Category Archives: Mechanical Engineering?

CHEG 3300 – Mass Transfer-Mechanistic Engineering Approach to Improve Mass Transfer in Unit Operations

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Project Work (CHEG 3300 – Mass Transfer)
Mechanistic Engineering Approach to Improve
Mass Transfer in Unit Operations
Submission due dates: March 13 and April 21
Project Description
A chemical engineer has a task to enhance the hydrodynamic and mass transfer rate in the fluid by
developing a mechanistic engineering approach to vary the physical properties of the fluid,
intensify the absorption and diffusion process. One of the approaches could be incorporating
nanofluids or nanoparticles to enhance the performance of gas absorption systems. The principal
advantages of using nanoscopic fluids or nanoparticles are: (a) amount of chemical absorbents can
be decreased (b) tower or column height can be reduced, both by achieving larger mass transfer
coefficients with nanoscopic fluids or particles. The major objective of this project work is to
propose a comprehensive mass transfer model to enhance the mass transfer rate either in a packed
bed column or a plate column.
Investigate how to enhance the gas side mass transfer coefficient. Thoroughly investigate various
operating conditions by specifying the characteristic parameters of the system in the first step.
Consider a laminar flow for both the compressible gas and incompressible fluid. The effects of
pressure and concentration on the physical properties of the gas phase must be studied. It is
important in the first step to achieve the equilibrium state for the interacting components.
Investigate the transport properties such as molecular diffusion to achieve the state. Thoroughly
study the thermodynamics in the solution and how to accomplish the equilibrium steady states by
sequentially investigating the properties of the system, variables, parameters to be evaluated and
their corresponding boundary conditions to understand the contributions, limitations of latent heat
and sensible heat combined with hydrodynamic properties to maintain the equilibrium throughout
the column height.
Mass transfer coefficients can be influenced by the forces acting on the Brownian motions of the
nanoparticles. The direction of flow must be towards the interface. Your approach should be
directed towards increasing the mass transfer coefficients in the column resulting in larger
diffusion flux of the gas into the liquid phase. Consider the residence time distribution in the
column. For example, an increase in the gas flow rate reduces the residence time. Mass transfer
rate can be enhanced because of the large reaction rate. Facilitating larger liquid velocity closer to
the gas-liquid interface is another phenomenon that can enhance the mass transfer rate. Overall,
liquid flow rate plays an important role in the column performance.
Natural convection heat transfer of nanofluids can be considered. You should study the
advantages of using nanofluids compared to conventional micro fluids and how the volume
fraction of nanofluids has an advantage over the micro fluids. Study the heat conductivity
coefficient, enthalpy changes that limit the enhancement heat transfer of nano and micro fluids.
For example when compared to water, nanofluids deteriorate the convection heat transfer
(determined by the volume fraction). Also please note that the heat conductivity coefficient cannot
compensate for the increasing viscosity of the nanofluid. A continuity equation combined with
momentum equation (relating the above behavior) can be evaluated in terms of thermal
conductivity, specific heat and temperature of mixed nanofluid. Enhancement heat transfer can be
accomplished at high temperature differences. The driving force initially is derived from the
temperature difference. Adding nanoparticles not only increases the heat conductivity but also
increases the viscosity of the fluid which creates the viscous forces for the natural convection heat
transfer. At low temperatures, viscous forces play a major role for heat conduction. Therefore the
heat transfer performances at lower temperatures will be worse than the higher temperatures. You
also need to study on how to increase the collisions between these nanoparticles to increase
convection heat and mass transfer. Please note: (a) driving forces increase with temperature
difference (b) dynamic equilibrium in an equilibrium process can be at steady state, but a steady
state need not be in equilibrium in the irreversible process.
Assumptions: Assume that the mixed nanofluid is a continuous medium. There is no motion slip
between nanoparticles and fluids. But there should be thermal equilibrium between nanoparticles
and the mixed fluid. Neglect the effects of column shape, type of material and any presence of
rotating magnetic fields. Assume that the liquid phase composed of nanofluids is a homogeneous
continuous medium. Use fluid mechanics and hydraulic concepts to explain the hydrodynamic
behavior of the column. The liquid and gas flow counter currently in the column. The same
approach can be generalized for the entire column. In its standard state, the enthalpy change of
formation of any element has to be zero. (Note: Enthalpy is proportional to temperature change
or temperature gradient, only in an adiabatic process. An isothermal process will have enthalpy
change). The system has to be in dynamic equilibrium to achieve steady state.
Propose a continuity equation which captures the above phenomena mentioned for an
incompressible liquid phase and a compressible gas phase.
1. Assuming laminar flow, propose an equation of motion for the gas phase.
2. What can be the species continuity equations for liquid and gas phases in the column (nonconductive
3. How do we derive the driving force for the overall mass diffusion flux? Use Fick’s law
combined with flow factors of the fluid.
4. Propose a gas phase and a liquid phase mass transfer model which explains the overall
phenomenon at the interface.
Target Assessment Dates:
A. By Monday, March 13, submit the outline/proposal (3-4 pages) for 50% grade:
 A conceptual model of the proposed system …………….. (15 points).
 Proposed approach defining ……………….(20 points)
o variables
o parameters and
o boundaries or limitations
 Conditions leading to interfacial thermal equilibrium (steady state) ….(15 points)
B. By Friday, April 21, submit the following full project report (8-10 pages including the
previous proposal of March 13) for 50% grade:
 Questions 1-4 mentioned above.
Project Write-Up Structure (valid only for the final report of April 21):
• Problem Statement ………………………………………………..(5 points)
• Task Identified (Include the proposal outline of Mar 13 here)….(5 points)
• Parameters Selected …………………………………………………(5 points)
• Background ……….…………………………………………………(5 points)
• Approach …………………………………………………………..(10 points)
• Description …………………………………………………………(10 points)
• Conclusion ……….…………………………………………………(5 points)
• References ……………………………………………………………(5 points)

