2020-11-02 Dynamics 1 Exam and Answers

University of Twente Reference: ET.
20/TM-59XX
Faculty of Engineering Technology
BSc Program Mechanical Engineering
Course Name : Dynamics - 1

Module Code : 201700125
Course Code : 202000127
Date : 02 November 2020
Nominal Time : 13:45–16:45 – 3 hours
Extra Time : 25% for students with extra time rights
Questions : 4 (each 25 points)
Pages : 7 (Instruction, hints i–ii; questions: 1–5)
Type : Closed book, no formula sheet, calculators allowed
Confidentiality : The questions are open and may be shared after the exam with others.
Lecturer : R. Loendersloot, A.A. Meghoe
Hint: Work neatly, work in a structured manner. First read the question
carefully, collect what is known, write down the equations you think are
important, answer the questions and see how they guide you to the final
questions – the questions are not random. Graphs typically score a decent
number of points and for the base of a higher score for the remainder of
the question (historical evidence!). Make them clear and ensure consistency
between figures and equations derived from them. Evaluate your answer: does
it make sense, can you in some way verify it, e.g. in terms of consistency.
Watch the clock: in principle, each exercise can be completed in 45 minutes.

If you notice that you are taking more time than this, move on to the next
(sub-)question; first score the ‘big points’, the things you easily know or can
easily calculate.
If a short motivation is asked (“in a few words”), you do not have to write down
long sentences, covering multiple lines. Short, concise, means some keywords,
headline-style text, which make your point clear. A short example:
Question: “Do you prefer the train or car to travel from A to B. Motivate
your answer in a few words.”
Answer: “Train; free with student public transportation card, no hassle with
parking, better for the environment.”
First make those questions you can most easily repair. Make them as complete
as possible, maximising the score for these. If there is time left, you can
continue with other exercises.
Calculation of the final mark:

4
9 X
cfinal = si + 1
100
i=1
where si are the scores (each up to 25 points) as registered in Canvas, based

on which the mark in Osiris was calculated.
i
Intentionally left blank
ii
START OF QUESTIONS
Question 1 Kinematics
Spend initially, only a maximum of 45 minutes on this question.
Given the floating platform ABCD with crane DE. Points A and C have
velocities as indicated by the arrows. The crane is rigidly mounted to the
platform in D. The arm DE can rotate with velocity ω about point D and
extends with velocity v E over the line DE. The dimension r(ϕ) is described
by:
5 ϕ
r(ϕ) = R + (1)
4 π
The radius R equals 41 L. The angular acceleration α is constant and finally,
θ1 = 41 π and θ2 = 16 π.
y vE
E
r(ϕ)
α
θ ω
x
R
ϕ
D
1
vA 1 4L
4L
θ1
A C
B
L θ2
vC
Figure 1: Floating platform with crane.
First, the velocities of the point A and C are set to zero, hence may be ignored.
a. Find an expression for the total acceleration of point E for 0 ≤ ϕ ≤ 12 π,

in terms of R, ϕ, ϕ̇ = ω and ϕ̈ = α. Note that general formula for the
integral over s equals: Z Z
ds = r(ϕ)dϕ (2)
Question continued on the next page.
1
From this point onwards, the platform is floating at sea, hence the velocities
in A and C are not zero anymore, but equal to:
√
2 2L
|v A | = vA = √ m · s−1 (3a)
1+ 3
4L
|v C | = vC = √ m · s−1 (3b)
1+ 3
b. Calculate the location of the instantaneous center of zero velocity (P)

and prove, with the origin in A, that P is at the location:
( 1√ L )
xP 1+ 3
= (4)
yP − 1+1√3 L
c. Calculate the angular velocity of the platform ABCD (ωplatform ).
d. Plot the velocity diagram for the point D and that for the point E and
formulate the vector velocities. The end result should give terms for vx
and vy , written as:
 
vx 
vx
v = vy , or v =
  vy
0
e. Plot the acceleration diagram for the points D and that for the point E
and formulate the vector accelerations. The end result should give terms
for ax and ay , written as:
 
ax 
ax
a = ay , or a =
  ay
0
f. Calculate the magnitude of the acceleration in point E for the given

velocities in A and C and ϕ = 14 π. Compare the answer to that
found in 1a: does the motion of the waves change the total acceleration
(qualitative answer)?
Note: it is a symbolic answer; you may use intermediate results to avoid

very lengthy equations.
2
Question 2 Kinetics
Given the two bar structure in fig. 2; The structure is hinge mounted in A,
while the hinge in B allows for horizontal, frictionless motion; both allow
frictionless rotation. The two bars are connected in B with a frictionless hinge.
A point mass is attached to point C. The dimensions are as given in fig. 2.
Point D is moving with a constant velocity, according to the direction indicated
in fig. 2. The density of the beams scale with the length: ρL = m L , the point
mass has a mass of 3m. The angle θ is equal to 14 π radians.
θ
B
x
2L
θ D
vD
A FD
Figure 2: Two arm frame structure.
a. Draw, clear and sufficiently large, the Free Body Diagram(s) necessary
to solve the problem.
b. Draw, clear and sufficiently large, the Kinematic Diagram(s) necessary

