LAB REPORT

EXERIMENT 5
A. Relationship between Angular and Linear Speed
B. Crank Mechanism

Adapted from MM214 Lab Manual

MM 214
April 17, 2020

Name: Andrew Jnr

Student ID: s11146790
 Experiment 5a: Relationship between Angular and Linear Speed

Aim
The main purpose of this experiment was to observe and determine the
relationship between the angular rotation of a stepped shaft and the linear travel
of weights carried by cords wound around the shaft. While rotating the shafts,
the changes in height give the angular speed of the bob weights in terms of their
various shaft diameters respectively.

Equipment Used
 The experimental setup used in this experiment is the basic setup of a
stepped assembly.

Introduction
Linear and angular velocities relate the speed of an object, dependent on the
perspective taken. If one watches, a bicycle going along, it is clear that there is
no slippage between the wheels and the road. There is a direct relationship
connecting the linear speed along the road and the rate at which the wheels turn.
Instantaneously the speed at right angles to the radius at the point of contact
should be the rate of rotation of that radius. In the experiment, the turn handle
axle is rotated four times and the assumption is made that it takes four seconds
to rotate four times. So, the velocity calculated from each shaft is given as
d
v=
t

Where d is distance moved

t is time taken (4 seconds)
This velocity is then used to calculate the angular velocity using the radius of
the various shafts using the formula
v
w=
r
Theory
Angular speed gives the rate at which the central angle swept out by the object
changes as the object moves around the circle, and it is thus measured in radians
per unit time. Linear speed is measured in distance units per unit time (e.g. feet
per second). The word linear is used because straightening out the arc travelled
by the object along the circle results in a line of the same length, so that the
usual definition of speed as distance over time can be used.
Since the length s of the arc cut off by a central angle θ in a circle of
radius r is s = r θ, we see that
S rθ θ
ω= = = ⋅ r
t t t

so that we get the following relation between linear and angular speed
V =ωr

Experimental Setup
The equipment used in the experiment was a stepped shaft assembly and even
bob weights attached on each of the shafts with a cord. A profiled mounting
bracket contains a turn handle axle, which carries a stepped shaft assembly of
three diameters, nominally 25, 50 and 75mm.

The turn handle axle has a cranked end, which allows the bob weights to be
raised into position before commencing with the experiment. The bracket has a
threaded stop screw, which acts as a stop for the turn handle axle stepped shaft.
The apparatus was attached securely about 1 meter above the floor.
Experiment Pictures

Procedure
The apparatus
was fixed on
a table top so
that the bob
weight could
travel at least
1 meter
towards the
floor. The
stop screw
within the
stepped shaft
was released
and the step
shaft was
turned so that the cord starts to wind evenly and neatly onto the shaft. The stop
screw was inserted so that the cords do not unwind. The adjustable screws were
used to adjust the height of each weight so that the undersides were of the same
height from the floor. These were recorded as the initial heights of each of the
shaft. The step shaft was then released to turn one revolution as the weights
descended. The new heights were then measured from the floor and recorded.
This step was repeated for four revolutions.

Results Processing
Part 1
Shaft 25mm. Dia Shaft 50mm Dia. Shaft 75mm Dia. Shaft
Dia.
No. of Height Distance Height Distance Height Distance
turns (mm) moved S, (mm) moved S, (mm) moved S,
(mm) (mm) (mm)
0 1190 1190 1190
1 1150 40 1036 154 952 238
2 1036 154 878 312 712 478
3 957 233 719 471 475 718
4 874 316 561 629 236 954

Part 2

Graph of Distance(s) vs Number of Turns

1200

1000
Distance moved (s)

800

600

400

200

0
0 1 2 3 4 5 6 7
Number of Turns(N)

25mm 50mm 75mm

Gradient.
m(25mm) = rise/run m(50mm) = rise/run m(75mm) = rise/run
= 316/4 = 629/4 = 954/4
= 79 = 157.25 = 238.5

Ratio
Ratio = m/diameter Ratio = m/diameter Ratio = m/diameter
R(25mm) = 79/25 R(50mm) = 157.25/50 R(75mm) = 238.5/75
= 3.16 = 3.145 = 3.18
Part 3
i) 25mm Dia. ii) 50mm Dia.
 v
w= w = v⁄r
r
= 0.316/4 * 1/0.0125 = 0.629/4 * 1/0.025
W = 6.32 rad/s W = 6.29 rad/s

iii) 75mm Dia.

