Curvilinear Translation

Curvilinear
Translation BeS 121 a- Engineering Mechanics

Jumawid, Florence Jane

Napala, Riema
Bachelor of Science in Industrial Engineering 2-A

College Of Engineering

WESTERN MINDANAO STATE UNIVERSITY

Copyright © by Western Mindanao State University
All rights reserved. Published (2021)
Printed in the Philippines
ISBN 978-971-0487-42-4
No part of this publication may be reproduced or distributed
in any form or by any means, or stored in a database or
retrieval system, without prior written permission of
WESTERN MINDANAO STATE UNIVERSITY
TABLE OF CONTENTS

BACKGROUND OF THE MODULE 3

OBJECTIVES OF THE MODULE 3
INTRODUCTION: CURVILINEAR MOTION 4
OBJECTIVES OF THE TOPIC 4

1
TRY THIS!5
THINK AHEAD! 5
READ AND PONDER: CURVILINEAR TRANSLATION 6
READ AND PONDER: VELOCITY 7
READ AND PONDER: RECTANGULAR COMPONENTS 8
READ AND PONDER: CYLINDRICAL COMPONENTS 9
READ AND PONDER: VELOCITY (POLAR COORDINATES) 10
READ AND PONDER: ACCELERATION (POLAR COORDINATES) 10
READ AND PONDER: CYLINDRICAL COORDINATES 11
READ AND PONDER: FLIGHT OF PROJECTIONS 11
SEE IF YOU CAN DO THIS! 13
REFFERENCES 14
ANSWER KEY 15

2
 BACKGROUND OF THE MODULE
Students can learn information more methodically and effectively with the help of
modules. These modules are among the teaching resources that are thoroughly and methodically
laid out; they contain a number of planned learning activities that are meant to help students
comprehend specific learning objectives.
The field of study known as engineering mechanics is focused on using integrated
applications of mathematical, scientific, and engineering principles to solve mechanics problems.
Motion and force play significant roles in daily living. Students will discover how these physical
factors affect their lives and careers as they explore this topic. Students will learn about forces
like friction, gravity, and magnetic force from the lessons and activities.
Using integrated applications of mathematical, scientific, and engineering principles to
solve mechanics problems is the main goal of the branch of study known as engineering
mechanics. In daily life, motion and force play important roles. As they investigate this subject,
students will learn how these physical aspects impact their lives and careers. The lessons and
activities will teach students about forces like friction, gravity, and magnetic force.

The Alternative Learning

System (ALS) is a kind of
learning that knows
no boundaries. It provides a
feasible alternative to the formal
basic education
structure in the country. In
comparison to the
conventional school system,

3
ALS offers more flexible
learning when it comes to
time, module selection,
sequence, place, content, and
method of learning. Instead of
a classroom-
based teaching, ALS holds
classes in what they refer to
as a Community
Learning Center (CLC) which
can just be about any space
available—jail,
barangay hall, tribal house,
chapel and in extreme cases
even under the tree.
While ALS seems to be a
flexible approach in teaching
and learning than the

4
prevailing structured formal
school system, the mobile
teachers and the
learners have their own share
of difficulties on the ground.
These scenario
were backed up by the
constitution, as expressed in
the Philippine
Constitution in Article XIV
Section 1 Paragraph 1 :
“The state shall protect and
promote the right of all
citizens to quality education at all
levels, and take appropriate
steps to make such education
accessible to all.”
And Paragraph 4 states that:

5
“Encourage non-formal,
informal, and indigenous
learning systems, as well as
self-learning, independent, and
out-of-school study programs
particularly those that respond to
community needs.”
With these article in mind, it
was guaranteed that all Filipinos
no matter
what their status in life
must receive quality
education. Unfortunately the
Department of Education
estimated in 2008 that 40.95
million or 45% of the
total Philippine population
did not complete basic
education. Since every
6
2
Filipino has a right to free
basic education, the
government established
Alternative Learning System
(ALS) to provide all Filipinos
the chance to have
access to complete basic
education in a mode that fits
their distinct situations
and needs.
The implementation
Alternative Learning System
focus on utilizing
learning modules. These
modules for advanced
elementary and secondary

