BES 026

Dynamics of Rigid Bodies

Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

LESSON TITLE: ABSOLUTE DEPENDENT Materials:

MOTION ANALYSIS OF TWO PARTICLES Textbook, Notebook, Pen, Calculator

Lesson Objectives: References:

Main Textbook: Engineering Mechanics: Statics and
At the end of this module, you should be able to: Dynamics by R.C. Hibbeler (https://drive.google.com/
1. Determine the speed of an object relative to file/d/1LSZHHta3BIh7GugVLaTlyz4oPUGvFqKi/
another object by differentiation. view?usp=sharing)
You can copy the links and open them on Google to
obtain a softcopy of the file. You can place it on your
phone for easy access wherever you are 😄

Productivity Tip:

WHEN YOU STUDY, PRETEND YOU’RE THE

TEACHER AND DISCUSS THE LESSON TO
YOURSELF. - Dan
They say one can master something if he knows how to
teach it. Truly! I do this everytime while I was in college. I
always make sure that I’m repeating each lesson in my
own words and explaining it to myself in detail and it
really works! Try it! And if you do it, the next time you
take a quiz, you’ll find yourself talking to yourself as
you’re answering it and you’ll never forget a thing
because you know how to do it step by step! 😀

A. LESSON PREVIEW
Introduction
In this module, you will learn how to compute and
analyze dependent motion analysis of two particles.
Take a look at the figure to the right. Blocks A and B
are in motion. Suppose that B moves down, A
obviously moves up and that’s one basic example of
relative motion. Relative to B moving down, A will
move up the inclined plane. We’ll have more examples
of that if you turn to the next page! 😉

This document is the property of PHINMA EDUCATION Page 1 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 1 What I Know Chart (PART 1)

Instruction: Before proceeding to the main lesson, write three things you know or have learned from the
previous lesson in the first column “What I Know”. The third column “What I Learned” will be filled out at the
end of the module.

WHAT I KNOW QUESTIONS WHAT I LEARNED (Activity 4)

If a portion of a cord is constant

all throughout the motion, will it
1 1
affect the velocity/
acceleration?
Suppose you have two blocks A
and B in a straight line
connected by a cord. If Block A
is located to the right of B and
2 2 moves with a velocity of 3 m/s
to the left, what will be the
movement of B just before A
hits B? Note: The cord is
incapable of compression.

What is the time derivative of a

3 3
negative velocity?

B. MAIN LESSON
ACTIVITY 2 Content Notes
In this next activity, you will be presented with presentation slides and a detailed explanation of the content of
each slide. You are to write down the key points of the lecture that are critical to your evaluation. Make sure
that your pen and paper are beside you so you can go with the flow of the lesson. Enjoy reading and have fun
learning 😍 See next page for the main lesson!

This document is the property of PHINMA EDUCATION Page 2 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

In some types of problems the motion of one particle will depend on the corresponding motion of another
particle. This dependency commonly occurs if the particles, here represented by blocks, are interconnected
by inextensible cords which are wrapped around pulleys.
For example, the movement of block A downward along the inclined plane in the figure shown below will
cause a corresponding movement of block B up the other incline. We can show this mathematically by first
specifying the location of the blocks using position coordinates sA and sB .

Note that each of the coordinate axes is (1) measured from a fixed point (O) or fixed datum line, (2)
measured along each inclined plane in the direction of motion of each block, and (3) has a positive sense
from the fixed datums to A and to B. If the total cord length is lT , the two position coordinates are related by
the equation:

Here lCD is the length of the cord passing over arc CD. Taking the time derivative of this expression,
realizing that lCD and lT remain constant, while sA and sB measure the segments of the cord that change in
length, we have:

The negative sign indicates that when block A has a velocity downward, i.e., in the direction of positive sA ,
it causes a corresponding upward velocity of block B; i.e., B moves in the negative sB direction.
In a similar manner, time differentiation of the velocities yields the relation between the accelerations, i.e.,

This document is the property of PHINMA EDUCATION Page 3 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

A more complicated example is shown next.

In this case, the position of block A is specified by sA , and the position of the end of the cord from which
block B is suspended is defined by sB . As above, we have chosen position coordinates which (1) have
their origin at fixed points or datums, (2) are measured in the direction of motion of each block, and (3) from
the fixed datums are positive to the right for sA and positive downward for sB. During the motion, the length
of the red colored segments of the cord remains constant. If l represents the total length of cord minus
these segments, then the position coordinates can be related by the equation.

Since l and h are constant during the motion, the two time derivatives yield

Hence, when B moves downward (+sB), A moves to the left (-sA) with twice the motion.

This document is the property of PHINMA EDUCATION Page 4 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 1

Determine the speed of Block A if Block B has an upward speed of 5 ft/s.

Solution:

This document is the property of PHINMA EDUCATION Page 5 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 2

Determine the speed of A if B has an upward speed of 6 ft/s.

Solution:

This document is the property of PHINMA EDUCATION Page 6 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 3

Determine the speed of B if the end of the cord at A is pulled down with a speed of 2 m/s.

