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Fluids & Thermal Physics

Fluid Flow & Bernoulli's Equation

Squeeze a pipe and the water speeds up, and the pressure, against most people's instinct, falls.

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Fluid Flow & Bernoulli's Equation

Squeeze a pipe and the water speeds up, and the pressure, against most people's instinct, falls.

22 min3 checkpoints5 simulation tasks

Introduction

Put your thumb over a garden hose and the water leaves faster. Yet for a pipe that narrows, the confident answer often flips: less room, so it must slow down.

Predict

Water flows steadily along a pipe that narrows from 12 cm across to 6 cm across. Nothing leaks and nothing accumulates. In the narrow part, the water moves

Try it

The wide section is 12 cm across and its water moves at 0.88 m/s. Narrow section 2 until its water moves four times as fast.

GoalThe water in section 2 moving four times as fast as in section 1.

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Continuity: the pipe cannot hide any water

If the volume crossing every station per second is the same number QQ, then at each station that number is the area times the speed:

A1v1=A2v2=QA_1 \vel{v_1} = A_2 \vel{v_2} = Q

The dot rows leave the inlet at a fixed interval, so the gap between two rows is v Δtv\,\Delta t: a speedometer you read with a ruler.


Now look up. The vertical tubes are manometers: the liquid in each stands as high as the pressure under it can push it, h=p/ρgh = p/\rho g. Over the wide run they stand at 0.82 m; over the throat, at 0.51 m. The pressure is lower where the fluid is faster.

Practice

Why is the pressure lower in the fast, narrow section?

Bernoulli: the trade, written down

Follow one parcel of fluid along a streamline. The pressure behind does work on it, it does work against the pressure ahead, and gravity does work on it if it changes height. Add that up and you get a quantity that stays the same along the streamline:

p+12ρv2+ρg y=constant\frc{p} + \tfrac{1}{2}\rho \vel{v}^2 + \rho g\, \pos{y} = \text{constant}

Try it

The pressure drops 2.98 kPa into this 7 cm throat. Narrow the throat until the drop is about twice that.

GoalA pressure drop into the throat of about twice 2.98 kPa.

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Try it

Raise the flow rate until the pressure in the throat is within 0.5 kPa of the atmosphere outside.

GoalThe throat's gauge pressure below 0.5 kPa.

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Uphill

This case separates the two equations cleanly. Continuity says something about the speed that intuition does not expect. Bernoulli says something about the pressure that it does.

Predict

A uniform pipe, with no change of diameter anywhere, carries a steady 9 L/s and then climbs 30 cm. In the raised part, compared with the low part:

Try it

This pipe is 10 cm across all the way. Raise section 2 by 30 cm and compare the two ends.

GoalSection 2 raised 30 cm.

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Where Bernoulli stops

Every equation above assumed an ideal fluid: no viscosity, nothing rubbing. A real fluid sticks to walls and shears against itself. Both cost energy, and the energy comes out of the pressure.

Try it

Switch on Viscous loss, then find the fluid that loses more than 2 kPa to friction along this pipe.

GoalMore than 2 kPa lost to friction along the pipe.

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Practice

Water flows at L/s from a 12 cm pipe into a 7 cm throat. Ignoring friction, how much lower is the pressure in the throat?

kPa

What comes next

You sped water up through a throat, watched its pressure fall, and found where friction takes over. Set v=0v = 0 and Bernoulli collapses to p+ρgy=constantp + \rho g y = \text{constant}, the hydrostatic law of the previous lesson: its third term was hydrostatics, riding along. Next the unit turns from fluids to heat, and to the question of what temperature two objects settle at when they touch.

Ideas this lesson took on

Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.

  • “Water slows down in the narrow part of a pipe, because there is less room”
  • “Fast-moving fluid pushes harder, so the pressure there is higher”
  • “The pressure in a pipe is just how hard the pump is pushing”
  • “Fluid climbing a slope has to slow down”

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Research behind this lesson

  • Schäfle & Kautz 2021: About 250 undergraduate engineering students were tested on steady pipe flow of an incompressible fluid. When a question involved gravity, dissipative effects or a visible pressure drop, a considerable number never invoked the continuity equation at all, the step needed to reach the right answer, and answered instead from assumptions about local pressure: formally ("lower pressure means higher velocity"), intuitively ("higher pressure leads to higher velocity"), or by analogy with a single thrown particle ("flow velocity decreases when flowing upwards or friction is present").
  • Suarez et al. 2017: Hundreds of written exams and follow-up oral interviews with first-year engineering and science students, on the hydrodynamics of ideal fluids. The most important difficulties arise from an inability to link the kinematics of a moving fluid to its dynamics, and from not seeing how different regions of one system interact; among the patterns documented is treating the pressure in a MOVING liquid as though it were simply the hydrostatic value, with the flow playing no part.