ABSTRACT A pelton wheel is considered as an impulse turbine, a turbine that converts pressure head into velocity head. This lab will use this mechanism along with a prony brake to calculate the input power, output power, and efficiency of the turbine. The team will be provided with measuring devices such as a stroboscope to measure the turbine speed as well as a hydraulic bench to control the flow rate of the liquid flowing through the turbine [1]. The experiment will consist of two separate trials with two different water heads. This experiment will neglect all frictional forces for the theoretical calculations. The hydraulic bench will be calibrated to have a water head of 8m H2O and 12m H2O. The team will record the needed data for the experiment: turbine inlet pressure, flow rate, turbine speed, and the net spring forces. For the first trial, 8m H2O, the Prony brake net spring force will be set to have a net force of 10N and will be adjusted to decrease by 1N until the net force reaches 4N, having 7 data points for the first trial. The experiment will then be repeated for a water head of 12m H2O with the Prony brake net force set to 12N and adjusted to decrease by 2N until the net force reaches 2N, having 6 data points. The volume of the flow will be recorded at every other data point to ensure that flow rate remains constant. The team concluded that the efficiency of the turbine increases as the angular velocity increases. The percent error between experimental and theoretical calculations were relatively high. Which were expected because the theoretical calculations did not account for any frictional losses. INTRODUCTION 1. The main objectives of this lab experiment are following i. Observe flow through a mini Pelton Turbine ii. Calculate input power, output power, and efficiency for readings taken at a constant nozzle inlet pressure. iii. Calculate the efficiency of the turbine and compare it to the theoretical efficiency value. 2. The purpose of this lab work is to study Pelton wheel turbine which make us able to understand the working of the turbine, design of the turbine and factors which effect the efficiencies. 3. The experiment will be done to check the effect of angular velocity on the efficiency, it is expected that increase in angular velocity will result in increase in the efficiency 4. List of Equations [1]: · Gage Pressure: (1) Where = Density of water g = Gravitational Acceleration h = Head of water · Work Input: (2) Where Q = Flow rate of water = change in pressure · Work Output: (3) Where F = Force of water r = distance measured from the axis of rotation to where the force is applied = Dynamometer Angular velocity · Work Theoretical: (4) Where = Force of water in x direction r = distance measured from the axis of rotation to where the force is applied = .

1. ABSTRACT
A pelton wheel is considered as an impulse turbine, a
turbine that converts pressure head into velocity head. This lab
will use this mechanism along with a prony brake to calculate
the input power, output power, and efficiency of the turbine.
The team will be provided with measuring devices such as a
stroboscope to measure the turbine speed as well as a hydraulic
bench to control the flow rate of the liquid flowing through the
turbine [1].
The experiment will consist of two separate trials with two
different water heads. This experiment will neglect all frictional
forces for the theoretical calculations. The hydraulic bench will
be calibrated to have a water head of 8m H2O and 12m H2O.
The team will record the needed data for the experiment:
turbine inlet pressure, flow rate, turbine speed, and the net
spring forces. For the first trial, 8m H2O, the Prony brake net
spring force will be set to have a net force of 10N and will be
adjusted to decrease by 1N until the net force reaches 4N,
having 7 data points for the first trial. The experiment will then
be repeated for a water head of 12m H2O with the Prony brake
net force set to 12N and adjusted to decrease by 2N until the net
force reaches 2N, having 6 data points. The volume of the flow
will be recorded at every other data point to ensure that flow
rate remains constant.
The team concluded that the efficiency of the turbine
increases as the angular velocity increases. The percent error
between experimental and theoretical calculations were
relatively high. Which were expected because the theoretical
calculations did not account for any frictional losses.
INTRODUCTION

2. 1. The main objectives of this lab experiment are following
i. Observe flow through a mini Pelton Turbine
ii. Calculate input power, output power, and efficiency for
readings taken at a constant nozzle inlet pressure.
iii. Calculate the efficiency of the turbine and compare it to the
theoretical efficiency value.
2. The purpose of this lab work is to study Pelton wheel turbine
which make us able to understand the working of the turbine,
design of the turbine and factors which effect the efficiencies.
3. The experiment will be done to check the effect of angular
velocity on the efficiency, it is expected that increase in angular
velocity will result in increase in the efficiency
4. List of Equations [1]:
· Gage Pressure:
(1)
Where
= Density of water
g = Gravitational Acceleration
h = Head of water
· Work Input:
(2)
Where
Q = Flow rate of water
= change in pressure
· Work Output:
(3)
Where
F = Force of water
r = distance measured from the

