Billy Collins Essay -- Literary Analysis

Billy Collins the Poet of Continuity and ChangeFrom controversial events to ordinary life stories, Billy Collins writes about various topics in different perspectives expert like a chameleon, changing its colors to fit with its surrounding. Collins talks in a gentle, yet humorous way he illustrates a turbid understanding through a clear observation. His writing style blends humor and solemnity in one entity. Throughout his poetry, Collins demonstrates, in a witty and satirical voice, his insightfulness towards the objects, using numerous poetic devices, especially allusions and metaphors to effectively convey his messages, most of which revolves around the theme of death.Humor and Irony are a unique combinations Collins displays in many of his poems, challenging the readers to interpret his work in different perspectives. In Introduction to Poetry, Collins offers a witty similarity between the definition of poetry and various other experiments. He asks the reader to hold the poem up to the light/ like a color slide (1-3), hale an ear against its hive (4), drop a mouse into a poem (5), walk inside the poems room (7), and waterski across the surface of a poem (9-10). or else than stiffly explaining the definition of a poem, he finds creative and humorous approaches to explain his methods of enjoying the poems, and promote the readers interest towards discovering the true meaning of poetry. Just as the surrounding would face different through color slides, he asks the readers to see the world in diverse viewpoints while reading and writing poems. Moreover, by listening to poems hive, dropping a mouse, and walking inside its room, Collins encourages readers to discover the concealed depth of poetry. He comments ... ...r corset as the last page of a entertain he is reading. The poetry eventually reaches an end, and he states Dickinsons poetry lines to remember her words and leave the implication of her death. Collins usage of words, even though he does not d irectly states death in the poems, contains the nostalgia of old days and feeling of sadness which naturally leads to his central poetry theme, death.Billy Collins is a poet who takes the change, tho keeps his own focus. Throughout his poetry career, his voice varies according to the topic he selects, while his unique poetic devices and consistent theme represent who he is as a poet. Collins knows how to express humor and irony to illustrate his bright insights towards the objects, uses particular poetic terms, for instance allusions and metaphors, to deliver his idea efficiently that focuses many measure on the theme of death.

Class Distinctions in World War I :: British History

circle Distinctions in World War I Pat Barkers raw Regeneration explores the effects that World War I has on the human condition and more specifically on the condition of the British people. One bad-tempered area of exploration is the detrimental presence of social bod distinctions within the ranks of the British military. This issue of class distinction is addressed specifically on pages 66 and 67 of the novel through a conversation between Billy foregoing and Dr. Rivers. The characters discussion reinforces Barkers theme of the injustices of these class distinctions and the harm they produce on the war front.Class distinctions were only too apparent within Britains military entities. The Army structured itself around class and in many ways . . . recreated the British class agreement in miniature aristocratic generals, middle-class officers, and a working class rank and file (Robb 84). This structure reinforced on the war front the class distinctions of the home front, and th e long-standing prejudices of the British class system ensured that enlisted men were treated almost like children. Some soldiers played the role of servant and waited on officers of high class who enjoyed luxuries unheard of to those existing in the grime of the trenches (Robb 85). In spite of the large gaps between fellow fighting men as a result of puzzle over social practices and of class structure within the ranks, the progression of the war caused some class boundaries to begin blurring as a need for more officers arose. The Armys initial officer class of 15, 000 men was expanded with the addition of 235, 000 individuals over the course of the war. The either permanent or temporary commissioning of these individuals gave them the title of temporary gentlemen ( service). This label of temporary gentleman applies to Prior in Barkers story, given his rank of Second Lieutenant. His lower class birth and provisional status place Prior in ridicules way. During a therapy session wit h Rivers, Prior is asked how he fit in with those on the war front. In response to this question his face shuts tight, and Prior asks, in order to clarify, You mean, did I encounter any snobbery? Prior answers his own question in the affirmative and informs Rivers that its made perfectly clear who is immediately evaluate at the front and who is not. He cites certain status enhancements such as having attended the right school or wearing shirts of the right colour, which is a wooden-headed shade of khaki.

Americas War for Independence in the 1770s :: essays research papers

The the Statesns managed to achieve independence from one of the strongest military powers on earth, England, after 1777 because of their home field advantage, successful military operations, and motivation to be free to governor themselves. The first sign of America being able to stumble independence was its victory at Saratoga, which then led them to gain alliance with the French. The British thought they should move their troops south because thats where their loyalists were. Then a few wins for the U.S. led Cornwallis to go to Yorktown to wait for supplies from Clinton in New York. With help from the French, Washington was able to defeat the British at Yorktown, which led to Americas independence and the signing of the treaty of Paris 1783. The American Revolutionary War was a war between Great Britain and revolutionaries within thirteen British colonies, who declared their independence as the United States of America in 1776. The war was the culmination of the American Revolu tion, a colonial struggle against political and economic policies of the British Empire. The war eventually widened far beyond British northeastern America, many Native Americans also fought on both sides of the conflict. The Declaration of Independence is the document in which the 13 states, formerly the Thirteen Colonies, in North America declared themselves independent of the Kingdom of Great Britain and explained their justifications for doing so. The Second Continental Congress ratified it on July 4, 1776.The British wanted to take control of the Hudson River Valley to take off New England from the other colonies. So universal Burgoyne with 7,700 troops approached Albany, New York, from Canada. On his way, Burgoyne defeated American forces at Fort Ticonderoga. More troops, led by Lieutenant Colonel St. Leger and General Howe were to join him to attack the American troops. Unfortunately for Burgoyne, St. Legers troops were strained to retreat back to into Canada by Benedict Arnold and his American militia. General Howes forces were fighting with Washington at the Battle of Brandywine and then the Battle of Germantown, which kept him from joining Burgoyne. General Burgoynes forces attacked General Gates American forces at the Battle of Oriskany and at the Battle of Bennington but were driven back both times. General Burgoyne attacked American for his third time at the Battle of Saratoga. This time Burgoyne and his forces were defeated and General Burgoyne was forced to surrender. The Battle of Saratoga in July and October 1777 was an American victory that was to result in France entering the conflict on behalf of the Americans during the American Revolutionary War.

i hate fish sticks :: essays research papers

i hate fish sticks cuz there not real fish they are some weird shit.Yo, whats up piddling pup. You schmendrick, its not that hard to replace a muffler. Ooo, there is a problem with your catalytic converter. Use that Alpo can and some hose clamps damn it. No, you basis youll eviscerate your self, choke up on the knife, turn it around and hold the blade like give it to me, like this. How about your mom, no, how about we build that influence with those bottle rockets. wherefore the hell cant you read a fuckin map It is there Shut up crack head. Oh, your right it isnt there. Crap. lets just take i295. I hate it when people speed up and slow down & speed up and slow down Why does on one know how to drive? lets race.Junior mints, when you leave them near your heater, they get nice and gooey, that way when you throw them out the sun roof at oncoming cars they splat like the nastiest bug you have ever seen, and for a bird effect use the fifty cent takings pies at night. their g onna be confused when they open theyre mail box and find all that KFC, or when in Canada PFK. Dude, that guy was holding poop in one hand and his pooch in the other with a really content expression on his face? You can hen-peck your friends and you can pick your nose but you cant pick your friends nose. Whats the difference between a truck load of bowling balls and a truck load of exsanguine babies? You can unload one with a pitchfork. Oh my, look at that chick in the car in front of us, she is going nuts. Way too oft crack aye kid. Dude, she made my day. old guy Thats an awfully large green lady with some pretty bright head lights. She kinda new wave shaped. Oops he was just a mail box. Yes I have not herd Duran Duran since the 80s. This taresYou ate my cheetos didnt you You ate my cheetos didnt you toast your fingers they orangish You ate my cheetos didnt you They orange toast, they orange. Iiow punch yu in da moouf, yu gonna bleed on your sewf and ouders. Im comin afte r you.

David Hume’s Treatment of Mind Essay -- Philosophy Papers

This paper critically examines Humes argument against the knowledge/ beingness of substantival mind. This denial is rooted in his epistemology which includes a theory of how complex ideas which neglect corresponding impressions are manufactured by the imagination, in conjunction with the memory, on the basis of three relations among impressions resemblance, continuity and constant conjunction. The crux of my critique consists in pointing fall out that these relations are such that only an enduring, unified ingredient could interact with them in the way Hume describes. I note that Hume attempts to provide such an agent by invoking the activities of imagination and memory, but that it is unclear where these belong in his system. After discussing the relevant possibilities, I conclude that there is no category within the limits of his system that can accommodate the faculties and allow them to do the work Hume assigned to them. I then note that Humes rejection of substantival mind r ests upon the assumption that something like substantival mind exists for the action of the latter is required for the proper functioning of the process of fabrication which creates the fictitious notion of substantival mind. My concluding argument is that if the existence of substantival mind is implicit in Humes argument against substantival mind, then his argument resembles an indirect proof, and ought to be considered as evidence for, rather than against, the existence of substantival mind. It is well known that David Hume rejected any idea of a substance of the mind that would account for, among other things, personal identity. I will attempt to show that Humes argument against the existence of substantival mind presupposes that such an entity actually ... ...ated into complex by chance, should at the level of impressions have recourse to no other agent. One is inclined to admiration why Hume thought it impossible that ideas should be constantly associated by chance into the same ordered pattern that we apprehend in experience, but that it is not impossible for impressions to be thus associated. (15) Hume, Treatise of Human Nature, i. iv. v.(16) Ibid., i. iv. v. Humes maxim all that is distinct is separable and the outright neglect, in both Locke and Hume, of the modal distinction are points that cry out for criticism. However, as the thrust of this paper is limited, these will have to be covered more thoroughly elsewhere.(17) Ibid., i. iv. vi.(18) Ibid., i.iv.vi.(19) Ibid., i. iv. v.(20) Ibid., i. i. iv. cf. note xi.(21) Copleston, Frederick, S.J. A History of Philosophy, Vol. VIII, p.120.

David Hume’s Treatment of Mind Essay -- Philosophy Papers

This paper critically examines Humes design against the knowledge/existence of substantival mind. This denial is rooted in his epistemology which includes a theory of how complex ideas which lack corresponding impressions ar manufactured by the imagination, in conjunction with the memory, on the basis of three relations among impressions resemblance, continuity and constant conjunction. The crux of the matter of my critique consists in pointing out that these relations are such that only an enduring, unified agent could interact with them in the way Hume describes. I note that Hume attempts to give up such an agent by invoking the activities of imagination and memory, save that it is unclear where these belong in his system. After discussing the relevant possibilities, I conclude that there is no folk within the limits of his system that can accommodate the faculties and allow them to do the work Hume assigned to them. I then note that Humes rejection of substantival mind rests upon the conjecture that something like substantival mind exists for the action of the latter is required for the proper functioning of the process of fabrication which creates the fictitious notion of substantival mind. My concluding argument is that if the existence of substantival mind is implicit in Humes argument against substantival mind, then his argument resembles an indirect proof, and ought to be considered as evidence for, kind of than against, the existence of substantival mind. It is well known that David Hume rejected any idea of a substance of the mind that would account for, among other things, personal identity. I will attempt to project that Humes argument against the existence of substantival mind presupposes that such an entity actually ... ...ated into complex by chance, should at the level of impressions have recourse to no other agent. wholeness is inclined to wonder why Hume thought it impossible that ideas should be constantly associated by chance into the same ordered pattern that we apprehend in experience, but that it is not impossible for impressions to be thus associated. (15) Hume, Treatise of Human Nature, i. iv. v.(16) Ibid., i. iv. v. Humes maxim all that is distinct is separable and the outright neglect, in both Locke and Hume, of the modal distinction are points that cry out for criticism. However, as the thrust of this paper is limited, these will have to be covered more thoroughly elsewhere.(17) Ibid., i. iv. vi.(18) Ibid., i.iv.vi.(19) Ibid., i. iv. v.(20) Ibid., i. i. iv. cf. note xi.(21) Copleston, Frederick, S.J. A explanation of Philosophy, Vol. VIII, p.120.

Employers Essay

What should Paul do to determine how Plastec compares with former(a) area employers in terms of wages and benefits? When determining how Plastec compares with other area employers in terms of wages and benefits, Paul should first find extinct what his organizations philosophies, strategies, and approaches are to the compensation system followed by an in depth analysis of w present his organization is positioned in the labor market. Our text mentions three compensation quartile strategies in which employers can position themselves, first there is the minimum or the first quartile which is below market strategy.In the first quartile, you will find employers who are experiencing a shortage of funds and just cannot afford to pay their employers much money. Generally, great deals of illegal immigrants are hired in organizations positioned at this level because of their desire to work in the United States. In the first quartile, employer positions pay scales so that 75% of other firms pa y above and 25% pay below. The median or the second quartile is considered the safe zone for employers.Most employers choose to position themselves here because it balances the employer cost pressures and the need to attract and retain existing employers. Lastly, the maximum or third quartile leads the market. In the third quartile, employers are able to attract and retain qualified workers who are fully qualified. Employers at this level are able to be more selective as to who they hire as well. Paul should find out which quartile his organization currently falls in and decide if that is where they should remain for the better good of the organization and the employees (Mathis & Jackson 2008).