to solve the problem.
c. Derive the equations for the velocity in B. Proof with these equations
that the angular velocity ωCBD equals zero.
d. Formulate the equations of (dynamic) equilibrium. At which point(s)

should the accelerations be evaluated? Which point(s) are to be used
for the moment equilibrium?
e. Determine whether the force in D (F D , draw a little under point D, but

acting in D) can be solved in terms of m, θ, ω (= ωAB ), L and g (a
known value, but you may keep the symbol).
3
Question 3 Work & Energy
A double diamond motion system is shown in fig. 3. Each bar has a linear
density ρL = m L . Bars AD and BC are connected by a hinge at their center
and all hinge points are frictionless.
Points A and B and points C and D are connected by springs, with stiffness
k1 = γ mgL and which unstretched length is zero (you do not have to worry
about how this can be done). Similarly, points A and C and points B and D
are connected by springs, with stiffness k2 = mg
L and which unstretched length
is zero (again, you do not have to worry about how this can be done).
a. Find expressions for the vector velocities of the centers of gravity of the
beams (OA, AD and DE, or OB, BC and CD) in terms of the angle θ,
the angular velocity ω and the length L.
b. Write down the equation for the work done and energy in the system,
comparing the initial position and the position at arbitrary angle 0 ≤
θ ≤ 21 π.
c. Calculate the minimum value for γ, such that the maximum end position
(θ = 12 π) is just reached.
d. Calculate the minimum amount of work that must be done by a force

in E, acting in vertical direction, to reach the maximum end position
(θ = 21 π) for γ = 2.
e. Take γ = 2: is it possible to reach the maximum end position (θ = 12 π)

without doing work, but by adding a point mass in E? If so, what is the
mass of that point mass? If not, explain why not.
O L
O
A B
θ
C D
E k1
A B
θ
y k2 k2
θ
k1
x C D
E
Figure 3: Double diamond motion system. Left: position shortly after initiation of
motion; Right: position halfway maximum displacement.
4
Question 4 Linear & Angular Momentum
Given the spinning mechanism in fig. 4. The two balls, of mass m and with
radius r, are attached to point A by a rigid bar of length R. The mass of the
bar can be neglected. The cylinders are attached in C and halfway the rigid
arms. The mass of the cylinders is also neglected. In the entire question, there
is no friction.
In the initial position, the angle θ is as small as possible, meaning the balls
touch the center axis with diameter d. Initially, the system is at rest.
Although the problem can be considered as a 2D problem, the mass moment
of inertia of a sphere must be used:
2
Izz = mr 2 (5)
5
First, ignore the cylinders. A torque T is applied.
a. Write the relation for the angular momentum as a function of the angle
θ. Hint: make a top view sketch.
b. What will be the angle θ if the torque is applied for a period of t seconds?
The torque from now on set to zero, but the mechanism is freely spinning
at (initially) constant angular velocity ω, at an initial angle of θ = 14 π. The
cylinders are no longer ignored.
c. Derive, using the angular momentum, the relation between the angular
velocity ω and angular acceleration α if the angle θ is reduced to 16 π.
Note: what changes if the angle θ changes?
d. What is the force that the cylinders need to provide to make this
reduction of θ possible? Assume ω θ = 41 π = 10 rad/s
A
R
B
r
y C
θ d
x
T
Figure 4: Spinning mechanism with balls attached to point A by a rigid bar.
5
Histograms are presented for each sub-question and for the total score of a
question. A relative metric is defined indicating the difference between the
average score and the seizure in a normalised manner:
2s − smax
ŝ = × 100% (6)
smax
An attempt is made to clarify what is likely the problem of the low score for
each of the sub-questions – if possible – and hence which actions to take to close
the gap between current and necessary knowledge level and skills (ultimately
resulting in a sufficient score for a future Dynamics exam).
Question 1 Answer – 25 Points
The average score for this exercise was 2.27 out of 25, and ŝ = −81.87%.
Figure 5: Histogram of scores for question 1.
Foreknowledge required (skill developed and knowledge and insights acquired

in previous parts of the BSc program Mechanical Engineering), related to this
question:
• Mathematics, calculus:
– Solving integrals
– Differentials, first and second derivatives, chain and product rule
• Mathematics, goniometrics
• Mathematics, vector calculations
– Vector notations
– Vector decompositions
– Vector operations, adding/subtracting, dot/cross product
New elements introduced in Dynamics, related to this question:
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• Linking the physical quantities displacement, velocity and acceleration
to mathematics;
• Acceleration as change of magnitude and change of direction of velocity;

