testing 2. Using an Operational Amplifier Mechanical Design And Fabrication (KPT3) 1. Design the Frame 2. Fabricate and Assemble Components of the Mount Compression Tester Frame 3. Assemble and Test the Complete Mount Compression Tester 4. Measure Mount Parameters 5. Calculate the Modulus of Elasticity and Power 6. Fluid Flow Calculations 7. Thermodynamic Relationships
Part 3:
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Part 4:
Data Collection and Reporting (KPC1) 1. Use Word Processing to Write a Memo Report 2. Write a Report Using Data from the Database Created in KST1
Part 5:
Training Program Development (KPC2) 1. Find Examples of Warnings 2. Prepare a Diagram of the Mount Compression Tester 3. Make a List of the Steps in Your Instructions 4. Rehearse the Presentation 5. Make Training Presentation to the Class
OUTLINE OF PROJECT OUTCOMES OR SPECIFICATIONS The project will result in the development of an electromechanical/pneumatic compression tester. The project will serve as the core of the technical activities, and will encompass activities involving electronics, mechanics, pneumatics, design, maintenance, troubleshooting, assembly, measurement, safety, and the machine shop.
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SUPPLEMENTAL MATERIALS
BOOKS Bogart, Theodore F. Jr. 1992. Introduction to Digital Circuits. Glencoe. Dueck, Robert K. 1994. Fundamentals of Digital Electronics. West Publishing Company. Floyd, Thomas L. 1997. Principles of Electric Circuits. New Jersey: Prentice-Hall. Honeycutt, Richard A. 1986. Electromechanical Devices. New Jersey: Prentice-Hall. Kissell, Thomas E. 1997. Industrial Electronics. New Jersey: Prentice-Hall. Ledolter, Johannes and Claude W. Burrill. 1999. Statistical Quality Control: Strategies and Tools for Continual Improvement. John Wiley and Sons. Majumdar, S. J. 1996. Pneumatic Systems. New York: McGraw-Hill. Maloney, Timpoty J. 1996. Modern Industrial Electronics. New Jersey: Prentice-Hall. Norton, Robert L. 1992. Design of Machinery. New York: McGraw-Hill. Reeves, William W. 1987. The Technology of Fluid Power. New Jersey: Prentice-Hall. Smith, Gerald M. 1998. Statistical Process Control and Quality Improvement. New Jersey: Prentice-Hall.
INDUSTRIAL CATALOGS
Allied Electronics Catalog (1-800-433-5700), www.allied.avnet.com Jameco Catalog (1-800-831-2424), www.jameco.com Mouser Electronics Catalog (1-800-346-6873), www.mouser.com WEBSITES http://www.ggrweb.com for GeoWeb jobssearch in engineering technology. http://www.prosci.com for discussions of product realization processes, best practices, and participating companies. http://www.asme.org/codes/ for ASME standards and reports.
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LEARNING ACTIVITY
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: HYDRAULIC, PNEUMATIC, AND ELECTROMECHANICAL ACTUATOR APPLICATION KPT1
Project-Embedded TIME ALLOCATION 5 hours
Stand-Alone
STATEMENT OF PURPOSE
To develop an understanding of the application of motors and generators, and hydraulic and pneumatic power transmission devices by selecting an actuator approach for use in the mount compression tester.
OBJECTIVES
Understand the engineering design process Understand the range of suitable applications for actuators Explore applications of hydraulic, pneumatic, and motor actuators in real industrial machines Identify appropriate types of actuators to compress elastomer specimens in the mount compression tester Establish performance requirements for selected actuators
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ASSESSMENT
Your instructor will assess you on the following: Correct answering of all review questions within this activity Identification of appropriate actuators Identification of industrial actuator applications
SITUATION
The blade twist machine must have elastomer (elastic, rubber-like material) isolators installed on its base to reduce the transmission of vibration from the machine to the floor on which it is mounted. The proper selection of the elastomer for the isolation mount requires the use of a tensile test machine. Your company currently employs the tensile test machine to measure the compression characteristics of samples of material. Your team is assigned to automate this purely mechanical tensile test machine to facilitate the selection of the isolation mount elastomer. The current machine uses a simple, mechanical worm screw-spring arrangement to compress a sample in incremental steps (see Figure KPT1-1). The specimen to be tested is held between two plates that can slide on four rods. The rods are attached to end plates that do not move. A crank turns a worm screw, which pushes on the first floating plate (specimen plate). The displacement of the specimen plate relative to the spring plate is measured with a scale. This measurement is used to calculate the strain on the specimen. The deflection of the spring (the relative displacement of the spring plate and right end plate) gives a measurement of the force on the specimen, which can be used to calculate the stress.
specimen plate worm screw specimen right end plate
frame rods crank
left end plate
spring plate
spring
Figure KPT1-1. Current Compression Tester

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The compression tester is slow, inaccurate, and very difficult to maintain. Your team is assigned to apply electromechanical devices to automatically: 1. compress the sample 2. measure the force (stress) on the sample 3. measure the compression (strain) on the sample In this activity, your design team must identify an initial approach for an actuator to replace the worm screw and mechanical crank in the device currently used to compress elastomer mounts.
BACKGROUND
In order to modify the compression tester, your engineering team must make an initial selection of the types of actuators that can be used to compress the elastomer mounts. Later, in learning activities KPT2 and KPT3, the selected actuator will be combined with both the compression testers mechanical structure, and the electronics for sensing and power transmission. You shall then prepare a detailed machine design. In KPT1, you will be following the engineering design process, which is a formal means of addressing a problem by identifying and following through with a selected approach. The process helps designers be unbiased toward their own preferences by performing a thorough, objective identification of approaches, and then rating the value of the various approaches in different categories. The process also helps uncover potential problems that could cause delays or incur costs in later parts of the development. THE ENGINEERING DESIGN PROCESS 1. State the Problem Clearly identify just what problem is being addressed. Try to be as general as possible. For instance, if you are designing a new vacuum cleaner because an older model makes too much noise, do not say, The old models fan is too noisy. Maybe it is not just the fan, but other parts of the machine, and you will have just biased the process. The correct statement would be, The cleaner is too noisy. 2. State the Goal Clearly and briefly state the objective of the project. For the vacuum cleaner example above, the goal might be, Reduce the noise level of the cleaner by 10 decibels without increasing the unit production cost. Any performance specifications required of the design should also be identified and listed at this time.
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3. Collect Background Information Examine potential approaches to solve the problem. What have others done in the past? Identify analysis tools you might have to use, including applicable equations, computer design tools, books, articles, patentsanything that builds up your background enough to tackle the problem. 4. Identify Potential Approaches List as many approaches to solve the problem as possible, keeping in mind that no idea is a bad one at this point. A good technique is called brainstorming, where a group gets together in a room and writes down potential approaches that come to mind. 5. Analyze Potential Approaches Determine which measures or metrics shall allow you to make an unbiased evaluation of each approach. All approaches are analyzed for performance, cost, impact on other parts of the system, etc. For example, in the vacuum cleaner problem, some categories might include risk, cost, weight, tooling impact, supply impact, and size. Each of these categories gets a score for each approach. 6. Select Single Approach Choose one approach with which to proceed. Your analysis should have yielded scores in different categories for each approach. The most common way now to select an approach is to weight each category by how important it is. For instance, if cost is most important, the weighting for cost might be 5, while the weighting for weight, which is less important, might be 1. Each category score is then multiplied by the weighting factor for that category, and the total weighted score for each approach is calculated by adding up the weighted category scores. The highest composite score indicates the best approach. 7. Modeling and Testing After choosing your conceptual design, model and test this approach in more detail than you used in the analysis step above. The model might be a real, physical construction, like an aircraft wing in a wind tunnel, or a computer model. This step allows you to try out and refine many scenarios on a small scale, before selecting a final design. 8. Production Use the final design to produce tooling, manufacturing equipment, and a manufacturing process, ending in production of the product. In this activity, you shall explore the first six steps of the engineering design process. You will state the problem and goal, and identify and select approaches to the actuation needs of the mount compression tester. First, you need to review a little background information on the types of actuators from which you have to choose. ACTUATOR TYPES Actuators are devices that convert or transmit energy to apply mechanical force or torque to a mechanism. They are often provided with some control of position or speed. A range of
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alternatives to apply force or torque exists, including electrical motors and fluid power systems. Mechanical linkages can also be applied to trade off force or torque for speed from an actuator to some other part of a mechanism. DC Motors The primary characteristic of DC motors is that their torque and speed vary strongly in some way. A permanent magnet DC motor might have a torque-speed curve that resembles the one in Figure KPT1-2. torque voltage increase
speed Figure KPT1-2. DC Motor Speed-Torque Curves Therefore, if the motor voltage is held constant, a given load would result in a given speed for the motor, with higher loads increasing torque on the motor and reducing speed. If the application requires constant speed for a range of loads, such behavior would be unacceptable. DC motors come in a number of forms, each with functions and suitable types of applications. The most common type is the series-wound motor, which has the field coil in series with the armature coil. These motors are called universal motors, because they can be operated from either AC or DC. Because they are light and cheap, they are used in many portable power applications like hand drills. One solution to the speed-load variation problem is to use a speed-controlled DC motor, which has electronics to vary the current to the motor to adjust for different loads. This type of motor will run from an AC source as well since the controller converts AC to DC. Speed-controlled DC motors, however, are more expensive than uncompensated DC motors. As a reminder, DC generators function as the reverse of the DC motor operation. A rotary input to the motor rotor generates a current in the field coil. Brushes are used to switch the coil current direction through the commutator, producing a DC waveformthe more windings available, the smoother the output. AC Motors AC motors are often the most inexpensive solution to continuous rotary motion. Most of the motors in use in industry are AC motors. AC motors can be found with a variety of torque-speed
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curves, most of which are much flatter than DC motor curves. That is, the motor speed does not vary much over a range of loads. AC motors are often limited to only a few speeds, which are a function of the AC line frequency. The most common no-load speeds are 1725 and 3450 revolutions per minute (rpm). More expensive synchronous AC motors can give corresponding speeds of 1800 and 3600 rpm exactly, which represent no slippage from the standard motors. If speeds other than those related to the AC line voltage are needed, a common solution is to employ a gearbox to reduce or increase the speed (with a corresponding change in torque, of course). AC generators (usually called alternators) do not use a commutator. The simple rotation of the armature within the field coil creates an AC output. The alternator in your car, for example, outputs AC, which is rectified into DC to charge the battery. The battery in turn provides field current for the alternator. Servomotors Servomotors have electronic speed controls that automatically adjust the motors current flow in response to the tachometers measurement of the motor speed. The motor in the system can be either AC or DC. The controller compares the tachometer speed to the commanded speed, and adjusts the current to compensate. Servomotors are capable of extremely precise positioning of a load but are very expensive and have lower power and torque capacity than straight AC or DC motors. Gearmotors Gearmotors represent one solution to the inability of straight motors to operate below several hundred RPM, and to the inefficiency, complex circuitry, and expense of stepper and servomotors. Incorporating a gearmotor, a gearbox within the motor housing, provides, in most cases, a smaller shaft output speed than the motor speed and a larger torque output. With the integrated gearbox, which can allow for a straight, offset, or angled shaft output relative to the motor rotor shaft, maintenance will be slightly increased, and efficiency, in comparison to straight motors, will be reduced. The cost will also be higher than for straight motors. Stepper Motors Stepper motors have toothed rotors and specially designed field coils to allow the rotor to turn in very small, angular increments (or small steps). The motor has complex control circuitry to maintain a speed (steps per second) or position very accurately. Stepper motors can withstand lower torque loads than AC or DC motors, generally, and are expensive. Pneumatic and Hydraulic Cylinders (or Fluid Power Cylinders) Fluid power cylinders are linear actuators (often pistons in cylinders) which give a limited stroke in a straight line. They are preferable in situations where straight-line motion is required but actuator speed is not an issue. If speed control is necessary, expensive servovalves will do the
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job, but at a cost. Output forces can be very high, especially for hydraulic systems. If fluid sources are already available, the cost of fluid power systems can be very low. However, the cost for a system will be very high if a hydraulic or a pneumatic power source is not available. Also, in the case of hydraulic devices, there exists potential for contamination of the machine with oil. Pneumatic and Hydraulic Motors Pneumatic and hydraulic motors are rotary devices using hydraulic or pneumatic power that function in a similar way to the pumps used to pressurize fluid in hydraulic or pneumatic cylinders. However, instead of inputting rotary motion to yield a pressure increase, these devices reverse the process, inputting pressure to extract rotary motion. These devices share the same advantages and disadvantages as hydraulic and pneumatic cylinders, including high cost (if a hydraulic or pneumatic power source is not available), limited speed and position accuracy, and, for hydraulic devices, the potential for contamination of the machine with oil. Solenoids Solenoids are purely electromechanical devices that use a coil to move a magnetic core very rapidly over a small stroke. They are very cheap and compact, but have low load capability and poor speed control. One very common application is in camera shutters and in electric car door locks, where their simple construction, small size, high speed, and low cost are major advantages. Mechanical Linkages Mechanical linkages, which can multiply available force or displacement or alter the direction of power transmission, can be joined to any of the devices described above. Gears are just like rotary linkages, trading torque for speed or displacement. A pneumatic cylinder, which produces only a limited force, can be used to move a linkage that can multiply the force by the lever effect while the stroke is reduced. Linkages can be made inexpensively, and are low maintenance, especially if pinned (rotary) joints are used.
high force, small stroke
pneumatic cylinder low force, large stroke
Figure KPT1-3. Mechanical Linkages

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MACHINE DESIGN REQUIREMENTS Returning to the engineering design process that you shall undertake, each teams goal statement must include a listing of the design performance requirements for the mount compression tester, as shown below. Table KPT1-1. Performance Specifications for Mount Compression Tester Actuator Maximum force Maximum displacement Portability Position accuracy Maximum speed Speed accuracy Actuator cost Hydraulic power availability Pneumatic power availability 500 pounds (high) 2 inches (moderate) High 0.01 inches (high) 1 inch per second (low) 0.1 inch per second (low) Very low None expected Yes
Note: Remarks in parentheses refer to the relative importance of the criteria listed.
TEAM EXPLORATION

Identify and discuss real industrial applications of motors, generators, and hydraulic and pneumatic cylinders Brainstorm actuator applications Select an actuator type for compressing the specimen
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TASK #1 State the Problem In this task, your team will develop, discuss, and refine a statement of problem involving the selection of actuator types for the mount compression tester.
Step
1. Write down a statement of the problem that your team is trying to solve, as clearly and briefly as possible. 2. Share your teams problem statement with other teams in the class. 3. Discuss your problem statements. 4. Select one of the teams problem statement to use for the activity. REVIEW QUESTIONS
Result
1. Each team prepares a problem statement.
2. Class teams share problem statements. 3. The class discusses problem statements. 4. Teams select a single problem statement for the activity.
1. Are the problem statements from different teams similar? 2. How do they differ? 3. Why should the problem statement be written as broadly as possible?
TASK #2
Statement of Goal In this task, your team will develop, discuss, and refine a statement of the goal of the project involving selection of actuator types for compressing specimens.
Step
1. Write down as clearly and briefly as possible a statement of the goal of your teams actuator project. 2. Share your teams goal statement with other teams in the class. 3. Discuss your goal statements.
Result
1. Each team prepares a statement of the project goal. 2. Class teams share project goals. 3. The class discusses project goals.
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4. Select one teams goal statement to use for the activity. 5. Review the list of performance specifications given in Table KPT1-1.
4. The class chooses a single goal statement for the activity. 5. Teams review the performance requirements for the actuator.
REVIEW QUESTIONS
1. Why should the goal statement be written as broadly as possible?
TASK #3
Collect Background Information In this task, you will individually collect data on examples of the actuator types described in the Background section of this activity. You will learn about real-world applications of the various actuator types, and discuss the applicability of these actuators to the compression tester design.
Step
1a. Outside of class time (or in class if time and facilities permit), identify real-world applications of each of the potential actuator types, using: The Internet Product literature Observation of actual industrial equipment or equipment at your school Any other source
Result
1a. Team members produce lists of examples of actuators in use in industry.
b. Outside of class time, gather one example of b. Team members prepare written summaries on the use of each type of actuator provided each type of actuator from the Background in the Background section. section of this activity. For instance, construction equipment often uses hydraulic actuators for providing force to parts of a mechanism, like the bucket of a loader. Write a short paragraph on how the loader uses a hydraulic cylinder, and include a small sketch of the set-up. Do this for all of the actuator types.
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2. Bring your examples to class and discuss with the other students. Determine if some of the applications are relevant to the tester design problem, and list them.
2. Teams produce a list of actuator examples that are relevant to the mount tester.
REVIEW QUESTIONS
1. Where are some potential sources for approaches? 2. What other types of background information will you need?
TASK #4
Identify Potential Approaches In this task, you will list approaches to the actuator selection problem.
Step
1. Discuss with your team the actuation problem and identify potential approaches. Do not discard any potential approach. You may use the industrial examples you found to help suggest approaches. 2. Submit all potential approaches to the instructor for identification and listing on the blackboard. Do not discard any approach unless it is a duplicate of another. 3. Write down the complete list of approaches.
Result
1. Teams discuss the actuation problem and identify potential approaches.
2. The instructor lists all the teams potential approaches.
3. Each student records a list of potential approaches.
REVIEW QUESTION
1. Why should you not immediately discard approaches that you feel are clearly not going to work very well?
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TASK #5 Analyze Potential Approaches and Select a Single Approach In this task, you will weight the actuator approaches objectively and select the best overall approach.
Step
1. List categories in which you will rate the actuator approaches for the mount compression tester. Some potential categories are: Cost Torque Angular speed accuracy Power source compatibility Maintenance Portability
Result
1. Teams list categories in which actuator approaches will be rated.
2. Discuss within your team and select 2. Each team selects weightings for each weightings for each category. Use your best category. judgment as to how to weight the categories. For instance, the machine MUST produce the force and displacement specified, but cost may be more flexible. 3. List each approach for the actuation design on the board. 3. Each team lists the approaches for the actuation design on the board.
4. Next to each approach, create columns for all 4. Each team produces a chart on the board the rating categories and a last column for the showing approaches and categories. total score for each approach. The table on the board should look something like the example below, Table KPT1-2. 5. Average the category weightings from each 5. Teams average the weightings assigned by team. (Note: Since there may be some each team to the various rating categories. variation among the selected rating categories from each team, average those weightings whose categories were chosen by more than one team.)
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Table KPT1-2. Example of Actuator Approach Table Rating Categories Actuator Approach Cost Size Force Speed Total
Score Weighted Score Weighted Score Weighted Score Weighted Score Score Score Score
1. DC motor with worm gear 2. DC motor with linkages 3. Pneumatic cylinder 4. etc.
6. List the category weightings next to the category names at the top of the chart. For instance, Force (5). 7. Within each team, score each of the approaches for every category. 8. As a class, average the scores for each approach, weight them, and enter the weighted value in the chart. 9. Add up the weighted values for each approach and enter the sum in the last column. 10. Identify the approach having the highest overall weighted score.
6. Teams list the category weightings.
7. Each team scores their approaches. 8. The class produces a list of scores for all approaches. 9. The class produces a sum of weighted scores for each approach. 10. The class selects the highest rated actuation approach that will replace the mechanical crank and worm screw in the current compression tester. 11. Teams discuss the chosen approach.
11. Discuss the selected approach.
REVIEW QUESTIONS
1. How is the weighting for each category selected? 2. What would be the impact of a change to one of the categories after the process is complete (e.g., if cost suddenly became the most important, for instance, due to budget reductions)?
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LEARNING ACTIVITY
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TESTING AND TROUBLESHOOTING OF ELECTRICAL/ELECTRONIC AND SENSING DEVICES KPT2
Project-Embedded TIME ALLOCATION 4 hours
Stand-Alone
STATEMENT OF PURPOSE To learn how to test and troubleshoot electrical/electronic devices and sensors which can be integrated into the mount compression tester.
OBJECTIVES
Learn how a displacement transducer works Learn how an operational amplifier works Understand the general principles of troubleshooting Learn how to troubleshoot various electrical/electronic devices
ASSESSMENT
Your instructor will assess you on the following: Knowledge of electrical/electronic devices and sensors which can be integrated into a mount compression tester
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Performance of all tasks and answering all questions listed in this learning activity.
SITUATION
Intermech Ltd. is considering the integration of electronics and sensors into the design of the new mount compression tester, which will be developed in Learning Activity KPT3. Most of the electronic and control devices that can be integrated into the mount compresssion tester are described in this learning activity and in Module H. In addition, this learning activity describes the sensors that can be integrated into the compression tester and focuses on the troubleshooting of electrical/electronic devices.
BACKGROUND
ELECTRICAL/ELECTRONIC DEVICES AND SENSORS Displacement Transducers Displacement is defined as the distance between the position and a reference point. Displacement can be linear or rotary. The linear variable differential transformer (LVDT) can be used to measure linear displacement. It is shown in Figure KPT2-1.
S e c o n d a ry 1
In p u t S h a ft
P r im a r y S e c o n d a ry 2
CORE
Figure KPT2-1. Linear Variable Differential Transformer (LVDT) It consists of a primary, two secondaries, and a movable core. The primary is excited by an AC source. When the core is in its center location, the amplitude of the voltage induced into one secondary will be the same as the voltage induced into the other secondary. The secondaries are connected so as to cancel out the equal voltages, and so the output voltage will be zero (when the displacement equals zero). Figure KPT2-2 shows what happens to the output voltage as the core is moved to points A and B. The magnitude of the output voltage is a linear function of the core position and the phase of the output is determined by the side of the zero or null position on which the core is located.
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The excitation frequency for an LVDT varies according to its design and the application. If the LVDT has to accurately track rapidly changing displacement, the higher frequencies are better. Typical values of excitation frequency range from 50 Hz to 30 kHz. The magnitude of the voltage applied to the primary is usually about 10V.
Core at A
Core at 0
Core at B
Output Voltage
Position
Figure KPT2-2. Output Voltages as a Function of Core Displacement
Figure KPT2-3 shows a rotary variable differential transformer (RVDT) which measures angular displacement up to 90. This range of angular measurement may be extended with gearing.
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Primary Winding
Secondary 1
Differential Voltage Out
Core Input Shaft
Secondary 2
Figure KPT2-3. Rotary Variable Differential Transformer (RVDT) Operational Amplifiers An electronic circuit, called an amplifier, is used to enlarge a relatively small signal at the input and produce a larger signal at the output. Operational amplifiers are high-gain amplifiers usually powered by a dual supply. Dual power supply allows operational amplifiers to amplify signals near ground potential. It also makes it possible for the output of operational amplifiers to swing above and below ground potential. An operational amplifier is shown in Figure KPT2-4.
+V
I n v e r t in g Inp u t O u tp u t
N o nI n v e r t in g Inp u t D iffe r e n t ia l Inp u t A m p lifie r -V
I n t e r m e d ia t e V o lt a g e A m p lifie r
O u tp u t A m p lifie r
Figure KPT2-4. Operational Amplifier
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The output of an operational amplifier is usually single-ended. The first stage in an operational amplifier is an operational differential amplifier circuit. It has two inputs. One of the inputs is in phase with the output and is called the non-inverting input. It is marked plus (+). The other input is out of phase with the output. It is called the inverting input and is marked minus (-). The second stage in an operational amplifier is called an intermediate voltage amplifier. It follows the differential amplifier stage to provide high gain. The third stage consists of an output amplifier that provides a low output impedance so that the operational amplifier can drive most loads. Figure KPT2-5 shows a widely used operational amplifier package called a dual-in-line package (DIP). The dual-in-line package shown in Figure KPT2-5 houses two 741 operational amplifiers.
-In A +In A Offset Null A VOffset Null B +In B -In B
1 2 3 4 5 6 7 + B
14 Offset Null A 13 V+ A 12 Out A 11 NC 10 Out B 9 V+ B 8 Offset Null B
A +
Figure KPT2-5. Dual-In-Line Package (DIP)
This package uses a separate V+ pin for each operational amplifier. Both pins must be energized when both amplifiers are used. Operational amplifiers are extensively used because they approach ideal amplifiers, especially for DC and low-frequency signals. The ideal amplifier has an infinite input impedance so that it can be connected to any signal source with no loading. An operational amplifier such as the 741 approaches the ideal with an input impedance of 6M. Another characteristic of an ideal amplifier is infinite gain. Operational amplifiers usually provide gains exceeding 100dB at low frequencies. An ideal amplifier has zero output impedance and is capable of driving any load. Operational amplifiers such as the 741 can provide at least 5mA to a 2000 load. An ideal amplifier has infinite bandwidth, which means it can amplify any signal frequency. Here, the operational amplifiers are at a disadvantage. The useful gain provided by an
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operational amplifier usually extends only into the tens of kHz range. Some of the common applications of an operational amplifier are shown in Figures KPT2-6 to KPT2-9.
R2 R1 V in + V out
R3
R Vout = Vin 2 R1
Figure KPT2-6.
Vin + Vout
Vout = Vin
Figure KPT2-7.
R2
Vout
Vin
R1
R +R Vout = Vin 1 2 R1
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Figure KPT2-8.
R2 R1 V in, 1 V in, 2 R3 R4
+
V out R1 = R3 R2 = R4
Vout = (Vin,2 Vin,1 )
R2 R1
Figure KPT2-9. TROUBLESHOOTING PROCESS Troubleshooting can be described as a logical system of investigation for determining the correct cause of breakdown in the shortest possible time and with the least likelihood of error. Breakdown is a term used to indicate any machine condition that is considered to be less than satisfactory according to the factors listed below: performance downtime service life efficiency safety environmental impact cost
Whenever a machine fails to meet the criteria of satisfactory operation, the process of troubleshooting must be employed to determine why. When confronted with a problem, technicians must make sure that they: have an adequate knowledge and understanding of the machine needing troubleshooting use common sense and a step-by-step approach draw on their own experience and that of others when a need arises
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To troubleshoot a problem quickly and effectively, it is necessary that all relevant information be available. The information needed for troubleshooting falls into two categories. The first one comprises background information, which includes information regarding the function, design characteristics, and maintenance instructions of the machine. The second category of information comprises operational data, including the conditions of operation at the time of breakdown. Therefore, it is important for a technician who is troubleshooting the problem to be aware of the potential sources of such data. The sources of background information include manufacturers information, maintenance history, systems drawings, process drawings and troubleshooting charts. The sources of operational data are operating records, observers reports, test readings, condition monitoring equipment, and metallurgical analysis. The process of troubleshooting consists of a series of basic steps that apply to fault location for all types of machinery. They are summarized in Table KPT2-1 below. Table KPT2-1. Troubleshooting Process STEP 1. Problem Analysis 2. Preliminary Inspection 3. Fault Zone Location DESCRIPTION The first step involves gathering information about the fault so that the problem can be defined as accurately as possible. Once the problem has been defined, a more detailed inspection of the equipment can be conducted. If the fault has not been located by this time, the equipment should be mentally divided into functional zones that can be checked for operation. Fault zone location involves checking inputs and outputs. Once a fault has been traced to a particular zone, a thorough examination should be initiated. The more components that can be eliminated as functioning correctly, the simpler it becomes to find the component that is functioning improperly. The objective of a troubleshooting procedure is not to simply locate the fault but also to find out its cause. The cause can be categorized according to the manner in which a failure occurs. The following types of failures are possible: a. wear out failures b. misuse failures c. inherent weakness failures The decision whether to repair or replace a faulty device depends on the organizations maintenance policies and the downtime involved. Once the repair of the faulty device/machine is made, it is important to check its performance to make sure that the fault has been eliminated. Tests should be conducted to ensure that the machine/device is functioning properly.
4. Zone Investigation
5. Finding the Cause
6. Replacement/Repair 7. Performance Checks
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TROUBLESHOOTING OF ELECTRICAL/ELECTRONIC DEVICES Due to an extremely wide variety of electrical/electronic devices and systems used in industry, it is not possible to cover the troubleshooting procedures for every electrical/electronic device. Therefore, the material covered in this section of Module K is limited to the general principles for troubleshooting an electrical/electronic device. Because the integration of electronics into the mount compression tester would include operational amplifiers, a general discussion of their troubleshooting is included. Observation of Symptoms Troubleshooting of an electrical/electronic system starts with an observation of the symptoms. A technician should check all control settings, external connections, and power to the system before opening it up. Once the technician confirms that there are no obvious external reasons for the system to malfunction, then the system is powered down. In an industrial situation, the usual procedure is to lock off the faulty systems and tag them to inform others that maintenance is in progress. Visual Inspection After opening up the faulty system, it is visually inspected for problems such as leaking capacitors, broken wires, burned components, foreign substances, cracks in the circuit boards, components that are improperly held in their sockets, circuit boards that are improperly held in their connectors, dirt, loose connectors, and leaking batteries. Sometimes it is found that the faulty equipment is loaded with dirt and dust. Washing the circuit boards after removing them from the system is recommended in such a situation. The manufacturers specifications must be checked before proceeding any further. Some manufacturers specify the use of a solution of 90% ethyl alcohol and 10% water for washing the circuit boards. If the circuit board has corrosive materials on it, a solution of water and soda bicarbonate may be used to wash the circuit board. The circuit boards should be thoroughly rinsed with deionized water and must be dried before they are installed back in the systems. Troubleshooting of an amplifier should be started with a detailed visual inspection. Sockets, connectors, and cables must be checked. Devices in sockets should be checked because they can turn loose due to vibration of any kind. Any device that looks suspicious should be reseated. Supply Voltage Check If everything looks good during visual inspection, the supply voltages should be checked. A complete supply voltage check may include an oscilloscope test. After the supply voltage has been checked, trouble symptoms must be considered. The possible symptoms include no output at all, weak output, unstable amplifier, distorted output, or output signal noise. If the amplifier is part of a system with motors, or with hydraulic or pneumatic actuators, care must be taken so that a disturbance of an electrical device does not result in an undesired mechanical disturbance. Manufacturers specifications must be consulted when servicing such systems.
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REVIEW QUESTIONS
1. Compute the dB power gain for an amplifier with an input signal of 5mW and an output signal of 25W. 2. Determine the dB voltage gain of an amplifier with an input signal of 0.25V peak-to-peak and an output signal of 10V peak-to-peak. 3. Which operational amplifier input is in phase with the output, and how is it marked on a schematic? 4. What is the input impedance of an ideal amplifier? Why? 5. What is the output impedance of an ideal amplifier? Why? 6. Use Figure KPT2-6 to calculate the voltage gain of an inverting amplifier if R1 = 1k and R2 = 200 k. What is the input impedance? 7. What is an LVDT used for?
FACILITIES & EQUIPMENT
1k potentiometer Resistors: 18 k (1), 10 k (2), 2 k (1) Capacitors: 0.47F (2) Power Supplies: 15V (2) 741 Operational Amplifier (1) DMM (digital multimeter) Two diodes Standard LVDT (An appropriate LVDT for this activity is model LMT-711P33, manufactured by G. L. Collins Corporation, Long Beach, CA. The specifications for this model include an input voltage of 5 8 8 Vrms, a frequency range of 2kHz to 10 kHz, a null voltage value of less than 50 mVrms, a non-linearity value of 0.5% of full range, and a sensitivity value of 0.465 mV/V/0.001 inch. Other LVDT models from this company include LMT-711P36, LMT-711P35 and LMT-711P34.) Function generator (AC voltage source) Mounting devices Wire
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TASK #1 Testing an LVDT

