To investigate the behavior of worm and wormwheel

Learning Objectives:
The main objective of this experiment is to teach the students about one of the more common geared
mechanism and also inform them about its uses and applications.

List of required equipment and accessories:

1. Wall mounted worm & wheel set-up,
2. Sets of weights:
i) Load: 5N, 10N 20N with 1N hanger.
ii) Effort: 0.1N, 0.2N, 0.5N, 1N, 2N with 0.5N hanger.

Fig: The wall-mounted experimental set-up

Procedure:
1. Wrap the loading strings properly so that as effort comes down, load goes up.
2. Hang the 1N hanger on load side from the thicker string wrapped over wheel pulley.
3. Add some weight to this hanger (say 20N)
4. Note that the load does not come down by itself; self-locking mechanisms.
5. Hang the 0.5N hanger from the string wrapped over worm pulley.
6. Carefully add weights on this hanger and slightly tap it.
7. Note the amount of effort just when the mechanism moves.
8. Repeat for increasing loads (say 30N, 40N, 50N).
9. Perform the calculations as shown in the table below.
Observations and Calculations:
distance moved by effort R 1⋅T
VR =Velocity ratio = =
distance moved by load R2⋅S
where: R1 = radius of effort drum = 17.5 mm
R2 = radius of load drum = 35 mm
S = 1 (single start), T = 40
Load
MA =Mechanical advantage =
Effort
The law of machine: Ea = a F + b; where a is slope and b is intercept of Ea – F graph.

Sr No. Load Effort Mechanical Advantage Efficiency Ideal effort Effort lost in friction
(F) (Ea) F MA F (Ef = Ea – Ei)
(MA = ) (η = ) (Ei = )
Ea VR VR
1.
2.
3.
4.
5.

Draw a graph between (MA, η, Ea, Ei) against F.

Mech Advantage
Efficiency
Applied Effort
Ideal Effort

Safety Issues:
This equipment requires hanging of heavy weights (up-to 60N), therefore it is extremely important to
wear closed shoes. Sandals and chappals (‫ )چپل‬are strictly prohibited.
Always unload effort hanger first and then load hanger, otherwise the mechanism may move
suddenly and weights in effort hanger may fall and hurt feet and toes severely.
Points of discussion in Lab report:
Discuss the usefulness of this mechanism w.r.t. its applications in engineering.
Why is its efficiency so low? Is it acceptable or not? What is the role of gear material in here? How
increasing the loads also increases its efficiency?
 To compare efficiency of square and vee threads
Learning Objectives:
The main objective of this experiment is to observe the behavior of square and vee threads and
compare their efficiencies under similar loading patterns.

List of required equipment and accessories:

1. Wall-mounted duplex screw jack
2. Sets of weights:
1. Load: 5N, 10N 20N with special 2N frame and 1N hanger.
2. Effort: 0.1N, 0.2N, 0.5N, 1N, 2N with 0.5N hanger.

Fig: The wall-mounted experimental set-up

Procedure:
1. Hang the 2N frame with 0.5N hanger from the nut over square threaded part.
2. Add some weight to this hanger (starting from 40N)
3. Note that the load does not come down by itself; self-locking mechanisms.
4. Wrap the strings properly around the top pulley.
5. Hang the 0.5N hanger from the string wrapped over pulley.
6. Carefully add weights on this hanger and slightly tap it.
7. Note the amount of effort just when the mechanism moves.
8. Repeat for increasing loads (50N, 60N, 70N).
9. Perform the calculations as shown in the table below.

Observations and Calculations:

Let M = Applied Moment (Couple) in Newton-meters = Effort x Pulley radius
W = Load being raised (or lowered) in Newtons
h = Pitch of thread (measure by vernier)
r = Mean radius of thread
 h
α = Lead angle = atan  
×r
μ = Coefficient of friction
For square thread:
sin  cos 
M =W r for raising the load
cos − sin 
sin − cos 
and M =W r for lowering the load
cos  sin 
For V-thread:
Let β = Vee angle (most commonly, as here, it is 30˚)
μ' = μ · Sec β  μ = 23 μ'
sin  ' cos 
M =W r for raising the load
cos − ' sin 
sin − ' cos 
and M =W r for lowering the load
cos  ' sin 
Note that when β = 90˚ then μ' = μ and the equations reduce to that of square thread.

