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Chapter 2 Physical Examination Strategies

MULTIPLE CHOICE
1. When performing a physical assessment, the first technique the nurse will always use is:
a. Palpation.
 b. Inspection.
c. Percussion.
d. Auscultation.
ANS: B
The skills requisite for the physical examination are inspection, palpation, percussion, and
auscultation. The skills are performed one at a time and in this order (with the exception of the
abdominal assessment, during which auscultation takes place before palpation and percussion).
The assessment of each body system begins with inspection. A focused inspection takes time and
yields a surprising amount of information.
2. The nurse is preparing to perform a physical assessment. Which statement is true about the
physical assessment? The inspection phase:
a. Usually yields little information.
b. Takes time and reveals a surprising amount of information.
c. May be somewhat uncomfortable for the expert practitioner.
d. Requires a quick glance at the patients body systems before proceeding with palpation.
ANS: B
A focused inspection takes time and yields a surprising amount of information. Initially, the
examiner may feel uncomfortable, staring at the person without also doing something. A focused
assessment is significantly more than a quick glance.
3. The nurse is assessing a patients skin during an office visit. What part of the hand and
technique should be used to best assess the patients skin temperature?
a. Fingertips; they are more sensitive to small changes in temperature.
b. Dorsal surface of the hand; the skin is thinner on this surface than on the palms.
Ulnar portion of the hand; increased blood supply in this area enhances temperature
c. sensitivity.
Palmar surface of the hand; this surface is the most sensitive to temperature variations
d. ANS: because of its increased nerve supply in this area.
B

The dorsa (backs) of the hands and fingers are best for determining temperature because the skin
is thinner on the dorsal surfaces than on the palms. Fingertips are best for fine, tactile
discrimination. The other responses are not useful for palpation.
4. Which of these techniques uses the sense of touch to assess texture, temperature, moisture, and
swelling when the nurse is assessing a patient?
a. Palpation
b. Inspection
c. Percussion
d. Auscultation
ANS: A
Palpation uses the sense of touch to assess the patient for these factors. Inspection involves
vision; percussion assesses through the use of palpable vibrations and audible sounds; and
auscultation uses the sense of hearing.
5. The nurse is preparing to assess a patients abdomen by palpation. How should the nurse
proceed?
Palpation of reportedly tender areas are avoided because palpation in these areas may
a. cause pain.
b. Palpating a tender area is quickly performed to avoid any discomfort that the patient may experience.
The assessment begins with deep palpation, while encouraging the patient to relax and
c. to take deep breaths.
The assessment begins with light palpation to detect surface characteristics and to
d. ANS: accustom the patient to being touched.
D

Light palpation is initially performed to detect any surface characteristics and to accustom the
person to being touched. Tender areas should be palpated last, not first.
6. The nurse would use bimanual palpation technique in which situation?
a. Palpating the thorax of an infant
b. Palpating the kidneys and uterus
c. Assessing pulsations and vibrations
d. Assessing the presence of tenderness and pain
ANS: B
Bimanual palpation requires the use of both hands to envelop or capture certain body parts or
organs such as the kidneys, uterus, or adnexa. The other situations are not appropriate for
bimanual palpation.
7. The nurse is preparing to percuss the abdomen of a patient. The purpose of the percussion is to
assess the of the underlying tissue.
a. Turgor
b. Texture
c. Density
d. Consistency
ANS: C

