Case asos Essay

As Seen On Screen launched as an online retailer in 2000 and is now the UKs largest online forge and beauty retailer. The company now has over 35,000 branded and accept differentiate products avail up to(p). ASOS has websites targeting the I-JK much of Europe, USA, and Australia and ships to over 190 some other countries from its central distribution marrow squash in the I-JK. ASOS has been increasingly successful through merchandising their products and brands online without the instalment of a bodily store like rivals such as Top graze and River Island. in that respect argon a government issue of factors which squander contributed to ASOSs success ncluding no limitations on space to display items the website is easy to navigate around its complaisant 24 hours a day and can cater to busy lifestyles ASOS runs promotional offers for students which is a large part of their target audience as five-year-old adults and it likewise plays host to a number of popular high high road brands such as River Island and French Connection. ASOSs sole online presence factor it has no limitations on space or stock unlike strong-arm stores and it is at that placefore easier to display a large effigy of products in a single place.This factor means that ASOS can target a larger social demographic as hey can offer a larger range of products. There main demographic is a low-middle class, 16-25 age root word with a small-medium disposable income. They especially target this audience through their own brand. yet, because of ASOSs online presence and unlimited space they are also able to offer bounty and luxury brands as well as second-hand and vintage clothing appealing to a broader securities industry.In terms of conductal segmentation, the consumer behaviour of ASOSs prime target audience has changed over years and it has blend in increasingly difficult to shop within allocated opening times that physiologic stores are restricted too. Online retail means peo ple can shop from their home or office or any other fixture from a computer, tablet device or smartphone and Internet access. The product range that can be found on the ASOS website is more extensive than some competitors as from there own brand to hosting other brands such as French Connection and River Island.The fact that they can host a immense range of brands adds to the convenience factor for shoppers as they are able to swan several brands by only visiting one site. The ranger of low-end premium brands that are offered ensures in targets all markets and can easily meet guest needs. roducing short videos of models in products to help customers further scrutinise a authority purchase. This helps to convince people that an item is right for them and combats the inability to try in the lead you spoil.This set upd differentiation from their competitors and also almost eliminates the need to purchase goods physically. From a marketers point of view, ASOS having a presen ce solely online is has an advantage for a number of reasons. Firstly, they dont read the cost of overheads that a physical store would. Secondly, through marketing products online there is more opportunity to expand and target other markets. A strong online presence is an easy way to target global market from one base this is illustrated as much of their sales and revenue step-up is referable to international expansion.It also allows them to extend their range to children, men and other countries while taking into consideration geodemographic segmentation as many places have different cultures, religions and climates. However, although marketing fashion online can be precise good it does have some disadvantages. One disadvantage is the returns of products are higher than physical stores this is probably because consumers are not able to try before they buy. However ASOS do what they can to keep this to a minimum and have been successful as they have lower returns than most ot her catalogues.This could be due to catwalk facility or sales of brands that are also available on the high pass so people whitethorn have seen them physically in-store for slip, River Island. As ASOS do not have a high street presence they need to put in more effort to deepen its brand recognition which possibly means spending more currency on advertising & marketing specific items. Almost all of ASOSs main competitors have both physical and online access which could put ASOS at a disadvantage.Finally, there will be some consumers that would fall on a lower floor ASOSs target market that will never be influenced to buy online and this is when a physical store would be estimable. ASOS have a strong, firm customer base with positive reviews and feedback on the excellent service they provide and their diverse, up-to-date range of products. ASOS are also recognised as an ethically involved brand promote social responsibility this all draws new(a) consumers and ensures their br and and products are displayed in the best possible light.An issue that may concern some consumers hen it comes to online retail is the delivery and returns however ASOS has maintained an excellent reputation for speedy and convenient returns as well as smooth, easy and free returns. ASOS have also proven to be very innovative with successful mobile interfaces, an app, and online and print magazine providing a mannequin of platforms to showcase their products consistantly and rapidly while also highlighting popular products, competeitions and promotions.It also ensures their audience have even easier access to products while on the attain again catering to the lifestyles and behaviours of their segmented market. ASOS take advantage of this. So far, they have been successful at interacting with their customer via social media, blogs and their website. Many of its competitors for example HM (who have the biggest facebook shopping fanbase) and Zara already have a strong social medi a presence so ASOS need to ensure it remains at the forefront.Although ASOS have many strengths there are also threats that could befoul their reputation for example the fact that they sole trade is online could be seen as a major risk if they were to be affected by IT visitation something ASOS have no control over. Ultimately this could mean loss in sales and reputation as a reliable website. People principally have concerns regarding the increased risk of online hacking, ASOS could have something in place for this.Finally, there is growing competition online as competitors are becoming more conscious(predicate) of success online has to offer and therfore ASOS need to think of ways to differentiate their brand. There are areas where ASOS are at a disadvantage to their competitors for example, their lack of brick & motar with no physical shop to display products. As a result, ASOS would only be suitable for people with internet access. There is also no facility to try before yo u buy which may make their audience antipathetical as they may be concerned about the ease of returns in spite of reviews.The ASOS website and product range is also quite extensive and could become overwhelming. contempt ASOS growing success, especially in the current recession, they still have opportunities to make their brand and expand. It would be beneficial to target customers outside of its usual market and expand on male ranges and plus size ranges as there is a growing market for both of this areas. There is also a variety of ways to ship goods cheaply now and it would be beneficial o explore these and offer them to their customers.

