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 Eleventh Edition in SI Units

Vector Mechanics
For Engineers
Dynamics
 Eleventh Edition in SI Units

Vector Mechanics
For Engineers
Dynamics

Ferdinand P. Beer
Late of Lehigh University

E. Russell Johnston, Jr.

Late of University of Connecticut

Phillip J. Cornwell
Rose-Hulman Institute of Technology

Brian P. Self
California Polytechnic State University—San Luis Obispo

Sanjeev Sanghi
Indian Institute of Technology, Delhi

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

v
vi About the Authors

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

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

Appendix A: Some Useful Definitions and Properties

of Vector Algebra A1
Appendix B: Mass Moment of Inertia A7
Appendix C: Fundamentals of Engineering
Examination A45
Answers to Problems AN1
Photo Credits C1
Index I1

vii
 Contents
Preface x
Guided Tour xiv
Digital Resources xvii
Acknowledgments xix
List of Symbols xx

11 Kinematics of Particles 615

11.1 Rectilinear Motion of Particles 617
11.2 Special Cases and Relative Motion 635
*11.3 Graphical Solutions 652
11.4 Curvilinear Motion of Particles 663
11.5 Non-Rectangular Components 690
Review and Summary 711
Review Problems 715

12 Kinetics of Particles:
Newton’s Second Law 718
12.1 Newton’s Second Law and Linear Momentum 720
12.2 Angular Momentum and Orbital Motion 763
*12.3 Applications of Central-Force Motion 774
Review and Summary 788
Review Problems 792

13 Kinetics of Particles: Energy and

Momentum Methods 795
13.1 Work and Energy 797
13.2 Conservation of Energy 827
13.3 Impulse and Momentum 855
13.4 Impacts 877
Review and Summary 905
Review Problems 911
*Advanced or specialty topics
viii
 Contents ix

14 Systems of Particles 915

14.1 Applying Newton’s Second Law and Momentum
Principles to Systems of Particles 917
14.2 Energy and Momentum Methods for a System of
Particles 936
*14.3 Variable Systems of Particles 950
Review and Summary 970
Review Problems 974

15 Kinematics of Rigid Bodies 977

15.1 Translation and Fixed Axis Rotation 980
15.2 General Plane Motion: Velocity 997
15.3 Instantaneous Center of Rotation 1015
15.4 General Plane Motion: Acceleration 1029
15.5 Analyzing Motion with Respect to a Rotating
Frame 1048
*15.6 Motion of a Rigid Body in Space 1065
*15.7 Motion Relative to a Moving Reference Frame 1082
Review and Summary 1097
Review Problems 1104

16 Plane Motion of Rigid Bodies:

Forces and Accelerations 1107
16.1 Kinetics of a Rigid Body 1109
16.2 Constrained Plane Motion 1144
Review and Summary 1175
Review Problems 1177

17 Plane Motion of Rigid Bodies: Energy

and Momentum Methods 1181
17.1 Energy Methods for a Rigid Body 1183
17.2 Momentum Methods for a Rigid Body 1211
17.3 Eccentric Impact 1234
Review and Summary 1256
Review Problems 1260
x Contents

18 Kinetics of Rigid Bodies

in Three Dimensions 1264
18.1 Energy and Momentum of a Rigid Body 1266
*18.2 Motion of a Rigid Body in Three Dimensions 1285
*18.3 Motion of a Gyroscope 1305
Review and Summary 1323
Review Problems 1328

19 Mechanical Vibrations 1332

19.1 Vibrations without Damping 1334
19.2 Free Vibrations of Rigid Bodies 1350
19.3 Applying the Principle of Conservation
of Energy 1364
19.4 Forced Vibrations 1375
19.5 Damped Vibrations 1389
Review and Summary 1403
Review Problems 1408

Appendix A: Some Useful Definitions and Properties

of Vector Algebra A1
Appendix B: Mass Moment of Inertia A7
Appendix C: Fundamentals of Engineering
Examination A45
Answers to Problems AN1
Photo Credits C1
Index I1
 Preface
Objectives
A primary objective in a first course in mechanics is to help develop a
student’s ability first to analyze problems in a simple and logical manner, NEW!
and then to apply basic principles to their solutions. A strong conceptual
The 11th edition has undergone a complete
understanding of these basic mechanics principles is essential for success-
rewrite to modernize and streamline the
fully solving mechanics problems. We hope that this text, as well as the
language throughout the text.
preceding volume, Vector Mechanics for Engineers: Statics, will help
instructors achieve these goals.†

General Approach
Vector algebra was introduced at the beginning of the first volume and is
used in the presentation of the basic principles of statics, as well as in the
solution of many problems, particularly three-dimensional problems. Sim-
ilarly, the concept of vector differentiation will be introduced early in this
volume, and vector analysis will be used throughout the presentation of
dynamics. This approach leads to more concise derivations of the funda-
mental principles of mechanics. It also makes it possible to analyze many
problems in kinematics and kinetics which could not be solved by scalar
methods. The emphasis in this text, however, remains on the correct under-
standing of the principles of mechanics and on their application to the
solution of engineering problems, and vector analysis is presented chiefly
as a convenient tool.‡

Practical Applications Are Introduced Early. One of the 11.4 CURVILINEAR MOTION
OF PARTICLES
characteristics of the approach used in this book is that mechanics of When a particle moves along a curve other than a straight line, we say y
that the particle is in curvilinear motion. We can use position, velocity, P'
particles is clearly separated from the mechanics of rigid bodies. This and acceleration to describe the motion, but now we must treat these
quantities as vectors because they can have directions in two or three r' ∆r ∆s
dimensions.
approach makes it possible to consider simple practical applications at an O
r
P

