A Horse and Two Goats Essay

‘A Horse and Two Goats’ is a masterpiece of literature by R. K. Narayan (1906 – 2001). The writer is a brightly shining star in the galaxy of the leading literary Indian fiction writers, particularly who wrote in English including Mulk Raj Anand and Raja Rao. Narayan is given credit for bringing the Indian Literature in English to show the whole world. For this great service to the Indian literary world, he is rendered as the greatest Indian novelist and short story writer. see more:article on old age homes The setting of this story is in the real and small village, Kritam unlike his most of the stories. His stories have simple language and common characters that are grappling with their social problems of everyday life as we see in his story ‘A Horse and Two Goats’. Narayan has been compared to as great writers as William Faulkner and Guy de Maupassant. He has reflected humour and passions of ordinary life and exposes the bitter truths about human life in different shades and colours. With respect to this trait, he is counted a humanitarian artist in his own way and distinctive style. However, R.K. Narayan’s style has met bitter criticism for simplicity of his diction. It is said that he is too simple to be intellectually entertaining. The story has just two main characters. Muni, an old and very poor Indian and a red-faced American. Both of them represent their cultures through language. They speak their own languages and hardly can understand each other. In other words, language proves a great barrier in communication between the two individuals who belong to two entirely different cultures. This difference of cultures speaks volumes about the conflict of the East and West, with their own distinctive values and standards. Moreover, the two characters represent their respective nations. One is from the First World, America, the highly developed one and the other is from India, the Third World. Muni is symbol of austere poverty, materially as well as morally. He is in fact telling a lie to his wife when he tells her that ‘I have sold our goats to a red-faced man. He was absolutely crazy to have them, gave me all this money carried them off in his motor car’ (p.16). The American has mistakenly bought th e statue of horse. He misunderstands that the horse-statue belongs to the poor old man, Muni. His misunderstanding is owing to his utter ignorance of the Indian culture as well as his materialistic outlook. He misunderstands that money can buy anything he likes. He stands as a symbol of the American that their material superiority can make them able to buy the cultures of the poor nations with money. He time and again talks about his business and his keen desire to become a big businessman. This fact can be seen in these wistful words of him: I repeat I am not a millionaire. Ours is a modest business; after all, we can’t afford to buy more than sixty minutes of TV time in a month, which works out to two minutes a day, that’s all, although in the course of time we’ll may be sponsor a one-hour show regularly if our sales graph continues to go up†¦(p.14). Moreover, the American fails to discern the reality that the horse-statue is not the possession of the poor goat-man but it belongs to the whole village of Kritam. On contrary, Muni is very poor but he is not preoccupied with materialistic pursuits. He talks about his religious and spiritual preoccupation. According to him: †¦our pundit [†¦] told us that Vishnu is the highest god. Whenever evil men trouble us, he comes down to save us. He has come many times. The first time he incarnated as a great fish, and lifted the scriptures on his back when the floods and sea waves †¦ (p.12). This discourse exposes the truth about the conflict of the East and West on spiritual and materialistic grounds respectively. The writer seems to suggest that West is hollow at heart and worshipper of materialism whereas East is spiritually rich and deep-rooted in culture and traditions which cannot be snatched from them because they are their life and spirit. Muni’s these words point this fact out that ‘ At the end of Kali Yuga, this world and all other worlds will be destroyed and the Redeemer will come in the shape of a horse called â€Å"Kalki†, this horse will come to life and gallop and trample down all bad men’(page:13). Similarly, at individual and social level, the story exposes evils of poverty. Muni is awfully poor and under the burden of loans even for bare bread. The story reveals the fact that how strange the way of the world are. When Muni grows poorer and poorer, the people of his village begin to look down upon him as someone low and base. They do not treat him as a respectable individual of the society. It implies about the inhuman behavior of the fellow beings with one another when their social status is not equal. Poverty becomes a curse at home and in the society for the poor people like Muni. His wife quarrels with him because there is nothing to eat to live. Owing to his poverty nobody is ready to give him loans. The shop man who used to give him small loans has now refused to give anymore because the poor Muni has piteously failed to repay his former loans. Muni promises but without any use that ‘I will pay you everything on the first of the next month’ (p.3). His poverty causes him a great disgrace and he helplessly utters ‘My poverty is exposed to everybody. But what can I do’ (p.4)? He gets rid of the shopkeeper when he insults him before the eyes of the people Muni tells him that he will pay back as soon his daughter sends him money on his fiftieth birthday. Thus Muni’s poverty