CENG.41-2013Fall LessonSheets 1-28

CENG 41 Fall 2013
Engineering Mechanics - Statics
Section #: 91917 Dr. Hisham Said
LESSON 1
SUBJECT: Introduction to Statics, Units Review, and Newtons Laws Chapter 1 OBJECTIVES: 1. Know each other! 2. Review Course Syllabus and Policies 3. Define Engineering Mechanics 4. Define Forces, Rigid Bodies, and Equilibrium 5. Identify the Newtons Laws applicable to Statics 6. Calculate Mass vs. Weight 7. Review Systems of Units and Trigonometry Laws ASSIGNMENT: Reading for Lesson 1 Chapter 1 Reading for Lesson 2: Chapter 2 2.1-2.6 Homework 1 (To be completed by class time on Wednesday 9/25, except for no. 3) 1. Determine your preferred learning style based on Felders Learning Styles and turn in a copy of your results. Go to: http://www.engr.ncsu.edu/learningstyles/ilsweb.html. When you complete the test:
A) B) Print out the results screen. Keep a copy for yourself and print a copy to turn in. Click the link at the bottom of the page for Learning Styles Descriptions and read more about your preferred learning style and how to use this knowledge to perform better in school. If you close the window without clicking the link, you can also find the information at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm.
2. Bring a copy of your unofficial transcripts showing you have completed the prerequisite for this course. The print out must include your name. Do not turn in pages that have info I dont need! 3. Drop your Personal Data Sheet to my office by the end of my office hours tomorrow 9/24 4:00 pm. You will find my PDS on Canvas as a sample for your reference. If you find me inside the office, come in and say hi! COMMENTS:
Each class meeting will be accompanied with a lesson sheet such as this. The objectives of each lesson should be used as your study guide to topics viewed as important to this course. Welcome to CENG 41!! Check you Camino account frequently for announcements and posting of course material (homework, slides, lesson sheets, handouts)
CENG 41 Fall 2013
LESSON 2
SUBJECT: Scalars and Co-Planar Vectors OBJECTIVES: 1. Define Vectors and Scalars. 2. Determine vector magnitudes and directions. 3. Calculate co planar vector sums with trigonometry using the Parallelogram Law and the Triangle Rule. 4. Resolve a force into its vector components if the line of action of the components is known or if one of the components is known.
ASSIGNMENT: Reading for Lesson 2: Chapter 2 2.1-2.6 Reading for Lesson 3: Chapter 2: 2.7 2.11 Homework 2 Due Friday 9/27 at the beginning of class. Distributed in class and posted on Camino (Canvas).
COMMENTS: Keep the lesson sheets with your class notes! It will help you study throughout the term. Review HW Policies distributed in the first lecture before working on your HW. A copy of the policy is posted on Camino
CENG 41 Fall 2013
LESSON 3
SUBJECT: Unit Vectors and Equilibrium of a Point OBJECTIVES: 1. Resolve a force into its orthogonal components using Cartesian Unit Vector Notation. 2. Add and Subtract vectors using Cartesian Unit Vector Notation. 3. Describe the state of Static Equilibrium. 4. Describe the purpose of a Free Body Diagram, FBD. 5. Identify a concurrent & non-concurrent force system. 6. Draw accurate FBDs for particles (points) with concurrent forces. 7. Apply Force Equations of Equilibrium to solve problems with concurrent forces.
ASSIGNMENT: Reading for Lesson 3: Chapter 2: 2.7 2.11 Reading for Lesson 4: Chapter 2.12 2.15 Homework 3 Due Monday 9/30 at the beginning of class.
COMMENTS: Keep the lesson sheets with your class notes! It will help you study throughout the term. Review HW Policies distributed in the first lecture before working on your HW. A copy of the policy is posted on Camino
CENG 41 Fall 2013
LESSON 4
SUBJECT: 3-D Vectors & Equilibrium OBJECTIVES: 1. Define the Right-Hand Coordinate System 2. Resolve a force into its 3D orthogonal components using Cartesian Unit Vector Notation. 3. Add and Subtract 3-D vectors using Cartesian Unit Vector Notation. 4. Determine the magnitude and direction of a 3-D vector using position vectors. 5. Describe the purpose of a Free Body Diagram, FBD 6. Draw accurate FBDs for points with 3D concurrent forces. 7. Apply Force Equations of Equilibrium to 3D solve problems with concurrent forces.
ASSIGNMENT: Reading for Lesson 4: Chapter 2.12 2.15 Read 3.1 3.6 for Lesson 5 Homework 4 Due Wednesday 10/2 at the beginning of class.
CENG 41 Fall 2013
LESSON 4 ACTIVITY Three cables are used to tether a balloon as shown. Determine the vertical force P exerted by the balloon at A knowing that the tension in AC is 259 N. Step 1 Draw FBD!! Assume unknown forces are in Tension (pulling).
CENG 41 Fall 2013
LESSON 5
SUBJECT: Effect of a Force Scalars and Vectors OBJECTIVES: 1. Describe a Moment. 2. Calculate the Moment of a force. 3. Describe and Apply Varignons Theorem, aka The Principle of Moments. 4. Describe and Differentiate between External vs. Internal forces.
ASSIGNMENT: Read 3.1 3.6 for Lesson 5 Read 3.7 3.9 for Lesson 6 Homework 5 Due Monday 10/7 at the beginning of class.
CENG 41 Fall 2013
LESSON 6