Percussion yields a sound that depicts the location, size, and density of the underlying organ.
Turgor and texture are assessed with palpation.
8. The nurse is reviewing percussion techniques with a newly graduated nurse. Which technique,
if used by the new nurse, indicates that more review is needed?
a. Percussing once over each area
b. Quickly lifting the striking finger after each stroke
c. Striking with the fingertip, not the finger pad
d. Using the wrist to make the strikes, not the arm
ANS: A
For percussion, the nurse should percuss two times over each location. The striking finger should
be quickly lifted because a resting finger damps off vibrations. The tip of the striking finger
should make contact, not the pad of the finger. The wrist must be relaxed and is used to make the
strikes, not the arm.
9. When percussing over the liver of a patient, the nurse notices a dull sound. The nurse should:
a. Consider this a normal finding.
b. Palpate this area for an underlying mass.
c. Reposition the hands, and attempt to percuss in this area again.
d. Consider this finding as abnormal, and refer the patient for additional treatment.
ANS: A
Percussion over relatively dense organs, such as the liver or spleen, will produce a dull sound.
The other responses are not correct.
10. The nurse is unable to identify any changes in sound when percussing over the abdomen of
an obese patient. What should the nurse do next?
a. Ask the patient to take deep breaths to relax the abdominal musculature.
b. Consider this finding as normal, and proceed with the abdominal assessment.
c. Increase the amount of strength used when attempting to percuss over the abdomen.
d. Decrease the amount of strength used when attempting to percuss over the abdomen.
ANS: C
The thickness of the persons body wall will be a factor. The nurse needs a stronger percussion
stroke for persons with obese or very muscular body walls. The force of the blow determines the
loudness of the note. The other actions are not correct.
11. The nurse hears bilateral loud, long, and low tones when percussing over the lungs of a 4-
year-old child. The nurse should:
a. Palpate over the area for increased pain and tenderness.
b. Ask the child to take shallow breaths, and percuss over the area again.
c. Immediately refer the child because of an increased amount of air in the lungs.
d. Consider this finding as normal for a child this age, and proceed with the examination.
ANS: D
Percussion notes that are loud in amplitude, low in pitch, of a booming quality, and long in
duration are normal over a childs lung.
12. A patient has suddenly developed shortness of breath and appears to be in significant
respiratory distress. After calling the physician and placing the patient on oxygen, which of these
actions is the best for the nurse to take when further assessing the patient?
a. Count the patients respirations.
b. Bilaterally percuss the thorax, noting any differences in percussion tones.
c. Call for a chest x-ray study, and wait for the results before beginning an assessment.
d. Inspect the thorax for any new masses and bleeding associated with respirations.
ANS: B
Percussion is always available, portable, and offers instant feedback regarding changes in
underlying tissue density, which may yield clues of the patients physical status.
13. The nurse is teaching a class on basic assessment skills. Which of these statements
is true regarding the stethoscope and its use?
a. Slope of the earpieces should point posteriorly (toward the occiput).
b. Although the stethoscope does not magnify sound, it does block out extraneous room noise.
c. Fit and quality of the stethoscope are not as important as its ability to magnify sound.
d. Ideal tubing length should be 22 inches to dampen the distortion of sound.
ANS: B
The stethoscope does not magnify sound, but it does block out extraneous room sounds. The
slope of the earpieces should point forward toward the examiners nose. Long tubing will distort
sound. The fit and quality of the stethoscope are both important.
14. The nurse is preparing to use a stethoscope for auscultation. Which statement
is true regarding the diaphragm of the stethoscope? The diaphragm:
a. Is used to listen for high-pitched sounds.
b. Is used to listen for low-pitched sounds.
c. Should be lightly held against the persons skin to block out low-pitched sounds.
d. Should be lightly held against the persons skin to listen for extra heart sounds and murmurs.
ANS: A
The diaphragm of the stethoscope is best for listening to high-pitched sounds such as breath,
bowel, and normal heart sounds. It should be firmly held against the persons skin, firmly enough
