Power (Physics)
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Locomotive Dedication Ceremony
The American Society of Mechanical Engineers REGIONAL MECHANICAL ENGINEERING HERITAGE COLLECTION LOCOMOTIVE DEDICATION CEREMONY Kenefick Park • Omaha, Nebraska June 7, 1994 Locomotives 4023 and 6900 are examples of the world’s largest motive power in the steam and diesel eras. These locomotives are on permanent display at Kenefick Park, which was established in 1989 in honor of noted former Union Pacific chairman, John C. Kenefick. The 4023 was one of twenty-five famous “Big Boy” type simple articulated locomotives Locomotive 4023 was a feature display lauded in the industry and press as the highest horsepower, heaviest and longest steam at the Omaha Shops locomotives ever built, developing seven thousand horsepower at their seventy miles until being moved to per hour design speed. Kenefick Park. 2 World’s largest The Big Boy type was designed at the Omaha headquarters of Union Pacific under the single unit diesel personal direction of the road’s noted mechanical head, Otto Jabelmann. The original locomotives required four axle trucks to distribute twenty locomotives of this type were built by American Locomotive Company in their heavy weight and Schenectady, New York, in the fall of 1941. They were built in preparation for the nation’s keep within track probable entry into World War II because no proven diesel freight locomotive was yet loading limits. in production. These 4-8-8-4 type locomotives were specifically designed to haul fast, heavy eastbound freight trains between Ogden, Utah, and Green River, Wyoming, over the 1.14 percent eastbound grade. The 4023 was one of five additional units built in 1944 under govern- ment authority in preparation for a twenty-five percent increase in traffic due to the shift from European to Pacific war operations. -
Influence of Angular Velocity of Pedaling on the Accuracy of The
Research article 2018-04-10 - Rev08 Influence of Angular Velocity of Pedaling on the Accuracy of the Measurement of Cyclist Power Abstract Almost all cycling power meters currently available on the The miscalculation may be—even significantly—greater than we market are positioned on rotating parts of the bicycle (pedals, found in our study, for the following reasons: crank arms, spider, bottom bracket/hub) and, regardless of • the test was limited to only 5 cyclists: there is no technical and construction differences, all calculate power on doubt other cyclists may have styles of pedaling with the basis of two physical quantities: torque and angular velocity greater variations of angular velocity; (or rotational speed – cadence). Both these measures vary only 2 indoor trainer models were considered: other during the 360 degrees of each revolution. • models may produce greater errors; The torque / force value is usually measured many times during slopes greater than 5% (the only value tested) may each rotation, while the angular velocity variation is commonly • lead to less uniform rotations and consequently neglected, considering only its average value for each greater errors. revolution (cadence). It should be noted that the error observed in this analysis This, however, introduces an unpredictable error into the power occurs because to measure power the power meter considers calculation. To use the average value of angular velocity means the average angular velocity of each rotation. In power meters to consider each pedal revolution as perfectly smooth and that use this type of calculation, this error must therefore be uniform: but this type of pedal revolution does not exist in added to the accuracy stated by the manufacturer. -
Engineering Info
Engineering Info To Find Given Formula 1. Basic Geometry Circumference of a circle Diameter Circumference = 3.1416 x diameter Diameter of a circle Circumference Diameter = Circumference / 3.1416 2. Motion Ratio High Speed & Low Speed Ratio = RPM High RPM Low RPM Feet per Minute of Belt RPM = FPM and Pulley Diameter .262 x diameter in inches Belt Speed Feet per Minute RPM & Pulley Diameter FPM = .262 x RPM x diameter in inches Ratio Teeth of Pinion & Teeth of Gear Ratio = Teeth of Gear Teeth of Pinion Ratio Two Sprockets or Pulley Diameters Ratio = Diameter Driven Diameter Driver 3. Force - Work - Torque Force (F) Torque & Diameter F = Torque x 2 Diameter Torque (T) Force & Diameter T = ( F x Diameter) / 2 Diameter (Dia.) Torque & Force Diameter = (2 x T) / F Work Force & Distance Work = Force x Distance Chain Pull Torque & Diameter Pull = (T x 2) / Diameter 4. Power Chain Pull Horsepower & Speed (FPM) Pull = (33,000 x HP)/ Speed Horsepower Force & Speed (FPM) HP = (Force x Speed) / 33,000 Horsepower RPM & Torque (#in.) HP = (Torque x RPM) / 63025 Horsepower RPM & Torque (#ft.) HP = (Torque x RPM) / 5250 Torque HP & RPM T #in. = (63025 x HP) / RPM Torque HP & RPM T #ft. = (5250 x HP) / RPM 5. Inertia Accelerating Torque (#ft.) WK2, RMP, Time T = WK2 x RPM 308 x Time Accelerating Time (Sec.) Torque, WK2, RPM t = WK2 x RPM 308 x Torque WK2 at motor WK2 at Load, Ratio WK2 Motor = WK2 Ratio2 6. Gearing Gearset Centers Pd Gear & Pd Pinion Centers = ( PdG + PdP ) / 2 Pitch Diameter No. of Teeth & Diametral Pitch Pd = Teeth / DP Pitch Diameter No. -
AST242 LECTURE NOTES PART 3 Contents 1. Viscous Flows 2 1.1. the Velocity Gradient Tensor 2 1.2. Viscous Stress Tensor 3 1.3. Na
AST242 LECTURE NOTES PART 3 Contents 1. Viscous flows 2 1.1. The velocity gradient tensor 2 1.2. Viscous stress tensor 3 1.3. Navier Stokes equation { diffusion 5 1.4. Viscosity to order of magnitude 6 1.5. Example using the viscous stress tensor: The force on a moving plate 6 1.6. Example using the Navier Stokes equation { Poiseuille flow or Flow in a capillary 7 1.7. Viscous Energy Dissipation 8 2. The Accretion disk 10 2.1. Accretion to order of magnitude 14 2.2. Hydrostatic equilibrium for an accretion disk 15 2.3. Shakura and Sunyaev's α-disk 17 2.4. Reynolds Number 17 2.5. Circumstellar disk heated by stellar radiation 18 2.6. Viscous Energy Dissipation 20 2.7. Accretion Luminosity 21 3. Vorticity and Rotation 24 3.1. Helmholtz Equation 25 3.2. Rate of Change of a vector element that is moving with the fluid 26 3.3. Kelvin Circulation Theorem 28 3.4. Vortex lines and vortex tubes 30 3.5. Vortex stretching and angular momentum 32 3.6. Bernoulli's constant in a wake 33 3.7. Diffusion of vorticity 34 3.8. Potential Flow and d'Alembert's paradox 34 3.9. Burger's vortex 36 4. Rotating Flows 38 4.1. Coriolis Force 38 4.2. Rossby and Ekman numbers 39 4.3. Geostrophic flows and the Taylor Proudman theorem 39 4.4. Two dimensional flows on the surface of a planet 41 1 2 AST242 LECTURE NOTES PART 3 4.5. Thermal winds? 42 5. -
Energy Literacy Essential Principles and Fundamental Concepts for Energy Education
Energy Literacy Essential Principles and Fundamental Concepts for Energy Education A Framework for Energy Education for Learners of All Ages About This Guide Energy Literacy: Essential Principles and Intended use of this document as a guide includes, Fundamental Concepts for Energy Education but is not limited to, formal and informal energy presents energy concepts that, if understood and education, standards development, curriculum applied, will help individuals and communities design, assessment development, make informed energy decisions. and educator trainings. Energy is an inherently interdisciplinary topic. Development of this guide began at a workshop Concepts fundamental to understanding energy sponsored by the Department of Energy (DOE) arise in nearly all, if not all, academic disciplines. and the American Association for the Advancement This guide is intended to be used across of Science (AAAS) in the fall of 2010. Multiple disciplines. Both an integrated and systems-based federal agencies, non-governmental organizations, approach to understanding energy are strongly and numerous individuals contributed to the encouraged. development through an extensive review and comment process. Discussion and information Energy Literacy: Essential Principles and gathered at AAAS, WestEd, and DOE-sponsored Fundamental Concepts for Energy Education Energy Literacy workshops in the spring of 2011 identifies seven Essential Principles and a set of contributed substantially to the refinement of Fundamental Concepts to support each principle. the guide. This guide does not seek to identify all areas of energy understanding, but rather to focus on those To download this guide and related documents, that are essential for all citizens. The Fundamental visit www.globalchange.gov. Concepts have been drawn, in part, from existing education standards and benchmarks. -
Basement Flood Mitigation