Primary Winding Secondary 1 + R1 R2 Core + B Secondary 2 A
Figure KPT2-10. LVDT Circuit for Task #1
Step
1. Install the LVDT into an appropriate mounting device. 2. Attach the primary leads to the given AC voltage source as shown in Figure KPT2-10. 3. Attach the secondary leads, S1 and S2, to the phase canceling circuit shown in Figure KPT2-10. 4. Center the core of the LVDT. 5. Apply the AC voltage to the primary leads. 6. Measure the output of each phase for a zero voltage condition. 7. Move the LVDT through its entire range of motion in each direction, in ten equal steps, recording output voltages for each phase at every position. 8. Note the values of each phase compared to each other.
Result
1. You have seated the LVDT onto a mounting device. 2. You have connected primary leads to the given AC voltage source. 3. You have connected the secondary leads of the LVDT as shown in Figure KPT2-10. 4. You have centered the core of the LVDT. 5. You have applied the AC voltage to the primary leads. 6. The output of each phase is measured for a zero condition. 7. The output voltages of each phase are recorded while the LVDT is moved through its entire range of motion. Voltages are recorded at ten, equally-spaced locations. 8. You have noted the values of each phase in comparison with each other.
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9. Interpolate and calibrate the voltages for the linear distance traveled by the LVDT. 10. Remove power from the circuit. 11. Disassemble the circuit.
9. You have interpolated and calibrated the voltages. 10. You have removed the power from the circuit. 11. The circuit is disassembled.
REVIEW QUESTIONS
1. Using the data collected in Task #1, draw a graph showing output voltage values corresponding to the LVDT core positions. 2. Explain how the circuit in Figure KPT2-10 works.
TASK #2 Using an Operational Amplifier as a Voltage Amplifier
+15V
0.47F 10k
+ 741 1k 18k -15V 10k 0.47F
2k
Figure KPT2-11. Voltage Amplifier Circuit
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Step
1. Set up the circuit shown in Figure KPT2-11. 2. For the various DC input voltages listed below, measure the DC output voltages and record them. Each DC input voltage listed below is obtained by adjusting the potentiometer in Figure KPT2-11. DC Input Voltages (V): 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.8, 1.0
Result
1. You have set up the circuit illustrated in Figure KPT2-11. 2. After adjusting the potentiometer in Figure KPT2-11 to obtain the given DC input voltages, you have measured and recorded the corresponding DC output voltages.
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LEARNING ACTIVITY
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: MECHANICAL DESIGN AND FABRICATION KPT3
Project-Embedded TIME ALLOCATION 9 hours STATEMENT OF PURPOSE
Stand-Alone
To design and fabricate the mechanical/pneumatic portion of the automated tensile test device.
OBJECTIVES
Design mount tester frame Fabricate components Assemble frame and install air cylinder Connect pneumatic system Test device
ASSESSMENT
Your instructor will assess you on the following: Adherence to design requirements in the constructed device Responses to review questions
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SITUATION The blade twist machine must have elastomer isolators installed on its base to reduce the transmission of vibration from the machine to the floor on which it is mounted. The proper selection of the elastomer for the isolation mount requires the use of a tensile test machine. Your company currently employs the tensile test machine to measure the compression characteristics of samples of material. Your team assignment is to automate this purely mechanical tensile test machine to facilitate the selection of the isolation mount elastomer. The current machine uses a simple, mechanical worm, screw-spring arrangement to compress a sample in incremental steps (see Figure KPT3-1 below). The specimen to be tested is held between two plates that can slide on four rods. The rods are attached to end plates that do not move. A crank turns a worm screw which pushes on the first floating plate (specimen plate). The displacement of the specimen plate relative to the spring plate is measured with a scale. This measurement is used to calculate the strain on the specimen. The deflection of the spring (the relative displacement of the spring plate and right end plate) gives a measurement of the force on the specimen, which can be used to calculate the stress.
specimen plate worm screw specimen right end plate
frame rods crank
left end plate
spring plate
spring
Figure KPT3-1. Current Compression Tester The compression tester is very difficult to maintain, and is slow and inaccurate. Your team is assigned to apply electromechanical devices to automatically: 1. compress the sample 2. measure the force (stress) on the sample 3. measure the compression (strain) on the sample Activity KPT2 introduced one of the sensing devices involved in the mechanical tester, a linear variable differential transformer or LVDT. Learning Activity KPT2 also involved
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troubleshooting, maintenance and calibration of the compression tester that you will build. This activity (KPT3) involves the mechanical aspects of the design and development of the new compression tester.
BACKGROUND
The new compression tester will use a pneumatic cylinder to push the sample to a certain displacement. The pressure on the cylinder will be controlled by an electromechanical device, an electropneumatic regulator, to compress the sample to a certain length. The sample will be held between two plates. The cylinder will be attached to the plate fixture at one end of the sample. The other end of the sample will be pressed against a fixed end plate. The pressure required in the cylinder will be the force required to compress the sample divided by the area of the piston in the cylinder. The maximum force can be calculated from the change in the length of the sample when it is compressed. The change in length divided by the original, unstressed length gives the strain associated with the compression.
x x0
(KPT3-1)
where
= strain (inches/inches)
x = change in the length of the sample (inches) x0 = initial uncompressed length of the sample (inches) The stress in the sample is the force on the sample divided by the cross-sectional area of the sample:
F A
(KPT3-2)
where
= stress (pounds per square inch)

F = force on the sample (pounds force)
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A = cross-sectional area of the sample (inches squared) If we ignore the change in the cross-sectional area of the sample as it is being strained, the ratio of the stress to the strain (for small strains which do not permanently deform the material) is a quantity known as the modulus of elasticity, E, of the material.
E=
(KPT3-3)
The modulus of elasticity, E, has the units of pounds per square inch. To calculate the force for any displacement, we can then combine these equations to get
F=
or
AxE x0
(KPT3-4)
E=
F x0 A x
(KPT3-5)
The compression tester can thus be used to estimate the modulus of elasticity. The force exerted by the cylinder times the displacement in the direction of the force gives a measure of the work performed by the cylinder.
W = Fx
(KPT3-6)
where W = work performed (foot-pounds or inch-pounds) x = displacement in the direction of the force (feet or inches) F = force exerted (pounds force) The elastomer mount develops a force proportional to the displacement
F = kx
where
(KPT3-7)
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k = spring constant (pounds per inch) x = displacement of the mount (inches) So the work the cylinder does on the elastomer is given by combining Equations KPT3-6 and KPT3-7 as
W = kx
2
(KPT3-8)
The power generated by the cylinder into the elastomer is given by

P = Fv
(KPT3-9)
where v = velocity of the cylinder (feet per second) P = power (horsepower or foot-pounds per second) In terms of displacements and velocity,
P = kxv
(KPT3-10)
In terms of the pressure in the cylinder, the force developed by the cylinder is
F= PPAP
where
(KPT3-11)
AP = area of the piston in the cylinder (inches squared or feet squared) PP = pressure in the cylinder (pounds per square inch) We will also explore the pneumatic circuit in terms of the effect on the air of compression and flow. Bernoullis Law states that, in the absence of losses, including heat transfer and friction,
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and with no work done on or by the fluid, a fluid will flow with the following sum of terms constant:
P V2 + + z = constant g 2 g
(KPT3-12)
where P = static pressure, as measured by a pressure probe out of the flow (pounds per square inch)
= density of the fluid (slugs per foot cubed)

g = gravitational acceleration (feet per second per second) V = average velocity of the fluid (feet per second) z = elevation above some arbitrary datum (feet) This constant is known as Bernoullis constant. Boyles Law is another relationship governing the air, which involves the properties: pressure, temperature, and density. If the air is considered an ideal gas, that is, if the temperature is high enough and the pressure low enough (room temperature and atmospheric pressure, for instance) the following law holds:
P = RT
where P = pressure (pounds per square inch)
(KPT3-13)
= density (slugs per foot cubed)

R = gas constant for that gas (BTUs per pound per degree Rankine) T = absolute temperature (degrees Rankine)
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Lastly, a thermodynamic system, with a constant quantity of mass in the system, will have the following energy relationships as it changes from a state 1 to a state 2, if the potential energy and kinetic energy of the mass do not change appreciably:
Q2 1W2 = (U2 U1 )
(KPT3-14)
where
1Q2 1W2
= heat transfer taking place during the transition (BTUs converted to foot-pounds) = work transfer taking place during the transition (foot-pounds)
(U2 U1) = change in internal energy of the system (foot-pounds) The internal energy of an ideal gas is related to the temperature through
U2 U1 = mcv (T2 T1 )
(KPT3-15)
where m = mass of the gas (slugs) cv = constant volume specific heat of the gas (which can be taken to be constant over a broad range of selected temperatures for most materials, and has the units of BTUs per slug per degree Rankine) (T2 T1) = change in temperature of the gas (degrees Rankine) In this learning activity, you will electronically take readings of compression and the resultant force at that compression when the device is completed. In addition, you will estimate the modulus of elasticity of the specimen material, and will calculate the power input and work done by the cylinder on the specimen. An exercise will also explore the effect of flow and pressure changes on the gas. The pneumatic cylinder will be attached to supply air pressure. An electropneumatic regulator will be inserted in the circuit to maintain a specified pressure to the cylinder. A schematic of your system will be as shown in Figure KPT3-2.
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Electropneumatic Regulator
Bleed Valve
Pressure Gauge
Displacement Probe
Overpressure Valve Load Cell Filter/Lubricator Air Cylinder Supply Air Supply Valve Frame Specimen
Figure KPT3-2. New Compression Tester The new compression tester is mechanically similar to the old tester, but instead, the crank and worm screw have been replaced by an air cylinder, and the spring has been replaced by a load cell. The supply air is filtered and lubricated, and the regulator tracks its pressure. The regulator controls the output air pressure to the cylinder, which exerts a force on the specimen. The specimen compresses (displaces) an amount proportional to the force applied to it by the testing machine. A displacement probe measures the linear motion of the interface between the elastomer and the cylinder and the load cell measures the force on the specimen. Both the force on the specimen and its displacement will be used to estimate the modulus of elasticity of the elastomer. PREPARATION
Review Module H.
SAFETY ISSUES You will build a mechanical device that will have pinch points. In addition, the pneumatic system can generate high pressures. A loose connection or ruptured tube can cause injury. Wear safety goggles at all times when pressure is applied to the system, and avoid pinch points by keeping your hands away from the compression tester at all times when pressure is applied.
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You will also be fabricating components in your machine shop. Always use standard shop safety practices for metalworking.
Air compressor, piston type, single stage, rated at 3.5 cfm (cubic feet per minute, free flow), maximum pressure 100 psig, such as Gast Manufacturing (Benton Harbor, Michigan) model 4H (or shop air supply capable of 3.5 cfm and 100 psi) Machine shop equipment including, at a minimum, a band-saw, a drill press, drill bits, and a tap and die set Single-acting air cylinder, such as ControlAir (Amherst, NH) S-4-L, effective area 4 sq. in, 1.8 in stroke Electropneumatic regulator, such as ControlAir Type 500X (3-100 psig) Pneumatic overpressure valve, such as Flow Safe (Orchard Park, NY) F84M/F85M Micro Safety Relief (15 to 6600 psig) Pneumatic bleed valve, such as Pneumadyne (Plymouth, MN) # PBV-4 with an operating pressure range of 0-150 psi Load cell, compact-type, 250 pound capacity, such as Entran Devices (Fairfield, NJ) ELA-B2 Pneumatic pressure gauge, standard type, such as Wika Instrument Corporation (Lawrenceville, Georgia) Model 113.13 Linear variable differential transformer (LVDT) as specified in Learning Activity KPT2 Fasteners Metal stock (for machining) -- T6061 aluminum plate, -inch thickness, or appropriate dimension based on design -- steel rods, -inch diameter or appropriate dimension based on design Air tubing Elastomer specimens, in cylinder form (instructor specified) #1
TASK
Design the Frame
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Step
1. Measure and record the uncompressed specimen height. 2. Measure and record the minimum air cylinder height. 3. Determine the load cell and LVDT mounting requirements (height, mounting holes, diameter). 4. Sketch the frame. The frame should be designed to have four rods of an appropriate diameter at the corners of two thick steel plates. The cylinder will be mounted on one plate. A plate attached to the piston rod will compress the specimen. A second plate will interface between the specimen and the load cell. The frame will consist of: a. specimen end plate b. cylinder end plate c. plate connection rods (4) d. rod/plate fasteners (nuts and lock washers) e. cylinder mounting fasteners f. cylinder rod-to-specimen plate g. cylinder rod-to-specimen plate fasteners 5. Using mechanical drafting tools, draw the detail views and assembly view of the frame and attachment plates. Check for tolerances and fit with OEM parts (the air cylinder, load cell and displacement probe).
Result
1. You have measured and recorded the uncompressed specimen height. 2. You have measured and recorded the minimum air cylinder height. 3. The machine dimensional specifications are listed. 4. You have sketched a frame layout.
5. The frame design is complete.
REVIEW QUESTIONS 1. What functions do the floating plates serve? 2. For what calculation will the uncompressed specimen height be used? 3. What function does the load cell serve? 4. Why are there four connecting rods?
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TASK #2 Fabricate and Assemble Components of the Mount Compression Tester Frame
Step
1. Select stock from aluminum plate of appropriate dimensions and steel rods of appropriate dimensions. 2. Set up machines for fabrication. 3. Fabricate all device parts. 4. You are now ready to assemble the mount tester frame. Insert the floating plates, connect the rods to the end plates, connect the cylinder to the end plate, and connect the specimen plate to the cylinder. Upon inspection, you may need to make some adjustments. Begin by checking that the rods are tightly held in the end plates. Ensure that the end plates are parallel to each other AND perpendicular to the rods. Also, the floating plate should slide with very little resistance along the connecting rods.
Result
1. Machine stock materials are selected.
2. You have prepared the machine shop equipment for fabrication. 3. You have fabricated the device parts. 4. The frame is completely assembled and inspected.
REVIEW QUESTIONS
1. Why must the plates be parallel and the rods perpendicular to the plates? 2. What would be the effect of poor fit, i.e., high friction between the rods and floating plate?
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TASK #3
Assemble and Test the Complete Mount Compression Tester
Step
1. Gather system components, consisting of: a. air tubing b. electropneumatic regulator (or manual regulator) c. cylinder/frame assembly d. air tubing fittings e. bleed valve f. pressure gauge g. overpressure valve h. load cell i. linear variable differential transformer 2. Assemble the components according to Figure KPT3-2 and insert an elastomer specimen between the floating plate and the load cell plate. Adjust the connecting rod positions until the cylinder in its retracted position just touches the specimen. 3. Turn on the compressor and VERY SLOWLY increase pressure (or open valve to air supply VERY SLOWLY). Watch the cylinder end plate (floating plate) as the pressure is increased. The cylinder will compress the specimen. When the cylinder has extended approximately one-half inch, stop increasing the pressure.
Result
1. System components are gathered and laid out.
2. You have assembled the testing device and pneumatic system.
3. The cylinder is extended and the specimen compressed approximately one-half inch.
Note: The cylinder may move RAPIDLY. Be careful to SLOWLY increase pressure!
WARNING!!!! Do not place hands in or otherwise handle the tester during this step. The cylinder can crush your hands or fingers!!!
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4. Close the valve to the air supply or turn off the compressor. 5. Bleed the air pressure in the circuit with the relief valve. 6. Notice that the cylinder has returned to the original position, in which the specimen is unloaded. REVIEW QUESTIONS 1. List the functions of the following components: a. air tubing
4. The air supply is disconnected. 5. The system is depressurized. 6. The specimen is unloaded, and the system depressurized.
b. electropneumatic regulator (or manual regulator) c. cylinder/frame assembly d. air tubing fittings e. bleed valve f. pressure gauge g. overpressure valve h. load cell i. linear variable differential transformer 2. Why is the air pressure bled off at the end?
TASK #4
Measure Mount Parameters
Step
1. Connect the electropneumatic regulator to a variable DC power supply. 2. Connect the load cell and LVDT to an oscilloscope or other data acquisition equipment.
Result
1. The electropneumatic regulator is connected. 2. You have connected the measuring devices to the equipment for recording force and displacement data.
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3. Turn on the compressor (or open the supply pressure) and apply a signal to the electropneumatic regulator. Slowly increase the voltage level. As the voltage increases, the cylinder will compress the specimen. Determine the voltage level for which the specimen is compressed approximately onehalf inch (about 12 mm). Record this level as Vmax and record the corresponding pressure from the pressure gauge.
3. The maximum voltage level and corresponding pressure are obtained.
Note: The cylinder may move RAPIDLY. Be careful to SLOWLY increase the voltage level!
WARNING!!!! Do not place hands in or otherwise handle the tester while the air supply is engaged or the compressor is on. The cylinder can crush your hands or fingers!!! 4. Reduce the voltage level to the electropneumatic regulator to zero. 5. Divide the maximum voltage, Vmax, by a factor of ten to obtain a voltage increment. In the Regulator Voltage column in Table KPT3-1, list voltage levels, starting from zero volts and continuing through Vmax, by adding the incremental voltage step in sequence. 6. Apply each electropneumatic regulator voltage in turn, starting with zero volts, and record in Table KPT3-1 the voltages read from both the load cell and displacement probe. Also, record the system air pressure, as read from the pressure gauge, which corresponds to each regulator voltage. 7. Apply zero volts to the electropneumatic regulator, open the bleed valve and turn off the compressor (or close air supply valve). 8. Apply the correct calibration factors to the load cell voltage and LVDT voltage to convert the voltage values from Table KPT31 to physical quantities. List these in Table KPT3-2 along with the regulator pressures from Step 6.
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4. You have depressurized the tester. 5. You have listed the range of voltages to be applied to the electropneumatic regulator.
6. You have recorded the voltages and system air pressure readings in Tables KPT3-1.
7. The system is depressurized, and the specimen unloaded. 8. You have converted the voltages to physical parameters and recorded the results in Table KPT3-2.
Note: Be sure to subtract the initial (unloaded) LVDT displacement from all succeeding displacement values and the initial (unloaded) load cell force from all succeeding force values.
Table KPT3-1. Voltage and Air Pressure Readings Regulator LVDT Load Cell Regulator Voltage(V) Voltage(V) Voltage (V) Pressure (psi) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Table KPT3-2. Physical Parameters Regulator LVDT Load Cell Pressure(psi) Displacement(in.) Force (lbs) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
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REVIEW QUESTIONS 1. What was the full range of voltages applied to the regulator? 2. What was the maximum force applied to the specimen? 3. What was the maximum displacement of the specimen? TASK #5 Calculate the Modulus of Elasticity and Power
Step
1. Calculate the cross-sectional area of the elastomer mount and measure the original length of the mount. A = _____________ square inches x0 = _____________ inches 2. Calculate the modulus of elasticity of the mount material by
Result
1. You have calculated the cross-sectional area of the elastomer mount and measured its original length.
2. You have calculated the mount material modulus of elasticity.
E=
F x0 A x
(KPT3-16)
where x = maximum displacement x0 = original unstressed length F = maximum force (at the maximum displacement) A = cross-sectional area of the mount E = _________ pounds per square inch 3. Calculate the spring constant of the mount by F k= (KPT3-17) x k = ___________ pounds per inch 3. You have calculated the elastomer mount spring constant.
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4. Calculate the work done in compressing the mount to each displacement by

W = kx
2
4. You have calculated the work done by the cylinder.
(KPT3-18) 5. You have calculated the power produced by the cylinder.
and enter the calculations in Table KPT3-3. 5. The power produced by the cylinder is found from
P = kxv
(KPT3-19)
Assuming that the cylinder is extended at a uniform speed of one inch per second, calculate the power for each displacement and enter the values in Table KPT3-3. 6. Calculate and record the area of the piston in the cylinder from any pair of force and pressure measurements.
AP = F Pp
6. You have calculated the area of the piston in the cylinder.
(KPT3-20)
AP = ______________ square inches
Table KPT3-3. Work and Power Production Regulator Pressure Work Power (psi) (ft-lbs) (ft-lbs /sec) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
REVIEW QUESTIONS
1. How is the modulus of elasticity calculated?
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2. How is the work done by the cylinder calculated? 3. How do you calculate the power produced by the cylinder? 4. If the area of the piston in the cylinder were larger, would the force produced be smaller or larger?
TASK #6
Fluid Flow Calculations
Step
1. Assume that the air is flowing out of the compressor at a rate of 100 cubic feet per minute (the volume flow rate) at a pressure of 100 psi. Assume also that the density of the gas remains constant, and the velocity of the flow increases, due to a reduction in the area of the pipe from 1/2 inch to 1/4 inch. The straight pipe is laid horizontally (no elevation change). 2. Calculate the velocity of the air at the compressor from the relationship
Result
1. The problem givens are identified.
2. You have calculated the gas velocity.
V=
where
Q A
(KPT3-21)
Q = volume flow rate of the gas V = average velocity of the gas A = cross-sectional area of the pipe V = ___________ feet per minute 3. Calculate the density of the gas at the compressor from the relationship 3. You have calculated the density of the gas at the compressor.
P RT
(KPT3-22)
= ____________ pounds per cubic foot
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4. Calculate Bernoullis constant, from
4. You have calculated Bernoullis constant.
P V2 + + z = constant g 2 g
Use an elevation of zero.
(KPT3-23)
Bernoullis constant = ______________ 5. In the absence of losses and with no work done on the gas, Bernoullis Law will hold, and the constant can be used to calculate gas properties at other points in the flow. If the diameter of the pipe is reduced from 1/2 to 1/4 inch, calculate the velocity of the gas after the reduction in diameter, with the same volume flow rate (no change in the density). 5. You have found the new velocity, after a reduction in the pipe diameter.
V=
Q A
(KPT3-24)
V = ____________ feet per minute 6. Now use Bernoullis constant, found earlier, to find the air pressure after the reduction in pipe diameter.
P = (Bernoulli's Constant )g
6. You have found the pressure after the reduction in pipe area.
V 2
2
(KPT3-25) P = ________ pounds per square foot
REVIEW QUESTION 1. If Bernoullis Law holds, and the pressure in a flow increases, but the density of the fluid remains constant, what must happen to the velocity? How can this be achieved?
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TASK # 7
Thermodynamic Relationships
Step
1. In the new mount compression tester, assume that the air is trapped in the cylinder, and that the piston is slowly forced to compress the air to a smaller volume. Lets say that we apply 100 foot-pounds of work to the piston. The cylinder is well insulated so that no heat transfer occurs. 2. Calculate the change in internal energy of the air from
Result
1. The problem givens are identified.
2. You have calculated the gas internal energy change.
U2 U1 =1W2
(KPT3-26)
Note: This simplification of Equation KPT314 comes from the fact that there is no heat transfer, Q, occurring. Also, since work is done on the gas, the sign of the work is negative, leading to a positive value for work in Equation KPT3-14.
U2 U1 = ___________ BTU
3. Calculate the temperature change of the air.
3. You have calculated the air temperature change during compression.
T2 T1 =
U2 U1 mcv
(KPT3-27)
T2 T1 = ________ degrees Fahrenheit
(or Rankine since temperature differences in Rankine are the same as for those in Fahrenheit.)
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4. If the temperature and pressure at state 2 are 200F and 100 psi, respectively, find the new density of the air at state 2 from the equation,
4. You have calculated the density of the air at state 2.
2 =
P2 RT2
(KPT3-28)
2 = ________ pounds per cubic foot
REVIEW QUESTIONS
1. If there were a heat transfer, how would the air temperature calculation change? 2. If the work were done while keeping the air at a constant temperature, how would the internal energy change? What can you say about the heat transfer if this were true?
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LEARNING ACTIVITY
PRELIMINARY DESIGN KST1
Project-Embedded TIME ALLOCATION 4 hours STATEMENT OF PURPOSE
Stand-Alone
To understand how to develop and use a database and how to prepare a report using graphics.
OBJECTIVES
Build a computer database, using a spreadsheet application, which will identify ranges of torques and angles of twist for families of gas turbine engine blades Graph the engine blade data and prepare a report on the blade twist parameters
ASSESSMENT
Your instructor will assess you on the following:
Preparation of a report summarizing the blade twist data and including effective graphics Knowledge of database construction by successfully answering all questions for this activity
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SITUATION Intermech Ltd., your company, is designing a machine to form gas turbine engine blades, to retwist them for maintenance. Blade twist data (torques for maximum twist angles) are available for a range of blade types. An analysis of the torque-angle data is required to design the twist head for the blade twist machine. The design team must prepare a database of torques and angles for each blade type, graph the torque and twist angle for each blade (and the energy the twisting requires), and write a report on the results.
BACKGROUND
DATABASES AND SPREADSHEETS A database is a collection of information arranged so as to make access to the information easier. You can think of a simple database as an electronic collection of index cards (see Figure KST1-1 below). Each index card is a record, while each entry on the card (for instance, the entry ABC, Inc.) is in a field, which you might name Customer. The database stores the information electronically, and a computer program, a database management system (DBMS), can access the database to find a particular piece of information, search for a maximum or minimum, sort the information, or perform many other operations. A search for a particular piece of information, using the computer program, is called a query. There are many ways to perform a query in databases. In this activity, you will use a form, an electronic interface to the database much like an index card, to perform a query.
Figure KST1-1. Index Card Representation of a Simple Database One common way to prepare a simple database is by using a spreadsheet program like Microsoft Excel, or Lotus 1-2-3. A spreadsheet program can have multiple worksheets, which together
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make up a workbook. Each row in one worksheet of the workbook may represent a record, while each column may represent a different field. In Figure KST1-2 below, you can see the index card example from before now shown in a spreadsheet.
Figure KST1-2. Index Card Example Represented in a Spreadsheet A DBMS, which contains a single table with many records in the table, is called a flat-file database. It is the simplest type of database, and is used only for small data sets. A modern DBMS, which can be used for very large data sets, relates many different tables of data to each other, so that a piece of data in one table can be more easily accessed and compared with other pieces of data in other tables. This type of database is called a relational database. You can think of it as a collection of many worksheets, each containing different data. Different cells on different worksheets might be related, or connected, in some way. Another type of database builds on the relational database by using a special programming technique that not only contains data but also contains computer instructions for how to manipulate the data. This type of database is called an object-oriented database. These sophisticated databases are much more efficient at storing data than a flat-file database, and give the user considerable flexibility in finding and relating data to each other. In this activity, to allow you to work with the basic principles of databases, we will explore a flat-file type of database, which you can easily create in a spreadsheet program like Excel. In Figure KST1-2 above, notice that the first column contains the customer name information (from the Customer field in the index card), while the second and third columns are labeled Phone and City. These names are the other two fields. Each row is a record, just like a single index card. A DBMS creates a form or screen to interface to the database information. Figure KST1-3 is a form window that you can use to access the data in the spreadsheet (database) above. The form has user-friendly buttons and windows to let you display records in sequence or only those with certain values in certain fields.
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Figure KST1-3. DBMS Form Window In this activity, you will create and explore a database using a spreadsheet and form like the one above. The spreadsheet and database that you prepare will be used to calculate and analyze data on the stored energy of manually twisted sample blades (i.e., the old method). This energy data will be used to help design the twist machine. You will summarize the data in a report generated in the spreadsheet. BLADE TWIST DATA A spring that is elastically deformed stores energy as potential energy, or PE. If we know the displacement of a spring from an unloaded length, x, in feet, and the spring constant, k, is also known, the force, F, in pounds, required to compress the spring (which is called a linear spring by definition) is found from
F = kx
The potential energy stored in the spring is then given by
(KST1-1)
PE = 1/2 kx2
where PE is given in foot-pounds.
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(KST1-2)
Or, in terms of the force,
PE = 1/2 Fx
(KST1-3)
The potential energy has units of joules, or foot-pounds. A spring which operates through torsion behaves in a similar way, except the force is replaced by torque, T, and the linear displacement is replaced by angle, , measured in radians.
PE = 1/2 k 2
The spring stiffness, k, can be found, for linear springs, by the formula
(KST1-4)
k = T/
(KST1-5)
In this rotary form, the spring stiffness, k, can be in units of foot-pounds per radian. The blades will be modeled as linear springs, and energy will be calculated by the formula
PE = 1/2 T
(KST1-6)
PREPARATION
Review how to create a spreadsheet using a spreadsheet application.
PC (Mac or IBM-compatible) with installed Microsoft Excel (Version 5) or equivalent Printer and connecting cables to PC
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TASK #1 Create and Manipulate a Spreadsheet Database
Step
1. Open the Microsoft Excel (or other spreadsheet) program.
Result
1. The spreadsheet program is open, with a blank spreadsheet, labeled Sheet1, displayed. Notice the other spreadsheets, labeled Sheet2, Sheet3, and so forth. 2. The spreadsheet contains three labeled columns with the given blade data.
2. Enter the following list of blade numbers, torque values (ft-lbs), and twist angles (radians) in Sheet1 of the spreadsheet program, which you should rename Blade Twist Data. The twelve blade numbers should be in one column, with the first row of the first column reading Blade. Do the same for the other two columns, labeling them Twist Angle (rad) and Torque (ft-lbs).
Twist Angle Torque (rad) (ft-lbs) 3215 2.1 15 3289 2.3 12 3132 2.0 12 3567 1.9 11 3445 1.8 12 3253 2.0 11 4221 4.2 15 4980 4.2 12 4871 3.8 12 4009 3.9 11 4129 4.1 12 4397 4.5 11 3. Use the spreadsheet program to calculate the stored energy of the twisted blades. Use the formula Energy = 1/2 * torque * twist angle (KST1-7)
Store the potential energy values for each blade in another column, headed by the term Energy (ft-lbs).
Blade
3. You have added a fourth column to the spreadsheet, containing the potential energy stored in each blade.
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4. Open the spreadsheet Form function, through the Data menu. The form window looks like the one shown in Figure KST1-4 (without the callouts).
fie ld la b e l
4. You have opened the spreadsheets form window.
N ew bu tto n
F in d P r e v io u s b u t t o n F in d N e x t b u t t o n C r it e r ia b u t t o n C lo s e b u t t o n H e lp b u t t o n
F ig u r e K S T 1 - 4 . D a t a b a s e F o r m W in d o w
5. Press the New button in the database form, and add the following new blade data values in the proper fields:
5. A new row, containing the new blade data, appears on the spreadsheet.
Blade Number: 3887 Torque: 13 Angle: 2.5

Press Close, and notice that the spreadsheet has added a row with the new values. Now add the formula in the correct cell on the spreadsheet to calculate energy for the new blade. The spreadsheet program may do this for you. 6. We will now query the database to find high energy values. Using the database form, you shall find potential energy values that are greater than 25 ft-lbs. To do this, press Criteria and enter the phrase >25 in the field labeled Energy. Press the Find Next button on the form to find the
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6. You have queried the database to find high energy values.
first blade that matches the criteria (i.e., has a torque greater than 25 ft-lbs). Record this value below and press the Find Next button until all the records are searched. Record all the blade numbers that require this high energy below. The Find Prev button will let you move backwards through the blade numbers.
Blade
______ ______ ______ ______ ______ ______
Energy (ft-lbs)
________ ________ ________ ________ ________ ________
More information on expressions for queries may be found by clicking on the Help button on the form window. 7. You are now ready to query the database for specific blade numbers. Using the database form, find values of torque and twist angle for the following blade numbers: 3445 3253 4221 Use the Criteria button in the form to enter these values, one at a time, into the field labeled Blade. The Find Next button will then move you to each blade with that number. Record these values below: 7. You have queried the database to find specific records.
Blade
______ ______ ______ ______
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Torque (ft-lbs)
________ ________ ________ ________
Angle (rad)
________ ________ ________ ________
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8. Sort the spreadsheet by the values in the energy column, in ascending order. To do this, in the Data menu, select Sort, then use the menu Sort By to select Energy. The button Ascending should be highlighted. Press OK to sort the data. 9. Save the spreadsheet in a file with a name of your choice.
8. The energy values appear sorted in ascending order.
9. You have saved the spreadsheet to a file.
REVIEW QUESTIONS
Please answer the following questions: 1. What is a record? 2. What is a field? 3. How do you create a form in the spreadsheet application? 4. What is a query? 5. How is a query done in the database? 6. How does the form help you access data in the database? TASK #2 Create a Report with Graphics
Step
1. Open the spreadsheet file in which you saved the blade data from the previous task. 2. Use the spreadsheets graph function to prepare a column graph of the torque, twist angle, and energy values for each blade. Using the Insert menu, select ChartOn This Page. You might need to select all the filled-in cells on the sheet after clicking and dragging to create the chart window. The Chart Wizard will help you set up the chart. You will need to make a few changes from the default setup sequence in the Chart
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Result
1. You have opened the spreadsheet from Task #1. 2. You have produced a graph showing all blade data for each blade.
Wizard, including the selection of the first column as the labels for the x-axis, and adding a title and labels for the axes. The graph should be placed in an appropriate location on the sheet labeled Blade Twist Data. The graph should look like the one shown in Figure KST1-5, with three columns for each blade, one each for torque, twist angle, and energy.
Figure KST1-5. Column Graph of Blade Data 3. You will now import an image file with a photograph of a typical blade, or some other appropriate graphic, into Sheet1. To do this, use the Insert menu and select Object. From the list, select Microsoft Word 6.0 Picture (or another version Word Picture) and click on From File. Then find the image file you wish to import. The Help button on the bottom of the Create New window, in which you make the object type selection, may be useful if you have difficulty using this window. 3. You have inserted an image into the sheet.
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4. In this task, you will work with the second sheet in the workbook. Remember that a workbook can have many worksheets, each of which can have different data. Bring the second sheet in the workbook (Sheet2) to the front of the workbook by clicking on its tab at the bottom of the workbook. Now rename the second sheet Blade Dimensional Data, by double clicking on the tab at the bottom of Sheet2. Enter the new name in the box you will be provided. Now enter the following data into the sheet Blade Dimensional Data: 3215 3289 3132 3567 3445 3253 4221 4980 4871 4009 4129 4397 1000 2000 2500 100 1000 2300 2100 200 550 2000 1900 1800 5.0 5.5 5.2 5.1 4.8 4.0 6.2 6.1 6.0 6.2 6.2 6.7 2.2 2.4 2.4 2.4 2.2 2.3 1.6 1.8 1.7 1.6 1.7 1.6 1.1 1.0 1.0 1.1 1.0 1.2 1.1 0.9 1.0 1.1 1.2 1.1
4. A second worksheet (Sheet2) contains new data.
The columns should be labeled from left to right as follows: Blade Number, Annual Throughput, Blade Height (in), Blade Root Length (in), and Blade Shroud Width (in). 5. Enter the following data into a new sheet and name it Machine Limits: Maximum Floor Width (ft) Maximum Floor Depth (ft) Maximum Height (ft) Maximum Weight (lbs) Maximum Power (watts) Blade Working Height (ft) 4 5 5.5 1000 2000 3.5 4.5 6. You have printed a summary report of the spreadsheet.
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5. A third sheet (Sheet3) contains machine data.
6. The report function can produce a printed summary of the sheets in your spreadsheet.
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Open the print report function. Depending on your spreadsheet program, you may need to activate a report manager or another add-in function. In Excel, this is done through the File menu, then Print Report... You will need to define the report, which you will do through the report setup window. Figure KPT1-6 is an example of a report setup window. Enter a report name, and use the Add button to add the sheets Blade Dimensional Data, Blade Twist Data, and Machine Limits to the report. Each sheet is selected from the pull-down sheet menu and then the Add button is pressed. You can move sheets around in the report by using the Move Up and Move Down buttons to the right of the area in which the sections appear. Now print the report.
Figure KST1-6. Report Setup Window
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REVIEW QUESTIONS 1. How is a report prepared in a spreadsheet program? 2. How is a graph produced? 3. How is a graphic image imported?
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LEARNING ACTIVITY
ELECTRONIC CONTROL AND SENSING INTEGRATION KST2
Project-Embedded
Stand-Alone
TIME ALLOCATION 4 hours STATEMENT OF PURPOSE To learn the operation of basic control devices and the use of semiconductor switching devices in power and motor control systems. OBJECTIVES
Understand the operation of basic control elements such as switches, relays, and circuit breakers Learn how to use semiconductor switching devices in power control systems Learn how to use solid state devices in motor controls
ASSESSMENT Your instructor will assess you on the following:
Knowledge of basic control devices and the use of semiconductor switching devices in power and motor control systems Performance of all tasks and answering the review questions listed in this learning activity
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SITUATION The blade twist machine to be designed by Intermech Ltd. must have elastomer isolators installed on its base to reduce the transmission of vibration from the machine to the floor on which it is mounted. The proper selection of the elastomer for the isolation mount requires the use of a tensile test machine. Your company currently employs the tensile test machine to measure the compression characteristics of samples of material. Your team is assigned to automate this purely mechanical test machine to facilitate the selection of the isolation mount elastomer. The automation of this test machine requires a good understanding of basic control devices and the application of semiconductor devices in power control and motor control circuits. BACKGROUND SWITCHES, RELAYS, AND CIRCUIT BREAKERS A switch is the most commonly used control element. A switch completes or breaks the electrical circuit as needed, thereby controlling the current flow through the circuit. The separation of the contacts within the switch determines the voltage that a switch is capable of switching. The current rating of the switch depends upon the contact material and size, and upon the voltage used in the electrical circuit. The ideal contact material should have a high electrical and thermal conductivity, a high melting temperature, a high resistance to mechanical wear and tear, and an inability to produce a tarnish film, which would constitute an electrical barrier. The most commonly used switch contact materials are coin silver and gold. Other materials used for switch contacts include palladium, tungsten, and alloys of silver and cadmium. Figure KST2-1 shows several switch contact configurations.
Figure KST2-1. Switch Configurations

