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Physics TENTH E DI T ION for Scientists and Engineers WITH MODERN PHYSICS Raymond A. Serway Emeritus, James Madison University John W. Jewett, Jr. Emeritus, California State Download www.librostec.com Polytechnic University, Pomona With contributions from Vahé Peroomian University of Southern California About the Cover The cover shows a six-propeller drone carrying a pilot cable almost 5 kilometers across the deep canyon through which the Dadu River flows during the Xingkang Bridge construction project in the Sichuan Province in China. This method avoids the requirement to use boats on the fast- flowing river or other methods such as manned helicopters and small rockets. It also cuts the costs for laying the cable to about 20% of that of traditional methods. Once the pilot cable is laid, it can be used to pull heavier cables across the gorge. Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

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Physics for Scientists and Engineers with © 2019, 2014, Raymond A. Serway Modern Physics, Tenth Edition Unless otherwise noted, all content is © Cengage. Raymond A. Serway, John W. Jewett, Jr ALL RIGHTS RESERVED. No part of this work covered by the copyright herein Product Director: Dawn Giovanniello may be reproduced or distributed in any form or by any means, except as Product Manager: Rebecca Berardy Schwartz permitted by U.S. copyright law, without the prior written permission of the copyright owner. Content Developer: Ed Dodd Product Assistant: Caitlyn Ghegan For product information and technology assistance, contact us at Cengage Customer & Sales Support, 1-800-354-9706. Media Developer: Sheila Moran Marketing Manager: Tom Ziolkowski For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Content Project Manager: Tanya Nigh Further permissions questions can be e-mailed to Production Service: MPS Limited permissionrequest@cengage.com. Photo/Text Researcher: LDI Library of Congress Control Number: 2017953590 Art Director: Cate Barr Student Edition: Cover/Text Designer: Shawn Girsberger ISBN: 978-1-337-55329-2 Cover and Title Page Image: Zhang Jian/Chengdu Download Economic Daily/VCG/Getty Images Loose-leaf Edition: ISBN: 978-1-337-55345-2 Compositor: MPS Limited Cengage www.librostec.com 20 Channel Center Street Boston, MA 02210 USA Cengage is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in more than 125 countries around the world. Find your local representative at www.cengage.com. Cengage products are represented in Canada by Nelson Education, Ltd. To learn more about Cengage platforms and services, visit www.cengage.com. To register or access your online learning solution or purchase materials for your course, visit www.cengagebrain.com. Printed in the United States of America Print Number: 01 Print Year: 2017 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

We dedicate this book to our wives, Download Elizabeth and Lisa, and all our children and grandchildren www.librostec.com for their loving understanding when we spent time on writing instead of being with them.

Brief Contents PA R T 1 PA R T 4 Mechanics 1 Electricity and 1 Physics and Measurement 2 Magnetism 587 2 Motion in One Dimension 20 22 Electric Fields 588 3 Vectors 52 23 Continuous Charge Distributions 4 Motion in Two Dimensions 68 and Gauss’s Law 615 5 The Laws of Motion 95 24 Electric Potential 636 6 Circular Motion and Other Applications 25 Capacitance and Dielectrics 663 of Newton’s Laws 127 26 Current and Resistance 691 7 Energy of a System 150 27 Direct-Current Circuits 713 8 Conservation of Energy 181 28 Magnetic Fields 742 9 Linear Momentum and Collisions 210 29 Sources of the Magnetic Field 771 10 Rotation of a Rigid Object About a Fixed Axis 249 30 Faraday’s Law 797 11 Angular Momentum 285 31 Inductance 824 12 13 Static Equilibrium and Elasticity 310 Universal Gravitation 332 Download 32 33 Alternating-Current Circuits 847 Electromagnetic Waves 873 5 14 www.librostec.com Fluid Mechanics 358 2 PA R T PA R T Light and Optics 897 Oscillations and 34 The Nature of Light and the Principles Mechanical Waves 385 35 of Ray Optics 898 Image Formation 925 15 Oscillatory Motion 386 36 Wave Optics 962 16 Wave Motion 415 37 Diffraction Patterns and Polarization 983 17 Superposition and Standing Waves 451 PA R T 3 PA R T 6 Modern Physics 1011 Thermodynamics 481 38 Relativity 1012 18 Temperature 482 39 Introduction to Quantum Physics 1048 19 The First Law of Thermodynamics 501 40 Quantum Mechanics 1079 20 The Kinetic Theory of Gases 533 41 Atomic Physics 1105 21 Heat Engines, Entropy, and the Second Law 42 Molecules and Solids 1144 of Thermodynamics 556 43 Nuclear Physics 1177 44 Particle Physics and Cosmology 1225 iv Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Contents About the Authors x 5 The Laws of Motion 95 Preface xi 5.1 The Concept of Force 96 To the Student xxvi 5.2 Newton’s First Law and Inertial Frames 97 5.3 Mass 99 PA R T 1 5.4 5.5 5.6 Newton’s Second Law 99 The Gravitational Force and Weight 102 Newton’s Third Law 103 Mechanics 1 5.7 Analysis Models Using Newton’s Second Law 105 5.8 Forces of Friction 114 1 Physics and Measurement 2 1.1 Standards of Length, Mass, and Time 3 6 Circular Motion and Other Applications 1.2 Modeling and Alternative Representations 6 of Newton’s Laws 127 1.3 Dimensional Analysis 10 6.1 Extending the Particle in Uniform 1.4 Conversion of Units 12 Circular Motion Model 128 1.5 Estimates and Order-of-Magnitude 6.2 Nonuniform Circular Motion 133 Calculations 12 6.3 Motion in Accelerated Frames 135 1.6 Significant Figures 13 6.4 Motion in the Presence of Resistive 2 Motion in One Dimension 20 Forces 138 Download 2.1 Position, Velocity, and Speed 7 Energy of a System 150 of a Particle 21 7.1 Systems and Environments 151 2.2 Instantaneous Velocity and Speed 24 7.2 Work Done by a Constant Force 151 2.3 Analysis Model: Particle Under Constant 7.3 The Scalar Product of Two Vectors 154 www.librostec.com Velocity 27 7.4 Work Done by a Varying Force 156 2.4 The Analysis Model Approach to Problem 7.5 Kinetic Energy and the Work–Kinetic Solving 30 Energy Theorem 161 2.5 Acceleration 32 7.6 Potential Energy of a System 165 2.6 Motion Diagrams 36 7.7 Conservative and Nonconservative Forces 169 2.7 Analysis Model: Particle 7.8 Relationship Between Conservative Forces and Under Constant Acceleration 37 Potential Energy 171 2.8 Freely Falling Objects 41 7.9 Energy Diagrams and Equilibrium of a 2.9 Kinematic Equations Derived from System 173 Calculus 44 3 Vectors 52 8 Conservation of Energy 181 3.1 Coordinate Systems 53 8.1 Analysis Model: Nonisolated System 3.2 Vector and Scalar Quantities 54 (Energy) 182 3.3 Basic Vector Arithmetic 55 8.2 Analysis Model: Isolated System (Energy) 185 3.4 Components of a Vector and Unit 8.3 Situations Involving Kinetic Friction 191 Vectors 58 8.4 Changes in Mechanical Energy for Nonconservative Forces 196 4 Motion in Two Dimensions 68 8.5 Power 200 4.1 The Position, Velocity, and Acceleration Vectors 69 9 Linear Momentum and Collisions 210 4.2 Two-Dimensional Motion with Constant 9.1 Linear Momentum 211 Acceleration 71 9.2 Analysis Model: Isolated System 4.3 Projectile Motion 74 (Momentum) 213 4.4 Analysis Model: Particle in Uniform Circular 9.3 Analysis Model: Nonisolated System Motion 81 (Momentum) 215 4.5 Tangential and Radial Acceleration 84 9.4 Collisions in One Dimension 219 4.6 Relative Velocity and Relative Acceleration 85 9.5 Collisions in Two Dimensions 227 v Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

vi Contents 9.6 9.7 9.8 The Center of Mass 230 Systems of Many Particles 234 Deformable Systems 237 PA R T 2 9.9 Rocket Propulsion 239 Oscillations and 10 Rotation of a Rigid Object About a Fixed Axis 249 Mechanical Waves 385 10.1 Angular Position, Velocity, and Acceleration 250 15 Oscillatory Motion 386 10.2 Analysis Model: Rigid Object Under Constant 15.1 Motion of an Object Attached to a Spring 387 Angular Acceleration 252 15.2 Analysis Model: Particle in Simple Harmonic 10.3 Angular and Translational Quantities 254 Motion 388 10.4 Torque 257 15.3 Energy of the Simple Harmonic Oscillator 394 10.5 Analysis Model: Rigid Object Under a Net 15.4 Comparing Simple Harmonic Motion with Torque 259 Uniform Circular Motion 398 10.6 Calculation of Moments of Inertia 263 15.5 The Pendulum 400 10.7 Rotational Kinetic Energy 267 15.6 Damped Oscillations 404 10.8 Energy Considerations in Rotational 15.7 Forced Oscillations 405 Motion 269 10.9 Rolling Motion of a Rigid Object 272 16 Wave Motion 415 16.1 Propagation of a Disturbance 416 11 Angular Momentum 285 16.2 Analysis Model: Traveling Wave 419 11.1 The Vector Product and Torque 286 16.3 The Speed of Waves on Strings 423 11.2 Analysis Model: Nonisolated System (Angular 16.4 Rate of Energy Transfer by Sinusoidal Momentum) 288 Waves on Strings 426 Download 11.3 Angular Momentum of a Rotating Rigid 16.5 The Linear Wave Equation 428 Object 293 16.6 Sound Waves 429 11.4 Analysis Model: Isolated System (Angular 16.7 Speed of Sound Waves 431 Momentum) 295 www.librostec.com 16.8 Intensity of Sound Waves 433 11.5 The Motion of Gyroscopes and Tops 301 16.9 The Doppler Effect 438 12 Static Equilibrium and Elasticity 310 17 Superposition and Standing Waves 451 12.1 Analysis Model: Rigid Object in Equilibrium 311 17.1 Analysis Model: Waves in Interference 452 12.2 More on the Center of Gravity 312 17.2 Standing Waves 456 12.3 Examples of Rigid Objects in Static 17.3 Boundary Effects: Reflection and Equilibrium 313 Transmission 459 12.4 Elastic Properties of Solids 319 17.4 Analysis Model: Waves Under Boundary Conditions 461 13 Universal Gravitation 332 17.5 Resonance 465 13.1 Newton’s Law of Universal Gravitation 333 17.6 Standing Waves in Air Columns 466 13.2 Free-Fall Acceleration and the Gravitational 17.7 Beats: Interference in Time 469 Force 335 17.8 Nonsinusoidal Waveforms 472 13.3 Analysis Model: Particle in a Field 3 (Gravitational) 336 13.4 Kepler’s Laws and the Motion of Planets 339 13.5 Gravitational Potential Energy 345 PA R T 13.6 Energy Considerations in Planetary and Satellite Motion 347 Thermodynamics 481 14 Fluid Mechanics 358 18 Temperature 482 14.1 Pressure 359 18.1 Temperature and the Zeroth Law 14.2 Variation of Pressure with Depth 360 of Thermodynamics 483 14.3 Pressure Measurements 364 18.2 Thermometers and the Celsius 14.4 Buoyant Forces and Archimedes’s Principle 365 Temperature Scale 484 14.5 Fluid Dynamics 368 18.3 The Constant-Volume Gas Thermometer 14.6 Bernoulli’s