ORGANISATIONAL COMPONENT Lecturers Rules of assessment Textbook Learning activities General 1 1 3 3 4

STUDY COMPONENT Use of the study guide General objectives Pre-knowledge Articulation with other modules in the program Critical learning outcomes Criteria of assessment Module structure Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 5 6 6 6 6 7 9 10 18 25 28 31

ORGANIZATIONAL COMPONENT
1. LECTURERS Module coordinator Dr A Roux Other lecturers Mr A Archer Mr L Coetzee Ms I Loots Mr F van Graan Mr J Vorster Oce number Engineering 1 12-13 Telephone work 012 420 2186

Engineering Engineering Engineering Engineering

1 1 1 1

12-17 12-20 12-26.1 13-10

012 012 012 012

420 420 420 420

6608 5484 4675 2178

CONSULTATION HOURS The lecturers consultation hours will be displayed on their oce doors. Students may consult the lecturers only during the indicated consulting hours or by appointment. This policy also holds before tests and examinations. In other words, the lecturers are only available during their normal consulting hours before a test or examination. This policy aims to encourage students to plan their work and to work continuously. 2. RULES OF ASSESSMENT The examination and test instructions in the yearbook must be followed meticulously. 2.1 Material for tests Material for tests will be announced in class and published on clickUP. 2.2 Semester tests The semester test dates will be announced in class and on clickUP. 2.3 Class tests Class tests will be written regularly. All class tests contribute to the semester mark. 2.4 Marked tests File all your class tests and semester tests. They are your only proof that you have written the tests. 2.5 Correction of a student record In the case of a problem with any one of the class tests or semester test, e.g. a mark is entered wrong or there is a problem with the adding of marks, it is required from the student to leave all his / her original tests up to date with the module coordinator. The record will be corrected in due time and the tests will be placed back into the pigeon holes for SKW 122. 2.6 Pigeon holes for SWK 122 The pigeon holes for SWK 122 is outside the Civil Engineering laboratory in Engineering 2. All unclaimed tests will be put in the pigeon holes after handing out of the tests. No tests will be kept in any one of the lecturers oces.

2 2.7 Absence from tests The module coordinator must be notied of absence from any test. This must be done within three days from the date of the test. In the case of illness, follow the procedure below and take note of the requirements for an acceptable medical certicate. Hand in a copy of the medical certicate with the module coordinator in person. The original certicate must accompany the copy. The original certicate must comply with the rules as described in Ethical Rules of Conduct 2011 of the Health Professions Council of South Africa with respect to the paragraphs information on professional stationery (section 4) and certicates (section 16). A medical certicate stating that a student appeared ill or declared himself / herself unt to write a class test or a semester test, will not be accepted. The doctor must be consulted on or before the date on which the class test / semester test was scheduled. The last two points are in accordance to the Regulations for the degree: BEng, ENG 3, Examinations, (f ) Special examinations, page 17, in the Yearbook 2013 - Engineering. Do not slide medical certicates under the door of the module coordinator. Certicates that are received as such, will not be accepted, since it is not accompanied with the original certicate. In the case that the three day deadline can not be met (due to unavoidable circumstances), the student must notify the module coordinator of his / her situation (by phoning or via a fellow student). The same rules apply in the case of absence due to other circumstances, with a satisfactory proof of the reason for absence. One sick test for absence from any one of the two semester tests will be written after the second semester test. The sick test covers all the material for both semester tests. This test is compulsory for a student who was absent with a valid reason from the missed semester test. The date and venue will be announced in class and / or published on clickUP. It is the responsibility of the student to get the details for the sick test. There is no sick test for absence from any of the class tests. Absence from a class test with a valid reason will be taken in account when calculating the nal class test mark. In the case of examinations the relevant faculty administration must be informed of absence. 2.8 Application for extra time during semester tests and examinations The only valid and applicable document for a student who applies for extra time, is a letter on a letter heading from the Faculty of Engineering. This can be done at student administration on oor 6 in the Engineering 1 building. NO OTHER LETTERS WILL BE ACCEPTED. It is your responsibility to inform the module coordinator in due time of such an application, and denitely before you write your rst semester test.

3 2.9 Disciplinary cases The policy of the Department of Civil Engineering is to refer all cases where even the slightest suspicion of irregularity exists, without exception to the disciplinary committee of the university. 2.10 Semester mark and nal mark The semester mark and the nal mark will be composed as follows: Semester mark Semester test 1 Semester test 2 Class tests 30% 40% 30% Final mark Semester mark Examination mark 50% 50%

2.11 Module requirements Class and tutorial class attendance Attendance of all classes and tutorial classes are compulsory and NO student will be excused from attendance. Regulation Eng. 11(b) in the Regulations and Curriculum for the Faculty Engineering, Built Environment and Information Technology (Part 1) stipulates that a student may not register for a module of a subsequent year if a timetable clash occurs with a module of a previous year which has not yet been passed. Admission to the examination For admission to the examination a semester mark of at least 40% is required. Pass requirements To pass the module a nal mark of at least 50% and a subminimum of 40% for the examination is required. Supplementary examination A student qualies for a supplementary examination if the nal mark is between 45% and 49%, or if the nal mark is between 40% and 44% and either the semester mark or the examination mark is at least 50%, or if the nal mark is at least 50% but the required subminimum of 40% for the examination has not been obtained. The maximum that a student can obtain in the supplementary examination is 50% and both the semester mark and supplementary examination mark contribute to the nal mark. 3. TEXTBOOK Mechanics for Engineers: Statics, Thirteenth Edition, SI Edition. Outeurs: R C Hibbeler & Kai Benb Yap. Uitgewer: Pearson. Taal: English. ISBN: 978-981-06-9260-5 4. LEARNING ACTIVITIES Contact time and learning hours Number of lectures per week: Number of tutorials per week: 4 (50 minutes / lecture). 1 (100 minutes / tutorial).

