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Solution Manual Kinematics and Dynamics of

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A Guide for Instructors

In solving the problems, Dr. Sadler and I used various analytical and graphical methods, aided by various
types of software. It is expected that professors assigning problems from the text will select solution methods
and software in accordance with goals they have set for their students. Although we have used reasonable care
in solving the problems, errors always creep in. We will be grateful for any corrections or comments related to
the text or this guide.

If you recently taught kinematics and dynamics of machinery, you have probably already decided on the
course content based on the needs and abilities of your students. And, you may have a wealth of material to
supplement the course based on your teaching experience, industrial experience, research, or consulting. The
comments that follow are for professors who have not taught the course recently, or wish to revise the content.

Goals for Your Students; Encouraging Students to Think

Thomas Edison said that "All progress, all success, springs from thinking." But in his laboratory, Edison
 posted
 post ed a quote
quot e from Sir Joshua
Joshu a Reyno lds: "There
"Th ere is no exped ient to which a man will not resor t to avoid
avoi d the
real labor of thinking." We often face a similar problem. Some of our students calculate the solution to an
academic exercise without understanding why the problem was assigned, and with little understanding to the
meaning and significance of their answer. It may be impossible to teach our students how to think. But we can
assign tasks that encourage them to think as engineers must think. We can ask students to

• identify a need
•  propose
 prop ose a linkage
link age or
o r so me other
o ther system to meet that need
•  perform
 perf orm some of t he tasks
t asks required
requ ired to design
d esign that compo nent or system
syste m
• analyze a tentative design: determine motion, velocity, acceleration and forces
including inertial effects
• interpret the results of their analysis
analysis
•  propose
 prop ose c hanges to i mpro ve tha t design
de sign
• communicate
communicate their results through written and oral reports, graphs, and motion
simulations and field questions related to the significance of their analysis

Each chapter has a few homework problems designed to encourage in-depth analysis and thinking. Motion
simulation software and mathematics software relieve the user of repetitive calculations, and allow a more
thorough presentation of results. Students can examine linkages through a full cycle of motion, or evaluate the
effect of an array of possible design changes. For example, we can ask students to design a crank-rocker
linkage to produce a given range of output motion, while optimizing transmission angle. We can ask students
to look into a series of reverted gear trains for producing a range of speed reductions, while using minimum
tooth numbers consistent with avoiding interference. Or they can plot and examine a large number of coupler
curves in an attempt to design a linkage with specified motion requirements.

v
Developing a Syllabus for a Course in Kinematics and Dynamics of
Machinery

Every topic in the text was added or retained on the recommendation of one or more reviewers.
 Neverthe
 Neve rtheless,
less, a typical
typi cal course in kinemati
kine matics
cs and dynami cs of machinery
machi nery does not allow
allo w enoug h
time to cover all of the topics in the text. Obviously, the desired outcomes of your course will
govern your selection of topics to emphasize, topics to cover quickly, and topics to delete. I can
only offer a few suggestions based on my own goals for a course of kinematics and dynamics of
machinery and my interpretation of the criteria of the Accrediting Board for Engineering
Technology (ABET).

A Few Comments on Selection of Topics

Chapter 1

You may find the following topics important as a basis for further study: computer use;
terminology and definitions; degrees of freedom; Grashof criterion; transmission angle. If motion
simulation software is available, students can simulate the motion of various classes of four -bar
linkages, verifying the Grashof criterion. You may want to assign one of the homework problems
that requires a contour plot showing an envelope of acceptable linkage proportions based on range
of motion and transmission angle. If time is short, you may want to delete topics like limiting
 positio
 posi tion
n of offset
offs et slider
slid er crank linkages,
link ages, and put the section
sect ion on mechanisms
mechan isms for speci fic
applications in a "read only" category. Numerical procedures are now incorporated in various
software packages; there is no need for students to write numerical method programs unless
 programmi
 prog rammi ng is
i s a speci fic goal of t he course
c ourse..