1 Mitigation refers to measures taken now to reduce losses in the future. How can homeowners and renters protect themselves and their property from a devastating loss? 2 There are a range of possible causes for basement flooding and some potential remedies. Many of these low-cost options can be factored into a family’s budget and accomplished over the several months that precede storm season. 3 There are four ways water gets into your basement: Through the drainage system, known as the sump. Backing up through the sewer lines under the house. Seeping through cracks in the walls and floor. Through windows and doors, called overland flooding. 4 Gutters can play a huge role in keeping basements dry and foundations stable. Water damage caused by clogged gutters can be severe. Install gutters and downspouts. Repair them as the need arises. Keep them free of debris. 5 Channel and disperse water away from the home by lengthening the run of downspouts with rigid or flexible extensions. Prevent interior intrusion through windows and replace weather stripping as needed. 6 Many varieties of sturdy window well covers are available, simple to install and hinged for easy access. Wells should be constructed with gravel bottoms to promote drainage. Remove organic growth to permit sunlight and ventilation. 7 Berms and barriers can help water slope away from the home. The berm’s slope should be about 1 inch per foot and extend for at least 10 feet. It is important to note permits are required any time a homeowner alters the elevation of the property. -
Toolkit 1: Energy Units and Fundamentals of Quantitative Analysis
Energy & Society Energy Units and Fundamentals Toolkit 1: Energy Units and Fundamentals of Quantitative Analysis 1 Energy & Society Energy Units and Fundamentals Table of Contents 1. Key Concepts: Force, Work, Energy & Power 3 2. Orders of Magnitude & Scientific Notation 6 2.1. Orders of Magnitude 6 2.2. Scientific Notation 7 2.3. Rules for Calculations 7 2.3.1. Multiplication 8 2.3.2. Division 8 2.3.3. Exponentiation 8 2.3.4. Square Root 8 2.3.5. Addition & Subtraction 9 3. Linear versus Exponential Growth 10 3.1. Linear Growth 10 3.2. Exponential Growth 11 4. Uncertainty & Significant Figures 14 4.1. Uncertainty 14 4.2. Significant Figures 15 4.3. Exact Numbers 15 4.4. Identifying Significant Figures 16 4.5. Rules for Calculations 17 4.5.1. Addition & Subtraction 17 4.5.2. Multiplication, Division & Exponentiation 18 5. Unit Analysis 19 5.1. Commonly Used Energy & Non-energy Units 20 5.2. Form & Function 21 6. Sample Problems 22 6.1. Scientific Notation 22 6.2. Linear & Exponential Growth 22 6.3. Significant Figures 23 6.4. Unit Conversions 23 7. Answers to Sample Problems 24 7.1. Scientific Notation 24 7.2. Linear & Exponential Growth 24 7.3. Significant Figures 24 7.4. Unit Conversions 26 8. References 27 2 Energy & Society Energy Units and Fundamentals 1. KEY CONCEPTS: FORCE, WORK, ENERGY & POWER Among the most important fundamentals to be mastered when studying energy pertain to the differences and inter-relationships among four concepts: force, work, energy, and power. Each of these terms has a technical meaning in addition to popular or colloquial meanings. -
History of a Forgotten Engine Alex Cannella, News Editor
POWER PLAY History of a Forgotten Engine Alex Cannella, News Editor In 2017, there’s more variety to be found un- der the hood of a car than ever. Electric, hybrid and internal combustion engines all sit next to a range of trans- mission types, creating an ever-increasingly complex evolu- tionary web of technology choices for what we put into our automobiles. But every evolutionary tree has a few dead end branches that ended up never going anywhere. One such branch has an interesting and somewhat storied history, but it’s a history that’s been largely forgotten outside of columns describing quirky engineering marvels like this one. The sleeve-valve engine was an invention that came at the turn of the 20th century and saw scattered use between its inception and World War II. But afterwards, it fell into obscurity, outpaced (By Andy Dingley (scanner) - Scan from The Autocar (Ninth edition, circa 1919) Autocar Handbook, London: Iliffe & Sons., pp. p. 38,fig. 21, Public Domain, by the poppet valves we use in engines today that, ironically, https://commons.wikimedia.org/w/index.php?curid=8771152) it was initially developed to replace. Back when the sleeve-valve engine was first developed, through the economic downturn, and by the time the econ- the poppet valves in internal combustion engines were ex- omy was looking up again, poppet valve engines had caught tremely noisy contraptions, a concern that likely sounds fa- up to the sleeve-valve and were quickly becoming just as miliar to anyone in the automotive industry today. Charles quiet and efficient. -
Simple Harmonic Motion
