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 Brief Contents
1 Introduction 1
2 Statics of Particles 16
3 Rigid Bodies: Equivalent Systems of Forces 83
4 Equilibrium of Rigid Bodies 170
5 Distributed Forces: Centroids and Centers of Gravity 232
6 Analysis of Structures 299
7 Internal Forces and Moments 368
8 Friction 431
9 Distributed Forces: Moments of Inertia 485
10 Method of Virtual Work 575
11 Kinematics of Particles 615
12 Kinetics of Particles: Newton’s Second Law 721
13 Kinetics of Particles: Energy and Momentum Methods 799
14 Systems of Particles 920
15 Kinematics of Rigid Bodies 982
16 Plane Motion of Rigid Bodies: Forces and
Accelerations 1115
17 Plane Motion of Rigid Bodies: Energy and Momentum
Methods 1192
18 Kinetics of Rigid Bodies in Three Dimensions 1279
19 Mechanical Vibrations 1350

Appendix: Fundamentals of Engineering Examination A1

Answers to Problems AN1
Index I1
Properties of Geometric Shapes I17

vii
 Contents
Preface xv
Guided Tour xix
Digital Resources xxiii
Acknowledgments xxv
List of Symbols xxvii

1 Introduction 1
1.1 What is Mechanics? 2
1.2 Fundamental Concepts and Principles 3
1.3 Systems of Units 5
1.4 Converting between Two Systems of Units 10
1.5 Method of Solving Problems 11
1.6 Numerical Accuracy 15

2 Statics of Particles 16
2.1 Addition of Planar Forces 17
2.2 Adding Forces by Components 29
2.3 Forces and Equilibrium in a Plane 38
2.4 Adding Forces in Space 54
2.5 Forces and Equilibrium in Space 67
Review and Summary 76
Review Problems 80

3 Rigid Bodies: Equivalent Systems

of Forces 83
3.1 Forces and Moments 85
3.2 Moment of a Force about an Axis 105
3.3 Couples and Force-Couple Systems 119
3.4 Simplifying Systems of Forces 138
Review and Summary 162
Review Problems 167

ix
x Contents

4 Equilibrium of Rigid Bodies 170

4.1 Equilibrium in Two Dimensions 173
4.2 Two Special Cases 199
4.3 Equilibrium in Three Dimensions 207
Review and Summary 227
Review Problems 229

5 Distributed Forces: Centroids and

Centers of Gravity 232
5.1 Planar Centers of Gravity and Centroids 234
5.2 Further Considerations of Centroids 250
5.3 Additional Applications of Centroids 262
5.4 Centers of Gravity and Centroids of Volumes 276
Review and Summary 293
Review Problems 297

6 Analysis of Structures 299

6.1 Analysis of Trusses 301
6.2 Other Truss Analyses 319
6.3 Frames 334
6.4 Machines 350
Review and Summary 363
Review Problems 365

7 Internal Forces and Moments 368

7.1 Internal Forces in Members 369
7.2 Beams 379
7.3 Relations Among Load, Shear, and Bending Moment 392
*7.4 Cables 407
*7.5 Catenary Cables 419
Review and Summary 426
Review Problems 429

8 Friction 431
8.1 The Laws of Dry Friction 433
8.2 Wedges and Screws 453
*8.3 Friction on Axles, Disks, and Wheels 462
 Contents xi
8.4 Belt Friction 471
Review and Summary 480
Review Problems 482

9 Distributed Forces: Moments of

Inertia 485
9.1 Moments of Inertia of Areas 487
9.2 Parallel-Axis Theorem and Composite Areas 497
*9.3 Transformation of Moments of Inertia 516
*9.4 Mohr’s Circle for Moments of Inertia 526
9.5 Mass Moments of Inertia 533
*9.6 Additional Concepts of Mass Moments of Inertia 553
Review and Summary 568
Review Problems 573

10 Method of Virtual Work 575

*10.1 The Basic Method 576
*10.2 Work, Potential Energy, and Stability 596
Review and Summary 610
Review Problems 613

11 Kinematics of Particles 615

11.1 Rectilinear Motion of Particles 617
11.2 Special Cases and Relative Motion 638
*11.3 Graphical Solutions 654
11.4 Curvilinear Motion of Particles 665
11.5 Non-Rectangular Components 692
Review and Summary 713
Review Problems 717

12 Kinetics of Particles:
Newton’s Second Law 721
12.1 Newton’s Second Law and Linear Momentum 723
12.2 Angular Momentum and Orbital Motion 767
*12.3 Applications of Central-Force Motion 778
Review and Summary 792
Review Problems 796

*Advanced or specialty topics

xii Contents

13 Kinetics of Particles: Energy and

Momentum Methods 799
13.1 Work and Energy 801
13.2 Conservation of Energy 830
13.3 Impulse and Momentum 858
13.4 Impacts 883
Review and Summary 910
Review Problems 916

14 Systems of Particles 920

14.1 Applying Newton’s Second Law and Momentum Principles
to Systems of Particles 922
14.2 Energy and Momentum Methods for a System of
Particles 940
*14.3 Variable Systems of Particles 956
Review and Summary 975
Review Problems 979

15 Kinematics of Rigid Bodies 982

15.1 Translation and Fixed-Axis Rotation 985
15.2 General Plane Motion: Velocity 1002
15.3 Instantaneous Center of Rotation 1023
15.4 General Plane Motion: Acceleration 1037
15.5 Analyzing Motion with Respect to a Rotating Frame 1056
*15.6 Motion of a Rigid Body in Space 1073
*15.7 Motion Relative to a Moving Reference Frame 1090
Review and Summary 1105
Review Problems 1111

