This experiment examines how shear forces vary with increasing point loads applied to a beam. Theoretical calculations of shear force are compared to experimental measurements. As the applied load increases, both the theoretical and experimental shear forces increase linearly. The experimental shear forces are slightly lower than theoretical values. This shows that the equation used to calculate shear force theoretically accurately predicts the beam's behavior under different loading conditions. The results demonstrate the importance of understanding shear forces in structural engineering design.
This is my Lab Report of Tensile Test when I was conducting engineering material lab in Sampoerna University. Feel free to download for a reference.
I know it is not a good report, but I hope this share might help you to find something you need.
Thank you.
This is my Lab Report of Tensile Test when I was conducting engineering material lab in Sampoerna University. Feel free to download for a reference.
I know it is not a good report, but I hope this share might help you to find something you need.
Thank you.
In the material testing laboratory, Tensile test was done on a mild steel specimen as figure 4 to identify the young’s modulus, ultimate tensile strength, yield strength and percentage elongation. The results were as table 1
this document contains a list of experiments which is performed in the fluid mechanics laboratory.As this in not a professional document there might be some mistakes in the observations or plots, the writer and the publisher is a student of civil engineering at UET Peshawar.
this is the experiment of fluid mechanics .FLOW OVER A SHARP CRESTED WEIR.experiment of weir.from this experiment we can learn discharge over the sharp crested weir and etc.
In the material testing laboratory, Tensile test was done on a mild steel specimen as figure 4 to identify the young’s modulus, ultimate tensile strength, yield strength and percentage elongation. The results were as table 1
this document contains a list of experiments which is performed in the fluid mechanics laboratory.As this in not a professional document there might be some mistakes in the observations or plots, the writer and the publisher is a student of civil engineering at UET Peshawar.
this is the experiment of fluid mechanics .FLOW OVER A SHARP CRESTED WEIR.experiment of weir.from this experiment we can learn discharge over the sharp crested weir and etc.
Force Table Lab Partners Person 1, Person 2, Person 3, et.docxhanneloremccaffery
Force Table
Lab Partners: Person 1, Person 2, Person 3, etc.
Instructor, T.A.: Your Instructor, Your TA
MM/DD/YY
ABSTRACT
This experiment was conducted to show how vectors affect one another- in particular,
how opposing vectors can be added up to cancel each other out to create a system in equilibrium,
which was done by hanging different masses over various angles on a force table. As a result,
each case showed that when summed all forces added to 0.
INTRODUCTION
Vectors are extremely important in physics, as they provide a way to show quantity that
has not only a magnitude, but a direction as well, which is extremely important when explaining
things like motion. Although these vectors are more complex than just a single number, they can
be manipulated by other vectors fairly easily. This makes combining certain measurements that
could involve a multitude of vectors, as well as manipulating a single vector as it can be added or
subtracted from itself, fairly simple.
This experiment showed the use of a force table to prove this manipulability with vectors
by setting mass as forces on certain angles in order to cancel each other out. This works as an
example because all three of the masses had some sort of force, in this case being caused by
acceleration due to gravity, being applied to them in the direction they were angled. It also
helped to demonstrate graphical methods for manipulating vectors by means of “tip-to-tail”
measurement. This type of measurement aids in the visual representation of vectors and gives
understanding to how a system of vectors looks when in equilibrium, in this case a quadrilateral
formed by four vectors of different magnitude and direction. A number of equations were used in
this experiment, and are as follows:
Instructor name.
Fx = 0Σ (1)
Fy = 0Σ (2)
Fx = Fcos( )θ (3)
Fy = Fsin( )θ (4)
g = 9.8 m/s2 (5)
F = mg (6)
Equations (1) and (2) show how F x and F y , the horizontal and vertical components of
force F (Newtons ), when in an equilibrium-system should sum to 0. Equations (3) and (4) show
how the force F is geometrically related to the horizontal and vertical components, respectively,
by means of angle (degrees ). Equation (5) is a constant that states how the acceleration due toθ
gravity, g (meters/second 2 ), is equal to 9.81. Equation (6) is a variation of Newton’s Second Law
that shows that the force due to gravity on an object is equivalent to g multiplied by mass m
(kilograms ).
PROCEDURE
The force table, which allows a central equilibrium to be reached by hanging multiple
masses at different angles, was set up with 3 points to be determined. The force table with a
3-pulley setup is seen in Figure 1. The pulleys were attached around the circumference with a
ring and three strings that could spin freely placed in the center of the table. The first trial
includ ...
Physics 161Static Equilibrium and Rotational Balance Intro.docxrandymartin91030
Physics 161
Static Equilibrium and Rotational Balance
Introduction
In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles.
Reference
Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3
Theory
Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components:
(1)
Torques may be calculated about the axis of your choosing:
(2)
where torque is specified by the equation:
(3)
where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque.
Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally.
Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions:
(4)
Figure 1: Experimental setup for Part II
The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!)
Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m.
