BES 025: Statics of Rigid Bodies

Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Lesson title: Wedges, Belt Friction and Screws Materials:

Canon F-789SGA, Pen and
Lesson Objectives: Notebook
1. At the end of the module you will be able to: eferences:
2. 1. Engineering Mechanics Statics
3. 1. Identify the function of wedges. (Metric Edition) by Andrew Pytel &
4. Jaan Kiusalaas
5. 2. Determine the forces on a wedge. 2. Simplified Engineering
6. Mechanics by Dela Fuente,
7. 3. Identify the function of belt and screws Racines,Ocampo,Siapno & Olleta
8. [Link] Mechanics by
9. 4. Determine the tensions in a belt Ferdinand Singer
10. [Link] Engineering
11. [Link] present specific applications of frictional force analysis on belts Mechanics:Statics by [Link] & J.
and screws. Kiusalaas
5. Engineering Mechanics by
Besavilla

Productivity Tip:
TELL ME AND I FORGET.
TEACH ME AND I REMEMBER.
INVOLVE ME AND I LEARN.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Wedges and screws are examples of simple machines. Down below are sample illustrations showing
wedge, belt, and screws

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What are wedge?

2. What is the function of wedge?

[Link] is the mechanical

advantage of wedge?

4. What is Belt Friction?

5. What is the function of a screw?

6. What happens if the belt tension

is less?

[Link] LESSON
1) Activity 2: Content Notes (13 mins)

WEDGES
In general, a wedge is a triangular object placed between two objects to, either hold them in place or is
used to move one relative to the [Link] principles considered in solving problems on wedges are
similar to the ones already taken up:

(i) The reactions between the objects along the common contact surface are equal and
oppositely directed on the free body diagram of each object;
(ii) The tangential (frictional ) components along the common contact surface oppose the
impending motion of each object.

A wedge is a simple device that is used for the same purpose as a lever that is to create a mechanical
advantage.

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 BES 025: Statics of Rigid Bodies
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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

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 BES 025: Statics of Rigid Bodies
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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

BELT FRICTION
A term which describe the friction forces between a belt and a surface as in the case of a belt or a rope
wrapped around a bollard (a short circular post used for mooring vessel). When one end of the belt is
being pulled, only part of the exerted force is transmitted to the other end. The transmission of power by
means of belt or rope drives depends much on the frictional resistance developed between the belt and
the surface with which is in contact.

SCREWS
A screw-bolt combination is equivalent to two wedges: One wedge is obtained from opening the helical
threads of the screw and other will come from opening the helical thread of the bolt.

SQUARE THREADED SCREW

A square-threaded screw is essentially an incline plane wrapped around a
cylinder. As shown in the figure, the height of the equivalent incline plane is the
distance ”L” called the lead of the screw. This is the distance that a nut will advance
along the screw in one direction. This is synonymous with the pitch or the distance
between points or adjacent threads.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

When screw is used to lift a weight, the weight maybe assumed to be concentrated on one small
element of the thread as shown in the figure.

1) When motion impending up the inclined:

The figure shows an equivalent inclined plane showing the relation of the force Q acting in a plane
perpendicular to the axis of the thread and at the mean radius of the thread.

2) When motion impending down the incline

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 BES 025: Statics of Rigid Bodies
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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Example Problems:
1. In the figure shown, determine the minimum weight of block B that will keep it at rest while a force P
starts block A up the inclined surface of B. The weight of A is 100 KN and the angle of friction for all
surfaces of contact is 15˚.

2. Determine the force P required to start the wedge shown in the figure below. The angle of friction for
all surfaces in contact is 15˚.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

3. An acrobat weighing 150 KN supports himself by a wrapping a rope around

one leg as shown in the figure. From his leg there hangs 5 m of rope which
weighs 0.40 KN/m. What is the minim um coefficient of friction between his leg
and the rope. Neglect his pull on the rope.

4. A torque of 330 N-m acts on the brake drum

as shown in the figure below. The brake band
(belt) is in contact with the drum through an angle
of 240˚ (central angle subtending the larger arc
AB in contact with the belt). If the coefficient of
friction is 0.30, find the value of the force F.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercise:
. Solve the following problems then place and show your complete solution in a short coupon bond in a
landscape orientation without erasures.

1. If the wedge describe in the figure shown had a 2. In the given figure below is a concrete column of
weight of 400 KN. What value of P would be required rectangular section, and weighs 10,000N. Two 5˚
to start the wedge under the block. wedges are used to support and control the
movement of the column. Find the value of P to start
the wedges, Angle of friction on surfaces of contact is
25˚. Neglect the friction at the side rollers.

3. A boat exerts a pull of 4000 KN on its hawser which is wrapped about a capstan on a dock. If the coefficient
of friction is 0.30, how many turns must the hawser make around the capstan so that the pull at the other end
does not exceed 50 KN?

[Link] shown in the figure, a square threaded screw is 5. The coefficient of friction between the rope and the
used in a vise to exert a pressure of 2 tons. If the fixed post is [Link] rope is wrapped only once
screw is double-threaded and has a pitch of 0.25 m around the [Link] (1) the minimum tension in
and a mean radius of 1.5 inch, determine the torque the rope at point A and (2) the minimum tension in the
that must be applied at B to create this pressure. rope at point B.
Assume the coefficient of friction to be 0.15.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Activity 4: What I Know Chart, part 2 (2 mins)

What I Know Questions: What I Learned (Activity 4)

1. What are wedge?

2. What is the function of wedge?

3. What is the mechanical

advantage of wedge?

