Timoshenko Beam Theory Exact Solution for Bending, Second-Order Analysis, and Stability
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Glossary: Definitions
Appendix B Glossary: Definitions The definitions given here apply to the terminology used throughout this book. Some of the terms may be defined differently by other authors; when this is the case, alternative terminology is noted. When two or more terms with identical or similar meaning are in general acceptance, they are given in the order of preference of the current writers. Allowable stress (working stress): If a member is so designed that the maximum stress as calculated for the expected conditions of service is less than some limiting value, the member will have a proper margin of security against damage or failure. This limiting value is the allowable stress subject to the material and condition of service in question. The allowable stress is made less than the damaging stress because of uncertainty as to the conditions of service, nonuniformity of material, and inaccuracy of the stress analysis (see Ref. 1). The margin between the allowable stress and the damaging stress may be reduced in proportion to the certainty with which the conditions of the service are known, the intrinsic reliability of the material, the accuracy with which the stress produced by the loading can be calculated, and the degree to which failure is unattended by danger or loss. (Compare with Damaging stress; Factor of safety; Factor of utilization; Margin of safety. See Refs. l–3.) Apparent elastic limit (useful limit point): The stress at which the rate of change of strain with respect to stress is 50% greater than at zero stress. It is more definitely determinable from the stress–strain diagram than is the proportional limit, and is useful for comparing materials of the same general class. -
3 Concepts of Stress Analysis
FEA Concepts: SW Simulation Overview J.E. Akin 3 Concepts of Stress Analysis 3.1 Introduction Here the concepts of stress analysis will be stated in a finite element context. That means that the primary unknown will be the (generalized) displacements. All other items of interest will mainly depend on the gradient of the displacements and therefore will be less accurate than the displacements. Stress analysis covers several common special cases to be mentioned later. Here only two formulations will be considered initially. They are the solid continuum form and the shell form. Both are offered in SW Simulation. They differ in that the continuum form utilizes only displacement vectors, while the shell form utilizes displacement vectors and infinitesimal rotation vectors at the element nodes. As illustrated in Figure 3‐1, the solid elements have three translational degrees of freedom (DOF) as nodal unknowns, for a total of 12 or 30 DOF. The shell elements have three translational degrees of freedom as well as three rotational degrees of freedom, for a total of 18 or 36 DOF. The difference in DOF types means that moments or couples can only be applied directly to shell models. Solid elements require that couples be indirectly applied by specifying a pair of equivalent pressure distributions, or an equivalent pair of equal and opposite forces at two nodes on the body. Shell node Solid node Figure 3‐1 Nodal degrees of freedom for frames and shells; solids and trusses Stress transfer takes place within, and on, the boundaries of a solid body. The displacement vector, u, at any point in the continuum body has the units of meters [m], and its components are the primary unknowns. -
Bending Stress
Bending Stress Sign convention The positive shear force and bending moments are as shown in the figure. Figure 40: Sign convention followed. Centroid of an area Scanned by CamScanner If the area can be divided into n parts then the distance Y¯ of the centroid from a point can be calculated using n ¯ Âi=1 Aiy¯i Y = n Âi=1 Ai where Ai = area of the ith part, y¯i = distance of the centroid of the ith part from that point. Second moment of area, or moment of inertia of area, or area moment of inertia, or second area moment For a rectangular section, moments of inertia of the cross-sectional area about axes x and y are 1 I = bh3 x 12 Figure 41: A rectangular section. 1 I = hb3 y 12 Scanned by CamScanner Parallel axis theorem This theorem is useful for calculating the moment of inertia about an axis parallel to either x or y. For example, we can use this theorem to calculate . Ix0 = + 2 Ix0 Ix Ad Bending stress Bending stress at any point in the cross-section is My s = − I where y is the perpendicular distance to the point from the centroidal axis and it is assumed +ve above the axis and -ve below the axis. This will result in +ve sign for bending tensile (T) stress and -ve sign for bending compressive (C) stress. Largest normal stress Largest normal stress M c M s = | |max · = | |max m I S where S = section modulus for the beam. For a rectangular section, the moment of inertia of the cross- 1 3 1 2 sectional area I = 12 bh , c = h/2, and S = I/c = 6 bh . -
Stiffness Matrix Method Beam Example