7
were design for self-learning.
Moreover, in the conduct of
Alternative Learning
System, the use of
supplementary learning
materials is encouraged
particularly those that are
developed by the facilitator to
suit the local needs
and context. However, the
challenge is to produce
contextualized learning
module that answer the needs
of out of school youth and
adults. Moreover,
capturing the nature of ALS in
the country produce diverse
result. Different

8
teaching practices have been
developed overtime from
individual
communities. Hence, no two
poor communities who need
non-formal
education will have the
same educational needs.
With this regard,
contextualized learning is a
must, like teacher made
modules and instructional
materials. Additionally, to
encourage adult learner to
continue learning for life,
just like ordinary pupils in the
formal system, relevant and
appropriate learning

9
materials must inspire them,
that they see value in whatever
they learn that
the lesson learned are applicable
and related to their lives.
The researcher, the District
ALS Coordinator, coordinate
and
participate in the planning
for development and
implementation of ALS
projects in Tanay District II.
He found out that the
marginalized learners in the
remote barangay are mostly
indigenous people. They are
composed of the

10
Dumagats and the Remontados.
They have their own culture and
language
OBJECTIVES OF THE MODULE
The goals of this module are to ensure that every student receives adequate learning
throughout this pandemic. The instructional goals for each topic in this module are different.
At the end of this module, you should be able to:
1. Understand the concept and fundamentals of curvilinear translation
2. Solve projectile problems
3. Differentiate Curvilinear to Rectilinear
4.

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 CURVILINEAR MOTION

Introduction

The name curvilinear coordinates, coined by the French mathematician Lamé, derives

from the fact that the coordinate surfaces of the curvilinear systems are curved. Curvilinear
motion is defined as motion that occurs when a particle travels along a curved path. The curved
path can be in two dimensions (in a plane), or in three dimensions. This type of motion is more
complex than rectilinear (straight-line) motion. Three-dimensional curvilinear motion describes
the most general case of motion for a particle: position, velocity, and acceleration. To find the
velocity and acceleration of a particle experiencing curvilinear motion one only needs to know
the position of the particle as a function of time. If the paths of motion are along curved lines
which are equidistant, the motion is called curvilinear translation. So, the movement of a snake
and a roller coaster are curvilinear in nature as they move in a curved fashion even though it
forward in a straight line. A train moving on a curved track is also an example of curvilinear
motion.
Curvilinear systems generally take one of two forms: simple, constant-radii sections
(such as a 90- or 180-degree turn) together with straight sections, or variable-radii sections
(think of a free-form, squiggly line) combined with straight sections. The former is typical of a
conveying-type application, often used when a part needs to be moved around an assembly or
inspection station. The latter is often found when parts or components need to be moved in a
generally straight line, but with some deviations to avoid obstacles. Applications where obstacles
may necessitate variable-radius curvilinear motion are the positioning of monitors or tools at
assembly stations or ergonomic adjustments of equipment at workstations to suit a wide range of
operators and uses.

Objectives
At the end of this lesson, you should be able to:

1. Determine if the path of motion is curvilinear translation

2. Determine the ways to solve curvilinear translations velocity, acceleration, and flight
of projectiles.
3. Solve real life problems of curvilinear translations velocity,
acceleration, and flight of projectiles.

Try This!

1. A projectile is fired from the edge of a 150m cliff

with an initial velocity of 180 m/s at an angle of
30 ̊ with the horizontal. Neglecting air

12
 resistance, find (a) the horizontal distance from the gun to the point
where the projectile strikes the ground, (b) the greatest elevation
above the ground reached by the projectile.

2. A radar gun at rotates with the angular velocity of Ө

= 0.1 rad/s and angular acceleration of Ӫ = 0.025
rad/s2 , at the instant Ө = 45 ̊, as it follows the road
having a radius of r = 200m. Determine the
magnitudes of velocity and acceleration of the car at
this instant

Think ahead!
Have you observed the figures having curves? If you have observed curves, can
you say that the problem/ figure above is a curvilinear translation? Why or why
not?

Read and Ponder

In order to discuss curvilinear translation, the body may be assumed to be concentrated at
its center of gravity and treated as a particle as in the case of rectilinear translation. Translation
of a rigid body has been defined as the motion in which a straight line passing through any two
points of the body always remains "parallel to its initial position." This definition requires that all
particles of the translating body have exactly the same motion.
We picked the origin of motion in rectilinear motion such that only the magnitude and
not the inclination of the displacement vector may change. The displacement vector will,
however, change in curvilinear motion, both in magnitude and inclination. To account for both of
these changes in displacement, our understanding of velocity and acceleration must be expanded.
Even though the motion's curved path is always parallel to the velocity, we will discover that the
acceleration is not.

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 Figure 1 demonstrates the curving path that a particle with curvilinear motion would take.
Any position's displacement is its vector's angle with respect to the origin, or O.

Figure 1- Displacement in Curvilinear Motion

For instance, 84 and 88 are used to represent the vector displacements of the two places A and B.
It is clear that a combined change in the size and inclination of these displacement vectors is
what causes the change in displacement As.
Any point's displacement 8 can be stated for any position as the vector sum of its X and Y
coordinates in the manner shown below:

s= x+ y
ds dy
Recalling that v= and a= we obtain by successive differentiation of Equation (Figure 1)
dt dt '

v=v x + v y
And

a=a x +a y
VELOCITY IN CURVILINEAR MOTION
Let points A and B in Figure 1 represent a moving particle's sequential positions after a
brief period of time At. The chord distance between A and B is the variation in displacement As
during this interval. The geometric relationship between As, At, and Ay is given by the following
vector equation when the change in displacement As is broken down into components parallel to
the reference axes, as can be seen by looking at the figure:

If each term in Equation above is divided by the elapsed time ∆ t during which the displacement
∆ s was observed, we have ∆ s=∆ x +∆ y

∆s ∆ x ∆ y
= +
∆ t ∆t ∆ t
Each term in the equation represents a vector displacement multiplied by the scalar coefficient
1
. This creates a new vector having a different magnitude but the same direction as the
∆t
corresponding displacement. Each of these new vectors, represents the average velocity in the
respective directions of displacement. In the limit as ∆ t approaches zero, we therefore obtain

ds dx dy
= +
dt dt dt

14
Or
v=v x + v y
The geometric significance of v=v x + v y is as follows: As ∆ t approaches zero, B approaches A
and chord ∆ s coincides more completely with the curve of travel so that, in the limit, ∆ s
ds
becomes ds which is directed along the path at A. Hence the term represents the
dt
instantaneous velocity at A directed tangent to the path at A.

Figure 2- Rectangular components of velocity

Figure 2 represents the path and shows this velocity and its components v x and v y. The
magnitude of the velocity is given by the algebraic expression v=√ (v x )2 +(v y )2 ; its direction
vy
with the X axis, by tan θ x = .
vx

dy dx
Incidentally, if we replace v x and v y by their corresponding values and we obtain
dt dt

dy
v dt dy
tan θ x = y = =
v x dx dx
dy dt
It is evident that is the slope of the curved path. This confirms our previous conclusion that
dx
the velocity is tangent to the path.

RECTANGULAR COMPONENTS OF ACCELERATION

Let Figure 1 be redrawn as in figure 3, showing the instantaneous velocities at points A
and B which are separated by the time interval ∆ t . From figure 4, where these velocities are
represented as free vectors, it is evident that a vector of magnitude ∆ v and the direction indicated
must be added to v A and v B.

Figure 3- Velocities at positions separated by a Figure 4- Rectangular components of change

time interval in velocity.

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 In other words, the change in velocity between v A and v B. Resolving ∆ v into components
parallel to the reference axes gives the vector relation
∆ v=∆ v x + ∆ v y

Dividing this relation by the elapsed time ∆ t during which ∆ v was measured, we obtain

∆ v ∆ vx ∆ v y
= +
∆t ∆t ∆t
Each new vetor in this equation represents the average acceleration in the direction of each
change of velocity. In the limit as ∆ t approaches zero, this equation becomes

dv d v x d v y
= +
dt dt dt
Or
a=a x +a y

In which a is the instantaneous acceleration at

point A and a x and a y are its components. This is
shown in Figure 5.
Observe that the magnitude of the acceleration at
A may be expressed by the algebraic relation
a=√( ax )2+(a y )2, and its angle with the X axis by
ay
tan θ x = .
ax

Replacing a y and a x by their corresponding Figure 5- Rectangular components of

2 2 acceleration
d y d x
values of 2 and 2
dt dt

d2 y
d t 2 d2 y
tanθ x = 2 = 2
d x d x
2
dt
Therefore, the direction of the acceleration vector is not tangent to
the path.

