SIMULATION PROFESSIONAL Mod
SIMULATION PROFESSIONAL Mod
SolidWorks 2010
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Six types of analysis
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Frequency
Frequency Buckling Thermal
Thermal
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Lesson 1
Frequency Analysis
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Modal Analysis Basics
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Frequency Analysis
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What if loads are changing very slowly with time ? Can we still use the assumption
of Static analysis ?
Yes, if the frequency of the applied load is significantly lower than the first natural
frequency of the structure. If not, a dynamic analysis is required to check if the
structure is likely to resonate.
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Structural Characteristics
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Note that any real structure has an infinite number of natural frequencies and
modes. The maximum number of modes that can be extracted is limited to the
number of degrees-of-freedom.
In resonance, inertial stiffness subtracts from elastic stiffness and, in effect, the
structure loses its stiffness. The only factor controlling the vibration amplitude in
resonance is damping. If damping is low, and most often it is low, the amplitude
may reach dangerous levels.
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Frequency Analysis
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Frequency Analysis
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Frequency Analysis
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Lesson 1 Description
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Problem statement
Tuning fork designed to emit a lower A tone (440 Hz). The design of the this
tuning fork is to be confirmed using the frequency analysis.
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Lesson 1 Description
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Fundamental Frequency:-
The fundamental frequency is the lowest resonant frequency. The natural
frequency value is proportional to the level of energy required to excite the
structure at a particular mode. A structure oscillating at its fundamental frequency
would, therefore, require the least amount of energy when compared to all of the
higher natural frequencies. We can expect that 440 Hz is the fundamental
frequency for our tuning fork.
Analysis Type:- Frequency Analysis
Mesh Type:- Solid Mesh
No. of Frequencies:- 4
Solver:- Automatic
Material Properties:- Chrome Stainless Steel
Restraints:- Face of ball as fixed
Mesh:- High – 0.058in
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Lesson 1 Results
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Lesson 1 Displacement
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Lesson 1 Description
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Effect of Restraints
Why didn’t the frequency analysis with supports produce the first mode with a
frequency close to the operating frequency of 440 Hz?
If we closely examine the first three modes of vibration of the supported tuning
fork, we notice that the first three modes need the support in order to exist.
Without it, the tuning fork cannot vibrate in any of these three modes.
Because human fingers cannot generate a rigid support used in this first study,
none of the first three modes are likely to occur. If any signs of these three modes
do occur, they are quickly damped by the flexible support of the human “grip”.
In effect, the tuning fork, with or without supports, ends up vibrating the way it
was designed to, with a frequency of 440 Hz: mode 4 as calculated in the analysis
with supports, or mode 7 as calculated in the analysis without supports. These
two modes are identical.
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Lesson 1 – with loading
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Exercise 1: Car Suspension Bulkhead
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Exercise 1: Car Suspension Bulkhead
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Exercise 2: Blower Fan
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A blower fan is subjected to a centrifugal force causing tensile stresses in its blades.
These stresses increase blade stiffness. The additional stiffness is called stress
stiffness; it adds to the elastic stiffness (also called shape stiffness) of the blade.
In effect, rotating blades are stiffer than stationary blades, and this increased
stiffness affects the resonant frequencies of the blades. In this exercise, we
investigate the effect of the increase in stiffness, caused by the centrifugal force, on
the natural frequencies of the rotating fan blade.
The first analysis does not account for the increase in stiffness.
The second analysis accounts for the increase of stiffness.
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Exercise 2: Blower Fan
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Use the Direct Sparse solver. If Solver option is set to Automatic, then Direct
Sparse solver will be used when loads are defined for a frequency study
Three studies
– Frequency of blade when there is no rotation
– Frequency of blade when rotating at 3000 rpm
– Using Design Scenarios to get frequencies of blade when rotating at various
speeds
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Exercise 2: Blower Fan
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Pre-Stress has the biggest effect on the first frequency, also called the fundamental or
natural frequency. It has increased from 75 Hz to 95 Hz. The other four frequencies have
increased as well. The results show that the natural frequencies of the turbine blade
differ significantly if a centrifugal load causing tensile stresses is considered in
analysis.
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Exercise 2: Blower Fan
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The effect of stress stiffening due to a centrifugal load on the natural frequencies of a
cooling fan blade. Stress softening and stiffening effects are automatically taken into
account if there is a load present. This same effect must be accounted for in a
frequency analysis of rotating parts, such as turbines, motor rotors, and wind turbines.
