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Lyall Cooper Dr. Dann ASR – D Block 10 May 2012 the Mighty Railgun I. Abstract the Idea of This Project Is to Build a Railgun
Lyall Cooper Dr. Dann ASR – D Block 10 May 2012 The Mighty Railgun (All Bark no Bite) I. Abstract The idea of this project is to build a railgun capable of firing a small metal projectile at substantial velocity. The original plan was to build iterative prototypes capable of firing small projectiles, and using them to figure out the ideal design for the final version, but the smaller versions were not very successful due to their relative lack of power, so it was difficult to use them to learn what to do. The final, largest scale railgun is powered by a bank of capacitors with an equivalent capacitance of 24.6mF charged to around 350V. This produces 3013.5J of energy discharged over approximately 58.75 µs (it varies for each firing), drawing a peak of about 1425A when firing a projectile (it once again varies) and about 1600A when not firing a projectile (short circuiting the rails). The railgun is capable of consistently firing a small piece of metal (usually aluminum or copper); however the projectile does not usually travel very far, although this is hard to measure due to the nature of the gun and the speed at which the firing takes place. II. Introduction Electricity is often seemingly mysterious, but we have come to accept and understand how through the interaction of electric and magnetic fields we can create a simple motor, as we did in the first semester. A railgun is just a linear electric motor, at very high speeds. What makes it different, however, is that it uses neither magnets nor coils of wire, and relies entirely on the induced magnetic field in the rails due to the extremely large current to produce a Lorentz Force to propel the projectile (which will be discussed in greater depth in the theory section). -
Overlapped Electromagnetic Coilgun for Low Speed Projectiles
ISSN (Print) 1226-1750 ISSN (Online) 2233-6656 Journal of Magnetics 20(3), 322-329 (2015) http://dx.doi.org/10.4283/JMAG.2015.20.3.322 Overlapped Electromagnetic Coilgun for Low Speed Projectiles Hany M. Mohamed1, Mahmoud A. Abdalla2*, Abdelazez Mitkees, and Waheed Sabery Electrical Engineering Branch, MTC College, Cairo, Egypt [email protected] [email protected] (Received 20 February 2015, Received in final form 16 June 2015, Accepted 16 June 2015) This paper presents a new overlapped coilgun configuration to launch medium weight projectiles. The proposed configuration consists of a two-stage coilgun with overlapped coil covers with spacing between them. The theoretical operation of a multi-stage coilgun is introduced, and a transient simulation was conducted for projectile motion through the launcher by using a commercial transient finite element software, ANSOFT MAXWELL. The excitation circuit design for each coilgun is reported, and the results indicate that the overlapped configuration increased the exit velocity relative to a non-overlapped configuration. Different configurations in terms of the optimum length and switching time were attempted for the proposed structure, and all of these cases exhibited an increase in the exit velocity. The exit velocity tends to increase by 27.2% relative to that of a non-overlapped coilgun of the same length. Keywords : electromagnetic launch, excitation circuit, lorentz force, overlapped coilgun 1. Introduction is not easy to obtain the main performance parameters and optimize the design [3]. Electromagnetic (EM) launch technology is a strong Sandia National Laboratories has succeeded in coilgun candidate to launch objects with high velocities over long design and operations by developing four guns with distances. -
Introduction to Direct Current (DC) Theory
PDHonline Course E235 (4 PDH) Electrical Fundamentals - Introduction to Direct Current (DC) Theory Instructor: A. Bhatia, B.E. 2012 PDH Online | PDH Center 5272 Meadow Estates Drive Fairfax, VA 22030-6658 Phone & Fax: 703-988-0088 www.PDHonline.org www.PDHcenter.com An Approved Continuing Education Provider CHAPTER 3 DIRECT CURRENT LEARNING OBJECTIVES Upon completing this chapter, you will be able to: 1. Identify the term schematic diagram and identify the components in a circuit from a simple schematic diagram. 2. State the equation for Ohm's law and describe the effects on current caused by changes in a circuit. 3. Given simple graphs of current versus power and voltage versus power, determine the value of circuit power for a given current and voltage. 4. Identify the term power, and state three formulas for computing power. 5. Compute circuit and component power in series, parallel, and combination circuits. 6. Compute the efficiency of an electrical device. 7. Solve for unknown quantities of resistance, current, and voltage in a series circuit. 8. Describe how voltage polarities are assigned to the voltage drops across resistors when Kirchhoff's voltage law is used. 9. State the voltage at the reference point in a circuit. 10. Define open and short circuits and describe their effects on a circuit. 11. State the meaning of the term source resistance and describe its effect on a circuit. 12. Describe in terms of circuit values the circuit condition needed for maximum power transfer. 13. Compute efficiency of power transfer in a circuit. 14. Solve for unknown quantities of resistance, current, and voltage in a parallel circuit. -
