Magnetic shielding with YBCO coated conductors: Influence of the geometry on its performances

A superconducting magnetic shield can be built as a stack of several sections of milled 2G coated conductors. Each section consists of a closed loop where persistent currents can flow and provide a strong attenuation of external dc magnetic fields. The purpose of the present work is to study experimentally several geometries of such magnetic shields made out of YBa2Cu 3O7 (YBCO) coated conductors from SuperPower. Our aim is to investigate in detail the influence of the aspect ratio and the number of layers of the assembly on the magnetic shielding properties. In order to do so, the magnetic shield is subjected to an axial quasi-static ('dc') magnetic field ramped slowly at a fixed sweep rate. A Hall probe is used to measure the local magnetic induction inside the assembly as a function of the applied magnetic induction. Results show that the shielding factor, SF, (defined as the ratio between the applied magnetic induction and the magnetic induction measured inside the shield) is improved for increasing aspect ratios of the global coated conductor assembly and that the threshold magnetic induction (defined for SF = 10) increases with the number of layers. Using a double layer of 18 sections at T = 77K , dc magnetic fields up to 56 mT can be shielded by a factor larger than 10. Finally, the effect of an air gap of constant width between coated conductor sections is also characterized. © 2002-2011 IEEE.

Determination of the rheological parameters of self-compacting concrete matrix using slump flow test

The classification of a concrete mixture as self-compacting (SCC) is performed by a series of empirical characterization tests that have been designed to assess not only the flowability of the mixture but also its segregation resistance and filling ability. The objective of the present work is to correlate the rheological parameters of SCC matrix, yield stress and plastic viscosity, to slump flow measurements. The focus of the slump flow test investigation was centered on the fully yielded flow regime and an empirical model relating the yield stress to material and flow parameters is proposed. Our experimental data revealed that the time for a spread of 500 mm which is used in engineering practice as reference for measurement parameters, is an arbitrary choice. Our findings indicate that the non-dimensional final spread is linearly related to the non-dimensional yield-stress. Finally, there are strong indications that the non-dimensional viscosity of the mixture is associated with the non-dimensional final spread as well as the stopping time of the slump flow; this experimental data set suggests an exponential decay of the final spread and stopping time with viscosity. © Appl. Rheol.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.