FACULTY OF ENGINEERING AND TECHNOLOGY
Department of Mechanical Engineering
PRACTICAL GUIDE
Semester 1 (2023)
Subject: FLUID MECHANICS 2 (EMFMM2A)
Instructor: Ms. Phiona Sibisi
Venue: D014a
LABORATORY GUIDELINES, RULES AND REGULATIONS
All students must at all times wear long pants and closed shoes in the laboratory.
No food and drinks are allowed in the laboratory.
Smoking in the laboratory is prohibited.
Students may not use any equipment in the laboratory without prior permission from the technician or person
in charge.
No horseplay is allowed in the laboratory
Every student is responsible for their own safety, you enter the laboratory at your own risk.
No students will be allowed to join the class if they arrive at the laboratory more than five (5) minutes after
the start of the period.
Cell phones must be switched off (or put on silent) before entering the laboratory.
Unexcused absence from a practical session will result in the student getting a zero (0) mark for that session
You must at the start of your practical work inspect the equipment and report any problem or concern
immediately to the technician or person in charge.
Students work in groups to conduct the experiment, any unprofessional behaviour will result in the student
being asked to leave the venue and will not be allowed to sign the attendance register
Student work individually on the practical assignment, if duplicate work or plagiarism is discovered, all
students involved (including the original author) in such cases will be disqualified (given a zero (0) mark) and
disciplinary action will be taken against them.
Three practical sessions will take place during the semester and thus three individual practical reports are
expected from each student.
One simulation assignment will be given to the student
A project will be given and must be submitted with the last practical report
All reports must be handed in before the deadline, no late submissions will be accepted.
The students are allowed five (5) working days after the publication to protest marks, after that deadline marks
will be final
1
REPORT FORMAT

All practical reports must be computer typed and submitted under blackboard.

All pages numbered at the bottom centre of the page

Table of contents


Main heading: (Times new roman, 20, bold)
Sub heading: (Times new roman, 16, bold)

Body text: (Times new roman, 12)

Alignment: justified

Line spacing: single

Margins: (top and right: 20mm, bottom and left 40mm)
COVER PAGE

Should be the first page in the document

Not numbered


University name should be at the top in the centre of the page
Faculty and department names should come after

Subject name and code

Experiment number and title

Student name and number

Date of practical

Date of submission
REPORT CONTENT
The following headings must be addressed:
INTRODUCTION
The first chapter in the report, gives an indication of the contents of the report.
The introduction should contain the following sub-headings

Aims: define the aims of the experiment

Expectations: explain how do you expect the apparatus to behave and the results

Apparatus: list all the different components and parts used in the apparatus and draw any related
diagrams that can better explain the apparatus
PROCEDURE
The student must explain in this chapter the exact steps taken to perform the experiment

Adopt a step-by-step approach

Write down the exact steps taken


Include the names of the controls used and label if possible
Pay attention to small details
2
READINGS AND TECHNICAL INFORMATION
Contains all the raw data collected during the experiment and any other information provided


Must be in a table format
Correct units

Real readings (no conversion)
CALCULATIONS
Contains one set of calculations as performed by the student (repeating calculations shouldn’t be included).


The correct equations must be used
Substitution of the correct values

Correct answers

Equations must be easy to read and written using the equation function in MS word

Answers must be rounded to three decimal places
RESULTS
All the calculated results should be displayed in this chapter

Must be in a table format

Correct units

Lines should be clearly identified

Easy to read
CONCLUSION
A summary of the practical is expected along with a sound discussion of the results. A comparison to the
expectations is required. The student should include causes of inaccuracies and recommendations on
improving the experiment.
EXPERIMENT OVERVIEW
All the experiment share the same intents, which are:

Observe the operations of the equipment used


Take measurements across different parts and components
Calculate typical performance parameters
This can be labelled the general aims for these experiments. The student will be given instructions during the
session on what are the specific objectives of their experiment, different groups will be doing the experiments
in a slightly different manner.
The student must record these instructions in the space provided on the hand-outs that will be given to them
upon attending the practical session.
Hand-outs must be attached with the report when submitted.
3
The Rubric is used for developing GA’s 2,4 and 8 to be used to assess GA’s in
Fluid Mechanics 2
Graduate Attribute 2: Applications of Scientific and Engineering Knowledge
INDICATORS
Level 4
Level 3
Level 2
Level 1
Examine Moderato
(75% to 100%)
(50% to
(25% to
(0% to
r
r
74%)
49%)
24%)
Strong
Competent
Developing
Needs
work
Identify/Define
16-20
11-15
5-10
0-5
Problem:
Demonstrates a Demonstrates Demonstrates Demonstrat
Ability
to skillful ability to ability
to some ability es minimal
identify and/or identify/articulat identify/artic to
or no ability
articulate
a e a problem that ulate
a identify/artic to
problem.
is
strongly problem that ulate
a identify/arti
supported
and is
clearly problem that culate
a
clearly linked to linked to the is
partially problem.
the issues at hand issues
at connected to
Hand.
the issues at
hand.
Contextualize
16-20
11-15
5-10
0-5
Problem:
Demonstrates a Demonstrates Demonstrates Demonstrat
Ability
to comprehensive
a
clear some
es
no
understand the and
insightful understandin understandin understandi
problem within a understanding of g of how the g of how the ng of how
larger
context how the problem problem fits problem fits the problem
(Problem within fits within the within
the within
the fits within
a problem).
larger context.
larger
larger
the larger
context.
context.
context.
Formulate
Strategies for
Solving
a
Problem:
Ability
to
identify
strategies
for
solving
problems
(brainstorming,
research, trial,
and error).
Analyze,
Evaluate and
Select
Solutions:
Ability
to
analyze,
evaluate
and
select optimal
/Practical
solution,
including
16-20
Demonstrates a
skillful ability to
identify multiple
strategies
for
generating
approaches
to
solve a problem,
and has insight
into the pros and
cons of those
strategies
16-20
Demonstrates a
skillful ability to
analysis,
evaluate
and
select
optimal/practical
solution.
Thorough
and
insightful
explanation of
11-15
Demonstrates
an ability to
identify an
appropriate
strategy for
generating
approaches
for solving a
problem.
5-10
Demonstrates
some ability
to identify a
strategy for
generating an
approach for
solving the
problem.
Strategy may
or may not be
appropriate.
5-10
Demonstrates
some ability
to analyze,
evaluate and
select
optimal/pract
ical solution.
Partial
explanation
11-15
Demonstrates
an ability to
analyze,
evaluate and
select
optimal/pract
ical solution.
Clear
explanation
4
0-5
Demonstrat
es minimal
or no ability
to identify a
strategy for
generating
an approach
for solving a
problem
0-5
Demonstrat
es minimal
or no ability
to analyze,
evaluate or
select
optimal/pra
ctical
solution.
Little or no
feasibility
impact.
and feasibility
impact.
and of feasibility of feasibility explanation
and impact.
and impact.
of
feasibility
and impact.
ASSESSMENT
MARK %
/100
/100
Level of
Achievement
GRADUATE
ATTRIBUTE
LEVEL
INDICATO
RS
Lab
Preparation:
Ability
to
gather
materials
and record
on
lab
report.
Purpose:
Ability
to
state
the
hypothesis
and
the
research
question,
clarify the
connection
between
them,
and
identify the
variables.
Graduate Attribute 4: Investigations, experiments, and data analysis
Level 4
Level 3
Level 2
Level 1
Examine
r
(75%
to (50% to 74%) (25% to 49%) (0% to 24%)
100%)
Strong
Competent
Developing
Needs work
16-20
11-15
5-10
0-5
Exemplary
All required Most required All required
materials
are materials are materials are materials are
gathered
and gathered and gathered; not not gathered,
recorded on the recorded
on all may be nor recorded
lab report with the lab report. recorded
on on the lab
clarity
and The selected the lab report. report. The
concision.
materials are The selected selected
suitable for the materials are materials are
procedure.
adequate for not
all
the procedure. adequate
and/or
suitable for
the
procedure
16-20
The hypothesis
and
research
question
are
skillfully
specified, and
the connection
between the two
is explained in
depth.
The
variables
are
identified
and
discussed.
11-15
All required
materials are
gathered and
recorded
on
the lab report.
The selected
materials are
suitable for the
procedure.
5-10
Most required
materials are
gathered; not
all may be
recorded
on
the lab report.
The selected
materials are
adequate for
the procedure.
5
0-5
. All required
materials are
not gathered,
nor recorded
on the lab
report. The
selected
materials are
not
all
adequate
and/or
suitable for
the
procedure
Modera
tor
Procedure:
16-20
The procedure is
efficienty
followed
and
student skillfully
controls
all
chosen
variables.
All
procedural steps
are clearly and
concisely
recorded on lab
report.
11-15
The procedure
is
well
followed, and
student
demonstrates
control of all
chosen
variables. All