v
w=
r
= 0.954/4 * 1/0.0375
W = 6.36 rad/s

Discussion
1. Comment on the general accuracy of the results and suggest any
improvements to the procedure, which would minimize errors.
The results attained, and the calculations done were almost same as the
theoretical values given. The difference found were due to some errors. These
errors could be minimized by measuring the height to a more precise decimal
value and by creating a stepped shaft that has a chord running within the shaft
because the actual distance moved by the bob weight is a little bigger than the
diameter of the shaft since the chord is wrapped around the outside of the shaft.
2. What was the relationship between the linear speeds and the angular
rotation?
The diameter of the shaft influences the distance moved by the bob weight
which in turn increases the angular velocity.
3. Why should the rpm of a drilling machine be varied to suit the size of
the drill?
Increasing the rpm could cause the drill bit to break or it can damage the drill
since it may be exceeding the intended power output.
4. In a winch, winding at a constant angular speed, what would be the
effect as the successive layers of the capable wound up on the drum?
Since the layers are constantly increasing, the radius is increasing. This means
that although the angular velocity is constant, the linear velocity will increase.
Conclusion
After the completion of this experiment, it can be concluded that the
relationship between the angular and linear velocity is the diameter of the shaft
being rotated. These two values have a directly proportional relationship. Due to
change in height, the velocity can be found and used to find its angular velocity.
A graph was plotted to see the relationship between the changes in height and
the number of turns. The various diameters were then divided from their various
gradients in which it gave an approximate value of 3.14. The difference between
the values were due to some errors.

Reference
Anon., 1997. Uwinnipeg. [Online]
Available at: http://theory.uwinnipeg.ca/physics/circ/node5.html
[Accessed 31 March 2020].
Anon., 2015. Lumen - Boundless Physics. [Online]
Available at: https://courses.lumenlearning.com/boundless-
physics/chapter/quantities-of-rotational-kinematics/
[Accessed 30 March 2020].
Anon., 2018. Chegg Study. [Online]
Available at: http://www.chegg.com/homework-help/definitions/linear-and-
angular-velocity-65
[Accessed 30 March 2020].

Experiment 5b: Crank Mechanism

Aim
The main purpose of this experiment was to investigate and determine the
relationship between the piston displacement and crank angle for different ratios
between the connecting rod and crank. Also, to look at the relationship between
the turning moment on the crank shaft and the crank angle for a given force on
the piston.

Equipment Used
 Basic table mounted crankshaft.
 Added weights

Introduction
Early examples of mechanisms to convert an up and down motion to rotation
were the treadle drives for a wood turner's lathe or a tinker’s grinding wheel on
his barrow. With the invention of the steam engine, the need for a well-made
connecting rod and crank was evident in order to use the reciprocating piston to
drive rotating shafts for mills, railway engines and other machinery. Now the
most common use is in the internal combustion engine.
In the experiment, a table mounted apparatus is used by students to observe and
record the crank motion and forces involved with a simple engine mechanism.
At the heart of the unit is a piston, which runs, in a vertical guide with near
frictionless bearings. A connecting rod (con rod) attaches to the piston at one
end and the crankshaft at the other end via a mounting disc and crank pin. The
connecting rod can attach to the crankshaft in 3 different radii. The crankshaft
is mounted to a beam balance arrangement so that the effort involved with
turning the piston can be monitored.

Theory
The Slider-crank mechanism is used to transform rotational motion into
translational motion by means of a rotating driving beam, a connection rod and
a sliding body. In the present example, a flexible body is used for the
connection rod. The mass is used to balance the alignment plate and to show the
exact amount of stress being encountered at different angles of the connecting
rod.
For part A of the experiment, theoretically, the height displacement of the piston
should be related to the angle. Since the height displacement is dealing with the
vertical height of the crank radius (cosɸ), an angle of zero will have the
maximum height and an angle of 180 degrees will have the maximum
displacement. The connecting rod length to crank radius ratio determines the
height displacement.

For Part B, the balancing of weight on either side of the piston balance will
determine the actual stress encountered by the piston at various angles. The
inclusion of the 4N weight secures the distribution of weight since the piston is
almost negligible.
Experimental Setup