CURVILINEAR MOTION: CYLINDRICAL COMPONENTS

The cylindrical coordinate system is used in cases where the particle moves along a 3-D curve.
In the figure shown, the boy slides down the slide at a constant speed of 2 m/s. How fast is his
elevation from the ground changing (i.e., what is z)?

16
A polar coordinate system is a 2-D representation of the
cylindrical coordinate system.
When the particle moves in a plane (2-D), and the radial
distance, r, is not constant, the polar coordinate system can
be used to express the path of motion of the particle.

We can express the location of P in polar coordinates as r =rur . Note that the radial
direction, r, extends outward from the fixed origin, O, and the
transverse coordinate, θ , is measured counterclockwise
(CCW) from the horizontal.

VELOCITY (POLAR COORDINATES)

The instantaneous velocity is defined as:

dr d (r u r )
v= =
dt dt
dur
v=ru r=r
dt

Using the chain rule:

dt
= ( )( dθdt )
dur dur
dθ

dur du
We can prove that =u θ so r =θuθ
dθ dt
Therefore: v=ru r +rθuθ
Thus, the velocity vector has two components: r, called the radial component, and rθ , called the
transverse component. The speed of the particle at any given instant is the sum of the squares of
both components or v=√ (rθ)2 +(r )2

ACCELERATION (POLAR COORDINATES)

The instantaneous acceleration is defined as:

a=
dv
dt
=
d
dt( )
( rθ uθ )

After manipulation, the acceleration

can be expressed as

a=( r −r θ2 ) u r + ( rθ+ 2rθ ) u θ

The term ( r −r θ2 ) is the radial acceleration or a r

The term ( rθ+ 2rθ ) is the transverse acceleration or a θ

17
 √ 2
The magnitude of acceleration is a= ( r−r θ 2 ) + ( rθ+2 rθ )2

CYLINDRICAL COORDINATES
If the particle P moves along a space curve, its
position can be written as r p =r u r + z u z . Taking time
derivatives and using the chain rule:
Velocity: v p =r ur +rθ u θ+ z u z

Acceleration: a p=( r −r θ2 ) u r + ( rθ+ 2rθ ) u θ+ z u z

FLIGHT OF PROJECTILES. AIR RESISTANCE NEGLECTED

We'll assume that the projectile is travelling inertly in a vacuum. We won't take into
account variables like wind speed, air resistance, and earth's rotation, which have an impact on
the projectile's real flight. The basic idea behind the solution is to convert the path's curved
motion into rectilinear motions along the X and Y axes.
Let the path of the projectile be given by the curve OBCD shown in Figure 6, with the
origin of axes at the initial point of flight. The initial velocity is taken as v o directed at an angle θ
with the X axis. From the initial direction of motion, displacements will be taken as positive both
rightward and upward. Since, the only force
acting on the projectile is its own weight; its total
acceleration at all positions is due to gravity and
is directed vertically downward with the value g.
Hence the rectangular components of this
acceleration are constant at a x =0 and a y =−g.
Instead of considering the actual path of
the projectile, we combine its simultaneous
projections upon the X and Y axes. The equations
of these rectilinear components of the path are
Figure 6- Flight of projectile
found by substituting the X and Y components of
s, v, and a in the equations for rectilinear motion
with constant acceleration as shown in the accompanying table.

FLIGHT OF PROJECTILES

18
 If in figure 6, the time of flight is less than that required to reach C, the
projectile will be above its initial position and values of the Y displacement
will be positive. If the time of flight is more than that required to reach C,
the projectile will be on path CD and values of the Y displacement will then
be negative. At the topmost point of flight B, the value of v y will be zero.

See if you can do this!

1. The driver of the car maintains a constant speed of v = 40m/s. Determine the angular
velocity of the camera tracking the car when Ө = 15 ̊.

