Basic Continuum Mechanics
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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 ...................................................................................................................................... -
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. -
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 . -
Atwood's Machine? (5 Points)
rev 09/2019 Atwood’s Machine Equipment Qty Equipment Part Number 1 Mass and Hanger Set ME‐8979 1 Photogate with Pully ME‐6838A 1 Universal Table Clamp ME‐9376B 1 Large Rod ME‐8736 1 Small Rod ME‐8977 1 Double rod Clamp ME‐9873 1 String Background Newton’s 2nd Law (NSL) states that the acceleration a mass experiences is proportional to the net force applied to it, and inversely proportional to its inertial mass ( ). An Atwood’s Machine is a simple device consisting of a pulley, with two masses connected by a string that runs over the pulley. For an ‘ideal Atwood’s Machine’ we assume the pulley is massless, and frictionless, that the string is unstretchable, therefore a constant length, and also massless. Consider the following diagram of an ideal Atwood’s machine. One of the standard ways to apply NSL is to draw Free Body Diagrams for the masses in the system, then write Force Summation Equations for each Free Body Diagram. We will use the standard practice of labeling masses from smallest to largest, therefore m2 > m1. For an Atwood’s Machine there are only forces acting on the masses in the vertical direction so we will only need to write Force Summation Equations for the y‐direction. We obtain the following Free Body Diagrams for the two masses. Each of the masses have two forces acting on it. Each has its own weight (m1g, or m2g) pointing downwards, and each has the tension (T) in the string pointing upwards. By the assumption of an ideal string the tension is the same throughout the string. -
A Some Basic Rules of Tensor Calculus
A Some Basic Rules of Tensor Calculus The tensor calculus is a powerful tool for the description of the fundamentals in con- tinuum mechanics and the derivation of the governing equations for applied prob- lems. In general, there are two possibilities for the representation of the tensors and the tensorial equations: – the direct (symbolic) notation and – the index (component) notation The direct notation operates with scalars, vectors and tensors as physical objects defined in the three dimensional space. A vector (first rank tensor) a is considered as a directed line segment rather than a triple of numbers (coordinates). A second rank tensor A is any finite sum of ordered vector pairs A = a b + ... +c d. The scalars, vectors and tensors are handled as invariant (independent⊗ from the choice⊗ of the coordinate system) objects. This is the reason for the use of the direct notation in the modern literature of mechanics and rheology, e.g. [29, 32, 49, 123, 131, 199, 246, 313, 334] among others. The index notation deals with components or coordinates of vectors and tensors. For a selected basis, e.g. gi, i = 1, 2, 3 one can write a = aig , A = aibj + ... + cidj g g i i ⊗ j Here the Einstein’s summation convention is used: in one expression the twice re- peated indices are summed up from 1 to 3, e.g. 3 3 k k ik ik a gk ∑ a gk, A bk ∑ A bk ≡ k=1 ≡ k=1 In the above examples k is a so-called dummy index. Within the index notation the basic operations with tensors are defined with respect to their coordinates, e. -
Cauchy Tetrahedron Argument and the Proofs of the Existence of Stress Tensor, a Comprehensive Review, Challenges, and Improvements
CAUCHY TETRAHEDRON ARGUMENT AND THE PROOFS OF THE EXISTENCE OF STRESS TENSOR, A COMPREHENSIVE REVIEW, CHALLENGES, AND IMPROVEMENTS EHSAN AZADI1 Abstract. In 1822, Cauchy presented the idea of traction vector that contains both the normal and tangential components of the internal surface forces per unit area and gave the tetrahedron argument to prove the existence of stress tensor. These great achievements form the main part of the foundation of continuum mechanics. For about two centuries, some versions of tetrahedron argument and a few other proofs of the existence of stress tensor are presented in every text on continuum mechanics, fluid mechanics, and the relevant subjects. In this article, we show the birth, importance, and location of these Cauchy's achievements, then by presenting the formal tetrahedron argument in detail, for the first time, we extract some fundamental challenges. These conceptual challenges are related to the result of applying the conservation of linear momentum to any mass element, the order of magnitude of the surface and volume terms, the definition of traction vectors on the surfaces that pass through the same point, the approximate processes in the derivation of stress tensor, and some others. In a comprehensive review, we present the different tetrahedron arguments and the proofs of the existence of stress tensor, discuss the challenges in each one, and classify them in two general approaches. In the first approach that is followed in most texts, the traction vectors do not exactly define on the surfaces that pass through the same point, so most of the challenges hold. But in the second approach, the traction vectors are defined on the surfaces that pass exactly through the same point, therefore some of the relevant challenges are removed. -
