SAMPLE ASSESSMENT REPORT
ROY G. PERRY COLLEGE OF ENGINEERING
MECHANICAL ENGINEERING DEPARTMENT
PRAIRIE VIEW A&M UNIVERSITY
ASSESSMENT REPORT COVER PAGE
MCEG 4123 ENERGY SYSTEMS DESIGN
SPRING 2008 SEMESTER
NAME OF INSTRUCTOR: Dr. Paul O. Biney
Revised: 12/03/2012
1
TABLE OF CONTENTS
1.
Report Cover Page
2.
Detailed Course Syllabus
3.
End of Semester Outcomes Assessment Report (New Format)
4.
Grade Sheet Showing Student and Class Performance in Outcomes
5.
Supporting Outcomes Specific Assignments (Minimum of 2 per outcome
except for Project Reports where one is enough)
5.1
5.2
5.3
Assignments assessing students’ ability to to design a system,
component, or process to meet desired needs (outcome “c”)
Assignments assessing students’ ability to identify, formulate, and
solve engineering problems ( Outcome “e”)
Assignments assessing students’ ability to to communicate
effectively, both written and orally (outcome g).
2
Detailed Course Syllabus
(Distributed to Students at the beginning of the Semester)
ABET Outcomes measured using course should be
explicitly listed in the syllabus
3
PRAIRIE VIEW A&M UNIVERSITY
MECHANICAL ENGINEERING DEPARTMENT
ENERGY SYSTEM DESIGN
SPRING 2008 COURSE SYLLABUS
COURSE:
COURSE NO:
SECTION:
PREREQUISITES:
CLASS HOURS:
CLASS ROOM:
INSTRUCTOR
OFFICE:
OFFICE HOURS:
ENERGY SYSTEMS DESIGN
MCEG 4123
CREDIT: 3 HRS.
001
MCEG 3013 HEAT TRANSFER with Fluid mechanics
MCEG 3023 THERMODYNAMICS II
9:00 AM - 9:50 AM
MWF
ROOM: 109 Gilchrist
DR. PAUL O. BINEY
(936) 261-9842
Rm 102 B C.L. Wilson Building
AS POSTED
COURSE DESCRIPTION: A design course emphasizing heat exchangers, heat pipes, heat reclamation devices,
piping systems, and solar heating and cooling systems.
TEXTBOOK:
Design of Fluid Thermal Systems by William S. Janna, 2 nd Edition
PWS Publishing Company.
REFERENCES:
1. A Design of Thermal Systems@, by W.F. Stoecker, 3rd Edition, McGraw- Hill, Inc.
2. AElements of Thermal-Fluid System Design@, by Louis C. Burmeister,
Prencice Hall
3. AThe Mechanical Design Process@ by David G. Ullman, 2nd Edition,
McGraw-Hill Company, Inc.
To (1) introduce the concepts of the design process as it relates to thermal systems, (2)
provide a brief overview of the analysis, optimization and selection of equipment used in
thermal systems, (3) introduce the students to the analysis of a complete thermal system
and optimization of system performance, and (4) encourage the student to review current
research work in the area of thermal systems.
COURSE GOALS:
SKILLS TO BE ACQUIRED:
Students passing Energy Systems Design would have acquired the following skills:
1. Ability for Written and oral communications.
2. Ability to design a system, component or process to meet desired need.
3. Ability to identify, formulate and solve engineering problems in Energy Systems.
CLASS PUNCTUALITY:
The class roll will be checked within the first five minutes of the class period. Anyone who comes in after the roll is
checked will be considered late.
CHEATING AND PLAGIARISM
Students are referred to the University Policy about cheating and plagiarism. It shall be the policy in this course to
discourage cheating to the extent possible, rather than to try to trap and to punish. On the other hand, in fairness to
all concerned, cheating and plagiarism will be treated severely wherever it is found.
Because a large part of the learning experience comes from interaction with your peers, students are encouraged to
discuss assignments with each other. The material submitted for grading must, however, be the product of
individual or assigned group effort; anything else constitutes cheating.
DESIGN: This is a design course and students will be put into design groups. Group dynamics will be very
important. Each group of students will be given two major design projects which will require the basic knowledge of
thermodynamics, fluids, heat transfer, and functions, operations, selection and optimization of thermal equipment.
A systematic approach to the design process will be essential. In addition to the two major projects each group will
be tested on various component sizing and selection in the form of assignments.
4
REPORTS:
The mid-term reports & the final project reports should be completely typed in a formal report format to be
discussed in class.
PROJECT ASSIGNMENT:
All project assignment should be handed in on the due date. You may submit them typed or neatly handwritten.
Students are responsible for organizing themselves in order to complete the design project. Each student in the
group shall be responsible for any and all details of the design project.
SERVICE PROJECT
The course is designed to include one service project. A service project requires the class to spend an entire day off
campus at a small or medium size manufacturing plant within 75 miles radius of Prairie View to provide
engineering services to the plant. The services provided to the plant will include energy and waste assessment. On
the day of the service project, the class will depart from campus at 6:00 A.M., and return by 6:00 P.M. Breakfast and
lunch will be provided by the department on the day of the service project. Attending the visit to the plant and
collecting the necessary engineering data constitute 5% of your grade, and writing the assessment report component
assigned to you will constitute 5% of your grade.
How Mechanical Engineering Courses Meet Department Objectives & ABET Criterion 3
Specific Objectives of the Mechanical Engineering Program are to produce graduates who will
1.
2.
3.
4.
have successful careers in engineering and related fields, thereby, fulfilling the special purpose mission of
the university in serving a diverse ethnic and socioeconomic population;
be capable of advancing their careers by moving into other lucrative professions and leadership positions;
successfully obtain admissions to pursue graduate degrees, and
understand and maintain professional ethics and the need to safeguard the public, the environment, and the
natural resources.
Mechanical Engineering program Outcomes
Program Outcomes and Assessment: The mechanical Engineering Program must demonstrate that its graduates
have:
a. an ability to apply knowledge of mathematics, science, and engineering.
b. an ability to design and conduct experiments, as well as to analyze and interpret data.
c. an ability to design a system, component, or process to meet desired needs.
d. an ability to function on multi-disciplinary teams.
e. an ability to identify, formulate, and solve engineering problems.
f. an understanding of professional and ethical responsibility.
g. an ability to communicate effectively.
h. the broad education necessary to understand the impact of engineering solutions in a global and societal
context.
i. a recognition of the need for, and an ability to engage in life-long learning.
j. a recognition of contemporary issues.
k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Table 1 shows how Mechanical Engineering required courses contribute to the students’ knowledge and ability to
meet the department’s program objectives and the program outcomes above. The outcomes measured in this course
are c, e, and g.
5
Table 1 Course Matrix Showing Outcomes covered in Various Courses
MCEG Courses
1021 Mech. Drawing & Desg.
2013 Thermodynamics I
2023 Materials Sci/Engr.
3011 Measurement Lab
3013 Heat Transfer
3021 Thermal Sci. Lab
3023 Thermodynamics II
3031 Manufacturing Lab
3033 Manufacturing Proc
3043 Machine Design I
3051 Professional Engr.
3053 Kinematic Design
3063 Fluid Mechanics
4043 Machine Design II
4063 Dynamic Systems
4093 Finite Element
4123 Energy System
4473 Senior Project I
4483 Senior Project II
CHEG 3003 Economy
Total of “contribution factor”
a
x
10
10
X
15
X
x
X
X
x
10
15
x
15
x
x
b
30
30
25
15
x
x
ABET Criterion 3 and “Contribution Factor”
c
d
e
f
g
h
i
10
x
x
15
10
X
10
20
15
x
15
x
10
x
5
15
x
x
x
x
x
x
x
5
x
10
x
20
10
x
X
15
15
10
x
x
20
15
5
x
20
10
10
x
15 x
45
30
25 50
25
30
45
30
25 50
x
20
j
x
x
x
10
30
30
k
20
x
x
10
x
10
x
10
5
10
10
x
10
x
25
x
x
x
Course Objectives:
1. Teach students how to use basic engineering principles and design tools to design a Fluid- thermal system,
component or process to meet a desired need Program outcome c.
2. Teach students how to prepare written technical reports and oral communications
Program outcome g
3. Teach students how to use basic engineering principles to identify, formulate
and solve engineering design problems. Program outcome g
Course Outcomes
Two major course outcomes will be assessed in this course using a number of performance criteria. The
Course outcomes and their performance criteria are detailed below:
Course Outcome 1: This outcome is the same as program outcome c
Students will have the ability to design a system, a component, or a process to meet desired need
The three performance criteria used to assess this outcome consist of
1. Ability to Define/Understand the Problem and then Plan the Project
Students are able to:
(i) Identify the customer and the needs.
(ii) Identify and list the design objectives.
(i) Identify the design constraints.
(ii) Define the design strategy and methodology.
(iii) Identify and break down work into tasks and subtasks and identify the personnel and deliverables for each.
(iv) Develop a Gantt chart and critical path analysis for managing the project.
(v) Establish major milestones for tracking progress and define performance metrics to measure success.
2. Ability to Conduct a Review of the Literature, Generate Ideas and Apply Creativity
Students are able to:
6
(i) Identify the types of information needed for a complete understanding of all aspects of the project (Based
on task described in the project planning).
(ii) Gather information on relevant fundamentals, theory / concept (demonstrate technical competence) and
relate them to the design.
(iii) Provide the sources in a list of references properly cited in the literature review section and relevant
sections of the report.
(iv) Define functional requirements for design (Specific required actions needed to be performed for the design
to be achieved).
(v) Transform functional requirements into candidate solutions / mathematical modeling.
(vi) Evaluate candidate solutions to arrive at feasible designs.
3. Ability to Perform Preliminary and Detailed Design
Students are able to:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Identify applicable codes and standards for the design
Perform relevant detailed analysis (engineering, mathematical, economic) in accord with applicable codes
and standards.
Develop final design specifications
Do the design within realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability
Select materials/components/software/test equipment.
Fabricate a prototype or a model (physical, software, hardware) of the design.
Test or simulate the design and make necessary changes to obtain optimum design .
Course Outcome 2 : This outcome is the same as program outcome e
Students will have the ability to identify, formulate, and solve engineering problems.
The three performance criteria used to measure this outcome include
1. Identify engineering/technical/computing problems
Given a problem, the student is able to:
(i) Understand the given problem and identify the subject area and concept involved.
(ii) Convert the problem into a well labeled sketch (such as free body diagram, flow chart,
functional block diagram, schematic diagram).
(iii) Identify the system of units applicable to the problem.
2. Formulate/analyze engineering/technical/computing problems
Given a problem, the student is able to:
(i) Define the known and the unknown variables in the problem.
(ii) State relevant laws and equations needed for the problem.
(iii) List and apply assumptions to the relevant laws and equations to obtain the specific equations
appropriate to the problem.
3. Solve engineering/technical/computing problems
Given a problem, the student is able to:
(i) Implement strategy to solve the problem.
(ii) Solve the problem (showing consistent units throughout).
(iii) Evaluate and interpret the result.
Course Outcome 2.1 : This outcome is the same as program outcome g
Students will have the ability to communicate effectively through oral presentations
The four performance criteria used to measure this outcome include:
7
1.
Ability to Organize, Plan, Design/Prepare and Use Appropriate Visual Aids for
communication/Presentation
(i)
Students are able to organize presentation in well structured logical sequence making it easy for audience
to follow the content with clear understanding.
(ii) Students are able to prepare effective slides (adequate and relevant technical content and viewgraphs
that are legible, completely labeled/annotated/dimensioned to illustrate important features of the work
being presented)
(iii) Students are able to use modern presentation techniques (may include visually enhanced transitions,
animations, video, and sound clips).
(iv) Students are able to stay within time limits
2. Ability to Articulate Subject Knowledge (Technical Content)
(i)
Students demonstrate knowledge and understanding of the subject. (This may be demonstrated by
presenting literature review, originality, creativity, required standards, constraints, and other
appropriate considerations such as economics, environmental, and societal impact)
(ii) Students are able to prepare and display prototypes or models when they are necessary to support the
presentation.
(iii) Students respond clearly to questions in a professional manner after restating questions to audience
3. Appearance and Ability to Provide Good Oral Delivery
Students are able to:
(i)
Use correct grammatical English and technical terms appropriate to technical area and audience; speak
with clarity and confidence;
(ii) Maintain good posture and eye contact with the audience ( should not read from prepared notes) and
elicit the attention of the audience
(iii) Dress appropriately for the occasion.
Instructor may record the presentation for assessment display purpose, and must ensure to get consent for witness
protection from the students.
Course Outcome 2.2 : This outcome is the same as program outcome g
Students will have the ability to communicate effectively through technical report writing
The three performance criteria used to measure this outcome include
1.
Ability to organize, plan and properly format a written technical report
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Students are able to organize report by categorizing ideas for the report into well and logically organized
chapters, major sections, subsections and paragraphs blended within the larger units.
Students provide Title Page, Abstract, and Table of Contents, list of Figures, and List of Tables properly
formatted.
Students provide figure number and title for each figure in the report, reference each figure, and
completely discuss each figure in the report in accord with standards in the project manual.
Students provide table number and title for each table in the report in accord with standards in the project
manual, reference each table, and completely discuss each table in the report.
Students properly cite references in the report and provide well formatted reference list at the end.
Students prepare the written report in accord with standard report formatting provided in the Senior
Projects Report Manual.
2. Ability to compose original texts and properly apply the conventions of written language.
Students are able to
(i)
properly apply capitalization, punctuation, and penmanship, to communicate clearly
(ii) Spell proficiently
(iii) Apply standard grammar and usage to communicate clearly and effectively in writing including
8

(iv)
using complete sentences, varying the types such as compound and complex to match meanings
and purposes
 properly employing standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech
 properly using adjectives (comparative and superlative forms) and adverbs appropriately to make
writing vivid or precise
 properly using prepositional phrases to elaborate written ideas
 properly using conjunctions to connect ideas meaningfully
Use available technology to support aspects of creating, revising, editing, spell checking, and publishing
the report.
3. Ability to provide appropriate discussion, conclusions and recommendations
Students are able to clearly
(i)
Summarize the goals, objectives, and indicate whether they were met.
(ii) Summarize the results.
(iii) Summarize constraints and codes and indicate whether they were met.
(iv) Provide logical conclusions and recommendations (including strengths and weaknesses).
Class Attendance Policy
Prairie View A&M University requires regular class attendance. Attending all classes supports full academic
development of each learner whether classes are taught with the instructor physically present or via distance learning
technologies such as interactive video. Excessive absenteeism, whether excused or unexcused, may result in a
student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with
the first day of class during regular semesters and summer terms.
NOTE: For this class, attendance will be taken at the beginning of class. After the first week of class, students will
be marked present, absent, late or excused absence. Absent, late, and excessive excused absence will count
negatively towards your grade by reducing your class percentage according to the formula below;
Absent
=-1% per each class student is absent.
Late
= -0.5% per each class student is late
Excused absence = -0.25% for each excused absence above 3 class periods (No penalty for
first three excused absences). An excused absent will be given when
accompanied by
verifying records and approved by the course
instructor
GRADING SUMMARY
Course Components
PROJECT 1 (Report=20, Presentation=5)
PROJECT 2 (Report=25, Presentation=5)
HOMEWORK ASSIGNMENTS & QUIZZES
TEST 1
TEST 2
TOTAL
%
25
30
15
15
15
100
All the items listed above will be used to test students in the abilities listed below.
1. Life-Long Learning and Creativity
Problem definition and identification generate & evaluate concepts project planning.
2. Written and Oral Communications
Project Reports
Project Presentations
3 Identify, Formulate and Solve Engineering Problems
Identify components, subsystems and engineering analysis to size these.
9
4. Design a system, component or process to meet a desired need.
Design & sizing of subsystems
Integration of subsystems
Cost & economic analysis
Component/System Optimization
Working drawings & Specification
POINTS
90 - 100%
80 - 89.9%
65 - 79.9%
55 - 64.9%
0 - 54.9%
GRADE
A
B
C
D
F
The sequencing of topics to be covered in this course has been carefully done to provide a logical transition from
one topic to another. Each topic builds on the previous topics and students are encouraged to ensure thorough
understanding of earlier topics to aid them to understand the new ones being introduced. The plan of course
described below was designed with the above objectives in mind.
PLAN OF COURSE:
The topics to be covered in Energy Systems Design and the approximate number of 1 1/2 hour periods assigned are
as follows:
TOPIC
NUMBER OF CLASS PERIODS
The Review of Fluid Mechanics
2
Piping Systems Design
4
Duct system Design
2
Sizing of Pumps for Piping Systems
4
Sizing of Fans for Duct Systems
2
Double Pipe Heat Exchangers
3
Shell and Tube Heat Exchangers
4
Cross-flow Heat exchangers
3
Heat Pipes
2
IMPORTANT DATES
General Student Assembly
Drop for non-payment
Last day to withdraw from course(s) without record
Automatic grade of “W” begins
Last day to apply for May graduation
Mid-Semester Exam Period
Spring Break
Founder’s day/ Honors Convocation
Automatic grade of “W” ends
Last day for Spring 2008 Semester
Final Exam Period
Final grades for Graduating students due
Commencement
Final grades for all other students due
January 23, 2008
January 30, 2008
January 30, 2008
January 31, 2008
February 2, 2009
March 6-8, 2008
March 10-15, 2008
March 26, 2008
March 31, 2008
April 29, 2008
May 2-7, 2008
May 7, 2008
May 10, 2008
may 13, 2008
NOTE:
1. Please read the UNIVERSITY CLASS ATTENDANCE POLICY (undergraduate
catalog, 2005-2007, pp. 111).
2. Please read the University Policy on Academic Honesty (undergraduate catalog,
10
2005-2007, pp. 111-116).
DISABILITY REQUIREMENTS:
Do you have any special needs in this class related to a disability? If yes, please contact your instructor as soon as
possible. (Undergraduate Catalog, 2005-2007, p. 61) Any student who has, or believes they may have a disability
that requires accommodations is advised to contact the Office of Students with Disabilities at 936-857-2610 in
Evans Hall Room 315.)
11
ENERGY SYSTEMS DESIGN
SPRING 2008
TENTATIVE CLASS SCHEDULE
MEETING MEETING
NUMBER DATE
1
2
3
01/14/08
01/16/08
01/18/08
01/21/08
4
01/23/08
5
01/25/08
6
01/28/08 3.1
3.2
3.3
01/30/08 3.4
7.
READING
ASSIGNMENT
INTRODUCTION - THE DESIGN PROCESS
Introduction
Review of Thermodynamics: Fluid Properties and First law
Distribution of Projects
Group Formation
Review of Thermodynamics::Second Law of Thermodynamics
ML KING Holiday, NO Class
Introduction to the Design process
Review: Review of Fluid Mechanics:
Fundamentals of Heat Transfer
PIPING SYSTEM DESIGN
Piping and Tubing Standards
Equivalent Diameters
Flow in Ducts
Pipe Friction
Project Status Report & Presentation 1
8
02/01/08 3.5
3.6
3.7
9
10
2/04/08 4.1
2/06/08 4.1
4.4
4.5
ECONOMIC BASIS OF PIPING SYSTEM DESIGN
Economic Pipe Diameter
Economic Pipe Diameter
Symbols for Piping Systems
Pipes in Parallel
11
02/08/08
DUCT SYSTEM DESIGN
Equal Friction & Static Pressure Methods
12
02/11/08 5.1
5.2
02/13/08 5.3
02/15/08 5.4
02/18/08 5.5
5.6
13
14
15
16
02/20/08 5.7
17
02/22/08
18
02/25/08 5.7
Minor Losses and Equivalent Length of Fittings
Series Piping System
Flow through Non-circular Pipes
Design Project Review
SIZING OF PUMPS FOR PIPING SYSTEMS
Types of Pumps
Pump Testing and Characteristic Curves
Cavitation and Net Positive Suction Head
Dimensionless Parameters for Pump Analysis
Specific Speed and Pump Types
Piping System Design Practices
Project 1 Presentation 2
SIZING OF FANS FOR DUCT SYSTEMS
Fans and Fan Performance: Testing Methods
Static and Stagnation Pressures
Average Velocity in Ducts
******************* TEST 1 **************
19
Fan Characteristic Curves, Matching Fan and System
PROJECT 1 DRAFT REPORT DUE
02/27/08 6.1-6.4 Heat Transfer Fundamentals
20
02/29/08 7.1
21
03/03/08
22
03/05/08 7.2
23
03/07/08 7.2
03/10-15/08
03/17/08 7.2
7.3
03/19/08 7.4
24
25
03/21/08
DESIGN AND SELECTION OF DOUBLE PIPE HEAT EXCHANGER
The Double Pipe Heat Exchanger Description
Overall Heat Transfer Coefficient Computation & Fouling
PROJECT 1 FINAL PRESENTATION
PROJECT 1 FINAL REPORT DUE
Design Analysis for Sizing Double Pipe Heat Exchangers
LMTD, Outlet Temperatures, Pressure Drop
Design Analysis Procedure
SPRING BREAK
Temperature Profiles
Effectiveness-NTU Analysis
Design Considerations
Project 2 Status Report & presentation 1
Good Friday/ Easter Holiday, NO Class
DESIGN AND SELECTION OF SHELL AND TUBE HEAT EXCHANGERS
26
03/24/08
8.1
27
28
29
30
31
32
33
03/26/08
03/28/08
04/31/08
04/02/08
04/04/08
04/07/08
04/09/08
8.2
8.2
8.2
8.3
8.4
8.5-8.6
34
04/11/08
Shell & Tube Heat Exchanger Description
**************** TEST 2 ***************
Analysis of Shell & Tube Heat Exchangers: Correction Factor
Analysis of Shell & Tube Heat Exchangers: Tube & Shell Side
Analysis of Shell & Tube Heat Exchangers: Outlet Temperatures
Effectiveness-NTU Analysis
Increased Heat Recovery
Design Considerations and Optimum Outlet Temperature Analysis
Project 2 Status Report & Presentation 2
DESIGN AND SELECTION OF PLATE & FRAME and
CROSS FLOW HEAT EXCHANGERS
35
36
04/14/08 9.1
04/16/08 9.2
Plate & Frame Heat Exchanger Description
Design Analysis of Plate & Frame Heat Exchanger
DRAFT PROJECT 2 REPORT DUE
37
38
04/18/08 9.2
04/21/08 9.3
Design Analysis of Plate & Frame Heat Exchanger.
Cross Flow Heat Exchanger Description & Design
39
04/23/08
DESIGN AND APPLICATIONS OF HEAT PIPES
Operational Principles of Heat Pipes
Design Analysis for Heat Pipes
40
04/25/08
Design Analysis for Heat Pipes
41
04/28/08
PROJECT 2 FINAL PRESENTATION
PROJECT 2 FINAL REPORT DUE
ENERGY SYSTEM DESIGN
SPRING 2008
HOMEWORK COVER SHEET
GROUP NUMBER _____________
ASSIGNMENT# __________
Assignment Title_____________________________________Due Date:__________________
No
Group Member
Name
Group Member
signature
Brief Description of Work Assigned
to Member
%
Completed
by
Member*
Your
Score
1
2
3
4
5
*100% means the member completed his/her assigned work.
By signing this assignment cover sheet, I agree that the percentages stated in the % completed column
reflect the contribution made by me and the other members of the group.
MECHANICAL ENGINEERING DEPARTMENT
ENERGY SYSTEMS DESIGN MCEG 4123
SPRING 2008 SEMESTER
Assessing ability to design a system, a component,
or a process to meet desired need
ASSIGNMENT TITLE:_____________________________________________________________
DUE DATE:
____________________
DATE SUBMITTED: _______________
Name of Student:____________________________
Title of Assignment:_______________________________________________________
Competency Area
1. Ability to Define the Problem
Students are able to
(i) Identify the customer and the needs, (ii) Identify and list the design objectives
(iii) Identify the design constraints
2. Ability to Plan the Project
Students are able to
(i)
Define the design strategy and methodology,
(ii) Identify and break down work into tasks and subtasks and identify the personnel and
deliverables for each.
(iii) Develop a Gantt chart and critical path analysis for managing the project
(iv) Establish major milestones for tracking progress and define performance metrics to measure
success.
3. Ability to Conduct a Review of the Literature
Students are able to
(i)
Identify the types of information needed for a complete understanding of all aspects of the
project (Based on task described in the project planning).
(ii) Gather information on relevant fundamentals, theory / concept (demonstrate technical
competence) and relate them to the design.
(iii) Provide the sources in a list of references properly cited in the literature review section and
relevant sections of the report.
4. Ability to Generate Ideas and Apply Creativity
Students are able to
(i) Define functional requirements for design (Specific required actions needed to be performed for
the design to be achieved)
(ii) Transform functional requirements into candidate solutions / mathematical modeling.
(iii) Evaluate candidate solutions to arrive at feasible designs.
5. Ability to Perform Preliminary and Detailed Design
Students are able to
(i) Perform relevant analysis (engineering, mathematical, economic)
(ii) Develop final design specifications, and identify applicable codes and standards for the design.
(iii) Select materials/components/software/test equipment
(iv) Fabricate a prototype or a model (physical, software, hardware) of the design
(v) Test or simulate the design and make necessary changes to obtain optimum design
TOTAL
MECHANICAL ENGINEERING DEPARTMENT
ENERGY SYSTEMS DESIGN MCEG 4123
SPRING 2008 SEMESTER
Max for this
Assignment
Student’s
Score
Assessing ability to communicate effectively through oral presentation
ASSIGNMENT TITLE:_____________________________________________________________
DUE DATE:
____________________
DATE SUBMITTED: _______________
Name of Student:____________________________
Title of Assignment:_______________________________________________________
Competency Area
1. Ability to Organize and Plan communication/Presentation
(i) Students are able to organize presentation in well structured logical sequence making it
easy for audience to follow the content with clear understanding
(ii) Students are able to stay within time limits
2. Ability to Demonstrate Subject Knowledge and Provide Sufficient Technical Content
(i) Students demonstrate knowledge and understanding of the subject. (This may be
demonstrated by presenting literature review, originality, creativity, required standards,
constraints, and other appropriate considerations such as economics, environmental, and
societal impact)
(ii) Respond clearly to questions after restating questions to audience
3. Appearance and Ability to Provide Good Oral Delivery
Students are able to:
(i) Use correct grammatical English and technical terms appropriate to technical area and
audience; speak with clarity and confidence;
(ii) Maintain good posture and eye contact with the audience ( should not read from
prepared notes) and elicit the attention of the audience
(iii) Dress appropriately for the occasion.
4. Ability to Design/Prepare and Use Appropriate Visual Aids
(i) Students are able to prepare effective slides (adequate and relevant technical content
and viewgraphs that are legible, completely labeled/annotated/dimensioned to illustrate
important features of the work being presented)
(ii) Students are able to use modern presentation techniques (may include visually enhanced
transitions, animations, video, and sound clips).
(iii) Students are able to prepare and display prototypes or models when necessary
TOTAL
Max for this
Assignment
Student’s
Score
MECHANICAL ENGINEERING DEPARTMENT
ENERGY SYSTEMS DESIGN MCEG 4123
SPRING 2008 SEMESTER
Assessing ability to communicate effectively through technical report writing
ASSIGNMENT TITLE:_____________________________________________________________
DUE DATE:
____________________
DATE SUBMITTED: _______________
Name of Student:____________________________
Title of Assignment:_______________________________________________________
Competency Area
1.
2.
3.
Students are able to prepare a well organized and well formatted technical report