Using the design scenario feature, we established the relation between natural
frequencies and the speed of rotation of the fan. Confidential
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Exercise 2: Blower Fan
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Compressive stresses have the opposite effect. They decrease natural frequencies.
For example, the analysis of the natural frequencies of a compressed column
demonstrate that natural frequencies decrease with an increased load. Note that a
load magnitude corresponding to a zero frequency equals a buckling load.
Effects of Loads in Frequency Analysis:- Compressive and tensile loads change the
capacity of a structure to resist bending. Compressive loads decrease resistance to
bending; this phenomenon is called stress softening. Tensile forces increase
bending stiffness; this phenomenon is called stress stiffening.
Stress softening or stiffening can be important both in static and frequency analyses
because it affects the resultant stiffness of a structure and therefore changes its
vibration properties and its response to a load.
In a static analysis, an accurate solution that considers the effect of loads on the
stiffness requires nonlinear analysis. In frequency analysis, the stress stiffening or
softening effect changes the natural frequencies.
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Exercise 3: Impeller
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Perform a frequency analysis on the Impeller part and study the effect
of stress stiffening on the natural frequencies of the model.
• Mixed Meshing
• Bonded contact sets between Solid and Shell
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Exercise 3: Impeller
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Shell Thickness – 1 mm
Material – Alloy Steel
Centrifugal Load – 20000 rpm
Contact – Bonded
Source – Shell, Target – Solid
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Lesson 2
Frequency Analysis of Assemblies
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Lesson 2 Topics
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The engine frame supports a heavy engine in the configuration shown in the figure to
the right. The frame is connected to a secondary rigid structure at the four
locations depicted in the figure.
Remote Mass
Whenever a mass of a body is significant and the stresses and deformations are not
important, the object can be conveniently treated as remote mass rigidly
connected to the load bearing faces.
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Lesson 2 Topics
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Lesson 2 Topics
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Lesson 2 Topics
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No of Frequencies – 5
Solver – Direct Sparse
Material – Alloy Steel
Engine – Remote Mass, Connected to four holes
Restraints – Fixed on bottom four faces
Contacts – All Bonded
– Allow penetration with pin connectors
The analysis with allow penetration is more softer than the analysis with global
bonded.
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Lesson 2 Topics
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Note that the true vibration characteristics of such an assembly can be obtained by
subjecting the assembly to a shock load and by studying the structural response
(displacements, velocities, etc). This is the subject of the Advanced Dynamics
training manual.
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Exercise 4: Particle Separator
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No. of Modes – 5
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Exercise 4: Particle Separator
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Lesson 3
Buckling Analysis
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Lesson 3 Topics
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Lesson 3 Topics
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Buckling can occur in different modes under the effect of different load levels. In
most cases, only the lowest buckling load is of interest.
To grasp the concept of buckling, note that any structural load affects structural
stiffness by adding a component commonly referred to as stress stiffness. Tensile
loads induce a positive stress stiffness, which adds to the elastic stiffness of the
structure. Compressive loads induce a negative stress stiffness, which is
subtracted from the elastic structural stiffness causing the structure to soften.
Buckling takes place when the resultant structure stiffness (a result of subtracting
the stress stiffness induced by compressive load from elastic stiffness) drops to
zero.
The first mode and its associated magnitude of buckling force is most important
because buckling most often causes catastrophic failure or renders the structure
unusable, even if the structure can withstand the load in its buckled shape.
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Lesson 3 Topics
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The buckling load factor (BLF) is a number by which the applied load Papp must be
multiplied in order to obtain the buckling load magnitude Pcr .
Note that the buckling mode presents the shape of the structure at the onset of
buckling and provides insight into the post-buckled shape. However, it says
nothing about the actual magnitude of deformation. This is analogous to a modal
analysis, which provides qualitative information on modes of vibration, but not on
the actual magnitude of displacements.
Linear buckling analysis typically overestimates the buckling load. Loads and
supports are applied with perfect accuracy with no misalignment. In reality, the load
is always applied with some misalignment; walls are never perfectly flat, supports
are never perfectly rigid, and so on. To conclude this issue, we repeat that
considering the combined effects of discretization error (minor effect) and modeling
error (major effect), the results of a buckling analysis must be interpreted with
caution.