to leave a ring. The bell of the stethoscope is best for soft, low-pitched sounds such as extra heart
sounds or murmurs.
15. Before auscultating the abdomen for the presence of bowel sounds on a patient, the nurse
should:
a. Warm the endpiece of the stethoscope by placing it in warm water.
b. Leave the gown on the patient to ensure that he or she does not get chilled during the examination.
c. Ensure that the bell side of the stethoscope is turned to the on position.
d. Check the temperature of the room, and offer blankets to the patient if he or she feels cold.
ANS: D
The examination room should be warm. If the patient shivers, then the involuntary muscle
contractions can make it difficult to hear the underlying sounds. The end of the stethoscope
should be warmed between the examiners hands, not with water. The nurse should never listen
through a gown. The diaphragm of the stethoscope should be used to auscultate for bowel
sounds.
16. The nurse will use which technique of assessment to determine the presence of crepitus,
swelling, and pulsations?
a. Palpation
b. Inspection
c. Percussion
 d. Auscultation
ANS: A
Palpation applies the sense of touch to assess texture, temperature, moisture, organ location and
size, as well as any swelling, vibration or pulsation, rigidity or spasticity, crepitation, presence of
lumps or masses, and the presence of tenderness or pain.
17. The nurse is preparing to use an otoscope for an examination. Which statement
is true regarding the otoscope? The otoscope:
a. Is often used to direct light onto the sinuses.
b. Uses a short, broad speculum to help visualize the ear.
c. Is used to examine the structures of the internal ear.
d. Directs light into the ear canal and onto the tympanic membrane.
ANS: D
The otoscope directs light into the ear canal and onto the tympanic membrane that divides the
external and middle ear. A short, broad speculum is used to visualize the nares.
18. An examiner is using an ophthalmoscope to examine a patients eyes. The patient has
astigmatism and is nearsighted. The use of which of these techniques would indicate that the
examination is being correctly performed?
a. Using the large full circle of light when assessing pupils that are not dilated
b. Rotating the lens selector dial to the black numbers to compensate for astigmatism
c. Using the grid on the lens aperture dial to visualize the external structures of the eye
d. Rotating the lens selector dial to bring the object into focus
ANS: D
The ophthalmoscope is used to examine the internal eye structures. It can compensate for
nearsightedness or farsightedness, but it will not correct for astigmatism. The grid is used to
assess size and location of lesions on the fundus. The large full spot of light is used to assess
dilated pupils. Rotating the lens selector dial brings the object into focus.
19. The nurse is unable to palpate the right radial pulse on a patient. The best action would be to:
a. Auscultate over the area with a fetoscope.
b. Use a goniometer to measure the pulsations.
c. Use a Doppler device to check for pulsations over the area.
d. Check for the presence of pulsations with a stethoscope.
ANS: C
Doppler devices are used to augment pulse or blood pressure measurements. Goniometers
measure joint range of motion. A fetoscope is used to auscultate fetal heart tones. Stethoscopes
are used to auscultate breath, bowel, and heart sounds.
20. The nurse is preparing to perform a physical assessment. The correct action by the nurse is
reflected by which statement? The nurse:
a. Performs the examination from the left side of the bed.
b. Examines tender or painful areas first to help relieve the patients anxiety.
c. Follows the same examination sequence, regardless of the patients age or condition.
 d. Organizes the assessment to ensure that the patient does not change positions too often.
ANS: D
The steps of the assessment should be organized to ensure that the patient does not change
positions too often. The sequence of the steps of the assessment may differ, depending on the age
of the person and the examiners preference. Tender or painful areas should be assessed last.
21. A man is at the clinic for a physical examination. He states that he is very anxious about the
physical examination. What steps can the nurse take to make him more comfortable?
a. Appear unhurried and confident when examining him.
b. Stay in the room when he undresses in case he needs assistance.
c. Ask him to change into an examining gown and to take off his undergarments.
Defer measuring vital signs until the end of the examination, which allows him time
d. to become comfortable.
ANS: A

