This document contains information about an engineering mathematics examination, including five questions covering topics like numerical methods for solving differential equations, complex variables, orthogonal polynomials, and probability. It also provides materials data and stipulations for designing a M35 grade concrete mix according to Indian standards.
The first part of the document outlines five questions on the exam covering numerical methods like Euler's method, Picard's method, Runge-Kutta method, and Milne's predictor-corrector method for solving differential equations. It also includes questions on complex variables, orthogonal polynomials, and probability.
The second part provides test data for materials to be used in designing a concrete mix for M35 grade concrete according to Indian standards, including stipulations
This slideshare provides geotechnical engineers and nondestructive testing professional with information on low strain impact integrity testing of deep foundations and piles.
Comparison of Pre-Engineered Building and Conventional Steel Truss BuildingRoshni Ramakrishnan
Pre- Engineered buildings are those which are engineered/manufactured at factories and assembled at site.Built-up,hot rolled and cold formed sections are used in such buildings and the sections that are used in such buildings differ along length as the section size is dependent on the bending moment profile.Past research has shown that for large spans,a reduction of 20%-30% in steel quantity and also 30%-50% saving in time of project occur due to faster delivery and quicker site erection.
This slideshare provides geotechnical engineers and nondestructive testing professional with information on low strain impact integrity testing of deep foundations and piles.
Comparison of Pre-Engineered Building and Conventional Steel Truss BuildingRoshni Ramakrishnan
Pre- Engineered buildings are those which are engineered/manufactured at factories and assembled at site.Built-up,hot rolled and cold formed sections are used in such buildings and the sections that are used in such buildings differ along length as the section size is dependent on the bending moment profile.Past research has shown that for large spans,a reduction of 20%-30% in steel quantity and also 30%-50% saving in time of project occur due to faster delivery and quicker site erection.
All reinforced concrete beams crack, generally starting at loads well below service level, and possibly even prior to loading due to restrained shrinkage. Flexural cracking due to loads is not only inevitable, but actually necessary for the reinforcement to be used effectively. Prior to the formation of flexural cracks, the steel stress is no more than n times the stress in the adjacent concrete, where n is the modular ratio E5/Ec. For materials common in current practice, n is approximately 8.
All reinforced concrete beams crack, generally starting at loads well below service level, and possibly even prior to loading due to restrained shrinkage. Flexural cracking due to loads is not only inevitable, but actually necessary for the reinforcement to be used effectively. Prior to the formation of flexural cracks, the steel stress is no more than n times the stress in the adjacent concrete, where n is the modular ratio E5/Ec. For materials common in current practice, n is approximately 8.
Engineering Mathematics [Y
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Additional Mathematics I
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Computer Organization and Architecture
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Data Structures Using C
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Discrete Mathematical Structures
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Engineering Mathematics - III
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Soft Skill Development
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Additional Mathematics I
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Computer Organization and Architecture
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Data Structures Using C
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Discrete Mathematical Structures
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Soft Skill Development
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Unix and Shell Programming,
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Additional Mathematics I
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Computer Organization and Architecture
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Data Structures Using C
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Discrete Mathematical Structures
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Engineering Mathematics - III
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Soft Skill Development
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Unix and Shell Programming,
Q P Code: 60305.
Additional Mathematics I
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Computer Organization and Architecture
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Data Structures Using C
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Discrete Mathematical Structures
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Engineering Mathematics - III
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Soft Skill Development
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. + T H t LUSN 1OMAT41
Fourth Semester B.E. Degree Examination, June/July 20L3
Engineering Mathematics - lV
Time: 3 hrs. Max. Marks:100
Note: 1. Answer FIVE full questions, selecting
at least TIV'O questions from each part.
2. Use of Statistical tables permittecl.
PART - A
1 a. Use modified Euler's method to ,olu. !I=*+y, y(0)=1 at x = 0.1 lbr three iterations
dx
taking h : 0.1. (06 Marks)
e
.!
8P.
xi
EB
9i
-ao'i -.
9'=
oi
AE,
,-o
6=
og
(r<
;
z
a
E
o
E
(07 Marks)
x -0.1 0 0.1 n,
v 0.908783 1.0000 1.1 I 145 1.25253
2 a. Approximate y and z at x = 0.2 using Picard's method for the solution of I = r.
dx
!=*'ty*rt rrith 1{0): l. z(0): l/2. perform two sreps lyt-yz-zt-zz). (t0Marks)
dx
$. Using Runge-Kutta method solve y": x(y')2 -y2 atx=0.2 with xo:0, y0 =1,ztt-0lake
h: 0.2. (10 Marks)
dv
h Solve iL=x*Y.x=0, y=1 at x:0.2 using Runge-Kutta method. Take h= 0.2.
