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Nata [24]
3 years ago
15

The yield strength of mild steel is 150 MPa for an average grain diameter of 0.038 mm ; yield strength is 250 MPa for average gr

ain diameter 0.009 mm.
What is the yield strength for the same steel having an average grain diameter 0.004mm?

Hint: Assume Hall-Petch equation is valid.
Engineering
1 answer:
djyliett [7]3 years ago
6 0

Answer:

Explanation:

Hall-Petch equation provides direct relations between the strength of the material and the grain size:

σ=σ0+k/√d , where d- grain size, σ- strength for the given gran size, σ0 and k are the equation constants.

As in this problem, we don't know the constants of the equation, but we know two properties of the material, we are able to find them from the system of equations:

σ1=σ0+k/√d1

σ2=σ0+k/√d2 , where 1 and 2 represent 150MPa and 250MPa strength of the steel.

Note, that for the given problem, there is no need to convert units to SI, as constants can have any units, which are convenient for us.

From the system of equations calculations, we can find constant: σ0=55.196 MPa, k=18.48 MPa*mm^(0.5)

Now we are able to calculate strength for the grain diameter of 0.004 mm:

σ=55.196+18.48/(√0.004)=347.39 MPa

The strength of the steel with the grais size of 0.004 mm is 347.39 MPa.

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Write a C program that will update a bank balance. A user cannot withdraw an amount ofmoney that is more than the current balanc
GarryVolchara [31]

Answer:

Explanation:

Sample output:

BANK ACCOUT PROGRAM!

----------------------------------

Enter the old balance: 1234.50

Enter the transactions now.

Enter an F for the transaction type when you are finished.

Transaction Type (D=deposit, W=withdrawal, F=finished): D

Amount: 568.34

Transaction Type (D=deposit, W=withdrawal, F=finished): W

Amount: 25.68

Transaction Type (D=deposit, W=withdrawal, F=finished): W

Amount: 167.40

Transaction Type (D=deposit, W=withdrawal, F=finished): F

Your ending balance is $1609.76

Program is ending

Code to copy:

// include the necessary header files.

#include<stdio.h>

// Definition of the function

float withdraw(float account_balance, float withdraw_amount)

{

// Calculate the balace amount.

float balance_amount = account_balance - withdraw_amount;

// Check whether the withdraw amount

// is greater than 0 or not.

if (withdraw_amount > 0 && balance_amount >= 0)

{

// Assign value.

account_balance = balance_amount;

}

// return account_balance

return account_balance;

}

// Definition of the function deposit.

float deposit(float account_balance, float deposit_amount)

{

// Check whether the deposit amount is greater than zero

if (deposit_amount > 0)

{

// Update account balance.

account_balance = account_balance + deposit_amount;

}

// return account balance.

return account_balance;

}

int main()

{

// Declare the variables.

float account_balance;

float deposit_amount;

float withdrawl_amount;

char input;

// display the statement on console.

printf("BANK ACCOUT PROGRAM!\n");

printf("----------------------------------\n");

// prompt the user to enter the old balance.

printf("Enter the old balance: ");

// Input balance

scanf("%f", &account_balance);

// Display the statement on console.

printf("Enter the transactions now.\n");

printf("Enter an F for the transaction type when you are finished.\n");

// Start the do while loop

do

{

// prompt the user to enter transaction type.

printf("Transaction Type (D=deposit, W=withdrawal, F=finished): ");

// Input type.

scanf(" %c", &input);

// Check if the input is D

if (input == 'D')

{

// Prompt the user to input amount.

printf("Amount: ");

// input amount.

scanf("%f", &deposit_amount);

// Call to the function.

account_balance=deposit(account_balance,deposit_amount);

}

// Check if the input is W

if (input == 'W')

{

printf("Amount: ");

scanf("%f", &withdrawl_amount);

// Call to the function.

account_balance = withdraw(account_balance,withdrawl_amount);

}

// Check if the input is F

if (input == 'F')

{

// Dispplay the amount.

printf("Your ending balance is $%.2f\n", account_balance);

printf("Program is ending\n");

}

// End the while loop

} while(input != 'F');

return 0;

}

the picture uploaded below shows the program screenshot.

cheers, i hope this helps.

5 0
3 years ago
Ronny wants to calculate the mechanical advantage. He needs to determine the length of the effort arm and the length of the load
kakasveta [241]

Answer:

I hope it's helpful.

Explanation:

Simple Machines

Experiments focus on addressing areas pertaining to the relationships between effort force, load force, work, and mechanical advantage, such as: how simple machines change the force needed to lift a load; mechanical advantages relation to effort and load forces; how the relationship between the fulcrum, effort and load affect the force needed to lift a load; how mechanical advantage relates to effort and load forces and the length of effort and load arms.

Through investigations and models created with pulleys and levers, students find that work in physical terms is a force applied over a distance. Students also discover that while a simple machine may make work seem easier, in reality the amount of work does not decrease. Instead, machines make work seem easier by changing the direction of a force or by providing mechanical advantage as a ratio of load force to effort force.

Students examine how pulleys can be used alone or in combination affect the amount of force needed to lift a load in a bucket. Students find that a single pulley does not improve mechanical advantage, yet makes the effort applied to the load seem less because the pulley allows the effort to be applied in the direction of the force of gravity rather than against it. Students also discover that using two pulleys provides a mechanical advantage of 2, but that the effort must be applied over twice the distance in order to gain this mechanical advantage Thus the amount of work done on the load force remains the same.