Stiffness Matrix Method Beam Example Yves soogee weak-kneedly as monostrophic Christie slots her kibitka limp east. Alister outsport creakypreferentially Theobald if Uruguayan removes inimitablyNorm acidify and or explants solder. harmfully.Berkeley is Ethiopic and eunuchized paniculately as The method is much higher modes of strength and beam example Consider structural stiffness methods, and beam example is to familiarise yourself with beams which could not be obtained soluti one can be followed to. With it is that requires that might sound obvious, solving complex number. This method similar way load displacement based models beams which is stiffness? The direct integration of these equations will result to exact general solution to the problems as the case may be. Which of the following facts are true for resilience? Since this is a methodical and, or hazard events, large compared typical variable. The beam and also reduction of a methodical and some troubles and consume a variable. Gthe shear forces. Can you more elaborate than the fourth bullet? This method can find many analytical program automatically generates element stiffness matrix method beam example. In matrix methods, stiffness method used. Proof than is defined as that stress however will produce more permanent extension of plenty much percentage in rail gauge the of the standard test specimen. An example beam stiffness method is equal to thank you can be also satisfied in? The inverse of the coefficient matrix is only needed to get thcoefficient matrix does not requthat the first linear solution center can be obtained by using the symmetry solver with the lution. Appendices c to stiffness matrix for example. -
DEFINITIONS Beams and Stringers (B&S) Beams and Stringers Are
DEFINITIONS Beams and Stringers (B&S) Beams and stringers are primary longitudinal support members, usually rectangular pieces that are 5.0 or more in. thick, with a depth more than 2.0 in. greater than the thickness. B&S are graded primarily for use as beams, with loads applied to the narrow face. Bent. A type of pier consisting of two or more columns or column-like components connected at their top ends by a cap, strut, or other component holding them in their correct positions. Camber. The convex curvature of a beam, typically used in glulam beams. Cantilever. A horizontal member fixed at one end and free at the other. Cap. A sawn lumber or glulam component placed horizontally on an abutment or pier to distribute the live load and dead load of the superstructure. Clear Span. Inside distance between the faces of support. Connector. Synonym for fastener. Crib. A structure consisting of a foundation grillage and a framework providing compartments that are filled with gravel, stones, or other material satisfactory for supporting the structure to be placed thereon. Check. A lengthwise separation of the wood that usually extends across the rings of annual growth and commonly results from stresses set up in wood during seasoning. Creep. Time dependent deformation of a wood member under sustained load. Dead Load. The structure’s self weight. Decay. The decomposition of wood substance by fungi. Some people refer to it as “rot”. Decking. A subcategory of dimension lumber, graded primarily for use with the wide face placed flatwise. Delamination. The separation of layers in laminated wood or plywood because of failure of the adhesive, either within the adhesive itself or at the interface between the adhesive and the adhered. -
Beam Structures and Internal Forces
ENDS 231 Note Set 13 S2008abn Beam Structures and Internal Forces • BEAMS - Important type of structural members (floors, bridges, roofs) - Usually long, straight and rectangular - Have loads that are usually perpendicular applied at points along the length Internal Forces 2 • Internal forces are those that hold the parts of the member together for equilibrium - Truss members: F A B F F A F′ F′ B F - For any member: T´ F = internal axial force (perpendicular to cut across section) V = internal shear force T´ (parallel to cut across section) T M = internal bending moment V Support Conditions & Loading V • Most often loads are perpendicular to the beam and cause only internal shear forces and bending moments M • Knowing the internal forces and moments is necessary when R designing beam size & shape to resist those loads • Types of loads - Concentrated – single load, single moment - Distributed – loading spread over a distance, uniform or non-uniform. 1 ENDS 231 Note Set 13 S2008abn • Types of supports - Statically determinate: simply supported, cantilever, overhang L (number of unknowns < number of equilibrium equations) Propped - Statically indeterminate: continuous, fixed-roller, fixed-fixed (number of unknowns < number of equilibrium equations) L Sign Conventions for Internal Shear and Bending Moment Restrained (different from statics and truss members!) V When ∑Fy **excluding V** on the left hand side (LHS) section is positive, V will direct down and is considered POSITIVE. M When ∑M **excluding M** about the cut on the left hand side (LHS) section causes a smile which could hold water (curl upward), M will be counter clockwise (+) and is considered POSITIVE. -
A Simple Beam Test: Motivating High School Teachers to Develop Pre-Engineering Curricula
