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Examples in
Mechanics of
Solids
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Real Life
Examples in
Mechanics of Solids
Lesson plans and solutions
Suggested exemplars within lesson plans for Sophomore Solids Courses. Prepared as part
of the NSF-supported project (#0431756) entitled: Enhancing Diversity in the
Undergraduate Mechanical Engineering Population through Curriculum Change
This work was developed during the NSF-supported project (#0431756) entitled:
Enhancing Diversity in the Undergraduate Mechanical Engineering Population through
Curriculum Change. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the authors and do not necessarily reflect the views
of the National Science Foundation. The following were members of the project and
contributed to the many discussions which led to this production of this volume:
Ilene Busch-Vishniac
Suzanne Gage Brainard
Patricia B. Campbell
Constantin Chassapis
Glenn Ellis
Ashley Emery
Darrell Guillaume
Jeff Jarosz
Susan Staffin Metz
Eann Patterson
Pradosh K. Ray
Helen Ryaciotaki-Boussalis
Kuei-Wu Tsai
Horace Whitworth
11
Bike pump
STATICALLY INDETERMINATE PROBLEMS
4.
13
17
Bottle closures
STRAIN ENERGY
6.
19
Helical springs
21
24
Eccentric loading
29
Basketball goal
10.
31
34
Sausages
12.
36
INTRODUCTION
These real life examples and supporting material are designed to enhance the teaching of
a sophomore course in mechanics of solids, increase the accessibility of the principles
and raise the appeal of the subject to students from a diverse background. The examples
have been embedded in skeletal lesson plans using the principle of the 5Es: Engage,
Explore, Explain, Elaborate and Evaluate. Such lesson plans were developed by the
Biological Sciences Curriculum Study1 in the 1980s from work by Atkin and Karplus2 in
1962. Today they are considered to form part of the constructivist learning theory and a
number of websites provide easy to follow explanations of them3.
This booklet is intended to be used by instructors and is written in a style that addresses
the instructor, however this is not intended to exclude students who should find the
examples interesting, stimulating and hopefully illuminating, particularly when their
instructor is not utilizing them. In the interest of brevity and clarity of presentation,
standard derivations and definitions are not included since these are readily available in
textbooks which this booklet is not intended to replace but rather to supplement.
Similarly, it is anticipated that these lessons plans can be used to generate lectures/lessons
that supplement those covering the fundamentals of each topic.
Acknowledgements
Many of these examples have arisen through lively discussion in the consortium
supported by the NSF grant (#0431756) on Enhancing Diversity in the Undergraduate
Mechanical Engineering Population through Curriculum Change and the input of these
colleagues is cheerfully acknowledged as is the support of NSF. The influence of the
editors mentors and peers at the University of Sheffield is substantial and is gratefully
acknowledged since many of the ideas for these examples originate from tutorial
questions developed and used in the Department of Mechanical Engineering in Sheffield
over many years.
http://www.bscs.org/library/BSCS_5E_Instructional_Approach_July_06.pdf
Atkin, J. M. and Karplus, R. (1962). Discovery of invention? Science Teacher 29(5): 45.
3
e.g. http://www.science.org.au/primaryconnections/constructivist.htm
2
Engage:
Take your iPod into class and dangle it by the earphone
cable. Cut open the cable on an old set of earphones to
expose cable and insulation.
Explore:
Pass around class lengths of copper wire and lengths of
empty hollow insulation and invite students to stretch them.
Discuss relative extensions and stiffness. Someone will
probably snap one so talk about ultimate tensile stress. Be
sure have to enough lengths that every student has at least
one to play with while you are talking.