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The SPST (Single Pole Single Throw) switch is employed as an ON OFF switch in numerous household appliances and circuits. It interrupts the electrical circuit at only one point. This switch is usually installed in the ungrounded side of a DC electrical circuit and the hot side of an AC circuit to maintain most of the electrical circuit at zero potential when the switch is in the OFF position. A DPST (Double Pole Single Throw) switch is used when both sides of a power source are to be disconnected from an electrical circuit. A DPDT (Double Pole Double Throw) switch is used to connect power to one circuit while in the first position and to another circuit while in the other position. The switch contact configurations shown in Figure KST2-1 are used for various types of switches. One of these types is termed a maintained action switch, which means that it remains in the position that it is placed. Another type of switch, known as a momentary pushbutton switch, provides a momentary change in electrical circuit conditions. The NO (normally open) push-button switch is an open circuit until it is pressed. When pressed, the circuit is closed but it opens again when the button is released. The NC (normally closed) push-button switch is a completed circuit that can be momentarily opened by pressing the button. Both types of momentary push-button switches are heavily used in electrical control circuits. Another type of switch, called a rotary switch, is extensively used in applications where a large number of electrical circuits must be switched. Examples of such applications include a TV channel selector and the range switch of a VOM (multimeter). Figure KST2-2 shows rotaryswitch schematic representations. The rotary switch contacts are usually made of brass but can be coated with silver or gold for better performance.
a. Single Gang 5-Position
b. Double Gang 5-Position
Figure KST2-2. Rotary Switches A relay is an electromagnetic device in which the flow of one electric current is used to control that of another. Figure KST2-3 shows the basic components of a relay.
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Figure KST2-3. Relay The relay shown in Figure KST2-3 is a SPDT relay, which is capable of switching two circuits. Relays are specified according to the ratings of the relay coils and the relay contact configurations. Contacts are rated according to electric current and voltage capabilities. Figure KST2-4 shows various relay contact configurations.
Figure KST2-4. Relay Contact Configurations In the case of a break-make relay contact, as shown in Figure KST2-4, one circuit is always completed before the other one is broken. This type of relay is used in some DC motor control circuits. In the case of double break-double make relay, a conducting bar is switched between two sets of contacts by a non-conducting arm. This type of relay is often used in the control of large electric currents.
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The relay coils are rated according to their operating voltages and whether they are AC or DC. Standard coil ratings are 6, 8, 10, 12, 24, 32, 48, 60, 115, and 230V AC or DC, and 440V AC. Relays are used in a large number of control circuits. An example of the application of relays is presented in Figure KST2-5 below.
Figure KST2-5. Relay Application Figure KST2-5 shows a relay control circuit. The controlling part of this circuit comprises a low voltage DC power supply, a switch, and a relay coil. The RC filter shown in Figure KST2-5 is sometimes inserted across the contacts of high current DC relays to extend contact life. A circuit breaker is used as a circuit protection device. A basic bimetallic circuit breaker consists of a current-carrying bimetallic strip with switch contacts at one end. Figure KST2-6 shows a basic bimetallic circuit breaker.
Figure KST2-6. Circuit Breaker In Figure KST2-6, when the current exceeds the rated value, the bimetallic strip heats and begins to bend in the opposite direction from its normal position. It eventually snaps into an open position and remains there until it is reset. Bimetallic circuit breakers are available in a large variety of ratings and are extensively used in industrial and residential circuits.
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USE OF SOLID STATE DEVICES IN POWER CONTROL SYSTEMS In Module H, semiconductor devices such as transistors, diodes, and thyristors were studied. Some of the concepts related to semiconductor devices, capacitors, and RC and RL circuits, are reviewed here as they are extensively used in this learning activity. Recall from Module H that a capacitor is a device that stores electrical energy in the form of an electric field. The capacitance of a capacitor is a function of its geometry and the dielectric used and is given as
8.85 1012 r A d
C=
(KST2-1)
where C = capacitance in farads (F)
r = relative permittivity
A = area of the plates in square meters (m2) d = distance between the plates in meters (m) The energy stored by a capacitor is expressed in joules and is given by
W=
1 2 CV 2
(KST2-2)
where W = energy stored by a capacitor in joules (J) C = capacitance of the capacitor in farads (F) V = voltage across the capacitor plates in volts (V) For a series RC network, the time constant of the network is given as
= RC
where
(KST2-3)
= time constant in seconds (sec)

R = resistance in ohms () C = capacitance of the capacitor in farads (F)
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In one time constant (1), the voltage across the capacitor reaches 63.2% of its final value, in 2, it reaches 86.5% of its final value, in 3, up to 95.1%, in 4, up to 98.1%, and in 5, it reaches 99.3% of its final value. The reactance of a capacitor is a function of the applied frequency and is given as 1 2fC
Xc =
where
(KST2-4)
Xc = capacitive reactance in ohms () f = applied frequency in hertz (Hz) C = capacitance of the capacitor in farads (F) Recall from Module H that an inductor, like a capacitor, is an energy-storing device. An inductor stores energy in the form of a magnetic field. The time constant of a series RL DC circuit is given as
=
where
L R
(KST2-5)
= time constant in seconds (sec)

L = inductance in henrys (H) R = resistance in ohms () The reactance of an inductor is a function of the applied frequency and is given as
X L = 2fL
(KST2-6)
where XL = inductive reactance in ohms () f = applied frequency in hertz (Hz) L = inductance in henrys (H) In a series RLC circuit, there exists a frequency at which XL=XC. At this frequency, the circuit is in resonance, and the input voltage and current are in phase. At resonance, the RLC circuit is
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resistive in nature and has a maximum value of current. The resonant frequency is given as 1 2
fs =
where
LC
(KST2-7)
fs = resonant frequency in hertz (Hz) L = inductance in henrys (H) C = capacitance in farads (F)
Diodes
Recall from Module H that a pn junction diode is a semiconductor device that allows the current to flow in one direction and blocks current in the other direction. Because diodes allow current to flow in only one direction, they are used as rectifiers. Rectification is the process of changing alternating current (AC) to direct current (DC). The zener diode resembles a rectifier diode in that it allows current to flow in the forward direction. It differs from a rectifier in that a rectifier diode has no ability to conduct in the reverse direction, while the zener diode will conduct once the reverse bias voltage exceeds Vz, the zener breakdown voltage.
Transistors
Transistors are semiconductor devices which have three or more pins and with which the power can be amplified. A transistor has the ability to act as a switch. It requires very low driving voltages and currents to trigger the switching action. A common type of transistor is called a BJT or bipolar junction transistor. A BJT has three leads: base, emitter and collector. The current flow into or out of the base of the transistor controls the larger current that flows between the emitter and the collector leads of a BJT.
Another common type of a transistor is called the field-effect transistor (FET). A FET uses practically no input current. The output current flow is controlled by a varying electric field that is created through the application of a voltage. A FET has three leads: gate, source and drain. The FET was designed to overcome the two major disadvantages of the BJT-- low switching speed and high drive power, which are required because of base current. Field-effect transistors can be categorized as the junction field-effect transistor (JFET) and the metal-oxide semiconductor field-effect transistor (MOSFET). Another type of a semiconductor device is called a unijunction transistor (UJT). A UJT does not amplify signals. It functions as a voltage-controlled switch. A UJT has three leads: base 1, base 2, and emitter. A UJT is used as a part of timing circuits, oscillators, trigger circuits, and ramp circuits.
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Thyristors
A thyristor is a semiconductor device with at least three pn junctions. The operation of a thyristor is similar to that of a switch. It has two statesON (conducting) and OFF (nonconducting). The silicon-controlled rectifier (SCR) and triac are the most commonly used thyristors. They are used for speed and frequency control, rectification, and power conversion. An SCR is a four-layer (pnpn) semiconductor device. It has three leads: anode, cathode and gate, and does not amplify signals. The SCRs are used as solid-state switches and are classified according to the magnitude of current that they can switch. A low-current SCR can operate with an anode current of less than one ampere. A high-current SCR can handle load currents in the thousands of amperes. The operation of an SCR is the same as that of a rectifier diode except that it needs a momentary positive voltage applied to the gate to switch it on. A triac is a thyristor that is very similar in operation to the SCR. When an SCR is connected into an AC circuit, the output voltage is rectified to DC. A triac can conduct on both halves of an AC waveform. Thus, the output of a triac is AC instead of DC. A triac functions as two SCRs connected in an inverse-parallel configuration. As the SCRs are inverted, a triac is capable of conducting with either polarity of terminal voltage. It can also be triggered by either polarity of gate signal. The triac has three terminals: main terminal 1 (MT1), main terminal 2 (MT2) and the gate G. A triac may be triggered into conduction in either direction by gate current flowing into or out of the gate terminal.
Uses of Semiconductor Devices
In this section, we describe the uses of various semiconductor devices in power control systems. Figure KST2-7(a) shows how to use an SCR to control AC power. In this example, the SCR is in series with the load. A gate control circuit is used to trigger the SCR gate lead to the ON state at the desired instant.
Figure KST2-7(a). SCR Power Circuit
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L ow P ow e r
M e d ium P ow e r
H ig h P ow e r
Figure KST2-7(b). SCR Power Waveforms
The SCR is turned OFF automatically when the AC line passes through zero as shown in Figure KST2-7(b). If the SCR is never gated ON, the load power is zero. If the SCR is gated ON late in the positive alternation, the load power is low. Load power is controlled by conduction angle. With a large conduction angle, the circuit is ON much of the time and the power will be high. Circuits such as the one shown in Figure KST27(a) are extensively used in industry. They are used to control motor speed, output from optical and thermal sources, and battery charging. Figure KST2-8(a) shows an AC power control circuit that employs a triac.
Figure KST2-8(a). AC Power Control Using a Triac
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L ow P ow er
M e d iu m P ow er
H ig h P ow er
Figure KST2-8(b). Triac Power Waveforms
The power control circuit shown in Figure KST2-8(a) uses the main terminals, MT1 and MT2, connected in series with the source and the load. A gate control circuit provides the pulses to trigger the triac ON. The load current waveforms in Figure KST2-8(b) show that conduction angle controls the load power. A comparison with Figure KST2-7(b) shows that a single triac provides full wave control. On the other hand, since the SCR is a unilateral device, only half of the waveform can be utilized. Full waveform control can be obtained by using two SCRs connected in inverse parallel. Figure KST2-9 shows a phase control circuit that employs a UJT (unijunction transistor).
Figure KST2-9. Phase Control Circuit

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Figure KST2-9 indicates that a UJT can be used to control an SCR which in turn controls the power delivered to its load. This phase control circuit controls load power by conduction angle. The sooner the SCR is triggered ON, the larger the conduction angle and the greater the load power. The zener diode shown in the UJT phase control circuit clips the positive peaks of the source voltage at the zener breakdown voltage. The negative alternations are clipped near zero volts because they forward bias the zener diode. The breakdown voltage of the zener is reached early during the positive alternation and the voltage across the UJT circuit is constant during nearly the entire alternation. The capacitor charges through the resistor R2 until the firing voltage of the UJT is reached. When it fires, a pulse across the resistor R4 is developed which gates the SCR ON. Figure KST2-10 shows a triac switching circuit operated from an AC source. When the pushbutton PB is held closed, a continuous trigger current is supplied to the gate G of the triac. The triac conducts in both directions to switch all of the applied AC voltage to the load. When the pushbutton is opened, the triac turns OFF when the AC source voltage and holding current reduce to zero or reverse polarity.

12V
PB
MT2
500
MT1
Figure KST2-10. Triac Switching Circuit REVIEW QUESTIONS
1. Obtain an electronic equipment suppliers catalog (a list is provided in the Supplemental Materials section). Find an example of each of the following devices and list all of the specifications provided for the device selected: a. rotary switch b. AC relay (general purpose) c. DC relay (general purpose) d. momentary action push-button switch
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2. Draw a circuit to show how an SCR can be used to control AC power. Explain the operation of this circuit. 3. Explain the operation of the UJT phase control circuit shown in Figure KST2-9. 4. Complete the following: a. When operated from an AC voltage source, an SCR can ____________ and ____________ the power supplied to the load. b. True or false: The output of a triac is alternating current.
VOM 6V battery Connecting wires 115V AC power cord with connectors compatible with relay 115V AC outlet with connectors compatible with relay Small 115V AC motor (An example of an AC motor that can be used for this learning activity is model HGM-1701-9M, manufactured by Molon Motor & Coil Corporation. This is an AC shaded-pole motor with 50 in-lbs torque. The motor runs at 115 V AC and at a frequency of 60 Hz. Other models from Molon that can be used for this learning activity include HGM-4004-4M, HGM-4007-1M, HGM-4019-2M and HGM-4026-9M.) DPST switch NO momentary push-button switch NC momentary push-button switch 6V DC relay with a DPDT switch (2) 6V lamps with red and green lenses Permanent magnet DC motor rated at 12V at a current of 1A or less (An example of a DC motor that can be used in this learning activity is model MTR-064 DC, available from Gateway Electronics, Inc. This motor operates from 1.5V to 12V DC, and has a 1.5 mm shaft with a small 10-tooth gear attached.) Transformer having 117V primary and 12.6V center-tapped secondary rated at 2A Resistors: 2.2k (1), 470 (1), 47 (1) 10k potentiometer Capacitors: 0.01F (1), 0.5F (1) (5) 1N4001 diodes
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S4010L SCR MU10 UJT Dual trace oscilloscope
PREPARATION
Review the following topics:
Switches, relays, and circuit breakers Semiconductor devices Motor and generators
TASK #1 Experiment with Relays and Switches
Step
1. Set up the relay control circuit shown in Figure KST2-11.
Result
Figure KST2-11. Relay Control Circuit
2. Turn on the power switch and press the push button. 3. Identify the current paths of the controlling circuit and the controlled circuit.
2. You have observed the operation of the relay control circuit. 3. You have identified the current paths.
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4. Turn off the power switch and add the second lamp as shown in Figure KST2-12.
Figure KST2-12. Lamp Addition
5. Turn on the power and observe the operation of the circuit. 6. Turn off the power switch and add the NC push button switch as shown in Figure KST2-13.
5. You have studied the operation of the circuit in Figure KST2-12.
Figure KST2-13. Switch Addition
7. Turn on the power switch. Alternately, press the two push buttons and observe the circuit operation.
7. You have observed the operation of the circuit in Figure KST2-13.
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8. Turn off the power switch. Connect the AC power cord, AC outlet, AC motor, and upper switch of the relay as shown in Figure KST2-14.
Figure KST2-14. Additional Connections
9. Plug the AC power cord into an AC outlet (Caution: Care should be taken to avoid contact with the 115V AC potential in the circuit). Turn on the power switch of the 6V control circuit. Alternately, press the two push buttons and observe the circuit operation.
9. You have studied the circuit operation.
10. Turn off the power switch and unplug the AC 10. You have disassembled the circuit. power cord from the AC outlet. Disassemble the setup.
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TASK #2 Construct a Motor Control Circuit
Step
1. Construct the motor control circuit shown in Figure KST2-15 (Caution: Be careful with the primary winding of the power transformer). Use insulated wire at 120V.
2.2k
Result
Figure KST2-15. Motor Control Circuit
2. Vary the 10k potentiometer to change the RC time constant of the charging circuit at the emitter (E) lead of the UJT.
2. The speed of the motor changes with variation in the time constant of the charging circuit.
3. Use the oscilloscope to record the waveforms 3. You have correlated the waveforms for at the emitter (E) lead and at the B1 lead of different motor speeds. the UJT. Correlate these waveforms for different motor speeds. 4. Use the oscilloscope to correlate the waveform at the B1 lead of the UJT with the positive output waveform of the rectifier. This waveform can be observed at the top motor terminal in Figure KST2-15. 4. You have correlated the waveforms.
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LEARNING ACTIVITY
STATISTICAL CONCEPTS KSM1
Project-Embedded TIME ALLOCATION
Stand-Alone
2 hours
To learn the basic statistical concepts and their use in an industrial environment.
OBJECTIVE
Understand basic statistical terms Learn how to graphically and analytically study a process using statistical concepts Learn how to obtain the mode, mean, median, range, and standard deviation for a given set of data Learn how to apply basic statistical concepts in a given industrial situation
ASSESSMENT
Knowledge of basic statistical terms Ability to graphically and analytically study a process using statistical concepts Ability to obtain the mean, median, mode, range, and standard deviation for a given set of data Ability to apply statistical concepts in a given industrial situation
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SITUATION
Intermech Ltd. is designing a blade twist machine to re-twist used gas turbine engine blades for reuse. Blade twist data (torques for maximum twist angles) are available for a wide range of blade types. An analysis of the torque-angle data is required to design the twist head for the blade twist machine. This analysis requires an understanding of statistical concepts such as mean, median, range, standard deviation, and histogram.
BACKGROUND
Statistics is described as the collection, tabulation, analysis, interpretation, and presentation of data. Two types of statistics exist: descriptive statistics and inductive statistics. Descriptive statistics describes a population, which is a collection of all-possible elements, values or items associated with a given situation. Inductive statistics deals with a representative sample of a given population. A sample is a subset of elements taken from a population. Inductive statistics is used when the quantity of information being considered is too large.
A statistical analysis of a process begins with the collection of data about the process. The raw data collected from a process usually take the form of ungrouped or unorganized data. Ungrouped data are difficult to understand. Therefore, the data are sometimes grouped together on the basis of when the values were taken or observed. This method of compiling the data results in grouped data. A detailed statistical analysis of the data relevant to a given process generally involves three aspects: graphical, analytical and interpretive. The analytical methods are used to support the graphical representation of statistical data. The interpretive aspect of statistical analysis deals with interpretation of graphical and analytical information. Although a large variety of graphical methods for representing statistical data exist, the most commonly used are the frequency diagram and the histogram.
FREQUENCY DIAGRAMS
A frequency diagram shows:
the number of times each of the measured values occurred when the data were gathered those values which occur the most frequently in the data gathered from a given process the spread of data
The creation of a frequency diagram involves the following steps: 1. Gather the statistical data. 2. Count the number of times each measurement occurs.
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3. Create the frequency diagram by placing the measured values on the x-axis and the frequency of the occurrence of measured values on the y-axis. A bar is drawn on the frequency diagram to show each of the measured values and the number of times the value appears in the data gathered. Figure KSM1-1 shows an example of a frequency diagram. This data might represent the number of parts produced that measure a given value. There are two parts that measure 0.042, and no parts measuring 0.044 or 0.046, for instance.
0 0.04 0.05 0.042 0.044 0.046 0.048 0.052 0.054 0.056 0.058 0.06
Part Size
Figure KSM1-1. Example of a Frequency Diagram HISTOGRAM
A histogram is quite similar to a frequency diagram. The difference between the two is that, in a histogram, the statistical data are grouped into cells. Each cell contains a range of measured values. This grouping of data leads to the creation of fewer cells on the graph than with a frequency diagram. The x-axis scale of a histogram represents cell ranges rather than individual measured values. A histogram is constructed as follows: 1. Gather the data. 2. Calculate the range of the given statistical data. The range, represented by the letter R, is computed by subtracting the lowest measured value from the highest measured value. Range is expressed as R = xh - xl where R = range xh = highest measured value xl = lowest measured value
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(KSM1-1)
3. Create the histogram cells. A cell has three components: cell interval, cell midpoint, and cell boundaries. Cell midpoint represents the center of a cell. The cell interval is the distance between the cell midpoints of two consecutive cells. The cell boundary represents the limits of a cell. The choice of cell interval plays an important role in the determination of the histogram size. The following formula is used to find the number of cells:
h=
R +1 i
(KSM1-2)
where h = number of cells i = cell interval R = range A rule of thumb to use for the number of cells to be created in a histogram is: For less than 100 data items,
use 4 to 9 cells.
For 100 to 500 data items,
use 8 to 17 cells.
For 500 or more data items,
use 15 to 20 cells.
In the process of creating a histogram, it is essential to make sure that: a) the histogram includes all of the given statistical data and, b) a single data value does not belong to two different cells. Therefore, cell midpoints are chosen to ensure that these two essential requirements are met. To determine the cell midpoints, the following equation is used:
MPl = x l +
i 2
(KSM1-3)
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where
MPl = midpoint of the lowest cell in the histogram xl = lowest value in the given data i = cell interval
Equation KSM1-3 is used to determine the midpoint of the lowest cell in the histogram. Then the midpoint of the next cell is determined by adding the cell interval i to the midpoint of the lowest cell. The remaining midpoints are obtained by adding i to each successive new midpoint. The cell size determined by the cell boundaries is obtained using the cell midpoint and the cell interval. Determination of cell boundaries is helpful in placing data values in a given cell. To obtain the lower cell boundary, divide the cell interval i by two and subtract this value from the midpoint of the cell. To obtain the upper cell boundary, add the cell interval to the lower cell boundary. The lower cell boundary of one cell is the upper cell boundary of the other. 4. Scale the horizontal axis according to the cell boundaries determined in Step 3 above. Scale the vertical axis according to the amount of data gathered. 5. Place the data values on the histogram. Mark the horizontal axis with the cell boundaries and the cell midpoints. Mark the vertical axis with the frequencies of the data values in each cell. Figure KSM1-2 shows an example of a histogram. The frequency of occurrence might be the number of parts that fall within the size range given. For instance, if there are four parts which measure between 0.04 and 0.06 inches (as in the frequency diagram before), the bar height in that range will be 4, as seen below.
0.07 0.09 14 0.11 12 0.13
10 8 6 4 2 0
Frequency of Occurrence
14 12 4 2
.04 .05 .06 .07 .08 .09 .10 .11 .12 .13 .14
Figure KSM1-2. Example of a Histogram
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Histograms give a graphical description of the given data. Any discrepancy in the data, such as a gap, can be readily noticed in a histogram. As mentioned earlier, several analytical methods are used to support the graphical representation of statistical data. The analytical methods of describing histograms and statistical data distributions include measures of central tendency of statistical data and measures of dispersion of data.
MEASURES OF CENTRAL TENDENCY
Measures of central tendency are the statistical values that define the center of a given statistical data distribution. Thus, these values reveal the point where the given data tend to be gathered. Averages or means, medians, and modes are the measures of central tendency. The mean of a group of measurements is obtained by adding the measurement values together and then dividing this sum by the total number of measurements. When this value is computed for a population, it is called the mean (). When this value is obtained for a sample, it is termed the average ( X ). The mean of a given population is computed using the following equation:
x1 + x2 + x 3 + ... + x N N
(KSM1-4)
where = mean of the given group of measurements

x1 + x 2 + x3 + ... + xN = given measurement values
N= number of measurements Equation KSM1-4 can also be used to calculate the average of a sample of measurements.
Example: A company XYZ manufactures thermal switches that should trip at 11F. The actual trip temperatures of 25 switches are measured. They are rounded to the nearest whole number. Measurements between 10.5F and 11.4F are recorded as 11F. These measurements are shown in Table KSM1-1. Table KSM1-1. Trip Temperatures in F 15 15 12 12 8 14 7 11 12 13 5 14 10 14 12 11 12 12 12 10
12 11 10 11 16
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For the Table KSM1-1, the population mean is given as follows:

12 + 15 + 15 + ... + 16 291 = = 11.64 25 25
Rounding 11.64 to the nearest whole number gives 12F. The first six measurements in Table KSM1-1 constitute a sample of size N=6. The sample average X for this sample of size N=6 is given as:
12 + 15 + 15 + 12 + 12 + 8 = 12.33 6
X=
Rounding 12.33 to the nearest whole number gives 12F. The median is the value that divides an ordered sequence of numbers so that there is an equal number of values on either side of the center (the median). An ordered sequence of numbers must have been arranged according to their magnitude.
Example: Determine the median of the unordered sequence of numbers given below.
13, 15, 16, 17, 18, 19, 15, 12, 14, 14, 15, 16, 15 Arranging the sequence in an ascending order yields: 12, 13, 14, 14, 15, 15, 15, 15, 16, 16, 17, 18, 19 The median is 15. If the number of given values is even, the median is obtained by adding the two center values of the ordered sequence and dividing the result by two.
Example: Determine the median of the unordered sequence of numbers given below.
1, 5, 7, 8, 4, 3
2004 NJCATE 99
Arranging the numbers in an ascending order yields: 1, 3, 4, 5, 7, 8 The median is (4 + 5)2 = 4.5 The mode is defined as the most frequently occurring value in a set of values. If a set of numbers has one mode, it is termed unimodal. If it has two numbers occurring with the same frequency, it is called bimodal. A data set with more than two modes is termed multimodal. In a histogram, the cell with the highest frequency is the mode.
Example: Compute the mode of the unordered data set given below.
13, 15, 16, 19, 18, 12, 20, 15, 14, 15, 15, 16 Arranging this set in an ascending order gives: 12, 13, 14, 15, 15, 15, 15, 16, 16, 18, 19, 20 The mode is 15.
Example: Compute the mode of the unordered set of numbers given below.
1, 2, 4, 6, 7, 2, 5, 4 Arranging the set in an ascending order gives: 1, 2, 2, 4, 4, 5, 6, 7 The modes are 2 and 4.
2004 NJCATE
100
MEASURES OF DISPERSION
Measures of dispersion provide information regarding the spread of a given set of data. Spread is the span of a set of measurements. The most commonly used measures of dispersion are range and standard deviation. Range is the difference between the highest value and the lowest value in a sequence of values. Because range can be calculated easily, it is the most frequently used measure of dispersion.
Example: The range for the measurements given in Table KSM1-1 is 16 5, or 11.
The key advantages of range are in providing information regarding the total spread of the given data and in its simplicity. It is also useful when the amount of data is too small or too scattered to justify the determination of a more precise measure of dispersion. As the number of measurements increases, the importance of the range decreases. It is recommended that the use of range be limited to a maximum of ten measurements. The standard deviation of a given data distribution is a measure of the data within the distribution. It describes how the values fall in relation to the mean. A large standard deviation shows greater variability of data than a small standard deviation. When the measurements have been taken from each and every item in the population, the standard deviation is computed as:
(x
i =1
( N 1)
(KSM1-5)
where = standard deviation of the given population xi = an element of the given population = population mean N = total number of elements in the population
Example: For the measurements given in Table KSM1-1, the standard deviation is calculated as:
2004 NJCATE
101
(x
i =1
( N 1)
(12 11.64)2 + (15 11.64)2 + ... + (16 11.64)2

24
= 2.50
When the measurements are obtained from items sampled from the entire population, the standard deviation of the given sample is:
s=
(x
N i =1
X)
( N 1)
(KSM1-6)
where s = standard deviation of the given sample

X = average of the given sample
xi = an element of the given sample N = sample size

Example: A sample of size 6 is chosen from the Table KSM1-1. Calculate the standard deviation of this sample. The sample elements are:
12, 15, 15, 12, 12, 8. The average of the given sample is:
12 + 15 + 15 + 12 + 12 + 8 = 12.33 6
X=
Hence,
s=
(12 12.33)2 + (15 12.33)2 + ... + (8 12.33)2

