MECH 322 Instrumentation Lecture 42

1. MECH 322 InstrumentationLecture 42 Goals Course Evaluation

2. Announcements/Reminders • Extra Credit Lab 12.1 • Due now • Lab Practicum Finals (May 6-14) • Guidelines, New Schedule • http://wolfweb.unr.edu/homepage/greiner/teaching/MECH322Instrumentation/Tests/Index.htm • 3x5 Cards • What year did (or will) you • Graduate High School • Enter UNR • Enter ME Department • Graduate with at BS degree • What will you do this summer • work (ME or Non-ME) • volunteer • where • Is there something the Department can do to help qualified students complete their degrees more quickly? • (name not necessary)

3. Possible Elective Course • May required petition, see your academic advisor • MSE 465/665: Fundamentals of Nuclear Power • Professor N. Tsoulfanidis nucpower@sbcglobal.net • TuTh 5:30-6:45 PM, LME 316 • Pre/Co-requisites: • Interest in Nuclear Energy • MATH 181 • MSE 232 (can be waived) • Textbook: • Measurement & Detection of Radiation, N. Tsoulfanidis and S. Landsberger, 3rd Ed, CRC Press (2010); ISBN-10: 1420091859

4. Student Learning Objectives • Students Observe and Measure Important Physical Phenomena • Hydrostatic pressure head, manometer fluid shift • Beam bending, strain, elastic modulus (steel and aluminum) • Bernoulli fluid pressure variation with speed (Venturi tube and Pitot probe) • Boiling water temperature dependence on atmospheric pressure • Seebeck effect (Thermocouple 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 in processing time-varying signals caused from noise and aliasing • Predicted, Unpredicted, and “Unpredictable” behaviors • In lab we sometimes observe things we did not expect • Requires reinterpretation and/or troubleshooting

5. Students develop “comfort” using instruments, data acquisition and control systems • Understand theory of operation and possible errors of specific devices • Monometers, pressure transmitters • Strain gages, bridge • Pitot probes, Venturi, hot film anemometers • Thermocouples, signal conditions, LM35 • myDAQ and LabVIEW • Accelerometers • Digital Relays • DMM, micrometers, rulers, scales…

6. Students Develop Good Lab Practices • Prepare for measurements before conducting them and allocate sufficient time to performing them • Use mathematical models to predict behaviors, to the extent possible • Troubleshoot hardware, computer and software problems. • Perform steady and transient measurements, and understand potential errors • Bias (calibration) • Random (not repeatable) • Transient (instruments require time 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 • Practice reduces “stress” of doing experiments • Helps students to find them “rewarding” and a possible career path.

7. The Course Focused on Objectives • Reasonable work load • Requires focus • Each Lab had Stages • Clear handouts and lectures (I tried!) • Web Site – access to required and supplemental materials • Lab Preparation Homework and Sample Reports • Help students know what is expected • Reduce lab-time confusion • Do these 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) • Structured Extra-Credit opportunities (~3%)

8. New This Year • Detailed Lecture Slides with Examples on the White Board • Corrected after each lecture • Updated nomenclature, consistent with lab instructions • Lab 3, Pressure Standards • Fully integrated myDAQ’s into labs • Lab 10, Time-dependent decay constant • Lab 12, Integral Control

9. Next Year • Use clickers in class? • Labs 4, 5 and 10 (Elastic modulus and vibration), all groups will work with both steel and aluminum beams • Offer “Lab-in-a-Box” for check out • Labs 7, 9, 12, and 12.1 • 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

10. Feedback • Did you like ? • Lab preparation problems • Finishing labs in three hours • Lectures slides on web • Were the lectures • Too detailed (waste of time) • Just right (Clear and helpful) • Too vague (can’t understand) • What about the mathematical lectures? • Transient Thermocouple, Beam vibration, controls • Did the Lab Assistants solve too many problems for you? • Was the lab too structured • Would you have liked more time to explore things? • Would you like to see more low-priced chip-based transducers that you can buy online and use on your own?

11. Feedback • E-mail (greiner@unr.edu) • Please do the evaluation now • https://wcl.unr.edu/ • Two Parts • Instructor • Learning Outcomes

15. 5 Statistical Methods Labs • UNR Quad Measurement • Find grass seed cost and uncertainty, very practical • Quad Data Analysis • Mean, St. Dev (Data Exclusion, Correlation Coefficient) • Wide range of results highlights need for calibration • Monometer Calibration • Calibration removes bias • Standard Deviation of output and input quantifies impression • Strain Gage Installation • length error estimates • Elastic Modulus Measurement • Uncertainty in best fit slope • Propagation of error, compare calculated to literature value • Written Midterm

16. 3 Steady and Data Acquisition Labs • Air Speed and Volume Flow Rate • Use pressure transmitters, check consistency • Propagation of error • Steady Temperature of Boiling Water at Elevation • TC, signal conditioner, LabVIEW, compare with prediction • Numerical Differentiation and Spectral Analysis of Unsteady Signals • Sampling Rate Theory, Time derivatives • Demonstrate unsteady data processing errors and solutions • Written Midterm

17. 4 Unsteady Measurement Labs • Transient Response of a Thermocouple • Heat transfer in water and air (effect of kFluid) • uncertainty • Vibration of a Weighted Cantilever Beam • Natural frequency prediction and damping • uncertainty • Karmon Vortex Unsteady Speed • Dynamic measurement and spectral analysis • uncertainty • Temperature Feedback Control • Analog output, digital relay, logic • Lab Practicum Final

18. EvaluationME Curriculum has 14 outcomes • The course increased my ability to apply the principles of mathematics, science, and engineering Instrument models, dynamic response of TC, vibrating beam, error analysis • The course increased my ability to conduct and design experiments, as well as to analyze and interpret data Focused on understanding and performing experiments • (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

19. (not applicable) The course increased my ability to function on multi-disciplinary teams • The course increased my ability to identify, formulate, and solve engineering problems Lab experiences require interpreting measurements, dealing with unexpected results, and troubleshoot problems • (not applicable) The course increased my ability to explain professional and ethical responsibility and identify professional and ethical issues • 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

20. Evaluation (cont) • (not applicable) The course enhanced my broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and social context • (not applicable) The course increased my ability to explain the need for, and an ability to, engage in life-long learning • (not applicable) The course increased my ability to identify and analyze contemporary issues • 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

21. 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 • (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. • The course increased my familiarity with statistics and linear algebra. Sample mean, standard deviation Linear Regression, St Dev of fit, Propagation of Error