Anxiety can be reduced by an examiner who is confident, self-assured, considerate, and

unhurried. Familiar and relatively nonthreatening actions, such as measuring the persons vital
signs, will gradually accustom the person to the examination.
22. When performing a physical examination, safety must be considered to protect the examiner
and the patient against the spread of infection. Which of these statements describes the most
appropriate action the nurse should take when performing a physical examination?
a. Washing ones hands after removing gloves is not necessary, as long as the gloves are still intact.
b. Hands are washed before and after every physical patient encounter.
Hands are washed before the examination of each body system to prevent the spread of bacteria
c. from on part of the body to another.
Gloves are worn throughout the entire examination to demonstrate to the patient concern
d. ANS: regarding the spread of infectious diseases.
B

The nurse should wash his or her hands before and after every physical patient encounter; after
contact with blood, body fluids, secretions, and excretions; after contact with any equipment
contaminated with body fluids; and after removing gloves. Hands should be washed after gloves
have been removed, even if the gloves appear to be intact. Gloves should be worn when potential
contact with any body fluids is present.
23. The nurse is examining a patients lower leg and notices a draining ulceration. Which of these
actions is most appropriate in this situation?
a. Washing hands, and contacting the physician
b. Continuing to examine the ulceration, and then washing hands
c. Washing hands, putting on gloves, and continuing with the examination of the ulceration
Washing hands, proceeding with rest of the physical examination, and then continuing
d. with the examination of the leg ulceration
ANS: C
The examiner should wear gloves when the potential contact with any body fluids is present. In
this situation, the nurse should wash his or her hands, put on gloves, and continue examining the
ulceration.
24. During the examination, offering some brief teaching about the patients body or the
examiners findings is often appropriate. Which one of these statements by the nurse is most
appropriate?
a. Your atrial dysrhythmias are under control.
b. You have pitting edema and mild varicosities.
c. Your pulse is 80 beats per minute, which is within the normal range.
d. Im using my stethoscope to listen for any crackles, wheezes, or rubs.
ANS: C
The sharing of some information builds rapport, as long as the patient is able to understand the
terminology.
25. The nurse keeps in mind that the most important reason to share information and to offer
brief teaching while performing the physical examination is to help the:
a. Examiner feel more comfortable and to gain control of the situation.
b. Examiner to build rapport and to increase the patients confidence in him or her.
c. Patient understand his or her disease process and treatment modalities.
Patient identify questions about his or her disease and the potential areas of
d. patient education.
ANS: B

Sharing information builds rapport and increases the patients confidence in the examiner. It also
gives the patient a little more control in a situation during which feeling completely helpless is
often present.
26. The nurse is examining an infant and prepares to elicit the Moro reflex at which time during
the examination?
a. When the infant is sleeping
b. At the end of the examination
c. Before auscultation of the thorax
d. Halfway through the examination
ANS: B
The Moro or startle reflex is elicited at the end of the examination because it may cause the
infant to cry.
27. When preparing to perform a physical examination on an infant, the nurse should:
a. Have the parent remove all clothing except the diaper on a boy.
b. Instruct the parent to feed the infant immediately before the examination.
c. Encourage the infant to suck on a pacifier during the abdominal examination.
d. Ask the parent to leave the room briefly when assessing the infants vital signs.
ANS: A
The parent should always be present to increase the childs feeling of security and to understand
normal growth and development. The timing of the examination should be 1 to 2 hours after
feeding when the baby is neither too drowsy nor too hungry. Infants do not object to being nude;
clothing should be removed, but a diaper should be left on a boy.
28. A 6-month-old infant has been brought to the well-child clinic for a check-up. She is
currently sleeping. What should the nurse do first when beginning the examination?
a. Auscultate the lungs and heart while the infant is still sleeping.
b. Examine the infants hips, because this procedure is uncomfortable.
Begin with the assessment of the eye, and continue with the remainder of the
c. examination in a head-to-toe approach.
Wake the infant before beginning any portion of the examination to obtain the
d. ANS: most accurate assessment of body systems.
A

When the infant is quiet or sleeping is an ideal time to assess the cardiac, respiratory, and
abdominal systems. Assessment of the eye, ear, nose, and throat are invasive procedures that
should be performed at the end of the examination.
29. A 2-year-old child has been brought to the clinic for a well-child checkup. The best way for
the nurse to begin the assessment is to:
a. Ask the parent to place the child on the examining table.
b. Have the parent remove all of the childs clothing before the examination.
c. Allow the child to keep a security object such as a toy or blanket during the examination.
Initially focus the interactions on the child, essentially ignoring the parent until
d. the childs trust has been obtained.
ANS: C

