The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 6.
The dependencies of total pressure, velocity, vorticity, turbulent length, turbulent dissipation, turbulent viscosity, turbulent energy and turbulent time of moving fluid from a straight pipe length of a circular cross section are presented in graphical and mathematical forms. Changing analysis of considered parameters was performed at mass flow rates of 0.45, 1.0 and 1.5 kg/s. A transition boundary of laminar flow of fluid to turbulent flow is at the distance of 2/5 of length from the inlet of the pipe (at accepted total length of the pipe of 1000 mm).
Multiphase flow is a phenomena of simultaneous flow of mixtures of phases such as gases (like bubbles) in a liquid, or liquid (like droplets) in gases and similar such flows. By multiphase flow we mean that its a mixture of phase and each phase in it has a distinct velocity field.
The dependencies of total pressure, velocity, vorticity, turbulent length, turbulent dissipation, turbulent viscosity, turbulent energy and turbulent time of moving fluid from a straight pipe length of a circular cross section are presented in graphical and mathematical forms. Changing analysis of considered parameters was performed at mass flow rates of 0.45, 1.0 and 1.5 kg/s. A transition boundary of laminar flow of fluid to turbulent flow is at the distance of 2/5 of length from the inlet of the pipe (at accepted total length of the pipe of 1000 mm).
Multiphase flow is a phenomena of simultaneous flow of mixtures of phases such as gases (like bubbles) in a liquid, or liquid (like droplets) in gases and similar such flows. By multiphase flow we mean that its a mixture of phase and each phase in it has a distinct velocity field.
Basics of two phase flow (gas-liquid) line sizingVikram Sharma
This article was produced with the objective to provide a condensed fundamental insight in gas-liquid line sizing using Lockhart-Martinelli correlation. The content of this article is purely academic by nature.
Basics of two phase flow (gas-liquid) line sizingVikram Sharma
This article was produced with the objective to provide a condensed fundamental insight in gas-liquid line sizing using Lockhart-Martinelli correlation. The content of this article is purely academic by nature.
WATS 1 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 1.
Acquisition & analysis of neurologic data
emka TECHNOLOGIES provides smart solutions for acquisition and analysis of
neurologic and other physiologic data.
WATS 11 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 11.
Hncb 038 hydraulic principles and applications spring 2015Assignment Help
Dear student, Warm Greetings of the Day!!! We are a qualified team of consultants and writers who provide support and assistance to students with their Assignments, Essays and Dissertation. If you are having difficulties writing your work, finding it stressful in completing your work or have no time to complete your work yourself, then look no further. We have assisted many students with their projects. Our aim is to help and support students when they need it the most. We oversee your work to be completed from start to end. We specialize in a number of subject areas including, Business, Accounting, Economic, Nursing, Health and Social Care, Criminology, Sociology, English, Law, IT, History, Religious Studies, Social Sciences, Biology, Physic, Chemistry, Psychology and many more. Our consultants are highly qualified in providing the highest quality of work to students. Each work will be unique and not copied like others. You can count on us as we are committed to assist you in producing work of the highest quality. Waiting for your quick response and want to start healthy long term relationship with you. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
CFD Analysis Of Multi-Phase Flow And Its MeasurementsIOSR Journals
Multiphase flow occurs when more than one material is present in a flow field and the materials are
present in different physical states of matter or are present in the same physical state of matter but with distinct
chemical properties. The materials present in multiphase flow are often identified as belonging to the primary
or secondary phases. The primary phase is characterized as the phase that is continuous about, or enveloping
of, the secondary phase. The secondary phase is thought to be the material that is distributed throughout the
primary phase. Each phase present in multiphase flow may be either laminar or turbulent, which leads to a
variety of potential flow regimes for multiple phases in the same channel. Project is based on two-phase flow
and its measurement (water + air/vapor). This is frequently encountered in thermal and nuclear power plants,
R&A/C and cryogenic applications, chemical industries and biotechnology etc., the arrangement of a vertical
tube with two water inlets and three air inlets. By varying air and water flow rates following things are
demonstrated and calculated:
Flow regime identification through visualization
Pressure drop measurement
The analysis carried out by the flow of air + water mixture using by Computational Fluid Dynamics (CFD)
technique
Here you will get all information about sewer design, its type & various tests carried out on it for any leakage or any obstruction present and of improper joints.
