Engineering Mechanics Dynamics Si Units 15Th Edition Russell Hibbeler Full Chapter

Engineering Mechanics: Dynamics, SI
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Engineering Mechanics: Dynamics features Russell Hibbeler’s hallmark approach to teaching the
subject—a clear, thorough, and student-friendly presentation of theory alongside examples and
Engineering Mechanics
practice problems for the application of concepts. Now in its fifteenth edition, the text continues to
empower students with
Dynamics
• a variety of problems for practice. Sections end with Fundamental Problems and Problems,
and chapters conclude with Review Problems.
• an emphasis on free-body diagrams. Specific sections, examples, and homework problems
are devoted to the drawing of free-body diagrams, essential to solving problems.
• the Procedure for Analysis feature. Introduced in the first chapter and customized in later
ones, this procedure is a versatile approach to analyzing a variety of mechanics problems.
New to This Edition

• New Fundamental Problems have been added, with partial solutions at the back of the book.
• Over 300 new problems involve applications to many different fields of engineering.
• New or updated photos throughout the book illustrate how principles apply to real-world
FIFTEENTH EDITION
situations and how materials behave under load.
IN SI UNITS
Available separately for purchase is Mastering Engineering for Engineering Mechanics: Dynamics, 15th
edition in SI units, the teaching and learning platform that empowers instructors to personalize
learning for every student. This optional suite helps deliver the desired learning outcomes when
combined with Pearson’s trusted educational content and features like the following:
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demonstrate how to solve problems, and model the best way to reach a solution.
• Enhanced feedback: Tutorials and many end-of-section problems provide enhanced feedback,
Engineering Mechanics
Dynamics
Hibbeler
specific to student errors, and optional hints, which break problems down into simpler steps.
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FIFTEENTH EDITION IN SI UNITS
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DYNAMICS
R. C. HIBBELER
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To the Student
With the hope that this work will stimulate
an interest in Engineering Mechanics
and provide an acceptable guide to its understanding.


PREFACE
The main purpose of this book is to provide the student with a clear and thorough
presentation of the theory and application of engineering mechanics. To achieve this
objective, this work has been shaped by the comments and suggestions of hundreds
of reviewers in the teaching profession, as well as many of the author’s students.
New to this Edition

Expanded Answer Section. The answer section in the back of the book now
includes additional information related to the solution of select Fundamental
Problems in order to offer the student some guidance in solving the problems.
Re-writing of Text Material. Some concepts have been clarified further in

this edition, and throughout the book the accuracy has been enhanced, and important
definitions are now in boldface throughout the text to highlight their importance.
New Photos. The relevance of knowing the subject matter is reflected by the
real-world applications depicted in the over 14 new or updated photos placed
throughout the book. These photos generally are used to explain how the relevant
principles apply to real-world situations and how materials behave under load.
New Problems. There are approximately 30% new problems that have been
added to this edition, which involve applications to many different fields of
engineering.
New Videos. Three types of videos are available that are designed to enhance
the most important material in the book. Lecture Videos serve to test the student’s
ability to understand the concepts, Example Problem Videos are intended to review
these problems, and Fundamental Problem Videos guide the student in solving these
problems that are in the book. They are available for selected sections in the chapters
and marked with this icon. The videos appear on a companion website available for
separate purchase at www.pearsonglobaleditions.com.
7

8 Preface
Hallmark Features
Besides the new features mentioned, other outstanding features that define the
contents of the book include the following:
Organization and Approach. Each chapter is organized into well-defined

sections that contain an explanation of specific topics, illustrative example problems,
and a set of homework problems. The topics within each section are placed into
subgroups defined by boldface titles. The purpose of this is to present a structured
method for introducing each new definition or concept and to make the book
convenient for later reference and review.
Chapter Contents. Each chapter begins with an illustration demonstrating a

broad-range application of the material within the chapter. A bulleted list of the
chapter contents is provided to give a general overview of the material that will
be covered.
Emphasis on Free-Body Diagrams. Drawing a free-body diagram is

particularly important when solving problems, and for this reason this step is strongly
emphasized throughout the book. In particular, special sections and examples are
devoted to show how to draw free-body diagrams. Specific homework problems
have also been added to develop this practice.
Procedures for Analysis. A general procedure for analyzing any mechanics

problem is presented at the end of the first chapter. Then this procedure is customized
to relate to specific types of problems that are covered throughout the book. This
unique feature provides the student with a logical and orderly method to follow when
applying the theory. The example problems are solved using this outlined method in
order to clarify its numerical application. Realize, however, that once the relevant
principles have been mastered and enough confidence and judgment have been
obtained, the student can then develop his or her own procedures for solving problems.
Important Points. This feature provides a review or summary of the most

important concepts in a section and highlights the most significant points that should
be known when applying the theory to solve problems.
Fundamental Problems. These problem sets are selectively located just after
most of the example problems. They provide students with simple applications of
the concepts, and therefore, the chance to develop their problem-solving skills
before attempting to solve any of the standard problems that follow. In addition,
they can be used for preparing for exams, and they can be used at a later time when
preparing for the Fundamentals in Engineering Exam. The partial solutions are
given in the back of the book.

Preface 9
Conceptual Understanding. Through the use of photographs placed

throughout the book, the theory is applied in a simplified way in order to illustrate
some of its more important conceptual features and instill the physical meaning of
many of the terms used in the equations.
Homework Problems. Apart from the Fundamental and Conceptual type

problems mentioned previously, other types of problems contained in the book
include the following:
• Free-Body Diagram Problems. Some sections of the book contain introduc
tory problems that only require drawing the free-body diagram for the specific
problems within a problem set. These assignments will impress upon the student
the importance of mastering this skill as a requirement for a complete solution of
any equilibrium problem.
• General Analysis and Design Problems. The majority of problems in the
book depict realistic situations encountered in engineering practice. Some of these
problems come from actual products used in industry. It is hoped that this realism
will both stimulate the student’s interest in engineering mechanics and provide a
means for developing the skill to reduce any such problem from its physical
description to a model or symbolic representation to which the principles of
mechanics may be applied.
Throughout the book, in any set of problems, an attempt has been made to a rrange
them in order of increasing difficulty except for the end of chapter review prob-
lems, which are presented in random order.
• Computer Problems. An effort has been made to include a few problems that
may be solved using a numerical procedure executed on either a desktop computer
or a programmable pocket calculator. The intent here is to broaden the student’s
capacity for using other forms of mathematical analysis without sacrificing the
time needed to focus on the application of the principles of mechanics. Problems
of this type, which either can or must be solved using numerical procedures, are
identified by a “square” symbol (j) preceding the problem number.
The many homework problems in this edition, have been placed into two different
categories. Problems that are simply indicated by a problem number have an
answer and in some cases an additional numerical result given in the back of the
book. An asterisk (*) before every fourth problem number indicates a problem
without an answer.
Accuracy. As with the previous editions, apart from the author, the accuracy of
the text and problem solutions has been thoroughly checked by Kai Beng Yap and
Jun Hwa Lee, along with a team of specialists at EPAM, including Georgii Kolobov,
Ekaterina Radchenko, and Artur Akberov.