SUBJECT: Principles of Moments OBJECTIVES: 1. Calculate the Moment of a Vector using cross products 2. Define and Apply the Principle of Transmissibility 3. Calculate the moment of a force by finding the sum of the moments of the forces components. ASSIGNMENT: Read 3.7 3.9 for Lesson 6 Read 3.10-3.15 of text before Lesson 7 Homework 6 Due Friday 10/11 at the beginning of class.
COMMENTS:
Remember, calculating the moment around a point using the vector method gives you a moment vector. Next lecture we will deal with moment around an axis and realize the difference. The moment vector equals the cross product of two other vectors. The first vector is the position vector (r) from the point around which you want to calculate the moment to ANY point on the force line of action. The second vector is the force vector (F). The cross product can be put in the form of matrix.
The determinant of this three row and three columns matrix can be evaluated by repeating the first and second columns and forming products along each diagonal. The sum of the products obtained along the solid lines is then subtracted from the sum of products obtained along the dotted lines.
= =
i
= + ( ) +
j ry Fy
k rz Fz
i rx Fx
j ry Fy
rx Fx
CENG 41 Fall 2013
Lesson 6 Worksheet
The cables AB and AC in the shown figure extended from an attachment point A on the floor to attachment points B and C in the walls. The tension cable AB is 10 kN and the tension in cable AC is 20 kN. What is the sum of the moments about O due to the forces exerted at A by the two cables?
CENG 41 Fall 2013
LESSON 7
SUBJECT: Moments about an axis and Couples
OBJECTIVES: 1. Determine the moment about an axis of a scalar and a vector. 2. Determine the moment of a vector about a line. 3. Define a couple. 4. Calculate the moment of force couples and vector couples. 5. Add couples.
ASSIGNMENT: Read 3.10-3.15 of text before Lesson 7 Read 3.16 3.20 of text before Lesson 8 Homework 7 Due Monday 10/14 at the beginning of class.
CENG 41 Fall 2013
Lesson 7 Worksheet
What is the moment of the force F about the bar BC?
CENG 41 Fall 2013
LESSON 8
SUBJECT: Equivalent Force System OBJECTIVES: 1. Apply the principle of transmissibility of a force to reduce a system of forces to an equivalent system with a single force and moment couple. 2. Determine resultant force and moment couples for Concurrent, Coplanar and Parallel force systems. 3. Evaluate the equivalency of two forces systems on the same rigid body ASSIGNMENT: Read 3.16 3.20 of text before Lesson 8 Read 4.1 4.4 for Lesson 9 Homework 8 Due Wednesday 10/16 at the beginning of class. Start preparing for Midterm 1 . You still have one week!
CENG 41 Fall 2013
LESSON 9
SUBJECT: 2-D Equilibrium, Support Reactions & Free Body Diagrams, FBDs
OBJECTIVES: 1. Identify support reactions generated by different support types. 2. Describe the difference between an internal reaction and an external support reaction. 3. Draw FBDs for concurrent and non-concurrent force systems. 4. Identify the appropriate and allowable equations of equilibrium to use for 2-D force systems. 5. Calculate unknown support reactions for 2-D force systems using appropriate and allowable equations of equilibrium.
ASSIGNMENT: Read 4.1 4.4 for Lesson 9 Read 4.1 4.6 for Lesson 10 Homework 9 Due Friday 10/18 at the beginning of class.
CENG 41 Fall 2013
LESSON 9 WORKSHEET
Exercise (1): Draw the Free-Body Diagram of Member AB
Exercise (2): Draw the Free-Body Diagram of Member BCD
CENG 41 Fall 2013
LESSON 9 WORKSHEET
Exercise (3): Draw the Free-Body Diagram and Calculate the Support Reactions using Static Equilibrium
Exercise (4): Draw the Free-Body Diagram and Calculate the Support Reactions using Static Equilibrium
CENG 41 Fall 2013
LESSON 10
SUBJECT: 2-D Equilibrium, Support Reactions & Free Body Diagrams, FBDs
OBJECTIVES: 1. Describe 2 Force Members and 3 Force Members and explain their usefulness in solving static equilibrium problems. 2. Recognize 2 Force Members in a statics problem and use to solve for equilibrium. 3. Determine if a body has redundant supports, i.e. is statically indeterminate and to what degree of indeterminacy. 4. Determine if a body is properly constrained, i.e. is it stable or are all the support reactions concurrent or parallel? ASSIGNMENT: Read 4.1 4.6 for Lesson 10 Begin reviewing Lessons 1-10 for your first Celebration of Knowledge. Homework 10 Due Monday 10/21 at the beginning of class. As we will have Midterm 1 next class, No lates on this Homework!
CENG 41 Fall 2013
LESSON 11
SUBJECT: Midterm (1) Review OBJECTIVES: 1. Refine your skills in Lesson 1-10 Learning Objectives. ASSIGNMENT: Study Lesson Objectives from Lessons 1-10. COMMENTS: The common question: What should I study for the midterm? It is so simple! Just review the Learning Objectives from Lessons 1-10. If you can do each learning objective, you are ready for the exam! You can have one 8.5x11 sheet of paper with one side written on. You are NOT allowed to have any solved problems on the sheet. I will give out missing formulas but you will lose points on the problems. REMEMBER: Solutions to all HW & the midterm review problems are available electronically on Camino.
CENG 41 Fall 2013
Midterm (1) - Review

