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Engineering Mechanics: Dynamics features Russell Hibbeler’s hallmark approach to teaching the
subject—a clear, thorough, and student-friendly presentation of theory alongside examples and
Engineering Mechanics
practice problems for the application of concepts. Now in its fifteenth edition, the text continues to
empower students with
Dynamics
• a variety of problems for practice. Sections end with Fundamental Problems and Problems,
and chapters conclude with Review Problems.
• an emphasis on free-body diagrams. Specific sections, examples, and homework problems
are devoted to the drawing of free-body diagrams, essential to solving problems.
• the Procedure for Analysis feature. Introduced in the first chapter and customized in later
ones, this procedure is a versatile approach to analyzing a variety of mechanics problems.
New to This Edition

• New Fundamental Problems have been added, with partial solutions at the back of the book.
• Over 300 new problems involve applications to many different fields of engineering.
• New or updated photos throughout the book illustrate how principles apply to real-world
FIFTEENTH EDITION
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IN SI UNITS
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• Enhanced feedback: Tutorials and many end-of-section problems provide enhanced feedback,
Engineering Mechanics
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Hibbeler
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DYNAMICS
R. C. HIBBELER
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To the Student
With the hope that this work will stimulate
an interest in Engineering Mechanics
and provide an acceptable guide to its understanding.


PREFACE
The main purpose of this book is to provide the student with a clear and thorough
presentation of the theory and application of engineering mechanics. To achieve this
objective, this work has been shaped by the comments and suggestions of hundreds
of reviewers in the teaching profession, as well as many of the author’s students.
New to this Edition

Expanded Answer Section. The answer section in the back of the book now
includes additional information related to the solution of select Fundamental
Problems in order to offer the student some guidance in solving the problems.
Re-writing of Text Material. Some concepts have been clarified further in

this edition, and throughout the book the accuracy has been enhanced, and important
definitions are now in boldface throughout the text to highlight their importance.
New Photos. The relevance of knowing the subject matter is reflected by the
real-world applications depicted in the over 14 new or updated photos placed
throughout the book. These photos generally are used to explain how the relevant
principles apply to real-world situations and how materials behave under load.
New Problems. There are approximately 30% new problems that have been
added to this edition, which involve applications to many different fields of
engineering.
New Videos. Three types of videos are available that are designed to enhance
the most important material in the book. Lecture Videos serve to test the student’s
ability to understand the concepts, Example Problem Videos are intended to review
these problems, and Fundamental Problem Videos guide the student in solving these
problems that are in the book. They are available for selected sections in the chapters
and marked with this icon. The videos appear on a companion website available for
separate purchase at www.pearsonglobaleditions.com.
7

8 Preface
Hallmark Features
Besides the new features mentioned, other outstanding features that define the
contents of the book include the following:
Organization and Approach. Each chapter is organized into well-defined

sections that contain an explanation of specific topics, illustrative example problems,
and a set of homework problems. The topics within each section are placed into
subgroups defined by boldface titles. The purpose of this is to present a structured
method for introducing each new definition or concept and to make the book
convenient for later reference and review.
Chapter Contents. Each chapter begins with an illustration demonstrating a

broad-range application of the material within the chapter. A bulleted list of the
chapter contents is provided to give a general overview of the material that will
be covered.
Emphasis on Free-Body Diagrams. Drawing a free-body diagram is

particularly important when solving problems, and for this reason this step is strongly
emphasized throughout the book. In particular, special sections and examples are
devoted to show how to draw free-body diagrams. Specific homework problems
have also been added to develop this practice.
Procedures for Analysis. A general procedure for analyzing any mechanics

problem is presented at the end of the first chapter. Then this procedure is customized
to relate to specific types of problems that are covered throughout the book. This
unique feature provides the student with a logical and orderly method to follow when
applying the theory. The example problems are solved using this outlined method in
order to clarify its numerical application. Realize, however, that once the relevant
principles have been mastered and enough confidence and judgment have been
obtained, the student can then develop his or her own procedures for solving problems.
Important Points. This feature provides a review or summary of the most

important concepts in a section and highlights the most significant points that should
be known when applying the theory to solve problems.
Fundamental Problems. These problem sets are selectively located just after
most of the example problems. They provide students with simple applications of
the concepts, and therefore, the chance to develop their problem-solving skills
before attempting to solve any of the standard problems that follow. In addition,
they can be used for preparing for exams, and they can be used at a later time when
preparing for the Fundamentals in Engineering Exam. The partial solutions are
given in the back of the book.

Preface 9
Conceptual Understanding. Through the use of photographs placed

throughout the book, the theory is applied in a simplified way in order to illustrate
some of its more important conceptual features and instill the physical meaning of
many of the terms used in the equations.
Homework Problems. Apart from the Fundamental and Conceptual type

problems mentioned previously, other types of problems contained in the book
include the following:
• Free-Body Diagram Problems. Some sections of the book contain introduc
tory problems that only require drawing the free-body diagram for the specific
problems within a problem set. These assignments will impress upon the student
the importance of mastering this skill as a requirement for a complete solution of
any equilibrium problem.
• General Analysis and Design Problems. The majority of problems in the
book depict realistic situations encountered in engineering practice. Some of these
problems come from actual products used in industry. It is hoped that this realism
will both stimulate the student’s interest in engineering mechanics and provide a
means for developing the skill to reduce any such problem from its physical
description to a model or symbolic representation to which the principles of
mechanics may be applied.
Throughout the book, in any set of problems, an attempt has been made to a rrange
them in order of increasing difficulty except for the end of chapter review prob-
lems, which are presented in random order.
• Computer Problems. An effort has been made to include a few problems that
may be solved using a numerical procedure executed on either a desktop computer
or a programmable pocket calculator. The intent here is to broaden the student’s
capacity for using other forms of mathematical analysis without sacrificing the
time needed to focus on the application of the principles of mechanics. Problems
of this type, which either can or must be solved using numerical procedures, are
identified by a “square” symbol (j) preceding the problem number.
The many homework problems in this edition, have been placed into two different
categories. Problems that are simply indicated by a problem number have an
answer and in some cases an additional numerical result given in the back of the
book. An asterisk (*) before every fourth problem number indicates a problem
without an answer.
Accuracy. As with the previous editions, apart from the author, the accuracy of
the text and problem solutions has been thoroughly checked by Kai Beng Yap and
Jun Hwa Lee, along with a team of specialists at EPAM, including Georgii Kolobov,
Ekaterina Radchenko, and Artur Akberov.

10 Preface
Contents
The book is divided into 11 chapters, in which the principles are first applied to
simple, then to more complicated situations.
The kinematics of a particle is discussed in Chapter 12, followed by a discussion of
particle kinetics in Chapter 13 (Equation of Motion), Chapter 14 (Work and Energy),
and Chapter 15 (Impulse and Momentum). The concepts of particle dynamics
contained in these four chapters are then summarized in a “review” section, and the
student is given the chance to identify and solve a variety of problems. A similar
sequence of presentation is given for the planar motion of a rigid body: Chapter 16
(Planar Kinematics), Chapter 17 (Equations of Motion), Chapter 18 (Work and
Energy), and Chapter 19 (Impulse and Momentum), followed by a summary and
review set of problems for these chapters.
If time permits, some of the material involving three-dimensional rigid-body
motion may be included in the course. The kinematics and kinetics of this motion are
discussed in Chapters 20 and 21, respectively. Chapter 22 (Vibrations) may
be included if the student has the necessary mathematical background. Sections of
the book that are considered to be beyond the scope of the basic dynamics course
are indicated by a star (★) and may be omitted. Note that this material also provides
a suitable reference for basic principles when it is discussed in more advanced courses.
Finally, Appendix A provides a list of mathematical formulas needed to solve the
problems in the book, Appendix B provides a brief review of vector analysis, and
Appendix C reviews application of the chain rule.
Alternative Coverage. At the discretion of the instructor, it is possible to
cover Chapters 12 through 19 in the following order with no loss in continuity:
Chapters 12 and 16 (Kinematics), Chapters 13 and 17 (Equations of Motion),
Chapter 14 and 18 (Work and Energy), and Chapters 15 and 19 (Impulse and
Momentum).
Acknowledgments
I have endeavored to write this book so that it will appeal to both the student and
instructor. Through the years, many people have helped in its development, and
I will always be grateful for their valued suggestions and comments. Specifically,
I wish to thank all the individuals who have sent comments to me. These include
J. Aurand, J. Ari-Gur, R. Boyd, O. Byer, E. Erisman, C. Heinke, H. Kuhlman, E. Most,
S. Moustafa, H. Nazeri, D. Pox, J. Ross, D. Rowlison, R. Scott, K. Steurer.
A long-time friend and associate, Kai Beng Yap, was of great help to me in
preparing and checking problem solutions, but unfortunately, his support has
come to an end due to his untimely passing. His contribution to this effort and his
friendship will be deeply missed. I am thankful that Jun Hwa Lee is now supporting
me in this effort.

Preface 11
During the production process I am thankful for the assistance of Rose Kernan,
my production editor, and Marta Samsel, who worked on the cover of the book.
And finally, to my wife, Conny, who helped in the proofreading of the manuscript
for publication.
Lastly, many thanks are extended to all my students and to members of the teaching
profession who have freely taken the time to offer their suggestions and comments.
Since this list is too long to mention, it is hoped that those who have given help in
this manner will accept this anonymous recognition.
I would greatly appreciate hearing from you if at any time you have any comments,
suggestions, or issues related to any matters regarding this edition.
Russell Charles Hibbeler
hibbeler@bellsouth.net
Acknowledgments for the Global Edition

Pearson would like to thank and acknowledge the following for their work on the
Global Edition.
Contributor
Jun Hwa Lee
Jun has a PhD in Mechanical Engineering from the Korea Advanced Institute of
Science and Technology.
Reviewers
Imad Abou-Hayt, Aalborg University
Konstantinos Baxevanakis, Loughborough University
Akbar Afaghi Khatibi, RMIT University
Murat Saribay, Istanbul Bilgi University
We would also like to thank Kai Beng Yap for his contributions to the previous
Global Edition. He was a registered professional engineer working in Malaysia and
had a BS degree in Civil Engineering from the University of Louisiana-Lafayette
and an MS degree from Virginia Polytechnic Institute.

