ABRA STATE INSTITUTE OF SCIENCES

AND TECHNOLOGY

College of Engineering and Vocational & Industrial Technology

Learning Modules
in
STATICS OF RIGID BODIES

Course Code: MECH 121

Course Title: STATICS OF RIGID BODIES

Name: __________________________________________
Course/Year Level: ______________________________
 MISSION

We are committed to be agents in the development of Abra through

enhanced instruction creative and innovative researches and projects for public
and community services towards globally competitive professionals who contribute
to the realization of a nation that enjoys strongly rooted comfortable and secure
life.

GOALS

1. To produce quality graduates who are globally competitive.

2. To develop/generate new knowledge and verify client oriented technologies and
other solutions to development problems.
3. To disseminate and showcase client-responsive technologies and other solutions
to development problems towards an improved welfare of local communities.
4. To engage in viable income generating projects (IGP) to augment the finance of
the college.
5. To transform ASIST as a dynamic and responsive, learning and performing,
organization efficiently and effectively managing its resources.

CORE VALUES

N obility -learned and educated

E ntrepreneurship -productivity and self-reliance

W isdom -love of God

A ction -performance-focused

S incerity -high commitment to duty

I ntegrity -personal transformation

S ervice -client-orientation

T eamwork -coordinated group work

ASIST QUALITY POLICY

The Abra State Institute of Sciences and Technology, commits a continual

improvement of its system processes to ensure effective and efficient delivery of the
services towards sustained clientele satisfaction.

DEPARTMENT GOALS
AND OBJECTIVES
1. To produce competent engineers with sufficient and knowledge in the scientific and
systematic engineering principles coupled with latest specialized skills/training.
2. To develop students to become creative, self-reliant, innovative and globally
competitive.
3. To inculcate among the students the importance of hard work, humility, sense of
responsibility, and commitment.

Page 2 of 89
 Republic of the Philippines
ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY
Bangued, Abra

APPROVAL SHEET

Hereto attached developed instructional material is hereby approved

to its utilization and reproduction:

Module Title: LEARNING MODULES IN STATICS OF RIGID BODIES

Course Code: MECH 121

Course Title: STATICS OF RIGID BODIES

College: College of Engineering and VIT

Department: Engineering Department

Semester First Semester

School Year: AY 2021 – 2022

Developed by:

EUCENSIO B. CARBONILLA
Instructor

Reviewed by the IMs Committee:

ENGR. JENERETH B. ALMIENDA ENGR GUILLERMO P. LABIOS

JR.
Faculty Expert in the Discipline Dep’t Chairperson

PROF. MARIA REBECCA TALLEDO

CIMD Director

Recommending approval for Utilization:

ENGR. ORLANDO A. LOMBOY

College Dean

Approved:

NOEL B. BEGNALEN, Ph. D.

Vice President for Academic Affairs

Page 3 of 89
 TABLE OF CONTENTS

Page
Title page ……………………………………………………………………… 1
ASIST Vision, Mission, Goals & Core Values ……………………… 2
ASIST Quality Policy, Dept. Goals & Dept. Objectives ……………… 2
Approval Sheet ……………………………………………………………… 3
Table of Contents ……………………………………………………………… 4
Lesson 1: Fundamental Concept ……………………………………… 9-45
1.1 Force and their characteristics
1.2 External and internal effects of forces
1.3 Force system, concurrent, non-concurrent, parallel, non-parallel,
coplanar and spatial force system
1.4 Components of a force, resolution of forces into planar and spatial
components
1.5 Moment of a force
1.6 Evaluation
 Exercise No 1
 Exercise No 2

Lesson 2: Resultant of Force System…………………………………… 46-66

2.1 Resultant of Coplanar Force Systems
2.2 The Couple and its Characteristics
2.3 Resultant of Spatial Force System
2.4 Evaluation
 Exercise No. 3
 Exercise No. 4

Lesson 3: Equilibrium ………………………………………………… 67-94

1.1 Free-body Diagrams
1.2 Equation of Equilibrium for a coplanar concurrent force system
1.3 Equilibrium of bodies acted upon by two to three forces
1.4 Equilibrium of bodies acted upon by coplanar non-concurrent force
system
1.5 Equilibrium of bodies acted upon by spatial concurrent force system
1.6 Equilibrium of bodies acted upon by spatial parallel force system
1.7 Equilibrium of bodies acted upon by spatial non-concurrent force
system
1.8 Evaluation
 Exercise No. 5
 Exercise No. 6

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LEARNING MODULE
Page 5 of 89
 for
Statics of Rigid Bodies

EUCENSIO B. CARBONILLA
Instructor
College of Engineering

COURSE DESCRIPTION:

A basic engineering science course of solid mechanics dealing with bodies that are or
remain at rest. It is designed to provide fundamental concepts about forces, moments and
couples and their system. The concept of resultant and equilibrium of forces and moments is
utilized to enable solution of statically determinate problems.

NUMBER OF UNITS: 3 units

NUMBER OF HOURS PER WEEK:3 HRS

PRE-REQUISITES: Physics for Engineering

Calculus 2

COURSE OUTCOME:

Upon completion of the course, you must be able to:

1. Understand the concepts of force and moments of forces.

2. Apply the principles of static equilibrium from the knowledge of resultant of forces
and moments.
3. Relate the course to other engineering situation that involve the concept of forces and
moments of forces.

COURSE OUTLINE:

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 1. Fundamental Concepts
2. Resultants of force system
3. Equilibrium
4. Analysis of structure
5. Friction
6. Centroids and Center of Gravity
7. Moment of Inertia

REFERENCES:

2. Singer, Ferdinand L. Engineering Mechanics, Statics and Dynamics, Harper and

Row, latest edition
3. Breer, Ferdinand P and Johnston, E. Russel Jr., Mechanics for Engineers, McGraw
Hill, latest edition
4. Hibbeler, R.C., Engineering Mechanics, Statics, Amazon, 14th Edition

STATICS
Statics is a branch of mechanics which studies the effects and distribution of forces of
rigid bodies which are and remain at rest. In this area of mechanics, the body in which forces
are acting is assumed to be rigid. The deformation of non-rigid bodies is treated in Strength
of Materials.

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 Statics is the study of bodies and structures that are in equilibrium. For a body to be
in equilibrium, there must be no net force acting on it. In addition, there must be no
net torque acting on it. 

LESSON 1: FUNDAMENTAL CONCEPT

OUTLINE:

1.1 Force and their characteristics

1.2 External and internal effects of forces
1.3 Force system, concurrent, non-concurrent, parallel, non-parallel, coplanar and
spatial force system
1.4 Components of a force, resolution of forces into planar and spatial components
1.5 Moment of a force

INTENDED LEARNING OUTCOMES

At the end of this topic, YOU should be able to:

 Define and explain the fundamental concept of statics.

 Determine and describe the force and their characteristics
 Determine and describe the external and internal effect of force.

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  Apply the principles of statics.
 Solved problems involving moment of a force.

