Eleventh Edition

Vector Mechanics
For Engineers
Statics and Dynamics

Ferdinand P. Beer
Late of Lehigh University

E. Russell Johnston, Jr.

Late of University of Connecticut

David F. Mazurek
U.S. Coast Guard Academy

Phillip J. Cornwell
Rose-Hulman Institute of Technology

Brian P. Self
California Polytechnic State University—San Luis Obispo
VECTOR MECHANICS FOR ENGINEERS: STATICS AND DYNAMICS, ELEVENTH EDITION

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Library of Congress Cataloging-in-Publication Data

Beer, Ferdinand P. (Ferdinand Pierre), 1915–2003.

Vector mechanics for engineers. Statics and dynamics / Ferdinand P. Beer, Late of Lehigh University,
E. Russell Johnston, Jr., Late of University of Connecticut, David F. Mazurek, U.S. Coast Guard Academy,
Phillip J. Cornwell, Rose-Hulman Institute of Technology; with the collaboration of Brian P. Self,
California Polytechnic State University, San Luis Obispo.—Eleventh edition.
pages cm
Includes index.
ISBN 978-0-07-339824-2
1. Statics. 2. Dynamics. I. Johnston, E. Russell (Elwood Russell), 1925–2010. II. Mazurek,
David F. (David Francis) III. Title. IV. Title: Statics and dynamics.
TA350.B3552 2016
620.1’054—dc23 2014041301

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education
does not guarantee the accuracy of the information presented at these sites.
www.mhhe.com
 About the Authors
Ferdinand P. Beer. Born in France and educated in France and Switzerland,
Ferd received an M.S. degree from the Sorbonne and an Sc.D. degree in
theoretical mechanics from the University of Geneva. He came to the United
States after serving in the French army during the early part of World War II
and taught for four years at Williams College in the Williams-MIT joint
arts and engineering program. Following his service at Williams College,
Ferd joined the faculty of Lehigh University where he taught for thirty-seven
years. He held several positions, including University Distinguished Professor
and chairman of the Department of Mechanical Engineering and Mechanics,
and in 1995 Ferd was awarded an honorary Doctor of Engineering degree
by Lehigh University.
E. Russell Johnston, Jr. Born in Philadelphia, Russ received a B.S. degree
in civil engineering from the University of Delaware and an Sc.D. degree
in the field of structural engineering from the Massachusetts Institute of
Technology. He taught at Lehigh University and Worcester Polytechnic Insti-
tute before joining the faculty of the University of Connecticut where he held
the position of chairman of the Department of Civil Engineering and taught
for twenty-six years. In 1991 Russ received the Outstanding Civil Engineer
Award from the Connecticut Section of the American Society of Civil
Engineers.
David F. Mazurek. David holds a B.S. degree in ocean engineering and
an M.S. degree in civil engineering from the Florida Institute of Technol-
ogy and a Ph.D. degree in civil engineering from the University of
Connecticut. He was employed by the Electric Boat Division of General
Dynamics Corporation and taught at Lafayette College prior to joining the
U.S. Coast Guard Academy, where he has been since 1990. He is a reg-
istered Professional Engineer in Connecticut and Pennsylvania, and has
served on the American Railway Engineering & Maintenance-of-Way
Association’s Committee 15—Steel Structures since 1991. He is a Fellow
of the American Society of Civil Engineers, and was elected to the
Connecticut Academy of Science and Engineering in 2013. He was the
2014 recipient of both the Coast Guard Academy’s Distinguished Faculty
Award and its Center for Advanced Studies Excellence in Scholarship
Award. Professional interests include bridge engineering, structural foren-
sics, and blast-resistant design.

iii
iv About the Authors

Phillip J. Cornwell. Phil holds a B.S. degree in mechanical engineering

from Texas Tech University and M.A. and Ph.D. degrees in mechanical
and aerospace engineering from Princeton University. He is currently a
professor of mechanical engineering and Vice President of Academic
Affairs at Rose-Hulman Institute of Technology where he has taught since
1989. Phil received an SAE Ralph R. Teetor Educational Award in 1992,
the Dean’s Outstanding Teacher Award at Rose-Hulman in 2000, and the
Board of Trustees’ Outstanding Scholar Award at Rose-Hulman in 2001.
Phil was one of the developers of the Dynamics Concept Inventory.
Brian P. Self. Brian obtained his B.S. and M.S. degrees in Engineering
Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the
University of Utah. He worked in the Air Force Research Laboratories
before teaching at the U.S. Air Force Academy for seven years. Brian has
taught in the Mechanical Engineering Department at Cal Poly, San Luis
Obispo since 2006. He has been very active in the American Society of
Engineering Education, serving on its Board from 2008–2010. With a
team of five, Brian developed the Dynamics Concept Inventory to help
assess student conceptual understanding. His professional interests include
educational research, aviation physiology, and biomechanics.
 Brief Contents
1 Introduction 1
2 Statics of Particles 15
3 Rigid Bodies: Equivalent Systems of Forces 82
4 Equilibrium of Rigid Bodies 169
5 Distributed Forces: Centroids and Centers of
Gravity 230
6 Analysis of Structures 297
7 Internal Forces and Moments 367
8 Friction 429
9 Distributed Forces: Moments of Inertia 485
10 Method of Virtual Work 573
11 Kinematics of Particles 615
12 Kinetics of Particles: Newton’s Second Law 718
13 Kinetics of Particles: Energy and Momentum
Methods 795
14 Systems of Particles 915
15 Kinematics of Rigid Bodies 977
16 Plane Motion of Rigid Bodies: Forces and
Accelerations 1107
17 Plane Motion of Rigid Bodies: Energy and Momentum
Methods 1181
18 Kinetics of Rigid Bodies in Three Dimensions 1264
19 Mechanical Vibrations 1332