Mastering Engineering
This online tutorial and assessment program allows you to integrate dynamic homework and practice problems
with automated grading of exercises from the textbook. Tutorials and many end-of-section problems provide
enhanced student feedback and optional hints. Mastering Engineering™ allows you to easily track the performance
of your entire class on an assignment-by-assignment basis, or the detailed work of an individual student. For more
information visit www.masteringengineering.com.
Resources for Instructors

Instructor’s Solutions Manual This supplement provides complete solutions supported by problem statements
and problem figures. The Instructor’s Solutions Manual is available in the Instructor Resource Center.
PowerPoint Slides A complete set of all the figures and tables from the textbook are available in PowerPoint
format.
Resources for Students

Videos Developed by the author, three different types of videos are now available to reinforce learning the basic
theory and applying the principles. The first set provides a lecture review and a self-test of the material related to
the theory and concepts presented in the book. The second set provides a self-test of the example problems and the
basic procedures used for their solution. The third set provides an engagement for solving the Fundamental
Problems throughout the book. They are available for selected sections in the chapters and marked with a video
icon. The videos can be accessed in the Pearson eText or from a website available for purchase separately at
www.pearsonglobaleditions.com.
12

CONTENTS
12
Kinematics of a
Particle 23
Chapter Objectives 23
12.1 Introduction 23
12.2 Rectilinear Kinematics: Continuous
Motion 25
12.3 Rectilinear Kinematics: Erratic Motion 39
12.4 General Curvilinear Motion 52
12.5 Curvilinear Motion: Rectangular
Components 54
12.6 Motion of a Projectile 59
12.7 Curvilinear Motion: Normal and Tangential
Components 73
*12.8 Curvilinear Motion: Cylindrical
Components 87
12.9 Absolute Dependent Motion Analysis of
Two Particles 101
12.10 Relative Motion of Two Particles Using
Translating Axes 113
13
Kinetics of
a Particle: Force and
Acceleration 129
13.1 Newton’s Second Law of Motion 129
13.2 The Equation of Motion 132
13.3 Equation of Motion for a System of
Particles 134
13.4 Equations of Motion: Rectangular
Coordinates 136
13.5 Equations of Motion: Normal and
Tangential Coordinates 154
*13.6 Equations of Motion: Cylindrical
Coordinates 168
*13.7 Central-Force Motion and Space
Mechanics 180

14 C o n t e n t s
14
Kinetics of a Particle:
Work and Energy 195

14.1 The Work of a Force 195
14.2 Principle of Work and Energy 200
14.3 Principle of Work and Energy for a System
of Particles 202
14.4 Power and Efficiency 219
14.5 Conservative Forces and Potential
Energy 228
14.6 Conservation of Energy 232
15
Kinetics of a
Particle: Impulse
and Momentum 251

15.1 Principle of Linear Impulse and
Momentum 251
15.2 Principle of Linear Impulse and Momentum
for a System of Particles 254
15.3 Conservation of Linear Momentum for a
System of Particles 267
15.4 Impact 279
15.5 Angular Momentum 294
15.6 Relation Between the Moment of a Force
and Angular Momentum 295
15.7 Principle of Angular Impulse and
Momentum 298
15.8 Bodies Subjected to a Mass Flow 309
15.9 Steady Flow of a Fluid Stream 311
15.10 Bodies that Lose or Gain Mass 315

Contents 15
16
Planar Kinematics of a
Rigid Body 329

16.1 Planar Rigid-Body Motion 329
16.2 Translation 331
16.3 Rotation about a Fixed Axis 332
*16.4 Absolute Motion Analysis 348
16.5 Relative-Motion Analysis: Velocity 356
16.6 Instantaneous Center of Zero Velocity 369
16.7 Relative-Motion Analysis:
Acceleration 381
*16.8 Relative-Motion Analysis using Rotating
Axes 395
17
Planar Kinetics of a Rigid
Body: Force and
Acceleration 413

17.1 Mass Moment of Inertia 413
17.2 Planar Kinetic Equations of Motion 427
17.3 Equations of Motion: Translation 430
17.4 Equations of Motion: Rotation About a
Fixed Axis 443
17.5 Equations of Motion: General Plane
Motion 457

16 C o n t e n t s
18
Planar Kinetics of a
Rigid Body: Work and
Energy 473

18.1 Kinetic Energy 473
18.2 The Work of a Force 476
18.3 The Work of a Couple Moment 478
18.4 Principle of Work and Energy 480
18.5 Conservation of Energy 495
19
Planar Kinetics of a
Rigid Body: Impulse and
Momentum 515

19.1 Linear and Angular Momentum 515
19.2 Principle of Impulse and Momentum 521
19.3 Conservation of Momentum 536
*19.4 Eccentric Impact 540

Contents 17
20
Three-Dimensional
Kinematics of a
Rigid Body 555

20.1 Rotation About a Fixed Point 555
*20.2 The Time Derivative of a Vector Measured
from a Fixed or Translating-Rotating
System 558
20.3 General Motion 563
*20.4 Relative-Motion Analysis Using Translating
and Rotating Axes 572
21
Three-Dimensional
Kinetics of a Rigid
Body 585

*21.1 Moments and Products of Inertia 585
21.2 Angular Momentum 595
21.3 Kinetic Energy 598
*21.4 Equations of Motion 606
*21.5 Gyroscopic Motion 620
21.6 Torque-Free Motion 626

18 C o n t e n t s
22
Vibrations 637

22.1 Undamped Free Vibration 637
*22.2 Energy Methods 651
*22.3 Undamped Forced Vibration 657
*22.4 Viscous Damped Free Vibration 661
*22.5 Viscous Damped Forced Vibration 664
*22.6 Electrical Circuit Analogs 667
Appendices
A. Mathematical Expressions 676
B. Vector Analysis 679
C. The Chain Rule 685
Fundamental Problems
Solutions and
Answers 689
Review Problem
Answers 711
Answers to Selected
Problems 713
Index 727

CREDITS
Chapter 12: Image Credits
022 GETTY IMAGES INCORPORATED: Sollina Images/Getty Images
059 SHUTTERSTOCK: NamMun Photo/Shutterstock
128 ALAMY IMAGES: H. Mark Weidman Photography/Alamy Stock Photo
133 GETTY IMAGES INCORPORATED: Keystone/Stringer/Hulton
Archive/Getty Images
158 123RF GB LIMITED: John Sandy/123RF
181 GETTY IMAGES INCORPORATED: Universal images group/Getty Images
194 ALAMY IMAGES: Michael Doolittle/Alamy Images
250 123RF GB LIMITED: Andrey Kekyalyaynen/123RF
268 REB Images/Image Source/Getty Images
281 SHUTTERSTOCK: NamMun Photo/Shutterstock
300 123RF GB LIMITED: Andrey Kekyalyaynen/123RF
316 NASA: © NASA
328 SHUTTERSTOCK: Georgi Roshkov/Shutterstock
412 SHUTTERSTOCK: Maksim Dobytko/Shutterstock
472 SHUTTERSTOCK: Canbedone/Shutterstock
514 ALAMY IMAGES: NASA Images/Alamy Stock Photo
540 GETTY IMAGES INCORPORATED: Mike Kemp/Rubberball/Getty Images
554 123RF GB LIMITED: Romsvetnik/123RF
584 ALAMY IMAGES: CW Motorsport Images/Alamy Stock Photo
588 GETTY IMAGES INCORPORATED: Ablestock/Getty Images
598 NASA: © NASA
612 SHUTTERSTOCK: F Armstrong Photography/Shutterstock
623 123RF GB LIMITED: Ruben Martinez Barricarte/123RF
636 SHUTTERSTOCK: Wadas Jerzy/Shutterstock
19


DYNAMICS

CHAPTER 12
Although these jet planes are rather large, from a distance their motion can be analyzed
as if each were a particle.
M12_HIBB1930_15_GE_C12.indd 22 22/03/23 5:19 PM

KINEMATICS
Lecture Summary and Quiz,
Example, and Problem-
solving videos are available
where this icon appears.
OF A
PARTICLE
CHAPTER OBJECTIVES
■■ To introduce the concepts of position, displacement, velocity,
and acceleration.
■■ To study particle motion along a straight line and represent this
motion graphically.
■■ To investigate particle motion along a curved path using different
coordinate systems.
■■ To present an analysis of dependent motion of two particles.
■■ To examine the principles of relative motion of two particles
using translating axes.
12.1 INTRODUCTION
Engineering mechanics is the study of the state of rest or motion of
bodies subjected to the action of forces. It is divided into two areas,
namely, statics and dynamics. Statics is concerned with the equilibrium
of a body that is either at rest or moves with constant velocity. Here
we will consider dynamics, which deals with the accelerated motion of
a body. This subject will be presented in two parts: kinematics, which
treats only the geometric aspects of the motion, and kinetics, which is
the analysis of the forces causing the motion. To develop these principles,
the dynamics of a particle will be discussed first, followed by topics in
rigid-body dynamics in two and then three dimensions. 23
M12_HIBB1930_15_GE_C12.indd 23 22/03/23 5:19 PM

24 C h a p t e r 1 2 K i n e m a t i c s of a Particle
Historically, the principles of dynamics developed when it was possible

to make an accurate measurement of time. Galileo Galilei (1564–1642)
was one of the first major contributors to this field. His work consisted
12 of experiments using pendulums and falling bodies. The most significant
contributions to dynamics, however, were made by Isaac Newton
(1642–1727), who is noted for his formulation of the three fundamental
laws of motion and the law of universal gravitational attraction. Shortly
after these laws were postulated, important techniques for their
application were developed by Euler, D’Alembert, Lagrange, and others.
There are many problems in engineering whose solutions require
application of the principles of dynamics. For example, bridges and
frames are subjected to moving loads and natural forces caused by
wind and earthquakes. The structural design of any vehicle, such as an
automobile or airplane, requires consideration of the motion to which
it is subjected. This is also true for many mechanical devices, such as
motors, pumps, movable tools, industrial manipulators, and machinery.
Furthermore, predictions of the motions of artificial satellites, projectiles,
and spacecraft are based on the theory of dynamics. With further
advances in technology, there will be an even greater need for knowing
how to apply the principles of this subject.
Problem Solving. Dynamics is considered to be more involved

than statics since both the forces applied to a body and its motion must be
taken into account. Also, many applications require using calculus, rather
than just algebra and trigonometry. In any case, the most effective way of
learning the principles of dynamics is to solve problems. To be successful
at this, it is necessary to present the work in a logical and orderly manner
as suggested by the following sequence of steps:
1. Read the problem carefully and try to correlate the actual physical
situation with the theory you have studied.
2. Draw any necessary diagrams and tabulate the problem data.
3. Establish a coordinate system and apply the relevant principles,
generally in mathematical form.
4. Solve the necessary equations using a consistent set of units, and
report the answer with no more than three significant figures, which
is generally the accuracy of the given data.
5. Study the answer using technical judgment and common sense to
determine whether or not it seems reasonable.
In applying this general procedure, do the work as neatly as possible.
Being neat generally stimulates clear and orderly thinking, and vice versa.
If you are having trouble developing your problem-solving skills, consider
watching the videos available at www.pearson.com/hibbeler.
M12_HIBB1930_15_GE_C12.indd 24 22/03/23 5:19 PM

12.2 Rectilinear Kinematics: Continuous Motion 25
12.2 RECTILINEAR KINEMATICS:
CONTINUOUS MOTION
12
We will begin our study of dynamics by discussing the kinematics of
a particle that moves along a straight path. Recall that a particle has
a mass but negligible size and shape, so we will limit application to
those objects that have dimensions that are of no consequence in the
analysis of the motion. For example, a rocket, projectile, or a vehicle
can be considered as a particle, as long as its motion is characterized
by the motion of its mass center, and any rotation of the body is
neglected.
Rectilinear Kinematics. The kinematics of a particle is

characterized by specifying, at any given instant, the particle’s position,
velocity, and acceleration.
Position. The rectilinear or straight-line path of a particle will be

s
defined using a single coordinate axis s, Fig. 12–1a. The origin O on O
the path is a fixed point, and from this point the position coordinate s s
is used to specify the location of the particle at any given instant.
Position
The magnitude of s is the distance from O to the particle, usually
measured in meters (m), and the sense of direction is defined by (a)
the algebraic sign of s. Although the choice is arbitrary, here s will
be positive when the particle is located to the right of the origin,
and it will be negative if the particle is located to the left of O.
Position is actually a vector quantity since it has both magnitude and
direction; however, it is being represented by the algebraic scalar s,
rather than in boldface s, since the direction always remains along
the coordinate axis.
Displacement. The displacement of the particle is defined as the

change in its position. For example, if the particle moves from one point s
O
to another, Fig. 12–1b, the displacement is s Ds
s9
∆s = s′ - s Displacement
(b)
In this case ∆s is positive since the particle’s final position is to
Fig. 12–1
the right of its initial position, i.e., s′ 7 s. Displacement is also a
vector quantity, and it should be distinguished from the distance
the particle travels. Specifically, the distance traveled is a positive
scalar that represents the total length of path over which the particle
travels.
M12_HIBB1930_15_GE_C12.indd 25 22/03/23 5:19 PM