FORCE AND THEIR CHARACTERISTICS

When we push,
pull kick, lift, throw, press open, and close an object we say a force is applied on the object.
This action are nothing but application of force. Whatever may be the method of application
of the force, they are of only two types a push and pull. An agency which produces motion in
a body or alters the existing state of the motion in a body is called a force.

Definition of ‘force’ can be given in several ways. Most simply it can be defined as
‘the cause of change in the state of motion of a particle or body’. It is of course, the product
(multiplication) of mass of the particle and its acceleration.

NECESSITY OF A FORCE

• To move a stationary object i.e. to move a body

which is at rest
• To change the direction of motion of an object
• To change the magnitude of the velocity (speed)
of motion od an object
• To change the shape of an object

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EFFECTS OF FORCE
• It may set a body into motion
• It may bring a body to rest
• It may change the magnitude of motion
• It may change the direction of motion
• It may change the magnitude and direction of motion
• It may change the shape of an object

CHARACTERISTICS OF A FORCE
Forces are due to an interaction of at least two objects. It may change the state of motion
of an object. It may change the shape of an object. Forces applied on an object in the same
direction add to one another and the resultant is in the same direction. When forces are
applied on an object in the opposite direction then their resultant or net force is the difference
between these opposing forces and its resulting direction is the same as that of the larger
force.

If two forces acting on object are equal in magnitude but opposite direction, the net force
acting on the body is zero.

A Force has following basic characteristics

i) Magnitude
ii) Direction
iii) Point of application
iv) Line of action

Force is represented as a vector. example an arrow

with its magnitude. e.g. for the force shown in Figure,
magnitude of force is 4KN, direction is 40° with the
horizontal in fourth quadrant, point of application is C
and line of action is AB.

Smaller magnitudes of forces are measured in

newton (N) and larger in kilonewton (KN).

EXTERNAL AND INTERNAL FORCES

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 External Forces are those which are applied to the boundary of a structure. This
includes explicit externally applied forces as well as the forces that are applied by the
supports to restrain the structure.

Internal forces are those that are exerted on a portion of a structure by the rest of the
structure. You would only see these forces if you were to make a cut in the structure and
separate it into two free body diagrams. These are the forces that are represented by member
shear and moment diagrams (that will be covered later).

EXTERNAL AND INTERNAL FORCES

FORCE SYSTEM

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 When a mechanics problem or system has more than one force acting, it is known as a
‘force system’ or ‘system of force’.

COPLANAR FORCE SYSTEM

When the lines of action of a set of forces lie in a single plane is called coplanar force
system.

NON-COPLANAR FORCE SYSTEM

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 When the line of action of all the forces do not lie in one plane, is called Non-coplanar
force system

COLLINEAR FORCE SYSTEM

When the lines of action of all the forces of a system act along the same line, this
force system is called collinear force system.

PARALLEL FORCE SYSTEM

Is a situation in which two forces of equal magnitude act in the same direction within
the same plane, with the counter force in the middle. An example of this is a see saw. The
children are applying the two forces at the ends, and the fulcrum in the middle gives the
counter force to maintain the see saw in neutral position. Another example are the major
vertical forces on an airplane in flight (see image at right).

CONCURRENT FORCE SYSTEM

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 The forces when extended pass through a single point and the point is called point of
concurrency. The lines of actions of all forces meet at the point of concurrency. Concurrent
forces may or may not be coplanar.
NON-CONCURRENT FORCE SYSTEM
When the forces of a system do not meet at a common point of concurrency, this type
of force system is called non-concurrent force system. Parallel forces are the example of this
type of force system. Non-concurrent forces may be coplanar or non-coplanar.
COPLANAR AND CONCURRENT FORCE SYSTEM
A force system in which all the forces lie in a single plane and meet at one point, For
example, forces acting at a joint of a roof truss (see fig.2.6)
• P = External force
• F1 to F5 = Member forces (internal) RA and RB = Reactions
• C = Point of concurrency

COPLANAR AND NON-CONCURRENT FORCE SYSTEM

These forces do not meet at a common point; however, they lie in a single plane, for
example, forces acting on a beam as shown in Fig.

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NON-COPLANAR AND CONCURRENT FORCE SYSTEM
In this system, the forces lie in a different plane but pass through a single point.
Example is forces acting at the top end of an electrical pole (see Fig)

NON-COPLANAR AND NON-CONCURRENT FORCE SYSTEM

The forces which do not lie in a single plane and do not pass through a single point
are known as non-coplanar and non-concurrent forces. Example is the loads transferred
through columns to the rectangular mat foundation as shown in Fig.

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COMPONENT OF A FORCE
Forces acting at some angle from the coordinate axes can be resolved into mutually
perpendicular forces called components. The component of a force parallel to the x-axis is
called the x-component, parallel to y-axis the y-component, and so on.

COMPONENTS OF A FORCE IN XY PLANE

CONSIDERING θ x
X-component
Fx=F cos θx Eq . 1

Y-component
Fy=F sin θx Eq . 2

CONSIDERING θ y
X-component
Fx=F sin θy Eq . 3

Y-component
Fy=F cos θy Eq . 4

COMPONENT OF A FORCE IN A GIVEN SLOPE

X-component
Fx=F ( hr ) Eq . 5
Y-component

Fy=F ( vr ) Eq . 6

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 SAMPLE PROBLEMS

SAMPLE PROBLEM Determine the x and y components of the

forces shown below in Fig. P-001.
Solution:
a. Solve for the Horizontal Component and Vertical
component of F 1. Since the given is the angle of the force
58KN, we will use Eq. 1 for the horizontal component and
Eq. 2 for the vertical component.

Horizontal Component ( F 1 ) x

F 1 =F1 cos θ
x

F 1 =58 cos 30 °
x

F 1 =50.229 kN
x

Vertical Component ( F 1 )y

F 1 =F 1 sin θ
y

F 1 =58 sin 30 °
y

F 1 =29 kN
y

b. Solve for the Horizontal Component and Vertical component of F 2. Since the
angle is along with the horizontal, so, we will use Eq. 1 for the horizontal component
and Eq. 2 for the vertical component. We have,

Horizontal Component ( F 2 ) x

F 2 =F 2 cos θ
x

F 2 =50 cos 45 °
x

F 2 =35.335 kN
x

Vertical Component ( F 2 )y

F 2 =F 2 sinθ
y

F 2 =50 sin 45°

y

F 2 =35.335 kN
y

 The horizontal and vertical component of F 2 are the same because we form a
complementary angle. sin 45 ° and cos 45 ° are equal.

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 c. Solve for the Horizontal Component and Vertical component of F 3. For this force
the given is the slope. We are to going to use Eq. 5 and Eq. 6 to solve for horizontal
and vertical component respectively. Let us first determine the values of r, h, and v.

The value of h=5 , v=12 find r =?, using the Pythagorean Theorem, we have
2 2 2
c =a + b
2 2 2
r =h + v
2 2 2
r =5 +12
r =13

we can now solve for the horizontal and vertical component of F 3.