Solution:

This document is the property of PHINMA EDUCATION Page 7 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 3 Skill-Building Activities

Now, you will be presented with a brief activity that contains both objective and problem solving type questions.
You can check your answers against the Key to Corrections found at the end of this module. But as much as
possible, don’t peek if you still haven’t tried answering the questions 😅 Write your score on the space
provided. Good Luck! Have fun answering!

WHAT’S
Activity 3 Questions YOUR
SCORE?

Determine the velocity of D if end A of the rope is pulled down with a speed of 3 m/s.

ACTIVITY 4 What I Know Chart (PART 2)

Now, go back to Activity 1 and answer the questions filling out the “What I Know Column” after going through
the main lesson and answering the questions from Activity 3.

This document is the property of PHINMA EDUCATION Page 8 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 11
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 5 Check For Understanding

Now, I’m sure that you have learned enough and are ready to take a short quiz. Of course, the questions that
will be given are more challenging than Activity 3. The schedule will be announced in class. Instructions:
You will write your solutions and answers in a short coupon bond. You may use more than one paper. But only
a limited number will be submitted. (Note: For problem solving type: for values less than one, round off to up to
four significant figures {e.g. 0.1234, 0.5780, 0.0069 are values with four significant figures}, and for values
greater than one, round off to three decimal places {e.g. 3.178, 222.900, 93.232 are values with three decimal
places}).

C. LESSON WRAP-UP
ACTIVITY 6 Thinking About Learning

You are done with the session! Let’s track your progress!
Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ACTIVITY 6.1 Unanswered Questions

In this activity, I’m asking you to write your questions that are still unanswered at this time of reading. If there’s
any thing that still confuses you, don’t hesitate to write them down below. Make sure though that these
questions are not included in the FAQs section written below/ on the next page. So I suggest you to read the
FAQs first before proceeding to this activity 😊
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

KEY TO CORRECTIONS
See Answer Key from ACTIVITY 3 Skill-Building Activities
1. vD = 1 m/s upwards (10 points)

This document is the property of PHINMA EDUCATION Page 9 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

LESSON TITLE: RELATIVE MOTION OF TWO Materials:

PARTICLES USING TRANSLATING AXES Textbook, Notebook, Pen, Calculator

Lesson Objectives: References:

Main Textbook: Engineering Mechanics: Statics and
At the end of this module, you should be able to: Dynamics by R.C. Hibbeler (https://drive.google.com/
1. Determine the velocity and acceleration of an file/d/1LSZHHta3BIh7GugVLaTlyz4oPUGvFqKi/
object relative to another object using translating view?usp=sharing)
axes. You can copy the links and open them on Google to
obtain a softcopy of the file. You can place it on your
phone for easy access wherever you are 😄

Productivity Tip:

IT DOESN’T MATTER WHAT OTHERS ARE

DOING. IT MATTERS WHAT YOU ARE DOING.
- Unknown
Remember that you are the master of your own craft.
Others may say a lot about what you do but the truth is,
they see that you can do it so they tend to drag you
down. So before we begin our next module, I want you to
focus on yourself and not get distracted by anybody else
😀

A. LESSON PREVIEW
Introduction
Today in this module, you are going to learn how to observe the motion of a
moving object relative to another object using translating axes. Take the
figure as an example. The pilots of these close-flying planes must be aware
of their relative positions and velocities at all times in order to avoid a
collision. If the left middle plane goes faster than the right middle plane, a
possible collision is imminent but when the former knows its speed relative
to the latter then all planes are going to land safely. Now, we get to know
more about this so turn to the next page!

This document is the property of PHINMA EDUCATION Page 1 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 1 What I Know Chart (PART 1)

Instruction: Before proceeding to the main lesson, write three things you know or have learned from the
previous lesson in the first column “What I Know”. The third column “What I Learned” will be filled out at the
end of the module.

WHAT I KNOW QUESTIONS WHAT I LEARNED (Activity 4)

Write the formula for the

1 1
velocity of X relative to S.

Write the formula for the

2 2
acceleration of J relative to O.

How do you get the direction of

3 3 the relative velocity and
acceleration?

B. MAIN LESSON
ACTIVITY 2 Content Notes

In this next activity, you will be presented with presentation slides and a detailed explanation of the content of
each slide. You are to write down the key points of the lecture that are critical to your evaluation. Make sure
that your pen and paper are beside you so you can go with the flow of the lesson. Enjoy reading and have fun
learning 😍 See next page for the main lesson!

This document is the property of PHINMA EDUCATION Page 2 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Throughout this course, the absolute motion of a particle has been determined using a single fixed
reference frame. There are many cases, however, where the path of motion for a particle is complicated, so
that it may be easier to analyze the motion in parts by using two or more frames of reference.
For example, the motion of a particle located at the tip of an airplane propeller, while the plane is in flight, is
more easily described if one observes first the motion of the airplane from a fixed reference and then
superimposes (vectorially) the circular motion of the particle measured from a reference attached to the
airplane.
In this section translating frames of reference will be considered for the analysis.