Velocity. If the particle moves through a displacement ∆s during the

time interval ∆t, the average velocity of the particle is
12
∆s
vavg =
∆t
If we take smaller and smaller values of ∆t, the magnitude of ∆s becomes

smaller and smaller. Consequently, the instantaneous velocity is a vector
defined as v = limS
(∆s> ∆t), or
∆t 0
ds
+ )
(S v = (12–1)
dt
Since ∆t or dt is always positive, the sign used to define the sense of the
velocity is the same as that of ∆s or ds. For example, if the particle is
v moving to the right, Fig. 12–1c, the velocity is positive; whereas if it is
s
moving to the left, the velocity is negative. (This is emphasized here by
O the arrow written at the left of Eq. 12–1.) The magnitude of the velocity is
Ds known as the speed, and it is generally expressed in units of m>s.
Occasionally, the term “average speed” is used. The average speed is
Velocity
always a positive scalar and is defined as the total distance traveled by a
(c) particle, sT , divided by the elapsed time ∆t; i.e.,
sT
(vavg)sp =
∆t
For example, the particle in Fig. 12–1d travels along the path of length sT
in time ∆t, so its average speed is (vavg)sp = sT > ∆t, but its average
velocity is vavg = - ∆s> ∆t.
Ds
P9 P
s
O
sT
Average velocity and
Average speed
(d)
Fig. 12–1 (cont.)
M12_HIBB1930_15_GE_C12.indd 26 22/03/23 5:19 PM

Acceleration. If the velocity of the particle is known at two points,

then the average acceleration of the particle during the time interval ∆t
is defined as
12
∆v
aavg =
∆t
Here ∆v represents the difference in the velocity during the time interval a
∆t, i.e., ∆v = v′ - v, Fig. 12–1e.
The instantaneous acceleration at time t is a vector that is found by s
O
taking smaller and smaller values of ∆t and corresponding smaller and v v9
smaller values of ∆v, so that a = lim
S
(∆v> ∆t), or
∆t 0
Acceleration
(e)
dv
+ )
(S a = (12–2)
dt
Substituting Eq. 12–1 into this result, we can also write
d 2s
+ )
(S a =
dt 2
Both the average and instantaneous acceleration can be either positive

or negative. In particular, when the particle is slowing down, or its speed is a
decreasing, the particle is said to be decelerating. In this case, v′ in Fig. 12–1f P P9
s
is less than v, and so ∆v = v′ - v will be negative. Consequently, a will O
also be negative, and therefore it will act to the left, in the opposite sense v v9
to v. Also, notice that if the particle is originally at rest, then it can have an
acceleration if a moment later it has a velocity v′. Units commonly used Deceleration
to express the magnitude of acceleration are m>s2. (f)
Finally, an important differential relation involving the displacement,
velocity, and acceleration along the path may be obtained by eliminating Fig. 12–1 (cont.)
the time differential dt between Eqs. 12–1 and 12–2. We have
ds dv
dt = =
v a
or
+ )
(S a ds = v dv (12–3)
Although we have now produced three important kinematic

equations, realize that the above equation is not independent of
Eqs. 12–1 and 12–2.
M12_HIBB1930_15_GE_C12.indd 27 22/03/23 5:19 PM

Constant Acceleration, a = ac. When the acceleration is

constant, each of the three kinematic equations ac = dv>dt, v = ds>dt,
and ac ds = v dv can be integrated to obtain formulas that relate ac , v,
12
s, and t.
Velocity as a Function of Time. Integrating ac = dv>dt,

assuming that initially v = v0 when t = 0, we get
v t
Lv0 L0
dv = ac dt
+ )
(S v = v0 + ac t (12–4)
Constant Acceleration
Position as a Function of Time. Integrating v = ds>dt = v0 + act,

assuming that initially s = s0 when t = 0, yields
s t
Ls0 L0
ds = (v0 + act) dt
+ )
(S s = s0 + v0t + 12 ac t 2 (12–5)
Velocity as a Function of Position. If we solve for t in Eq. 12–4

and substitute it into Eq. 12–5, or integrate v dv = ac ds, assuming that
initially v = v0 at s = s0, we get
v s
Lv0 Ls0
v dv = ac ds
+ )
(S v2 = v20 + 2ac(s - s0) (12–6)
The algebraic signs of s0 , v0, and ac , used in these equations, are

determined from the positive direction of the s axis as indicated by the arrow
During the time this rocket undergoes written at the left of each equation. It is important to remember that these
rectilinear motion, its altitude as a equations are useful only when the acceleration is constant and when t = 0,
function of time can be measured and s = s0 , v = v0 . A typical example of constant accelerated motion occurs
expressed as s = s(t). Its velocity can
then be found using v = ds>dt, and its when a body falls freely toward the earth. If air resistance is neglected and
acceleration can be determined from the distance of fall is short, then the constant downward acceleration of the
a = dv>dt. body when it is close to the earth is approximately 9.81 m>s2.
M12_HIBB1930_15_GE_C12.indd 28 22/03/23 5:19 PM

IMPORTANT PO I N T S
• Dynamics is the study of bodies that have accelerated motion. 12
• Kinematics is a study of the geometry of the motion.

• Kinetics is a study of the forces that cause the motion.
• Rectilinear kinematics refers to straight-line motion.
• Speed refers to the magnitude of velocity.
• Average speed is the total distance traveled divided by the total time. This is different from the average
velocity, which is the displacement divided by the time.
• A particle that is slowing down is decelerating.
• A particle can have an acceleration and yet have zero velocity.
• The relationship a ds = v dv is derived from a = dv>dt and v = ds>dt, by eliminating dt.
PROCEDURE FOR ANALYSIS

Coordinate System.
• Establish a position coordinate s along the path and specify its fixed origin and positive direction.
• Since motion is along a straight line, the vector quantities position, velocity, and acceleration can be
represented as algebraic scalars. For analytical work the sense of s, v, and a is then defined by their
algebraic signs.
• The positive sense for each of these scalars can be indicated by an arrow shown alongside each kinematic
equation as it is applied.
Kinematic Equations.
• If a relation is known between any two of the four variables a, v, s, and t, then a third variable can be
obtained by using one of the kinematic equations, a = dv>dt, v = ds>dt or a ds = v dv, since each
equation relates all three variables.*
• Whenever integration is performed, it is important that the position and velocity be known at a given
instant in order to evaluate either the constant of integration if an indefinite integral is used, or the limits
of integration if a definite integral is used.
• Remember that Eqs. 12–4 through 12–6 have limited use. These equations apply only when the acceleration
is constant and the initial conditions are s = s0 and v = v0 when t = 0.
* Some standard differentiation and integration formulas are given in Appendix A.
Refer to the companion website for

Lecture Summary and Quiz videos.
M12_HIBB1930_15_GE_C12.indd 29 06/04/23 3:10 PM

EXAMPLE 12.1
12
The car in Fig. 12–2 moves in a straight line such that for a short time
its velocity is defined by v = (0.9t 2 + 0.6t) m>s, where t is in seconds.
Determine its position and acceleration when t = 3 s. When t = 0, s = 0.
a, v
s
Fig. 12–2
SOLUTION
Coordinate System. The position coordinate extends from the
fixed origin O to the car, positive to the right.
Position. Since v = f(t), the car’s position can be determined from
v = ds>dt, since this equation relates v, s, and t. Noting that s = 0
when t = 0, we have*
ds
+ )
(S v = = (0.9t 2 + 0.6t)
dt
s t
L0 L0
ds = (0.9t 2 + 0.6t)dt
s t
s` = 0.3t 3 + 0.3t 2 `
0 0
s = 0.3t 3 + 0.3t 2
When t = 3 s,
s = 0.3(3)3 + 0.3(3)2 = 10.8 m Ans.
Acceleration. Since v = f(t), the acceleration is determined from

a = dv>dt, since this equation relates a, v, and t.
dv d
+ )
(S a = = (0.9t 2 + 0.6t) = 1.8t + 0.6
dt dt
When t = 3 s,
a = 1.8(3) + 0.6 = 6.00 m>s2 S Ans.
NOTE: The formulas for constant acceleration cannot be used to solve
this problem, because the acceleration is a function of time.
* The same result can be obtained by evaluating a constant of integration C rather than
using definite limits on the integral. For example, integrating ds = (0.9t 2 + 0.6t)dt
yields s = 0.3t 3 + 0.3t 2 + C. Using the condition that at t = 0, s = 0, then C = 0.
M12_HIBB1930_15_GE_C12.indd 30 22/03/23 5:19 PM

EXAMPLE 12.2
12
A small projectile is fired vertically downward into a fluid with an initial
velocity of 60 m>s. Due to the drag resistance of the fluid the projectile
experiences a deceleration of a = ( -0.4v3) m>s2, where v is in m>s.
Determine the projectile’s velocity and position 4 s after it is fired.
SOLUTION
Coordinate System. Since the motion is downward, the position O
coordinate is positive downward, with origin located at O, Fig. 12–3. s
Velocity. Here a = f(v) and so we must determine the velocity as a
function of time using a = dv>dt, since this equation relates v, a, and t.
(Why not use v = v0 + act?) Separating the variables and integrating,
with v0 = 60 m>s when t = 0, yields*
dv
(+ T) a = = -0.4v3
dt Fig. 12–3
v t
L60 m>s -0.4v L0

dv
3
= dt
1 1 1 v
a b 2` = t - 0
-0.4 -2 v 60
1 1 1
c 2 - d = t
0.8 v (60)2
-1>2
1
v = ec 2
+ 0.8t d f m>s
(60)
Here the positive root is taken, since the projectile will continue to
move downward. When t = 4 s,
v = 0.559 m>s T Ans.
Position. Knowing v = f(t), we can obtain the projectile’s position
from v = ds>dt, since this equation relates s, v, and t. Using the initial
condition s = 0, when t = 0, we have
-1>2
ds 1
(+ T) v = = c 2
+ 0.8t d
dt (60)
s t -1>2
L0 L0 (60)
1
ds = 2
c+ 0.8t d dt
1>2 t
2 1
s = c 2
+ 0.8t d `
0.8 (60) 0
1>2
1 1 1
s = ec 2
+ 0.8t d - fm
0.4 (60) 60
When t = 4 s,
s = 4.43 m Ans.
* The same result can be obtained by evaluating a constant of integration C rather than
using definite limits on the integral.
M12_HIBB1930_15_GE_C12.indd 31 22/03/23 5:20 PM

EXAMPLE 12.3
12
During a test the rocket in Fig. 12–4 travels upward at 75 m>s, and when
it is 40 m from the ground its engine fails. Determine the maximum height
sB reached by the rocket and its speed just before it hits the ground. While
in motion the rocket is subjected to a constant downward acceleration of
9.81 m>s2 due to gravity. Neglect the effect of air resistance.
SOLUTION
Coordinate System. The origin O for the position coordinate s is
taken at ground level with positive upward, Fig. 12–4.
Maximum Height. Since the rocket is traveling upward,

vA = +75 m>s when t = 0. At the maximum height s = sB the velocity
vB 5 0
vB = 0. For the entire motion, the acceleration is ac = -9.81 m>s2
B (negative since it acts in the opposite sense to positive velocity or
positive displacement). Since ac is constant the rocket’s position may
be related to its velocity at the two points A and B on the path by
using Eq. 12–6, namely,
(+ c) v2B = v2A + 2ac(sB - sA)

0 = (75 m>s)2 + 2( -9.81 m>s2)(sB - 40 m)
sB sB = 327 m Ans.
Velocity. To obtain the velocity of the rocket just before it hits the
vA 5 75 m>s ground, we can apply Eq. 12–6 between points B and C, Fig. 12–4.
A (+ c) v2C = v2B + 2ac(sC - sB)
sA 5 40 m
= 0 + 2( -9.81 m>s2)(0 - 327 m)
s vC = -80.1 m>s = 80.1 m>s T Ans.