"dx
c. Using Milne's predictor-corrector method find y(0.3) conect to three decimal, U,rJll '"'u"'
3 a. If (z) = u + iv is analy.tic prove that Cauchy-Reimann equations ux : v). u) : -vx are true.
(06 Marks)
b. Il'* = zt find dwldz. (07 Marks)
c. Il'thepotential functionir 4=toglf,=f . Find the stream funclion. (0? Marks)
4a.
b.
c.
5a.
b.
c.
Find the bilinear transformation which maps the points z:1,i, -1onto the points w: j, o, -i.
(06 Marks)
Discuss the conformal transformation w: e'. Any horizontal strip of height 2n in z-plane
(07 Marks)
(07 Marks)
(06 Marks)
(07 Marks)
(07 Marks)
will map what portion of w-plane.
State and prove Cauchy's integral formula.
PART_B
F
Prove that Jl'] :.,/: r;n*.
linx
State and prove Rodrigues formula for Legendre's polynomials.
Express (x) : xa + 3x3 - x2 + 5x - 2 in terms oflegendre polynomial.
I of2
2. 6a.
b.
c.
1OMAT41
The probabilities of four persons A, B, C, D hitting targets are respectively l12, 113,114, 115.
What is the probability that target is hit by atleast one person if all hit simultaneously?
(06 Marks)
i) State addition law ofprobability for any two events A and B.
ii) Two different digits fiom 1 to 9 are selected. What is the probability that the sum of
the two selected digits is odd if '2' one of the digits selected. (07 Marks)
Three machine A, B, C produce 50%, 30%, 20oh of the items. The percentage of defective
items are 3, 4, 5 respectively. Ifthe item selected is defective what is the probability that it is
from machine A? Also find the total probability that an item is defective. (07 Marks)
7 a. The p.d.f of x is
Find k. Also find p(x > 5), p(3 < x < 6).
6. A die is thrown 8 times. Find the probability that '3' falls,
i) Exactly 2 times
iil At least once
iii) At the most 7limes.
What is null hypothesis, alternative hypothesis significance level?
c. In a certain town the duration of shower has mean 5 minutes. What is the probability that
shower will last lor i) 10 minutes or more; ii) less than lOminutes; iii) between 10 and 12
minutes.
(06 Marks)
(07 Marks)
(07 Marks)
(06 Marks)8a.
b. The nine items of a sample have the following values: 45, 47, 50, 52, 48, 47, 49, 53, 51.
Does the mean ofthese differ significantly from the assumed mean of47.5. Apply student's
t-distribution at 5% level ofsignificance. (toos for 8df:2.31). (07 Marks)
c. In experiments on a pea bl'eading, the following frequencies of seeds were obtained:
Round-yellow Wrinkled yellow Round green Wrinkled green Total
315 101 108 )z 556
of theory which predicts proportion of frequencies
(07 Marks)
x 0 2 3 4 5 6
p(x) k 3k 5k 7k 9k l lk l3k
2 of2
3. IISN t0cY42
Fourth Semester B.E. Degree Examination, June/July 2013
Goncrete Technology
Time: 3 hrs. Max. Marks:100
Note: 1. Answer FIVE full questions, selecting
at leqsl TWO questionsfrom each parl
2. Use of IS 10262-2009 is permitted.
3. Assume any missing dala suitably.
PART-A
I a. What are the constituents of cement? Explain the role of constituents in controlling the
prope(ies ofcement. (08 Marks)
b. Define the terms: i) Standard consistency ii) Fineness and iii) Soundness.
Explain their significance. (06 Marks)
c. Distinguish between i) False set and Flash set ii) Dry process and wet process iii)
Hydraulic cements and non-hydraulic cements. (06 Marks)
2 a. How do you classify aggregates? Describe the characteristics of aggregate influencing the
behavior ofconcrete. (t0 Marks)
b. Explain the significance of Bulking of Fine aggregates and Gap grading. (04 Marks)
c. In a sieve analysis of 1000 gms of sand, the weights (gm) retained on different I.S. sieves
are: 10mm : 0, 4.75mm : 20, 2.36mm: 100, 1.18mm : 100, 600 Microns : 190,
300 microns:350, 150 Microns: 170 and passing 150 microns : 70. Determine the
fineness modulus ofsand. (06 Marks)
3 a. Explain the lactors affecting consistency and cohesiveness of liesh concrere mixl.ures"
Suggest ways to improve. (08 Marks)
b. Explain any two methods, equipments and advantages of handling and placing concrete.
