Continuum Mechanics
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The Experimental Determination of the Moment of Inertia of a Model Airplane Michael Koken [email protected]
The University of Akron IdeaExchange@UAkron The Dr. Gary B. and Pamela S. Williams Honors Honors Research Projects College Fall 2017 The Experimental Determination of the Moment of Inertia of a Model Airplane Michael Koken [email protected] Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Follow this and additional works at: http://ideaexchange.uakron.edu/honors_research_projects Part of the Aerospace Engineering Commons, Aviation Commons, Civil and Environmental Engineering Commons, Mechanical Engineering Commons, and the Physics Commons Recommended Citation Koken, Michael, "The Experimental Determination of the Moment of Inertia of a Model Airplane" (2017). Honors Research Projects. 585. http://ideaexchange.uakron.edu/honors_research_projects/585 This Honors Research Project is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The nivU ersity of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. 2017 THE EXPERIMENTAL DETERMINATION OF A MODEL AIRPLANE KOKEN, MICHAEL THE UNIVERSITY OF AKRON Honors Project TABLE OF CONTENTS List of Tables ................................................................................................................................................ -
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 . -
The Stress Tensor
An Internet Book on Fluid Dynamics The Stress Tensor The general state of stress in any homogeneous continuum, whether fluid or solid, consists of a stress acting perpendicular to any plane and two orthogonal shear stresses acting tangential to that plane. Thus, Figure 1: Differential element indicating the nine stresses. as depicted in Figure 1, there will be a similar set of three stresses acting on each of the three perpendicular planes in a three-dimensional continuum for a total of nine stresses which are most conveniently denoted by the stress tensor, σij, defined as the stress in the j direction acting on a plane normal to the i direction. Equivalently we can think of σij as the 3 × 3 matrix ⎡ ⎤ σxx σxy σxz ⎣ ⎦ σyx σyy σyz (Bha1) σzx σzy σzz in which the diagonal terms, σxx, σyy and σzz, are the normal stresses which would be equal to −p in any fluid at rest (note the change in the sign convention in which tensile normal stresses are positive whereas a positive pressure is compressive). The off-digonal terms, σij with i = j, are all shear stresses which would, of course, be zero in a fluid at rest and are proportional to the viscosity in a fluid in motion. In fact, instead of nine independent stresses there are only six because, as we shall see, the stress tensor is symmetric, specifically σij = σji. In other words the shear stress acting in the i direction on a face perpendicular to the j direction is equal to the shear stress acting in the j direction on a face perpendicular to the i direction. -
Moment of Inertia
MOMENT OF INERTIA The moment of inertia, also known as the mass moment of inertia, angular mass or 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. It depends on the body's mass distribution and the axis chosen, with larger moments requiring more torque to change the body's rotation rate. It is an extensive (additive) property: for a point mass the moment of inertia is simply the mass times the square of the perpendicular distance to the rotation axis. The moment of inertia of a rigid composite system is the sum of the moments of inertia of its component subsystems (all taken about the same axis). Its simplest definition is the second moment of mass with respect to distance from an axis. For bodies constrained to rotate in a plane, only their moment of inertia about an axis perpendicular to the plane, a scalar value, and matters. For bodies free to rotate in three dimensions, their moments can be described by a symmetric 3 × 3 matrix, with a set of mutually perpendicular principal axes for which this matrix is diagonal and torques around the axes act independently of each other. When a body is free to rotate around an axis, torque must be applied to change its angular momentum. The amount of torque needed to cause any given angular acceleration (the rate of change in angular velocity) is proportional to the moment of inertia of the body. -
Moment of Inertia – Rotating Disk
ANGULAR ACCELERATION AND MOMENT OF INERTIA Introduction Rotating an object requires that one overcomes that object’s rotational inertia, better known as its moment of inertia. For highly symmetrical cases it is possible to develop formulas for calculating an object’s moment of inertia. The purpose of this lab is to compare two of these formulas with the moment of inertia measured experimentally for a disk and a ring. Equipment Computer with Logger Pro SW Bubble Level String PASCO Rotational Apparatus + Ring Vernier Caliper Mass Set Vernier Lab Pro Interface Triple Beam Balance Smart Pulley + Photogate Rubber Band Note: If you are also going to determine the moment of inertia of the ring then you need to perform the first portion of this lab with only a single disk. If you use both disks you will not be able to invert them and add the ring to the system. The second disk does not have mounting holes for the ring. Only the disk with the step pulley has these positioning holes for the ring. Theory If a force Ft is applied tangentially to the step pulley of radius r, mounted on top of the rotating disk, the disk will experience a torque τ τ = F t r = I α Equation 1. where I is the moment of inertia for the disk and α is the angular acceleration of the disk. We will solve for the moment of inertia I by using Equation 1 and then compare it 2 to the moment of inertia calculated from the following equation: Idisk = (1/2) MdR where R is the radius of the disk and Md is the mass of the disk. -