C O
The negative root was chosen since the rocket is moving downward.
Fig. 12–4 Similarly, Eq. 12–6 may also be applied between points A and C, i.e.,
(+ c) v2C = v2A + 2ac(sC - sA)
= (75 m>s)2 + 2( -9.81 m>s2)(0 - 40 m)
vC = -80.1 m>s = 80.1 m>s T Ans.
NOTE: It should be realized that the rocket is subjected to a deceleration

from A to B of 9.81 m>s2, and then from B to C it is accelerated at this
rate. Furthermore, even though the rocket momentarily comes to rest
at B (vB = 0) the acceleration at B is still 9.81 m>s2 downward!
M12_HIBB1930_15_GE_C12.indd 32 22/03/23 5:20 PM

EXAMPLE 12.4
12
A metallic particle is subjected to the influence of a magnetic field
as it travels downward from plate A to plate B, Fig. 12–5. If the
particle is released from rest at the midpoint C, s = 100 mm, and
the acceleration is a = (4s) m>s2, where s is in meters, determine the
velocity of the particle when it reaches plate B, s = 200 mm, and
the time it takes to travel from C to B.
SOLUTION
Coordinate System. As shown in Fig. 12–5, s is positive downward,
measured from plate A.
Velocity. Since a = f(s), the velocity as a function of position can be
obtained by using v dv = a ds. Realizing that v = 0 at s = 0.1 m, we have
A
(+ T) v dv = a ds
v s
L0 L0.1 m
v dv = 4s ds 100 mm
s
1 2 v 4 s C 200 mm
v ` = s2 `
2 0 2 0.1 m
v = 2(s - 0.01)1>2 m>s(1)
2
At s = 200 mm = 0.2 m, B
vB = 0.346 m>s = 346 mm>s T Ans.

Time. The time for the particle to travel from C to B can be Fig. 12–5
obtained using v = ds>dt and Eq. 1, where s = 0.1 m when t = 0.
From Appendix A,
(+ T) ds = v dt
= 2(s2 - 0.01)1>2dt
s t
L0.1 (s2 - 0.01)1>2 L0

ds
= 2 dt
s t
ln 1 2s2 - 0.01 + s 2 ` = 2t `
0.1 0
ln 1 2s - 0.01 + s 2 + 2.303 = 2t
2
At s = 0.2 m,
ln 1 2(0.2)2 - 0.01 + 0.2 2 + 2.303
t = = 0.658 s Ans.
2
NOTE: The formulas for constant acceleration cannot be used here
because the acceleration changes with position, i.e., a = 4s.
M12_HIBB1930_15_GE_C12.indd 33 22/03/23 5:20 PM

EXAMPLE 12.5
12
A particle moves along a horizontal path with a velocity of
v = (3t 2 - 6t) m>s, where t is in seconds. If it is initially located at
the origin O, determine the distance traveled in 3.5 s, and the particle’s
average velocity and average speed during the time interval.
SOLUTION
s 5 24.0 m s 5 6.125 m Coordinate System. Here positive motion is to the right, measured
from the origin O, Fig. 12–6a.
O
Distance Traveled. Since v = f(t), the position as a function of
t52s t50s t 5 3.5 s time may be found by integrating v = ds>dt with t = 0, s = 0.
(a)
+ )
(S ds = v dt
= (3t 2 - 6t) dt
s t
L0 L0
ds = (3t 2 - 6t) dt
s = (t 3 - 3t 2) m(1)
v (m>s) In order to determine the distance traveled in 3.5 s, it is necessary

2
v 5 3t 2 6t
to investigate the path of motion. If we graph the velocity function,
Fig. 12–6b, then it shows that for 0 6 t 6 2 s the velocity is negative,
t (s) which means the particle is traveling to the left, and for t 7 2 s the
(0, 0) (2 s, 0)
velocity is positive, and hence the particle is traveling to the right.
Also, note that v = 0 when t = 2 s. The particle’s position when
t = 0, t = 2 s, and t = 3.5 s can be determined from Eq. 1. This yields
(1 s, 23 m>s)
(b) s ∙ t = 0 = 0 s ∙ t = 2 s = -4.0 m s ∙ t = 3.5 s = 6.125 m
The path is shown in Fig. 12–6a. Hence, the distance traveled in 3.5 s is
Fig. 12–6
sT = 4.0 + 4.0 + 6.125 = 14.125 m = 14.1 m Ans.
Velocity. The displacement from t = 0 to t = 3.5 s is
∆s = s ∙ t = 3.5 s - s ∙ t = 0 = 6.125 m - 0 = 6.125 m
and so the average velocity is

∆s 6.125 m
vavg = = = 1.75 m>s S Ans.
∆t 3.5 s - 0
The average speed is defined in terms of the total distance traveled sT .
This positive scalar is
sT 14.125 m
(vavg)sp = = = 4.04 m>s Ans.
∆t 3.5 s - 0
Refer to the companion website for a self quiz of these

NOTE: In this problem, the acceleration is a = dv>dt = (6t - 6) m>s2,
Example problems. which is not constant.
M12_HIBB1930_15_GE_C12.indd 34 22/03/23 5:20 PM

Fundamental Problems 35
FUN DAMEN TA L PR O B L EM S
Partial solutions and answers to all Fundamental Problems are given in the back of the book. Video solutions are 12
available for select Fundamental Problems on the companion website.
F12–1. Initially, the car travels along a straight road with a F12–5. The position of the particle is s = (2t 2 - 8t + 6) m,
speed of 35 m>s. If the brakes are applied and the speed of where t is in seconds. Determine the time when the velocity
the car is reduced to 10 m>s in 15 s, determine the constant of the particle is zero, and the total distance traveled by the
deceleration of the car. particle when t = 3 s.
s
Prob. F12–1 Prob. F12–5
F12–2. A ball is thrown vertically upward with a speed of

15 m>s. Determine the time of flight when it returns to its F12–6. A particle travels along a straight line with an
original position. acceleration of a = (10 - 0.2s) m>s2, where s is measured
in meters. Determine the velocity of the particle when
s = 10 m if v = 5 m>s at s = 0.
Prob. F12–6
Prob. F12–2
F12–7. A particle moves along a straight line such that its

acceleration is a = (4t 2 - 2) m>s2, where t is in seconds.
F12–3. A particle travels along a straight line with a velocity When t = 0, the particle is located 2 m to the left of the
of v = (4t - 3t 2) m>s, where t is in seconds. Determine the origin, and when t = 2 s, it is 20 m to the left of the origin.
position of the particle when t = 4 s. s = 0 when t = 0. Determine the position of the particle when t = 4 s.
F12–4. A particle travels along a straight line with a speed F12–8. A particle travels along a straight line with a
v = (0.5t 3 - 8t) m>s, where t is in seconds. Determine the velocity of v = (20 - 0.05s2) m>s, where s is in meters.
acceleration of the particle when t = 2 s. Determine the acceleration of the particle at s = 15 m.
M12_HIBB1930_15_GE_C12.indd 35 22/03/23 5:20 PM

P ROBLEMS
12
12–1. A particle is moving along a straight line such that 12–9. When two cars A and B are next to one another,
its position is defined by s = (10t2 + 20) mm, where t is in they are traveling in the same direction with speeds vA and
seconds. Determine (a) the displacement of the particle vB, respectively. If B maintains its constant speed, while A
during the time interval from t = 1 s to t = 5 s, (b) the average begins to decelerate at aA, determine the distance d between
velocity of the particle during this time interval, and (c) the the cars at the instant A stops.
acceleration when t = 1 s.
12–2. Starting from rest, a particle moving in a straight

line has an acceleration of a = (2t - 6) m>s2, where t is in A B
seconds. What is the particle’s velocity when t = 6 s, and
what is its position when t = 11 s?
d
12–3. A particle moves along a straight line such that its Prob. 12–9
position is defined by s = (t2 - 6t + 5) m. Determine the
average velocity, the average speed, and the acceleration of
the particle when t = 6 s.
*12–4. A particle travels along a straight line with a velocity 12–10. A particle moves along a straight path with an
v = (12 - 3t2) m>s, where t is in seconds. When t = 1 s, the acceleration of a = (5>s) m>s2, where s is in meters.
particle is located 10 m to the left of the origin. Determine Determine the particle’s velocity when s = 2 m, if it is
the acceleration when t = 4 s, the displacement from t = 0 released from rest when s = 1 m.
to t = 10 s, and the distance the particle travels during this
time period.
12–5. The acceleration of a particle as it moves along 12–11. A particle moves along a straight line with an
a straight line is given by a = (2t - 1) m>s2, where t is in acceleration of a = 5>(3s 1>3 + s 5>2) m>s2, where s is in
seconds. If s = 1 m and v = 2 m>s when t = 0, determine meters. Determine the particle’s velocity when s = 2 m, if it
the particle’s velocity and position when t = 6 s. Also, starts from rest when s = 1 m. Use a numerical method to
determine the total distance the particle travels during this evaluate the integral.
time period.
12–6. The velocity of a particle traveling in a straight

line is given by v = (6t - 3t2) m>s, where t is in seconds. If *12–12. A particle travels along a straight-line path such
s = 0 when t = 0, determine the particle’s deceleration and that in 4 s it moves from an initial position sA = -8 m to a
position when t = 3 s. How far has the particle traveled position sB = +3 m. Then in another 5 s it moves from sB to
during the 3-s time interval, and what is its average speed? sC = -6 m. Determine the particle’s average velocity and
average speed during the 9-s time interval.
12–7. A particle moving along a straight line is subjected
to a deceleration a = (-2v3) m>s2, where v is in m>s. If it
has a velocity v = 8 m>s and a position s = 10 m when t = 0,
determine its velocity and position when t = 4 s. 12–13. The speed of a particle traveling along a straight
line within a liquid is measured as a function of its position
*12–8. A particle moves along a straight line such that its as v = (100 - s) mm>s, where s is in millimeters. Determine
position is defined by s = (2t3 + 3t2 - 12t - 10) m. Determine (a) the particle’s deceleration when it is located at point A,
the velocity, average velocity, and the average speed of the where sA = 75 mm, (b) the distance the particle travels
particle when t = 3 s. before it stops, and (c) the time needed to stop the particle.
M12_HIBB1930_15_GE_C12.indd 36 22/03/23 5:20 PM

Problems 37
12–14. The acceleration of a rocket traveling upward is 12–18. Car A starts from rest at t = 0 and travels along a
given by a = (6 + 0.02s) m>s2, where s is in meters. Determine straight road with a constant acceleration of 1.8 m>s2 until it
the rocket’s velocity when s = 2 km and the time needed to reaches a speed of 24 m>s. Afterwards it maintains this speed.
reach this attitude. Initially, v = 0 and s = 0 when t = 0. Also, when t = 0, car B located 1800 m down the road is 12
traveling towards A at a constant speed of 18 m>s. Determine
the distance traveled by car A when they pass each other.
18 m>s
A B
1800 m
Prob. 12–18
s
12–19. A train starts from rest at station A and accelerates

Prob. 12–14 at 0.5 m>s2 for 60 s. Afterwards it travels with a constant
velocity for 15 min. It then decelerates at 1 m>s2 until it is
brought to rest at station B. Determine the distance between
12–15. The sports car travels along the straight road such the stations.
that v = 3 2100 - s m>s, where s is in meters. Determine
the time for the car to reach s = 60 m. How much time does
it take to stop?
*12–20. A sandbag is dropped from a balloon which is
ascending vertically at a constant speed of 6 m>s. If the bag
v is released with the same upward velocity of 6 m>s when
t = 0 and hits the ground when t = 8 s, determine the speed of
the bag as it hits the ground and the altitude of the balloon
at this instant.
Prob. 12–15
12–21. When a train is traveling along a straight track at
2 m>s, it begins to accelerate at a = (60v-4) m>s2, where v is
in m>s. Determine its velocity v and the position 3 s after
*12–16. A particle is moving with a velocity of v0 when the acceleration.
s = 0 and t = 0. If it is subjected to a deceleration of a = -kv3,
where k is a constant, determine its velocity and position as
functions of time.
v
s
12–17. A particle is moving along a straight line with an

initial velocity of 6 m>s when it is subjected to a deceleration
of a = (-1.5v1> 2) m>s2, where v is in m>s. Determine how far
it travels before it stops. How much time does this take? Prob. 12–21
M12_HIBB1930_15_GE_C12.indd 37 22/03/23 5:20 PM

