1. Project 14361: Engineering Applications Lab Rail Gun Module

2. Rail Gun Team TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical Engineer Thomas GomesElectrical Engineer

3. Agenda Rail Gun Module Background Analytical Block Diagram Experimental Analysis Student Scenarios Student Experiences Risk Assessment

4. Rail Gun Module Diagram of Rail Gun Problem Statement: This module is a energy conversion system that uses electrical energy that is converted to mechanical energy to launch a projectile.

5. Rail Gun Background Rail Gun: an electrically powered electromagnetic projectile launcher based on similar principles. Consist of a pair parallel conducting rails with an armature connects the two rails to complete the circuit and launch the projectile with the help of the armature. Armature is the heart of the system- without it two parallel rails will not be able to produce the magnetic field that allows for something to be launched. Once the d According to the right hand rule, current is in the opposite direction along each rail, the net magnetic field between the rails are directed at a right angle as shown below:

6. Rail Gun Background The magnitude of the force vector can be determined from a form of the Biot-Savart a result Lorentz Force. All these can be found using the permeability constant µ(0): To determine magnetic flux: To determine Force on the armature on the left side of rail:

7. Rail Gun Background

8. Faraday’s Law: The equation above shows the electric power (iv) equations mechanical form as well and shows how they are relate to one another even so if they do not have the same Energy Density Expression: Magnetic Energy :

9. Rail Gun Block Diagram

11. Rail Gun Experimental Analysis 1. From the analysis done choose the rails, capacitor bank and armature 2. One the pieces are chosen, assemble pieces together 3. Adjust spacing between the rails to chose armature length 4. After all the pieces are put together begin charging capacitor bank. Measure voltage being supplied to capacitor bank 5. After charging complete, measure the voltage in the capacitor bank and current to determine actual energy to be provided to rails 6. Using a high speed camera, measure the speed of the projectile launched 7. Repeat test by firing gun to obtain multiple results to get the average speed that rail gun launches the projectile 8. From the average determine how efficient the gun is. Determine how much of the energy is actually transferred from the capacitor bank to the projectile

12. Student Scenario 1 Objective: Shoot a projectile at a speed of 10 m/s. Materials Provided: Different variations of rails Different capacitor banks Different armature lengths Analysis: Chosen rails specs L=300mm, H=60mm, W=4mm Capacitors = 1500µF 450V (Three in parallel)

13. Student Scenario1 2/12/14

14. Student Scenario 1 2/12/14

15. Student Scenario 1 2/12/14

16. Student Scenario 1 2/12/14

17. Student Scenario 1 2/12/14

18. Student Scenario 2 Objective: Shoot a projectile at a speed of 20 m/s. Materials Provided: Different variations of rails Different capacitor banks Different armature lengths Analysis: Chosen rails specs L=1000mm, H=100mm, W=10mm Capacitors = 1F 25V (Three in parallel)

19. Student Scenario 2 2/12/14

20. Student Scenario 2 2/12/14

21. Student Scenario 2 2/12/14

22. Student Scenario 2 2/12/14

23. Student Scenario 2 2/12/14

24. What Comparisons can be made from between the Analysis vs. Experiment? Compare the velocity determined in the analytical model to the velocity measured in the experimental results. Compare the current determined in the analytical model to the current measured in the experimental results. Compare the capacitor bank capacity determined in the analytical model to the capacity determined through the experimental results. What is the Student Learning or Getting Out of this Lab Experience? Students get to learn about technology and theories that are used in many modern objects around us, such as roller coasters and trains. This module would be outside the norm of other labs that they may have preformed. It would reinforce electrical engineering concepts that mechanical engineers have learned. Student Experience

25. Rail Gun Risk Assessment IDRisk ItemCauseEffect Likelihood SeverityImportance Action of Management Owner 1Electrocution of Student Student touches capacitor, rails or where power source connects to capacitor bank Minor to severe injury to student 133 No unnecessary exposed wires, insulation on module and have students wear rubber gloves Rail Gun Team 2Damage of Property High projectile velocity Projectile hits and breaks object/s in lab 133 Clear path for projectile prior to launching Rail Gun Team 3DC Transformer Cost of DC transformer to expensive for budget Failure to build module 133 Use AC to DC rectifier, less expensive Rail Gun Team 4Speed Failure to scale down projectile speeds Projective velocity too high 122 Find the maximum velocity students should be launching projectiles Rail Gun Team

26. Questions?