link with mathematical consequence of chain and product rule for
differentiation;
• Concept of velocity and acceleration described in terms of relative motion

of one point with respect to other point;
• Rigid body consequence: if two points are part of the same body, they
can only rotate with respect to each other;
• Concept of relative velocity and acceleration, enabled by e.g. a slot or

secondary mechanisms;
• Coriolis acceleration as a consequence of a relative motion (see previous

point) defined in a local coordinate system that rotates with respect to
the global coordinate system.
Sub-Question 1.a 4 points
This question is based on the exercises from section 3.1 of the reader, in
particular those on curvilinear coordinates, such as Exercise 1.7, 1.8, 1.11.
Important elements to notice:
• The velocity is always tangent to the path;
• The acceleration has a tangential and normal component:
– Change of magnitude of the velocity

– Change of direction of the velocity
v2
a = at et + e (7)
ρ n
This is sufficient to find the answer to the question.
• See Exercises 1.11: the acceleration in

Z Z
ads = vdv (8)
is the tangential acceleration. This can be used to find a solution for ω,

but this is not necessary for this exercise.
• Alternatively, the rigid body vector notation may be used to solve the
acceleration in E. Do not forget the relative acceleration and Coriolis
term. This then can be used in answer 1e. The acceleration in E is:

aE = aD + α × rE/D + ω × ω × r E/D + arel + 2ω × r E/D (9)
7
Figure 6: Histogram of scores for question 1a.
The low score indicates the knowledge on kinematics of particles has not
reached the desired level. In general terms:
• Fluency in analytical calculations is lacking;
• Insufficient awareness of the different coordinate systems to describe

motion of a particle;
• Insufficient awareness of the concept that acceleration is change of

magnitude and direction of velocity. This is an important element
in rigid body kinematics as well and a very important and frequently
addressed concept.
Sub-Question 1.b 3 points
See Exercise 2.5 of the reader and the animation of this exercise as was
uploaded to Canvas. The topic is discussed in chapter 5.5 of the book
Dynamics – this is indeed part of the exam theory (Table 1.4 of the reader).
The proof requires the use of some basic goniometrics, which is since the first
year part of your tool set of mathematics. These kind of mathematical skills
are often called for in an exam. Making a graphical representation of the
location of the instantaneous center of zero velocity would already have scored
half of the points.
The fact a proof is required, implies that the subsequent questions do not
depend on the ability to solve this question.
The extreme low score is surprising, given the large number of questions
received on Exercise 2.5 – hence a lot of student have made and studied this
exercise, received explanation on it and hence should not have any difficulty
8
Figure 7: Histogram of scores for question 1b.
making this exercise. On top of this, an animation is made of this exercise.

It has not been tracked how many students viewed this animation. In general
terms:
• The questions were too much focussed on the answer, not on the
underlying principles, despite the explanation of these;
• It is suspected that the offered animation has not been viewed as much
as hoped;
• The book appears to be insufficiently studied.
Sub-Question 1.c 2 points
Again referring to Exercise 2.5 from the reader, the answer to this question is
obtained by solving:
v = ωr (10)
with a given velocity vA (or vC ) and given radius ({xP , yP } is given). The
scalar equation may be used, although the vector equation will result in the
same answer (with a bit more work).
Indeed, there is a dependency between 1b and 1c. In principle, dependencies

are avoided as much as possible, but a split of the question in two parts makes
the questions easier to answer. The explanations for the low score are similar
to those of 1b. In addition:
• The concept that the angular velocity of a rigid body is insufficiently

understood. This is often address: if it would not be the case, the body
would need to deform.
9
Figure 8: Histogram of scores for question 1c.
Sub-Question 1.d 6 points
Diagrams of the velocity are plot in a series of exercises from section 3.2 of
the reader. Exercise 2.5 and 2.6 are good examples, the graphs of 2.7 and 2.8
are of a bit lower quality, but the principle is still clear.
The equations are based on the general equation for the velocity. These are
treated extensively in the lectures and appearing regularly in the answers in the
reader. In particular, the exam level questions – which are favourite exercises
for students to make in preparation of the exam – address these equations (and
the graphs) in detail (see sections 7.1.3-7.1.5 and 12.1.3-12.1.5). The general
equations read:
v A = v O + v A/O + v rel = v O + ωOA × r OA + v rel (11)
Figure 9: Histogram of scores for question 1d.
There is no other explanation that I can think of than that students en masse
skipped this question. The time indication (40 minutes nominally at first for
this question) may have triggered this. However, the first questions should
10
not have taken more than 15-20 minutes: a reasonable time for what is asked.
Given most have skipped 1b and 1c, it is even more unlikely that the full 40
minutes was already spent.
It is beyond my imagination that making the kinematic diagrams is too difficult