16 Plane Motion of Rigid Bodies: Forces

and Accelerations 1115
16.1 Kinetics of a Rigid Body 1117
16.2 Constrained Plane Motion 1152
Review and Summary 1186
Review Problems 1188
 Contents xiii

17 Plane Motion of Rigid Bodies: Energy

and Momentum Methods 1192
17.1 Energy Methods for a Rigid Body 1194
17.2 Momentum Methods for a Rigid Body 1222
17.3 Eccentric Impact 1245
Review and Summary 1271
Review Problems 1275

18 Kinetics of Rigid Bodies in Three

Dimensions 1279
18.1 Energy and Momentum of a Rigid Body 1281
*18.2 Motion of a Rigid Body in Three Dimensions 1300
*18.3 Motion of a Gyroscope 1323
Review and Summary 1341
Review Problems 1346

19 Mechanical Vibrations 1350

19.1 Vibrations without Damping 1352
19.2 Free Vibrations of Rigid Bodies 1368
19.3 Applying the Principle of Conservation of Energy 1382
19.4 Forced Vibrations 1393
19.5 Damped Vibrations 1407
Review and Summary 1424
Review Problems 1429

Appendix: Fundamentals of Engineering Examination A1

Answers to Problems AN1
Index I1
Properties of Geometric Shapes I17
 Preface
Objectives
A primary objective in a first course in mechanics is to help develop a stu-
dent’s ability first to analyze problems in a simple and logical manner, and
then to apply basic principles to their solutions. A strong conceptual under-
standing of these basic mechanics principles is essential for successfully
solving mechanics problems. We hope this text will help instructors achieve
these goals.

General Approach
Vector algebra is introduced at the beginning of the Statics volume and is used
in the presentation of the basic principles of statics, as well as in the solution
of many problems, particularly three-dimensional problems. Similarly, the
concept of vector differentiation is introduced early in the Dynamics volume,
and vector analysis is used throughout the presentation of dynamics. This
approach leads to more concise derivations of the fundamental principles of
mechanics. It also makes it possible to analyze many problems in kinematics
and kinetics which could not be solved by scalar methods. The emphasis in
this text, however, remains on the correct understanding of the principles of
mechanics and on their application to the solution of engineering problems,
and vector analysis is presented chiefly as a convenient tool.†

Practical Applications Are Introduced Early. One of the characteris-

tics of the approach used in this book is that mechanics of particles is clearly
separated from the mechanics of rigid bodies. This approach makes it possible
to consider simple practical applications at an early stage and to postpone the Rev.Confirming Pages

introduction of the more difficult concepts. For example:

2.2 Adding Forces by Components 29
y

∙ In Statics, the statics of particles is treated first, and the principle of 2.2 ADDING FORCES BY
COMPONENTS

equilibrium of a particle is immediately applied to practical situations

In Sec. 2.1E, we described how to resolve a force into components. Here we
F
discuss how to add forces by using their components, especially rectangular Fy
components. This method is often the most convenient way to add forces and,

involving only concurrent forces. The statics of rigid bodies is consid-

in practice, is the most common approach. (Note that we can readily extend the θ
properties of vectors established in this section to the rectangular components x
O Fx
of any vector quantity, such as velocity or momentum.)

ered later, at which time the vector and scalar products of two vectors are 2.2A Rectangular Components
of a Force: Unit Vectors
Fig. 2.14 Rectangular components of a
force F.

introduced and used to define the moment of a force about a point and In many problems, it is useful to resolve a force into two components that are
perpendicular to each other. Figure 2.14 shows a force F resolved into a compo-
y

about an axis.
nent Fx along the x axis and a component Fy along the y axis. The parallelogram
F
drawn to obtain the two components is a rectangle, and Fx and Fy are called x
rectangular components.
Fy

∙ In Dynamics, the same division is observed. The basic concepts of

The x and y axes are usually chosen to be horizontal and vertical, respec- θ
Fx
tively, as in Fig. 2.14; they may, however, be chosen in any two perpendicular
directions, as shown in Fig. 2.15. In determining the rectangular components of O

force, mass, and acceleration, of work and energy, and of impulse and
a force, you should think of the construction lines shown in Figs. 2.14 and 2.15
as being parallel to the x and y axes, rather than perpendicular to these axes. Fig. 2.15 Rectangular components of a
force F for axes rotated away from horizontal
This practice will help avoid mistakes in determining oblique components, as and vertical.
in Sec. 2.1E.

momentum are introduced and first applied to problems involving only Force in Terms of Unit Vectors. To simplify working with rectangular
components, we introduce two vectors of unit magnitude, directed respectively y

particles. Thus, students can familiarize themselves with the three along the positive x and y axes. These vectors are called unit vectors and are
denoted by i and j, respectively (Fig. 2.16). Recalling the definition of the prod-
uct of a scalar and a vector given in Sec. 2.1C, note that we can obtain the rect-

basic methods used in dynamics and learn their respective advan- angular components Fx and Fy of a force F by multiplying respectively the unit
vectors i and j by appropriate scalars (Fig. 2.17). We have j Magnitude = 1

Fx = Fx i Fy = Fy j (2.6)

tages before facing the difficulties associated with the motion of rigid
i x

and
Fig. 2.16 Unit vectors along the x and y

bodies. F = Fx i + Fy j (2.7) axes.

