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Contents
1 Introduction and Mathematical 4 Forces and Newton’s Laws of Motion 80
Concepts 1
4.1 The Concepts of Force and Mass 80
4.2 Newton’s First Law of Motion 81
1.1 The Nature of Physics 1
4.3 Newton’s Second Law of Motion 83
1.2 Units 2
4.4 The Vector Nature of Newton’s Second Law of Motion 85
1.3 The Role of Units in Problem Solving 3
4.5 Newton’s Third Law of Motion 86
1.4 Trigonometry 6
4.6 Types of Forces: An Overview 88
1.5 Scalars and Vectors 8
4.7 The Gravitational Force 88
1.6 Vector Addition and Subtraction 10
4.8 The Normal Force 92
1.7 The Components of a Vector 12
4.9 Static and Kinetic Frictional Forces 95
1.8 Addition of Vectors by Means of Components 15
4.10 The Tension Force 101
Concept Summary 19
4.11 Equilibrium Applications of Newton’s Laws
Focus on Concepts 19
of Motion 102
Problems 21
4.12 Nonequilibrium Applications of Newton’s Laws
Additional Problems 24
of Motion 106
Concepts and Calculations Problems 25
Concept Summary 111
Team Problems 26
Focus on Concepts 112
Problems 114
2 Kinematics in One Dimension 27 Additional Problems 118
Concepts and Calculations Problems 119
2.1 Displacement 27 Team Problems 120
2.2 Speed and Velocity 28
2.3 Acceleration 31 5 Dynamics of Uniform Circular
2.4 Equations of Kinematics for Constant
Acceleration 34
Motion 121
2.5 Applications of the Equations of Kinematics 37
5.1 Uniform Circular Motion 121
2.6 Freely Falling Bodies 41
5.2 Centripetal Acceleration 122
2.7 Graphical Analysis of Velocity and
5.3 Centripetal Force 125
Acceleration 45
5.4 Banked Curves 129
Concept Summary 47
5.5 Satellites in Circular Orbits 130
Focus on Concepts 48
5.6 Apparent Weightlessness and Artificial Gravity 133
Problems 49
5.7 *Vertical Circular Motion 136
Additional Problems 53
Concept Summary 137
Concepts and Calculations Problems 54
Focus on Concepts 138
Team Problems 54
Problems 139
Additional Problems 141
3 Kinematics in Two Dimensions 55 Concepts and Calculations Problems 142
Team Problems 143
3.1 Displacement, Velocity, and Acceleration 55
3.2 Equations of Kinematics in Two Dimensions 56 6 Work and Energy 144
3.3 Projectile Motion 60
3.4 Relative Velocity 68 6.1 Work Done by a Constant Force 144
Concept Summary 72 6.2 The Work–Energy Theorem and Kinetic Energy 147
Focus on Concepts 73 6.3 Gravitational Potential Energy 153
Problems 74 6.4 Conservative Versus Nonconservative Forces 155
Additional Problems 77 6.5 The Conservation of Mechanical Energy 157
Concepts and Calculations Problems 78 6.6 Nonconservative Forces and the Work–Energy
Team Problems 79 Theorem 161
 C on te n t s vii

6.7 Power 162 Concept Summary 246

6.8 Other Forms of Energy and the Conservation Focus on Concepts 247
of Energy 164 Problems 248
6.9 Work Done by a Variable Force 164 Additional Problems 254
Concept Summary 166 Concepts and Calculations Problems 255
Focus on Concepts 167 Team Problems 256
Problems 168
Additional Problems 172
Concepts and Calculations Problems 173
10 Simple Harmonic Motion
Team Problems 174 and Elasticity 257

10.1 The Ideal Spring and Simple Harmonic Motion 257

7 Impulse and Momentum 175 10.2 Simple Harmonic Motion and the Reference Circle 261
10.3 Energy and Simple Harmonic Motion 267
7.1 The Impulse–Momentum Theorem 175
10.4 The Pendulum 270
7.2 The Principle of Conservation of Linear
10.5 Damped Harmonic Motion 273
Momentum 179
10.6 Driven Harmonic Motion and Resonance 274
7.3 Collisions in One Dimension 184
10.7 Elastic Deformation 275
7.4 Collisions in Two Dimensions 189
10.8 Stress, Strain, and Hooke’s Law 279
7.5 Center of Mass 189
Concept Summary 280
Concept Summary 192
Focus on Concepts 281
Focus on Concepts 193
Problems 282
Problems 194
Additional Problems 287
Additional Problems 197
Concepts and Calculations Problems 288
Concepts and Calculations Problems 198
Team Problems 288
Team Problems 199

11 Fluids 289
8 Rotational Kinematics 200
11.1 Mass Density 289
8.1 Rotational Motion and Angular Displacement 200 11.2 Pressure 291
8.2 Angular Velocity and Angular Acceleration 203 11.3 Pressure and Depth in a Static Fluid 293
8.3 The Equations of Rotational Kinematics 205 11.4 Pressure Gauges 297
8.4 Angular Variables and Tangential Variables 208 11.5 Pascal’s Principle 298
8.5 Centripetal Acceleration and Tangential 11.6 Archimedes’ Principle 300
Acceleration 210 11.7 Fluids in Motion 305
8.6 Rolling Motion 213 11.8 The Equation of Continuity 307
8.7 *The Vector Nature of Angular Variables 214 11.9 Bernoulli’s Equation 309
Concept Summary 215 11.10 Applications of Bernoulli’s Equation 311
Focus on Concepts 216 11.11 *Viscous Flow 314
Problems 216 Concept Summary 317
Additional Problems 220 Focus on Concepts 318
Concepts and Calculations Problems 221 Problems 319
Team Problems 222 Additional Problems 323
Concepts and Calculations Problems 324
9 Rotational Dynamics 223 Team Problems 325