10 Preface
Contents
The book is divided into 11 chapters, in which the principles are first applied to
simple, then to more complicated situations.
The kinematics of a particle is discussed in Chapter 12, followed by a discussion of
particle kinetics in Chapter 13 (Equation of Motion), Chapter 14 (Work and Energy),
and Chapter 15 (Impulse and Momentum). The concepts of particle dynamics
contained in these four chapters are then summarized in a “review” section, and the
student is given the chance to identify and solve a variety of problems. A similar
sequence of presentation is given for the planar motion of a rigid body: Chapter 16
(Planar Kinematics), Chapter 17 (Equations of Motion), Chapter 18 (Work and
Energy), and Chapter 19 (Impulse and Momentum), followed by a summary and
review set of problems for these chapters.
If time permits, some of the material involving three-dimensional rigid-body
motion may be included in the course. The kinematics and kinetics of this motion are
discussed in Chapters 20 and 21, respectively. Chapter 22 (Vibrations) may
be included if the student has the necessary mathematical background. Sections of
the book that are considered to be beyond the scope of the basic dynamics course
are indicated by a star (★) and may be omitted. Note that this material also provides
a suitable reference for basic principles when it is discussed in more advanced courses.
Finally, Appendix A provides a list of mathematical formulas needed to solve the
problems in the book, Appendix B provides a brief review of vector analysis, and
Appendix C reviews application of the chain rule.
Alternative Coverage. At the discretion of the instructor, it is possible to
cover Chapters 12 through 19 in the following order with no loss in continuity:
Chapters 12 and 16 (Kinematics), Chapters 13 and 17 (Equations of Motion),
Chapter 14 and 18 (Work and Energy), and Chapters 15 and 19 (Impulse and
Momentum).
Acknowledgments
I have endeavored to write this book so that it will appeal to both the student and
instructor. Through the years, many people have helped in its development, and
I will always be grateful for their valued suggestions and comments. Specifically,
I wish to thank all the individuals who have sent comments to me. These include
J. Aurand, J. Ari-Gur, R. Boyd, O. Byer, E. Erisman, C. Heinke, H. Kuhlman, E. Most,
S. Moustafa, H. Nazeri, D. Pox, J. Ross, D. Rowlison, R. Scott, K. Steurer.
A long-time friend and associate, Kai Beng Yap, was of great help to me in
preparing and checking problem solutions, but unfortunately, his support has
come to an end due to his untimely passing. His contribution to this effort and his
friendship will be deeply missed. I am thankful that Jun Hwa Lee is now supporting
me in this effort.

Preface 11
During the production process I am thankful for the assistance of Rose Kernan,
my production editor, and Marta Samsel, who worked on the cover of the book.
And finally, to my wife, Conny, who helped in the proofreading of the manuscript
for publication.
Lastly, many thanks are extended to all my students and to members of the teaching
profession who have freely taken the time to offer their suggestions and comments.
Since this list is too long to mention, it is hoped that those who have given help in
this manner will accept this anonymous recognition.
I would greatly appreciate hearing from you if at any time you have any comments,
suggestions, or issues related to any matters regarding this edition.
Russell Charles Hibbeler
hibbeler@bellsouth.net
Acknowledgments for the Global Edition

Pearson would like to thank and acknowledge the following for their work on the
Global Edition.
Contributor
Jun Hwa Lee
Jun has a PhD in Mechanical Engineering from the Korea Advanced Institute of
Science and Technology.
Reviewers
Imad Abou-Hayt, Aalborg University
Konstantinos Baxevanakis, Loughborough University
Akbar Afaghi Khatibi, RMIT University
Murat Saribay, Istanbul Bilgi University
We would also like to thank Kai Beng Yap for his contributions to the previous
Global Edition. He was a registered professional engineer working in Malaysia and
had a BS degree in Civil Engineering from the University of Louisiana-Lafayette
and an MS degree from Virginia Polytechnic Institute.

Mastering Engineering
This online tutorial and assessment program allows you to integrate dynamic homework and practice problems
with automated grading of exercises from the textbook. Tutorials and many end-of-section problems provide
enhanced student feedback and optional hints. Mastering Engineering™ allows you to easily track the performance
of your entire class on an assignment-by-assignment basis, or the detailed work of an individual student. For more
information visit www.masteringengineering.com.
Resources for Instructors

Instructor’s Solutions Manual This supplement provides complete solutions supported by problem statements
and problem figures. The Instructor’s Solutions Manual is available in the Instructor Resource Center.
PowerPoint Slides A complete set of all the figures and tables from the textbook are available in PowerPoint
format.
Resources for Students

Videos Developed by the author, three different types of videos are now available to reinforce learning the basic
theory and applying the principles. The first set provides a lecture review and a self-test of the material related to
the theory and concepts presented in the book. The second set provides a self-test of the example problems and the
basic procedures used for their solution. The third set provides an engagement for solving the Fundamental
Problems throughout the book. They are available for selected sections in the chapters and marked with a video
icon. The videos can be accessed in the Pearson eText or from a website available for purchase separately at
www.pearsonglobaleditions.com.
12

