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Eleventh Edition in SI Units
Vector Mechanics
For Engineers
Dynamics
Eleventh Edition in SI Units
Vector Mechanics
For Engineers
Dynamics
Ferdinand P. Beer
Late of Lehigh University
E. Russell Johnston, Jr.

Late of University of Connecticut
Phillip J. Cornwell
Rose-Hulman Institute of Technology
Brian P. Self
California Polytechnic State University—San Luis Obispo
Sanjeev Sanghi
Indian Institute of Technology, Delhi
McGraw Hill Education (India) Private Limited

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About the Authors
Ferdinand P. Beer. Born in France and educated in France and Switzer-
land, Ferd received an M.S. degree from the Sorbonne and an Sc. D. degree
in theoretical mechanics from the University of Geneva. He came to the
United States after serving in the French army during the early part of
World War II and taught for four years at Williams College in the Williams-
MIT joint arts and engineering program. Following his service at Williams
College, Ferd joined the faculty of Lehigh University where he taught for
thirty-seven years. He held several positions, including University Distin-
guished Professor and chairman of the Department of Mechanical Engi-
neering and Mechanics, and in 1995 Ferd was awarded an honorary Doctor
of Engineering degree by Lehigh University.
E. Russell Johnston, Jr. Born in Philadelphia, Russ received a B.S. degree
in civil engineering from the University of Delaware and an Sc. D. degree
in the field of structural engineering from the Massachusetts Institute of
Technology. He taught at Lehigh University and Worcester Polytechnic
Institute before joining the faculty of the University of Connecticut where
he held the position of chairman of the Civil Engineering Department and
taught for twenty-six years. In 1991 Russ received the Outstanding Civil
Engineer Award from the Connecticut Section of the American Society of
Civil Engineers.
Phillip J. Cornwell. Phil holds a B.S. degree in mechanical engineering
from Texas Tech University and M.A. and Ph.D. degrees in mechanical
and aerospace engineering from Princeton University. He is currently a
professor of mechanical engineering and Vice President of Academic
Affairs at Rose-Hulman Institute of Technology where he has taught since
1989. Phil received an SAE Ralph R. Teetor Educational Award in 1992,
the Dean’s Outstanding Teacher Award at Rose-Hulman in 2000, and the
Board of Trustees’ Outstanding Scholar Award at Rose-Hulman in 2001.
Phil was one of the developers of the Dynamics Concept Inventory.
Brian P. Self. Brian obtained his B.S. and M.S. degrees in Engineering
Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the
University of Utah. He worked in the Air Force Research Laboratories
before teaching at the U.S. Air Force Academy for seven years. Brian has
taught in the Mechanical Engineering Department at Cal Poly, San Luis
Obispo since 2006. He has been very active in the American Society of
Engineering Education, serving on its Board from 2008–2010. With a
team of five, Brian developed the Dynamics Concept Inventory to help
assess student conceptual understanding. His professional interests include
educational research, aviation physiology, and biomechanics.
Sanjeev Sanghi. obtained his bachelor’s degree in Mechanical Engineer-
ing from the Indian Institute of Technology, Kanpur. He continued his
education further at Cornell University and The Levich Institute of City
University of New York from where he obtained his MS and PhD respec-
v
vi About the Authors
tively. He is now Professor in the Applied Mechanics Department at the

Indian Institute of Technology, Delhi. He joined the department in 1992
and since then has been teaching courses in Engineering Mechanics, Fluid
Mechanics at the undergraduate and graduate levels. He has been the Head
of Educational Technology and Service Centre, IIT Delhi and was Visiting
Professor at The University of Sussex, UK in 2007–2008. At Cornell Uni-
versity, he won the Distinguished Teaching Assistant Award in 1988. In
2002, he was given the Distinguished Teacher Award by the C V Kapoor
Foundation. He has published papers in leading journals like Journal of
Fluid Mechanics, Journal of Computational Physics, Physics of Fluids,
Chaos, AIAA Journal, ASME Journal of Heat Transfer, Journal of Sound
and Vibration, Computers and Structures and Computers and Fluids.
Brief Contents
11 Kinematics of Particles 615
12 Kinetics of Particles: Newton’s Second Law 718
13 Kinetics of Particles: Energy and Momentum
Methods 795
14 Systems of Particles 915
15 Kinematics of Rigid Bodies 977
16 Plane Motion of Rigid Bodies: Forces and
Accelerations 1107
17 Plane Motion of Rigid Bodies: Energy and Momentum
Methods 1181
18 Kinetics of Rigid Bodies in Three Dimensions 1264
19 Mechanical Vibrations 1332
Appendix A: Some Useful Definitions and Properties

of Vector Algebra A1
Appendix B: Mass Moment of Inertia A7
Appendix C: Fundamentals of Engineering
Examination A45
Answers to Problems AN1
Photo Credits C1
Index I1
vii
Contents
Preface x
Guided Tour xiv
Digital Resources xvii
Acknowledgments xix
List of Symbols xx
11 Kinematics of Particles 615

11.1 Rectilinear Motion of Particles 617
11.2 Special Cases and Relative Motion 635
*11.3 Graphical Solutions 652
11.4 Curvilinear Motion of Particles 663
11.5 Non-Rectangular Components 690
Review and Summary 711
Review Problems 715
12 Kinetics of Particles:
Newton’s Second Law 718
12.1 Newton’s Second Law and Linear Momentum 720
12.2 Angular Momentum and Orbital Motion 763
*12.3 Applications of Central-Force Motion 774
Review Problems 792
13 Kinetics of Particles: Energy and

Momentum Methods 795
13.1 Work and Energy 797
13.2 Conservation of Energy 827
13.3 Impulse and Momentum 855
13.4 Impacts 877
Review Problems 911
*Advanced or specialty topics
viii
Contents ix
14 Systems of Particles 915

14.1 Applying Newton’s Second Law and Momentum
Principles to Systems of Particles 917
14.2 Energy and Momentum Methods for a System of
Particles 936
*14.3 Variable Systems of Particles 950
Review Problems 974
15 Kinematics of Rigid Bodies 977

15.1 Translation and Fixed Axis Rotation 980
15.2 General Plane Motion: Velocity 997
15.3 Instantaneous Center of Rotation 1015
15.4 General Plane Motion: Acceleration 1029
15.5 Analyzing Motion with Respect to a Rotating
Frame 1048
*15.6 Motion of a Rigid Body in Space 1065
*15.7 Motion Relative to a Moving Reference Frame 1082
Review Problems 1104
16 Plane Motion of Rigid Bodies:

Forces and Accelerations 1107
16.1 Kinetics of a Rigid Body 1109
16.2 Constrained Plane Motion 1144
17 Plane Motion of Rigid Bodies: Energy

and Momentum Methods 1181
17.1 Energy Methods for a Rigid Body 1183
17.2 Momentum Methods for a Rigid Body 1211
17.3 Eccentric Impact 1234
x Contents
18 Kinetics of Rigid Bodies

in Three Dimensions 1264
18.1 Energy and Momentum of a Rigid Body 1266
*18.2 Motion of a Rigid Body in Three Dimensions 1285
*18.3 Motion of a Gyroscope 1305
19 Mechanical Vibrations 1332

19.1 Vibrations without Damping 1334
19.2 Free Vibrations of Rigid Bodies 1350
19.3 Applying the Principle of Conservation
of Energy 1364
19.4 Forced Vibrations 1375
19.5 Damped Vibrations 1389
Appendix A: Some Useful Definitions and Properties

of Vector Algebra A1
Appendix B: Mass Moment of Inertia A7
Appendix C: Fundamentals of Engineering
Examination A45
Answers to Problems AN1
Photo Credits C1
Index I1
Preface
Objectives
A primary objective in a first course in mechanics is to help develop a
student’s ability first to analyze problems in a simple and logical manner, NEW!
and then to apply basic principles to their solutions. A strong conceptual
The 11th edition has undergone a complete
understanding of these basic mechanics principles is essential for success-
rewrite to modernize and streamline the
fully solving mechanics problems. We hope that this text, as well as the
language throughout the text.
preceding volume, Vector Mechanics for Engineers: Statics, will help
instructors achieve these goals.†
General Approach
Vector algebra was introduced at the beginning of the first volume and is
used in the presentation of the basic principles of statics, as well as in the
solution of many problems, particularly three-dimensional problems. Sim-
ilarly, the concept of vector differentiation will be introduced early in this
volume, and vector analysis will be used throughout the presentation of
dynamics. This approach leads to more concise derivations of the funda-
mental principles of mechanics. It also makes it possible to analyze many
problems in kinematics and kinetics which could not be solved by scalar
methods. The emphasis in this text, however, remains on the correct under-
standing of the principles of mechanics and on their application to the
solution of engineering problems, and vector analysis is presented chiefly
as a convenient tool.‡
Practical Applications Are Introduced Early. One of the 11.4 CURVILINEAR MOTION
OF PARTICLES
characteristics of the approach used in this book is that mechanics of When a particle moves along a curve other than a straight line, we say y
that the particle is in curvilinear motion. We can use position, velocity, P'
particles is clearly separated from the mechanics of rigid bodies. This and acceleration to describe the motion, but now we must treat these
quantities as vectors because they can have directions in two or three r' ∆r ∆s
dimensions.
approach makes it possible to consider simple practical applications at an O
r
P
11.4A Position, Velocity, and x
early stage and to postpone the introduction of the more difficult concepts. Acceleration Vectors
z
(a)
To define the position P occupied by a particle in curvilinear motion at a y ∆r

For example: given time t, we select a fixed reference system, such as the x, y, z axes
shown in Fig. 11.12a, and draw the vector r joining the origin O and
∆t
point P. The vector r is characterized by its magnitude r and its direction P'
with respect to the reference axes, so it completely defines the position of
• In Dynamics, the same division is observed. The basic concepts of the particle with respect to those axes. We refer to vector r as the position
vector of the particle at time t.
r'
P
Consider now the vector r9 defining the position P9 occupied by the
force, mass, and acceleration, of work and energy, and of impulse same particle at a later time t 1 Dt. The vector Dr joining P and P9
represents the change in the position vector during the time interval Dt
O
r
x
(b)
and momentum are introduced and first applied to problems involv- and is called the displacement vector. We can check this directly from
Fig. 11.12a, where we obtain the vector r9 by adding the vectors r and
z
y v
Dr according to the triangle rule. Note that Dr represents a change in
ing only particles. Thus, students can familiarize themselves with direction as well as a change in magnitude of the position vector r.
We define the average velocity of the particle over the time interval
Dt as the quotient of Dr and Dt. Since Dr is a vector and Dt is a scalar,
the three basic methods used in dynamics and learn their respective the quotient Dr/Dt is a vector attached at P with the same direction as Dr
and a magnitude equal to the magnitude of Dr divided by Dt (Fig. 11.12b).
r
P0
s
P
O
advantages before facing the difficulties associated with the motion of We obtain the instantaneous velocity of the particle at time t by
taking the limit as the time interval Dt approaches zero. The instantaneous
(c)
x
velocity is thus represented by the vector

rigid bodies. z
†
Both texts also are available in a single volume, Vector Mechanics for Engineers: Statics
and Dynamics, eleventh edition.
‡
In a parallel text, Mechanics for Engineers: Dynamics, fifth edition, the use of vector algebra
is limited to the addition and subtraction of vectors, and vector differentiation is omitted.
xi
xii Preface
New Concepts Are Introduced in Simple Terms. Since this

17.1 ENERGY METHODS FOR A text is designed for the first course in dynamics, new concepts are pre-
RIGID BODY
We now use the principle of work and energy to analyze the plane motion
sented in simple terms and every step is explained in detail. On the other
of rigid bodies. As we pointed out in Chap. 13, the method of work and hand, by discussing the broader aspects of the problems considered, and
energy is particularly well adapted to solving problems involving veloci-
ties and displacements. Its main advantage is that the work of forces and by stressing methods of general applicability, a definite maturity of
the kinetic energy of particles are scalar quantities.
approach has been achieved. For example, the concept of potential energy
17.1A Principle of Work and Energy is discussed in the general case of a conservative force. Also, the study of
To apply the principle of work and energy to the motion of a rigid body,
we again assume that the rigid body is made up of a large number n of
the plane motion of rigid bodies is designed to lead naturally to the study
particles of mass Dmi. From Eq. (14.30) of Sec. 14.2B, we have of their general motion in space. This is true in kinematics as well as in
Principle of work
and energy, rigid body
kinetics, where the principle of equivalence of external and effective forces
is applied directly to the analysis of plane motion, thus facilitating the
T1 1 U1y2 5 T2 (17.1)
transition to the study of three-dimensional motion.
where T1, T2 5 the initial and final values of total kinetic energy of
particles forming the rigid body
U1y2 5 work of all forces acting on various particles of the body Fundamental Principles Are Placed in the Context of Simple
Just as we did in Chap. 13, we can express the work done by nonconser-
vative forces as U NC
Applications. The fact that mechanics is essentially a deductive sci-
1 y2, and we can define potential energy terms for con-
servative forces. Then we can express Eq. (17.1) as ence based on a few fundamental principles is stressed. Derivations have
T1 1 Vg1 1 Ve1 1 U NC
1 y2 5 T2 1 Vg2 1 Ve2 (17.19) been presented in their logical sequence and with all the rigor warranted
where Vg1 and Vg2 are the initial and final gravitational potential energy of at this level. However, the learning process being largely inductive, simple
the center of mass of the rigid body with respect to a reference point or
datum, and Ve1 and Ve2 are the initial and final values of the elastic energy applications are considered first. For example:
associated with springs in the system.
We obtain the total kinetic energy
• The kinematics of particles (Chap. 11) precedes the kinematics of
n
T5
1
O Dmi v 2i (17.2) rigid bodies (Chap. 15).
2 i51
• The fundamental principles of the kinetics of rigid bodies are first
by adding positive scalar quantities, so it is itself a positive scalar quantity.
You will see later how to determine T for various types of motion of a applied to the solution of two-dimensional problems (Chaps. 16
rigid body.
The expression U1y2 in Eq. (17.1) represents the work of all the and 17), which can be more easily visualized by the student, while
forces acting on the various particles of the body whether these forces are
internal or external. However, the total work of the internal forces holding
three-dimensional problems are postponed until Chap. 18.
together the particles of a rigid body is zero. To see this, consider two
particles A and B of a rigid body and the two equal and opposite forces F
and –F they exert on each other (Fig. 17.1). Although, in general, small The Presentation of the Principles of Kinetics Is Unified.
displacements dr and dr9 of the two particles are different, the components
of these displacements along AB must be equal; otherwise, the particles
The eleventh edition of Vector Mechanics for Engineers retains the unified
would not remain at the same distance from each other and the body presentation of the principles of kinetics which characterized the previous
would not be rigid. Therefore, the work of F is equal in magnitude and
ten editions. The concepts of linear and angular momentum are introduced
in Chap. 12 so that Newton’s second law of motion can be presented not
only in its conventional form F 5 ma, but also as a law relating, respectively,
the sum of the forces acting on a particle and the sum of their moments to
the rates of change of the linear and angular momentum of the particle. This
makes possible an earlier introduction of the principle of conservation of
angular momentum and a more meaningful discussion of the motion of a
particle under a central force (Sec. 12.3A). More importantly, this approach
can be readily extended to the study of the motion of a system of particles
(Chap. 14) and leads to a more concise and unified treatment of the kinetics
of rigid bodies in two and three dimensions (Chaps. 16 through 18).
NEW! Systematic Problem-Solving Approach. New to this edition of

