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Introduction
Published in M. Rashad Islam, Md Abdullah Al Faruque, Bahar Zoghi, Sylvester A. Kalevela, Engineering Statics, 2020
M. Rashad Islam, Md Abdullah Al Faruque, Bahar Zoghi, Sylvester A. Kalevela
Mechanics is a branch of science dealing with the state of bodies – at rest, in motion or resulting in deformation when acted upon by a force system. Upon applying a force system to a body, at least one of the following outcomes may occur: the body may move; if there is not adequate restraint, or it may not move but noticeably deform. Generally, if the deformation is noticeable, then it is discussed under deformable-body mechanics (very often called strength of materials or mechanics of materials). If the deformation is negligible or no movement occurs, then it is discussed under rigid-body mechanics. Both are divided into two areas, statics and dynamics, as shown in Figure 1.1. Statics deals with bodies at rest, and dynamics deals with bodies in motion. The branch of mechanics that deals with liquids is called fluid mechanics.
Cooperative Multi-Robot Navigation–SLAM, Visual Odometry and Semantic Segmentation
Published in Chao Gao, Guorong Zhao, Hassen Fourati, Cooperative Localization and Navigation, 2019
Robert G. Reid, Kai Li Lim, Thomas Bräunl
Static objects are stationary (with stationary positions), while dynamic objects are moving (with time varying positions). It is important for an MR-SLAM system to differentiate static and dynamic objects to devise proper navigational reactions to the environment. For example, static objects such as buildings and vegetation are permanent placements in the environment; these objects will be mapped by the MR-SLAM algorithm as part of the environment. Conversely, dynamic objects such as pedestrians and vehicles are in motion or are temporary placements in the environment; these will not be mapped by the MR-SLAM algorithm. Overall, this process of differentiating object types will ultimately result in higher mapping accuracy, especially when the ground truth does not contain dynamic objects.
Preliminaries
Published in William J. Bottega, Engineering Vibrations, 2014
Dynamics is the study of motion. As such, the principles of dynamics are central to our study of vibrations. In fact, vibrations may be viewed as a subset of dynamics, focusing on certain types of motions. For the study of mechanical and structural vibrations, which constitutes the scope of this book, we are interested in classical mechanics. In this section we shall review some of the basic principles of Newtonian Mechanics, while certain concepts and principles of the subject known as Analytical Mechanics will be introduced in Chapter 6. (The reader who is well grounded in elementary dynamics may proceed to Chapter 2 without loss of continuity.) We shall first discuss the dynamics of single particles, and then extend these ideas to particle systems. These concepts will then be abstracted to a continuum, viewed as a continuous distribution of matter or particles, with the dynamics of rigid bodies presented as a special case at the close of this section. The dynamics of deformable bodies is discussed in Chapters 9 and 12.
There is more than one way to force a pendulum
Published in International Journal of Mathematical Education in Science and Technology, 2023
The difficulties of inspiring engineering students to engage with machine dynamics are well known (Berry et al., 1989; Biggoggero & Rovida, 1977; Graham & Peek, 1997; Graham & Rowlands, 2000). Dynamics is one of the four engineering sciences that form the basis of nearly all analysis and design in mechanical engineering. This makes the lack of engagement with dynamics by engineering students a problem that must be solved. There has been much research published to identify some of the issues (Fay, 2002; Graham & Rowlands, 2000; Knight, 2004) and presents strategies to address this problem (Graham & Rowlands, 2000; Cumber, 2015; Cumber, 2016). One of the main difficulties is dynamic models are formulated using mathematics at their basis and weaker engineering students do not have the knowledge and skills to formulate or analyse dynamic models using mathematics as a tool. A separate issue is students often try and formulate dynamic models without the use of a free body diagram and mass acceleration diagram. Without these diagrams, it is near impossible to derive dynamic models apart from the most basic such as a box sliding down a slope. This is a problem that has not been considered previously and is a topic for future research.