9.1 The Action of Forces and Torques on Rigid 12 Temperature and Heat 326
Objects 223
9.2 Rigid Objects in Equilibrium 226 12.1 Common Temperature Scales 326
9.3 Center of Gravity 231 12.2 The Kelvin Temperature Scale 328
9.4 Newton’s Second Law for Rotational Motion About a 12.3 Thermometers 329
Fixed Axis 236 12.4 Linear Thermal Expansion 330
9.5 Rotational Work and Energy 241 12.5 Volume Thermal Expansion 337
9.6 Angular Momentum 244 12.6 Heat and Internal Energy 339
viii Content s

12.7 Heat and Temperature Change: Specific Heat Concept Summary 425
Capacity 340 Focus on Concepts 426
12.8 Heat and Phase Change: Latent Heat 343 Problems 427
12.9 *Equilibrium Between Phases of Matter 347 Additional Problems 431
12.10 *Humidity 350 Concepts and Calculations Problems 432
Concept Summary 352 Team Problems 432
Focus on Concepts 352
Problems 353 16 Waves and Sound 433
Additional Problems 358
Concepts and Calculations Problems 358 16.1 The Nature of Waves 433
Team Problems 359 16.2 Periodic Waves 435
16.3 The Speed of a Wave on a String 436
13 The Transfer of Heat 360 16.4 *The Mathematical Description of a Wave 439
16.5 The Nature of Sound 439
13.1 Convection 360 16.6 The Speed of Sound 442
13.2 Conduction 363 16.7 Sound Intensity 446
13.3 Radiation 370 16.8 Decibels 448
13.4 Applications 373 16.9 The Doppler Effect 450
Concept Summary 375 16.10 Applications of Sound in Medicine 454
Focus on Concepts 375 16.11 *The Sensitivity of the Human Ear 455
Problems 376 Concept Summary 456
Additional Problems 378 Focus on Concepts 457
Concepts and Calculations Problems 379 Problems 458
Team Problems 379 Additional Problems 463
Concepts and Calculations Problems 464
14 The Ideal Gas Law and Kinetic Team Problems 464
Theory 380
17 The Principle of Linear Superposition
14.1 Molecular Mass, the Mole, and Avogadro’s Number 380 and Interference Phenomena 465
14.2 The Ideal Gas Law 383
14.3 Kinetic Theory of Gases 388 17.1 The Principle of Linear Superposition 465
14.4 *Diffusion 392 17.2 Constructive and Destructive Interference of
Concept Summary 395 Sound Waves 466
Focus on Concepts 396 17.3 Diffraction 470
Problems 397 17.4 Beats 473
Additional Problems 399 17.5 Transverse Standing Waves 474
Concepts and Calculations Problems 400 17.6 Longitudinal Standing Waves 478
Team Problems 400 17.7 *Complex Sound Waves 481
Concept Summary 482
15 Thermodynamics 401 Focus on Concepts 483
Problems 484
15.1 Thermodynamic Systems and Their Surroundings 401 Additional Problems 487
15.2 The Zeroth Law of Thermodynamics 402 Concepts and Calculations Problems 488
15.3 The First Law of Thermodynamics 402 Team Problems 488
15.4 Thermal Processes 404
15.5 Thermal Processes Using an Ideal Gas 408 18 Electric Forces and Electric Fields 489
15.6 Specific Heat Capacities 411
15.7 The Second Law of Thermodynamics 412 18.1 The Origin of Electricity 489
15.8 Heat Engines 413 18.2 Charged Objects and the Electric Force 490
15.9 Carnot’s Principle and the Carnot Engine 414 18.3 Conductors and Insulators 493
15.10 Refrigerators, Air Conditioners, and Heat Pumps 417 18.4 Charging by Contact and by Induction 493
15.11 Entropy 420 18.5 Coulomb’s Law 495
15.12 The Third Law of Thermodynamics 425 18.6 The Electric Field 500
 C on te n t s ix