The scalars Fx and Fy may be positive or negative, depending upon the sense
y
of Fx and of Fy, but their absolute values are equal to the magnitudes of the
component forces Fx and Fy, respectively. The scalars Fx and Fy are called the
Fy = Fy j = F sin θj
scalar components of the force F, whereas the actual component forces Fx and
Fy should be referred to as the vector components of F. However, when there
F
exists no possibility of confusion, we may refer to the vector as well as the scalar
components of F as simply the components of F. Note that the scalar component j
Fx is positive when the vector component Fx has the same sense as the unit vector θ
i (i.e., the same sense as the positive x axis) and is negative when Fx has the oppo- i x
Fx = Fx i = F cos θi
† site sense. A similar conclusion holds for the sign of the scalar component Fy.
In a parallel text, Mechanics for Engineers, fifth edition, the use of vector algebra is limited Scalar Components. Denoting by F the magnitude of the force F and
Fig. 2.17 Expressing the components
of F in terms of unit vectors with scalar

to the addition and subtraction of vectors, and vector differentiation is omitted. by θ the angle between F and the x axis, which is measured counterclockwise multipliers.

bee3809X_ch02_016-082.indd 29 xv
11/09/17 01:38 PM
 Rev.Confirming Pages

xvi Preface
Bodies: Energy and Momentum Methods

17.1 ENERGY METHODS FOR

New Concepts Are Introduced in Simple Terms. New concepts are
A RIGID BODY presented in simple terms and every step is explained in detail. On the other
We now use the principle of work and energy to analyze the plane motion of hand, by discussing the broader aspects of the problems considered, and by
rigid bodies. As we pointed out in Chap. 13, the method of work and energy is
particularly well-adapted to solving problems involving velocities and displace- stressing methods of general applicability, a definite maturity of approach has
ments. Its main advantage is that the work of forces and the kinetic energy of
objects are scalar quantities. been achieved. For example, the concept of potential energy is discussed in
the general case of a conservative force. Also, the study of the plane motion of
17.1A Principle of Work and Energy rigid bodies is designed to lead naturally to the study of their general motion
To apply the principle of work and energy to the motion of a rigid body, we in space. This is true in kinematics as well as in kinetics, where the princi-
again assume that the rigid body is made up of a large number n of particles of
mass Δmi. From Eq. (14.30) of Sec. 14.2B, we have ple of equivalence of external and effective forces is applied directly to the
Principle of work
and energy, rigid body
analysis of plane motion, thus facilitating the transition to the study of three-­
T 1 + U 1→2 = T 2 (17.1)
dimensional motion.
where T1, T2 = the initial and final values of total kinetic energy of particles
forming the rigid body
U1→2 = work of all forces acting on various particles of the body Fundamental Principles Are Placed in the Context of Simple
Just as we did in Chap. 13, we can express the work done by nonconserva-
tive forces as U NC
1→2, and we can define potential energy terms for conservative
Applications. The fact that mechanics is essentially a deductive science
forces. Then we can express Eq. (17.1) as
based on a few fundamental principles is stressed. Derivations have been pre-
T 1 + V g 1 + V e 1 + U NC
1→2 = T 2 + V g 2 + V e 2 (17.1′) sented in their logical sequence and with all the rigor warranted at this level.
where V g 1 and V g 2 are the initial and final gravitational potential energy of the However, the learning process is largely inductive, and simple applications are
center of mass of the rigid body with respect to a reference point or datum, and
V e 1 and V e 2 are the initial and final values of the elastic energy associated with considered first. For example:
springs in the system.
y friction We obtain the total kinetic energy
he wheel.
1 n
T = __ ∑ Δm i v i2
2 i=1
(17.2) ∙ The statics of particles precedes the statics of rigid bodies, and problems
involving internal forces are postponed until Chap. 6.
by adding positive scalar quantities, so it is itself a positive scalar quantity. You
r'
will see later how to determine T for various types of motion of a rigid body. ∙ In Chap. 4, equilibrium problems involving only coplanar forces are con-
The expression U1→2 in Eq. (17.1) represents the work of all the forces
B'
acting on the various particles of the body, whether these forces are internal sidered first and solved by ordinary algebra, while problems involving
or external. However, the total work of the internal forces holding together
the particles of a rigid body is zero. To see this, consider two particles A three-dimensional forces and requiring the full use of vector algebra are
and B of a rigid body and the two equal and opposite forces F and −F they
exert on each other (Fig. 17.1). Although, in general, small displacements dr discussed in the second part of the chapter.
e internal
and d r′ of the two particles are different, the components of these displace-
ments along AB must be equal; otherwise, the particles would not remain at ∙ The kinematics of particles (Chap. 11) precedes the kinematics of rigid
f a rigid body the same distance from each other and the body would not be rigid. Therefore,
the work of F is equal in magnitude and opposite in sign to the work of −F,
bodies (Chap. 15).
∙ The fundamental principles of the kinetics of rigid bodies are first applied
to the solution of two-dimensional problems (Chaps. 16 and 17), which
can be more easily visualized by the student, while three-dimensional
problems are postponed until Chap. 18.
11/10/17 01:24 PM

The Presentation of the Principles of Kinetics Is Unified. The

twelfth edition of Vector Mechanics for Engineers retains the unified presen-
tation of the principles of kinetics which characterized the previous eleven
­editions. The concepts of linear and angular momentum are introduced in
Chap. 12 so that Newton’s second law of motion can be presented not only in
its conventional form F = ma, but also as a law relating, respectively, the sum
of the forces acting on a particle and the sum of their moments to the rates of
change of the linear and angular momentum of the particle. This makes possi-
ble an earlier introduction of the principle of conservation of angular momen-
tum and a more meaningful discussion of the motion of a particle under a
central force (Sec. 12.3A). More importantly, this approach can be readily
extended to the study of the motion of a system of particles (Chap. 14) and
leads to a more concise and unified treatment of the kinetics of rigid bodies in
two and three dimensions (Chaps. 16 through 18).