the text, all the sample problems are solved using the steps of Strategy,
Modeling, Analysis, and Reflect & Think, or the “SMART” approach.
This methodology is intended to give students confidence when approach-
ing new problems, and students are encouraged to apply this approach in
the solution of all assigned problems.
Preface xiii
Free-Body Diagrams Are Used Both to Solve Equilibrium
Problems and to Express the Equivalence of Force
Systems. Free-body diagrams were introduced early in statics, and their
importance was emphasized throughout. They were used not only to solve
equilibrium problems but also to express the equivalence of two systems
of forces or, more generally, of two systems of vectors. In dynamics we
will introduce a kinetic diagram, which is a pictorial representation of
inertia terms. The advantage of this approach becomes apparent in the
study of the dynamics of rigid bodies, where it is used to solve three-
dimensional as well as two-dimensional problems. By placing the empha-
sis on the free-body diagram and kinetic diagram, rather than on the
standard algebraic equations of motion, a more intuitive and more com-
plete understanding of the fundamental principles of dynamics can be
achieved. This approach, which was first introduced in 1962 in the first
edition of Vector Mechanics for Engineers, has now gained wide accep-
tance among mechanics teachers in this country. It is, therefore, used in
preference to the method of dynamic equilibrium and to the equations
of motion in the solution of all sample problems in this book.
Optional Sections Offer Advanced or Specialty Topics. A

large number of optional sections have been included. These sections are
indicated by asterisks and thus are easily distinguished from those which
form the core of the basic dynamics course. They can be omitted without
prejudice to the understanding of the rest of the text.
The topics covered in the optional sections include graphical meth-
ods for the solution of rectilinear-motion problems, the trajectory of a
particle under a central force, the deflection of fluid streams, problems
involving jet and rocket propulsion, the kinematics and kinetics of rigid
bodies in three dimensions, damped mechanical vibrations, and electrical
analogues. These topics will be found of particular interest when dynamics
is taught in the junior year.
The material presented in the text and most of the problems require
no previous mathematical knowledge beyond algebra, trigonometry, elemen-
tary calculus, and the elements of vector algebra presented in Chaps. 2
and 3 of the volume on statics.† However, special problems are included,
which make use of a more advanced knowledge of calculus, and certain
sections, such as Secs. 19.5A and 19.5B on damped vibrations, should be
assigned only if students possess the proper mathematical background. In
portions of the text using elementary calculus, a greater emphasis is placed
on the correct understanding and application of the concepts of differentia-
tion and integration, than on the nimble manipulation of mathematical
formulas. In this connection, it should be mentioned that the determination
of the centroids of composite areas precedes the calculation of centroids by
integration, thus making it possible to establish the concept of moment of
area firmly before introducing the use of integration.
†
Some useful definitions and properties of vector algebra have been summarized in Appendix
A at the end of this volume for the convenience of the reader. Also, Secs. 9.5 and 9.6 of the
volume on statics, which deal with the moments of inertia of masses.
Guided Tour
Chapter Introduction. Each chapter begins with a list of learning
objectives and an outline that previews chapter topics. An introductory
section describes the material to be covered in simple terms, and how it
will be applied to the solution of engineering problems.
Chapter Lessons. The body of the text is divided into sections, each
consisting of one or more sub-sections, several sample problems, and a large
number of end-of-section problems for students to solve. Each section cor-
responds to a well-defined topic and generally can be covered in one lesson.
In a number of cases, however, the instructor will find it desirable to devote
more than one lesson to a given topic.
11
Kinematics of Particles
Sample Problems. The Sample Problems are set up in much the
The motion of the paraglider can be described in terms of its
position, velocity, and acceleration. When landing, the pilot of the same form that students will use when solving assigned problems, and
paraglider needs to consider the wind velocity and the relative
motion of the glider with respect to the wind. The study of
motion is known as kinematics and is the subject of this chapter.
they employ the SMART problem-solving methodology that students are
encouraged to use in the solution of their assigned problems. They thus
serve the double purpose of reinforcing the text and demonstrating the
type of neat and orderly work that students should cultivate in their own
NEW! solutions. In addition, in-problem references and captions have been added
to the sample problem figures for contextual linkage to the step-by-step
More than 40 new sample problems have
solution.
been added to this volume.
Sample Problem 11.4

An uncontrolled automobile traveling at 72 km/h strikes a highway crash
Solving Problems on Your Own. A section entitled Solving Prob-
barrier square on. After initially hitting the barrier, the automobile deceler-
ates at a rate proportional to the distance x the automobile has moved into
the barrier; specifically, a 5 2302x, where a and x are expressed in m/s2
lems on Your Own is included for each lesson, between the sample prob-
and m, respectively. Determine the distance the automobile will move into
y
the barrier before it comes to rest. lems and the problems to be assigned. The purpose of these sections is to
–a (m/s2)
v0
help students organize in their own minds the preceding theory of the text
x
and the solution methods of the sample problems so that they can more
z
STRATEGY: Since you are given the deceleration as a function of
x (m)
successfully solve the homework problems. Also included in these sec-
displacement, you should start with the basic kinematic relationship
a 5 v dv/dx.
MODELING and ANALYSIS: Model the car as a particle. First find
tions are specific suggestions and strategies that will enable the students
the initial speed in ft/s,
v0 5 a72
km
ba
1 hr
hr 3600 s
ba
1000 m
km
b 5 20
m
s
to more efficiently attack any assigned problems.
Substituting a 5 2302x into a 5 v dv/dx gives
v dv
a 5 2302x 5
dx
Separating variables and integrating gives
Homework Problem Sets. Most of the problems are of a practical

0 x
v dv 5 2302x dx y # v dv 5 2 # 302x dx
v0 0
2/3
v 2 v0 5 220x3/2 y x 5 a (v20 2 v2 )b
1 2 1 2 1
2 2
Substituting v 5 0, v0 5 20 m/s gives
40
(1)
nature and should appeal to engineering students. They are primarily designed,
d 5 4.64 m b
REFLECT and THINK: A distance of 4.64 m seems reasonable for a however, to illustrate the material presented in the text and to help students
barrier of this type. If you substitute d into the equation for a, you find a
maximum deceleration of about 7 g’s. Note that this problem would have
been much harder to solve if you had been asked to find the time for the understand the principles of mechanics. The problems are grouped according
automobile to stop. In this case, you would need to determine v(t) from
Eq. (1). This gives v 5 2v20 2 40x3/2. Using the basic kinematic relation-
ship v 5 dx/dt, you can easily show that
t x
to the portions of material they illustrate and, in general, are arranged in
# #
dx
0
dt 5
0 2v0 2 40x
2 3/2
Unfortunately, there is no closed-form solution to this integral, so you

order of increasing difficulty. Problems requiring special attention are indi-
would need to solve it numerically.
cated by asterisks. Answers to 70 percent of the problems are given at the
end of the book.
NEW!
Over 300 of the homework problems in
the text are new or revised.
xiv
Guided Tour xv
Chapter Review and Summary. Each chapter ends
with a review and summary of the material covered in that
chapter. Marginal notes are used to help students organize Review and Summary
their review work, and cross-references have been included to
This chapter was devoted to presenting the method of work and energy and
help them find the portions of material requiring their special the method of impulse and momentum. In the first half of the chapter, we
studied the method of work and energy and its application to the analysis of
attention. the motion of particles.
Work of a Force
We first considered a force F acting on a particle A and defined the work of
F corresponding to the small displacement dr [Sec. 13.2] as the quantity
Review Problems. A set of review problems is included dU 5 F?dr (13.1)
s2
A
ds
dr A2
at the end of each chapter. These problems provide students or recalling the definition of the scalar product of two vectors, as
dU 5 F ds cos α (13.19) A1
s
further opportunity to apply the most important concepts intro- where α is the angle between F and dr (Fig. 13.30). We obtained the work
of F during a finite displacement from A1 to A2, denoted by U1y2, by integrating
s1 F
O
duced in the chapter. Eq. (13.1) along the path described by the particle as
A2
Fig. 13.30
U1y2 5 #
A1
F?dr (13.2)
For a force defined by its rectangular components, we wrote

A2
U1y2 5 #
A1
(Fx dx 1 Fy dy 1 Fz dz) (13.20)
Review Problems Work of a Weight

We obtain the work of the weight W of a body as its center of gravity moves
from the elevation y1 to y2 (Fig. 13.31) by substituting Fx 5 Fz 5 0 and
Fy 5 2W into Eq. (13.20) and integrating. We found
y2
A
15.248 A straight rack rests on a gear of radius r and is attached to a block
B as shown. Denoting by vD the clockwise angular velocity of gear
U1y2 5 2 #
y1
W dy 5 Wy1 2 Wy2 (13.4)
D and by u the angle formed by the rack and the horizontal, derive
q expressions for the velocity of block B and the angular velocity of
B the rack in terms of r, u, and vD.
D A2
W
r 15.249 A carriage C is supported by a caster A and a cylinder B, each of
50-mm diameter. Knowing that at the instant shown the carriage has
an acceleration of 2.4 m/s2 and a velocity of 1.5 m/s, both directed
dy
to the left, determine (a) the angular accelerations of the caster and A
Fig. P15.248 of the cylinder, (b) the accelerations of the centers of the caster and y2
of the cylinder. A1
y
C y1
A B
Fig. 13.31
Fig. P15.249
15.250 A baseball pitching machine is designed to deliver a baseball with

905
a ball speed of 108 kmph and a ball rotation of 300 rpm clockwise.
Knowing that there is no slipping between the wheels and the base-
ball during the ball launch, determine the angular velocities of
wheels A and B.
B
175 mm
40 mm 80 mm
75 mm
80 mm
A
175 mm
A
B
Fig. P15.250
15.251 Knowing that inner gear A is stationary and outer gear C starts from
rest and has a constant angular acceleration of 4 rad/s2 clockwise,
determine at t 5 5 s (a) the angular velocity of arm AB,
C (b) the angular velocity of gear B, (c) the acceleration of the point
on gear B that is in contact with gear A.
Fig. P15.251
1104
Concept Questions. Educational research has shown that students can

often choose appropriate equations and solve algorithmic problems without
having a strong conceptual understanding of mechanics principles.† To help
assess and develop student conceptual understanding, we have included Con-
cept Questions, which are multiple choice problems that require few, if any,
calculations. Each possible incorrect answer typically represents a common
misconception (e.g., students often think that a vehicle moving in a curved
path at constant speed has zero acceleration). Students are encouraged to
solve these problems using the principles and techniques discussed in the
text and to use these principles to help them develop their intuition. Mastery
and discussion of these Concept Questions will deepen students’ conceptual
understanding and help them to solve dynamics problems.
†
Hestenes, D., Wells, M., and Swakhamer, G (1992). The force concept inventory. The Physics
Teacher, 30: 141–158.
Streveler, R. A., Litzinger, T. A., Miller, R. L., and Steif, P. S. (2008). Learning conceptual knowl-
edge in the engineering sciences: Overview and future research directions, JEE, 279–294.
xvi Guided Tour
Free Body and Impulse-Momentum Diagram Practice

FREE-BODY PRACTICE PROBLEMS
16.F1 A 6-ft board is placed in a truck with one end resting against a block
B
78°
Problems. Drawing diagrams correctly is a critical step in solving
secured to the floor and the other leaning against a vertical partition. A
Draw the FBD and KD necessary to determine the maximum
allowable acceleration of the truck if the board is to remain in the
position shown.
kinetics problems in dynamics. A new type of problem has been added to
16.F2 A uniform circular plate of mass 3 kg is attached to two links AC
and BD of the same length. Knowing that the plate is released
Fig. P16.F1 the text to emphasize the importance of drawing these diagrams. In
from rest in the position shown, in which lines joining G to A and
B are, respectively, horizontal and vertical, draw the FBD and KD
for the plate. Chaps. 12 and 16 the Free Body Practice Problems require students to
D
draw a free-body diagram (FBD) showing the applied forces and an
C
75°
B
equivalent diagram called a “kinetic diagram” (KD) showing ma or its
75°
A G
components and Ia. These diagrams provide students with a pictorial
Fig. P16.F2 representation of Newton’s second law and are critical in helping students
16.F3 Two uniform disks and two cylinders are assembled as indicated.
Disk A weighs 20 lb and disk B weighs 12 lb. Knowing that the
system is released from rest, draw the FBD and KD for the whole
system.
to correctly solve kinetic problems. In Chaps. 13 and 17 the Impulse-
A
Momentum Diagram Practice Problems require students to draw diagrams
B
8 in. 6 in. showing the momenta of the bodies before impact, the impulses exerted
TA TB
on the body during impact, and the final momenta of the bodies. The
A B
answers to all of these questions can be accessed through Connect.
3.3 ft
G
6.6 ft
C 15 lb 18 lb D
Fig. P16.F3
16.F4 The 400-lb crate shown is lowered by means of two overhead cranes.
1.8 ft
Knowing the tension in each cable, draw the FBD and KD that can
be used to determine the angular acceleration of the crate and the 3.6 ft
acceleration of the center of gravity. Fig. P16.F4
1039
Digital Resources
Online Learning Centre
Find the following instructor resources available through
(http://www.mhhe.com/beer/vme/11e/dynamics):
• Instructor’s and Solutions Manual. The Instructor’s and Solutions
Manual that accompanies the eleventh edition features solutions to all
end of chapter problems.
• Lecture PowerPoint Slides for each chapter that can be modified.
These generally have an introductory application slide, animated
worked-out problems that you can do in class with your students,
concept questions, and “what-if?” questions at the end of the units.
• Textbook images
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an integrated feature of McGraw-Hill Connect. It is an adaptive learning
system designed to help students learn faster, study more efficiently, and
retain more knowledge for greater success. LearnSmart assesses a student’s
knowledge of course content through a series of adaptive questions. It
pinpoints concepts the student does not understand and maps out a
personalized study plan for success. This innovative study tool also has
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accomplished and a built-in assessment tool for graded assignments.
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ket. Powered by an intelligent diagnostic and adaptive engine, SmartBook
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reading material constantly adapts to ensure the student is focused on
the content he or she needs the most to close any knowledge gaps.
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Book: www.learnsmartadvantage.com
xvii
Acknowledgments
A special thanks to Jim Widmann of California Polytechnic State Univer-
sity, who thoroughly checked the solutions and answers of all problems
in this edition and then prepared the solutions for the accompanying
Instructor’s and Solutions Manual. The authors would also like to thank
Baheej Saoud, who helped develop and solve several of the new problems
in this edition.
We are pleased to acknowledge David Chelton, who carefully reviewed
the entire text and provided many helpful suggestions for revising this edition.
The authors thank the many companies that provided photographs
for this edition. We also wish to recognize the determined efforts and
patience of our photo researcher Danny Meldung.
The authors also thank the members of the staff at McGraw-Hill for
their support and dedication during the preparation of this new edition.
Phillip J. Cornwell
Brian P. Self
The authors gratefully acknowledge the many helpful comments and

suggestions offered by focus group attendees and by users of the previous
editions of Vector Mechanics for Engineers:
George Adams Howard Epstein Amir G Rezaei
Northeastern University University of Connecticut California State Polytechnic
William Altenhof Asad Esmaeily University, Pomona
University of Windsor Kansas State University, Martin Sadd
Sean B. Anderson Civil Engineering Department University of Rhode Island
Boston University David Fleming Stefan Seelecke
Manohar Arora Florida Institute of Technology North Carolina State University
Colorado School of Mines Jeff Hanson Yixin Shao
Gilbert Baladi Texas Tech University McGill University
Michigan State University David A. Jenkins Muhammad Sharif
Francois Barthelat University of Florida The University of Alabama
McGill University Shaofan Li Anthony Sinclair
Oscar Barton, Jr. University of California, Berkeley University of Toronto
U.S. Naval Academy William R. Murray Lizhi Sun
M. Asghar Bhatti Cal Poly State University University of California, lrvine
University of Iowa Eric Musslman Jeffrey Thomas
Shaohong Cheng University of Minnesota, Duluth Northwestern University
University of Windsor Masoud Olia Jiashi Yang
Philip Datseris Wentworth Institute of University of Nebraska
University of Rhode Island Technology Xiangwa Zeng
Timothy A. Doughty Renee K. B. Petersen Case Western Reserve University
University of Portland Washington State University
xviii
Guided Tour xix
The publishers would like to acknowledge the suggestions and
praise received from the reviewers of Dynamics, Special Indian Edition
(SIE). There names are as follows:
Sandeep Chabbra Gandhirajan Balaji Arun Jalan