1. Describe a moment (explain it so a non-engineer can understand). A moment describes the tendency of a body to twist or rotate (bend) when acted upon by a force that is a distance d away from the bodies support. The moment of a force about a point is found as M = Fd, where M is the moment, F is the force and d is the perpendicular distance between the force and the point. 2. Describe the purpose of a Free Body Diagram, FBD. FBDs are any easy way to show all forces acting on a body. Both applied forces and external support reactions. We cant solve for equilibrium if we dont isolate the body from its supports and show all possible acting loads (including moments.) 3. Draw the FBD of the shown system and determine the support reactions in terms of weight W.
4. The system of cables and pulleys supports the 300 lb weight of the work platform. If you represent the upward force exerted at E by cable EF and the upward force exerted at G by cable GH by a single equivalent force F, what is F, and were does its line of action intersect the x axis? 4.199
CENG 41 Fall 2013
Engineering Mechanics - Statics Midterm (1) - Review
5. The tension in the shown cable AB is 80 lb. Write the force vector for cable AB and find the moment about line CD.
6. Draw the FBD of the following bracket ABCD and determine the support reactions.
7. Three forces are applied to the plate as shown. Using scalars, determine the sum of the moments of the three forces about the origin O.
200 lb
4.53
CENG 41 Fall 2013
Engineering Mechanics - Statics Midterm (1) - Review
8. The mass of each pulley of the system is m and the mass of the suspended object A is mA. Determine the force T necessary for the system to be in equilibrium. 3.54
9. Is point A in moment equilibrium, i.e. MA = 0? Solve in vector notation. Given: P = -21.2i 21.2j (lbs) F = 31.8i 23.9j (lbs)
18
6 F
12
x
A 16
CENG 41 Fall 2013
LESSON 12
SUBJECT: Midterm (1) OBJECTIVES: Hmm! just relax and ace the midterm! ASSIGNMENT: Read 4.8 4.9 for Lesson 13 COMMENTS: You can have one 8.5x11 sheet of paper with one side written on. You are NOT allowed to have any solved problems on the sheet. I will give out missing formulas but you will lose points on the problems.
CENG 41 Fall 2013
LESSON 13
SUBJECT: 3-D Equilibrium Support Reactions
OBJECTIVES:
1. Identify reactions of 3D rigid body supports. 2. Identify the appropriate and allowable equations of equilibrium to use for 3-D force systems. 3. Calculate unknown support reactions for 3-D force systems using appropriate and allowable equations of equilibrium. ASSIGNMENT: Read 4.8 4.9 for Lesson 13 Read 5.1 5.5 for Lesson 14 Homework 11 Due Monday, October 28 at the beginning of class.
CENG 41 Fall 2013
CENG 41 Fall 2013
Lesson 13 Worksheet page 1 Determine the tension in cables BC and BD and the reactions at the ball-and-socket joint A for the mast shown.
CENG 41 Fall 2013
LESSON 14
SUBJECT: 3-D Equilibrium & Center of Gravity and Centroids OBJECTIVES: 1. Determine if a 3-D body has redundant supports, i.e. is statically indeterminate. 2. Determine if a 3-D body is properly constrained, i.e. is it stable or are all the support reactions concurrent? 3. Describe what the Center of Gravity and Centroid represent. 4. Calculate the location of the centroid of an odd shape that is composed of typical shapes of known centroid locations. ASSIGNMENT: Read 4.8 4.9 & 5.1 5.5 for Lesson 14 Read 5.6 - 5.8 for Lesson 15 Homework 12 Due Wednesday, October 30 at the beginning of class.
COMMENTS:
Instability (partial constraints) of 3D bodies occurs because of three main reasons: 1) All reactions are parallel 2) All reactions act through the same point (concurrent system) while the applied loads do not. 3) No reaction creates a moment about a given axis at a point (the body will rotate about this axis.)
LESSON 15
SUBJECT: Center of Gravity and Centroids OBJECTIVES: 1. Calculate the location of the Centroid of hollow shapes. 2. Calculate the resultant force and centroid of a distributed load. ASSIGNMENT: Read 5.6 - 5.8 for Lesson 15 Read 6.1 - 6.6 for Lesson 16 Homework 13 Due Friday November 1 at the beginning of class.
CENG 41 Fall 2013
Lesson 14 Worksheet page 1 Determine the reactions at the roller A, the ball & socket at B, and the cable at C.
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 16
SUBJECT: Trusses Methods of Joints and Methods of Sections OBJECTIVES: 1. Define Truss 2. List and explain the assumptions necessary to determine internal forces in truss members. 3. Calculate the internal forces in truss members, using the method of joints and the method of sections.
ASSIGNMENT: Read 6.1 - 6.6 for Lesson 16 Read 6.7 - 6.8 for Lesson 17 Homework 14 Due Monday, November 4 at the beginning of class
NOTES:
TRUSS = Structure composed of 2-force slender members pinned together at their ends. Truss Modeling Assumption: 1) Loads applied at joints only 2) Members connected by smooth pins 3) Members Weight Neglected (or W applied at both ends) Truss Analysis is performed is calculate the forces in each of its members (required for material selections and cross-sectional design, explained in future course CENG43 strength of materials) Truss Analysis involves: a) Calculating external reactions using equilibrium equations of the truss as a solid rigid-body. b) Calculating the internal forces in truss members, using the method of joints and the method of sections. Truss Cutting Rules: 1. Cut members of interest 2. Cut all the way through the truss 3. Each cut crosses through a member only once 4. Never ever cut on a joint 5. Assume all internal forces to be tension 6. Cut in a way to have the number of unknown force the number of equilibrium equations
CENG 41 Fall 2013
LESSON 16 - WORKSHEET Trusses Method of Sections & Method of Joints