Systematic Problem-Solving Approach. All the sample problems are

solved using the steps of Strategy, Modeling, Analysis, and Reflect & Think, or
the “SMART” approach. This methodology is intended to give students confi-
dence when approaching new problems, and students are encouraged to apply
this approach in the solution of all assigned problems.
 Preface xvii
Free-Body Diagrams Are Used Both to Solve Equilibrium
Problems and to Express the Equivalence of Force
Systems. Free-body diagrams are introduced early in Statics, and their
importance is emphasized throughout. They are used not only to solve
equilibrium problems but also to express the equivalence of two systems
of forces or, more generally, of two systems of vectors. In Dynamics we
introduce a kinetic diagram, which is a pictorial representation of inertia
terms. The advantage of this approach becomes apparent in the study of the
dynamics of rigid bodies, where it is used to solve three-dimensional as well
as two-dimensional problems. By placing the emphasis on the free-body Rev.Confirming Pages

diagram and kinetic diagram, rather than on the standard algebraic equa-
tions of motion, a more intuitive and more complete understanding of the 147
3.4 Simplifying Systems of Forces

fundamental principles of dynamics can be achieved. This approach, which R –9.79 j

A
Remark: Because all the forces are contained in the plane of the figure,
you would expect the sum of their moments to be perpendicular to that plane.
Note that you could obtain the moment of each force component directly from

was first introduced in 1962 in the first edition of Vector Mechanics for
9.04 i 70 ft the diagram by first forming the product of its magnitude and perpendicular
O distance to O and then assigning to this product a positive or a negative sign,
x depending upon the sense of the moment.

Engineers, has now gained wide acceptance among mechanics teachers in Fig. 3 The point of application of
a single tugboat to create the same
effect as the given force system.
b. Single Tugboat. The force exerted by a single tugboat must be equal to
R, and its point of application A must be such that the moment of R about O is
equal to M RO (Fig. 3). Observing that the position vector of A is

this country. It is, therefore, used in preference to the method of dynamic you have
r = xi + 70j

equilibrium and to the equations of motion in the solution of all sample r × R = M RO

(xi + 70j) × (9.04i − 9.79j) = − 1035k
− x(9.79)k − 633k = − 1035k x = 41.1 ft ◂

problems in this book. REFLECT and THINK: Reducing the given situation to that of a single force
makes it easier to visualize the overall effect of the tugboats in maneuvering the
ocean liner. But in practical terms, having four boats applying force allows for
greater control in slowing and turning a large ship in a crowded harbor.

A Careful Balance between SI and U.S. Customary Units Is y

Sample Problem 3.10

Consistently Maintained. Because of the current trend in the American

75 mm 1000 N
45° Three cables are attached to a bracket as shown. Replace the forces
45° exerted by the cables with an equivalent force-couple system at A.
50 mm C

government and industry to adopt the international system of units (SI met-
A STRATEGY: First determine the relative position vectors drawn from
50 mm B
point A to the points of application of the various forces and resolve the
1200 N forces into rectangular components. Then, sum the forces and moments.
30°
700 N

ric units), the SI units most frequently used in mechanics are introduced in 60°
MODELING and ANALYSIS: Note that FB = (700 N)λBE,
100 mm where
O D
x ⟶
BE 75i − 150j + 50k

Chap. 1 and are used throughout the text. Approximately half of the sample
λBE = ___ = _____________
BE 175
100 mm Using meters and newtons, the position and force vectors are

problems and 60 percent of the homework problems are stated in these units,
z ⟶
rB/A = AB = 0.075i + 0.050k FB = 300i − 600j + 200k
E(150 mm, –50 mm, 100 mm) ⟶
rC/A = AC = 0.075i − 0.050k FC = 707i − 707k
⟶

while the remainder are in U.S. customary units. The authors believe that this
rD/A = AD = 0.100i − 0.100j FD = 600i + 1039j

The force-couple system at A equivalent to the given forces con-

sists of a force R = ΣF and a couple M RA = Σ(r × F). Obtain the force

approach will best serve the need of the students, who, as engineers, will have Rev.Confirming
R by adding respectively the x, y, and z components of the forces:Pages
R = ΣF = (1607 N)i + (439 N)j − (507 N)k ◂

to be conversant with both systems of units. (continued)

3.4 Simplifying Systems of Forces 147

It also should be recognized that using both SI and U.S. customary
Remark: Because all the forces are contained in the plane of the figure,

units entails more than the use of conversion factors. Since the SI system
R –9.79 j
you would expect the sum of their moments to be perpendicular to that plane.
A
Note that you could obtain the moment of each force component directly from
9.04 i 70 ft the diagram by first forming the product of its magnitude and perpendicular

of units is an absolute system based on the units of time, length, and mass,
bee3809X_ch03_083-169.indd 147 10/25/17 06:36 AM
O distance to O and then assigning to this product a positive or a negative sign,
x depending upon the sense of the moment.

