...Massachusetts Institute of Technology Department of Electrical Engineering and Computer Science 6.685 Electric Machines Class Notes 1: Electromagnetic Forces c 2003 James L. Kirtley Jr. September 5, 2005 1 Introduction Bearings Stator Stator Conductors Rotor Air Gap Rotor Conductors Shaft End Windings Figure 1: Form of Electric Machine This section of notes discusses some of the fundamental processes involved in electric machinery. In the section on energy conversion processes we examine the two major ways of estimating electromagnetic forces: those involving thermodynamic arguments (conservation of energy) and field methods (Maxwell’s Stress Tensor). But first it is appropriate to introduce the topic by describing a notional rotating electric machine. Electric machinery comes in many different types and a strikingly broad range of sizes, from those little machines that cause cell ’phones and pagers to vibrate (yes, those are rotating electric machines) to turbine generators with ratings upwards of a Gigawatt. Most of the machines with which we are familiar are rotating, but linear electric motors are widely used, from shuttle drives in weaving machines to equipment handling and amusement park rides. Currently under development are large linear induction machines to be used to launch aircraft. It is our purpose in this subject to develop an analytical basis for understanding how all of these different machines work. We start, however, with a picture of perhaps...
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...studentNational University of Singapore MW5200 MSC SCIENCE COMMUNICATION PROJECT Project Report Strengthening student engagement in the classroom. Course: Msc (Science Communication) Faculty of Science National University of Singapore Ganeshini D/O Sri kanthan A0075383Y Name: Student ID: Project Supervisor: A/P Helmer Aslaksen ABSTRACT The Ministry of Education (MOE) recognizes the importance of student engagement in the classroom. However, keeping students engaged in the classroom is a challenge for many educators these days. Student engagement is a contested concept, theorized in a variety of different ways within academic literature. This projects aims to define and understand the concept of student engagement. The purpose of this project was also to find out the usage of engagement based approaches in the classroom. The survey results in this project indicate that teachers do use these approaches in the classroom but not frequently enough. Usage of engagement based approaches in the classroom can be increased with changes in attitudes of teachers, sufficient support from schools and changes in modes of assessment. i AKNOWLEDGEMENTS I would like to thank the following people who have helped me in making this Masters Project interesting and a memorable one: Associate Professor Helmer Aslaksen for his guidance and patience. Without his constant assurance and encouragement this would not be possible. Colleagues and friends who contributed...
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...2012 Elsevier Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the Publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/ permissions This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury...
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...Styrofoam Teflon Titanium dioxide Water (distilled) Water (sea) Water (dehydrated) Wood (dry) � r �� / � 1.0005 25 8.8 2.7 4.74 1200 1.001 12.4 16 4–7 4.2 5.4 6.6 3.5 3 3.45 2.26 2.25 2.56 6 4.4 4 3.8 2.5–3 3.8 11.8 3.3 5.9 2.8 5.8 1.03 2.1 100 80 1 1.5–4 0.1 0.000 6 0.002 0.022 0.013 0.000 25 0.002 0.05 0.000 6 0.011 0.02 0.008 0.03 0.000 2 0.000 3 0.000 05 0.014 0.000 5 0.000 6 0.000 75 0.002 0.000 75 0.5 0.000 1 0.05 0.003 0.000 1 0.000 3 0.001 5 0.04 4 0 0.01 Conductivity (� ) Material Silver Copper Gold Aluminum Tungsten Zinc Brass Nickel Iron Phosphor bronze Solder Carbon steel German silver Manganin Constantan Germanium Stainless steel , S/m 6.17 × 107 4.10 × 107 3.82 × 107 1.82 × 107 1.67 × 107 1.5 × 107 1.45 × 107 1.03 × 107 1 × 107 0.7 × 107 0.6 × 107 0.3 × 107 0.227 × 107 0.226 × 107 0.22 × 107 0.11 × 107 5.80 × 107 Material Nichrome Graphite Silicon Ferrite (typical) Water (sea) Limestone Clay Water (fresh) Water (distilled) Soil (sandy) Granite Marble Bakelite Porcelain (dry process) Diamond Polystyrene Quartz , S/m 0.1 × 107 7 × 104 2300 100 5 10−2 5 × 10−3 10−3 10−4 10−5 10−6 10−8 10−9 10−10 2 ×...