4. What is Belt Friction?

5. What is the function of a screw?

6. What happens if the belt tension

is less?

Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share

Problem Solving:
Solve the problem with complete solution in landscape orientation by placing it in a short coupon bond
and avoid erasures.

[Link] the given figure below, determine the value of the applied force P to cause impending motion to the
right. The block weighs 1000 N , while the wedge weighs 700 N. Coefficient of friction on all contact
surfaces is 0.25.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2. A 40 mm diameter screw has a double square thread with a pitch of 12 mm and a lead of 24 mm. The
screw and its mating threads in the fixed block are graphite lubricated and have a friction coefficient of
0.15. If a torque of M = 60 N.m is applied to the right hand portion of the shaft. Determine the following:
(1) the force P required to advance the shaft to the right and (2) the force P which would allow the shaft
to move to the left at a constant speed.

Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

[Link] are the circumstances that have led you to learn more about the lessons?

[Link] will this lessons change things?

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #13

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

FAQs

Q:What are examples of wedge?

A:Some examples of wedges that are used for separating might be a shovel, a knife, an axe, a pick axe, a saw,
a needle, scissors, or an ice pick. But wedges can also hold things together as in the case of a staple, push pins,
tack, nail, doorstop, or a shim.

Q:Why is wedge like an inclined plane?

A: As a result, more effort is required in order to push the object up the inclined plane. A wedge is a simple
machine that is made up of two inclined planes forming a triangular shape. It provides mechanical advantage by
converting the force applied at its end into forces perpendicular to the inclined surfaces.

Q: What two simple machines make up a screw?

A: So modern screws with their screwdrivers are a combination of two simple machines – the inclined
plane and the lever. And they're really pretty new.

Q: What are the factors upon which the coefficient of friction between the belt and the pulley depends?
A:The coefficient of friction between the belt and the pulley depends upon the following factors:

 The material of belt;

 The material of pulley;
 The slip of belt; and
 The speed of belt.

KEY TO CORRECTIONS
Activity 3:
1. P=583.8 KN
2. P=10430 N
3. 3.55 turns
4. M=102.3 ft-lb
5. T2=71.15 N (tension at A)
T2=20.21 N (tension at B)

Activity 5:
1. P=1110 N
2. P=75.3 KN to advance the shaft to right
P=8.55 KN to advance the shaft to the left at constant speed

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Lesson title: Centroids / Centers of Gravity Materials:

Canon F-789SGA, Pen and
Lesson Objectives: Notebook
1. At the end of the module you will be able to: References:
2. 1. Engineering Mechanics Statics
3. [Link] and understand the concept of the center of gravity, (Metric Edition) by Andrew Pytel &
center of mass and centroids. Jaan Kiusalaas
4. 2. Simplified Engineering
5. 2. Determine the location of the center of gravity and centroid for a Mechanics by Dela Fuente,
system of particles by using integration and method of composite Racines,Ocampo,Siapno & Olleta
areas. [Link] Mechanics by
Ferdinand Singer
3. Determine the location of the center of gravity and centroid for a [Link] Engineering
system of particles by using Pappus’ Centroid Theorem.. Mechanics:Statics by [Link] & J.
6. Kiusalaas
7. 5. Engineering Mechanics by
8. Besavilla

Productivity Tip:

“Never apologize for something that you've done at your best,

and never downplay your talents."

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Did you know class that in mathematics and physics, the centroid or geometric center of a plane figure is
the arithmetic mean position of all the points in the figure. Informally, it is the point at which a cutout of
the shape could be perfectly balanced on the tip of a pin. Below are sample images with their center of
gravity.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What is Center of Gravity?

2 Do all objects have a center of

gravity?
[Link] is the use of center of
gravity?
4. What is Pappus Theorem?

5. When to use Pappus’ Centroid

theorem?

[Link] LESSON
1) Activity 2: Content Notes (13 mins)

Center of gravity, in physics, an imaginary point in a body of matter where, for convenience in certain
calculations, the total weight of the body may be thought to be concentrated. The concept is sometimes useful
in designing static structures (e.g., buildings and bridges) or in predicting the behaviour of a moving body when
it is acted on by gravity.

When a drum is stood on end, its center of gravity (CG) is firmly supported, and the drum is in stable equilibrium
(A). If the drum is tilted slightly to either side (B), the pull of gravity on this center creates a torque, or turning
force, around the new point of support and pulls the drum back to the stable position. A drum balanced on its rim
(C) is in unstable equilibrium. Even a tiny displacement (D) will create a torque that will turn the drum farther
from the unstable position.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

CENTER OF GRAVITY/ CENTROIDS BY METHOD OF COMPOSITE AREAS

Using the concept on the moments of a force system in equilibrium, the moment of the total mass M, about the
x-axis is equal to the sum of the moments of the elemental masses, or

Likewise, moments about the y-axis give,

CENTER OF GRAVITY/ CENTROIDS BY INTEGRATION

NOTE: The location of the center of gravity is best/ conveniently obtained by using the Method of Integration.

Where : dM is the differential mass

xc and yc are the coordinates of the center of gravity of dM.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Center of Gravity of a line/ Wire of Length L (m),

Uniform Cross- Sectional Area A (m2) and Uniform Specific Weight  ( N/m3).

Center of Gravity of an Area A (m2)

Uniform Thickness (m), Uniform Specific Weight  ( N/m3).

Center of Gravity of a Solid of Volume V (m3)

Uniform Specific Weight  ( N/m3).

