MECH 343 Manual

GI N A CODY
SCHOOL OF ENGINEERING
AND COMPUTER SCIENCE
Department of Mechanical,
Industrial and Aerospace Engineering
MECH 343
THEORY OF
LABORATORY MACHINES I
MANUAL (Fall 2020)
EMERGENCY • URGENCE
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TABLE OF CONTENTS
EXPERIMENT 1:
ANALYSIS OF A FOUR-BAR LINKAGE MECHANISM USING SOLIDWORKS MOTION 1
EXPERIMENT 2:
DYNAMIC SIMULATION: SLIDER CRANK 11
EXPERIMENT 3:
PRACTICAL APPROACH: FOUR-BAR LINKAGE AND SLIDER CRANK 21
EXPERIMENT 4:
HOOK (CARDAN) JOINT OR UNIVERSAL JOINT 29
EXPERIMENT 5:
GOVERNOR APPARATUS 35
DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

MECH 343 LABORATORY MANUAL (WINTER2020): THEORY OF MACHINES 1
EXPERIMENT 6:
CAM ANALYSIS 43
EXPERIMENT 7:
CORIOLIS EFFECT 53
EXPERIMENT 8:
PRACTICAL USE OF PLANETARY GEAR TRAINS AND
AUTOMATIC TRANSMISSION SIMULATOR 65
EXPERIMENT 9:
STATIC AND DYNAMIC BALANCING 75
EXPERIMENT 10:
MACHINE FAULT SIMULATOR (MFS) 87
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CONTACTS
LABORATORY INSTRUCTOR (Fill in by student)
Name: _____________________________________________________________________________
E-Mail: _____________________________________________________________________________
Office: _____________________________________________________________________________
Phone: _____________________________________________________________________________
Lab Section: ______________ Lab Day & Time: __________________________ Week: ________
LABORATORY PARTNERS (Fill in by student)
Name: _____________________________________________________________________________
MECH 343 LABORATORY MANUAL (WINTER 2020): THEORY OF MACHINES 1
E-Mail: _____________________________________________________________________________
Phone: _____________________________________________________________________________
Name: _____________________________________________________________________________
E-Mail: _____________________________________________________________________________
Phone: _____________________________________________________________________________
Name: _____________________________________________________________________________
E-Mail: _____________________________________________________________________________
Phone: _____________________________________________________________________________
ii
iii
GENERAL LABORATORY SAFETY RULES
FOLLOW RELEVANT INSTRUCTIONS
• Before attempting to install, commission or operate equipment, all relevant suppliers’/manufacturers’
instructions and local regulations should be understood and implemented.
• It is irresponsible and dangerous to misuse equipment or ignore instructions, regulations or warnings.
• Do not exceed specified maximum operating conditions (e.g. temperature, pressure, speed etc.).
INSTALLATION/COMMISSIONING
• Use lifting table where possible to install heavy equipment. Where manual lifting is necessary beware
of strained backs and crushed toes. Get help from an assistant if necessary. Wear safety shoes when
appropriate.
• Extreme care should be exercised to avoid damage to the equipment during handling and unpacking.
When using slings to lift equipment, ensure that the slings are attached to structural framework and
do not foul adjacent pipe work, glassware etc.
• Locate heavy equipment near the ground.
• Equipment involving inflammable or corrosive liquids should be located in a containment area or

bund with a capacity 50% greater than the maximum equipment contents.
• Ensure that all services are compatible with equipment and that independent isolators are always
provided and labeled. Use reliable connections in all instances; do not improvise.
• Ensure that all equipment is reliably grounded and connected to an electrical supply of the
correct voltage.
• Potential hazards should always be the first consideration when deciding on a suitable location for
equipment. Leave sufficient space between equipment and between walls and equipment.
• Ensure that equipment is commissioned and checked by a competent member of staff permitting
students to operate it
OPERATION
• Ensure the students are fully aware of the potential hazards when operating equipment.
• Students should be supervised by a competent member of staff at all times when in the laboratory.
No one should operate equipment alone. Do not leave equipment running unattended.
• Do not allow students to derive their own experimental procedures unless they are competent
to do so.
MAINTENANCE
• Badly maintained equipment is a potential hazard. Ensure that a competent member of staff is
responsible for organizing maintenance and repairs on a planned basis.
• Do not permit faulty equipment to be operated. Ensure that repairs are carried out competently and
checked before students are permitted to operate the equipment.
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ELECTRICITY
• Electricity is the most common cause of accidents in the laboratory. Ensure that all members of staff
and students respect it.
• Ensure that the electrical supply has been disconnected from the equipment before attempting
repairs or adjustments.
• Water and electricity are not compatible and can cause serious injury if they come into contact.
Never operate portable electric appliances adjacent to equipment involving water unless some form
of constraint or barrier is incorporated to prevent accidental contact.
• Always disconnect equipment from the electrical supply when not in use.
AVOIDING FIRES OR EXPLOSION

• Ensure that the laboratory is provided with adequate fire extinguishers appropriate to the potential
hazards.
• Smoking must be forbidden. Notices should be displayed to enforce this.
• Beware since fine powders or dust can spontaneously ignite under certain conditions. Empty vessels

having contained inflammable liquid can contain vapor and explode if ignited.
• Bulk quantities of inflammable liquids should be stored outside the laboratory in accordance with
local regulations.
• Storage tanks on equipment should not be overfilled. All spillages should be immediately cleaned up,
carefully disposing of any contaminated cloths etc. Beware of slippery floors.
• When liquids giving off inflammable vapors are handled in the laboratory, the area should be
properly ventilated.
• Students should not be allowed to prepare mixtures for analysis or other purposes without
competent supervision.
HANDLING POISONS, CORROSIVE OR TOXIC MATERIALS

• Certain liquids essential to the operation of equipment, for example, mercury, are poisonous or can
give off poisonous vapors. Wear appropriate protective clothing when handling such substances.
• Do not allow food to be brought into or consumed in the laboratory. Never use chemical beakers as
drinking vessels
• Smoking must be forbidden. Notices should be displayed to enforce this.
• Poisons and very toxic materials must be kept in a locked cupboard or store and checked regularly.
Use of such substances should be supervised.
AVOID CUTS AND BURNS

• Take care when handling sharp edged components. Do not exert undue force on glass or fragile
items.
• Hot surfaces cannot, in most cases, be totally shielded and can produce severe burns even when not
visibly hot. Use common sense and think which parts of the equipment are likely to be hot.
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EYE/EAR PROTECTION
• Goggles must be worn whenever there is risk to the eyes. Risk may arise from powders, liquid
splashes, vapors or splinters. Beware of debris from fast moving air streams.
• Never look directly at a strong source of light such as a laser or Xenon arc lamp. Ensure the
equipment using such a source is positioned so that passers-by cannot accidentally view the source
or reflected ray.
• Facilities for eye irrigation should always be available.
• Ear protectors must be worn when operating noisy equipment.
CLOTHING
• Suitable clothing should be worn in the laboratory. Loose garments can cause serious injury if caught
in rotating machinery. Ties, rings on fingers etc. should be removed in these situations.
• Additional protective clothing should be available for all members of staff and students as
appropriate.
GUARDS AND SAFETY DEVICES

• Guards and safety devices are installed on equipment to protect the operator. The equipment must
not be operated with such devices removed.
• Safety valves, cut-outs or other safety devices will have been set to protect the equipment.
Interference with these devices may create a potential hazard.
• It is not possible to guard the operator against all contingencies. Use commons sense at all times
when in the laboratory.
• Before staring a rotating machine, make sure staff are aware how to stop it in an emergency.
• Ensure that speed control devices are always set to zero before starting equipment.
FIRST AID
• If an accident does occur in the laboratory it is essential that first aid equipment is available and that
the supervisor knows how to use it.
• A notice giving details of a proficient first-aider should be prominently displayed.
• A short list of the antidotes for the chemicals used in the particular laboratory should be prominently
displayed.
vi
+
In case of emergancy use the internal phone to call securityby dialing 811. Security will connect you to the
appropriate emergancy serviceand immediately dispatch security personnel.
Or you can use your cellularphone to call 848-3717.
The civic address is:
Concordia Universoty, 1455 De Maisonneuve West, H3G 1M8
Room ______________
The Technician responsible/in Charge of this laboratory is: Mr. Brad Luckhart: tel: 3149
SAFETY REGULATIONS OF STUDENTS IN ALL MECHANICAL AND

INDUSTRIAL ENGINEERING LABORATORIES

STANDARD LAB SAFETY MUST BE FOLLOWED IN ALL LABORATORIES
• First discuss any possible hazards or problems regarding our experiment with the demonstrator, the
MIAE technical staff or your professor.
• Do not work alone. Work with another person in a lab that has running machinery, machine tools,
conveyors, hydraulics, lifting equipment, voltage hazards, or where chemicals are in use.
• Safety glasses must be worn in the vicinity of pneumatics, machine tools grinders, power saws,
and drills.
• No equipment or machine may be operated by anyone unless they have received adequate
instruction from a qualified instructor e.g. machine tools, hydraulics, chemicals, lasers, running
machinery, robots. Undergraduate students may not use any machine or equipment unless a
Department technical staff member is present. Graduate students are the responsibility of their
immediate academic supervisor.
• All appropriate safety accessories (lab coats, safety glasses, gloves, etc.) must be used when handling
chemicals. No open toe shoes are permitted in laboratories.
• Long term unattended tests must be fail safe. When the university is officially closed, you may not
work in a lab unless your supervisor or a technical staff member is present.
• Major accidents and injuries must be reported at once to Security tel: 811, the Safety Officer
(tel: 8797), the Professor (Supervisor) or the Department Administrator (tel: 7975) should then
be informed.
• During working hours, all minor accidents should be reported to the Safety Officer (tel: 8797), the
Professor (Supervisor) or the Department Administrator (tel: 7975).
• For all accidents and injuries, an "Incident Report" must be filled out by the person involved.
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LABORATORY RULES
Considering the large number of students attending the labs and in order for the lab to operate properly,
the students are asked to abide by the following rules:
1. No eating, or drinking is permitted in the laboratory.
2. All data sheets must be checked and signed by the demonstrator.
3. Laboratory demonstrators are not permitted to admit any students other than those on their
class list.
4. Any student who is more than 30 minutes late will not be permitted into the laboratory.
Furthermore, repeated tardiness will not be tolerated.
5. No students are allowed access to parts in the cabinets. Your laboratory demonstrator will provide
you with all necessary parts.
MECH343 EXPERIMENTAL SEQUENCE