E G
Determine: FAE, FEG, and FEC
6 ft A B 8 ft 500 lb 8 ft 1500 lb C 8 ft D
CENG 41 Fall 2013
LESSON 17
SUBJECT: Trusses Zero Force Members and Analysis by Inspection
OBJECTIVES: 1. Calculate the internal forces in truss members, using the method of joints and the method of sections. 2. Define and identify zero-force members in a truss. 3. Solve for the internal forces in truss members using the by inspection method.
ASSIGNMENT: Read 6.7 - 6.8 for Lesson 17 Review 6.1-6.8 for Lesson 18 Homework 15 Due Wednesday, November 6 at the beginning of class
CENG 41 Fall 2013
LESSON 17 WORKSHEET (pg. 1) Class Truss Demonstration
Class Exercise (1)

Identify zero-force members in each of the below trusses under the shown loads
(A)
(B)
Load P
C G E D
B A B
Load P
Load P
C (C) I
Load Q
A
Lo I
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 17 WORKSHEET (pg. 2) Class Exercise (2) Identify all zero-force members of the truss below. Determine the internal forces in members GF, FJ, and JE.
Answer: FGH = 5.62 KN (tension) FFJ = 6.00 KN (tension) FKE = 9.38 kN (Compression)
CENG 41 Fall 2013
LESSON 18
SUBJECT: Trusses Analyzing Trusses OBJECTIVES: 1. Describe the Structural Design Process. 2. Model an actual truss structure. 3. Design and Optimize a truss structure using the WPBD software ASSIGNMENT: Read 6.9 6.11 for Lessons 19 Homework # 16 Due Friday November 8 Design a truss per AASHTO Highway Loading, see below for full details.
HW # 16 for Lesson 18
The Problem Design a 40-meter single-span truss bridge to carry a two-lane highway across a river using West Point Bridge Designer (WPBD) 2012 edition. See the end of the HW description for information on WPBD software. Design Objective Minimize the cost of the truss while satisfying all the specifications listed below. Bridge Configuration The bridge will be a Pratt truss configuration, with no cable supports (when opening WPBD, pick to load a sample bridge design). The bridge height limits are 6 meters above the abutment and 8 meters below the abutment. The deck elevation is 24 meters above the river. The bridge will have a reinforced, high-strength, concrete deck, 15 centimeters thick and supported by transverse deck beams at 4 meter intervals. The bridge deck will be 10 meters wide to accommodate two lanes of traffic. The deck will be covered with an asphalt wearing surface 5 centimeters thick.
Member Properties Material: The truss may be constructed of carbon steel (A36), high strength steel, or quenched and tempered steel. Cross-Section: The members of the truss can either be solid or hollow tubes.
CENG 41 Fall 2013
Size: Both cross-sections are available in a variety of standard sizes.
Loads: The bridge must be able to safely carry the following loads: Weight of the reinforced concrete deck. Weight of the asphalt wearing surface. Weight of the steel floor beams and supplemental bracing members (12.0 kN applied at each deck-level joint). Weight of the main truss. Weight of one standard AASHTO H 25 Truck (225 KN) Loading including the appropriate allowances for the dynamic effects of the moving load.
Structural Safety The bridge will comply with the structural safety provisions of the 1994 AASHTO Load and Resistance Factor Bridge Design Specifications. Cost In designing your truss, be aware that the cost of the truss will be calculated using the following cost factors (already installed in WPBD): Material Cost: o $3.78 per kilogram for carbon steel bars o $6.30 per kilogram for carbon steel tubes o $4.62 per kilogram for high strength bars o $7.03 per kilogram for high strength tubes o $5.70 per kilogram for quenched and tempered steel bars o $5.70 per kilogram for quenched and tempered steel tubes Connection Cost: $300 per joint Product Cost: $1000 per product (where a product is defined as any unique member size included in the design) Site Cost: $72,300 includes cost of deck, excavation and supports, does not include main truss steel.
Design Software Designs can be generated using the West Point Bridge Designer 2012 edition. You can download this software at http://bridgecontest.usma.edu/download.htm . It is also available on the computers in the Civil Computer lab on the first floor of Bannan Engineering. Read the help instructions and familiarize yourself with the commands, options, and features of the software. Be sure to click the HELP button in the intro window of the software to determine if the above criteria are an integral part of the software.
HW Deliverable: Print out every iteration you did until you reach the final feasible design that you think has the minimal cost. Each printout should show the iteration number, designer name (you!), members design, and total cost.