Students provide Title Page, Abstract, and Table of Contents, list of Figures, and List of Tables

Students provide Figure numbers and Titles, including discussing and referencing each Figure in the text.

Students provide Table numbers and Titles, including discussing and referencing each table in the text.

Students properly cite references in the report and provide well formatted reference list at the end.

Students Provide appropriate and logical sub-headings under each section of the report

Students prepare the written report in accord with standard report formatting provided in the Senior Projects Report Manual
Students are able to use correct English grammar, spelling, and punctuation
Students are able describe in details, their understanding of the problem by their written description of following:
(i) Project scope

Students are able to define and describe the scope of the work being reported (may include having sections on Problem
Statement, Client Identification & Recognition of need, Recognition of & Knowledge of Relevant Contemporary Issues,
and clearly indicating Goals and Objectives of the work being reported).
(ii) Project plans and tasks

Students are able to plan and track project by providing Task identification, Timeline, and Gantt Chart

Student are able to use Modern Project Planning Tools (such as Microsoft Project Software) for planning, tracking, and
execution of the project
(iii) The literature reviewed

Students are able to describe relevant topics for literature review

Students are able to describe previous design or related materials,

Students are able to describe the relevance of materials reviewed to project.

Students are able to properly cite references used for literature review.
4. Students are able to present preliminary design by their written description of following

Generation of Design Concepts, their evaluation, and rational for selecting best alternative

Engineering specifications and preliminary design analysis

Constraints. (This may include sections describing Regulations & Design Constraints considered in design, Economic,
Environmental, Health, manufacturability & Safety constraints considered in design, Professional and Ethical Issues considered
in Design as well as Social & Political Issues considered in design).
5. Students are able to present detailed system design/fabrication and technical
details in report
(i) Students are able to present in-depth analysis that considers regulations, codes and standards, Constraints, objectives, and goals
(ii) Students are able to describe the use of modern tools in the analysis and design, drawings/schematics/ solid models, simulation
and prototype or model development.
(iii) Students are able to clearly describe economic analysis that may include fixed, running cost, amortized cost, unit cost, and other
economic considerations.
(iv) Students are able to describe the fabrication/Assembly/Simulation/Testing of the Model or Prototype
(v) Students are able to document the physical or computer model, test results, and design verifications.
6. Ability to provide appropriate discussion, conclusions and recommendations
Students are able to clearly
(i) Summarize the goals, Objectives, and indicate whether they were met
(ii) Summarize constraints and codes and indicate whether they were met
(iii) Provide logical conclusions and recommendations (including strengths and weaknesses)
TOTAL
Max for
Assignment
Student’
s Score
HOMEWORK SOLUTION FORMAT
This section needs to be provided even if using EES to solve the Problem
Problem Statement
A rod 180 mm in diameter moves along its axis at 0.18 m/s inside a concentric cylinder 180.5 mm in
diameter and 1.5 m long. The space between them is filled with an oil of specific gravity 0.85 and
kinematic viscosity =10-4 m2/s.
a) What is the shear stress at the rod surface?
b) What is the viscous force resisting the motion?
c) What is the power required to move the shaft at the specified velocity?
KNOWN:
L=1.5 m
FIND:
A rod of diameter D1=180 mm
Rod moves axially with a velocity U=0.18 m/s
Rod moves in a concentric cylinder of diameter D2=180.5 mm , and of length
Space between filled with fluid of SG=0.85, and kinematic viscosity =10-4 m2/s
Viscous force, Fvis, resisting the motion
The shear stress, shear at the rod surface
The power, P, required to move the shaft

SCHEMATIC:
Shaft
U=0.18 m/s
Oil
L=1.5 m
ASSUMPTIONS:
Oil behaves as a Newtonian fluid
PROPERTIES:
Sgoil=0.85,
ANALYSIS:
Basic Laws/Equations:
water=1000 kg/m3, oil=10-4 m2/s, U=0.18 m/s
D1=180 mm
D2=180.5 mm
   oil
U

, where  
D2  D1
, and  oil   oil oil
2
 oil   water Sg oil
F  A where A  D1 L
P  FU
Calculate oil and then  and A using the appropriate equations
Solution Plan
above
Calculate F from the values of  and A
Calculate P from the last equation after calculating F
This Section can be done using EES
Solution:
 oil   water Sg oil  (1000kg / m 3 ) (0.85)  850 kg / m 3
 oil   oil oil  (850 kg / m 3 )(10 4 m 2 / s )  0.085 kg /( m.s )
 
D2  D1 (180.5  180) mm

 0.25 mm  0.00025 m
2
2
U
 0.085 kg / m.s 
0.18 m / s
 61.2 N / m 2
0.00025m
(a)
   oil
(b)
A  D1 L   (0.18 m) (1.5 m)  0.8482 m 2

F  A  (61.2 N / m 2 ) (0.8482 m 2 )  51.91 N
(c )
P  FU  (51.91 N ) (0.18 m / s )  9.34 W
COMMENTS: The shear stress and the force are not very large. A system like this can be used to
measure the viscosity of a fluid if the force needed to move the shaft can be measured
experimentally.
End of Semester
Course Assessment Report
This summary contains the following Information
1. Performance Statistics
 Total number of students in class
 The class average performance (stated as %) in each course
outcome assessed in this class and the two previous times course
was assessed.
 The acceptable class average for the class in each outcome area as
set by your Department. You cannot use any number of your
choice
 Percentage of students who scored below the expected average in
each outcome.
2. Implementation Summary
 Brief summary of plans implemented during the semester based
on last assessment report
3. Perceived Problems
 Instructor’s critical evaluation of perceived problems that
affected students’ performance. Realistic problems should be
identified throughout the semester and summarized in this section
of the report.
4. New Plans for Addressing Problems
 Instructor’s plans for addressing the perceived problems the next
time the class is taught. These should be specific enough for
another instructor to implement. Most of these should be things
that, you, the instructor can implement to help students to
improve. Be creative.
5. Overall Trend over last three assessment periods
 Instructors summary of overall performance trend for each
outcome measured over the last three periods.
5. Were Expectations Met?
 Answer YES if the class average was above the expected average
and the stated percentage of students scored at or above the
expected average, else answer NO.
END OF SEMESTER COURSE OUTCOME ASSESSMENT REPORT
MCEG 4123-001 ENERGY SYSTEMS DESIGN
SPRING 2008 SEMESTER
Report Prepared by: Dr. Paul O. Biney
Report Date: May 20, 2008
Semester
Analysis
Type
Number
of
Students
Sub-Outcome c.1
Sub-Outcome c.2
Sub-Outcome c.3
Outcome c
Ability to Define/Understand the
Problem and then Plan the Project
Ability to Conduct a Review of the
Literature, Generate Ideas and Apply
Creativity
Ability to Perform Preliminary and
Detailed Design
An ability to design a system, component, or
process to meet desired needs within realistic
constraints such as economic, environmental,
social, political, ethical, health and safety,
manufacturability, and sustainability.”
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Spring 2008
Direct
9
Fall 2007
Direct
8
Spring 2007
Direct
7
Implementation
Summary
Perceived
Problems
Plans for
Addressing
Problems
Overall
Trend over
Periods
Were
Expectations
Met?
Items implemented
from previous report or
after meeting previous
instructor
Perceived problems
are directly related
to the PC and the
sub items under
them
Plans for address
specific measures
to address PC and
their sub areas
Ascertain if there
were improvements
over previous
semesters
Class
Average
%
Students
meeting
Expected
Average
84.8
100
A lectures on the design process covering
this performance criteria were given and
notes distributed to students.
The students had problems identifying
the design constraints and in establishing
major milestones for tracking progress
and define performance metrics to
measure success
The following
implementation:
is
recommended
for
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
69.7
0
YES
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Class
Average
%
Students
meeting
Expected
Average
68.9
45
The senior Project manual was distributed
to students and discussed.
The use of software in design analysis was
emphasized, and the Engineering Equation
Solver program was made available to
students..
Students had difficulties in gathering
information on relevant fundamentals,
theory / concepts and related to the
project. Information gathered were
mostly not relevant to the project. List of
references and citation of reference was
not properly or adequately done.
Even though students were introduced to
EES, they still tried to do their analysis
manually, and thus had several errors and
iterations.
Techniques for collecting and holding
reference numbers in the report will be
provided the next time course is taught.
Distinction between design constraints and
design requirements should be made clear
to students.
This is the first time this sub-outcome
was measured, but students did very
well.
Class
Average
/
Expected
Hand calculations should be outlawed in
complex design analysis.
Analysis based on software should be
mandated.
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
74.5
44.4
54.5
0
78
86
All of the implementation summary for the
sub-outcomes were implemented for this
outcome.
Major problems were inability to identify
constraints, establish milestones, tracking
progress on Gantt chart. Also students
lacked
ability
to
gather
relevant
information, and cite references. Inability to
do analysis on software
All of the plans suggested for the suboutcomes will address the problems
encountered for this outcome..
Additional tutorials on used of design
software should be given.
This is the first time this sub-outcome
was measured. Students performed
below expected average
NO
This is the first time this sub-outcome
was measured. Students performed
below expected average
NO
Students performance was slightly below
the expected average but above the
previous semester’s average.
NO
END OF SEMESTER COURSE OUTCOME ASSESSMENT REPORT
MCEG 4123-001 ENERGY SYSTEMS DESIGN
SPRING 2008 SEMESTER
Report Prepared by: Dr. Paul O. Biney
Report Date: May 20, 2008
Semester
Analysis
Type
Number
of
Students
Outcome e.2
Ability to formulate/ analyze
engineering/technical/ computing
problems
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Spring 2008
Direct
9
Fall 2007
Direct
8
Spring 2007
Direct
7
Implementation
Summary
Perceived
Problems
Plans for
Addressing
Problems
Class
Average
%
Students
meeting
Expected
Average
57.1
22
Outcome e.3
Ability to solve
engineering/technical/computing
problems
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
54.7
22
Items implemented from
previous report or after
meeting previous
instructor
The format for formulating and analysis of
problems was distributed and discussed.
EES and numerical techniques for solving
nonlinear problems were discussed
Perceived problems
are directly related to
the PC and the sub
items under them
Students lacked the basic understanding of
the laws and equations
needed for
formulating and analyzing engineering
problems in Fluid mechanics, heat transfer
and
thermodynamics.
Lack
of
understanding of basic assumptions on
which equations and relevant laws are
based.
Students could not solve problems
involving numerical approximation. When
they tried, they stopped before there was
convergence
The following is recommended for
implementation.
Provide tutorials on EES and numerical
analysis to students
Plans for address
specific measures to
address PC and
their sub areas
Outcome e
An ability to identify, formulate,
and solve engineering problems.”
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
55.9
22
63.9
25
62.4
29
The format for formulating and analysis of
problems was distributed and discussed.
EES and numerical techniques for solving
nonlinear problems were discussed
Perceived problems were as listed for the
sub-outcomes
The following is recommended for
implementation.
Pre-requisite subjects need to be briefly
reviewed.
Pre-requisite subjects need to be briefly
reviewed.
Students should be required to state all
assumptions for any problems they
formulate
Students should be required to state all
assumptions for any problems they
formulate
Provide tutorials on EES and numerical
analysis to students.
Overall
Trend over
Periods
Ascertain if there were
improvements over
previous semesters
Were
Expectations
Met?
Class Average ≥75% and
≥70% of Students
Performed at or Above
Expected Average.
This is the first time this sub-outcome
was measured. Students’ performance
was below expected average.
NO
This is the first time this sub-outcome
was measured. Students’ performance
was below expected average.
NO
Students performance was disappointing
this semester since the average was
lower than that of Fall 2007. Students
have consistently scored below expected
average.
NO
END OF SEMESTER COURSE OUTCOME ASSESSMENT REPORT
MCEG 4123-001 ENERGY SYSTEMS DESIGN
SPRING 2008 SEMESTER
Report Prepared by: Dr. Paul O. Biney
Report Date: May 20, 2008
Outcome g.1
Semester
Analysis
Type
Number
of
Students
g1: Ability to Organize, Plan, Design and
Prepare and Use Appropriate Visual Aids for
communication/Presentation
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Spring 2008
Direct
9
Fall 2007
Direct
8
Spring 2007
Direct
7
Implementati
on
Summary
Perceived
Problems
Plans for
Addressi
ng
Problems
Overall
Trend
over
Periods
Were
Expectati
ons Met?
Items implemented
from previous report or
after meeting previous
instructor
Perceived problems
are directly related
to the PC and the
sub items under
them
Plans for address
specific measures
to address PC and
their sub areas
Ascertain if there
were improvements
over previous
semesters
Class Average ≥75% and
≥70% of Students
Performed at or Above
Expected Average.
Class
Average
%
Students
meeting
Expected
Average
82.9
100
Section in project manual
presentation was reviewed.
oral
Outcome g.3
g.3: Appearance and Ability to Provide
Good Oral Delivery
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
75.5
100
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
83.8
100
Practice sessions in class on how to
rephrase procedure, sample analyses done in
lab and answers compared to that obtained
by instructor at lab, and where time was a
constrain, instructor performed analysis
using first data point and provided the
correct answers to students to use to check
their analysis data.
. Section in project manual on oral
presentation was reviewed.
Students were lacking in their ability to
use modern presentation techniques
such as visually enhanced transitions,
animations, video, and sound clips) to
provide effective delivery, and they did
not practice enough to be able to stay
within their time limits.
Students did not amply demonstrate
knowledge and understanding of the
technical aspect of the subject
.
The following is recommended for
implementation.
Require students to include visual aids in
their presentation.
Video clip of one of their group meetings.
The following is recommended for
implementation the next time the course is
offered.
This is the first time this sub-outcome
was measured. Students’ performance
was above expected average.
This is the first time this sub-outcome
was measured. Students’ performance
was just above expected average.
YES
on
Outcome g.2
g.2: Ability to Articulate Subject
Knowledge (Technical Content)
Outcome
Oral Communication
g. Ability to communicate effectively
orally.
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
80.7
100
All items listed under the sub-outcomes
were implemented
Major problems were as listed in the suboutcomes
The instructor should:
.
Plans are as described in the sub-outcomes
This is the first time this sub-outcome
was measured. Students’ performance
was above expected average.
Student
performance
was
above
expected average and all the students
scored above the expected average
Students should be made to carefully plan
the technical part of the presentation for the
instructor’s review.
YES
YES
YES
END OF SEMESTER COURSE OUTCOME ASSESSMENT REPORT
MCEG 4123-001 ENERGY SYSTEMS DESIGN
SPRING 2008 SEMESTER
Report Prepared by: Dr. Paul O. Biney
Report Date: May 20, 2008
Semester
Analysis
Type
Number
of
Students
Outcome g.4
Outcome g.5
Outcome g.6
g.4: Ability to organize, plan and
properly format a written technical
report
g.5: Ability to compose original
texts and properly apply
the
conventions of written language
g.6:
Ability to provide appropriate
discussion,
conclusions
and
recommendations
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Spring 2008
Direct
9
Fall 2007
Direct
8
Spring 2007
Direct
7
Implementati
on
Summary
Perceived
Problems
Class
Average
%
Students
meeting
Expected
Average
69.6
44
Items implemented
from previous report or
after meeting previous
instructor
The project manual was distributed and the
sections on organization and format for
technical report were discussed.
Perceived problems
are directly related
to the PC and the
sub items under
them
Students’ ability to properly cite
references used in their work was not
good.
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
74.4
44
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
67.9
0
The project manual was distributed and the
sections and the importance of composition
and conventions for written communication
were discussed.
Details on the content of discussion
conclusions, and recommendations were
discussed.
Students did not do well in punctuation.
Some sentences were incomplete and did
not make sense, Several errors in subject
verb agreement.
Students failed miserably in identifying the
major accomplishments in their project, and
thus did not highlight the important results
in their discussions and conclusions. The
recommendation were also poorly done
Outcome g
Written Communication
Average
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
70.6
44
All Outcome g Average
for Oral & Written
Communication
Class
Average
/
Expected
Percent of
students
at or
above
average
75
75
75
70
70
70
Expected
Class
Average
%
Students
meeting
Expected
Average
75.7
44
67.4
50
87.2
100
As stated for sub-outcomes g4, g5, and g6
As stated for sub-outcomes g1 through g6
As stated for sub-outcomes g4, g5, and g6
As stated for sub-outcomes g1 through g6
The instructor should:
Plans for
Addressi
ng
Problems
Overall
Trend
over
Periods
Were
Expectati
ons Met?
Instructor should provide techniques for
recording and citing references to students.
Plans for address
specific measures
to address PC and
their sub areas
Ascertain if there
were improvements
over previous
semesters
Class Average ≥75% and
≥70% of Students
Performed at or Above
Expected Average.
The following is recommended for
implementation the next time the course is
offered.
As stated for sub-outcomes g4, g5, and g6
As stated for sub-outcomes g1 through g6
This is the first time this sub-outcome
was measured. Students’ performance
was slightly below expected average.
This is the first time this sub-outcome
was measured. Students’ performance
was slightly below expected average.
This is the first time this sub-outcome
was measured. Students’ performance
was below expected average.
Students performance was slightly above
the expected average and there was
improvement over the previous semester.
Only 44% of the students scored at or
above the expected average
Only 44% of the students scored at or
above the expected average
Only 44% of the students scored at or
above the expected average
Instructor should make it mandatory for
students to use editing features in MS Word,
proof read their written report, and if
possible let the report be peer reviewed
especially within the group.
This is the first time this sub-outcome
was measured. Students’ performance
was above expected average
NO
.
Instructor should provide more detailed
requirements of the contents of the
discussion of results, conclusions and
recommendations
NO
NO
NO
NO
Grade Sheet Showing
Student and Class Performance in Outcomes
The computed semester average in each outcome
as stated in the Assessment report are
highlighted in boldface
Grade Sheet Showing Student and Class
Performance in Course Outcomes
MCEG 4123 Energy Systems Design
SPRING 2008 Semester
Class Average
Percent Students Above Expected Average
100.0
90.0
100.0
90.0
80.0
70.0
80.0
70.0
60.0
Class Average (%)
Semester Class Average (%)
Class Average
60.0
50.0
40.0
30.0
20.0
Percent Students Above Expected Average
The Class averages for the
outcomes shown here should
match those listed for the
outcomes in the End of
Semester assessment Report
50.0
40.0
30.0
20.0
10.0
0.0
10.0
0.0
c1
c2
c3
c
Outcom e c and Perform ance Criteria
C1: Ability to Define/Understand the Problem and then Plan the Project
C2: Ability to Conduct a Review of the Literature, Generate Ideas and Apply
Creativity
C3: Ability to Perform Preliminary and Detailed Design
e2
e3
e
Outcom e e and its Perform ance Criteria
e1: Ability to identify engineering/technical/computing problems
e2: Ability to formulate/analyze engineering/technical/computing problems
e3: Ability to Solve engineering/technical/computing problems
Grade Sheet Showing Student and Class
Performance in Course Outcomes
MCEG 4123 Energy Systems Design
SPRING 2008 Semester
Class Average
Class Average
Percent Students Above Expected Average
100.0
100.0
90.0
90.0
80.0
Class Average (%)
80.0
Class Average (%)
Percent Students Above Expected Average
70.0
60.0
50.0
40.0
30.0
70.0
60.0
50.0
40.0
30.0
20.0
20.0
10.0
10.0
0.0
0.0
g1
g2
g3
Oral Comm
Outcom e g (Oral Com m ) and its Perform ance
Criteria
Oral Communication
G1: Ability to Organize, Plan, Design/Prepare and Use Appropriate
Visual Aids for communication/Presentation
G2: Ability to Articulate Subject Knowledge (Technical Content)
G3: Appearance and Ability to Provide Good Oral Delivery
g4
g5
g6
Written
Comm
Total Comm
Outcom e g (Written Com m ) and its perform ance Criteria
Written Communication
g4: Ability to organize, plan and properly format a written technical report
g5: Ability to compose original texts and properly apply the conventions of
written language
g6: Ability to provide appropriate discussion, conclusions and recommendations
OUTCOME SPECIFIC ASSIGNMENTS
USED TO ASSESS OUTCOMES
(Provide at least two assignments used to specifically
measure each outcome and justify the suitability of the
assignments for the outcome being measured)
ASSIGNMENTS FOR OUTCOME “c”
Ability to design a system, a component, or a process to
meet a desired need
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
TEST 2B
Outcome c
Ability to design a system, a component, or a process to meet a desired need
Brief Description of the suitability of this assignment for the outcome
Test 2B tests the students ability to design a piping system, sizing a pump, and sizing a flow meter
for measuring the range of flow in the piping system. It also tests the students’ ability to make
reasonable assumptions for sizing a heater for a fluid system.
PRAIRIE VIEW A & M UNIVERSITY
MECHANICAL ENGINEERING DEPARTMENT
SPRING 2008
Energy Systems Design
SECTION 001
TEST 2B
OPEN BOOK, CLOSED NOTES
ANSWER ALL QUESTIONS
FOR EACH PROBLEM, DIAGRAM WITH
ALL STATE POINTS INDICATED SHOULD BE ABSOLUTELY PROVIDED
CLEARLY INDICATE EACH SUB-SECTION OF A PROBLEM
DRAW A BOX AROUND EACH ANSWER
PROVIDE UNITS ON ALL CALCULATIONS AND ANSWERS
ANY DISHONESTY DURING THE EXAMS WILL RESULT IN “F” GRADE
WORK ALL PROBLEMS ON THE QUESTION SHEETS AND
DO NOT USE ANY SHEET OF YOUR OWN
April 25, 2008
Name of Student: _______________________
INSTRUCTOR: Dr. Paul O. Biney
This Test is specifically for assessing outcome c, performance criteria 3
32
SI Units should be used throughout the Test
Using the project statement below, and the additional information provided, answer the questions
The Civil Engineering department has an experimental set-up to measure the pressure drop and friction factor in pipes and
fittings. The design of this set-up is old, and the flow through the fittings is achieved though a pump. The set up can only
be used for water. You are required to design, build and test an improved experimental apparatus for fluid flow
experiments in an undergraduate laboratory. When using water, the flow should be provided by a controlled hydrostatic
pressure. The apparatus should be capable of experimentally determining:

Friction factor in straight pipes in the range of 1000 < Red < 100,000, with pipes of at least four different
diameters and two different roughness, with air and water as the fluids.


Losses due to bends and loses in valves.
Pump characteristics employing dimensionless variables with two similar variable-speed centrifugal
pumps with different-diameter impellers to provide the water for the systems.
Include appropriate modern instrumentation, control, and provision for calibrations of transducers used in
the experiments. Also provide simultaneous visual representation of pressure drops as a function of the
length of pipe and a detailed instructions for using the set-up.
A group of students from the Civil Engineering Department proposed a preliminary system
shown below containing only two different pipe sizes,
1” Sch 40
70 psia
1/2” Sch 40
14.7 psia
Heater
Water Level
at Z=0.5m
Compressor
Pump
Water Level
at Z=0.75m
Question 1
Size the pump for Reynolds number between 2000 and 10,000 by determining first the
maximum and the minimum flow rates, and the maximum pump head, assuming the total
minor loss coefficient is 35 and the total pipe length between the two tanks containing the
pump is 2m. Assume 1" Schedule 40 pipe
Question 2.
Show how (including analysis) the pressure transducers and flow meters can be selected for
this system.
Question 3
Making reasonable assumptions, perform the analysis to size the heater if the water
temperature needs to be varied from 25 oC to 90 oC during an experiment.
33
34
35
36
37
38
39
40
41
42
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
Final Project Report
Outcome Measured Using this Assignment
Outcome c
Ability to design a system, a component, or a process to meet a desired need
Brief Description of the suitability of this assignment for the outcome
The first project for the semester required the students to design an improved experimental apparatus for fluid
flow experiments in an undergraduate laboratory. When using water, the flow should be provided by a
controlled hydrostatic pressure.
The problem statement and the students’ final report demonstrate their ability to design a fluid system to a
need.
The rubric, developed from the performance criteria for the outcome, used to assess this outcome is also
provided to demonstrate student performance in the performance criteria areas.
43
DESIGN PROBLEM STATEMENTS
Energy Systems Design
Spring 2008
Design Project #1
DESIGN AND CONSTRUCTION OF EXPERIMENTAL SET-UP FOR PRESSURE
DROP AND FRICTION FACTOR MEASUREMENT IN PIPES & FITTINGS
Assigned:
Assignment Type:
Reporting Requirements:
Analysis Requirements:
Final Project Presentation
Final Project Report Due:
01/25/08
Group Project
Status report every week
Use EES for all design analyses and include parametric
Studies of system
02/29/08, (for Design Phase)
04/11/08 (for Fabrication & Testing Phase)
Project Statement
The Civil Engineering department has an experimental set-up to measure the pressure drop and friction factor in pipes and
fittings. The design of this set-up is old, and the flow through the fittings is achieved though a pump. The set up can only
be used for water. You are required to design, build and test an improved experimental apparatus for fluid flow
experiments in an undergraduate laboratory. When using water, the flow should be provided by a controlled hydrostatic
pressure. The apparatus should be capable of experimentally determining:

Friction factor in straight pipes in the range of 1000 < Red < 100,000, with pipes of at least four different
diameters and two different roughness, with air and water as the fluids.


Losses due to bends and loses in valves.
Pump characteristics employing dimensionless variables with two similar variable-speed centrifugal
pumps with different-diameter impellers to provide the water for the systems.
Include appropriate modern instrumentation, control, and provision for calibrations of transducers used in
the experiments. Also provide simultaneous visual representation of pressure drops as a function of the
length of pipe and a detailed instructions for using the set-up.
44
GRADING SCHEME FOR DESIGN CONTENT
Points
Assigned
Points
Received
1. Ability to Define/Understand the Problem and then Plan the Project
15
14.1
(i) Identify the customer and the needs.
2
1.85
(ii) Identify and list the design objectives.
2
1.7
(i)
Identify the design constraints.
1
0.95
(ii)
Define the design strategy and methodology.
1
1
(iii)
Identify and break down work into tasks and subtasks and identify the personnel and
deliverables for each.
5
4.9
(iv)
2
2
(v)
Establish major milestones for tracking progress and define performance metrics to
measure success
2
1.7
2.
Ability to Conduct a Review of the Literature, Generate Ideas and Apply
Creativity
25
19.1
(i)
Identify the types of information needed for a complete understanding of all aspects
of the project (Based on task described in the project planning).
(ii) Gather information on relevant fundamentals, theory / concept (demonstrate technical
competence) and relate them to the design.
(iii) Provide the sources in a list of references properly cited in the literature review section
and relevant sections of the report.
(iv) Define functional requirements for design (Specific required actions needed to be
performed for the design to be achieved).
2
1.8
10
7.5
2
1
3
2.5
(v)
3
2.5
(vi) Evaluate candidate solutions to arrive at feasible designs.
5
3.8
3. Ability to Perform Preliminary and Detailed Design
55
44.8
(i)
5
3
(ii)
Perform relevant detailed analysis (engineering, mathematical, economic) in accord
with applicable codes and standards.
(iii)
Develop final design specifications
(iv) Do the design within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and sustainability
35
31
5
5
3.5
3.5
(v)
Select materials/components/software/test equipment.
5
3.8
(vi)
Fabricate a prototype or a model (physical, software, hardware) of the design.
(vii)
Test or simulate the design and make necessary changes to obtain optimum design.
ESD
Score
% Score
PC1
14.1
94.00
PC2
19.10
76.40
PC3
44.80
81.45
TOTAL
78.00
82.11
% for PC
Develop a Gantt chart and critical path analysis for managing the project.
Transform functional requirements into candidate solutions / mathematical modeling.
Identify applicable codes and standards for the design
45
94.0
76.4
81.5
“Construction of Experimental Set-Up”
Energy Systems Design
Literature Review
Submitted by
Nakita Bowman
Lyawonda Bass
Antyon James
Whitney Livingston
To
Dr. Paul O. Biney
Energy Systems Design Instructor
Department of Mechanical Engineering
College of Engineering
Prairie View A&M University
April 30, 2008
46
LETTER OF TRANSMITTAL
Energy Systems Design- Spring 2008
Group 2- Skyliners
Dr. Paul O. Biney, Professor
Department of Mechanical Engineering
Prairie View A&M University
Dear Dr. Biney:
The attached report contains the design and detailed analysis of the proposed fluid flow system
in which students can perform various fluid mechanics experiments. The report includes the
descriptions of each component within the system. These components were priced and analyzed
for integration and efficiency with each other. Thermodynamic and Fluid Mechanics analysis
was performed to determine how much power will be needed for each component of the system
along with the determination of pipe sizes.
We do ask that you take into consideration the hard work and effort which has been placed. We
thank you for your patience and dedication.
Group members are available to answer and address anything concerning this report or the
proposed design.
Sincerely,
______________________________
Nakita Bowman
______________________________
Lyawonda Bass, Team Leader
______________________________
Antyon James
______________________________
Whitney Livingston
47
ACKNOWLEDGEMENT
This report was prepared using input from Dr. Paul O. Biney. We thank Dr. Biney for his
constructive criticism and inspiration in providing insight and experience that has passed the test
of time. We also thank Dr. Judy Perkins for her assistance regarding the existing design that is in
use in the Civil Engineering department. She gave insight as to who our clients would be if we
were to take this design to market, as well as what the client would possibly need for an effective
design. Our group greatly appreciates the patience and dedication shown by these two
extraordinary professors.
48
TABLE OF CONTENTS
Acknowledgement………………………………………………………………………… …..
Table of Contents ………………………………………………………………………………
List of Figures …………………………………………………………………………………
List of Tables …………………………………………………………………………………
1. PROJECT SCOPE
………………………………………………………………
1.1 Project Statement……………………………………………………...…………………….….
1.2 Client Identification and recognition of need………………………………………………..... ..
1.3 Project goals and objectives ………………………………..……………………………………
1.4 Contemporary Issues Relevant to Project……………………………………………………….
1.5 Initial Project Constraints………………………………………………………………………..
2. PROJECT PLANNING AND TASK DEFINITION …………………………………
2.1 Task Identification ………………………………………………………………………….…..
2.2 Gantt Chart ………….…………………………………………………………………………..
iii
iv
vi
vii
1
1
2
4
4
5
5
5
13
3. LITERATURE REVIEW.…………………………………………...…………………………
3.1 Component Description………………………………………………………………………
3.1.1 Instrumentation ……………….…………………………………….………………...
3.1.3 Pump …….. ……………….…………………………………….……………………
3.1.4 Existing Fluid Bench Apparatus …. …………………………………………………
3.1.5 Tubes (Of various sizes) and Fittings ………………………………………………
3.1.6 Tank…………………………………………………………………………
3.1.7 Orifice Meter…………………………………………………………………………..
3.1.8 Venturi-meter………………………………………………………………………….
14
15
15
19
20
21
21
21
23
4. PRELIMINARY DESIGN………………………… …………..…………………………….
4.1 Concept Designs…………………………………………………………………………………
24
5.
DETAILED SYSTEM DESIGN……….…………………………….…………………………
5.1 Fluid Circuit System: Water………………………………………………………………………
5.2 Fluid Circuit System: Air………………………………………………………………………….
5.3 Fluid System: Justifications……………………………………………………………………….
5.4 Engineering Analysis……………………………………………………………………………...
5.5 Detailed System Depictions……………………………………………………………………….
5.6 Modern Instrumentation…………………………………………………………………………
5.6.1 Flow measurement Devices……………………………………………………………
5.6.2 Flow Control Devices………………………………………………………………….
5.6.3 Miscellaneous Modern Instrumentation……………………………………………….
5.7 Major Apparatus Components
5.7.1 Air Compressor………………………………………………………………………..
5.7.2 Pump…………………………………………………………………………………..
5.8 Cost Analysis……………………...………………………………………………………………
5.8.1 Orifice Plate …………………………………………………………………………..
5.8.2 Orifice Plate Flow Meter………………………………………………………………
5.83 Campbell Hausfeld Air Compressor ………………………………………………......
5.8.4 Sump Pump……………………………………………………………………………
6. RESULTS AND DISCUSSION
6.1 Summary of Goals and Objectives………………………………………………………………..
6.2 Summary of Constraints and Codes Met by Design…………………………………………….
6.3 Conclusion and Recommendations……………………………………………………………...
LIST OF REFERENCES ………………………………………..………………………………………
APPENDIX A………………………………………..…………………………………………………
49
25
29
29
29
29
29
32
34
34
35
35
36
37
37
37
37
38
38
39
39
39
40
41
Table of Figures
Figure 2.1- Gantt Chart……………………………………………………………………….
Figure 3.1- Fluid Friction Apparatus…………………………………………………………
Figure 3.2- Piezometer with Pressure Gauge…………………………………………………
Figure 3.3- Pitot tube with pressure transducer……………………………………………….
Figure 3.4- Natural Technovate Model 9009 Flow System Diagram…………………………
Figure 3.5- Orifice Meter……………………………………………………………………...
Figure 3.6- Orifice Flow Pattern………………………………………………………………
Figure 3.7- Venturi-meter……………………………………………………………………..
Figure 4.1- Experimental Set-up for Pressure Drop and Friction Factor Measurement in
Pipes and Fittings …………………………………………………………..…….
13
15
16
16
21
22
22
23
Figure 4.4 Individual Concept Design 1 ……………………………………………………………….
Figure 4.5 Individual Concept Design 2……………………………………………...………………..
Figure 4.6 Individual Concept Design 3…………………………………………..…..………………..
Figure 4.7 Individual Concept Design 4…………………………………………..…..………………..
Figure 4.8 Individual Concept Design 5.…………………………………………….. ………………..
Figure 4.9 Individual Concept Design 6………………………………………….…………………...
31
32
34
34
27
28
Figure 5.1 Fluid Circuit System; Water...................................................................................
Figure 5.2 Fluid Circuit System; Air........................................................................................
Figure 5.3 Orifice Plate............................................................................................................
Figure 5.4 OM-CP-PRTRANS Pressure Datalogger...............................................................
Figure 5.5 Level switches........................................................................................................
Figure 5.6 Blower …………………………….......................................................................
Figure 5.7 Campbell Hausfeld Air Compressor ….......................................................................
Figure 5.8 Sump Pump………………………………………………………………………
32
33
34
34
35
36
36
37
50
24
LIST OF TABLES
Table 1.1
Table 2.1
Table 5.1
Table 5.2
Project Planning……………………………………………………………….......
Task Identification…………………………………………………………….......
Water Analysis …………………………………………………………………...
Air Analysis………………………………………………………………………
51
4
6
30
31
1. PROJECT SCOPE
1.1
Project Statement
The Civil Engineering department has an experimental set-up to measure the pressure drop and
friction factor in pipes and fittings. The design of this set-up is old, and the flow through the
fittings is achieved through a pump. The set up can only be used for water. You are required to
design, build, and test an improved experimental apparatus for fluid flow experiments in an
undergraduate laboratory. When using water, the flow should be provided by a controlled
hydrostatic pressure. The apparatus should be capable of experimentally determining:

Friction factor in straight pipes in the range of 1000< Red <100,000, with pipes of at least
four different diameters and two different roughness, with air and water as the fluids.

Losses due to bends and losses in valves

Pump characteristics employing dimensionless variables with similar variable-speed
centrifugal pumps with different-diameter impellers to provide the water for the systems.

