Basic Principles Of Industrial Automation Engineering Essay

Basic Principles Of Industrial Automation Engineering Essay Industrial automation nowadays is very important especially due to globalization and competition that industries need to deal with. The main aim when applying this system is to increase the production rate without increasing the expenses. For example a certain task that usually needs 3 workers to be done, by introducing automation the same task can now be done by a single robot and maybe one worker just for supervision. Apart from that the quality of product and also the production rate (products per hour) can be improved. The three types of industrial automation are programmable, flexible and fixed automation. Figure 1: Variety vs. Quantity for the 3 types of automation  [1]   Figure 1 shows the difference between the three types of automation. Immediately one can notice that programmable automation allows variation while sacrificing quantity and fixed automation allows large quantities to be produced sacrificing variation. Fixed automation stands in the middle of both. 1.1) Programmable Automation Programmable automation allows reprogramming of the machines to satisfy different sequence of operations. Different products require different process to be done for the manufacturing processes. When a company deals with customised products like for example HVAC units the machines need to be programmed to fit the customers needs. If the customer requires that the HVAC unit needs to be installed in a certain part of the building then the HVACs dimensions need to be customised therefore the machines have to be reprogrammed to satisfy the customers needs. Apart from that, if the HVAC unit is going to be installed in a very cold climate region than the heat exchanger needs to be different than the ones installed in Malta. A company using programmable automation needs to spend a high amount of money to buy the equipment and also needs personnel to program these machines. The personnel need to be trained and also be skilled enough to program the machines in the least time possible. The production rates are lower than the other two types of industrial automation and production is done in batches. As discussed above programmable automation can deal with customised products which means changes in the products are possible.  [2]   1.2) Flexible Automation In flexible automation which is normally used in the automotive industry allows little variation when compared to programmable automation. The advantage is that the production rates are higher. In an automotive industry the same model of a specific car can vary in colour, engine, wheels, interior etc. Therefore this is why the automation needs to be flexible. The same equipment and same programs are used but requires some changeover from one job to another. Automotive companies need to invest quite a lot of money on the machinery but the amount is less than programmable automation. The production is continuous and only little time is lost during changeover. The production rates are lower than fixed automation but as discussed allow some variation unlike fixed automation.  [3]   1.3) Fixed automation A company that produces paper can be considered as fixed automation. In fixed automation the product produced is fixed and only a small tolerance for variation is allowed hence the term fixed. This type of automation usually results in high production rates and large quantities of the product produced. Therefore the money spent on machinery is small when compared to the money earned by the amount of products produced. The major disadvantage as mentioned above is the lack of variation which sometimes can limit the company in producing other products because the equipment design and programs cannot be easily changed.  [4]   2) What is the difference between precision and accuracy regarding measurement? Nowadays on the market many type of sensors exist and also one may choose from a wide variety of brands. One important factor is that the sensor being bought is precise and accurate. If a temperature sensor reads 23oC and the real true value is 25oC then there is an error of 2oC. Therefore this means that the sensor is not accurate which can be crucial on certain type of installations. On the other hand if the temperature sensor reads 23oC and when measured for another couple of times the temperature always varies, than the senor is not precise. http://t2.gstatic.com/images?q=tbn:ANd9GcQU4V1_9G8xceZHmGDAMzBuTuUj2qERMmm5vkZKNxpjlm5KwF_khd970joX Figure 2: Precision vs Accuracy  [5]   Figure 2 shows a diagram which can demonstrate what has been said above. Starting from the right the target shows an example of having a sensor which is neither accurate nor precise. The black dots represent the readings which are far away from the target (not accurate) and they are also far away from each other (not precise). The left target shows a representation of a sensor which is not accurate but precise which is why the readings are far away from the target but close to each other due to precision. The middle target represents an ideal sensor being both accurate and precise. The black dots are in the centre and also next to each other. 3) Strain Gauges a) Explain the principle of strain measurement using strain gauges. Strain gauges are used in sensors to measure force and related parameters such as torque, acceleration, pressure and vibration. A strain gauge has its own electrical resistance which is varied when the device is subjected to strain. Therefore the more strain the more electrical resistance varied which then gives the reading of the current forces on the work piece. The bonded metallic strain gauge is most commonly used. This consists of thin metallic foil fixed in a grid pattern which is bonded to a thin backing (carrier) and then attached to the work piece. When the work piece is subjected to strain then it is transferred to the strain gauge which varies its electrical resistance and can give the reading necessary. b) Give the schematic for most common measurement set-up for this type of measurement. Figure 3 shows the schematic of the most commonly used strain gauge (quarter bridge circuit). For the strain to be measured which includes very small values, an accurate measurement is needed to measure the small changes in resistance. This set up is called a Wheatstone bridge. It consists of four resistive arms with an excitation voltage Vex which is applied across the bridge. When there is a change in resistance in any of the arms shown below, an unbalance is created in the bridge and will result in a nonzero output voltage.  [6]   Figure 3: Schematic set-up of a strain gauge  [7]   c) Explain how sensitivity of such set-up can be increased, and what is a possible solution to compensate for environmental temperature variations. The sensitivity of the set up shown in figure 3 can be further enhanced by using a half bridge circuit and also a full bridge circuit. When using a half bridge circuit (figure 4 left) the sensitivity can be doubled by having two gauges which are active. In this type of set up the output voltage is linear and the output value is double from the one shown in figure 3. Figure 4: Half bridge (left) Full bridge Wheatstone circuit  [8]   By using a full bridge circuit as shown in figure 4 right hand side the sensitivity can be further enhanced by having all four arms active. Two gauges can be mounted in tension and the other two can be mounted in compression as shown in figure 5.  [9]   http://www.sensorland.com/Images/SG-009.gif Figure 5: Diagram showing a full bridge strain gauge circuit  [10]   To compensate for environmental temperature variations a possible solution is to have a configuration where two strain gauges in the bridge are used. One gauge will be the active gauge and the other will be placed transversely to the applied strain which can be called a dummy gauge as shown in figure 6. Figure 6: Using a dummy gauge to reduce temperature affects  [11]   The temperature changes will be the same on both gauges which does not affect the ratio of their resistance and also does not change the voltage output therefore the temperature affects are small.  [12]   4) What are intelligent (smart) sensors? Give general block schematics of usual elements that constitute such a device. Intelligent (smart) sensors are an extension to the traditional sensors. The difference between a normal sensor and intelligent sensor is that a normal sensor detects and sends an unprocessed signal to a system which then identifies the reading whilst an intelligent sensor includes a processor to process the signal. Figure 7: Block diagram of an intelligent sensor structure  [13]   These are systems which usually consist of a series of analogue and digital blocks. Every block has its own function. By using these sensors data can be analysed and then corrected which means no human interface is needed. For example large buildings use smart sensors to control lighting, air conditioning temperatures, doors, switches etc. Some of the functions that intelligent sensors do are self-diagnosis of faults, real-time data processing, communication interface and many more.  [14]   5) Try to list all the tasks and requirements of a hydraulic fluids used in hydraulic installations. Hydraulics is widely used around the world in simple applications like power steering of a car and also high tech applications like in aircrafts where safety measures are very important. By using a pump, other components (DCVs), actuators and a hydraulic fluid mechanical power can be achieved like lifting and pressing. The hydraulic oil which is sued needs to fit the requirement needed for the process to take place. For different applications different type of hydraulic fluids are used. In hard coal mining and forging presses low in flammability fluid must be used due to high risk for temperature therefore synthetic oils are used instead of standard oils. Although different types of fluids are used they all need to perform the same tasks. These tasks are: pressure transfer, lubricating the moving parts, cooling, damping (cushioning) of pressure fluctuations in the system, protection against corrosion, reduce abrasion and signal transmission.  [15]   For the hydraulic fluid to perform the tasks mentioned above the fluid needs to have the lowest possible density, good ageing stability, good viscosity-pressure/ temperature characteristics and many more, air release, non-frothing, resistance to cold, wear and corrosion protection and water separable.  [16]   Nowadays water hydraulics is advancing but the principle tasks mentioned above still need to be done no matter the fluid used. M3) Present and communicate appropriate findings. 6) Shaft power calculation Flow rate = 35dm3/min Pressure rise = 100 bar x 105Pa = 100MPa Overall efficiency = 87% To convert the flow rate from minutes to seconds: Q = 5.833m3/min If we find the fluid power we can then find the shaft power: Therefore now we can find the shaft power: 7) For the given schematics of dual pilot operated check valve locking circuit identify the numbered components and try to describe the circuits operation. 7.1) Components of circuit Filter and check valve (in case of filter blockage fluid passes through the check valve) 7.5kW electric motor Direction of motor and pump Flow meter Constant displacement hydraulic pump with one direction of flow (38 l/min) Pressure gauge 4/3 way directional control valve, mid position closed, spring return (both sides) and operated via solenoid with one active coil. Solenoid with one active coil Pilot line Pilot operated check valve Double acting hydraulic cylinder with double ended piston rod 7.2) Circuit operation description When the electric motor (2) is started the hydraulic pump (5) starts to rotate. Hydraulic oil passes through the filter before entering the hydraulic pump. If the filter is blocked the oil will bypass the filter and pass through the check valve (in section 1). A flow meter (4) and pressure gauge (6) are installed to check the flow and pressure of the hydraulic. With no activation of the solenoids the DCV (7) has its ports open to drain which will cause the pilot lines to rain therefore close the check valves. When both solenoids A1 and B1 are off, the DCV (7) will be in the centered position. In this position both ports are open to the tank which allows the pilot pressure to drop and the pilot operated check valves to close. Therefore the hydraulic cylinder is locked. When solenoid A1 is activated the valve will move to the right and the hydraulic cylinder (11) starts to extend. What happens is pressure is build up in the pilot line that leads to the piston end which opens the check valve (10). The other check valve opens by pump pressure like any other check valve and hydraulic starts to flow. When solenoid B1 (8) is activated the valve will move to the left and the hydraulic cylinder (11) starts to retract. What happens is pressure is build up in the pilot line (9) which opens the other check valve this time. Check valve (10) opens by pump pressure like any other check valve and hydraulic starts to flow. If the DCV (7) is in the center position, and its ports are closed then the check valves will remain open which allow cylinder creep.