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Assignment 02: Design for manufacture

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*BEng in Mechanical Engineering
Assignment 02: Design for manufacture
MODULE TITLE: Engineering design
MODULE TUTORS: Mr M. McPhillips (and Dr J. Whitty)
Learning outcomes
The assignment should produce sufficient evidence for partial fulfillment of the following module learning outcomes:
Systematically analyse design problems, formulate and communicate solutions.
Appraise and justify the environment and business process framework of concurrent engineering.
Formulate and critically evaluate embodiment design solutions based on customer requirements, manufacturing
needs, and business objectives
Additional information
You may wish to use the LYXassignment/report template which you were shown in the workshop session for the presentation
of this assignment. On the title page of any submitted work a plagiarism/integrity statement should be in included, e.g.:
This assignment has not been submitted before at this or any other educational establishment of learning in the support
of a degree of any other award. As per the module specification, this second assignment accounts for 70% of the module
mark (the other 30% is by the first assignments). To pass the module, candidates must attain a minimum of 40% overall.
A threshold of 30% must be achieved in each of the assessments.
Resources: All resources required for this assessment are fully described in the main text of the assignment brief.
Special requirements: provided on a one-to-one basis for candidates requiring these.
Release date: 22 February 2017
Submission dates: Presentation 06 April 2017, Report 07 April 2017.
1 Background
As explored by candidates in the first assignment in order to produce a model/prototype of any product it is necessary to
ascertain the customer needs using a variety of techniques. The relative importance of the needs must then be established
by the design team and then from these data the PDS established. The team will then need to suggest a number of
accepted techniques, in order to produce a variety of marketable concepts. Moreover, any design must be supported by
necessary working drawing so that the product can be effectively manufactured as well as attempt to predict where the
component is likely to fail during service. These findings are then reported via an industrial standard report [1].
It is the purpose of this assignment to produce a concise Design for Manufacture (DfM) report in response to a clear
market need utilizing subject-specific techniques that arise from a specific design problem [1]. Candidates must report
on a pertinent conceptual design processes employed to produce a decent number of concept using if possible innovative
techniques. Given the number of particular product opportunities detailed in the appendix, it is the purpose here to
expose candidates to modern creative problem solving principles as detailed in the classic treatise [2] including TRIZ.
An appropriate unbiased method should be used to establish which concept best adheres to the target PDS. Using the
Computer Aided Three-dimensional Interactive Application (CATIA), AutoDesk-Inventor and in some cases ANSYSWorkbench
(i.e. not SolidWorks) to produce a basic conceptual model of the chosen concepts.
This assignment is an exercise in to producing relevant analysis of component designs and using these analyses in order
to finalize the design drawings and dimensions. The assignment also provides a vehicle by which to introduce the use of the
FE method within design to produce realistic prototypes which can be subjected to a variety of virtual testing protocols.
There is further scope to assesses particular methods and approaches employed by candidates, with an Assessment for
Learning (AfL) rationale. To this end a number of workshops with instruction given on how to set out documents in
specific academic and industrial document preparation systems (e.g. LYX) will be conducted as well as specialized CATIA
training. Students will be expected to produce a set of engineering drawings from CATIA (or AutoDesk-Inventor) using a
Design for Manufacture (DfM) philosophy. Candidates are actively encouraged to use a wide range of the universities LIS
facilities for seeking literature. Constructing a reference database in Reference Manager; importing references from WoK,
as well as writing a referenced article, i.e. cite while you write [4], thus avoiding Plagiarism (précis and peculiarity).
Note that as with all academic work the reference section must be adherence to with our preferred Vancouver [3] (or
Harvard) standard [5]. Where possible the completed document should not exceed fifty sides (say 8000 words) of A4
(excluding the title page, Figures, Tables and References). Any extra material not directly related to the demonstration/
achievement of the module descriptor learning outcomes should be include in an appendix proceeding the reference
2 Tasks
In order to to produce evidence of the first three specific learning outcomes of the University of Central Lancashire’s
module descriptor MP3731, candidates are expected to complete the following tasks.
1. Given the results from your previous assignment QFD [1, 2] produce at least twenty (yes 20!) key concepts using
TRIZ [1], In each case detailing in a log-book how TRIZ method(s) were employed to develop each of the concept.
2. By using salient concept screening and scoring methods [2] critically evaluate each of the concepts you have developed
hence finalize one to take forward for prototype development.
3. Using a valid product architectural method [2] to identify the main components producing a prototype of the your
product. {Task 3: 20 marks}
4. Use an Ashby’s material selection technique or otherwise in order to objectively decided on the materials required
to produce each component.
5. Use a basic FMEA to determine which of the components are most likely to fail under static and/or dynamic
conditions and perform an appropriate FEA on the component using the ANSYS software.
6. Verify one key analysis result empirically and/or using a complementary FE code (e.g. CATIA).
7. Produce a sales pamphlet and presentation introducing the launch of your product.
