College of Engineering Education

2nd Floor, B&E Building

Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Week 2-3: Unit Learning Outcomes 2(ULO-2): At the end of the unit, you are expected to

a. Evaluate Dynamics of a Particle: Rectangular Coordinates

Big Picture in Focus: ULO-2a. Evaluate Dynamics of a Particle: Rectangular Coordinates

Metalanguage

In this section, the most essential terms relevant to the study of curriculum and to
demonstrate on how to apply and solve Kinematics will be operationally defined the terms used
in the course. You will encounter these terms as we go on with the lesson. Please refer to these
definitions in case you will encounter difficulty in the in understanding the concepts.

1. The discussion is limited to a single particle, and the coordinate axes are assumed to be
fixed; that is, not moving
2. A specific coordinate system, however, is essential when we want to describe the motion.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for two weeks of the
course, you need to understand the importance of Kinematics will be laid down in the succeeding
pages.

Please note that you are not limited to exclusively refer to these resources. Thus, you are
expected to utilize other books, research articles, and other resources that are available in the
university’s library e.g. ebrary, search.proquest.com etc.

Keywords
Kinematics Path Vector Rectilinear Motion
Plane Motion Coordinates Constant Tangent
Acceleration Seconds Millimeters

Kinematics

Figure 12.1(a) shows the path of particle A, which moves in a fixed rectangular reference frame.
Letting i, j, and k be the base vectors (unit vectors), the position vector of the particle can be
written as
࢘(‫ ࢏ݔ = )ݐ‬+ ‫ ࢐ݕ‬+ ‫࢑ݖ‬ (12.1)
where x, y, and z are the time-dependent rectangular coordinates of the particle.

21 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Applying the definition of velocity, Eq. (11.10), and the chain rule of differentiation, Eq. (11.4),
we obtain
݀࢘ ݀
‫=ܞ‬ = (‫ ࢏ݔ‬+ ‫ ࢐ݕ‬+ ‫)࢑ݖ‬
݀‫ݐ݀ ݐ‬
ௗ࢏ ௗ࢐ ௗ࢑
= ‫ ݔ‬+ ‫ ࢏ݔ‬+ ‫ ݕ‬+ ‫ ࢐ݕ‬+ ‫ ݖ‬+ ‫࢑ݖ‬
ௗ௧ ௗ௧ ௗ௧
Because the coordinate axes are fixed, * the base vectors remain constant, so that di/dt = dj/dt =
dk/dt = 0. Therefore, the velocity becomes

v = ‫ݒ‬௫ ࢏ + ‫ݒ‬௬ ࢐ + ‫ݒ‬௭ ࢑ (12.2)

where the rectangular components, shown in Fig. 12.1(a), are

‫ݒ‬௫ = ‫ݔ‬ ‫ݒ‬௬ = ‫ݕ‬ ‫ݒ‬௭ = ‫ݖ‬ (12.3)

Similarly, the definition of acceleration, Eq. (11.13), yields

݀‫ݒ‬ ݀
ࢇ= = ൫‫ݒ‬௫ ࢏ + ‫ݒ‬௬ ࢐ + ‫ݒ‬௭ ࢑൯ = ‫ݒ‬௫ ࢏ + ‫ݒ‬௬ ࢐ + ‫ݒ‬௭ ࢑
݀‫ݐ݀ ݐ‬

Thus, the acceleration is

ܽ = ܽ௫ ࢏ + ܽ௬ ࢐ + ܽ௭ ࢑ (12.4)

with the rectangular components [see Fig. 12.1(b)]

ܽ௫ = ‫ݒ‬௫ = ‫ݔ‬ ܽ௬ = ‫ݒ‬௬ = ‫ݕ‬ ܽ௭ = ‫ݒ‬௭ = ‫ݖ‬ (12.5)

22 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Plane Motion

Fig. 12.2

Plane motion occurs often enough in engineering applications to warrant special attention.
Figure 12.2(a) shows the path of a particle A that moves in the xy-plane. To obtain the two-
dimensional rectangular components of r, v, and a, we set z = 0 in Eqs. (12.1)–(12.5). The results
are

‫ ݅ݔ = ݎ‬+ ‫݆ݕ‬ ‫ݒ = ݒ‬௫ ݅ + ‫ݒ‬௬ ݆ ܽ = ܽ௫ ݅ + ܽ௬ ݆ (12.6)