procedural
steps
are
recorded
on
the lab report.
5-10
The procedure
could be better
followed, but
student
controls
all
chosen
variables.
Most
procedural
steps
are
recorded
on
the lab report.
0-5
The
procedure is
inadequately
followed,
and student
does
not
control
chosen
variables.
Many
procedural
steps are not
entered on
the
lab
report.
16-20
Raw
data/evidence, as
well as units, are
Ability
to skillfully
record raw recorded. The
data/evidenc data table is
e.
clearly
and
concisely, and/or
creatively
labeled
and
formatted.
11-15
Raw
data/evidence,
as well as
units,
are
appropriately
and
clearly
recorded. The
data table is
appropriately
labeled
and
formatted.
0-5
Raw
data/evidenc
e, as well as
units, are not
recorded
suitably. The
data table is
not labeled
and/or
formatted.
Data
Presentation
and Error
11-15
Data
are
presented in
ways to enable
comprehensio
n
and
interpretation,
incorporating
error analysis.
5-10
Raw
data/evidence,
as well as
units,
are
recorded
although not as
clearly
or
suitably
as
they might be.
The data table
may
lack
appropriate
labels and/or
format.
5-10
Data
are
presented in
ways
that
somewhat aid
comprehensio
n
and
interpretation
and
incorporate
error analysis,
but
presentation
could
be
clearer.
5-10
0-5
Ability
to
follow
experimenta
l procedures,
control
variables,
and record
procedural
steps on lab
report.
Data/Eviden
ce
Collection:
Analysis:
16-20
Data
are
presented
in
ways to best
enable
comprehension
and
interpretation,
skillfully
incorporating
error analysis.
Ability
to
present data
using charts,
tables and/or
graphs
to
enable
comprehensi
on
and
interpretatio
n, including
error
analysis.
Evaluation
16-20
11-15
6
0-5
Data are not
presented
clearly.
Error
analysis is
wrong
or
missing.
The findings are
interpreted
insightfully, and
Ability
to skillfully
compared with
interpret
values in the
findings,
literature.
compare
them
to Weaknesses and
values in the limitations are
analyzed
and
literature,
creative
identify
recommendation
weaknesses
s are made to
and
address them.
limitations,
and propose
improvemen
ts.
of
Experiment:
The findings
are interpreted
and compared
with values in
the literature.
Weaknesses
and limitations
are considered
and
recommendati
ons are made
to
address
them.
The findings
are interpreted
and compared
with values in
the literature,
but not as fully
or clearly as
they might be.
Not all of the
weaknesses or
limitations are
discussed; few
recommendati
ons are made
to
address
them.
ASSESSME
NT MARK
%
GRADUAT
E
ATTRIBUT
E LEVEL
The
interpretatio
n of the
findings is
illogical, and
the findings
are
not
compared
with values
in
the
literature.
Few or no
weaknesses
or
limitations
are
discussed;
few or no
recommenda
tions
are
made
to
address
them.
/100
/100
Level
Achievement
Graduate Attribute 8: Individual, Team and Multidisciplinary Working
Level 4
Level 3
Level 2
Level 1
Examine
r
INDICATORS (75%
to (50%
to (25%
to (0% to 24%)
100%)
74%)
49%)
Strong
Competent
Developing
Needs work
Individual Idea 16-20
11-15
5-10
0-5
7
of
Moderato
r
Contributions:
Routinely
contributes
Ability
to useful ideas
to advance
contribute
useful ideas to the work of
advance work team.
of team.
Contributes
useful ideas
to advance
the work of
the team.
Sometimes
contributes
useful ideas
to advance
work of team.
Rarely
contributes
useful ideas
to advance
the work of
the team.
Individual
Work
Contributions:
16-20
Designated
jobs
are
accomplishe
Ability to carry d
by
out individual deadline;
responsibilities completed
.
work
is
carefully and
meticulously
prepared and
meets
all
requirements
.
11-15
Designated
jobs
are
accomplishe
d
by
deadline;
completed
work meets
requirements.
5-10
Designated
jobs
are
accomplishe
d
by
deadline;
completed
work meets
most
requirements.
0-5
Some
designated
jobs
are
accomplishe
d
by
deadline;
completed
work meets
some
requirements.
Individual
Preparation
and/or
11-15
Prepared for
team
meetings.
Provides
contributions
.
5-10
Usually
prepared for
team
meetings.
Provides
some
contributions
.
0-5
Routinely
fails
to
prepare for
team
meetings.
Provides
little or no
contributions
.
11-15
Demonstrate
s leadership
skills.
5-10
Demonstrate
s
some
leadership
skills
at
times.
0-5
Demonstrate
s minimal or
no leadership
skills.
Contribution
to
Team
Meetings:
Ability
to
prepare and/or
to contribute to
team meetings.
Leadership
Skills:
16-20
Thoroughly
and carefully
prepared for
team
meetings.
Contributes
by
sharing
information
and
knowledge.
16-20
Exemplifies
leadership
Ability to lead skills.
a team.
(i) Mentors and
accepts
mentoring
from others.
(ii)
Demonstrates
capacity
for
initiative while
respecting
8
others' roles.
(iii) Facilitates
others'
involvment.
(iv) Evaluates
team
effectiveness
and plans for
improvements.
Working with 16-20
Others:
Skillfully
listens
to,
Ability to listen collaborates
to, collaborate with,
and
with,
and champions
champion the the efforts of
efforts
of others.
others.
11-15
Listens
to,
collaborates
with,
and
champions
the efforts of
others.
5-10
Sometimes
listens
to,
collaborates
with,
and
champions
others'
efforts.
ASSESSMEN
T MARK %
GRADUATE
ATTRIBUTE
LEVEL
0-5
Rarely listens
to,
collaborates
with,
or
champions
others'
efforts.
/100
/100
Level of Achievement
9
F1-12 HYDROSTATIC PRESSURE APPARATUS
OBJECTIVE


