Mechanics: Statics and Dynamics – Kyu-Jung Kim
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Vector Mechanics: Statics
PDHOnline Course G492 (4 PDH) Vector Mechanics: Statics Mark A. Strain, P.E. 2014 PDH Online | PDH Center 5272 Meadow Estates Drive Fairfax, VA 22030-6658 Phone & Fax: 703-988-0088 www.PDHonline.org www.PDHcenter.com An Approved Continuing Education Provider www.PDHcenter.com PDHonline Course G492 www.PDHonline.org Table of Contents Introduction ..................................................................................................................................... 1 Vectors ............................................................................................................................................ 1 Vector Decomposition ................................................................................................................ 2 Components of a Vector ............................................................................................................. 2 Force ............................................................................................................................................... 4 Equilibrium ..................................................................................................................................... 5 Equilibrium of a Particle ............................................................................................................. 6 Rigid Bodies.............................................................................................................................. 10 Pulleys ...................................................................................................................................... -
Key Concepts for Future QIS Learners Workshop Output Published Online May 13, 2020
Key Concepts for Future QIS Learners Workshop output published online May 13, 2020 Background and Overview On behalf of the Interagency Working Group on Workforce, Industry and Infrastructure, under the NSTC Subcommittee on Quantum Information Science (QIS), the National Science Foundation invited 25 researchers and educators to come together to deliberate on defining a core set of key concepts for future QIS learners that could provide a starting point for further curricular and educator development activities. The deliberative group included university and industry researchers, secondary school and college educators, and representatives from educational and professional organizations. The workshop participants focused on identifying concepts that could, with additional supporting resources, help prepare secondary school students to engage with QIS and provide possible pathways for broader public engagement. This workshop report identifies a set of nine Key Concepts. Each Concept is introduced with a concise overall statement, followed by a few important fundamentals. Connections to current and future technologies are included, providing relevance and context. The first Key Concept defines the field as a whole. Concepts 2-6 introduce ideas that are necessary for building an understanding of quantum information science and its applications. Concepts 7-9 provide short explanations of critical areas of study within QIS: quantum computing, quantum communication and quantum sensing. The Key Concepts are not intended to be an introductory guide to quantum information science, but rather provide a framework for future expansion and adaptation for students at different levels in computer science, mathematics, physics, and chemistry courses. As such, it is expected that educators and other community stakeholders may not yet have a working knowledge of content covered in the Key Concepts. -
Knowledge Assessment in Statics: Concepts Versus Skills