whereas the U.S. customary system is a gravitational system based on the

Fig. 3 The point of application of b. Single Tugboat. The force exerted by a single tugboat must be equal to
a single tugboat to create the same R, and its point of application A must be such that the moment of R about O is
effect as the given force system. equal to M RO (Fig. 3). Observing that the position vector of A is

units of time, length, and force, different approaches are required for the
r = xi + 70j
you have

solution of many problems. For example, when SI units are used, a body
r × R = M RO
(xi + 70j) × (9.04i − 9.79j) = − 1035k
− x(9.79)k − 633k = − 1035k x = 41.1 ft ◂

is generally specified by its mass expressed in kilograms; in most problems REFLECT and THINK: Reducing the given situation to that of a single force
makes it easier to visualize the overall effect of the tugboats in maneuvering the
ocean liner. But in practical terms, having four boats applying force allows for

of statics it will be necessary to determine the weight of the body in new- greater control in slowing and turning a large ship in a crowded harbor.

tons, and an additional calculation will be required for this purpose. On

the other hand, when U.S. customary units are used, a body is specified
y
Sample Problem 3.10
75 mm 1000 N
45° Three cables are attached to a bracket as shown. Replace the forces
45° exerted by the cables with an equivalent force-couple system at A.

by its weight in pounds and, in dynamics problems, an additional calcula- 50 mm

50 mm
A
B
C
STRATEGY: First determine the relative position vectors drawn from
point A to the points of application of the various forces and resolve the

tion will be required to determine its mass in slugs (or lb•s2/ft). The authors,
1200 N forces into rectangular components. Then, sum the forces and moments.
30°
700 N
60°
MODELING and ANALYSIS: Note that FB = (700 N)λBE,
100 mm where

therefore, believe that problem assignments should include both systems of

O D
x ⟶
BE 75i − 150j + 50k
λBE = ___ = _____________
BE 175

units.
100 mm Using meters and newtons, the position and force vectors are
z ⟶
rB/A = AB = 0.075i + 0.050k FB = 300i − 600j + 200k
E(150 mm, –50 mm, 100 mm) ⟶

The Instructor’s and Solutions Manual provides six different lists of

rC/A = AC = 0.075i − 0.050k FC = 707i − 707k
⟶
rD/A = AD = 0.100i − 0.100j FD = 600i + 1039j

assignments so that an equal number of problems stated in SI units and in

The force-couple system at A equivalent to the given forces con-
sists of a force R = ΣF and a couple M RA = Σ(r × F). Obtain the force
R by adding respectively the x, y, and z components of the forces:

U.S. customary units can be selected. If so desired, two complete lists of R = ΣF = (1607 N)i + (439 N)j − (507 N)k ◂
(continued)

assignments can also be selected with up to 75 percent of the problems stated

in SI units.
bee3809X_ch03_083-169.indd 147 10/25/17 06:36 AM

Optional Sections Offer Advanced or Specialty Topics. A large

number of optional sections have been included. These sections are indi-
cated by asterisks and thus are easily distinguished from those which form the
core of the basic course. They can be omitted without prejudice to the under-
standing of the rest of the text.
xviii Preface

The topics covered in the optional sections in Statics include the reduc-
tion of a system of forces of a wrench, applications to hydrostatics, equilib-
rium of cables, products of inertia and Mohr’s circle, the determination of the
principal axes and the mass moments of inertia of a body of arbitrary shape,
and the method of virtual work. The sections on the inertia properties of
three-dimensional bodies are primarily intended for students who will later
study in dynamics the three-dimensional motion of rigid bodies.
The topics covered in the optional sections in Dynamics include graphi-
cal methods for the solution of rectilinear-motion problems, the trajectory of
a particle under a central force, the deflection of fluid streams, problems
involving jet and rocket propulsion, the kinematics and kinetics of rigid bodies
in three dimensions, damped mechanical vibrations, and electrical analogues.
These topics will be of particular interest when dynamics is taught in the
junior year.
The material presented in the text and most of the problems require no
previous mathematical knowledge beyond algebra, trigonometry, elementary
calculus, and the elements of vector algebra presented in Chaps. 2 and 3 of
the volume on statics. However, special problems are included, which make
use of a more advanced knowledge of calculus, and certain sections, such as
Secs. 19.5A and 19.5B on damped vibrations, should be assigned only if
students possess the proper mathematical background. In portions of the text
using elementary calculus, a greater emphasis is placed on the correct under-
standing and application of the concepts of differentiation and integration,
than on the nimble manipulation of mathematical formulas. In this connection,
it should be mentioned that the determination of the centroids of composite
areas precedes the calculation of centroids by integration, thus making it pos-
sible to establish the concept of moment of area firmly before introducing the
use of integration.
 Guided Tour
Rev.Confirming Pages

Chapter Introduction. Each chapter begins with a list of learning objec-

tives and an outline that previews chapter topics. An introductory section
describes the material to be covered in simple terms, and how it will be applied
to the solution of engineering problems.