Lecture 1: Introduction
Lecture 1: Introduction E. J. Hinch Non-Newtonian fluids occur commonly in our world. These fluids, such as toothpaste, saliva, oils, mud and lava, exhibit a number of behaviors that are different from Newtonian fluids and have a number of additional material properties. In general, these differences arise because the fluid has a microstructure that influences the flow. In section 2, we will present a collection of some of the interesting phenomena arising from flow nonlinearities, the inhibition of stretching, elastic effects and normal stresses. In section 3 we will discuss a variety of devices for measuring material properties, a process known as rheometry. 1 Fluid Mechanical Preliminaries The equations of motion for an incompressible fluid of unit density are (for details and derivation see any text on fluid mechanics, e.g. [1]) @u + (u · r) u = r · S + F (1) @t r · u = 0 (2) where u is the velocity, S is the total stress tensor and F are the body forces. It is customary to divide the total stress into an isotropic part and a deviatoric part as in S = −pI + σ (3) where tr σ = 0. These equations are closed only if we can relate the deviatoric stress to the velocity field (the pressure field satisfies the incompressibility condition). It is common to look for local models where the stress depends only on the local gradients of the flow: σ = σ (E) where E is the rate of strain tensor 1 E = ru + ruT ; (4) 2 the symmetric part of the the velocity gradient tensor. The trace-free requirement on σ and the physical requirement of symmetry σ = σT means that there are only 5 independent components of the deviatoric stress: 3 shear stresses (the off-diagonal elements) and 2 normal stress differences (the diagonal elements constrained to sum to 0). -
Navier-Stokes-Equation
Math 613 * Fall 2018 * Victor Matveev Derivation of the Navier-Stokes Equation 1. Relationship between force (stress), stress tensor, and strain: Consider any sub-volume inside the fluid, with variable unit normal n to the surface of this sub-volume. Definition: Force per area at each point along the surface of this sub-volume is called the stress vector T. When fluid is not in motion, T is pointing parallel to the outward normal n, and its magnitude equals pressure p: T = p n. However, if there is shear flow, the two are not parallel to each other, so we need a marix (a tensor), called the stress-tensor , to express the force direction relative to the normal direction, defined as follows: T Tn or Tnkjjk As we will see below, σ is a symmetric matrix, so we can also write Tn or Tnkkjj The difference in directions of T and n is due to the non-diagonal “deviatoric” part of the stress tensor, jk, which makes the force deviate from the normal: jkp jk jk where p is the usual (scalar) pressure From general considerations, it is clear that the only source of such “skew” / ”deviatoric” force in fluid is the shear component of the flow, described by the shear (non-diagonal) part of the “strain rate” tensor e kj: 2 1 jk2ee jk mm jk where euujk j k k j (strain rate tensro) 3 2 Note: the funny construct 2/3 guarantees that the part of proportional to has a zero trace. The two terms above represent the most general (and the only possible) mathematical expression that depends on first-order velocity derivatives and is invariant under coordinate transformations like rotations. -
Stress Components Cauchy Stress Tensor
Mechanics and Design Chapter 2. Stresses and Strains Byeng D. Youn System Health & Risk Management Laboratory Department of Mechanical & Aerospace Engineering Seoul National University Seoul National University CONTENTS 1 Traction or Stress Vector 2 Coordinate Transformation of Stress Tensors 3 Principal Axis 4 Example 2019/1/4 Seoul National University - 2 - Chapter 2 : Stresses and Strains Traction or Stress Vector; Stress Components Traction Vector Consider a surface element, ∆ S , of either the bounding surface of the body or the fictitious internal surface of the body as shown in Fig. 2.1. Assume that ∆ S contains the point. The traction vector, t, is defined by Δf t = lim (2-1) ∆→S0∆S Fig. 2.1 Definition of surface traction 2019/1/4 Seoul National University - 3 - Chapter 2 : Stresses and Strains Traction or Stress Vector; Stress Components Traction Vector (Continued) It is assumed that Δ f and ∆ S approach zero but the fraction, in general, approaches a finite limit. An even stronger hypothesis is made about the limit approached at Q by the surface force per unit area. First, consider several different surfaces passing through Q all having the same normal n at Q as shown in Fig. 2.2. Fig. 2.2 Traction vector t and vectors at Q Then the tractions on S , S ′ and S ′′ are the same. That is, the traction is independent of the surface chosen so long as they all have the same normal. 2019/1/4 Seoul National University - 4 - Chapter 2 : Stresses and Strains Traction or Stress Vector; Stress Components Stress vectors on three coordinate plane Let the traction vectors on planes perpendicular to the coordinate axes be t(1), t(2), and t(3) as shown in Fig. -
