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Contents Unit 2
Common Deformation Modes

Preface viii 3
To the Student (pg. viii)
To the Instructor (pg. viii)
Axial Loading 84
Resources for Instructors (pg. ix) 3.1 Internal Force–Deformation–Displacement (pg. 86)
Resources for Students (pg. ix) 3.2 Varying Internal Force (pg. 92)
Acknowledgments (pg. x) 3.3 Systems of Axially Loaded Members (pg. 100)
About the Author (pg. xi) 3.4 Statically Indeterminate Structures (pg. 108)
3.5 Thermal Effects (pg. 120)
3.6 Wrapped Cables, Rings, and Bands (pg. 128)

1
Introduction 2 4
1.1 Why Study Mechanics of Materials? Torsion 136
(pg. 4)
1.2 How Mechanics of Materials Predicts 4.1 Rotation (pg. 138)
Deformation and Failure (pg. 6) 4.2 Shear Strain in Circular Shafts (pg. 140)
1.3 Review of Statics—Forces, Subsystems, 4.3 Application and Transmission
and Free Body Diagrams (pg. 8) of Torque (pg. 148)
1.4 Review of Statics—Representing Force 4.4 Shear Stress in Circular Shafts (pg. 150)
Interactions Simply (pg. 10) 4.5 Strength and Stiffness (pg. 162)
1.5 Review of Statics—Conditions of Equilibrium 4.6 Dependence of Stiffness and Strength on Shaft
(pg. 12) Properties (pg. 164)
1.6 Road Map of Book (pg. 16) 4.7 General Guidelines for Torsional Stiffness
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4.8 Torsion of Shafts with Rectangular Cross-Sections
(pg. 176)

Unit 1 4.9

4.10
Torsion of Shafts with Thin-Walled Cross-Sections
(pg. 178)
Shafts with Non-Uniform Twisting Along Their
Body Composed of Elements Lengths (pg. 186)
4.11 Internal Torque and the Relation to Twist
and Stress (pg. 188)
2 4.12 Relation Between Senses and Signs of Internal
Torque,Twist, and Stress (pg. 190)
4.13 Shafts with Varying Cross-Sections (pg. 192)
Internal Force, Stress, 4.14 Statically Indeterminate Structures Subjected
and Strain 18 4.15
to Torsion (pg. 202)
Power-Torque-Speed Relations for Rotating
Shafts (pg. 210)
2.1 Elements (pg. 20)
2.2 Internal Force (pg. 22)
2.3 Normal Stress (pg. 32)
2.4
2.5
Normal Strain (pg. 40)
Measuring Stress and Strain (pg. 48)
5
2.6 Elastic Behavior of Materials (pg. 50)
2.7 Failure and Allowable Limit on Stress
Bending 218
(pg. 58)
2.8 Variety of Stress–Strain Response (A) Shear Forces and Bending Moments
(pg. 60) 5.1 Deformation in Bending (pg. 220)
2.9 Shear Strain and Shear Stress (pg. 68) 5.2 Beams, Loads, and Supports (pg. 222)
2.10 Shear and Bearing Stress in Pin Joints 5.3 Internal Loads in Beams (pg. 224)
(pg. 70) 5.4 Internal Loads by Isolating Segments (pg. 226)
5.5 Variation of Internal Loads with Applied
Loads (pg. 232)

vi | CONTENTS
 (B) Stresses Due to Bending Moments 7.7 Failure for Stresses in 3-D (pg. 454)
5.6 Strain Distribution in Bending (pg. 250) 7.8 2-D Strain Transformations and Strain
5.7 Stresses in Bending (pg. 252) Rosettes (pg. 460)
5.8 Bending Equations (pg. 262) 7.9 Fatigue (pg. 466)
5.9 Bending of Composite Cross-Sections (pg. 272) 7.10 Stress Concentrations (pg. 468)
5.10 Bending Stresses Under a Non-Uniform Bending
Moment (pg. 280)
5.11