Appendix: Fundamentals of Engineering Examination A1

Answers to Problems AN1
Photo Credits C1
Index I1

v
 Contents
Preface xi
Guided Tour xv
Digital Resources xviii
Acknowledgments xx
List of Symbols xxi

1 Introduction 1
1.1 What is Mechanics? 2
1.2 Fundamental Concepts and Principles 3
1.3 Systems of Units 5
1.4 Converting between Two Systems of Units 10
1.5 Method of Solving Problems 12
1.6 Numerical Accuracy 14

2 Statics of Particles 15
2.1 Addition of Planar Forces 16
2.2 Adding Forces by Components 29
2.3 Forces and Equilibrium in a Plane 39
2.4 Adding Forces in Space 52
2.5 Forces and Equilibrium in Space 66
Review and Summary 75
Review Problems 79

3 Rigid Bodies: Equivalent Systems of

Forces 82
3.1 Forces and Moments 84
3.2 Moment of a Force about an Axis 105
3.3 Couples and Force-Couple Systems 120
3.4 Simplifying Systems of Forces 136
Review and Summary 161
Review Problems 166

vi
 Contents vii

4 Equilibrium of Rigid Bodies 169

4.1 Equilibrium in Two Dimensions 172
4.2 Two Special Cases 195
4.3 Equilibrium in Three Dimensions 204
Review and Summary 225
Review Problems 227

5 Distributed Forces: Centroids and

Centers of Gravity 230
5.1 Planar Centers of Gravity and Centroids 232
5.2 Further Considerations of Centroids 249
5.3 Additional Applications of Centroids 262
5.4 Centers of Gravity and Centroids of Volumes 273
Review and Summary 291
Review Problems 295

6 Analysis of Structures 297

6.1 Analysis of Trusses 299
6.2 Other Truss Analyses 317
6.3 Frames 330
6.4 Machines 348
Review and Summary 361
Review Problems 364

7 Internal Forces and Moments 367

7.1 Internal Forces in Members 368
7.2 Beams 378
7.3 Relations Among Load, Shear, and Bending
Moment 391
*7.4 Cables 403
*7.5 Catenary Cables 416
Review and Summary 424
Review Problems 427
viii Contents

8 Friction 429
8.1 The Laws of Dry Friction 431
8.2 Wedges and Screws 450
*8.3 Friction on Axles, Disks, and Wheels 459
8.4 Belt Friction 469
Review and Summary 479
Review Problems 482

9 Distributed Forces: Moments of

Inertia 485
9.1 Moments of Inertia of Areas 487
9.2 Parallel-Axis Theorem and Composite Areas 498
*9.3 Transformation of Moments of Inertia 513
*9.4 Mohr’s Circle for Moments of Inertia 523
9.5 Mass Moments of Inertia 529
*9.6 Additional Concepts of Mass Moments of Inertia 549
Review and Summary 564
Review Problems 570

10 Method of Virtual Work 573

*10.1 The Basic Method 574
*10.2 Work, Potential Energy, and Stability 595
Review and Summary 609
Review Problems 612

11 Kinematics of Particles 615

11.1 Rectilinear Motion of Particles 617
11.2 Special Cases and Relative Motion 635
*11.3 Graphical Solutions 652
11.4 Curvilinear Motion of Particles 663
11.5 Non-Rectangular Components 690
Review and Summary 711
Review Problems 715

*Advanced or specialty topics

 Contents ix

12 Kinetics of Particles:
Newton’s Second Law 718
12.1 Newton’s Second Law and Linear Momentum 720
12.2 Angular Momentum and Orbital Motion 763
*12.3 Applications of Central-Force Motion 774
Review and Summary 788
Review Problems 792

13 Kinetics of Particles: Energy and

Momentum Methods 795
13.1 Work and Energy 797
13.2 Conservation of Energy 827
13.3 Impulse and Momentum 855
13.4 Impacts 877
Review and Summary 905
Review Problems 911

14 Systems of Particles 915

14.1 Applying Newton’s Second Law and Momentum
Principles to Systems of Particles 917
14.2 Energy and Momentum Methods for a System of
Particles 936
*14.3 Variable Systems of Particles 950
Review and Summary 970
Review Problems 974

15 Kinematics of Rigid Bodies 977

15.1 Translation and Fixed Axis Rotation 980
15.2 General Plane Motion: Velocity 997
15.3 Instantaneous Center of Rotation 1015
15.4 General Plane Motion: Acceleration 1029
15.5 Analyzing Motion with Respect to a Rotating
Frame 1048
*15.6 Motion of a Rigid Body in Space 1065
*15.7 Motion Relative to a Moving Reference Frame 1082
Review and Summary 1097
Review Problems 1104
x Contents

16 Plane Motion of Rigid Bodies:

Forces and Accelerations 1107
16.1 Kinetics of a Rigid Body 1109
16.2 Constrained Plane Motion 1144
Review and Summary 1085
Review Problems 1087

17 Plane Motion of Rigid Bodies: Energy

and Momentum Methods 1181
17.1 Energy Methods for a Rigid Body 1183
17.2 Momentum Methods for a Rigid Body 1211
17.3 Eccentric Impact 1234
Review and Summary 1256
Review Problems 1260

18 Kinetics of Rigid Bodies

in Three Dimensions 1264
18.1 Energy and Momentum of a Rigid Body 1266
*18.2 Motion of a Rigid Body in Three Dimensions 1285
*18.3 Motion of a Gyroscope 1305
Review and Summary 1323
Review Problems 1328

19 Mechanical Vibrations 1332

19.1 Vibrations without Damping 1334
19.2 Free Vibrations of Rigid Bodies 1350
19.3 Applying the Principle of Conservation of Energy 1364
19.4 Forced Vibrations 1375
19.5 Damped Vibrations 1389
Review and Summary 1403
Review Problems 1408

Appendix: Fundamentals of Engineering Examination A1

Answers to Problems AN1
Photo Credits C1
Index I1
 Preface
Objectives
A primary objective in a first course in mechanics is to help develop a
student’s ability first to analyze problems in a simple and logical manner, NEW!
and then to apply basic principles to their solutions. A strong conceptual
The 11th edition has undergone a complete
understanding of these basic mechanics principles is essential for success- rewrite to modernize and streamline the
fully solving mechanics problems. We hope this text will help instructors language throughout the text.
achieve these goals.