WATS 3 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 3.
Head Loss Estimation for Water Jets from Flip Bucketstheijes
Water jet issued from flip bucket at the end of the spillway of a dam can be a threat for the stability and safety of the dam body due to subsequent scour at the impingement point. However, a strong jet from the flip bucket interacts with the surrounding air and develops into an aerated turbulent jet while the jet impact and scouring effect is reduced significantly. Aeration of the jet, at the same time, cause head losses along the trajectory. An experimental study is conducted to measure the trajectory lengths and investigate the effect of water depth in the river on the dynamic pressures acted on the river bed. The trajectory lengths with and without air entrainment are calculated using empirical equations and compared with the measurements. Head losses due to air entrainment are determined using the difference of the trajectory lengths with and without aeration, based on the projectile motion theory. Numerical simulation of the flow over the spillway, along the flip bucket and the jet trajectory is made and the results are compared with the experimental data. It is observed that trajectory lengths obtained from experiments, numerical simulation and empirical formulas are comparable with negligible differences. This allows us to combine alternate approaches to determine the trajectory lengths with and without air entrainment and estimate the head losses accordingly.
Rev. August 2014 ME495 - Pipe Flow Characteristics… Page .docxjoyjonna282
Rev. August 2014 ME495 - Pipe Flow Characteristics… Page 2
2
ME495—Thermo Fluids Laboratory
~~~~~~~~~~~~~~
PIPE FLOW CHARACTERISTICS
AND PRESSURE TRANSDUCER
CALIBRATION
~~~~~~~~~~~~~~
PREPARED BY: GROUP LEADER’S NAME
LAB PARTNERS: NAME
NAME
NAME
TIME/DATE OF EXPERIMENT: TIME , DATE
~~~~~~~~~~~~~~
OBJECTIVE— The objectives of this experiment are
to: a) observe the characteristics of flow in a pipe,
b) evaluate the flow rate in a pipe using velocity
and pressure difference measurements, and c)
perform the calibration of a pressure transducer.
Upon completing this experiment you should have
learned (i) how to measure the flow rate and average
velocity in a pipe using a Pitot tube and/or a resistance
flow meter, and (ii) how to classify the general
characteristics of a pipe flow.
Nomenclature
a = speed of sound, m/s
A = area, m
2
C = discharge coefficient, dimensionless
d = pipe diameter, m
d0 = orifice diameter, m
E = velocity approach factor, dimensionless
f = Darcy friction factor, dimensionless
K0 = flow coefficient, dimensionless
k = ratio of specific heats (cp/cv), dimensionless
L = length of pipe, m
M = Mach number, dimensionless
p = pressure, Pa
p0 = stagnation pressure, Pa
p1, p2 = pressure at two axial locations along a
pipe, Pa
Q = volumetric flow rate, m
3
/s
R = specific gas constant, J·kg/K
Re = Reynolds number, dimensionless
T = temperature, K
V = local velocity, m/s
V = average velocity, m/s
Y = adiabatic expansion factor, dimensionless
= ratio of orifice diameter to pipe diameter,
dimensionless
p = pressure drop across an orifice meter, Pa
= dynamic viscosity, Pa·s
= air density, kg/m3
INTRODUCTION— The flow of a fluid (liquid or
gas) through pipes or ducts is a common part of many
engineering systems. Household applications include
the flow of water in copper pipes, the flow of natural
gas in steel pipes, and the flow of heated air through
metal ducts of rectangular cross-section in a forced-air
furnace system. Industrial applications range from the
flow of liquid plastics in a manufacturing plant, to the
flow of yogurt in a food-processing plant. Because the
purpose of a piping system is to transport a desired
quantity of fluid, it is important to understand the
various methods of measuring the flow rate.