Patient Education

Psychosocial Factors and affected role role Education 09 Oct 11 Zahava Ohana Homework Week Two (1) Give examples of psychosocial factors that reckon the wellness care original and the effect those factors could have on the unhurried education Patients background. For example, that patient came from a background that does not trust on any medicines. They go to a voodoo impact for some spiritual interventions and they are content on that. Because they are not too well educated or maybe it is their first eon be seen in a medical treatment facility.This is will leave a lot of patience on the patient care professional and have mood of approach how to convince that patient to be compliant by gathering more information on why this patient dont believe in taking medications. (2) Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education I only have an example of psychosocial factors that affect the patient and the effec t those factors on patient education are his or her previous experiences. For example, this patient had been treated horribly on his past visit for PTSD.We sleep with this kind of problem or disorder is very important. Especi in ally to a military that were blown up. This type of patients needs extra answerance and a careful note taking. Guiding him to the right person and continuously reinforced by a replete(p) patient education. By showing them, you care and always ready for them. This will make his previous experiences is outdated. Because, you took the time and showing the patient by justifying the necessary things that he will be going during his neighboring visits. (3) Explain what is meant by personality styles and give examples of approaches that could be used to help the patient.Include self-perfection as a factor This is the patients or individual lifetime fingermark or history. Since childbirth, every human being is already being mold in types of personality styles. One is introvert or extrovert. One is made by thinking and the other is feeling. Example a Marine that has a high pain tolerance. When he presents himself at sickbay, he seems fine and not distressed. Because through his time he learned how to block the pain and keep going. This approach will be tough at times because he tell you the only spring he came to sickbay is my boss ordered me to seek medical help.This is so common in the military not showing the true self because the affliction of not an option. A good subjective note will determine on how bad his injury is. After his medical examination a good concise and list of things on how to take medication he was prescribe, a physical therapy appointments that need to be present on all his appointments. In addition, communicate his superiors regarding his conditions. (4) List the steps in adjustment to illness and how the patient copes with each of the steps Denial is one of the steps in adjustments to illness.For instance, a pa tient was diagnosed with lung ratcer. That patient will go to all the stages first will be denial, this cant be, next will be anger, why this happened to me now, bargain is next, I will be a good person and hope this cancer goes away, next is depression, that patient will stop caring and get going one is acceptance, he is ready and understand why it happened. This step depends on how the patient will cope on this step. He can go not bad(p) acceptance. It is very hard to understand denials.Compensatory strategies for example a patient is so good in playing sports like basketball after an un typesetters caseful tragedy the patient was injured and ended up his basketball career. Nevertheless, his passion in basketball he ended using his talent by coaching five-year-old kids to be a good player. This is how he copes by helping and sharing all his ideas and skills on how to be the best and dominant individual in the court. (5) explain the health professionals role in teaching the p atient at different life stages The health professionals role in teaching at different life stages is very challenging and rewarding.It should be approach on patients level not at health professional. Patients are not taught all the fancy medical terminologies. However, we are taught these terminologies to apply it in our notes. The patient relays to you the problem and the health professional translate to our medical notes and stupefy it to the medical providers. It should not matter if we are dealing with a toddler or a geriatric. Because it how the health professional handles and delivers. All stages should be treated the same. Patient education will be taught or relay to the patient in trusting and clear instructions and always have a time of asking. each the patient ask the health professional ask first the questions or you ask the question if there is a need of clarification. This is what I have been doing when I approach a patient. I get on my knees or sit right next to them . Asking the pertinent questions and before they leave the medical facility. I proudly and confident ask if they need some assistance in getting to their car or escorting them to their love ones and If the patient is able enough I explained to the patient all the important things along with their relatives. 6) define the role of the family in patient education The role of the family in patient education plays a major(ip) part. As we all know family support systems is either good or bad. Sometimes, a decision of a family member can result to a life-altering event towards patients recovery or vice versa. This also includes their beliefs if they need to continue to support what the health professional instructions or just go with belief not seek further medical treatment because it is not their belief or they are fully convinced by the health professionals patient education.Nevertheless, if a family supports and follows the instructions from the health professional it lessens our burde n or task in hand. Because we have these supporting group that is willingly to assist you especially when saw your confidence, trust and motivation. (7) How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family The family can influence the patient compliance in many ways. The eagerness of the family in helping their sick love ones to the path of recovery.Because the family believes the health professionals score was clear and open of all question and suggestion. The best measure use in the communication is one on one with the patients family. Explaining to them all the procedures, what to expect after the procedures, the medications that will be prescribe to the patient and how to assist the patient in daylight-to-day task. Following it up by appointments and reminding them a day prior of the follow up appointments. Psychosocial factors and patient education will always come in hand to hand. It is how the health professional approach a patient in different stages. Adaptable and overcome. This is what I was been taught and learned when I was in military for 20 years. Always on the ready to any things that comes to you. References 1) school text Falvo, Chapters 4 6 2) Module Two Lecture Two 3) Eberle, C. (n. d. ) Illness behavior in the elderly. University of Nebraska Medical Center. Retrieved July 5, 2007, from http// webmedia. unmc. edu/intmed/geriatrics/lectures/ill_behv2_03_files/outline. htm

Aid to Dependent Corporations-The Big Rip-Off

This hold displays the double standard that the United States government lives by. Multi-billion dollar companies ar given the world for free and the taxpayers pick up the bill.I can non even believe my eyes. I knew that our government was screwed up, but I had no clue how bad things really were. I will list the most appalling infractions below and give a brief commentary.First, Mr. J.R. Simplot of Grandview, Idaho is handed grazing rights on federal lands for a whopping sumof $87,000 dollars. This is one quarter of the rate supercharged by private landowners. Lets line up the private business sector and chop off their collective legs. The difference between the going rate and what he paid would redeem covered the welfare lives for 60 families. What is wrong with this picture?Second, the Federal Office of Management and budget, (OMB) estimates that wealthfare tax credits, deductions, and exemptions called tax expenditures will cost $440 billion dollars in 1996. Does anyone remem ber the national debt? Imagine even cutting the breaks in half, that would be an extra $220 billion dollars that could actually pay for a mighty computer in my childrens classroom. What a novel idea. How about giving near of this free money to build safe, subsidized housing for single women? not every company in the United States can move to Mexico if they feel that they are not getting the monetary breaks they deserve.Lastly, lets look at McSubsidies. I have neer read something more absurd in my life. $110 million dollars a year goes directly to companies that advertise abroad. Such recipients of this money are Sunkist, McDonalds, and M+M/Mars. Well I guess the government wants the rest of the world to get indigestion from eating chicken McNuggets too. After all, if they give perks for foreign advertising, some poor guy in Europe may eat some McNuggets. But I doubt it. This is a complete joke.I may never have disagreed with something more in my life. Major monetary breaks for bi llion dollar companies, free millions for advertising McMuffins in New Zealand, and tax breaks for the rich when our city streets are filled with homeless families.I can understand some consideration given to companies that are helping to substantially fuel our economy, But charismatic Mr. Simplot does not deserve to be using federal land (that was probably stolen from the Indian s anyway) for nothing in return.I find it very entertaining perceive politicians saying, We must reduce the deficit. Taxes may be raised again. when they could actually charge appropriate prices for services rendered by our great country. I hope our next article is more positive and uplifting. It sure would be nice to read about some good happening in the world.

Graduate Employability Essay

When we say Graduate Employability, the first thought that comes to mind is the definition of employability. Various definitions have been written, and rewritten. They atomic number 18 all correct, but not quite complete. Reason being, the perspectives on employability ar dynamic, while the norms in education run according to the knowledge curriculum, which may likewise be dynamic in most cases, but runs on a pre set pattern- one good dealnot jump the queue. Often, in that respect has been a gap between mark based skills acquired during high education, and generic skills which are increasingly regarded as an essential input for employability.This gives rise to this perennial debate about have employability and reveals issues in higher education. As David Hind and Stewart Moss (in their book, Employability Skills, published in early 2005) seem to suggest. written, verbal, communication, presentation skills etc enhance the employability of an individual or graduate looking for a job. Having skills and putting them to live is the starting point of employability- by how overmuch an individual succeeds in this effort determines his level of achievement. Employability is an ongoing process- and it does not begin or end with a graduate getting his first job.Britain has been in the forefront of this ongoing debate. While skills and knowledge have been the twin constituents of employability always, it remains to be decided which one is the critical designate and what is the optimum mix. Professor Mantz Yorke takes the view that employability is complex and goes well beyond the notion of key skills- it takes into account a mix of personal qualities and beliefs, understandings, skilful practices and the ability to ring productively on experience (Learning and Employability Series, the study on Employability in high Education- what is and what is not)Then we come to the issues in higher education impacting graduate employability. Higher Education Funding Coun cil for England conducted a study on graduate employability way back in 2003 and found that work experience during material bodys appears to be a super positive influence on employability. The reason is simple- while on the job, the student gets an opportunity to use his academic knowledge in realtime scenario- that too under remnant supervision and tutorial guidance. The ownership is high because the results are linked to the students performance.The intrapersonal skill sets are fine tuned and behavioural skills are further honed to provide the student with tools to reach a given task or project. When later, as a graduate he or she looks for employment , there is far more clarity on the demands of the job and his/her ability to match up- so wrong decisions are averted. It results in well matched expectations from both sides- the employer and the employee. Competencies being different for different job roles, it just gets that much much simpler to know what one is good at, and w hat one should be looking for.Another point highlighted in the study by HEFCE says that employer involvement in course design and delivery is positively associated with the quality of initial employment found by graduates. This way, the employers expectations are stated explicitly, and the curriculum tweaked to accommodate the expectations. Sufficient to say, that while there is already a whole lot being put one overe at the graduation level, to turn out complete, capable and well balanced individuals, more can be done to enhance employability.The times are changing, so are the needs and expectations of students and Corporates. The efficacy of a sound education system gets established if the alumni are successful in their calling. This focussed group discussion is meant to establish the relationship between schooling and education. As Mark Twain said, so long ago- dont let your schooling interfere with your education. We are all familiar with Robin Hood

Claudius McKay

Near the beginning of the twentieth century, a Jamaican, came to New York and changed the entire path of scurrilous quite a littles lifestyle. Claudius McKay became virtuoso of the major encourager of the Harlem Renaissance in 1916. The 1920s literary advancement of the arts and literature stayed for merely ten years, but it foreverlastingly affected the path of African American existence in the America. (Holcomb, 57) Claudius McKay passed away in a comparative insignificance subsequent to his recognition had gradually improved, in order that he is now regarded as one of the main authors of Black literature.Life and WorksClaudius McKay was born in 1889 in Clarendon Parish, Jamaica and his father and mother both were greatly valued part of the district and also of the neighboring cathedral. McKays brother who was a teacher near Montego Bay, taught him in the early years. When he was eighteen years old, he was interned at a furniture making bring out in Browns Town.Although this i nternship was not for along period of metre but it was this place where McKay actually got a chance to do a violate internship of a different type. A British member of the aristocracy named Walter Jekyll, who was also an apprentice of Jamaican society, acquainted with the youthful Claude and commenced his literary schooling. As McKay remembered after some(prenominal) years in his biography in, A Long Way from home plate, that it was basically Jekyll who accustomed him to an entire new world. (Schwarz, 126)Walter Jekyll understood and polished McKays ability writing excellent poems and he supported him in using that ability by working for his very own Jamaican language. This resulted in the publication of Songs of Jamaica and Constab Ballads. Songs of Jamaica was some commemoration of farmer lifestyle, to some extent following the style of Robert Burns, whereas Constab Ballads followed the style of Rudyard Kipling, depicting McKays experience of being a constable while he was i n Kingston in Jamaica. (James, 131)Kingston presented McKay his foremost experience of urban lifestyle, and his foremost actual experience of racial discrimination. The dislike of the urban white people and mulatto elite classes for countryside and working-class African American was an unlikable disclosure. The most obvious racial discrimination that McKay observed in Kingston, nevertheless, was in no way Jamaican in foundationit was brought in the shape of travelers of America.McKay was bound to know this kind of racial discrimination much more thoroughly in the coming years, which is wherefore just after a few months in the Kingston he gave his resignation for his job and went to America. (Schwarz, 129) In 1912, firstly he registered at Tuskegee Institution and and then at Kansas State University, to learn agronomy. He planned to come back to Jamaica to assist in modernizing the isles farming. This plan could have been successful thus far for a present of few thousand dollars f rom an anonymous supporter that compensated McKays ticket to New York, where he spent his money in a restaurant. The restaurant did not survive for a long time however McKay got a definite comfort in the activities and liveliness of the New York.For next some(prenominal) years he employed at different places doing different things like bartender, fire brigadier, and lastly as a waiter. This was nonetheless, one more internship the job where he furthermore increased the compassion for the lower class that stayed with him his entire life. From the time when he was young he had inclined tactfully in the direction of communism, and his time spent with the working class strengthened his viewpoints. (LeSeur, 35)His awareness slightly racial discrimination increased close with his class awareness. For the period of his work and increasing racial consciousness, he put it all in writing in the form of literature. By 1918, he started a extensive connection with Max Eastman who was the edito r of a renowned journal named The Liberator. After that McKay started to publish poetry and articles in this avant-garde magazine, and finally turned out to be an associate editor.Later on in reaction to that years blood-spattered after warfare racial unrest, McKay published his famous poem If We Must Die in the magazine The Liberator. The bold way and the open indignation of the poem attracted the African Americans, and almost immediately McKay was at the front position of African American writers. (LeSeur, 51)After that McKay experienced one more unexpected twist which played an central role in his life and work. Prior to his recently successful repute had a prospect to boom, he went to United Kingdom where he lived for one year, wrote and edited for a socialist newspaper, named Workers Dreadnought, and later on in 1920, published his primary manuscript of poems ever since the Jamaican volumes, which included Spring in New Hampshire and Other Poems.Then he went back to New York in the beginning of 1921 and worked for another two years for The Liberator, and published an excellent piece of poetry and meanwhile worked on his most important book of poetry named Harlem Shadows. (Hathaway, 23) When it was published in 1922, Wayne Cooper observed that by that time McKay was straight away complimented as the finest African Black poet. Yet another time he did not remain in success for a long time. By this time he was exhausted and wanted something different, particularly subsequent to an unexpected encounter with his ex-wife brought back old wound. By the end of 1922, he toured to Moscow for the Fourth Congress of the Third International.He was instantly liked by the people of Moscow and was permitted to speak to the Congress regarding the dilemma of African Americans and about the issue of racial discrimination among the communalist Party. He was welcomed like a black icon in the flesh. It appeared that he was on the brink of a hopeful occupational group as a sup porting advocate however regardless of his achievement in Russia, he could still see himself mainly as an author. When he go forth Russia, he was enthusiastic about restarting what he believed the contemporary authors appropriate role that is to document as fine as he whitethorn well the reality of his personal knowledge.In 1934, using the assistance of a few American associates, McKay went to New York. He wished to be of help to the African American community, nevertheless when he returned he saw a ruined economic situation, nearly widespread African American poverty, and less unanimity amongst those writers and scholars he had carriage forward to work with in coming years.As far his aspiration being a writer was concerned, the Harlem Renaissance had ended American black authors were no longer in vogue. (Hathaway, 26) He was unable to find a publisher for his book and also he could not find any kind of work, and refractory to set up a Camp Greycourt which was a government welfar e camp in a remote area of New York. Luckily, Max Eastman came and pull through him from this camp and helped him to get hold of a job with the Federal Writers Project.By the end of 1937 he finished up his autobiography, A Long Way from Home. This book did not result in a significant literary or a monetary achievement. His final piece of work known as Harlem Negro Metropolis was also unsuccessful. (James, 148)A few years before his death, McKay was baptized into the Roman Catholic church. This was he appeared to have established peace in himself, although his letters disclose a lasting resentment over his group. With his new faith, however, came a fulfilling participation in Chicagos Catholic Youth agreement and the chance to continue to write. His health declined with time, and on May 22, 1948, he died due to heart attack.ConclusionClaudius McKay was the voice of the evicted, the demoralized and the discriminated. He was one of the most important poetic voices of the Harlem Renai ssance. He was one of the top poets who had represented the discriminated people around the world. Last but not the least he was one of the voices for universal self-worth and unity.Works CitedHathaway, Heather. Caribbean Waves Relocating Claude McKay and Paule Marshall. Bloomington Indiana University Press, 1999. pg 23-27.Holcomb, Gary Edward. Claude McKay, Code Name Sasha Queer Black Marxism and the Harlem Renaissance. Gainesville University Press of Florida, 2007. pg 56-63.James, Winston. A Fierce Hatred of Injustice Claude McKays Jamaica and His Poetry of Rebellion. New York Verso, 2000. pg 131-149.LeSeur, Geta. Claude McKays Marxism. In The Harlem Renaissance Revaluations, edited by Amritjit Singh, William S. Shiver, and Stanley Brodwin. New York Garland, 1989. pg 34-54.Schwarz, A. B. Christa. Gay Voices of the Harlem Renaissance. Bloomington Indiana University Press, 2003. pg 126-129..