Explain:
Work through the example below:
An iPod, with a mass of 30 grams is dangled from its earplug
cable.
a) Assuming that the copper wire of diameter 0.40mm
inside the cable carries the entire load, evaluate the
stress in the wire due to the weight of the iPod.
b) If the wire in (a) is 1.50m long, by how much will it
stretch?
c) Assuming that the plastic insulation, which fits snugly
over the wire and has an external diameter of 1mm,
carries the entire load, evaluate the stress in the
insulation due to the weight of iPoD.
d) If the insulation is made from uPVC calculate the
extension of the insulation in the circumstances
described in (c).
Solution:
a) Stress,
F
mg
30 10 3 9.81
2.34106N/m2
2
2
3
A d 4 0.40 10
4
L
E
30 10 3 9.811.50
FL
mgL
31.910-6m
2
2
9
3
AE Ed 4 110 10 0.40 10
4
where L is the length of the wire and E is the Youngs modulus of copper
obtained from a data book .
c) Stress,
F
mg
30 10 3 9.81
0.29N/m2
2
2
2
2
A d o d i 4 0.001 0.004 4
where do and di are the outer and inner diameters of the insulation.
d) Extension,
FL
mgL
30 10 3 9.811.5
AE E d o2 d i2 4 2 109 12 0.4 2 10 6 4
=3.3510-4m
Elaborate:
In practice the load will be borne by the wire and insulation together, discuss how this
will influence the extension of both of them. The copper and plastic are bound together
and must extend by the same amount, i.e. wire = insulation. Consequently the wire will
extend less and the insulation extend more; causing more tension in the insulation than
calculated and less tension in the wire.
Evaluate:
FL
mgL
44 10 3 9.8130
0.0082m
nAE nEd 2 4 24 21 1010 20 10 3 2 4
where F is the applied load, L the length of the cable, n number of cables carrying load, A
is a cable cross-section area, E is the Youngs modulus of steel from a databook, and d is
the cable diameter.
Example 1.2
a) Estimate the stress in your femur when standing still and upright with your weight
distributed evenly on both feet.
b) Repeat the exercise in (a) for an adult African elephant and for an adult mouse.
Only rough estimates of the bone dimensions and mass are necessary.
c) Assuming that the strength of bone in humans, elephants and mice is
approximately equal, discuss the relative susceptibility to fractures.
Solution
a) Stress,
809.81
F
mg
2
A n d 4 2 25 10 3
800,000 N/m2
L
E
FL
84 0.68
0.00019m
AE 1.36 10 3 2 4 210 109
0.00019
0.00019
2.
Engage:
Explain that with the tension released the motion of the gear lever is being used to take up
slack resulting in no motion at derailleur. Tension is required in the cable to transmit the
motion of the gear lever to the derailleur arm. The cable acts against the spring in the
derailleur system, so force in the cable is higher in hill-climbing gears.
Elaborate:
L
E
100 1.8
FL
7.6 10 4 m
2
9
AE 0.0012 4 210 10
e w r
where L is the length of the cable.
L
L
P
P
AE Ed 2 4
where E is the Youngs modulus, A is the cable cross-section area and d is the diameter.
Hence equating these two definitions gives:
w r
L
thus
P
Ed 2 4
PL
20 10 3 3.5
r
Ed 2 4
210 10 9 3 10 3
0.1 0.147 m
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
10
3.
Engage:
Take the front wheel from your bike into class with a large
bike pump. Its good to have a flat tire, but no puncture.
Inflate the tire in front of the class. Ask them to what
pressure you should inflate the tire. Answer is written on
the wall of the tire.
Explore:
Compare with the pressure for your car tires. Ask students
in pairs to discuss
(a) why it is difficult to pump up car tires with a
bike pump (displaced volume of pump);
(b) the force you need to exert to pump against
maximum pressure ( F pmax A where A is the
cross-section area of piston in pump) and
(c) the work done on each stroke ( W Fd where d is the length of the stroke, i.e.
distance moved).
Then invite different pairs to give an explanation to each problem.
Explain:
The tire and inner tube is a complex stress system. First, due to the toroidal geometry,
and second, because the tire constrains the free expansion of the inner tube, reducing
tensile stresses in tube. However, the pump can be considered as a simple cylindrical
pressure vessel and wall stresses can be evaluated.