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Lesson 3 Topics
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No. of Modes – 5
Solver – Direct Sparse
Material – AISI 1020
Shell, Solid and Beam Combination
Contact – Global Bonded
Fixture – Bottom Face of Support
Loads – Gravity
Weight – 50 Kgs Downward
Force – Laterally Applied
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Lesson 3
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Lesson 3 Results
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Exercise 5: Stool
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In preparation for destructive testing of a steel stool, we would like to predict its
mode of failure and approximate the highest magnitude load it can sustain without
failing. In particular, we would like to find out if the stool can withstand a 2,000 lb.
vertical load, and,
when it eventually collapses, is it due to excessive stress or due to buckling?
Note that buckling is always a possibility when slender members, like stool legs,
are under compressive loads.
To answer these questions we need to perform both static and buckling analyses.
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Exercise 5: Stool
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Exercise 5 Results
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Exercise 5 Results
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Buckling shapes
Look at the values of the displacements. Why are these values so large?
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Exercise 5 Results
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Try This!
Create a frequency study and calculate the fundamental frequency of stool for
different load magnitudes. Observe that the fundamental frequency (as well as
higher frequencies) drops with the increase of the compressive load magnitude.
Find the load magnitude for which the fundamental frequency drops to zero. This
will be the buckling load.
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Exercise 6: Cabinet
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A cabinet manufactured from Aluminum 5052 H32 is
loaded by an isolated 1,000 lb force and two 1,000 lb
loads distributed along the two corner beams of the
cabinet, as shown in the figure. All other loads and
masses, such as shelf loads etc., are not included in
this analysis to keep the model simple. The bottom of
the cabinet, along with the pedestal, are bolted to the
floor (represented through the Solidworks feature
PLANE1) using four 1/2 - 11 foundation bolts.
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Lesson 4
Thermal Analysis
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Thermal analysis Basics
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Thermal analysis deals with heat transfer in solid bodies. Although thermal
analysis seems less intuitive than structural analysis, it is much simpler in terms
of the computational effort.
Instead, it models the steady state condition where heat flow continues, but does
not change over time. Therefore, the thermal analogy of a linear static analysis is
a steady state thermal analysis, while a dynamic structural analysis is analogous
to a transient thermal analysis.
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Thermal analysis Conduction
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Mechanisms of Heat Transfer – Conduction, Convection and Radiation
Metals are better conductors than nonmetals at normal temperatures because they
have free electrons that carry thermal energy.
Heat transferred by conduction moves from a hot region to a cooler region. The
magnitude of heat transferred by conduction is proportional to the following:
Thermal conductivity, K, of the medium in which heat transfer takes place
Temperature gradient: THOT - TCOLD
Area, A, through which heat transfer takes place
The magnitude is inversely proportional to the thickness, L, of the medium.
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Thermal analysis - Conduction
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Thot Tcold
The units of thermal conductivity are W/m in the SI system and BTU/s
in the IPS system.
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Thermal conductivity of materials
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Thermal Analysis - Convection
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Convection is the heat transfer mode by which heat transfers between a solid face
and an adjacent moving fluid (liquid or gas). The magnitude of heat transferred by
convection between a solid body surface and the ambient fluid is proportional to
the convection coefficient h, surface area A, and the temperature difference
between the surface and ambient gas:
Free Convection:- In free convection, the motion of the fluid adjacent to a solid
face is caused by buoyancy forces. These forces are induced by changes in the
density of the fluid due to differences in temperature between the solid and the
fluid. For example, when a hot plate is left to cool down in the air, the particles of
air adjacent to the face of the plate get warmer and their density decreases.
Hence, they move upward.
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Convection coefficient
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Thermal Analysis - Radiation
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Thermal Analysis - Radiation
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Radiation:- Thermal radiation is the thermal energy emitted by bodies, due to their
temperature, in the form of electromagnetic waves. All bodies with a temperature
above absolute zero emit thermal energy.
Because radiation does not require a medium, radiation is the only form of heat
transfer in a vacuum.
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Types of Radiation – Surface to ambient
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Surface- Ambient-
temperature temperature
Stefan-Boltzmann constant
= 5.67E-8 W/m2K4
Radiation View Factor –The fraction of thermal energy leaving the surface of object 1 and
reaching the surface of object 2, determined entirely from geometrical considerations. It is
the fraction of object 2 visible from the surface of object 1.