Equation 371 and the Absolute Temperature Scale 485 14.7 Flow of Viscous Fluids in Pipes 375 18.4 Thermal Expansion of Solids and Liquids 488 14.8 Other Applications of Fluid Dynamics 377 18.5 Macroscopic Description of an Ideal Gas 492 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Contents vii 19 The First Law of Thermodynamics 501 24.3 Electric Potential and Potential Energy Due to 19.1 Heat and Internal Energy 502 Point Charges 642 19.2 Specific Heat and Calorimetry 505 24.4 Obtaining the Value of the Electric Field 19.3 Latent Heat 509 from the Electric Potential 645 19.4 Work in Thermodynamic Processes 513 24.5 Electric Potential Due to Continuous 19.5 The First Law of Thermodynamics 514 Charge Distributions 646 19.6 Energy Transfer Mechanisms in Thermal 24.6 Conductors in Electrostatic Equilibrium 651 Processes 518 25 Capacitance and Dielectrics 663 20 The Kinetic Theory of Gases 533 25.1 Definition of Capacitance 664 20.1 Molecular Model of an Ideal Gas 534 25.2 Calculating Capacitance 665 20.2 Molar Specific Heat of an Ideal Gas 539 25.3 Combinations of Capacitors 668 20.3 The Equipartition of Energy 542 25.4 Energy Stored in a Charged Capacitor 672 20.4 Adiabatic Processes for an Ideal Gas 545 25.5 Capacitors with Dielectrics 676 20.5 Distribution of Molecular Speeds 547 25.6 Electric Dipole in an Electric Field 678 25.7 An Atomic Description of Dielectrics 681 21 Heat Engines, Entropy, and the Second Law of Thermodynamics 556 26 Current and Resistance 691 21.1 Heat Engines and the Second Law 26.1 Electric Current 692 of Thermodynamics 557 26.2 Resistance 694 21.2 Heat Pumps and Refrigerators 559 26.3 A Model for Electrical Conduction 699 21.3 Reversible and Irreversible Processes 562 26.4 Resistance and Temperature 701 21.4 The Carnot Engine 563 26.5 Superconductors 702 21.5 Gasoline and Diesel Engines 567 26.6 Electrical Power 703 Download 21.6 Entropy 570 27 Direct-Current Circuits 713 21.7 Entropy in Thermodynamic Systems 572 27.1 Electromotive Force 714 21.8 Entropy and the Second Law 578 27.2 Resistors in Series and Parallel 716 4 www.librostec.com 27.3 Kirchhoff’s Rules 723 27.4 RC Circuits 726 PA R T 27.5 Household Wiring and Electrical Safety 732 Electricity and 28 Magnetic Fields 742 Magnetism 587 28.1 Analysis Model: Particle in a Field (Magnetic) 743 28.2 Motion of a Charged Particle in a Uniform 22 Electric Fields 588 Magnetic Field 748 22.1 Properties of Electric Charges 589 28.3 Applications Involving Charged Particles 22.2 Charging Objects by Induction 591 Moving in a Magnetic Field 752 22.3 Coulomb’s Law 593 28.4 Magnetic Force Acting on a Current- 22.4 Analysis Model: Particle in a Field (Electric) 598 Carrying Conductor 755 22.5 Electric Field Lines 603 28.5 Torque on a Current Loop in a Uniform 22.6 Motion of a Charged Particle in a Uniform Magnetic Field 757 Electric Field 605 28.6 The Hall Effect 761 23 Continuous Charge Distributions 29 Sources of the Magnetic Field 771 and Gauss’s Law 615 29.1 The Biot–Savart Law 772 23.1 Electric Field of a Continuous Charge 29.2 The Magnetic Force Between Two Distribution 616 Parallel Conductors 777 23.2 Electric Flux 620 29.3 Ampère’s Law 779 23.3 Gauss’s Law 623 29.4 The Magnetic Field of a Solenoid 782 23.4 Application of Gauss’s Law to Various 29.5 Gauss’s Law in Magnetism 784 Charge Distributions 625 29.6 Magnetism in Matter 786 24 Electric Potential 636 30 Faraday’s Law 797 24.1 Electric Potential and Potential Difference 637 30.1 Faraday’s Law of Induction 798 24.2 Potential Difference in a Uniform Electric 30.2 Motional emf 801 Field 639 30.3 Lenz’s Law 805 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

viii Contents 30.4 The General Form of Faraday’s Law 808 36 Wave Optics 962 30.5 Generators and Motors 810 36.1 Young’s Double-Slit Experiment 963 30.6 Eddy Currents 814 36.2 Analysis Model: Waves in Interference 965 31 Inductance 824 36.3 Intensity Distribution of the Double-Slit Interference Pattern 968 31.1 Self-Induction and Inductance 825 36.4 Change of Phase Due to Reflection 969 31.2 RL Circuits 827 36.5 Interference in Thin Films 970 31.3 Energy in a Magnetic Field 830 36.6 The Michelson Interferometer 973 31.4 Mutual Inductance 832 31.5 Oscillations in an LC Circuit 834 37 Diffraction Patterns and Polarization 983 31.6 The RLC Circuit 837 37.1 Introduction to Diffraction Patterns 984 32 Alternating-Current Circuits 847 37.2 Diffraction Patterns from Narrow Slits 985 37.3 Resolution of Single-Slit and Circular 32.1 AC Sources 848 Apertures 988 32.2 Resistors in an AC Circuit 848 37.4 The Diffraction Grating 992 32.3 Inductors in an AC Circuit 851 37.5 Diffraction of X-Rays by Crystals 996 32.4 Capacitors in an AC Circuit 854 37.6 Polarization of Light Waves 998 32.5 The RLC Series Circuit 856 6 32.6 Power in an AC Circuit 859 32.7 Resonance in a Series RLC Circuit 861 32.8 The Transformer and Power Transmission 863 PA R T 33 Electromagnetic Waves 873 Modern Physics 1011 33.1 Displacement Current and the General Form of Ampère’s Law 874 38 Relativity 1012 Download 33.2 Maxwell’s Equations and Hertz’s 38.1 The Principle of Galilean Relativity 1013 Discoveries 876 38.2 The Michelson–Morley Experiment 1016 33.3 Plane Electromagnetic Waves 878 38.3 Einstein’s Principle of Relativity 1018 www.librostec.com 33.4 Energy Carried by Electromagnetic 38.4 Consequences of the Special Theory Waves 882 of Relativity 1019 33.5 Momentum and Radiation Pressure 884 38.5 The Lorentz Transformation Equations 1030 33.6 Production of Electromagnetic Waves 38.6 The Lorentz Velocity Transformation by an Antenna 886 Equations 1031 33.7 The Spectrum of Electromagnetic Waves 887 38.7 Relativistic Linear Momentum 1034 38.8 Relativistic Energy 1035 PA R T 5 38.9 The General Theory of Relativity 1039 39 Introduction to Quantum Physics 1048 Light and Optics 897 39.1 Blackbody Radiation and Planck’s Hypothesis 1049 39.2 The Photoelectric Effect 1055 34 The Nature of Light and the Principles 39.3 The Compton Effect 1061 of Ray Optics 898 39.4 The Nature of Electromagnetic Waves 1063 34.1 The Nature of Light 899 39.5 The Wave Properties of Particles 1064 34.2 The Ray Approximation in Ray Optics 901 39.6 A New Model: The Quantum Particle 1067 34.3 Analysis Model: Wave Under Reflection 902 39.7 The Double-Slit Experiment Revisited 1070 34.4 Analysis Model: Wave Under Refraction 905 39.8 The Uncertainty Principle 1071 34.5 Huygens’s Principle 911 34.6 Dispersion 912 40 Quantum Mechanics 1079 34.7 Total Internal Reflection 914 40.1 The Wave Function 1079 40.2 Analysis Model: Quantum Particle Under 35 Image Formation 925 Boundary Conditions 1084 35.1 Images Formed by Flat Mirrors 926 40.3 The Schrödinger Equation 1089 35.2 Images Formed by Spherical Mirrors 928 40.4 A Particle in a Well of Finite Height 1091 35.3 Images Formed by Refraction 935 40.5 Tunneling Through a Potential Energy 35.4 Images Formed by Thin Lenses 939 Barrier 1093 35.5 Lens Aberrations 947 40.6 Applications of Tunneling 1095 35.6 Optical Instruments 947 40.7 The Simple Harmonic Oscillator 1096 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Contents ix 41 Atomic Physics 1105 44.2 Positrons and Other Antiparticles 1227 41.1 Atomic Spectra of Gases 1106 44.3 Mesons and the Beginning of Particle 41.2 Early Models of the Atom 1107 Physics 1229 41.3 Bohr’s Model of the Hydrogen Atom 1109 44.4 Classification of Particles 1231 41.4 The Quantum Model of the Hydrogen 44.5 Conservation Laws 1233 Atom 1114 44.6 Strange Particles and Strangeness 1236 41.5 The Wave Functions for Hydrogen 1117 44.7 Finding Patterns in the Particles 1238 41.6 Physical Interpretation of the Quantum 44.8 Quarks 1240 Numbers 1120 44.9 Multicolored Quarks 1242 41.7 The Exclusion Principle and the Periodic 44.10 The Standard Model 1244 Table 1126 44.11 The Cosmic Connection 1246 41.8 More on Atomic Spectra: Visible and X-Ray 1130 44.12 Problems and Perspectives 1251 41.9 Spontaneous and Stimulated Transitions 1133 41.10 Lasers 1135 42 Molecules and Solids 1144 Appendices 42.1 Molecular Bonds 1145 42.2 Energy States and Spectra of Molecules 1148 A Tables A-1 42.3 Bonding in Solids 1156 Table A.1 Conversion Factors A-1 42.4 Free-Electron Theory of Metals 1158 Table A.2 Symbols, Dimensions, and Units of Physical 42.5 Band Theory of Solids 1160 Quantities A-2 42.6 Electrical Conduction in Metals, Insulators, and Semiconductors 1162 B Mathematics Review A-4 42.7 Semiconductor Devices 1165 Download B.1 Scientific Notation A-4 43 Nuclear Physics 1177 B.2 Algebra A-5 43.1 Some Properties of Nuclei 1178 B.3 Geometry A-10 43.2 Nuclear Binding Energy 1182 B.4 Trigonometry A-11 www.librostec.com 43.3 Nuclear Models 1184 B.5 Series Expansions A-13 43.4 Radioactivity 1187 B.6 Differential Calculus A-13 43.5 The Decay Processes 1190 B.7 Integral Calculus A-16 43.6 Natural Radioactivity 1200 B.8 Propagation of Uncertainty A-20 43.7 Nuclear Reactions 1200 43.8 Nuclear Fission 1202 C Periodic Table of the Elements A-22 43.9 Nuclear Reactors 1204 43.10 Nuclear Fusion 1207 D SI Units A-24 43.11 Biological Radiation Damage 1211 D.1 SI Units A-24 43.12 Uses of Radiation from the Nucleus 1213 D.2 Some Derived SI Units A-24 43.13 Nuclear Magnetic Resonance and Magnetic Resonance Imaging 1215 Answers to Quick Quizzes and Odd-Numbered 44 Particle Physics and Cosmology 1225 Problems A-25 44.1 Field Particles for the Fundamental Forces in Nature 1226 Index I-1 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