The system must be able to accommodate studying the effects of fluid temperature
throughout the system.
Include appropriate modern instrumentation, control, and provision for calibrations of
transducers used in the experiments. Also provide simultaneous visual representation of pressure
drops as a function of the length of pipe and detailed instructions for using the set-up.
1.2
Client Identification and recognition of need
In completing a list of potential clients, the group asked, “What is the function of this equipment
and where or what industry could it most likely be used?”
This device would help benefit in all areas of engineering in providing engineering students the
ability to construct fluid flow experiments within there related courses work, to gain a better
understanding of fluid dynamics.
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Any company closely related to the dynamic flow of a fluid, would be most benefited from this
device. Not only could it measure the hydraulic pressure, but it could also measure the flow rate
within the system as well.
1. Dr. P. Biney, Mechanical Engineering Professor
- Energy System Design Professor
2. Undergraduate Engineering Students
- Mechanical and Civil Engineering Students
3. Civil Engineering Department
- Dr. J. Perkins, Department Head
4. Hydraulic Water Resources
5. Oil Industries
6. Educational Institutions
-
High School
-
Community Colleges
As listed above, this flow device can be marketed to several entities. As mechanical
engineering students at Prairie View A&M University we considered the Civil and Environmental
Engineering department as a initial client.
Although civil department was chosen as the initial client for marketing the hydraulic flow
system, it will be used for both the mechanical as well as the civil department for laboratory
purposes.
To enable the students to use this device at Prairie View there are a few levels in the chain of
command to surpass. After consulting with Dr. Perkins about this issue, it was stated that she is
the deciding factor of which experimental devices will be placed in the civil engineering lab. In
addition to price, there are other deciding factors that will determine if the client will choose the
group’s device over our competitors. Dr. Perkins looks at other qualities such as customer service,
warranty, types of discounts, installation fees, cost of delivery, and the company itself. After the
client has decided on the company, she then considers the price. If the item costs $1,500.00 or
less, then a departmental procard is used as method of purchase. On the other hand, if the item
Rev. D
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exceeds $1,500.00 then three bids are made in addition to completing a purchase order for the
completion of the sale. In the event bids have to be made, Dr. Perkins would have to contact the
procurement service located in finance and admissions, which is linked to the purchasing
department for approval. Although Dr. Perkins might have to contact the finance department to
place the bids, the decision of the final bid is left up to her.
In the end, all clients have different protocols in which they have to go by, and so does the
group. This device was designed with the client in mind, and the group will ensure that everything
that is conducted on behalf of our group will be done to ensure that this device is delivered
customized to the client’s specifications and constraints.
Client’s Need
1. The current system produces fluctuating readings due to the instability of the pump when
measuring the pressure drop and friction factor during an experiment.
- The client is seeking a more effective and improved experimental apparatus to measure the
pressure drop and friction factor in pipes and fittings, which will result in a more accurate
reading.
2. The current system experiences instability in the flow readings, due to the lack of constant flow
of fluid into the system and a loss of water, due to the poor performance of the pump.
-
The client wants to replace the old system with a new more efficient and accurate system
that will conserve/minimize the loss of water during an experiment.
-
The client wants to upgrade to a system that will eliminate the problem encountered when
the pump is the main source for pumping the water in to the tank, which will achieve greater
accuracy when conducting experiments and collecting data. The new design will replace the
need for a pump to create enough pressure and velocity for moving fluid through the
apparatus. The pump will be used to move the water from the sump tank to the main water
tank. A tank with a constant head will be added to achieve fluid flow to the fittings. Modern
instrumentation will be added where the readings will be collected using a data acquisition
system and will also allow for higher accuracy.
Rev. D
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3. The current system set-up can only be used for water.
- The client wants the new system to be able to use water as well as air to measure the
pressure drop and friction factor in pipes and fittings. Using both fluids will allow the
experimenter to observe the difference in pressure drop and friction factor between a gas
fluid and a liquid. The system must also be able to accommodate studying the effects of fluid
temperature throughout the system.
4. The current system is outdated and needs new and improved instrumentation to conduct a
variety of experiments for the undergraduate engineering students.
-
The client wants the apparatus to be capable of being used to experimentally determine:

Friction factor at different diameters and roughness using air and water

Losses due to bends and valves.

Pump characteristics

Effects of fluid temperature on the head loss, pressure drop, and friction factor
through the piping system and fittings in the project
-
The client wants a sump tank for leftover water to flow, with an attachment of a pump, to
allow the water to be pumped back to the main tank.
1.3
Project Goals and Objectives

Successfully design, test and build a functional user-friendly and improved apparatus for
fluid flow experiments and that will exceed the expectations of our clients and that will
be easy to market to our clients.

Air and water are able to enter the device at a constant flow rate

All the water within the devise can be reused from the sump tank

Water or Gas enters the device at room temperature 20°C and remains at 20°C
throughout the pipeline

A pump will transport the water from the sump tank to the main tank

Water or gas enters the device at room temperature at 20°C and is raised to 170°C within
a reasonable amount of time
Rev. D
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Objectives:
1. The experimental set up should be relatively inexpensive.
2. Air and water are to be accepted as fluids.
3. Water flow should be provided by a controlled hydrostatic pressure.
4. A range of 1000 < Red < 100,000 should be acceptable for friction factors in straight pipe
with four different diameters and two different roughness.
5. The losses due to valves and bends are to be assessed.
6. The temperature effects due to head loss, pressure drop, and friction factor are to be
assessed.
Table 1.1 Project Planning
Objective
Inexpensive
Air or water as fluids
Measurement Basis
manufacturing cost for existing set up
and industry average
fluid flow through pipes
Units
Dollars
Liter/s or
m/s
Friction factor for
variable pipe diameters
Reynold’s number
and roughness
1.4
Head loss
Losses in bends and valves
M
Pressure
Pressure in system
Psi
Temperature
Initial temperature and final temperature
°C, Btu
Contemporary Issues Relevant to Project
Prairie View A&M University is known for its engineering department. With thousands of
students applying to the university each year, several hundred will become engineering students.
Therefore it is vital that the equipment that represents this department is in top condition. The
students at Prairie View are studying to become engineers and will be competing against other
Rev. D
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well known universities, on how much they have learned during the course of the four years at
the university. Issues that face graduating students, is that some of the advanced equipment that
other universities and corporate America use, is not available to the students here at Prairie
View. College is designed to prepare you for the working world, but if practicing with outdated
equipment is what the department calls preparing them, then how are they to measure up to the
competition. With new and improved devices this design will provide advanced technology and
equipment to allow students, not only here at Prairie View, but at other instructions the ability to
step into the 21st century and conduct experiments in an effective manner.
1.5
Initial Project Constraints
 The fluid friction apparatus shall be able to operate with both water and air.
 When handling water, it is to be controlled by hydrostatic pressure, and no pumps are
permitted to control water from the tank into the apparatus.
 The apparatus should enable the students to determine the friction factor in pipes, losses due to
bends and valves, and pump characteristics.
 The pipes in the apparatus need to be of such diameters that a Reynold’s number in the 1000 <
Red <100,000 range can be achieved, must contain at least four different diameters, and two
different roughness.
 Must have modern instrumentation that facilitates calibration.
 The apparatus needs to allow for visual representation of pressure drops as a function of the
pipe length.
 The student needs to include comprehensive instructions for set up and operation.
 There needs to be a device that measures the pressure drop.
 The experiment must have an indicator that alerts when the water level is low, and indicator
that kicks the air compressor on when the pressure is low.
Rev. D
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2. PROJECT PLANNING AND TASK IDENTIFICATION
2.1
Task Identification
The purpose of the Project Tasks and Schedule, shown in Table 2.1, was to subdivide the tasks
needed to complete the entire project in an allotted time period. The primary software used to
describe the project tasks was Microsoft Project which was used to develop the project schedule
and Gantt chart. Table 2.1 describes in detail the project tasks. Figure 2.1 shows the Gantt chart
and describes the tasks that were designated to persons within the group responsible for
completing each task as well as assigns a date that each task needs to be completed.
The Skyliners used the Gantt chart to effectively track and motivate the team to stay within the
time constraints set forth in the chart. The team strived to deliver on the dates specified. The
Gantt chart shown in Figure 2.2, is a way for the entire team to know what was expected of them,
as well as kept team members abreast of what their fellow team members were working on.
Rev. D
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Table 2.1 Task Identification
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
Responsible Person
From the details of
the design,
determine who our
potential clients are.
Provide detail
list of client’s
procedures
taken for
obtaining our
product.
1week
1/30/08
2/06/08
Lyawonda
A list of needs
provided from
the problem
statement.
1 week
1/30/08
2/06/08
Whitney
To successfully
design, build and
test an improved
user-friendly
apparatus for fluid
flow experiments
that will exceed the
expectations of our
clients.
List of goals to
help us achieve
our clients
satisfaction
1 week
1/30/08
2/06/08
Antyon
Define objectives
that will allow us to
complete our
project design
List of
objectives that
complies with
the problem
1 week
1/30/08
2/06/08
Antyon
Problem Formulation
1. Recognizing the Need
 Identify the client

Determine what the client’s
desired needs are.
2. Defining the Problem
 Identify goals that we seek to
achieve for the design project

Identify objectives for the
design project
Rev. D
Review the project
statement to gain
understanding of
what the client
needs is.
8
5208
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
Responsible Person
1 week
1/30/08
2/06/08
Nakita
1 week
2/01/08
2/08/08
Antyon, Whitney,
Nakita, Lyawonda
statement

Identify constraints for the
design project
Project Planning
1.Design Criteria
 Dividing the project into task
and sub-task



State the objectives of each
task
Estimate the personnel, time,
and other resources needed to
meet the objectives
Develop a sequence for the
Rev. D
Research areas that
will determine the
success or failure of
the design.
List of detailed
constraints
related to the
design project
Outline tasks and
sub-tasks needed
for a constant flow
of future productive
work
Task tables
outlining the
tasks and
subtasks to be
completed
Antyon, Whitney,
Nakita, Lyawonda
Set forth objectives
to complete, related
to each task
Tables listing
task objectives
Outline scheduled
time and days
needed to complete
each task
Gantt Charts
and weekly
status reports
every Friday
9
1 week
2/01/08
2/08/08
Nakita,
1week
2/01/08
2/08/08
Nakita
5208
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
1 week
2/01/08
2/08/08
Responsible Person
task.
Create a task flow
Gantt Chart
system that will
allow us to see
what task are
completed and what
task are left to
complete
Literature Review
1.Literature Review
 Complete an exhaustive
literature review covering all
aspects of the new design
apparatus
a. Modern
Instrumentation
 Research for modern
instrumentation to use for
design
b. Equations
Rev. D
Perform a literature
review analyzing
existing setups and
evaluate the
components that
will be useful for
our design
Research modern
measuring
instrumentation
devices that can
replace the devices
on our current
apparatus
Gather detailed 1 week
information
from course text
books, web &
journal articles,
other reference
material related
to our design.
A list of modern
instrumentation 1 week
that will be
needed in the
design
02/06/08 02/13/08 Antyon, Whitney,
Nakita, Lyawonda
Antyon, Whitney,
Nakita,
02/06/08 02/13/08
*Air gas flow
meter
*Piezometer
(Pitot Tubes)
*Shutoff Valve
10
Lyawonda
5208
Task Description
Objectives
Deliverables
 Research useful equations
pertaining to fluid flow
Research all
appropriate
equations that will
allow us to
analytically create a
design and give us
a numerical point of
view as to what is
expected in the
construction phase
of the design.
A list of
equations that
are related to
pressure drop,
friction loss,
and how the
energy equation
relates to fluid
flow
c. Pumps
 Research all ideas for a pump
that would be appropriate for
our design
d. Compressors
 Research all ideas for a
compressor that would be
appropriate for our design
e. Existing fluid flow
apparatus
 Research all existing fluid
flow apparatus
Rev. D
Duration
Start
Date
End
Date
1 week
02/06/08 02/13/08
1 week
02/06/08 02/13/08
Responsible Person
Nakita
Research a pump
that will be able to
transport the waste
water from the
experiment back to
the water tank
Research a
compressor that
will be able to
transport air/gas
throughout the
apparatus
An outline of
pump
specifications
and related
calculations
obtained from
the system.
An outline of
compressor
specifications
related to
calculations
obtained from
the systems.
11
1 week
02/06/08 02/13/08
Nakita
1 week
02/06/08 02/13/08
Antyon
5208
Task Description
Concept Generation
1.Creative Thinking
 Sketch project related designs
2. Generation Alternative ideas.
 Determine if new ideas will
meet the needs of the design
Concept Evaluation
1. Concept & Functional
Evaluation
 Develop Evaluation Criteria
Rev. D
Objectives
Deliverables
Research all
existing similar
apparatus to find
out all components
and instrumentation
that would help aid
in designing our
apparatus
An outline of
existing
experimental
apparatuses that
are similar to
current design
and shows high
levels of
effectiveness
and efficiency.
Think of ideas that
are new and
improved
Create ideas that
will allow you to
think out side the
box
Determine areas of
importance within
Duration
Start
Date
1 week
02/06/08 02/13/08
Three
individual
concept designs
for the system
1 week
2/06/08
2/15/08
Antyon, Whitney,
Nakita, Lyawonda
List of possible
alternatives that
would either
improve
efficiency or
lower the price
1 week
2/06/08
2/15/08
Antyon, Whitney,
Nakita, Lyawonda
List of criteria
and point
12
End
Date
Responsible Person
Antyon, Whitney,
Nakita, Lyawonda
1 week
2/26/08
5208
3/4/08
Task Description
and assignments of a weight
or point scale for each criteria

Objectives
Deliverables
the project and
client specifications
that must me met
system
Duration
Start
Date
End
Date
Responsible Person
Antyon, Whitney,
Nakita, Lyawonda
Determine criteria weight
Outline criterion
accordance to level
of importance
Comparison of
total points for
each concept
and list of
weight criteria
showing level
of importance
1 week
2/26/08
3/4/08
Discern which
design/component
is best based on
design constraints;
ensure that all goals
and client needs
have been met with
design
Present each
individual task
as an updated
portion of the
overall report
consisting of
analysis and
specs for each
part
4 weeks
1/25/08
2/29/08
Nakita
To create a digital
and visual
Detailed 3D
NX3 model of
26 days
1/25/08
2/29/08
Antyon
Design Analysis

Dividing the apparatus
into parts and assign each
part as a task
Detailed Design

Model in NX3 or CAD
drawing
Rev. D
13
5208
Task Description




Tubes/pipes, valves,
fitting specifications
Tank placement and type
Objectives
Deliverables
representation of
the design
Ensure system
integration
system
Specified pipes
and tubes
Specified water
tank, and
location in
drawing
Instrumentation selection
Ensure system
integration and that
the tank will
function
Material Selection
List of selected
Find
instruments for
instrumentation that the design
will accomplish the
client goals
Make sure that all
materials will
integrate into the
system
Ratings of
pipes, fittings,
and flanges
To exhaust all
options, and ensure
that the tools that
have been selected
are the best for the
tasks
List of
alternative parts
or methods; if
found
Duration
Start
Date
End
Date
Responsible Person
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
4 weeks
1/25/08
2/29/08
Nakita
Refinement

For each assigned part,
search for alternative
parts or methods that will
Rev. D
14
5208
Figure 2.1 Gantt Chart
Rev. D
15
5208
Figure 2.2 Gantt Tracking Chart
Rev. D
16
5208
3. LITERATURE REVIEW
Comparable to embarking on a road trip, one needs to find directions of how to get to one’s
destination. When beginning this project, the group broadened their knowledge of the system at
hand by conducting a literature review and finding background information on all components
and existing fluid bench apparatuses. Many books, journals, and other websites were surveyed
and compiled for later review and comprehension as this project progressed. This literature
review will give a brief overview of the parts included in this system design. In this section one
will find included information about the components needed for the system to operate.
3.1
Component Description
The fluid flow apparatus is composed of many components. This section will outline how each
component operates as well as the function of each component included in the existing bench
apparatus that will be described in section 3.2. Each part is a component in the overall system
that will aid in the objectives of this experiment, which are to be outlined in the sections
following. This experiment will validate the Bernoulli’s principle using these components; all of
which will be described in the following sections.
The Bernoulli’s Equation, neglecting minor losses, as listed in Equation (3.1),
p u2

zH
g 2 g
(3.1)
Where
p is pressure
u is velocity
z is elevation
H is head loss
G is gravity
p is density
will be utilized throughout the rest of the report.
3.2
Existing Fluid Bench Apparatus
17
This setup and experiment is performed mainly to help students studying fluids determine the
velocity along the centerline in a pipe from the measurements of pressure head and total head.
This experimental setup will allow the students to validate the Bernoulli equation along a
centerline within a pipe. Finally, this experiment will allow the students to determine the flow
rate using a venturi-meter.
Cornell University has an existing experimental apparatus currently being used, and the model
revealed relevant instrumentation that may be needed in the design. Their apparatus, pictured in
Figure 3.1, consisted of a flow control valve, which is used to control the amount of water/air
that is coming from the source into the pipes, a venturi-meter, which is used to measure liquid
flow rates and a shutoff valve. Also included in their apparatus was a test section of tubing with
pressure taps and a pressure transducer [1]. This is an idea that still needs further research for our
apparatus but will definitely be considered in the final design.
The main components on this apparatus have been listed in Figure 3.1 in the Natural Technovate
Model 9009 Flow System Diagram. A more in depth analysis and survey will be conducted
throughout this chapter. [6] As listed in Figure 3.1, the pipe sizes displayed were utilized by the
group Sections 3.3 and 3.4 has a review on different types of pipes and how pipes are utilized in
a system such as this. This experimental setup covers hydrostatics, calculating things like the
18
Reynold’s
Figure 3.1 Natural Technovate Model 9009 Flow System Diagram
number, pressure loss in straight pipes, Bernoulli’s number, and understanding flow through
pipes. All of this experiment will help demonstrate the Bernoulli principle and show how it is
applied to measure flow rate using a venturi-meter. The venturi-meter is a device for measuring
discharge in a pipe and is described in section 3.6 in detail. Due to its design, it allows for a
pressure difference, and when the pressure differences are measured, the discharge can be
calculated. Due to the fact that velocity on the walls of the tubes have a velocity of zero, the
Bernoulli’s equation reduces to equation (3.2).
H
P
z
g
(3.2)
19
This will allow for the velocity head to be calculated. A pitot tube, described in section 3.13.1
converts the velocity head to pressure head and the equation becomes (3.3)
Hp 
P
 Hv  z
g
(3.3)
Where Hv is the velocity head.
This is measured in the pitot tube by the pressure taps to be described in section 3.13.1. The
difference in Ht and H is equal to the velocity head. Applying the Bernoulli equation with the
states as designated in section 3.6 in the Figure 3.3 of the venturi-meter, from point 1 and 2 the
equation would be (3.4)
p1 u12
p 2 u 22

 z1 

 z2
g 2 g
g 2 g
(3.4)
Considering that the elevations, z1 and z2 are along the same centerline and the setup is
horizontal, the elevations are equal (z1=z2). Once employing the continuity equation, (3.5)
Q  u1 A1  u2 A2
(3.5)
Where
Q is Volumetric Flow Rate
A is the wetted perimeter Area
The equation can be solved for a velocity u1 or u2 and substitute into the Bernoulli’s equation.
Once rearranged the equation is (3.6, 3.7, and 3.8)
u2 
u1 A1
A2
(3.6)
2