Session 1168 Knowledge Assessment in Statics: Concepts versus skills Scott Danielson Arizona State University Abstract Following the lead of the physics community, engineering faculty have recognized the value of good assessment instruments for evaluating the learning of their students. These assessment instruments can be used to both measure student learning and to evaluate changes in teaching, i.e., did student-learning increase due different ways of teaching. As a result, there are significant efforts underway to develop engineering subject assessment tools. For instance, the Foundation Coalition is supporting assessment tool development efforts in a number of engineering subjects. These efforts have focused on developing “concept” inventories. These concept inventories focus on determining student understanding of the subject’s fundamental concepts. Separately, a NSF-supported effort to develop an assessment tool for statics was begun in the last year by the authors. As a first step, the project team analyzed prior work aimed at delineating important knowledge areas in statics. They quickly recognized that these important knowledge areas contained both conceptual and “skill” components. Both knowledge areas are described and examples of each are provided. Also, a cognitive psychology-based taxonomy of declarative and procedural knowledge is discussed in relation to determining the difference between a concept and a skill. Subsequently, the team decided to focus on development of a concept-based statics assessment tool. The ongoing Delphi process to refine the inventory of important statics concepts and validate the concepts with a broader group of subject matter experts is described. However, the value and need for a skills-based assessment tool is also recognized. -
Lecture 10: Impulse and Momentum
ME 230 Kinematics and Dynamics Wei-Chih Wang Department of Mechanical Engineering University of Washington Kinetics of a particle: Impulse and Momentum Chapter 15 Chapter objectives • Develop the principle of linear impulse and momentum for a particle • Study the conservation of linear momentum for particles • Analyze the mechanics of impact • Introduce the concept of angular impulse and momentum • Solve problems involving steady fluid streams and propulsion with variable mass W. Wang Lecture 10 • Kinetics of a particle: Impulse and Momentum (Chapter 15) - 15.1-15.3 W. Wang Material covered • Kinetics of a particle: Impulse and Momentum - Principle of linear impulse and momentum - Principle of linear impulse and momentum for a system of particles - Conservation of linear momentum for a system of particles …Next lecture…Impact W. Wang Today’s Objectives Students should be able to: • Calculate the linear momentum of a particle and linear impulse of a force • Apply the principle of linear impulse and momentum • Apply the principle of linear impulse and momentum to a system of particles • Understand the conditions for conservation of momentum W. Wang Applications 1 A dent in an automotive fender can be removed using an impulse tool, which delivers a force over a very short time interval. How can we determine the magnitude of the linear impulse applied to the fender? Could you analyze a carpenter’s hammer striking a nail in the same fashion? W. Wang Applications 2 Sure! When a stake is struck by a sledgehammer, a large impulsive force is delivered to the stake and drives it into the ground. -
Classical Mechanics
Classical Mechanics Hyoungsoon Choi Spring, 2014 Contents 1 Introduction4 1.1 Kinematics and Kinetics . .5 1.2 Kinematics: Watching Wallace and Gromit ............6 1.3 Inertia and Inertial Frame . .8 2 Newton's Laws of Motion 10 2.1 The First Law: The Law of Inertia . 10 2.2 The Second Law: The Equation of Motion . 11 2.3 The Third Law: The Law of Action and Reaction . 12 3 Laws of Conservation 14 3.1 Conservation of Momentum . 14 3.2 Conservation of Angular Momentum . 15 3.3 Conservation of Energy . 17 3.3.1 Kinetic energy . 17 3.3.2 Potential energy . 18 3.3.3 Mechanical energy conservation . 19 4 Solving Equation of Motions 20 4.1 Force-Free Motion . 21 4.2 Constant Force Motion . 22 4.2.1 Constant force motion in one dimension . 22 4.2.2 Constant force motion in two dimensions . 23 4.3 Varying Force Motion . 25 4.3.1 Drag force . 25 4.3.2 Harmonic oscillator . 29 5 Lagrangian Mechanics 30 5.1 Configuration Space . 30 5.2 Lagrangian Equations of Motion . 32 5.3 Generalized Coordinates . 34 5.4 Lagrangian Mechanics . 36 5.5 D'Alembert's Principle . 37 5.6 Conjugate Variables . 39 1 CONTENTS 2 6 Hamiltonian Mechanics 40 6.1 Legendre Transformation: From Lagrangian to Hamiltonian . 40 6.2 Hamilton's Equations . 41 6.3 Configuration Space and Phase Space . 43 6.4 Hamiltonian and Energy . 45 7 Central Force Motion 47 7.1 Conservation Laws in Central Force Field . 47 7.2 The Path Equation . -