Deptt of Mech Engg, KIET, PSNA College of Engineering and BITS Pilani, Pilani
Ghaziabad Technology, Dindigul, Tamilnadu
Dr. Cherian Samuel
Sri Hari Prasad Anne Goutam Paul BHU
Jawahar Lal Nehru Technological Department of Mechanical
Dr. J. S. Rathore
University, Andhra Pradesh Engineering, MCKV Institute of
BITS Pilani, Pilani
Engineering, Howrah, West Bengal
A Nelson
Dr. Nilanjan Mallik
Jawahar Lal Nehru Technological Sunil Pansare
IIT (BHU) Varanasi
University, Hyderabad St. Franics Institute of Technology,
Mumbai Rajnesh Tyagi
Sujit Majumder
IIT (BHU) Varanasi
Maulana Abdul Kalam Azad Manish Joglekar
University of Technology, Kolkata IIT Roorkee
Kanchan Chatterjee Abhishek Mishra
Dr. B. C. Roy Engineering College NIT Delhi
Durgapur, West Bengal
List of Symbols
a, a Acceleration k Centroidal radius of gyration
a Constant; radius; distance; semimajor l Length
axis of ellipse L Linear momentum
a, a Acceleration of mass center L Length; inductance
aB/A Acceleration of B relative to frame in m Mass
translation with A m9 Mass per unit length
aP/^ Acceleration of P relative to rotating M Couple; moment
frame ^ MO Moment about point O
ac Coriolis acceleration MRO Moment resultant about point O
A, B, C, . . . Reactions at supports and connections M Magnitude of couple or moment; mass of
A, B, C, . . . Points earth
A Area MOL Moment about axis OL
b Width; distance; semiminor axis of n Normal direction
ellipse N Normal component of reaction
c Constant; coefficient of viscous damping O Origin of coordinates
C Centroid; instantaneous center of rotation; P Force; vector
capacitance #
P Rate of change of vector P with respect
d Distance
to frame of fixed orientation
en, et Unit vectors along normal and tangent
q Mass rate of flow; electric charge
er, eθ Unit vectors in radial and transverse
Q Force; vector
directions #
e Coefficient of restitution; base of natural Q Rate of change of vector Q with respect
logarithms # to frame of fixed orientation
E Total mechanical energy; voltage (Q)Oxyz Rate of change of vector Q with respect to
f Scalar function frame Oxyz
ff Frequency of forced vibration r Position vector
fn Natural frequency rB/A Position vector of B relative to A
F Force; friction force r Radius; distance; polar coordinate
g Acceleration of gravity R Resultant force; resultant vector; reaction
G Center of gravity; mass center; constant R Radius of earth; resistance
of gravitation s Position vector
h Angular momentum per unit mass s Length of arc
H# O Angular momentum about point O t Time; thickness; tangential direction
HG Rate of change of angular momentum HG T Force
with respect to frame of fixed orientation T Tension; kinetic energy
#
(HG)Gxyz Rate of change of angular momentum HG u Velocity
with respect to rotating frame Gxyz u Variable
i, j, k Unit vectors along coordinate axes U Work
NC
i Current U122 work done by non-conservative forces
I, Ix, . . . Moments of inertia v, v Velocity
I Centroidal moment of inertia v Speed
Ixy, . . . Products of inertia v, v Velocity of mass center
J Polar moment of inertia vB/A Velocity of B relative to frame in
k Spring constant translation with A
kx, ky, kO Radii of gyration vP/^ Velocity of P relative to rotating frame ^
xxi
xxii List of Symbols
V Vector product θ Angular coordinate; Eulerian angle;

V Volume; potential energy angle; polar coordinate
w Load per unit length µ Coefficient of friction
W, W Weight; load ρ Density; radius of curvature
x,
# y,# z# Rectangular coordinates; distances τ Periodic time
x, y, z Time derivatives of coordinates x, y, z τn Period of free vibration
x, y, z Rectangular coordinates of centroid, f Angle of friction; Eulerian angle;
center of gravity, or mass center phase angle; angle
α, α Angular acceleration w Phase difference
α, β, g Angles c Eulerian angle
g Specific weight v, v Angular velocity
δ Elongation vf Circular frequency of forced vibration
e Eccentricity of conic section or of orbit vn Natural circular frequency
l Unit vector along a line V Angular velocity of frame of reference
η Efficiency
11
Kinematics of Particles
The motion of the paraglider can be described in terms of its
position, velocity, and acceleration. When landing, the pilot of the
paraglider needs to consider the wind velocity and the relative
motion of the glider with respect to the wind. The study of
motion is known as kinematics and is the subject of this chapter.
616 Kinematics of Particles
Introduction Objectives
• Describe the basic kinematic relationships between
11.1 RECTILINEAR MOTION OF
position, velocity, acceleration, and time.
PARTICLES
11.1A Position, Velocity, and • Solve problems using these basic kinematic
Acceleration relationships and calculus or graphical methods.
11.1B Determining the Motion of a • Define position, velocity, and acceleration in terms of
Particle
Cartesian, tangential and normal, and radial and
11.2 SPECIAL CASES AND transverse coordinates.
RELATIVE MOTION
11.2A Uniform Rectilinear Motion • Analyze the relative motion of multiple particles by
11.2B Uniformly Accelerated using a translating coordinate system.
Rectilinear Motion • Determine the motion of a particle that depends on
11.2C Motion of Several Particles the motion of another particle.
*11.3 GRAPHICAL SOLUTIONS • Determine which coordinate system is most appropri-
11.4 CURVILINEAR MOTION OF ate for solving a curvilinear kinematics problem.
PARTICLES
• Calculate the position, velocity, and acceleration of a
11.4A Position, Velocity, and
particle undergoing curvilinear motion using Cartesian,
Acceleration Vectors
tangential and normal, and radial and transverse
11.4B Derivatives of Vector Functions
coordinates.
11.4C Rectangular Components of
Velocity and Acceleration
11.4D Motion Relative to a Frame in
Translation Introduction
11.5 NON-RECTANGULAR
COMPONENTS Chapters 1 to 10 were devoted to statics, i.e., to the analysis of bodies at
11.5A Tangential and Normal rest. We now begin the study of dynamics, which is the part of mechanics
Components that deals with the analysis of bodies in motion.
11.5B Radial and Transverse Although the study of statics goes back to the time of the Greek
Components philosophers, the first significant contribution to dynamics was made by
Galileo (1564–1642). Galileo’s experiments on uniformly accelerated bod-
ies led Newton (1642–1727) to formulate his fundamental laws of motion.
Dynamics includes two broad areas of study:
1. Kinematics, which is the study of the geometry of motion. The principles

of kinematics relate the displacement, velocity, acceleration, and time
of a body’s motion, without reference to the cause of the motion.
2. Kinetics, which is the study of the relation between the forces acting
on a body, the mass of the body, and the motion of the body. We use
kinetics to predict the motion caused by given forces or to determine
the forces required to produce a given motion.
Chapters 11 through 14 describe the dynamics of particles; in

Chap. 11, we consider the kinematics of particles. The use of the word
particles does not mean that our study is restricted to small objects; rather,
it indicates that in these first chapters we study the motion of bodies—
possibly as large as cars, rockets, or airplanes—without regard to their size
or shape. By saying that we analyze the bodies as particles, we mean that
we consider only their motion as an entire unit; we neglect any rotation
about their own centers of mass. In some cases, however, such a rotation is
not negligible, and we cannot treat the bodies as particles. Such motions are
analyzed in later chapters dealing with the dynamics of rigid bodies.
In the first part of Chap. 11, we describe the rectilinear motion of
a particle; that is, we determine the position, velocity, and acceleration of
a particle at every instant as it moves along a straight line. We first use
general methods of analysis to study the motion of a particle; we then
consider two important particular cases, namely, the uniform motion and
the uniformly accelerated motion of a particle (Sec. 11.2). We then discuss
the simultaneous motion of several particles and introduce the concept
of the relative motion of one particle with respect to another. The first part
of this chapter concludes with a study of graphical methods of analysis
and their application to the solution of problems involving the rectilinear
motion of particles.
In the second part of this chapter, we analyze the motion of a par-
ticle as it moves along a curved path. We define the position, velocity, and
acceleration of a particle as vector quantities and introduce the derivative
of a vector function to add to our mathematical tools. We consider applica-
tions in which we define the motion of a particle by the rectangular com-
ponents of its velocity and acceleration; at this point, we analyze the
motion of a projectile (Sec. 11.4C). Then we examine the motion of a
particle relative to a reference frame in translation. Finally, we analyze
the curvilinear motion of a particle in terms of components other than
rectangular. In Sec. 11.5, we introduce the tangential and normal compo-
nents of an object’s velocity and acceleration and then examine the radial
and transverse components.
11.1 RECTILINEAR MOTION

OF PARTICLES
A particle moving along a straight line is said to be in rectilinear motion.
The only variables we need to describe this motion are the time, t, and
the distance along the line, x, as a function of time. With these variables,
we can define the particle’s position, velocity, and acceleration, which
completely describe the particle’s motion. When we study the motion of
a particle moving in a plane (two dimensions) or in space (three dimensions),
we will use a more general position vector rather than simply the distance
along a line.
11.1A Position, Velocity, and O P

Acceleration x
x
At any given instant t, a particle in rectilinear motion occupies some 1m
(a)
position on the straight line. To define the particle’s position P, we choose
a fixed origin O on the straight line and a positive direction along the line.
We measure the distance x from O to P and record it with a plus or minus P' O
sign, according to whether we reach P from O by moving along the line x
in the positive or negative direction. The distance x, with the appropriate x' 1m
sign, completely defines the position of the particle; it is called the position (b)
coordinate of the particle. For example, the position coordinate Fig. 11.1 Position is measured from a fixed
corresponding to P in Fig. 11.1a is x 5 15 m; the coordinate corresponding origin. (a) A positive position coordinate;
to P9 in Fig. 11.1b is x9 5 22 m. (b) a negative position coordinate.
P P' When we know the position coordinate x of a particle for every value
x ∆x
of time t, we say that the motion of the particle is known. We can provide
O
a “timetable” of the motion in the form of an equation in x and t, such as
(t) (t + ∆t) x
x 5 6t2 2 t3, or in the form of a graph of x versus t, as shown in Fig. 11.6.
Fig. 11.2 A small displacement Dx from The units most often used to measure the position coordinate x are the
time t to time t 1 Dt. meter (m) in the SI system of units† and the foot (ft) in the U.S. customary
system of units. Time t is usually measured in seconds (s).
Now consider the position P occupied by the particle at time t and
the corresponding coordinate x (Fig. 11.2). Consider also the position P9
occupied by the particle at a later time t 1 Dt. We can obtain the position
coordinate of P9 by adding the small displacement Dx to the coordinate x
of P. This displacement is positive or negative according to whether P9 is
to the right or to the left of P. We define the average velocity of the
particle over the time interval Dt as the quotient of the displacement Dx
and the time interval Dt as
Dx
Average velocity 5
Photo 11.1 The motion of this solar car can Dt
be described by its position, velocity, and
acceleration.
If we use SI units, Dx is expressed in meters and Dt in seconds; the
average velocity is then expressed in meters per second (m/s). If we use
U.S. customary units, Dx is expressed in feet and Dt in seconds; the
average velocity is then expressed in feet per second (ft/s).
We can determine the instantaneous velocity v of a particle at the
instant t by allowing the time interval Dt to become infinitesimally small. Thus,
Dx
Instantaneous velocity 5 v 5 lim
Dt y0 Dt
The instantaneous velocity is also expressed in m/s or ft/s. Observing that
the limit of the quotient is equal, by definition, to the derivative of x with
respect to t, we have
Velocity of a particle
along a line
P
d
dx
v>0 v5 (11.1)
dt
x
(a) We represent the velocity v by an algebraic number that can be positive or
negative.‡ A positive value of v indicates that x increases, i.e., that the particle
v<0 moves in the positive direction (Fig. 11.3a). A negative value of v indicates
P that x decreases, i.e., that the particle moves in the negative direction
x (Fig. 11.3b). The magnitude of v is known as the speed of the particle.
(b)
Fig. 11.3 In rectilinear motion, velocity can Consider the velocity v of the particle at time t and also its velocity
be only (a) positive or (b) negative along the v 1 Dv at a later time t 1 Dt (Fig. 11.4). We define the average acceleration
line. of the particle over the time interval Dt as the quotient of Dv and Dt as
Dv
Average acceleration 5
P v P' v + ∆v
Dt
†
See Sec. 1.3.
‡
x As you will see in Sec. 11.4A, velocity is actually a vector quantity. However, since we are
(t) (t + ∆t) considering here the rectilinear motion of a particle where the velocity has a known and fixed
Fig. 11.4 A change in velocity from v to direction, we need only specify its sense and magnitude. We can do this conveniently by using
v 1 Dv corresponding to a change in time a scalar quantity with a plus or minus sign. This is also true of the acceleration of a particle
from t to t 1 Dt. in rectilinear motion.
If we use SI units, Dv is expressed in m/s and Dt in seconds; the average
acceleration is then expressed in m/s2. If we use U.S. customary units, Dv
is expressed in ft/s and Dt in seconds; the average acceleration is then
expressed in ft/s2.
We obtain the instantaneous acceleration a of the particle at the
instant t by again allowing the time interval Dt to approach zero. Thus,
Dv
Instantaneous acceleration 5 a 5 lim
Dt y0 Dt
The instantaneous acceleration is also expressed in m/s2 or ft/s2. The limit
of the quotient, which is by definition the derivative of v with respect to t,
measures the rate of change of the velocity. We have
Acceleration of a
particle along a line
dvv
a5 (11.2)
dt
or substituting for v from Eq. (11.1),
d 2x
a5 (11.3)
dt 2
We represent the acceleration a by an algebraic number that can be posi-