11.4A Position, Velocity, and x

early stage and to postpone the introduction of the more difficult concepts. Acceleration Vectors
z
(a)

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

For example: given time t, we select a fixed reference system, such as the x, y, z axes
shown in Fig. 11.12a, and draw the vector r joining the origin O and
∆t

• In Dynamics, the same division is observed. The basic concepts of
point P. The vector r is characterized by its magnitude r and its direction P'
with respect to the reference axes, so it completely defines the position of
the particle with respect to those axes. We refer to vector r as the position
vector of the particle at time t.
r'

P
Consider now the vector r9 defining the position P9 occupied by the
force, mass, and acceleration, of work and energy, and of impulse same particle at a later time t 1 Dt. The vector Dr joining P and P9
represents the change in the position vector during the time interval Dt
O
r
x

and momentum are introduced and first applied to problems involv-
ing only particles. Thus, students can familiarize themselves with
the three basic methods used in dynamics and learn their respective
(b)
and is called the displacement vector. We can check this directly from
Fig. 11.12a, where we obtain the vector r9 by adding the vectors r and
z
y v
Dr according to the triangle rule. Note that Dr represents a change in
direction as well as a change in magnitude of the position vector r.
We define the average velocity of the particle over the time interval
Dt as the quotient of Dr and Dt. Since Dr is a vector and Dt is a scalar,
the quotient Dr/Dt is a vector attached at P with the same direction as Dr
and a magnitude equal to the magnitude of Dr divided by Dt (Fig. 11.12b).
r
P0
s
P

O
advantages before facing the difficulties associated with the motion of We obtain the instantaneous velocity of the particle at time t by
taking the limit as the time interval Dt approaches zero. The instantaneous
(c)
x

velocity is thus represented by the vector

rigid bodies. z

†
Both texts also are available in a single volume, Vector Mechanics for Engineers: Statics
and Dynamics, eleventh edition.
‡
In a parallel text, Mechanics for Engineers: Dynamics, fifth edition, the use of vector algebra
is limited to the addition and subtraction of vectors, and vector differentiation is omitted.
xi
xii Preface

New Concepts Are Introduced in Simple Terms. Since this

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

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

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

Optional Sections Offer Advanced or Specialty Topics. A

large number of optional sections have been included. These sections are
indicated by asterisks and thus are easily distinguished from those which
form the core of the basic dynamics course. They can be omitted without
prejudice to the understanding of the rest of the text.
The topics covered in the optional sections include graphical meth-
ods for the solution of rectilinear-motion problems, the trajectory of a
particle under a central force, the deflection of fluid streams, problems
involving jet and rocket propulsion, the kinematics and kinetics of rigid
bodies in three dimensions, damped mechanical vibrations, and electrical
analogues. These topics will be found of particular interest when dynamics
is taught in the junior year.
The material presented in the text and most of the problems require
no previous mathematical knowledge beyond algebra, trigonometry, elemen-
tary calculus, and the elements of vector algebra presented in Chaps. 2
and 3 of the volume on statics.† However, special problems are included,
which make use of a more advanced knowledge of calculus, and certain
sections, such as Secs. 19.5A and 19.5B on damped vibrations, should be
assigned only if students possess the proper mathematical background. In
portions of the text using elementary calculus, a greater emphasis is placed
on the correct understanding and application of the concepts of differentia-
tion and integration, than on the nimble manipulation of mathematical
formulas. In this connection, it should be mentioned that the determination
of the centroids of composite areas precedes the calculation of centroids by
integration, thus making it possible to establish the concept of moment of
area firmly before introducing the use of integration.

†
Some useful definitions and properties of vector algebra have been summarized in Appendix
A at the end of this volume for the convenience of the reader. Also, Secs. 9.5 and 9.6 of the
volume on statics, which deal with the moments of inertia of masses.
 Guided Tour
Chapter Introduction. Each chapter begins with a list of learning
objectives and an outline that previews chapter topics. An introductory
section describes the material to be covered in simple terms, and how it
will be applied to the solution of engineering problems.

11
Kinematics of Particles
The motion of the paraglider can be described in terms of its
position, velocity, and acceleration. When landing, the pilot of the
paraglider needs to consider the wind velocity and the relative
motion of the glider with respect to the wind. The study of
motion is known as kinematics and is the subject of this chapter.
NEW!
More than 40 new sample problems have
been added to this volume.
Chapter Lessons. The body of the text is divided into sections, each
consisting of one or more sub-sections, several sample problems, and a large
number of end-of-section problems for students to solve. Each section cor-
responds to a well-defined topic and generally can be covered in one lesson.
In a number of cases, however, the instructor will find it desirable to devote
more than one lesson to a given topic.
Sample Problems. The Sample Problems are set up in much the
same form that students will use when solving assigned problems, and
they employ the SMART problem-solving methodology that students are
encouraged to use in the solution of their assigned problems. They thus
serve the double purpose of reinforcing the text and demonstrating the
type of neat and orderly work that students should cultivate in their own
solutions. In addition, in-problem references and captions have been added
to the sample problem figures for contextual linkage to the step-by-step
solution.

