LAB 3

FAKULTI TEKNOLOGI KEJURUTERAAN

MEKANIKAL DAN PEMBUATAN
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
BMMK 2104 WELDING DESIGN ANALYSIS

LAB SHEET 3

TORSION TEST

Learning LO1 Describe basic concepts and fundamental principles of mechanical

Outcome (LO): applications

Program PLO1 Apply knowledge of technology fundamentals to broadly-defined

Outcome: procedures processes, systems and methodologies in welding
technology.
Synopsis: This lab activity will enrich students’ knowledge on torsion test. Students are
expected to be able to understand and determine the elastic, plastic and yielding
behaviours of different materials when subjected to twisting moment or torsional
load (torque).

Related Lecture’s
Topic: Torsion

Prepared by: Ts Dr Mohd Basri bin Ali Date: 2 Nov 2021

Approved by PM. Ir. Dr. Mohd Hadzley b Abu Bakar Date

LM/SLM/HOD
1.0 THEORY

Torsion refers to the twisting of a shaft loaded by a torque, also commonly known as twisting couples
or twisting moments. For example, in the generation of electricity shafts carry torque from the turbine
to the generator. An example of torsional loading subjected to a solid bar is shown in Figure 1. In this
example the shaft is loaded by two equal and opposite forces P acting on a bar (moment arm)
perpendicular to the shaft. The moment generated by these forces is sometimes called a couple. The
magnitude of the moment due to this couple is given by P times d, where P is the applied forces and
d is the distance between the lines of action of the forces. This twisting couple is also called the 'Torque'
or 'Twisting Moment'. Two alternate ways of depicting torque are shown in Figure 2. In the left-hand
figure the torque is shown as a loop with an arrow depicting its direction. In the right hand figure the
torque is shown as a vector moment.

The derivation and interpretation of the theory of torsion of circular shafts can be reviewed by looking
at a small section of length dx of a circular shaft under torsion. During twisting, one end of the shaft
will rotate about the longitudinal axis with respect to the other end. The magnitude of this rotation is
measured in terms of the angle in radians by which one end rotates in relative to the other. This is
called 'angle of twist' and denoted by (radian).

Figure 1 Example of bar under torsional loading

Figure 2 Two alternate ways of depicting torque

For a linear elastic material, using Hooke's Law, we can write the relationship between shear stress ,
Modulus of Rigidity, G and shear strain as:

G (1)

The shear strain , on a small area of a material situated at a distance from the center to
be:
/L (2) Thus

using Hooke's Law, shear stress can be expressed as:

G
(3)
L

The torque, T is found by integrating over the cross section the product of shear stress, τ and the
distance, ρ from the center of the shaft.

T dA (4)

Using shear stress from previous relations, we get

T G( )2dA G( ) 2dA G( )J (5)

L L L

2 D4
where J (mm4) = dA = = r4/2 is called the polar moment of inertia for the solid bar
specimen. 32

Using the Eq.(5), the relation between the twist and the torque is given by:

TL
(6)
GJ
Generally, based on the torsion theory and combining Eqs. (3) and (6) the following torsion formula
may be obtained;
T G
(7)
J r L
2.0 EQUIPMENTS/ EXPERIMENT APPARATUS/ CONSUMABLE MATERIALS

Figure 3 Torsion Test Apparatus

1- Loading device ; 2 - Torque measurement unit; 3 – Digital torque meter
4-The test specimen (rod / solid shaft) ; 5 – Track base

The test equipment consists as shown in Figure 3:

Loading device (1) with scale and revolution counter for twisting angle measurement.
Torque measurement unit (2) with a digital torque meter (3).
The specimen (4) is mounted between the loading device (1) and the torque measurement
unit (2) into hexagon sockets. All components are mounted on a track base (5).