S/G G1 G2 G3 G4
S1
Exp#1 Exp#1 Exp#1 Exp#1
(Individual)
S2
Exp#2 Exp#2 Exp#2 Exp#2
(Individual)
S3 Exp#3 & Exp#4 Exp#3 & Exp#4 Exp#5 & Exp#6 Exp#5 & Exp#6
G: GROUP S: SESSION
THE ELEMENTS OF A REPORT

TITLE
OBJECTIVE
INTRODUCTION (Theory)
PROCEDURE (concisely and briefly)
RESULTS (SAMPLE CALCULATION)
DISCUSSIONS AND CONCLUSIONS
DATA SHEETS
viii
LA B ANALYSIS OF A FOUR-BAR
1
LINKAGE MECHANISM USING
SOLIDWORKS MOTION
OBJECTIVE
To introduce SOLIDWORKS Motion Software, which is an embedded add-in within SOLIDWORKS. A
simple four-bar mechanism will be used as an example.
INTRODUCTION
SOLIDWORKS Motion is included in SOLIDWORKS Premium and allows users to evaluate the
mechanical performance of rigid body mechanisms by simulating their operational movements. It allows
for simulating the effects of forces, springs, dampers, gravity, component contacts and bushings to
effectively visualize and measure the kinematic and dynamic behavior of a system. The outputs include
displacements, velocities, accelerations, forces, etc. SOLIDWORKS introduced the capability of linking
motion studies to a SOLIDWORKS Design Study. Multiple scenarios can be setup in a single interface to
analyze the behavior of a mechanism under various loading conditions.
This lab will make use of a simple four-bar crank rocker mechanism to cover the steps of how to create
bar parts, assemble them, and do a motion analysis study.
A four-bar linkage is comprised of four bar-shaped links and four pivot joints as shown in Figure 1 1.
Four-bar linkages are simple planar mechanisms whose joints are formed of lower pairs, meaning their
motion is constrained to sliding or pivoting.
Figure 1-1: Four-Bar linkage
Grashof's theorem states that a four-bar mechanism has at least one revolving link if
s+l≤p+q (1.1)
and all three mobile links will rock if
s+l>p+q (1.2)
The inequality 1.1 is Grashof's criterion.
where:
• s = length of shortest bar

• l = length of longest bar
• p, q = lengths of intermediate bar
2
For a Crank-Rocker mechanism, the Equation 1.1 can be simplified to:
s+l≤p+q (1.3)
Note that the shortest bar, s, must be adjacent to the ground. The ground, sometimes referred to as the
frame, is the stationary member of the mechanism.
All four-bar mechanisms fall into one of the categories listed in Table 1 1:
Table 1 1: Classifications of four-bar mechanisms
Case l + s vs p + q Shortest Bar Type

1 < Frame Double-crank
2 < Side Rocker-crank
3 < Coupler Double- rocker
4 = Any Change point
5 > Any Double-rocker
PROCEDURE

CREATE THE SUPPORTS (PART1)
1. Create a new Part.
2. Set unit as MKS (meter, kilogram, second). Click at the top of the window and choose the
Document Properties/Units tab in the menu. Alternatively, select the units from the
menu on the bottom right-hand corner of the window.
3. Select where the 2D profile of the part is to be sketched. From the left-hand window, choose
the Top Plane, and select the indicated icon to begin the Sketch.
4. From the Sketch tab in the top toolbar, select the Centerpoint Straight Slot and draw the shape
according to the dimensions in the following images (length of 0.2m and width of 0.2m). Note
that the length of the part is defined as the center distance between the arcs.
3
5. Sketch a horizontal line through the slot and add a circle with a radius of 0.05m at the center of
one of the arcs as seen below.
6. Select Trim Entities from the top toolbar and use the Power trim
option to remove the bottom half of the slot and any extra lengths of the horizontal line so that
the sketch matches the one shown above.
7. Exit the Sketch . From the Features toolbar , select the Extrude Boss/Base to extrude
the sketch to a thickness of 0.05m. The support has now been completed.
4
CREATE THE REMAINING BARS (PART2, PART3 AND PART4)
1. Using the procedure described in steps 1,2,3,4 and 7 of the previous section, make 3 more
links with the flowing dimensions:
a. part2: L2=3m
b. part3: L3=3.32m,
c. part4: L4=4m
Note the lengths describe the center distances of the parts and all the parts have a width of 0.2m and
holes with a radius of 0.05m on each end.

ASSEMBLE THE PARTS
1. Create a new Assembly and set the units as before. Select Insert Components from the Assembly
tab and import part1, part2, part3, and then part1a second time
2. Next, it is necessary to Mate the components to one another. This sets constraints for their
relative motion. First, create mates for two supports (part1). Click on a vertex (corner) on each
part and set the distance between them to be 4.0m, then click Ok. Set the 2 top faces to be
coincident so that they lay in the same plane. Set the 2 bottom faces to be coincident with each
other. Refer to the following images for help making the mates.
5
Coincident1 faces:
Coincident2 faces:
Fix part1<1>. Right click on the part and select Fix. The symbol (f ) should be displayed next the name
instead of (-).
6
3. Next, join part2 to part1. The holes should be concentric and the faces should be coincident. The
coincident mate should be front face of part1, and back face of part2 as shown below.
4. Repeat the same procedure for rest of other joints. All mates are listed below.

5. The final assembly should look like the one below.
7
SIMULATE THE MOTION OF THE MACHINE
1. Before using SolidWorks Motion, make sure the Add-In has been selected.
2. Now click Motion Study from the bottom menu. The following analysis tool buttons will display:
3. Add a Motor to the crank link, previously referred to as part2, and run an animation and see
how it moves.
4. Choose Motion Analysis from dropdown menu shown in step 2. Add “Results and Plots”
by clicking on the icon. After adding the variables shown below (displacement, velocity and
acceleration on the second joint; angular velocity, displacement and angle on the third joint) and
click Calculate to generate the plots. Take screen captures to include in your report.
8
The results:
5. Export the results to an Excel file by right click the plot and choosing the “Export to spreadsheet”
option.

6. Now try to change the length of any of the links. Calculate values for this model and observe any
changes in the graphs. Explain them in the report.
7. Preview Experiment #3, which includes a model of a simple four-bar-linkage mechanism. Change
the units to IPS (inches) and fix the position of part4. Set the lengths of the members to 1.5” – 6”
– 4.5”. Run the model and observe the position of the dead point angle φ and transmission angle
β. The definition of these angles is provided in Experiment #3.
9
LA B 2 DYNAMIC
2 SIMULATION:
SLIDER CRANK
11
PROBLEM STATEMENT
In the two-cycle piston engine shown, explosive gases are ignited in the combustion chamber above the
piston. The explosions apply a force of 250 N for the duration of every downward stroke. The engine is
equipped with a speed limiting device (rev limiter) which prevents the rotational speed from exceeding a
set value (red-line). The mass of the piston is 0.75kg. The mass of the crankshaft-flywheel assembly is 30
kg. The red-line of the engine is 35 rad/sec (60rpm). Assume the crankshaft-flywheel assembly can be
modeled as a circular disk. Refer to Figure 2 1.
Figure 2 1: Flywheel
OBJECTIVE
Determine the forces at the crankshaft bearing (point A) and connection rod bearing (point B).
INTRODUCTION
Engines that exceed the manufacturer's maximum speed (over-revving) may be subject to excessive wear
and possible failure. To prevent over revving, internal combustion engines are often fitted with a device
known as a rev-limiter. When an engine exceeds its red-line, rev-limiters interrupt the ignition system,
slowing the engine down. Once the speed drops below the maximum, the ignition system is switched
back on. In this exercise you will model an internal combustion engine equipped with a rev-limiter. The
engine has following bodies: the piston, the cylinder, the connecting rod, the crankshaft and one support.
The bodies will be drawn, sized and joined to each other. The force of the combustion will be modeled
by a force attached to the top of the piston. The resulting forces at the bearings will be measured.
12
PROCEDURE
1. Using notions learned in the previous lab, create a support, crank (0.2m), connection rod (0.4m),
piston and cylinder. The support, crank, and connection rod can be recycled from Lab 1. Make
new parts for the piston and cylinder (0.8m high, 0.03m thick). Refer to following images for the
dimensions.

The following names are used for each part:
a) Part1 (the support)

b) Part2Crank
c) Part3Connect (the connection rod)
d) Part4Piston
e) Part5Cylinder
13 1
2. Assemble the parts. Create a new Assembly and Insert Components. Begin by inserting
Part5Cylinder (pay attention to the orientation), then Part4Piston. Use the Coincident mate to
fit the piston within the cylinder (mate Coincident1). The flat edges of the cylinder should be
mated Parallel to the flat face of the piston (mate Parallel1).
3. Insert Part3Connect and mate it to the piston so that the pin and hole are concentric (mate
Concentric2) and such that the front face of piston and the back face of connection rod are
coincident (mate Coincident2).
4. Insert Part2Crank and mate it so that the holes are concentric (mate Concentric3) and their
faces are coincident (mate Coincident3).
5. Insert last part, Part1, mate it to the Part2Crank. Align Part1 with the center of the bottom
edge of the cylinder. Fix both Part5Cylinder and Part1. To do this, right-click on the names of
the parts in the design tree in the left window. If this is done correctly, the parts will have a (f )
preceding their names.
14
Refer to the following list as a summary of the mates:

6. Perform a motion study. Plot the displacement, velocity, and acceleration of the piston.
15
DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING 7. Perform a dynamic simulation. Add a motor at a constant speed of 60 rpm.
8. A force simulating the combustion in

the engine (acting along the negative
Y-direction) will be added to the piston
for a dynamic simulation. The force is
simplified as a pulse function of 500N along
the negative Y-direction and applied for 1
second. Alternatively, add a square wave
force of 250N. Test both to compare the
results.
The force will be defied as a point force at

the piston face.
Use the “Data Point” interface to build the

force function of pulse.
16
9. Add the following data points to the force function. The graph of the function should look like
the one below.
10. Add Gravity to the simulation. The mass of

the piston is 0.75kg, so the force due to gravity,
mg=7.36N in the negative Y-direction.

