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時間:2020-10-12
[C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 3 of 12STUDENT?Students with a disability or long-term medical or mental health condition can apply for adjustments to their study and assessment conditions (Reasonable Adjustments and Equitable Assessment Arrangements) by registering with the Equitable Learning Services (ELS) at http://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services?You should ensure your full and correct name is written on the student version of this assessment task (do not use nicknames or abbreviations).?You will be assessed as satisfactory or not yet satisfactory.?You can appeal the assessment decision according to the RMIT Assessment ProcessesClearly indicate if as part of the practical assessment the student will need to submit any documentation as an outcome of the task. E.g. completed SWMS, photographic evidence. completed report or other workplace documentation.Instructions on submitting your Assessment Evidence Please submit your laboratory practical report before the due time and date. CANVAS is configured not to accept your submission after the due time and date.On the cover of your report you must have the title of the report, your name, student number, group, date due, actual date of submission (if the date is different to the due date) the course name and code, and the teacher of your class.You can use the SOLIDWORKS generated report from the simulations with the following structured report. Your report is generally structured in the following way:1.Title page2.Contents page3.Introduction4.Aim of the experiment5.Equipment used 6.Procedure, WH&S, Risk assessments and Sustainability implication.7.Results, including calculations (calculations may be included in an appendix), tabulating all your results, (including diagrams, graphs, tables, etc, where required)8.Discussion9.Conclusion.If any of these items are not included deemed to be NOT YET SATISFACTORY.This report is to be word-processed and not hand written.Equipment/resources students must supply:Equipment/resources to be provided by RMIT or the workplace:?Personal Protective Equipment (PPE)?Pens / Pencils?Hard copies of the student version of this assessment task OR access to softcopies?Risk Assessment Template?Lab equipment (TEC Equipment STR8)?Computer and RMIT Internet Access ?Microsoft Office Suite?Hard copies of the student version of this assessment task OR access to soft copies [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 4 of 12STUDENTSection B– Observation ChecklistTASK:To verify the theoretical values for beam reactions, stresses and deflections for simply supported beamsThe task is performed in a fully simulated workplace environment. All the practical tasks must be completed and ensure you have completed “Risk Assessment Template” before the task commences. You should discuss tasks with the assessor/supervisor as specified in the task activities. You can directly communicate with the teacher in the classroom or via using online CANVAS.Note for student: Please read “Guidelines for Writing Laboratory Reports” as found in “CANVAS” prior to writing your report.Refer to the report examples and techniques:http://www.monash.edu.au/lls/llonline/writing/engineering/technical-report/index.xml1.Beam analysis Equipment.2.WHS procedure for Lab.3.Risk Assessment Template.4.Vernier calliper5.Dial IndicatorINTRODUCTIONThe design of beams falls into two parts. The first and more obvious part is consideration of the stresses in bending and shear; the other important aspect is the deflection under load. It is frequently the case that the design of a beam is dictated by the permissible deflection when loaded, so it is important to know some of the standard values and methods for assessing deflections. OBJECTThe purpose of the following experiments is to verify the theoretical values for beam reactions and deflections for simply supported beams. The principle of super-position and Macaulay’s method used to verify the Theoretical and practical values. You will be asked to perform both procedurePROCEDURE 1There are an infinite number of experiments that can be performed with this apparatus. We choose to do with simply supported beams and concentric/UDL loads.List the actions to be observed SatisfactoryNot Satisfactory1.Complete “Risk Assessment Template”In preparation of work, identify OHS risks and hazards, establish any control measures before the work commences.?Accurately identified OHS