(06 Marks)
(06 Marks)
(08 Marks)
use of any
(06 Marks)
(06 Marks)
PART - B
5 a. Depict the interplay offactors influencing concrete strength, preferably through a simpiified
flow chart. (08 Marks)
b. Establish the relationship between (i) compressive strength and tensile strength ii) Cube
strength and cylinder strengths. (06 Marks)
c. Strength of a fully matue concrete is 30 MPa. Find the strength of concrete at an age of
7 days when curred at an average temperature of 25oC during day (12 hours) and 10oC
during night (12 hours). Use the relation for strength at maturity as percentage of strength at
full maturity, express as A + B logr0 Mft;;ry
, when A:21 and B :61 corresponding to
strength at full maturity. (06 Marks)
9
t9
-oo I
?,-
9+
!'=
o.6
6d
i99:-
Q<
-i oi
o
z
E
E
c. Explain the significance ofsetting time ofconcrete
4 a. Explain the role of mineral admixture and chemical admixtures.
b. What are supplementary cementitious materials? Explain the characteristios and
two.
c. Discuss the composition and usefulness of rice husk ash and GGBs.
1of3
4. t0cv42
a. Explain the elastic behavior of concrete and the relationship between modulus of elasticity
and strength. (10 Marks)
b. Distinguish between: (i) Creep and shrinkage (ii) Plastic shrinkage and drying slrinkage.
(06 Marks)
c. If the volume ofpaste is 40% ofthe total volume and Eo and E" are 2,00,000 and 3,20,000
kg/cm2. What is the modulus of elasticity of concrete? (04 Marks)
a. Define durability. Explain how concrete is made durable against (i) sulphate attack (ii)
freezing and thawing (iii) corrosion ofsteel. (12 Marks)
b. $fhy is the permeability of mortar or concrete is higher than the corresponding cement
paste? Explain. (08 Marks)
Design a concrete mix for a concrete of Ma5 grade as per IS I 0262-2009 guidelines. With
following stipulations and test data for materials.
A- 1 stipulations for PROPORTIONING:
a) Grade Designation : ivl+s
b) Type ofcement OPC 53 conforming to 1512269-1987.
c) Maximum nominal size of aggregate : 20 mm
d) Minimum cement content : 360 kg/m3
e) Maximum water cement ratio : 0.45
f) Workability : 125 mm (slump)
g) Exposure condition: Severe (for RCC)
h) Method of concrete placing : Pumping.
j ) Degree olsupervision : Good
kt Type ofaggregate : Sub angular aggre.gate
1.1 Maximum cemenl content :450 kg/m'
m) Chemical admixture bpe : Superplasticiser
(Capable ofreducing water content upto 20% max.)
A-2 TEST DATA FOR MATERIALS
Material Sp. Gr. Water
absorption
Free (surf) moisture
CEMENT 3.1 5
TYPE
I N IS383
60% 40%
zoNE-r(rs383)
COARSE
AGGREGATE
2.70 0.5 NIL (also absorbs
moisture)
FINE AGGREGATE 2.60 1.0 NIL
Superplasticiser 1.145
COARSE AGGREGATE
I.S.Sieve
IruN
Analysis of
coarse aggregate
Percentage o I di llerent ltactions Remarks
I II Ieo IIro Combined 100
20 t00 100 60 40 100 Conlorming to
Table 2
of I3383
10 0 71.20 0 28.50 28.s0
4.75 9.40 3.70 3.70
2.36 0
FINE AGGREGATE: Conforming to grading ZONEJ of Table 4 of IS383. (20 Marks)
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3 of3
6. USN
10cv43
(08 Marks)
(08 Marks)
Fig.Q.3(b), using strain
(12 Marks)
Fourth Semester B.E. Degree Examination, June/July 2013
Structural Analysis - I
Time: 3 hrs. Max. Marks:100
Note: Answer FIVE full questions, selecting
ot least TWO questions from each part.