The study of children and childhood

Why In A Society That Prides Itself On It s Democratic Values Should The Suggestion Of squirtren s Engagement Be So Contraversial?IntroductionUntil late geographers with specify paid light attending to the survey of kids and childhood ( mob, 1990 Sibley, 1991 Philo, 1992 and Winchester, 1991 ) . Whither surveies had been carried out, most were concerned with kids as future grownups and attending focused on their emerging accomplishments and cognitive breakment. R arly were kids studied for what they be, as active societal agents in their ain correctlyfulness, with their ain lives, brings and desires ( Corsaro, 1997 ) . With the cultural bend , kids have been ( rhenium ) positioned on the geographical schedule ( Aitken, 1994 Valentine, 1996a and Valentine, 1996b ) . One ground is that consideration of unlike low-level groups in society ( for illustration, grown females, minorities, the disabled ) has drawn attending to the ways in which society is constructed around societal and spacial premises. Constructivist and interpretative positions of this sort have led to a ack forthwithledgment that kids as a group be amongst the least powerful at bottom western societies ( James et al. , 1998 ) and yet, their experiences within topographic transmit and unnumerable have non been consistently examined. In effect, in that respect has been a rush of involvement in the mundane geographicss of kids ( Aitken, 1998 Matthews, 1995 Matthews and Limb, 1998 Matthews and Limb, in closet Matthews et al. , 1998 Sibley, 1995 Skelton and Valentine, 1997 Valentine, 1997a and Valentine, 1997b ) and vigorous averment for childhood infinite to be recognize as an of import dimension in societal and cultural possible action ( James and Prout, 1992 and James et al. , 1998 ) .Unlike separate(a) marginalised groups, nevertheless(prenominal), kids ar non in a place within most western societies to practise in into a duologue ( with grownups ) active their environmental concerns and geographical demands. In this understanding, kids occupy a particular place of exclusion. Their ability to dispute the conventions of dominant governmental orientation course from within, together with the patterns and procedures which lead to their socio-spatial marginalization, is largely beyond their appreciation. Children as outsiders demand Alliess and geographics with its concern with the policy-making transaction and power of infinite and spatial position ( Painter and Philo, 1995 ) is good positioned in this regard. Just as feminist geographers have developed their surveies to turn to issues of adult females s re reconcileation and intimacy in socio-spatial decision-making, so geographers analyzing kids need to construct upon their surveies to build on the issue of kids s rights. We contend that the argument most kids s scrap ( or insufficiency of employ ) in society and macrocosm policy devising is primeval to an apprehension of the modern-day geographics of kids and childhood. In the remainder of this assignment we develop these thoughts, within a cross-cultural model.The right to state about elaborations associating to the lumber of carriage is a basic piece right ( Archard, 1993 ) . Although this of import rule of citizenship and of the democratic ethos was embedded in the linked Nations Universal resolving power of Human Rights ( 1948 ) , it was non until the United Nations Convention on the Rights of the Child ( UNCRC ) in 1989 that kids s right to take part in society was steadfastly realized. aboard members on proviso, protection and attention, the UNCRC sets out a figure of duties on the rights of meshing by gullible large number. Of primary importance are the undermentioned ArticlesThe Children battle ControversyEngagement implies processes of usage, shared duty and active battle in determinations which affect the quality of life. For the UNCRC engagement provides a mechanism for n on merely safeguarding the best involvements of the kid ( Article 3 ) , but besides for guaranting that kids s positions and sentiments are disposed regard. However, whilst at that place has been broad acclamation and support within the UK for twain other major rights of childhood identified by the UNCRC, that is, the rights to protection and proviso, there is less consensus about the impression of engagement.In malice of a dissemble mansion house in favor of kids s rights to take part, there remains an intransigency in some quarters about whether such political engagement is appropriate. Lansdown identifies three grounds why some grownups are loath for kids to take portion in decision-making that will impact on their ain life and the lives of others ( Lansdown 1995, p. 20 ) . First, giving kids the right to state threatens the harmoniousness and stableness of firm life by naming into inquiry parents natural authorisation to thrust up ones mind what is in the best involv ements of a kid. further, as Qvortrup et al. , ( 1994 ) suggest, to support such an statement, it must be beyond sensible uncertainty that grownups assume with kids s best involvements in head. In pattern, this is non ever the instance. Second enforcing duties on kids detracts from their right to childhood, a period in life which is supposed to be characterised by freedom from concern. Such a position ignores the fact that umpteen kids s lives are full of legitimate concerns which are merchandises of the same societal and economic forces that affect grownups. A 3rd strand to the statement is that kids freighter non hold rights until they are capable of taking duty. This position is based on an idealized position of childhood, yet few kids live without duties. Alanen ( 1994 ) points out that kids s labor and responsibilities within the place are underestimated, whilst the world of school manoeuvre and its associated duties are rendered un come upable by the label education .A 2nd, though related, statement against kids s engagement is based on a blind d break awayk belief that kids are incapable of sensible and coherent decision-making, an incompetency helpless by their deficiency of experience and a likeliness that they will do errors. Furthermore, if kids are left to the freedom of their ain inabilities the consequences are likely to be harmful ( Scarre, 1989 ) . Franklin and Franklin ( 1996 ) pull attending to a scope of libertarian unfavorable judgments of these two point of views. As a starting point, kids are invariably doing rational determinations impacting many another(prenominal) parts of their day-to-day lives ( some trivial, some less so ) without which their lives would hold small significance, order or attentive. In conduct-on, grownups are oft non good decision-makers and history bears this out. Indeed, this observation provides an inducement to let kids to do determinations so that they may larn from their errors and so develop goo d decision-making accomplishments. More radically, it has been argued that the circumstances of doing errors should non suspend engagement, as such an premise confuses the right to make something with making the right thing ( Franklin and Franklin 1996, p. 101 ) . Critics besides draw attending to the bing allocation of rights harmonizing to age, which is flawed by flightiness and incompatibility. For illustration, within the UK a adolescent psyche is deemed reprehensively responsible at the age of 10, sexually competent at the age of 16, but non politically responsible until the age of 18, when all of a sudden, without preparation or dry run, unripe volume enjoy the right to suffrage. Last, by denying rights of engagement to everyone under the age of 18 assumes a homogeneousness of emotional and rational demands, accomplishments and competencies. Furthermore, we contend that both places are imbued with an adultist premise that kids are non societal histrions in their ain rig ht, but are adults-in-waiting or gentlemans gentleman becomings. Minimizing kids in this manner non merely fails to admit that kids are the citizens of today ( non tomorrow ) , but besides undervalues their true potency within society and obfuscates many issues which challenge and threaten kids in their here and now ( Matthews and Limb, in imperativeness ) .Engagement And Representation Of Children Within The UKIn this subdivision we review unseasoned race s engagement and representation within the UK, separating between engagement at the field of study and local anaesthetic degree. At the subject area degree, a figure of political observers draw attending to a spell neutrality by light-green good deal in all battles political ( Bynner and Ashford, 1994 Fur dour and Cartmel, 1997 and Furnham and Stacey, 1991 ) . A deficiency of political consciousness, political apathy and low degrees of political engagement are claimed as platitude. A recent societal attitudes study ( W ilkinson and Mulgan, 1995 ) cross-fileed that 45 % of under 25s did non vote in the 1992 election compared to 31 % in 1987 and merely 6 % of 15-34 class olds describe themselves as very interested in political relations . It would look that an full coevals is choosing out of political relations ( Barnardo s, 1996 ) .Yet there is ample grounds to propose that if immature commonwealth are given more duties and more opportunity to take part in the running of society, so they will be more willing to lock in the procedures of democracy ( Hodgkin and in the buffell, 1996 ) . For illustration, in individual issue administrations where immature nation are encouraged to take portion, rank statistics confirm a turning engagement rate. Amnesty Inter topic s youth subdivision change magnitude from 1300 in 1988 to 15,000 in 1995 Greenpeace s materialization person rank rose wine from 80,000 in 1987 to 420,000 in 1995 and Friends of the Earth describe a growing of 125,000 new immatu re members over the same period ( British younker Council, 1996 ) . Hodgkin and Newell ( 1996 ) strongly assertOur society is in some danger of infantilising kids, of presuming an incapacity long past the day of the month when they are more capable. It is a affair of common sense, and the natural good pattern of many parents populating with kids and many professionals works with kids, to listen to kids and to promote them to take duty for determinations wherever possible. The results are unremarkably better and, even if things go incorrect, larning from errors is an indispensable portion of festering ( p. 38 ) .Indeed, the UN Committee on the Rights of the Child, the inter study organic structure which was set-up to supervise the motion of the Convention, expressed concern in its meeting in January 1995 about the deficiency of advancement made by the UK Government in following with its rules and criterions. In peculiar, attending was drawn to the inadequacy of steps associating to the operationalisation of Article 12. It recommended thatgreater antecedency be given to Article 12, refering the kid s right to do their positions known and to hold those positions given due weight, in the legislative and administrative steps and in policies undertaken to implement the rights of the kid. ..and went on to propose thatthe State ships company see the possibility of set uping farther mechanisms to ease the engagement of kids in determinations impacting them, including within the household and the community.. ( United Nations, 1995, p. 15 ) .The instance for immature people s closer representation and engagement in political procedures, peculiarly at a national degree has been taken up by a figure of runing administrations. First moves pre-date the UNCRC, when, in 1975, the National Council for Civil Liberties ( now Liberty ) proposed a Children s Rights Commissioner to move as a national advocator for kids, but the intention did non progress beyond the parliame ntary heraldic bearing phase ( Rodgers, 1979 ) . Recently, the purpose of set uping a national Commissioner has gained renewed drift. diminutive to this impulse was the publication of Taking Children naughtily A proposal for a Children s Rights Commissioner ( Rosenbaum and Newell, 1991 ) . In this elaborate survey the writers make a emphatic instance for reform. They suggest that it is kids s exposure to mistreatment, the deficiency of co-ordination across regime sections in proviso for kids, kids s complete deficiency of political rights, and the demand to guarantee long-run authorities conformity with the UNCRC which make the instance for setting-up the smirch of Commissioner so necessary ( Franklin and Franklin, 1996 ) . Among the Commissioner s functions would be the remit to affect immature people every bit closely as possible in decision-making at assorted degrees. This would affect the administration of local and national forums for immature people the constitution of c onsultative groups to see policy and pattern and the widescale candidature of immature people for their positions and sentiments.As a effect of this publication the run for a statutory, independent office of Children s Rights Commissioner was launched in the same twelvemonth. The proposal is supported strongly by all major kid public assistance and kid protection bureaus, four Royal Colleges of Health, local authorization associations and many professional kids s administrations ( Children s Rights note, 1997 ) . The constitution of the Children s Rights Office in 1995 and its appellation of a full-time officer to run for a Children s Commissioner gave added weight to the cause. In an effort to travel the run frontward the Calouste Gulbenkian Foundation set up an enquiry which consulted widely in the UK and oversea about participatory constructions. Their study ( Hodgkin and Newell, 1996 ) non merely highlighted the modest extent of inter-ministerial and inter-departmental co-or dination of kids s personal businesss and the ad hoc nature of the allotment of some duties ( an result of there being no lead Department for kids ) , but besides pull attending to a scope of efficacious authorities constructions for kids already straightforward elsewhere 1.The right to state organizational constructions for kids s engagement and representationa exceptional encouragement to the run for better representation for immature people has been provided by New Labour. Their 1992 Manifesto proposed seting in topographic point a look for Children ( Lestor, 1995 ) , although this proposition was absent in the 1997 Manifesto. Whilst there are tag that the present authorities is sympathetic to the creative activity of such a station, at present, the official place is that they are in a procedure of listening ( Hewitt, 1998 ) . This deficiency of advancement has prompted other runing administrations to take up the cause. The 2020 Vision course is being organised by the Indus trial Society as a consequence of a concern that immature people s voices are seldom heard in political, economic and societal arguments. Amongst their purposes is to set in topographic point a Minister for Youth to coordinate policy and action ( Industrial Society, 1997 ) .At the local degree, nevertheless, there are promoting marks that attitudes are altering with respect to the engagement of immature people in decision-making. There are a figure of associated grounds for such a development. First, the impulse given to immature people s rights in ordinary by the UNCRC has been added to by the rules set by local anesthetic Agenda 21. Amongst its many declarations for a sustainable hereafter is the position that duologue should be established between the youth community and authorities at all degrees which enables immature people s positions and visions to be incorporated as a affair of class into future environmental policy ( Freeman, 1996 ) . Second, local authorities shake-up h as provided a stimulation for preteen person issues to be addressed in a strategic mode, partially through a demand to show community audience and partially to undertake what is perceived to be the tender person job ( Griffin, 1993 and Wynn and White, 1997 ) . Third, there is the millennium factor as we move towards the bend of the century at that place seems to be an emerging sense that the hereafter is for our kids ( Hackett, 1997 and Storrie, 1997 ) and local decision-making is critical to immature people s wellbeing. As portion of this motion towards giving immature people a enjoin has been the development of young person councils/forums. The term council/forum is used here to depict the scope of ways in which folds of immature people come together, normally, but non entirely, in commission, to voice their positions about their demands and aspirations ( in their societal and somatogenic universes ) .A recent study ( Matthews and Limb, 1998 ) has revealed that there are ov er two hundred young person councils within the UK, although these have developed in different ways. A figure of national administrations have played of import functions in their development, but a effect of their varying attacks is an variability of proviso within the four place states. In England, the National Youth Agency ( NYA ) and the British Youth Council ( BYC ) provide advice and information on petition about young person councils. The Wales Youth Agency ( WYA ) has a similar remit. These are bureaus, which although advocates of immature people s engagement, have limited capacity to back up development. Because of this, the development of young person councils in England and Wales has mostly been a haphazardly one. Their signifier and character depending partially on such factors as the human ecology, political makeup and traditions of a vicinity, and partially on bing institutional and organizational constructions and magnetic persons. In Scotland developments are more c onsistent. Here a federation between the Scottish companionship program line Council ( SCEC ) , Youth Link Scotland and the master(prenominal) Community Education Officers Group, which followed four old ages of research and audience, gave rise to the associate Youth programme, launched in 1995. Targeted at 14-25 twelvemonth olds, this programme seeks to advance effectual engagement of immature people in the decision-making processes which affect their lives and to prosecute immature people in finding their positions on services and the development of chances for raise community engagement ( SCEC, 1996 ) . By far the longest history of young person councils in the UK, nevertheless, is within Northern Ireland. In 1979 the Department of Education established the Northern Ireland Youth Forum ( NIYF ) , with a specific truncated to promote the development of a web of Local Youth Councils ( LYC ) . The intent of the LYCs was to acquire immature people involved in undertaking local issues and to guarantee that their voices were heard by local District Councils. The NIYF, on the other manus, took on a broader function and attempted to supply a national platform for immature people s issues. Presently being discussed are proposals to acquire youth representatives on each District Council and the formation of a Northern Ireland Youth Parliament.DecisionThe multiple discourse about immature people s engagement and representation generates equivocal docket. For those who feel that immature people are incapable of take parting or who question the rightness of their engagement, the deficiency of chances and inducements for representation within the UK is non deemed to be job. On the other manus, for those who see engagement to be the basis of democracy and inclusive citizenship, the UNCRC has become a rallying point, opening up new ways of believing about immature people s rights. The diverseness of position, nevertheless, between those who see engagement as a craf t apprenticeship and a acquisition scheme ( Storrie, 1997, p. 65 ) and those who consider it to be a truly empowering experience and as a opportunity to redefine the constructions which include immature people, confounds the manner frontward. Yet, there is a turning acknowledgment that within the UK immature people are non given the regard or listened to with the earnestness that they deserve ( Lansdown, 1995 ) . The lie of consecutive authoritiess in non setting-up either an independent Commissioner for Children or a Minister for Children and the deficiency of a consistent national model for young person councils, confirms this position. This is non the instance in many parts of mainland Europe. Here, there is ample grounds of effectual ombudswork, national models for the co-ordination of immature people s personal businesss and good established participatory constructions which operate at a grass-roots degree. At a broader international have table, excessively, there is grounds that the Articles of the UNCRC are making out to integrate turning Numberss of immature people global. We suggest that the UK has much to larn from these experiences and until this happens, immature people will stay mostly unseeable in public-policy devising at all degrees. Finally, in this paper we have attempted to demo that surveies about kids s engagement and representation in society are inherent to the emerging geographics of kids. Not merely do they supply a keener grasp of the historical and cultural relativity of childhood, but they besides add insight into procedures which marginalise and exclude.MentionsAitken, S. , 1994. Puting Children in Their Place. Association of American Geographers, Washington, DCAitken, S. , 1998. Family Fantasies and Community Space. Rutgers University Press, New BrunswickAlanen, L. , 1994. Gender and coevals feminism and the child inquiry. In Qvortrup, J. , Bardy, M. , Sgritta, G. , Wintersberger, H. ( Eds. ) , puerility Matters complaisant Th eory, Practice and Politics. Avebury Press, Aldershot, pp. 27-42Archard, D. , 1993. Childs Rights and puerility. Routledge, capital of the United KingdomRams, P. , 1962. Centuries of Childhood. Jonathan Cape, LondonBarnardo s, 1996. preadolescent People s Social Attitudes. Barnardo s, LondonBritish Youth Council, 1996. junior People, Politics and Voting. British Youth Council, LondonBynner, J. and Ashford, S. , 1994. Politicss and engagement. Some ancestors of immature people s attitudes to the political system and political activity. European Journal of Social Psychology 24, pp. 223-236.Castellani. G. , 1997. The Italian experience of kids s councils. Paper presented at the Congress of Local and regional government activity of Europe, Budapest, OctoberChildren s Rights Office, 1997. Personal communicatingCorsaro, W. , 1997. The Sociology of Childhood. Pine Forge Press, constant of gravitation Oaks, CACouncil of Europe, 1993. The development of an incorporate attack to youth be aftering a local degree. European Steering Committee for Intergovernmental cooperation in the Youth Field, StrasbourgCox, R. , 1996. determine Childhood. Themes of Uncertainty in the History of Adult- Child Relationships. Routledge, Londonde Winter, M. , 1997. Children as chum Citizens Engagement and Commitment. Radcliffe Medical Press, OxfordEnnew, J. , 1995. Outside childhood street kids s rights. In Franklin, B. ( Ed. ) , The enchiridion of Children s Rights Comparative Policy and Practice, Routledge, London, pp. 201-215Flekkoy, M.G. , 1991. A Voice for Children talk Out As Their Ombudsman. Jessica Kingsley, LondonFlekkoy, M.G. , 1995. The Norse experience of kids s rights. In Franklin, B. ( Ed. ) , A Handbook of Children s Rights. Routledge, London, pp. 176-187Franklin, A. , Franklin, B. , 1996. Turning strivings the developing kids s right motion in the UK. In Pilcher, J. , Wagg, S. ( Eds. ) , Thatcher s Children Politicss, Childhood and Society in the 1980s and 1990s. Falme r Press, London, pp. 94-113Franklin, B. ( Ed. ) , 1995. The Handbook of Children s Rights Comparative Policy and Practice. Routledge, LondonFreeman, C. , 1996. Local Agenda 21 as a vehicle for promoting kids s engagement in environmental planning. Local Government Policy Making 23, pp. 43-51.Freeman, M. ( Ed. ) , 1996. Children s Rights. Dartmouth, AldershotFurlong, A. , Cartmel, F. , 1997. Young People and Social Change. Open University Press, BuckinghamFurnham, A. , Stacey, B. , 1991. Young People s Understanding of Society. Routledge, LondonGriffin, C. , 1993. Representations of Youth. formula Press, CambridgeHackett, C. , 1997. Young people and political engagement. In Roche, J. , Tucker, S. ( Eds. ) , Youth and Society. acute/Open University, London, pp. 81-88Hart, R. , 1992. Children s Engagement From Tokenism to Participation. International Child Development Centre/ UNICEF, FlorenceHart, R. , 1997. Children s Engagement The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. Earthscan/ UNICEF, LondonHewitt, P. , 1998. Response to a Question at the Launch of the ESRC Research Programme, Children 5-16 Turning into the twenty-first Century. perform House, Westminster, JanuaryHodgkin, R. , Newell, P. , 1996. Effective Government Structures for Children. Calouste Gulbenkian Foundation, LondonHolt, J. , 1975. Escape from Childhood. Harmondsworth, PenguinIndustrial Society, 1997. talking up, Talking out the 2020 Vision Programme, Summary Report. The Industrial Society, LondonJames, A. , Prout, A. , 1992. Constructing and Reconstructing Childhood. Falmer Press, LondonJames, A. , Jenks, C. , Prout, A. , 1998. Speculating Childhood. Polity Press, CambridgeJames, S. , 1990. Is there a topographic point for kids in geographics. Area 22, pp. 278-283. stick immortalize in Scopus Cited By in Scopus ( 33 )Jodry, C. , 1997. Youth engagement and the function of ANACEJ. Paper presented at the Congress of Local and regiona l Authorities of Europe, Budapest, OctoberJones, G. , Wallace, C. , 1992. Young person, Family and Citizenship. Open University Press, BuckinghamLansdown, G. , 1995. Taking Part Children s Engagement in Decision Making. IPPR, LondonLestor, J. , 1995. A curate for kids. In Franklin, B. ( Ed. ) , A Handbook of Children s Rights. Routledge, London, pp. 100-106Ludescher, M. , 1997. The Swiss young person parliament motion. Paper presented at the Congress of Local and Regional Authorities of Europe, Budapest, OctoberSaint matthews, H. , 1984. Environmental noesis of immature kids images of journey to school and place country. Minutess of the Institute of British Geographers, New Series 9, pp. 89-106.Saint matthews, H. , 1987. Gender, place scope and environmental knowledge. Minutess of the Institute of British Geographers, New Series 12, pp. 43-56.Saint matthews, H. , 1992. Making Sense of Topographic point kids s apprehension of large-scale environments. Harvester Wheatsheaf, Hemel Hem psteadSaint matthews, H. , 1995. Populating on the confine kids as foreigners. Tijdschrift voor Economische en Sociale Geografie 86 5, pp. 456-466.Saint matthews, H. and Limb, M. , 1998. The right to state the development of young person councils/forums in the UK. Area 30, pp. 66-78.Saint matthews, H. , Limb, M. , in imperativeness. Specifying an docket for the geographics of kids. Advancement in Human GeographySaint matthews, H. , Limb, M. and Percy-Smith, B. , 1998. changing universes, altering topographic points the microgeographies of adolescents. Tijdschrift voor Economische en Sociale Geografie 89 2, pp. 193-202.Ministry of Children and Family Affairs, 1996. The Ombudsman for Children and Childhood in Norway. Norse Official Report, OsloOakley, A. , 1994. Womans and kids foremost and last analogues and differences between kids s and adult females s surveies. In Mayall, B. ( Ed. ) , Children s Childhoods Observed and Experienced. The Falmer Press, London, pp. 13-32Painter, J. and Philo, C. , 1995. Spaces of citizenship an debut. Political Geography 14, pp. 107-120.Philo, C. , 1992. neglected rural geographicss. Journal of Rural Studies 8 2, pp. 193-207.Pollock, L. , 1983. Forgotten Children. Cambridge University Press, CambridgeQvortrup, J. , Bardy, M. , Sgritta, G. , Wintersberger, H. ( Eds. ) , 1994. Childhood Matters Social Theory, Practice and Politics. Avebury Press, AldershotRodgers, R. , 1979. A new ombudsman guardian of kids s rights? . Where? 152, pp. 267-271.Rosenbaum, M. , Newell, P. , 1991. Taking Children Seriously A Proposal for a Children s Rights Commissioner. Calouste Gulbenkian Foundation, LondonRoy, A. , 1997. Appraisal of the instruction execution of the European Charter on the Participation of Young People in Municipal and Regional Life. Council of Europe, StrasbourgScarre, G. , 1989. Children. Parents and Politics. Cambridge University Press, CambridgeScottish Community Education Council, 1996. Connect Young person a national ent erprise to advance greater engagement of immature people. Progress Report, SeptemberSibley, D. , 1991. Children s geographicss some jobs of representation. Area 23, pp. 269-270.Sibley, D. , 1995. Families and internal modus operandis building the boundaries of childhood. In Pile, S. , Thrift, N. ( Eds. ) , Maping the Subject Geographies of Cultural Transformation. Routledge, London, pp. 123-137Skelton, T. , Valentine, G. ( Eds. ) , 1997. Cool Topographic points Geographies of Youth Cultures. Routledge, LondonSommerville, J. , 1982. The Rise and Fall of Childhood. Sage, LondonSpanish Youth Council, 1997. hypertext absent protocol //www.childhub.ch/webpub/crhome/crin_eu/cje.htmSir leslie stephens, S. , 1995. Children and the political relations of civilization in late capitalist economy . In Sir leslie stephens, S. ( Ed. ) , Children and the Politicss of Culture. Princeton University Press, New Jersey, pp. 38-55Storrie, T. , 1997. Citizens or what? In Roche, J. , Tucker, S. ( Eds. ) , Youth and Society. Sage/Open University, London, pp. 59-67United Nations, 1995. Reasoning Observations of the Committee on the Rights of the Child United Kingdom of Great Britain and Northern Ireland, CRC/C/15/Add.34Urban Childhood Conference, 1997. University of Trondheim, Norway, JuneValentine, G. , 1996. Angels and Satans moral landscapes of childhood. Environment and Planning D 14, pp. 581-599. Position Record in Scopus Cited By in Scopus ( 100 )Valentine, G. , 1996. Children should be seen and non heard the production and evildoing of grownups public infinite. Urban Geography 17 3, pp. 205-220. Position Record in Scopus Cited By in Scopus ( 115 )Valentine, G. , 1997. My boy s a get by giddy . My married woman s a spot napped gender, kids and civilizations of rearing. Gender, Place and Culture 4 1, pp. 37-62. Full Text via CrossRef View Record in Scopus Cited By in Scopus ( 62 )Valentine, G. , 1997. Oh yes I can . Oh no you ca nt . Children and parent s apprehen sions of childs competency to negociate public infinite safely. Antipode 29 1, pp. 65-89. Position Record in Scopus Cited By in Scopus ( 104 )Varzegi, Z. , 1997. The partnership of Youth and Children s Councils, Hungary. Paper presented at the Congress of Local and Regional Authorities of Europe, Budapest, OctoberWilkinson, H. , Mulgan, G. , 1995. Freedom s Children. Demos, LondonWinchester, H. , 1991. The geographics of kids. Area 23, 357-360Wynn, J. , White, R. , 1997. Rethinking Youth. Sage, London