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

CENTROIDS FOR COMMON GEOMETRIC SHAPES

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Section: ____________ Schedule:_______________________________________ Date:_______________

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Section: ____________ Schedule:_______________________________________ Date:_______________

PROPERTIES OF ANGLES

PROPERTIES OF CHANNELS

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 BES 025: Statics of Rigid Bodies
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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

PAPPUS THEOREM
Pappus, a Greek geometer from Alexandria, in 340 AD proposed two related theorems dealing with the
surface areas and volumes of solids, which are, respectively, generated by revolving an arc length,s, and
an area, A, about an external axis on the same plane.

In 1640, a Swiss mathematician, Gulbin, restated the same theorems, thus they are also known as the
Pappus- Gulbinus Theorems, or sometimes the Gulbinus Theorems.

First Proposition of Pappus

Surface area is the product of the length of the generating curve multiplied by the distance traveled by
its centroid. When it is revolved about an axis through an angle of 360˚, or 2  radians.

Or in other books you can use this formula:

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Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Second Proposition of Pappus

Volume Is equal to the product of the area of the figure multiplied by the length of the path described
by the centroid of area.

̅𝑨
𝑽 = 𝟐𝝅𝒙
Example:
1. A right triangle of side b and h is rotated about an axis coinciding with side h to generate a right
circular cone. Compute the volume.

2.A 60˚ pipe elbow has an internal diameter of 4 inches. The radius of curvature at the pipe center line
is 6 inches. Find the internal volume of the elbow.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

USE OF INTEGRAL:

First Theorem

Second Theorem

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Example Problems:
1. Determine the coordinates of the centroid of the area shown in the figure with respect to the given axis.

2. A slender homogeneous wire of uniform cross section is bent into a shape shown. Determine the
coordinates of the centroid.

3. Find the centroid of the area bounded by the curve y= 4－x2, the line x =1 and the coordinate axes.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Exercise:
. Solve the following problems then place and show your complete solution in a short coupon bond in a
landscape orientation without erasures.

1. For the shaded area in the given figure,

compute the following:
(1) the area in square meters
(2) x coordinate of the centroid
(3) y coordinate of the centroid

2. Determine the location of the center of gravity

of a wire with uniform cross- sectional area and
specific weight., shown in the figure below. The
wire is in the form of a broken line P1 P2 P3 P4,
with P1(－3, 7), P2 (－1, 1), P3 (3, 5) and P4 (5, 3).

3. Find the centroid of the area in first quadrant

bounded by the curve y2 =4ax and latus rectum.

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Student Activity Sheets #14

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Section: ____________ Schedule:_______________________________________ Date:_______________

4. Compute the volume generated by 5. Find the volume of spherical wedge formed by
rotating the area shown through one rotating through an angle of 45˚ a semi circle of
revolution about the x-axis. radius r about its diameter. What is its total surface
area.

6. Given the area in the first quadrant bounded by x2 = 8y, the line x =4 and the x-axis. What is the volume
generated by revolving this area about the y-axis.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

3) Activity 4: What I Know Chart, part 2 (2 mins)

What I Know Questions: What I Learned (Activity 4)
2. What is Center of Gravity?

2 Do all objects have a center of

gravity?
[Link] is the use of center of
gravity?
4. What is Pappus Theorem?

5. When to use Pappus’ Centroid

theorem?

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share

Problem Solving:
Solve the problem with complete solution in landscape orientation by placing it in a short coupon bond
and avoid erasures.

1. Find the y- coordinate of

the centroid of the culvert
shown.

2. The enclosed area between two concentric semi-

circles, with radii 3cm and 6 cm respectively, is rotated
about an axis , 8 cm from, and parallel to the base
diameters of the semi-circles. Using the Centroid of
Pappus, find the (a) surface area and (b) volume of the
solid generated for a complete revolution.

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 BES 025: Statics of Rigid Bodies
Student Activity Sheets #14

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

1. How does the lesson connect with what you already know? How and where does it fit?

2. What are the circumstances that have led you to learn more about the lessons?

FAQs

Q:Where is the center of gravity in the human body?

A:In the anatomical position, the COG lies approximately anterior to the second sacral vertebra. However,
since human beings do not remain fixed in the anatomical position, the precise location of the COG changes
constantly with every new position of the body and limbs.

Q:What causes gravity?

A:The answer is gravity: an invisible force that pulls objects toward each other. ... So, the closer objects are
to each other, the stronger their gravitational pull is. Earth's gravity comes from all its mass. All its mass
makes a combined gravitational pull on all the mass in your body.

Q:What is center of gravity and centroid?

A:Centroid is the geometric centre of a body. On the other hand, centre of gravity is the point at which the
whole mass of the body can be considered to be concentrated. Centre of gravity is the point at which a object
can be suspended and be in perfect equilibrium.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Summary of Centroid Formulas

KEY TO CORRECTIONS
Activity 3:

1. A=26.43 m2
x=0.18 y=1.75

2. C.G. (0.30,3.60)
3
3. x=5 𝑎

4. V=1668 in3

𝜋𝑟 3
5. V=
6

6. V=20.265 cu. units

Activity 5:

[Link]=3.46

2. S=728.70 sq. cm.

V=2925.85 cu. cm.

