CHAPTER 18
PLANAR KINETICS OF A RIGID BODY: WORK AND ENERGY (Sections 18.1-18.4)
Objectives:
a) Define the various ways a force and couple do work.
b) Apply the principle of work and energy to a rigid body.
APPLICATIONS
The work of the torque developed by the driving gears on the two motors on the mixer is transformed into the rotational kinetic energy of the mixing drum.
The work done by the compactor's engine is transformed into the translational kinetic energy of the frame and the translational and rotational kinetic energy of
its roller and wheels
2. Rotation: When a rigid body is rotating about a fixed axis passing through point O, the body has both translational and rotational kinetic energy:
T = 0.5m(vG)2 + 0.5IGw2
Since
vG = rGw, T = 0.5(IG + m(rG)2)w2 = 0.5IOw2
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Gravitational field and potential, escape velocity, universal gravitational l...lovizabasharat
What is Escape Velocity-its derivation-examples-applications
Universal Gravitational Law-Derivation and Examples
Gravitational Field And Gravitational Potential-Derivation, Realation and numericals
Radial Velocity and acceleration-derivation and examples
Transverse Velocity and acceleration and examples
Week 3 OverviewLast week, we covered multiple forces acting on.docxmelbruce90096
Week 3 Overview
Last week, we covered multiple forces acting on an object. This week we will cover motion in two dimensions, inclined planes, circular motion, and rotation.
Forces in Two Dimensions (1 of 2)
So far you have dealt with single forces acting on a body or more than two forces that act parallel to each other. But in real life situations more than one force may act on a body. How are Newton's laws applied to such cases? We will restrict the forces to two dimensions.
Since force and acceleration are vectors, Newton's law can be applied independently to the X and Y-axes of a coordinate system. For a given problem you can choose a suitable coordinate system. But once a coordinate system is chosen, we have to stick with it for that problem. The example that follows shows how to find the acceleration of a body when two forces act on it at right angles to each other.
Forces in Two Dimensions (2 of 2)
To find the resultant acceleration we draw an arrow OA of length 3 units along the X-axis and then an arrow AB of length 4 units along the Y-axis. The resultant acceleration is the arrow OB with the length of 5 units. Therefore, the acceleration is 5 m/s2 in the direction of OB. Also when you measure the angle AOB with a protractor, we find it to be 53°.
The acceleration caused by the two forces is 5 m/s2 at an angle of 53°.
Uniform Circular Motion
When an object travels in a circular path at a constant speed, its motion is referred to as uniform circular motion, and the object is accelerated towards the center of the circle. If the radius of the circular path is r, the magnitude of this acceleration is ac = v2 / r, where v is its speed and ac is called the centripetal acceleration. A centripetal force is responsible for the centripetal acceleration, which constantly pulls the object towards the center of the circular path. There cannot be any circular motion without a centripetal force.
Banking
When there is a sharp turn in the road or when a turn has to be taken at a high speed as in a racetrack, the outer part of the road or the track is raised from the inner part of the track. This is called banking. It provides additional centripetal force to a turning vehicle so that it doesn't skid.
The angle of banking is kept just right so that it provides all the centripetal force required and a motorist does not have to depend on the friction force at all.
Inclined Planes
Forces on an Inclined Plane
The inclined plane is a device that reduces the force needed to lift objects. Consider the forces acting on a block on an inclined surface. The inclined surface exerts a normal force FN on the block that is perpendicular to the incline. The force of gravity, FG, points downward. If there is no friction, the net force, Fnet, acting on the block is the resultant of FN and FG. By Newton's second law the net force must point down the incline because the block moves only along the incline and not perpendicular to it.
The vector triangle shows .
CHAPTER 18
PLANAR KINETICS OF A RIGID BODY: WORK AND ENERGY (Sections 18.1-18.4)
Objectives:
a) Define the various ways a force and couple do work.
b) Apply the principle of work and energy to a rigid body.
APPLICATIONS
The work of the torque developed by the driving gears on the two motors on the mixer is transformed into the rotational kinetic energy of the mixing drum.