5
= 2.59
2004 NJCATE
102
REVIEW QUESTIONS
1. What is the difference between a sample and a population? 2. Determine the mean, mode, and median of the following measurements: 34, 40, 38, 38, 48, 30, 34, 43, 43, 44, 45, 46, 45, 34, 32, 34, 36, 35, 34 3. Find the range and the standard deviation of the data given in Question 2 above. 4. Construct a frequency diagram for the data given in Question 2 above. 5. The measurements in a data set are: 0.077 inch, 0.073 inch, 0.082 inch, and 0.076 inch. Find the mean and the standard deviation of this data.
PREPARATION
Review the following: Roots of numbers Fractions Exponents Procedures to obtain roots of numbers, using a calculator. Procedures to obtain powers of numbers, using a calculator. Read and study the background material. Answer the above review questions.
A scientific calculator
TASK #1 Find the Mean and Standard Deviation, and Create a Histogram
2004 NJCATE
103
Step
Result
1. Calculate the mean of the data shown in 1. You have computed the mean of the given Table KSM1-2. data using Equation KSM1-4. 2. Compute the standard deviation of data 2. You have calculated the standard deviation shown in Table KSM1-2. of data using Equation KSM1-5. 3. Construct a histogram for the data shown in 3. You have created a histogram for the given Table KSM1-2. It is suggested that you data. use 10 cells with the first cell having boundaries 2.0460 - 2.0605
Table KSM1-2. Task #1 Data 2.111 2.116 2.085 2.097
2.061 2.083 2.100 2.107 2.125 2.079 2.142 2.091 2.129 2.111 2.092 2.106 2.111 2.144 2.092 2.068 2.139
2.100 2.072 2.075 2.093 2.107 2.104 2.095 2.142 2.136 2.118 2.080 2.067 2.126 2.128 2.147 2.085
2.052 2.092 2.102 2.105 2.104 2.099 2.070 2.073 2.063 2.074 2.067 2.128 2.120 2.133 2.108 2.137
2.103 2.070 2.127 2.115 2.049 2.095 2.098 2.102 2.130 2.104 2.074 2.142 2.136 2.111 2.097 2.077
2.118 2.133 2.121 2.097 2.129 2.088 2.118 2.093 2.136 2.147 2.080 2.063 2.127 2.102 2.073 2.074
2.090 2.134 2.086 2.150 2.111 2.076 2.132 2.141 2.116 2.125 2.083 2.108 2.047 2.097 2.079
TASK #2
Find the Mean, Standard Deviation, and Mode
The packaging operation in an industrial plant should provide three pounds or 48 ounces of fluid in each container. The fluid ounce measurements for 100 packages are shown in Table KSM1-3.
2004 NJCATE
104
Step
1. Calculate the mean of data shown in Table KSM1-3. 2. Compute the standard deviation of data shown in Table KSM1-3. 3. Compute the mode of data shown in Table KSM1-3.
Result
1. You have determined the mean of data given in Table KSM1-3. 2. You have calculated the standard deviation of the given data. 3. You have computed the mode of the given data.
48.107 48.100 48.095 48.099 48.136 48.095 48.091 48.105 48.090 48.088 48.114 48.092 48.113 48.090 48.099 48.099 48.096
Table KSM1-3. Task #2 Data 48.128 48.098 48.108 48.110
48.077 48.113 48.108 48.091 48.123 48.086 48.085 48.111 48.136 48.121 48.102 48.116 48.111 48.095 48.108 48.101
48.125 48.058 48.102 48.116 48.096 48.099 48.106 48.088 48.102 48.090 48.112 48.096 48.091 48.085 48.113 48.092
48.074 48.125 48.106 48.093 48.108 48.095 48.091 48.074 48.111 48.077 48.102 48.093 48.091 48.08 48.088 48.116
48.101 48.090 48.109 48.119 48.124 48.133 48.109 48.089 48.084 48.119 48.087 48.089 48.109 48.102 48.082 48.112
48.110 48.119 48.104 48.110 48.076 48.093 48.089 48.095 48.085 48.109 48.098 48.103 48.101 48.086 48.127
TASK #3
Find the Mean, Standard Deviation, and Range of a Sample
A sample of size 7 is chosen from the data given in Table KSM1-2. The sample elements are: 2.061, 2.083, 2.100, 2.107, 2.125, 2.079, 2.142
2004 NJCATE 105
Step
1. Calculate the mean of the given sample. 2. Compute the standard deviation of the sample. 3. Determine the range of the sample.
Result
1. You have determined the mean of the given sample from Equation KSM1-4. 2. You have obtained the standard deviation of the sample from Equation KSM1-6. 3. You have determined the range by computing the difference between the highest and the lowest values in the given sample.
REVIEW QUESTIONS
1. Using the data provided in Table KSM1-4, construct a histogram. Use the group boundaries 1.725 to 1.765, 1.765 to 1.805, and so on.
Table KSM1-4. Data for Review Question #1 1.81 1.87 1.86 1.85 1.87 1.85 1.81
1.76 1.84 1.73 1.77 1.87
1.82 1.85 1.81 1.74 1.73
1.79 1.93 1.81 1.94 1.74
1.89 1.87 1.98 1.90 1.81
1.83 1.86 1.95 1.84 1.74
1.83 1.87 1.86 1.87 1.90
1.79 1.78 1.81 1.86 1.73
2. Intermech Ltd. noticed a quality problem with their product. Corrosion pits were forming after the product was in the hands of the customer. The problem was traced to improper heating. It was determined that the small fluctuations in heating temperature and quenching time could be responsible for depriving the product of its full corrosion resistance. A test was developed that allowed a heat-treat operator to roughly determine the products ability to resist corrosion. The amount of retained austenite in a heat-treated stainless steel product is related to the products ability to resist corrosion. The smaller the amount of retained austenite, the better the product will resist corrosion. Test readings taken over a one-day time period are given in Table KSM1-5. Compute the range, standard deviation, mean, mode, and median for the data.
2004 NJCATE
106
Table KSM1-5. Data for Review Question #2 Time Reading
8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
12 17 25 23 21 19 28 25 26 29 20 28 23 25 31 27
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107
LEARNING ACTIVITY
SWITCHING ALGEBRA AND COMBINATIONAL LOGIC SYSTEMS KSM2
Project-Embedded
Stand-Alone
TIME ALLOCATION
2 hours
To understand the concepts of switching algebra and use them in the analysis and design of combinational logic systems.
OBJECTIVES
Develop an understanding of logic functions Learn the concepts of switching algebra Use the knowledge of switching algebra in the design and analysis of combinational logic systems
ASSESSMENT
Your instructor will assess you on the following: Knowledge of switching algebra and combinational logic through answering all the questions for this learning activity
2004 NJCATE
108
SITUATION
Intermech Ltd. uses a conveyor system in the plant to bring raw materials in from two different sources. The two sources converge into a single output conveyor. Sensors mounted adjacent to each source conveyor indicate the presence of raw material. All three conveyors have separate motors so that they can be individually controlled. Each source conveyor can have a different speed. The output product flow rate is fixed; it can be turned only on or off. The output product rate must match the source flow rates. A digital system based on the concepts of switching algebra is needed. In order to design this digital system, the Intermech Ltd. engineering design team needs to have a good understanding of the concepts of switching algebra and their use in combinational, digital, logic system design.
BACKGROUND
TRUTH TABLES
A binary variable is like any other variable in algebra, except that it can only have the values of zero or one. Three basic logic functions (AND, OR, and NOT) constitute the foundation for digital systems analysis and design. A function is used to denote a relationship between input and output variables. Each variable is restricted to binary values. A representation of the combinations that a group of binary input and output variables can assume is called a truth table. The three basic logic functions and their truth tables are listed below:
The AND logic function is represented by operator symbols ( ), , . , or no space, which are the same operator symbols used for multiplication in algebra. Let A, B, and Y represent binary variables, where A and B are inputs and Y is an output of the AND function, then the AND function is represented as
Y = AB The symbol for the AND gate is:
(KSM2-1)
The truth table for the above AND function is given as
2004 NJCATE
109
Table KSM2-1. Truth Table for AND Logic Function A B Y
0 0 1 1
0 1 0 1
0 0 0 1
The OR logic function is represented by the operator +. The OR function operating on binary variables A and B is
Y=A+B The symbol for the OR gate is:
(KSM2-2)
where A and B are input binary variables and Y is the output binary variable. The truth table for the above function is given as
Table KSM2-2. Truth Table for OR Logic Function A B Y
0 0 1 1
0 1 0 1
0 1 1 1
The NOT logic function is represented by the operator symbol, , or an apostrophe,. The NOT operation inverts a variable. The truth table and logic equation for the NOT logic function are
Y=A
(KSM2-3)
2004 NJCATE
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The symbol for the NOT gate is:
where A is the input binary variable and Y is the output binary variable.
Table KSM2-3. Truth Table for NOT Logic Function A Y
0 1
1 0
Other logic functions are derived from the basic logic functions described above. They are NAND, NOR, XOR, XNOR.
The NAND logic function is given as
Y = AB
The symbol for the NAND gate is:
__ AB
(KSM2-4)
where A and B are input binary variables and Y is the output binary variable. The truth table for NAND function is
Table KSM2-4. Truth Table for NAND Logic Function A B Y
0 0 1 1
0 1 0 1
1 1 1 0
2004 NJCATE
111
The NOR logic function is given as
Y = A+B The symbol for the NOR gate is:

_____ (A+B)
(KSM2-5)
where A and B are input binary variables and Y is the output binary variable. The truth table for the NOR function is represented as
Table KSM2-5. Truth Table for NOR Logic Function A B Y
0 0 1 1
0 1 0 1
1 0 0 0
The XOR (Exclusive OR) logic function is given as
Y = A B
(KSM2-6)
where A and B are input binary variables and Y is the output binary variable. A circled plus sign represents the XOR logic function operator. The XOR function is similar to the OR function except that when both A and B have the value of 1, then output Y equals 0. The truth table for XOR function is represented as
Table KSM2-6. Truth Table for XOR Logic Function A B Y
0 0 1 1
0 1 0 1
0 1 1 0
2004 NJCATE
112
The XNOR logic function is given as

Y = A B
(KSM2-7)
where A and B are input binary variables and Y is the output binary variable. The truth table for XNOR logic function is represented as
Table KSM2-7. Truth Table for XNOR Logic Function A B Y
0 0 1 1
0 1 0 1
1 0 0 1
SWITCHING EQUATIONS
A switching equation is made up of logic functions. Examples of switching equations are: 1. Y = A B C + AB C + A BC + ABC 2. Y = ( A + B + C )( A + B + C)
3. Y = A B + C (BC) Switching algebra is a set of rules that govern the behavior of switching equations. The following identities and theorems represent these rules:
2004 NJCATE
113
Table KSM2-8. Switching Algebra Rules Identity/Theorem Name of the Identity/Theorem
A0=0 A+1=1 A1=A A+0=A

AA = 0
Identity Identity Complement Complement Double Complement Idempotence Idempotence Commutative Commutative Distributive Distributive Associative Associative Absorption Absorption
A + A =1
A= A
A+A=A AA=A AB = BA A+B=B+A A(B + C) = AB + AC A + BC = (A+B)(A+C) AB(C)=(AB)C A+(B+C)=(A+B)+C A+AB = A A(A+B) = A
A( A + B) = AB
Absorption DeMorgan DeMorgan Adjacency
( A + B) = AB ( AB) = A + B
AB + AB = A
The identities and theorems of switching algebra listed in Table KSM2-8 above are useful in the minimization of switching equations.
Example 1: Minimize the switching equation below using the switching algebra identities and theorems listed in Table KSM2-8.
2004 NJCATE
114
M = A BC + A BC + ABC + ABC
Solution: The minimization steps are:
M = A B(C + C) + AB(C + C) (Distributive)

But Therefore, Or, As So,
C +C=1
(Complement)
M = A B + AB
M = B( A + A ) (Distributive)
A + A =1
M=B
(Complement)
Example 2: Minimize the switching equation below, using the switching algebra identities and theorems listed above:
M = A( B + C)( BC )
Solution: The minimization steps are:
M = A( BC )( B + C )
(DeMorgan)
M = A( BB C + BC C ) (Distributive)
But And Therefore,
2004 NJCATE
BB = 0
CC = C
(Complement) (Idempotence) (Distributive)

115
A(0 + BC ) = ABC
The switching algebra identities and theorems are useful in combinational logic design. The following example illustrates their application in the design of combinational logic systems.
Example 3: Design a combinational logic system which generates an output of logic level 1 (that is, the value of the output binary variable equals 1) when a majority of four input variables is at logic level 1. Solution: The truth table for this set of binary variables (i.e., four input and one output) is constructed first. Let the input binary variables be represented by A, B, C, and D. Y represents the output binary variable. Then the truth table is as follows: Table KSM2-9. Truth Table for Example 3 A B C D Y
0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1
0 0 0 0 1 1 1 1 0 0 0 0 1 1 1 1
0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1
0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1
0 0 0 0 0 0 0 1 0 0 0 1 0 1 1 1
Then the switching equation is written as:

Y = A BCD + AB CD + ABC D + ABCD + ABCD
2004 NJCATE
116
The minimization of the above switching equation is done using switching algebra identities and theorems:
Y = A BCD + AB CD + ABC D + ABCD + ABCD
Y = A BCD + AB CD + ABD( C + C) + ABCD

Y = A BCD + AB CD + ABD + ABCD
Y = A BCD + AB CD + AB( D + CD)

Y = A BCD + AB CD + AB( D + C)
Y = A BCD + AB CD + ABD + ABC
Y = A BCD + AD( B C + B) + ABC
Y = A BCD + AD( C + B) + ABC

Y = A BCD + ACD + ABD + ABC
Y = BC( A D + A) + ACD + ABD

Thus, Hence,
Y = BC(A+D)+ACD+ABD Y=ABC+BCD+ACD+ABD
PREPARATION
Review the material presented in BACKGROUND.
TASK #1 Conveyor System Design
A conveyor system brings raw material in from two different sources. The two sources converge into a single output conveyor. Sensors mounted adjacent to each source conveyor indicate the presence of raw material. All three conveyors have separate motors so that they can be individually controlled. Each source conveyor can have a different speed. The output product flow rate is fixed; it can be turned only on or off. The output product rate must match the source flow rates. To accomplish this, the following conditions must be met. If Source 1 has product, Source 2 must be turned off; if Source 1 is empty, then Source 2 can be turned on. In the event that no product is available from the two sources, the output conveyor must be turned off. If no product is available, the corresponding source conveyor must be turned off.
2004 NJCATE 117
Step
1. Identify and label the input and output binary variables. 2. Develop a truth table for the given input and output binary variables. 3. Write a switching equation from the truth table. 4. Minimize the switching equation obtained in Step 3.
Result
1. You have identified and labeled the input and output binary variables. 2. You have developed a truth table. 3. You have written a switching equation. 4. You have minimized the switching equation obtained in Step 3.
TASK #2
Material Handling System Design
In Intermech Ltd., an electric motor powers a conveyor that moves material from one point to another in the plant. The motor is to be turned on:
when one of the two operators is in position, if the material is present on the conveyor to be moved, and if the protective interlock switch is not open.
The motor is on if its output control variable is at logic level 1, and the motor is off if the variable is at logic level 0.
Step
1. Identify and label the input and output binary variables. 2. Develop a truth table for the given input and output binary variables. 3. Derive a switching equation using the truth table developed in Step 2. 4. Minimize the switching equation obtained in Step 3.
Result
1. You have identified and labeled the input and output binary variables. 2. You have developed a truth table. 3. You have written a switching equation using the truth table. 4. You have minimized the switching equation obtained in Step 3.
2004 NJCATE
118
TASK #3
Switching Equation Development
Derive a switching equation for the truth table given in Table KSM2-10. The truth table involves four input binary variables A, B, C, D, and one output binary variable Y. Minimize the switching equation using the switching algebra identities and theorems.
Step
1. Derive the switching equation for the given truth table. 2. Minimize the switching equation obtained in Step 1.
Result
1. You have derived the switching equation for the given truth table. 2. You have minimized the switching equation derived in Step 1.
Table KSM2-10. Truth Table for Task #3 A B C D Y
0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1
2004 NJCATE
0 0 0 0 1 1 1 1 0 0 0 0 1 1 1 1
0 0 1 1 0 0 1 1 0 0 1 1 0 0 1 1
119
0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1
0 0 0 1 0 1 1 1 0 1 1 1 1 1 1 1
REVIEW QUESTIONS
1. Minimize the switching equation given as:

Y = ABD + ABD + A C + A BC + ABC

Y = ABC + ABC + AB C + A BC + A B C
3. Each of the four members of a jukebox jury is provided with a pushbutton. The pushbutton is pressed if the record played is a hit and is not pressed if the record played is a miss. Develop a truth table, and derive a switching equation that produces an output value of 1 when the majority of the jury thinks that the record is a hit. Minimize it using switching algebra identities and theorems. 4. A certain country is ruled by a family of four members listed as A, B, C, and D. A has 35 votes, B has 40 votes, C has 15 votes, and D has 10 votes. Any decision taken by the family is based on its receiving at least 60% of the total number of votes. Develop a truth table, and derive a switching equation that produces an output value of 1 if the family approves a certain motion. Minimize it using switching algebra identities and theorems. 5. In the Intermech Ltd. plant, a conveyor system brings raw material in from three different sources. The three sources converge into a single output conveyor. Sensors mounted adjacent to each source conveyor indicate the presence of raw material. All four conveyors have separate motors so that they can be individually controlled. Each source conveyor can have a different speed. The output product flow rate is fixed and its conveyor can be turned only on or off. The output product rate must match the source flow rates. In order to achieve this, the following conditions must be fulfilled. If Source 1 has product, then Sources 2 and 3 must be turned off. If Source 1 is empty, then either Source 2 or 3 or both can be turned on. In the event that no product is available from the three sources, the output conveyor must be turned off. If no product is available, the respective source conveyor must be turned off. Identify and label the input and output binary variables. Draw a truth table, derive a switching equation, and minimize it using switching algebra identities and theorems. 6. For each of the following three circuits, answer the following questions: Circuit 1, Figure KSM2-1: a. What is the output expression for X? b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1?
2004 NJCATE
120
c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1?
Figure KSM2-1 Circuit 1
Circuit 2, KSM2-2: a. What is the output expression for X? b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1? c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1?
2004 NJCATE
121
Figure KSM2-2 Circuit 2
Circuit 3, Figure KSM2-3 a. What is the output expression for X? b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1? c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1?
2004 NJCATE
122
Figure KSM2-3. Circuit 3
2004 NJCATE
123
APPENDIX A
BOOLEAN ALGEBRA POSTULATES AND THEOREMS
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
X +0 = X X 1 = X X +Y = Y + X XY = YX X + (Y + Z ) = ( X + Y ) + Z X (YZ ) = ( XY ) Z X + YZ = ( X + Y )( X + Z ) X (Y + Z ) = XY + XZ
X X X X X X
+ X =1 X =0 +X =X X = X +1 = 1 0 = 0
15. X = X 16. X + XY = X 17. X ( X + Y ) = X 18. X + X Y = X + Y 19. X ( X + Y ) = XY

20. XY + X Y = X 21. ( X + Y )( X + Y ) = X
22. 23. 24. 25. 26. 27. 28. 29.
XY + X Y Z = XY + XZ ( X + Y )( X + Y + Z ) = ( X + Y )( X + Z ) ( X + Y ) = X Y ( X Y ) = X + Y
XY + X Z + YZ = XY + X Z ( X + Y )( X + Z )(Y + Z ) = ( X + Y )( X + Z ) ( X + Y + Z ) = X Y Z ( X Y Z ) = X + Y + Z
2004 NJCATE
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LEARNING ACTIVITY
MECHANICAL AND THERMAL PROPERTIES OF MATTER KSS1
Project-Embedded TIME ALLOCATION
Stand-Alone
6.0 hours
To learn about elasticity and the strain which results when a material is under tensile stress. You will also learn about the thermal properties of a working fluid. You will then consider the forces and pressures involved in the hydraulics of a simplified model of a turbine blade-twisting device and consider some effects caused by the viscosity of the hydraulic fluid.
OBJECTIVES
Observe and measure the elastic limit and ultimate strength of copper, and measure the Youngs Modulus of copper Determine the specific heat capacity of hydraulic fluid Determine the operating pressure needed by the hydraulic system of a device and the thermal cycling of the hydraulic fluid due to its viscosity
ASSESSMENT
Your instructor will assess you on the following: Ability to organize experimental results and draw conclusions Demonstration of knowledge based on answers to review questions
2004 NJCATE
125
SITUATION
You are part of a design and development team within Intermech Ltd., an electromechanical design and development company, which has been contracted to design, construct, install, and maintain a prototype, automated electromechanical system to twist used gas turbine engine blades to restore specified root-to-shroud angles for reuse As part of the blade twist machine design, a hydraulic device is needed to stress the turbine blades so that they can be bent back to their normal configuration. This hydraulic device will be cycled many times, as each blade is re-twisted in a turbine that contains dozens of blades. In all hydraulic systems, the hydraulic oil tends to heat up after prolonged use. Thus, the thermal properties of the oil used in this hydraulic device must also be considered during its design. To better understand this device, you will experiment with an apparatus designed to stretch wires (this is analogous to the twisting of the turbine blade). You will also measure the specific heat capacity of the hydraulic oil so that you can then consider the thermal cycling which could be expected in a simplified version of the device.
BACKGROUND
MATERIALS AND STRESS
Materials are often used in situations where great forces are applied to them. Sometimes these forces are applied and removed very quickly in a repetitive cycle thousands of times per minute resulting in deformation, fatigue or even failure (that is, the material breaks). Thus, it is very important to understand what effect these forces have on the material. When a force is applied to a material, the material will stretch, compress, bend, or somehow change its shape to accommodate the force. Sometimes, this change in shape is not noticeable. For example, when a pencil is placed on a long metal table, the table does not flex or bow a noticeable amount. When a stack of heavy books is placed on the table, there is usually a noticeable sag which goes away when the books are removed. But if enough weight is placed on the table, it is possible to create a permanent sag in the table even when the weight is removed. In an extreme case, if the weight is very large as with a loaded dump truck on top of the table, the table cannot support the weight and thus failure is the result as the table crashes to the ground. In order to describe these effects in a general sense, we have developed the ideas of stress and strain, and elastic and non-elastic deformation. A stress is a measure of the force applied to a material and how much that force is spread out. For a simple case of a force, which is stretching or compressing a material, the stress is given by
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= F/A
where = stress (N/m2 or lbs/ m2) A = area (m2 or in2) F = applied force (N or lbs)
(KSS1-1)
The area A is the cross-sectional area of the material being compressed (e.g., a post) or stretched (e.g., a wire) and has units of Pa or psi (same as pressure). This stress, regardless of how small, will always result in the material being strained. Strain is a measure of how much the material is stretched, compressed, bent, twisted, etc. For objects which are being compressed or stretched, the strain is given by
L Lo
(KSS1-2)
where
= strain (dimensionless) L = change in length of the object (m or in.)
Lo = initial length of the object (m or in.) Thus, the strain is a fractional change in length and has no units. For some materials, which we normally think of as rigid, the resulting strain is usually not large enough to be noticeable. Such objects may include steel, iron, concrete, etc. Other materials are less rigid, and have much more noticeable strains such as copper, rubber, and some plastics.
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Stress ultimate strength non-elastic behavior elastic limit proportionality limit
elastic behavior
Strain
Figure KSS1-1. Typical Relation Between Stress and Strain of a Material
Along the lower portion of the graph, there is a linear relation between stress and strain in which the slope of the graph is defined as the Youngs Modulus of the material, given as
Young' s Modulus =
where
= stress (Pa or psi) = strain (dimensionless)
(KSS1-3)
The Youngs Modulus of a material, which has units of psi or Pascals (Pa), is a descriptor of how much a material will stretch or compress when a stress is applied to the material. For stresses in this linear region, the material is said to be elastic, in that it will stretch when under tensile stress but will return to its original size when the stress is removed. The elastic limit is the largest stress that can be applied to the material before the material is permanently deformed. When stresses in excess of the elastic limit are applied to a material, the relation between stress and strain is non-linear, and the resulting deformation is non-elastic, although the material may partially return to its original size. For even larger stresses, a material can still withstand the stress until the stress exceeds the ultimate strength, at which point, the material will break or fracture. The units of pressure, stress, elastic limit, ultimate strength and Youngs Modulus are all the same (Pascals or pounds per square inch). However, this does not mean that all of the quantities are the same. The elastic limit and ultimate strength are special stress values, which describe a particular materials properties. Pressure, stress, and Youngs Modulus are very different from one another and should not be confused with each other.
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From Equation KSS1-1, one may surmise that stress and pressure are the same idea, and while this is true for tensile and compressive stresses, other stresses such as shear and torsional stresses are not the same as pressure. From Equation KSS1-3, it can be seen that Youngs Modulus is a combination of stress and strain, and is therefore quite different from just stress. The stress-strain curve can also tell us some things about other material properties. The hardness is a measure of the amount of deformation a material will suffer under a load, and is measured by applying a sharp indenter to a surface under a known load (a well-known test is the Rockwell test). The width of the mark that is left will be smaller for harder materials. Hard materials will typically have steeper elastic curves than soft materials. Quite often brittle materials, which deform only slightly before fracturing, and have almost no yielding, are hard materials. Ductile materials will generally be softer. Another important material property is the impact. Impact is often measured by dropping a weight on a swinging arm into a specimen (the Charpy test), thus breaking (fracturing) the specimen. The height the weight reaches on the other side of the specimen is a measure of the amount of energy the specimen absorbed. If the weight continues to only a small height, the material absorbed a great deal of energy. The energy the material absorbs can be related generally to the stress-strain curve. Materials which have stress-strain curves with more area under the curve are generally more resistant to impact fracturing. Lastly, a measure of toughness relates directly to the area under the curve. Toughness is a measure of how a material can resist the formation and growth of a crack, which can cause failure eventually. A tougher material will better resist crack growth, and will have a large area under the stress-strain curve. Figure KSS1-2 shows some typical stress-strain curves for: brittle materials, which have low toughness and impact, but often high hardness; tough materials, which may not be exceptionally hard but have excellent impact and toughness qualities; and ductile materials, like copper, which are not very hard but have some good impact and toughness qualities, although they deform significantly under stress.
Stress brittle materials tough materials
ductile materials
Strain
Figure KSS1-2. Stress-Strain Curves for Different Materials
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Table KSS1-1. Material Properties of Some Common Substances Substance Youngs Modulus Elastic Limit Ultimate Strength
106 PSI (GPa) 103 PSI (GPa) 103 PSI (GPa)
Aluminum Brass Concrete (compression) Iron Steel Soft wood (along grain)
10 (70) 13 (90) 3 (20) 13 (90) 29 (200) 0.15 (1.0)
19 (0.13) 51 (0.35) 2.03 (0.014) 24.7 (0.17) 34.8 (0.24) 4.4 (0.03)
20.3 (0.14) 65.3 (0.45) 2.03 (0.014) 46.4 (0.32) 69.6 (0.48) 5.51 (0.038)
MATERIALS AND HEAT
Most devices tend to heat up with use and when these devices use fluids for cooling, hydraulics, or other purposes, you need to understand how those fluids behave at different temperatures The temperature change of a substance is related to the amount of energy (therma) absorbed by:
Q = mcT
(KSS1-4)
where
Q = amount of thermal energy (positive) or removed (negative) (typically Joules, calories, or BTUs)
m = mass of the substance (kg or slugs or pounds mass)

T = temperature change of the substance (always given by T=Tfinal-Tinitial)(Kelvins, C, F, or R)
c = specific heat capacity of the substance (typically
joules BTU/lb-F) kg C
The specific heat capacity is a constant that refers to how easily a substance can be warmed or cooled, and depends on what phase the substance is in. When a liquid is heated, it gradually warms up until the boiling point is reached. Once the boiling point is reached, if additional heat is added, the temperature does not change until all of the liquid is boiled into a gas. The amount of heat required to boil or condense a substance is given by
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Q = mH v
(KSS1-5)
j or BTU/lb) kg
where Hv = heat of vaporization (
The same is true as a liquid is cooled and frozen. While in the process of freezing, the temperature of a liquid-solid mixture does not change until all of the mixture is frozen, then the temperature will start to decrease again as the solid is cooled even further. The amount of heat required to freeze or melt a substance is given by
Q = mH f
(KSS1-6)
where Hf = heat of fusion (

j BTU or ) kg lb
Figure KSS1-3 below shows the overall behavior in all three phases of a substance as heat is added or taken away. Note that the specific heat capacitor of the three phases is not the same.
Temperature gas or vapor boiling temp. liquid freezing temp. melting freezing solid Heat removed Heat added boiling condensing
Figure KSS1-3. Heating and Cooling Effects on a Material
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Substance
Table KSS1-2. Thermal Properties of Some Common Substances Freezing Boiling Heat of Heat of Specific Heat Point Point Fusion Vaporization Capacity
KJ BTU lb F kg C
F (C) F (C)
KJ BTU lb kg
KJ BTU lb kg
Alcohol (ethyl) Lead Mercury Water Ice Steam
0.58 (2.41) 0.030 (0.13) 0.033 (0.14) 1 (4.18) 0.5 (2.10) 0.47 (2.00)
-173 (-114) 626 (330) -38 (-39) 32 (0) -
172 (78) 2138 (1170) 676 (348) 212 (100) -
45 (105) 10.6 (25) 5.0 (12) 144 (335) -
367 (854) 315 (732) 128 (297) 972 (2260) -
As an example of how to use the thermal properties of matter, consider the case of adding 83 kJ of thermal energy to 300 ml of water which is initially at room temperature (20C). The 300 ml of water has a mass of 0.3 kg. Thus, from Equation KSS1-4,
Q = mcT
+83kJ = (0.30 kg) (4.18

Tfinal = 86 C
KJ ) kg C
(Tfinal - 20C)
However, if such a situation were ever actually attempted, the water would need to be contained in some sort of container, and thus the term on the right side of Equation KSS1-4, would need to have an mcT for water and an mcT for the container. As another example that takes this even farther, suppose a lead cup with a mass of 500 g contains 100 g of water and 200 g of mercury, all at 60C. To determine how much energy must be removed to start the water freezing we start with Equation KSS1-4.
Q = mcT
Q = mcTlead + mcTmercury + mcTwater Q = (0.500 kg) (0.13
(KSS1-7)
KJ ) kg C
(0.100 kg)
KJ ) (0C kg C KJ ) (0C (4.18 kg C
60C) + (0.200 kg) (0.14 - 60C)
(0C - 60C) +
Q = -30.7 kJ = -31KJ
Since the Q is negative, this means that the energy must be removed to cool everything down.
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REVIEW QUESTIONS
1. A load of 400 kg is hung on a 4-m long steel wire. If the wire stretches 2 mm, what is the diameter of the wire? 2. A concrete column 30 feet tall, with a diameter of 2 feet, is used as a support for a bridge. What is the greatest load the column can support such that the ultimate strength is not exceeded? By how much will the column be compressed under this load? Is concrete a brittle material? Is it hard? 3. A 12V battery provided a current of 3A. What is the power supplied by the battery? If this current continues for 5 seconds, how much energy will the battery have supplied? 4. One liter of water at room temperature (22C) is heated until it begins to boil. How much energy was put into the water? If it takes 15 minutes for the water to start boiling, what is the power of the heating element (assuming no energy is wasted)? 5. An ice cube initially at -10C and with a mass of 0.120 kg is heated. What will its temperature be after a total of 2 kJ, 35 kJ, and 80 kJ of energy is added?
One benchtop per group of 3-4 students Computer with spreadsheet and graphing software Apparatus (with optical lever) for determining the Youngs Modulus of a wire Laser Stand for mounting laser Scales Metersticks Calorimeter cup with electrical heating element Temperature probe for computer data acquisition (or thermometer) Voltage probe for computer data acquisition (or multi-meter) Copper wire of about 0.5 mm diameter Assorted masses for Youngs Modulus apparatus Hydraulic fluid
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TASK #1 Determine the Youngs Modulus, Elastic Limit and Ultimate Strength of Copper
Step
1. Measure the diameter of the copper wire and the length from the top support to where the mirror support attaches onto the wire. Calculate the cross sectional area of the wire. 2. CAUTION: Pay attention to the location of the laser beam and its reflection so that you do not look directly into its path. Position the laser so that it reflects off of the mirror and shines on the wall behind the laser. Mount a ruler vertically on the wall where the laser spot is made and record the zero position of the laser spot on the ruler. (There should be a 1 kg mass hanger attached to the wire during this step.) Prepare a drawing of the angles and distances measured, and use geometry to determine the length that the wire stretches.
Result
1. The length and cross sectional area of the wire have been determined and recorded.
2.
3. Measure the position of the laser and several 3. other distances (from mirror to wall and from front to back supports of the mirror), you will be able to use geometry to determine the length that the wire stretches when masses are hung on it. 4. Add a 1 kg mass to the hanger and measure the new position of the laser spot. Remove the mass and measure the return position of the laser spot. Calculate the stress from the 2 kg total mass, and the strain which resulted in the wire. You can also determine if the strain is elastic. 5. Repeat Step 3, increasing the total mass in 1 kg increments until the wire breaks. Beware of the wire when it snaps! 6. Measure the diameter of the copper wire at one of the ends where the wire broke. This will enable you to find the cross sectional area of the wire where the ultimate strength 5. The stresses and strains have been measured for several different applied forces. 6. 4.
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of the copper was exceeded. 7. Enter into a spreadsheet the data you recorded and then calculate (within the spreadsheet) the stress and strain in the wire for each mass. Be sure to use the diameter measured in Step 5 for the very last stress exerted on the wire as it snapped. Create a graph of stress vs. strain and then fit a line to the linear portion of this graph. Determine Youngs Modulus, the elastic limit and ultimate strength from this graph. 7. Youngs Modulus, the elastic limit and the ultimate strength of copper have been detrmined.
REVIEW QUESTIONS
1. Does your figure from Step 2 show two similar triangles? If so, explain why they are similar. If not, explain the differences and why they are not quite similar triangles. 2. Your graph should show a region where there is a linear dependence between stress and strain. For what stress range is this region? 3. Does this linear region correspond to elastic or non-elastic deformations? What additional evidence do you have to base this decision upon (that is, what observations did you make during Steps 3 and 4 to observe elastic or non-elastic deformations)? 4. Your graph should contain a non-linear region. When comparing this non-linear region to the linear region, does an increase in stress in the non-linear region cause a larger or smaller increase in strain than the same increase (in stress) in the linear region? 5. Does this non-linear region correspond to elastic or non-elastic deformations? What additional evidence do you have to base this decision upon (that is, what observations did you make during Steps 3 and 4 to observe elastic or non-elastic deformations)? 6. What is the Youngs Modulus you measured for the copper wire (including units)? 7. What is the elastic limit you measured for the copper wire (including units)? 8. What is the ultimate strength you measured for the copper wire (including units)? 9. How would you expect the stress-strain graph to change if a very hard, brittle material like glass were used instead of copper?
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TASK #2 Find the Specific Heat Capacity of Hydraulic Fluid
Step
Result
1. Measure the mass of the inner aluminum cup 1. The masses of the cup and the fluidhave of the calorimeter. Then measure the mass of been measured and recorded. the inner cup with about 250 ml of hydraulic fluid. 2. Assemble the calorimeter and insert the 2. The current, voltage supplied to the heating element into the cup. Attach the calorimeter and the temperature of the power supply and measure the current and hydraulic fluid have been measured and voltage supplied to the heating element as the recorded at one minute intervals. hydraulic fluid warms up. Continue heating the fluid until it has warmed up by an amount specified by the instructor. Stir the container occasionally, then measure and record the current, voltage, and temperature at oneminute intervals. 3. Calculate and record the total energy supplied and total temperature change for each measurement taken. 4. Enter your data into a spreadsheet. For each time interval, you should have data columns for the total temperature change (up to that time) and the total energy (or heat) put into the calorimeter. 5. Create a graph of Energy vs. Temperature Change and fit a line to your data. By comparing the equation of this line to Equation KSS1-4 or KSS1-7, determine the heat capacity of the hydraulic fluid. (You will need to know or look up the heat capacity of the cup to complete this step.)
Summary
3.
4. You have created the data table that you will use for the graph in Step 5.
5. You have analyzed your data to find the specific heat capacity of the hydraulic fluid.
In this task, you are finding the specific heat capacity of hydraulic fluid by adding a known amount of energy in the form of electricity to the calorimeter system and then measuring how much the calorimeter system warms up.
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REVIEW QUESTIONS
1. What is the power input into the calorimeter by the electrical heater? Is it constant? 2. What is the specific heat capacity of the hydraulic fluid? 3. Is the heat capacity of the hydraulic fluid higher or lower than the heat capacity of water? Does this mean that the hydraulic fluid is more or less susceptible to heating up than water when used in some type of hydraulic equipment (assume both have the same viscosity)? Does this mean that the hydraulic fluid will cool back down faster or slower than water when the machine stops operating? 4. Assuming you have one quart of water at room temperature (72 F), how much energy must be absorbed by the water before it begins to boil? How much more energy would need to be added so that 10% of the water is vaporized?
TASK #3
Understanding Frictional Effects on Hydraulic Fluid Systems
compressed air 1m oil 5 mm copper pin hydraulic line 40 mm oil
Figure KSS1-4. Hydraulic Tensile Testing
Step
1. Use your results from Tasks #1 and #2 for the elastic limit of copper and the specific heat capacity of hydraulic fluid. You should have answered the review questions for Tasks #1 and #2 before proceeding.
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Result
2. Using the dimensions shown in Figure KSS1-4, what is the pressure required in the air/oil reservoir tank, which will cause the piston to just exceed the elastic limit of the copper pin?
2. You have found the pressure required in the simplified model to reshape (compress) the copper pin. This is analogous to finding the pressure required to twist the turbine blades back to their normal angle.
3. If there were no friction, the pressure (and 3. You have found the frictional force caused force) in the hydraulic line would be the by the viscosity. same at both ends of the line. However, for viscosity reasons, the pressure in the reservoir tank must actually be 20% larger than the value you calculated in Step 2. With this adjustment, after the frictional losses in the line, the pressure will be correct at the piston. What is the total force of friction on the oil in the hydraulic line? (You may need to review how to determine the length of the hydraulic line.) 4. Suppose there is a total of two quarts of hydraulic fluid in the system. How much energy (heat) must be supplied to the fluid from friction to cause the fluid to increase in temperature by 10F? Assume the fluid does not lose any heat to its surroundings. 5. If the hydraulic line is 20 feet long, how many times must the piston be extended in order for the hydraulic fluid to absorb the energy (heat) found in Step 4 from the frictional force found in Step 3.
Summary
4. You have determined how much energy is needed to heat up the hydraulic oil.
5. You have determined how the mechanical system can heat up the oil with the heat produced by friction.
You are working a realistic problem concerning the heating up of hydraulic fluid due to the viscosity of the fluid as it flows back and forth through hydraulic hoses. This is a topic of concern for the device that will use hydraulics to twist old turbine blades back to their proper orientation.
REVIEW QUESTIONS
1. In order to operate at a lower air pressure in the air/oil reservoir tank, should the diameter of the piston, which stresses the copper pin, be smaller or larger? If the air pressure is to be reduced by 50%, by how much should the diameter change? (Ignore viscosity.)
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2. What effect would a longer hose length have on the rate at which the hydraulic fluid heats up during use? Explain. 3. As the hydraulic fluid warms up during use, how does the viscosity change? What effect will this have on the temperature change and viscosity change of the hydraulic fluid after even further use of the equipment? 4. Assuming no heat loss to the surroundings, compare the amount the hydraulic fluid warms up during the first hour of steady use to the amount the fluid warms up during the second hour of steady use. Explain your answer.
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LEARNING ACTIVITY
CONTROLLING OSCILLATIONS KSS2
Project-Embedded
Stand-Alone
TIME ALLOCATION
2.0 hours
To learn about oscillatory motion, and specifically, what affects the rate at which a mass oscillates on a spring. You will also learn the effects which occur when an oscillating system experiences a periodic driving force of varying frequency or a resistive force of varying strength.
OBJECTIVES
Determine the period of oscillation for a mass-spring system Measure the resonant frequency for a driven system and observe the three types of damping
ASSESSMENT