To determine the hydrostatic thrust acting on a plane surface immersed in water.
To determine the position of the line of action of the thrust and to compare the position and to
compare the results with the theoretical position
TECHNICAL DATA
Length of balance
Quadrant to pivot
Height of quadrant
Width of quadrant
L
H
D
B
275 mm
200 mm
100 mm
75 mm
Distance from weight hanger to pivot
Base of quadrant face to pivot height
Height of vertical quadrant face
Width of vertical quadrant face
PROCEDURE
SETUP



Position the empty F1-12 tank on the hydraulic bench
Adjust the screwed feet until the base is horizontal
Ensure the drain valve is closed
10
READINGS
1.
2.
3.
4.
5.
Add a small mass (50g)
Add water to the tank until the balance arm is horizontal
Read the depth of immersion from the scale on the face of the quadrant
Repeat by adding more weights to the hanger
Continue until you have at least 6 readings and the quadrant is completely submerged
Reading Number
Mass
Depth
1
2
3
4
5
6
CALCULATION STEPS
For Practical calculation:
𝜌𝑔𝐵𝑑2

For partially submerged vertical force: 𝐹 =

Take moments about the pivot point in the beam. You will note that:
𝐹 × ℎ𝑝 = 𝑊 × 𝐿 = 𝑚. 𝑔. 𝐿
2
 Therefore evaluate the theoretical position of the hydrostatic pressure.
For Theoretical calculation:
𝑑

The position of the hydrostatic force is located at : ℎ𝑇 = 𝐻 − 3

Evaluate the theoretical position of the hydrostatic pressure.
Practical Height
Theoretical Height
11
% Difference (|𝐻𝑝 − 𝐻𝑡| × 100)
F1-15 BERNOULLI’S THEOREM DEMONSTRATION
OBJECTIVE

To investigate the validity of the Bernoulli equation when applied to the steady flow of water in a
tapered duct
TECHNICAL DATA
Tapping position
B
C
D
E
F
Manometer legend
h2
h3
h4
h5
h6
Diameter (mm)
13.9
11.8
10.7
10.0
25
(ℎ𝑃𝑟𝑒𝑠𝑠𝑢𝑟𝑒 + ℎ𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 + ℎ𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 ) 𝑎 = (ℎ𝑃𝑟𝑒𝑠𝑠𝑢𝑟𝑒 + ℎ𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 + ℎ𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 ) 𝑏
𝑃
ℎ𝑃𝑟𝑒𝑠𝑠𝑢𝑟𝑒 = 𝐴
ℎ𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 =
𝑣2
2𝑔
ℎ𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 = 𝑧
PROCEDURE
1.
2.
3.
4.
5.
6.
7.
Open the discharge valve and inlet valve then start the pump
Adjust the flow rate to instructed amount.
Let the amount of fluid reach a particular litre instructed by the technician.
Measure how long it took the amount of fluid to reach instructed litre amount.
Take the first set of reading of all manometer h2 – h6
Repeat the steps after changing the flow using the discharge valve
You should have at least 2 different sets of readings
APPLICATION OF THEORY


Comment on the validity of the Bernoulli equation for the flow throughout the different sections of
the nozzle.
Do you think Bernoulli’s theorem is valid based on practical and theoretical values you got?
12