CENG 41 Fall 2013
Be careful, dont spend much time on this HW more than what it normally takes in traditional HWs.
CENG 41 Fall 2013
Lesson 18 Handout - Introduction to Structural Modeling
Exercise 1. Develop a structural model of the Falls Bridge over the Schuylkill River
a. Complete the sketch of the structural model below, for one span of this structure. (Draw remaining joints and members that make up the main truss.)
b. Much of the load by this bridge is due to the weight of the deck (the roadway). Sketch the loads due to the weight of the deck on your structural model above. Show only the points of application and direction of the force vectors.
Exercise 2. Identify the Zero Force Members, ZFMs on the truss.
CENG 41 Fall 2013
LESSON 19 and 20
SUBJECT: Frames & Machines OBJECTIVES: 1. Draw Free Body Diagrams of Frames and Machines both as wholes and individual parts. 2. Determine the reactions at Frame and Machine supports. ASSIGNMENT: Read 6.6 for Lesson 18 Read 7.1 for Lesson 19 HW #17 Due Monday, November 11 HW #18 Due Wednesday, November 13 - No lates
COMMENTS: Homework 18 may not be turned in late. It is the last HW before your next Midterm. Analysis of Frames and Machines involves the following steps: 1. Get as many reactions as possible using the FBD of the whole frame (treat the whole frame as a rigid body and apply the three equilibrium equations) 2. Dismember (explode) the frame into its members 3. Examine any 2-force members (TFM) by applying two equal, opposite, and collinear reactions at the end of the member. 4. Examine multi-force members (MFM) by applying all applied loads and external reactions. 5. Use Newtons 3rd law to apply the intermediate (internal) pin reactions at the end of each connected member: - In case of TFM connected to MFM: apply one internal pin reaction at the pin location of the MFM, equal and opposite to the MFM internal force. - In case of two MFMs connected: apply X and Y internal reactions at the pin location of each MFM. The X and Y reactions on the first MFM are equal and opposite to the X and Y reactions on the second MFM 6. Solve for unknowns .. do it in a smart way, start with the equilibrium equations with only 1 unknown instead of solving multiple equations for multiple unknowns. 7. Check your results (if time permits), by substituting results into equilibrium equations that was not used in step 6.
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 19 WORKSHEET
Page 1
Exercise (1)
The shown in composed of members AD, BDE, and CE. The frame that is pinned at supports A and B, while supported by a roller at C
600 LB E 6 FT 500 LB
a) Find support reactions at A, B and C. b) Find intermediate reactions at D (between members AD and BDE) c) Find intermediate reactions at E (between members BDE and CE)
6 FT
A 8 FT
B 4 FT 4 FT
CENG 41 Fall 2013
LESSON 19 WORKSHEET
Page 2
Exercise (2)
The shown frame is composed of members ABCD, BF, and CE. The frame is supported by pins at A and F. a) Calculate the reactions at A and F considering the equilibrium of the whole frame. Are you able to get all the reactions?
C 1m 1m 2kN/m 2kN/m D E
1m
b) Dismember the frame and draw the FBD of each of its members. Draw loads and intermediate reactions at points B, C and E. c) Considering part (a) and (b), how many unknowns (external and intermediate reactions) do you have and how many equations you can use to solve for these unknowns?
A
2m
ANSWER: (a) FBD of Entire Frame JUST FOR STATICS: the distributed loads are replaced by equivalent resultant loads that act at the load centroids. MF = 0 = -3 kN(2 m) Ay(1 m) Ay = - 6 kN or Ay = 6 kN Fy = 0 = -6 kN 4 kN + FFB cos (45) FFB = 14.14 kN Fx = 0 = 3 kN 14.14 kN cos (45) + Ax Ax = 7 kN
FR2 = 2kN/m(3m) = 3 kN C 1m 1m 2kN/m D E 1m 1m
FR1 = 2kN/m (2m) = 4 kN 2kN/m
2m 1m
A Ax Ay
F 45 FFB (FB is a 2force member)
CENG 41 Fall 2013
LESSON 19 WORKSHEET
Page 3 Exercise (2) Parts (a) and (b)
FR1 = 2kN/m (2m) = 4 kN 2kN/m 2kN/m D E 1m 1m
Look at each member individually by Newtons 3rd law each joint has equal and opposite forces on the members that make up that joint. We have 6 unknowns (Ax, Ay, FFB, FCE, Dx, Dy)
We have total of 9 equilibrium equations to use: 3 equilibrium equations of the whole frame 3 equilibrium equations of member ABCD 3 equilibrium equations of member DE
FR2 = 2kN/m(3m) = 3 kN
C 1m
1m
NOTE: we cannot use equilibrium equations of members BF and CE because they are 2-force members
2m 1m
A Ax Ay
F 45 FFB (FB is a 2force member)
FR1 = 2kN/m (2m) = 4 kN 2kN/m Dx Dx Dy 2kN/m D E FCE D Dy FCE E
FCE FR2 = 2kN/m(3m) = 3 kN C C FCE
FFB = 14.14 kN FFB= 14.14 kN
A 7 kN 6 kN F 45 FFB = 14.14kN
CENG 41 Fall 2013
Lesson 20 Worksheet Page 1

