Part 1.

Getting Out in the World

(1.1) Drawing artifacts (5 pts)
Find an interesting artifact in your kitchen, garage, or dorm room that is operated by a force or moment.
Create a storyboard (cartoon-like description) of how the artifact works, including how the force or
moment operates it. Examples of artifacts include a hand mixer, a hole punch, a nail clipper, the machines
in the weight room, or a car jack.

M
F

1. Hand Mixer

2. Exert force at the

handle for gripping.

3. Impose moment along

the handle to mix batter

(1.2) Calibrating Your Capacity (5 pts)

It is important for engineers to have a sense of how large forces are. One way of developing this sense is
to create reference frames for force comparison; one such reference is your physical capacity. To this
end, find a weight room on campus and record the following information, in the table format shown
below in Table 1. Rather than turning in the table, please input your results at the following link (this is
how you will be given credit for your work):
https://docs.google.com/forms/d/1pgcwHnMM3GGVzkNK_HM3YyFpQ_hWANM6nJ6VBpmOEnA/vie
wform
BENCH PRESS
Maximum weight without hurting yourself.
Weight you can do repetitively 20 times without hurting yourself.
LEG PRESS
Maximum weight without hurting yourself.
Weight you can do repetitively 20 times without hurting yourself.
ARM CURL
Maximum weight without hurting yourself.
Weight you can do repetitively 20 times without hurting yourself.
= .
= .
Students do not need to hand in a table. The following is just an example to show the data.

Part 2. A Foray into Analysis (5 pts)

(2.1) Read: The Bicycle: Static doesnt mean that you arent moving
Goal: To provide a free-body diagram of the bicycle and cyclist traveling at constant speed, estimate the
maximum velocity on a bicycle if the coefficient of drag is reduced by 15% and provide two suggestions
on how to reduce aerodynamic drag.
Given: The values of the variables, which include = 0.52, = 0.85 = 0.765
Assume: Since the question asks for maximum velocity, = 167. This is selected based on the
assumption that the cyclist sustains peak force throughout the stroke. Also, it is assumed that the cyclist is
cycling at sea level, which makes the air density = 1.2/3 for the problem.
Draw: Free-body diagram of the bicycle and the cyclist

Formulate Equations:
2
)
= (
2
2
=

Solve:
=

2 167
= 26.98/
0.765 1.20/3 0.52
= 27.0/

Ways to Reduce Drag: The cyclist can wear a tighter clothes, an aerodynamic helmet, or use more
aerodynamic bike wheels.

(2.2) Read: The Golden Gate Bridge

Goal: To provide a free-body diagram of the bridge, estimate the minimum required anchorage weight if
the coefficient of friction is increased by 15% and two suggestions of how to increase the coefficient of
friction.
Given: Friction force that prevents sliding, , = 236.5, vertical force from table,
, = 84.7, coefficient of friction, = 1.15 , = 0.69
Assume: The system is planar.
Draw: Free-body diagram of the bridge and the anchorage

Formulate Equations:
, =

, = , +
Solve:
, =

236.5
+ 84.7 = 427.45
0.69

, = 427
Ways to Increase Friction: Rougher surface between the ground and the anchorage, using adhesives,
tighter bolts to achieve better surface mating between ground and anchorage.

Part 3. Representing and Labeling Forces & Vectors

Make sure that your answers to the problems in this section include all calculations you performed and a
supporting drawing(s).
Furthermore, show only the number of significant figures appropriate for precision of given data: A
practical rule in engineering calculations is to use four figures to record numbers with a leading 1 and
three figures in all other cases in presenting your final answer. Intermediate calculation steps should retain
more significant figures. With this rule, a force of 40 is 40.0 N, and a force of 15 is 15.00 N. Numbers are
generally rounded (as opposed to truncated) in reporting values to the correct number of significant
figures. For example, 29.694 N would be written with three significant figures as 29.7 N with rounding
(and not as 29.6 N, which is what we would get if we truncated the answer).

(3.1) External, Internal and Not-in-System Forces (5 pts)

A person grips a pair of locking jaw pliers (more commonly known as vise-grips), as shown in Figure 1,
in order to tighten a nut onto a bolt. Three cases (systems) are described in the top row of Table 2. For
each system identify the external (E), internal (I) and Not-in-System (NIS) forces, and indicate them in
Table 2, including a sketch of each system in the space provided. (It is ok to turn in the next page with
your homework.)
Figure 1

(3.1) continued. (Turn in this page with your homework)

Table 2
Case 1:
Case 2:
Nut is defined as
Nut and visethe system
grips defined as
the system
Forces
Tension in spring
NIS
I
Normal contact
between pin A
NIS
I
and member B
Normal contact
between pin A
NIS
I
and member C
Normal contact
between nut and
E
I
member B
Normal contact
between nut and
E
I
member C
Normal contact
and friction
forces between
NIS
E
thumb and visegrips at D
Normal and
friction forces
between fingers
NIS
E
and vise-grips at
E
Weight of viseNIS
E
grips
Weight of nut
E
E
Normal contact
and friction
E
E
forces between
nut and bolt

Case 3:
Vise-grips
defined as the
system
I

Case 4:
Member C
defined as the
system
E

NIS

NIS

E, Partially

NIS

NIS

NIS

NIS

Sketches of the four systems:

Vice-grips and nut

Vice-grips

Nut

Member C

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