12–22. When a particle falls through the air, its initial *12–28. As a body is projected to a high altitude above the
acceleration a = g diminishes until it is zero, and thereafter earth’s surface, the variation of the acceleration of gravity
it falls at a constant or terminal velocity vf . If this variation of with respect to altitude y must be taken into account.
12 the acceleration can be expressed as a = (g>v2f)(v2f - v2), Neglecting air resistance, this acceleration is determined
determine the time needed for the velocity to become from the formula a = - g0[R2 >(R + y)2], where g0 is the
v = vf >2. Initially the particle falls from rest. constant gravitational acceleration at sea level, R is the
radius of the earth, and the positive direction is measured
upward. If g0 = 9.81 m>s2 and R = 6356 km, determine
12–23. The acceleration of the boat is defined by the minimum initial velocity (escape velocity) at which a
a = (1.5 v1 > 2) m>s. Determine its speed when t = 4 s if it has projectile should be shot vertically from the earth’s surface
a speed of 3 m>s when t = 0. so that it does not fall back to the earth. Hint: This requires
that v = 0 as y S ∞ .
v 12–29. Accounting for the variation of gravitational

acceleration a with respect to altitude y (see Prob. 12–28),
derive an equation that relates the velocity of a freely
falling particle to its altitude. Assume that the particle is
released from rest at an altitude y0 from the earth’s surface.
With what velocity does the particle strike the earth if it
is released from rest at an altitude y0 = 500 km? Use the
Prob. 12–23
numerical data in Prob. 12–28.
*12–24. A particle is moving along a straight line such 12–30. A train is initially traveling along a straight track
that its acceleration is defined as a = (-2v) m>s2, where v at a speed of 90 km>h. For 6 s it is subjected to a constant
is in meters per second. If v = 20 m>s when s = 0 and t = 0, deceleration of 0.5 m>s2, and then for the next 5 s it has
determine the particle’s position, velocity, and acceleration a constant deceleration ac. Determine ac so that the train
as functions of time. stops at the end of the 11-s time period.
12–31. Two cars A and B start from rest at a stop line.

12–25. When a particle is projected vertically upward Car A has a constant acceleration of aA = 8 m>s2, while
with an initial velocity of v0, it experiences an acceleration Car B has an acceleration of aB = (2t3 > 2) m>s2, where t is in
a = -(g + kv2), where g is the acceleration due to gravity, k seconds. Determine the distance between the cars when A
is a constant, and v is the velocity of the particle. Determine reaches a velocity of vA = 120 km>h.
the maximum height reached by the particle.
*12–32. A sphere is fired downward into a medium with
an initial speed of 27 m>s. If it experiences a deceleration
12–26. If the effects of atmospheric resistance are of a = ( - 6t) m>s2, where t is in seconds, determine the
accounted for, a freely falling body has an acceleration distance traveled before it stops.
defined by the equation a = 9.81[1 - v 2 (10 -4)] m>s2,
where v is in m>s and the positive direction is downward.
If the body is released from rest at a very high altitude, 12–33. The velocity of a particle traveling along a straight
determine (a) the velocity when t = 5 s, and (b) the body’s line is v = v0 - ks, where k is constant. If s = 0 when t = 0,
terminal or maximum attainable velocity (as t S ∞ ). determine the position and acceleration of the particle as a
function of time.
12–27. A ball is thrown with an upward velocity of 5 m>s 12–34. Ball A is thrown vertically upward from the top
from the top of a 10-m-high building. One second later of a 30-m-high building with an initial velocity of 5 m>s. At
another ball is thrown upward from the ground with a the same instant another ball B is thrown upward from the
velocity of 10 m>s. Determine the height from the ground ground with an initial velocity of 20 m>s. Determine the
where the two balls pass each other. height from the ground and the time at which they pass.
M12_HIBB1930_15_GE_C12.indd 38 22/03/23 5:20 PM

12.3 RECTILINEAR KINEMATICS: s
ds
ERRATIC MOTION ds
v0 5 dt t 5 0 v2 5 dt t
2
ds ds 12
When a particle has erratic or changing motion, then its position, velocity, v1 5 dt t v3 5 dt t
1 3
and acceleration cannot be described by a single continuous mathematical
function along the entire path. Instead, a series of functions will be s2
required to specify the motion at different intervals. For this reason, it is s1 s3
convenient to represent the motion as a graph. If this graph relates any
t
two of the variables s, v, a, t, then it can be used to construct subsequent O t1 t2 t3
graphs relating two other variables since the variables are related by the (a)
differential relationships v = ds>dt, a = dv>dt, or a ds = v dv. Several
situations are possible. v
The s–t, V–t, and a–t Graphs. To construct the v9t graph given
the s–t graph, Fig. 12–7a, the equation v = ds>dt should be used, since it
relates the variables s and t to v. This equation states that
v0 v1
ds v2
= v t3
dt O t1 t2 v3
t
slope of
= velocity (b)
s9t graph
Fig. 12–7
For example, by measuring the slope on the s–t graph when t = t1, the
velocity is v1, Fig. 12–7a. The v9t graph can be constructed by plotting
this and other values at each instant, Fig. 12–7b.
The a–t graph can be constructed from the v9t graph in a similar v
manner, since
a0 5 dv a 5 dv
dt t 5 0 2 dt t2
dv
a1 5 dv a3 5 dt t
dv dt t1 3
= a
dt
slope of v3
= acceleration v2
v9t graph
v1
v0
O t
t1 t2 t3
Examples of various measurements are shown in Fig. 12–8a and plotted
(a)
in Fig. 12–8b.
If the s–t curve for each interval of motion can be expressed by a
mathematical function s = s(t), then the equation of the v9t and a–t a
graph for the same interval can be obtained from succesive derivatives of
this function with respect to time since v = ds/dt and a = dv>dt. Since
differentiation reduces a polynomial of degree n to that of degree n – 1, a1 a2
then if the s–t graph is parabolic (a second-degree curve), the v9t graph a0 5 0 a3
t1 t2 t3 t
will be a sloping line (a first-degree curve), and the a–t graph will be a O
constant or a horizontal line (a zero-degree curve). (b)
Fig. 12–8
M12_HIBB1930_15_GE_C12.indd 39 22/03/23 5:20 PM

a If the a–t graph is given, Fig. 12–9a, the v9t graph may be constructed
using a = dv>dt, written as
12
a0 t1
Dv 5 10 a dt
L
t
t1 ∆v = a dt
(a)
change in area under
=
v velocity a9t graph
Dv
v1 Therefore, to construct the v9t graph, we begin with the particle’s initial
v0 velocity v0 and then add to this small increments of area (∆v) determined
t1 t from the a–t graph. In this manner successive points, v1 = v0 + ∆v, etc.,
are determined, Fig. 12–9b. When doing this, an algebraic addition of the
(b)
area increments of the a–t graph is necessary, since areas lying above the
Fig. 12–9 t axis correspond to an increase in v (“positive” area), whereas those
lying below the axis indicate a decrease in v (“negative” area).
Similarly, if the v9t graph is given, Fig. 12–10a, it is possible to determine
the s–t graph using v = ds>dt, written as
v
v0
L
t1
Ds 5 10 v dt
∆s = v dt
t1 t
area under
displacement =
(a) v9t graph
Here we begin with the particle’s initial position s0 and add

(algebraically) to this small area increments ∆s determined from the
Ds
s1 v9t graph, Fig. 12–10b.
s0 Due to the integration, if segments of the a–t graph can be described
by a series of equations, then each of these equations can be successively
t1 t integrated to yield equations describing the corresponding segments of
the v9t and s–t graphs. As a result, if the a–t graph is linear (a first-degree
(b)
curve), integration will yield a v9t graph that is parabolic (a second-
Fig. 12–10 degree curve) and an s–t graph that is cubic (third-degree curve).
M12_HIBB1930_15_GE_C12.indd 40 22/03/23 5:20 PM

a
The V–s and a–s Graphs. If the a–s graph can be constructed,
then points on the v9s graph can be determined by using v dv = a ds.
Integrating this equation between the limits v = v0 at s = s0 and v = v1 a0 s1
1
10 a ds 5 — (v12 2 v02) 12
at s = s1 , we have, 2
s
s1
(a)
v
s1
Ls0
1 2
2 (v1 - v20) = a ds
area under
a9s graph v1
v0
s
s1
velocity v0 at s0 = 0 is known, then v1 = 1 2 10 1a ds + v20 2 1>2, Fig. 12–11b.

For example, if the red area in Fig. 12–11a is determined, and the initial (b)
s
Fig. 12–11
Other points on the v–s graph can be determined in this same manner. v
If the v–s graph is known, the acceleration a at any position s can be
determined using a ds = v dv, written as dv
ds
v0 v
dv
a = va b s
ds s
velocity times
(a)
acceleration = slope of a
v9s graph
a0
a 5 v(dv>ds)
For example, at point (s, v) in Fig. 12–12a, the slope dv>ds of the
v–s graph is measured. Then with v and dv>ds known, the value of a can s
be calculated, Fig. 12–12b. s
The v–s graph can also be constructed from the a–s graph, or vice (b)
versa, by approximating the known graph in various intervals with Fig. 12–12
mathematical functions, v = f(s) or a = g(s), and then using a ds = v dv
to obtain the other graph. Refer to the companion website for Lecture
Summary and Quiz videos.
M12_HIBB1930_15_GE_C12.indd 41 22/03/23 5:20 PM

EXAMPLE 12.6
12
A bicycle moves along a straight road such that its position is described
by the graph shown in Fig. 12–13a. Construct the v9t and a–t graphs for
0 … t … 30 s.
s (m)
150
s 5 6t 2 30
s 5 0.3t2
30
t (s)
10 30
(a)
v (m>s) SOLUTION
V–t Graph. Since v = ds>dt, the v9t graph can be determined by
v 5 0.6t differentiating the equations defining the s–t graph, Fig. 12–13a. We have
v56
6 ds
0 … t 6 10 s; s = (0.3t 2) m
v = = (0.6t) m>s
dt
ds
t (s) 10 s 6 t … 30 s; s = (6t - 30) m = 6 m>s
v =
10 30 dt
These results are plotted in Fig. 12–13b. We can also obtain specific
(b) values of v by measuring the slope of the s–t graph at a given instant.
For example, at t = 20 s, the slope of the s–t graph is determined from
the straight line from 10 s to 30 s, i.e.,
a (m>s2)
∆s 150 m - 30 m
t = 20 s; v = = = 6 m>s
∆t 30 s - 10 s
0.6
a–t Graph. Since a = dv>dt, the a–t graph can be determined by
differentiating the equations defining the lines of the v9t graph. This yields
dv
10 30
t (s) 0 … t 6 10 s; v = (0.6t) m>s a = = 0.6 m>s2
dt
(c) dv
10 6 t … 30 s; v = 0.6 m>s a = = 0
dt
Fig. 12–13
These results are plotted in Fig. 12–13c.
NOTE: The sudden change in a at t = 10 s represents a discontinuity, but
actually this change must occur during a short, but finite time.
M12_HIBB1930_15_GE_C12.indd 42 22/03/23 5:20 PM

EXAMPLE 12.7
12
The car in Fig. 12–14a starts from rest and travels along a straight track
such that it accelerates at 10 m>s2 for 10 s, and then decelerates at
2 m>s2. Draw the v9t graph and determine the time t′ needed to stop
the car.
SOLUTION
a (m>s2)
10
A1
t9
t (s)
22 10 A2
(a)
V–t Graph. Since dv = a dt, the v9t graph is determined by v (m>s)

integrating the straight-line segments of the a–t graph. Using the initial v 5 10t
condition v = 0 when t = 0, we have 100
v 5 22t 1 120
v t
L0 L0
0 … t 6 10 s; a = (10) m>s2; dv = 10 dt, v = 10t
When t = 10 s, v = 10(10) = 100 m>s. Using this as the initial t (s)

