The hydraulic conditions of a flow previously proved to be changed when placing large-scale geometric roughness elements on the bed of an open channel. These elements impose more resistance to the flow. The geometry of the roughness elements, the numbers used, and the configuration are parameters that can affect the hydraulic flow characteristics. The target is to use inclined block elements to control the salt wedge propagation pointed in most estuaries to prevent its negative effects. The Computational Fluid Dynamics CFD Software was used to simulate the two-phase flow in an estuary model. In this model, the used block elements are 2 cm by 3 cm cross-sections with an inclined face in the flow direction, with a length of their sides 2 and 3 cm. These elements were placed with a constant spacing in two rows at a distance from two sides of the bed of the channel model. Six simulation runs were conducted with two different discharges and three different inclinations of the centerline of the element concerning the flow direction. The applied discharges are 30 and 45.3 l/min, and the inclination of roughness elements are 15o, 30o, and 45o. The spacing between elements in each row is kept at 3cm. The results showed that when no roughness elements were used, the propagation of the salt wedge extended to 3.9m and 3.1m at a discharge of 30 l/min and 45.31/min, respectively. The propagation of the salt wedge was reduced when using the inclined blocks roughness element. This reduction depends on the applied discharge and the angle of inclination. At the minimum applied discharge of 30 l/min, the propagation of the salt wedge was reduced by 74% at 45o inclination. In contrast, it was 69% at 30o and 64% at 15o inclination at the same discharge. When the discharge is 45.3 l/min, the propagation of the salt wedge was reduced by 85% at 45o inclinations of roughness, 84% at 30o. It was 70% at 15o inclinations. The roughness elements improve the flow turbulence that disperses and slows the salt wedge propagation beneath the fresh water.
In this research, optical communication coding systems are designed and constructed by utilizing Frequency Shift Code (FSC) technique. Calculations of the system quality represented by signal to noise ratio (S/N), Bit Error Rate (BER),and Power budget are done. In FSC system, the data of Nonreturn- to–zero (NRZ ) with bit rate at 190 kb/s was entered into FSC encoder circuit in transmitter unit. This data modulates the laser source HFCT-5205 with wavelength at 1310 nm by Intensity Modulation (IM) method, then this data is transferred through Single Mode (SM) optical fiber. The recovery of the NRZ is achieved using decoder circuit in receiver unit. The calculations of BER and S/N for FSC system a
... Show MoreOil flow lines are used to transport oil and its derivatives from a well over long distances, and because oil wells produce other potentially corrosive products, such as carbon dioxide and Hydrogen sulfide, it is necessary to take methods to protect the pipeline from corrosion. One of these methods is the use of corrosion inhibitors in this study. Prepare 5-acetyl-2-anilino-4-dimethylaminothiazole and test it as a corrosion inhibitor on a sample of the Rumaila flow line at a constant temperature 25°C in (3.5%) NaCl and (3.5%) KCl solution in the absence and presence of different concentrations of inhibitor (0 mM, 0.01 mM, 0.03 M, 0.05 mM). by using liner polarization (Tafel slope). The inhibiter exhibited the best performance at hi
... Show MoreThis paper introduces some properties of separation axioms called α -feeble regular and α -feeble normal spaces (which are weaker than the usual axioms) by using elements of graph which are the essential parts of our α -topological spaces that we study them. Also, it presents some dependent concepts and studies their properties and some relationships between them.
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Collaborative learning in class‐based teaching presents a challenge for a tutor to ensure every group and individual student has the best learning experience. We present Group Tagging, a web application that supports reflection on collaborative, group‐based classroom activities. Group Tagging provides students with an opportunity to record important moments within the class‐based group work and enables reflection on and promotion of professional skills such as communication, collaboration and critical thinking. After class, students use the tagged clips to create short videos showcasing their group work activities, which can later be reviewed by the teacher. We report on a deployment of Group Tagging in an undergraduate Computing Scie
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