for the students: it would have been impossible for the students to make the
exercises in the reader. Previous years, drawing may not have been at the
level I would like to see them, but this year they were totally absent. Oddly
enough, many students left well before the end time of the exam and hence
could have scored some easy points.
The base equation, eq. (11), is a very frequently used equation. The students
must have been able to use this in its most crude and basic form, which would
already result in a higher score than the current score.
In general:
• Poor time management.
Sub-Question 1.e 6 points
Diagrams of the velocity are plot in a series of exercises from section 3.2 of
the reader. Exercise 2.10, 2.12, 2.15 and 2.16 are excellent examples.
The equations are based on the general equation for the acceleration. These
are treated extensively in the lectures and appearing regularly in the answers
in the reader. In particular, the exam level questions – which are favourite
exercises for students to make in preparation of the exam – address these
equations (and the graphs) in detail (see sections 7.1.3-7.1.5 and 12.1.3-12.1.5).
The general equations read:
aA =aB + aA/B = aB/O + aA/B

| {z } | {z }
acceleration B/O acceleration A/B
= aB + αOB × r OB + ω OB × (ω OB × r OB ) +
|{z} | {z } (12)
translation rotation
aA/B + αAB × r BA + ω AB × (ω AB × rBA )
| {z } | {z }
translation rotation
Note: this is equation (8.163) from the reader, which already includes the
explanations of all terms.
The same problem as for 1d. In addition: previous years, the students scored
high on this topic. The equations, eq. (11) and eq. (12), have been address
more times in the lectures than previous years. Moreover, a very good micro-
lecture was available on Canvas on this topic.
11
Figure 10: Histogram of scores for question 1e.
Sub-Question 1.f 4 points
When writing down the vector equations (which some already did in question
1a, but is asked in 1e anyway), one can identify the terms related to the
accelerations in A and C (essentially, the motion of the waves). As the
accelerations in E are a superposition of D, and those in A and C, one can see
the difference in acceleration of E due to the motion of the waves explicitly.
Figure 11: Histogram of scores for question 1f.
Essentially no one answered this question. The concept of velocities and

accelerations having a relative component with respect to each other (eq. (11)
and eq. (12)) and superposition of this (e.g. v O in eq. (11) can be described
as v A in that equation, while then v O is another point; see point B in exercise
2.6 for example) has not been understood – though especially the first is the
core of many exercises in the reader that the students made. In general:
• Equations may be known, but general insights are not derived from these.
12
Foreknowledge required (skill developed and knowledge and insights acquired

in previous parts of the BSc program Mechanical Engineering), related to this
question:
• Static/Mechanics of Materials
– Drawing Free Body Diagram
– Formulating equations of equilibrium
– Calculation of center of gravity
New elements introduced in Dynamics, related to this question:
• Drawing Kinematic Diagram: in principle same as Free Body Diagram,

but with velocities and accelerations at key points instead of forces and
moments;
• Sum of forces and sum of moments being equal to inertia (mass or mass
moment of inertia) times acceleration (translational or rotational);
• Calculation of mass moment of inertia (strongly related to calculation
center of gravity), including translation rule;
• Awareness that acceleration of center of gravity must be used (strictly:
is ideally used) in the equilibrium equations;
• Difference between free and fixed point rotation.
Drawing the two FBDs for this structure, calls for knowledge acquired in the
first year of the program Mechanical Engineering. In that regards, this sub-
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questions represents 6 more of less free points: the FBD is addressed again in
Dynamics, but no new elements are added, it relies fully on existing knowledge.
The FBDs that must be drawn here, are far less complex than the ones that
were requested in Statics, as it is not per se the objective to test the making
of FBDs again. It is just included for its shear importance of making proper
FBDs for solving this kind of problems.
The ten exercises of chapter 3.4 and 3.5 of the reader are all representative for
this sub-question. Pay attention to:
• The structure must be split at B;
• Applying the third law of Newton (action = −reaction);
• Add the correct forces at the hinge points;
• Do not forget the external force;
• Do not forget gravitational forces (of the beams and the point mass)
• Add dimensions (the drawing should be sufficient to formulate all

equations!)
• Add a coordinate system
One could argue that this is a reasonable score – in particular when compared
to those of question 1. However, the score should be closer to 5 out of 6, given
it is fully depending on a very important element in all mechanics courses:
the Free Body Diagram. This is not only mentioned frequently in the lectures
of the course Dynamics, but the broad, cross-circular importance of the Free
Body Diagram is stressed explicitly in other mechanical courses. To some
extent, these are 6 free points...
14
Making a kinematic diagram is predominantly done in a similar way as making

an FBD. The two parts, AB and CBD, move differently, and must be observed
individually, with the constraint that the motion in B is the same for both (as
otherwise, the frame would be separated at B, which is not the case).
Rather than indicating forces, the velocities and accelerations must be

indicated. That is: at ‘strategic points’, so at A, B and D. Note that AB
is subjected to a fixed point rotation about point A.
If the figures gets too crowded, then velocities and accelerations may be drawn
in different graphs. In that case, 4 diagrams are made:
1. Velocities of beam AB
2. Accelerations of beam AB
3. Velocities of beam CBD
4. Accelerations of beam CBD
Drawing the kinematic diagrams of similar structures is done in Exercises 2.5,