10 t9 5 60
condition for the next time period, we have
(b)
v t
L100 m>s L10 s

Fig. 12–14
10 s 6 t … t′; a = ( -2) m>s2; dv = -2 dt, v = ( -2t + 120) m>s
When t = t′ we require v = 0. This yields, Fig. 12–14b,
t′ = 60 s Ans.
A direct solution for t′ is also possible by realizing that the area under
the a–t graph is equal to the change in the car’s velocity. We require
∆v = 0 = A1 + A2 , Fig. 12–14a. Thus
0 = 10 m>s2(10 s) + ( -2 m>s2) (t′ - 10 s)
t′ = 60 s Ans.
M12_HIBB1930_15_GE_C12.indd 43 22/03/23 5:20 PM

EXAMPLE 12.8
12 The v–s graph describing the motion of a motorcycle is shown in
Fig. 12–15a. Construct the a–s graph of the motion and determine the
time needed for the motorcycle to reach the position s = 120 m.
SOLUTION
a–s Graph. Since the equations for segments of the v–s graph are
v (m>s)
given, the a–s graph can be determined using a ds = v dv.
v 5 0.2s 1 3 0 … s 6 60 m; v = (0.2s + 3) m>s
v 5 15
15 dv d
a = v = (0.2s + 3) (0.2s + 3) = 0.04s + 0.6
ds ds
3 60 m 6 s … 120 m; v = 15 m>s
s (m)
60 120 dv d
a = v = (15) (15) = 0
(a) ds ds
The results are plotted in Fig. 12–15b.
Time. The time can be obtained using the v–s graph and v = ds>dt,
because this equation relates v, s, and t. For the first segment of
a (m>s2) motion, s = 0 when t = 0, so
ds ds
a 5 0.04s 1 0.6 0 … s 6 60 m; v = (0.2s + 3) m>s; dt = =
v 0.2s + 3
3 t s
L0 L0 0.2s + 3
ds
dt =
0.6 a50
s (m)
60 120 t = (5 ln(0.2s + 3) - 5 ln 3) s
(b)
At s = 60 m, t = 5 ln[0.2(60) + 3] - 5 ln 3 = 8.05 s. Therefore,
Fig. 12–15 using these initial conditions for the second segment of motion,
ds ds
60 m 6 s … 120 m; v = 15 m>s; dt = =
v 15
t s
L8.05 s L60 m 15
ds
dt =
s
t - 8.05 = - 4;
15
s
t = a + 4.05b s
15
Therefore, at s = 120 m,
120
t = + 4.05 = 12.0 s Ans.
15
NOTE: The graphical results can be checked in part by calculating slopes.
For example, at s = 0, a = v(dv>ds) = 3(15 - 3)>60 = 0.6 m>s2.
Also, the results can be checked in part by inspection. The v–s graph
Refer to the companion website for a self quiz of these
indicates the initial increase in velocity (acceleration) followed by constant
Example problems. velocity (a = 0).
M12_HIBB1930_15_GE_C12.indd 44 22/03/23 5:20 PM

Another random document with
no related content on Scribd:
“A photograph?” Pauline said. “No; I don’t think I’ve seen a
photograph.”
“Ah, you wouldn’t have a photograph of me that’s not a good
many years’ old. It was a good deal before your time.”
With her head full of the possibilities of her husband’s past, for
she couldn’t tell that there mightn’t have been another, Pauline said,
with her brave distinctness:
“Are you, perhaps, the person who rang up 4,259 Mayfair? If
you are ...”
The stranger’s rather regal eyes opened slightly. She was
leaning one arm on the chimney-piece and looking over her
shoulder, but at that she turned and held out both her hands.
“Oh, my dear,” she said, “it’s perfectly true what he said. You’re
the bravest woman in the world, and I’m Katya Lascarides.”
With the light full upon her face, Pauline Leicester hardly stirred.
“You’ve heard all about me,” she said, with a touch of sadness in
her voice, “from Robert Grimshaw?”
“No, from Ellida,” Katya answered, “and I’ve seen your
photograph. She carries it about with her.”
Pauline Leicester said, “Ah!” very slowly. And then, “Yes; Ellida’s
very fond of me. She’s very good to me.”
“My dear,” Katya said, “Ellida’s everything in the matter. At any
rate, if I’m going to do you any good, it’s she that’s got me here. I
shouldn’t have done it for Robert Grimshaw.”
Pauline turned slightly pale.
“You haven’t quarrelled with Robert?” she said. “I should be so
sorry.”
“My dear,” Katya answered, “never mention his name to me
again. It’s only for you I’m here, because what Ellida told me has
made me like you;” and then she asked to see the patient.
Dudley Leicester, got into evening dress as he was by Saunders
and Mr. Held every evening, sat, blond and healthy to all seeming,
sunk in the eternal arm-chair, his fingers beating an eternal tattoo,
his eyes fixed upon vacancy. His appearance was so exactly natural
that it was impossible to believe he was in any “condition” at all. It
was so impossible to believe it that when, with a precision that
seemed to add many years to her age, Katya Lascarides
approached, and, bending over him, touched with the tips of her
fingers little and definite points on his temples and brows, touching
them and retouching them as if she were fingering a rounded wind-
instrument, and that, when she asked: “Doesn’t that make your head
feel better?” it seemed merely normal that his right hand should
come up from the ceaseless drumming on the arm of the chair to
touch her wrist, and that plaintively his voice should say: “Much
better; oh, much better!”
And Pauline and Mr. Held said simultaneously: “He isn’t ...”
“Oh, he isn’t cured,” Katya said. “This is only a part of the
process. It’s to get him to like me, to make him have confidence in
me, so that I can get to know something about him. Now, go away. I
can’t give you any verdict till I’ve studied him.”
PART V
IN the intervals of running from hotel to hotel—for Robert Grimshaw

had taken it for granted that Ellida was right, and that Katya had
gone either to the old hotel where she had stayed with Mrs. Van
Husum, and where they knew she had left the heavier part of her
belongings—Robert Grimshaw looked in to tell Pauline that he hadn’t
yet been able to fix things up with Katya Lascarides, but that he was
certainly going to do so, and would fetch her along that afternoon. In
himself he felt some doubt of how he was going to find Katya. At the
Norfolk Street hotel he had heard that she had called in for two or
three minutes the night before in order to change her clothes—he
remembered that she was wearing her light grey dress and a linen
sun-hat—and that then she had gone out, saying that she was going
to a patient’s, and might or might not come back.
“This afternoon,” he repeated, “I’ll bring her along.”
Pauline looked at his face attentively.
“Don’t you know where she is?” she said incredulously, and then
she added, as if with a sudden desolation: “Have you quarrelled as
much as all that?”
“How did you know I don’t know where she is?” Grimshaw
answered swiftly. “She hasn’t been attacking you?”
Her little hands fell slowly open at her sides; then she rested
one of them upon the white cloth that was just being laid for lunch.
The horn of an automobile sounded rather gently outside, and
the wheels of a butcher’s cart rattled past.
“Oh, Robert,” she said suddenly, “it wasn’t about me you
quarrelled? Don’t you understand she’s here in the house now? That
was Sir William Wells who just left.”
“She hasn’t been attacking you?” Grimshaw persisted.
“Oh, she wouldn’t, you know,” Pauline answered. “She isn’t that
sort. It’s you she would attack if she attacked anybody.”
“Oh, well, yes,” Robert Grimshaw answered. “It was about you
we quarrelled—about you and Dudley, about the household: it
occupies too much of my attention. She wants me altogether.”
“Then what’s she here for?” Pauline said.
“I don’t know,” Grimshaw said. “Perhaps because she’s sorry for
you.”
“Sorry for me!” Pauline said, “because I care.... But then she ...
Oh, where do we stand?”
“What has she done?” Robert Grimshaw said. “What does she
say?”
“About you?” Pauline said.
“No, no—about the case?”
“Oh,” Pauline said, “she says that if we can only find out who it
was rang up that number it would be quite likely that we could cure
him.”
Grimshaw suddenly sat down.
“That means ...” he said, and then he stopped.
Pauline said: “What? I couldn’t bear to cause her any
unhappiness.”
“Oh,” Robert Grimshaw answered, “is that the way to talk in our
day and—and—and our class? We don’t take things like that.”
“Oh, my dear,” she said painfully, “how are we taking this?” Then
she added: “And in any case Katya isn’t of our day or our class.”
She came near, and stood over him, looking down.
“Robert,” she said gravely, “who is of our day and our class? Are
you? Or am I? Why are your hands shaking like that, or why did I just
now call you ‘my dear’? We’ve got to face the fact that I called you
‘my dear.’ Then, don’t you see, you can’t be of our day and our class.
And as for me, wasn’t it really because Dudley wasn’t faithful to me
that I’ve let myself slide near you? I haven’t made a scandal or any
outcry about Dudley Leicester. That’s our day and that’s our class.
But look at all the difference it’s made in our personal relations! Look
at the misery of it all! That’s it. We can make a day and a class and
rules for them, but we can’t keep any of the rules except just the
gross ones like not making scandals.”
“Then, what Katya’s here for,” Robert Grimshaw said, “is to cure
Dudley. She’s a most wonderful sense, and she knows that the only
way to have me altogether is to cure him.”
“Oh, don’t put it as low down as that,” Pauline said. “Just a little
time ago you said that it was because she was sorry for me.”
“Yes, yes,” Grimshaw answered eagerly; “that’s it; that’s the
motive. But it doesn’t hinder the result from being that, when
Dudley’s cured, we all fly as far apart as the poles.”
“Ah,” she said slowly, and she looked at him with the straight,
remorseless glance and spoke with the little, cold expressionless
voice that made him think of her for the rest of his life as if she were
the unpitying angel that barred for our first parents the return into
Eden, “you see that at least! That is where we all are—flying as far
apart as the poles.”
Grimshaw suddenly extended both his hands in a gesture of
mute agony, but she drew back both her own.
“That again,” she said, “is our day and our class. And that’s the
best that’s to be said for us. We haven’t learned wisdom: we’ve only
learned how to behave. We cannot avoid tragedies.”
She paused and repeated with a deeper note of passion than he
had ever heard her allow herself:
“Tragedies! Yes, in our day and in our class we don’t allow
ourselves easy things like daggers and poison-bowls. It’s all more
difficult. It’s all more difficult because it goes on and goes on. We
think we’ve made it easier because we’ve slackened old ties. You’re
in and out of the house all day long, and I can go around with you
everywhere. But just because we’ve slackened the old ties, just
because marriage is a weaker thing than it used to be—in our day
and in our class”—she repeated the words with deep bitterness and
looked unflinchingly into his eyes—“we’ve strengthened so
immensely the other kind of ties. If you’d been married to Miss
Lascarides you’d probably not have been faithful to her. As it is, just
because your honour’s involved you find yourself tied to her as no
monk ever was by his vow.”
She looked down at her feet and then again at his eyes, and in
her glance there was a cold stream of accusation that appeared
incredible, coming from a creature so small, so fragile, and so
reserved. Grimshaw stood with his head hanging forward upon his
chest: the scene seemed to move with an intolerable slowness, and
to him her attitude of detachment was unspeakably sad. It was as if
she spoke from a great distance—as if she were a ghost fading
away into dimness. He could not again raise his hands towards her:
he could utter no endearments: her gesture of abnegation had been
too absolute and too determined. With her eyes full upon him she
said:
“You do not love Katya Lascarides: you are as cold to her as a
stone. You love me, and you have ruined all our lives. But it doesn’t
end, it goes on. We fly as far asunder as the poles, and it goes on for
good.”
She stopped as suddenly as she had begun to speak, and what
she had said was so true, and the sudden revelation of what burned
beneath the surface of a creature so small and apparently so cold—
the touch of fierce hunger in her voice, of pained resentment in her
eyes—these things so overwhelmed Robert Grimshaw that for a long
time, still he remained silent. Then suddenly he said:
“Yes; by God, it’s true what you say! I told Ellida long ago that
my business in life was to wait for Katya and to see that you had a
good time.” He paused, and then added quickly: “I’ve lived to see
you in hell, and I’ve waited for Katya till”—he moved one of his
hands in a gesture of despair—“till all the fire’s burned out,” he
added suddenly.
“So that now,” she retorted with a little bitter humour, “what
you’ve got to do is to give Katya a good time and go on waiting for
me.”
“Till when?” he said with a sudden hot eagerness.
“Oh,” she said, “till all the ships that ever sailed come home; till
all the wild-oats that were ever sown are reaped; till the sun sets in
the east and the ice on the poles is all melted away. If you were the
only man in all the world, my dear, I would never look at you again.”
Grimshaw looked at the ground and muttered aimlessly:
“What’s to be done? What’s to be done?”
He went on repeating this like a man stupified beyond the power
of speech and thought, until at last it was as if a minute change of
light passed across the figure of Pauline Leicester—as if the
softness faded out of her face, her colour and her voice, as if, having
for that short interval revealed the depths of her being, she had
closed in again, finally and irrevocably. So that it was with a sort of
ironic and business-like crispness that she said:
“All that’s to be done is the one thing that you’ve got to do.”
“And that?” Robert Grimshaw asked.
“That is to find the man who rang up that number. You’ve got to
do that because you know all about these things.”
“I?” Robert Grimshaw said desolately. “Oh yes, I know all about
these things.”
“You know,” Pauline continued, “she’s very forcible, your Katya.
You should have seen how she spoke to Sir William Wells, until at
last he positively roared with fury, and yet she hadn’t said a single
word except, in the most respectful manner in the world, ‘Wouldn’t it
have been best the very first to discover who the man on the
telephone was?”
“How did she know about the man on the telephone?” Grimshaw
said. “You didn’t. Sir William told me not to tell you.”
“Oh, Sir William!” she said, with the first contempt that he had
ever heard in her voice. “He didn’t want anybody to know anything.
And when Katya told him that over there they always attempt to cure
a shock of that sort by a shock almost exactly similar, he simply
roared out: ‘Theories! theories! theories!’ That was his motor that
went just now.”
They were both silent for a long time, and then suddenly Robert
Grimshaw said:
“It was I that rang up 4,259 Mayfair.”
Pauline only answered: “Ah!”
And looking straight at the carpet in front of him, Robert