Exercises in Classical Mechanics 1 Moments of Inertia 2 Half-Cylinder
Exercises in Classical Mechanics CUNY GC, Prof. D. Garanin No.1 Solution ||||||||||||||||||||||||||||||||||||||||| 1 Moments of inertia (5 points) Calculate tensors of inertia with respect to the principal axes of the following bodies: a) Hollow sphere of mass M and radius R: b) Cone of the height h and radius of the base R; both with respect to the apex and to the center of mass. c) Body of a box shape with sides a; b; and c: Solution: a) By symmetry for the sphere I®¯ = I±®¯: (1) One can ¯nd I easily noticing that for the hollow sphere is 1 1 X ³ ´ I = (I + I + I ) = m y2 + z2 + z2 + x2 + x2 + y2 3 xx yy zz 3 i i i i i i i i 2 X 2 X 2 = m r2 = R2 m = MR2: (2) 3 i i 3 i 3 i i b) and c): Standard solutions 2 Half-cylinder ϕ (10 points) Consider a half-cylinder of mass M and radius R on a horizontal plane. a) Find the position of its center of mass (CM) and the moment of inertia with respect to CM. b) Write down the Lagrange function in terms of the angle ' (see Fig.) c) Find the frequency of cylinder's oscillations in the linear regime, ' ¿ 1. Solution: (a) First we ¯nd the distance a between the CM and the geometrical center of the cylinder. With σ being the density for the cross-sectional surface, so that ¼R2 M = σ ; (3) 2 1 one obtains Z Z 2 2σ R p σ R q a = dx x R2 ¡ x2 = dy R2 ¡ y M 0 M 0 ¯ 2 ³ ´3=2¯R σ 2 2 ¯ σ 2 3 4 = ¡ R ¡ y ¯ = R = R: (4) M 3 0 M 3 3¼ The moment of inertia of the half-cylinder with respect to the geometrical center is the same as that of the cylinder, 1 I0 = MR2: (5) 2 The moment of inertia with respect to the CM I can be found from the relation I0 = I + Ma2 (6) that yields " µ ¶ # " # 1 4 2 1 32 I = I0 ¡ Ma2 = MR2 ¡ = MR2 1 ¡ ' 0:3199MR2: (7) 2 3¼ 2 (3¼)2 (b) The Lagrange function L is given by L('; '_ ) = T ('; '_ ) ¡ U('): (8) The potential energy U of the half-cylinder is due to the elevation of its CM resulting from the deviation of ' from zero. -
Impact Dynamics of Newtonian and Non-Newtonian Fluid Droplets on Super Hydrophobic Substrate
IMPACT DYNAMICS OF NEWTONIAN AND NON-NEWTONIAN FLUID DROPLETS ON SUPER HYDROPHOBIC SUBSTRATE A Thesis Presented By Yingjie Li to The Department of Mechanical and Industrial Engineering in partial fulfillment of the requirements for the degree of Master of Science in the field of Mechanical Engineering Northeastern University Boston, Massachusetts December 2016 Copyright (©) 2016 by Yingjie Li All rights reserved. Reproduction in whole or in part in any form requires the prior written permission of Yingjie Li or designated representatives. ACKNOWLEDGEMENTS I hereby would like to appreciate my advisors Professors Kai-tak Wan and Mohammad E. Taslim for their support, guidance and encouragement throughout the process of the research. In addition, I want to thank Mr. Xiao Huang for his generous help and continued advices for my thesis and experiments. Thanks also go to Mr. Scott Julien and Mr, Kaizhen Zhang for their invaluable discussions and suggestions for this work. Last but not least, I want to thank my parents for supporting my life from China. Without their love, I am not able to complete my thesis. TABLE OF CONTENTS DROPLETS OF NEWTONIAN AND NON-NEWTONIAN FLUIDS IMPACTING SUPER HYDROPHBIC SURFACE .......................................................................... i ACKNOWLEDGEMENTS ...................................................................................... iii 1. INTRODUCTION .................................................................................................. 9 1.1 Motivation ........................................................................................................ -
Post-Newtonian Approximation