is symbolic to the poverty of the common people who are maltreated only for their poverty in this world which is mad with worship of the wealth and material things. Muni unlike the American is conservative. He says, the cinema has spoiled the people and taught them how to do evil things. He has least lust for material things and no high ideals in life. He only dreams of opening up small shop under a thatched roof, selling fried nuts, sweets and coconut to the travelers in need of quenching their thirst and mitigate their hunger. In other words, Muni is very good-hearted poor man who loves to serve humanity but the American has excessive lust for wealth has no love to serve humanity. He tries to gratify his aesthetic sense by buying the statue-horse but never thinks about spending his money for the benefits of the humanity. Besides, the story stresses upon the fact that the poor may have tender feelings for humanity but not the rich because they have mostly the hearts of gold and silver which are without sympathetic feelings for others. The American talks to Muni so long only because he has a great desire to buy the statue. In addition, the two men have little knowledge about each other’s society and culture. Muni fails to understand the reason why the American wants to buy the statue when it has no practical benefit at all. It also indicates that the poor and illiterate people have mostly least approach beyond their belly. The American also cannot realize that the statue is the cultural symbol of the people belonging to a small village, Kritam which represents whole India. To sell the statue is tantamount to sell cultural identity. However, Muni sells his two goats and the statue for hundred rupees because he has nothing to eat due to his poverty. He tells lie to his wife that he has sold his two goats in hundred rupees without mentioning the sale of the statue. Perhaps he does so due to two reasons. One reason is that he cannot imagine that the statue has such great importance for the American and he will not take it with him. Second reason is that the statue does not belong to him only but the whole village and by selling it he will get money to take home and please his wife who is mostly annoyed with him for poverty. It means that poverty may compel a person to go to such limits as telling lies and selling ones legacy. Furthermore, the Big House stands for discrimination in village of Kritam. It is only one such big house in the village whereas other abodes are no more than mere huts and mud houses. It is the symbol of monopoly and feudalism. Muni has to pay for using the back part of the Big House for his goats and sheep when Muni had good days and prosperous life with as many as forty goats in his pen. However, the Big House is a great source of relief for Muni and his family. He has hardly anything in his house even water and is dependent on the Big House for drinking purposes. Muni says, ‘Bath! Who can dream of a bath when you have to scratch the tank-bed for a bowl of water? We would all be parched and dead but for the Big House, where they let us take a pot of water from their well’ (p.4). In other words, the writer criticizes the poor condition of the South Indian people who been kept so much deprived by the rulers. They have worst condition and have no availability of daily communities as essential as drinking water. The writer wants to convey the message to the State about negligence and least care of the masses who living in exceedingly miserable plight. This poor condition also goes back to the colonial age of the Subcontinent when the colonizers ruled their colonies and did least for the welfare of the people who were the subjects. They proved looters of the resources of their colonies and did not improve their poor condition. They rather cause the flourishment of the feudal culture which is there long after their departure from the subcontinent. They have left but have left behind their influence and their discriminatory system among the Indians. The Big House is the representative of this concept. The Big House has well of water whereas the other population, not to speak of other daily commodities of life, has not even water for them to drink. The American has come to visit India which was colony like his own country of the USA but America has rose successfully from the slavery and has come to the fore front due to their sincere leaders and their welfare system of the State. The writer wants the world know about the poor condition of the South India where there is no standard of living at all. He seems to expose the bitter realities of life in pinching grip of austere poverty. Narayan like Guy de Maupassant is ranked as great figure in the world of modern short story. Maupassant he has followed the last two conditions as a writer: 1. a moral relation of the author to the subject, 2. the clearness of exposition, 3. sincerity, that is, an undisguised feeling of love or hatred for what the artist describes, But Narayan has followed the whole three ones quite successfully in his short stories. Also like him Narayan has the ability to compress text without losing the basic message. He was endowed with that particular gift, called talent, which consists in the author’s ability to direct, according to his tastes, his intensified, strained attention to this or that subject, in consequence of which the author who is endowed with this ability sees in those subjects upon which he directs his attention, something new, something which others did not see. Narayan evidently possessed that gift of seeing in subjects something which others did not see.