About the Authors Raymond A. Serway received his doctorate at Illinois Institute of Technol- ogy and is Professor Emeritus at James Madison University. In 2011, he was awarded with an honorary doctorate degree from his alma mater, Utica College. He received the 1990 Madison Scholar Award at James Madison University, where he taught for 17 years. Dr. Serway began his teaching career at Clarkson University, where he con- ducted research and taught from 1967 to 1980. He was the recipient of the Distin- guished Teaching Award at Clarkson University in 1977 and the Alumni Achievement Award from Utica College in 1985. As Guest Scientist at the IBM Research Laboratory in Zurich, Switzerland, he worked with K. Alex Müller, 1987 Nobel Prize recipient. Dr. Serway also was a visiting scientist at Argonne National Laboratory, where he collabo- rated with his mentor and friend, the late Dr. Sam Marshall. Dr. Serway is the coauthor of College Physics, Eleventh Edition; Principles of Physics, Fifth Edition; Essentials of College Physics; Modern Physics, Third Edition; and the high school textbook Physics, published by Holt McDougal. In addition, Dr. Serway has published more than 40 research papers in the field of condensed matter physics and has given more than 60 presentations at professional meetings. Dr. Serway and his wife, Elizabeth, enjoy traveling, playing golf, fishing, gardening, singing in the church choir, and especially spending quality time with their four children, ten grandchildren, and a recent great grandson. Download John W. Jewett, Jr. earned his undergraduate degree in physics at Drexel Univer- sity and his doctorate at Ohio State University, specializing in optical and magnetic properties of condensed matter. Dr. Jewett began his academic career at Stockton University, where he taught from 1974 to 1984. He is currently Emeritus Professor www.librostec.com of Physics at California State Polytechnic University, Pomona. Through his teaching career, Dr. Jewett has been active in promoting effective physics education. In addition to receiving four National Science Foundation grants in physics education, he helped found and direct the Southern California Area Modern Physics Institute (SCAMPI) and Science IMPACT (Institute for Modern Pedagogy and Creative Teaching). Dr. Jewett’s honors include the Stockton Merit Award at Stockton University in 1980, selection as Outstanding Professor at California State Polytechnic University for 1991–1992, and the Excellence in Undergraduate Physics Teaching Award from the American Associ- ation of Physics Teachers (AAPT) in 1998. In 2010, he received an Alumni Lifetime Achievement Award from Drexel University in recognition of his contributions in physics education. He has given more than 100 presentations both domestically and abroad, including multiple presentations at national meetings of the AAPT. He has also published 25 research papers in condensed matter physics and physics education research. Dr. Jewett is the author of The World of Physics: Mysteries, Magic, and Myth, which provides many connections between physics and everyday experiences. In addition to his work as the coauthor for Physics for Scientists and Engineers, he is also the coauthor on Principles of Physics, Fifth Edition, as well as Global Issues, a four-volume set of instruction manuals in integrated science for high school. Dr. Jewett enjoys playing keyboard with his all-physicist band, traveling, underwater photography, learning foreign languages, and collecting antique quack medical devices that can be used as demonstration appa- ratus in physics lectures. Most importantly, he relishes spending time with his wife, Lisa, and their children and grandchildren. x Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface I n writing this Tenth Edition of Physics for Scientists and Engineers, we continue our ongoing efforts to improve the clarity of presentation and include new peda- gogical features that help support the learning and teaching processes. Drawing on positive feedback from users of the Ninth Edition, data gathered from both pro- fessors and students who use WebAssign, as well as reviewers’ suggestions, we have refined the text to better meet the needs of students and teachers. This textbook is intended for a course in introductory physics for students major- ing in science or engineering. The entire contents of the book in its extended ver- sion could be covered in a three-semester course, but it is possible to use the mate- rial in shorter sequences with the omission of selected chapters and sections. The mathematical background of the student taking this course should ideally include one semester of calculus. If that is not possible, the student should be enrolled in a concurrent course in introductory calculus. Content The material in this book covers fundamental topics in classical physics and pro- vides an introduction to modern physics. The book is divided into six parts. Part 1 (Chapters 1 to 14) deals with the fundamentals of Newtonian mechanics and the physics of fluids; Part 2 (Chapters 15 to 17) covers oscillations, mechanical waves, Download and sound; Part 3 (Chapters 18 to 21) addresses heat and thermodynamics; Part 4 (Chapters 22 to 33) treats electricity and magnetism; Part 5 (Chapters 34 to 37) covers light and optics; and Part 6 (Chapters 38 to 44) deals with relativity and modern physics. Objectives www.librostec.com This introductory physics textbook has three main objectives: to provide the stu- dent with a clear and logical presentation of the basic concepts and principles of physics, to strengthen an understanding of the concepts and principles through a broad range of interesting real-world applications, and to develop strong problem- solving skills through an effectively organized approach. To meet these objectives, we emphasize well-organized physical arguments and a focused problem-solving strategy. At the same time, we attempt to motivate the student through practical examples that demonstrate the role of physics in other disciplines, including engi- neering, chemistry, and medicine. An Integrative Approach to Course Materials This new edition takes an integrative approach to course material with an opti- mized, protected, online-only problem experience combined with rich textbook content designed to support an active classroom experience. This new opti- mized online homework set is built on contextual randomizations and answer- dependent student remediation for every problem. With this edition, you’ll have an integrative approach that seamlessly matches curated content to the learn- ing environment for which it was intended—from in-class group problem solv- ing to online homework that utilizes targeted feedback. This approach engages and guides students where they are at—whether they are studying online or with the textbook. Students often approach an online homework problem by googling to find the right equation or explanation of the relevant concept; however, this approach has xi Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xii Preface eroded the value attributed to online homework as students leave the support of the program for unrelated help elsewhere and encounter imprecise information. Students don’t need to leave WebAssign to get help when they are stuck—each problem has feedback that addresses the misconception or error a student made to reach the wrong answer. Each optimized problem also features comprehensive written solutions, and many have supporting video solutions that go through one contextual variant of the problem one step at a time. Since the optimized prob- lem set is not in print, the content is protected from “solution providers” and will be augmented every year with updates to the targeted feedback based on actual student answers. Working in tandem with the optimized online homework, the printed textbook has been designed for an active learning experience that supports activities in the classroom as well as after-class practice and review. New content includes Think– Pair–Share activities, context-rich problems, and a greater emphasis on symbolic and conceptual problems. All of the printed textbook’s problems will also be avail- able to assign in WebAssign. Changes in the Tenth Edition A large number of changes and improvements were made for the Tenth Edition of this text. Some of the new features are based on our experiences and on current trends in science education. Other changes were incorporated in response to com- ments and suggestions offered by users of the Ninth Edition and by reviewers of the manuscript. The features listed here represent the major changes in the Tenth Download Edition. WebAssign for Physics for Scientists and Engineers www.librostec.com WebAssign is a flexible and fully customizable online instructional solution that puts powerful tools in the hands of instructors, enabling you deploy assignments, instantly assess individual student and class performance, and help your students master the course concepts. With WebAssign’s powerful digital platform and content specific to Physics for Scientists and Engineers, you can tailor your course with a wide range of assignment settings, add your own questions and content, and access student and course analytics and communication tools. WebAssign for Physics for Scientists and Engineers includes the following new features for this edition. Optimized Problems. Only available online via WebAssign, this problem set com- bines new assessments with classic problems from Physics for Scientists and Engineers that have been optimized with just-in-time targeted feedback tailored to student responses and full student-focused solutions. Moving these problems so that they are only available online allows instructors to make full use of the capability of WebAssign to provide their students with dynamic assessment content, and reduces the opportunity for students to find online solutions through anti-search-engine optimizations. These problems reduce these opportunities both by making the text of the problem less searchable and by providing immediate assistance to students within the homework platform. Interactive Video Vignettes (IVV) encourage students to address their alternate con- ceptions outside of the classroom and can be used for pre-lecture activities in tra- ditional or even workshop physics classrooms. Interactive Video Vignettes include online video analysis and interactive individual tutorials to address learning diffi- culties identified by PER (Physics Education Research). Within the WebAssign plat- form there are additional conceptual questions immediately following each IVV in order to evaluate student engagement with the material and reinforce the mes- sage around these classic misconceptions. A screen shot from one of the Interactive Video Vignettes appears on the next page: Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface xiii New MCAT-Style Passage Problem Modules. Available only in WebAssign, these 30 brand-new modules are modeled after the new MCAT exam’s “passage problems.” Download Each module starts with a text passage (often with accompanying photos/figures) followed by 5–6 multiple-choice questions. The passage and the questions are usu- ally not confined to a single chapter, and feedback is available with each question. New Life Science Problems. The online-only problems set for each chapter in WebAssign www.librostec.com features two new life science problems that highlight the relevance of physics princi- ples to those students taking the course who are majoring in one of the