Cognitive Coaching Essay

The Effects of cognitive Coaching on Education and in Supporting T separatelyer lead Creating a avocation of teaching in which instructors have the opportunity for ceaseless learning is the likeliest way to inspire greater exercise for children, especially those for whom fostering is the lone(prenominal) pathway to survival and success (Sumner, 2011, p. 10). Educators today atomic number 18 postulate to have a different set of dexteritys to effectively prepare savants to be global competitors in the turn displace.Educators push asidenot make these alterations in teaching modeology and instructional imparty without support. Coaches support and encourage instructors, improve instructor strategies, promote teacher reflection, and focus on desired out stick tos (Sumner, 2011). A key ingredient for amend student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of recital and train to become high quality leaders (Patti & Holzer, 2012).What is cognitive Coaching? Cognitive coach is a kind that is learner-centered, where the person being coached is an active player in their learning process. The coach is responsible for creating an environment that is sensitive to the participants needs, providing ample opportunity for self-reflection which enables the participant to learn from their suffer eccentric experiences.Garmston (1993) stated Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases (p. 57). The relationship that evolves through cognitive instruct is based on a jaunt of self-discovery for both the coach and the coached single.The coach is equally responsible for reflecting and learning from their give birth experiences in an effort to providing the best guidance to the coached individual throughout their instruct job relationship. If mentors are to facilitate learning of their mentees, they can best begin by being in touch with the forces in their own lives (Zachary, 2000).The learning that takes place in stages is the focal point of cognitive coaching. Cognitive coaching uses a three-phase cycle pre-conference, observation, and post-conference. These cycles are used for the sole purpose of back up the teacher improve instructional effectiveness by becoming more pondering about teaching (Garmston, 1993). Cognitive Coaching asserts that instructional behavior is a reflection of beliefs teachers must analyze and metamorphose their beliefs in order to change their behaviors. Coaches ask teachers to reflect on their beliefs about the classroom to facilitate m ake changes or improvements (Patti & Holzer, 2012). Cognitive Coaching in EducationThe most rich asset in the education profession is its human capital teachers and administrators. Unfortunately, these professionals are typically given limited opportunities throughout their career to enhance their knowledge and skills enabling them to be more effective teachers and leaders. Newly hired recruits into the profession usually receive coaching for a few months during their first category of employment, provided the majority will gain experience through their own trial and error.According to Patti & Holzer (2012) Professional growing opportunities for teachers and administrators who function in a leadership capacity are often too scarce or narrow in focus to cultivate lasting and effective improvement. most(prenominal) aim systems regularly provide teacher educators with just two or three days per year of professional development, typically aimed at astir(p) literacy and mathemat ics scores. Effective professional development happens when the adult learner connects personally to the new learning. When educators participate in reflective practices that cultivate self-awareness, emotion management, mixer awareness, and relationship management, they are in a better position to deliver high quality instruction and leadership (p. 264).The education profession can benefit from implementing cognitive coaching as a way of servinging teachers and administrators expand their professional development through self-observation, self-reflection, and self-feedback. An analysis of the findings from these factors will help the professional to become aware of their own self-imposed limitations.In education, coaching has traditionally supported teachers in the acquisition of knowledge, skills and abilities that target student achievement (Patti & Holzer, 2012). The effects of cognitive coaching on teacher efficacy has been positively correlated to increased student performa nce.Sumner (2011) offers Coaching is a key method for helping teachers improve student achievement and school culture. Much of this strength school improvement comes from educating teachers in how to be reflective about their practice and in learning how to establish an equal relationship based on mutual desire to improve. Perhaps most importantly, a culture of coaching improves teaching and improves student learning (p.47). While the ultimate goal of cognitive coaching is to help foster change in the thinking patterns and behaviors of the coached individual the end result of this endeavor is improved student performance. Professional development can only work if it is focused on both student and teacher learning and a culture of support for and valuing of quality module development is present (Sumner, 2011).Cognitive Coaching Supporting Teacher leadership Cognitive coaching allows teachers to take ownership of their professional development by encouraging them to be accountable of their cognitive learning process. The self-reflection that is involved in cognitive coaching coupled with professional vision enables teachers to become a catalyst of change both in the classroom and beyond.Patti & Holzer (2012) stated The coaching relationship provides a safe haven for mindful attention to self-change in the areas of self-awareness, self-management, social awareness, and relationship management. It is through this individual process that the teacher and administrative leader positively impact the culture and climate of the classroom and school (p. 270). Every teacher has the capabilities to improve their knowledge and skill and cognitive coaching affords the opportunity of exploration into ones self, challenging old beliefs and habits, emerge a better, stronger leader.Leadership is not mobilizing others to solve problems we already know how to solve, but to help them confront problems that have never yet been successfully address (Fullan, 2007). The reflection learned through cognitive coaching helps develop problem-solving skills as teachers examine their experience, generate alternatives, and evaluate actions. Educators need to model risk taking, open-mindedness, and never-ending learning to create schools that are communities of learners (Garmston, 1993).Conclusion Effective leaders work on their own and others emotional development. There is no greater skill needed for sustainable improvement (Fullan, 2007). Cognitive coaching enables educators to develop unexplored potential, while expanding their repertoire of teaching methodologies. The implementation of cognitive coaching increases student achievement and teacher efficacy, produce higher order teacher thinking, and provides teacher support (Sumner, 2011). Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships. Strong leadership in schools results from the participation of many people, each leading in his or her own way (Donaldson, 2007). Cognitive coaching is the key to educators unlocking their inner power to profoundly impact students learning.

Order in the World vs. Savagery Essay

Choose a physical composition and explain how that theme influences the agreement of rules and revision the boys establish when they arrive on the island, and what happens when the rules disintegrate.Order in the cosmea vs. Savagery Among MenIn William Goldings Lord of the Flies, the characters demonstrate what fuel happen when the fear of the unkn birth piles in. Giving up the familiarity of authoritative figures and domesticated surroundings lav put some people, especi both last(predicate)y adolescents and children, into a assign of shock. If this state of shock does not set in immediately, it is inevitable to set in with time. This novel, filled with whollyegorical references, is a prime example of how the cultures and determine set up by people and evolving over time whoremonger be ruined by crisis, creating our main theme of Order in the World VS. Savagery Among Men.The novel get rollings out with our main characters, the school boys, who ready been marooned on a c ompletely deserted island. Being that these are mere children, it doesnt take too long before everyone starts to spot that not only do they no longer bear the social system of rules of adult supervision, but they must also learn to f finale for themselves. contradictory human instincts begin to arise, and we all know that without structure in our arena, instincts can be a terribly scary addition to this chaotic mix.It is instead interesting to see that even given their crisis of a situation, one of the boys stillness clings to his former civilized livenessstyle. He still has the urge inside of him to work toward order and their pre-existing domesticated, cushy lives. Living in our sheltered world for such a very long period of time, in this slip his whole life has created a barrier between him and reality. Given that he is just a boy, this is not unusual but rather anticipate of him.On the other hand, we have the majority of the boys, who have resorted to their primordial instincts. They start off with a sort of structure the conch shell. This is their only form of order in their new life, a symbolic sign of civility which they have brought with them from their old lives. This was, at first, a sense of security. The conch was once used to rise up everyone together as a group after their plane crash. heretofore after Jack the leader was chosen to run the group, he became relentless, spirt demands left and right, expecting his group to agree at every whim or else.Ralph, one of the other main characters, opposed the barbaric ideas proposed by Jack, and created his own group. When Jack hears of this disruption to his overruling, he makes sure to convince everyone that they need to be on his team and that he can help them more(prenominal) than unforceful Ralph will be able to. When his teachings are unleashed, Roger rolls a giant boulder onto Piggy, which also crushes their conch shell. I believe that this is a symbol of the disintegration of all c ivility among the boys.As these rules continue to diminish, the representation of our theme becomes more and more clear. For example, Simon encounters the beast that frightens all of the boys to no end, only to find that the beast does not exist it is imaginary. The beast, we find, is simply a symbol which lies inside of each and every person because it represents human primitive instincts. When Simon went to alert the rest of the group slightly the beast, the boys with their newfound savage ways of living attacked Simon immediately without any distrust whatsoever. The boys tore his body limb from limb until there was no life left. This part of the novel is an extremely important part of the theme because the bearing of the boys is what brought this beast to lifeIn conclusion, as you are able to see, our theme of order and reason in the world versus savagery and impulse influences the system of rules (or lack thereof) throughout the entire novel. In the beginning, many clung tigh t to their lives of order, charm the remainder of others decided right away that because there was no supervision, they mandatory to have a leader as soon as possible. Toward the end of our novel, as their rules began to dismantle and leadership turned to a god labyrinthian dictatorship, we are still able to see the influential theme in the story line as savagery among men takes over all order when the killing begins.

Pierre Bourdieu and Social Construction of Reality Essay

Introduction Berger and Luckmann in their book, Social Construction of Reality did not l wizardsome(prenominal) seriously dealt with several sociological themes, they too attempted to found a new idea of the sociology of knowledge. They provided an introduction to Schutz and affable phenomenology and established a theoretical background for later turns, especially in the regions of sociology of religion and industrialization. However, the most daring presentation of the authors in this book was the consolidation of the two major theoretical postures in the work of the man and his alliance objectivism and subjectivism to mystify at a new sociology of knowledge. The kindly construction of knowledge basely concern entails the first base major effort at detailing the inter sexual intercourse and dynamic blood amidst man and his night club, a field hitherto polarized by the antithetic stances of the objectivist and subjectivist schools of thought. While on the wizard h and, objectivism holds that psyches intelligence of mankind is defined by the forces of the society imposed upon the somebody, notwithstanding his consciousness or will, in this respect, amicable facts are seen as things that determine the conduct and representations of various(prenominal)s in contrast, subjectivism, in source with Max Weber reasoning, holds that the object of cognition is the inseparable signifying complex of action (quoted in Berger & Luckmann, 1966).Berger and Luckmann posited that both(prenominal) stances should not be seen as contradictory or mutually exclusive. They explain that both arrests deduct into play in the construction of accessible trueity. Their go down is aptly conveyed in the statement Society is a homo product. Society is an objective human beings. gay is a affectionate product. Although, Berger and Luckmann are renowned for their work in this field, jacket of South Dakota Bourdieu weed be regarded as the most prolific autho r on the subject of social reality. His work on the understanding of social reality is wide, diverse and at the same condemnation convergent. The purpose of this paper is to read Berger and Luckmanns social construction of reality from a Bourdieu perspective, to determine if Bourdieu strengthens and expands Berger and Luckmanns theory of social reality or addresses the topic from a several(predicate) theoretical position. Berger and Luckmann on Social Construction of Reality For Berger and Luckmann, albeit man and his society both take the position of product and producer interchangeably, the alliance surrounded by the two is not causal, mechanistic or unidirectional, it is, according to them, dialectic. Dialectic, in the smell that social reality is defined by the unending relationship surrounded by man and his society. In explanating this theory, the author took re seam to the conceptual arsenals of habitualisation, Externalisation, typification, Objectivation, knowledgeab lenessalisation, and legitimation.These concepts effectively pull in how society, which was the product of man, became the producer of man. The basic understanding that runs through these concepts is that the society is the product or ongoing product of man, however, through upcountryisation of the norms of the produced society, as it is passed from one generation to the other, actions and perceptions of reality incur limited and restrained by these social norms, until they be amount established as facts that defines realities. The next question that will undertake our attention is how does man produces the society and in turn, man becomes the product of the society. From Berger and Luckmann viewpoint, habitualisation is the first step in the creation of the society. They assert that actions frequently repeated become cast into a copy. That is, as individuals act, they organise perceptions and actions into a coherent pattern that rear end be reproduced with minimal efforts, t hus such pattern of actions consume been habitualised. Albeit, habitualised actions still retain their individual meanings and character, they are lost over time, as the meanings become embedded in the individuals general agate line of knowledge and thus taken for granted in present and early projects.The authors suggest that habitualisation holds positive advantages for an individual. For one, it frees the individual from the burden of choice, for while there superpower be a hundred ways of carrying out a project, habitualisation narrows these pop up to one and thus providing a background in which human activities whitethorn be carried out with minimal decision making. Furthermore, the meanings embedded meanings of habitualised activities makes it unnecessary for distributively situation to be defined individually, since complex and diverse situations can be subsumed under habitualised predefinitions, such that activities can be anticipated and alternatives assigned mensura tion weights. Habitualisation precedes and gives birth to institutionalisation. According to Berger and Luckmann, Institutionalisation occurs whenever there is a reciprocative typification of habitualised actions by types of actors, though what should be stressed is the reciprocity of institutional typifications and the typicality of not still the actions but withal the actors in institutions. Furthering this argument, they suggest that typification of habitualised actions that build up institutions are always shared habitualisations that are available to the members of a concomitant social group, though not only individual actions, but also the actors are typified in such institutions. However, institunalisation is effected through history. The authors distribute that the reciprocal typification actions that constitute institutions are built up in the course of a shared history. They stress that They cannot be created instantaneously.Institutions always have a history, of whic h they are the products. It is impossible to understand an institution adequately without an understanding of the historic process in which it was produced (Berger and Luckmann, 1966 p.54). Moreover, it was emphasised that institutions generally manifest in collectivities with gigantic number of people and by their very existence, control and define human conducts by setting up predefined patterns of conducts, which channels individual actions in a particular direction, as against the numerous directions that is possible theoretically.To adequately conceptualise how society is created through habitualisation and institunalisation and how these come to define human actions and perceptions, the authors created an imaginary situation of a society created by the interaction amid two individuals A and B thusIf A and B alone are responsible for having constructed this world. A and B remain surefooted of changing or abolishing it. What is more, since they themselves have wrought this w orld in the course of a shared biography which they can remember, the world thus shaped appears fully transparent to them. They understand the world that they themselves have made. All this changes in the process of transmission to the new generation. The objectiveness of the institutional world thickens and hardens, not only for the children, but (by a reverberate effect) for the parents as well.The There we go again now becomes This is how these things are done. A world so regarded attains a firmness in consciousness it becomes real in an ever more massive way and it can no longer be changed so readily. For the children, especially in the early word form of their socialization into it, it becomes the world. For the parents, it loses its playful quality and becomes serious. For the children, the parentally transmitted world is not fully transparent. Since they had no part in shaping it, it confronts them as a given reality that, like nature, is opaque in places at to the lowest degree (Berger and Luckmann, 1966 p.59) In the example above, the child becomes incapable of distinguishing between the objectivity of the cancel world and the objectivity of social formations. Using the language as an example, a thing is what it is called the child is incapable of comprehension beyond this level. It is argued that it is only at this stage that we can now speak of a social world, in a complete sense. This is the period when individuals now come to see social realities like the facts of the natural world, and it is in this manner that social formations transmitted from one generation to the other. Pierre Bourdieu on Social Reality Bourdieu, undeniably offered a more extensive treatise on social knowledge and social realities, however, the profound ideology that unifies the work of Berger and Luckmann, and Bourdieu is that bought works seek to reconcile the differences and so doing integrate the native and objective conceptions in sociology. Both works suggest th at the differences and atomic number 51 between the structuralist view of the society that seeks out invisible relational patterns direct behind the control of individuals and the constructivist viewpoint that probes the commonsense perceptions and actions of the individual (Wacquant, 2006 p.6) are near and unnecessary, and thus sought to reconcile both approaches to studying the society. In line with Berger and Luckmann debate, Bourdieu too believes that the society is the product of mans habituated actions and that the externalisations of these habituations reinforce the objectivity of societal realities. However, Bourdieu deploys more extensive conceptual models to explain his contention, thus, he did not only strengthened Berger and Luckmanns understandings of social knowledge, he yet expands the go across of their theory.The conceptual arsenals deployed by Bourdieu in explaining social knowledge and social reality include the conceits of physical body, expectant, field, and doxa. These are intertwined and interrelated in a dynamic fashion, so that each fully explains social knowledge only in relation with the others. Thus a brief examination of these concepts is pertinent in bring out Bourdieu stance on social knowledge. Habitus, though considered an old philosophical notion originating in the thoughts of Aristotle, was retrieved, expanded and popularised by Bourdieu in the 1960s. The term is used to withdraw the externalisation of internality and the internalisation of externality i.e. it is a system of durable and exchangeable thirsts through which an individual judges, perceives and acts in the social world (Wacquant, 2006, 2002). The author contends thatThese unconscious schemata are acquired through lasting exposure to particular social conditions and conditionings, via the internalization of external constraints and possibilities. This means that they are shared by people subjected to identical experiences even as each person has a uniq ue individual variant of the common matrix (this is why individuals of like nationality, class, gender, etc., spontaneously odour at home with one another). It implies also that these systems of dispositions are malleable, since they inscribe into the clay the evolving influence of the social milieu, but at bottom the limits set by autochthonic (or earlier) experiences, since it is habitus itself which at every moment filters such influence (Wacquant, 2006 p.7) From the above, it is sheer that while societal realities defines the actions and perceptions of individuals, this occurs within the cognitive realm of the individual, to some extent, as the habitus tend to act as a mediator between past experiences and present situations, a reason why Bourdieu refers to it as structured, by the patterned social forces that produced it in the first place, and structuring, since it defines and gives coherence to an individuals activities across the different segments of living (Bourdieu, 1977). This fact was adequately illustrated in the study of the peasant and his body, a study Bourdieu carried out in his childhood colonization of Barn (Bourdieu, 2004). Since this system of disposition acquired by individual over time and space influences perception, judgement and action, it also reason outs that the system of disposition acquired by an individual will depend on his position in the society. Bourdieu called this capital. He differentiated between economic capital subsuming material and financial assets pagan capital comprising scarce symbolic goods, skills and titles and social capital consisting of resources accrued by an individual by virtue of membership of a group.The fourth subdivision of capital not commonly mentioned is the symbolic capital, which is slightly different from the cardinal mentioned above. Symbolic capital is taken to represent capital that is available to an individual on basis on honor, prestige and recognition. It is basically derived f rom culturally classificatory modes, a war hero, for instance, is highly regarded. However, while the other three species of capital mentioned earlier do have symbolic values, symbolic capital cannot be converted to other forms of capital. For Bourdieu, the position of any individual or institution and the disposition gathered is defined by the overall volume of capital and the composition of the capital possessed. While habitus and capital determines individuals social knowledge, Bourdieu extends this concept further with the notion of fields. This is based on the contention that the various spheres of life, art, science, religion, the economy, the law, politics, etc., tend to form distinct microcosms endowed with their own rules, regularities, and forms of self-assurance (Wacquant, 2006 p.8) making up the various fields.Field is described as a structured space of positions that imposes its specific determinations upon all those who enter it. It infers, therefore, that a field str uctures action and perception within from without, just as habitus defines practice from within. The field channels and directs individual actions by providing an array of options and alternatives with the associated cost and benefits, but the individual still acts within the scope of his habitus. Thus, It takes the meeting of disposition and position, the correspondence (or disjuncture) between mental structures and social structures, to generate practice (Bourdieu, 1989, quoted in Wacquant, 2006 p.8). It is thus clear that both Burger and Luckman, and Bourdieu adequately stressed the fact that social reality is neither the sole product of structural dictates of the society nor that of lettered pursuit of goals as canvassed in objectivism and subjectivism, but the product of the dialectical relationship of both. Again, although the work of Bourdieu extends this argument further, as can be seen in his work on class, tastes and classification (Bourdieu,1984), the whole argument stil l boils down to the fact that the interrelationship of structures and cognition influence mans social knowledge, perception of objective reality and practice. Both arguments can be seen to reason on the same line, with that of Bourdieu strengthening and expanding the reach of that of Burger and Luckman. This similarity between these two approaches to social knowledge is explicitly presented in habitualization of Burger and Luckman and habitus of Bourdieu. In the former, the authors contend that as humans act, their actions and perceptions are organized into coherent patterns. For Burger and Luckman, it is through this habitualization that individuals construct social meanings, over time.Similar meanings can be deduced from Bourdieus habitus, which also contend that by exposure to certain societal conditions and conditioning, individuals begin to create an internal inventory of meanings that later serve as the basis of practice. Such similarities can also be extended to include Bour dieus concept of field which can be likened to institutions conceived by Burger and Luckman. Both concepts could easily be converged to mean that, while human practice is influenced internally by organized patterns of actions or perceptions, this influence is moulded by the factors prevalent in the immediate society of the individual. Unfortunately, similarities between both authors cannot be extended further. Burger and Luckmans idea tend to infer that structures and actions influence action in sequence that is, individual actions are institunalized, producing the society, and henceforth, the societal structure totally influences practice. In contrast, Bourdieu deploys an arsenal of conceptual tools in explaining the relationship between structure and action. He uses capital to indicate how the social position of individual influences practice, he also extends the concept of habitus (action) and field (structure) further than the shallow meanings ascribed to these by Burger and Luc kman.Unlike the later, Bourdieu could be said to effectively noseband the divide between subjectivism and objectivism, when he indicated that neither habitus nor field is capable of unilaterally determining social action, at any particular time. He argued that it takes the meeting of habitus and capital (social position), and the correspondence (or disjuncture) between mental structures and social structures to generate social action. What this means is that to explain any social pillowcase or pattern, one must inseparably dissect both the social constitution of the individual and the makeup of the particular social structure within which he operates as well as the particular conditions under which they come to encounter and impinge upon each other (Bourdieu 1989). One can also find another evidence of Bourdieu going deeper and diverse than Burger and Luckman, in his An Invitation to automatic Sociology (1992) where Bourdieu insisted that sociologist must at all times be present to the do that their own internalized structures and meanings can have on their studies. He argued that this could distort or prejudice their objectivity (Bourdieu, 1992). Here again, it becomes apparent that Bourdieu delves deeper and provides a better understanding of social knowledge than did Burger and Luckman, although this does not take away from the fact that both authors seek to achieve the same thing the bridging of the antimony between the subjective and objective views, with the primary differences lying in the depth and substance of each authors views.ReferencesBourdieu, Pierre (2004). The Peasant and His Body. Ethnography, 5(4) 579599.. (1990). Language and Symbolic Power. Edited and with an introduction by John Thompson.. (1989). Social Space and Symbolic Power. Sociological Theory 7-1 (June) 18- 26. (1984). Distinction A Social Critique of the Judgement of Taste. Cambridge, MA Harvard University Press.. (1977). portray of a Theory of Practice. Cambridge Cambridge University Press.Bourdieu, Pierre and Loic Wacquant (1992). An Invitation to Reflexive Sociology. Chicago University of Chicago Press.Berger, L. dent and Thomas Luckmann (1966) The Social Construction of Reality A Treatise its the Sociology of Knowledge. Garden City, unsanded York Anchor Books, pp. 51-55, 59-61.Wacquant, Loc (2006).Pierre Bourdieu. In Rob Stones (ed.). Key Contemporary Thinkers. capital of the United Kingdom and New York Macmillan.. (2002). The Sociological Life of Pierre Bourdieu. International Sociology, 17(4) 549556.

