MECH Instrumentation by mikeholy

VIEWS: 6 PAGES: 21

									MECH 322 Instrumentation

          Goals

     Course Evaluation
                         My Goals
• Observe and measure important physical
  phenomena
  – Hydrostatic pressure head, manometer fluid shift
  – Beam bending, strain, elastic modulus
  – Bernoulli fluid pressure variation with speed (venturi and Pitot
    probe)
  – Boiling water temperature variation with pressure
  – Seebeck effect (voltage produced at junction of dissimilar metals)
  – Heat transfer coefficient dependence on fluid conductivity
  – Beam vibration frequency and damping
  – Karman vortex frequency
  – Feedback control (full on/off, proportional, integral)
  – Errors caused by signal noise and aliasing
  – Predicted, Unpredicted, and Unpredictable behaviors
      • In lab sometimes observe things you did not expect
      • Requires interpretation and troubleshooting
                  My Goals
• Understand theory behind and feel
  comfortable using instruments, computerized
  data acquisition and control systems
  – Monometers, pressure transmitters
  – Strain gages, bridge
  – Pitot probes, venturi, hot film anemometers
  – USB 6009 and LabVIEW
  – Thermocouples, signal conditions, LM35
  – Accelerometers
  – Digital Relays
  – DMM, micrometers, rulers, scales…
                  My Goals
• Perform steady and transient measurements,
  understand potential errors
  – Bias (calibration)
  – Random (not repeatable)
  – Transient (instrument requires times to respond)
• Communicate
  – Use clear tables and charts to present
    engineering data
  – Analyze and draw conclusions based on data
    • Engineering understanding begins after the
      measurements (or calculations) are completed
• Reasonable work load
  – Requires focus
                               Focus
                    Each Lab had Stages
• Clear handouts and lectures (I tried!)
• Web Site – easy materials access
• Lab Preparation Homework and Sample Reports
   –   Help students know what is expected
   –   Reduce lab time confusion
   –   Tutorials
   –   Does it make the make the lab too easy?
• LabVIEW programming by example, not theory
• Write reports in lab:
   – Analyze soon after data acquisition (allows re-acquisition)
   – Gives student access to instructor help
• Bulleted conclusion format
   – Outlines formal reports (prepare for senior year)
                  Next Year
• Integral Control
• Offer “Lab-in-a-Box” for check out
  – Materials for Boiling Water Temperature,
    Transient TC, and Control labs
  – Gives students an opportunity to learn how to
    do labs at home
     • Removes lab time constraint
     • Gives students opportunity to explore
     • Potential breakage and liability problems
                       Feedback
• Did you like
   – Lab preparation problems
   – Finishing labs in three hours
• Did the Lab Assistants solve too many problems for you?
• Was the lab too structured
   – Would you have liked more time to explore things?
• What you like to see more low priced chip-based
  transducers that you can buy online and use on your own?
• Were the lab calculation lectures
   – Too detailed (waste of time)
   – Just right (Clear and helpful)
   – Too vague (can’t understand)
                Feedback
• Now
• E-mail (greiner@unr.edu)
• https://webct.unr.edu/
  – Two Parts
    • Instructor
    • Learning Outcomes
  – Please do the evaluation now
PART I A: EVALUATION OF THE INSTRUCTOR


1.   The instructor was effective in facilitating learning in the classroom
2.   The instructor was well prepared and organized
3.   The instructor encouraged student questions and participation in class
4.   The instructor was available and helpful outside of class
5.   The instructor demonstrated a thorough knowledge of the course content
6.   The instructor provided a clear course syllabus and completed the course objectives
7.   Exams and assignments were appropriate and covered the course content and objectives.
8.   The pace and amount of work required for this course were appropriate




PART I B: COURSE INFORMATION AND EVALUATION
1. The textbook and handouts contributed to your learning
2. The audiovisual materials used in the classroom contributed to your learning
3. The computer resources were adequate and were effectively incorporated into teaching
4. The classroom environment was conducive to learning
PART II: STUDENT DEVELOPMENT EVALUATION (1, 2, 5, 7, 9, 11)

This course increased my:

1. ability to apply mathematics, science, and engineering

2. ability to design and conduct experiments, and analyze and interpret data

3. ability to design a system, component, or process to meet a desired need

4. ability to function on multidisciplinary teams

5. ability to identify, formulate, and solve engineering problems

6. understanding of professional and ethical responsibilities

7. ability to communicate effectively

8. understanding of the impact of engineering solutions on society and the world

9. recognition of the need for and the ability to engage in life -long learning

10. knowledge of contemporary issues

11. ability to use modern engineering tools and skills necessary for engineering practice
        5 Statistical Methods Labs
1. UNR Quad Measurement
    –   Find grass seed cost and uncertainty, very practical
2. Quad Data Analysis
    –   Mean, St. Dev (Data Exclusion, Correlation Coefficient)
    –   Wide range of results highlights need for calibration
3. Monometer Calibration
    –   Calibration removes bias
    –   Standard Deviation of output and input quantifies impression
4. Strain Gage Installation
    –   length error estimates
5. Elastic Modulus Measurement
    –   Uncertainty in best fit slope
    –   Propagation of error, compare calculated to literature value
•   Written Midterm
    3 Steady and Data Acquisition Labs
6. Air Speed and Volume Flow Rate
     –   Use pressure transmitters, check consistency
     –   Propagation of error
7. Steady Temperature of Boiling Water at Elevation
     –   TC, signal conditioner, LabVIEW, compare with
         prediction
8. Numerical Differentiation and Spectral Analysis of
   Unsteady Signals
     –   Sampling Rate Theory, Time derivatives
     –   Demonstrate unsteady data processing errors and
         solutions
•    Written Midterm
    4 Unsteady Measurement Labs
9. Transient Response of a Thermocouple
     – Heat transfer in water and air (effect of k Fluid)
     – uncertainty
10. Vibration of a Weighted Cantilever Beam
     – Natural frequency prediction and damping
     – uncertainty
11. Karmon Vortex Unsteady Speed
     – Dynamic measurement and spectral analysis
     – uncertainty
12. Temperature Feedback Control
     – Analog output, digital relay, logic
•    Lab Practicum Final
                               Evaluation
                ME Curriculum has 14 outcomes

1.      The course increased my ability to apply the principles of
        mathematics, science, and engineering

     Instrument models, dynamic response of TC, vibrating beam, error analysis

2.      The course increased my ability to conduct and design experiments,
        as well as to analyze and interpret data

              Focused on understanding and performing experiments

3.      (not applicable) The course increased my ability to identify and document
        desired needs and 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
4.   (not applicable) The course increased my ability to function on
     multi-disciplinary teams

5.   The course increased my ability to identify, formulate, and
     solve engineering problems

Lab experiences require interpreting measurements, dealing with
     unexpected results, and troubleshoot problems

6.   (not applicable) The course increased my ability to explain
     professional and ethical responsibility and identify professional
     and ethical issues

7.   The course increased my ability to communicate effectively

Quantitative engineering communication using tables and charts
Draw bulleted conclusions from data
Abstract of results
Formal citations
                   Evaluation (cont)
8.  (not applicable) The course enhanced my broad education
    necessary to understand the impact of engineering solutions
    in a global, economic, environmental, and social context
9. (not applicable) The course increased my ability to explain
    the need for, and an ability to, engage in life-long learning
10. (not applicable) The course increased my ability to identify
    and analyze contemporary issues

11. The course increased my ability to use the techniques,
    skills, and modern engineering tools necessary for
    engineering practice
Modern measurement instrumentation
Computer Data Acquisition and Control program
12. The course increased my ability to apply the principles of
    science, including chemistry and calculus-based physics, in
    the identification, formulation, and solution of engineering
    problems; with depth in at least one of chemistry or calculus-
    based physics knowledge domains.
Newton’s law analysis: Vibrating beam
First law analysis: Dynamic response of thermocouple

13. (not applicable) The course increased my ability to apply the
    principles of mathematics and computational methods, including
    multivariable calculus and differential equations, in the
    identification, formulation, and solution of engineering problems.

14. The course increased my familiarity with statistics and linear
     algebra.
Sample mean, standard deviation
Linear Regression,
St Dev of fit,
Propagation of Error
        Open Ended Lab/Design
• Revisit One Unsteady Lab
  – student choice, improve or “fix problems”
• Damped Vibration of a Cantilever Beam
  – Rigid fixture, steel beam, different weights
• Karmon Vortex Unsteady Speed
  – Vary cylinder diameter and distance to probe
        Student Posed Labs
• Student poses a question
• Design and perform an experiment to
  answer it
• (+) More motivated self learning
• (-) Slower, more student and instructor
  effort for the same basic skills than
  “directed study”

								
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