2.6, 2.10, 2.12, 2.15 and 2.16 of the reader.
Given the skills and knowledge acquired in the previous year – regarding the
making of Free Body Diagrams – and the strong link between the Free Body
Diagram and Kinematic Diagram, the low score indicates that the importance
of these graphical representations is grossly underestimated.
The only difficulty in making the Kinematic Diagram is the directions of the
velocities and accelerations, for which a few basic rules apply:
15
• The directions of the (angular) velocities follows from the motion of the
construction: this calls for insight, trained by practise and the ability to
convert a static image into a moving image (level of abstraction);
• The most logic option is to choose the (angular) accelerations in the

same directions as the (angular) velocities, implying a negative value
indicates a deceleration;
• An exception to the above: the acceleration in normal direction (see

tangential-normal coordinate system!) is always oriented to the center
of the curve of the path, hence in the direction in which the velocity
changes;
• Another exception to the above: The direction of the Coriolis

acceleration is possibly difficult to determine. Given its definition it
is always tangent to the path of the point under observation.
The score, also based on results of previous years, is expected to be close to 6

out of the 8 points (ŝ = +25%).
This question is to help you understand that the question needs less writing
than possibly feared. It makes the exercise a lot easier if one understands that
at this particular moment, the angular velocity of CBD equals zero. This may
however not be seen directly. Therefore this question is introduced.
The method to apply is the same as applied in exercise 2.4, which was
elaborately address in one of the lectures, and 2.6 amongst others. The velocity
is calculated seen from two points, which gives two equations. Note that
apart from the orientations of the elements, the exercise in the exam is in fact
identical to exercise 2.4: Point A in the exam corresponds with point O in
the exercise, point B (exam) with point A (exercise) and point D (exam) with
point B (exam). Point A in the exam and point O in the exercise are fixed;
point D in the exam and point B in the exercise have a certain velocity in the
line AD (exam) or OB (exercise).
So here: calculating the velocity in B seen from point A and seen from point
D gives two equations. The solution of ωCBD being equal to zero follows then
straightforwardly.
However, again the question is phrased as a proof, to avoid that failing to solve
this question limits the ability to make the subsequent questions.
Essentially, this is a question comparable to 1d, in particular regarding point

D of that structure. The low score for that question hence explains the low
score for this question as well. However, this is a basic type of analysis, one
of the core elements in Dynamics and is for example also used in the question
on Work & Energy. In general:
16
• Lack of basic knowledge on drawing a basic Kinematic Diagram and

formulating the velocity vector equations from this.
Writing equilibrium equations based on forces and moments in an FBD is first

taught in Statics, then used in Mechanics of Materials. This is revisited in
Dynamics, as again the force balance is needed. The difference is that the
outcome of the sum of forces is not equal to zero, but equal to mass times
acceleration. The core of the kinematics.
A few things to keep in mind:
• For rigid bodies, the accelerations of the Center of Gravity should

be taken. The question at which point(s) the accelerations should
be evaluated is to trigger awareness of this fact, which is regularly
mentioned in the lectures and an important element in the answers of
the exercises of section 3.5 in the reader.
• The center of gravity of CBD is shifted from the center of the beam by
the point mass at C. How to calculate the shift is foreknowledge acquired
in the course Statics, used in Mechanics of Materials as well and is quite
comparable to the method of calculating the mass moment of inertia.
• The center of gravity is needed to calculate the correct mass moment

of inertia of CBD, which is included to test the knowledge on how to
apply the transfer of axes (Dynamics – Appendix B1 “Transfer of Axes”,
applied in exercises 3.1, 3.3, 3.4, 3.5)
• The moment equation may only be taken with respect to another point
if this other point is a fixed rotation point, such as point A (see also
Dynamics – section 6.4). Examples of exercises with fixed point rotation
in the reader (related to kinetics): Exercises 5.5 and 5.6.
17
The surprisingly low score for this questions can only be properly explained
by an apparent lack of foreknowledge: based on the knowledge acquired in
the other mechanics courses, in particular Statics, this exercise should score
significantly higher. Another explanation is that the 40 minutes limit was
reaches, after which students moved on. This is difficult to understand, as
drawing the Free Body Diagram, the Kinematic Diagrams should not take
more than 10-15 minutes, while solving the angular velocity can be done in
5-10 minutes. This leaves more than enough time to solve this question.
• Insufficient foreknowledge and underdeveloped skills in basic mechanics;
• Poor time management.
Counting the unknowns, there are 6 unknown forces, 1 unknown angular