Session 2326 A Simple Beam Test: Motivating High School Teachers to Develop Pre-Engineering Curricula Eric E. Matsumoto, John R. Johnston, E. Edward Dammel, S.K. Ramesh California State University, Sacramento Abstract The College of Engineering and Computer Science at California State University, Sacramento has developed a daylong workshop for high school teachers interested in developing and teaching pre-engineering curricula. Recent workshop participants from nine high schools performed “hands-on” laboratory experiments that can be implemented at the high school level to introduce basic engineering principles and technology and to inspire students to study engineering. This paper describes one experiment that introduces fundamental structural engineering concepts through a simple beam test. A load is applied at the center of a beam using weights, and the resulting midspan deflection is measured. The elastic stiffness of the beam is determined and compared to published values for various beam materials and cross sectional shapes. Beams can also be tested to failure. This simple and inexpensive experiment provides a useful springboard for discussion of important engineering topics such as elastic and inelastic behavior, influence of materials and structural shapes, stiffness, strength, and failure modes. Background engineering concepts are also introduced to help high school teachers understand and implement the experiment. Participants rated the workshop highly and several teachers have already implemented workshop experiments in pre-engineering curricula. I. Introduction The College of Engineering and Computer Science at California State University, Sacramento has developed an active outreach program to attract students to the College and promote engineering education. In partnership with the Sacramento Engineering and Technology Regional Consortium1 (SETRC), the College has developed a daylong workshop for high school teachers interested in developing and teaching pre-engineering curricula. -
I-Beam Cantilever Racks Meet the Latest Addition to Our Quick Ship Line
48 HOUR QUICK SHIP Maximize storage and improve accessibility I-Beam cantilever racks Meet the latest addition to our Quick Ship line. Popular for their space-saving design, I-Beam cantilever racks can allow accessibility from both sides, allowing for faster load and unload times. Their robust construction reduces fork truck damage. Quick Ship I-beam cantilever racks offer: • 4‘ arm length, with 4” vertical adjustability • Freestanding heights of 12’ and 16’ • Structural steel construction with a 50,000 psi minimum yield • Heavy arm connector plate • Bolted base-to-column connection I-Beam Cantilever Racks can be built in either single- or double-sided configurations. How to design your cantilever rack systems 1. Determine the number and spacing of support arms. 1a The capacity of each 4’ arm is 2,600#, so you will need to make sure that you 1b use enough arms to accommodate your load. In addition, you can test for deflection by using wood blocks on the floor under the load. 1c Use enough arms under a load to prevent deflection of the load. Deflection causes undesirable side pressure on the arms. If you do not detect any deflection with two wood blocks, you may use two support arms. Note: Product should overhang the end of the rack by 1/2 of the upright centerline distance. If you notice deflection, try three supports. Add supports as necessary until deflection is eliminated. Loading without overhang is incorrect. I-Beam cantilever racks WWW.STEELKING.COM 2. Determine if Quick Ship I-Beam arm length is appropriate for your load. -
Introduction to Stiffness Analysis Stiffness Analysis Procedure
Introduction to Stiffness Analysis displacements. The number of unknowns in the stiffness method of The stiffness method of analysis is analysis is known as the degree of the basis of all commercial kinematic indeterminacy, which structural analysis programs. refers to the number of node/joint Focus of this chapter will be displacements that are unknown development of stiffness equations and are needed to describe the that only take into account bending displaced shape of the structure. deformations, i.e., ignore axial One major advantage of the member, a.k.a. slope-deflection stiffness method of analysis is that method. the kinematic degrees of freedom In the stiffness method of analysis, are well-defined. we write equilibrium equations in 1 2 terms of unknown joint (node) Definitions and Terminology Stiffness Analysis Procedure Positive Sign Convention: Counterclockwise moments and The steps to be followed in rotations along with transverse forces and displacements in the performing a stiffness analysis can positive y-axis direction. be summarized as: 1. Determine the needed displace- Fixed-End Forces: Forces at the “fixed” supports of the kinema- ment unknowns at the nodes/ tically determinate structure. joints and label them d1, d2, …, d in sequence where n = the Member-End Forces: Calculated n forces at the end of each element/ number of displacement member resulting from the unknowns or degrees of applied loading and deformation freedom. of the structure. 3 4 1 2. Modify the structure such that it fixed-end forces are vectorially is kinematically determinate or added at the nodes/joints to restrained, i.e., the identified produce the equivalent fixed-end displacements in step 1 all structure forces, which are equal zero. -