POSITION

Consider particles A and B, which move along the arbitrary paths shown. The absolute position of each
particle, rA and rB , is measured from the common origin O of the fixed x, y, z reference frame. The origin of
a second frame of reference x︎, y︎, z︎ is attached to and moves with particle A. The axes of this frame are
only permitted to translate relative to the fixed frame. The position of B measured relative to A is denoted by
the relative-position vector rB/A. Using vector addition, the three vectors shown can be related by the
equation:

This document is the property of PHINMA EDUCATION Page 3 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

VELOCITY
An equation that relates the velocities of the particles is determined by taking the time derivative of the
above equation; i.e.,

ACCELERATION
The time derivative of the previous equation yields a similar vector relation between the absolute and
relative accelerations of particles A and B.

SAMPLE PROBLEM NO. 1

A train travels at a constant speed of 60 mi/h and crosses over a road as shown. If the automobile A is
traveling at 45 mi/h along the road, determine the magnitude and direction of the velocity of the train relative to
the automobile.

This document is the property of PHINMA EDUCATION Page 4 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Solution:

This document is the property of PHINMA EDUCATION Page 5 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 2

Plane A is flying along a straight-line path, whereas plane B is flying along a circular path having a radius of
curvature of rB = 400 km. Determine the velocity and acceleration of B as measured by the pilot of A.

Solution:

This document is the property of PHINMA EDUCATION Page 6 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

This document is the property of PHINMA EDUCATION Page 7 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 3 Skill-Building Activities

Now, you will be presented with a brief activity that contains both objective and problem solving type questions.
You can check your answers against the Key to Corrections found at the end of this module. But as much as
possible, don’t peek if you still haven’t tried answering the questions 😅 Write your score on the space
provided. Good Luck! Have fun answering!

WHAT’S
Activity 3 Questions YOUR
SCORE?

At the instant shown, cars A and B are traveling with speeds of 18 m/s and 12 m/s respectively. Also, at
this instant, A has decrease in speed of 2 m/s2, and B has an increase of 3 m/s2. Determine the velocity
and acceleration of B with respect to A.

ACTIVITY 4 What I Know Chart (PART 2)

Now, go back to Activity 1 and answer the questions filling out the “What I Know Column” after going through
the main lesson and answering the questions from Activity 3.

This document is the property of PHINMA EDUCATION Page 8 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 12
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 5 Check For Understanding

Now, I’m sure that you have learned enough and are ready to take a short quiz. Of course, the questions that
will be given are more challenging than Activity 3. The schedule will be announced in class. Instructions:
You will write your solutions and answers in a short coupon bond. You may use more than one paper. But only
a limited number will be submitted. (Note: For problem solving type: for values less than one, round off to up to
four significant figures {e.g. 0.1234, 0.5780, 0.0069 are values with four significant figures}, and for values
greater than one, round off to three decimal places {e.g. 3.178, 222.900, 93.232 are values with three decimal
places}).

C. LESSON WRAP-UP
ACTIVITY 6 Thinking About Learning

You are done with the session! Let’s track your progress!
Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ACTIVITY 6.1 Unanswered Questions

In this activity, I’m asking you to write your questions that are still unanswered at this time of reading. If there’s
any thing that still confuses you, don’t hesitate to write them down below. Make sure though that these
questions are not included in the FAQs section written below/ on the next page. So I suggest you to read the
FAQs first before proceeding to this activity 😊
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

FREQUENTLY ASKED QUESTION (FAQ)

QUESTION What is the i and j for?

ANSWER Vectors have magnitude and direction. ‘ijk’ notation is a way of writing the vector in terms of its
components. The i is for the x component, the j is for the y component and the k is for the z
component. We put this notation to avoid confusion.

KEY TO CORRECTIONS
See Answer Key from ACTIVITY 3 Skill-Building Activities
1. vB/A = 9.69 m/s (10 points), direction of vB/A = 21.7 degrees CCW from positive x-axis (10 points), aB/A =
5.32 m/s2 (10 points), direction of aB/A = 62.7 degrees CCW from negative x-axis (10 points).

This document is the property of PHINMA EDUCATION Page 9 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

LESSON TITLE: EQUATIONS OF MOTION: Materials:

NORMAL AND TANGENTIAL COORDINATES Textbook, Notebook, Pen, Calculator

Lesson Objectives: References:

Main Textbook: Engineering Mechanics: Statics and
At the end of this module, you should be able to: Dynamics by R.C. Hibbeler (https://drive.google.com/
1. Learn how to formulate the three equations of file/d/1LSZHHta3BIh7GugVLaTlyz4oPUGvFqKi/
motion using normal and tangential coordinates. view?usp=sharing)
You can copy the links and open them on Google to
obtain a softcopy of the file. You can place it on your
phone for easy access wherever you are 😄

Productivity Tip:

DYNAMICS OF RIGID BODIES IS TOUGH AND

SO ARE YOU. - Dan Urmaza
The same boiling water that softens the potato hardens
the egg. It’s not the circumstances around you. It’s what
you’re made of and you are born be tough! No matter
how hard this subject gets, no matter how tough this is,
you are 1000% tougher! Right? Yes, you are! 😀

A. LESSON PREVIEW
Introduction
We’re back to another topic! In one of our previous
lessons, I have discussed to you the Equation of Motion
described by Newton’s Second Law but that limits us to
motion in a straight line or in an inclined plane. A lot of
objects move in circular/ parabolic/ curved paths and this
is where the study of normal and tangential coordinates
come in. Take the roller coaster as an example. As the
roller coaster falls downward along the track, the cars
have both a normal and a tangential component of
acceleration. That’s what we are going to tackle in this
module. I hope you are excited to learn something new
🙃 Turn to the next page then!

