Bending

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 So far, we have studied how to determine the
deformations, strains, and stresses in
prismatic members subjected to the axial
loading and torsion owing to twisting
couples.
 We will now start analysing the stresses and
strains in prismatic members subjected to
bending.
 Bending is a crucial concept used in the
design of many machine and structural
components, such as beams.

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 An example of pure bending is provided by the
bar of a typical barbell as it is held overhead by
a weight lifter as shown in the earlier slide.
 The bar carries equal weights (80 lb) at equal
distances (12 in) from the hands of the weight
lifter. Because of the symmetry of the free-body
diagram of the bar, the reactions at the hands
must be equal and opposite to the weights.

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 Therefore,as far as the middle portion CD of
the bar is concerned, the weights and the
reactions can be replaced by two equal and
opposite 960-lb-in. couples i.e. (80*12).

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A similar analysis of the axle of a small sport
buggy would show that, between the two
points where it is attached to the frame, the
axle is in pure bending.

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 The analysis of prismatic members subjected
to equal and opposite couples M and M’
acting in the same longitudinal plane. Such
members are said to be in pure bending.
 These members will be assumed to possess a
plane of symmetry and the couples M and M’
to be acting in that plane.

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 The study of pure bending will also play an
essential role in the study of beams, i.e., the
study of prismatic members subjected to
various types of transverse loads.
 Consider, for instance, a cantilever beam AB
supporting a concentrated load P at its free
end.

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 Ifwe pass a section through C at a distance x
from A, we observe from the free-body
diagram of AC that the internal forces in the
section consist of a force P’ equal and
opposite to P and a couple M of magnitude M
= Px.

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 The distribution of normal stresses in the
section can be obtained from the couple M as
if the beam were in pure bending.
 On the other hand, the shearing stresses in
the section depend on the force P.
 For above two points, please see the later
slides for mathematical forms for normal
and shear stresses in a beam.

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 Thenormal stress at plane a-a is related to
the resisting moment Mr .

 Theshearing stress at plane a-a is related to

the resisting shear Vr .

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 Consider
a prismatic member AB possessing a
plane of symmetry and subjected to equal
and opposite couples M and M’ acting in that
plane.

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 Ifa section is passed through the member AB
at some arbitrary point C, the conditions of
equilibrium of the portion AC of the member
require that the internal forces in the section
should be equivalent to the couple M.

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 Thus, the internal forces in any cross section
of a symmetric member in pure bending are
equivalent to a couple.
 The moment of that couple is referred to as
the bending moment in the section.
 Usual sign convention involves that a positive
sign will be assigned to M when the member
is bent, i.e., when the concavity of the beam
faces upward, and a negative sign otherwise.

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 Two notes should be made at this point:
 (1) The minus sign in last Eq. is due to the
fact that a tensile stress leads to a negative
moment (clockwise) of the normal force
about the z axis.
 (2) Second equation could have been
anticipated, since the application of couples
in the plane of symmetry of member AB will
result in a distribution of normal stresses
that is symmetric about the y axis.

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 Once more, we note that the actual
distribution of stresses in a given cross
section cannot be determined from statics
alone.
 It is statically indeterminate and may be
obtained only by analysing the deformations
produced in the member.

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 There must exist a surface parallel to the upper
and lower faces of the member, where normal
strains (normal to x axis) and normal stresses are
zero. This surface is called the neutral surface.
 Arc DE of circle having centre C creates the
neutral surface.
 This neutral surface intersects a transverse
section along a straight line called the neutral
axis of the section (please see the transverse
section of the member)
 The origin of coordinates will now be selected on
the neutral surface, rather than on the lower
face of the member, so that the distance from
any point to the neutral surface will be
measured by its coordinate y.
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 When a beam is subjected to transverse
loads, the internal forces in any section of
the beam will generally consist of a shear
force V and a bending couple M.

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 The bending couple M creates normal stresses in
the cross section, while the shear force V
creates shearing stresses in that section.
 In most cases the dominant criterion in the
design of a beam for strength is the maximum
value of the normal stress in the beam.
 For a beam of uniform cross section, normal
stress is proportional to |M|: Thus, the
maximum value of the normal stress in the beam
occurs in the section where |M| is largest.
 It follows that one of the most important parts
of the design of a beam for a given loading
condition is the determination of the location
and magnitude of the largest bending
moment.
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 This task is made easier if a bending-moment
diagram is drawn, i.e., if the value of the
bending moment M is determined at various
points of the beam and plotted against the
distance x measured from one end of the
beam.
 It is further facilitated if a shear diagram is
drawn at the same time by plotting the shear
V against x.

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 In fact, the knowledge of M as a function of x is
essential to the determination of the deflection
of a beam.
 In various problems of coming lectures, the shear
and bending-moment diagrams will be obtained
by determining the values of V and M at selected
points of the beam.
 These values will be found in the usual way, i.e.,
by passing a section through the point where
they are to be determined (see in Figure a of
next slide) and considering the equilibrium of
the portion of beam located on either side of the
section (see in Figure b of next slide)

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 Example 5.01

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 Class Problem No 1

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 Class Problem No 2

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 Class Problem No 3

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