Results
Measurements:
Pulley diameter = mm
Thread pitch = mm
Mean diameter = mm
Lead angle, α = degrees

Load being raised Load being lowered

Square thread Vee thread Square thread Vee thread
Load Effort MA μ Effort MA μ Effort MA μ Effort MA μ

Points of discussion in Lab report:

Compare the mechanical advantage for square and vee threads and comment on the coefficient of
friction (assuming β = 60˚). The observations and calculations may be presented in any modified /
improved manner. For example tabulate data separately for raising and lowering load.
Safety Issues:
This equipment requires hanging of heavy weights, therefore it is extremely important to follow
strict safety requirements such as wearing closed shoes. Sandals and chappals (‫ )چپل‬are strictly
prohibited.
Always unload effort hanger first and then load hanger, otherwise the mechanism may move
suddenly and weights in effort hanger may fall. These are lighter than load but even so falling from a
height of 3' may hurt feet and toes severely.
 Study of Four-Bar Mechanism
Learning Objectives:
This experiment is intended to inform the students about one of the most common fundamental
mechanism used in machinery. The students analyze it for position, velocity and acceleration of
output rocker link relative to the input crank link.
List of required equipment:
• Lab model four-bar mechanism. This consists of Crank-Coupler-Rocker links.
Procedure:
1. Record angular position of the crank (LINK2) and the rocker (LINK4) in degrees starting with
the crank (LINK2) and the connecting rod (LINK3) are in the same straight line.
2. Turn crank (LINK2) to a complete cycle (360°) and record the positions of the crank (LINK2)
and the rocker (LINK4) for every 10° of the crank (LINK2) rotation.
3. Determine relative motion for displacement, velocity and acceleration, between crank and
rocker as is explained below.

Fig 1: The 4-bar mechanism Fig 2: Symbolic representation

Observations and Calculations:

Crank position: 0º 10º 20º 30º 40º 50º 60º 300º 310º 320º 330º 340º 350º
…
Rocker position:
Graphs:
1. Draw angular position of rocker versus angular position of crank.
2. Assuming that the crank is driven at a constant angular velocity, the rocker's angular velocity
as a function of time is determined graphically by finding out slope of first graph at different
points. These values of slope represent rocker's angular velocity at different times i.e. angular
velocity at ti, ωi= Δ θ , where Δti are time intervals taken equally on the graph.
Δ ti
Δ ωi
3. Similar to step 2 above, determine angular acceleration of rocker αi =
Δt i
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss different outputs when lengths of the links are changed.
3. Discuss about errors in the graphical differentiation.
Safety Issues:
This equipment is very simple and there are no particular safety issues.
 Study of Crank-Slider Mechanism
Learning Objectives:
This experiment is intended to inform the students about one of the most common fundamental
mechanism used in machinery. The students analyze it for position, velocity and acceleration of
output slider block relative to the input crank link.
List of required equipment:
• Lab model crank-slider mechanism. This consists of Crank-Coupler-Slider links.
Procedure:
1. Record angular position of the crank (LINK2) in degrees and the slider block (LINK4) in mm
starting with crank (LINK2) and connecting rod (LINK3) in the same straight line.
2. Turn crank (LINK2) to a complete cycle (360°) and record the positions of the crank (LINK2)
and the slider (LINK4) for every 10° of the crank (LINK2) rotation.
3. Determine relative motion for displacement, velocity and acceleration, between crank and
slider block as explained below.