College Physics 9e

1 Introduction ANSWERS TO MULTIPLE CHOICE QUESTIONS 1. Using a calculator to multiply the length by the width gives a raw answer of 6783 m 2 , but this answer must be rounded to contain the same number of signi? cant ? gures as the least accurate factor in the product. The least accurate factor is the length, which contains either 2 or 3 signi? cant ? gures, depending on whether the trailing zero is signi? cant or is being used only to locate the decimal point. Assuming the length contains 3 signi? cant ? gures, answer (c) correctly expresses the area as 6. 78 ? 10 3 m 2 .However, if the length contains only 2 signi? cant ? gures, answer (d) gives the correct result as 6. 8 ? 10 3 m 2 . Both answers (d) and (e) could be physically meaningful. Answers (a), (b), and (c) must be meaningless since quantities can be added or subtracted only if they have the same dimensions. According to Newton’s second law, Force = mass ? acceleration . Thus, the units of Force must be the product of the units of mass (kg) and the units of acceleration ( 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 given numbers.However, this sum must be rounded 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 term in the sum containing the smallest number of decimal places). The required 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 area (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 square 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 ? Note 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 cannot add, subtract, or equate a number apples and a number of 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 are (a) yes, (b) no, (c) yes, (d) no, and (e) es. 2 2. 3. 4. 5. 1 http://helpyoustudy. info 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. Note that the speci? ed point (with x < 0 and y > 0 ) is in the second quadrant. The conversion to polar coordinates is then given by: r = x 2 + y 2 = ( ? 5. 00 ) + (12. 00 ) = 13. 0 2 2 tan ? = y 12. 00 = = ? 2. 40 x ? 5. 00 and ? = tan ? 1 ( ? 2. 40 ) = ? 67. 3 ° + 180 ° = 113 ° Note that 180 ° was added in the last step to yield a s econd quadrant angle. The correct answer is therefore (b) (13. 0, 113 °). 9. Doing dimensional analysis on the ? st 4 given choices 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 acceleration has units of length divided by time squared, it is seen that the relation given in answer (d) is consistent with an expression yielding a value for acceleration. 10. The number of gallons of gasoline she can purchase is # gallons = total expenditure 33 Euros ? cost 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 described is shown in the drawing at the right. h From this, observe that tan 26 ° = , or 45 m h = ( 45 m ) tan 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. Th us, the raw answer, including the uncertainty, is x = (136. 524 80  ± 2) ? 10 5. Since the ? nal answer should contain all the digits we are sure of and one 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 have uncertainty about the 7). We see that this answer has three signi? cant ? ures and choice (d) is correct. ANSWERS TO EVEN NUMBERED CONCEPTUAL QUESTIONS 2. Atomic clocks are based 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 ? 2000 kg or ~10 3 kg 6. Let us assume the atoms are solid spheres of diameter 10? 10 m. Then, the volume of each 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 ? 1 0 ? 30 = 10 24 atoms. A more precise calculation would require knowledge of the density of the solid and the mass 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 football ? eld and the length of a house? y. The only time intervals subject to veri? cation would be the length of a day and the time between normal heartbeats. In the metric system, units differ by powers of ten, so it’s very easy and accurate to convert from one unit to another. 8. 10. ANSWERS TO EVEN NUMBERED PROBLEMS . 4. 6. 8. 10. 12. 14. 16. 18. (a) L T2 (b) L All three equations 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 reliable 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 steps ~108 people with colds on any 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 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! 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, average 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 times (c) 1. 03 h 56. 58. 60. 62. (a) (a) (a) ? 10 4 balls yr. Assumes 1 lost ball per hitter, 10 hitters per inning, 9 innings per game, and 81 games per year. http://helpyoustudy. info Introduction 5 PROBLEM SOLUTIONS 1. 1 Substituting dimensions into the given equation T = 2? ionless constant, we have 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 ] = [ A][h] Thus, the equation V = Ah is dimensionally correct . (b) Vcylinder = ? R 2 h = (? R 2 ) h = Ah , where A = ?R 2 Vrectangular box = 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 ] = [a][t 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] = [ m][a] = M ? 2 ? ?T Therefore, this equation is also dimensionally incorrect . 2 ? = ML , while [ v 2 ] = ? L ? = L . ? ? ? 2 T2 ? T ? T? 2 (c) . 5 From the universal gravitation law, the constant 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 momentum, p, gives p = 2 m ( K E ) 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 time is proportional to momentum: Ft = p . (See the impulse–momentum theorem in Chapter 6, F ? ?t = ? p , which says that a constant force F multiplied by a duration of time ? t equals the change in momentum, ? p. ) 1. 7 1. 8 Area = ( length ) ? ( width ) = ( 9. 72 m )( 5. 3 m ) = 52 m 2 (a) Computing ( 8) 3 without rounding the intermediate 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 obtain ( 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 part (b) was carried out too soon. 78. 9  ± 0. 