Andrew McLaren

Design and Performance of Ropes for Climbing and Sailing

Abstract Ropes are an important part of the equipment used by climbers, mountaineers, and sailors. On first inspection, most modern polymer ropes appear similar, and it might be assumed that their designs, construction, and properties are governed by the same requirements. In reality, the properties required of climbing ropes are dominated by the requirement that they effectively absorb and dissipate the energy of the falling climber, in a manner that it does not transmit more than a critical amount of force to his body. This requirement is met by the use of ropes with relatively low longitudinal stiffness. In contrast, most sailing ropes require high stiffness values to maximize their effectiveness and enable sailors to control sails and equipment precisely. These conflicting requirements led to the use of different classes of materials and different construction methods for the two sports. This paper reviews in detail the use of ropes, the properties required, manufacturing techniques and materials utilized, and the effect of service conditions on the performance of ropes. A survey of research that has been carried out in the field reveals what progress has been made in the development of these essential components and identifies where further work may yield benefits in the future.

An assessment of the strength of knots and splices used as eye terminations in a sailing environment

Research into knots, splices and other methods of forming an eye termination has been limited, despite the fact that they are essential and strongly affect the performance of a rope. The aim of this study was to carry out a comprehensive initial assessment of the breaking strength of eye terminations commonly used in a sailing environment, thereby providing direction for further work in the field.Supports for use in a regular tensile testing machine were specially developed to allow individual testing of each sample and a realistic spread of statistical data to be obtained. Over 180 break tests were carried out on four knots (the bowline, double bowline, figure-of-eight loop and perfection loop) and two splices (three-strand eye splice and braid-on-braid splice). The factors affecting their strength were investigated. A statistical approach to the analysis of the results was adopted.The type of knot was found to have a significant effect on the strength. This same effect was seen in both types of rope construction (three-strand and braid-on-braid). Conclusions were also drawn as to the effect of splice length, eye size, manufacturer and rope diameter on the breaking strength of splices. Areas of development and further investigation were identified.

The influence of homogenisation heat treatment on microstructure development in Al-Mg-Mn alloy AA5454

Examines the influence of homogenisation heat treatment on microstructure development in Al-Mg-Mn alloys.

Promoting undergraduate student engagement through self-generated exam activity

Self-generated exam activity was implemented in second year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning and partnership through cooperative and collaborative work. Results indicated that ∼80% of the students engaged with the activity and were satisfied with the learning outcomes. In general, students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process.

Online forums: A tool to enhance experimental engineering laboratories:

Asynchronous discussion forums were implemented as an e-learning tool to enhance the teaching of principles in materials science for first year undergraduate students in the Department of Mechanical and Aerospace Engineering. Time in the laboratory is restricted and therefore only one experiment can be achieved in the class. Asynchronous discussion forums were used as means of enhancing content, extending student participation and facilitating student discussion subsequent to the laboratory session. From online feedback surveys, conducted at different stages throughout the class, results showed 60% of the students had never used online forums before, 96% of the students engaged in the activity and 80% of the students agreed that online forums are an alternative platform to use to discuss and compare results when time in the laboratory is restricted. The implementations of asynchronous discussion forum encouraged students to conduct deep learning in order to enhance the discussion thread they were involved.