18.7 Electric Field Lines 505 21 Magnetic Forces and Magnetic

18.8 The Electric Field Inside a Conductor: Shielding 508
18.9 Gauss’ Law 510
Fields 590
18.10 *Copiers and Computer Printers 513
21.1 Magnetic Fields 590
Concept Summary 516
21.2 The Force That a Magnetic Field Exerts on a Moving
Focus on Concepts 516
Charge 592
Problems 517
21.3 The Motion of a Charged Particle in a Magnetic Field 595
Additional Problems 521
21.4 The Mass Spectrometer 599
Concepts and Calculations Problems 521
21.5 The Force on a Current in a Magnetic Field 600
Team Problems 522
21.6 The Torque on a Current-Carrying Coil 602
21.7 Magnetic Fields Produced by Currents 605
19 Electric Potential Energy and the 21.8 Ampère’s Law 612
Electric Potential 523 21.9 Magnetic Materials 613
Concept Summary 616
19.1 Potential Energy 523 Focus on Concepts 617
19.2 The Electric Potential Difference 524 Problems 618
19.3 The Electric Potential Difference Created by Point Additional Problems 623
Charges 530 Concepts and Calculations Problems 624
19.4 Equipotential Surfaces and Their Relation to the Team Problems 624
Electric Field 534
19.5 Capacitors and Dielectrics 537 22 Electromagnetic Induction 625
19.6 *Biomedical Applications of Electric Potential
Differences 541 22.1 Induced Emf and Induced Current 625
Concept Summary 544 22.2 Motional Emf 627
Focus on Concepts 544 22.3 Magnetic Flux 631
Problems 546 22.4 Faraday’s Law of Electromagnetic Induction 634
Additional Problems 548 22.5 Lenz’s Law 637
Concepts and Calculations Problems 549 22.6 *Applications of Electromagnetic Induction to the
Team Problems 550 Reproduction of Sound 640
22.7 The Electric Generator 641
20 Electric Circuits 551 22.8 Mutual Inductance and Self-Inductance 646
22.9 Transformers 649
20.1 Electromotive Force and Current 551 Concept Summary 652
20.2 Ohm’s Law 553 Focus on Concepts 653
20.3 Resistance and Resistivity 554 Problems 654
20.4 Electric Power 557 Additional Problems 659
20.5 Alternating Current 559 Concepts and Calculations Problems 659
20.6 Series Wiring 562 Team Problems 660
20.7 Parallel Wiring 565
20.8 Circuits Wired Partially in Series and Partially in 23 Alternating Current Circuits 661
Parallel 569
20.9 Internal Resistance 570 23.1 Capacitors and Capacitive Reactance 661
20.10 Kirchhoff’s Rules 571 23.2 Inductors and Inductive Reactance 664
20.11 The Measurement of Current and Voltage 574 23.3 Circuits Containing Resistance, Capacitance, and
20.12 Capacitors in Series and in Parallel 575 Inductance 665
20.13 RC Circuits 577 23.4 Resonance in Electric Circuits 670
20.14 Safety and the Physiological Effects of Current 579 23.5 Semiconductor Devices 672
Concept Summary 580 Concept Summary 678
Focus on Concepts 581 Focus on Concepts 679
Problems 582 Problems 680
Additional Problems 588 Additional Problems 681
Concepts and Calculations Problems 589 Concepts and Calculations Problems 682
Team Problems 589 Team Problems 683
x Content s

24 Electromagnetic Waves 684 Additional Problems 775

Concepts and Calculations Problems 775
24.1 The Nature of Electromagnetic Waves 684 Team Problems 776
24.2 The Electromagnetic Spectrum 688
24.3 The Speed of Light 690 27 Interference and the Wave Nature
24.4 The Energy Carried by Electromagnetic Waves 692 of Light 777
24.5 The Doppler Effect and Electromagnetic Waves 695
24.6 Polarization 697 27.1 The Principle of Linear Superposition 777
Concept Summary 704 27.2 Young’s Double-Slit Experiment 779
Focus on Concepts 704 27.3 Thin-Film Interference 782
Problems 705 27.4 The Michelson Interferometer 786
Additional Problems 708 27.5 Diffraction 787
Concepts and Calculations Problems 709 27.6 Resolving Power 791
Team Problems 710 27.7 The Diffraction Grating 796
27.8 *Compact Discs, Digital Video Discs, and the Use of
25 The Reflection of Light: Mirrors 711 Interference 798
27.9 X-Ray Diffraction 799
25.1 Wave Fronts and Rays 711 Concept Summary 801
25.2 The Reflection of Light 712 Focus on Concepts 802
25.3 The Formation of Images by a Plane Mirror 713 Problems 803
25.4 Spherical Mirrors 716 Additional Problems 805
25.5 The Formation of Images by Spherical Mirrors 718 Concepts and Calculations Problems 806
25.6 The Mirror Equation and the Magnification Team Problems 807
Equation 722
Concept Summary 728
Focus on Concepts 728
28 Special Relativity 808

Problems 729 28.1 Events and Inertial Reference Frames 808

Additional Problems 731 28.2 The Postulates of Special Relativity 809
Concepts and Calculations Problems 731 28.3 The Relativity of Time: Time Dilation 811
Team Problems 732 28.4 The Relativity of Length: Length Contraction 815
28.5 Relativistic Momentum 817
26 The Refraction of Light: Lenses 28.6 The Equivalence of Mass and Energy 819
and Optical Instruments 733 28.7 The Relativistic Addition of Velocities 824
Concept Summary 827
26.1 The Index of Refraction 733 Focus on Concepts 827
26.2 Snell’s Law and the Refraction of Light 734 Problems 828
26.3 Total Internal Reflection 739 Additional Problems 830
26.4 Polarization and the Reflection and Refraction of Concepts and Calculations Problems 831
Light 745 Team Problems 831
26.5 The Dispersion of Light: Prisms and Rainbows 746
26.6 Lenses 748 29 Particles and Waves 832
26.7 The Formation of Images by Lenses 749
26.8 The Thin-Lens Equation and the Magnification 29.1 The Wave–Particle Duality 832
Equation 752 29.2 Blackbody Radiation and Planck’s Constant 833
26.9 Lenses in Combination 755 29.3 Photons and the Photoelectric Effect 834
26.10 The Human Eye 756 29.4 The Momentum of a Photon and the Compton
26.11 Angular Magnification and the Magnifying Glass 761 Effect 840
26.12 The Compound Microscope 763 29.5 The De Broglie Wavelength and the Wave Nature
26.13 The Telescope 764 of Matter 843
26.14 Lens Aberrations 765 29.6 The Heisenberg Uncertainty Principle 845
Concept Summary 767 Concept Summary 849
Focus on Concepts 768 Focus on Concepts 849
Problems 769 Problems 850
 C on te n t s xi