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...g§ñWmZ, m¡Úmo{ à VO o pñ Vw dZ m dY r V ‘ ñ Syllabi and Regulations for Undergraduate PROGRAMME OF STUDY (wef 2012 entry batch) Ma {gb Course Structure for B.Tech (4years, 8 Semester Course) Civil Engineering ( to be applicable from 2012 entry batch onwards) Course No CH-1101 /PH-1101 EE-1101 MA-1101 CE-1101 HS-1101 CH-1111 /PH-1111 ME-1111 Course Name Semester-1 Chemistry/Physics Basic Electrical Engineering Mathematics-I Engineering Graphics Communication Skills Chemistry/Physics Laboratory Workshop Physical Training-I NCC/NSO/NSS L 3 3 3 1 3 0 0 0 0 13 T 1 0 1 0 0 0 0 0 0 2 1 1 1 1 0 0 0 0 4 1 1 0 0 0 0 0 0 2 0 0 0 0 P 0 0 0 3 0 2 3 2 2 8 0 0 0 0 0 2 2 2 2 0 0 0 0 0 2 2 2 6 0 0 8 2 C 8 6 8 5 6 2 3 0 0 38 8 8 8 8 6 2 0 0 40 8 8 6 6 6 2 2 2 40 6 6 8 2 Course No EC-1101 CS-1101 MA-1102 ME-1101 PH-1101/ CH-1101 CS-1111 EE-1111 PH-1111/ CH-1111 Course Name Semester-2 Basic Electronics Introduction to Computing Mathematics-II Engineering Mechanics Physics/Chemistry Computing Laboratory Electrical Science Laboratory Physics/Chemistry Laboratory Physical Training –II NCC/NSO/NSS Semester-4 Structural Analysis-I Hydraulics Environmental Engg-I Structural Design-I Managerial Economics Engg. Geology Laboratory Hydraulics Laboratory Physical Training-IV NCC/NSO/NSS Semester-6 Structural Design-II Structural Analysis-III Foundation Engineering Transportation Engineering-II Hydrology &Flood Control Concrete Lab Structural Engineering Lab L 3 3 3 3 3 0 0 0 0 0 15 3 3 3 3 3 0...
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...5.4 Boundary conditions given in Problem setup in ANSYS Workbench Fluent TABLE 5.5 Boundary Conditions S. No Boundary type Annulus Pipe Inside Pipe 1 Mass flow rate at Inlets 0.134 kg/s 0.134 to 0.267 kg/s 2 Temperatures 333 K 300 K 3 Constant heat flux at pipe wall (Insulation) 0 W/m2 --- 5.8 Method of Solution The CFD method follows the use of commercial software ANSYS FLUENT 15.0 to solve the problem. The specified solver in FLUENT uses a pressure correction based iterative SIMPLE algorithm with 2nd order upwind scheme for discretizing the convective transport terms. The convergence criteria for dependent variables are specified as 0.001. The default values of under-relaxation factors are used in the simulation work. In the present analysis, the analytical values of heat transfer coefficients are calculated. The heat transfer coefficients are also obtained using CFD methods and compared with analytical values. Fig. 5.5 Solution methods in ANSYS Workbench Fluent Fig. 5.6 Initialization of Solution in ANSYS Workbench Fluent After determining the important features of the problem following procedure is followed for solving the...
