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ASSIGNMENT 1 THERMODYANMICS

COURSE NAME STUDENT NO PATNER DUE DATE

: CHEMICAL ENGINEERING : SHILENGE T.P : 212046710 : LEKHULENI N.P : 20/03/13

SUBMITTING TO : PROFFESOR KOLESNIKOV

APPARATUS USED TO PERFORM THESE EXPERIMENT

TITLE PAGE

EXPERIMENT PROOVING THE FIRST LAW OF THERMODYNAMICS

1.ABSTRACT 2. INTRODUCTION 3.THEORY BASED ON THE CHAPTER 4.OBJECTIVE OF THE EXPERIMENT 5. APPARATUS AND PROCEDURE 6. SAFETY PRECAUTIONS 7.ACKNOWLEDGEMENTS 8.CONCLUSION 9. RECOMMENDATIONS 10. REFERENCES 11. NOMENTLATURE

ABSTRACT

A hairdryer , digital anenometer, thermocouple, and multimeter can be


used to demonstrate the first law of thermodynamics. A hairdryer which is cheaper makes an excellent example of an open thermodynamic system, and can be used as an effective piece of lab equipment. Heat , work and mass all cross boundary. From the first law of thermodynamics , the energy into the system has to equal the energy out for the steady state. From the conservation of mass, which states that mass can neither be created nor destroyed meaning the mass going in to the system should equal to the mass going out of the system The experiment requires one to consider all of the energy terms associated with the hairdryer. The energy going in includes the electric , work the total enthalpy of the incoming air, kinetic energy of the incoming air. Energy out includes the total enthalpy of the outgoing air , and any heat transfer from the case to the ambient. Potential energy differences between the inlet and the outlet are also considered. By accounting for all of the energy terms one should begin to recognise what is most significant and what could be neglected The first law of thermodynamic can be prooven in a form of any energy in nature.

INTRODUCTION

A common hairdryer makes an example of an open thermodynamic system. The figure below shows the energy terms that are involved in a first law analysis. For a steady state condition the total energy in must equal the total energy out. Attempt to measure all of these energy terms and then compare the energy in with the energy out to show that the hairdryer obeys the first law of thermodynamics. A hairdryer uses three different forms of energies to work, electrical energy, heat energy and mechanical energy, electricity is used to generate forms of energy in the hairdryer.

THEORETICAL BACKGROUND The first law of thermodynamics also known as the conservation of energy principle which stated that energy can neither be created nor destroyed but it can only be converted from one form to the other

If we are interested in how heat transfer is converted into doing work, then the conservation of energy principle is important. The first law of thermodynamics applies the conservation of energy principle to systems where heat transfer and doing work are the methods of transferring energy into and out of the system. The first law of thermodynamics states that the change in internal energy of a system equals the net heat transfer into the system minus the net work done by the system. In equation form, the first law of thermodynamics is U=QW.

Here U is the change in internal energy U

of the system. Q

is the

net heat transferred into the systemthat is, Q is the sum of all heat transfer into and out of the system. W is the net work done by the systemthat is, W is the sum of all work done on or by the system. We use the following sign conventions: if Q is positive, then there is a net heat transfer into the system; if W is positive, then there is net work done by the system. So positive Q adds energy to the system and positive W takes energy from the system. Thus U=QW Note also that if more heat transfer into the system occurs than work done, the difference is stored as internal energy. Heat engines are a good example of this heat transfer into them takes place so that they can do work. We will now examine Q , W and U further.

Figure 2: The first law of thermodynamics is the conservation-of-energy principle stated for a system where heat and work are the methods of transferring energy for a system in thermal equilibrium. Q represents the net heat transferit is the sum of all heat transfers into and out of the system. Q is positive for net heat transfer into the system. W is the total work done on and by the system. W is positive when more work is done by the system than on it. The change in the internal energy of the system, U, is related to heat and work by the first law of thermodynamics, U=QW

