Section 2.1,2.2,2.4 - Mars at UMHB

Section 2.1,2.2,2.4 - Mars at UMHB

FORCE VECTORS, VECTOR OPERATIONS & ADDITION COPLANAR FORCES Todays Objective: Students will be able to : a) Resolve a 2-D vector into components. b) Add 2-D vectors using Cartesian vector notations. In-Class activities: Check Homework

Reading Quiz Application of Adding Forces Parallelogram Law Resolution of a Vector Using Cartesian Vector Notation (CVN) Addition Using CVN Attention Quiz READING QUIZ 1. Which one of the following is a scalar quantity? A) Force B) Position C) Mass D) Velocity

2. For vector addition, you have to use ______ law. A) Newtons Second B) the arithmetic C) Pascals D) the parallelogram APPLICATION OF VECTOR ADDITION There are three concurrent forces acting on the hook due to the chains. FR We need to decide if the hook will fail (bend or break)?

To do this, we need to know the resultant force acting on the hook. SCALARS AND VECTORS (Section 2.1) Scalars Vectors Examples: Mass, Volume Force, Velocity

Characteristics: It has a magnitude It has a magnitude (positive or negative) and direction Addition rule: Simple arithmetic Parallelogram law

Special Notation: None Bold font, a line, an arrow or a carrot In these PowerPoint presentations, a vector quantity is represented like this (in bold, italics, and yellow). VECTOR OPERATIONS (Section 2.2) Scalar Multiplication and Division

VECTOR ADDITION USING EITHER THE PARALLELOGRAM LAW OR TRIANGLE Parallelogram Law: Triangle method (always tip to tail): How do you subtract a vector? How can you add more than two concurrent vectors graphically ?

RESOLUTION OF A VECTOR Resolution of a vector is breaking up a vector into components. It is kind of like using the parallelogram law in reverse. ADDITION OF A SYSTEM OF COPLANAR FORCES (Section 2.4) We resolve vectors into components using the x and y axis system. Each component of the vector is shown as a magnitude and a direction. The directions are based on the x and y axes. We use the unit vectors i and j to designate the x and y

axes. For example, F = Fx i + Fy j or F' = F'x i + ( F'y ) j The x and y axis are always perpendicular to each other. Together, they can be directed at any inclination. ADDITION OF SEVERAL VECTORS Step 1 is to resolve each force into its components. Step 2 is to add all the x-components together, followed by adding all the y components together. These two totals are

the x and y components of the resultant vector. Step 3 is to find the magnitude and angle of the resultant vector. An example of the process: Break the three vectors into components, then add them. FR = F1 + F2 + F3 = F1x i + F1y j F2x i + F2y j + F3x i F3y j = (F1x F2x + F3x) i + (F1y + F2y F3y) j = (FRx) i + (FRy) j You can also represent a 2-D vector with a magnitude and angle.

EXAMPLE Given: Three concurrent forces acting on a tent post. Find: The magnitude and angle of the resultant force. Plan: a) Resolve the forces into their x-y components. b) Add the respective components to get the resultant vector. c) Find magnitude and angle from the resultant components. EXAMPLE (continued) F1 = {0 i + 300 j } N F2 = { 450 cos (45) i + 450 sin (45) j } N = { 318.2 i + 318.2 j } N

F3 = { (3/5) 600 i + (4/5) 600 j } N = { 360 i + 480 j } N EXAMPLE (continued) Summing up all the i and j components respectively, we get, FR = { (0 318.2 + 360) i + (300 + 318.2 + 480) j } N = { 41.80 i + 1098 j } N Using magnitude and direction: y FR 2

2 1/2 FR = ((41.80) + (1098) ) = 1099 N -1 = tan (1098/41.80) = 87.8 x CONCEPT QUIZ 1. Can you resolve a 2-D vector along two directions, which are not at 90 to each other? A) Yes, but not uniquely. B) No. C) Yes, uniquely.