4 The lectures and the tutorial classes are compulsory. An attendance register may be kept. No material covered during lectures or tutorials will be repeated for students who were absent. No exemption from class attendance is granted, not even for students who repeat the module. The main objective of the module is to develop the skills of the student in formulating mathematical models for given mechanical situations. Like any other skill, this can only develop and be achieved through practice. This practice is obtained by understanding and proving the underlying mathematics, as well as solving problems. Hence it is of critical importance that the student solves the problems himself / herself and does not obtain the solutions from any other source. This module carries a weight of 16 credits, indicating that on average a student should spend approximately 160 hours on the module to master the required skills (including time for preparation for tests and examinations). This means that on average you should devote 12 hours of study time per week to this module. The scheduled contact time is 5 hours per week, leaving you with another 7 hours per week of own study time. The actual time required to complete the module successfully, depends on the abilities and circumstances of each student. You may not have enough time to do all the problems in the textbook. At the end of each lecture unit, typical problems are listed. Try these problems rst, and do extra problems if you are of the opinion that you need more practice. Additional problems may be given during lectures and tutorials. 5. GENERAL 5.1 Announcements The study guide does not necessarily contain all the information. Important announcements may be made during class and may be posted on clickUP. 5.2 Calculators A pocket calculator is essential during tests and examinations. No pocket calculators with continuous memory are allowed during tests and examinations. The use of one calculator by more than one student is not allowed during tests and examinations. 5.3 ClickUP All important information will appear on on clickUP. 5.4 Previous semester tests and examination papers NO queries with regard to semester tests and examination papers of previous years will be answered.

STUDY COMPONENT 1. USE OF THE STUDY GUIDE 1.1 The module is divided into a number of THEMES. The OBJECTIVES for each theme provide the student with an overview of the structure of the module. Each theme is subdivided into LECTURE UNITS with its own LEARNING OUTCOMES (refer to point 1.4 below). Thesse learning outcomes are essential to achieve the critical learning outcomes as set out in point 5. The number of LECTURES and the number of NOTIONAL HOURS as indicated at each lecture unit may dier from the actual time spent on the lecture unit. The notional hours include the contact time (formal lectures and tutorials) and the estimated self study time (preparation for tutorial classes, class tests, semester tests and examinations). The indicated notional hours is an average, the actual time to successfully complete a lecture unit depends on the abilities and circumstances of each student. 1.2 The material that has to be mastered is indicated under the heading SOURCE and in the learning outcomes. This material is the minimum required to achieve the learning outcomes satisfactorily. Unless indicated otherwise, you must comprehend and know everything in full. 1.3 The prescribed textbook is used to teach the student how to use a textbook. This means that the student must become accustomed with the textbook and be able to do further reading and comprehend on topics not covered in the module. This study guide has been compiled referring to the prescribed textbook. Hence every student must have the textbook. 1.4 The LEARNING OUTCOMES are basic guidelines. It does not mean that test and examination questions will consist only of theory and the type of problems spelt out in the learning outcomes. It may be necessary to combine your knowledge of dierent lecture units and themes to solve a problem. The rst step however remains to ensure that you have reached the objectives for each lecture unit. 1.5 Typical problems are listed under SELF STUDY ACTIVITIES. Partial solutions for the fundamental problems are given in the back of the textbook and may be helpful. The problems test whether you have reached the learning outcomes of the lecture units and the objectives of the themes. You will get the necessary training in the application of your knowledge by solving the problems. It is of the utmost importance that these problems are done as soon as possible after the completion of a lecture unit. In this way you ensure that you do not lapse behind.

2. GENERAL OBJECTIVES The general objectives of this module are to convey the basic principles of mechanics and to acquire the basic skills for applying these principles in engineering problems. The principles are presented to the student by explaining the concepts, formalizing the concepts in a theory and discussing the application of the concepts in examples. The theory is applied to engineering problems as examples during lectures and tutorials by generating mathematical models for specic physical situations, solving the mathematical problems that describe the model and interpret the solutions. Solving problems will assist the student in acquiring the skills to apply the theory. The mathematical models can only be constructed after the concepts and properties of forces and moments, which are developed in the theory, have been mastered. It therefore does not make sense to attempt the exercises without rst studying the relevant theory. 3. PRE-KNOWLEDGE In this module it is required from the student to apply his / her knowledge of mathematics and general science acquired at school, as well as the knowledge of calculus and vector algebra acquired in the WTW 158 module. It is the students own responsibility to do the necessary revision in good time. 4. ARTICULATION WITH OTHER MODULES IN THE PROGRAMME The concept of force is of fundamental importance in all branches of engineering. Therefore all engineering students are required to have a basic knowledge of the principles of mechanics. This module is fundamental and links up with almost all other modules presented in the School for Engineering. 5. CRITICAL LEARNING OUTCOMES The following ECSA (Engineering Council of South Africa) exit level outcomes are addressed in the module. ECSA 2.1: Engineering problem solving. Students acquire the skill to formulate real world equilibrium problems as mathematical models and solve these models. ECSA 2.2: Application of fundamental and scientic knowledge. Students learn to draw free-body diagrams, model forces and moments as mathematical vectors, analyze engineering problems mathematically and convey the results numerically and abstractly in mathematical symbols.

