...06 Solutions 46060_Part1 5/27/10 3:51 PM Page 329 © 2010 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected under all copyright laws as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher. 6–1. Draw the shear and moment diagrams for the shaft. The bearings at A and B exert only vertical reactions on the shaft. A B 250 mm 800 mm 24 kN 6–2. Draw the shear and moment diagrams for the simply supported beam. M A 2m 2m 2 kN m 4 kN B 2m 329 06 Solutions 46060_Part1 5/27/10 3:51 PM Page 330 © 2010 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected under all copyright laws as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher. 6–3. The engine crane is used to support the engine, which has a weight of 1200 lb. Draw the shear and moment diagrams of the boom ABC when it is in the horizontal position shown. a + ©MA = 0; 4 F (3) - 1200(8) = 0; 5 A -Ay + Ax 4 (4000) - 1200 = 0; 5 A 3 ft B 5 ft C FA = 4000 lb 4 ft + c ©Fy = 0; + ; ©Fx = 0; Ay = 2000 lb 3 (4000) = 0; 5 Ax = 2400 lb *6–4. Draw the shear and moment diagrams for the cantilever beam. 2 kN/m A 2m 6 kN m The free-body diagram of the beam’s right segment sectioned through an arbitrary point shown in Fig. a will be used to...
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...processes are normally used for large scale production rates. It is also generally economical and many cases improve the mechanical properties. Some of the metals forming process are rolling, forging, extrusion, drawing, sheet metal forming and bending. In fabrication of metal dustbin, below process forming process are involved. a. Sheet Metal Cutting -Sheet metal cutting can be done by shearing operation. Shearing is the mechanical cutting of material without the formation of chips or the use of burning or melting. When sheets of metal are to be sheared along a straight line, squaring shears are frequently used. As the upper ram descends, a clamping bar or set of clamping fingers presses the sheet of metal against the machine table to hold firmly in formation. A moving blade then comes down across a fixed blade and shears the metal. On larger shears, the moving blade is often set at an angle of rocks as it descends, so the cut is made in a progressive fashion from one side of the material to the other, much like a pair of household scissors. b.Bending Bending is the plastic deformation of metals about the linear axis with little or no change in the surface area. Multiple bends can be made simultaneously. Simple bending causes the metals on the outside to be...
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...Mazurek Lecture Notes: Brock E. Barry U.S. Military Academy Pure Bending Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. MECHANICS OF MATERIALS Pure Bending Seventh Edition Beer • Johnston • DeWolf • Mazurek Pure Bending: Prismatic members subjected to equal and opposite couples acting in the same longitudinal plane Fig. 4.2 (a) Free-body diagram of the barbell pictured in the chapter opening photo and (b) Free-body diagram of the center bar portion showing pure bending. Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. 4-2 MECHANICS OF MATERIALS Other Loading Types Seventh Edition Beer • Johnston • DeWolf • Mazurek Fig. 4.3 (a) Free-body diagram of a clamp, (b) freebody diagram of the upper portion of the clamp. • Eccentric Loading: Axial loading which does not pass through section centroid produces internal forces equivalent to an axial force and a couple • Transverse Loading: Concentrated or distributed transverse load produces internal forces equivalent to a shear force and a couple • Principle of Superposition: The normal stress due to pure bending may be combined with the normal stress due to axial loading and shear stress due to shear loading to find the complete state of stress. 4-3 Fig. 4.4 (a) Cantilevered beam with end loading. (b) As portion AC shows, beam is not in pure bending. Copyright © 2015 McGraw-Hill Education. Permission required...
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...Inertia Bending of a Connecting Rod Experiment 15th November 2015 Contents Abstract----------------------------------------------------------------------------------------------------2 * 1. Introduction-------------------------------------------------------------------------------------------2 1.1 Objective----------------------------------------------------------------------------------------------------2 1.2 Background------------------------------------------------------------------------------------------2 1.3 Theory-----------------------------------------------------------------------------------------------2 1.3.1 Bending moment-----------------------------------------------------------------------------2 1.3.2 The Right Angle Assumption--------------------------------------------------------------------------5 2. Apparatus----------------------------------------------------------------------------------------------6 * 3. Data-----------------------------------------------------------------------------------------------------7 * 4. Procedur-----------------------------------------------------------------------------------------------7 * 4.1 Recording-------------------------------------------------------------------------------------------7 * 4.2 Calibration------------------------------------------------------------------------------------------7 5. Results--------------------------------------------------...