Grimshaw remembered the March night that had ever since weighed
so heavily on them all. He had dined alone at his club. He had sat
talking to three elderly men, and, following his custom, at a quarter
past eleven he had set out to walk up Piccadilly and round the acute
angle of Regent Street. Usually he walked down Oxford Street, down
Park Lane; and so, having taken his breath of air and
circumnavigated, as it were, the little island of wealth that those four
streets encompass, he would lay himself tranquilly in his white bed,
and with Peter on a chair beside his feet, he would fall asleep. But
on that night, whilst he walked slowly, his stick behind his back, he
had been almost thrown down by Etta Stackpole, who appeared to
fall right under his feet, and she was followed by the tall form of
Dudley Leicester, whose face Grimshaw recognized as he looked up
to pay the cabman. Having, as one does on the occasion of such
encounters, with a military precision and an extreme swiftness
turned on his heels—having turned indeed so swiftly that his stick,
which was behind his back, swung out centrifugally and lightly struck
Etta Stackpole’s skirt, he proceeded to walk home in a direction the
reverse of his ordinary one. And at first he thought absolutely nothing
at all. The night was cold and brilliant, and he peeped, as was his
wont, curiously and swiftly into the faces of the passers-by. Just
about abreast of Burlington House he ejaculated: “That sly cat!” as if
he were lost in surprised admiration for Dudley Leicester’s
enterprise. But opposite the Ritz he began to shiver. “I must have
taken a chill,” he said, but actually there had come into his mind the
thought—the thought that Etta Stackpole afterwards so furiously
upbraided him for—that Dudley Leicester must have been carrying
on a long intrigue with Etta Stackpole. “And I’ve married Pauline to
that scoundrel!” he muttered, for it seemed to him that Dudley
Leicester must have been a scoundrel, if he could so play fast and
loose, if he could do it so skilfully as to take in himself, whilst
appearing so open about it.
And then Grimshaw shrugged his shoulders: “Well, it’s no
business of mine,” he said.
He quickened his pace, and walked home to bed; but he was
utterly unable to sleep.
Lying in his white bed, the sheets up to his chin, his face dark in
the blaze of light, from above his head—the only dark object, indeed,
in a room that was all monastically white—his tongue was so dry that
he was unable to moisten his lips with it. He lay perfectly still, gazing
at Peter’s silver collar that, taken off for the night, hung from the
hook on the back of the white door. His lips muttered fragments of
words with which his mind had nothing to do. They bubbled up from
within him as if from the depths of his soul, and at that moment
Robert Grimshaw knew himself. He was revealed to himself for the
first time by words over which he had no control. In this agony and
this prickly sweat the traditions—traditions that are so infectious—of
his English public-school training, of his all-smooth and suppressed
contacts in English social life, all the easy amenities and all the facile
sense of honour that is adapted only to the life of no strain, of no
passions; all these habits Were gone at this touch of torture. And it
was of this intolerably long anguish that he had been thinking when
he had said to Etta Stackpole that in actual truth he was only a
Dago. For Robert Grimshaw, if he was a man of many knowledges,
was a man of no experiences at all, since his connection with Katya
Lascarides, her refusal of him, her shudderings at him, had been so
out of the ordinary nature of things that he couldn’t make any
generalizations from them at all. When he had practically forced
Dudley Leicester upon Pauline, he really had believed that you can
marry a woman you love to your best friend without enduring all the
tortures of jealousy. This sort of marriage of convenience that it was,
was, he knew, the sort of thing that in their sort of life was frequent
and successful enough, and having been trained in the English code
of manners never to express any emotion at all, he had forgotten
that he possessed emotions. Now he was up against it.
He was frightfully up against it. Till now, at least, he had been
able to imagine that Dudley Leicester had at least a devouring
passion for, a quenchless thirst to protect, his wife. It had been a
passion so great and commencing so early that Grimshaw could
claim really only half the credit of having made the match. Indeed,
his efforts had been limited to such influence as he had been able to
bring to bear upon Pauline’s mother, to rather long conversations in
which he had pointed out how precarious, Mrs. Lucas being dead,
would be Pauline’s lot in life. And he had told her at last that he
himself was irretrievably pledged, both by honour and by passion, to
Katya Lascarides. It was on the subsequent day that Pauline had
accepted her dogged adorer.
His passion for Katya Lascarides! He hadn’t till that moment had
any doubt about it. But by then he knew it was gone; it was dead,
and in place of a passion he felt only remorse. And his longing to be
perpetually with Pauline Leicester—as he had told Ellida Langham—
to watch her going through all her life with her perpetual tender
smile, dancing, as it were, a gentle and infantile measure; this, too,
he couldn’t doubt. Acute waves of emotion went through him at the
thought of her—waves of emotion so acute that they communicated
themselves to his physical being, so that it was as if the thought of
Katya Lascarides stabbed his heart, whilst the thought of Pauline
Leicester made his hands toss beneath the sheets. For, looking at
the matter formally, and, as he thought, dispassionately, it had
seemed to him that his plain duty was to wait for Katya Lascarides,
and to give Pauline as good a time as he could. That Pauline would
have this with Dudley Leicester he hadn’t had till the moment of the
meeting in Regent Street the ghost of a doubt, but now ...
He said: “Good God!” for he was thinking that only the Deity—if
even He—could achieve the impossible, could undo what was done,
could let him watch over Pauline, which was the extent of the
possession of her that he thought he desired, and wait for Katya,
which also was, perhaps, all that he had ever desired to do. The
intolerable hours ticked on. The light shone down on him beside the
bed. At the foot Peter slept, coiled up and motionless. At the head
the telephone instrument, like a gleaming metal flower, with its nickel
corolla and black bell, shone with reflected light. He was accustomed
on mornings when he felt he needed a rest to talk to his friends from
time to time, and suddenly his whole body stirred in bed. The whites
of his eyes gleamed below the dark irises, his white teeth showed,
and as he clasped the instrument to him he appeared, as it were, a
Shylock who clutched to his breast his knife and demanded of the
universe his right to the peace of mind that knowledge at least was
to give him.
He must know; if he was to defend Pauline, to watch over her, to
brood over her, to protect her, he must know what was going on.
This passionate desire swept over him like a flood. There remained
nothing else in the world. He rang up the hotel which, tall, white, and
cold, rises close by where he had seen Etta Stackpole spring from
the cab. He rang up several houses known to him, and, finally, with a
sort of panic in his eyes he asked for Lady Hudson’s number. The
little dog, aroused by his motions and his voice, leapt on to the bed,
and pattering up, gazed wistfully at his face. He reached out his
tongue to afford what consolation he could to the master, whom he
knew to be perturbed, grieved, and in need of consolation, and just
before the tinny sound of a voice reached Grimshaw’s ears
Grimshaw said, his lips close to the mouthpiece, “Get down.” And
when, after he had uttered the words, “Isn’t that Dudley Leicester
speaking?” there was the click of the instrument being rung off,
Robert Grimshaw said to himself grimly, “At any rate, they’ll know
who it was that rung them up.”
But Dudley Leicester hadn’t known; he was too stupid, and the
tinny sound of the instrument had destroyed the resemblance of any
human voice.
Thus, sitting before Pauline Leicester in her drawing-room, did
Robert Grimshaw review his impressions. And, looking back on the
whole affair, it seemed to present himself to him in those terms of
strong light, of the unreal sound of voices on the telephone, and of
pain, of unceasing pain that had never “let up” at any rate from the
moment when, having come up from the country with Katya’s kisses
still upon his lips, he had found Pauline in his dining-room, and had
heard that Dudley Leicester didn’t know.
He remained seated, staring, brooding at the carpet just before
Pauline’s feet, and suddenly she said: “Oh, Robert, what did you do
it for?”
He rose up suddenly and stood over her, and when he held both
her small hands between his own, “You’d better,” he said—“it’ll be
better for both you and me—put upon it the construction that shows
the deepest concern for you.”
And suddenly from behind their backs came the voice of Katya
Lascarides.
“Well,” she said, “Robert knows everything. Who is the man that
rang up 4,259 Mayfair?”
Robert Grimshaw hung his head for a moment, and then:
“I did,” he said.
Katya only answered, “Ah!” Then, very slowly, she came over
and put one hand on Pauline’s shoulder. “Oh, you poor dear,” she
exclaimed, and then to Robert: “Then you’d better come and tell him
so. I’ll stake my new hat to my professional reputation that it’ll put
him on to his legs at once.”
And with an air of taking him finally under her wing, she
conducted him down the passage to Dudley Leicester’s room.
In the dining-room Pauline stood for a long time looking down at