CONTENTS
12
Kinematics of a
Particle 23
Chapter Objectives 23
12.1 Introduction 23
12.2 Rectilinear Kinematics: Continuous
Motion 25
12.3 Rectilinear Kinematics: Erratic Motion 39
12.4 General Curvilinear Motion 52
12.5 Curvilinear Motion: Rectangular
Components 54
12.6 Motion of a Projectile 59
12.7 Curvilinear Motion: Normal and Tangential
Components 73
*12.8 Curvilinear Motion: Cylindrical
Components 87
12.9 Absolute Dependent Motion Analysis of
Two Particles 101
12.10 Relative Motion of Two Particles Using
Translating Axes 113
13
Kinetics of
a Particle: Force and
Acceleration 129
13.1 Newton’s Second Law of Motion 129
13.2 The Equation of Motion 132
13.3 Equation of Motion for a System of
Particles 134
13.4 Equations of Motion: Rectangular
Coordinates 136
13.5 Equations of Motion: Normal and
Tangential Coordinates 154
*13.6 Equations of Motion: Cylindrical
Coordinates 168
*13.7 Central-Force Motion and Space
Mechanics 180

14 C o n t e n t s
14
Kinetics of a Particle:
Work and Energy 195

14.1 The Work of a Force 195
14.2 Principle of Work and Energy 200
14.3 Principle of Work and Energy for a System
of Particles 202
14.4 Power and Efficiency 219
14.5 Conservative Forces and Potential
Energy 228
14.6 Conservation of Energy 232
15
Kinetics of a
Particle: Impulse
and Momentum 251

15.1 Principle of Linear Impulse and
Momentum 251
15.2 Principle of Linear Impulse and Momentum
for a System of Particles 254
15.3 Conservation of Linear Momentum for a
System of Particles 267
15.4 Impact 279
15.5 Angular Momentum 294
15.6 Relation Between the Moment of a Force
and Angular Momentum 295
15.7 Principle of Angular Impulse and
Momentum 298
15.8 Bodies Subjected to a Mass Flow 309
15.9 Steady Flow of a Fluid Stream 311
15.10 Bodies that Lose or Gain Mass 315

Contents 15
16
Planar Kinematics of a
Rigid Body 329

16.1 Planar Rigid-Body Motion 329
16.2 Translation 331
16.3 Rotation about a Fixed Axis 332
*16.4 Absolute Motion Analysis 348
16.5 Relative-Motion Analysis: Velocity 356
16.6 Instantaneous Center of Zero Velocity 369
16.7 Relative-Motion Analysis:
Acceleration 381
*16.8 Relative-Motion Analysis using Rotating
Axes 395
17
Planar Kinetics of a Rigid
Body: Force and
Acceleration 413

17.1 Mass Moment of Inertia 413
17.2 Planar Kinetic Equations of Motion 427
17.3 Equations of Motion: Translation 430
17.4 Equations of Motion: Rotation About a
Fixed Axis 443
17.5 Equations of Motion: General Plane
Motion 457

16 C o n t e n t s
18
Planar Kinetics of a
Rigid Body: Work and
Energy 473

18.1 Kinetic Energy 473
18.2 The Work of a Force 476
18.3 The Work of a Couple Moment 478
18.4 Principle of Work and Energy 480
18.5 Conservation of Energy 495
19
Planar Kinetics of a
Rigid Body: Impulse and
Momentum 515

19.1 Linear and Angular Momentum 515
19.2 Principle of Impulse and Momentum 521
19.3 Conservation of Momentum 536
*19.4 Eccentric Impact 540

Contents 17
20
Three-Dimensional
Kinematics of a
Rigid Body 555

20.1 Rotation About a Fixed Point 555
*20.2 The Time Derivative of a Vector Measured
from a Fixed or Translating-Rotating
System 558
20.3 General Motion 563
*20.4 Relative-Motion Analysis Using Translating
and Rotating Axes 572
21
Three-Dimensional
Kinetics of a Rigid
Body 585

*21.1 Moments and Products of Inertia 585
21.2 Angular Momentum 595
21.3 Kinetic Energy 598
*21.4 Equations of Motion 606
*21.5 Gyroscopic Motion 620
21.6 Torque-Free Motion 626

18 C o n t e n t s
22
Vibrations 637

22.1 Undamped Free Vibration 637
*22.2 Energy Methods 651
*22.3 Undamped Forced Vibration 657
*22.4 Viscous Damped Free Vibration 661
*22.5 Viscous Damped Forced Vibration 664
*22.6 Electrical Circuit Analogs 667
Appendices
A. Mathematical Expressions 676
B. Vector Analysis 679
C. The Chain Rule 685
Fundamental Problems
Solutions and
Answers 689
Review Problem
Answers 711
Answers to Selected
Problems 713
Index 727

CREDITS
Chapter 12: Image Credits
022 GETTY IMAGES INCORPORATED: Sollina Images/Getty Images
059 SHUTTERSTOCK: NamMun Photo/Shutterstock
128 ALAMY IMAGES: H. Mark Weidman Photography/Alamy Stock Photo
133 GETTY IMAGES INCORPORATED: Keystone/Stringer/Hulton
Archive/Getty Images
158 123RF GB LIMITED: John Sandy/123RF
181 GETTY IMAGES INCORPORATED: Universal images group/Getty Images
194 ALAMY IMAGES: Michael Doolittle/Alamy Images
250 123RF GB LIMITED: Andrey Kekyalyaynen/123RF
268 REB Images/Image Source/Getty Images
281 SHUTTERSTOCK: NamMun Photo/Shutterstock
300 123RF GB LIMITED: Andrey Kekyalyaynen/123RF
316 NASA: © NASA
328 SHUTTERSTOCK: Georgi Roshkov/Shutterstock
412 SHUTTERSTOCK: Maksim Dobytko/Shutterstock
472 SHUTTERSTOCK: Canbedone/Shutterstock
514 ALAMY IMAGES: NASA Images/Alamy Stock Photo
540 GETTY IMAGES INCORPORATED: Mike Kemp/Rubberball/Getty Images
554 123RF GB LIMITED: Romsvetnik/123RF
584 ALAMY IMAGES: CW Motorsport Images/Alamy Stock Photo
588 GETTY IMAGES INCORPORATED: Ablestock/Getty Images
598 NASA: © NASA
612 SHUTTERSTOCK: F Armstrong Photography/Shutterstock
623 123RF GB LIMITED: Ruben Martinez Barricarte/123RF
636 SHUTTERSTOCK: Wadas Jerzy/Shutterstock
19


DYNAMICS

CHAPTER 12
Although these jet planes are rather large, from a distance their motion can be analyzed
as if each were a particle.
M12_HIBB1930_15_GE_C12.indd 22 22/03/23 5:19 PM