tive or negative (see the footnote on the preceding page). A positive value
of a indicates that the velocity (i.e., the algebraic number v) increases.
This may mean that the particle is moving faster in the positive direction
(Fig. 11.5a) or that it is moving more slowly in the negative direction
(Fig. 11.5b); in both cases, Dv is positive. A negative value of a indicates
that the velocity decreases; either the particle is moving more slowly in
the positive direction (Fig. 11.5c), or it is moving faster in the negative
direction (Fig. 11.5d).
Sometimes we use the term deceleration to refer to a when the speed
of the particle (i.e., the magnitude of v) decreases; the particle is then moving
more slowly. For example, the particle of Fig. 11.5 is decelerating in parts
b and c; it is truly accelerating (i.e., moving faster) in parts a and d.
v v' v' v
P P' P' P
x x
a>0 a>0
(a) (b)
v v' v' v
P P' P' P
x x
a<0 a<0
(c) (d)
Fig. 11.5 Velocity and acceleration can be in the same or different directions.
(a, d) When a and v are in the same direction, the particle speeds up;
(b, c) when a and v are in opposite directions, the particle slows down.
We can obtain another expression for the acceleration by eliminating

the differential dt in Eqs. (11.1) and (11.2). Solving Eq. (11.1) for dt, we
have dt 5 dx/v; substituting into Eq. (11.2) gives us
dvv
a5v (11.4)
d
dx
Concept Application 11.1

x (m)
Consider a particle moving in a straight line, and assume that its position
32
is defined by
24 x 5 6t2 2 t3
16 where t is in seconds and x in meters. We can obtain the velocity v at any
time t by differentiating x with respect to t as
8
dx
0 v5 5 12t 2 3t 2
2 4 6 t (s) dt
v (m/s) We can obtain the acceleration a by differentiating again with respect to t.
Hence,
12
4 6 dv
a5 5 12 2 6t
0 dt
2 t (s)
–12
In Fig. 11.6, we have plotted the position coordinate, the velocity, and the
acceleration. These curves are known as motion curves. Keep in mind,
–24 however, that the particle does not move along any of these curves; the
particle moves in a straight line.
–36
Since the derivative of a function measures the slope of the corre-
a (m/s2) sponding curve, the slope of the x–t curve at any given time is equal to
the value of v at that time. Similarly, the slope of the v–t curve is equal
12 to the value of a. Since a 5 0 at t 5 2 s, the slope of the v–t curve must
2 4 6
0 be zero at t 5 2 s; the velocity reaches a maximum at this instant. Also,
t (s) since v 5 0 at t 5 0 and at t 5 4 s, the tangent to the x–t curve must be
–12 horizontal for both of these values of t.
–24 A study of the three motion curves of Fig. 11.6 shows that the motion
of the particle from t 5 0 to t 5 ∞ can be divided into four phases:
Fig. 11.6 Graphs of position,
velocity, and acceleration as 1. The particle starts from the origin, x 5 0, with no velocity but with
functions of time for Concept a positive acceleration. Under this acceleration, the particle gains a
Application 11.1. positive velocity and moves in the positive direction. From t 5 0 to
t 5 2 s, x, v, and a are all positive.
2. At t 5 2 s, the acceleration is zero; the velocity has reached its
maximum value. From t 5 2 s to t 5 4 s, v is positive, but a is
negative. The particle still moves in the positive direction but more
slowly; the particle is decelerating.
3. At t 5 4 s, the velocity is zero; the position coordinate x has reached
its maximum value (32 m). From then on, both v and a are negative;
the particle is accelerating and moves in the negative direction with
increasing speed.
4. At t 5 6 s, the particle passes through the origin; its coordinate x is
then zero, while the total distance traveled since the beginning of the
motion is 64 m (i.e., twice its maximum value). For values of t larger
than 6 s, x, v, and a are all negative. The particle keeps moving in
the negative direction—away from O—faster and faster. �
11.1B Determining the Motion of a
Particle
We have just seen that the motion of a particle is said to be known if we
know its position for every value of the time t. In practice, however, a
motion is seldom defined by a relation between x and t. More often, the
conditions of the motion are specified by the type of acceleration that the
particle possesses. For example, a freely falling body has a constant
acceleration that is directed downward and equal to 9.81 m/s2 or 32.2 ft/
s2, a mass attached to a stretched spring has an acceleration proportional
to the instantaneous elongation of the spring measured from its equilibrium
position, etc. In general, we can express the acceleration of the particle
as a function of one or more of the variables x, v, and t. Thus, in order
to determine the position coordinate x in terms of t, we need to perform
two successive integrations.
Let us consider three common classes of motion.
1. a 5 f(t). The Acceleration Is a Given Function of t. Solving Eq. (11.2)

for dv and substituting f(t) for a, we have
dv 5 a dt
dv 5 f(t) dt
Integrating both sides of the equation, we obtain
e dv 5 e f(t) dt
This equation defines v in terms of t. Note, however, that an arbitrary

constant is introduced after the integration is performed. This is due to
the fact that many motions correspond to the given acceleration a 5 f(t).
In order to define the motion of the particle uniquely, it is necessary to
specify the initial conditions of the motion, i.e., the value v0 of the
velocity and the value x0 of the position coordinate at t 5 0. Rather
than use an arbitrary constant that is determined by the initial conditions,
it is often more convenient to replace the indefinite integrals with
definite integrals. Definite integrals have lower limits corresponding to
the initial conditions t 5 0 and v 5 v0 and upper limits corresponding
to t 5 t and v 5 v. This gives us
v t
#v0
dv 5 # f(t) dt
0
t
v 2 v0 5 # f(t) dt
0
which yields v in terms of t.

We can now solve Eq. (11.1) for dx as
dx 5 v dt
and substitute for v the expression obtained from the first integration.
Then we integrate both sides of this equation via the left-hand side with
respect to x from x 5 x0 to x 5 x and the right-hand side with respect
to t from t 5 0 to t 5 t. In this way, we obtain the position coordinate
x in terms of t; the motion is completely determined.
We will study two important cases in greater detail in Sec. 11.2: the
case when a 5 0, corresponding to a uniform motion, and the case when
a 5 constant, corresponding to a uniformly accelerated motion.
2. a 5 f(x). The Acceleration Is a Given Function of x. Rearranging
Eq. (11.4) and substituting f(x) for a, we have
v dv 5 a dx
v dv 5 f(x) dx
Since each side contains only one variable, we can integrate the equation.
Denoting again the initial values of the velocity and of the position
coordinate by v0 and x0, respectively, we obtain
v x
# v dv 5 # f(x) dx
v0 x0
x
1 2
2v 2 12 v20 5 # f(x) dx
x0
which yields v in terms of x. We now solve Eq. (11.1) for dt, giving
dx
dt 5
v
and substitute for v the expression just obtained. We can then integrate
both sides to obtain the desired relation between x and t. However, in
most cases, this last integration cannot be performed analytically, and
we must resort to a numerical method of integration.
3. a 5 f(v). The Acceleration Is a Given Function of v. We can now
substitute f(v) for a in either Eqs. (11.2) or (11.4) to obtain either
dv dv
f(v) 5 f(v) 5 v
dt dx
dv v dv
dt 5 dx 5
f(v) f(v)
Integration of the first equation yields a relation between v and t;

integration of the second equation yields a relation between v and x.
Either of these relations can be used in conjunction with Eq. (11.1) to
obtain the relation between x and t that characterizes the motion of the
particle.
Sample Problem 11.1

The position of a particle moving along a straight line is defined by the
relation x 5 t3 2 6t2 2 15t 1 40, where x is expressed in meters and t
in seconds. Determine (a) the time at which the velocity is zero, (b) the
position and distance traveled by the particle at that time, (c) the accelera-
tion of the particle at that time, (d) the distance traveled by the particle
from t 5 4 s to t 5 6 s.
STRATEGY: You need to use the basic kinematic relationships between

position, velocity, and acceleration. Because the position is given as a
function of time, you can differentiate it to find equations for the velocity
and acceleration. Once you have these equations, you can solve the problem.
MODELING and ANALYSIS: Taking the derivative of position, you obtain

x (m) x 5 t3 2 6t2 2 15t 1 40 (1)
dx
v5 5 3t 2 2 12t 2 15 (2)
40 dt
dv
a5 5 6t 2 12 (3)
dt
+5
0 t (s) These equations are graphed in Fig. 1.
a. Time at Which v 5 0. Set v 5 0 in Eq. (2) for
3t2 2 12t 2 15 5 0 t 5 21 s and t 5 15 s b
– 60
Only the root t 5 15 s corresponds to a time after the motion has begun:
for t , 5 s, v , 0 and the particle moves in the negative direction; for
t . 5 s, v . 0 and the particle moves in the positive direction.
v (m/s)
b. Position and Distance Traveled When v 5 0. Substitute
t 5 15 s into Eq. (1), yielding
x5 5 (5)3 2 6(5)2 2 15(5) 1 40 x5 5 260 m b
0 +5 t (s)
The initial position at t 5 0 was x0 5 140 m. Since v Þ 0 during the
interval t 5 0 to t 5 5 s, you have
Distance traveled 5 x5 2 x0 5 260 m 2 40 m 5 2100 m
Distance traveled 5 100 m in the negative direction b
a (m/s 2)
c. Acceleration When v 5 0. Substitute t 5 15 s into Eq. (3) for
18 a5 5 6(5) 2 12 a5 5 118 m/s2 b
0 +2 +5 t (s) d. Distance Traveled from t 5 4 s to t 5 6 s. The particle

moves in the negative direction from t 5 4 s to t 5 5 s and in the positive
Fig. 1 Motion curves for the particle. direction from t 5 5 s to t 5 6 s; therefore, the distance traveled during
each of these time intervals must be computed separately.
From t 5 4 s to t 5 5 s: x5 5 260 m
x4 5 (4) 2 6(4)2 2 15(4) 1 40 5 252 m
3
(continued)
Distance traveled 5 x5 2 x4 5 260 m 2 (252 m) 5 28 m

5 8 m in the negative direction
From t 5 5 s to t 5 6 s: x5 5 260 m
x6 5 (6)3 2 6(6)2 2 15(6) 1 40 5 250 m
Distance traveled 5 x6 2 x5 5 250 m 2 (260 m) 5 110 m
5 10 m in the positive direction
Total distance traveled from t 5 4 s to t 5 6 s is 8 m 1 10 m 5 18 m
REFLECT and THINK: The total distance traveled by the particle in
the 2-second interval is 18 m, but because one distance is positive and
one is negative, the net change in position is only 2 m (in the positive
direction). This illustrates the difference between total distance traveled
and net change in position. Note that the maximum displacement occurs at
t 5 5 s, when the velocity is zero.
Sample Problem 11.2

You throw a ball vertically upward with a velocity of 10 m/s from a
window located 20 m above the ground. Knowing that the acceleration of
the ball is constant and equal to 9.81 m/s2 downward, determine (a) the
velocity v and elevation y of the ball above the ground at any time t,
(b) the highest elevation reached by the ball and the corresponding value
of t, (c) the time when the ball hits the ground and the corresponding
velocity. Draw the v−t and y−t curves.
y STRATEGY: The acceleration is constant, so you can integrate the

defining kinematic equation for acceleration once to find the velocity
v0 = +10 m /s
equation and a second time to find the position relationship. Once you
have these equations, you can solve the problem.
a = – 9.81 m/s2
MODELING and ANALYSIS: Model the ball as a particle with
negligible drag.
y0 = +20 m
a. Velocity and Elevation. Choose the y axis measuring the position
coordinate (or elevation) with its origin O on the ground and its positive
O sense upward. The value of the acceleration and the initial values of v
and y are as indicated in Fig. 1. Substituting for a in a 5 dv/dt and noting
Fig. 1 Acceleration, initial that, when t 5 0, v0 5 110 m/s, you have
velocity, and initial position of
dv
the ball. 5 a 5 29.81 m/s2
dt
v t
# v0510
dv 5 2 #
0
9.81 dt
[v] v10 5 2[9.81t] t0

v 2 10 5 29.81t
v 5 10 2 9.81t (1) b
Substituting for v in v 5 dy/dt and noting that when t 5 0, y0 5 20 m,

v (m /s)
you have
10 Velocity-time curve
Sl dy
op
e 5 v 5 10 2 9.81t
= dt
0 a
1.019 3.28 y t
# # (10 2 9.81t) dt
=
–9 t (s)
.8
1
dy 5
m y 0520 0
/s 2
[y ] y20 5 [10t 2 4.905t 2 ] t0
–22.2 y 2 20 5 10t 2 4.905t 2
y 5 20 1 10t 2 4.905t2 (2) b
Fig. 2 Velocity of the ball as a
function of time. Graphs of these equations are shown in Figs. 2 and 3.
b. Highest Elevation. The ball reaches its highest elevation when
y (m) v 5 0. Substituting into Eq. (1), you obtain
/s
m
10
10 2 9.81t 5 0 t 5 1.019 s b
=
v0
Substituting t 5 1.019 s into Eq. (2), you find

=
Slop
pe
Slo
25.1
y 5 20 1 10(1.019) 2 4.905(1.019)2 y 5 25.1 m b
e=
v=
20 c. Ball Hits the Ground. The ball hits the ground when y 5 0.
– 22
Position-time Substituting into Eq. (2), you obtain

.2 m
curve
20 1 10t 2 4.905t2 5 0 t 5 21.243 s and t 5 13.28 s b
/s
0 1.019 3.28 t (s) Only the root t 5 13.28 s corresponds to a time after the motion has
Fig. 3 Height of the ball as a begun. Carrying this value of t into Eq. (1), you find
function of time. v 5 10 2 9.81(3.28) 5 222.2 m/s v 5 22.2 m/s w b
REFLECT and THINK: When the acceleration is constant, the velocity

changes linearly, and the position is a quadratic function of time. You will
see in Sec. 11.2 that the motion in this problem is an example of free fall,
where the acceleration in the vertical direction is constant and equal to 2g.
x Piston Sample Problem 11.3

Many mountain bike shocks utilize a piston that travels in an oil-filled
cylinder to provide shock absorption; this system is shown schematically.
When the front tire goes over a bump, the cylinder is given an initial
velocity v0. The piston, which is attached to the fork, then moves with
Oil respect to the cylinder, and oil is forced through orifices in the piston.
This causes the piston to decelerate at a rate proportional to the velocity
at a 5 2kv. At time t 5 0, the position of the piston is x 5 0. Express
(a) the velocity v in terms of t, (b) the position x in terms of t, (c) the
velocity v in terms of x. Draw the corresponding motion curves.
(continued)
STRATEGY: Because the acceleration is given as a function of velocity,

you need to use either a 5 dv/dt or a 5 v dv/dx and then separate variables
and integrate. Which one you use depends on what you are asked to find.
Since part a asks for v in terms of t, use a 5 dv/dt. You can integrate this
again using v 5 dx/dt for part b. Since part c asked for v(x), you should
use a 5 v dv/dx and then separate the variables and integrate.
MODELING and ANALYSIS: Rotation of the piston is not relevant,

so you can model it as a particle undergoing rectilinear motion.
a. v in Terms of t. Substitute 2kv for a in the fundamental formula
defining acceleration, a 5 dv/dt. You obtain
v t
# #
dv dv dv
2kv 5 5 2k dt 5 2k dt
dt v v0
v 0
v
ln 5 2kt v 5 v0 e2kt b
v0
b. x in Terms of t. Substitute the expression just obtained for v into

v 5 dx/dt. You get
dx
v v0 e2kt 5
dt
v0
x t
# 0
dx 5 v0 #e
0
2kt
dt
v0 2kt t v0
x52 [e ] 0 5 2 (e2kt 2 1)
k k
O t v0
x5 (1 2 e2kt ) b
k
x
v0
c. v in Terms of x. Substitute 2kv for a in a 5 v dv/dx. You have
k dv
2kv 5 v
dx
dv 5 2k dx
v x
O t
# dv 5 2k # dx
v0 0
v
v0
v 2 v0 5 2kx v 5 v0 2 kx b
The motion curves are shown in Fig. 1.
REFLECT and THINK: You could have solved part c by eliminating t

from the answers obtained for parts a and b. You could use this alternative
method as a check. From part a, you obtain e2kt 5 v/v0; substituting into
O v0 x the answer of part b, you have
k
(1 2 e2kt ) 5 a1 2 b
Fig. 1 Motion curves for the v0 v0 v
piston x5 v 5 v0 2 kx (checks)
k k v0
Sample Problem 11.4