Chapter Lessons. The body of the text is divided into sections, each con-
sisting of one or more sub-sections, several sample problems, and a large num-
ber of end-of-section problems for students to solve. Each section corresponds
to a well-defined topic and generally can be covered in one lesson. In a number
of cases, however, the instructor will find it desirable to devote more than one
lesson to a given topic. The Instructor’s and Solutions Manual contains sugges-
tions on the coverage of each lesson.
©Renato Bordoni/Alamy

Sample Problems. The Sample Problems are set up in much the same
form that students will use when solving assigned problems, and they employ
1
Introduction
the SMART problem-solving methodology that students are encouraged to use The tallest skyscraper in the Western Hemisphere, One World Trade
Center is a prominent feature of the New York City skyline. From its

in the solution of their assigned problems. They thus serve the double purpose foundation to its structural components and mechanical systems, Rev.Confirming
design and operation of the tower is based on the fundamentals of
the Pages

of reinforcing the text and demonstrating the type of neat and orderly work
engineering mechanics.

that students should cultivate in their own solutions. In addition, in-problem 214 Equilibrium of Rigid Bodies

references and captions have been added to the sample problem figures for
bee3809X_ch01_001-015.indd 1 10/25/17 06:35 AM

Sample Problem 4.10

A 450-lb load hangs from the corner C of a rigid piece of pipe ABCD that has

contextual linkage to the step-by-step solution. In the digital version, many been bent as shown. The pipe is supported by ball-and-socket joints A and D,
which are fastened, respectively, to the floor and to a vertical wall, and by a
cable attached at the midpoint E of the portion BC of the pipe and at a point G
Sample Problems now have simulations to help students visualize the problem. on the wall. Determine (a) where G should be located if the tension in the cable
is to be minimum, (b) the corresponding minimum value of the tension.

Enhanced digital content is indicated by a within the text. B

G
E C D

6 ft 6 ft
12 ft

Concept Applications. Concept Applications are used within selected the- 450 lb

ory sections in the Statics volume to amplify certain topics, and they are designed A
12 ft
6 ft

to reinforce the specific material being presented and facilitate its understanding. STRATEGY: Draw the free-body diagram of the pipe showing the reac-
tions at A and D. Isolate the unknown tension T and the known weight W by
summing moments about the diagonal line AD, and compute values from the
Rev.Confirming Pages
equilibrium equations.

Solving Problems on Your Own. A section entitled Solving Problems on MODELING and ANALYSIS:
Free-Body Diagram. The free-body diagram of the pipe includes the load

Your Own is included for each lesson, between the sample problems and the W = (–450 lb)j, the reactions at A and D, and the force T exerted by the cable

have obtained enough equations, you can offind

the moments of solution
a numerical the forces
1.5 Method of Solving Problems
(Fig. 1). To eliminate the reactions at A and D from the computations, take the
sum by about the line AD and set it equal to zero.
13

problems to be assigned. The purpose of these sections is to help students orga- following the usual rules of algebra,Denote
neatly the unit vector
recording

with your calculator or a computer. (For multipart ΣM

each along

problems,
step and by λ, which enables you to write
AD the
intermediate results. Alternatively, you can solve the resulting equations⟶
AD = 0:it is some-
⟶
λ · ( AE × T) + λ · ( AC × W) = 0 (1)

nize in their own minds the preceding theory of the text and the solution methods times convenient to present the Modeling and Analysis steps together,
but they are both essential parts of the overall process.)
4. Reflect and Think. After you have obtained the answer, check it care-
y
T Dx i
Dy j
Dz k

of the sample problems so that they can more successfully solve the homework fully. Does it make sense in the context of the original problem?
B For E
instance, the problem may ask for the force at a given point of a structure.
If your answer is negative, what does that mean for the force at the6 point?
ft
C D

problems. Also included in these sections are specific suggestions and strategies
12 ft
You can often detect mistakes in reasoning by checking the units. For
12 ft 0.60 m from
example, to determine the moment of a force of 50 N about a point W = – 450 j
its line of action, we write (Sec. 3.3A)

that will enable the students to more efficiently attack any assigned problems. M = Fd = (30 N)(0.60 m) = 30 N·m A i
x
λ
6 ft x
The unit N·m obtained by multiplying newtons by meters is the correct A unit for
A zk
the moment of a force; if you had obtained another unit, you would know
12 ft that
some mistake had been made. z Ay j
You can often detect errors in computation by substituting the numerical

Case Studies. Statics and dynamics principles are used extensively in answer into an equation that was not used in the solution and
Fig. 1 verifying
Free-bodythatdiagram
equation is satisfied. The importance of correct computations in engineering
cannot be overemphasized.
the of the pipe.
(continued)

engineering applications, particularly for the designing of solutions to problems

and for failure analysis when those solutions do not work as planned. Much can
CASE STUDY 1.1*
Located in Baltimore, Maryland, the Carrollton Viaduct is the oldest railroad

be learned from the historical successes and failures of past designs, and unique
bridge in North America and continues in revenue service today. Construction
bee3809X_ch04_170-231.indd 214 was completed and the bridge put into operation in 1829 by the Baltimore10/25/17&
06:37 AM

Ohio Railroad. The structure includes the stone masonry arch shown in
CS Photo 1.1, and spans 80 ft. Assuming that the span is solid granite having a

insight can be gained by studying how engineers developed different products unit weight of 170 lb/ft3, and that its dimensions can be approximated by those
given in CS Fig. 1.1, let’s estimate the weight of this span.

and structures. To this end, real-world Case Studies have been introduced in this
revision to provide relevance and application to the principles of engineering
mechanics being discussed. The Case Studies are developed using the SMART
problem-solving methodology to present the story. In this way, they serve as both CS Photo 1.1 The Carrollton Viaduct in Baltimore, MD.

a practical illustration of the concepts linked to some real-world situation and

AREA Bulletin 732 Volume 92 (October 1991)

STRATEGY:
First calculate the volume of the span, and then multiply this volume by the unit

reinforce the consistent five-step approach to solving engineering problems. weight.