Horizontal Component ( F 3 ) x

( hr )
F 3 =F 3 x

F =45 ( )
5
3x
13
F 3 =17.308 kN
x

Vertical Component ( F 3 )
y

( vr )
F 3 =F 3 y

F =45 ( )
12
3y
13
F 3 =41.538 kN
y

d. Solve for the Horizontal Component and Vertical component of F 4. Since the
force is along with the horizontal (x- axis) there is no vertical component. Therefore,

Horizontal Component ( F 4 ) x

F 4 =40 kNx

Vertical Component ( F 4 )
y

F 4 =0 kN
y

SAMPLE PROBLEM Compute the x and y components of each

of the four forces shown in Fig.
SOLUTION:

Page 18 of 89
a. Horizontal Component and Vertical component of P . The given is the slope therefore
we are required to compute for the hypotenuse of that slope. We have, h=2 , v=3 , solve
for r . By Pythagorean Theorem we can solve for r.

r 2=h2+ v 2
2 2 2
r =2 +3
r =3.606

Horizontal Component ( P x)
P x =P ( hr )
P x =722 ( 3.606
2
)
P x =400.444 lbs

Vertical Component ( P y )
P y =P ( vr )
P y =722 ( 3.606
3
)
P y =600.666lbs

b. Solve for the Horizontal Component and Vertical component of Q . Since the Angle
is given along with the horizontal (x-axis). Use Eq. 1 & 2 to determine the horizontal and
Vertical component of the force Q.

Horizontal Component (Q x)
Q x =Q cos θ
Q x =200 cos 60 °
Q x =100lbs

Vertical Component (Q y )
Q y =Q sin θ
Q y =200sin 60 °
Q y =173.205 lbs

c. Horizontal Component and Vertical component of F . The given is the slope therefore
we are required to compute for the hypotenuse of that slope. We have, h=2 , v=1, solve
for r . By Pythagorean Theorem we can solve for r.

r 2=h2+ v 2
2 2 2
r =2 +1
r =2.236

Horizontal Component ( F x )
F x =F ( hr )
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 F x =448 (
2
2.236 )
F x =400.716 lbs

Vertical Component ( F y)
F y =F ( vr )
F y =448 ( 2.236
1
)
F y =200.358 lbs

d. Solve for the Horizontal Component and Vertical component of T . Since the Angle is
given along with the vertical (y-axis). Use Eq. & 4 to determine the horizontal and
Vertical component of the force Q.

Horizontal Component (T x )
T x =T sinθ
T x =400 sin 20°
T x =136.808 lbs

Vertical Component (T y )
T y =Q cos θ
T y =400cos 20°
T y =375.877 lbs

SAMPLE PROBLEM Find the components in the x, y, u and

v directions of the force P = 10 kN shown in Fig. P-005.
SOLUTION:

a. Solve for the X and Y Component of the force P. If

we take a look in the figure the angle of the force P
from the x-axis is 60˚, therefore,

X Component of P( P x)
P x =Pcos θ
P x =10 cos 60 °
P x =5 kN

Y Component of P ( P y )
P y =P sin θ
P y =10 sin 60 °

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 P y =8.66 kN

b. Solve for the u and v Component of the force P. Again, if we take a look the figure
the u-axis is located 20˚ above x-axis. Meaning that the force P is located 40˚ above
u-axis, then we have

u Component of P( Pu)
Pu=P cos θ
Pu=10 cos 40 °
Pu=7.66 kN

v Component of P ( Pv )
Pv =P sin θ
Pv =10 sin 40°
Pv =6.428 kN

NAME: _____________________________________

EXERCISE NO. 1

Direction: Solve the following problems.

1. The force P of magnitude 50 kN is acting at 215° from the x-axis. Find the
components of P in u 157° from x, and v negative 69° from x.

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2. A block is resting on an incline of slope 5:12 as shown in Fig. P-007. It is
subjected to a force F = 500 N on a slope of 3:4. Determine the components of F
parallel and perpendicular to the incline.

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 3. A force P = 800 N is shown in Fig. P-008.

a. Find the y-component of P with respect to x and y axis.

b. Find the y'-component of P with respect to x' and y' axis.

c. Find the y-component of P with respect to x' and y axis.

d. Find the y'-component of P with respect to x and y' axis.

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4. The body on the 30° incline in Fig. P-009 is acted upon by a force P inclined at
20° with the horizontal. If P is resolved into components parallel and
perpendicular to incline and the value of the parallel component is 1800 N,
compute the value of the perpendicular component and that of P.

5. The magnitude of vertical force F shown in Fig. P-016 is 8000 N. Resolve F into
components parallel to the bars AB and AC.

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6. If the force F shown in Fig. P-017 is resolved into components parallel to the bars
AB and BC, the magnitude of the component parallel to bar BC is 4 kN. What are
the magnitudes of F and its component parallel to AB?

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1.10 MOMENT OF A FORCE
Moment is the measure of the capacity or ability of the force to produce twisting
or turning effect about an axis. This axis is perpendicular to the plane containing the line
of action of the force.

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 The magnitude of moment is equal to the product of the force and the
perpendicular distance from the axis to the line of action of the force. The intersection of
the plane and the axis is commonly called the moment center, and the perpendicular
distance from the moment center to the line of action of the force is called moment arm.

The moment of a force about a point or axis measures of the tendency of the force to
cause the body to rotate about the point or axis.

Magnitude of Moment
M o=F ∙d

Where d is the moment arm or perpendicular distance from the axis at point O to the line of
action of the force?

Direction of Moment

The direction Mo is specified using the “right-hand rule”. To do this the

fingers of the right hand are curled such that they follow the sense of
rotation, which would occur if the force could rotate about point O. The
thumb then point along the moment axis so that it gives the direction and
sense of the moment vector, which is upward and perpendicular to the
shaded plane containing F and d.

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SAMPLE PROBLEM In Fig. P-226 assuming clockwise moments as positive, compute the
moment of force F = 200 kg and force P = 165 kg about points A, B, C, and D.