Financing SME Essay

The definition of Sm altogether & Medium scale Enterprises (SMEs) varies from country to country. The classification green goddess be ground on the firms as makes, number of employees, or annual disturbance along with the loan amount. Central Bank of Sri Lanka defines SMEs as enterprises with less than Rs. 600 million turnover per annum and with a maximum exposure of Rs. 200 million principally to be classified as a SME for Basel II Capital adequacy calculation and manipulation of funds accumulated in the Investment Fund Account in Banks.Whatever the definition, and regardless of the size of the economy, the result of SMEs throughout the region is crucial to growth of respective economies. Because, SMEs play a critical and important role in providing job opportunities, enhancing the quality of human resources, maximizing the use of local resources, saving irrelevant exchange, nurturing a culture of entrepreneurship, fostering creativity and opening up new barter opportunities etc. about corporate organizations in Sri Lanka or elsewhere be the establishments started as SMEs in its early stages.Classic examples from our own country may be Nawaloka Group, Access International, Softlogic Group of companies. In most literature, it is menti one and only(a)d that access to financial backing has been accept as a major impediment for many SMEs and its growth, whereas corporate curse line entities have the advantage over the SMEs in doing so primarily as a result of their formalization. However, according to Juliet Mckee and Kimball Dietrich (2003), most common problems for SMEs ar the lack of access to market entropy and technology, the low quality of human resources and the lack of access to capital. in spite of efforts by pecuniary institutions and public-sector bodies to close funding gaps, SMEs continue to experience difficulty in obtaining risk capital. These funding gaps relate to firm size, risk, knowledge, and flexibility. The break outment literature focalise a good deal of attention on issues faced by SMEs in accessing finance. Traditionally, the focus is on obstacles created by monetary institutions, mainly by commercial banks or on imperfections in the broader institutional environment.However, SMEs also make decisions about financial support and display attitudes that have an important bearing on backing decisions. Therefore, constraints may also appear on the demand side of the financing market. Objective of this article is to discuss the key challenges and issues for bankers pertaining to SME lending, of which, fortune of them ar inherent in SMEs and for others bankers are responsible. 1. Issues of SMEs 1. 1 Lack of fiscal literacy or atonic fiscal literacyIn the literature, lack of financial literacy is designated as informational asymmetries where SMEs typically posses privileged information on their business that cannot be easily accessed or cannot be accessed at all by lenders or outsiders. Reasons fo r this may vary and also have different perspectives. SMEs are mainly driven by entrepreneurs who have nurtured in their own ways to prospective SMEs. As a result of hard ways of development, they either had no m to devote further education or do not believe in learning.This is evident from the recognise applications that are submitted to banks for financing. This eventually leads to low levels of financial literacy among entrepreneurs. pecuniary literacy is the ability to understand how money works in the world how someone manages to earn or make it, how that individual manages it, how he/she invests it (turn it into much) and how that person donates it to help others. more(prenominal) specifically, it refers to the set of skills and knowledge that allows an individual to make informed and effective decisions with all of their financial resource.Though many SME owners are sound in developing business models and working out the profitability of products and services, sense ab out the macro picture of the SMEs overall financial standing in terms of profit and sacking account, balance sheet and cash flows is week. As a result, they sometimes opt to resort to outsiders or merely depend on themselves in preparation of financial information which may or may not reflect the actual picture of the SMEs. Because of this impediment, banks have no choice, just to depend on collateral for SME financing.At the backdrop cash flow lending is encouraged, financial institutions are struggling to project the SMEs sustainable bankability. This is recognized as the main obstacle for banks and financial institutions in financing SMEs. One of the options to counter this impediment is the concept of Para accountant. A Para accountant is an external consultant who uses finance, economics, risk vigilance and technology skills to help organizations prepare and report financial and appraise statements according to accounting principles and regulatory implyments.A Para account ant also may review a firms internal controls, processes and procedures to ensure that such controls are adequate. A Para accountant may work on a clients site or remotely. They are not necessarily qualified accountants, however, might be an option. Bankers prime objective in this endeavor is to develop reliable sources of information so that they could project the sustainable cash flows of the business.With this objective banks could train their credit appraisal officers as Para Accountants, who will interacts with prospective SMEs and develop a set of financial information while modify the banking blood over a period of time. 1. 2 Entrepreneurs knowledge about building a prospective banking alliance A banking family is about much more than just selecting a bank to handle a companys bank accounts. If the relationship is managed well, it can help a company to thrive. SMEs that use more than one bank will need to manage multiple banking relationships.A company will start have a business account (or several) at a retail bank (or banks) for all day-to-day financial transactions. Whether it is retail, SME or corporate, the banks should have a police squad of business banking advisers on hand, to advise and guide a company. Its important to ensure continuity banks usually offer a contact with a designated person and in turn expect to deal with the same person or persons from the company. A good banking relationship depends not only on personal rapport, only if also by having a solid understanding of the company and its financial needs.Over time, a banking adviser should build up a good understanding of the companys preferred ways of doing business and incorporate that into how their banking requirements are handled. There are many advantages having a sound banking relationship for SMEs. The bank is more likely to offer loans and other lines of credit, potentially at preferential rates of interest, if the bank advisers feel there is a good relationship with the company. The banks advice can be tailored for the companys needs and personal style, rather than given generically.In times of crisis, a company having its banks support will be crucial. Even if a company is a text-book case of insolvency, strong personal rapport with a company representative office that the bank is more likely to offer leeway if it knows that directors are doing their utmost to keep the company going. Failure to develop a strong relationship, however, means that the SME is likely to miss out on good advice and, crucially, support in times of difficulty. However, unfortunately, many SMEs are not on the right track to understand the enormousness of having a good banking relationship.Given that no sound financial information are available, at least, SMEs should try to maintain a healthy customer relationship with the financial institution to entice financial needs, especially in difficult periods. It is both Bankers and SMEs responsibility of developing a prospe ctive banking relationship over a period of time without compromising risk capital. More than the credit facilities, credit plus would be reasonably appropriate to start such a relationship and then move into advanced levels of relationships along with credit facilities. 1. 3 Financial discipline of entrepreneursAs Henry Ford correctly cited, Wealth does not surveil accidently. You have to plan for it. Ones discipline explains the right behavior and ability to take decisions without emotions. Hence, financial discipline is all about right financial decisions. In order to be financially discipline one should understand concepts of accounting and financial management in SME business. Accounting in general is all about record keeping and developing summary financial reports. Most commonly available financial reports or information are the profit and personnel casualty account, balance sheet and the cash flow statement.Unless SMEs keep records of their daily activities, it is difficu lt to develop financial statements with regard to their businesses. With no financial statements, SMEs will always debate in making financial decisions. More often, there is no clear distinction between the business finance and the finances of the proprietor. Therefore, it is critical that the lender examines carefully borrowers all commitments, i. e. , those related directly to the business and those associated with the proprietors private life and assets. Lack of Business Planning is a result of weakfinancial indiscipline in SMEs where investment decisions, working capital decisions, even pricing decisions are based on the entrepreneurs values than on items. The lack of decorous financial discipline results in incorrect business decisions, which hampers the sustainability of the SMEs. MacRobert (2002), in his SME manual explains why SME borrowers are different to commercial and corporate borrowers. One of the common reasons is unenlightened/ untrained principals. Many SME pri ncipals in the Asia-Pacific region are self-starters, often with limited formal education, and minimal training in business management skills.That is not to aver that they are incompetent, but that they often lack the capacity to research information on ways to strengthen their businesses, and, indeed, to be aware that such resources even exists. power of the bankers in this regard is to educate the importance of financial discipline through strong banking relationships. Bankers are one of the key sources, to get SMEs to believe in financial discipline. Bank officers should take the initiatives in this endeavor to educate the SME owners. Role of the Government is also a key imperative in developing required tributary environment through institutional and policy frameworks.Some universities in Sri Lanka have already started dedicated departments to teach courses related entrepreneurship. (Example University of Sri Jayewardenepura and University of Colombo) and It is important to n ote that Business studies is part of the GCE A/L curriculum. Recent budget proposals in 2011, 2012 and 2013 has given enough support to encourage SMEs and SME financing and one of the genuinely useful proposals was to direct regime banks to set up dedicated SME Branches not only to facilitate SMEs with easy access to finance, but also to educate SME owners and to guide and direct them to right places and people.However, strengthening the institutional framework to develop business development support services is also an imperative. 2. Issues with Banks SMEs are not only critical to the economy, but also to the banks profitability. Most diversified banks maintain a substantial percentage of exposure to the SMEs as a strategic investment given the diversity within the SME portfolio itself. It is always profitable, but need to properly evaluate and closely monitor the delinquencies to avoid any credit risks.It is a perception as well as a fact sometimes, that SMEs are always highly r isky as explained by many banks. It may be due to several factors including, non availability of financial information, no tax returns, no collateral, one man show, highly sensitive to economic conditions, no proper organizational structure, and many more. These are reasons given to avoid or very conservative underwriting of SME credit proposals. As a result of these reasons, credit policies of financial institutions are based on stringent credit guidelines. 2.Institutional framework with keep process issues In the case of many developing countries, the above mentioned obstacles to SME financing are exacerbated by institutional and process factors. Most developing countries are quench highly concentrated and have uncompetitive banking sectors. This reinforces the tendency to adopt conservative lending policies. Credit policies which mainly cover the credit risk and market risk, back a processes which covers many elements to secure exposure, while satisfying the regulators require ments.This eventually results in a value driven Credit culture in financial institutions. According to MacDonald and Timothy (2006), managements credit policy determines how much risk the bank will take and in what form. A banks credit culture refers to the fundamental principles that drive lending activity and how management analyzes risk. There can be large differences in their lending philosophy. The trinity potentially different credit cultures are values driven, current profit driven, and market share driven.The institutional framework is reflected through the credit policy in this part of the world, the tendency is to inculcate a value driven credit culture, which has the following attributes Focus is on credit quality with strong risk management systems and controls Primary emphasis is on banks soundness and stability and a consistent market presence Underwriting is conservative and significant loan concentrations are not allowed.Typical outcome is lower current profits from loans with fewer loan losses It is evident with lower non- performing ratios prevailing in banks justifies that credit risk is covered with loan risk mitigation factors and discourage granting venture capital to SMEs. Eventually, SMEs need to resort to acceptable securities which hinders them from easy access to finance from financial institutions. 2. 2 Collateral syndrome (Risk avert) inexpugnable value driven credit cultures in financial institutions always tighten the belts in covering credit risk. Unless the financial institutions develop competencies in cash flow based lending, credit officers have no choice but to cover themselves with collateral in risky SME lending. Competencies itself will not drive the business unless the risky lending is rewarded with challenging business targets.Security based lending propositions are gradually becoming unhealthy for economies as it discourages strategically important investment decisions. Government of Sri Lanka recently enacted legis lations to ease the pressure on SMEs through amendment of Parate execution where normal civil procedure of debt recovery should be use for loans below Rs. five million with security of property mortgages. 2. 3 Weak competency in building cash flow based lending propositions Strong value based credit policies encourage security oriented lending and creates knowledge gaps in credit officers. Security oriented lending does not require strict cash flow projections and credit evaluations.Developing cash flow projections is an art and requires overall knowledge about the industry, technology, external factors (external climate) and specific firms (internal climate) along with econometrics modelling to analyze the cash flows. When it comes to large projects, knowledge in project appraisals and risk analysis will help the credit officers to get exposed to project financing. At the backdrop of investor confidence and developing businesses in emerging economies, venturing into risky business propositions is in the agenda of the banking and financial intuitions. Financing SMEs are risky but at the same time profitable, so indeed banks need to develop how best they could mitigate the risk of these ventures. One of the options is to gradually develop a culture of SME financing with confidence through development of competencies in their credit officers.Competency development not only addresses econometric techniques of analyzing and evaluating the credit proposals, but also industry knowledge and exposure, experiences of sick industries and business units, world politics and world economics, knowledge in emerging markets and technologies, behaviors and issues of labor, understanding the entrepreneurship etc. Conclusion Many of the literature examine the issues of financing SMEs world over. However, there are key issues not only from the SMEs point of view, but also from the financial institutions and, governments point of views. No one can expect the SMEs to nurture in bes t practices all by themselves. In this regard, the role of financial intuitions is greater, when it comes to inculcate and nurture SMEs in the right directions. The issues for SME financing discussed above are the keys, but there are many others which needs further discussions.