life sciences. New What If? Problem Extensions. The online-only problems set for each chapter in WebAssign contains 6 new What If? extensions to existing problems. What If? extensions extend students’ understanding of physics concepts beyond the simple act of arriving at a numerical result. Pre-Lecture Explorations combine interactive simulations with conceptual and ana- lytical questions that guide students to a deeper understanding and help promote a robust physical intuition. An Expanded Offering of All-New Integrated Tutorials. These Integrated Tutorials strengthen students’ problem-solving skills by guiding them through the steps in the book’s problem-solving process, and include meaningful feedback at each step so students can practice the problem-solving process and improve their skills. The feedback also addresses student preconceptions and helps them to catch algebraic and other mathematical errors. Solutions are carried out symbolically as long as possible, with numerical values substituted at the end. This feature promotes con- ceptual understanding above memorization, helps students understand the effects of changing the values of each variable in the problem, avoids unnecessary repeti- tive substitution of the same numbers, and eliminates round-off errors. Increased Number of Fully Worked-Out Problem Solutions. Hundreds of solutions have been newly added to online end-of-chapter problems. Solutions step through prob- lem-solving strategies as they are applied to specific problems. Objective and Conceptual Questions Now Exclusively Available in WebAssign. Objective Questions are multiple-choice, true/false, ranking, or other multiple-guess-type questions. Some require calculations designed to facilitate students’ familiarity with the equations, the variables used, the concepts the variables represent, and Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xiv Preface the relationships between the concepts. Others are more conceptual in nature and designed to encourage conceptual thinking. Objective Questions are also written with the personal response system user in mind, and most of the questions could easily be used in these systems. Conceptual Questions are more traditional short- answer and essay-type questions that require students to think conceptually about a physical situation. More than 900 Objective and Conceptual Questions are avail- able in WebAssign. New Physics for Scientists and Engineers WebAssign Implementation Guide. The Imple- mentation Guide provides instructors with occurrences of the different assignable problems, tutorials, questions, and activities that are available with each chapter of Physics for Scientists and Engineers in WebAssign. Instructors can use this man- ual when making decisions about which and how many assessment items to assign. To facilitate this, an overview of how the assignable items are integrated into the course is included. New Assessment Items New Context-Rich Problems. Context-rich problems (identified with a CR icon) always discuss “you” as the individual in the problem and have a real-world connection instead of discussing blocks on planes or balls on strings. They are structured like a short story and may not always explicitly identify the variable that needs to be eval- uated. Context-rich problems may relate to the opening storyline of the chapter, might involve “expert witness” scenarios, which allow students to go beyond mathe- matical manipulation by designing an argument based on mathematical results, or Download ask for decisions to be made in real situations. Selected new context-rich problems will only appear online in WebAssign. An example of a new context-rich problem appears below: www.librostec.com 20. There is a 5K event coming up in your town. While talking CR to your grandmother, who uses an electric scooter for mobil- ity, she says that she would like to accompany you on her scooter while you walk the 5.00-km distance. The manual (g) From that came with her scooter claims that the fully charged bat- tery is capable of providing 120 Wh of energy before being (h) Would depleted. In preparation for the race, you go for a “test drive”: beginning with a fully charged battery, your grand- mother rides beside you as you walk 5.00 km on flat ground. At the end of the walk, the battery usage indicator shows that 40.0% of the original energy in the battery remains. You also know that the combined weight of the scooter and your grandmother is 890 N. A few days later, filled with con- fidence that the battery has sufficient energy, you and your grandmother drive to the 5K event. Unbeknownst to you, the 5K route is not on flat ground, but is all uphill, ending at a point higher than the starting line. A race official tells you that the total amount of vertical displacement on the route is 150 m. Should your grandmother accompany you on the walk, or will she be stranded when her battery runs out of energy? Assume that the only difference between your test drive and the actual event is the vertical displacement. New Think–Pair–Share Problems and Activities. Think–Pair–Share problems and activi- ties are similar to context-rich problems, but tend to benefit more from group discus- sion because the solution is not as straightforward as for a single-concept problem. Some Think–Pair–Share problems require the group to discuss and make decisions; others are made more challenging by the fact that some information is not and can- not be known. All chapters in the text have at least one Think–Pair–Share problem or activity; several more per chapter will be available only in WebAssign. Examples of a Think–Pair–Share Problem and a Think–Pair–Share Activity appear on the next page: Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

- Think–Pair– der horizontally With our new knowledge between of forces, we hare the supports as shown in the end can extend S the beginning of the track and at the same radial distance from the center of the track, and undergo constant transla- view in Figure TP10.1a. The wood can be sanded !F and oiled S v tional acceleration of magnitude a. All cars have identical See theto almost Preface foreliminate friction. an explanation In icons of the this way, usedthe cylindrical in this problemsarti- set. upward tires. to 45.0 Show that mi/h. all of Suddenly, the cars skidyou outward see a curveoff ahead with the track fact is free For additional to rotate assessment itemsaround its long,gohorizontal for this section, to S ac axis. You a warning sign saying, “Danger: Preface unbanked curve at the same angular position around the track, regardless with xv radius wrap a long piece of twine several times around the cylinder of their curvature of mass.35.0 m.” You To solve thisare 15.0 mthe problem, from the beginning stubborn owner v2 r of the still curve. does Whattocan not want youthe spend do money to saveonthebanked eggs: (i) take the roadways, 1. You are working as a delivery person for a dairy store. In ac 5 m (6.1) curve so at 45.0 has he simply mi/h, (ii) brake a circular to abuilt track stopwith before theentering same roadthe r the back of your pickup truck is a crate of eggs. The dairy curve to but material think aboutradius. a larger it, or (iii) slow down to take the curve What happens? company has run out of bungee cords, so the crate is not at a slower speed? Discuss these options in your group and tied down. You have been told to drive carefully because ACTIVITY (a) 3. determine Placeisten pennies on of a horizontal meterstick, if there a best course action. the coefficient of static friction between the crate and the with a penny at 10 cm, 20 cm, 30 cm, etc., out to 100 cm. bed of the truck is 0.600. You are not worried, because you ACTIVITY pick 2. Carefully FindupatheYouTube videokeeping meterstick, that shows the complete it horizontal, and are traveling on a road that appears perfectly straight. Due cycleafor have an amusement member of the groupparkmake ride called a videothe “Roundup.” recording of theIn to your confidence and inattention, your speed has crept this ride, event, following a riderusing stands against a wall a smartphone or at the device. other edge ofWhile a disk upward to 45.0 mi/h. Suddenly, you see a curve ahead with the video recording is underway, release the 100-cm end of a warning sign saying, “Danger: unbanked curve with radius the meterstick while the 0-cm end rests on someone’s fin- of curvature 35.0 m.” You are 15.0 m from the beginning ger or the edge of the desk. By stepping through the video of the curve. What can you do to save the eggs: (i) take the images or watching the video in slow motion, determine curve at 45.0 mi/h, (ii) brake to a stop before entering the which pennies first lose contact with the meterstick as it a curve to think about it, or (iii) slow b down to take the curve falls. (b) Make a theoretical determination of which pen- 53292_ch06_ptg01.indd 143at a slower speed? Discuss these options in your group and nies should first lose contact and compare to your experi- 9/14/17 9:45 AM Figure TP10.1 determine if there is a best course of action. mental result. 