ability to organize experimental results and draw conclusions demonstration of knowledge based on preliminary and concluding review questions
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SITUATION
The turbine blade re-twisting device will require a pressurized hydraulic reservoir to supply hydraulic fluid. The device will use this fluid to apply various stresses on the turbine blade. A proposed design, shown in Figure KSS2-1, uses a large dead weight suspended on top of an air reservoir to pressurize the air. The pressurized air then provides the hydraulic pressure. A floating membrane separates the air and oil (hydraulic fluid) to keep each clean and pure.
floating dead weight
air membrane to separate air and fluid hydraulic fluid hydraulic line
Figure KSS2-1. Proposed Device to Pressurize the Hydraulic Reservoir
Your job is to investigate concerns surrounding a suggested problem of the dead weight oscillating on the cushion of air. The dead weight essentially rests on a cushion of air and it is known that such systems are susceptible to oscillation. Thus, as hydraulic fluid is removed and then pumped back into the lower chamber of the reservoir, the dead weight will fall and then rise again (an oscillation). If the hydraulic fluid level cycles quickly, as would be the case for a high throughput, turbine blade re-twisting device, the up-and-down oscillation of the dead weight could potentially be a problem. This up and down motion of the dead weight is very similar to the motion of a mass being supported on a spring. Therefore, your investigation for this activity involves the motion of a mass supported on a spring.
BACKGROUND
An important and very common type of motion is oscillatory motion. This is the motion of an object that is moving up and down, or back and forth, at a regular rate. A common type of oscillatory motion is simple harmonic motion. This is the type of motion that a pendulum or a
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mass hanging on a spring would exhibit. In simple harmonic motion, the objects position, velocity, and acceleration all follow the same pattern as a sinusoidal wave. As an example, Figure KSS2-2 shows a graph of the vertical position versus time for a mass oscillating on a spring. The shape of this graph is a sine wave.
25 20 15 10 Position, cm 5 0 -5 0 -10 -15 -20 -25 Time, s 1 2 3 4 5 6
T A
+A
-A
Figure KSS2-2. Motion of a Mass on a Spring Showing the Period, T, and Amplitude, A
An oscillating object is usually described by three properties: amplitude, period, and frequency. The amplitude, A, is a measure of how far the object oscillates from its center position. The period, T, is the amount of time required for the object to complete one complete cycle of motion. And the frequency, f, is the number of full cycles completed in a given amount of time (usually in one second). The frequency and period actually describe the same thing and are related by 1 f = (KSS2-1) T where f = frequency (hertz) T = time for the period (sec)
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Figure KSS2-3 contains graphs of the position, velocity, and acceleration of the same oscillating mass and shows that these graphs are all sine waves, although they are shifted from one another by 1/4 of a cycle.
150
100
50
position velocity acceleration
-50
-100
-150
Figure KSS2-3. Motion Graphs of a Mass on a Spring
In oscillatory motion, the oscillating body is like an energy conversion machine. The body has potential energy, which is converted to kinetic energy and back to potential energy and so on. This is illustrated in the case of a pendulum, as shown in Figure KSS2-4. At the upper ends of the pendulums swing, when the bob is at its highest elevation, it is changing directions and has no velocity. At this point, the bob has its maximum potential energy but no kinetic energy. At the lowest part of the swing, the bob experiences its maximum velocity and its minimum elevation. Therefore, it has no potential energy but a maximum level of kinetic energy.
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All potential energy
All kinetic energy
Both potential and kinetic energy
Figure KSS2-4. Energy of a Pendulum
All objects have a natural frequency, which is the frequency at which they tend to vibrate or oscillate. The two most common simple harmonic oscillators are the pendulum and the mass on a spring. The period for each of these is given by
L g
m k
T = 2
(simple pendulum)
(KSS2-2)
T = 2
(mass on a spring)
(KSS2-3)
where L = length (ft or m) g = gravitational acceleration (32.2 ft/sec2 or 9.8 m/sec2) m = mass (slug or kg) k = spring constant (lb/ft or N/m) The natural frequencies of these simple harmonic oscillators is found using Equation KSS2-1. Although the equations above represent only two situations, all objects vibrate with some natural frequency. In some situations, a strong oscillation is desired. For example, a child on a swing will want to swing as high as possible. The child pumping the swing at random times cannot achieve this nor can someone else pushing from behind at random times. Children quickly learn that to
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swing high, they should pump the swing at regular intervals to be timed with the motion of the swing, or they should be pushed from behind at regular intervals to coincide with the motion of the swing. This idea, that oscillations of large amplitude can be easily achieved when we apply a driving force at regular intervals to coincide with the natural frequency of the object, is called resonance. The frequency of the applied force, or push in the case of a swing, is the same as the natural frequency for the amplitude to be the greatest. But it is also possible to achieve reasonably large amplitudes with other applied force frequencies. For example, a child on a swing can be pushed every other swing and they will still swing quite high. In many situations, a strong resonant oscillation is not desired. For example, many people have experienced a car bouncing up and down quite uncomfortably when driving at a steady speed along a road that has small bumps regularly spaced. If the car were to hit any one of these bumps, it would not bounce very much, but the combined effect of many of the bumps when they are timed correctly can produce a huge response. The solution, in this situation, is to drive the car slightly slower or faster so that the frequency of the bumps does not match the natural frequency of the cars suspension. Resonance can also be very destructive to seemingly strong structures. For example, most bridges are built to withstand very strong loads. Some bridges in Europe, which were built by the Romans and stood for 2000 years, came tumbling down as the result of army troops marching across the bridge. Their marching was timed to the correct cadence such that the footsteps caused the bridge to vibrate and crumble apart. As a result, it is common practice for all armies, bands, etc., to break step when going over a bridge. More recently, a bridge over the Tacoma Narrows, outside of Seattle, Washington, was destroyed in 1940 by wind. The bridge was designed to withstand a much stronger wind than that which destroyed it. But on that fateful day, the wind was at just the right speed to set up a resonance in the bridge, which shook it apart. These forces, footsteps, and wind, were not large forces, but when applied with the correct frequency, even small forces can create devastation. If there were damping as well as elasticity in the system in Figure KSS2-2, the oscillations would be affected significantly. If there were only a small amount of damping, the mass would oscillate about its rest position, but the vibrations would gradually die out. This is called the underdamped case. If the damping were very large, the system would not oscillate at all. It would gradually drift toward the rest position, but would not overshoot. This is called the overdamped case. The amount of damping which would bring the mass just down to the rest position without overshooting is called the critical damping.
REVIEW QUESTIONS
1. A 2-kg mass is hung on a spring with a spring constant of 130 N/m. The mass is then pulled down 23 cm and released. What is the amplitude and frequency of the resulting oscillations? 2. What length of a simple pendulum would result in the same frequency of oscillation as the spring and mass of the above question?
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3. A 60-lb child is on a swing 3 m long. About how often should the child be pushed to have the greatest swing? 4. A car with a weight of 1250 lb is equally distributed on four shock absorbers, each with a spring constant of 1900 N/m. What is the natural frequency of the car? 5. In Question #4 above, if the car drives along a road which has bumps every 100 ft due to the poor smoothing of concrete, at what speed would you not want to drive?
One benchtop per group of 3-4 students Computer with spreadsheet and graphing software Low-friction cart on an aluminum (or copper) track Harmonic oscillator Stop watch (or position sensor) Springs Magnets (4) Masses (3) (each of the same mass as the cart) Double-sided tape
TASK #1
Determine Oscillation Periods for a Mass-Spring System
Figure KSS2-5. Oscillating Cart Set-up
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Step
1. Measure the mass of your cart and each of the three additional masses.
Result
1. You have weighed the cart and the three masses.
2. You have measured the period of 2. Attach the cart between the springs and measure its period for several full oscillations oscillation for the cart alone. after it has been pulled 30 cm to one side and released (see Figure KSS2-5). 3. Repeat Step 2 with the addition of one extra mass, two extra masses, and three extra masses. 4. Create a graph of the period versus total mass. 5. Measure the period for several full oscillations after the cart (with no extra masses) has been pulled 10, 20, 30, and 40 cm to the side and released. 6. Consider other things that you think the period may depend upon and test your hypothesis to see if the period does indeed depend on your idea. 3. You have measured the period of oscillation for various masses. 4. You have determined the type of relationship that exists between the mass and the period. 5. Do you notice a difference in the period?
6.
Summary
After completing this task, you will have found what quantities the oscillation period of a mass on a spring depends upon.
REVIEW QUESTIONS
1. As the amplitude of the oscillating cart increased, how did the period change? 2. As the mass of the oscillating cart increased by a factor of four, how did the period change? 3. Other than the mass, were there any other things that you found the period depended on? If so, what, and how did you determine this? 4. What was the frequency (in hertz) of the cart when it was oscillating without any extra masses? 5. When the period is increased, does the frequency increase or decrease?
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6. What change would be necessary if you wanted to increase the frequency of an oscillator by a factor of two?
TASK #2
Determine the Natural Frequency of Oscillation of a Cart Using an Oscillator
Oscillator
Figure KSS2-6. Forced Oscillator Set-up
Step
1. Remove one of the fixed end posts (to which one of the springs is attached) and replace it with the harmonic oscillator (see Figure KSS2-6).
Result
1. This enables the oscillator to push/pull the cart back and forth with a controlled frequency.
2. Turn the oscillator frequency to about 0.2 Hz 2. You have found the resonance frequency and then slowly raise the frequency until the of the cart. cart starts to oscillate with a resonance. Then fine-tune the frequency so that you obtain the maximum oscillation possible. 3. With the oscillator turned off, move the cart to the side, release it, and measure the period of oscillation as you did in Task #1. 3. You have found the natural frequency of the cart.
Summary
During this task, you will have found the natural and resonant frequency of oscillation with the oscillator attached.
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REVIEW QUESTIONS
1. When the oscillating driver was set to a low value (less than 1 Hz), compare the amplitude of the driver with the amplitude of the cart. 2. When the oscillating driver was set to the resonant frequency of the cart, compare the amplitude of the driver with the amplitude of the cart. 3. Compare the frequency of the driver when the cart was resonating (Step 2) to the natural frequency of the cart when the driver was turned off (Step 3). 4. What can you say about the oscillation of any object or structure when a harmonic force is applied to it with the same frequency as the objects natural frequency? What if the force is even relatively small, for example wind blowing across a bridge? 5. Consider the design of the dead weight applying pressure to the air/oil reservoir in Figure KSS2-1. Each time the oil from the reservoir is used to make a hydraulic piston extend outward, oil will be removed and then returned to the reservoir. As this happens, the dead weight will fall and rise due to the decrease and increase in the volume of oil and air that the weight floats on. In order to control the pressure in the reservoir as closely as possible, it is desired that the dead weight oscillate as little as possible. How must this be considered when you set the rate at which each individual turbine blade will be twisted. Remember that each time a turbine blade is twisted, the oil in the reservoir will be used to extend a piston.
TASK #3 Determine the Oscillation Period of the Cart with Varying Degrees of Damping
Step
1. Attach the two springs to the rigid end posts of the track and place all four magnets on top of the cart and a strip of double-sided tape on the bottom of the cart. Be sure the tape does not rub on the track. 2. Now, displace the cart 30 cm to the side and measure the period as you did in Task #1. In addition, observe how many oscillations the cart makes until it comes to a stop. 3. Now, move one of the magnets from the top of the cart and stick it onto the bottom so that the cart can still roll without anything dragging on the track. Repeat Step 2.
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Result
2. You have measured the period of the undamped cart and determined how fast it slows down. 3. You have measured the period of the slightly damped cart and determined how fast it slows down.
4. Repeat Step 3 with two, three, and four magnets on the bottom of the cart.
4. You have measured the period of the slightly damped cart and determined how fast it slows down.
Summary
During this task, you will have found the period of the cart for various amounts of damping and you will have observed the effects of damping on simple harmonic oscillation.
REVIEW QUESTIONS
1. When all of the magnets were on top of the cart, was there any damping present? If so, what type of damping was it (under, critical, over), and what caused this damping? 2. Describe the motion of the cart as more magnets were placed on the under side of the cart. 3. When the cart is under-damped, did the period or frequency of oscillation change significantly? 4. When the cart is critically damped, describe its motion? 5. What is the difference between critical and over-damping? 6. Consider the design of the dead weight applying pressure to the air/oil reservoir in Figure KSS2-1. As the weight oscillates up and down due to the removal and return of oil in the bottom of the reservoir, what type of damping would be most desirable to control the bouncing of the dead weight?
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LEARNING ACTIVITY
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: DATA COLLECTION AND REPORTING KPC1
Project-Embedded
Stand-Alone
TIME ALLOCATION
2 hours
To collect specific factual data from a series of tests, and report the data to a supervisor (someone who understands technical information).
OBJECTIVE
Prepare a report that summarizes the data you collect and is understandable to a complex audience that includes supervisors, technicians, and marketing staff.
ASSESSMENT
Your instructor will assess you on the following: Preparing a data specification report that summarizes your tests (see Assessment Sheet for KPC1) Demonstrating the ability to use Standard American English grammar, syntax, punctuation, and spelling
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Displaying the ability to explain technical information for a technical audience (technicians and supervisors)
SITUATION
You are part of the design and development team at Intermech, Ltd., which has been contracted to design, construct, install, and maintain a prototype automated electromechanical system to retwist turbine blades. Using the data you gathered in Learning Activity KST1, write a report that summarizes the information collected during product testing. Assume the system meets the specifications, and write about it.
BACKGROUND AUDIENCES
Various people in your company will use the information in your report in a variety of ways, so you will have to accommodate both expert and general audiences. When we write memos and other documents that will be read by some combination of expert, general, or novice audiences, we say that we have a complex audience. That will be the case in this learning activity. The primary audience (the main audience who will use the document to make decisions) for this document consists of technicians and supervisors from your company, Intermech, Ltd. They are familiar with the project and need the test data to develop the final specifications for the device. Many of the readers will skim the report to find the information that is relevant to their particular needs. For example, the engineers who designed the system to re-twist the turbine blades will use the data to see if the system is working as it should. These engineers are experts. A secondary audience will be the marketing staff who will use the information to develop brochures, trade show materials, and advertisements. Secondary audiences are readers who use a document to implement a decision made by the primary audience. These marketing staff people are generalists. Support staff who may read the report would be novices, but they will function primarily as transmitters of the information. Transmitters are the people who take care of getting information from one place to another, and who file and maintain the documents for future use. The example below shows how the same hypothetical incident, which occurs at a chemical factory, may be written for both the expert and the generalist audiences.
Example:
Expert Audience (for example, written by an environmental engineer to the plant manager at a chemical factory):
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With the loss of coolant to condenser C-234, the temperature limit on the exit gases was exceeded, resulting in the release of 22.3 lbs. of VOCs. The chiller pump impeller will be resized during the next shutdown to assure sufficient head pressure under increased demand. Generalist Audience (for example, written by the plant manager at the chemical company to the community relations director): The main air pollution control device malfunctioned, releasing an insignificant amount of hazardous chemicals to the air. The reason behind the disruption was tracked to the failure of a cooling water pump, which will be upgraded during the next factory shutdown. In this learning activitys tasks, focus on the primary and secondary audiences for this report (experts and generalists) because they will be the actual users of the information. (Review Module H for more information on types of audiences.)
Hints
When you are presenting technical information to this complex audience, it is very important to be as clear as possible so that the readers can skim easily. To do this:
Avoid jargon. If you must use jargon, define it as simply as possible. (Experts have a high tolerance for jargon and data, but everybody skims, so make your writing easy to read quickly.) For example, the following sentence, excerpted from Module Ks Controlling Oscillations learning activity (KSS2), uses jargon while referring to the swing of a pendulum. The revised sentence that appears below it was rewritten without jargon. Example:
Original Excerpt: At the lowest part of the swing, the bob experiences its maximum velocity and its minimum elevation. Therefore, it has no potential energy but a maximum level of kinetic energy. Excerpt Without Jargon: At the lowest part of the swing, the bob experiences its maximum velocity and its minimum elevation. Therefore, it has no stored energy but experiences the greatest speed.
Concisely provide background information. Lengthy written discussions often distract readers eager to obtain the main points and they may search elsewhere if unable to extract the
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required information. The judicious use of tables, figures, or graphs to convey critical data is recommended over drawn-out explanations.
Use graphics such as tables and charts to summarize material. As already discussed, but worth mentioning again, graphics invigorate the document and transmit information more quickly and effectively than text alone. Learning Activity KSM2, Switching Algebra and Combinational Logic Systems, in Module K, provides an excellent case for the use of tables. Without the tables in this learning activity, lengthy explanations would be required to define the various logic functions, which instead can easily be understood by a review of the tables. Below is an excerpt for the OR logic function, along with its truth table which clearly and succinctly defines its functions. Example: The OR logic function is represented by the operator +. The OR function operating on binary variables A and B is
Y=A+B
(KSM2-2)
where A and B are input binary variables and Y is the output binary variable. The truth table for the above function is given as
Table KSM2-2. Truth Table for OR Logic Function A B Y
0 0 1 1
0 1 0 1
0 1 1 1
Use headings and subheadings to orient the readers. For a good example of the use of headings, see the background section of Module Ks Learning Activity KPT1, Mount Compression Tester Development Project: Hydraulic, Pneumatic, and Electromechanical Actuator Application. The subsection entitled The Engineering Design Process orients the readers to the nature of the design process just by reading the eight subheadings that
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follow the main heading. Interested readers can continue to study each step of the process in depth while others not needing the details can simply skim the subheadings.
REVIEW QUESTIONS
In your own words, answer the following questions in complete sentences: 1. What is a complex audience? 2. What is a primary audience? 3. What is a secondary audience? 4. What kind of audience is a transmitter?
Computer with word-processing software and database software
PREPARATION
Review your notes on the writing process (pre-writing, writing, revising, and editing/proofreading) from previous modules.
TASK #1 Use a Word Processing Template to Prepare a File for Writing a Memo Report
Step
1. Open a new word processing file. Select a
Result
1. You will have a blank document.
memo template. 2. Your heading for your memo report will 2. Customize the memo heading by adding your companys nameIntermech Ltd. You can be formatted. make up names of recipients. Insert the date and subject of the memo in the appropriate lines. See Figure KPC1-1 of an example format.
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3. Create headers for the second and subsequent pages. Use your word processing software help menu if you do not know how to create headers. The headers you create should include the page number, the name of the recipient, and the date. 4. Save the file onto a disk.
3. You will have a blank file ready to use to write the report.
4. The file is ready to use.
TASK #2 Write a Report Using Data from the Database Created in Learning Activity KST1
In this task, you will prepare a report focusing on the primary and secondary audiences (experts and generalists) because they will be the actual users of the information.
Step
1. In the first paragraph of your report, orient your
Result
1. Your readers will know what to expect in the rest of the report.
readers. Provide background on which tests you have done and what data this report will provide. Try to limit your report to two pages. 2. Insert tables that summarize the data from your Excel files developed in KST1. Include the following: blade twist data (from Task #1, Steps 2 and 5), high values (Task #1, Step 6), and torque-angle product values (Task #1, Step 8). 3. Analyze the summary information. What are the highs and lows? What are the averages? Write a paragraph that summarizes each table. 4. Write a conclusion in which you recommend any changes that you believe are necessary for the development of this product. If you think the product is ready for marketing, justify that.
2. Your report will include the summary information.
3. Your report will include an analysis of the data. 4. Your conclusions will be clearly written and develop naturally from the data summarized in the report.
5. Your report is complete. 5. Review your memo report for appropriate language and style, making revisions as required. Proofread your final report, correcting and rereading it several times to assure proper grammar, spelling, punctuation, and syntax.
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Summary
Your final report will now be ready for submission to the primary and secondary readers. Your readers will have a concise summary of the database from your tests. The instructor will assess the effectiveness of your report using the criteria given in Table KPC1-1, Assessment Sheet for KPC1.
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INTERMECH, LTD.
RESEARCH AND DEVELOPMENT CENTER
123 Technical Lane Futura City, NJ 01010
Voice: (908) 555-1234 Fax: (908) 555-5678 INTEROFFICE MEMORANDUM
TO: FROM: SUBJECT: DATE: CC:
Sam Jones Jessica Smith 7/22/2004 Craig Graybeard, Marketing
JS
UPDATE ON BLADE TWIST DATA
Type your text here.
Figure KPC1-1. Example Format of Interoffice Memorandum
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Table KPC1-1. Assessment Sheet for KPC1 (Attach a copy of this form to your paper when you turn it in.)
Due date: ____________________

Assessment Area Content: Are the topic and purpose clear? Does the report effectively summarize information from a database of test results? (2 points for each missing category or incorrect data.) Organization: Does each paragraph stick to one topic? (2 points for each paragraph that is improperly developed.) Readability: Is the report clearly written for the expert or generalist reader? (2 points for each confusing sentence, such as unexplained jargon or new terminology that is not defined.) Grammar: Does the report use Standard American English (grammar, syntax, punctuation, and spelling)? (2 points for each error.) Format: Is the report appropriately formatted as a memo report? (2 points for each improper element such as a missing to or from line.) Total
Name: ___________________________________
Points Deducted Points Earned
Possible Points
20
20
20
20
20
100
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LEARNING ACTIVITY
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TRAINING PROGRAM DEVELOPMENT KPC2
Project-Embedded
Stand-Alone
TIME ALLOCATION
4 hours
To develop a training presentation for use at the installation of the new cold-forming (retwisting) system, which was designed to repair gas turbine engine blades.
OBJECTIVES
Formulate an appropriate oral presentation (form, length, content, and style) for presenting material to the intended audienceend-users of the tensile tester you design Develop appropriate instructions Create effective visual materials for an oral presentation
ASSESSMENT
Your instructor will assess you on the following: Delivering a 5-minute presentation to an audience of technicians at the installation of the device (see Assessment Sheet for KPC2) Preparing and using at least one visual aid
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Demonstrating the ability to use Standard American English grammar, syntax, punctuation, and spelling Demonstrating the ability to explain technical information to a technical audience
SITUATION
You are part of the design and development team at Intermech Ltd., which has been contracted to design, construct, install, and maintain a prototype automated electromechanical system to retwist turbine blades. You are a member of the team that has been selected to install the device at the customers plant and to deliver a training presentation to the technicians who will be using the device. You are responsible for explaining the tensile tester component of the project (see Learning Activity KPT3). Your team will be spending two days at the end users company. You have been allotted five minutes for an overview of the testing process. The users will have the opportunity to ask questions after your presentation and during the rest of the two-day visit, so do not count the question-and-answer time as part of your presentation.
BACKGROUND INSTRUCTIONS
There are many ways of providing instructions to coworkers, customers, and others that might need our help in understanding a process. Sometimes, the instructional situation is very informal. For example, a coworker might ask, How did you do that? You might spend a couple of minutes showing her how you do a particular task. The situation would be very informal, and very hands-on. You probably would not have any visual materials such as charts or drawings available for such an instructional situation. In another situation, your boss might be taking a group of potential customers on a tour of your plant and ask you to demonstrate a task. Though the situation is still informal, you would not want to joke around. Your tone would be very straightforward and very professional. You would not have visual materials for this type of presentation, either. (If you are lucky, your boss will tell you in advance when a situation like this is going to happen.) At other times, you might be a member of a team that visits a customers plant to set up new equipment and tells the customers technicians how to use it. In this situation, you would prepare a more formal presentation, complete with visual materials such as drawings of the equipment involved, flow charts of procedures, lists of the steps involved in operating the equipment, and/or lists of troubleshooting steps. While this situation is more formal, you should not use jargon or unfamiliar language. Your task is to explain how to do something, not to dazzle or confuse your audience with difficult language.
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Example:
Preferred: Use a screwdriver to tighten the screw. NOT: Utilize a tightening mechanism to adjust the contraction of the threaded pin fastener.
AUDIENCES
Review the discussion of the three types of audiences in Module Hs learning activity, Explaining Technical Information to a Novice Audience. For this presentation, your audience is made up of experts who need additional training. That is, they have expertise in running and maintaining the kinds of machines you will be telling them about, but they are novices with this particular machine. Therefore, you will want to provide an overview of the machine before you tell them how to operate it.
VISUAL MATERIALS
Visual materials can be useful in oral presentations. Examples of visual materials would include diagrams, charts, tables, maps, photos, and graphs. For example, a manager who wants to summarize sales data at a company meeting might use a map to present information on sales by region of the country or by state, or she might use a table to represent sales by year or month. No matter what visual materials you use in your presentation (e.g., a photo or diagram of the device, a table that summarizes test data, or a list of troubleshooting questions and answers), make sure you apply the following criteria to all visual materials:
1. Visual materials should be visible. The audience should be able to see the visual materials. Whether you are using an overhead transparency of a diagram or a poster of a chart, it should be readable from any place in the room where you will be doing your presentation. Try to find out in advance how big the room is and test your visual materials from those distances. If you cannot find out how big the room is, design your materials to be seen from a distance that seems reasonable for the size audience you will be training. For example, if you know that there will be 25 trainees in your group, set up a test presentation in a room that would hold 25 people.
Your audience should not have to strain to read your visual materials. You can also make handouts for your audience. Duplicate the transparency masters or posters so that your audience can follow along as you do your presentation. Another point to consider in making your visual materials visible is to make sure that there is enough contrast between text and background or between the graphics and background. If you use a light colored background, such as white or yellow, use black or dark blue for the text or graphics.
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2. Visual materials should be simple. Even if you are presenting complicated data, make your visual materials simple. Present only enough information to support your messageyou do not need to include every detail. Present only one idea per visual. Mixing ideas will confuse and distract your audience. 3. Visual materials should be clear. Your audience should be able to grasp the main idea of your visual material without a lot of explanation. 4. Visual materials should be easy to control. If you have to fuss with your visuals, you will distract your audience. For example, if you are using flip charts, make sure the base is stable so that you will have both hands available for pointing out details.
Figure KPC2-1 summarizes the four criteria for visual materials in a way that would be appropriate for a visual aid such as an overhead transparency.
Visual Materials should be Visible Simple Clear Easy to Control
Figure KPC2-1. Example of an Overhead Transparency
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PREPARATION
1. Review the writing process: pre-writing, writing, revising, and editing/proofreading. Look over your notes from previous modules. 2. Make sure you know how to operate the tensile tester component of the system yourself. You must be very familiar with the machine before you can tell others how to use it. 3. Review some tips for oral presentations: a. Speak clearly and slowly. Remember that this is new information, and your listeners probably will want to take notes. Try not to speak in a monotonous tone or speed. Your speech should sound normalnot too slow, not too fast. If you are unsure about the pronunciation of a word, look it up in a dictionary. b. Pause to allow listeners time to ask questions after each main point. If the audience seems confused (check their eyebrows!), restate your point. c. Make your gestures natural. If you want listeners to pay particular attention to a main point in your presentation, point to that statement on the overhead projector. You can step toward your audience for emphasis. d. Avoid nervous mannerisms such as clearing your throat, playing with your wristwatch, or saying, Um, too often. Tip: Practice your presentation as many times as you can. The more natural it seems to you, the more natural it will seem to your audience. And if you practice, you will be less likely to feel so nervous that your nervousness shows to your audience. e. Smile. Try to look friendly and relaxed. Practice will help here, too.
SAFETY ISSUES
When you present instructions, whether in writing or orally, you must be very concerned about safety issues. First, you want to make sure that no one gets hurt using the instructions. Second, you want to make sure that if someone does get hurt (no product is foolproof), you have a defense in a lawsuit. This is why you see warning labels on all kinds of equipment. Find some examples to share with your class. Here is an example to get you started. I have a place mat I bought at John Pennekamp Coral Reef State Park in Florida that reproduces a small section of the nautical chart for the park. On the bottom of the place mat is this warning, THIS CHART NOT INTENDED FOR NAVIGATION. If I had a boat, I would not be tempted to use a place mat to go sailing, but you never knowsomeone might. So the warning is probably a good idea. Some corporations have very large teams of people such as lawyers and technical writers working on product liability issues. Even in a small company, you should make every effort to
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warn your readers if there is any chance that they might be injured when using equipment and/or instructions that you provide. There are three possible outcomes, and each has its own level of warning: 1. CAUTION. Use the term caution to warn readers that if they do not follow directions exactly, the procedure may not turn out correctly. Use caution when there is no danger of injury to the person following the directions or there is no danger of damaging the equipment being used. For example, my husband is painting our house this summer. If he does not apply the paint properly, it will peel off the house. An appropriate warning would be the following:
CAUTION: If you do not apply the paint according to these directions, it may peel.
Notice that I have used bold type and capitals to highlight the word caution. This helps readers see the warning if they are skimming. 2. WARNING. Use the term warning to warn readers that there is a danger of minor to moderate injury to them if they do not follow the instructions, or that there is a danger of damage to equipment. For example, my computer manual points out with a warning that I should not remove a disk from my a: drive while the light is on. If I do so, I may damage the disk.
WARNING: Do not remove a disk from the a: drive while the green light is on. This may damage the disk.
3. DANGER. Use the term danger to warn readers that improper use may result in major injury or death. You see this type of warning on many electrical products. Here is the warning on my curling iron:
DANGER! TO REDUCE THE RISK OF POSSIBLE ELECTRIC SHOCK, DO NOT IMMERSE OR USE WHILE BATHING.
Some companies use warning for the highest level of warning and caution for the middle level, so it is a good idea to tell your readers early in your instructions how you use the terms. We can never make our instructions 100% danger-free for our readers because we can never foresee every possible accident a reader might have. Freakish things do happen, but we should try to anticipate problems and help our readers avoid them.
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It is also a good idea to set off warnings with logos such as the triangle with an exclamation point inside. Many companies also set off warnings by using red type or by putting the warning on a yellow sticker.
!
That got your attention, didnt it?
WARNING
TASK #1
Find Examples of Warnings
Step
1. 2. Find three examples of warnings. Discuss whether the warnings found are effective or ineffective. What makes some warnings ineffective? Is the wording confusing? Are drawings or other graphical elements confusing or too busy? Does the warning have a logo or special font to make it stand out?
Result
1. 2. You have three examples to share with the class. The class should come up with some suggestions for improving the poor warnings.
Summary
Each member of the class will have three examples of warnings to share with the class. Discuss which ones seem effective and how to improve the ineffective ones.
TASK #2
Prepare a Diagram of the Mount Compression Tester
Step
1. Draw a diagram of the compression tester. (Note: You may use either computer assisted drawing software or pen and paper.)
Result
1. You will have a diagram that you will be providing instructions for.
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2. Label all the parts of the machine. If internal parts are important for readers to understand, provide a separate cutaway diagram.
2. You will have a diagram to refer to in your presentation.
Summary
You will have a diagram of the machine to use in your presentation.
TASK #3
Make a List of the Steps in Your Instructions
Step
1. Make a list of the steps in using the machine. What does the user do first, second, and so forth?
2. Type your presentation notes. You will turn
Result
1. You will have the list of steps for your audience. 2. Your notes will be ready for you to use to present your talk.
these notes in to your instructor with your presentation.
Summary
You will make a list of the steps in the process and type them neatly to use for your presentation to the end users.
TASK #4
Rehearse Your Presentation
Step
1. Rehearse your presentation with two or three
Result
1. You will have feedback from your classmates. You should use this feedback to revise any unclear steps or to improve the delivery of your presentation.
of your classmates. Each team member shall do a dress rehearsal of the presentation. The other members should provide feedback according to the following checklist: Are the topic and purpose clear? Does the
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presenter effectively instruct end users of the device? Did the presenter seem nervous or unsure of himself or herself? Did the presenter use Standard American English (grammar, syntax, punctuation, and spelling)? Did the presenter use appropriate visual materials? Did the presenter stay within the 5-minute time limit?
Summary
Your final presentation will now be ready for delivery to the Company XYZ technicians.
TASK #5 Make Training Presentation to the Class
Step
1. Pretend that your class is the audience and deliver your instructional presentation.
Result
1. Your instructions are delivered. (Note: The instructor will assess the effectiveness of your presentation using the criteria given in Table KPC2-1, Assessment Sheet for KPC2.)
REVIEW QUESTIONS
1. Why should we avoid jargon when providing instructions, even if the audience is made up of experts? 2. In what situation do we use the term caution? 3. In what situation do we use the term warning? 4. In what situation do we use the term danger? 5. What are four attributes visual materials should have?
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Table KSC2-1. Assessment Sheet for KSC2 (Give a copy of this form to your instructor when you do your presentation.)
Due date: ____________________