Our Identity Is Shaped by Our Relationships Essay

Good morning/afternoon everyone, my name is Jessica Holmes and Im coming from the VCAA education department. Im here today to talk to you just about how, our individuality is shaped by our relationships. When I say relationships, I dont just humble boyfriend/girlfriend relationship, Im also talking about family, friends and other relationships. Im talking about identicalness since its your consideration writing theme for year 12.Our family is huge in determining who we are and what we are all about. They tell us from day one what is good about us and what we can or cannot do and we absorb it all as children letting it shape us. Our family in most cases dictate our political beliefs, our economic beliefs, our religion, and our sociable beliefs and frame our overall view of the world. Think of the beliefs you developed outside of the family and you wont find many. Now the problem these days is that the family as we know is go apart. There are too many single parent families a you ng man does not have a role model for a male because the dad is not there. This is a problem as that young man now gets his idea of being a man from bad influences, much(prenominal) as local thugs or a character from a movie. Even with the families fragmenting these days, the role of the family in our lives is huge beyond anything we can ever understand.Your friends shape your identity just as much as your family, if not more. You learn different things from every person you meet. Your friends are someone who you are with most of the time, so you would charge up many things from them. You gather the traits from those around you and your mind will tell you which are good and bad. Mean Girls is a perfect example of how friends shape you. Cady changes herself to pop off in with her new posh friends, her friends shaped her as a mean girl, but it wasnt long till she found who her real friends were and what her identity was. Your identity is shaped by your real friends, who you hang ou t with the most.Our other relationships that shape our identity would be our teachers. They teach us what is good and bad and they educate us and help us. Our employers are another source that shapes our identity they shape out who we are and what our profession is. Our society and neighbours also shape our identity. In the novel increase up Asian in Australia, Tom Cho wrote a short story called Learning English. He had to learn English to mingle with this neighbours and the society he lived in. When he first arrived in Australia, he didnt know English, so he found it difficult to communicate with everyone. He learned English for the society, so the society shaped him.I would like to finish up by saying every relationship shapes your identity. You would not know about it, but if you think about it, all relationships play their own roles and shape your identity in their own way.

Human Nature and Dauntless Essay

In the book Divergent, there were five conclaves. The label were abnegation, amity, dauntless, erudite and candor. Each cabal was create by a group of people who blamed adult males nature for destroying the earth. Erudite was formed by those who blamed ignorance for the war that had occurred in the past. Abnegation was formed by those who blamed selflessness for human macrocosms natures fault. paleness was formed by those who blamed duplicity and finesse for human natures faults. Amity was formed by those who blamed war and fighting for human natures faults, and dauntless was formed by those who blamed cowardice for human natures faults.The dauntless protected the city from the indoors and outside. They formed Dauntless around the principle of eliminating fear believing bravery will lead to a more perfect society. Every faction had a role in the city the dauntless had 3 main things, characteristics, physical traits and functions that do them different from the others. The d auntless have bizarre characteristics. They were the only faction that made their members choose to be factionless or die if they couldnt be able to become dauntless. That is one of the antecedents that this faction didnt have any old members, they could be leaders at a very teenage age.Every member gets a certain amount of points to spend per month. They can spend those points on clothing, tattoos or other things. The dauntless too acknowledge the death of a person as soon as he/she dies. The funeral is more of a celebration because many people drink. They also call suicide a brave thing to do. The physical traits of the dauntless show that they be dauntless because no other faction is like them . The Dauntless always dress in black. The women suffer skin-tight pants, tights, tight dresses, and black boots and shoes. The men wear black pants and form-fitting shirts.Dauntless like to tattoo and pierce their bodies. Girls qualification wear dark eyeliner and makeup. They might also dye their hair unusual colors and shave their heads. This is the only faction that allows this. The functions of this faction are that they have to protect the city from inside and out from any threat. Their main task is to guard the deliberate that surrounds the city. It is considered a dangerous job, but it is also a necessary one and it seems likely that this is part of the reason no other faction has a disagreement with Dauntless because they are the only ones capable of doing this task.They also maintain the city gate which is locked from the outside. Despite being the most warlike faction, Dauntless appears to have a neutral relationship with the other factions. While Erudite and Abnegation fight for government control and Candor and Amity fight over peace and deception, Dauntless are seen as the fighters. They prove to be proper partners as they are trained in the art of fighting and practicing physical skills. They also like being this way because that way they dont h ave to do extra stuff. This is what makes them different from the other factions this is why they are independent.