In order to work with a fluid system, and certainly to
design a fluid system that will deliver a prescribed
flow, it is necessary to understand certain fundamental
aspects of the fluid flow. For this, one should be able
to answer questions like: Are compressibility effects
important? Is the flow laminar or turbulent? Is the
viscosity of the fluid important or not? Is the flow
steady or varying with time? What are the primary
forces of importance? For internal ...
Design and simulation of microfluidic passive mixer with geometric variationeSAT Journals
Abstract
Microfluidic designs are advantageous and are extensively used in number of fields related to biomedical and biochemical
engineering. The objective of this paper is to perform numerical simulations to optimize the design of microfluidic mixers in order
to achieve optimum mixing. In the present study, fluid mixing in different type of micro channels has been investigated. Numerical
simulations are performed in order to understand the effect of channel geometry parameters on mixing performance. A two
dimensional “T shaped” passive microfluidic mixer is restructured by employing the rectangular shaped obstacles in the channel
to improve the mixing performance. The impact of proper placement of obstacles in the channel is demonstrated by applying the
leakage concept. It has been observed that, the channel design with non-leaky obstacles (i.e. without leaky barriers) has presented
better mixing performance in contrast to channel design with leaky obstacles (i.e. leaky barriers) and channel design without
obstacles. The mixing occurs by virtue of secondary flow and generation of vortices due to curling of fluids in the channel on
account of the presence of obstacles. This passive mixer has achieved complete mixing of fluids in few seconds or some
milliseconds, which is certainly acceptable to utilize in biological applications such as cell dynamics, drug screening,
toxicological screening and others.
Keywords: Microfluidic Mixing, Passive Mixer, Microchannel, Numerical Simulation
THEORETICAL STUDY ON PIPE OF TAPERED THICKNESS WITH AN INTERNAL FLOW TO ESTIM...IAEME Publication
This research study the effect of tapered thickness on the free transverse vibration of clamped – free pipe which have uniform circular cross section conveying water by using Raighly –Ritz method in the two case, the first involves the pipe have a constant wall thickness (t1) at clamped end equal to (1mm & 2mm) while the thickness (t2) at free end changes according to the ratio (t2/t1=0.2, 0.4, 0.6, 0.8, 1). In the second case the thickness at free end (t2) is constant (1mm & 2mm) whereas the thickness at clamped end (t1) changes at ratio (t1/t2=0.2, 0.4, 0.6, 0.8, 1). The pipe has a constant inner radius (Ri) of (1 cm or 2 cm) and different values of length (1m & 2m).
The following images represent the solutions to a series of two-dimensional heat transfer calculations.
The images are accompanied by a collection of supporting animations, available at http://www.youtube.com/user/MBRBLU.
WATS 9 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 9.
WATS 8 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 8.
WATS 10 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 10.
WATS 7 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 7.
WATS 5 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 5.
WATS 4 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 4.
WATS 2 (1-50) Fluid Mechanics and ThermodynamicsMark Russell
The WATS approach to assessment was developed as part of an LTSN Engineering Mini-Project, funded at the University of Hertfordshire which aimed to develop a set of 'student unique' tutorial sheets to actively encourage and improve student participation within a first year first ‘fluid mechanics and thermodynamics’ module. Please see the accompanying Mini-Project Report “Improving student success and retention through greater participation and tackling student-unique tutorial sheets” for more information.
The WATS cover core Fluid Mechanics and Thermodynamics topics at first year undergraduate level. 11 tutorial sheets and their worked solutions are provided here for you to utilise in your teaching. The variables within each question can be altered so that each student answers the same question but will need to produce a unique solution.
What follows is a set of STUDENT UNIQUE SHEETS for WATS 2.
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.
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.
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.
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!
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?
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines