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ME 270 Basic Mechanics I


Prof. Jones
Rm: ME 2008B
Ph: 494-5691
Email: jonesjd@purdue.edu

32

DISTRIBUTED LOADS
Learning Objectives
1). To determine the resultant of a given line load and to
evaluate the support reactions acting on the body that
carries such a load.
2). To do an engineering estimate of the equivalent load and its
location.
Distributed Parallel Line Loads

L
o

w(x) dx = Resultant Force


L

M rP

o
L

x c w(x)dx = Resultant Moment about pt. P

x c w(x) dx
L
o

w(x) dx

M rP
R = Line of action for equivalent force

Note:
FR = area under the curve, q(x)

x = centroid of the area under the curve, q(x)


Determine direction of FR and M R by inspection
O

Use your intuition to check your answer.

33

CENTROID AND CENTER OF MASS BY


INTEGRATION
Learning Objectives
1). To determine the volume, mass, centroid and center of mass
using integral calculus.
2). To do an engineering estimate of the volume, mass, centroid
and center of mass of a body.
Definitions
Centroid: Geometric center of a line, area or volume.
Center of Mass: Gravitational center of a line, area or volume.
The centroid and center of mass coincide when the density is
uniform throughout the part.

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Centroid by Integration
a). Line:

dL

Lx

x c dL

Ly

Ax

x c dA

Ay

yc dL

b). Area:

dA

yc dA

c). Volume:

dV

Vy

yc dV

where:

x, y, z

Vx

x c dV

Vz

z c dV

represent the centroid of the line, area or

volume.

(x ) , (y ) , (z ) represent the centroid of the differential


c i
c i
c i
element under consideration.

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Center of Mass by Integration

z z

dm

m xG

x c dm

my
mz

dV

yc dm
z c dm

x c ( dV)

yc ( dV)
z c ( dV)

Note:
For a homogeneous body

dV

dV

= constant, thus

Tabulated values of the centroid and center of mass of


several standard shapes can be found on the back inside
cover of the textbook.

Arch Length

Planar Area

Body or Shell
of Revolution

Arc Length

Planar Area

Body or Shell of Revolution

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CENTROID AND CENTER OF MASSBY COMPOSITE


PARTS
Learning Objectives
1). To evaluate the volume, mass, centroid and center of mass
of a composite body.
2). To do an engineering estimate of the volume, mass, centroid
and center mass of a composite body.
Definitons
Centroid: geometric center of a line, area or volume
Center of Mass: gravitational center of a line, area or volume.
The centroid and center of mass coincide when the density is
uniform throughout the part.

92

Centroid by Composite Parts


a). Line
n

Lx

Li
i 1

L i (x c ) i

Ly

L i (y c ) i

i 1

i 1

b). Area
n

Ax

Ai
i 1

Ay

A i (x c )i

A i (y c )i
i 1

i 1

c). Volume
n

Vi

Vx

i 1

i 1

Vy

Vi (x c ) i

Vi (y c )i

Vz

Vi (z c )i
i 1

i 1

where,

x, y, z

= centroid of line, area, or volume

(x ) , (y ) , (z c )i
c i

c i

= centroid of individual parts.

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Center of Mass by Composite Parts


n

m1
i 1

Vi

i
i 1

mx

(x c )i mi

(x c )i (

i 1

i 1

my

(y c )i m i

(y c )i (

i 1

i 1

mz

(z c )i m i
i 1

(z c )i (

Vi )

Vi )

Vi )

i 1

where

x, y, z

= center of mass of the composite body.

(x ) , (y ) , (z c )i
c i

c i

= center of mass of individual parts.

Note:
Tabulated values of centroid and center of mass of several standard
shapes can be found on the back inside cover of the textbook.

94

FLUID STATICS
Learning Objectives
1). To evaluate the hydrostatic pressure loading acting on
a body that is immersed in a liquid.
2). To determine the resultant of a given line, pressure, or
body load on a submerged body and to evaluate the
reaction acting on the body that carries such a load.
3). To do an engineering estimate of the equivalent loading.
Assumptions
1). The liquid is incompressible, (i.e., = constant).
2). The hydrostatic pressure loading always acts normal to
any submerged surface, regardless of orientation.
3). The hydrostatic (gage) pressure at a point in a liquid is
proportional to the depth h below the free surface.
Hydrostatic Pressure Distribution

p = gh
p = hydrostatic (gage) pressure (pgage = pabs patm)
= density of the liquid
g = acceleration of gravity
h = height below the free surface of the liquid

21

FRICTION
Learning Objectives
1). To understand the principles of Coulomb (dry) friction.
2). To evaluate the friction forces required to hold a system
in static equilibrium.
3). To determine the properties of a system or its loads for
which a system will be in a condition of impending
motion.
Introduction
1). Contact surfaces are rough and dry.
2). Friction opposes motion (or impending motion).