The first law of thermodynamics is actually the law of conservation of energy stated in a form most useful in thermodynamics. The first law gives the relationship between heat transfer, work done, and the change in internal energy of a system. Heat Q and Work W Heat transfer (Q) and doing work (W) are the two everyday means of bringing energy into or taking energy out of a system. The processes are quite different. Heat transfer, a less organized process, is driven by temperature differences. Work, a quite organized process, involves a macroscopic force exerted through a distance. Nevertheless, heat and

work can produce identical results.For example, both can cause a temperature increase. Heat transfer into a system, such as when the Sun warms the air in a bicycle tire, can increase its temperature, and so can work done on the system, as when the bicyclist pumps air into the tire. Once the temperature increase has occurred, it is impossible to tell whether it was caused by heat transfer or by doing work. This uncertainty is an important point. Heat transfer and work are both energy in transitneither is stored as such in a system. However, both can change the internal energy( U)of a system. Internal energy is a form of energy completely different from either heat or work. Internal Energy U We can think about the internal energy of a system in two different but consistent ways. The first is the atomic and molecular view, which examines the system on the atomic and molecular scale. The internal energy( U)of a system is the sum of the kinetic and potential energies of its atoms and molecules. Recall that kinetic plus potential energy is called mechanical energy. Thus internal energy is the sum of atomic and molecular mechanical energy. Because it is impossible to keep track of all individual atoms and molecules, we must deal with averages and distributions. A second way to view the internal energy of a system is in terms of its macroscopic characteristics, which are very similar to atomic and molecular average values. Macroscopically, we define the change in internal energy U to be that given by the first law of thermodynamics: U=QW.

Many detailed experiments have verified that U=QW , where U is the change in total kinetic and potential energy of all atoms and molecules in a system. It has also been determined experimentally that the internal energy U of a system depends only on the state of the system and not how it reached that state. More specifically, U is found to be a function of a few macroscopic quantities (pressure, volume, and temperature, for example), independent of past history such as whether there has been heat transfer or work done. This independence means that if we know the state of a system, we can calculate changes in its internal energy U from a few macroscopic variables.

OBJECTIVES OF THE EXPERIMENT

1.To proove the first law of thermodynamics, to give students a basic understand of the fundamental laws of thermodynamics and the ability to use them in solving a range of simple engineering problems 2. To illustrate the relationship of the different energies found when the hairdryer is operating 3.To transform energy in one form to another.

APPARATUS AND PROCEDURE

Hair dryer with 2 speed and 3 heat settings (max power 2000 W) Stand for mounting hair dryer Custom made holder for five thermocouples with thermocouples Digital anenometer (measures air velocity, 0-30 m/s) Two digital multimeters for measuring voltage and current Any device for reading the thermocouples Infrared thermometers temperature range -50 C to 300 C Dial calipers to measure the area

SAFETY PRECAUTIONS

During the experiment, the hairdryer should be well insulated to avoid shocks caused by electric current

PROCEDURE

Setup a hairdryer and mount it on the holder to hold and balance the hairdryer from moving Measure the ambient temperature and the barometric pressure using the thermocouples and barometer Turn on the hairdryer and allow it to reach a steady condition Record the voltage and current to the hairdryer Measure and record the temperature

in each of the 17 regions of the hairdryer using the thermocouples holding feature Measure and record the differential speed the hairdryer driven by the turbine inside the hairdryer Measure and record the temperature of the nozzle Turn off the hairdryer and measure and record all the necessary physical dimensions Inside diameter is to be measured using the dial caliper Measure the velocity of the moving turbine inside the hairdryer, using anenometer

TEST PROCEDURE

Before the experiment is perfomed the required data should be measured, which includes: Ambient temperature Inside diameter of the outlet Any measurements needed to determine the inlet area Electrical work in: Voltage and current Mass flow rate and enthalpy out: The outlet is divided into 17 equal area regions (figure5). Within each of these regions the outlet temperature The reason for dividing the outlet into regions is because the temperatures and velocities have large variations across the outlet due to the locations of the internal components. This method gives much better results than using an average value across the cross-sections Heat out: Surface temperature of the nozzle and length and diameter of the heated area.

figure5

CALCULATIONS REGARDING THE EXPERIMENT


The basic first law of thermodynamics for the hairdryer can be written as

equation 1

Electric Work In: W=

.equation 2

The above equation is used since the hairdryer has power(2000W) and the mass flow rate can be calculated in order to get the work in joules per kilogram.