{Task 7: 10 marks}
8. Using the portfolio you have developed and appropriate literature (ispso-facto the reference section of this document)
together with dialogue with prospective stakeholder(s) produce and industrial report of your findings.
The final document should be type-written, using the LYX template (or otherwise) produced in workshops, and
contain the following main sections:
(a) Pre-report (title-page, Executive Summary, List of Contents, List of Figures, List of Tables etc) {3}
(b) Introduction (incl. the DfM process employed and Mission statement) {4}
(c) Market research {6}
(d) Conceptual design method {8}
i. Concept generation
ii. Conceptual development using TRIZ.
iii. Concept selection and reasoning
(e) Detailed design {10}
i. Design for Manufacture (DfM) philosophies
ii. Three-dimensional modelling
iii. Engineering drawings
(f) Product appraisal {6}
(g) Conclusions {5}
(h) Referencing {8}
i. Quality and discussion within the main text
ii. Adherence to acceptable standard
{Total task 8: 40 marks}
Individual Performance {20 marks}
[1] French, M. J., Conceptual design for engineers, Springer, London UK, 1998.
[2] Ulrich and Eppinger, Product Design and Development, McGraw Hill, 2004.
[3] Thiel D. V., Research Methods for Engineers, Cambridge University Press, Cambridge UK, 2014.
[4] Holman, J.P., Experimental methods for engineers (seventh edition). McGraw-Hill Higher Education, 2000.
[5] ISO 960, ISO copyright office, Information and documentation — Guidelines for bibliographic references and citations
to information resources, Geneva 20, Switzerland, 2010.
[6] Anon, School of Computing, Engineering and Physical Sciences- Assessment handbook, University of Central Lancashire,
[7] Ashby M. F., Materials selection in mechanical design, Butterworth-Heinemann, Oxford UK, 2005.
A Design projects 2015
Code Title Stakeholder
SIP Student initiated project TBC
Using specific dialogue with academic and/or industrial staff propose an investigation
pertaining to analysis, design, implementation / simulation, evaluation, test, manufacture,
with aspects involving the study of current research or advanced developments (academic
or industrial) leading to the use of new knowledge, methods or applications, as
appropriate for the chosen topic. The project should provide a group of candidates with a
suitable platform in order to produce a quality design, applying modern technology to the
embodiment in a concurrent engineering context thus satisfies customer needs leading to
profitable (reduced-cost) manufacture.
JF1 Photo-elastic mini-experimental roof truss MP2784
A mini experimental roof truss for use in the class-room or laboratory is required by a
university or college. The mini-truss should be lightweight and easy to handle and adhere
to any necessary health and safety requirements. Some of the members should have the
ability to electronically record strain values when certain loads are applied to the truss.
Hence the displacements and loads in the members can be determined and compared with
theoretical and FEA predication’s using suitable software (e.g. ANSYS). It is also
envisaged by the sales department that there is also a market for a deluxe version of the
mini-truss made from photo-elastic materials; thus investigating the stress fringes in the
truss during loading.
Dr J. Francis
Dr M. Wulan
JW1 Spring-damper system MP3395
The customer wishes to construct a bespoke design in order to predict the damping
properties of different fluids. One way of achieving this is to construct a spring-damper
arrangement as detailed in most decent engineering science texts. The system could then
set to vibrate and hence the damping properties of the fluid determined. The system
should be modelled in a suitable software package initially. The engineer requires that
displacement reading are read electronically via a suitable sensor which can be developed
as an integral part of the system or brought in. Readings from the device should have the
ability to be transfer to PC for further analysis using suitable Math software such as
SciLab or Labview
Dr J. Whitty
Mr J.
MW1 Mini-lead creep test machine MP2784
With in the School of Engineering here at UCLan is the need for a creep testing machine.
The machine should have the ability to test the creep properties of a standard lead
specimen. Initially a full market analysis should be conducted to ascertain possible
numbers. The machine should be simple to operate so that children could use it in
schools. Hence, health and safety requirements are of utmost importance here. In addition
either an analogue or digital measuring device is required in order to record the
displacement-time curve of the specimen. The product should be portable and lightweight.
Initially the properties of the specimen should be modelled using non-linear FEA or
similar method. Finally, to aid the marketing process a static analysis of the product
should be conducted prior to prototype production.
Dr M. Wulan
Dr J. Francis
Code Title Stakeholder
JF2 Cylinder strain measuring device MP2784
A portable desktop device is required for the demonstration of the radial, hoop and
longitudinal stresses induced by an internal pressure applied to cylindrical components of
different inside and outside diameters. The strain (or stress) should be measured
electronically at several different positions which can be post-processes by the Scilab,
MAXIMA and/or Labview software. Demonstrations should also be repeated using
suitable FE software such as ANSYS-Workbench
Dr J. Francis
Dr M. Wulan
BB1 Mini-wind tunnel MP2576
Design and develop a mini-wind for use in the class-room or laboratory, similar to others
emerging on the market. It should have the ability to continuously pump a fluid (ideally
no toxic say water or colored air) at a variety of velocities and give pressure readings at
the outlet. The product should also be lightweight, portable and easy to handle and
adhere to any necessary health and safety requirements. At the point of fully developed
flow the device should have a variety of inserts including a number of cylinders and a few
correctly scaled aerofoils. The system should be initially modelled a suitable CFD package.
The models then made available to customers as part of the overall product concept.