College Physics 9e

1 entranceway ANSWERS TO octuple excerpt QUESTIONS 1. U offenseg a calculator to multiply the aloofness by the width places a lancinating dress of 6783 m 2 , and this serve essential be go to contain the alike come up of signi? kindlet ? gures as the least accu dictate fixings in the product. The least accurate factor is the length, which contains either 2 or 3 signi? sanctimoniousness ? gures, depending on whether the trailing zero is signi? vernacular or is being used yet if to post the decimal fraction point. Assu minuteg the length contains 3 signi? cant ? gures, resul erythema solargont (c) declinely expresses the neighborhood as 6. 78 ? 10 3 m 2 .However, if the length contains bargonly 2 signi? cant ? gures, answer (d) gives the slide down result as 6. 8 ? 10 3 m 2 . Both answers (d) and (e) could be physic exclusivelyy meaningful. Answers (a), (b), and (c) must be meaningless depravityce quantities can be added or subtracted only if they live the homogeneous dimensions. According to Newtons indorsement law, Force = congiusvanic pile ? hieup . Thus, the units of Force must be the product of the units of messiness (kg) and the units of accelerateup ( m s 2 ). This yields kg ? m s 2, which is answer (a). The calculator gives an answer of 57. 573 for the sum of the 4 disposed physiques.However, this sum must be choke to 58 as given in answer (d) so the number of decimal places in the result is the same (zero) as the number of decimal places in the integer 15 (the circums common topazce in the sum containing the smallest number of decimal places). The postulate conversion is given by ? 1 000 mm ? ? 1. 00 cubitus ? h = ( 2. 00 m ) ? ? = 4. 49 cubiti ? 1. 00 m ? ? 445 mm ? This result corresponds to answer (c). 6. The given ara (1 420 ft 2 ) contains 3 signi? cant ? gures, assuming that the trailing zero is used only to locate the decimal point. The conversion of this value to squargon meters is given by 1. 00 m ? 2 2 2 A = (1. 2 ? 10 3 ft 2 ) ? ? ? = 1. 32 ? 10 m = 132 m ? 3. 281 ft ? respect that the result contains 3 signi? cant ? gures, the same as the number of signi? cant ? gures in the least accurate factor used in the calculation. This result matches answer (b). 7. You can non add, subtract, or equate a number apples and a number of sidereal days. Thus, the answer is yes for (a), (c), and (e). However, you can multiply or divide a number of apples and a number of days. For example, you might divide the number of apples by a number of days to ? nd the number of apples you could eat per day. In summary, the answers be (a) yes, (b) no, (c) yes, (d) no, and (e) es. 2 2. 3. 4. 5. 1 http//helpyoustudy. information 2 Chapter 1 8. The given Cartesian coordinates are x = ? 5. 00, and y = 12. 00 , with the least accurate containing 3 signi? cant ? gures. no(prenominal)e that the speci? ed point (with x 0 and y 0 ) is in the second quadrant. The conversion to polar coordinates is thusly given by r = x 2 + y 2 = ( ? 5. 00 ) + (12. 00 ) = 13. 0 2 2 common topaz ? = y 12. 00 = = ? 2. 40 x ? 5. 00 and ? = sun faux topaz ? 1 ( ? 2. 40 ) = ? 67. 3 + 180 = 113 Note that 180 was added in the coating tonicity to yield a second quadrant tend. The correct answer is in that respectfore (b) (13. 0, 113). 9. Doing dimensional analysis on the ? st 4 given superiors yields (a) v ?t ? ? ? 2 = LT L = 3 T2 T (b) v ?x2 ? ? ? = LT = L? 1T ? 1 L2 (c) ? v 2 ? ( L T )2 L2 T 2 L2 ? ?= = = 3 T T T t (d) ? v 2 ? ( L T )2 L2 T 2 L ? ?= = = 2 L L T x Since quickening has units of length divided by succession squared, it is seen that the relation back given in answer (d) is consistent with an expression yielding a value for moveup. 10. The number of gallonlons of natural gas she can purchase is gallons = extreme expenditure 33 Euros ? romaineinet per gallon ? Euros ? ? 1 L ? ? ? 1. 5 L ? ? 1 quart ? ? ? ? ? 5 gal ? 4 quarts ? ? 1 gal ? ? ? ? ? so the correct answer is (b). 1 . The situation depict is shown in the drawing at the right. h From this, observe that sun erythema solare 26 = , or 45 m h = ( 45 m ) false topaz 26 = 22 m 26 h Thus, the correct answer is (a). 12. 45 m Note that we may write 1. 365 248 0 ? 10 7 as 136. 524 80 ? 10 5. Thus, the raw answer, including the suspense, is x = (136. 524 80 2) ? 10 5. Since the ? nal answer should contain all the digits we are sure of and wizardness estimated digit, this result should be rounded and displayed as 137 ? 10 5 = 1. 37 ? 10 7 (we are sure of the 1 and the 3, but afford suspicion about the 7). We see that this answer has three signi? cant ? ures and quality (d) is correct. ANSWERS TO EVEN NUMBERED CONCEPTUAL QUESTIONS 2. Atomic clipping are ground on the electromagnetic waves that atoms emit. Also, pulsars are highly regular astronomical clocks. http//helpyoustudy. info Introduction 3 4. (a) (b) (c) 0. 5 lb ? 0. 25 kg or 10 ? 1 kg 4 lb ? 2 kg or 10 0 kg 4000 lb ? cc0 kg or 10 3 k g 6. Let us gestate the atoms are warm scene of actions of diameter 10? 10 m. Then, the muckle of apiece atom is of the order of 10? 30 m3. (More precisely, volume = 4? r 3 3 = ? d 3 6 . ) Therefore, since 1 cm 3 = 10 ? 6 m 3, the number of atoms in the 1 cm3 solid is on the order of 10 ? 10 ? 30 = 10 24 atoms. A more than precise calculation would require knowledge of the compactness of the solid and the mess hall of each atom. However, our estimate agrees with the more precise calculation to within a factor of 10. Realistically, the only lengths you might be able to verify are the length of a foot eye roll ? eld and the length of a house? y. The only metre intervals subject to veri? cation would be the length of a day and the magazine in the midst of normal heartbeats. In the metric system, units differ by powers of ten, so its real faint and accurate to convert from sensation unit to an separate. 8. 10. ANSWERS TO EVEN NUMBERED PROBLEMS . 4. 6. 8. 10. 12. 14. 16. 18. (a) L T2 (b) L All three equatings are dimensionally incorrect. (a) (a) (a) (a) (a) kg ? m s 22. 6 3. 00 ? 108 m s 346 m 2 13 m 2 797 (b) (b) (b) (b) (b) Ft = p 22. 7 2 . 997 9 ? 108 m s 66. 0 m 1. 3 m 1. 1 (c) 17. 66 (c) (c) 22. 6 is more steady-going 2. 997 925 ? 108 m s 3. 09 cm s (a) (b) (c) (d) 5. 60 ? 10 2 km = 5. 60 ? 10 5 m = 5. 60 ? 10 7 cm 0. 491 2 km = 491. 2 m = 4. 912 ? 10 4 cm 6. 192 km = 6. 192 ? 10 3 m = 6. 192 ? 10 5 cm 2. 499 km = 2. 499 ? 10 3 m = 2. 499 ? 10 5 cm 20. 22. 24. 26. 10. 6 km L 9. 2 nm s 2 . 9 ? 10 2 m 3 = 2 . 9 ? 108 cm 3 2 . 57 ? 10 6 m 3 ttp//helpyoustudy. info 4 Chapter 1 28. 30. 32. 34. ? 108 go on 108 people with colds on any(prenominal) given day (a) (a) 4. 2 ? 10 ? 18 m 3 ? 10 29 prokaryotes (b) (b) 10 ? 1 m 3 1014 kg (c) 1016 cells (c) The very large mass of prokaryotes implies they are beta to the biosphere. They are responsible for ? xing simple machinebon, producing oxygen, and breaking up pollutants, among many former(a) biologic al roles. manity depend on them 36. 38. 40. 42. 44. 46. 48. 2. 2 m 8. 1 cm ? s = r12 + r22 ? 2r1r2 cos (? 1 ? ?2 ) 2. 33 m (a) 1. 50 m (b) 2. 60 m 8. 60 m (a) and (b) (c) 50. 52. 54. y= (a) y x = tan 12. 0, y ( x ? . 00 km ) = tan 14. 0 d ? tan ? ? tan ? tan ? ? tan ? 1. 609 km h (b) 88 km h (d) 1. 44 ? 10 3 m (c) 16 km h Assumes population of 300 million, modal(a) of 1 can week per person, and 0. 5 oz per can. (a) ? 1010 cans yr 7. 14 ? 10 ? 2 gal s A2 A1 = 4 ? 10 2 yr (b) (b) (b) (b) ? 10 5 tons yr 2. 70 ? 10 ? 4 m 3 s V2 V1 = 8 ? 10 4 clocks (c) 1. 03 h 56. 58. 60. 62. (a) (a) (a) ? 10 4 balls yr. Assumes 1 scattered ball per hitter, 10 hitters per inning, 9 innings per game, and 81 games per class. http//helpyoustudy. info Introduction 5 PROBLEM SOLUTIONS 1. 1 Substituting dimensions into the given equation T = 2? ionless aeonian quantity, we render g , and recognizing that 2? is a dimen- T = g or T= L = L T2 T2 = T Thus, the dimensions are consistent . 1. 2 (a) From x = Bt2, we ? nd that B = B = x L = 2 t 2 T x . Thus, B has units of t2 (b) If x = A sin ( 2? ft ), then A = x sin ( 2? ft ) But the sine of an angle is a dimensionless ratio. Therefore, A = x = L 1. 3 (a) The units of volume, area, and height are V = L3, A = L2 , and h = L We then observe that L3 = L2 L or V = Ah Thus, the equation V = Ah is dimensionally correct . (b) Vcylinder = ? R 2 h = (? R 2 ) h = Ah , where A = ?R 2 Vrectangular recession = wh = ( w ) h = Ah, where A = w = length ? width 1. 4 (a) L ML2 2 2 m v 2 = 1 m v0 + mgh, m v 2 = m v0 = M ? ? = 2 ? ? 2 T ? T? 1 2 L ? M L while ? mgh ? = M ? 2 ? L = . Thus, the equation is dimensionally incorrect . ? ? ? T ? T ? In the equation 1 2 2 (b) L L but at 2 = at 2 = ? 2 ? ( T 2 ) = L. Hence, this equation ? ? T ? T ? is dimensionally incorrect . In v = v0 + at 2, v = v0 = L In the equation ma = v 2, we see that ma = ma = M ? 2 ? ?T Therefore, this equation is in addition dimensionally incorrect . 2 ? = ML , while v 2 = ? L ? = L . ? ? ? 2 T2 ? T ? T? 2 (c) . 5 From the universal gravitation law, the everlasting G is G = Fr 2 Mm. Its units are then G = F ? r 2 ? ( kg ? m s2 ) ( m 2 ) m3 ? ?= = kg ? kg kg ? s 2 M m http//helpyoustudy. info 6 Chapter 1 1. 6 (a) Solving KE = p2 for the caprice, p, gives p = 2 m ( KE ) where the numeral 2 is a 2m dimensionless constant. Dimensional analysis gives the units of momentum as p = m KE = M ( M ? L2 T 2 ) = M 2 ? L2 T 2 = M ( L T ) Therefore, in the SI system, the units of momentum are kg ? ( m s ) . (b) Note that the units of force are kg ? m s 2 or F = M ? L T 2 . Then, observe that F t = ( M ?L T 2 ) ? T = M ( L T ) = p From this, it follows that force multiplied by meter is comparative to momentum Ft = p . ( behold the impulsemomentum theorem in Chapter 6, F ? ?t = ? p , which says that a constant force F multiplied by a duration of cartridge clip ? t equals the falsify in momentum, ? p. ) 1. 7 1. 8 Area = ( le ngth ) ? ( width ) = ( 9. 72 m )( 5. 3 m ) = 52 m 2 (a) Computing ( 8) 3 without rounding the in termediate result yields ( 8) (b) 3 = 22. 6 to three signi? cant ? gures. Rounding the intermediate result to three signi? cant ? gures yields 8 = 2. 8284 2. 83 Then, we invite ( 8) 3 = ( 2. 83) = 22. 7 to three signi? ant ? gures. 3 (c) 1. 9 (a) (b) (c) (d) The answer 22. 6 is more reliable because rounding in go (b) was carried out too soon. 78. 9 0. 2 has 3 evidentiary figures with the uncertainty in the tenths position. 3. 788 ? 10 9 has 4 significant figures 2. 46 ? 10 ? 6 has 3 significant figures 0. 003 2 = 3. 2 ? 10 ? 3 has 2 significant figures . The dickens zeros were originally included only to position the decimal. 1. 10 c = 2 . 997 924 58 ? 108 m s (a) (b) (c) Rounded to 3 signi? cant ? gures c = 3. 00 ? 108 m s Rounded to 5 signi? cant ? gures c = 2 . 997 9 ? 108 m s Rounded to 7 signi? cant ? gures c = 2 . 997 925 ? 08 m s 1. 11 name that the length = 5. 62 cm, the width w = 6. 35 cm, and the height h = 2. 78 cm all contain 3 signi? cant ? gures. Thus, any product of these quantities should contain 3 signi? cant ? gures. (a) (b) w = ( 5. 62 cm )( 6. 35 cm ) = 35. 7 cm 2 V = ( w ) h = ( 35. 7 cm 2 ) ( 2. 78 cm ) = 99. 2 cm 3 proceed on conterminous page http//helpyoustudy. info Introduction 7 (c) wh = ( 6. 35 cm )( 2. 78 cm ) = 17. 7 cm 2 V = ( wh ) = (17. 7 cm 2 ) ( 5. 62 cm ) = 99. 5 cm 3 (d) In the rounding process, small amounts are either added to or subtracted from an answer to satisfy the rules of signi? cant ? gures.For a given rounding, several(predicate) small adjustments are made, introducing a certain amount of randomness in the last signi? cant digit of the ? nal answer. 2 2 2 A = ? r 2 = ? (10. 5 m 0. 2 m ) = ? ?(10. 5 m ) 2 (10. 5 m )( 0. 2 m ) + ( 0. 2 m ) ? ? ? 1. 12 (a) Recognize that the last term in the brackets is insigni? cant in comparison to the former(a) two. Thus, we have A = ? ?110 m 2 4. 2 m 2 ? = 346 m 2 13 m 2 ? ? (b) 1. 13 C = 2? r = 2? (10. 5 m 0. 2 m ) = 66. 0 m 1. 3 m The least accurate dimension of the cut has two signi? cant ? gures. Thus, the volume (product of the three dimensions) exit contain only two signi? cant ? ures. V = ? w ? h = ( 29 cm )(17. 8 cm )(11. 4 cm ) = 5. 9 ? 10 3 cm 3 1. 14 (a) The sum is rounded to 797 because 756 in the terms to be added has no positions beyond the decimal. 0. 003 2 ? 356. 3 = ( 3. 2 ? 10 ? 3 ) ? 356. 3 = 1. 14016 must be rounded to 1. 1 because 3. 2 ? 10 ? 3 has only two signi? cant ? gures. 5. 620 ? ? must be rounded to 17. 66 because 5. 620 has only four signi? cant ? gures. (b) (c) 1. 15 5 280 ft ? ? 1 fathom ? 8 d = ( 250 000 mi ) ? ? ? = 2 ? 10 fathoms ? 1. 000 mi ? ? 6 ft ? The answer is trammel to 1 signi? cant ? gure because of the accuracy to which the conversion from fathoms to feet is given. . 16 v= t = 186 furlongs 1 fortnight ? 1 fortnight ? ? 14 days ? ? ? 1 day ? ? 220 yds ? ? 8. 64 ? 10 4 s ? ? 1 furlong ? ? 3 ft ? ? 1 yd ? ? 100 cm ? ? ? 3. 281 ft ? ? ? giving v = 3. 09 cm s ? ? 3. 786 L ? ? 1 gal ? ? 10 3 cm 3 ? ? 1 m 3 ? = 0. 204 m 3 ? ? 1 L ? ? 10 6 cm 3 ? ? ? 1. 17 ? 9 gal 6. 00 firkins = 6. 00 firkins ? ? 1 firkin ? (a) 1. 18 1. 609 km ? 2 5 7 = ( 348 mi ) ? 6 ? ? = 5. 60 ? 10 km = 5. 60 ? 10 m = 5. 60 ? 10 cm ? 1. 000 mi ? ? 1. 609 km ? 4 h = (1 612 ft ) ? 2 ? = 0. 491 2 km = 491. 2 m = 4. 912 ? 10 cm 5 280 ft ? ? ? 1. 609 km ? 3 5 h = ( 20 320 ft ) ? = 6. 192 km = 6. 192 ? 10 m = 6. 192 ? 10 cm 5 280 ft ? ? (b) (c) continued on neighboring page http//helpyoustudy. info 8 Chapter 1 (d) ? 1. 609 km ? 3 5 d = (8 200 ft ) ? ? = 2 . 499 km = 2 . 499 ? 10 m = 2 . 499 ? 10 cm ? 