3. axis of rotation to where the
force is applied
= Dynamometer Angular
velocity
· Work Theoretical:
(4)
Where
= Force of water in x direction
r = distance measured from the
axis of rotation to where the
force is applied
= Dynamometer Angular
velocity
U = Speed of bucket
V = Absolute fluid inlet velocity
· Efficiency:
(5)
Where
Wo = Work out
Wi = Work in
· Theoretical Efficiency:
(6)
· Percent Error:
(7)
METHODS

4. The experiment is done on a nozzle which eject a jet of constant
area. The experiment starts with the tightening up of the
tensioning screw on the pulley wheel until the turbine is almost
stalled (rotor just turning). Decide on suitable increments in
force to give adequate sample points and note the value of the
pulley brake. Slacken off the tensioning screw so no force is
being applied to the turbine. Tighten the screw to give the first
increment in force for the brake. When readings are steady
enough, record all the readings again. Repeats above steps for a
gradually increasing set of ” values. The data may now be used
for analysis and to plot the Pelton turbine characteristic curve.
Now change the water head to a new setting by adjusting the
reservoir position and at the same time also change the spear
valve position to maintain the pressure at 1.0 N/m2
RESULTS
Trial one was conducted at a water head of 8m H20, with a
starting force of 10N, this was the largest force that could be
applied without the wheel stopping. Readings for were recorded
in decreasing increments of 1N. Using equations 2-6 and the
recorded speeds the team is able to determine the work input
and output as well as the experimental and theoretical
efficiencies. Figure 1 shows that as the torque decreases the
angular speed of the turbine increases. Since the force applied is
gradually decreasing the turbine can rotate more freely. The
experimental efficiency followed a parabolic form, reaching a
peak efficiency at 126.6 rad/s. At lower speeds the efficiency
was lower, but as the speed increased so did the experimental
efficiency until hitting its peak then decreased slightly. Table1
shows the values for the theoretical and experimental
efficiencies, and the percent error between the two. The
theoretical efficiency took a liner path, as the rotational speed
increases so did the efficiency (Please see Appendix for more
information).

5. Figure 1: Trial one data for torque and efficiency vs. rotational
speed
Table1 shows the values for the theoretical and experimental
efficiencies for trial 1, and the percent error between the two.
The percent error was relatively low with the highest error
having 31%. The theoretical efficiency took a liner path, as the
rotational speed increases so did the efficiency.
Reading
�exp.
�th.
% error
1
0.371
0.303
22.75
2
0.507
0.436
16.35
3
0.600
0.550
9.05
4
0.720
0.693
3.90
5
0.759
0.788
3.72
6

6. 0.702
0.833
15.69
7
0.584
0.849
31.17
Table 1: % error between theoretical and experimental
efficiency trial 1
For Trial 2 a water head of 12m H20 and a starting force of
12N, largest force that could be applied and the wheel could
still rotate. Readings for this trial were recorded at decreasing
intervals of 2N. Figure 2 shows that a decrease in torque allows
for an increase in rotational speed. The hypothesis is that the
peak efficiency should occur at the lowest torque, highest
rotational speed, this did not occur.
Figure 2:Trial two data for torque and efficiency vs. rotational
speed
Table 2 shows the values of the experimental and theoretical
efficiencies for trial 2, the largest percent error was 75.5%. The
theoretical efficiency also followed a linear path, as the
rotational speed is increased the efficiency also increases. The
peak efficiency for the experiment occurred at a speed of 138.8
rad/s which is about 10 rad/s faster than the speed of peak
efficiency of trial 1. The efficiencies occur at different
rotational speeds due to the differing water heads as well as
having a different flowrate between the trials.
Reading
�exp.
�th.
% error