Elaborate:
11
Solution
Circumferential stress, 1
pr 6 105 0.02
pr
6 105 0.02
F pApiston
6 105 38.5 10 3
Rod stress,
A
Arod
10 2 6 2 10 6
13.9 10 6 N/m2
Note that the compressive stress in the rod is higher, so compare with yield stresses for
material of your pump. Discuss the probability of failure, actually the rod is more likely
to fail in buckling.
Evaluate:
Ask students to design an emergency foot-pump for pumping up car tires. Ask them to
design it in aluminum or plastic so that it is lightweight and easy to handle.
12
Engage:
Bring your iPod into class dangling it from the earplug
cable and also the front wheel of your bike again. Ask
about the connection between them. They are both
statically indeterminate systems you need to consider
both forces and displacements to find the stresses. Remind
them how in the earplug cable, the wire and insulation
share the load and must have the same extension or
displacements. Similarly in the front wheel, the tire
constrains the inner tube and they have the same radial
displacement.
You might want to consider breaking the class into pairs, and asking them to draw the
free-body diagrams for the iPod cable and insulation and then construct the equations of
equilibrium and attempt to solve them. This will illustrate that the problem is
indeterminate when only considering the principle of equilibrium.
Explore:
Highlight that redundancy is a feature of statically indeterminate systems. From a
structure viewpoint we dont need the wire and the insulation. Of course we do for signal
transmission. Similarly in the front wheel we dont need the tube and tire from a
structural perspective, but the tire would leak and the tube would puncture so we need
both for a safe and comfortable ride. This problem has been solved in cars
Explain:
Redundancy results in there being insufficient information available to solve for internal
stress using equilibrium of forces alone. Need to also consider compatibility of
displacements for various elements in the structure.
For an iPod dangling from earplug cable:
Equilibrium of forces implies,
Weight of iPod, mg Fwire Finsulation
(i)
13
L FL
E AE
so from (ii)
Fwire L
Finsulation L
d 4 E wire 4 d o2 d i2 Einsulation
And
Fwire
d 2 E wire Finsulation
E wire
d2
mg Fwire
2
2
2
2
d o d i Einsulation d o d i Einsulation
Fwire
d 2 E wire mg
d o2 d i2 Einsulation d 2 E wire
Fwire
thus
and now
wire
Fwire
0.268
2.13 N/mm2
2
2
4d 4 0.4
insulation
Finsulation
0.026
0.039 N/mm2
2
2
4 d o di 4 12 0.42
compare these values with those obtained when we considered the whole load to be borne
by the wire or insulation, i.e. 2.34 N/mm2 and 0.29 N/mm2 respectively.
Evaluate
Ask students to attempt the following examples:
Example 4.1
In the lobby of a natural history museum, a square horizontal plate made of polycarbonate
is suspended at the corners by means of cables 6m long and 3mm diameter attached to the
ceiling. The weight of the plate and the dinosaur skeleton displayed on it is 250N and the
cables are adjusted so that the weight is evenly distributed between them. It is decided to
add the skeleton of the dinosaurs prey attached directly below one corner. If the
additional skeleton weighs 160N find the stress in each wire for the complete exhibit.
14
FA
FC
2a
FD
2a
D
A
250N
160N
250a 2 160a 2a FA FD
Thus
285 FA FD
(i)
125 FB FC
(ii)
285 FB FA
(iii)
FB FD
(iv)
(v)
FA FB FB FC
(vi)
Solving simultaneously
Substituting (iv) in (vi)
FA Fc 2 FB
(vii)
Substitute in (iii)
3FA Fc 570
(viii)
FA 3Fc 250
(ix)
Hence
3 103
7.07 10 6 m2
15
Thus,
182.5
25.8 106 N/m2
6
7.07 10
102.5
14.5 106 N/m2
6
7.07 10
22.5
3.18 106 N/m2
6
7.07 10
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
16
5.