Where
‫ݒ‬௫ = ‫ݔ‬ ‫ݒ‬௬ = ‫ݕ‬
(12.7)
ܽ௫ = ‫ݒ‬௫ = ‫ݔ‬ ܽ௬ = ‫ݒ‬௬ = ‫ݕ‬

‹‰—”‡ͳʹǤʹȋ„Ȍ•Š‘™•–Š‡”‡…–ƒ‰—Žƒ”…‘’‘‡–•‘ˆ–Š‡˜‡Ž‘…‹–›ǤŠ‡ƒ‰Ž‡Ʌǡ which defines the

direction of v, can be obtained from

‫ݒ‬௬ ݀‫ݕ‬/݀‫ݕ݀ ݐ‬
‫= ߠ݊ܽݐ‬ = =
‫ݒ‬௫ ݀‫ݔ‬/݀‫ݔ݀ ݐ‬

Because the slope of the path is also equal to dy/dx, we see that v is tangent to the path, a result
that was pointed out in the preceding chapter.
Š‡”‡…–ƒ‰—Žƒ”…‘’‘‡–•‘ˆƒƒ”‡•Š‘™‹ ‹‰ǤͳʹǤʹȋ…ȌǤŠ‡ƒ‰Ž‡Ⱦthat
defines the direction of a can be computed from

ܽ௬ ݀ ଶ ‫ݕ‬/݀‫ ݐ‬ଶ
tan ߚ = =
ܽ௫ ݀ ଶ ‫ݔ‬/݀‫ ݐ‬ଶ

‡…ƒ—•‡Ⱦ‹•‰‡‡”ƒŽŽ›‘–‡“—ƒŽ–‘Ʌǡ–Š‡ƒ……‡Ž‡”ƒ–‹‘‹•‘–‡…‡••ƒ”‹Ž›–ƒ‰‡– to the path.

Rectilinear Motion

If the path of a particle is a straight line, the motion is called rectilinear. An example of rectilinear
motion, in which the particle A moves along the x-axis, is depicted in Fig. 12.3. In this case, we set
y =0 in Eqs. (12.6) and (12.7), obtaining ‫݅ݔ = ݎ‬, ‫ݒ = ݒ‬௫ ݅ ܽ݊݀ ܽ = ܽ௫ ݅. Each of these vectors is
directed along the path (i.e., the motion is one-dimensional). Because the subscripts are no longer
needed, the equations for rectilinear motion along the x-axis are usually written as

‫݅ݔ = ݎ‬ ‫݅ݒ = ݒ‬ ܽ = ܽ݅ (12.8)

23 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Where

‫ݔ=ݒ‬ ܽ=‫ݔ=ݒ‬ (12.9)

In some problems, it is more convenient to express the acceleration in terms of velocity and
position, rather than velocity and time. This change of variable can be accomplished by the chain
rule of differentiation: a = dv/dt = (dv/dx)(dx/dt). Noting that dx/dt = v, we obtain

݀‫ݒ‬
ܽ=‫ݒ‬ (12.10)
݀‫ݔ‬

Figure 12.3

Sample Problem
Pin P at the end of the telescoping rod in Fig. (a) slides
along the fixed parabolic path y2 = 40x, where x and y
are measured in millimeters. The y coordinate of P
varies with time t (measured in seconds) according to y
= 4t2 + 6t mm. When y = 30 mm, compute (1) the
velocity vector of P; and (2) the acceleration vector of P.

Solution

Part 1
Substituting
‫ = ݕ‬4‫ ݐ‬ଶ + 6‫ݐ‬ (ܽ)
Into the equation of the path and solving for x, we obtain
‫ݕ‬² (4‫ ݐ‬ଶ + 6‫)ݐ‬²
‫=ݔ‬ = = 0.40‫ ݐ‬ସ + 1.20‫ ݐ‬ଷ + 0.90‫ ݐ‬ଶ ݉݉ (ܾ)
40 40
The rectangular components of the velocity vector thus are
‫ݒ‬௫ = ‫ = ݔ‬1.60‫ ݐ‬ଷ + 3.60‫ ݐ‬ଶ + 1.80‫݉݉ ݐ‬/‫ݏ‬ (ܿ)
‫ݒ‬௬ = ‫ = ݕ‬8‫ ݐ‬+ 6 ݉݉/‫ݏ‬ (݀)
Setting y = 30 mm in Eq. (a) and solving for t gives t = 2.090 s. Substituting this value of time
into Eqs. (c) and (d), we obtain
‫ݒ‬௫ = 34.1 ݉݉/‫ݏ‬ ܽ݊݀ ‫ݒ‬௬ = 22.7 ݉݉/‫ݏ‬
Consequently, the velocity vector at y = 30 mm is
‫ = ݒ‬34.1݅ + 22.7݆ ݉݉/‫ݏ‬ ࡭࢔࢙࢝ࢋ࢘
The pictorial representation of this result is shown below and also in Fig. (b).