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Need help-Assignment

Need help-Assignment
Department of Design and Technology
Assignment                      Engineering Principles  Semester 1                               September 2016 to December 2016
The assignment needs to be uploaded to the Turnitin, Deadline for submission is 12/16/2016 at 14:00 pm.
Part A  In the reactive AC circuit below, find the voltage and its phase in the output voltage. Both hand-calculation and use of multi-sim needed. (Hand Calculation: 20 Marks, Multisim solution: 10 Marks, Total: 30 Marks)
Use Multisim to determine and plot the voltage that would be measured with this voltmeter as a function of the frequency of the sinusoidal source (Vs) as the frequency of this source varies from 1 Hz to 100 kHz.
(10 Marks)
Elaborate about the relationship between input and output frequencies, taking into account the effect of the coil and the capacitors on resonant frequency. (10 Marks)
Part B
a) A simply supported beam is loaded as shown in the diagram. Finding the reaction forces A and B and draw the shear force and bending moment diagram across the beam.
(20 Marks)
b) Determine the force acting along the axis of each of the three struts needed to support the 500-kg block.
(10 Marks)

c)       The diagram below shows a plane pin-jointed framework. Determine the force in each member of the truss. State if the members are in tension or compression. Assume all members are pin connected. AG = GF = FE = ED.
(20 Marks)
Part C
You are required to compile an individual assignment report on your designs, evaluations and tests. The minimum number of word is 1500. This excludes: headings, contents page, appendices and data sheets.
Your report should adhere to the following format: Contents Introduction  Bulk of Report (i.e. Procedures, Results, Diagrams) Conclusions  Appendix (if any)
The following ‘dressing/padding’ mechanisms are not allowed:  Excessive line spacing and font sizes  Cellophane wrappers for each page  Excessive data sheets or photocopied material in the appendices  Copyright material

