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Engineering Mechanics
Volume 1
Statics
Ninth Edition
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This Book is Available on YakiBooki.com
Engineering Mechanics
Volume 1
Statics
Ninth Edition
J.L. M ERI AM
L.G. KRAIGE
Virginia Polytechnic Institute and State University
J.N. BOLTON
Bluefield State College
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Library of Congress Cataloging-in-Publication Data
Names: Meriam, J. L. (James L.), author. | Kraige, L. G. (L. Glenn), author.
| Bolton, J. N. (Jeffrey N.), author.
Title: Statics / J.L. Meriam, L.G. Kraige, Virginia Polytechnic Institute and
State University, J.N. Bolton, Bluefield State College.
Description: Ninth edition. | Hoboken, NJ : Wiley, 2017. | Series:
Engineering mechanics ; volume 1 | Includes index. |
Identifiers: LCCN 2017026647 (print) | LCCN 2017027881 (ebook) | ISBN
9781119392644 (pdf) | ISBN 9781119392620 (epub) | ISBN 9781119392804
(pbk.) | ISBN 9781119392620 (hardback)
Subjects: LCSH: Statics. | Mechanics, Applied.
Classification: LCC TA351 (ebook) | LCC TA351 .M4 2017 (print) | DDC
620.1/03--dc23
LC record available at https://lccn.loc.gov/2017026647
The inside back cover will contain printing identification and country of origin if omitted from
this page. In addition, if the ISBN on the back cover differs from the ISBN on this page, the one
on the back cover is correct.
ISBN: 978-1119-39262-0
1 0 9 8 7 6 5 4 3 2 1
Foreword
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This series of textbooks was begun in 1951 by the Professor Kraige’s graduate committee and take par-
late Dr. James L. Meriam. At that time, the books ticular pride in the fact that he was the first of my
represented a revolutionary transformation in un- fifty-four Ph.D. graduates. Professor Kraige was in-
dergraduate mechanics education. They became the vited by Professor Meriam to team with him, thereby
definitive textbooks for the decades that followed as ensuring that the Meriam legacy of textbook author-
well as models for other engineering mechanics texts ship excellence would be carried forward to future
that have subsequently appeared. Published under generations of engineers.
slightly different titles prior to the 1978 First Edi- In addition to his widely recognized research
tions, this textbook series has always been charac- and publications in the field of spacecraft dynamics,
terized by logical organization, clear and rigorous Professor Kraige has devoted his attention to the
presentation of the theory, instructive sample prob- teaching of mechanics at both introductory and
lems, and a rich collection of real-life problems, all advanced levels. His outstanding teaching has been
with a high standard of illustration. In addition to widely recognized and has earned him teaching
the U.S. versions, the books have appeared in SI ver- awards at the departmental, college, university,
sions and have been translated into many foreign state, regional, and national levels. These awards in-
languages. These textbooks collectively represent an clude the Outstanding Educator Award from the
international standard for undergraduate texts in State Council of Higher Education for the Common-
mechanics. wealth of Virginia. In 1996, the Mechanics Division
The innovations and contributions of Dr. Meriam of ASEE bestowed upon him the Archie Higdon Dis-
(1917–2000) to the field of engineering mechanics tinguished Educator Award. The Carnegie Founda-
cannot be overstated. He was one of the premier tion for the Advancement of Teaching and the Council
engineering educators of the second half of the twentieth for Advancement and Support of Education awarded
century. Dr. Meriam earned the B.E., M.Eng., and him the distinction of Virginia Professor of the Year
Ph.D. degrees from Yale University. He had early in- for 1997. In his teaching, Professor Kraige stresses
dustrial experience with Pratt and Whitney Aircraft the development of analytical capabilities along with
and the General Electric Company. During the the strengthening of physical insight and engineer-
Second World War he served in the U.S. Coast Guard. ing judgment. Since the early 1980s, he has worked
He was a member of the faculty of the University of on personal-computer software designed to enhance
California—Berkeley, Dean of Engineering at Duke the teaching∕learning process in statics, dynamics,
University, a faculty member at the California Poly- strength of materials, and higher-level areas of
technic State University, and visiting professor at dynamics and vibrations.
the University of California—Santa Barbara, finally Continuing as coauthor for this edition is Dr.