Figure 4 Loading device

Figure 4 shows the loading device of test equipment. The torsional loading is transmitted to the
specimen by a worm gear (1) and a hand wheel (4). The twisting angle at the output and the input is
read off by two 360 scales (2, 3). At the input side of the gear there is in addition a 5-digit revolution
counter (5), which shows the input revolutions 1:1.The worm gear has a reduction ratio of 62. The
specimen’s hexagon ends are set into an axial moveable socket (6) at the worm gear output end.
 Torque T

Figure 5 Deformation of the rod under torque T

Error

The torque T will cause a small deformation of the torsion rod (or solid shaft) as shown in Figure 5.
This will cause an error in determining the twisting angle of the specimen. To reject this error, the
specimen holder of the torque measurement unit is turnable (or rotatable).

A lever and a threaded spindle at the fixed side of the torsion rod can compensate the deformation as
shown in Figure 6. A dial gauge at the side of the specimen holder can control the compensation.

- Turning the
Threaded spindle
fixed end
with hand wheel Dial gauge
Torque T
Hexagonal
socket as
Level specimen holder

Error =0
Torsion rod with
strain gauges

Figure 6 Compensation of the deformation of the rod under torque T

3.0 PROCEDURES/ METHODOLOGY

Each student is required to watch the video through the link given.

https://youtu.be/6S7nolDTO5Y

1. Loading the specimen

a) Observe the dial gauge. Read the load (Torque) from the display every 1 degree and
make a note of it with the corresponding reading. From 10 degree, the reading interval can
be extended to 10 degree interval until the specimen fail.

4.0 RESULTS
EXPERIMENTAL DATA AND RESULTS
Material of specimen: Mild Steel
Size of specimen: Gauge Length, L..........80...........mm
Diameter, D .............5.97...............mm

1. Record all the test data (T and ) as shown in Table 1(a). You may need to create different tables
for different materials provided for this laboratory work. Label it as Tables 1(a), 1(b) and 1(c).

Table 1(a) Torsional load (torque) variation with twisting angle

Twist angle,
Torque T (Nm) Observation / Remark
Degree Radian
1 0.0175 5.41

2 0.0349 7.21

3 0.0524 9.50

4 0.0698 11.13

5 0.0873 12.67

6 0.1047 14.18

7 0.1222 15.45

8 0.1396 16.32

9 0.1571 16.90

10 0.1745 17.07 SPECIMEN TWIST

20 0.3491 19.16

40 0.6981 18.37
60 1.0472 11.75

80 1.39626 2.69

100 1.74533 1.67 SPECIMEN BREAK

2. Plot graph T (Nm) versus (degree) for the elastic and plastic regions or up to the limitwhere the
test specimen failed. Indicate the estimated location of yield point, ultimate/maximum point and
fracture point of the specimen. Indicate in this graph withthe elastic and plastic regions.

25

20 19.16
Ultimate stress
16.9
Yield
15 point
Torque T(Nm)

10

1.67 Fracture
point
0
0 20 40 60 80 100 120
Degree (°)
3. Plot graph of T (Nm) versus (radian) for the elastic region only. Define the slope of this graph
and substitute in Eq. (7) to calculate the modulus of rigidity, G (GPa).

T (Nm) versus (Radian)

17.07
18
16
14
12
T (Nm)

10
7.21
8
6
4
2
0
0.0175 0.0349 0.0524 0.0698 0.0873 0.1047 0.1222 0.1396 0.1571 0.1745
Series1 5.41 7.21 9.5 11.13 12.67 14.18 15.45 16.32 16.9 17.07
Radian

Length of specimen=0.080 m
Diameter of specimen= 0.00597 m

𝜋𝐷4
𝐽= 𝑤ℎ𝑒𝑟𝑒, 𝐷 = 𝐷𝑖𝑎𝑚𝑒𝑡𝑒𝑟
32

3.1415(0.00597)4
𝐽= = 1.247 × 10−10 𝑚4
32
(17.07 − 7.21)
𝑚=
(0.17 − 0.03)
𝑇
= 70.43 𝑃𝑎


𝑇 𝐺
=
𝐽 𝐿
𝑇 𝐿
𝐺= .
 𝐽
0.080
𝐺 = (70.43) ( )
1.247 × 10−10 𝑚4

= 4.518 × 1010 𝑃𝑎
4. By using data of T = Ty (torque at yield point) or angle of twisting y (angle of twist at yield)
calculate the estimated value of y (shear-yield stress) of the test material. This can be done
by using Eq. (3) or Eq.(7).