Fig 1: The Crank-Slider Mechanism Fig 2: Symbolic Representation

Observations and Calculations:
Crank position: 0º 10º 20º 30º 40º 50º 60º 300º 310º 320º 330º 340º 350º
…
Slider displacement:
Graphs:
1. Plot displacement of slider versus angular position of crank.
2. Assuming that the crank is driven at a constant angular velocity, the slider's velocity as a
function of time is determined graphically by finding out slope of first graph at different
points. These values of slope represent slider's velocity at different times i.e. velocity at ti,
Δx
v i= , where Δti are time intervals taken equally on the graph.
Δ ti
Δv
3. Similar to step 2 above, determine acceleration of slider block ai= i and plot it.
Δ ti
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss its behavior at toggle points. How is it different from engine mechanisms?
3. Discuss about errors in the graphical differentiation.
Safety Issues:
This equipment is very simple and there are no particular safety issues.
 Study of Slotted-Link Mechanism
Learning Objectives:
This experiment is intended to inform the students about a quick-return mechanism. The students
analyze it for position, velocity and acceleration of output slider block relative to input crank link.
List of required equipment:
• Lab model slotted-link mechanism. This is an isomer of Stephenson's six-bar isomer.
Procedure:
1. Record angular position of the crank (LINK2) in degrees and the slider block (LINK6) in mm
starting with slider (LINK6) at an extreme position.
2. Turn crank (LINK2) to a complete cycle (360°) and record the positions of the crank (LINK2)
and the slider (LINK6) for every 10° of the crank (LINK2) rotation.
3. Determine relative motion for displacement, velocity and acceleration, between crank and
slider block as explained below.

Fig 1: Slotted-link Mechanism Fig 2: Symbolic Representation

Observations and Calculations:
Crank position: 0º 10º 20º 30º 40º 50º 60º 300º 310º 320º 330º 340º 350º
…
Slider displacement:
Graphs:
1. Plot displacement of slider versus angular position of crank.
2. Assuming that the crank is driven at a constant angular velocity, the slider's velocity as a
function of time is determined graphically by finding out slope of first graph at different
points. These values of slope represent slider's velocity at different times i.e. velocity at ti,
Δx
v i= , where Δti are time intervals taken equally on the graph.
Δ ti
Δv
3. Similar to step 2 above, determine acceleration of slider block ai= i and plot it.
Δ ti
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss what happened at toggle point.
3. Discuss about errors in the graphical differentiation.
Safety Issues:
This equipment is very simple and there are no particular safety issues.
 Study of Cam & Follower Mechanism
Learning Objectives:
This experiment is intended to inform the students about a very common mechanism. The students
analyze it for position, velocity and acceleration of follower relative to the cam rotation.
List of required equipment:
• Eccentrically mounted circular cam and flat follower with a dial gage.
Procedure:
1. Record angular position of the cam (LINK2) in degrees and the follower (LINK3) in mm.
2. Turn cam (LINK2) to a complete cycle (360°) and record the angular position of the cam
(LINK2) and follower's displacement for every 10° of the cam rotation.
3. Determine relative motion for displacement, velocity and acceleration, between cam and
follower as explained below.

Fig 1: Cam and follower mechanism Fig 2: Symbolic representation

Observations and Calculations:
Cam position: 0º 10º 20º 30º 40º 50º 60º 300º 310º 320º 330º 340º 350º
…
Follower displacement:
Graphs:
1. Plot displacement of follower versus angular position of cam.
2. Assuming that cam is driven at constant angular velocity, the follower's velocity as a function
of time is determined graphically by finding out slope of first graph at different points.
3. Similar to step 2 above, determine acceleration of slider block and plot it.
4. If the above graphs are obtained neatly, try plotting jerk (derivative of acceleration).
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss about errors in the graphical differentiation.
Safety Issues:
This equipment is very simple and there are no particular safety issues.
 Study of Epicyclic Gear Train
Learning Objectives:
This experiment is intended to inform the students about a very useful mechanism. The students
analyze it for position, velocity and acceleration of output shaft relative to input shaft.
List of required equipment:
• Lab model epicyclic gear train.
Procedure:
1. Check and record the number of teeth on gears a, c and d.
2. Set shaft a angle as 0º and note that output shaft (arm b) is at 0º, 120º or 240º.
3. Fix gear d by turning in the thumb bolt to lock gear d.
4. Record input shaft (gear a) and output shaft (arm b) readings.
5. Turn gears a at 30° increment and record both input shaft (gear a) and corresponding output
shaft (arm b) readings.
6. Plot a curve of input shaft vs. output shaft rotation and determine the slope or gear ratio.
7. Unlock gear d by unscrewing the thumb bolt.
8. Grip output shaft (arm b) and rotate input shaft (arm a) and note the movement of ring gear d.