7. 1
0.685
0.622
10.19
2
0.733
0.738
0.61
3
0.683
0.807
15.27
4
0.577
0.856
32.49
5
0.403
0.873
0.456
6
0.220
0.901
75.52
Table 2: % error between theoretical and experimental
efficiency for trial 2
DISCUSSION
As the rotational speed increases so does the efficiency.
The experimental efficiency increased to a peak efficiency then

8. started to decrease for both trials. The assumptions for the
theoretical calculations were that the flow is at steady state, the
fluid is incompressible, the pressure is at atmospheric pressure,
and the exit angle for the flow is 150 degrees. The assumptions
made for the experiment was the flow is incompressible and the
mass flow rate is constant. The stroboscope readings varied,
more at lower rpm’s, so a median value was obtained to use as
the rpm for that reading. This led to having a range of error for
the theoretical output work, either the rotational speed was
higher than the team assumed or the actual speed was lower
than assumed. Using a median value had the greatest effect on
the values for the theoretical work output. The rotational speed
approximations were the greatest source of error, the team took
several readings and tried to get a close to an actual value
however there was still a range of readings.
CONCLUSIONS
The team hypothesized that the efficiency of the turbine
will increase as angular velocity increases. Assuming that all
frictional forces are neglected and that the fluid is
incompressible the hypothesis should hold up true for the
theoretical analysis. However, the experimental efficiencies did
not match the same trend as the theoretical efficiencies. The
experimental efficiencies peaked while the theoretical
efficiencies seemed to increase exponentially. Therefore, the
percent error between experimental and theoretical increased for
each data point of both trials. This huge difference between the
two are also due to the assumption that frictional forces can be
neglected for the theoretical calculations. The team recommends
purchasing a more precise device to measure the angular
velocity of the wheel. As the stroboscope gave the team a wide
range of possible values. Which resulted in a mean angular
velocity rather than a more precise reading. The team believes
that a precise reading of angular velocity would improve the
data points. As the data has a direct relationship with , as

9. previously stated in the results and discussion.
REFERENCES
[1]. Ciocanel, C. – FORCE ON VARIOUS SHAPE OBJECTS
DUE TO PELTON TURBINE lab handout, Northern Arizona
University, pp. 1-4, 2016.
APPENDIX
APPENDIX: Pelton Turbine Spreadsheet
Pelton Turbine Labdb(m)0.060.03Unit
Conversions:1L0.001m^3dt(m)0.1230.06151RPM0.104719755ra
d/s1m H200.001mm H2OTrial 11mm
H2O9.80665Parho_H2O998kg/m3Testp (m H2O)Volume
(L)t(s)ω(rpm)ω(rpm)Left Spring (N)Right Spring (N)Net N =
Left - RightTestp (Pa)Flow Rate (m^3/s)Torque (Nm)ω(rad/s)
(Nm/s) (Nm/s)ηTestp (m)V (m/s)U (m/s)182360311 -
400355.510010178323.040.00038333333330.337.227872930.02
383211.168361870.371983225612860536-

10. 542.55391019278323.040.00038333333330.2756.4439479530.0
2383215.239865950.50759230022382360678.1 -
756717.05918378323.040.00038333333330.2475.0893003230.0
2383218.021432080.600237573934860982 -
986984817478323.040.00038333333330.21103.044238930.0238
3221.639290170.720737118945823601207 -
121112096.50.56578323.040.00038333333330.18126.60618383
0.02383222.789113080.7590341261568601340 -
13471343.55.250.255678323.040.00038333333330.15140.69099
0830.02383221.103648630.702896573267823601395 -
13981396.54.50.54778323.040.00038333333330.12146.2411379
30.02383217.548936540.58450022457Trial 2Testp (m
H2O)Volume (L)t(s)ω(rpm)ω(rpm)Left Spring (N)Right Spring
(N)Net N = Left - RightTestp (Pa)Flow Rate (m^3/s)Torque
(Nm)ω(rad/s) (Nm/s) (Nm/s)ηTestp (m)V (m/s)U
(m/s)1122960103313.51.5121117484.560.00048333333330.361
08.175506956.78420438.943182490.36121260132611.51.51021
17484.560.00048333333330.3138.858395156.78420441.657518
540.323126015459.51.583117484.560.00048333333330.24161.7
92021556.78420438.830085150.243412296017417164117484.5
60.00048333333330.18182.317093556.78420432.817076820.18
45126018255145117484.560.00048333333330.12191.11355295
6.78420422.933626350.1256126019942.50.526117484.560.0004
8333333330.06208.811191556.78420412.528671490.066712600
77
1
Group 1
ME 495
09/12/16
Lab 1: Pelton Turbine Extended Abstract
In this experiment, our team will observe a flow through a
Pelton Wheel and be able to calculate the input and output