5.12
Dependence of Stiffness and Strength
on Cross-Section (pg. 290)
Bending of a Beam Composed of Multiple
8
Layers (pg. 296) Buckling 480
5.13 Bending of General (Non-Symmetric)
Cross-Sections (pg. 298) 8.1 Buckling of Axially Loaded, Simply Supported
(C) Stresses Due to Shear Forces Members (pg. 482)
5.14 Transverse Shear Stress (pg. 304) 8.2 Buckling of Axially Loaded Members—Alternative
5.15 Shear Flow—Thin-Walled and Built-Up Support Conditions (pg. 484)
Cross-Sections (pg. 310) 8.3 Design Equations for Axial Compression (pg. 486)
(D) Deflections Due to Bending Moments
5.16 Deflections Related to Internal Loads (pg. 318)
5.17 Deflections Using Tabulated Solutions (pg. 328) Appendices 501
5.18 Simple Generalizations of Tabulated
Solutions (pg. 332) A. Focused Applications for Problems (pg. 501)
5.19 Complex Generalizations of Tabulated A-1 Bicycles (pg. 502)
Solutions (pg. 344) A-2 Cable-Stayed Bridges (pg. 504)
5.20 Statically Indeterminate Structures Subjected A-3 Drilling (pg. 506)
to Bending (pg. 354) A-4 Exercise Equipment (pg. 508)
A-5 Fracture Fixation (pg. 510)
A-6 Wind Turbines (pg. 512)

Unit 3 B. Theory of Properties of Areas (pg. 514)

B-1 Centroid and Second Moment of Inertia (pg. 514)
B-2 Products of Inertia and Principal Axes of Inertia
Design Against (pg. 516)
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C. Tabulated Properties of Areas (pg. 522)

6 D.
E.
Material Properties (pg. 525)
Geometric Properties of Structural Shapes (pg. 526)
F. Wood Structural Member Properties (pg. 535)
Combined Loads 364 G. Tabulated Beam Deflections (pg. 536)
G-1 Deflections and Slopes of Cantilever Beams
6.1 Determining Internal Loads (pg. 366) (pg. 536)
6.2 Drawing Stresses on 3-D Elements (pg. 372) G-2 Deflections and Slopes of Simply Supported Beams
6.3 Pressure Vessels (pg. 380) (pg. 538)
6.4 Elastic Stress–Strain Relations (pg. 386) H. Stress Concentration Factors (pg. 540)
6.5 Deflections Under Combined Internal Loads I. Advanced Methods and Derivations (pg. 542)
(pg. 392) I-1 Shear Stress and Twist in Thin-Walled Shaft
6.6 Strain Energy (pg. 398) Subjected to Torsion (pg. 542)
6.7 Solving Problems Using Conservation I-2 Method of Singularity Functions (pg. 544)
of Energy (pg. 400) I-3 Derivation of Stress Transformation Formulas (pg. 548)
I-4 Derivation of Equations for Maximum Normal

7 and Shear Stress (pg. 549)

Stress Transformations Answers to Selected

and Failure 412 Problems 552
7.1 Goal of Chapter, and Strain is in the Eye
of the Beholder (pg. 414)
7.2 Defining Stresses on General Surfaces (pg. 416)
Key Terms 562
7.3 Stress Transformation Formulas (pg. 424)
7.4 Maximum and Minimum Stresses (pg. 432)
7.5 Mohr’s Circle (pg. 440) Index 564
7.6 Failure Criteria (pg. 446)

