JustinConrad_NUC350_M1A3
docx
keyboard_arrow_up
School
Excelsior University *
*We aren’t endorsed by this school
Course
350
Subject
Mechanical Engineering
Date
Feb 20, 2024
Type
docx
Pages
14
Uploaded by DeaconSeal2419
M1A3: Simulator Introduction
Introduction:
This activity is designed to provide you with an introduction to the Pressurized Water Reactor and Boiling Water Reactor simulators that you will be utilizing throughout the course. Instructions:
This form includes instructions to navigate through the simulator lesson and provides space to complete any assignment requirements. You must complete the assignment by submitting this
form for grading via the M1A3 assignment folder.
Requirements for M1A3:
o
Lesson A-Part 1:
Step 7
o
Lesson A-Part 2:
Steps 9 and 10
o
Lesson B:
Steps 21 and 22
Lesson A-Part 1: Introduction to the Pressurized Water Reactor Step 1
Log onto the student simulator at http://3keystudent.ws-corp.com/
Remember to review the Instructions file, next to the yellow button.
Step 2
On the “Welcome to Generic PWR Simulator” screen click on the “Generic PWR” box.
(The simulator should open and an “Lesson Selection” box will appear.)
You may download the Instruction file (PDF) to learn more about the simulator. Step 3
In the “Lesson Selection” box you should see a drag down box titled “Lesson”. Click on the “down arrow” to open up the list of available lessons. Next, click on “Generic PWR General Description”
Step 4
In “Lesson Selection” box click on “Enter”. (The lesson should now load. This may take a few moments. When the lesson loads an
“Overview Page” screen will appear.)
Step 5
An “ITS” window should now appear in front of the Overview Page.
Step 6
On the “ITS Panel” screen click on green arrow to start the lesson.
(A “Safety Moment” dialogue box will appear.)
Step 7
Assignment Requirement
Read the “Safety Moment” material pertaining to “Principles of a Strong Nuclear Safety Culture”. In the space below, describe in your own words the importance of and necessary attributes of a “strong nuclear safety culture”.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
The importance of a strong nuclear safety culture is that without safety reactor accidents are unpreventable. In order to move forward with nuclear power and move it up to a more prevalent source of power we must have public support. Every time there is a incident with a nuclear power plant is slow or stop progression. The Navy has taught me some important pillars with nuclear power and a few that I have picked up while serving, and they are procedural compliance, knowledge, questioning attitude, integrity, and open communication. Individually they seem simple enough but it requires all of them together.
Step 8
Once you have completed Step 7
, click on “OK” in the “Safety Moment” dialogue box.
(The lesson should now begin. You may turn up the speaker volume or put on the headset
to listen to the narration. You may turn off the narration inside the ITS Panel)
Step 9a
The lesson will now progress automatically, each part of the lesson will advance after it times out, however you may move to the next portion of the lesson by clicking on the “forward” arrow in the ITS box.
Step 9b
Throughout the lesson you will see the “Advice” box flash. In this case, click on the “Advice” box to view additional lesson material pertaining to that lesson segment.
Step 10
The lesson will end with the statement “You have completed this lesson”. When this statement appears click on “Next” to exit the lesson.
Step 11
A dialogue box will appear that states “Lesson finished with score 0.” Please disregard this information and click on “OK”.
Step 12
This section of the lesson is now over. Exit the simulator.
Lesson A-Part 2: Introduction to the Pressurized Water Reactor Simulator
Step 1
Log onto the student simulator at http://3keystudent.ws-corp.com/
Step 2
On the “Welcome to Generic PWR Simulator” screen click on the “Generic PWR” yellow box.
(The simulator should open and an “Authorization” box will appear.)
Step 3
In “Lesson Selection” box you should see a drag down box titled “Lesson”. Click on the “down arrow” to open up the list of available lessons. Next, click on “Lesson 01-IC001 100 BOL”
Step 4
In the “Lesson Selection” box click on “Enter”. (The lesson should now load. This may take a few moments. When the lesson loads an “Overview Page” screen will appear
Step 5
An “ITS” window should now appear in front of the Overview Page.
Step 6
Click on the Overview” button at the lower left corner of the screen.
Step 7
You will now see the “OVERVIEW PAGE” screen. Notice the following major features of this screen:
The containment structure is shown, including major plant system components
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
such as the reactor vessel, the two steam generators, the reactor coolant system
pressurizer, the four reactor coolant pumps, etc.
