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Goryan [66]
3 years ago
6

Calculate the volume of a hydraulic accumulator capable of delivering 5 liters of oil between 180 and 80 bar, using as a preload

gas 72 bar. suppose. A- Isothermal Cycle b- Adiabatic cycle, Charge in 25 seconds and discharge in 10 seconds.
Engineering
1 answer:
Vinil7 [7]3 years ago
8 0

Answer:

1) V_o = 10 liters

2) V_o = 12.26 liters

Explanation:

For isothermal process n =1

V_o =\frac{\Delta V}{(\frac{p_o}{p_1})^{1/n} -(\frac{p_o}{p_2})^{1/n}}

V_o  = \frac{5}{[\frac{72}{80}]^{1/1} -[\frac{72}{180}]^{1/1}}

V_o = 10 liters

calculate pressure ratio to determine correction factor

\frac{p_2}{p_1} =\frac{180}{80} = 2.25

correction factor for calculate dpressure ration  for isothermal process is

c1 = 1.03

actual \ volume = c1\times 10 = 10.3 liters

b) for adiabatic process

n =1.4

volume of hydraulic accumulator is given as

V_o =\frac{\Delta V}{[\frac{p_o}{p_1}]^{1/n} -[\frac{p_o}{p_2}]^{1/n}}

V_o  = \frac{5}{[\frac{72}{80}]^{1/1.4} -[\frac{72}{180}]^{1/1.4}}

V_o = 12.26 liters

calculate pressure ratio to determine correction factor

\frac{p_2}{p_1} =\frac{180}{80} = 2.25

correction factor for calculate dpressure ration  for isothermal process is

c1 = 1.15

actual \volume = c1\times 10 = 11.5 liters

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Answer:

cosΘ=−√558

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secΘ=−8√5555

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8 0
3 years ago
During the pre-drive check, you'll want to observe the car from the _______.
DENIUS [597]

Answer:

Passenger seat

Explanation:

If im wrong correct me

5 0
3 years ago
HW6P2 (20 points) The recorded daily temperature (°F) in New York City and in Denver, Colorado during the month of January 2014
Maurinko [17]

Answer & Explanation:

function Temprature

NYC=[33 33 18 29 40 55 19 22 32 37 58 54 51 52 45 41 45 39 36 45 33 18 19 19 28 34 44 21 23 30 39];

DEN=[39 48 61 39 14 37 43 38 46 39 55 46 46 39 54 45 52 52 62 45 62 40 25 57 60 57 20 32 50 48 28];

%AVERAGE CALCULATION AND ROUND TO NEAREST INT

avgNYC=round(mean(NYC));

avgDEN=round(mean(DEN));

fprintf('\nThe average temperature for the month of January in New York city is %g (F)',avgNYC);

fprintf('\nThe average temperature for the month of January in Denvar is %g (F)',avgDEN);

%part B

count=1;

NNYC=0;

NDEN=0;

while count<=length(NYC)

   if NYC(count)>avgNYC

       NNYC=NNYC+1;

   end

   if DEN(count)>avgDEN

        NDEN=NDEN+1;

   end

   count=count+1;

end

fprintf('\nDuring %g days, the temprature in New York city was above the average',NNYC);

fprintf('\nDuring %g days, the temprature in Denvar was above the average',NDEN);

%part C

count=1;

highDen=0;

while count<=length(NYC)

   if NYC(count)>DEN(count)

       highDen=highDen+1;

   end

   count=count+1;

end

fprintf('\nDuring %g days, the temprature in Denver was higher than the temprature in New York city.\n',highDen);

end

%output

check the attachment for additional Information

8 0
3 years ago
Which of the following ranges depicts the 2% tolerance range to the full 9 digits provided?
Lyrx [107]

Answer:

the only one that meets the requirements is option C .

Explanation:

The tolerance of a quantity is the maximum limit of variation allowed for that quantity.

To find it we must have the value of the magnitude, its closest value is the average value, this value can be given or if it is not known it is calculated with the formula

         x_average = ∑ x_{i} / n

The tolerance or error is the current value over the mean value per 100

         Δx₁ = x₁ / x_average

         tolerance = | 100 -Δx₁  100 |

bars indicate absolute value

let's look for these values ​​for each case

a)

    x_average = (2.1700000+ 2.258571429) / 2

    x_average = 2.2142857145

fluctuation for x₁

        Δx₁ = 2.17000 / 2.2142857145

        Tolerance = 100 - 97.999999991

        Tolerance = 2.000000001%

fluctuation x₂

        Δx₂ = 2.258571429 / 2.2142857145

        Δx2 = 1.02

        tolerance = 100 - 102.000000009

        tolerance 2.000000001%

b)

    x_average = (2.2 + 2.29) / 2

    x_average = 2,245

fluctuation x₁

         Δx₁ = 2.2 / 2.245

         Δx₁ = 0.9799554

         tolerance = 100 - 97,999

         Tolerance = 2.00446%

fluctuation x₂

          Δx₂ = 2.29 / 2.245

          Δx₂ = 1.0200445

          Tolerance = 2.00445%

c)

   x_average = (2.211445 +2.3) / 2

   x_average = 2.2557225

       Δx₁ = 2.211445 / 2.2557225 = 0.9803710

       tolerance = 100 - 98.0371

       tolerance = 1.96%

       Δx₂ = 2.3 / 2.2557225 = 1.024624

       tolerance = 100 -101.962896

       tolerance = 1.96%

d)

   x_average = (2.20144927 + 2.29130435) / 2

   x_average = 2.24637681

       Δx₁ = 2.20144927 / 2.24637681 = 0.98000043

       tolerance = 100 - 98.000043

       tolerance = 2.000002%

       Δx₂ = 2.29130435 / 2.24637681 = 1.0200000017

       tolerance = 2.0000002%

e)

   x_average = (2 +2,3) / 2

   x_average = 2.15

   Δx₁ = 2 / 2.15 = 0.93023

   tolerance = 100 -93.023

   tolerance = 6.98%

   Δx₂ = 2.3 / 2.15 = 1.0698

   tolerance = 6.97%

Let's analyze these results, the result E is clearly not in the requested tolerance range, the other values ​​may be within the desired tolerance range depending on the required precision, for the high precision of this exercise the only one that meets the requirements is option C .

4 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
3 years ago
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