11. power. Our team is tasked with comparing the efficiency of the
turbine, using readings taken at the nozzle inlet, with the
theoretical efficiency. The theory behind this experiment is that
a change in momentum of an object must have an impact force
acting upon it. The Pelton Wheel uses a jet stream, with some
input power, which strikes a bucket causing the the wheel to
rotate creating a torque. This torque in turn creates an output
power. The theoretical calculations assume that the the nozzle
cross section is constant, the fluid is incompressible, the fluid is
under constant pressure, and the velocity of the fluid is
constant. It is expected that the theoretical values and the
experimental values should be the same, or very close to each
other. If they are not then some of the assumptions used in
calculating the theoretical values are incorrect or over
simplistic.
The measurement devices that will be used for this experiment
are a stopwatch, a stroboscope, pelton wheel, and a hydraulic
bench. The stopwatch, a phone will most likely be used,
measures time and has a resolution of 0.01 seconds. The
stroboscope will measure the rpm of the wheel, most
stroboscopes have a resolution of 1 rpm. The pelton wheel setup
will measure the torque created by the forced rotation, which
can can be translated into an output power. Lastly, the hydraulic
bench regulates the flow rate, Q, the uncertainty for the bench is
0.5L.
Turbine efficiencies are a very useful knowledge especially in
the power industries mainly those who operate power plants that
rely on a cooling system such as a nuclear power plant. The
turbines are part of a larger mechanism that functions to cool
down the water that flows throughout the plant. The larger the
efficiency of the turbine the less power that plant will have to
use to run this cooling system. Scrubbers also rely on turbines
to bring polluted air in for the scrubbers to clean. Though
turbine efficiency is not as big of a concern than that in the
power plant it does play a significant role in the efficiency of
the main scrubbers.

12. Sheet1GroupVolume Colled V (m^3)Time t (sec)Flow Rate Q
(m^3 / sec)Problem 1Zan's DataZan 0.00557.978.6252E-
05Class's DataZan 0.00556.028.9254E-05Group 2
Data10.01084.591.1822E-0420.01088.341.1320E-
0430.00544.191.1315E-0440.00870.741.1309E-04PortFlow Rate
Q (m^3/sec)Area of Duct A (m^2)Velocity based on ave Flow
Rate (m/sec)Problem 2Variables:11.1320E-044.909E-
040.231g(m/s^2)=9.81g(mm/s^2) = 981021.517E-
040.746rho(g/m^3)=1.00E-0631.094E-041.035visc(Pa)=8.90E-
0448.990E-051.25957.850E-051.44264.909E-040.231PortArea
of Duct A (m^2)Diameter of Duct D (m)Velocity based on ave
Flow Rate (m/sec)Reynolds Number Problem 314.909E-
040.02500.2316.48E-0621.517E-040.01390.7461.17E-
0531.094E-040.01181.0351.37E-0548.990E-
050.01071.2591.51E-0557.850E-050.01001.4421.62E-
0564.909E-040.02500.2316.48E-06PortStatic Head from
Manometers h (mm of H2O)Total Head from Pitot Tube h* (mm
of H2O)Dynamic Head from Raw Data (mm of H2O)Velocity
(mm/sec)Dynamic Head from Flow Meter (mm of H2O)Problem
4
1212.50220.007.50230.602.71024022332185.00220.0035.00746.
2128.38067295293152.50220.0067.501034.7354.570660039641
27.50217.5090.001259.1880.81174173155102.50212.50110.001
442.04105.98747288596140.00155.0015.00230.602.7102402233
PortTotal Head from Pitot Tube h* (mm of H2O)Dynamic Head
from Velocities (mm of H2O)Static Head from Pitot Tube and
Flow Meter (mm in H2O)Static Head from Manometers h (mm
of H2O)Problem
51220.002.7102402233217.29212.502220.0028.3806729529191.
62185.003220.0054.5706600396165.43152.504217.5080.811741
7315136.69127.505212.50105.9874728859106.51102.506155.00
2.7102402233152.29140.00PortStatic Head from Manometers h
(mm of H2O)Dynamic Head from Flow Meter (mm of
H2O)Total Head from Manometers and Flow Meter (mm of
H20)Total Head from Pitot Tube (mm of H20)Problem