Post-Newtonian gravity and gravitational-wave astronomy Polarization waveforms in the SSB reference frame Relativistic binary systems Effective one-body formalism Post-Newtonian Approximation Piotr Jaranowski Faculty of Physcis, University of Bia lystok,Poland 01.07.2013 P. Jaranowski School of Gravitational Waves, 01{05.07.2013, Warsaw Post-Newtonian gravity and gravitational-wave astronomy Polarization waveforms in the SSB reference frame Relativistic binary systems Effective one-body formalism 1 Post-Newtonian gravity and gravitational-wave astronomy 2 Polarization waveforms in the SSB reference frame 3 Relativistic binary systems Leading-order waveforms (Newtonian binary dynamics) Leading-order waveforms without radiation-reaction effects Leading-order waveforms with radiation-reaction effects Post-Newtonian corrections Post-Newtonian spin-dependent effects 4 Effective one-body formalism EOB-improved 3PN-accurate Hamiltonian Usage of Pad´eapproximants EOB flexibility parameters P. Jaranowski School of Gravitational Waves, 01{05.07.2013, Warsaw Post-Newtonian gravity and gravitational-wave astronomy Polarization waveforms in the SSB reference frame Relativistic binary systems Effective one-body formalism 1 Post-Newtonian gravity and gravitational-wave astronomy 2 Polarization waveforms in the SSB reference frame 3 Relativistic binary systems Leading-order waveforms (Newtonian binary dynamics) Leading-order waveforms without radiation-reaction effects Leading-order waveforms with radiation-reaction effects Post-Newtonian corrections Post-Newtonian spin-dependent effects 4 Effective one-body formalism EOB-improved 3PN-accurate Hamiltonian Usage of Pad´eapproximants EOB flexibility parameters P. Jaranowski School of Gravitational Waves, 01{05.07.2013, Warsaw Relativistic binary systems exist in nature, they comprise compact objects: neutron stars or black holes. These systems emit gravitational waves, which experimenters try to detect within the LIGO/VIRGO/GEO600 projects. -
Apollonian Circle Packings: Dynamics and Number Theory
APOLLONIAN CIRCLE PACKINGS: DYNAMICS AND NUMBER THEORY HEE OH Abstract. We give an overview of various counting problems for Apol- lonian circle packings, which turn out to be related to problems in dy- namics and number theory for thin groups. This survey article is an expanded version of my lecture notes prepared for the 13th Takagi lec- tures given at RIMS, Kyoto in the fall of 2013. Contents 1. Counting problems for Apollonian circle packings 1 2. Hidden symmetries and Orbital counting problem 7 3. Counting, Mixing, and the Bowen-Margulis-Sullivan measure 9 4. Integral Apollonian circle packings 15 5. Expanders and Sieve 19 References 25 1. Counting problems for Apollonian circle packings An Apollonian circle packing is one of the most of beautiful circle packings whose construction can be described in a very simple manner based on an old theorem of Apollonius of Perga: Theorem 1.1 (Apollonius of Perga, 262-190 BC). Given 3 mutually tangent circles in the plane, there exist exactly two circles tangent to all three. Figure 1. Pictorial proof of the Apollonius theorem 1 2 HEE OH Figure 2. Possible configurations of four mutually tangent circles Proof. We give a modern proof, using the linear fractional transformations ^ of PSL2(C) on the extended complex plane C = C [ f1g, known as M¨obius transformations: a b az + b (z) = ; c d cz + d where a; b; c; d 2 C with ad − bc = 1 and z 2 C [ f1g. As is well known, a M¨obiustransformation maps circles in C^ to circles in C^, preserving angles between them. -
New Rotational Dynamics- Inertia-Torque Principle and the Force Moment the Character of Statics Guagsan Yu* Harbin Macro, Dynamics Institute, P
Computa & tio d n ie a l l p M Yu, J Appl Computat Math 2015, 4:3 p a Journal of A t h f e o m l DOI: 10.4172/2168-9679.1000222 a a n t r ISSN: 2168-9679i c u s o J Applied & Computational Mathematics Research Article Open Access New Rotational Dynamics- Inertia-Torque Principle and the Force Moment the Character of Statics GuagSan Yu* Harbin Macro, Dynamics Institute, P. R. China Abstract Textual point of view, generate in a series of rotational dynamics experiment. Initial research, is wish find a method overcome the momentum conservation. But further study, again detected inside the classical mechanics, the error of the principle of force moment. Then a series of, momentous the error of inside classical theory, all discover come out. The momentum conservation law is wrong; the newton third law