CONTENTS | vii
 Preface
To the Student
This book introduces you to an exciting subject of immense application: how the forces
acting on a material relate to its deformation and failure. The range of technologies that
rely on insights from Mechanics of Materials is vast. They span applications that have seen
continual innovation and refinement over many years, such as aerospace structures and
propulsion, bridge design, automotive technologies, and prosthetic devices. And, Mechan-
ics of Materials underlies applications that were scarcely imaginable a few years ago:
atomic force microscopes, micro-scale robotics, wireless sensors for structural monitoring,
and engineered biological tissues. Mechanics of Materials can be satisfying in another
more personal way. It helps us make sense of countless interactions that we have with
everyday artifacts: why some are too flimsy, too rigid, or prone to break at certain points.
It is likely you are studying this subject because it is required for your major. But you may
have multiple goals: to pass the course or get a good grade, to be intellectually engaged and
exercise your mind and curiosity, and to learn something that you can use in later courses
or in life outside your courses. Every one of those goals points you in the same direction—
to genuinely learn the subject. That means gaining a physical and intuitive feel for its ideas,
seeing the big picture, and fitting the ideas together. By just thumbing through this book, you
will know it is different from most books you have seen. Let me tell you how the
arrangement of this book might help you learn.
We can only communicate the ideas of Mechanics of Materials with a combination of
words, diagrams, and equations. The equation might be necessary to get a quantitative
answer or to judge a trend; for example, should a part be thicker or thinner, longer or shorter.
But, in real life you are rarely handed the right equations. Someone explains a situation to
you with words and diagrams, and you need to make sense of it. Only after you have thought
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about the words and the diagrams, might you see an equation as useful. For this reason,
I have tried to write a book in which words, diagrams, and equations are in balance. In
addition, I have laid out this book so the words, diagrams, and equations are near each other
on the page to better help you solidify the ideas.
You might also notice a high degree of organization. Each chapter is a series of two-page
spreads or sections, with each section dedicated to developing one idea or concept. Further,
each two-page spread consists of subsections that break the idea into bite-size pieces. Not
only do we break this subject apart for you, we help you put it back together. The Chapter
Opener presents the major ideas of the chapter in diagrams and words. At the end of each
chapter, we summarize its sections, including the major equations, concepts, and key terms.
Finally, Chapters 2 through 8 are grouped into 3 units that capture the overall structure of
the subject.
You might also notice many everyday objects depicted on the pages. Familiar, everyday
objects can often illustrate the ideas of Mechanics of Materials. To genuinely learn this
subject, the ideas must ultimately make sense to you. But you are more likely to make sense
of new ideas if you see them first in a familiar context. This book tries to take situations that
you can already picture, and reframe them in more general, powerful ways. I hope you come
to rely on those general ideas and wield them effectively as you explore new applications
unimagined today.

To the Instructor
I wrote this book because I love to help other people understand mechanics. I have taught
this subject for many years, and I still get excited when I come upon a new way of explain-
ing or illustrating some concept. Often, I bring an object into class—a bungee cord, a pool
noodle, a ruler—and I deform it, sometimes with students’ help. I point to the deformation,
which they can see, and I ask the student helpers what they feel. With this book, I hope to
capture some of that classroom experience.

viii | P R E FAC E
 Let me share some of the pedagogic philosophy that informs this book. I think most
instructors want students:
1. to understand the concepts in some intuitive way;
2. to grasp the big picture, that is, to see the forest as well as the individual trees;
3. to use the subject to solve problems.
First, to an intuitive understanding of concepts, there are few more important goals than
helping students attach physical meaning to the variables and symbols we use, and to their
relations with each other. I rarely start with the general case. Instead, I start with a simple
situation that exemplifies the idea. This helps to anchor the idea in each students’ world.
Then, we build a more general mathematical representation, as we need it. Students can
picture deformation far better than they can picture forces. So, for most topics, we begin
with the deformation, to anchor the topic in reality for the students, and next we deal with
the associated forces.
To help students grasp the subject’s larger, coherent structure, we have identified the core
question that it answers: will a body deform too much or fail (Chapter 1)? And, we have
grouped the remaining chapters into three units that delineate how this question is answered.
First, we choose to view a body that deforms and may fail as composed of many small,
identical pieces or elements (Chapter 2). This step is necessary to address failure, which
usually occurs locally, and to separate out the respective contributions of the body’s shape
and material to the force-deformation relations. Second, we identify three common modes
of deformation: stretching, twisting, and bending, which appear repeatedly in engineering
and nature (Chapters 3–5). Each mode deserves to be studied independently, considering the
deformations and forces overall and within each element. Third, to address deformation and
failure in more general situations, we recognize the presence of these common deformation
modes, and combine their contributions appropriately (Chapters 6–8). To reinforce the big
picture set forth in Chapter 1, the conceptual overview at the start of each chapter features
a map that locates the chapter in the overall structure of the subject.
For good reason, the problems in a textbook are very important to most instructors. This
book contains problems that illustrate ideas, concepts, and procedures, as well as problems
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that demonstrate applications to real situations. Studying Mechanics of Materials can also
offer students a chance to learn about interesting applications. To this end, I have devised a
number of problems that highlight selected focused application areas: bicycles, cable-stayed
bridges, drilling of wells, exercise equipment, bone fracture fixation, and wind turbines.
Focused Application Problems are sprinkled throughout the chapters. The diagram for each
such problem references Appendix A, in which that application is described at greater
length. An interested student can see how the situation depicted in a single problem fits into
the overall application. For different assignments, an instructor can select problems from the
same focused application area or problems from a variety of applications.
I hope this book serves your efforts to motivate and teach your students.