Colonial School vs Modern Era

Colonial School vs. Modern Era The restore of schools has been ever changing. From their New England traditions, to civilizing of western settlers, and finally the requirement of amend individuals what schools and reproduction stick to do in participation is constantly world model and remolded. New models, ideas, ideals, and requirements for schools atomic number 18 constantly being set up and have gain a long way from the colonial period to the modern era.During colonial times school and learning was used to maintain the authority of the brass and piety (Spring 13) as well as to maintain social line and uphold morals. Unlike straightaway, many schools in the New England colonies relied heavily upon ghostly and racist appriseings. And many people agreed that it was important to include religion in schools just as it was included in many opposite practices at the time. This however establishd a major problem for the twisting nation as schools non scarce exclude d all religions besides Protestant Christianity unless also as a result were racist against peoples of other beliefs.Many overbold immigrants to the United States were shocked and upset that a nation boasting emancipation of religion was forcing matchless specific religion through the use of schools and up to now discriminating against the people of antithetical religious backgrounds. As pointed out in the film School The Story of the Statesn Public Education, Part 1 early Irish settlers, who were mostly devout Catholics, came to find that the primers used in schools forced children to not only learn and recall Christian beliefs and proverbs moreover also painted Irishmen in an undoubtedly negative sparkle flip game purge so far as to call them foul and even the lowest of people.As a result of this discrimination Catholic groups in the nineteenth century rebelled and reform of schools began to take place. Schools were also means to teach children to obey the laws of soci ety and the government. Much of colonial society was based upon flesh and the distinction mingled with them. It was not only important to the puritan society that children use up the Bible provided also become good landers and members of society.First break thanks to the Massachusetts practice of law of 1642 and then in 1647 the Old Deluder Satan Law (Spring 17) a system was established that required towns to be concerned with the literacy and education of their children. It also required towns with over fifty households to appoint a instructor to teach reading and piece in the community and those with over one hundred households to also establish a grammar school, which emphasized Latin and Greek, to put up students for higher(prenominal) education.During the colonial period apprenticeship was common but because the nation was short many of the apprenticeships were either cut short or unavail adequate to(p). It was one of the callings of a master to teach literacy and m aybe arithmetic to his apprentice but because of the unavailability many fell short of this requirement. It then fell upon the law to create the aforementioned schools and educate children to not only teach them the ability to read the bible and the laws of the nation but to also educate them in the priggish way to conduct themselves in social and formal work settings.Much of the certain teaching of morals and way of conducting oneself was taught in the literacy schools, once a child was able to adhere to the rules and was sufficient enough in reading and writing they were able to attend grammar schools, with enough money in few cases, so that they may be able to move onto college and c areers beyond. It comes as no strike that English colonists thought of the essential Americans as uncivilized, lawless, and godless and attempt to preface all of these elements to them through schools and religious institutions for their own benefit.Here education served an entirely different purpose, as cultural imperialism. Despite the disinterest from Native Americans, and cultures instaurationwide, the English refused to let out up their hopes on in quiesceing their culture and beliefs upon other peoples. In sum America these efforts were accompanied by genocide and it is estimated that ninety percent of the Native American population on the East Coast was lost during the European invasion (Spring 24), largely referable to diseases brought by settlers but also due to the feelings of cultural and racial superiority that white settlers heavily believed in.Benjamin Franklin even believed that on that point needed to be more white people in the world and that the principle body of white people should populate North Americaand why increase the Sons of Africa, by planting them in America, where we have so fair an opportunity, by excluding all Blacks and Tawnys, of increasing the lovely White? (Spring 25) This arouse feeling of superiority by the white settlers bro ught them to see the Native Americans as an obstacle they needed to overcome. Some of the things that they wanted to change about the Indians were their work habits, views on sexuality, family organization, and womens power.All of these things directly contrasted to the puritan beliefs of a male henpecked authoritarian modest culture. Early education of the Native Americans was completely goalless with many of the teachings being simply laughed at by the Natives and forgotten. After passing an execution law for those who were not civilized and God-fearing people, schools began to be established specifically for the process of civilizing Native Americans. Eleazar Wheelock founded the Dartmouth College in 1769 (Spring 28) where Indian children were removed from their tribesand placed into embarkment schools for cultural conversion. (Spring 28) Wheelock believed that if the Native Americans were deterred from their native culture and taught to live like the colonists and educated into specific roles such as farming and cultivation for boys and homemaking for girls they would be able to success richly convert and that Indian Wars would no longer be a problem. This system seemed to have worked when Samson Occom, a Mohegan Indian, not only successfully passed through the school but also went on to travel to England to preach for the system and the establishment of more Praying Indian schools.Obviously todays schools are much less grounded in religious and white superiority traditions. Although some themes do continue to the present such as education being a means of preparing children to obey government laws, that education pass on ward off crime, immorality, and poverty, and that education is a source of social mobility. (Spring 14) In the home children today are nurtured and while they are taught social conduct and what is right and improper it is in the classroom that children learn to sit relieve, obey people extracurricular their family, work with others , and to complete tasks on time.These are all requirements any job will entail and are best experienced in an educational setting. Many people also believe that education for their children will give their children a better life than them. Todays parents want their children to grow up to be better, to be more prosperous, and more educated than themselves. Schools contract to provide the means for children to excel in life. Not only will the education of children allow them to obtain better jobs and more rewarding careers but it is considered that by acquiring knowledge people will inherently train to be good eradicating immorality and crime.As previously mentioned modern education frowns upon the inclusion of religion in the classroom, except in cases such as Catholic or other religious or private non-publically funded school. Schools today are for knowledge only, a place where all the findings, ideas, and information of the world is attempted to be taught to the young and bright minds of today. Another stark diversion between colonial education and todays society is that culture and difference are celebrated. While cultural superiority may never fully die out todays schools advocate for acceptance and pluck in the diversity of students.Rather than suppress the cultural individualism many classrooms seek and exhibit the as many cultures as they can and bring light and information to everyone about each other. Much of education today leads toward higher education, whereas during colonial periods higher education and prestigious jobs were delicacies for the elite. In some cases this is still true, where students who may be deserving of quality education may not be able to pay the tuition of prized private schools such as Harvard, Stanford, or MIT.But for the most part educations at non-Ivy league schools are still highly regarded and sometimes even praised as those who may attend them have more real life experience. Employers today not only worry about wher e one went to school but what he or she did there and what type of person they are. This makes schools in the modern era a place for equality, where anyone can become their wildest dreams. Bibliography Spring, Joel H. The American School A global Context from the Puritans to the Obama Era. New York McGraw-Hill, 2011. Print.

Joseph’s Story

B. Cellular processes and membrane functions that testament be affected if Josephs mall stopped would be as follows. Oxygen, glucose, and essential ions that be required for the heart to pump will slow down. Each of his cells will sire to work harder and faster which uses up his energy supply. Carbon dioxide levels inside the cells will rise, which causes his PH to drop. The mitochondria will reach out out of oxygen and glucose to make essential adenosine triphosphate, which eventually causes the cells to die. Active apotheosis pumps will shut down the plasma membranes of his heart which in throw causes sodium to leak into the cells and potassium to leak out.If heart stops the mastermind can no longer function and if the heart doesnt lend oxygen soon, loss of O2 will eventually lead to death. C. Lack of ATP affected the plasma membrane pumps and meant that calcium stopped moving from the cytosol into the endoplasmic reticulum of his cardiac muscle cells. The plasma membra ne protects cellular contents and mediates the admission and exit of substances. The cytosol is where metabolic reactions occur. The ER has two split, the rough ER is cover by ribosomes and is attached to the nuclear envelope and smooth ER lacks ribosomes.Lysosome enzymes commonly bound safely inside vesicles began to digest the plasma membranes and the membranes of the organelles. The lysosomes are vesicles make from Golgi complex and contain digestive enzymes. D. The coronary muscles and the heart muscles are involve in order for Josephs body to be repaired. The coronary muscles have to be unblocked in order to reestablish blood flow to the heart and because of have suffering a massive heart attack parts of the muscle can become permanently damage, the remaining parts that are non damaged will need to be provided oxygen.E. without ATP, oxygen, and nutrients, multiple cellular processes affecting homeostasis can shut down. The proteins in the cell membrane that were regard i n the homeostatic imbalances of his heart cells were the plasma membrane itself, the cytosol where the calcium was removed, The ER, the cytoskeleton which was attacked by the proteases that spilled in the interior of the cell, and the lysosomes which were normally safely bound inside vesicles began digesting plasma membranes and the membranes of the rganelles. F. The damage to the cellular processes could have caused irreversible cell death in the brain within a matter of minutes if oxygen is not available. Water balance, ionic equilibrium, and PH balance are all headstone factors in the homeostasis of individual cells.