2. Can you resolve a 2-D vector along three directions (say at 0, 60, and 120)? A) Yes, but not uniquely. B) No. C) Yes, uniquely. GROUP PROBLEM SOLVING Given: Three concurrent forces acting on a bracket Find: The magnitude and angle of the resultant force. Plan: a) Resolve the forces into their x and y components.

b) Add the respective components to get the resultant vector. c) Find magnitude and angle from the resultant components. GROUP PROBLEM SOLVING (continued) F1 = { (5/13) 300 i + (12/13) 300 j } N = { 115.4 i + 276.9 j } N F2 = {500 cos (30) i + 500 sin (30) j } N = { 433.0 i + 250 j } N F3 = { 600 cos (45) i 600 sin (45) j } N { 424.3 i 424.3 j } N GROUP PROBLEM SOLVING (continued) Summing up all the i and j components respectively, we get,

FR = { (115.4 + 433.0 + 424.3) i + (276.9 + 250 424.3) j }N = { 972.7 i + 102.7 j } N Now find the magnitude and angle, FR = ((972.7) 2 y FR 2 + (102.7) )

= 978.1 N 1 = tan ( 102.7 / 972.7 ) = 6.03 x From Positive x axis, = 6.03 ATTENTION QUIZ 1. Resolve F along x and y axes and write it in vector form. F = { ___________ } N y

x A) 80 cos (30) i 80 sin (30) j B) 80 sin (30) i + 80 cos (30) j 30 C) 80 sin (30) i 80 cos (30) j F = 80 N D) 80 cos (30) i + 80 sin (30) j 2. Determine the magnitude of the resultant (F1 + F2) force in N when F1 = { 10 i + 20 j } N and F2 = { 20 i + 20 j } N . A) 30 N B) 40 N

D) 60 N E) 70 N C) 50 N End of the Lecture Let Learning Continue CARTESIAN VECTORS AND THEIR ADDITION & SUBTRACTION Todays Objectives: Students will be able to: a) Represent a 3-D vector in a Cartesian coordinate system.

In-Class Activities: b) Find the magnitude and coordinate angles of a 3-D vector Reading Quiz c) Add vectors (forces) in 3-D space Applications / Relevance

A Unit Vector 3-D Vector Terms Adding Vectors Concept Quiz

Examples Attention Quiz READING QUIZ 1. Vector algebra, as we are going to use it, is based on a ___________ A) Euclidean B) Left-handed

C) Greek D) Right-handed coordinate system. E) Egyptian 2. The symbols , , and designate the __________ of a 3-D Cartesian vector. A) Unit vectors C) Greek societies B) Coordinate direction angles D) X, Y and Z components

APPLICATIONS Many structures and machines involve 3Dimensional Space. In this case, the power pole has guy wires helping to keep it upright in high winds. How would you represent the forces in the cables using Cartesian vector form? APPLICATIONS (continued) In the case of this radio tower, if you know the forces in the three cables, how would you determine the resultant force acting at D, the top of the tower? CARTESIAN UNIT VECTORS

For a vector A, with a magnitude of A, an unit vector is defined as uA = A / A . Characteristics of a unit vector : a) Its magnitude is 1. b) It is dimensionless (has no units). c) It points in the same direction as the original vector (A). The unit vectors in the Cartesian axis system are i, j, and k. They are unit vectors along the positive x, y, and z axes respectively. CARTESIAN VECTOR REPRESENTATION Consider a box with sides AX, AY, and AZ meters long.

The vector A can be defined as A = (AX i + AY j + AZ k) m The projection of vector A in the x-y plane is A. The magnitude of A is found by using the same 2 2 1/2 approach as a 2-D vector: A = (AX + AY ) . The magnitude of the position vector A can now be obtained as 2 2 2 2