Part D
Marking scheme.
Presentation  (Layout)      15% Communication (Grammar)      10% Analysis  (Mathematical analysis and     constructive arguments)    40% Research  (Evidence of investigation via internet,    Books)      15% Work   (Overall quality: Ability to understand    and present ideas)     20%

Need help-Assignment

Need help-Assignment

Need Help-HW03

Need Help-HW03
Adding/Removing Material
MEE 104L
Create the basic, unconstrained geometry
Apply geometric constraints to lock the shape
Be sure to constrain one point on the sketch to the Origin Point
Apply dimensions to lock the size. All dimensions are mm.
Sketch is complete when SolidWorks shows the sketch as Fully Defined
Extrude or revolve the sketch to create the 3D part
Repeat 1
6 for all major shapes of the 3D part
Create holes, fillets, etc. to
the final shape of the part
For dimensions shown as A, B, or fractions thereof (e.g. 0.25B or 0.2A)
find A and B based on your “
” on the attached chart.
Check your work against the attached grading
rubric in
When you have completed and checked the
save the
upload both .
files to Isidore. Please name the files like:
A or B).
Student Numbers & Assigned Dimensions
For many assignments, there will be a few versions of dimensions. Each of you will
have a Student No., which you will have throughout the semester. Here is your
Student No. based on your last name, and the Assigned Dimensions for HW02:
Student No
Student Family Name
Student No
Student Numbers
Assigned Dimensions
Need Help-HW03

Need Help-MSE 250 HW 4 Reading: Callister Ch. 7 and Ch. 8

Need Help-MSE 250  HW 4 Reading: Callister Ch. 7 and Ch. 8

MSE 250  HW 4

Reading: Callister Ch. 7 and Ch. 8.


Academic Integrity:  Students are encouraged to study with a partner or small group, but each student should complete their homework by themselves (no copying allowed). The data table and plots referred to are given at the end of the homework.


Please write clearly, show all work in an organized fashion, and circle answers.


1)  Using the data shown in Figures 6.14 (at 25oC) and 6.21, combine both curves onto one plot, being careful to correctly plot the modulus, yield strength, tensile (ultimate) strength, and ductility.  Discuss how the modulus, yield strength, and ductility compare for pure iron (figure 6.14) vs. the alloy steel.


2)  The equation for the effect of grain size on yield strength is given by:

sy = sI +kD-0.5

where sy is the yield stress, sI is the intrinsic resistance of the lattice to dislocation motion, k is the “blocking parameter” which measures the effectiveness of grain boundaries in blocking dislocation motion, and D is the grain diameter.

Use this equation to determine the change in yield strength of a typical steel when the grain size is increased from 10micron to 50 micron (1 micron = 10-6 m), due to grain growth.  .  sI = 150 MN/m2 and k = 0.70 MN/m1.5 .


3)  Using the data shown in Callister Figure 7.19, draw an approximate stress-strain curve for the 1040 steel at 0% cold work and at 30% cold work, clearly indicating the yield strength, ductility, and tensile strength of the steel before and after cold-working (Young’s modulus of steel E = 250 MPa).


4)  A fatigue test is carried out on a steel having an ultimate strength of 289 MPa.  The number of cycles required to break the specimen at different stresses are given below:


Stress Amplitude                  Fatigue Life

(MPa)                                     (cycles)

223                                         4.5 x 104

209                                         2.4 x 105

192                                         8.0 x 105

178                                         1.5 x 106

175                                         2.7 x 106

168                                         7.8 x 106

168                                         >1.0 x 107 (did not break)

165                                         >2.6 x 107

162                                         >2.2 x 107


  1. a) Plot the data on linear-log scale, preferably with a computerized figure-plotting program.
  2. b) Determine the average fatigue strength at 106 cycles (hint: use curve-fitting software to fit the line).
  3. c) What is the ratio of the fatigue strength at 106 cycles to the ultimate strength?
  4. e) If you plan to use this material for 108 cycles, what is the maximum fatigue strength you would recommend (assuming 20% fluctuations in stress amplitude).