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. -
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. -
Center of Mass Moment of Inertia
Lecture 19 Physics I Chapter 12 Center of Mass Moment of Inertia Course website: http://faculty.uml.edu/Andriy_Danylov/Teaching/PhysicsI PHYS.1410 Lecture 19 Danylov Department of Physics and Applied Physics IN THIS CHAPTER, you will start discussing rotational dynamics Today we are going to discuss: Chapter 12: Rotation about the Center of Mass: Section 12.2 (skip “Finding the CM by Integration) Rotational Kinetic Energy: Section 12.3 Moment of Inertia: Section 12.4 PHYS.1410 Lecture 19 Danylov Department of Physics and Applied Physics Center of Mass (CM) PHYS.1410 Lecture 19 Danylov Department of Physics and Applied Physics Center of Mass (CM) idea We know how to address these problems: How to describe motions like these? It is a rigid object. Translational plus rotational motion We also know how to address this motion of a single particle - kinematic equations The general motion of an object can be considered as the sum of translational motion of a certain point, plus rotational motion about that point. That point is called the center of mass point. PHYS.1410 Lecture 19 Danylov Department of Physics and Applied Physics Center of Mass: Definition m1r1 m2r2 m3r3 Position vector of the CM: r M m1 m2 m3 CM total mass of the system m1 m2 m3 n 1 The center of mass is the rCM miri mass-weighted center of M i1 the object Component form: m2 1 n m1 xCM mi xi r2 M i1 rCM (xCM , yCM , zCM ) n r1 1 yCM mi yi M i1 r 1 n 3 m3 zCM mi zi M i1 PHYS.1410 Lecture 19 Danylov Department of Physics and Applied Physics Example Center -
Rotation: Moment of Inertia and Torque
Rotation: Moment of Inertia and Torque Every time we push a door open or tighten a bolt using a wrench, we apply a force that results in a rotational motion about a fixed axis. Through experience we learn that where the force is applied and how the force is applied is just as important as how much force is applied when we want to make something rotate. This tutorial discusses the dynamics of an object rotating about a fixed axis and introduces the concepts of torque and moment of inertia. These concepts allows us to get a better understanding of why pushing a door towards its hinges is not very a very effective way to make it open, why using a longer wrench makes it easier to loosen a tight bolt, etc. This module begins by looking at the kinetic energy of rotation and by defining a quantity known as the moment of inertia which is the rotational analog of mass. Then it proceeds to discuss the quantity called torque which is the rotational analog of force and is the physical quantity that is required to changed an object's state of rotational motion. Moment of Inertia Kinetic Energy of Rotation Consider a rigid object rotating about a fixed axis at a certain angular velocity. Since every particle in the object is moving, every particle has kinetic energy. To find the total kinetic energy related to the rotation of the body, the sum of the kinetic energy of every particle due to the rotational motion is taken. The total kinetic energy can be expressed as .. -
Leonhard Euler - Wikipedia, the Free Encyclopedia Page 1 of 14
Leonhard Euler - Wikipedia, the free encyclopedia Page 1 of 14 Leonhard Euler From Wikipedia, the free encyclopedia Leonhard Euler ( German pronunciation: [l]; English Leonhard Euler approximation, "Oiler" [1] 15 April 1707 – 18 September 1783) was a pioneering Swiss mathematician and physicist. He made important discoveries in fields as diverse as infinitesimal calculus and graph theory. He also introduced much of the modern mathematical terminology and notation, particularly for mathematical analysis, such as the notion of a mathematical function.[2] He is also renowned for his work in mechanics, fluid dynamics, optics, and astronomy. Euler spent most of his adult life in St. Petersburg, Russia, and in Berlin, Prussia. He is considered to be the preeminent mathematician of the 18th century, and one of the greatest of all time. He is also one of the most prolific mathematicians ever; his collected works fill 60–80 quarto volumes. [3] A statement attributed to Pierre-Simon Laplace expresses Euler's influence on mathematics: "Read Euler, read Euler, he is our teacher in all things," which has also been translated as "Read Portrait by Emanuel Handmann 1756(?) Euler, read Euler, he is the master of us all." [4] Born 15 April 1707 Euler was featured on the sixth series of the Swiss 10- Basel, Switzerland franc banknote and on numerous Swiss, German, and Died Russian postage stamps. The asteroid 2002 Euler was 18 September 1783 (aged 76) named in his honor. He is also commemorated by the [OS: 7 September 1783] Lutheran Church on their Calendar of Saints on 24 St. Petersburg, Russia May – he was a devout Christian (and believer in Residence Prussia, Russia biblical inerrancy) who wrote apologetics and argued Switzerland [5] forcefully against the prominent atheists of his time.