Mechanical Engineering Systems 1st Edition by Richard Gentle, Peter Edwards, William Bolton 0750652136 9780750652131 Available Instanly
Mechanical Engineering Systems 1st Edition by Richard Gentle, Peter Edwards, William Bolton 0750652136 9780750652131 Available Instanly
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Mechanical Engineering Systems
Mechanical
Engineering Systems
Richard Gentle
Peter Edwards
Bill Bolton
While every effort has been made to trace the copyright holders and obtain
permission for the use of all illustrations and tables reproduced from other
sources in this book we would be grateful for further information on any
omissions in our acknowledgements so that these can be amended in future
printings.
2 Thermodynamics 7
2.1 Heat energy 7
2.2 Perfect gases, gas laws, gas processes 13
2.3 Work done and heat energy supplied 24
2.4 Internal combustion engines 33
2.5 The steady flow energy equation 54
2.6 Steam 66
2.7 Refrigeration 89
2.8 Heat transfer 101
4 Dynamics 169
4.1 Introduction to kinematics 170
4.2 Dynamics – analysis of motion due to forces 183
5 Statics 204
5.1 Equilibrium 205
5.2 Structures 222
5.3 Stress and strain 235
5.4 Beams 249
5.5 Cables 275
5.6 Friction 282
5.7 Virtual work 287
5.8 Case study: bridging gaps 292
Index 307
Series Preface
‘There is a time for all things: for shouting, for gentle speaking, for
silence; for the washing of pots and the writing of books. Let now the
pots go black, and set to work. It is hard to make a beginning, but it must
be done’ – Oliver Heaviside, Electromagnetic Theory, Vol 3 (1912), Ch
9, ‘Waves from moving sources – Adagio. Andante. Allegro
Moderato.’
Oliver Heaviside was one of the greatest engineers of all time,
ranking alongside Faraday and Maxwell in his field. As can be seen
from the above excerpt from a seminal work, he appreciated the need to
communicate to a wider audience. He also offered the advice So be
rigorous; that will cover a multitude of sins. And do not frown.’ The
series of books that this prefaces takes up Heaviside’s challenge but in
a world which is quite different to that being experienced just a century
ago.
With the vast range of books already available covering many of the
topics developed in this series, what is this series offering which is
unique? I hope that the next few paragraphs help to answer that;
certainly no one involved in this project would give up their time to
bring these books to fruition if they had not thought that the series is
both unique and valuable.
This motivation for this series of books was born out of the desire of
the UK’s Engineering Council to increase the number of incorporated
engineers graduating from Higher Education establishments, and the
Institution of Incorporated Engineers’ (IIE) aim to provide enhanced
services to those delivering Incorporated Engineering Courses. How-
ever, what has emerged from the project should prove of great value to
a very wide range of courses within the UK and internationally – from
Foundation Degrees or Higher Nationals through to first year modules
for traditional ‘Chartered’ degree courses. The reason why these books
will appeal to such a wide audience is that they present the core subject
areas for engineering studies in a lively, student-centred way, with key
theory delivered in real world contexts, and a pedagogical structure that
supports independent learning and classroom use.
Despite the apparent waxing of ‘new’ technologies and the waning of
‘old’ technologies, engineering is still fundamental to wealth creation.
Sitting alongside these are the new business focused, information and
communications dominated, technology organisations. Both facets have
an equal importance in the health of a nation and the prospects of
individuals. In preparing this series of books, we have tried to strike a
balance between traditional engineering and developing technology.
The philosophy is to provide a series of complementary texts which
can be tailored to the actual courses being run – allowing the flexibility
for course designers to take into account ‘local’ issues, such as areas of
particular staff expertise and interest, while being able to demonstrate
the depth and breadth of course material referenced to a common
framework. The series is designed to cover material in the core texts
which approximately corresponds to the first year of study with module
texts focussing on individual topics to second and final year level. While
the general structure of each of the texts is common, the styles are quite
different, reflecting best practice in their areas. For example Mechanical
Engineering Systems adopts a ‘tell – show – do’ approach, allowing
students to work independently as well as in class, whereas Business
Skills for Engineers and Technologists adopts a ‘framework’ approach,
setting the context and boundaries and providing opportunities for
discussion.
Another set of factors which we have taken into account in designing
this series is the reduction in contact hours between staff and students,
the evolving responsibilities of both parties and the way in which
advances in technology are changing the way study can be, and is,
undertaken. As a result, the lecturers’ support material which accom-
panies these texts, is paramount to delivering maximum benefit to the
student.
It is with these thoughts of Voltaire that I leave the reader to embark
on the rigours of study:
‘Work banishes those three great evils: boredom, vice and poverty.’
Alistair Duffy
Series Editor
De Montfort University, Leicester, UK
Summary
The aim of this chapter is to set the scene for the rest of the book by showing how the content
of the remaining chapters will form the basis of the technical knowledge that a professional
mechanical engineer needs during a career. By considering a typical engineering problem it is
shown that the four main subjects that make up this text are really all parts of a continuous body
of knowledge that will need to be used in an integrated manner.
The chapter concludes by looking at the units that are used in engineering and showing the
importance of keeping to a strict system of units.
Objectives
By the end of this chapter the reader should be able to:
Cast your mind forward a few years; you have graduated successfully
1.1 Real from your course, worked for a spell as a design engineer and now you
engineering are responsibile for a team which is being given a new project. Your job
is to lead that team in designing a new ride-on lawnmower to fill a gap
in the market that has been identified by the sales team. The sales people
think that there is scope to sell a good number of low-slung ride-on
lawnmowers to places which use a lot of barriers or fences for crowd
control, such as amusement parks. Their idea is that the new mower
could be driven under the fences, cutting the grass as it goes, without the
time wasting activity of having to drive to a gateway in order to move
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