ECSA 2.9: Lifelong learning. The development of learning skills such as understanding fundamental concepts, applying scientic logic and reason and the extensive use of the prescribed textbook in the study program are emphasized in this module. This facilitates capacity for lifelong learning. The student is exposed to a formal structure of learning, which is also followed in other disciplines. 6. CRITERIA OF ASSESSMENT The criteria of assessment is a list of specic skills to be mastered by the student in order to achieve the learning outcomes of the syllabus theme. During assessment (tests and the examination), students will be evaluated in terms of these criteria. The statements used to dene the criteria of assessment are classied in terms of a series of lower- to higher-order thinking skills (cognitive domains), in accordance with Blooms Taxonomy of Educational Objectives (Bloom BS and Krathwohl DR, Taxonomy of educational objectives. Handbook 1. Cognitive domain, AddisonWesley, 1984):

6. EVALUATION Level of complexity 5. SYNTHESIS

4. ANALYSIS

3. APPLICATION

2. COMPREHENSION

1. KNOWLEDGE

The characterization of the cognitive domains is given in the following table.

Cognitive domain

Denition

Typical action verbs

1. Knowledge

Remember previously learned information.

Arrange, dene, describe, identify, label, list, match, name, outline.

2. Comprehension

Understand the meaning of in- Classify, discuss, estimate, exformation. plain, give example(s), identify, predict, report, review, select, summarize, interpret, in your own words.

3. Application

Use the information appropri- Apply, calculate, demonstrate, ately in dierent situations. illustrate, interpret, modify, predict, prepare, produce, solve, use, manipulate, put into practice.

4. Analysis

Break down the information Analyze, appraise, calculate, into the component parts and compare, criticize, derive, difseeing the relationships. ferentiate, choose, distinguish, examine, subdivide, organize, deduce.

5. Synthesis

Put the component parts to- Assemble, compose, construct, gether to form new products create, design, determine, deand ideas. velop, devise, formulate, propose, synthesize, plan, discuss, support.

6. Evaluation

Make judgements on an idea, Appraise, assess, compare, contheory, opinion, etcetera, based clude, defend, determine, evaon criteria. luate, judge, justify, optimize, predict, criticize.

The list of criteria of assessment for a study theme and the accompanying envisaged learning outcomes should contain statements applicable to all six levels of thinking. Students will be evaluated accordingly in terms of all six levels of thinking skills. At the rst-year level, assessment will be based more on the lower levels (levels 1 to 3), whilst assessment in the nal year will be based more on the higher level thinking skills (levels 4 to 6). 7. MODULE STRUCTURE The subject matter for the module is divided into ve themes. Themes 1 and 2 describe equilibrium in mathematical terms. Mathematical techniques are used to solve the problems. Themes 3 and 5 are applications of equilibrium in specic elds. Theme 1: Particle equilibrium. Theme 2: Rigid body equilibrium. Theme 3: Structural analysis. Theme 4: Centroids and second moments of area. Theme 5: Internal forces in structural members.

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THEME 1

PARTICLE EQUILIBRIUM

Number of lectures: 13 Number of notional hours: 43 hours Objectives In this theme we model equilibrium of a particle by applying Newtons rst and third laws. The physical concept force is introduced and the mathematical description (modelling) of force vectors is discussed in detail. The word vector originates from the Latin word vehere which means to carry. It was rst used by 18th century astronomers investigating planet rotation around the sun. Regarding forces mathematically as vectors, gives us a means to solve problems mathematically. The concept force is modeled mathematically with a geometrical denition. When problems are solved with the geometrical interpretation of vectors, the solving techniques can become complex. To simplify the solving process, we interpret force vectors algebraically (as cartesian vectors). It is important that the student is comfortable with both the geometrical and algebraic interpretations of vectors. LECTURE UNIT 1.1 GENERAL PRINCIPLES

Source: Textbook Sections 1.1 to 1.6 (pp 3 15). Class notes and any undergraduate linear algebra textbook. Learning outcomes After completion of the theme you must 1. be familiar with (a) (b) (c) (d) (e) basic and derived quantities and idealizations in mechanics, Newtons laws of motion, the international system of units (SI units), standard procedures used in numerical calculations, general procedures for analyzing problems,

2. be able to (a) round numbers to a specied number of signicant digits or decimal digits, (b) solve system of linear equations, (c) determine whether a system of linear equations has (i) a unique solution, (ii) innitely many solutions (a parametric solution) or (iii) no solution, (d) use the sine rule and cosine rule to determine unknown lengths and angles in triangles.

11

Remarks 1. Use g = 9.8 m/s2, unless stated otherwise. 2. The number of signicant digits and the number of decimal digits in a number are two dierent concepts. 3. When doing any calculation, except for angles, use four (4) signicant digits in intermediate steps and round the nal answer to three (3) signicant digits, unless stated otherwise. 4. In the case of angles, used two (2) decimal digits in intermediate steps in calculations and round the nal answer to one (1) decimal digit, unless stated otherwise. 5. Add your units in each step of your calculations. 6. Write clearly and coherent and use = signs in your calculations. Self study activities Textbook p 15: Problems 1.1, 1.4, 1.7, 1.8, 1.12, 1.14, 1.16. LECTURE UNIT 1.2 GEOMETRIC VECTOR OPERATIONS

Source: Textbook Sections 2.1, 2.2 and 2.3 (pp 17 31). Learning outcomes After completion of this unit you must 1. know the meaning of the following terminology: (a) scalar, (b) vector, (c) magnitude of a vector, (d) line of action of a force vector, (e) sense and direction of a vector, (f) components of a vector, (g) collinear vectors, (h) resultant of a system of vectors, 2. be able to (a) to represent force vectors graphically, (b) describe a force mathematically as a vector, (c) add and subtract vectors with the parallelogram rule, (d) multiply a vector with a scalar using the geometrical denition,