The best place to examine the toddler is on the parents lap. Toddlers understand symbols;
therefore, a security object is helpful. Initially, the focus is more on the parent, which allows the
child to adjust gradually and to become familiar with you. A 2-year-old child does not like to
take off his or her clothes. Therefore, ask the parent to undress one body part at a time.
30. The nurse is examining a 2-year-old child and asks, May I listen to your heart now? Which
critique of the nurses technique is most accurate?
a. Asking questions enhances the childs autonomy
b. Asking the child for permission helps develop a sense of trust
c. This question is an appropriate statement because children at this age like to have choices
Children at this age like to say, No. The examiner should not offer a choice when
d. no choice is available
ANS: D

Children at this age like to say, No. Choices should not be offered when no choice is really
available. If the child says, No and the nurse does it anyway, then the nurse loses trust.
Autonomy is enhanced by offering a limited option, Shall I listen to your heart next or your
tummy?
31. With which of these patients would it be most appropriate for the nurse to use games during
the assessment, such as having the patient blow out the light on the penlight?
a. Infant
b. Preschool child
c. School-age child
d. Adolescent
ANS: B
When assessing preschool children, using games or allowing them to play with the equipment to
reduce their fears can be helpful. Such games are not appropriate for the other age groups.
32. The nurse is preparing to examine a 4-year-old child. Which action is appropriate for this age
group?
a. Explain the procedures in detail to alleviate the childs anxiety.
b. Give the child feedback and reassurance during the examination.
Do not ask the child to remove his or her clothes because children at this age
c. are usually very private.
Perform an examination of the ear, nose, and throat first, and then examine the
d. ANS: thorax and abdomen.
B

With preschool children, short, simple explanations should be used. Children at this age are
usually willing to undress. An examination of the head should be performed last. During the
examination, needed feedback and reassurance should be given to the preschooler.

33. When examining a 16-year-old male teenager, the nurse should:

a. Discuss health teaching with the parent because the teen is unlikely to be interested in promoting wellne
Ask his parent to stay in the room during the history and physical examination to
b. answer any questions and to alleviate his anxiety.
Talk to him the same manner as one would talk to a younger child because a teens
c. level of understanding may not match his or her speech.
Provide feedback that his body is developing normally, and discuss the wide
d. variation among teenagers on the rate of growth and development.
ANS: D

During the examination, the adolescent needs feedback that his or her body is healthy and
developing normally. The adolescent has a keen awareness of body image and often compares
him or herself with peers. Apprise the adolescent of the wide variation among teenagers on the
rate of growth and development.
34. When examining an older adult, the nurse should use which technique?
a. Avoid touching the patient too much.
b. Attempt to perform the entire physical examination during one visit.
c. Speak loudly and slowly because most aging adults have hearing deficits.
d. Arrange the sequence of the examination to allow as few position changes as possible.
ANS: D
When examining the older adult, arranging the sequence of the examination to allow as few
position changes as possible is best. Physical touch is especially important with the older person
because other senses may be diminished.
35. The most important step that the nurse can take to prevent the transmission of
microorganisms in the hospital setting is to:
a. Wear protective eye wear at all times.
b. Wear gloves during any and all contact with patients.
c. Wash hands before and after contact with each patient.
d. Clean the stethoscope with an alcohol swab between patients.
ANS: C
The most important step to decrease the risk of microorganism transmission is to wash hands
promptly and thoroughly before and after physical contact with each patient. Stethoscopes
should also be cleansed with an alcohol swab before and after each patient contact. The best
routine is to combine stethoscope rubbing with hand hygiene each time hand hygiene is
performed.
36. Which of these statements is true regarding the use of Standard Precautions in the health care
setting?
a. Standard Precautions apply to all body fluids, including sweat.
b. Use alcohol-based hand rub if hands are visibly dirty.
Standard Precautions are intended for use with all patients, regardless of their risk
c. or presumed infection status.
Standard Precautions are to be used only when nonintact skin, excretions containing
d. ANS: visible blood, or expected contact with mucous membranes is present.
C