Resources for Instructors

• Instructor’s Solutions Manual. An instructor’s solutions manual was prepared
by the author. The manual was also checked as part of the Accuracy Checking program.
• Presentation Resources. All art from the text is available in PowerPoint slide
and JPEG format. These files are available for download from the Instructor Resource
Center at www.pearsonhighered.com/steif. If you are in need of a login and password for
this site, please contact your local Pearson Prentice Hall representative.

Resources for Students

• MasteringEngineering. Tutorial homework problems emulate the instructor’s
office–hour environment, guiding students through engineering concepts with self-
paced individualized coaching. These in-depth tutorial homework problems are
designed to coach students with feedback specific to their errors and optional hints that
break problems down into simpler steps.

P R E FAC E | ix
 Acknowledgments
Prentice Hall has been a pleasure to work with during the development of this book. I am
fortunate to have had continuing guidance and encouragement from three Acquisitions
Editors: Eric Svendsen, Tacy Quinn, and Norrin Dias, as well as the insight and enthusiasm
throughout from Editorial Director Marcia Horton. This project has benefited greatly from
the attention of Marketing Manager Tim Galligan, who helped to shape my appreciation
for the multiple audiences this book should seek to satisfy. I am grateful to Senior
Managing Editor Scott Disanno, who has both overseen the production of the book and
provided the fresh, clear eye that honed the manuscript at its final stages. Designer Blair
Brown brought a magical touch and excitement to this unusual project, and I am grateful
for his efforts and the fun I had working with him. The expertise of J.C. Morgan and lead
artist Matt Harshbarger at Precision Graphics has contributed significantly to the final
product, and I am grateful for their patience as the book and artwork evolved. The
distinctive integration of text, equations, and artwork in this book could not have been
realized without Anoop Chaturvedi and the composition services of MPS Limited. Other
than perhaps myself, no one spent more time or agonized more in bringing this project to
fruition than Sr. Production Project Manager Clare Romeo. She has been a joy to work
with, and I cannot thank her enough for her knowledge, expertise, attention to detail,
patience, and humor.
Thank you to the reviewers: Paolo Gardoni, Texas A&M University; Joao Antonio,
Colorado State University; Joel J. Schubbe, U.S. Naval Academy; Daniel A. Mendelsohn,
Ohio State University; Laurence J. Jacobs, Georgia Tech; Eduard S. Ventsel, Pennsylvania
State University; Dashin Liu, Michigan State University; Candace S. Sulzbach, Colorado
School of Mines; Amir G. Rezaei, California State Polytechnic University, Pomona;
Marck French, Purdue University; Niki Schulz, Oregon State University; Jim Morgan,
Texas A&M University; Shane Brown, Washington State University; Christine B. Masters,
Pennsylvania State University; Craig Menzemer, University of Akron; Edwin C. Rossow,
Northwestern University; Anna Dollár, Miami University; Mark E. Walter, Ohio State
University; David Baldwin, University of Oklahoma; Kevin Collins, United States Coast
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Guard Academy; He Liu, University of Alaska Anchorage; and Anthony J. Paris,
University of Alaska Anchorage. At several points during its development, extensive and
thoughtful input from the reviewers was critically important in helping the book take
shape. Their time and efforts are greatly appreciated.
I am also grateful to faculty members and students who offered ideas for realistic
applications and problems, including Jim Papadopoulos, Yoed Rabin, Dustyn Roberts, and
Jonathan Wickert. Billy Burkey, Chris D’eramo, Anthony Fazzini, Rob Keelan, Michael
Reindl, David Urban, and Derek Wisnieski provided valuable assistance in dimensions and
images for a number of application problems. Advice on graphics from Erick Johnson
towards the end of project was very helpful. I thank my assistant, Bobbi Kostyak, who
provided help with many details that arose. I have relied often, to my great satisfaction, on
the design and artistic sense of Ariela Steif, for which I am grateful.
This book has benefited from the many years I have fruitfully and joyfully discussed the
learning of mechanics with my long-time friend and collaborator, Anna Dollár. I credit my
friend and collaborator, Marina Pantazidou, for giving a pivotal nudge that convinced me to
write this book, and for supplying ongoing encouragement in education endeavors generally.
I want to thank Robbin Steif for the significant role she played at the start of this project.
My own teachers provided the foundation for my fascination with the subject of
mechanics. I have in turn had the pleasure of getting to know many students over the years
in my classes. They have helped me recognize the challenges in learning mechanics, and the
practical situations in which mechanics comes alive.
During much of the writing of this book, I was fortunate to have the companionship,
warmth, and good wishes of many fellow denizens of the Galleria.
My family life provides the perfect counterpoint to my work, and I thank my loved ones,
Michelle, Ariela, Talia, and Marigny for making that family life such a desirable distraction
to writing this book.
PAUL S. STEIF
Carnegie Mellon University