General Approach
Vector algebra was introduced at the beginning of the first volume and is
used in the presentation of the basic principles of statics, as well as in the
solution of many problems, particularly three-dimensional problems. Simi-
larly, the concept of vector differentiation will be introduced early in this
volume, and vector analysis will be used throughout the presentation of
dynamics. This approach leads to more concise derivations of the fundamen-
tal principles of mechanics. It also makes it possible to analyze many prob-
lems in kinematics and kinetics which could not be solved by scalar methods.
The emphasis in this text, however, remains on the correct understanding of
the principles of mechanics and on their application to the solution of engi-
neering problems, and vector analysis is presented chiefly as a convenient
tool.†

Practical Applications Are Introduced Early. One of the

characteristics of the approach used in this book is that mechanics of
particles is clearly separated from the mechanics of rigid bodies. This
approach makes it possible to consider simple practical applications at an
early stage and to postpone the introduction of the more difficult concepts.
For example:
2.2 ADDING FORCES BY
COMPONENTS
• In Statics, the statics of particles is treated first, and the principle of In Sec. 2.1E, we described how to resolve a force into components. Here we
discuss how to add forces by using their components, especially rectangular
equilibrium of a particle was immediately applied to practical situa- components. This method is often the most convenient way to add forces
and, in practice, is the most common approach. (Note that we can readily

tions involving only concurrent forces. The statics of rigid bodies is extend the properties of vectors established in this section to the rectangular
components of any vector quantity, such as velocity or momentum.)
y

considered later, at which time the vector and scalar products of two 2.2A Rectangular Components of a
Force: Unit Vectors
vectors were introduced and used to define the moment of a force In many problems, it is useful to resolve a force into two components that Fy
F
are perpendicular to each other. Figure 2.14 shows a force F resolved into
about a point and about an axis. a component Fx along the x axis and a component Fy along the y axis.
The parallelogram drawn to obtain the two components is a rectangle, and
␪
O Fx x

• In Dynamics, the same division is observed. The basic concepts of Fx and Fy are called rectangular components.
The x and y axes are usually chosen to be horizontal and vertical,
respectively, as in Fig. 2.14; they may, however, be chosen in any two Fig. 2.14 Rectangular components of a
force F.
force, mass, and acceleration, of work and energy, and of impulse perpendicular directions, as shown in Fig. 2.15. In determining the
y

and momentum are introduced and first applied to problems involv- F

x
ing only particles. Thus, students can familiarize themselves with Fy ␪
Fx

the three basic methods used in dynamics and learn their respective O

Fig. 2.15 Rectangular components of a force F

advantages before facing the difficulties associated with the motion of for axes rotated away from horizontal and vertical.

rigid bodies.
†
In a parallel text, Mechanics for Engineers, fifth edition, the use of vector algebra is limited
to the addition and subtraction of vectors, and vector differentiation is omitted.
xi
 xii Preface

New Concepts Are Introduced in Simple Terms. Since this

17.1 ENERGY METHODS FOR A text is designed for the first course in dynamics, new concepts are pre-
RIGID BODY
We now use the principle of work and energy to analyze the plane motion
sented in simple terms and every step is explained in detail. On the other
of rigid bodies. As we pointed out in Chap. 13, the method of work and hand, by discussing the broader aspects of the problems considered, and
energy is particularly well adapted to solving problems involving veloci-
ties and displacements. Its main advantage is that the work of forces and by stressing methods of general applicability, a definite maturity of
the kinetic energy of particles are scalar quantities.
approach has been achieved. For example, the concept of potential energy
17.1A Principle of Work and Energy is discussed in the general case of a conservative force. Also, the study of
To apply the principle of work and energy to the motion of a rigid body,
we again assume that the rigid body is made up of a large number n of
the plane motion of rigid bodies is designed to lead naturally to the study
particles of mass Dmi. From Eq. (14.30) of Sec. 14.2B, we have of their general motion in space. This is true in kinematics as well as in
Principle of work
and energy, rigid body
kinetics, where the principle of equivalence of external and effective forces
is applied directly to the analysis of plane motion, thus facilitating the
T1 1 U1y2 5 T2 (17.1)
transition to the study of three-dimensional motion.
where T1, T2 5 the initial and final values of total kinetic energy of
particles forming the rigid body
U1y2 5 work of all forces acting on various particles of the body Fundamental Principles Are Placed in the Context of
Just as we did in Chap. 13, we can express the work done by nonconser-
vative forces as U NC
Simple Applications. The fact that mechanics is essentially a deduc-
1 y2, and we can define potential energy terms for con-
servative forces. Then we can express Eq. (17.1) as tive science based on a few fundamental principles is stressed. Derivations
T1 1 Vg1 1 Ve1 1 U NC
1 y2 5 T2 1 Vg2 1 Ve2 (17.19) have been presented in their logical sequence and with all the rigor war-
where Vg1 and Vg2 are the initial and final gravitational potential energy of ranted at this level. However, the learning process being largely inductive,
the center of mass of the rigid body with respect to a reference point or
datum, and Ve1 and Ve2 are the initial and final values of the elastic energy simple applications are considered first. For example:
associated with springs in the system.
We obtain the total kinetic energy
• The statics of particles precedes the statics of rigid bodies, and prob-
O Dm v
n
T5
1
i
2
i (17.2) lems involving internal forces are postponed until Chap. 6.
2 i51
• In Chap. 4, equilibrium problems involving only coplanar forces
by adding positive scalar quantities, so it is itself a positive scalar quantity.
You will see later how to determine T for various types of motion of a are considered first and solved by ordinary algebra, while problems
rigid body.
The expression U1y2 in Eq. (17.1) represents the work of all the involving three-dimensional forces and requiring the full use of vector
forces acting on the various particles of the body whether these forces are
internal or external. However, the total work of the internal forces holding
algebra are discussed in the second part of the chapter.
together the particles of a rigid body is zero. To see this, consider two • The kinematics of particles (Chap. 11) precedes the kinematics of
particles A and B of a rigid body and the two equal and opposite forces F
and –F they exert on each other (Fig. 17.1). Although, in general, small rigid bodies (Chap. 15).
displacements dr and dr9 of the two particles are different, the components
of these displacements along AB must be equal; otherwise, the particles • The fundamental principles of the kinetics of rigid bodies are first
would not remain at the same distance from each other and the body
would not be rigid. Therefore, the work of F is equal in magnitude and
applied to the solution of two-dimensional problems (Chaps. 16
and 17), which can be more easily visualized by the student, while
three-dimensional problems are postponed until Chap. 18.

