This presentation by Hooria Shahzad is about measuring instruments in which we study metre rule, measuring tape, vernier callipers and screw gauge ; construction of vernier callipers and screw gauge.
This experimental presentation explains about the usage of the vernier caliper.
It starts with a definition of the vernier caliper, then goes on introducing the parts, errors, special definitions and as to how a measurement could be taken.
Our experiment to determine Specific latent heat of fusion of ice
_________________________________________________________________
约会说不清地方?来试试微软地图最新msn互动功能!
http://ditu.live.com/?form=TL&swm=1
This presentation by Hooria Shahzad is about measuring instruments in which we study metre rule, measuring tape, vernier callipers and screw gauge ; construction of vernier callipers and screw gauge.
This experimental presentation explains about the usage of the vernier caliper.
It starts with a definition of the vernier caliper, then goes on introducing the parts, errors, special definitions and as to how a measurement could be taken.
Our experiment to determine Specific latent heat of fusion of ice
_________________________________________________________________
约会说不清地方?来试试微软地图最新msn互动功能!
http://ditu.live.com/?form=TL&swm=1
Demystifying the Mobile Container - PART 2Relayware
BYOD Security & Management:
Mobile Containerization provides a way to separate work from play on mobile devices. In our previous webinar we reviewed the pros and cons of mobile containers for deploying hybrid apps, but mobile containers serve other useful purposes as well. In this webinar we'll discuss the utility of mobile containers for managing devices and securing data, especially relevant for BYOD environments.
Highlights:
- What is a mobile app "container?"
- What are the different uses for mobile app containers?
- How can you protect corporate data while respecting user's privacy on their own devices?
- What are the trade-offs in managing mobile apps and devices across the enterprise?
You eat food but taste perceptions. Tasting is as much about the brain as it is about taste buds and the tongue. Discover how expectations shape your experience of taste.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith ([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and stresses, and compare the result
with the stress calculated from the flexure formula for such a beam.
Background: The ability to measure strain is critical to materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not typically used for the testing of soft
tissues such as ligament, arteries, or skin. However, when the material is on the stiffer side, or
when the absolute value of the strain is less important than the detection of the mere presence of
strain itself, contact strain gages are very useful. An example of a stiffer biological material would
be bone. However, due to the porous nature of bone, one needs to be extremely careful that the
strain gage is properly adhered to the material’s surface. Other applications range from real world
stress analysis of a structure (e.g., a wing of an aircraft during flight) to strain gages incorporated
into medical equipment to ensure proper function (e.g., gages wrapped around the tubing in a
hospital infusion pump to detect blockages in the line – since the tube swells more than it should
when the fluid path is occluded).
One common engineering loading case that involves a planar stress field (i.e., the only non-zero
stresses are in the same plane), is that of beam bending. Beam bending will be covered in greater
detail during lecture. However, in order to ensure you know the basics of what is going on in this
lab, we will cover some fundamental topics. The simplest case of beam loading is that of a
cantilever beam that is completely anchored at one end and loaded at a point along its length
(Fig. 1). In Figure 1, 𝑃 is the applied load, ℎ is the thickness of the beam (with 𝑐 as the half-
thickness), 𝑥 is the distance from the fixed wall to the location where we want to measure stress
and strain (point 𝑎), and 𝐿 is the length of the beam. There are a couple key points to know about
this loading scenario:
1. As the beam bends downward, the material above the midline (the dashed line) is in
tension and the material below that line is in compression.
2. At the top and bottom free surfaces, there is only axial stress, and zero shear stress.
3. At the midline (dashed line, also referred to as neutral axis)
PHYS 221Lab 1 - Acceleration Due to GravityPlease work in g.docxmattjtoni51554
PHYS 221 Lab 1 - Acceleration Due to Gravity
Please work in groups of three. Please submit one lab report per person via Canvas.
In this laboratory we will measure the acceleration due to gravity by studying the motion of a cart accelerating down an inclined plane.
Background
Suppose we start with a level track and then tip it, as shown in Figure 1 below. Let L be the distance between two fixed points on a ramp, selected to be as far apart as possible, on the track. Let h be the difference in the vertical height above the table of these two points.
Figure 1 - Schematic of a cart on an inclined plane. The magnitude of the acceleration of the cart down the ramp can be considered a component of the gravitational acceleration: a = g sinθ
Then we have an incline of angle given by Equation 1:
. (1)
The acceleration of gravity, g, acts vertically downward, so the component of parallel to the incline – which is the acceleration of our cart – is given by Equation 2:
(2)
We see in Equation 2 that a graph of acceleration a as a function of sinθ should be linear with slope g. We will take data to plot such a graph and from its slope determine the value of g.
Setup
Gather the following materials:
· 2 m ramp
· Meter stick
· Lab Stand
· Ramp clamp
· Plastic Box with ULI, AC Adapter, and USB Cable
· Motion Sensor
· Magnetic Bumper
1. Connect the ULI to the computer via the USB cable and connect the AC adapter. Open Logger Pro 3.8.7.
2. Attach the ramp clamp to the lab stand and attach one end of the ramp.
3. Elevate one end of the track slightly using the vertical rod. Choose a value of h so that the angle of inclination stays less than about 8 degrees. (Use Equation 1 to verify).
· You can choose any two points along the track to serve as your L, but they must be the same two points for all your runs!
· Measure h by measuring the difference in the two heights of your two points.
4. Connect a motion sensor to the ULI and mount it on the elevated end of the track. The low end of the track should have a magnetic bumper installed on it (magnets face upward along the track).
Procedure
1. Choose at least five values of height h, to vary over the range 1-8 degrees.
2. Record each value of h chosen, and then obtain a graph of velocity versus time for that value.
3. You have two options for collecting velocity data from the cart:
· Release from the elevated end of the track and let it accelerate to the lower end.
· Push the cart from the lower end of the track up the incline. Record data during its entire motion back to its starting point. This will take slightly more finesse, but the data will be better.
The motion sensor will not record accurate data for a cart closer than 40 cm (the limit of its near range). Do not let the cart collide with the end of the track!
4. Determine the acceleration for the cart by using the Linear Fit tool and highlighting the appropriate region of the velocity graph. Record the .
Last Rev. August 2014 Calibration and Temperature Measurement.docxsmile790243
Last Rev.: August 2014 Calibration and Temperature Measurement Page 2
ME 495—Thermo Fluids Laboratory
~~~~~~~~~~~~~~
Temperature Measurement and First-
Order Dynamic Response
~~~~~~~~~~~~~~
PREPARED BY: GROUP LEADER’S NAME
LAB PARTNERS: NAME
NAME
NAME
TIME/DATE OF EXPERIMENT: TIME , DATE
~~~~~~~~~~~~~~
OBJECTIVE — The objectives of this laboratory are:
• To learn basic concepts and definitions associated with the
temperature and temperature measurements.
• To learn how to calibrate a Thermocouple and a Thermistor.
• To determine and compare the time constants of a
thermocouple and a thermometer.
• To determine how a thermocouple and a thermometer
responds to different inputs. You will also observe the
response of a thermocouple to an oscillatory input.
• To develop awareness for sources of error in temperature
measurements.
THEORY – In this lab, we will use first-order models to
approximate the response of a thermometer, thermocouple, and a
thermistor to temperature inputs, as these temperature sensors
measure temperatures in a different way.
A thermometer senses a change in temperature as a change in
the density of a fluid.
A thermocouple consists of two wires of different metals
joined at one end (the junction). When a voltage is applied
across the free ends of the two wires, the differing properties
of the wires create an induced voltage that it proportional to
the temperature change at the junction.
A thermistor is a type of resistor whose resistance is
dependent on temperature, more so than in standard resistors.
The change in resistance is linear with respect to change in
temperature, thus making a thermistor an accurate
temperature measuring device.