An uncontrolled automobile traveling at 72 km/h strikes a highway crash
barrier square on. After initially hitting the barrier, the automobile deceler-
ates at a rate proportional to the distance x the automobile has moved into
the barrier; specifically, a 5 2302x, where a and x are expressed in m/s2
and m, respectively. Determine the distance the automobile will move into
the barrier before it comes to rest.
y
–a (m/s2)
v0
x (m)
z
STRATEGY: Since you are given the deceleration as a function of
displacement, you should start with the basic kinematic relationship
a 5 v dv/dx.
MODELING and ANALYSIS: Model the car as a particle. First find
the initial speed in ft/s,
v0 5 a72 ba ba b 5 20
km 1 hr 1000 m m
hr 3600 s km s
Substituting a 5 2302x into a 5 v dv/dx gives
v dv
a 5 2302x 5
dx
Separating variables and integrating gives
0 x
v dv 5 2302x dx y #
v0
v dv 5 2 # 302x dx
0
2/3
v 2 v0 5 220x3/2 y x 5 a (v20 2 v2 )b
1 2 1 2 1
(1)
2 2 40
Substituting v 5 0, v0 5 20 m/s gives
d 5 4.64 m b
REFLECT and THINK: A distance of 4.64 m seems reasonable for a
barrier of this type. If you substitute d into the equation for a, you find a
maximum deceleration of about 7 g’s. Note that this problem would have
been much harder to solve if you had been asked to find the time for the
automobile to stop. In this case, you would need to determine v(t) from
Eq. (1). This gives v 5 2v20 2 40x3/2. Using the basic kinematic relation-
ship v 5 dx/dt, you can easily show that
t x
# #
dx
dt 5
0 2v0 2 40x
2 3/2
0
Unfortunately, there is no closed-form solution to this integral, so you
would need to solve it numerically.
SOLVING PROBLEMS
ON YOUR OWN
I n the problems for this section, you will be asked to determine the position,
velocity, and/or acceleration of a particle in rectilinear motion. As you read each
problem, it is important to identify both the independent variable (typically t or x)
and what is required (for example, the need to express v as a function of x). You may
find it helpful to start each problem by writing down both the given information and
a simple statement of what is to be determined.
1. Determining v(t) and a(t) for a given x(t). As explained in Sec. 11.1A, the first
and second derivatives of x with respect to t are equal to the velocity and the accel-
eration, respectively, of the particle [Eqs. (11.1) and (11.2)]. If the velocity and accel-
eration have opposite signs, the particle can come to rest and then move in the opposite
direction [Sample Prob. 11.1]. Thus, when computing the total distance traveled by a
particle, you should first determine if the particle comes to rest during the specified
interval of time. Constructing a diagram similar to that of Sample Prob. 11.1, which
shows the position and the velocity of the particle at each critical instant (v 5 vmax,
v 5 0, etc.), will help you to visualize the motion.
2. Determining v(t) and x(t) for a given a(t). We discussed the solution of problems
of this type in the first part of Sec. 11.1B. We used the initial conditions, t 5 0 and
v 5 v0, for the lower limits of the integrals in t and v, but any other known state (for
example, t 5 t1 and v 5 v1) could be used instead. Also, if the given function a(t)
contains an unknown constant (for example, the constant k if a 5 kt), you will first
have to determine that constant by substituting a set of known values of t and a in
the equation defining a(t).
3. Determining v(x) and x(t) for a given a(x). This is the second case considered
in Sec. 11.1B. We again note that the lower limits of integration can be any known
state (for example, x 5 x1 and v 5 v1). In addition, since v 5 vmax when a 5 0, you
can determine the positions where the maximum or minimum values of the velocity
occur by setting a(x) 5 0 and solving for x.
4. Determining v(x), v(t), and x(t) for a given a(v). This is the last case treated in
Sec. 11.1B; the appropriate solution techniques for problems of this type are illustrated
in Sample Probs. 11.3 and 11.4. All of the general comments for the preceding cases
once again apply. Note that Sample Prob. 11.3 provides a summary of how and when
to use the equations v 5 dx/dt, a 5 dv/dt, and a 5 v dv/dx.
628
We can summarize these relationships in Table 11.1.
Table 11.1
If.... Kinematic relationship Integrate
v t
# dv 5 # a(t)dt
dv
a 5 a(t) 5 a(t)
dt v0 0
v x
# v dv 5 # a(x)dx
dv
a 5 a(x) v 5 a(x)
dx v0 x0
v t
# # dt
dv dv
5 a(v) 5
dt v0
a(v) 0
a 5 a(v)
x v
# # a(v)
dv v dv
v 5 a(v) dx 5
dx x0 v0
629 629
Problems†
CONCEPT QUESTIONS
B 11.CQ1 A bus travels the 100 km between A and B at 50 km/h and then
another 100 km between B and C at 70 km/h. The average speed
of the bus for the entire 200 km trip is:
a. More than 60 km/h.
b. Equal to 60 km/h.
c. Less than 60 km/h.
A
C
11.CQ2 Two cars A and B race each other down a straight road. The posi-
Fig. P11.CQ1 tion of each car as a function of time is shown. Which of the fol-
lowing statements are true (more than one answer can be correct)?
a. At time t2 both cars have traveled the same distance.
b. At time t1 both cars have the same speed.
c. Both cars have the same speed at some time t , t1.
d. Both cars have the same acceleration at some time t , t1.
e. Both cars have the same acceleration at some time t1 , t , t2.
Position B
A
t1 t2 time
Fig. P11.CQ2
END-OF-SECTION PROBLEMS
11.1 A snowboarder starts from rest at the top of a double black diamond
hill. As she rides down the slope, GPS coordinates are used to deter-
mine her displacement as a function of time: x 5 0.5t3 1 t2 1 2t,
where x and t are expressed in meters and seconds, respectively.
Determine the position, velocity, and acceleration of the boarder
when t 5 5 seconds.
11.2 The motion of a particle is defined by the relation x 5 2t3 2 9t2 1

12t 1 10, where x and t are expressed in meters and seconds, respec-
tively. Determine the time, the position, and the acceleration of the
particle when v 5 0.
11.3 The vertical motion of mass A is defined by the relation x 5
10 sin 2t 1 15 cos 2t 1 100, where x and t are expressed in
A millimeters and seconds, respectively. Determine (a) the position,
velocity, and acceleration of A when t 5 1 s, (b) the maximum
Fig. P11.3 velocity and acceleration of A.
†
Answers to all problems set in straight type (such as 11.1) are given at the end of the book.
Answers to problems with a number set in italic type (such as 11.6) are not given.
630
11.4 A loaded railroad car is rolling at a constant velocity when it couples
with a spring and dashpot bumper system. After the coupling, the
motion of the car is defined by the relation x 5 60e24.8t sin 16t, where
x and t are expressed in millimeters and seconds, respectively. Deter-
mine the position, the velocity, and the acceleration of the railroad
car when (a) t 5 0, (b) t 5 0.3 s.
v0
Fig. P11.4
11.5 The motion of a particle is defined by the relation x 5 6t4 2 2t3 2 12t2 1
3t 1 3, where x and t are expressed in meters and seconds,
respectively. Determine the time, the position, and the velocity when
a 5 0.
11.6 The motion of a particle is defined by the relation x 5 t3 2 9t2 1

24t 2 8, where x and t are expressed in meters and seconds, respec-
tively. Determine (a) when the velocity is zero, (b) the position and
the total distance traveled when the acceleration is zero.
11.7 A girl operates a radio-controlled model car in a vacant parking lot.

The girl’s position is at the origin of the xy coordinate axes, and the
surface of the parking lot lies in the x-y plane. She drives the car in a
straight line so that the x coordinate is defined by the relation
x(t) 5 0.5t3 2 3t2 1 3t 1 2, where x and t are expressed in meters
and seconds, respectively. Determine (a) when the velocity is zero,
(b) the position and total distance travelled when the acceleration is zero.
y (m)
x (m)
0 2
Fig. P11.7
11.8 The motion of a particle is defined by the relation x 5 t 2 2 (t 2 2) 3,

where x and t are expressed in meters and seconds, respectively.
Determine (a) the two positions at which the velocity is zero (b) the
total distance traveled by the particle from t 5 0 to t 5 4 s.
631
v0 11.9 The brakes of a car are applied, causing it to slow down at a rate of
A
v=0 3 m/s2. Knowing that the car stops in 100 m, determine (a) how fast
the car was traveling immediately before the brakes were applied,
(b) the time required for the car to stop.
100 m
x 11.10 The acceleration of a particle is defined by the relation a 5 3e20.2t,
where a and t are expressed in m/s2 and seconds, respectively.
Fig. P11.9
Knowing that x 5 0 and v 5 0 at t 5 0, determine the velocity and
position of the particle when t 5 0.5 s.
11.11 The acceleration of a particle is directly proportional to the square of

the time t. When t 5 0, the particle is at x 5 24 m. Knowing that at
t 5 6 s, x 5 96 m and v 5 18 m/s, express x and v in terms of t.
11.12 The acceleration of a particle is defined by the relation a 5 kt2.

(a) Knowing that v 5 28 m/s when t 5 0 and that v 5 18 m/s when
t 5 2 s, determine the constant k. (b) Write the equations of motion,
knowing also that x 5 0 when t 5 2 s.
x
11.13 A Scotch yoke is a mechanism that transforms the circular motion
of a crank into the reciprocating motion of a shaft (or vice versa).
A
It has been used in a number of different internal combustion engines
and in control valves. In the Scotch yoke shown, the acceleration of
C
point A is defined by the relation a 5 21.8 sin kt, where a and t
are expressed in m/s2 and seconds, respectively, and k 5 3 rad/s.
Knowing that x 5 0 and v 5 0.6 m/s when t 5 0, determine the
velocity and position of point A when t 5 0.5 s.
B
11.14 For the Scotch yoke mechanism shown, the acceleration of point A
is defined by the relation a 521.08 sin kt 2 1.44 cos kt, where a
and t are expressed in m/s2 and seconds, respectively, and
D k 5 3 rad/s. Knowing that x 5 0.16 m and v 5 0.36 m/s when
t 5 0, determine the velocity and position of point A when t 5 0.5 s.
Fig. P11.13 and P11.14
11.15 A piece of electronic equipment that is surrounded by packing material
is dropped so that it hits the ground with a speed of 4 m/s. After
contact the equipment experiences an acceleration of a 5 2kx, where
k is a constant and x is the compression of the packing material. If the
packing material experiences a maximum compression of 20 mm,
determine the maximum acceleration of the equipment.
x
Fig. P11.15
v
11.16 A projectile enters a resisting medium at x 5 0 with an initial velocity
v0 5 270 m/s and travels 100 mm. before coming to rest.
Assuming that the velocity of the projectile is defined by the relation
v 5 v0 2 kx, where v is expressed in m/s and x is in meters, determine
(a) the initial acceleration of the projectile, (b) the time required for
Fig. P11.16 the projectile to penetrate 97.5 mm into the resisting medium.
632
11.17 The acceleration of a particle is defined by the relation a 5 2k/x.
It has been experimentally determined that v 5 5 m/s when
A
x 5 0.2 m and that v 5 3 m/s when x 5 0.4 m. Determine
(a) the velocity of the particle when x 5 0.5 m, (b) the position of
the particle at which its velocity is zero.
B
11.18 A brass (nonmagnetic) block A and a steel magnet B are in equilib-
rium in a brass tube under the magnetic repelling force of another
steel magnet C located at a distance x 5 0.004 m from B. The force x
is inversely proportional to the square of the distance between B and
C. If block A is suddenly removed, the acceleration of block B is C
a 5 29.81 1 k/x2, where a and x are expressed in m/s2 and meters,
respectively, and k 5 4 3 1024 m3/s2. Determine the maximum
velocity and acceleration of B.
Fig. P11.18
11.19 Based on experimental observations, the acceleration of a particle is
defined by the relation a 5 2(0.1 1 sin x/b), where a and x are
expressed in m/s2 and meters, respectively. Knowing that b 5 0.8 m
and that v 5 1 m/s when x 5 0, determine (a) the velocity of the A
particle when x 5 21 m, (b) the position where the velocity is
maximum, (c) the maximum velocity. l
C B
11.20 A spring AB is attached to a support at A and to a collar. The
unstretched length of the spring is l. Knowing that the collar is
released from rest at x 5 x0 and has an acceleration defined by the x0
relation a 5 2100(x 2 lx/ 2l2 1 x2 ), determine the velocity of the
collar as it passes through point C. Fig. P11.20
11.21 The acceleration of a particle is defined by the relation a 5 k(1 2 e2x ),

where k is a constant. Knowing that the velocity of the particle is
v 5 19 m/s when x 5 23 m and that the particle comes to rest at
the origin, determine (a) the value of k, (b) the velocity of the
particle when x 5 22 m.
11.22 Starting from x 5 0 with no initial velocity, a particle is given an

acceleration a 5 0.12v2 1 49, where a and v are expressed in m/s2
and m/s, respectively. Determine (a) the position of the particle when
v 5 24 m/s, (b) the speed and acceleration of the particle when
x 5 40 m.
11.23 A bowling ball is dropped from a boat so that it strikes the surface of
a lake with a speed of 8 m/s. Assuming the ball experiences a down-
ward acceleration of a 5 3 2 0.1v2 (where a and v are expressed in
10 m
m/s2 and m/s, respectively) when in the water, determine the velocity
of the ball when it strikes the bottom of the lake.
11.24 The acceleration of a particle is defined by the relation a 5 2k 1v,

where k is a constant. Knowing that x 5 0 and v 5 81 m/s at
t 5 0 and that v 5 36 m/s when x 5 18 m, determine (a) the velocity
of the particle when x 5 20 m, (b) the time required for the particle
to come to rest.
11.25 The acceleration of a particle is defined by the relation a 5 2kv2.5,

where k is a constant. The particle starts at x 5 0 with a velocity of Fig. P11.23
16 mm/s, and when x 5 6 mm, the velocity is observed to be 4 mm/s.
Determine (a) the velocity of the particle when x 5 5 mm, (b) the
time at which the velocity of the particle is 9 mm/s.
633
11.26 A human-powered vehicle (HPV) team wants to model the accelera-
tion during the 260-m sprint race (the first 60 m is called a flying
start) using a 5 A 2 Cv2, where a is acceleration in m/s2 and v is
the velocity in m/s. From wind tunnel testing, they found that
C 5 0.0012 m21. Knowing that the cyclist is going 100 km/h at the
260-meter mark, what is the value of A?
11.27 Experimental data indicate that in a region downstream of a given
louvered supply vent the velocity of the emitted air is defined by
v 5 0.18v0 /x, where v and x are expressed in m/s and meters,
respectively, and v0 is the initial discharge velocity of the air. For
v0 5 3.6 m/s, determine (a) the acceleration of the air at x 5 2 m,
(b) the time required for the air to flow from x 5 1 to x 5 3 m.
Fig. P11.26 11.28 Based on observations, the speed of a jogger can be approximated by
the relation v 5 12(1 2 0.06x)0.3, where v and x are expressed in
km/h and km, respectively. Knowing that x 5 0 at t 5 0, determine
(a) the distance the jogger has run when t 5 1 h, (b) the jogger’s
acceleration in m/s2 at t 5 0, (c) the time required for the jogger to
run 9 Km.
11.29 The acceleration due to gravity at an altitude y above the surface of
the earth can be expressed as
29.81
a5
v
11
x
where a and y are expressed in m/s2 and metre, respectively. Using