The left side of the screen shows major primary systems such as the Containment Spray System, High Pressure Injection System, Residual Heat Removal System, Boron Injection System, etc.
The right side of the screen shows major secondary systems such as the Main Turbine and Generator, an overview of the Electrical Distribution System, the Main Condenser, the Main Condenser Water Source, Condensate System and Feedwater System.
Once you are comfortable with the “OVERVIEW PAGE” screen, move on to the next step.
Step 8
(
NOTE:
For the purpose of this lesson, do not concern yourself with the associated plant system knowledge. The purpose of this lesson is to provide you with a brief overview of the simulation features.)
(
NOTE:
The simulator provides a “click on” feature that allows you to further navigate through plant systems and/or components to gain information, operate components, etc. You will be doing this throughout the course simulator lessons.) To see some examples of the simulators capability, on the plant overview screen, perform the following:
A.
On the left-hand side of the “OVERVIEW PAGE” screen, place your cursor over the “RWST Tank” and click. You should now see expanded RWST information, including tank temperature information, tank level information, and mimics of the various process lines to and from the tank.
B.
Click on the yellow “Overview” box to return to the “OVERVIEW PAGE” screen.
C.
At the center of the “OVERVIEW PAGE” screen, place your cursor over the green colored “Steam Dump” valve symbol and click. You should now see a screen titled “Steam Dump System Control (MRS2)” that contains expanded Steam Dump system information, including the SDV controllers, SDV modes, SDV valve demand, valve interlocks, and valve position indication.
(
NOTE:
The following steps will illustrate simulation capability for manipulating a plant system controller feature.)
D.
On the “Steam Dump System Control (MRS2)” screen, place your cursor on the “Mode Selector” and click. You should now see a “popup” screen” titled “MRS HS-1, STM DUM MODE SELECT SW”.
E.
On the MRS HS-1, STM DUM MODE SELECT SW” screen, click the “STM PRESS” box. You will now see and hear an alarm titled “HP COND STM DUMP VLVS ARMED”.
F.
Click on the yellow “ALARM” box at the bottom left of the screen. You will now see an “ALARMS” screen.
G.
On the “ALARMS” screen, click on the “ACK ALL” box. You should now see the alarm change from red to white status and the audible tone will silence.
H.
Click on the yellow “Overview” box to return to the “OVERVIEW PAGE” screen.
(
NOTE:
The following steps will illustrate simulation capability for manipulating a plant
component.)
I.
At the bottom left hand corner of the “OVERVIEW PAGE” screen, click on the icon of a “home”. You will now see an additional screen titled “Overview Page”. Take a moment to view this page. Notice that it contains links to the plants various systems, including primary systems, engineering safety feature systems, status or control, electrical systems, BOP (balance of plant) systems, cooling water systems, turbine generator, and ventilation systems.
J.
Under “Cooling Water” systems, click on “Component Cooling Water Pumps (CCW1).
K.
At the left-hand top section of the screen, click on the green valve labelled “Demin Water Makeup LV1”. You will now see a popup screen titled “CCW LV-
1”.
L.
On the “CCW LV-1” popup screen, click on the OPEN box. For the purpose of this
lesson, if a low demin pressure alarm comes in, disregard for now.
M.
At the left-hand top section of the screen, notice that the “Surge Tank A” level is slowly rising.
N.
On the “CCW LV-1” popup screen, click on the CLOSE box.
O.
To now clear the alarm:
a.
Click on the yellow “ALARM” box at the bottom left of the screen. You will now see an “ALARMS” screen.
b.
On the “ALARMS” screen, click on the “ACK ALL” box. You should now see the alarm change from red to white status and the audible tone will silence.
c.
Click on the yellow “Overview” box to return to the “OVERVIEW PAGE” screen.
Step 9
Assignment Requirement
Utilizing the “OVERVIEW PAGE” screen and associated “click on” features, answer the following questions:
1.
How many level indication instruments does the “RWST Tank” have?
1
2.
What is the pressure (in PSIG) of Steam Generator SG-1? 1038.7 psig
3.
What are the running amps on “CCW Pump 1B”? 63.1
4.
What is the amp load of 4.16 kv electrical bus NBX02? 4150.9v
Step 10
Assignment Requirement
A.
At the bottom left hand corner of the screen, click on the “home” icon to navigate to the “Overview Page”. B.