Standard Precautions are designed to reduce the risk of transmission of microorganisms from
both recognized and unrecognized sources and are intended for use for all patients, regardless of
their risk or presumed infection status. Standard Precautions apply to blood and all other body
fluids, secretions and excretions except sweatregardless of whether they contain visible blood,
nonintact skin, or mucous membranes. Hands should be washed with soap and water if visibly
soiled with blood or body fluids. Alcohol-based hand rubs can be used if hands are not visibly
soiled.
37. The nurse is preparing to assess a hospitalized patient who is experiencing significant
shortness of breath. How should the nurse proceed with the assessment?
a. The patient should lie down to obtain an accurate cardiac, respiratory, and abdominal assessment.
A thorough history and physical assessment information should be obtained from
b. the patients family member.
A complete history and physical assessment should be immediately performed to obtain baseline
c. information.
Body areas appropriate to the problem should be examined and then the assessment
d. ANS: completed after the problem has resolved.
D
Both altering the position of the patient during the examination and collecting a mini database by
examining the body areas appropriate to the problem may be necessary in this situation. An
assessment may be completed later after the distress is resolved.
38. When examining an infant, the nurse should examine which area first?
a. Ear
b. Nose
c. Throat
d. Abdomen
ANS: D
The least-distressing steps are performed first, saving the invasive steps of the examination of the
eye, ear, nose, and throat until last.
39. While auscultating heart sounds, the nurse hears a murmur. Which of these instruments
should be used to assess this murmur?
a. Electrocardiogram
b. Bell of the stethoscope
c. Diaphragm of the stethoscope
d. Palpation with the nurses palm of the hand
ANS: B
The bell of the stethoscope is best for soft, low-pitched sounds such as extra heart sounds or
murmurs. The diaphragm of the stethoscope is best used for high-pitched sounds such as breath,
bowel, and normal heart sounds.
40. During an examination of a patients abdomen, the nurse notes that the abdomen is rounded
and firm to the touch. During percussion, the nurse notes a drumlike quality of the sounds across
the quadrants. This type of sound indicates:
a. Constipation.
b. Air-filled areas.
c. Presence of a tumor.
d. Presence of dense organs.
ANS: B
A musical or drumlike sound (tympany) is heard when percussion occurs over an air-filled
viscus, such as the stomach or intestines.
41. The nurse is preparing to examine a 6-year-old child. Which action is most appropriate?
a. The thorax, abdomen, and genitalia are examined before the head.
Talking about the equipment being used is avoided because doing so may increase the
b. childs anxiety.
c. The nurse should keep in mind that a child at this age will have a sense of modesty.
d. The child is asked to undress from the waist up.
ANS: C
A 6-year-old child has a sense of modesty. The child should undress him or herself, leaving
underpants on and using a gown or drape. A school-age child is curious to know how equipment
works, and the sequence should progress from the childs head to the toes.
42. During auscultation of a patients heart sounds, the nurse hears an unfamiliar sound. The
nurse should:
a. Document the findings in the patients record.
b. Wait 10 minutes, and auscultate the sound again.
c. Ask the patient how he or she is feeling.
d. Ask another nurse to double check the finding.
ANS: D
If an abnormal finding is not familiar, then the nurse may ask another examiner to double check
the finding. The other responses do not help identify the unfamiliar sound.
MULTIPLE RESPONSE
1. The nurse is preparing to palpate the thorax and abdomen of a patient. Which of these
statements describes the correct technique for this procedure? Select all that apply.
a. Warm the hands first before touching the patient.
b. For deep palpation, use one long continuous palpation when assessing the liver.
c. Start with light palpation to detect surface characteristics.
d. Use the fingertips to examine skin texture, swelling, pulsation, and presence of lumps.
e. Identify any tender areas, and palpate them last.
f. Use the palms of the hands to assess temperature of the skin.
ANS: A, C, D, E
The hands should always be warmed before beginning palpation. Intermittent pressure rather