Engage:
Discuss the forces induced when opening a bottle and how the torque is transmitted from
one hand to the other along the bottle as shear stress. Discuss the mode of failure in the
closure. Noting that aluminum is a ductile material and thus weaker in shear than
tension, thus ensuring closure remains sealed until twisted.
Explain:
Tr
J
where T is applied torque, r is the radius at which the shear stress occurs and J is the
second polar moment of area, J R 4 2 and for a thin-walled tube is approximated by
J 2R 3 t , where R is wall radius and t the wall thickness. Thus the torque required to
open the bottle when R =1.2cm and t =0.1mm:
Imrhan, S.N., Farahmand, K., Male torque strength in simulated oil rig tasks: the effects of greasesmeared gloves and handle length, diameter and orientation, Applied Ergonomics, 30(1999)455-462.
17
Tr
5.5 0.012
3.0 MPa
J 0.024 4 0.018 4 32
Since the mean strength of soda glass is about 65MPa there is no danger of failure even
allowing for a stress concentration of three in the threads of the bottle, i.e.
max SCF 9 MPa. Now if the cap is damaged by a dent then it may jam and a
strong person could exert three times the typical torque for an adult, i.e. about 22N then
36 MPa (including the stress concentration) still no problem.
However, if the thread on the bottle is mis-formed so that the wall thickness is reduced by
1mm and the cap is damaged and a strong adult attempts to open the bottle, then
max
Tr
22 0.012
SCF
3 62.4 MPa
J
0.022 4 0.018 4 32
Failure is likely! This simplistic analysis ignores the presence of cracks etc. and instead
focuses on using the torsion stress-strain relationships.
Evaluate
Example 5.1
Ask students to repeat the analysis for a half size bottle of wine.
Example 5.2
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
18
6.
Engage:
Explore:
Ask students to work in pairs and to identify the conservation of energy during the
loading, firing and trajectory of the balls. Invite some pairs to talk through to the class
their understanding of the energy conversions. Tell them about elastic strain energy
stored in the elastic band. Discuss how strain energy is stored in the material and is
available for instantaneous release. Ask them in their pairs to reconsider conservation of
energy during loading, firing and flight of projectile.
Explain:
Strain energy is defined as the energy stored in a material when work has been done on
the material, assuming the material remains elastic and no permanent deformation occurs.
Equate strain energy to work done and derive an expression relating strain energy, U to
deflection, and applied force, F i.e. U 1 2 F . Consider the stress-strain curve for
rubber and hence estimate the strain energy stored per unit volume, u upto the elastic
limit (u 3.6MJm-3).
Elaborate
U uV 3.6 10 6 24 10 9 8.6 J.
1
Mv 2 ,
2
so equating strain energy stored with kinetic energy supplied to a yellow dot squash ball:
v
2U
2 8.6
27 ms-1
3
24 10
19
Consider a bungee jumper with a mass of 50kg leaping from a bridge who breaks their
fall with a long elastic cord having an axial rigidity, EA=2.1kN. If the bridge parapet is
60m above the water, and if it is desired to maintain a clearance of 10m between the
jumper and the water, calculate the length of cord that should be used.
Solution
Potential energy lost by jumper = work done on cord or strain energy gained
mgh
So,
F
2
(i)
where m is the mass of the jumper, g is acceleration due to gravity, h is the distance fallen
by jumper, F is the maximum force in the cord and is the maximum extension of the
cord. Now, by definition:
L
E
AE
FL
, so F
AE
L
(ii)
(iii)
EAh L
EA h 2 2hL L2
2L
2L
2
mgh
So,
Thus,
Solution is
2hEA mg 4h 2 EA mg 4EAh
2 EA
2
2 502.1 10 3 50 9.81
4 50 2.1 10
2 2.1 10
2
50 9.81 4 2.1 10 3 50
2
259050 151680
25.6 m
4200
7.