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Student Activity Sheet #15

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Lesson title: Moment of Inertia of Areas Materials:

Canon F-789SGA, Pen and
Lesson Objectives: Notebook
1. At the end of the module you will be able to: References:
2. [Link] Mechanics Statics
1. To familiarize yourself with the concept of the moment of inertia, I, (Metric Edition) by Andrew Pytel &
which plays the same role in the description of the rotation of the Jaan Kiusalaas
rigid body as the mass plays in the description of its steady motion. [Link] Engineering
Mechanics by Dela Fuente,
2. To measure the moments of inertia of several objects by studying Racines,Ocampo,Siapno & Olleta
their accelerating rotation under the influence of unbalanced torque. [Link] Mechanics by
3. Ferdinand Singer
[Link] Engineering
Mechanics:Statics by [Link] & J.
Kiusalaas
5. Engineering Mechanics by
Besavilla

Productivity Tip:

All our dreams can come true, if we

have the courage to pursue them.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Class can you still recall our last topic last week?
Yes, it is centroids or center of gravity.
I assumed that most of you are already familiar with the different formulas used to compute the centroids
of common geometric shapes. I ask this question because our next topic which is the moment and product
of inertia needs the idea of centroid.

Why is Moment of Inertia still included in our syllabus?

The answer is; the moment of inertia, otherwise known as the mass moment of inertia, angular mass
rotational inertia, of a rigid body is a quantity that determines the torque needed for a desired angular
acceleration about a rotational axis; similar to how mass determines the force needed for a desired
acceleration.

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Student Activity Sheet #15

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What is Moment of Inertia?

2. What does moment of inertia

depend on?
3. What factors can decide the
inertia of a body?

[Link] LESSON
1) Activity 2: Content Notes (13 mins)

Moment of Inertia
A)Various Descriptions of Moment of Inertia

(1) Fort point mass, the moment of inertia is the mass, M, times the square of the distance, r, to the axis
of rotation,or
I = M r2

It is the angular or rotational mass, or rotational inertia of a rigid body that determines the torque
needed for a desired angular acceleration,  , about a rotational axis, or inertia axis.

NOTE: The equation relating applied forces to the angular acceleration,  , of rotating bodies is :

(2) The moment of inertia is the “second moment of mass with respect to an axis”, or considering a
differential mass, dM, at a distance r from a reference axis, the moment of inertia integrated all over the
mass is

Which is the same as the integral factor at the right side of the equation of the above notation.

NOTE: The product of the differential mass, dM, and its distance from a reference axis is termed as the
moment of mass or known as the “first moment of mass”.

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B)Moments of Inertia of Plane Area

In the figure shown, the area A, has its plane normal to the z-axis.

Moments of inertia is the summation of the product of each area by the square of its moment arm or
sometimes called the moment of area

C)Polar Moment of Inertia

The polar moment of inertia has its reference point at O ( reference axis at the z-axis), denoted as J
and defined mathematically as:

Simply the equation states that the polar moment of inertia for the area A relative to an axis normal to
its plane (XY-plane) is equal to the sum of the moments of inertia about the two mutually perpendicular
axes ( x and y axes) in its plane, which intersect on the polar axis (origin O).

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RADIUS OF GYRATION
A geometric property which is considered in the structural design of columns, the radius of
gyration, denoted by k, is expressed as

NOTE(I)Radius of gyration or gyradius refers to the distribution of the components of an object around
an axis. In terms of area moment of inertia, it is the perpendicular distance from the axis of rotation to a
point mass , of area, A, that gives an inertia equivalent to the original object of area A.
(ii) The radius of gyration is useful in estimating the stiffness oa a column. If the principal moments of
the two- dimensional gyration are not equal , the colum will tend to bucle around the axis with the
smaller principal moment.

MOMENT OF INERTIA FOR GEOMETRIC SHAPES

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Section: ____________ Schedule:_______________________________________ Date:_______________

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PARALLEL AXIS THEOREM / TRANSFER MOMENT OF INERTIA

The Transfer Theorem is also known as Parallel-Axis Theorem.

When we calculated the area and mass moment of inertia via, integration, one of the first things
to do was to elect a point or axis we were going to take the moment of inertia about.
We then measured all distances from that point or axis where the distances were the moment
arms in our moment integrals.
If we pick a different point or axis to serve as the center of all of these distances will be different,
which means that we will get a different moment of inertia.

TRANSFER POLAR MOMENT OF INERTIA

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Example Problems:

1. Determine the polar moment of inertia and the radius of gyration of a rectangular area, 8 cm by 16
cm, relative to a polar axis through one of its corners.

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Section: ____________ Schedule:_______________________________________ Date:_______________

2. Determine the moment of inertia of a regular hexagon of side 10 cm, with respect to its centroidal
axis.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Exercise:
Solve the following problems then place and show your complete solution in a short coupon bond in a
landscape orientation without erasures

1. The cross section shown in the figure is a structural member

known as a z- [Link] the following:
(1) cross sectional area,
(2) centroidal moment of inertia,IXO. And
(3) centroidal moment of inertia, IYO.

2. The built up section is composed of two 8x6x1 inch

angles rivited to a 12x 1 inch web plate.
(1) Determine the cross-sectionsl area of the built up
section.
(2) Determine the centroid of the built up section from the
bottom of the section.
(3) Compute the moment of inertia with respect to the
centroidal axis.

3. A hollow square cross section consist of an 8 in. x 8 in.

square which is subtracted a concentrically placed square 4 in.
X 4in. Determine the polar moment of inertia and the polar
radius of gyration with respect to a z- axis passing through one
of the outside corners.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

3) Activity 4: What I Know Chart, part 2 (2 mins)

What I Know Questions: What I Learned (Activity 4)

1. What is Moment of Inertia?

2. What does moment of inertia

depend on?

3. What factors can decide the

inertia of a body?

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share

Problem Solving:
Solve the problem with complete solution in landscape orientation by placing it in a short coupon bond
and avoid erasures.