12

(e) resolve a vector in given components (the components do not necessarily have to be perpendicular on each other), 3. solve problems using the above mentioned techniques. Remarks 1. The triangle rule for addition of two vectors follows from the parallelogram rule. This is merely a mathematical tool in determining the magnitude and direction of vectors. The lines that describe the triangle do not necessarily coincide with the lines of action of the forces. Therefore the points of application of the forces can not be deduced from the information of the triangle. 2. Division of vectors is undened. 3. Resolving a vector in given components is not a unique process. Each vector can be resolved in innitely many ways, depending on the choice of components. Self study activities Textbook p 27: Fundamental problems F2.1 F2.6. Textbook pp 28 31: Problems 2.16, 2.27. Textbook p 28: Refer to sketch Probs 2-2/3. Find T and such that the resultant of the given forces forces on the hook has magnitude 800 N . The angle of the resultant measures 120 in the anticlockwise direction from the positive xaxis. Textbook p 28: Refer to sketch Probs 2-7/8. Set FB = 2 kN and theta = 45 and calculate the components of FB along the uaxis and the y axis. Textbook p 38: Refer to sketch F2-10. The resultant of the three forces has magnitude 600 N . Calculate the minimum value and the maxsimum value that F can attain, as well as the corresponding angle in each case. Hint: First calculate the resultant of the two known forces. Textbook p 268: Refer to sketch Fig 6-8 p 268.Calculate the components of the 500 N force along the members AB and BC .

LECTURE UNIT 1.3

ALGEBRAIC VECTOR ADDITION WITH RECTANGULAR COMPONENTS IN A PLANE

Source: Textbook Section 2.4 (pp 32 42). Learning outcomes After completion of this unit you must 1. be familiar with (a) cartesian vector forms of a vector, (b) the symbols i and j (denoted by i and j in the textbook),

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2. be able to (a) express vectors in cartesian vector form, (b) nd the rectangular decomposition of a vector along specied rectangular axes (the components are also called perpendicular components of the vector and depend on the choice of the system of axes), (c) explain the meaning of the signs ( + or ) of the scalars in a decomposition of a vector, (d) nd algebraically the resultant of a system of coplanar forces acting on a common point with the use of rectangular / perpendicular components. Self study activities Textbook p 38: Fundamental problems F2.7 F2.12. Textbook pp 39 42: Problems 2.40, 2.45, 2.47, 2.59.

LECTURE UNIT 1.4

PARTICLE EQUILIBRIUM, FREE-BODY DIAGRAMS AND MODELLING ASSUMPTIONS

Source: Textbook Sections 3.1 and 3.2 (pp 85 88). Learning outcomes After completion of this unit you must be able to 1. formulate the vector equation that ensures equilibrium of a given force system on a particle, 2. formulate and use the modelling assumptions for springs, cables and pulley systems, 3. explain in your own words what is meant by a free-body diagram of a particle, 4. draw the free-body diagram of a particle. Self study activities Draw the free-body diagram of the indicates particles in the following problems. Textbook p 94: Fundamental problems F3.1 (A), F3.2 (B ), F3.3 (B ), F3.4(a) (block), F3.5 (B and E ), F3.6 (B and C ). Textbook pp 95 101: Problems 3.2 (O ), 3.3 (A), 3.4(b) (B ), 3.12 (B and C ), 3.17 (A and B ), 3.25 (B and E ), 3.30(c) (sphere A and pulley B ), 3.32 (A, B , C and D ).

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Remarks and hints on the self study activities (a) The dimensions of the block are not given, hence consider the block as a particle. (b) Note that the points A, B , C and D are coplanar. (c) The sphere and pulley is modelled as two particles. LECTURE UNIT 1.5 PARTICLE EQUILIBRIUM IN TWO DIMENSIONS

Source: Textbook Section 3.3 (pp 89 102). Learning outcomes After completion of this unit you must 1. know what is meant by concurrent and coplanar force systems, 2. be able to derive the applicable algebraic equilibrium equations for coplanar concurrent force systems from the general vector formulation, 3. be able to apply the algebraic equilibrium equations on coplanar concurrent force systems to analyze equilibrium problems. Remarks 1. The abbreviation FBD for free-body diagram may be used in tests and examinations. 2. Make sure that you always (as a rst step) draw a clear separate FBD. This is non-negotiable since the directions of the vectors that you use are indicated in the FBD, the vectors are labeled in the FBD and the reader can follow your steps. THE MARKER MAY REFUSE TO MARK YOU QUESTION IF YOUR ANSWER IS NOT ACCOMPANIED BY A CLEAR SEPARATE FBD! 3. When you have chosen directions for your vectors in a FBD, DO NOT CHANGE THEM ON THE FBD IN DUE COURSE. Your equilibrium equations are set due to these directions and if you change them, your equilibrium equations must be adapted as well. This will result in an endless circle of changes that confuses everybody and your chances of making errors are high!!! 4. Indicate your steps that you follow by stating the equilibrium equations that you use (i.e. Fx = 0 or Fy = 0). This ensures a clear and organized way to represent the relationships in your available information. Self study activities (Refer to the FBDs drawn in the problems of Lecture Unit 1.4.)

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Textbook p 94: Fundamental problems F3.1 F3.6. Textbook pp 95 101: Problems 3.2, 3.3, 3.4, 3.12, 3.17, 3.25, 3.30, 3.32.