retiring in 1990. Professor Meriam always placed Jeffrey N. Bolton, Associate Professor of Mechanical
great emphasis on teaching, and this trait was recog- Engineering Technology and Director of Digital
nized by his students wherever he taught. He was Learning at Bluefield State College. Dr. Bolton
the recipient of several teaching awards, including earned his B.S., M.S., and Ph.D. in Engineering
the Benjamin Garver Lamme Award, which is the Mechanics from Virginia Polytechnic Institute and
highest annual national award of the American State University. His research interests include
Society of Engineering Education (ASEE). automatic balancing of six-degree-of-freedom
Dr. L. Glenn Kraige, coauthor of the Engineering elastically-mounted rotors. He has a wealth of teach-
Mechanics series since the early 1980s, has also ing experience, including at Virginia Tech, where he
made significant contributions to mechanics educa- was the 2010 recipient of the Sporn Teaching Award
tion. Dr. Kraige earned his B.S., M.S., and Ph.D. de- for Engineering Subjects, which is primarily chosen
grees at the University of Virginia, principally in by students. In 2014, Professor Bolton received the
aerospace engineering, and he is Professor Emeritus Outstanding Faculty Award from Bluefield State
of Engineering Science and Mechanics at Virginia College. Professor Bolton was selected as the 2016
Polytechnic Institute and State University. During the West Virginia Professor of the Year by the Faculty
mid-1970s, I had the singular pleasure of chairing Merit Foundation. He has the unusual ability to set
v
vi Foreword
high levels of rigor and achievement in the classroom accomplished educators. Following the pattern of the
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editions, this textbook stresses the applica-
while establishing a high degree of rapport with his
students. In addition to maintaining time-tested tra- tion of theory to actual engineering situations, and at
ditions for future generations of students, Dr. Bolton this important task it remains the best.
brings effective application of technology to this text-
book series.
The Ninth Edition of Engineering Mechanics con-
tinues the same high standards set by previous edi-
tions and adds new features of help and interest to JOHN L. JUNKINS
students. It contains a vast collection of interesting Distinguished Professor of Aerospace Engineering
and instructive problems. The faculty and students Holder of the Royce E. Wisebaker ‘39 Chair in
privileged to teach or study from the Meriam/Kraige/ Engineering Innovation
Bolton Engineering Mechanics series will benefit Texas A&M University
from several decades of investment by three highly College Station, Texas
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Preface
Engineering mechanics is both a foundation and a and uninteresting. This approach deprives the stu-
framework for most of the branches of engineering. dent of valuable experience in formulating problems
Many of the topics in such areas as civil, mechanical, and thus of discovering the need for and meaning of
aerospace, and agricultural engineering, and of theory. The second view provides by far the stronger
course engineering mechanics itself, are based upon motive for learning theory and leads to a better
the subjects of statics and dynamics. Even in a dis- balance between theory and application. The crucial
cipline such as electrical engineering, practitioners, role played by interest and purpose in providing the
in the course of considering the electrical compon- strongest possible motive for learning cannot be
ents of a robotic device or a manufacturing process, overemphasized.
may find themselves first having to deal with the Furthermore, as mechanics educators, we should
mechanics involved. stress the understanding that, at best, theory can
Thus, the engineering mechanics sequence is only approximate the real world of mechanics rather
critical to the engineering curriculum. Not only is than the view that the real world approximates the
this sequence needed in itself, but courses in engin- theory. This difference in philosophy is indeed basic
eering mechanics also serve to solidify the student’s and distinguishes the engineering of mechanics from
understanding of other important subjects, including the science of mechanics.
applied mathematics, physics, and graphics. In addi- Over the past several decades, several unfortu-
tion, these courses serve as excellent settings in nate tendencies have occurred in engineering educa-
which to strengthen problem-solving abilities. tion. First, emphasis on the geometric and physical
meanings of prerequisite mathematics appears to
have diminished. Second, there has been a signific-
ant reduction and even elimination of instruction in
Philosophy graphics, which in the past enhanced the visualiza-
tion and representation of mechanics problems.
The primary purpose of the study of engineering Third, in advancing the mathematical level of our
mechanics is to develop the capacity to predict the treatment of mechanics, there has been a tendency
effects of force and motion while carrying out the cre- to allow the notational manipulation of vector opera-
ative design functions of engineering. This capacity tions to mask or replace geometric visualization.
requires more than a mere knowledge of the physical Mechanics is inherently a subject which depends on
and mathematical principles of mechanics; also re- geometric and physical perception, and we should in-
quired is the ability to visualize physical configura- crease our efforts to develop this ability.
tions in terms of real materials, actual constraints, A special note on the use of computers is in order.
and the practical limitations which govern the beha- The experience of formulating problems, where
vior of machines and structures. One of the primary reason and judgment are developed, is vastly more
objectives in a mechanics course is to help the stu- important for the student than is the manipulative
dent develop this ability to visualize, which is so vital exercise in carrying out the solution. For this reason,
to problem formulation. Indeed, the construction of a computer usage must be carefully controlled. At
meaningful mathematical model is often a more im- present, constructing free-body diagrams and formu-
portant experience than its solution. Maximum pro- lating governing equations are best done with pencil
gress is made when the principles and their limita- and paper. On the other hand, there are instances in
tions are learned together within the context of which the solution to the governing equations can
engineering application. best be carried out and displayed using the computer.