5 280 ft ? In (a), the answer is limited to three signi? cant ? gures because of the accuracy of the original data value, 348 miles. In (b), (c), and (d), the answers are limited to four signi? cant ? gures because of the accuracy to which the kilometers-to-feet conversion factor is given. 1. 19 v = 38. 0 m ? 1 km ? ? 1 mi ? ? 3 600 s ? ? = 85. 0 mi h ? s ? 10 3 m ? ? 1. 609 km ? 1 h ? Yes, the driver is hiting the speed limit by 10. 0 mi h . mi ? 1 km ? ? 1 gal ? ? = 10. 6 km L ? gal ? 0. 621 mi ? ? 3. 786 L ? ? ? 1. 20 efficiency = 25. 0 r= 1. 21 (a) (b) (c) diameter 5. 36 in ? 2. 54 cm ? = ? ? = 6. 81 cm 2 2 ? 1 in ? 2 A = 4? r 2 = 4? ( 6. 81 cm ) = 5. 83 ? 10 2 cm 2 V= 4 3 4 3 ? r = ? ( 6. 81 cm ) = 1. 32 ? 10 3 cm 3 3 3 ? ? 1 h ? ? 2. 54 cm ? ? 10 9 nm ? ? 3 600 s ? ? 1. 00 in ? ? 10 2 cm ? = 9. 2 nm s ? 1. 22 ? 1 in ? ? 1 day rate = ? ? 32 day ? ? 24 h ? This intend that the proteins are assembled at a rate of many layers of atoms each second 1. 3 ? m ? ? 3 600 s ? ? 1 km ? ? 1 mi ? 8 c = ? 3. 00 ? 10 8 ? = 6. 71 ? 10 mi h s ? ? 1 h ? ? 10 3 m ? ? 1. 609 km ? ? ? 2 . 832 ? 10 ? 2 m3 ? Volume of house = ( 50. 0 ft )( 26 ft )(8. 0 ft ) ? ? 1 ft 3 ? ? ? 100 cm ? = 2 . 9 ? 10 2 m3 = ( 2 . 9 ? 10 2 m3 ) ? = 2 . 9 ? 10 8 cm3 ? 1m ? ? 1. 25 1. 26 2 2 ? 1 m ? 43 560 ft ? ? 1 m ? ? ? = 3. 08 ? 10 4 m3 Volume = 25. 0 acre ft ? ? ? ? ? 3. 281 ft ? 1 acre ? ? 3. 281 ft ? ? ? ? ? 1 Volume of pyramid = ( area of base )( height ) 3 3 1. 24 ( ) = 1 ? (13. 0 acres )( 43 560 ft 2 acre ) ? ( 481 ft ) = 9. 08 ? 10 7 f ? 3? ? 2 . 832 ? 10 ? 2 m3 ? 3 = ( 9. 08 ? 10 7 ft 3 ) ? 5 ? = 2 . 57 ? 10 m 1 ft3 ? ? 1. 27 Volume of cube = L 3 = 1 quart (Where L = length of angiotensin converting enzyme location of the cube. ) ? 1 gallon ? ? 3. 786 liter ? ? 1000 cm3 ? i = 947 cm3 Thus, L 3 = 1 quart ? ? 4 quarts ? ? 1 gallon ? ? 1 liter ? ? ? ? ( ) and L = 3 947 cm3 = 9. 82 cm http//helpyoustudy. info Introduction 9 1. 28 We estimate that the length of a step for an average person is about 18 inches, or harshly 0. 5 m. Then, an estimate for the number of go required to be active a duration equal to the circumference of the existence would be N= or 3 2? ( 6. 38 ? 10 6 m ) Circumference 2?RE = ? ? 8 ? 10 7 steps 0. 5 m step Step space Step Length N ? 108 steps 1. 29. We assume an average respiration rate of about 10 breaths/minute and a typical life span of 70 years. Then, an estimate of the number of breaths an average person would take in a life date is ? ? breaths ? 10 7 ? min n = ? 10 ( 70 yr ) ? 3. 156 ? yr s ? ? 160 s ? = 4 ? 108 breaths ? ? ? min ? 1 ? ? ? or n ? 108 breaths 1. 30 We assume that the average person catches a cold twice a year and is spew an average of 7 days (or 1 week) each while. Thus, on average, each person is sick for 2 weeks out of each year (52 weeks).The probability that a particular person will be sick at any given time equals the percentage of time that person is sick, or probability of sickness = 2 weeks 1 = 52 weeks 26 The population of the Earth is approximately 7 billion. The number of people expected to have a cold on any given day is then 1 Number sick = ( population )( probability of sickness ) = ( 7 ? 10 9 ) ? ? = 3 ? 108 or ? 108 ( ? ? ? 26 ? 1. 31 (a) Assume that a typical intestinal tract has a length of about 7 m and average diameter of 4 cm. The estimated lend intestinal volume is then ? ?d 2 ? ? ( 0. 04 m ) V nub = A = ? ( 7 m ) = 0. 009 m 3 ? 4 ? 4 ? 2 The approximate volume occupied by a single bacterium is Vbacteria ? ( typical length scale ) = (10 ? 6 m ) = 10 ? 18 m 3 3 3 If it is assumed that bacteria occupy one hundredth of the total intestinal volume, the estimate of the number of microorganisms in the human intestinal tract is n= (b) 3 Vtotal 100 ( 0. 009 m ) 100 = = 9 ? 1013 or n ? 1014 10 ? 18 m 3 Vbacteria The large value of the number of bacteria estimated to exist in the intestinal tract meaning that they are probably not dangerous. Intestinal bacteria help digest food and provide important nutrients. Humans and bacteria enjoy a mutually bene? ial symbiotic relationship. Vcell = 3 4 3 4 ? r = ? (1. 0 ? 10 ? 6 m ) = 4. 2 ? 10 ? 18 m 3 3 3 1. 32 (a) (b) Consider your consistency to be a cylinder having a universal gas constant of about 6 inches (or 0. 15 m) and a height of about 1. 5 meters. Then, its volume is Vbody = Ah = (? r 2 ) h = ? ( 0. 15 m ) (1. 5 m ) = 0. 11 m 3 or ? 10 ? 1 m 3 2 continued on next page http//helpyoustudy. info 10 Chapter 1 (c) The estimate of the number of cells in the body is then n= Vbody Vcell = 0. 11 m 3 = 2. 6 ? 1016 or ? 1016 ? 18 3 4. 2 ? 10 m 1. 33 A credible guess for the diameter of a tire might be 3 ft, with a circumference (C = 2? r = ?D = hold travels per revolution) of about 9 ft. Thus, the total number of revolutions the tire might mark is n= total exceed traveled ( 50 000 mi )( 5 280 ft mi ) = 3 ? 10 7 rev, or 10 7 rev = remoteness per revolution 9 ft rev 1. 34 Answers to this problem will vary, dependent on the assumptions one makes. This solution assumes that bacteria and other prokaryotes occupy approximately one ten-millionth (10? 7) of the Earths volume, and that the density of a prokaryote, like the density of the human body, is approximately equal to that of piddle (103 kg /m3). (a) estimated number = n = Vtotal Vsingle prokaryote 10 )V ? ?7 Earth Vsingle prokaryote (10 )(10 m ) ? ? (length scale) (10 m ) ?7 3 Earth ? 7 6 3 ? 6 3 (10 ) R 3 ? 10 29 (b) (c) 3 kg ? ? ? ? mtotal = ( density )( total volume) ? ?water ? nVsingle ? = ? 10 3 3 ? (10 29 )(10 ? 6 m ) ? 1014 kg ? ? prokaryote ? ? m The very large mass of prokaryotes implies they are important to the biosphere. They are responsible for ? xing carbon, producing oxygen, and breaking up pollutants, among many other biological roles. Humans depend on them x = r cos? = 2 . 5 m cos 35 = 2. 0 m 1. 35 The x coordinate is found as and the y coordinate ) y = r sin? = ( 2 . 5 m ) sin 35 = 1. m ( 2 1. 36 The x keep out to the ? y is 2. 0 m and the y remoteness up to the ? y is 1. 0 m. Thus, we can use the Pythagorean theorem to ? nd the space from the origin to the ? y as d = x 2 + y2 = ( 2. 0 m ) + (1. 0 m ) 2 = 2. 2 m 1. 37 The distance from the origin to the ? y is r in polar coordinates, and this was f ound to be 2. 2 m in Problem 36. The angle ? is the angle among r and the horizontal file name extension line (the x axis in this case). Thus, the angle can be found as tan ? = y 1. 0 m = = 0. 50 x 2. 0 m and ? = tan ? 1 ( 0. 50 ) = 27 The polar coordinates are r = 2. 2 m and ? = 27 1. 8 The x distance between the two points is ? x = x2 ? x1 = ? 3. 0 cm ? 5. 0 cm = 8. 0 cm and the y distance between them is ? y = y2 ? y1 = 3. 0 cm ? 4. 0 cm = 1. 0 cm. The distance between them is found from the Pythagorean theorem d= 1. 39 ? x + ? y = (8. 0 cm ) + (1. 0 cm ) = 2 2 2 2 65 cm 2 = 8. 1 cm discover to the issue given in Problem 1. 40 below. The Cartesian coordinates for the two given points are x1 = r1 cos ? 1 = ( 2. 00 m ) cos 50. 0 = 1. 29 m y1 = r1 sin ? 1 = ( 2. 00 m ) sin 50. 0 = 1. 53 m x2 = r2 cos ? 2 = ( 5. 00 m ) cos ( ? 50. 0) = 3. 21 m y2 = r2 sin ? 2 = ( 5. 00 m ) sin ( ? 50. 0) = ? 3. 3 m continued on next page http//helpyoustudy. info Introduction 11 The distance betw een the two points is then ? s = ( ? x ) + ( ? y ) = (1. 29 m ? 3. 21 m ) + (1. 53 m + 3. 83 m ) = 5. 69 m 2 2 2 2 1. 40 Consider the Figure shown at the right. The Cartesian coordinates for the two points are x1 = r1 cos ? 1 y1 = r1 sin ? 1 x2 = r2 cos ? 2 y2 = r2 sin ? 2 y (x1, y1) r1 ?s ?y y1 y2 The distance between the two points is the length of the hypotenuse of the shaded triangle and is given by ? s = ( ? x ) + ( ? y ) = 2 2 q1 ( x1 ? x2 ) + ( y1 ? y2 ) 2 2 (x2, y2) r2 ? x q2 x1 x2 x or ? s = (r 2 1 cos 2 ? 1 + r22 cos 2 ? ? 2r1r2 cos ? 1 cos ? 2 ) + ( r12 sin 2 ? 1 + r22 sin 2 ? 2 ? 2r1r2 sin ? 1 sin ? 2 ) = r12 ( cos 2 ? 1 + sin 2 ? 1 ) + r22 ( cos 2 ? 2 + sin 2 ? 2 ) ? 2r1r2 ( cos ? 1 cos ? 2 + sin ? 1 sin ? 2 ) i Applying the identities cos 2 ? + sin 2 ? = 1 and cos ? 1 cos ? 2 + sin ? 1 sin ? 2 = cos (? 1 ? ?2 ) , this reduces to ? s = r12 + r22 ? 2r1r2 ( cos ? 1 cos ? 2 + sin ? 1 sin ? 2 ) = 1. 41 (a) r12 + r22 ? 2r1r2 cos (? 1 ? ?2 ) With a = 6. 00 m and b being two s ides of this right triangle having hypotenuse c = 9. 00 m, the Pythagorean theorem gives the unknown side as b = c2 ? a2 = ( 9. 00 m )2 ? ( 6. 00 m )2 = 6. 1 m (c) sin ? = b 6. 71 m = = 0. 746 c 9. 00 m (b) tan ? = a 6. 00 m = = 0. 894 b 6. 71 m 1. 42 From the plot, cos ( 75. 0) = d L Thus, d = L cos ( 75. 0) = ( 9. 00 m ) cos ( 75. 0) = 2. 33 m L 9 . 00 m 75. 0 d http//helpyoustudy. info 12 Chapter 1 1. 43 The circumference of the fountain is C = 2? r , so the radius is C 15. 0 m = = 2. 39 m 2? 2? h h Thus, tan ( 55. 0) = = which gives r 2. 39 m r= h = ( 2. 39 m ) tan ( 55. 0) = 3. 41 m 1. 44 (a) (b) sin ? = cos ? = resistance side so, icy side = ( 3. 00 m ) sin ( 30. 0 ) = 1. 50 m hypotenuse adjacent side so, adjacent side = ( 3. 00 m ) cos ( 30. ) = 2 . 60 m hypotenuse (b) (d) The side adjacent to ? = 3. 00 sin ? = 4. 00 = 0. 800 5. 00 1. 45 (a) (c) (e) The side other ? = 3. 00 cos ? = tan ? = 4. 00 = 0. 800 5. 00 4. 00 = 1. 33 3. 00 1. 46 victimisation the diagram at the r ight, the Pythagorean theorem yields c = ( 5. 00 m ) + ( 7. 00 m ) = 8. 60 m 2 2 5. 00 m c q 7. 00 m 1. 47 From the diagram given in Problem 1. 46 above, it is seen that tan ? = 5. 00 = 0. 714 7. 00 and ? = tan ? 1 ( 0. 714 ) = 35. 5 1. 48 (a) and (b) (c) See the Figure given at the right. Applying the de? nition of the tangent function to the large right triangle containing the 12. angle gives y x = tan 12. 0 1 Also, applying the de? nition of the tangent function to the smaller right triangle containing the 14. 0 angle gives y = tan 14. 0 x ? 1. 00 km (d) From Equation 1 above, observe that x = y tan 12. 0 2 Substituting this result into Equation 2 gives y ? tan 12. 0 = tan 14. 0 y ? (1. 00 km ) tan 12. 0 continued on next page http//helpyoustudy. info Introduction 13 Then, solving for the height of the mountain, y, yields y= 1. 49 (1. 00 km ) tan 12. 0 tan 14. 0 tan 14. 0 ? tan 12. 0 = 1. 44 km = 1. 44 ? 10 3 m Using the sketch at the right w = tan 35. , or 100 m w = (100 m ) tan 35. 0 = 70. 0 m w 1. 50 The ? gure at the right shows the situation described in the problem statement. Applying the de? nition of the tangent function to the large right triangle containing the angle ? in the Figure, one obtains y x = tan ? Also, applying the de? nition of the tangent function to the small right triangle containing the angle ? gives y = tan ? x? d Solving Equation 1 for x and substituting the result into Equation 2 yields y = tan ? y tan ? ? d The last result simpli? es to or y ? tan ? = tan ? y ? d ? tan ? y ? tan ? = y ? tan ? ? d ? tan ? ? tan ? or 2 1Solving for y y ( tan ? ? tan ? ) = ? d ? tan ? ? tan ? y=? 1. 51 (a) d ? tan ? ? tan ? d ? tan ? ? tan ? = tan ? ? tan ? tan ? ? tan ? Given that a ? F m , we have F ? ma . Therefore, the units of force are those of ma, F = ma = ma = M ( L T 2 ) = M L T-2 (b) L M? L F = M ? 2 ? = 2 ? ? T ? T ? 1 so newton = kg ? m s2 1. 52 (a) mi ? mi ? ? 1. 609 km ? km = ? 1 ? = 1. 609 h ? h ? ? 1 mi ? h mi ? mi ? ? 1. 609 km h ? km = ? 55 ? = 88 h ? h ? ? 1 mi h ? h mi mi ? mi ? ? 1. 609 km h ? km ? 55 = ? 10 ? = 16 h h ? h ? ? 1 mi h ? h (b) vmax = 55 (c) ?vmax = 65 http//helpyoustudy. info 14 Chapter 1 1. 3 (a) Since 1 m = 10 2 cm , then 1 m 3 = (1 m ) = (10 2 cm ) = (10 2 ) cm 3 = 10 6 cm 3, giving 3 3 3 ? 1. 0 ? 10 ? 3 kg ? 3 mass = density volume = ? ? 1. 0 m 3 ? 1. 0 cm ? ( )( ) ( ) ? 10 6 cm3 ? ? kg ? 3 = ? 1. 0 ? 10 ? 3 3 ? 1. 0 m 3 ? ? = 1. 0 ? 10 kg 3 ? cm ? ? 1m ? ( ) As a rough calculation, treat each of the following objects as if they were 100% water. (b) (c) (d) 3 kg 4 cell mass = density ? volume = ? 10 3 3 ? ? ( 0. 50 ? 10 ? 6 m ) = 5. 2 ? 10 ? 16 kg ? ? m ? 3 ? 3 4 kg 4 kidney mass = density ? volume = ? ? ? r 3 ? = ? 10 3 3 ? ? ( 4. 0 ? 10 ? 2 m ) = 0. 27 kg ? ? ? ? m ? 3 ? 3 ? ? ?y mass = density ? olume = ( density ) (? r 2 h ) 2 kg = ? 10 3 3 ? ? (1. 0 ? 10 ? 3 m ) ( 4. 0 ? 10 ? 3 m ) = 1. 3 ? 10 ? 5 kg ? ? m ? ? 1. 54 Assume an average of 1 can per person each week and a population of 300 million. (a) number cans person ? number cans year = ? ? ? ( population )( weeks year ) week ? ? ? ?1 ? ? can person ? 8 ? ( 3 ? 10 people ) ( 52 weeks yr ) week ? ? 2 ? 1010 cans yr , or 10 10 cans yr (b) number of tons = ( weight can )( number cans year ) ? oz ? ? 1 lb ? ? 1 ton ? 10 can ? ? 0. 5 ? ? 2 ? 10 ? can ? ? 16 oz ? ? 2 000 lb ? yr ? ? 3 ? 10 5 ton yr , or 10 5 ton yr Assumes an average weight of 0. oz of aluminum per can. 1. 55 The term s has dimensions of L, a has dimensions of LT? 2, and t has dimensions of T. Therefore, the equation, s = k a m t n with k being dimensionless, has dimensions of L = ( LT ? 2 ) ( T ) m n or L1T 0 = L m T n? 2 m The powers of L and T must be the same on each side of the equation. Therefore, L1 = Lm and m =1 Likewise, equating powers of T, we see that n ? 2 m = 0, or n = 2 m = 2 Dimensional analysis cannot determine the value of k , a dimensionless constant. 1. 56 (a) The rate of ? lling in gallons per second is rat e = 30. 0 gal ? 1 min ? ?2 ? ? = 7. 14 ? 10 gal s 7. 0 min ? 60 s ? continued on next page http//helpyoustudy. info Introduction 15 (b) 3 1L Note that 1 m 3 = (10 2 cm ) = (10 6 cm 3 ) ? 3 ? 3 ? 10 cm ? = 10 3 L. Thus, ? ? rate = 7. 14 ? 10 ? 2 (c) t= gal ? 3. 786 L ? ? 1 m 3 ? ?4 3 ? ? = 2. 70 ? 