2 A = ((A) + AZ ) = (AX + AY + AZ ) DIRECTION OF A CARTESIAN VECTOR The direction or orientation of vector A is defined by the angles , , and . These angles are measured between the vector and the positive X, Y and Z axes, respectively. Their range of values are from 0 to 180 Using trigonometry, direction cosines are found using These angles are not independent. They must satisfy the following equation. cos + cos + cos = 1 This result can be derived from the definition of a coordinate direction angles and the unit vector. Recall, the formula for finding the

unit vector of any position vector: or written another way, u A = cos i + cos j + cos k . ADDITION OF CARTESIAN VECTORS (Section 2.6) Once individual vectors are written in Cartesian form, it is easy to add or subtract them. The process is essentially the same as when 2-D vectors are added. For example, if A = AX i + AY j + AZ k and B = BX i + BY j + BZ k ,

then A + B = (AX + BX) i + (AY + BY) j + (AZ + BZ) k or A B = (AX - BX) i + (AY - BY) j + (AZ - BZ) k . IMPORTANT NOTES Sometimes 3-D vector information is given as: a) Magnitude and the coordinate direction angles, or, b) Magnitude and projection angles. You should be able to use both these types of information to change the representation of the vector into the Cartesian form, i.e., F = {10 i 20 j + 30 k} N .

EXAMPLE Given: Two forces F1 and F2 are applied to a hook. G Find: The resultant force in Cartesian vector form. Plan: 1) Using geometry and trigonometry, write F1 and F2 in Cartesian vector form. 2) Then add the two forces (by adding x and y components).

Solution : First, resolve force F1. Fx = 0 = 0 lb Fy = 500 (4/5) = 400 lb Fz = 500 (3/5) = 300 lb Now, write F1 in Cartesian vector form (dont forget the units!). F1 = {0 i + 400 j + 300 k} lb Now resolve force F2. We are given only two direction angles, and . So we need to find the value of . Recall that cos () + cos () + cos () = 1. Now substitute what we know: cos (30) + cos () + cos (45) = 1.

Solving, = 75.5 or 104.5. Since the vector is pointing in the positive direction, = 75.5 Now that we have the coordinate direction angles, we can find uG and use it to determine F2 = 800 uG lb. So, using u A = cos i + cos j + cos k . F2 = {800 cos (30) i + 800 cos (75.5) j 800 cos (45) k )} lb F2 = {712.8 i + 200.3 j 608.3 k } lb Now, R = F1 + F2 or R = {713 i + 600 j 308 k} lb

CONCEPT QUESTIONS 1. If you know only uA, you can determine the ________ of A uniquely. A) magnitude B) angles (, and ) C) components (AX, AY, & AZ) D) All of the above. 2. For a force vector, the following parameters are randomly generated. The magnitude is 0.9 N, = 30 , = 70 , = 100 . What is wrong with this 3-D vector ?

A) Magnitude is too small. B) Angles are too large. C) All three angles are arbitrarily picked. D) All three angles are between 0 to 180 . GROUP PROBLEM SOLVING Given: The screw eye is subjected to two forces, F1 and F2 . Find: The magnitude and the coordinate direction angles of the resultant force.

Plan: 1) Using the geometry and trigonometry, resolve and write F1 and F2 in the Cartesian vector form. 2) Add F1 and F2 to get FR . 3) Determine the magnitude and angles , , . GROUP PROBLEM SOLVING (continued) First resolve the force F1 . F1z F1z = 450 sin 45 = 318.2 N F F = 450 cos 45 = 318.2 N F can be further resolved as,

F1x = 318.2 sin 30 = 159.1 N F1y = 318.2 cos 30 = 275.6 N Now we can write: F1 = { 159 i + 276 j + 318 k } N GROUP PROBLEM SOLVING (continued) Now, resolve force F2. First, we need to find the value of . cos (45) + cos (30) + cos () = 1 Solving, we get = 120 The force F2 can be represented in the Cartesian vector form as:

F2 = 600{ cos 45 i + cos 60 j + cos 120 k } N = { 424.3 i + 300 j 300 k } N F2 = { 424 i + 300 j 300 k } N GROUP PROBLEM SOLVING (continued) So FR = F1 + F2 and F1 = { 159.1 i + 275.6 j + 318.2 k } N F2 = { 424.3 i + 300 j 300 k } N FR = { 265.2 i + 575.6 j + 18.20k } N Now find the magnitude and direction angles for the vector. FR = (265.2 = cos