The area of the nozzle is given by:


A= ..equation 3

The diameter of the nozzle of the hairdryer is to be measured using the dial caliper making it easier to calculate the area using equation 3.

Heat Transfer:
Q = hA(Ts T)equation 4

h is the convection coefficient. This number is given as 5 w/m2- 0C. The area can be calculated using equation 3.The surface temperature is measured using an digital thermometer. The temperature varies across

the surface, a judgment can be made about what to use as an average temperature. No effort is made to break the nozzle surface into regions of different temperatures, mainly because the heat loss through the nozzle is quite low and the extra effort would not be worth the extra time it would take.

Specific enthalpy in:


.equation 5 Cp is the specific heat of the incoming air, given to the students as 1.004 KJ/kg-0C. The temperature T is the absolute temperature of the incoming air (room temperature) in K.

Specific Enthalpy Out:


is calculated using equation 5, but the temperature used is the temperature for each data region in the outlet.

Air Density:
=

.equation 6

In this equation Pb is the barometric pressure in inches of mercury and T is the temperature of the air in the data region measured in 0C. The other constants are conversion factors so the units of density are kg/m3. The constants are correction factors for inconsistent units.

Mass Flow Rate Out:


equation 7

In this equation

is the density of the exiting air as determined by

equation 6, V is the velocity measured using the digital anemometer, and A is the area of the region of interest. The exit is divided into 17 equal regions, so A becomes the total exit area divided by 17.

Velocity In:
The velocity in is to measured between zero and 30 because the inlet area is much larger than the exit, so the velocity will be very low. From this information the inlet velocity can be calculated from equation 8.
equation 8

Where

is the density of the room air ,

is the inlet velocity, and Ain

is the total inlet area. The velocity is assumed to be constant across the inlet area. The students are required to take any necessary measurements to determine the total inlet area.

Potential Energy:
The vertical distance between the centre of the inlet and the centre of the outlet is measured. This elevation change is used to calculate the potential energy change.

Miscellaneous Information:
Many of the equations above contain correction factors for unit conversion. As mentioned, these factors are not provided for more advanced classes. However, some of the measurements still contain

inconsistent units, such as the measurements for the heated area of the nozzle, the nozzle diameter, and the measurements for the inlet area. The students must recognize inconsistent units throughout the calculations and make conversions as needed.

CONCLUSION
The above experiment shows the demonstration of the first law of thermodynamics at a very low cost for equipment. Most of the instrumentation is available in any typical lab. The hairdryer cost is negligible, and the two custom holding fixtures are very simple to make. The hairdryer uses three different forms of energy tom work, heat energy and mechanical energy, electricity is used to generate forms of energy in the hairdryer. Energy can be converted in different forms but it cannot be created or destroyed , proven by the first law of thermodynamics.

RECOMMENDATIONS
Bigger equipments such as turbines are recommended to do the above experiment, and will give better results since the inside diameter and the temperatures can be measured accurately because it is wide open on the nozzle.

ACKNOWLEDGEMENTS
We would like to thank professor Kolesnikov for providing us with the start up equipments and futher thanks to my patner Nkhensani Lekhuleni who worked with me on this assignment.

REFERENCES

R. Edwards, A Simple Hair Dryer Experiment to Demonstrate the First Law of Thermodynamics,

Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2005. [6] M.J. Prince, R. M. Felder, Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, Journal of Engineering Education, 2006. L.C. McDermott, Oerstead Medal Lecture 2001: Physics Education Research The Key to Student

Learning, American Journal of Physics 69, 1127-1137, 2001. D.E. Kanter, H.D. Smith, A. McKenna, C. Rieger, R.A. Linsenmeier, Inquiry-based Laboratory Instruction Throws Out the Cookbook and Improves Learning, Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2003. L.C. McDermott, et.al., Physics by Inquiry, John Wiley & Sons, 1996.

NOMENCLATURE = mass flow rate of the incoming air( mass flow rate of the outgoing air( specific enthalpy of the incoming air specific enthalpy of the outgoing air g= acceleration due to gravity(

D=diameter of the nozzle(m) = density of the air(( A= Area of the nozzle ( )

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