2. An object’s curvilinear motion is described by vx = 50 – 16t and y = 100 – 4t2 , where vx

is in m/s, y is in meters, and t is in seconds. It is also known that x = 0 when t = 0.
Calculate the object’s velocity and acceleration when the position y = 0 is reached.

3. Determine the speed at which the basketball at A must be thrown at the angle of 30
degrees so that it makes it to the basket at B.

19
 4. Boat A moves with a constant velocity of 20ft/s, starting from the position shown. Find Ɵ
in order for the projectile to hit the boat 5 sec after starting, under the conditions given.
How high is the hill above the water?

5. The slotted link is pinned at 0 , and as a result of the constant angular velocity, Ө = 3
rad/sit drives the peg P for short distance along the spiral guide r = 0.4 Ө m where Ө is in
radians. Determine the radial and transverse components of the velocity and acceleration
of P at the instant Ө = π/3 rad.

REFERENCES
https://www.youtube.com/watch?v=MiFYsG7kRVQ
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dn_hZ87XlFhk
%26fbclid%3DIwAR2q1TJg_FlWSxn7gMMiZD0PNpjdES3lqamDPX256c94TguamZLs8Z-
cRVk&h=AT2Q8-3P4_EQXlAQc6SPh1w2h8z6b-tZUfm-
dez_4uDv8iffhnuwOdZ6GgZDKDEO5FCQEC2hV0DmBLcQpeXbRJdeBrYCVnValb-
zjtj6vDtLyIsJCFFgh-JUGY007tPqOWIBcA
https://l.facebook.com/l.php?u=http%3A%2F%2Feng.sut.ac.th%2Fme%2F2014%2Fdocument
%2FEngDynamics%2F11_Lecture_ppt.pdf%3Ffbclid%3DIwAR3uMewhKS2wLRE4KoFoPDqbh0Y-
uPHrJHwNOnOGDOrEGMK-9zJ-ESTII4E&h=AT2Q8-3P4_EQXlAQc6SPh1w2h8z6b-tZUfm-
dez_4uDv8iffhnuwOdZ6GgZDKDEO5FCQEC2hV0DmBLcQpeXbRJdeBrYCVnValb-
zjtj6vDtLyIsJCFFgh-JUGY007tPqOWIBcA
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.kpu.ca%2Fsites%2Fdefault%2Ffiles%2FFaculty
%2520of%2520Science%2520%2526%2520Horticulture%2FPhysics%2FCh12%2520-%25203%2520-
%2520CurvilinearMotion.pdf%3Ffbclid%3DIwAR3u_S0XVp8jk3ufxpDg_Lrvg2dh-
zlNZGmQsuRAQG6_RX0ELYx3vg3xGxc&h=AT2Q8-3P4_EQXlAQc6SPh1w2h8z6b-tZUfm-
dez_4uDv8iffhnuwOdZ6GgZDKDEO5FCQEC2hV0DmBLcQpeXbRJdeBrYCVnValb-
zjtj6vDtLyIsJCFFgh-JUGY007tPqOWIBcA
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3DMiFYsG7kRVQ%26fbclid%3DIwAR1d1NDYf4l1Rb-rruh3Uv3DYPK6JJBQHTO2Z-
xByZDRpJr2eQsDXin9VHA&h=AT2Q8-3P4_EQXlAQc6SPh1w2h8z6b-
tZUfm-

dez_4uDv8iffhnuwOdZ6GgZDKDEO5FCQEC2hV0DmBLcQpeXbRJdeBrYCVnValb-
zjtj6vDtLyIsJCFFgh-JUGY007tPqOWIBcA

20
https://l.facebook.com/l.php?u=https%3A%2F%2Fyoutu.be%2FStpOz4Pflig%3Ffbclid
%3DIwAR0wKhrsYdDfgq3pfBLohBDwXvnIS6os2Kb7Wj8XWAi2A_8dtOiR0MPEtao&h=AT2Q8-
3P4_EQXlAQc6SPh1w2h8z6b-tZUfm-
dez_4uDv8iffhnuwOdZ6GgZDKDEO5FCQEC2hV0DmBLcQpeXbRJdeBrYCVnValb-
zjtj6vDtLyIsJCFFgh-JUGY007tPqOWIBcA

ANSWER KEY

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