PART_A
a. Explain with examples statistically determinate and indeterminate strudtures. (05 Marks)
b. Find degree of indeterminacy of following structures: (05 Marks)
o
E
39.
.= c.r
gii
=2
:q
5'!
:3
Qr-
U<
-..1 c.i
o
z
e
E
c. Derive an expression for strain energy stored due to bending. (10 Marks)
2 a. Using conjugate beam method, find slope at "A", maximum deflection and its location, for
the beam shown. (12 Marks)
Fig.Q.2(a)
Determine slope and deflection at the free end of the cantilever beam shown in Fig.Q.2(b).
Using moment area method.
A
3a.
b.
Fig.Q.2(b)
Derive Clarke-Maxwell's theorem of reciprocal deflection.
Find the horizontal deflection at point C for the frame shown in
energy method. Take E:2 x 105 N/mm2 and I:2 x 10E mma.
24Y.N
!, z?D .-jr.:
,4.. '
t!
[-i; ,,
ii: l
'
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'2.1'
7. USN t0cY44
(10 Marks)
hence obtain the
(10 Marks)
Fourth Semester B.E. Degree Examination, June/July 2013
o
e
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.= cr
utr
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9'=
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atr
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6=
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-i c.i
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E
la.
b.
2a.
b.
3a.
b.
4 a. Derive the tacheometric equation lor horizontal line of sight and
tacheometric equation for inclined line ofsight.
Surveying - Il
Max. Marks: 100
Note: Answer FIVE full questions, selecting
at least TWO questions from each part.
PART-A
Explain the following terms with reference to a theodolite: i) Transiting; ii) Swinging;
iii) Line of collimation; iv) Centering; v) Vertical axis. (t0 Marks)
Describe the method of measuring horizontal angle by repetition method. What are the
erors that are eliminated by repetition method? (10 Marks)
What are the fundarnental lines of a theodolite? State the desired relationships between
them. (10 Marks)
Explain with a sketch " two peg method" adoptq{ in the permanent adjustments ofa level.
:,, '"
(10 Marks)
Explain the method of deterririning the distance and elevation of an object using
trigonometric levelling. When the base in inaccessible and the instrument stations are in the
same plane as that ofthe object. Derive the required equations. (I0 Marks)
Find the reduced level ofa Church spire 'C' fiom the following observations taken from two
stations A and B, 50m apart. Angle BAC : 60" and angle ABC : 50', Angle of elevation
from A to top of spire : 3.0-1; Angte of elevation from B to top of spire = 29', Staff reading
from A on BM of RL 20tir = 2.50m, Staffreading from B-to same BM = 0.50m.
b. The following are the observations taken from a tacheometric station. Find the gradient of
line AB. Tacheometric constant 100 and 0.3.
Instrument
station
Sraff
station
Bearing Vertical angle Staff intercept Axial
hair reading
P A 400 35', -40 24', 2.t75 1.965
P R 11,7. 05', -5' 12', 1.985 1.86s
(10 Marks)
PART - B
a. Explain the method of setting out of simple curve by offsets from Chords produced method
with a sketch. (10 Marks)
b. Two tangents intersect a chainage 1192m, the deflection angle being 50o30'. Calculate the
data for setting out a curve of 300m radius to connect two tangents by Rankine's method.
Take peg interval of20m.
1 of2
(10 Marks)
8. 10cv44
6 a. With a sketch, explain the various elements of a compound curve. Derive the relations for
calculating the chainages oftangent points. (10 Marks)
b. Two parallel railway lines are to be connected by a reverse curve, each section having the
same radius. If the lines are 12m apart and the maximum distance between tangent points
measured parallel to the straights is 48rn, find the maximum allowable radius. Calculaqlfu
chainage of point of reverse curvature and point of Tangency. if the chainage of Tr {l!}r.
flg Marks)
_,1/iiur
is a transition curve? Enumerate the functions and conditions to br]fiftf,bd by a
ion curve. t t (lo Marks)
b. A'rlp$rvhich deflects 80o is to be designed for a maximum speed of 10Q kmph. maximum
centif@{ ratio is l/4 and maximum rite of change ol radiai accelCflsion is 0.3 m/s2. The
cu*i eo-Ba$ -of circular arc combined with two cubic spirals. Catqffiet6:
i) nadi/#(the circular arc. "6$Ji) Radirf${{he circular arc. q)"ii) Lenglh'@nsition curve. ,$t"Y
iir) I.enethofi@Gurve. ,4'
iri Chatage oft''@cpt points and junction pointsj{goihiof intersection is 42862m.
t(ro" L&$ (loMarks)
ii) Length €lrfnsition curve.
ii,l Lenethoft@f,urve.