Determine how to start Control Building HVAC Exhaust Fan P-1B (CNTRL BLD P-
1B) and describe the steps below:
Upper left hand of screen click on HVC-1
Next screen upper middle right hand side of screen click on P-1B
Click Run in pop up menu
Step 11
This part of the lesson is now over. Exit the simulator.
Lesson B: Introduction to the Advanced Boiling Water Reactor Simulator
Step 1
Accept the terms of use in Module 0. Step 2
Download the Advanced_BWR_Simulator.zip [ZIP file, 3907KB]. The link is located in M1A3.
Step 3
Unzip the downloaded zip file in your local computer. (in Windows, you may right click the file and then select “Extract All” from the menu)
Step 4
Enter the Conventional BWR_Simulator folder and locate the BWR_V3.EXE application.
Step 5
To start the Simulator, run the BWR_V3.EXE file by double-clicking on it. If you see a Security Warning window, click on the Run button to continue.
Step 6
You will see the landing screen. The screen allows you to start with different level of power output. We will use the default selection, Full Power.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Step 7
Click anywhere on ‘BWR simulator” screen
Step 8
Click ‘OK’ to ‘Load Full Power IC?’
(The simulator will display the “Plant Overview” screen with all parameters
initialized to 100% Full Power)
Step 9
At the bottom right hand corner click on ‘Run’ to start the simulator.
NOTE: If at any time you need to return the simulator to one of the stored initialization points, do the following:
• ‘Freeze’ the simulator
• Click on ‘IC’
• Click on ‘Load IC’
• Click on ‘FP_100.IC’ for 100% full power initial state
• Click ‘OK’ to ‘Load C:\BWR_Simulator\FP_100.IC’
• Click ‘YES’ to 'Load C:\BWR_Simulator\FP_100.IC’
• Click ‘Return’
• Start the simulator operating by selecting ‘Run’. Step 10
You will now see the “BWR Plant Overview” screen. Notice the following major features of this screen:
On the left and side of the screen the reactor and reactor containment vessel are shown, including major parameters such as dome temperature, pressure and level, reactor coolant flow, temperature and pressure, reactor fuel temperature, thermal power, etc.
The right side of the screen shows other major plant equipment and associated parameters, such as the high-pressure turbine, low pressure turbine, electrical generator, moisture separator reheater, condenser, feedwater heating and pumping components, etc.
Once you are comfortable with the “BWR Plant Overview” screen, move on to the next
step.
(
NOTE:
For the purpose of this lesson, do not concern yourself with the associated plant system knowledge. The purpose of this lesson is to provide you with a brief overview of the simulation features.)
(
NOTE:
The simulator provides a “click on” feature that allows you to further navigate through plant systems and/or components to gain information, operate components, etc. You will be doing this throughout the course simulator lessons. The remainder of this lesson will expose you to some of these features.)
Step 11
At the lower left-hand corner of the screen, click on the down arrow in the large pink box.
(You should now see a popup screen that contains a list of 9 additional screen selections.)
Step 12
Click on “BWR Control Loops”.
(You should now see the Control Loops screen. Note the following plant control feature boxes:
Reactor Power Control
Reactor Pressure Control
Reactor Water Level Control
Each of these features allows you to access further information and/or control features.)
Step 13
In the “Reactor Power Control” box, click on the small box.
(You should now see a popup screen that provides a written description of the system as well as a simplified block diagram.)
Step 14
When you are ready, click on the “OK” box to exit the Reactor Power Control popup screen.
Step 15
Repeat the same process to view the Reactor Pressure Control, Reactor Water Level Control, and Turbine Controls popup screens.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Step 16
When you are ready, at the lower left-hand corner of the screen, click on the down arrow in the large pink box.
Step 17
In the popup box, click on “BWR Power/Flow Map and Controls”.
(You should now see a graphic that displays four reactor operational regions with reactor
power as the y-axis and reactor core flow as the x-axis. Additionally, you should be able to see some equipment control features available on the right had side of the screen.)
Step 18
When you are ready, at the lower left-hand corner of the screen, click on the down arrow in the large pink box.
