Reynolds experiment and fundamentals of Fluid Mechanics

Authors

  • Filipe Magalhães de Carvalho Silva
  • Mayara da Fonseca Apolinario
  • Antonio Marcos de Oliveira Siqueira Universidade Federal de Viçosa, UFV https://orcid.org/0000-0001-9334-0394
  • André Luiz Moreira Candian
  • Livia Andrade Fontes Moreira
  • Mateus Rodrigues Sarti

DOI:

https://doi.org/10.18540/jcecvl3iss3pp346-357

Keywords:

Reynolds number, Flow of Fluids, Chemical engineering, Transport Phenomena, Didactic experiment.

Abstract

The flows can be characterized as: laminar or turbulent flow; uniform or transient and compressible and incompressible. The Reynolds number is an important dimensionless quantityin fluid mechanics, that is used to help predict flow patterns in different fluid flow situationss, being defined by the ratio between inertial forces and viscous forces. The present work had as objective to use a didactic experiment of the Chemical Engineering Laboratory course, specifically Fluid Mechanics, to evoke the following concepts seen in the classroom, as well as: A) hydraulic diameter; B) Reynolds number; C) mass flow and volumetric flow; D) average flow velocity; (E) continuity equation, and visualize the different flow regimes: laminar, transition and turbulent. The experimental observation allowed a classification of the flow consistent with that of the calculations. In this experiment, it was mathematically confirmed by the uncertainty analysis and error propagation, using the EES software, the significant contribution of the water volume measurement into the values ??of the experimental errors. The effect and the contribution of temperature were also verified in the determination of the Reynolds number.

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Published

2017-03-08

How to Cite

Silva, F. M. de C., Apolinario, M. da F., Siqueira, A. M. de O., Candian, A. L. M., Moreira, L. A. F., & Sarti, M. R. (2017). Reynolds experiment and fundamentals of Fluid Mechanics. The Journal of Engineering and Exact Sciences, 3(3), 346–357. https://doi.org/10.18540/jcecvl3iss3pp346-357

Issue

Section

Engineering Education and Science Education

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