24 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

By evaluating the slope of the path, dy/dx, at y = 30 mm, it is easy to verify that the velocity
vector determined above is indeed tangent to the path.

Part 2
From Eqs. (c) and (d), we can determine the components of the acceleration vector by
differentiation:
ܽ௫ = ‫ݒ‬௫ = 4.80‫ ݐ‬ଶ + 7.20‫ ݐ‬+ 1.880 ݉݉/‫ ݏ‬ଶ
ܽ௬ = ‫ݒ‬௬ = 8 ݉݉/‫ ݏ‬ଶ
Substituting t = 2.090 s, we obtain
ܽ௫ = 37.8 ݉݉/‫ ݏ‬ଶ ܽ݊݀ ܽ௬ = 8 ݉݉/‫ ݏ‬ଶ
Therefore, the acceleration vector at y = 30 mm is
ܽ = 37.8݅ + 8݆ ݉݉/‫ݏ‬²
The pictorial representation of a is

From the drawing of the acceleration vector in Fig. (b) we see that the direction of a is not
tangent to the path.

Kinetics: Force-Mass-Acceleration Method

a. Equations of Motion

When several forces act on a particle of mass m, Newton’s second law has the form F = ma,
where F is the vector sum of the forces (the resultant force), and a is the acceleration of the
particle. The scalar representation of this vector equation in rectangular coordinates is
෍ ‫ܨ‬௫ = ݉ܽ௫ ෍ ‫ܨ‬௬ = ݉ܽ௬ ෍ ‫ܨ‬௭ = ݉ܽ௭ (12.11)
25 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Equations (12.11) are known as the equations of motion of the particle.

If the acceleration of the particle is known, we can use the equations of motion to find the
forces. If the forces are given, the equations of motion can be solved for the accelerations. Most
problems, however, are of the mixed type, where only some of the forces and some of the
acceleration components are known.

We call the process of relating the forces to the acceleration of the particle by means of
Eqs. (12.11) the force-mass-acceleration (FMA) method. Later we will learn other procedures,
such as work-energy and impulse-momentum methods, that can also be used to obtain
relationships between the forces and the motion.

b. Free-body and mass-acceleration diagrams

It is standard practice to start the FMA method by drawing two diagrams, each
representing one side of Newton’s second law F = ma. The first of these is the free-body diagram
(FBD) that shows all the forces acting on the particle. The second diagram, which we refer to as
the mass-acceleration diagram (MAD), displays the inertia vector ma of the particle. Newton’s
second law can now be satisfied by requiring the two diagrams to be statically equivalent, that is,
to have the same resultant.
The FBD and the MAD of a particle are shown in Fig. 12.4(a). The equal sign between the
diagrams indicates static equivalence. If rectangular coordinates are employed, the inertia vector
is usually represented by its rectangular components, as illustrated in Fig. 12.4(b). Once the
diagrams have been drawn, it is relatively easy to write down the conditions of static equivalence,
that is, the equations of motion.
The free-body diagram is as important in dynamics as it is in statics. It identifies all the
forces that act on the particle in a clear and concise manner, it defines the notation used for
unknown quantities, and it displays the known quantities. The mass-acceleration diagram serves
a similar purpose. It also defines the notation for the unknowns, and it shows the known
magnitudes and directions. But perhaps the greatest benefit of the MAD is that it focuses our
attention on the kinematics required to describe the inertia vector. After all, it is kinematics that
enables us to decide which components of the acceleration vector are known beforehand and
which components are unknown.

In summary, the FMA method consists of the following steps.

Step 1: Draw the free-body diagram (FBD) of the particle that shows all forces acting on the
particle.
Step 2: Use kinematics to analyze the acceleration of the particle.
26 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Step 3: Draw the mass-acceleration diagram (MAD) for the particle that displays the inertia vector
ma, utilizing the results of Step 2.
Step 4: Referring to the FBD and MAD, relate the forces to the acceleration using static
equivalence of the two diagrams.