Engage:
Ride you bike into class again and while braking bounce
on the front suspension.
Explore:
Ask the students to consider what would happen if only a spring was employed and hence
explain why a damper is necessary. There is a nice graphic and explanation at
http://travel.howstuffworks.com/mountain-bike4.htm. This discussion could be extended
to cars and handling characteristics http://auto.howstuffworks.com/car-suspension.htm
Elaborate
Consider the design of the front suspension springs. These are hidden inside the front
shock absorbers, but physically they must have a coil diameter of about 45mm and it is
desirable that they have a deflection of about 10cm. Let us assume that the suspension is
designed to absorb the vertical impact of rider plus bike of 120kg from 0.5m, then
Potential Energy lost in fall = Strain Energy absorbed by suspension system
mgh
W
2
2mgh
8WD
d 3
where D is the coil diameter and d is the wire diameter, for Nickel-Chrome steel
yield 650 MPa, then
d3
8WD
8 5886 0.025
and d = 8.3mm
650 10 6
21
8WD 3 n
Gd 4
hence
8 5886 0.025 3 n
1.87 10 3 n
9
4
82 10 0.0083
1.87 10
(i)
0.1
53.5 coils!
1.87 10 3
Conclusion: springs alone cannot absorb this amount of energy with this distance of
travel. Need energy dissipation in the damper to contribute to the total energy absorption.
Actually the front suspension often uses compressed air springs rather than mechanical
springs.
Evaluate
Ask students to attempt the following
examples:
Example 7.1
A pogo stick contains a Nickel-Chrome
steel spring of free length 600mm and
mean coil diameter 50mm made from
round stock. If the spring is designed to
be fully compressed so that the coils just
touch each other under a mass of 100kg,
then calculate the wire diameter and
number of coils required if a factor of
safety of 2 is employed.
Will this spring work for a pogo stick?
Extract from US Patent #2,793, 036 by G. B. Hansberg
Solution:
From formula book, shear stress in spring:
8WD
d 3
where W is the applied load, D is the coil diameter and d is the wire diameter, so
for a factor of safety of 2 and yield 650 MPa, then
d3
8WD
8WD 3 n
Gd 4
22
(i)
(ii)
So, =4.2810-351.9=0.22m and equating potential energy with strain energy stored
then h 2 0.11 m so the spring will be fully compressed for a jump of only 11cm!
Example 7.2
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
23
8.
Engage:
Ride a skateboard into class.
Explore:
Discuss the shear forces and bending moments set-up in
the skateboard when you stand on it sideways balanced
on your heels, i.e. approximating a point load. When
you stand of the board more normally, how do the shear
forces and bending moments change? Discuss where
you need to stand to induce a zero bending moment.
You might want to ask students to work in pairs to draw schematics of these loading
schemes.
Explain:
Plot the shear force and bending moment diagrams for the case where you were rocking
on your heels.
P
a
b
Considering the complete beam
A
B
Resolve vertically:
R A RB P
L
Pa R L 0
Moments about A:
RA
RB
M
Thus: R A
Resolve vertically:
RA
P
Moments:
A
F
x
RA
F
24
Pb
Pa
RB
L
L
F RA
M RA x
Pb
L
Pbx
L
Pb
L
x
-Pa
L
Pab
L
Pb
Pa
P
L
L
Moments:
M R A x Px a
x
Pa
L x
L
P
A
B
x
a
L
The shear force and bending moment diagrams can be plotted as previously considering
small sections of beam, i.e.