79

Dry Friction
1). Coulombs Law
a). Friction forces act in a direction opposite to that in
which the surfaces move, or would tend to move,
relative to each other.
b). Consider a block, of weight W, on a rough
horizontal surface subjected to a horizontal force P.
W
P
f
F

f = fMAX =

N
SN

Impending Slipping
f=

kN

1
1

Static

Dynamic

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i). For no relative motion, (i.e., for static equilibrium),

F P

ii). For impending motion (i.e., at the instant before slipping)

N=Fs

The maximum value of F for static equilibrium is

Fs

iii). After motion begins

F = Fk

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2. Systems with Friction


a). Given external loads, evaluate the friction force (and
determine if the body is in static equilibrium)
Note: to be in static equilibrium:

i). Procedure:
1). Assume static equilibrium
2). Solve for F from equilibrium equations
3). Check assumption
If F > s N , then assumption incorrect and F = k N
If F s N , then assumption correct and calculated F
is correct.
b). Given condition of impending motion

F F

Note: F must be indicated in correct direction

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FRICTION: SLIPPING VS. TIPPING


Learning Objectives
1). To evaluate two types of impending motion, slipping vs.
tipping, to determine which will occur first.
2). To do an engineering estimate of whether a system will slip
or tip.
Two Types of Impending Motion
1). Slipping
2). Tipping

Notre Dame Scissors-Lift Tipping Incident

Notre Dame Report Spreads Responsibility in


Student Death
By LYNN ZINSER
Published: April 18, 2011

High wind, a lack of current weather information and a hydraulic lift susceptible to tipping each
contributed to the death of a student video trainer at Notre Dame in October, the university said
Monday after a six-month internal investigation into the accident.
A report about the October death of a Notre Dame student videographer concluded several
factors, but not one person, was responsible. Notre Dames report said no one person was
responsible for the death of the student, 20-year-old Declan Sullivan, who was filming football
practice from a lift extended to its full height of 40 feet in high wind on Oct. 27 when it toppled.
Several flaws were exposed that need to be acknowledged and addressed, the report stated.
Responsibility for these issues is shared by many individuals.
The president of Notre Dame, the Rev. John I. Jenkins, said at a news conference: In the grief
and distress that follows a tragic accident, it is common to seek the individual or individuals
responsible and assign blame. We have reached the conclusion that no one acted in disregard for
safety.
The report said that the lift on which Sullivan was perched was more susceptible to tipping in
high wind than other models used by Notre Dame and that its use that day was based on an
underestimation of the wind speed. The university had no way to measure on-field wind
readings, so the investigation disclosed that staff members were using weather reports from
earlier in the afternoon, before 2 p.m. Central. Practice did not begin until 3:45 p.m. Wind from
an earlier report was much lower than the 53-miles-per-hour gust that knocked over the lift.
Among the recommendations offered in the investigation report is making sure real-time weather
information is available to the football staff and establishing wind limits for lift use. Notre Dame,
however, has not used the lifts since Sullivans death, instead installing remote-controlled
cameras mounted on 50-foot poles to film practice. The investigation was led by the Notre Dame
executive vice president John Affleck-Graves and was reviewed by Peter Likins, an engineer and
a former president of the University of Arizona. Notre Dame said Likins was not paid for the
review.
Likinss opinions were released with the report. As reflected in this report, there were a number
of issues that led to the loss of a bright and energetic young man, including the implementation

of the football programs wind-safety procedure without continuous access to real-time weather
information at critical periods of time, Likins wrote. What is clear, however, is that there were
a series of factors in the aggregate that led to this tragedy. Though a needless loss of life cries out
for one to shoulder blame, the facts here do not support any single individual finding of fault.
The report acknowledged that Coach Brian Kelly was advised by three people about the safety of
holding practice outside that day: Clad Klunder, the director of football operations; Jim Russ, the
head athletic trainer; and Tim Collins, the director of football video and film. The investigation
found that none advised Kelly that practice should have been held indoors because of the
conditions.
Any time there is a death associated with your working on a daily basis, it profoundly affects
you personally, Kelly said at the news conference. Youre never quite the same. But I think
were all collectively focused on making sure nothing like this happens again.
Collins, the report said, forgot to schedule the annual inspection for the lift in August 2010, but it
also said that oversight was not a factor in the accident.
The report discussed Sullivans reluctance to film on the lift in the wind that day, expressed in
two messages he posted on his Twitter feed that afternoon, but said the investigators could not
conclude that Sullivan was genuinely concerned for his safety. One of Sullivans messages said
the winds were terrifying and the other included the phrase I guess Ive lived long enough.
The Indiana Occupational Safety and Health Administrations investigation reported that
Sullivan had also expressed his worries to an assistant video coordinator.
In March, that investigation led OSHA to levy $77,500 in fines against Notre Dame for safety
violations related to Sullivans death. The university has requested a formal hearing with OSHA
over the findings.
A version of this article appeared in print on April 19, 2011, on page B14 of the New York edition with the headline: Notre Dame Report Spreads
Responsibility in Student Death.