is wrong; the energy conservation law is also can surpass. After redress these error, the new theory namely perforce bring. This will involve the classical physics and mechanics the foundation fraction, textbooks of physics foundation part should proceed the grand modification. Keywords: Rigid body; Inertia torque; Centroid moment; Centroid occurrence change? The Inertia-torque, namely, such as Figure 3 the arm; Statics; Static force; Dynamics; Conservation law show, the particle m (the m is also its mass) is a r 1 to O the slewing radius, so it the Inertia-torque is: Introduction I = m.r1 (1.1) Textual argumentation is to bases on the several simple physics experiment, these experiments pass two videos the document to The Inertia-torque is similar with moment of force, to the same of proceed to demonstrate. -
Quantum Mechanics
Quantum Mechanics Richard Fitzpatrick Professor of Physics The University of Texas at Austin Contents 1 Introduction 5 1.1 Intendedaudience................................ 5 1.2 MajorSources .................................. 5 1.3 AimofCourse .................................. 6 1.4 OutlineofCourse ................................ 6 2 Probability Theory 7 2.1 Introduction ................................... 7 2.2 WhatisProbability?.............................. 7 2.3 CombiningProbabilities. ... 7 2.4 Mean,Variance,andStandardDeviation . ..... 9 2.5 ContinuousProbabilityDistributions. ........ 11 3 Wave-Particle Duality 13 3.1 Introduction ................................... 13 3.2 Wavefunctions.................................. 13 3.3 PlaneWaves ................................... 14 3.4 RepresentationofWavesviaComplexFunctions . ....... 15 3.5 ClassicalLightWaves ............................. 18 3.6 PhotoelectricEffect ............................. 19 3.7 QuantumTheoryofLight. .. .. .. .. .. .. .. .. .. .. .. .. .. 21 3.8 ClassicalInterferenceofLightWaves . ...... 21 3.9 QuantumInterferenceofLight . 22 3.10 ClassicalParticles . .. .. .. .. .. .. .. .. .. .. .. .. .. .. 25 3.11 QuantumParticles............................... 25 3.12 WavePackets .................................. 26 2 QUANTUM MECHANICS 3.13 EvolutionofWavePackets . 29 3.14 Heisenberg’sUncertaintyPrinciple . ........ 32 3.15 Schr¨odinger’sEquation . 35 3.16 CollapseoftheWaveFunction . 36 4 Fundamentals of Quantum Mechanics 39 4.1 Introduction .................................. -
Newtonian Mechanics Is Most Straightforward in Its Formulation and Is Based on Newton’S Second Law
CLASSICAL MECHANICS D. A. Garanin September 30, 2015 1 Introduction Mechanics is part of physics studying motion of material bodies or conditions of their equilibrium. The latter is the subject of statics that is important in engineering. General properties of motion of bodies regardless of the source of motion (in particular, the role of constraints) belong to kinematics. Finally, motion caused by forces or interactions is the subject of dynamics, the biggest and most important part of mechanics. Concerning systems studied, mechanics can be divided into mechanics of material points, mechanics of rigid bodies, mechanics of elastic bodies, and mechanics of fluids: hydro- and aerodynamics. At the core of each of these areas of mechanics is the equation of motion, Newton's second law. Mechanics of material points is described by ordinary differential equations (ODE). One can distinguish between mechanics of one or few bodies and mechanics of many-body systems. Mechanics of rigid bodies is also described by ordinary differential equations, including positions and velocities of their centers and the angles defining their orientation. Mechanics of elastic bodies and fluids (that is, mechanics of continuum) is more compli- cated and described by partial differential equation. In many cases mechanics of continuum is coupled to thermodynamics, especially in aerodynamics. The subject of this course are systems described by ODE, including particles and rigid bodies. There are two limitations on classical mechanics. First, speeds of the objects should be much smaller than the speed of light, v c, otherwise it becomes relativistic mechanics. Second, the bodies should have a sufficiently large mass and/or kinetic energy.