bee87342_ch17_1091-1173.indd 1093
The Presentation of the Principles of Kinetics Is Unified.
10/11/14 4:13 PM

The eleventh edition of Vector Mechanics for Engineers retains the unified
presentation of the principles of kinetics which characterized the previous
ten editions. The concepts of linear and angular momentum are introduced
in Chap. 12 so that Newton’s second law of motion can be presented not
only in its conventional form F 5 ma, but also as a law relating, respec-
tively, the sum of the forces acting on a particle and the sum of their
moments to the rates of change of the linear and angular momentum of
the particle. This makes possible an earlier introduction of the principle
of conservation of angular momentum and a more meaningful discussion
of the motion of a particle under a central force (Sec. 12.3A). More
importantly, this approach can be readily extended to the study of the
motion of a system of particles (Chap. 14) and leads to a more concise
and unified treatment of the kinetics of rigid bodies in two and three
dimensions (Chaps. 16 through 18).

Systematic Problem-Solving Approach. New to this edition of

NEW! the text, all the sample problems are solved using the steps of Strategy,
Modeling, Analysis, and Reflect & Think, or the “SMART” approach.
 Preface xiii
This methodology is intended to give students confidence when approaching
new problems, and students are encouraged to apply this approach in the
solution of all assigned problems.

Free-Body Diagrams Are Used Both to Solve Equilibrium

Problems and to Express the Equivalence of Force
Systems. Free-body diagrams were introduced early in statics, and their
importance was emphasized throughout. They were used not only to solve
equilibrium problems but also to express the equivalence of two systems
of forces or, more generally, of two systems of vectors. In dynamics we
will introduce a kinetic diagram, which is a pictorial representation of
inertia terms. The advantage of this approach becomes apparent in the
study of the dynamics of rigid bodies, where it is used to solve three-
dimensional as well as two-dimensional problems. By placing the empha-
sis on the free-body diagram and kinetic diagram, rather than on the
standard algebraic equations of motion, a more intuitive and more com-
plete understanding of the fundamental principles of dynamics can be
achieved. This approach, which was first introduced in 1962 in the first
edition of Vector Mechanics for Engineers, has now gained wide accep-
tance among mechanics teachers in this country. It is, therefore, used in
preference to the method of dynamic equilibrium and to the equations
of motion in the solution of all sample problems in this book.

A Careful Balance between SI and U.S. Customary Units y Sample Problem 3.10
Is Consistently Maintained. Because of the current trend in the 75 mm 45º
1000 N Three cables are attached to a bracket as shown. Replace the forces
exerted by the cables with an equivalent force-couple system at A.
45º

American government and industry to adopt the international system of 50 mm

50 mm
A
B
C STRATEGY: First determine the relative position vectors drawn from
point A to the points of application of the various forces and resolve the
forces into rectangular components. Then sum the forces and moments.
units (SI metric units), the SI units most frequently used in mechanics are 700 N 30º
1200 N

60º
MODELING and ANALYSIS: Note that FB 5 (700 N)lBE where
100 mm 
75i 2 150j 1 50k
introduced in Chap. 1 and are used throughout the text. Approximately half O D
x
lBE 5
BE
BE
5
175
Using meters and newtons, the position and force vectors are
of the sample problems and 60 percent of the homework problems are 100 mm 
rB/A 5 AB 5 0.075i 1 0.050k

FB 5 300i 2 600j 1 200k
z rC/A 5 AC 5 0.075i 2 0.050k FC 5 707i 2 707k
stated in these units, while the remainder are in U.S. customary units. The E(150 mm, –50 mm, 100 mm) 
rD/A 5 AD 5 0.100i 2 0.100j FD 5 600i 1 1039j
The force-couple system at A equivalent to the given forces con-
authors believe that this approach will best serve the need of the students, sists of a force R 5 oF and a couple MRA 5 o(r 3 F). Obtain the
force R by adding respectively the x, y, and z components of the forces:
R 5 oF 5 (1607 N)i 1 (439 N)j 2 (507 N)k b
who, as engineers, will have to be conversant with both systems of units. (continued)

It also should be recognized that using both SI and U.S. customary

units entails more than the use of conversion factors. Since the SI system R – 9.79 j Remark: Since all the forces are contained in the plane of the figure,
you would expect the sum of their moments to be perpendicular to that
A
of units is an absolute system based on the units of time, length, and mass,
bee87302_ch03_082-168.indd 145