SOLUTION:
First step is to determine the horizontal and vertical component to force P and F. We have,
For force F, h=1.2 , v=0.9
r 2=h2+ v 2
2 2 2
r =1.2 +0.9
r =1.5

Horizontal Component ( F x )
F x =F( hr )
F =200 (
1.5 )
1.2
x

F x =160 kg

Vertical Component ( F y)

( vr )
F y =F

F =200 (
1.5 )
0.9
y

F y =120 kg

For force P, h=0.6 , v =0.9

2 2 2
r =h + v
2 2 2
r =0.6 +0.9
r =1.082

Horizontal Component ( P x)

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 P x =P
h
r ()
P x =165 (
0.6
1.082 )
P x =91.497 kg

Vertical Component ( P y )
P y =P ( vr )
P y =165 ( 1.082
0.9
)
P y =137.246 kg

a. Solve for Moment at Point A ( M A). Taking moment at point A assuming clockwise
moment to be positive and applying the moment formula which is equal to force multiply
by its perpendicular distance. Looking on the figure to formulate the moment equation
therefore we have,

M A =−( F x ∙ d ) −( F y ∙ d )−( P x ∙ d ) +(P y ∙ d )

F x , F y , ∧Px are negative because it gives us a counterclockwise direction as we take

moment at point A. The distance is the perpendicular distance from the x and y component
of the force to a point where we are taking the moment. So that,

M A =−( 160× 0.9 )− (120 × 0.3 )−( 91.497 × 0.9 ) +(137.246 × 0.6)

M A =179.9997 kg ∙ m answer.

b. Solve for Moment at Point B ( M B ). Assuming clockwise moment to be positive. We

have

M B =( F x ∙ d ) + ( F y ∙ d ) + ( P x ∙ d ) −( P y ∙ d)

M B =( 160× 0.9 ) + ( 120 ×1.2 ) + ( 91.497 × 0.9 )−(137.246× 0.9)

M A =246.826 kg ∙ m answer.

c. Solve for Moment at Point C ( M C ). Assuming clockwise moment to be positive. We

have

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 M C =( F y ∙ d ) −(P y ∙ d)

 F x and P x are directly through point C meaning they have no (zero)

perpendicular distance therefore these are equal to zero.

M C =( 120 ×1.5 ) −(137.246 ×1.2)

M C =15.305 kg ∙ m answer.

d. Solve for Moment at Point D ( M D ). Assuming clockwise moment to be positive. We

have

M D =( F x ∙d ) −( F y ∙ d ) + ( P x ∙ d ) +( P y ∙ d )

M D =( 160 ×0.9 )−( 120× 0.3 ) + ( 91.497 × 0.9 ) +(137.246 × 0.6)

M D =272.695 kg ∙ m answer.

SAMPLE PROBLEM Determine the moment of the 800 N force acting on the frame in the
figure below about points A, B, C, and D.

SOLUTION:
Since the force F is acting on the horizontal axis, we will not compute anymore the
components of that force. I vertical component of the force is automatically equal to zero (0).
We directly proceed to the moment equation. Then we have,

For Moment at point A ( M A),

M A =F ∙ d
Where, F=800 N
d=2.5 m( perpendicular distance of the force F¿ point A )

M A =(800 N )∙(2.5 m)
M A =2,000 N ∙ m Answer

Page 30 of 89
For Moment at point B ( M B ),
M B =F ∙ d
Where, F=800 N
d=1.5m( perpendicular distance of the force F¿ point B)

M A =(800 N )∙(1.5 m)
M A =1,200 N ∙ m Answer

For Moment at point C ( M C ),

M C =F ∙ d
Where, F=800 N
d=O¿
thenthe there∈no∨zero perpendicular distance ¿

M C =(800 N) ∙(0 m) M C =0 N ∙ m Answer

For Moment at point D ( M D ),
M D =F ∙ d
Where, F=800 N
d=0.5 m( perpendicular distance of the force F¿ point D)

M D =( 800 N ) ∙(0.5 m)
M D =400 N ∙ m Answer

SAMPLE PROBLEM For each case illustrated in the figure below, determine the moment
of the force about point O.

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SAMPLE PROBLEM Determine the resultant moment of the four forces acting on the rod
shown in the figure below about point O.

Principle of Moments

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 The concept of principle of moments state that the moment of a force
about a point is equal to the sum of the moment of the force’s component
about the point.

Method of Analysis

1) Breakdown the force into its x and y components.

2) Find the moment of each component force.
3) Add the moments of the component forces.

Name: _______________________________________________

EXERCISES NO. 2
DIRECTION: Solved the following problems:

1. A 200 N force acts on the bracket shown below. Determine the moment of the force
about point A.

Page 33 of 89
2. The force F acts at the end of the angle bracket shown in the figure below. Determine
the moment of the force about point O.

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3. The wrench is used to loosen the bolt. Determine the moment of each force about the
bolt’s axis passing through point O.

Page 35 of 89
4. Determine the moment about point A of each of the three forces.

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5. Determine the moment of each of the three forces about point A. Solve the problem
first by using each force as a whole, and then by using the principle of moments.

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6. The towline exerts a force of P = 4 kN at the end of the 20 m long crane boom. If θ =
30º, determine the placement x of the hook at A so that the force creates a maximum
moment about point O. What is this
moment?

Page 38 of 89
7. Determine the direction θ (0° ≤ θ ≤ 180°) of the force F = 200 N so that it produces
(a) the maximum moment about point A and (b) the minimum moment about point A.
Compute the moment in each case.

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8. The tool at A is used to hold a power lawnmower blade stationary while the nut is
being loosened with the wrench. If a force of 50 N is applied to the wrench at B in the
direction shown, determine the moment it creates about the nut at C. What is the
magnitude of force F at A so that it creates the opposite moment about C?

Page 40 of 89
9. Determine the direction θ (0° ≤ θ ≤ 180°) of the force F so that it produces (a) the
maximum moment about point A and (b) the minimum moment about point A.
Compute the moment in each case.

Page 41 of 89
LESSON 2: RESULTANT OF FORCE
SYSTEM
2.5 Resultant of Coplanar Force Systems
2.6 The Couple and its Characteristics
2.7 Resultant of Spatial Force System

INTENDED LEARNING OUTCOME (ILO)

At the end of this topic, YOU should be able to:

 Define and interpret the concept of the force resultant

 Develop skills in evaluating the resultant of a force.
 Examine a system involving two or more forces
 Define a couple and determine the moment of a couple
 Apply the concept of couple.
 Solve problems involving the resultant of a force.

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2.1 Resultant of Coplanar Force System

When we are examining a system involving two or more forces, we are usually
interested in finding the resultant force in terms of its magnitude as well as direction. The
graphical, trigonometric, and vector approaches discussed earlier can be applied to problems
involving coplanar (two-dimensional) forces. We will expand on this discussion with the help
of the following examples.

SAMPLE PROBLEM Two tugboats are towing a cargo ship as shown below. Tugboat A
exerts a force of 15,000 N at a 30° angle while tugboat B exerts a force of 20,000 N at a 50°
angle. Determine the magnitude and direction of the resultant force acting on the cargo ship.

Solution: We begin the analysis by drawing the known force

vectors. We then construct the force triangle by a head-to-tail connection of the two force
components.

Graphical Approach: If the two known sides of the force triangle are drawn to scale, then
we can simply measure the length of the resultant vector and multiply it times the scale
factor, used for the other two sides, to find its magnitude. To find its direction, we can use a
compass to measure its angle from the same reference line.

The accuracy of graphical approach depends on the accuracy in drawing the force triangle
and the accuracy in measuring the length and angle of the resultant. Hence, it could be subject
to a considerable error.

Trigonometric Approach: An alternative approach is to use the laws of sines and cosines to
solve for the resultant. To do this, we need to first determine the angle  β  in the force triangle.
With the help of the force parallelogram shown below, we determine the value of  β  knowing
that the opposite corners of a parallelogram have equal angles.