Jose Rizal’s Poem and Writings

Why did Rizal write the following poems and essays? * To the Philippine Youth. He wrote this to emphasize that the youth is the hope of our nation and that they should be educated to help in the progress of the country. He also included that Filipino should love their own mother tongue. * My First Inspiration. This was written by Rizal to teach us that our mother should be our first inspiration as our mother is the one who bear us and gives us the support from the very beginning.Our mother is also our first teacher. * Love of Country. This was written by Rizal to remind us that we must love our own motherland and as Filipinos we should somehow sacrifice ourselves for our country. * A Remembrance for My Town. This was written by Rizal for us Filipinos to be reminded that we should not forget our fatherland where we came from and the cultures we are used to and values we are taught of. * Through Education, Our Motherland Receives Life.Rizal wrote this to open our minds that as the Fili pino acquires education, he can help the country in seeking freedom and improving the life of the Filipinos. * To the Flowers of Heidelberg. Rizal wrote this while he was in Heidelberg as they were having their tour, wherein the flowers blooming in Heidelberg reminds him of his garden in Calamba * My Retreat. This poem was written in account of Rizal’s mother’s request to revive his interest in writing poems.Here, he portrayed how serene his life was while he is in exile. Rizal clearly expressed his acceptance of his fate and that justice will overcome in the end. * A Letter to Young Women of Malolos. This famous essay was written to commend the young women of Malolos for their courage to establish a school where they could learn Spanish despite the opposition of the parish priest Fr. Garcia.This essay also contains Rizal’s ultimate desire which is for the Filipino women to have the same opportunity enjoyed by men in terms of education since education will unsha ckle the women. * My Last Farewell. This poem was written by Rizal showing his spirit of fairness and justice. This is his farewell to his native land which he gladly offers his life. In this poem, it depicts that he faced his death calmly for he was aware that he is going to a place where there are no claves and God reigns supreme.