Students conduct a series of experiments comparing the effects of changing load and effort force distances for the three classes of levers. Students discover that when the fulcrum is between the load and the effort (first class lever), moving the fulcrum closer to the load increases the length of the effort arm and decreases the length of the load arm. This change in fulcrum position results in an increase in mechanical advantage by decreasing the amount of effort force needed to lift the load. Thus, students will discover that mechanical advantage in levers can be determined either as the ratio of load force to effort force, or as the ratio of effort arm length to load arm length. Students then predict and test the effect of moving the fulcrum closer to the effort force. Students find that as the length of the effort arm decreases the amount of effort force required to lift the load increases.

Students explore how the position of the fulcrum and the length of the effort and load arms in a second-class lever affect mechanical advantage. A second-class lever is one in which the load is located between the fulcrum and the effort. In a second-class lever, moving the load changes the length of the load arm but has no effect on the length of the effort arm. As the effort arm is always longer than the load arm in this type of lever, mechanical advantage decreases as the length of the load arm approaches the length of the effort arm, yet will always be greater than 1 because the load must be located between the fulcrum and the effort.

Students then discover that the reverse is true when they create a third-class lever by placing the effort between the load and the fulcrum. Students discover that in the case of a third-class lever the effort arm is always shorter than the load arm, and thus the mechanical advantage will always be less than 1. Students also create a model of a third-class lever that is part of their daily life by modeling a human arm.

The CELL culminates with a performance assessment that asks students to apply their knowledge of simple machine design and mechanical advantage to create two machines, each with a mechanical advantage greater than 1.3. In doing so, students will demonstrate their understanding of the relationships between effort force, load force, pulleys, levers, mechanical advantage and work. The performance assessment will also provide students with an opportunity to hone their problem-solving skills as they test their knowledge.

Through this series of investigations students will come to understand that simple machines make work seem easier by changing the direction of an applied force as well as altering the mechanical advantage by afforded by using the machine.

Investigation focus:

Discover that simple machines make work seem easier by changing the force needed to lift a load.

Learn how effort and load forces affect the mechanical advantage of pulleys and levers.

8 0
2 years ago
Discuss in detail the following methods used to redistribute income and wealth in cash grants?​
aev [14]

Answer:

Redistribution of income and wealth is the transfer of income and wealth (including physical property) from some individuals to others through a social mechanism such as taxation, welfare, public services, land reform, monetary policies, confiscation, divorce or tort law.

-The term typically refers to redistribution on an economy-wide basis rather than between selected individuals.

Interpretations of the phrase vary, depending on personal perspectives, political ideologies and the selective use of statistics.

-It is frequently heard in politics, usually referring to perceived redistribution from those who have more to those who have less. Occasionally, however, it is used to describe laws or policies that cause opposite redistribution that shift monetary burdens from low-income earners to the wealthy.

-

The phrase is often coupled with the term class warfare, with high-income earners and the wealthy portrayed as victims of unfairness and discrimination.

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Redistribution tax policy should not be confused with predistribution policies. "Predistribution" is the idea that the state should try to prevent inequalities from occurring in the first place rather than through the tax and benefits system once they have occurred. For example, a government predistribution policy might require employers to pay all employees a living wage, not just a minimum wage, as a "bottom-up" response to widespread income inequalities or high poverty rates.

Many alternate taxation proposals have been floated without the political will to alter the status quo. One example is the proposed "Buffett Rule", which is a hybrid taxation model composed of opposing systems, intended to minimize the favoritism of the special interest tax design.

7 0
3 years ago
A piece of aluminum wire is 500 ft long and has a diameter of 0.03 inches. What is the resistance of the piece of wire?​
dexar [7]

Answer:

8.85 Ω

Explanation:

Resistance of a wire is:

R = ρL/A

where ρ is resistivity of the material,

L is the length of the wire,

and A is the cross sectional area.

For a round wire, A = πr² = ¼πd².

For aluminum, ρ is 2.65×10⁻⁸ Ωm, or 8.69×10⁻⁸ Ωft.

Given L = 500 ft and d = 0.03 in = 0.0025 ft:

R = (8.69×10⁻⁸ Ωft) (500 ft) / (¼π (0.0025 ft)²)

R = 8.85 Ω

5 0
3 years ago
a) A total charge Q = 23.6 μC is deposited uniformly on the surface of a hollow sphere with radius R = 26.1 cm. Use ε0 = 8.85419
dusya [7]

Answer:

(a) E = 0 N/C

(b) E = 0 N/C

(c) E = 7.78 x10^5 N/C

Explanation:

We are given a hollow sphere with following parameters:

Q = total charge on its surface = 23.6 μC = 23.6 x 10^-6 C

R = radius of sphere = 26.1 cm = 0.261 m

Permittivity of free space = ε0 = 8.85419 X 10−12 C²/Nm²

The formula for the electric field intensity is:

E = (1/4πεo)(Q/r²)

where, r = the distance from center of sphere where the intensity is to be found.

(a)

At the center of the sphere r = 0. Also, there is no charge inside the sphere to produce an electric field. Thus the electric field at center is zero.

<u>E = 0 N/C</u>

(b)

Since, the distance R/2 from center lies inside the sphere. Therefore, the intensity at that point will be zero, due to absence of charge inside the sphere (q = 0 C).

<u>E = 0 N/C</u>

(c)

Since, the distance of 52.2 cm is outside the circle. So, now we use the formula to calculate the Electric Field:

E = (1/4πεo)[(23.6 x 10^-6 C)/(0.522m)²]

<u>E = 7.78 x10^5 N/C</u>

4 0
3 years ago
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