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With  β  known, we can use the law of cosines given as

⃑
∑ F=0
to solve for the magnitude of the resultant force

R=√ (15,000) +(20,000) −2(15,000)(20,000)cos 100 °

2 2

R=27003.5 N

We then use the law of sines to solve for angle α

R b
=
sin β sin α

20,000
sin α= sin 100 °
27,003.5

α =46.8°

Therefore, the direction of the resultant force is 16.8° below the horizontal reference line.

Scalar Approach: In this approach, we resolve the force exerted by

each tugboat into its x and y components as shown below

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We then add the force components in the x direction together, and those in the y direction
together to obtain the x and y components of the force resultant, respectively. In doing this,
we must pay close attention to the sign convention on individual force components.

R x =15,000 cos 30 °+ 20,000cos 50°

R x =25,846.13 N →

R y =15,000sin 30 ° +20,000 sin 50°

R y =−7,820.9 N ↓

With its components known, we can now solve for the magnitude of the force resultant as

R=√ R 2x + R 2 y

R=27,003.5 N

The direction of the force resultant, θ , is found as

R y −7,820.9
tan θ= =
R x 25,846.13
θ ¿−16.8°

Since θ  is measured positive in the counter clockwise direction from x axis, the force
resultant is, therefore, directed below the x axis as shown below.

We see that the solution found by this approach matches that found by the trigonometric
approach. We next examine the vector approach.

Vector Approach: In this approach, each force is represented by its components in the
rectangular Cartesian coordinates as

⃑
^ F Ay ^j
F A=F Ax i+
⃑
^ 15,000sin 30 ° ^j ) N
F A=( 15,000 cos 30 ° i+

⃑
F B=F Bx i^ + F By ^j
⃑
F B= ( 20,000 cos 50° i^ +20,000 sin50 ° ^j ) N

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We can then solve for the force resultant by adding the two force vectors together.
⃑ ⃑ ⃑
R=R Ax + R Ay
⃑
^ ( F Ay + F By ) ^j
R=( F Ax + F Bx ) i+
⃑
R=( 15,000cos 30°+20,000 cos 50 ° ) i+ ^ ( 15,000 sin 30 °+ 20,000 sin50 ° ) ^j
⃑
^
R=( 25,846.1 i−7,820.9 ^j ) N

The magnitude and direction of the force resultant are then found in the same manner as that
described in the scalar approach.

Having found the resultant force vector on the cargo ship, we know its direction of motion.

SAMPLE PROBLEM  This example is a variant of the problem

considered in Example 1. In this case, tugboat A is exerting a force of 15,000 N at 30° angle.
We are interested in knowing the magnitude and direction of the force exerted by tugboat B
on the cargo ship such that the resultant towing force is 30,000 N in the horizontal direction,

Solution: Having discussed, in previous example, various approaches to analyze a co-planar

concurrent force system, we focus here on the scalar approach. The schematic drawing of the
forces is shown below. The magnitude and direction of the force exerted by Tugboat A and
those of the force resultant are known. The unknown quantities are the magnitude and
direction of the force exerted by tugboat B.

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The force equations in x and y directions are used to find the components of  .
F Ax + F Bx =R x
15,000 cos 30 ° + F Bx=30,000
F Bx =17,009.6 N →

F Ay+ F By=R y
15,000 sin 30° + F By =0
F By =−7,500 N ↓

With the two components of force   known, we can solve for its magnitude and direction as
F B= √(17,009.6) +(7,500)
2 2

F B=18,589.7 N

−7,500
tan θ B=
17,009.6
θ B=−23.8 °

Therefore, tugboat B should apply a force of 18,590 N at an angle of 24° below the x axis.

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Name: ____________________________________________

EXERCISE NO. 3
Direction: Solved the following problems:

1. Using the vector approach, determine the magnitude and the angle with respect to the
positive x-axis of the resultant force vector.

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2. A guy wire is used to stabilize a power line pole. Find the proper position (x) to place
the wire (A) if the wire can provide a 600-N force and the force F due to the power
line is 500 N, by examining the components of F along A and P. Also calculate the
Force along pole P.

3. Four concurrent forces act on the center of the mass of a landing airplane. Calculate
the resultant force and the angle it makes with the x-axis.

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4. If the resultant force system is zero, determine (a) the force F B, and (b) the angle
between the force F B and the x-axis.

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5. Given T 1 and T 2 are 650 lbs, determine P so that the resultant of T 1, T 2 and P is zero.

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2.2 The Couple and its Characteristics

Couple
A special case of moments is a couple. A couple consists of
two parallel forces that are equal in magnitude, opposite in sense and
do not share a line of action. It does not produce any translation, only
rotation. The resultant force of a couple is zero. BUT, the resultant of a
couple is not zero; it is a pure moment.

For example, the forces that two hands apply to turn a steering
wheel are often (or should be) a couple. Each hand grips the wheel at points on opposite sides
of the shaft. When they apply a force that is equal in magnitude yet opposite in direction the
wheel rotates. If both hands applied a force in the same direction, the sum of the moments
created by each force would equal zero and the wheel would not rotate. Instead of rotating
around the shaft, the shaft would be loaded with a force tending to cause a translation with a
magnitude of twice F. If the forces applied by the two hands were unequal, there would again
be an unbalanced force creating a translation of the "system." A pure couple always consists
of two forces equal in magnitude.

diagram illustrating that magnitude

of a couple is the product of distance between the forces and the magnitude of the forces

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 The moment of a couple is the product of the magnitude of one of the forces and the
perpendicular distance between their lines of action. M = F x d. It has the units of kip-feet,
pound-inches, KN-meter, etc. The magnitude of the moment of a couple is the same for all
points in the plane of the couple. A couple may be moved anywhere in its plane or a parallel
plane without changing its external effect. The magnitude of the couple is independent of the
reference point and its tendency to create a rotation will remain constant. This can be
illustrated with the simple illustration of a bar with a length d that is pinned at its midpoint.
Two parallel forces of equal magnitude, opposite in sense are applied at the ends of the bar.
The magnitude of the moment generated by the couple of the forces F, relative to the pin in
the illustration, is equal to

()
(F)
d
2
+( F)( )
d
2
¿ ( F )( d)

The magnitude of the couple of the forces F relative to point "O" is

( F )( d + x )−(F)(x)
( F ) (d)+ ( F )( x )−( F)( x )
¿( F )(d)

Again, it can be seen that the magnitude of the couple is independent of the reference
location. It is always equal to ( F)(d)!

CHARACTERISTICS OF COUPLE
The main characteristics of a couple are
1. The algebraic sum of the forces, having the couple, is zero.
2. The algebraic sum of moment of the forces, constituting couple, about any point is the
same, and equal to the moment of couple itself.
3. A couple can't be balanced by a single force, but can be balanced only by a couple,
however of opposite sense.
4. Any number of coplanar couples can be reduced to single couple, whose magnitude
will be equal to algebraic sum of moments of all the couples.