An Introductory Electric Motors and Generators Experiment for a Sophomore Level Circuits Course
AC 2008-310: AN INTRODUCTORY ELECTRIC MOTORS AND GENERATORS EXPERIMENT FOR A SOPHOMORE-LEVEL CIRCUITS COURSE Thomas Schubert, University of San Diego Thomas F. Schubert, Jr. received his B.S., M.S., and Ph.D. degrees in electrical engineering from the University of California, Irvine, Irvine CA in 1968, 1969 and 1972 respectively. He is currently a Professor of electrical engineering at the University of San Diego, San Diego, CA and came there as a founding member of the engineering faculty in 1987. He previously served on the electrical engineering faculty at the University of Portland, Portland OR and Portland State University, Portland OR and on the engineering staff at Hughes Aircraft Company, Los Angeles, CA. Prof. Schubert is a member of IEEE and ASEE and is a registered professional engineer in Oregon. He currently serves as the faculty advisor for the Kappa Eta chapter of Eta Kappa Nu at the University of San Diego. Frank Jacobitz, University of San Diego Frank G. Jacobitz was born in Göttingen, Germany in 1968. He received his Diploma in physics from the Georg-August Universität, Göttingen, Germany in 1993, as well as M.S. and Ph.D. degrees in mechanical engineering from the University of California, San Diego, La Jolla, CA in 1995 and 1998, respectively. He is currently an Associate Professor of mechanical engineering at the University of San Diego, San Diego, CA since 2003. From 1998 to 2003, he was an Assistant Professor of mechanical engineering at the University of California, Riverside, Riverside, CA. He has also been a visitor with the Centre National de la Recherche Scientifique at the Université de Provence (Aix-Marseille I), France. -
Brushes for Aircraft Applications
Brushes for Aircraft Applications Bob Nuckolls AeroElectric Connection April 1993 Updated August 2003 Several times a year I receive a call or letter asking where one be 1000 hours or more of continuous motor operation! We obtains "aircraft" grade brushes for an alternator or generator. were hard pressed to demonstrate more than 600 hours from One of my readers called recently to say he had been verbally any grade of brush. This little motor runs at 22,000 rpm! There keel-hauled by an engineer with an alternator manufacturing were simply no brush products available that would last 1000 company. The reader had confessed to considering a plain hours at those commutator surface speeds. vanilla brush for use in the alternator on his RV-4. The program was nearly scuttled when project managers There's a lot of "hangar mythology" about what constitutes became fixated upon reaching the 1000-hour goal. We aircraft ratings in components. We all know that much of what researched our service records for the same motor supplied in is deemed "aircraft" today are the same products certified onto other forms for over 10 years. airplanes 30-50 years ago. Many developers and suppliers consider aviation a "dying" market; few are interested in Clutches and brakes turned out to be the #1 service problem. researching and qualifying new products. However, Brake problems occurred at 300 to 500 flight hours, not motor automotive markets continue to advance in every technology. operating hours. Given that trim operations might run a pitch It is sad to note that many products found on cars today far trim actuator perhaps 3 minutes total per flight cycle, 1000 exceed the capabilities and quality of similar hardware found hours of flight on a Lear might put less than 50 hours on certified airplanes. -
An Engineering Guide to Soft Starters
An Engineering Guide to Soft Starters Contents 1 Introduction 1.1 General 1.2 Benefits of soft starters 1.3 Typical Applications 1.4 Different motor starting methods 1.5 What is the minimum start current with a soft starter? 1.6 Are all three phase soft starters the same? 2 Soft Start and Soft Stop Methods 2.1 Soft Start Methods 2.2 Stop Methods 2.3 Jog 3 Choosing Soft Starters 3.1 Three step process 3.2 Step 1 - Starter selection 3.3 Step 2 - Application selection 3.4 Step 3 - Starter sizing 3.5 AC53a Utilisation Code 3.6 AC53b Utilisation Code 3.7 Typical Motor FLCs 4 Applying Soft Starters/System Design 4.1 Do I need to use a main contactor? 4.2 What are bypass contactors? 4.3 What is an inside delta connection? 4.4 How do I replace a star/delta starter with a soft starter? 4.5 How do I use power factor correction with soft starters? 4.6 How do I ensure Type 1 circuit protection? 4.7 How do I ensure Type 2 circuit protection? 4.8 How do I select cable when installing a soft starter? 4.9 What is the maximum length of cable run between a soft starter and the motor? 4.10 How do two-speed motors work and can I use a soft starter to control them? 4.11 Can one soft starter control multiple motors separately for sequential starting? 4.12 Can one soft starter control multiple motors for parallel starting? 4.13 Can slip-ring motors be started with a soft starter? 4.14 Can soft starters reverse the motor direction? 4.15 What is the minimum start current with a soft starter? 4.16 Can soft starters control an already rotating motor (flying load)? 4.17 Brake 4.18 What is soft braking and how is it used? 5 Digistart Soft Starter Selection 5.1 Three step process 5.2 Starter selection 5.3 Application selection 5.4 Starter sizing 1. -