p1  p 2 u12  A1 
   1

g
2 g  A2 


(3.7)
20
And after finally canceling out factors,
2g
u2
P1  P2 
g
D
1   2
 D1



4
(3.8)
Using the manometer’s readings the equations for this apparatus at locations 1 and 2 on (3.9,
3.10)
P1  gh1  Pa
(3.9)
P2  gh2  Pa
(3.10)
Where
Pa is atmospheric pressure.
Thus when substituting in and rearranging an equation for pressure drop, it can be obtained by
(3.11 and 3.12).
P1  gh1  P2  gh2 (3.11)
P1  P2  g h1  h2  (3.12)
3.3
Piping & Piping Material
Pipes will be used in the apparatus to convey water and air throughout the apparatus. The pipes
are integrated by various valves, fittings and elbows. As water moves through the system,
pressure losses occur due to water contact with pipes, valves, and fittings. The four factors that
determine friction losses in pipe are:
1. The velocity of the water: Water velocity is measured in feet per second. As velocity
increases, pressure losses increase. Velocity is directly related to flow rate. An increase or
decrease in flow rate will result in a corresponding increase or decrease in velocity.
2. The size (inside diameter) of the pipe: Smaller pipe causes a greater proportion of the
water to be in contact with the pipe, which creates friction. Pipe size also affects velocity.
Given a constant flow rate, decreasing pipe size increases the water’s velocity, which
increases friction.
21
3. The roughness of the inside of the pipe: Pipe inside wall roughness is rated by a “C”
factor, which is provided by the manufacturer. The lower the C value, the rougher the
inside and the more pressure loss due to friction.
4. The length of the pipe: The friction losses are cumulative as the water travels through the
length of pipe. The greater the distance, the greater the friction losses will be.
3.4
Pipe Material Effect on Frictional Losses
Fluids in motion are subjected to various resistances, which are due to friction. Friction may
occur between the fluid and the pipe, but friction also occurs within the fluid as sliding between
adjacent layers of fluid takes place. The friction within the fluid is due to the fluid’s viscosity.
The articles in this section will explain in further detail the material’s effect on frictional losses.
3.4.1 Resistance to fluid flow
When fluids have a high viscosity, the speed of flow tends to be low, and resistance to flow
becomes almost totally dependant on the viscosity of the fluid, this condition is known as
‘Laminar flow’. Before the pipe losses can be established, the friction factor must be calculated.
The friction factor will be dependant on the pipe size, inner roughness of the pipe, flow velocity
and fluid viscosity. The flow condition, whether ‘Turbulent’ or not, will determine the method
used to calculate the friction factor. The starting point must be to find the fluid’s viscosity. This
will be the factor that has most effect on the pipe’s losses.
3.4.2 Effect of the inner roughness of the pipe
The inner roughness of the pipe can create eddy currents. This increases the friction between the
pipe wall and the fluid. The relative roughness of the inside of the pipe is used in determining the
friction factor to be used. Sample roughness of commercial pipes are outlined in Table 3.1.
Relative roughness =
Inside pipe roughness
Inside pipe diameter
Table 3.1: Average Inner Roughness Of Commercial Pipes
22
Steel tube
Copper tubing
Glass tubing
Polythene
Flexible P.V.C.
Rigid P.V.C.
Cast iron tube
Concrete tube
3.5
0.0460 mm
0.0015 mm
0.0001 mm
0.0010 mm
0.2000 mm
0.0050 mm
0.2600 mm
2.0000 mm
Pump Summary
A pump by definition is a machine that is used to increase the pressure of fluids in a system [4].
A pump is used for several circumstances such as to increase the pressure and transport the fluid
from a lower altitude to a higher one, i.e. pumping the fluid from the sump tank to the main tank
at a higher elevation, a feat that would be possible without at least the application of a pump. A
pump provides work by creating pressure to transport fluids from one point to another, and adds
no extra power to the system; it consumes energy and creates work. A pump operates as a
system- a pump requires components that are driven and require power, components that drive
and provide power, a transmission device that transmits power, and an auxiliary system that
takes care of other items such as lubrication, cooling systems, sealing. The pump will contain a
transmission device such as a coupling that will transmit the pressure created in the pump to the
system, as well as a driver or motor to provide power and build pressure. [5]
Pumps are used throughout society for a variety of purposes. Today, the pump is used for
irrigation, water supply in residential, gasoline supply, air conditioning systems, refrigeration
(usually called a compressor), chemical movement, sewage movement, flood control, marine
services, etc.
Because of the wide variety of applications, pumps have a variety of shapes and sizes: from very
large to very small, from handling gas to handling liquid, from high pressure to low pressure, and
from high volume to low volume.
There are many types of pumps that fall under two categories: positive displacement and
dynamic. There are many other types of pumps that fall under these subcategories, but the group
will concentrate on surveying only a few. Comparing positive displacement pumps versus
dynamic pumps, one would find that where positive displacement pumps increase pressure by
23
operating in a closed space in a fixed volume; by comparison, dynamic pumps increase the
pressure using rotating blades that increase the fluid velocity. The relationship between the head,
amount of power, and the pump efficiency are the same for all pumps, what changes is the
specific machinery installed on that pump and what kind of output it can accommodate. A
positive displacement pump is a “constant flow, variable head” type of device, and is commonly
used in the oil industry. Reciprocating pumps increase the pressure by using some type of
pulsating action [5]. Its purpose is to convert energy of an electric motor or engine into velocity
or kinetic energy and then into pressure of a fluid that is being pumped. Various amounts of
liquid are transported even by differential pressure. Positive-displacement pumps operate by
forcing a fixed volume of fluid from the entering pressure section of the pump at the inlet into
the discharge zone of the pump. These pumps generally tend to be larger than equal-capacity
dynamic pumps. Positive displacement pumps frequently are used in hydraulic systems at
pressures ranging up to 5000 psi. A principal advantage of hydraulic power is the high power
density (power per unit weight) that can be achieved. They also provide a fixed displacement per
revolution and, within mechanical limitations, infinite pressure to move fluid. In contrast,
dynamic pumps usually have lower efficiencies than positive displacement pumps, but also have
lower maintenance requirements. Dynamic pumps are also able to operate at fairly high speeds
and high fluid flow rates.[6]
When determining the size of the pump that is needed, a couple of calculations are needed.
Parameters that are taken into consideration are displayed in Table 3.2.[6]
Table 3.2 Parameters Needed to Calculate
Parameter
Inlet pressure
Outlet pressure
Volume flow rate
Total head Difference
Density
absolute vis cos ity
Length
Reynold’s Number
Symbol
p1
p2
Q
H


L
Re
Units
kPa
kPa
m3
s
m
kg/m3
N*s/m2
m
--
Also needed are the size, diameter, and schedule of the pipe, the area of the pipe and the length.
24
These parameters will be used in calculating the size of the pump that will be needed for the
specific application. These are the variables that will be needed to use the Bernoulli’s equation
as listed below in Equation (3.12)
P1 V 12
P 2 V 22
V2
fL

 Z1 

 Z2
[   k ]  hp
 g 2g
 g 2g
2g
D
(3.12)
Substituting the known values, one can calculate the velocity. Using the appropriate Reynold’s
numbers, the friction factor can be calculated. The Bernoulli’s equation will have to be applied
between two known states, that includes the pump. The two states would be upstream and
downstream to include the pump head in the calculations. Defining states 1 and 2, the pump
head can be determined. After converting this into power, this result be used to purchase a pump
that can operate at that level.
3.6
Venturi-meter
The venturi-meter is used to measure the flow through the pipe and to determine the flow rate
through a pipe. Differential pressure is the pressure difference between the pressure measured at
1 in the pipe and at point 2 located at the narrow throat (position 2) in Figure 3.2 [7]
1
2
Figure 3.2: Venturi-Meter
Due to its design and functionality, the venturi-meter serves as one of the more accurate meter to
measure the flow due to the reduction of head loss in contrast to the orifice meter. The
simplified design lends for more effective and accurate readings. The meter uses a tapering
25
throat in the pipe which then expands back to the original pipe diameter. As one measures the
pressure head at both points (1 and 2) on the meter, we can calculate the velocity of the fluid.
3.7
Orifice Meter
An orifice meter measures pressure by restricting the flow with a plate that has a bore aligned in
the middle of it. There are two points, a upstream and b downstream of the orifice plate on
Figure 3.3, where the pressure is measured and compared. The difference in pressure, dp, is read
and the pressure will then be known [8].
b
a
Figure 3.3: Orifice Meter
As fluid flows through the orifice meter the pressure builds up when the fluid goes through the
bore at a high velocity. Figure 3.4 shows the typical flow pattern for the orifice meter.
Figure 3.4: Orifice Flow Pattern
26
The orifice meter is a specific type of ventri-meter (section 3.6) It creates a known pressure drop
in the existing assembly, so that other calculations can be completed.
3.8
Valve
A ball valve (like the butterfly valve and plug valve are one in the family of valves called quarter
turn valves) is a valve that opens by turning a handle attached to a ball inside the valve. The ball
has a hole, or port, through the middle so that when the port is in line with both ends of the valve,
flow will occur. When the valve is closed, the hole is perpendicular to the ends of the valve, and
flow is blocked. The handle or lever will be inline with the port position letting you "see" the
valve's position. [1]
Ball valves are durable and usually work to achieve perfect shutoff even after years of disuse.
They are therefore an excellent choice for shutoff applications (and are often preferred to globe
valves and gate valves for this purpose). They do not offer the fine control that may be necessary
in throttling applications but are sometimes used for this purpose.
3.9
Sizing and Selecting a Tank
Selecting the pressure tank total volume for typical systems will consider the pump capacity. The system will
commonly function using a differential pressure switch to control the system pressure at or above the
minimum required system pressure. To effectively size the tank, one must select the pump capacity, tank type and
pressure switch settings to determine the total tank volume. Total tank volume is not a measure of tank acceptance
volume, which is typically considered to be available water volume. Total tank volume is a measure of the total tank
size required to provide the required available water. The total tank volume will vary depending on tank type. The
pressure tank will operate between the pressures set to the pressure switch.
3.10
Air Compressor
An air compressor, Figure 3.5, is a mechanical device that increases the pressure of a gas by
reducing its volume by increasing the amount of air in the control volume (the volume of the
container remains the same, that volume inside becomes “crowded”). Compressors are similar to
pumps: both increase the pressure on a fluid and both can transport the fluid through a pipe. As
gases are compressible, the compressor also reduces the volume of a gas. The air compressor
will provide hydrostatic pressure control needed to regulate the flow of water through the pipes
and the air compressor will be used to convey compressed air through the system as a working
fluid.
27
Figure 3.5: Air Compressor
3.11
Modern Instrumentation
By reviewing these articles and examining some experimental apparatus’ that are similar and
provide some of the same type of results that are desired, a list of some of the instrumentation
that would be appropriate for our set-up has been compiled and listed below:

Air-gas flow-meter

Liquid flow-meter

Differential pressure gauge

Piezometer (Pitot Tubes)

Shutoff valve

A test section of piping with pressure taps and a pressure transducer
As an upgrade to the existing apparatus, modern flow measurement devices were researched to
include modern instrumentation, controls, and provisions for calibrations of transducers used in
the experiments. Also instrumentation to provide simultaneous visual representation of pressure
drops as a function of the length of a pipe was researched as well. This section discusses some of
the modern instrumentation that is available to solve these design feats.
3.11.1 Level Switch
A very modern device that ensures a steady flow of water throughout an apparatus’ is a level
switch, pictured in Figure 3.6. These will be small switches that can attach to a pressurized tank
or to a sump tank. Level switches work by setting off alarms letting the user know that the tank
that it is connected to has a low water level or is close to the capacity. This modern device not
28
only indicates that there is a low water level in the tank, but it can be programmed so that when a
low level alarm is set off, it will then activate a pump and re-circulate water from the sump tank
to the pressurized tank, or back to the user’s desired location.
Figure 3.6 Level Switch
Level switches, also commonly referred to as a float switch, is a device that senses the level of a
liquid in a water tank. The level switch is a specialized type of pressure switch, which is capable
of sensing pressure with a plastic tube. In a washtub, for example, the plastic tube runs from the
level switch within the control console and continues down the outside of the tub’s bottom.
The plastic tube in a level switch is filled with air. In the example of the tub, the water enters the
inside of the tub, and some of it gets into the plastic tube within the level switch. The water in the
plastic tube then climbs and places pressure on the air inside. In turn, this causes the air pressure
to increase. Ultimately, the air pressure reaches a point at which it triggers the level switch. With
the use of a bleeder valve, this will attach the level switch to the tank for easy measuring. [3]
A level switch is usually available in both small and large sizes. In addition, level switches can
range from simple to very intricate designs. The simplest form of level switch involves a
mercury switch located inside a hinged float. A more complicated model utilizes complex
sensors with a power supply source of electricity connecting from the outer area of the tank.
In general, a level switch is adjustable. It is also possible to purchase a two-stage level switch.
This kind of level switch can be quite handy because it can prevent flooding.
With a two-stage level switch, the liquid within an object rises up to the trigger point at the first
stage. After a pump is activated, the liquid will continue to rise if the pump is blocked or if it
29
fails to operate correctly. In this case, the second stage of the two-stage level switch goes into
effect. At this stage, the level switch will turn the pump off, set off an alarm, or both.
A level switch can also be versatile enough to detect wet and dry conditions. In addition, it can
detect liquid to liquid interfaces and can determine whether a substance is foam, air, or liquid.
3.11.2 Modern Flow Measurement Devices
One of the topics that the Skyliner’s group decided to gather more information on is the modern
flow measurement devices. As stated in the project statement, the new apparatus needed to
include modern instrumentation, controls, and provisions for calibrations of transducers used in
the experiments. Also the design should provide simultaneous visual representation of pressure
drops as a function of the length of a pipe. While looking into modern flow measurement
devices, the group narrowed down the flow instrumentation research to liquid and gas flow
meters. Numerous types of liquid and gas flow meters are available for closed-piping systems.
In general, the equipment can be classified as differential pressure, positive displacement,
velocity, and mass meters. Differential pressure devices (also known as head meters) include
orifices, venturi tubes, flow tubes, and flow nozzles that can all be connected to a data
acquisition system and computer.
Pitot Tubes and Static Pressure Taps (Pitot-Static Tube)
To measure the pressure drops across the pipes, including bends and losses due to valves, a pitotstatic tube was researched. The basic pitot tube simply consists of a tube pointing directly into
the fluid flow. The basic instrument consists of two coaxial tubes: the interior tube is open to the
flow, while the exterior tube is open at ninety degrees to the flow. A manometer or differential
pressure gauge can be used to measure the difference between these two pressures and using
Bernoulli's equation the flow rate of the fluid can be calculated. The exterior tube, with an
opening parallel to the flow, will register the Static Pressure. The interior tube, with an opening
perpendicular to the flow, will register the Stagnation Pressure. Stagnation pressure is made up
of Static Pressure plus Dynamic Pressure caused by the force of the fluid flowing into the tube
interior. By measuring the pressure difference between the Static Pressure, exterior tube, and the
Stagnation pressure, interior tube, allows the velocity of the fluid flow to be determined.
30
Figure 3.7: Pitot Tube
Differential Pressure Devices
The use of differential pressure as an inferred measurement of a liquid rate of flow is well
known. Differential pressure flowmeters are the most common units in use today. The basic
operating principle of differential pressure flowmeters is based on the premise that the pressure
drop across the meter is proportional to the square of the flow rate. The flow rate is obtained by
measuring the pressure differential and extracting the square root. Differential pressure
flowmeters, like most flowmeters, have a primary and secondary element. The primary element
causes a change in kinetic energy, which creates the differential pressure in the pipe. The unit
must be properly matched to the pipe size, flow conditions, and the liquid's properties. And, the
measurement accuracy of the element must be good over a reasonable range. The secondary
element measures the differential pressure and provides the signal or read-out that is converted to
the actual flow value.
Flow tubes are somewhat similar to venturi tubes except that they do not have an entrance cone.
They have a tapered throat, but the exit is elongated and smooth. The distance between the front
face and the tip is approximately one-half the pipe diameter. Pressure taps are located about onehalf pipe diameter downstream and one pipe diameter upstream.
Flow Nozzles, at high velocities, can handle approximately 60 percent greater liquid flow than
orifice plates having the same pressure drop. Liquids with suspended solids can also be metered.
However, use of the units is not recommended for highly viscous liquids or those containing
large amounts of sticky solids.
31
Insertion gas flow meters are popular and commonly used gas flow measuring device .These
devices offer high accuracy measurements over an extremely large flow range. The meters have
no moving parts and are virtually maintenance-free. Insertion gas flow meters are suitable for
most gas types, including air, natural gas, flare gas, and stack gas. One of the topics that the
group decided to gather some research on is the instrumentation that will be needed for the
apparatus.
One of the major components that needs to be incorporated into the design is the ability
of the apparatus to be able to use both air and water for the working fluids. With that being said,
some of the first instrumentation components that are needed are an air-gas flow-meter and a
liquid flow-meter. These devices will be used to measure the volume of air or water that is
needed for the operator.
Piezometer
As pictured in Figure 3.2, to measure the pressure drops across the pipes, including bends and
losses due to valves, a piezometer, or pitot tubes with an attached differential pressure gauge can
be used [2]. The basic pitot tube simply consists of a tube pointing directly into the fluid flow.
The basic instrument consists of two coaxial tubes: the interior tube is open to the flow, while the
exterior tube is open at ninety degrees to the flow, as depicted in Figure 3.3. A manometer or
differential pressure gauge can be used to measure the difference between these two pressures
and using Bernoulli's equation the flow rate of the fluid can be calculated. The exterior tube, with
an opening parallel to the flow, will register the Static Pressure. [3].The interior tube, with an
opening perpendicular to the flow, will register the Stagnation Pressure. Stagnation pressure is
made up of Static Pressure plus Dynamic Pressure caused by the force of the fluid flowing into
the tube interior.
Figure 3.8: Pitot tube with Pressure gauge 1
32
In conclusion, by performing this necessary literature review it was possible identify the
critical instrumentation components that may be needed in our design. Continued research needs
to be conducted, especially in the area of provisions for calibrations of transducers, but for the
most part the necessary instrumentation for our apparatus to perform within the given constraints
have been identified.
33
4.
Preliminary Designs and Analysis
4.1 Fluid Circuit System and the Bernoulli’s Equation
The Bernoulli’s equation is the first step in solving for all the unknowns in this piping system.
The Bernoulli’s equation is taken between two points of known values where the unknowns can
be solved for. The Bernoulli’s equation is only valid if it is assumed that the fluid is
incompressible (fluid velocity less than 1/3 the speed of sound) and inviscid flow (the point in
question along the flow is going to be away from where the flow and object come into contact).
The Bernoulli’s equation is as follows:
P1 V12
P2 V 22
V2
fL

