The document discusses resolving forces into rectangular (x and y) components and calculating force resultants. It introduces resolving forces using the parallelogram law, where each force is broken into x and y components. These components can then be added using scalar algebra to calculate the x and y components of the resultant force. The magnitude and direction of the resultant force can then be determined using Pythagorean theorem and trigonometry. The document also discusses resolving multiple coplanar forces into their x and y components and adding the respective components to determine the overall resultant force.
Motion of objects in physics are expressed by distance, displacement, speed, velocity, and acceleration which are associated with mathematical quantities called scalar and vector.
Motion of objects in physics are expressed by distance, displacement, speed, velocity, and acceleration which are associated with mathematical quantities called scalar and vector.
This upload is actually experimental, so sorry for the lost animations. This is my first post on SlideShare. Future presentations will take into account the loss of animation.
Also, I saw that the titles of all my slides got covered by something, so I'll never use this theme again. The titles of the slides are:
Slide 1: Vectors and Scalars
Slide 2: In this lecture, you will learn
Slide 3: What are vectors?
Slide 4: What are scalars?
Slide 5: A joke
Slide 6: A joke
Slide 7: What was that for?
Slide 8: What was that for?
Slide 9: Vectors
Slide 10: Geometric Representation
Slide 11: Vector Addition
Slide 12: Scalar Multiplication
Slide 13: The Zero Vector
Slide 14: The Negative of a Vector
Slide 15: Vector Subtraction
Slide 16: More Properties of Vector Algebra
Slide 17: Magnitude of a Vector
Slide 18: Vectors in a Coordinate System
Slide 19: Unit Vectors
Slide 20: Algebraic Representation of Vectors
Slide 21: Algebraic Addition of Vectors
Slide 22: Algebraic Multiplication of a Vector by a Scalar
Slide 23: Example 1
Slide 24: Example 2
Slide 25: A few words of caution
Slide 26: Problems
What are vectors? How to add and subtract vectors using graphics and components.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This upload is actually experimental, so sorry for the lost animations. This is my first post on SlideShare. Future presentations will take into account the loss of animation.
Also, I saw that the titles of all my slides got covered by something, so I'll never use this theme again. The titles of the slides are:
Slide 1: Vectors and Scalars
Slide 2: In this lecture, you will learn
Slide 3: What are vectors?
Slide 4: What are scalars?
Slide 5: A joke
Slide 6: A joke
Slide 7: What was that for?
Slide 8: What was that for?
Slide 9: Vectors
Slide 10: Geometric Representation
Slide 11: Vector Addition
Slide 12: Scalar Multiplication
Slide 13: The Zero Vector
Slide 14: The Negative of a Vector
Slide 15: Vector Subtraction
Slide 16: More Properties of Vector Algebra
Slide 17: Magnitude of a Vector
Slide 18: Vectors in a Coordinate System
Slide 19: Unit Vectors
Slide 20: Algebraic Representation of Vectors
Slide 21: Algebraic Addition of Vectors
Slide 22: Algebraic Multiplication of a Vector by a Scalar
Slide 23: Example 1
Slide 24: Example 2
Slide 25: A few words of caution
Slide 26: Problems
What are vectors? How to add and subtract vectors using graphics and components.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Concept of Particles and Free Body Diagram
Why FBD diagrams are used during the analysis?
It enables us to check the body for equilibrium.
By considering the FBD, we can clearly define the exact system of forces which we must use in the investigation of any constrained body.
It helps to identify the forces and ensures the correct use of equation of equilibrium.
Note:
Reactions on two contacting bodies are equal and opposite on account of Newton's III Law.
The type of reactions produced depends on the nature of contact between the bodies as well as that of the surfaces.
Sometimes it is necessary to consider internal free bodies such that the contacting surfaces lie within the given body. Such a free body needs to be analyzed when the body is deformable.
Physical Meaning of Equilibrium and its essence in Structural Application
The state of rest (in appropriate inertial frame) of a system particles and/or rigid bodies is called equilibrium.
A particle is said to be in equilibrium if it is in rest. A rigid body is said to be in equilibrium if the constituent particles contained on it are in equilibrium.