O
9.04 i 70 ft
plane. Note that you could obtain the moment of each force component 11/8/14
directly from the diagram by first forming the product of its magnitude
9:54 AM

and perpendicular distance to O and then assigning to this product a posi-

whereas the U.S. customary system is a gravitational system based on the x

Fig.  3 Point of application of

tive or a negative sign, depending upon the sense of the moment.
b. Single Tugboat. The force exerted by a single tugboat must be equal
units of time, length, and force, different approaches are required for the single tugboat to create same
effect as given force system.
to R, and its point of application A must be such that the moment of R
about O is equal to MRO (Fig. 3). Observing that the position vector of A is
r 5 xi 1 70j
solution of many problems. For example, when SI units are used, a body you have
r 3 R 5 MRO
is generally specified by its mass expressed in kilograms; in most prob- (xi 1 70j) 3 (9.04i 2 9.79j) 5 21035k
2x(9.79)k 2 633k 5 21035k x 5 41.1 ft b
lems of statics it will be necessary to determine the weight of the body REFLECT and THINK: Reducing the given situation to that of a single
force makes it easier to visualize the overall effect of the tugboats in
in newtons, and an additional calculation will be required for this purpose. maneuvering the ocean liner. But in practical terms, having four boats
applying force allows for greater control in slowing and turning a large
ship in a crowded harbor.
On the other hand, when U.S. customary units are used, a body is speci-
fied by its weight in pounds and, in dynamics problems, an additional
calculation will be required to determine its mass in slugs (or lb?s2/ft).
The authors, therefore, believe that problem assignments should include
both systems of units.
The Instructor’s and Solutions Manual provides six different lists of
assignments so that an equal number of problems stated in SI units and
in U.S. customary units can be selected. If so desired, two complete lists
of assignments can also be selected with up to 75 percent of the problems
stated in SI units.

bee87302_ch03_082-168.indd 145 11/8/14 9:54 AM

xiv Preface

Optional Sections Offer Advanced or Specialty Topics.

A large number of optional sections have been included. These sections
are indicated by asterisks and thus are easily distinguished from those
which form the core of the basic dynamics course. They can be omitted
without prejudice to the understanding of the rest of the text.
The topics covered in the optional sections in statics include the
reduction of a system of forces of a wrench, applications to hydrostatics,
equilibrium of cables, products of inertia and Mohr’s circle, the determina-
tion of the principal axes and the mass moments of inertia of a body of
arbitrary shape, and the method of virtual work. The sections on the inertia
properties of three-dimensional bodies are primarily intended for students
who will later study in dynamics the three-dimensional motion of rigid
bodies.
The topics covered in the optional sections in dynamics include
graphical methods for the solution of rectilinear-motion problems, the
trajectory of a particle under a central force, the deflection of fluid streams,
problems involving jet and rocket propulsion, the kinematics and kinetics
of rigid bodies in three dimensions, damped mechanical vibrations, and
electrical analogues. These topics will be found of particular interest when
dynamics is taught in the junior year.

The material presented in the text and most of the problems require
no previous mathematical knowledge beyond algebra, trigonometry, elemen-
tary calculus, and the elements of vector algebra presented in Chaps. 2
and 3 of the volume on statics. However, special problems are included,
which make use of a more advanced knowledge of calculus, and certain
sections, such as Secs. 19.5A and 19.5B on damped vibrations, should be
assigned only if students possess the proper mathematical background. In
portions of the text using elementary calculus, a greater emphasis is placed
on the correct understanding and application of the concepts of differentia-
tion and integration, than on the nimble manipulation of mathematical for-
mulas. In this connection, it should be mentioned that the determination of
the centroids of composite areas precedes the calculation of centroids by
integration, thus making it possible to establish the concept of moment of
area firmly before introducing the use of integration.
 Guided Tour
Chapter Introduction. Each chapter begins with a list of learning
objectives and an outline that previews chapter topics. An introductory
section describes the material to be covered in simple terms, and how it
will be applied to the solution of engineering problems.

Chapter Lessons. The body of the text is divided into sections, each
consisting of one or more sub-sections, several sample problems, and a
large number of end-of-section problems for students to solve. Each section
corresponds to a well-defined topic and generally can be covered in one
lesson. In a number of cases, however, the instructor will find it desirable
to devote more than one lesson to a given topic. The Instructor’s and Solu-
tions Manual contains suggestions on the coverage of each lesson.

Sample Problems. The Sample Problems are set up in much the same
form that students will use when solving assigned problems, and they Introduction
1
employ the SMART problem-solving methodology that students are encour-
The tallest skyscraper in the Western Hemisphere, One World

aged to use in the solution of their assigned problems. They thus serve the Trade Center is a prominent feature of the New York City skyline.
From its foundation to its structural components and mechanical
systems, the design and operation of the tower is based on the
double purpose of reinforcing the text and demonstrating the type of neat fundamentals of engineering mechanics.

and orderly work that students should cultivate in their own solutions. In
addition, in-problem references and captions have been added to the sample bee87302_ch01_001-014.indd 1 28/07/14 11:50 AM

problem figures for contextual linkage to the step-by-step solution.

Concept Applications. Concept Applications are used within NEW!

selected theory sections in the Statics volume to amplify certain topics,
and they are designed to reinforce the specific material being presented Sample Problem 4.10
and facilitate its understanding. A 450-lb load hangs from the corner C of a rigid piece of pipe ABCD
that has been bent as shown. The pipe is supported by ball-and-socket
joints A and D, which are fastened, respectively, to the floor and to a
vertical wall, and by a cable attached at the midpoint E of the portion BC
of the pipe and at a point G on the wall. Determine (a) where G should
be located if the tension in the cable is to be minimum, (b) the correspond-
Solving Problems on Your Own. A section entitled Solving ing minimum value of the tension.
G