Leonhard Euler Moriam Yarrow
Leonhard Euler Moriam Yarrow Euler's Life Leonhard Euler was one of the greatest mathematician and phsysicist of all time for his many contributions to mathematics. His works have inspired and are the foundation for modern mathe- matics. Euler was born in Basel, Switzerland on April 15, 1707 AD by Paul Euler and Marguerite Brucker. He is the oldest of five children. Once, Euler was born his family moved from Basel to Riehen, where most of his childhood took place. From a very young age Euler had a niche for math because his father taught him the subject. At the age of thirteen he was sent to live with his grandmother, where he attended the University of Basel to receive his Master of Philosphy in 1723. While he attended the Universirty of Basel, he studied greek in hebrew to satisfy his father. His father wanted to prepare him for a career in the field of theology in order to become a pastor, but his friend Johann Bernouilli convinced Euler's father to allow his son to pursue a career in mathematics. Bernoulli saw the potentional in Euler after giving him lessons. Euler received a position at the Academy at Saint Petersburg as a professor from his friend, Daniel Bernoulli. He rose through the ranks very quickly. Once Daniel Bernoulli decided to leave his position as the director of the mathmatical department, Euler was promoted. While in Russia, Euler was greeted/ introduced to Christian Goldbach, who sparked Euler's interest in number theory. Euler was a man of many talents because in Russia he was learning russian, executed studies on navigation and ship design, cartography, and an examiner for the military cadet corps. -
Euler and Chebyshev: from the Sphere to the Plane and Backwards Athanase Papadopoulos
Euler and Chebyshev: From the sphere to the plane and backwards Athanase Papadopoulos To cite this version: Athanase Papadopoulos. Euler and Chebyshev: From the sphere to the plane and backwards. 2016. hal-01352229 HAL Id: hal-01352229 https://hal.archives-ouvertes.fr/hal-01352229 Preprint submitted on 6 Aug 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. EULER AND CHEBYSHEV: FROM THE SPHERE TO THE PLANE AND BACKWARDS ATHANASE PAPADOPOULOS Abstract. We report on the works of Euler and Chebyshev on the drawing of geographical maps. We point out relations with questions about the fitting of garments that were studied by Chebyshev. This paper will appear in the Proceedings in Cybernetics, a volume dedicated to the 70th anniversary of Academician Vladimir Betelin. Keywords: Chebyshev, Euler, surfaces, conformal mappings, cartography, fitting of garments, linkages. AMS classification: 30C20, 91D20, 01A55, 01A50, 53-03, 53-02, 53A05, 53C42, 53A25. 1. Introduction Euler and Chebyshev were both interested in almost all problems in pure and applied mathematics and in engineering, including the conception of industrial ma- chines and technological devices. In this paper, we report on the problem of drawing geographical maps on which they both worked. -
On the Geometric Character of Stress in Continuum Mechanics
Z. angew. Math. Phys. 58 (2007) 1–14 0044-2275/07/050001-14 DOI 10.1007/s00033-007-6141-8 Zeitschrift f¨ur angewandte c 2007 Birkh¨auser Verlag, Basel Mathematik und Physik ZAMP On the geometric character of stress in continuum mechanics Eva Kanso, Marino Arroyo, Yiying Tong, Arash Yavari, Jerrold E. Marsden1 and Mathieu Desbrun Abstract. This paper shows that the stress field in the classical theory of continuum mechanics may be taken to be a covector-valued differential two-form. The balance laws and other funda- mental laws of continuum mechanics may be neatly rewritten in terms of this geometric stress. A geometrically attractive and covariant derivation of the balance laws from the principle of energy balance in terms of this stress is presented. Mathematics Subject Classification (2000). Keywords. Continuum mechanics, elasticity, stress tensor, differential forms. 1. Motivation This paper proposes a reformulation of classical continuum mechanics in terms of bundle-valued exterior forms. Our motivation is to provide a geometric description of force in continuum mechanics, which leads to an elegant geometric theory and, at the same time, may enable the development of space-time integration algorithms that respect the underlying geometric structure at the discrete level. In classical mechanics the traditional approach is to define all the kinematic and kinetic quantities using vector and tensor fields. For example, velocity and traction are both viewed as vector fields and power is defined as their inner product, which is induced from an appropriately defined Riemannian metric. On the other hand, it has long been appreciated in geometric mechanics that force should not be viewed as a vector, but rather a one-form.