Chapter 2

Important items include unit vectors, dot and cross product, and vector differentiation. Vectors are
useful for solving planar linkages, and the only practical way to solve spatial linkages. For
students already proficient in simple vector operations a quick review is all that is needed. If
graphical methods are emphasized, position analysis of planar linkages is a trivial exercise. If you
intend to rely on motion simulation software for planar linkage analysis, then position calculations
are not absolutely necessary. But, I prefer to have the students spot-check results obtained with
motion simulation software. Although
Although it seems complicated,
complicated, I prefer the cross -product method for
 positio
 posi tion
n analysis
anal ysis of plana r four -bar linkages.
link ages. If the cross -product
-pr oduct metho d is selected,
selec ted, it is not
necessary to teach the dot product method. Complex number methods offer no advantages over
other methods of position analysis. But complex number methods can be introduced at this point
if you intend to use them for velocity and acceleration analysis.

A graphical method can be used to check analytical position analysis of a spatial linkage for one
instant in time. But it is not an easy task. I prefer to skip graphical analysis of spatial linkages
entirely, relying on verification tests that can be built into a computer solution.

vi
 Chapter 3

Important topics include the vector cross product equations for velocity, particularly for spatial
linkages. Matrix methods for solving a set of linear differentia] equations are important too, but
this will be a quick review for some.

I think that analytical velocity analysis should be included, even though it is not absolutely
necessary if you intend to rely on motion simulation software for planar linkage analysis. My
 personal
 pers onal pref erence
eren ce is
i s the
th e comple
co mplex
x nu mber metho d, but the re is stron
s trong
g suppor
su ppor t for
fo r vecto
v ectorr method
me thodss
as well. If your students use mathematics software that solves matrices directly, they will not
need determinant methods, except possibly for use on tests where computers are unavailable.

A velocity polygon can be used to spot-check analytical results and motion simulation plots at
one instant in time. Unless you want to concentrate on graphical methods, you will probably
cover velocity polygons briefly, and eliminate centro methods entirely. Kinematics analysis using
spreadsheets will probably be eliminated unless you want to introduce spreadsheets for use in
other courses.

Chapter 4

I think that analytical acceleration analysis should be included, even though it is not absolutely
necessary if you intend to rely on motion simulation software for planar linkage analysis. Again, I
 prefer
 pref er the complex
compl ex number
numbe r me thod,
thod , but if you specifi
spec ified
ed vecto
v ectorr methods
metho ds for velocity
veloc ity analysis,
anal ysis, you
will want to specify vectors for acceleration as well. Unless you want to concentrate
concentrate on graph ical
methods, you may want to skip acceleration polygons. Results obtained from analytical
acceleration calculations and motion simulation software can be checked by numerical
differentiation of the results of analytical velocity analysis. Acceleration analysis using
spreadsheets will probably be eliminated unless you plan to use spreadsheets for other courses as
well.

Chapter 5

Important points include the boundary conditions required to generate "good" cams. You will
 probably
 prob ably want to empha size cyclo idal mot ion and 5* orde r and 8* order
orde r polynomia
polyn omia l motion.
moti on. You
may want to skip graphical construction of cam profiles, since it is not a step in the generation of
actual cams. You will probably allot a few minutes to harmonic, parabolic, and constant
acceleration follower motion, showing why these motion forms are inferior. The theory of
envelopes is an advanced topic its inclusion depends on how much time you have to cover
 — 

cams.

Chapter 6

Gear nomenclature, tooth proportions, and standard pressure angles are essential topics.
Interference and contact ratio are also important, as are free-body diagrams of individual gears
showing forces and torques. Ask your students to evaluate their results and make design changes
where indicated. For example, if a tentative design results in interference, have them suggest
changes to correct this problem. Gear topics should be coordinated with machine design courses
to ensure adequate coverage without excessive repetition.

vii
 Chapter 7

Helical gears on parallel shafts and worm drives deserve the most emphasis. Thrust forces on
helical gears, and balancing of thrust forces in helical gear countershafts are important topics. If
time is limited, other types of gears may be placed in the "read only" category. Again, topics
should be coordinated with machine design courses to ensure adequate coverage without
excessive
excessive repetition.