13. 61212.502.7102402233215.21220.002185.0028.3806729529213.
38220.003152.5054.5706600396207.07220.004127.5080.811741
7315208.31217.505102.50105.9874728859208.49212.506140.00
2.7102402233142.71155.00
Dynamic Head 7.5 35 67.5 90 110 15
2.7102402233214464 28.380672952898557
54.570660039556756 80.81174173145412
105.98747288588254 2.7102402233214464
Dynamic Head from Manometers and Pitot Tube (mm of H2O)
Dynamic Head from Flow Meter (mm of H2O)
Static Head 212.5 185 152.5 127.5 102.5
140 217.28975977667855 191.61932704710145
165.42933996044326 136.68825826854589
106.51252711411746 152.28975977667855
Static Head from Manometers (mm of H2O)
Static Head from Pitot Tube and Flow Meter (mm of H2O)
Total Head 220 220 220 217.5 212.5 155
215.21024022332145 213.38067295289855
207.07066003955674 208.31174173145411
208.48747288588254 142.71024022332145
Total Head from Pitot Tube (mm of H2O)

14. Total Head from Manometers and Flow Meter (mm of H2O)
Lab Report Rubric (2 students)
Title Page Student 2
Abstract Student 2
What is the Lab about?
What was measured and how?
What were the measurements used for ? (to find what !)
What were the significant results/findings/trends observed ?
(discuss from numbers calculated / plots shown in the results
and discussion section)
Do the results/findings/trends observed behave as expected? If
not, why? Comment on sources of error
Grammar and spellings are correct / whether the section use
proper english !
Introduction Student 2
Effectively presents the objectives and purpose of the lab
Shows a figure showing the schematic of the experimental

15. facility and explains what is shown in the figure
States in brief what measurements would be performed and why
?
States pointwise what facts/hypothesis(es) is being tested in this
Lab
Grammar and spellings are correct / whether the section use
proper english !
Methods Student 2
Discusses what measurements were taken - how/how many
times/when/where/under what conditions !
Discusses instruments used to make measurements
Identifies measurement and instrument uncertainty, resolution,
and/or accuracy
Identifies what would be done with the measurements and
states/explains the subsequent Governing Equations that would
be used to address the objectives and purpose of the Lab
Grammar and spellings are correct / whether the section use
proper english !
Results & Discussion Student 1
Presents the data in two sections: 'Raw data' first and then
'Calculations & Analysis'
Presents the raw data (tables, plots, etc.) first
References each table/plot from raw data and logically

16. explains/analyzes the findings/results of each table/plot
Presents the calculated data (plots, tables, etc.) clearly and
accurately
References each table/plot from calculated data and logically
explains/analyzes the findings/results of each table/plot
Addresses all issues pertinent to Lab and also state about how
measurement and instrument uncertainty can affect the final
results/observations
Grammar and spellings are correct / whether the section use
proper english !
Conclusion Student 1
States what the Lab was about
States what were the significant findings/observations
States the issues observed and/or talk about why the results may
or may not have matched the expected behavior
Convincingly describe/conclude what was learned in the lab
Grammar and spellings are correct / whether the section use
proper english !
Professionalism Student 2
Citations/references/nomenclature adhere to proper format
Tables and figures are properly formatted
Report is written in scientific style: clear and concise

17. Experiment Title
By:
Student 1
Student 2
Student 3
Experiment #
Section: XXX
Lab Instructor: TA’s Name
Submitted towards partial fulfillment of the requirements for
EXPERIMENTAL METHODS IN THE THERMAL SCIENCES
– Date of Submission
Department of Mechanical Engineering
Northern Arizona University
Flagstaff, AZ 86011
ABSTRACT (Student 3)
The abstract should be a concise summary of the entire
report. It provides a brief introduction to the subject, a brief
description of the method used, an overview of the results, and
the major conclusions. It should not include tables or graphs
and should be limited to no more than half of a page. The
Abstract should address the following:
· What is the Lab about?