 Z1 

 Z 2  [   k ]  hp
 g 2g
 g 2g
2g
D
Bernoulli's equation
  density
kg
g  gravity
m
m3
s2
Z 1  height of state1
m
Z 2  height of state 2 m
P1  pressure at state 1 Pa
P 2  pressure at state 2
Pa
V 1  velocity of the fluid at state1
m
V 2  velocity of the fluid at state 2
m
s
s
f  frictional loss
L  length of the pipe
m
 K  min or losses
D  diameter of pipe
  roughness of selected pipe material
f  friction factor
Re  Re ynold ' s number
hp  pump head
m
34
(4.1)
4.2
Valve Evaluations
Due to the fact that the system design will utilize both air and water, the ball valve will be most
suitable for this task. The ball valve is the only valve that will allow and interchange between
fluids, such as air and water within the system.
Ball valves are used extensively in industry because they are very versatile, with pressures that
are able to reach up to 10,000 pound per square inch and temperatures up to 200 Deg C. Sizes
from 1/4" to 12" are readily available, they are easy to repair, operate manually or by actuators.
Due to the previous specifications, on standard ball valves, the Skyliners determined that any
particular valve would do. Because of that reason, it was decided to base there chosen valve for
the system based on price alone.
Prior to concluding that the ball valve would be the better choice for the experimental set-up,
The Skyliners where considering applying the butterfly valve as well. After research, we realized
that the butterfly valve will not be suitable for the given project, resulting in going with the ball
valve. Table 4.1 shows various ball valves that were considered while completing this project.
For each pipe diameter, there were 3 different prices given for every company. Row 1 of Table
4.1 has the 3/8”,1/2”,3/4”, 1”diameters for the listed Marine Deal vendor at the various different
prices. This was done for two other vendors as well.
One valve that stood out the most was the “B Ball Valve” from ACE hardware. This vendor was
chosen due to the fact that their prices were reasonable for the given project. Not only are the
prices reasonable, but they are available for an in town purchase. In addition to that the chosen
ball valve is able to withstand pressures up to 600 pound per square inch and 150 pound per
square inch of steam.
35
PARTS
1
2
3
3/8” Ball
Valve
½” Ball Valve
¾” Ball Valve
1” Ball Valve
Full Port ½”
Ball Valve
Full Port 1”
Ball Valve
Full Port ¾”
Ball Valve
B Ball Valve
½”
B Ball Valve
1”
B Ball Valve
¾”
B Ball Valve
3/8”
VENDOR
Marine Deal
Table 4.1 VALVES
ADDRESS
PHONE #
Carlsbad, Ca 92009
United States
PRICE
$12.00
877-406-4562
$19.99
$19.00
$35.00
$6.18
AZ Parts
Master
11480 Hillguard
Road
Dallas, TX 75243
214 261-1050
$14.45
$19.98
$13.49
ACE
hardware
2906 Hwy 290
Waller, TX 77484
936-372-9183
$20.99
$14.99
$9.49
4.3 Tank Evaluations
The water tank that the Skyliners were looking for must hold upwards of 15 gallons of water.
Due to the fact that the preexisting design holds 15 gallons of water. The Skyliners wanted the
new design container to hold a minimum of 15 gallons of water and a maximum of 30 gallons for
the design. Below are up to thee different tanks that were able to fit well within the system.
Listed in Table 4.2 row 1 is a tank that measures a size of 15 inches in diameter and 48 inches in
height, which is considered to be a reasonable price compared to other researched tanks, priced
at thousands of dollars and more.
As for the double wall tank listed in row 2 of Table 4.2, some of the specifications showed the
tank size as having a diameter of 23 inches and a height of 23 inches, and holding up to 18
gallons of fluid, which is one of the required specification of the design project. The price for
standard purchases is $199.99 with $100.00 for shipping. Bring the total to $299.00. Because the
company is not an actual store, and a web based company, a physical address was not provided.
The listed tank also is impact and corrosion resistant. The top surface of tank has designated
36
locations to accommodate meters and pumps. In addition to that this tank can withstand the
temperatures provided by the client at 170 degrees F.
Of the previously mentioned tanks it is believed that the tank listed in row 3 of Table 4.2
provided from the “The Tank Depot” appears to be one of the best choices. Although tank 3 is a
plastic tank, it is capable of holding up to 45 gallons, which is more than the required amount,
but could be used to conduct more experiments due to its size and capacity. It is also capable of
withstanding temperatures of 180 degrees F, which is slightly more than the required temperature
required by the client. The tank stated in row 3 of Table 4.2 also has a diameter of 18 inches and
a height of 51 inches. The tank can also hold a pressure of 125 pound per square inch, which is
more than two times than the required pressure for the given design which is 60 pound per
square inch. This tank is ASME approved and requires no insulation. Not to mention that this
tank is the cheaper of the three tanks listed in Table 4.2.
For the sump tank, the overall design is the same. Because the given manufactures specialize in
tanks, with the given specifications, the company that was chosen for the main tank will be
suitable for the sump tank as well. Last but not least, the final recommended part listed in Table
3 is the “Vertical Water Tank” listed in Table 4.2 row 3. Again the above stated parts are
recommended parts that are believed to fit well within the given design project.
PARTS
1
2
3
4.4
Vertical PreCharged
Water System
18 Gallon
Double Wall
Tank
45 Gal.
Vertical
Water Tank
Table 4.2 TANKS
VENDER
ADDRESS
PHONE #
PRICE
14950 North
Freeway
Houston, TX
77090
800-221-0516
$144.99
Plastic-Mart
n\a
866-310-2556
$299.99
The Tank Depot
Tank Depot of
Texas, Inc.
Houston,TX 77015
866-926-5603
$64.00
Northern
Tool + Equipment
Level Switches Evaluation
Table 4.3 contains specifications for three different level switches that can be used in the design.
Line 1 of Table 4.3 is a versatile switch that can be mounted in either the top or bottom of the
37
tank, and are available with either 1/4" NPT or 1/8" NPT mounting threads. Materials of
construction include Stainless Steel, Brass & Buna, Polypropylene, Polyvinyl chloride (PVC)
and Teflon. Standard switches include the choice between a SPST or SPDT reed switch, and 24"
of 20awg PVC lead wires.
Line 2 of Table 4.3, shows the Madison Company's comprehensive line of level sensors includes
single- and multi-point level switches, continuous level and conductivity sensors, non-contact
sensors, optical level detection switches and more. The wide selection of materials offers reliable
and durable level sensors for all liquid environments, as well as a full range of other application
conditions. Madison engineers can incorporate temperature sensors into level sensor designs,
offering combination sensing and cost savings for many applications. Line 3 of Table 4.3 shows
the ultrasonic level transmitter the system is ideal for monitoring liquid level in storage tanks at
various levels as well.
Among the three level switches that were listed in Table 4.3, the level switch that was mentioned
in line number 3 was the one group 2 decided would best fit within the design. This particular
level switch fits within the required qualifications for this experiment. This device can with
stand a pressure of 80 pounds per square inch, and can withstand temperatures up to 180 degrees
Fahrenheit (°F) and can be immersed in fluids for measurements. On the other hand group two
is not able to make a caparison due to price, given the fact that there was no price provided or
has been received as of yet, for the given part. A detailed purchase requisition of the vender
information and prices for purchase has been provided in the appendix of this report.
PARTS
1
Stainless steel
LS-11-040
2
Continuous
Level Sensor
3
Ultrasonic
Level
Transmitters
Table 4.3 LEVEL SWITCHES
VENDER
ADDRESS
PHONE #
PRICE
n/a
800-789-2851
$42.25
27 Business Park
Dr., Branford, CT
06405
7380 Craft
Goodman Frontage
Rd.
Olive Branch, MS
38654
800-466-5383
n/a
866-776-8265
n/a
Innovative
Components
Madison
Company
Protank
Liquid
Handling
Products
38
4.5 Preliminary Concepts
This section encompasses all of the parts that have been outlined and how they would be integrated for the group’s first concept
design. The group agreed that this system would not be the optimal design due to the fact that the system could not be run
continuously and repeatedly. Both the water and air were redrafted and can be found in detail in Chapter 5.
Notes:
1.
2.
3.
4.
5.
6.
The water from the system is sent to the tank and when Tank #2 depressed its lever is raised and water is free to flow due to pressure difference.
The guide is air tight with the walls of the tank and when it is lowered it provides the needed force to create flow in the water.
The glove valve is closed while 4 is opened and the guide is lowered for water flow when 4 is open 3 is closed and the guide is raided to fill thank #2.
The gate valve is open to allow fluid flow and closed to fill tank 2.
The motor which drives the guide to create fluid flow or to fill the tank.
The entire apparatus is placed on a grid to allow for easy transportation.
39
7.
1.
2.
3.
4.
Observation tank to prevent 2-phanse flow.
Pressurized Vessel provides air flow to the system
Needle valves used to block flow or allow flow to the desired line.
Pitot Tube Housing used to house the Pitot Tube which measures the flow velocity
Throttling valve used to adjust the flow
40
5. DETAILED SYSTEM DESIGN
5.1 Engineering Analysis
In our project statement the client requested a Reynold’s number range of 1000<Red<100000.
After a few initial calculations it was strongly recommended that the client reduce the range to
1000<Re<10000. With the Reynold’s number reduced the group was able to compute more
realistic values for the system.
The results of the engineering analysis were utilized in computing the flow rates and pressure
drops of the chosen pipe diameters for the fluid mechanic analysis. The results of the fluid
analysis were also necessary to select the instrumentations and components of the apparatus.
The first steps were to determine the flow rates and pressure drops. In determining the flow rate,
the Reynold’s number equation (5.1) will be needed.
Re 
VD

(5.1)
The minimum velocity (Vmin) will be calculated using the above Reynold’s number by
substituting the first pipe diameter used in the system of 3/8 nominal schedule 40. The inner
diameter of the 3/8 nominal schedule 40 pipe is substituted for D and the values for  and  are
known from Table B.1 in the ESD textbook. The following calculations of equations 5.2 were
performed to determine Vmin.
1000 
1000 kg
*V *.01252m
m3
0.89*103 ( N * s 2 )
m
(5.2)
Where
V  0.071086
With the velocity calculated the flow rate, Qmin can now be computed using the equation 5.3.
41
Q min  AV 
 D2
*V
4
 (.01252) 2
Q min 
*0.071086  .000008746
4
(5.3)
The same calculations are used to determine Qmax. When computing Qmax the inside diameter of
the biggest pipe 1” nominal schedule 40 is used as well as our maximum range for Reynold’s
number of 10000. Equation 5.4 calculates the Vmax, used to obtain the Qmax in equation 5.5.
10000 
1000 kg
*V *.02664m
m3
0.89*103 ( N * s 2 )
m
(5.4)
Where
V  0.334804
Q max  AV 
 D2
*V
4
 (.2664) 2
Q max 
*0.334804  .00018612
4
(5.5)
The values for Qmax and Qmin are used in the selection of the instrumentation and components
used in the apparatus. Due to extremely low flow rates it was recommended by an engineer at
Omega Inc. that we employ the use of an orifice plate to determine the calculated flow rates.
Before the maximum and minimum pressure drops can be calculated, the friction factors for
turbulent and laminar flow, equation 5.6 must be calculated.
42
Haaland ' s Equation for Turbulent flow
6.9

(
)1.11 ]2
Re 3.7( D)
Equation for La min ar flow
f  {0.782 ln[
f 
(5.6)
64
Re
The values for ∆Pmin and ∆Pmax are calculated by using the following equations 5.7 and 5.8:
L V 2
P  f
D 2
3.5 1000(0.071086) 2
P min  0.064
(5.7)
0.01252
2
P  45.2 Pa
L V 2
P max  f
D 2
3.5 1000(0.334084)2
P max  0.033
(5.8)
0.02664
2
P max  243.05Pa
43
Table 5.1 contains the group’s fluid analysis for the remaining pipe diameters in the apparatus. The fluid analysis in this chart was performed
using Figure ??.
Table 5.1: Fluid Analysis
Water Analysis
Nominal
Inside Diameter
3/8
3/8
1/2
1/2
3/4
3/4
1
1
0.01252
0.01252
0.0158
0.0158
0.02093
0.02093
0.02664
0.02664
Reynolds Number
1000
10000
1000
10000
1000
10000
1000
10000
Velocity
0.071086
0.710863
0.056329
0.563291
0.042523
0.425227
0.033408
0.334084
Flow Rate( gal/min)
Flow
rate(m^3/sec)
0.138554032
1.385540323
0.174852533
1.748525328
0.231624273
2.316242729
0.29481465
2.948146502
8.7471E-06
8.7471E-05
1.10387E-05
0.000110387
1.46227E-05
0.000146227
1.8612E-05
0.00018612
Friction Factor
0.064
0.035737494
0.064
0.034744349
0.064
0.033790682
0.064
0.033149979
Pressure Drop(Pa)
45.20485175
2524.231407
22.49193269
1221.043053
9.675877267
510.8663901
4.692403764
243.0516972
Pressure Drop (psi)
0.006556512
0.366114523
0.00326223
0.177100084
0.001403389
0.074096061
0.000680586
0.035252218
Air Analysis
Nominal
3/8
3/8
1/2
1/2
3/4
3/4
1
1
Inside Diameter
0.01252
0.01252
0.0158
0.0158
0.02093
0.02093
0.02664
0.02664
Reynolds Number
1000
10000
1000
10000
1000
10000
1000
10000
Velocity
1.252396
12.52396
0.992405
9.924051
0.749164
7.491639
0.588589
5.885886
Flow Rate
( cfm)
Flow
rate(m^3/sec)
0.43
2.41
0.74
4.12
0.98
5.46
1.25
6.95
0.000154106
0.001541062
0.000194479
0.00194479
0.000257623
0.002576232
0.000327906
0.003279064
Summation Table
44
Friction Factor
0.064
0.035737494
0.064
0.034744349
0.064
0.033790682
0.064
0.033149979
Pressure Drop(Pa)
14031.27553
783504.0927
6981.341435
379003.3779
3003.325851
158569.419
1456.489902
75441.57757
Pressure Drop (psi)
2.035096202
113.6394336
1.012573762
54.97064993
0.435602381
22.99890853
0.211249295
10.94204641
5.2 Detailed System Design Depictions:
Figure 5.1 Fluid Circuit System Water
Figure 5.2 Fluid Circuit System Air
45
Water Tank
Air Tank
Air Compressor
Figure 5.3 Isometric view (Both Apparatus)
5.3
Fluid Circuit System: Water
The front side of the apparatus uses water as the fluid which flows through the specified
pipes outlined in the project statement. The system uses an air compressor as the
hydrostatic pressure regulator as requested by the client, to provide the necessary
pressure to force the fluid throughout the selected pipes. A valve is located at the tanks
exit to allow for adjustments in the systems flow rate. Pressure taps are located on each
line in which the differential pressure can be established. An orifice plate is used at the
circuit’s exit in which the flow rate can be calculated by creating a known pressure drop
and solve for the flow rate using Figure 5.1 The fluid is then transported to the sump
tank where it awaits transportation back to the tank via a centrifugal pump. Level
switches are located on the tank and sump tank to monitor fluid levels. When the fluid
level within the sump tank reaches a maximum user set height it activates the pump.
46
Pressure
Gauge
Flow Control
Valves
¾”
Tankless
Water Heater
½”
High-level
Switch
”
Low-level
Switch
¾”
¼”
1”
1”
Sump
Tank
Flow meter with
throttle valve
Figure 5.4: Water Apparatus
47
5.4
Fluid Circuit System: Air
The back side of the fluid circuit system runs air as the desired fluid. The air is contained
within a pressurized vessel. The compressed air is supplied by the same compressor used
on the front side by shutting the front side shutoff valve and opening the valve for the air
circuit. The air is then run through any one of the desired pipes specified in the project
statement and returns to the vessel. The desired pipe is chosen by shutting the valves that
allow flow through the other piping. Pressure taps, an orifice meter, and pressure
transmitters are also used on this circuit to determine the flow rate and differential
pressure. A blower was recommended for the apparatus to clear the line of any
condensation before the circuit is ran.
Pressurized
Vessel
Bleeder Valve(Release air to
atmosphere)
1 1/4”
Flow meter
with throttle
valve
1”
Blower
¾”
Flow Control
Valves
½”
½”
½”
Air Compressor
Figure 5.5 Air Apparatus
48
5.5
Fluid Circuit System: Justifications
A front and back side for air and water is chosen for reliability and best practice. It is
against best practices to run compressed air and water through the same lines.
Compressed air is at a much higher pressure and would not be successfully blocked off
by the same valve ratings and the piping would have to be upgraded to deal with the
compressed air’s high pressure. Under deposit corrosion could also lead to erroneous
values when performing air analysis.
Pressure transmitters were chosen in combination with a data logger for their accuracy
and reliability. Using pressure transmitters and a data logger allows the user to specify
the number of readings they would like to take in the time window of their choice. Our
selected transmitter and data logger allows the user to log temperature, pressure,
differential pressure, and flow rates using a featured software package as well as calibrate
the equipment to their specifications. Readings are taken as frequent as needed and able
to be saved in a file.
5.6
Compressor Analysis
In order to accurately size the compressor analysis had to be performed to determine the
accurate range of power we would need for our apparatus.
Before any calculations could be performed certain parameters and information had to be
known. We had to accurately identify the compression states, compressor operating
temperatures, and the properties of state one and two.
The compressor compresses from atmospheric pressure to 80psi and the initial
compression temperature is 70degrees Fahrenheit. With this information known we can
now use the standard Brayton cycle equation assuming k=1.4 to solve for T2.
80psi was recommended by an engineer at Maxus. After viewing our apparatus and fluid
analysis the engineer, Richard Colfax, stated that for an apparatus of this size based off
his experience an 80psi compressor should be the maximum size we’ll need. This is
analyzed in our compressor calculations.
49
COMPRESSOR ANALYSIS
State 1
P1  14.7 psi
P 2  80 psi
State 2
T 1  70  F
T2  ?
Assumptions: K=1.4 (standard value)
P2= 80psi (pressure used in similar apparatus)
Equation: T 2  T1( P2
) ( k 1) / k
P1
) (1.41) / 1.4  860  R  400  F
14.7
Using the density of air ( 0.0735 lbm
) and Qmax the mass flow rate can be calculated
ft 3
m   Q max  0.0735 lbm
(0.116 ft 3 )  0.0085 lbm
ft 3
s
s
Solution: T 2  530  R(80
h1@ P1, T 1  128.34
h 2 @ P 2, T 2  206.46
W  m(h2  h1)  0.0085(206.46  128.34)  0.664 btu
W  2390 Btu
hr
s
 700 watts  0.95hp
Note: These analysis are based on the most extreme case assuming that air is the fluid
and apparatus being used. It was assumed that to perform the calculations for the
compressor that the ideal standard brayton cycle equation should be used. The value for
Q was selected from our maximum flow rate. P2 was selected by reviewing similar
apparatus’ and their compressors.
The compressor for our apparatus will have to provide at least 0.95horsepower in order to
adequately account for our system. Craftsman makes a 1hp air compressor that can
deliver a maximum pressure 125psi. The craftsman 1hp 7gallon portable air compressor
is available from sears for $159.99.
50
Figure 5.6 Craftsman 1hp air compressor 1
5.7
Pump Analysis
The following analysis was performed in order to determine the pump head needed for
our apparatus. The maximum flow rate for water was used from our fluid analysis with
the following properties and given values.
PUMP ANALYSIS
State2
State1
Figure 5.7 Pump analysis
51
Known: Water   62.4 lbm
ft3
1in nominal sch 40
Equation:
 1.94 slug
ft3
  1.9 x10 5 lbfxs ft 2
ID=0.08742ft
A=0.006002ft2
L=8ft
P1 V 12
P 2 V 22
V2
fL

 Z1 

 Z2
[   k ]  hp
 g 2g
 g 2g
2g
D
P1=14.7psi
∆Z=6.5ft
P2=80psi
The height difference between states1and2 is 6.5ft.
The pressure at state 1 is atmospheric pressure while state 2 is the 80psi as used in our
compressor calculations which provides our hydrostatic pressure. 80psi was chosen
through our research on similar apparatus’ and their compressors as well as working with
industry professionals.
With the velocity solved for we can now determine the Reynold’s number and friction
factor.
The length of the pipe between the two states is 8ft.
Q max
 1.095 ft
s
A
VD (1.94)(1.095)(0.08742)
Re d 