Additional Problems 852 Concept Summary 906

Concepts and Calculations Problems 852 Focus on Concepts 907
Team Problems 852 Problems 908
Additional Problems 910
Concepts and Calculations Problems 910
30 The Nature of the Atom 853
Team Problems 910
30.1 Rutherford Scattering and the Nuclear Atom 853
30.2 Line Spectra 855 32 Ionizing Radiation, Nuclear Energy,
30.3 The Bohr Model of the Hydrogen Atom 857 and Elementary Particles 911
30.4 De Broglie’s Explanation of Bohr’s Assumption About
Angular Momentum 861 32.1 Biological Effects of Ionizing Radiation 911
30.5 The Quantum Mechanical Picture of the Hydrogen 32.2 Induced Nuclear Reactions 915
Atom 862 32.3 Nuclear Fission 916
30.6 The Pauli Exclusion Principle and the Periodic Table of 32.4 Nuclear Reactors 919
the Elements 866 32.5 Nuclear Fusion 920
30.7 X-Rays 868 32.6 Elementary Particles 922
30.8 The Laser 872 32.7 Cosmology 928
30.9 *Medical Applications of the Laser 874 Concept Summary 931
30.10 *Holography 876 Focus on Concepts 932
Concept Summary 878 Problems 932
Focus on Concepts 879 Additional Problems 934
Problems 880 Concepts and Calculations Problems 935
Additional Problems 883 Team Problems 935
Concepts and Calculations Problems 883
Team Problems 883 Appendixes A-1

31 Nuclear Physics and Radioactivity 885 APPENDIX A Powers of Ten and Scientific Notation A-1
APPEN DIX B Significant Figures A-1
31.1 Nuclear Structure 885
APPEN DIX C Algebra A-2
31.2 The Strong Nuclear Force and the Stability of the
Nucleus 887 APPEN DIX D Exponents and Logarithms A-3
31.3 The Mass Defect of the Nucleus and Nuclear Binding APPEN DIX E Geometry and Trigonometry A-4
Energy 888 APPEN DIX F Selected Isotopes A-5
31.4 Radioactivity 890
31.5 The Neutrino 896 A NS W E RS TO CH E CK YO UR UNDERSTANDING A-10
31.6 Radioactive Decay and Activity 897
31.7 Radioactive Dating 900 A NS W E RS TO O DD-NU M B E R ED PR OBLEMS A-18
31.8 Radioactive Decay Series 903
31.9 Radiation Detectors 904 INDE X I-1

Note: Chapter sections marked with an asterisk (*) can be omitted with little impact to the overall development of the material.
Our Vision and the WileyPLUS
with ORION Advantage
physics principles come into play over and over again in their lives. To
Our Vision emphasize this goal, we have included a wide range of applications of
physics principles. Many of these applications are biomedical in nature
Our goal is to provide students with the skills they need (for example, wireless capsule endoscopy). Others deal with modern
to succeed in this course, and instructors with the tools technology (for example, 3-D movies). Still others focus on things that
they need to develop those skills. we take for granted in our lives (for example, household plumbing). To
call attention to the applications we have used the label The Physics of.
Skills Development
One of the great strengths of this text is the synergistic relationship The WileyPLUS with ORION
between conceptual understanding, problem solving, and establish-
ing relevance. We identify here some of the core features of the text
that support these synergies.
Advantage
WileyPLUS is an innovative, research-based online environment for
Conceptual Understanding Students often regard physics as effective teaching and learning. The hallmark of WileyPLUS with
a collection of equations that can be used blindly to solve problems. How- ORION for this text is that the media- and text-based resources are
ever, a good problem-solving technique does not begin with equations. It all created by the authors of the project, providing a seamless present-
starts with a firm grasp of physics concepts and how they fit together to ation of content.
provide a coherent description of natural phenomena. Helping students
develop a conceptual understanding of physics principles is a primary WileyPLUS builds students’ confidence because it takes the guess-
goal of this text. The features in the text that work toward this goal are: work out of studying by providing students with a clear roadmap:
what to do, how to do it, if they did it right.
• Lecture Videos (one for each section of the text)
With WileyPLUS, our efficacy research shows that students improve
• Conceptual Examples their outcomes by as much as one letter grade. WileyPLUS helps
• Concepts & Calculations problems (now with video solutions) students take more initiative, so you’ll have greater impact on their
• Focus on Concepts homework material achievement in the classroom and beyond.
• Check Your Understanding questions
• Concept Simulations (an online feature) With WileyPLUS, instructors receive:
• WileyPLUS Quickstart: WileyPLUS comes with a pre-created
Problem Solving The ability to reason in an organized and course plan designed by the author team exclusively for this
mathematically correct manner is essential to solving problems, and course. The course plan includes both conceptual assignments and
helping students to improve their reasoning skills is also one of our problem-solving assignments, and is found in the Quickstart menu.
primary goals. To this end, we have included the following features:
• Breadth and Depth of Assessment: WileyPLUS contains a
• Math Skills boxes for just-in-time delivery of math support wealth of online questions and problems for creating online home-
• Explicit reasoning steps in all examples work and assessment including:
• Reasoning Strategies for solving certain classes of problems • ALL end-of-chapter questions, plus favorites from past editions
not found in the printed text, coded algorithmically, each with at
• Analyzing Multiple-Concept Problems least one form of instructor-controlled question assistance (GO
• Video Support and Tutorials (in WileyPLUS) tutorials, hints, link to text, video help)
Physics Demonstration Videos • Simulation, animation, and video-based questions
Video Help • Free body and vector drawing questions
Concept Simulations • Test bank questions
• Problem Solving Insights • Gradebook: WileyPLUS provides instant access to reports on
trends in class performance, student use of course materials, and
Relevance Since it is always easier to learn something new if progress toward learning objectives, thereby helping instructors’
it can be related to day-to-day living, we want to show students that decisions and driving classroom discussion.
 O u r V is io n a n d t h e Wi l e yP LUS wi t h ORION A dvan tage xiii