Exercise (1) Cans Crusher The shown tool is called can crusher, which is used to crush aluminum cans to minimize packaging spaces for recycling. The dimensions of the crusher main parts are shown in the position of about crushing a can. For the shown load, determine the horizontal force at C exerted on the can. What is the obtained mechanical advantage ratio (the ratio between the force on the can and the applied load)
P
D
B Can
A C
4.20
CENG 41 Fall 2013
Lesson 20 Worksheet Page 2
Exercise (2) Bike Calipers

Below is a picture of the brake calipers that brake a bicycle tire. When the rider squeezes the brake level on the handlebars, the cable attached indirectly to the brake calipers is pulled. Specifically, the cable pulls up at G on a wire attached to the calipers at B and C, causing the two calipers to rotate about the pin A and engage with the wheel. Both a normal and friction force are generated between the brake pad and the wheel at D and E. If the cable is pulled upward with a 200 N force, determine the normal force acting on the wheel and brake pad. Assume no friction exists between any of the shown parts.
(Sheppard, S., Benson, H., Statics, Analysis and Design of Systems in Equilibrium, Wiley, 2007)
CENG 41 Fall 2013
Lesson 20 Worksheet Page 3 Exercise (3) Picture Frame Brads Driver (Setter) The device shown in the figure below is designed to drive brads into picture frames. Brads are the small metal flanges that hold the back of the framing material (cardboard, etc) in place. When the grips are squeezed, point B is pulled back causing a compression force at D. For a gripping force of 10 lbs on the handle, determine the tension force at B that ends up being exerted on the brad at D. First, draw FBD of Handle AB
CENG 41 Fall 2013
LESSON 21
SUBJECT: Dry Friction OBJECTIVES: 1. Explain the development of friction forces before, impending, and after motion. 2. Analyze the equilibrium of rigid bodies subject to friction 3. Analyze Wedges as an example of friction force application. ASSIGNMENT: STUDY for Midterm 2. Read sections 8.1 8.5 for Lesson 21. Homework 19 Due Monday, 11/18 Comments: This lesson is not covered in Midterm 2. No HW submission is due on the day of Midterm 2. However, it is strongly recommended to study and check HW19 before you get busy studying for the midterm. At the end, you will be tested in Friction in the final exam! To prepare for Midterm 2, check the posted practice problems and their solutions. When you are studying for Midterm (2), dont spend your time trying to guess what you will have on the exam. Review the Learning Objectives from Lessons 13-20 if you can do each learning objective, you are ready for the exam! Note, this class is cumulative, so even though the focus is on Lessons 13-20, you may need info from Lessons 1-10. You can have one 8.5x11 sheet of paper with both sides written on. You are NOT allowed to have any solved problems, typing, or photocopies on the sheet. I will give out missing formulas but you will lose points on the problems. Part of studying is determining what you need to know to meet each learning objective.
Class Exercise
If the horizontal force P = 140 lbs, determine the normal and frictional forces acting on the 300 lb crate. Take s= 0.3 and k= 0.2. Consider sliding and tipping.
20
CENG 41 Fall 2013
Midterm 2 REVIEW
y 8
Thickness of Web and Flanges = 1
1. For the following cross-section find the centroid
5 x 4
2.
What makes a force system concurrent? What makes a force system non-concurrent? How many equations of equilibrium do you get with each system and what are they?
When all the forces acting on a FBD act through the same point, the force system is considered concurrent. Since all the forces act thorugh the same point, the forces do not generate moments about that point and you have two equations of equlibirum, sum of forces in the x and sum of forces in the y. When the forces on a FBD do not pass through the same point, the force system is considered non-concurrent and can develop moments. As such, you have three equations of equilibrium, sum of moments, sum of forces in the x and sum of forces in the y.
3.
Draw the FBD of the shown beam and find the reactions at the supports.
15 lb/ft
10 ft
6 ft
CENG 41 Fall 2013
4.
The L-shaped bar is supported by a single journey bearing at A and rests on a smooth horizontal surface at B. The vertical force F = 4 kN and the distance b = 0.15 m. Draw the FBD and then determine the reactions at A and B. B&F 5.96 pg 241
CENG 41 Fall 2013 5. The following system is a truss Justify your answer.
Engineering Mechanics - Statics True / False
6.
A load W = 2 kN is supported by member ACG and the hydraulic actuator BC. Determine the reactions at A and the compressive normal fore in the actuator BC. B& F 6.112
CENG 41 Fall 2013
7. The shown roof truss supports the loading indicated. a. Identify all the zero force members. b. Determine the force in member KJ.
CENG 41 Fall 2013
LESSON 22
SUBJECT: Midterm (2) OBJECTIVE: Ace the exam!! ASSIGNMENT: Read Sections 7.1 & 7.4 for Lesson 23 Homework 19 Due Monday, 11/18
COMMENTS: You can have one 8.5x11 sheet of paper with both sides written on. You are NOT allowed to have any solved problems, typing, or photocopies on the sheet. I will give out missing formulas but you will lose points on the problems. Part of studying is determining what you need to know to meet each learning objective.
CENG 41 Fall 2013
LESSON 23
SUBJECT: Internal Forces OBJECTIVES: 1. Identify the possible internal forces in two-force and multi-force members. (Normal force, N, Shear force, V and/or Moment, M.) 2. Use method of sections to solve for the internal forces in a member or a loaded structure. ASSIGNMENT: Read 7.1 and 7.4 for Lesson 23 Read 7.5 and 7.6 for Lesson 24 Homework 20 - Due Wednesday, November 20.
CENG 41 Fall 2013
LESSON 24
SUBJECT: Shear and Moment Diagrams by Equations. OBJECTIVES: 1. Plot the variation of the internal shear along a members length using the members shear equation. 2. Plot the variation of the internal moment along a members length using the members moment equation. ASSIGNMENT: Read 7.5 and 7.6 for Lessons 24 and 25 Homework 21 Due Friday November 22.
COMMENTS: Shear and Moment sign conventions are shown. Assume the internal shear and moment at the cuts in the positive direction to easily plot the V and M diagrams:
Before solving the HW, review the attached sheet of example problem that is very helpful in understanding how to perform cuts and derive V and M equations for different types of discontinuities (load forces, load moments, reactions, change in distributed load slop)
CENG 41 Fall 2013
LESSON 24 WORKSHEET PAGE 1

Shear and Moment Diagrams Determine the appropriate locations of cuts on the following beams to determine the complete expressions (equations) for the shear and moment equations as functions of x.
CENG 41 Fall 2013
LESSON 24 HANDOUT PAGE 2