x | P R E FAC E
About the Author
Professor Paul S. Steif has been a faculty member in the Department of Mechanical
Engineering at Carnegie Mellon University since 1983. He received a Sc.B. degree in
engineering mechanics from Brown University; M.S. and Ph.D. degrees in applied
mechanics from Harvard University; and was National Science Foundation NATO Post-
doctoral fellow at the University of Cambridge. As a faculty member his research has
addressed a variety of problems, including the effects of interfacial properties on fiber-
reinforced composites, bifurcation and instabilities in highly deformed layered materials,
and stress generation and fracture induced by cryopreservation of biological tissues.
Dr. Steif has also contributed to engineering practice through consulting and research on
industrial projects, including elastomeric damping devices, blistering of face seals, and
fatigue of tube fittings.
Since the mid-1990s, Dr. Steif has focused increasingly on engineering education,
performing research on student learning of mechanics concepts, and developing new course
materials and classroom approaches. Drawing upon methods of cognitive and learning
sciences, Dr. Steif has led the development and psychometric validation of the Statics
Concept Inventory—a test of statics conceptual knowledge. He is the co-author of Open
Learning Initiative (OLI) Engineering Statics. Dr. Steif is a Fellow of the American Society
of Mechanical Engineers and recipient of the Archie Higdon Distinguished Educator Award
from the Mechanics Division of the American Society for Engineering Education.

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P R E FAC E | xi
Resources to Accompany Steif, Mechanics of Materials, 1e

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tutorial system, MasteringEngineering is designed to provide students with customized coaching
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 Immediate and specific feedback shows students their mistakes while they are working on the
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 This page intentionally left blank

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Mechanics
of
Materials
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 Introduction to
Mechanics of
Materials Excessive deformation . . .
Mechanics of Materials
can help with that . . .

If I knew the factors that

affect the sagging, I could
I need to do something redesign the shelf so it
about that sagging shelf . . . sags less . . .

How do I model this shelf?

The shelf is bending under the weight of those books, and it’s resting q
on the brackets at the ends. In Mechanics of Materials I can represent
this shelf approximately as a beam with simple supports. I can
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approximate the books as applying a uniformly distributed force
on the beam. L

What key result do I need

from analyzing the model?

The maximum deflection v at the center

of the shelf is given by this equation: q: the force per length
applied by the books
L: the length of the shelf
between the brackets

5qL4
v =
384EI
I: the second moment of inertia —
it tells me how the width and
the thickness affect the bending

Thickness
E: the elastic modulus of the shelf —
it tells me how the stiffness of the material
itself, the wood, affects the bending Width
 Chapter
From what I just learned, how
could I redesign the shelf?

I could make the shelf shorter, or maybe install

CONTENTS
1
another bracket under the center — might need
1.1 Why Study Mechanics of Materials?
some more analysis to see how much that helps . . .
(pg. 4)
1.2 How Mechanics of Materials Predicts
Deformation and Failure (pg. 6)
1.3 Review of Statics—Forces, Subsystems,
and Free Body Diagrams (pg. 8)
1.4 Review of Statics—Representing Force
Interactions Simply (pg. 10)
1.5 Review of Statics—Conditions
of Equilibrium (pg. 12)
1.6 Road Map of Book (pg. 16)

I could use a stiffer material — steel or aluminum, or a carbon-

reinforced composite — might be a little overkill for a bookshelf in
my apartment . . . The thickness of the shelf has much more effect
on the resistance to bending than does its width . . . So it could help
a lot to use a thicker board

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Or I could put a much thicker reinforcing strip on the front . . . That

should help . . . I wonder by how much . . .

