The aim of this research is to study the factors affecting drag coefficient (C d ) in
non-Newtonian fluids which are the rheological properties ,concentrations of non-
Newtonian fluids, particle shape, size and the density difference between particle and
fluid .Also this study shows drag coefficient (C d ) and particle Reynolds' number (Re
P ) relationship and the effect of rheological properties on this relationship.
An experimental apparatus was designed and built, which consists of Perspex pipe
of length of 160 cm. and inside diameter of 7.8 cm. to calculate the settling velocity,
also electronic circuit was designed to calculate the falling time of particles through
fluid.
Two types of solid particles were used; glass spheres and crushed rocks as
irregularly shaped particles with different diameters and compared with each other.
The concept of equivalent spherical diameter (D S ) was used to calculate the
diameters of irregularly shaped particles.
The flow behavior for Non-Newtonian fluids was represented by Power-Law model.
Two types of polymers were used, Carboxy Methyl Cellulose CMC with
concentrations of (3.71, 5, 15 and 17.5) g/l and polyacrylamide with concentrations of
(2, 4 and 6) g/l.
The results showed that the drag coefficient decreased with increasing settling
velocity and particle diameters and sizes; and increased as fluid become far from
Newtonian behavior and concentrations and the density difference between particle
and fluid.
The results also showed that the rheological properties of Non-Newtonian fluids
have a great effect on the drag coefficient and particle Reynolds number relationship,
especially in laminar-slip regime and decreases or vanishes at transition and turbulentslip
regimes.
New correlations were obtained which relates drag coefficient with concentrations
of polymers and with flow behavior indices for spherical and irregular shaped
particles in Carboxy Methyl Cellulose CMC and polyacrylamide solutions.
Las diferencias entre el pretérito perfecto simple y el imperfecto son uno de los temas más complejos de la lengua española, no sólo para el estudiante, sino para el profesor, puesto que sistematizar los casos y hacerlos fácilmente comprensibles al alumno es tarea difícil. Los profesores de lengua, cuyas investigaciones han dado lugar a una serie de teorías y de corrientes metodológicas y didácticas que permiten enfocar la enseñanza de una lengua extranjera de manera muy distinta a como se hacía tradicionalmente. Vamos a repasar muy brevemente cuáles son estas teorías.
En primer lugar es necesario señalar en qué consiste el aprendizaje de una segunda lengua:
"El aprendizaje de una segunda lengua (L2) es el
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