College Physics 9e

1 founding ANSWERS TO MULTIPLE CHOICE QUESTIONS 1. U evilg a calculator to manifold the remoteness by the width gives a raw resul sunburnt role of 6783 m 2 , but this behave mustiness(preno arc houruteal)iness be locomote to condition the same bit of signi? bevel ? gures as the least ideal comp whizznt instigate in the overlap. The least accu sum up assort is the aloofness, which contains either 2 or 3 signi? pretense ? gures, depending on whether the trailing zero is signi? bank or is being apply solitary(preno minute of arcal) to locate the decimal take down. Assuming the aloofness contains 3 signi? tummyt ? gures, wait on (c) squ be uply expresses the bea as 6. 78 ? 10 3 m 2 .However, if the aloofness contains that 2 signi? female genital organt ? gures, root (d) gives the correct result as 6. 8 ? 10 3 m 2 . Both assists (d) and (e) could be physically meaningful. Answers (a), (b), and (c) must be meaningless criminalityce quantities hatful b e added or subtracted unaccompanied if they subscribe to the same dimensions. According to Newtons secondly law, Force = intensity ? quickening . Thus, the building blocks of Force must be the product of the units of mass (kg) and the units of acceleration ( m s 2 ). This yields kg ? m s 2, which is answer (a). The calculator gives an answer of 57. 573 for the sum of the 4 presumptuousness subdues.However, this sum must be rounded to 58 as addicted in answer (d) so the issuing of decimal places in the result is the same (zero) as the come in of decimal places in the integer 15 (the term in the sum containing the smallest number of decimal places). The required conversion is abandoned by ? 1 000 mm ? ? 1. 00 cubitus ? h = ( 2. 00 m ) ? ? = 4. 49 cubiti ? 1. 00 m ? ? 445 mm ? This result corresponds to answer (c). 6. The habituated argona (1 420 ft 2 ) contains 3 signi? cant ? gures, assuming that the trailing zero is used whole to locate the decimal point. The conv ersion of this value to squ be meters is given by 1. 00 m ? 2 2 2 A = (1. 2 ? 10 3 ft 2 ) ? ? ? = 1. 32 ? 10 m = 132 m ? 3. 281 ft ? Note that the result contains 3 signi? cant ? gures, the same as the number of signi? cant ? gures in the least accu deem factor used in the calculation. This result reactes answer (b). 7. You can non add, subtract, or equate a number apples and a number of solar days. Thus, the answer is yes for (a), (c), and (e). However, you can multiply or dissociate a number of apples and a number of days. For example, you induce throughice divide the number of apples by a number of days to ? nd the number of apples you could corrode per day. In summary, the answers argon (a) yes, (b) no, (c) yes, (d) no, and (e) es. 2 2. 3. 4. 5. 1 http//helpyoustudy. data 2 Chapter 1 8. The given Cartesian prep atomic number 18s ar x = ? 5. 00, and y = 12. 00 , with the least accurate containing 3 signi? cant ? gures. Note that the speci? ed point (with x 0 and y 0 ) is in the second quadrant. The conversion to polar coordinates is therefore given by r = x 2 + y 2 = ( ? 5. 00 ) + (12. 00 ) = 13. 0 2 2 bronze ? = y 12. 00 = = ? 2. 40 x ? 5. 00 and ? = topaz ? 1 ( ? 2. 40 ) = ? 67. 3 + clxxx = 113 Note that 180 was added in the last step to yield a second quadrant shift. The correct answer is therefore (b) (13. 0, 113). 9. Doing dimensional analysis on the ? st 4 given plectrums yields (a) v ?t ? ? ? 2 = LT L = 3 T2 T (b) v ?x2 ? ? ? = LT = L? 1T ? 1 L2 (c) ? v 2 ? ( L T )2 L2 T 2 L2 ? ?= = = 3 T T T t (d) ? v 2 ? ( L T )2 L2 T 2 L ? ?= = = 2 L L T x Since acceleration has units of continuance divided by metre squ ard, it is seen that the parity given in answer (d) is consistent with an expression yielding a value for acceleration. 10. The number of congiuslonlons of gaso bill she can purchase is gallons = gibe spending 33 Euros ? romainet per gallon ? Euros ? ? 1 L ? ? ? 1. 5 L ? ? 1 quart ? ? ? ? ? 5 gal ? 4 quarts ? ? 1 gal ? ? ? ? ? so the correct answer is (b). 1. The situation described is shown in the draft copy at the upright. h From this, observe that sunburn 26 = , or 45 m h = ( 45 m ) foolish topaz 26 = 22 m 26 h Thus, the correct answer is (a). 12. 45 m Note that we may write 1. 365 248 0 ? 10 7 as 136. 524 80 ? 10 5. Thus, the raw answer, including the uncertainty, is x = (136. 524 80 2) ? 10 5. Since the ? nal answer should contain all the digits we atomic number 18 sure of and unitary estimated digit, this result should be rounded and displayed as 137 ? 10 5 = 1. 37 ? 10 7 (we are sure of the 1 and the 3, but have uncertainty around the 7). We see that this answer has tierce signi? cant ? ures and choice (d) is correct. ANSWERS TO EVEN NUMBERED abstract QUESTIONS 2. Atomic clocks are based on the electromagnetic waves that atoms emit. Also, pulsars are highly regular astronomical clocks. http//helpyoustudy. selective entropyrmationrmation Introduction 3 4. (a) (b) (c) 0. 5 lb ? 0. 25 kg or 10 ? 1 kg 4 lb ? 2 kg or 10 0 kg 4000 lb ? ii hundred0 kg or 10 3 kg 6. Let us sequester the atoms are solid spheres of diameter 10? 10 m. Then, the people of from from each one(prenominal) one atom is of the order of 10? 30 m3. (More exactly, volume = 4? r 3 3 = ? d 3 6 . ) Therefore, offendce 1 cm 3 = 10 ? 6 m 3, the number of atoms in the 1 cm3 solid is on the order of 10 ? 10 ? 30 = 10 24 atoms. A more precise calculation would require k in a flashledge of the density of the solid and the mass of each atom. However, our estimate agrees with the more precise calculation to within a factor of 10. Realistically, the exactly lengths you efficiency be able to verify are the length of a foot orb ? eld and the length of a house? y. The only clip musical period meter intervals subject to veri? cation would be the length of a day and the epoch amidst normal heartbeats. In the metric system, units differ by powers of ten, so its very easy and accurat e to convert from one unit to an other(a). 8. 10. ANSWERS TO EVEN NUMBERED PROBLEMS . 4. 6. 8. 10. 12. 14. 16. 18. (a) L T2 (b) L All three pars are dimensionally incorrect. (a) (a) (a) (a) (a) kg ? m s 22. 6 3. 00 ? 108 m s 346 m 2 13 m 2 797 (b) (b) (b) (b) (b) Ft = p 22. 7 2 . 997 9 ? 108 m s 66. 0 m 1. 3 m 1. 1 (c) 17. 66 (c) (c) 22. 6 is more reliable 2. 997 925 ? 108 m s 3. 09 cm s (a) (b) (c) (d) 5. 60 ? 10 2 km = 5. 60 ? 10 5 m = 5. 60 ? 10 7 cm 0. 491 2 km = 491. 2 m = 4. 912 ? 10 4 cm 6. 192 km = 6. 192 ? 10 3 m = 6. 192 ? 10 5 cm 2. 499 km = 2. 499 ? 10 3 m = 2. 499 ? 10 5 cm 20. 22. 24. 26. 10. 6 km L 9. 2 nm s 2 . 9 ? 10 2 m 3 = 2 . 9 ? 108 cm 3 2 . 57 ? 10 6 m 3 ttp//helpyoustudy. selective information 4 Chapter 1 28. 30. 32. 34. ? 108 step 108 people with colds on well-nigh(prenominal) given day (a) (a) 4. 2 ? 10 ? 18 m 3 ? 10 29 prokaryotes (b) (b) 10 ? 1 m 3 1014 kg (c) 1016 cells (c) The very large mass of prokaryotes implies they are imporburningt to the b iosphere. They are responsible for ? xing machinebon, producing oxygen, and breaking up pollu burn markts, among m some(prenominal) other biological roles. piece depend on them 36. 38. 40. 42. 44. 46. 48. 2. 2 m 8. 1 cm ? s = r12 + r22 ? 2r1r2 co fumbleeine lettuce (? 1 ? ?2 ) 2. 33 m (a) 1. 50 m (b) 2. 60 m 8. 60 m (a) and (b) (c) 50. 52. 54. y= (a) y x = tan 12. 0, y ( x ? . 00 km ) = tan 14. 0 d ? tan ? ? tan ? tan ? ? tan ? 1. 609 km h (b) 88 km h (d) 1. 44 ? 10 3 m (c) 16 km h Assumes population of 300 million, fair of 1 can week per mortal, and 0. 5 oz per can. (a) ? 1010 cans yr 7. 14 ? 10 ? 2 gal s A2 A1 = 4 ? 10 2 yr (b) (b) (b) (b) ? 10 5 tons yr 2. 70 ? 10 ? 4 m 3 s V2 V1 = 8 ? 10 4 sequences (c) 1. 03 h 56. 58. 60. 62. (a) (a) (a) ? 10 4 balls yr. Assumes 1 lost ball per hitter, 10 hitters per inning, 9 innings per game, and 81 games per course. http//helpyoustudy. info Introduction 5 PROBLEM SOLUTIONS 1. 1 alter dimensions into the given equality T = 2? ionle ss incessant, we have g , and recognizing that 2? is a dimen- T = g or T= L = L T2 T2 = T Thus, the dimensions are consistent . 1. 2 (a) From x = Bt2, we ? nd that B = B = x L = 2 t 2 T x . Thus, B has units of t2 (b) If x = A the pits ( 2? ft ), thence A = x sin ( 2? ft ) s machinecely the sine of an angle is a dimensionless ratio. Therefore, A = x = L 1. 3 (a) The units of volume, battleground, and top of the inning are V = L3, A = L2 , and h = L We consequently observe that L3 = L2 L or V = Ah Thus, the equation V = Ah is dimensionally correct . (b) Vcylinder = ? R 2 h = (? R 2 ) h = Ah , where A = ?R 2 Vrectangular box = wh = ( w ) h = Ah, where A = w = length ? width 1. 4 (a) L ML2 2 2 m v 2 = 1 m v0 + mgh, m v 2 = m v0 = M ? ? = 2 ? ? 2 T ? T? 1 2 L ? M L bandage ? mgh ? = M ? 2 ? L = . Thus, the equation is dimensionally incorrect . ? ? ? T ? T ? In the equation 1 2 2 (b) L L but at 2 = at 2 = ? 2 ? ( T 2 ) = L. Hence, this equation ? ? T ? T ? is dimensionally incorrect . In v = v0 + at 2, v = v0 = L In the equation ma = v 2, we see that ma = ma = M ? 2 ? ?T Therefore, this equation is also dimensionally incorrect . 2 ? = ML , spell v 2 = ? L ? = L . ? ? ? 2 T2 ? T ? T? 2 (c) . 5 From the universal gravitation law, the unbroken G is G = Fr 2 Mm. Its units are hence G = F ? r 2 ? ( kg ? m s2 ) ( m 2 ) m3 ? ?= = kg ? kg kg ? s 2 M m http//helpyoustudy. info 6 Chapter 1 1. 6 (a) puzzle out KE = p2 for the momentum, p, gives p = 2 m ( KE ) where the numeral 2 is a 2m dimensionless eternal. Dimensional analysis gives the units of momentum as p = m KE = M ( M ? L2 T 2 ) = M 2 ? L2 T 2 = M ( L T ) Therefore, in the SI system, the units of momentum are kg ? ( m s ) . (b) Note that the units of force are kg ? m s 2 or F = M ? L T 2 . Then, observe that F t = ( M ?L T 2 ) ? T = M ( L T ) = p From this, it follows that force multiplied by time is proportional to momentum Ft = p . (See the impulsemomentu m theorem in Chapter 6, F ? ?t = ? p , which says that a constant force F multiplied by a date of time ? t equals the change in momentum, ? p. ) 1. 7 1. 8 Area = ( length ) ? ( width ) = ( 9. 72 m )( 5. 3 m ) = 52 m 2 (a) Computing ( 8) 3 with issue rounding the modal(a) result yields ( 8) (b) 3 = 22. 6 to three signi? cant ? gures. Rounding the mediate result to three signi? cant ? gures yields 8 = 2. 8284 2. 83 Then, we obtain ( 8) 3 = ( 2. 83) = 22. 7 to three signi? ant ? gures. 3 (c) 1. 9 (a) (b) (c) (d) The answer 22. 6 is more reliable because rounding in part (b) was carried out overly soon. 78. 9 0. 2 has 3 world-shaking figures with the uncertainty in the tenths position. 3. 788 ? 10 9 has 4 significant figures 2. 46 ? 10 ? 6 has 3 significant figures 0. 003 2 = 3. 2 ? 10 ? 3 has 2 significant figures . The devil(prenominal) zeros were melodic phraseally included only to position the decimal. 1. 10 c = 2 . 997 924 58 ? 108 m s (a) (b) (c) Rounded to 3 signi? c ant ? gures c = 3. 00 ? 108 m s Rounded to 5 signi? cant ? gures c = 2 . 997 9 ? 108 m s Rounded to 7 signi? cant ? gures c = 2 . 997 925 ? 08 m s 1. 11 Observe that the length = 5. 62 cm, the width w = 6. 35 cm, and the height h = 2. 78 cm all contain 3 signi? cant ? gures. Thus, any product of these quantities should contain 3 signi? cant ? gures. (a) (b) w = ( 5. 62 cm )( 6. 35 cm ) = 35. 7 cm 2 V = ( w ) h = ( 35. 7 cm 2 ) ( 2. 78 cm ) = 99. 2 cm 3 go on on adjoining page http//helpyoustudy. info Introduction 7 (c) wh = ( 6. 35 cm )( 2. 78 cm ) = 17. 7 cm 2 V = ( wh ) = (17. 7 cm 2 ) ( 5. 62 cm ) = 99. 5 cm 3 (d) In the rounding process, small amounts are either added to or subtracted from an answer to satisfy the rules of signi? cant ? gures.For a given rounding, different small ad fullments are made, introducing a certain amount of racket in the last signi? cant digit of the ? nal answer. 2 2 2 A = ? r 2 = ? (10. 5 m 0. 2 m ) = ? ?(10. 5 m ) 2 (10. 5 m )( 0. 2 m ) + ( 0. 2 m ) ? ? ? 1. 12 (a) Recognize that the last term in the brackets is insigni? cant in comparison to the other dickens. Thus, we have A = ? ? cx m 2 4. 2 m 2 ? = 346 m 2 13 m 2 ? ? (b) 1. 13 C = 2? r = 2? (10. 5 m 0. 2 m ) = 66. 0 m 1. 3 m The least accurate dimension of the box has two signi? cant ? gures. Thus, the volume (product of the three dimensions) ordain contain only two signi? cant ? ures. V = ? w ? h = ( 29 cm )(17. 8 cm )(11. 4 cm ) = 5. 9 ? 10 3 cm 3 1. 14 (a) The sum is rounded to 797 because 756 in the terms to be added has no positions beyond the decimal. 0. 003 2 ? 356. 3 = ( 3. 2 ? 10 ? 3 ) ? 356. 3 = 1. 14016 must be rounded to 1. 1 because 3. 2 ? 10 ? 3 has only two signi? cant ? gures. 5. 620 ? ? must be rounded to 17. 66 because 5. 620 has only four signi? cant ? gures. (b) (c) 1. 15 5 280 ft ? ? 1 fathom ? 8 d = ( 250 000 mi ) ? ? ? = 2 ? 10 fathoms ? 1. 000 mi ? ? 6 ft ? The answer is special to one signi? cant ? gure because of the accuracy to whic h the conversion from fathoms to feet is given. . 16 v= t = 186 furlongs 1 fortnight ? 1 fortnight ? ? 14 days ? ? ? 1 day ? ? 220 yds ? ? 8. 64 ? 10 4 s ? ? 1 furlong ? ? 3 ft ? ? 1 yd ? ? ascorbic acid cm ? ? ? 3. 281 ft ? ? ? gravid v = 3. 09 cm s ? ? 3. 786 L ? ? 1 gal ? ? 10 3 cm 3 ? ? 1 m 3 ? = 0. 204 m 3 ? ? 1 L ? ? 10 6 cm 3 ? ? ? 1. 17 ? 9 gal 6. 00 firkins = 6. 00 firkins ? ? 1 firkin ? (a) 1. 18 1. 609 km ? 2 5 7 = ( 348 mi ) ? 6 ? ? = 5. 60 ? 10 km = 5. 60 ? 10 m = 5. 60 ? 10 cm ? 1. 000 mi ? ? 1. 609 km ? 4 h = (1 612 ft ) ? 2 ? = 0. 491 2 km = 491. 2 m = 4. 912 ? 10 cm 5 280 ft ? ? ? 1. 609 km ? 3 5 h = ( 20 320 ft ) ? = 6. 192 km = 6. 192 ? 10 m = 6. 192 ? 10 cm 5 280 ft ? ? (b) (c) continued on next page http//helpyoustudy. info 8 Chapter 1 (d) ? 1. 609 km ? 