LECTURE UNIT 1.6

CARTESIAN VECTORS IN THREE DIMENSIONS

Source: Textbook Sections 2.5 and 2.6 (pp 43 55). Learning outcomes After completion of this unit you must 1. be familiar with the symbols i, j and k (denoted by i, j and k in the textbook), 2. be familiar with (a) a right-handed rectangular coordinate system and (b) unit vectors, 3. know that for each given non-zero vector there are two unit vectors parallel to the given vector, 4. be familiar with the meaning of the signs of the scalars in a decomposition of a vector, 5. be able to (a) nd the three orthogonal (perpendicular / rectangular) components of a vector in three dimensions (which relates to the cartesian form of the vector), (b) dene and calculate direction angles and direction cosines of a vector, (c) formulate and prove the relationship between the direction cosines of a vector, (d) formulate the relationship between the rectangular components and the direction cosines of a vector, (e) express a vector in terms of its magnitude and a unit vector parallel to the given vector, (f) use cartesian vector notation to nd the resultant of a given system of vectors, 6. be able to apply the above mentioned techniques in problems. Self study activities Textbook p 51: Fundamental problems F2.13 F2.18. Textbook pp 52 55: Problems 2.68, 2.69, 2.76, 2.78, 2.79.

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LECTURE UNIT 1.7

POSITION VECTORS AND VECTORS DIRECTED ALONG A LINE

Source: Textbook Sections 2.7 and 2.8 (pp 56 68). Learning outcomes After completion of this unit you must 1. be familiar with position vectors and xed vectors, 2. be able to see why position vectors are examples of xed vectors, 3. be able to (a) calculate position vectors if the start and end points of the vector is specied, (b) express a vector in terms of a given position vector, 4. be able to solve problems using the information on position vectors. Self study activities Textbook p 63: Fundamental problems F2.19 F2.24. Textbook pp 64 68: Problems 2.87, 2.91, 2.95, 2.111.

LECTURE UNIT 1.8

PARTICLE EQUILIBRIUM IN THREE DIMENSIONS

Source: Textbook Section 3.4 (pp 103 112). Learning outcomes After completion of this unit you must be able to derive the applicable algebraic equilibrium equations and apply them to analyze equilibrium problems for a general force system on a particle. Self study activities Draw the free-body diagram of the indicates particles in the following problems. Textbook p 108: Fundamental problems F3.7 (the particle at the origin), F3.8 F3.11 (A). Textbook pp 109 112: Problems 3.44 (A), 3.47 (O ), 3.49 (A), 3.53 (A). Problems 3.49, 3.64, 3.67.

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LECTURE UNIT 1.9

DOT PRODUCT AND APPLICATIONS

Source: Textbook Section 2.9 (pp 69 78). Learning outcomes After completion of this unit you must 1. know the meaning of a projection of a vector on a given line or vector, 2. be able to (a) formulate the two denitions of the dot product (geometrical and algebraic) and prove that they are equivalent, (b) formulate and prove the properties of the dot product using any one of the two equivalent denitions, (c) nd the components of a vector parallel and perpendicular to a given line or vector, 3. use the dot product in solving problems. Self study activities Textbook p 74: Fundamental problems F2.25 F2.31. Textbook pp 75 78: Problems 2.116(d) , 2.117, 2.129(e) . Remarks and hints on the self study activities (d) Use the geometric denition of the dot product for nding . (e) Express the components in cartesian vector form. Explain why F 1 and F 2 do not have projections on the x, y and z axes.

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THEME 2

RIGID BODY EQUILIBRIUM

Number of lectures: 14 Number of notional hours: 47 hours Objectives Theme 1 deals with particle equilibrium, where the force system acting on the particle is concurrent. In Theme 2 we generalize the concept of equilibrium to rigid bodies, where the dimensions of the body is of importance. Two new concepts, moments of forces and couple moments, are introduced. The equilibrium of a rigid body is described in terms of the forces acting on the body, together with the moments that develop due to the force system. The underlying mathematics for rigid body equilibrium and reducing a force system to its simplest form will be discussed. LECTURE UNIT 2.1 THE MOMENT OF A FORCE

Source: Textbook Sections 4.1, 4.2, 4.3 and 4.4 (pp 117 138). Learning outcomes After completion of this unit you must 1. be familiar with the physical meaning of the moment of a force about a point or line, 2. be able to dene (a) the cross product between two vectors (scalar and vector formulations), (b) the moment of a force (scalar and vector formulations) about a point or a line, 3. be able to interpret the moment of a force in two dimensions (a) in terms of clockwise (negative) and counterclockwise (positive) moments, (b) as a vector in three dimensions, 4. be able to formulate and use the properties of the cross product, 5. be able to determine (a) the moment of a force about a point or a line in cartesian vector form and in terms of the magnitude and direction of the moment, (b) the resulting moment of a force system about a point or a line, 6. be able to formulate and prove Varignons theorem (principle of moments).

