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Jet001 [13]
3 years ago
14

A specimen of commercially pure copper has a strength of 240 MPa. Estimate its average grain diameter using the Hall-Petch equat

ion.
Engineering
1 answer:
romanna [79]3 years ago
5 0

Answer:

3.115× 10^{-3} meter

Explanation:

hall-petch constant for copper is given by

      S_0=25 MPa

      k=0.12 for copper

now according to hall-petch equation

S_Y=S_0 +\frac{K}{\sqrt{D}}

240=25+\frac{0.12}{\sqrt{D}}

D=3.115× 10^{-3} meter

so the grain diameter using the hall-petch equation=3.115×  10^{-3} meter

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If a hoist lifts a 4500lb load 30ft in 15s, the power delivered to the load is a) 18.00hp b) 9000hp c) 16.36hp d) None of the ab
12345 [234]

Answer:

Explanation:

load = 4500lb                   lift height= 30 ft

time =15 s

velocity=\frac{30}{15} ft/s

velocity=2 ft/s

power = force\times velocity

power={4500}\times2

power= 9000 lb ft/s

1 hp= 550 lb ft/s

power= \frac{9000}{550} =16.36 hp

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
Q1: The first option should always be to get out safely (RUN)
nekit [7.7K]

Answer:

Q1 true

Q2 true

And other I am confuse

6 0
2 years ago
What is the difference between filler and electrode in Welding? Can a filler be an electrode? Can an electrode be a filler? Why?
Vlada [557]

Explanation:

<u>Filler:</u>

  Filler is the material rod is used when we are joining two material by using welding process.If thickness of work piece is more so it will become compulsory to provide some filler material for making the welding join to withstand high stresses.

<u>Electrode:</u>

  Electrode is the element which is used to complete the electric circuit in welding .Some time electrode is connected with positive terminal and some time with negative terminal ,it depends on the requirement of welding process.In Tungsten inert gas welding electrode is connected negative terminal but on the other hand Metal inert gas welding electrode is connected with positive terminal.Electrode can be consumable non-consumable depends on the condition.

Yes electrode can be work as filler material ,in Metal inert gas welding wire is used as electrode as well as filler material.In Metal inert gas welding consumable electrode is used on the other hand Tungsten inert gas welding non-consumable electrode is used.In Tungsten inert gas welding if thickness of work pieces is less than 5 mm then no need to used any filler material but if thickness is more than 5 mm then we have to use filler material.

8 0
3 years ago
How would you describe what would happen to methane if the primary bonds were to break?
erastova [34]

Answer:

All the bonds in methane (CH4CH4) are equivalent, and all have the same dissociation energy.

The product of the dissociation is methyl radical (CH3CH3). All the bonds in methyl radical are equivalent, and all have the same dissociation energy.

The product of that dissociation is methylene (CH2CH2). All the bonds in methylene are equivalent, and all have the same dissociation energy.

The product of that dissociation is methyne (CHCH) .

The C-H bonds in methane do not have the same dissociation energy as C-H bonds in methyl radical, which in turn do not have the same dissociation energy as the C-H bonds in methylene, which are again different from the C-H bond in methyne.

If (by some miracle) you were able to get all four bonds in methane to dissociate absolutely simultaneously, they would all show the same dissociation energy… but that energy, per bond broken, would be different than the energy required to break just one C-H bond in methane, because the products are different.

(In this case, it’s CH4→C+4HCH4→C+4H versus CH4→CH3+HCH4→CH3+H.)

To alter hydrocarbons you add enough energy to break a C-H bond. Why does only one bond break? What concentrates the energy on one C-H bond?

the weakest CH bond is the one that breaks. in plain alkanes it has to do with the molecular orbital interactions between neighboring carbon atoms. look at propane for example. the middle carbon has two C-C bonds, and each of those C-C bonds is strengthened by slight electron delocalization from the C-H bonds overlapping with the antibonding orbitals of the adjacent carbons.

since the C-H bonds on the middle carbon donate electron density to both of its neighbors, those two are weakest.

one of them will break preferentially.

which one actually breaks depends on the reaction conditions (kinetics). frankly it's whichever one ramdomly approaches a nucleophile first. when the nucleophile pulls of one of the H's, the other C-H bonds start to share (delocalize) the negative charge across the whole molecule. so while the middle C feels the majority of the negative charge character, the other two C's take on a fair amount as well...

by the way, alkanes don't really like to break and form anions like that.

a better example would be something like isopropyl iodide, where the C-I bond breaks and the I carries away the electron pair, forming a carbocation (also not particularly stable, but more so than the carbanion).

7 0
2 years ago
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