Callister Homework Problems:  7.22, 8.4, 8.12 (see next page)



Need Help-MSE 250  HW 4 Reading: Callister Ch. 7 and Ch. 8




































Need Help-ENGL 250, F16 Assignment 1

Need Help-ENGL 250, F16 Assignment 1 

In this assignment, you will apply the pyramid structure to memo writing, integrate content (by paraphrasing, summarizing or quoting) from professional publications, and use APA style documentation (in-text citations and reference list).

This assignment must be completed individually. It is worth 5%, and it is due at the start of class in week 4. Please submit an electronic version of the assignment to the drop box on eCentennial AND a hard copy of the assignment in class. Due Date: Friday, September 30, 2016.

Assignment learning outcomes:

  • Format and write memos
  • Keep an accurate and reliable record of research findings
  • Read and comprehend articles in scientific and professional publications


Your Task

  • Select a topic. Your topic should be an emerging technology, new finding or breakthrough, current trend, or recent news items related to your field of study at Centennial College.
  • Conduct research on your topic. Your goal is to find professional and / or scientific sources on your chosen topic. You may access these resources through Centennial College’s library OR Google Scholar. You must use a minimum of two sources for this assignment.
  • Write a memo to inform your instructor about your chosen topic. Write a concise, one -page (single spaced) informative memo report to your ENGL 250 instructor about this topic. In your report you should use the pyramid structure and address the following questions:
    • What is your field of study at Centennial?
    • What did you learn about your chosen topic? You should paraphrase, summarize and / or quote content from your sources to address this question.
    • Why is your chosen topic important to your field of study?
  • Use your own words. Your report will be submitted to Turnitin. Content that is copied and pasted from your sources is considered plagiarism and is not acceptable.
  • Acknowledge your sources. In your report, include
    • correctly formatted in-text citations (APA) and
    • a correctly formatted reference page (APA).
  • Use an appropriate tone, technical writing style and correct format. Your writing in this course should be clear, concise, correct, courteous, complete, and concrete. Where possible, you should use active voice. Ensure that you proofread your work for grammatical and formatting errors.

To successfully complete this assignment, you must refer to the Centennial College APA Style Examples of In-text Citations & References, 6th ed. (2010), which can be found on the Centennial College library website at (it is also posted on our eCentennial site) OR another credible source on APA Style.

 Need Help-ENGL 250, F16 Assignment 1  


Tommy Smith
Due date: Sec001
This project milestone will require students to practice the following SolidWorks skills
Extrudes (boss and cut), Shell,
Sketch Relations, Convert Entities, Linear Feature
Patterns, Equations, and Global Variables.
Students must create a 6×2
block similar to LEGO part number
(see last page of
your LEGO kit documentation). The block must be created according to
the following, and in
this order
Save your
original SolidWorks part file
to your project folder on the W drive, called
The file type should be SLDPRT (*.prt; *.sldprt).
Create global variables “Length” and “Width” and set Length=6 and Widt
Create the base extrude feature, based on a sketch where the length and width are defined
using an equation referencing the two global variables already defined in Step #1 and
multiplying by 8mm to calculate the total width and length of the block.
Place your sketch
on the “top” plane for this base feature and be sure to extrude “up”. Extrude the sketch to
Create one circular knob feature, with diameter of 5mm and height of 1.8 mm. Locate the
center of the boss 4mm each direction from the co
rner of the base feature.
Tommy Smith
Create a linear feature pattern in two dimensions, using the edges of the base feature to
define the direction. Set the spacing to 8mm and set the number of instances in each
direction by using equations to reference the two global variables already define
d in Step
On the bottom of the base feature, use the shell command to create a shell feature with a
thickness value of 1.5 mm.
Adjust the depth of the hollow under the LEGO by doing another extrude cut that is 0.1 mm
deep. This makes the depth 1.8 m
m instead of 1.7mm (so the LEGO blocks would fit
together properly)
Create a sketch on the underside (same face you just adjusted in step 6). Use “convert
entities” to bring the four circular edges of the bosses into your sketch. Select the four
in your sketch and make them construction geometry (dashed lines). Now create an
annulus (circle inside a circle, concentric) such that the outside circle is tangent to the
dashed circles (only need three tangencies to define) and the inside circle has a
diameter of
Notice that you don’t have enough of the annulus bosses on the underside. Fix this by
creating another linear feature pattern in two directions, using an equation to link it to the
“Length” and “Width”. Hint: Remember that you need to use
an “n
1” approach…there are
always one less ring underneath in each direction compared to the number of knobs on top.
Try redefining “Length” and “Width” to be other values. Note that your patterns work well so
long as there is more than one new instance
of the feature. For instance, if you set Length=2
and Width=2 you will get an error because the pattern for the ring underneath no longer has
any new instances. The solution to this problem is to “suppress” the pattern when it is not
being used (“suppress
” is available when you right
click a feature in the tree).