velocity and 2 unknown angular accelerations. Note: one angular velocity
is already calculated in 2c. This gives a total of 9 unknowns.
There are 6 equilibrium equations (3 for each beam) and there are 4 kinematic
equations: 2 for the velocity in B and 2 for the acceleration in B. One of these
equations is already used to solve ωCBD , hence there are 3 kinematic relations
left. This gives a total of 9 equations.
The conditions for solveability have been met. Note: in these kind of problems
– and that is the important element of this question – both equilibrium and
kinematic equations must be used. In accordance with the exercises in sections
3.4 and 3.5 of the reader.
The low score is caused by the same reasons as the low score of the previous
question. This check was standard in Statics and should be part of the
standard checks when making exercises: do not start the solution process
if the number of equations does not match the number of unknowns.
18
19
This exercise is a near exact copy of exercise 7.5 of the reader (section 4.2).
The answer model of this exercise was updated this year. The only addition
to the exercise is the set of springs. Pairs of springs were introduce to keep
to possibility to only analyse half of the structure (that is: one set of beams,
OA, AD and DE or OB, BC and CE, combined with one time spring 1 and
one time spring 2). Springs are treated in exercise 7.6, 7.7 and 7.8 (as well as
in some exercises in section 4.1). The two exam level questions on Work &
Energy (section 7.3 in the reader) both contain springs as well.
Hence, this exercise contains all three energy types treated in the course:
1. Kinetic Energy
2. Potential Energy (due to gravitation)
3. Elastic Energy
The uncompressed length is set to zero, to make the exercise easier in terms of
calculations and a remark is made on this to avoid possible confusion regarding
the physical realisability of this.
By accident, the maximum number of points for this exercise added up to 28

rather than 25. Too many points were assigned to question b and d. Note
that this is in your advantage.
Work & Energy is typically considered as easier than the Kinematics. over the
past years a higher score for this topic was seen than the score for Kinematics.
It is difficult to explain the low score:
• The exercise was very close, more than any other question in this and
previous exams, to an exercise in the reader;
20
• It is unlikely that a shortage of time caused the low score, as the last
parts of questions 1 and 2 were barely answered, indicating students
moved on to the next question after 40 minutes.
It maybe that students got demotivated and gave up.
Again, the general equation for the velocity of a rigid body must be used:
v A = v O + v A/O = v O + ω × r A/O (13)
The last step is allowed, since rigid bodies are observed. Point A and O are
on the same rigid body, hence the distance between the two cannot reduce, so
they can only rotate with respect to each other.
The reason to ask this, is that the velocities of the centers of gravity are needed
for the kinetic energy. This question is an explicit trigger, which is preferred
over leaving it to the student to remember this.
If correctly executed, one will see that the center of gravity of the element
AD (or BC) only has a vertical velocity – this is logic from the given imaged,
indicating a combined horizontal and vertical displacement (hence velocity) of
the points A, B, C and D, while the hinge point of AD and BC (corresponding
to their centers of gravity) and the point E only move downwards. Hence, the
equations can easily be verified using this insight.
The same comments applies here as given in 2c. Hence, the same conclusion
can be drawn:
• Lack of basic knowledge on drawing a basic Kinematic Diagram and

formulating the velocity vector equations from this.
21
Sub-Question 3.b 14 points – should have been 12 points
A lot answered this question in half a page. Given the number of points for
this question, this is not logic. Previous years, the answers were in general
much more comprehensive. However, based on this, the decision has been
made to include the number of points for each exercise. It should have been
clear that this is a very big part of the entire question: all other questions are
minor question. This was however missed by a large number of students.
Things to keep in mind:
• As frequently addressed in the lectures, the difference between particle

and rigid bodies is that the rotational inertia of the body must be
accounted for: no effort is needed to make a particle spin, as no mass
is positioned away from the center of gravity. Evidently, this is not the
case for a rigid body (see section 3.3 of the reader and appendix B of
the book). The kinetic energy of a rigid body is:
1 2 1
T = m vG + IG ω 2 (14)
2 2
Note that in case of a fixed point rotation, the following equation can
be used:
1 2 1 1
T = m vG + IG ω 2 = IO ω 2 (15)
2 2 2
• For the gravitational energy, the vertical displacement of the center of
gravity is the only parameter needed. The rotation of the body is not of
influence. Hence, the center of gravity of the entire construction may be
used, but be careful to use the correct mass: if only half of the structure
is observed, only have of the mass should be taken in to account.
Calculating the vertical displacement of the individual bar and adding
these, gives the same answer as analysing the vertical displacement of
the center of gravity of the entire system. The gravitational energy is:
Vg = mgh (16)
• The elastic energy is calculated the elongation or compression of the