. . . Welcome to Mechanics of Materials

3
1.1 Why Study Mechanics of Materials?
The design of products, systems, and structures demands
the engineer to consider a broad range of issues. Here we identify
the issues addressed by Mechanics of Materials.

1. Account for deformation
and the potential for failure
when designing systems
subjected to forces.
Forces acting on designed artifacts can be significant. All bodies deform under applied forces,
and they can fail if the forces are sufficiently large.
Mechanics of Materials addresses two prime questions:
●
How much does a body deform when subjected to forces?
●
When will forces applied to a body be large enough to cause the body to fail?
Deformation and failure depend on the forces and on the body’s material, size, and shape.

2. In most situations, try Usually, the structure or system must remain intact even when subjected to forces. If we know
to avoid failure and keep the forces under which failure would occur, we can design to avoid failure. Further, a system often
deformations within needs to remain close to its original shape to function properly. If we can quantify deformations,
acceptable limits. we can design the system to avoid undesirably large deformations.

This computerized welding system functions

properly only if the deflections of its track are
very small.

While a structure may still be intact, it could

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be viewed as having failed if there is a
permanent deformation. A bicycle that has
deformed this much is unlikely to be useful.

A crack in a structure, such as this

support column, is a type of failure.
This crack may be repairable. A
structure that fractures completely
into two parts would clearly be
unacceptable.

4 CHAPTER 1 | Introduction to Mechanics of Materials

3. Deformation is desirable
in some situations where
it depends predictably
on the forces.
4. Occasionally, failure is
desirable, if it occurs at a
reproducible level of load.
Some products must deform to carry
out their function. They are designed
to have a desired relation between
the deformation and the acting forces.
For example, such products include
pole vaults that flex to temporarily store
energy that later propels the vaulter,
mountings that accommodate motions
of helicopter blades, and support
springs that allow for deflection of
structural members.
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Although such circumstances are rare, we sometimes deliberately want failure to occur when loads
reach a predetermined level. In expensive equipment, failure can be disastrous. So, engineers design
into the equipment an inexpensive extra part, which fails at a consistent force that is safely less than
the main components can tolerate. For the transmission shaft in a drive train, such a system that
protects the shaft is called a torque fuse. Just as an old fashioned electric fuse breaks when the current
is too high, the pins in the torque fuse break when the torque is too high.
>>End 1.1
1.1 | Why Study Mechanics of Materials? 5
1.2 How Mechanics of Materials Predicts
Deformation and Failure
A few very general scientific principles are needed to predict
deformation and failure. With very general principles, we can consider
bodies with a wide range of geometries and materials, which are
subjected to many types of loads. Mechanics of Materials introduces
these principles and applies them to bodies and loadings that can be
analyzed with relatively simple mathematics.

1. Separate out the effects
of material and geometry by
viewing a body as composed
of many tiny elements.
To predict deformation and failure, mechanics of materials relies on a critical insight: any body can
be viewed as an assemblage of tiny, in fact infinitesimal, cubic elements. This insight allows us
to separate out the effect of the body’s material from its shape. Since a tiny cube is a standard shape,
the relations between the cube’s deformation and the forces on it depend only on the material, for
example, the particular type of ceramic, metal, plastic, or wood. These relations can be measured
and described for a given material, and they are relevant to a body of any shape and size composed
of that material.