A plate and angle column is composed of four 8x4x1 [Link] with the short legs connected to a web
plate 14 in. By 1 in. Plus two flange plates each 18 in. by 2.25 in. As shown.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1
Three things you learned:
1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

1. What are the circumstances that have led you to learn more about the lessons?

2. How does the lesson connect with what you already know?

FAQs
Q:What is difference between inertia and moment of inertia?
A:Inertia is the resistance to acceleration (i.e. mass). Moment of Inertia is the resistance to angular
acceleration (i.e. distribution of mass). Inertia is more of a linear property of mass describing how much an
object resists a change in motion from a force or equivalently how massive it is.

Q:What happens when moment of inertia increases?

A:Moment of inertia is a calculation of the required force to rotate an object. The value can be manipulated to
either increase or decrease the inertia. By increasing the radius from the axis of rotation, the moment of inertia
increases thus slowing down the speed of rotation.

KEY TO CORRECTIONS
Activity 3: Activity 5:
1. A=8.625 [Link]. 1. A=139 in2
IXO=42.11 in4 IXO=7682 in4
IYO=15.44 in4 IYO=3021 in4
2. A=38 in2
ycg=8.98
IXO=376.96 in4
3. J=2176 in4
k=6.73

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Lesson title: Cables subjected to Concentrated Loads, Materials:

Parabolic Cables, and Catenary Cables Canon F-789SGA, Pen and
Notebook
References:
Lesson Objectives:
[Link] Mechanics Statics
At the end of the module you will be able to:
(Metric Edition) by Andrew Pytel &
Jaan Kiusalaas
1. Determine the use of cables in structural system
[Link] Engineering
Mechanics by Dela Fuente,
2. Analyze cables subjected to single concentrated loads.
Racines,Ocampo,Siapno & Olleta
[Link] Mechanics by
3. Apply profile, length and tension formula for parabolic and
Ferdinand Singer
catenary cables.
[Link] Engineering
Mechanics:Statics by [Link] & J.
4. Identify and utilize techniques for obtaining numerical
Kiusalaas
solutions of parabolic and catenary cables.
5. Engineering Mechanics by
Besavilla

Productivity Tip:
Cope With Failure and
Learn From Mistakes

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

As an engineering student you must have an idea how are cables used in structural system and at the
same time knowing its advantages and disadvantages.

Cables are flexible wire like system having no flexural (bending) stiffness, and they can carry only axial
tension and no other type of force . Being fully flexible against bending the shape of the cable is
determined by the external forces that are acting on the cable.

Cuchapin Parabolic Cables Theory: If a cable is carrying a horizontally distributed load, the cable forms
a parabola or is called parabolic cable. Example, the cable carrying a bridge is a parabolic cable If the
span is 600 ft and the sag is 40 ft, determine the tension at the either end of the cable. Down below are
sample images of a real life (left) parabolic cable and (right) catenary bridge.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What are cables in structural
system?

2. What are the uses of cables?

3 What are the advantages and

disadvantages of using cables in
bridges?
4. What are Parabolic Cables?

5. What are Catenary?

6. When can you say that the

bridge is parabolic or catenary?

[Link] LESSON
1) Activity 2: Content Notes (13 mins)

CABLES
Flexible cables and chains are used to support and transmit loads from one member to another . In
suspension bridges, transmission lines, aerial tramways and guy wire for high towers, they carry
majority of the loads.

In force analysis, weight of cable is neglected as it is small compared to the overall weight.

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Section: ____________ Schedule:_______________________________________ Date:_______________

Cables with Concentrated Loads

For analysis assume:
a) concentrated vertical loads on given vertical lines.
b) weight of Cable is negligible.
Note: When the weight of the cable is neglected in analysis and is subjected to only concentrated
loads, the cable takes the form of several straight line segments; the shape is called as funicular
polygon.
c) cable is flexible that is resistance to bending is small.
d) portions of cable between successive loads maybe treated as two force members.

Consider for instance the cable subjected to concentrated load shown in the figure.

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Section: ____________ Schedule:_______________________________________ Date:_______________

SAMPLE: Cable Suspension Bridge

ADVANTAGES:
1) Longer main spans are achievable than with any other type of bridge.
2) Less material maybe required than other bridge type, even at spans they can achieve, leading to a
reduced construction cost.
3) Maybe better to withstand earthquake movements than heavier and more rigid bridges.
4) Bridges decks can have deck sections replaced in order to widen traffic lanes for larger vehicles or
add additions width for separated cycling / pedestrian path.

DISADVANTAGES:
1) Considering stiffness or aerodynamic profiling maybe required to prevent the bridge deck vibrating
under high winds.
2) The relatively low decks stiffness compared to other (non-suspension) types of bridges make it more
difficult to carry heavy rail traffic where high concentrated live load occur.
3) Some access below maybe required during construction, to lift the initial cables or to lift deck units.
This access can often be avoided in cable stayed bridge construction.

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Parabolic Cables

The cable is parabolic if the loading is uniformly distributed horizontally and the span-to-sag ratio is
greater than 10 or L/d > 10.

For symmetrical supports:

For unsymmetrical supports:

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Section: ____________ Schedule:_______________________________________ Date:_______________

Catenary
The cable is a catenary if the loading is uniformly distributed along the length of the cable and the
span-to-sag ratio is lesser than or equal to 10.

For symmetrical supports

For unsymmetrical supports:

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Section: ____________ Schedule:_______________________________________ Date:_______________

Example Problems:
1. For the cable loaded as shown in the figure, a) determine the angles  1
and  2
the force in each
segment, and the length of the cable.