than one long continuous palpation is used; any tender areas are identified and palpated last.
Fingertips are used to examine skin texture, swelling, pulsation, and the presence of lumps. The
dorsa (backs) of the hands are used to assess skin temperature because the skin on the dorsa is
thinner than on the palms.
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in confusion the robot said, "Ozymandias decipher the language
somehow. Seem to be a sort of guide."
"Why—he's parroting fragments from our conversation yesterday,"
Marshall said.
"I don't think he's parroting," I said. "The words form coherent
concepts. He's talking to us!"
"Built by the ancients to provide information to passersby,"
Ozymandias said.
"Ozymandias!" Leopold said. "Do you speak English?"
The response was a clicking noise, followed moments later by,
"Ozymandias understand. Not have words enough. Talk more."
The five of us trembled with common excitement. It was apparent
now what had happened, and the happening was nothing short of
incredible. Ozymandias had listened patiently to everything we had
said the night before; then, after we had gone, it had applied its
million-year-old mind to the problem of organizing our sounds into
sense, and somehow had succeeded. Now it was merely a matter of
feeding vocabulary to the creature and letting it assimilate the new
words. We had a walking and talking Rosetta Stone!
Two hours flew by so rapidly we hardly noticed their passing. We
tossed words at Ozymandias as fast as we could, defining them
when possible to aid him in relating them to the others already
engraved on his mind.
By the end of that time he could hold a passable conversation with
us. He ripped his legs free of the sand that had bound them for
centuries—and, serving the function for which he had been built
millennia ago, he took us on a guided tour of the civilization that had
been and had built him.
Ozymandias was a fabulous storehouse of archaeological data. We
could mine him for years.
His people, he told us, had called themselves the Thaiquens (or so it
sounded)—they had lived and thrived for three hundred thousand
years, and in the declining days of their history had built him, as an
indestructible guide to their indestructible cities. But the cities had
crumbled, and Ozymandias alone remained—bearing with him
memories of what had been.
"This was the city of Durab. In its day it held eight million people.
Where I stand now was the Temple of Decamon, sixteen hundred
feet of your measurement high. It faced the Street of the Winds—"
"The Eleventh Dynasty was begun by the accession to the Presidium
of Chonnigar IV, in the eighteen thousandth year of the city. It was in
the reign of this dynasty that the neighboring planets first were
reached—"
"The Library of Durab was on this spot. It boasted fourteen million
volumes. None exist today. Long after the builders had gone, I spent
time reading the books of the Library and they are memorized within
me—"
"The Plague struck down nine thousand a day for more than a year,
in that time—"
It went on and on, a cyclopean newsreel, growing in detail as
Ozymandias absorbed our comments and added new words to his
vocabulary. We followed the robot as it wheeled its way through the
desert, our recorders gobbling in each word, our minds numbed and
dazed by the magnitude of our find. In this single robot lay waiting to
be tapped the totality of a culture that had lasted three hundred
thousand years! We could mine Ozymandias the rest of our lives,
and still not exhaust the fund of data implanted in his all-
encompassing mind.
When, finally, we ripped ourselves away and, leaving Ozymandias in
the desert, returned to the base, we were full to bursting. Never in
the history of our science had such a find been vouchsafed: a
complete record, accessible and translated for us.
We agreed to conceal our find from Mattern once again. But, like
small boys newly given a toy of great value, we found it hard to hide
our feelings. Although we said nothing explicit, our overexcited
manner certainly must have hinted to Mattern that we had not had as
fruitless a day as we had claimed.
That, and Leopold's refusal to tell him exactly where we had been
working during the day, must have aroused Mattern's suspicions. In
any event, during the night as we lay in bed I heard the sound of
halftracks rumbling off into the desert; and the following morning,
when we entered the mess-hall for breakfast, Mattern and his men,
unshaven and untidy, turned to look at us with peculiar vindictive
gleams in their eyes.