The rigid body in equilibrium means the body is stable.
Equilibrium means net force and net moment acting on the body is zero.
Essence in Structural Engineering
To find the unknown parameters such as reaction forces and moments induced by the body.
In Structural Engineering, the major problem is to identify the external reactions, internal forces and stresses on the body which are produced during the loading. For the identification of such parameters, we should assume a body in equilibrium. This assumption provides the necessary equations to determine the unknown parameters.
For the equilibrium body, the number of unknown parameters must be equal to number of available parameters provided by static equilibrium condition.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. When a force is resolved into two components
along the x and y axes, the components arc then
called rectangular components
Addition of a System
of Coplanar Forces
4. Cartesian Vector Notation
is also possible to represent the x and y components of
a force in terms of Cartesian unit vectors i and j. They
are called unit vectors because they have
dimensionless magnitude of 1, and so they can be used
to designate the directions of the x and y axes,
respectively
F= 𝐹𝑥i+ 𝐹𝑦 𝑗
5. Coplanar Force Resultants
we can use either of the two methods. To do
this, each force is first resolved into its x and
y components, and then the respective
components are added using scalar algebra
since they are collinear. The resultant force is
then formed by adding the resultant
components using the parallelogram law.
6. Coplanar Force Resultants
𝐹1=𝐹1𝑥i+𝐹1𝑦j
𝐹2=𝐹2𝑥i+𝐹2𝑦j
𝐹3=𝐹3𝑥i+𝐹3𝑦j
The vector resultant is therefore
𝐹𝑅=𝐹1+𝐹2+𝐹3
=𝐹1𝑥i+𝐹1𝑦j-𝐹2𝑥i+𝐹2𝑦j+𝐹3𝑥i-𝐹3𝑦j
=(𝐹1𝑥-𝐹2𝑥+𝐹3𝑥)i+(𝐹1𝑦+𝐹2𝑦-𝐹3𝑦)j
=(𝐹𝑅) 𝑥i+(𝐹𝑅) 𝑦j
If scalar notation is used, then we have
(𝐹𝑅) 𝑥=𝐹1𝑥-𝐹2𝑥+𝐹3𝑥 ( + )
(𝐹𝑅) 𝑦=𝐹1𝑦+𝐹2𝑦-𝐹3𝑦 (+ )
7. Coplanar Force Resultants
We can represent the components of the resultant
force
(𝐹𝑅) 𝑥= 𝐹𝑥
(𝐹𝑅) 𝑦= 𝐹𝑦
Now we also can use the Pythagorean theorem;
𝐹𝑅= (𝐹𝑅) 𝑥
2
+ (𝐹𝑅) 𝑦
2
Also,the angle θ, which specifies the direction of
the resultant force, is determined from
trigonometry:
θ = 𝑡𝑎𝑛−1 (𝐹 𝑅) 𝑥
(𝐹 𝑅) 𝑦
8. Important Points
• The resultant of several coplanar forces can easily be determined
if an x, y coordinate system is established and the forces are
resolved along the axes.
• The direction of each force is specified by the angle its line of
action makes with one of the axes, or by a slope triangle.
• The orientation of the x and y axes is arbitrary, and their positive.
direction can be specified by the Cartesian unit vectors i and j.
• The x and y components of the resultant force are simply the
algebraic addition of the components of all the coplanar forces.
• The magnitude of the resultant force is determined from the
Pythagorean theorem, and when the components are sketched
on the x and y axes, the direction can be determined from
trigonometry.
9.
10.
11. 2-34 If the magnitude of the resultant force acting on the eyebolt is 600 N and its
direction measured clockwise from the positive x axis is θ = 30°, determine the
magnitude of 𝐹1and the angle φ
12. *2-36. If 𝐹2= 150 lb and θ = 55°, determine the magnitude and direction measured
clockwise from the positive x axis, of the resultant force of the three forces acting
on the bracket.
13. 2-39. If the resultant force acting on the bracket is to be directed along the
positive x axis and the magnitude of 𝐹1 is required to be a minimum, determine the
magnitudes of the resultant force and 𝐹1 .