Step 19
At this point, you should now navigate through the remaining screens listed below, and view the features of each of the screens:
BWR Reactivity and Setpoints
BWR Scram Parameters
BWR Turbine Generator
BWR Feedwater & Extraction Steam
BWR Containment, and
BWR Trends
Step 20
Once you have viewed all of the above listed screens, at the lower left-hand corner of the screen, utilize the down arrow in the large pink box to navigate back to the “BWR Plant Overview” screen.
Step 21
Assignment Requirement
Utilizing the “BWR Plant Overview” screen, answer the following questions:
1.
What is the Reactor Containment Dome temperature? 282.14
2.
What is the thermal power output of the reactor? 99.95
3.
What is the electrical power output of the turbine generator? 1375.05
4.
What is the position of the control rods? 24.91%
Step 22
Assignment Requirement
Utilizing the pink box in the lower left hand corner of the screen as your navigation aid, answer the following questions:
1.
What is the “Station Services” electrical load? 85 MW
2.
What is the plants deaerator (D/A) pressure? 526.8
3.
What is the reactor coolant quality at the core exit? 14.733%
4.
From what screen, can you actuate a manual reactor scram (trip)? Any below Pink box Reactor Trip
Step 23
The lesson is now over. Exit the simulator.
NOTE
As stated up front in the introduction, this form includes instructions to navigate through the simulator lesson and provides space to complete any assignment requirements. You must complete the assignment by submitting this form for grading via the M1A3 assignment folder.
Related Documents
Related Questions
Help!!! Please answer part b correctly like part A. Please!!!!
arrow_forward
please help solve A-F. thank you
You are an engineer working on a project and your prototype has failed prematurely. You question whether or not a key component of the prototype was manufactured with the correct material. There are two way to check for the material properties. The first way is to have a material certification done to confirm the exact material composition. This will take some time. The second method to confirm the material properties is to make an ASTM test sample and test for the material properties. This tensile test was completed on a test sample with an initial diameter of .501” and an initial length of 2”. The Load-Deflection data for this tensile test is below. Use this data to answer the first set of questions on the Final Exam in eLearning. A. Determine the Ultimate Tensile Strength B. Determine the 0.2% Offset Yield Strength C. Determine the value of the Proportional Limit D. Determine the Modulus of Elasticity E. Determine the Strain at Yield F. Calculate %…
arrow_forward
You are assigned as the head of the engineering team to work on selecting the right-sized blower that will go on your new line of hybrid vehicles.The fan circulates the warm air on the inside of the windshield to stop condensation of water vapor and allow for maximum visibility during wintertime (see images). You have been provided with some info. and are asked to pick from the bottom table, the right model number(s) that will satisfy the requirement. Your car is equipped with a fan blower setting that allow you to choose between speeds 0, 1,2 and 3. Variation of the convection heat transfer coefficient is dependent upon multiple factors, including the size and the blower configuration.You can only use the following parameters:
arrow_forward
I need parts 8, 9, and 10 answered. Number 1 is an example of how it should be answered.
NOTE: Read the instructions, no where does it say any drawing is required. It is really frustrating when I wait all this time for an answer to a question and some tutor does even read the instructions and just declines it...its ridicilous.
arrow_forward
The first photo is the question, where the 2nd shows some problem solving strategies
arrow_forward
I need parts 1, 2, and 3 answered pertaining to the print provided.
NOTE: If you refuse to answers all 3 parts and insist on wasting my question, then just leave it for someone else to answer. I've never had an issue until recently one single tutor just refuses to even read the instructions of the question and just denies it for a false reasons or drags on 1 part into multiple parts for no reason.
arrow_forward
Help!!! Please answer all Correctly!!! Please
arrow_forward
Astronomy Question:
Read the questions slowly and answer with precise and long details about each of the questions. Answer correctly and follow my guidelines for a long and wonderful review after results. Your target/main observable galaxy is the whirlpool galaxy. Target: Whirlpool Galaxy Object Type: Galaxy Distance: 37 million light-years Constellation: Canes Venatici. DO NOT COPY AND PASTE OTHER WORK OR THINGS FROM THE INTERNET, use your own words.Provide refernces if used
In 500 words, please explain the relevance of this object to the physics course material in university andits importance to astronomy. (Some question you may seek to answer are: What beyond the objectitself is learned by studying this class of objects? What sorts of telescopes and observations would beneeded for more detailed, broader reaching studies of this source and objects of its nature?)
arrow_forward
Learning Goal:
To describe the shape and behavior of cables that are subjected to concentrated and
distributed loads.