This document is the property of PHINMA EDUCATION Page 1 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 1 What I Know Chart (PART 1)

Instruction: Before proceeding to the main lesson, write three things you know or have learned from the
previous lesson in the first column “What I Know”. The third column “What I Learned” will be filled out at the
end of the module.

WHAT I KNOW QUESTIONS WHAT I LEARNED (Activity 4)

If the resultant of forces along

the direction of motion of a
moving object is in same
1 1
direction with the direction of
motion itself, will the particle
speed up or slow down?

What is the safe banking angle

2 2 for any vehicle to prevent
sliding up or down the track?

Does the normal force always

3 3 act along the line of action of
the normal acceleration?

B. MAIN LESSON
ACTIVITY 2 Content Notes
In this next activity, you will be presented with presentation slides and a detailed explanation of the content of
each slide. You are to write down the key points of the lecture that are critical to your evaluation. Make sure
that your pen and paper are beside you so you can go with the flow of the lesson. Enjoy reading and have fun
learning 😍 See next page for the main lesson!

This document is the property of PHINMA EDUCATION Page 2 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

When a particle moves along a curved path which is known, the equation of motion for the particle may be
written in the tangential, normal, and binormal directions. Note that there is no motion of the particle in the
binormal direction, since the particle is constrained to move along the path. We have:

This equation is satisfied provided that:

Recall that at (= dv/dt) represents the time rate of change in the magnitude of velocity. So if ︎ΣFt acts in the
direction of motion, the particle’s speed will increase, whereas if it acts in the opposite direction, the particle
will slow down. Likewise, an (= v2/r) represents the time rate of change in the velocity’s direction. It is
caused by ΣFn, which always acts in the positive n direction, i.e., toward the path’s center of curvature. For
this reason it is often referred to as the centripetal force.

This document is the property of PHINMA EDUCATION Page 3 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 1

Determine the banking angle θ for the race track so that the wheels of the racing cars shown will not have to
depend upon friction to prevent any car from sliding up or down the track. Assume the cars have negligible
size, a mass m, and travel around the curve of radius r with a constant speed v.

Solution:

This document is the property of PHINMA EDUCATION Page 4 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 2

The 3-kg disk D is attached to the end of a cord as shown. The other end of the cord is attached to a ball-and-
socket joint located at the center of a platform. If the platform rotates rapidly, and the disk is placed on it and
released from rest as shown, determine the time it takes for the disk to reach a speed great enough to break
the cord. The maximum tension the cord can sustain is 100 N, and the coefficient of kinetic friction between the
disk and the platform is mk = 0.1.

Solution:

This document is the property of PHINMA EDUCATION Page 5 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 3

Design of the ski jump shown in the photo requires knowing the type of forces that will be exerted on the skier
and her approximate trajectory. If in this case the jump can be approximated by the parabola shown below,
determine the normal force on the 150-lb skier the instant she arrives at the end of the jump, point A, where her
velocity is 65 ft/s. Also, what is her acceleration at this point?

This document is the property of PHINMA EDUCATION Page 6 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Solution:

This document is the property of PHINMA EDUCATION Page 7 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 3 Skill-Building Activities

Now, you will be presented with a brief activity that contains both objective and problem solving type questions.
You can check your answers against the Key to Corrections found at the end of this module. But as much as
possible, don’t peek if you still haven’t tried answering the questions 😅 Write your score on the space
provided. Good Luck! Have fun answering!

WHAT’S
Activity 3 Questions YOUR
SCORE?

The 60-kg skateboarder coasts down the circular track. If he starts from rest when θ = 0 degrees︎,
determine the magnitude of the normal reaction the track exerts on him when θ = 60 degrees︎. Neglect his
size for the calculation.

This document is the property of PHINMA EDUCATION Page 8 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 4 What I Know Chart (PART 2)

Now, go back to Activity 1 and answer the questions filling out the “What I Know Column” after going through
the main lesson and answering the questions from Activity 3.

ACTIVITY 5 Check For Understanding

{*Teacher creates a short quiz for students to check how well they understood the lesson.
**Teacher adds this prompt for self-assessment: “Check your answers against the Key to Corrections found at
the end of this SAS. Write your score on your paper.”}
Now, I’m sure that you have learned enough and are ready to take a short quiz. Of course, the questions that
will be given are more challenging than Activity 3. The schedule will be announced in class. Instructions:
You will write your solutions and answers in a short coupon bond. You may use more than one paper. But only
a limited number will be submitted. (Note: For problem solving type: for values less than one, round off to up to
four significant figures {e.g. 0.1234, 0.5780, 0.0069 are values with four significant figures}, and for values
greater than one, round off to three decimal places {e.g. 3.178, 222.900, 93.232 are values with three decimal
places}).