Problems on Your Own is included for each lesson, between the sample B

6 ft
E

6 ft
C D

12 ft

problems and the problems to be assigned. The purpose of these sections 450 lb

is to help students organize in their own minds the preceding theory of A

12 ft
6 ft

the text and the solution methods of the sample problems so that they can STRATEGY: Draw the free-body diagram of the pipe showing the reac-
tions at A and D. Isolate the unknown tension T and the known weight W

more successfully solve the homework problems. Also included in these by summing moments about the diagonal line AD, and compute values
from the equilibrium equations.
MODELING and ANALYSIS:
sections are specific suggestions and strategies that will enable the students Free-Body Diagram. The free-body diagram of the pipe includes the
load W 5 (2450 lb)j, the reactions at A and D, and the force T exerted by

to more efficiently attack any assigned problems. the cable (Fig. 1). To eliminate the reactions at A and D from the computations,
take the sum of the moments of the forces about the line AD and set it equal
to zero. Denote the unit vector along AD by λ, which enables you to write
 
oMAD 5 0: λ ? (AE 3 T) 1 λ ? (AC 3 W) 5 0 (1)
Dy j
y

Homework Problem Sets. Most of the problems are of a practical B

T

E C
Dx i

D
Dz k

nature and should appeal to engineering students. They are primarily designed, 6 ft

W = – 450 j
12 ft

12 ft

however, to illustrate the material presented in the text and to help students A xi
␭
6 ft x

understand the principles of mechanics. The problems are grouped according z

A zk

Ay j
A
12 ft

to the portions of material they illustrate and, in general, are arranged in Fig.  1 Free-body diagram of pipe.

order of increasing difficulty. Problems requiring special attention are indi-

cated by asterisks. Answers to 70 percent of the problems are given at the bee87302_ch04_169-229.indd 211
NEW! 8/8/14 10:05 AM

end of the book. Problems for which the answers are given are set in straight
type in the text, while problems for which no answer is given are set in italic Over 650 of the homework problems in the
text are new or revised.
and red font color.
xv
xvi Guided Tour

Chapter Review and Summary. Each chapter ends

with a review and summary of the material covered in that
chapter. Marginal notes are used to help students organize Review and Summary
their review work, and cross-references have been included to
In this chapter, we have studied the effect of forces on particles, i.e., on bodies
help them find the portions of material requiring their special of such shape and size that we may assume all forces acting on them apply
at the same point. P
R

attention. Resultant of Two Forces

A
Forces are vector quantities; they are characterized by a point of application, Q
a magnitude, and a direction, and they add according to the parallelogram law Fig. 2.30
(Fig. 2.30). We can determine the magnitude and direction of the resultant R
Review Problems. A set of review problems is included of two forces P and Q either graphically or by trigonometry using the law of
cosines and the law of sines [Sample Prob. 2.1].

at the end of each chapter. These problems provide students Components of a Force
Any given force acting on a particle can be resolved into two or more com-
further opportunity to apply the most important concepts intro- ponents, i.e., it can be replaced by two or more forces that have the same
effect on the particle. A force F can be resolved into two components P and Q

duced in the chapter. by drawing a parallelogram with F for its diagonal; the components P and Q
are then represented by the two adjacent sides of the parallelogram (Fig. 2.31).
Again, we can determine the components either graphically or by trigonom-
etry [Sec. 2.1E].

Q
F

Review Problems A

2.127 Two structural members A and B are bolted to a bracket as shown. Fig. 2.31
40° 20°
Knowing that both members are in compression and that the force
is 15 kN in member A and 10 kN in member B, determine by trigo- Rectangular Components; Unit Vectors
nometry the magnitude and direction of the resultant of the forces A force F is resolved into two rectangular components if its components Fx
A B
applied to the bracket by members A and B. and Fy are perpendicular to each other and are directed along the coordinate
axes (Fig. 2.32). Introducing the unit vectors i and j along the x and y axes,
2.128 Determine the x and y components of each of the forces shown. respectively, we can write the components and the vector as [Sec. 2.2A] y

Fx 5 Fxi Fy 5 F y j (2.6)
y Fy = Fy j
and
F
Fig. P2.127 F 5 Fxi 1 Fyj (2.7) j
24 in. 28 in.
␪
where Fx and Fy are the scalar components of F. These components, which
i Fx = Fx i x
can be positive or negative, are defined by the relations

45 in. Fx 5 F cos θ Fy 5 F sin θ (2.8) Fig. 2.32

102 lb
106 lb
x
75
200 lb O
30 in.

40 in.
bee87302_ch02_015-081.indd 75 09/07/14 4:38 PM

Fig. P2.128

2.129 A hoist trolley is subjected to the three forces shown. Knowing that
α 5 40°, determine (a) the required magnitude of the force P if the
resultant of the three forces is to be vertical, (b) the corresponding
magnitude of the resultant.

α
C
P
a

400 lb a
200 lb
30° 20°
Fig. P2.129
300 lb

2.130 Knowing that α 5 55° and that boom AC exerts on pin C a force A
directed along line AC, determine (a) the magnitude of that force,
(b) the tension in cable BC. Fig. P2.130

79

bee87302_ch02_015-081.indd 79 09/07/14 4:38 PM

Computer Problems. Accessible through Connect are problem sets

for each chapter that are designed to be solved with computational software.
Many of these problems are relevant to the design process; they may involve
the analysis of a structure for various configurations and loadings of the
structure, or the determination of the equilibrium positions of a given
mechanism that may require an iterative method of solution. Developing the
algorithm required to solve a given mechanics problem will benefit the
students in two different ways: (1) it will help them gain a better
understanding of the mechanics principles involved; (2) it will provide them
with an opportunity to apply their computer skills to the solution of a
meaningful engineering problem.
 Guided Tour xvii
Concept Questions. Educational research has shown that students can
often choose appropriate equations and solve algorithmic problems without
having a strong conceptual understanding of mechanics principles.† To help
assess and develop student conceptual understanding, we have included Con-
cept Questions, which are multiple choice problems that require few, if any,
calculations. Each possible incorrect answer typically represents a common
misconception (e.g., students often think that a vehicle moving in a curved
path at constant speed has zero acceleration). Students are encouraged to
solve these problems using the principles and techniques discussed in the
text and to use these principles to help them develop their intuition. Mastery
and discussion of these Concept Questions will deepen students’ conceptual
understanding and help them to solve dynamics problems.

