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Trava [24]
3 years ago
15

A certain part of the cast iron piping of a water distribution system involves a parallel section. Both parallel pipes have a di

ameter of 30 cm, and the flow is fully turbulent. One of the branches (pipe A) is 1500 m long while the other branch (pipe B) is 2500 m long. If the flow rate through pipe A is 0.4 m^3/s, determine the flow rate through pipe B. Disregard minor losses and assume the water temperature to be 15C. Show that the flow is fully rough, and thus the friction factor is independent of Reynolds number.
Engineering
1 answer:
Bezzdna [24]3 years ago
4 0

Answer :

<h3>Flow rate in pipe B is = 0.3094 \frac{m^{3} }{s}</h3>

Explanation:

Given :

Length of pipe A L_{A}  = 1500 m

Length of pipe B L_{B} = 2500 m

Flow rate through pipe A Q_{A}  = 0.4 \frac{m^{3} }{s}

Diameter of pipe D = 30 \times 10^{-2} m

Velocity from pipe A,

  V _{A} = \frac{Q_{A} }{A}

  V _{A} = \frac{0.4 \times 4 }{\pi ( 30 \times 10^{-2} )^{2}  }

  V_{A}  = 5.66 \frac{m}{s}

Here, head loss is same because height is same.

    h_{a} = h_{b}

L_{A} V_{A} ^{2} = L_{B}  V_{B} ^{2}

V_{B} = \sqrt{\frac{1500}{2500}}    (5.66)

V_{B} = 4.38 \frac{m}{s}

Now rate of flow from pipe B is,

Q_{B}  = V_{B} A

Q_{B}  = \frac{\pi }{4}  (0.3)^{2} \times 4.38

Q_{B} = 0.3094 \frac{m^{3} }{s}

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r-ruslan [8.4K]

Answer:

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5 0
3 years ago
Superheated water vapor at a pressure of 20 MPa, a temperature of 500oC, and a flow rate of 10 kg/s is to be brought to a satura
katrin2010 [14]

Answer:

1.96 kg/s.

Explanation:

So, we are given the following data or parameters or information which we are going to use in solving this question effectively and these data are;

=> Superheated water vapor at a pressure = 20 MPa,

=> temperature = 500°C,

=> " flow rate of 10 kg/s is to be brought to a saturated vapor state at 10 MPa in an open feedwater heater."

=> "mixing this stream with a stream of liquid water at 20°C and 10 MPa."

K1 = 3241.18, k2 = 93.28 and 2725.47.

Therefore, m1 + m2= m3.

10(3241.18) + m2 (93.28) = (10 + m3) 2725.47.

=> 1.96 kg/s.

7 0
3 years ago
Two particles have a mass of 7.8 kg and 11.4 kg , respectively. A. If they are 800 mm apart, determine the force of gravity acti
aleksley [76]

Answer:

A) About 9.273 \times 10^{-9} newtons

B) 76.518 newtons

C) 111.834 newtons

Explanation:

A) F_g=\dfrac{GM_1M_2}{r^2} , where G is the universal gravitational constant, M 1 and 2 are the masses of both objects in kilograms, and r is the radius in meters. Plugging in the given numbers, you get:

F_g=\dfrac{(6.67408 \times 10^{-11})(7.8)(11.4)}{(0.8)^2}\approx 9.273 \times 10^{-9}

B) You can find the weight of each object on Earth because you know the approximate acceleration due to gravity is 9.81m/s^2. Multiplying this by the mass of each object, you get a weight for the first particle of 76.518 newtons.

C) You can do a similar thing to the previous particle and find that its weight is 11.4*9.81=111.834 newtons.

Hope this helps!

3 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
Who is/are the founder/founders of transistor? ​
den301095 [7]

Answer:

William Shockley, Walter Houser Brattain and John Bardeen.

Explanation:

It was built in 1947 and they won the novel peace prize in 1956

7 0
3 years ago
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