Taking moments about B gives:
P/2 P/2
P
P
R A L L x a L x 0
2
2
P
Thus, R A L x a
2
L
s
A
B
x
For s x
RB
RA
RA
Resolving vertically: F R A
M RA s
Taking moments:
P/2
For x s a x
x
A
F
RA
Resolving vertically: F
Taking moments: M
For s a x
P
RA
2
MC
P
s x R A s
2
P/2
x
P/2
A
s
RA
Resolving vertically: F P R A
Taking moments:
a
M P s x R A s
2
25
M C
Px
2 L 2 x a
0 and M C R A x
x
2L
So,
M C
L a
2 L 4 x a 0 and x
2 4
x
L a
P
P
L a
2 L a 2
Thus, M C
2 L 2 a
2L
2 4
2 4 16 L
So for a 1.8m plank and typical skate board (a=65cm) carrying a 65kg person,
65 9.81
3.6 0.652 116 Nm
M C
16 3
If the plank is 13cm wide and 1.8cm thick, then the maximum bending stress is
M C y M C h 2
6 116
16.5 MPa
3
I
0.13 0.018 2
bh 12
This compares to compressive ultimate strengths for common woods in the range 35 to
55 MPa parallel to the grain and 4 to 10MPa perpendicular to the grain.
26
P
s
A
B
Considering the complete beam
L
RB
RA
M
A
R A RB P
Moments about A:
Ps R B L 0
Thus: R A
Resolve vertically:
P L s
Ps
RB
L
L
RA
P
Resolve vertically:
s
A
M RA x
Moments:
x
RA
F
P L s
L
PL s x
L
P(L-s)
L
F RA
F RA P
P L s
Ps
P
L
L
Moments:
-Ps
L
M R A x Px s
MC
Ps
L x
L
x
For maximum bending moment:
M C
PL s s P
Ls s 2
0 and M C R A x
L
L
s
So,
M C
L
L 2 s 0 and s
2
s
P L2 L2
Thus, M C
L 2
4
PL 65 9.81 1.8
287 Nm
4
4
27
max
M C y M C h 2
6 287
41 MPa
3
I
bh 12
0.13 0.018 2
Maximum stress of 41MPa induced when unicyclist at the middle. The position could
have been deduced without analysis.
Example 8.2
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
28
9.
Engage:
Image:xedos4/FreeDigitalPhotos.net
Explain:
M=Pe
M.h/2
I
P
bh
h
b
h
29
For a pole 10cm square manufactured from aluminum with a 60cm offset when a player
hangs from the front of the ring at an effective distance from the backboard of 50cm, the
maximum tensile stress in the pole occurs on the back of the pole:
Maximum tensile stress = Maximum bending stress compressive stress
max
M h 2 P Pe h 2 P 6Pe P
I
bh bh3 12 bh
bh 2
bh
So, for a 90kg player, ignoring the mass of the backboard etc.
max
6 90 9.81 60 50 10 2
10 10
2 3
90 9.81
10 10
2 2
Evaluate
max
M ss h 2 M fb h 2 P P e h 2 P r b 2 P
I ss
I fb
bh
I ss
I fb
bh
max
1
12 10 2
12
11.4 10 3.21 10
4
2 4
3.21 10
m4
90 9.81
12 10
2 2
30
10.
Engage:
Rightpicturefromhttp://www.volpe.dot.gov/sdd/buckling.html(publicinformationfromRITA)
Explore:
Long slender components subject to compressive loads usually show a preference to fail
buckling rather than by material failure. A plastic ruler is an easy example. This can also
happen in railway tracks. The rail is stretched before laying to reduce expansion in hot
weather; but at very high temperatures rails can expand so much that they buckle. The
heat alone can cause buckling but so can the passage of a train over the rail. To reduce
the risk of buckling speed restrictions are imposed on high speed lines from about
lunchtime until early evening.