Mattern said, "Good morning, gentlemen. We've been waiting for

some time for you to arise."
"It's no later than usual, is it?" Leopold asked.
"Not at all. But my men and I have been up all night. We—ah—did a
bit of archaeological prospecting while you slept." The Colonel
leaned forward, fingering his rumpled lapels, and said, "Dr. Leopold,
for what reason did you choose to conceal from me the fact that you
had discovered an object of extreme strategic importance?"
"What do you mean?" Leopold demanded—with a quiver taking the
authority out of his voice.
"I mean," said Mattern quietly, "the robot you named Ozymandias.
Just why did you decide not to tell me about it?"
"I had every intention of doing so before our departure," Leopold
said.
Mattern shrugged. "Be that as it may. You concealed the existence of
your find. But your manner last night led us to investigate the area—
and since the detectors showed a metal object some twenty miles to
the west, we headed that way. Ozymandias was quite surprised to
learn that there were other Earthmen here."
There was a moment of crackling silence. Then Leopold said, "I'll
have to ask you not to meddle with that robot, Colonel Mattern. I
apologize for having neglected to tell you of it—I didn't think you
were quite so interested in our work—but now I must insist you and
your men keep away from it."
"Oh?" Mattern said crisply. "Why?"
"Because it's an archaeological treasure-trove, Colonel. I can't begin
to stress its value to us. Your men might perform some casual
experiment with it and short circuit its memory channels, or
something like that. And so I'll have to invoke the rights of the
archaeological group of this expedition. I'll have to declare
Ozymandias part of our preserve, and off bounds for you."
Mattern's voice suddenly hardened. "Sorry, Dr. Leopold. You can't
invoke that now."
"Why not?"
"Because Ozymandias is part of our preserve. And off bounds for
you, Doctor."
I thought Leopold would have an apoplectic fit right there in the
mess-hall. He stiffened and went white and strode awkwardly across
the room toward Mattern. He choked out a question, inaudible to me.
Mattern replied, "Security, Doctor. Ozymandias is of military use.
Accordingly we've brought him to the ship and placed him in sealed
quarters, under top-level wraps. With the power entrusted to me for
such emergencies, I'm declaring this expedition ended. We return to
Earth at once with Ozymandias."
Leopold's eyes bugged. He looked at us for support, but we said
nothing. Finally, incredulously, he said, "He's—of military use?"
"Of course. He's a storehouse of data on the ancient Thaiquen
weapons. We've already learned things from him that are
unbelievable in their scope. Why do you think this planet is bare of
life, Dr. Leopold? Not even a blade of grass? A million years won't do
that. But a superweapon will. The Thaiquens developed that
weapon. And others, too. Weapons that can make your hair curl.
And Ozymandias knows every detail of them. Do you think we can
waste time letting you people fool with that robot, when he's loaded
with military information that can make America totally impregnable?
Sorry, Doctor. Ozymandias is your find, but he belongs to us. And
we're taking him back to Earth."
Again the room was silent. Leopold looked at me, at Webster, at
Marshall, at Gerhardt. There was nothing that could be said.
This was basically a militaristic mission. Sure, a few anthropologists
had been tacked onto the crew, but fundamentally it was Mattern's
men and not Leopold's who were important. We weren't out here so
much to increase the fund of general knowledge as to find new
weapons and new sources of strategic materials for possible use
against the Other Hemisphere.
And new weapons had been found. New, undreamed-of weapons,
product of a science that had endured for three hundred thousand
years. All locked up in Ozymandias' imperishable skull.
In a harsh voice Leopold said, "Very well, Colonel. I can't stop you, I
suppose."
He turned and shuffled out without touching his food, a broken,
beaten, suddenly very old man.
I felt sick.
Mattern had insisted the planet was useless and that stopping here
was a waste of time; Leopold had disagreed, and Leopold had
turned out to be right. We had found something of great value.
We had found a machine that could spew forth new and awesome
recipes for death. We held in our hands the sum and essence of the
Thaiquen science—the science that had culminated in magnificent
weapons, weapons so superb they had succeeded in destroying all
life on this world. And now we had access to those weapons. Dead
by their own hand, the Thaiquens had thoughtfully left us a heritage
of death.
Grayfaced, I rose from the table and went to my cabin. I wasn't
hungry now.
"We'll be blasting off in an hour," Mattern said behind me as I left.
"Get your things in order."
I hardly heard him. I was thinking of the deadly cargo we carried, the
robot so eager to disgorge its fund of data. I was thinking what would
happen when our scientists back on Earth began learning from
Ozymandias.
The works of the Thaiquens now were ours. I thought of the poet's
lines: "Look on my works, ye mighty—and despair."
*** END OF THE PROJECT GUTENBERG EBOOK OZYMANDIAS
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