Fig. P11.27
this expression, compute the height reached by a projectile fired
v vertically upward from the surface of the earth if its initial velocity
is (a) 540 m/s, (b) 900 m/s, (c) 11,180 m/s.
11.30 The acceleration due to gravity of a particle falling toward the
earth is a 5 2gR2/r2, where r is the distance from the center of
the earth to the particle, R is the radius of the earth, and g is the
acceleration due to gravity at the surface of the earth. If
R 5 6370 km, calculate the escape velocity, that is, the minimum
velocity with which a particle must be projected vertically upward
Fig. P11.28
from the surface of the earth if it is not to return to the earth.
(Hint: v 5 0 for r 5 `.)
11.31 The velocity of a particle is v 5 v0[1 2 sin(πt/T)]. Knowing that
P P the particle starts from the origin with an initial velocity v0, deter-
mine (a) its position and its acceleration at t 5 3T, (b) its average
velocity during the interval t 5 0 to t 5 T.
11.32 An eccentric circular cam, which serves a similar function as the
y Scotch yoke mechanism in Problem 11.13, is used in conjunction
r with a flat face follower to control motion in pumps and in steam
engine valves. Knowing that the eccentricity is denoted by e, the
maximum range of the displacement of the follower is dmax and the
maximum velocity of the follower is vmax, determine the displace-
R ment, velocity, and acceleration of the follower.
r A
Fig. P11.29 Fig. P11.30 O θ
Fig. P11.32
634
11.2 SPECIAL CASES AND

RELATIVE MOTION
In this section, we derive the equations that describe uniform rectilinear
motion and uniformly accelerated rectilinear motion. We also introduce
the concept of relative motion, which is of fundamental importance when-
ever we consider the motion of more than one particle at the same time.
11.2A Uniform Rectilinear Motion

Uniform rectilinear motion is a type of straight-line motion that is fre-
quently encountered in practical applications. In this motion, the accelera-
tion a of the particle is zero for every value of t. The velocity v is therefore
constant, and Eq. (11.1) becomes
dx
5 v 5 constant
dt
We can obtain the position coordinate x by integrating this equation.
Denoting the initial value of x by x0, we have
Distance in uniform
rectilinear motion
x t
# dx 5 v # dt
x0 0
x 2 x0 5 vt
x 5 x0 1 vt (11.5)
This equation can be used only if the velocity of the particle is known to
be constant. For example, this would be true for an airplane in steady
flight or a car cruising along a highway at a constant speed.
11.2B Uniformly Accelerated

Rectilinear Motion
Uniformly accelerated rectilinear motion is another common type of
motion. In this case, the acceleration a of the particle is constant, and
Eq. (11.2) becomes
dv
5 a 5 constant
dt
We obtain the velocity v of the particle by integrating this equation as
v t
#v0
dv 5 a # dt
0
v 2 v0 5 at
v 5 v0 1 at (11.6)
where v0 is the initial velocity. Substituting for v in Eq, (11.1), we have

dx
5 v0 1 at
dt
Denoting by x0 the initial value of x and integrating, we have

x t
#x0
dx 5 # (v
0
0
1 at)dt
x 2 x0 5 v0 t 1 12 at 2
x 5 x0 1 v0 t 1 12 at 2 (11.7)
We can also use Eq. (11.4) and write
dv
v 5 a 5 constant
dx
v dv 5 a dx
Integrating both sides, we obtain
v x
# v0
v dv 5 a # dx
x0
1 2
2 (v 2 v20 ) 5 a(x 2 x0 )
v 2 5 v20 1 2a(x 2 x0 ) (11.8)
The three equations we have derived provide useful relations among

position, velocity, and time in the case of constant acceleration, once you have
provided appropriate values for a, v0, and x0. You first need to define the origin
O of the x axis and choose a positive direction along the axis; this direction
determines the signs of a, v0, and x0. Equation (11.6) relates v and t and should
be used when the value of v corresponding to a given value of t is desired,
or inversely. Equation (11.7) relates x and t; Eq. (11.8) relates v and x. An
important application of uniformly accelerated motion is the motion of a body
in free fall. The acceleration of a body in free fall (usually denoted by g) is
equal to 9.81 m/s2 or 32.2 ft/s2 (we ignore air resistance in this case).
It is important to keep in mind that the three equations can be used
only when the acceleration of the particle is known to be constant. If the
acceleration of the particle is variable, you need to determine its motion
from the fundamental Eqs. (11.1) through (11.4) according to the methods
outlined in Sec. 11.1B.
11.2C Motion of Several Particles

When several particles move independently along the same line, you can
write independent equations of motion for each particle. Whenever
possible, you should record time from the same initial instant for all
particles and measure displacements from the same origin and in the same
direction. In other words, use a single clock and a single measuring tape.
O A B
x Relative Motion of Two Particles. Consider two particles A and
xA xB/A B moving along the same straight line (Fig. 11.7). If we measure the
xB position coordinates xA and xB from the same origin, the difference xB 2 xA
Fig. 11.7 Two particles A and B in motion defines the relative position coordinate of B with respect to A, which
along the same straight line. is denoted by xB/A. We have
Relative position
of two particles
xB/A 5 xB 2 xA or xB 5 xA 1 xB/A (11.9)
Regardless of the positions of A and B with respect to the origin, a positive
sign for xB/A means that B is to the right of A, and a negative sign means
that B is to the left of A.
The rate of change of xB/A is known as the relative velocity of B with
respect to A and is denoted by vB/A. Differentiating Eq. (11.9), we obtain
Relative velocity
of two particles vB/A 5 vB 2 vA or vB 5 vA 1 vB/A (11.10)
A positive sign for vB/A means that B is observed from A to move in the
positive direction; a negative sign means that it is observed to move in
the negative direction.
The rate of change of vB/A is known as the relative acceleration of B
with respect to A and is denoted by aB/A. Differentiating Eq. (11.10), we obtain†
Relative acceleration
of two particles aB/A 5 aB 2 aA or aB 5 aA 1 aB/
B/A
B /A
/A (11.11)
Dependent Motion of Particles. Sometimes, the position of a

particle depends upon the position of another particle or of several other
particles. These motions are called dependent. For example, the position
of block B in Fig. 11.8 depends upon the position of block A. Since the
rope ACDEFG is of constant length, and since the lengths of the portions
Photo 11.2 Multiple cables and pulleys are
of rope CD and EF wrapped around the pulleys remain constant, it follows used by this shipyard crane.
that the sum of the lengths of the segments AC, DE, and FG is constant.
Observing that the length of the segment AC differs from xA only by a
constant and that, similarly, the lengths of the segments DE and FG differ
from xB only by a constant, we have
G
xA 1 2xB 5 constant C D
xA
Since only one of the two coordinates xA and xB can be chosen arbitrarily, we
say that the system shown in Fig. 11.8 has one degree of freedom. From the xB
relation between the position coordinates xA and xB, it follows that if xA is A
given an increment DxA––that is, if block A is lowered by an amount DxA––the
coordinate xB receives an increment DxB 5 212 DxA. In other words, block B
E F
rises by half the same amount. You can check this directly from Fig. 11.8.
B
In the case of the three blocks of Fig. 11.9, we can again observe
that the length of the rope that passes over the pulleys is constant.
Thus, the following relation must be satisfied by the position coordinates Fig. 11.8 A system of blocks and pulleys
with one degree of freedom.
of the three blocks:
2xA 1 2xB 1 xC 5 constant
Since two of the coordinates can be chosen arbitrarily, we say that the
system shown in Fig. 11.9 has two degrees of freedom.
When the relation existing between the position coordinates of several
xC
particles is linear, a similar relation holds between the velocities and between xA
the accelerations of the particles. In the case of the blocks of Fig. 11.9, for
C xB
instance, we can differentiate the position equation twice and obtain
A
dxA dxB dxC
2 12 1 50 or 2vA 1 2vB 1 vC 5 0
dt dt dt
dvA dvB dvC B
2 12 1 50 or 2aA 1 2aB 1 aC 5 0
dt dt dt
†
Note that the product of the subscripts A and B/A used in the right-hand sides of Eqs. (11.9), Fig. 11.9 A system of blocks and pulleys
(11.10), and (11.11) is equal to the subscript B that appears in the left-hand sides. This may with two degrees of freedom.
help you remember the correct order of subscripts in various situations.
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THE BOGLE OF ANNESLIE;
OR, THE THREE-CORNERED HAT.
A TALE.
“An’ ye winna believe i’ the bogle?” said a pretty young lassie to her
sweetheart, as they sat in the door of her father’s cottage one fine autumn
evening. “Do you hear that, mither? Andrew ’ll no believe i’ the bogle.”
“Gude be wi’ us, Effie!” exclaimed Andrew, a slender and delicate youth
of about two-and-twenty, “a bonny time I wad hae o’t, gin I were to heed
every auld wife’s clatter.”
The words “auld wife” had a manifest effect on Effie, and she bit her lips
in silence. Her mother immediately opened a battery upon the young man’s
prejudices, narrating how that on Anneslie Heath, at ten o’clock at night, a
certain apparition was wont to appear, in the form of a maiden above the
usual size, with a wide three-cornered hat. Sundry other particulars were
mentioned, but Andrew was still incredulous. “He’ll rue that, dearly will he
rue’t!” said Effie, as he departed.
Many days, however, passed away, and Effie was evidently much
disappointed to find that the scepticism of her lover gathered strength. Nay,
he had the audacity to insult, by gibes and jests, the true believers, and to
call upon them for the reasons of their faith. Effie was in a terrible passion.
At last, however, her prophecy was fulfilled. Andrew was passing over
the moor, while the clock struck ten; for it was his usual practice to walk at
that hour, in order to mock the fears of his future bride. He was just winding
round the thicket which opened to him a view of the cottage where Effie
dwelt, when he heard a light step behind him, and, in an instant, his feet
were tripped up, and he was laid prostrate on the turf. Upon looking up he
beheld a tall muscular man standing over him, who, in no courteous
manner, desired to see the contents of his pocket. “De’il be on ye!”
exclaimed the young forester, “I hae but ae coin i’ the warld.” “That coin
maun I hae,” said his assailant. “Faith! I’se show ye play for’t then,” said
Andrew, and sprang upon his feet.
Andrew was esteemed the best cudgel-player for twenty miles round, so
that in brief space he cooled the ardour of his antagonist, and dealt such
visitations upon his skull as might have made a much firmer head ache for a
fortnight. The man stepped back, and, pausing in his assault, raised his hand
to his forehead, and buried it among his dark locks. It returned covered with
blood. “Thou hast cracked my crown,” he said, “but yet ye sha’ na gang
scatheless;” and, flinging down his cudgel, he flew on his young foe, and,
grasping his body before he was aware of the attack, whirled him to the
earth with an appalling impetus. “The Lord hae mercy on me!” said
Andrew, “I’m a dead man.”
He was not far from it, for his rude foe was preparing to put the finishing
stroke to his victory. Suddenly something stirred in the bushes, and the
conqueror, turning away from his victim, cried out, “The bogle! the bogle!”
and fled precipitately. Andrew ventured to look up. He saw the figure which
had been described to him approaching; it came nearer and nearer; its face
was very pale, and its step was not heard on the grass. At last it stood by his
side, and looked down upon him. Andrew buried his face in his cloak:
presently the apparition spoke—indistinctly indeed, for its teeth seemed to
chatter with cold:
“This is a cauld an’ an eerie night to be sae late on Anneslie Muir!” and
immediately it glided away. Andrew lay a few minutes in a trance; and then,
arising from his cold bed, ran hastily towards the cottage of his mistress.
His hair stood on end, and the vapours of the night sunk chill upon his brow
as he lifted up the latch and flung himself upon an oaken seat.
“Preserve us!” cried the old woman. “Why, ye are mair than aneugh to
frighten a body out o’ her wits! To come in wi’ sic a flaunt and a fling, bare-
sconced, and the red bluid spatter’d a’ o’er your new leather jerkin! Shame
on you, Andrew! in what mishanter hast thou broken that fule’s head o’
thine?”
“Peace, mither!” said the young man, taking breath, “I hae seen the
bogle!”
The old lady had a long line of reproaches, drawn up in order of march,
between her lips; but the mention of the bogle was the signal for disbanding
them. A thousand questions poured in, in rapid succession. “How old was
she? How was she dressed? Who was she like? What did she say?”
“She was a tall thin woman, about seven feet high!”
“Oh Andrew!” cried Effie.
“As ugly as sin!”
“Other people tell a different story,” said Effie.
“True, on my Bible oath! And then her beard——”
“A beard, Andrew!” shrieked Effie: “a woman with a beard! For shame,
Andrew!”
“Nay, I’ll swear it upon my soul’s salvation! She had seen saxty winters
and mair, afore e’er she died to trouble us!”
“I’ll wager my best new goun,” said the maiden, “that saxteen would be
nearer the mark.”
“But wha was she like, Andrew?” said the old woman. “Was she like
auld Janet that was drowned in the burn forenaint? or that auld witch that
your maister hanged for stealing his pet lamb? or was she like——”
“Are you sure she was na like me, Andrew?” said Effie, looking archly
in his face.
“You—pshaw! Faith, guid mither, she was like to naebody that I ken,
unless it be auld Elspeth, the cobbler’s wife, that was blamed for a’ the
mischief or misfortunes o’ the kintra roun’, and was drowned at last for
having ‘sense aboon the lave.’”
“And how was she dressed, Andrew?”
“In that horrible three-cornered hat, which may I be blinded if ever I
seek to look upon again!—an’ in a lang blue apron——”
“Green, Andrew!” cried Effie, twirling her own green apron round her
thumb.
“How you like to tease ane!” said the lover. Poor Andrew did not at all
enter into his mistress’s pleasantry, for he laboured under a great depression
of spirits, and never lifted his eyes from the ground.
“But ye hae na tauld us what she said, lad!” said the old woman,
assuming an air of deeper mystery as each question was put and answered
in its turn.
“Lord! what signifies it whether she said this or that! Haud your tongue,
and get me some comfort; for, to speak truth, I’m vera cauld.”
“Weel mayest thou be sae,” said Effie, “for indeed,” she continued, in a
feigned voice, “it was a cauld an’ an eerie night to be sae late on Anneslie
Muir.”
Andrew started, and a doubt seemed to pass over his mind. He looked up
at the damsel, and perceived, for the first time, that her large blue eyes were
laughing at him from under the shade of a huge three-cornered hat. The
next moment he hung over her in an ecstasy of gratitude, and smothered
with his kisses the ridicule which she forced upon him as the penalty of his
preservation.
“Seven feet high, Andrew?”
“My dear Effie!”
“As ugly as sin?”
“My darling lassie!”
“And a beard?”
“Na! na! now you carry the jest o’er far!”
“And saxty winters?”
“Saxteen springs, Effie! Dear, delightfu’, smiling springs!”
“And Elspeth, the cobbler’s wife! Oh, Andrew, Andrew! I never can
forgie you for the cobbler’s wife! And what say you now, Andrew—is there
nae bogle on the muir?”
“My dear Effie, for your sake I’ll believe in a’ the bogles in
Christendie!”
“That is,” said Effie, at the conclusion of a long and vehement fit of
risibility, “that is, in a’ that wear ‘three-cornered hats.’”
ON THE PROPOSED ESTABLISHMENT OF A
PUBLIC LIBRARY AT ETON.
We are very glad to be able to announce that, after the Easter holidays, a
public library for the use of the school will be established by subscription,
at Mr. Williams’s. We are very glad of it, not for our own sake, for before it
shall rise to any degree of importance we shall be inhabitants of this spot no
longer; our very names will be forgotten among its more recent inmates.
But we hail with joy this institution, for the sake of the school we love and
reverence, to which we hope it will prove, at some future period, a valuable
addition.
The plan admits of one hundred subscribers—viz., the one hundred
senior members of the school. If any of these decline to become members,
the option will descend to the next in gradation. The subscription for the
first year will be 10s. 6d. after the Easter, Election, and Christmas holidays;
in future 10s. 6d. will be paid after the two latter vacations only. The library
will consist of the classics, history, &c.; and subscribers will be allowed,
under certain regulations, to take books from the room. Of course a thing of
this kind has not been set on foot without the concurrence of the higher
powers; and the head-master has assisted the promoters of it by his
approbation, as well as by liberality of another description. We trust that
Eton will not long continue to experience the want of an advantage which
many other public schools enjoy.
We had intended to send the foregoing loose remarks to press, in order to
request as many of our schoolfellows in the upper division as are willing to
become subscribers to leave their names with Mr. Williams, at whose house
the library will be established. But as we were preparing to send off the
manuscript, an old gentleman, for whom we have a great respect, called in,
and looked over our shoulder. He then took a chair, and observed to us:
“This will never do!” He took off his spectacles, wiped them, put them on
again, and repeated: “This will never do!
“I, sir, was an Etonian in the year 17—, and, being a bit of a speculator
in those days, had a mind to do what you are now dreaming of doing. I
addressed myself forthwith to various friends, all of them distinguished for
rank, or talent, or influence, among their companions. I began with Sir
Roger Gandy, expatiated on the sad want of books which many
experienced, and asked whether he did not think a public library would be a
very fine thing? ‘A circulating one,’ he said; ‘oh yes, very!’—and he
yawned. There was taste!
“The next to whom I made application was Tom Luny, the fat son of a
fat merchant on Ludgate Hill. Poor Tom! He died last week, by-the-by, of a
surfeit. Well, sir, I harangued him for some time upon the advantages of my
scheme, to which he gave his cordial assent. Finally I observed that, of
course, it would not be very expensive. ‘Expensive!’ he said; ‘oh yes,
very!’—and he walked off. There was liberality!
“Next I besieged Will Wingham. I made my approaches as before, with
great caution, and at last summoned the garrison to surrender. ‘Books!’ he
exclaimed, ‘I haven’t one but a Greek Grammar, with all syntax out.’ ‘And
do you think,’ I resumed, ‘that an Etonian can do well without them?’ ‘Do
well!’ he said; ‘oh yes, very!’—and he laughed. There was a wish for
improvement!
“Now, my good Peregrine,” continued the old gentleman, putting his feet
up upon the hobs of my fire, and looking very argumentative, “what do you
say to all this?”
The old gentleman is
Laudator temporis acti
Se puero.
He left the room piqued, when we hurt his prejudices by replying,