2. ACTIVITY Find a YouTube video that shows the complete cycle for an amusement park ride called the “Roundup.” In this ride, a rider stands against a wall at the edge of a disk Content Changes Reorganized Chapter 16 (Wave Motion). This combination of Chapters 16 and 17 from the last edition brings all of the fundamental material on traveling mechanical waves on strings and 53292_ch10_ptg01.indd 278 sound waves through materials together in one chapter. This allows for more close comparisons between the features of the two types of waves that are similar, such as derivations of the speed of the wave. The section on reflection and transmis- 9/14/17 9:45 AM sion of waves, details of which are not necessary in a chapter on traveling waves, was Download moved into Chapter 17 (Superposition and Standing Waves) for this edition, where it fits more naturally in a discussion of the effects of boundary conditions on waves. Reorganization of Chapters 22–24. Movement of the material on continuous distri- www.librostec.com bution of charge out of Chapter 22 (Electric Fields) to Chapter 23 (Continuous Charge Distributions and Gauss’s Law) results in a chapter that is a more gradual introduction for students into the new and challenging topic of electricity. The chapter now involves only electric fields due to point charges and uniform electric fields due to parallel plates. Chapter 23 previously involved only the analysis of electric fields due to continu- ous charge distributions using Gauss’s law. Movement of the material on continu- ous distribution of charge into Chapter 23 results in an entire chapter based on the analysis of fields from continuous charge distributions, using two techniques: integration and Gauss’s law. Chapter 23 previously contained a discussion of four properties of isolated charged conductors. Three of the properties were discussed and argued from basic principles, while the student was referred to necessary material in the next chapter (on Electric Potential) for a discussion of the fourth property. With the movement of this discussion into Chapter 24 for this edition, the student has learned all of the necessary basic material before the discussion of properties of isolated charged conductors, and all four properties can be argued from basic principles together. Reorganized Chapter 43 (Nuclear Physics). Chapters 44 (Nuclear Structure) and 45 (Applications of Nuclear Physics) in the last edition have been combined in this edition. This new Chapter 43 allows all of the material on nuclear physics to be studied together. As a consequence, we now have a series of the final five chapters of the text that each cover in one chapter focused applications of the fundamental principles studied before: Chapter 40 (Quantum Mechanics), Chapter 41 (Atomic Physics), Chapter 42 (Molecules and Solids), Chapter 43 (Nuclear Physics), and Chapter 44 (Particle Physics). New Storyline Approach to Chapter-Opening Text. Each chapter opens with a Story- line section. This feature provides a continuous storyline through the whole book of “you” as an inquisitive physics student observing and analyzing phenomena seen in Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xvi Preface everyday life. Many chapters’ Storyline involves measurements made with a smart- phone, observations of YouTube videos, or investigations on the Internet. New Chapter-Opening Connections. The start of each chapter also features a Connec- tions section that shows how the material in the chapter connects to previously studied material and to future material. The Connections section provides a “big picture” of the concepts, explains why this chapter is placed in this particular location relative to the other chapters, and shows how the structure of physics builds on previous material. Text Features Most instructors believe that the textbook selected for a course should be the stu- dent’s primary guide for understanding and learning the subject matter. Further- more, the textbook should be easily accessible and should be styled and written to facilitate instruction and learning. With these points in mind, we have included many pedagogical features, listed below, that are intended to enhance its useful- ness to both students and instructors. Problem Solving and Conceptual Understanding Analysis Model Approach to Problem Solving. Students are faced with hundreds of prob- lems during their physics courses. A relatively small number of fundamental prin- ciples form the basis of these problems. When faced with a new problem, a physicist forms a model of the problem that can be solved in a simple way by identifying the fundamental principle that is applicable in the problem. For example, many problems involve conservation of energy, Newton’s second law, or kinematic equations. Because Download the physicist has studied these principles and their applications extensively, he or she can apply this knowledge as a model for solving a new problem. Although it would be ideal for students to follow this same process, most students have difficulty becom- www.librostec.com ing familiar with the entire palette of fundamental principles that are available. It is easier for students to identify a situation rather than a fundamental principle. The Analysis Model approach lays out a standard set of situations that appear in most physics problems. These situations are based on an entity in one of four simplification models: particle, system, rigid object, and wave. Once the simplification model is identified, the student thinks about what the entity is doing or how it interacts with its environ- ment. This leads the student to identify a particular Analysis Model for the problem. For example, if an object is falling, the object is recognized as a particle experiencing an acceleration due to gravity that is constant. The student has learned that the Analy- sis Model of a particle under constant acceleration describes this situation. Furthermore, this model has a small number of equations associated with it for use in starting prob- lems, the kinematic equations presented in Chapter 2. Therefore, an understanding of the situation has led to an Analysis Model, which then identifies a very small number of equations to start the problem, rather than the myriad equations that students see in the text. In this way, the use of Analysis Models leads the student to identify the funda- mental principle. As the student gains more experience, he or she will lean less on the Analysis Model approach and begin to identify fundamental principles directly. The Analysis Model Approach to Problem Solving is presented in full in Chap- ter 2 (Section 2.4, pages 30–32), and provides students with a structured process for solving problems. In all remaining chapters, the strategy is employed explicitly in every example so that students learn how it is applied. Students are encouraged to follow this strategy when working end-of-chapter problems. Analysis Model descriptive boxes appear at the end of any section that intro- duces a new Analysis Model. This feature recaps the Analysis Model introduced in the section and provides examples of the types of problems that a student could solve using the Analysis Model. These boxes function as a “refresher” before stu- dents see the Analysis Models in use in the worked examples for a given section. The approach is further reinforced in the end-of-chapter summary under the heading Analysis Models for Problem Solving, and through the Analysis Model Tutori- als that are based on selected end-of-chapter problems and appear in WebAssign. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface xvii Analysis Model Tutorials. John Jewett developed 165 tutorials (ones that appear in  the printed text’s problem sets are indicated by an icon) that strengthen students’ problem-solving skills by guiding them through the steps in the problem- solving process. Important first steps include making predictions and focusing on physics concepts before solving the problem quantitatively. A critical component of these tutorials is the selection of an appropriate Analysis Model to describe what is going on in the problem. This step allows students to make the important link between the situation in the problem and the mathematical representation of the situation. Analysis Model tutorials include meaningful feedback at each step to help students practice the problem-solving process and improve their skills. In addition, the feedback addresses student misconceptions and helps them to catch algebraic and other mathematical errors. Solutions are carried out symbolically as long as possible, with numerical values substituted at the end. This feature helps students understand the effects of changing the values of each variable in the prob- lem, avoids unnecessary repetitive substitution of the same numbers, and elimi- nates round-off errors. Feedback at the end of the tutorial encourages students to compare the final answer with their original predictions. Worked Examples. All in-text worked examples are presented in a two-column format to better reinforce physical concepts. The left column shows textual information that describes the steps for solving the problem. The right column shows the math- ematical manipulations and results of taking these steps. This layout facilitates matching the concept with its mathematical execution and helps students organize their work. The examples closely follow the Analysis Model Approach to Problem Solving introduced in Section 2.4 to reinforce effective problem-solving habits. All Download worked examples in the text may be assigned for homework in WebAssign. A sam- ple of a worked example can be found on the next page. Examples consist of two types. The first (and most common) example type pre- www.librostec.com sents a problem and numerical answer. The second type of example is conceptual in nature. To accommodate increased emphasis on understanding physical con- cepts, the many conceptual examples are labeled as such and are designed to help students focus on the physical situation in the problem. Solutions in worked exam- ples are presented symbolically as far as possible, with numerical values substituted at the end. This approach will help students think symbolically when they solve problems instead of unnecessarily inserting numbers into intermediate equations. What If? Approximately one-third of the worked examples in the text contain a What If? feature. At the completion of the example solution, a What If? question offers a variation on the situation posed in the text of the example. This feature encourages students to think about the results of the example, and it also assists in conceptual understanding of the principles. What If? questions also prepare stu- dents to encounter novel problems that may be included on exams. Selected end- of-chapter problems also include this feature. Quick Quizzes. Students are provided an opportunity to test their understanding of the physical concepts presented through Quick Quizzes. The questions require stu- dents to make decisions on the basis of sound reasoning, and some of the questions have been written to help students overcome common misconceptions. Quick Quiz- zes have been cast in an objective format, including multiple-choice, true–false, and ranking. Answers to all Quick Quiz questions are found at the end of the text. Many instructors choose to use such questions in a “peer instruction” teaching style or with the use of personal response system “clickers,” but they can be used in stan- dard quiz format as well. An example of a Quick Quiz follows below. Q UICK QUIZ 7.5 A dart is inserted into a spring-loaded dart gun by pushing the spring in by a distance x. For the next loading, the spring is compressed a distance 2x. How much faster does the second dart leave the gun compared with the first? (a) four times