11. Add contact forces between the cylinder and the
piston. Both surfaces are Steel, (Greasy).
12. Simulate Flywheel mentioned in the problem

statement of the experiment as an inertial torque
acting on motor shaft. Apply the torque to the face of
the crank.
RESULTS AND PLOTS:

13. Plot the Y (displacement), V (velocity), and a (acceleration) of the piston.
14. Add a force to the mate Concetric1 to simulate torque on motor shaft
15. Select the RotaryMotor, the mate Concetric1 and the pulse force for piston. Click on Result
and Plot to display the forces on the piston.
17
16. On the assembly tree (the window on the left side of the screen), you can Unsuppress or
Supress the various forces by right-clicking on them. This will disable or enable the force or
motor functions. Simulate difference scenarios and get results to investigate the impact of the
various forces.
18
17. Within the results window, right click to show or hide a plot. Export the Motor Torque to a
spreadsheet.

18. Re-assemble the parts together to simulate Lab #3 and do a Kinemics Simulation. Please try to
make models of the slider-crank mechanism and Scotch-Yoke mechanism as shown in Figure 3 5
and Figure 3 6. (You can run your models during Lab #3. They are not needed in your report of
lab #2).
19 1
LA B PRACTICAL APPROACH:
3 FOUR-BAR LINKAGE AND

SLIDER CRANK
SIMPLE FOUR-BAR LINKAGE MECHANISM
OBJECTIVE
This experiment is designed to give students a better understanding of how the performance of four-bar
linkage a varies with the geometry of the assembly. The experiment will consist of measuring the dead
point angles φ and transmission angles β when the fixed member (or frame) has a length of 4˝ and 6˝.
Figure 3-1: Four-bar linkage

INTRODUCTION
TRANSMISSION ANGLE
In Figure 3-2, if AB is the input link, the force applied to the output link, CD, is transmitted through the
coupler link BC. Conversely, pushing on the link CD imposes a force on the link AB, which is transmitted
through the link BC. The angle between link BC and DC is called the transmission angle, β, as shown
in Figure 3-2. For sufficiently slow motions (negligible inertia forces), the coupler link BC is under pure
tension or compression forces and negligible bending action. This force is directed along the member
BC. For any given force in the coupler link, the torque transmitted about point D is maximum when the
transmission angle β approaches π /2 (90°) since the force in member BC is perpendicular to the joint D.
At any other angle, only a component of the force contributes to the moment.
Figure 3 2: Transmission angle
When the transmission angle deviates significantly from π/2, the torque on the output bar decreases
and may not be large enough to overcome the friction in the system. For this reason, the deviation
angle α=|π/2-β| should not be too great. In practice, there is no definite upper limit for α, because the
existence of the inertia forces may eliminate the undesirable force relationship that is present under static
conditions. Nevertheless, the following criterion can be followed.
αmax=|90o-β|_min<50° (3.1)
22
DEAD POINT
When the input link AB in Figure 3-3 aligns with the coupler link BC, member AB can only by subject
to compression or tension by the coupler. In this configuration, a torque applied to the output link CD
cannot induce rotation in link AB. This link is therefore said to be at a dead point (sometimes called a
toggle point). In order to pass the dead points, a flywheel is usually connected to the input shaft.
Figure 3-3: Dead point
In Figure 3-3, if AB is a crank, it can align with BC in full extension along the line AB1C1 or in flexion with
AB2 folded over B2C2. We denote the angle ADC by Φ and the angle DAB by . We use the subscript
1 to denote the extended state and 2 to denote the flexed state of links AB and BC. In the extended

state, link CD cannot rotate clockwise without stretching or compressing the theoretically rigid line AC1.

Therefore, link CD cannot move into the forbidden zone below C1D, and Φ must be at one of its two
extreme positions; in other words, link CD is at an extreme. A second extreme of link CD occurs with
Φ=Φ1. Note that the extreme positions of a side link occur simultaneously with the dead points of the
opposite link.
DESCRIPTION OF THE EXPERIMENT

The experimental setup consists of two four-bar linkage mechanism trains as shown in Figure 3 4. Careful
examination of the setup should result in the correct categorization of the linkages.
Figure 3 4: Four bar linkage mechanism
23
EXPERIMENTAL PROCEDURE
1. Set the fixed member to 4˝.
2. Observe the movement of the four-bar linkage mechanism.
3. Find the first dead point, then measure dead point angle φ and transmission angle β by tracing
the location of the joints onto a sheet of paper.
4. Repeat step 3 for the second dead point.
5. Set the fixed member to 6˝.
6. Repeat the steps 2, 3, 4.
7. Fill Table 3 1.
Table 3 1: Transmission and dead point angles
Ground Length Transmission Angle (β) Angle at Dead points (φ)
(in) β1 β2 φ1 φ2
4
6

RESULTS
Make a SOLIDWORKS model and find β1, β2, φ1, φ2 for the 4” and 6” cases and compare with the
experimental results.
THE SLIDER-CRANK AND SCOTCH-YOKE MECHANISM
OBJECTIVE
Obtain the position, velocity, acceleration for the slider-crank and the Scotch-Yoke mechanisms.
INTRODUCTION
The slider-crank (Figure 3-5) and the Scotch-Yoke (Figure 3-6) are similar mechanisms which can be
adapted to function interchangeably.
Figure 3-5: Slider-crank mechanism
24
Figure 3 6: Scotch-Yoke mechanism
The difference between them lies in the connection between the crank and the piston. Instead of being
linked through a connecting rod, a Scotch-Yoke mechanism has a slider. As a result, the mechanism
outputs simple harmonic motion. Studying the kinematic and dynamic responses of a mechanism is
useful in determining the kinematic equivalents between mechanisms. While the motion of a Scotch-
Yoke mechanism is purely sinusoidal, that of the slider-crank mechanism is not. The derivation of the

equations used for describing the kinematic motions (displacement, velocity and acceleration) of a simple

slider-crank mechanism can be seen in most mechanism textbooks. The final equation describing the
displacement may be written as:
(3.2)
Velocity and acceleration can also be described by:
(3.3)
(3.4)
Similarly, the motion analysis for the Scotch-Yoke mechanism can be found in most mechanism textbooks.
For this case the displacement is given by:
(3.5)
and velocity and acceleration can be written as:
(3.6)
(3.7)
25
1. Set the slider-crank at 0 mm for the connecting rod and 0° for the rotating disk.
2. Measure L, the length of the connecting rod, and R, the radius for the rotating disk.
3. Rotate the disk through 360° in 30° increments. At each interval, measure X.
4. Fill the result in Table 3 2.
5. Plot graphs to illustrate the displacement X, velocity V, and the acceleration a as a function of
the angular displacement.
6. Repeat steps 1 to 5 for the Scotch-Yoke mechanism and fill the results in Table 3 3.
Table 3 2: Results for slider-crank
Angular Experimental Theoretical

Velocity V Acceleration a
Displacement position X position X
(mm/ sec) (mm/sec2)
(θ) (mm) (mm)
0
30
60
90
120
150
180
210
240
270
300
330
360
Table 3 3: Results for Scotch-Yoke
Angular Experimental Theoretical

Velocity V Acceleration a
Displacement position X position X
(mm/ sec) (mm/sec2)
(θ) (mm) (mm)
0
30
60
90
120
150
180
210
240
270
300
330
26 360
RESULTS
1. Show the difference between the results obtained in step 3 for slider-crank and Scotch-Yoke
mechanisms.
2. Show the maximum value of velocity and acceleration given the equations describing the velocity
and acceleration for both slider-crank and Scotch-Yoke mechanisms.
3. At what angular positions does the maximum value of velocity and acceleration occur in both
mechanisms?
4. Plot the experimental and theoretical result for position versus angular displacement in the same
graph, as well as the theoretical velocity and acceleration versus angular displacement for both
slider-crank and Scotch-Yoke mechanisms.
5. Try to make models of the slider crank mechanism and Scotch-Yoke mechanism as shown in
Figure 3 5 and Figure 3 6 respectively. Refer to Experiment #1 to build these two models. Run
the simulation and plot X, V and a. Compare these values with the theoretical results.

27
LA B
4
HOOK (CARDAN) JOINT
OR UNIVERSAL JOINT
OBJECTIVE
This experiment tests the effect of changing the angle between the two shafts connected through a
universal joint. A comparison is done by calculating the speed ratio between output and input shafts.
INTRODUCTION
The simplest means of transferring motion between nonaxial shafts is by using one or two universal
joints, also known as Cardan joints in Europe and Hook’s joints in Britain. This very simple spherical
mechanism has an enormous variety of applications. It can be used on nonparallel shafts that are free to
move relative to one another. The most common application of the Cardan joint is in the driveshaft of
trucks, as shown in Figure 4 1. A universal joint is a simple spherical four-bar mechanism that transfers
rotary motion between two shafts whose axes are intersecting. The joint itself consists of two revolute
joints whose axes are orthogonal to one another. They are often configured in a cross-shape member
as shown in Figure 4 3. The coupling used to connect two intersecting shafts as shown in Figure 4 2. The
mechanism consists of 2 yokes and a cross-link. The cross-link is the cross shaped part between the shafts
and it is held in place by the yoke on the end of either shaft.
Figure 4-1: Cardan Joint, used in trucks
Figure 4-2: Schematic of Cardan Joint
The transmission behavior of this joint is described by Equation (4.1)
(4.1)
where α2 is the momentary rotation angle of the driven shaft 2.
30
Figure 4 3: Schematic of Cardan Joint
The angular velocity ratio can be described by:
(4.2)
where β is the angular misalignment of the shafts and θ is the angle of the driving shaft. It is noted that:
occurs at

occurs at
if β = 0 → = 1, meaning the ratio is constant for any θ
will vary between a minimum and a maximum during each revolution.
ω2 = ω4 only at 4 instants, as shown in Figure 4 4.
This is a very big disadvantage in case of automotive vehicles, since the rear wheels will rotate
a varying speed.
Figure 4 4: Relation between and θ
The input angular velocity ω2 is held constant thanks to the engine and flywheel of the car. The speed of
the car cannot be variable with each revolution because of its inertia. Otherwise, the tires would slip and
cause wear.
The effect of the angle β can be shown by plotting for different values of β (Figure 4-5).
31
Figure 4 5: Relation between and β
The acceleration expression of the follower of universal joint for constant ω2 is given by:
(4.3)
Recall: and therefore