Applying the last condition to the center of the cylinder will result in:
where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in:
(5)
(6)
By adjusting the mass m, we can observe how the equilibrium can be achieved.
Procedure
Part I: Static Equilibrium
Figure 2: Diagram of Torque Experiment Setup
1. Weigh the meter stick you use, including the metal hangers.
2. Attach .
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Sheet2Real REMFIV across RCalc RBurden VoltageInternal R98.111.508515.08 mA1.480998.202917771916.7 mV1.107 ohms
Report for Experiment 4
Newton’s Second Law
Name: Your name here
Lab partner: Your partner’s name here
TA: Your instructor’s name here
The date of the experiment here
Abstract
Acceleration is the coupling strength between the mass of a system and the force acting on it. By
comparing the gravitational pull on a . One hanging mass of variable weight is attached to either one
puck (Investigation 1) or two (Investigation 2) on a frictionless air table. A spark timer gives a direct way
to measure velocity and time of the system, calculating acceleration for three hanging weights. Plotting
acceleration vs. the reduced mass of the hanging weights gives a value for gravity. Using one puck, the
data within uncertainty is equal to the standard value of gravity. Using two pucks, the data was not equal
to gravity within error, as rotational and frictional forces were not included in the linear model.
Introduction
This experiment will test Newton’s second law and how it relates to different forces. The law can be
summarized by the equation, F = ma. It is the point of this experiment to find an acceleration of an object
based on a given force and mass of that object. This will effectively solve Newton’s second law in the
form a = F/m. In the first investigation we measured the displacement of an air hockey puck as it was
pulled by three differing weights, using a spark timer. We calculated the velocity of the puck and graphed
velocity vs. time for each weight combination, which gave the acceleration of the puck. To verify
Newton’s second law we graphed the accelerations vs. the reduced mass of the system and then compared
the slope of that graph to the known value of gravity, 9.81 m/s^2. The second investigation used two
pucks strapped together, thereby changing the reduced mass ratio, but otherwise worked the same way as
Investigation 1 to calculate the known value of gravity.
Investigation 1
Setup & Procedure
The air table is set up with a pulley attached to a side. Two pucks are connected to a High Voltage (HV)
source to create a circuit for the spark timer. Carbon paper is laid on the table with white paper laying on
top of this carbon paper. The second puck is to the side but still on the paper so as not to interfere with
the motion of the puck under observation. Weights of either 50, 100, or 200 gr.
This worksheet contains three simple exercises for you to work through in your own time to consolidate your understanding of normal stress. It is associated with these three NinetyEast tutorials:
- http://www.ninetyeast.net/physics/university/mechanics-of-materials/what-is-stress/what-is-normal-stress
- http://www.ninetyeast.net/physics/university/mechanics-of-materials/what-is-stress/what-is-normal-stress/normal-stress-examples
- http://www.ninetyeast.net/physics/university/mechanics-of-materials/what-is-stress/what-is-normal-stress/normal-stress-example-2-chair
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Home assignment II on Spectroscopy 2024 Answers.pdf
LAB REPORT SHEAR FORCE IN A BEAM
1. 1
Experiment 1.1 shear force variation with for various loading conditions
THEORY
Shear stress is the force applied on per unit area of the member whereas the Shear force is the
resultant force acting on any one of the parts of the beam normal to the axis.
Shearing forces are unaligned forces pushing one part of a body in one specific direction, and
another part of the body in the opposite direction. When the forces are aligned into each other,
they are called compression forces. An example is a deck of cards being pushed one way on
the top, and the other at the bottom, causing the cards to slide. Another example is when wind
blows at the side of a peaked roof of a home - the side walls experience a force at their top
pushing in the direction of the wind, and their bottom in the opposite direction, from the
ground or foundation. William A. Nash defines shear force in terms of planes: "If a plane is
passed through a body, a force acting along this plane is called a shear force or shearing force.
OBJECTIVE
This experiment examines how shear forces varies with an increasing point load.
3. 3
PROCEDURES
1. The Digital Force Display meter was checked read zero with no load.
2. A hanger with a 100g mass was placed to the left of the ‘cut’.
3. The digital force display were recorded.
4. Using masses of 200g, 300g, 400g, and 500g were repeated.
5. The mass was converted into a load ( in N).
6. The theoretical shear force were calculated at the cut.
4. 4
RESULT
Mass (g) Load (N) Experimental shear
Force (N)
Theoretical shear force (N)
0 0 0.0 0
100 0.98 0.6 0.67
200 1.96 1.1 1.34
300 2.94 1.7 2.0
400 3.92 2.2 2.68
500 4.90 2.7 3.34
5. 5
CALCULATION
Theoretical shear force.
Formula =
𝑤𝑎
𝐿
For mass 100g
=
0.98 𝑥 0.26
0.2
= 0.62N
For mass 200g
=
1.96 𝑥 0.26
0.2
= 1.34N
For mass 300g
=
2.94 𝑥 0.26
0.2
= 2.0N
For mass 400g
=
3.92 𝑥 0.26
0.2
= 2.68N
For mass 500g
=
4.90 𝑥 0.26
0.2
= 4.90N
10. 10
OBSERVATION AND DISCUSSION
From the experiment;
a. Graph with compares your experimental results to theoretical.