A multiplier to the previous equation that takes above factors into account and calculated
internally by SolidWorks Simulation. It is unitless and ranges between 0 and 1.
A concave face can radiate to itself; Planar and convex faces do not radiate to themselves.
Such effects are automatically considered.
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Material Properties for Thermal Analysis
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The following material properties are specifically required as input to various types of
thermal analyses:
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Lesson 4 Topics
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Thermal Resistance
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In thermal analysis, the Node to Node option results in bonded contact modeling
the ideal conduction between two components. The thermal resistance value
field is not accessible. Node to Surface and Surface to Surface thermal
resistance contacts are identical.
Define Convection on external faces of the heat sink with convection co-efficient
of 250 W/m2K, 300 K as the bulk Temperature (Ambient Temperature)
Repeat the same procedure for the micro-chip part as 100 W/m2K and 300 K as
Bulk Temperature
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Transient Thermal Analysis
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Transient Thermal Analysis:- The results of the steady-state thermal analysis, which
we have just completed, describe the situation where sufficient time has elapsed and
the heat flow has stabilized so that the temperature field reaches equilibrium.
Note that we do not know at what time this stabilized situation occurs. The amount of
time depends on the initial temperature conditions, which are not defined in a steady-
state thermal analysis.
To analyze temperature changes in time, a transient thermal analysis is required.
We assume that prior to turning on the power, all model components are at a room
temperature of 25°C. At time t = 0 s, the power is turned on and the microchip starts
generating 25 W of heat power (25 Jouls every second). Our objective is to monitor
the temperature changes during the first 300 seconds of operation, with particular
attention to the temperature of the middle connector.
Create a Transient Study, with total time as 300 Sec and increment as 10 Sec with
Direct Sparse Solver.
Probe the middle terminal and create a response graph as a function of time
Comparing the steady and transient analysis, both show the same result at the last
time step
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Lesson 4 Results
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Transient Analysis with Time Varying Load
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Now, we will add more complexity to the transient thermal analysis. We still want
to monitor what happens during the first 300 seconds using 10-second intervals,
but heat power will now become variable with time.
Create a new transient study with time curve for heat power.
Specify heat power of 25 W with time curve as (0,0), (30,1), (60,0).
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Lesson 4 Results
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Transient Thermal analysis using Thermostat
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Having analyzed the results for the transient 01 study (the study with constant
heat power), we decided that the microchip is overheating. Recall that the steady-
state temperature measured at the tip of the middle terminal reached 166oC.
We would like to keep the maximum operating temperature at the middle terminal
below 120oC. To achieve this, the heat power generated by the microchip needs
to be controlled. This can be simulated by the thermostat feature available.
In the Heat power option, select the thermostat option and select the vertex for
the sensor of thermostat location. Specify the lower bound and upper bound
temperature as 100 and 120 deg C.
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Thermostat
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Lesson 4 Results
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Lesson 4 Results
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The graph clearly illustrates how microchip heat power is controlled by the
thermostat. Because of the heat inertia, the temperature oscillates between 95oC and
128oC, even though we specified the operating range between 100oC and 120oC.
To keep the microchip temperature below 120oC, as we originally intended, we would
have to define the upper bound temperature in Thermostat definition to be below
120oC. The actual upper bound temperature could be found by trial and error.
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Exercise 7: Cup
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Objective:- Our objective is to find the steady state temperature of the cup housing
due to the heat produced by the rotating shaft which is in contact with the cup.
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Exercise 7: Cup
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Lesson 5
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Lesson 5 Topics
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Lesson 5 Topics
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The reflector side of the housing is exposed to a vacuum. The back side is exposed
to air. Our objective is to find the steady state temperature of the reflector housing
due to the heat produced by the light bulb.
Apply Heat Power on the bulb as 100 W (0.095 BTU/s). This heat power is generated
in the entire volume of the bulb.
Define the first radiation condition:- Select Surface to Surface Radiation on the
surface of the bulb. Select Open system under Radiation Parameters. This selection
accounts for the fact that some heat may be radiated out directly into space rather
than to the reflector. Also under Radiation Parameters, enter the Ambient
Temperature of 25°C (76.7°F), the assumed temperature of the vacuum. Enter 0.7 as
the emissivity for the bulb material.