Part A
Structures often use flexible cables to support members and to transmit loads between
structural members. Because a cable's weight is often significantly smaller than the
load it supports, a cable's weight is considered negligible and, therefore, not used in
the analysis.
In this tutorial, cables are assumed to be perfectly flexible and inextensible. Thus, once
the load is applied the geometry of the cable remains fixed and the cable segment can
be treated as a rigid body.
Cables of negligible weight support the loading shown. (Figure 1) If W, = 85.0 N , W, = 510 N, YB = 1.40 m, yc = 2.80 m, yp = 0.700 m, and zc = 0.850 m, find zg.
Express your answer numerically in meters to three significant figures.
> View Available Hint(s)
VO AEoI vec
IB = 2.048
m
Submit
Previous Answers
X Incorrect; Try Again; 4 attempts remaining
Part B Complete previous part(s)
W2
O…
arrow_forward
Need help with this
arrow_forward
J 6
arrow_forward
You are an engineer in a company that manufactures and designs several mechanical devices, and your manager asked you to help your customers. In this time, you have two customers, one of them wants to ask about internal combustion engines while the other requires a heat exchanger with particular specifications. Follow the parts in the following tasks to do your job and support your customers.Task 1:Your first customer asked for an internal combustion engine to use it in a designed car. Your role is to describe the operation sequence of different types of available engines, explain their mechanical efficiency, and deliver a detailed technical report which includes the following steps:STEP 1Describe with the aid of diagrams the operational sequence of four stroke spark ignition and four stroke compression ignition engines.STEP 2Explain and compare the mechanical efficiency of two and four-stroke engines.STEP 3Review the efficiency of ideal heat engines operating on the Otto and Diesel…
arrow_forward
Statics Problem !!!
Help me Part A , Part B , Part C!!!! Answer it this Problem Correctly!! Please give correct Solution
arrow_forward
Parts a and b were answered in a previous question, part c was unanswered this is the entire question :)
arrow_forward
!
Required information
NOTE: This is a multi-part question. Once an answer is submitted, you will be unable to return to this part.
At an intersection car B was traveling south and car A was traveling 30° north of east when they slammed into each other.
Upon investigation, it was found that after the crash, the two cars got stuck and skidded off at an angle of 10° north of east.
Each driver claimed that he was going at the speed limit of 50 km/h and that he tried to slow down, but couldn't avoid the
crash because the other driver was going a lot faster. The masses of cars A and B were 1500 kg and 1200 kg, respectively.
10°
30°
VR
Determine the speed of the faster of the two cars if the slower car was traveling at the speed limit.
The speed of the faster car was km/h.
arrow_forward
I asked for problems 6 and 7 to be answered, but I did not get a properly structured answered as the example shows on problem number 1. Here is the link to the questions I already had answered, could you please rewrite the answer so its properly answered as the example shows (Problem 1)?
https://www.bartleby.com/questions-and-answers/it-vivch-print-reading-for-industry-228-class-date-name-review-activity-112-for-each-local-note-or-c/cadc3f7b-2c2f-4471-842b-5a84bf505857
arrow_forward
I need answers for problems 13, 14, and 15 pertaining to the print provided.
NOTE: If you refuse to answers all 3 parts and insist on wasting my question by breaking down 1 simple question into 3 parts, then just leave it for someone else to answer. Thank you.
arrow_forward
I want to answer all the questions by handwriting.
arrow_forward
Help!!! Answer it correctly!!! Make sure you solve work on hand!!! Answer correctly Please!!!!!!!
arrow_forward
Having found FcD in the analysis of joint C, there are now only two unknown forces acting on joint D. Determine the two unknown forces on joint D.
Express your answers in newtons to three significant figures. Enter negative value in the case of compression and positive value in the case of tension.
Enter your answers separated by a comma.
arrow_forward
2. In studying for your CBEMS 125B exam, you get hungry and decide to boil some
water in a pot to make instant noodles. You put your aluminum spoon, with a long handle
(i.e. good to use "long fin approximation"), in the pot in anticipation of stirring the
noodles into the boiling water. However, your phone rings, and you leave the spoon in
the boiling water on the stove for quite a while (i.e. the system reaches steady-state
conditions) before you come back to it. The boiling water is at 100°C and room
temperature is 25°C. The spoon has a square handle that is 0.6 cm per side. At a handle
height of 8 cm, the temperature of the long aluminum spoon is 62°C. The Royal Society
for the Prevention of Accidents lists a maximum surface temperature of 58°C as a "safe"
touchable temperature for metals. Is the spoon safe to pick up at a handle height of 12 cm?