𝜏𝑦 𝐺𝑌
=
𝑟 𝐿
𝐺𝑌 𝑟
𝜏𝑦 =
𝐿

(40720)(17.07)(0.002985)
𝜏𝑦 = = 2593.56 𝑀𝑃𝑎
0.080
5. Compare the experimentally defined values with the theoretical data by calculating the
percentage of differences and show the final results in tabulated form.

𝐺J
𝑇=
𝐿

𝐺 = 6.980 × 1010 𝑃𝑎
 = 0.0175 rad
L = 0.07473 m
𝐽 = 1.142 × 10−10 𝑚4

(6.980 × 1010 )(0.0175)(1.142 × 10−10 )

𝑇= = 1.87 𝑁𝑚
0.07473

𝑇𝑜𝑟𝑞𝑢𝑒 (𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡) − 𝑇𝑜𝑟𝑞𝑢𝑒(𝑇ℎ𝑒𝑜𝑟𝑦)

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 % = × 100%
𝑇𝑜𝑟𝑞𝑢𝑒(𝑇ℎ𝑒𝑜𝑟𝑦)

1.57 − 1.87
=| | × 100% = 16.04 %
1.87
 Rad Torque Torque Percentage
(Experiment) (Theory) Nm difference %
Nm
0.0175 1.57 1.87 16.04

0.0349 3.29 3.72 11.56

0.0524 5.07 5.59 9.30

0.0698 6.91 7.45 7.24

0.0873 8.80 9.31 5.48

0.1047 10.65 11.17 10.47

0.1222 12.75 13.03 2.15

0.1396 13.84 14.89 7.05

0.1571 15.02 16.76 10.38

0.1745 15.90 18.61 14.56

0.3491 17.65 37.24 52.60

0.5236 17.72 55.85 68.27

0.6981 17.42 74.46 76.60

0.8727 15.30 93.09 83.71

1.0472 10.82 111.70 90.31

1.2217 4.64 130.31 96.44

1.3962 1.85 148.93 98.76

 6. Draw the fracture surface of the failed specimen (side and top views) and describebriefly
the fracture behaviour as observed in this test.

A typical progression of a tensile test begins with the specimen situated in the absence of a load. At
the initial
application of the load, uniform elongation and reduction of the cross-sectional area can be
observed. This
continues until a maximum load is reached. Thereupon, necking occurs, causing the following
deformation
to become non-uniform and take place merely at the neck. The local true stress continues to
increase as the
neck area decreases until fracture is reached.
During a tensile test, readings of the applied load and the elongation of the gauge length
are taken
simultaneously. This data can be plotted on a graph called the stress-strain curve. The stress-strain
curve is
essential in understanding the material properties as it shows the basic relationship between the
engineering
stress and the engineering strain
 5.0 DISCUSSION
For discussion, you should answer all questions as follows:

i. Analyze the overall behaviour of the test materials under torsional loading and compare it
with the behaviour under uniaxial tension load. Is there any similarity between the two?

- There is no similarities between torsional loading and uniaxial tension load where in torsional
test that used is modulus of rigidity while in unaxial load test is elasticity. Modulus of elasticity
is Young’s modulus is when force nature is tensile or compressive (force perpendicular to
surface) - ratio of normal stress to normal strain up to Proportional limit. Modulus of rigidity
is Shear modulus is when force is a shear force (force parallel to surface) - ratio of shear
stress to shear strain up to Proportional limit.

ii. Discuss the mechanical properties (G and y) obtained in this work by comparing it with the
theoretical data as may be found in any references.
- From the results obtained in this work, the shear modulus, G that we obtained is
62.85G𝑃𝑎, while the theoretical value of shear modulus,G of Aluminium is 26GPa.
Moreover, the calculated value shear-yield stress, y is 317.267 𝑀𝑃𝑎 , while the
theoretical value of shear-yield stress, y is 207MPa. From this we can see that the
experimented value of shear modulus, G and the y (shear-yield stress) is higher than
the theoretical value. This occurs due to some random and instrumental error.

iii. State any factors or reasons that cause the differences between the experimentally defined
and theoretical values. Justify your arguments and suggest the method(s) to improve it.