risks and hazards for Mechanical types of plant and equipment in the Beam analysis Lab have been considered and measured. ?Accurately identified corrective measuresThe factors of any other risk include:?? [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 5 of 12STUDENT?Consequence?Exposure and ?Probability of likelihood that the consequence will occur?Any control measures advised to the supervisor/assessor2.Comply with the OH&S requirement in the lab??Correct PPE usedIdentify, obtain and understood safety and regulatory requirements in electrical installation3.Using the 25.4 mm x 6.35 mm x 1200 mm aluminium beam, set it up with an initial span of 1.0 m between two load measuring piers and secures the beam clamps finger tight. (using Vernier calliper and Tap measure)??4.Fix a load clamp at mid-span and add a load hanger.??5. Set up a dial gauge over the clamp and set the distance of 400 mm from left support, with its anvil removed, to measure at least 12mm downward deflection. Zero the interface force channels??6.Depress the centre of the beam two or three times to minimise friction and re-zero if necessary.??7. Add the load of 10N in the load hanger.??8.Record the value of Dial gauge value as a deflection.??9.Take the young’s modulus “E” =78 GPa for aluminium.??10.Using Macaulay’s method calculates the deflection at 0.4m from left side of support.??11.Compare the value between theoretical values and practical values??12.Record the percentage of error with the theoretical values and Software simulated values.??13.Using Solidworks software, Simulate the Beam loading condition and Obtain stress, deflection and SFD&BMD. Generate the report and attach.??14.Neatly produce the report that contains the introduction, procedure, result table, calculation briefly with accurate units, conclusions and upload only into CANVAS individually. By 30.08.2019 before 05:00 PM.?? [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 6 of 12STUDENTPROCEDURE 2List the actions to be observed SatisfactoryNot Satisfactory1.Using the 25.4 mm x 4.76 mm x 1200 mm Brass beam, set it up with an initial span of 1.0 m between two load measuring piers and secures the beam clamps finger tight. (using Vernier calliper and Tap measure)??2. Fix a load clamp at mid-span and add a load hanger.??3. Set up a dial gauge over the clamp and set at the middle span of beam, with its anvil removed, to measure at least 12mm downward deflection. Zero the interface force channels??4. Depress the centre of the beam two or three times to minimise friction and re-zero if necessary.??5. Add the load of 5 N in the load hanger.??6. Record the value of Dial gauge value as a deflection.??7. Take the young’s modulus “E” =95 GPa for Brass??8. Using Macaulay’s method calculates the deflection at 0.4m from left side of support.??9. Compare the value between theoretical values and practical values??10.Record the percentage of error with the theoretical values and Software simulated values.??11.Using Solid works software, Simulate the Beam loading condition and Obtain stress, deflection and SFD&BMD. Generate the report and attach.??12.Neatly produce the report that contains the introduction, procedure, result table, calculation briefly with accurate units, conclusions and upload only into CANVAS individually. By 30.08.2019 before 05:00 PM.??S.NoLOAD in “N”DEFLECTION [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 7 of 12STUDENTTASK ATitle: Risk Assessment TemplateGuideline Number: RMIT SG-3.1Appendix AStudent’s Name and student number:Date: Practical Lab report should answer the following Questions.Q: Determine compliance requirements of relevant WHS and regulatory requirements, codes of practice, standards and risk assessment and for design and use of machines and equipment and listed.Q: Identify features, functions, operating conditions and performance requirements of frames, beams and mechanisms. Discussed about Sustainability implicationQ: Optimise frame, beam and mechanism elements for strength, deflection, arrangement and fastening. Record results of scoping, principles and techniques identification and analysisProvide documentation, such as calculations, specifications diagrams and drawingsQ: Select appropriate analysis techniques using graphs, tables, nomograms or computer-aided solutions, as appropriateQ. Specify arrangement and assembly requirements [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 8 of 12STUDENTGroup:School:Type of hazard (please tick and refer to relevant procedure if