Legal System and the Social Construction of Childhood

In 1924 the League of Nations promulgated the first international agreement setting out the principles, which should inform the universal treatment of children. The underlying image of the child contained in the Declaration of Geneva was thoroughly imbued with a modernist concept of childhood. In particular children were seen as incomplete, non-social, weak and dependent. The Declaration, therefore, placed its emphasis on the duties of adults towards children. The UN Convention of the Rights of the Child (UNCRC), agreed in 1989, took this a stage further by making its provisions legally binding on national governments that ratified it. By 2003 this included all governments of the world except the US. The UNCRC, however, surpasses the modernist notion of children as a cultural other. It raises children's social participation as a goal alongside protection and provision. Children's participation has become an international rallying point for child advocacy. It is seen as capable of transcending differences in the social, cultural and economic conditions of children's lives around the world (Davie, Upton and Varma, 1996; Flekkoy and Kaufman, 1997; Franklin, 1995; Hart, 1992; Lansdown, 1995). From one point of view the UNCRC represents a benign attempt to bring enlightenment and humane standards to all children. It has been used in this way and it is on these grounds that it draws enthusiastic support and even evokes a certain amount of zealotry. It has also been characterized as high in rhetoric but low in intensity. In this sense it is a highly suitable instrument through which declarations of lofty principle can be made but about which little needs to be done in practice. However, it is also the case that the children's rights lobby is, for good or ill, on the forefront of the global spread of norms about childhood. As Boyden (1997:197) notes, these efforts have their precursors in the ‘civilizing mission' of colonialism: â€Å"As the twentieth century has progressed, then, highly selective, stereo-typical perceptions of childhood – of the innocent child victim on the one hand and the young deviant on the other – have been exported from the industrial world to the South †¦ It has been the explicit goal of children's rights specialists to crystallize in international law a universal system of rights for the child based on these norms.† The effects of this, she argues, are not always positive. Rights is a concept which is ultimately tied up with cultural values. Their successful implementation depends upon the existence of a compatible framework of meaning and an infrastructure of social and economic supports. The right to protection, for example, may translate well into practice when agencies, such as the police, are reliable upholders of law. When they are reliably corrupt it can be a recipe for oppression. Furthermore, some aspects of the concept of childhood contained in the UNCRC might also depend for their realization upon a level of economic wealth that many countries do not possess. As we have seen, for some countries international economic policy has led to deepening poverty, ill-health and inequality at the same time that social policy is urging the adoption of the rights of children. Perhaps, though, this is to underestimate the subtle processes that the UNCRC is enmeshed within. The different ways in which it (or part of it, Article 12) can be interpreted illustrate well how cultural globalization creates both diversity and homogeneity. It is, as Lee (1999) has pointed out, a document that has effectivity only because it is ambiguous. It is framed in such a way that its general principles are given a great deal of space for local interpretation. In fact, such was the level of disagreement among those who drafted it that this was the only way to make it acceptable to a wide range of countries with different cultural traditions about childhood. As Lee (2001a: 95-6) comments: â€Å"If the Convention had been intended to clarify children's position, it would indeed crumple under this burden, but the Convention operates in a rather different way. Having generated childhood ambiguity, it then lays the responsibility for managing that ambiguity on the legislatures and the policy-makers of the states that have ratified it.† The representation of childhood found in the UNCRC has become more complex and ambiguous than the earlier Declaration. The protection and provision articles of the Convention still emphasize children's need of adult support but, at the same time, especially through Article 12 of the Convention, children are pictured as social actors, not outside but inside society, not passive recipients but active participants. Role of the Legal System in Regulating children However, the contradictory effects of globalization do not all flow in the direction of self-expression and rights. From another point of view the twentieth century has witnessed increased levels of institutional control over children. The introduction of compulsory schooling and children's formal exclusion from paid work signaled a historical tendency towards children's increasing compartmentalization in specifically designated, separate settings, supervised by professionals and structured according to age and ability. Nà ¤sman (1994) has called this process the institutionalization of childhood. Throughout the twentieth century schooling has gradually been extended both ‘upwards' (for example in incremental steps towards an older leaving-age for compulsory schooling) and ‘downwards' in the growing emphasis on pre-school education and nursery provision (Moss et al., 2000.) Even leisure time is often framed in this way for many children because activities such as sport or music increasingly take place within some kind of institutional setting. It can be seen in the provision of after-school and holiday clubs that organize and regulate children's activities under an adult gaze, channeling them into forms considered developmentally healthy and productive. Such phenomena have been noted across European societies. German sociologists, for example, have used the terms ‘domestication' to describe the progressive removal of children from the streets and other public spaces and their relocation in special, protected spaces. They use the term ‘insularization' to