as fast (b) two times as fast (c) the same (d) half as fast (e) one-fourth as fast Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xviii Preface All worked examples are also available to be assigned as interactive examples in WebAssign. Example 3.2 A Vacation Trip y (km) y (km) A car travels 20.0 km due north and then 35.0 km N in a direction 60.08 west of north as shown in 40 40 S W E Figure 3.11a. Find the magnitude and direction of B S 60.0! S R the car’s resultant displacement. S A 20 20 Each solution has S R u SOLUTION S been written to S S b A S B b closely follow the Conceptualize The two vectors A and B that appear in x (km) x (km) Analysis Model Figure 3.11a help us conceptualize the problem. The " 20 0 " 20 0 S resultant vector R has also been drawn. We expect its Approach to Prob- a b magnitude to be a few tens of kilometers. The angle lem Solving as out- ! that the resultant vector makes with the y axis is Figure 3.11 (Example 3.2) (a) Graphical method for finding the resul- lined in Section 2.4 expected to be less than 608, the angle that vector S S S tant displacement vector R 5 A 1 B . (b) Adding the vectors in reverse S S S S (pages 30–32), B makes with the y axis. order sB 1 Ad gives the same result for R . so as to reinforce S Categorize We can categorize this example as a simple analysis problem in vector addition. The displacement R is the resul- good problem- S S tant when the two individual displacements A and B are added. We can further categorize it as a problem about the analysis solving habits. of triangles, so we appeal to our expertise in geometry and trigonometry. Analyze In this example, we show two ways to analyze the problem of finding the resultant of two vectors. The first way is to S Each step of the solve the problem geometrically, using graph paper and a protractor to measure the magnitude of R and its direction in Fig- solution is detailed ure 3.11a. (In fact, even when you know you are going to be carrying out a calculation, you should sketch the vectors to check in a two-column your results.) With an ordinary ruler and protractor, a large diagram typically gives answers to two-digit but not to three-digit S format. The left precision. Try using these tools on R in Figure 3.11a and compare to the trigonometric analysis below! S column provides The second way to solve the problem is to analyze it using algebra and trigonometry. The magnitude of R can be obtained Download from the law of cosines as applied to the triangle in Figure 3.11a (see Appendix B.4). an explanation for each mathematical Use R 2 5 A 2 1 B 2 2 2AB cos " from the law of cosines to R 5 ÏA2 1 B 2 2 2AB cos " step in the right find R: column, to better www.librostec.com reinforce the physi- Substitute numerical values, noting that R 5 Ïs20.0 kmd2 1 s35.0 kmd2 2 2s20.0 kmds35.0 kmd cos 1208 cal concepts. " 5 1808 2 608 5 1208: 5 48.2 km sin ! sin " Use the law of sines (Appendix B.4) to find the direction 5 S B R of R measured from the northerly direction: B 35.0 km sin ! 5 sin " 5 sin 1208 5 0.629 R 48.2 km ! 5 38.98 The resultant displacement of the car is 48.2 km in a direction 38.98 west of north. Finalize Does the angle ! that we calculated agree with an find using the laws of cosines and sines to be awkward. Sec- estimate made by looking at Figure 3.11a or with an actual ond, a triangle only results if you are adding two vectors. If angle measured from the diagram using the graphical you are adding three or more vectors, the resulting geomet- S method? Is it reasonable that the magnitude of R is larger ric shape is usually not a triangle. In Section 3.4, we explore S S S than that of both A and B ? Are the units of R correct? a new method of adding vectors that will address both of Although the head to tail method of adding vectors works these disadvantages. well, it suffers from two disadvantages. First, some people W H A T I F ? Suppose the trip were taken with the two vectors in reverse order: 35.0 km at 60.08 west of north first and then 20.0 km due north. How would the magnitude and the direction of the resultant vector change? Answer They would not change. The commutative law for vector addition tells us that the order of vectors in an addition is irrelevant. Graphically, Figure 3.11b shows that the vectors added in the reverse order give us the same resultant vector. What If? statements appear in about one-third of the worked examples and offer a variation on the situation posed in the text of the example. For instance, this feature might explore the effects of changing the conditions of the situation, determine what happens when a quantity is taken to a particular limiting value, or question whether additional information can be determined about the problem situation. This feature encourages students to think about the results of the example and assists in conceptual understanding of the principles. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface xix Pitfall Preventions. More than two hundred Pitfall Preventions (such as the one to the right) are provided to help students avoid common mistakes and misunder- PITFALL PREVENTION 16.2 standings. These features, which are placed in the margins of the text,208 address Two Kinds Chapter 8 of Speed/Velocity Conservation of Energy Do not confuse v, the speed of both common student misconceptions and situations in which students often follow the wave as it propagates along unproductive paths. as shown in Figure P8.32. v !t In a time interval the Dt,string, a newwith vy , the transverse disk of air of massvelocity Dm mustof a point on the string. Summaries. Each chapter contains a summary that reviews the important concepts be moved a distanceThe speed v Dtv is constant for a uni- S v and equations discussed in that chapter. The summary is divided into three sections: and hence must form bemedium, given whereas v varies 1 y Definitions, Concepts and Principles, and Analysis Models for Problem Solving. a kinetic energy 2 sDmdv . 2 A sinusoidally. Using this model, show that In each section, flash card–type boxes focus on each separate definition, concept, the car’s power loss owing Figure P8.32 principle, or analysis model. to air resistance is 12 !Av 3 and that the resistive force acting on the car is 12 !Av 2, where 208 Chapter 8 Conservation of Energy is the density of air. Compare this result with the empirical Problems Sets. For the Tenth Edition, the authors reviewed each question and problem ! expression 12 D!Av 2 for the resistive force. and incorporated revisions designed as to shown improve bothP8.32. in Figure readability and assignability. v !t 33. Heedless of an interval of time equal to Dt move w danger, a child leaps onto a pile of old mat- In a time interval Dt, a new or (2)  it will move w/2 the given distance d tresses to use them as a trampoline. His motion between two Problems. An extensive set of problems is included disk of air of mass Dm must at the end of each chapter; in interval Dt/2. Also, if (3) the given power P particular points is described by the energy conservation all, the printed textbook contains more be moved thana distance 2 000 problems, v Dt while another S 1 500 given load w a distance d/2 in time interval Dt v equation and hence must be given (4)  P/2 will move w/2 the given distance d optimized problems are available only in WebAssign. a kinetic energy 12 sDmdv 2.Answers for odd-numbered 1 2 s46.0 kgds2.40timemysd 2 1 s46.0 interval Dt. kgds9.80 mys2ds2.80 m 1 xd 5 A problems in the printed text are provided Using this atmodel, the end of the book, and solutions for show that 1 2 s1.94 3 10 Nymdx 4 2 the car’s power loss owing Figure P8.32 all printed text problems are found in the Instructor’s to air resistance is 12 !Av 3 Solutions Manual. (a) Solve the equation equation P Dtfor 5 x. (b) bwd, Compose where b the statement of a problem, including data, for which this equation gives the The end-of-chapter problems areandorganized byforce that the resistive the sections acting on the carin each is 12 !Av 2 chapter , where solution. (c) Add the two values of x obtained in part (a) ! is the density of air. Compare this result with the empirical (about two-thirds of the problems are keyed 1 to 2 specific sections expression 2 D!Av for the resistive force. of the chapter). and divide by 2. (d) What is the significance of the resulting Within each section, the problems now “platform” students to higher-order think- value in part (c)? 33. Heedless of danger, a child leaps onto a pile of old mat- ality constant. ing by presenting all the straightforward problems in the section first, tresses to use them as a trampoline. His motion between two followed 34. Review. by Why is the following situation impossible? A new high- speed37.roller coaster is claimed to be so safe that the passen- Review. the intermediate problems. (The problem particular numbers for straightforward points is described by the energy conservation problems gers do not need to wear seat belts or any other restraining equation are printed in black; intermediate-level problems are in blue.) The Additionaldevice. Prob-The coaster is designed with a vertical circular sec- Download 1 2 s46.0 kgds2.40 mysd 1 s46.0 kgds9.80 mys ds2.80 m 1 xd 5 tion over which the coaster travels on the inside of the cir- 2 2 lems section contains problems that are not keyed to specific sections. 1 At the end of theangle 2 s1.94 3 10 Nymdx cle so thatan passengers "i 5 08 are upside down for a short time 4 2 each chapter is the Challenge Problems(a)section, which gathers the most difficult Solve the equation for x. (b) Compose the statement of prob- interval. The radius of the circular section is 12.0 m, and the coaster enters the bottom of the circular section at a speed of lems for a given chapter in one place.a problem, (Challenge includingProblems have data, for which problem this equation givesnumbers the 22.0 m/s. Assume the coaster moves without friction on the www.librostec.com marked in red.) solution. (c) Add the two values of x obtained in part (a) track and model the coaster as a particle. and divide by 2. (d) What is the significance of the resulting There are several kinds of problems valuefeatured in part (c)? in this text: the vertical. What is this angle? 