KINEMATICS
Lecture Summary and Quiz,
Example, and Problem-
solving videos are available
where this icon appears.
OF A
PARTICLE
CHAPTER OBJECTIVES
■■ To introduce the concepts of position, displacement, velocity,
and acceleration.
■■ To study particle motion along a straight line and represent this
motion graphically.
■■ To investigate particle motion along a curved path using different
coordinate systems.
■■ To present an analysis of dependent motion of two particles.
■■ To examine the principles of relative motion of two particles
using translating axes.
12.1 INTRODUCTION
Engineering mechanics is the study of the state of rest or motion of
bodies subjected to the action of forces. It is divided into two areas,
namely, statics and dynamics. Statics is concerned with the equilibrium
of a body that is either at rest or moves with constant velocity. Here
we will consider dynamics, which deals with the accelerated motion of
a body. This subject will be presented in two parts: kinematics, which
treats only the geometric aspects of the motion, and kinetics, which is
the analysis of the forces causing the motion. To develop these principles,
the dynamics of a particle will be discussed first, followed by topics in
rigid-body dynamics in two and then three dimensions. 23
M12_HIBB1930_15_GE_C12.indd 23 22/03/23 5:19 PM

24 C h a p t e r 1 2 K i n e m a t i c s of a Particle
Historically, the principles of dynamics developed when it was possible

to make an accurate measurement of time. Galileo Galilei (1564–1642)
was one of the first major contributors to this field. His work consisted
12 of experiments using pendulums and falling bodies. The most significant
contributions to dynamics, however, were made by Isaac Newton
(1642–1727), who is noted for his formulation of the three fundamental
laws of motion and the law of universal gravitational attraction. Shortly
after these laws were postulated, important techniques for their
application were developed by Euler, D’Alembert, Lagrange, and others.
There are many problems in engineering whose solutions require
application of the principles of dynamics. For example, bridges and
frames are subjected to moving loads and natural forces caused by
wind and earthquakes. The structural design of any vehicle, such as an
automobile or airplane, requires consideration of the motion to which
it is subjected. This is also true for many mechanical devices, such as
motors, pumps, movable tools, industrial manipulators, and machinery.
Furthermore, predictions of the motions of artificial satellites, projectiles,
and spacecraft are based on the theory of dynamics. With further
advances in technology, there will be an even greater need for knowing
how to apply the principles of this subject.
Problem Solving. Dynamics is considered to be more involved

than statics since both the forces applied to a body and its motion must be
taken into account. Also, many applications require using calculus, rather
than just algebra and trigonometry. In any case, the most effective way of
learning the principles of dynamics is to solve problems. To be successful
at this, it is necessary to present the work in a logical and orderly manner
as suggested by the following sequence of steps:
1. Read the problem carefully and try to correlate the actual physical
situation with the theory you have studied.
2. Draw any necessary diagrams and tabulate the problem data.
3. Establish a coordinate system and apply the relevant principles,
generally in mathematical form.
4. Solve the necessary equations using a consistent set of units, and
report the answer with no more than three significant figures, which
is generally the accuracy of the given data.
5. Study the answer using technical judgment and common sense to
determine whether or not it seems reasonable.
In applying this general procedure, do the work as neatly as possible.
Being neat generally stimulates clear and orderly thinking, and vice versa.
If you are having trouble developing your problem-solving skills, consider
watching the videos available at www.pearson.com/hibbeler.
M12_HIBB1930_15_GE_C12.indd 24 22/03/23 5:19 PM

12.2 Rectilinear Kinematics: Continuous Motion 25
12.2 RECTILINEAR KINEMATICS:
CONTINUOUS MOTION
12
We will begin our study of dynamics by discussing the kinematics of
a particle that moves along a straight path. Recall that a particle has
a mass but negligible size and shape, so we will limit application to
those objects that have dimensions that are of no consequence in the
analysis of the motion. For example, a rocket, projectile, or a vehicle
can be considered as a particle, as long as its motion is characterized
by the motion of its mass center, and any rotation of the body is
neglected.
Rectilinear Kinematics. The kinematics of a particle is

characterized by specifying, at any given instant, the particle’s position,
velocity, and acceleration.
Position. The rectilinear or straight-line path of a particle will be

s
defined using a single coordinate axis s, Fig. 12–1a. The origin O on O
the path is a fixed point, and from this point the position coordinate s s
is used to specify the location of the particle at any given instant.
Position
The magnitude of s is the distance from O to the particle, usually
measured in meters (m), and the sense of direction is defined by (a)
the algebraic sign of s. Although the choice is arbitrary, here s will
be positive when the particle is located to the right of the origin,
and it will be negative if the particle is located to the left of O.
Position is actually a vector quantity since it has both magnitude and
direction; however, it is being represented by the algebraic scalar s,
rather than in boldface s, since the direction always remains along
the coordinate axis.
Displacement. The displacement of the particle is defined as the

change in its position. For example, if the particle moves from one point s
O
to another, Fig. 12–1b, the displacement is s Ds
s9
∆s = s′ - s Displacement
(b)
In this case ∆s is positive since the particle’s final position is to
Fig. 12–1
the right of its initial position, i.e., s′ 7 s. Displacement is also a
vector quantity, and it should be distinguished from the distance
the particle travels. Specifically, the distance traveled is a positive
scalar that represents the total length of path over which the particle
travels.
M12_HIBB1930_15_GE_C12.indd 25 22/03/23 5:19 PM

Velocity. If the particle moves through a displacement ∆s during the

time interval ∆t, the average velocity of the particle is
12
∆s
vavg =
∆t
If we take smaller and smaller values of ∆t, the magnitude of ∆s becomes

smaller and smaller. Consequently, the instantaneous velocity is a vector
defined as v = limS
(∆s> ∆t), or
∆t 0
ds
+ )
(S v = (12–1)
dt
Since ∆t or dt is always positive, the sign used to define the sense of the
velocity is the same as that of ∆s or ds. For example, if the particle is
v moving to the right, Fig. 12–1c, the velocity is positive; whereas if it is
s
moving to the left, the velocity is negative. (This is emphasized here by
O the arrow written at the left of Eq. 12–1.) The magnitude of the velocity is
Ds known as the speed, and it is generally expressed in units of m>s.
Occasionally, the term “average speed” is used. The average speed is
Velocity
always a positive scalar and is defined as the total distance traveled by a
(c) particle, sT , divided by the elapsed time ∆t; i.e.,
sT
(vavg)sp =
∆t
For example, the particle in Fig. 12–1d travels along the path of length sT
in time ∆t, so its average speed is (vavg)sp = sT > ∆t, but its average
velocity is vavg = - ∆s> ∆t.
Ds
P9 P
s
O
sT
Average velocity and
Average speed
(d)
Fig. 12–1 (cont.)
M12_HIBB1930_15_GE_C12.indd 26 22/03/23 5:19 PM