HVAC DUCT Design Project Grading

HVAC DUCT Design Project Grading


  1. Geometry creation 15 pts.
  2. Grid generation 5 pts.
  3. CFD results and post processing 15 pts.
  4. Design changes if needed for providing required flow
  5. Presentation of results 15 pts.


  1. Presentation of HW Results:
  2. Problem description,
  3. Preliminary Analysis, your design philosophy
  4. Duct design geometry presentation (make sure reader can understand the duct design geometry). All Figures in HW must have a title and you must refer to them in your discussions.
  5. Presentation of Mesh
  6. Presentation of Sample CFD results
  7. Report mass flux output from each outlet in tabulated form (and from CFD code in the appendix. Output numbers directly from CFD code in the Appendix).  Also report static pressure loss (needed to select a fan for this HVAC duct.)
  8. Design changes if needed to provide required flow rate
  9. Appendix: CFD input/output



Additional Work for Graduate Students (20 points):

Report proposed modification to the ducting systems to obtain the required flow rates.

Clearly identify modifications and see number 6 above


heat exchanger design to accommodate temperature output required.

Report proposed heat exchanger design to accommodate temperature output required.

Location of heat exchangers, How they affect required flow rate and static pressure?

How you incorporate heat exchanger into CFD results

ME 4033-6033 Lab Assignment #5 – Duct Design Project

ME 4033-6033

Lab Assignment #5 – Duct Design Project

(Undergraduates: 50 HW points.  Graduates: 70 HW points).


All.  Use CFD to design air conditioning ducting to provide air from a special A/C unit Outlet (36”x36”) to Outlets #1,2 and 3, shown in Figure 1, serving several spaces in a hospital building.  For Outlet #1, the required flow rate is 2000 cfm, Outlet #2 requires 1500 cfm and Outlet #3 requires 1000 cfm.  Size the ducting to provide air to various outlet locations.  From the CFD results determine the A/C fan static pressure that is required for this application.  The elevation view is shown in Figure 2.  The outlet ducts must run to an elevation of 1” above the suspended ceiling to allow A/C outlet to be installed.

Graduate Students Additionally Do #1 or #2 below.

#1.  Assume the A/C unit outlet temperature is 40 F, use CFD and add

(a) heat flux to the ducting walls or

(b) add hot air to each branch from a furnace

to provide a temperature of 55 F in Outlet #1, and 80 F in Outlets #2 and #3.  Determine

(a) the required heat flux at the boundaries or

(b) how/where you can provide the hot air (what is the quantity and temp of hot air required) and also determine if this will cause a change in the outlet flow rate of the A/C unit and the required static pressure of the A/C fan.

#2.  Without changing the size of your duct system design, provide internal parts/baffles to modify the flow rates so that for Outlet #1 be 1500 cfm, Outlet #2 provide 500 cfm and outlet #3 provide 2500 cfm. From the CFD results determine the A/C fan static pressure that is required for this application.



Both Undergraduates and Graduate Students:  Provide a short report summarizing your design, findings and the required information.  Discuss shortcomings of your design if any.

Figure 1.  Top View of A/C and Outlets Locations.

(Dimensions in ft)


Figure 2.  Elevation View of A/C Unit and Suspended Ceiling


HVAC DUCT Design Project Grading


  1. Geometry creation 15 pts.
  2. Grid generation 5 pts.
  3. CFD results and post processing 15 pts.
  4. Design changes if needed for providing required flow
  5. Presentation of results 15 pts.


  1. Presentation of HW Results:
  2. Problem description,
  3. Preliminary Analysis, your design philosophy
  4. Duct design geometry presentation (make sure reader can understand the duct design geometry). All Figures in HW must have a title and you must refer to them in your discussions.
  5. Presentation of Mesh
  6. Presentation of Sample CFD results
  7. Report mass flux output from each outlet in tabulated form (and from CFD code in the appendix. Output numbers directly from CFD code in the Appendix).  Also report static pressure loss (needed to select a fan for this HVAC duct.)
  8. Design changes if needed to provide required flow rate
  9. Appendix: CFD input/output



Additional Work for Graduate Students (20 points):

Report proposed modification to the ducting systems to obtain the required flow rates.