With WileyPLUS, students receive: Team Problems In each chapter we have introduced two new
“team problems” in the end-of-chapter problems that are designed for
• The complete digital textbook, saving students up to 60% off the group problem-solving exercises. These are context-rich problems of
cost of a printed text medium difficulty designed for group cooperation, but may also be
• Question assistance, including links to relevant sections in the tackled by the individual student. Many of these problems read like
online digital textbook parts of an adventure story, where the student (or their team) is the main
• Immediate feedback and proof of progress, 24/7 character. The motivation for each problem is clear and personal—the
pronoun “you” is used throughout, and the problem statements often
• Integrated, multimedia resources—including animations, simula- start with “You and your team need to …”. Pictures and diagrams
tions, video demonstrations, and much more—that provide mul- are not given with these problems except in rare cases. Students must
tiple study paths and encourage more active learning visualize the problems and discuss strategies with their team mem-
• GO Tutorials bers to solve them. The problems require two or more steps/multiple
• Chalkboard Videos concepts (hence the “medium” difficulty level) and may require basic
• Free Body Diagram/Vector Drawing Questions principles learned earlier. Sometimes, there is no specific target variable
given, but rather questions like Will it work? or Is it safe? Suggested
solutions are given in the Instructor Solutions Manual.

New to WileyPlus for the The Physics of Problems The text now contains 294 real-
world application examples that reflect our commitment to showing
Eleventh Edition students how relevant physics is in their lives. Each application is
identified in the text with the label The Physics of. A subset of these
examples focuses on biomedical applications, and we have increased
Lecture Videos Short video lectures (259 in all!) have been
their number by 40% in the new edition. Students majoring in bio-
created and are narrated by the authors for every section of the book.
medical and life sciences will find new examples in every chapter
These animated lectures are 2–10 minutes in length, and introduce the
covering topics such as cooling the human brain, abdominal aortic
basic concepts and learning objectives of each section. Each video is
aneurysms, the mechanical properties of bone, and many more! The
accompanied by questions that can be assigned and graded within
application of physics principles to biomedical problems in these
WileyPLUS, which are designed to check the students’ understanding
examples is similar to what premed students will encounter in the
of the video lecture content. Other than providing another learning
Chemical and Physical Foundations of Biological Systems Passages
medium that can be accessed by the students at their convenience,
section of the MCAT. All biomedical examples and end-of-chapter
these videos are designed to accommodate other learning strategies.
problems will be marked with the BIO icon.
For instance, an instructor can create a full video lecture by building a
sequence of videos, section by section, and assigning corresponding
questions that the students must complete before class. This func- EXA M P L E 7 BIO The Physics of Hearing Loss—
tionality is well suited for “flipping the classroom,” although it also
serves a purpose for conventional lecturing, such as reading quizzes
Standing Waves in the Ear
that can be administered outside of lecture. The videos also serve
well for reviewing before exams. This comprehensive set of custom- Inner ear
izable lectures and questions is also suitable for online courses, where Anvil Semicircular Cochlea
students otherwise rely solely on written content. Hammer
canals

2.3 cm
Auditory
nerve

Pinna Eustachian
Tympanic Stirrup Oval
tube
Auditory membrane window
canal
Middle ear
Outer ear

Interactive Graphics The online reading experience within

WileyPLUS has been enhanced with the addition of “Interactive
Graphics.” Several static figures in each chapter have been trans-
formed to include interactive elements. These graphics drive students
to be more engaged with the extensive art program and allow them to
more easily absorb complex and/or long multi-part figures.
xiv Our Vision and the Wi l e y PLUS w i th OR IO N Ad va nta ge

Also Available in WileyPLUS WileyPLUS is used to construct the diagram. It is essential for stu-
dents to practice drawing FBDs, as that is the critical first step in
Free-Body Diagram (FBD) Tools For many problems solving many equilibrium and non-equilibrium problems with
involving multiple forces, an interactive free-body diagram tool in Newton’s second law.

Free-body
diagram window

Easy to use
“snap-to-grid
functionality”

Students are
graded on the
orientation and
labeling of the
forces

GO Tutorial Problems Some of the homework problems or WebAssign. There are now 550 GO problems in the tenth edition.
found in the collection at the end of each chapter are marked with a Each of these problems in WileyPLUS includes a guided tutorial
special GO icon. All of these problems are available for assignment option (not graded) that instructors can make available for student
via an online homework management program such as WileyPLUS access with or without penalty.
The GO tutorial

Multiple-choice questions in the GO

tutorial include extensive feedback for
both correct and incorrect answers

Access to the GO Access to a relevant Answer input,

tutorial text example including direction
and units Multiple-choice questions guide
students to the proper conceptual
basis for the problem. The GO
tutorial also includes calculational
steps
 O u r V is io n a n d t h e Wi l e yP LUS wi t h ORION A dvan tage xv