12.2 Rectilinear Kinematics: Continuous Motion 27
Acceleration. If the velocity of the particle is known at two points,

then the average acceleration of the particle during the time interval ∆t
is defined as
12
∆v
aavg =
∆t
Here ∆v represents the difference in the velocity during the time interval a
∆t, i.e., ∆v = v′ - v, Fig. 12–1e.
The instantaneous acceleration at time t is a vector that is found by s
O
taking smaller and smaller values of ∆t and corresponding smaller and v v9
smaller values of ∆v, so that a = lim
S
(∆v> ∆t), or
∆t 0
Acceleration
(e)
dv
+ )
(S a = (12–2)
dt
Substituting Eq. 12–1 into this result, we can also write
d 2s
+ )
(S a =
dt 2
Both the average and instantaneous acceleration can be either positive

or negative. In particular, when the particle is slowing down, or its speed is a
decreasing, the particle is said to be decelerating. In this case, v′ in Fig. 12–1f P P9
s
is less than v, and so ∆v = v′ - v will be negative. Consequently, a will O
also be negative, and therefore it will act to the left, in the opposite sense v v9
to v. Also, notice that if the particle is originally at rest, then it can have an
acceleration if a moment later it has a velocity v′. Units commonly used Deceleration
to express the magnitude of acceleration are m>s2. (f)
Finally, an important differential relation involving the displacement,
velocity, and acceleration along the path may be obtained by eliminating Fig. 12–1 (cont.)
the time differential dt between Eqs. 12–1 and 12–2. We have
ds dv
dt = =
v a
or
+ )
(S a ds = v dv (12–3)
Although we have now produced three important kinematic

equations, realize that the above equation is not independent of
Eqs. 12–1 and 12–2.
M12_HIBB1930_15_GE_C12.indd 27 22/03/23 5:19 PM

Constant Acceleration, a = ac. When the acceleration is

constant, each of the three kinematic equations ac = dv>dt, v = ds>dt,
and ac ds = v dv can be integrated to obtain formulas that relate ac , v,
12
s, and t.
Velocity as a Function of Time. Integrating ac = dv>dt,

assuming that initially v = v0 when t = 0, we get
v t
Lv0 L0
dv = ac dt
+ )
(S v = v0 + ac t (12–4)
Constant Acceleration
Position as a Function of Time. Integrating v = ds>dt = v0 + act,

assuming that initially s = s0 when t = 0, yields
s t
Ls0 L0
ds = (v0 + act) dt
+ )
(S s = s0 + v0t + 12 ac t 2 (12–5)
Velocity as a Function of Position. If we solve for t in Eq. 12–4

and substitute it into Eq. 12–5, or integrate v dv = ac ds, assuming that
initially v = v0 at s = s0, we get
v s
Lv0 Ls0
v dv = ac ds
+ )
(S v2 = v20 + 2ac(s - s0) (12–6)
The algebraic signs of s0 , v0, and ac , used in these equations, are

determined from the positive direction of the s axis as indicated by the arrow
During the time this rocket undergoes written at the left of each equation. It is important to remember that these
rectilinear motion, its altitude as a equations are useful only when the acceleration is constant and when t = 0,
function of time can be measured and s = s0 , v = v0 . A typical example of constant accelerated motion occurs
expressed as s = s(t). Its velocity can
then be found using v = ds>dt, and its when a body falls freely toward the earth. If air resistance is neglected and
acceleration can be determined from the distance of fall is short, then the constant downward acceleration of the
a = dv>dt. body when it is close to the earth is approximately 9.81 m>s2.
M12_HIBB1930_15_GE_C12.indd 28 22/03/23 5:19 PM