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Remarks 1. We use throughout the sign convention for clockwise and anticlockwise moments in a plane as discussed in the textbook. 2. When we consider three-dimensional equilibrium, it is in many situations preferable to use the vector formulation instead of the scalar formulation for moments. If the geometrically of two-dimensional problems becomes dicult to handle, the cartesian vector formulation may be useful (see e.g. Problem 4.21). Self study activities Textbook pp 131 132: Fundamental problems F4.1 F4.12. Textbook pp 133 138: Problems 4.8, 4.13, 4.14, 4.29, 4.38, 4.41, 4.45. Textbook p 135: Refer to sketch Probs 4-20/21 with F = 100 N . Find the maximum and minimum moment of F about O using the following two approaches. Method 1: Use calculus. Express the moment M of F about O in terms of . (The expression will be of the form M = a cos + b sin .) Rewrite M in the form M = c sin( + ) and calculate the numerical values for c and . Use calculus to nd the maximum and minimum value(s) of M (rst and second order derivatives). Method 2: Use geometry. Use the fact that the minimum moment is 0. When does this happen? M = F d (with d the perpendicular distance from A to the line of action of F ) denotes the magnitude of the moment of F about A. Consider some arbitrary values for and interpret graphically the change in d. Find the situation for which the moment is a maximum and determine the corresponding d. Calculate the maximum moment and the corresponding angle.

LECTURE UNIT 2.2

THE MOMENT OF A FORCE ABOUT AN AXIS OR LINE

Source: Textbook Section 4.5 (pp 139 147). Revision: Textbook Section 2.9 (pp 69 78). Learning outcomes After completion of this unit you must be able to 1. dene the moment of a force about an axis or line,

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2. determine the moment of a force about an axis or line by using the scalar and the vector formulation. Self study activities Textbook p 144 : Fundamental problems F4.13 F4.18. Textbook pp 145 147: Problems 4.50(a) , 4.59, 4.63, 4.65. Remarks and hints on the self study activities (a) Follow the outline below, and answer the extra questions. (i) Find the vector moment M A of F about A. (ii) Find the vector moment M C of F about C . (iii) Find the vector moment M AC of F about AC using (i). (iv) Find the vector moment M AC of F about AC using (ii). (v) What conclusion can you draw from your answers in (iii) and (iv)? Convince yourself that this is in line with the theory. (vi) What is the physical meaning of M AC ? (vii) What is the relationship between M AC and M A and M AC and M C ? (viii) Determine the moments of F about the x, y and z axes. Can you use any of the calculations in the previous questions to answer this question? Explain why you say so.

LECTURE UNIT 2.3

THE MOMENT OF A COUPLE

Source: Textbook Section 4.6 (pp 148 159). Learning outcomes After completion of this unit you must be able to 1. dene (a) a couple, (b) the moment of a couple (scalar and vector formulation), (c) equivalent couples, 2. determine

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(a) the moment of a couple using the scalar and the vector denitions, (b) whether given couples are equivalent, (c) the resultant of a system of couples, 3. prove mathematically that a couple is a free vector (for the case of equilibrium of a body). Self study activities Textbook p 154: Fundamental problems F4.19 F4.24. Textbook pp 155 159: Problems 4.67, 4.72, 4.75, 4.76, 4.86, 4.96(b) . Remarks and hints on the self study activities (b) Where does the resultant couple moment act? EQUIVALENT FORCE AND COUPLE SYSTEMS

LECTURE UNIT 2.4

Source: Textbook Section 4.7 (pp 160 169). Learning outcomes After completion of this unit you must 1. know (a) that systems of equivalent forces and couples have the same external eect on a rigid body in equilibrium, (b) that the external eects on a body refer to (i) translational and rotational motion if the body is free to move, (ii) reactive forces and couples at the supports if the body is held xed, 2. be able to replace a force and couple system with an equivalent force and couple system. Self study activities Textbook p 166: Fundamental problems F4.25 F4.30. Textbook p pp 167 169: Problems 4.101, 4.105(c) , 4.112. Remarks and hints on the self study activities (c ) Firstly, answer the question as formulated. Then replace the force and couple system with an equivalent force and couple system acting at B . Depict your two equivalent systems on two separate sketches of the frame. What are the similarities and dierences in your two answers?

22

LECTURE UNIT 2.5

EQUILIBRIUM IN TWO DIMENSIONS

Source: Textbook Sections 5.1, 5.2 and 5.3 (pp 199 223). Learning outcomes After completion of this unit you must be able to 1. formulate the equivalent sets of equilibrium equations in two dimensions, 2. draw free-body diagrams for bodies or parts of bodies in equilibrium, 3. identify support reactions on bodies or parts of bodies, 4. interpret internal forces and moments as external reactions where applicable, 5. model the weight of a body on a FBD (to be discussed in detail in Theme 4), 6. solve equilibrium problems in two dimensions. Remarks 1. Study Table 5.1 pp 202 203 for typical support reactions. Weightless links behave as so-called two-force members, to be discussed in Lecture Unit 2.6. 2. Follow the steps set out below when solving problems: (a) Identify a part of the body which has to be studied and draw a FBD. The FBD consists of an outline of the part of the body, all relevant information, i.e. forces, moments, distances, slopes and angles, all the unknowns; label these unknowns with typical symbols for example F , Ax , Ay , M etc. (b) Set up the applicable system of equilibrium equations according to the directions for the forces and moments on your FBD. (c) Number the equations mentioned above and solve for the unknowns. Read again the remarks of Lecture unit 1.5. (d) Interpret your answers. For instance, if you nd the answers F = 100 N and P = 5 kN , the direction of the force F in your FBD is chosen correct and the direction of the force P is chosen in the wrong direction. Self study activities Textbook pp 211 212: Problems 5.1 5.9. Sketch the free-body diagrams as stipulated AND write down the system of equilibrium equations in each case. You do not have to solve the systems of equations. Textbook p 213: Conceptual problems P5.1 P5.4.

23

LECTURE UNIT 2.6

TWO-FORCE AND THREE-FORCE MEMBERS

Source: Textbook Section 5.4 (pp 224 236). Learning outcomes After completion of this unit you must 1. know and list the properties of two-force and three-force members, 2. be able to prove that the properties of two-force and three-force members referred to above, are valid, 3. be able to apply the properties of two-force and three-force members in equilibrium problems. Self study activities Textbook pp 226: Fundamental problems F5.1 F5.6. Textbook p 227 236: Problems 5.10, 5.12, 5.17, 5.24, 5.38, 5.43, 5.58.