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Section: ____________ Schedule:_______________________________________ Date:_______________

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2. For the cable loaded as shown in the figure, a) determine the angles  
1 2
and  3
and the force in
each segment of the cable.

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3.A certain cable is suspended between two supports at the same elevation and 500 ft apart. The load
is 500 lbs per horizontal foot including the weight of the cable. The sag of the cable is 30 ft. Calculate
the total length of the cable.

[Link] electric power line of length 140 m and mass per unit length of 3 kg/m is to be suspended
between two towers 120 m apart and of the same height. Determine the sag and maximum tension
in the power line.

Solution:
(1) Many problems involving catenary cables can be solved using the following formulas:

where

w = weight of cable per unit length of cable,

W = weight of length of cable from low point to a point a distance s along the cable.

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(2) This equation must be solved numerically for c.

The solution to Eq. 8 is

c = 61.45 m

(3) Substituting c = 61.45 m into Eq. 7 gives

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(3) The maximum tension, Tmax, occurs where the cable has its steepest slope, point B ( or point A).

(4

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Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Exercise:
Solve the following problems then place and show your complete solution in a short coupon bond in a
landscape orientation without erasures

1. `Determine the tension in each segment of the cable shown in the figure below, also what is the
dimension h?

2. .The cable AE supports three vertical loads from the points indicated. If point C is 1.5 m. below the
left support, determine a) the elevation of points B and D, and b) the maximum slope and maximum
tension in the cable.

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3. A cable 45.4 m long is carrying a uniformly distributed load along its span. If the cable is strung between
two posts at the same level, 40 m. apart, compute the smallest value that the cable may sag.

4. SA pipeline crossing a river is suspended from a steel cable stretched between two post 100 m apart.
The weight of the pipe is 14 kg/m while the cable weighs 1 kg/m assumed to be uniformly distribute
horizontally. If the allowed sag is 2m. determine the tension of the cable at the post.

5. The weight of a transmission cable is 1.5 kg/m distributed horizontally. If the maximum safe tension
of the cable is 6000 kg and the allowable sag is 30m, determine the horizontal distance between the
electric posts and supporting the transmission cable.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

3) Activity 4: What I Know Chart, part 2 (2 mins)

What I Know Questions: What I Learned (Activity 4)

1. What are cables in structural
system?
2. What are the uses of cables?

3. What are the advantages and

disadvantages of using cables in
bridges?
4. What are Parabolic Cables?

5. What are Catenary?

6. When can you say that the bridge

is parabolic or catenary?

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share

Problem Solving:
Solve the problem with complete solution in landscape orientation by placing it in a short coupon bond
and avoid erasures.
1. For the cable system shown, determine the reactions at support A and the distance YC.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2. A cable 200 m long weighs 50 N/m and is supported from two points at the same elevation. Determine
the required sag if the maximum tension that the cable can carry shall not exceed 8000N.

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

1. What has motivated you to seek the knowledge regarding our lessons?

2. When and where can you use the lessons you’ve learned?

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

FAQs

Q: Why do bridges have cables?

A: In a suspended deck bridge, cables suspended via towers hold up the road deck. The weight is transferred
by the cables to the towers, which in turn transfer the weight to the ground.

Q: What is the difference between cables and arch?

A: An arch is essentially a compression member which can also take bending moments and shears. Bending
moments and shears will be absent if the arch is parabolic and the loading uniformly distributed. A cable can
take only tension. A suspension bridge will therefore have a cable and a stiffening girder.

KEY TO CORRECTIONS

Activity 3:

1. TCD=6.79 kN
TCB=4.82 kN
TBA=6.90 Kn
h=2.74 m

2. yb=-1.67 m
yd=1.75 m
θ=43.4o
Tmax=24.8 Kn

3. d=9.714 m

4. 9.494.95 kg

5. L=976.128 m

Activity 5:
1. AX=1.582 KN
AY=1.978 KN
yc=3.60 m

2. d=35.1 m

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Lesson title: Force System In Space Materials:

Canon F-789SGA, Pen and
Lesson Objectives: Notebook
At the end of the module you will be able to: References:
[Link] Mechanics Statics
1. Determine the components of forces in 3D system. (Metric Edition) by Andrew Pytel &
2. Compute the resultant of forces in 3D system. Jaan Kiusalaas
3. Introduce the basic concepts of vector spaces. [Link] Engineering
4. Develop logical thinking and the ability to analyse mathematical Mechanics by Dela Fuente,
arguments. Racines,Ocampo,Siapno & Olleta
5. Demonstrate how abstract theory to analyze mathematical [Link] Mechanics by
arguments. Ferdinand Singer
6. Determine required forces for equilibrium condition of concurrent [Link] Engineering
force system in space. Mechanics:Statics by [Link] & J.
Kiusalaas
5. Engineering Mechanics by
Besavilla

Productivity Tip:

Learn to embrace challenges

rather than avoid them.
A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Our last topic for this semester is Force system in Space which includes the resultant of concurrent force
system in three-dimensional space.

The components of a force in space (3-dimensional) maybe obtained through its reference to a spatial
coordinates system, with three axes, x,y,and z, mutually perpendicular to each other. In the study of solid
analytic geometry, the spatial system is divided into eight compartments by three mutually perpendicular
planes:
 the xy,
 the yz, and
 the xz planes.

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. How do you find the resultant
force in 3D?

[Link] concepts involved in

computing the direction of cosine
of angles?

3. What is the use of vector

space?

6. What is meant by equilibrium of

concurrent force system in space?