“Nothing, sir, but that the Etonians of 1821 are not, we will hope, the
Etonians of 17—.”
THE MISTAKE; OR, SIXES AND SEVENS.
“Be particular to observe that the name on the door is——.”

Morning Chronicle, April 1821.
It is a point which has often been advanced and contested by the learned,
that the world grows worse as it grows older; arguments have been
advanced, and treatises written, in support of Horace’s opinion—
Ætas parentum pejor avis tulit
Nos nequiores, mox daturos
Progeniem vitiosiorem.
The supporters of this idea rest their sentence upon various grounds: they
mention the frequency of crim. con. cases, the increase of the poor-rate, the
licentiousness of the press, the celebrity of rouge et noir.
There is, however, one circumstance corroborative of their judgment, to
which we think the public opinion has not yet been sufficiently called. We
mean the indisputable fact that persons of all descriptions are growing
ashamed of their own names. We remember that when we were dragged in
our childhood to walk with our nurse, we were accustomed to beguile our
sense of weariness and disgust by studying the names, which, in their neat
brass plates, decorated the doors by which we passed. Now the case is
altered. We have observed elsewhere that the tradesmen have removed their
signs; it is equally true that the gentlemen have removed their names. The
simple numerical distinction, which is now alone emblazoned upon the
doors of our dwellings, but ill replaces that more gratifying custom, which,
in a literal sense, held up great names for our emulation, and made the
streets of the metropolis a muster-roll of examples for our conduct.
But a very serious inconvenience is also occasioned by this departure
from ancient observances. How is the visitor from the country to discover
the patron of his fortunes, the friend of his bosom, or the mistress of his
heart, if, in lieu of the above-mentioned edifying brass plates, his eye
glances upon the unsatisfactory information contained in 1, 2, or 3? In some
cases even this assistance is denied to him, and he wanders upon his dark
and comfortless voyage, like an ancient mariner deprived of the assistance
of the stars.
Our poor friend, Mr. Nichol Loaming, has treated us with a long and
eloquent dissertation upon this symptom of degeneracy; and certainly, if the
advice experto crede be of any weight, Mr. Nichol’s testimony ought to
induce all persons to hang out upon the exterior of their residences some
more convincing enunciation of their name and calling than it is at present
the fashion to produce.
Nichol came up to town with letters of introduction to several friends of
his family, whom it was his first duty and wish to discover. But his first
adventure so dispirited him, that, after having spent two mornings at an
hotel, he set out upon his homeward voyage, and left the metropolis an
unexplored region.
He purposed to make his first visit to Sir William Knowell, and, having
with some difficulty discovered the street to which he had been directed, he
proceeded to investigate the doors, in order to find out the object of his
search. The doors presented nothing but a blank! He made inquiries, was
directed to a house, heard that Sir William was at home, was shown into an
empty room, and waited for some time with patience.
The furniture of the house rather surprised him. It was handsomer than
he had expected to find it; and on the table were the Morning Chronicle and
the Edinburgh Review, although Sir William was a violent Tory. At length
the door opened, and a gentleman made his appearance. Nichol asked, in a
studied speech, whether he had the honour to address Sir William Knowell?
The gentleman replied that he believed there had been a little mistake, but
that he was an intimate friend of Sir W. Knowell’s, and expected him in the
course of a few minutes. Nichol resumed his seat, although he did not quite
perceive what mistake had taken place. He was unfortunately urged by his
evil genius to attempt conversation.
He observed that Sir W. Knowell had a delightful house, and inquired
whether the neighbourhood was pleasant. “His next neighbour,” said the
stranger, with a most incomprehensible smile, “is Sir William Morley.”
Nichol shook his head; was surprised to hear Sir William kept such
company—had heard strange stories of Sir W. Morley—hoped there was no
foundation—indeed had received no good report of the family! “The
mother rather weak in the head—to say the truth under confinement; the
sister a professed coquette—went off to Gretna last week with a Scotch
officer; Sir William himself a gambler by habit, a drunkard by inclination—
at present in the King’s Bench, without the possibility of an adjustment
——”
Here he was stopped by the entrance of an elderly lady leaning on the
arm of an interesting girl of sixteen or seventeen. Upon looking up, Nichol
perceived the gentleman he had been addressing rather embarrassed; and
“hoped that he had not said anything which could give offence.” “Not in the
least,” replied the stranger; “I am more amused by an account of the foibles
of Sir W. Morley than any one else can be; and of this I will immediately
convince you. Sir William Knowell resides at No. Six—you have stepped
by mistake into No. Seven. Before you leave it, allow me to introduce you
to Lady Morley—who is rather weak in the head, and, to say the truth,
under confinement; to Miss Ellen Morley, a professed coquette, who went
off to Gretna last week with a half-pay officer; finally”—(with a very low
bow)—“to Sir William Morley himself, a gambler by habit, and a drunkard
by inclination—who is at present in the King’s Bench, without the
possibility of an adjustment!”
SENSE AND SENSIBILITY.
“Hâc in re scilicet unâ

Multum dissimiles.” Hor.
In a visit which we paid some time ago to our worthy contributor, Morris
Gowan, we became acquainted with two characters; upon whom, as they
afford a perfect counterpart to Messrs. “Rhyme and Reason,” recorded in a
former paper, we have bestowed the names of Sense and Sensibility.
The Misses Lowrie, of whom we are about to give our readers an
account, are both young, both handsome, both amiable: Nature made the
outline of their characters the same, but Education has varied the colouring.
Their mother died almost before they were able to profit by her example or
instruction. Emily, the eldest of the sisters, was brought up under the
immediate care of her father. He was a man of strong and temperate
judgment, obliging to his neighbours, and affectionate to his children; but
certainly rather calculated to educate a son than a daughter. Emily profited
abundantly by his assistance, as far as moral duties or literary
accomplishments were concerned; but for all the lesser agrémens of society,
she had nothing to depend upon but the suggestions of a kind heart and a
quiet temper. Matilda, on the contrary, spent her childhood in England, at
the house of a relation, who, having imbibed her notions of propriety at a
fashionable boarding-school, and made a love-match very early in life, was
but ill-prepared to regulate a warm disposition and check a natural tendency
to romance. The consequence has been such as might have been expected.
Matilda pities the distressed, and Emily relieves them; Matilda has more of
the love of the neighbourhood, although Emily is more entitled to its
gratitude; Matilda is very agreeable, while Emily is very useful; and two or
three old ladies, who talk scandal over their tea, and murder grammar and
reputations together, consider Matilda a practised heroine, and laugh at
Emily as an inveterate Blue.
The incident which first introduced us to them afforded us a tolerable
specimen of their different qualities. While on a long pedestrian excursion
with Morris, we met the two ladies returning from their walk; and, as our
companion had already the privileges of an intimate acquaintance, we
became their companions. An accurate observer of human manners knows
well how decisively character is marked by trifles, and how wide is the
distinction which is frequently made by circumstances apparently the most
insignificant.
In spite, therefore, of the similarity of age and person which existed
between the two sisters, the first glance at their dress and manner, the first
tones of their voice, were sufficient to distinguish the one from the other. It
was whimsical enough to observe how every object which attracted our
attention exhibited their respective peculiarities in a new and entertaining
light. Sense entered into a learned discussion on the nature of a plant, while
Sensibility talked enchantingly of the fading of its flower. From Matilda we
had a rapturous eulogium upon the surrounding scenery; from Emily we
derived much information relative to the state of its cultivation. When we
listened to the one, we seemed to be reading a novel, but a clever and an
interesting novel; when we turned to the other, we found only real life, but
real life in its most pleasant and engaging form.
Suddenly one of those rapid storms, which so frequently disturb for a
time the tranquillity of the finest weather, appeared to be gathering over our
heads. Dark clouds were driven impetuously over the clear sky, and the
refreshing coolness of the atmosphere was changed to a close and
overpowering heat. Matilda looked up in admiration—Emily in alarm;
Sensibility was thinking of a landscape—Sense of a wet pelisse. “This
would make a fine sketch,” said the first. “We had better make haste,” said
the second. The tempest continued to grow gloomier above us: we passed a
ruined hut, which had been long deserted by its inhabitants. “Suppose we
take refuge here for the evening,” said Morris. “It would be very romantic,”
said Sensibility. “It would be very disagreeable,” said Sense. “How it would
astonish my father!” said the heroine. “How it would alarm him!” said her
sister.
As yet we had only observed distant prognostics of the tumult of the
elements which was about to take place. Now, however, the collected fury
of the storm burst at once upon us. A long and bright flash of lightning,
together with a continued roll of thunder, accompanied one of the heaviest
rains that we have ever experienced. “We shall have an adventure!” cried
Matilda. “We shall be very late,” observed Emily. “I wish we were a
hundred miles off,” said the one hyperbolically. “I wish we were at home,”
replied the other soberly. “Alas! we shall never get home to-night,” sighed
Sensibility pathetically. “Possibly,” returned Sense dryly. The fact was that
the eldest of the sisters was quite calm, although she was aware of all the
inconveniences of their situation; and the youngest was terribly frightened,
although she began quoting poetry. There was another and a brighter flash,
another and a louder peal: Sense quickened her steps—Sensibility fainted.
With some difficulty, and not without the aid of a conveyance from a
neighbouring farmer, we brought our companions in safety to their father’s
door. We were of course received with an invitation to remain under shelter
till the weather should clear up; and of course we felt no reluctance to
accept the offer. The house was very neatly furnished, principally by the
care of the two young ladies; but here again the diversity of their manners
showed itself very plainly. The useful was produced by the labour of Emily;
the ornamental was the fruit of the leisure hours of Matilda. The skill of the
former was visible in the sofa-covers and the curtains, but the latter had
decorated the card-racks and painted the roses on the hand-screens. The
neat little bookcases, too, which contained their respective libraries,
suggested a similar remark. In that of the eldest we observed our native
English worthies—Milton, Shakespeare, Dryden, and Pope; on the shelves
of her sister reclined the more effeminate Italians—Tasso, Ariosto,
Metastasio, and Petrarch. It was a delightful thing to see two amiable beings
with tastes so widely different, yet with hearts so closely united.
It is not to be wondered at that we paid a longer visit than we had
originally intended. The conversation turned, at one time, upon the late
revolutions. Matilda was a terrible Radical, and spoke most enthusiastically
of tyranny and patriotism, the righteous cause, and the Holy Alliance:
Emily, however, declined to join in commiseration or invective, and pleaded
ignorance in excuse for her indifference. We fancy she was apprehensive of
blundering against a stranger’s political prejudices. However that may be,
Matilda sighed and talked, and Emily smiled and held her tongue. We
believe the silence was the most judicious; but we are sure the loquacity
was the most interesting.
We took up the newspaper. There was an account of a young man who
had gone out alone to the rescue of a vessel in distress. The design had been
utterly hopeless, and he had lost his life in the attempt. His fate struck our
fair friends in very different lights. “He ought to have had a better fortune,”
murmured Matilda. “Or more prudence,” added Emily. “He must have been
a hero,” said the first. “Or a madman,” rejoined the second.
The storm now died away in the distance, and a tranquil evening
approached. We set out on our return. The old gentleman, with his
daughters, accompanied us a small part of the way. The scene around us
was beautiful; the birds and the cattle seemed to be rejoicing in the return of
the sunshine, and every herb and leaf had derived a brighter tint from the
rain-drops with which it was spangled. As we lingered for a few moments
by the side of a beautiful piece of water, the mellowed sound of a flute was
conveyed to us over its clear surface. The instrument was delightfully
played: at such an hour, on such a spot, and with such companions, we
could have listened to it for ever. “That is George Mervyn,” said Morris to
us. “How very clever he is!” exclaimed Matilda. “How very imprudent,”
replied Emily. “He will catch all the hearts in the place!” said Sensibility,
with a sigh. “He will catch nothing but a cold!” said Sense, with a shiver.
We were reminded that our companions were running the same risk, and we
parted from them reluctantly.
After this introduction we had many opportunities of seeing them; we
became every day more pleased with the acquaintance, and looked forward
with regret to the day on which we were finally to leave so enchanting a
neighbourhood. The preceding night it was discovered that the cottage of
Mr. Lowrie was on fire. The destructive element was soon checked, and the
alarm quieted; but it produced a circumstance which illustrated, in a very
affecting manner, the observations we have been making. As the family
were greatly beloved by all who knew them, every one used the most
affectionate exertions in their behalf. When the father had been brought
safely from the house, several hastened to the relief of the daughters. They
were dressed, and were descending the stairs. The eldest, who had behaved
with great presence of mind, was supporting her sister, who trembled with
agitation. “Take care of this box,” said Emily: it contained her father’s title-
deeds. “For Heaven’s sake preserve this locket!” sobbed Matilda; it was a
miniature of her mother!
We have left, but not forgotten you, beautiful creatures! Often, when we
are sitting in solitude, with a pen behind our ear and a proof before our
eyes, you come, hand in hand, to our imagination! Some, indeed, enjoin us
to prefer esteem to fascination—to write sonnets to Sensibility, and to look
for a wife in Sense. These are the suggestions of age; perhaps of prudence.
We are young, and may be allowed to shake our heads as we listen!
MR. LOZELL’S
ESSAY ON WEATHERCOCKS.
“Round he spun.”—Byron.
We have a great respect for a Weathercock! There is something about it so