Sample Problem 11.4

An uncontrolled automobile traveling at 72 km/h strikes a highway crash
Solving Problems on Your Own. A section entitled Solving Prob-
barrier square on. After initially hitting the barrier, the automobile deceler-
ates at a rate proportional to the distance x the automobile has moved into
the barrier; specifically, a 5 2302x, where a and x are expressed in m/s2
lems on Your Own is included for each lesson, between the sample prob-
and m, respectively. Determine the distance the automobile will move into

y
the barrier before it comes to rest. lems and the problems to be assigned. The purpose of these sections is to
–a (m/s2)
v0
help students organize in their own minds the preceding theory of the text
x
and the solution methods of the sample problems so that they can more
z
STRATEGY: Since you are given the deceleration as a function of
x (m)
successfully solve the homework problems. Also included in these sec-
displacement, you should start with the basic kinematic relationship
a 5 v dv/dx.
MODELING and ANALYSIS: Model the car as a particle. First find
tions are specific suggestions and strategies that will enable the students
the initial speed in ft/s,

v0 5 a72
km
ba
1 hr
hr 3600 s
ba
1000 m
km
b 5 20
m
s
to more efficiently attack any assigned problems.
Substituting a 5 2302x into a 5 v dv/dx gives
v dv
a 5 2302x 5
dx
Separating variables and integrating gives

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

0 x
v dv 5 2302x dx y # v dv 5 2 # 302x dx
v0 0
2/3
v 2 v0 5 220x3/2 y x 5 a (v20 2 v2 )b
1 2 1 2 1
2 2
Substituting v 5 0, v0 5 20 m/s gives
40
(1)
nature and should appeal to engineering students. They are primarily designed,
d 5 4.64 m b
REFLECT and THINK: A distance of 4.64 m seems reasonable for a however, to illustrate the material presented in the text and to help students
barrier of this type. If you substitute d into the equation for a, you find a
maximum deceleration of about 7 g’s. Note that this problem would have
been much harder to solve if you had been asked to find the time for the understand the principles of mechanics. The problems are grouped according
automobile to stop. In this case, you would need to determine v(t) from
Eq. (1). This gives v 5 2v20 2 40x3/2. Using the basic kinematic relation-
ship v 5 dx/dt, you can easily show that
t x
to the portions of material they illustrate and, in general, are arranged in
# #
dx
0
dt 5
0 2v0 2 40x
2 3/2

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

order of increasing difficulty. Problems requiring special attention are indi-
would need to solve it numerically.
cated by asterisks. Answers to 70 percent of the problems are given at the
end of the book.
NEW!
Over 300 of the homework problems in
the text are new or revised.

xiv
 Guided Tour xv
Chapter Review and Summary. Each chapter ends
with a review and summary of the material covered in that
chapter. Marginal notes are used to help students organize Review and Summary
their review work, and cross-references have been included to
This chapter was devoted to presenting the method of work and energy and
help them find the portions of material requiring their special the method of impulse and momentum. In the first half of the chapter, we
studied the method of work and energy and its application to the analysis of

attention. the motion of particles.

Work of a Force
We first considered a force F acting on a particle A and defined the work of
F corresponding to the small displacement dr [Sec. 13.2] as the quantity
Review Problems. A set of review problems is included dU 5 F?dr (13.1)
s2
A
ds
dr A2

at the end of each chapter. These problems provide students or recalling the definition of the scalar product of two vectors, as
dU 5 F ds cos α (13.19) A1
s
further opportunity to apply the most important concepts intro- where α is the angle between F and dr (Fig. 13.30). We obtained the work
of F during a finite displacement from A1 to A2, denoted by U1y2, by integrating
s1 F

O
duced in the chapter. Eq. (13.1) along the path described by the particle as
A2
Fig. 13.30
U1y2 5 #
A1
F?dr (13.2)

For a force defined by its rectangular components, we wrote

A2
U1y2 5 #
A1
(Fx dx 1 Fy dy 1 Fz dz) (13.20)

Review Problems Work of a Weight

We obtain the work of the weight W of a body as its center of gravity moves
from the elevation y1 to y2 (Fig. 13.31) by substituting Fx 5 Fz 5 0 and
Fy 5 2W into Eq. (13.20) and integrating. We found
y2

A
15.248 A straight rack rests on a gear of radius r and is attached to a block
B as shown. Denoting by vD the clockwise angular velocity of gear
U1y2 5 2 #
y1
W dy 5 Wy1 2 Wy2 (13.4)
D and by u the angle formed by the rack and the horizontal, derive
q expressions for the velocity of block B and the angular velocity of
B the rack in terms of r, u, and vD.
D A2
W
r 15.249 A carriage C is supported by a caster A and a cylinder B, each of
50-mm diameter. Knowing that at the instant shown the carriage has
an acceleration of 2.4 m/s2 and a velocity of 1.5 m/s, both directed
dy
to the left, determine (a) the angular accelerations of the caster and A
Fig. P15.248 of the cylinder, (b) the accelerations of the centers of the caster and y2
of the cylinder. A1
y
C y1

A B

Fig. 13.31
Fig. P15.249

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

905
a ball speed of 108 kmph and a ball rotation of 300 rpm clockwise.
Knowing that there is no slipping between the wheels and the base-
ball during the ball launch, determine the angular velocities of
wheels A and B.

B
175 mm

40 mm 80 mm

75 mm

80 mm
A
175 mm

A
B
Fig. P15.250

15.251 Knowing that inner gear A is stationary and outer gear C starts from
rest and has a constant angular acceleration of 4 rad/s2 clockwise,
determine at t 5 5 s (a) the angular velocity of arm AB,
C (b) the angular velocity of gear B, (c) the acceleration of the point
on gear B that is in contact with gear A.
Fig. P15.251

1104

Concept Questions. Educational research has shown that students can

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

Free Body and Impulse-Momentum Diagram Practice

FREE-BODY PRACTICE PROBLEMS
16.F1 A 6-ft board is placed in a truck with one end resting against a block
B

