What if my question has 2 different x on each side of the trapezoidal for example (1: 0.5) on the left side and (1: 0.7) on the right side, what will be the formula for area?
it´s easy to solve this ecuation, you need to use equal terms and its done, by elimination. you have duplicate de "A" ecuation, and perimeter ecuation is B+ 2sqrt(1/3x^2 + x^2), simple algebra, for every value of "x" on the talud the level of water in the channel increase a 1/3 of "x" . it is why you where confused. my result was Y=0.498 m
Thanks for the contribution, I hadn’t thought of this method before but will certainly consider it in the future. The focus of this video was to present a simple method for engineering students to solve the problem without the need to solve algebraically, and in my experience students tend to find this the simplest way to address and understand the problem. But I’m very grateful to see another way to do it.
I am currently working on a new hydraulics lesson series, using models and real world examples. The first part of the first lesson can be found here: ua-cam.com/video/EYvudBeHhWQ/v-deo.html
I used to teach some open channel flow and am looking forward to your future videos. I used photos I had from the Pontcysyllte Aquaduct - which I suspect is not too far from you - for a problem on flow in rectangular channels, though I doubt that I got the pronunciation correct. Having watched some of your other open channel videos, I am interested in what level you are teaching (I taught to civil engineering technologists in Canada).
@@davemorgan8349 Thanks for the comment. I’ve never been to Pontcysyllte Aquaduct, but would love to go and make a video there one day. I made most of this content to supplement my lectures for a year 2 Hydraulics module on a Civil Engineering course at university level. The new content I’m working on now, however, will be replacing my lectures for lock-down teaching, so is a bit more involved than these videos!
@@fluidsexplained1901 Yes, online must be a different game altogether. Most of my former colleagues hate it - but 20 hours a week on Zoom or equivalent presenting to a grid of thumbnails doesn't sound like fun. Interestingly (perhaps), I think my live teaching could have been adapted to online with just a voice-over. I used presentations (using Beamer in LaTeX, for incremental math display) but they didn't include solutions to the example problems. I would provide handouts with all the example statements and a lot of white space; I'd go through the example on the whiteboard and students would write down the solutions on their own handouts themselves. This helped them stop zoning out and staying more actively involved. Now on retirement lockdown and not exactly busy, I've been figuring out how best to help my former colleagues. I haven't had much success with a tablet and stylus, Khan Academy style; it's almost like I have to learn to write all over again - there is not enough friction between the stylus and the tablet for my liking. Your handwritten approach is both simple and clear so I may end up copying your methods. Sellotape and all! :) One problem I never managed to completely solve was independent student work on assignments. I wrote a program to provide individual inputs to common questions, automatically marked, and students had to hand in a printed summary sheet along with their written work (nothing at all sent to a server, everything in the browser). Mark entry into a gradebook was very quick with each students assignment 'assessed' by me in about 30 seconds. Here is the original version, built around 10 years ago, in you would like a look. Any name and number will get you in. At that time, technology didn't allow storing of information in the browser so every browser session started with a clean slate but question inputs were consistent for the same id number. (Note that answers must be correct to 3 significant digits (or 4, if the first non-zero digit is a 1) and interim work should be accurate to at least 5 sigdigs.) qwizm.org/fluids/13OCF/quizzes/OCFSet01/index.html I do have version 2 almost complete that will store inputs between sessions but I'm still figuring out how to encode correct solutions so they are less likely to be found by tech-savvy students!
The problem is that if you look at the form of the equation, it’s extremely complex to re-arrange for y. A mathematician may be able to do it, but for humble engineers like me, this is the easiest way to solve!
@@fluidsexplained1901 I'm reasonably confident that it is not possible to isolate depth algebraically . But many calculators do have a numeric solver that enable solving equation like this. I presume they work similarly to Goal Seek in Excel.
Check out new content on this channel about the flume I built in my office:
ua-cam.com/video/sppaBqpIT-w/v-deo.html
Thank you so much!
Thanks to you so much, you've helped me alot.
Thanks for the comment. Very glad to hear it!
Thank you ❤
Thanks for clear explanation sir!
You are welcome!
Thank you for the help!
Thanks for the comment, really happy it helped!
very informative! thank you!
hi is this using the best hydraulic method too
Do you have video showing how to find the slope at which the (trapezoidal) flow becomes critical?
Not yet I'm afraid,. but this could be one for the future.
What if my question has 2 different x on each side of the trapezoidal for example (1: 0.5) on the left side and (1: 0.7) on the right side, what will be the formula for area?
up
❤❤❤
Thank you
Thanks for the comment!