Adopted from Dr. Tonya Nilssons Material, Civil Engineering, SCU
CENG 41 Fall 2013
LESSON 25
SUBJECT: Shear and Moment Diagrams by Equation and Graphical Method. OBJECTIVES: 1. Plot the variation of the internal shear along a members length using the graphical method and integral of the load. 2. Plot the variation of the internal moment along a members length using the graphical method and integral of the shear. ASSIGNMENT: Read 7.5 and 7.6 for Lesson 25 Read 9.1 - 9.3 for Lesson 26 Homework 22 Due Monday December 2.
COMMENTS: Refer to the lesson handout for some useful hints on drawing shear and moment diagrams using graphical method. When you have a distributed load, you use the loads resultant force to find the support reactions. However, the shear and moment diagrams are a function of the distributed load, not the resultant load. Draw shear and moment diagrams based on the distributed load!!! No classes next week .. Happy Thanksgiving break!
CENG 41 Fall 2013
Key points for drawing shear and moment diagrams by the Graphical Method
SHEAR DIAGRAM
The change in shear between two points equals the area under the distributed load between these two points. The slope of shear diagram at each point equals the distributed load intensity at each point. Area under a uniform load causes the shear to change by a constant slope (linear). A point load or support reaction causes a jump in the shear diagram equal to the value of the force. Negative loads cause decreasing slopes, while positive loads cause increasing slopes. Zero load results in a constant shear value. If the magnitude of the load is increasing along x then the slope of the shear diagram will increase along the same x locations. If the magnitude of the load is decreasing along x then the slope of the shear diagram will decrease along the same x locations. Shear diagram should close at zero, when x = L.
dV = w dx
MOMENT DIAGRAM
The change in moment between two points equals the area under the shear diagram between these two points The slope of moment diagram at each point equals the shear value at each point. An applied moment causes a jump in the moment diagram equal to the moments magnitude. Typically a counter-clockwise (ccw) moment is negative and a clockwise (cw) moment is positive. Positive shear increases the moment diagram value, while negative shear decreases it. Zero shear results in a constant moment value. If the magnitude of the shear is increasing along x then the slope of the moment diagram will increase along the same x locations. If the magnitude of the shear is decreasing along x then the slope of the moment diagram will decrease along the same x locations. Moment diagram should close at zero, when x = L.
dM =V dx
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 25 WORKSHEET
Shear and Moment Diagrams: The Graphical Method
CENG 41 Fall 2013
LESSON 26
SUBJECT: 2nd Moment of Area (Moment of Inertia) OBJECTIVES: 1. Describe what the Moment of Inertia represents. 2. Calculate the Moment of Inertia for a simple shape using integration. 3. Calculate the Moment of Inertia for a simple shape using I Table. ASSIGNMENT: Read 9.1 - 9.3 for Lesson 26 Read 9.6 - 9.7 for Lesson 27 Homework 23 Due Wednesday December 4.
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 27
SUBJECT: 2nd Moment of Area Parallel Axis Theorem and Composite Sections OBJECTIVES: 1. Describe the Parallel Axis Theorem. 2. Calculate the moment of inertia for composite sections. 3. Calculate the moment of inertia for composite sections made of standard steel cross sections. ASSIGNMENT: Read 9.6 - 9.7 for Lesson 27 Homework 24 Due Friday December 6 NO LATE for this HW Quickly review all previous lessons to prepare for the final exam review session at next lecture.
CENG 41 Fall 2013
CENG 41 Fall 2013
LESSON 28 LAST DAY!

SUBJECT: Hyatt Regency Disaster and Final Exam Review OBJECTIVES: 1) Identify the importance of accurately determining system loading and support reactions to prevent catastrophic system failure. 2) Prepare to ace the final! ASSIGNMENT: HW 25 - Complete the Problems 1 & 2 for the Hyatt Regency Disaster, Due Thursday December 12. Study for the final exam! Provide your valuable feedback, comments, and suggestions through SCU Course Evaluation system. Check your email for instructions!
COMMENTS: You are allowed ONE 8 x 11 note sheets with writing on the front and back. No photocopies, no typing, and NO SOLVED problems, (i.e. no numbers). Our final is on Monday 12/9, 1:30 pm in our regular classroom (EC106). The final is cumulative. Its duration is 2 hours. Please be sure to use the restrooms before the exam! The office hours before the exam day (Sunday 12/8) will be 1:30 3:30 pm.
CENG 41 Fall 2013
In Class Exercise Discussion

[The following is based on: The Hyatt Regency Walkway Collapse by Andrea Jenney] The Hyatt Regency Hotel was built in Kansas City, Missouri in 1978. A state of the art facility, this hotel boasted a 40 story hotel tower and conference facilities. These two components were connected by an open concept atrium. Within this atrium, three suspended walkways connected the hotel and conference facilities on the second, third and fourth levels. The second-level walkway was supported by cables that are hanged from the floor of the fourth-level walhway. It was July 17, 1981 when the guests at the brand new Hyatt Regency Hotel in Kansas City witnessed a catastrophe. Approximately 2000 people were gathered to watch a dance contest in the hotels state of the art lobby. While the majority of the guests were on the ground level, some were dancing on the floating walkways on the second, third and fourth levels. At about 7:05 pm a loud crack was heard as the second and fourth level walkways collapsed onto the ground level. This disaster took the lives of 114 people and left over 200 injured. Original Design, Construction, Modification, and Failure The Hyatt Regency - Kansas City project began in 1976 with Gillum-Colaco International Inc. (G.C.E. Inc.) as the consulting structural engineering firm, hired to prepare the structural engineering drawings for the Hyatt-Regency project. They were to include three walkways which would connect the hotel section to the conference center through the atrium. These were to be built on the second, third and fourth levels.
Initial Design
Modified Design
From: www.rose-hulman.edu/Class/ce/HTML/publications/momentold/winter96-97/hyatt.html The proposed structure of these walkways was originally designed as shown above, with each box beam of the walkway supported by a washer and nut which was threaded onto the supporting rod. Since the bolt connection to the wide flange had virtually no moment, it was modeled as a hinge. The fixed end of the walkway was also modeled as a hinge while the bearing end was modeled as a roller. [Notice that in design hinge and roller representations are actually used!]
CENG 41 Fall 2013
Havens Steel Company entered the contract to fabricate and erect the atrium steel for the project. Due to disputes between the G.C.E. and Havens, design changes from a single to a double hanger rod box beam connection were implemented. Havens did not want to have to thread the entire rod in order to install the washer and nut, and the design was modified as shown above. It was disputed whether this change was communicated to or approved by the engineers. You can refer to resources at the end of this to read court testimony on whether a phone call was made between Havens and G.C.E., and whether verbal approval of the change was given by G.C.E. Due to the addition of another rod in the actual design, the load on the nut connecting the fourth floor segment was increased. Since the box beams were longitudinally welded, as proposed in the original design, they could not hold the weight of the two walkways. During the collapse, the box beam split and the support rod pulled through the box beam resulting in the fourth and second level walkways falling to the ground level. What Happened to those Involved? One of the major problems with the Hyatt Regency project was a lack of communication between parties. In particular, the drawings prepared by G.C.E. were only preliminary sketches but were interpreted by Havens as finalized drawings. These drawings were then used to create the components of the structure. As a result, the engineers employed by G.C.E., who affixed their seals to the drawings, were found guilty and lost their engineering licenses in the states of Missouri and Texas (in Problem 2 of this exercise, you are required to find why they are found ethically guilty). G.C.E. also lost its ability to function as an engineering firm. Expensive legal suits were settled out of court, and several firms involved eventually went bankrupt. For more information on this case study, including details on what happened and the ethical implications, see the excellent resources: http://www.mech.utah.edu/ergo/pages/Educational/safety_modules/KC/index.html and http://ethics.tamu.edu/ethics/hyatt/hyatt1.htm where information for creating this document was borrowed. This Document is a modified version of the original created by Dr. Ed Maurer, SCU Civil Engineering
CENG 41 Fall 2013
Homework 20 (Lesson 22) Due Friday November 12 Problem (1):