0
0.3
0
0.28
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
mass 100g
Experimental theoretical
0
1.1
0
1.34
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
mass 200g
Experimental theoretical
11. 11
b. Comment on the shape of the graph. What does it tell us about how shear force varies
due to increased load?
From the graph, the value of shear force increase when the load that has been place
increase. The gradient of the shear force also increase due than increased load.
0
2.2
0
2.68
0
0.5
1
1.5
2
2.5
3
mass 100g
Experimental theoretical
0
2.7
0
3.34
0
0.5
1
1.5
2
2.5
3
3.5
4
mass 100g
Experimental theoretical
12. 12
c. Does the equation we used accurately predict the behaviour of the beam?
The value that we got from the equation determined the size of the beam so it
accurately predict the behaviour of the beam.
CONCLUSION
In conclusion, aim of this task was to study the effect of different forces on the shear force in
the beam and the result show that there is a linear relationship between shear force and
applied load. Experimental and theoretical shear force shows perfect linear relationship with
applied load with very little difference in the values of shear force.
13. 13
Experiment 1.2: shear force variation with for Various loading conditions.
THEORY
The shearing force (SF) at any section of a beam represents the tendency for the portion of
the beam on one side of the section to slide or shear laterally relative to the other portion.
The diagram shows a beam carrying loads . It is simply supported at two
points where the reactions are . Assume that the beam is divided into two parts
by a section XX. The resultant of the loads and reaction acting on the left of AA is F
vertically upwards, and since the whole beam is in equilibrium, the resultant force to the right
of AA must be F downwards. F is called the Shearing Force at the section AA. It may be
defined as follows:-
The shearing force at any section of a beam is the algebraic sum of the lateral components of
the forces acting on either side of the section.
Where forces are neither in the lateral or axial direction they must be resolved in the usual
way and only the lateral components are used to calculate the shear force.
1. Vertical equilibrium (total force up = total force down)
2. Horizontal equilibrium (total force right = total force left)
3. Moment equilibrium (total clockwise moment = total anticlockwise moment)
16. 16
8. Digital force display
9. Beam tester
PROCEDURES
Figure 1 force diagram
W1 RA
140mm
cut
RB
17. 17
W1=3.92 N (400g)
Figure 2 force diagram
W1= 1.96 N (200g)
W2= 3.92 N (400g)
W2
RA
cut
RB
W1
220mm
260mm
18. 18
Figure 3 force diagram
W1 = 4.91N (500g)
W2 = 3.92N (400g)
1. The digital force display meter was checked read zero with no load.
2. Carefully load the beam with the hangers in the position shown in figure 1.
3. The digital force display reading were recorded.
4. The support reactions RA and RB were calculated and the theoretical shear force
were calculated at the cut.
5. The procedures with the beam loaded as in figure 2 and 3 were repeated.
RA
cut
RB
240mm
400mm
W1 W2
19. 19
RESULT
Figure W1 (N) W2 (N) Force
(N)
Experimental
bending
moment
(Nm)
RA
(N)
RB (N) Theoretical
bending
moment
(Nm)
1 3.92 1.3 0.16 5.167 -1.247 0.37
2 1.96 3.92 3.2 0.40 2.584 3.296 0.64
3 4.91 3.92 3.5 0.44 2.588 6.242 0.68
20. 20
OBSERVATION AND CALCULATION
Experimental bending moment
For mass 400g
=1.3 x 0.125
=0.16Nm
For mass 200g and 400g
=3.2 x 0.125
=0.40Nm
For mass 500g and 400g
=3.5 x 0.125
=0.44Nm
Bending moment
For mass 400g
∑mb = 0
RA(0.44) – 3.92(0.58) = 0
0.44RA = 2.274
RA = 5.167N
∑Fy ↑ = ∑Fy↓
26. 26
DISCUSSION
1. Comment on how the result of the experiment compare with those calculated using
the theory.
The result of the experiment we get is the value from the experiment is less than the
value from theoretical.
2. Factors that effected in both experiment and theory.
a. The way we handle the apparatus when doing the experiment.
b. The way we calculated the theoretical equation.
3. The importance of shear force in civil engineering.
a. We can use a shear force to analyse the beam.
b. The shear force indicates the shear force resisted by the beam section along the
length of the beam.
27. 27
CONCLUSION
From experiment, we can use the theoretical value to determine the beam, we can learn more
details about the beam and load base on the graph and we also can analyse the type of beam
and how the beam response when the load apply by look at shear force diagram.
28. 28
REFERENCES
1. Braja M.Das (2011). Principles of structure engineering (9nd ed). British
2. Robert D.Holtz (2010). A Introduction to structure Engineering (2nd
ed). British.
3. Robert W.Day (2009). structure engineers handbook (2nd
ed). Us