Assessment Area Content: Are the topic and purpose clear? Does the presentation effectively instruct end users of the device? (2 points for each missing step.) Organization: Is the presentation organized in chronological order? (2 points for each step that is out of order.) Readability: Is the presentation clearly written for the technical audience? (2 points for each confusing sentence, such as unexplained jargon or new terminology that is not defined). Grammar: Does the presentation use Standard American English (grammar, syntax, punctuation, and spelling)? (2 points for each error.) Time limit: Did the presentation stay within a 5minute time limit? (2 points for each minute over the allotted time.) Visual materials: Are visual materials clear and understandable? (2 points for each unclear, messy, or improperly labeled diagram.) Total
Name: ___________________________________
Points Deducted Points Earned
Possible Points
20
20
20
10
10
20
100
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Module J Student Guide
Middlesex County College Module K: Applications of Electromechanical Principles Student Self-Assessment Packet
The purpose of this assessment packet is to afford the student an opportunity to document a selfassessment of their pre- and post-module skills and to assist the instructor in the delivery of the module. The assessment will take place at the beginning and conclusion of each module. This assessment is given to the instructor upon the students completion of each part.
Please provide the following information: Course Section Semester Date Instructor Name Student Name
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STUDENT SELF-ASSESSMENT PACKET

Name: __________________________________________ Module K: Applications of Electromechanical Principles Part A - Pre-Module Skills Self-Assessment: To be completed by each student before the start of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the beginning of this module. ID#: ____________
Module Skill/Competency Area
No Skill
Only a Little Skill
A Moderate Amount of Skill
A Great Amount of Skill
Totally Skilled
1.0 Computer Applications Managing computer files and directories. 1 Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. 3.0 Graphics Selecting proper drawing media and related drafting materials appropriate for the method of reproduction and/or presentation of the completed drawing. Preparing title blocks and revision blocks. Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams. 1 2 2 3 3 4 4 5 5
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No Skill
Only a Little Skill
Totally Skilled
13.0 Research, Composition, and Presentation
Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, online and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action 14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents. Converting between number systems and performing arithmetic operations with each system.
1 1
2 2
3 3
4 4
5 5
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STUDENT MODULE SELF-ASSESSMENT PACKET

Name: __________________________________________ Module K: Applications of Electromechanical Principles Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. ID#: ____________
No Skill
Only a Little Skill
Totally Skilled
1.0 Computer Applications Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. Creating and modifying spreadsheets for presenting data in graphical form. 3.0 Graphics Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams. 13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action
1 1
2 2
3 3
4 4
5 5
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STUDENT MODULE SELF-ASSESSMENT PACKET
Name: __________________________________________ Module K: Applications of Electromechanical Principles
ID#: ____________
Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled
14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents. Converting between number systems and performing arithmetic operations with each system.
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________
Module K: Applications of Electromechanical Principles Part C - Concluding Student Survey: Please answer the following questions. You can use the back of the page if you need more space for your comments.
ID#: ____________
1. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For
skill/competency areas that you rated either a 4 or 5, please give specific examples of what you found useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s). ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
2. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For
skill/competency areas that you rated either a 1, 2, or 3, please give specific examples of how the module could be more useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s). _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
3. What changes to the module would help you acquire the knowledge and skills necessary to be
effective in that particular skill/competency area(s)? _________________________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. Do you believe that you learned better using this module approach than you have in the past with other approaches? (Please check one). YES ____ NO ____
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MIDDLESEX COUNTY COLLEGE
Module K: Applications of Electromechanical Principles
Instructor Assessment Packet

The purpose of this assessment packet is to afford instructors and their students an opportunity to review all learning activities in Module H. The assessment review will take place at the conclusion of each learning activity. The instructors assessment will be recorded in this Instructor Assessment Packet. Parts A-B of this assessment will become a part of the students portfolio and can be used by the student/instructor to support future development throughout the Mecomtronics program.
Please provide the following information: Course Section Semester Date Instructor Name Student Name Final Grade
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Important!
Use these rating scale definitions as you work through the survey. The survey is comprised of several competencies important to Mecomtronics students. Technical and core areas in which competencies are to be developed include Computer Applications, Research, Composition and Presentation (RCP), and Integrated Mathematics. For each competency grouping, there are particular competencies covered in Module C. Student work is judged according to the following levels of ability:
RATING SCALE 5. SUPERIOR Ability 4. NOTABLE Ability 3. COMPETENT 2. SOMEWHAT Competent 1. LACKS Competence
Definition The student has demonstrated a Superior Ability in this competency area. The student has demonstrated a Notable Ability in this competency area. The student has demonstrated a basic level of Competence in this competency area. The student has demonstrated a Some Competence in this competency area. The student Lacks Competence in this competency area.
The learning outcomes or competencies for the Mecomtronics Program are further defined by the level of mastery required for successful completion of a specific module. The levels are broken into four categories: I = Introduce; D = Develop; M = Master; R = Reinforce. Please keep in mind what level of mastery the student is to achieve when completing your assessments.
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Module K: Applications of Electromechanical Principles Part A Instructor Assessment of Student Performance After reviewing each competency grouping, and its specific application to Module C, instructors should complete the assessment of student performance by circling one of the five levels of ability. Competency Groupings 1.0 Computer Applications The student demonstrates knowledge of and skill in managing computer files and directories and creating and modifying documents using word processing to create text, mathematical equations, tables and templates. 3.0 Graphics
The student demonstrates knowledge of and/or skill in selecting proper drawing media and materials for reproduction and/or presentation of drawings; preparing title blocks for revision; basic systems of measurement and applying dual dimensioning drawing standards; identifying and creating various views of mechanical and welded parts; identifying and creating electrical and logic diagrams using a library of symbols; identifying and creating process flow charts and piping diagrams using a library of symbols; applying dimensioning rules and standards; reading and interpreting various engineering and technical diagrams; and using a CAD system to design a parametric model of a part.
Lacks Competence 1
Somewhat Competent 2
Competent 3
Notable Ability 4
Superior Ability 5
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Competency Groupings 13.0 Research, Composition and Presentation The student demonstrates knowledge of and skill in conveying written ideas and facts, and controlling errors in Standard America English applications. 14.0 Integrated Mathematics The student demonstrates knowledge of and/or skill in performing numerical computations; using scientific, prefix and engineering notation to simplify computations; converting between U.S. customary and SI units; solving technical problems involving various equations in several modes; using geometric figures; solving problems relating to geometric properties of multidimensional figures; graphing and analyzing a straight line on a rectangular coordinate system; writing a linear function equation from a graph; and applying analytical geometry principles to calculate distances related to two points. Optional
Lacks Competence 1
Competent 3
Notable Ability 4
Superior Ability 5
Use the table below to calculate the average ratings for each of the Mecomtronics Competency Groupings for the individual student. Annotate the ratings of all specific competencies within the technical and core competency groupings. Calculate the Total Score by summing and then entering the technical competency groupings and entering the individual core groupings in the appropriate Total Score blocks. Calculate the Average Competency Rating by dividing the Total Score block by the number in the Divide By block. Enter the average rating in the Average Competency Rating boxes. Use these Competency Grouping average ratings to provide feedback to individual students.
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Competency Grouping Total Score Divide By Average Competency Rating
1.0
3.0
13.0
14.0
2 Technical
1 RCP
1 Integrated Math
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Module K: Applications of Electromechanical Principles Part B Instructor Assessment Questionnaire 1. In what ways have you changed the way you teach during your instruction of the module and its
learning activities? Item Use of technology to teach the course Use of a variety of methods to assess student performance Use of computer applications to enhance students performance Use a variety of learning strategy approaches Integrate multiple disciplines Facilitate more instruction Use a variety of teaching strategies to enhance student performance Integrate core with technical topics Use student teams Provide students opportunity to assess their performance Focus on critical thinking, problem solving and decision-making Discuss industry applications as it pertains to the course A Lot A Little None
2. Rate the usefulness of each of the following learning activities as an instructional approach and briefly describe your ratings:
Learning Activity
KPT1 KPT2 KPT3 KST1 KST2 KSM1 KSM2 KSS1 KSS2 KPC1 KPC2
Most
Very
Somewhat
Least
Reasons for Rating
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3. Have you participated in any faculty development activities to prepare you to teach the module/learning activity and briefly describe which activities they were? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________ 4. Which of these faculty development activities were most/least helpful for preparing you to teach the module/learning activity? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________ 5. In what ways do you feel learning activities were helpful in preparing the student to perform in the high-performance workplace? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ 6. In what ways do you feel the learning activities were an improvement over traditional methods for teaching engineering technology courses? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ 7. What changes/improvements do you recommend to the module/learning activities as a result of your experience? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
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Copyright 1998-2004 NJCATE, a National Center for Advanced Technological Education Middlesex County College, 2600 Woodbridge Avenue, Edison, New Jersey 08818-3050 Phone: (732) 906-4178 Fax: (732) 906-4662
Web Site: www.njcate.org
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission in writing from NJCATE. This material is based on work supported by the National Science Foundation Advanced Technological Education Program under NSF grant # ESI-9553749 and DUE-9813444. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.
Module K: Applications of Electromechanical Systems

Shamsa Anwar, M.S. Sohail Anwar, Ph.D. Richard Flack, Ph.D. Paula Ford Andrew N. Vavreck, Ph.D. Penn State University NJCATE Publications Coordinator: Paula Neves
TABLE OF CONTENTS
INTRODUCTION......1 HOW TO USE THIS MODULE GUIDE...........2 MECOMTRONICS MODULE K COMPETENCIES........3 MODULE OVERVIEW......7 TERMINOLOGY AND CONCEPTS.........9 INDUSTRIAL CONTEXT.. ..11 PROJECT OVERVIEW14 ASSESSMENT CRITERIA...15 SUPPLEMENTAL MATERIALS ........17 TECHNICAL ACTIVITIES INSTRUCTOR PREPARATION: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: HYDRAULIC, PNEUMATIC, AND ELECTROMECHANICAL ACTUATOR APPLICATION #KPT1...18 INSTRUCTOR PREPARATION: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TESTING AND TROUBLESHOOTING OF ELECTRICAL/ELECTRONIC AND SENSING DEVICES #KPT2...22 INSTRUCTOR PREPARATION: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: MECHANICAL DESIGN AND FABRICATION #KPT3...26 INSTRUCTOR PREPARATION: PRELIMINARY DESIGN #KST1....34 INSTRUCTOR PREPARATION: ELECTRONIC CONTROL AND SENSING INTEGRATION #KST2....39 MATHEMATICS ACTIVITIES
INSTRUCTOR PREPARATION: STATISTICAL CONCEPTS #KSM1...42 INSTRUCTOR PREPARATION: SWITCHING ALGEBRA AND COMBINATIONAL LOGIC SYSTEMS #KSM2...46 SCIENCE ACTIVITIES INSTRUCTOR PREPARATION: MECHANICAL AND THERMAL PROPERTIES OF MATTER #KSS1..........55 INSTRUCTOR PREPARATION: CONTROLLING OSCILLATIONS #KSS2.61 RESEARCH, COMPOSITION, AND PRESENTATION (RCP) ACTIVITIES INSTRUCTOR PREPARATION: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: DATA COLLECTION AND REPORTING #KPC1..66 INSTRUCTOR PREPARATION: MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TRAINING PROGRAM DEVELOPMENT #KPC2...68 EVALUATION FORMS ..........71
Module K Instructor Guide
INTRODUCTION
The instructor guide is meant to aid you in the successful delivery of the learning activities and in the proper administration of the assessments. One of the goals of the instructor guide is for it to read like a script for the instructor. Consider what materials are needed. What does the student receive? What information is delivered orally and what information is given and received in writing? Another goal of the instructor guide is to enable you to distinguish between three closely related informational areas: 1) Background information which is usually information provided by the instructor to the student in order for the student to complete an activity, task or project 2) Lecture material 3) Student procedures Additional items in the instructor guide include: A brief summary of project, activities, and goals of the module. The answers to any follow-up questions that are used in the student guide. A brief description of the conditions under which an activity or task is to be performed. This includes delivery format, handouts, specs, outside assignments, and the Internet. These descriptions allow the instructor to prepare for the following activity or task and give details about how the instruction is to occur. Supporting preparation for new material. Preparation should include background material (either oral or written) for any new concepts, rules, or problem solving techniques required to perform the project/activity successfully. Additional resources needed by the instructor and the student both in and out of the classroom. Variations of the equipment used in activities. Anticipated student questions, concerns, and problems.
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HOW TO USE THIS MODULE GUIDE

This module guide contains several unique features: Competencies Each activity covers a list of technical competencies, which are researched and verified by industry representatives. These competencies provide the conceptual framework for students to develop knowledge and skills required by industry. The list of competencies is broken out by Technical, Physical Science, Mathematics, and Research, Composition, and Presentation (RCP). The level of mastery attained for each competency as it relates to the material covered in corresponding modules, is indicated as Introduce (I), Develop (D), Master (M), and Reinforce (R). Therefore, you will find in the competency list an indication of the level of mastery to be attained. Projects Each module includes an industry-related capstone project. Learning activities in each module are classified by whether they are project-embedded (activities essential to the development and implementation of the project) or stand-alone (activities guiding the student in the development of the core competencies of technical, mathematics, physical science, and research, composition, and presentation skills). The corresponding equations, tables, and figures for each activity follow the same classification system. Activity Codes An activity numbering key is followed throughout the module. For example, in codes KPT1 and KSM1, the first letter of the code signifies that this is an activity of Module K. The second letter can be either a P for a project embedded activity or an S for a stand-alone activity. KSM1 then is a stand-alone activity. The third letter represents either T for Technical, S for Physical Science, M for Mathematics, or C for Research, Composition and Presentation. KSM1 is a mathematics activity. The last digit in the code represents the order of the activity in a particular discipline. KSM1 is the first mathematics activity in Module K. Use this key code to identify each learning activity.
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MECOMTRONICS MODULE K COMPETENCIES

The list of competencies in this module is broken down by Technical, Physical Science, Mathematics, and Research, Composition, and Presentation (RCP). The codes I, D, M or R in each competency indicate: Introduce (I), Develop (D), Master (M), and Reinforce (R). A spiral approach to learning reinforces competencies as they are revisited each semester. Technical Competencies:
R I,D D R M D D D I,D I,D D D R R D
1.6 1.7 1.8 3.7 3.12 4.7 4.8 4.9 4.25 6.3 6.8 6.13 7.1 7.2 7.6
Create and modify spreadsheets for presenting data in graphical form. Construct, modify and manage databases; use forms, perform queries, and generate reports. Create computer-generated visual aids using application software and imported graphics. Identify and create electrical and logic diagrams utilizing a library of appropriate symbols. Read and interpret engineering drawings, wiring diagrams, schematics and process diagrams. Demonstrate knowledge of electromagnetic principles, operation of electromagnetic devices and their use in systems. Demonstrate knowledge of electric motors and generator types and applications. Select and specify electric motors, generators and transformers. Perform measurements to determine electric motor characteristics. Employ semiconductor switching devices in power control systems (ON/OFF, phase control, frequency control). Test, adjust, and repair electromechanical equipment. Maintain equipment maintenance and repair records. Maintain, troubleshoot, and repair hydraulic and pneumatic control equipment and systems. Use measuring devices for measuring linear and angular quantities. Use analog and digital meters, oscilloscopes, and virtual instruments to measure electrical and electronic parameters. Use a variety of instruments to determine the hardness, toughness and impact of a material.
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R R R D D
7.7 7.9 7.10 8.1 8.4
D D D D I,D
8.5 9.2 9.3 9.9 9.13
Evaluate the measurement specification and select the appropriate instrument to accurately perform the measurement. Record and present data for evaluation and analysis. Evaluate and analyze data obtained from measurements. Employ safety procedures using manufacturer guidelines and industry and government standards when working with electrical/electronic equipment. Demonstrate knowledge of effective troubleshooting techniques; use manufacturers' documentation and software, flow charts, and diagrams for efficient troubleshooting and repair of electrical/electronic system problems. Calibrate/adjust electrical equipment. Assemble or disassemble electrical and mechanical components and systems. Select and use appropriate tools needed for assembling and disassembling machine components. Calibrate/adjust mechanical equipment. Demonstrate knowledge of characteristics, functions, and applications of power transmission systems based on mechanical and/or fluid components.
Physical Science Competencies:
R R
15.A 15.B
D D D R D R
15.1 15.2 15.8 15.9 15.10 15.11
Demonstrate knowledge of the definitions of fundamental physical quantities such as: length, time, mass, charge, etc. Demonstrate knowledge of the definition of derived physical quantities such as: velocity, acceleration, force, torque, energy, momentum, current, voltage, resistance, pressure, viscosity, power, inductance, capacitance, hardness, stress, strain, magnetic field strength, flux, etc. Apply kinematics equations for translation and rotation to describe the motion of rigid bodies. Draw (sketch) the free body diagram of a structure; determine the forces and/or torques acting on the structure by applying Newtons Second law. Calculate the stress on an object from a measurement of the strain. Distinguish between gauge pressure and absolute pressure. Calculate the pressure exerted by or on a fluid. Use Pascals Law to predict the ratio of the forces on the two pistons of a hydraulic and/or pneumatic press.
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D,M D D M M R R R R M M R M R R R I I
15.12 15.13 15.15 15.16 15.17 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.40 15.48 15.49
Analyze and predict the rate of fluid flow through a system by use of Bernoullis Law. Describe the effect of viscosity on flowrate and the variation of viscosity as a function of temperature. Use Hookes Law, the equations of motion and the law of conservation of energy to predict the frequency, period and amplitude of a mechanical oscillator. Apply the concepts of simple harmonic motion (amplitude, frequency, energy transformations) to tuned circuits and mechanical oscillators. Define the three types of damping (under, critical, over) and describe the motion associated with each. Determine the capacitance of a capacitor in terms of its physical characteristics. Calculate the energy stored in a system of capacitors. Predict and measure the time constant of a RC circuit. Predict and measure the time constant of a RL circuit. Measure current as a function of frequency and calculate the resonant frequency of an AC circuit. Predict and measure the power of an AC circuit. Predict and plot B (total magnetic field) vs. Bo (externally applied magnetic field) for a paramagnetic, diamagnetic and ferromagnetic material. Calculate the magnetic force on a current carrying wire, and the torque on a current loop. Predict the self-inductance of a coil in terms of its geometry. Calculate the energy stored in a system of inductors. Differentiate between conductors, semiconductors and insulators based on their atomic structure. Use the law of conservation of energy to predict state and temperature changes of a thermally isolated system. Employ the first law of thermodynamics and the gas laws to predict the state variables of an ideal gas.
Math Competencies:
R R D
14.1 14.2 14.3
Perform numerical computations using decimals, fractions, and percents. Raise numbers to powers and take roots of numbers. Estimate and approximate answers to multiple operation problems, and evaluate the reasonableness of the results.
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R R R R R R D R R D D D
14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.13 14.14 14.27 14.28 14.30
Use ratios and proportions to solve technical problems. Use scientific, engineering and prefix notation to simplify computations and to represent data. Use a calculator to perform multiple operation problems. Convert between U.S. customary and SI units. Translate problem situations into their symbolic representations and use those representations to solve the problem. Solve technical problems involving polynomial, rational, and radical equations graphically, numerically and analytically. Identify, describe, compare and classify geometric figures. Graph empirical data and determine the function that the graph represents. Graph a straight line on a rectangular coordinate system, and determine its slope and intercept from the graph of a linear function. Analyze collected data and use probability and statistical models to make decisions about technical situations. Collect, organize and describe data from real world situations. Use Boolean algebra to perform logic operations.
RCP Competencies:
D D D D D D
13.1 13.2 13.3 13.4 13.9 13.10
D D
13.12 13.13
Convey ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals, and essays. Use varied and precise technical language appropriately in written documents and oral presentations. Determine the form, length, content and styleeither oral or writtenfor presenting material to an intended audience. Eliminate errors in Standard American English (SAE) grammar, syntax, usage, punctuation and spelling. Use specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action. Classify information into related groups, and analyze data to discover or present similarities and differences, to discover or present relationships, to explain unfamiliar concepts and to highlight specific details. Plan, organize, rehearse, and make effective oral presentations. Prepare visual materials for oral presentations.
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MODULE OVERVIEW
TOPIC Applications of Electromechanical Principles OBJECTIVES Apply electrical, electronic, and mechanical principles to the development and installation of systems designed to perform a useful task. Study the life-cycle repair and maintenance requirements for electromechanical systems.
LEARNING ACTIVITIES
Learning Activity Introductory Session Hydraulic, Pneumatic, and Electromechanical Actuator Application Testing and Troubleshooting of Electrical/Electronic and Sensing Devices Mechanical Design and Fabrication Preliminary Design Electronic Control and Sensing Integration Statistical Concepts Switching Algebra and Combinational Logic Systems Mechanical and Thermal Properties of Matter Controlling Oscillations Data Collection and Reporting Training Program Development Total Estimated Time
Code KPT1 KPT2 KPT3 KST1 KST2 KSM1 KSM2 KSS1 KSS2 KPC1 KPC2
Time Allocation 1.0 hour 5.0 hours 4.0 hours 9.0 hours 4.0 hours 4.0 hours 2.0 hours 2.0 hours 6.0 hours 2.0 hours 2.0 hours 4.0 hours 45 hours
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PREREQUISITES/COREQUISITES To ensure your success in this module, the following prerequisites and corequisites are recommended: Prerequisites Module B: Electrical and Mechanical Components and Systems Module D: Electrical and Mechanical Principles
Corequisites Module H: Electrical and Mechanical Power Components and Applications
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TERMINOLOGY AND CONCEPTS