78°
Problems. Drawing diagrams correctly is a critical step in solving
secured to the floor and the other leaning against a vertical partition. A
Draw the FBD and KD necessary to determine the maximum
allowable acceleration of the truck if the board is to remain in the
position shown.
kinetics problems in dynamics. A new type of problem has been added to
16.F2 A uniform circular plate of mass 3 kg is attached to two links AC
and BD of the same length. Knowing that the plate is released
Fig. P16.F1 the text to emphasize the importance of drawing these diagrams. In
from rest in the position shown, in which lines joining G to A and
B are, respectively, horizontal and vertical, draw the FBD and KD
for the plate. Chaps. 12 and 16 the Free Body Practice Problems require students to
D
draw a free-body diagram (FBD) showing the applied forces and an
C
75°

B
equivalent diagram called a “kinetic diagram” (KD) showing ma or its
75°
A G
components and Ia. These diagrams provide students with a pictorial
Fig. P16.F2 representation of Newton’s second law and are critical in helping students
16.F3 Two uniform disks and two cylinders are assembled as indicated.
Disk A weighs 20 lb and disk B weighs 12 lb. Knowing that the
system is released from rest, draw the FBD and KD for the whole
system.
to correctly solve kinetic problems. In Chaps. 13 and 17 the Impulse-
A
Momentum Diagram Practice Problems require students to draw diagrams
B

8 in. 6 in. showing the momenta of the bodies before impact, the impulses exerted
TA TB
on the body during impact, and the final momenta of the bodies. The
A B
answers to all of these questions can be accessed through Connect.
3.3 ft

G
6.6 ft
C 15 lb 18 lb D

Fig. P16.F3

16.F4 The 400-lb crate shown is lowered by means of two overhead cranes.
1.8 ft
Knowing the tension in each cable, draw the FBD and KD that can
be used to determine the angular acceleration of the crate and the 3.6 ft
acceleration of the center of gravity. Fig. P16.F4

1039
 Digital Resources
Online Learning Centre
Find the following instructor resources available through
(http://www.mhhe.com/beer/vme/11e/dynamics):
• Instructor’s and Solutions Manual. The Instructor’s and Solutions
Manual that accompanies the eleventh edition features solutions to all
end of chapter problems.
• Lecture PowerPoint Slides for each chapter that can be modified.
These generally have an introductory application slide, animated
worked-out problems that you can do in class with your students,
concept questions, and “what-if?” questions at the end of the units.
• Textbook images

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xvii
 Acknowledgments
A special thanks to Jim Widmann of California Polytechnic State Univer-
sity, who thoroughly checked the solutions and answers of all problems
in this edition and then prepared the solutions for the accompanying
Instructor’s and Solutions Manual. The authors would also like to thank
Baheej Saoud, who helped develop and solve several of the new problems
in this edition.
We are pleased to acknowledge David Chelton, who carefully reviewed
the entire text and provided many helpful suggestions for revising this edition.
The authors thank the many companies that provided photographs
for this edition. We also wish to recognize the determined efforts and
patience of our photo researcher Danny Meldung.
The authors also thank the members of the staff at McGraw-Hill for
their support and dedication during the preparation of this new edition.

Phillip J. Cornwell
Brian P. Self

The authors gratefully acknowledge the many helpful comments and

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

xviii
 Guided Tour xix
The publishers would like to acknowledge the suggestions and
praise received from the reviewers of Dynamics, Special Indian Edition
(SIE). There names are as follows:

Sandeep Chabbra Gandhirajan Balaji Arun Jalan

Deptt of Mech Engg, KIET, PSNA College of Engineering and BITS Pilani, Pilani
Ghaziabad Technology, Dindigul, Tamilnadu
Dr. Cherian Samuel
Sri Hari Prasad Anne Goutam Paul BHU
Jawahar Lal Nehru Technological Department of Mechanical
Dr. J. S. Rathore
University, Andhra Pradesh Engineering, MCKV Institute of
BITS Pilani, Pilani
Engineering, Howrah, West Bengal
A Nelson
Dr. Nilanjan Mallik
Jawahar Lal Nehru Technological Sunil Pansare
IIT (BHU) Varanasi
University, Hyderabad St. Franics Institute of Technology,
Mumbai Rajnesh Tyagi
Sujit Majumder
IIT (BHU) Varanasi
Maulana Abdul Kalam Azad Manish Joglekar
University of Technology, Kolkata IIT Roorkee
Kanchan Chatterjee Abhishek Mishra
Dr. B. C. Roy Engineering College NIT Delhi
Durgapur, West Bengal
Another random document with
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gushingly grateful, but on the whole responsive. A few
doleful remarks about his own bodily condition wound up
the effort neatly, and served as an excuse for shortness.

"Have you done? Now read mine, father."

Colonel Tracy obeyed, and towards the close, he exclaimed,

"Hallo! What's this? Going to Craye!"

"I forgot to show you Colonel Erskine's note to me. Won't it

be lovely? I shall like to see Craye."

"My dear, I couldn't possibly think of such a thing."

"But this doesn't bind you to anything. I only say what I

think,—how very very delightful it will be. And after such a
present from him—don't you think we shall feel inclined to
do whatever he wants? Now, if you will give me your note,
I'll have them both posted directly."

"Well," the Colonel said in resigned accents; and he resisted

no more.

"Things certainly are better than they were a year ago,"

Dorothea thought; but she did not think how much her own
patience and unselfishness had had to do with the change.
 CHAPTER XVIII
A MISTAKE

"THE twelfth of February," said Emmeline Claughton. She

spoke in a slow considering tone, gazing at the Woodlands'
drawing-room fireplace, and surrounded by the Woodlands
quartette of ladies.

"Nearly a fortnight off," remarked Margot.

"Yes."

"My father was bent upon getting the Tracys down here on
the earliest possible day; but nothing will induce Colonel
Tracy to stir sooner."

"No."

"So February the twelfth has been definitely settled?"

"Yes."