her fingers that rested upon the tablecloth. The air was full of little
noises—the clitter of milk-cans, the monotonous sound of water
pulsing continuously from the mains, the voices of two nurses as
they wheeled their charges home from the Park. The door-bell rang,
but no one disturbed her. With the light falling on her hair, absolutely
motionless, she looked down at her fingers on the white cloth and
smiled faintly.
II
IN the long, dark room where Dudley Leicester still sprawled in his
deep chair, Katya stopped Robert Grimshaw near the door.
“I’ll ask him to ask you his question,” she said, “and you’ll
answer it in as loud a voice as you can. That’ll cure him. You’ll see. I
don’t suppose you expected to see me here.”
“I didn’t expect it,” he answered, “but I know why you have
come.”
“Well,” she said, “if he isn’t cured, you’ll be hanging round him
for ever.”
“Yes, I suppose I shall be hanging round him for ever,” he
answered.
“And more than that, you’ll be worrying yourself to death over it.
I can’t bear you to worry, Toto,” she said. She paused for a long
minute and then she scrutinized him closely.
“So it was you who rang him up on the telephone?” she said. “I
thought it was, from the beginning.”
“Oh, don’t let’s talk about that any more,” Grimshaw said; “I’m
very tired; I’m very lonely. I’ve discovered that there are things one
can’t do—that I’m not the man I thought I was. It’s you who are
strong and get what you want, and I’m only a meddler who muddles
and spoils. That’s the moral of the whole thing. Take me on your own
terms and make what you can of me. I am too lonely to go on alone
any more. I’ve come to give myself up. I went down to Brighton to
give myself up to you on condition that you cured Dudley Leicester.
Now I just do it without any conditions whatever.”
She looked at him a little ironically, a little tenderly.
“Oh, well, my dear,” she said, “we’ll talk about that when he’s
cured. Now come.”
She made him stand just before Leicester’s sprawled-out feet,
and going round behind the chair, resting her hands already on
Leicester’s hair in preparation for bending down to make, near his
ear, the suggestion that he should put his question, she looked up at
Robert Grimshaw.
“You consent,” she said, with hardly a touch of triumph in her
voice, “that I should live with you as my mother lived with my father?”
And at Robert Grimshaw’s minute gesture of assent: “Oh, well, my
dear,” she continued quite gently, “it’s obvious to me that you’re more
than touched by this little Pauline of ours. I don’t say that I resent it. I
don’t suggest that it makes you care for me any less than you should
or did, but I’m sure, perfectly sure, of the fact such as it is, and I’m
sure, still more sure, that she cares extremely for you. So that ...”
She had been looking down at Dudley Leicester’s forehead, but she
looked up again into Robert Grimshaw’s eyes. “I think, my dear,” she
said slowly, “as a precaution, I think you cannot have me on those
terms; I think you had better”—she paused for the fraction of a
minute—“marry me,” and her fingers began to work slowly upon
Dudley Leicester’s brows. There was the least flush upon her
cheeks, the least smile round the corners of her lips, she heaved the
ghost of a sigh.
“So that you get me both ways,” Robert Grimshaw said; and his
hands fell desolately open at his side.
“Every way and altogether,” she answered.
EPISTOLARY EPILOGUE
“IT was a summer evening four years later when, upon the sands of
one of our most fashionable watering-places, a happy family group,
consisting of a buxom mother and several charming children, might
have been observed to disport itself. Who can this charming matron
be, and who these lovely children, designated respectively Robert,
Dudley, Katya, and Ellida?
“And who is this tall and robust gentleman who, wearing across
the chest of his white cricketing flannel the broad blue ribbon of His
Majesty’s Minister for Foreign Affairs, bearing in one hand
negligently the Times of the day before yesterday and in the other a
pastoral rake, approaches from the hayfields, and, with an indulgent
smile, surveys the happy group? Taking from his mouth his pipe—for
in the dolce far niente of his summer vacation, when not called upon
by his duties near the Sovereign at Windsor, he permits himself the
relaxation of the soothing weed—he remarks:
“‘The Opposition fellows have lost the by-election at Camber.’
“Oblivious of his pipe, the charming matron casts herself upon
his neck, whilst the children dance round him with cries of
congratulation, and the trim nurses stand holding buckets and
spades with expressions of respectful happiness upon their
countenances. Who can this be?
“And who, again, are these two approaching along the sands
with happy and contented faces—the gentleman erect, olive-
skinned, and, since his wife has persuaded him to go clean-shaven,
appearing ten years younger than when we last saw him; the lady
dark and tall, with the first signs of matronly plumpness just
appearing upon her svelte form? They approach and hold out their
hands to the happy Cabinet Minister with attitudes respectively of
manly and ladylike congratulation, whilst little Robert and little Katya,
uttering joyful cries of ‘Godmama’ and ‘Godpapa!’ dive into their
pockets for chocolates and the other presents that they are
accustomed to find there.
“Who can these be? Our friend the reader will have already
guessed. And so, with a moisture at the contemplation of so much
happiness bedewing our eyes, we lay down the pen, pack up the
marionettes into their box, ring down the curtain, and return to our
happy homes, where the wives of our bosoms await us. That we
may meet again, dear reader, is the humble and pious wish of your
attached friend, the writer of these pages.”
Thus, my dear ——, you would have me end this book, after I
have taken an infinite trouble to end it otherwise. No doubt, also, you
would have me record how Etta Hudson, as would be inevitably the
case with such a character, eventually became converted to Roman
Catholicism, and ended her days under the direction of a fanatical
confessor in the practice of acts of the most severe piety and
mortification, Jervis, the butler of Mr. Dudley Leicester, you would
like to be told, remained a humble and attached dependent in the
service of his master; whilst Saunders, Mr. Grimshaw’s man, thinking
himself unable to cope with the duties of the large establishment in
Berkeley Square which Mr. Grimshaw and Katya set up upon their
marriage, now keeps a rose-clad hostelry on the road to Brighton.
But we have forgotten Mr. Held! Under the gentle teaching of Pauline
Leicester he became an aspirant for Orders in the Church of
England, and is now, owing to the powerful influence of Mr. Dudley
Leicester, chaplain to the British Embassy at St. Petersburg.
But since, my dear ——, all these things appear to me to be
sufficiently indicated in the book as I have written it, I must confess
that these additions, inspired as they are by you—but how much
better they would have been had you actually written them! these
additions appear to me to be ugly, superfluous, and disagreeable.
The foxes have holes, the birds of the air have nests, and you,
together with the great majority of British readers, insist upon having
a happy ending, or, if not a happy ending, at least some sort of an
ending. This is a desire, like the desire for gin-and-water or any other
comforting stimulant, against which I have nothing to say. You go to
books to be taken out of yourself, I to be shown where I stand. For
me, as for you, a book must have a beginning and an end. But
whereas for you the end is something arbitrarily final, such as the
ring of wedding-bells, a funeral service, or the taking of a public-
house, for me—since to me a novel is the history of an “affair”—
finality is only found at what seems to me to be the end of that
“affair.” There is in life nothing final. So that even “affairs” never really
have an end as far as the lives of the actors are concerned. Thus,
although Dudley Leicester was, as I have tried to indicate, cured
almost immediately by the methods of Katya Lascarides, it would be
absurd to imagine that the effects of his short breakdown would not
influence the whole of his after-life. These effects may have been to
make him more conscientious, more tender, more dogged, less self-
centred; may have been to accentuate him in a great number of
directions. For no force is ever lost, and the ripple raised by a stone,
striking upon the bank of a pool, goes on communicating its force for
ever and ever throughout space and throughout eternity. But for our
vision its particular “affair” ends when, striking the bank, it
disappears. So for me the “affair” of Dudley Leicester’s madness
ended at the moment when Katya Lascarides laid her hands upon
his temple. In the next moment he would be sane, the ripple of
madness would have disappeared from the pond of his life. To have
gone on farther would have been, not to have ended this book, but to
have begun another, which—the fates being good—I hope to write. I
shall profit, without doubt, by your companionship, instruction, and
great experience. You have called me again and again an
Impressionist, and this I have been called so often that I suppose it
must be the fact. Not that I know what an Impressionist is.
Personally, I use as few words as I may to get any given effect, to
render any given conversation. You, I presume, do the same. You
don’t, I mean, purposely put in more words than you need—more
words, that is to say, than seem to you to satisfy your desire for
expression. You would probably render a conversation thus:
“Extending her hand, which was enveloped in creamy tulle, Mrs.
Sincue exclaimed, ‘Have another cup of tea, dear?’ ‘Thanks—two
lumps,’ her visitor rejoined. ‘So I hear Colonel Hapgood has eloped
with his wife’s French maid!’”
I should probably set it down:
“After a little desultory conversation, Mrs. Sincue’s visitor,
dropping his dark eyes to the ground, uttered in a voice that betrayed
neither exultation nor grief, ‘Poor old Hapgood’s cut it with Nanette.
Don’t you remember Nanette, who wore an apron with lace all round
it and those pocket things, and curled hair?’”
This latter rendering, I suppose, is more vague in places, and in
other places more accentuated, but I don’t see how it is more
impressionist. It is perfectly true you complain of me that I have not
made it plain with whom Mr. Robert Grimshaw was really in love, or
that when he resigned himself to the clutches of Katya Lascarides,
whom personally I extremely dislike, an amiable but meddlesome
and inwardly conceited fool was, pathetically or even tragically,
reaping the harvest of his folly. I omitted to add these comments,
because I think that for a writer to intrude himself between his
characters and his reader is to destroy to that extent all the illusion of
his work. But when I found that yourself and all the moderately quick-
minded, moderately sane persons who had read the book in its
original form failed entirely to appreciate what to me has appeared
as plain as a pikestaff—namely, that Mr. Grimshaw was extremely in
love with Pauline Leicester, and that, in the first place, by marrying
her to Dudley Leicester, and, in the second place, by succumbing to
a disagreeable personality, he was committing the final folly of this
particular affair—when I realized that these things were not plain, I
hastened to add those passages of explicit conversation, those
droppings of the eyelids and tragic motions of the hands, that you
have since been good enough to say have made the book.
Heaven knows, one tries enormously hard to be simple, to be
even transparently simple, but one falls so lamentably between two
stools. Thus, another reader, whom I had believed to be a person of
some intellect, has insisted to me that in calling this story “A Call” I
must have had in my mind something mysterious, something
mystical; but what I meant was that Mr. Robert Grimshaw, putting the
ear-piece to his ear and the mouthpiece to his mouth, exclaimed,
after the decent interval that so late at night the gentleman in charge
of the exchange needs for awaking from slumber and grunting
something intelligible—Mr. Grimshaw exclaimed, “Give me 4259
Mayfair.” This might mean that Lady Hudson was a subscriber to the
Post Office telephone system, but it does not mean in the least that
Mr. Grimshaw felt religious stirrings within him or “A Call” to do
something heroic and chivalrous, such as aiding women to obtain
the vote.
So that between those two classes of readers—the one who
insist upon reading into two words the whole psychology of moral
revivalism, and the others who, without gaining even a glimpse of
meaning, will read or skip through fifty or sixty thousand words, each
one of which is carefully selected to help on a singularly plain tale—
between these two classes of readers your poor Impressionist falls
lamentably enough to the ground. He sought to point no moral. His
soul would have recoiled within him at the thought of adorning by
one single superfluous word his plain tale. His sole ambition was to
render a little episode—a small “affair” affecting a little circle of
people—exactly as it would have happened. He desired neither to
comment nor to explain. Yet here, commenting and explaining, he
takes his humble leave, having packed the marionettes into the
case, having pulled the curtain down, and wiping from his troubled
eyes the sensitive drops of emotion. This may appear to be an end,
but it isn’t. He is, still, your Impressionist, thinking what the devil—
what the very devil—he shall do to make his next story plain to the
most mediocre intelligence!
THE END
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Engineering Mechanics: Dynamics, SI

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Chapter Contents. Each chapter begins with an illustration demonstrating a

Emphasis on Free-Body Diagrams. Drawing a free-body diagram is

Procedures for Analysis. A general procedure for analyzing any mechanics

Important Points. This feature provides a review or summary of the most

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Conceptual Understanding. Through the use of photographs placed

Homework Problems. Apart from the Fundamental and Conceptual type

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Acknowledgments for the Global Edition

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Resources for Instructors

Resources for Students

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Chapter Objectives 195

Chapter Objectives 251

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Chapter Objectives 329

Chapter Objectives 413

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Chapter Objectives 473

Chapter Objectives 515

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Chapter Objectives 555

Chapter Objectives 585

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Chapter Objectives 637

s vC = -80.1 m>s = 80.1 m>s T Ans.

vC = -80.1 m>s = 80.1 m>s T Ans.

vB = 0.346 m>s = 346 mm>s T Ans.