What if you were given the y - flow depth, the flowrate Q, but asked to find the length B, and Longitudinal slope S, given 45 degree theta?
Hi, I don't think this would be possible as you would have two unknows.
Thanks sir
Thanks for the comment!
دكتور كيف أتواصل معك
it´s easy to solve this ecuation, you need to use equal terms and its done, by elimination. you have duplicate de "A" ecuation, and perimeter ecuation is B+ 2sqrt(1/3x^2 + x^2), simple algebra, for every value of "x" on the talud the level of water in the channel increase a 1/3 of "x" . it is why you where confused. my result was Y=0.498 m
Thanks for the contribution, I hadn’t thought of this method before but will certainly consider it in the future. The focus of this video was to present a simple method for engineering students to solve the problem without the need to solve algebraically, and in my experience students tend to find this the simplest way to address and understand the problem. But I’m very grateful to see another way to do it.
could you elaborate on this method?
@@Randomkloud I'm pretty sure it is not possible to solve this equation for y. Iteration, or a calculator, is the only way.
I just need an excel spread sheet.
Yes this is the best way to solve it (or you could even write a simple code to do it even quicker). But it’s nice to know how to do it by hand.
I am currently working on a new hydraulics lesson series, using models and real world examples. The first part of the first lesson can be found here:
ua-cam.com/video/EYvudBeHhWQ/v-deo.html
I used to teach some open channel flow and am looking forward to your future videos. I used photos I had from the Pontcysyllte Aquaduct - which I suspect is not too far from you - for a problem on flow in rectangular channels, though I doubt that I got the pronunciation correct. Having watched some of your other open channel videos, I am interested in what level you are teaching (I taught to civil engineering technologists in Canada).
@@davemorgan8349 Thanks for the comment. I’ve never been to Pontcysyllte Aquaduct, but would love to go and make a video there one day. I made most of this content to supplement my lectures for a year 2 Hydraulics module on a Civil Engineering course at university level. The new content I’m working on now, however, will be replacing my lectures for lock-down teaching, so is a bit more involved than these videos!
@@fluidsexplained1901 Yes, online must be a different game altogether. Most of my former colleagues hate it - but 20 hours a week on Zoom or equivalent presenting to a grid of thumbnails doesn't sound like fun. Interestingly (perhaps), I think my live teaching could have been adapted to online with just a voice-over. I used presentations (using Beamer in LaTeX, for incremental math display) but they didn't include solutions to the example problems. I would provide handouts with all the example statements and a lot of white space; I'd go through the example on the whiteboard and students would write down the solutions on their own handouts themselves. This helped them stop zoning out and staying more actively involved.
Now on retirement lockdown and not exactly busy, I've been figuring out how best to help my former colleagues. I haven't had much success with a tablet and stylus, Khan Academy style; it's almost like I have to learn to write all over again - there is not enough friction between the stylus and the tablet for my liking. Your handwritten approach is both simple and clear so I may end up copying your methods. Sellotape and all! :)
One problem I never managed to completely solve was independent student work on assignments. I wrote a program to provide individual inputs to common questions, automatically marked, and students had to hand in a printed summary sheet along with their written work (nothing at all sent to a server, everything in the browser). Mark entry into a gradebook was very quick with each students assignment 'assessed' by me in about 30 seconds. Here is the original version, built around 10 years ago, in you would like a look. Any name and number will get you in. At that time, technology didn't allow storing of information in the browser so every browser session started with a clean slate but question inputs were consistent for the same id number. (Note that answers must be correct to 3 significant digits (or 4, if the first non-zero digit is a 1) and interim work should be accurate to at least 5 sigdigs.)
qwizm.org/fluids/13OCF/quizzes/OCFSet01/index.html
I do have version 2 almost complete that will store inputs between sessions but I'm still figuring out how to encode correct solutions so they are less likely to be found by tech-savvy students!
@@davemorgan8349 Thanks for the link, looks really interesting!
cant we just easily solve it by calculator? One equation and one unknown, If yes please explain how. And thanks alot for your efforts.
The problem is that if you look at the form of the equation, it’s extremely complex to re-arrange for y. A mathematician may be able to do it, but for humble engineers like me, this is the easiest way to solve!
@@fluidsexplained1901 I'm reasonably confident that it is not possible to isolate depth algebraically . But many calculators do have a numeric solver that enable solving equation like this. I presume they work similarly to Goal Seek in Excel.
so tedious, so stupid, waste of time