ORION

WileyPLUS with ORION provides students with a personal, The questions used for the adaptive practice are numerous and
adaptive learning experience so they can build their proficiency on are not found in the WileyPLUS assignment area. This ensures that
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Unique to ORION, students begin by taking a quick diagnostic also encounter in their WileyPLUS assessments.
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xvi Our Vision and the Wi l e y PLUS w i th OR IO N Ad va nta ge

Acknowledgments
The publishing world is changing rapidly! The digital age is here, and college you for staying committed to the Cutnell franchise, providing us such a great
textbooks must evolve with the times. How today’s students obtain and pro- team to improve the text, and being such a strong advocate for the physics
cess information is very different than it was just 10 years ago. Our goal as program at Wiley.
authors is to provide the best content we can and deliver it to today’s students Last, but certainly not least, we thank the sales representatives of John
in ways that are both efficient and pedagogically effective. This paradigm Wiley & Sons, Inc. You are very special members of our team. Your profes-
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a talented team of people who are essential in completing such an enormous your tireless promotional efforts.
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guidance and insight. Account Manager, she is also our friend. You have been supportive on so
We would like to especially acknowledge Jessica Fiorillo, our Executive many levels, and we are absolutely certain that we would not have been af-
Editor. We depend upon her experience and vast knowledge of the industry, forded this wonderful opportunity had it not been for your support. Managing
as well as her encouragement and suggestions. Creating the new content for multiple adoptions across several states is not easy, and we benefit greatly
this edition has been, at times, tedious, to say the least. Her infectious enthu- from your hard work. Thank you, Dayna!
siasm has kept us going, and we are certainly grateful for that. Many of our physics colleagues and their students have generously
We had the pleasure of working with our Production Editor, Elizabeth shared their ideas about good pedagogy with us and improved the text by
Swain, on the previous edition of the book and during the early stages of pointing out our errors. For all of their suggestions, we are grateful. They
this new edition. She has been a consummate professional during the copy- have helped us to write more clearly and accurately and have influenced
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from her hard work and experience.
We owe a tremendous thank you to our Project Manager, Jennifer Yee, Lai Cao, Baton Rouge Magnet High School
for managing our revision timeline and assuming much of the responsibility Candee Chambers-Colbeck, Maryville University
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is little possibility she will leave to become a professional bull rider. Thank you Kriton Papavasiliou, Virginia Polytechnic Institute and State University
also to Lindsey Meyers, Assistant Development Editor, for taking the reins on Payton Parker, Midlothian Heritage High School
the new Interactive Graphics feature of the online text. Some of the functional- Christian Prewitt, Midlothian Heritage High School
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We are very fortunate to work with Kristy Ruff, who is the Executive Brian Schuft, North Carolina A&T State University
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The final and polished version of the text represents the culmination of Beth Thacker, Texas Tech University
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One of the many facets of the book is the extensive supplemental pack- synaptic gap between an axon and a dendrite of a human nerve cell. Just like
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Ayantika Chatterjee, and Assistant Development Editor, Lindsey Myers, for tions in circuits called neural pathways. The transmission of chemical signals
the flawless assembly of these important components. between the axon and dendrite relies on the electrical potential difference
We are also grateful to Ayantika Chatterjee, Editorial Assistant, for help across the gap, which is a topic in Volume 2 of the text. Our hope is that this
in facilitating the flow of the manuscript through its various production stages. book and its resources will help you develop some new neural pathways of
We owe a special thank you to Petra Recter, who was a former publisher your own!
on this title and who now is the Vice President & Director of Science. Thank

In spite of our best efforts to produce an error-free book, errors no doubt remain. They are solely our responsibility, and we would appreciate hearing of any that
you find. We hope that this text makes learning and teaching physics easier and more enjoyable, and we look forward to hearing about your experiences with
it. Please feel free to write us care of Physics Editor, Global Education, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, or contact the authors
at [email protected] or [email protected].
 CHAPTER 1

Photo 12/Alamy Stock Photo

The animation techniques and special effects used in the film The Avengers rely on computers and
mathematical concepts such as trigonometry and vectors. Such mathematical concepts will be very useful
throughout this book in our discussion of physics.

Introduction and LEARNING O BJ ECTIVES

After reading this module, you should be able

to...

Mathematical Concepts 1.1 Describe the fundamental nature of

physics.
1.2 Describe different systems of units.
1.3 Solve unit conversion problems.
1.4 Solve trigonometry problems.
1.1 The Nature of Physics 1.5 Distinguish between vectors and scalars.

Physics is the most basic of the sciences, and it is at the very root of subjects like chem- 1.6 Solve vector addition and subtraction
istry, engineering, astronomy, and even biology. The discipline of physics has developed problems by graphical methods.
over many centuries, and it continues to evolve. It is a mature science, and its laws en- 1.7 Calculate vector components.
compass a wide scope of phenomena that range from the formation of galaxies to the in-
teractions of particles in the nuclei of atoms. Perhaps the most visible evidence of physics 1.8 Solve vector addition and subtraction
in everyday life is the eruption of new applications that have improved our quality of life, problems using components.
such as new medical devices, and advances in computers and high-tech communications.
The exciting feature of physics is its capacity for predicting how nature will be-
have in one situation on the basis of experimental data obtained in another situation.
Such predictions place physics at the heart of modern technology and, therefore, can
have a tremendous impact on our lives. Rocketry and the development of space travel
have their roots firmly planted in the physical laws of Galileo Galilei (1564–1642) and
Isaac Newton (1642–1727). The transportation industry relies heavily on physics in
the development of engines and the design of aerodynamic vehicles. Entire electronics
and computer industries owe their existence to the invention of the transistor, which
grew directly out of the laws of physics that describe the electrical behavior of solids.
The telecommunications industry depends extensively on electromagnetic waves, 1
 2 CH APTE R 1 Introduction and Mathematical Concepts