Apago PDF Enhancer

6 CHAPTER 1 | Introduction to Mechanics of Materials

2. Relate forces and
deformations at the element
level with those at the level
of the overall structure.
3. Recognize that loaded
bodies often deform in simple
patterns, namely, stretching,
twisting, or bending.
4. Study deflection and failure
for each pattern individually,
and then how they combine.
Mechanics of materials defines stress and strain to describe force and deformation at the level
of an elemental cube. To determine a body’s overall deformation and potential for failure, we
combine (1) the material-specific stress–strain relations for a cubic element, (2) equilibrium
relations between forces on the body as a whole and the forces on its elements, and (3) geometric
relations between deformations of the whole body and of its elements.
Equilibr
Stress ium
Force
Material
Deflection
tr y
Strain Geome
Engineers deal with deformation and failure in structures having a wide variety of shapes,
materials, and loadings. However, in mechanics of materials, we study deformation and failure
primarily for simple patterns of deformation: stretching, twisting, or bending.
Stretching Twisting Bending
Apago PDF Enhancer
For each pattern, the overall loading is described by equal and opposite forces or moments at
the two ends. The overall deformation is described by a single parameter: how much the body
stretches, twists, or bends.
In mechanics of materials, we learn how the forces and deformations vary from one cubic element
to another for each deformation pattern. With that information, we interrelate the overall load and
deformation for that pattern, and we find the load at which failure will occur. As a by-product,
we gain insight into how the body’s geometry (length and cross-section) and the body’s material
independently affect the overall deformation and failure.
Faced with applications that appear complex, we must also learn to detect the presence of these
simple deformation patterns, alone or, often, in combination. We typically analyze the deformations
and stresses in each pattern and then combine them appropriately to find the total deformation and
to determine if failure will occur.
>>End 1.2
1.2 | How Mechanics of Materials Predicts Deformation and Failure 7
1.3 Review of Statics—Forces, Subsystems,
and Free Body Diagrams
The forces that we study in Mechanics of Materials generally keep
the body in equilibrium, even if they also cause the body to deform.
For this reason, Statics, which addresses the forces on bodies
in equilibrium, is a critical prerequisite to Mechanics of Materials.
The central ideas of Statics are reviewed here.

1. A force represents A force describes the equal and opposite

a mechanical interaction
between two bodies, which
often are in contact.
mechanical interaction between two bodies, B
one upon the other. Since a force has a B
magnitude, direction, and sense, we represent it
mathematically by a vector. Two forces applied Force of
to a body at the same point have the same effect A on B
A Force of
as their vector sum. B on A

Whenever a force is drawn, it should be clear which body exerts the force on which body.
For example, in this vise-grip forces are exerted between the palm and the upper handle and between
the fingers and the lower handle. There are many other forces that one could consider in this
example.

Apago PDF Enhancer

Upper
handle

Lower
handle

2. Engineering systems
of interest may consist
of multiple, interconnected
parts, which exert forces
on each other.
In general, systems studied in engineering are composed of multiple parts. Any pair of contacting
parts can exert forces on each other. We must be prepared to consider all such forces and to
quantify those deemed necessary.
This vise-grip consists of several connected parts. The clamped object and the lower jaw exert
forces on each other. The lower jaw and the lower handle exert forces on each other through
the indicated pin.