Attached to the crankshaft is a protractor, which may be rotated on the

alignment plate into any predetermined angular position. A linear scale is
attached to the piston guide so that the piston displacement can be measured,
this can be fine adjusted. The piston can be fitted with two removable masses to
change the piston mass for parts of the experiment procedure.
Experiment Pictures
Procedure
Part A
The unit was setup in the initial position at which the piston is at its highest
point. This height is recorded as the initial reading. The mounting disk was then
turned through 30˚ in the clockwise direction. The new reading is then
subtracted from the initial reading and recorded as the first change in height.
These steps were repeated until the 180˚ mark. The crank pin was then removed
and fixed to the second and third position. The previous steps were repeated
with the values recorded under results.
Part B
The unit was setup in the initial position. The mounting clamps were undone so
the mounting disk was free to rotate. The mounting disk was turned through 30˚
and the alignment bar and mounting disk were clamped together. Using the
weights provided, the weights were gradually added on either side until the
markings on either side of the stop plate are level again. These steps were
repeated for all angles. A weight of 4N was then placed on top of the piston and
all the previous steps were repeated. All values were recorded under results
Results Processing (Part A)
Experimental
Crank Angle Displacement
P1 (mm) P2(mm) P3(mm)
0 0 0 0
30 5 6 9
45 9 12 17
60 14 20 26
90 24 35 47
120 33 47 62
135 36 52 66
150 39 55 70
180 40 56 72

Calculated
Crank Angle Displacement
P1 (mm) P2(mm) P3(mm)
0 0 0 0
30 3.07 5.7 9.1
45 7.24 10.96 16.92
60 13.6 19.75 25.73
90 23.2 34.61 46.8
120 31.77 46.5 61.6
135 32.42 51.7 65.44
150 38.91 54.9 68.5
180 40.02 55.22 70.7

Height displaced = (a cosɸ / crank radius) x (height)

= (100cos30/20) x (0.71)
= 3.07
 Graph of Displacement vs. Degree Angle (P1)
45
40
35
Verticle Displacement

30
25 Experimental
20 Theoretical
15
10
5
0
0 20 40 60 80 100 120 140 160 180 200
Crank Angle

Graph of Displacement vs. Degree Angle (P2)

60

50
Verticle Displacement

40

30 Experimental
Calculated
20

10

0
0 20 40 60 80 100 120 140 160 180 200
Crank Angle
Results Processing (Part B)
Angle No Added Weight (P3) 4N Added Weight (P3)
LHS(g) RHS(g) LHS(g) RHS(g)
0 0 0 0 0
30 40 0 120 10
45 70 0 160 20
60 80 0 210 30
90 90 0 210 50
120 90 30 210 90
135 90 40 210 120
150 90 60 210 150
180 90 90 210 210
225 90 130 210 290
270 90 160 210 390
315 100 160 250 390
 Graph of Weight vs. Angle
180
160
140
Weight Added (g)

120
100 LHS
80 RHS
60
40
20
0
0 2 4 6 8 10 12 14
Angle

Graph of Weight vs. Angle (4N Added)

450
400
350
Weight Added (g)

300
250 LHS
200 RHS
150
100
50
0
0 2 4 6 8 10 12 14
Angle

Discussion (Part A)
1. How well did the theory and experiment compare?
The theory and experimental values differed a little due to the presence of
errors. These were either reading errors while reading the values from the piston
displacement and calculation errors.
2. Would the accuracy of the approximation for cosɸ have been
possible to evaluate by the apparatus?
No, since most of the values attained while using cosɸ were not similar to the
values attained in the experiment.
3. What would you expect the results to look like if the experiment
carried on recording results for the full rotation (360˚) of the
mounting disc?
It would give the same results since the distance does not change and the angle
from the initial point zero is repeated.

Discussion (Part B)
1. How well did the experiment results compare to what you expected?
The experimental values were close to what I had visualized since the angle of
the shaft would determine which side of the plate is experiencing a greater
force.
2. Looking at the result graphs, where (in the position rotation) is the
greatest amount of force exerted?
At the 180˚ mark.
3. What purpose could the black wedge shape serve with regards to a
working piston engine?
The black wedge shape ensures maximum displacement for the piston. This also
ensures that maximum torque is reached while the engine is operating thus
giving more output.

Conclusion
At the end of this experiment, it can be concluded that the piston displacement
and the crank angle are related. When the crank angle increases from zero, it
increases the piston height until it reaches 90 degrees which is the initial height.
For the second part of the experiment, the turning moment on the crank shaft
increases when the angle of the shaft increases. This is to due distribution of
weight forces on the shaft. However, there are weights provided that are added
on either side to counter balance the weight force. The amount of weight added
is the actual amount of force that is acting on the shaft.
Reference

Firdaus, R., 2018. Academia. [Online]

Available at:
http://www.academia.edu/28625923/Exp_7_crank_and_slider_mechanism
[Accessed 2 April 2020].
Halbig, D., 1995. Springer Link. [Online]
Available at: https://link.springer.com/article/10.1007/BF00046309
[Accessed 31 March 2020].
Ng, T. W., 2003. Sage Journals. [Online]
Available at: http://journals.sagepub.com/doi/abs/10.7227/IJMEE.31.4.3?
journalCode=ijja
[Accessed 30 March 2020].