Chapter 8

Speed ratios in planetary and non-planetary gear trains are important. The superposition method
for analyzing planetary trains is nice because its tabular form allows for adding gear dimensions,
forces, torques, and power. But the formula method for analyzing planetary trains is best for
analyzing differentials. If you do not have the luxury of teaching both methods, the formula
method is probably the best choice. Important also are free body diagrams of individual gears,
and a torque balance of planetary train. You will probably want to assign a study showing the
speed ratio of a series of proposed planetary train designs, and the number of planets that will
 produce
 prod uce a balan
b alanced
ced trai n in
i n ea ch c ase. If time is short,
shor t, you may have to skip chain
chai n drive
d rives,
s, fric tion
drives, and gear train diagnostics based on noise and vibration frequencies.

Chapter 9

Important topics include analytical static-force analysis and computer-aided simulations. Unless
you intend to emphasize graphical methods throughout, graphical examples can be treated as
demonstrations and as a means to develop analytical models.

Chapter 10

Important topics include analytical dynamic-force analysis and computer-aided simulations.

D'Alembert's principle is the key because it transforms a dynamics problem into a statics-type
 problem.
 prob lem. Unless
Unle ss you inte nd to emphasize
empha size graphical
graph ical metho ds throughou
thro ughout,
t, graphical
grap hical examp les can
again be treated as demonstrations and as a means to develop analytical models. Motion
simulation software will be particularly helpful in determining dynamic motion analysis for an
assumed input torque. You may choose to skip balancing, particularly if this topic is covered in
another course.

Chapter 11

Important topics include two- and three-position synthesis, design of a function generator, and
coupler curves. The results of three-position synthesis can be checked with motion simulation
software. If you have used complex numbers for velocity and acceleration analysis, your students
will probably prefer the complex matrix method for design of a function generator. Design of a
function generator may involve many attempts and a long time in front of a computer if the end-
result is to have continuous motion and acceptable transmission angles. If motion simulation
software is available, students can generate a large number of coupler curves before selecting the
 best one for a speci fied appli cation.
cati on. You may want to skip velocity
velo city and accelerat
accel erat ion synthesis
synth esis by
the complex number method. It is an interesting exercise, but has little practical value.

viii
 Chapter 12

Important topics include degrees of freedom and transformation matrices. Motion simulation
software may be used to analyze simple manipulators with planar motion. If a separate course in
robot design is offered, you will probably assign only a small part of this chapter, if any.

Projects

Projects can be rewarding if time allows. They can approximate real-world engineering design
 practice
 prac tice,, and
an d allow
a llow for more imagi nati on and
a nd crea
c reativi
tivity
ty than
t han stand ard homewo rk prob lems. A fewf ew
 proj ect suggestio
sugges tionsns follow
fol low the prob lem sections
sect ions in some chapt ers. Addition
Addi tional
al proj ects can be
developed from your research or consulting. Or, you can base projects on articles in engineering
 peri odica ls. If you use group projects,
proj ects, oral reports
repo rts and quest ions to individu
indi vidual
al members
membe rs of the
group will help you evaluate each student's degree of participation level of understanding.

General Comments

Working smart
Encourage your students to work smart by becoming familiar with mathematics software as early
as possible. Tell them to include titles and descriptive comments in their work so that they can
refer to it later. Do not let them lose sight of the underlying engineering principles and
mathematical concepts, and the implications of their results. If our students do not understand
what they are doing and why they are doing it, they are wasting their time and our time as well.

Work smart yourself by including self-verifying steps in problems. For example, consider
analysis of a planar or spatial linkage. Require the students to check for closure of the vector loop
at some instant in time. Can they check their acceleration analysis
analysis by numerical differentiation?
differentiation?

Problems, answers, and examinations

In most cases, a given concept is evaluated by two or three problems so that you do not have to
assign the same homework problem term after term. Partial answers are given for most of the
odd-numbered problems. If you give open-book examinations that include text problems, you
might select even-numbered problems for the examinations, and odd- numbered problems for
homework. In each chapter, those problems near the end of the problem set are likely to involve
detailed analysis and plotting and include selfverification of some results.

I hope that your course in kinematics and dynamics of machinery is challenging and rewarding to
your students. And, may you find satisfaction in sharing your knowledge with them.

C HARLES E. W ILSON  New J ersey Institut

Inst itutee
of Technology

9 ix
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Chapter 1 Mechanisms and Machines: Basic Concepts

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