For acceleration or deceleration:
acceleration when 0>2θ>180°
deceleration when 180°>2θ>360°
Maximum acceleration occurs when . Therefore,
It is possible to connect 2 shafts by using 2 Hook's couplings and an intermediate shaft between them.
In this case, the uneven velocity ratio of the first coupling will be cancelled out by the second, given that
β2=β4. See Figure 4-6 below.
Yoke 32 lies in plane containing shafts 2 and 3
Yoke 34 lies in plane containing shafts 3 and 4
Figure 4 6: Two shafts by two Hook's couplings and an intermediate shaft
32
EXPERIMENT PROCEDURE
1. Fix the input shaft angle to β2=0°
2. Set the output shaft angle to β4=15∘
3. Ensure the oscilloscope is set to the following:
a. Filter setting: cut-off frequency 4Hz

b. Oscilloscope setting: ch1=500mv, ch2= 500mv, M=50ms
4. Run oscilloscope, turn on motor. After stable fluctuate signal appear on screen, stop the
oscilloscope then turn off motor.
5. Check the input and output shaft speed by using the paired cursors. We assume that when , N4
(curve representing the output shaft) is at its minimum. Place the paired cursor at this point as
t=0ms. Move the cursor along the CH2 signal and record t and N4 at a constant interval of ∆t,
to be calculated by the students. Fill in Table 4 1. Note that N2 is input shaft speed; it is constant.
6. Repeat step #2, setting the output shaft angle β4=30∘. Fill in Table 4 2.

Table 4 1: Test results of Cardan joint β4=15∘
θ (o) 0 45 90 135 180 225 270 315 360

t (ms)
N4(v)
N2(v)
N4/N2

Table 4 2: Test results of Cardan joint β4=30°
θ (o) 0 45 90 135 180 225 270 315 360

t (ms)
N4(v)
N2(v)
N4/N2

RESULTS
1. Plot the graph of the velocity ratio during one cycle for both cases. Compare with theoretical
plot using Equation 4.2.
2. Using SOLIDWORKS to do a motion simulation.
33
E XPE R I MENT
5 GOVERNOR APPARATUS
OBJECTIVES
1. To observe the liftoff speed of a governor
2. To observe the effect of varying sleeve weight on the operation of a governor
3. To observe the stability of a governor
INTRODUCTION
The function of the governor must be carefully distinguished from that of a flywheel. A flywheel is
required to maintain, as closely as possible, a constant mean speed of rotation of a crankshaft over long
periods during which the load on the engine may vary.
A governor serves to limit the inevitable fluctuations of speed during a rotational cycle. These fluctuations
are due to the turning moment of a crankshaft. A governor has no control over the cyclical fluctuations of
speed, while a flywheel has not effect on the mean speed of rotation.
If the load on the engine is constant, the mean speed of rotation will be constant from cycle to cycle. If
the load changes, the mean speed will also change, unless the output of the engine is adjusted to the new
demand. The governor is designed to make this adjustment automatically.
Governors are generally of one of two types: either centrifugal or inertial. We will be concentrating on
the centrifugal governors. The controlling force of a centrifugal governor can be provided by a dead-
weight, a spring or a combination of both dead-weight and spring.
There are three types of governor provided in this apparatus: Porter, Proell and Hartnell
Figure 5-1: Porter Governor Figure 5-2: Proell Governor Figure 5-3: Hartnell Governor
The Porter (Figure 5-1) and Proell (Figure 5-2) governors are based on centrifugal design with dead-
weights being used as the controlling force. The Hartnell governor (Figure 5-3) is also a centrifugal type
but uses a spring as the controlling force.
36
Figure 5 4: Governor apparatus
The unit used in this experiment is shown in Figure 5 4. The base unit contains the drive unit with an
electronically controlled motor. The motor is switched on and off with the On/Off switch. A transparent
protective dome covers the rotating centrifugal governor in operation; the apparatus can only be
started up when the protective dome is located in its retaining ring. The motor speed is set with a speed
potentiometer. A digital tachometer indicates the rotational speed in rpm.
Porter Governor mass m = 157g

Porter Arm length l= 80mm each
Mass of lower pivot = 25g
Central shaft groove increments = 3mm
Additional Sleeve mass = 58g (average mass)
Figure 5 5: Technical details of Porter Governor
37
THEORY
PORTER GOVERNOR
Balance of horizontal forces at point B (location of the governor mass):
(5.1)
Balance of vertical forces at point B (location of the governor mass):
(5.2)
Balance of vertical forces at point C (location of sleeve mass):
(5.3)
Resolving equations (5.3), (5.2) and (5.1) and substituting with r=lsinα+a produces the following main
equation:
(5.4)
(5.5)
Note that . Air resistance and friction in the shell and the pivots are ignored in these equations,
as are the masses of the arms.
Figure 5 6: System balance of Porter Governor (left) and measurements as the governor begins to lift (right)
38
Refer to Figure 5 6, note that l=BD=BC=80mm, a=30mm, r=l sinα+a.
At lowest position, lift x=0, hlow=DE=CE=55mm.
Students can verify the above dimensions and lengths using a ruler. Note that the grooves on the central
shaft are spaced 3mm apart and that counting the grooves exposed below the lower pivot is what will
allow students to determine the value of x.
PROCEDURE
1. Remove all the sleeve masses from the lower pivot.
2. Check the collar clamp underneath the lower pivot so that the bottom edge of the lower pivot
is level with the first groove in the grooved shaft.
3. Measure the height h (refer to Figure 5 6) and record this value.
4. Fit 4 sleeve masses onto the lower pivot and ensure they are interlocked and clear of the central
grooved shaft. Raise and lower the lower pivot manually to ensure smooth running of the
governor.

5. Fit the protective dome over the governor.
6. Turn on power to the unit using the ON/OFF switch on the front of the unit.
7. Rotate the speed control potentiometer until the lower pivot just lifts off the collar clamp.
Record this speed. This is the liftoff speed of the governor and needs to be recorded in Table 5
1 under the 0 (zero) lower pivot height.
8. Continue to rotate the speed control potentiometer, increasing the speed of the governor until
the next grooved mark becomes visible on the shaft. Ensure the governor is stable and the lower
pivot does not wander. Record this speed into Table 5 1.
9. Continue to increase the speed until each mark in turn becomes visited and record the speeds
into Table 5 1.
10. After the test, return the speed of the governor back to zero (0) and switch off the main power
to the unit.
11. Repeat step 4-10 for 8 sleeve mass and record the values into Table 5 2. After the test, return
the speed of the governor back to zero (0) and switch off the main power to the unit.
RESULTS
1. Plot graph of sleeve lift x (x-axis) against governor speed n (y-axis) for both theoretical and
experimental values. Notice that the responses are non-linear.
2. Use SOLIDWORKS to do a motion simulation.
39
Note these relations for the following tables:
l=0.08m
hlow=0.055
m=(0.157)(2)=0.314
Table 5-1: Results for 4 sleeve masses
x h α tanα sinα ω2 ω n(theory) n (test)

0 0.055
0.003 0.0535
0.006
0.009
0.012
0.015
0.018
0.021
0.024
0.027
0.030
0.033
0.036
0.039
0.042
0.045
0.048
0.051
0.054
m4 sleeve masses=(0.058kg)(4)+0.025kg=0.257kg
40
Table 5 2: Results for 8 sleeve masses
x h α tanα sinα ω2 ω n(theory) n (test)

0 0.055
0.003 0.0535
0.006
0.009
0.012
0.015
0.018
0.021
0.024
0.027
0.030
0.033

m8 sleeve masses=(0.058kg)(8)+0.025kg

41
E XPE R I MENT
6 CAM ANALYSIS
OBJECTIVE
1. To observe the effect of the cam profile on cam dynamics,
2. To study the displacement, velocity, and acceleration profile of a cam.
INTRODUCTION
A cam may be defined as a machine element having a curved outline or groove, which, by its oscillatory
or rotational motion, gives a predetermined motion to another element called the follower. Cams play
a very important part in modern machinery and are extensively used in internal-combustion engines,
machine tools, mechanical computers, instruments and many other applications.
A cam’s contour dictates the system's dynamic response. The contour is created based on specific design
specifications. This movement can be shown in the cam's displacement diagram. To analyze the cam's
dynamic response, the acceleration and jerk of the follower need to be determined.
In this lab, a tangent cam will be tested and analyzed. The formulae for calculating follower displacement,
velocity and acceleration are provided below. The follower used in these experiments is a roller. These
formulae were derived from analyzing the geometry of the cam’s contours.
TANGENT CAM WITH ROLLER FOLLOWER
ROLLER IN CONTACT WITH FLANK (FIGURE 6 1 FROM POINT A TO POINT B)

• R = base circle radius = 25.4 mm
• r = nose radius = 12.7 mm
• d = centre distance = 38.1 mm
• ro = follower radius = 14.3 mm
The flank is the flat portion of this cam. As the cam rotates through an angle θ, the follower’s center,
labeled as Q, moves upwards from its lowest position. The position (X), velocity (V), and acceleration (a)
of the follower can be described as follows.
(6.1)
Note that 0≤θ≤β.
Point A on Figure 6-1 corresponds to θ=0 and point B corresponds to θ=β.
The value of the cam angle (β) that the cam rotated through while the roller moved from A to B is:
where α is the total angle of lift. In this case, α = 70.53° and β = 42.14°
44
ROLLER IN CONTACT WITH NOSE
The nose is the smaller rounded end of the cam. As the follower moves down from its highest position,
the position (X), velocity (V), and acceleration (a) of the follower can be described using the equations
below.
(6.2)
Note that 0≤θ≤(α-β). Point C corresponds to ϕ=0 on Figure 6 1 and point B corresponds to ϕ=α-β.