Elastic Properties of Fe−C and Fe−N Martensites
Elastic properties of Fe−C and Fe−N martensites SOUISSI Maaouia a, b and NUMAKURA Hiroshi a, b * a Department of Materials Science, Osaka Prefecture University, Naka-ku, Sakai 599-8531, Japan b JST-CREST, Gobancho 7, Chiyoda-ku, Tokyo 102-0076, Japan * Corresponding author. E-mail: [email protected] Postal address: Department of Materials Science, Graduate School of Engineering, Osaka Prefecture University, Gakuen-cho 1-1, Naka-ku, Sakai 599-8531, Japan Telephone: +81 72 254 9310 Fax: +81 72 254 9912 1 / 40 SYNOPSIS Single-crystal elastic constants of bcc iron and bct Fe–C and Fe–N alloys (martensites) have been evaluated by ab initio calculations based on the density-functional theory. The energy of a strained crystal has been computed using the supercell method at several values of the strain intensity, and the stiffness coefficient has been determined from the slope of the energy versus square-of-strain relation. Some of the third-order elastic constants have also been evaluated. The absolute magnitudes of the calculated values for bcc iron are in fair agreement with experiment, including the third-order constants, although the computed elastic anisotropy is much weaker than measured. The tetragonally distorted dilute Fe–C and Fe–N alloys exhibit lower stiffness than bcc iron, particularly in the tensor component C33, while the elastic anisotropy is virtually the same. Average values of elastic moduli for polycrystalline aggregates are also computed. Young’s modulus and the rigidity modulus, as well as the bulk modulus, are decreased by about 10 % by the addition of C or N to 3.7 atomic per cent, which agrees with the experimental data for Fe–C martensite. -
Force/Deflection Relationships
Introduction to Finite Element Dynamics ⎡ x x ⎤ 1. Element Stiffness Matrices u()x = ⎢1− ⎥ u = []C u (3) ⎣ L L ⎦ 1.1 Bar Element (iii) Derive Strain - Displacement Relationship Consider a bar element shown below. At the two by using Mechanics Theory2 ends of the bar, axially aligned forces [F1, F2] are The axial strain ε(x) is given by the following applied producing deflections [u ,u ]. What is the 1 2 relationship between applied force and deflection? du d ⎡ 1 1 ⎤ ε()x = = ()[]C u = []B u = ⎢− ⎥u (4) dx dx ⎣ L L ⎦ Deformed shape u2 u1 (iv) Derive Stress - Displacement Relationship by using Elasticity Theory The axial stresses σ (x) are given by the following assuming linear elasticity and homogeneity of F1 x F2 material throughout the bar element. Where E is Element Node the material modulus of elasticity. There are typically five key stages in the σ (x)(= Eε x)= E[]B u (5) 1 analysis . (v) Use principle of Virtual Work (i) Conjecture a displacement function There is equilibrium between WI , the internal The displacement function is usually an work done in deforming the bar, and WE , approximation, that is continuous and external work done by the movement of the differentiable, most usually a polynomial. u(x) is applied forces. The bar cross sectional area the axial deflections at any point x along the bar A = ∫∫dydz is assumed constant with respect to x. element. WI = ∫∫∫σ (x).ε (x)(dxdydz = ∫σ x).ε (x)dx∫∫dydz ⎡a1 ⎤ (6) u()x = a1 + a2 x = []1 x ⎢ ⎥ = [N] a (1) = A∫σ ()x .ε ()x dx ⎣a2 ⎦ ⎡F ⎤ W = []u u 1 = uT F (7) E 1 2 ⎢F ⎥ (ii) Express u()x in terms of nodal ⎣ 2 ⎦ displacements by using boundary conditions. -
Structural Analysis
Module 1 Energy Methods in Structural Analysis Version 2 CE IIT, Kharagpur Lesson 1 General Introduction Version 2 CE IIT, Kharagpur Instructional Objectives After reading this chapter the student will be able to 1. Differentiate between various structural forms such as beams, plane truss, space truss, plane frame, space frame, arches, cables, plates and shells. 2. State and use conditions of static equilibrium. 3. Calculate the degree of static and kinematic indeterminacy of a given structure such as beams, truss and frames. 4. Differentiate between stable and unstable structure. 5. Define flexibility and stiffness coefficients. 6. Write force-displacement relations for simple structure. 1.1 Introduction Structural analysis and design is a very old art and is known to human beings since early civilizations. The Pyramids constructed by Egyptians around 2000 B.C. stands today as the testimony to the skills of master builders of that civilization. Many early civilizations produced great builders, skilled craftsmen who constructed magnificent buildings such as the Parthenon at Athens (2500 years old), the great Stupa at Sanchi (2000 years old), Taj Mahal (350 years old), Eiffel Tower (120 years old) and many more buildings around the world. These monuments tell us about the great feats accomplished by these craftsmen in analysis, design and construction of large structures. Today we see around us countless houses, bridges, fly-overs, high-rise buildings and spacious shopping malls. Planning, analysis and construction of these buildings is a science by itself. The main purpose of any structure is to support the loads coming on it by properly transferring them to the foundation.