18. · What was measured and how?
· What were the measurements used for? (to find what!)
· What were the significant results/findings/trends observed?
(discuss from numbers calculated / plots shown in the results
and discussion section)
· State whether the results/findings/trends observed behave as
expected? If not, why? Comment on sources of error.
INTRODUCTION (Student 2)
This section should include the following information:
1. Clearly and effectively present the objectives AND purpose
of the experiment
2. Show a figure showing the schematic of the experimental
facility and explains what is shown in the figure
3. State in brief what measurements would be performed and
why?
4. State pointwise what facts/hypothesis(es) is being tested in
this Lab
This section should discuss the importance of the experiment
being performed, provide some background for the study, and
give a clear statement of the objectives of the work. The
objectives may include items such as testing a theory,
determining the numerical value of some parameter, or better
understanding a certain phenomenon. The reader should obtain a
clear picture of the motivation underlying the experiment and a
concise statement of what was to be accomplished. Students
should avoid copying the objectives directly from the lab
handouts; rather they should state these in their own words what
they think is the purpose.
This section should briefly discuss the underlying theory of the
experiment and/or the facts/hypothesis(es) is being tested. The
assumptions used in developing the theory should be identified
and mention whether the validity of these assumptions are
assessed later. All assumptions should be viewed with

19. skepticism in order to lay the groundwork for later
understanding and explaining discrepancies between theory and
experiment.
METHOD (Student 2)
This section should include the following information:
1. Discusses what measurements were taken - how/how many
times/when/where/under what conditions!
2. Discusses instruments used to make measurements
3. Identifies measurement and instrument uncertainty,
resolution, and/or accuracy
4. Identifies what would be done with the measurements and
states/explains the subsequent Governing Equations that would
be used to address the objectives and purpose of the Lab
This section contains an overview of the experimental facility
and procedure. Typically, diagrams/figures/pictures are used to
illustrate the important features of the experimental apparatus
such as key dimensions, placement of transducers, etc. The
experimental procedure should describe enough information for
another person to repeat the experiment. Step-by-step
procedures, especially those copied or paraphrased from the
laboratory write-ups, should NOT be given. A more detailed
discussion should be presented for procedures that are
particularly difficult, require a special technique, or are relevant
to understanding specific advantages or disadvantages of the
approach. In addition, any problems or sources of experimental
error that could influence the results should be explained.
While presenting the equations, introduce all equations (per
format seen below) that are used to calculate results. Explain
how your measurements will be sued to calculate key variables.
The governing equation(s) derived from the stated assumptions
and application of the basic conservation laws should be stated.
Each variable and parameter must be defined unless previously
defined. If appropriate, non-dimensional variables should be

20. introduced, and their significance outlined.
RESULTS & DISCUSSION (Student 1)
This is the most important section of your lab report. It should
summarize the results of the experiment in the form of figures
and tables. Each Figure and Table should be explained by text.
The outcomes of the results should be described, and explained
relative to the theory.
The results and discussion section should be presented in
two sections:
1. Experimental Data
· Experimental Raw Data collected should be summarized,
tabulated, and/or put in charts/figures. If there in too much raw
data, it should be referenced in the text and presented in the
Appendix.
2. Analysis of Experimental Data.
· Analysis of Experimental Data includes analyzing the data,
describing and justifying the trends, curve fitting if appropriate,
and regression analysis.
Figures and tables should be prepared so as to provide the most
compact yet complete presentation possible. To this end, each
figure and table should conform to the accepted practices of
data presentation. Axes should be clearly labeled to indicate the
axis parameter, its numerical scale, and the appropriate units.
Data points should be clearly designated by easily recognizable
symbols such as circles, squares, triangles, etc. Theoretical
results should be presented as lines (or curves). Labels should
be employed to delineate between the various symbols and lines
used. Multiple figures and tables may be included on a single
page provided that they clearly communicate the intended
information. Note, all tables and figures must be referenced
within the body of the report and numbered consecutively as
they appear.