"Have you anything against it?" asked Isabel abruptly,

speaking out what the others only thought.

"Why should I?"

"Well—you looked—"

"Colonel Erskine is naturally anxious to see his old friend. I

would not have a hand in putting off such a meeting for a
single hour. If it had happened to be a week later—"
"But why? What difference could that make?"

"Oh, none really. Only Mervyn is coming home on the

seventh for two or three weeks; and we have just heard
that Edred means to run down on the twelfth for a couple of
nights or so. Mother thought some of you would come to
dinner on the thirteenth,—Colonel Erskine, and perhaps
Margot and Dolly. You don't care for dinner parties, I know."

"I detest them. But why shouldn't they all go still, and the
Tracys too?" asked blundering Isabel.

Emmeline met the suggestion by silence.

"My dear, that would not do," said Mrs. Erskine. "We can't
inflict utter strangers upon Mrs. Claughton."

"But couldn't—" Isabel hesitated, and looked at Dolly with a

meaning glance, which Dolly did not see, but felt. A swift
flush rose to the girl's pale cheeks.

"My father would not think of leaving Colonel Tracy," said

Margot, purposely misunderstanding the question. "It is
unfortunate, but I am afraid the thing can't be."

"If the Tracys could be put off for two days," said Isabel.

Dolly spoke up suddenly. "O no; my father would be so

disappointed. Very likely, that would mean they're not
coming at all. It can't be helped."

"It is very unfortunate," said Emmeline.

"Things won't always fit in just as one wishes," said Dolly.

Then she left her seat and went towards the door. "Margot,
I quite forgot to see to those Christmas roses in your room.
I'll do it now."
Margot simply said, "Thank you."

Isabel exclaimed, "Why, Dolly, there is no hurry. You needn't

run away while Emmeline is here."

"I may not have time by-and-by," said Dolly, and she
escaped without saying good-bye.

Twenty minutes later Margot went upstairs, and found Dolly,

as she expected, in her bedroom. The supply of Christmas
roses had been turned out upon a small table, and the vase
had been filled with fresh water. Dolly stood with her back
to the door, snipping at the ends of the stalks in most
businesslike style; but the next moment Margot saw tears
running fast down her cheeks.

"My dear Dolly!" she said gently.

"I haven't—quite done," Dolly murmured.

Margot stood for a few seconds watching; but the tears

streamed on. Dolly's lips quivered unmanageably, and it
was evident that she could not see what she was doing.
Margot drew the scissors out of her hand, sat down, and
took Dolly into her arms. There was a momentary of effort
at resistance; and then Dolly gave in, hid her face, and
broke into bitter sobbing.

"Poor little Dolly! Dear little Dolly! Never mind! A good cry
will make you feel better."

"O Margot! It is so hard. I don't know how to bear it!"

So much and no more reached Margot's ears. She

attempted no answer at first, but stroked the fair hair and
kissed the hot brow over and over again, with comforting
whispers. Presently, when the sobs lessened, she asked—
"What is it that seems so hard?"

"I don't know. Everything."

"Not only this disappointment about the evening at the

Park?"

"Oh,—that and—everything."

"I'm so sorry. It is very unfortunate, as Emmeline says.

After you were gone, I tried to feel my way to some other
arrangement; but Emmeline did not help me. If Mrs.
Claughton has set her mind on having my father, she would
not care to have you and me without him,—two ladies at a
dinner are not very welcome, you know. And I don't quite
think we both ought to leave Miss Tracy under the
circumstances. Colonel Tracy must be a touchy man, and he
might take offence. And, Dolly, I don't think it would do for
you to go alone, well as we know the Claughtons. Even if
Emmeline had proposed it, and she didn't—"

"No," whispered Dolly.

"But we are sure to see Mervyn and Edred somehow."

Dolly sighed heavily.

"Perhaps Edred may stay longer than he intends."

"Yes," murmured Dolly; "when he knows that—that—she

will be here."

"Dorothea Tracy? It may be only our fancy about him and

her. Still—"

"Margot, I feel so wicked about her sometimes."

"Or rather, you are tempted to feel wickedly."

"Is that all? I think I do feel it—now and then. I'm trying
not to give in. But when she comes—if I should hate her—if
I should see that she—"

Margot was silent, considering what to say. Then she spoke

out gently.

"If you should see Edred loving and seeking Dorothea Tracy,
you know that one happiness which you wish for is not to
be yours. You would know that the life you could choose is
not to be your life. Dolly, some of us have to go through
that pain, and, hard as it may seem, I think we are not the
worse for it in the end; at least, we need not be. One has to
learn, somehow, to fight and endure: and that may be as
good a way as any other. I can't tell yet if that is to be your
discipline; but if it is, you will not hate Dorothea Tracy. She
has a right to be loved: and she would not be to blame.
Whether he would be to blame is another question. I do not
know if he has ever given any reason—"

Margot hesitated, but she had no answer to the half-spoken

question.

"One thing I do know," she said; "whatever may be the

ending of all this, the last few months have done our Dolly
no harm."

"O Margot!"

"I don't think you can judge. Perhaps an outsider can tell
better. I had a fear at one time that yours was to be only a
kitten life, Dolly—nothing in it but amusement and self-
pleasing. Lately, I do see a difference."

"I am afraid it is only, partly, because I haven't cared;

because everything has seemed not worth doing."
"And that has made you give more time to things that are
worth doing—partly because you haven't cared. But, dear,
you have cared, and you do care. Do you think I have not
seen the fight going on?"

"Margot, you are such a comfort!" said Dolly, sighing.

If Dolly Erskine looked forward to the twelfth of February

with doubtful sensations, Dorothea Tracy's expectations
were of unmixed delight.