The work done by the compactor's engine is transformed into the translational kinetic energy of the frame and the translational and rotational kinetic energy of
its roller and wheels
2. Rotation: When a rigid body is rotating about a fixed axis passing through point O, the body has both translational and rotational kinetic energy:
T = 0.5m(vG)2 + 0.5IGw2
Since
vG = rGw, T = 0.5(IG + m(rG)2)w2 = 0.5IOw2
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Gravitational field and potential, escape velocity, universal gravitational l...lovizabasharat
What is Escape Velocity-its derivation-examples-applications
Universal Gravitational Law-Derivation and Examples
Gravitational Field And Gravitational Potential-Derivation, Realation and numericals
Radial Velocity and acceleration-derivation and examples
Transverse Velocity and acceleration and examples
Week 3 OverviewLast week, we covered multiple forces acting on.docxmelbruce90096
Week 3 Overview
Last week, we covered multiple forces acting on an object. This week we will cover motion in two dimensions, inclined planes, circular motion, and rotation.
Forces in Two Dimensions (1 of 2)
So far you have dealt with single forces acting on a body or more than two forces that act parallel to each other. But in real life situations more than one force may act on a body. How are Newton's laws applied to such cases? We will restrict the forces to two dimensions.
Since force and acceleration are vectors, Newton's law can be applied independently to the X and Y-axes of a coordinate system. For a given problem you can choose a suitable coordinate system. But once a coordinate system is chosen, we have to stick with it for that problem. The example that follows shows how to find the acceleration of a body when two forces act on it at right angles to each other.
Forces in Two Dimensions (2 of 2)
To find the resultant acceleration we draw an arrow OA of length 3 units along the X-axis and then an arrow AB of length 4 units along the Y-axis. The resultant acceleration is the arrow OB with the length of 5 units. Therefore, the acceleration is 5 m/s2 in the direction of OB. Also when you measure the angle AOB with a protractor, we find it to be 53°.
The acceleration caused by the two forces is 5 m/s2 at an angle of 53°.
Uniform Circular Motion
When an object travels in a circular path at a constant speed, its motion is referred to as uniform circular motion, and the object is accelerated towards the center of the circle. If the radius of the circular path is r, the magnitude of this acceleration is ac = v2 / r, where v is its speed and ac is called the centripetal acceleration. A centripetal force is responsible for the centripetal acceleration, which constantly pulls the object towards the center of the circular path. There cannot be any circular motion without a centripetal force.
Banking
When there is a sharp turn in the road or when a turn has to be taken at a high speed as in a racetrack, the outer part of the road or the track is raised from the inner part of the track. This is called banking. It provides additional centripetal force to a turning vehicle so that it doesn't skid.
The angle of banking is kept just right so that it provides all the centripetal force required and a motorist does not have to depend on the friction force at all.
Inclined Planes
Forces on an Inclined Plane
The inclined plane is a device that reduces the force needed to lift objects. Consider the forces acting on a block on an inclined surface. The inclined surface exerts a normal force FN on the block that is perpendicular to the incline. The force of gravity, FG, points downward. If there is no friction, the net force, Fnet, acting on the block is the resultant of FN and FG. By Newton's second law the net force must point down the incline because the block moves only along the incline and not perpendicular to it.
The vector triangle shows .
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. • Considers the kinetic energy of a rigid body rotating about an axis
• It is composed of other small bodies of mass 𝑚𝑖 and at separation
distance 𝑟𝑖 from axis of rotation and the kinetic energy of a rigid body
is expressed as:
𝐾 = 𝑖=1
𝑁 1
2
𝑚𝑖𝑣𝑖
2
= 𝑖=1
𝑁 1
2
𝑚𝑖 𝑟𝑖𝜔 2
= 𝑖=1
𝑁 1
2
𝐼𝑖𝜔2, (1)
where 𝜔 is the angular velocity for all bodies constituting a rotating
rigid body and 𝐼 = 𝑖=1
𝑁
𝑚𝑖𝑟𝑖
2
is rotational inertia/moment of inertia
which is analogous to mass in linear motion equations. Therefore 𝐼𝑖 can
be thought of as a resistant of a body to undergo rotational motion.
𝐾 = 𝑖=1
𝑁 1
2
𝐼𝑖𝜔2 = 1
2
𝐼𝜔2(radian).
Rotational Kinetic Energy
4. Torque and Newton’s 2nd Law
Figure T. (a) Schematic showing a rigid body cause to rotate about point O when force 𝐹 is applied at position 𝑟 from point O; these vectors are
oriented at an angle ∅ to each other. (b) force 𝐹 has a perpendicular component 𝐹⊥ to 𝑟 or tangential component (𝐹𝑡) to point P. (c) Position
vector 𝑟 has a perpendicular component (𝑟⊥) to 𝐹 whose interaction causes rotation about point O.