C. LESSON WRAP-UP
ACTIVITY 6 Thinking About Learning

You are done with the session! Let’s track your progress!
Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ACTIVITY 6.1 Unanswered Questions

In this activity, I’m asking you to write your questions that are still unanswered at this time of reading. If there’s
any thing that still confuses you, don’t hesitate to write them down below. Make sure though that these
questions are not included in the FAQs section written below/ on the next page. So I suggest you to read the
FAQs first before proceeding to this activity 😊
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

This document is the property of PHINMA EDUCATION Page 9 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 13
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

FREQUENTLY ASKED QUESTION (FAQ)

QUESTION What is the binormal direction?

ANSWER The binomal direction is orthogonal to both the tangent and normal direction (orthogonal - of or
involving right angles; at right angles). This is the direction where no motion occurs.

KEY TO CORRECTIONS
See Answer Key from ACTIVITY 3 Skill-Building Activities
1. N = 1.53 kN (30 points)

This document is the property of PHINMA EDUCATION Page 10 of 10

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

LESSON TITLE: ADDITIONAL PROBLEMS IN Materials:

NORMAL AND TANGENTIAL COORDINATES AND Textbook, Notebook, Pen, Calculator
PROBLEM SET
References:
Lesson Objectives: Main Textbook: Engineering Mechanics: Statics and
Dynamics by R.C. Hibbeler (https://drive.google.com/
At the end of this module, you should be able to: file/d/1LSZHHta3BIh7GugVLaTlyz4oPUGvFqKi/
1. Confidently solve problems related to normal and view?usp=sharing)
tangential coordinates. You can copy the links and open them on Google to
2. Make your own problems and that are related to obtain a softcopy of the file. You can place it on your
the chapter and discuss your solutions to your phone for easy access wherever you are 😄
classmates.

Productivity Tip:

IF YOU’RE GOING THROUGH HELL, WHY

STOP AT HELL. - Unknown
This couldn’t have been said any better. You might be
going through something so difficult now but all it takes
is your courage and determination to finish the fight. You
have a goal! You are going to be an engineer. But this is
only possible when you get up there and move! 😀

A. LESSON PREVIEW
Introduction
Before we get to the last module, let me just give you some more problems related to the equations of motion
using normal and tangential coordinates. I’m going to give four additional problems so you can appreciate the
topic more because there’s too much variety in this topic. Also, I’m going to give you your last problem set in
preparation for your next evaluation tests. I hope you have a good day and enjoy reading this module and
drafting your problem set! 😄

This document is the property of PHINMA EDUCATION Page 1 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 1 What I Know Chart (PART 1)

Instruction: Before proceeding to the main lesson, write three things you know or have learned from the
previous lesson in the first column “What I Know”. The third column “What I Learned” will be filled out at the
end of the module.

WHAT I KNOW QUESTIONS WHAT I LEARNED (Activity 4)

1 1 What is ms?

Acceleration can sometimes be

2 2
called as?

B. MAIN LESSON
ACTIVITY 2 Content Notes
In this next activity, you will be presented with presentation slides and a detailed explanation of the content of
each slide. You are to write down the key points of the lecture that are critical to your evaluation. Make sure
that your pen and paper are beside you so you can go with the flow of the lesson. Enjoy reading and have fun
learning 😍 See next page for the main lesson!

This document is the property of PHINMA EDUCATION Page 2 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 1

The block rests at a distance of 2 m from the center of the platform. If the coefficient of static friction between
the block and the platform is ms = 0.3, determine the maximum speed which the block can attain before it
begins to slip. Assume the angular motion of the disk is slowly increasing.

Solution:

This document is the property of PHINMA EDUCATION Page 3 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 2

Determine the maximum speed that the jeep can travel over the crest of the hill and not lose contact with the
road.

Solution:

This document is the property of PHINMA EDUCATION Page 4 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 3

The sports car is traveling along a 30︎ banked road having a radius of curvature of r = 500 ft. If the coefficient
of static friction between the tires and the road is ms = 0.2, determine the maximum safe speed so no slipping
occurs. Neglect the size of the car.

Solution:

This document is the property of PHINMA EDUCATION Page 5 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 4

If the 10-kg ball has a velocity of 3 m/s when it is at the position A, along the vertical path, determine the
tension in the cord and the increase in the speed of the ball at this position.

Solution:

This document is the property of PHINMA EDUCATION Page 6 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 3 Skill-Building Activities

Now, you will be presented with a problem set that you will be submitting on our next face-to-face meeting. The
format is as follows:

This document is the property of PHINMA EDUCATION Page 7 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Activity 3 Problem Set Questions

Determine the maximum constant speed at which the 2-Mg car can travel over the crest of the hill at A
without leaving the surface of the road. Neglect the size of the car in the calculation.

The motorcycle has a mass of 0.5 Mgand a negligible size. It passes point A traveling with a speed of 15
m/s, which is increasing at a constant rate of 1.5 m/s2. Determine the resultant frictional force exerted by
the road on the tires at this instant.

This document is the property of PHINMA EDUCATION Page 8 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 14
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 4 What I Know Chart (PART 2)

Now, go back to Activity 1 and answer the questions filling out the “What I Know Column” after going through
the main lesson and answering the questions from Activity 3.