Explain:
Consider the stress and load induced by the temperature changes mentioned above. For
example in a rail laid at 20C so that it is stress-free the compressive stress induced by a
30C temperature rise is given by:
E T E
Where is the strain induced, E is the Youngs modulus of the rail ( 206GN/m2), T the
temperature rise and the coefficient of thermal expansion (for rail steel 1210-6 per
C). So,
12 10 6 30 206 10 9 74 MPa
If the cross-section area of the rail is 14.5cm2 then the buckling load is about
P A 74 10 6 14.5 10 4 108 kN
31
The free expansion of the rail if it was 25m long would be:
LT 12 10 6 25 30 9 mm
So, if a 4mm expansion gap is present then the stress will be reduced:
A reduction of 44%. However modern welded tracks have very few expansion gaps in
order to give a smooth ride and hence are more susceptible to buckling at high
temperatures. If rails were pre-tensioned to avoid buckling in summer then they would
be more susceptible to cracking in winter under high tensile loads.
Evaluate
(/C)
E (GPa)
y(MPa)
Gold
1410-6
78.5
205
Platinum
910-6
170
185
Solution:
On cooling from 1020C
Change in circumference in gold = Change in circumference in platinum
Since gold and platinum have different coefficients of thermal expansion an interference
fit will be set-up with each exerting an equal and opposite force on one another:
FAu FPt
(i)
These circumferential forces together with the thermal contractions will cause the
changes in circumferences, i.e.
Au T L Au FAu L Au
AAu E Au
Pt T LPt
FPt LPt
APt E Pt
(ii)
FAu
T Au Pt
50014 9 10 6
19.9 kN
1
1
1
1
AAu E Au APt E Pt
144 10 6 78.5 10 9
144 10 6 170 10 9
Au Pt
FAu 19.9 10 3
134 MPa
AAu 144 10 6
t
r
134 10 6
t
r
pr
from thin-walled pressure vessel theory so
t
134 10 6 12 10 6
32 MPa
50 10 6
Could argue that thin-walled pressure vessel assumption does not apply because r/t =
4.166 which is not greater than 10.
Example 10.2
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
33
11.
Engage:
circ
pr
pr
and long
t
2t
long
circ
circ
plane B
long
plane A
Elaborate
34
B
A
long
circ
long
T
circ
circ
plane B
plane A
long
A
C
long
B
circ
plane A
plane C
Example 11.2
Ask students to look for two other examples in their everyday life and explain how the
above principles apply to each example.
35
12.
Engage:
Explain that gears are often overhung and hence their shafts are subject to both torsion
and bending.
1/6 rpm
1.3W
1rpm
pressure angle
Elaborate
T
2NT
t
where T is torque, is angle turned, t is time taken, and N is rotational speed (revs.s-1).
For the driven (smaller) gear:
36
Torque, T
0.002
P
0.019 Nm
2N 2 (1 60)
T
0.0019
9.55 N
r
4 10 3 2
Fcirc
10 N
cos 20
xy
Tr T d 2 16T
J d 4 32 d 3
My M d 2 32M
I
d 4 64 d 3
max
16
x xy2 3 M M 2 T 2
2
d
2
2
16
x
xy2 3
d
2
max
Therefore d 3
16
max
M 2 T2
M 2 T 2 or d 3
16
max
M 2 T 2 whichever is greater.
If the gears are made from polythene with a tensile strength of 30MPa, then it would be
reasonable that the maximum tensile stress should not exceed 15MPa and the maximum
shear should not exceed 7MPa, hence the diameter of the driven gear shaft must be at
least 4.6 mm based on shear stress and 4.0mm based on tensile stress, so the minimum
shaft diameter is 4.6mm.
Evaluate
37
bearing of the machine if the tensile stress is limited to 80MPa and the shear stress to
50MPa when the motor is developing its rated power.
Solution:
As above, for the small gear
Torque, T
P
8 10 3
52.69 Nm
2N 2 1450 60
52.69
T
1.672 10 3 N
3
r
63 10
2
Fcirc
1.779 10 3 N
cos 20
16
max
M 2 T 2 3
16
213.5 213.5 2 262.8 2 32.75 mm
80 10 6
And
d 3
16
max
M 2 T2 3
16
50 10 6
38
NOTES
39