2 has 3 significant 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 two 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 Observe 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 continued on next page http://helpyoustudy. info Introd uction 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, different 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 other 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 box has two signi? cant ? gures. Thus, the volume (product of the three dimensions) will 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 limited to one 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 next 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 exceeding 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 means 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 one side 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 roughly 0. 5 m. Then, an estimate for the number of steps required to travel a distance equal to the circumference of the Earth would be N= or 3 2? ( 6. 38 ? 10 6 m ) Circumference 2?RE = ? ? 8 ? 10 7 steps 0. 5 m step Step Length 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 lifetime 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 sick an average of 7 days (or 1 week) each time. 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 total intestinal volume is then ? ?d 2 ? ? ( 0. 04 m ) Vtotal = 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 means 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 body to be a cylinder having a radius 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 reasonable guess for the diameter of a tire might be 3 f t, with a circumference (C = 2? r = ?D = distance travels per revolution) of about 9 ft. Thus, the total number of revolutions the tire might make is n= total distance traveled ( 50 000 mi )( 5 280 ft mi ) = 3 ? 10 7 rev, or ~ 10 7 rev = distance 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 Earth’s volume, and that the density of a prokaryote, like the density of the human body, is approximately equal to that of water (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 distance out to the ? y is 2. 0 m and the y distance up to the ? y is 1. 0 m. Thus, we can use the Pythagorean theorem to ? nd the distance 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 found to be 2. 2 m in Problem 36. The angle ? is the angle between r and the horizontal reference 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 Refer to the Figure 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 between 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 hypot enuse 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 sides 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 diagram, 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 ? = opposite side so, opposite 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 opposite ? = 3. 00 cos ? = tan ? = 4. 00 = 0. 800 5. 00 4. 00 = 1. 33 3. 00 1. 46 Using the diagram at the right, 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 fun ction 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 d e? 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] [1]Solving 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] = [ m][a] = 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 rate = 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 covered 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 driven 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 fuel 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 consumption 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 dollars ? ? 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. 155 ? ? (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 times 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 home 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 o r ~10 4 balls year 1. 63 The volume of the Milky Way 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 Way 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 One DimensionQUICK QUIZZES 1. 2. (a) (a) 200 yd (b) 0 (c) 0 False. The car may be slowing down, so that the direction of its acceleration is opposite the direction of its velocity. 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. I f this is the case, the particle will eventually come to rest. If the acceleration remains 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 car—the acceleration is negative and goes to zero as the car comes to rest. (b) (c) 3. The velocity-vs. -time graph (a) has a constant slope, indicating a constant acceleration, which is represented by the acceleration-vs. -time graph (e). Graph (b) represents an object whose speed always increases, and does so at an ever increasing 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 object’s acceleration is constant. The motion then changes t o 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 puck’s 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 1 8 Chapter 2 (c) The green graph of Figure 2. 4d best shows the puck’s 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 remains 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 upward, 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 second. Choices (a) and (f). The ? rst jumper will always be moving with a higher velocity than the second. Thus, in a given time interval, the ? rst jumper covers more distance than the second, and the separation distance between th em 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 upward as the positive direction, the elapsed time required for the velocity to change from an initial 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 ti me 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 derivation 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 necessary 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 straight 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 dir ected 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 bowling 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 juggler’s 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 therefore 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 special case 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 ca se. The motion of the boat is very similar to that of a object thrown straight upward into the air. In both 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 momentarily before 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 in time is simply the magnitude (or absolute value) of the velocity at this instant in time. The displacement 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 student’s 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 tr ue. 