5. Torque
• When opening a door you need to apply a force F at an angle close to right-angle and far
enough (separation displacement r ) from hinges, otherwise more force would be
needed if the you pushed close to hinges or at an angle very different from 900.
• As shown for Figure T (b) – (c ) even though 𝐹 and 𝑟 were oriented at angle 𝜙 which was
different from 900
they both have perpendicular components relative to each vector
enabling easy rigid body rotation
• The interaction of 𝐹 and 𝑟 can be visualized using a vector or cross product,
𝜏 = 𝑟 × 𝐹, and this result in another vector known as torque whose direction can be
determined by right-hand rule and the magnitude is,
𝜏 = 𝑟⊥𝐹 = 𝑟𝑠𝑖𝑛𝜙 𝐹 = 𝑟𝐹𝑡 = 𝑟 𝐹𝑠𝑖𝑛𝜙 = 𝑟𝐹𝑠𝑖𝑛𝜙.
• Unit of torque 𝜏 is 𝑁. 𝑚, but do not confused it with Work which has the same SI units
6. Newton’s 2nd Law
• Having previously shown the analogy of linear and rotational motion, we can further
show that Newton’s 2nd law applies to rotational motion
𝐹𝑡 = 𝑚𝑎𝑡 = 𝑚𝛼𝑟 (1)
Multiplying both side of (1) by 𝑟 yields:
𝜏 = 𝑟𝐹𝑡 = 𝑟𝑚𝑎𝑡 = 𝑚𝑟2 𝛼 = 𝐼𝛼 (2)
Therefore Newton’s second law for rotational motion is
𝜏𝑛𝑒𝑡 = 𝐼𝛼
7. Worked Examples
1. Figure Ex1 shows a uniform disk, with mass 𝑀 = 2.5 𝑘𝑔 and radius 𝑅 = 20 𝑐𝑚, mounted on a
fixed horizontal axle. A block with mass 𝑚 = 1.2 𝑘𝑔 hangs from a massless cord that is
wrapped around the rim of the disk. Find the acceleration of the falling block, the angular
acceleration of the disk, and the tension in the cord. The cord does not slip, and there is no
friction at the axle.
Figure Ex1.
8. Worked Problems….
For the block with mass 𝑚 = 1.2 𝑘𝑔:
𝑇 − 𝑚𝑔 = 𝑚(−𝑎) (1)
For a solid disk with mass 𝑀 = 2.5 𝑘𝑔:
Since 𝜏𝑛𝑒𝑡 = 𝐼𝛼
𝐼 =
1
2
𝑀𝑅2
(moment of inertia of solid disk), and
−𝑅𝑇 =
1
2
𝑀𝑅2(−𝛼), and dividing both sides by 𝑅 and solve for 𝑇 would yield:
𝑇 =
1
2
𝑀𝛼 =
1
2
𝑀𝑎𝑡 =
1
2
𝑀𝑎 (2)
𝑎 = 4.8 𝑚/𝑠2 and T can be calculated from (2) and 𝑇 = 6.0 𝑁
𝛼 =
𝑎
𝑅
=
4.8
0.20
= 24 𝑟𝑎𝑑/𝑠2
9. Worked Problems….
2. Let the disk in Figure Ex1 start from rest at time 𝑡 = 0 and also let the tension in the
massless cord be 6.0 𝑁 and the angular acceleration of the disk be −24 𝑟𝑎𝑑/𝑠2. What is
its rotational kinetic energy 𝐾 at 𝑡 = 2.5 𝑠?
Solution:
You already calculated 𝐼 =
1
2
𝑀𝑅2
and the acceleration is a constant (−24 𝑟𝑎𝑑/𝑠2
)
and therefore equations of motion can be used.
𝐾 =
1
2
𝐼𝜔2
, while 𝜔0 = 0 𝑟𝑎𝑑/𝑠 at time 𝑡 = 0 𝑠, what is 𝜔 at time 𝑡 = 2.5 𝑠?
Using equations of motions one can work out 𝜔,
𝜔 = 𝜔0 + 𝛼𝑡,
𝜔 = 0 − 24 2.5 = −60 𝑟𝑎𝑑/𝑠, and 𝐾 =
1
2
𝐼𝜔2
=
1
2
1
2
2.5 0.20 2
−60 2
= 90 J