21. Discussions should include statements that can be backed up
using data/figures/tables. Discussions should make clear the
purpose of each figure and should serve to unify and supplement
the information contained in the figures and tables. Discussions
can also describe the techniques and procedures used to reduce
the data to final graphical form and assess the accuracy and
reliability of the data.
This section should be the most thought-provoking part of the
report; students should therefore spend a majority of their time
preparing this section. Here, the experimental data should be
interpreted in the context of the underlying theory/assumptions.
Data discrepancies should be fully discussed in the context of
the uncertainty in the experimental results and the validity of
the theory. Weak assumptions or experimental inaccuracies
should be identified. Sources of error should be logical and
technically substantiated; avoid attributing all discrepancies to
vague concepts such as "human error" or "equipment
inaccuracies." The plausibility of the explanations should be
demonstrated to a potentially skeptical reader by convincing
arguments.
CONCLUSIONS (Student 3)
This section should include a clear, concise statement of what
the report is about and the significant findings of the work,
generally in order of importance. The conclusions are taken
from the major points of the discussion. Conclusions are
frequently followed by recommendations for improving the
experimental procedure or for future work, building on the
results of the study. Recommendations should be specific and
justified technically by the results and discussion of the
experiment.
REFERENCES (Student 3)
This section should include a list of all references used for
conducting the experiment and for the preparation of the report.

22. List the references according to the following format (similar to
IEEE):
[1]
Northern Arizona University, "Bernoull's Theorem
Demonstration: ME 495," Flagstaff, AZ, 2016.
[2]
M. S. H. Moran, "Properties of Saturated Water (Temperature
Table)," in Fundamentals of Engineering Thermodynamics, 4th
ed., New York, John Wiley and Sons, 1999, p. 804.
[3]
International Organization of Standardization, "Measurement of
fluid flow by means of pressure differential devices inserted in
circular cross-section conduits running full -- Part 1: General
principles and requirements," 2003. [Online]. Available:
http://www.iso.org/iso/catalogue_detail?csnumber=28064.
[Accessed 16 September 2016].
APPENDIX (Student 1)
Raw data, extra tables, equations and derivation when
appropriate. All entries must be referenced within the lab
report (i.e. additional data provided in Appendix A…).
Relevant lab notebook page copies must be attached to the back
of the report (after the Appendix). The student responsible for
the Results section of each report should be the one to attach
their lab notebook entries. Notebook copies do not need to be
referenced within the lab report.
REPORT FORMAT (Student 3)
It is the responsibility of the student 3 that the report be clearly
and concisely written. They are to ensure that report is written
in a single format, and that all sections have the same flow and
readability. Any significant changes to the content or
calculations should be reviewed by the entire team.

23. Below is an example an acceptable figure format for the report
(Figure 1). Figures should be simple, with a best-fit trendline if
applicable, the trendline equation, and the least squares fit (R2).
R2 above 0.9 represents a strong correlation of the trendline to
the data. Any legends or equations should be inside the range
of figure axis, not outside the figure area. Scale should be
selected to maximize the visualization of the data trends and
minimize empty space. Multiple figures that depict related data
should all be on similar scales, so the data can be effectively
compared.
All images and figures should be of professional quality, no
hand-drawn or poor-quality scans are allowed. These type of
figures must be digitally redrawn using vector-based software
(i.e. PowerPoint, Solidworks…)
Example Figure:
Note, the figure title is shown BELOW the figure, the figure is
centered on the page, and a figure usually takes up 2/3-3/4 of
the width of the page.
Figure 1 - Log(P) vs. Log(T) for the tank blowdown.