Justify your answer with calculations.
Assume (1) No radiation effect, (2) convection heat transfer coefficient is uniform in the
pot…
arrow_forward
Learning Goal:
To learn to apply the method of joints to a truss in a systematic way and thereby find the loading in each member of the truss.
In analyzing or designing trusses, it is necessary to determine the force in each member of the truss. One way to do this is the
method of joints. The method of joints is based on the fact that if the entire truss is in equilibrium, each joint in the truss must also be
in equilibrium (i.e., the free-body diagram of each joint must be balanced).
Consider the truss shown in the diagram. The applied forces are P₁ = 630 lb and P₂ = 410 lb and the distance is d = 8.50 ft.
Figure 1)
1 of 1
A
E
30°
d
B
D
P₁
30°
d
C
arrow_forward
This is the complete question and not a writing assignment. Make sure for this problem you list the following:
a. Known: State briefly what is known about the problem.
b. Schematic: Draw a schematic of the physical system or control volume.
c. Assumptions: List all necessary assumptions used to complete the problem.
d. Properties: Identify the source of property values not given to you in the problem.
e. Find: State what must be found.
f. Analysis: Start your analysis with any necessary equations. Develop your analysis as completely as possible before inserting values and performing the calculations. Draw a box around your answers and include units and follow an appropriate number of significant figures.
arrow_forward
Case Study – The New Engineer
Jeff was just hired by GSI, Inc. to be their Environmental and Safety Coordinator. This is Jeff's first position after completing his engineering degree. He had taken a course in safety engineering as part of his studies and felt confident that he could handle the job.
Management at GSI, Inc. has assured him that they are committed to maintaining a safe workplace. They have never had an individual dedicated to this task full-time. They will implement his recommendations if he can justify them.
As Jeff begins to get familiar with the operations, he spends considerable time on the production floor. He notices workers clean their tools before break with a liquid from an unmarked 55-gallon drum. They also use this liquid to clean residue from their skin. They use paper towels to dry their tools and hands, throw these towels in the trash, and head to the break room for a snack and/or smoke.
In talking with the workers, Jeff learns of some of…
arrow_forward
Case Study – The New Engineer
Jeff was just hired by GSI, Inc. to be their Environmental and Safety Coordinator. This is Jeff's first position after completing his engineering degree. He had taken a course in safety engineering as part of his studies and felt confident that he could handle the job.
Management at GSI, Inc. has assured him that they are committed to maintaining a safe workplace. They have never had an individual dedicated to this task full-time. They will implement his recommendations if he can justify them.
As Jeff begins to get familiar with the operations, he spends considerable time on the production floor. He notices workers clean their tools before break with a liquid from an unmarked 55-gallon drum. They also use this liquid to clean residue from their skin. They use paper towels to dry their tools and hands, throw these towels in the trash, and head to the break room for a snack and/or smoke.
In talking with the workers, Jeff learns of some of…
arrow_forward
I need answers to problems 7, 8, and 9.
NOTE: Please stop wasting my time and yours by rejecting my question because it DOES NOT REQUIRE YOU TO DRAW anything at all. They are simple questions pertaining to the print provided. READ THE INSTRUCTIONS of the assignment before you just reject it for a FALSE reason or leave it for someone to answer that actually wants to do their job. Thanks.
arrow_forward
You are a biomedical engineer working for a small orthopaedic firm that fabricates rectangular shaped fracture
fixation plates from titanium alloy (model = "Ti Fix-It") materials. A recent clinical report documents some problems with the plates
implanted into fractured limbs. Specifically, some plates have become permanently bent while patients are in rehab and doing partial
weight bearing activities.
Your boss asks you to review the technical report that was generated by the previous test engineer (whose job you now have!) and used to
verify the design. The brief report states the following... "Ti Fix-It plates were manufactured from Ti-6Al-4V (grade 5) and machined into
solid 150 mm long beams with a 4 mm thick and 15 mm wide cross section. Each Ti Fix-It plate was loaded in equilibrium in a 4-point bending
test (set-up configuration is provided in drawing below), with an applied load of 1000N. The maximum stress in this set-up was less than the
yield stress for the Ti-6Al-4V…
arrow_forward
Question 2
You are a biomedical engineer working for a small orthopaedic firm that fabricates rectangular shaped fracture
fixation plates from titanium alloy (model = "Ti Fix-It") materials. A recent clinical report documents some problems with the plates
implanted into fractured limbs. Specifically, some plates have become permanently bent while patients are in rehab and doing partial
weight bearing activities.