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Fig. 220. Fig. 221.
131. Pine.—Fig. 221. Very variable, very light and soft in “soft” pine, such as
white pine; of medium weight to heavy and quite hard in “hard” pine, of which
longleaf or Georgia pine is the extreme form. Usually it is stiff, quite strong, of even
texture and more or less resinous. The sapwood is yellowish white; the heartwood,
orange brown. Pine shrinks moderately, seasons rapidly and without much injury; it
works easily; is never too hard to nail (unlike oak or hickory); it is mostly quite
durable, and if well seasoned is not subject to the attacks of boring insects. The
heavier the wood, the darker, stronger and harder it is, and the more it shrinks and
checks. Pine is used more extensively than any other kind of wood. It is the
principal wood in common carpentry, as well as in all heavy construction, bridges,
trestles, etc. It is used also in almost every other wood industry, for spars, masts,
planks, and timbers in ship building, in car and wagon construction, in cooperage,
for crates and boxes, in furniture work, for toys and patterns, railway ties, water
pipes, excelsior, etc. Pines are usually large trees with few branches, the straight,
cylindrical, useful stem forming by far the greatest part of the tree.
132. Spruce.—Fig. 222. Resembles soft pine, is light, very soft, stiff, moderately
strong, less resinous than pine; has no distinct heartwood, and is of whitish color.
Used like soft pine, but also employed as resonance wood and preferred for paper
pulp. Spruces, like pines, form extensive forests; they are more frugal, thrive on
thinner soils, and bear more shade, but usually require a more humid climate.
“Black” and “white” spruce as applied by lumbermen, usually refer to narrow and
wide ringed forms of black spruce.
Fig. 222. Fig. 223.
Broad-Leaved Woods.
133. Ash.—Fig. 223. Wood heavy, hard, strong, stiff, quite tough, not durable in
contact with soil, straight grained, rough on the split surface and coarse in texture.
The wood shrinks moderately, seasons with little injury, stands well and takes a
good polish. In carpentry ash is used for finishing lumber, stairways, panels, etc.; it
is used in shipbuilding, in the construction of cars, wagons, carriages, etc., in the
manufacture of farm implements, machinery, and especially of furniture of all
kinds, and also for harness work; for barrels, baskets, oars, tool handles, hoops,
clothespins, and toys. The trees of the several species of ash are rapid growers, of
small to medium height with stout trunks; they form no forests, but occur scattered
in almost all broad-leaved forests.
134. Basswood.—Fig. 224. (Lime tree, American linden, lin, bee tree): Wood
light, soft, stiff but not strong, of fine texture, and white to light brown color. The
wood shrinks considerably in drying, works and stands well; it is used in carpentry,
in the manufacture of furniture and woodenware, both turned and carved, in
cooperage, for toys, also for paneling of car and carriage bodies. Medium to large
sized trees, common in all Northern broad-leaved forests; found throughout the
Eastern United States.
Fig. 224.
Fig. 225. Fig. 226.
135. Birch.—Fig. 225. Wood heavy, hard, strong, of fine texture; sapwood
whitish, heartwood in shades of brown with red and yellow; very handsome, with
satiny luster, equaling cherry. The wood shrinks considerably in drying, works and
stands well and takes a good polish, but is not durable if exposed. Birch is used for
finishing lumber in building, in the manufacture of furniture, in woodturnery for
spools, boxes, wooden shoes, etc., for shoe lasts and pegs, for wagon hubs, ox
yokes, etc., also in wood carving. The birches are medium sized trees, form
extensive forests northward and occur scattered in all broad-leaved forests of the
Eastern United States.
136. Butternut.—Fig. 226. (White Walnut.) Wood very similar to black walnut,
but light, quite soft, not strong and of light brown color. Used chiefly for finishing
lumber, cabinet work and cooperage. Medium sized tree, largest and most
common in the Ohio basin; Maine to Minnesota and southward to Georgia and
Alabama.
Fig. 227.
137. Cherry.—Fig. 227. Wood heavy, hard, strong, of fine texture: sapwood
yellowish white, heartwood reddish to brown. The wood shrinks considerably in
drying, works and stands well, takes a good polish, and is much esteemed for its
beauty. Cherry is used chiefly as a decorative finishing lumber for buildings, cars
and boats, also for furniture and for turnery. It is becoming too costly for many
purposes for which it is naturally suited. The lumber-furnishing cherry of this
country, the wild black cherry, is a small to medium sized tree, scattered through
many of the broad-leaved woods of the western slope of the Alleghanies, but
found from Michigan to Florida and west to Texas.
138. Chestnut.—Fig. 228. Wood light, moderately soft, stiff, not strong, of
coarse texture; the sapwood light, the heartwood darker brown. It shrinks and
checks considerably in drying, works easily, stands well, and is very durable. Used
in cabinet work, cooperage, for railway ties, telegraph poles, and locally in heavy
construction. Medium sized tree very common in the Alleghanies, occurs from
Maine to Michigan and southward to Alabama.
Fig. 228. Fig. 229.
139. Elm.—Fig. 229. Wood heavy, hard, strong, very tough; moderately durable
in contact with the soil; commonly cross-grained, difficult to split and shape, warps
and checks considerably in drying, but stands well if properly handled. The broad
sapwood whitish, heart brown, both shades of gray and red; on split surface rough,
texture coarse to fine, capable of high polish. Elm is used in the construction of
cars, wagons, etc., in boat and ship building, for agricultural implements and
machinery; in rough cooperage, saddlery, and harness work, but particularly in the
manufacture of all kinds of furniture, where the beautiful figures, especially of the
tangential or bastard section, are just beginning to be duly appreciated. The elms
are medium to large sized trees, of fairly rapid growth, with stout trunk, form no
forests of pure growth, but are found scattered in all the broad-leaved woods of our
country.
140. Gum.—This general term refers to two kinds of wood usually distinguished
as sweet or red gum, and sour, black, or tupelo gum, the former being a relative of
the witch-hazel, the latter belonging to the dogwood family.
Sweet Gum. Fig. 230. (red gum, liquidambar); Wood rather heavy, rather soft,
quite stiff and strong, tough, commonly cross-grained, of fine texture; the broad
sapwood whitish, the heartwood reddish brown; the wood warps and shrinks
considerably, but does not check badly, stands well when fully seasoned, and
takes good polish. Sweet gum is used in carpentry, in the manufacture of furniture,
for cut veneer, for wooden plates, plaques, baskets, etc., also for wagon hubs, hat
blocks, etc. A large sized tree, very abundant, often the principal tree in the
swampy parts of the bottoms of the Lower Mississippi Valley; occurs from New
York to Texas and from Indiana to Florida.
Fig. 230. Fig. 231.
141. Hickory.—Fig. 231. Wood very heavy, hard and strong, proverbially tough,
of rather coarse texture, smooth and of straight grain. The broad sapwood white,
the heart reddish nut brown. It dries slowly, shrinks and checks considerably, is not
durable in the ground, or if exposed, and, especially the sapwood, is always
subject to the inroads of boring insects. Hickory excels as carriage and wagon
stock, but is also extensively used in the manufacture of implements and
machinery, for tool handles, timber pins, for harness work and cooperage. The
hickories are tall trees with slender stems, never form forests, occasionally small
groves, but usually occur scattered among other broad-leaved trees in suitable
localities.
Hickory excels as carriage and wagon stock, but is also extensively used in the
manufacture of implements and machinery, for tool handles, timber pins, for
harness work and cooperage. The hickories are tall trees with slender stems,
never form forests, occasionally small groves, but usually occur scattered among
other broad-leaved trees in suitable localities.
142. Maple.—Fig. 232. Wood heavy, hard, strong, stiff, and tough, of fine
texture, frequently wavy grained, thus giving rise to “curly” and blister” figures; not
durable in the ground or otherwise exposed. Maple is creamy white, with shades of
light brown in the heart; shrinks moderately, seasons, works and stands well,
wears smoothly and takes fine polish. The wood is used for ceiling, flooring,
paneling, stairway and other finishing lumber in house, ship and car construction; it
is used for the keels of boats and ships, in the manufacture of implements and
machinery, but especially for furniture, where entire chamber sets of maple rival
those of oak. Maple is also used for shoe lasts and other form blocks, for shoe
pegs, for piano actions, school apparatus, for wood type in show bill printing, tool
handles, wood carving, turnery and scroll work.
Fig. 232.
The maples are medium sized trees, of fairly rapid growth; sometimes form
forests and frequently constitute a large proportion of the arborescent growth.
143. Oak.—Fig. 233. Wood very variable, usually very heavy and hard, very
strong and tough, porous, and of coarse texture; the sapwood whitish, the heart
“oak” brown to reddish brown. It shrinks and checks badly, giving trouble in
seasoning, but stands well, is durable and little subject to attacks of insects. Oak is
used for many purposes; in shipbuilding, for heavy construction, in common
carpentry, in furniture, car and wagon work, cooperage, turnery, and even in wood
carving; also in the manufacture of all kinds of farm implements, wooden mill
machinery, for piles and wharves, railway ties, etc. The oaks are medium to large
sized trees, forming the predominant part of a large portion of our broad-leaved
forests, so that these are generally “oak forests” though they always contain a
considerable proportion of other kinds of trees. Three well marked kinds, white,
red, and live oak are distinguished and kept separate in the market. Of the two
principal kinds, white oak is the stronger, tougher, less porous, and more durable.
Red oak is usually of coarser texture, more porous, often brittle, less durable, and
even more troublesome in seasoning than white oak. In carpentry and furniture
work, red oak brings about the same price at present as white oak. The red oaks
everywhere accompany the white oaks, and like the latter, are usually represented
by several species in any given locality. Live oak, once largely employed in
shipbuilding, possesses all the good qualities (except that of size) of the white oak,
even to a greater degree. It is one of the heaviest, hardest and most durable
building timbers of this country; in structure it resembles the red oak but is much
less porous.
Fig. 233.
144. Sycamore.—Fig. 234 (button wood, button-ball tree, water beech): Wood
moderately heavy, quite hard, stiff, strong, tough, usually crossgrained, of coarse
texture, and white to light brown color; the wood is hard to split and work, shrinks
moderately, warps and checks considerably but stands well. It is used extensively
for drawers, backs, bottoms, etc., in cabinetwork, for tobacco boxes, in cooperage,
and also for finishing lumber, where it has too long been underrated. A large tree,
of rapid growth, common and largest in the Ohio and Mississippi valleys, at home
in nearly all parts of the eastern United States.
Fig. 234. Fig. 235.
145. Tulip Wood.—Fig. 235. Tulip tree. (yellow poplar, white wood): Wood quite
variable in weight, usually light, soft, stiff but not strong, of fine texture, and
yellowish color; the wood shrinks considerably, but seasons without much injury;
works and stands remarkably well. Used for siding, for paneling, and finishing
lumber in house, car and shipbuilding, for sideboards and panels of wagons and
carriages; also in the manufacture of furniture, implements and machinery, for
pump logs, and almost every kind of common woodenware, boxes, shelving,
drawers, etc. An ideal wood for the carver and toy man. A large tree, does not form
forests, but is quite common, especially in the Ohio basin; occurs from New
England to Missouri and southward to Florida.
146. Walnut.—Fig. 236. Black Walnut. Wood heavy, hard, strong, of coarse
texture; the narrow sapwood whitish, the heartwood chocolate brown. The wood
shrinks moderately in drying, works and stands well, takes a good polish, is quite
handsome, and has been for a long time the favorite cabinet wood in this country.
Walnut formerly used, even for fencing, has become too costly for ordinary uses,
and is to-day employed largely as a veneer, for inside finish and cabinet work, also
for turnery, for gunstocks, etc. Black walnut is a large tree, with stout trunk, of rapid
growth, and was formerly quite abundant throughout the Alleghany region,
occurring from New England to Texas, and from Michigan to Florida.
Fig. 236.
CHAPTER XIII.
Wood Finishing.
147. Wood Finishes.—Finishes are applied to wood surfaces (1)