 9, 740  10, 000

1.9 x105
 0.00015

 0.0017
D 0.08742
Q max  0.006573 ft 3
s
V 
6.9
0.00015 1.11 2
f  {0.782 ln[
(
) ]  0.033
10, 000 3.7(0.08742)
k  the min or losses from state 1to 2
k k90 elbow  kinlet  kexit
k  2.31
144
P 2  P1(
)
V 2 fL
ft 2
hp 
 Z 
[
  k]
g
2g D
(80  14.7)(144)
1.095 0.033(8)
hp 
 (6.5) 
[
 2.31]
1.9(32.2)
2(32.2) 0.08742
 153.7  6.5  0.17(5.33)  161.106 ft
lbf * ft
hp  161.106*  Qg  66.15
s
hp  89.17Watts  0.122horsepower
52
Our pump will need to deliver at least 0.12horsepower to transport the water from the
sump tank to the supply tank.
Note: All calculations performed here were used following example 5.2 in our ESD
book. Qmax was chosen using our highest flow rate and our Reynold’s number was used
based on the client’s specifications.
The pump analysis have been analyzed and assessed and the pump required to pump the
water from state 1 (sump tank) to state 2 (the supply tank) can be selected.
Dayton 4RU76 centrifugal pump is light weight, small, and meets the needs of our fluid
apparatus. The Dayton pump is 1 hp which is more than enough for our system and costs
$269.65
Figure 5.8: Centrifugal pump
5.8
Heater Analysis
To determine the size of tankless water heater needed a thermodynamic analysis was
performed. The client specified that the water be heated to a minimum temperature of
170 degrees Fahrenheit.
HEATER ANALYSIS
The maximum flow rate is retrieved from the fluid analysis table ?
Known: Q max  0.00018612 m3  0.00657 ft3
s
s
T1 represents the temperature at state1 (room temperature). T2 is specified by the client.
53
Parameters: T 1  70  F
T 2  170  F
The first law of thermodynamics is used to determine the heater power required to heat
the water from 70 degrees Fahrenheit to 180 degrees Fahrenheit.
 (h2  h1)
Equation: Q  m
Using the density for water and the maximum flow rate the mass flow rate is computed.
(0.00657 ft3 )  0.410 lbm
ft3
s
s
Using the thermodynamic steam tables the enthalpies are computed using the given
temperatures.
Solution: m  Q  62.4 lbm
h1@ T 1  38.09 btu
lb
h2 @ T 2  137.97 btu
lb
Q  m (h2  h1)  0.410(137.97  38.09)  40.95 btu
lb
 147,423 btu
hr
 43.2kw
Note: Qmax represents our highest flow rate for our apparatus. T2 was selected by the
client as the desired temperature. Our heater needs to provide at least 286K btu/hr to the
fluid in our system in order for the desired temperature to be reached.
From our analysis our heater must provide at least 43.2kw of power in order to heat the
water from 70 degrees Fahrenheit to 170 degrees Fahrenheit. Bosch tankless water
heaters was selected due to their efficiency, power output, size, and cost.
Figure 5.9 Bosch tankless water heater
54
5.9
Apparatus Instrumentation
5.9.1 Orifice Plate
An orifice plate is used on both the air and water side of the apparatus to determine the
flow rate. The orifice plate creates a known pressure drop and through the Bernoulli’s
equation the flow rate can be determined. P1 and P2 are measured and both diameters
(Di and Do) are known. With the properties of the fluid known and applying figure 5.10
to states 1 and 2 the flow rate can be solved. All measurements and data recorded by the
orifice plate will be sent to a programmable logic controller (PLC)/Data acquisition
system and recorded.
Figure 5.10 Orifice plate diagram
The information that is needed to choose an orifice plate is the diameter of the pipe in
which is mounted and the flow rate that the orifice plate has to accommodate. To create a
higher or lower drop, the orifice plate can be changed according to the hole in the center
(Do). Based on our calculated volumetric flow rate of 2.948 gallons/min, the orifice plate
will be chosen with the accommodating diameter size.
55
Figure 5.11 Orifice Plate
5.9.2 Pressure Transducers
When selecting our pressure transducers we first determined our minimum and maximum
differential pressures which were found using our fluid analysis Table 5.1. Our air
compressor will provide a pressure of 80psi within the tank which will force flow through
the desired pipes. When selecting our pressure transducers we spoke to a technical sales
associate, Bob Lydecker, who told us for our chosen ranges we would need the
transducer in Figure 5.11. The PX303 is used in combination with the data acquisition to
provide the user with data such as differential pressure, P1 and P2, as well as flow rate
and temperature of the fluid.
Figure 5.12 Px303 Pressure Transducer
56
The PX303 connects to pressure taps located upstream and downstream of the orifice
plate as well as taps located on our different lines. A small shutoff valve is required for
each tap and once the transducer is connected (screwed union) the valve is opened and
the pressure can be read.
Other pressure transducers have to be calibrated by the manufacturer for the users desired
application however, the PX303 can be calibrated by the user and the pressure
specifications can be altered which is why the PX303 is so widely used and produced.
Figure 5.12 provides the company specifications for the PX303. The manufacturer’s
specifications are listed as follows:
Zero Balance: ± 0.4% FS
SPECIFICATIONS
(±0.2%)
5V Output (10V Output)
Span Tolerance: ±0.8% FS (±0.4%)
Excitation: 9 to 30 Vdc
Long Term Stability: ±0.5% FS
(14 to 30 Vdc)
unregulated
Typical Life: 100 million cycles
Output: 0.5-5.5 (1-11) Vdc
Operating Temperature:
Accuracy: 0.25% FS (linearity,
0 to 160°F (-18 to 71°C)
hysteresis, repeatability
Compensated Temperature:
30 to 130 °F (-1 to 54°C)
Total Thermal Effects: 1% FS max
Proof Pressure: 200%, 13000 PSI max
Figure 5.12 Manufacturer Specification
5.9.3 Data Acquisition System
The OM-PRTEMP101 and OM-CP-PRTEMP110 are miniature, battery powered, standalone, temperature and pressure dataloggers. These dataloggers are a major leap forward
in both size and performance. Its real time clock ensures that all data is time and date
stamped. The storage medium is non-volatile solid state memory, providing maximum
data security even if the battery becomes discharged. Its small size allows it to fit almost
anywhere. Omega has software that records all the information, and keeps track of them.
57
Data can be printed in graphical or tabular format and can be exported to a text or
Microsoft Excel file.
The OM-CP-PRTEMP101, Figure 5.13, is one of Omega’s most widely used recording
and logging systems. The specifications are outlined in Figure 5.14, including the
temperature range of the data logger from -40 to 176F. An engineer and salesman at the
Prairie View power plant stated that the inlet water temperature was around 62 to 66F
and the desired temperature was specified for 170F. As one can see these temperature
ranges are successfully captured with the data logger. Although the pressure range for
the data logger states its ranges from 0 to 30 pound per square inch atmospheric with a
pressure resolution of 0.002 Mr. Richards stated that the acquisition system can be
calibrated for a higher pressure range using the provided software package which works
with Windows 95/98/NT/2000/XP. The acquisition system communicates with the PC
using a USB or PC serial, RS-232C COM.
Figure 5.13 OM-CP-PRHTemp101
58
Specifications
Temperature Sensor: semiconductor
Temperature Accuracy: ±0.5°C (0 to 50°C)
Temperature Resolution: 0.1°C
Temperature Range:
-40 to 80°C (-40 to 176°F)
Pressure Sensor: Strain gage
Pressure Accuracy: 1% FSR at 25°C
Pressure Resolution: 0.002 psia
Pressure Range: 0 psia to 30 psia
Temperature Effect on Pressure Span/Offset:
relative to 25°C going from 0 to 50°C; ±2.0% max, ± 0.4%
typical
Temperature/Pressure Calibration: Digital calibration
is available through software
Calibration Date: Automatically recorded within device
to alert user when calibration is required
Recording Interval: 2 sec to 12 hours selectable through
software
Figure 5.14 Acquisition system specs.
The average price for a Takagi tankless water heater is $1300.00. If the client was willing to
lower the desired Reynold’s number to 10,000 the team would be able to consider companies
with more reasonable prices. The Noritz 1321 tankless water heater can provide a maximum
heat rate of 380,000btu/hr however; the Noritz 1321 series costs $4,599.00! Amazingly the
Noritz was the cheapest heater we could find to provide the necessary heat rate.
Upon further research it was determined in class that this heater would be adequate if and only if
the incoming water was always 70degrees Fahrenheit. Further analysis were performed to
determine an appropriate heater.
Figure 5.15 Noritz 1321 series
5.8 Cost Analysis
5.8.2 Orifice Plate Flow Meter
59
The orifice plate listed below is a PVC Orifice Plate for Use with Gases. Specifications for this
device, is listed as the following [10]:
Orifice plate flow meter for 1” line size
0.300” bore
0.29 Beta
20” d/p W/C
Air capacity: 5.24 SCFM @ 14.7 paia
8.11 SCFM @ 20 psia
14.8 SCFM @ 100psig; 1 lb
Priced at: $195.00
5.8.3 Campbell Hausfeld Air Compressor [11]:
For a single stage air compressor, specifications are as fallows:
Tank size 60 gallons
Power 15.6 CFM @ 90 psi
Priced at: $950.00
5.8.4 Sump Pump:
For a sump pump motor, specs are:
Submersible Plastic Sump/Utility Pump,
HP Rating 1/4,
Voltage @ 60 Hz 115,
Current @ 115 VAC 2.3 Amps,
Automatic/Manual Switch,
Off Point 1.65 Inches,
On Point 5.7 Inches,
Water Flow @ 5 Feet of Head 32 GPM,
Shut Off @ 22.8 Feet,
Discharge NPT 1 1/4 Inches,
Maximum Soild Handling 1/8 inch, Maximum
60
Temperature 77 Degrees F,
Cord 16/3 x 10 Feet,
Fits 8 Inches in Diameter,
Diameter 7.9 Inches,
Height 11 Inches
Priced at: $138.00
For ease of reading, all of the totals for the cost anaylsis have been situated in one chart,
Figure 5.16. This chart shows how much of each item is needed, what each item will cost, and the
name of each item. The total cost of the system is $2329.86.
Cost Analysis
Quantity
Instrumentation
Vendor
Unit Price
2
Pressure Transducer
Omega
$300.00
1
Data Acquisition System
Omega
$299.00
1
Tankless water heater
Bosch
$649.99
1
Air Compressor
Craftsman
$159.99
1
Centrifugal Pump
Dayton
$269.65
2
Level Switches
Protank
$124.99
Fittings
ACE
16
Total Price
n/a
8
3/8" valve
$9.49
8
3/4" valve
$14.99
8
1/2" valve
8
1" valve
2
Air Tank
$13.49
ACE
$20.99
$64.00
Water Tank
$64.00
1
Sump tank
Tank depot
2
Orifice Plate
Emerson
$26.00
$137.17
10ft
3/8" pipe
n/a
$35.40
10ft
3/4" pipe
n/a
$32.30
10ft
1/2" pipe
n/a
$29.00
20ft
1" pipe
Metal depot
TOTAL
n/a
$79.40
$2,329.86
Figure 5.16 Cost Analysis
61
34
6. RESULTS & DISCUSSION
6.1 Summary of Goals and Objectives
Due to our lack of understanding and comprehension of the project and its components time
became a major factor. However, we were able to accomplish many of our project goals
including a detailed design, engineering analysis, system components, and instrumentation. We
were able to choose our instrumentation by successfully figuring out our needed diameters.
Although we did not have a clear understanding of the material in the initial stages of the project
we now have a grasp and true understanding of parameters and requirements of the project.
6.2 Summary of Constraints and Codes met by Design
After talking to a number of engineers in the industry it was established that we would need
separate systems for compressed air and water. Although possible, it is not reliable and against
best practices. The liquid hold-up left in lines would create erroneous readings in the
calculations for air. The same is true when performing the necessary calculations for water.
6.3 Conclusion and Recommendations
After conducting the initial stages of this project including and not limited to planning, concept
generation, detailed design, and implementation it is safe to say that we now have knowledge in
project management. For future references we believe that performing the experiment from
Fluid Mechanics and truly explaining its components would give the students a better
understanding of what the project requires. Also, I believe that more time and clearer
explanations should be given initially in order to produce work to the teacher’s expectations. We
believe that this project helped students to gain a true appreciation and understanding of the type
of work that will be required by mechanical engineers in today’s industry.
As justification for Skyliners finalk design decisions, first all fittings, lines and valves were
selected according to the maxinmum pressure. Second, separate lines are required for air and
water fluids due to the fact that liquid hold up in lines can damage air measurements and air
pressure calls for a different line and fitting ratings. Third a pressure gauge is installed on the
tank to monitor the desired pressure and show visual representation of the pressure changes.
62
Fourth, high and low level switches to maintain fluid flow at all times by setting off alarms
within the system. Lastly, pipe diameters were chosen ensuring turbulent flow using Bernoulli’s
equation.
63
REFERENCES
[1]
Cornell School of Civil and Environmental Engineering, “Measuring the Friction
Factor in Small Pipes”, http://www.cee.cornell.edu/, (No date)
[2]
TQ Education and Training, “Fluid Friction Apparatus”, http://www.tq.com/, (No date)
[3]
Speedace Info, “Pitot Tube”, http://www.speedace.info/pitot_tube.htm, (1991)
[4]
Dixon, S.L., Fluid Mechanics and Thermodynamics of Turbomachinery, Oxford, United
Kingdom, 1998
[5]
Forsthoffer, William E., Pumps, Kidlington, Oxford, United Kingdom, 2005
[6]
Cussons Technology, “Fluid Mechanics Laboratory”,
http://www.cussons.co.uk/pdf/english/fluidlb.pdf, (2007)
[7]
http://www.lmnoeng.com/venturi.htm
[8]
http://www.engineeringtoolbox.com/orifice-nozzle-venturi-d_590.html
[9]
http://www.pmtengineers.com/products.html
[10]
http://www.dwyer-inst.com/htdocs/flow/SeriesPEPrice.cfm
[11]
www.aircompressorsdirect.com
[] http://www.pro-techsolutionsltd.com/PDF/orificefittingsbrochure.pdf
64
Appendix A
EES Analysis
65
ASSIGNMENTS FOR OUTCOME “e”
Ability to identify, formulate, and solve engineering problems.
(As it relates to Fluid Mechanics)
66
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
TEST 1
Outcome Measured Using this Assignment
Outcome e
Ability to identify, formulate, and solve engineering problems.
Brief Description of the suitability of this assignment for the outcome
The questions on this section of Test 1 tests the students ability to identify relevant laws and
equations, formulate the solution methodology, and solve the resulting engineering equations in
fluid systems
67
PRAIRIE VIEW A & M UNIVERSITY
MECHANICAL ENGINEERING DEPARTMENT
SPRING 2008
Energy Systems Design
SECTION 001
TEST 1
OPEN BOOK, CLOSED NOTES
ANSWER ALL QUESTIONS
FOR EACH PROBLEM, DIAGRAM WITH
ALL STATE POINTS INDICATED SHOULD BE ABSOLUTELY PROVIDED
CLEARLY INDICATE EACH SUB-SECTION OF A PROBLEM
DRAW A BOX AROUND EACH ANSWER
PROVIDE UNITS ON ALL CALCULATIONS AND ANSWERS
ANY DISHONESTY DURING THE EXAMS WILL RESULT IN “F” GRADE
WORK ALL PROBLEMS ON THE QUESTION SHEETS AND
DO NOT USE ANY SHEET OF YOUR OWN
February 27, 2008
Name of Student: _______________________
68
INSTRUCTOR: Dr. Paul O. Biney
QUESTION 1 [50 Points]
You work for a process plant and have been assigned the enviable task of analyzing the proposed
piping system shown in Figure 1. A pump moves engine oil from a supply tank to a press. The press
needs 0.002 m3/s of oil to operate properly. Both the pump inlet and outlet lines are made of
2-nominal schedule 40 PVC pipe, with a total length of 10 m. The pressure of the oil delivered to the
press must be 250 kPa. Atmospheric pressure is 101 kPa. The properties of the oil are Density : =850
kg/m3, dynamic viscosity: =6.5 kg/(m-s). Assume g=9.81 m/s2
After being used in the press, the oil is discharged to an elevated tank at the top of the press that is
open to atmosphere. The return line from this tank to the supply tank is 1-1/2 in Nominal diameter
schedule 40 PVC pipe, 20m long, The height H =2 m, and the pipe entering the press is 0.5 m below
the surface of the oil in the left tank.
i.
ii.
Clearly identify the location of states 1 and 2 for the supply line and apply the Bernoulli
Equation with frictional head loss, minor loss and pump head to determine the pump head in
meters if the total minor loss coefficient in the supply line is K=20
Determine the power required by the pump in kW.
69
H=2 m
Return Line:
1-1/2-nominal schedule 40 PVC pipe, L=20 m
∑K=10 for supply line
Properties of oil
Density : =850 kg/m3,
Dynamic viscosity: =6.5 kg/(m-s).
0.5 m
P=250 kPa
Supply Line: From left tank to hydraulic press inlet
2-nominal schedule 40 PVC pipe, L=10 m
∑K=20 for supply line
Figure 1 Pumping System for Hydraulic Press
Solution
70
0.002166
0.92 m/s
6340
0.0351
18.53 m
0.31
71
QUESTION 2 [50 Points]
For the problem statement and Figure shown in Question 1,
i.
Clearly identify states 1 and 2 for the return line and calculate the flow rate in m 3/s through the return
line if there is no pump in that line. Assume the total minor loss in return line is K=10.
ii.
Will you recommend that a pump be placed in the return line? Justify your answer.
0.001314
6436
8339
0.035
0.00158
ii. The flow in the return line is only 0.00158 m3/s while the flow in the supply line is 0.002 m3/s.
Thus a pump will be needed in the return line .
72
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
TEST 2
Outcome Measured Using this Assignment
Outcome e
Ability to identify, formulate, and solve engineering problems.
Brief Description of the suitability of this assignment for the outcome
The questions on this section of Test 2 tests the students ability to identify relevant laws and
equations, formulate the solution methodology, and solve the resulting engineering equations in
fluid systems.
73
74
75
76
77
78
ASSIGNMENTS FOR OUTCOME “g”
Ability to communicate effectively (Written and Oral)
(Demonstrated by Parts of Final Project Report &
Presentation Slides)
79
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
Front end of final report including table of content and Project
Scope chapter, List of References for written communication
Outcome Measured Using this Assignment
Outcome g
Ability to communicate effectively (written)
Brief Description of the suitability of this assignment for the outcome
Information provided is a portion of the final project report that demonstrates students ability to
communicate through formal technical report writing, and the rubric used to score this outcome for
one of the groups.
80
Grading Scheme for Written Communication
81
“Construction of Experimental Set-Up”
Energy Systems Design
Literature Review
Submitted by
Nakita Bowman
Lyawonda Bass
Antyon James
Whitney Livingston
To
Dr. Paul O. Biney
Energy Systems Design Instructor
Department of Mechanical Engineering
College of Engineering
Prairie View A&M University
April 30, 2008
82
LETTER OF TRANSMITTAL
Energy Systems Design- Spring 2008
Group 2- Skyliners
Dr. Paul O. Biney, Professor
Department of Mechanical Engineering
Prairie View A&M University
Dear Dr. Biney:
The attached report contains the design and detailed analysis of the proposed fluid flow system
in which students can perform various fluid mechanics experiments. The report includes the
descriptions of each component within the system. These components were priced and analyzed
for integration and efficiency with each other. Thermodynamic and Fluid Mechanics analysis
was performed to determine how much power will be needed for each component of the system
along with the determination of pipe sizes.
We do ask that you take into consideration the hard work and effort which has been placed. We
thank you for your patience and dedication.
Group members are available to answer and address anything concerning this report or the
proposed design.
Sincerely,
______________________________
Nakita Bowman
______________________________
Lyawonda Bass, Team Leader
______________________________
Antyon James
______________________________
Whitney Livingston
83
ACKNOWLEDGEMENT
This report was prepared using input from Dr. Paul O. Biney. We thank Dr. Biney for his
constructive criticism and inspiration in providing insight and experience that has passed the test
of time. We also thank Dr. Judy Perkins for her assistance regarding the existing design that is in
use in the Civil Engineering department. She gave insight as to who our clients would be if we
were to take this design to market, as well as what the client would possibly need for an effective
design. Our group greatly appreciates the patience and dedication shown by these two
extraordinary professors.
84
TABLE OF CONTENTS
Acknowledgement………………………………………………………………………… …..
Table of Contents ………………………………………………………………………………
List of Figures …………………………………………………………………………………
List of Tables …………………………………………………………………………………
1. PROJECT SCOPE
………………………………………………………………
1.1 Project Statement……………………………………………………...…………………….….
1.2 Client Identification and recognition of need………………………………………………..... ..
1.3 Project goals and objectives ………………………………..……………………………………
1.4 Contemporary Issues Relevant to Project……………………………………………………….
1.5 Initial Project Constraints………………………………………………………………………..
2. PROJECT PLANNING AND TASK DEFINITION …………………………………
2.1 Task Identification ………………………………………………………………………….…..
2.2 Gantt Chart ………….…………………………………………………………………………..
iii
iv
vi
vii
1
1
2
4
4
5
5
5
13
3. LITERATURE REVIEW.…………………………………………...…………………………
3.1 Component Description………………………………………………………………………
3.1.1 Instrumentation ……………….…………………………………….………………...
3.1.3 Pump …….. ……………….…………………………………….……………………
3.1.4 Existing Fluid Bench Apparatus …. …………………………………………………
3.1.5 Tubes (Of various sizes) and Fittings ………………………………………………
3.1.6 Tank…………………………………………………………………………
3.1.7 Orifice Meter…………………………………………………………………………..
3.1.8 Venturi-meter………………………………………………………………………….
14
15
15
19
20
21
21
21
23
4. PRELIMINARY DESIGN………………………… …………..…………………………….
4.1 Concept Designs…………………………………………………………………………………
24
5.
DETAILED SYSTEM DESIGN……….…………………………….…………………………
5.1 Fluid Circuit System: Water………………………………………………………………………
5.2 Fluid Circuit System: Air………………………………………………………………………….
5.3 Fluid System: Justifications……………………………………………………………………….
5.4 Engineering Analysis……………………………………………………………………………...
5.5 Detailed System Depictions……………………………………………………………………….
5.6 Modern Instrumentation…………………………………………………………………………
5.6.1 Flow measurement Devices……………………………………………………………
5.6.2 Flow Control Devices………………………………………………………………….
5.6.3 Miscellaneous Modern Instrumentation……………………………………………….
5.7 Major Apparatus Components
5.7.1 Air Compressor………………………………………………………………………..
5.7.2 Pump…………………………………………………………………………………..
5.8 Cost Analysis……………………...………………………………………………………………
5.8.1 Orifice Plate …………………………………………………………………………..
5.8.2 Orifice Plate Flow Meter………………………………………………………………
5.83 Campbell Hausfeld Air Compressor ………………………………………………......
5.8.4 Sump Pump……………………………………………………………………………
6. RESULTS AND DISCUSSION
6.1 Summary of Goals and Objectives………………………………………………………………..
6.2 Summary of Constraints and Codes Met by Design…………………………………………….
6.3 Conclusion and Recommendations……………………………………………………………...
LIST OF REFERENCES ………………………………………..………………………………………
APPENDIX A………………………………………..…………………………………………………
85
25
29
29
29
29
29
32
34
34
35
35
36
37
37
37
37
38
38
39
39
39
40
41
Table of Figures
Figure 2.1- Gantt Chart……………………………………………………………………….
Figure 3.1- Fluid Friction Apparatus…………………………………………………………
Figure 3.2- Piezometer with Pressure Gauge…………………………………………………
Figure 3.3- Pitot tube with pressure transducer……………………………………………….
Figure 3.4- Natural Technovate Model 9009 Flow System Diagram…………………………
Figure 3.5- Orifice Meter……………………………………………………………………...
Figure 3.6- Orifice Flow Pattern………………………………………………………………
Figure 3.7- Venturi-meter……………………………………………………………………..
Figure 4.1- Experimental Set-up for Pressure Drop and Friction Factor Measurement in
Pipes and Fittings …………………………………………………………..…….
13
15
16
16
21
22
22
23
Figure 4.4 Individual Concept Design 1 ……………………………………………………………….
Figure 4.5 Individual Concept Design 2……………………………………………...………………..
Figure 4.6 Individual Concept Design 3…………………………………………..…..………………..
Figure 4.7 Individual Concept Design 4…………………………………………..…..………………..
Figure 4.8 Individual Concept Design 5.…………………………………………….. ………………..
Figure 4.9 Individual Concept Design 6………………………………………….…………………...
31
32
34
34
27
28
Figure 5.1 Fluid Circuit System; Water...................................................................................
Figure 5.2 Fluid Circuit System; Air........................................................................................
Figure 5.3 Orifice Plate............................................................................................................
Figure 5.4 OM-CP-PRTRANS Pressure Datalogger...............................................................
Figure 5.5 Level switches........................................................................................................
Figure 5.6 Blower …………………………….......................................................................
Figure 5.7 Campbell Hausfeld Air Compressor ….......................................................................
Figure 5.8 Sump Pump………………………………………………………………………
32
33
34
34
35
36
36
37
86
24
LIST OF TABLES
Table 1.1
Table 2.1
Table 5.1
Table 5.2
Project Planning……………………………………………………………….......
Task Identification…………………………………………………………….......
Water Analysis …………………………………………………………………...
Air Analysis………………………………………………………………………
87
4
6
30
31
1. PROJECT SCOPE
1.1
Project Statement
The Civil Engineering department has an experimental set-up to measure the pressure drop and
friction factor in pipes and fittings. The design of this set-up is old, and the flow through the
fittings is achieved through a pump. The set up can only be used for water. You are required to
design, build, and test an improved experimental apparatus for fluid flow experiments in an
undergraduate laboratory. When using water, the flow should be provided by a controlled
hydrostatic pressure. The apparatus should be capable of experimentally determining:

Friction factor in straight pipes in the range of 1000< Red <100,000, with pipes of at least
four different diameters and two different roughness, with air and water as the fluids.

Losses due to bends and losses in valves

Pump characteristics employing dimensionless variables with similar variable-speed
centrifugal pumps with different-diameter impellers to provide the water for the systems.