describe the decreased levels of children's autonomous mobility around cities and the creation of special ‘islands' of childhood to and from which they are transported (Zeiher, 2001, 2002). Within these institutions, but with significant variations according to national policy, it is possible to discern a struggle to tighten the regulation of children and to shape more firmly the outcomes of their activities. Schooling is a good example of this. In the last decades of the twentieth century the rather instrumental schooling regimes of the ‘Tiger Economies' of Southeast Asia were held up as the model for producing economic efficiency and were widely influential in changing educational systems in Europe. I have argued elsewhere that this phenomenon represents a refocusing of modernity's drive to control the future through children (Prout, 2000a). This tightening of control over children derives from a declining faith in other mechanisms of economic control, combined with increasing competitive pressures from the world economy. The intensification of global competition and the intricate networking of national economies erode the state's capacity to control its own economic activity. In such circumstances, shaping children as the future labor force is seen as an increasingly important option. This, after all, is exactly what supply side economics is about but, as far as children are concerned, it often leads to attempts to regulate and standardize what they learn and how they learn it. References Boyden, J 1997, ‘Childhood and the Policy Makers', in James, A and Prout, A (eds), Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd edn), Falmer Press, London. Davie, R, Upton, G and Varma, V (eds) 1996, The Voice of the Child, Falmer Press, London. Flekkoy, GD and Kaufman, NH 1997, The Participation Rights of the Child: Rights and Responsibilities in Family and Society, Jessica Kingsley, London. Franklin, B 1995, Handbook of Children's Rights: Comparative Policy and Practice, Routledge, London. Hart, R 1992, Children's Participation: From Tokenism to Citizenship, Innocenti Essays, Florence. Lansdown, G 1995, Taking Part: Children's Participation in Decision Making, Institute for Public Policy Research, London. Lee, N 1999, ‘The Challenge of Childhood: The Distribution of Childhood's Ambiguity in Adult Institutions', Childhood, vol. 6, no. 4, pp. 455-74. Lee, N 2001a, Childhood and Society: Growing Up in an Age of Uncertainty, Open University Press, Buckingham. Moss, P, Dillon, J and Statham, J 2000, ‘The â€Å"Child in Need† and â€Å"The Rich Child†: Discourses, Constructions and Practices', Critical Social Policy, vol. 20, no. 2, pp. 233-54. Nà ¤sman, E 1994, ‘Individualisation and Institutionalisation of Children', in Qvortrup, J., Bardy, M., Sgritta, G. and Wintersberger, H. (eds), Childhood Matters: Social Theory, Practice and Politics, Avebury, Aldershot. Prout, A 2000a, ‘Control and Self-Realisation in Late Modern Childhoods', Special Millenium Edition of Children and Society, vol. 14, no. 4, pp. 304-15. Zeiher, H 2001, ‘Children's Islands in Space and Time: The Impact of Spatial Differentiation on Children's Ways of Shaping Social Life', in du Bois-Reymond, M., Sunker, H. and Kruger, H.-H. (eds), Childhood in Europe: Approaches – Trends – Findings, Peter Lang, New York. Zeiher, H. (2002) ‘Shaping Daily Life in Urban Environments', in Christensen, P. and O'Brien, M. (eds), Children in the City: Home, Neighbourhood and Community, London: Falmer Press.         

How Writers of 19th Century Stories Create Tension and...

How Writers of 19th Century Stories Create Tension and Suspense The writers in 19th century stories create tension and suspense through the use of gothic horror. This style of writing is designed to frighten and panic and cause dread and alarm. It innovates our hidden worst fears often in a terrifying, shocking finale, while captivating and entertaining us at the same time in a cathartic experience. Horrors effectively centre on the dark side of life, the forbidden, and the strange and alarming events. It deals with the audience’s most primal nature and its fears. This may include nightmares, vulnerability, alienation, revulsions, and terror of the unknown, fear of the death and dismemberment,†¦show more content†¦Ã¢â‚¬ËœThe echoes rang up and down the spiral staircase, and a shadow same sweeping after me.’ The use of the personification makes the shadow appear daunting and gives the effect of anxiety. The ‘spiral staircase’ demonstrates that it is empty and this is typical of horror as all visions are blocked. The direction to the red room is very complicated. ‘You go along the passage for a bit†¦until you come to a door, and through that is a spiral staircase†¦to the end, and the red room is on your left up the staircase.’ This long direction to The Red Room is like a maze. It builds suspense and tension because the room is hidden and isolated away from all other sources of humanity. It makes the reader ask questions such as, what is inside that room, and why is it hidden lyk this. This description to The Red Room gets the reader involved as the reader intends to follow the directions leading to the room. Many objects in room appear unusual. ‘The queer old mirror at the end of the room’ The mirror distorts the narrator’s appearance and makes it unusual. This adds a sense of fear and terror in the reader’s mind. There are many descriptions of The Red Room. ‘That large sombre room, with its shadowy window bays, itsShow MoreRelated To what extent do the detective fiction stories looked at imitate1686 Words   |  7 Pagesdetective fiction stories looked at imitate The Murders in the Rue Morgue in terms of the character and the creation of tension? Question: To what extent do the detective fiction stories looked at imitate The Murders in the Rue Morgue in terms of the character and the creation of tension? This essay will explain, discuss and examine the effects of Edgar Allen Poes The Murders in the Rue Morgue had on other authors writing detective stories during the 19th century. The Murders inRead More With Reference to Collins A Terribly Strange Bed and Conan Doyles1363 Words   |  6 PagesReference to Collins A Terribly Strange Bed and Conan Doyles Speckled Band, Discuss How Both Authors Create Mystery and Tension. 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