Free Body and Impulse-Momentum Diagram Practice

Problems. Drawing diagrams correctly is a critical step in solving kinetics
problems in dynamics. A new type of problem has been added to the text to
emphasize the importance of drawing these diagrams. In Chaps. 12 and 16
the Free Body Practice Problems require students to draw a free-
body diagram (FBD) showing the applied forces and an equivalent
diagram called a “kinetic diagram” (KD) showing ma or its FREE-BODY PRACTICE PROBLEMS
16.F1 A 6-ft board is placed in a truck with one end resting against a block
B

78°
A
components and Iα. These diagrams provide students with a secured to the floor and the other leaning against a vertical partition.
Draw the FBD and KD necessary to determine the maximum
allowable acceleration of the truck if the board is to remain in the

pictorial representation of Newton’s second law and are critical position shown.

16.F2 A uniform circular plate of mass 3 kg is attached to two links AC Fig. P16.F1
in helping students to correctly solve kinetic problems. In Chaps. and BD of the same length. Knowing that the plate is released
from rest in the position shown, in which lines joining G to A and
B are, respectively, horizontal and vertical, draw the FBD and KD
13 and 17 the Impulse-Momentum Diagram Practice Problems for the plate.

require students to draw diagrams showing the momenta of the D

bodies before impact, the impulses exerted on the body during C

75°

impact, and the final momenta of the bodies. The answers to all 75°
A
B

G
of these questions can be accessed through Connect.
Fig. P16.F2

16.F3 Two uniform disks and two cylinders are assembled as indicated.
Disk A weighs 20 lb and disk B weighs 12 lb. Knowing that the
system is released from rest, draw the FBD and KD for the whole
system.

A
B

8 in. 6 in.

TA TB

A B

3.3 ft

G
6.6 ft
C 15 lb 18 lb D

Fig. P16.F3

16.F4 The 400-lb crate shown is lowered by means of two overhead cranes.
1.8 ft
Knowing the tension in each cable, draw the FBD and KD that can
be used to determine the angular acceleration of the crate and the 3.6 ft
acceleration of the center of gravity. Fig. P16.F4

1039

bee87342_ch16_1017-1090.indd 1039 9/29/14 4:43 PM

†
Hestenes, D., Wells, M., and Swakhamer, G (1992). The force concept inventory. The Physics
Teacher, 30: 141–158.
Streveler, R. A., Litzinger, T. A., Miller, R. L., and Steif, P. S. (2008). Learning conceptual knowl-
edge in the engineering sciences: Overview and future research directions, JEE, 279–294.
 Digital Resources
Connect® Engineering provides online presenta-
tion, assignment, and assessment solutions. It
connects your students with the tools and
resources they’ll need to achieve success. With Connect Engineering you
can deliver assignments, quizzes, and tests online. A robust set of questions
and activities are presented and aligned with the textbook’s learning
outcomes. As an instructor, you can edit existing questions and author
entirely new problems. Integrate grade reports easily with Learning
Management Systems (LMS), such as WebCT and Blackboard—and much
more. Connect Engineering also provides students with 24/7 online access
to a media-rich eBook, allowing seamless integration of text, media, and
assessments. To learn more, visit connect.mheducation.com
Find the following instructor resources available through Connect:
• Instructor’s and Solutions Manual. The Instructor’s and Solutions
Manual that accompanies the eleventh edition features solutions to all
end of chapter problems. This manual also features a number of tables
designed to assist instructors in creating a schedule of assignments for
their course. The various topics covered in the text have been listed in
Table I and a suggested number of periods to be spent on each topic
has been indicated. Table II prepares a brief description of all groups
of problems and a classification of the problems in each group accord-
ing to the units used. Sample lesson schedules are shown in Tables III,
IV, and V, together with various alternative lists of assigned homework
problems.
• Lecture PowerPoint Slides for each chapter that can be modified.
These generally have an introductory application slide, animated
worked-out problems that you can do in class with your students,
concept questions, and “what-if?” questions at the end of the units.
• Textbook images
• Computer Problem sets for each chapter that are designed to be
solved with computational software.
• C.O.S.M.O.S., the Complete Online Solutions Manual Organization
System that allows instructors to create custom homework, quizzes,
and tests using end-of-chapter problems from the text.

NEW! LearnSmart is available as

an integrated feature of McGraw-Hill Connect. It is an adaptive learning
system designed to help students learn faster, study more efficiently, and
retain more knowledge for greater success. LearnSmart assesses a student’s
knowledge of course content through a series of adaptive questions. It
pinpoints concepts the student does not understand and maps out a
personalized study plan for success. This innovative study tool also has
features that allow instructors to see exactly what students have
accomplished and a built-in assessment tool for graded assignments.

xviii
 Digital Resources xix

SmartBook™ is the first and NEW!

only adaptive reading experience available for the higher education mar-
ket. Powered by an intelligent diagnostic and adaptive engine, SmartBook
facilitates the reading process by identifying what content a student knows
and doesn’t know through adaptive assessments. As the student reads, the
reading material constantly adapts to ensure the student is focused on the
content he or she needs the most to close any knowledge gaps.