Your boss asks you to review the technical report that was generated by the previous test engineer (whose job you now have!) and used to
verify the design. The brief report states the following... "Ti Fix-It plates were manufactured from Ti-6Al-4V (grade 5) and machined into
solid 150 mm long beams with a 4 mm thick and 15 mm wide cross section. Each Ti Fix-It plate was loaded in equilibrium in a 4-point bending
test (set-up configuration is provided in drawing below), with an applied load of 1000N. The maximum stress in this set-up was less than the
yield stress for the…
arrow_forward
SEE MORE QUESTIONS
Recommended textbooks for you

Elements Of Electromagnetics
Mechanical Engineering
ISBN:9780190698614
Author:Sadiku, Matthew N. O.
Publisher:Oxford University Press

Mechanics of Materials (10th Edition)
Mechanical Engineering
ISBN:9780134319650
Author:Russell C. Hibbeler
Publisher:PEARSON

Thermodynamics: An Engineering Approach
Mechanical Engineering
ISBN:9781259822674
Author:Yunus A. Cengel Dr., Michael A. Boles
Publisher:McGraw-Hill Education

Control Systems Engineering
Mechanical Engineering
ISBN:9781118170519
Author:Norman S. Nise
Publisher:WILEY

Mechanics of Materials (MindTap Course List)
Mechanical Engineering
ISBN:9781337093347
Author:Barry J. Goodno, James M. Gere
Publisher:Cengage Learning

Engineering Mechanics: Statics
Mechanical Engineering
ISBN:9781118807330
Author:James L. Meriam, L. G. Kraige, J. N. Bolton
Publisher:WILEY
Related Questions
- Help!!! Please answer part b correctly like part A. Please!!!!arrow_forwardplease help solve A-F. thank you You are an engineer working on a project and your prototype has failed prematurely. You question whether or not a key component of the prototype was manufactured with the correct material. There are two way to check for the material properties. The first way is to have a material certification done to confirm the exact material composition. This will take some time. The second method to confirm the material properties is to make an ASTM test sample and test for the material properties. This tensile test was completed on a test sample with an initial diameter of .501” and an initial length of 2”. The Load-Deflection data for this tensile test is below. Use this data to answer the first set of questions on the Final Exam in eLearning. A. Determine the Ultimate Tensile Strength B. Determine the 0.2% Offset Yield Strength C. Determine the value of the Proportional Limit D. Determine the Modulus of Elasticity E. Determine the Strain at Yield F. Calculate %…arrow_forwardYou are assigned as the head of the engineering team to work on selecting the right-sized blower that will go on your new line of hybrid vehicles.The fan circulates the warm air on the inside of the windshield to stop condensation of water vapor and allow for maximum visibility during wintertime (see images). You have been provided with some info. and are asked to pick from the bottom table, the right model number(s) that will satisfy the requirement. Your car is equipped with a fan blower setting that allow you to choose between speeds 0, 1,2 and 3. Variation of the convection heat transfer coefficient is dependent upon multiple factors, including the size and the blower configuration.You can only use the following parameters:arrow_forward
- I need parts 8, 9, and 10 answered. Number 1 is an example of how it should be answered. NOTE: Read the instructions, no where does it say any drawing is required. It is really frustrating when I wait all this time for an answer to a question and some tutor does even read the instructions and just declines it...its ridicilous.arrow_forwardThe first photo is the question, where the 2nd shows some problem solving strategiesarrow_forwardI need parts 1, 2, and 3 answered pertaining to the print provided. NOTE: If you refuse to answers all 3 parts and insist on wasting my question, then just leave it for someone else to answer. I've never had an issue until recently one single tutor just refuses to even read the instructions of the question and just denies it for a false reasons or drags on 1 part into multiple parts for no reason.arrow_forward