24. Next is an example an acceptable table format for the report
(Table 1). The most important data, that summarizes the result,
should be tabulated. Additional data, if deemed necessary,
should be included using the same table format in the Appendix
(Appendix A). The table format should be simple and
uncluttered. The data is the focus, not the table format. The
column headings should be bold and separated from the data
with a single line. It is common to not completely box in the

25. table. Rather, leave the sides of the table open and end the
table with another single line.
Example Table:
Note, the table title is listed ABOVE the table, the table is
centered on the page, and the table usually takes up 2/3-3/4 of
the width of the page.
Table 1 - Time history of temperature for calculating convection
heat transfer
Time
(sec)
Air
Temperature
(°C)
Mid
Temperature
(°C)
Center
Temperature
(°C)
Surface
Temperature
(°C)
0
23.518
93.273
92.327
83.680
100
23.836
81.014
80.857
73.190

26. 200
23.836
70.222
69.597
64.291
300
22.724
62.264
62.420
57.896
400
22.724
54.932
55.868
51.967
500
23.359
50.718
49.781
47.437
600
22.883
46.812
46.343
43.996
700
22.565
42.430
42.900
40.863
800
22.247
39.922
39.922
38.039
900

27. 22.724
37.568
37.411
37.411
1000
23.042
36.468
35.996
35.210
Example Equations:
Equations should be digitally recreated if the original is a poor-
quality scan or copy. The equation should be centered on the
page with an equation number cited on the right margin. The
equation number must also be cited in the text, (Eq. 1). The
variables and their units can be defined in the text if there are
only a few in the equation: E - energy (J), m – mass (kg), c -
speed of light (m/s). But if there are several variables, they
should be listed in an outline form below the equation
E = mc2 (1)
For more information, please refer to the two documents shared
in the ‘Equations Format’ folder on how equations are presented
in a technical publication. Sometimes when too many symbols
are used, the use of ‘Nomenclature’ is a good idea.
English and Grammar requirement for your reports:
Remember to apply the lessons you learned in EGR 386W. Your
writing must be concise, clear, and consistent throughout the
report. Use appropriate grammar and maintain a high register
(professionalism in your tone). Do NOT use first person. The
data is the focus of the report, not you or your group. The lack
of first person often leads to excessive use of passive voice.
You must LIMIT the use of passive voice whenever possible.

28. There is always a more concise way to can describe your data
when you avoid first person and attempt to limit passive voice.
Log(T) and Log(P)
y = 0.1166x + 1.8106
R2 = 0.9773
2.25
2.3
2.35
2.4
2.45
2.5
4.555.56
Log(P)
Log(T)
Lab Report Rubric (2 students)
Title Page Student 2
Abstract Student 2
What is the Lab about?
What was measured and how?
What were the measurements used for ? (to find what !)
What were the significant results/findings/trends observed ?
(discuss from numbers calculated / plots shown in the results
and discussion section)

29. Do the results/findings/trends observed behave as expected? If
not, why? Comment on sources of error
Grammar and spellings are correct / whether the section use
proper english !
Introduction Student 2
Effectively presents the objectives and purpose of the lab
Shows a figure showing the schematic of the experimental
facility and explains what is shown in the figure
States in brief what measurements would be performed and why
?
States pointwise what facts/hypothesis(es) is being tested in this
Lab
Grammar and spellings are correct / whether the section use
proper english !
Methods Student 2
Discusses what measurements were taken - how/how many
times/when/where/under what conditions !
Discusses instruments used to make measurements
Identifies measurement and instrument uncertainty, resolution,
and/or accuracy
Identifies what would be done with the measurements and
states/explains the subsequent Governing Equations that would
be used to address the objectives and purpose of the Lab

30. Grammar and spellings are correct / whether the section use
proper english !
Results & Discussion Student 1
Presents the data in two sections: 'Raw data' first and then
'Calculations & Analysis'
Presents the raw data (tables, plots, etc.) first
References each table/plot from raw data and logically
explains/analyzes the findings/results of each table/plot
Presents the calculated data (plots, tables, etc.) clearly and
accurately
References each table/plot from calculated data and logically
explains/analyzes the findings/results of each table/plot
Addresses all issues pertinent to Lab and also state about how
measurement and instrument uncertainty can affect the final
results/observations
Grammar and spellings are correct / whether the section use
proper english !
Conclusion Student 1
States what the Lab was about
States what were the significant findings/observations
States the issues observed and/or talk about why the results may
or may not have matched the expected behavior
Convincingly describe/conclude what was learned in the lab

31. Grammar and spellings are correct / whether the section use
proper english !
Professionalism Student 2
Citations/references/nomenclature adhere to proper format
Tables and figures are properly formatted
Report is written in scientific style: clear and concise