Visit the following site for a demonstration of LearnSmart or Smart-

Book: www.learnsmartadvantage.com

CourseSmart. This text is offered through CourseSmart for both

instructors and students. CourseSmart is an online browser where stu-
dents can purchase access to this and other McGraw-Hill textbooks in a
digital format. Through their browser, students can access the complete
text online at almost half the cost of a traditional text. Purchasing the
eTextbook also allows students to take advantage of CourseSmart’s web
tools for learning, which include full text search, notes and highlighting,
and e-mail tools for sharing notes among classmates. To learn more
about CourseSmart options, contact your sales representative or visit
www.coursesmart.com.
 Acknowledgments
A special thanks to our colleagues who thoroughly checked the solutions
and answers to all problems in this edition and then prepared the solutions
for the accompanying Instructor’s and Solutions Manual, James Widmann
of California Polytechnic State University and Amy Mazurek.
The authors thank the many companies that provided photographs
for this edition.
We are pleased to acknowledge David Chelton, who carefully reviewed
the entire text and provided many helpful suggestions for revising this edition.
The authors also thank the members of the staff at McGraw-Hill for
their support and dedication during the preparation of this new edition.
We particularly wish to acknowledge the contributions of Global Brand
Manager Raghu Srinivasan, Brand Manager Thomas Scaife, Product
Developers Robin Reed & Joan Weber, Content Project Manager Jolynn
Kilburg, and Program Manager Lora Neyens.
David F. Mazurek
Phillip J. Cornwell
Brian P. Self
The authors gratefully acknowledge the many helpful comments and
suggestions offered by focus group attendees and by users of the previous
editions of Vector Mechanics for Engineers:
George Adams Howard Epstein Amir G Rezaei
Northeastern University University of Connecticut California State Polytechnic
William Altenhof Asad Esmaeily University, Pomona
University of Windsor Kansas State University, Civil Martin Sadd
Sean B. Anderson Engineering Department University of Rhode Island
Boston University David Fleming Stefan Seelecke
Manohar Arora Florida Institute of Technology North Carolina State University
Colorado School of Mines Jeff Hanson Yixin Shao
Gilbert Baladi Texas Tech University McGill University
Michigan State University David A. Jenkins Muhammad Sharif
Francois Barthelat University of Florida The University of Alabama
McGill University Shaofan Li Anthony Sinclair
Oscar Barton, Jr. University of California, Berkeley University of Toronto
U.S. Naval Academy William R. Murray Lizhi Sun
M. Asghar Bhatti Cal Poly State University University of California, lrvine
University of Iowa Eric Musslman Jeffrey Thomas
Shaohong Cheng University of Minnesota, Duluth Northwestern University
University of Windsor Masoud Olia Jiashi Yang
Philip Datseris Wentworth Institute of Technology University of Nebraska
University of Rhode Island Renee K. B. Petersen Xiangwa Zeng
Timothy A. Doughty Washington State University Case Western Reserve University
University of Portland
xx
 List of Symbols
a, a Acceleration k Centroidal radius of gyration
a Constant; radius; distance; semimajor l Length
axis of ellipse L Linear momentum
a, a Acceleration of mass center L Length; inductance
aB/A Acceleration of B relative to frame in m Mass
translation with A m9 Mass per unit length
aP/^ Acceleration of P relative to rotating M Couple; moment
frame ^ MO Moment about point O
ac Coriolis acceleration MRO Moment resultant about point O
A, B, C, . . . Reactions at supports and connections M Magnitude of couple or moment; mass of
A, B, C, . . . Points earth
A Area MOL Moment about axis OL
b Width; distance; semiminor axis of n Normal direction
ellipse N Normal component of reaction
c Constant; coefficient of viscous damping O Origin of coordinates
C Centroid; instantaneous center of rotation; P Force; vector
capacitance #
P Rate of change of vector P with respect
d Distance
to frame of fixed orientation
en, et Unit vectors along normal and tangent
q Mass rate of flow; electric charge
er, eθ Unit vectors in radial and transverse
Q Force; vector
directions #
e Coefficient of restitution; base of natural Q Rate of change of vector Q with respect
logarithms # to frame of fixed orientation
E Total mechanical energy; voltage (Q)Oxyz Rate of change of vector Q with respect to
f Scalar function frame Oxyz
ff Frequency of forced vibration r Position vector
fn Natural frequency rB/A Position vector of B relative to A
F Force; friction force r Radius; distance; polar coordinate
g Acceleration of gravity R Resultant force; resultant vector; reaction
G Center of gravity; mass center; constant of R Radius of earth; resistance
gravitation s Position vector
h Angular momentum per unit mass s Length of arc
H# O Angular momentum about point O t Time; thickness; tangential direction
HG Rate of change of angular momentum HG T Force
T Tension; kinetic energy
# with respect to frame of fixed orientation
u Velocity
(HG)Gxyz Rate of change of angular momentum HG
with respect to rotating frame Gxyz u Variable
i, j, k Unit vectors along coordinate axes U Work
NC
i Current U122 work done by non-conservative forces
I, Ix, . . . Moments of inertia v, v Velocity
I Centroidal moment of inertia v Speed
Ixy, . . . Products of inertia v, v Velocity of mass center
J Polar moment of inertia vB/A Velocity of B relative to frame in
k Spring constant translation with A
kx, ky, kO Radii of gyration vP/^ Velocity of P relative to rotating frame ^

xxi
xxii List of Symbols

V Vector product θ Angular coordinate; Eulerian angle;

V Volume; potential energy angle; polar coordinate
w Load per unit length μ Coefficient of friction
W, W Weight; load ρ Density; radius of curvature
x,
# y,# z# Rectangular coordinates; distances τ Periodic time
x, y, z Time derivatives of coordinates x, y, z τn Period of free vibration
x, y, z Rectangular coordinates of centroid, f Angle of friction; Eulerian angle; phase
center of gravity, or mass center angle; angle
α, α Angular acceleration w Phase difference
α, β, g Angles c Eulerian angle
g Specific weight v, v Angular velocity
δ Elongation vf Circular frequency of forced vibration
e Eccentricity of conic section or of orbit vn Natural circular frequency
l Unit vector along a line V Angular velocity of frame of reference
η Efficiency