7. What are the conditions of

equilibrium applied in concurrent
force system in space?

[Link] LESSON
1) Activity 2: Content Notes (13 mins)

Forces in space (fig.) Magnitude of Forces in space(fig.)

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Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Magnitude of force F in space: Components of a force in space:

FX = F cosӨX
FY = F cosӨY
FZ = FcosӨZ

Direction cosines of the angles: Proportion of components:

CONCURRENT FORCE SYSTEMS IN SPACE

Resultant: In the same way that, in two-dimensional coplanar concurrent force system, the
determination of the resultant for concurrent force system in space (three-
dimensional) is, by a similar formula.

Components of the resultant: Magnitude of resultant:

RX =  FX
RY =  FY
R  Rx 2  Ry 2  Rz 2
RZ =  FZ

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Example Problems:
1. Determine the magnitude of the resultant, its pointing, and its direction cosines for the following
systems of non-coplanar concurrent forces: 300N ( +3, -4, + 6),400 N (-2, +4, -5), 200 N ( -4, +5, -3).

226.24 N

2. A force P =500 KN whose line of action passes through points A (2, 3, 4) and B ( 5, 7, 9). Compute
the following:
(1) x- component of force P.
(2) y-component of force P.
(3) z-component of force P.

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Section: ____________ Schedule:_______________________________________ Date:_______________

Vector in Space
Fundamental Properties of Vectors
A knowledge of vectors is a prerequisite for the study of [Link] this lesson we describe the
fundamental properties of vectors and I assumed that you are already familiar with vector algebra and
our discussion today is intended only to be a review of the basic concepts.

Operations of Vectors
Vector operations, Extension of the laws of elementary algebra to vectors. They include addition,
subtraction, and three types of multiplication. The sum of two vectors is a third vector, represented as
the diagonal of the parallelogram constructed with the two original vectors as sides. On the sides are
images of operations of vectors.
.
For 2D (2 dimensional vectors)
1. Addition
A+B=B+A
2. Subtraction
A-B=A-B
3. Multiplication
A. Dot product
A.B = AB cos θ
B. Cross product
AxB = anAB sinθ

For 3-D ( 3 dimensional vectors)

How to plot point P(x,y,z)

Conventions
I will use a convention when referring to vectors, scalars,
and matrices.

1. Scalars are represented by lower-case italic characters

(a,b,θ,λa,b,θ,λ).
2. Vectors are represented by lower-case bold characters
(x,y,zx,y,z)
3. Matrices are represented by upper-case bold characters
(R,S,T,MR,S,T,M)

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Section: ____________ Schedule:_______________________________________ Date:_______________

Vector Operations: There are useful operations that can be performed on vectors. These operations
include negating a vector, adding two vectors, subtracting two vectors, calculating the length (or
magnitude) of a vector, Other operations on vectors are calculating the dot product between two
vectors and the cross-product between two vectors.

Vector Negation

1. −[x y z w]=[−x−y−z−w]
Vector Multiplication by a Scalar
−[x! x2 x3 ⋯xn]=[−x1−x2−x3⋯−xn] kv=[kv x kvy kvz]

 3  1   2  Ex. (−1)v ≡ −v =[−vx −vy −vz]

 4  2  2
2.   －   =  
5   3  2
     
6   4  2

Magnitude of a Vector

The magnitude of a vector, also called the length, or the norm of the vector is
a scalar and is represented using the double vertical bars on either side of the
vector variable (∥ v∥ /v/), not to be mistaken as the notation used to denote
the absolute value of a scalar. The length of a vector is calculated using the
following general algebraic rule:

Cross Product Definition: If a = (a1, a2, a3) and b = ( b1, b2, b3), then the cross product of
a and b is the vector.

a x b = (a2b3 - a3b2 , a3b1 - a1b3 ,a1b2 - a2b1 )

a x b = (a2b3 - a3b2)i ＋( a3b1 - a1b3) j + ( a1b2 - a2b1)k

Example: 1. What is the cross product A x B of the vectors, A= i + 4j + 6k and B = 2i + 3j + 5k ?

i j k

Solution: A x B = 1 4 6

 
2 3 5 
A x B = ( 20i + 12j + 3k) + ( 8k + 5j + 18i)
A x B = 2i +7j - 5k ANS.

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2. Given the three dimensional vectors: A = i(xy) + j ( 2yz) + k ( 3zx), B = i(yz) = j ( 2zx) + k (3xy).
Determine the magnitude of the vector sum |A + B| at coordinates (3, 2, 1).

Solution: A + B = I (xy + zy) + j(2yz + 2zx) k (3zx + 3xy)

Where: x= 3, y=2, z=1
A + B = i (6+2) +j ( 4+6) +k (9+18)
A + B = 8i + 1oj+ 27k
(A + B )2 = (8i)2 + (10j)2 + (27 k)2
A + B = 29.88 ANS.

Equilibrium of Concurrent Forces in Space

When we say equilibrium it was previously defined under the two-dimensional force system, the
condition for the system to be in the state of equilibrium is when the resultant R is zero. The same
condition is true for the case of a concurrent force system in space.

For a three-dimensional system of concurrent forces, the equilibrium condition

can be expressed as:

R =  F= RX i + RY j + RZ k = 0

 FX I +  FY j +  FZ k = 0
This equation is satisfied only if : RX =  FX I = 0
RY =  FY j = 0
RZ =  FZ k = 0

In scalar form, these equations become : RX =  FX = 0

RY =  FY = 0
RZ =  FZ = 0

As earlier stated, it is also possible to expressed the conditions for equilibrium in terms of the summation
of moments of forces, about an axis which does not intersect with the line of action of the resultant R.
The moment MR of the resultant has three components  (MF)X,  (MF)Y and  (MF)Z, so the resultant R
will be zero if:
 (MF)X = 0
 (MF)Y = 0
 (MF)Z = 0

NOTE: Equilibrium of concurrent force system in space is determine by applying either set of the
following equations or a combination of them. However, since there are only three independent
conditions of equilibrium no more than three unknown quantities maybe determined.