The system must be able to accommodate studying the effects of fluid temperature
throughout the system.
Include appropriate modern instrumentation, control, and provision for calibrations of
transducers used in the experiments. Also provide simultaneous visual representation of pressure
drops as a function of the length of pipe and detailed instructions for using the set-up.
1.2
Client Identification and recognition of need
In completing a list of potential clients, the group asked, “What is the function of this equipment
and where or what industry could it most likely be used?”
This device would help benefit in all areas of engineering in providing engineering students the
ability to construct fluid flow experiments within there related courses work, to gain a better
understanding of fluid dynamics.
Rev. D
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Any company closely related to the dynamic flow of a fluid, would be most benefited from this
device. Not only could it measure the hydraulic pressure, but it could also measure the flow rate
within the system as well.
1. Dr. P. Biney, Mechanical Engineering Professor
- Energy System Design Professor
2. Undergraduate Engineering Students
- Mechanical and Civil Engineering Students
3. Civil Engineering Department
- Dr. J. Perkins, Department Head
4. Hydraulic Water Resources
5. Oil Industries
6. Educational Institutions
-
High School
-
Community Colleges
As listed above, this flow device can be marketed to several entities. As mechanical
engineering students at Prairie View A&M University we considered the Civil and Environmental
Engineering department as a initial client.
Although civil department was chosen as the initial client for marketing the hydraulic flow
system, it will be used for both the mechanical as well as the civil department for laboratory
purposes.
To enable the students to use this device at Prairie View there are a few levels in the chain of
command to surpass. After consulting with Dr. Perkins about this issue, it was stated that she is
the deciding factor of which experimental devices will be placed in the civil engineering lab. In
addition to price, there are other deciding factors that will determine if the client will choose the
group’s device over our competitors. Dr. Perkins looks at other qualities such as customer service,
warranty, types of discounts, installation fees, cost of delivery, and the company itself. After the
client has decided on the company, she then considers the price. If the item costs $1,500.00 or
less, then a departmental procard is used as method of purchase. On the other hand, if the item
Rev. D
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exceeds $1,500.00 then three bids are made in addition to completing a purchase order for the
completion of the sale. In the event bids have to be made, Dr. Perkins would have to contact the
procurement service located in finance and admissions, which is linked to the purchasing
department for approval. Although Dr. Perkins might have to contact the finance department to
place the bids, the decision of the final bid is left up to her.
In the end, all clients have different protocols in which they have to go by, and so does the
group. This device was designed with the client in mind, and the group will ensure that everything
that is conducted on behalf of our group will be done to ensure that this device is delivered
customized to the client’s specifications and constraints.
Client’s Need
5. The current system produces fluctuating readings due to the instability of the pump when
measuring the pressure drop and friction factor during an experiment.
- The client is seeking a more effective and improved experimental apparatus to measure the
pressure drop and friction factor in pipes and fittings, which will result in a more accurate
reading.
6. The current system experiences instability in the flow readings, due to the lack of constant flow
of fluid into the system and a loss of water, due to the poor performance of the pump.
-
The client wants to replace the old system with a new more efficient and accurate system
that will conserve/minimize the loss of water during an experiment.
-
The client wants to upgrade to a system that will eliminate the problem encountered when
the pump is the main source for pumping the water in to the tank, which will achieve greater
accuracy when conducting experiments and collecting data. The new design will replace the
need for a pump to create enough pressure and velocity for moving fluid through the
apparatus. The pump will be used to move the water from the sump tank to the main water
tank. A tank with a constant head will be added to achieve fluid flow to the fittings. Modern
instrumentation will be added where the readings will be collected using a data acquisition
system and will also allow for higher accuracy.
Rev. D
3
5208
7. The current system set-up can only be used for water.
- The client wants the new system to be able to use water as well as air to measure the
pressure drop and friction factor in pipes and fittings. Using both fluids will allow the
experimenter to observe the difference in pressure drop and friction factor between a gas
fluid and a liquid. The system must also be able to accommodate studying the effects of fluid
temperature throughout the system.
8. The current system is outdated and needs new and improved instrumentation to conduct a
variety of experiments for the undergraduate engineering students.
-
The client wants the apparatus to be capable of being used to experimentally determine:

Friction factor at different diameters and roughness using air and water

Losses due to bends and valves.

Pump characteristics

Effects of fluid temperature on the head loss, pressure drop, and friction factor
through the piping system and fittings in the project
-
The client wants a sump tank for leftover water to flow, with an attachment of a pump, to
allow the water to be pumped back to the main tank.
1.3
Project Goals and Objectives

Successfully design, test and build a functional user-friendly and improved apparatus for
fluid flow experiments and that will exceed the expectations of our clients and that will
be easy to market to our clients.

Air and water are able to enter the device at a constant flow rate

All the water within the devise can be reused from the sump tank

Water or Gas enters the device at room temperature 20°C and remains at 20°C
throughout the pipeline

A pump will transport the water from the sump tank to the main tank

Water or gas enters the device at room temperature at 20°C and is raised to 170°C within
a reasonable amount of time
Rev. D
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5208
Objectives:
7. The experimental set up should be relatively inexpensive.
8. Air and water are to be accepted as fluids.
9. Water flow should be provided by a controlled hydrostatic pressure.
10. A range of 1000 < Red < 100,000 should be acceptable for friction factors in straight pipe
with four different diameters and two different roughness.
11. The losses due to valves and bends are to be assessed.
12. The temperature effects due to head loss, pressure drop, and friction factor are to be
assessed.
Table 1.1 Project Planning
Objective
Inexpensive
Air or water as fluids
Measurement Basis
manufacturing cost for existing set up
and industry average
fluid flow through pipes
Units
Dollars
Liter/s or
m/s
Friction factor for
variable pipe diameters
Reynold’s number
and roughness
1.4
Head loss
Losses in bends and valves
M
Pressure
Pressure in system
Psi
Temperature
Initial temperature and final temperature
°C, Btu
Contemporary Issues Relevant to Project
Prairie View A&M University is known for its engineering department. With thousands of
students applying to the university each year, several hundred will become engineering students.
Therefore it is vital that the equipment that represents this department is in top condition. The
students at Prairie View are studying to become engineers and will be competing against other
Rev. D
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5208
well known universities, on how much they have learned during the course of the four years at
the university. Issues that face graduating students, is that some of the advanced equipment that
other universities and corporate America use, is not available to the students here at Prairie
View. College is designed to prepare you for the working world, but if practicing with outdated
equipment is what the department calls preparing them, then how are they to measure up to the
competition. With new and improved devices this design will provide advanced technology and
equipment to allow students, not only here at Prairie View, but at other instructions the ability to
step into the 21st century and conduct experiments in an effective manner.
1.5
Initial Project Constraints
 The fluid friction apparatus shall be able to operate with both water and air.
 When handling water, it is to be controlled by hydrostatic pressure, and no pumps are
permitted to control water from the tank into the apparatus.
 The apparatus should enable the students to determine the friction factor in pipes, losses due to
bends and valves, and pump characteristics.
 The pipes in the apparatus need to be of such diameters that a Reynold’s number in the 1000 <
Red <100,000 range can be achieved, must contain at least four different diameters, and two
different roughness.
 Must have modern instrumentation that facilitates calibration.
 The apparatus needs to allow for visual representation of pressure drops as a function of the
pipe length.
 The student needs to include comprehensive instructions for set up and operation.
 There needs to be a device that measures the pressure drop.
 The experiment must have an indicator that alerts when the water level is low, and indicator
that kicks the air compressor on when the pressure is low.
Rev. D
6
5208
2. PROJECT PLANNING AND TASK IDENTIFICATION
2.1
Task Identification
The purpose of the Project Tasks and Schedule, shown in Table 2.1, was to subdivide the tasks
needed to complete the entire project in an allotted time period. The primary software used to
describe the project tasks was Microsoft Project which was used to develop the project schedule
and Gantt chart. Table 2.1 describes in detail the project tasks. Figure 2.1 shows the Gantt chart
and describes the tasks that were designated to persons within the group responsible for
completing each task as well as assigns a date that each task needs to be completed.
The Skyliners used the Gantt chart to effectively track and motivate the team to stay within the
time constraints set forth in the chart. The team strived to deliver on the dates specified. The
Gantt chart shown in Figure 2.2, is a way for the entire team to know what was expected of them,
as well as kept team members abreast of what their fellow team members were working on.
Rev. D
7
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Table 2.1 Task Identification
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
Responsible Person
From the details of
the design,
determine who our
potential clients are.
Provide detail
list of client’s
procedures
taken for
obtaining our
product.
1week
1/30/08
2/06/08
Lyawonda
A list of needs
provided from
the problem
statement.
1 week
1/30/08
2/06/08
Whitney
To successfully
design, build and
test an improved
user-friendly
apparatus for fluid
flow experiments
that will exceed the
expectations of our
clients.
List of goals to
help us achieve
our clients
satisfaction
1 week
1/30/08
2/06/08
Antyon
Define objectives
that will allow us to
complete our
project design
List of
objectives that
complies with
the problem
1 week
1/30/08
2/06/08
Antyon
Problem Formulation
1. Recognizing the Need
 Identify the client

Determine what the client’s
desired needs are.
2. Defining the Problem
 Identify goals that we seek to
achieve for the design project

Identify objectives for the
design project
Rev. D
Review the project
statement to gain
understanding of
what the client
needs is.
8
5208
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
Responsible Person
1 week
1/30/08
2/06/08
Nakita
1 week
2/01/08
2/08/08
Antyon, Whitney,
Nakita, Lyawonda
statement

Identify constraints for the
design project
Project Planning
1.Design Criteria
 Dividing the project into task
and sub-task



State the objectives of each
task
Estimate the personnel, time,
and other resources needed to
meet the objectives
Develop a sequence for the
Rev. D
Research areas that
will determine the
success or failure of
the design.
List of detailed
constraints
related to the
design project
Outline tasks and
sub-tasks needed
for a constant flow
of future productive
work
Task tables
outlining the
tasks and
subtasks to be
completed
Antyon, Whitney,
Nakita, Lyawonda
Set forth objectives
to complete, related
to each task
Tables listing
task objectives
Outline scheduled
time and days
needed to complete
each task
Gantt Charts
and weekly
status reports
every Friday
9
1 week
2/01/08
2/08/08
Nakita,
1week
2/01/08
2/08/08
Nakita
5208
Task Description
Objectives
Deliverables
Duration
Start
Date
End
Date
1 week
2/01/08
2/08/08
Responsible Person
task.
Create a task flow
Gantt Chart
system that will
allow us to see
what task are
completed and what
task are left to
complete
Literature Review
1.Literature Review
 Complete an exhaustive
literature review covering all
aspects of the new design
apparatus
b.Modern
Instrumentation
 Research for modern
instrumentation to use for
design
b. Equations
Rev. D
Perform a literature
review analyzing
existing setups and
evaluate the
components that
will be useful for
our design
Research modern
measuring
instrumentation
devices that can
replace the devices
on our current
apparatus
Gather detailed 1 week
information
from course text
books, web &
journal articles,
other reference
material related
to our design.
A list of modern
instrumentation 1 week
that will be
needed in the
design
02/06/08 02/13/08 Antyon, Whitney,
Nakita, Lyawonda
Antyon, Whitney,
Nakita,
02/06/08 02/13/08
*Air gas flow
meter
*Piezometer
(Pitot Tubes)
*Shutoff Valve
10
Lyawonda
5208
Task Description
Objectives
Deliverables
 Research useful equations
pertaining to fluid flow
Research all
appropriate
equations that will
allow us to
analytically create a
design and give us
a numerical point of
view as to what is
expected in the
construction phase
of the design.
A list of
equations that
are related to
pressure drop,
friction loss,
and how the
energy equation
relates to fluid
flow
c. Pumps
 Research all ideas for a pump
that would be appropriate for
our design
d. Compressors
 Research all ideas for a
compressor that would be
appropriate for our design
e. Existing fluid flow
apparatus
 Research all existing fluid
flow apparatus
Rev. D
Duration
Start
Date
End
Date
1 week
02/06/08 02/13/08
1 week
02/06/08 02/13/08
Responsible Person
Nakita
Research a pump
that will be able to
transport the waste
water from the
experiment back to
the water tank
Research a
compressor that
will be able to
transport air/gas
throughout the
apparatus
An outline of
pump
specifications
and related
calculations
obtained from
the system.
An outline of
compressor
specifications
related to
calculations
obtained from
the systems.
11
1 week
02/06/08 02/13/08
Nakita
1 week
02/06/08 02/13/08
Antyon
5208
Task Description
Concept Generation
1.Creative Thinking
 Sketch project related designs
2. Generation Alternative ideas.
 Determine if new ideas will
meet the needs of the design
Concept Evaluation
1. Concept & Functional
Evaluation
 Develop Evaluation Criteria
Rev. D
Objectives
Deliverables
Research all
existing similar
apparatus to find
out all components
and instrumentation
that would help aid
in designing our
apparatus
An outline of
existing
experimental
apparatuses that
are similar to
current design
and shows high
levels of
effectiveness
and efficiency.
Think of ideas that
are new and
improved
Create ideas that
will allow you to
think out side the
box
Determine areas of
importance within
Duration
Start
Date
1 week
02/06/08 02/13/08
Three
individual
concept designs
for the system
1 week
2/06/08
2/15/08
Antyon, Whitney,
Nakita, Lyawonda
List of possible
alternatives that
would either
improve
efficiency or
lower the price
1 week
2/06/08
2/15/08
Antyon, Whitney,
Nakita, Lyawonda
List of criteria
and point
12
End
Date
Responsible Person
Antyon, Whitney,
Nakita, Lyawonda
1 week
2/26/08
5208
3/4/08
Task Description
and assignments of a weight
or point scale for each criteria

Objectives
Deliverables
the project and
client specifications
that must me met
system
Duration
Start
Date
End
Date
Responsible Person
Antyon, Whitney,
Nakita, Lyawonda
Determine criteria weight
Outline criterion
accordance to level
of importance
Comparison of
total points for
each concept
and list of
weight criteria
showing level
of importance
1 week
2/26/08
3/4/08
Discern which
design/component
is best based on
design constraints;
ensure that all goals
and client needs
have been met with
design
Present each
individual task
as an updated
portion of the
overall report
consisting of
analysis and
specs for each
part
4 weeks
1/25/08
2/29/08
Nakita
To create a digital
and visual
Detailed 3D
NX3 model of
26 days
1/25/08
2/29/08
Antyon
Design Analysis

Dividing the apparatus
into parts and assign each
part as a task
Detailed Design

Model in NX3 or CAD
drawing
Rev. D
13
5208
Task Description




Tubes/pipes, valves,
fitting specifications
Tank placement and type
Objectives
Deliverables
representation of
the design
Ensure system
integration
system
Specified pipes
and tubes
Specified water
tank, and
location in
drawing
Instrumentation selection
Ensure system
integration and that
the tank will
function
Material Selection
List of selected
Find
instruments for
instrumentation that the design
will accomplish the
client goals
Make sure that all
materials will
integrate into the
system
Ratings of
pipes, fittings,
and flanges
To exhaust all
options, and ensure
that the tools that
have been selected
are the best for the
tasks
List of
alternative parts
or methods; if
found
Duration
Start
Date
End
Date
Responsible Person
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
26 days
1/25/08
2/29/08
Antyon
4 weeks
1/25/08
2/29/08
Nakita
Refinement

For each assigned part,
search for alternative
parts or methods that will
Rev. D
14
5208
Figure 2.1 Gantt Chart
Rev. D
15
5208
Figure 2.2 Gantt Tracking Chart
Rev. D
16
5208
6. RESULTS & DISCUSSION
6.1 Summary of Goals and Objectives
Due to our lack of understanding and comprehension of the project and its components time
became a major factor. However, we were able to accomplish many of our project goals
including a detailed design, engineering analysis, system components, and instrumentation. We
were able to choose our instrumentation by successfully figuring out our needed diameters.
Although we did not have a clear understanding of the material in the initial stages of the project
we now have a grasp and true understanding of parameters and requirements of the project.
6.2 Summary of Constraints and Codes met by Design
After talking to a number of engineers in the industry it was established that we would need
separate systems for compressed air and water. Although possible, it is not reliable and against
best practices. The liquid hold-up left in lines would create erroneous readings in the
calculations for air. The same is true when performing the necessary calculations for water.
6.3 Conclusion and Recommendations
After conducting the initial stages of this project including and not limited to planning, concept
generation, detailed design, and implementation it is safe to say that we now have knowledge in
project management. For future references we believe that performing the experiment from
Fluid Mechanics and truly explaining its components would give the students a better
understanding of what the project requires. Also, I believe that more time and clearer
explanations should be given initially in order to produce work to the teacher’s expectations. We
believe that this project helped students to gain a true appreciation and understanding of the type
of work that will be required by mechanical engineers in today’s industry.
As justification for Skyliners finalk design decisions, first all fittings, lines and valves were
selected according to the maxinmum pressure. Second, separate lines are required for air and
water fluids due to the fact that liquid hold up in lines can damage air measurements and air
pressure calls for a different line and fitting ratings. Third a pressure gauge is installed on the
tank to monitor the desired pressure and show visual representation of the pressure changes.
17
Fourth, high and low level switches to maintain fluid flow at all times by setting off alarms
within the system. Lastly, pipe diameters were chosen ensuring turbulent flow using Bernoulli’s
equation.
18
REFERENCES
[1]
Cornell School of Civil and Environmental Engineering, “Measuring the Friction
Factor in Small Pipes”, http://www.cee.cornell.edu/, (No date)
[2]
TQ Education and Training, “Fluid Friction Apparatus”, http://www.tq.com/, (No date)
[3]
Speedace Info, “Pitot Tube”, http://www.speedace.info/pitot_tube.htm, (1991)
[4]
Dixon, S.L., Fluid Mechanics and Thermodynamics of Turbomachinery, Oxford, United
Kingdom, 1998
[5]
Forsthoffer, William E., Pumps, Kidlington, Oxford, United Kingdom, 2005
[6]
Cussons Technology, “Fluid Mechanics Laboratory”,
http://www.cussons.co.uk/pdf/english/fluidlb.pdf, (2007)
[7]
http://www.lmnoeng.com/venturi.htm
[8]
http://www.engineeringtoolbox.com/orifice-nozzle-venturi-d_590.html
[9]
http://www.pmtengineers.com/products.html
[10]
http://www.dwyer-inst.com/htdocs/flow/SeriesPEPrice.cfm
[11]
www.aircompressorsdirect.com
[] http://www.pro-techsolutionsltd.com/PDF/orificefittingsbrochure.pdf
19
MECHANICAL ENGINEERING DEPARTMENT
OUTCOMES SPECIFIC ASSIGNMENT COVER SHEET
ENERGY SYSTEMS DESIGN
SPRING 2008
Instructor: Dr. Paul O. Biney
Title of Assignment
Project presentation Slides for Oral communication
Outcome Measured Using this Assignment
Outcome g
Ability to communicate effectively (Oral using PowerPoint Presentation)
Brief Description of the suitability of this assignment for the outcome
Project presentation Slides for Oral communication
The slides and performance criteria based rubric for grading the oral
presentation is provided to demonstrate student performance in oral
presentation.
20
COLLEGE OF ENGINEERING
Energy Systems Design
SPRING 2008 SEMESTER
Oral Presentation
Title of Presentation: Design of Fluid Flow system for measurement of pressure drop and
friction factors for incompressible flow in pipes and fittings
Date of Presentation: April 30, 2008
Name of Examiner/Appraiser: Dr. Paul O. Biney
Excellent
Below Expectations
(60-69.9%)
Average meets
minimal expectations
70-79.9
Very Good
Meets Expectations
20 40 59
60 65 69
70 75 79
80 85 89
90 95 99
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Presenters dress appropriately for the occasion.
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Average for this Performance Criteria
90.1
Performance Criteria
Not Acceptable
(0-59.9%)
(80-89.9%)
Exceeds
Expectations
(90-100%)
1. Ability to Organize, Plan, Design/Prepare and Use
Appropriate Visual Aids for
communication/Presentation
Presentation is organized in well structured logical sequence
making it easy for audience to follow the content with clear
understanding.
Slides are well prepared and are effective in helping audience to
understand. (adequate and relevant technical content and
viewgraphs that are legible, completely labeled, annotated,
dimensioned to illustrate important features of the work being
presented)
Modern presentation techniques are used (may include visually
enhanced transitions, animations, video, and sound clips).
Average for this Performance Criteria
2. Ability to Articulate Subject Knowledge
(Technical Content)
Demonstration of knowledge and understanding of the technical
subject. (This may be demonstrated by presenting literature
review, originality, creativity, required standards, constraints,
and other appropriate considerations such as economics,
environmental, and societal impact)
Prototypes or models are prepared and displayed when they are
necessary to support the presentation.
Questions are responded to in a clear professional manner after
restating questions to audience
Average for this Performance Criteria
3. Appearance and Ability to Provide Good
Oral Delivery
Correct grammatical English and technical terms appropriate to
technical area and audience are used; and presenters speak with
clarity and confidence
Good posture and eye contact with the audience are maintained (
should not read from prepared notes) and elicits the attention of
the audience
82
78.8
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GRAND AVERAGE FOR OUTCOME
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