For a while it had seemed very uncertain whether the visit

to Craye was a thing to be or not to be. Colonel Erskine's
invitation was pressed cordially, but Colonel Tracy held
back. A trickling correspondence went on for three weeks,
before the one veteran gave in to the other. Colonel Tracy at
length yielded, partly to his old friend's desire, partly to his
daughter's insistence, and consented to name the twelfth of
February. Thereafter he was hold to his word.

The twelfth of February came—a mild grey day, more like

autumn than winter. Dolly had hoped and longed-for a frost
which might mean skating at the Park, but no frost
rewarded her expectations. The roads were muddy; the air
was saturated with moisture.

At four o'clock the train, fifteen minutes overdue, drew up

at the small platform, where two elderly porters loitered
about. Colonel Erskine stood talking to the station-master,
with Dolly by his side. He would have no one but his Dolly
to welcome the other Dorothea.

A red face came out of one carriage window, and a voice

called—
"Hi! Is this Craye?"

"Yes, yes. All right!" Colonel Erskine moved swiftly forward,

beckoning to a porter. "See to this gentleman's luggage," he
said.

Colonel Tracy jumped out, and the hands of the long-

separated comrades met in a hasty clasp—stirred and warm
on the one side, shy and uncomfortable on the other.
"Welcome—" Colonel Erskine tried to say, and it was as
much as he could do to bring the word out. His voice was
husky, and something like a tear shone in each eye, while
Colonel Tracy's face was at its reddest, and he had not an
idea at command.

Then Dolly followed suit, shaking hands with the Colonel,

and privately thinking what an ugly man he was. Colonel
Erskine helped Dorothea to descend, and as she sprang on
the platform, she squeezed his hand, saying eagerly, "How
good you are to us!"

"No, no—it is you who are good to come," Colonel Erskine

answered, returning the warm pressure. "Here is my Dolly—
your namesake. You have met before;" and he tried to
laugh, though there was still a wet glitter in his eyes, as he
brought the girls together, with a hand on the arm of each.

"At our Christening," Dorothea said at once. Dolly was very

quiet, putting out her gloved hand with one shy glance; and
a curious tenderness crept into Dorothea's eyes. "What a
little darling! How I shall love her!" she was saying to
herself; but Dolly could not guess the thought.

Colonel Tracy muttered something about "luggage," and

careered away down the platform, only to find his trunks
already landed. The other three followed, Colonel Erskine
saying—"So your father is quite well again?"
"Oh, quite!" Dorothea's bright glance said plainly. "Thanks
to you!"

"You are very like your mother," said Colonel Erskine, a

touch of sadness in the tone.

"Am I? It is nice to be told that."

"Doesn't your father say the same?"

"I don't know. Yes—perhaps—something of the kind."

Colonel Tracy awaited their arrival, not yet at his ease.

"What's to be done with these?" he asked gruffly as they
approached.

"Do you object to a short walk? It is not far," said Colonel

Erskine. "That's right. Then Miss Tracy and Dolly will go in
the pony-carriage. The trunks are all right. A porter will
bring them presently. This way."

Dolly did not approve of the arrangement. She shrank from

being alone with Dorothea; yet it was manifestly a good
plan. The two old friends might well wish for a few minutes
together, after their long estrangement. Whether Colonel
Tracy desired it, might indeed be a matter for doubt, though
he offered no protest; but Colonel Erskine's face showed
unmitigated pleasure, and Dolly submitted.

"Take the lower road, Fred," were her father's parting words
to the boy. Dolly had meant to give a contrary order. The
"lower road" was less steep, but much longer than the more
direct route, and she did not care for a lengthened tête-à-
tête. However, it had to be. Jack, the plump pony, trotted
leisurely off along the village street, and the two Colonels
turned up a side lane.
"Craye seems a very pretty place," said Dorothea.

"Yes—I suppose it is."

"And you have lived here a long while?"

"Yes; ever since I was quite little."

"It must be nice to have a settled home."

"Yes," Dolly answered dreamily.

"I wonder," Dorothea said, after a break, "I wonder whether

you care half as much about seeing me as I do about seeing
you."

Dolly made a quick movement. "O yes," she began, "I am

very glad."

"But of course, it can't be the same. You have so many

belonging to you,—so many friends; and I have nobody
except my father."

Had she not Edred too? That thought darted through Dolly's
mind with the force and pain of an actual stab. It seemed to
take away her breath, and to turn her pale.

"People in London generally have more friends than people

in the country," she said.

"Do they? Ah—so Mr. Claughton says—Mr. Mervyn

Claughton, I mean," with a half smile. Dorothea hesitated
for a second, noting Dolly's faint blush. Then was it Mervyn,
not Edred, who might hope to win Dolly? "Poor man!"
Dorothea said to herself, thinking of Edred, and there was a
little sigh, not wholly on his account. She went on talking
quietly, while so thinking: "But I am not in the swing of
London society, for my father goes nowhere."

"Doesn't he?"

The indifferent tone hardly called for a response; and a

pause followed.

"I wonder whether I may say one thing about—" began

Dorothea, and again there came to Dolly the question,
which was like a stab—was it something about Edred? But
—"about your father," were the next words, and Dolly's
strained attention lessened. "We owe him so much. You
know, of course, how good he has been—how kind and
noble. One can't explain feeling," Dorothea added with a
little laugh; "but if I could—Do you know, I almost think
there can't be another man like him in the world."

"I am sure he is very glad," said Dolly, feeling her own

words and manner to be horribly cold. "And it is nice for
them to be together again."

"Yes," Dorothea murmured. "It must be more to me than to

you, of course." Then she abruptly changed the subject by
asking, "Is the Park far from your house?"

Dolly grow rigid. "No," she said.