27

Free Body Diagrams


Impending Tipping

PT

Impending Slipping
b
PS

f
N

Assumptions
Impending Tipping
N & F act at tipping edge.
F

SN

Results
Impending Tipping
Find PT and F
If F Fs , then tipping
assumption is correct (P = PT)
If F > Fs, then slipping
occurs first.

q
Impending Slipping
F = Fs = SN
qb

Impending Slipping
Find Ps and q
If q < b, then slipping
assumption is correct (P = Ps)
If q > b, then tipping
then tipping occurs first.

Comments
1). Generally easiest to assume tipping first, unless youre
reasonably sure the system will slip.

Impending Tipping

Impending Slipping

b
PT

PS

f
f

N and f @ Tipping Edge


f fMAX

f = fMAX
q is unknown

Impending Tipping

PT

Impending Slipping

PS

fB
NB
NA = fA = 0
fB fBmax

FA

fB
NB

NA
fA = fAmax
fB = fBmax
NA 0

25

WEDGES
Learning Objectives
1). To determine the force required to insert and/or remove a wedge.
2). To determine whether a wedge is self-locking.
3). To determine the minimum coefficient of friction necessary
for a wedge to be self-locking.
4). To determine the minimum force necessary to hold a nonself-locking wedge in place.
Definitions
Wedge: a simple machine designed to affect a small change in
the position of a system. Wedges often experience large
normal and friction forces.
Self-Locking Wedge: a wedge in which the friction forces large
enough to prevent it from being squeezed out.
Remarks
1). Friction forces always opposes the direction of impending
motion.
2). Evaluating the condition of impending motion out is the
only way to determine if a wedge is self-locking.
3). F = Fs =

sN

for impending motion.

4). The weight of the wedge is often neglected because of the


large normal and frictional forces acting on the wedge.
5). Wedges typically have half angles ( ) of about 6 , so that
between the wood and wedge need be only about 0.1 to be self-locking.

TRUSSES
Learning Objectives
1). To identify zero-force members in a structure.
2). To recognize planar and space (i.e., three-dimensional)
truss structures.
3). To understand the assumptions made in modeling trusses.
4). To understand why structures are often designed as trusses.
Definitions
Zero-Force Members: structural members that support No
loading but aid in the stability of the truss.
Two-Force Members: structural members that are: a) subject to
no applied or reaction moments, and b) are loaded only at
2 pin joints along the member.
Multi-Force Members: structural members that have a) applied
or reaction moments, or b) are loaded at more than two
points along the member.
Truss: a rigid framework of straight, lightweight 2-force
members that are joined together at their ends.
Frame: a rigid framework of straight and/or curved members
intended to be a stationary structure for supporting a load.
Machine: an assembly of rigid members designed to do
mechanical work by transmitting a given set of input
loading forces into another set of output forces (Dynamics).

Simple and Compound Trusses


Simple Truss: a truss whose number of members is given by m
= 2j 3, where m = no. of members and j = no. of joints. (For
simple space trusses the relationship is given by m = 3j 6).
Compound Truss: a truss formed from two or more simple
trusses.
Newtons Third Law
For each action there is an equal and opposite reaction (i.e.,
FA Body 1
FA Body 2 ).
Assumptions for Modeling
1). All members are straight.
2). All connections are modeled as pin joints.
3). The centerlines of all members must be concurrent at the
joint.
4). External loads act only at the joints.
5). Weight of members is negligible compared with external
loads.
Advantage of Truss Structures
Truss structures can span long distances without intermediate
supports (e.g., bridge and roof trusses) and can carry heavy
loads with lightweight members.

Applications
See text book.
Two Methods of Solutions
Method of Joints
Method of Sections
Static Indeterminacy/Partial Constraint
A truss is internally indeterminate if:
m > 2j 3 (for planar trusses) where
m > 3j 6 (for space trusses) where

m = no. of members
j = no. of joints

A truss is improperly constrained if:


m < 2j 3 (for planar trusses)
m < 3j 6 (for space trusses)

where
where

m = no. of members
j = no. of joints

METHOD OF JOINTS

Learning Objectives
1). To employ the methods of joints to evaluate the axial force
carried by each member in a truss.
2). To identify zero-force members in a truss.
3). To do an engineering estimate of the load distribution in a
truss.