springy, so sprightly, and, at the same time, so complying and so
accommodating, that we are not ashamed to confess that we have long
taken it for our model. It changes sides perpetually, yet always preserves
one unvaried elevation; it is always in motion, yet always remains the same.
We could look at a Weathercock for hours!
To us, however, it has another charm, independent of its intrinsic good
qualities. Its name, not less than its character, recalls to our recollection a
family which is entitled, in the highest degree, to our esteem; of which we
should never cease to think, even if our memory were not daily sharpened
by the little remembrancer, which is at once their namesake, their crest, and
their model.
The family of the Weathercocks is one of considerable antiquity. The
first of the name, whom we find distinguishing himself in any extraordinary
degree, is Sir Anthony Weathercock of Fetherly, Staffordshire; who
changed his party seven times during the unfortunate dissensions between
the houses of York and Lancaster. And this he contrived to do with so much
tact, that he was a considerable gainer by his six first defections. By his
seventh he certainly sustained a trifling loss—he lost his head!
It is a well-known observation, that the descendants of surpassingly great
men are often either blockheads or idiots. The present instance certainly
affords us an exemplification of the truth of the remark. The successor of
this genuine Weathercock was a poor weak fellow, who had no more idea of
turning to the rightabout, without compulsion, than he had of breakfasting
without beef. Upon his refusing to deliver up the castle of Nounhame to the
celebrated Warwick, he was besieged, compelled to surrender, and
immediately hung up upon the gates of the fort, to learn to behave like his
forefathers.
The religious prosecutions which followed the union of the White and
Red Roses afforded fresh opportunity for the manifestation of the merits of
the Weathercocks. Theirs was almost the only family of any note in
England which did not lose one or other of its members from the
indiscriminate fury of superstition. The head of the house appears to have
embraced as many religions, and more wives, than Henry himself; and a
younger branch is said to have been, within a week, a serving-man in the
train of Gardiner and a clerk in the household of Cranmer. But we are
forgetting that we and our friends live in 1821, and that we shall weary the
patience of our reader by tracing those dry historical facts ab ovo.
The Weathercock family, or rather that branch of it with which we are at
present concerned, resides on a large and productive estate in
Leicestershire. We have spent much time with them, and have had several
opportunities of studying their peculiar merits. Their mansion affords a
perfect college for mutability; everything is kept in readiness to be
destroyed or refitted, removed or replaced, at a minute’s warning. It is quite
delightful to see how new fashions of furniture come in and go out; how the
faces of the servants are continually altered; how the hour of meals, the
regulation of the parterres—in short, the whole system of domestic
economy is always subjected to some new ephemeral arrangement, which
must soon give way to another equally new and equally ephemeral. To us,
we say, this is delightful. But one seldom finds two tastes alike. Many
pronounce the Weathercocks to be quite crazed; and many decide that “they
are mighty good kind of people, but have very odd whimsies!”
The disposition for change, which is inherent in the family, has produced
very strange effects upon their place of residence. The house was originally
a good stout old-fashioned house, remarkable for nothing but the antiquity
of its pictures and the size of its dining-hall. But its name and character
have shifted considerably since it came into the possession of my worthy
friends. It has been alternately a Hall, an Abbey, a Castle, and a Lodge; nay,
during the life of the late Sir Adonis Weathercock, it became, for a few
months, a Cottage. The proprietor, however, in this instance, gave up his
design before it had affected anything beyond the windows. The mansion
bears more permanent marks of its other metamorphoses. On one side it has
the square turrets and battlements of the feudal system; on another, the
flowery-pointed arch of a Gothic cathedral. One of the owners of the place
thought proper to sink a moat round his habitation; but he afterwards filled
it up, and converted it into a circular gravel walk. Another had a fancy for
erecting some solid Doric pillars; he, doubtless, much improved their
appearance, by placing upon them a beautiful Chinese veranda. Similar
observations are suggested by an inspection of the interior of the building.
You may almost read a history of two or three centuries in the reliques of
their manners which are scattered in every apartment. War has been carried
on with tolerably equal success between Lely’s portraits, Gainsborough’s
landscapes, and Bunbury’s caricatures. A cast of a Hercules looks
somewhat angrily upon a mandarin, who is his next neighbour; and a
timorous Venus maintains her post with great obstinacy, although her divine
presence is invaded by the scaly folds of an enormous dragon. There are
bronzes and Cupids, oaken tables and mahogany tables, drab papering and
crimson papering, high mantelpieces and low mantelpieces, Dresden china
and French china; everything is superb, everything incongruous, everything
unfinished.
The old park has been reduced to the same state. A scrupulous homage
has been paid to every new mode of cultivation; a thousand emendations,
and additions, and improvements have been successively introduced. But it
is easier to plant new customs than to eradicate the old. Lycaon was turned
into a beast, but he retained his old habits of atrocity. Arachne was
transformed into a spider, but she did not forget her spinning. The park of
the Weathercocks has, in like manner, assumed various novel shapes,
without losing the traces of its old ones. At one time it was dressed out in
all the stiff regularity of alleys and arcades; at another, it was dubbed a
“wilderness,” and was immediately laid waste by a terrible inroad of shrubs
and weeds without number. In one part your eye rests upon the muddy
vestiges of an artificial cascade; in another, your foot stumbles over a heap
of rubbish, which has been produced by the demolition of an artificial ruin.
Some people object to these things; for my part, I own I am delighted with
them. They show a proper distrust of one’s own opinion, a decorous
compliance with the unstable will of the world, an eager spirit of enterprise;
in short, they prove that the Weathercocks have not an ounce of obstinacy in
their composition.
Sir Wilfrid Weathercock, the present head of the family, is a cheerful and
hale man, between forty and fifty years of age. He is about the middle
stature, although, upon some occasions, by the affectation of a fashionable
stoop, he appears somewhat dwarfish; while, upon others, by the
assumption of a military gait and a pair of high heels, he bids fair to be
accounted a giant. With a self-denial worthy of a Cincinnatus, he has
avoided all offers of place or pension, all invitations to embark in public
life; he has confined his manifold talents and his extraordinary versatility to
the limits of his own estate. Perhaps, indeed, his determination, in this
respect, may have been a prudent one; for, although any ministry would
have been benefited by the unusual facility with which Sir Wilfrid would
have flown from patriotic speeches to taxation and gagging bills, from
prayers for peace to declarations of war, from professions of economy to
measures of profusion; yet it must be confessed that his reluctance to
remain a minute stationary would have driven him from one side of the
House to the other oftener than is seemly in a public man. Let it be
understood that we speak with all due deference and respect for the
numerous precedents which are to be found in our English history. Leaving
great statesmen to settle this point, we can only express our opinion that our
friend has certainly acted best for his own comfort, by choosing a quiet
privacy, where he may “change every hour,” undisturbed by the
malevolence of envy or the violence of faction.
His education was, in his youth, sadly neglected. Indeed, his father
fluctuated so long, first between Eton and Westminster, and afterwards
between Cambridge and Oxford, that it is marvellous to me how little
Wilfrid picked up any education at all. He has, however, obtained just so
much learning as enables him to cry up the Greeks and the Latins
alternately, and to flirt with all the nine Muses in succession. He escaped
the fatigue of deliberation in the choice of a profession, by the death of his
father; who left him, in very early life, the heir to all his fortune, all his
friendships, and all his follies. He spent his first two years upon the estate,
occupied in reflections of no very serious import: such as, whether his coat
should be red or green, whether his hunter should be bay or brown, whether
his equipage should be a barouche or a curricle. So far all was sunshine; but
some tempestuous days were approaching. It was suggested to him that the
ancient family of the Weathercocks ought to have an heir to its honours and
possessions. No evasion would serve; Sir Wilfrid must take a wife. He was
now in a novel and a disagreeable dilemma. In any trifling part of his
domestic economy, in the livery of his servants, in the arrangement of his
dinner-table, in the fashion of his plate, he would have bowed without a
murmur to the decision of his friends; but to inflict upon himself a wife was
a thing so utterly unlooked for and unprepared for, that Sir Wilfrid paused.
He hesitated and decided, and hesitated again, through three years; at the
termination of which he broke his leg in a fox-chase, grew quiet in
consequence, sold his hounds, and looked out for a wife. Then another
perplexity occurred. Who was to be the happy woman? He could never
resolve to make so invidious a distinction.
“It is very true,” said poor Sir Wilfrid, “that Miss Dormer has a very fine
face, but then I never much admired her nose. I certainly have always
preferred her cousin, although that unfortunate cast of the eye—well, well, I
am a young man, and, as my aunt says, ‘there is no hurry!’ Miss Rayner is
very beautiful, and has such charming dark hair—I always liked dark hair;
yet I don’t know if light is not as pretty—prettier sometimes, as for instance
Miss Chevier’s—only she is so insipid; I think Lady Mary is more
fascinating, but then she is so terribly satirical. Perhaps her sister would
make a better wife—if she was not such a fool!”
He consulted in this manner with himself for a long time: half the belles
of the county were ready to pull caps for him, but he “prattled with fifty fair
maids, and changed them as oft.” At last, in a fit of courage, he flung
himself at the feet of his chosen one, talked some rhapsodies, sighed some
sighs, and awaited his sentence. The lady was sorry, very sorry—and she
was flattered, highly flattered—and she was sure, quite sure—it would only
be attributed to her own want of discernment, that she declined the favour,
the honour, the distinction, the—— He heard no more; he hesitated! Should
he leave the room? Yes!—no!—yes! And he escaped as well as he could.
He has continued to this day a bachelor. In spite of all intrigue, all
solicitation, all persecution, he has remained, in this one instance, obstinate.
In all others he is a real Weathercock. He builds cottages, apparently with
no object but pulling them down; and pulls them down, apparently with no
object but that of building them up: he is a Tory one hour and a Whig the
next, and takes in the Chronicle and Courier alternately; he seldom reads
more than half a number of a periodical work, and never wears the same
coat above a month. In his conversation he pursues the same plan—or
rather want of plan—

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Vector Mechanics For Engineers:

Dynamics - eBook PDF

E. Russell Johnston, Jr.

McGraw Hill Education (India) Private Limited

McGraw Hill Education Ofﬁces

Special Indian Edition 2018, 2010, 2007, 2004

Published by McGraw Hill Education (India) Private Limited

Vector Mechanics for Engineers: Dynamics, 11e

This edition can be exported in Indian Subcontinent by the publishers,

Printed and bound in India.

Managing Director: Kaushik Bellani

Visit us at: www.mheducation.co.in

tively. He is now Professor in the Applied Mechanics Department at the

Appendix A: Some Useful Definitions and Properties

11 Kinematics of Particles 615

13 Kinetics of Particles: Energy and

14 Systems of Particles 915

15 Kinematics of Rigid Bodies 977

16 Plane Motion of Rigid Bodies:

17 Plane Motion of Rigid Bodies: Energy

18 Kinetics of Rigid Bodies

19 Mechanical Vibrations 1332

Appendix A: Some Useful Definitions and Properties

11.4A Position, Velocity, and x

To define the position P occupied by a particle in curvilinear motion at a y ∆r

velocity is thus represented by the vector

New Concepts Are Introduced in Simple Terms. Since this

NEW! Systematic Problem-Solving Approach. New to this edition of

Optional Sections Offer Advanced or Specialty Topics. A

Sample Problem 11.4

Homework Problem Sets. Most of the problems are of a practical

Unfortunately, there is no closed-form solution to this integral, so you

attention. the motion of particles.

For a force defined by its rectangular components, we wrote

Review Problems Work of a Weight

15.250 A baseball pitching machine is designed to deliver a baseball with

Concept Questions. Educational research has shown that students can

Free Body and Impulse-Momentum Diagram Practice

LearnSmart is available as NEW!

SmartBook™ is the first and NEW!

Visit the following site for a demonstration of LearnSmart or Smart-

The authors gratefully acknowledge the many helpful comments and

Sandeep Chabbra Gandhirajan Balaji Arun Jalan

V Vector product θ Angular coordinate; Eulerian angle;

1. Kinematics, which is the study of the geometry of motion. The principles

Chapters 11 through 14 describe the dynamics of particles; in

11.1 RECTILINEAR MOTION

11.1A Position, Velocity, and O P

or substituting for v from Eq. (11.1),

We represent the acceleration a by an algebraic number that can be posi-

We can obtain another expression for the acceleration by eliminating

Concept Application 11.1

1. a 5 f(t). The Acceleration Is a Given Function of t. Solving Eq. (11.2)

Integrating both sides of the equation, we obtain

This equation defines v in terms of t. Note, however, that an arbitrary

which yields v in terms of t.

Integration of the first equation yields a relation between v and t;

Sample Problem 11.1

STRATEGY: You need to use the basic kinematic relationships between

MODELING and ANALYSIS: Taking the derivative of position, you obtain

0 +2 +5 t (s) d. Distance Traveled from t 5 4 s to t 5 6 s. The particle

Distance traveled 5 x5 2 x4 5 260 m 2 (252 m) 5 28 m

Sample Problem 11.2