MOMENT OF A COUPLE
A couple is defined as two parallel forces with the same magnitude but opposite in
direction separated by a perpendicular
distance d .

The moment of a couple is defined

as MO = F d (using a scalar analysis) or as
MO = r × F (using a vector analysis). Here r
is any position vector from the line of action
of –F to the line of action of F

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 The net external effect of a couple is that the net force
equals zero and the magnitude of the net moment equals
F d.

Since the moment of a couple depends only on the

distance between the forces, the moment of a couple is a
free vector. It can be moved anywhere on the body and
have the same external effect on the body.

Moments due to couples can be added using the same

rules as adding any vectors.

SAMPLE PROBLEM Two swimmers on opposite sides of a boat attempt to turn the boat
by pushing as shown. Determine the couple moment about
a) point A on the bow,
b) point B on the stern, and
c) point C.
d) Also state what general principles your results demonstrate.

SOLUTION:

a. Couple Moment at point A, on the bow

M A =−( 50 N )( 1 m )+(50 N )(1m+2 m)

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 M A =100 N ∙ m

b. Couple Moment at point B

M B =( 50 N )( 1.5 m+2 m) −(50 N )(1.5 m)
M B =100 N ∙ m

c. Couple Moment at point C

M C =(50 N )(2 m)
M C =100 N ∙m

d. General principles demonstrated:

1) The couple moment is the same about every point, and
2) The calculation of the couple moment is simplified if the moment is calculated
about a point on the line of action of one of the forces making up the couple.

SAMPLE PROBLEM Determine the magnitude and sense of the resultant couple moment
acting on the rectangular plate.

SOLUTION:
Resolve the inclined forces into
rectangular components.

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Calculate the moment of the couple formed by the force at B and D.
We take summation moment at point D, all clockwise force to be positive, then we have

M D =−(30 N )(8 m)
M D =−240 N ∙ m

Calculate the moment of the couple formed by the force at A and C.

We take summation moment at point C, all clockwise force to be positive, then we have,

M C =−( 17.32 N ) ( 4 m ) + ( 10 N ) (8 m)
M C =10.72 N ∙ m

Since both couple moments are the same about all points, we can move them to any arbitrary
point we choose and then add them to get the resultant couple moment.
M =M C + M D
M =10.72−240
M =−229.28 N ∙ m

Name:_______________________________________________

EXERCISE NO. 4
Direction: Solve the following problems.

1. Determine the value of the force P such that the

resultant couple moment of the two couples acting on
the beam is 900 lb·ft clockwise.

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2. The wrench applies a 10 N·m couple moment to the bolt. To prevent the plate from
rotating, two 2-N forces are applied as shown. Determine the distance s such that the
resultant couple moment acting on the plate and bolt is zero.

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3. Two cords are wrapped around pegs attached to a board as shown. Determine the
value of θ such that P is as small as possible while still producing a resultant couple
moment of zero. Also determine the value of P corresponding to this value ofθ .
Neglect the size of the pegs.

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4. A plumber uses two pipe wrenches so that he can loosen pipe BC from pipe AB
without also loosening pipe AB from the connection at the wall, A. Determine the
moment of the forces about a) A and b) D. Also state what general principles your
results demonstrate.

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LESSON 3: EQUILIBRIUM
4.1 Free-body Diagrams
4.2 Equation of Equilibrium for a coplanar concurrent force system
4.3 Equilibrium of bodies acted upon by two to three forces
4.4 Equilibrium of bodies acted upon by coplanar non-concurrent force system
4.5 Equilibrium of bodies acted upon by spatial concurrent force system
4.6 Equilibrium of bodies acted upon by spatial parallel force system
4.7 Equilibrium of bodies acted upon by spatial non-concurrent force system

INTENDED LEARNING OUTCOME (ILO)

At the end of this topic, YOU should be able to:

 Define and interpret the concept of equilibrium

 Develop skills in drawing free-body diagram.
 Solved problems involving equilibrium.
 Define Equilibrium of bodies acted upon by two to three forces.
 Determine the Equilibrium of bodies acted upon by spatial concurrent force system
 Solve problems involving equilibrium.

DEFINITION AND MEANING OF EQUILIBRIUM

The subject matter of statics, as its name implies, deals essentially with the action of
forces on bodies which are at rest. Such bodies to be in equilibrium. Specifically, equilibrium

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is the term used to designate the condition where the resultant of the force system is zero. A
body is Sid to be in equilibrium when the force system acting upon it has a zero resultant.
The physical meaning of equilibrium, as applied to a body, is that the body either is at rest or
is moving in a straight line with constant velocity.

Free – Body Diagram

Problems in mechanics always involve the interaction of bodies upon one another.
Successful solution of these problems generally requires that the bodies be isolated from one
another so that the forces involved may be analyzed and unknown forces determined. An
isolated view of a body which shows only the external forces exerted on the body is called a
free-body diagram (frequently abbreviated as FBD). These external forces are cause either
the direct bodily contact or by gravitational or magnetic attraction.

The Table describes some of the more common types of bodily contact or support and
shows how to represent the action of the body to be removed upon the isolated free body.

Notice
that although
forces always
occur in pairs (i.e., action and reaction forces which are collinear, equal, but oppositely
directed), a free-body diagram shows only the forces acting upon the body being considered.
It does not show the forces exerted by the free body upon other bodies.

The steps involved in drawing a free-body diagram are:

1. Draw a diagram of the body completely isolated from all other bodies. The free body
may consist of an entire assembled structure or any combination or part of it.
2. Represent the action of each body or support that is removed by a force or its
components.
3. Label each force by its magnitude if known, or by a symbol, if unknown.

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 SAMPLE PROBLEM. A 200-lb cylinder is supported by a horizontal rod AB and rest
against the uniform bar CD which weighs 100 lb. draw the free-body diagram (a) of rod AB,
(b) of the cylinder, (c) of bar CD, and (d) of the assembled cylinder and bar. Assume the pins
at A, B, C, D and the rollers to be smooth and frictionless. The rod AB is assumed to be
weightless, a statement which although physically impossible is often use to mean that weight
is negligible when compared with other loads or forces.

SOLUTION: The FGD of the rod AB is shown in the figure (a) below. The two forces
exerted by pins A and B upon the rod must be equal, opposite and directed along the rod, or
the rod could not remain in equilibrium in its designated spatial position. We conclude that a
member fixed in space and loaded by two forces at its ends requires the forces to be equal and
their lines of action to coincide with the center line of the member. This conclusion is of great
importance in the analysis of pin-connected trusses since it determines the action lines of the
forces existing in the bars of such trusses.

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 Consider the next figure (b) the FBD of the cylinder. In addition to its weight of 200
lb, the cylinder is acted upon by the equal but opposite force that is exerted upon the rod and
a push N perpendicular to CD which exerted by the bar.