35. A horizontal spring attached to a wall has a force constant of k 5 38.850Review. N/m. AWhy block of following is the mass m 5 1.00 kg is attached V Watch It video solutions available in WebAssign 34. Review. explain Why is the following fundamental situation impossible? A new problem- high- to the spring and impossible? situation rests on aAnfrictionless, ath- horizontal sur- speed roller coaster is claimed to be so safe that the passen- solving strategies to help students stepgersthrough do not needselected to wear seatproblems. belts or any other restraining face as in lete Figure testsP8.35. her hand (a) strength The block is pulled to !a posi- tion xi 5 6.00 cm by having from equilibrium an assistant hangand released. Find the ui device. The coaster is designed with a vertical circular sec- elastic potential weightsenergy from her stored beltin asthe she spring when the block Quantitative/Conceptual problems tion contain parts that ask students to over which the coaster travels on the inside of the cir- think both is 6.00  cmhangsfrom onto equilibrium and when the block passes a horizontal quantitatively and conceptually. An cle example so that the of a Quantitative/Conceptual passengers are upside down for a short timeprob- through equilibrium. bar with her(b) Find When hands. the speed of the block as it interval. The radius of the circular section is 12.0 m, and the lem appears here: coaster enters the bottom of the circular section at a speed of passes through the equilibrium the weights hanging on point. her (c) What is the speed of the block when belt haveit increased is at a position to 80% xi /2 5 3.00 cm? (d) Why 22.0 m/s. Assume the coaster moves without friction on the isn’t the answer of herto part body(c)weight, half theheranswer to part (b)? track and model the coaster as a particle. hands can no longer sup- 35. A horizontal spring attached to a wall has a force constant port her and she drops to of k 5 850 N/m. A block of mass m 5 1.00 kg is attached the floor. Frustrated at not The problem is identified meetingk her hand-strength Figure P8.38 to the spring and rests on a frictionless, horizontal sur- with a icon. face as in Figure P8.35. (a) The block is pulled to a posi- m tion xi 5 6.00 cm from equilibrium and released. Find the elastic potential energy stored in the spring when the block is 6.00  cm from equilibrium and when the block passes x ! 0 x ! xi/2 x ! xi through equilibrium. (b) Find the speed of the block as it platform, starting from rest with the ropes at an angle " Parts (a)–(c) of the problem ask 60.08 passes through the equilibrium point. (c) What is the speed Figure P8.35 for quantitative calculations. of the block when it is at a position xi /2 5 3.00 cm? (d) Why isn’t the answer to part (c) half the answer to part (b)? 36. More than 2 300 years ago, the Greek teacher Aristotle performer’s body is small compared to the length , wrote the firstPartbook(d) called asksPhysics. Put into more precise ter- a conceptual resistance is negligible. minology, this passage isabout question from thetheend of its Section Eta: situation. 39. An airplane of mass 1.50 3 104 k Let P be the power of an agent causing motion; w, the m load moved; d, the distance covered; and Dt, the time the airplane has a magnitude of 4.0 3 104 interval required. Then (1) a power equal to P will in Symbolic problems ask students to solve a problem using only symbolic manipu- lation. Reviewers of the Ninth Edition (as well as thex !majority 0 x ! xi/2of xrespondents ! xi to a large survey) asked specifically for an increase inFigure the P8.35 number of symbolic prob- of the thrust in this situation is 7.50 3 104 lems found in the text because it better reflects the way instructors want their students to think when solving physics 36. Moreproblems. An example than 2 300 years ago, the Greek of teacher a Symbolic Aristotleprob- 53292_ch08_ptg01.indd 208 wrote the first book called Physics. Put into more precise ter- lem appears on the next page: minology, this passage is from the end of its Section Eta: has traveled 5.0 3 102 m. Let P be the power of an agent causing motion; w, the 40. A pendulum, comprising a light string of length L load moved; d, the distance covered; and Dt, the time interval required. Then (1) a power equal to P will in a peg located a distance d Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Why is the following situation impos- sible? A mischievous child goes to an Figure P6.31 wheel, what is the minimum distance you must be from the wall to avoid a collision? (d) Of the two methods in parts (b) amusement park with his family. On one ride, after a severe and (c), which is better for avoiding a collision? Or should scolding from his mother, he slips out of his seat and climbs you use both the brakes and the steering wheel, or neither? to the top of the ride’s structure, which is shaped like a xx cone with its axis vertical and itsPreface sloped sides making an Explain. (e) Does the conclusion in part (d) depend on the numerical values given in this problem, or is it true in gen- angle of ! 5 20.08 with the horizontal as shown in Figure eral? Explain. P6.32. This part of the structure rotates about the vertical S central axis when the ride operates. The child sits on the 36. A truck is moving with a sloped surface atThe a point d 5 5.32 problem is m down the sloped side identified constant acceleration from the center of the cone and pouts. The coefficient of a up a hill that makes with a icon. static friction between the boy and the cone is 0.700. The an angle " with the u ride operator does not notice that the child has slipped m horizontal as in Figure away from his seat and so continues to operate the ride. As P6.36. A small sphere The figure shows only a result, the sitting, pouting boy rotates in a circular path at of mass m is suspended symbolic quantities. a speed of 3.75 m/s. from the ceiling of the f No numbers appear in truck by a light cord. If the pendulum makes Figure P6.36 the problem statement. a constant angle ! with the perpendicular to the ceiling, what is a? The answer to the problem 37. Because the!Earth is purely symbolic. 36. g(cos tan " rotates 2 sin !)about its axis, a point on the equa- T tor experiences a centripetal acceleration of 0.033 7  m/s2, d whereas a point at the poles experiences no centripe- tal acceleration. If a person at the equator has a mass of 75.0 kg, calculate (a) the gravitational force (true weight) on u Guidedthe Problems person and (b)help the normal students force break (apparentproblems weight) on into steps. A physics problem the person. (c) Which force is greater? Assume the Earth is typically asks forsphere a uniform one and physical quantity take g 5 9.800 m/s . in a given context. Often, however, several 2 Figure P6.32 concepts 38. Amust puck ofbe used mass and a number of calculations are required to obtain that m1 is tied The pilot of an airplane executes a loop-the-loop maneu- final answer. Many to a string andstudents allowed are not accustomed m1 to this level of complexity and to revolve in a circle of ver in a vertical circle. The speed of the airplaneoften is don’t know where to start. A Guided R Problem breaks a standard problem into radius R on a friction- 300  mi/h at the top of the loop and 450 mi/h at the bottom, and the radius of the circle is 1 200 ft. (a) What smaller steps, enablingtable. less, horizontal students to grasp all the concepts and strategies required to328 is the pilot’s apparent weight at the lowest point if his true Thea other arrive at correctend 12 Chapter of the solution. Unlike standard Static Equilibrium physics problems, guidance is often and Elasticity string passes through built intoa the weight is 160 lb? (b) What is his apparent weight at the high- smallproblem hole in the statement. cen- Guided m2 Problems are reminiscent of how a stu- est point? (c) What If? Describe how the pilot could experi- block if the water in it froze? (The bulk modulus of ice is ence weightlessness if both the radius and the speed candent might ter interact withand of the table, a professor in an office visit. These problems1.65(there m is one be 2.00 109 object 3 an N/m2.)of mass m is in every chapter varied. Note: His apparent weight is equal to the magnitude tied to it of the (Fig. text) help train students to break down complex problems 2 P6.38). of the force exerted by the seat on his body. 23. Review. A 30.0-kg hammer, moving with speed Figure20.0 P6.38 m/s, into strikes a series The ofsuspended a steel simpler problems, spike 2.30object cm in diameter. anThe essential hammer problem-solving skill. An example of Download cone opening upward, having everywhere an angle of 35.08 a Guided remains A basin surrounding a drain has the shape of a circular rebounds Problem in equilibrium with speed appears 10.0 m/s afterwhile here: the 0.110 puck ison s. What thethe tabletop aver- revolves. Find symbolic expressions for (a) the tension in the Fg1 Fg2 age strain in the spike during the impact? with the horizontal. A 25.0-g ice cube is set sliding around string, (b) the radial force acting on the puck, and (c) the the cone without friction in a horizontal circle of radius R. speed of the puck. (d) Qualitatively describe what will hap- ADDITIONAL PROBLEMS (a) Find the speed the ice cube must have as a function of pen in the motion of the puck if the value of m 2 is increased Figure P12.26 www.librostec.com by placing 24. A uniform R. (b) Is any piece of data unnecessary for the solution? Sup- a small beam resting onadditional two pivots load has aon the puck. length (e)mQualita- L 5 6.00 pose R is made two times larger. (c) Will the required speed and mass tively M5 describe 90.0 kg.what The will pivothappen in the under the left motion of the end exerts a puck 27. The lintel of prestressed reinforced concrete in Fig- increase, decrease, or stay constant? If it changes, by what normalifforce the value n1 on of thembeam, 2 is instead decreased and the second by removing pivot located aa part of ure P12.27 is 1.50 m long. The concrete encloses one steel factor? (d) Will the time interval required for each revolu- distancethe ,5 hanging 4.00 mload. from the left end exerts a normal force reinforcing rod with cross-sectional area 1.50 cm2. The rod tion increase, decrease, or stay constant? If it changes, by n2. A woman of mass m 5 55.0 kg steps onto the left end of the joins two Thestrong goal end plates. of the The cross- sectional area of the problem 39. Galileo thought about whether acceleration should be what factor? (e) Do the answers to parts (c) and (d) seem beam and begins walking to the right as in Figure P12.24. concrete perpendicular to the rod is 50.0 cm2. Young’s mod- defined as the rate of change of velocity