- Help!!! Please answer all Correctly!!! Pleasearrow_forwardAstronomy Question: Read the questions slowly and answer with precise and long details about each of the questions. Answer correctly and follow my guidelines for a long and wonderful review after results. Your target/main observable galaxy is the whirlpool galaxy. Target: Whirlpool Galaxy Object Type: Galaxy Distance: 37 million light-years Constellation: Canes Venatici. DO NOT COPY AND PASTE OTHER WORK OR THINGS FROM THE INTERNET, use your own words.Provide refernces if used In 500 words, please explain the relevance of this object to the physics course material in university andits importance to astronomy. (Some question you may seek to answer are: What beyond the objectitself is learned by studying this class of objects? What sorts of telescopes and observations would beneeded for more detailed, broader reaching studies of this source and objects of its nature?)arrow_forwardLearning Goal: To describe the shape and behavior of cables that are subjected to concentrated and distributed loads. Part A Structures often use flexible cables to support members and to transmit loads between structural members. Because a cable's weight is often significantly smaller than the load it supports, a cable's weight is considered negligible and, therefore, not used in the analysis. In this tutorial, cables are assumed to be perfectly flexible and inextensible. Thus, once the load is applied the geometry of the cable remains fixed and the cable segment can be treated as a rigid body. Cables of negligible weight support the loading shown. (Figure 1) If W, = 85.0 N , W, = 510 N, YB = 1.40 m, yc = 2.80 m, yp = 0.700 m, and zc = 0.850 m, find zg. Express your answer numerically in meters to three significant figures. > View Available Hint(s) VO AEoI vec IB = 2.048 m Submit Previous Answers X Incorrect; Try Again; 4 attempts remaining Part B Complete previous part(s) W2 O…arrow_forward
- Need help with thisarrow_forwardJ 6arrow_forwardYou are an engineer in a company that manufactures and designs several mechanical devices, and your manager asked you to help your customers. In this time, you have two customers, one of them wants to ask about internal combustion engines while the other requires a heat exchanger with particular specifications. Follow the parts in the following tasks to do your job and support your customers.Task 1:Your first customer asked for an internal combustion engine to use it in a designed car. Your role is to describe the operation sequence of different types of available engines, explain their mechanical efficiency, and deliver a detailed technical report which includes the following steps:STEP 1Describe with the aid of diagrams the operational sequence of four stroke spark ignition and four stroke compression ignition engines.STEP 2Explain and compare the mechanical efficiency of two and four-stroke engines.STEP 3Review the efficiency of ideal heat engines operating on the Otto and Diesel…arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
- Elements Of ElectromagneticsMechanical EngineeringISBN:9780190698614Author:Sadiku, Matthew N. O.Publisher:Oxford University PressMechanics of Materials (10th Edition)Mechanical EngineeringISBN:9780134319650Author:Russell C. HibbelerPublisher:PEARSONThermodynamics: An Engineering ApproachMechanical EngineeringISBN:9781259822674Author:Yunus A. Cengel Dr., Michael A. BolesPublisher:McGraw-Hill Education
- Control Systems EngineeringMechanical EngineeringISBN:9781118170519Author:Norman S. NisePublisher:WILEYMechanics of Materials (MindTap Course List)Mechanical EngineeringISBN:9781337093347Author:Barry J. Goodno, James M. GerePublisher:Cengage LearningEngineering Mechanics: StaticsMechanical EngineeringISBN:9781118807330Author:James L. Meriam, L. G. Kraige, J. N. BoltonPublisher:WILEY

Elements Of Electromagnetics
Mechanical Engineering
ISBN:9780190698614
Author:Sadiku, Matthew N. O.
Publisher:Oxford University Press

Mechanics of Materials (10th Edition)
Mechanical Engineering
ISBN:9780134319650
Author:Russell C. Hibbeler
Publisher:PEARSON

Thermodynamics: An Engineering Approach
Mechanical Engineering
ISBN:9781259822674
Author:Yunus A. Cengel Dr., Michael A. Boles
Publisher:McGraw-Hill Education

Control Systems Engineering
Mechanical Engineering
ISBN:9781118170519
Author:Norman S. Nise
Publisher:WILEY

Mechanics of Materials (MindTap Course List)
Mechanical Engineering
ISBN:9781337093347
Author:Barry J. Goodno, James M. Gere
Publisher:Cengage Learning

Engineering Mechanics: Statics
Mechanical Engineering
ISBN:9781118807330
Author:James L. Meriam, L. G. Kraige, J. N. Bolton
Publisher:WILEY