spring. As the uncompressed length is given as zero, the length of the
springs is equal to the elongation or compression. The elastic energy is:
1
Ve = k x 2 (17)
2
• No external force is given, so the work done equals zero:
Z
U1→2 = F · dr = F s = 0 (18)
It is beyond my imagination that this is the result students can produce when
they studied seriously for this topic. It may have been an underestimation of
the topic. Maybe time is spent on other topics or courses. Not being able to
apply the basics of this topic can only mean the topic has not or barely been
studied.
22
• Topic not, or barely studied, possibly due to priorisation of other topics

and courses and underestimation of this topic.
The questions asks for the minimum value for γ. A velocity in horizontal
direction is still present at the end state in exercise 7.5 in the reader, but since
the minimum value is asked, this velocity has also just reached zero.
Note that a similar principle is present in exercise 7.4 of the reader: the
rotational velocity of the wheel does not appear in the energy balances, as the
initial and the final velocity of the wheel equals zero.
The given condition implies that the equations for the conservation of energy is
reduced greatly (which is in the end the reason to formulate the question in this
way: the question would be too complex if the kinematic energy would have
to be included). Only the gravitational and elastic energy must be balanced.
As it turns out in this case, there is no limit for γ: a negative value would be
needed to make the energy balance equal to zero. Thus, the conclusion is that
the end state is always reached.
This question relies on some basic insights, which is virtually impossible to

have if 3b is not or barely answered. The mathematics are quite basic, the
difficulty is possibly in realising the consequence of the minimum: this sets
the kinetic energy to zero. Yet again, this is rather basic.

and courses and underestimation of this topic;
• Students gave up.
23
Sub-Question 3.d 3 points – should have been 2 points
The same equation for the energy balance is used as in 3c, as again a minimum
value is asked to reach a certain position. This type of solution is also seen in
exercise 7.2: an outcome is given and the question is to calculate the value of
one of the variables in the system to reach this outcome.
Given the conclusion of question 3c, the force in E would need to be acting
in vertical upward direction: for the given value of γ (in fact any value for
γ), the end position is reached before the gravitational energy is completely
compensated by the springs. The force will need to compensate this: the work
done should equal the energy left in the system.
Again, the only plausible reason is that students gave up. The question is
basic, calls for nothing more that the basic principles of work, not any advanced
principles. The mathematics are again basic and cannot be an explanation of
the poor result.
24
Adding a mass will change the gravitational energy as well as the kinetic
energy; this is not the case for a force. This aligns with the problem treated in
exercise 5.4: the difference between the two case presented there is the inertia
that is or is not taken into account.
Moreover, a negative mass would be needed, which would have scored all
points, but in case the above questions were not answered correctly, then the
first answer given is the correct answer to give.
Not much to add: the same comments apply again. The mathematics, the
principles – all basic and hence cannot explain the low score.

25
This question is inspired by the example treated in one of the last lectures,
treating the topic of momentum of rigid bodies. In that lecture, the pirouette
of a dancer was addressed. Note that this example is also found in the
lecture slides of previous years that were placed on Canvas as additional
study material (Dynamics lecture14.pdf, slide 9). The principles are the same
as those explicitly mentioned in exercise 9.2, which is also a similar type of
problem. In general, the conservation of impulse is used in nearly all exercises.
The main equations are:
X
MG = ḢG (19)
Z X
MG dt = HG,end − HG,start (20)
H G = Ig ω (21)
HO = IO ω + mvd (22)
If no external moment is acting, the outcome of first two equations equals zero.
Note that velocity v and distance d in the last equation are perpendicular.
After all, it is the time integrated moment:
Z Z Z
r × F dt = r × (ma) dt = r × adt = mr × v (23)
In fact, the score is too low to base any conclusion on the results. The topic
seems not or barely to have been studied. The low attendance to the lectures
is another explanation.
• Insufficient preparation of topic;
• Lectures not followed.
26
The suggestion to draw the top view is added to make clear what the distance
is to use in the core equation, as it must be perpendicular to the velocity –
and these two, distance and velocity - can conveniently be drawn in the top
view.
The distance can also be retrieved from the side view and applying basic
goniometrics. The mass moment of inertia of the ball is given. Note that in
principle the momentum of two balls must be accounted for, but this is not
considered to be very important.
Equation to use:
HA = Iball + m v d = Iball + m ω d2 (24)
Just:
• Insufficiently prepared;
• Theory insufficiently studied;
• Lectures not attended
Initially, the system is at rest. That implies that the momentum equals zero
in this state. The moment applied is constant over the time it is applied
and hence the integral of the moment over time reduces to a multiplication of
torque and time. For the end state, the answer of 4a can be used. In fact, 4a
is only introduced to make this question more easy to answer. The exercises
in the reader would immediately ask for the answer of 4b, without the explicit
substep as given in 4a.
27
It is not explicitly asked, but making impulse diagrams are very useful in this
case. The equation, where each term corresponds to one of the images of the
impulse diagram, to use here:
Z X
H0 + M dt = H1 (25)
It would be showing disrespect to conclude anything else than that the students
gave up – 5 barely free points.
• Students gave up
This part in particular refers to the example treated in the one of the last
lectures. The important aspect to take into account in the change of the mass
moment of inertia. This is already prepared in 4a: the momentum is calculated
as a function of θ and θ varies in time.
An important step, and addressed explicitly in the lecture, is the change of