appropriate): Chemical(RMIT-xx-00x)Electrical (RMIT-xx -00x)Work Environment (noise (RMIT-xx-00x), slip/ trip/ falls, temperature etc)Mechanical (plant/ equipment RMIT-xx-00x)BiologicalRadiation (RMIT-xx -00x)Manual handling (RMIT-xx-00x)VibrationOtherDescription of Hazard (include reason for assessment):Location of Hazard:Risk Assessment(rate the consequence, exposure and probability associated with the hazard):FACTORCLASSIFICATIONRATING1. CONSEQUENCEMost probable result of the potential accident.a.Catastrophe; numerous fatalities; major disruption of activities100b. Disaster; multiple fatalities; 50c.Very serious; Fatality; 25d.Serious; serious injury (amputation, permanent disability); 15e.Important; disabling injury; 5f. Noticeable; minor cuts, bruises, bumps; minor damage 12. EXPOSUREThe frequency of exposure to the hazard.Hazard exposure occurs:a.Continuously (or many times daily) 10b. Frequently (approximately once daily) 6 c.Occasionally (from once per week to once per month) 3d.Infrequent (from once per month to once per year) 2e.Rarely (it has been known to occur) 1f.Very rarely (not known to have occurred) 0.53. PROBABILITYLikelihood that the consequence will occur once the individual is exposed to the hazard.Complete accident sequence:a.Almost certain likely or expected result; 1 in 10 chance10b.Quitepossible/not unusual; 1 in 10 to 1 in 100 chance6c. Would be an unusual sequence or coincidence; 1 in 100 to 1 in 1000 chance 3 d.Would be a remotely possible coincidence 1 in 1000 to 1 in 10,000 chance1e.Has never happened after many years of exposure, but is conceivably possible; 1 in 10 000 to 1 in 100,0000.5f.Practically impossible sequence (has never happened) 1 in 100,000 chance or lower0.1CONSEQUENCEX EXPOSUREX PROBABILITY= RISK SCORERisk Score: [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 9 of 12STUDENTRISK SCOREDEFINITIONACTION500Very high riskImmediate action required. HIGH PRIORITY.300- 499 High riskManagement attention needed. Hazards must be considered as NOT adequately controlled.150- 299 Substantial riskManagement attention needed. Hazards must be considered as NOT adequately controlled.60- 149 Moderate riskHazard must be examined against current standards to determine whether the hazard is adequately/ not adequately controlled.10- 59 Low riskManage by routine procedures.Risk Control Identification (to determine appropriate risk control measures(s) sequentially go through the hierarchy of controls): Hierarchy of Risk ControlsPracticability TestYesNoComment1. EliminateIs it possible to eliminate the hazard?2. ReduceIs it possible to reduce the level of risk posed by the hazard by (priority order):?Substitution (using less hazardous alternatives)?Isolation (separating the operator from the risk)?Engineering controls (re-designing plant or equipment).3. AdministrationIs it possible to reduce the level of risk posed by the hazard by changing operating procedures, training, supervision, providing information etc [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 10 of 12STUDENT4. Personal ProtectionIs it possible to reduce the level or risk posed by the hazard by wearing personal protective equipment and clothing?Risk Control Action Plan (include short term and long-term risk control measures): Recommended Risk Control to be ImplementedResponsibilityTimelineCompleted(date/ initials)Revised Risk Score (re-score the hazard risk score once recommended risk control measure(s) are implemented): CONSEQUENCEX EXPOSUREX PROBABILITY= RISK SCORERisk Score:RISK SCOREDEFINITIONACTION500Very high riskImmediate action required. HIGH PRIORITY.300- 499High riskManagement attention needed. Hazards must be considered as NOT adequately controlled.150- 299Substantial riskManagement attention needed. Hazards must be considered as NOT adequately controlled.60- 149Moderate riskHazard must be examined against current standards to determine whether the hazard is adequately/ not adequately controlled.10- 59Low riskManage by routine procedures. [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 11 of 12STUDENTSigned:Teacher/Assessor:Student: [C6130 MEM232120A MEM23121A Assess 2A(Student) Beam ] [2A of 4] [ September 2019] Student practical assessment task? Content is subject to copyright, RMIT UniversityFINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0Page 12 of 12STUDENTSection C– Feedback to Student Has the student successfully completed the task? Yes NoFeedback to student: Assessor Name (please print)Date

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