PROPRI RY AND CONFIDENTIAL ‘This Manual is the proprietary property of The McGraw-Hill Companies, Inc. (*MeGraw-Hill’) and protected by copyright and other state anc! federal laws. By opening and using this Manual the user agrees to the following restrictions, and if the recipient does nol agree to these restrictions, the Manual should be promptly retu to McGraw-Hill: This Manual is being provided only to authorized professors and instructors for use in preparing for the classes using the affiliated textbook. No other use or distribution of this Manual is permitted, ‘This Manual may not be sold and may not be distributed to or. used by any student or other third party. No part of this Manual may be reproduced, displayed or distributed in any form or by any means, electronic or otherwise, without the prior written permission of McGraw-Hill. ed unops Instructor's and Solutions Manual Volume 1, Chapters 2-5 to accompany sa ete ey 23 beast BEER | JOHNSTON | MAZUREK | EISENBERG Ninth EditionInstructor’s and Solutions Manual to accompany Vector Mechanics for Engineers, Statics Ninth Edition Volume I, Chapters 2-5 Ferdinand P. Beer Late of Lehigh University E. Russell Johnston, Jr. University of Connecticut David F. Mazurek United States Coast Guard Academy Elliot Eisenberg ‘The Pennsylvania State University Prepared by Amy Mazurek Williams Memorial instinute PROPRIETARY AND CONFIDENTIAL “This Manual isthe proprietary property of The McGraw-Hill Companies, ine. C°MeCra other state and federal laws. By opening and using this Manual the: does not auree to these restrictions, the Manual should be prom provided only to authorized prot ) and protected by eopyeight and agrees tothe following restritions, and ifthe recipient ned unopened to MeGraw-Hill: This M reparing for the easses using the affiliated texthook. No other use or distribution of not be distributed to or tused by any student or other dlisteibuted in any form or by any means, electronic or otherwise, without the prior weitte of the MeGraw-Till a S Higher Education Boston Burr Ridge, IL Dubuque, 1A New York San Francisco St. Louis Bangkok GBogotd Caracas Kuala Lumpur Lisbon London Madrid Mexico Cily Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipe! TorontoERM Higher Education Instustr’s and Solutions Manual, Volume 1 accompany VECTOR MECHANICS FOR ENGINEERS, STATICS, NINTH EDITION Ferdinand P. Beer, E. Russell Johnston, J, David P. Macurek, and Elliot Eisenberg, Pobished by McGraw Higher Education an imprint of The McGraw-Hill Companies In. 1224 Avenve ofthe Americas, [ew York, NY 10020. Copyright 2010, 2007, 200, and 1997 by The MeGiaw-Hill Companies, In. Allright reserved “Te cotents, of parts theo, my be rprodiced in print fxm soley fr cassoom use with VECTOR MECHANICS POR ENGINEERS, STATICS, NINTH EDITION provided Soh vorodvctons bear copyright notice, bet may not be reproduced in any ater fom for any ater Purpose without the prog writen consent of The Merah Hil Companies, ine, nelung. bu not Tinie, in any network: o other electronic rage or ansnission, or broadest for distance leaming This book is printed om aeidefee paper: 1234567890.0CWICCW09 ISBN; 978-0.07-724918-2 MIND: 0.07-724918-6TABLE OF CONTENTS TO THE INSTRUCTOR .... DESCRIPTION OF THE MATERIAL CONTAINED IN VECTOR MECHANICS FOR ENGINEERS: STATICS, NINTH EDITION... TABLE I: LIST OF THE TOPICS COVERE VECTOR MECHANICS FOR ENGINEE IN STATICS oceotne TABLE IJ: CLASSIFICATION AND DESCRIPTION OF PROBLEM! TABLE Ill: SAMPLE ASSIGNMENT SCHEDULE FOR A COURSE IN STATICS. (50% of Problems in $1 Units and 50% of Problems in U.S, Customary Units). TABLE IV: SAMPLE ASSIGNMENT SCHEDULE FOR A COURSE IN STATICS. (75% of Problems in SI Units and 25% of Problems in U.S. Customary Units) TABLE V: SAMPLE ASSIGNMENT SCHEDULE FOR A COMBINED COURSE IN STATICS AND DYNAMICS (50% of Problems in SI Units and 50% of Problems in U.S. Customary Units) .... PROBLEM SOLUTIONS wa XV xxix AXXTO THE INSTRUCTOR As indicated in its preface, Vector Mechanics for Engineers: Staties is designed for the first course in statics offered in the sophomore year of college. New concepts have, therefore, been presented in simple terms and every step has been explained in detail. However, bee of the large number of optional sections which have been included and the maturity of approach which has been achieved, this text can also be used to teach a course which will challenge the more advanced student The text has been divided into units, each corresponding 10 a well-defined topie and consisting of one or several theory sections, one or several Sample Problems, a section entitled Solving Problems on Your Own, and a large number of problems to be assigned. To assist instructors in making up a schedule of iignments that will best fit their classes, the various topics covered in the text have been listed in Table I and a suggested number of periods to be spent on each topic has been indicated, Both a minimum and a maximum number of periods have heen suggested, and the topics which form the standard b course in statics have been separated from those which are optional. The total number of periods required to teach the basic material varies from 26 to 39, while covering the entire text would require from 41 to 65 periods. If allowance is made for the time spent for review and exams, it is seen that this text is equally suitable for teaching a basic staties course to students with limited preparation (since this ean be done in 39 periods or less) and for teaching a more complete staties course to advanced students (since 41 periods or more are necessary to cover the entire text). In most instances, of course, the instructor will want to include some, but not all, of the additional material presented in the text. In addition, it is noted that the text is suitable for teaching an abridged course in statics which can be used as an introduction to the study of dynamies (see Table 1), ‘The problems have been grouped according to the portions of material they illustrate and have been arranged in order of increasing difficulty, with problems requiring special attention indicated by asterisks. We note that, in most cases, problems have been arranged in groups of six or more, all problems of the same group boeing closely related. This means that instructors will easily find additional problems to amplify @ particular point which they may have brought up in discussing a problem assigned for homework. A group of problems designed to be solved with computational software can be found at the end of each chapter. Solutions for these problems, including analyses of the problems and problem solutions and output for the most widely used computational programs, are provided at the instructor s edition of the text’s website: http://ww.mbhe.comy/beerjohnston To assist in the preparation of homework assignments, Table I provides a brief description of all groups of problems and a classification of the problems in each group according, to the units used, It should also be noted that the answers to all problems are given at the end of the text, except for those with a number in italic, Because of the large number of problems available in both systems of units, the instructor has the choice of assigning problems using SI units and problems using U.S. customary units in whatever proportion is found to be most desivable for a given class, To illustrate this point, sample lesson schedules are shown in Tables III, IV, id V, together with various alternative lists igned homework problems. Half of the problems in cach of the six lists suggested in Table HI and Table V are stated in SI units of aand half in. U.S. customary units, On the other hand, 75% of the problems in the four lists suggested in Table TV are stated in SI units and 25% in U.S. customary units. Since the approach used in this text differs in a number of respeets from the approach used in other books, instructors will be well advi sed to read the preface to Vector Mechanics for Engineers, in which the authors have outlined their general philosophy. In addition, will find in the following pages a by chapter, of the more int features of this text, Tt is hoped that this material will help instructors in organizing their courses to best fit the needs their students. The authors wish to acknowledge and thank Amy Mazurek of Williams Memorial Institute for her careful preparation of the solutions contained in this manual. E, Russell Johnston, Jr. David Mazurek Elliot R Eisenberg