*rA
8 a. The following offsets *"i/$<"n from a .qfifri,. to an irregular boundary line at an
interval of l0m. Compute the d9$Py^trape4{6t and Simpson's rule.
Offsets: 0, 2.5,3.5, 5.0,4.6, 3.20-apffirn. (10 Marks)
b. An embankment of width lOm an$-($fope lV:1.5H is required. The central heights at
40m interval are as follows: O.S/(lX).tS, 2.50, 1.85, 1.35 and 0.85rq calculate the
volume of earth work by trapezoffi,kf,nd ffiiwnoidal rule. (10 Marks)
!
{t- {} '^
*
f-.
x+, ^qt'
,r"^q' * * 't * *
1- ,v "d-r'
.x(f' -). (}- "-'1;
. cl.- '/,'t
,;qe f./)t" 1.,{
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/ ^{J ,J
d.,) r
t )
{$ '-,1-$r ! {./ '
.j
"-
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.
'+*"-.' ": ^-f
2 of2
9. USN 10cv45
Fourth Semester B.E. Degree Examination, June/July 2013
Hydraulics and Hydraulic Machines
Time; 3 hrs. Marks: 100
Note: Answer FIVE full queslions, selecting
at least T/l/0 questions from each part.
PART_A
1 a. Define the dimensional homogeneity. Give an example. -", '. (06 Marks)
b. State and explain Bukingham's theorem. (06 Marks)
c. A7.2mhigh and 15m tong spillway discharges 94 m3;/sec of water under a head of 2m. If a
1:9 scale model of this spillway is to be constructed, determine model dimensions, head over
the spillway model and model discharge. Ifmodel experiences a force of7500N, determine
force on the prototlpe. (08 Marks)
:l]
2 a. Bring out the difference between flow thLrough pipes and flow through open channel.
(06 Marks)
f. Derive the conditions for the most economical trapezoidal channel section. (06 Marks)
s. A rectangular charmel carries water at the rate of400 litres/sec when bed slope is I in 2000.
Find the most economicaldimensions of the chanriel if C : 50. (08 Marks)
3 a. Define specific energy. Draw
depth and critical velocity.
specific energy curve, and then derive expressions lor critical
b. Derive the expression for sequent depths of
, (06 Marks)
hydraulic jump occurring in a rectangular
channel. (06 Marks)
c. A sluice. gate discharges water into a horizontal rectangular channel with a velocity of
5ml.sec and depth of flow is 0.4m. The width of the channel is 6m. Determine whether a
hydraulic jump will occur, and if so find its height and loss ofenergy per kg of water. Also
. determine the power lost in the hydraulic jump. (08 Marks)
4a.
b.
c.
Max.
.= r.r
I
qa
66
U<
-i ..i
z
to
State impulse momentum equation. (02 Marks)
Show that the force exerted by ajet of water on an inclined fixed plate in the direction ofthe
jet is given by Fx - p a I sin2e. (08 Marks)
A jet of water 75mm diameter having a velocity of 20 m/sec strikes normally a flat smooth
plate. Determine the thrust on the plate.
i) Ifthe plate is at rest.
ii) If the plate is moving in the same direciotn as the jet with a velocity of 5 m/sec.
Also find the workdone per second on the plate in each case and the efficiency of the jet
when the plate is moving. (10 Marks)
1of2
10. 10cv45
PART-B
a. Derive an expression for the force exerted by a jet of water on a moving semi-circular plate
in the direction ofthe jet when the jet strikes at the cenffe of semicircular plate. (08 Marks)
b. A jet of water with a velocity of 40 m/se strikes a curved vane which moves with a velocity
of20 m/s. The jet makes an angle of30' with the direction of motion ofthe vane at the inlet
and leaves at 90o to the direction of motion ofthe vane at the outlet. Determine vane angles
at the inlet and outlet if water enters and leaves without shock. Also determine eff&jency.