Upon completion of this module, you should be able to use in context the following terminology and concepts: absolute pressure AC circuit AC motors amplitude angles B (total magnetic field) B0 (externally applied magnetic field) Bernoullis constant Bernoullis Law binary variable bipolar junction transistor(BJT) Boolean breakdown brittle calibrate capacitor cells Charpy test circuit breaker coil combinational logic systems complex audience compressors conductor conservation of energy damping database database management system DC motors descriptive statistics diamagnetic dielectric displacement DPST (Double Pole Single Throw) ductile elastic limit elasticity elastomer elastomer isolators electromagnetic electropneumatic regulator
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empirical experts ferromagnetic field-effect transistor (FET) first law of thermodynamics flat-file database flowrate fluid fluid power cylinders fracturing frequency diagram function gas turbine engines gauge pressure gear motor generalists graphics hardness harmonic oscillators heat heat of fusion heat of vaporization histogram hydraulic hydraulic motors ideal gas impact inductive statistics inductor insulator internal energy junction field-effect transistor(JFET) kinematics kinetic energy linear function linear spring linear variable differential transformer (LVDT) magnetic force mean measures of central tendency measures of dispersion
9
mechanical linkages median metal-oxide semiconductor field-effect transistor(MOSFET) mode momentary push-button switch motor mount NC (normally closed) push button switch NO (normally open) push button switch object-oriented database operational amplifiers oscillatory motion Pascals law period periodic phase control PN junction diode pneumatic pneumatic motors population potential energy power primary audience query range RC circuit rectangular coordinate system rectifiers relational database relay relay control circuit resonance resonant frequency rigid RL circuit Rockwell test root rotary switch rotary variable differential transformer sample secondary audience semiconductor semiconductor switching device servomotors shroud
silicon-controlled rectifier(SCR) simple harmonic motion sine wave SI unit slope and intercept solenoids SPDT relay specific heat / specific heat capacity specimen spread spreadsheet spring constant SPST (Single Pole Single Throw) standard deviation state statistical analysis statistics stepper motors strain stress switch switching algebra tensile stress thermally isolated thermodynamic system thyristor time constant torque torsion toughness transistor transmitter triac troubleshooting truth table turbine turned circuits ultimate strength unijunction transistor U.S. customary unit viscosity workbook working fluid worksheets Youngs Modulus zener diode
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INDUSTRIAL CONTEXT
INDUSTRY TYPE Systems Integration COMPANY PROFILE Intermech Ltd. is a small electromechanical systems integrator. The company, which has 100 employees, designs, develops, fields, and maintains electromechanical devices such as mechanized part feeders, metal-forming equipment, automated packaging and labeling equipment, and machine vision-based inspection systems. Much of the companys work involves integrating Original Equipment Manufacturer (OEM) components into complete automated electromechanical systems. The company primarily serves the metalworking industry. PROBLEM/SITUATION Gas turbine engines have sets of disks, around which are mounted many blades, like blades on a fan. These fans serve as compressors of incoming air (in the compressor section) or extract energy from the jet exhaust to operate the compressor (in the turbine section). Each blade has a root area, which mounts in the disk, and a shroud area, which mates to adjoining blades to form a ring (Figure 1). This ring is part of the seal for the outside edge of the compressor or turbine fan. It is very important that the root and shroud have a specific angle (around the long axis of the blade) relative to each other. If they do not, shrouds in the outer ring can wear against each other incorrectly, and can experience excessive stress. The angle can change because of creep due to the high temperatures and pressures the blades may experience. During maintenance, when blades are removed from their disks for inspection and repair, they undergo a process of inspection and adjustment of the root-to-shroud angle. The angle is measured and the blades are carefully twisted to restore the correct angle. A manual process is currently used, during which the blade root is held in a fixture. The blade shroud is twisted by hand with a bar clamped to the shroud, then measured, then re-twisted. The manual process is inaccurate, leads to too many scrapped blades, and is too slow. The Mecomtronics student is part of a design and development team within Intermech Ltd., an electromechanical design and development company, which has been contracted to design, construct, install, and maintain a prototype, automated electromechanical system to twist used gas turbine engine blades to restore specified root-to-shroud angles for reuse.
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shroud
blade airfoil
root 1.5 inches
Figure 1. J-52 High-Pressure Turbine Engine Compressor Blade The industrial development encompasses three major phases: Phase I: Specification of Machine Requirements 1. Develop database of part specifications 2. Prepare graphs of blade torque-strain response ranges 3. Review operator requirements (cycle times, ergonomics) 4. Report on blade forming requirements Phase II: Machine Design, Development and Integration 5. Specify hydraulic components for blade twist 6. Specify electromechanical components for blade shroud gripping 7. Machine mechanical design and fabrication 8. Design and fabricate machine electrical/electronics 9. Operate prototype machine on sample blades, gathering and analyzing data on blade torque response to strain 10. Measure blade material properties before and after forming 11. Report on machine design and testing
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Phase III: Installation and Life-Cycle Support 12. Install machine at customer site 13. Adjust head design, mechanics, electronics and hydraulics 14. Provide training for customer operator personnel 15. Maintain machine, field troubleshoot and repair Module K will help students understand the process of design, development, and maintenance through activities involving all areas of product development and fielding.
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PROJECT OVERVIEW
PROJECT NAME, FOCUS & DESCRIPTION Module Ks Mount Compression Tester Development Project focuses on electromechanical system integration. Students will: Develop, test, install, and maintain an elastomer mount compression tester. Use a pneumatic cylinder to compress an elastomer specimen. The compression of the specimen and the force on the specimen will be measured electronically.
PROJECT PROCEDURE Part 1: Hydraulic, Pneumatic and Electromechanical Actuator Application (KPT1) 1. State the Problem 2. State the Goal 3. Data Collection - Industrial Applications 4. Approach Listing 5. Actuator Approach Weighting and Selection Part 2: Testing and Troubleshooting of Electrical/Electronic and Sensing Devices (KPT2) 1. LVDT Testing 2. Using an Operational Amplifier Part 3: Mechanical Design And Fabrication (KPT3) 1. Design the Frame 2. Fabricate and Assemble Components of the Mount Compression Tester Frame 3. Assemble and Test the Complete Mount Compression Tester 4. Measure Mount Parameters 5. Calculate the Modulus of Elasticity and Power 6. Fluid Flow Calculations 7. Thermodynamic Relationships
Part 4:
Data Collection and Reporting (KPC1)
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1. Use Word Processing to Write a Memo Report 2. Write a Report Using Data from the Database Created in KST1 Part 5: Training Program Development (KPC2) 1. Find Examples of Warnings 2. Prepare a Diagram of the Mount Compression Tester 3. Make a List of the Steps in Your Instructions 4. Rehearse the Presentation 5. Make Training Presentation to the Class
OUTLINE OF PROJECT OUTCOMES OR SPECIFICATIONS The project will result in the development of an electromechanical/pneumatic compression tester. The project will serve as the core of the technical activities, and will encompass activities involving electronics, mechanics, pneumatics, design, maintenance, troubleshooting, assembly, measurement, safety, and the machine shop.
ASSESSMENT CRITERIA
Student performance in this module will be assessed according to the following criteria:
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Mastery of target and core competencies demonstrated through projects, exhibitions, and portfolios Quality of participation and accuracy in completion of learning activities Understanding of key vocabulary and concepts Completion of assigned readings, reports, and oral presentations Performance on quizzes and exams
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SUPPLEMENTAL MATERIALS
BOOKS Bogart, Theodore F. Jr. 1992. Introduction to Digital Circuits. Glencoe. Dueck, Robert K. 1994. Fundamentals of Digital Electronics. West Publishing Company. Floyd, Thomas L. 1997. Principles of Electric Circuits. New Jersey: Prentice-Hall. Honeycutt, Richard A. 1986. Electromechanical Devices. New Jersey: Prentice-Hall. Kissell, Thomas E. 1997. Industrial Electronics. New Jersey: Prentice-Hall. Ledolter, Johannes and Claude W. Burrill. 1999. Statistical Quality Control: Strategies and Tools for Continual Improvement. John Wiley and Sons. Majumdar, S. J. 1996. Pneumatic Systems. New York: McGraw-Hill. Maloney, Timpoty J. 1996. Modern Industrial Electronics. New Jersey: Prentice-Hall. Norton, Robert L. 1992. Design of Machinery. New York: McGraw-Hill. Reeves, William W. 1987. The Technology of Fluid Power. New Jersey: Prentice-Hall. Smith, Gerald M. 1998. Statistical Process Control and Quality Improvement. New Jersey: Prentice-Hall.
INDUSTRIAL CATALOGS Allied Electronics Catalog (1-800-433-5700), www.allied.avnet.com Jameco Catalog (1-800-831-2424), www.jameco.com Mouser Electronics Catalog (1-800-346-6873), www.mouser.com
WEBSITES http://www.gob@bayarea.net for GeoWebjobs in engineering technology. http://www.ggrweb.com http://www.prosci.com for discussions of product realization processes, best practices, and participating companies. http://www.asme.org/educate for ASME standards and reports.
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INSTRUCTOR PREPARATION
MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: HYDRAULIC, PNEUMATIC, AND ELECTROMECHANICAL ACTUATOR APPLICATION KPT1
LEARNING ACTIVITY SUMMARY Students will go through the product design process in this activity. The goal is to select actuator approaches for the mount compression tester from those described in the background section by a methodical, objective examination of alternative approaches, including a quantitative alternative weighting and scoring process. Exploration of the different types of actuators and their functions, operating parameters, and advantages and disadvantages will help students gain a basic introduction to their application as well as to the engineering design process. The project context involves the blade twist machine having elastomer (elastic, rubber-like material) isolators installed on its base to reduce the transmission of vibration from the machine to the floor on which it is mounted. Student teams are assigned to automate a purely mechanical tensile test that the company currently uses to measure the compression characteristics of samples of material that will be used in the design of the isolation mounts. The current machine uses a simple, mechanical worm screw-spring arrangement to compress a sample in incremental steps (see Figure KPT1-1). The specimen to be tested is held between two plates that can slide on four rods. The rods are attached to end plates that do not move. A crank turns a worm screw, which pushes on the first floating plate (specimen plate). The displacement of the specimen plate relative to the spring plate is measured with a scale. This measurement is used to calculate the strain on the specimen. The deflection of the spring (the relative displacement of the spring plate and right end plate) gives a measurement of the force on the specimen, which can be used to calculate the stress. (Note to Instructor: See Student Guide for figures, steps, and other relevant details.) The compression tester is slow, inaccurate, and very difficult to maintain. Each team is assigned to apply electromechanical devices to automatically: 1. compress the sample 2. measure the force (stress) on the sample 3. measure the compression (strain) on the sample In this activity, each design team must identify an initial approach for an actuator to replace the worm screw and mechanical crank in the device currently used to compress elastomer mounts.
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Teams should then follow up with a detailed machine design in which they identify specific actuators to marry with the machine mechanical structure, and electronics for sensing and power transmission. IDEAS TO BE EMPHASIZED The engineering design process is subject to many conflicts, in particular the conflict between cost and time, and between functionality and safety. Lack of data, personal preferences, shifting priorities, and human errors all contribute to difficulty in following through with a methodical, objective process to select a design approach. Trying as much as possible to quantify all of the factors involved, and going through a quantitative selection process, will help reduce the potential for making the wrong selection and for producing a subsequent bad design. A quantitative approach will also allow for post-mortem examinations of both the process and the results of the process. Students should already be familiar with these types of actuators from other learning activities. This activity is an opportunity to revisit the various kinds of actuators in an application context. DELIVERY FORMAT The activity will include An instructor lecture to cover background information Whole class exploration of approach generation Weighting and scoring alternatives Individual assignments to explore approaches on the Internet or in industry
STUDENT MATERIALS REQUIRED Personal computer Access to the Internet (at school or home)
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students will have difficulty wrestling with the uncertainties inherent in the selection process, especially since they will have little experience thus far in making design choices in a team. The instructor will need to guide students through the process, helping them identify advantages of certain approaches, quantify those advantages, and allow for uncertainties.
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TASK #1 State the Problem 1. Are the problem statements from different teams similar? Answer: They should be as broad as possible, but should be similar. 2. How do they differ? Answer: They may differ in the words used to describe a concept or object. 3. Why should the problem statement be written as broadly as possible? Answer: To allow for a more general approach to the problem - it may uncover some other avenues to pursue which may be beneficial to the project if the problem is not stated too narrowly. For instance, do not say, The vacuum cleaner has too high a dBA noise level. Instead say,The vacuum cleaner is perceived by consumers to be noisy. The latter includes dBA levels as well as tones, and may include vibrations felt, rather than heard. A more general approach to the problem, which doesnt just add a band-aid, may result.
TASK #2 State the Goal 1. Why should the goal be written as broadly as possible? Answer: To match the problem statement. An exceedingly narrow goal will limit the exploration of alternatives. For instance, do not say Reduce the vacuum cleaner noise by 3 dBA. Instead say, Reduce the vacuum cleaner noise to a level acceptable to the consumer.
TASK #3 Collect Background Information 1. Where are some potential sources for approaches? Answer: The Internet, product literature, technical magazines, and actual industrial sites or machinery are potential sources. On the Internet, look for patents and product web sites.
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2. What other types of background information will you need? Answer: A review of actuator types.
TASK #4 Identify Potential Approaches 1. Why should you not immediately discard those approaches that you feel are clearly not going to work very well? Answer: For two reasons: 1a. How do you know they wont work, until you have objectively weighted and scored all the approaches? One approach, which at first appears clearly out for one reason might, when all the categories under consideration are listed, be rated exceptionally well in other categories. 1b. If the selected process does not result in a viable approach later (in testing, for instance), you might need the complete list to try another approach.
TASK #5 Analyze Potential Approaches and Select a Single Approach 1. How is the weighting for each category selected? Answer: This is difficult sometimes, but the project team must agree on how much value must be given to each category. It will depend on the driving forces in the company at the time, the technologies available to the team, the time available, as well as the machine requirements (quantitative). 2. What would be the impact of a change to one of the categories after the process is complete (e.g., if cost was suddenly the most important, for instance, due to budget reductions)? Answer: The original selection may no longer be the best choice. Categories and weightings should thus be chosen to be as resistant as possible to change. Also, the selection process should be respected in the company to avoid the occurrence of arbitrary change once the choice is made, if possible.
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MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TESTING AND TROUBLESHOOTING OF ELECTRICAL/ELECTRONIC AND SENSING DEVICES KPT2
LEARNING ACTIVITY SUMMARY Students will develop an understanding of the operation and the troubleshooting of major electrical/electronic devices and sensors which can be integrated into the mount compression tester. Students learn how a displacement transducer such as an LVDT works. Students also learn the basic principles of an operational amplifier. Finally, students develop an understanding of the general principles of troubleshooting electrical/electronic devices such as amplifiers. IDEAS TO BE EMPHASIZED This learning activity emphasizes an understanding of the operation and troubleshooting of major electrical/electronic devices and sensors that can be integrated into the mount compression tester. DELIVERY FORMAT This activity includes a lecture by the class instructor covering the background for the activity. After the lecture, students should work individually on activity tasks and review problems. STUDENT MATERIALS REQUIRED 1k potentiometer Resistors: 18 k (1), 10 k (2), 2 k (1) Capacitors: 0.47F (2) Power Supplies: 15V (2) 741 Operational Amplifier (1) Two diodes Standard LVDT (An appropriate LVDT for this activity is model LMT-711P33, manufactured by G. L. Collins Corporation, Long Beach, CA. The specifications for this model include an input voltage of 5 8 8 Vrms, a frequency range of 2kHz to 10 kHz, a null voltage value of less than 50 mVrms, a non-linearity value of 0.5% of full range, and a sensitivity value of 0.465 mV/V/0.001 inch. Other LVDT models from this company include LMT-711P36, LMT-711P35 and LMT-711P34.)
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DMM (digital multimeter) Function generator (AC voltage source) Mounting devices Wire
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS This learning activity is focused on the operation and troubleshooting of major electrical/electronic devices and sensors which may be integrated into the mount compression tester. The background section of this activity only describes the basic operation of an LVDT. More information regarding the different types and the specifications associated with an LVDT should be explained to students by the instructor of this learning activity. The resources for this information include textbooks and the manufacturers catalogs listed in the Supplemental Materials section of Module K. More detailed information regarding the applications and troubleshooting of operational amplifiers should be provided by the instructor. The additional information regarding operational amplifiers will be necessary because of their application in signal conditioning and amplification circuits which will be integrated into the mount compression tester. The learning activity also provides information regarding the general principles of troubleshooting. It will be valuable for students if the instructor describes a few specific trouble-shooting situations.
REVIEW QUESTIONS & ANSWERS 1. Compute the dB power gain for an amplifier with an input signal of 5mW and an output signal of 25W. Answer: The decibel (dB) is a unit often used to measure the gain of an amplifier. The formula is: P Ap(dB) = 10 log ( 0 ) Pi (Instructor: You may need to remind students of this formula. For more information, please refer to Module D.) P 25W 10 log out = 10 log = 37dB Pin 0.005W
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2. Determine the dB voltage gain of an amplifier with an input signal of 0.25V peak-to-peak and an output signal of 10V peak-to-peak. Answer: V 10V 20 log out = 20log = 32 dB Vin 0.25V
3. Which operational amplifier input is in phase with the output, and how is it marked on a schematic? Answer: Noninverting; + 4. What is the input impedance of an ideal amplifier? Why? Answer: Infinity; to avoid loading effects. 5. What is the output impedance of an ideal amplifier? Why? Answer: Zero; so that it can drive any load. 6. Use Figure KPT2-6 to calculate the voltage gain of an inverting amplifier for R1 = 1k and R2 = 200 k. What is the input impedance? Answer:
R2 V out = R = 200 V in 1
7. What is an LVDT used for? Answer: An LVDT is used to measure linear displacement.
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TASK #1 Testing an LVDT 1. Using the data collected in Task #1, draw a graph showing output voltage values corresponding to the LVDT core positions. Answer: The graph would look like the one shown below:
Voltage Out
Core Position Voltage Out (opposite Phase)
2. Explain how the circuit in Figure KPT2-10 works. Answer: With the core centered, both S1 and S2 produce voltages of equal amplitudes. Both diodes produce equal DC voltages across the two resistors. Because the polarities are opposite, the output voltage from point A to point B is zero. If the core is moved up, more voltage is produced by S1 than by S2. Then A becomes more positive with respect to B. If the LVDT core moves down, B becomes more positive with respect to A.
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MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: MECHANICAL DESIGN AND FABRICATION
LEARNING ACTIVITY SUMMARY In this activity, students will construct a mechanical device to compress an elastomer specimen. The instructor shall specify the specimen, but it could be a simple block of natural rubber or polyurethane with a modulus of about 100 to 200 psi. The specimen should be a square sample, about one-inch thick, with a round cross-section about four square inches in area. This size will give a displacement of about one-eighth to one-quarter inch for each 100 pounds of force applied. This is the third of three activities in the project. The mechanical development follows an activity (KPT1) dealing with actuator selection and the design process, and another activity (KPT2) dealing with one of the sensing devices in the mount compression tester, a linear variable differential transformer, as well as troubleshooting and maintenance. IDEAS TO BE EMPHASIZED This activity gives students hands-on experience with an application of pneumatic systems, and experience in mechanical design, although both are constrained to follow a tightly prescribed system design. The activity follows from Learning Activity KPT1, which provides an introduction to the engineering design process, by leading students through the selection of an approach for actuation in the mount compression tester. DELIVERY FORMAT The format is team exploration. STUDENT MATERIALS REQUIRED Air compressor, piston type, single stage, rated at 3.5 cfm (cubic feet per minute, free flow), maximum pressure 100 psig, such as Gast Manufacturing (Benton Harbor, Michigan) model 4H (or shop air supply capable of 3.5 cfm and 100 psi) Machine shop equipment including, at a minimum, a band-saw, a drill press, drill bits, and a tap and die set Electropneumatic regulator, such as ControlAir Type 500X (3-100 psig)
KPT3
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Single-acting air cylinder, such as ControlAir (Amherst, NH) S-4-L, effective area 4 sq. inches, 1.8-inch stroke Pneumatic overpressure valve, such as Flow Safe (Orchard Park, NY) F84M/F85M Micro Safety Relief (15 to 6600 psig) Pneumatic bleed valve, such as Pneumadyne (Plymouth, MN) # PBV-4 with an operating pressure range of 0-150 psi Load cell, compact-type, 250 pound capacity, such as Entran Devices (Fairfield, NJ) ELAB2 Pneumatic pressure gauge, standard type, such as Wika Instrument Corporation (Lawrenceville, Georgia) Model 113.13 Linear variable differential transformer (LVDT) as specified in Learning Activity KPT2 Fasteners Metal stock (for machining) -- T6061 aluminum plate, -inch thickness, or appropriate dimension based on design -- steel rods, -inch diameter or appropriate dimension based on design Air tubing Elastomer specimens, in cylinder form (instructor specified)
SETUP & CLEAN-UP Layout components for teams Check air compressors or air supply Set up machine shop
EQUIPMENT USED
Equipment Type Electropneumatic regulator linear variable differential transformer air cylinder and pneumatic
Alternative 1 manual regulator other displacement probe (capacitance, optical) hydraulic cylinder and
Alternative 2 compressor adjustments mechanical measurement (or scale) motor/worm gear
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circuit
hydraulic circuit
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS This activity follows from KPT1, in which the actuator approach is developed. The class may well have come up with another approach than a pneumatic cylinder being the one identified as the best. If that is the case, it can be explained that the design had to be modified to take into account some factor such as cost or part availability which would require that a pneumatic cylinder replace the chosen approach. Alternatively, the instructor may wish to modify this activity to use whatever approach the class chooses in KPT1. For instance, a DC motor can be integrated with a wormscrew threaded through the first floating plate. An overview of the complete system by the instructor is recommended. The frame will hold the specimen and provide for mounting of a load cell and pneumatic cylinder, as shown below:
frame connecting rods
specimen plate pneumatic cylinder specimen
right end plate
left end plate
spring plate
load cell
The complete testing system will take the form depicted in Figure KPT3-2 -- New Compression Tester (Note to Instructor: See Student Guide for figures, steps, and other relevant details). Lubricated and filtered supply air is passed through the electropneumatic regulator, which electronically provides the desired output pressure as adjusted by an electrical signal. The circuit includes a bleed valve to relieve the air pressure and an overpressure valve to protect against excessive pressure. The correctly adjusted pressure is fed to a pneumatic cylinder, which applies a force to the specimen to be tested. The specimen is compressed and the amount of compression read on a displacement probe. During compression, the load cell measures the
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force.
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TASK #1 Design the Frame 1. What functions do the floating plates serve? Answer: They permit the specimen to be compressed at the same time the load cell reads the force on the specimen. 2. For what calculation will the uncompressed specimen height be used? Answer: For calculation of the strain. 3. What function does the load cell serve? Answer: It measures the force on the specimen. 4. Why are there four connecting rods? Answer: Four rods provide sufficient support to hold the specimen and load cell rigidly in the frame, and provide some adjustment to align the load cell and frame.
TASK #2 Fabricate and Assemble Components of the Mount Compression Tester Frame 1. Why must the plates be parallel and the rods perpendicular to the plates? Answer: The moving plates must not bind on the rods, and the force sensing cell axis must align with the axis of the cylinder to measure force on the specimen accurately. 2. What would be the effect of poor fit, i.e., high friction between the rods and floating plate? Answer: The force read by the load cell would be in error.
TASK #3 Assemble and Test the Complete Mount Compression Tester 1. List the function of the following components: a. air tubing Answer: Provides air pressure to the cylinder.
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b. electropneumatic regulator (or manual regulator) Answer: Controls the air pressure to the cylinder. c. cylinder/frame assembly Answer: Holds the specimen and load cell rigidly for compression by the cylinder. d. air tubing fittings Answer: Connect the pneumatic components to the tubing. e. bleed valve Answer: Releases the mount compression tester pressure. f. pressure gauge Answer: Reads the mount compression tester pressure. g. overpressure valve Answer: Relieves the pressure exceeding the lowest specified pneumatic circuit component pressure. h. load cell Answer: Measures the force on the specimen. i. linear variable differential transformer Answer: Measures the displacement of the specimen. 2. Why is the air pressure bled off at the end? Answer: To depressurize the cylinder before removing the specimen.
TASK #4 Measure Mount Parameters 1. What was the full range of voltages applied to the regulator? Answer: Students would list the range of voltages from 0 to Vmax.
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2. What was the maximum force applied to the specimen? Answer: Students should list the maximum force in pounds. 3. What was the maximum displacement of the specimen? Answer: Students should list the maximum displacement in inches.
TASK #5 Calculate the Modulus of Elasticity and Power 1. How is the modulus of elasticity calculated? Answer: By the formula,
E=
F x0 A x
2. How is the work done by the cylinder calculated? Answer: By the formula,
W = kx
2
3. How is the power produced by the cylinder calculated? Answer: By the formula,
P = kxv
4. If the area of the piston in the cylinder were larger, would the force produced be smaller or larger? Answer: At the same pressure, the force would be larger, from the formula AP =
F Pp
or rewritten, F = AP P p .
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TASK #6 Fluid Flow Calculations 1. If Bernoullis Law holds, and the pressure in a flow increases, but the density of the fluid remains constant, what must happen to the velocity? Answer:
The velocity must decrease, from
P V + + z = constant . This is the behavior one sees g 2 g
in a diffuser, where the pressure at the outlet is greater than the pressure at the inlet, and the velocity at the inlet greater than the velocity at the outlet.
How can this be achieved? Answer:
By increasing the area. Since the volume flow rate is fixed, from V = increase.
Q , the area must A
TASK #7 Thermodynamic Relationships 1. If there were a heat transfer, how would the air temperature calculation change? Answer: Depending on the direction of the heat transfer, the internal energy change would be different, as would the temperature at the second state. 2. If the work were done while keeping the air at a constant temperature, how would the internal energy change? What you can say about the heat transfer if this were true? Answer: It would remain the same. The heat transfer would have to equal the work transfer to make U2-U1 equal to zero.
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PRELIMINARY DESIGN
LEARNING ACTIVITY SUMMARY The activity will serve two purposes:
KST1
Required competencies will be addressed appropriately. Data which will feed into other activities within the module will be provided and explored.
The goal of the activity is to create and manipulate a database using a spreadsheet program, such as Microsoft Excel. Data on the blade twist and machine parameters will be entered into the spreadsheet, explored with the database access interface, and used to generate a report, including graphics. The instructor should note that the tasks in this activity are closely associated with the use of Microsoft Excel Version 5 or equivalent. An alternate spreadsheet program may be used, but the instructor should review and adapt each of the exercises for the alternate spreadsheet. IDEAS TO BE EMPHASIZED The tie between the data in this activity and the other activities in the module should be emphasized. DELIVERY FORMAT Delivery is through individual exploration using a microcomputer, with the instructor providing guidance, preferably through a projection computer system. STUDENT MATERIALS REQUIRED All student materials are contained within the student guide. INSTRUCTOR MATERIALS REQUIRED The instructor should have access to a copy of the documentation for the spreadsheet program used. An image file, in TIFF or PICT format, with a moderate file size (about 40K) is required as well. It would be preferable to have an image that tied into the blade twist project, like a blade photograph or a photograph of a gas turbine engine or aircraft.
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SETUP AND CLEAN-UP Setup consists of booting up the computers and enabling the overhead projection system. EQUIPMENT USED
PC (Macintosh or IBM-compatible) with installed Microsoft Excel (Version 5) or equivalent Printer and connecting cables to PC
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students will be introduced to the concept of a database, and may have difficulty making the connection between the structure of the spreadsheet and the structure of the database access form. Also, the process of making queries through the form, especially using operators, may be problematic. REVIEW QUESTIONS & ANSWERS Portions of the Student Guide tasks are presented below, with comments, answers and correct results inserted within each task for the use of the instructor. Instructor materials are in boldface within the task sections, and answers to review questions are in italic and underlined in the review sections. TASK #1 Create and Manipulate a Spreadsheet Database
Step
1. Calculate Energy Instructor: The correct energy values are as follows:
Result
Blade
3215 3289 3132 3567
Energy
15.75 13.8 12 10.45
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3445 3253 4221 4980 4871 4009 4129 4397 2. Query for High Values
10.8 11 31.5 25.2 22.8 21.45 24.6 24.75
Blade
4221 4980
Energy (ft-lbs)
31.5 25.2
3. Query for Specific Blade Numbers
Blade
3445 3253 4221
Torque (ft-lbs)
12 11 15
Angle (rad)
1.8 2.0 4.2
4. Sort Torque-Angle Product Values Instructor: Correctly sorted values are as follows:
Blade
3567 3445 3253 3132 3289 3215 3887
Twist Angle
1.9 1.8 2.0 2.0 2.3 2.1 2.5
Torque
11 12 11 12 12 15 13
Energy
10.45 10.8 11.0 12.0 13.8 15.75 16.25
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4009 4871 4129 4397 4980 4221
3.9 3.8 4.1 4.5 4.2 4.2
11 12 12 11 12 15
21.45 22.8 24.6 24.75 25.2 31.5
REVIEW QUESTIONS & ANSWERS 1. What is a record? Answer: A record is like an index card - a single set of data associated with an entry. 2. What is a field? Answer: A field is a type of data, one of the pieces of data in a record. 3. How do you create a form in the spreadsheet application? Answer: The form interface is opened from the Data menu. [Instructor: The alternate procedure for your spreadsheet program may be used here.] 4. What is a query? Answer: A query is a request for a certain type of information from the database, through the database access program or form. 5. How is a query done in the database? Answer: The form window is used. A value is inserted in the Criteria form, and the Form window and Find Next (or Find Prev) button permit you to browse the database for those entries which match the criteria. 6. How does the form help you access data in the database? Answer: The form allows certain types of information in a field, for instance, only entries greater than a certain value, to be viewed. This saves time in looking for the data and minimizes errors.
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TASK #2 Create Report with Graphics
Step
1. Import Blade Photograph to Spreadsheet Instructor: In Excel, the image must first be imported to a Word Picture, which must first be inserted into the spreadsheet sheet. Excel will import a range of image formats. You may need to provide an appropriate image for the class, or a link to an appropriate image on the Internet for downloading.
Result
REVIEW QUESTIONS & ANSWERS
1. How is a report prepared in a spreadsheet program? Answer: The Print Report function is opened from the File menu, and the proper sequence of sheets to be printed is identified. The report is then printed. 2. How is a graph produced? Answer: The graph tool is used to define the graph boundaries; the wizard is used to define the proper graph type, and header and legend locations. 3. How is a graphic image imported? Answer: By inserting a Word Picture into the spreadsheet, then importing a TIFF or PICT image into the picture frame.
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ELECTRONIC CONTROL AND SENSING INTEGRATION
LEARNING ACTIVITY SUMMARY During this activity, students will learn the operation of basic control devices such as switches, relays, and circuit breakers. Students will also learn how to use semiconductor devices such as thyristors, in power and motor control systems. Students will build and study several relay control circuits. They will also construct and study a motor control circuit using semiconductor devices. IDEAS TO BE EMPHASIZED The operation and applications of various types of basic control devices must be explained to students. Practical examples of switches, relays, and circuit breakers should be selected from several catalogs and explained to the students. Semiconductor devices have already been covered in Module H. These devices should be reviewed and their use in power control and motor systems should be described in detail. DELIVERY FORMAT It is suggested that students work individually on the tasks listed in this activity. Working individually, students will be able to perform each task on their own and this will be of great help to them in developing an understanding of the subject matter. STUDENT MATERIALS REQUIRED A scientific calculator SETUP & CLEAN-UP
KST2
Layout components for teams Check air compressors or air supply Setup machine shop
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EQUIPMENT
VOM 6V battery Connecting wires 115V AC power cord with connectors compatible with relay 115V AC outlet with connectors compatible with relay Small 115V AC motor (An example of an AC motor that can be used for this learning activity is the HGM-1701-9M motor, manufactured by Molon Motor & Coil Corporation. This is an AC shaded pole motor with 50 in-lbs torque. The motor runs at 115V AC and at a frequency of 60 Hz. Other models from Molon that can be used for this learning activity include HGM-4004-4M, HGM-4007-1M, HGM-4019-2M and HGM-4026-9M.) DPST switch NO momentary push-button switch NC momentary push-button switch 6V DC relay with a DPDT switch (2) 6V lamps with red and green lenses Permanent magnet DC motor rated at 12V at a current of 1A or less (An example of a DC motor that can be used in this learning activity is the model MTR-064 DC motor, available from Gateway Electronics, Inc. This motor operates from 1.5V to 12V DC, and has a 1.5 mm shaft with a small 10-tooth gear attached.) Transformer having 117V primary and 12.6V center-tapped secondary rated at 2A Resistors: 2.2k (1), 470 (1), 47 (1) 10k potentiometer Capacitors: 0.01F (1), 0.5F (1) (5) 1N4001 diodes S4010L SCR MU10 UJT Dual trace oscilloscope
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students learned the operation of various semiconductor devices in Module H. These devices include diodes, transistors, SCRs, diacs, triacs, and UJTs. However, in this module the students
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are introduced to the use of these devices in power control and motor control circuits. Students will have questions regarding the control circuits using semiconductor devices. Note that the students will be working with 120V AC power. Take care to assist them in a safe circuit design and in procedures to avoid contact with the high potential.
REVIEW QUESTIONS & ANSWERS 1. Obtain an electronic equipment suppliers catalog (see the Supplemental Materials list). Find an example of each of the following devices and list all of the specifications provided for the device selected: a. b. c. d. rotary switch AC relay (general purpose) DC relay (general purpose) momentary action push-button switch
Answer: Some of the electronic suppliers product catalogs are listed in Supplemental Materials provided in Module K. 2. Draw a circuit to show how an SCR can be used to control AC power. Explain the operation of this circuit. Answer: Figure KST2-7(a) shows how to use an SCR to control AC power. The SCR is in series with the load. A gate control circuit is used to trigger the SCR gate lead at the desired turn -ON instant. Turn OFF is automatic when the AC line passes through zero in Figure KST2-7(b). If the SCR is never gated ON, the load power is zero. If the SCR is gated ON late in the positive alternation, the load power is low. Load power is controlled by conduction angle. With a large conduction angle, the circuit is ON much of the time and the power will be high. Circuits such as the one shown in Figure KST2-7(a) are extensively used in industry. They are used to control motor speed, output from optical and thermal sources, and battery charging. 3. Explain the operation of the UJT phase control circuit shown in Figure KST2-9. Answer: Figure KST2-9 indicates that a UJT can be used to control an SCR which in turn controls the power delivered to its load. This phase control circuit controls load power by conduction angle. The sooner the SCR is triggered ON, the larger the conduction angle and the greater the load power. 4. (a). When operated from an AC voltage source, an SCR can regulate and rectify the power supplied to the load. (b). True or false: The output of a triac is alternating current. True
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STATISTICAL CONCEPTS
LEARNING ACTIVITY SUMMARY This learning activity will help students learn basic statistical concepts and their use in the industrial environment. Students will learn basic statistical terms such as sample, population, mean, median, mode, range and standard deviation. Students will calculate the mean, median, mode, range and standard deviation of various data sets. IDEAS TO BE EMPHASIZED Statistical data analysis is extensively conducted in industrial environments. Therefore, students should develop a good understanding of statistical concepts and their use in real life. Lecture format is to be used to teach the subject matter for this learning activity. STUDENT MATERIALS REQUIRED A scientific calculator. ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Although this learning activity contains several examples to show the applications of statistics in real life, it would be helpful to students if the instructor were to present additional examples of the use of statistics in industrial environments. Discussion of such examples will contribute to students understanding of statistical concepts and their practical applications. REVIEW QUESTIONS & ANSWERS 1. What is the difference between a sample and a population? Answer: A population is the entire data set of interest in a statistical analysis. A sample is a portion of the population. 2. Determine the mean, mode and median of the following measurements: 34, 40, 38, 38, 48, 30, 34, 43, 43, 44, 45, 46, 45, 34, 32, 34, 36, 35, 34
KSM1
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Answer: a) mean = 38.58
b) mode = 34 c) median = 38
3. Find the range and the standard deviation of the data given in Question 2 above. Answer: a) range = 18 b) standard deviation = 5.32 using N in denominator
= 5.47 using (N-1) in denominator

4. The measurements in a data set are 0.077 inch, 0.073 inch, 0.082 inch, and 0.076 inch. What is the mean and the standard deviation of this data? Answer: a) mean = 0.077 inch b) standard deviation = 0.00324 inch using N in denominator
= 0.00374 inch using (N-1) in denominator

REVIEW QUESTIONS & ANSWERS AFTER TASKS 1. Table KSM1-4 below shows six samples. Each sample has a size of 5. Calculate the: a. mean of each sample b. range of each sample c. average sample mean d. average sample range Table KSM1-4. Data for Review Question #1 Sample Number Sample Values Mean Range 1 13, 13, 13, 16, 16 14.20 3 2 13, 13, 13, 11, 10 12.00 3 3 13, 13, 13, 12, 12 12.60 1 4 10, 10, 16, 12, 14 12.40 6 5 9, 13, 11, 14, 15 12.40 6 6 12, 13, 11, 11, 11 11.60 2 [Note: Answers to (a) and (b) appear in the shaded columns.]
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Answer: c. The average sample mean = 12.53 d. The average sample range = 3.50 2. Using the data provided in Table KSM1-5, construct a histogram. Use the group boundaries 1.725 to 1.765, 1.765 to 1.805, and so on. Table KSM1-5. Data for Review Question #2 1.81 1.87 1.86 1.85 1.87 1.85 1.81 1.76 1.84 1.73 1.77 1.87 1.82 1.85 1.81 1.74 1.73 1.79 1.93 1.81 1.94 1.74 1.89 1.87 1.98 1.90 1.81 1.83 1.86 1.95 1.84 1.74 1.83 1.87 1.86 1.87 1.90 1.79 1.78 1.81 1.86 1.73
Answer:
14 12 10 8 Frequency 6 4 2 0 1 .7 2 5 1 .7 . 6 5 1 .8 0 5 1 .8 . 4 5 1 .8 . 8 5 1 .9 . 2 5 1 .9 . 6 5 2 .0 0 5 Measurement Intervals
3. Intermech Ltd. noticed a quality problem with their product. Corrosion pits were forming after the product was in the hands of the customer. The problem was traced to improper heating. It was determined that the small fluctuations in heating temperature and quenching time could be responsible for depriving the product of its full corrosion resistance. A test was developed that allowed a heat-treat operator to roughly determine the products ability to
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resist corrosion. The amount of retained austenite in a heat-treated stainless steel product is related to the products ability to resist corrosion. The smaller the amount of retained austenite, the better the product will resist corrosion. Test readings taken over a one-day time period are given in Table KSM1-6. Compute the range, standard deviation, mean, mode, and median for the data. Table KSM1-6. Data for Review Question #3 Time Reading 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 12 17 25 23 21 19 28 25 26 29 20 28 23 25 31 27
Answer: Mean = 24 Mode = 25 Median = 25 Range = 19 Standard Deviation = 4.78
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SWITCHING ALGEBRA AND COMBINATIONAL LOGIC SYSTEMS KSM2
LEARNING ACTIVITY SUMMARY Students will develop an understanding of the concepts of switching algebra and will use them in the analysis and design of combinational logic systems. The learning activity begins with a description of logic functions. Next, the identities and theorems of switching algebra are explained. Finally, the activity deals with the use of switching algebra in the analysis and design of combinational logic systems commonly found in the industrial environment. IDEAS TO BE EMPHASIZED This learning activity emphasizes the concepts of switching algebra and focuses on their use in the analysis and design of combinational logic systems found in industrial plants. This activity includes a lecture by the class instructor covering the background for the activity, and then the students work individually on activity tasks and review problems. ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS The focus of this learning activity is on the concepts of switching algebra and their application in the combinational logic system analysis and design. Therefore, it is very important for the instructor to make sure that students develop a good understanding of the concepts of switching algebra and their applications. This objective can be achieved through a detailed coverage of material presented in the background section of this activity, performance of tasks listed in the activity, and the learning experience gained by solving the review problems. Students may have questions regarding real-life applications of switching algebra. Their concerns can be addressed by presenting as many practical examples as possible.
TASK #1 Conveyor System Design
Step
1. Identify and label the input and output binary variables.
Result
S2 = product present sensor for source conveyor 2 S1 = product present sensor for source conveyor 1 M3 = motor for output conveyor M2 = motor for source conveyor 2
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2. Develop a truth table for the given input and output binary variables.
M1 = motor for source conveyor 1 S2 S1 M3 M2 M1 0 0 1 1 0 1 0 1 0 1 1 1 0 0 1 0 0 1 0 1
3. Write a switching equation from the truth table developed in Step 2.
M3 = S2 S1 + S2 S1 + S1 S2
M2 = S2 S1 M1 = S2 S1 + S2 S1
4. Minimize the switching equations obtained in Step 3.
M3 = S1 (S2 + S2 ) + S2 S1 = S1 + S2 S1 = S1 + S2
M2 = S2 S1
M1 = S1 ( S2 + S2 ) = S1
TASK #2 Material Handling System Design
Step
1. Identify and label the input and output binary variables.
Result
A = operator 1 is in position B = operator 2 is in position S = interlock switch closed M = material is present Y = signal to turn motor on and off A B M S 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 0 0 0 1 1 0 0 1 1 0 0 1 0 1 0 1 0 1 0
2. Develop a truth table for the given input and output binary variables.
Y 0 0 0 0 0 0 0 1 0
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3. Derive a switching equation using the truth table developed in Step 2. 4. Minimize the switching equation obtained in Step 3.
1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 Y = A BMS + AB MS + ABMS
1 0 1 0 1 0 1
0 0 1 0 0 0 1
Y = A BMS + AMS ( B + B ) Y = A BMS + AMS Y = MS( A B + A) Y = MS( A + B ) = AMS + BMS
TASK #3 Switching Equation Development
Step
1. Derive the switching equation for the given truth table. 2. Minimize the switching equation obtained in Step 1.
Result
Y = A B CD + A BC D + A BCD + A BCD + AB CD + AB C D + AB CD + ABCD + ABC D + ABCD + ABC D
Y = CD + AB + BD + AD + BC + AC