*Adapted from American Railway Engineering Association, Bulletin 732, October 1991, p. 221.

(continued)

bee3809X_ch01_001-015.indd 13
xix
10/25/17 06:35 AM
xx Guided Tour

In some instances, these Case Studies are examined further in

NEW! the accompanying digital content through Connect®. The digital
content also provides additional cases that are developed in their
Approximately 650 of the homework problems in the
entirety.
text are new or revised. Rev.Confirming Pages

Homework Problem Sets. Most of the problems are of a

practical nature and should appeal to engineering students. They
Review and Summary are primarily designed, however, to illustrate the material pre-
sented in the text and to help students understand the principles
In this chapter, we have studied the effect of forces on particles, i.e., on bodies

P
R of such shape and size that we may assume all forces acting on them apply at
the same point.
of mechanics. The problems are grouped according to the por-
A
Resultant of Two Forces tions of material they illustrate and, in general, are arranged in
Forces are vector quantities; they are characterized by a point of application,
order of increasing difficulty. Problems requiring special atten-
Q
Fig. 2.30 a magnitude, and a direction, and they add according to the parallelogram law
(Fig. 2.30). We can determine the magnitude and direction of the resultant R
of two forces P and Q either graphically or by trigonometry using the law of
cosines and the law of sines (Sample Prob. 2.1). tion are indicated by asterisks. Answers to 70 percent of the
Components of a Force
Any given force acting on a particle can be resolved into two or more compo-
problems are given at the end of the book. Problems for which
nents, i.e., it can be replaced by two or more forces that have the same effect
on the particle. A force F can be resolved into two components P and Q by the answers are given are set in straight type in the text, while
drawing a parallelogram with F for its diagonal; the components P and Q are
then represented by the two adjacent sides of the parallelogram (Fig. 2.31).
Again, we can determine the components either graphically or by trigonometry
problems for which no answer is given are set in italic and red
(Sec. 2.1E).
font color.

Q
Chapter Review and Summary. Each chapter ends with
A
F
a review and summary of the material covered in that chapter.
P Marginal notes are used to help students organize their review
Fig. 2.31 work, and cross-references have been included to help them find
Rectangular Components; Unit Vectors
A force F is resolved into two rectangular components if its components Fx and
the portions of material requiring their special attention.
Fy are perpendicular to each other and are directed along the coordinate axes
y (Fig. 2.32). Introducing the unit vectors i and j along the x and y axes, respec-
tively, we can write the components and the vector as (Sec. 2.2A)

Fy = Fy j
Fx = Fx i Fy = Fy j (2.6) Review Problems. A set of review problems is included at
j
F
and
F = F x i + Fy j (2.7)
the end of each chapter. These problems provide students further
opportunity to apply the most important concepts introduced in
θ
x where Fx and Fy are the scalar components of F. These components, which can
i Fx = Fx i
be positive or negative, are defined by the relations
Fig. 2.32 Fx = F cos θ Fy = F sin θ (2.8) the chapter.
76
Rev.Confirming Pages

Computer Problems. Accessible through Connect are

bee3809X_ch02_016-082.indd 76 11/09/17 01:38 PM
problem sets for each chapter that are designed to be solved
with computational software. Many of these problems are rel-
Review Problems evant to the design process; they may involve the analysis of a
Q 2.127 Two forces P and Q are applied to the lid of a storage bin as shown.
structure for various configurations and loadings of the struc-
P
85°
Knowing that P = 48 N and Q = 60 N, determine by trigonometry the
magnitude and direction of the resultant of the two forces. ture, or the determination of the equilibrium positions of a given
A
55°
25°
2.128 Determine the x and y components of each of the forces shown.
mechanism that may require an iterative method of solution.
y Developing the algorithm required to solve a given mechanics
120 N
Fig. P2.127
80 N
problem will benefit the students in two different ways: (1) it
will help them gain a better understanding of the mechanics
150 N
30°

40°

principles involved; (2) it will provide them with an opportunity

35°
x

to apply their computer skills to the solution of a meaningful

engineering problem.
Fig. P2.128

P
α
2.129 A hoist trolley is subjected to the three forces shown. Knowing that
400 lb α
α = 40°, determine (a) the required magnitude of the force P if the
200 lb resultant of the three forces is to be vertical, (b) the corresponding
Fig. P2.129 magnitude of the resultant.
Concept Questions. Educational research has shown
that students can often choose appropriate equations and solve
2.130 Knowing that α = 55° and that boom AC exerts on pin C a force
directed along line AC, determine (a) the magnitude of that force,
(b) the tension in cable BC.

algorithmic problems without having a strong conceptual

­
B
understanding of mechanics principles.† To help assess and
­
α
C
develop student conceptual understanding, we have included

†
Hestenes, D., Wells, M., and Swakhamer, G (1992). The force concept
30° 20°

300 lb

A
inventory. The Physics Teacher, 30: 141–158.
Fig. P2.130
Streveler, R. A., Litzinger, T. A., Miller, R. L., and Steif, P. S. (2008).
Learning conceptual knowledge in the engineering sciences: Overview
80
and future research directions, JEE, 279–294.