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 response to this question. 12. Once the ball has left the thrower’s 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 o n 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 still 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 spacing is decreasing, showing that the object is now slowing down (or has negative acceleration). In Figure (b), the images are equally 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 momentarily 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 ball’s 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 distance if the ball has constant velocity. Starting at the right-most image, the images will be getting closer together as one moves toward the left.Starting at the right-most image, the images will be getting fa rther 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 runner’s speed must be greater than that of the leader, and the leader’s 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 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 acceleratio n, 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 tall 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 = Earth’s 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, a nd 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 race is over. Boat A wins, being 60 km ahead of B when the race ends. Average 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 acceleration 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 trip 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 ) 15. 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 cheetah’s 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 ? 120 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 race 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. 2 78 m s ? The time spent in the ? rst half 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 athlete 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 make 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 athlet e 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 this 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. 0 0 ? 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

Case Study of a Cross-Cultural Organization

Organizational Behavior Final: Clayton J. Ollarvia [email  protected] com Organizational Behavior October 4, 2012 Looking into Nestle S. A and its disconnect with Cross-cultural communication and decisions Nestle SA is a Swiss Company engaged in the nutrition, health and wellness sectors. It is the holding company of the Nestle Group, which comprises subsidiaries, associated companies and joint ventures throughout the world. It has such business units as Food and Beverage, Nestle Waters and Nestle Nutrition. It is also active in the pharmaceutical sector.It divides its products into Powdered and liquid beverages, Water, Milk products and Ice cream, Nutrition, Prepared dishes and cooking aids, Confectionery, PetCare and Pharmaceutical products. The Nestle Group is managed by geographies (Zones Europe, Americas and Asia/Oceania/Africa) for most of the food and beverage  business, with the exceptions of Nestle Waters, Nestle Nutrition, Nestle Purina Petcare, Nespresso, Nestle Profes sional and Nestle Health Science which are managed on a global basis – these we call the Globally Managed Businesses. We also have joint ventures such as Cereal Partners Worldwide and Beverage Partners Worldwide.In regards to the operations elsewhere, Nestle USA caters to cravings on this side-of-the-Atlantic, from a child's sweet tooth to a grown-up's caffeine fix. The company is a major subsidiary of Swiss food  giant  Nestle S. A. Nestle USA  produces hundreds of well-known food brands, including frozen pizza (Tombstone, DiGiorno), chocolate and candies (Baby Ruth, Goobers), beverages (Nestea, Taster's Choice,  Nesquick), juices (Juicy Juice), canned milk (Carnation), ice cream (Edy's, Haagan-Dazs), baking goods (Nestle Toll House, Libby's), and prepared  meals (Stouffer's, Lean Cuisine). http://www. hoovers. com/company/Nestl%E9_USA_Inc/cysfyi-1. html Specifically where I see Nestle could benefit from understanding some of the Organizational Behavior practices i s in the realm of (cross-cultural) decision making and in Personality Traits. Nestle needs to recognize how to make decisions based upon more than just sales goals. A common definition of  decision-making  is the process of choosing a course of action for dealing with a problem or an opportunity. Schermerhorn, John R. (11/2011).Organizational Behavior, 12th Edition [1] (VitalSource Bookshelf), Retrieved from http://online. vitalsource. com/books/9781118426319/id/L9-1-1 One of the biggest problems with Nestle is that it is indeed a global company. A majority of the Presidents and Vice-Presidents and senior staff all reside in Switzerland and travel inconsistently to other countries and regions. This traveling issue makes it hard for management to be able to effectively know how to 1. Communicate with others in other countries and 2. Understand the differences in cultural mores from country to country.Moreover things that affect the economy in the Eastern countries does not effect the west. However, more than likely they expect things to work in similar if not the same ways from culture to culture and economy to economy. What this problem lends itself to is a lack of cross cultural management and ability to understand the proper ways to address other cultures. Although those of the Swiss culture tend to be very manner-able and well liked, often times