Y = ABD + ABD + A C + A BC + ABC
Answer: Y = AB + A C

Y = ABC + ABC + AB C + A BC + A B C
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Answer: AB + BC + AC + A B C
3. Each of the four members of a jukebox jury is provided with a pushbutton. The pushbutton is pressed if the record played is a hit and is not pressed if the record played is a miss. Develop a truth table, and derive a switching equation that produces an output value of 1 when the majority of the jury thinks that the record is a hit. Minimize it using switching algebra identities and theorems.
Answer: A 0 B 0 C 0 D 0 Y 0
0 0 0 0 0 0 0 1 1 1 1 1 1 1 1
0 0 0 1 1 1 1 0 0 0 0 1 1 1 1
0 1 1 0 0 1 1 0 0 1 1 0 0 1 1
1 0 1 0 1 0 1 0 1 0 1 0 1 0 1
0 0 0 0 0 0 1 0 0 0 1 0 1 1 1
4. A certain country is ruled by a family of four members listed as A, B, C, and D. A has 35 votes, B has 40 votes, C has 15 votes, and D has 10 votes. Any decision taken by the family is based on its receiving at least 60% of the total number of votes. Develop a truth table, and derive a switching equation that produces an output value of 1 if the family approves a certain motion. Minimize it using switching algebra identities and theorems.
Answer:
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A 0
B 0
C 0
D 0
Y 0
0 0 0 0 0 0 0 1 1 1 1 1 1 1 1
0 0 0 1 1 1 1 0 0 0 0 1 1 1 1
0 1 1 0 0 1 1 0 0 1 1 0 0 1 1
1 0 1 0 1 0 1 0 1 0 1 0 1 0 1
0 0 0 0 0 0 1 0 0 0 1 1 1 1 1
Y = A BCD + AB CD + ABC D + ABC D + ABCD + ABCD Y = AB + BCD + ACD
5. In the Intermech Ltd. plant, a conveyor system brings raw material in from three different sources. The three sources converge into a single output conveyor. Sensors mounted adjacent to each source conveyor indicate the presence of raw material. All four conveyors have separate motors so that they can be individually controlled. Each source conveyor can have a different speed. The output product flow rate is fixed and its conveyor can be turned only on or off. The output product rate must match the source flow rates. In order to achieve this, the following conditions must be fulfilled. If Source 1 has product, then Sources 2 and 3 must be turned off. If Source 1 is empty, then either Source 2 or 3 or both can be turned on. In the event that no product is available from the three sources, the output conveyor must be turned off. If no product is available, the respective source conveyor must be turned off. Identify and label the input and output binary variables. Draw a truth table, derive a switching equation, and minimize it using switching algebra identities and theorems.
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Answer: Let the product present sensors be designated as S3, S2, and S1. Let the conveyor
motors be designated as M1, M2, M3, and M4.
S3
S2
S1
M4
M3
M2
M1
0 0 0 0 1 1 1 1
0 0 1 1 0 0 1 1
0 1 0 1 0 1 0 1
0 1 1 1 1 1 1 1
0 0 0 0 1 0 1 0
0 0 1 0 0 0 1 0
0 1 0 1 0 1 0 1
Reduced switching equations are:

M4 = S1 + S2 + S3 M3 = S3 S1 M2 = S2 S1 M1 = S1
6. For each of the subsequent three circuits, answer the following questions: Circuit 1, Figure KSM2-1: a. What is the output expression for X? Answer: (((A+B)C)'+D)E b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1? Answer: 1
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c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? Answer: 1 d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? Answer: 0 e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1? Answer: 1
Circuit 2, KSM2-2 a. What is the output expression for X? Answer: (((AB)'C)+(D+E))' b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1? Answer: 0 c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? Answer: 0 d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? Answer: 1 e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1? Answer: 0
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Circuit 3, Figure KSM2-3 a. A. What is the output expression for X? Answer: (((A'B')C)+(DE))' b. What value does X have if A = 0, B = 0, C = 1, D = 1, and E = 1? Answer: 0 c. What value does X have if A = 1, B = 1, C = 1, D = 1, and E = 1? Answer: 0 d. What value does X have if A = 0, B = 0, C = 0, D = 0, and E = 0? Answer: 1 e. What value does X have if A = 0, B = 0, C = 1, D = 0, and E = 1? Answer: 1
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MECHANICAL AND THERMAL PROPERTIES OF MATTER KSS1
LEARNING ACTIVITY SUMMARY
Students will perform laboratory exercises to become familiar with the elastic properties of matter under tensile stress and with the thermal properties of fluids. As part of these exercises, the students will determine the Youngs Modulus, elastic limit, and ultimate strength of copper, and they will also determine the specific heat capacity of hydraulic fluid. Students will then work context rich problems that relate the importance of these ideas to the project goal of designing a turbine blade twister.
DELIVERY FORMAT
The activities should be performed in small groups (3-4) with each group having access to a computer and lab station. It is suggested that Tasks #1 and #2 be completed simultaneously, especially if computerized data acquisition equipment is available for measuring the temperature of the calorimeter cup of oil. Since Task #2 requires a lengthy period of time in which students need only record the temperature of the oil, and the voltage and current of the heating element, the students can be performing Task #1 while the oil is heating. Task #3 involves context-rich problems which should also be done in groups after Tasks #1 and #2 are complete. It is recommended that the groups use their data obtained from Tasks #1 and #2 to complete Task #3.
STUDENT MATERIALS REQUIRED
Each group requires: One benchtop per group of 3-4 students Computer with spreadsheet and graphing software Youngs Modulus apparatus, available from CENCO #24481N or #24482N. This apparatus can be home-made by suspending a wire from a very rigid support and hanging masses on the wire. Care must then be taken to ensure that some type of micrometer or optical lever can be attached to the lower end of the wire. (see Anticipated Problems) Laser (laser diode pointer is fine, or a micrometer can be substituted) (see Anticipated Problems) Stand for mounting laser
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Scales Temperature probe for computer data acquisition (or thermometer) Calorimeter cup with electric heating coil (see Anticipated Problems) Meterstick Set of hanging slotted masses (up to around 10 kg depending on the size of wire) Mass balance Power supply and voltage probe for computer data acquisition (or multi-meter) Hydraulic fluid
INSTRUCTOR MATERIALS REQUIRED
Copper wire (about 0.5 mm diameter) Wire cutters
ANTICIPATED STUDENT QUESTIONS, CONCERNS, OR PROBLEMS
The Youngs Modulus apparatus is a standard introductory physics apparatus. It is available from CENCO #24481N or #24482N or can be home-made by suspending a wire from a very rigid support and hanging masses on the wire. The activity has been written assuming that an optical lever and laser will be used to measure the length of the wire although it is quite possible to use a dial micrometer for this purpose. The optical lever is preferred since it will also reinforce competencies involving geometry since the students will have to relate the reflection of the laser spot to the change in length of the wire. The calorimeter cup with an electric heating coil is also a standard introductory physics apparatus. It is available from CENCO #78030-10N, #32980N. The measuring of the cup temperature and the voltage across the coil is a necessary and mundane measurement to be made many times. Thus, it is desirable to have a computer data acquisition system collect this information for the student. Students are somewhat overwhelmed by the task of developing the relation between the reflection of the laser spot and the length of the wire; however, most students can figure this out when given some assistance by the instructor. If there is a serious problem here, a figure drawn on the blackboard, which shows various angles and distances, is very helpful. A sample figure is shown below.
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1. A load of 400 kg is hung on a 4-m long steel wire. If the wire stretches 2 mm, what is the diameter of the wire?
Answer: 7.1 mm (using Y = 200 GPa)
2. A concrete column 30 feet tall with a diameter of 2 feet is used as a support for a bridge. What is the greatest load the column can support such that the ultimate strength is not exceeded? By how much will the column be compressed under this load? Is concrete a brittle material? Is it hard?
Answer: 905,000 lbs; 1/4 inch (using strength = 2.0 x 103 lbs/in2, Y = 2.9 x 106 lbs/in2 for
compression); Yes; Yes. 3. A 12V battery provided a current of 3 A. What is the power supplied by the battery? If this current continues for 5 seconds how much energy will the battery have supplied?
Answer: 36 W, 180 J
4. One liter of water at room temperature (22C) is heated until it begins to boil. How much heat energy was put into the water? If it takes 15 minutes for the water to start boiling, what is the power of the heating element (assuming no energy is wasted)?
Answer: 326 kJ, 362 W
5. An ice cube initially at -10C and with a mass of 0.120 kg is heated. What will its temperature be after a total of 2 kJ, 35 kJ, and 80 kJ of energy is added?
Answer: -2.1C, 0C, 74C (2.52 kJ is needed to start the melting, 40.2 kJ more is needed to
finish the melting, 50.2 kJ more is needed to start boiling)
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TASK #1 REVIEW QUESTIONS & ANSWERS
1. Does your figure from Step 2 show two similar triangles? If so, explain why they are similar. If not, explain the differences and why they are not quite similar triangles.
Answer: Triangle A and B are almost similar right-triangles. However, the angle on the left of A is twice the angle on the right of B. Because of this, the distance of the stretch is half the distance the laser spot moved times the distance from the front to back supports of the mirror, divided by the distance from the mirror to the wall.
laser spot movement A
stretch
2. Your graph should show a region where there is a linear dependence between stress and strain. For what stress range is this region?
Answer: The linear region is the initial low stress region of the graph. The generally accepted stress range is 0 to 0.16 GPa.
3. Does this linear region correspond to elastic or non-elastic deformations? What additional evidence do you have to base this decision upon (that is, what observations did you make during Steps 3 and 4 to observe elastic or non-elastic deformations)?
Answer: This is the elastic region. This should be evident by the laser spot returning to the initial position after each mass is removed from the wire.
4. Your graph should contain a non-linear region. When comparing this non-linear region to the linear region, does an increase in stress in the non-linear region cause a larger or smaller increase in strain than the same increase (in stress) in the linear region?
Answer: In the non-linear region, the wire stretches (strains) more for a given increase in force (stress).
5. Does this non-linear region correspond to elastic or non-elastic deformations? What additional evidence do you have to base this decision upon (that is, what observations did you make during Steps 3 and 4 to observe elastic or non-elastic deformations)?
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Answer: This is the non-elastic limit. When the masses are removed, the wire should not return to the initial unstretched position. Actually, at the final point the wire breaks which is clearly not an elastic event.
6. What is the Youngs Modulus you measured for the copper wire (including units)?
Answer: The generally accepted value of the Youngs Modulus for copper is 110 GPa. Note that this is NOT the same thing as the elastic limit or ultimate strength and cannot be compared to them even though the units are the same.
7. What is the elastic limit you measured for the copper wire (including units)?
Answer: The generally accepted value of the elastic limit for copper is 0.15 GPa.
8. What is the ultimate strength you measured for the copper wire (including units)?
Answer: The generally accepted value of the ultimate strength for copper is 0.34 GPa.
9. How would you expect the stress-strain graph to change if a very hard, brittle material like glass were used instead of copper?
Answer: The graph would show a curve slightly less steep than that of copper, but one which would show a break at a lower stress level than copper. It would show no non-linear region, and would also have a smaller area under the curve compared to the copper. TASK#2 REVIEW QUESTIONS & ANSWERS
1. What is the power input into the calorimeter by the electrical heater?
Answer: Power = current * voltage. Actual result varies.
2. What is the specific heat capacity of the hydraulic fluid?

Answer: Actual result varies.
3. Is the heat capacity of the hydraulic fluid higher or lower than the heat capacity of water? Does this mean that the hydraulic fluid is more or less susceptible to heating up than water when used in some type of hydraulic equipment (assume both have the same viscosity)? Does this mean that the hydraulic fluid will cool back down faster or slower than water when the machine stops operating?
Answer: If higher, the hydraulic fluid is less susceptible to heating up and will cool down slower. If lower, the hydraulic fluid is more susceptible to heating up but will cool down faster. In reality, the heat capacity of all hydraulic fluid is lower than the heat capacity of water.
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4. Assuming you have one quart of water at room temperature (72 F), how much energy must be absorbed by the water before it begins to boil? How much more energy would need to be added so that 10% of the water is vaporized?
Answer: Using the heat capacity and heat of vaporization of water (4.18
KJ kg C
and 2260
KJ ), kg
308 kJ is needed to start the boiling. Another 214 kJ is needed to vaporize 10% of the water.
1. In order to operate at a lower air pressure in the air/oil reservoir tank, should the diameter of the piston, which stresses the copper pin, be smaller or larger? If the air pressure is to be reduced by 50%, by how much should the diameter change? (Ignore viscosity)
Answer: The diameter of the piston should increase by a factor of
2
2. What effect would a longer hose length have on the rate at which the hydraulic fluid heats up during use? Explain.
Answer: A longer hose will increase the resistance to fluid flow in the hydraulic line. This increased resistance will mean that there is more energy lost to resistive forces and the fluid will heat up more.
3. As the hydraulic fluid warms up during use, how does the viscosity change? What effect will this have on the temperature change and viscosity change of the hydraulic fluid after even further use of the equipment?
Answer: As the fluid warms up its viscosity decreases and also the amount of energy lost to friction decreases. Thus, the temperature of the fluid will not rise as fast after further use.
4. Assuming no heat loss to the surroundings, compare the amount the hydraulic fluid warms up during the first hour of steady use to the amount the fluid warms up during the second hour of steady use. Explain your answer.
Answer: During the first hour of use, the temperature of the fluid is low, viscosity is high, and the temperature increase is large. During the second hour of use, the temperature of the fluid is high, viscosity is low, and the temperature increase is small.
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CONTROLLING OSCILLATIONS KSS2
Students will perform laboratory exercises to discover the factors affecting the frequency and period of a mass on a spring. They will then use an oscillating driver to observe resonance and find the resonant frequency of the system. Then the students will use various amounts of damping to observe the resulting oscillatory motion. Finally, students will address several questions that relate the application and concerns of resonant and damped harmonic oscillation in a mechanical device.
DELIVERY FORMAT
The activities should be performed in small groups (3-4) with each group having access to a computer and lab station.
Each group requires: One benchtop per group of 3-4 students Computer with spreadsheet and graphing software Low-friction cart on an aluminum (or copper) track (see Anticipated Problems) Harmonic oscillator (driver motor) Stop watch (or position sensor) Masses (3) (each the same mass as the cart) Springs Magnets (4) (standard donut magnets work well)
Double-sided tape
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ANTICIPATED STUDENT QUESTIONS, CONCERNS, OR PROBLEMS
The low-friction cart and track, which is referred to in the student guide, is the PASCO lowfriction cart and track. However, air tracks work very well also. In the absence of a horizontal low-friction surface, a mass can be suspended from a spring alongside a vertical smooth board. With the top of the spring mounted to the top of the board, the mass can be allowed to oscillate next to the board with very little contact (friction, i.e., damping). In Task #3, the board can then be tilted slightly to increase the contact between the mass and the board, and therefore increase the damping. In many ways, this setup is not as good as the horizontal track setups, but it is easy to achieve critical and overdamping using this setup. Students often have difficulty in finding the resonant frequency of the cart for Task #2. The student guide is intentionally written so that the students attempt to search for the resonance before measuring the natural frequency directly. If students have difficulty finding the resonance in Step 2, then they can be told to do Step 3 first and then come back to Step 2. In doing this, the student should be able to figure out what frequency to set the driver at to obtain a good resonance.
1. A 2-kg mass is hung on a spring with a spring constant of 130 N/m. The mass is then pulled down 23 cm and released. What is the amplitude and frequency of the resulting oscillations?
Answer: 23 cm, 1.28 Hz
2. What length of a simple pendulum would result in the same frequency of oscillations as the spring and mass of the above question?
Answer: 15.1 cm
3. A 60-lb child is on a swing 3 m long. About how often should the child be pushed to have the greatest swing?
Answer: 3.5 s (In reality, a little longer because the period of a swing increases slightly
when the amplitude is large.) 4. A car with a weight of 1250 lbs is equally distributed on four shock absorbers, each with a spring constant of 1900 N/m. What is the natural frequency of the car?
Answer: 0.583 Hz
5. In Question #4 above, if the car drives along a road which has bumps every 100 ft due to the poor smoothing of concrete, at what speed would you not want to drive?
Answer: 39.6 mph
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1. As the amplitude of the oscillating cart increased, how did the period change?
Answer: When the amplitude changed, the period was unaffected.
2. As the mass of the oscillating cart increased by a factor of four, how did the period change?
Answer: When the mass increased by a factor of four, the period increased by a factor of two.
3. Other than the mass, were there any other things that you found the period depended on? If so, what, and how did you determine this?
Answer: The period also depends upon the strength of the spring which can be tested by doubling up the springs on either side.
4. What was the frequency (in hertz) of the cart when it was oscillating without any extra masses?
Answer: This answer depends on the results actually obtained.
5. When the period is increased, does the frequency increase or decrease?

Answer: When the period is increased, the frequency decreases by the same factor.
6. What change would be necessary if you wanted to increase the frequency of an oscillator by a factor of two?
Answer: In order to increase the frequency by a factor of two, the mass would need to be reduced by a factor of four (i.e., a 75% reduction). TASK #2 REVIEW QUESTIONS & ANSWERS
1. When the oscillating driver was set to a low value (less than 1 Hz), compare the amplitude of the driver with the amplitude of the cart.
Answer: When the driver is set to a low frequency, the amplitude of the driver is greater than the amplitude of the cart.
2. When the oscillating driver was set to the resonant frequency of the cart, compare the amplitude of the driver and of the cart.
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Answer: When the driver is at the resonant frequency, the cart has a much larger amplitude than the driver.
3. Compare the frequency of the driver when the cart was resonating (Step 2) to the natural frequency of the cart when the driver was turned off (Step 3).
Answer: These frequencies should be the same.
4. What can you say about the oscillation of any object or structure when a harmonic force is applied to it with the same frequency as the objects natural frequency? What if the force is even relatively small, for example wind blowing across a bridge?
Answer: When the object is driven at its natural frequency, large amplitude oscillations can be expected. This has even been the cause of several large and massive bridges being destroyed by seemingly small forces such as wind.
5. Consider the design of the dead weight applying pressure to the air/oil reservoir in Figure KSS2-1. Each time the oil from the reservoir is used to make a hydraulic piston extend outward, oil will be removed and then returned to the reservoir. As this happens, the dead weight will fall and rise due to the decrease and increase in the volume of oil and air that the weight floats on. In order to control the pressure in the reservoir as closely as possible, it is desired that the dead weight oscillate as little as possible. How must this be considered when you set the rate at which each individual turbine blade will be twisted. Remember that each time a turbine blade is twisted, the oil in the reservoir will be used to extend a piston.
Answer: You must be careful to determine the natural frequency that the dead weight bounces on its cushion of air and oil. Under no circumstance, can the turbine blades be retwisted at this same frequency (or frequencies which are close).
1. When all the magnets were on top of the cart, was there any damping present? Is so, what type of damping was it (under, critical, over), and what caused this damping?
Answer: With all magnets on top, there should be a small amount of underdamping caused by friction.
2. Describe the motion of the cart as more magnets were placed on the under side of the cart.
Answer: As more magnets are placed under the cart, the cart slows down in its oscillation much faster. The total number of oscillations, before stopping, decreases and the amplitude of each oscillation diminishes more rapidly.
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3. When the cart is underdamped, did the period or frequency of oscillation change significantly?
Answer: Although the cart tends to slow down more when the cart is underdamped, the period and frequency of oscillation do not change.
4. When the cart is critically damped, describe its motion?

Answer: If the cart is critically damped, the cart will return to its equilibrium position after being pushed sideways. But, the cart will not go past the equilibrium point and oscillate back and forth.
5. What is the difference between critical and overdamping?

Answer: In critical damping, the cart returns to its equilibrium position in the shortest time without oscillation. However, in overdamping, the cart never oscillates but returns to its equilibrium position very slowly.
6. Consider the design of the dead weight applying pressure to the air/oil reservoir in Figure KSS2-1. As the weight oscillates up and down due to the removal and return of oil in the bottom of the reservoir, what type of damping would be most desirable to control the bouncing of the dead weight?
Answer: Critical damping is desired because this will allow the dead weight to return to its normal position and will also not allow the weight to bounce.
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MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: DATA COLLECTION AND REPORTING KPC1
During this activity, each student will use data collected in KST1 to write a memo to a supervisor. This memo will summarize the tests of the prototype for the turbine blade twist machine, designed to cold-form (re-twist) gas turbine engine blades for reuse.
IDEAS TO BE EMPHASIZED
Instructors should emphasize two important points. First, the data in the memo sent to technicians and supervisors will ultimately be used by a variety of audiences. Instructors will want to emphasize that this is typical in industrial situations. Second, in reporting the results of tests, writers must be as accurate as possible.
DELIVERY FORMAT
The activity is an individual assignment.

Students should review the discussion of audiences in Module HSC1. Students will use data from Module KST1. Students will need to have access to a computer with word processing software.
A master for an overhead transparency of a sample memo heading is provided.
EQUIPMENT USED
Overhead projector and transparency (for instructor). Alternatively, handout photocopies of sample memo.
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Computer with word processing and database software. Alternatively, a typewriter may be used.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS
Students should be able to identify problems such as jargon and other language that is difficult to understand. Students who have not worked in an industrial situation may not understand the complexities of audiences.
1. What is a complex audience?

Answer: An audience made up of a combination of expert, generalist, and/or novice readers.
2. What is a primary audience?

Answer: The main audience who will use the document.
3. What is a secondary audience?

Answer: Readers who use a document to implement a decision made by the primary audience. This can be a different type of audience. For example, if the primary audience is made up of experts, the secondary audience may be made up of generalists or novices. Emphasize that many reports, letters, memos, etc., have complex audiences made up of a variety of readers both inside and out of the company.
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MOUNT COMPRESSION TESTER DEVELOPMENT PROJECT: TRAINING PROGRAM DEVELOPMENT KPC2
During this activity, each student will develop a training presentation for use at the installation of the turbine blade twist system, which was designed to cold-form (re-twist) gas turbine engine blades for reuse.
IDEAS TO BE EMPHASIZED
Instructors should emphasize two important points. First, the audience for the training program will be comprised of expertspeople who have knowledge of a specialized fieldbut these experts are not familiar with the new piece of equipment. Every step in its operation should be explained carefully and completely. Second, because we live in an increasingly litigious society, students should be aware of the need for well-written warnings. Instructors may want to share examples of strange or amusing lawsuits in the news.
DELIVERY FORMAT
The activity is an individual assignment.

Students should review the discussion of audiences in Module HSC1. The design for the tensile tester is developed in Learning Activity KPT3. Students will need to have access to a computer with word processing software. Students will need either poster board and markers, or transparency paper and an overhead projector for their visual aids.
Data from the rest of Module K shall be used by the students. A copy of Figure KPC2-1 may be used as an overhead transparency or copied onto a Powerpoint file.
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SETUP & CLEAN-UP
When the students do their presentations, the classroom should be set up to imitate an industrial meeting room (e.g., arrange the chairs in a semicircle).
EQUIPMENT USED
Computer, projector, and Powerpoint software. Alternatives include an overhead projector and transparencies (or students may draw diagrams on an easel, poster board, or blackboard). Computer, with word processing and database software (or a typewriter). Note: You may want to consider tape recording or videotaping the students presentations. If you have time, you can then critique the tapes with students individually. Alternatively, taking notes during the presentations will suffice.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS
For Task #1, each student will bring three examples of warnings to class. Discuss these with the class. Students should be able to identify problems such as jargon and other language that is difficult to understand. They should also notice poor graphical elements such as busyness or poor contrast. If CAD software is available, have the students do the drawing for Task #2 using a computer. Task #4 can be done outside of class. Task #5 should be done in class.
1. Why should we avoid jargon when providing instructions, even if the audience is made up of experts?
Answer: Even experts are using the instructions to learn about something that is new to them such as a new piece of equipment.
2. In what situation do you use the term caution?

Answer: Use caution when there is no danger of injury to the person following the directions or there is no danger of damaging the equipment being used.
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3. In what situation do you use the term warning?

Answer: Use the term warning to warn readers that there is a danger of minor to moderate injury to themselves if they do not follow the instructions, or that there is a danger of damage to the equipment.
4. In what situation do you use the term danger?

Answer: Use the term danger to warn readers that improper use may result in major injury or death.
5. What are four attributes visual materials should have?

Answer: Visual materials should be visible, simple, clear, and easy to control.
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Middlesex County College Module K: Applications of Electromechanical Systems Student Self-Assessment Packet
The purpose of this assessment packet is to afford the student an opportunity to document a selfassessment of their pre- and post-module skills and to assist the instructor in the delivery of the module. The assessment will take place at the beginning and conclusion of each module. This assessment is given to the instructor upon the students completion of each part.
Please provide the following information: Course Section

Semester Date Instructor Name Student Name
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Name: __________________________________________ Module K: Applications of Electromechanical Systems Part A - Pre-Module Skills Self-Assessment: To be completed by each student before the start of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the beginning of this module. ID#: ____________
No Skill
Only a Little Skill
Totally Skilled
1.0 Computer Applications Managing computer files and directories. 1 Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. 3.0 Graphics Selecting proper drawing media and related drafting materials appropriate for the method of reproduction and/or presentation of the completed drawing. Preparing title blocks and revision blocks. 1 2 2 3 3 4 4 5 5
1 Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams.
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No Skill
Only a Little Skill
Totally Skilled
13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action 14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents. 1 2 3 4 5
1 1
2 2
3 3
4 4
5 5
1 Converting between number systems and performing arithmetic operations with each system.
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Name: __________________________________________ Module K: Applications of Electromechanical Systems Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled ID#: ____________
1.0 Computer Applications Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. Creating and modifying spreadsheets for presenting data in graphical form. 3.0 Graphics Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams. 13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________
Module K: Applications of Electromechanical Systems Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. Module Skill/Competency Area
ID#: ____________
No Skill
Only a Little Skill
Totally Skilled
14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents.
1 1
2 2
3 3
4 4
5 5
1 Converting between number systems and performing arithmetic operations with each system.
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Name: __________________________________________ Module K: Applications of Electromechanical Systems Part C - Concluding Student Survey: Please answer the following questions. You can use the back of the page if you need more space for your comments. 1. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 4 or 5, please give specific examples of what you found useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________
ID#: ____________
2. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 1, 2, or 3, please give specific examples of how the module could be more useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
3. What changes to the module would help you acquire the knowledge and skills necessary to be effective in that particular skill/competency area(s)?
_____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
4. Do you believe that you learned better using this module approach than you have in the past with other approaches? (Please check one). YES ____ NO ____
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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Middlesex County College Module K: Applications of Electromechanical Systems Instructor Assessment Packet
The purpose of this assessment packet is to afford instructors and their students an opportunity to review all learning activities in Module J. The assessment review will take place at the conclusion of each learning activity. The instructors assessment will be recorded in this Instructor Assessment Packet. Parts A-B of this assessment will become a part of the students portfolio and can be used by the student/instructor to support future development throughout the Mecomtronics program.
Please provide the following information: Course Section Semester Date Instructor Name Student Name Final Grade
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Important!
Use these rating scale definitions as you work through the survey. The survey is comprised of several competencies important to Mecomtronics students. Technical and core areas in which competencies are to be developed include Computer Applications, Research, Composition and Presentation (RCP), and Integrated Mathematics. For each competency grouping, there are particular competencies covered in Module C. Student work is judged according to the following levels of ability:
Definition
RATING SCALE
5. SUPERIOR Ability 4. NOTABLE Ability 3. COMPETENT 2. SOMEWHAT Competent 1. LACKS Competence The student has demonstrated a Superior Ability in this competency area. The student has demonstrated a Notable Ability in this competency area. The student has demonstrated a basic level of Competence in this competency area. The student has demonstrated a Some Competence in this competency area. The student Lacks Competence in this competency area.
The learning outcomes or competencies for the Mecomtronics Program are further defined by the level of mastery required for successful completion of a specific module. The levels are broken into four categories: I = Introduce; D = Develop; M = Master; R = Reinforce. Please keep in mind what level of mastery the student is to achieve when completing your assessments.
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Module K: Applications of Electromechanical Systems Part A Instructor Assessment of Student Performance After reviewing each competency grouping, and its specific application to Module C, instructors should complete the assessment of student performance by circling one of the five levels of ability.
Competency Groupings 1.0 Computer Applications The student demonstrates knowledge of and skill in managing computer files and directories and creating and modifying documents using word processing to create text, mathematical equations, tables and templates. 3.0 Graphics The student demonstrates knowledge of and/or skill in selecting proper drawing media and materials for reproduction and/or presentation of drawings; preparing title blocks for revision; basic systems of measurement and applying dual dimensioning drawing standards; identifying and creating various views of mechanical and welded parts; identifying and creating electrical and logic diagrams using a library of symbols; identifying and creating process flow charts and piping diagrams using a library of symbols; applying dimensioning rules and standards; reading and interpreting various engineering and technical diagrams; and using a CAD system to design a parametric model of a part. Lacks Competence 1 Somewhat Competent 2 Competent 3 Notable Ability 4 Superior Ability 5
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Competency Groupings
Lacks Competence 1
Competent 3
Notable Ability 4
Superior Ability 5
13.0 Research, Composition and Presentation The student demonstrates knowledge of and skill in conveying written ideas and facts, and controlling errors in Standard America English applications. 14.0 Integrated Mathematics The student demonstrates knowledge of and/or skill in performing numerical computations; using scientific, prefix and engineering notation to simplify computations; converting between U.S. customary and SI units; solving technical problems involving various equations in several modes; using geometric figures; solving problems relating to geometric properties of multi-dimensional figures; graphing and analyzing a straight line on a rectangular coordinate system; writing a linear function equation from a graph; and applying analytical geometry principles to calculate distances related to two points.
Optional
Use the table below to calculate the average ratings for each of the Mecomtronics Competency Groupings for the individual student. Annotate the ratings of all specific competencies within the technical and core competency groupings. Calculate the Total Score by summing and then entering the technical competency groupings and entering the individual core groupings in the appropriate Total Score blocks. Calculate the Average Competency Rating by dividing the Total Score block by the number in the Divide By block. Enter the average rating in the Average Competency Rating boxes. Use these Competency Grouping average ratings to provide feedback to individual students.
Competency Grouping Total Score Divide By Average Competency Rating
1.0
3.0
13.0
14.0
2 Technical
1 RCP
1 Integrated Math
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Module K: Applications of Electromechanical Systems Part B Instructor Assessment Questionnaire 1. In what ways have you changed the way you teach during your instruction of the module and its learning activities?
Item Use of technology to teach the course Use of a variety of methods to assess student performance Use of computer applications to enhance students performance Use a variety of learning strategy approaches Integrate multiple disciplines Facilitate more instruction Use a variety of teaching strategies to enhance student performance Integrate core with technical topics Use student teams Provide students opportunity to assess their performance Focus on critical thinking, problem solving and decision-making Discuss industry applications as it pertains to the course A Lot A Little None
2. Rate the usefulness of each of the following learning activities as an instructional
approach and briefly describe your ratings:

Learning Activity
Most
Very
Somewhat
Least
Reasons for Rating
KPT1 KPT2 KPT3 KST1 KST2 KSM1 KSM2 KSS1 KSS2 KPC1 KPC2
3. Have you participated in any faculty development activities to prepare you to teach the module/learning activity and briefly describe which activities they were?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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4. Which of these faculty development activities were most/least helpful for preparing you to teach the module/learning activity?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
5. In what ways do you feel learning activities were helpful in preparing the student to perform in the high-performance workplace?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
6. In what ways do you feel the learning activities were an improvement over traditional methods for teaching engineering technology courses?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
7. What changes/improvements do you recommend to the module/learning activities as a result of your experience?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
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Copyright 1998-2004 NJCATE, a National Center for Advanced Technological Education Middlesex County College, 2600 Woodbridge Avenue,

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Module K: Applications of Electromechanical Systems

Module K Student Guide

HOW TO USE THIS MODULE GUIDE

Module K Student Guide

MECOMTRONICS MODULE K COMPETENCIES

R I,D D R M D D D I,D I,D D D R R D R

Module K Student Guide

7.9 7.10 8.1 8.4

8.5 9.2 9.3 9.9 9.13

Physical Science Competencies:

15.1 15.2 15.8 15.9 15.10 15.11 15.12 15.13

Module K Student Guide

14.1 14.2 14.3 14.4 14.5 14.6 14.7

Module K Student Guide

14.8 14.9 14.10 14.13 14.14 14.27 14.28 14.30

13.1 13.2 13.3 13.4 13.9 13.10

Module K Student Guide

Module K Student Guide

Corequisites Module H: Electrical and Mechanical Power Components and Applications

Module K Student Guide

TERMINOLOGY AND CONCEPTS

Module K Student Guide

Module K Student Guide

Module K Student Guide

root 1.5 inches

Module K Student Guide

Module K Student Guide

Module K Student Guide

Module K Student Guide

Module K Student Guide

Project-Embedded TIME ALLOCATION 5 hours

Module K Student Guide

frame rods crank

left end plate

Figure KPT1-1. Current Compression Tester

Module K Student Guide

Module K Student Guide

Module K Student Guide

Module K Student Guide

Module K Student Guide

high force, small stroke

pneumatic cylinder low force, large stroke

Figure KPT1-3. Mechanical Linkages

Module K Student Guide

Module K Student Guide

Module K Student Guide

1. Why should the goal statement be written as broadly as possible?

Module K Student Guide

2. The instructor lists all the teams potential approaches.

3. Each student records a list of potential approaches.

Module K Student Guide

Module K Student Guide

6. Teams list the category weightings.

11. Discuss the selected approach.

Module K Student Guide

Project-Embedded TIME ALLOCATION 4 hours

Module K Student Guide

Module K Student Guide

Figure KPT2-2. Output Voltages as a Function of Core Displacement

Module K Student Guide

Differential Voltage Out

Core Input Shaft