"You know, I have seen something of your friends, the

Claughtons." Dorothea coloured faintly, and Dolly saw it;
but she did not see how much of the blush was on her own
account, in sympathy with her supposed feelings. "I was
surprised to hear that Mr. Claughton—our curate—would be
down here just now."

"Only for two nights."

"I believe he hopes to stay for a week. He called on us the
day before yesterday, and said so."

Dolly twisted herself round to lean over the back, her face
turned away. "That shawl—it seems to be slipping," came in
rather smothered accents. "O never mind—all right. Yes,
and the eldest brother is here too—Mervyn, I mean." Dolly
straightened herself, and Dorothea could not but notice her
brilliant blush, could not but connect it with the last uttered
name.

"Then it is Mr. Mervyn Claughton— not the other," she said

to herself decisively. "Well, I have not come here to step in
the way of Dolly's happiness, even supposing I had the
power. If any choice is left to me, I must keep clear of Mr.
Mervyn Claughton."

"You know him too, don't you?" said Dolly, looking ahead,
with burning cheeks.

"The eldest Mr. Claughton. Yes; and he seems very

pleasant," said Dorothea. "I know them both—a little."

"He has a great deal the most fun in him of the two."

Dorothea smiled. "Yes: a great deal." She could hardly think

of the word "fun" in connection with Edred Claughton.

"And he skates beautifully. I only wish we had a frost while

he is here."

"Does Mr. Edred Claughton skate too?"

"Not much. He is clumsy compared with his brother."

Dorothea made no immediate answer. The pony was

walking slowly uphill, and Dolly seemed to sink into a
dream. She woke from it after a while, to find Dorothea
attentively studying her.

"I forgot! How stupid of me not to talk!"

"Why?"

"Why, you have only just come."

"But I have not come to be a trouble. I should not like you

to feel any 'ought' about talking to me."

"I didn't mean it exactly in that way."

Dolly pulled herself upright, and endeavoured to put on an

air of polite interest. "It is such a dull day," she said. "You
should see Craye in sunshine."

Dorothea was still studying Dolly: and her next words were
unexpected—

"I don't think you ought to have come to the station to

meet me. You are tired—or something—are you not?"

"Tiredness doesn't matter," said Dolly, with a short laugh.

"What makes you so?"

"Nothing particular,—at least, nothing that can be helped.

Please don't say a word about it at home."

Dolly glanced up as she spoke, and the pitying tenderness

of Dorothea's look almost upset her self-command.
Dorothea could see the muscles in her throat working
painfully.

"No, of course I will not. But I know so well that feeling of

wanting to cry about nothing when one is overdone."
"Thank you," murmured Dolly, glad of any respectable
excuse to let two or three tears drop. "Only, it is awfully
stupid," she added, trying to smile. "One has no business to
be so ridiculous. You will be sure not to tell."

The short and steep cut from Craye to Woodlands was

supposed to take not more than fifteen minutes up, and ten
minutes down of quick walking. The two Colonels, however,
managed to spend an hour on the road. Tea was cold before
they appeared. Colonel Tracy had by that time parted with
the last remnants of embarrassment. Dorothea had never in
her life seen him so much at his ease, or so full of talk.

The old comrades were inseparable all that evening. They

fought old battles over again, lived old days over again, told
old regimental stories over again, discussed the histories of
brother veterans over again,—only about the long quarrel,
now happily ended, a discreet silence was kept. If anything
had had to be said on that subject, it was doubtless said in
the tête-à-tête walk.

Dorothea was greatly taken with Mrs. Erskine; also she

liked Isabel, and found Margot charming. But her chief
admiration was for Colonel Erskine, and her chief interest
centred itself in Dolly.

Without seeming to do so, she watched Dolly closely, noted

every change of colour, observed every sign of depression.
A quick instinct had told her at once that some kind of
trouble lay below Dolly's physical listlessness; but, from
lack of experience, she was too easily taken in as to Dolly's
feelings. That Edred loved Dolly, and that Dolly cared for
Mervyn, she felt now little doubt. But—did Mervyn care for
Dolly? Did the clue to Dolly's trouble lie in that direction?

Dolly had her wish, after all. The world awoke next morning
to a frost-decked landscape.

She did not skip with delight, as she would have done a
year earlier, but only stood soberly looking out.

"Will it be hard enough for skating? And will the Claughtons

ask us?" she murmured.

"Splendid frost, Dolly," greeted her downstairs.

"Just the weather for you."

"For skating, father?"

"Ah, ha,—that's what she always thinks of," laughed Colonel

Erskine, who was in high spirits. "Dolly is a first-rate skater.
But you don't look quite the thing this morning, child. What
is wrong?"—as he kissed her.

"Oh, nothing. I'm only cold," said Dolly, trying to believe

what she said. It would never do to give in and be lazy,—if
an invitation should come from the Claughtons.

A good part of the morning passed without any sign, and

Dolly's languor could not but be noticed. Nothing would
induce her to leave the house, and she seemed unable to
settle to any occupation.

"I don't suppose the pond is safe yet," Isabel said

repeatedly. "Emmeline would be sure to send us word. She
always does."

Dorothea had already been for a brisk turn with her father
and Colonel Erskine. She now sat contentedly near a
window, work in hand, ready for talk or silence as others
might wish. There were no signs about Dorothea of a mind
ill at ease: yet she had fought a fight in the past night, and
had come off conqueror. Whatever pain might be involved
to herself in the resolution, she was utterly determined not
to stand in the way of Dolly's happiness. If Dolly cared for
Mervyn Claughton, the less Dorothea had to do with him,
the better. She was not without a certain consciousness of
power over him; and a young man hovering between two
girls is often easily swayed by a touch either way. Dorothea
would not, if she might, give that touch.