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...of the deflection curve is obtained d C dx d2v = CC dx2 = M C EI and v dV CC dx d 4v CC dx4 = -q q -C EI it can be integrated to find ∵ dM CC dx d 3v CC dx3 = V then V = C EI = 2 sign conventions for M, V and q are shown the above equations can be written in a simple form EIv" = M EIv"' = V EIv"" = -q this equations are valid only when Hooke's law applies and when the slope and the deflection are very small for nonprismatic beam [I = I(x)], the equations are d 2v EIx CC dx2 = M dM CC dx = d d 2v C (EIx CC) dx dx2 d 2v d2 CC (EIx CC) dx2 dx2 = = V dV CC dx = -q the exact expression for curvature can be derived = 1 C = v" CCCCC [1 + (v')2]3/2 9.3 Deflections by Integration of the Bending-Moment...
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...Chapter 4 Shear Forces and Bending Moments 4.1 Introduction Consider a beam subjected to transverse loads as shown in figure, the deflections occur in the plane same as the loading plane, is called the plane of bending. In this chapter we discuss shear forces and bending moments in beams related to the loads. 4.2 Types of Beams, Loads, and Reactions Type of beams a. simply supported beam (simple beam) b. cantilever beam (fixed end beam) c. beam with an overhang 2 Type of loads a. concentrated load (single force) b. distributed load (measured by their intensity) : uniformly distributed load (uniform load) linearly varying load c. couple Reactions consider the loaded beam in figure equation of equilibrium in horizontal direction Fx = 0 HA - P1 cos = 0 HA = P1 cos MB = 0 - RA L + (P1 sin ) (L - a) + P2 (L - b) + q c2 / 2 = 0 (P1 sin ) (L - a) P2 (L - b) q c2 RA = CCCCCCC + CCCC + CC L L 2 L (P1 sin ) a P2 b q c2 RB = CCCCC + CC + CC L L 2 L for the cantilever beam Fx = 0 HA = 5 P3 / 13 12 P3 (q1 + q2) b Fy = 0 RA = CC + CCCCC 13 2 3 12 P3 q1b q1 b MA = 0 MA = CC + CC (L – 2b/3) + CC (L – b/3) 13 2 2 for the overhanging beam MB = 0 - RA L + P4 (L– a) + M1 = 0 MA = 0 - P4 a + RB L + M1 = 0 P4 (L– a) + M1 P4 a - M1 RA = CCCCCC RB = CCCC L L 4.3 Shear Forces and Bending Moments Consider a cantilever beam with a concentrated load P applied at the end A, at the cross section mn, the shear force and bending moment are found Fy =...
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...Proficiency Examination General Instructions 1. Be Prompt! Written excuse is required for appointment cancellations due to emergencies. 2. Dress Professionally! Lab coats are to be worn during the health provider-client interaction if you are the examiner. No Gum chewing!!! 3. Use appropriate communication techniques. 4. Use effective management! Organize the collection of history data to guide your physical exam. 5. Lab Partners – keep communication and responses clear and truthful. Please wear a bathing suit underneath your uniform. A hospital gown will be provided to you. 6. Proficiency Exam Performance Scores – students will have one opportunity to retest during the session in which the Health Assessment course is taken if total laboratory performance scores fall below 70%. a. Upon faculty recommendation, if a student is still unsuccessful after the initial retest, the student may receive an incomplete “I” for NUR 3069L and retest in the first week of the following semester. b. If a student is still unsuccessful after the second attempt, the student will receive a failing grade for NUR 3069L and must repeat the course. 7. Final Grade – students will receive their final grades in the mail and their final scores posted on Blackboard. Recommended approach 1. Arrive 5 minutes early to familiarize yourself with supplies and equipment and to pose last minute questions. a. You will have 30 minutes to...