we would find them somewhat unrelenting and slightly rude on conference calls and communications.A large faction of what I saw was miscues from managers not being able to communicate across different ethnic and cultural lines. This was even more evident with regional managers having to disseminate information to retail operations across the border and into other geographies. After going through all of our upcoming TCO’s I would like to investigate how given an understanding of the communication process and given specific incidents of cross-cultural communication problems, I plan to develop a strategy for improving organizational performance through the improvement of cross cultural management process. Nestle should first look at adopting a very extensive guide to cross cultural awareness * All managers should be privy to cross cultural communication programs to ensure compliance with cultural guidelines At the beginning of every cross-cultural management process is an encounter between two or more members of different cultures. In this encounter both participants communicate, watch, and react to  each other’s behavior. This behavior and communication is often not interpreted in the correct way, but according to the cultural program of the observer.Because it is dif? cult to understand the other’s thinking, interpretation is often wrong and does not allow insights into the attitudes and values of  the communicators or interactions. Culture can best be described through three main concepts: values, attitudes, and behavior. All three signify culture and allow us to di fferentiate from other cultures. A survey of current literature consistently indicates that the contemporary business context is globally interdependent and interconnected.It further demonstrates that corporate leaders should provide opportunities for their managers in international assignments to learn cross-cultural business etiquette in order that they will excel in their interpersonal relationship overseas. (Sizoo, 2007, p. 84) Being that Nestle has so many plants, locations and does business in over 100 countries worldwide, one could argue that it would be essential to have multi cultural norms and ethics guidelines. Throughout my tenure, the main focus of the organization was to produce sales based upon projections from Head Quarters.This can be problematic seeing as expectations for sales is not weighted based upon the social economy. Cross-cultural misunderstandings often have some seemingly deep roots. Even if we speak with people in English and communicate directly what we intend to say, the message comes across differently than anticipated. Recognizing the need for a Nestle cultural program would be a dif? cult task. Most people are born and bred in a very particular cultural environment, they can only perceive and understand the world, their deeds, and counterparts’ reactions through their very own cultural perspective.This perspective is a strong ? lter through which most people understand, interpret, and process information in a particular way. And in most cases, these same people do not recognize this ? lter. Our own culture and way of doing business seems sovereignly logical and â€Å"normal† that we can hardly think of a better or different way of doing things and managing in ? rms. I would argue that this view is also true for managers who grew up on the other side of the world; they have their own (very logical and often very successful) ideas about how to do business.A good portion of cross cultural misunderstandings come from how people think and feel about other cultures, which I would argue is made up generally of stereotypes. Stereotypes are generalisations help us to simplify, classify and in general attempt to make sense of the world. They occur when we infer qualities about a person based on evidence of a single characteristic. For example, we may assume that because someone is Hindu that they work in the IT department. This assumption is likely to be based on our previous experience of people with Hindu people or from information we have gathered from the media or other people.The problem is of course that stereotypes do not always apply. It is certainly not the case that all Hindu people work in information technology. We are most likely to hold stereotypes about groups of people who we do not perceive to be like us and of whom we have limited experience. It is essential for a company the size and with as much reach as Nestle to be able to understand the negative aspects of both behaviors of cro ss-cultural misunderstandings and avoid stereotypes and learn how to cross-culturally manage both organizationally and or on the institutional level.I would argue that this means having enough awareness of both their host culture and their home culture to be able to make correct managerial decisions regarding its organization’s work force, its commercial markets, the community in which it operates, and the country, which is its host. A good example of Nestle’s non-understanding of cross cultural awareness is the all but forgotten Nestle Infant Nutrition scandal of the 1970’s. Here Nestle sent several of its work-force into third world countries in order to push their infant nutrition.Now at the time the formula was doing well in countless other countries and was practically flying off the shelves. However, one of the KEY necessities for the formula was for it to be added to water. Being that at the time no one in Switzerland chose to know enough about these thir d world locations to see that the water that they had access to was wildly polluted and all but poisonous to small children. If Nestle had taken steps in preparing managers for multinational assignments, they would have been abreast of cultural sensitivity, understanding the importance of maintaining business relationships, and impression management.They should be informed about the complexities in international cultures and human resources management The way people communicate varies widely between, and even within, cultures. One