bee3809X_ch02_016-082.indd 80 11/09/17 01:38 PM

 Guided Tour xxi
Concept Questions, which are multiple choice problems that require few, if any,
calculations. Each possible incorrect answer typically represents a common
misconception (e.g., students often think that a vehicle moving in a curved path
at constant speed has zero acceleration). Students are encouraged to solve these
problems using the principles and techniques discussed in the text and to use
these principles to help them develop their intuition. Mastery and discussion of
these Concept Questions will deepen students’ conceptual understanding and
help them to solve dynamics problems. Rev.Confirming Pages

Free Body and Impulse-Momentum Diagram

Practice Problems. Drawing diagrams correctly is a FREE-BODY PRACTICE PROBLEMS B

critical step in solving kinetics problems in dynamics. A new 16.F1 A 6-ft board is placed in a truck with one end resting against a block
secured to the floor and the other leaning against a vertical partition. A
78°

Draw the FBD and KD necessary to determine the maximum allow-

type of problem has been added to the text to emphasize the able acceleration of the truck if the board is to remain in the position
shown.
importance of drawing these diagrams. In Chaps. 12 and 16 16.F2 A uniform circular plate of mass 3 kg is attached to two links AC and
BD of the same length. Knowing that the plate is released from rest in
Fig. P16.F1

the Free Body Practice Problems require students to draw a the position shown, in which lines joining G to A and B are, respec-
tively, horizontal and vertical, draw the FBD and KD for the plate.

free-body diagram (FBD) showing the applied forces and an D

equivalent diagram called a “kinetic diagram” (KD) showing

ma or its components and Iα. ˉ These diagrams provide stu- C
75°

dents with a pictorial representation of Newton’s second law

75°
A G

and are critical in helping students to correctly solve kinetic

problems. In Chaps. 13 and 17 the Impulse-Momentum Fig. P16.F2

Diagram Practice Problems require students to draw dia-

16.F3 Two uniform disks and two cylinders are assembled as indicated. Disk
A weighs 20 lb and disk B weighs 12 lb. Knowing that the system is
released from rest, draw the FBD and KD for the whole system.
grams showing the momenta of the bodies before impact, the
impulses exerted on the body during impact, and the final A
B

momenta of the bodies. The answers to all of these questions

8 in. 6 in.

can be accessed through Connect. TA TB

A B

3.3 ft

G
C 15 lb 6.6 ft
18 lb D

Fig. P16.F3

16.F4 The 400-lb crate shown is lowered by means of two overhead cranes. 1.8 ft
Knowing the tension in each cable, draw the FBD and KD that can be
3.6 ft
used to determine the angular acceleration of the crate and the accel-
eration of the center of gravity. Fig. P16.F4

1137

bee3809X_ch16_1115-1191.indd 1137 11/06/17 11:53 AM

 Digital Resources
Connect® is a highly reliable, easy-to-use home-
work and learning management solution that
embeds learning science and award-winning adap-
tive tools to improve student results.

Analytics Connect Insight is Connect’s one-

of-a-kind visual analytics dashboard. Now avail-
able for both instructors and students, it provides
at-a-glance information regarding student performance, which is immediately
actionable. By presenting assignment, assessment, and topical performance
results together with a time metric that is easily visible for aggregate or indi-
vidual results, Connect InSight gives the user the ability to take a just-in-time
approach to teaching and learning, which was never before available. Connect
Insight presents data that empower students and help instructors improve class
performance in a way that is efficient and effective.

Autograded Free-Body Diagram Problems

NEW!
∙ Within Connect, algorithmic end-of-chapter problems include our new
Free-Body Diagram Drawing tool. The Free-Body Diagram Tool allows
students to draw free-body diagrams that are auto graded by the system. Stu-
dent’s receive immediate feedback on their diagrams to help student’s solid-
ify their understanding of the physical situation presented in the problem.

Case Study Interactives

New digital content has been added throughout the text to enhance student
learning. This includes a more in-depth discussion of the new Case Studies,
as well as interactive questions embedded in these video explorations to make
students think about the problem rather than just viewing the video. Within
the text, simulations and short videos have been added to help students visual-
ize topics, such as zero-force members and the motion of different linkages.

Find the following instructor resources available through Connect:

∙ Instructor’s and Solutions Manual. The Instructor’s and Solutions
Manual that accompanies the twelfth edition features solutions to all
end of chapter problems. This manual also features a number of tables
designed to assist instructors in creating a schedule of assignments for
their course. The various topics covered in the text have been listed in
Table I and a suggested number of periods to be spent on each topic has
been indicated. Table II prepares a brief description of all groups of prob-
lems and a classification of the problems in each group according to the
units used. Sample lesson schedules are shown in Tables III, IV, and V,
together with various alternative lists of assigned homework problems.
∙ Lecture PowerPoint Slides for each chapter that can be modified. These
generally have an introductory application slide, animated worked-out
problems that you can do in class with your students, concept questions,
and “what-if?” questions at the end of the units.

xxiii
xxiv Digital Resources

∙ Textbook images
∙ Computer Problem sets for each chapter that are designed to be solved
with computational software.
∙ C.O.S.M.O.S., the Complete Online Solutions Manual Organization Sys-
tem that allows instructors to create custom homework, quizzes, and tests
using end-of-chapter problems from the text.

SmartBook helps students study

more efficiently by highlighting
where in the chapter to focus, asking review questions and pointing them to
resources until they understand.
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