Figure 6-1: Tangent cam - roller in contact with flank/ roller in contact with nose
EQUIPMENT AND PROCEDURE
DESCRIPTION OF THE APPARATUS

The TM21 Cam Analysis Machine (CAM) shown in Figure 6-2 is used for this experiment. The apparatus
consists of a DC shunt-wound geared electric motor connected to an extension shaft via a flexible
coupling. The cam is mounted on a keyed taper on the end of the shaft. A flywheel is included to
reduce the fluctuations in speed caused by the torque required to lift the follower. The motor speed is
controlled by the variable speed electrical supply. The apparatus is fitted with a displacement transducer
to measure the vertical displacement of the follower. The transducer is connected to a data acquisition
system and Computer with Data Acquisition (DAQ) software.
45
FOLLOWER DISPLACEMENT MEASUREMENT
The vertical displacement of the follower is measured with a potentiometer-type displacement
transducer. The transducer is powered with a -5V to +5V DC supply connected to a signal acquisition
unit. This unit outputs a voltage signal proportional to the follower’s displacement.
ANGULAR SPEED MEASUREMENT

The angular speed of the cam is obtained with ME’ScopeVes software.
FOLLOWER ACCELERATION MEASUREMENT

The vertical acceleration of the follower is obtained by differentiating the signal produced by the
displacement transducer.
Figure 6 2: TM21 Cam Analysis Machine
46
Before beginning the experimental procedure, the following precautions must be followed.
Make sure that the potentiometer powered as follows: -5V (red wire), +5V (black wire) and signal (white
wire) on the DAQ unit. Turn on DC power supply for the potentiometer.
The initial displacement x0 has been adjusted to zero by a technician. Do not adjust it during the
experiment.
Perform the following the steps for the data acquisition and analysis:
1. Run “MEscope VES, set up DAQ. Open project “Cam_1.VTprj”. Refer to the following images
to configure the software.

47
2. Run the cam at the given speed. Acquire data using MEscope. Adjust the speed control knob to
the indicated position, then switch on the main electrical supply and slowly decrease the speed
to desired speed.
3. In the acquisition window, acquire data by clicking: .
An ACQ window will display the displacement

waveform.
4. To save acquired data to data block, click on:
Save the data to a new file. Turn off the switch to

stop the motor.
5. Process data in the data block window. Instructions

on how to do find the speed of cam as well as saving and exporting a certain portion of the data
to Excel are below. The computations were done to illustrate the process for the graph below.
Perform the same process for the values in your graph.
48
To find speed, place cursors at the peak of two consecutive waves and compute the difference in time
between them. The reciprocal of that number gives the rpm.
For example, in the image above:

Copy the graph with two cursers into Excel or Word before moving onto the next step.
We know that at 0.778s in the above graph, the follower is at its maximal displacement. This means that
the cam has rotated to 90^°, which represents the middle of the cycle.
The time taken to perform a quarter turn is Therefore, the beginning of the cycle (0°) is
at 0.778s-0.163s=0.615s. The end of the cycle (180°) is at 0.778s+0.163=0.941s.
49
Place the cursers at 0.615s and 0.941s to select one complete cycle.
Copy this graph into Excel before going onto next step. In order to save the banded data, select Copy
Traces to File. Select Yes from the pop-up and give the file a name.
Please note that the new file with the data between two cursers will used as experimental results for the
questions asked in the report. Copy this data to excel.
50
6. Export the data and graph to Excel:
Copy the graph into Excel by selecting Copy Trace Graphics from the File tab. Copy the data by selecting
Copy trace data from the File tab. Format column A to display 4 decimal places.

Insert a column B and use it to remove time offset. Remove initial time 0.6112 to 0 for all the subsequent
entries. Use column B to calculate the position, velocity, and acceleration and plot. Plot theoretical and
experimental results in different graphs.
For the experimental acceleration data, if there is a lot of noise in the data, perform an average with 3~5
samples and plot that instead.
Figure 6 3: Sample displacement vs time graph (left) and velocity vs time graph (right)
51
Figure 6 4: Sample acceleration vs time graph done by averaging every 5 data points
RESULTS
1. Use Excel to plot the theoretical displacement, velocity, acceleration diagrams. Use the formulae
outlined in the introduction. Compare them with your actual results.
2. Use SOLIDWORKS to simulate this cam system and compare it with the experimental and
theoretical results.
52
E XPE R I MENT
7 CORIOLIS EFFECT
OBJECTIVE
The purpose of this experiment is to study the effects a rotating surface has on a projected object. In this
instance, a jet of water is being shot towards the center of rotation on a spinning boom.
INTRODUCTION
The Coriolis Effect is a force described by the 19th-century French engineer-mathematician Gustave-
Gaspard Coriolis in 1835. Coriolis showed that, if the ordinary Newtonian laws of motion for rigid
bodies are to be used in a rotating frame of reference, an inertial force acting to the right on body
spinning counter-clockwise or to the left on a body spinning clockwise must be included in the equations
of motion.
The Coriolis force is referred to as a fictitious or inertial force, meaning that the force is not present in
a stationary or inertial frame. It is only present when motion is described relative to a reference frame
rotating about a fixed axis.
The effect of the Coriolis force is an apparent deflection of the path of an object that moves within a
rotating coordinate system. The object does not actually deviate from its path, but it appears to do so
because of the motion of the coordinate system.
The apparatus used will show that, although the water jet is being shot out in a straight line, it will appear
to deviate from its path and deflect to one side because of the rotation of the surface it has originated
from. This deviation increases as the speed of rotation becomes faster and the direction of the deflection
will change from left to right depending on the direction of rotation of the boom. The speed and
direction will be varied during this experiment.
Students will be able to compare theoretical results with ones taken from this apparatus and comment
on other factors that may affect the water jet’s path. The Coriolis Effect is present in various technical
applications.
THEORY
Known quantities:
Known variables in this experiment include:
• Water speed at Nozzle Exit = 1550mm/s

• Water jet distance = 110mm
• Speed of Boom (RPM) = Shown on digital display
There are two main formulae that we need to calculate the lateral deflection of the water jets
path due to the Coriolis effect.
These are: FC= -2 Ω ×v
Where: Fc=Coriolis Acceleretion mm/S2
Ω=Angular Velocity rad/S
v= Velocity Vector mm/S
And
54
Where: S =distance mm
u =Initial Velocity mm/S
a = Acceleration mm/S2
t =Time taken to travel distance S s
CORIOLIS BACKGROUND
To calculate the amount the water jet is deflected laterally due to the Coriolis effect, we first must
understand the variables at play.
As an example, we will do the calculations assuming: that the boom is spinning at 20 RPM, that our initial
water velocity is constant at 1550mm/s and that the distance between the nozzle end and scale is 110
mm.
Now the velocity of the water is not simply 1550mm/s as it is on a rotating surface; it has a
circumferential and a radial velocity component giving in two velocity vectors.
The vectors can be shown as a cross product of two forces, this we will look at a lot during our
calculations. It is also sometimes referred to as the 'right hand rule,' which is used to keep track of the
directions of motion.

Figure 7-1: Right hand rule
The circumferential velocity looks like this:
Figure 7-2: Circumferential velocity
55
And our angular velocity looks like this:
Figure 7 3: Angular velocity vector
To consider the angular velocity vector, Ω, imagine that the radial path of the nozzle to be disk (see Figure
7-3) and that the angular velocity vector is a vector perpendicular to the plane of this disk.
This vector is calculated as:

If the RPMof boom is set to 20RPM, the vector becomes: Ω= {0i+0j+2.094k} rad/s
To work out the circumferential velocity, we will need the angular velocity in degrees per second.
Therefore, Ωo =120o/s
So the circumferential velocity vector , vc, is:
With the inward velocity of the jet, v j=1550mm/s we now have the velocity vector given by:
Now we have the two main components needed to calculate our Coriolis acceleration.
Fc=-2 Ω × v
It is important to understand the right-hand rule and in which directions these vectors are moving. The
observed water path is what would be seen by the nozzle looking towards the centre of our disk. To
visualise this, we will use the right-hand rule with the water velocity vector, v, and angular velocity vector,
Ω, as derived from above.
56
Figure 7-4: Water velocity and angular velocity vector
CALCULATIONS
Using the background calculations above and keeping with our example at 20RPM, we can start to
calculate the Coriolis effect. Note that there are other factors that will affect the deflection of the water
jet, but these will be discussed later, along with other assumptions that were made.

By plotting the position of the nozzle and the water jet, we have a visual idea of how they both move.