that the wood may be preserved, (2) that the
appearance may be enhanced.
Finishing materials may be classed under one or the other of the
following: Filler, stain, wax, varnish, oil, paint. These materials may
be used singly upon a piece of wood or they may be combined in
various ways to produce results desired.
148. Brushes.—Good brushes are made of bristles of the wild
boar of Russia and China. These bristles are set in
cement and are firmly bound by being wrapped with wire in round
brushes or enclosed in metal in flat brushes. Fig. 237.
Fig. 237. Fig. 238.
A large brush, called a duster, is used for removing dust or loose

dirt from the wood, Fig. 238. Small brushes, used for tracing, usually
have chiseled edges, Fig. 239.
Bristle brushes are expensive and should be well cared for.
Brushes that have been used in shellac and are not soon to be used
again should be cleaned by rinsing them thoroughly in a cup of
alcohol. This alcohol may be used later for thinning shellac.
Fig. 239.
Varnish and paint brushes should be cleaned in turpentine. If they

are to be laid away for some time, a strong soap suds, or lather
made from some of the soap powders, should be well worked into
the brush, after the preliminary cleansing. It should then be carefully
pressed into proper shape and laid away flat on a shelf. When the
brush is to be used again, it should first be washed out, to get rid of
all the soap.
Brushes that are used from day to day should be kept suspended,
when not in use, as in Fig. 240, so that their bristles shall be kept
moist, without their touching the bottom of the bucket or can.
Fig. 240. Fig. 241.
Since alcohol evaporates rapidly, shellac cans with cone tops

should be used or, better, a can in which the brush handle may
extend through the top.
Fig. 241 shows a can which is made double. Varnish is kept in the
inner portion and water in the outer ring. The cover fits over the inner
can and into the water space, thus sealing the varnish air-tight but
removing all danger of the cover’s sticking to the sides of the can.
The brush is suspended from the “cleaning wire” so that its bristles
rest in the liquid.
If delicate woods are to be varnished, stone or glass jars would
better be used to hold the liquid, for metal discolors it slightly.
Fig. 242. Fig. 243.
149. General Directions for Using Brush.—(1) Hold the brush

as in Fig. 242. (2) Dip
the end of the brush in the liquid to about one-third the length of the
bristles. (3) Wipe off the surplus liquid on the edge of the can, wiping
both sides of the brush no more than is necessary to keep the liquid
from dripping. A wire stretched across the can as in Fig. 243
provides a better wiping place for the dripping brush. In wiping the
brush on the edge of the can, some of liquid is likely to “run” down
the outside. (4) Using the end of the brush, apply the liquid near one
end of the surface to be covered. (5) “Brush” in the direction of the
grain. (6) Work towards and out over the end of the board, leveling
the liquid to a smooth film of uniform thinness. The strokes should be
“feathered,” that is, the brush should be lowered gradually at the
beginning of the sweep and raised gradually at the close, otherwise,
ugly “laps” will result. The reason for working out over the ends
rather than from them will appear with a little thought. (7) Now work
toward the second end. The arrows, Fig. 244, show the general
directions of the final or feathering strokes.
Fig. 244.
Edges are usually covered first and adjoining surfaces afterward.