aspect of communication style is language usage. Across cultures, some words and phrases are used in different ways. For example, even in countries that share the English language, the meaning of â€Å"yes† varies from â€Å"maybe, I'll consider it† to â€Å"definitely so,† with many shades in between. (http://www. pbs. org/ampu/crosscult. html) This theory alone is what makes having a viable and understandable guidelines for multi-cul tural communication.We will admit that the difficulty in crafting such a document would be not only time consuming but also, extremely tiring as in order to create such guidelines one would have to familiarize themselves with hundreds of different cultures at any given time, however I would argue that a successful guidelines would not just solely be based on the specific interactions of each country but instead be focused on a general understanding of how managers and ALL employees should seek to treat each other across local, national and especially international lines.The critical process of making decisions, reaching mutual agreements, and building consensus has taken a new dimension because of differences in business etiquette and ethical practices. Cross-cultural awareness skills and interpersonal negotiation competence are a pre-requisite to effective management of a multination workforce. (Okoro, 2012, p. 132) Cross-cultural awareness encourages the recognition of cultural di fferences while also noting similarities through which communication, understanding and relationships can be forged. The following points reflect the value of gaining a stronger sense of cross-cultural awareness:Reduces misunderstandings and enhances trust †¢ Understanding and trust can be deepened when each government is more aware of how its and the other government’s cultural background influence their perceptions, values and decisions. Aids in planning, setting goals and problem solving †¢ Each organization can plan and problem solve more effectively as they will be more attentive to what is important to them and the other party Communication, though variously defined, generally describes a process by which information is exchanged among two or more people in a given context.Ultimately, this process of exchanging information is bound by a purpose: that is, to reduce uncertainty and develop a common understanding among the participants (Kawar, 2012). Cross Cultur al communication is another area that I believe Nestle could greatly benefit from on a global scale. Not all too dissimilar to that of awareness communication allows you to take what you know via that of awareness and be able to translate those things into how you speak and interact with you clients worldwide.Success or failure in managing a diverse or multicultural workforce largely depends on the ability of managers to communicate effectively with people from different backgrounds and nationalities. International business is the outgrowth of globalization, which is driven primarily by economic interdependency and advances in technology, but the success in global business ventures will be affected by the inability of international managers to understand appropriate business etiquette, customs, and values needed to conduct business among nations of the world. (Okoro, 2012, p. 132)Okoro assesses that management and communication scholars have consistently argued that the success of m anagers on international assignments depends largely on effective cross-cultural communication. Because of its importance, a number of high-growth organizations competing globally make a conscious effort to hire multi-lingual people from varied cultural backgrounds and nationalities. Here in particular is a place of great opportunity for Nestle to grow fundamentally. Having a manager in play that is already familiar with the customs and languages of the area is vitally important to the success and overall outcome of the business.Now the issue comes into play is that while Nestle does have staff all around the world in numerous countries that are indigenous to those specific areas, they still have a strong expectation and in some ways an imposing will on those people. How does that affect the communication process? Well If in any given country it is impolite to wags one finger as they speck yet that practice is customary in Switzerland, that in and about itself makes for very difficu lt deliberations. Cross- cultural communications problems may occur if all individuals within a team do not use the same language, nor norms.In these situations, for ease of communication, the team often chooses a common language that they can use for group communications. Communication differences between individuals can occur on several different levels but for the sake of consistency I will use the finger example I used in the previous paragraph: Gestures form a significant part of methods of communication. However, there are few if any universal gestures. Non-verbal behaviours or ‘body language' vary considerably from one culture to another.For example, a high level of eye contact is considered a sign of attentiveness in some cultures and a sign of rudeness in others. In some cultures individuals are encouraged to express their emotions openly, while in others openly demonstrating feelings is discouraged. These differences in body language can lead to misunderstandings bet ween people of different cultural backgrounds. Norms are culturally defined rules for determining acceptable and appropriate behavior (Okoro) They include those that govern social situations and conversational routines such as greetings, making requests, and expressing various emotions.In intercultural communication interlocutors may be tempted to transfer their cultural norms to contexts that are not appropriate In conjunction with this Sizoo states that, while some organizations recognize the importance of international business, training and development programs often deal inadequately with the potential conflicts that result from cross-cultural interactions. Too