These points are taken at 0.05s intervals. Using them, we can work out that it takes roughly 0.07s for the
water to travel from the nozzle to the target. This was computed by dividing the distance between them
(110mm) by the water velocity (1550mm/s).
Figure 7-5: Positions given with respect to the origin
From this graph, we can see the nozzle is at a fixed distance and spins round the origin. The observed
water path is what is seen by the nozzle looking towards the origin. The plotted water path is travelling
from the nozzle to the origin and has a constant circumferential velocity vector.
Using the expression for the Coriolis acceleration and the values of velocity vectors calculated previously,
we get:
Fc=-2 Ω×v
Fc=-2{0i+0j+2.094k} × {-1550i+233.38j+0k}
57
A cross product must be performed between these two vectors. The formulae for the resulting i, j, and k
components are shown below as review.
Cross Producti component=( Ωj × vk )-( Ωk × vj)

Cross Productj component=(-1)(( Ωi × vk )-( Ωk × vi))
Cross Productk component=( Ωi × vj )-( Ωj × vi)
Table 7-1: Cross-product of vectors
i j k
Angular velocity vector (Ω) 0.00 0.00 2.09 rad/s
Velocity vector (v) -1550.00 230.38 0.00 mm/s
Cross product -482.51 -3246.31 0.00 mm/s
Therefore: Fc=-2{-482.51i-3246.31j+0k}
Fc={965.03i+6492.62j+0k}
This is our Coriolis acceleration vector. We now need to apply constant acceleration formulae to derive
the deflection caused by the Coriolis acceleration.
We need to change our reference frame in order to do so. Instead of the system being observed as
the disk rotating, we need to situate ourselves on the water jet nozzle, facing towards the origin. This is
the direction of the water jet. Relative to us, the water jet has an initial velocity that only points radially
inwards. There is no lateral velocity caused by the rotating motion. Therefore, we can now use the
constant acceleration formula:
We can substitute in the relevant factors that apply to our experiment.
Where: S= {xi+yj+zk}
u is: u=v = {-1550i+0j+0k} mm/s
and a is: a= FC = {964.82i+6491.4j+0k}
Since our reference frame has changed, our velocity vector has also changed. The origin is now at the
nozzle exit. The right-hand rule can be used to establish the new coordinate system. Using the velocity
vector and Coriolis Acceleration vector into the constant acceleration formula gives:
By incrementing the time, it is possible to determine the x and y the positions of the water particle.
58
Table 7 2: Water particle positions

Figure 7 7: Theoretical results for lateral deflection at 20 RPM
These positions can be plotted with x being the particle’s distance from nozzle and y being the particle’s
lateral deflection (Figure 7 7).
If the distance from the nozzle is held constant, it is possible to estimate the deflection for a given RPM.
For example, is the nozzle is 110mm from the origin, the water should deflect by approximately 17mm
given that the boom rotates at 20 RPM.
59
POSSIBLE SOURCES OF ERROR
There are several factors which can influence the water jet's projected path towards the origin. For
example, the scale used to measure the deflection is flat, not curved. This means that as the nozzle turns,
the distance between it and the scale increases. However, the calculations performed previously assume
that the distance between the nozzle and the linear scale on the reservoir are constant. In general, the
faster the boom spins and the further the water is deflected along the scale, the larger the error. Figure 7
8 illustrates this phenomenon.
Figure 7-8: Error introduced by flat scale
As you increase the RPM of the boom, the water in the reservoir is 'pushed' towards the outside of
the rotating circle. Essentially, the water is trying to remain at rest. The speed of the boom has been
restricted so that no water is spilled. This apparent force is the centrifugal force and it will also act upon
the water jet as it is shot towards the scale. The faster the boom is rotating, the more this force will
impact the system, creating discrepancies between the expected and experimental deviations.
The centrifugal force points directly away from the axis of rotation of the rotating reference frame, with
magnitude of mΩ2r. This can be written as:
Fcent=mΩ×( Ω×r)
CONSTANT VELOCITY OF WATER

The velocity of the water jet has been calculated by working out the amount of water that is moved per
second and dividing it by the cross-sectional area of the nozzle. This has been set by centering the jet on
the scale before starting the test. The speed was determined by testing the apparatus for approximately
the duration of an experiment; the power supply for the pump should keep to a constant voltage during
this interval. However, the pump is powered by re-chargeable batteries and small drops in the voltage
over the course of an experiment could result in the speed of the water jet diminishing slightly. The water
velocity is an important variable in the calculations and any changes during the experiment could cause
the observed results to differ from the calculated ones.
60
PROCEDURE
EXPERIMENT SETUP
This piece of equipment is made up from several key parts, some of which must be treated carefully for
the safety of the apparatus and users.

Figure 7-9: Test apparatus
The main casing houses the main motor, speed control, display and switch. This is supplied by a 12V
power supply which is stepped down from the main voltage to a safer working level. This box should not
need to be opened for any reason.
BEFORE GETTING STARTED

There are a few things that should be checked before operating the Coriolis Effect apparatus. Firstly,
water must be added to the reservoir. The pump must never be run dry. Fill the reservoir to a point just
below the wedge shape. On the lid of the main box, there is a handle which locks down the lid. This must
be removed before any testing can be carried out. Make sure it is kept safely as it will be required to
empty the reservoir.
The display should turn on as soon as the power supply is connected. It is advised to do so while dome
is removed so that the boom won't start spinnning. Turn on the pump from the electronics box. The unit
may not be fully charged, but there should be enough power to check that the pump is working. Before
use, the pump should be fully charged.
Turn on the pump. Make sure the toggle switch is set to 'OFF' and place the dome over the apparatus.
Toggle the switch to an the ‘ON’ position. The unit may start spinning automatically; this can be
controlled via the speed control on the front of the box. With the speed control set to fully ‘OFF,’ it
should take only 1 turn to start the boom moving. Run the unit to its top speed. Do not exceed 45RPM
on the digital scale.
61
SAFETY PRECAUTIONS
Before starting the experiment, it is essential to understand the safety elements of the equipment, as we
will be dealing with fluids around electronics.
• Make sure the equipment is set up according to the Calibration part of this manual.
• Ensure the water level in the reservoir is at the appropriate height: just below the wedge block.
• Ensure the water jet is calibrated correctly. It should be hitting the center of the '0'.
• Plug the power cord into the back of the main box, turn on the pump, then place the acrylic
dome into position.
PERFORMING THE EXPERIMENT

1. Turn the switch on the front panel to clockwise.
2. Increase the speed of the unit to around 45 RPM using the speed control on the front panel. Do
not exceed this speed.
3. Note the lateral deflection of the water jet in Table 7 3.

4. Continue to note the lateral deflection for the speeds indicated in Table 7 3. Allow for time
between readings so that the boom speed to settles. You should now have a set of results from
which a graph can be plotted.
5. Repeat the whole procedure again but set the boom to spin counterclockwise.
6. You should now have enough results to create a graph to compare against the
theoretical calculations.
Table 7 3: Lateral deflection for clockwise and counterclockwise rotation
Speed of boom Water lateral deflection Speed of boom Water lateral deflection
(RPM) (mm) (RPM) (mm)
Clockwise Counterclockwise
10 10
20 20
30 30
40 40
OBSERVATIONS
1. Which way did the water move in relation to the direction of rotation?
2. How did the speed of the boom affect the movement of the water jet?
3. Were the results consistent?
4. How well did the theoretical and experimental results compare?
5. What other forces may be affecting the results? How much influence do these have?
62
E XPE R I MENT PRACTICAL USE OF PLANETARY
8 GEAR TRAINS AND AUTOMATIC

TRANSMISSION SIMULATOR
PLANETARY GEAR TRAIN KINEMATICS
OBJECTIVE
Calculate the gear train ratio and the degrees of freedom for the planetary gearbox.
INTRODUCTION
A planetary gear train is a gear train in which the axis of some of the gears can move. A planetary gear
set always includes a sun gear, one or more planet gears, and a planet carrier or arm. This us sometimes
called as sun-and-planet planetary gear train as shown in Figure 8-1.
Figure 8-2: Planetary gear train Figure 8-1: Sun-and-planet planetary gear train
A planetary gear set, as shown in Figure 8-2, has two degrees of freedom. This means that the motion of
each element in the mechanism is not defined unless the motion of two of its elements is specified. To
make the planetary set have one degree of freedom, the motion of one element in the mechanism must
be fixed.
SOLUTION OF PLANETARY TRAINS BY FORMULA METHODS

Figure 8 3 shows a planetary gear set which is composed of a sun gear 2, an arm 3, and planet gears 4
and 5:
Figure 8 3: Compound planetary gear set
66
We can express the velocity of gear 2 relative to the arm 3 in the form:
n23=n2-n3 (8.1)
n53=n5-n3 (8.2)
Dividing Equation (8.2) by (8.1) gives:
(8.3)
This ratio is proportional to the number of teeth on each gear, and is referred to as the train value "e"
(8.4)
Or:
(8.5)

Where: nF = rpm of first gear in train
nL = rpm of last gear in train
nA = rpm of arm
The experiment is designed to demonstrate the fundamentals of planetary gear train and to show all
possible motions that can be obtained with this type of gear trains.
EXPERIMENTAL PROCEDURE AND RESULTS

For the planetary gear trains mechanism shown in Figure 8-1:
1. Check the gear ration by one turn input.

2. Calculate the degree of freedom to the planetary gear system
3. Calculate the gear train ratio using the following equation in 2 cases:
• When the outer ring is fixed.

• When the planet gears are fixed.
4. Using SOLIDWORKS Motion. Simulate the results and compare with experimental and
theoretical result
67
THE BORG-WARNER MODEL 35
AUTOMATIC TRANSMISSION SIMULATOR
INTRODUCTION
The Borg-Warner Model 35 Automatic Transmission uses a three-element torque converter and a
planetary gear set to provide three forward and one reverse gear ratios.
The planetary gear set consists of two sun gears, two sets of pinions, a pinion carrier and a ring gear.
Power enters the gear set via one of the sun gears. In all forward ratios, power enters through the
forward sun gear. In reverse, it enters through the reverse sun gear. Power leaves the gear set by the ring
gear, and the pinions are used to transmit power from the sun gears to the ring gear. In reverse, a single
set of pinions is used. This causes the ring gear to rotate in the opposite direction from the sun gear. In
forward ratios, a double set of pinions is used to cause the ring gear to rotate in the same direction as the
sun gear.
The arm, sometimes referred to as the carrier, locates the pinions relative to the two sun gears and the
ring gear. It also forms a reaction member in certain conditions. Reactions members are held fixed in
certain configurations in order to dictate the speed and direction of rotation of the system. The various
mechanical ratios of the gear sets are obtained by engaging hydraulically operated multi-disk clutches and
brake bands.
Figure 8 4: Borg-Warner Model 35 automatic transmission system
68
Power flow in each ratio is achieved by locking various elements of the planetary gear set, as follows:
1ST GEAR (LOCKUP SELECTED)

The front clutch is applied, connecting the converter turbine to the forward sun gear. The rear band is
also applied, holding the pinion carrier stationary. The gear set provides the reduction of 3.39:l. The
reverse sun gear rotates freely in the opposite direction to the forward sun gear.
1ST GEAR (DRIVE SELECTED)

The front clutch is applied, connecting the converter turbine to the forward sun gear. The one-way clutch
is in operation, preventing the pinion carrier from moving opposite to the engine rotation. The gear
set again provides a reduction of 3.39:1. On the overrun, the one-way clutch unlocks and the gear set
freewheels. This means that the drive shaft would be disconnected.
2ND GEAR (LOCKUP OR DRIVE SELECTED)