Clearly identify modifications and see number 6 above


heat exchanger design to accommodate temperature output required.

Report proposed heat exchanger design to accommodate temperature output required.

Location of heat exchangers, How they affect required flow rate and static pressure?

How you incorporate heat exchanger into CFD results

Need Help-Six Sigma BME/IHE 6850-90 (lectures 1-3) Distance case study #1

Need Help-Six Sigma BME/IHE 6850-90 (lectures 1-3) Distance case study #1 

Six Sigma BME/IHE 6850-90 (lectures 1-3)

Distance case study #1

(Due date: Saturday, September 24, 2016)

 Use 12 size font, single spaced



Case study 1.1: The P.T. Company located in Florida makes electronic rocker-recliner chairs. The success of these chairs over the past three years has been remarkable.  However, for the past couple of months, sales have been in a dramatic and alarming slide.  Distributors have been flooding the home office with e-mails about returns and customer complaints.  As the biggest contributor to the company’s profits, any problems with these chairs (called the E-Rock) created big worries for the management. The top product management group and the senior executive team met to discuss strategies for dealing with the declining sales. “This product has outlived its welcome,” exclaimed the head of marketing.  “We need to get going on a whole new generation of E-chairs!”

“That’s going too far,” countered the field sales director. “I can’t believe the entire market suddenly decided that the E-Rock is outmoded in a period of weeks.” The head of seat engineering weighed in: “We need to give more incentives to those distributors or threaten to drop them.  It’s clear they’re getting lazy.”

After a few more minutes of discussion (using some better meeting management tools) the group was able to agree to get a Six Sigma DMAIC team started on trying to find out the causes of the sales decline.


Case study objective: You have been appointed the DMAIC team leader. Using information in lectures 1-3, describe how you will proceed to solve the problem of declining sales.

(Do not exceed 1 page, 12 font size, single spaced).





Case study 1.2: Refer to the slide “Common Six Sigma Project Areas”. There are following 10 areas described in the slide:

  1. Manufacturing Defect Reduction
  2. Cycle Time Reduction
  3. Cost Reduction
  4. Inventory Reduction
  5. Product Development and Introduction
  6. Labor Reduction
  7. Increased Utilization of Resources
  8. Product Sales Improvement
  9. Capacity Improvement
  10. Delivery Improvement.


For each of the above project areas, write a statement (one sentence) about strategic project goal

See the example below:

Six Sigma Project Area 10:     Delivery Improvement

Strategic Project Goal:            Ship customer orders within one week of receiving the order.







Case study 1.3: Refer to the slide “Six Sigma application”, which lists the 7 areas of application:

  1. Manufacturing
  2. Services
  3. Engineering and R&D
  4. Sales and Marketing
  5. Healthcare
  6. Government
  7. Corporate function

Refer to the following 7 slides, which lists the typical Six Sigma projects in each of the above areas. Each slide has 4 or 5 projects.

Case study objective: Select one project from each slide (area) and list 2 KPIVs for that project.

See the following example: (note KPIV = Key Process Input Variable). Note that each KPIV starts with “variation ……..” in the following example.

Area:              Manufacturing

Project:           Reducing variations in machining process

KPIV-1:         Variation in the vendor material reject rate

KPIV-2           Variation in employee skill level (seniority)




Case study 1.4 and 1.5 : Dave Johnson is the manager of an insurance claims office and serves on a Six Sigma team that established a goal of making improvements aimed at speeding up the number of claims processed per day. To get started, the team gathered data for just over a month (using good sampling methods) and plotted the data on a run chart (figure 2). Master Black Belt showed Dave how to determine the expected amount of variation in the claims process, and to plot the resulting “control limits” on the chart. When looking at this control chart (figure 3), Dave saw that many data points were beyond the control limits.













Figure 2: Run Chart of Insurance Claims                       Figure 3: Control Chart of Insurance Claims


Objective 1. 4: Explain why some points are outside (above and below) the control limits.


Objective 1.5: What actions will you take to bring the process within control limits.


Need Help-Six Sigma BME/IHE 6850-90 (lectures 1-3) Distance case study #1


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