Dynamics of Rectilinear Motion

a. Equations of motion
Figure 12.5 shows the FBD and the MAD
of a particle that is in rectilinear motion along the
x-axis. The corresponding equations of motion
are

෍ ‫ܨ‬௫ = ݉ܽ (12.12)

෍ ‫ܨ‬௬ = ෍ ‫ܨ‬௭ = 0 (12.13)

In some problems all the forces acting on the particle are in the direction of motion (the
x-direction), in which case Eqs. (12.13) are automatically satisfied. Otherwise, Eqs. (12.13) can be
used in the computation of unknown forces, such as the reactions.

b. Determination of Velocity and Position

Let us assume that we wrote the equations of motion for an arbitrary position of the particle and
then solved them for the acceleration a. Because the position of the particle is arbitrary, the
acceleration would generally be a function of the position and velocity of the particle, and time:

ܽ = ݂(‫ݒ‬, ‫ݔ‬, ‫)ݐ‬ (12.14)

An equivalent form of Eq. (12.14) is

‫ݔ(݂ = ݔ‬, ‫ݔ‬, ‫)ݐ‬

which is a second-order, ordinary differential equation. The solution of this differential equation
would be x(t), the position as a function of time.

If all three variables (x, v, and t) appear explicitly in the expression for a in Eq. (12.14),
then the chances of obtaining an analytical solution are slim. The reason is that f is usually a
nonlinear function; that is, it contains nonlinear terms of the variables, such as sin x or v2. In most
cases, nonlinear differential equations can be solved only numerically. However, if f contains only
one of the variables, the differential equation can be integrated in a straightforward manner, as
shown below.
Case 1: a = f (t) From a = dv/dt, we get
݀‫ݐ݀)ݐ(ܽ = ݒ‬ (12.15)
Both sides of the equation can now be integrated, yielding the velocity as a function of time:
‫ = )ݐ(ݒ‬න ܽ(‫ ݐ݀ )ݐ‬+ ‫ܥ‬ଵ (12.16)
After the velocity has been determined, the position coordinate x can be obtained from v = dx/dt,
or dx = v(t) dt. Integrating both sides, we get

27 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

‫ = )ݐ( ݔ‬න ‫ ݐ݀ )ݐ(ݒ‬+ ‫ܥ‬ଶ (12.17)

The constants of integration, C1 and C2, can be evaluated from the initial conditions (usually the
given values of x and v at t = 0).

Case 2: a = f (x) Here we utilize Eq. (12.10): a = v dv/dx. Tvhe variables can be separated so that
x and v appear on opposite sides of the equation:

‫ݔ݀ ) ݔ(ܽ = ݒ݀ ݒ‬ (12.18)

The equation can now be integrated, with the result

1 ଶ
‫ = ݒ‬න ܽ(‫ ݔ݀ ) ݔ‬+ ‫ܥ‬ଷ
2

where C3 is the constant of integration. Therefore,

‫ = ) ݔ(ݒ‬ඨ2 ൤න ܽ(‫ ݔ݀) ݔ‬+ ‫ܥ‬ଷ ൨ (12.19)

At this stage we could replace v by dx/dt in Eq. (12.19), separate the variables x and t, and
integrate again to obtain x(t). But the integration may not be easy due to the presence of the
square root.

Case 3: a = f (v) We can start with Eq. (12.18), which, after replacing a(x) by a(v), is

‫ݔ݀)ݒ(ܽ = ݒ݀ ݒ‬

Separating the variables x and v, we have

‫ݒ݀ ݒ‬
݀‫= ݔ‬ (12.20)
ܽ(‫)ݒ‬

Upon integration, we obtain x as a function of v:

‫ݒ݀ ݒ‬
‫ = )ݒ( ݔ‬න + ‫ܥ‬ସ (12.21)
ܽ(‫)ݒ‬

Equation (12.21) may be inverted (solved for the velocity) if we want v as a function of x.
We could also start with Eq. (12.15): dv=a(v) dt. Rearranging terms to separate the
variables leads to

݀‫ݒ‬
݀‫= ݐ‬ (12.22)
ܽ(‫)ݒ‬

which can be integrated, giving t in terms of v:

݀‫ݒ‬
‫ = ) ݒ(ݐ‬න + ‫ܥ‬ହ (12.23)
ܽ(‫)ݒ‬

28 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

We could now invert the result, thereby obtaining v as a function of t.

Sample Problem
The 300-N block A in Fig. (a) is at rest on the horizontal
plane when the force P is applied at t = 0. Find the
velocity and position of the block when t = 5 s. The
coefficients of static and kinetic friction are 0.2.