The resolution was not taken without a sigh, perhaps not

without a tear; for Dorothea liked Mervyn. She was
conscious that she could have liked him very much indeed.
But if Dolly's happiness were at stake,—"No, no, no!"
Dorothea cried in her heart twenty times that morning.
"After what we owe to Dolly's father—oh, no, never! I will
never be the one to come between."

Nobody looking at Dorothea's placid face would have

dreamt of any such thoughts below. She did not hang about
listlessly, like Dolly, or change colour at the sound of every
bell.

Suddenly a boy passed the window, and the hitherto inert

Dolly darted from the room. She came back brilliant.

"It's all right,—all right, Issy! Ice as hard as possible. We

are to go directly after lunch, as many as like. Emmeline
particularly asks Colonel Tracy and Dorothea. Do you
skate?"—to Dorothea.
"Yes; only I have no skates here."

"Oh, that doesn't matter. We'll fit you with a pair. Past
twelve,—nearly an hour to lunch. Where is father? I must
tell him."

Dolly flitted off, and Isabel stood gazing after her.

"What a child it is still. Who would guess her to be not far

from twenty?"

"She doesn't seem so old as I am," said Dorothea.

"No, indeed. I am afraid Margot and I can't go," continued

Isabel. "Margot can't stand about, and I have so many
things to see to. Will you think it very neglectful if we don't?
My father and Dolly will be there."

Dorothea managed to set Isabel's mind at rest. She was a

little excited herself at the prospect of the Park gathering,
and wondered silently, would the elder Mr. Claughton be as
pleasant to her as when they had last met? Would both the
brothers pursue Dolly with anxious attentions? Would Dolly
smile upon Mervyn, and turn a cold shoulder to Edred?
 CHAPTER XIX
"STRICTLY IN CONFIDENCE"

LUNCH over, the two Dorotheas hastened away to dress.

Dolly would not permit the loss of a moment. Expeditious as
Dorothea always was, she found Dolly in the hall, ready
dressed, charming in her dark furs and golden hair. Both
pallor and limpness were gone, but Dorothea did not quite
like the sharp contrasts of pink and white in the small face.

"Are you sure you ought to go to-day?" she asked in a low

tone, when they were off, the two Colonels bringing up the
rear, arm-in-arm.

"Ought to go. Oh, why?" and the pink became crimson.

"I don't fancy you are quite well."

"Is that all? I fancied you meant—at least, I didn't know

what you meant. I'm only awfully tired," said Dolly, with a
forced laugh. "If it wasn't for the skating, I should like to lie
on the sofa and cry. But that would be so stupid."

"Only, if you are not fit to go—"

"I am fit, and I mean to go." Dolly spoke with a touch of

pettishness. "It would be absurd to give in. Just laziness."

The frozen pond lay near the centre of a large meadow,

behind the Park garden. A good many people were already
assembled there when the Woodlands party arrived. Dolly
passed among them, nodding, smiling, shaking hands, but
scarcely pausing for an instant until the edge of the pond
was reached.
"How do you do, Dolly?" Mervyn said, coming up. "Why!"—
and his tone showed great surprise—"Miss Tracy!"

"Didn't you know Miss Tracy was with us?" asked Dolly.

"I really did not. Nobody has had the grace to tell me."

Dorothea could not but be aware of the pleasure in

Mervyn's face, and the warmth of his hand-clasp. Her heart
beat rather fast: yet the next moment, he was looking with
evident admiration at Dolly.

"And I must not hinder that! I must do nothing to hinder

that!" she told herself.

"So you are actually staying at Woodlands?" said Mervyn.

"Yes; we came yesterday. Colonel Erskine proved to be my

father's old friend."

"Ah, I remember,—you were questioning me in the Park. I

must renew acquaintance with Colonel Tracy presently.
There's Emmeline calling me to a sense of my duties. I hope
yonder portly dame doesn't mean to adventure herself on
the ice. She'll drown the whole bevy of us. Arctic frost
wouldn't sustain her weight. Have you skates, Miss Tracy?
I'll be back in a minute. Here, Edred, can you see to these
ladies?"

Edred's response to the appeal was not too cordial. He

shook hands with Dolly, but hardly met her eyes; and then
he bent his attention to the fastening of Dorothea's skates.
When they both looked up, Dolly was gone.

"Where can she be?" Dorothea asked. "Yes, I see! Your

brother has her on the ice."
A shadow crossed Edred's face, marked enough to be
unmistakable. "Yes," he said briefly. "Now, will you let me
help you?"

Dorothea was not a very experienced skater, and some little

assistance was welcome. Edred attached himself to her side
for a considerable time.

"Poor man! it is hard upon him!" thought Dorothea, "when

he is longing to be with Dolly. But—if she has what she
wants, I must not interfere."

Neither Dorothea, nor Edred wore capable of difficult

evolutions. They went solemnly round and round the pond,
doing their best to avoid collisions. Dorothea tried in vain to
get up any manner of conversation on everyday topics. She
took refuge at last in Edred's London work, mentioned the
Parish, and started him in a lengthy dissertation upon the
duties of churchwardens. Whether she or he thought much
about what he said may be doubted; but the gravity of the
two faces gave them every appearance of intent interest.

Dolly flashed past now and then, holding Mervyn's hand.

The two were executing intricate curves, with equal ease
and grace. Dorothea felt certain that at all events Dolly was
enjoying herself.

"Pretty creature!" she murmured, half-aloud.

"I beg your pardon?" said Edred, interrupted in his

disquisition.

"I was only thinking how sweet Dolly looks to-day."

"She is—" and a cold pause. "She can be—attractive."

"I should think she could! Attractive! I call her lovely!"