There is a frequent tendency in the presentation Computer-oriented problems should be genuine in
of mechanics to use problems mainly as a vehicle to the sense that there is a condition of design or critic-
illustrate theory rather than to develop theory for ality to be found, rather than “makework” problems
the purpose of solving problems. When the first view in which some parameter is varied for no apparent
is allowed to predominate, problems tend to become reason other than to force artificial use of the com-
overly idealized and unrelated to engineering with puter. These thoughts have been kept in mind during
the result that the exercise becomes dull, academic, the design of the computer-oriented problems in the
vii
viii Preface
Ninth Edition. To conserve adequate time for prob- Chapter 6 on friction is divided into Section A on
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phenomenon of dry friction and Section B on se-
lem formulation, it is suggested that the student be
assigned only a limited number of the computer- lected machine applications. Although Section B may
oriented problems. be omitted if time is limited, this material does
As with previous editions, this Ninth Edition of provide a valuable experience for the student in
Engineering Mechanics is written with the foregoing dealing with both concentrated and distributed fric-
philosophy in mind. It is intended primarily for the tion forces.
first engineering course in mechanics, generally Chapter 7 presents a consolidated introduc-
taught in the second year of study. Engineering tion to virtual work with applications limited to
Mechanics is written in a style which is both concise single-degree-of-freedom systems. Special emphasis
and friendly. The major emphasis is on basic prin- is placed on the advantage of the virtual-work and
ciples and methods rather than on a multitude of energy method for interconnected systems and
special cases. Strong effort has been made to show stability determination. Virtual work provides an
both the cohesiveness of the relatively few funda- excellent opportunity to convince the student of
mental ideas and the great variety of problems which the power of mathematical analysis in mechanics.
these few ideas will solve. Moments and products of inertia of areas are
presented in Appendix A. This topic helps to bridge
the subjects of statics and solid mechanics. Appendix
C contains a summary review of selected topics of ele-
Organization mentary mathematics as well as several numerical
techniques which the student should be prepared to
In Chapter 1, the fundamental concepts necessary use in computer-solved problems. Useful tables of
for the study of mechanics are established. physical constants, centroids, moments of inertia,
In Chapter 2, the properties of forces, moments, and conversion factors are contained in Appendix D.
couples, and resultants are developed so that the
student may proceed directly to the equilibrium of
nonconcurrent force systems in Chapter 3 without
unnecessarily belaboring the relatively trivial prob-
Pedagogical Features
lem of the equilibrium of concurrent forces acting on
The basic structure of this textbook consists of an
a particle.
article which rigorously treats the particular subject
In both Chapters 2 and 3, analysis of two-
matter at hand, followed by one or more sample
dimensional problems is presented in Section A before
problems. For the Ninth Edition, all homework prob-
three-dimensional problems are treated in Section B.
lems have been moved to a special Student Problems
With this arrangement, the instructor may cover all of
section found after Appendix D near the end of the
Chapter 2 before beginning Chapter 3 on equilibrium,
textbook. There is a Chapter Review at the end of
or the instructor may cover the two chapters in the
each chapter which summarizes the main points in
order 2A, 3A, 2B, 3B. The latter order treats force sys-
that chapter, and a corresponding Chapter Review
tems and equilibrium in two dimensions and then
Problem set found in the Student Problems section.
treats these topics in three dimensions.
Application of equilibrium principles to simple
trusses and to frames and machines is presented in
Chapter 4 with primary attention given to two- Problems
dimensional systems. A sufficient number of three-
dimensional examples are included, however, to The 89 Sample Problems appear on specially de-
enable students to exercise more general vector tools signed pages by themselves. The solutions to typical
of analysis. statics problems are presented in detail. In addition,
The concepts and categories of distributed forces explanatory and cautionary notes (Helpful Hints)
are introduced at the beginning of Chapter 5, with are number-keyed to the main presentation.
the balance of the chapter divided into two main sec- There are 898 homework exercises. The problem
tions. Section A treats centroids and mass centers; sets are divided into Introductory Problems and Repre-
detailed examples are presented to help students sentative Problems. The first section consists of simple,
master early applications of calculus to physical and uncomplicated problems designed to help students
geometrical problems. Section B includes the special gain confidence with the new topic, while most of the
topics of beams, flexible cables, and fluid forces, problems in the second section are of average difficulty
which may be omitted without loss of continuity of and length. The problems are generally arranged in
basic concepts. order of increasing difficulty. More difficult exercises