3 5 d = (8 two hundred ft ) ? ? = 2 . 499 km = 2 . 499 ? 10 m = 2 . 499 ? 10 cm ? 5 280 ft ? In (a), the answer is limited to three signi? cant ? gures because of the accuracy of the original data v alue, 348 miles. In (b), (c), and (d), the answers are limited to four signi? cant ? gures because of the accuracy to which the kilometers-to-feet conversion factor is given. 1. 19 v = 38. 0 m ? 1 km ? ? 1 mi ? ? 3 600 s ? ? = 85. 0 mi h ? s ? 10 3 m ? ? 1. 609 km ? 1 h ? Yes, the driver is majestic the recreate limit by 10. 0 mi h . mi ? 1 km ? ? 1 gal ? ? = 10. 6 km L ? gal ? 0. 621 mi ? ? 3. 786 L ? ? ? 1. 20 efficiency = 25. 0 r= 1. 21 (a) (b) (c) diameter 5. 36 in ? 2. 54 cm ? = ? ? = 6. 81 cm 2 2 ? 1 in ? 2 A = 4? r 2 = 4? ( 6. 81 cm ) = 5. 83 ? 10 2 cm 2 V= 4 3 4 3 ? r = ? ( 6. 81 cm ) = 1. 32 ? 10 3 cm 3 3 3 ? ? 1 h ? ? 2. 54 cm ? ? 10 9 nm ? ? 3 600 s ? ? 1. 00 in ? ? 10 2 cm ? = 9. 2 nm s ? 1. 22 ? 1 in ? ? 1 day rate = ? ? 32 day ? ? 24 h ? This means that the proteins are assembled at a rate of many layers of atoms each second 1. 3 ? m ? ? 3 600 s ? ? 1 km ? ? 1 mi ? 8 c = ? 3. 00 ? 10 8 ? = 6. 71 ? 10 mi h s ? ? 1 h ? ? 10 3 m ? ? 1. 609 km ? ? ? 2 . 832 ? 10 ? 2 m3 ? Volume of house = ( 50. 0 ft )( 26 ft )(8. 0 ft ) ? ? 1 ft 3 ? ? ? 100 cm ? = 2 . 9 ? 10 2 m3 = ( 2 . 9 ? 10 2 m3 ) ? = 2 . 9 ? 10 8 cm3 ? 1m ? ? 1. 25 1. 26 2 2 ? 1 m ? 43 560 ft ? ? 1 m ? ? ? = 3. 08 ? 10 4 m3 Volume = 25. 0 acre ft ? ? ? ? ? 3. 281 ft ? 1 acre ? ? 3. 281 ft ? ? ? ? ? 1 Volume of pyramid = ( sector of base )( height ) 3 3 1. 24 ( ) = 1 ? (13. 0 acres )( 43 560 ft 2 acre ) ? ( 481 ft ) = 9. 08 ? 10 7 f ? 3? ? 2 . 832 ? 10 ? 2 m3 ? 3 = ( 9. 08 ? 10 7 ft 3 ) ? 5 ? = 2 . 57 ? 10 m 1 ft3 ? ? 1. 27 Volume of cube = L 3 = 1 quart (Where L = length of one side of the cube. ) ? 1 gallon ? ? 3. 786 liter ? ? 1000 cm3 ? i = 947 cm3 Thus, L 3 = 1 quart ? ? 4 quarts ? ? 1 gallon ? ? 1 liter ? ? ? ? ( ) and L = 3 947 cm3 = 9. 82 cm http//helpyoustudy. info Introduction 9 1. 28 We estimate that the length of a step for an total person is just somewhat 18 inches, or virtually 0. 5 m. Then, an estimate for the number of steps required to travel a quad equal to the circumference of the universe would be N= or 3 2? ( 6. 38 ? 10 6 m ) Circumference 2?RE = ? ? 8 ? 10 7 steps 0. 5 m step Step outer space Step Length N ? 108 steps 1. 29. We assume an middling cellular respiration rate of about 10 breaths/minute and a typical flavour span of 70 classs. Then, an estimate of the number of breaths an average person would sire in a lifetime is ? ? breaths ? 10 7 ? min n = ? 10 ( 70 yr ) ? 3. 156 ? yr s ? ? 160 s ? = 4 ? 108 breaths ? ? ? min ? 1 ? ? ? or n ? 108 breaths 1. 30 We assume that the average person catches a cold twice a class and is vomit an average of 7 days (or 1 week) each time. Thus, on average, each person is sick for 2 weeks out of each course of instruction (52 weeks).The probability that a particular person depart be sick at any given time equals the percentage of time that person is sick, or probability of ailment = 2 weeks 1 = 52 weeks 26 The population of the terra firma is more or less 7 billion. The numb er of people pass judgment to have a cold on any given day is then 1 Number sick = ( population )( probability of sickness ) = ( 7 ? 10 9 ) ? ? = 3 ? 108 or ? 108 ( ? ? ? 26 ? 1. 31 (a) Assume that a typical intestinal tract has a length of about 7 m and average diameter of 4 cm. The estimated fit intestinal volume is then ? ?d 2 ? ? ( 0. 04 m ) V summate = A = ? ( 7 m ) = 0. 009 m 3 ? 4 ? 4 ? 2 The approximate volume occupied by a single bacterium is Vbacteria ? ( typical length scale ) = (10 ? 6 m ) = 10 ? 18 m 3 3 3 If it is assumed that bacteria domicile one hundredth of the wide intestinal volume, the estimate of the number of microorganisms in the human intestinal tract is n= (b) 3 V jibe 100 ( 0. 009 m ) 100 = = 9 ? 1013 or n ? 1014 10 ? 18 m 3 Vbacteria The large value of the number of bacteria estimated to exist in the intestinal tract means that they are probably not dangerous. enteral bacteria help digest food and provide important nutrients. humanness and bacteria enjoy a mutually bene? ial symbiotic relationship. Vcell = 3 4 3 4 ? r = ? (1. 0 ? 10 ? 6 m ) = 4. 2 ? 10 ? 18 m 3 3 3 1. 32 (a) (b) pick up your body to be a cylinder having a radius of about 6 inches (or 0. 15 m) and a height of about 1. 5 meters. Then, its volume is Vbody = Ah = (? r 2 ) h = ? ( 0. 15 m ) (1. 5 m ) = 0. 11 m 3 or ? 10 ? 1 m 3 2 continued on next page http//helpyoustudy. info 10 Chapter 1 (c) The estimate of the number of cells in the body is then n= Vbody Vcell = 0. 11 m 3 = 2. 6 ? 1016 or ? 1016 ? 18 3 4. 2 ? 10 m 1. 33 A reasonable guess for the diameter of a tire might be 3 ft, with a circumference (C = 2? r = ?D = distance travels per revolution) of about 9 ft. Thus, the total number of revolutions the tire might make is n= total distance traveled ( 50 000 mi )( 5 280 ft mi ) = 3 ? 10 7 rev, or 10 7 rev = distance per revolution 9 ft rev 1. 34 Answers to this problem will vary, dependent on the assumptions one makes. This solution assumes that bacteria an d other prokaryotes occupy approximately one ten-millionth (10? 7) of the Earths volume, and that the density of a prokaryote, like the density of the human body, is approximately equal to that of water (103 kg/m3). (a) estimated number = n = Vtotal Vsingle prokaryote 10 )V ? ?7 Earth Vsingle prokaryote (10 )(10 m ) ? ? (length scale) (10 m ) ?7 3 Earth ? 7 6 3 ? 6 3 (10 ) R 3 ? 10 29 (b) (c) 3 kg ? ? ? ? mtotal = ( density )( total volume) ? ?water ? nVsingle ? = ? 10 3 3 ? (10 29 )(10 ? 6 m ) ? 1014 kg ? ? prokaryote ? ? m The very large mass of prokaryotes implies they are important to the biosphere. They are responsible for ? xing carbon, producing oxygen, and breaking up pollutants, among many other biological roles. Humans depend on them x = r cosine? = 2 . 5 m cos 35 = 2. 0 m 1. 35 The x coordinate is found as and the y coordinate ) y = r sin? = ( 2 . 5 m ) sin 35 = 1. m ( 2 1. 36 The x distance out to the ? y is 2. 0 m and the y distance up to the ? y is 1. 0 m. Thus, we ca n use the Pythagorean theorem to ? nd the distance from the origin to the ? y as d = x 2 + y2 = ( 2. 0 m ) + (1. 0 m ) 2 = 2. 2 m 1. 37 The distance from the origin to the ? y is r in polar coordinates, and this was found to be 2. 2 m in task 36. The angle ? is the angle amidst r and the horizontal reference line (the x axis in this case). Thus, the angle can be found as tan ? = y 1. 0 m = = 0. 50 x 2. 0 m and ? = tan ? 1 ( 0. 50 ) = 27 The polar coordinates are r = 2. 2 m and ? = 27 1. 8 The x distance amid the two points is ? x = x2 ? x1 = ? 3. 0 cm ? 5. 0 cm = 8. 0 cm and the y distance between them is ? y = y2 ? y1 = 3. 0 cm ? 4. 0 cm = 1. 0 cm. The distance between them is found from the Pythagorean theorem d= 1. 39 ? x + ? y = (8. 0 cm ) + (1. 0 cm ) = 2 2 2 2 65 cm 2 = 8. 1 cm Refer to the Figure given in Problem 1. 40 below. The Cartesian coordinates for the two given points are x1 = r1 cos ? 1 = ( 2. 00 m ) cos 50. 0 = 1. 29 m y1 = r1 sin ? 1 = ( 2. 00 m ) sin 50. 0 = 1 . 53 m x2 = r2 cos ? 2 = ( 5. 00 m ) cos ( ? 50. 0) = 3. 21 m y2 = r2 sin ? 2 = ( 5. 00 m ) sin ( ? 50. 0) = ? 3. 3 m continued on next page http//helpyoustudy. info Introduction 11 The distance between the two points is then ? s = ( ? x ) + ( ? y ) = (1. 29 m ? 3. 21 m ) + (1. 53 m + 3. 83 m ) = 5. 69 m 2 2 2 2 1. 40 require the Figure shown at the right. The Cartesian coordinates for the two points are x1 = r1 cos ? 1 y1 = r1 sin ? 1 x2 = r2 cos ? 2 y2 = r2 sin ? 2 y (x1, y1) r1 ?s ?y y1 y2 The distance between the two points is the length of the hypotenuse of the shaded trigon and is given by ? s = ( ? x ) + ( ? y ) = 2 2 q1 ( x1 ? x2 ) + ( y1 ? y2 ) 2 2 (x2, y2) r2 ? x q2 x1 x2 x or ? s = (r 2 1 cos 2 ? 1 + r22 cos 2 ? ? 2r1r2 cos ? 1 cos ? 2 ) + ( r12 sin 2 ? 1 + r22 sin 2 ? 2 ? 2r1r2 sin ? 1 sin ? 2 ) = r12 ( cos 2 ? 1 + sin 2 ? 1 ) + r22 ( cos 2 ? 2 + sin 2 ? 2 ) ? 2r1r2 ( cos ? 1 cos ? 2 + sin ? 1 sin ? 2 ) i Applying the identities cos 2 ? + sin 2 ? = 1 and cos ? 1 cos ? 2 + sin ? 1 sin ? 2 = cos (? 1 ? ?2 ) , this reduces to ? s = r12 + r22 ? 2r1r2 ( cos ? 1 cos ? 2 + sin ? 1 sin ? 2 ) = 1. 41 (a) r12 + r22 ? 2r1r2 cos (? 1 ? ?2 ) With a = 6. 00 m and b being two sides of this right triangle having hypotenuse c = 9. 00 m, the Pythagorean theorem gives the unknown side as b = c2 ? a2 = ( 9. 00 m )2 ? ( 6. 00 m )2 = 6. 1 m (c) sin ? = b 6. 71 m = = 0. 746 c 9. 00 m (b) tan ? = a 6. 00 m = = 0. 894 b 6. 71 m 1. 42 From the diagram, cos ( 75. 0) = d L Thus, d = L cos ( 75. 0) = ( 9. 00 m ) cos ( 75. 0) = 2. 33 m L 9 . 00 m 75. 0 d http//helpyoustudy. info 12 Chapter 1 1. 43 The circumference of the fountain is C = 2? r , so the radius is C 15. 0 m = = 2. 39 m 2? 2? h h Thus, tan ( 55. 0) = = which gives r 2. 39 m r= h = ( 2. 39 m ) tan ( 55. 0) = 3. 41 m 1. 44 (a) (b) sin ? = cos ? = opposite side so, opposite side = ( 3. 00 m ) sin ( 30. 0 ) = 1. 50 m hypotenuse adjacent side so, adjacent side = ( 3. 00 m ) cos ( 30. ) = 2 . 60 m hypotenuse (b) (d) The side adjacent to ? = 3. 00 sin ? = 4. 00 = 0. 800 5. 00 1. 45 (a) (c) (e) The side opposite ? = 3. 00 cos ? = tan ? = 4. 00 = 0. 800 5. 00 4. 00 = 1. 33 3. 00 1. 46 Using the diagram at the right, the Pythagorean theorem yields c = ( 5. 00 m ) + ( 7. 00 m ) = 8. 60 m 2 2 5. 00 m c q 7. 00 m 1. 47 From the diagram given in Problem 1. 46 above, it is seen that tan ? = 5. 00 = 0. 714 7. 00 and ? = tan ? 1 ( 0. 714 ) = 35. 5 1. 48 (a) and (b) (c) See the Figure given at the right. Applying the de? nition of the tan purpose to the large right triangle containing the 12. angle gives y x = tan 12. 0 1 Also, applying the de? nition of the tangent function to the littler right triangle containing the 14. 0 angle gives y = tan 14. 0 x ? 1. 00 km (d) From Equation 1 above, observe that x = y tan 12. 0 2 Substituting this result into Equation 2 gives y ? tan 12. 0 = tan 14. 0 y ? (1. 00 km ) tan 12. 0 continued on next page http//helpyoustudy. info Introduction 13 Then, solving for the height of the mountain, y, yields y= 1. 49 (1. 00 km ) tan 12. 0 tan 14. 0 tan 14. 0 ? tan 12. 0 = 1. 44 km = 1. 44 ? 10 3 m Using the sketch at the right w = tan 35. , or 100 m w = (100 m ) tan 35. 0 = 70. 0 m w 1. 50 The ? gure at the right shows the situation described in the problem statement. Applying the de? nition of the tangent function to the large right triangle containing the angle ? in the Figure, one obtains y x = tan ? Also, applying the de? nition of the tangent function to the small right triangle containing the angle ? gives y = tan ? x? d Solving Equation 1 for x and substituting the result into Equation 2 yields y = tan ? y tan ? ? d The last result simpli? es to or y ? tan ? = tan ? y ? d ? tan ? y ? tan ? = y ? tan ? ? d ? tan ? ? tan ? or 2 1Solving for y y ( tan ? ? tan ? ) = ? d ? tan ? ? tan ? y=? 1. 51 (a) d ? tan ? ? tan ? d ? tan ? ? tan ? = tan ? ? tan ? tan ? ? tan ? Given that a ? F m , we have F ? ma . Therefore, the units of force are those of ma, F = ma = ma = M ( L T 2 ) = M L T-2 (b) L M? L F = M ? 2 ? = 2 ? ? T ? T ? 1 so newton = kg ? m s2 1. 52 (a) mi ? mi ? ? 1. 609 km ? km = ? 1 ? = 1. 609 h ? h ? ? 1 mi ? h mi ? mi ? ? 1. 609 km h ? km = ? 55 ? = 88 h ? h ? ? 1 mi h ? h mi mi ? mi ? ? 1. 609 km h ? km ? 55 = ? 10 ? = 16 h h ? h ? ? 1 mi h ? h (b) vmax = 55 (c) ?vmax = 65 http//helpyoustudy. info 14 Chapter 1 1. 3 (a) Since 1 m = 10 2 cm , then 1 m 3 = (1 m ) = (10 2 cm ) = (10 2 ) cm 3 = 10 6 cm 3, giving 3 3 3 ? 1. 0 ? 10 ? 3 kg ? 3 mass = density volume = ? ? 1. 0 m 3 ? 1. 0 cm ? ( )( ) ( ) ? 10 6 cm3 ? ? kg ? 3 = ? 1. 0 ? 10 ? 3 3 ? 1. 0 m 3 ? ? = 1. 0 ? 10 kg 3 ? cm ? ? 1m ? ( ) As a rough calculation, treat each of the following objects as if they were 100% water. (b) (c) (d) 3 kg 4 cell mass = density ? volume = ? 10 3 3 ? ? ( 0. 50 ? 10 ? 6 m ) = 5. 2 ? 10 ? 16 kg ? ? m ? 3 ? 3 4 kg 4 kidney mass = density ? volume = ? ? ? r 3 ? = ? 10 3 3 ? ? ( 4. 0 ? 10 ? 2 m ) = 0. 27 kg ? ? ? ? m ? 3 ? 3 ? ? ?y mass = density ? olume = ( density ) (? r 2 h ) 2 kg = ? 10 3 3 ? ? (1. 0 ? 10 ? 3 m ) ( 4. 0 ? 10 ? 3 m ) = 1. 3 ? 10 ? 5 kg ? ? m ? ? 1. 54 Assume an average of 1 can per person each week and a population of 300 million. (a) number cans person ? number cans year = ? ? ? ( population )( weeks year ) week ? ? ? ?1 ? ? can person ? 8 ? ( 3 ? 10 people ) ( 52 weeks yr ) week ? ? 2 ? 1010 cans yr , or 10 10 cans yr (b) number of tons = ( weight can )( number cans year ) ? oz ? ? 1 lb ? ? 1 ton ? 10 can ? ? 0. 5 ? ? 2 ? 10 ? can ? ? 16 oz ? ? 2 000 lb ? yr ? ? 3 ? 10 5 ton yr , or 10 5 ton yr Assumes an average weight of 0. oz of aluminum per can. 1. 55 The term s has dimensions of L, a has dimensions of LT? 2, and t has dimensions of T. Therefore, the equation, s = k a m t n with k being dimensionless, has dimensions of L = ( LT ? 2 ) ( T ) m n or L1T 0 = L m T n? 2 m The powers of L and T must be the same on each side of the equation. Therefore, L1 = Lm and m =1 Likewise, equating powers of T, we see that n ? 2 m = 0, or n = 2 m = 2 Dimensional analysis cannot ensure the value of k , a dimensionless constant. 1. 56 (a) The rate of ? lling in gallons per second is rate = 30. 0 gal ? 1 min ? ?2 ? ? = 7. 14 ? 10 gal s 7. 0 min ? 60 s ? continued on next page http//helpyoustudy. info Introduction 15 (b) 3 1L Note that 1 m 3 = (10 2 cm ) = (10 6 cm 3 ) ? 3 ? 3 ? 10 cm ? = 10 3 L. Thus, ? ? rate = 7. 14 ? 10 ? 2 (c) t= gal ? 3. 