TA B L E 1. 1 Units of Measurement

System
Courtesy NIST Archives

SI CGS BE
Length Meter (m) Centimeter (cm) Foot (ft)
Mass Kilogram (kg) Gram (g) Slug (sl)
Time Second (s) Second (s) Second (s)

FIGURE 1.1 The standard platinum–iridium whose existence was predicted by James Clerk Maxwell (1831–1879) in his theory of electricity
meter bar.
and magnetism. The medical profession uses X-ray, ultrasonic, and magnetic resonance methods
for obtaining images of the interior of the human body, and physics lies at the core of all these.
Perhaps the most widespread impact in modern technology is that due to the laser. Fields ranging
from space exploration to medicine benefit from this incredible device, which is a direct applica-
tion of the principles of atomic physics.
Because physics is so fundamental, it is a required course for students in a wide range of
major areas. We welcome you to the study of this fascinating topic. You will learn how to see the
world through the “eyes” of physics and to reason as a physicist does. In the process, you will
learn how to apply physics principles to a wide range of problems. We hope that you will come
to recognize that physics has important things to say about your environment.
Science Source

1.2 Units
Physics experiments involve the measurement of a variety of quantities, and a great deal of effort
FIGURE 1.2 The standard platinum–iridium
goes into making these measurements as accurate and reproducible as possible. The first step toward
kilogram is kept at the International Bureau ensuring accuracy and reproducibility is defining the units in which the measurements are made.
of Weights and Measures in Sèvres, France. In this text, we emphasize the system of units known as SI units, which stands for the French
This copy of it was assigned to the United phrase “Le Système International d’Unités.” By international agreement, this system employs
States in 1889 and is housed at the National the meter (m) as the unit of length, the kilogram (kg) as the unit of mass, and the second (s) as
Institute of Standards and Technology. the unit of time. Two other systems of units are also in use, however. The CGS system utilizes the
centimeter (cm), the gram (g), and the second for length, mass, and time, respectively, and the
BE or British Engineering system (the gravitational version) uses the foot (ft), the slug (sl), and
the second. Table 1.1 summarizes the units used for length, mass, and time in the three systems.
Originally, the meter was defined in terms of the distance measured along the earth’s surface
between the north pole and the equator. Eventually, a more accurate measurement standard was
needed, and by international agreement the meter became the distance between two marks on
a bar of platinum–iridium alloy (see Figure 1.1) kept at a temperature of 0 °C. Today, to meet
further demands for increased accuracy, the meter is defined as the distance that light travels in a
vacuum in a time of 1/299 792 458 second. This definition arises because the speed of light is a
universal constant that is defined to be 299 792 458 m/s.
The definition of a kilogram as a unit of mass has also undergone changes over the years.
As Chapter 4 discusses, the mass of an object indicates the tendency of the object to continue
in motion with a constant velocity. Originally, the kilogram was expressed in terms of a specific
amount of water. Today, one kilogram is defined to be the mass of a standard cylinder of platinum–
iridium alloy, like the one in Figure 1.2.
As with the units for length and mass, the present definition of the second as a unit of time is
different from the original definition. Originally, the second was defined according to the average
time for the earth to rotate once about its axis, one day being set equal to 86 400 seconds. The earth’s
© Geoffrey Wheeler

rotational motion was chosen because it is naturally repetitive, occurring over and over again. Today,
we still use a naturally occurring repetitive phenomenon to define the second, but of a very different
kind. We use the electromagnetic waves emitted by cesium-133 atoms in an atomic clock like that
in Figure 1.3. One second is defined as the time needed for 9 192 631 770 wave cycles to occur.*
The units for length, mass, and time, along with a few other units that will arise later, are
regarded as base SI units. The word “base” refers to the fact that these units are used along with
FIGURE 1.3 This atomic clock, the
NIST-F1, keeps time with an uncertainty of
about one second in sixty million years. *See Chapter 16 for a discussion of waves in general and Chapter 24 for a discussion of electromagnetic waves in particular.
 1.3 The Role of Units in Problem Solving 3

various laws to define additional units for other important physical quantities, such as force and Standard Prefixes Used to
energy. The units for such other physical quantities are referred to as derived units, since they are TA B L E 1 . 2 Denote Multiples of Ten
combinations of the base units. Derived units will be introduced from time to time, as they arise
naturally along with the related physical laws. Prefix Symbol Factor a
The value of a quantity in terms of base or derived units is sometimes a very large or very tera T 1012
small number. In such cases, it is convenient to introduce larger or smaller units that are related giga G 109
to the normal units by multiples of ten. Table 1.2 summarizes the prefixes that are used to denote
mega M 106
multiples of ten. For example, 1000 or 103 meters are referred to as 1 kilometer (km), and 0.001
or 10 −3 meter is called 1 millimeter (mm). Similarly, 1000 grams and 0.001 gram are referred kilo k 103
to as 1 kilogram (kg) and 1 milligram (mg), respectively. Appendix A contains a discussion of hecto h 102
scientific notation and powers of ten, such as 103 and 10 −3. deka da 101
deci d 10−1

1.3 The Role of Units in Problem Solving centi

milli
c
m
10−2
10−3
micro μ 10−6
The Conversion of Units nano n 10−9
Since any quantity, such as length, can be measured in several different units, it is important to pico p 10−12
know how to convert from one unit to another. For instance, the foot can be used to express the femto f 10−15
distance between the two marks on the standard platinum–iridium meter bar. There are 3.281 feet a
Appendix A contains a discussion of powers of ten and
in one meter, and this number can be used to convert from meters to feet, as the following example scientific notation.
demonstrates.