First is parallax error when reading the data from vernier calliper.It happens when the measurement
of an
object’s length is more or less than the true length because of our eye being positioned at an angle to
the
measurement markings. Moreover, zero error of the equipments. Where the reading on the
equipment doesn’t
reset to zero properly. Next is instrumentation error. For example, axial misalignment. If the
sample is
misaligned, these moments and offsets can skew the measurement, distort the sample, exert force on
only a
portion of the sample, and if significant enough, even damage the test equipment. Other than that,
human
error. For example, uncompensated system deflection where travel measurements, required in stress-
strain
curves, elongation, and most other tensile tests, are subject to errors due to system deflection.
To improve the results of experimental so that it will be almost equal with the theoretical results that
we
justified,
To improve the results of experimental so that it will be almost equal with the theoretical results that
we
justified, we can use a more advanced vernier calliper, or maybe we can use a holder to hold the
aluminium
gauge when we need to measure the length after the experiment. Next, we need to confirm that when
we do
experiment, there is no other things that will affect our instrument.
They have 3 types of error :
1 Random error.
There is always some variability when a measurement is made. Random error may be caused by
slight
fluctuations in an instrument, the environment, or the way a measurement is read, that do not cause
the same error every time. In order to address random error, scientists utilized replication. Replication
is repeating a measurement many times and taking the average.
2 Instrumental error.
The equipment selected to perform tests and calibrations is important. It can severely impact
the
uncertainty in measurement results. Hence, the reason many laboratories and professional have been
known to be very selective when purchasing equipment. Typically, equipment is the most commonly
evaluated influence when performing uncertainty analysis. It is not unusual for laboratories to conduct
experiments on their equipment to quantify sources of uncertainty (e.g. repeatability, reproducibility,
stability, etc.). Therefore, it is important to consider what equipment will be used to perform
measurements.
3 Human error
Human error is due to carelessness or to the limitations of human ability. Two types of human error
are
transcriptional error and estimation error. Transcriptional error occurs when data is recorded or written
down incorrectly. Estimation error can occur when reading measurements on some instruments.

6.0 CONCLUSION

Give your conclusion of this experiment work / report. Summarize its main findings.

Despite the inaccurate values calculated for mechanical properties, the stress-strain
curves from which they were generated still conform to the expected profile and
mechanics of metals: an initial regime of linear elastic behavior followed by plastic
deformation. Similarly, the ceramics exhibited high toughness and brittleness, as expected
of the directionality of their covalent bonds. The laboratory experiment provided a more
physical understanding of material mechanics, as well as significant experience in
materials testing. Additionally, the process of identifying machine compliance as an
explanation to the consistently low values of material properties was a crucial exercise in
determining source of errors. In this respect, the data we collected was incredibly
informative—testing must be designed to produce not only data but data from which
artifacts and systematic sources of error may be determined.
ASSESSMENT CRITERIA:

Your response to each task will be graded separately based on the checklist attached. To obtain
maximum marks, ensure that your response addresses each of the tasks in the question accordingly.

Assessment checklist for Lab Activity

Assessment tasks Mark LO PO C/P/A level

allocation

Procedure (Ability to read online 10 LO1 PO1

P1 - Perception
procedure for lab activity)

Work Process (Ability to construct 10 LO1 PO1 P2 - Set

and understanding of torsion
readings)

Outcome (Excel graph & Result)) 20 LO1 PO1 P4 – Mechanism

40 LO1 PO1 P5 - Complex

Outcome (Discussion) Overt Response

15 LO1 PO1 P5 - Complex

Outcome (Conclussion) Overt Response

Discipline (Ability to perform 5 LO1 PO1 P2 - Set

online lab activity and submission)

TOTAL 100

SPECIFIC INSTRUCTION

1. Answer in ENGLISH .
2. Must include list of references .
3. Submit your assignment ONLINE.