The FBD of bar CD (figure c) shows its weight of 100 lb acting vertically at the
midpoint of the uniform bar. The cylinder pushes down to the right with a force N
perpendicular to CD. The roller at C cannot resist any force parallel to the surface of the
roller; its net effect can only be vertical force Cv. The force exerted by the hinged D can act
in any direction; its action is denoted by components Dv and Dx which, if known, can be
combined to determine the magnitude and inclination of the hinged force at D.

Observe that the FBD of the assembled cylinder and bar in the figure does not show
the

contact force N because here N is internal to the system and its action and reaction effects
balance out. Actually, the figure is statically indeterminate (i.e., unsolved using the equation
of statics) because the four unknowns cannot be determine directly using only the three
equations of equilibrium available for such a set of forces. It is necessary to take the assembly
apart and draw the FBD of each part as discussed above. Even though doing this introduces
an additional unknow force N. only then will there be available as many independent
equations of equilibrium as there are unknowns; two equations for the concurrent system of
figure (b) and three for the non-concurrent system figure (c).

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EQUILIBRIUM OF CONCURRENT FORCE SYSTEMS
The condition of equilibrium for concurrent force systems are obtain by determining the
questions that produces a zero resultant. In our previous topic, it shown that the magnitude of
the resultant of a concurrent force system is found by means of the equation
R=√ ( E X )2+( E Y )2
Obviously, the resultant will be zero and equilibrium will exist when the following equations
are satisfied:

∑ X=0
∑ Y =0
These equations are known as the conditions of equilibrium. It is important to note that with
two conditions of equilibrium, only two unknown quantities can be determined to create
equilibrium of concurrent force system.

ILLUSTRATIVE PROBLEM
A system of cords knotted together at A and B support the weight shown in the figure.
Compute the tension P, Q, F and T acting in the various cords.

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SOLUTION: We begin by drawing the FBD of knots A and B. of these two concurrent force
systems, we must first solve that at A. The force system at B is temporarily indeterminate
because it contains three unknown forces and has available only two independent equations
of equilibrium. Its solution must be postponed until one of the unknowns, P in this instance,
has been determined from the concurrent system acting at A, where P, exerting an equal and
opposite effect to its action on B, is only one of two unknowns.
Several are available for the solution of the concurrent force system at A. Let us
discuss each of these methods so that their individual advantages or disadvantages will enable
us to select the most efficient and rapid method to use in similar problems.
Method I – Using Horizontal and Vertical Axes. This is a routine method requiring no
imagination. Selecting reference axes that are horizontal and vertical as shown in the figure,
we apply the condition of equilibrium, to obtain,

[ ∑ X=0 ] P cos 15 °−Q cos 30 °=0 (a)

[ ∑ Y =0 ] P sin15 ° +Q sin 30° −300=0(b)

Solving equations (a) and (b) simultaneously yields,

P=367 lb
Q=410 lb

Method II – Using Rotated Axis. The disadvantage of method I is the necessity of solving
simultaneous equations. Since the reference axes are arbitrarily selected in the first place, a
better choice of the reference axes will eliminate simultaneous equations; this simplifies the
numerical work and reduces the chance for error. For example, let X axis be selected to pass

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through one of the unknowns, say Q. in this case Q will have no Y component and will not
appear in a Y summation.

The method of determining the angles between the forces and the rotated reference axes is
shown in figure (a); the final values of the angles are shown in figure (b). when actually
solving a problems, only X and axis need to be drawn, as in figure (a). the Y axis can be
omitted; it is understood to be perpendicular to the X axis.
Since the X axis was chosen to coincide with Q, it is evident that Q has no Y
component. Hence by applying the condition of equilibrium, [ ∑ Y =0 ] , we automatically
eliminate Q from the equation. Thus we have,

[ ∑ Y =0 ] P sin 45 °−300 sin 60 °=0 P=367 lb ans .

Having determined P, we readily find the second unknown Q by applying the second
equation of equilibrium:

[ ∑ X=0 ] 367 cos 45 °+ 300 cos 60° −Q=0 Q=410 lb ans .

Note carefully the technique used. When the X axis is chosen so that it coincides with one of
the unknowns, the Y summation determine the other unknown. Then the X summation
determines the remaining unknown.

Method III – Using Force Triangle. When three forces are in equilibrium, the easiest
solution is generally obtained by applying the sine law to the triangle representing the
polygon of forces. Since forces in equilibrium have a zero resultant, the tip of the last vector
must touch the tail of the first vector. This tip-to-tail addition gives the close polygon of
forces shown in the figure. Applying the law of sine to this triangle, we obtain,

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 300 P Q
= =
sin 45 ° sin 60 ° sin 75°

Whence as before
P=367 lb andQ=410 lbans .

If this solution is compared with [ ∑ Y =0 ] in Method II, it will be seen to give the same
equation. Indeed, the solution from the force triangle is equivalent to using the two sets of
rotated axes, one set drawn so as to pass through one unknown force whereas the other set
coincides with the other unknown force.
We are now ready to determine the force F and T
holding the concurrent system of forces at B in
equilibrium. A closed polygon of forces for this
system forms a quadrilateral can be drawn that will
subdivide it into two triangles to which the sine law
can be applied, this procedure is more cumbersome
than the method of using the rotating axes described
above in Method II.
Applying the method of rotated axes to the FBD of B,
we draw the X axis to coincide with T as in the figure,
thereby eliminating T from Y summation. Hence, we
obtain F from

[ ∑ Y =0 ]
F sin 45° −367 sin 45 °−200 sin 60 °=0
F=612 lb ans .
the remaining unknown T is now determined from,

[ ∑ X=0 ]
T −612 cos 45 °−367 cos 45 ° +200 cos 60 °=0
T =593 lb ans .

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Name: _____________________________________________

EXERCISE NO 5.
Direction: Solved the following problems.
1. The cable and boom shown in the figure support a load of 600 lb. determine the
tensile force T in the cable and the compressive force in the boom.

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2. Determine the magnitudes of P and F necessary to keep the concurrent force system
shown in the figure in equilibrium.

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3. The figure below represents the concurrent force system acting at a joint of a bridge
truss. Determine the values of P and E to maintain the equilibrium of the forces.

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4. The five forces shown in the figure are in equilibrium. Compute the values of P and F.

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5. The 300-lb force and the 400-lb force shown in the figure below are to be held in
equilibrium by a third force F acting at unknown angle θ with the horizontal.
Determine the values of F and θ .

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6. Determine the values of the angles α and θ so that the force shown in the figure below
will be in equilibrium.

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7. the system of knotted chords shown in the figure below supports the indicated
weights. Compute the tensile force in each cord.

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8. Three bars, hinged at A and D and pinned at B and C as shown in the figure, form a
four-link mechanism. Determine the value of P that will prevent motion.

9. Chords are lopped around a small spacer separating two cylinder each weigh 400 lb
and pass, as shown in the figure, over frictionless pulleys to weights of 200 lb and 400
lb. determine the angle θ and the normal pressure N between the cylinder and the
smooth horizontal surface.