The FBD of the block is shown in Fig. (b), where NA and

FA are the normal and friction forces exerted on the
block by the plane. Figure (b) also shows the MAD.
Because the motion is rectilinear, ay = 0.

Referring to the FBD and MAD, we get

Equation (a) yields

Therefore, the friction force is

From Eq. (b), we obtain

The velocity v and position coordinate x of the block now can be found by integration as follows:

where C1 and C2 are constants of integration to be found from the initial conditions. The given
initial velocity is zero. However, we are free to choose the origin of the x-axis. The most
convenient choice is to let x = 0 when t = 0. Therefore, the initial conditions are

Substituting these values into Eqs. (c) and (d) gives C1 = 0 and C2 = 0. Therefore, the velocity
and position coordinate of the block at t = 5 s are

29 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Analysis of Motion by the Area Method

Typical plots of acceleration, velocity, and position of a particle in rectilinear motion are
shown in Fig. 12.6. Recalling that a = dv/dt and v = dx/dt, we deduce the following relationships
between the diagrams:
1. The slope of the velocity diagram at time ti is equal to the acceleration at that time; that
is, (dv/dt)i = ai , as shown in Fig. 12.6(b).
2. The slope of the position diagram at time ti is equal to the velocity at that time, that is,
(dx/dt)i = vi , as shown in Fig. 12.6(c).

Consider next the time interval that begins at time ‫ݐ‬଴ and ends at time ‫ݐ‬௡ , as shown in Fig.
12.6. The initial and final values of acceleration, velocity, and position are labeled ܽ଴ , ‫ݒ‬଴ , ‫ݔ‬଴ and
ܽ௡ , ‫ݒ‬௡ , and ‫ݔ‬௡ , respectively. Rewriting a = dv/dt as dv = a dt and integrating between ‫ݐ‬଴ and ‫ݐ‬௡
yields
௧೙
‫ݒ‬௡ െ ‫ݒ‬଴ = න ܽ(‫ݐ݀)ݐ‬
௧బ

Recognizing the right-hand side of this equation as the area of the acceleration diagram between
‫ݐ‬଴ and ‫ݐ‬௡ , we have

‫ݒ‬௡ െ ‫ݒ‬଴ = ܽ‫ ܽ ݄݁ݐ ݂݋ ܽ݁ݎ‬െ ‫݉ܽݎ݃ܽ݅݀ ݐ‬ (12.25)

Similarly, rewriting v = dx/dt as dx = v dt and integrating between ‫ݐ‬଴ and ‫ݐ‬௡ , we obtain
௧೙
‫ݔ‬௡ െ ‫ݔ‬଴ = න ‫ݐ݀ )ݐ( ݒ‬
௧బ
Because the right-hand side of this equation is the area of the velocity diagram between ‫ݐ‬଴ and ‫ݐ‬௡ ,
we arrive at

‫ݔ‬௡ െ ‫ݔ‬଴ = ܽ‫ ݒ ݄݁ݐ ݂݋ ܽ݁ݎ‬െ ‫݉ܽݎ݃ܽ݅݀ ݐ‬ (12.26)

Equations (12.25) and (12.26) can be restated in the following manner.

3. The increase in velocity during a given time interval is equal to the area of the a-t diagram for
that time interval [the shaded area in Fig. 12.6(a)].
4. The increase in position coordinate during a given time interval is equal to the area of the v-t
diagram for that time interval [the shaded area in Fig. 12.6(b)].

The relationships 1 through 4 were stated for rectilinear motion. However, they also
apply to the special case of curvilinear motion that can be described as the superposition of
rectilinear motions, one along each of the coordinate axes (Art. 12.5). In the two-dimensional
case, for example, the motions can be represented by two sets of diagrams: ax -t, vx -t, x-t, for
motion in the x-direction and ay -t, vy -t, y-t, for motion in the y-direction.

30 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Sample Problem
The 5-kg block in Fig. (a) is at rest at x = 0 and t = 0 when the force P(t) is applied. The variation
of P(t) with time is shown in Fig. (b). Friction between the block and the horizontal plane can be
neglected. (1) Use the area method to construct the a-t, v-t and x-t diagrams. (2) Determine the
velocity and position of the block at t = 5 s.

Solution
PART 1
a-t Diagram From the FBD and MAD of the block in Fig. (c), we obtain the following equation of
motion:

31 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Therefore, the acceleration is

The resulting a-t diagram is shown in Fig. (d).

