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TAREA 2

El rbol de la figura es parte de una faja transportadora de piedra hacia un vagn de


ferrocarril. El rbol gira a 240 rpm y esta sujeto a choque moderado durante su
operacin. Toda la potencia entra a travs del engrane D. La polea tipo V en A
entrega 10 hp a otra polea ubicada verticalmente bajo ella. La catalina E entrega 5
hp.. Observe la posicin en la que el engrane Q dirige al engrane D.

Disee el rbol completamente, asumiendo que el factor de seguridad de 1.5 y que se tienen dos alternativas de materiales que se
deben evaluar.
1. material acero AISI 4140 revenido Sut 90 kpsi / Sy = 60 kpsi.
2. material acero AISI 4140 templado y revenido a 700 F , Sut 231 kpsi / Sy = 212 kpsi.
Se brinda una preseleccin de cojines para su valoracin inicial, cuyo nico fin es que noten lo siguiente:
a. En diseo se puede disear el rbol completamente, pero al momento de seleccionar el cojinete se pueden
presentar dos situaciones una el cojinete requiere un dimetro mayor al del rbol disead, dos que el cojinete
sea menor que el rbol por lo que debe buscarse otro cojinete. En conclusin usualmente uno de los dos puede
quedar sobrediseado.
b . No se requiere que seleccionen un cojinete, solo que observen lo indicado en a, e indiquen cual de los dos
quedara sobredimensionado el rbol o el cojinete en este diseo.

Se debe presentar un dibujo con instrumentos donde se detalle el eje diseado, acotado y con los detalles requeridos que
correspondan para facilitar su manufactura. Usar Formato A3 disponible en librera.
En la memoria de los calculos solo deben presentar la corrida 0 para cada material y la final donde definen los dimetros definitivos.
Entrega prximo lunes antes de la 10 am en el aula de consulta.
Formato de la memoria el suministrado previamente, del cual adjunto un copia por cualquier omisin y algn material que les puede
servir.

COJINETE EN B (PRELIMINAR)

COJINETE EN C (PRELIMINAR)

Factores Kf

LIVE GRAPH

2.

Problem Set Organization

Each of the Problem Set sections is described in the table below.

Section

Contents
Restate and define the problem.

Problem Definition

Objective

Model2

Sketch Problem
List Given Quantities
Define Variables
Use Name, Title, Page Number, & Date

State your Objective.


Translate the real-world problem into
engineering terms.

State Assumptions

Describe your logic as you apply it.

Narration

Solve

Show Governing Equations


Use Variable Form
Cite Equation Sources

Substitute values into variables and get a


numerical answer.

Indicate Final Answer

Check your work. (often not shown)

Evaluate

Check & Show Units


Sanity Check Result

A well posed problem is half done.

A substantial portion of any problem is understanding what the problem is (problem statement) and how to
represent it in engineering terms (model). When making the model, such as converting a 2x4 stud wall into four
elements of varying thermal conductivity, you are making and showing your engineering assumptions. Textbook
problems often do this for you and show the model you should use directly, as in the following example.

ME Student Writing Guide

Problem Sets - 6

3.

Annotated Example

Below is an example problem, with its components labeled and explained.


Name, Title, Page
Number, & Date

Problem Definition
Model

Sketch

Good: Definition
of axes and datum.

List Given
Quantities &
Define Variables

Note: Values
converted to standard
units immediately.

Objective
State Objective

Narration

State Assumptions
(as you make them)

Show Governing
Equations

Cite Equation
Sources

ME Student Writing Guide

Problem Sets - 7

Note: Use small


sentences to narrate
your solution.

Good: Description of
your logic for the
equations you have
chosen.

Note: Assumptions
may be made and
shown as you go, not
just at the beginning.

Solve

Substitute Values
Show Units!

NOTE: Including units


has kept you from using
x in [cm] instead of [m].

Indicate Final
Answer

Evaluate
Evaluate your work: After you have solved a problem, it is very important to ask yourself,
Does this make sense? This is expected of you, but often you do not show it on paper. At
the minimum, it will help you find errors in your solution.
For example perform an order-of-magnitude comparison:
Sanity Check
This flux value is very high. A toaster consumes ~1 kW of energy or the solar constant
on earth is ~1 kW/m2. This value is two orders of magnitude larger. However, the large !T,
small !x, and large k values are all extreme and justify this flux value.
Or, perform a unit analysis by cancelling the units from your substituted values. Should
energy be represented by meters?

ME Student Writing Guide

Problem Sets - 8

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