It frequently happens that surplus liquid runs over a finished
surface, especially when working near the arrises. This surplus can
be “picked up” by wiping the brush upon the wire of the bucket until
the bristles are quite free of liquid, and giving the part affected a
feathering sweep.
If the object has an internal corner, work from that out over the
neighboring surfaces.
Panels and sunk places should be covered first. Afterward, the
raised places, such as stiles, rails, etc., may be attended to.
Wherever possible the work should be laid flat so that the liquid may
be flowed on horizontally. This is of especial advantage in
varnishing. Vertical work should always be begun at the top and
carried downward.
Tracing consists in working a liquid up to a given line but not over
it, such as painting the sash of a window. Tracing requires a steady
hand and some practice. A small brush is generally used and the
stroke is made as nearly continuous as the flow of the liquid will
allow. Fig. 245.
Fig. 245.
150. Fillers.—Fillers are of two kinds, paste and liquid. They are
used to fill up the wood pores and thus give a smooth,
level, non-absorbent surface, upon which other coverings may be
placed. Paste fillers are for use upon coarse grained woods such as
oak and chestnut, while liquid fillers are for close grained woods
such as Georgia pine.
Fillers are not a necessity, especially the liquid, but the saving
affected by their use is considerable. Not only are they cheaper than
varnish but one or two coats of filler will take the place and permit a
saving of two or three coats of the more expensive material.
Liquid filler should be applied evenly with a brush and allowed to
dry twenty-four hours, after which it may be sanded smooth with No.
00 paper. It is used mainly upon large work such as porch ceilings
and interior finish, like Georgia pine. On fine cabinet work, one or
two coats of thin white shellac is used as a filler upon close grained
wood. Shellac forms a surface which after twenty-four hours, can be
sandpapered so as to make a very smooth surface. Varnish applied
to the bare wood has a tendency to darken and discolor it. Filling
with shellac preserves the natural color.
Paste filler is sold by the pound in cans of various sizes. The best
fillers are made of ground rock crystal mixed with raw linseed oil,
japan and turpentine.
For preserving the natural color of the wood, filler is left white; for
Flemish, it is colored brown; for antique and weathered finishes, it is
dark. Fillers can be purchased ready colored.
151. Filling with Paste Filler.—(1) Thin the filler with turpentine
until it makes a thin paste. (2) With a
stiff-bristled brush, force the filler into the pores of the wood and
leave the surface covered with a thin coating. (3) Allow this to stand
until the filler has “flatted,” that is, until the “gloss” has disappeared
and the filler becomes dull and chalkish. The time required for this to
take place varies. Twenty minutes is not unusual. (4) Rub the filler off
just as soon as it has flatted—do not let it stand longer, for the longer
it stands the harder it is to remove. Rub across the grain as much as
is possible, using a wad of excelsior. Finish fine work by going over it
a second time with a cloth, rubbing with the grain as well as across,
that the “high lights” may be clear of filler.
On fine work use a felt pad to rub the filler into the pores, and rub
off with a cloth only.
Twenty-four hours should be allowed the filler to harden. One
filling is sufficient for ordinary work; on fine work the above process
is sometimes repeated after the first filling has hardened.
The striking contrasts in the grain of wood such as oak and
chestnut, obtained by the use of colored fillers, are due to the dark
filler’s remaining in the open grain but being wiped off of the close
grain—the “high lights.”
On quarter-sawed oak, each flake is sometimes sanded with fine
paper, No. 00, to remove the stain that the contrast may be sharper.
Excelsior and rags used in cleaning off filler must not be allowed to
lie around but must be burned for they are subject to spontaneous
combustion and are dangerous.
152. Stains.—Stains are used to darken the high lights of wood
preparatory to the application of a relatively darker
filler. By varying the intensity of the stain different results may be
obtained with the same color of filler. Stains are also used without
fillers.
There are three kinds of stains: (1) water, (2) oil, (3) spirit. Each
kind has its advantages and its disadvantages.
Wood stains are cheap, penetrate the wood deeply, and are
transparent. They cause the grain of the wood to “rough up,”
however, and for this reason are used mainly upon hard woods
which require darkening before the application of a filler. The wood is
sanded before the filler is applied. Where water stain is not to be
followed by filler, it is customary to thoroughly moisten the surface to
be covered with water alone. After this has dried, the surface is
sanded with fine paper and the stain applied. The stain does not
raise the grain as it otherwise would.
Water stains may be applied with a brush or a sponge. They are
sometimes heated that they may enter the wood more deeply. Any
coloring matter that can be dissolved in water will make a wood dye
or stain.
Oil stains, like water stains, are often used to stain wood before
filling. They are more generally used where no filling is desired. They
are easier to apply evenly than water or spirit stains. They do not
raise the grain of the wood like the other stains. On the other hand,
they do not penetrate and therefore cannot color hard woods dark.
Neither do they give the clear effects.
Most oil stains are applied with a brush, after which the surface of
the wood is immediately wiped clean with a cloth.

Engineering Mechanics Dynamics Si Units 15Th Edition Russell Hibbeler Full Chapter

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Engineering Mechanics Dynamics Si Units 15Th Edition Russell Hibbeler Full Chapter

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Engineering Mechanics: Dynamics, SI

Units 15th Edition Russell Hibbeler

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Re-writing of Text Material. Some concepts have been clarified further in

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Organization and Approach. Each chapter is organized into well-defined

Chapter Contents. Each chapter begins with an illustration demonstrating a

Emphasis on Free-Body Diagrams. Drawing a free-body diagram is

Procedures for Analysis. A general procedure for analyzing any mechanics

Important Points. This feature provides a review or summary of the most

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Conceptual Understanding. Through the use of photographs placed

Homework Problems. Apart from the Fundamental and Conceptual type

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Acknowledgments for the Global Edition

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Resources for Instructors

Resources for Students

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Chapter Objectives 195

Chapter Objectives 251

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Chapter Objectives 329

Chapter Objectives 413

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Chapter Objectives 473

Chapter Objectives 515

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Chapter Objectives 555

Chapter Objectives 585

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Chapter Objectives 637

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Historically, the principles of dynamics developed when it was possible

Problem Solving. Dynamics is considered to be more involved

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Rectilinear Kinematics. The kinematics of a particle is

Position. The rectilinear or straight-line path of a particle will be

Displacement. The displacement of the particle is defined as the

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