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EQUILIBRIUM OF BODIES ACTED UPON BY TWO TO THREE FORCES

Occasionally equilibrium of a structure is maintained by only three coplanar forces. We

shall now prove that three coplanar forces in equilibrium must be concurrent (or parallel).
Then the methods in the preceding articles may be applied to such cases. We shall see later
that such problems may also be solved by other methods, but the principle that the three
coplanar forces in equilibrium must be concurrent is convenient for determining the direction
of the unknown forces.
Let the three forces acting on the body
shown in the figure be in equilibrium. Prolong F
and Q to intersect at O and determine their
resultant by the parallelogram law.

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 If the third force P is to hold the system in equilibrium, it must be equal, colinear and
oppositely directed to force R. Hence force P must coincide with R and pass through point O.
We conclude that if three coplanar forces are in equilibrium, their lines of action must
intersect in a common point.

ILLUSTRATIVE PROBLEM
1. The bell crank shown in figure (a) is supported by a bearing at A. A 100-lb force is
applied vertically at C, rotation being prevented by the force P acting at B. compute
the value of P and the bearing reaction at A.

Solution: Since the bell crank is in equilibrium, the three forces which act upon it must pass
through a common point. Prolonging the lines of action of the forces to intersect at D makes
the direction of R A such that it must pass through A and D. from the geometry of the figure,
the distance AE is found to be 13.67 in., whence the distance CD = 21.67 in. the direction of
R A is found from

[ tan θ x =
DC
AC ]
21.67
tan θ x = =2.71
8
'
θ=69 ° 45 ans .
Plotting the polygon of forces that are acting on the bell crank as shown in figure (b), we
obtain by applying the law of sines.

100 P RA
= =
sin 24 ° 45 ' sin 20° 15 ' sin 135°
Whence,
P=82.8lb and R A =169 lb answer

If desire, the value of P may be checked by taking moment about A. then we have

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ΣM A=0 ( P sin 75° ) ( 100 )−( 100 ) ( 8 ) =0 P=82.8lb ¿ˇ

EQUILIBRIUM OF NON-CONCURRENT FORCE SYSTEM

There are three equilibrium conditions that can be used for non-concurrent, non-
parallel force system.

The sum of all forces in x-direction or horizontal is zero.

[ ∑ F x=0 ]∨[ ∑ F H =0 ]
the sum of all forces in y-direction or vertical is zero.

[ ∑ F y =0 ]∨[ ∑ F v=0 ]
The sum of moment at any point O is zero.

[ ∑ M O =0 ]
The three equilibrium conditions can solve up to three unknowns in the system.
If the system involves more than three unknowns, it is called indeterminate.
Indeterminate structures are beyond the scope of engineering mechanics, it is
one of the topics in Strength of Materials.

ILLUSTRATIVE PROBLEM
1. A boom AB is supported in a horizontal position by a hinge A and a cable which runs
from C over a small pulley at D as shown in Fig. below. Compute the tension T in the
cable and the horizontal and vertical components of the reaction at A. Neglect the size
of the pulley at D.

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SOLUTION: draw the free body diagram

ΣM A=0

4
( )
2
√5
T =2 ( 200 )+ 6(100)

T =279.51 lb answer

ΣF v=0

Av+
( √25 T )=200+100
Av+
( √25 )(279.51)=200+¿
AV =50 lbanswer

ΣF H=0

A H=
( √15 T )
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A H=
( )
1
√5
(279.51)

A H =125 lbanswer

2. The truss shown in Fig. below is supported on roller at A and hinge at B. Solve for the
components of the reactions.

SOLUTION:

ΣMB=0

24AV+16(240)=36(400)+12(600)

AV=740 lb           answer

ΣMA=0

24BV+12(400)=16(240)+12(600)

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BV=260 lb           answer
 

ΣFH=0

BH=240 lb           answer

Name: ______________________________________________________

EXERCISE NO. 6
Direction: Solve the following problems.
1. Compute the total reactions at A and B for the truss shown in Figure below.

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2. Compute the total reactions at A and B on the truss shown in Fig. below.

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3. Determine the reactions at A and B on the Fink truss shown in Figure. Members CD
and FG are respectively perpendicular to AE and BE at their midpoints.

4. The cantilever truss shown in Figure is supported by a hinge at A and a strut BC.
Determine the reactions at A and B.

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5. A 4-m bar of negligible weight rests in a horizontal position on the smooth planes
shown in Figure. Compute the distance x at which load T = 10 kN should be placed
from point B to keep the bar horizontal.

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LESSON 4: ANALYSIS OF STRUCTURE

4.1 Types of elementary structure

4.2 Nature of support and their reactions
4.3 Structural stability/instability
4.4 Static indeterminacy of structure – external and internal
4.5 Analysis of plane trusses; method of joints, methods of section
4.6 Analysis of pin-jointed frames - methods of members

INTENDED LEARNING OUTCOME (ILO)

Students should be able to:

 Develop skills on Analyzing structures

 Define structural stability/instability
 Determine indeterminacy of structure
 Analyze plane trusses using methods of joints and sections.
and analyze pin-jointed frames using methods of members.

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LESSON 5: FRICTION
5.1 Dry friction and coefficient of friction

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 5.2 Angle of friction
5.3 Application of friction in machine element
5.4 Equilibrium of forces involving friction

INTENDED LEARNING OUTCOME (ILO)

Students should be able to:

 Define and analyze the dry friction and coefficient of friction

 Interpret and determine the angle of friction
 Determine and describe the friction in machine element
 Define equilibrium of forces involving friction.
 Solve real world problems involving the friction

LESSON 6: CENTROIDS AND CENTER OF

GRAVITY
6.1 Center of gravity of two-dimensional body; flat plate
6.2 Determination of centroids by integration
6.3 Centroids of composite bodies - approximation

INTENDED LEARNING OUTCOME (ILO)

Students should be able to:

 Understand the fundamentals of centroids and enter of gravity

 Apply integration to determine the centroids
 Determine the center of gravity of two-dimensional and composite bodies.
 Define and describe centroids
 Apply work energy to curvilinear translation
 Familiarize the fundamental of centroids
 Solved problems involving centroids and center of gravity.

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LESSON 7: MOMENT OF INERTIA;
PRODUCT OF INERTIA
7.1 Moment of Inertia
7.2 Area moment of Inertia by Integration
7.3 Transfer Formula for moment of inertia
7.4 Polar Moment of Inertia
7.5 Radius of Gyration
7.6 Moment of Inertia for composite section
7.7 Product of inertia
7.8 Transfer formula for product of inertia

INTENDED LEARNING OUTCOME (ILO)

Students should be able to:

 Understand the fundamentals of moment of inertia

 Describe and discuss the moment of inertia by integration
 Apply transfer formula for moment of inertia
 Determine the polar moment of inertia
 Define the radius of gyration
 Evaluate the moment of inertia of composite section.
 Describe and discuss the product of inertia
 Solved problems involving moment of inertia

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