over time or as is identified. contradictory? Explain. The goal is to find the woman’s position when the beam ulus for the concrete is 30.0 3 109 N/m2. After the concrete The problem is identified the rate of change in velocity over distance. He chose the begins to tip. (a) What is the appropriate analysis model for cures and the original tension T1 in the rod is released, the Review. While learning to drive, you are in a 1 200-kg car former, so let’s use the name “vroomosity” for the rate of with a icon. the beam before it begins to tip? (b) Sketch a force diagram concrete is to be under compressive stress 8.00 3 106 N/m2. moving at 20.0 m/s across a large, vacant, level parking lot. change of velocity over distance. For motion of a particle for the beam, labeling the gravitational and normal forces (a) ByAnalysis beginswill what distance by the identifying rod compress the concrete Suddenly you realize you are heading straight toward the on a straight line with constant acceleration, the equation acting on the beam and placing the woman a distance x to when the appropriate the original tensionanalysis in the rodmodel. is released? (b) What is the right of the first pivot, which is the origin. (c) Where is the new tension T2 in the rod? (c) The rod will then be how the woman when the normal force n1 is the greatest? much longer than its unstressed (d) What is n1 when the beam is about to tip? (e) Use Equa- length? (d)  When the concrete 1.50 m tion 12.1 to find the value of n2 when the beam is about to tip. was poured, Studentsthe are rod provided should have (f) Using the result of part (d) and Equation 12.2, with torques been stretched by what exten- with suggestions for steps computed around the second pivot, find the woman’s position sion distance from its unstressed 9/14/17 9:45 AMto solve the problem. x when the beam is about to tip. (g) Check the answer to part length? (e)  Find the required (e) by computing torques around the first pivot point. original tension T1 in the rod. Figure P12.27 L The calculation 28. The following equations are obtained from a force diagram of a rectangular associatedfarm withgate, thesupported by two hinges on the m left-hand side. A bucket of grain is hanging from the latch. x goal is requested. 2A 1 C 5 0 M 1B 2 392 N 2 50.0 N 5 0 A(0) 1 B(0) 1 C(1.80 m) 2 392 N(1.50 m) 2 50.0 N(3.00 m) 5 0 Figure P12.24 (a) Draw the force diagram and complete the statement of the problem, specifying the unknowns. (b) Determine the values 25. A bridge of length 50.0 m and mass 8.00 3 104 kg is supported of the unknowns and state the physical meaning of each. T on a smooth pier at each end as shown in Figure P12.25. A truck of mass 3.00 3 104 kg is located 15.0 m from one end. 29. A hungry bear weighing 700 N walks out on a beam in an Biomedical What areproblems. These the forces on the bridgeproblems at the points of(indicated support? withattempt a to retrieve a basket of goodies hanging at the end of icon) highlight the rel- the beam (Fig. P12.29). The beam is uniform, weighs 200 N, evance of physics principles to those students takingand this course is 6.00 m long,who and it are majoring is supported by a wire at an angle of ! 5 60.0°. The basket weighs 80.0 N. (a) Draw a force dia- in one of the life sciences. gram for the beam. (b) When the bear is at x 5 1.00 m, find the tension in the wire supporting the beam and the compo- T Master It ATutorials available inB WebAssign help students solve problems by hav- nents of the force exerted by the wall on the left end of the ing them work through a stepped-out solution. 15.0 m 50.0 m Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Figure P12.25 x Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface xxi Impossibility problems. Physics education research has focused heavily on the problem-solving skills of students. Although most problems in this text are structured in the form of providing data and asking for a result of computation, two problems in each chapter, on average, are structured as impossibility prob- lems. They begin with the phrase Why is the following situation impossible? That is followed by the description of a situation. The striking aspect of these problems is that no question is asked of the students, other than that in the initial italics. The student must determine what questions need to be asked and what calculations need to be performed. Based on the results of these calculations, the student must determine why the situation described is not possible. This determination may require information from personal experience, common sense, Internet or print research, measurement, mathematical skills, knowledge of human norms, or scientific thinking. These problems can be assigned to build critical thinking skills in students. They are also fun, having the aspect of physics “mysteries” to be solved by students individually or in groups. An example of an impossibility problem appears here: The initial phrase in italics signals an impossibility problem. A situation 39. Why is the following situation impossible? Albert Pujols hits is described. a home run so that the baseball just clears the top row of Download bleachers, 24.0 m high, located 130 m from home plate. The ball is hit at 41.7 m/s at an angle of 35.08 to the horizontal, and air resistance is negligible. No question is asked. The student www.librostec.com must determine what needs to be calculated and why the situation is impossible. Paired problems. These problems are otherwise identical, one asking for a numeri- cal solution and one asking for a symbolic derivation. There is at least one pair of these problems in most chapters, indicated by cyan shading in the end-of-chapter problems set. Review problems. Many chapters include review problems requiring the student to combine concepts covered in the chapter with those discussed in previous chapters. These problems (marked Review) reflect the cohesive nature of the principles in the text and verify that physics is not a scattered set of ideas. When facing a real- world issue such as global warming or nuclear weapons, it may be necessary to call on ideas in physics from several parts of a textbook such as this one. “Fermi problems.” One or more problems in most chapters ask the student to reason in order-of-magnitude terms. Design problems. Several chapters contain problems that ask the student to deter- mine design parameters for a practical device so that it can function as required. Calculus-based problems. Every chapter contains at least one problem applying ideas and methods from differential calculus and one problem using integral calculus. Artwork. Every piece of artwork in the Tenth Edition is in a modern style that helps express the physics principles at work in a clear and precise fashion. Focus pointers are included with many figures in the text; these either point out important aspects of a figure or guide students through a process illustrated by the artwork or photo. This format helps those students who are more visual learners. An example of a figure with a focus pointer appears on the next page. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xxii Preface y As the end point of the path is Direction S "# moved from " to ""to "#, the of v at ! "" respective displacements and S corresponding time intervals !r3 " become smaller and smaller. S !r2 S !r1 Figure 4.2 As a particle moves As the end point approaches !, !t between two points, its average ! approaches zero and the direction velocity is in the direction of the S of !r approaches that of the green displacement vector DSr . By defi- line tangent to the curve at !. nition, the instantaneous veloc- ity at Ⓐ is directed along the line x O tangent to the curve at Ⓐ. Math Appendix. The math appendix (Appendix B), a valuable tool for students, shows the math tools in a physics context. This resource is ideal for students who need a quick review on topics such as algebra, trigonometry, and calculus. Helpful Features Style. To facilitate rapid comprehension, we have written the book in a clear, logi- cal, and engaging style. We have chosen a writing style that is somewhat informal and relaxed so that students will find the text appealing and enjoyable to read. New terms are carefully defined, and we have avoided the use of jargon. Download Important Definitions and Equations. Most important definitions are set in bold- face or are highlighted with a background screen for added emphasis and ease of review. Similarly, important equations are also highlighted with a background www.librostec.com screen to facilitate location. Marginal Notes. Comments and notes appearing in the margin with a N icon can be used to locate important statements, equations, and concepts in the text. Pedagogical Use of Color. Readers should consult the pedagogical color chart (inside the front cover) for a listing of the color-coded symbols used in the text diagrams. This system is followed consistently throughout the text. Mathematical Level. We have introduced calculus gradually, keeping in mind that students often take introductory courses in calculus and physics concurrently. Most steps are shown when basic equations are developed, and reference is often made to mathematical appendices near the end of the textbook. Although vectors are discussed in detail in Chapter 3, vector products are introduced later in the text, where they are needed in physical applications. The dot product is introduced in Chapter 7, which addresses energy of a system; the cross product is introduced in Chapter 11, which deals with angular momentum. Significant Figures. In both worked examples and end-of-chapter problems, signifi- cant figures have been handled with care. Most numerical examples are worked to either two or three significant figures, depending on the precision of the data provided. End-of-chapter problems regularly state data and answers to three-digit precision. When carrying out estimation calculations, we shall typically work with a single significant figure. (More discussion of significant figures can be found in Chapter 1, pages 13–15.) Units. The international system of units (SI) is used throughout the text. The U.S. customary system of units is used only to a limited extent in the chapters on mechanics and thermodynamics. Appendices and Endpapers. Several appendices are provided near the end of the textbook. Most of the appendix material represents a review of mathematical Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.