= cos -1 -1 = cos -1 2 + 575.6 2

2 + 18.20 ) = 634.0 = 634 N (FRx / FR) = cos (FRy / FR) = cos -1 -1 (FRz / FR) = cos -1

(265.2 / 634.0) = 65.3 (575.6 / 634.0) = 24.8 (18.20 / 634.0) = 88.4 ATTENTION QUIZ 1. What is not true about an unit vector, uA ? A) It is dimensionless. B) Its magnitude is one. C) It always points in the direction of positive X- axis. D) It always points in the direction of vector A. 2. If F = {10 i + 10 j + 10 k} N and G = {20 i + 20 j + 20 k } N, then F + G = { ____ } N A) 10 i + 10 j + 10 k B) 30 i + 20 j + 30 k

C) 10 i 10 j 10 k D) 30 i + 30 j + 30 k End of the Lecture Let Learning Continue

Recently Viewed Presentations

  • My Life - public.rcas.org

    My Life - public.rcas.org

    Allusion. a referenceto a person, place, poem, book, event, etc., which is not part of the story, that the author expects the reader will recognize.. historical, religious, cultural, literary. Example: "But of course my luck with this guy sucks. So...
  • Topic 6 - WordPress.com

    Topic 6 - WordPress.com

    القوة(Power) . Power is the ability to influence the behavior of people.. The term authority is often used for power perceived as legitimate by the social structure. Power can be seen as evil or unjust, but the exercise of power...
  • TECHNICAL WRITING - Luzerne County Community College

    TECHNICAL WRITING - Luzerne County Community College

    TECHNICAL WRITING As a CURRICULUM HISTORY A. ANCIENT CULTURES: (no curricula, but…) Technological Artifacts & Documents Operational Information Aztecs, Chinese, Egyptians Babylonians, Greeks, Romans Procedures & Statutes religious works, such as the Torah, Talmud Scientific Information Renaissance documents HISTORY B....
  • PRINSIP ASAS PEARUH (INDUCTOR) - WordPress.com

    PRINSIP ASAS PEARUH (INDUCTOR) - WordPress.com

    PRINSIP ASAS PEARUH (INDUCTOR) OBJEKTIF AM Memahami prinsip-prinsip asas pearuh dalam litar elektrik. OBJEKTIF KHUSUS (PEARUH) Di akhir unit ini anda dapat : Mentakrifkan pearuh beserta dengan unitnya. Menerangkan daya gerak elektrik teraruh hasil daripada pemotongan fluk. Menjelaskan penyusunan pearuh...
  • Concentration, units & dimensions Learning Objectives:  Define Environmental

    Concentration, units & dimensions Learning Objectives: Define Environmental

    Texas A&M University Other titles Arial Verdana Times New Roman Wingdings Watermark Concentration, units & dimensions Examples of Environmental Fluid Mechanics Projects Environmental Fluid Mechanics Transport in the Hydrosphere Concentrations Hydromechanics Point Pollution Sources Non-Point Pollution Sources Storm Water Runoff...
  • Genre and Change - Mr Jackson's Language Change Revision

    Genre and Change - Mr Jackson's Language Change Revision

    Where would you expect to find the text? What language features identify this text as belonging to a genre? What is the social function of this text? SINCERE male, 20, 5'8". OHAC and GSH, n/s, WLTM female who likes pubbing,...
  • Using Word Analysis Strategies - Virginia Department of Education

    Using Word Analysis Strategies - Virginia Department of Education

    Students should be asked to provide the definition or identify the context clues for increasingly rigorous vocabulary words, such as the word "immersed" in this example. Students may benefit from exposure to increasingly rigorous and unfamiliar vocabulary terms so that...
  • Non- organic agricultural ingredients

    Non- organic agricultural ingredients

    In the case of high mortality of aquaculture animals caused by circumstances listed in Article 57(1)(a) to (d) of Regulation (EU) No 508/2014 of the European Parliament and of the Council, the renewal or reconstitution of the aquaculture stock with...