This document is the property of PHINMA EDUCATION 7

 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Example Problems:
1. The shear-leg derrick shown in the figure supports a
vertical load of 2000 N applied at A. Points B, C, D are in the
same horizontal plane at A, O and D are in the xy plane.
Determine the following:
(1) the force in member AB.
(2) the force of member AC.
(3) the force of member AD.

This document is the property of PHINMA EDUCATION 8

 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2) The framework shown consists of three members AB, AC

and AD whose lower ends are in the same horizontal
plane. A horizontal force of 1000N is acting parallel to the x-axis
is applied at A. Compute the following:
(1) The force in member AB.
(2) The force in member AC.
(3) The force in member AD.

This document is the property of PHINMA EDUCATION 9

 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

3) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Exercise:
Solve the following problems then place and show your complete solution in a short coupon bond in a
landscape orientation without erasures

1. Determine the magnitude of the resultant, its pointing, and its direction cosines for the following
systems of non-coplanar concurrent forces: 200N ( +4, +5, - 3), 400N (-6, +4, -5), 300 N ( +4, -2, -3).

2. The resultant of a concurrent forces has a magnitude of 1000 KN and acts

through the origin and points x=2, y=3 and z=4. Compute the following:
(1) x-component of the resultant force
(2) y-component of the resultant force
(3) z-component of the resultant force

3. Determine the divergence of the vector V = i (2x) + j(-xy) + k (xyz) at the point (3, 2 , 1).

4. The three vectors described by 10cm / at120k degrees, k = 0,1,2 encompasses the sides of an
equilateral [Link] the magnitude of the vector cross product: 0.5 [10/ at 0 deg) x (10/ at
120 deg)].

5. What is the angle between the two vectors A and b if A = 4i + 12j +6k and B = 24i - 8j+ 6k?

6. The frame work shown supports a vertical 7. A vertical load P = 800 KN applied to the
load of 2000 KN points B, C, and D are in the tripod as shown cause a compressive force of
same horizontal plane. Determine the force 256 KN in leg AB and a compressive force of
in each member. 28 KN in leg AC. Determine the force in leg
AD and the coordinates of x and z of its lower
end D.

This document is the property of PHINMA EDUCATION 10

 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

Activity 4: What I Know Chart, part 2 (2 mins)

What I Know Questions: What I Learned (Activity 4)

2. How do you find the resultant
force in 3D?

[Link] concepts involved in

computing the direction of cosine
of angles?

3. What is the use of vector

space?

6. What is meant by equilibrium of

concurrent force system in space?

7. What are the conditions of

equilibrium applied in concurrent
force system in space?

Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share

Problem Solving:
Solve the problem with complete solution in landscape orientation by placing it in a short coupon bond
and avoid erasures.

1. A concurrent force system in space is composed of three forces

described as follows: P1 has a magnitude of 100 KN and acts
through the origin and points x=3, y=4, z=2 , P2 has a magnitude of 60
KN and acts through the origin and points x=4, y=1, z=－2 P3 has a
magnitude of 80KN and acts through the origin and points x=2, y=
－3, z=[Link] the following:
(1) x-component of the resultant force
(2) y-component of the resultant force
(3) z-component of the resultant force

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

2. The 5 vectors :10 cm/ at 72k degrees, k = 0, 1, 2, 3, 4 encompasses the sides of a regular pentagon.
Determine the magnitude of the vector cross product: 2.5[ (10/at144 deg) x (10/ at 216 deg)].

3. In the figure shown, if P = 1200 KN and the

coordinates of D are XD = 5 m and ZD = 2m.
Compute the force in each leg of the tripod.

Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1
Three things you learned:
1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

1. What are the circumstances that have led you to learn more about the lessons?

2. Which parts of the lessons that are new to you, and which part do you recognize?

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 BES 025: Statics of Rigid Bodies
Student Activity Sheet #17

Name:_____________________________________________________________ Class number: _______

Section: ____________ Schedule:_______________________________________ Date:_______________

FAQs

Q: Why are vector spaces important?

A: The linearity of vector spaces has made these abstract objects important in diverse areas such as statistics,
physics, and economics, where the vectors may indicate probabilities, forces, or investment strategies and
where the vector space includes all allowable states.

Q: What is the difference between vector and vector space?

A: A vector is an element of a vector space. Assuming you're talking about an abstract vector space, which
has an addition and scalar multiplication satisfying a number of properties, then a vector space is what we call
a set which satisfies those properties.

KEY TO CORRECTIONS
Activity 3:

1. R=529 N
cos θx=0.117
cos θy=0.402
cos θz=0.907
2. FX=371.06 KN
FY=556.59 KN
FZ=742.12
3. Divergence = 9
4.86.8 k

5. 84.3240

6. AC=717.99 KN AD=628.44 KN AB=957.32 KN

7. AD=433 KN
z=1 m
x=4 m

Activity 5:

1. FX=142.18 KN
FY=36.14 KN
FZ=24.97 KN

2. 237.725 units

3. AD=58 KN
AC=452 KN
AB=471 KN

This document is the property of PHINMA EDUCATION 13