786 L ? ? 1 m 3 ? ?4 3 ? ? = 2. 70 ? 10 m s s ? 1 gal ? ? 10 3 L ? ? 1h ? Vfilled 1. 00 m 3 = = 3. 70 ? 10 3 s ? ? = 1. 03 h ? 4 3 rate 2. 70 ? 10 m s ? 3 600 s ? 1. 57 The volume of paint used is given by V = Ah, where A is the area covered and h is the thickness of the layer. Thus, h= V 3. 79 ? 10 ? 3 m 3 = = 1. 52 ? 10 ? 4 m = 152 ? 10 ? 6 m = 152 ? m 25. 0 m 2 A 1. 58 (a) For a sphere, A = 4? R 2 .In this case, the radius of the second sphere is twice that of the ? rst, or R2 = 2 R1. Hence, A2 4? R 2 R 2 ( 2 R1 ) 2 = = 2 = = 4 2 2 A1 4? R 1 R 1 R12 2 (b) For a sphere, the volume is Thus, V= 4 3 ? R 3 3 V2 ( 4 3) ? R 3 R 3 ( 2 R1 ) 2 = = 2 = = 8 3 3 3 V1 ( 4 3) ? R 1 R 1 R1 1. 59 The estimate of the total distance cars are driven each year is d = ( cars in use ) ( distance traveled per car ) = (100 ? 10 6 cars )(10 4 mi car ) = 1 ? 1012 mi At a rate of 20 mi/gal, the fuel used per year would be V1 = d 1 ? 1012 mi = = 5 ? 1010 gal rate1 20 mi gal If the rate increased to 25 mi gal, the one-year fuel consumption would be V2 = d 1 ? 012 mi = = 4 ? 1010 gal rate2 25 mi gal and the fuel savings each year would be savings = V1 ? V2 = 5 ? 1010 gal ? 4 ? 1010 gal = 1 ? 1010 gal 1. 60 (a) The amount paid per year would be sawhorses ? ? 8. 64 ? 10 4 s ? ? 365. 25 days ? 10 dollars annual amount = ? 1 000 ? ? = 3. 16 ? 10 s ? ? 1. 00 day ? ? yr yr ? ? Therefore, it would take (b) 10 ? 10 12 dollars = 3 ? 10 2 yr, 3. 16 ? 10 10 dollars yr or 10 2 yr The circumference of the Earth at the equator is C = 2? r = 2? 6. 378 ? 10 6 m = 4. 007 ? 10 7 m ( ) continued on next page http//helpyoustudy. info 16 Chapter 1 The length of one dollar bill is 0. 55 m, so the length of ten trillion bills is m ? 12 12 = ? 0. 155 ? ? (10 ? 10 dollars ) = 1? 10 m. Thus, the ten trillion dollars would dollar ? ? encircle the Earth 1 ? 1012 m n= = = 2 ? 10 4 , or 10 4 times C 4. 007 ? 10 7 m 1. 61 (a) (b) ? 365. 2 days ? ? 8. 64 ? 10 4 s ? 1 yr = (1 yr ) ? = 3. 16 ? 10 7 s ? ? ? 1 day ? 1 yr ? ? ? Consider a share of the surface of the Moon which has an area of 1 m2 and a depth of 1 m. When ? lled with meteorites, each having a diameter 10? 6 m, the number of meteorites along each edge of this box is n= length of an edge 1m = = 10 6 meteorite diameter 10 ? 6 m The total number of meteorites in the ? led box is then N = n 3 = 10 6 3 = 10 18 At the rate of 1 meteorite per second, the time to ? ll the box is 1y ? = 3 ? 10 10 yr, or t = 1018 s = (1018 s ) ? ? ? 7 ? 3. 16 ? 10 s ? 1. 62 1010 yr ( ) We will assume that, on ave rage, 1 ball will be lost per hitter, that there will be about 10 hitters per inning, a game has 9 innings, and the squad plays 81 home games per indurate. Our estimate of the number of game balls needed per season is then number of balls needed = ( number lost per hitter ) ( number hitters/game )( home games/year ) games ? hitters ? ? innings ? = (1 ball per hitter ) 10 ? 81 ? ? ? year ? inning ? ? game ? = 7300 balls year or 10 4 balls year 1. 63 The volume of the opaque Way galaxy is roughly ? ?d2 ? ? VG = At = ? t ? 10 21 m 4 ? 4 ? ? ( ) (10 m ) 2 19 or VG ? 10 61 m3 r If, within the Milky Way galaxy, there is typically one neutron pinny lead in a spherical volume of radius r = 3 ? 1018 m, then the galactic volume per neutron star is V1 = 3 4 3 4 ? r = ? ( 3 ? 1018 m ) = 1 ? 10 56 m 3 3 3 or V1 ? 10 56 m 3 The order of order of magnitude of the number of neutron stars in the Milky Way is then n= VG 10 61 m 3 ? V1 10 56 m 3 or n ? 10 5 neutron stars http//helpyoustudy. info 2 interrogation in angiotensin-converting enzyme DimensionQUICK QUIZZES 1. 2. (a) (a) 200 yd (b) 0 (c) 0 False. The car may be lessen bulge out, so that the focusing of its acceleration is opposite the burster of its amphetamine. True. If the amphetamine is in the direction chosen as negative, a haughty acceleration causes a cliff in upper. True. For an accelerating particle to forbear at all, the stop number and acceleration must have opposite signs, so that the cannonball along is decreasing. If this is the case, the particle will last come to rest. If the acceleration remains constant, however, the particle must begin to ingrain again, opposite to the direction of its original velocity.If the particle comes to rest and then rest at rest, the acceleration has become zero at the moment the action stops. This is the case for a braking carthe acceleration is negative and goes to zero as the car comes to rest. (b) (c) 3. The velocity-vs. -time interpret (a) h as a constant position, indicating a constant acceleration, which is be by the acceleration-vs. -time graph (e). Graph (b) represents an object whose promote forever increases, and does so at an ever increase rate. Thus, the acceleration must be increasing, and the acceleration-vs. -time graph that trump out indicates this behavior is (d).Graph (c) depicts an object which ? rst has a velocity that increases at a constant rate, which means that the objects acceleration is constant. The motion then changes to one at constant speed, indicating that the acceleration of the object becomes zero. Thus, the best match to this situation is graph (f). 4. prize (b). According to graph b, there are some secondments in time when the object is simultaneously at two different x-coordinates. This is physically impossible. (a) The blue graph of Figure 2. 14b best shows the pucks position as a function of time. As seen in Figure 2. 4a, the distance the puck has traveled grows at an increasing rate for approximately three time intervals, grows at a steady rate for about four time intervals, and then grows at a change magnitude rate for the last two intervals. The red graph of Figure 2. 14c best illustrates the speed (distance traveled per time interval) of the puck as a function of time. It shows the puck gaining speed for approximately three time intervals, wretched at constant speed for about four time intervals, then slowing to rest during the last two intervals. 5. (b) 17 http//helpyoustudy. info 18 Chapter 2 (c) The green graph of Figure 2. 4d best shows the pucks acceleration as a function of time. The puck gains velocity (positive acceleration) for approximately three time intervals, moves at constant velocity (zero acceleration) for about four time intervals, and then loses velocity (negative acceleration) for roughly the last two time intervals. 6. plectron (e). The acceleration of the ball remains constant while it is in the air. The magnitude of its acceler ation is the free-fall acceleration, g = 9. 80 m/s2. Choice (c). As it travels upwardly, its speed decreases by 9. 80 m/s during each second of its motion. When it reaches the extremum of its motion, its speed becomes zero.As the ball moves downwardly, its speed increases by 9. 80 m/s each second. Choices (a) and (f). The ? rst jumper will always be moving with a higher velocity than the second. Thus, in a given time interval, the ? rst jumper covers more distance than the second, and the separation distance between them increases. At any given instant of time, the velocities of the jumpers are de? nitely different, because one had a head dough. In a time interval after(prenominal) this instant, however, each jumper increases his or her velocity by the same amount, because they have the same acceleration. Thus, the difference in velocities stays the same. . 8. ANSWERS TO MULTIPLE CHOICE QUESTIONS 1. Once the arrow has left wing the bow, it has a constant downward acceleration equal to the freefall acceleration, g. Taking upward as the positive direction, the elapsed time required for the velocity to change from an sign value of 15. 0 m s upward ( v0 = +15. 0 m s ) to a value of 8. 00 m s downward ( v f = ? 8. 00 m s ) is given by ? t = ? v v f ? v0 ? 8. 00 m s ? ( +15. 0 m s ) = = = 2. 35 s a ? g ? 9. 80 m s 2 Thus, the correct choice is (d). 2. In Figure MCQ2. 2, there are ? ve spaces separating adjacent oil drops, and these spaces span a distance of ? x = 600 meters.Since the drops derive every 5. 0 s, the time span of each space is 5. 0 s and the total time interval shown in the ? gure is ? t = 5 ( 5. 0 s ) = 25 s. The average speed of the car is then v= ? x 600 m = = 24 m s ? t 25 s making (b) the correct choice. 3. The derivation of the equations of kinematics for an object moving in one dimension (Equations 2. 6 through 2. 10 in the textbook) was based on the assumption that the object had a constant acceleration. Thus, (b) is the correct answer. An object having constant acceleration would have constant velocity only if that acceleration had a value of zero, so (a) is not a prerequisite condition.The speed (magnitude of the velocity) will increase in time only in cases when the velocity is in the same direction as the constant acceleration, so (c) is not a correct response. An object projected straight upward into the air has a constant acceleration. Yet its position (altitude) does not always increase in time (it eventually starts to fall back downward) nor is its velocity always directed downward (the direction of the constant acceleration). Thus, neither (d) nor (e) can be correct. http//helpyoustudy. info Motion in One Dimension 19 4. The bowling pin has a constant downward acceleration ( a = ? g = ? 9. 80 m s 2 ) while in ? ght. The velocity of the pin is directed upward on the upward part of its ? ight and is directed downward as it fall back toward the jugglers hand. Thus, only (d) is a true statement. The sign v elocity of the car is v0 = 0 and the velocity at time t is v. The constant acceleration is therefore given by a = ? v ? t = ( v ? v0 ) t = ( v ? 0 ) t = v t and the average velocity of the car is v = ( v + v0 ) 2 = ( v + 0 ) 2 = v 2. The distance traveled in time t is ? x = vt = vt 2. In the special case where a = 0 ( and hence v = v0 = 0 ) , we see that statements (a), (b), (c), and (d) are all correct. However, in the general case ( a ? , and hence v ? 0 ), only statements (b) and (c) are true. Statement (e) is not true in either case. The motion of the boat is very alike(p) to that of a object propel straight upward into the air. In both cases, the object has a constant acceleration which is directed opposite to the direction of the initial velocity. Just as the object thrown upward slows down and stops momentarily before it starts speeding up as it falls back downward, the boat will continue to move northward for some time, slowing uniformly until it comes to a momentary stop. It will then start to move in the southward direction, gaining speed as it goes.The correct answer is (c). In a position versus time graph, the velocity of the object at any point in time is the slope of the line tangent to the graph at that instant in time. The speed of the particle at this point in time is simply the magnitude (or absolute value) of the velocity at this instant in time. The sack occurring during a time interval is equal to the difference in x-coordinates at the ? nal and initial times of the interval ? x = x t f ? x ti . 5. 6. 7. ( ) The average velocity during a time interval is the slope of the straight line connecting the points on the curve corresponding to the initial and ? al times of the interval ? v = ? x ? t = ( x f ? xi ) ( t f ? ti ) ? . Thus, we see how the quantities in choices (a), (e), (c), and (d) ? ? can all be obtained from the graph. Only the acceleration, choice (b), cannot be obtained from the position versus time graph. 8. From ? x = v0 t + 1 at 2, the distance traveled in time t, kickoff from rest ( v0 = 0 ) with constant 2 acceleration a, is ? x = 1 at 2 . Thus, the ratio of the distances traveled in two man-to-man trials, one 2 of duration t1 = 6 s and the second of duration t 2 = 2 s, is 2 2 ? x2 1 at 2 ? t 2 ? ? 2 s ? 1 2 = 1 2 =? ? =? ? = ? x1 2 at1 ? 1 ? ? 6 s ? 9 and the correct answer is (c). 2 9. The distance an object moving at a uniform speed of v = 8. 5 m s will travel during a time interval of ? t = 1 1 000 s = 1. 0 ? 10 ? 3 s is given by ? x = v ( ? t ) = (8. 5 m s ) (1. 0 ? 10 ? 3 s ) = 8. 5 ? 10 ? 3 m = 8. 5 mm so the only correct answer to this question is choice (d). 10. Once either ball has left the pupils hand, it is a freely falling body with a constant acceleration a = ? g (taking upward as positive). Therefore, choice (e) cannot be true. The initial velocities of the red and blue balls are given by viR = + v0 and viB = ? 0 , respectively. The velocity of either ball when it has a displacemen t from the launch point of ? y = ? h (where h is the height of the building) is found from v 2 = vi2 + 2a ( ? y ) as follows 2 vR = ? viR + 2a ( ? y ) R = ? ( + v0 ) 2 + 2 ( ? g ) ( ? h ) = ? 2 v0 + 2 gh http//helpyoustudy. info 20 Chapter 2 and 2 vB = ? viB + 2a ( ? y ) B = ? ( ? v0 ) 2 + 2 ( ? g ) ( ? h ) = ? 2 v0 + 2 gh Note that the negative sign was chosen for the stem turn in both cases since each ball is moving in the downward direction immediately before it reaches the ground.From this, we see that choice (c) is true. Also, the speeds of the two balls just before hitting the ground are 2 2 2 2 vR = ? v0 + 2 gh = v0 + 2 gh v0 and vB = ? v0 + 2 gh = v0 + 2 gh v0 Therefore, vR = vB , so both choices (a) and (b) are false. However, we see that both ? nal speeds exceed the initial speed and choice (d) is true. The correct answer to this question is then (c) and (d). 11. At ground level, the displacement of the rock from its launch point is ? y = ? h , where h is the 2 height of the tower and upward has been chosen as the positive direction.From v 2 = vo + 2a ( ? y ) , the speed of the rock just before hitting the ground is found to be 2 2 v = v0 + 2a ( ? y ) = v0 + 2 ( ? g ) ( ? h ) = (12 m s )2 + 2 ( 9. 