Number of teeth on gears:

Sun gear Ta = 60
Planet gears Tc = 30
Ring gear Td = 120 (internal teeth)

Fig 1: Epicyclic gear train

Fig 2: Symbolic representation and detailed view

Observations and Calculations:
Input shaft position: 0º 30º 60º 90 120º 150º 180º 210º 240º 270º 300º 330º
Output shaft position:

Graphs:
1. Plot displacement of output shaft versus angular position of input shaft.
2. Assuming that input shaft is driven at constant angular velocity, the output shaft's velocity as
a function of time is determined graphically by finding out slope of first graph at different
points thus giving the gear ratio.
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss about errors in the graphical differentiation.
Safety Issues:
Do not insert fingers into the mechanism while the gears are moving. Keep parts of loose clothings
clearly away from the gears, as they may get torn and may even hurt the person.
 Study of Compound Gear Train
Learning Objectives:
This experiment is intended to inform the students about kinematics of compound gears. The
students visualize various gear ratios and relative velocities.
List of required equipment:
• The compound gear train system.
Procedure:
1. Check and record the number of teeth on gears a, c and d.
2. Set shaft a angle as 0º and note that output shaft (arm b) is 0º, 120º or 240º.
3. Fix gear d by turning in t
1/1 Hand wheel
1/2 Shaft 1
1/3 Mass and drum 1
1/4 Gear = 60 T
1/5 Gear = 80 T
1/6 Sprocket and lock pin
2/1 Mass and drum 2
2/2 Shaft 2
2/3 Gear = 40 T
2/4 Gear = 20 T
2/5 Gear = 80 T
2/6 Gear = 60 T
3/1 Shaft 3
3/2 Gear = 20 T
3/3 Gear = 40 T
3/4 Mass and drum 3
3/5 Gear = 60 T
3/6 Gear = 80 T
4/1 Shaft 4
4/2 Gear = 40 T
4/3 Gear = 20 T
Fig 1: The gear system 4/4 Mass and drum 4
 Study of Hooke's Universal Joint
Learning Objectives:
This experiment is intended to inform the students about a common mechanism used in machinery.
This mechanism demonstrates relative angular motion in degrees between two intersecting shafts
through a cross-member.
List of required equipment:
• Lab model Hooke's universal joint.
Procedure:
1. Adjust the angle between the input (link2) and output shafts (link3) at a specific angle δ1.
2. Record angular position of the input shaft (θ2) and the output shaft (θ3) in degrees.
3. Turn input shaft to a complete cycle (360°) and record the positions of both the input shaft
and the output shaft for every 10° of rotation.
4. Determine relative motion for displacement and velocity between input and output.

Hooke's universal joint Schematic of a double universal joint

Observations and Calculations:
Input shaft position: 0º 10º 20º 30º 40º 50º 60º 300º 310º 320º 330º 340º 350º
…
Output shaft position:
Theory:
Let: δ1 = angle between the input and output shafts,
θ2 , θ3 = position of input and shafts, respectively,
ω2 , ω3= angular velocity of input and output shafts, respectively.
tan θ2 ω 2 cos δ1
then cos δ1 = ⇒ω = 2 2
, where ω2≠ω3
tan θ3 3
1−sin θ 3 sin δ
Graphs:
1. Draw angular position of output versus angular position of input shaft.
2. Note the slight variations from a straight line.
Points of discussion in report:
1. Discuss uses and applications of this type of mechanism in various mechanical devices.
2. Discuss different outputs when angle δ1 is changed.
Safety Issues:
This equipment is very simple and there are no particular safety issues.
Learning Objectives:
This experiment is intended to inform the students about the practical aspects of static and dynamic
balancing of rotating machinery.
List of required equipment:
• Static & Dynamic Balancing Machine