A Dc–Dc Converter with High-Voltage Step-Up Ratio and Reduced- Voltage Stress for Renewable Energy Generation Systems
A DC–DC CONVERTER WITH HIGH-VOLTAGE STEP-UP RATIO AND REDUCED- VOLTAGE STRESS FOR RENEWABLE ENERGY GENERATION SYSTEMS A Dissertation by Satya Veera Pavan Kumar Maddukuri Master of Science, University of Greenwich, UK, 2012 Bachelor of Technology, Jawaharlal Nehru Technology University Kakinada, India, 2010 Submitted to the Department of Electrical Engineering and Computer Science and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2018 1 © Copyright 2018 by Satya Veera Pavan Kumar Maddukuri All Rights Reserved 1 A DC–DC CONVERTER WITH HIGH-VOLTAGE STEP-UP RATIO AND REDUCED- VOLTAGE STRESS FOR RENEWABLE ENERGY GENERATION SYSTEMS The following faculty members have examined the final copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirement for the degree of Doctor of Philosophy with a major in Electrical Engineering and Computer Science. ___________________________________ Aravinthan Visvakumar, Committee Chair ___________________________________ M. Edwin Sawan, Committee Member ___________________________________ Ward T. Jewell, Committee Member ___________________________________ Chengzong Pang, Committee Member ___________________________________ Thomas K. Delillo, Committee Member Accepted for the College of Engineering ___________________________________ Steven Skinner, Interim Dean Accepted for the Graduate School ___________________________________ Dennis Livesay, Dean iii DEDICATION To my parents, my wife, my in-laws, my teachers, and my dear friends iv ACKNOWLEDGMENTS Firstly, I would like to express my sincere gratitude to my advisor Dr. Aravinthan Visvakumar for the continuous support of my PhD study and related research, for his thoughtful patience, motivation, and immense knowledge. His guidance helped me in all the time of research and writing of this dissertation. -
Instructor's Guide
Instructor’s Guide Electricity: A 3-D Animated Demonstration ELECTRICITY AND MAGNETISM Introduction This instructor’s guide provides information to help you get the most out of Electricity and Magnetism, part of the eight-part series Electricity: A 3-D Animated Demonstration. The series makes the principles of electricity easier to understand and discuss. The series includes Electrostatics; Electric Current; Ohm's Law; Circuits; Power and Efficiency; Electricity and Magnetism; Electric Motors; and Electric Generators. Electricity and Magnetism traces the relationship between magnetism and electricity from the first accidental discovery of induced current. Learning Objectives After watching the video program, students will be able to: • Describe the relationship between electricity and magnetism • Explain the difference between electric and magnetic fields • Explain the construct, function, and use of solenoids • Differentiate between, explain, and apply the left-hand and right-hand rules • Demonstrate (via experiments) and explain aspects, and actions and functions of electricity, magnetism, and electromagnetism Educational Standards National Science Standards This program correlates with the National Science Education Standards from the National Academies of Science, and Project 2061, from the American Association for the Advancement of Science. Copyright © 2008 SHOPWARE® • www.shopware-usa.com • 1-800-487-3392 Electricity: A 3-D Animated Demonstration ELECTRICITY AND MAGNETISM INSTRUCTOR’S GUIDE Science as Inquiry Content Standard A: -
Faraday's Law Da
Faraday's Law dA B B r r Φ≡B •d A B ∫ dΦ ε= − B dt Faraday’s Law of Induction r r Recall the definition of magnetic flux is ΦB =B∫ ⋅ d A Faraday’s Law is the induced EMF in a closed loop equal the negative of the time derivative of magnetic flux change in the loop, d r r dΦ ε= −B∫ d ⋅= A − B dt dt Constant B field, changing B field, no induced EMF causes induced EMF in loop in loop Getting the sign EMF in Faraday’s Law of Induction Define the loop and an area vector, A, who magnitude is the Area and whose direction normal to the surface. A The choice of vector A direction defines the direction of EMF with a right hand rule. Your thumb in A direction and then your fingers point to positive EMF direction. Lenz’s Law – easier way! The direction of any magnetic induction effect is such as to oppose the cause of the effect. ⇒ Convenient method to determine I direction Heinrich Friedrich Example if an external magnetic field on a loop Emil Lenz is increasing, the induced current creates a field opposite that reduces the net field. (1804-1865) Example if an external magnetic field on a loop is decreasing, the induced current creates a field parallel to the that tends to increase the net field. Incredible shrinking loop: a circular loop of wire with a magnetic flux is shrinking with time. In which direction is the induced current? (a) There is none. (b) CW. -