ACTIVITY 5 Check For Understanding

Now, I’m sure that you have learned enough and are ready to take a short quiz. Of course, the questions that
will be given are more challenging than Activity 3. The schedule will be announced in class. Instructions:
You will write your solutions and answers in a short coupon bond. You may use more than one paper. But only
a limited number will be submitted. (Note: For problem solving type: for values less than one, round off to up to
four significant figures {e.g. 0.1234, 0.5780, 0.0069 are values with four significant figures}, and for values
greater than one, round off to three decimal places {e.g. 3.178, 222.900, 93.232 are values with three decimal
places}).

C. LESSON WRAP-UP
ACTIVITY 6 Thinking About Learning

You are done with the session! Let’s track your progress!
Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ACTIVITY 6.1 Unanswered Questions

In this activity, I’m asking you to write your questions that are still unanswered at this time of reading. If there’s
any thing that still confuses you, don’t hesitate to write them down below. Make sure though that these
questions are not included in the FAQs section written below/ on the next page. So I suggest you to read the
FAQs first before proceeding to this activity 😊
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

This document is the property of PHINMA EDUCATION Page 9 of 9

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

LESSON TITLE: KINETICS OF A PARTICLE: Materials:

WORK AND ENERGY Textbook, Notebook, Pen, Calculator

Lesson Objectives: References:

Main Textbook: Engineering Mechanics: Statics and
At the end of this module, you should be able to: Dynamics by R.C. Hibbeler (https://drive.google.com/
1. Develop the principle of work and energy and file/d/1LSZHHta3BIh7GugVLaTlyz4oPUGvFqKi/
apply it to solve problems that involve force, view?usp=sharing)
velocity, and displacement. You can copy the links and open them on Google to
obtain a softcopy of the file. You can place it on your
phone for easy access wherever you are 😄

Productivity Tip:

A YEAR FROM NOW, YOU’LL WISH YOU HAD

STARTED TODAY. - Karen Lamb
There’s nothing worse than procrastinating. The only thing
that’s keeping you away from your goals is you! Do it now
before it’s too late. I don’t want you to regret anything so while
there’s still time to do it, do it! I want your future self to thank
the present you for what you’ve done to make everything of it
possible. So I say, start now! 😀

A. LESSON PREVIEW
Introduction
Welcome to our last module here in Dynamics of Rigid Bodies! We’ve been through a lot but before we end the
subject, let us tackle the Kinetics of Particle in terms of Work and Energy. To put it simply, work is closely
related to energy. The work-energy principle states that an increase in the kinetic energy of a rigid body is
caused by an equal amount of positive work done on the body
by the resultant force acting on that body. Take the box as an
example. When a force F is applied, the box moves a distance
Dr. The horizontal component of the force is responsible for the
displacement. Work is equal to the product of the force and the
displacement. So that would be Fcosθ multiplied by Dr or
simply r and so the work done is Frcosθ. Energy, on the other
hand, will relate the mass of the object and the velocity and so
we’ll know more about this in the next pages!

This document is the property of PHINMA EDUCATION Page 1 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 1 What I Know Chart (PART 1)

Instruction: Before proceeding to the main lesson, write three things you know or have learned from the
previous lesson in the first column “What I Know”. The third column “What I Learned” will be filled out at the
end of the module.

WHAT I KNOW QUESTIONS WHAT I LEARNED (Activity 4)

Are there sign conventions for

1 1
kinetic energy?

2 2 What is the unit of work in SI?

When a spring is stretched or

compressed, so that its length
3 3 changes by an amount x from
its equilibrium length, then it
exerts a force of?

B. MAIN LESSON
ACTIVITY 2 Content Notes
In this next activity, you will be presented with presentation slides and a detailed explanation of the content of
each slide. You are to write down the key points of the lecture that are critical to your evaluation. Make sure
that your pen and paper are beside you so you can go with the flow of the lesson. Enjoy reading and have fun
learning 😍 See next page for the main lesson!

This document is the property of PHINMA EDUCATION Page 2 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

In this chapter, we will analyze motion of a particle using the concepts of work and energy. The resulting
equation will be useful for solving problems that involve force, velocity, and displacement. Before we do
this, however, we must first define the work of a force.
Specifically, a force F will do work on a particle only when the particle undergoes a displacement in the
direction of the force. For example, if the force F in the figure causes the particle to move along the path s
from position r to a new position r︎, the displacement is then dr = r’︎ - r. The magnitude of dr is ds, the length
of the differential segment along the path. If the angle between the tails of dr and F is θ, then the work done
by F is a scalar quantity, defined by:

By definition of the dot product, this equation can also be written as:

This document is the property of PHINMA EDUCATION Page 3 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

The unit of work in SI units is the joule (J), which is the amount of work done by a one-newton force when it
moves through a distance of one meter in the direction of the force (1 J = 1 N-m). In the FPS system, work
is measured in units of foot-pounds (ft lb), which is the work done by a one-pound force acting through a
distance of one foot in the direction of the force.

WORK OF A VARIABLE FORCE

If the particle acted upon by the force F undergoes a finite displacement along its path from r1 to r2 or s1 to
s2, the work of force F is determined by integration. Provided F and u can be expressed as a function of
position, then:

Sometimes, this relation may be obtained by using experimental data to plot a graph of F cos θ vs. s. Then
the area under this graph bounded by s1 and s2 represents the total work.

This document is the property of PHINMA EDUCATION Page 4 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

WORK OF A CONSTANT FORCE MOVING ALONG A STRAIGHT LINE

If the force Fc has a constant magnitude and acts at a constant angle θ from its straight-line path, then the
component of Fc in the direction of displacement is always Fc cos θ.

The work done by Fc when the particle is displaced from s1 to s2 is determined by:

WORK OF A WEIGHT

Consider a particle of weight W, which moves up along the path s shown from position s1 to position s2 .

This document is the property of PHINMA EDUCATION Page 5 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

At an intermediate point, the displacement dr = dxi + dyj + dzk. Since W = - Wj, we have:

WORK OF A SPRING FORCE

If an elastic spring is elongated a distance ds, then the work done by the force that acts on the attached
particle is dU = - Fsds = - ks ds.

The work is negative since Fs acts in the opposite sense to ds. If the particle displaces from s1 to s2, the
work of Fs is then:

This document is the property of PHINMA EDUCATION Page 6 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

This work represents the trapezoidal area under the line Fs = ks. A mistake in sign can be avoided when
applying this equation if one simply notes the direction of the spring force acting on the particle and
compares it with the sense of direction of displacement of the particle — if both are in the same sense,
positive work results; if they are opposite to one another, the work is negative.

SAMPLE PROBLEM NO. 1

The 10-kg block shown rests on the smooth incline. If the spring is originally stretched 0.5 m, determine the
total work done by all the forces acting on the block when a horizontal force P = 400 N pushes the block up the
plane s = 2 m.

This document is the property of PHINMA EDUCATION Page 7 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Solution:

This document is the property of PHINMA EDUCATION Page 8 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

PRINCIPLE OF WORK AND ENERGY

Consider the particle in the figure, which is located on the path defined relative to an inertial coordinate
system. If the particle has a mass m and is subjected to a system of external forces represented by the
resultant FR = ︎F, then the equation of motion for the particle in the tangential direction is ΣFt = mat.
Applying the kinematic equation at = vdv/ds and integrating both sides, assuming initially that the particle
has a position s = s1 and a speed v = v1, and later at s = s2, and v = v2, we have:

From the figure, note that ΣFt = ΣFcosθ, the final result can be written as:

This equation represents the principle of work and energy for the particle. The term on the left is the sum of
the work done by all the forces acting on the particle as the particle moves from point 1 to point 2. The two
terms on the right side, which are of the form T = 1/2(mv2), define the particle’s final and initial kinetic
energy, respectively. Like work, kinetic energy is a scalar and has units of joules (J) and ft-lb. However,
unlike work, which can be either positive or negative, the kinetic energy is always positive, regardless of
the direction of motion of the particle.

This document is the property of PHINMA EDUCATION Page 9 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

It can also be expressed in the form:

This states that the particle’s initial kinetic energy plus the work done by all the forces acting on the particle
as it moves from its initial to its final position is equal to the particle’s final kinetic energy.

PRINCIPLE OF WORK AND ENERGY FOR A SYSTEM OF PARTICLES

The principle of work and energy can be extended to include a system of particles isolated within an
enclosed region of space as shown in the figure.

Here the arbitrary ith particle, having a mass mi, is subjected to a resultant external force Fi and a resultant
internal force fi which all the other particles exert on the ith particle. If we apply the principle of work and
energy to this and each of the other particles in the system, then since work and energy are scalar
quantities, the equations can be summed algebraically, which gives:

This document is the property of PHINMA EDUCATION Page 10 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

In this case, the initial kinetic energy of the system plus the work done by all the external and internal
forces acting on the system is equal to the final kinetic energy of the system.
If the system represents a translating rigid body, or a series of connected translating bodies, then all the
particles in each body will undergo the same displacement.
Therefore, the work of all the internal forces will occur in equal but opposite collinear pairs and so it will
cancel out.
On the other hand, if the body is assumed to be nonrigid, the particles of the body may be displaced along
different paths, and some of the energy due to force interactions would be given off and lost as heat or
stored in the body if permanent deformations occur.

WORK OF FRICTION CAUSED BY SLIDING

A special class of problems will now be investigated which

requires a careful application of the previous equation. These
problems involve cases where a body slides over the surface of
another body in the presence of friction. Consider, for example, a
block which is translating a distance s over a rough surface as
shown in Fig. 14–9a.
If the applied force P just balances the resultant frictional force
mkN, Fig. 14–9b, then due to equilibrium a constant velocity v is
maintained, and one would expect the previous equation to be
applied as follows:

Indeed this equation is satisfied if P = mkN; however, as one

realizes from experience, the sliding motion will generate heat, a
form of energy which seems not to be accounted for in the work-
energy equation. In order to explain this paradox and thereby
more closely represent the nature of friction, we should actually
model the block so that the surfaces of contact are deformable
(nonrigid).* Recall that the rough portions at the bottom of the
block act as “teeth,” and when the block slides these teeth
deform slightly and either break off or vibrate as they pull away
from “teeth” at the contacting surface, Fig. 14–9c. As a result,
frictional forces that act on the block at these points are
displaced slightly, due to the localized deformations, and later
they are replaced by other frictional forces as other points of
contact are made. At any instant, the resultant F of all these
frictional forces remains essentially constant, i.e., mkN; however,
due to the many localized deformations, the actual displacement s︎ of mkN is not the same as the
displacement s of the applied force P. Instead, s’︎ will be less than s (s’︎ < s), and therefore the external work
done by the resultant frictional force will be mkNs’︎ and not mkNs. The remaining amount of work, mkN(s -
s’︎), manifests itself as an increase in internal energy, which in fact causes the block’s temperature to rise.

This document is the property of PHINMA EDUCATION Page 11 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 2

The 3500-lb automobile shown travels down the 10 degree inclined road at a speed of 20 ft/s. If the driver jams
on the brakes, causing his wheels to lock, determine how far s the tires skid on the road. The coefficient of
kinetic friction between the wheels and the road is mk = 0.5.

Solution:

This document is the property of PHINMA EDUCATION Page 12 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 3

For a short time the crane lifts the 2.50-Mg beam with a force of F = (28 + 3s2) kN. Determine the speed of the
beam when it has risen s = 3 m. Also, how much time does it take to attain this height starting from rest?

This document is the property of PHINMA EDUCATION Page 13 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Solution:

This document is the property of PHINMA EDUCATION Page 14 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 4

The platform P, shown below (left figure), has negligible mass and is tied down so that the 0.4-m-long cords
keep a 1-m-long spring compressed 0.6 m when nothing is on the platform. If a 2-kg block is placed on the
platform and released from rest after the platform is pushed down 0.1 m in the right figure, determine the
maximum height h the block rises in the air, measured from the ground.

Solution:

This document is the property of PHINMA EDUCATION Page 15 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 5

The 40-kg boy slides down the smooth water slide. If he starts from rest at A, determine his speed when he
reaches B and the normal reaction the slide exerts on the boy at this position.

Solution:

This document is the property of PHINMA EDUCATION Page 16 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

SAMPLE PROBLEM NO. 6

Blocks A and B have a mass of 10 kg and 100 kg, respectively. Determine the distance B travels when it is
released from rest to the point where its speed becomes 2 m/s.

This document is the property of PHINMA EDUCATION Page 17 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

Solution:

This document is the property of PHINMA EDUCATION Page 18 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

ACTIVITY 3 Skill-Building Activities

Now, you will be presented with a brief activity that contains both objective and problem solving type questions.
You can check your answers against the Key to Corrections found at the end of this module. But as much as
possible, don’t peek if you still haven’t tried answering the questions 😅 Write your score on the space
provided. Good Luck! Have fun answering!

WHAT’S
Activity 3 Questions YOUR
SCORE?

If the motor exerts a constant force of 300 N on the cable, determine the speed of the 20-kg crate when it
travels s = 10 m up the plane, starting from rest. The coefficient of kinetic friction between the crate and
the plane is mk = 0.3.

ACTIVITY 4 What I Know Chart (PART 2)

Now, go back to Activity 1 and answer the questions filling out the “What I Know Column” after going through
the main lesson and answering the questions from Activity 3.

ACTIVITY 5 Check For Understanding

Now, I’m sure that you have learned enough and are ready to take a short quiz. Of course, the questions that
will be given are more challenging than Activity 3. The schedule will be announced in class. Instructions:
You will write your solutions and answers in a short coupon bond. You may use more than one paper. But only
a limited number will be submitted. (Note: For problem solving type: for values less than one, round off to up to
four significant figures {e.g. 0.1234, 0.5780, 0.0069 are values with four significant figures}, and for values
greater than one, round off to three decimal places {e.g. 3.178, 222.900, 93.232 are values with three decimal
places}).

This document is the property of PHINMA EDUCATION Page 19 of 20

BES 026
Dynamics of Rigid Bodies
Students’ Activity Sheet Module # 15
Home Module
!
Name: __________________________________
Section:_________________________________ Class Number: _______________
Schedule: _______________________________ Date: _______________

C. LESSON WRAP-UP
ACTIVITY 6 Thinking About Learning

You are done with the session! Let’s track your progress!
Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ACTIVITY 6.1 Unanswered Questions

In this activity, I’m asking you to write your questions that are still unanswered at this time of reading. If there’s
any thing that still confuses you, don’t hesitate to write them down below. Make sure though that these
questions are not included in the FAQs section written below/ on the next page. So I suggest you to read the
FAQs first before proceeding to this activity 😊
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

FREQUENTLY ASKED QUESTION (FAQ)

QUESTION Why is kinetic energy positive at the initial and final points?

ANSWER Because it involves the speed squared so no matter the value of velocity, kinetic energy will
always remain positive.

KEY TO CORRECTIONS
See Answer Key from ACTIVITY 3 Skill-Building Activities
1. v = 12.3 m/s (20 points)

This document is the property of PHINMA EDUCATION Page 20 of 20