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...Pass or equivalent is the minimum qualification. The Examination will comprise of a Written Objective Type Examination followed by Data Entry Skill Test / Typing Test . The Commission will not undertake detailed scrutiny of applications for eligibility and other aspects at the time of written examination and, therefore, the candidature is accepted only provisionally. Before applying, candidates are advised to go through the requirements of educational qualification, age etc. and satisfy themselves that they are eligible for the concerned posts. Copies of supporting documents will be sought only from those candidates who qualify for the Skill Test/ Typing Test. When scrutiny is undertaken, if any claim made in the application is not found substantiated, the candidature will be cancelled and the Commission’s decision shall be final. BEFORE APPLYING, CANDIDATES IN THEIR OWN INTEREST ARE ADVISED TO GO THROUGH THE DETAILED INSTRUCTIONS CONTAINED IN THIS NOTICE AND ALSO AVAILABLE ON THE WEBSITE OF THE COMMISSION( http://ssc.nic.in) Candidates seeking reservation benefits available for SC/ST/OBC /PH/EXS must ensure that they are entitled to such reservation as per eligibility prescribed in the Notice .They should also be in possession of the certificates in the prescribed format in support of their claim at the time of Skill Test/Typing Test Only those candidates with visual disability of 40% or more would be considered as VISUALLY...
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...Divergent Veronica Roth Dedication To my mother, who gave me the moment when Beatrice realizes how strong her mother is and wonders how she missed it for so long Contents Dedication Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve Chapter Thirteen Chapter Fourteen Chapter Fifteen Chapter Sixteen Chapter Seventeen Chapter Eighteen Chapter Nineteen Chapter Twenty Chapter Twenty-One Chapter Twenty-Two Chapter Twenty-Three Chapter Twenty-Four Chapter Twenty-Five Chapter Twenty-Six Chapter Twenty-Seven Chapter Twenty-Eight Chapter Twenty-Nine Chapter Thirty Chapter Thirty-One Chapter Thirty-Two Chapter Thirty-Three Chapter Thirty-Four Chapter Thirty-Five Chapter Thirty-Six Chapter Thirty-Seven Chapter Thirty-Eight Chapter Thirty-Nine Excerpt from Insurgent Chapter One Chapter Two Acknowledgments About the Author Back Ad Praise for Divergent Books By Veronica Roth Credits Copyright About the Publisher CHAPTER ONE THERE IS ONE mirror in my house. It is behind a sliding panel in the hallway upstairs. Our faction allows me to stand in front of it on the second day of every third month, the day my mother cuts my hair. I sit on the stool and my mother stands behind me with the scissors, trimming. The strands fall on the floor in a dull, blond ring. When she finishes, she pulls my hair away from my face and twists it into a knot. I note how calm she looks and...
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...as one of the recent “innovative” approaches to assessments most pursued by states. CBT is lauded as the answer to having cheaper and speedier test delivery for state and district-wide assessments. It is also seen by some as an avenue toward greater accessibility for students with disabilities. In this report we explore the context of CBT, current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration that occurred in the early 2000s when just a few states were beginning to develop and implement CBT for their state assessments. Nine considerations for states and districts are presented: • Consider the assumptions and beliefs of various stakeholders about computer-based instruction and assessments. • Consider the system as a whole, from the computer infrastructure to classroom and instructional experiences with computers before deciding whether and how to use CBT. • Consider the computer or online platform first, with input from individuals who know students with disabilities and their accessibility needs. • Consider a process for bringing in the needed expertise to delineate the specific accessibility features of CBT, and to determine what specific accommodations may still be needed by students with disabilities, as well as to determine whether a computer-based test may create new accessibility issues. • Determine the policies for which accessibility features will be available to all students and which are...
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...acquired abilities (skills) or attitude. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is gained.[1] Contents [hide] 1 Intelligence 2 Combined aptitude and knowledge tests 3 See also 4 References Intelligence[edit] Aptitude and intelligence quotient are related, and in some ways opposite views of human mental ability. Whereas intelligence quotient sees intelligence as being a single measurable characteristic affecting all mental ability, aptitude refers to one of many different characteristics which can be independent of each other, such as aptitude for military flight, air traffic control, or computer programming.[2] This is more similar to the theory of multiple intelligences. Concerning a single measurable characteristic affecting all mental ability, analysis of any group of intelligence test scores will nearly always show them to be highly correlated. The U.S. Department of Labor's General Learning Ability, for instance, is determined by combining Verbal, Numerical and Spatial aptitude subtests. In a given person some are low and others high. In the context of an aptitude test the "high" and "low" scores are usually not far apart, because all ability test scores tend to be correlated. Aptitude is better applied intra-individually to determine what tasks a given individual is more skilled at performing. Inter-individual aptitude differences are typically not very significant due to IQ differences...