LECTURE UNIT 2.7

EQUILIBRIUM IN THREE DIMENSIONS

Source: Textbook Sections 5.5 and 5.6 (pp 237 242). Learning outcomes After completion of this unit you must be able to 1. draw free-body diagrams for bodies or parts of bodies in equilibrium, 2. formulate equilibrium equations in three dimensions, 3. identify support reactions on bodies or parts of bodies, 4. solve equilibrium problems in three dimensions. Remarks 1. Table 5.2 pp 238 239 show typical support reactions. Study the table. 2. Example 5.14 p 241 discusses examples of bodies for which the supports are properly aligned. Self study activities Textbook p 252: Fundamental problems F5.7 F5.12. Textbook pp 253 257: Problems 5.63, 5.67, 5.75, 5.76, 5.81.

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LECTURE UNIT 2.8

REDUCTION OF A FORCE AND COUPLE SYSTEM TO ITS SIMPLEST FORM

Source: Textbook Section 4.8 (pp 170 182). Learning outcomes After completion of this unit you must be able to 1. dene a wrench, 2. formulate conditions under which a force and couple system can be reduced to a (a) single force, (b) wrench, 3. motivate that it is mathematically always possible to replace a force and couple system in two dimensions with a single force, 4. reduce a given force and couple system to its simplest form, which is either a single force or a wrench. Self study activities Textbook p 178: Fundamental problems F4.31 F4.36. Textbook pp 179 182: Problems 4.120, 4.125, 4.136(d) . Remarks and hints on the self study activities (d) Firstly, answer the question as stated. Then consider F = 120 N and nd the simplest equivalent system in this case. Will it be possible to apply this system on the pipe assembly? Motivate your answer.

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THEME 3

STRUCTURAL ANALYSIS

Number of lectures: 5 Number of notional hours: 17 hours Objectives The description of equilibrium of rigid bodies in mathematical terms has been discussed in Themes 1 and 2. In Theme 3 we study the equilibrium of trusses, frames and machines, which are part of our daily life. These structures are subjected to loadings, for example tiles on a roof truss. The connections between members are modelled as pin-connections. Theme 3 deals with methods to determine the loads that the separate members have to carry. This information is important when designing structures. We study only two-dimensional problems. The three-dimensional case is a generalization of the two-dimensional case the applied principles in analyzing the structures are the same. LECTURE UNIT 3.1 SIMPLE TRUSSES

Source: Textbook Sections 6.1 6.4 (pp 263 289). Learning outcomes After completion of this unit you must be able to 1. explain in your own words what a simple truss is, 2. list the modelling assumptions for simple trusses, 3. apply the method of joints in analyzing a truss, 4. apply the method of sections in analyzing a truss, 5. conclude whether a member is in tension or in compression, 6. dene and identify zero-force members, 7. include the weight of members in such a manner that the modelling assumptions are still valid. Remarks 1. The method of joints is a direct application of particle equilibrium. 2. The method of sections is a direct application of rigid body equilibrium.

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Self study activities Textbook p 275: Fundamental problems F6.1 F6.6. Textbook pp 276 279: Problems 6.4, 6.7(a) , 6.10(b) , 6.17 (use the method of joints for these problems). Textbook p 286: Fundamental problems F6.7 F6.12. Textbook pp 287 289: Problems 6.36(c) and 6.47(c) (use the method of sections for these problems). Remarks and hints on the self study activities (a) Follow the outline below to solve the problem. Note that, due to symmetric vertical loading, the problem is symmetric around member JD . (If the external loading changes, symmetry is not guaranteed.) Make use of this information. Determine all the zero-force members. Apply the method of joints repeatedly to determine the forces in the members. (b) Answer the problem by keeping the indicated 6 kN and 8 kN forces. Before analyzing the truss, show that the following two situations in modelling the weight of each member, result in equivalent force systems on the member. (i) The weight of the member acts at the midpoint of the member. (ii) Half of the weight of the member acts at each endpoint of the member. Why do we choose situation (ii) when analyzing a simple truss? (c ) You will need two section cuts to determine the asked information. FRAMES AND MACHINES

LECTURE UNIT 3.2

Source: Textbook Section 6.6 (pp 294 324). Learning outcomes After completion of this unit you must 1. be able to distinguish between trusses, frames and machines, 2. be able to list the modelling assumptions for frames and a machines, 3. know that in frames and machines at least one member is a multi-force member, 4. be able to conclude whether a two-force member in a frame or machine is in tension or in compression.

27

Remark It is meaningless to refer to a multi-force member to be in compression or tension. Self study activities Textbook pp 311 312: Fundamental problems: F6.13 F6.24. Textbook pp 313 324: Problems 6.62, 6.71, 6.75, 6,85, 6.118(d) . Remarks and hints on the self study activities (d) It is not required from you to analyze three-dimensional trusses, frames or machines in general. The principles that are applied, are however the same as in two dimensions and you are capable of solving this problem.