often this training addresses only the cognitive level–focusing on the dos and don’ts. When managers pursue careers in international business they must prepare for a life in a foreign cognitive, affective, and behavior context.That preparation must include learning cross-cultural considerations intellectual ly, emotionally, and experientially. I believe that Sizoo’s outline for effective communication training is as outlined. I. Cross Cultural Interview II. Handling a Cross Cultural Event With Cross Cultural interviews the gist of it is each participant interviews one foreigner who is from a culture different from his or her own, and whom he or she has never met before. This exercise provides experience and builds skills at the first two levels of cross-cultural management, self and interpersonal.This orientation into cultural norms will help management better decipher different cultures and how to break the ice. I have seen the contrary of this especially within Nestle in the early stages of my career. In two distinctly different interactions with management I was told, once that my manager had never worked with an African American man and that he needed to adjust how he communicated since there may be a barrier between us. In a different interaction another manager, while spea king with an Asian coworker said hey I love Chinese food, can you make any by yourself.Having to initiate and manage an interaction with foreign stranger addresses the emotional challenges of developing cross-cultural expertise. With handling cross-cultural events Sizoo states that, each cultural incident describes a realistic cross-cultural misunderstanding, four plausible explanations for the misunderstanding, and an evaluation of each explanation. In this activity trainees discuss and demonstrate the cross-cultural incidents. The emphasis is on having participants project themselves into the scenario so they â€Å"experience† the cultural conflict motionally as well as intellectually. This type of training could be paramount in helping managers overcome communication problems that may arise while dealing with a cross-cultural organization. I use the example of the formula debacle once again here. I would argue that although no one could have readily predicted that such a t ragedy would have occurred, if managers were trained on how to defuse problems culturally then I would argue that the explosion of public opinion would not have happened.Being amply prepared to deal with cultures is one of the key fundamental necessities of any successful business. Now while Nestle was able to eventually recover if people had been trained in this process a bit earlier than, again perhaps things would not have escalated to the points that they did. Through this process managers would learn how to accept the virtual inevitability of making some cross-cultural errors, but not to accept repeating the errors. They would also learn that errors in appropriate behavior are far worse than mere inability to speak the host country language.The participants further learn to strategically recover in such situations and soon afterwards seek out explanation of their cross-cultural error from a member of the host culture. The key take away with this exercise is that management lear ns how to develop and over time eventually master communicating cross-culturally in hostile environments. Within the cross-cultural news portion of the exercise, managers would be required to find a newspaper or magazine article that describes an American work organization adapting, or having difficulty in adapting, to the culture of a foreign country.Participants present an analysis of the cross-cultural differences to the group as a whole and explain why the American organization was successful or unsuccessful in resolving its cross-cultural differences. This allows for managers to get firsthand experience of a similar company to Nestle (ideally) and analyze some of the struggles that they are currently experiencing. This first hand ensures that managers will be able to not only potentially defuse similar situations in the future but even potentially understand the communication process in order to better facilitate a smoother transition to other cultures.In cross-cultural communi cation, anxiety and uncertainty are heightened by cultural variability. If the differences between cultures are profound, anxiety and uncertainty would increase when members of the different cultural groups engage in cross-cultural communication. In the same way that theories such as The Theory of Communicative Competence (as described by T. A. McCarthy) suggests that cross-cultural norms practices etc should be taught in schools, is the same was one could argue that cross-cultural communication should be taught by all those organizations, similar to Nestle that have offices all other across the globe.With both of these initiatives I would think that Nestle would be able to propel itself by leaps and bounds over cross-cultural boundaries. And yes to be honest Nestle has moved to rectify SOME of the issues outlined in this expose, however again I do believe that there does still exist some behavior and speech that is not conducive to the cross-cultural atmosphere. 1. Schermerhorn, Jo hn R. (11/2011). Organizational Behavior, 12th Edition [1] (VitalSource Bookshelf), Retrieved from http://online. vitalsource. com/books/9781118426319 2. Sizoo, S. , Serrie, H. & Shapero, M. (2007). Revisiting a Theory-Supported Approach to Teaching Cross-Cultural Management Skills. Journal Of Teaching In International Business,18(2/3), 83-99. doi:10. 1300/J066v18n02_0 3. Okoro, E. (2012). Cross-Cultural Etiquette and Communication in Global Business: Toward a Strategic Framework for Managing Corporate Expansion. International Journal Of Business & Management,  7(16), 130-138. doi:10. 5539/ijbm. v7n16p130 4. Kawar, T. (2012). Cross-cultural Differences in Management. International Journal Of Business & Social Science,  3(6), 105-111.

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