E XAMPLE 1 The World’s Highest Waterfall

The highest waterfall in the world is Angel Falls in Venezuela, with a total
drop of 979.0 m (see Figure 1.4). Express this drop in feet.

Reasoning When converting between units, we write down the units

explicitly in the calculations and treat them like any algebraic quantity.
In particular, we will take advantage of the following algebraic fact:
Multiplying or dividing an equation by a factor of 1 does not alter an
equation.

Solution Since 3.281 feet = 1 meter, it follows that (3.281 feet)/

(1 meter) = 1. Using this factor of 1 to multiply the equation “Length =
979.0 meters,” we find that

3.281 feet
Length = (979.0 m) (1) = (979.0 meters)
( 1 meter ) = 3212 feet

The colored lines emphasize that the units of meters behave like any al-
gebraic quantity and cancel when the multiplication is performed, leaving
only the desired unit of feet to describe the answer. In this regard, note
that 3.281 feet = 1 meter also implies that (1 meter)/(3.281 feet) = 1.
However, we chose not to multiply by a factor of 1 in this form, because © Andoni Canela/Age Fotostock
the units of meters would not have canceled.
A calculator gives the answer as 3212.099 feet. Standard proced-
ures for significant figures, however, indicate that the answer should be
rounded off to four significant figures, since the value of 979.0 meters is
accurate to only four significant figures. In this regard, the “1 meter” in
the denominator does not limit the significant figures of the answer, be-
cause this number is precisely one meter by definition of the conversion
factor. Appendix B contains a review of significant figures.
FIGURE 1.4 Angel Falls in Venezuela is the highest
waterfall in the world.

Problem-Solving Insight In any conversion, if the units do not combine algebraically to

give the desired result, the conversion has not been carried out properly.
4 CH APTE R 1 Introduction and Mathematical Concepts

With this in mind, the next example stresses the importance of writing down the units and
illustrates a typical situation in which several conversions are required.

E XAM PLE 2 Interstate Speed Limit

Express the speed limit of 65 miles/hour in terms of meters/second. miles

Speed = (65 (1) (1) =
Reasoning As in Example 1, it is important to write down the units hour )
explicitly in the calculations and treat them like any algebraic quantity. miles 5280 feet 1 hour feet
Here, we take advantage of two well-known relationships—namely, (65 hour ) ( 1 mile ) ( 3600 seconds ) = 95 second
5280 feet = 1 mile and 3600 seconds = 1 hour. As a result, (5280 feet)/
(1 mile) = 1 and (3600 seconds)/(1 hour) = 1. In our solution we will use To convert feet into meters, we use the fact that (1 meter)/(3.281 feet) = 1:
the fact that multiplying and dividing by these factors of unity does not
feet
alter an equation. Speed = (95 (1) =
second )
Solution Multiplying and dividing by factors of unity, we find the speed feet 1 meter meters
(95 second ) ( 3.281 feet )
limit in feet per second as shown below: = 29
second

In addition to their role in guiding the use of conversion factors, units serve a useful purpose
in solving problems. They can provide an internal check to eliminate errors, if they are carried
along during each step of a calculation and treated like any algebraic factor.

Problem-Solving Insight In particular, remember that only quantities with the same units
can be added or subtracted.

Thus, at one point in a calculation, if you find yourself adding 12 miles to 32 kilometers, stop and
reconsider. Either miles must be converted into kilometers or kilometers must be converted into
miles before the addition can be carried out.
A collection of useful conversion factors is given on the page facing the inside of the front
cover. The reasoning strategy that we have followed in Examples 1 and 2 for converting between
units is outlined as follows:

REASONING STRATEGY Converting Between Units

1. In all calculations, write down the units explicitly.
2. Treat all units as algebraic quantities. In particular, when identical units are divided,
they are eliminated algebraically.
3. Use the conversion factors located on the page facing the inside of the front cover. Be
guided by the fact that multiplying or dividing an equation by a factor of 1 does not alter
the equation. For instance, the conversion factor of 3.281 feet = 1 meter might be applied
in the form (3.281 feet)/(1 meter) = 1. This factor of 1 would be used to multiply an equa-
tion such as “Length = 5.00 meters” in order to convert meters to feet.
4. Check to see that your calculations are correct by verifying that the units combine algeb-
raically to give the desired unit for the answer. Only quantities with the same units can
be added or subtracted.

Sometimes an equation is expressed in a way that requires specific units to be used for the
variables in the equation. In such cases it is important to understand why only certain units can
be used in the equation, as the following example illustrates.

E XAM PLE 3 BIO The Physics of the Body Mass Index

The body mass index (BMI) takes into account your mass in kilograms However, the BMI is often computed using the weight* of a person in
(kg) and your height in meters (m) and is defined as follows: pounds (lb) and his or her height in inches (in.). Thus, the expression for
the BMI incorporates these quantities, rather than the mass in kilograms
Mass in kg and the height in meters. Starting with the definition above, determine the
BMI =
(Height in m) 2 expression for the BMI that uses pounds and inches.

*Weight and mass are different concepts, and the relationship between them will be discussed in Section 4.7.
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