In this class, we will use some of what we have learned in the course up to this point to think critically and creatively about a system in equilibrium. Read the following paragraph carefully to understand how to draw your FBDs of the system. You are working for a firm that has been given a design by an architect for a suspended beam structure. The original design has continuous rods from the ceiling as shown on the left, which support horizontal beams at 2 locations. The beams are not attached directly to the vertical rods, but rest on the large nut/washer assemblies at B, C and D. These nuts are threaded onto the vertical rods. The builder cannot construct this easily with continuous rods (imagine how you would get a threaded nut to point B in the original design), and has suggested the modification shown on the right. Your supervisor prepared the revised drawings and has asked you to look at it. You estimate the weight of each beam at W=180 kN, and the nut/washer assemblies (at B, C and D) fixing the horizontal beams to the vertical rods can withstand a force of 140 kN. The rods weigh little compared to the horizontal beams, so their weight can be neglected.
4th Level Walkway
2nd Level Walkway
CENG 41 Fall 2013
Draw FBDs of the system components to determine the magnitudes of forces in the system under each condition. Since the system is symmetrical, you only need to deal with rods on one side, and here well use the left side. Work from bottom to top. Original Design Proposed Design
Nut/Washer B (remember Nut B does not necessarily carry all tension in rod AB, but only the downward force applied on the nut by the Upper Beam).
Upper beam (at B)
Vertical rod from B (or C) to D
Lower beam (at D)
Determine the tension in the rods and the vertical force exerted on the nuts (B and D) for both cases. Would you approve the modified design? Explain the reason for your decision? Component Rod AB Rod BD (original design) or CD (proposed design) Nut/Washer B Force in original design Force in modified design
CENG 41 Fall 2013 Nut/Washer D
CENG 41 Fall 2013
Problem (2):
Go to the web site for American Society of Civil Engineers (www.asce.org) and find the organizations Code of Ethics. From the ASCE Code of Ethics, find the relevant elements (Fundamental Principals and/or Canons) that best help in answering the below questions (Write a to 1 page discussion/reflection for each question): a) Why senior engineers of G.C.E were found guilty of the collapse of The Hyatt Regency Walkway? b) During construction, workers carrying loaded wheel barrows across the skywalk complained to the site engineer about excess vibration and swaying? Did the site engineer have moral responsibility of alerting G.C.E of such complain, even if here duties did not include any production or review of construction drawings? Clearly mention the index of each Fundamental Principle of Canon that you refer to in your discussion.
CENG 41 Fall 2013
FINAL EXAM REVIEW!

This review sheet focuses on items since the last midterm, but the final is cumulative! Assume will focus on the learning objectives from Lessons 20-27 and will focus on the learning objectives from Lessons 1-19.
1. Determine the centroid, Ix and Iy values for the following shape.

5
y x Web and flange thickness = 1
CENG 41 Fall 2013
2. A force P of magnitude 16 kN is applied to the piston of the engine system shown. For each of the two positions shown, determine the couple M required to hold the system in equilibrium.
CENG 41 Fall 2013
3. On the shown beam, indicate all the locations you would cut
this beam to completely write the shear and moment equations for the beam. Write the equations for V(x) and M(x) for the first cut from the left. Do not plot anything and only do this one cut. X distance is measured from A.
A
15 lbs/ft
10 ft
6 ft
CENG 41 Fall 2013
4. Draw the shear and moment diagram for the following beam using the graphical method.
1200 lbs 500 plf 700 ft-lbs
10 ft
12 ft
CENG 41 Fall 2013
5. Suppose that s = 0.32 and k = 0.30 between all contacting surfaces below. If a force F = 800 N is applied to move A to the right at a constant rate, what is the mass of A? Neglect the weight of the wedges.
B&F P7.74 pg 449
CENG 41 Fall 2013
6. For the shown beam with the distributed load:

a) Replace the distributed load with an equivalent resultant force.
b) Specify the location of the resultant (computed in part a) on the beam measured from point A.

CENG.41-2013Fall LessonSheets 1-28

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CENG 41 Fall 2013

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