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...Mini Project Report on Conversion of a spark ignited, 4-stroke, CNG automotive engine to run on producer gas Submitted by Anurag Goyal (Entry No.:2008ME10494) Shah Hardik (Entry No.:2008ME10540) Supervised by Prof. M R Ravi Mechanical Engineering Department Indian Institute of Technology, Delhi April, 2011 Contents Certificate i Abstract ii Acknowledgements iii Nomenclature iv List of Figures v List of Tables vi 1. Introduction 1 2. Literature Review 5 3. Plan of Work 11 4. Experimental rig and work carried out 14 5. Results and discussion 21 6. Conclusions 30 Appendix-A Appendix-B Appendix-B Certificates The work presented in this report has been carried out by us for the course MED310. The report accurately reflects the work done by us. All the material taken from other sources has been fully acknowledged. _____________ ___________ (Signatures, names and entry numbers of all the students) Anurag Goyal and Shah Hardik have worked under my supervision. I have read this report. It accurately reflects the work done by the students. _______________ (Signature and Name of the Supervisor) i Abstract This experimental study is aimed at successful, i.e. with minimum derating, conversion of a spark ignited, 4-stroke, compressed natural gas(CNG) fuelled automotive engine (TATA ACE CNG engine), to run on producer gas, also known as biomass syngas. The project...
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...INSTRUCTOR GUIDE Human Anatomy & Physiology Laboratory Manual MAIN VERSION, Eighth Edition Update CAT VERSION, Ninth Edition Update FETAL PIG VERSION, Ninth Edition Update ELAINE N. MARIEB, R.N., Ph.D Holyoke Community College SUSAN T. BAXLEY, M.A. Troy University, Montgomery Campus NANCY G. KINCAID, Ph.D Troy University, Montgomery Campus PhysioEx™ Exercises authored by Peter Z. Zao, North Idaho College Timothy Stabler, Indiana University Northwest Lori Smith, American River College Greta Peterson, Middlesex Community College Andrew Lokuta, University of Wisconsin—Madison San Francisco • Boston • New York Cape Town • Hong Kong • London • Madrid • Mexico City Montreal • Munich • Paris • Singapore • Sydney • Tokyo • Toronto Editor-in-Chief: Serina Beauparlant Project Editor: Sabrina Larson PhysioEx Project Editor: Erik Fortier Editorial Assistant: Nicole Graziano Managing Editor: Wendy Earl Production Editor: Leslie Austin Composition: Cecelia G. Morales Cover Design: Riezebos Holzbaur Design Group Senior Manufacturing Buyer: Stacey Weinberger Marketing Manager: Gordon Lee Copyright © 2009 Pearson Education, Inc., publishing as Pearson Benjamin Cummings, 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means...
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...------------------------------------------------- Gas chromatography Gas chromatography (GC), is a common type of chromatography used in analytical chemistry for separating and analyzing compounds that can be vaporized without decomposition. Typical uses of GC include testing the purity of a particular substance, or separating the different components of a mixture (the relative amounts of such components can also be determined). In some situations, GC may help in identifying a compound. In preparative chromatography, GC can be used to prepare pure compounds from a mixture.[1][2] In gas chromatography, the mobile phase (or "moving phase") is a carrier gas, usually an inert gas such as helium or an unreactive gas such as nitrogen. The stationary phase is a microscopic layer of liquid or polymer on an inert solidsupport, inside a piece of glass or metal tubing called a column (a homage to the fractionating column used in distillation). The instrument used to perform gas chromatography is called a gas chromatograph (or "aerograph", "gas separator"). The gaseous compounds being analyzed interact with the walls of the column, which is coated with a stationary phase. This causes each compound to elute at a different time, known as the retention time of the compound. The comparison of retention times is what gives GC its analytical usefulness. Gas chromatography is in principle similar to column chromatography (as well as other forms of chromatography, such as HPLC, TLC), but has...
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...Electronics FOR DUMmIES by Gordon McComb and Earl Boysen ‰ TEAM LinG - Live, Informative, Non-cost and Genuine ! Electronics For Dummies® Published by Wiley Publishing, Inc. 111 River Street Hoboken, NJ 07030-5774 Copyright © 2005 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Legal Department, Wiley Publishing, Inc., 10475 Crosspoint Blvd., Indianapolis, IN 46256, (317) 572-3447, fax (317) 572-4355, e-mail: brandreview@wiley.com. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries, and may not be used without written...