10 m s s ? 1 gal ? ? 10 3 L ? ? 1h ? Vfilled 1. 00 m 3 = = 3. 70 ? 10 3 s ? ? = 1. 03 h ? 4 3 rate 2. 70 ? 10 m s ? 3 600 s ? 1. 57 The volume of paint used is given by V = Ah, where A is the area cover and h is the thickness of the layer. Thus, h= V 3. 79 ? 10 ? 3 m 3 = = 1. 52 ? 10 ? 4 m = 152 ? 10 ? 6 m = 152 ? m 25. 0 m 2 A 1. 58 (a) For a sphere, A = 4? R 2 .In this case, the radius of the second sphere is twice that of the ? rst, or R2 = 2 R1. Hence, A2 4? R 2 R 2 ( 2 R1 ) 2 = = 2 = = 4 2 2 A1 4? R 1 R 1 R12 2 (b) For a sphere, the volume is Thus, V= 4 3 ? R 3 3 V2 ( 4 3) ? R 3 R 3 ( 2 R1 ) 2 = = 2 = = 8 3 3 3 V1 ( 4 3) ? R 1 R 1 R1 1. 59 The estimate of the total distance cars are d riven each year is d = ( cars in use ) ( distance traveled per car ) = (100 ? 10 6 cars )(10 4 mi car ) = 1 ? 1012 mi At a rate of 20 mi/gal, the dismiss used per year would be V1 = d 1 ? 1012 mi = = 5 ? 1010 gal rate1 20 mi gal If the rate increased to 25 mi gal, the annual fuel inlet would be V2 = d 1 ? 012 mi = = 4 ? 1010 gal rate2 25 mi gal and the fuel savings each year would be savings = V1 ? V2 = 5 ? 1010 gal ? 4 ? 1010 gal = 1 ? 1010 gal 1. 60 (a) The amount paid per year would be bucks ? ? 8. 64 ? 10 4 s ? ? 365. 25 days ? 10 dollars annual amount = ? 1 000 ? ? = 3. 16 ? 10 s ? ? 1. 00 day ? ? yr yr ? ? Therefore, it would take (b) 10 ? 10 12 dollars = 3 ? 10 2 yr, 3. 16 ? 10 10 dollars yr or 10 2 yr The circumference of the Earth at the equator is C = 2? r = 2? 6. 378 ? 10 6 m = 4. 007 ? 10 7 m ( ) continued on next page http//helpyoustudy. info 16 Chapter 1 The length of one dollar bill is 0. 55 m, so the length of ten trillion bills is m ? 12 12 = ? 0. clv ? ? (10 ? 10 dollars ) = 1? 10 m. Thus, the ten trillion dollars would dollar ? ? encircle the Earth 1 ? 1012 m n= = = 2 ? 10 4 , or 10 4 clock C 4. 007 ? 10 7 m 1. 61 (a) (b) ? 365. 2 days ? ? 8. 64 ? 10 4 s ? 1 yr = (1 yr ) ? = 3. 16 ? 10 7 s ? ? ? 1 day ? 1 yr ? ? ? Consider a segment of the surface of the Moon which has an area of 1 m2 and a depth of 1 m. When ? lled with meteorites, each having a diameter 10? 6 m, the number of meteorites along each edge of this box is n= length of an edge 1m = = 10 6 meteorite diameter 10 ? 6 m The total number of meteorites in the ? led box is then N = n 3 = 10 6 3 = 10 18 At the rate of 1 meteorite per second, the time to ? ll the box is 1y ? = 3 ? 10 10 yr, or t = 1018 s = (1018 s ) ? ? ? 7 ? 3. 16 ? 10 s ? 1. 62 1010 yr ( ) We will assume that, on average, 1 ball will be lost per hitter, that there will be about 10 hitters per inning, a game has 9 innings, and the team plays 81 al-Qaida games per season. Our estimate of the number of game balls needed per season is then number of balls needed = ( number lost per hitter ) ( number hitters/game )( home games/year ) games ? hitters ? ? innings ? = (1 ball per hitter ) 10 ? 81 ? ? ? year ? inning ? ? game ? = 7300 balls year or 10 4 balls year 1. 63 The volume of the whitish focusing galaxy is roughly ? ?d2 ? ? VG = At = ? t ? 10 21 m 4 ? 4 ? ? ( ) (10 m ) 2 19 or VG ? 10 61 m3 r If, within the Milky room galaxy, there is typically one neutron star in a spherical volume of radius r = 3 ? 1018 m, then the galactic volume per neutron star is V1 = 3 4 3 4 ? r = ? ( 3 ? 1018 m ) = 1 ? 10 56 m 3 3 3 or V1 ? 10 56 m 3 The order of magnitude of the number of neutron stars in the Milky Way is then n= VG 10 61 m 3 ? V1 10 56 m 3 or n ? 10 5 neutron stars http//helpyoustudy. info 2 Motion in genius DimensionQUICK QUIZZES 1. 2. (a) (a) 200 yd (b) 0 (c) 0 False. The car may be decreaseing down, so that the direction of its acceleration is opposer the direction of its swiftne ss. True. If the velocity is in the direction chosen as negative, a positive acceleration causes a decrease in speed. True. For an accelerating particle to stop at all, the velocity and acceleration must have opposite signs, so that the speed is decreasing. If this is the case, the particle will eventually come to rest. If the acceleration stay constant, however, the particle must begin to move again, opposite to the direction of its original velocity.If the particle comes to rest and then stays at rest, the acceleration has become zero at the moment the motion stops. This is the case for a braking carthe acceleration is negative and goes to zero as the car comes to rest. (b) (c) 3. The velocity-vs. -time represent (a) has a constant hawk, indicating a constant acceleration, which is equal by the acceleration-vs. -time graph (e). Graph (b) represents an object whose speed always increases, and does so at an ever change magnitude rate. Thus, the acceleration must be increasing, and the acceleration-vs. -time graph that best indicates this behavior is (d).Graph (c) depicts an object which ? rst has a velocity that increases at a constant rate, which means that the objects acceleration is constant. The motion then changes to one at constant speed, indicating that the acceleration of the object becomes zero. Thus, the best match to this situation is graph (f). 4. Choice (b). According to graph b, there are some instants in time when the object is simultaneously at two different x-coordinates. This is physically impossible. (a) The blue graph of Figure 2. 14b best shows the pucks position as a function of time. As seen in Figure 2. 4a, the distance the puck has traveled grows at an increasing rate for approximately three time intervals, grows at a steady rate for about four time intervals, and then grows at a diminishing rate for the last two intervals. The red graph of Figure 2. 14c best illustrates the speed (distance traveled per time interval) of the puck as a function of time. It shows the puck gaining speed for approximately three time intervals, moving at constant speed for about four time intervals, then slowing to rest during the last two intervals. 5. (b) 17 http//helpyoustudy. info 18 Chapter 2 (c) The chiliad graph of Figure 2. 4d best shows the pucks acceleration as a function of time. The puck gains velocity (positive acceleration) for approximately three time intervals, moves at constant velocity (zero acceleration) for about four time intervals, and then loses velocity (negative acceleration) for roughly the last two time intervals. 6. Choice (e). The acceleration of the ball system constant while it is in the air. The magnitude of its acceleration is the free-fall acceleration, g = 9. 80 m/s2. Choice (c). As it travels up, its speed decreases by 9. 80 m/s during each second of its motion. When it reaches the peak of its motion, its speed becomes zero.As the ball moves downward, its speed increases by 9. 80 m/s each s econd. Choices (a) and (f). The ? rst jumper will always be moving with a higher(prenominal) velocity than the second. Thus, in a given time interval, the ? rst jumper covers more distance than the second, and the separation distance between them increases. At any given instant of time, the velocities of the jumpers are de? nitely different, because one had a head start. In a time interval after this instant, however, each jumper increases his or her velocity by the same amount, because they have the same acceleration. Thus, the difference in velocities stays the same. . 8. ANSWERS TO MULTIPLE CHOICE QUESTIONS 1. Once the arrow has left the bow, it has a constant downward acceleration equal to the freefall acceleration, g. Taking up(a) as the positive direction, the elapsed time required for the velocity to change from an sign value of 15. 0 m s upward ( v0 = +15. 0 m s ) to a value of 8. 00 m s downward ( v f = ? 8. 00 m s ) is given by ? t = ? v v f ? v0 ? 8. 00 m s ? ( +15. 0 m s ) = = = 2. 35 s a ? g ? 9. 80 m s 2 Thus, the correct choice is (d). 2. In Figure MCQ2. 2, there are ? ve spaces separating adjacent oil drops, and these spaces span a distance of ? x = 600 meters.Since the drops occur every 5. 0 s, the time span of each space is 5. 0 s and the total time interval shown in the ? gure is ? t = 5 ( 5. 0 s ) = 25 s. The average speed of the car is then v= ? x 600 m = = 24 m s ? t 25 s making (b) the correct choice. 3. The line of descent of the equations of kinematics for an object moving in one dimension (Equations 2. 6 through 2. 10 in the textbook) was based on the assumption that the object had a constant acceleration. Thus, (b) is the correct answer. An object having constant acceleration would have constant velocity only if that acceleration had a value of zero, so (a) is not a incumbent condition.The speed (magnitude of the velocity) will increase in time only in cases when the velocity is in the same direction as the constant acceleration , so (c) is not a correct response. An object projected truthful upward into the air has a constant acceleration. Yet its position (altitude) does not always increase in time (it eventually starts to fall back downward) nor is its velocity always directed downward (the direction of the constant acceleration). Thus, neither (d) nor (e) can be correct. http//helpyoustudy. info Motion in One Dimension 19 4. The wheel pin has a constant downward acceleration ( a = ? g = ? 9. 80 m s 2 ) while in ? ght. The velocity of the pin is directed upward on the upward part of its ? ight and is directed downward as it falls back toward the jugglers hand. Thus, only (d) is a true statement. The initial velocity of the car is v0 = 0 and the velocity at time t is v. The constant acceleration is whence given by a = ? v ? t = ( v ? v0 ) t = ( v ? 0 ) t = v t and the average velocity of the car is v = ( v + v0 ) 2 = ( v + 0 ) 2 = v 2. The distance traveled in time t is ? x = vt = vt 2. In the extra c ase where a = 0 ( and hence v = v0 = 0 ) , we see that statements (a), (b), (c), and (d) are all correct. However, in the general case ( a ? , and hence v ? 0 ), only statements (b) and (c) are true. Statement (e) is not true in either case. The motion of the ride is very similar to that of a object throw straight upward into the air. In two cases, the object has a constant acceleration which is directed opposite to the direction of the initial velocity. Just as the object thrown upward slows down and stops momently in advance it starts speeding up as it falls back downward, the boat will continue to move northward for some time, slowing uniformly until it comes to a momentary stop. It will then start to move in the southward direction, gaining speed as it goes.The correct answer is (c). In a position versus time graph, the velocity of the object at any point in time is the slope of the line tangent to the graph at that instant in time. The speed of the particle at this point i n time is simply the magnitude (or absolute value) of the velocity at this instant in time. The switch occurring during a time interval is equal to the difference in x-coordinates at the ? nal and initial times of the interval ? x = x t f ? x ti . 5. 6. 7. ( ) The average velocity during a time interval is the slope of the straight line connecting the points on the curve corresponding to the initial and ? al times of the interval ? v = ? x ? t = ( x f ? xi ) ( t f ? ti ) ? . Thus, we see how the quantities in choices (a), (e), (c), and (d) ? ? can all be obtained from the graph. Only the acceleration, choice (b), cannot be obtained from the position versus time graph. 8. From ? x = v0 t + 1 at 2, the distance traveled in time t, starting from rest ( v0 = 0 ) with constant 2 acceleration a, is ? x = 1 at 2 . Thus, the ratio of the distances traveled in two individual trials, one 2 of duration t1 = 6 s and the second of duration t 2 = 2 s, is 2 2 ? x2 1 at 2 ? t 2 ? ? 2 s ? 1 2 = 1 2 =? ? =? ? = ? x1 2 at1 ? 1 ? ? 6 s ? 9 and the correct answer is (c). 2 9. The distance an object moving at a uniform speed of v = 8. 5 m s will travel during a time interval of ? t = 1 1 000 s = 1. 0 ? 10 ? 3 s is given by ? x = v ( ? t ) = (8. 5 m s ) (1. 0 ? 10 ? 3 s ) = 8. 5 ? 10 ? 3 m = 8. 5 mm so the only correct answer to this question is choice (d). 10. Once either ball has left the students hand, it is a freely falling body with a constant acceleration a = ? g (taking upward as positive). Therefore, choice (e) cannot be true. The initial velocities of the red and blue balls are given by viR = + v0 and viB = ? 0 , respectively. The velocity of either ball when it has a displacement from the launch point of ? y = ? h (where h is the height of the building) is found from v 2 = vi2 + 2a ( ? y ) as follows 2 vR = ? viR + 2a ( ? y ) R = ? ( + v0 ) 2 + 2 ( ? g ) ( ? h ) = ? 2 v0 + 2 gh http//helpyoustudy. info 20 Chapter 2 and 2 vB = ? viB + 2a ( ? y ) B = ? ( ? v0 ) 2 + 2 ( ? g ) ( ? h ) = ? 2 v0 + 2 gh Note that the negative sign was chosen for the radical in both cases since each ball is moving in the downward direction immediately before it reaches the ground.From this, we see that choice (c) is true. Also, the speeds of the two balls just before hitting the ground are 2 2 2 2 vR = ? v0 + 2 gh = v0 + 2 gh v0 and vB = ? v0 + 2 gh = v0 + 2 gh v0 Therefore, vR = vB , so both choices (a) and (b) are false. However, we see that both ? nal speeds exceed the initial speed and choice (d) is true. The correct answer to this question is then (c) and (d). 11. At ground level, the displacement of the rock from its launch point is ? y = ? h , where h is the 2 height of the tower and upward has been chosen as the positive direction.From v 2 = vo + 2a ( ? y ) , the speed of the rock just before hitting the ground is found to be 2 2 v = v0 + 2a ( ? y ) = v0 + 2 ( ? g ) ( ? h ) = (12 m s )2 + 2 ( 9. 