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...Case 1-1 A Student’s Dilemma 1. a) Helen bears the responsibility and obligation of following the rules and doing the best she can. I’m pretty sure cheating wouldn’t be considered following the rules. She also has a responsibility to earn her grade point status the right way. b) Helen stealing the exam is really setting an unfair advantage against her fellow students. Everyone should be even the same rights and opportunity to achieve the same grade on the exam. c) Helen has a responsibility to her future employer to give them what they are asking for; a CPA with integrity and knowledge. Cheating shows a lack of strength and ability in both areas. What if a serious problem came up and she didn’t have the correct knowledge on how to handle it and her company ended up being sued? d) She has a responsibility to live up to the standards and rules the professor laid out in their class. e) Helen should encourage her friend to not lie, cheat or steal. She has a responsibility to help her friend become a better person and anyone who doesn’t do that shouldn’t be considered a real friend. f) She is really just cheating herself out of the opportunity to learn, grow and achieve the status on her own. She had a chance to prove to herself that through hard work and discipline she could of accomplished the same grade the right way. Once that line gets blurry, it’s hard to tell when you cross it. 2. Fairness is the first one that comes to mind. It really isn’t fair to the professor...
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...minutes) but I’ve compressed it into two lessons (2 x 50 minutes). This was a request by my mentor explaining that I should cover as much as I possibly can for the exam. Thus, I am thinking that how could I teach this huge and important topic in the time frame given while not sacrificing student’s learning experience. A very difficult task but I’m willing to take the challenge. Most of my classes are weak classes. During my observation class with my mentor, she was doing correction on the test the students had. Only for class 9A, she explained to the students on why the answers were wrong and a short discussion before giving them the correct answer. However, for other classes she just wrote down the answer on the board and let them copy without any explanation or discussion. When I raised the issue, my mentor pointed out that weak students tend to forget what they have learnt in the class, so there is no point to even discuss their mistakes in test and assignments. I was also showed the test score of the weak students and found out that a lot of them failed biology. So, I decided to find out possible reason why the students failed this subject and request my mentor to allow me to mark their assignments. The assignments consist of structured questions. From the students’ answer, I could see that language is one of the problem. For some questions, students copied the definitions off the notes and for others that require their own answer, the words used are not suitable and difficult...
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...work for them but there are still more effective ways to help prepare you. When you know you have to write an essay that’s due the next day, take your Xbox and cellphone and give it to a friend that cares about your academic success. Tell them to hold on to it until you finish your paper. When studying its good to use old test and quizzes to look over to see your strong suites and weaknesses and it also gives you an idea on what you need to study. While looking over your test and quizzes rewrite questions you got wrong and make your own quizzes. Go back and keep quizzing yourself Intel you have a better understanding of the material. The next step to preparing for a exam is build up your class notes. Try your best to keep them organized. Get to gather with a buddy or a study group and compare notes and fill in any missing material. Make sure all your key information matches, underline any key words, formulas, themes and concepts. Ask members of the study groups to quiz and test you. After going though these steps you should have a better idea of what the material is and even better how to do it. These steps help me when I’m psyched out before for a test. I always take a deep breath and carefully go though these steps. I hope these steps for taking an exam help you as they have assisted me in the...
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...MID-TERM EXAM - 1st Semester, 2012 |Date |Time |Course Title & Code |Room No. | |29 June, 2012 |11.00 am ~ 12.30 pm |501: Accounting System & Auditing |502 | |(Friday) | | | | |30 June, 2012 |7.00 pm ~ 8.30 pm |502: Managerial Economics |402 | |(Saturday) | | | | |06 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication |502 | |(Friday) | | | | |07 July, 2012 |7.00 pm ~ 8.30 pm |504: Advanced Management |502 | |(Saturday) | | | | |13 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication...
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