Electric Motors
SPECIFICATION GUIDE ELECTRIC MOTORS Motors | Automation | Energy | Transmission & Distribution | Coatings www.weg.net Specification of Electric Motors WEG, which began in 1961 as a small factory of electric motors, has become a leading global supplier of electronic products for different segments. The search for excellence has resulted in the diversification of the business, adding to the electric motors products which provide from power generation to more efficient means of use. This diversification has been a solid foundation for the growth of the company which, for offering more complete solutions, currently serves its customers in a dedicated manner. Even after more than 50 years of history and continued growth, electric motors remain one of WEG’s main products. Aligned with the market, WEG develops its portfolio of products always thinking about the special features of each application. In order to provide the basis for the success of WEG Motors, this simple and objective guide was created to help those who buy, sell and work with such equipment. It brings important information for the operation of various types of motors. Enjoy your reading. Specification of Electric Motors 3 www.weg.net Table of Contents 1. Fundamental Concepts ......................................6 4. Acceleration Characteristics ..........................25 1.1 Electric Motors ...................................................6 4.1 Torque ..............................................................25 1.2 Basic Concepts ..................................................7 -
Teaching H. C. Ørsted's Scientific Work in Danish High School Physics
UNIVERSITY OF COPENHAGEN FACULTY OF SCIENCE Ida Marie Monberg Hindsholm Teaching H. C. Ørsted's Scientific Work in Danish High School Physics Masterʹs thesis Department of Science Education 19 July 2018 Master's thesis Teaching H. C. Ørsted’s Scientific Work in Danish High School Physics Submitted 19 July 2018 Author Ida Marie Monberg Hindsholm, B.Sc. E-mail [email protected] Departments Niels Bohr Institute, University of Copenhagen Department of Science Education, University of Copenhagen Main supervisor Ricardo Avelar Sotomaior Karam, Associate Professor, Department of Science Education, University of Copenhagen Co-supervisor Steen Harle Hansen, Associate Professor, Niels Bohr Institute, University of Copenhagen 1 Contents 1 Introduction . 1 2 The Material: H. C. Ørsted's Work . 3 2.1 The Life of Hans Christian Ørsted . 3 2.2 Ørsted’s Metaphysical Framework: The Dynamical Sys- tem............................. 6 2.3 Ritter and the failure in Paris . 9 2.4 Ørsted’s work with acoustic and electric figures . 12 2.5 The discovery of electromagnetism . 16 2.6 What I Use for the Teaching Sequence . 19 3 Didactic Theory . 20 3.1 Constructivist teaching . 20 3.2 Inquiry Teaching . 22 3.3 HIPST . 24 4 The Purpose and Design of the Teaching Sequence . 27 4.1 Factual details and lesson plan . 28 5 Analysis of Transcripts and Writings . 40 5.1 Method of Analysis . 40 5.2 Practical Problems . 41 5.3 Reading Original Ørsted's Texts . 42 5.4 Inquiry and Experiments . 43 5.5 "Role play" - Thinking like Ørsted . 48 5.6 The Reflection Corner . 51 5.7 Evaluation: The Learning Objectives . -
Electromagnetic Flyer Plate Technology and Development of a Novel Current Distribution Sensor
Electromagnetic Flyer Plate Technology and Development of a Novel Current Distribution Sensor A doctoral thesis by Kaashif A. M. Omar (MPhys. Physics with Astrophysics, University of Leicester, 2007) Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of Loughborough University November 2014 To the School of Electronic, Electrical and Systems Engineering, Loughborough University, Loughborough, UK © British Crown Owned Copyright 2014/AWE Acknowledgements With the grace and blessing of Allah (SWT), I have been able to complete this work, and I hope to continue in the pursuit of knowledge as is commanded by him… Completing this research project and writing up this thesis has been full of ups and downs and it has been a very long journey, I can vaguely recall a young(er) single scientist who began this work not knowing where it would lead to; now, I am happily married to my wife Humna, having just celebrated our first wedding anniversary, and about to start the next big chapter in my life, which is to become a father… On that note I would like to take this opportunity to firstly thank my father, Mr Abdul Majid Omar and my mother, Mrs Shenaz A M Omar; who have always encouraged me to push myself and instilled within me the confidence that I can achieve anything I put my mind to. Without their constant support I would never have even been able to complete my first degree In physics with Astrophysics at Leicester University, let alone have the opportunity to complete a PhD.