Define the second radiation condition:- Select Surface to Surface Radiation on the
surface of the casing. Under Radiation Parameters, select Open system and enter
25°C (76.7°F) as the Ambient Temperature. This is the assumed temperature of the
vacuum. Enter 0.1 as the emissivity. Note that the reflector is designed to reflect
radiation, which is why the value of the emissivity coefficient is low. Confidential
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Lesson 5 Topics
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Define convection on the back external face of the reflector in contact with air. Enter a
Convection Coefficient of 50 W/ m2°K (1.7x10-5 BTU/s in2 F) and a Bulk Temperature
(ambient temperature) of 315 °K (41.85 °C or 107.3 °F), which is the temperature of the air
surrounding the back of the reflector housing.
Review of loads:- Some of the heat produced by the light bulb is radiated out directly into
space. Heat that is not directly radiated out is transferred to the reflector through radiation. A
small portion of it enters the reflector directly through the base of the bulb by conduction.
Heat that has reached the reflector either by radiation or conduction is partially radiated out
and partially transferred by conduction through the aluminum material to the air side of the
reflector. It is then dissipated by convection to the ambient air.
Review of Results:- Note that the bulb reaches 2,171 °C. This temperature is attained
because heat removal by radiation becomes effective only at higher temperatures. Therefore,
the bulb must reach this high temperature in order to dissipate 100 W (0.095 BTU/s) by
radiation.
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Lesson 5 Results
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Lesson 6
Advanced Thermal Stress Analysis
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Lesson 6 Topics
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Lesson 6 Topics
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Project Description
In this lesson, we analyze an assembly consisting of a ceramic insert, a nylon
housing, and an acrylic gasket. This assembly is part of a microchip testing device.
The gasket and the nylon housing are connected by two bolts, which will not be
included in the analysis. The assembly is then freely positioned on a platform inside
the testing chamber; it is not connected to any other secondary structure.
The initial temperature of the assembly is 77 °F. During testing, a microchip housed
inside a pocket in the nylon housing generates a heat power of 0.005 BTU/s while
the face of the acrylic gasket is kept at a constant temperature of 200 °F.
Our objective is to find the thermal stresses in the assembly. This requires a two
step procedure:
1. Perform a thermal analysis to calculate the temperature distribution in the model.
Because the stress analysis is requested after the flow of the heat stabilizes, we will
run a steady state thermal analysis.
2. Use the temperature results from the thermal study, perform a static analysis to
find the thermal stresses.
We are looking for the steady state solution, meaning the state after which enough
time has elapsed for the temperature field to stabilize itself. Therefore, the initial
temperature is irrelevant for a steady state analysis because the initial temperature
does not affect the steady state condition itself, only the time to reach steady state.
However, the initial assembly temperature is important for calculating thermal
stresses as it is used as a reference temperature.
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Lesson 6 Topics
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The sign of heat power distinguishes between heat entering and heat leaving the
model. “+” denotes heat power (or heat flux) entering the model, “-” denotes heat
power (or heat flux) leaving the model. Negative heat power is called a heat sink.
Define convection on outside faces of assembly as heat is disipated from that face.
Specify Convection Co-efficient as 0.0001 BTU/s and bulk temperature as 77 drg F.
The sign of heat power distinguishes between heat entering and heat leaving the
model. “+” denotes heat power (or heat flux) entering the model, “-” denotes heat
power (or heat flux) leaving the model. Negative heat power is called a heat sink.
Define convection on outside faces of assembly as heat is disipated from that face.
Specify Convection Co-efficient as 0.0001 BTU/s and bulk temperature as 77 drg F.
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Lesson 6 Results
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Lesson 6 Results
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Lesson 6 Discussion
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Exercise 6: Gas Tank
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Exercise 6: Gas Tank
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Lesson 9
Drop Test Analysis
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Drop test analysis
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Drop test analysis
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Input and results in drop test
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Input:
Drop height or Velocity at impact
Gravity
Orientation
Observation time - For how long after impact should one
observe or capture the solution?
Stiffness of the impacted surface (wall)
Results:
Observe displacements and stresses at various times
Contact force at surface of impact
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Lesson 9 Topics
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Goals
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Key Results
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Key Results
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Key Results
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Key Results
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Key Results
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Exercise 10: Clip
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