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...Answers to Conceptual Integrated Science End-of-Chapter Questions Chapter 1: About Science Answers to Chapter 1 Review Questions 1 The era of modern science in the 16th century was launched when Galileo Galilei revived the Copernican view of the heliocentric universe, using experiments to study nature’s behavior. 2 In Conceptual Integrated Science, we believe that focusing on math too early is a poor substitute forconcepts. 3 We mean that it must be capable of being proved wrong. 4 Nonscientific hypotheses may be perfectly reasonable; they are nonscientific only because they are not falsifiable—there is no test for possible wrongness. 5 Galileo showed the falseness of Aristotle’s claim with a single experiment—dropping heavy and lightobjects from the Leaning Tower of Pisa. 6 A scientific fact is something that competent observers can observe and agree to be true; a hypothesis is an explanation or answer that is capable of being proved wrong; a law is a hypothesis that has been tested over and over and not contradicted; a theory is a synthesis of facts and well-tested hypotheses. 7 In everyday speech, a theory is the same as a hypothesis—a statement that hasn’t been tested. 8 Theories grow stronger and more precise as they evolve to include new information. 9 The term supernatural literally means “above nature.” Science works within nature, not above it. 10 They rely on subjective personal experience and do not lead to testable hypotheses. They lie outside...
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...Fuzzy Control Kevin M. Passino Department of Electrical Engineering The Ohio State University Stephen Yurkovich Department of Electrical Engineering The Ohio State University An Imprint of Addison-Wesley Longman, Inc. Menlo Park, California • Reading, Massachusetts Don Mills, Ontaria • Sydney • Bonn • Harlow, England • Berkeley, California • Amsterdam • Mexico City ii Assistant Editor: Laura Cheu Editorial Assistant: Royden Tonomura Senior Production Editor: Teri Hyde Marketing Manager: Rob Merino Manufacturing Supervisor: Janet Weaver Art and Design Manager: Kevin Berry Cover Design: Yvo Riezebos (technical drawing by K. Passino) Text Design: Peter Vacek Design Macro Writer: William Erik Baxter Copyeditor: Brian Jones Proofreader: Holly McLean-Aldis Copyright c 1998 Addison Wesley Longman, Inc. All rights reserved. No part of this publication may be reproduced, or stored in a database or retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Printed simultaneously in Canada. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and AddisonWesley was aware of a trademark claim, the designations have been printed in initial caps or in all caps. MATLAB is a registered trademark of The MathWorks...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...1 UNIT 1 Living Things and Their Environment DRAFT April 29, 2014 Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/ 2 UNIT 1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer...
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... [3963] – 103 T.E. (Petroleum) (Semester – I) Examination, 2011 DRILLING & PRODUCTION OPERATIONS (2003 Course) Time : 3 Hours Max. Marks : 100 Instructions : 1) Question Nos. 1 and 5 are compulsory. Out of the remaining attempt 2 questions from Section I and 2 questions from Section II. 2) Answers to the two Sections should be written in separate books. 3) Neat diagrams must be drawn wherever necessary. 4) Black figures to the right indicate full marks. 5) Use of Logarithmic Tables, Slide Rule, Mollier Charts, Electronic Pocket Calculator and Steam Tables is allowed. 6) Assume suitable data, if necessary. SECTION – I 1. What are different systems on a drilling rig ? Explain any one in detail with suitable diagramme. 18 2. a) Calculate Bottom hole pressure if well depth is 2500 m and mud weight is 1.2 gm/cc. b) Calculate mud weight if mud gradient is 0.87 psi/ft. ′ c) Calculate volume bbl/meter for drill pipe O.D. = 5′ inch and I.D. = 4.276 inch. 2 2 2 10 8 8 16 d) Draw circulation system on a drilling rig. 3. a) Discuss IADC classification of a bit in details. b) Discuss different factors affecting rate of penetration in details. 4. Write short note on : i) Coring ii) Fishing tools iii) BOP iv) Directional well P.T.O. [3963] – 103 -2- *3963103* SECTION – II 5. a) Discuss different types of casings and function of the casings in brief. b) Discuss different types of well completion techniques. 6. a) Discuss primary cementation process with suitable...
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