Procedure
1). Draw a FBD of the entire truss showing the reaction forces
at the supports and the external loads. Write the
equilibrium equations and solve for as many unknowns as
possible.
2). Identify any zero-force members and any members that
carry the same load as other members or external loads.
3). Draw a FBD of each joint in the truss. Be sure to abide by
Newtons Third Law (reactions between interacting
members are equal and opposite).
4). Make a plan for solving the member loads. Start with the
joint with the least number of unknowns (this frequently
occurs at the supports). In solving the equilibrium
equations, avoid joints that have more than two unknowns
acting on it. Remember that since the forces at each joint
are concurrent (i.e., they intersect at the joint), only two
equilibrium equations can be utilized
( Fx 0 and Fy 0 , no moment equation exists).
5). When through solving, go back and state whether each
member is in tension or compression. (That is, if a
negative value is found for a member. Then you assumed
the wrong direction).
HINT: When drawing the FBDs of the joints, assume all
members are initially in tension (i.e., show all member
forces acting away from the joint). Then,
if load is positive

member is in tension.

if load is negative

member is in compression.

METHOD OF SECTIONS
Learning Objectives
1). To employ the method of sections to evaluate the axial force
carried by selected members in a truss.
2). To do an engineering estimate of the load in select members
of a truss.
Procedure
1). Draw a FBD of the entire truss showing the reaction forces
at the supports and the external loads. Write the
equilibrium equations and solve for as many unknowns as
possible.
2). Locate the force members to be evaluated. Identify whether
any of these forces can be determined by observation (e.g.,
zero-force members).
3). Identify section to be used and draw a FBD of the section
including any support reactions, external loads and internal
forces of sectioned members. Remember, the cutting plane
must cut through the members of interest. Also the cutting
plane need not be straight, it may be curved.
4). Write the equilibrium equations for one of the two sections.
The equations for either half of the section will yield the
same member forces.
5). Three equilibrium equations are available, so up to three
unknowns can be solved with a single section.
6). At times more than one section may be necessary.

FRAMES AND MACHINES


Learning Objectives
1). To evaluate the unknown reactions at the supports and the
interaction forces at the connection points of a rigid frame in
equilibrium by solving the equations of static equilibrium of the
overall structure and each individual member.
2). To do an engineering estimate of these quantities.
Definitions
Two-Force Member: a structural member that is loaded only at
two pin joints along the member.
Multi-Force Member: a structural member that is loaded at
more than two points along the member.
Truss: a rigid framework of straight, lightweight two-force
members that are joined together at their ends.
Frame: an assembly of rigid members (of which at least one is a
multi force member) intended to be a stationary
structure for supporting a load.
Machine: an assembly of rigid members designed to do
mechanical work by transmitting a given set of input
loading forces into another set of output forces.
Newtons Third Law
Newtons Third Law: For each action there is an action and
FA Body 2
opposite reaction FABody 1

Frames
In frames, we are often interested not only in the reaction forces
at the supports but also in the interaction forces between
members and the loads carried by any two-force members.
Procedure:
1). Inspect structure for two-force members.
2). Draw FBDs of the entire structure and of each member. Be
sure the interaction forces between members are equal in
magnitude, opposite in direction and collinear (i.e., satisfy
Newtons Third Law).
3). Count the number of unknowns and equations available for
each FBD. Successively write and solve the equilibrium
equating corresponding to the FBDs of interest.
Note:
1). For a structure composed of N members, will be N + 1
sets of equilibrium equations and FBDs. Only N sets of
equations are independent.
2). If all external reactions on a frame can be determined, then
the internal forces between members may be determined
from either member.
3). If there are more unknowns than available equations
Statistically Indeterminate. This is not always true.
Sometimes by disassembling the frame, the forces can be
determined using the equilibrium equations.

INTERNAL FORCE/COUPLE ANALYSIS


Learning Objectives
1) To calculate the internal forces and moments at a given point within an
object.
2) To do an engineering estimate of these quantities.

Newtons First Law


Given no net force, a body at rest will remain at rest and a body moving at a constant
velocity will continue to do so along a straight path

R=

F = 0,

M=0

Newtons Third Law


For each action, there is an equal and opposite reaction.

F 0

Mo

Fx = 0

Mx = 0

Fy = 0

My = 0

Fz = 0

Mz = 0

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