[SHIVOK SP211] October 30, 2015 CH 15 Simple Harmonic Motion I. Oscillatory motion A. Motion which is periodic in time, that is, motion that repeats itself in time. B. Examples: 1. Power line oscillates when the wind blows past it 2. Earthquake oscillations move buildings C. Sometimes the oscillations are so severe, that the system exhibiting oscillations break apart. 1. Tacoma Narrows Bridge Collapse "Gallopin' Gertie" a) http://www.youtube.com/watch?v=j‐zczJXSxnw II. Simple Harmonic Motion A. http://www.youtube.com/watch?v=__2YND93ofE Watch the video in your spare time. This professor is my teaching Idol. B. In the figure below snapshots of a simple oscillatory system is shown. A particle repeatedly moves back and forth about the point x=0. Page 1 [SHIVOK SP211] October 30, 2015 C. The time taken for one complete oscillation is the period, T. In the time of one T, the system travels from x=+x , to –x , and then back to m m its original position x . m D. The velocity vector arrows are scaled to indicate the magnitude of the speed of the system at different times. At x=±x , the velocity is m zero. E. Frequency of oscillation is the number of oscillations that are completed in each second. 1. The symbol for frequency is f, and the SI unit is the hertz (abbreviated as Hz). 2. It follows that F. Any motion that repeats itself is periodic or harmonic. G. If the motion is a sinusoidal function of time, it is called simple harmonic motion (SHM). -
Hub City Powertorque® Shaft Mount Reducers
Hub City PowerTorque® Shaft Mount Reducers PowerTorque® Features and Description .................................................. G-2 PowerTorque Nomenclature ............................................................................................ G-4 Selection Instructions ................................................................................ G-5 Selection By Horsepower .......................................................................... G-7 Mechanical Ratings .................................................................................... G-12 ® Shaft Mount Reducers Dimensions ................................................................................................ G-14 Accessories ................................................................................................ G-15 Screw Conveyor Accessories ..................................................................... G-22 G For Additional Models of Shaft Mount Reducers See Hub City Engineering Manual Sections F & J DOWNLOAD AVAILABLE CAD MODELS AT: WWW.HUBCITYINC.COM Certified prints are available upon request EMAIL: [email protected] • www.hubcityinc.com G-1 Hub City PowerTorque® Shaft Mount Reducers Ten models available from 1/4 HP through 200 HP capacity Manufacturing Quality Manufactured to the highest quality 98.5% standards in the industry, assembled Efficiency using precision manufactured components made from top quality per Gear Stage! materials Designed for the toughest applications in the industry Housings High strength ductile -
Chapter 30: Quantum Physics ( ) ( )( ( )( ) ( )( ( )( )
Chapter 30: Quantum Physics 9. The tungsten filament in a standard light bulb can be considered a blackbody radiator. Use Wien’s Displacement Law (equation 30-1) to find the peak frequency of the radiation from the tungsten filament. −− 10 1 1 1. (a) Solve Eq. 30-1 fTpeak =×⋅(5.88 10 s K ) for the peak frequency: =×⋅(5.88 1010 s−− 1 K 1 )( 2850 K) =× 1.68 1014 Hz 2. (b) Because the peak frequency is that of infrared electromagnetic radiation, the light bulb radiates more energy in the infrared than the visible part of the spectrum. 10. The image shows two oxygen atoms oscillating back and forth, similar to a mass on a spring. The image also shows the evenly spaced energy levels of the oscillation. Use equation 13-11 to calculate the period of oscillation for the two atoms. Calculate the frequency, using equation 13-1, from the inverse of the period. Multiply the period by Planck’s constant to calculate the spacing of the energy levels. m 1. (a) Set the frequency T = 2π k equal to the inverse of the period: 1 1k 1 1215 N/m f = = = =4.792 × 1013 Hz Tm22ππ1.340× 10−26 kg 2. (b) Multiply the frequency by Planck’s constant: E==×⋅ hf (6.63 10−−34 J s)(4.792 × 1013 Hz) =× 3.18 1020 J 19. The light from a flashlight can be considered as the emission of many photons of the same frequency. The power output is equal to the number of photons emitted per second multiplied by the energy of each photon. -
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions.