Unit 6- spur gears, Kinematics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
The various forces acts on the reciprocating parts of an engine.
The resultant of all the forces acting on the body of the engine due to inertia forces only is known as unbalanced force or shaking force.
Unit 6- spur gears, Kinematics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
The various forces acts on the reciprocating parts of an engine.
The resultant of all the forces acting on the body of the engine due to inertia forces only is known as unbalanced force or shaking force.
Unit 4- balancing of rotating masses, Dynamics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
Design of flywheel theory and numericals prof. sagar a dhotareSagar Dhotare
1. Introduction.
2. Coefficient of Fluctuation of
Speed.
3. Fluctuation of Energy.
4. Maximum Fluctuation of
Energy.
5. Coefficient of Fluctuation
of Energy.
6. Energy Stored in a Flywheel.
7. Stresses in a Flywheel Rim.
8. Stresses in Flywheel Arms.
9. Design of Flywheel Arms.
10. Design of Shaft, Hub and
Key.
11. Construction of Flywheel.
Unit 5- balancing of reciprocating masses, Dynamics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
Unit 4- balancing of rotating masses, Dynamics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
Design of flywheel theory and numericals prof. sagar a dhotareSagar Dhotare
1. Introduction.
2. Coefficient of Fluctuation of
Speed.
3. Fluctuation of Energy.
4. Maximum Fluctuation of
Energy.
5. Coefficient of Fluctuation
of Energy.
6. Energy Stored in a Flywheel.
7. Stresses in a Flywheel Rim.
8. Stresses in Flywheel Arms.
9. Design of Flywheel Arms.
10. Design of Shaft, Hub and
Key.
11. Construction of Flywheel.
Unit 5- balancing of reciprocating masses, Dynamics of machines of VTU Syllabus prepared by Hareesha N Gowda, Asst. Prof, Dayananda Sagar College of Engg, Blore. Please write to hareeshang@gmail.com for suggestions and criticisms.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
1. Theory of Machines-I
Velocity and Acceleration Analysis of Mechanisms
Numerical:- Instantaneous Centre of Rotation (ICR)
Prof. K N Wakchaure
Department of Mechanical Engineering
Sanjivani College of Engineering, Kopargaon
2. Problem Statement
• A 6bar mechanism, as shown in Fig. 6, has the following dimensions: OA = 200
mm; AB = 1.5 m; BC = 600 mm; CD = 500 mm and BE = 400 mm, OE=1.35m.
Locate all the instantaneous centres. If crank OA rotates uniformly at 120 r.p.m.
clockwise, find 1. the velocity of B, C and D, 2. the angular velocity of the links
AB, BC and CD.
3. Procedure to Solve Numericals
Step-1:-Read the problem statement Carefully.
Step-2:-Draw the given Mechanism with Suitable Scale.
SCALE 1:8Given:𝑁𝟐=120 rpm
𝜔 𝟐 =
2 ∗ 𝜋 ∗ 𝑁𝟐
60
= 𝟏𝟐. 𝟓𝟕 𝑟𝑎𝑑/𝑠
4. Basics of ICR
Scale 1:8
Step-3:-Give the numbers to the link in the mechanism starting with fixed LINK.
5. Step-5:-Draw the table of Instantaneous centres.
1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
Step-6:-Locate Fixed and Permanent ICR.
I16@Ꚙ
Step-4:-Find No. of ICR using Formula: N=
𝒏∗(𝒏−𝟏)
𝟐
n=6
N=15 (no. of ICR)
Step-7:-Circle/ highlight the known ICR in the table..
6. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I16@Ꚙ
Step-8:-Draw one circle (Kennedy’s Circle) of Arbitrary diameter, divide it ‘n’
number of Parts.
n= No of Links in the Mechanism here n=6
7. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I16@Ꚙ
Step-9:- Join the points in Kennedy’s circle for known ICR
8. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I12 I𝟏𝟒
I𝟐𝟑 I34
I24
Join ICR I14 and I12 and extend line
Join ICR I23 and I34 and extend line
I16@Ꚙ
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-2-3-4
At the intersection locate I24
9. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I12 I𝟐𝟑
I𝟏𝟒 I34
I13
Join ICR I12 at I23 and extend line
Join ICR I14 and I34 and extend line
I16@Ꚙ
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-2-3-4
At the intersection locate I13
10. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I1𝟒 I𝟒𝟓
I𝟏𝟔 I𝟓𝟔
I15
Join ICR I14 and I45 and extend line
Join ICR I16 and I56 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-4-5-6
At the intersection locate I15
11. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I1𝟒 I𝟏𝟔
I𝟒𝟓 I𝟓𝟔
I46
Move ICR I16 at I14 and extend line
Join ICR I45 and I56 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-4-5-6
At the intersection locate I46
12. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I1𝟐 I𝟏𝟔
I𝟐𝟒 I𝟒𝟔
I26
Move ICR I16 at I12 and extend line
Join ICR I24 and I46 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-2-4-6
At the intersection locate I26
13. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I1𝟐 I𝟏𝟓
I𝟐𝟒 I𝟒𝟓
I25
Join ICR I12 at I15 and extend line
Join ICR I24 and I45 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-2-4-5
At the intersection locate I25
14. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I1𝟑 I𝟏𝟔
I𝟑𝟒 I𝟒𝟔
I36
Move ICR I16 at I13 and extend line
Join ICR I34 and I46 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-3-4-6
At the intersection locate I36
15. 1 2 3 4 5 6
I12 I23 I34 I45 I56
I13 I24 I35 I46
I14 I25 I36
I15 I26
I16
I𝟑𝟔 I𝟔𝟓
I𝟑𝟒 I𝟒𝟓
I35
Join ICR I36 at I65 and extend line
Join ICR I34 and I45 and extend line
Step-10:- Use Kennedy’s theorem to locate Remaining ICR
Consider Quad. 1-3-5-6
At the intersection locate I35
16. Procedure to Solve Numericals
Step-11:- Find Velocity and Angular Velocity
Use Angular Velocity Ratio
Find the angular velocity of link y when angular velocity of link x
is known to us
𝝎 𝒚
𝝎 𝒙
=
𝑰𝟏𝒙 − 𝑰𝒙𝒚
𝑰𝟏𝒚 − 𝑰𝒙𝒚
angular velocity of link 3 when angular
velocity of link 2 is known
𝜔3
𝜔2
=
𝐼12 − 𝐼23
𝐼13 − 𝐼23
𝜔2
18. Procedure to Solve Numericals
Step-12:- Find Velocity and Angular Velocity
Velocity of any point the mechanism
Velocity of any point P which is on link Q
Then 𝑉𝑃 = (𝐼1𝑄 − 𝑃)X𝜔 𝑄*S.F
Velocity of any point B which is on link 3
Then 𝑉𝐵 = (𝐼13. 𝐵)X𝜔3*S.F
Velocity of any point B which is on link 4
Then 𝑉𝐵 = (𝐼14. 𝐵)X𝜔4*S.F
Velocity of any point C which is on link 4
Then 𝑉𝐶 = (𝐼14. 𝐶)X𝜔4*S.F
Velocity of any point D which is on link 5
Then 𝑉𝐷 = (𝐼15. 𝐷)X𝜔5*S.F
S.F=8
19. Procedure to Solve Numericals
Step-12:- Find Velocity and Angular Velocity
Velocity of slider in the mechanism
𝜔2
In this case velocity of slider(link 6) is the velocity of point
D(Point at the joint of link 5 and link 6).
By considering point D is on link 5
Then 𝑉6 = 𝑉𝐷 = (𝐼15. 𝐷)X𝜔5*S.F
𝑉𝐵 =3.444m/sec
𝑉𝐶 = 1.67m/sec
𝑉6 = 𝑉𝐷= 1.11m/sec