the momentum in time, which follows the general rules of taking the time
derivative as applied in the exercises on particle kinematics (i.e. change rule):
d ˙ + I ω̇ = Iω
˙ + Iα
Ḣ = (Iω) = Iω (26)
dt
The mass moment of inertia is calculated using the rule for transferring the
mass moment of inertia (see appendix B in the book and the questions of
section 3.3 of the reader):
IO = IG + md2 (27)
Note that the distance d is not the perpendicular distance as in the equation
for the momentum!
28
π π
The only time variable in the equation is θ, as this is changing from 4 to 6.
Again, do apply the chain rule!
Just:
This is the most elaborate question and links conservation of impulse with
conservation of energy. Exercise 8.1, 8.6, 8.8, 8.10, 8.11, 8.12, 9.1, 9.4 and
9.7 also make use of this combination. The work done is calculated using the
gravitational and kinetic energy (there is no elastic energy).
The angular velocity at the start is given, that at the end can be calculated in
the same way as done in exercise 9.2. If fully made by hand, then the equations
can be a bit cumbersome, but calculators are allowed, so this should not be
an issue.
The equations to use:

1 1
∆T = IA,1 ω12 − IA,0 ω02 (28)
2 2
∆Vg = mg (h1 − h0 ) (29)
IA,1 ω1 = IA,0 ω0 (30)
Just:
29
30

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University of Twente Reference: ET.

Course Name : Dynamics - 1

Watch the clock: in principle, each exercise can be completed in 45 minutes.

Calculation of the final mark:

where si are the scores (each up to 25 points) as registered in Canvas, based

a. Find an expression for the total acceleration of point E for 0 ≤ ϕ ≤ 12 π,

Question continued on the next page.

b. Calculate the location of the instantaneous center of zero velocity (P)

c. Calculate the angular velocity of the platform ABCD (ωplatform ).

f. Calculate the magnitude of the acceleration in point E for the given

Note: it is a symbolic answer; you may use intermediate results to avoid

Figure 2: Two arm frame structure.

b. Draw, clear and sufficiently large, the Kinematic Diagram(s) necessary

d. Formulate the equations of (dynamic) equilibrium. At which point(s)

e. Determine whether the force in D (F D , draw a little under point D, but

d. Calculate the minimum amount of work that must be done by a force

e. Take γ = 2: is it possible to reach the maximum end position (θ = 12 π)

Question 1 Answer – 25 Points

Figure 5: Histogram of scores for question 1.

Foreknowledge required (skill developed and knowledge and insights acquired

• Mathematics, vector calculations

New elements introduced in Dynamics, related to this question:

• Acceleration as change of magnitude and change of direction of velocity;

• Concept of velocity and acceleration described in terms of relative motion

• Concept of relative velocity and acceleration, enabled by e.g. a slot or

• Coriolis acceleration as a consequence of a relative motion (see previous

Sub-Question 1.a 4 points

• The velocity is always tangent to the path;

• The acceleration has a tangential and normal component:

– Change of magnitude of the velocity

• See Exercises 1.11: the acceleration in

is the tangential acceleration. This can be used to find a solution for ω,

• Fluency in analytical calculations is lacking;

• Insufficient awareness of the different coordinate systems to describe

• Insufficient awareness of the concept that acceleration is change of

Sub-Question 1.b 3 points

making this exercise. On top of this, an animation is made of this exercise.

• The book appears to be insufficiently studied.

Sub-Question 1.c 2 points

Indeed, there is a dependency between 1b and 1c. In principle, dependencies

• The concept that the angular velocity of a rigid body is insufficiently

Sub-Question 1.d 6 points

v A = v O + v A/O + v rel = v O + ωOA × r OA + v rel (11)

Figure 9: Histogram of scores for question 1d.

It is beyond my imagination that making the kinematic diagrams is too difficult

• Poor time management.

Sub-Question 1.e 6 points

aA =aB + aA/B = aB/O + aA/B

Sub-Question 1.f 4 points

Figure 11: Histogram of scores for question 1f.

Essentially no one answered this question. The concept of velocities and

Figure 12: Histogram of scores for question 2.

Foreknowledge required (skill developed and knowledge and insights acquired

New elements introduced in Dynamics, related to this question:

• Drawing Kinematic Diagram: in principle same as Free Body Diagram,

Sub-Question 2.a 6 points

• The structure must be split at B;