Upper
handle

Clamped
object

Lower Lower
jaw Pin handle

8 CHAPTER 1 | Introduction to Mechanics of Materials

3. All subsystems of a system
in equilibrium are also in
equilibrium.
4. A free body diagram
displays all forces that
affect the equilibrium
of a subsystem.
5. Select subsystems
strategically to find forces
of interest.
A system that is at rest (or at least not accelerating) is in equilibrium. This vise-grip, which
is squeezed by the hand and clamps an object, is in equilibrium.
Any part or “subsystem” of a system in equilibrium is also in equilibrium. The lower jaw of the
vise-grip, which is highlighted in the figure, must also be in equilibrium.
Because it contacts other parts, each subsystem will typically have multiple forces acting on it.
The forces on the subsystem, acting in combination, keep the subsystem in equilibrium. The
mathematical conditions for equilibrium are presented later.
In a free body diagram (FBD), we draw a subsystem and all the forces directly exerted on it by
bodies external to the subsystem. The FBD is helpful because equilibrium of the subsystem is fully
determined by the forces drawn in the diagram.
Draw forces due to
Draw forces due to pin connected to
clamped object here upper handle here
Here is the lower jaw of the vise-grip. In
an FBD of the lower jaw, we would draw
forces in the three regions where other
Apago PDF Enhancer
bodies touch the lower jaw. Draw forces due to
pin connected to
lower handle here
We can choose to focus on any subsystem. We choose particular subsystems because their FBDs
contain forces of interest that we wish to determine.
Sometimes, we even consider a portion of a single part as a subsystem. This is important in
mechanics of materials, because we often need to find the internal force that acts within a part,
between one portion and another.
Draw “internal forces”
due to right portion
Left Right
portion portion
Draw “internal forces”
due to left portion
>>End 1.3
1.3 | Review of Statics—Forces, Subsystems, and Free Body Diagrams 9
Another random document with
no related content on Scribd:
Chant XLII. — Le combat de Lampéduse se termine par 124
la mort de Gradasse et d’Agramant, occis par la main
de Roland, qui accorde la vie à Sobrin. — Bradamante
se désole du retard de Roger. — Renaud, en allant sur
les traces d’Angélique, trouve un remède qui le guérit
de son amoureuse passion. S’étant remis en chemin
pour rejoindre Roland, il fait la rencontre d’un chevalier
qui le reçoit dans un magnifique palais orné de statues
représentant diverses dames de la maison d’Este. Son
hôte lui propose un moyen de s’assurer de la fidélité
de sa femme.
Chant XLIII. — Renaud entend raconter deux nouvelles,
l’une contre les femmes, l’autre contre les hommes qui
se laissent vaincre par l’ignoble passion de l’avarice.
Après un long chemin sur terre et sur mer, Renaud
arrive à Lampéduse, au moment où venait de se
terminer le combat entre les paladins et les païens. Ils
descendent tous en Sicile et, sur la plage d’Agrigente,
ils rendent les derniers honneurs aux dépouilles
mortelles de Brandimart. De là, ils vont à l’ermitage où
est Roger, devenu déjà chrétien. L’ermite rend la santé
à Olivier et à Sobrin, qui se fait aussi baptiser. 151
Chant XLIV. — Les cinq guerriers se lient d’une 202
fraternelle amitié. Renaud, tenant Roger en grande
estime, et sur les conseils de l’ermite, lui promet la
main de sa sœur Bradamante. De là, ils s’en vont à
Marseille, où arrive en même temps Astolphe, qui a
licencié son armée de Nubiens, et rendu sa flotte à son
premier état de feuilles. Les paladins et Sobrin sont
magnifiquement accueillis par Charles dans Paris,
mais la joie générale est troublée par le refus du duc
Aymon et de sa femme Béatrice de consentir à l’union
de Roger et de Bradamante, celle-ci ayant été déjà
fiancée par eux à Léon, fils de l’empereur des Grecs.
Roger prend ses armes et, plein de haine contre Léon,
il se transporte au camp des Bulgares qui sont en
guerre avec les Grecs. Il défait ces derniers, puis va
 loger dans une hôtellerie qu’il ignore être située sur les
terres de l’empire grec. Il y est dénoncé comme
l’auteur du désastre éprouvé par les Grecs.
Chant XLV. — Roger, saisi pendant son sommeil, devient
le prisonnier de Théodora, sœur de l’empereur
Constantin. — Entre temps, Charles, à la requête de
Bradamante, a fait publier que quiconque voudra
l’avoir pour femme devra se battre avec elle et la
vaincre. — Léon, qui a conçu de l’amitié et de l’estime
pour Roger, sans le connaître, le tire de prison et
l’engage à combattre en son nom contre Bradamante.
Roger, portant les insignes de Léon, se bat contre la
guerrière. Survient la nuit ; Charles fait cesser le
combat et donne Bradamante à celui qu’il croit être
Léon. Roger, désespéré, veut se tuer ; mais Marphise
va trouver Charles et empêche ce mariage. 228
Chant XLVI. — Le poète, se sentant arriver au port,
nomme les nombreux amis qui l’attendent pour fêter
son retour. — Mélisse va à la recherche de Roger, et
lui sauve la vie avec le concours de Léon qui, ayant
appris le motif du désespoir de Roger, lui cède
Bradamante. Tous vont à Paris, où Roger, élu déjà roi
des Hongrois, est reconnu pour le chevalier qui a
combattu contre Bradamante. On célèbre les noces
avec une splendeur royale ; le lit nuptial est préparé
sous la tente impériale que Mélisse, grâce à son art
magique, a fait venir de Constantinople. Pendant le
dernier jour des fêtes, survient Rodomont qui défie
Roger ; le combat a lieu, et Rodomont reçoit la mort de
la main de Roger. 258
Notes 294

FIN DE LA TABLE DES MATIÈRES DU TOME QUATRIÈME ET DERNIER.

 ACHEVÉ D’IMPRIMER
LE TRENTE AVRIL MIL HUIT CENT QUATRE-VINGT-UN
PAR A. QUANTIN
POUR
ALPHONSE LEMERRE, ÉDITEUR
A PARIS
 *** END OF THE PROJECT GUTENBERG EBOOK ROLAND
FURIEUX, TOME 4 ***

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