In the remainder of the solution, we will use subscripts on a, v, and x to indicate the values of
these variables at various times. For example, v0, v1,
v2, . . . will refer to the velocities at t = 0, 1s, 2s, . . . ,
respectively. v-t Diagram Before constructing the v-t
diagram, we compute the areas under the a-t diagram
in Fig. (d): A1 = 2(4) = 8 m/s and A2 = (1/2)(2)(4) =
4m/s. The velocities v2, v4, and v5 are found by
applying Eq. (12.25) (recall that v0 = 0):

The values v0, v2, v4, and v5 are then plotted in Fig. (e).
The shape of the v-t diagram connecting these points is
deduced from a = dv/dt, that is, the acceleration is equal
to the slope of the v-t diagram

x-t Diagram We begin by computing the areas under the v-t diagram in Fig. (e): A3 = (1/2)(2)(8)
= 8m; A4 = (2)(8) = 16 m; A5 = (2/3)(2)(4) = 5.333 m; A6 = (1)(12) = 12 m. The positions x2, x4,
and x5 are then computed from Eq. (12.26), starting with the known value x0 = 0:

After plotting the points x0, x2, x4, and x5 in Fig. (f), the shape of the connecting curve can be
determined from v = dx/dt; i.e., the slope of the x-t diagram is equal to the velocity.

32 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Part 2
After the diagrams in Figs. (d) through (f) have been constructed, it is a simple matter to
determine a, v, or x at a given value of time. In particular, from Figs. (e) and (f) we see that

Self-Help: You can also refer to the sources below to help you further understand the lesson:

Pytel, A. and Kiusalaas, J. (2017). Engineering Mechanics: Dynamics. 4th Ed. SI Edition: Australia:
Cengage Learning

Let’s Check

1. A 2000-kg rocket is launched vertically from the surface of the earth. The engine produces
a constant propulsive force of 60 kN for 20 seconds and then shuts off. Determine the
altitude of the rocket at the end of the powered portion of the flight. Neglect the change in
g with altitude and consider the mass of the rocket to be constant.

2. A projectile is launched at A with the velocity v0 = 20 m/s

at the angle Ʌα͸ͷᶆǤ ‹†–Š‡Š‡‹‰Š–Š‘ˆ–Š‡‹’ƒ…–’‘‹–
B on the vertical wall. Neglect air resistance.

33 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

Let’s Analyze
1. A projectile is launched horizontally at A with the speed v0. The time of flight is 10 s, and
–Š‡’ƒ–Š‘ˆ–Š‡’”‘Œ‡…–‹Ž‡ƒ–‹•‹…Ž‹‡†ƒ–ʹͲᶆ™‹–Š–Š‡Š‘”‹œ‘–ƒŽǤ Determine v0, the
range R, and the launch height h. Use U.S. Customary units.

2. A projectile is launched at an elevated target with initial speed v0 = 220 m/s in the
direction shown. Determine the time of flight and the range R.

In a Nutshell
1. A subway train stops at two stations that are 2 km apart. The maximum acceleration and
deceleration of the train are 6.6 m/s2 and 5.5 m/s2, respectively, and the maximum
allowable speed is 90 km/h. Find the shortest possible time of travel between the two
stations.

34 | M E C H 2 2 6
 College of Engineering Education
2nd Floor, B&E Building
Matina Campus, Davao City
Telefax: (082) 296-1084
Phone No.: (082)300-5456/300-0647 Local 133

2. An airplane lands on a level runway at the speed of 40 m/s. For the first three seconds
after touchdown, the reverse thrust of the propellers caused a deceleration of 3.2m/s2.
For the next five seconds, the wheel brakes are applied producing an additional
deceleration of 1.8m/s2. Then the reverse thrusters are shut down, and the plane is
brought to a stop with only the wheel brakes. Draw the acceleration, velocity, and position
diagrams. How far does the airplane travel on the runway before it comes to a stop?

Course Schedule (Week 2-3)

This section calendars all the activities and exercises, including readings and lectures, as well
as time for making assignments and doing other requirements, in a programmed schedule by
days and weeks, to help the students in SDL pacing, regardless of mode of delivery (OBD or
DED).

Activity Date Where to submit

Big Picture ULO-2a: Let’s Check Aug. 26, 2020 BB’s assignment feature
Big Picture ULO-2a: Let’s Analyze Aug. 27, 2020 BB’s assignment feature
Big Picture ULO-2a: In a Nutshell Aug. 28, 2020 BB’s assignment feature
Quiz 2 Aug. 29, 2020 BB’s Quiz Feature
First Exam Sept. 4, 2020 CF’s email

35 | M E C H 2 2 6