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THEME 4

CENTROIDS AND SECOND MOMENTS OF AREA

Number of lectures: 7 Number of notional hours: 23 hours Objectives Theme 4 deals with centroids and second moments of area of certain types of bodies. These properties are of geometrical nature and they are derived from the general concepts centers of gravity and moments of inertia respectively. We concentrate mainly on centroids of areas and centroids of curves. The areas that we study will be a composition of rectangles, triangles, circles and circle sectors (which include semicircles and quarter circles). The curves are formed by lines, circles and circle sectors. Moments of inertia are quantities that measure the ability of structures to resist bending. There are dierent types of moments of inertia and we will discuss only moments of inertia for areas, also called second moments of area. Calculating centroids and second moments of area with integration is not included in the syllabus. LECTURE UNIT 4.1 CENTROIDS

Source: Textbook Sections 9.1 and 9.2 (pp 451 487) and class notes. Learning outcome After completion of this unit you must be able calculate centroids of curves in two and three dimensions, as well as centroids of areas in a plane. Remarks 1. Skip Examples 9.1 9.8, Fundamental problems F9.1 F9.6 and Problems 9.1 9.50 in the textbook. Section 9.1 serves only as an introduction to centers of gravity and related topics. 2. No problems requiring integration will be assessed. 3. The table in the back of the study guide will be provided during tests and examinations. Self study activities Textbook p 479: Fundamental problems F9.7 F9.12. Textbook pp 480 487: Problems 9.55 (take the mass per unit length for member BD as half of the mass per unit length for members AC and CE , which are equal), 9.63.

29

Locate the centroid of the wire.

20 mm

15

m m

z Calculate the centroid of the composite area. z 3m

3m
6m y 10 m Calculate the centroid of the composite region consisting of the triangle (T ) and the wedge (W ). y (cm)

1.5
T 50

1 W

x (cm)

LECTURE UNIT 4.2

SIMPLE DISTRIBUTED LOADINGS

Source: Textbook Section 4.9 (pp 183 192). Learning outcomes After completion of this unit you must be able to replace a simple distributed loading with an equivalent system of concentrated loads. Remark Example 4.21, Fundamental problem F4.42 and Exercises 4.156 4.162 are not in the scope of this module.

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Self study activities Textbook p 188: Fundamental problems F4.37 F4.41. Textbook pp 189 192: Problems 4.138, 4.146, 4.148, 4.153.

LECTURE UNIT 4.3

SECOND MOMENTS OF AREA

Source: Textbook Sections 10.1, 10.2 and 10.4 (pp 515 533). Learning outcomes After completion of this theme you must 1. know what the moments of inertia Ix and Iy and the polar moment of inertia JO mean, 2. know that Ix + Iy = JO , with O the origin of a perpendicular system of axes, denoted by the xaxis and y axis, 3. know and be able to apply the parallel-axis theorem for an area (Steiners theorem), 4. calculate moments of inertia to composite areas. Remark Examples 10.1 10.3, Fundamental problems F10.1 F10.4 and Exercises 10.1 10.24 are not in the scope of this module. Self study activities Textbook p 529: Fundamental problems F10.5 F10.8. Textbook pp 530 533: Problems 10.30, 10.31, 10.32, 10.33, 10.58.

Calculate the second moments of area Ix and Iy of the composite region consisting of the rectangular triangle (T ) and the wedge (W ), with radius r . The wedge is centered symmetrically about the y axis and spans an angle of 30 . Express your answer in terms of r . y

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THEME 5

INTERNAL FORCES IN STRUCTURAL MEMBERS

Number of lectures: 9 Number of notional hours: 30 hours Objective As in the case of trusses, frames and machines (Theme 3), it is important to know what loading each part of a structure carries in order to ensure that the material of which the part is manufactured, can resist this loading. In this theme we focus on beam applications, but the principles can be generalized to other situations. We consider beams for which the cross-sections remain the same throughout the length of the beam. Our aim is to determine the shear force and bending moment at each cross-section in the beam. Internal normal forces are also present but they are not our main focus. Source: Textbook Sections 7.1, 7.2 and 7.3 (pp 331 366). Learning outcomes After completion of this theme you must 1. be able to dene shear force, normal force and bending moment, 2. be able to express the shear force and bending moment as (mathematical) functions for a loaded beam, 3. know the sign conventions for a positive shear force and positive bending moment as dened in the textbook, 4. be able to draw the shear force and bending moment diagrams for a given loaded beam, 5. know the relationship between the loading function, shear force function and bending moment function. Remarks 1. The independent variable that is used to describe the function, measures an arbitrary distance from a xed reference point. 2. We use throughout the sign convention as discussed in the textbook. 3. It is not required from you to derive the relationships between the loading function, shear force function and bending moment function. Self study activities Textbook p 339: Fundamental problems F7.1 F7.6. Textbook pp 340 346: Problems 7.4, 7.7, 7.8, 7.20, 7.26, 7.30.

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Textbook p 351: Fundamental problems F7.7 F7.12. Textbook pp 352 355: Problems 7.47, 7.53. 7.56. Textbook p 362: Fundamental problems F7.13 F7.18. Textbook pp 363 366: Problems 7.70, 7.90, 7.92.

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y r C L = 2r x r sin Circular arc segment A = r 2 r C Ix = x r4 0.5 sin 2 4 r

L=

r 2

L = r 2r C r

Quarter and semicircle arcs r 2 4 Ix = x 4r 3 Iy = r 4 16 r 4 16

y r

A=

r4 Iy = + 0.5 sin 2 4

2r sin 3

Circular sector area r 2 2 Ix = x 4r 3 Iy = r 4 8 r 8

Quarter circle area

y C r

A=

y r C

A = r 2

Ix = Iy =

r 4 4 r 4 4

Semicircular area y h C b Rectangular area

Circular area bh 2 x h 3 Ix =

A = bh x

bh3 Ix = 12 b3 h Iy = 12

A= h C b Triangular area

bh3 36