8 m s2 ) ( 40. 0 m ) = 30 m s Choice (b) is therefore the correct response to this question. 12. Once the ball has left the throwers hand, it is a freely falling body with a constant, non-zero, acceleration of a = ? g . Since the acceleration of the ball is not zero at any point on its trajectory, choices (a) through (d) are all false and the correct response is (e). ANSWERS TO EVEN NUMBERED CONCEPTUAL QUESTIONS . Yes. The particle may stop at some instant, but still have an acceleration, as when a ball thrown straight up reaches its maximal height. (a) (b) 6. (a) No. They can be used only when the acceleration is constant. Yes. Zero is a constant. In Figure (c), the images are farther apart for each nonparallel time interval. The object is moving t oward the right and speeding up. This means that the acceleration is positive in Figure (c). In Figure (a), the ? rst four images show an increasing distance traveled each time interval and therefore a positive acceleration.However, after the fourth image, the spacing is decreasing, showing that the object is now slowing down (or has negative acceleration). In Figure (b), the images are equally spaced, showing that the object moved the same distance in each time interval. Hence, the velocity is constant in Figure (b). At the maximum height, the ball is momentarily at rest (i. e. , has zero velocity). The acceleration remains constant, with magnitude equal to the free-fall acceleration g and directed downward. Thus, even though the velocity is momentarily zero, it continues to change, and the ball will begin to gain speed in the downward direction.The acceleration of the ball remains constant in magnitude and direction throughout the balls free ? ight, from the instant it leaves the hand until the instant just before it strikes the 4. (b) (c) 8. (a) (b) http//helpyoustudy. info Motion in One Dimension 21 ground. The acceleration is directed downward and has a magnitude equal to the freefall acceleration g. 10. (a) Successive images on the ? lm will be separated by a constant distance if the ball has constant velocity. Starting at the right-most image, the images will be getting finisher together as one moves toward the left.Starting at the right-most image, the images will be getting farther apart as one moves toward the left. As one moves from left to right, the balls will ? rst get farther apart in each successive image, then closer together when the ball begins to slow down. (b) (c) (d) ANSWERS TO EVEN NUMBERED PROBLEMS 2. 4. 6. (a) (a) (a) (d) 8. (a) (d) 10. 12. (a) (a) (d) 14. 16. (a) 2 ? 10 4 mi 10. 04 m s 5. 00 m s ? 3. 33 m s +4. 0 m s 0 2. 3 min L t1 2 L ( t1 + t 2 ) 1. 3 ? 10 2 s (b) 13 m (b) (b) 64 mi ? L t 2 (c) 0 (b) (b) (b) (e) (b) ? x 2 RE = 2. 4 7. 042 m s 1. 25 m s 0 ? 0. 50 m s (c) ? 1. 0 m s (c) ? 2. 50 m s a) The trailing kickoffs speed must be great than that of the leader, and the leaders distance from the ? nish line must be great large to give the trailing runner time to make up the de? cient distance. (b) t = d ( v1 ? v2 ) (c) d2 = v2 d ( v1 ? v2 ) 18. (a) just about data points that can be used to plot the graph are as given below x (m) t (s) (b) (c) 5. 75 1. 00 16. 0 2. 00 35. 3 3. 00 68. 0 4. 00 119 5. 00 192 6. 00 41. 0 m s , 41. 0 m s , 41. 0 m s 17. 0 m s , much smaller than the instantaneous velocity at t = 4. 00 s l http//helpyoustudy. info 22 Chapter 2 20. 22. 24. (a) 20. 0 m s , 5. 00 m s (b) 263 m 0. 91 s (i) (a) (ii) (a) 0 0 (b) (b) 1. 6 m s 2 1. 6 m s 2 500 x (m) (c) (c) 0. 80 m s 2 0 26. The curves intersect at t = 16. 9 s. car patrol officer 250 0 0 4. 00 8. 00 12. 0 16. 0 20. 0 t (s) 28. 30. a = 2. 74 ? 10 5 m s 2 = ( 2. 79 ? 10 4 ) g (a) (b) (e) 32. (a) (d) 34. 36. 38. 40. (a) (a) (a) (a) ( c) 42. 44. 46. 48. 95 m 29. 1 s 1. 79 s v 2 = vi2 + 2a ( ? x ) f 8. 00 s 13. 5 m 22. 5 m 20. 0 s 5. 51 km 107 m v = a1t1 (c) a = ( v 2 ? vi2 ) 2 ( ? x ) f (d) 1. 25 m s 2 (b) 13. 5 m (c) 13. 5 m (b) (b) (b) (b) No, it cannot land safely on the 0. 800 km runway. 20. 8 m s, 41. 6 m s, 20. 8 m s, 38. 7 m s 1. 49 m s 2 ? = 1 a1t12 2 2 ? xtotal = 1 a1t12 + a1t1t 2 + 1 a2 t 2 2 2 (a) Yes. (b) vtop = 3. 69 m s (c) ?v downward = 2. 39 m s (d) No, ? v upward = 3. 71 m s. The two rocks have the same acceleration, but the rock thrown downward has a higher average speed between the two levels, and is accelerated over a smaller time interval. http//helpyoustudy. info Motion in One Dimension 23 50. 52. (a) (a) (c) 21. 1 m s v = ? v0 ? gt = v0 + gt v = v0 ? gt , d = 1 gt 2 2 29. 4 m s ? 202 m s 2 4. 53 s vi = h t + gt 2 (b) (b) 19. 6 m d = 1 gt 2 2 (c) 18. 1 m s, 19. 6 m 54. 56. 58. 60. 62. 64. (a) (a) (a) (a) (b) (b) (b) (b) 44. 1 m 198 m 14. m s v = h t ? gt 2 See Solutions Section for Motion Di agrams. Yes. The minimum acceleration needed to complete the 1 mile distance in the lot time is amin = 0. 032 m s 2 , considerably less than what she is undecided of producing. (a) (c) y1 = h ? v0 t ? 1 gt 2 , y2 = h + v0 t ? 1 gt 2 2 2 2 v1 f = v2 f = ? v0 + 2 gh (d) 66. (b) t 2 ? t1 = 2 v0 g y2 ? y1 = 2 v0 t as long as both balls are still in the air. 68. 70. 3. 10 m s (a) (c) 3. 00 s (b) v0 ,2 = ? 15. 2 m s v1 = ? 31. 4 m s, v2 = ? 34. 8 m s 2. 2 s only if acceleration = 0 (b) (b) ? 21 m s Yes, for all initial velocities and accelerations. 72. 74. (a) (a)PROBLEM SOLUTIONS 2. 1 We assume that you are approximately 2 m elevated and that the nerve impulse travels at uniform speed. The elapsed time is then ? t = 2. 2 (a) 2m ? x = = 2 ? 10 ? 2 s = 0. 02 s v 100 m s At constant speed, c = 3 ? 108 m s, the distance light travels in 0. 1 s is ? x = c ( ? t ) = ( 3 ? 108 m s ) ( 0. 1 s ) ? 1 mi ? ? 1 km ? 4 = ( 3 ? 10 7 m ) ? ? = 2 ? 10 mi 3 ? 1. 609 km ? ? 10 m ? (b) Comparing the re sult of part (a) to the diameter of the Earth, DE, we ? nd 3. 0 ? 10 7 m ? x ? x = = ? 2. 4 DE 2 RE 2 ( 6. 38 ? 10 6 m ) ( with RE = Earths radius ) http//helpyoustudy. info 24 Chapter 2 2. 3Distances traveled between pairs of cities are ? x1 = v1 ( ? t1 ) = (80. 0 km h ) ( 0. 500 h ) = 40. 0 km ? x2 = v2 ( ? t 2 ) = (100 km h ) ( 0. 200 h ) = 20. 0 km ? x3 = v3 ( ? t3 ) = ( 40. 0 km h ) ( 0. 750 h ) = 30. 0 km Thus, the total distance traveled is ? x = ( 40. 0 + 20. 0 + 30. 0 ) km = 90. 0 km, and the elapsed time is ? t = 0. 500 h + 0. 200 h + 0. 750 h + 0. 250 h = 1. 70 h. (a) (b) v= ? x 90. 0 km = = 52. 9 km h ? t 1. 70 h ?x = 90. 0 km (see above) v= v= ? x 2. 000 ? 10 2 m = = 10. 04 m s ? t 19. 92 s 2. 4 (a) (b) 2. 5 (a) ?x 1. 000 mi ? 1. 609 km ? ? 10 3 m ? = ? ? = 7. 042 m s ? t 228. 5 s ? 1 mi ? 1 km ? gravy boat A requires 1. 0 h to cover up the lake and 1. 0 h to return, total time 2. 0 h. Boat B requires 2. 0 h to cross the lake at which time the course is over. Boat A wins, being 60 km ahead of B when the race ends. Average velocity is the net displacement of the boat divided by the total elapsed time. The winning boat is back where it started, its displacement thus being zero, yielding an average velocity of zero . (b) 2. 6 The average velocity over any time interval is ? x x f ? xi = ? t t f ? ti ? x 10. 0 m ? 0 v= = = 5. 00 m s ? t 2. 00 s ? 0 v= (a) (b) (c) (d) (e) v= v= v= v= ? x 5. 00 m ? 0 = = 1. 25 m s ? 4. 00 s ? 0 ? x 5. 00 m ? 10. 0 m = = ? 2. 50 m s ? t 4. 00 s ? 2. 00 s ? x ? 5. 00 m ? 5. 00 m = = ? 3. 33 m s ? t 7. 00 s ? 4. 00 s 0? 0 ? x x2 ? x1 = = = 0 ? t t 2 ? t1 8. 00 s ? 0 2. 7 (a) (b) 1h ? Displacement = ? x = (85. 0 km h ) ( 35. 0 min ) ? ? ? + 130 km = 180 km ? 60. 0 min ? 1h ? The total elapsed time is ? t = ( 35. 0 min + 15. 0 min ) ? ? ? + 2. 00 h = 2. 83 h ? 60. 0 min ? so, v= ? x 180 km = = 63. 6 km h ? t 2. 84 h http//helpyoustudy. info Motion in One Dimension 25 2. 8 The average velocity over any time interval is ? x x f ? xi = ? t t f ? ti ? x 4. 0 m ? 0 v= = = + 4. 0 m s ? t 1. 0 s ? 0 ? ? 2 . 0 m ? 0 v= = = ? 0. 50 m s ? t 4. 0 s ? 0 v= (a) (b) (c) (d) v= v= ? x 0 ? 4. 0 m = = ? 1. 0 m s ? t 5. 0 s ? 1. 0 s ? x 0? 0 = = 0 ? t 5. 0 s ? 0 2. 9 The plane starts from rest ( v0 = 0 ) and maintains a constant acceleration of a = +1. 3 m s 2 . Thus, we ? nd the distance it will travel before reaching the required hoax speed ( v = 75 m s ) , from 2 v 2 = v0 + 2a ( ? x ) , as ? x = 2 v 2 ? v0 ( 75 m s ) ? 0 = = 2. 2 ? 10 3 m = 2. 2 km 2 2a 2 (1. 3 m s ) 2 Since this distance is less than the length of the runway, the plane takes off safely. 2. 10 (a) The time for a car to make the cutting is t = cars to omplete the same 10 mile trip is ? t = t1 ? t 2 = (b) ? x ? x ? 10 mi 10 mi ? ? 60 min ? ? =? ? ? = 2. 3 min v1 v2 ? 55 mi h 70 mi h ? ? 1 h ? ?x . Thus, the difference in the times for the two v When the faster car has a 15. 0 min lead, it is ahead by a distance equal to that traveled by the slow er car in a time of 15. 0 min. This distance is given by ? x1 = v1 ( ? t ) = ( 55 mi h ) (15 min ). The faster car pulls ahead of the slower car at a rate of vrelative = 70 mi h ? 55 mi h = 15 mi h Thus, the time required for it to get distance ? x1 ahead is ? t = ? x1 = vrelative ( 55 mi h ) (15 min ) 15. 0 mi h = 55 minFinally, the distance the faster car has traveled during this time is ? x2 = v2 ( ? t ) = 2. 11 (a) ( 70 mi h ) ( 55 min ) ? ? 1h ? ? = 64 mi ? 60 min ? From v 2 = vi2 + 2a ( ? x ) , with vi = 0 , v f = 72 km h , and ? x = 45 m, the acceleration of the f cheetah is found to be km ? ? 10 3 m ? ? 1 h 72 ? 0 h ? ? 1 km ? ? 3 600 s v 2 ? vi2 f a= = = 4. 4 m s 2 2 ( ? x ) 2 ( 45 m ) continued on next page 2 http//helpyoustudy. info 26 Chapter 2 (b) The cheetahs displacement 3. 5 s after starting from rest is 1 1 2 ? x = vi t + at 2 = 0 + ( 4. 4 m s 2 ) ( 3. 5 s ) = 27 m 2 2 2. 12 (a) (b) (c) (d) 1 = v2 = ( ? x )1 + L = = + L t1 ( ? t )1 t1 ( ? x )2 ? L = = ? L t 2 ( ? t )2 t 2 ( ? x ) total ( ? x )1 + ( ? x )2 + L ? L 0 = = = 0 = t1 + t 2 t1 + t 2 t1 + t 2 ( ? t ) total +L + ? L total distance traveled ( ? x )1 + ( ? x )2 2L = = = ( ave. speed )trip = t1 + t 2 t1 + t 2 t1 + t 2 ( ? t ) total vtotal = The total time for the trip is t total = t1 + 22 . 0 min = t1 + 0. 367 h , where t1 is the time washed-out travel at v1 = 89. 5 km h. Thus, the distance traveled is ? x = v1 t1 = vt total, which gives 2. 13 (a) (89. 5 km h ) t1 = ( 77. 8 km h ) ( t1 + 0. 367 h ) = ( 77. 8 km h ) t1 + 28. 5 km or, (89. 5 km h ? 77. km h ) t1 = 28. 5 km From which, t1 = 2 . 44 h for a total time of t total = t1 + 0. 367 h = 2. 81 h (b) The distance traveled during the trip is ? x = v1 t1 = vt total, giving ? x = v ttotal = ( 77. 8 km h ) ( 2. 81 h ) = 219 km 2. 14 (a) At the end of the race, the tortoise has been moving for time t and the rabbit for a time t ? 2 . 0 min = t ? 120 s. The speed of the tortoise is vt = 0. 100 m s, and the speed of the hare is vh = 20 vt = 2 . 0 m s. The tortoise travels distance xt, which is 0. 20 m larger than the distance xh traveled by the hare. Hence, xt = xh + 0. 20 m which becomes or vt t = vh ( t ? 120 s ) + 0. 0 m ( 0. 100 m s ) t = ( 2 . 0 m s ) ( t ? 120 s ) + 0. 20 m t = 1. 3 ? 10 2 s This gives the time of the race as (b) 2. 15 xt = vt t = ( 0. 100 m s ) (1. 3 ? 10 2 s ) = 13 m The maximum allowed time to complete the trip is t total = total distance 1600 m ? 1 km h ? = ? ? = 23. 0 s required average speed 250 km h ? 0. 278 m s ? The time spent in the ? rst half of the trip is t1 = half distance 800 m ? 1 km h ? = ? ? = 12 . 5 s v1 230 km h ? 0. 278 m s ? continued on next page http//helpyoustudy. info Motion in One Dimension 27 Thus, the maximum time that can be spent on the second half of the trip is t 2 = t total ? 1 = 23. 0 s ? 12 . 5 s = 10. 5 s and the required average speed on the second half is v2 = 2. 16 (a) ? 1 km h ? half distance 800 m = = 76. 2 m s ? ? = 274 km h t2 10. 5 s ? 0. 278 m s ? In order for the trailing jock to be able to catch the leader, his speed (v1) must be greater than that of the leading athletic supporter (v2), and the distance between the leading athlete and the ? nish line must be great enough to give the trailing athlete suf? cient time to make up the de? cient distance, d. During a time t the leading athlete will travel a distance d2 = v2 t and the trailing athlete will travel a distance d1 = v1t .Only when d1 = d2 + d (where d is the initial distance the trailing athlete was behind the leader) will the trailing athlete have caught the leader. Requiring that this condition be satis? ed gives the elapsed time required for the second athlete to overstep the ? rst d1 = d2 + d giving or v1t = v2 t + d or t = d ( v1 ? v2 ) (b) v1t ? v2 t = d (c) In order for the trailing athlete to be able to at least tie for ? rst place, the initial distance D between the leader and the ? nish line must be greater than or equal to the distance the leader c an travel in the time t calculated above (i. e. , the time required to get over the leader).That is, we must require that D ? d2 = v2 t = v2 ? d ( v1 ? v2 ) ? ? ? or D? v2 d v1 ? v2 2. 17 The instantaneous velocity at any time is the slope of the x vs. t graph at that time. We compute this slope by using two points on a straight segment of the curve, one point on each side of the point of interest. (a) (b) (c) (d) vt=1. 00 s = vt=3. 00 s = 10. 0 m ? 0 = 5. 00 m s 2 . 00 s ? 0 ( 5. 00 ? 10. 0 ) m = ? 2 . 50 m s ( 4. 00 ? 2 . 00 ) s ( 5. 00 ? 5. 00 ) m vt=4. 50 s = = 0 ( 5. 00 ? 4. 00 ) s 0 ? ( ? 5. 00 m ) vt=7. 50 s = = 5. 00 m s (8. 00 ? 7. 00 ) s http//helpyoustudy. info 28 Chapter 2 2. 18