6 i. .,'Draw a neat sketch of an hydroelectric power plant. Mention the funclbis of each
-component. (06 Marks)
b. How'riill you classifr the turbines? (06 Marks)
c. Desig{?ielton wheel with the following data, shaft power : 735.75 kN H : 200m, N : 800
rpm r1o:O:86 D/d: l0 C, = 0.98 0
: 0.45. Determine D, d anddrlnber ofjets. (08 Marks)
,a:.] :_,
7 a. Draw the neat *etch of Kaplan turbine and mention the partq.. '' (08 Marks)
b. A Kalpan turbine ii:llqer is to be designed to develop 10000 kW. The net head is 6.0m. The
speed ratio = 2.09. flow ratio = 0.68. overall efficiency is 80% and diameter of the loss is 1/3
the diameter of the ruriirer:.Find the diameter of the r,niiner, its speed and the specific speed
of the turbine. (12 Marks)
8 a. Derive an expression for the miniiium starting.speed for a centrifugal pump. (10 Marks)
b. What is priming of a centrifugal pump and how is it done? (04 Marks)
c. A centrifugal pump runs at 1000 rpm-!6d-.delivers water against a head of 15m. The impeller
diameter and width at the outlet ar-e O-3niand 0.05m respectively. The vanes are curved back
at an angle of 30' with the periphiry at the outlEt loru,
: 0.92 find discharge. (06 Marks)
2of2
11. FRrlt't : 17 ,iFr. lA12 lrl:4sPtj F1
USIN 10cv46
$'ourth Semester I3.8. Degree Examinntion, Junel.Iuly 2013
Building Plaftnirtg and Drasrang
Time: 4 hrs. Max- M arks: l0o
Notc: ,{fisrser SECrIOA'-I conpsl!;Gty &7rr1 sn$wer
anp TVYD fr .l qaestiow J'ro,rt SECTfON-ff
SECTI0N - I (Compul:Er:y)
1 'l'lrc linc diagram of ir resklcniial buildirrg is sh,rrvn in Fig.Q ! . Diaw to rr scale of i ;100.
ll
tl
a. Plan'at sill levsl
b, Frorrt Elcvation
c. Se{:tion rtlong A - A
d,,$oheduleofopenings,
-g
!'l
3.!
Etf
c'c
?b
t=5.. q
Yar
gU
EE
c{
;.1
7
it
(?i Mnrkc]
(15 MlrkE)
(tS M.irkr)
(05 Mnrksj
Note: Take all lond lrearing walls of 210 ltrn thigk arld ps|tition rvrlls I l5 ixm thick. built ryith
BBM irr CM I:6. Foundatio is of SSM jn CM l:6. Height olthe ruoi3.15m from pliurh leve!.
Liniel level is at 2.1 In above plhrrh level. Width of foundation I rn. Deprh of fbundation I.Z m,
Plintl lcvi:] 0,6 m above ground level.
x|rqH=N
r.Ers.?
[,{,
(t(,.
12. FRDI'I : FAX t.D, : 17 Apr. 2812 lE I 4r5Pl"l
1llcv46
SECTION _--tI
Draw d steEl truss for tho span uf a itrilushhl truilding 20 m. Assumo suilablc scctiorts for the
truss. l'rovije Qussst plates at jullctiofls of the truss mumbcrs. Assume slsnde.fd aecessories
rBqoiftd for the truss, The truss has to suppon A.C. shcct rooting. (20 rvlx.k!)
De'vclop r plan tilr a college cAflteen with the following datu
i) Shdents capacity at cgrtccn (seating) - 100 Nos,
ii) Food countcr - 16 sqm
iii) Eitchen - ?0 sqm -
iv) Wash - I (r scln
v) Store - I (i sqn:
yi) 'l oilets each separutc lor girl$ and boys 12 sqm. Assumo suitohlo dirnensions lor thc sitc.
(20 Mirks)
Prepare a bubble diagrarn (crrnnectivity diagr*rn) and davelop a line diagram for a primary
lrealth centre, l'he rtquirements ere as follorvs;
i) RsDsptior/Rcgistrfltlon couDter ii) Consuiting Docror's room - 2 Nos.
iii) Laboretory
v) Mcdical store
vii)'l'oilcts.
iv) Minor opcration thcatrc
vi) OfI-x
(20 Mrrks)
The lint: diagrom ofa residenrial building ls shown in Fig.es. preparc watcr supply, ganitary
and e'lectrical loyout plan. Drsw ro s scal€ ol l:50. (20 M{rlaB)
I Ot ,/-
Fig:Qs