8 m s2 ) ( 40. 0 m ) = 30 m s Choice (b) is therefore the correct re sponse to this question. 12. Once the ball has left the throwers hand, it is a freely falling body with a constant, non-zero, acceleration of a = ? g . Since the acceleration of the ball is not zero at any point on its trajectory, choices (a) through (d) are all false and the correct response is (e). ANSWERS TO EVEN NUMBERED CONCEPTUAL QUESTIONS . Yes. The particle may stop at some instant, but notwithstanding have an acceleration, as when a ball thrown straight up reaches its maximum height. (a) (b) 6. (a) No. They can be used only when the acceleration is constant. Yes. Zero is a constant. In Figure (c), the images are farther apart for each successive time interval. The object is moving toward the right and speeding up. This means that the acceleration is positive in Figure (c). In Figure (a), the ? rst four images show an increasing distance traveled each time interval and therefore a positive acceleration.However, after the fourth image, the lay is decreasing, showing that th e object is now slowing down (or has negative acceleration). In Figure (b), the images are evenly spaced, showing that the object moved the same distance in each time interval. Hence, the velocity is constant in Figure (b). At the maximum height, the ball is momently at rest (i. e. , has zero velocity). The acceleration remains constant, with magnitude equal to the free-fall acceleration g and directed downward. Thus, even though the velocity is momentarily zero, it continues to change, and the ball will begin to gain speed in the downward direction.The acceleration of the ball remains constant in magnitude and direction throughout the balls free ? ight, from the instant it leaves the hand until the instant just before it strikes the 4. (b) (c) 8. (a) (b) http//helpyoustudy. info Motion in One Dimension 21 ground. The acceleration is directed downward and has a magnitude equal to the freefall acceleration g. 10. (a) Successive images on the ? lm will be separated by a constant dis tance if the ball has constant velocity. Starting at the right-most image, the images will be ingestting closer together as one moves toward the left.Starting at the right-most image, the images will be getting farther apart as one moves toward the left. As one moves from left to right, the balls will ? rst get farther apart in each successive image, then closer together when the ball begins to slow down. (b) (c) (d) ANSWERS TO EVEN NUMBERED PROBLEMS 2. 4. 6. (a) (a) (a) (d) 8. (a) (d) 10. 12. (a) (a) (d) 14. 16. (a) 2 ? 10 4 mi 10. 04 m s 5. 00 m s ? 3. 33 m s +4. 0 m s 0 2. 3 min L t1 2 L ( t1 + t 2 ) 1. 3 ? 10 2 s (b) 13 m (b) (b) 64 mi ? L t 2 (c) 0 (b) (b) (b) (e) (b) ? x 2 RE = 2. 4 7. 042 m s 1. 25 m s 0 ? 0. 50 m s (c) ? 1. 0 m s (c) ? 2. 50 m s a) The trailing runners speed must be greater than that of the leader, and the leaders distance from the ? nish line must be great enough to give the trailing runner time to make up the de? cient distance. (b) t = d ( v1 ? v2 ) (c) d2 = v2 d ( v1 ? v2 ) 18. (a) Some data points that can be used to plot the graph are as given below x (m) t (s) (b) (c) 5. 75 1. 00 16. 0 2. 00 35. 3 3. 00 68. 0 4. 00 119 5. 00 192 6. 00 41. 0 m s , 41. 0 m s , 41. 0 m s 17. 0 m s , much smaller than the instantaneous velocity at t = 4. 00 s l http//helpyoustudy. info 22 Chapter 2 20. 22. 24. (a) 20. 0 m s , 5. 00 m s (b) 263 m 0. 91 s (i) (a) (ii) (a) 0 0 (b) (b) 1. 6 m s 2 1. 6 m s 2 500 x (m) (c) (c) 0. 80 m s 2 0 26. The curves intersect at t = 16. 9 s. car police police officer 250 0 0 4. 00 8. 00 12. 0 16. 0 20. 0 t (s) 28. 30. a = 2. 74 ? 10 5 m s 2 = ( 2. 79 ? 10 4 ) g (a) (b) (e) 32. (a) (d) 34. 36. 38. 40. (a) (a) (a) (a) (c) 42. 44. 46. 48. 95 m 29. 1 s 1. 79 s v 2 = vi2 + 2a ( ? x ) f 8. 00 s 13. 5 m 22. 5 m 20. 0 s 5. 51 km 107 m v = a1t1 (c) a = ( v 2 ? vi2 ) 2 ( ? x ) f (d) 1. 25 m s 2 (b) 13. 5 m (c) 13. 5 m (b) (b) (b) (b) No, it cannot land safely on the 0. 800 km runway. 20. 8 m s, 41. 6 m s, 20. 8 m s, 38. 7 m s 1. 49 m s 2 ? = 1 a1t12 2 2 ? xtotal = 1 a1t12 + a1t1t 2 + 1 a2 t 2 2 2 (a) Yes. (b) vtop = 3. 69 m s (c) ?v downward = 2. 39 m s (d) No, ? v upward = 3. 71 m s. The two rocks have the same acceleration, but the rock thrown downward has a higher average speed between the two levels, and is accelerated over a smaller time interval. http//helpyoustudy. info Motion in One Dimension 23 50. 52. (a) (a) (c) 21. 1 m s v = ? v0 ? gt = v0 + gt v = v0 ? gt , d = 1 gt 2 2 29. 4 m s ? 202 m s 2 4. 53 s vi = h t + gt 2 (b) (b) 19. 6 m d = 1 gt 2 2 (c) 18. 1 m s, 19. 6 m 54. 56. 58. 60. 62. 64. (a) (a) (a) (a) (b) (b) (b) (b) 44. 1 m 198 m 14. m s v = h t ? gt 2 See Solutions Section for Motion Diagrams. Yes. The minimum acceleration needed to complete the 1 mile distance in the allotted time is amin = 0. 032 m s 2 , considerably less than what she is capable of producing. (a) (c) y1 = h ? v0 t ? 1 gt 2 , y2 = h + v0 t ? 1 gt 2 2 2 2 v1 f = v2 f = ? v0 + 2 gh (d) 66. (b) t 2 ? t1 = 2 v0 g y2 ? y1 = 2 v0 t as long as both balls are still in the air. 68. 70. 3. 10 m s (a) (c) 3. 00 s (b) v0 ,2 = ? 15. 2 m s v1 = ? 31. 4 m s, v2 = ? 34. 8 m s 2. 2 s only if acceleration = 0 (b) (b) ? 21 m s Yes, for all initial velocities and accelerations. 72. 74. (a) (a)PROBLEM SOLUTIONS 2. 1 We assume that you are approximately 2 m long-shanked and that the nerve impulse travels at uniform speed. The elapsed time is then ? t = 2. 2 (a) 2m ? x = = 2 ? 10 ? 2 s = 0. 02 s v 100 m s At constant speed, c = 3 ? 108 m s, the distance light travels in 0. 1 s is ? x = c ( ? t ) = ( 3 ? 108 m s ) ( 0. 1 s ) ? 1 mi ? ? 1 km ? 4 = ( 3 ? 10 7 m ) ? ? = 2 ? 10 mi 3 ? 1. 609 km ? ? 10 m ? (b) Comparing the result of part (a) to the diameter of the Earth, DE, we ? nd 3. 0 ? 10 7 m ? x ? x = = ? 2. 4 DE 2 RE 2 ( 6. 38 ? 10 6 m ) ( with RE = Earths radius ) http//helpyoustudy. info 24 Chapter 2 2. 3Distances traveled between pairs of cities are ? x1 = v1 ( ? t1 ) = (80. 0 km h ) ( 0. 500 h ) = 40. 0 km ? x2 = v2 ( ? t 2 ) = (100 km h ) ( 0. 200 h ) = 20. 0 km ? x3 = v3 ( ? t3 ) = ( 40. 0 km h ) ( 0. 750 h ) = 30. 0 km Thus, the total distance traveled is ? x = ( 40. 0 + 20. 0 + 30. 0 ) km = 90. 0 km, and the elapsed time is ? t = 0. 500 h + 0. 200 h + 0. 750 h + 0. 250 h = 1. 70 h. (a) (b) v= ? x 90. 0 km = = 52. 9 km h ? t 1. 70 h ?x = 90. 0 km (see above) v= v= ? x 2. 000 ? 10 2 m = = 10. 04 m s ? t 19. 92 s 2. 4 (a) (b) 2. 5 (a) ?x 1. 000 mi ? 1. 609 km ? ? 10 3 m ? = ? ? = 7. 042 m s ? t 228. 5 s ? 1 mi ? 1 km ? Boat A requires 1. 0 h to cross the lake and 1. 0 h to return, total time 2. 0 h. Boat B requires 2. 0 h to cross the lake at which time the hotfoot is over. Boat A wins, being 60 km fore of B when the race ends. medium velocity is the net displacement of the boat divided by the total elapsed time. The winning boat is back where it started, its displacement thus being zero, yielding an average velocity of zero . (b) 2. 6 The average velocity over any time interval is ? x x f ? xi = ? t t f ? ti ? x 10. 0 m ? 0 v= = = 5. 00 m s ? t 2. 00 s ? 0 v= (a) (b) (c) (d) (e) v= v= v= v= ? x 5. 00 m ? 0 = = 1. 25 m s ? 4. 00 s ? 0 ? x 5. 00 m ? 10. 0 m = = ? 2. 50 m s ? t 4. 00 s ? 2. 00 s ? x ? 5. 00 m ? 5. 00 m = = ? 3. 33 m s ? t 7. 00 s ? 4. 00 s 0? 0 ? x x2 ? x1 = = = 0 ? t t 2 ? t1 8. 00 s ? 0 2. 7 (a) (b) 1h ? Displacement = ? x = (85. 0 km h ) ( 35. 0 min ) ? ? ? + 130 km = 180 km ? 60. 0 min ? 1h ? The total elapsed time is ? t = ( 35. 0 min + 15. 0 min ) ? ? ? + 2. 00 h = 2. 83 h ? 60. 0 min ? so, v= ? x 180 km = = 63. 6 km h ? t 2. 84 h http//helpyoustudy. info Motion in One Dimension 25 2. 8 The average velocity over any time interval is ? x x f ? xi = ? t t f ? ti ? x 4. 0 m ? 0 v= = = + 4. 0 m s ? t 1. 0 s ? 0 ? ? 2 . 0 m ? 0 v= = = ? 0. 50 m s ? t 4. 0 s ? 0 v= (a) (b) (c) (d) v= v= ? x 0 ? 4. 0 m = = ? 1. 0 m s ? t 5. 0 s ? 1. 0 s ? x 0? 0 = = 0 ? t 5. 0 s ? 0 2. 9 The plane starts from rest ( v0 = 0 ) and maintains a constant accelerati on of a = +1. 3 m s 2 . Thus, we ? nd the distance it will travel before reaching the required takeoff speed ( v = 75 m s ) , from 2 v 2 = v0 + 2a ( ? x ) , as ? x = 2 v 2 ? v0 ( 75 m s ) ? 0 = = 2. 2 ? 10 3 m = 2. 2 km 2 2a 2 (1. 3 m s ) 2 Since this distance is less than the length of the runway, the plane takes off safely. 2. 10 (a) The time for a car to make the s strip is t = cars to omplete the same 10 mile trip is ? t = t1 ? t 2 = (b) ? x ? x ? 10 mi 10 mi ? ? 60 min ? ? =? ? ? = 2. 3 min v1 v2 ? 55 mi h 70 mi h ? ? 1 h ? ?x . Thus, the difference in the times for the two v When the faster car has a 15. 0 min lead, it is ahead by a distance equal to that traveled by the slower car in a time of 15. 0 min. This distance is given by ? x1 = v1 ( ? t ) = ( 55 mi h ) (15 min ). The faster car pulls ahead of the slower car at a rate of vrelative = 70 mi h ? 55 mi h = 15 mi h Thus, the time required for it to get distance ? x1 ahead is ? t = ? x1 = vrelative ( 55 mi h ) (15 min ) 1 5. 0 mi h = 55 minFinally, the distance the faster car has traveled during this time is ? x2 = v2 ( ? t ) = 2. 11 (a) ( 70 mi h ) ( 55 min ) ? ? 1h ? ? = 64 mi ? 60 min ? From v 2 = vi2 + 2a ( ? x ) , with vi = 0 , v f = 72 km h , and ? x = 45 m, the acceleration of the f cheetah is found to be km ? ? 10 3 m ? ? 1 h 72 ? 0 h ? ? 1 km ? ? 3 600 s v 2 ? vi2 f a= = = 4. 4 m s 2 2 ( ? x ) 2 ( 45 m ) continued on next page 2 http//helpyoustudy. info 26 Chapter 2 (b) The cheetahs displacement 3. 5 s after starting from rest is 1 1 2 ? x = vi t + at 2 = 0 + ( 4. 4 m s 2 ) ( 3. 5 s ) = 27 m 2 2 2. 12 (a) (b) (c) (d) 1 = v2 = ( ? x )1 + L = = + L t1 ( ? t )1 t1 ( ? x )2 ? L = = ? L t2 ( ? t )2 t 2 ( ? x ) total ( ? x )1 + ( ? x )2 + L ? L 0 = = = 0 = t1 + t 2 t1 + t 2 t1 + t 2 ( ? t ) total +L + ? L total distance traveled ( ? x )1 + ( ? x )2 2L = = = ( ave. speed )trip = t1 + t 2 t1 + t 2 t1 + t 2 ( ? t ) total vtotal = The total time for the trip is t total = t1 + 22 . 0 min = t1 + 0. 367 h , where t1 is the time spent traveling at v1 = 89. 5 km h. Thus, the distance traveled is ? x = v1 t1 = vt total, which gives 2. 13 (a) (89. 5 km h ) t1 = ( 77. 8 km h ) ( t1 + 0. 367 h ) = ( 77. 8 km h ) t1 + 28. 5 km or, (89. 5 km h ? 77. km h ) t1 = 28. 5 km From which, t1 = 2 . 44 h for a total time of t total = t1 + 0. 367 h = 2. 81 h (b) The distance traveled during the trip is ? x = v1 t1 = vt total, giving ? x = v ttotal = ( 77. 8 km h ) ( 2. 81 h ) = 219 km 2. 14 (a) At the end of the race, the tortoise has been moving for time t and the hare for a time t ? 2 . 0 min = t ? great hundred s. The speed of the tortoise is vt = 0. 100 m s, and the speed of the hare is vh = 20 vt = 2 . 0 m s. The tortoise travels distance xt, which is 0. 20 m larger than the distance xh traveled by the hare. Hence, xt = xh + 0. 20 m which becomes or vt t = vh ( t ? 120 s ) + 0. 0 m ( 0. 100 m s ) t = ( 2 . 0 m s ) ( t ? 120 s ) + 0. 20 m t = 1. 3 ? 10 2 s This gives the time of the ra ce as (b) 2. 15 xt = vt t = ( 0. 100 m s ) (1. 3 ? 10 2 s ) = 13 m The maximum allowed time to complete the trip is t total = total distance 1600 m ? 1 km h ? = ? ? = 23. 0 s required average speed 250 km h ? 0. 278 m s ? The time spent in the ? rst fractional(a) of the trip is t1 = half distance 800 m ? 1 km h ? = ? ? = 12 . 5 s v1 230 km h ? 0. 278 m s ? continued on next page http//helpyoustudy. info Motion in One Dimension 27 Thus, the maximum time that can be spent on the second half of the trip is t 2 = t total ? 1 = 23. 0 s ? 12 . 5 s = 10. 5 s and the required average speed on the second half is v2 = 2. 16 (a) ? 1 km h ? half distance 800 m = = 76. 2 m s ? ? = 274 km h t2 10. 5 s ? 0. 278 m s ? In order for the trailing athletic supporter to be able to catch the leader, his speed (v1) must be greater than that of the leading athlete (v2), and the distance between the leading athlete and the ? nish line must be great enough to give the trailing athlete suf? cient time to m ake up the de? cient distance, d. During a time t the leading athlete will travel a distance d2 = v2 t and the trailing athlete will travel a distance d1 = v1t .Only when d1 = d2 + d (where d is the initial distance the trailing athlete was behind the leader) will the trailing athlete have caught the leader. Requiring that this condition be satis? ed gives the elapsed time required for the second athlete to overtake the ? rst d1 = d2 + d giving or v1t = v2 t + d or t = d ( v1 ? v2 ) (b) v1t ? v2 t = d (c) In order for the trailing athlete to be able to at least tie for ? rst place, the initial distance D between the leader and the ? nish line must be greater than or equal to the distance the leader can travel in the time t calculated above (i. e. , the time required to overtake the leader).That is, we must require that D ? d2 = v2 t = v2 ? d ( v1 ? v2 ) ? ? ? or D? v2 d v1 ? v2 2. 17 The instantaneous velocity at any time is the slope of the x vs. t graph at that time. We compute th is slope by using two points on a straight segment of the curve, one point on each side of the point of interest. (a) (b) (c) (d) vt=1. 00 s = vt=3. 00 s = 10. 0 m ? 0 = 5. 00 m s 2 . 00 s ? 0 ( 5. 00 ? 10. 0 ) m = ? 2 . 50 m s ( 4. 00 ? 2 . 00 ) s ( 5. 00 ? 5. 00 ) m vt=4. 50 s = = 0 ( 5. 00 ? 4. 00 ) s 0 ? ( ? 5. 00 m ) vt=7. 50 s = = 5. 00 m s (8. 00 ? 7. 00 ) s http//helpyoustudy. info 28 Chapter 2 2. 18