EXPERIMENT PREPARATION - Get a thermometer, a K (or J)
type thermocouple, and a thermistor from the TA. Identify the
positive and negative terminals for the thermocouple.
• Verify that the thermocouple is functioning well. This can be
done by connecting the thermocouple to a DMM and ensuring that
the voltage changes when you hold the thermocouple weld
between your fingers.
• Be familiar with all of the instruments you will be using for this
experiment. Knowing your equipment well is essential.
• Prepare an ice bath. Most EMF (electromotive force) tables use
ice point (0C) as the reference temperature and this traditional
fixed point temperature is preferred for accurate and reliable
measurements. To prepare the ice bath:
o Crush or flake the ice (Ice is available in the white icebox
located on the measurement table).
o Fill the thermos (the blue with white lid) half with crushed-ice,
add water and stir it until the mixture becomes a slush without
having the ice float. [Recall: If the ice floats, the bottom
temperature could be higher than 0C –Anomalous expansion of
water.]
PROCEDURE - Part 1: Modify a VI for temperature measurements
In this lab, you will b ...
EGME 306A The Beam Page 1 of 18 Group 2 EXPER.docxSALU18
EGME 306A The Beam
Page 1 of 18
Group 2
EXPERIMENT 3:The Beam
Group 2 Members:
Ahmed Shehab
Marvin Penaranda
Edwin Estrada
Chris May
Bader Alrwili
Paola Barcenas
Deadline Date: 10/23/2015
Submission Date: 10/23/2015
EGME 306A – UNIFIED LABORATORY
EGME 306A The Beam
Page 2 of 18
Group 2
Abstract (Bader):
The main objective for this experiment was to determine the stress, deflection, and strain of a supported beam
under loading, and to experimentally verify the beam stress and flexure formulas. Additionally, maximum
bending stress and maximum deflection were determined. To accomplish this, a 1018 steel I-beam with a strain
gage bonded to the underside was utilized in conjunction with a dial indicator to monitor beam deflection. In
order to determine the values for strain and deflection, the beam underwent testing utilizing the MTS Tensile
Testing machine, which applied a controlled, incrementally increasing load to the beam. This data was then
utilized along with calculations for the beams neutral axis, moment of inertia, and section modulus to determine
the required objective values. Final values of 12,150 psi for the maximum actual stress (vs. 12,784.8 psi for
theoretical stress), and 0.0138 in for the maximum actual deflection (vs. .0130 in for theoretical deflection)
correlated closely with each other, and successfully verify established beam stress and flexure formulas.
EGME 306A The Beam
Page 3 of 18
Group 2
Table of Contents:
List of Symbols and Units 4
Theory 5
Procedure and Experimental Set-up 8
Results 9
Sample Calculations and Error Analysis 12
Discussion and Conclusion 15
Bibliography 16
Appendix 17
EGME 306A The Beam
Page 4 of 18
Group 2
List of Symbols and Units (Chris):
List of Symbols and Units Name of variables (units) Units
𝜎 Stress psi
𝑃 Applied load lbf
𝐼 Moment of Inertia in.4
𝜀 Strain in/in
𝐿 Length of the bar in
Z Section Modulus of Beam in3
𝑐 Distance to Beam Neutral Axis in
𝐸 Modulus of Elasticity psi
EGME 306A The Beam
Page 5 of 18
Group 2
Theory (Edwin):
There are two main objectives for this experiment: to determine maximum bending stress values in
the beam and to determine the deflection in the beam. To help visualize this phenomena, imagine
cutting a section of a symmetrically loaded beam:
Now, examine diagrams of this section before (Fig. A) and after bending (Fig. B):
(Fig. A)
(Fig. B)
The main points to take away from the above diagrams are as follows: When the moment, M is applied
as shown in Fig. A, forces will be in compression near the top (positive moment) and in tension near
the bottom (negative moment). The effects from this moment are seen in Fig. B.
For determining max stress values, one concept to note is that our bending moment M can help
calculate bending stress. First, we rec