The front clutch is applied, connecting the converter turbine to the forward sun gear. The front band is
applied, holding the reverse sun gear stationary. The pinions now 'walk' around the stationary sun gear

and the gear set provides the reduction of 1.45:l.
3RD GEAR (DRIVE SELECTED)

The front clutch is applied, connecting the converter turbine to the forward sun gear. The rear clutch is
applied, connecting the turbine also to the reverse sun gear. Both sun gears are locked together and the
gear set rotates as a unit, providing a ratio of 1:1.
NEUTRAL AND PARK

The front and rear clutches are released and no power is transmitted from the converter to the gear set.
REVERSE
The rear clutch is applied, connecting the converter turbine to the reverse sun gear. The rear band is
applied, holding the pinion carrier stationary, providing a reduction of 3.09:l.
69
70
DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING GEAR RATIOS
Figure 8 5: First Gear Diagram
Figure 8 6: Second Gear Diagram

For an epicyclical gear train shown as following:
Figure 8-7: Second Gear Epicyclical gear arrangement

Figure 8-8: Third Gear Diagram
71
Figure 8 9: Reverse Gear Diagram
Pins and slotted plates represent the multi-disc clutches and brake bands. The various gear ratios of the
gear set may be obtained by inserting the appropriate pins as indicated below.
Figure 8-10: Borg-Warner Model 35 Diagram
72
Table 8 1: Clutch disks to engage for each configuration
A B C D E F
Lockup 1/Drive 1 * * ✓
Lockup 2/Drive 2 * *
Drive 3 * *
Reverse * *
Neutral
Park *
Note:
1. Loosen all the pins and turn input shaft and output shaft to make sure the input shaft disk and
output shaft disk indicate 0^° . Lock the appropriate pins for each case using Table 8 1.
2. Turn input shaft one turn (360^°), read output disk (degree).
3. Fill out Table 8 2.
Table 8 2: Output rotation for each gear

Input θi (degree) Output θo (degree)
Lockup 1/Drive 1 360
Lockup 2/Drive 2 360
Drive 3 360
Reverse 360
RESULTS
According to power flow and gear ratio figures for each case, referring to the 2nd gear calculation, derive
and calculate gear ratios for 1st, 3rd, and reverse shift. Compare them with your experimental results.
73
E XPE R I MENT
STATIC AND DYNAMIC
9 BALANCING
OBJECTIVE
The objectives of this experiment are to
• Understand the concept of static and dynamic balancing

• Understand unbalanced torque
• Justify theoretical calculations and confirm them with experimentation
• Balance the shaft with the four given masses
INTRODUCTION
Unbalanced dynamic forces have a profound influence on the working of rotating machinery like turbines,
compressors, pumps and motors. These forces directly influence the bearings supporting the rotors,
which increases the loads and accelerates the fatigue failure. These unbalanced forces induce further
mechanical vibrations in the machinery and connecting parts. This creates environmental noise problems.
It is desirable to balance all such uncompensated masses to reduce the effect of unbalance forces in a
dynamic balancing machine.
Balancing is the technique of correcting or eliminating unwanted inertia forces which cause vibrations.
At high speeds, these vibrations may reach a dangerous level. An important requirement for all rotating
machinery is that the axis of rotation coincides with one of the principal axis of inertia of the body. After
a roll is manufactured, it must be balanced to satisfy this requirement, especially if it is to be used in high
speed machines. The condition of unbalance may be classified as static or dynamic unbalance.
STATIC UNBALANCE
An idler roll is statically balanced if the roll doesn't rotate to a "heavy side" when free to turn on its
bearings, meaning that the roll's center of gravity is on the axis of rotation. Static unbalance (Figure 9
1) creates a centrifugal force when rotating which causes the roll to deflect. Idler rolls are sometimes
statically balanced only when operating at slow speeds.
Figure 9 1: Static unbalance
The static unbalance usually happens because of manufacturing errors. Therefore, static imbalance is
essentially a weighing process in which the part is acted upon by either gravitational or centrifugal force.
This type of imbalance could be easily reduced or removed.

76
DYNAMIC UNBALANCE
An idler roll may be in perfect static balance and balanced when rotating at high speeds. A dynamic
unbalance is a couple or twisting force acting in two separate planes, 180° opposite each other (Figure 9
2). Since these forces are in separate planes, they cause a rocking motion. A roll that is unbalanced will
cause machinery vibrations, web flutter, and a decrease in bearing life.
Figure 9 2: Dynamic unbalance

To dynamically balance a roll, it must first be statically balanced. Then, the roll must be rotated to
its operating speed and have the dynamic unbalance eliminated by adding or subtracting weight. The
determination of the magnitude and angular position of the unbalance is the task performed on a
balancing machine by its operator. Balancing machines have elastically supported bearings in which the
idler roll may spin. Because of the unbalance, the bearings will oscillate laterally. The amplitude and phase
of the roll are indicated by electrical pickups and a strobe light.
Figure 9 3 shows a long rotor which is to be mounted in bearing A and B. We might suppose that two
equal masses m1 and m2 are placed at opposite ends of the rotor and at equal distances r1 and r2 from
the axis of rotation. Since the masses are equal and located on opposite sides of the rotational axis, the
rotor is statically balanced in all angular positions. However, if the rotor is caused rotated at an angular
velocity of ω rad/sec, the centrifugal forces m1r1ω2 and m2r2ω2 will act on their respective masses. These
centrifugal forces produce the equal but opposite bearing reaction forces FA and FB. This rotor is statically
balanced, but dynamically unbalanced.
Figure 9 3: Dynamically unbalanced rotor
77
PRINCIPLE AND THEORY OF OPERATION
Consider a body of mass M rotating with a uniform angular velocity ω about 0 with eccentricity e, as
shown in Figure 9 4. The centrifugal force Fc acting on the axis of rotation is Meω3. This force is very
sensitive to speed. The magnitude of the force can be reduced by lower the operating speed or by
decreasing the eccentricity as shown in Figure 9-5.
Figure 9 5: Unbalanced Disk Figure 9 4: Illustration of the simplest method of static balancing
In general, it is desirable to make e as low as possible. If the rotor thickness-to-diameter ratio is less
than 0.5 and speed are below 1000RPM, the rotor can be single plane balanced. Otherwise, two-plane
balancing is necessary. In the single plane balancing technique, with a rotor of mass, mi at a radius of ri
from the axis of rotation, the following condition for static balance is used.
(9.1)
~
The total number of masses is denoted by i = 1, 2, ... and the vector r represents the eccentricity e of
the mass mi from the axis of rotation.
When the bodies are rotating in several planes, the conditions for dynamic and static balance must be
met. This is given by:

(9.2)
~
The axial coordinate vector of the mass mi is represented as zi and is measured with respect to a chosen
datum. In the two-plane balancing technique, instead of satisfying Equations (9.1) and (9.2) explicitly,
Equation (9.2) is used with two different datum planes for . Mathematically, if the distance between these
two planes is , then
(9.3)
Equations (9.2) and (9.3) imply the satisfaction of Equation (9.1). Conceptually, it means that if a system
of bodies rotating in several planes is in dynamic balance with respect to two different datum planes, then
the system must be statically balanced. This is the principle of the two-plane balancing technique.
78
DESCRIPTION OF EXPERIMENTAL APPARATUS
Figure 9-6 shows the Static and Dynamic Balancing Apparatus. It consists of four rectangular blocks
clamped to a perfectly balanced shaft. The shaft is mounted in ball bearings and it is driven by a 12V
electric motor using a belt and pulley. The shaft assembly is mounted on a metal plate which is resting on
four resilient rubber supports. This allows the mount to vibrate when the shaft is not balanced.
Figure 9-6: Static and dynamic balancing apparatus

The rectangular blocks can be clamped to the shaft to create out-of-balance moments. Each rectangular

block houses a disk which can be locked in place with hexagon socket set screws. These disks have holes
of various diameters and eccentricities. The longitudinal and angular position of a block can using the
ruler and protractor provided. Adjacent to the ruler is a slider which can be pushed against the block to
read its longitudinal position. The slider also serves as a datum against which the blocks can be held when
reading their angular position on the shaft.
Figure 9-7: Cross-sectional view of shaft
The out-of-balance moments are measured by fitting an extension shaft and pulley on the main shaft. The
rectangular blocks are clamped to this shaft one at a time. A cord with a weight bucket on each end is
hung on the pulley and ball bearings are placed in the bucket until the block rotates through 90°. The out-
of-balance moment is proportional to the number of ball bearings required to turn the block. The mass in
‘balls’ of each block can be seen in Table 9-1.
A Perspex dome serves as the safety cover. The shaft cannot be driven unless the dome is in position and
actuates the fail-safe switches. The motor switch on the front panel is spring loaded so that the motor
cannot accidentally be left running. The motor requires a power supply of 12V at 2A which is provided by
E66/E90 speed controller.
79
TEST 1: STATIC BALANCING

1. When looking at the cross-section of the shaft, each mass has an angle θ with horizontal. This
arrangement is shown in Figure 9-7.
2. The masses forces are given in Table 9-1.
Table 9-1: Mass of each block

3. In order to statically balance the shaft, the sum of the forces in the x and y direction must be
equal zero, as shown below:
4. Since there are two equations with four unknown angles, assume: θ1=0º and θ2=90º.
5. Solve for θ3 and θ4 using SOLIDWORKS to sketch a force polygon.
6. Check your result by running the static balance test. Fix the blocks at the calculated angles and
carefully turn shaft by hand. If the shaft can be turned without its inertia causing it to roll over,
then it is statically balanced.
80
TEST 2: DYNAMIC BALANCING
1. Looking along the shaft, the masses create the forces as shown in Figure 9 8. Each mass creates
a moment about the end of the shaft. The moment is proportional to the force Fi and the lever
arm Xi.
Figure 9 8: Length of the shaft
In order to balance the shaft dynamically the sum of the momentum will be equal zero as the following
equations:

2. Since there are two equations with four unknown arms, assume: X1=50mm, X2=100mm
3. Solve for X3 and X4 by using SOLIDWORKS to sketch a moment polygon.
4. Run test according your calculated X1, X2, X3, and X4
Table 9 2: Position of blocks to achieve balance
Block 1 2 3 4
Mass 88 82 74 64
Angle θ(º) 0 90
Arm X (mm) 50 100
5. Try to make models of Dynamic balance test, using SOLIDWORKS Motion. Simulate the results
and check the Fx, Fy force on the two end bears.
81
SAMPLE CALCULATIONS
Table 9 3: Given quantities for sample calculations
Block Mass Angular position Longitudinal position

1 88 0 17
2 82 120 117
3 74
4 64
The basic equations that are used for balancing purposes are as follows:
(9.4)
(9.5)
Note that Wi represents the weight of the block, ri represents the angular displacement and ai represents
the lever arm. Consider the arrangement of blocks proposed in Table 9-3. In order to calculate the
unbalanced moments, it is first necessary to draw the force polygon as shown in Figure 9-7. The
magnitude and direction of W1r1 and W2r2 are known. Once they are drawn, the lengths of vectors
W3r3 and W4r4 can be determined by drawing arcs of the appropriate lengths from the ends of the W1r1
and W2r2 vectors.
Figure 9-9: The directions of vectors 3 and 4 determined

by drawn using arcs from the ends of vectors 1 and 2
It is now possible to find the direction of those forces by using the Smart Dimension tool as shown
below. Note that these vectors are arranged in a tip-to-tail configuration in the counter-clockwise
direction.
82
Figure 9-10: Completed vector polygon with the magnitude and direction of all the vectors
To find the longitudinal positions of the blocks 3 and 4, we will compute the moments about the position
of block 1. This will simplify the calculations slightly by reducing the number of equations needed. In this
case, vector a2 W2 r2 = 100 (82) units long and is parallel to r2. Vectors a3W3r3 and a4W4r4 are parallel to
r3 and r4 respectively. This gives the polygon seen below.

Figure 9-11: Moment polygon with the sum of moments taken about block 1
The lengths of vectors a3W3r3 and a4W4r4 can be measured using the and the Smart Dimension tool
magnitudes found by using the scale factor. From these measurements, a3 and a4 can be calculated.
Notice that the direction of a3W3r3 is reversed with respect to the force polygon. In order to maintain
vector a3W3r3, the direction of a3 must be reversed. Keeping in mind that the moment was taken about
the location of block 1, this negative sign would indicate that block 3 is to the left of block 1. Note that
the 17mm was added to a3 and a4¬ to give the give the distances with respect to the extreme end of the
shaft.
83
Table 9 4: Results for given example
Block Mass Angular position Longitudinal position

1 88 0 17
2 82 120 117
3 74 190 5
4 64 294 141
The values of a3 and a4 can also be found analytically using a complex vector approach.
Real and imaginary components yield:
This can be reduced to:

Solving the two equations gives: a3 = -11.94mm; a4 = 123.96mm
The values comparable to those obtained graphically.
RESULTS
Try to make models of Dynamic balance test, using SOLIDWORKS Motion. Simulate the results and
check the Fx, Fy force on the two end bears.
84
E XPE R I MENT
MACHINE FAULT
10 SIMULATOR (MFS)
OBJECTIVE
In this experiment, we will study the behavior of a shaft and motor system when the shaft is balanced and
unbalanced.
THEORY
Refer to experiment 9.
DESCRIPTION OF EXPERIMENTAL APPARATUS

Figure 10-1 shows the machine fault simulator. The rotor is driven by a variable speed motor via a
flat belt. The rotor’s rotational speed is captured via a digital tachometer. The vibrations due to the
unbalanced rotor are measured and fed directly into the on-board processor of the machine.
Figure 10-1: Machine Fault Simulator
1. Run the ME’scopeVES Software.
2. From the desktop, click on the ME’scopeVES icon and open “Recent Project.” Select
“mech343xxxx.VTprj” from the start page.
88
The following window should be displayed.
3. Select the Project tab and save the project as your group name “mech343 xx.VTprj.”

4. Within the Project window, look for ACQ: National Instruments 446x/447x and click on it.
Within the Measurement, Sampling and Trigger tabs (located on the right of the screen) make
the selections listed below.
Measurement: Sample: Trigger:

Select the Time Number of Sample: 256 Free Run
domain and calculate
Time
89
5. From the Setup tab of the menu in the bottom right corner, make selections in the following
columns:
a) Select Channel: 1, 5, 6
b) Input Output: select Input
c) Transducer Power
i. Channel#1: Off
ii. Channel #5 and #6: 4mA
d) ADC Range: 10.0V

6. From the Units tab of the same window, make the following selections:
a) Units
i. Channel #1: V
ii. Channel #5 and #6: g
b) Transducer Sensitivity: 1
c) Sensitivity Units: Millivolts/Unit
d) Transducer Units: V
90
7. No changes are needed in the DOFs tab
8. After all the ACQ configurations are set, the software is ready to run Machine Fault Simulator.
9. We will now use the ACQ: National Instruments 446x/447x window to run the machine.
RUNNING THE MACHINE FAULT SIMULATOR

Select the required speed (RPM) and convert it into frequency (Hz) using the following relation:
1. Run the machine using speed controller at desired speed of around 750RPM. Do this first test
with the balanced disk. Do not add any screws to the disk.
2. Wait about 5 seconds for the system to stabilize.
3. Click on Acquire | Front end Scope (F2).

4. Once the data has been collected, click Stop, then Save.
Click on New File. Within your file name, indicate whether it was a balance or unbalance run, as
well as the RPM of the machine.
91
5. Close the Data Block window and when prompted to Save Data Block, select Yes.
6. Maximize the Acquisition window and run the Machine Fault Simulators. Increase the speed to
around 1500RPM and Acquire the data as shown previously. Stop and save the data.
7. Repeat above steps to get 2 speeds of unbalanced tests. Install the weights in one of the
taped holes in rotor disk A and tighten the nut to hold it securely in place. Close the cover of
MFS and record vibration level at each bearing for speeds of 750RPM and 1500RPM. Indicate in
the file name that is was an unbalanced test and indicate the speed.
8. Open 2 blocks of saved data as shown. Click on Project and look for the Data Blocks saved
by your team. Open the balance and unbalanced files for the same RPM. Compare channels 1,
5, 6 (M#1,2,3) one by one, and use ScreenHunter to capture an image of the graphs. To run
ScreenHunter, press F6, choose desired region, and copy to the image file into your Microsoft
Word or Excel.
92
9. Save Data Block trace to Excel. Under the BLK window click File→Copy To Clipboard → Copy
Trace Data. Open an Excel file and paste the trace data.
10. Save unbalanced data block to the same Excel sheet using the steps above. Observe the
differences between the unbalanced test and a balanced test for the same channel.
11. Compere and analyze the results.
93
Please note: Column A is the time, Column B and E is pulse signal of speed, (not useful),
Column C and D are Channel #5 and #6 respectively for the 750RPM run. The same column
arrangement can be seen in Columns K, L M, N for the 1500RPM run.
Find the Max, Min in of a given Column. Calculate the amplitude by performing Amplitude=Max-
Min. Compare the amplitudes for the different speeds, of the balance and unbalanced cases.
EXPERIMENTAL RESULTS
Try to using Solidworks Motion to model two rotors system, run in speed as in lab and check input bear’s
accelerations.
94
Faculty of Engineering and Computer Science
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Hazardous Materials
Do not touch or disturb object, If an
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MECH 343 Manual

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GI N A CODY

ÉVACUATION DES LIEUX

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

LABORATORY PARTNERS (Fill in by student)

• It is irresponsible and dangerous to misuse equipment or ignore instructions, regulations or warnings.

• Locate heavy equipment near the ground.

• Equipment involving inflammable or corrosive liquids should be located in a containment area or

AVOIDING FIRES OR EXPLOSION

• Smoking must be forbidden. Notices should be displayed to enforce this.

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

HANDLING POISONS, CORROSIVE OR TOXIC MATERIALS

• Smoking must be forbidden. Notices should be displayed to enforce this.

AVOID CUTS AND BURNS

• Facilities for eye irrigation should always be available.

• Ear protectors must be worn when operating noisy equipment.

GUARDS AND SAFETY DEVICES

• A notice giving details of a proficient first-aider should be prominently displayed.

Or you can use your cellularphone to call 848-3717.

The civic address is:

Concordia Universoty, 1455 De Maisonneuve West, H3G 1M8

SAFETY REGULATIONS OF STUDENTS IN ALL MECHANICAL AND

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

MECH 343 LABORATORY MANUAL (WINTER2020): THEORY OF MACHINES 1

1. No eating, or drinking is permitted in the laboratory.

2. All data sheets must be checked and signed by the demonstrator.

MECH343 EXPERIMENTAL SEQUENCE

THE ELEMENTS OF A REPORT

Figure 1-1: Four-Bar linkage

and all three mobile links will rock if

The inequality 1.1 is Grashof's criterion.

• s = length of shortest bar

Table 1 1: Classifications of four-bar mechanisms

Case l + s vs p + q Shortest Bar Type

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

the sketch matches the one shown above.

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

a) Part1 (the support)

coincident (mate Coincident2).

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

8. A force simulating the combustion in

The force will be defied as a point force at

Use the “Data Point” interface to build the

10. Add Gravity to the simulation. The mass of

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

12. Simulate Flywheel mentioned in the problem

RESULTS AND PLOTS:

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

3 FOUR-BAR LINKAGE AND

Figure 3-1: Four-bar linkage

Figure 3 2: Transmission angle

Figure 3-3: Dead point

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

MECH 343 LABORATORY MANUAL (WINTER2020): THEORY OF MACHINES 1

DESCRIPTION OF THE EXPERIMENT

Figure 3 4: Four bar linkage mechanism

THE SLIDER-CRANK AND SCOTCH-YOKE MECHANISM

Figure 3-5: Slider-crank mechanism

DEPARTMENT OF MECHANICAL, INDUSTRIAL AND AEROSPACE ENGINEERING

MECH 343 LABORATORY MANUAL (WINTER2020): THEORY OF MACHINES 1

Velocity and acceleration can also be described by:

and velocity and acceleration can be written as: