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Mechanics - Benjamin Crowell

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Brief Contents

0

1

Scaling and estimation

11

37

2

3

4

5

Acceleration and free fall

Force and motion

Analysis of forces

59

97

117

145

6

7

8

9

10

Vectors

Vectors and motion

Circular motion

Gravity

177

189

203

223

239

Conservation laws

11

12

13

14

15

Conservation of energy

Simplifying the energy zoo

Work: the transfer of mechanical energy

Conservation of momentum

Conservation of angular momentum

269

295

313

341

373

Vibrations

16

17

Vibrations

Resonance

441

459

Contents

0 Introduction and review

0.2 What is physics? . . . . . . . .

55

11

14

0.4 Self-evaluation . . . . . . . . .

0.5 Basics of the metric system . . . .

17

19

20

The meter, 22.The kilogram, 22.

Combinations of metric units, 22.

Checking units, 23.

0.6

0.7

0.8

0.9

Less common metric prefixes . . .

Scientific notation . . . . . . . .

Conversions . . . . . . . . . .

24

25

25

26

negative?, 27.

Summary . . . . . . . . . . .

Problems . . . . . . . . . . .

Exercise 0: Models and idealization

.

.

.

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.

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.

28

31

33

35

2 Velocity and relative motion

2.1 Types of motion . . . . . . . . .

59

59.Center-of-mass motion as opposed to

rotation, 59.Center-of-mass motion in

one dimension, 63.

1.1 Introduction . . . . . . . . . .

37

39

and small scales, 40.Scaling of area and

volume for irregularly shaped objects, 43.

Summary . . . . . . . . . . . . .

Problems . . . . . . . . . . . . .

63

64.Position as opposed to change in

position, 65.Frames of reference, 66.

Motion with constant velocity,

Motion with changing velocity, 68.

67

67.

69

velocity, 69.Motion is relative, 70.

47

50

51

Addition of velocities to describe relative

motion, 72.Negative velocities in relative

72

motion, 72.

74

2.7 ? Relativity . . . . . . . . . . .

75

of space and time, 78.Proof that the

Lorentz transformation preserves area, 89.

Summary . . . . . . . . . . . . .

90

Problems . . . . . . . . . . . . .

92

3.1 The motion of falling objects

. . .

97

with time, 99.A contradiction in Aristotles reasoning, 100.What is gravity?,

100.

4.1 Force . . . . . . . . . . . . . 118

not motion itself., 118.Motion changes

due to an interaction between two objects.,

119.Forces can all be measured on the

same numerical scale., 119.More than

one force on an object, 120.Objects can

exert forces on each other at a distance.,

120.Weight, 121.Positive and negative

signs of force, 121.

3.5 Algebraic

results

for

constant

acceleration . . . . . . . . . . . . 108

Definition of acceleration for linear v t

graphs, 101.The acceleration of gravity

is different in different locations., 102.

Summary . . . . . . . . . . . . . 110

Problems . . . . . . . . . . . . . 111

. . . . . . 125

generalization, 127.The relationship between mass and weight, 128.

Force is not a property of one object.,

131.Force is not a measure of an objects

motion., 131.Force is not energy., 131.

Force is not stored or used up., 132.

Forces need not be exerted by living things

or machines., 132.A force is the direct

cause of a change in motion., 132.

reference . . . . . . . . . . . . . 133

4.6 Numerical techniques . . . . . . 136

Summary . . . . . . . . . . . . . 140

Problems . . . . . . . . . . . . . 141

Exercise 4: Force and motion . . . . . 144

5 Analysis of forces

5.1 Newtons third law . . . . . . . . 145

A mnemonic for using newtons third law

correctly, 148.

Normal forces, 152.Gravitational forces,

153.Static and kinetic friction, 153.

Fluid friction, 157.

5.4 Transmission of forces by low-mass

objects . . . . . . . . . . . . . . 161

5.5 Objects under strain . . . . . . . 163

5.6 Simple machines: the pulley . . . 164

Summary . . . . . . . . . . . . . 166

Problems . . . . . . . . . . . . . 168

given their magnitudes and directions,

194.Graphical addition of vectors, 194.

7.5 ? Rotational invariance .

Summary . . . . . . . .

Problems . . . . . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

196

196

198

200

8.1 The velocity vector . . . . . . . 204

8.2 The acceleration vector . . . . . 206

8.3 The force vector and simple machines209

8.4 More about calculus with vectors . 210

Summary . . . . . . . . . . . . . 213

Problems . . . . . . . . . . . . . 214

Exercise 8: Vectors and motion . . . . 220

9 Circular motion

9.1 Conceptual framework . . . . . . 223

Circular motion does not produce an outward force, 223.Circular motion does not

persist without a force, 224.Uniform and

nonuniform circular motion, 225.Only an

inward force is required for uniform circular motion., 226.In uniform circular motion, the acceleration vector is inward, 227.

6 Newtons

dimensions

laws

in

9.3 Nonuniform circular motion

Summary . . . . . . . . .

Problems . . . . . . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

229

232

234

235

three

Relationship to relative motion, 179.

Projectiles move along parabolas., 183.

Summary . . . . . . . . . . . . . 185

Problems . . . . . . . . . . . . . 186

10 Gravity

7 Vectors

7.1 Vector notation . . . . . . . . . 189

Drawing vectors as arrows, 191.

direction. . . . . . . . . . . . . . 192

7.3 Techniques for adding vectors . . . 194

Addition

of

vectors

given

their

10.2 Newtons law of gravity . . . . . 242

The suns force on the planets obeys an

inverse square law., 242.The forces between heavenly bodies are the same type of

force as terrestrial gravity., 243.Newtons

law of gravity, 244.

10.4 Vector addition of gravitational

forces . . . . . . . . . . . . . . . 248

10.5 Weighing the earth . . . . . . . 251

10.6 ? Evidence for repulsive gravity . . 255

Summary . . . . . . . . . . . . . 257

Problems . . . . . . . . . . . . . 259

Exercise 10: The shell theorem . . . . 265

13.1 Work: the transfer of mechanical

energy . . . . . . . . . . . . . . 313

The concept of work, 313.Calculating

work as force multiplied by distance,

314.machines can increase force, but not

work., 316.No work is done without

motion., 316.Positive and negative work,

317.

A force perpendicular to the motion does

no work., 319.Forces at other angles, 320.

13.4 Varying force . . . . . . . . . 323

13.5 Work and potential energy . . . . 324

13.6 ? When does work equal force times

distance? . . . . . . . . . . . . . 327

13.7 ? Uniqueness of the dot product . 330

Summary . . . . . . . . . . . . . 331

Problems . . . . . . . . . . . . . 333

Conservation laws

11 Conservation of energy

11.1 The search for a perpetual

machine . . . . . . . . . . .

11.2 Energy . . . . . . . . .

11.3 A numerical scale of energy

motion

. . . 269

. . . 270

. . . 274

277.

Energy and relative motion, 280.

11.6 ? Massless particles . . . . . . 283

Failure of newtons laws,

Ultrarelativistic motion, 284.

283.

Summary . . . . . . . . . . . . . 288

Problems . . . . . . . . . . . . . 290

12.2 Potential energy: energy of distance

or closeness . . . . . . . . . . . . 298

An equation for gravitational potential

energy, 299.

.

.

.

.

A conserved quantity of motion, 342.

Momentum, 343.Generalization of the

momentum concept, 345.Momentum

compared to kinetic energy, 347.

The discovery of the neutron, 351.

12.4 ? E=mc2 . . . . . . . . . .

Summary . . . . . . . . . . . .

Problems . . . . . . . . . . . .

14 Conservation of momentum

302

304

308

309

center of mass . . . . . . . . . . . 354

Momentum in different frames of reference,

355.The center of mass frame of

reference, 356.

The rate of change of momentum, 357.

The area under the force-time graph, 359.

The center of mass, 361.Counting equa-

with the momentum vector, 363.

Summary . . . . . . . . . . . . . 366

Problems . . . . . . . . . . . . . 368

15 Conservation

momentum

of

angular

Restriction to rotation in a plane, 379.

motion . . . . . . . . . . . . . . 379

15.3 Two theorems about angular

momentum . . . . . . . . . . . . 381

15.4 Torque: the rate of transfer of angular momentum . . . . . . . . . . . 383

Torque distinguished from force, 383.

Relationship between force and torque,

384.The torque due to gravity, 387.

Equilibrium, 391.Stable and unstable

equilibria, 394.

15.7 Rigid-body rotation . . . . . . . 397

Kinematics, 397.Relations between angular quantities and motion of a point,

398.Dynamics, 400.Iterated integrals,

402.Finding moments of inertia by

integration, 405.

dimensions . . . . . . . . . . . . 410

Rigid-body

kinematics

in

three

dimensions, 410.Angular momentum in

three dimensions, 412.Rigid-body dynamics in three dimensions, 417.

15.10 Some theorems and proofs . . . 422

Uniqueness of the cross product, 422.

Choice of axis theorem, 423.Spin

theorem, 423.Parallel axis theorem, 424.

Summary . . . . . . . . . . . . . 425

Problems . . . . . . . . . . . . . 428

10

16 Vibrations

16.1 Period, frequency, and amplitude . 442

16.2 Simple harmonic motion. . . . . 445

Why are sine-wave vibrations so common?,

445.Period is approximately independent of amplitude, if the amplitude is

small., 450.

Summary . . . . . . . . . . . . . 452

Problems . . . . . . . . . . . . . 453

Exercise 16: Vibrations . . . . . . . 458

17 Resonance

17.1 Energy in vibrations . . . . . . 460

17.2 Energy lost from vibrations. . . . 462

Numerical treatment,

treatment, 463.

462.Analytic

17.4 ? Proofs . . . . . . . . . . . 474

Statement 2: maximum amplitude at

resonance, 475.Statement 3: amplitude

at resonance proportional to Q, 475.

Statement 4: FWHM related to Q, 475.

Summary . . . . . . . . . . . . . 477

Problems . . . . . . . . . . . . . 479

Exercise 17: Resonance . . . . . . . 483

A Appendix 1:

Python 484

Programming with

Hints . . . . . . . . . . . . . . . 486

Solutions . . . . . . . . . . . . . 487

Photo credits . . . . . . . . . . . . 507

The Mars Climate Orbiter is prepared for its mission. The laws

of physics are the same everywhere, even on Mars, so the

probe could be designed based

on the laws of physics as discovered on earth. There is unfortunately another reason why this

spacecraft is relevant to the topics of this chapter: it was destroyed attempting to enter Mars

atmosphere because engineers

at Lockheed Martin forgot to convert data on engine thrusts from

pounds into the metric unit of

force (newtons) before giving the

information to NASA. Conversions are important!

Chapter 0

If you drop your shoe and a coin side by side, they hit the ground at

the same time. Why doesnt the shoe get there first, since gravity is

pulling harder on it? How does the lens of your eye work, and why

do your eyes muscles need to squash its lens into different shapes in

order to focus on objects nearby or far away? These are the kinds

of questions that physics tries to answer about the behavior of light

and matter, the two things that the universe is made of.

Until very recently in history, no progress was made in answering

questions like these. Worse than that, the wrong answers written

by thinkers like the ancient Greek physicist Aristotle were accepted

without question for thousands of years. Why is it that scientific

knowledge has progressed more since the Renaissance than it had

in all the preceding millennia since the beginning of recorded history? Undoubtedly the industrial revolution is part of the answer.

Building its centerpiece, the steam engine, required improved tech-

11

considered a major advance when English machine shops learned to

build pistons and cylinders that fit together with a gap narrower

than the thickness of a penny.) But even before the industrial revolution, the pace of discovery had picked up, mainly because of the

introduction of the modern scientific method. Although it evolved

over time, most scientists today would agree on something like the

following list of the basic principles of the scientific method:

(1) Science is a cycle of theory and experiment. Scientific theories 1 are created to explain the results of experiments that were

created under certain conditions. A successful theory will also make

new predictions about new experiments under new conditions. Eventually, though, it always seems to happen that a new experiment

comes along, showing that under certain conditions the theory is

not a good approximation or is not valid at all. The ball is then

back in the theorists court. If an experiment disagrees with the

current theory, the theory has to be changed, not the experiment.

(2) Theories should both predict and explain. The requirement of

predictive power means that a theory is only meaningful if it predicts

something that can be checked against experimental measurements

that the theorist did not already have at hand. That is, a theory

should be testable. Explanatory value means that many phenomena

should be accounted for with few basic principles. If you answer

every why question with because thats the way it is, then your

theory has no explanatory value. Collecting lots of data without

being able to find any basic underlying principles is not science.

(3) Experiments should be reproducible. An experiment should

be treated with suspicion if it only works for one person, or only

in one part of the world. Anyone with the necessary skills and

equipment should be able to get the same results from the same

experiment. This implies that science transcends national and ethnic boundaries; you can be sure that nobody is doing actual science

who claims that their work is Aryan, not Jewish, Marxist, not

bourgeois, or Christian, not atheistic. An experiment cannot be

reproduced if it is secret, so science is necessarily a public enterprise.

b / A satirical drawing of an

alchemists laboratory. H. Cock,

after a drawing by Peter Brueghel

the Elder (16th century).

12

Chapter 0

toward modern chemistry was the experimental observation that the

chemical elements could not be transformed into each other, e.g.,

lead could not be turned into gold. This led to the theory that

chemical reactions consisted of rearrangements of the elements in

1

The term theory in science does not just mean what someone thinks, or

even what a lot of scientists think. It means an interrelated set of statements

that have predictive value, and that have survived a broad set of empirical

tests. Thus, both Newtons law of gravity and Darwinian evolution are scientific

theories. A hypothesis, in contrast to a theory, is any statement of interest

that can be empirically tested. That the moon is made of cheese is a hypothesis,

which was empirically tested, for example, by the Apollo astronauts.

elements themselves. The theory worked for hundreds of years, and

was confirmed experimentally over a wide range of pressures and

temperatures and with many combinations of elements. Only in

the twentieth century did we learn that one element could be transformed into one another under the conditions of extremely high

pressure and temperature existing in a nuclear bomb or inside a star.

That observation didnt completely invalidate the original theory of

the immutability of the elements, but it showed that it was only an

approximation, valid at ordinary temperatures and pressures.

self-check A

A psychic conducts seances in which the spirits of the dead speak to

the participants. He says he has special psychic powers not possessed

by other people, which allow him to channel the communications with

the spirits. What part of the scientific method is being violated here?

. Answer, p. 500

should not be understood as a set procedure for doing science. Scientists have as many weaknesses and character flaws as any other

group, and it is very common for scientists to try to discredit other

peoples experiments when the results run contrary to their own favored point of view. Successful science also has more to do with

luck, intuition, and creativity than most people realize, and the

restrictions of the scientific method do not stifle individuality and

self-expression any more than the fugue and sonata forms stifled

Bach and Haydn. There is a recent tendency among social scientists to go even further and to deny that the scientific method even

exists, claiming that science is no more than an arbitrary social system that determines what ideas to accept based on an in-groups

criteria. I think thats going too far. If science is an arbitrary social

ritual, it would seem difficult to explain its effectiveness in building

such useful items as airplanes, CD players, and sewers. If alchemy

and astrology were no less scientific in their methods than chemistry and astronomy, what was it that kept them from producing

anything useful?

Discussion questions

Consider whether or not the scientific method is being applied in the following examples. If the scientific method is not being applied, are the

people whose actions are being described performing a useful human

activity, albeit an unscientific one?

A

Acupuncture is a traditional medical technique of Asian origin in

which small needles are inserted in the patients body to relieve pain.

Many doctors trained in the west consider acupuncture unworthy of experimental study because if it had therapeutic effects, such effects could

not be explained by their theories of the nervous system. Who is being

more scientific, the western or eastern practitioners?

Section 0.1

13

B

Goethe, a German poet, is less well known for his theory of color.

He published a book on the subject, in which he argued that scientific

apparatus for measuring and quantifying color, such as prisms, lenses

and colored filters, could not give us full insight into the ultimate meaning

of color, for instance the cold feeling evoked by blue and green or the

heroic sentiments inspired by red. Was his work scientific?

C

A child asks why things fall down, and an adult answers because of

gravity. The ancient Greek philosopher Aristotle explained that rocks fell

because it was their nature to seek out their natural place, in contact with

the earth. Are these explanations scientific?

D

Buddhism is partly a psychological explanation of human suffering,

and psychology is of course a science. The Buddha could be said to

have engaged in a cycle of theory and experiment, since he worked by

trial and error, and even late in his life he asked his followers to challenge

his ideas. Buddhism could also be considered reproducible, since the

Buddha told his followers they could find enlightenment for themselves

if they followed a certain course of study and discipline. Is Buddhism a

scientific pursuit?

Given for one instant an intelligence which could comprehend

all the forces by which nature is animated and the respective

positions of the things which compose it...nothing would be

uncertain, and the future as the past would be laid out before

its eyes.

Pierre Simon de Laplace

Physics is the use of the scientific method to find out the basic

principles governing light and matter, and to discover the implications of those laws. Part of what distinguishes the modern outlook

from the ancient mind-set is the assumption that there are rules by

which the universe functions, and that those laws can be at least partially understood by humans. From the Age of Reason through the

nineteenth century, many scientists began to be convinced that the

laws of nature not only could be known but, as claimed by Laplace,

those laws could in principle be used to predict everything about

the universes future if complete information was available about

the present state of all light and matter. In subsequent sections,

Ill describe two general types of limitations on prediction using the

laws of physics, which were only recognized in the twentieth century.

Matter can be defined as anything that is affected by gravity,

i.e., that has weight or would have weight if it was near the Earth

or another star or planet massive enough to produce measurable

gravity. Light can be defined as anything that can travel from one

place to another through empty space and can influence matter, but

has no weight. For example, sunlight can influence your body by

heating it or by damaging your DNA and giving you skin cancer.

The physicists definition of light includes a variety of phenomena

14

Chapter 0

that are not visible to the eye, including radio waves, microwaves,

x-rays, and gamma rays. These are the colors of light that do not

happen to fall within the narrow violet-to-red range of the rainbow

that we can see.

self-check B

At the turn of the 20th century, a strange new phenomenon was discovered in vacuum tubes: mysterious rays of unknown origin and nature.

These rays are the same as the ones that shoot from the back of your

TVs picture tube and hit the front to make the picture. Physicists in

1895 didnt have the faintest idea what the rays were, so they simply

named them cathode rays, after the name for the electrical contact

from which they sprang. A fierce debate raged, complete with nationalistic overtones, over whether the rays were a form of light or of matter.

What would they have had to do in order to settle the issue?

.

Answer, p. 500

but are properties of light or matter or interactions between light

and matter. For instance, motion is a property of all light and some

matter, but it is not itself light or matter. The pressure that keeps

a bicycle tire blown up is an interaction between the air and the

tire. Pressure is not a form of matter in and of itself. It is as

much a property of the tire as of the air. Analogously, sisterhood

and employment are relationships among people but are not people

themselves.

Some things that appear weightless actually do have weight, and

so qualify as matter. Air has weight, and is thus a form of matter

even though a cubic inch of air weighs less than a grain of sand. A

helium balloon has weight, but is kept from falling by the force of the

surrounding more dense air, which pushes up on it. Astronauts in

orbit around the Earth have weight, and are falling along a curved

arc, but they are moving so fast that the curved arc of their fall

is broad enough to carry them all the way around the Earth in a

circle. They perceive themselves as being weightless because their

space capsule is falling along with them, and the floor therefore does

not push up on their feet.

Optional Topic: Modern Changes in the Definition of Light and

Matter

Einstein predicted as a consequence of his theory of relativity that light

would after all be affected by gravity, although the effect would be extremely weak under normal conditions. His prediction was borne out

by observations of the bending of light rays from stars as they passed

close to the sun on their way to the Earth. Einsteins theory also implied

the existence of black holes, stars so massive and compact that their

intense gravity would not even allow light to escape. (These days there

is strong evidence that black holes exist.)

Einsteins interpretation was that light doesnt really have mass, but

that energy is affected by gravity just like mass is. The energy in a light

Section 0.2

two images of the same distant

object, an exotic, very luminous

object called a quasar. This is

interpreted as evidence that a

massive, dark object, possibly

a black hole, happens to be

between us and it. Light rays that

would otherwise have missed the

earth on either side have been

bent by the dark objects gravity

so that they reach us. The actual

direction to the quasar is presumably in the center of the image,

but the light along that central line

doesnt get to us because it is

absorbed by the dark object. The

quasar is known by its catalog

number, MG1131+0456, or more

informally as Einsteins Ring.

What is physics?

15

equation E = mc 2 , where c is the speed of light. Because the speed

of light is such a big number, a large amount of energy is equivalent to

only a very small amount of mass, so the gravitational force on a light

ray can be ignored for most practical purposes.

There is however a more satisfactory and fundamental distinction

between light and matter, which should be understandable to you if you

have had a chemistry course. In chemistry, one learns that electrons

obey the Pauli exclusion principle, which forbids more than one electron

from occupying the same orbital if they have the same spin. The Pauli

exclusion principle is obeyed by the subatomic particles of which matter

is composed, but disobeyed by the particles, called photons, of which a

beam of light is made.

Einsteins theory of relativity is discussed more fully in book 6 of this

series.

always clear. For instance, chemists study atoms and molecules,

which are what matter is built from, and there are some scientists

who would be equally willing to call themselves physical chemists

or chemical physicists. It might seem that the distinction between

physics and biology would be clearer, since physics seems to deal

with inanimate objects. In fact, almost all physicists would agree

that the basic laws of physics that apply to molecules in a test tube

work equally well for the combination of molecules that constitutes

a bacterium. (Some might believe that something more happens in

the minds of humans, or even those of cats and dogs.) What differentiates physics from biology is that many of the scientific theories

that describe living things, while ultimately resulting from the fundamental laws of physics, cannot be rigorously derived from physical

principles.

Isolated systems and reductionism

To avoid having to study everything at once, scientists isolate the

things they are trying to study. For instance, a physicist who wants

to study the motion of a rotating gyroscope would probably prefer

that it be isolated from vibrations and air currents. Even in biology,

where field work is indispensable for understanding how living things

relate to their entire environment, it is interesting to note the vital

historical role played by Darwins study of the Galapagos Islands,

which were conveniently isolated from the rest of the world. Any

part of the universe that is considered apart from the rest can be

called a system.

Physics has had some of its greatest successes by carrying this

process of isolation to extremes, subdividing the universe into smaller

and smaller parts. Matter can be divided into atoms, and the behavior of individual atoms can be studied. Atoms can be split apart

d / Reductionism.

16

Chapter 0

neutrons appear to be made out of even smaller particles called

quarks, and there have even been some claims of experimental evidence that quarks have smaller parts inside them. This method

of splitting things into smaller and smaller parts and studying how

those parts influence each other is called reductionism. The hope is

that the seemingly complex rules governing the larger units can be

better understood in terms of simpler rules governing the smaller

units. To appreciate what reductionism has done for science, it is

only necessary to examine a 19th-century chemistry textbook. At

that time, the existence of atoms was still doubted by some, electrons were not even suspected to exist, and almost nothing was

understood of what basic rules governed the way atoms interacted

with each other in chemical reactions. Students had to memorize

long lists of chemicals and their reactions, and there was no way to

understand any of it systematically. Today, the student only needs

to remember a small set of rules about how atoms interact, for instance that atoms of one element cannot be converted into another

via chemical reactions, or that atoms from the right side of the periodic table tend to form strong bonds with atoms from the left

side.

Discussion questions

A

Ive suggested replacing the ordinary dictionary definition of light

with a more technical, more precise one that involves weightlessness. Its

still possible, though, that the stuff a lightbulb makes, ordinarily called

light, does have some small amount of weight. Suggest an experiment

to attempt to measure whether it does.

B Heat is weightless (i.e., an object becomes no heavier when heated),

and can travel across an empty room from the fireplace to your skin,

where it influences you by heating you. Should heat therefore be considered a form of light by our definition? Why or why not?

C

For as knowledges are now delivered, there is a kind of contract of error between the deliverer and the receiver; for he

that delivereth knowledge desireth to deliver it in such a form

as may be best believed, and not as may be best examined;

and he that receiveth knowledge desireth rather present satisfaction than expectant inquiry.

Francis Bacon

Many students approach a science course with the idea that they

can succeed by memorizing the formulas, so that when a problem

Section 0.3

17

numbers in to the formula and get a numerical result on their calculator. Wrong! Thats not what learning science is about! There

is a big difference between memorizing formulas and understanding

concepts. To start with, different formulas may apply in different

situations. One equation might represent a definition, which is always true. Another might be a very specific equation for the speed

of an object sliding down an inclined plane, which would not be true

if the object was a rock drifting down to the bottom of the ocean.

If you dont work to understand physics on a conceptual level, you

wont know which formulas can be used when.

Most students taking college science courses for the first time

also have very little experience with interpreting the meaning of an

equation. Consider the equation w = A/h relating the width of a

rectangle to its height and area. A student who has not developed

skill at interpretation might view this as yet another equation to

memorize and plug in to when needed. A slightly more savvy student might realize that it is simply the familiar formula A = wh

in a different form. When asked whether a rectangle would have

a greater or smaller width than another with the same area but

a smaller height, the unsophisticated student might be at a loss,

not having any numbers to plug in on a calculator. The more experienced student would know how to reason about an equation

involving division if h is smaller, and A stays the same, then w

must be bigger. Often, students fail to recognize a sequence of equations as a derivation leading to a final result, so they think all the

intermediate steps are equally important formulas that they should

memorize.

When learning any subject at all, it is important to become as

actively involved as possible, rather than trying to read through

all the information quickly without thinking about it. It is a good

idea to read and think about the questions posed at the end of each

section of these notes as you encounter them, so that you know you

have understood what you were reading.

Many students difficulties in physics boil down mainly to difficulties with math. Suppose you feel confident that you have enough

mathematical preparation to succeed in this course, but you are

having trouble with a few specific things. In some areas, the brief

review given in this chapter may be sufficient, but in other areas

it probably will not. Once you identify the areas of math in which

you are having problems, get help in those areas. Dont limp along

through the whole course with a vague feeling of dread about something like scientific notation. The problem will not go away if you

ignore it. The same applies to essential mathematical skills that you

are learning in this course for the first time, such as vector addition.

Sometimes students tell me they keep trying to understand a

18

Chapter 0

certain topic in the book, and it just doesnt make sense. The worst

thing you can possibly do in that situation is to keep on staring

at the same page. Every textbook explains certain things badly

even mine! so the best thing to do in this situation is to look

at a different book. Instead of college textbooks aimed at the same

mathematical level as the course youre taking, you may in some

cases find that high school books or books at a lower math level

give clearer explanations.

Finally, when reviewing for an exam, dont simply read back

over the text and your lecture notes. Instead, try to use an active

method of reviewing, for instance by discussing some of the discussion questions with another student, or doing homework problems

you hadnt done the first time.

0.4 Self-evaluation

The introductory part of a book like this is hard to write, because

every student arrives at this starting point with a different preparation. One student may have grown up outside the U.S. and so may

be completely comfortable with the metric system, but may have

had an algebra course in which the instructor passed too quickly

over scientific notation. Another student may have already taken

calculus, but may have never learned the metric system. The following self-evaluation is a checklist to help you figure out what you

need to study to be prepared for the rest of the course.

If you disagree with this statement. . .

I am familiar with the basic metric

units of meters, kilograms, and seconds, and the most common metric

prefixes: milli- (m), kilo- (k), and

centi- (c).

I know about the newton, a unit of

force

I am familiar with these less common metric prefixes: mega- (M),

micro- (), and nano- (n).

I am comfortable with scientific notation.

I can confidently do metric conversions.

I understand the purpose and use of

significant figures.

section 0.5 Basic of the Metric System

Unit of Force

section 0.7 Less Common Metric

Prefixes

section 0.8 Scientific Notation

section 0.9 Conversions

section 0.10 Significant Figures

It wouldnt hurt you to skim the sections you think you already

know about, and to do the self-checks in those sections.

Section 0.4

Self-evaluation

19

The metric system

Units were not standardized until fairly recently in history, so

when the physicist Isaac Newton gave the result of an experiment

with a pendulum, he had to specify not just that the string was 37

7 / inches long but that it was 37 7 / London inches long. The

8

8

inch as defined in Yorkshire would have been different. Even after

the British Empire standardized its units, it was still very inconvenient to do calculations involving money, volume, distance, time, or

weight, because of all the odd conversion factors, like 16 ounces in

a pound, and 5280 feet in a mile. Through the nineteenth century,

schoolchildren squandered most of their mathematical education in

preparing to do calculations such as making change when a customer

in a shop offered a one-crown note for a book costing two pounds,

thirteen shillings and tuppence. The dollar has always been decimal,

and British money went decimal decades ago, but the United States

is still saddled with the antiquated system of feet, inches, pounds,

ounces and so on.

Every country in the world besides the U.S. has adopted a system of units known in English as the metric system. This system

is entirely decimal, thanks to the same eminently logical people who

brought about the French Revolution. In deference to France, the

systems official name is the Syst`eme International, or SI, meaning

International System. (The phrase SI system is therefore redundant.)

The wonderful thing about the SI is that people who live in

countries more modern than ours do not need to memorize how

many ounces there are in a pound, how many cups in a pint, how

many feet in a mile, etc. The whole system works with a single,

consistent set of prefixes (derived from Greek) that modify the basic

units. Each prefix stands for a power of ten, and has an abbreviation

that can be combined with the symbol for the unit. For instance,

the meter is a unit of distance. The prefix kilo- stands for 103 , so a

kilometer, 1 km, is a thousand meters.

The basic units of the metric system are the meter for distance,

the second for time, and the gram for mass.

The following are the most common metric prefixes. You should

memorize them.

prefix

meaning

example

kilok 103

60 kg = a persons mass

centi- c 102

28 cm = height of a piece of paper

milli- m 103

1 ms

= time for one vibration of a guitar

string playing the note D

The prefix centi-, meaning 102 , is only used in the centimeter;

20

Chapter 0

The centi- prefix can be easily remembered because a cent is 102

dollars. The official SI abbreviation for seconds is s (not sec)

and grams are g (not gm).

The second

The sun stood still and the moon halted until the nation had

taken vengeance on its enemies. . .

Joshua 10:12-14

Absolute, true, and mathematical time, of itself, and from its

own nature, flows equably without relation to anything external. . .

Isaac Newton

When I stated briefly above that the second was a unit of time,

it may not have occurred to you that this was not really much of

a definition. The two quotes above are meant to demonstrate how

much room for confusion exists among people who seem to mean the

same thing by a word such as time. The first quote has been interpreted by some biblical scholars as indicating an ancient belief that

the motion of the sun across the sky was not just something that

occurred with the passage of time but that the sun actually caused

time to pass by its motion, so that freezing it in the sky would have

some kind of a supernatural decelerating effect on everyone except

the Hebrew soldiers. Many ancient cultures also conceived of time

as cyclical, rather than proceeding along a straight line as in 1998,

1999, 2000, 2001,... The second quote, from a relatively modern

physicist, may sound a lot more scientific, but most physicists today would consider it useless as a definition of time. Today, the

physical sciences are based on operational definitions, which means

definitions that spell out the actual steps (operations) required to

measure something numerically.

Now in an era when our toasters, pens, and coffee pots tell us the

time, it is far from obvious to most people what is the fundamental

operational definition of time. Until recently, the hour, minute, and

second were defined operationally in terms of the time required for

the earth to rotate about its axis. Unfortunately, the Earths rotation is slowing down slightly, and by 1967 this was becoming an

issue in scientific experiments requiring precise time measurements.

The second was therefore redefined as the time required for a certain number of vibrations of the light waves emitted by a cesium

atoms in a lamp constructed like a familiar neon sign but with the

neon replaced by cesium. The new definition not only promises to

stay constant indefinitely, but for scientists is a more convenient

way of calibrating a clock than having to carry out astronomical

measurements.

Section 0.5

21

self-check C

What is a possible operational definition of how strong a person is?

Answer, p. 500

The meter

The French originally defined the meter as 107 times the distance from the equator to the north pole, as measured through Paris

(of course). Even if the definition was operational, the operation of

traveling to the north pole and laying a surveying chain behind you

was not one that most working scientists wanted to carry out. Fairly

soon, a standard was created in the form of a metal bar with two

scratches on it. This was replaced by an atomic standard in 1960,

and finally in 1983 by the current definition, which is that the meter is the distance traveled by light in a vacuum over a period of

(1/299792458) seconds.

e / The original

the meter.

definition

of

The kilogram

The third base unit of the SI is the kilogram, a unit of mass.

Mass is intended to be a measure of the amount of a substance,

but that is not an operational definition. Bathroom scales work by

measuring our planets gravitational attraction for the object being

weighed, but using that type of scale to define mass operationally

would be undesirable because gravity varies in strength from place

to place on the earth.

kilogram, maintained at the Danish National Metrology Institute.

Theres a surprising amount of disagreement among physics textbooks about how mass should be defined, but heres how its actually

handled by the few working physicists who specialize in ultra-highprecision measurements. They maintain a physical object in Paris,

which is the standard kilogram, a cylinder made of platinum-iridium

alloy. Duplicates are checked against this mother of all kilograms

by putting the original and the copy on the two opposite pans of a

balance. Although this method of comparison depends on gravity,

the problems associated with differences in gravity in different geographical locations are bypassed, because the two objects are being

compared in the same place. The duplicates can then be removed

from the Parisian kilogram shrine and transported elsewhere in the

world. It would be desirable to replace this at some point with a

universally accessible atomic standard rather than one based on a

specific artifact, but as of 2010 the technology for automated counting of large numbers of atoms has not gotten good enough to make

that work with the desired precision.

Combinations of metric units

Just about anything you want to measure can be measured with

some combination of meters, kilograms, and seconds. Speed can be

measured in m/s, volume in m3 , and density in kg/m3 . Part of what

makes the SI great is this basic simplicity. No more funny units like

22

Chapter 0

liquid and dry measure. Just a simple, consistent set of units. The

SI measures put together from meters, kilograms, and seconds make

up the mks system. For example, the mks unit of speed is m/s, not

km/hr.

Checking units

A useful technique for finding mistakes in ones algebra is to

analyze the units associated with the variables.

Checking units

example 1

. Jae starts from the formula V = 13 Ah for the volume of a cone,

where A is the area of its base, and h is its height. He wants to

find an equation that will tell him how tall a conical tent has to be

in order to have a certain volume, given its radius. His algebra

goes like this:

[1]

[2]

[3]

[4]

1

Ah

3

A = r 2

1

V = r 2 h

3

r 2

h=

3V

V =

. Line 4 is supposed to be an equation for the height, so the units

of the expression on the right-hand side had better equal meters.

The pi and the 3 are unitless, so we can ignore them. In terms of

units, line 4 becomes

m=

m2

1

=

m3 m

of lines 1, 2, and 3 check out, so the mistake must be in the step

from line 3 to line 4. In fact the result should have been

h=

3V

r 2

Discussion question

A

Isaac Newton wrote, . . . the natural days are truly unequal, though

they are commonly considered as equal, and used for a measure of

time. . . It may be that there is no such thing as an equable motion, whereby

time may be accurately measured. All motions may be accelerated or retarded. . . Newton was right. Even the modern definition of the second

in terms of light emitted by cesium atoms is subject to variation. For instance, magnetic fields could cause the cesium atoms to emit light with

a slightly different rate of vibration. What makes us think, though, that a

Section 0.5

23

is a more accurate timekeeper than a pendulum clock? That is, how can

one test experimentally how the accuracies of different time standards

compare?

A force is a push or a pull, or more generally anything that can

change an objects speed or direction of motion. A force is required

to start a car moving, to slow down a baseball player sliding in to

home base, or to make an airplane turn. (Forces may fail to change

an objects motion if they are canceled by other forces, e.g., the

force of gravity pulling you down right now is being canceled by the

force of the chair pushing up on you.) The metric unit of force is

the Newton, defined as the force which, if applied for one second,

will cause a 1-kilogram object starting from rest to reach a speed of

1 m/s. Later chapters will discuss the force concept in more detail.

In fact, this entire book is about the relationship between force and

motion.

In section 0.5, I gave a gravitational definition of mass, but by

defining a numerical scale of force, we can also turn around and define a scale of mass without reference to gravity. For instance, if a

force of two Newtons is required to accelerate a certain object from

rest to 1 m/s in 1 s, then that object must have a mass of 2 kg.

From this point of view, mass characterizes an objects resistance

to a change in its motion, which we call inertia or inertial mass.

Although there is no fundamental reason why an objects resistance

to a change in its motion must be related to how strongly gravity

affects it, careful and precise experiments have shown that the inertial definition and the gravitational definition of mass are highly

consistent for a variety of objects. It therefore doesnt really matter

for any practical purpose which definition one adopts.

Discussion question

A

Spending a long time in weightlessness is unhealthy. One of the

most important negative effects experienced by astronauts is a loss of

muscle and bone mass. Since an ordinary scale wont work for an astronaut in orbit, what is a possible way of monitoring this change in mass?

(Measuring the astronauts waist or biceps with a measuring tape is not

good enough, because it doesnt tell anything about bone mass, or about

the replacement of muscle with fat.)

24

Chapter 0

The following are three metric prefixes which, while less common

than the ones discussed previously, are well worth memorizing.

prefix

mega- M

micro-

nano- n

meaning

106

106

109

6.4 Mm

10 m

0.154 nm

example

= radius of the earth

= size of a white blood cell

= distance between carbon

nuclei in an ethane molecule

Note that the abbreviation for micro is the Greek letter mu,

a common mistake is to confuse it with m (milli) or M (mega).

There are other prefixes even less common, used for extremely

large and small quantities. For instance, 1 femtometer = 1015 m is

a convenient unit of distance in nuclear physics, and 1 gigabyte =

109 bytes is used for computers hard disks. The international committee that makes decisions about the SI has recently even added

some new prefixes that sound like jokes, e.g., 1 yoctogram = 1024 g

is about half the mass of a proton. In the immediate future, however, youre unlikely to see prefixes like yocto- and zepto- used

except perhaps in trivia contests at science-fiction conventions or

other geekfests.

g / This is a mnemonic to

help you remember the most important metric prefixes. The word

little is to remind you that the

list starts with the prefixes used

for small quantities and builds

upward. The exponent changes

by 3, except that of course that

we do not need a special prefix

for 100 , which equals one.

self-check D

Suppose you could slow down time so that according to your perception,

a beam of light would move across a room at the speed of a slow walk.

If you perceived a nanosecond as if it was a second, how would you

perceive a microsecond?

. Answer, p. 500

Most of the interesting phenomena in our universe are not on the

human scale. It would take about 1,000,000,000,000,000,000,000

bacteria to equal the mass of a human body. When the physicist

Thomas Young discovered that light was a wave, it was back in the

bad old days before scientific notation, and he was obliged to write

that the time required for one vibration of the wave was 1/500 of

a millionth of a millionth of a second. Scientific notation is a less

awkward way to write very large and very small numbers such as

these. Heres a quick review.

Scientific notation means writing a number in terms of a product

of something from 1 to 10 and something else that is a power of ten.

For instance,

32 = 3.2 101

320 = 3.2 102

3200 = 3.2 103

...

Section 0.7

25

Since 101 is ten times smaller than 102 , it makes sense to use

the notation 100 to stand for one, the number that is in turn ten

times smaller than 101 . Continuing on, we can write 101 to stand

for 0.1, the number ten times smaller than 100 . Negative exponents

are used for small numbers:

0.32 = 3.2 101

0.032 = 3.2 102

...

A common source of confusion is the notation used on the displays of many calculators. Examples:

3.2 106

3.2E+6

3.26

(written notation)

(notation on some calculators)

(notation on some other calculators)

stands for the number 3.2 3.2 3.2 3.2 3.2 3.2 = 1074, a

totally different number from 3.2 106 = 3200000. The calculator

notation should never be used in writing. Its just a way for the

manufacturer to save money by making a simpler display.

self-check E

A student learns that 104 bacteria, standing in line to register for classes

at Paramecium Community College, would form a queue of this size:

The student concludes that 102 bacteria would form a line of this length:

. Answer, p. 500

0.9 Conversions

I suggest you avoid memorizing lots of conversion factors between

SI units and U.S. units, but two that do come in handy are:

1 inch = 2.54 cm

An object with a weight on Earth of 2.2 pounds-force has a

mass of 1 kg.

The first one is the present definition of the inch, so its exact. The

second one is not exact, but is good enough for most purposes. (U.S.

units of force and mass are confusing, so its a good thing theyre

not used in science. In U.S. units, the unit of force is the poundforce, and the best unit to use for mass is the slug, which is about

26

Chapter 0

14.6 kg.)

More important than memorizing conversion factors is understanding the right method for doing conversions. Even within the

SI, you may need to convert, say, from grams to kilograms. Different people have different ways of thinking about conversions, but

the method Ill describe here is systematic and easy to understand.

The idea is that if 1 kg and 1000 g represent the same mass, then

we can consider a fraction like

103 g

1 kg

to be a way of expressing the number one. This may bother you. For

instance, if you type 1000/1 into your calculator, you will get 1000,

not one. Again, different people have different ways of thinking

about it, but the justification is that it helps us to do conversions,

and it works! Now if we want to convert 0.7 kg to units of grams,

we can multiply kg by the number one:

0.7 kg

103 g

1 kg

If youre willing to treat symbols such as kg as if they were variables as used in algebra (which theyre really not), you can then

cancel the kg on top with the kg on the bottom, resulting in

0.7 kg

103 g

= 700 g

1 kg

upside down.

One advantage of this method is that it can easily be applied to

a series of conversions. For instance, to convert one year to units of

seconds,

1

year

24

60

365

hours

min

days

60 s

=

1

1

year

1

day

1

hour

min

= 3.15 107 s

A common mistake is to write the conversion fraction incorrectly.

For instance the fraction

103 kg

1g

(incorrect)

does not equal one, because 103 kg is the mass of a car, and 1 g is

the mass of a raisin. One correct way of setting up the conversion

factor would be

103 kg

(correct)

.

1g

Section 0.9

Conversions

27

You can usually detect such a mistake if you take the time to check

your answer and see if it is reasonable.

If common sense doesnt rule out either a positive or a negative

exponent, heres another way to make sure you get it right. There

are big prefixes and small prefixes:

big prefixes:

small prefixes:

k

m

(Its not hard to keep straight which are which, since mega and

micro are evocative, and its easy to remember that a kilometer

is bigger than a meter and a millimeter is smaller.) In the example

above, we want the top of the fraction to be the same as the bottom.

Since k is a big prefix, we need to compensate by putting a small

number like 103 in front of it, not a big number like 103 .

. Solved problem: a simple conversion

Discussion question

A

Each of the following conversions contains an error. In each case,

explain what the error is.

(a) 1000 kg

(b) 50 m

1 kg

1000 g

1 cm

100 m

=1g

= 0.5 cm

(c) Nano is 10

An engineer is designing a car engine, and has been told that the

diameter of the pistons (which are being designed by someone else)

is 5 cm. He knows that 0.02 cm of clearance is required for a piston

of this size, so he designs the cylinder to have an inside diameter of

5.04 cm. Luckily, his supervisor catches his mistake before the car

goes into production. She explains his error to him, and mentally

puts him in the do not promote category.

What was his mistake? The person who told him the pistons

were 5 cm in diameter was wise to the ways of significant figures,

as was his boss, who explained to him that he needed to go back

and get a more accurate number for the diameter of the pistons.

That person said 5 cm rather than 5.00 cm specifically to avoid

creating the impression that the number was extremely accurate. In

reality, the pistons diameter was 5.13 cm. They would never have

fit in the 5.04-cm cylinders.

The number of digits of accuracy in a number is referred to as

the number of significant figures, or sig figs for short. As in the

28

Chapter 0

number. In most cases, the result of a calculation involving several

pieces of data can be no more accurate than the least accurate piece

of data. In other words, garbage in, garbage out. Since the 5

cm diameter of the pistons was not very accurate, the result of the

engineers calculation, 5.04 cm, was really not as accurate as he

thought. In general, your result should not have more than the

number of sig figs in the least accurate piece of data you started

with. The calculation above should have been done as follows:

5 cm

+0.04 cm

=5 cm

(1 sig fig)

(1 sig fig)

(rounded off to 1 sig fig)

The fact that the final result only has one significant figure then

alerts you to the fact that the result is not very accurate, and would

not be appropriate for use in designing the engine.

Note that the leading zeroes in the number 0.04 do not count

as significant figures, because they are only placeholders. On the

other hand, a number such as 50 cm is ambiguous the zero could

be intended as a significant figure, or it might just be there as a

placeholder. The ambiguity involving trailing zeroes can be avoided

by using scientific notation, in which 5 101 cm would imply one

sig fig of accuracy, while 5.0 101 cm would imply two sig figs.

self-check F

The following quote is taken from an editorial by Norimitsu Onishi in the

New York Times, August 18, 2002.

Consider Nigeria. Everyone agrees it is Africas most populous

nation. But what is its population? The United Nations says

114 million; the State Department, 120 million. The World Bank

says 126.9 million, while the Central Intelligence Agency puts it

at 126,635,626.

What should bother you about this?

. Answer, p. 500

Dealing correctly with significant figures can save you time! Often, students copy down numbers from their calculators with eight

significant figures of precision, then type them back in for a later

calculation. Thats a waste of time, unless your original data had

that kind of incredible precision.

The rules about significant figures are only rules of thumb, and

are not a substitute for careful thinking. For instance, $20.00 +

$0.05 is $20.05. It need not and should not be rounded off to $20.

In general, the sig fig rules work best for multiplication and division,

and we also apply them when doing a complicated calculation that

involves many types of operations. For simple addition and subtraction, it makes more sense to maintain a fixed number of digits after

the decimal point.

Section 0.10

Significant figures

29

When in doubt, dont use the sig fig rules at all. Instead, intentionally change one piece of your initial data by the maximum

amount by which you think it could have been off, and recalculate

the final result. The digits on the end that are completely reshuffled

are the ones that are meaningless, and should be omitted.

self-check G

How many significant figures are there in each of the following measurements?

(1) 9.937 m

(2) 4.0 s

(3) 0.0000000000000037 kg

30

Chapter 0

. Answer, p. 500

Summary

Selected vocabulary

matter . . . . . . Anything that is affected by gravity.

light . . . . . . . . Anything that can travel from one place to another through empty space and can influence

matter, but is not affected by gravity.

operational defi- A definition that states what operations

nition . . . . . . . should be carried out to measure the thing being defined.

Syst`eme Interna- A fancy name for the metric system.

tional . . . . . . .

mks system . . . The use of metric units based on the meter,

kilogram, and second. Example: meters per

second is the mks unit of speed, not cm/s or

km/hr.

mass . . . . . . . A numerical measure of how difficult it is to

change an objects motion.

significant figures Digits that contribute to the accuracy of a

measurement.

Notation

m . . . .

kg . . . .

s . . . . .

M- . . . .

k- . . . .

m- . . . .

- . . . .

n- . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

kilogram, the metric unit of mass

second, the metric unit of time

the metric prefix mega-, 106

the metric prefix kilo-, 103

the metric prefix milli-, 103

the metric prefix micro-, 106

the metric prefix nano-, 109

Summary

Physics is the use of the scientific method to study the behavior

of light and matter. The scientific method requires a cycle of theory and experiment, theories with both predictive and explanatory

value, and reproducible experiments.

The metric system is a simple, consistent framework for measurement built out of the meter, the kilogram, and the second plus a set

of prefixes denoting powers of ten. The most systematic method for

doing conversions is shown in the following example:

370 ms

103 s

= 0.37 s

1 ms

defined gravitationally, by comparing an object to a standard mass

on a double-pan balance, or in terms of inertia, by comparing the

effect of a force on an object to the effect of the same force on a

standard mass. The two definitions are found experimentally to

be proportional to each other to a high degree of precision, so we

Summary

31

type.

A force is that which can change the motion of an object. The

metric unit of force is the Newton, defined as the force required to

accelerate a standard 1-kg mass from rest to a speed of 1 m/s in 1

s.

Scientific notation means, for example, writing 3.2 105 rather

than 320000.

Writing numbers with the correct number of significant figures

correctly communicates how accurate they are. As a rule of thumb,

the final result of a calculation is no more accurate than, and should

have no more significant figures than, the least accurate piece of

data.

32

Chapter 0

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Convert 134 mg to units of kg, writing your answer in scientific

notation.

. Solution, p. 487

2

The speed of light is 3.0 108 m/s. Convert this to furlongs

per fortnight. A furlong is 220 yards, and a fortnight is 14 days. An

3

Express each of the following quantities in micrograms:

(a) 10 mg, (b) 104 g, (c) 10 kg, (d) 100 103 g, (e) 1000 ng.

4

In the last century, the average age of the onset of puberty for

girls has decreased by several years. Urban folklore has it that this

is because of hormones fed to beef cattle, but it is more likely to be

because modern girls have more body fat on the average and possibly because of estrogen-mimicking chemicals in the environment

from the breakdown of pesticides. A hamburger from a hormoneimplanted steer has about 0.2 ng of estrogen (about double the

amount of natural beef). A serving of peas contains about 300

ng of estrogen. An adult woman produces about 0.5 mg of estrogen

per day (note the different unit!). (a) How many hamburgers would

a girl have to eat in one day to consume as much estrogen as an

adult womans daily production? (b) How many servings of peas?

5

Compute the following things. If they dont make sense because of units, say so.

(a) 3 cm + 5 cm

(b) 1.11 m + 22 cm

(c) 120 miles + 2.0 hours

(d) 120 miles / 2.0 hours

6

Your backyard has brick walls on both ends. You measure a

distance of 23.4 m from the inside of one wall to the inside of the

other. Each wall is 29.4 cm thick. How far is it from the outside

of one wall to the outside of the other? Pay attention to significant

figures.

7

The usual definition of the mean (average) of two numbers a

and b is (a+b)/2. This is called the arithmetic mean. The geometric

mean, however, is defined as (ab)1/2 (i.e., the square root of ab). For

the sake of definiteness, lets say both numbers have units of mass.

Problems

33

(a) Compute the arithmetic mean of two numbers that have units

of grams. Then convert the numbers to units of kilograms and

recompute their mean. Is the answer consistent? (b) Do the same

for the geometric mean. (c) If a and b both have units of grams,

what should we call the units of ab? Does your answer make sense

when you take the square root? (d) Suppose someone proposes to

you a third kind of mean, called the superduper mean, defined as

(ab)1/3 . Is this reasonable?

. Solution, p. 487

8

The distance to the horizon is given by the expression 2rh,

where r is the radius of the Earth, and h is the observers height

above the Earths surface. (This can be proved using the Pythagorean

theorem.) Show that the units of this expression make sense. (See

example 1 on p. 23 for an example of how to do this.) Dont try to

prove the result, just check its units.

9

In an article on the SARS epidemic, the May 7, 2003 New

York Times discusses conflicting estimates of the diseases incubation period (the average time that elapses from infection to the first

symptoms). The study estimated it to be 6.4 days. But other statistical calculations ... showed that the incubation period could be

as long as 14.22 days. Whats wrong here?

10

(a) Based on the definitions of the sine, cosine, and tangent,

what units must they have? (b) A cute formula from trigonometry

lets you find any angle of a triangle if you know the lengths of

its sides. Using the notation shown in the figure, and letting s =

(a + b + c)/2 be half the perimeter, we have

s

(s b)(s c)

tan A/2 =

.

s(s a)

Show that the units of this equation make sense. In other words,

check that the units of the right-hand side are the same as your

answer to part a of the question.

. Solution, p. 487

11

The photo shows the corner of a bag of pretzels. Whats

wrong here?

Problem 10.

Problem 11.

34

Chapter 0

Equipment:

coffee filters

ramps (one per group)

balls of various sizes

sticky tape

vacuum pump and guinea and feather apparatus (one)

The motion of falling objects has been recognized since ancient times as an important piece of

physics, but the motion is inconveniently fast, so in our everyday experience it can be hard to

tell exactly what objects are doing when they fall. In this exercise you will use several techniques

to get around this problem and study the motion. Your goal is to construct a scientific model of

falling. A model means an explanation that makes testable predictions. Often models contain

simplifications or idealizations that make them easier to work with, even though they are not

strictly realistic.

1. One method of making falling easier to observe is to use objects like feathers that we know

from everyday experience will not fall as fast. You will use coffee filters, in stacks of various

sizes, to test the following two hypotheses and see which one is true, or whether neither is true:

Hypothesis 1A: When an object is dropped, it rapidly speeds up to a certain natural falling

speed, and then continues to fall at that speed. The falling speed is proportional to the objects

weight. (A proportionality is not just a statement that if one thing gets bigger, the other does

too. It says that if one becomes three times bigger, the other also gets three times bigger, etc.)

Hypothesis 1B: Different objects fall the same way, regardless of weight.

Test these hypotheses and discuss your results with your instructor.

2. A second way to slow down the action is to let a ball roll down a ramp. The steeper the

ramp, the closer to free fall. Based on your experience in part 1, write a hypothesis about what

will happen when you race a heavier ball against a lighter ball down the same ramp, starting

them both from rest.

Hypothesis:

Show your hypothesis to your instructor, and then test it.

You have probably found that falling was more complicated than you thought! Is there more

than one factor that affects the motion of a falling object? Can you imagine certain idealized

situations that are simpler? Try to agree verbally with your group on an informal model of

falling that can make predictions about the experiments described in parts 3 and 4.

3. You have three balls: a standard comparison ball of medium weight, a light ball, and a

heavy ball. Suppose you stand on a chair and (a) drop the light ball side by side with the

comparison ball, then (b) drop the heavy ball side by side with the comparison ball, then (c)

join the light and heavy balls together with sticky tape and drop them side by side with the

comparison ball.

Use your model to make a prediction:

Test your prediction.

35

4. Your instructor will pump nearly all the air out of a chamber containing a feather and a

heavier object, then let them fall side by side in the chamber.

Use your model to make a prediction:

36

Chapter 0

were the size of an insect.

Chapter 1

1.1 Introduction

Why cant an insect be the size of a dog? Some skinny stretchedout cells in your spinal cord are a meter tall why does nature

display no single cells that are not just a meter tall, but a meter

wide, and a meter thick as well? Believe it or not, these are questions

that can be answered fairly easily without knowing much more about

physics than you already do. The only mathematical technique you

really need is the humble conversion, applied to area and volume.

Area and volume

seldom encountered.

are

interest onto graph paper with 1 cm 1 cm squares and count the

number of squares inside. Fractions of squares can be estimated by

eye. We then say the area equals the number of squares, in units of

square cm. Although this might seem less pure than computing

areas using formulae like A = r2 for a circle or A = wh/2 for a

triangle, those formulae are not useful as definitions of area because

they cannot be applied to irregularly shaped areas.

Units of square cm are more commonly written as cm2 in science.

Of course, the unit of measurement symbolized by cm is not an

37

by itself. But it is advantageous to write the units of area that way

and treat the units as if they were algebra symbols. For instance,

if you have a rectangle with an area of 6m2 and a width of 2 m,

then calculating its length as (6 m2 )/(2 m) = 3 m gives a result

that makes sense both numerically and in terms of units. This

algebra-style treatment of the units also ensures that our methods

of converting units work out correctly. For instance, if we accept

the fraction

100 cm

1m

as a valid way of writing the number one, then one times one equals

one, so we should also say that one can be represented by

100 cm 100 cm

1m

1m

10000 cm2

.

1 m2

That means the conversion factor from square meters to square centimeters is a factor of 104 , i.e., a square meter has 104 square centimeters in it.

All of the above can be easily applied to volume as well, using

one-cubic-centimeter blocks instead of squares on graph paper.

To many people, it seems hard to believe that a square meter

equals 10000 square centimeters, or that a cubic meter equals a

million cubic centimeters they think it would make more sense if

there were 100 cm2 in 1 m2 , and 100 cm3 in 1 m3 , but that would be

incorrect. The examples shown in figure b aim to make the correct

answer more believable, using the traditional U.S. units of feet and

yards. (One foot is 12 inches, and one yard is three feet.)

b / Visualizing conversions of

area and volume using traditional

U.S. units.

self-check A

Based on figure b, convince yourself that there are 9 ft2 in a square yard,

and 27 ft3 in a cubic yard, then demonstrate the same thing symbolically

(i.e., with the method using fractions that equal one).

. Answer, p.

500

38

Chapter 1

Discussion question

A

How many square centimeters are there in a square inch? (1 inch =

2.54 cm) First find an approximate answer by making a drawing, then derive the conversion factor more accurately using the symbolic method.

scientific method to bear on physics, creating the modern version of the

science. Coming from a noble but very poor family, Galileo had to drop

out of medical school at the University of Pisa when he ran out of money.

Eventually becoming a lecturer in mathematics at the same school, he

began a career as a notorious troublemaker by writing a burlesque ridiculing the universitys regulations he was forced to resign, but found a

new teaching position at Padua. He invented the pendulum clock, investigated the motion of falling bodies, and discovered the moons of Jupiter.

The thrust of his lifes work was to discredit Aristotles physics by confronting it with contradictory experiments, a program that paved the way

for Newtons discovery of the relationship between force and motion. In

chapter 3 well come to the story of Galileos ultimate fate at the hands of

the Church.

Great fleas have lesser fleas

Upon their backs to bite em.

And lesser fleas have lesser still,

And so ad infinitum.

Jonathan Swift

Now how do these conversions of area and volume relate to the

questions I posed about sizes of living things? Well, imagine that

you are shrunk like Alice in Wonderland to the size of an insect.

One way of thinking about the change of scale is that what used

to look like a centimeter now looks like perhaps a meter to you,

because youre so much smaller. If area and volume scaled according

to most peoples intuitive, incorrect expectations, with 1 m2 being

the same as 100 cm2 , then there would be no particular reason

why nature should behave any differently on your new, reduced

scale. But nature does behave differently now that youre small.

For instance, you will find that you can walk on water, and jump

to many times your own height. The physicist Galileo Galilei had

the basic insight that the scaling of area and volume determines

how natural phenomena behave differently on different scales. He

first reasoned about mechanical structures, but later extended his

insights to living things, taking the then-radical point of view that at

the fundamental level, a living organism should follow the same laws

Section 1.2

39

machines and then living things.

Galileo on the behavior of nature on large and small scales

One of the worlds most famous pieces of scientific writing is

Galileos Dialogues Concerning the Two New Sciences. Galileo was

an entertaining writer who wanted to explain things clearly to laypeople, and he livened up his work by casting it in the form of a dialogue

among three people. Salviati is really Galileos alter ego. Simplicio

is the stupid character, and one of the reasons Galileo got in trouble

with the Church was that there were rumors that Simplicio represented the Pope. Sagredo is the earnest and intelligent student, with

whom the reader is supposed to identify. (The following excerpts

are from the 1914 translation by Crew and de Salvio.)

just fine.

the same proportions as the

small one will collapse under its

own weight.

have timbers that are thicker

compared to its size.

his last assertion which I have always regarded as false. . . ;

namely, that in speaking of these and other similar machines

one cannot argue from the small to the large, because many

devices which succeed on a small scale do not work on a

large scale. Now, since mechanics has its foundations in geometry, where mere size [ is unimportant], I do not see that

the properties of circles, triangles, cylinders, cones and other

solid figures will change with their size. If, therefore, a large

machine be constructed in such a way that its parts bear to

one another the same ratio as in a smaller one, and if the

smaller is sufficiently strong for the purpose for which it is

designed, I do not see why the larger should not be able to

withstand any severe and destructive tests to which it may be

subjected.

Salviati contradicts Sagredo:

S ALVIATI : . . . Please observe, gentlemen, how facts which

at first seem improbable will, even on scant explanation, drop

the cloak which has hidden them and stand forth in naked and

simple beauty. Who does not know that a horse falling from a

height of three or four cubits will break his bones, while a dog

falling from the same height or a cat from a height of eight

or ten cubits will suffer no injury? Equally harmless would be

the fall of a grasshopper from a tower or the fall of an ant from

the distance of the moon.

The point Galileo is making here is that small things are sturdier

in proportion to their size. There are a lot of objections that could be

raised, however. After all, what does it really mean for something to

be strong, to be strong in proportion to its size, or to be strong

out of proportion to its size? Galileo hasnt given operational

definitions of things like strength, i.e., definitions that spell out

how to measure them numerically.

40

Chapter 1

photograph of a cat would not be mistaken for a horse, even if the

photo-doctoring experts at the National Inquirer made it look like a

person was riding on its back. A grasshopper is not even a mammal,

and it has an exoskeleton instead of an internal skeleton. The whole

argument would be a lot more convincing if we could do some isolation of variables, a scientific term that means to change only one

thing at a time, isolating it from the other variables that might have

an effect. If size is the variable whose effect were interested in seeing, then we dont really want to compare things that are different

in size but also different in other ways.

S ALVIATI : . . . we asked the reason why [shipbuilders] employed stocks, scaffolding, and bracing of larger dimensions

for launching a big vessel than they do for a small one; and

[an old man] answered that they did this in order to avoid the

danger of the ship parting under its own heavy weight, a danger to which small boats are not subject?

After this entertaining but not scientifically rigorous beginning,

Galileo starts to do something worthwhile by modern standards.

He simplifies everything by considering the strength of a wooden

plank. The variables involved can then be narrowed down to the

type of wood, the width, the thickness, and the length. He also

gives an operational definition of what it means for the plank to

have a certain strength in proportion to its size, by introducing

the concept of a plank that is the longest one that would not snap

under its own weight if supported at one end. If you increased

its length by the slightest amount, without increasing its width or

thickness, it would break. He says that if one plank is the same

shape as another but a different size, appearing like a reduced or

enlarged photograph of the other, then the planks would be strong

in proportion to their sizes if both were just barely able to support

their own weight.

g / Galileo

discusses

planks

made of wood, but the concept

may be easier to imagine with

clay. All three clay rods in the

figure were originally the same

shape. The medium-sized one

was twice the height, twice the

length, and twice the width of

the small one, and similarly the

large one was twice as big as

the medium one in all its linear

dimensions. The big one has

four times the linear dimensions

of the small one, 16 times the

cross-sectional area when cut

perpendicular to the page, and

64 times the volume. That means

that the big one has 64 times the

weight to support, but only 16

times the strength compared to

the smallest one.

h / 1. This plank is as long as it

can be without collapsing under

its own weight. If it was a hundredth of an inch longer, it would

collapse. 2. This plank is made

out of the same kind of wood. It is

twice as thick, twice as long, and

twice as wide. It will collapse under its own weight.

Section 1.2

41

modern science: he is mixing experiments whose results he has actually observed (building boats of different sizes), with experiments

that he could not possibly have done (dropping an ant from the

height of the moon). He now relates how he has done actual experiments with such planks, and found that, according to this operational definition, they are not strong in proportion to their sizes.

The larger one breaks. He makes sure to tell the reader how important the result is, via Sagredos astonished response:

S AGREDO : My brain already reels. My mind, like a cloud

momentarily illuminated by a lightning flash, is for an instant

filled with an unusual light, which now beckons to me and

which now suddenly mingles and obscures strange, crude

ideas. From what you have said it appears to me impossible

to build two similar structures of the same material, but of

different sizes and have them proportionately strong.

In other words, this specific experiment, using things like wooden

planks that have no intrinsic scientific interest, has very wide implications because it points out a general principle, that nature acts

differently on different scales.

To finish the discussion, Galileo gives an explanation. He says

that the strength of a plank (defined as, say, the weight of the heaviest boulder you could put on the end without breaking it) is proportional to its cross-sectional area, that is, the surface area of the

fresh wood that would be exposed if you sawed through it in the

middle. Its weight, however, is proportional to its volume.1

How do the volume and cross-sectional area of the longer plank

compare with those of the shorter plank? We have already seen,

while discussing conversions of the units of area and volume, that

these quantities dont act the way most people naively expect. You

might think that the volume and area of the longer plank would both

be doubled compared to the shorter plank, so they would increase

in proportion to each other, and the longer plank would be equally

able to support its weight. You would be wrong, but Galileo knows

that this is a common misconception, so he has Salviati address the

point specifically:

S ALVIATI :

. . . Take, for example, a cube two inches on a

side so that each face has an area of four square inches

and the total area, i.e., the sum of the six faces, amounts

to twenty-four square inches; now imagine this cube to be

sawed through three times [with cuts in three perpendicular

planes] so as to divide it into eight smaller cubes, each one

inch on the side, each face one inch square, and the total

1

the effect of leverage (torque). The result Im referring to comes out the same

regardless of this effect.

42

Chapter 1

surface of each cube six square inches instead of twentyfour in the case of the larger cube. It is evident therefore,

that the surface of the little cube is only one-fourth that of

the larger, namely, the ratio of six to twenty-four; but the volume of the solid cube itself is only one-eighth; the volume,

and hence also the weight, diminishes therefore much more

rapidly than the surface. . . You see, therefore, Simplicio, that

I was not mistaken when . . . I said that the surface of a small

solid is comparatively greater than that of a large one.

The same reasoning applies to the planks. Even though they

are not cubes, the large one could be sawed into eight small ones,

each with half the length, half the thickness, and half the width.

The small plank, therefore, has more surface area in proportion to

its weight, and is therefore able to support its own weight while the

large one breaks.

Scaling of area and volume for irregularly shaped objects

You probably are not going to believe Galileos claim that this

has deep implications for all of nature unless you can be convinced

that the same is true for any shape. Every drawing youve seen so

far has been of squares, rectangles, and rectangular solids. Clearly

the reasoning about sawing things up into smaller pieces would not

prove anything about, say, an egg, which cannot be cut up into eight

smaller egg-shaped objects with half the length.

Is it always true that something half the size has one quarter

the surface area and one eighth the volume, even if it has an irregular shape? Take the example of a childs violin. Violins are made

for small children in smaller size to accomodate their small bodies.

Figure i shows a full-size violin, along with two violins made with

half and 3/4 of the normal length.2 Lets study the surface area of

the front panels of the three violins.

Consider the square in the interior of the panel of the full-size

violin. In the 3/4-size violin, its height and width are both smaller

by a factor of 3/4, so the area of the corresponding, smaller square

becomes 3/43/4 = 9/16 of the original area, not 3/4 of the original

area. Similarly, the corresponding square on the smallest violin has

half the height and half the width of the original one, so its area is

1/4 the original area, not half.

The same reasoning works for parts of the panel near the edge,

such as the part that only partially fills in the other square. The

entire square scales down the same as a square in the interior, and

in each violin the same fraction (about 70%) of the square is full, so

the contribution of this part to the total area scales down just the

same.

2

The customary terms half-size and 3/4-size actually dont describe the

sizes in any accurate way. Theyre really just standard, arbitrary marketing

labels.

Section 1.2

proportional to the square of its

linear dimensions, even if the

shape is irregular.

43

Since any small square region or any small region covering part

of a square scales down like a square object, the entire surface area

of an irregularly shaped object changes in the same manner as the

surface area of a square: scaling it down by 3/4 reduces the area by

a factor of 9/16, and so on.

In general, we can see that any time there are two objects with

the same shape, but different linear dimensions (i.e., one looks like a

reduced photo of the other), the ratio of their areas equals the ratio

of the squares of their linear dimensions:

A1

=

A2

L1

L2

2

.

size, L, of an object. In the case of the violins, for instance, it could

have been measured vertically, horizontally, diagonally, or even from

the bottom of the left f-hole to the middle of the right f-hole. We

just have to measure it in a consistent way on each violin. Since all

the parts are assumed to shrink or expand in the same manner, the

ratio L1 /L2 is independent of the choice of measurement.

It is also important to realize that it is completely unnecessary

to have a formula for the area of a violin. It is only possible to

derive simple formulas for the areas of certain shapes like circles,

rectangles, triangles and so on, but that is no impediment to the

type of reasoning we are using.

Sometimes it is inconvenient to write all the equations in terms

of ratios, especially when more than two objects are being compared.

A more compact way of rewriting the previous equation is

j / The muffin comes out of

the oven too hot to eat. Breaking

it up into four pieces increases

its surface area while keeping

the total volume the same. It

cools faster because of the

greater surface-to-volume ratio.

In general, smaller things have

greater surface-to-volume ratios,

but in this example there is no

easy way to compute the effect

exactly, because the small pieces

arent the same shape as the

original muffin.

A L2

The symbol means is proportional to. Scientists and engineers often speak about such relationships verbally using the phrases

scales like or goes like, for instance area goes like length squared.

All of the above reasoning works just as well in the case of volume. Volume goes like length cubed:

V L3

If different objects are made of the same material with the same

density, = m/V , then their masses, m = V , are proportional

to L3 , and so are their weights. (The symbol for density is , the

lower-case Greek letter rho.)

An important point is that all of the above reasoning about

scaling only applies to objects that are the same shape. For instance,

a piece of paper is larger than a pencil, but has a much greater

surface-to-volume ratio.

44

Chapter 1

were not very original about their mistakes. Every group of students

tends to come up with the same goofs as the previous class. The

following are some examples of correct and incorrect reasoning about

proportionality.

Scaling of the area of a triangle

example 1

. In figure k, the larger triangle has sides twice as long. How

many times greater is its area?

Correct solution #1: Area scales in proportion to the square of the

linear dimensions, so the larger triangle has four times more area

(22 = 4).

Correct solution #2: You could cut the larger triangle into four of

the smaller size, as shown in fig. (b), so its area is four times

greater. (This solution is correct, but it would not work for a shape

like a circle, which cant be cut up into smaller circles.)

k / Example 1. The big triangle has four times more area than

the little one.

A = bh/2, where b is the base and h is the height. The areas of

the triangles are

A1 = b1 h1 /2

A2 = b2 h2 /2

= (2b1 )(2h1 )/2

= 2b1 h1

=4

(Although this solution is correct, it is a lot more work than solution

#1, and it can only be used in this case because a triangle is a

simple geometric shape, and we happen to know a formula for its

area.)

Correct solution #4: The area of a triangle is A = bh/2. The

comparison of the areas will come out the same as long as the

ratios of the linear sizes of the triangles is as specified, so lets

just say b1 = 1.00 m and b2 = 2.00 m. The heights are then also

h1 = 1.00 m and h2 = 2.00 m, giving areas A1 = 0.50 m2 and

A2 = 2.00 m2 , so A2 /A1 = 4.00.

(The solution is correct, but it wouldnt work with a shape for

whose area we dont have a formula. Also, the numerical calculation might make the answer of 4.00 appear inexact, whereas

solution #1 makes it clear that it is exactly 4.)

Incorrect solution: The area of a triangle is A = bh/2, and if you

plug in b = 2.00 m and h = 2.00 m, you get A = 2.00 m2 , so

the bigger triangle has 2.00 times more area. (This solution is

incorrect because no comparison has been made with the smaller

triangle.)

Section 1.2

45

example 2

. In figure m, the larger sphere has a radius that is five times

greater. How many times greater is its volume?

Correct solution #1: Volume scales like the third power of the

linear size, so the larger sphere has a volume that is 125 times

greater (53 = 125).

Correct solution #2: The volume of a sphere is V = (4/3)r 3 , so

m / Example 2. The big sphere

has 125 times more volume than

the little one.

4 3

r

3 1

4

V2 = r23

3

4

= (5r1 )3

3

500 3

=

r1

3

500 3

4 3

V2 /V1 =

r1 /

r

3

3 1

V1 =

= 125

4 3

r

3 1

4

V2 = r23

3

4

= 5r13

3

20 3

=

r1

3

20 3

4 3

V2 /V1 =

r /

r

3 1

3 1

V1 =

=5

n / Example 3.

The 48-point

S has 1.78 times more area

than the 36-point S.

example 3

. The first letter S in figure n is in a 36-point font, the second in

48-point. How many times more ink is required to make the larger

S? (Points are a unit of length used in typography.)

Correct solution: The amount of ink depends on the area to be

covered with ink, and area is proportional to the square of the

linear dimensions, so the amount of ink required for the second

S is greater by a factor of (48/36)2 = 1.78.

Incorrect solution: The length of the curve of the second S is

longer by a factor of 48/36 = 1.33, so 1.33 times more ink is

required.

(The solution is wrong because it assumes incorrectly that the

width of the curve is the same in both cases. Actually both the

46

Chapter 1

width and the length of the curve are greater by a factor of 48/36,

so the area is greater by a factor of (48/36)2 = 1.78.)

. Solved problem: a telescope gathers light

Discussion questions

A

A toy fire engine is 1/30 the size of the real one, but is constructed

from the same metal with the same proportions. How many times smaller

is its weight? How many times less red paint would be needed to paint

it?

B

Galileo spends a lot of time in his dialog discussing what really

happens when things break. He discusses everything in terms of Aristotles now-discredited explanation that things are hard to break, because

if something breaks, there has to be a gap between the two halves with

nothing in between, at least initially. Nature, according to Aristotle, abhors a vacuum, i.e., nature doesnt like empty space to exist. Of course,

air will rush into the gap immediately, but at the very moment of breaking,

Aristotle imagined a vacuum in the gap. Is Aristotles explanation of why

it is hard to break things an experimentally testable statement? If so, how

could it be tested experimentally?

It is the mark of an instructed mind to rest satisfied with the

degree of precision that the nature of the subject permits and

not to seek an exactness where only an approximation of the

truth is possible.

Aristotle

It is a common misconception that science must be exact. For

instance, in the Star Trek TV series, it would often happen that

Captain Kirk would ask Mr. Spock, Spock, were in a pretty bad

situation. What do you think are our chances of getting out of

here? The scientific Mr. Spock would answer with something like,

Captain, I estimate the odds as 237.345 to one. In reality, he

could not have estimated the odds with six significant figures of

accuracy, but nevertheless one of the hallmarks of a person with a

good education in science is the ability to make estimates that are

likely to be at least somewhere in the right ballpark. In many such

situations, it is often only necessary to get an answer that is off by no

more than a factor of ten in either direction. Since things that differ

by a factor of ten are said to differ by one order of magnitude, such

an estimate is called an order-of-magnitude estimate. The tilde,

, is used to indicate that things are only of the same order of

magnitude, but not exactly equal, as in

odds of survival 100 to one

The tilde can also be used in front of an individual number to emphasize that the number is only of the right order of magnitude.

Section 1.3

Order-of-magnitude estimates

47

natural to experienced scientists, its a mode of reasoning that is

completely unfamiliar to most college students. Some of the typical

mental steps can be illustrated in the following example.

Cost of transporting tomatoes

example 4

. Roughly what percentage of the price of a tomato comes from

the cost of transporting it in a truck?

. The following incorrect solution illustrates one of the main ways

you can go wrong in order-of-magnitude estimates.

Incorrect solution: Lets say the trucker needs to make a $400

profit on the trip. Taking into account her benefits, the cost of gas,

and maintenance and payments on the truck, lets say the total

cost is more like $2000. Id guess about 5000 tomatoes would fit

in the back of the truck, so the extra cost per tomato is 40 cents.

That means the cost of transporting one tomato is comparable to

the cost of the tomato itself. Transportation really adds a lot to the

cost of produce, I guess.

The problem is that the human brain is not very good at estimating area or volume, so it turns out the estimate of 5000 tomatoes

fitting in the truck is way off. Thats why people have a hard time

at those contests where you are supposed to estimate the number of

jellybeans in a big jar. Another example is that most people think

their families use about 10 gallons of water per day, but in reality

the average is about 300 gallons per day. When estimating area

or volume, you are much better off estimating linear dimensions,

and computing volume from the linear dimensions. Heres a better

solution:

Better solution: As in the previous solution, say the cost of the

trip is $2000. The dimensions of the bin are probably 4 m 2 m

1 m, for a volume of 8 m3 . Since the whole thing is just an orderof-magnitude estimate, lets round that off to the nearest power of

ten, 10 m3 . The shape of a tomato is complicated, and I dont know

any formula for the volume of a tomato shape, but since this is just

an estimate, lets pretend that a tomato is a cube, 0.05 m 0.05 m

0.05 m, for a volume of 1.25 104 m3 . Since this is just a rough

estimate, lets round that to 104 m3 . We can find the total number

of tomatoes by dividing the volume of the bin by the volume of one

tomato: 10 m3 /104 m3 = 105 tomatoes. The transportation cost

per tomato is $2000/105 tomatoes=$0.02/tomato. That means that

transportation really doesnt contribute very much to the cost of a

tomato.

Approximating the shape of a tomato as a cube is an example of

another general strategy for making order-of-magnitude estimates.

A similar situation would occur if you were trying to estimate how

many m2 of leather could be produced from a herd of ten thousand

48

Chapter 1

the cows bodies. A reasonable plan of attack might be to consider

a spherical cow. Probably a cow has roughly the same surface area

as a sphere with a radius of about 1 m, which would be 4(1 m)2 .

Using the well-known facts that pi equals three, and four times three

equals about ten, we can guess that a cow has a surface area of about

10 m2 , so the herd as a whole might yield 105 m2 of leather.

The following list summarizes the strategies for getting a good

order-of-magnitude estimate.

1. Dont even attempt more than one significant figure of precision.

2. Dont guess area, volume, or mass directly. Guess linear dimensions and get area, volume, or mass from them.

shapes, idealize them as if they were some simpler shape, a

cube or a sphere, for example.

4. Check your final answer to see if it is reasonable. If you estimate that a herd of ten thousand cattle would yield 0.01 m2

of leather, then you have probably made a mistake with conversion factors somewhere.

Section 1.3

Order-of-magnitude estimates

49

Summary

Notation

. . . . . . . . .

. . . . . . . . .

is proportional to

on the order of, is on the order of

Summary

Nature behaves differently on large and small scales. Galileo

showed that this results fundamentally from the way area and volume scale. Area scales as the second power of length, A L2 , while

volume scales as length to the third power, V L3 .

An order of magnitude estimate is one in which we do not attempt or expect an exact answer. The main reason why the uninitiated have trouble with order-of-magnitude estimates is that the

human brain does not intuitively make accurate estimates of area

and volume. Estimates of area and volume should be approached

by first estimating linear dimensions, which ones brain has a feel

for.

50

Chapter 1

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

The one-liter cube in the photo has been marked off into

smaller cubes, with linear dimensions one tenth those of the big

one. What is the volume of each of the small cubes?

. Solution, p. 487

2

. Solution, p. 487

3

Compare the light-gathering powers of a 3-cm-diameter telescope and a 30-cm telescope.

. Solution, p. 487

4

The traditional Martini glass is shaped like a cone with the

point at the bottom. Suppose you make a Martini by pouring vermouth into the glass to a depth of 3 cm, and then adding gin to bring

the depth to 6 cm. What are the proportions of gin and vermouth?

. Solution, p. 487

Problem 1.

5

How many cubic inches are there in a cubic foot? The answer

is not 12.

6

Assume a dogs brain is twice as great in diameter as a cats,

but each animals brain cells are the same size and their brains are

the same shape. In addition to being a far better companion and

much nicer to come home to, how many times more brain cells does

a dog have than a cat? The answer is not 2.

7

The population density of Los Angeles is about 4000 people/km2 .

That of San Francisco is about 6000 people/km2 . How many times

farther away is the average persons nearest neighbor in LA than

in

8

One step on the Richter scale corresponds to a factor of 100

in terms of the energy absorbed by something on the surface of the

Earth, e.g., a house. For instance, a 9.3-magnitude quake would

release 100 times more energy than an 8.3. The energy spreads out

from the epicenter as a wave, and for the sake of this problem well

assume were dealing with seismic waves that spread out in three

dimensions, so that we can visualize them as hemispheres spreading

out under the surface of the earth. If a certain 7.6-magnitude earthquake and a certain 5.6-magnitude earthquake produce the same

amount of vibration where I live, compare the distances from my

house to the two epicenters.

. Solution, p. 488

Problems

51

9

The central portion of a CD is taken up by the hole and some

surrounding clear plastic, and this area is unavailable for storing

data. The radius of the central circle is about 35% of the outer

radius of the data-storing area. What percentage of the CDs

area

is therefore lost?

10

A taxon (plural taxa) is a group of living things. For example, Homo sapiens and Homo neanderthalensis are both taxa

specifically, they are two different species within the genus Homo.

Surveys by botanists show that the number of plant taxa native

to a given contiguous land area A is usually approximately proportional to A1/3 . (a) There are 70 different species of lupine native

to Southern California, which has an area of about 200, 000 km2 .

The San Gabriel Mountains cover about 1, 600 km2 . Suppose that

you wanted to learn to identify all the species of lupine in the San

Gabriels. Approximately how many species would you have to fa

miliarize yourself with?

. Answer, p. 505

(b) What is the interpretation of the fact that the exponent, 1/3, is

less than one?

11

X-ray images arent only used with human subjects but also,

for example, on insects and flowers. In 2003, a team of researchers

at Argonne National Laboratory used x-ray imagery to find for the

first time that insects, although they do not have lungs, do not

necessarily breathe completely passively, as had been believed previously; many insects rapidly compress and expand their trachea,

head, and thorax in order to force air in and out of their bodies.

One difference between x-raying a human and an insect is that if a

medical x-ray machine was used on an insect, virtually 100% of the

x-rays would pass through its body, and there would be no contrast

in the image produced. Less penetrating x-rays of lower energies

have to be used. For comparison, a typical human body mass is

about 70 kg, whereas a typical ant is about 10 mg. Estimate the

ratio of the thicknesses of tissue that must be penetrated by x-rays

12

Radio was first commercialized around 1920, and ever since

then, radio signals from our planet have been spreading out across

our galaxy. It is possible that alien civilizations could detect these

signals and learn that there is life on earth. In the 90 years that the

signals have been spreading at the speed of light, they have created

a sphere with a radius of 90 light-years. To show an idea of the

size of this sphere, Ive indicated it in the figure as a tiny white

circle on an image of a spiral galaxy seen edge on. (We dont have

similar photos of our own Milky Way galaxy, because we cant see

it from the outside.) So far we havent received answering signals

from aliens within this sphere, but as time goes on, the sphere will

expand as suggested by the dashed outline, reaching more and more

stars that might harbor extraterrestrial life. Approximately what

year will it be when the sphere has expanded to fill a volume100

times greater than the volume it fills today in 2010?

Problem 12.

52

Chapter 1

13

The Earths surface is about 70% water. Marss diameter is

about half the Earths, but it has no surface water. Comparethe

land areas of the two planets.

14

In Europe, a piece of paper of the standard size, called A4,

is a little narrower and taller than its American counterpart. The

ratio of the height to the width is the square root of 2, and this has

some useful properties. For instance, if you cut an A4 sheet from left

to right, you get two smaller sheets that have the same proportions.

You can even buy sheets of this smaller size, and theyre called A5.

There is a whole series of sizes related in this way, all with the same

proportions. (a) Compare an A5 sheet to an A4 in terms of area and

linear size. (b) The series of paper sizes starts from an A0 sheet,

which has an area of one square meter. Suppose we had a series

of boxes defined in a similar way: the B0 box has a volume of one

cubic meter, two B1 boxes fit exactly inside an B0 box, and so on.

What would be the dimensions of a B0 box?

15

16

17

In a computer memory chip, each bit of information (a 0 or

a 1) is stored in a single tiny circuit etched onto the surface of a

silicon chip. The circuits cover the surface of the chip like lots in a

housing development. A typical chip stores 64 Mb (megabytes) of

data, where a byte is 8 bits. Estimate (a) the area of each circuit,

and (b) its linear size.

18

Suppose someone built a gigantic apartment building, measuring 10 km 10 km at the base. Estimate how tall the building

would have to be to have space in it for the entire worlds population

to live.

19

(a) Using the microscope photo in the figure, estimate the

mass of a one cell of the E. coli bacterium, which is one of the

most common ones in the human intestine. Note the scale at the

lower right corner, which is 1 m. Each of the tubular objects in

the column is one cell. (b) The feces in the human intestine are

mostly bacteria (some dead, some alive), of which E. coli is a large

and typical component. Estimate the number of bacteria in your

intestines, and compare with the number of human cells in your

body, which is believed to be roughly on the order of 1013 . (c)

Interpreting your result from part b, what does this tell you about

the size of a typical human cell compared to the size of a typical

bacterial cell?

Problem 19.

Problems

53

20

A hamburger chain advertises that it has sold 10 billion

Bongo Burgers. Estimate the total mass of feed required to raise

the cows used to make the burgers.

21

Estimate the mass of one of the hairs in Albert Einsteins

moustache, in units of kg.

22

Estimate the number of man-hours required for building the

Great Wall of China.

. Solution, p. 488

23

According to folklore, every time you take a breath, you are

inhaling some of the atoms exhaled in Caesars last words. Is this

true? If so, how many?

Albert Einstein, and his moustache, problem 21.

54

Chapter 1

Equipment:

leaves of three sizes, having roughly similar proportions of length, width, and thickness

balance

Each group will have one leaf, and should measure its surface area and volume, and determine

its surface-to-volume ratio. For consistency, every group should use units of cm2 and cm3 , and

should only find the area of one side of the leaf. The area can be found by tracing the area of

the leaf on graph paper and counting squares. The volume can be found by weighing the leaf

and assuming that its density is 1 g/cm3 (the density of water). What implications do your

results have for the plants abilities to survive in different environments?

55

56

58

Chapter 2

motion

2.1 Types of motion

If you had to think consciously in order to move your body, you

would be severely disabled. Even walking, which we consider to

be no great feat, requires an intricate series of motions that your

cerebrum would be utterly incapable of coordinating. The task of

putting one foot in front of the other is controlled by the more primitive parts of your brain, the ones that have not changed much since

the mammals and reptiles went their separate evolutionary ways.

The thinking part of your brain limits itself to general directives

such as walk faster, or dont step on her toes, rather than micromanaging every contraction and relaxation of the hundred or so

muscles of your hips, legs, and feet.

Physics is all about the conscious understanding of motion, but

were obviously not immediately prepared to understand the most

complicated types of motion. Instead, well use the divide-andconquer technique. Well first classify the various types of motion,

and then begin our campaign with an attack on the simplest cases.

To make it clear what we are and are not ready to consider, we need

to examine and define carefully what types of motion can exist.

a / Rotation.

b / Simultaneous rotation

motion through space.

and

an objects shape

Nobody, with the possible exception of Fred Astaire, can simply

glide forward without bending their joints. Walking is thus an example in which there is both a general motion of the whole object

and a change in the shape of the object. Another example is the

motion of a jiggling water balloon as it flies through the air. We are

not presently attempting a mathematical description of the way in

which the shape of an object changes. Motion without a change in

shape is called rigid-body motion. (The word body is often used

in physics as a synonym for object.)

Center-of-mass motion as opposed to rotation

A ballerina leaps into the air and spins around once before landing. We feel intuitively that her rigid-body motion while her feet

are off the ground consists of two kinds of motion going on simul-

tipping chair was only rotating in

a circle about its point of contact

with the floor, but another could

describe it as having both rotation

and motion through space.

59

space, along an arc. It is not immediately obvious, however, what

is the most useful way to define the distinction between rotation

and motion through space. Imagine that you attempt to balance a

chair and it falls over. One person might say that the only motion

was a rotation about the chairs point of contact with the floor, but

another might say that there was both rotation and motion down

and to the side.

hang the pear from, the string

lines up with the pears center

of mass. The center of mass

can therefore be defined as the

intersection of all the lines made

by hanging the pear in this way.

Note that the X in the figure

should not be interpreted as

implying that the center of mass

is on the surface it is actually

inside the pear.

her center of mass is simple.

with the ropes passing through

their centers of mass.

It turns out that there is one particularly natural and useful way

to make a clear definition, but it requires a brief digression. Every

object has a balance point, referred to in physics as the center of

mass. For a two-dimensional object such as a cardboard cutout, the

center of mass is the point at which you could hang the object from

a string and make it balance. In the case of the ballerina (who is

likely to be three-dimensional unless her diet is particularly severe),

it might be a point either inside or outside her body, depending

on how she holds her arms. Even if it is not practical to attach a

string to the balance point itself, the center of mass can be defined

as shown in figure e.

Why is the center of mass concept relevant to the question of

classifying rotational motion as opposed to motion through space?

As illustrated in figures d and g, it turns out that the motion of an

objects center of mass is nearly always far simpler than the motion

of any other part of the object. The ballerinas body is a large object

with a complex shape. We might expect that her motion would be

much more complicated than the motion of a small, simply-shaped

60

Chapter 2

which she leapt. But it turns out that the motion of the ballerinas

center of mass is exactly the same as the motion of the marble. That

is, the motion of the center of mass is the same as the motion the

ballerina would have if all her mass was concentrated at a point. By

restricting our attention to the motion of the center of mass, we can

therefore simplify things greatly.

mass traces a straight line, but a point away from her center of mass,

such as her elbow, traces the much more complicated path shown by the

dots.

through space with the more useful and better defined concept

of center-of-mass motion. The motion of any rigid body can be

cleanly split into rotation and center-of-mass motion. By this definition, the tipping chair does have both rotational and center-of-mass

motion. Concentrating on the center of mass motion allows us to

make a simplified model of the motion, as if a complicated object

like a human body was just a marble or a point-like particle. Science

really never deals with reality; it deals with models of reality.

h / An

improperly

balanced

wheel has a center of mass that

is not at its geometric center.

When you get a new tire, the

mechanic clamps little weights to

the rim to balance the wheel.

to imply that the center of mass must lie at the geometrical center

of an object. A car wheel that has not been balanced properly has

a center of mass that does not coincide with its geometrical center.

An object such as the human body does not even have an obvious

geometrical center.

It can be helpful to think of the center of mass as the average

location of all the mass in the object. With this interpretation,

we can see for example that raising your arms above your head

raises your center of mass, since the higher position of the arms

mass raises the average. We wont be concerned right now with

calculating centers of mass mathematically; the relevant equations

are in chapter 4 of Conservation Laws.

Ballerinas and professional basketball players can create an illusion of flying horizontally through the air because our brains intuitively expect them to have rigid-body motion, but the body does

not stay rigid while executing a grand jete or a slam dunk. The legs

are low at the beginning and end of the jump, but come up higher at

Section 2.1

designed so that the mushroomshaped piece of metal on top

would throw off the center of

mass. When you wind it up, the

mushroom spins, but the center

of mass doesnt want to move,

so the rest of the toy tends to

counter the mushrooms motion,

causing the whole thing to jump

around.

Types of motion

61

j / A fixed point on the dancers body follows a trajectory that is flatter than what we expect, creating an illusion of flight.

the middle. Regardless of what the limbs do, the center of mass will

follow the same arc, but the low position of the legs at the beginning

and end means that the torso is higher compared to the center of

mass, while in the middle of the jump it is lower compared to the

center of mass. Our eye follows the motion of the torso and tries

to interpret it as the center-of-mass motion of a rigid body. But

since the torso follows a path that is flatter than we expect, this

attempted interpretation fails, and we experience an illusion that

the person is flying horizontally.

k / Example 1.

example 1

. Explain how we know that the center of mass of each object is

at the location shown in figure k.

. The center of mass is a sort of average, so the height of the

centers of mass in 1 and 2 has to be midway between the two

squares, because that height is the average of the heights of the

two squares. Example 3 is a combination of examples 1 and

2, so we can find its center of mass by averaging the horizontal

positions of their centers of mass. In example 4, each square

has been skewed a little, but just as much mass has been moved

up as down, so the average vertical position of the mass hasnt

changed. Example 5 is clearly not all that different from example

4, the main difference being a slight clockwise rotation, so just as

62

Chapter 2

where there isnt actually any mass. Horizontally, the center of

mass must be between the heels and toes, or else it wouldnt be

possible to stand without tipping over.

Another interesting example from the sports world is the high

jump, in which the jumpers curved body passes over the bar, but

the center of mass passes under the bar! Here the jumper lowers his

legs and upper body at the peak of the jump in order to bring his

waist higher compared to the center of mass.

Later in this course, well find that there are more fundamental

reasons (based on Newtons laws of motion) why the center of mass

behaves in such a simple way compared to the other parts of an

object. Were also postponing any discussion of numerical methods

for finding an objects center of mass. Until later in the course, we

will only deal with the motion of objects centers of mass.

Center-of-mass motion in one dimension

In addition to restricting our study of motion to center-of-mass

motion, we will begin by considering only cases in which the center

of mass moves along a straight line. This will include cases such

as objects falling straight down, or a car that speeds up and slows

down but does not turn.

l / The

high-jumpers

body

passes over the bar, but his

center of mass passes under it.

Note that even though we are not explicitly studying the more

complex aspects of motion, we can still analyze the center-of-mass

motion while ignoring other types of motion that might be occurring

simultaneously . For instance, if a cat is falling out of a tree and

is initially upside-down, it goes through a series of contortions that

bring its feet under it. This is definitely not an example of rigidbody motion, but we can still analyze the motion of the cats center

of mass just as we would for a dropping rock.

self-check A

Consider a person running, a person pedaling on a bicycle, a person

coasting on a bicycle, and a person coasting on ice skates. In which

cases is the center-of-mass motion one-dimensional? Which cases are

examples of rigid-body motion?

. Answer, p. 501

self-check B

The figure shows a gymnast holding onto the inside of a big wheel.

From inside the wheel, how could he make it roll one way or the other?

. Answer, p. 501

m / Self-check B.

Center-of-mass motion in one dimension is particularly easy to deal

with because all the information about it can be encapsulated in two

variables: x, the position of the center of mass relative to the origin,

and t, which measures a point in time. For instance, if someone

Section 2.2

63

would know pretty much all there was to know about the motion of

the objects center of mass.

A point in time as opposed to duration

In ordinary speech, we use the word time in two different

senses, which are to be distinguished in physics. It can be used,

as in a short time or our time here on earth, to mean a length

or duration of time, or it can be used to indicate a clock reading, as

in I didnt know what time it was, or nows the time. In symbols, t is ordinarily used to mean a point in time, while t signifies

an interval or duration in time. The capital Greek letter delta, ,

means the change in..., i.e. a duration in time is the change or

difference between one clock reading and another. The notation t

does not signify the product of two numbers, and t, but rather

one single number, t. If a matinee begins at a point in time t = 1

oclock and ends at t = 3 oclock, the duration of the movie was the

change in t,

t = 3 hours 1 hour = 2 hours

reading after to the left of the minus sign, and the clock reading

before to the right of the minus sign. A more specific definition

of the delta notation is therefore that delta stands for after minus

before.

Even though our definition of the delta notation guarantees that

t is positive, there is no reason why t cant be negative. If t

could not be negative, what would have happened one second before

t = 0? That doesnt mean that time goes backward in the sense

that adults can shrink into infants and retreat into the womb. It

just means that we have to pick a reference point and call it t = 0,

and then times before that are represented by negative values of t.

An example is that a year like 2007 A.D. can be thought of as a

positive t value, while one like 370 B.C. is negative. Similarly, when

you hear a countdown for a rocket launch, the phrase t minus ten

seconds is a way of saying t = 10 s, where t = 0 is the time of

blastoff, and t > 0 refers to times after launch.

Although a point in time can be thought of as a clock reading, it

is usually a good idea to avoid doing computations with expressions

such as 2:35 that are combinations of hours and minutes. Times

can instead be expressed entirely in terms of a single unit, such as

hours. Fractions of an hour can be represented by decimals rather

than minutes, and similarly if a problem is being worked in terms

of minutes, decimals can be used instead of seconds.

self-check C

Of the following phrases, which refer to points in time, which refer to

time intervals, and which refer to time in the abstract rather than as a

measurable number?

64

Chapter 2

(2) Time waits for no man.

(3) The whole time, he had spit on his chin.

. Answer, p. 501

is the Greek version of D, suggesting that there is a relationship between t and the notation dt from calculus. The d

notation was invented by Leibniz around 1675 to suggest the word

difference. The idea was that a dt would be like a t that was

extremely small smaller than any real number, and yet greater

than zero. These infinitestimal numbers were the way the worlds

greatest mathematicians thought about calculus for the next two

hundred years. For example, dy/dx meant the number you got when

you divided dy by dx. The use of infinitesimal numbers was seen

as a natural part of the process of generalization that had already

seen the invention of fractions and irrational numbers by the ancient

Greeks, zero and negative numbers in India, and complex numbers

in Renaissance Italy. By the end of the 19th century, mathematicians had begun making formal mathematical descriptions of number systems, and they had succeeded in making nice tidy schemes

out of all of these categories except for infinitesimals. Having run

into a brick wall, they decided to rebuild calculus using the notion

of a limit. Depending on when and where you got your education in

calculus, you may have been warned severely that dy and dx were

not numbers, and that dy/dx didnt mean dividing one by another.

But in the 1960s, the logician Abraham Robinson at Yale proved

that infinitesimals could be tamed and domesticated; they were no

more self-contradictory than negative numbers or fractions. There

is a handy rule for making sure that you dont come to incorrect

conclusions by using infinitesimals. The rule is that you can apply

any axiom of the real number system to infinitesimals, and the result

will be correct, provided that the statement can be put in the form

like for any number . . . , but not for any set of numbers . . . We

carry over the axiom, reinterpreting number to mean any member

of the enriched number system that includes both the real numbers

and the infinitesimals.

Logic and infinitesimals

example 2

There is an axiom of the real number system that for any number

t, t + 0 = t. This applies to infinitesimals as well, so that dt + 0 =

dt.

Position as opposed to change in position

As with time, a distinction should be made between a point

in space, symbolized as a coordinate x, and a change in position,

symbolized as x.

As with t, x can be negative. If a train is moving down the

Section 2.2

65

tracks, not only do you have the freedom to choose any point along

the tracks and call it x = 0, but its also up to you to decide which

side of the x = 0 point is positive x and which side is negative x.

Since weve defined the delta notation to mean after minus

before, it is possible that x will be negative, unlike t which is

guaranteed to be positive. Suppose we are describing the motion

of a train on tracks linking Tucson and Chicago. As shown in the

figure, it is entirely up to you to decide which way is positive.

Tucson to Chicago. In example 1,

the train has a positive x as it

goes from Enid to Joplin. In 2,

the same train going forward in

the same direction has a negative

x .

could define, which would be like an odometer reading, or actual

distance traveled. If you drive 10 miles, make a U-turn, and drive

back 10 miles, then your x is zero, but your cars odometer reading

has increased by 20 miles. However important the odometer reading

is to car owners and used car dealers, it is not very important in

physics, and there is not even a standard name or notation for it.

The change in position, x, is more useful because it is so much

easier to calculate: to compute x, we only need to know the beginning and ending positions of the object, not all the information

about how it got from one position to the other.

self-check D

A ball falls vertically, hits the floor, bounces to a height of one meter,

falls, and hits the floor again. Is the x between the two impacts equal

to zero, one, or two meters?

. Answer, p. 501

Frames of reference

The example above shows that there are two arbitrary choices

you have to make in order to define a position variable, x. You have

to decide where to put x = 0, and also which direction will be positive. This is referred to as choosing a coordinate system or choosing

a frame of reference. (The two terms are nearly synonymous, but

the first focuses more on the actual x variable, while the second is

more of a general way of referring to ones point of view.) As long as

you are consistent, any frame is equally valid. You just dont want

to change coordinate systems in the middle of a calculation.

66

Chapter 2

you notice that the station is moving backward? Most people would

describe the situation by saying that you just failed to notice that

the train was moving it only seemed like the station was moving.

But this shows that there is yet a third arbitrary choice that goes

into choosing a coordinate system: valid frames of reference can

differ from each other by moving relative to one another. It might

seem strange that anyone would bother with a coordinate system

that was moving relative to the earth, but for instance the frame of

reference moving along with a train might be far more convenient

for describing things happening inside the train.

o / Motion

locity.

with

constant

ve-

Motion with constant velocity

In example o, an object is moving at constant speed in one direction. We can tell this because every two seconds, its position

changes by five meters.

In algebra notation, wed say that the graph of x vs. t shows

the same change in position, x = 5.0 m, over each interval of

t = 2.0 s. The objects velocity or speed is obtained by calculating

v = x/t = (5.0 m)/(2.0 s) = 2.5 m/s. In graphical terms, the

velocity can be interpreted as the slope of the line. Since the graph

is a straight line, it wouldnt have mattered if wed taken a longer

time interval and calculated v = x/t = (10.0 m)/(4.0 s). The

answer would still have been the same, 2.5 m/s.

Note that when we divide a number that has units of meters by

another number that has units of seconds, we get units of meters

per second, which can be written m/s. This is another case where

we treat units as if they were algebra symbols, even though theyre

not.

In example p, the object is moving in the opposite direction: as

time progresses, its x coordinate decreases. Recalling the definition

of the notation as after minus before, we find that t is still

positive, but x must be negative. The slope of the line is therefore

negative, and we say that the object has a negative velocity, v =

x/t = (5.0 m)/(2.0 s) = 2.5 m/s. Weve already seen that

the plus and minus signs of x values have the interpretation of

telling us which direction the object moved. Since t is always

positive, dividing by t doesnt change the plus or minus sign, and

the plus and minus signs of velocities are to be interpreted in the

same way. In graphical terms, a positive slope characterizes a line

that goes up as we go to the right, and a negative slope tells us that

the line went down as we went to the right.

Section 2.3

is represented with negative

values of x and v .

q / Motion

locity.

with

changing

ve-

67

Now what about a graph like figure q? This might be a graph

of a cars motion as the driver cruises down the freeway, then slows

down to look at a car crash by the side of the road, and then speeds

up again, disappointed that there is nothing dramatic going on such

as flames or babies trapped in their car seats. (Note that we are

still talking about one-dimensional motion. Just because the graph

is curvy doesnt mean that the cars path is curvy. The graph is not

like a map, and the horizontal direction of the graph represents the

passing of time, not distance.)

If we apply the equation v = x/t to this example, we will

get the wrong answer, because the x/t gives a single number,

but the velocity is clearly changing. This is an example of a good

general rule that tells you when you need to use your differential

calculus. Any time a rate of change is measured by an expression of

the form . . . / . . ., the result will only be right when the rate of

change is constant. When the rate of change is varying, we need to

generalize the expression by making it into a derivative. Just as an

infinitesimally small1 t is notated dt, an infinitesimally small x

is a dx. The velocity is then the derivative dx/dt.

Units of velocity

. Verify that the units of v = dx/dt make sense.

example 3

it does come out to have those units, since dx has units of meters and dt seconds. This ability to check the units of derivatives

is one of the main reason that Leibniz designed his notation for

derivatives the way he did.

An insect pest

example 4

. An insect pest from the United States is inadvertently released

in a village in rural China. The pests spread outward at a rate

of s kilometers per year, forming a widening circle of contagion.

Find the number of square kilometers per year that become newly

infested. Check that the units of the result make sense. Interpret

the result.

. Let t be the time, in years, since the pest was introduced. The

radius of the circle is r = st, and its area is a = r 2 = (st)2 . The

derivative is

da

= (2s2 )t

dt

The units of s are km/year, so squaring it gives km2 /year2 . The 2

and the are unitless, and multiplying by t gives units of km2 /year,

which is what we expect for da/dt, since it represents the number

of square kilometers per year that become infested.

1

68

Chapter 2

see p. 65

of infestation isnt constant; its proportional to t, so people might

not pay so much attention at first, but later on the effort required

to combat the problem will grow more and more quickly. Second,

we notice that the result is proportional to s2 . This suggests that

anything that could be done to reduce s would be very helpful.

For instance, a measure that cut s in half would reduce da/dt by

a factor of four.

Physical effects relate only to a change in velocity

Consider two statements of a kind that was at one time made

with the utmost seriousness:

People like Galileo and Copernicus who say the earth is rotating must be crazy. We know the earth cant be moving.

Why, if the earth was really turning once every day, then our

whole city would have to be moving hundreds of leagues in

an hour. Thats impossible! Buildings would shake on their

foundations. Gale-force winds would knock us over. Trees

would fall down. The Mediterranean would come sweeping

across the east coasts of Spain and Italy. And furthermore,

what force would be making the world turn?

All this talk of passenger trains moving at forty miles an hour

is sheer hogwash! At that speed, the air in a passenger compartment would all be forced against the back wall. People in

the front of the car would suffocate, and people at the back

would die because in such concentrated air, they wouldnt be

able to expel a breath.

Some of the effects predicted in the first quote are clearly just

based on a lack of experience with rapid motion that is smooth and

free of vibration. But there is a deeper principle involved. In each

case, the speaker is assuming that the mere fact of motion must

have dramatic physical effects. More subtly, they also believe that a

force is needed to keep an object in motion: the first person thinks

a force would be needed to maintain the earths rotation, and the

second apparently thinks of the rear wall as pushing on the air to

keep it moving.

Common modern knowledge and experience tell us that these

peoples predictions must have somehow been based on incorrect

reasoning, but it is not immediately obvious where the fundamental

flaw lies. Its one of those things a four-year-old could infuriate

you by demanding a clear explanation of. One way of getting at

the fundamental principle involved is to consider how the modern

concept of the universe differs from the popular conception at the

time of the Italian Renaissance. To us, the word earth implies

Section 2.4

69

a planet, one of the nine planets of our solar system, a small ball

of rock and dirt that is of no significance to anyone in the universe

except for members of our species, who happen to live on it. To

Galileos contemporaries, however, the earth was the biggest, most

solid, most important thing in all of creation, not to be compared

with the wandering lights in the sky known as planets. To us, the

earth is just another object, and when we talk loosely about how

fast an object such as a car is going, we really mean the carobjects velocity relative to the earth-object.

so sad? Has he realized that

his entire system of physics is

wrong?

People

in Shanghai say theyre at rest

and people in Los Angeles are

moving. Angelenos say the same

about the Shanghainese.

experiment. The obvious effects on his head and face are not because of

the sleds speed but because of its rapid changes in speed: increasing

in 2 and 3, and decreasing in 5 and 6. In 4 his speed is greatest, but

because his speed is not increasing or decreasing very much at this

moment, there is little effect on him.

Motion is relative

The

Empire State Building is moving.

70

Chapter 2

According to our modern world-view, it really isnt that reasonable to expect that a special force should be required to make the

air in the train have a certain velocity relative to our planet. After

all, the moving air in the moving train might just happen to

have zero velocity relative to some other planet we dont even know

about. Aristotle claimed that things naturally wanted to be at

rest, lying on the surface of the earth. But experiment after experiment has shown that there is really nothing so special about being

at rest relative to the earth. For instance, if a mattress falls out of

rest with respect to the planet is simply because of friction forces

exerted by the asphalt, which happens to be attached to the planet.

Galileos insights are summarized as follows:

The principle of inertia

No force is required to maintain motion with constant velocity in

a straight line, and absolute motion does not cause any observable

physical effects.

Discussion question A.

principle of inertia, but these all result from forgetting that friction

is a force. For instance, it seems that a force is needed to keep a

sailboat in motion. If the wind stops, the sailboat stops too. But

the winds force is not the only force on the boat; there is also a

frictional force from the water. If the sailboat is cruising and the

wind suddenly disappears, the backward frictional force still exists,

and since it is no longer being counteracted by the winds forward

force, the boat stops. To disprove the principle of inertia, we would

have to find an example where a moving object slowed down even

though no forces whatsoever were acting on it.

Discussion question B.

self-check E

What is incorrect about the following supposed counterexamples to the

principle of inertia?

(1) When astronauts blast off in a rocket, their huge velocity does cause

a physical effect on their bodies they get pressed back into their

seats, the flesh on their faces gets distorted, and they have a hard time

lifting their arms.

(2) When youre driving in a convertible with the top down, the wind in

your face is an observable physical effect of your absolute motion.

.

Answer, p. 501

. Solved problem: a bug on a wheel

Discussion questions

A

A passenger on a cruise ship finds, while the ship is docked, that

he can leap off of the upper deck and just barely make it into the pool

on the lower deck. If the ship leaves dock and is cruising rapidly, will this

adrenaline junkie still be able to make it?

B

You are a passenger in the open basket hanging under a helium

balloon. The balloon is being carried along by the wind at a constant

velocity. If you are holding a flag in your hand, will the flag wave? If so,

which way? [Based on a question from PSSC Physics.]

C

Aristotle stated that all objects naturally wanted to come to rest, with

the unspoken implication that rest would be interpreted relative to the

surface of the earth. Suppose we go back in time and transport Aristotle

to the moon. Aristotle knew, as we do, that the moon circles the earth; he

Section 2.4

Discussion question D.

71

said it didnt fall down because, like everything else in the heavens, it was

made out of some special substance whose natural behavior was to go

in circles around the earth. We land, put him in a space suit, and kick

him out the door. What would he expect his fate to be in this situation? If

intelligent creatures inhabited the moon, and one of them independently

came up with the equivalent of Aristotelian physics, what would they think

about objects coming to rest?

D

The glass is sitting on a level table in a trains dining car, but the

surface of the water is tilted. What can you infer about the motion of the

train?

Addition of velocities to describe relative motion

Since absolute motion cannot be unambiguously measured, the

only way to describe motion unambiguously is to describe the motion

of one object relative to another. Symbolically, we can write vP Q

for the velocity of object P relative to object Q.

Velocities measured with respect to different reference points can

be compared by addition. In the figure below, the balls velocity

relative to the couch equals the balls velocity relative to the truck

plus the trucks velocity relative to the couch:

vBC = vBT + vT C

= 5 cm/s + 10 cm/s

= 15 cm/s

The same equation can be used for any combination of three

objects, just by substituting the relevant subscripts for B, T, and

C. Just remember to write the equation so that the velocities being

added have the same subscript twice in a row. In this example, if

you read off the subscripts going from left to right, you get BC . . . =

. . . BTTC. The fact that the two inside subscripts on the right are

the same means that the equation has been set up correctly. Notice

how subscripts on the left look just like the subscripts on the right,

but with the two Ts eliminated.

My discussion of how to interpret positive and negative signs of

velocity may have left you wondering why we should bother. Why

not just make velocity positive by definition? The original reason

why negative numbers were invented was that bookkeepers decided

it would be convenient to use the negative number concept for payments to distinguish them from receipts. It was just plain easier than

writing receipts in black and payments in red ink. After adding up

your months positive receipts and negative payments, you either got

72

Chapter 2

v / These two highly competent physicists disagree on absolute velocities, but they would agree on relative velocities. Purple Dino

considers the couch to be at rest, while Green Dino thinks of the truck as

being at rest. They agree, however, that the trucks velocity relative to the

couch is vT C = 10 cm/s, the balls velocity relative to the truck is vBT = 5

cm/s, and the balls velocity relative to the couch is vBC = vBT + vT C = 15

cm/s.

a loss. You could then show that total with a high-tech + or

sign, instead of looking around for the appropriate bottle of ink.

Nowadays we use positive and negative numbers for all kinds

of things, but in every case the point is that it makes sense to

add and subtract those things according to the rules you learned

in grade school, such as minus a minus makes a plus, why this is

true we need not discuss. Adding velocities has the significance

of comparing relative motion, and with this interpretation negative

and positive velocities can be used within a consistent framework.

For example, the trucks velocity relative to the couch equals the

trucks velocity relative to the ball plus the balls velocity relative

to the couch:

vT C = vT B + vBC

= 5 cm/s + 15 cm/s

= 10 cm/s

If we didnt have the technology of negative numbers, we would have

had to remember a complicated set of rules for adding velocities: (1)

if the two objects are both moving forward, you add, (2) if one is

moving forward and one is moving backward, you subtract, but (3)

if theyre both moving backward, you add. What a pain that would

Section 2.5

Addition of velocities

73

have been.

. Solved problem: two dimensions

Discussion questions

A

B

Wa-Chuen slips away from her father at the mall and walks up the

down escalator, so that she stays in one place. Write this in terms of

symbols.

Since changes in velocity play such a prominent role in physics, we

need a better way to look at changes in velocity than by laboriously

drawing tangent lines on x-versus-t graphs. A good method is to

draw a graph of velocity versus time. The examples on the left show

the x t and v t graphs that might be produced by a car starting

from a traffic light, speeding up, cruising for a while at constant

speed, and finally slowing down for a stop sign. If you have an air

freshener hanging from your rear-view mirror, then you will see an

effect on the air freshener during the beginning and ending periods

when the velocity is changing, but it will not be tilted during the

period of constant velocity represented by the flat plateau in the

middle of the v t graph.

Students often mix up the things being represented on these two

types of graphs. For instance, many students looking at the top

graph say that the car is speeding up the whole time, since the

graph is becoming greater. What is getting greater throughout the

graph is x, not v.

from a traffic light, and then

stopping for another red light.

74

Chapter 2

think it showed the car backing up, because its going backwards

at the end. But what is decreasing at the end is v, not x. Having

both the x t and v t graphs in front of you like this is often

convenient, because one graph may be easier to interpret than the

other for a particular purpose. Stacking them like this means that

corresponding points on the two graphs time axes are lined up with

each other vertically. However, one thing that is a little counterintuitive about the arrangement is that in a situation like this one

involving a car, one is tempted to visualize the landscape stretching

along the horizontal axis of one of the graphs. The horizontal axes,

however, represent time, not position. The correct way to visualize

the landscape is by mentally rotating the horizon 90 degrees counterclockwise and imagining it stretching along the upright axis of the

x-t graph, which is the only axis that represents different positions

in space.

2.7 ? Relativity

Time is not absolute

So far weve been discussing relativity according to Galileo and

Newton, but there is also relativity according to Einstein. When

Einstein first began to develop the theory of relativity, around 1905,

the only real-world observations he could draw on were ambiguous

and indirect. Today, the evidence is part of everyday life. For example, every time you use a GPS receiver, x, youre using Einsteins

theory of relativity. Somewhere between 1905 and today, technology

became good enough to allow conceptually simple experiments that

students in the early 20th century could only discuss in terms like

Imagine that we could. . . A good jumping-on point is 1971. In

that year, J.C. Hafele and R.E. Keating of the U.S. Naval Observatory brought atomic clocks aboard commercial airliners, y, and went

around the world, once from east to west and once from west to east.

(The clocks had their own tickets, and occupied their own seats.)

Hafele and Keating observed that there was a discrepancy between

the times measured by the traveling clocks and the times measured

by similar clocks that stayed at the lab in Washington. The eastgoing clock lost time, ending up off by 59 10 nanoseconds, while

the west-going one gained 273 7 ns.

x / This

Global

Positioning

System (GPS) system, running

on a smartphone attached to a

bikes handlebar, depends on

Einsteins theory of relativity.

Time flows at a different rates

aboard a GPS satellite than it

does on the bike, and the GPS

software has to take this into

account.

This establishes that time doesnt work the way Newton believed

it did when he wrote that Absolute, true, and mathematical time,

of itself, and from its own nature flows equably without regard to

anything external. . . We are used to thinking of time as absolute

and universal, so it is disturbing to find that it can flow at a different

rate for observers in different frames of reference. Nevertheless, the

effects that Hafele and Keating observed were small. This makes

sense: Newtons laws have already been thoroughly tested by experiments under a wide variety of conditions, so a new theory like

relativity must agree with Newtons to a good approximation, within

the Newtonian theorys realm of applicability. This requirement of

backward-compatibility is known as the correspondence principle.

own ticket and its own seat.

Causality

Its also reassuring that the effects on time were small compared

to the three-day lengths of the plane trips. There was therefore no

opportunity for paradoxical scenarios such as one in which the eastgoing experimenter arrived back in Washington before he left and

then convinced himself not to take the trip. A theory that maintains

this kind of orderly relationship between cause and effect is said to

satisfy causality.

Causality is like a water-hungry front-yard lawn in Los Angeles:

we know we want it, but its not easy to explain why. Even in plain

football could travel in either

direction while obeying Newtons

laws.

Section 2.7

? Relativity

75

and future. In figure z, number 18 throws the football to number

25, and the ball obeys Newtons laws of motion. If we took a video

of the pass and played it backward, we would see the ball flying from

25 to 18, and Newtons laws would still be satisfied. Nevertheless,

we have a strong psychological impression that there is a forward

arrow of time. I can remember what the stock market did last year,

but I cant remember what it will do next year. Joan of Arcs military victories against England caused the English to burn her at

the stake; its hard to accept that Newtons laws provide an equally

good description of a process in which her execution in 1431 caused

her to win a battle in 1429. There is no consensus at this point

among physicists on the origin and significance of times arrow, and

for our present purposes we dont need to solve this mystery. Instead, we merely note the empirical fact that, regardless of what

causality really means and where it really comes from, its behavior

is consistent. Specifically, experiments show that if an observer in a

certain frame of reference observes that event A causes event B, then

observers in other frames agree that A causes B, not the other way

around. This is merely a generalization about a large body of experimental results, not a logically necessary assumption. If Keating

had gone around the world and arrived back in Washington before

he left, it would have disproved this statement about causality.

Time distortion arising from motion and gravity

Hafele and Keating were testing specific quantitative predictions

of relativity, and they verified them to within their experiments

error bars. Lets work backward instead, and inspect the empirical

results for clues as to how time works.

to the east. Even though the

west-going plane is moving to the

west relative to the air, the air

is moving to the east due to the

earths rotation.

76

Chapter 2

The two traveling clocks experienced effects in opposite directions, and this suggests that the rate at which time flows depends

on the motion of the observer. The east-going clock was moving in

the same direction as the earths rotation, so its velocity relative to

the earths center was greater than that of the clock that remained

in Washington, while the west-going clocks velocity was correspondingly reduced. The fact that the east-going clock fell behind, and

the west-going one got ahead, shows that the effect of motion is to

make time go more slowly. This effect of motion on time was predicted by Einstein in his original 1905 paper on relativity, written

when he was 26.

If this had been the only effect in the Hafele-Keating experiment,

then we would have expected to see effects on the two flying clocks

that were equal in size. Making up some simple numbers to keep the

arithmetic transparent, suppose that the earth rotates from west to

east at 1000 km/hr, and that the planes fly at 300 km/hr. Then the

speed of the clock on the ground is 1000 km/hr, the speed of the

clock on the east-going plane is 1300 km/hr, and that of the west-

going clock 700 km/hr. Since the speeds of 700, 1000, and 1300

km/hr have equal spacing on either side of 1000, we would expect

the discrepancies of the moving clocks relative to the one in the lab

to be equal in size but opposite in sign.

In fact, the two effects are unequal in size: 59 ns and 273 ns.

This implies that there is a second effect involved, simply due to the

planes being up in the air. Relativity predicts that times rate of

flow also changes with height in a gravitational field. Einstein didnt

figure out how to incorporate gravity into relativity until 1915, after

much frustration and many false starts. The simpler version of the

theory without gravity is known as special relativity, the full version

as general relativity. Well restrict ourselves to special relativity in

this book, and that means that what we want to focus on right now

is the distortion of time due to motion, not gravity.

We can now see in more detail how to apply the correspondence

principle. The behavior of the three clocks in the Hafele-Keating

experiment shows that the amount of time distortion increases as

the speed of the clocks motion increases. Newton lived in an era

when the fastest mode of transportation was a galloping horse, and

the best pendulum clocks would accumulate errors of perhaps a

minute over the course of several days. A horse is much slower

than a jet plane, so the distortion of time would have had a relative

size of only 1015 much smaller than the clocks were capable

of detecting. At the speed of a passenger jet, the effect is about

1012 , and state-of-the-art atomic clocks in 1971 were capable of

measuring that. A GPS satellite travels much faster than a jet airplane, and the effect on the satellite turns out to be 1010 . The

general idea here is that all physical laws are approximations, and

approximations arent simply right or wrong in different situations.

Approximations are better or worse in different situations, and the

question is whether a particular approximation is good enough in a

given situation to serve a particular purpose. The faster the motion,

the worse the Newtonian approximation of absolute time. Whether

the approximation is good enough depends on what youre trying

to accomplish. The correspondence principle says that the approximation must have been good enough to explain all the experiments

done in the centuries before Einstein came up with relativity.

distortion of time become small

for small velocities.

Hafele-Keating experiment. Special relativity had already been confirmed by a vast and varied body of experiments decades before 1971.

The only reason Im giving such a prominent role to this experiment,

which was actually more important as a test of general relativity, is

that it is conceptually very direct.

Section 2.7

? Relativity

77

The Lorentz transformation

Relativity says that when two observers are in different frames of

reference, each observer considers the other ones perception of time

to be distorted. Well also see that something similar happens to

their observations of distances, so both space and time are distorted.

What exactly is this distortion? How do we even conceptualize it?

ac / Two events are given as

points on a graph of position

versus time. Joan of Arc helps to

restore Charles VII to the throne.

At a later time and a different

position, Joan of Arc is sentenced

to death.

depicts exactly the same events

as figure ac. The only change is

that the x and t coordinates are

measured using different units,

so the grid is compressed in t

and expanded in x .

to represent a distortion of time

and space.

78

Chapter 2

can visualize the structure of space and time using a graph with

position and time on its axes. These graphs are familiar by now,

but were going to look at them in a slightly different way. Before, we

used them to describe the motion of objects. The grid underlying

the graph was merely the stage on which the actors played their

parts. Now the background comes to the foreground: its time and

space themselves that were studying. We dont necessarily need

to have a line or a curve drawn on top of the grid to represent a

particular object. We may, for example, just want to talk about

events, depicted as points on the graph as in figure ac. A distortion

of the Cartesian grid underlying the graph can arise for perfectly

ordinary reasons that Isaac Newton would have readily accepted.

For example, we can simply change the units used to measure time

and position, as in figure ad.

Were going to have quite a few examples of this type, so Ill

adopt the convention shown in figure ae for depicting them. Figure

ae summarizes the relationship between figures ac and ad in a more

compact form. The gray rectangle represents the original coordinate

grid of figure ac, while the grid of black lines represents the new

version from figure ad. Omitting the grid from the gray rectangle

makes the diagram easier to decode visually.

Our goal of unraveling the mysteries of special relativity amounts

to nothing more than finding out how to draw a diagram like ae

in the case where the two different sets of coordinates represent

measurements of time and space made by two different observers,

each in motion relative to the other. Galileo and Newton thought

they knew the answer to this question, but their answer turned

out to be only approximately right. To avoid repeating the same

mistakes, we need to clearly spell out what we think are the basic

properties of time and space that will be a reliable foundation for

our reasoning. I want to emphasize that there is no purely logical

way of deciding on this list of properties. The ones Ill list are simply

a summary of the patterns observed in the results from a large body

of experiments. Furthermore, some of them are only approximate.

For example, property 1 below is only a good approximation when

the gravitational field is weak, so it is a property that applies to

special relativity, not to general relativity.

1. No point in time or space has properties that make it different

from any other point.

2. Likewise, all directions in space have the same properties.

3. Motion is relative, i.e., all inertial frames of reference are

equally valid.

4. Causality holds, in the sense described on page 75.

5. Time depends on the state of motion of the observer.

Most of these are not very subversive. Properties 1 and 2 date

back to the time when Galileo and Newton started applying the

same universal laws of motion to the solar system and to the earth;

this contradicted Aristotle, who believed that, for example, a rock

would naturally want to move in a certain special direction (down)

in order to reach a certain special location (the earths surface).

Property 3 is the reason that Einstein called his theory relativity,

but Galileo and Newton believed exactly the same thing to be true,

as dramatized by Galileos run-in with the Church over the question

of whether the earth could really be in motion around the sun.

Property 4 would probably surprise most people only because it

asserts in such a weak and specialized way something that they feel

deeply must be true. The only really strange item on the list is 5,

but the Hafele-Keating experiment forces it upon us.

If it were not for property 5, we could imagine that figure af

would give the correct transformation between frames of reference

in motion relative to one another. Lets say that observer 1, whose

grid coincides with the gray rectangle, is a hitch-hiker standing by

the side of a road. Event A is a raindrop hitting his head, and

event B is another raindrop hitting his head. He says that A and B

occur at the same location in space. Observer 2 is a motorist who

drives by without stopping; to him, the passenger compartment of

his car is at rest, while the asphalt slides by underneath. He says

that A and B occur at different points in space, because during the

time between the first raindrop and the second, the hitch-hiker has

moved backward. On the other hand, observer 2 says that events A

and C occur in the same place, while the hitch-hiker disagrees. The

slope of the grid-lines is simply the velocity of the relative motion

of each observer relative to the other.

relationship between two frames

of reference.

As in all such

graphs in this chapter, the original

coordinates, represented by the

gray rectangle, have a time axis

that goes to the right, and a

position axis that goes straight

up.

Figure af has familiar, comforting, and eminently sensible behavior, but it also happens to be wrong, because it violates property

5. The distortion of the coordinate grid has only moved the vertical

lines up and down, so both observers agree that events like B and

C are simultaneous. If this was really the way things worked, then

all observers could synchronize all their clocks with one another for

Section 2.7

? Relativity

79

once and for all, and the clocks would never get out of sync. This

contradicts the results of the Hafele-Keating experiment, in which

all three clocks were initially synchronized in Washington, but later

went out of sync because of their different states of motion.

It might seem as though we still had a huge amount of wiggle

room available for the correct form of the distortion. It turns out,

however, that properties 1-5 are sufficient to prove that there is only

one answer, which is the one found by Einstein in 1905. To see why

this is, lets work by a process of elimination.

to disagreements about whether

two events occur at the same

time and place. This is not just

a matter of opinion. Either the

arrow hit the bulls-eye or it didnt.

ah / A

tion.

nonlinear

transforma-

to be as good a candidate as any other, but it violates property 3,

that motion is relative, for the following reason. In observer 2s

frame of reference, some of the grid lines cross one another. This

means that observers 1 and 2 disagree on whether or not certain

events are the same. For instance, suppose that event A marks the

arrival of an arrow at the bulls-eye of a target, and event B is the

location and time when the bulls-eye is punctured. Events A and

B occur at the same location and at the same time. If one observer

says that A and B coincide, but another says that they dont, we

have a direct contradiction. Since the two frames of reference in

figure ag give contradictory results, one of them is right and one

is wrong. This violates property 3, because all inertial frames of

reference are supposed to be equally valid. To avoid problems like

this, we clearly need to make sure that none of the grid lines ever

cross one another.

The next type of transformation we want to kill off is shown in

figure ah, in which the grid lines curve, but never cross one another.

The trouble with this one is that it violates property 1, the uniformity of time and space. The transformation is unusually twisty

at A, whereas at B its much more smooth. This cant be correct,

because the transformation is only supposed to depend on the relative state of motion of the two frames of reference, and that given

information doesnt single out a special role for any particular point

in spacetime. If, for example, we had one frame of reference rotating

relative to the other, then there would be something special about

the axis of rotation. But were only talking about inertial frames of

reference here, as specified in property 3, so we cant have rotation;

each frame of reference has to be moving in a straight line at constant speed. For frames related in this way, there is nothing that

could single out an event like A for special treatment compared to

B, so transformation ah violates property 1.

The examples in figures ag and ah show that the transformation

were looking for must be linear, meaning that it must transform

lines into lines, and furthermore that it has to take parallel lines to

parallel lines. Einstein wrote in his 1905 paper that . . . on account

of the property of homogeneity [property 1] which we ascribe to time

80

Chapter 2

our diagrams, the original gray rectangle, which is a special type

of parallelogram containing right angles, must be transformed into

another parallelogram. There are three types of transformations,

figure ai, that have this property. Case I is the Galilean transformation of figure af on page 79, which weve already ruled out.

distinguishing feature is what they do to simultaneity, as shown by what

happens to the left edge of the original rectangle. In I, the left edge

remains vertical, so simultaneous events remain simultaneous. In II, the

left edge turns counterclockwise. In III, it turns clockwise.

Case II can also be discarded. Here every point on the grid rotates counterclockwise. What physical parameter would determine

the amount of rotation? The only thing that could be relevant would

be v, the relative velocity of the motion of the two frames of reference

with respect to one another. But if the angle of rotation was proportional to v, then for large enough velocities the grid would have

left and right reversed, and this would violate property 4, causality:

one observer would say that event A caused a later event B, but

another observer would say that B came first and caused A.

The only remaining possibility is case III, which Ive redrawn in

figure aj with a couple of changes. This is the one that Einstein

predicted in 1905. The transformation is known as the Lorentz

transformation, after Hendrik Lorentz (1853-1928), who partially

anticipated Einsteins work, without arriving at the correct interpretation. The distortion is a kind of smooshing and stretching, as

suggested by the hands. Also, weve already seen in figures ac-ae on

page 78 that were free to stretch or compress everything as much as

we like in the horizontal and vertical directions, because this simply

corresponds to choosing different units of measurement for time and

distance. In figure aj Ive chosen units that give the whole drawing

a convenient symmetry about a 45-degree diagonal line. Ordinarily

it wouldnt make sense to talk about a 45-degree angle on a graph

whose axes had different units. But in relativity, the symmetric appearance of the transformation tells us that space and time ought

convenient for relativity, the transformation has symmetry about a

45-degree diagonal line.

Physik 17 (1905), p. 891, tr. Saha and Bose, 1920

Section 2.7

? Relativity

81

transformation.

The slope indicated in the figure gives the

relative velocity of the two frames

of reference. Events A and B that

were simultaneous in frame 1

are not simultaneous in frame 2,

where event A occurs to the right

of the t = 0 line represented by

the left edge of the grid, but event

B occurs to its left.

As in our discussion of the Galilean transformation, slopes are

interpreted as velocities, and the slope of the near-horizontal lines in

figure ak is interpreted as the relative velocity of the two observers.

The difference between the Galilean version and the relativistic one

is that now there is smooshing happening from the other side as

well. Lines that were vertical in the original grid, representing simultaneous events, now slant over to the right. This tells us that, as

required by property 5, different observers do not agree on whether

events that occur in different places are simultaneous. The HafeleKeating experiment tells us that this non-simultaneity effect is fairly

small, even when the velocity is as big as that of a passenger jet,

and this is what we would have anticipated by the correspondence

principle. The way that this is expressed in the graph is that if we

pick the time unit to be the second, then the distance unit turns out

to be hundreds of thousands of miles. In these units, the velocity

of a passenger jet is an extremely small number, so the slope v in

figure ak is extremely small, and the amount of distortion is tiny

it would be much too small to see on this scale.

The only thing left to determine about the Lorentz transformation is the size of the transformed parallelogram relative to the size

of the original one. Although the drawing of the hands in figure aj

may suggest that the grid deforms like a framework made of rigid

coat-hanger wire, that is not the case. If you look carefully at the

figure, youll see that the edges of the smooshed parallelogram are

actually a little longer than the edges of the original rectangle. In

fact what stays the same is not lengths but areas. The proof of this

fact is straightforward, but a little lengthy, so Ive relegated it to

section 2.7.3. Oversimplifying a little, the basic idea of the proof is

that it wouldnt make sense if the area was increased by the Lorentz

transformation, because then area would have to be decreased by

a Lorentz transformation corresponding to motion in the opposite

direction, and this would violate property 2 on page 79, which states

that all directions in space have the same properties.

The factor

With a little algebra and geometry (homework problem 18, page

94), one can use the equal-area property to show that the factor

(Greek letter gamma) defined in figure al is given by the equation

=

1

1 v2

If youve had good training in physics, the first thing you probably

think when you look at this equation is that it must be nonsense,

82

Chapter 2

because its units dont make sense. How can we take something

with units of velocity squared, and subtract it from a unitless 1?

But remember that this is expressed in our special relativistic units,

in which the same units are used for distance and time. In this

system, velocities are always unitless. This sort of thing happens

frequently in physics. For instance, before James Joule discovered

conservation of energy, nobody knew that heat and mechanical energy were different forms of the same thing, so instead of measuring

them both in units of joules as we would do now, they measured

heat in one unit (such as calories) and mechanical energy in another

(such as foot-pounds). In ordinary metric units, we just need an

extra convension factor c, and the equation becomes

1

=q

1

v 2

c

al / The factor.

two times: the time between two events as expressed in one coordinate system, and the time between the same two events as measured

in the other one. The interpretation is:

Time dilation

A clock runs fastest in the frame of reference of an observer

who is at rest relative to the clock. An observer in motion

relative to the clock at speed v perceives the clock as running

more slowly by a factor of .

Since the Lorentz transformation treats time and distance entirely

symmetrically, we could just as well have defined using the upright

x axis in figure al, and we therefore have a similar interpretation in

terms of space:

Length contraction

A meter-stick appears longest to an observer who is at rest

relative to it. An observer moving relative to the meter-stick

at v observes the stick to be shortened by a factor of .

self-check F

What is when v = 0? What does this mean?

. Answer, p. 501

Section 2.7

? Relativity

83

of relativistic time dilation described in example 5. The prominent black and white blocks are

large magnets surrounding a circular pipe with a vacuum inside.

(c) 1974 by CERN.

example 5

The time dilation effect in the Hafele-Keating experiment was very

small. If we want to see a large time dilation effect, we cant do

it with something the size of the atomic clocks they used; the kinetic energy would be greater than the total megatonnage of all

the worlds nuclear arsenals. We can, however, accelerate subatomic particles to speeds at which is large. For experimental

particle physicists, relativity is something you do all day before

heading home and stopping off at the store for milk. An early, lowprecision experiment of this kind was performed by Rossi and Hall

in 1941, using naturally occurring cosmic rays. Figure am shows

a 1974 experiment3 of a similar type which verified the time dilation predicted by relativity to a precision of about one part per

thousand.

an / Muons

accelerated

to

nearly c undergo radioactive decay much more slowly than they

would according to an observer

at rest with respect to the muons.

The first two data-points (unfilled

circles) were subject to large

systematic errors.

were produced by an accelerator at CERN, near Geneva. A muon

is essentially a heavier version of the electron. Muons undergo

radioactive decay, lasting an average of only 2.197 s before they

evaporate into an electron and two neutrinos. The 1974 experiment was actually built in order to measure the magnetic properties of muons, but it produced a high-precision test of time dilation

as a byproduct. Because muons have the same electric charge

as electrons, they can be trapped using magnetic fields. Muons

were injected into the ring shown in figure am, circling around

it until they underwent radioactive decay. At the speed at which

these muons were traveling, they had = 29.33, so on the average they lasted 29.33 times longer than the normal lifetime. In

other words, they were like tiny alarm clocks that self-destructed

at a randomly selected time. Figure an shows the number of radioactive decays counted, as a function of the time elapsed after a given stream of muons was injected into the storage ring.

3

84

Chapter 2

The two dashed lines show the rates of decay predicted with and

without relativity. The relativistic line is the one that agrees with

experiment.

An example of length contraction

example 6

Figure ao shows an artists rendering of the length contraction

for the collision of two gold nuclei at relativistic speeds in the

RHIC accelerator in Long Island, New York, which went on line

in 2000. The gold nuclei would appear nearly spherical (or just

slightly lengthened like an American football) in frames moving

along with them, but in the laboratorys frame, they both appear

drastically foreshortened as they approach the point of collision.

The later pictures show the nuclei merging to form a hot soup, in

which experimenters hope to observe a new form of matter.

example 7

One of the most famous of all the so-called relativity paradoxes

has to do with our incorrect feeling that simultaneity is well defined. The idea is that one could take a schoolbus and drive it at

relativistic speeds into a garage of ordinary size, in which it normally would not fit. Because of the length contraction, the bus

would supposedly fit in the garage. The paradox arises when we

shut the door and then quickly slam on the brakes of the bus.

An observer in the garages frame of reference will claim that the

bus fit in the garage because of its contracted length. The driver,

however, will perceive the garage as being contracted and thus

even less able to contain the bus. The paradox is resolved when

we recognize that the concept of fitting the bus in the garage all

at once contains a hidden assumption, the assumption that it

makes sense to ask whether the front and back of the bus can

simultaneously be in the garage. Observers in different frames

of reference moving at high relative speeds do not necessarily

agree on whether things happen simultaneously. The person in

the garages frame can shut the door at an instant he perceives to

be simultaneous with the front bumpers arrival at the back wall of

the garage, but the driver would not agree about the simultaneity

of these two events, and would perceive the door as having shut

long after she plowed through the back wall.

reference, 1, the bus is moving,

and can fit in the garage. In the

buss frame of reference, the

garage is moving, and cant hold

the bus.

Section 2.7

? Relativity

85

Lets think a little more about the role of the 45-degree diagonal

in the Lorentz transformation. Slopes on these graphs are interpreted as velocities. This line has a slope of 1 in relativistic units,

but that slope corresponds to c in ordinary metric units. We already know that the relativistic distance unit must be extremely

large compared to the relativistic time unit, so c must be extremely

large. Now note what happens when we perform a Lorentz transformation: this particular line gets stretched, but the new version of

the line lies right on top of the old one, and its slope stays the same.

In other words, if one observer says that something has a velocity

equal to c, every other observer will agree on that velocity as well.

(The same thing happens with c.)

. Velocities dont simply add and subtract.

aq / A proof that causality

imposes a universal speed limit.

In the original frame of reference,

represented by the square, event

A happens a little before event B.

In the new frame, shown by the

parallelogram, A happens after

t = 0, but B happens before t = 0;

that is, B happens before A. The

time ordering of the two events

has been reversed. This can only

happen because events A and B

are very close together in time

and fairly far apart in space. The

line segment connecting A and

B has a slope greater than 1,

meaning that if we wanted to be

present at both events, we would

have to travel at a speed greater

than c (which equals 1 in the

units used on this graph). You will

find that if you pick any two points

for which the slope of the line

segment connecting them is less

than 1, you can never get them to

straddle the new t = 0 line in this

funny, time-reversed way. Since

different observers disagree on

the time order of events like A

and B, causality requires that

information never travel from

A to B or from B to A; if it did,

then we would have time-travel

paradoxes. The conclusion is that

c is the maximum speed of cause

and effect in relativity.

86

Chapter 2

velocity c in one frame should become c + v in a frame moving

at velocity v relative to the first one. But velocities are measured

by dividing a distance by a time, and both distance and time are

distorted by relativistic effects, so we actually shouldnt expect the

ordinary arithmetic addition of velocities to hold in relativity; its

an approximation thats valid at velocities that are small compared

to c. Problem 22 on p. 96 shows that relativistically, combining

velocities u and v gives not u + v but (u + v)/(1 + uv) (in units

where c = 1).

. A universal speed limit

For example, suppose Janet takes a trip in a spaceship, and

accelerates until she is moving at 0.6c relative to the earth. She

then launches a space probe in the forward direction at a speed

relative to her ship of 0.6c. We might think that the probe was then

moving at a velocity of 1.2c, but in fact the answer is still less than

c (problem 21, page 95). This is an example of a more general fact

about relativity, which is that c represents a universal speed limit.

This is required by causality, as shown in figure aq.

. Light travels at c.

Now consider a beam of light. Were used to talking casually

about the speed of light, but what does that really mean? Motion

is relative, so normally if we want to talk about a velocity, we have

to specify what its measured relative to. A sound wave has a certain

speed relative to the air, and a water wave has its own speed relative

to the water. If we want to measure the speed of an ocean wave, for

example, we should make sure to measure it in a frame of reference

at rest relative to the water. But light isnt a vibration of a physical

medium; it can propagate through the near-perfect vacuum of outer

space, as when rays of sunlight travel to earth. This seems like a

paradox: light is supposed to have a specific speed, but there is no

out of the paradox is that light must travel at a velocity equal to c.

Since all observers agree on a velocity of c, regardless of their frame

of reference, everything is consistent.

. The Michelson-Morley experiment

The constancy of the speed of light had in fact already been

observed when Einstein was an 8-year-old boy, but because nobody

could figure out how to interpret it, the result was largely ignored.

In 1887 Michelson and Morley set up a clever apparatus to measure

any difference in the speed of light beams traveling east-west and

north-south. The motion of the earth around the sun at 110,000

km/hour (about 0.01% of the speed of light) is to our west during the

day. Michelson and Morley believed that light was a vibration of a

mysterious medium called the ether, so they expected that the speed

of light would be a fixed value relative to the ether. As the earth

moved through the ether, they thought they would observe an effect

on the velocity of light along an east-west line. For instance, if they

released a beam of light in a westward direction during the day, they

expected that it would move away from them at less than the normal

speed because the earth was chasing it through the ether. They were

surprised when they found that the expected 0.01% change in the

speed of light did not occur.

drawings from the original 1887

paper. 1. A simplified drawing of the apparatus. A beam of

light from the source, s, is partially reflected and partially transmitted by the half-silvered mirror

h1 . The two half-intensity parts of

the beam are reflected by the mirrors at a and b, reunited, and observed in the telescope, t. If the

earths surface was supposed to

be moving through the ether, then

the times taken by the two light

waves to pass through the moving ether would be unequal, and

the resulting time lag would be

detectable by observing the interference between the waves when

they were reunited. 2. In the real

apparatus, the light beams were

reflected multiple times. The effective length of each arm was

increased to 11 meters, which

greatly improved its sensitivity to

the small expected difference in

the speed of light. 3. In an

earlier version of the experiment,

they had run into problems with

its extreme sensitiveness to vibration, which was so great that

it was impossible to see the interference fringes except at brief

intervals . . . even at two oclock

in the morning. They therefore

mounted the whole thing on a

massive stone floating in a pool of

mercury, which also made it possible to rotate it easily. 4. A photo

of the apparatus.

Section 2.7

? Relativity

87

Discussion questions

A

A person in a spaceship moving at 99.99999999% of the speed

of light relative to Earth shines a flashlight forward through dusty air, so

the beam is visible. What does she see? What would it look like to an

observer on Earth?

B

A question that students often struggle with is whether time and

space can really be distorted, or whether it just seems that way. Compare

with optical illusions or magic tricks. How could you verify, for instance,

that the lines in the figure are actually parallel? Are relativistic effects the

same, or not?

Discussion question B

C

On a spaceship moving at relativistic speeds, would a lecture seem

even longer and more boring than normal?

D

Mechanical clocks can be affected by motion. For example, it was

a significant technological achievement to build a clock that could sail

aboard a ship and still keep accurate time, allowing longitude to be determined. How is this similar to or different from relativistic time dilation?

E

Figure ao from page 85, depicting the collision of two nuclei at the

RHIC accelerator, is reproduced below. What would the shapes of the two

nuclei look like to a microscopic observer riding on the left-hand nucleus?

To an observer riding on the right-hand one? Can they agree on what is

happening? If not, why not after all, shouldnt they see the same thing

if they both compare the two nuclei side-by-side at the same instant in

time?

as / Discussion question E:

contraction.

F

If you stick a piece of foam rubber out the window of your car while

driving down the freeway, the wind may compress it a little. Does it make

sense to interpret the relativistic length contraction as a type of strain

that pushes an objects atoms together like this? How does this relate to

discussion question E?

88

Chapter 2

On page 82, I claimed that area must be preserved by Lorentz

transformations. Here is the proof of that fact.

First, consider a process, P, in which we start with a square of

unit area, and perform two successive Lorentz transformations, one

with v and one with v. Let the first transformation scale the area

of the square by a factor R, which we want to prove equals 1. Since

the second transformation undoes the effect of the first one, its effect

is to scale the area of the intermediate parallelogram back down by

a factor of 1/R.

Now consider a slightly different process Q, involving the three

steps shown in the figure below: (1) perform a Lorentz transformation with velocity v; (2) chop the resulting parallelogram into little

squares; and (3) transform each square with a v transformation.

We already know how a +v transformation acts on the area of a

square: it makes it into a parallelogram with an area that is greater

by a factor of R. In step 3, we are also acting on a square, but with

a v transformation. Property 2 of spacetime on page 79 states

that all directions in space have the same properties, and therefore

a v transformation acting on a square must have the same effect

on area as a +v transformation. (By property 1, homogeneity, it

doesnt matter that these squares are located in different places.)

The result is that after completing process Q, we have scaled the

area by a factor of R2 .

Comparing processes P and Q, we see that they must both restore the original square to itself. (In step 2 of process Q, there will

places near the edges of the parallelogram where we would only have

a fraction of a square, but the total area of this ragged edge region

can be made as small as desired by making the squares sufficiently

small.) Since P scales the area by 1, and Q scales the area by R2 , we

conclude that R2 = 1. This means that either R = +1 or R = 1,

and R must be independent of v. But for v = 0 we have R = +1,

so R = +1 for all values of v.

Section 2.7

? Relativity

89

Summary

Selected vocabulary

center of mass . . the balance point of an object

velocity . . . . . . the rate of change of position; the slope of the

tangent line on an x t graph.

Notation

x. . . . . . . . . .

t . . . . . . . . . .

. . . . . . . . .

x . . . . . . . .

t . . . . . . . . .

v . . . . . . . . . .

vAB . . . . . . . .

a point in space

a point in time, a clock reading

change in; the value of a variable afterwards

minus its value before

a distance, or more precisely a change in x,

which may be less than the distance traveled;

its plus or minus sign indicates direction

a duration of time

velocity

the velocity of object A relative to object B

displacement . . a name for the symbol x

speed . . . . . . . the absolute value of the velocity, i.e., the velocity stripped of any information about its

direction

Summary

An objects center of mass is the point at which it can be balanced. For the time being, we are studying the mathematical description only of the motion of an objects center of mass in cases

restricted to one dimension. The motion of an objects center of

mass is usually far simpler than the motion of any of its other parts.

It is important to distinguish location, x, from distance, x,

and clock reading, t, from time interval t. When an objects x t

graph is linear, we define its velocity as the slope of the line, x/t.

When the graph is curved, we generalize the definition so that the

velocity is the derivative dx/dt.

Galileos principle of inertia states that no force is required to

maintain motion with constant velocity in a straight line, and absolute motion does not cause any observable physical effects. Things

typically tend to reduce their velocity relative to the surface of our

planet only because they are physically rubbing against the planet

(or something attached to the planet), not because there is anything

special about being at rest with respect to the earths surface. When

it seems, for instance, that a force is required to keep a book sliding

across a table, in fact the force is only serving to cancel the contrary

force of friction.

Absolute motion is not a well-defined concept, and if two observers are not at rest relative to one another they will disagree

about the absolute velocities of objects. They will, however, agree

90

Chapter 2

B, and B is in motion relative to C, then As velocity relative to C

is given by vAC = vAB + vBC . Positive and negative signs are used

to indicate the direction of an objects motion.

Modern experiments show that space and time only approximately have the properties claimed by Galileo and Newton. Time

and space as seen by one observer are distorted compared to another

observers perceptions if they are moving relative to each other. This

distortion is quantified by the factor

1

=q

1

v2

c2

universal velocity that is the same in all frames of reference. Light

travels at c. A clock appears to run fastest to an observer who is

not in motion relative to it, and appears to run too slowly by a

factor of to an observer who has a velocity v relative to the clock.

Similarly, a meter-stick appears longest to an observer who sees it

at rest, and appears shorter to other observers. Time and space are

relative, not absolute. In particular, there is no well-defined concept

of simultaneity. Velocities dont add according to u + v but rather

(u + v)/(1 + uv) (in units where c = 1).

All of these strange effects, however, are very small when the relative velocities are small compared to c. This makes sense, because

Newtons laws have already been thoroughly tested by experiments

at such speeds, so a new theory like relativity must agree with the

old one in their realm of common applicability. This requirement of

backwards-compatibility is known as the correspondence principle.

Summary

91

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

The graph represents the motion of a ball that rolls up a hill

and then back down. When does the ball return to the location it

had at t = 0?

. Solution, p. 488

2

The graph represents the velocity of a bee along a straight

line. At t = 0, the bee is at the hive. (a) When is the bee farthest

from the hive? (b) How far is the bee at its farthest point fromthe

hive? (c) At t = 13 s, how far is the bee from the hive?

Problem 1.

3

(a) Let be the latitude of a point on the Earths surface.

Derive an algebra equation for the distance, L, traveled by that

point during one rotation of the Earth about its axis, i.e., over one

day, expressed in terms of and R, the radius of the earth. Check:

Your equation should give L = 0 for the North Pole.

(b) At what speed is Fullerton, at latitude = 34 , moving with

the rotation of the Earth about its axis? Give your answer in units

of mi/h. [See the table in the back of the book for the relevant

data.]

4

A honeybees position as a function of time is given by x =

10t t3 , where t is in seconds and x in meters. What is its velocity

at t = 3.0 s?

5

Freddi Fish(TM) has a position as a function of time given by

x = a/(b + t2 ). (a) Infer the units of the constants a and b. (b)

Find her maximum speed. (c) Check that your answer has the right

units.

6

A metal square expands and contracts with temperature, the

lengths of its sides varying according to the equation ` = (1 + T )`o .

Infer the units of . Find the rate of change of its surface area with

respect to temperature. That is, find dA/dT . Check that

your

answer has the right units, as in example 4 on page 68.

92

Chapter 2

7

Let t be the time that has elapsed since the Big Bang. In

that time, one would imagine that light, traveling at speed c, has

been able to travel a maximum distance ct. (In fact the distance is

several times more than this, because according to Einsteins theory

of general relativity, space itself has been expanding while the ray of

light was in transit.) The portion of the universe that we can observe

would then be a sphere of radius ct, with volume v = (4/3)r3 =

(4/3)(ct)3 . Compute the rate dv/dt at which the volume of the

observable universe is increasing, and check that your answerhas

the right units, as in example 4 on page 68.

8

(a) Express the chain rule in Leibniz notation, and show that

it always results in an answer whose units make sense.

(b) An object has a position as a function of time given by x =

A cos(bt), where A and b are constants. Infer the units of A and b,

and interpret their physical meanings.

(c) Find the velocity of this object, and check that the chain rule

has indeed given an answer with the right units.

. Solution, p. 488

9

(a) Translate the following information into symbols, using

the notation with two subscripts introduced in section 2.5. Eowyn

is riding on her horse at a velocity of 11 m/s. She twists around in

her saddle and fires an arrow backward. Her bow fires arrows at 25

m/s. (b) Find the velocity of the arrow relative to the ground.

10

Our full discussion of two- and three-dimensional motion is

postponed until the second half of the book, but here is a chance to

use a little mathematical creativity in anticipation of that generalization. Suppose a ship is sailing east at a certain speed v, and a

passenger is walking across the deck at the same speed v, so that

his track across the deck is perpendicular to the ships center-line.

What is his speed relative to the water, and in what direction is he

moving relative to the water?

. Solution, p. 488

11

Youre standing in a freight train, and have no way to see out.

If you have to lean to stay on your feet, what, if anything, does that

tell you about the trains velocity? Explain. . Solution, p. 488

12

Driving along in your car, you take your foot off the gas,

and your speedometer shows a reduction in speed. Describe a frame

of reference in which your car was speeding up during that same

period of time. (The frame of reference should be defined by an

observer who, although perhaps in motion relative to the earth, is

not changing her own speed or direction of motion.)

13

The figure shows the motion of a point on the rim of a rolling

wheel. (The shape is called a cycloid.) Suppose bug A is riding on

the rim of the wheel on a bicycle that is rolling, while bug B is on

the spinning wheel of a bike that is sitting upside down on the floor.

Bug A is moving along a cycloid, while bug B is moving in a circle.

Both wheels are doing the same number of revolutions per minute.

Problems

93

Which bug has a harder time holding on, or do they find it equally

difficult?

. Solution, p. 489

14

Astronauts in three different spaceships are communicating

with each other. Those aboard ships A and B agree on the rate at

which time is passing, but they disagree with the ones on ship C.

(a) Alice is aboard ship A. How does she describe the motion of her

own ship, in its frame of reference?

(b) Describe the motion of the other two ships according to Alice.

(c) Give the description according to Betty, whose frame of reference

is ship B.

(d) Do the same for Cathy, aboard ship C.

Problem 13.

15

What happens in the equation for when you put in a

negative number for v? Explain what this means physically, and

why it makes sense.

16

The Voyager 1 space probe, launched in 1977, is moving

faster relative to the earth than any other human-made object, at

17,000 meters per second.

(a) Calculate the probes .

(b) Over the course of one year on earth, slightly less than one year

passes on the probe. How much less? (There are 31 million seconds

in a year.)

17

The earth is orbiting the sun, and therefore is contracted

relativistically in the direction of its motion. Compute the amount

by which its diameter shrinks in this direction.

18

In this homework problem, youll fill in the steps of the algebra required in order to find the equation for on page 82. To keep

the algebra simple, let the time t in figure al equal 1, as suggested

in the figure accompanying this homework problem. The original

square then has an area of 1, and the transformed parallelogram

must also have an area of 1. (a) Prove that point P is at x = v, so

that its (t, x) coordinates are (, v). (b) Find the (t, x) coordinates

of point Q. (c) Find the length of the short diagonal connecting P

and Q. (d) Average the coordinates of P and Q to find the coordinates of the midpoint C of the parallelogram, and then find distance

OC. (e) Find the area of the parallelogram by computing twice the

area of triangle PQO. [Hint: You can take PQ to be the base of

the triangle.]

(f) Set this area equal to 1 and solve for to prove

= 1/ 1 v 2 .

19

(a) Show that for v = (3/5)c, comes out to be a simple

fraction.

(b) Find another value of v for which is a simple fraction.

Problem 18.

20

In the equation for the relativistic addition of velocities u

and v, consider the limit in which u approaches 1, but v simultaneously approaches 1. Give both a physical and a mathematical

interpretation.

94

Chapter 2

21

The figure illustrates a Lorentz transformation using the

conventions employed in section 2.7.2. For simplicity, the transformation chosen is one that lengthens one diagonal by a factor of 2.

Since Lorentz transformations preserve area, the other diagonal is

shortened by a factor of 2. Let the original frame of reference, depicted with the square, be A, and the new one B. (a) By measuring

with a ruler on the figure, show that the velocity of frame B relative to frame A is 0.6c. (b) Print out a copy of the page. With a

ruler, draw a third parallelogram that represents a second successive Lorentz transformation, one that lengthens the long diagonal

by another factor of 2. Call this third frame C. Use measurements

with a ruler to determine frame Cs velocity relative to frame A.

Does it equal double the velocity found in part a? Explain why it

should be expected to turn out the way it does. A general equation

Problems

95

22

The purpose of this problem is to prove the general result w = (u + v)/(1 + uv) (in units where c = 1) for the kind of

combination of velocities found graphically in problem 21. Suppose

that we perform two Lorentz transformations, with velocities u and

v, one after the other. Representing these transformations as distortions of parallelograms, we stretch the stretching diagonals by

factors S(u) and S(v) (and compress the compressing ones by the

inverses of these factors), so that the combined result is a stretching

by S(u)S(v). We want to prove that S(w) = S(u)S(v) gives the expression claimed above for w. One can easily show

pby fiddling with

the result of part c of problem 18 that S(x) = (1 + x)/(1 x).

(a) Use these facts to write down an equation relating u, v, and w.

(b) Solve for w in terms of u and v. (c) Show that your answer

to part b satisfies the correspondence principle. (d) Show that it is

consistent with the constancy of c.

96

Chapter 2

interrogated by the Church authorities and convicted of teaching that the

earth went around the sun as a matter of fact and not, as he had promised

previously, as a mere mathematical hypothesis. He was placed under permanent house arrest, and forbidden to write about or teach his theories.

Immediately after being forced to recant his claim that the earth revolved

around the sun, the old man is said to have muttered defiantly and yet

it does move. The story is dramatic, but there are some omissions in

the commonly taught heroic version. There was a rumor that the Simplicio character represented the Pope. Also, some of the ideas Galileo

advocated had controversial religious overtones. He believed in the existence of atoms, and atomism was thought by some people to contradict

the Churchs doctrine of transubstantiation, which said that in the Catholic

mass, the blessing of the bread and wine literally transformed them into

the flesh and blood of Christ. His support for a cosmology in which the

earth circled the sun was also disreputable because one of its supporters, Giordano Bruno, had also proposed a bizarre synthesis of Christianity

with the ancient Egyptian religion.

Chapter 3

3.1 The motion of falling objects

The motion of falling objects is the simplest and most common

example of motion with changing velocity. The early pioneers of

97

physics had a correct intuition that the way things drop was a message directly from Nature herself about how the universe worked.

Other examples seem less likely to have deep significance. A walking

person who speeds up is making a conscious choice. If one stretch of

a river flows more rapidly than another, it may be only because the

channel is narrower there, which is just an accident of the local geography. But there is something impressively consistent, universal,

and inexorable about the way things fall.

Stand up now and simultaneously drop a coin and a bit of paper

side by side. The paper takes much longer to hit the ground. Thats

why Aristotle wrote that heavy objects fell more rapidly. Europeans

believed him for two thousand years.

Now repeat the experiment, but make it into a race between the

coin and your shoe. My own shoe is about 50 times heavier than

the nickel I had handy, but it looks to me like they hit the ground at

exactly the same moment. So much for Aristotle! Galileo, who had

a flair for the theatrical, did the experiment by dropping a bullet

and a heavy cannonball from a tall tower. Aristotles observations

had been incomplete, his interpretation a vast oversimplification.

It is inconceivable that Galileo was the first person to observe a

discrepancy with Aristotles predictions. Galileo was the one who

changed the course of history because he was able to assemble the

observations into a coherent pattern, and also because he carried

out systematic quantitative (numerical) measurements rather than

just describing things qualitatively.

Why is it that some objects, like the coin and the shoe, have similar motion, but others, like a feather or a bit of paper, are different?

Galileo speculated that in addition to the force that always pulls objects down, there was an upward force exerted by the air. Anyone

can speculate, but Galileo went beyond speculation and came up

with two clever experiments to probe the issue. First, he experimented with objects falling in water, which probed the same issues

but made the motion slow enough that he could take time measurements with a primitive pendulum clock. With this technique, he

established the following facts:

and a musketball simultaneously

from a tower, and observed that

they hit the ground at nearly the

same time.

This contradicted

Aristotles long-accepted idea

that heavier objects fell faster.

point-down) reach the bottom of the tank in about the same

amount of time, only slightly longer than the time they would

take to fall the same distance in air.

Objects that are lighter or less streamlined take a longer time

to reach the bottom.

This supported his hypothesis about two contrary forces. He

imagined an idealized situation in which the falling object did not

98

Chapter 3

have to push its way through any substance at all. Falling in air

would be more like this ideal case than falling in water, but even

a thin, sparse medium like air would be sufficient to cause obvious

effects on feathers and other light objects that were not streamlined.

Today, we have vacuum pumps that allow us to suck nearly all the

air out of a chamber, and if we drop a feather and a rock side by

side in a vacuum, the feather does not lag behind the rock at all.

How the speed of a falling object increases with time

Galileos second stroke of genius was to find a way to make quantitative measurements of how the speed of a falling object increased

as it went along. Again it was problematic to make sufficiently accurate time measurements with primitive clocks, and again he found a

tricky way to slow things down while preserving the essential physical phenomena: he let a ball roll down a slope instead of dropping it

vertically. The steeper the incline, the more rapidly the ball would

gain speed. Without a modern video camera, Galileo had invented

a way to make a slow-motion version of falling.

motion is otherwise the same as the motion of a falling object.

experiments at the smaller angles, he was confident after making

a systematic study at a variety of small angles that his basic conclusions were generally valid. Stated in modern language, what he

found was that the velocity-versus-time graph was a line. In the language of algebra, we know that a line has an equation of the form

y = ax + b, but our variables are v and t, so it would be v = at + b.

(The constant b can be interpreted simply as the initial velocity of

the object, i.e., its velocity at the time when we started our clock,

which we conventionally write as vo .)

object is a line.

self-check A

An object is rolling down an incline. After it has been rolling for a short

time, it is found to travel 13 cm during a certain one-second interval.

During the second after that, if goes 16 cm. How many cm will it travel

in the second after that?

. Answer, p. 501

Section 3.1

99

that all falling objects have the

same motion if air resistance is

negligible.

claim by Aristotle that a falling object had a definite natural falling

speed proportional to its weight. Galileo had found that the speed

just kept on increasing, and weight was irrelevant as long as air

friction was negligible. Not only did Galileo prove experimentally

that Aristotle had been wrong, but he also pointed out a logical

contradiction in Aristotles own reasoning. Simplicio, the stupid

character, mouths the accepted Aristotelian wisdom:

S IMPLICIO : There can be no doubt but that a particular body

. . . has a fixed velocity which is determined by nature. . .

S ALVIATI : If then we take two bodies whose natural speeds

are different, it is clear that, [according to Aristotle], on uniting the two, the more rapid one will be partly held back by

the slower, and the slower will be somewhat hastened by the

swifter. Do you not agree with me in this opinion?

S IMPLICIO :

objects fell faster than lighter

ones. 2. If two rocks are tied

together, that makes an extraheavy rock, which should fall

faster. 3. But Aristotles theory

would also predict that the light

rock would hold back the heavy

rock, resulting in a slower fall.

100

Chapter 3

speed of, say, eight [unspecified units] while a smaller moves

with a speed of four, then when they are united, the system

will move with a speed less than eight; but the two stones

when tied together make a stone larger than that which before

moved with a speed of eight. Hence the heavier body moves

with less speed than the lighter; an effect which is contrary to

your supposition. Thus you see how, from your assumption

that the heavier body moves more rapidly than the lighter one,

I infer that the heavier body moves more slowly.

What is gravity?

The physicist Richard Feynman liked to tell a story about how

when he was a little kid, he asked his father, Why do things fall?

As an adult, he praised his father for answering, Nobody knows why

things fall. Its a deep mystery, and the smartest people in the world

dont know the basic reason for it. Contrast that with the average

persons off-the-cuff answer, Oh, its because of gravity. Feynman

liked his fathers answer, because his father realized that simply

giving a name to something didnt mean that you understood it.

The radical thing about Galileos and Newtons approach to science

was that they concentrated first on describing mathematically what

really did happen, rather than spending a lot of time on untestable

speculation such as Aristotles statement that Things fall because

they are trying to reach their natural place in contact with the

earth. That doesnt mean that science can never answer the why

questions. Over the next month or two as you delve deeper into

physics, you will learn that there are more fundamental reasons why

all falling objects have v t graphs with the same slope, regardless

limits on how deep our explanation can go.

3.2 Acceleration

Definition of acceleration for linear v t graphs

Galileos experiment with dropping heavy and light objects from

a tower showed that all falling objects have the same motion, and his

inclined-plane experiments showed that the motion was described by

v = at+vo . The initial velocity vo depends on whether you drop the

object from rest or throw it down, but even if you throw it down,

you cannot change the slope, a, of the v t graph.

Since these experiments show that all falling objects have linear v t graphs with the same slope, the slope of such a graph is

apparently an important and useful quantity. We use the word acceleration, and the symbol a, for the slope of such a graph. In symbols,

a = v/t. The acceleration can be interpreted as the amount of

speed gained in every second, and it has units of velocity divided by

time, i.e., meters per second per second, or m/s/s. Continuing to

treat units as if they were algebra symbols, we simplify m/s/s to

read m/s2 . Acceleration can be a useful quantity for describing

other types of motion besides falling, and the word and the symbol

a can be used in a more general context. We reserve the more

specialized symbol g for the acceleration of falling objects, which

on the surface of our planet equals 9.8 m/s2 . Often when doing

approximate calculations or merely illustrative numerical examples

it is good enough to use g = 10 m/s2 , which is off by only 2%.

f / Example 1.

example 1

. A despondent physics student jumps off a bridge, and falls for

three seconds before hitting the water. How fast is he going when

he hits the water?

. Approximating g as 10 m/s2 , he will gain 10 m/s of speed each

second. After one second, his velocity is 10 m/s, after two seconds it is 20 m/s, and on impact, after falling for three seconds,

he is moving at 30 m/s.

Extracting acceleration from a graph

example 2

. The x t and v t graphs show the motion of a car starting

from a stop sign. What is the cars acceleration?

. Acceleration is defined as the slope of the v-t graph. The graph

rises by 3 m/s during a time interval of 3 s, so the acceleration is

(3 m/s)/(3 s) = 1 m/s2 .

Incorrect solution #1: The final velocity is 3 m/s, and acceleration

is velocity divided by time, so the acceleration is (3 m/s)/(10 s) =

0.3 m/s2 .

Section 3.2

g / Example 2.

Acceleration

101

graph from one point. This person was just using the point at the

right end of the v-t graph to try to find the slope of the curve.

Incorrect solution #2: Velocity is distance divided by time so v =

(4.5 m)/(3 s) = 1.5 m/s. Acceleration is velocity divided by time,

so a = (1.5 m/s)/(3 s) = 0.5 m/s2 .

The solution is incorrect because velocity is the slope of the

tangent line. In a case like this where the velocity is changing,

you cant just pick two points on the x-t graph and use them to

find the velocity.

Converting g to different units

. What is g in units of cm/s2 ?

example 3

object gains in one second. If it gains 9.8 m/s in one second, then

it gains 980 cm/s in one second, so g = 980 cm/s2 . Alternatively,

we can use the method of fractions that equal one:

9.8

m

100 cm 980 cm

=

2

1

m

s

s2

. What is g in units of miles/hour2 ?

.

1 mile

3600 s 2

9.8 m

1600 m

1 hour

s2

This large number can be interpreted as the speed, in miles per

hour, that you would gain by falling for one hour. Note that we had

to square the conversion factor of 3600 s/hour in order to cancel

out the units of seconds squared in the denominator.

. What is g in units of miles/hour/s?

.

9.8 m

1 mile

3600 s

= 22 mile/hour/s

2

1600 m

1 hour

s

This is a figure that Americans will have an intuitive feel for. If

your car has a forward acceleration equal to the acceleration of a

falling object, then you will gain 22 miles per hour of speed every

second. However, using mixed time units of hours and seconds

like this is usually inconvenient for problem-solving. It would be

like using units of foot-inches for area instead of ft2 or in2 .

The acceleration of gravity is different in different locations.

Everyone knows that gravity is weaker on the moon, but actually it is not even the same everywhere on Earth, as shown by the

sampling of numerical data in the following table.

102

Chapter 3

location

north pole

Reykjavik, Iceland

Fullerton, California

Guayaquil, Ecuador

Mt. Cotopaxi, Ecuador

Mt. Everest

latitude

90 N

64 N

34 N

2 S

1 S

28 N

elevation (m)

0

0

0

0

5896

8848

g (m/s2 )

9.8322

9.8225

9.7957

9.7806

9.7624

9.7643

The main variables that relate to the value of g on Earth are latitude

and elevation. Although you have not yet learned how g would

be calculated based on any deeper theory of gravity, it is not too

hard to guess why g depends on elevation. Gravity is an attraction

between things that have mass, and the attraction gets weaker with

increasing distance. As you ascend from the seaport of Guayaquil

to the nearby top of Mt. Cotopaxi, you are distancing yourself from

the mass of the planet. The dependence on latitude occurs because

we are measuring the acceleration of gravity relative to the earths

surface, but the earths rotation causes the earths surface to fall

out from under you. (We will discuss both gravity and rotation in

more detail later in the course.)

be observed away from the Earths surface:

Section 3.2

variations in the strength of the

earths gravity. Purple areas have

the strongest gravity, yellow the

weakest. The overall trend toward

weaker gravity at the equator and

stronger gravity at the poles has

been artificially removed to allow the weaker local variations to

show up. The map covers only

the oceans because of the technique used to make it: satellites

look for bulges and depressions

in the surface of the ocean. A

very slight bulge will occur over an

undersea mountain, for instance,

because the mountains gravitational attraction pulls water toward it. The US government originally began collecting data like

these for military use, to correct

for the deviations in the paths of

missiles. The data have recently

been released for scientific and

commercial use (e.g., searching

for sites for off-shore oil wells).

Acceleration

103

location

asteroid Vesta (surface)

Earths moon (surface)

Mars (surface)

Earth (surface)

Jupiter (cloud-tops)

Sun (visible surface)

typical neutron star (surface)

black hole (center)

g (m/s2 )

0.3

1.6

3.7

9.8

26

270

1012

infinite according to some theories, on the order of 1052 according to others

but is orders of magnitude more massive, so the mass of a body

definitely correlates with the g it creates. On the other hand, a

neutron star has about the same mass as our Sun, so why is its g

billions of times greater? If you had the misfortune of being on the

surface of a neutron star, youd be within a few thousand miles of all

its mass, whereas on the surface of the Sun, youd still be millions

of miles from most of its mass.

Discussion questions

A

(1) g is gravity.

(2) g is the speed of a falling object.

(3) g is how hard gravity pulls on things.

B

When advertisers specify how much acceleration a car is capable

of, they do not give an acceleration as defined in physics. Instead, they

usually specify how many seconds are required for the car to go from rest

to 60 miles/hour. Suppose we use the notation a for the acceleration as

defined in physics, and acar ad for the quantity used in advertisements for

cars. In the USs non-metric system of units, what would be the units of

a and acar ad ? How would the use and interpretation of large and small,

positive and negative values be different for a as opposed to acar ad ?

C

Two people stand on the edge of a cliff. As they lean over the edge,

one person throws a rock down, while the other throws one straight up

with an exactly opposite initial velocity. Compare the speeds of the rocks

on impact at the bottom of the cliff.

Gravity always pulls down, but that does not mean it always speeds

things up. If you throw a ball straight up, gravity will first slow

it down to v = 0 and then begin increasing its speed. When I

took physics in high school, I got the impression that positive signs

of acceleration indicated speeding up, while negative accelerations

represented slowing down, i.e., deceleration. Such a definition would

be inconvenient, however, because we would then have to say that

the same downward tug of gravity could produce either a positive

104

Chapter 3

such a definition also would not be the same as the slope of the v t

graph

Lets study the example of the rising and falling ball. In the example of the person falling from a bridge, I assumed positive velocity

values without calling attention to it, which meant I was assuming

a coordinate system whose x axis pointed down. In this example,

where the ball is reversing direction, it is not possible to avoid negative velocities by a tricky choice of axis, so lets make the more

natural choice of an axis pointing up. The balls velocity will initially be a positive number, because it is heading up, in the same

direction as the x axis, but on the way back down, it will be a negative number. As shown in the figure, the v t graph does not do

anything special at the top of the balls flight, where v equals 0. Its

slope is always negative. In the left half of the graph, there is a

negative slope because the positive velocity is getting closer to zero.

On the right side, the negative slope is due to a negative velocity

that is getting farther from zero, so we say that the ball is speeding

up, but its velocity is decreasing!

To summarize, what makes the most sense is to stick with the

original definition of acceleration as the slope of the v t graph,

v/t. By this definition, it just isnt necessarily true that things

speeding up have positive acceleration while things slowing down

have negative acceleration. The word deceleration is not used

much by physicists, and the word acceleration is used unblushingly to refer to slowing down as well as speeding up: There was a

red light, and we accelerated to a stop.

Numerical calculation of a negative acceleration

example 4

. In figure i, what happens if you calculate the acceleration between t = 1.0 and 1.5 s?

the same on the way up, at the

top, and on the way back down.

Its always negative.

. Reading from the graph, it looks like the velocity is about 1 m/s

at t = 1.0 s, and around 6 m/s at t = 1.5 s. The acceleration,

figured between these two points, is

a=

v (6 m/s) (1 m/s)

=

= 10 m/s2

t

(1.5 s) (1.0 s)

Another way of convincing you that this way of handling the plus

and minus signs makes sense is to think of a device that measures

acceleration. After all, physics is supposed to use operational definitions, ones that relate to the results you get with actual measuring

devices. Consider an air freshener hanging from the rear-view mirror

of your car. When you speed up, the air freshener swings backward.

Suppose we define this as a positive reading. When you slow down,

the air freshener swings forward, so well call this a negative reading

Section 3.3

105

on our accelerometer. But what if you put the car in reverse and

start speeding up backwards? Even though youre speeding up, the

accelerometer responds in the same way as it did when you were

going forward and slowing down. There are four possible cases:

motion of car

accelerometer slope of

swings

v-t graph

forward, speeding up

forward, slowing down

backward, speeding up

backward, slowing down

backward

forward

forward

backward

direction

of

force

acting on

car

forward

backward

backward

forward

trying to tell us that this is the right system of classification, not

the left-hand column.

Because the positive and negative signs of acceleration depend

on the choice of a coordinate system, the acceleration of an object

under the influence of gravity can be either positive or negative.

Rather than having to write things like g = 9.8 m/s2 or 9.8 m/s2

every time we want to discuss gs numerical value, we simply define

g as the absolute value of the acceleration of objects moving under

the influence of gravity. We consistently let g = 9.8 m/s2 , but we

may have either a = g or a = g, depending on our choice of a

coordinate system.

Acceleration with a change in direction of motion

example 5

. A person kicks a ball, which rolls up a sloping street, comes to

a halt, and rolls back down again. The ball has constant acceleration. The ball is initially moving at a velocity of 4.0 m/s, and

after 10.0 s it has returned to where it started. At the end, it has

sped back up to the same speed it had initially, but in the opposite

direction. What was its acceleration?

. By giving a positive number for the initial velocity, the statement

of the question implies a coordinate axis that points up the slope

of the hill. The same speed in the opposite direction should

therefore be represented by a negative number, -4.0 m/s. The

acceleration is

a = v /t

= (vf vo )/10.0 s

= [(4.0 m/s) (4.0 m/s)]/10.0s

= 0.80 m/s2

roll than on the downward part of the roll.

Incorrect solution: Acceleration is v /t, and at the end its not

moving any faster or slower than when it started, so v=0 and

106

Chapter 3

a = 0.

The velocity does change, from a positive number to a negative

number.

Discussion question B.

Discussion questions

A

A child repeatedly jumps up and down on a trampoline. Discuss the

sign and magnitude of his acceleration, including both the time when he is

in the air and the time when his feet are in contact with the trampoline.

B

The figure shows a refugee from a Picasso painting blowing on a

rolling water bottle. In some cases the persons blowing is speeding the

bottle up, but in others it is slowing it down. The arrow inside the bottle

shows which direction it is going, and a coordinate system is shown at the

bottom of each figure. In each case, figure out the plus or minus signs of

the velocity and acceleration. It may be helpful to draw a v t graph in

each case.

C Sally is on an amusement park ride which begins with her chair being

hoisted straight up a tower at a constant speed of 60 miles/hour. Despite

stern warnings from her father that hell take her home the next time she

misbehaves, she decides that as a scientific experiment she really needs

to release her corndog over the side as shes on the way up. She does

not throw it. She simply sticks it out of the car, lets it go, and watches it

against the background of the sky, with no trees or buildings as reference

points. What does the corndogs motion look like as observed by Sally?

Does its speed ever appear to her to be zero? What acceleration does

she observe it to have: is it ever positive? negative? zero? What would

her enraged father answer if asked for a similar description of its motion

as it appears to him, standing on the ground?

Discussion question C.

D

Can an object maintain a constant acceleration, but meanwhile

reverse the direction of its velocity?

E

Can an object have a velocity that is positive and increasing at the

same time that its acceleration is decreasing?

Section 3.3

107

So far we have only been discussing examples of motion for which

the acceleration is constant. As always, an expression of the form

. . . / . . . for a rate of change must be generalized to a derivative

when the rate of change isnt constant. We therefore define the acceleration as a = dv/dt, which is the same as the second derivative,

which Leibniz notated as

a=

d2 x

dt2

bottom confuses all beginning calculus students. The motivation

for this funny notation is that acceleration has units of m/s2 , and

the notation correctly suggests that: the top looks like it has units of

meters, the bottom seconds2 . The notation is not meant, however,

to suggest that t is really squared.

When an object is accelerating, the variables x, v, and t are all

changing continuously. It is often of interest to eliminate one of

these and relate the other two to each other.

Constant acceleration

example 6

. How high does a diving board have to be above the water if the

diver is to have as much as 1.0 s in the air?

. The diver starts at rest, and has an acceleration of 9.8 m/s2 .

We need to find a connection between the distance she travels

and time it takes. In other words, were looking for information

about the function x(t), given information about the acceleration.

To go from acceleration to position, we need to integrate twice:

Z Z

x=

a dt dt

Z

= (at + vo ) dt

[vo is a constant of integration.]

Z

= at dt

[vo is zero because shes dropping from rest.]

1 2

at + xo

[xo is a constant of integration.]

2

1

= at 2

[xo can be zero if we define it that way.]

2

=

We solve the problem symbolically, and only plug in numbers at

the very end, once all the algebra and calculus are done. One

should also make a habit, after finding a symbolic result, of checking whether the dependence on the variables make sense. A

greater value of t in this expression would lead to a greater value

108

Chapter 3

for x; that makes sense, because if you want more time in the

air, youre going to have to jump from higher up. A greater acceleration also leads to a greater height; this also makes sense,

because the stronger gravity is, the more height youll need in order to stay in the air for a given amount of time. Now we plug in

numbers.

1

x=

9.8 m/s2 (1.0 s)2

2

= 4.9 m

Note that when we put in the numbers, we check that the units

work out correctly, m/s2 (s)2 = m. We should also check that

the result makes sense: 4.9 meters is pretty high, but not unreasonable.

Under conditions of constant acceleration, we can relate velocity

and time,

v

,

a=

t

or, as in the example 6, position and time,

1

x = at2 + vo t + xo

2

It can also be handy to have a relation involving velocity and position, eliminating time. Straightforward algebra gives

vf2 = vo2 + 2ax

distance traveled.

. Solved problem: Dropping a rock on Mars

Section 3.5

109

Summary

Selected vocabulary

gravity . . . . . . A general term for the phenomenon of attraction between things having mass. The attraction between our planet and a human-sized object causes the object to fall.

acceleration . . . The rate of change of velocity; the slope of the

tangent line on a v t graph.

Notation

vo . . . .

vf . . . .

a. . . . .

g . . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

initial velocity

final velocity

acceleration

the acceleration of objects in free fall; the

strength of the local gravitational field

Summary

Galileo showed that when air resistance is negligible all falling

bodies have the same motion regardless of mass. Moreover, their

v t graphs are straight lines. We therefore define a quantity called

acceleration as the derivative dv/dt. This definition has the advantage that a force with a given sign, representing its direction, always

produces an acceleration with the same sign. The acceleration of objects in free fall varies slightly across the surface of the earth, and

greatly on other planets.

For motion with constant acceleration, the following three equations hold:

1

x = vo t + at2

2

vf2 = vo2 + 2ax

v

a=

t

They are not valid if the acceleration is changing.

110

Chapter 3

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

On New Years Eve, a stupid person fires a pistol straight up.

The bullet leaves the gun at a speed of 100 m/s. How long does it

take before the bullet hits the ground?

. Solution, p. 489

2

What is the acceleration of a car that moves at a steady

velocity of 100 km/h for 100 seconds? Explain your answer. [Based

on a problem by Hewitt.]

3

You are looking into a deep well. It is dark, and you cannot

see the bottom. You want to find out how deep it is, so you drop

a rock in, and you hear a splash 3.0 seconds later. How deep isthe

well?

4

A honeybees position as a function of time is given by x =

10t t3 , where t is in seconds and x in meters. What is its acceleration at t = 3.0 s?

. Solution, p. 489

5

Alice drops a rock off a cliff. Bubba shoots a gun straight

down from the edge of the same cliff. Compare the accelerations of

the rock and the bullet while they are in the air on the way down.

[Based on a problem by Serway and Faughn.]

Problem 6.

6

The top part of the figure shows the position-versus-time graph

for an object moving in one dimension. On the bottom part of the

figure, sketch the corresponding v-versus-t graph.

. Solution, p. 489

7

(a) The ball is released at the top of the ramp shown in the

figure. Friction is negligible. Use physical reasoning to draw v t

and a t graphs. Assume that the ball doesnt bounce at the point

where the ramp changes slope. (b) Do the same for the case where

the ball is rolled up the slope from the right side, but doesnt quite

have enough speed to make it over the top. . Solution, p. 489

Problem 7.

8

You throw a rubber ball up, and it falls and bounces several times. Draw graphs of position, velocity, and acceleration as

functions of time.

. Solution, p. 490

9

A ball rolls down the ramp shown in the figure, consisting of a

curved knee, a straight slope, and a curved bottom. For each part of

the ramp, tell whether the balls velocity is increasing, decreasing,

or constant, and also whether the balls acceleration is increasing,

decreasing, or constant. Explain your answers. Assume there is no

air friction or rolling resistance.

Problem 9.

Problems

111

10

Consider the following passage from Alice in Wonderland, in

which Alice has been falling for a long time down a rabbit hole:

Down, down, down. Would the fall never come to an end? I

wonder how many miles Ive fallen by this time? she said aloud.

I must be getting somewhere near the center of the earth. Let me

see: that would be four thousand miles down, I think (for, you see,

Alice had learned several things of this sort in her lessons in the

schoolroom, and though this was not a very good opportunity for

showing off her knowledge, as there was no one to listen to her, still

it was good practice to say it over)...

Alice doesnt know much physics, but lets try to calculate the

amount of time it would take to fall four thousand miles, starting

from rest with an acceleration of 10 m/s2 . This is really only a lower

limit; if there really was a hole that deep, the fall would actually

take a longer time than the one you calculate, both because there

is air friction and because gravity gets weaker as you get deeper (at

the center of the earth, g is zero, because the earth is pullingyou

equally in every direction at once).

11

In July 1999, Popular Mechanics carried out tests to find

which car sold by a major auto maker could cover a quarter mile

(402 meters) in the shortest time, starting from rest. Because the

distance is so short, this type of test is designed mainly to favor the

car with the greatest acceleration, not the greatest maximum speed

(which is irrelevant to the average person). The winner was the

Dodge Viper, with a time of 12.08 s. The cars top (and presumably

final) speed was 118.51 miles per hour (52.98 m/s). (a) If a car,

starting from rest and moving with constant acceleration, covers

a quarter mile in this time interval, what is its acceleration? (b)

What would be the final speed of a car that covered a quarter mile

with the constant acceleration you found in part a? (c) Based on

the discrepancy between your answer in part b and the actual final

speed of the Viper, what do you conclude about how its acceleration

changed over time?

. Solution, p. 490

12

The photo shows Apollo 16 astronaut John Young jumping

on the moon and saluting at the top of his jump. The video footage

of the jump shows him staying aloft for 1.45 seconds. Gravity on

the moon is 1/6 as strong as on the earth. Compute the height

of

the jump.

13

If the acceleration of gravity on Mars is 1/3 that on Earth,

how many times longer does it take for a rock to drop the same

distance on Mars? Ignore air resistance.

. Solution, p. 491

14

You climb half-way up a tree, and drop a rock. Then you

climb to the top, and drop another rock. How many times greater

is the velocity of the second rock on impact? Explain. (The answer

is not two times greater.)

Problem 12.

112

Chapter 3

15

Starting from rest, a ball rolls down a ramp, traveling a

distance L and picking up a final speed v. How much of the distance

did the ball have to cover before achieving a speed of v/2? [Based

on a problem by Arnold Arons.]

. Solution, p. 491

16

A toy car is released on one side of a piece of track that is

bent into an upright U shape. The car goes back and forth. When

the car reaches the limit of its motion on one side, its velocity is

zero. Is its acceleration also zero? Explain using a v t graph.

[Based on a problem by Serway and Faughn.]

17

A physics homework question asks, If you start from rest

and accelerate at 1.54 m/s2 for 3.29 s, how far do you travel by the

end of that time? A student answers as follows:

His Aunt Wanda is good with numbers, but has never taken physics.

She doesnt know the formula for the distance traveled under constant acceleration over a given amount of time, but she tells her

nephew his answer cannot be right. How does she know?

18

Find the error in the following calculation. A student wants

to find the distance traveled by a car that accelerates from rest for

5.0 s with an acceleration of 2.0 m/s2 . First he solves a = v/t for

v = 10 m/s. Then he multiplies to find (10 m/s)(5.0 s) = 50 m.

Do not just recalculate the result by a different method; if that was

all you did, youd have no way of knowing which calculation was

correct, yours or his.

19

Acceleration could be defined either as v/t or as the slope

of the tangent line on the v t graph. Is either one superior as a

definition, or are they equivalent? If you say one is better, give an

example of a situation where it makes a difference which one you

use.

20

If an object starts accelerating from rest, we have v 2 =

2ax for its speed after it has traveled a distance x. Explain in

words why it makes sense that the equation has velocity squared, but

distance only to the first power. Dont recapitulate the derivation

in the book, or give a justification based on units. The point is

to explain what this feature of the equation tells us about the way

speed increases as more distance is covered.

21

The graph shows the acceleration of a chipmunk in a TV

cartoon. It consists of two circular arcs and two line segments.

At t = 0.00 s, the chipmunks velocity is 3.10 m/s. What is

its

velocity at t = 10.00 s?

Problem 21.

Problems

113

22

You take a trip in your spaceship to another star. Setting off,

you increase your speed at a constant acceleration. Once you get

half-way there, you start decelerating, at the same rate, so that by

the time you get there, you have slowed down to zero speed. You see

the tourist attractions, and then head home by the same method.

(a) Find a formula for the time, T , required for the round trip, in

terms of d, the distance from our sun to the star, and a, the magnitude of the acceleration. Note that the acceleration is not constant

over the whole trip, but the trip can be broken up into constantacceleration parts.

(b) The nearest star to the Earth (other than our own sun) is Proxima Centauri, at a distance of d = 4 1016 m. Suppose you use an

acceleration of a = 10 m/s2 , just enough to compensate for the lack

of true gravity and make you feel comfortable. How long does the

round trip take, in years?

(c) Using the same numbers for d and a, find your maximum speed.

Compare this to the speed of light, which is 3.0 108 m/s. (Later

in this course, you will learn that there are some new things going

on in physics when one gets close to the speed of light, and that it

is impossible to exceed the speed of light. For now, though, just

use

?

Problem 23. This spectacular series of photos from a 2011 paper by Burrows and Sutton (Biomechanics of jumping in the flea, J. Exp. Biology

214:836) shows the flea jumping at about a 45-degree angle, but for the

sake of this estimate just consider the case of a flea jumping vertically.

23

Some fleas can jump as high as 30 cm. The flea only has a

short time to build up speed the time during which its center of

mass is accelerating upward but its feet are still in contact with the

ground. Make an order-of-magnitude estimate of the acceleration

the flea needs to have while straightening its legs, and state your

answer in units of g, i.e., how many gs it pulls. (For comparison,

fighter pilots black out or die if they exceed about 5 or 10 gs.)

114

Chapter 3

24

The speed required for a low-earth orbit is 7.9 103 m/s (see

ch. 10). When a rocket is launched into orbit, it goes up a little at

first to get above almost all of the atmosphere, but then tips over

horizontally to build up to orbital speed. Suppose the horizontal

acceleration is limited to 3g to keep from damaging the cargo (or

hurting the crew, for a crewed flight). (a) What is the minimum

distance the rocket must travel downrange before it reaches orbital

speed? How much does it matter whether you take into account the

initial eastward velocity due to the rotation of the earth? (b) Rather

than a rocket ship, it might be advantageous to use a railgun design,

in which the craft would be accelerated to orbital speeds along a

railroad track. This has the advantage that it isnt necessary to lift

a large mass of fuel, since the energy source is external. Based on

your answer to part a, comment on the feasibility of this design for

crewed launches from the earths surface.

25

A person is parachute jumping. During the time between

when she leaps out of the plane and when she opens her chute, her

altitude is given by an equation of the form

y = b c t + ket/k

,

where e is the base of natural logarithms, and b, c, and k are constants. Because of air resistance, her velocity does not increase at a

steady rate as it would for an object falling in vacuum.

(a) What units would b, c, and k have to have for the equation to

make sense?

(b) Find the persons velocity, v, as a function of time. [You will

need to use the chain rule, and the fact that d(ex )/dx = ex .]

(c) Use your answer from part (b) to get an interpretation of the

constant c. [Hint: ex approaches zero for large values of x.]

(e) Use your answer from part (b) to show that if she waits long

enough to open her chute, her acceleration will become very small.

Problems

115

26

The figure shows a practical, simple experiment for determining g to high precision. Two steel balls are suspended from electromagnets, and are released simultaneously when the electric current

is shut off. They fall through unequal heights x1 and x2 . A

computer records the sounds through a microphone as first one ball

and then the other strikes the floor. From this recording, we can

accurately determine the quantity T defined as T = t2 t1 , i.e.,

the time lag between the first and second impacts. Note that since

the balls do not make any sound when they are released, we have

no way of measuring the individual times t2 and t1 .

(a) Find an equation for g in terms of the measured quantities T,

x1 and x2 .

(b) Check the units of your equation.

(c) Check that your equation gives the correct result in the case

where x1 is very close to zero. However, is this case realistic?

(d) What happens when x1 = x2 ? Discuss this both mathematically and physically.

Problem 26.

116

Chapter 3

Isaac Newton

Chapter 4

If I have seen farther than others, it is because I have stood

on the shoulders of giants.

Newton, referring to Galileo

Even as great and skeptical a genius as Galileo was unable to

make much progress on the causes of motion. It was not until a generation later that Isaac Newton (1642-1727) was able to attack the

problem successfully. In many ways, Newtons personality was the

opposite of Galileos. Where Galileo agressively publicized his ideas,

117

his physical discoveries. Where Galileos writing had been popular

and dramatic, Newton originated the stilted, impersonal style that

most people think is standard for scientific writing. (Scientific journals today encourage a less ponderous style, and papers are often

written in the first person.) Galileos talent for arousing animosity among the rich and powerful was matched by Newtons skill at

making himself a popular visitor at court. Galileo narrowly escaped

being burned at the stake, while Newton had the good fortune of being on the winning side of the revolution that replaced King James

II with William and Mary of Orange, leading to a lucrative post

running the English royal mint.

Newton discovered the relationship between force and motion,

and revolutionized our view of the universe by showing that the

same physical laws applied to all matter, whether living or nonliving, on or off of our planets surface. His book on force and motion,

the Mathematical Principles of Natural Philosophy, was uncontradicted by experiment for 200 years, but his other main work,

Optics, was on the wrong track, asserting that light was composed

of particles rather than waves. Newton was also an avid alchemist,

a fact that modern scientists would like to forget.

4.1 Force

We need only explain changes in motion, not motion itself.

to be caused by a force. To

explain why an arrow kept flying

after the bowstring was no longer

pushing on it, he said the air

rushed around behind the arrow

and pushed it forward. We know

this is wrong, because an arrow

shot in a vacuum chamber does

not instantly drop to the floor

as it leaves the bow. Galileo

and Newton realized that a force

would only be needed to change

the arrows motion, not to make

its motion continue.

but not the reasons why a certain object would move in a certain

way. This chapter deals with the why questions. Aristotles ideas

about the causes of motion were completely wrong, just like all his

other ideas about physical science, but it will be instructive to start

with them, because they amount to a road map of modern students

incorrect preconceptions.

Aristotle thought he needed to explain both why motion occurs

and why motion might change. Newton inherited from Galileo the

important counter-Aristotelian idea that motion needs no explanation, that it is only changes in motion that require a physical cause.

Aristotles needlessly complex system gave three reasons for motion:

Natural motion, such as falling, came from the tendency of

objects to go to their natural place, on the ground, and

come to rest.

Voluntary motion was the type of motion exhibited by animals, which moved because they chose to.

Forced motion occurred when an object was acted on by some

other object that made it move.

118

Chapter 4

In the Aristotelian theory, natural motion and voluntary motion are one-sided phenomena: the object causes its own motion.

Forced motion is supposed to be a two-sided phenomenon, because

one object imposes its commands on another. Where Aristotle

conceived of some of the phenomena of motion as one-sided and

others as two-sided, Newton realized that a change in motion was

always a two-sided relationship of a force acting between two physical objects.

The one-sided natural motion description of falling makes a

crucial omission. The acceleration of a falling object is not caused

by its own natural tendencies but by an attractive force between

it and the planet Earth. Moon rocks brought back to our planet do

not want to fly back up to the moon because the moon is their

natural place. They fall to the floor when you drop them, just

like our homegrown rocks. As well discuss in more detail later in

this course, gravitational forces are simply an attraction that occurs

between any two physical objects. Minute gravitational forces can

even be measured between human-scale objects in the laboratory.

The idea of natural motion also explains incorrectly why things

come to rest. A basketball rolling across a beach slows to a stop

because it is interacting with the sand via a frictional force, not

because of its own desire to be at rest. If it was on a frictionless

surface, it would never slow down. Many of Aristotles mistakes

stemmed from his failure to recognize friction as a force.

The concept of voluntary motion is equally flawed. You may

have been a little uneasy about it from the start, because it assumes

a clear distinction between living and nonliving things. Today, however, we are used to having the human body likened to a complex

machine. In the modern world-view, the border between the living

and the inanimate is a fuzzy no-mans land inhabited by viruses,

prions, and silicon chips. Furthermore, Aristotles statement that

you can take a step forward because you choose to inappropriately

mixes two levels of explanation. At the physical level of explanation, the reason your body steps forward is because of a frictional

force acting between your foot and the floor. If the floor was covered

with a puddle of oil, no amount of choosing to would enable you

to take a graceful stride forward.

light reflected from this painting

because Monet wanted to represent water with the color blue.

This is a valid statement at one

level of explanation, but physics

works at the physical level of

explanation, in which blue light

gets to your eyes because it is

reflected by blue pigments in the

paint.

In the Aristotelian-scholastic tradition, the description of motion as natural, voluntary, or forced was only the broadest level of

classification, like splitting animals into birds, reptiles, mammals,

and amphibians. There might be thousands of types of motion,

each of which would follow its own rules. Newtons realization that

all changes in motion were caused by two-sided interactions made

Section 4.1

Force

119

it seem that the phenomena might have more in common than had

been apparent. In the Newtonian description, there is only one cause

for a change in motion, which we call force. Forces may be of different types, but they all produce changes in motion according to the

same rules. Any acceleration that can be produced by a magnetic

force can equally well be produced by an appropriately controlled

stream of water. We can speak of two forces as being equal if they

produce the same change in motion when applied in the same situation, which means that they pushed or pulled equally hard in the

same direction.

The idea of a numerical scale of force and the newton unit were

introduced in chapter 0. To recapitulate briefly, a force is when a

pair of objects push or pull on each other, and one newton is the

force required to accelerate a 1-kg object from rest to a speed of 1

m/s in 1 second.

More than one force on an object

As if we hadnt kicked poor Aristotle around sufficiently, his

theory has another important flaw, which is important to discuss

because it corresponds to an extremely common student misconception. Aristotle conceived of forced motion as a relationship in which

one object was the boss and the other followed orders. It therefore would only make sense for an object to experience one force at

a time, because an object couldnt follow orders from two sources at

once. In the Newtonian theory, forces are numbers, not orders, and

if more than one force acts on an object at once, the result is found

by adding up all the forces. It is unfortunate that the use of the

English word force has become standard, because to many people

it suggests that you are forcing an object to do something. The

force of the earths gravity cannot force a boat to sink, because

there are other forces acting on the boat. Adding them up gives a

total of zero, so the boat accelerates neither up nor down.

Objects can exert forces on each other at a distance.

Aristotle declared that forces could only act between objects that

were touching, probably because he wished to avoid the type of occult speculation that attributed physical phenomena to the influence

of a distant and invisible pantheon of gods. He was wrong, however,

as you can observe when a magnet leaps onto your refrigerator or

when the planet earth exerts gravitational forces on objects that are

in the air. Some types of forces, such as friction, only operate between objects in contact, and are called contact forces. Magnetism,

on the other hand, is an example of a noncontact force. Although

the magnetic force gets stronger when the magnet is closer to your

refrigerator, touching is not required.

120

Chapter 4

Weight

In physics, an objects weight, FW , is defined as the earths

gravitational force on it. The SI unit of weight is therefore the

Newton. People commonly refer to the kilogram as a unit of weight,

but the kilogram is a unit of mass, not weight. Note that an objects

weight is not a fixed property of that object. Objects weigh more

in some places than in others, depending on the local strength of

gravity. It is their mass that always stays the same. A baseball

pitcher who can throw a 90-mile-per-hour fastball on earth would

not be able to throw any faster on the moon, because the balls

inertia would still be the same.

Positive and negative signs of force

Well start by considering only cases of one-dimensional centerof-mass motion in which all the forces are parallel to the direction of

motion, i.e., either directly forward or backward. In one dimension,

plus and minus signs can be used to indicate directions of forces, as

shown in figure c. We can then refer generically to addition of forces,

rather than having to speak sometimes of addition and sometimes of

subtraction. We add the forces shown in the figure and get 11 N. In

general, we should choose a one-dimensional coordinate system with

its x axis parallel the direction of motion. Forces that point along

the positive x axis are positive, and forces in the opposite direction

are negative. Forces that are not directly along the x axis cannot be

immediately incorporated into this scheme, but thats OK, because

were avoiding those cases for now.

saxophone.

In this example,

positive signs have been used

consistently for forces to the

right, and negative signs for

forces to the left. (The forces

are being applied to different

places on the saxophone, but the

numerical value of a force carries

no information about that.)

Discussion questions

A

In chapter 0, I defined 1 N as the force that would accelerate a

1-kg mass from rest to 1 m/s in 1 s. Anticipating the following section, you

might guess that 2 N could be defined as the force that would accelerate

the same mass to twice the speed, or twice the mass to the same speed.

Is there an easier way to define 2 N based on the definition of 1 N?

We are now prepared to make a more powerful restatement of the

principle of inertia.

Newtons first law

If the total force on an object is zero, its center of mass continues

in the same state of motion.

In other words, an object initially at rest is predicted to remain

at rest if the total force on it is zero, and an object in motion remains

in motion with the same velocity in the same direction. The converse

of Newtons first law is also true: if we observe an object moving

with constant velocity along a straight line, then the total force on

Section 4.2

121

it must be zero.

In a future physics course or in another textbook, you may encounter the term net force, which is simply a synonym for total

force.

What happens if the total force on an object is not zero? It

accelerates. Numerical prediction of the resulting acceleration is the

topic of Newtons second law, which well discuss in the following

section.

This is the first of Newtons three laws of motion. It is not

important to memorize which of Newtons three laws are numbers

one, two, and three. If a future physics teacher asks you something

like, Which of Newtons laws are you thinking of?, a perfectly

acceptable answer is The one about constant velocity when theres

zero total force. The concepts are more important than any specific formulation of them. Newton wrote in Latin, and I am not

aware of any modern textbook that uses a verbatim translation of

his statement of the laws of motion. Clear writing was not in vogue

in Newtons day, and he formulated his three laws in terms of a concept now called momentum, only later relating it to the concept of

force. Nearly all modern texts, including this one, start with force

and do momentum later.

An elevator

example 1

. An elevator has a weight of 5000 N. Compare the forces that the

cable must exert to raise it at constant velocity, lower it at constant

velocity, and just keep it hanging.

. In all three cases the cable must pull up with a force of exactly

5000 N. Most people think youd need at least a little more than

5000 N to make it go up, and a little less than 5000 N to let it down,

but thats incorrect. Extra force from the cable is only necessary

for speeding the car up when it starts going up or slowing it down

when it finishes going down. Decreased force is needed to speed

the car up when it gets going down and to slow it down when it

finishes going up. But when the elevator is cruising at constant

velocity, Newtons first law says that you just need to cancel the

force of the earths gravity.

To many students, the statement in the example that the cables

upward force cancels the earths downward gravitational force implies that there has been a contest, and the cables force has won,

vanquishing the earths gravitational force and making it disappear.

That is incorrect. Both forces continue to exist, but because they

add up numerically to zero, the elevator has no center-of-mass acceleration. We know that both forces continue to exist because they

both have side-effects other than their effects on the cars center-ofmass motion. The force acting between the cable and the car continues to produce tension in the cable and keep the cable taut. The

122

Chapter 4

we are considering as part of the elevator-object) stuck to the floor

and to produce internal stresses in the walls of the car, which must

hold up the floor.

Terminal velocity for falling objects

example 2

. An object like a feather that is not dense or streamlined does not

fall with constant acceleration, because air resistance is nonnegligible. In fact, its acceleration tapers off to nearly zero within a

fraction of a second, and the feather finishes dropping at constant

speed (known as its terminal velocity). Why does this happen?

. Newtons first law tells us that the total force on the feather must

have been reduced to nearly zero after a short time. There are

two forces acting on the feather: a downward gravitational force

from the planet earth, and an upward frictional force from the air.

As the feather speeds up, the air friction becomes stronger and

stronger, and eventually it cancels out the earths gravitational

force, so the feather just continues with constant velocity without

speeding up any more.

The situation for a skydiver is exactly analogous. Its just that the

skydiver experiences perhaps a million times more gravitational

force than the feather, and it is not until she is falling very fast

that the force of air friction becomes as strong as the gravitational force. It takes her several seconds to reach terminal velocity, which is on the order of a hundred miles per hour.

More general combinations of forces

It is too constraining to restrict our attention to cases where

all the forces lie along the line of the center of masss motion. For

one thing, we cant analyze any case of horizontal motion, since

any object on earth will be subject to a vertical gravitational force!

For instance, when you are driving your car down a straight road,

there are both horizontal forces and vertical forces. However, the

vertical forces have no effect on the center of mass motion, because

the roads upward force simply counteracts the earths downward

gravitational force and keeps the car from sinking into the ground.

Later in the book well deal with the most general case of many

forces acting on an object at any angles, using the mathematical

technique of vector addition, but the following slight generalization

of Newtons first law allows us to analyze a great many cases of

interest:

Suppose that an object has two sets of forces acting on it, one

set along the line of the objects initial motion and another set perpendicular to the first set. If both sets of forces cancel, then the

objects center of mass continues in the same state of motion.

Section 4.2

123

example 3

. Describe the forces acting on a person standing in a subway

train that is cruising at constant velocity.

. No force is necessary to keep the person moving relative to

the ground. He will not be swept to the back of the train if the

floor is slippery. There are two vertical forces on him, the earths

downward gravitational force and the floors upward force, which

cancel. There are no horizontal forces on him at all, so of course

the total horizontal force is zero.

Forces on a sailboat

example 4

. If a sailboat is cruising at constant velocity with the wind coming

from directly behind it, what must be true about the forces acting

on it?

. The forces acting on the boat must be canceling each other

out. The boat is not sinking or leaping into the air, so evidently

the vertical forces are canceling out. The vertical forces are the

downward gravitational force exerted by the planet earth and an

upward force from the water.

The air is making a forward force on the sail, and if the boat is

not accelerating horizontally then the waters backward frictional

force must be canceling it out.

d / Example 4.

a higher speed. Zero total force is always needed to maintain

constant velocity. Consider the following made-up numbers:

forward force of

the wind on the

sail . . .

backward force of

the water on the

hull . . .

total force on the

boat . . .

boat moving at

a low, constant

velocity

10,000 N

boat moving at

a high, constant

velocity

20,000 N

10, 000 N

20, 000 N

0N

0N

The faster boat still has zero total force on it. The forward force

on it is greater, and the backward force smaller (more negative),

but thats irrelevant because Newtons first law has to do with the

total force, not the individual forces.

This example is quite analogous to the one about terminal velocity

of falling objects, since there is a frictional force that increases

with speed. After casting off from the dock and raising the sail,

the boat will accelerate briefly, and then reach its terminal velocity,

at which the waters frictional force has become as great as the

winds force on the sail.

124

Chapter 4

A car crash

example 5

. If you drive your car into a brick wall, what is the mysterious

force that slams your face into the steering wheel?

. Your surgeon has taken physics, so she is not going to believe

your claim that a mysterious force is to blame. She knows that

your face was just following Newtons first law. Immediately after

your car hit the wall, the only forces acting on your head were

the same canceling-out forces that had existed previously: the

earths downward gravitational force and the upward force from

your neck. There were no forward or backward forces on your

head, but the car did experience a backward force from the wall,

so the car slowed down and your face caught up.

Discussion questions

A

Newton said that objects continue moving if no forces are acting

on them, but his predecessor Aristotle said that a force was necessary to

keep an object moving. Why does Aristotles theory seem more plausible,

even though we now believe it to be wrong? What insight was Aristotle

missing about the reason why things seem to slow down naturally? Give

an example.

B In the figure what would have to be true about the saxophones initial

motion if the forces shown were to result in continued one-dimensional

motion of its center of mass?

C

This figure requires an ever further generalization of the preceding

discussion. After studying the forces, what does your physical intuition tell

you will happen? Can you state in words how to generalize the conditions

for one-dimensional motion to include situations like this one?

Discussion question B.

What about cases where the total force on an object is not zero,

so that Newtons first law doesnt apply? The object will have an

acceleration. The way weve defined positive and negative signs

of force and acceleration guarantees that positive forces produce

positive accelerations, and likewise for negative values. How much

acceleration will it have? It will clearly depend on both the objects

mass and on the amount of force.

Discussion question C.

Experiments with any particular object show that its acceleration is directly proportional to the total force applied to it. This

may seem wrong, since we know of many cases where small amounts

of force fail to move an object at all, and larger forces get it going.

This apparent failure of proportionality actually results from forgetting that there is a frictional force in addition to the force we

apply to move the object. The objects acceleration is exactly proportional to the total force on it, not to any individual force on it.

In the absence of friction, even a very tiny force can slowly change

the velocity of a very massive object.

Section 4.3

125

Experiments also show that the acceleration is inversely proportional to the objects mass, and combining these two proportionalities gives the following way of predicting the acceleration of any

object:

Newtons second law

a = Ftotal /m

where

m is an objects mass

Ftotal is the sum of the forces acting on it, and

a is the acceleration of the objects center of mass.

are parallel to the direction of motion.

An accelerating bus

example 6

. A VW bus with a mass of 2000 kg accelerates from 0 to 25 m/s

(freeway speed) in 34 s. Assuming the acceleration is constant,

what is the total force on the bus?

. We solve Newtons second law for Ftotal = ma, and substitute

v /t for a, giving

Ftotal = mv /t

= (2000 kg)(25 m/s 0 m/s)/(34 s)

= 1.5 kN

Newton doesnt care what frame of reference you use his laws

in, and this makes him different from Aristotle, who says there is

something special about the frame of reference attached firmly to

the dirt underfoot. Suppose that an object obeys Newtons second

law in the dirts frame. It has some velocity that is a function of

time, and differentiating this function gives dv/dt = F/m. Suppose

we change to the frame of reference of a train that is in motion

relative to the dirt at constant velocity c. Looking out the window

of the train, we see the object moving with velocity v c. But the

derivative of a constant is zero, so when we differentiate v c, the

constant goes away, and we get exactly the same result. Newton is

still happy, although Aristotle feels a great disturbance in the force.

126

Chapter 4

find its motion, i.e., its position as a function of time, x(t). Since

Newtons second law predicts the acceleration d2 x/dt2 , we need to

integrate twice to find x. The first integration gives the velocity,

and the constant of integration is also a velocity, which can be fixed

by giving the objects velocity at some initial time. In the second

integration we pick up a second constant of integration, this one

related to an initial position.

A force that tapers off to zero

example 7

. An object of mass m starts at rest at t = to . A force varying as

F = bt 2 , where b is a constant, begins acting on it. Find the

greatest speed it will ever have.

.

F =m

dv

dt

F

dt

Z

Zm

F

dv =

dt

m

b

v = t 1 + vo

m

dv =

that v = 0 at t = to , so we find that vo = b/mto . The negative term

gets closer to zero with increasing time, so the maximum velocity

is achieved by letting t approach infinity. That is, the object will

never stop speeding up, but it will also never surpass a certain

speed. In the limit t , we identify vo as the velocity that the

object will approach asymptotically.

A generalization

As with the first law, the second law can be easily generalized

to include a much larger class of interesting situations:

Suppose an object is being acted on by two sets of forces, one

set lying parallel to the objects initial direction of motion and

another set acting along a perpendicular line. If the forces

perpendicular to the initial direction of motion cancel out,

then the object accelerates along its original line of motion

according to a = Fk /m, where Fk is the sum of the forces

parallel to the line.

Section 4.3

127

example 8

Suppose a coin is sliding to the right across a table, e, and lets

choose a positive x axis that points to the right. The coins velocity

is positive, and we expect based on experience that it will slow

down, i.e., its acceleration should be negative.

e / A coin slides across a table.

Even for motion in one

dimension, some of the forces

may not lie along the line of the

motion.

Although the coins motion is purely horizontal, it feels both vertical and horizontal forces. The Earth exerts a downward gravitational force F2 on it, and the table makes an upward force F3

that prevents the coin from sinking into the wood. In fact, without

these vertical forces the horizontal frictional force wouldnt exist:

surfaces dont exert friction against one another unless they are

being pressed together.

Although F2 and F3 contribute to the physics, they do so only

indirectly. The only thing that directly relates to the acceleration

along the horizontal direction is the horizontal force: a = F1 /m.

The relationship between mass and weight

weight forces exerted by the

earth on the contents of the two

pans. Since the two pans are

at almost the same location on

the earths surface, the value

of g is essentially the same for

each one, and equality of weight

therefore also implies equality of

mass.

mass tells us how hard it is to change its motion. Its weight measures

the strength of the gravitational attraction between the apple and

the planet earth. The apples weight is less on the moon, but its

mass is the same. Astronauts assembling the International Space

Station in zero gravity cannot just pitch massive modules back and

forth with their bare hands; the modules are weightless, but not

massless.

We have already seen the experimental evidence that when weight

(the force of the earths gravity) is the only force acting on an object, its acceleration equals the constant g, and g depends on where

you are on the surface of the earth, but not on the mass of the object. Applying Newtons second law then allows us to calculate the

magnitude of the gravitational force on any object in terms of its

mass:

|FW | = mg

.

(The equation only gives the magnitude, i.e. the absolute value, of

FW , because were defining g as a positive number, so it equals the

absolute value of a falling objects acceleration.)

. Solved problem: Decelerating a car

example 9

. Figure g shows masses of one and two kilograms hung from a

spring scale, which measures force in units of newtons. Explain

the readings.

. Lets start with the single kilogram. Its not accelerating, so

evidently the total force on it is zero: the spring scales upward

force on it is canceling out the earths downward gravitational

force. The spring scale tells us how much force it is being obliged

g / Example 9.

128

Chapter 4

to supply, but since the two forces are equal in strength, the

spring scales reading can also be interpreted as measuring the

strength of the gravitational force, i.e., the weight of the onekilogram mass. The weight of a one-kilogram mass should be

FW = mg

= (1.0 kg)(9.8 m/s2 ) = 9.8 N

Similarly for the two-kilogram mass, we have

FW = mg

= (2.0 kg)(9.8 m/s2 ) = 19.6 N

example 10

. Experiments show that the force of air friction on a falling object

such as a skydiver or a feather can be approximated fairly well

with the equation |Fair | = cAv 2 , where c is a constant, is the

density of the air, A is the cross-sectional area of the object as

seen from below, and v is the objects velocity. Predict the objects

terminal velocity, i.e., the final velocity it reaches after a long time.

. As the object accelerates, its greater v causes the upward force

of the air to increase until finally the gravitational force and the

force of air friction cancel out, after which the object continues

at constant velocity. We choose a coordinate system in which

positive is up, so that the gravitational force is negative and the

force of air friction is positive. We want to find the velocity at which

Fair + FW = 0

cAv 2 mg = 0

i.e.,

r

vter minal =

mg

cA

self-check A

It is important to get into the habit of interpreting equations. This may be

difficult at first, but eventually you will get used to this kind of reasoning.

p

(1) Interpret the equation vter minal = mg /c A in the case of =0.

(2) How would the terminal velocity of a 4-cm steel ball compare to that

of a 1-cm ball?

(3) In addition to teasing out the mathematical meaning of an equation,

we also have to be able to place it in its physical context. How generally

important is this equation?

. Answer, p. 501

Section 4.3

129

Discussion questions

A

Show that the Newton can be reexpressed in terms of the three

basic mks units as the combination kgm/s2 .

B

x (m)

10

20

30

40

50

60

70

80

90

100

t (s)

1.84

2.86

3.80

4.67

5.53

6.38

7.23

8.10

8.96

9.83

C

There can also be cases where an object is moving and keeps on moving

without having any total force on it, but that can only happen when theres

no friction, like in outer space.

D Table h gives laser timing data for Ben Johnsons 100 m dash at the

1987 World Championship in Rome. (His world record was later revoked

because he tested positive for steroids.) How does the total force on him

change over the duration of the race?

h / Discussion question D.

130

Chapter 4

Violin teachers have to endure their beginning students screeching.

A frown appears on the woodwind teachers face as she watches her

student take a breath with an expansion of his ribcage but none

in his belly. What makes physics teachers cringe is their students

verbal statements about forces. Below I have listed several dicta

about what force is not.

Force is not a property of one object.

A great many of students incorrect descriptions of forces could

be cured by keeping in mind that a force is an interaction of two

objects, not a property of one object.

Incorrect statement: That magnet has a lot of force.

If the magnet is one millimeter away from a steel ball bearing, they

may exert a very strong attraction on each other, but if they were a

meter apart, the force would be virtually undetectable. The magnets

strength can be rated using certain electrical units (ampere meters2 ),

but not in units of force.

If force is not a property of a single object, then it cannot be

used as a measure of the objects motion.

Incorrect statement: The freight train rumbled down the tracks with

awesome force.

Force is not a measure of motion. If the freight train collides with a

stalled cement truck, then some awesome forces will occur, but if it hits

a fly the force will be small.

There are two main approaches to understanding the motion of

objects, one based on force and one on a different concept, called energy. The SI unit of energy is the Joule, but you are probably more

familiar with the calorie, used for measuring foods energy, and the

kilowatt-hour, the unit the electric company uses for billing you.

Physics students previous familiarity with calories and kilowatthours is matched by their universal unfamiliarity with measuring

forces in units of Newtons, but the precise operational definitions of

the energy concepts are more complex than those of the force concepts, and textbooks, including this one, almost universally place the

force description of physics before the energy description. During

the long period after the introduction of force and before the careful

definition of energy, students are therefore vulnerable to situations

in which, without realizing it, they are imputing the properties of

energy to phenomena of force.

Incorrect statement: How can my chair be making an upward force on

my rear end? It has no power!

Power is a concept related to energy, e.g., a 100-watt lightbulb uses

Section 4.4

131

up 100 joules per second of energy. When you sit in a chair, no energy

is used up, so forces can exist between you and the chair without any

need for a source of power.

Because energy can be stored and used up, people think force

also can be stored or used up.

Incorrect statement: If you dont fill up your tank with gas, youll run

out of force.

Energy is what youll run out of, not force.

Transforming energy from one form into another usually requires

some kind of living or mechanical mechanism. The concept is not

applicable to forces, which are an interaction between objects, not

a thing to be transferred or transformed.

Incorrect statement: How can a wooden bench be making an upward

force on my rear end? It doesnt have any springs or anything inside it.

No springs or other internal mechanisms are required. If the bench

didnt make any force on you, you would obey Newtons second law and

fall through it. Evidently it does make a force on you!

I can click a remote control to make my garage door change from

being at rest to being in motion. My fingers force on the button,

however, was not the force that acted on the door. When we speak

of a force on an object in physics, we are talking about a force that

acts directly. Similarly, when you pull a reluctant dog along by its

leash, the leash and the dog are making forces on each other, not

your hand and the dog. The dog is not even touching your hand.

self-check B

Which of the following things can be correctly described in terms of

force?

(1) A nuclear submarine is charging ahead at full steam.

(2) A nuclear submarines propellers spin in the water.

(3) A nuclear submarine needs to refuel its reactor periodically.

Answer, p. 501

Discussion questions

A

Criticize the following incorrect statement: If you shove a book

across a table, friction takes away more and more of its force, until finally

it stops.

B

You hit a tennis ball against a wall. Explain any and all incorrect

ideas in the following description of the physics involved: The ball gets

some force from you when you hit it, and when it hits the wall, it loses part

of that force, so it doesnt bounce back as fast. The muscles in your arm

are the only things that a force can come from.

132

Chapter 4

One day, youre driving down the street in your pickup truck, on

your way to deliver a bowling ball. The ball is in the back of the

truck, enjoying its little jaunt and taking in the fresh air and sunshine. Then you have to slow down because a stop sign is coming

up. As you brake, you glance in your rearview mirror, and see your

trusty companion accelerating toward you. Did some mysterious

force push it forward? No, it only seems that way because you and

the car are slowing down. The ball is faithfully obeying Newtons

first law, and as it continues at constant velocity it gets ahead relative to the slowing truck. No forces are acting on it (other than the

same canceling-out vertical forces that were always acting on it).1

The ball only appeared to violate Newtons first law because there

was something wrong with your frame of reference, which was based

on the truck.

moves with the truck, the bowling ball appears to violate Newtons first law by accelerating despite having no horizontal forces

on it. 2. In an inertial frame of reference, which the surface of the

earth approximately is, the bowling ball obeys Newtons first law.

It moves equal distances in equal

time intervals, i.e., maintains constant velocity. In this frame of

reference, it is the truck that appears to have a change in velocity, which makes sense, since the

road is making a horizontal force

on it.

laws are valid? Its no good to say that we should avoid moving

frames of reference, because there is no such thing as absolute rest

or absolute motion. All frames can be considered as being either at

rest or in motion. According to an observer in India, the strip mall

that constituted the frame of reference in panel (b) of the figure

was moving along with the earths rotation at hundreds of miles per

hour.

The reason why Newtons laws fail in the trucks frame of refer1

Section 4.5

133

(Recall that physicists use the word to refer either to speeding up or

slowing down.) Newtons laws were working just fine in the moving

trucks frame of reference as long as the truck was moving at constant velocity. It was only when its speed changed that there was

a problem. How, then, are we to tell which frames are accelerating

and which are not? What if you claim that your truck is not accelerating, and the sidewalk, the asphalt, and the Burger King are

accelerating? The way to settle such a dispute is to examine the

motion of some object, such as the bowling ball, which we know

has zero total force on it. Any frame of reference in which the ball

appears to obey Newtons first law is then a valid frame of reference,

and to an observer in that frame, Mr. Newton assures us that all

the other objects in the universe will obey his laws of motion, not

just the ball.

Valid frames of reference, in which Newtons laws are obeyed,

are called inertial frames of reference. Frames of reference that are

not inertial are called noninertial frames. In those frames, objects

violate the principle of inertia and Newtons first law. While the

truck was moving at constant velocity, both it and the sidewalk

were valid inertial frames. The truck became an invalid frame of

reference when it began changing its velocity.

You usually assume the ground under your feet is a perfectly

inertial frame of reference, and we made that assumption above. It

isnt perfectly inertial, however. Its motion through space is quite

complicated, being composed of a part due to the earths daily rotation around its own axis, the monthly wobble of the planet caused

by the moons gravity, and the rotation of the earth around the sun.

Since the accelerations involved are numerically small, the earth is

approximately a valid inertial frame.

Noninertial frames are avoided whenever possible, and we will

seldom, if ever, have occasion to use them in this course. Sometimes,

however, a noninertial frame can be convenient. Naval gunners, for

instance, get all their data from radars, human eyeballs, and other

detection systems that are moving along with the earths surface.

Since their guns have ranges of many miles, the small discrepancies between their shells actual accelerations and the accelerations

predicted by Newtons second law can have effects that accumulate

and become significant. In order to kill the people they want to kill,

they have to add small corrections onto the equation a = Ftotal /m.

Doing their calculations in an inertial frame would allow them to

use the usual form of Newtons second law, but they would have

to convert all their data into a different frame of reference, which

would require cumbersome calculations.

Discussion question

A

134

Chapter 4

a different origin? What is the effect if we keep the same origin but reverse the positive direction of the x axis? How about an inertial frame

moving alongside the object? What if we describe the objects motion in

a noninertial frame?

Section 4.5

135

Engineering majors are a majority of the students in the kind of

physics course for which this book is designed, so most likely you

fall into that category. Although you surely recognize that physics

is an important part of your training, if youve had any exposure

to how engineers really work, youre probably skeptical about the

flavor of problem-solving taught in most science courses. You realize that not very many practical engineering calculations fall into

the narrow range of problems for which an exact solution can be

calculated with a piece of paper and a sharp pencil. Real-life problems are usually complicated, and typically they need to be solved

by number-crunching on a computer, although we can often gain

insight by working simple approximations that have algebraic solutions. Not only is numerical problem-solving more useful in real life,

its also educational; as a beginning physics student, I really only

felt like I understood projectile motion after I had worked it both

ways, using algebra and then a computer program.

In this section, well start by seeing how to apply numerical

techniques to some simple problems for which we know the answer in

closed form, i.e., a single algebraic expression without any calculus

or infinite sums. After that, well solve a problem that would have

made you world-famous if you could have done it in the seventeenth

century using paper and a quill pen! Before you continue, you should

read Appendix 1 on page 484 that introduces you to the Python

programming language.

First lets solve the trivial problem of finding the distance traveled by an object moving at speed v to in time t. This closed-form

answer is, of course, vt, but the point is to introduce the techniques

we can use to solve other problems of this type. The basic idea is

to divide the time up into n equal parts, and add up the distances

traveled in all the parts. The following Python function does the

job. Note that you shouldnt type in the line numbers on the left,

and you dont need to type in the comments, either.

1

2

3

4

5

6

7

8

9

10

import math

def dist(n):

t = 1.0

v = 1.0

x=0

dt = t/n

for i in range(n):

dx = v*dt

x = x+dx

return x

#

#

#

#

seconds

m/s

Initialize the position.

Divide t into n equal parts.

# Change x.

vdt, then presumably we knew x = vt, which was the answer to

136

Chapter 4

with the simplest possible example. How far do we move in 1 s at a

constant speed of 1 m/s? If we do this,

>>> print(dist(10))

1.0

Python produces the expected answer by dividing the time into ten

equal 0.1-second intervals, and adding up the ten 0.1-meter segments

traversed in them. Since the object moves at constant speed, it

doesnt even matter whether we set n to 10, 1, or a million:

>>> print(dist(1))

1.0

Now lets do an example where the answer isnt obvious to people

who dont know calculus: through what distance does an object fall

in 1.0 s, starting from rest? By integrating a = g to find v = gt

and the integrating again to get x = (1/2)gt2 , we know that the

exact answer is 4.9 m. Lets see if we can reproduce that answer

numerically. The main difference between this program and the

previous one is that now the velocity isnt constant, so we need to

update it as we go along.

1

2

3

4

5

6

7

8

9

10

11

12

13

import math

def dist2(n):

t = 1.0

g=9.8

x=0

v=0

dt = t/n

for i in range(n):

dx = v*dt

x = x+dx

dv = g*dt

v = v+dv

return x

#

#

#

#

#

seconds

strength of gravity, in m/s2

Initialize the distance fallen.

Initialize the velocity.

Divide t into n equal parts.

# Change x.

# tiny change in vel. during tiny time dt

With the drop split up into only 10 equal height intervals, the numerical technique provides a decent approximation:

>>> print(dist2(10))

4.41

By increasing n to ten thousand, we get an answer thats as close as

we need, given the limited accuracy of the raw data:

>>> print(dist2(10000))

4.89951

Section 4.6

Numerical techniques

137

whimsical problem, which cannot be solved in closed form using

elementary functions such as sines, exponentials, roots, etc.

Ann E. Hodges of Sylacauga, Alabama is the only person ever

known to have been injured by a meteorite. In 1954, she was struck

in the hip by a meteorite that crashed through the roof of her house

and struck her in the hip while she was napping on the couch. Since

Hodges was asleep, we do not have direct evidence on the following

silly trivia question: if youre going to be hit by a meteorite, will

you hear it coming, or will it approach at more than the speed of

sound? To answer this question, we start by constructing a physical

model that is as simple as possible. We take the meteor as entering

the earths atmosphere directly along the vertical. The atmosphere

does not cut off suddenly at a certain height; its density can be

approximated as being proportional to ex/H , where x is the altitude

and H 7.6 km is called the scale height. The force of air friction

is proportional to the density and to the square of the velocity, so

F = bv 2 ex/H

where b is a constant and F is positive in the coordinate system weve

chosen, where +x is up. The constant b depends on the size of the

object, and its mass also affects the acceleration through Newtona

second law, a = F/m. The answer to the question therefore depends

on the size of the meteorite. However, it is reasonable to take the

results for the Sylacauga meteorite as constituting a general answer

to our question, since larger ones are very rare, while the much

more common pebble-sized smaller ones do not make it through the

atmosphere before they disintegrate. The objects initial velocity

as it entered the atmosphere is not known, so we assume a typical

value of 20 km/s. The Sylacauga meteorite was seen breaking up

into three pieces, only two of which were recovered. The complete

objects mass was probably about 7 kg and its radius about 9 cm.

For an object with this radius, we expect b 1.5 103 kg/m.

Using Newtons second law, we find

Ftotal

m

bv 2 ex/H mg

=

m

a=

I dont know of any way to solve this to find the function x(t) closed

form, so lets solve it numrically.

This problem is of a slightly different form than the ones above,

where we knew we wanted to follow the motion up until a certain

time. This problem is more of an Are we there yet? We want to

stop the calculation where the altitude reaches zero. If it started

at an initial position x at velocity v (v < 0) and maintained that

velocity all the way down to sea level, the time interval would be

138

Chapter 4

will be greater than that. We guess ten times that as a maximum,

and then have the program check each time through the loop to see

if weve hit the ground yet. When this happens, we bail out of the

loop before completing all n iterations.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

import math

def meteor(n):

r = .09

m=7

# mass in kg

b=1.5e-3

# const. of prop. for friction, kg/m

x = 200.*1000.

# start at 200 km altitude, far above air

v = -20.*1000.

# 20 km/s

H = 7.6*1000.

# scale height in meters

g = 9.8

# m/s2

t_max = -x/v*10.

# guess the longest time it could take

dt = t_max/n

# Divide t into n equal parts.

for i in range(n):

dx = v*dt

x = x+dx

# Change x.

if x<0.:

return v

F = b*v**2*math.exp(-x/H)-m*g

a = F/m

dv = a*dt

v = v+dv

return -999.

# If we get here, t_max was too short.

>>> print(meteor(100000))

-3946.95754982

For comparison, the speed of sound is about 340 m/s. The answer is that if you are hit by a meteorite, you will not be able to

hear its sound before it hits you.

Section 4.6

Numerical techniques

139

Summary

Selected vocabulary

weight . . . . . . . the force of gravity on an object, equal to mg

inertial frame . . a frame of reference that is not accelerating,

one in which Newtons first law is true

noninertial frame an accelerating frame of reference, in which

Newtons first law is violated

Notation

FW . . . . . . . .

weight

net force . . . . . another way of saying total force

Summary

Newtons first law of motion states that if all the forces on an

object cancel each other out, then the object continues in the same

state of motion. This is essentially a more refined version of Galileos

principle of inertia, which did not refer to a numerical scale of force.

Newtons second law of motion allows the prediction of an objects acceleration given its mass and the total force on it, acm =

Ftotal /m. This is only the one-dimensional version of the law; the

full-three dimensional treatment will come in chapter 8, Vectors.

Without the vector techniques, we can still say that the situation

remains unchanged by including an additional set of vectors that

cancel among themselves, even if they are not in the direction of

motion.

Newtons laws of motion are only true in frames of reference that

are not accelerating, known as inertial frames.

Even in one-dimensional motion, it is seldom possible to solve

real-world problems and predict the motion of an object in closed

form. However, there are straightforward numerical techniques for

solving such problems.

140

Chapter 4

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

A car is accelerating forward along a straight road. If the force

of the road on the cars wheels, pushing it forward, is a constant 3.0

kN, and the cars mass is 1000 kg, then how long will the car take

to go from 20 m/s to 50 m/s?

. Solution, p. 491

2

(a) Let T be the maximum tension that an elevators cable can

withstand without breaking, i.e., the maximum force it can exert.

If the motor is programmed to give the car an acceleration a, what

is the maximum mass that the car can have, including passengers,

(b) Interpret the equation you derived in the special cases of a = 0

and of a downward acceleration of magnitude g.

(Interpret means to analyze the behavior of the equation, and

connect that to reality, as in the self-check on page 129.)

3

An object is observed to be moving at constant speed in a

certain direction. Can you conclude that no forces are acting on it?

Explain. [Based on a problem by Serway and Faughn.]

4

You are given a large sealed box, and are not allowed to open

it. Which of the following experiments measure its mass, and which

measure its weight? [Hint: Which experiments would give different

results on the moon?]

(a) Put it on a frozen lake, throw a rock at it, and see how fast it

scoots away after being hit.

(b) Drop it from a third-floor balcony, and measure how loud the

sound is when it hits the ground.

(c) As shown in the figure, connect it with a spring to the wall, and

watch it vibrate.

. Solution, p. 491

Problem 4, part c.

5

While escaping from the palace of the evil Martian emperor,

Sally Spacehound jumps from a tower of height h down to the

ground. Ordinarily the fall would be fatal, but she fires her blaster

rifle straight down, producing an upward force of magnitude FB .

This force is insufficient to levitate her, but it does cancel out some

of the force of gravity. During the time t that she is falling, Sally is

unfortunately exposed to fire from the emperors minions, and cant

dodge their shots. Let m be her mass, and g the strength of gravity

on Mars.

(a) Find the time t in terms of the other variables.

(b) Check the units of your answer to part a.

(c) For sufficiently large values of FB , your answer to part a becomes

Problems

141

6

At low speeds, every cars acceleration is limited by traction,

not by the engines power. Suppose that at low speeds, a certain

car is normally capable of an acceleration of 3 m/s2 . If it is towing

a trailer with half as much mass as the car itself, what acceleration

can it achieve? [Based on a problem from PSSC Physics.]

7

A helicopter of mass m is taking off vertically. The only forces

acting on it are the earths gravitational force and the force, Fair ,

of the air pushing up on the propeller blades.

(a) If the helicopter lifts off at t = 0, what is its vertical speed at

time t?

(b) Plug numbers into your equation from part a, using m = 2300

8

A uranium atom deep in the earth spits out an alpha particle.

An alpha particle is a fragment of an atom. This alpha particle has

initial speed v, and travels a distance d before stopping in the earth.

(a) Find the force, F , that acted on the particle, in terms of v, d,

and its mass, m. Dont plug in any numbers yet. Assume that the

(b) Show that your answer has the right units.

(c) Discuss how your answer to part a depends on all three variables,

and show that it makes sense. That is, for each variable, discuss

what would happen to the result if you changed it while keeping the

other two variables constant. Would a bigger value give a smaller

result, or a bigger result? Once youve figured out this mathematical

relationship, show that it makes sense physically.

(d) Evaluate your result for m = 6.7 1027 kg, v = 2.0 104 km/s,

9

A blimp is initially at rest, hovering, when at t = 0 the pilot

turns on the motor of the propeller. The motor cannot instantly

get the propeller going, but the propeller speeds up steadily. The

steadily increasing force between the air and the propeller is given

by the equation F = kt, where k is a constant. If the mass of the

blimp is m, find its position as a function of time. (Assume that

during the period of time youre dealing with, the blimp is not yet

moving fast enough to cause a significant backward force due to

air

resistance.)

Problem 9.

10

Some garden shears are like a pair of scissors: one sharp blade

slices past another. In the anvil type, however, a sharp blade

presses against a flat one rather than going past it. A gardening

book says that for people who are not very physically strong, the

anvil type can make it easier to cut tough branches, because it

concentrates the force on one side. Evaluate this claim based on

Newtons laws. [Hint: Consider the forces acting on the branch,

and the motion of the branch.]

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Chapter 4

11

In the 1964 Olympics in Tokyo, the best mens high jump

was 2.18 m. Four years later in Mexico City, the gold medal in the

same event was for a jump of 2.24 m. Because of Mexico Citys

altitude (2400 m), the acceleration of gravity there is lower than

that in Tokyo by about 0.01 m/s2 . Suppose a high-jumper has a

mass of 72 kg.

(a) Compare his mass and weight in the two locations.

(b) Assume that he is able to jump with the same initial vertical

velocity in both locations, and that all other conditions are the same

except for gravity. How much higher should he be able to jump in

Mexico City?

(Actually, the reason for the big change between 64 and 68 was the

introduction of the Fosbury flop.)

?

12

The factorial of an integer n, written n!, is defined as the

product of all the positive integers less than or equal to n. For

example, 3! = 1 2 3 = 6. Write a Python program to compute

30!. (Python computes integer results with unlimited precision, so

you wont get any problems with rounding or overflows.) Turn in a

printout of both your program and its output.

13

A ball falls from a height

p h. Without air resistance, the time

it takes to reach the floor is 2h/g. Now suppose that air resistance

is not negligible. For a smooth sphere of radius r, moving at speed

v through air of density , the force of air resistance is (/4)v 2 r2 .

Modify the program meteor on page 139 to handle this problem,

and find the resulting change in the fall time in the case of a 21 g

ball of radius 1.0 cm, falling from a height of 1.0 m. The density of

air at sea level is about 1.2 kg/m3 . You will need to use a very large

value of n to achieve the required precision. Turn in a printout of

both your program and its output. Answer: 0.34 ms.

Problems

143

Equipment:

2-meter pieces of butcher paper

wood blocks with hooks

string

masses to put on top of the blocks to increase friction

spring scales (preferably calibrated in Newtons)

Suppose a person pushes a crate, sliding it across the floor at a certain speed, and then repeats

the same thing but at a higher speed. This is essentially the situation you will act out in this

exercise. What do you think is different about her force on the crate in the two situations?

Discuss this with your group and write down your hypothesis:

1. First you will measure the amount of friction between the wood block and the butcher paper

when the wood and paper surfaces are slipping over each other. The idea is to attach a spring

scale to the block and then slide the butcher paper under the block while using the scale to

keep the block from moving with it. Depending on the amount of force your spring scale was

designed to measure, you may need to put an extra mass on top of the block in order to increase

the amount of friction. It is a good idea to use long piece of string to attach the block to the

spring scale, since otherwise one tends to pull at an angle instead of directly horizontally.

First measure the amount of friction force when sliding the butcher paper as slowly as possible:

Now measure the amount of friction force at a significantly higher speed, say 1 meter per second.

(If you try to go too fast, the motion is jerky, and it is impossible to get an accurate reading.)

Discuss your results. Why are we justified in assuming that the strings force on the block (i.e.,

the scale reading) is the same amount as the papers frictional force on the block?

2. Now try the same thing but with the block moving and the paper standing still. Try two

different speeds.

Do your results agree with your original hypothesis? If not, discuss whats going on. How does

the block know how fast to go?

144

Chapter 4

Chapter 5

Analysis of forces

5.1 Newtons third law

Newton created the modern concept of force starting from his insight

that all the effects that govern motion are interactions between two

objects: unlike the Aristotelian theory, Newtonian physics has no

phenomena in which an object changes its own motion.

145

Is one object always the order-giver and the other the orderfollower? As an example, consider a batter hitting a baseball. The

bat definitely exerts a large force on the ball, because the ball accelerates drastically. But if you have ever hit a baseball, you also

know that the ball makes a force on the bat often with painful

results if your technique is as bad as mine!

on each other.

How does the balls force on the bat compare with the bats

force on the ball? The bats acceleration is not as spectacular as

the balls, but maybe we shouldnt expect it to be, since the bats

mass is much greater. In fact, careful measurements of both objects

masses and accelerations would show that mball aball is very nearly

equal to mbat abat , which suggests that the balls force on the bat

is of the same magnitude as the bats force on the ball, but in the

opposite direction.

forces on each other.

experiments for investigating this issue accurately and without too

much interference from extraneous forces.

exert

separately, and then one magnet is hung from the pan of the top

balance so that it is directly above the other magnet. There is an

attraction between the two magnets, causing the reading on the top

scale to increase and the reading on the bottom scale to decrease.

The large magnet is more powerful in the sense that it can pick

up a heavier paperclip from the same distance, so many people have

a strong expectation that one scales reading will change by a far

different amount than the other. Instead, we find that the two

changes are equal in magnitude but opposite in direction: the force

of the bottom magnet pulling down on the top one has the same

strength as the force of the top one pulling up on the bottom one.

exhaust gases out the back.

Newtons third law says that if the

rocket exerts a backward force

on the gases, the gases must

make an equal forward force on

the rocket. Rocket engines can

function above the atmosphere,

unlike propellers and jets, which

work by pushing against the

surrounding air.

146

Chapter 5

of who tries to pull harder, the two forces as measured on the spring

scales are equal. Interposing the two spring scales is necessary in

order to measure the forces, but the outcome is not some artificial

result of the scales interactions with each other. If one person slaps

another hard on the hand, the slappers hand hurts just as much

as the slappees, and it doesnt matter if the recipient of the slap

tries to be inactive. (Punching someone in the mouth causes just

as much force on the fist as on the lips. Its just that the lips are

more delicate. The forces are equal, but not the levels of pain and

injury.)

Newton, after observing a series of results such as these, decided

that there must be a fundamental law of nature at work:

Analysis of forces

Forces occur in equal and opposite pairs: whenever object A exerts

a force on object B, object B must also be exerting a force on object

A. The two forces are equal in magnitude and opposite in direction.

indicate the directions of forces, and Newtons third law can be

written succinctly as FA on B = FB on A .

stroke pushes backward against

the water. By Newtons third law,

the water pushes forward on him.

self-check A

Figure d analyzes swimming using Newtons third law. Do a similar

analysis for a sprinter leaving the starting line.

. Answer, p. 502

in Newtons third law. There is no original force, and neither one

is a response to the other. The pair of forces is a relationship, like

marriage, not a back-and-forth process like a tennis match. Newton

came up with the third law as a generalization about all the types of

forces with which he was familiar, such as frictional and gravitational

forces. When later physicists discovered a new type force, such

as the force that holds atomic nuclei together, they had to check

whether it obeyed Newtons third law. So far, no violation of the

third law has ever been discovered, whereas the first and second

laws were shown to have limitations by Einstein and the pioneers of

atomic physics.

The English vocabulary for describing forces is unfortunately

rooted in Aristotelianism, and often implies incorrectly that forces

are one-way relationships. It is unfortunate that a half-truth such as

the table exerts an upward force on the book is so easily expressed,

while a more complete and correct description ends up sounding

awkward or strange: the table and the book interact via a force,

or the table and book participate in a force.

To students, it often sounds as though Newtons third law implies nothing could ever change its motion, since the two equal and

opposite forces would always cancel. The two forces, however, are

always on two different objects, so it doesnt make sense to add

them in the first place we only add forces that are acting on the

same object. If two objects are interacting via a force and no other

forces are involved, then both objects will accelerate in opposite

directions!

Section 5.1

not mean that forces always

cancel out so that nothing can

ever move. If these two figure

skaters, initially at rest, push

against each other, they will both

move.

147

man to talk about using the

womans money to cancel out his

bar tab, because there is no good

reason to combine his debts and

her assets. Similarly, it doesnt

make sense to refer to the equal

and opposite forces of Newtons

third law as canceling. It only

makes sense to add up forces

that are acting on the same object, whereas two forces related

to each other by Newtons third

law are always acting on two different objects.

Mnemonics are tricks for memorizing things. For instance, the

musical notes that lie between the lines on the treble clef spell the

word FACE, which is easy to remember. Many people use the

mnemonic SOHCAHTOA to remember the definitions of the sine,

cosine, and tangent in trigonometry. I have my own modest offering,

POFOSTITO, which I hope will make it into the mnemonics hall of

fame. Its a way to avoid some of the most common problems with

applying Newtons third law correctly:

example 1

. A book is lying on a table. What force is the Newtons-third-law

partner of the earths gravitational force on the book?

Answer: Newtons third law works like B on A, A on B, so the

partner must be the books gravitational force pulling upward on

the planet earth. Yes, there is such a force! No, it does not cause

the earth to do anything noticeable.

Incorrect answer: The tables upward force on the book is the

Newtons-third-law partner of the earths gravitational force on the

book.

This answer violates two out of three of the commandments of

POFOSTITO. The forces are not of the same type, because the

148

Chapter 5

Analysis of forces

objects are involved instead of two: the book, the table, and the

planet earth.

Pushing a box up a hill

example 2

. A person is pushing a box up a hill. What force is related by

Newtons third law to the persons force on the box?

. The boxs force on the person.

Incorrect answer: The persons force on the box is opposed by

friction, and also by gravity.

This answer fails all three parts of the POFOSTITO test, the

most obvious of which is that three forces are referred to instead

of a pair.

. Solved problem: More about example 2

Discussion questions

A

When you fire a gun, the exploding gases push outward in all

directions, causing the bullet to accelerate down the barrel. What thirdlaw pairs are involved? [Hint: Remember that the gases themselves are

an object.]

B

Tam Anh grabs Sarah by the hand and tries to pull her. She tries

to remain standing without moving. A student analyzes the situation as

follows. If Tam Anhs force on Sarah is greater than her force on him,

he can get her to move. Otherwise, shell be able to stay where she is.

Whats wrong with this analysis?

C

You hit a tennis ball against a wall. Explain any and all incorrect

ideas in the following description of the physics involved: According to

Newtons third law, there has to be a force opposite to your force on the

ball. The opposite force is the balls mass, which resists acceleration, and

also air resistance.

One of the most basic and important tasks of physics is to classify

the forces of nature. I have already referred informally to types of

forces such as friction, magnetism, gravitational forces, and so on.

Classification systems are creations of the human mind, so there is

always some degree of arbitrariness in them. For one thing, the level

of detail that is appropriate for a classification system depends on

what youre trying to find out. Some linguists, the lumpers, like to

emphasize the similarities among languages, and a few extremists

have even tried to find signs of similarities between words in languages as different as English and Chinese, lumping the worlds languages into only a few large groups. Other linguists, the splitters,

might be more interested in studying the differences in pronunciation between English speakers in New York and Connecticut. The

Section 5.2

Law and Action at a Distance

Newtons third law is completely

symmetric in the sense that neither force constitutes a delayed

response to the other. Newtons

third law does not even mention

time, and the forces are supposed

to agree at any given instant. This

creates an interesting situation

when it comes to noncontact forces.

Suppose two people are holding magnets, and when one person waves or wiggles her magnet, the other person feels an

effect on his. In this way they

can send signals to each other

from opposite sides of a wall, and

if Newtons third law is correct, it

would seem that the signals are

transmitted instantly, with no time

lag. The signals are indeed transmitted quite quickly, but experiments with electrically controlled

magnets show that the signals

do not leap the gap instantly: they

travel at the same speed as light,

which is an extremely high speed

but not an infinite one.

Is this a contradiction to Newtons third law? Not really. According to current theories, there

are no true noncontact forces.

Action at a distance does not exist. Although it appears that the

wiggling of one magnet affects

the other with no need for anything to be in contact with anything, what really happens is that

wiggling a magnet creates a ripple in the magnetic field pattern

that exists even in empty space.

The magnet shoves the ripplies

out with a kick and receives a

kick in return, in strict obedience

to Newtons third law. The ripples spread out in all directions,

and the ones that hit the other

magnet then interact with it, again

obeying Newtons third law.

149

splitters call the lumpers sloppy, but the lumpers say that science

isnt worthwhile unless it can find broad, simple patterns within the

seemingly complex universe.

Scientific classification systems are also usually compromises between practicality and naturalness. An example is the question of

how to classify flowering plants. Most people think that biological

classification is about discovering new species, naming them, and

classifying them in the class-order-family-genus-species system according to guidelines set long ago. In reality, the whole system is in

a constant state of flux and controversy. One very practical way of

classifying flowering plants is according to whether their petals are

separate or joined into a tube or cone the criterion is so clear that

it can be applied to a plant seen from across the street. But here

practicality conflicts with naturalness. For instance, the begonia has

separate petals and the pumpkin has joined petals, but they are so

similar in so many other ways that they are usually placed within

the same order. Some taxonomists have come up with classification

criteria that they claim correspond more naturally to the apparent

relationships among plants, without having to make special exceptions, but these may be far less practical, requiring for instance the

examination of pollen grains under an electron microscope.

g/A

scientific

system.

classification

At this point in the course, you are going to learn one that is very

practical and easy to use, and that splits the forces up into a relatively large number of types: seven very common ones that well

discuss explicitly in this chapter, plus perhaps ten less important

ones such as surface tension, which we will not bother with right

now.

Physicists, however, are obsessed with finding simple patterns,

so recognizing as many as fifteen or twenty types of forces strikes

them as distasteful and overly complex. Since about the year 1900,

physics has been on an aggressive program to discover ways in which

these many seemingly different types of forces arise from a smaller

number of fundamental ones. For instance, when you press your

hands together, the force that keeps them from passing through each

other may seem to have nothing to do with electricity, but at the

atomic level, it actually does arise from electrical repulsion between

atoms. By about 1950, all the forces of nature had been explained

as arising from four fundamental types of forces at the atomic and

nuclear level, and the lumping-together process didnt stop there.

By the 1960s the length of the list had been reduced to three, and

some theorists even believe that they may be able to reduce it to

two or one. Although the unification of the forces of nature is one of

the most beautiful and important achievements of physics, it makes

much more sense to start this course with the more practical and

easy system of classification. The unified system of four forces will

be one of the highlights of the end of your introductory physics

150

Chapter 5

Analysis of forces

sequence.

be laid out in the form of the tree shown in figure h. The most

specific types of forces are shown at the tips of the branches, and

it is these types of forces that are referred to in the POFOSTITO

mnemonic. For example, electrical and magnetic forces belong to

the same general group, but Newtons third law would never relate

an electrical force to a magnetic force.

The broadest distinction is that between contact and noncontact

forces, which has been discussed in ch. 4. Among the contact forces,

we distinguish between those that involve solids only and those that

have to do with fluids, a term used in physics to include both gases

and liquids.

It should not be necessary to memorize this diagram by rote.

It is better to reinforce your memory of this system by calling to

mind your commonsense knowledge of certain ordinary phenomena.

For instance, we know that the gravitational attraction between us

Section 5.2

151

and the planet earth will act even if our feet momentarily leave the

ground, and that although magnets have mass and are affected by

gravity, most objects that have mass are nonmagnetic.

Hitting a wall

example 3

. A bullet, flying horizontally, hits a steel wall. What type of force

is there between the bullet and the wall?

. Starting at the bottom of the tree, we determine that the force

is a contact force, because it only occurs once the bullet touches

the wall. Both objects are solid. The wall forms a vertical plane.

If the nose of the bullet was some shape like a sphere, you might

imagine that it would only touch the wall at one point. Realistically, however, we know that a lead bullet will flatten out a lot on

impact, so there is a surface of contact between the two, and its

orientation is vertical. The effect of the force on the bullet is to

stop the horizontal motion of the bullet, and this horizontal acceleration must be produced by a horizontal force. The force is

therefore perpendicular to the surface of contact, and its also repulsive (tending to keep the bullet from entering the wall), so it

must be a normal force.

Diagram h is meant to be as simple as possible while including

most of the forces we deal with in everyday life. If you were an

insect, you would be much more interested in the force of surface

tension, which allowed you to walk on water. I have not included

the nuclear forces, which are responsible for holding the nuclei of

atoms, because they are not evident in everyday life.

You should not be afraid to invent your own names for types of

forces that do not fit into the diagram. For instance, the force that

holds a piece of tape to the wall has been left off of the tree, and if

you were analyzing a situation involving scotch tape, you would be

absolutely right to refer to it by some commonsense name such as

sticky force.

On the other hand, if you are having trouble classifying a certain

force, you should also consider whether it is a force at all. For

instance, if someone asks you to classify the force that the earth has

because of its rotation, you would have great difficulty creating a

place for it on the diagram. Thats because its a type of motion,

not a type of force!

Normal forces

A normal force, FN , is a force that keeps one solid object from

passing through another. Normal is simply a fancy word for perpendicular, meaning that the force is perpendicular to the surface

of contact. Intuitively, it seems the normal force magically adjusts

itself to provide whatever force is needed to keep the objects from

occupying the same space. If your muscles press your hands together

152

Chapter 5

Analysis of forces

gently, there is a gentle normal force. Press harder, and the normal

force gets stronger. How does the normal force know how strong to

be? The answer is that the harder you jam your hands together,

the more compressed your flesh becomes. Your flesh is acting like

a spring: more force is required to compress it more. The same is

true when you push on a wall. The wall flexes imperceptibly in proportion to your force on it. If you exerted enough force, would it be

possible for two objects to pass through each other? No, typically

the result is simply to strain the objects so much that one of them

breaks.

Gravitational forces

As well discuss in more detail later in the course, a gravitational

force exists between any two things that have mass. In everyday life,

the gravitational force between two cars or two people is negligible,

so the only noticeable gravitational forces are the ones between the

earth and various human-scale objects. We refer to these planetearth-induced gravitational forces as weight forces, and as we have

already seen, their magnitude is given by |FW | = mg.

. Solved problem: Weight and mass

The microscopic bumps and

holes in two surfaces dig into

each other.

If you have pushed a refrigerator across a kitchen floor, you have

felt a certain series of sensations. At first, you gradually increased

your force on the refrigerator, but it didnt move. Finally, you supplied enough force to unstick the fridge, and there was a sudden

jerk as the fridge started moving. Once the fridge was unstuck, you

could reduce your force significantly and still keep it moving.

While you were gradually increasing your force, the floors frictional force on the fridge increased in response. The two forces on

the fridge canceled, and the fridge didnt accelerate. How did the

floor know how to respond with just the right amount of force? Figure i shows one possible model of friction that explains this behavior.

(A scientific model is a description that we expect to be incomplete,

approximate, or unrealistic in some ways, but that nevertheless succeeds in explaining a variety of phenomena.) Figure i/1 shows a

microscopic view of the tiny bumps and holes in the surfaces of the

floor and the refrigerator. The weight of the fridge presses the two

surfaces together, and some of the bumps in one surface will settle

as deeply as possible into some of the holes in the other surface. In

i/2, your leftward force on the fridge has caused it to ride up a little

higher on the bump in the floor labeled with a small arrow. Still

more force is needed to get the fridge over the bump and allow it to

start moving. Of course, this is occurring simultaneously at millions

of places on the two surfaces.

Once you had gotten the fridge moving at constant speed, you

Section 5.2

slip on the waiters fingers.

k / Kinetic

skids.

friction:

the

car

153

found that you needed to exert less force on it. Since zero total force

is needed to make an object move with constant velocity, the floors

rightward frictional force on the fridge has apparently decreased

somewhat, making it easier for you to cancel it out. Our model also

gives a plausible explanation for this fact: as the surfaces slide past

each other, they dont have time to settle down and mesh with one

another, so there is less friction.

that are competent fliers, prefer

to escape from a predator by

running upward rather than by

flying. This partridge is running

up a vertical tree trunk. Humans

cant walk up walls because there

is no normal force and therefore

no frictional force; when FN = 0,

the maximum force of static

friction Fs,max = s FN is also

zero. The partridge, however,

has wings that it can flap in order

to create a force between it and

the air. Typically when a bird

flaps its wings, the resulting force

from the air is in the direction

that would tend to lift the bird

up. In this situation, however,

the partridge changes its style

of flapping so that the direction

is reversed. The normal force

between the feet and the tree

allows a nonzero static frictional

force. The mechanism is similar

to that of a spoiler fin on a racing

car. Some evolutionary biologists

believe that when vertebrate

flight first evolved, in dinosaurs,

there was first a stage in which

the wings were used only as an

aid in running up steep inclines,

and only later a transition to

flight. (Redrawn from a figure by

K.P. Dial.)

154

Chapter 5

Even though this model is intuitively appealing and fairly successful, it should not be taken too seriously, and in some situations

it is misleading. For instance, fancy racing bikes these days are

made with smooth tires that have no tread contrary to what

wed expect from our model, this does not cause any decrease in

friction. Machinists know that two very smooth and clean metal

surfaces may stick to each other firmly and be very difficult to slide

apart. This cannot be explained in our model, but makes more

sense in terms of a model in which friction is described as arising

from chemical bonds between the atoms of the two surfaces at their

points of contact: very flat surfaces allow more atoms to come in

contact.

Since friction changes its behavior dramatically once the surfaces come unstuck, we define two separate types of frictional forces.

Static friction is friction that occurs between surfaces that are not

slipping over each other. Slipping surfaces experience kinetic friction. The forces of static and kinetic friction, notated Fs and Fk , are

always parallel to the surface of contact between the two objects.

self-check B

1. When a baseball player slides in to a base, is the friction static, or

kinetic?

2. A mattress stays on the roof of a slowly accelerating car. Is the

friction static, or kinetic?

3. Does static friction create heat? Kinetic friction?

. Answer, p. 502

kinds of surfaces they are, and also on how hard they are being

pressed together. The approximate mathematical relationships can

be expressed as follows:

Fs,max = s FN

which depends on what kinds of surfaces they are. The maximum

force that static friction can supply, s FN , represents the boundary

between static and kinetic friction. It depends on the normal force,

which is numerically equal to whatever force is pressing the two

surfaces together. In terms of our model, if the two surfaces are

being pressed together more firmly, a greater sideways force will be

Analysis of forces

and over each other.

Note that just because we use an adjective such as applied to

refer to a force, that doesnt mean that there is some special type

of force called the applied force. The applied force could be any

type of force, or it could be the sum of more than one force trying

to make an object move.

self-check C

The arrows in figure l show the forces of the tree trunk on the partridge.

Describe the forces the bird makes on the tree.

. Answer, p. 502

direction that resists the slippage of the surfaces. Its magnitude is

usually well approximated as

Fk = k FN

where k is the coefficient of kinetic friction. Kinetic friction is

usually more or less independent of velocity.

i.e., the force trying to move the

objects, is positive. The friction

force is then negative, since it is

in the opposite direction. As you

increase the applied force, the

force of static friction increases to

match it and cancel it out, until the

maximum force of static friction is

surpassed. The surfaces then begin slipping past each other, and

the friction force becomes smaller

in absolute value.

self-check D

Can a frictionless surface exert a normal force? Can a frictional force

exist without a normal force?

. Answer, p. 502

forces between your wheels and the road become too great, and they

begin slipping. This is not good, because kinetic friction is weaker

than static friction, resulting in less control. Also, if this occurs

while you are turning, the cars handling changes abruptly because

the kinetic friction force is in a different direction than the static

friction force had been: contrary to the cars direction of motion,

rather than contrary to the forces applied to the tire.

Most people respond with disbelief when told of the experimental evidence that both static and kinetic friction are approximately

Section 5.2

155

doing a hands-on exercise with spring scales to show that it is true,

many students are unwilling to believe their own observations, and

insist that bigger tires give more traction. In fact, the main reason why you would not want to put small tires on a big heavy car

is that the tires would burst!

Although many people expect that friction would be proportional to surface area, such a proportionality would make predictions

contrary to many everyday observations. A dogs feet, for example,

have very little surface area in contact with the ground compared

to a humans feet, and yet we know that a dog can often win a

tug-of-war with a person.

The reason a smaller surface area does not lead to less friction

is that the force between the two surfaces is more concentrated,

causing their bumps and holes to dig into each other more deeply.

self-check E

Find the direction of each of the forces in figure n.

. Answer, p. 502

the climbers feet. 2. The tracks

static frictional force on the wheel

of the accelerating dragster. 3.

The balls normal force on the

bat.

Locomotives

example 4

Looking at a picture of a locomotive, o, we notice two obvious

things that are different from an automobile. Where a car typically has two drive wheels, a locomotive normally has many

ten in this example. (Some also have smaller, unpowered wheels

in front of and behind the drive wheels, but this example doesnt.)

Also, cars these days are generally built to be as light as possible for their size, whereas locomotives are very massive, and no

effort seems to be made to keep their weight low. (The steam

locomotive in the photo is from about 1900, but this is true even

for modern diesel and electric trains.)

156

Chapter 5

Analysis of forces

o / Example 4.

The upward normal force of the rails on the wheels, FN , cancels

the downward force of gravity, FW , so ignoring plus and minus

signs, these two forces are equal in absolute value, FN = FW .

Given this amount of normal force, the maximum force of static

friction is Fs = s FN = s FW . This static frictional force, of the

rails pushing forward on the wheels, is the only force that can

accelerate the train, pull it uphill, or cancel out the force of air

resistance while cruising at constant speed. The coefficient of

static friction for steel on steel is about 1/4, so no locomotive can

pull with a force greater than about 1/4 of its own weight. If the

engine is capable of supplying more than that amount of force, the

result will be simply to break static friction and spin the wheels.

The reason this is all so different from the situation with a car is

that a car isnt pulling something else. If you put extra weight in

a car, you improve the traction, but you also increase the inertia

of the car, and make it just as hard to accelerate. In a train, the

inertia is almost all in the cars being pulled, not in the locomotive.

The other fact we have to explain is the large number of driving wheels. First, we have to realize that increasing the number of driving wheels neither increases nor decreases the total

amount of static friction, because static friction is independent of

the amount of surface area in contact. (The reason four-wheeldrive is good in a car is that if one or more of the wheels is slipping on ice or in mud, the other wheels may still have traction.

This isnt typically an issue for a train, since all the wheels experience the same conditions.) The advantage of having more driving

wheels on a train is that it allows us to increase the weight of the

locomotive without crushing the rails, or damaging bridges.

Fluid friction

Try to drive a nail into a waterfall and you will be confronted

with the main difference between solid friction and fluid friction.

Fluid friction is purely kinetic; there is no static fluid friction. The

nail in the waterfall may tend to get dragged along by the water

flowing past it, but it does not stick in the water. The same is true

for gases such as air: recall that we are using the word fluid to

include both gases and liquids.

Section 5.2

the fluids pattern of flow, so it is

more complicated than friction

between solids, and there are

no simple, universally applicable

formulas to calculate it. From

top to bottom: supersonic wind

tunnel, vortex created by a crop

duster, series of vortices created

by a single object, turbulence.

157

rapidly with velocity. It also depends on the shape of the object,

which is why a fighter jet is more streamlined than a Model T. For

objects of the same shape but different sizes, fluid friction typically

scales up with the cross-sectional area of the object, which is one

of the main reasons that an SUV gets worse mileage on the freeway

than a compact car.

Discussion questions

A

A student states that when he tries to push his refrigerator, the

reason it wont move is because Newtons third law says theres an equal

and opposite frictional force pushing back. After all, the static friction force

is equal and opposite to the applied force. How would you convince him

he is wrong?

q / What do the golf ball and

the shark have in common? Both

use the same trick to reduce fluid

friction. The dimples on the golf

ball modify the pattern of flow of

the air around it, counterintuitively

reducing friction. Recent studies

have shown that sharks can

accomplish the same thing by

raising, or bristling, the scales

on their skin at high speeds.

B

Kinetic friction is usually more or less independent of velocity. However, inexperienced drivers tend to produce a jerk at the last moment of

deceleration when they stop at a stop light. What does this tell you about

the kinetic friction between the brake shoes and the brake drums?

C

Some of the following are correct descriptions of types of forces that

could be added on as new branches of the classification tree. Others are

not really types of forces, and still others are not force phenomena at all.

In each case, decide whats going on, and if appropriate, figure out how

you would incorporate them into the tree.

sticky force

opposite force

flowing force

surface tension

horizontal force

motor force

canceled force

Hummer H3 and the Toyota Prius

are surprisingly similar, differing

by only 10%. The main difference

in shape is that the Hummer is

much taller and wider. It presents

a much greater cross-sectional

area to the wind, and this is the

main reason that it uses about 2.5

times more gas on the freeway.

158

Chapter 5

the force that Newtons third law says relates to every force you make

the force that water carries with it as it flows out of a

hose

lets insects walk on water

a force that is horizontal

the force that a motor makes on the thing it is turning

a force that is being canceled out by some other

force

Newtons first and second laws deal with the total of all the forces

exerted on a specific object, so it is very important to be able to

figure out what forces there are. Once you have focused your attention on one object and listed the forces on it, it is also helpful to

describe all the corresponding forces that must exist according to

Newtons third law. We refer to this as analyzing the forces in

which the object participates.

Analysis of forces

A barge

example 5

A barge is being pulled along a canal by teams of horses on the shores. Analyze all the forces in which the

barge participates.

force acting on barge

ropes forward normal forces on barge

waters backward fluid friction force on barge

planet earths downward gravitational force

on barge

waters upward floating force on barge

barges backward normal force on ropes

barges forward fluid friction force on water

barges upward gravitational force on earth

barges downward floating force on water

Here Ive used the word floating force as an example of a sensible invented term for a type of force not

classified on the tree in the previous section. A more formal technical term would be hydrostatic force.

Note how the pairs of forces are all structured as As force on B, Bs force on A: ropes on barge and barge

on ropes; water on barge and barge on water. Because all the forces in the left column are forces acting on

the barge, all the forces in the right column are forces being exerted by the barge, which is why each entry in

the column begins with barge.

Often you may be unsure whether you have forgotten one of the

forces. Here are three strategies for checking your list:

1. See what physical result would come from the forces youve

found so far. Suppose, for instance, that youd forgotten the

floating force on the barge in the example above. Looking

at the forces youd found, you would have found that there

was a downward gravitational force on the barge which was

not canceled by any upward force. The barge isnt supposed

to sink, so you know you need to find a fourth, upward force.

through the list of all the common types of forces and see if

any of them apply.

line around it that separates it from its environment. Look for

points on the boundary where other objects come in contact

with your object. This strategy guarantees that youll find

every contact force that acts on the object, although it wont

help you to find non-contact forces.

The following is another example in which we can profit by checking against our physical intuition for what should be happening.

Section 5.3

Analysis of forces

159

Rappelling

example 6

As shown in the figure below, Cindy is rappelling down a cliff. Her downward motion is at constant speed, and

she takes little hops off of the cliff, as shown by the dashed line. Analyze the forces in which she participates

at a moment when her feet are on the cliff and she is pushing off.

force acting on Cindy

force related to it by Newtons third law

planet earths gravitational force on Cindy,

Cindys gravitational force on earth,

ropes frictional force on Cindy (her hand),

Cindys frictional force on the rope,

cliffs normal force on Cindy,

Cindys normal force on the cliff,

The two vertical forces cancel, which is what they should be doing if she is to go down at a constant rate. The

only horizontal force on her is the cliffs force, which is not canceled by any other force, and which therefore

will produce an acceleration of Cindy to the right. This makes sense, since she is hopping off. (This solution

is a little oversimplified, because the rope is slanting, so it also applies a small leftward force to Cindy. As she

flies out to the right, the slant of the rope will increase, pulling her back in more strongly.)

section is the best method for beginning students. Most textbooks,

however, prescribe a pictorial way of showing all the forces acting on

an object. Such a picture is called a free-body diagram. It should

not be a big problem if a future physics professor expects you to

be able to draw such diagrams, because the conceptual reasoning

is the same. You simply draw a picture of the object, with arrows

representing the forces that are acting on it. Arrows representing

contact forces are drawn from the point of contact, noncontact forces

from the center of mass. Free-body diagrams do not show the equal

and opposite forces exerted by the object itself.

Discussion questions

A

In the example of the barge going down the canal, I referred to

a floating or hydrostatic force that keeps the boat from sinking. If you

were adding a new branch on the force-classification tree to represent this

force, where would it go?

Discussion question C.

B

A pool ball is rebounding from the side of the pool table. Analyze

the forces in which the ball participates during the short time when it is in

contact with the side of the table.

C

The earths gravitational force on you, i.e., your weight, is always

equal to mg , where m is your mass. So why can you get a shovel to go

deeper into the ground by jumping onto it? Just because youre jumping,

that doesnt mean your mass or weight is any greater, does it?

160

Chapter 5

Analysis of forces

objects

Youre walking your dog. The dog wants to go faster than you do,

and the leash is taut. Does Newtons third law guarantee that your

force on your end of the leash is equal and opposite to the dogs

force on its end? If theyre not exactly equal, is there any reason

why they should be approximately equal?

If there was no leash between you, and you were in direct contact

with the dog, then Newtons third law would apply, but Newtons

third law cannot relate your force on the leash to the dogs force

on the leash, because that would involve three separate objects.

Newtons third law only says that your force on the leash is equal

and opposite to the leashs force on you,

FyL = FLy ,

and that the dogs force on the leash is equal and opposite to its

force on the dog

FdL = FLd .

Still, we have a strong intuitive expectation that whatever force we

make on our end of the leash is transmitted to the dog, and viceversa. We can analyze the situation by concentrating on the forces

that act on the leash, FdL and FyL . According to Newtons second

law, these relate to the leashs mass and acceleration:

FdL + FyL = mL aL .

The leash is far less massive then any of the other objects involved,

and if mL is very small, then apparently the total force on the leash

is also very small, FdL + FyL 0, and therefore

FdL FyL

Thus even though Newtons third law does not apply directly to

these two forces, we can approximate the low-mass leash as if it was

not intervening between you and the dog. Its at least approximately

as if you and the dog were acting directly on each other, in which

case Newtons third law would have applied.

In general, low-mass objects can be treated approximately as if

they simply transmitted forces from one object to another. This can

be true for strings, ropes, and cords, and also for rigid objects such

as rods and sticks.

pull on the ends more and more strongly, you will see the fibers

straightening and becoming taut. Different parts of the string are

Section 5.4

161

any segment has forces pulling outward on it at each end. If the rope

is of negligible mass, then all the forces equal +T or T , where T , the

tension, is a single number.

the two halves of the string as two objects, then each half is exerting

a force on the other half. If we imagine the string as consisting

of many small parts, then each segment is transmitting a force to

the next segment, and if the string has very little mass, then all

the forces are equal in magnitude. We refer to the magnitude of

the forces as the tension in the string, T . Although the tension

is measured in units of Newtons, it is not itself a force. There are

many forces within the string, some in one direction and some in the

other direction, and their magnitudes are only approximately equal.

The concept of tension only makes sense as a general, approximate

statement of how big all the forces are.

t / The Golden Gate Bridges

roadway is held up by the tension

in the vertical cables.

If a rope goes over a pulley or around some other object, then the

tension throughout the rope is approximately equal so long as there

is not too much friction. A rod or stick can be treated in much the

same way as a string, but it is possible to have either compression

or tension.

Since tension is not a type of force, the force exerted by a rope

on some other object must be of some definite type such as static

friction, kinetic friction, or a normal force. If you hold your dogs

leash with your hand through the loop, then the force exerted by the

leash on your hand is a normal force: it is the force that keeps the

leash from occupying the same space as your hand. If you grasp a

plain end of a rope, then the force between the rope and your hand

is a frictional force.

A more complex example of transmission of forces is the way

a car accelerates. Many people would describe the cars engine as

making the force that accelerates the car, but the engine is part of

the car, so thats impossible: objects cant make forces on themselves. What really happens is that the engines force is transmitted

through the transmission to the axles, then through the tires to the

road. By Newtons third law, there will thus be a forward force from

the road on the tires, which accelerates the car.

Discussion question

A When you step on the gas pedal, is your foots force being transmitted

in the sense of the word used in this section?

162

Chapter 5

Analysis of forces

A string lengthens slightly when you stretch it. Similarly, we have

already discussed how an apparently rigid object such as a wall is

actually flexing when it participates in a normal force. In other

cases, the effect is more obvious. A spring or a rubber band visibly

elongates when stretched.

Common to all these examples is a change in shape of some kind:

lengthening, bending, compressing, etc. The change in shape can

be measured by picking some part of the object and measuring its

position, x. For concreteness, lets imagine a spring with one end

attached to a wall. When no force is exerted, the unfixed end of the

spring is at some position xo . If a force acts at the unfixed end, its

position will change to some new value of x. The more force, the

greater the departure of x from xo .

and xo in Hookes law.

cutting-edge research, and his contemporary Hooke is remembered

today for doing them and for coming up with a simple mathematical

generalization called Hookes law:

F k(x xo )

for small forces only]

how stiff the object is. If too much force is applied, the spring

exhibits more complicated behavior, so the equation is only a good

approximation if the force is sufficiently small. Usually when the

force is so large that Hookes law is a bad approximation, the force

ends up permanently bending or breaking the spring.

Although Hookes law may seem like a piece of trivia about

springs, it is actually far more important than that, because all

Section 5.5

163

solid objects exert Hookes-law behavior over some range of sufficiently small forces. For example, if you push down on the hood of

a car, it dips by an amount that is directly proportional to the force.

(But the cars behavior would not be as mathematically simple if

you dropped a boulder on the hood!)

. Solved problem: Combining springs

Discussion question

A

A car is connected to its axles through big, stiff springs called shock

absorbers, or shocks. Although weve discussed Hookes law above only

in the case of stretching a spring, a cars shocks are continually going

through both stretching and compression. In this situation, how would

you interpret the positive and negative signs in Hookes law?

Even the most complex machines, such as cars or pianos, are built

out of certain basic units called simple machines. The following are

some of the main functions of simple machines:

transmitting a force: The chain on a bicycle transmits a force

from the crank set to the rear wheel.

changing the direction of a force: If you push down on a seesaw, the other end goes up.

changing the speed and precision of motion: When you make

the come here motion, your biceps only moves a couple of

centimeters where it attaches to your forearm, but your arm

moves much farther and more rapidly.

changing the amount of force: A lever or pulley can be used

to increase or decrease the amount of force.

You are now prepared to understand one-dimensional simple machines, of which the pulley is the main example.

v / Example 7.

A pulley

example 7

. Farmer Bill says this pulley arrangement doubles the force of

his tractor. Is he just a dumb hayseed, or does he know what hes

doing?

164

Chapter 5

Analysis of forces

. To use Newtons first law, we need to pick an object and consider the sum of the forces on it. Since our goal is to relate the

tension in the part of the cable attached to the stump to the tension in the part attached to the tractor, we should pick an object

to which both those cables are attached, i.e., the pulley itself. As

discussed in section 5.4, the tension in a string or cable remains

approximately constant as it passes around a pulley, provided that

there is not too much friction. There are therefore two leftward

forces acting on the pulley, each equal to the force exerted by the

tractor. Since the acceleration of the pulley is essentially zero, the

forces on it must be canceling out, so the rightward force of the

pulley-stump cable on the pulley must be double the force exerted

by the tractor. Yes, Farmer Bill knows what hes talking about.

Section 5.6

165

Summary

Selected vocabulary

repulsive . . . . . describes a force that tends to push the two

participating objects apart

attractive . . . . describes a force that tends to pull the two

participating objects together

oblique . . . . . . describes a force that acts at some other angle,

one that is not a direct repulsion or attraction

normal force . . . the force that keeps two objects from occupying the same space

static friction . . a friction force between surfaces that are not

slipping past each other

kinetic friction . a friction force between surfaces that are slipping past each other

fluid . . . . . . . . a gas or a liquid

fluid friction . . . a friction force in which at least one of the

object is is a fluid

spring constant . the constant of proportionality between force

and elongation of a spring or other object under strain

Notation

FN . . . .

Fs . . . .

Fk . . . .

s . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

k . . . . . . . . .

k. . . . . . . . . .

a normal force

a static frictional force

a kinetic frictional force

the coefficient of static friction; the constant of

proportionality between the maximum static

frictional force and the normal force; depends

on what types of surfaces are involved

the coefficient of kinetic friction; the constant

of proportionality between the kinetic frictional force and the normal force; depends on

what types of surfaces are involved

the spring constant; the constant of proportionality between the force exerted on an object and the amount by which the object is

lengthened or compressed

Summary

Newtons third law states that forces occur in equal and opposite

pairs. If object A exerts a force on object B, then object B must

simultaneously be exerting an equal and opposite force on object A.

Each instance of Newtons third law involves exactly two objects,

and exactly two forces, which are of the same type.

There are two systems for classifying forces. We are presently

using the more practical but less fundamental one. In this system,

forces are classified by whether they are repulsive, attractive, or

oblique; whether they are contact or noncontact forces; and whether

166

Chapter 5

Analysis of forces

Static friction adjusts itself to match the force that is trying to

make the surfaces slide past each other, until the maximum value is

reached,

Fs,max = s FN

.

Once this force is exceeded, the surfaces slip past one another, and

kinetic friction applies,

Fk = k FN

and kinetic friction is usually approximately independent of the

speed at which the surfaces are slipping. The direction of the force

is in the direction that would tend to stop or prevent slipping.

A good first step in applying Newtons laws of motion to any

physical situation is to pick an object of interest, and then to list

all the forces acting on that object. We classify each force by its

type, and find its Newtons-third-law partner, which is exerted by

the object on some other object.

When two objects are connected by a third low-mass object,

their forces are transmitted to each other nearly unchanged.

Objects under strain always obey Hookes law to a good approximation, as long as the force is small. Hookes law states that the

stretching or compression of the object is proportional to the force

exerted on it,

F k(x xo )

.

Summary

167

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

In each case, identify the force that causes the acceleration,

and give its Newtons-third-law partner. Describe the effect of the

partner force. (a) A swimmer speeds up. (b) A golfer hits the ball

off of the tee. (c) An archer fires an arrow. (d) A locomotive slows

down.

. Solution, p. 491

2

Example 2 on page 149 involves a person pushing a box up a

hill. The incorrect answer describes three forces. For each of these

three forces, give the force that it is related to by Newtons third

law, and state the type of force.

. Solution, p. 492

3

(a) Compare the mass of a one-liter water bottle on earth, on

the moon, and in interstellar space.

. Solution, p. 492

(b) Do the same for its weight.

In problems 4-8, analyze the forces using a table in the format shown

in section 5.3. Analyze the forces in which the italicized object participates.

4

Some people put a spare car key in a little magnetic box that

they stick under the chassis of their car. Lets say that the box is

stuck directly underneath a horizontal surface, and the car is parked.

(See instructions above.)

5

Analyze two examples of objects at rest relative to the earth

that are being kept from falling by forces other than the normal

force. Do not use objects in outer space, and do not duplicate

problem 4 or 8. (See instructions above.)

Problem 6.

6

A person is rowing a boat, with her feet braced. She is doing

the part of the stroke that propels the boat, with the ends of the

oars in the water (not the part where the oars are out of the water).

(See instructions above.)

7

A farmer is in a stall with a cow when the cow decides to press

him against the wall, pinning him with his feet off the ground. Analyze the forces in which the farmer participates. (See instructions

above.)

8

A propeller plane is cruising east at constant speed and altitude. (See instructions above.)

9

A little old lady and a pro football player collide head-on.

Compare their forces on each other, and compare their accelerations.

Explain.

Problem 9.

168

Chapter 5

Analysis of forces

10

The earth is attracted to an object with a force equal and

opposite to the force of the earth on the object. If this is true,

why is it that when you drop an object, the earth does not have an

acceleration equal and opposite to that of the object?

11

When you stand still, there are two forces acting on you,

the force of gravity (your weight) and the normal force of the floor

pushing up on your feet. Are these forces equal and opposite? Does

Newtons third law relate them to each other? Explain.

12

Todays tallest buildings are really not that much taller than

the tallest buildings of the 1940s. One big problem with making an

even taller skyscraper is that every elevator needs its own shaft running the whole height of the building. So many elevators are needed

to serve the buildings thousands of occupants that the elevator

shafts start taking up too much of the space within the building.

An alternative is to have elevators that can move both horizontally

and vertically: with such a design, many elevator cars can share a

few shafts, and they dont get in each others way too much because

they can detour around each other. In this design, it becomes impossible to hang the cars from cables, so they would instead have to

ride on rails which they grab onto with wheels. Friction would keep

them from slipping. The figure shows such a frictional elevator in

its vertical travel mode. (The wheels on the bottom are for when it

needs to switch to horizontal motion.)

(a) If the coefficient of static friction between rubber and steel is

s , and the maximum mass of the car plus its passengers is M ,

how much force must there be pressing each wheel against the rail

in order to keep the car from slipping? (Assume the car is not

accelerating.)

(b) Show that your result has physically reasonable behavior with

respect to s . In other words, if there was less friction, would the

wheels need to be pressed more firmly or less firmly? Does your

equation behave that way?

Problem 12.

13

An ice skater builds up some speed, and then coasts across

the ice passively in a straight line. (a) Analyze the forces.

(b) If his initial speed is v, and the coefficient of kinetic friction is k ,

find the maximum theoretical distance he can glide before coming

(c) Show that your answer to part b has the right units.

(d) Show that your answer to part b depends on the variables in a

way that makes sense physically.

(e) Evaluate your answer numerically for k = 0.0046, and a worldrecord speed of 14.58 m/s. (The coefficient of friction was measured

by De Koning et al., using special skates worn by real speed skaters.)

doesnt, suggest possible reasons why.

Problems

169

14

A cop investigating the scene of an accident measures the

length L of a cars skid marks in order to find out its speed v at

the beginning of the skid. Express v in terms of L and any other

relevant variables.

15

Someone tells you she knows of a certain type of Central

American earthworm whose skin, when rubbed on polished diamond, has k > s . Why is this not just empirically unlikely but

logically suspect?

16

When I cook rice, some of the dry grains always stick to the

measuring cup. To get them out, I turn the measuring cup upsidedown and hit the roof with my hand so that the grains come off of

the ceiling. (a) Explain why static friction is irrelevant here. (b)

Explain why gravity is negligible. (c) Explain why hitting the cup

works, and why its success depends on hitting the cup hard enough.

17

Pick up a heavy object such as a backpack or a chair, and

stand on a bathroom scale. Shake the object up and down. What

do you observe? Interpret your observations in terms of Newtons

third law.

18

The following reasoning leads to an apparent paradox; explain

whats wrong with the logic. A baseball player hits a ball. The ball

and the bat spend a fraction of a second in contact. During that

time theyre moving together, so their accelerations must be equal.

Newtons third law says that their forces on each other are also

equal. But a = F/m, so how can this be, since their masses are

unequal? (Note that the paradox isnt resolved by considering the

force of the batters hands on the bat. Not only is this force very

small compared to the ball-bat force, but the batter could have just

thrown the bat at the ball.)

19

A tugboat of mass m pulls a ship of mass M , accelerating it.

The speeds are low enough that you can ignore fluid friction acting

on their hulls, although there will of course need to be fluid friction

acting on the tugs propellers.

(a) Analyze the forces in which the tugboat participates, using a

table in the format shown in section 5.3. Dont worry about vertical

forces.

(b) Do the same for the ship.

(c) Assume now that water friction on the two vessels hulls is negligible. If the force acting on the tugs propeller is F , what is the

tension, T , in the cable connecting the two ships? [Hint: Write

down two equations, one for Newtons second law applied to each

(d) Interpret your answer in the special cases of M = 0 and M = .

170

Chapter 5

Analysis of forces

20

Unequal masses M and m are suspended from a pulley as

shown in the figure.

(a) Analyze the forces in which mass m participates, using a table

the format shown in section 5.3. [The forces in which the other mass

participates will of course be similar, but not numerically the same.]

(b) Find the magnitude of the accelerations of the two masses.

[Hints: (1) Pick a coordinate system, and use positive and negative signs consistently to indicate the directions of the forces and

accelerations. (2) The two accelerations of the two masses have to

be equal in magnitude but of opposite signs, since one side eats up

rope at the same rate at which the other side pays it out. (3) You

need to apply Newtons second law twice, once to each mass, and

then solve the two equations for the unknowns: the acceleration, a,

and the tension in the rope, T .]

(c) Many people expect that in the special case of M = m, the two

masses will naturally settle down to an equilibrium position side by

side. Based on your answer from part b, is this correct?

(d) Find the tension in the rope, T .

(e) Interpret your equation from part d in the special case where one

of the masses is zero. Here interpret means to figure out what happens mathematically, figure out what should happen physically, and

connect the two.

21

The figure shows a stack of two blocks, sitting on top of a table

that is bolted to the floor. All three objects are made from identical wood, with their surfaces finished identically using the same

sandpaper. We tap the middle block, giving it an initial velocity v

to the right. The tap is executed so rapidly that almost no initial

velocity is imparted to the top block.

(a) Find the time that will elapse until the slipping between the top

and middle blocks stops. Express your answer in terms of v, m, M,

g, and the relevant coefficient of friction.

(b) Show that your answer makes sense in terms of units.

(c) Check that your result has the correct behavior when you make

m bigger or smaller. Explain. This means that you should discuss

the mathematical behavior of the result, and then explain how this

corresponds to what would really happen physically.

(d) Similarly, discuss what happens when you make M bigger or

smaller.

(e) Similarly, discuss what happens when you make g bigger or

smaller.

Problem 20.

Problem 21

Problems

171

22

Mountain climbers with masses m and M are roped together

while crossing a horizontal glacier when a vertical crevasse opens up

under the climber with mass M . The climber with mass m drops

down on the snow and tries to stop by digging into the snow with

the pick of an ice ax. Alas, this story does not have a happy ending,

because this doesnt provide enough friction to stop. Both m and M

continue accelerating, with M dropping down into the crevasse and

m being dragged across the snow, slowed only by the kinetic friction

with coefficient k acting between the ax and the snow. There is no

significant friction between the rope and the lip of the crevasse.

(a) Find the acceleration a.

(b) Check the units of your result.

(c) Check the dependence of your equation on the variables. That

means that for each variable, you should determine what its effect

on a should be physically, and then what your answer from part a

says its effect would be mathematically.

Problem 22.

23

Ginny has a plan. She is going to ride her sled while her dog

Foo pulls her, and she holds on to his leash. However, Ginny hasnt

taken physics, so there may be a problem: she may slide right off

the sled when Foo starts pulling.

(a) Analyze all the forces in which Ginny participates, making a

table as in section 5.3.

(b) Analyze all the forces in which the sled participates.

(c) The sled has mass m, and Ginny has mass M . The coefficient

of static friction between the sled and the snow is 1 , and 2 is

the corresponding quantity for static friction between the sled and

her snow pants. Ginny must have a certain minimum mass so that

she will not slip off the sled. Find this in terms of the other three

variables.

(d) Interpreting your equation from part c, under what conditions

will there be no physically realistic solution for M ? Discuss what

this means physically.

Problem 23.

24

In the system shown in the figure, the pulleys on the left and

right are fixed, but the pulley in the center can move to the left or

right. The two masses are identical. Find the upward acceleration

of the mass on the left, in terms of g only. Assume all the ropesand

pulleys are massless and frictionless.

Problem 24.

25

Example 7 on page 164 describes a force-doubling setup

involving a pulley. Make up a more complicated arrangement, using

more than one pulley, that would multiply the force by a factor

greater than two.

172

Chapter 5

Analysis of forces

26

The figure shows two different ways of combining a pair of

identical springs, each with spring constant k. We refer to the top

setup as parallel, and the bottom one as a series arrangement.

(a) For the parallel arrangement, analyze the forces acting on the

connector piece on the left, and then use this analysis to determine

the equivalent spring constant of the whole setup. Explain whether

the combined spring constant should be interpreted as being stiffer

or less stiff.

(b) For the series arrangement, analyze the forces acting on each

spring and figure out the same things.

. Solution, p. 492

Problem 26.

27

Generalize the results of problem 26 to the case where the

two spring constants are unequal.

28

(a) Using the solution of problem 26, which is given in the

back of the book, predict how the spring constant of a fiber will

depend on its length and cross-sectional area.

(b) The constant of proportionality is called the Youngs modulus,

E, and typical values of the Youngs modulus are about 1010 to

1011 . What units would the Youngs modulus have in the SI (meterkilogram-second) system?

. Solution, p. 492

29

This problem depends on the results of problems 26 and

28, whose solutions are in the back of the book. When atoms form

chemical bonds, it makes sense to talk about the spring constant of

the bond as a measure of how stiff it is. Of course, there arent

really little springs this is just a mechanical model. The purpose

of this problem is to estimate the spring constant, k, for a single

bond in a typical piece of solid matter. Suppose we have a fiber,

like a hair or a piece of fishing line, and imagine for simplicity that

it is made of atoms of a single element stacked in a cubical manner,

as shown in the figure, with a center-to-center spacing b. A typical

value for b would be about 1010 m.

(a) Find an equation for k in terms of b, and in terms of the Youngs

modulus, E, defined in problem 16 and its solution.

(b) Estimate k using the numerical data given in problem 28.

(c) Suppose you could grab one of the atoms in a diatomic molecule

like H2 or O2 , and let the other atom hang vertically below it. Does

the bond stretch by any appreciable fraction due to gravity?

Problem 29.

Problems

173

30

A cross-country skier is gliding on a level trail, with negligible friction. Then, when he is at position x = 0, the tip of his skis

enters a patch of dirt. As he rides onto the dirt, more and more of

his weight is being supported by the dirt. The skis have length `,

so if he reached x = ` without stopping, his weight would be completely on the dirt. This problem deals with the motion for x < `.

(a) Find the acceleration in terms of x, as well as any other relevant

constants.

(b) This is a second-order differential equation. You should be able

to find the solution simply by thinking about some commonly occuring functions that you know about, and finding two that have

the right properties. If these functions are x = f (t) and x = g(t),

then the most general solution to the equations of motion will be of

the form x = af + bg, where a and b are constants to be determined

from the initial conditions.

(c) Suppose that the initial velocity vo at x = 0 is such that he stops

at x < `. Find the time until he stops, and show that, counterintuitively, this time is independent of vo . Explain physically why this

is true.

?

174

Chapter 5

Analysis of forces

Motion in three

dimensions

175

Chapter 6

dimensions

6.1 Forces have no perpendicular effects

Suppose you could shoot a rifle and arrange for a second bullet to

be dropped from the same height at the exact moment when the

first left the barrel. Which would hit the ground first? Nearly

everyone expects that the dropped bullet will reach the dirt first,

177

like this. The shot bullet receives some forced motion from the gun.

It travels forward for a split second, slowing down rapidly because

there is no longer any force to make it continue in motion. Once

it is done with its forced motion, it changes to natural motion, i.e.

falling straight down. While the shot bullet is slowing down, the

dropped bullet gets on with the business of falling, so according to

Aristotle it will hit the ground first.

a / A bullet is shot from a gun, and another bullet is simultaneously dropped from the same height. 1.

Aristotelian physics says that the horizontal motion of the shot bullet delays the onset of falling, so the dropped

bullet hits the ground first. 2. Newtonian physics says the two bullets have the same vertical motion, regardless

of their different horizontal motions.

convince yourself that Aristotles ideas were wrong and needlessly

complex, stand up now and try this experiment. Take your keys

out of your pocket, and begin walking briskly forward. Without

speeding up or slowing down, release your keys and let them fall

while you continue walking at the same pace.

You have found that your keys hit the ground right next to your

feet. Their horizontal motion never slowed down at all, and the

whole time they were dropping, they were right next to you. The

horizontal motion and the vertical motion happen at the same time,

and they are independent of each other. Your experiment proves

that the horizontal motion is unaffected by the vertical motion, but

its also true that the vertical motion is not changed in any way by

the horizontal motion. The keys take exactly the same amount of

time to get to the ground as they would have if you simply dropped

them, and the same is true of the bullets: both bullets hit the ground

178

Chapter 6

simultaneously.

These have been our first examples of motion in more than one

dimension, and they illustrate the most important new idea that

is required to understand the three-dimensional generalization of

Newtonian physics:

Forces have no perpendicular effects.

When a force acts on an object, it has no effect on the part of the

objects motion that is perpendicular to the force.

on the horizontal motions of the objects. These were examples of

projectile motion, which interested people like Galileo because of

its military applications. The principle is more general than that,

however. For instance, if a rolling ball is initially heading straight

for a wall, but a steady wind begins blowing from the side, the ball

does not take any longer to get to the wall. In the case of projectile

motion, the force involved is gravity, so we can say more specifically

that the vertical acceleration is 9.8 m/s2 , regardless of the horizontal

motion.

self-check A

In the example of the ball being blown sideways, why doesnt the ball

take longer to get there, since it has to travel a greater distance?

.

Answer, p. 502

These concepts are directly related to the idea that motion is relative. Galileos opponents argued that the earth could not possibly

be rotating as he claimed, because then if you jumped straight up in

the air you wouldnt be able to come down in the same place. Their

argument was based on their incorrect Aristotelian assumption that

once the force of gravity began to act on you and bring you back

down, your horizontal motion would stop. In the correct Newtonian

theory, the earths downward gravitational force is acting before,

during, and after your jump, but has no effect on your motion in

the perpendicular (horizontal) direction.

If Aristotle had been correct, then we would have a handy way

to determine absolute motion and absolute rest: jump straight up

in the air, and if you land back where you started, the surface from

which you jumped must have been in a state of rest. In reality, this

test gives the same result as long as the surface under you is an

inertial frame. If you try this in a jet plane, you land back on the

same spot on the deck from which you started, regardless of whether

the plane is flying at 500 miles per hour or parked on the runway.

The method would in fact only be good for detecting whether the

Section 6.1

179

Discussion questions

A

The following is an incorrect explanation of a fact about target

shooting:

Shooting a high-powered rifle with a high muzzle velocity is different from

shooting a less powerful gun. With a less powerful gun, you have to aim

quite a bit above your target, but with a more powerful one you dont have

to aim so high because the bullet doesnt drop as fast.

What is the correct explanation?

B

You have thrown a rock, and it is flying through the air in an arc. If

the earths gravitational force on it is always straight down, why doesnt it

just go straight down once it leaves your hand?

C

Consider the example of the bullet that is dropped at the same

moment another bullet is fired from a gun. What would the motion of the

two bullets look like to a jet pilot flying alongside in the same direction as

the shot bullet and at the same horizontal speed?

Cause were all

Bold as love,

Just ask the axis.

Jimi Hendrix

How do we convert these ideas into mathematics? Figure b shows

a good way of connecting the intuitive ideas to the numbers. In one

dimension, we impose a number line with an x coordinate on a

certain stretch of space. In two dimensions, we imagine a grid of

squares which we label with x and y values, as shown in figure b.

shows the balls y motion, the

shadow on the floor its x motion.

180

Chapter 6

hops like in chess or checkers. Figure c shows a way of conceptualizing the smooth variation of the x and y coordinates. The balls

shadow on the wall moves along a line, and we describe its position

with a single coordinate, y, its height above the floor. The wall

shadow has a constant acceleration of -9.8 m/s2 . A shadow on the

floor, made by a second light source, also moves along a line, and we

describe its motion with an x coordinate, measured from the wall.

bottom of the page. In each equal time interval, it moves three units to

the right. At the same time, its vertical motion is making a simple pattern

of +1, 0, 1, 2, 3, 4, . . . units. Its motion can be described by an x

coordinate that has zero acceleration and a y coordinate with constant

acceleration. The arrows labeled x and y serve to explain that we are

defining increasing x to the right and increasing y as upward.

of the velocity, written vx . Similarly we can notate the acceleration

of the floor shadow as ax . Since vx is constant, ax is zero.

Similarly, the velocity of the wall shadow is called vy , its acceleration ay . This example has ay = 9.8 m/s2 .

Because the earths gravitational force on the ball is acting along

the y axis, we say that the force has a negative y component, Fy ,

but Fx = Fz = 0.

The general idea is that we imagine two observers, each of whom

perceives the entire universe as if it was flattened down to a single

line. The y-observer, for instance, perceives y, vy , and ay , and will

infer that there is a force, Fy , acting downward on the ball. That

is, a y component means the aspect of a physical phenomenon, such

as velocity, acceleration, or force, that is observable to someone who

can only see motion along the y axis.

All of this can easily be generalized to three dimensions. In the

example above, there could be a z-observer who only sees motion

toward or away from the back wall of the room.

Section 6.2

181

example 1

. The police find a car at a distance w = 20 m from the base of a

cliff of height h = 100 m. How fast was the car going when it went

over the edge? Solve the problem symbolically first, then plug in

the numbers.

. Lets choose y pointing up and x pointing away from the cliff.

The cars vertical motion was independent of its horizontal motion, so we know it had a constant vertical acceleration of a =

g = 9.8 m/s2 . The time it spent in the air is therefore related

to the vertical distance it fell by the constant-acceleration equation

y =

1

ay t 2

2

h =

1

(g)t 2

2

or

d / Example 1.

s

t =

2h

g

Since the vertical force had no effect on the cars horizontal motion, it had ax = 0, i.e., constant horizontal velocity. We can apply

the constant-velocity equation

vx =

x

t

vx =

w

t

i.e.,

s

vx = w/

2h

g

g

2h

which simplifies to

r

vx = w

over the edge was 4 m/s, or about 10 mi/hr.

182

Chapter 6

What type of mathematical curve does a projectile follow through

space? To find out, we must relate x to y, eliminating t. The reasoning is very similar to that used in the example above. Arbitrarily

choosing x = y = t = 0 to be at the top of the arc, we conveniently

have x = x, y = y, and t = t, so

1

y = ay t 2

2

x = vx t

(ay < 0)

first equation:

2

1

x

y = ay

.

2

vx

Since everything in this equation is a constant except for x and y,

we conclude that y is proportional to the square of x. As you may

or may not recall from a math class, y x2 describes a parabola.

Discussion question

A

At the beginning of this section I represented the motion of a projectile on graph paper, breaking its motion into equal time intervals. Suppose

instead that there is no force on the object at all. It obeys Newtons first law

and continues without changing its state of motion. What would the corresponding graph-paper diagram look like? If the time interval represented

by each arrow was 1 second, how would you relate the graph-paper diagram to the velocity components vx and vy ?

the shape made by cutting a cone

parallel to its side. A parabola is

also the graph of an equation of

the form y x 2 .

B

Make up several different coordinate systems oriented in different

ways, and describe the ax and ay of a falling object in each one.

It is now fairly straightforward to extend Newtons laws to three

dimensions:

Newtons first law

If all three components of the total force on an object are zero,

then it will continue in the same state of motion.

a parabola. The faster drops

parabolas are bigger.

The components of an objects acceleration are predicted by

the equations

ax = Fx,total /m

ay = Fy,total /m

az = Fz,total /m

and

If two objects A and B interact via forces, then the compo-

Section 6.3

183

FA on B,x = FB on A,x

FA on B,y = FB on A,y

FA on B,z = FB on A,z

and

. An object is initially at rest. Two constant forces begin acting on

it, and continue acting on it for a while. As suggested by the two

arrows, the forces are perpendicular, and the rightward force is

stronger. What happens?

. Aristotle believed, and many students still do, that only one force

can give orders to an object at one time. They therefore think

that the object will begin speeding up and moving in the direction

of the stronger force. In fact the object will move along a diagonal.

In the example shown in the figure, the object will respond to the

large rightward force with a large acceleration component to the

right, and the small upward force will give it a small acceleration

component upward. The stronger force does not overwhelm the

weaker force, or have any effect on the upward motion at all. The

force components simply add together:

g / Example 2.

*

Fx,total = F1,x +

F2,

x

0

>+ F

Fy,total =

F1,

y

2,y

Discussion question

A

The figure shows two trajectories, made by splicing together lines

and circular arcs, which are unphysical for an object that is only being

acted on by gravity. Prove that they are impossible based on Newtons

laws.

184

Chapter 6

Summary

Selected vocabulary

component . . . . the part of a velocity, acceleration, or force

that would be perceptible to an observer who

could only see the universe projected along a

certain one-dimensional axis

parabola . . . . . the mathematical curve whose graph has y

proportional to x2

Notation

x, y, z . . . . . .

vx , vy , vz . . . . .

ax , ay , az . . . . .

the x, y, and z components of an objects velocity; the rates of change of the objects x, y,

and z coordinates

the x, y, and z components of an objects acceleration; the rates of change of vx , vy , and

vz

Summary

A force does not produce any effect on the motion of an object

in a perpendicular direction. The most important application of

this principle is that the horizontal motion of a projectile has zero

acceleration, while the vertical motion has an acceleration equal to g.

That is, an objects horizontal and vertical motions are independent.

The arc of a projectile is a parabola.

Motion in three dimensions is measured using three coordinates,

x, y, and z. Each of these coordinates has its own corresponding

velocity and acceleration. We say that the velocity and acceleration

both have x, y, and z components

Newtons second law is readily extended to three dimensions by

rewriting it as three equations predicting the three components of

the acceleration,

ax = Fx,total /m

ay = Fy,total /m

az = Fz,total /m

Summary

185

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Two daredevils, Wendy and Bill, go over Niagara Falls. Wendy

sits in an inner tube, and lets the 30 km/hr velocity of the river throw

her out horizontally over the falls. Bill paddles a kayak, adding an

extra 10 km/hr to his velocity. They go over the edge of the falls

at the same moment, side by side. Ignore air friction. Explain your

reasoning.

(a) Who hits the bottom first?

(b) What is the horizontal component of Wendys velocity on impact?

(c) What is the horizontal component of Bills velocity on impact?

(d) Who is going faster on impact?

2

At the 2010 Salinas Lettuce Festival Parade, the Lettuce Queen

drops her bouquet while riding on a float moving toward the right.

Sketch the shape of its trajectory in her frame of reference, and

compare with the shape seen by one of her admirers standing on

the sidewalk.

Problem 3.

3

A baseball pitcher throws a pitch clocked at vx =73.3 mi/h.

He throws horizontally. By what amount, d, does the ball drop by

the time it reaches home plate, L=60.0 ft away?

(b) Plug in and find a numerical answer. Express your answer in

units of ft. (Note: 1 ft=12 in, 1 mi=5280 ft, and 1 in=2.54 cm)

4

Two cars go over the same bump in the road, Marias Maserati

at 25 miles per hour and Parks Porsche at 37. How many times

greater is the vertical acceleration of the Porsche? Hint: Remember

that acceleration depends both on how much the velocity changes

186

Chapter 6

5

A batter hits a baseball at speed v, at an angle above

horizontal.

(a) Find an equation for the range (horizontal distance to where

the ball falls), R, in terms of the relevant variables. Neglect air

friction and the height of the ball above the ground when it is hit.

. Answer, p. 505

(b) Interpret your equation in the cases of =0 and = 90 .

(c) Find the angle that gives the maximum range.

. Answer, p. 505

6

(a) A ball is thrown straight up with velocity v. Find an

(b) Generalize your equation for a ball thrown at an angle above

horizontal, in which case its initial velocity components are vx =

Problems

187

188

Chapter 6

Chapter 7

Vectors

7.1 Vector notation

The idea of components freed us from the confines of one-dimensional

physics, but the component notation can be unwieldy, since every

one-dimensional equation has to be written as a set of three separate

equations in the three-dimensional case. Newton was stuck with the

component notation until the day he died, but eventually someone

sufficiently lazy and clever figured out a way of abbreviating three

equations as one.

(a)

F A on B = F B on A

stands for

(b)

F total = F 1 + F 2 + . . .

stands for

(c)

a =

v

t

stands for

FA on B,x = FB on A,x

FA on B,y = FB on A,y

FA on B,z = FB on A,z

Ftotal,x = F1,x + F2,x + . . .

Ftotal,y = F1,y + F2,y + . . .

Ftotal,z = F1,z + F2,z + . . .

ax = vx /t

ay = vy /t

az = vz /t

Example (a) shows both ways of writing Newtons third law. Which

would you rather write?

The idea is that each of the algebra symbols with an arrow writ-

189

different numbers, the x, y, and z components. The three components are referred to as the components of the vector, e.g., Fx is the

is good for handwritten equations, but is unattractive in a printed

book, so books use boldface, F, to represent vectors. After this

point, Ill use boldface for vectors throughout this book.

In general, the vector notation is useful for any quantity that

has both an amount and a direction in space. Even when you are

not going to write any actual vector notation, the concept itself is a

useful one. We say that force and velocity, for example, are vectors.

A quantity that has no direction in space, such as mass or time,

is called a scalar. The amount of a vector quantity is called its

magnitude. The notation for the magnitude of a vector A is |A|,

like the absolute value sign used with scalars.

Often, as in example (b), we wish to use the vector notation to

represent adding up all the x components to get a total x component,

etc. The plus sign is used between two vectors to indicate this type

of component-by-component addition. Of course, vectors are really

triplets of numbers, not numbers, so this is not the same as the use

of the plus sign with individual numbers. But since we dont want to

have to invent new words and symbols for this operation on vectors,

we use the same old plus sign, and the same old addition-related

words like add, sum, and total. Combining vectors this way

is called vector addition.

Similarly, the minus sign in example (a) was used to indicate

negating each of the vectors three components individually. The

equals sign is used to mean that all three components of the vector

on the left side of an equation are the same as the corresponding

components on the right.

Example (c) shows how we abuse the division symbol in a similar

manner. When we write the vector v divided by the scalar t,

we mean the new vector formed by dividing each one of the velocity

components by t.

Its not hard to imagine a variety of operations that would combine vectors with vectors or vectors with scalars, but only four of

them are required in order to express Newtons laws:

operation

vector + vector

vector vector

vector scalar

vector/scalar

190

Chapter 7

Vectors

definition

Add component by component to

make a new set of three numbers.

Subtract component by component

to make a new set of three numbers.

Multiply each component of the vector by the scalar.

Divide each component of the vector

by the scalar.

just arent any useful physics applications for dividing a vector by

another vector component by component. In optional section 7.5,

we discuss in more detail the fundamental reasons why some vector

operations are useful and others useless.

We can do algebra with vectors, or with a mixture of vectors

and scalars in the same equation. Basically all the normal rules of

algebra apply, but if youre not sure if a certain step is valid, you

should simply translate it into three component-based equations and

see if it works.

Order of addition

example 1

. If we are adding two force vectors, F + G, is it valid to assume

as in ordinary algebra that F + G is the same as G + F?

. To tell if this algebra rule also applies to vectors, we simply

translate the vector notation into ordinary algebra notation. In

terms of ordinary numbers, the components of the vector F + G

would be Fx + Gx , Fy + Gy , and Fz + Gz , which are certainly the

same three numbers as Gx + Fx , Gy + Fy , and Gz + Fz . Yes, F + G

is the same as G + F.

It is useful to define a symbol r for the vector whose components

are x, y, and z, and a symbol r made out of x, y, and z.

Although this may all seem a little formidable, keep in mind that

it amounts to nothing more than a way of abbreviating equations!

Also, to keep things from getting too confusing the remainder of this

chapter focuses mainly on the r vector, which is relatively easy to

visualize.

self-check A

Translate the equations vx = x /t , vy = y /t , and vz = z /t for

motion with constant velocity into a single equation in vector notation.

. Answer, p. 502

A vector in two dimensions can be easily visualized by drawing

an arrow whose length represents its magnitude and whose direction

represents its direction. The x component of a vector can then be

visualized as the length of the shadow it would cast in a beam of

light projected onto the x axis, and similarly for the y component.

Shadows with arrowheads pointing back against the direction of the

positive axis correspond to negative components.

b / The x an y components

of a vector can be thought of as

the shadows it casts onto the x

and y axes.

with the same magnitude but in the opposite direction. Multiplying

a vector by a scalar is represented by lengthening the arrow by that

factor, and similarly for division.

self-check B

c / Self-check B.

Section 7.1

Vector notation

191

Given vector Q represented by an arrow in figure c, draw arrows representing the vectors 1.5Q and Q.

. Answer, p.

503

Discussion questions

A

Would it make sense to define a zero vector? Discuss what the

zero vectors components, magnitude, and direction would be; are there

any issues here? If you wanted to disqualify such a thing from being a

vector, consider whether the system of vectors would be complete. For

comparison, can you think of a simple arithmetic problem with ordinary

numbers where you need zero as the result? Does the same reasoning

apply to vectors, or not? From your group, choose one person to act as

zeros advocate and one to argue against letting zero in the club. The rest

of the group should act as jurors.

B

You drive to your friends house. How does the magnitude of your r

vector compare with the distance youve added to the cars odometer?

If you ask someone where Las Vegas is compared to Los Angeles,

they are unlikely to say that the x is 290 km and the y is 230

km, in a coordinate system where the positive x axis is east and the

y axis points north. They will probably say instead that its 370 km

to the northeast. If they were being precise, they might specify the

direction as 38 counterclockwise from east. In two dimensions, we

can always specify a vectors direction like this, using a single angle.

A magnitude plus an angle suffice to specify everything about the

vector. The following two examples show how we use trigonometry

and the Pythagorean theorem to go back and forth between the xy

and magnitude-angle descriptions of vectors.

Finding magnitude and angle from components

example 2

. Given that the r vector from LA to Las Vegas has x = 290 km

and y = 230 km, how would we find the magnitude and direction

of r?

. We find the magnitude of r from the Pythagorean theorem:

|r| =

q

x 2 + y 2

= 370 km

d / Example 2.

found using any of the inverse trig functions. For example, we

know the opposite and adjacent sides, so

= tan1

= 38

192

Chapter 7

Vectors

y

x

.

example 3

. Given that the straight-line distance from Los Angeles to Las

Vegas is 370 km, and that the angle in the figure is 38 , how

can the xand y components of the r vector be found?

. The sine and cosine of relate the given information to the

information we wish to find:

x

|r|

y

sin =

|r|

cos =

x = |r| cos

= 290 km

and

y = |r| sin

= 230 km

and minus signs, which is usually the main cause of mistakes.

Negative components

example 4

. San Diego is 120 km east and 150 km south of Los Angeles. An

airplane pilot is setting course from San Diego to Los Angeles. At

what angle should she set her course, measured counterclockwise from east, as shown in the figure?

. If we make the traditional choice of coordinate axes, with x

pointing to the right and y pointing up on the map, then her x is

negative, because her final x value is less than her initial x value.

Her y is positive, so we have

x = 120 km

y = 150 km

e / Example 4.

y

x

1

= tan (1.25)

= tan1

= 51

a negative result means an angle that lies clockwise from the x

axis, which would have her heading for the Baja California. What

went wrong? The answer is that when you ask your calculator to

Section 7.2

193

take the arctangent of a number, there are always two valid possibilities differing by 180 . That is, there are two possible angles

whose tangents equal -1.25:

tan 129 = 1.25

tan 51 = 1.25

You calculator doesnt know which is the correct one, so it just

picks one. In this case, the one it picked was the wrong one, and

it was up to you to add 180 to it to find the right answer.

Discussion question

A In the example above, we dealt with components that were negative.

Does it make sense to talk about positive and negative vectors?

Addition of vectors given their components

The easiest type of vector addition is when you are in possession

of the components, and want to find the components of their sum.

Adding components

example 5

. Given the x and y values from the previous examples, find

the x and y from San Diego to Las Vegas.

.

xtotal = x1 + x2

= 120 km + 290 km

= 170 km

ytotal = y1 + y2

= 150 km + 230 km

= 380

f / Example 5.

Note how the signs of the x components take care of the westward and eastward motions, which partially cancel.

Addition of vectors given their magnitudes and directions

In this case, you must first translate the magnitudes and directions into components, and the add the components.

Graphical addition of vectors

and then drawing a vector from

the tail of the first vector to the tip

of the second vector.

194

Chapter 7

on a piece of paper. This is known as graphical addition, as opposed

to the analytic techniques discussed previously. (It has nothing to

do with x y graphs or graph paper. Graphical here simply

means drawing. It comes from the Greek verb grapho, to write,

like related English words including graphic.)

Vectors

LA to Vegas, graphically

example 6

. Given the magnitudes and angles of the r vectors from San

Diego to Los Angeles and from Los Angeles to Las Vegas, find

the magnitude and angle of the r vector from San Diego to Las

Vegas.

. Using a protractor and a ruler, we make a careful scale drawing, as shown in figure h. The protractor can be conveniently

aligned with the blue rules on the notebook paper. A scale of

1 mm 2 km was chosen for this solution because it was as big

as possible (for accuracy) without being so big that the drawing

wouldnt fit on the page. With a ruler, we measure the distance

from San Diego to Las Vegas to be 206 mm, which corresponds

to 412 km. With a protractor, we measure the angle to be 65 .

h / Example 6.

with a ruler and protractor, it can be convenient to diagram the

addition of vectors in this way. With r vectors, it intuitively makes

sense to lay the vectors tip-to-tail and draw the sum vector from the

tail of the first vector to the tip of the second vector. We can do

the same when adding other vectors such as force vectors.

self-check C

How would you subtract vectors graphically?

. Answer, p. 503

Section 7.3

195

Discussion questions

A

If youre doing graphical addition of vectors, does it matter which

vector you start with and which vector you start from the other vectors

tip?

B

If you add a vector with magnitude 1 to a vector of magnitude 2,

what magnitudes are possible for the vector sum?

C

Which of these examples of vector addition are correct, and which

are incorrect?

When we want to specify a vector by its components, it can be cumbersome to have to write the algebra symbol for each component:

x = 290 km, y = 230 km

A more compact notation is to write

r = (290 km)

x + (230 km)

y

, y

, and z

, called the unit vectors, are defined

where the vectors x

as the vectors that have magnitude equal to 1 and directions lying

along the x, y, and z axes. In speech, they are referred to as x-hat

and so on.

A slightly different, and harder to remember, version of this

notation is unfortunately more prevalent. In this version, the unit

r = (290 km)i + (230 km)j

Lets take a closer look at why certain vector operations are useful and others are not. Consider the operation of multiplying two

vectors component by component to produce a third vector:

Rx = Px Qx

Ry = Py Qy

Rz = Pz Qz

As a simple example, we choose vectors P and Q to have length

1, and make them perpendicular to each other, as shown in figure

196

Chapter 7

Vectors

i/1. If we compute the result of our new vector operation using the

coordinate system in i/2, we find:

Rx = 0

Ry = 0

Rz = 0

The x component is zero because Px = 0, the y component is zero

because Qy = 0, and the z component is of course zero because both

vectors are in the x y plane. However, if we carry out the same

operations in coordinate system i/3, rotated 45 degrees with respect

to the previous one, we find

Rx = 1/2

Ry = 1/2

Rz = 0

The operations result depends on what coordinate system we use,

and since the two versions of R have different lengths (one being zero

and the other nonzero), they dont just represent the same answer

expressed in two different coordinate systems. Such an operation

will never be useful in physics, because experiments show physics

works the same regardless of which way we orient the laboratory

building! The useful vector operations, such as addition and scalar

multiplication, are rotationally invariant, i.e., come out the same

regardless of the orientation of the coordinate system.

i / Component-by-component

multiplication of the vectors in 1

would produce different vectors

in coordinate systems 2 and 3.

Section 7.5

? Rotational invariance

197

Summary

Selected vocabulary

vector . . . . . . . a quantity that has both an amount (magnitude) and a direction in space

magnitude . . . . the amount associated with a vector

scalar . . . . . . . a quantity that has no direction in space, only

an amount

Notation

A . . . .

A . . . .

|A| . . .

r . . . . .

r . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

, y

, z

. . . . . .

x

i, j, k

. . . . . . .

handwritten notation for a vector

the magnitude of vector A

the vector whose components are x, y, and z

the vector whose components are x, y, and

z

(optional topic) unit vectors; the vectors with

magnitude 1 lying along the x, y, and z axes

a harder to remember notation for the unit

vectors

displacement vec- a name for the symbol r

tor . . . . . . . . .

speed . . . . . . . the magnitude of the velocity vector, i.e., the

velocity stripped of any information about its

direction

Summary

A vector is a quantity that has both a magnitude (amount) and

a direction in space, as opposed to a scalar, which has no direction.

The vector notation amounts simply to an abbreviation for writing

the vectors three components.

In two dimensions, a vector can be represented either by its two

components or by its magnitude and direction. The two ways of

describing a vector can be related by trigonometry.

The two main operations on vectors are addition of a vector to

a vector, and multiplication of a vector by a scalar.

Vector addition means adding the components of two vectors

to form the components of a new vector. In graphical terms, this

corresponds to drawing the vectors as two arrows laid tip-to-tail and

drawing the sum vector from the tail of the first vector to the tip

of the second one. Vector subtraction is performed by negating the

vector to be subtracted and then adding.

Multiplying a vector by a scalar means multiplying each of its

components by the scalar to create a new vector. Division by a

scalar is defined similarly.

Differentiation and integration of vectors is defined component

198

Chapter 7

Vectors

by component.

Summary

199

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

The figure shows vectors A and B. Graphically calculate the

following:

A + B, A B, B A, 2B, A 2B

No numbers are involved.

2

Phnom Penh is 470 km east and 250 km south of Bangkok.

Hanoi is 60 km east and 1030 km north of Phnom Penh.

(a) Choose a coordinate system, and translate these data into x

and y values with the proper plus and minus signs.

(b) Find the components of the r vector pointing from Bangkok

to Hanoi.

Problem 1.

3

If you walk 35 km at an angle 25 counterclockwise from east,

and then 22 km at 230 counterclockwise from east, find the distance

4

A machinist is drilling holes in a piece of aluminum according

to the plan shown in the figure. She starts with the top hole, then

moves to the one on the left, and then to the one on the right. Since

this is a high-precision job, she finishes by moving in the direction

and at the angle that should take her back to the top hole, and

checks that she ends up in the same place. What are the distance

Problem 4.

200

Chapter 7

Vectors

5

Suppose someone proposes a new operation in which a vector

A and a scalar B are added together to make a new vector C like

this:

Cx = Ax + B

Cy = Ay + B

Cz = Az + B

not rotationally invariant.

6

In this problem youll extend the analysis in problem 5 on

p. 187 to include air friction by writing a computer program. For

a game played at sea level, the force due to air friction is approximately (7104 Ns2 /m2 )v 2 , in the direction opposite to the motion

of the ball.1 The mass of a baseball is 0.146 kg.

(a) For a ball hit at a speed of 45.0 m/s from a height of 1.0 m, find

the optimal angle and the resulting range.

. Answer, p. 506

(b) How much farther would the ball fly at the Colorado Rockies

stadium, where the thinner air gives 18 percent less air friction?

. Answer, p. 506

standard way of paramerizing the force of fluid friction is F = (1/2)ACD v 2 ,

where is the density of the fluid, A is the objects cross-sectional area, and

CD is a unitless constant. E. Meyer and J. Bohn, in a 2008 paper published at

arxiv.org, survey existing data on CD for baseballs and estimate it to be in the

range from about 0.13 to 0.5. This leads to a figure something like the one given.

Problems

201

202

Chapter 7

Vectors

Chapter 8

In 1872, capitalist and former California governor Leland Stanford

asked photographer Eadweard Muybridge if he would work for him

on a project to settle a $25,000 bet (a princely sum at that time).

Stanfords friends were convinced that a galloping horse always had

at least one foot on the ground, but Stanford claimed that there was

a moment during each cycle of the motion when all four feet were

in the air. The human eye was simply not fast enough to settle the

question. In 1878, Muybridge finally succeeded in producing what

amounted to a motion picture of the horse, showing conclusively

that all four feet did leave the ground at one point. (Muybridge was

a colorful figure in San Francisco history, and his acquittal for the

murder of his wifes lover was considered the trial of the century in

California.)

The losers of the bet had probably been influenced by Aristotelian reasoning, for instance the expectation that a leaping horse

would lose horizontal velocity while in the air with no force to push

it forward, so that it would be more efficient for the horse to run

without leaping. But even for students who have converted whole-

203

heartedly to Newtonianism, the relationship between force and acceleration leads to some conceptual difficulties, the main one being

a problem with the true but seemingly absurd statement that an

object can have an acceleration vector whose direction is not the

same as the direction of motion. The horse, for instance, has nearly

constant horizontal velocity, so its ax is zero. But as anyone can tell

you who has ridden a galloping horse, the horse accelerates up and

down. The horses acceleration vector therefore changes back and

forth between the up and down directions, but is never in the same

direction as the horses motion. In this chapter, we will examine

more carefully the properties of the velocity, acceleration, and force

vectors. No new principles are introduced, but an attempt is made

to tie things together and show examples of the power of the vector

formulation of Newtons laws.

For motion with constant velocity, the velocity vector is

v = r/t

it by the scalar t only changes its length, not its direction, so the

velocity vector points in the same direction as the motion. When

the velocity vector is not constant, we form it from the components

vx = dx/dt, vy = dy/dt, and vz = dz/dt. This set of three equations

can be notated more compactly as

v = dr/dt

This is an example of a more general rule about differentiating vectors: to differentiate a vector, take the derivative component by

component. Even when the velocity vector is not constant, it still

points along the direction of motion.

A car bouncing on its shock absorbers

example 1

. A car bouncing on its shock absorbers has a position as a function of time given by

r = bt x + (c sin t)y

units of the constants, find the velocity, and check the units of the

result.

. The components of the position vector are bt and c sin t, and

if these are both to have units of meters, then b must have units of

m/s and c units of meters. The sine function requires a unitless

input, so must have units of s1 (interpreted as radians per

second, e.g., if c = 2 rad/s, then the car completes one cycle of

vertical oscillation in one second).

204

Chapter 8

v = bx + (c cos t)y

The units of the first component are simply the units of b, m/s,

which makes sense. The units of the second component are

m s1 , which also checks out.

Vector addition is the correct way to generalize the one-dimensional

concept of adding velocities in relative motion, as shown in the following example:

Velocity vectors in relative motion

example 2

. You wish to cross a river and arrive at a dock that is directly

across from you, but the rivers current will tend to carry you

downstream. To compensate, you must steer the boat at an angle. Find the angle , given the magnitude, |vW L |, of the waters

velocity relative to the land, and the maximum speed, |vBW |, of

which the boat is capable relative to the water.

. The boats velocity relative to the land equals the vector sum of

its velocity with respect to the water and the waters velocity with

respect to the land,

vBL = vBW + vW L

If the boat is to travel straight across the river, i.e., along the y

axis, then we need to have vBL,x = 0. This x component equals

the sum of the x components of the other two vectors,

a / Example 2.

or

0 = |vBW | sin + |vW L |

sin = |vW L |/|vBW |

|vW L |

|vBW |

so

= sin1

Discussion questions

A

Is it possible for an airplane to maintain a constant velocity vector

but not a constant |v|? How about the opposite a constant |v| but not a

constant velocity vector? Explain.

B

New York and Rome are at about the same latitude, so the earths

rotation carries them both around nearly the same circle. Do the two cities

have the same velocity vector (relative to the center of the earth)? If not,

is there any way for two cities to have the same velocity vector?

Section 8.1

205

When the acceleration is constant, we have

a = v/t

a = (vf vi )/t

a = dv/dt

b / A change in the magnitude of the velocity vector implies

an acceleration.

Now there are two ways in which we could have a nonzero acceleration. Either the magnitude or the direction of the velocity vector

could change. This can be visualized with arrow diagrams as shown

in figures b and c. Both the magnitude and direction can change

simultaneously, as when a car accelerates while turning. Only when

the magnitude of the velocity changes while its direction stays constant do we have a v vector and an acceleration vector along the

same line as the motion.

self-check A

(1) In figure b, is the object speeding up, or slowing down? (2) What

would the diagram look like if vi was the same as vf ? (3) Describe how

the v vector is different depending on whether an object is speeding

up or slowing down.

. Answer, p. 503

of the velocity vector also produces a nonzero v vector, and

thus a nonzero acceleration

vector, v/t .

If this all seems a little strange and abstract to you, youre not

alone. It doesnt mean much to most physics students the first

time someone tells them that acceleration is a vector, and that the

acceleration vector does not have to be in the same direction as the

velocity vector. One way to understand those statements better is

to imagine an object such as an air freshener or a pair of fuzzy dice

hanging from the rear-view mirror of a car. Such a hanging object,

called a bob, constitutes an accelerometer. If you watch the bob

as you accelerate from a stop light, youll see it swing backward.

The horizontal direction in which the bob tilts is opposite to the

direction of the acceleration. If you apply the brakes and the cars

acceleration vector points backward, the bob tilts forward.

After accelerating and slowing down a few times, you think

youve put your accelerometer through its paces, but then you make

a right turn. Surprise! Acceleration is a vector, and neednt point

in the same direction as the velocity vector. As you make a right

turn, the bob swings outward, to your left. That means the cars

acceleration vector is to your right, perpendicular to your velocity

vector. A useful definition of an acceleration vector should relate

in a systematic way to the actual physical effects produced by the

acceleration, so a physically reasonable definition of the acceleration

206

Chapter 8

vector must allow for cases where it is not in the same direction as

the motion.

self-check B

In projectile motion, what direction does the acceleration vector have?

. Answer, p. 503

d / Example 3.

Rappelling

example 3

In figure d, the rappellers velocity has long periods of gradual

change interspersed with short periods of rapid change. These

correspond to periods of small acceleration and force, and periods of large acceleration and force.

example 4

Figure e on page 208 shows outlines traced from the first, third,

fifth, seventh, and ninth frames in Muybridges series of photographs of the galloping horse. The estimated location of the

horses center of mass is shown with a circle, which bobs above

and below the horizontal dashed line.

If we dont care about calculating velocities and accelerations in

any particular system of units, then we can pretend that the time

between frames is one unit. The horses velocity vector as it

moves from one point to the next can then be found simply by

drawing an arrow to connect one position of the center of mass to

the next. This produces a series of velocity vectors which alternate between pointing above and below horizontal.

Section 8.2

207

e / Example 4.

The v vector is the vector which we would have to add onto one

velocity vector in order to get the next velocity vector in the series.

The v vector alternates between pointing down (around the time

when the horse is in the air, B) and up (around the time when the

horse has two feet on the ground, D).

Discussion questions

A

When a car accelerates, why does a bob hanging from the rearview

mirror swing toward the back of the car? Is it because a force throws it

backward? If so, what force? Similarly, describe what happens in the

other cases described above.

B

Superman is guiding a crippled spaceship into port. The ships

engines are not working. If Superman suddenly changes the direction of

his force on the ship, does the ships velocity vector change suddenly? Its

acceleration vector? Its direction of motion?

208

Chapter 8

Force is relatively easy to intuit as a vector. The force vector points

in the direction in which it is trying to accelerate the object it is

acting on.

Since force vectors are so much easier to visualize than acceleration vectors, it is often helpful to first find the direction of the

(total) force vector acting on an object, and then use that information to determine the direction of the acceleration vector. Newtons

second law, Ftotal = ma, tells us that the two must be in the same

direction.

A component of a force vector

example 5

Figure f, redrawn from a classic 1920 textbook, shows a boy

pulling another child on a sled. His force has both a horizontal

component and a vertical one, but only the horizontal one accelerates the sled. (The vertical component just partially cancels the

force of gravity, causing a decrease in the normal force between

the runners and the snow.) There are two triangles in the figure.

One triangles hypotenuse is the rope, and the others is the magnitude of the force. These triangles are similar, so their internal

angles are all the same, but they are not the same triangle. One

is a distance triangle, with sides measured in meters, the other

a force triangle, with sides in newtons. In both cases, the horizontal leg is 93% as long as the hypotenuse. It does not make

sense, however, to compare the sizes of the triangles the force

triangle is not smaller in any meaningful sense.

f / Example 5.

the block up the frictionless ramp.

block. Their vector sum is zero.

example 6

. Figure (a) shows a block being pushed up a frictionless ramp

at constant speed by an applied force FA . How much force is

required, in terms of the blocks mass, m, and the angle of the

ramp, ?

. Figure (b) shows the other two forces acting on the block: a

normal force, FN , created by the ramp, and the weight force, FW ,

created by the earths gravity. Because the block is being pushed

up at constant speed, it has zero acceleration, and the total force

on it must be zero. From figure (c), we find

|FA | = |FW | sin

= mg sin

Since the sine is always less than one, the applied force is always

less than mg, i.e., pushing the block up the ramp is easier than

lifting it straight up. This is presumably the principle on which the

pyramids were constructed: the ancient Egyptians would have

had a hard time applying the forces of enough slaves to equal the

full weight of the huge blocks of stone.

Essentially the same analysis applies to several other simple ma-

Section 8.3

constant velocity, Newtons first

law says that the three force

vectors acting on it must add

up to zero. To perform vector

addition, we put the vectors tip

to tail, and in this case we are

adding three vectors, so each

ones tail goes against the tip of

the previous one. Since they are

supposed to add up to zero, the

third vectors tip must come back

to touch the tail of the first vector.

They form a triangle, and since

the applied force is perpendicular

to the normal force, it is a right

triangle.

209

. Solved problem: A cargo plane

Discussion question A.

Discussion questions

A The figure shows a block being pressed diagonally upward against a

wall, causing it to slide up the wall. Analyze the forces involved, including

their directions.

B The figure shows a roller coaster car rolling down and then up under

the influence of gravity. Sketch the cars velocity vectors and acceleration

vectors. Pick an interesting point in the motion and sketch a set of force

vectors acting on the car whose vector sum could have resulted in the

right acceleration vector.

j / Discussion question B.

d(f )

d(cf )

=c

[c is a constant]

dt

dt

and

d(f + g)

d(f ) d(g)

=

+

.

dt

dt

dt

The integral of a vector is likewise defined as integrating component

by component.

The second derivative of a vector

example 7

. Two objects have positions as functions of time given by the

equations

r1 = 3t 2 x + t y

and

r2 = 3t 4 x + t y

Find both objects accelerations using calculus. Could either answer have been found without calculus?

. Taking the first derivative of each component, we find

v1 = 6t x + y

v2 = 12t 3 x + y

a1 = 6x

a2 = 36t 2 x

210

Chapter 8

The first objects acceleration could have been found without calculus, simply by comparing the x and y coordinates with the

constant-acceleration equation x = vo t + 12 at 2 . The second

equation, however, isnt just a second-order polynomial in t, so

the acceleration isnt constant, and we really did need calculus to

find the corresponding acceleration.

The integral of a vector

example 8

. Starting from rest, a flying saucer of mass m is observed to

vary its propulsion with mathematical precision according to the

equation

F = bt 42 x + ct 137 y

.

(The aliens inform us that the numbers 42 and 137 have a special

religious significance for them.) Find the saucers velocity as a

function of time.

. From the given force, we can easily find the acceleration

F

m

c

b

= t 42 x + t 137 y

m

m

a=

acceleration,

Z

v = a dt

Z

b 42

c 137

=

t x + t y dt

,

m

m

and integrating component by component gives

Z

Z

b 42

c 137

=

t dt x +

t

dt y

m

m

b 43

c

t x +

t 138 y

,

=

43m

138m

where we have omitted the constants of integration, since the

saucer was starting from rest.

A fire-extinguisher stunt on ice

example 9

. Prof. Puerile smuggles a fire extinguisher into a skating rink.

Climbing out onto the ice without any skates on, he sits down and

pushes off from the wall with his feet, acquiring an initial velocity

vo y . At t = 0, he then discharges the fire extinguisher at a 45degree angle so that it applies a force to him that is backward

and to the left, i.e., along the negative y axis and the positive x

axis. The fire extinguishers force is strong at first, but then dies

down according to the equation |F| = b ct, where b and c are

constants. Find the professors velocity as a function of time.

Section 8.4

211

force vector becomes 315 . Breaking the force down into x and

y components, we have

Fx = |F| cos 315

= (b ct)

Fy = |F| sin 315

= (b + ct)

F = (b ct)x + (b + ct)y

a = F/m

b ct

b + ct

=

x +

y

2m

2m

To find the velocity vector as a function of time, we need to integrate the acceleration vector with respect to time,

Z

v = a dt

Z

b ct

b + ct

=

x +

y dt

2m

2m

Z

1

(b ct) x + (b + ct) y dt

=

2m

this can be broken down into two integrals,

v=

=

(b ct) dt +

(b + ct) dt

2m

2m

!

!

bt 21 ct 2

bt + 21 ct 2

+ constant #1 x +

+ constant #2 y

2m

2m

is that they give the initial velocity. Constant #1 is therefore zero,

and constant #2 must equal vo . The final result is

!

!

bt 12 ct 2

bt + 21 ct 2

v=

x +

+ vo y

.

2m

2m

212

Chapter 8

Summary

The velocity vector points in the direction of the objects motion.

Relative motion can be described by vector addition of velocities.

The acceleration vector need not point in the same direction as

the objects motion. We use the word acceleration to describe any

change in an objects velocity vector, which can be either a change

in its magnitude or a change in its direction.

An important application of the vector addition of forces is the

use of Newtons first law to analyze mechanical systems.

Summary

213

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Is it possible for a helicopter to have an acceleration due east

and a velocity due west? If so, what would be going on? If not, why

not?

2

The figure shows the path followed by Hurricane Irene in 2005

as it moved north. The dots show the location of the center of the

storm at six-hour intervals, with lighter dots at the time when the

storm reached its greatest intensity. Find the time when the storms

center had a velocity vector to the northeast and an acceleration

vector to the southeast. Explain.

3

Annie Oakley, riding north on horseback at 30 mi/hr, shoots

her rifle, aiming horizontally and to the northeast. The muzzle speed

of the rifle is 140 mi/hr. When the bullet hits a defenseless fuzzy

animal, what is its speed of impact? Neglect air resistance, and

ignore the vertical motion of the bullet.

. Solution, p. 493

Problem 2.

Problem 4.

4

A dinosaur fossil is slowly moving down the slope of a glacier

under the influence of wind, rain and gravity. At the same time,

the glacier is moving relative to the continent underneath. The

dashed lines represent the directions but not the magnitudes of the

velocities. Pick a scale, and use graphical addition of vectors to find

the magnitude and the direction of the fossils velocity relative

to

5

A bird is initially flying horizontally east at 21.1 m/s, but one

second later it has changed direction so that it is flying horizontally

and 7 north of east, at the same speed. What are the magnitude

and direction of its acceleration vector during that one second

time

interval? (Assume its acceleration was roughly constant.)

214

Chapter 8

6

A gun is aimed horizontally to the west, and fired at t = 0. The

,

bullets position vector as a function of time is r = b

x + ct

y + dt2 z

where b, c, and d are positive constants.

(a) What units would b, c, and d need to have for the equation to

make sense?

(b) Find the bullets velocity and acceleration as functions of time.

, y

, and z

.

(c) Give physical interpretations of b, c, d, x

7

The figure shows an experiment in which a cart is released from

rest at A, and accelerates down the slope through a distance x until

it passes through a sensors light beam. The point of the experiment

is to determine the carts acceleration. At B, a cardboard vane

mounted on the cart enters the light beam, blocking the light beam,

and starts an electronic timer running. At C, the vane emerges from

the beam, and the timer stops.

(a) Find the final velocity of the cart in terms of the width w of

the vane and the time tb for which the sensors light beam was

blocked.

(b) Find the magnitude of the carts acceleration in terms of the

(c) Analyze the forces in which the cart participates, using a table in

the format introduced in section 5.3. Assume friction is negligible.

(d) Find a theoretical value for the acceleration of the cart, which

could be compared with the experimentally observed value extracted

in part b. Express the theoretical value in terms of the angle of

the slope, and the strength g of the gravitational field.

Problem 7.

8

A person of mass M stands in the middle of a tightrope,

which is fixed at the ends to two buildings separated by a horizontal

distance L. The rope sags in the middle, stretching and lengthening

the rope slightly.

(a) If the tightrope walker wants the rope to sag vertically by no

more than a height h, find the minimum tension, T , that the rope

must be able to withstand without breaking, in terms of h, g, M,

and L.

(b) Based on your equation, explain why it is not possible to get

h = 0, and give a physical interpretation.

Problem 8.

Problems

215

9

A cargo plane has taken off from a tiny airstrip in the Andes,

and is climbing at constant speed, at an angle of =17 with respect

to horizontal. Its engines supply a thrust of Fthrust = 200 kN, and

the lift from its wings is Flif t = 654 kN. Assume that air resistance

(drag) is negligible, so the only forces acting are thrust, lift, and

weight. What is its mass, in kg?

. Solution, p. 493

Problem 9.

10

A skier of mass m is coasting down a slope inclined at

an angle compared to horizontal. Assume for simplicity that the

treatment of kinetic friction given in chapter 5 is appropriate here,

although a soft and wet surface actually behaves a little differently.

The coefficient of kinetic friction acting between the skis and the

snow is k , and in addition the skier experiences an air friction

force of magnitude bv 2 , where b is a constant.

(a) Find the maximum speed that the skier will attain, in terms of

(b) For angles below a certain minimum angle min , the equation

gives a result that is not mathematically meaningful. Find an equation for min , and give a physical explanation of what is happening

11

Your hand presses a block of mass m against a wall with

a force FH acting at an angle , as shown in the figure. Find the

minimum and maximum possible values of |FH | that can keep the

block stationary, in terms of m, g, , and s , the coefficient of static

friction between the block and the wall. Check both your answers

in the case of = 90 , and interpret the case where the maximum

force is infinite.

12

Driving down a hill inclined at an angle with respect to

horizontal, you slam on the brakes to keep from hitting a deer. Your

antilock brakes kick in, and you dont skid.

(a) Analyze the forces. (Ignore rolling resistance and air friction.)

(b) Find the cars maximum possible deceleration, a (expressed as

a positive number), in terms of g, , and the relevant coefficient of

friction.

(c) Explain physically why the cars mass has no effect on your

answer.

(d) Discuss the mathematical behavior and physical interpretation

of your result for negative values of .

(e) Do the same for very large positive values of .

Problem 11.

216

Chapter 8

13

The angle of repose is the maximum slope on which an object

will not slide. On airless, geologically inert bodies like the moon or

an asteroid, the only thing that determines whether dust or rubble

will stay on a slope is whether the slope is less steep than the angle

of repose.

(a) Find an equation for the angle of repose, deciding for yourself

what are the relevant variables.

(b) On an asteroid, where g can be thousands of times lower than

on Earth, would rubble be able to lie at a steeper angle of repose?

. Solution, p. 493

14

A wagon is being pulled at constant speed up a slope by a

rope that makes an angle with the vertical.

(a) Assuming negligible friction, show that the tension in the rope

is given by the equation

Problem 14.

sin

FT =

FW

sin( + )

(b) Interpret this equation in the special cases of = 0 and =

180 .

. Solution, p. 494

15

The figure shows a boy hanging in three positions: (1) with

his arms straight up, (2) with his arms at 45 degrees, and (3) with

his arms at 60 degrees with respect to the vertical. Compare the

tension in his arms in the three cases.

16

For safety, mountain climbers often wear a climbing harness

and tie in to other climbers on a rope team or to anchors such as

pitons or snow anchors. When using anchors, the climber usually

wants to tie in to more than one, both for extra strength and for

redundancy in case one fails. The figure shows such an arrangement,

with the climber hanging from a pair of anchors forming a Y at

an angle . The usual advice is to make < 90 ; for large values of

, the stress placed on the anchors can be many times greater than

the actual load L, so that two anchors are actually less safe than

one.

(b) Verify that your answer makes sense in the case of = 0.

(c) Interpret your answer in the case of = 180 .

(d) What is the smallest value of for which S exceeds L, so that a

failure of at least one anchor is more likely than it would have been

1920).

Problem 16.

Problems

217

17

(a) A block is sitting on a wedge inclined at an angle

with respect to horizontal. Someone grabs the wedge and moves

it horizontally with acceleration a. The motion is in the direction

shown by the arrow in the figure. Find the maximum acceleration

that can be applied without causing the block to slide downhill.

(b) Show that your answer to part a has the right units.

(c) Show that it also has the right dependence on , by comparing

its mathematical behavior to its physically expected behavior.

Problem 17.

18

The two blocks shown in the figure have equal mass, m, and

the surface is frictionless. (a) What is the tension in the massless

rope?

. Hint, p. 486

(b) Show that the units of your answer make sense.

(c) Check the physical behavior of your answer in the special cases

of and = 0, = 90 .

19

The photo shows a coil of rope wound around a smooth metal

post. A large amount of tension is applied at the bottom of the coil,

but only a tiny force, supplied by a piece of sticky tape, is needed

at the top to keep the rope from slipping. Show that the ratio of

these two forces increases exponentially with the number of turns

of

?

Problem 18.

20

Two wheels of radius r rotate in the same vertical plane with

angular velocities + and about axes that are parallel and at

the same height. The wheels touch one another at a point on their

circumferences, so that their rotations mesh like gears in a gear train.

A board is laid on top of the wheels, so that two friction forces act

upon it, one from each wheel. Characterize the three qualitatively

different types of motion that the board can exhibit, depending on

the initial conditions.

?

Problem 19.

Problem 20.

218

Chapter 8

Problems

219

Each diagram on page 221 shows the motion of an object in an x y plane. Each dot is one

location of the object at one moment in time. The time interval from one dot to the next is

always the same, so you can think of the vector that connects one dot to the next as a v vector,

and subtract to find v vectors.

1. Suppose the object in diagram 1 is moving from the top left to the bottom right. Deduce

whatever you can about the force acting on it. Does the force always have the same magnitude?

The same direction?

Invent a physical situation that this diagram could represent.

What if you reinterpret the diagram, and reverse the objects direction of motion?

2. What can you deduce about the force that is acting in diagram 2?

Invent a physical situation that diagram 2 could represent.

3. What can you deduce about the force that is acting in diagram 3?

Invent a physical situation.

220

Chapter 8

221

222

Chapter 8

Chapter 9

Circular motion

9.1 Conceptual framework

I now live fifteen minutes from Disneyland, so my friends and family

in my native Northern California think its a little strange that Ive

never visited the Magic Kingdom again since a childhood trip to the

south. The truth is that for me as a preschooler, Disneyland was

not the Happiest Place on Earth. My mother took me on a ride in

which little cars shaped like rocket ships circled rapidly around a

central pillar. I knew I was going to die. There was a force trying to

throw me outward, and the safety features of the ride would surely

have been inadequate if I hadnt screamed the whole time to make

sure Mom would hold on to me. Afterward, she seemed surprisingly

indifferent to the extreme danger we had experienced.

Circular motion does not produce an outward force

My younger selfs understanding of circular motion was partly

right and partly wrong. I was wrong in believing that there was a

force pulling me outward, away from the center of the circle. The

easiest way to understand this is to bring back the parable of the

bowling ball in the pickup truck from chapter 4. As the truck makes

a left turn, the driver looks in the rearview mirror and thinks that

some mysterious force is pulling the ball outward, but the truck

is accelerating, so the drivers frame of reference is not an inertial

frame. Newtons laws are violated in a noninertial frame, so the ball

appears to accelerate without any actual force acting on it. Because

we are used to inertial frames, in which accelerations are caused by

223

forces, the balls acceleration creates a vivid illusion that there must

be an outward force.

of reference, the ball appears

to violate Newtons laws, displaying a sideways acceleration

that is not the result of a forceinteraction with any other object.

2. In an inertial frame of reference, such as the frame fixed to

the earths surface, the ball obeys

Newtons first law. No forces are

acting on it, and it continues moving in a straight line. It is the truck

that is participating in an interaction with the asphalt, the truck that

accelerates as it should according

to Newtons second law.

help it to maintain its orientation

in flight.

no force on it, and goes straight as required by Newtons first law.

The truck has a force on it from the asphalt, and responds to it

by accelerating (changing the direction of its velocity vector) as

Newtons second law says it should.

The halteres

example 1

Another interesting example is an insect organ called the halteres, a pair of small knobbed limbs behind the wings, which vibrate up and down and help the insect to maintain its orientation

in flight. The halteres evolved from a second pair of wings possessed by earlier insects. Suppose, for example, that the halteres

are on their upward stroke, and at that moment an air current

causes the fly to pitch its nose down. The halteres follow Newtons first law, continuing to rise vertically, but in the flys rotating

frame of reference, it seems as though they have been subjected

to a backward force. The fly has special sensory organs that perceive this twist, and help it to correct itself by raising its nose.

I was correct, however, on a different point about the Disneyland

ride. To make me curve around with the car, I really did need some

force such as a force from my mother, friction from the seat, or a

normal force from the side of the car. (In fact, all three forces were

probably adding together.) One of the reasons why Galileo failed to

224

Chapter 9

Circular motion

force from the string is required

to make the rocks velocity vector

keep changing direction. 2. If the

string breaks, the rock will follow

Newtons first law and go straight

instead of continuing around the

circle.

refine the principle of inertia into a quantitative statement like Newtons first law is that he was not sure whether motion without a force

would naturally be circular or linear. In fact, the most impressive

examples he knew of the persistence of motion were mostly circular:

the spinning of a top or the rotation of the earth, for example. Newton realized that in examples such as these, there really were forces

at work. Atoms on the surface of the top are prevented from flying

off straight by the ordinary force that keeps atoms stuck together in

solid matter. The earth is nearly all liquid, but gravitational forces

pull all its parts inward.

Uniform and nonuniform circular motion

Circular motion always involves a change in the direction of the

velocity vector, but it is also possible for the magnitude of the velocity to change at the same time. Circular motion is referred to as

uniform if |v| is constant, and nonuniform if it is changing.

Your speedometer tells you the magnitude of your cars velocity

vector, so when you go around a curve while keeping your speedometer needle steady, you are executing uniform circular motion. If your

speedometer reading is changing as you turn, your circular motion

is nonuniform. Uniform circular motion is simpler to analyze mathematically, so we will attack it first and then pass to the nonuniform

case.

self-check A

Which of these are examples of uniform circular motion and which are

nonuniform?

(1) the clothes in a clothes dryer (assuming they remain against the

inside of the drum, even at the top)

(2) a rock on the end of a string being whirled in a vertical circle

Answer, p. 503

Section 9.1

Conceptual framework

225

circle, I had to exert an inward

force on the rope.

at constant speed, the forward

and backward forces on it are

canceling out, producing a total

force of zero. When it moves

in a circle at constant speed,

there are three forces on it, but

the forward and backward forces

cancel out, so the vector sum is

an inward force.

226

Chapter 9

the circle, but many people believe that when they are doing this

they must be leading the rock a little to keep it moving along.

That is, they believe that the force required to produce uniform

circular motion is not directly inward but at a slight angle to the

radius of the circle. This intuition is incorrect, which you can easily

verify for yourself now if you have some string handy. It is only

while you are getting the object going that your force needs to be at

an angle to the radius. During this initial period of speeding up, the

motion is not uniform. Once you settle down into uniform circular

motion, you only apply an inward force.

If you have not done the experiment for yourself, here is a theoretical argument to convince you of this fact. We have discussed in

chapter 6 the principle that forces have no perpendicular effects. To

keep the rock from speeding up or slowing down, we only need to

make sure that our force is perpendicular to its direction of motion.

We are then guaranteed that its forward motion will remain unaffected: our force can have no perpendicular effect, and there is no

other force acting on the rock which could slow it down. The rock

requires no forward force to maintain its forward motion, any more

than a projectile needs a horizontal force to help it over the top

of its arc.

e / A series of three hammer taps makes the rolling ball trace a triangle, seven hammers a heptagon. If the number of hammers was large

enough, the ball would essentially be experiencing a steady inward force,

and it would go in a circle. In no case is any forward force necessary.

Circular motion

executing uniform circular motion if you take your foot off the gas?

The source of confusion here is that Newtons laws predict an objects motion based on the total force acting on it. A car driving in

circles has three forces on it

(1) an inward force from the asphalt, controlled with the steering

wheel;

(2) a forward force from the asphalt, controlled with the gas

pedal; and

(3) backward forces from air resistance and rolling resistance.

You need to make sure there is a forward force on the car so that

the backward forces will be exactly canceled out, creating a vector

sum that points directly inward.

g / Example 2.

example 2

The motorcyclist in figure g is moving along an arc of a circle. It

looks like hes chosen to ride the slanted surface of the dirt at a

place where it makes just the angle he wants, allowing him to get

the force he needs on the tires as a normal force, without needing

any frictional force. The dirts normal force on the tires points up

and to our left. The vertical component of that force is canceled

by gravity, while its horizontal component causes him to curve.

In uniform circular motion, the acceleration vector is inward

Since experiments show that the force vector points directly

inward, Newtons second law implies that the acceleration vector

points inward as well. This fact can also be proven on purely kinematical grounds, and we will do so in the next section.

Section 9.1

Conceptual framework

227

Discussion questions

A In the game of crack the whip, a line of people stand holding hands,

and then they start sweeping out a circle. One person is at the center, and

rotates without changing location. At the opposite end is the person who

is running the fastest, in a wide circle. In this game, someone always ends

up losing their grip and flying off. Suppose the person on the end loses

her grip. What path does she follow as she goes flying off? (Assume she

is going so fast that she is really just trying to put one foot in front of the

other fast enough to keep from falling; she is not able to get any significant

horizontal force between her feet and the ground.)

Discussion

questions

Discussion question E.

A-D

B

Suppose the person on the outside is still holding on, but feels that

she may loose her grip at any moment. What force or forces are acting

on her, and in what directions are they? (We are not interested in the

vertical forces, which are the earths gravitational force pulling down, and

the grounds normal force pushing up.)

C

Suppose the person on the outside is still holding on, but feels that

she may loose her grip at any moment. What is wrong with the following

analysis of the situation? The person whose hand shes holding exerts

an inward force on her, and because of Newtons third law, theres an

equal and opposite force acting outward. That outward force is the one

she feels throwing her outward, and the outward force is what might make

her go flying off, if its strong enough.

D

If the only force felt by the person on the outside is an inward force,

why doesnt she go straight in?

E

In the amusement park ride shown in the figure, the cylinder spins

faster and faster until the customer can pick her feet up off the floor without falling. In the old Coney Island version of the ride, the floor actually

dropped out like a trap door, showing the ocean below. (There is also a

version in which the whole thing tilts up diagonally, but were discussing

the version that stays flat.) If there is no outward force acting on her, why

does she stick to the wall? Analyze all the forces on her.

F

What is an example of circular motion where the inward force is a

normal force? What is an example of circular motion where the inward

force is friction? What is an example of circular motion where the inward

force is the sum of more than one force?

G

Does the acceleration vector always change continuously in circular

motion? The velocity vector?

228

Chapter 9

Circular motion

In this section I derive some convenient results, which you will use

frequently, for the acceleration of an object performing uniform circular motion.

An object moving in a circle of radius r in the x-y plane has

x = r cos t

and

y = r sin t

where is the number of radians traveled per second, and the positive or negative sign indicates whether the motion is clockwise or

counterclockwise.

Differentiating, we find that the components of the velocity are

vx = r sin t

vy =

and

r cos t

ax = 2 r cos t

and

ay = r sin t

The acceleration vector has cosines and sines in the same places

as the r vector, but with minus signs in front, so it points in the

opposite direction, i.e., toward the center of the circle. By Newtons

second law, a=F/m, this shows that the force must be inward as

well; without this force, the object would fly off straight.

The magnitude of the acceleration is

q

|a| = a2x + a2y

= 2r

proved mathematically in this

section, that the direction of the

force and acceleration in circular

motion is inward. The heptagon,

2, is a better approximation to

a circle than the triangle, 1. To

make an infinitely good approximation to circular motion, we

would need to use an infinitely

large number of infinitesimal taps,

which would amount to a steady

inward force.

It makes sense that is squared, since reversing the sign of corresponds to reversing the direction of motion, but the acceleration

is toward the center of the circle, regardless of whether the motion

is clockwise or counterclockwise. This result can also be rewritten

in the form

|v|2

|a| =

.

r

These results are counterintuitive. Until Newton, physicists and

laypeople alike had assumed that the planets would need a force

to push them forward in their orbits. Figure h may help to make

it more plausible that only an inward force is required. A forward

force might be needed in order to cancel out a backward force such

as friction, i, but the total force in the forward-backward direction

needs to be exactly zero for constant-speed motion. When you are in

Section 9.2

cases.

229

outward force. But what object could be making such a force? The

cars seat makes an inward force on you, not an outward one. There

is no object that could be exerting an outward force on your body.

In reality, this force is an illusion that comes from our brains intuitive efforts to interpret the situation within a noninertial frame of

reference. As shown in figure j, we can describe everything perfectly

well in an inertial frame of reference, such as the frame attached to

the sidewalk. In such a frame, the bowling ball goes straight because

there is no force on it. The wall of the trucks bed hits the ball, not

the other way around.

Force required to turn on a bike

example 3

. A bicyclist is making a turn along an arc of a circle with radius

20 m, at a speed of 5 m/s. If the combined mass of the cyclist

plus the bike is 60 kg, how great a static friction force must the

road be able to exert on the tires?

j / There is no outward force

on the bowling ball, but in the

noninertial frame it seems like

one exists.

gives

|F| = |ma|

= m|a|

|F| = m|v|2 /r

80 N

(rounded off to one sig fig).

Dont hug the center line on a curve!

example 4

. Youre driving on a mountain road with a steep drop on your

right. When making a left turn, is it safer to hug the center line or

to stay closer to the outside of the road?

. You want whichever choice involves the least acceleration, because that will require the least force and entail the least risk of

exceeding the maximum force of static friction. Assuming the

curve is an arc of a circle and your speed is constant, your car

is performing uniform circular motion, with |a| = |v|2 /r . The dependence on the square of the speed shows that driving slowly

is the main safety measure you can take, but for any given speed

you also want to have the largest possible value of r . Even though

your instinct is to keep away from that scary precipice, you are actually less likely to skid if you keep toward the outside, because

then you are describing a larger circle.

Acceleration related to radius and period of rotation example 5

. How can the equation for the acceleration in uniform circular

motion be rewritten in terms of the radius of the circle and the

period, T , of the motion, i.e., the time required to go around once?

230

Chapter 9

Circular motion

circumference

T

= 2r /T

.

|v| =

|a| =

42 r

T2

A clothes dryer

example 6

. My clothes dryer has a drum with an inside radius of 35 cm, and

it spins at 48 revolutions per minute. What is the acceleration of

the clothes inside?

. We can solve this by finding the period and plugging in to the

result of the previous example. If it makes 48 revolutions in one

minute, then the period is 1/48 of a minute, or 1.25 s. To get an

acceleration in mks units, we must convert the radius to 0.35 m.

Plugging in, the result is 8.8 m/s2 .

k / Example 6.

example 7

. In a discussion question in the previous section, we made the

assumption that the clothes remain against the inside of the drum

as they go over the top. In light of the previous example, is this a

correct assumption?

. No. We know that there must be some minimum speed at which

the motor can run that will result in the clothes just barely staying against the inside of the drum as they go over the top. If the

clothes dryer ran at just this minimum speed, then there would be

no normal force on the clothes at the top: they would be on the

verge of losing contact. The only force acting on them at the top

would be the force of gravity, which would give them an acceleration of g = 9.8 m/s2 . The actual dryer must be running slower

than this minimum speed, because it produces an acceleration of

only 8.8 m/s2 . My theory is that this is done intentionally, to make

the clothes mix and tumble.

. Solved problem: The tilt-a-whirl

Discussion questions

A

A certain amount of force is needed to provide the acceleration of

circular motion. What if were are exerting a force perpendicular to the

direction of motion in an attempt to make an object trace a circle of radius

r , but the force isnt as big as m|v|2 /r ?

B Suppose a rotating space station, as in figure l on page 232, is built.

It gives its occupants the illusion of ordinary gravity. What happens when

Section 9.2

231

a person in the station lets go of a ball? What happens when she throws

a ball straight up in the air (i.e., towards the center)?

in the form of a giant wheel. A person living in this noninertial frame of

reference has an illusion of a force pulling her outward, toward the deck,

for the same reason that a person in the pickup truck has the illusion

of a force pulling the bowling ball. By adjusting the speed of rotation, the

designers can make an acceleration |v|2 /r equal to the usual acceleration

of gravity on earth. On earth, your acceleration standing on the ground

is zero, and a falling rock heads for your feet with an acceleration of 9.8

m/s2 . A person standing on the deck of the space colony has an upward

acceleration of 9.8 m/s2 , and when she lets go of a rock, her feet head up

at the nonaccelerating rock. To her, it seems the same as true gravity.

What about nonuniform circular motion? Although so far we

have been discussing components of vectors along fixed x and y

axes, it now becomes convenient to discuss components of the acceleration vector along the radial line (in-out) and the tangential line

(along the direction of motion). For nonuniform circular motion,

the radial component of the acceleration obeys the same equation

as for uniform circular motion,

ar = v 2 /r

component,

dv

at =

.

dt

The latter quantity has a simple interpretation. If you are going

around a curve in your car, and the speedometer needle is moving, the tangential component of the acceleration vector is simply

what you would have thought the acceleration was if you saw the

speedometer and didnt know you were going around a curve.

Slow down before a turn, not during it.

example 8

. When youre making a turn in your car and youre afraid you

may skid, isnt it a good idea to slow down?

speeding up. 2. Uniform circular

motion. 3. Slowing down.

232

Chapter 9

part of the turn at constant speed without skidding, then the road

and tires are apparently capable of enough static friction to supply an acceleration of |v|2 /r . There is no reason why you would

skid out now if you havent already. If you get nervous and brake,

however, then you need to have a tangential acceleration component in addition to the radial component you were already able

to produce successfully. This would require an acceleration vector with a greater magnitude, which in turn would require a larger

Circular motion

force. Static friction might not be able to supply that much force,

and you might skid out. As in the previous example on a similar

topic, the safe thing to do is to approach the turn at a comfortably

low speed.

. Solved problem: A bike race

Section 9.3

233

Summary

Selected vocabulary

uniform circular circular motion in which the magnitude of the

motion . . . . . . velocity vector remains constant

nonuniform circu- circular motion in which the magnitude of the

lar motion . . . . velocity vector changes

radial . . . . . . . parallel to the radius of a circle; the in-out

direction

tangential . . . . tangent to the circle, perpendicular to the radial direction

Notation

ar . . . . . . . . .

at . . . . . . . . .

radial acceleration; the component of the acceleration vector along the in-out direction

tangential acceleration; the component of the

acceleration vector tangent to the circle

Summary

If an object is to have circular motion, a force must be exerted on

it toward the center of the circle. There is no outward force on the

object; the illusion of an outward force comes from our experiences

in which our point of view was rotating, so that we were viewing

things in a noninertial frame.

An object undergoing uniform circular motion has an inward

acceleration vector of magnitude

|a| = v 2 /r

where v = |v|. In nonuniform circular motion, the radial and tangential components of the acceleration vector are

ar = v 2 /r

dv

at =

dt

234

Chapter 9

Circular motion

Problems

Key

R

?

1

A problem that requires calculus.

A difficult problem.

Show that the expression |v|2 /r has the units of acceleration.

2

A plane is flown in a loop-the-loop of radius 1.00 km. The

plane starts out flying upside-down, straight and level, then begins

curving up along the circular loop, and is right-side up when it

reaches the top. (The plane may slow down somewhat on the way

up.) How fast must the plane be going at the top if the pilot is to

experience no force from the seat or the seatbelt while at the top

of

the loop?

3

The amusement park ride shown in the figure consists of a

cylindrical room that rotates about its vertical axis. When the rotation is fast enough, a person against the wall can pick his or her

feet up off the floor and remain stuck to the wall without falling.

(a) Suppose the rotation results in the person having a speed v. The

radius of the cylinder is r, the persons mass is m, the downward

acceleration of gravity is g, and the coefficient of static friction between the person and the wall is s . Find an equation for the speed,

v, required, in terms of the other variables. (You will find that one

of the variables cancels out.)

(b) Now suppose two people are riding the ride. Huy is wearing

denim, and Gina is wearing polyester, so Huys coefficient of static

friction is three times greater. The ride starts from rest, and as it

begins rotating faster and faster, Gina must wait longer before being

able to lift her feet without sliding to the floor. Based on your equation from part a, how many times greater must the speed be before

Gina can lift her feet without sliding down? . Solution, p. 495 ?

Problem 3.

4

The bright star Sirius has a mass of 4.02 1030 kg and lies

at a distance of 8.1 1016 m from our solar system. Suppose youre

standing on a merry-go-round carousel rotating with a period of 10

seconds. You adopt a rotating, noninertial frame of reference, in

which the carousel is at rest, and the universe is spinning around it.

If you drop a coin, you see it accelerate horizontally away from the

axis, and you interpret this is the result of some horizontal force.

This force does not actually exist; it only seems to exist because

youre insisting on using a noninertial frame. Similarly, calculate

the force that seems to act on Sirius in this frame of reference.

Comment on the physical plausibility of this force, and on what

Problems

235

5

An engineer is designing a curved off-ramp for a freeway.

Since the off-ramp is curved, she wants to bank it to make it less

likely that motorists going too fast will wipe out. If the radius of

the curve is r, how great should the banking angle, , be so that

for a car going at a speed v, no static friction force whatsoever is

required to allow the car to make the curve? State your answer in

terms of v, r, and g, and show that the mass of the car is irrelevant.

. Solution, p. 495

Problem 5.

6

Lionel brand toy trains come with sections of track in standard

lengths and shapes. For circular arcs, the most commonly used

sections have diameters of 662 and 1067 mm at the inside of the outer

rail. The maximum speed at which a train can take the broader

curve without flying off the tracks is 0.95 m/s. At what speed must

7

Psychology professor R.O. Dent requests funding for an experiment on compulsive thrill-seeking behavior in guinea pigs, in which

the subject is to be attached to the end of a spring and whirled

around in a horizontal circle. The spring has equilibrium length b,

and obeys Hookes law with spring constant k. It is stiff enough to

keep from bending significantly under the guinea pigs weight.

(a) Calculate the length of the spring when it is undergoing steady

circular motion in which one rotation takes a time T . Express your

(b) The ethics committee somehow fails to veto the experiment, but

the safety committee expresses concern. Why? Does your equation do anything unusual, or even spectacular, for any particular

value of T ? What do you think is the physical significance of this

mathematical behavior?

Problem 7.

8

The acceleration of an object in uniform circular motion can be

given either by |a| = |v|2 /r or, equivalently, by |a| = 4 2 r/T 2 , where

T is the time required for one cycle (example 5 on page 230). Person

A says based on the first equation that the acceleration in circular

motion is greater when the circle is smaller. Person B, arguing from

the second equation, says that the acceleration is smaller when the

circle is smaller. Rewrite the two statements so that they are less

misleading, eliminating the supposed paradox. [Based on a problem

by Arnold Arons.]

236

Chapter 9

Circular motion

9

When youre done using an electric mixer, you can get most

of the batter off of the beaters by lifting them out of the batter with

the motor running at a high enough speed. Lets imagine, to make

things easier to visualize, that we instead have a piece of tape stuck

to one of the beaters.

(a) Explain why static friction has no effect on whether or not the

tape flies off.

(b) Suppose you find that the tape doesnt fly off when the motor

is on a low speed, but at a greater speed, the tape wont stay on.

Why would the greater speed change things?

10

Three cyclists in a race are rounding a semicircular curve.

At the moment depicted, cyclist A is using her brakes to apply a

force of 375 N to her bike. Cyclist B is coasting. Cyclist C is

pedaling, resulting in a force of 375 N on her bike Each cyclist,

with her bike, has a mass of 75 kg. At the instant shown, the

instantaneous speed of all three cyclists is 10 m/s. On the diagram,

draw each cyclists acceleration vector with its tail on top of her

present position, indicating the directions and lengths reasonably

accurately. Indicate approximately the consistent scale you are using

for all three acceleration vectors. Extreme precision is not necessary

as long as the directions are approximately right, and lengths of

vectors that should be equal appear roughly equal, etc. Assume all

three cyclists are traveling along the road all the time, not wandering

across their lane or wiping out and going off the road.

. Solution, p. 495

11

The figure shows a ball on the end of a string of length L

attached to a vertical rod which is spun about its vertical axis by a

motor. The period (time for one rotation) is P .

(a) Analyze the forces in which the ball participates.

(b) Find how the angle depends on P , g, and L. [Hints: (1)

Write down Newtons second law for the vertical and horizontal

components of force and acceleration. This gives two equations,

which can be solved for the two unknowns, and the tension in

the string. (2) If you introduce variables like v and r, relate them

to the variables your solution is supposed to contain, and eliminate

them.]

(c) What happens mathematically to your solution if the motor is

run very slowly (very large values of P )? Physically, what do you

think would actually happen in this case?

12

The figure shows two blocks of masses m1 and m2 sliding

in circles on a frictionless table. Find the tension in the strings if

the period of rotation (time required for one complete rotation)

is

P.

Problem 10.

Problem 11.

Problem 12.

Problems

237

13

A little kid in my neighborhood came home from shopping

with his mother. They live on a hill, with their driveway oriented

perpendicular to the slope. Their minivan was parked in the driveway, and while she was bringing groceries inside, he unlocked the

parking brake and put the car in neutral. The steering wheel was

locked with the wheels banked. The car rolled downhill in a circular

arc with the driveway at its top, eventually crashing through the

wall of a neighbors living room. (Nobody was hurt.) Suppose the

neighbors house hadnt intervened. The car just rolls freely, and we

want to know whether it will ever skid. Static friction acts between

the asphalt and the tires with coefficient s , the radius of the circle

is r, the slope of the hill is , and the gravitational field has strength

g. Find the maximum value of such that the car will neverskid.

?

14

The figure shows an old-fashioned device called a flyball

governor, used for keeping an engine running at the correct speed.

The whole thing rotates about the vertical shaft, and the mass M

is free to slide up and down. This mass would have a connection

(not shown) to a valve that controlled the engine. If, for instance,

the engine ran too fast, the mass would rise, causing the engine to

slow back down.

(a) Show that in the special case of a = 0, the angle is given by

2

1 g(m + M )P

= cos

,

4 2 mL

Problem 14.

rotation).

(b) There is no closed-form solution for in the general case where

a is not zero. However, explain how the undesirable low-speed behavior of the a = 0 device would be improved by making a nonzero.

?

15

The vertical post rotates at frequency . The bead slides

freely along the string, reaching an equilibrium in which its distance

from the axis is r and the angles and have some particular values.

?

Problem 15.

16

A bead slides down along a piece of wire that is in the shape

of a helix. The helix lies on the surface of a vertical cylinder of

radius r, and the vertical distance between turns is d.

(a) Ordinarily when an object slides downhill under the influence of

kinetic friction, the velocity-independence of kinetic friction implies

that the acceleration is constant, and therefore there is no limit to

the objects velocity. Explain the physical reason why this argument

fails here, so that the bead will in fact have some limiting velocity.

(b) Find the limiting velocity.

(c) Show that your result has the correct behavior in the limit

of

r . [Problem by B. Korsunsky.]

?

Problem 16.

238

Chapter 9

Circular motion

Gravity is the only really important force on the cosmic scale. This falsecolor representation of saturns rings was made from an image sent back

by the Voyager 2 space probe. The rings are composed of innumerable

tiny ice particles orbiting in circles under the influence of saturns gravity.

Chapter 10

Gravity

Cruise your radio dial today and try to find any popular song that

would have been imaginable without Louis Armstrong. By introducing solo improvisation into jazz, Armstrong took apart the jigsaw

puzzle of popular music and fit the pieces back together in a different way. In the same way, Newton reassembled our view of the

universe. Consider the titles of some recent physics books written

for the general reader: The God Particle, Dreams of a Final Theory. When the subatomic particle called the neutrino was recently

proven for the first time to have mass, specialists in cosmology began discussing seriously what effect this would have on calculations

of the ultimate fate of the universe: would the neutrinos mass cause

enough extra gravitational attraction to make the universe eventually stop expanding and fall back together? Without Newton, such

attempts at universal understanding would not merely have seemed

a little pretentious, they simply would not have occurred to anyone.

mathematical description of the

motion of the planets, which led

to Newtons theory of gravity.

to explain the motion of the planets as they orbited the sun. Whereas

239

gravity as a dessert, Newton tosses off the laws of motion in the

first 20 pages of the Principia Mathematica and then spends the

next 130 discussing the motion of the planets. Clearly he saw this

as the crucial scientific focus of his work. Why? Because in it he

showed that the same laws of motion applied to the heavens as to

the earth, and that the gravitational force that made an apple fall

was the same as the force that kept the earths motion from carrying

it away from the sun. What was radical about Newton was not his

laws of motion but his concept of a universal science of physics.

b / Tycho Brahe made his name

as an astronomer by showing that

the bright new star, today called

a supernova, that appeared in

the skies in 1572 was far beyond

the Earths atmosphere. This,

along with Galileos discovery of

sunspots, showed that contrary

to Aristotle, the heavens were

not perfect and unchanging.

Brahes fame as an astronomer

brought him patronage from King

Frederick II, allowing him to carry

out his historic high-precision

measurements of the planets

motions. A contradictory character, Brahe enjoyed lecturing other

nobles about the evils of dueling,

but had lost his own nose in a

youthful duel and had it replaced

with a prosthesis made of an

alloy of gold and silver. Willing to

endure scandal in order to marry

a peasant, he nevertheless used

the feudal powers given to him by

the king to impose harsh forced

labor on the inhabitants of his

parishes. The result of their work,

an Italian-style palace with an

observatory on top, surely ranks

as one of the most luxurious

science labs ever built. Kepler

described Brahe as dying of a

ruptured bladder after falling from

a wagon on the way home from

a party, but other contemporary

accounts and modern medical

analysis suggest mercury poisoning, possibly as a result of court

intrigue.

240

Chapter 10

Newton wouldnt have been able to figure out why the planets

move the way they do if it hadnt been for the astronomer Tycho

Brahe (1546-1601) and his protege Johannes Kepler (1571-1630),

who together came up with the first simple and accurate description

of how the planets actually do move. The difficulty of their task is

suggested by figure c, which shows how the relatively simple orbital

motions of the earth and Mars combine so that as seen from earth

Mars appears to be staggering in loops like a drunken sailor.

c / As the Earth and Mars revolve around the sun at different rates,

the combined effect of their motions makes Mars appear to trace a

strange, looped path across the background of the distant stars.

Gravity

Brahe, the last of the great naked-eye astronomers, collected extensive data on the motions of the planets over a period of many

years, taking the giant step from the previous observations accuracy

of about 10 minutes of arc (10/60 of a degree) to an unprecedented

1 minute. The quality of his work is all the more remarkable considering that his observatory consisted of four giant brass protractors

mounted upright in his castle in Denmark. Four different observers

would simultaneously measure the position of a planet in order to

check for mistakes and reduce random errors.

With Brahes death, it fell to his former assistant Kepler to try

to make some sense out of the volumes of data. Kepler, in contradiction to his late boss, had formed a prejudice, a correct one

as it turned out, in favor of the theory that the earth and planets

revolved around the sun, rather than the earth staying fixed and

everything rotating about it. Although motion is relative, it is not

just a matter of opinion what circles what. The earths rotation

and revolution about the sun make it a noninertial reference frame,

which causes detectable violations of Newtons laws when one attempts to describe sufficiently precise experiments in the earth-fixed

frame. Although such direct experiments were not carried out until

the 19th century, what convinced everyone of the sun-centered system in the 17th century was that Kepler was able to come up with

a surprisingly simple set of mathematical and geometrical rules for

describing the planets motion using the sun-centered assumption.

After 900 pages of calculations and many false starts and dead-end

ideas, Kepler finally synthesized the data into the following three

laws:

Keplers elliptical orbit law

The planets orbit the sun in elliptical orbits with the sun at

one focus.

Keplers equal-area law

The line connecting a planet to the sun sweeps out equal areas

in equal amounts of time.

Keplers law of periods

The time required for a planet to orbit the sun, called its

period, is proportional to the long axis of the ellipse raised to

the 3/2 power. The constant of proportionality is the same

for all the planets.

Although the planets orbits are ellipses rather than circles, most

are very close to being circular. The earths orbit, for instance, is

only flattened by 1.7% relative to a circle. In the special case of a

planet in a circular orbit, the two foci (plural of focus) coincide

at the center of the circle, and Keplers elliptical orbit law thus says

that the circle is centered on the sun. The equal-area law implies

that a planet in a circular orbit moves around the sun with constant

speed. For a circular orbit, the law of periods then amounts to a

Section 10.1

Keplers laws

241

has been distorted by shrinking

and stretching along perpendicular axes.

statement that the time for one orbit is proportional to r3/2 , where

r is the radius. If all the planets were moving in their orbits at the

same speed, then the time for one orbit would simply depend on

the circumference of the circle, so it would only be proportional to

r to the first power. The more drastic dependence on r3/2 means

that the outer planets must be moving more slowly than the inner

planets.

The suns force on the planets obeys an inverse square law.

pins and drawing like this with the

pencil stretching the string taut.

Each pin constitutes one focus of

the ellipse.

by the planet to move from P to Q

is equal to the time interval from

R to S, then according to Keplers

equal-area law, the two shaded

areas are equal.

The planet

is moving faster during interval

RS than it did during PQ, which

Newton later determined was due

to the suns gravitational force

accelerating it. The equal-area

law predicts exactly how much it

will speed up.

planets did, but they didnt address why they moved as they did.

Did the sun exert a force that pulled a planet toward the center of

its orbit, or, as suggested by Descartes, were the planets circulating

in a whirlpool of some unknown liquid? Kepler, working in the

Aristotelian tradition, hypothesized not just an inward force exerted

by the sun on the planet, but also a second force in the direction

of motion to keep the planet from slowing down. Some speculated

that the sun attracted the planets magnetically.

Once Newton had formulated his laws of motion and taught

them to some of his friends, they began trying to connect them

to Keplers laws. It was clear now that an inward force would be

needed to bend the planets paths. This force was presumably an

attraction between the sun and each planet. (Although the sun does

accelerate in response to the attractions of the planets, its mass is so

great that the effect had never been detected by the prenewtonian

astronomers.) Since the outer planets were moving slowly along

more gently curving paths than the inner planets, their accelerations

were apparently less. This could be explained if the suns force was

determined by distance, becoming weaker for the farther planets.

Physicists were also familiar with the noncontact forces of electricity

and magnetism, and knew that they fell off rapidly with distance,

so this made sense.

In the approximation of a circular orbit, the magnitude of the

suns force on the planet would have to be

[1]

F = ma = mv 2 /r

vector in it, what Newton expected was that there would be a more

fundamental underlying equation for the force of the sun on a planet,

and that that equation would involve the distance, r, from the sun

to the object, but not the objects speed, v motion doesnt make

objects lighter or heavier.

self-check A

If eq. [1] really was generally applicable, what would happen to an

242

Chapter 10

Gravity

Answer, p. 503

be related to the data on the planets simply because the planets

happened to be going in nearly circular orbits, but Newton wanted

to combine it with other equations and eliminate v algebraically in

order to find a deeper truth.

To eliminate v, Newton used the equation

[2]

v=

circumference

2r

=

T

T

Of course this equation would also only be valid for planets in nearly

circular orbits. Plugging this into eq. [1] to eliminate v gives

[3]

F =

4 2 mr

T2

which we expect on similar physical grounds will not occur in the

final answer. Thats where the circular-orbit case, T r3/2 , of

Keplers law of periods comes in. Using it to eliminate T gives a

result that depends only on the mass of the planet and its distance

from the sun:

F m/r2

m at a distance r from the sun; same

proportionality constant for all the planets]

result is a proportionality rather than an equation, so there is no

point in hanging on to the factor of 4 2 .)

As an example, the twin planets Uranus and Neptune have

nearly the same mass, but Neptune is about twice as far from the

sun as Uranus, so the suns gravitational force on Neptune is about

four times smaller.

self-check B

Fill in the steps leading from equation [3] to F m/r 2 .

503

. Answer, p.

force as terrestrial gravity.

OK, but what kind of force was it? It probably wasnt magnetic,

since magnetic forces have nothing to do with mass. Then came

Newtons great insight. Lying under an apple tree and looking up

at the moon in the sky, he saw an apple fall. Might not the earth

also attract the moon with the same kind of gravitational force?

The moon orbits the earth in the same way that the planets orbit

Section 10.2

g / The

moons

acceleration

is 602 = 3600 times smaller than

the apples.

243

the sun, so maybe the earths force on the falling apple, the earths

force on the moon, and the suns force on a planet were all the same

type of force.

There was an easy way to test this hypothesis numerically. If it

was true, then we would expect the gravitational forces exerted by

the earth to follow the same F m/r2 rule as the forces exerted by

the sun, but with a different constant of proportionality appropriate

to the earths gravitational strength. The issue arises now of how to

define the distance, r, between the earth and the apple. An apple

in England is closer to some parts of the earth than to others, but

suppose we take r to be the distance from the center of the earth to

the apple, i.e., the radius of the earth. (The issue of how to measure

r did not arise in the analysis of the planets motions because the

sun and planets are so small compared to the distances separating

them.) Calling the proportionality constant k, we have

2

Fearth on apple = k mapple /rearth

2

aapple = k / rearth

amoon = k / d2earth-moon

before that the distance from the earth to the moon was about 60

times the radius of the earth, so if Newtons hypothesis was right,

the acceleration of the moon would have to be 602 = 3600 times less

than the acceleration of the falling apple.

Applying a = v 2 /r to the acceleration of the moon yielded an

acceleration that was indeed 3600 times smaller than 9.8 m/s2 , and

Newton was convinced he had unlocked the secret of the mysterious

force that kept the moon and planets in their orbits.

Newtons law of gravity

The proportionality F m/r2 for the gravitational force on an

object of mass m only has a consistent proportionality constant for

various objects if they are being acted on by the gravity of the same

object. Clearly the suns gravitational strength is far greater than

the earths, since the planets all orbit the sun and do not exhibit

any very large accelerations caused by the earth (or by one another).

What property of the sun gives it its great gravitational strength?

Its great volume? Its great mass? Its great temperature? Newton

reasoned that if the force was proportional to the mass of the object

being acted on, then it would also make sense if the determining

factor in the gravitational strength of the object exerting the force

was its own mass. Assuming there were no other factors affecting

the gravitational force, then the only other thing needed to make

244

Chapter 10

Gravity

quantitative predictions of gravitational forces would be a proportionality constant. Newton called that proportionality constant G,

so here is the complete form of the law of gravity he hypothesized.

Newtons law of gravity

F =

Gm1 m2

r2

m1 and m2 , separated by a distance r; r is not

the radius of anything ]

masses in the universe. The constant G tells us how many newtons

the attractive force is for two 1-kg masses separated by a distance

of 1 m. The experimental determination of G in ordinary units

(as opposed to the special, nonmetric, units used in astronomy)

is described in section 10.5. This difficult measurement was not

accomplished until long after Newtons death.

The units of G

. What are the units of G?

h / Students

often

have

a

hard time understanding the

physical meaning of G. Its just

a proportionality constant that

tells you how strong gravitational

forces are. If you could change it,

all the gravitational forces all over

the universe would get stronger

or weaker.

Numerically, the

gravitational attraction between

two 1-kg masses separated by a

distance of 1 m is 6.67 1011 N,

and this is what G is in SI units.

example 1

G=

Fr 2

m1 m2

so the units of G must be Nm2 /kg2 . Fully adorned with units, the

value of G is 6.67 1011 Nm2 /kg2 .

Newtons third law

example 2

. Is Newtons law of gravity consistent with Newtons third law?

. The third law requires two things. First, m1 s force on m2 should

be the same as m2 s force on m1 . This works out, because the

product m1 m2 gives the same result if we interchange the labels 1

and 2. Second, the forces should be in opposite directions. This

condition is also satisfied, because Newtons law of gravity refers

to an attraction: each mass pulls the other toward itself.

Pluto and Charon

example 3

. Plutos moon Charon is unusually large considering Plutos size,

giving them the character of a double planet. Their masses are

1.251022 and 1.9x1021 kg, and their average distance from one

another is 1.96 104 km. What is the gravitational force between

them?

. If we want to use the value of G expressed in SI (meter-kilogramsecond) units, we first have to convert the distance to 1.96

Section 10.2

i / Example 3.

Computerenhanced images of Pluto and

Charon, taken by the Hubble

Space Telescope.

245

6.67 1011 Nm2 /kg2 1.25 1022 kg 1.9 1021 kg

2

1.96 107 m

= 4.1 1018 N

entirely unexpected. Proportionalities to 1/r2 are found in many

other phenomena in which some effect spreads out from a point.

For instance, the intensity of the light from a candle is proportional

to 1/r2 , because at a distance r from the candle, the light has to

be spread out over the surface of an imaginary sphere of area 4r2 .

The same is true for the intensity of sound from a firecracker, or the

intensity of gamma radiation emitted by the Chernobyl reactor. Its

important, however, to realize that this is only an analogy. Force

does not travel through space as sound or light does, and force is

not a substance that can be spread thicker or thinner like butter on

toast.

curves made by cutting the

surface of an infinite cone with a

plane.

to shoot cannonballs at very high

speeds is placed on top of an

imaginary, very tall mountain

that reaches up above the atmosphere. Depending on the

speed at which the ball is fired,

it may end up in a tightly curved

elliptical orbit, 1, a circular orbit,

2, a bigger elliptical orbit, 3, or a

nearly straight hyperbolic orbit, 4.

246

Chapter 10

that the force of gravity might be proportional to 1/r2 , none of

them, even the ones who had learned Newtons laws of motion, had

had any luck proving that the resulting orbits would be ellipses, as

Kepler had found empirically. Newton did succeed in proving that

elliptical orbits would result from a 1/r2 force, but we postpone the

proof until the end of the next volume of the textbook because it

can be accomplished much more easily using the concepts of energy

and angular momentum.

Newton also predicted that orbits in the shape of hyperbolas

should be possible, and he was right. Some comets, for instance,

orbit the sun in very elongated ellipses, but others pass through

the solar system on hyperbolic paths, never to return. Just as the

trajectory of a faster baseball pitch is flatter than that of a more

slowly thrown ball, so the curvature of a planets orbit depends on

its speed. A spacecraft can be launched at relatively low speed,

resulting in a circular orbit about the earth, or it can be launched

at a higher speed, giving a more gently curved ellipse that reaches

farther from the earth, or it can be launched at a very high speed

which puts it in an even less curved hyperbolic orbit. As you go

very far out on a hyperbola, it approaches a straight line, i.e., its

curvature eventually becomes nearly zero.

Newton also was able to prove that Keplers second law (sweeping out equal areas in equal time intervals) was a logical consequence

of his law of gravity. Newtons version of the proof is moderately

complicated, but the proof becomes trivial once you understand the

concept of angular momentum, which will be covered later in the

Gravity

course. The proof will therefore be deferred until section 5.7 of book

2.

self-check C

Which of Keplers laws would it make sense to apply to hyperbolic orbits?

. Answer, p.

503

. Solved problem: Visiting Ceres

Discussion questions

A

How could Newton find the speed of the moon to plug in to a =

v 2 /r ?

B

Two projectiles of different mass shot out of guns on the surface of

the earth at the same speed and angle will follow the same trajectories,

assuming that air friction is negligible. (You can verify this by throwing two

objects together from your hand and seeing if they separate or stay side

by side.) What corresponding fact would be true for satellites of the earth

having different masses?

C

What is wrong with the following statement? A comet in an elliptical

orbit speeds up as it approaches the sun, because the suns force on it is

increasing.

D Why would it not make sense to expect the earths gravitational force

on a bowling ball to be inversely proportional to the square of the distance

between their surfaces rather than their centers?

E

Does the earth accelerate as a result of the moons gravitational

force on it? Suppose two planets were bound to each other gravitationally

the way the earth and moon are, but the two planets had equal masses.

What would their motion be like?

F

Spacecraft normally operate by firing their engines only for a few

minutes at a time, and an interplanetary probe will spend months or years

on its way to its destination without thrust. Suppose a spacecraft is in a

circular orbit around Mars, and it then briefly fires its engines in reverse,

causing a sudden decrease in speed. What will this do to its orbit? What

about a forward thrust?

Section 10.2

247

If you ask somebody at the bus stop why astronauts are weightless,

youll probably get one of the following two incorrect answers:

(1) Theyre weightless because theyre so far from the earth.

(2) Theyre weightless because theyre moving so fast.

The first answer is wrong, because the vast majority of astronauts never get more than a thousand miles from the earths surface.

The reduction in gravity caused by their altitude is significant, but

not 100%. The second answer is wrong because Newtons law of

gravity only depends on distance, not speed.

The correct answer is that astronauts in orbit around the earth

are not really weightless at all. Their weightlessness is only apparent. If there was no gravitational force on the spaceship, it would

obey Newtons first law and move off on a straight line, rather than

orbiting the earth. Likewise, the astronauts inside the spaceship are

in orbit just like the spaceship itself, with the earths gravitational

force continually twisting their velocity vectors around. The reason

they appear to be weightless is that they are in the same orbit as

the spaceship, so although the earths gravity curves their trajectory

down toward the deck, the deck drops out from under them at the

same rate.

Apparent weightlessness can also be experienced on earth. Any

time you jump up in the air, you experience the same kind of apparent weightlessness that the astronauts do. While in the air, you

can lift your arms more easily than normal, because gravity does not

make them fall any faster than the rest of your body, which is falling

out from under them. The Russian air force now takes rich foreign

tourists up in a big cargo plane and gives them the feeling of weightlessness for a short period of time while the plane is nose-down and

dropping like a rock.

Pick a flower on earth and you move the farthest star.

Paul Dirac

When you stand on the ground, which part of the earth is pulling

down on you with its gravitational force? Most people are tempted

to say that the effect only comes from the part directly under you,

since gravity always pulls straight down. Here are three observations

that might help to change your mind:

If you jump up in the air, gravity does not stop affecting you

just because you are not touching the earth: gravity is a noncontact force. That means you are not immune from the grav-

248

Chapter 10

Gravity

ity of distant parts of our planet just because you are not

touching them.

Gravitational effects are not blocked by intervening matter.

For instance, in an eclipse of the moon, the earth is lined up

directly between the sun and the moon, but only the suns light

is blocked from reaching the moon, not its gravitational force

if the suns gravitational force on the moon was blocked in

this situation, astronomers would be able to tell because the

moons acceleration would change suddenly. A more subtle

but more easily observable example is that the tides are caused

by the moons gravity, and tidal effects can occur on the side

of the earth facing away from the moon. Thus, far-off parts

of the earth are not prevented from attracting you with their

gravity just because there is other stuff between you and them.

Prospectors sometimes search for underground deposits of dense

minerals by measuring the direction of the local gravitational

forces, i.e., the direction things fall or the direction a plumb

bob hangs. For instance, the gravitational forces in the region

to the west of such a deposit would point along a line slightly

to the east of the earths center. Just because the total gravitational force on you points down, that doesnt mean that

only the parts of the earth directly below you are attracting

you. Its just that the sideways components of all the force

vectors acting on you come very close to canceling out.

A cubic centimeter of lava in the earths mantle, a grain of silica

inside Mt. Kilimanjaro, and a flea on a cat in Paris are all attracting

you with their gravity. What you feel is the vector sum of all the

gravitational forces exerted by all the atoms of our planet, and for

that matter by all the atoms in the universe.

When Newton tested his theory of gravity by comparing the

orbital acceleration of the moon to the acceleration of a falling apple

on earth, he assumed he could compute the earths force on the

apple using the distance from the apple to the earths center. Was

he wrong? After all, it isnt just the earths center attracting the

apple, its the whole earth. A kilogram of dirt a few feet under his

backyard in England would have a much greater force on the apple

than a kilogram of molten rock deep under Australia, thousands of

miles away. Theres really no obvious reason why the force should

come out right if you just pretend that the earths whole mass is

concentrated at its center. Also, we know that the earth has some

parts that are more dense, and some parts that are less dense. The

solid crust, on which we live, is considerably less dense than the

molten rock on which it floats. By all rights, the computation of the

vector sum of all the forces exerted by all the earths parts should

be a horrendous mess.

Section 10.4

pull straight down because the

near perfect symmetry of the

earth makes the sideways components of the total force on an

object cancel almost exactly. If

the symmetry is broken, e.g., by

a dense mineral deposit, the total

force is a little off to the side.

249

the earths mass as if it was concentrated at its center. First, although Newton no doubt suspected the earths density was nonuniform, he knew that the direction of its total gravitational force was

very nearly toward the earths center. That was strong evidence

that the distribution of mass was very symmetric, so that we can

think of the earth as being made of many layers, like an onion,

with each layer having constant density throughout. (Today there

is further evidence for symmetry based on measurements of how the

vibrations from earthquakes and nuclear explosions travel through

the earth.) Newton then concentrated on the gravitational forces

exerted by a single such thin shell, and proved the following mathematical theorem, known as the shell theorem:

the vector sum of all the gravitational forces exerted by all the

parts of the shell is the same as if the shells mass had been

concentrated at its center. If the object lies inside the shell,

then all the gravitational forces cancel out exactly.

m / An object outside a spherical

shell of mass will feel gravitational

forces from every part of the shell

stronger forces from the closer

parts, and weaker ones from the

parts farther away. The shell

theorem states that the vector

sum of all the forces is the same

as if all the mass had been

concentrated at the center of the

shell.

250

Chapter 10

For terrestrial gravity, each shell acts as though its mass was concentrated at the earths center, so the final result is the same as if

the earths whole mass was concentrated at its center.

forces canceling inside the shell, is a little surprising. Obviously the

forces would all cancel out if you were at the exact center of a shell,

but why should they still cancel out perfectly if you are inside the

shell but off-center? The whole idea might seem academic, since we

dont know of any hollow planets in our solar system that astronauts

could hope to visit, but actually its a useful result for understanding

gravity within the earth, which is an important issue in geology. It

doesnt matter that the earth is not actually hollow. In a mine shaft

at a depth of, say, 2 km, we can use the shell theorem to tell us that

the outermost 2 km of the earth has no net gravitational effect, and

the gravitational force is the same as what would be produced if the

remaining, deeper, parts of the earth were all concentrated at its

center.

Gravity

self-check D

Suppose youre at the bottom of a deep mineshaft, which means youre

still quite far from the center of the earth. The shell theorem says that

the shell of mass youve gone inside exerts zero total force on you.

Discuss which parts of the shell are attracting you in which directions,

and how strong these forces are. Explain why its at least plausible that

they cancel.

. Answer, p. 503

Discussion questions

A

If you hold an apple, does the apple exert a gravitational force on

the earth? Is it much weaker than the earths gravitational force on the

apple? Why doesnt the earth seem to accelerate upward when you drop

the apple?

B

When astronauts travel from the earth to the moon, how does the

gravitational force on them change as they progress?

C

How would the gravity in the first-floor lobby of a massive skyscraper

compare with the gravity in an open field outside of the city?

D

In a few billion years, the sun will start undergoing changes that will

eventually result in its puffing up into a red giant star. (Near the beginning

of this process, the earths oceans will boil off, and by the end, the sun

will probably swallow the earth completely.) As the suns surface starts to

get closer and close to the earth, how will the earths orbit be affected?

Lets look more closely at the application of Newtons law of gravity

to objects on the earths surface. Since the earths gravitational

force is the same as if its mass was all concentrated at its center,

the force on a falling object of mass m is given by

2

F = G Mearth m / rearth

out and we get the same acceleration for all falling objects, as we

knew we should:

2

g = G Mearth / rearth

Newton knew neither the mass of the earth nor a numerical value

for the constant G. But if someone could measure G, then it would

be possible for the first time in history to determine the mass of the

earth! The only way to measure G is to measure the gravitational

force between two objects of known mass, but thats an exceedingly

difficult task, because the force between any two objects of ordinary

Section 10.5

251

but the rod from which the two small balls hang is free to twist under the

influence of the gravitational forces.

o/A

simplified

version

Cavendishs apparatus.

of

the first to succeed, using the apparatus shown in figures n and o.

The two larger balls were lead spheres 8 inches in diameter, and each

one attracted the small ball near it. The two small balls hung from

the ends of a horizontal rod, which itself hung by a thin thread. The

frame from which the larger balls hung could be rotated by hand

about a vertical axis, so that for instance the large ball on the right

would pull its neighboring small ball toward us and while the small

ball on the left would be pulled away from us. The thread from

which the small balls hung would thus be twisted through a small

angle, and by calibrating the twist of the thread with known forces,

the actual gravitational force could be determined. Cavendish set

up the whole apparatus in a room of his house, nailing all the doors

shut to keep air currents from disturbing the delicate apparatus.

The results had to be observed through telescopes stuck through

holes drilled in the walls. Cavendishs experiment provided the first

numerical values for G and for the mass of the earth. The presently

accepted value of G is 6.67 1011 Nm2 /kg2 .

Knowing G not only allowed the determination of the earths

mass but also those of the sun and the other planets. For instance,

by observing the acceleration of one of Jupiters moons, we can infer

the mass of Jupiter. The following table gives the distances of the

planets from the sun and the masses of the sun and planets. (Other

data are given in the back of the book.)

252

Chapter 10

Gravity

sun

mercury

venus

earth

mars

jupiter

saturn

uranus

neptune

pluto

the sun, in units of the

earths average distance

from the sun

0.38

0.72

1

1.5

5.2

9.5

19

30

39

earths mass

330,000

0.056

0.82

1

0.11

320

95

14

17

0.002

From the earth to the moon

example 4

The Apollo 11 mission landed the first humans on the moon in

1969. In this example, well estimate the time it took to get to

the moon, and compare our estimate with the actual time, which

was 73.0708 hours from the engine burn that took the ship out of

earth orbit to the engine burn that inserted it into lunar orbit. During this time, the ship was coasting with the engines off, except

for a small course-correction burn, which we neglect. More importantly, we do the calculation for a straight-line trajectory rather

than the real S-shaped one, so the result can only be expected

to agree roughly with what really happened. The following data

come from the original press kit, which NASA has scanned and

posted on the Web:

initial altitude 3.363 105 m

initial velocity 1.083 104 m/s

The endpoint of the the straight-line trajectory is a free-fall impact on the lunar surface, which is also unrealistic (luckily for the

astronauts).

The force acting on the ship is

F =

GMe m

GMm m

+

r2

(rm r )2

can divide it out

F

GMe

GMm

= 2 +

m

r

(rm r )2

and the variables F in the program is actually the force per unit

mass F /m. The program is a straightforward modification of the

function meteor on page 139.

Section 10.5

253

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

import math

def apollo(vi,n):

bigg=6.67e-11

# gravitational constant, SI

me=5.97e24

# mass of earth, kg

mm=7.35e22

# mass of moon, kg

em=3.84e8

# earth-moon distance, m

re=6.378e6

# radius of earth, m

rm=1.74e6

# radius of moon, m

v=vi

x=re+3.363e5

# re+initial altitude

xf=em-rm

# surface of moon

dt = 360000./n

# split 100 hours into n parts

t = 0.

for i in range(n):

dx = v*dt

x = x+dx

# Change x.

if x>xf:

return t/3600.

a = -bigg*me/x**2+bigg*mm/(em-x)**2

t = t + dt

dv = a*dt

v = v+dv

59.7488999991

>>> vi=1.083e4

This is pretty decent agreement with the real-world time of 73

hours, considering the wildly inaccurate trajectory assumed. Its

interesting to see how much the duration of the trip changes if we

increase the initial velocity by only ten percent:

>>> print apollo(1.2e4,1000000)

18.3682

The most important reason for using the lower speed was that

if something had gone wrong, the ship would have been able to

whip around the moon and take a free return trajectory back to

the earth, without having to do any further burns. At a higher

speed, the ship would have had so much kinetic energy that in

the absence of any further engine burns, it would have escaped

from the earth-moon system. The Apollo 13 mission had to take a

free return trajectory after an explosion crippled the spacecraft.

Discussion questions

A

It would have been difficult for Cavendish to start designing an

experiment without at least some idea of the order of magnitude of G.

How could he estimate it in advance to within a factor of 10?

254

Chapter 10

Gravity

B

Fill in the details of how one would determine Jupiters mass by

observing the acceleration of one of its moons. Why is it only necessary

to know the acceleration of the moon, not the actual force acting on it?

Why dont we need to know the mass of the moon? What about a planet

that has no moons, such as Venus how could its mass be found?

C

The gravitational constant G is very difficult to measure accurately, and is the least accurately known of all the fundamental numbers

of physics such as the speed of light, the mass of the electron, etc. But

thats in the mks system, based on the meter as the unit of length, the

kilogram as the unit of mass, and the second as the unit of distance. Astronomers sometimes use a different system of units, in which the unit of

distance, called the astronomical unit or a.u., is the radius of the earths

orbit, the unit of mass is the mass of the sun, and the unit of time is the

year (i.e., the time required for the earth to orbit the sun). In this system

of units, G has a precise numerical value simply as a matter of definition.

What is it?

Until recently, physicists thought they understood gravity fairly

well. Einstein had modified Newtons theory, but certain characteristrics of gravitational forces were firmly established. For one

thing, they were always attractive. If gravity always attracts, then

it is logical to ask why the universe doesnt collapse. Newton had

answered this question by saying that if the universe was infinite in

all directions, then it would have no geometric center toward which

it would collapse; the forces on any particular star or planet exerted by distant parts of the universe would tend to cancel out by

symmetry. More careful calculations, however, show that Newtons

universe would have a tendency to collapse on smaller scales: any

part of the universe that happened to be slightly more dense than

average would contract further, and this contraction would result

in stronger gravitational forces, which would cause even more rapid

contraction, and so on.

When Einstein overhauled gravity, the same problem reared its

ugly head. Like Newton, Einstein was predisposed to believe in a

universe that was static, so he added a special repulsive term to his

equations, intended to prevent a collapse. This term was not associated with any interaction of mass with mass, but represented merely

an overall tendency for space itself to expand unless restrained by

the matter that inhabited it. It turns out that Einsteins solution,

like Newtons, is unstable. Furthermore, it was soon discovered

observationally that the universe was expanding, and this was interpreted by creating the Big Bang model, in which the universes

current expansion is the aftermath of a fantastically hot explosion.1

An expanding universe, unlike a static one, was capable of being explained with Einsteins equations, without any repulsion term. The

1

Book 3, section 3.5, presents some of the evidence for the Big Bang.

Section 10.6

255

universes expansion would simply slow down over time due to the

attractive gravitational forces. After these developments, Einstein

said woefully that adding the repulsive term, known as the cosmological constant, had been the greatest blunder of his life.

This was the state of things until 1999, when evidence began to

turn up that the universes expansion has been speeding up rather

than slowing down! The first evidence came from using a telescope

as a sort of time machine: light from a distant galaxy may have

taken billions of years to reach us, so we are seeing it as it was far

in the past. Looking back in time, astronomers saw the universe

expanding at speeds that were lower, rather than higher. At first

they were mortified, since this was exactly the opposite of what

had been expected. The statistical quality of the data was also not

good enough to constitute ironclad proof, and there were worries

about systematic errors. The case for an accelerating expansion has

however been nailed down by high-precision mapping of the dim,

sky-wide afterglow of the Big Bang, known as the cosmic microwave

background. This is discussed in more detail in section ??.

cosmic microwave background is

like a baby picture of the universe.

256

Chapter 10

Gravity

Summary

Selected vocabulary

ellipse . . . . . . . a flattened circle; one of the conic sections

conic section . . . a curve formed by the intersection of a plane

and an infinite cone

hyperbola . . . . another conic section; it does not close back

on itself

period . . . . . . . the time required for a planet to complete one

orbit; more generally, the time for one repetition of some repeating motion

focus . . . . . . . one of two special points inside an ellipse: the

ellipse consists of all points such that the sum

of the distances to the two foci equals a certain

number; a hyperbola also has a focus

Notation

G . . . . . . . . .

law of gravity; the gravitational force of attraction between two 1-kg spheres at a centerto-center distance of 1 m

Summary

Kepler deduced three empirical laws from data on the motion of

the planets:

Keplers elliptical orbit law: The planets orbit the sun in elliptical orbits with the sun at one focus.

Keplers equal-area law: The line connecting a planet to the sun

sweeps out equal areas in equal amounts of time.

Keplers law of periods: The time required for a planet to orbit

the sun is proportional to the long axis of the ellipse raised to

the 3/2 power. The constant of proportionality is the same

for all the planets.

Newton was able to find a more fundamental explanation for these

laws. Newtons law of gravity states that the magnitude of the

attractive force between any two objects in the universe is given by

F = Gm1 m2 /r2

Weightlessness of objects in orbit around the earth is only apparent. An astronaut inside a spaceship is simply falling along with

the spaceship. Since the spaceship is falling out from under the astronaut, it appears as though there was no gravity accelerating the

astronaut down toward the deck.

Gravitational forces, like all other forces, add like vectors. A

gravitational force such as we ordinarily feel is the vector sum of all

Summary

257

this, Newton proved the shell theorem for gravitational forces:

If an object lies outside a thin, uniform shell of mass, then the

vector sum of all the gravitational forces exerted by all the parts of

the shell is the same as if all the shells mass was concentrated at its

center. If the object lies inside the shell, then all the gravitational

forces cancel out exactly.

258

Chapter 10

Gravity

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Ceres, the largest asteroid in our solar system, is a spherical

body with a mass 6000 times less than the earths, and a radius

which is 13 times smaller. If an astronaut who weighs 400 N on

earth is visiting the surface of Ceres, what is her weight?

. Solution, p. 495

2

Roy has a mass of 60 kg. Laurie has a mass of 65 kg. They

are 1.5 m apart.

(a) What is the magnitude of the gravitational force of the earth on

Roy?

(b) What is the magnitude of Roys gravitational force on the earth?

(c) What is the magnitude of the gravitational force between Roy

and Laurie?

(d) What is the magnitude of the gravitational force between Laurie

3

(a) A certain vile alien gangster lives on the surface of an

asteroid, where his weight is 0.20 N. He decides he needs to lose

weight without reducing his consumption of princesses, so hes going

to move to a different asteroid where his weight will be 0.10 N. The

real estate agents database has asteroids listed by mass, however,

not by surface gravity. Assuming that all asteroids are spherical

and have the same density, how should the mass of his new asteroid

compare with that of his old one?

(b) Jupiters mass is 318 times the Earths, and its gravity is about

twice Earths. Is this consistent with the results of part a? If not,

how do you explain the discrepancy?

. Solution, p. 496

4

The planet Uranus has a mass of 8.68 1025 kg and a radius

of 2.56 104 km. The figure shows the relative sizes of Uranus and

Earth.

(a) Compute the ratio gU /gE , where gU is the strength of the gravitational field at the surface of Uranus and gE is the corresponding

(b) What is surprising about this result? How do you explain it?

5

How high above the Earths surface must a rocket be in order

to have 1/100 the weight it would have at the surface? Express

your

answer in units of the radius of the Earth.

Problem 4.

Problems

259

6

Astronomers have detected a solar system consisting of three

planets orbiting the star Upsilon Andromedae. The planets have

been named b, c, and d. Planet bs average distance from the star

is 0.059 A.U., and planet cs average distance is 0.83 A.U., where an

astronomical unit or A.U. is defined as the distance from the Earth

to the sun. For technical reasons, it is possible to determine the

ratios of the planets masses, but their masses cannot presently be

determined in absolute units. Planet cs mass is 3.0 times that of

planet b. Compare the stars average gravitational force on planet

c with its average force on planet b. [Based on a problem by Arnold

Arons.]

. Solution, p. 496

7

The star Lalande 21185 was found in 1996 to have two planets

in roughly circular orbits, with periods of 6 and 30 years. What

is

8

You are considering going on a space voyage to Mars, in which

your route would be half an ellipse, tangent to the Earths orbit at

one end and tangent to Mars orbit at the other. Your spacecrafts

engines will only be used at the beginning and end, not during the

voyage. How long would the outward leg of your trip last? (Assume

9

Where would an object have to be located so that it would

experience zero total gravitational force from the earth and moon?

10

In a Star Trek episode, the Enterprise is in a circular orbit

around a planet when something happens to the engines. Spock

then tells Kirk that the ship will spiral into the planets surface

unless they can fix the engines. Is this scientifically correct? Why?

Problem 8.

11

Astronomers have recently observed stars orbiting at very

high speeds around an unknown object near the center of our galaxy.

For stars orbiting at distances of about 1014 m from the object,

the orbital velocities are about 106 m/s. Assuming the orbits are

circular, estimate the mass of the object, in units of the mass of

the sun, 2 1030 kg. If the object was a tightly packed cluster of

normal stars, it should be a very bright source of light. Since no

visible light is detected coming from it, it is instead believed to

be

12

During a solar eclipse, the moon, earth and sun all lie on

the same line, with the moon between the earth and sun. Define

your coordinates so that the earth and moon lie at greater x values

than the sun. For each force, give the correct sign as well as the

magnitude. (a) What force is exerted on the moon by the sun? (b)

On the moon by the earth? (c) On the earth by the sun? (d) What

total force is exerted on the sun? (e) On the moon? (f) Onthe

earth?

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Chapter 10

Gravity

13

Suppose that on a certain day there is a crescent moon,

and you can tell by the shape of the crescent that the earth, sun

and moon form a triangle with a 135 interior angle at the moons

corner. What is the magnitude of the total gravitational force of

the earth and the sun on the moon? (If you havent done problem

12 already, you might want to try it first, since its easier, and some

Problem 13.

14

On Feb. 28, 2007, the New Horizons space probe, on its way

to a 2015 flyby of Pluto, passed by the planet Jupiter for a gravityassisted maneuver that increased its speed and changed its course.

The dashed line in the figure shows the spacecrafts trajectory, which

is curved because of three forces: the force of the exhaust gases from

the probes own engines, the suns gravitational force, and Jupiters

gravitational force. Find the magnitude of the total gravitational

force acting on the probe. You will find that the suns force is much

smaller than Jupiters, so that the magnitude of the total force is

determined almost entirely by Jupiters force. However, this is a

high-precision problem, and you will find that the total force

is

its closest approach to Jupiter.

(Jupiters four largest moons are

shown for illustrative purposes.)

The masses are:

sun: 1.9891 1030 kg

Jupiter: 1.8986 1027 kg

New Horizons: 465.0 kg

15

The International Space Station orbits at an average altitude

of about 370 km above sea level. Compute the value of g at that

altitude.

Problems

261

16

(a) If the earth was of uniform density, would your weight

be increased or decreased at the bottom of a mine shaft? Explain.

(b) In real life, objects weigh slightly more at the bottom of a mine

shaft. What does that allow us to infer about the Earth?

?

17

(a) A geosynchronous orbit is one in which the satellite orbits

above the equator, and has an orbital period of 24 hours, so that it

is always above the same point on the spinning earth. Calculate the

(b) What is the gravitational field experienced by the satellite? Give

your answer as a percentage in relation to the gravitational field at

18

If a bullet is shot straight up at a high enough velocity, it will

never return to the earth. This is known as the escape velocity. We

will discuss escape velocity using the concept of energy later in the

course, but it can also be gotten at using straightforward calculus.

In this problem, you will analyze the motion of an object of mass m

whose initial velocity is exactly equal to escape velocity. We assume

that it is starting from the surface of a spherically symmetric planet

of mass M and radius b. The trick is to guess at the general form

of the solution, and then determine the solution in more detail. Assume (as is true) that the solution is of the form r = ktp , where r is

the objects distance from the center of the planet at time t, and k

and p are constants.

(a) Find the acceleration, and use Newtons second law and Newtons law of gravity to determine k and p. You should find that the

result is independent of m.

(b) What happens to the velocity as t approaches infinity?

19

(a) Suppose a rotating spherical body such as a planet has

a radius r and a uniform density , and the time required for one

rotation is T . At the surface of the planet, the apparent acceleration

of a falling object is reduced by the acceleration of the ground out

from under it. Derive an equation for the apparent acceleration of

(b) Applying your equation from a, by what fraction is your apparent weight reduced at the equator compared to the poles, due to the

Earths rotation?

(c) Using your equation from a, derive an equation giving the value

of T for which the apparent acceleration of gravity becomes zero,

i.e., objects can spontaneously drift off the surface of the planet.

(d) Applying your equation from c, how long would a day have to

be in order to reduce the apparent weight of objects at the equator

of the Earth to zero? [Answer: 1.4 hours]

(e) Astronomers have discovered objects they called pulsars, which

emit bursts of radiation at regular intervals of less than a second.

262

Chapter 10

Gravity

natural searchlight that sweeps past the earth with each rotation,

use your equation from c to show that its density would have to be

much greater than that of ordinary matter.

(f) Astrophysicists predicted decades ago that certain stars that used

up their sources of energy could collapse, forming a ball of neutrons

with the fantastic density of 1017 kg/m3 . If this is what pulsars

really are, use your equation from c to explain why no pulsar has

ever been observed that flashes with a period of less than 1 ms or

so.

20

Prove, based on Newtons laws of motion and Newtons law

of gravity, that all falling objects have the same acceleration if they

are dropped at the same location on the earth and if other forces

such as friction are unimportant. Do not just say, g = 9.8 m/s2

its constant. You are supposed to be proving that g should be the

same number for all objects.

. Solution, p. 496

21

The figure shows an image from the Galileo space probe

taken during its August 1993 flyby of the asteroid Ida. Astronomers

were surprised when Galileo detected a smaller object orbiting Ida.

This smaller object, the only known satellite of an asteroid in our

solar system, was christened Dactyl, after the mythical creatures

who lived on Mount Ida, and who protected the infant Zeus. For

scale, Ida is about the size and shape of Orange County, and Dactyl

the size of a college campus. Galileo was unfortunately unable to

measure the time, T , required for Dactyl to orbit Ida. If it had,

astronomers would have been able to make the first accurate determination of the mass and density of an asteroid. Find an equation

for the density, , of Ida in terms of Idas known volume, V , the

known radius, r, of Dactyls orbit, and the lamentably unknown

variable T . (This is the same technique that was used successfully

for determining the masses and densities of the planets that have

moons.)

. Solution, p. 496

Problem 21.

22

As is discussed in more detail in example 3 on p. 378, tidal

interactions with the earth are causing the moons orbit to grow

gradually larger. Laser beams bounced off of a mirror left on the

moon by astronauts have allowed a measurement of the moons rate

of recession, which is about 1 cm per year. This means that the

gravitational force acting between earth and moon is decreasing. By

what fraction does the force decrease with each 27-day orbit? [Hint:

If you try to calculate the two forces and subtract, your calculator

will probably give a result of zero due to rounding. Instead, reason

about the fractional amount by which the quantity 1/r2 will change.

As a warm-up, you may wish to observe the percentage change in

1/r2 that results from changing r from 1 to 1.01. Based on a problem

by Arnold Arons.]

. Solution, p. 496

Problems

263

23

Astronomers calculating orbits of planets often work in a

nonmetric system of units, in which the unit of time is the year,

the unit of mass is the suns mass, and the unit of distance is the

astronomical unit (A.U.), defined as half the long axis of the earths

orbit. In these units, find an exact expression for the gravitational

constant, G.

24

Suppose that we inhabited a universe in which, instead of

constant with different units than G. (The force is still attractive.) However, we assume that a = F/m and the rest of Newtonian

physics remains true, and we use a = F/m to define our mass scale,

so that, e.g., a mass of 2 kg is one which exhibits half the acceleration when the same force is applied to it as to a 1 kg mass.

(a) Is this new law of gravity consistent with Newtons third law?

(b) Suppose you lived in such a universe, and you dropped two unequal masses side by side. What would happen?

(c) Numerically, suppose a 1.0-kg object falls with an acceleration

of 10 m/s2 . What would be the acceleration of a rain drop with a

mass of 0.1 g? Would you want to go out in the rain?

(d) If a falling object broke into two unequal pieces while it fell,

what would happen?

(e) Invent a law of gravity that results in behavior that is the opposite of what you found in part b. [Based on a problem by Arnold

Arons.]

25

The structures that we see in the universe, such as solar

systems, galaxies, and clusters of galaxies, are believed to have condensed from clumps that formed, due to gravitational attraction,

in preexisting clouds of gas and dust. Observations of the cosmic

microwave background radiation (p. 256) suggest that the mixture

of hot hydrogen and helium that existed soon after the Big Bang

was extremely uniform, but not perfectly so. We can imagine that

any region that started out a little more dense would form a natural

center for the collapse of a clump. Suppose that we have a spherical region with density and radius r, and for simplicity lets just

assume that its surrounded by vacuum. (a) Find the acceleration

of the material at the edge of the cloud. To what power of r is it

proportional? (b) The cloud will take a time t to collapse to some

fraction of its original size. Show that t is independent of r.

Remark: This result suggests that structures would get a chance to form at all

scales in the universe. That is, solar systems would not form before galaxies got

to, or vice versa. It is therefore physically natural that when we look at the

universe at essentially all scales less than a billion light-years, we see structure.

?

264

Chapter 10

Gravity

This exercise is an approximate numerical test of the shell theorem. There are seven masses

A-G, each being one kilogram. Masses A-E, each one meter from the center, form a shape like

two Egyptian pyramids joined at their bases; this is a rough approximation to a six-kilogram

spherical shell of mass. Mass G is five meters from the center of the main group. The class will

divide into six groups and split up the work required in order to calculate the vector sum of the

six gravitational forces exerted on mass G. Depending on the size of the class, more than one

group may be assigned to deal with the contribution of the same mass to the total force, and

the redundant groups can check each others results.

1. Discuss as a class what can be done to simplify the task of calculating the vector sum, and

how to organize things so that each group can work in parallel with the others.

2. Each group should write its results on the board in units of piconewtons, retaining five

significant figures of precision. Everyone will need to use the same value for the gravitational

constant, G = 6.6743 1011 Nm2 /kg2 .

3. The class will determine the vector sum and compare with the result that would be obtained

with the shell theorem.

265

Conservation laws

266

268

In July of 1994, Comet Shoemaker-Levy struck the planet Jupiter, depositing 7 1022 joules of energy, and incidentally giving rise to a series

of Hollywood movies in which our own planet is threatened by an impact

by a comet or asteroid. There is evidence that such an impact caused

the extinction of the dinosaurs. Left: Jupiters gravitational force on the

near side of the comet was greater than on the far side, and this difference in force tore up the comet into a string of fragments. Two separate

telescope images have been combined to create the illusion of a point of

view just behind the comet. (The colored fringes at the edges of Jupiter

are artifacts of the imaging system.) Top: A series of images of the plume

of superheated gas kicked up by the impact of one of the fragments. The

plume is about the size of North America. Bottom: An image after all the

impacts were over, showing the damage done.

Chapter 11

Conservation of energy

11.1 The search for a perpetual motion

machine

Dont underestimate greed and laziness as forces for progress. Modern chemistry was born from the collision of lust for gold with distaste for the hard work of finding it and digging it up. Failed efforts

by generations of alchemists to turn lead into gold led finally to the

conclusion that it could not be done: certain substances, the chem-

269

increase nor decrease the amount of an element such as gold.

Now flash forward to the early industrial age. Greed and laziness

have created the factory, the train, and the ocean liner, but in each

of these is a boiler room where someone gets sweaty shoveling the

coal to fuel the steam engine. Generations of inventors have tried to

create a machine, called a perpetual motion machine, that would run

forever without fuel. Such a machine is not forbidden by Newtons

laws of motion, which are built around the concepts of force and

inertia. Force is free, and can be multiplied indefinitely with pulleys,

gears, or levers. The principle of inertia seems even to encourage

the belief that a cleverly constructed machine might not ever run

down.

ball to the top of the ramp, where

it falls through the hole and rolls

back to the bottom.

machines that have been proposed. The reason these two examples

dont work is not much different from the reason all the others have

failed. Consider machine a. Even if we assume that a properly

shaped ramp would keep the ball rolling smoothly through each

cycle, friction would always be at work. The designer imagined that

the machine would repeat the same motion over and over again, so

that every time it reached a given point its speed would be exactly

the same as the last time. But because of friction, the speed would

actually be reduced a little with each cycle, until finally the ball

would no longer be able to make it over the top.

Friction has a way of creeping into all moving systems. The

rotating earth might seem like a perfect perpetual motion machine,

since it is isolated in the vacuum of outer space with nothing to exert

frictional forces on it. But in fact our planets rotation has slowed

drastically since it first formed, and the earth continues to slow

its rotation, making today just a little longer than yesterday. The

very subtle source of friction is the tides. The moons gravity raises

bulges in the earths oceans, and as the earth rotates the bulges

progress around the planet. Where the bulges encounter land, there

is friction, which slows the earths rotation very gradually.

around and bend and unbend. By

dropping off its ball on the ramp,

the arm is supposed to make

itself lighter and easier to lift over

the top. Picking its own ball back

up again on the right, it helps to

pull the right side down.

270

Chapter 11

11.2 Energy

The analysis based on friction is somewhat superficial, however. One

could understand friction perfectly well and yet imagine the following situation. Astronauts bring back a piece of magnetic ore from

the moon which does not behave like ordinary magnets. A normal

bar magnet, c/1, attracts a piece of iron essentially directly toward

it, and has no left- or right-handedness. The moon rock, however,

exerts forces that form a whirlpool pattern around it, 2. NASA

goes to a machine shop and has the moon rock put in a lathe and

machined down to a smooth cylinder, 3. If we now release a ball

bearing on the surface of the cylinder, the magnetic force whips it

Conservation of energy

friction, but there is a net gain in speed with each revolution.

Physicists would lay long odds against the discovery of such a

moon rock, not just because it breaks the rules that magnets normally obey but because, like the alchemists, they have discovered

a very deep and fundamental principle of nature which forbids certain things from happening. The first alchemist who deserved to

be called a chemist was the one who realized one day, In all these

attempts to create gold where there was none before, all Ive been

doing is shuffling the same atoms back and forth among different

test tubes. The only way to increase the amount of gold in my laboratory is to bring some in through the door. It was like having

some of your money in a checking account and some in a savings account. Transferring money from one account into the other doesnt

change the total amount.

We say that the number of grams of gold is a conserved quantity. In this context, the word conserve does not have its usual

meaning of trying not to waste something. In physics, a conserved

quantity is something that you wouldnt be able to get rid of even

if you wanted to. Conservation laws in physics always refer to a

closed system, meaning a region of space with boundaries through

which the quantity in question is not passing. In our example, the

alchemists laboratory is a closed system because no gold is coming

in or out through the doors.

Conservation of mass

example 1

In figure d, the stream of water is fatter near the mouth of the

faucet, and skinnier lower down. This is because the water speeds

up as it falls. If the cross-sectional area of the stream was equal

all along its length, then the rate of flow through a lower crosssection would be greater than the rate of flow through a crosssection higher up. Since the flow is steady, the amount of water between the two cross-sections stays constant. The crosssectional area of the stream must therefore shrink in inverse proportion to the increasing speed of the falling water. This is an

example of conservation of mass.

makes a perpetual motion

machine.

In general, the amount of any particular substance is not conserved. Chemical reactions can change one substance into another,

and nuclear reactions can even change one element into another.

The total mass of all substances is however conserved:

the law of conservation of mass

The total mass of a closed system always remains constant. Energy

cannot be created or destroyed, but only transferred from one system

to another.

d / Example 1.

Section 11.2

Energy

271

In perpetual motion machine a, consider the motion of one of the

balls. It performs a cycle of rising and falling. On the way down it

gains speed, and coming up it slows back down. Having a greater

speed is like having more money in your checking account, and being

high up is like having more in your savings account. The device is

simply shuffling funds back and forth between the two. Having more

balls doesnt change anything fundamentally. Not only that, but

friction is always draining off money into a third bank account:

heat. The reason we rub our hands together when were cold is that

kinetic friction heats things up. The continual buildup in the heat

account leaves less and less for the motion account and height

account, causing the machine eventually to run down.

These insights can be distilled into the following basic principle

of physics:

the law of conservation of energy

It is possible to give a numerical rating, called energy, to the state

of a physical system. The total energy is found by adding up contributions from characteristics of the system such as motion of objects

in it, heating of the objects, and the relative positions of objects

that interact via forces. The total energy of a closed system always

remains constant. Energy cannot be created or destroyed, but only

transferred from one system to another.

rock-cylinder and the ball together constitute a closed system. Once

the ball has made one revolution around the cylinder, its position

relative to the cylinder is exactly the same as before, so the numerical energy rating associated with its position is the same as before.

Since the total amount of energy must remain constant, it is impossible for the ball to have a greater speed after one revolution. If

it had picked up speed, it would have more energy associated with

motion, the same amount of energy associated with position, and a

little more energy associated with heating through friction. There

cannot be a net increase in energy.

Converting one form of energy to another

example 2

Dropping a rock: The rock loses energy because of its changing

position with respect to the earth. Nearly all that energy is transformed into energy of motion, except for a small amount lost to

heat created by air friction.

Sliding in to home base: The runners energy of motion is nearly

all converted into heat via friction with the ground.

Accelerating a car: The gasoline has energy stored in it, which

is released as heat by burning it inside the engine. Perhaps 10%

272

Chapter 11

Conservation of energy

The rest remains in the form of heat, which is carried away by the

exhaust.

Cruising in a car: As you cruise at constant speed in your car, all

the energy of the burning gas is being converted into heat. The

tires and engine get hot, and heat is also dissipated into the air

through the radiator and the exhaust.

Stepping on the brakes: All the energy of the cars motion is converted into heat in the brake shoes.

Stevins machine

example 3

The Dutch mathematician and engineer Simon Stevin proposed

the imaginary machine shown in figure e, which he had inscribed

on his tombstone. This is an interesting example, because it

shows a link between the force concept used earlier in this course,

and the energy concept being developed now.

The point of the imaginary machine is to show the mechanical

advantage of an inclined plane. In this example, the triangle has

the proportions 3-4-5, but the argument works for any right triangle. We imagine that the chain of balls slides without friction, so

that no energy is ever converted into heat. If we were to slide

the chain clockwise by one step, then each ball would take the

place of the one in front of it, and the over all configuration would

be exactly the same. Since energy is something that only depends on the state of the system, the energy would have to be

the same. Similarly for a counterclockwise rotation, no energy of

position would be released by gravity. This means that if we place

the chain on the triangle, and release it at rest, it cant start moving, because there would be no way for it to convert energy of

position into energy of motion. Thus the chain must be perfectly

balanced. Now by symmetry, the arc of the chain hanging underneath the triangle has equal tension at both ends, so removing

this arc wouldnt affect the balance of the rest of the chain. This

means that a weight of three units hanging vertically balances a

weight of five units hanging diagonally along the hypotenuse.

e / Example 3.

which is exactly the same as the result, 1/ sin , that we got

on p. 209 by analyzing force vectors. What this shows is that

Newtons laws and conservation laws are not logically separate,

but rather are very closely related descriptions of nature. In the

cases where Newtons laws are true, they give the same answers

as the conservation laws. This is an example of a more general idea, called the correspondence principle, about how science

progresses over time. When a newer, more general theory is proposed to replace an older theory, the new theory must agree with

the old one in the realm of applicability of the old theory, since the

old theory only became accepted as a valid theory by being ver-

Section 11.2

Energy

273

the new theory must be backward-compatible with the old one.

Even though conservation laws can prove things that Newtons

laws cant (that perpetual motion is impossible, for example), they

arent going to disprove Newtons laws when applied to mechanical systems where we already knew Newtons laws were valid.

Discussion question

Discussion question A.

The

water behind the Hoover Dam

has energy because of its position relative to the planet earth,

which is attracting it with a gravitational force. Letting water down

to the bottom of the dam converts

that energy into energy of motion.

When the water reaches the

bottom of the dam, it hits turbine

blades that drive generators, and

its energy of motion is converted

into electrical energy.

A

Hydroelectric power (water flowing over a dam to spin turbines)

appears to be completely free. Does this violate conservation of energy?

If not, then what is the ultimate source of the electrical energy produced

by a hydroelectric plant?

B How does the proof in example 3 fail if the assumption of a frictionless

surface doesnt hold?

Energy comes in a variety of forms, and physicists didnt discover all

of them right away. They had to start somewhere, so they picked

one form of energy to use as a standard for creating a numerical

energy scale. (In fact the history is complicated, and several different

energy units were defined before it was realized that there was a

single general energy concept that deserved a single consistent unit

of measurement.) One practical approach is to define an energy

unit based on heating water. The SI unit of energy is the joule,

J, (rhymes with cool), named after the British physicist James

Joule. One Joule is the amount of energy required in order to heat

0.24 g of water by 1 C. The number 0.24 is not worth memorizing.

Note that heat, which is a form of energy, is completely different from temperature, which is not. Twice as much heat energy

is required to prepare two cups of coffee as to make one, but two

cups of coffee mixed together dont have double the temperature.

In other words, the temperature of an object tells us how hot it is,

but the heat energy contained in an object also takes into account

the objects mass and what it is made of.1

Later we will encounter other quantities that are conserved in

physics, such as momentum and angular momentum, and the method

for defining them will be similar to the one we have used for energy:

pick some standard form of it, and then measure other forms by

comparison with this standard. The flexible and adaptable nature

of this procedure is part of what has made conservation laws such a

durable basis for the evolution of physics.

1

In standard, formal terminology, there is another, finer distinction. The

word heat is used only to indicate an amount of energy that is transferred,

whereas thermal energy indicates an amount of energy contained in an object.

Im informal on this point, and refer to both as heat, but you should be aware

of the distinction.

274

Chapter 11

Conservation of energy

example 4

. If electricity costs 3.9 cents per MJ (1 MJ = 1 megajoule = 106

J), how much does it cost to heat a 26000-gallon swimming pool

from 10 C to 18 C?

. Converting gallons to cm3 gives

26000 gallons

3780 cm3

= 9.8 107 cm3

1 gallon

of the water is 9.8 107 g. One joule is sufficient to heat 0.24 g

by 1 C, so the energy needed to heat the swimming pool is

1J

9.8 107 g 8 C

= 3.3 109 J

0.24 g

1 C

= 3.3 103 MJ

Irish coffee

example 5

. You make a cup of Irish coffee out of 300 g of coffee at 100 C

and 30 g of pure ethyl alcohol at 20 C. One Joule is enough

energy to produce a change of 1 C in 0.42 g of ethyl alcohol (i.e.,

alcohol is easier to heat than water). What temperature is the

final mixture?

. Adding up all the energy after mixing has to give the same result

as the total before mixing. We let the subscript i stand for the

initial situation, before mixing, and f for the final situation, and use

subscripts c for the coffee and a for the alcohol. In this notation,

we have

total initial energy = total final energy

Eci + Eai = Ecf + Eaf

We assume coffee has the same heat-carrying properties as water. Our information about the heat-carrying properties of the two

substances is stated in terms of the change in energy required for

a certain change in temperature, so we rearrange the equation to

express everything in terms of energy differences:

Eaf Eai = Eci Ecf

we have

Eci Ecf = (Tci Tcf )(mc )/(0.24 g)

Eaf Eai = (Taf Tai )(ma )/(0.42 g)

Setting these two quantities to be equal, we have

(Taf Tai )(ma )/(0.42 g) = (Tci Tcf )(mc )/(0.24 g)

Section 11.3

275

In the final mixture the two substances must be at the same temperature, so we can use a single symbol Tf = Tcf = Taf for the

two quantities previously represented by two different symbols,

(Tf Tai )(ma )/(0.42 g) = (Tci Tf )(mc )/(0.24 g)

Tf =

mc

ma

Tci 0.24

+ Tai 0.42

mc

ma

0.24 + 0.42

= 96 C

form of energy such as heat, it can easily be extended to other types

of energy. For instance, the energy stored in one gallon of gasoline

can be determined by putting some gasoline and some water in an

insulated chamber, igniting the gas, and measuring the rise in the

waters temperature. (The fact that the apparatus is known as a

bomb calorimeter will give you some idea of how dangerous these

experiments are if you dont take the right safety precautions.) Here

are some examples of other types of energy that can be measured

using the same units of joules:

type of energy

chemical

energy

released by burning

energy required to

break an object

energy required to

melt a solid substance

chemical

energy

released by digesting

food

raising a mass against

the force of gravity

nuclear

energy

released in fission

example

About 50 MJ are released by burning

a kg of gasoline.

When a person suffers a spiral fracture of the thighbone (a common

type in skiing accidents), about 2 J

of energy go into breaking the bone.

7 MJ are required to melt 1 kg of tin.

A bowl of Cheeries with milk provides

us with about 800 kJ of usable energy.

Lifting 1.0 kg through a height of 1.0

m requires 9.8 J.

1 kg of uranium oxide fuel consumed

by a reactor releases 2 1012 J of

stored nuclear energy.

energies we consume as food and the joule-sized energies we expend

in physical activities. If we could perceive the flow of energy around

us the way we perceive the flow of water, eating a bowl of cereal

would be like swallowing a bathtubs worth of energy, the continual

loss of body heat to ones environment would be like an energy-hose

left on all day, and lifting a bag of cement would be like flicking

it with a few tiny energy-drops. The human body is tremendously

276

Chapter 11

Conservation of energy

dissipated directly as body heat.

You take the high road and Ill take the low road.

example 6

. Figure f shows two ramps which two balls will roll down. Compare their final speeds, when they reach point B. Assume friction

is negligible.

. Each ball loses some energy because of its decreasing height

above the earth, and conservation of energy says that it must gain

an equal amount of energy of motion (minus a little heat created

by friction). The balls lose the same amount of height, so their

final speeds must be equal.

f / Example 6.

problem using only Newtons laws. Even if the shape of the track

had been given mathematically, it would have been a formidable

task to compute the balls final speed based on vector addition of

the normal force and gravitational force at each point along the way.

How new forms of energy are discovered

Textbooks often give the impression that a sophisticated physics

concept was created by one person who had an inspiration one day,

but in reality it is more in the nature of science to rough out an idea

and then gradually refine it over many years. The idea of energy

was tinkered with from the early 1800s on, and new types of energy

kept getting added to the list.

To establish the existence of a new form of energy, a physicist

has to

(1) show that it could be converted to and from other forms of

energy; and

(2) show that it related to some definite measurable property of

the object, for example its temperature, motion, position relative to

another object, or being in a solid or liquid state.

For example, energy is released when a piece of iron is soaked in

water, so apparently there is some form of energy already stored in

the iron. The release of this energy can also be related to a definite

measurable property of the chunk of metal: it turns reddish-orange.

There has been a chemical change in its physical state, which we

call rusting.

Although the list of types of energy kept getting longer and

longer, it was clear that many of the types were just variations on

a theme. There is an obvious similarity between the energy needed

to melt ice and to melt butter, or between the rusting of iron and

many other chemical reactions. The topic of the next chapter is

how this process of simplification reduced all the types of energy

to a very small number (four, according to the way Ive chosen to

Section 11.3

277

count them).

It might seem that if the principle of conservation of energy ever

appeared to be violated, we could fix it up simply by inventing some

new type of energy to compensate for the discrepancy. This would

be like balancing your checkbook by adding in an imaginary deposit

or withdrawal to make your figures agree with the banks statements.

Step (2) above guards against this kind of chicanery. In the 1920s

there were experiments that suggested energy was not conserved in

radioactive processes. Precise measurements of the energy released

in the radioactive decay of a given type of atom showed inconsistent

results. One atom might decay and release, say, 1.1 1010 J of

energy, which had presumably been stored in some mysterious form

in the nucleus. But in a later measurement, an atom of exactly the

same type might release 1.2 1010 J. Atoms of the same type are

supposed to be identical, so both atoms were thought to have started

out with the same energy. If the amount released was random, then

apparently the total amount of energy was not the same after the

decay as before, i.e., energy was not conserved.

Only later was it found that a previously unknown particle,

which is very hard to detect, was being spewed out in the decay.

The particle, now called a neutrino, was carrying off some energy,

and if this previously unsuspected form of energy was added in,

energy was found to be conserved after all. The discovery of the

energy discrepancies is seen with hindsight as being step (1) in the

establishment of a new form of energy, and the discovery of the neutrino was step (2). But during the decade or so between step (1)

and step (2) (the accumulation of evidence was gradual), physicists

had the admirable honesty to admit that the cherished principle of

conservation of energy might have to be discarded.

self-check A

How would you carry out the two steps given above in order to establish that some form of energy was stored in a stretched or compressed

spring?

. Answer, p. 504

Mass Into Energy

Einstein showed that mass itself could be converted to and from energy,

according to his celebrated equation E = mc 2 , in which c is the speed

of light. We thus speak of mass as simply another form of energy, and

it is valid to measure it in units of joules. The mass of a 15-gram pencil

corresponds to about 1.3 1015 J. The issue is largely academic in the

case of the pencil, because very violent processes such as nuclear reactions are required in order to convert any significant fraction of an objects mass into energy. Cosmic rays, however, are continually striking

you and your surroundings and converting part of their energy of motion

into the mass of newly created particles. A single high-energy cosmic

ray can create a shower of millions of previously nonexistent particles

when it strikes the atmosphere. Einsteins theories are discussed later

in this book.

278

Chapter 11

Conservation of energy

Even today, when the energy concept is relatively mature and stable, a new form of energy has been proposed based on observations

of distant galaxies whose light began its voyage to us billions of years

ago. Astronomers have found that the universes continuing expansion,

resulting from the Big Bang, has not been decelerating as rapidly in the

last few billion years as would have been expected from gravitational

forces. They suggest that a new form of energy may be at work.

Discussion question

A

Im not making this up. XS Energy Drink has ads that read like this:

All the Energy ... Without the Sugar! Only 8 Calories! Comment on

this.

The technical term for the energy associated with motion is kinetic

energy, from the Greek word for motion. (The root is the same as

the root of the word cinema for a motion picture, and in French

the term for kinetic energy is energie cinetique.) To find how

much kinetic energy is possessed by a given moving object, we must

convert all its kinetic energy into heat energy, which we have chosen

as the standard reference type of energy. We could do this, for

example, by firing projectiles into a tank of water and measuring the

increase in temperature of the water as a function of the projectiles

mass and velocity. Consider the following data from a series of three

such experiments:

m (kg)

1.00

1.00

2.00

v (m/s)

1.00

2.00

1.00

energy (J)

0.50

2.00

1.00

Comparing the first experiment with the second, we see that doubling the objects velocity doesnt just double its energy, it quadruples it. If we compare the first and third lines, however, we find

that doubling the mass only doubles the energy. This suggests that

kinetic energy is proportional to mass and to the square of velocity, KE mv 2 , and further experiments of this type would indeed

establish such a general rule. The proportionality factor equals 0.5

because of the design of the metric system, so the kinetic energy of

a moving object is given by

1

KE = mv 2

.

2

The metric system is based on the meter, kilogram, and second,

with other units being derived from those. Comparing the units on

the left and right sides of the equation shows that the joule can be

reexpressed in terms of the basic units as kgm2 /s2 .

Students are often mystified by the occurrence of the factor of

1/2, but it is less obscure than it looks. The metric system was

Section 11.4

Kinetic energy

279

come out looking simple, at the expense of some others, which had

to have inconvenient conversion factors in front. If we were using

the old British Engineering System of units in this course, then wed

have the British Thermal Unit (BTU) as our unit of energy. In

that system, the equation youd learn for kinetic energy would have

an inconvenient proportionality constant, KE = 1.29 103 mv 2 ,

with KE measured in units of BTUs, v measured in feet per second,

and so on. At the expense of this inconvenient equation for kinetic

energy, the designers of the British Engineering System got a simple

rule for calculating the energy required to heat water: one BTU

per degree Fahrenheit per gallon. The inventor of kinetic energy,

Thomas Young, actually defined it as KE = mv 2 , which meant

that all his other equations had to be different from ours by a factor

of two. All these systems of units work just fine as long as they are

not combined with one another in an inconsistent way.

Energy released by a comet impact

example 7

. Comet Shoemaker-Levy, which struck the planet Jupiter in 1994,

had a mass of roughly 4 1013 kg, and was moving at a speed

of 60 km/s. Compare the kinetic energy released in the impact to

the total energy in the worlds nuclear arsenals, which is 2 1019

J. Assume for the sake of simplicity that Jupiter was at rest.

. Since we assume Jupiter was at rest, we can imagine that the

comet stopped completely on impact, and 100% of its kinetic energy was converted to heat and sound. We first convert the speed

to mks units, v = 6 104 m/s, and then plug in to the equation

to find that the comets kinetic energy was roughly 7 1022 J, or

about 3000 times the energy in the worlds nuclear arsenals.

Is there any way to derive the equation KE = (1/2)mv 2 mathematically from first principles? No, it is purely empirical. The

factor of 1/2 in front is definitely not derivable, since it is different

in different systems of units. The proportionality to v 2 is not even

quite correct; experiments have shown deviations from the v 2 rule at

high speeds, an effect that is related to Einsteins theory of relativity. Only the proportionality to m is inevitable. The whole energy

concept is based on the idea that we add up energy contributions

from all the objects within a system. Based on this philosophy, it

is logically necessary that a 2-kg object moving at 1 m/s have the

same kinetic energy as two 1-kg objects moving side-by-side at the

same speed.

Energy and relative motion

Although I mentioned Einsteins theory of relativity above, its

more relevant right now to consider how conservation of energy relates to the simpler Galilean idea, which weve already studied, that

motion is relative. Galileos Aristotelian enemies (and it is no exaggeration to call them enemies!) would probably have objected to

280

Chapter 11

Conservation of energy

in motion will continue in motion indefinitely in the absence of a

force is not so different from the idea that an objects kinetic energy

stays the same unless there is a mechanism like frictional heating

for converting that energy into some other form.

More subtly, however, its not immediately obvious that what

weve learned so far about energy is strictly mathematically consistent with the principle that motion is relative. Suppose we verify

that a certain process, say the collision of two pool balls, conserves

energy as measured in a certain frame of reference: the sum of the

balls kinetic energies before the collision is equal to their sum after

the collision. (In reality wed need to add in other forms of energy,

like heat and sound, that are liberated by the collision, but lets keep

it simple.) But what if we were to measure everything in a frame of

reference that was in a different state of motion? A particular pool

ball might have less kinetic energy in this new frame; for example, if

the new frame of reference was moving right along with it, its kinetic

energy in that frame would be zero. On the other hand, some other

balls might have a greater kinetic energy in the new frame. Its not

immediately obvious that the total energy before the collision will

still equal the total energy after the collision. After all, the equation

for kinetic energy is fairly complicated, since it involves the square

of the velocity, so it would be surprising if everything still worked

out in the new frame of reference. It does still work out. Homework

problem 13 in this chapter gives a simple numerical example, and

the general proof is taken up in problem 15 on p. 370 (with the

solution given in the back of the book).

Discussion questions

A

Suppose that, like Young or Einstein, you were trying out different

equations for kinetic energy to see if they agreed with the experimental

data. Based on the meaning of positive and negative signs of velocity,

why would you suspect that a proportionality to mv would be less likely

than mv 2 ?

Discussion question B

B

The figure shows a pendulum that is released at A and caught by a

peg as it passes through the vertical, B. To what height will the bob rise

on the right?

11.5 Power

A car may have plenty of energy in its gas tank, but still may not

be able to increase its kinetic energy rapidly. A Porsche doesnt

necessarily have more energy in its gas tank than a Hyundai, it is

just able to transfer it more quickly. The rate of transferring energy

from one form to another is called power. The definition can be

written as an equation,

P =

E

t

Section 11.5

Power

281

where the use of the delta notation in the symbol E has the usual

interpretation: the final amount of energy in a certain form minus

the initial amount that was present in that form. Power has units

of J/s, which are abbreviated as watts, W (rhymes with lots).

If the rate of energy transfer is not constant, the power at any

instant can be defined as the slope of the tangent line on a graph of

E versus t. Likewise E can be extracted from the area under the

P -versus-t curve.

Converting kilowatt-hours to joules

example 8

. The electric company bills you for energy in units of kilowatthours (kilowatts multiplied by hours) rather than in SI units of

joules. How many joules is a kilowatt-hour?

. 1 kilowatt-hour = (1 kW)(1 hour) = (1000 J/s)(3600 s) = 3.6 MJ.

Human wattage

example 9

. A typical person consumes 2000 kcal of food in a day, and converts nearly all of that directly to heat. Compare the persons heat

output to the rate of energy consumption of a 100-watt lightbulb.

. Looking up the conversion factor from calories to joules, we find

E = 2000 kcal

= 8 106 J

1 kcal

1 cal

likewise into mks,

t = 1 day

24 hours 60 min

60 s

= 9 104 s

1 day

1 hour

1 min

W, about the same as a lightbulb.

Wind power density

example 10

Wind power is a renewable energy resource, but it is most practical in areas where the wind is both strong and reliably strong.

When a horizontal-axis wind turbine faces directly into a wind

flowing at speed v , the air it intercepts in time t forms a cylinder whose length is v t, and whose mass is proportional to the

same factor. The kinetic energy of this cylinder represents the

maximum energy that can theoretically be extracted in this time.

Since the mass is proportional to v , the kinetic energy is proportional to v v 2 = v 3 . That is, the wind power density varies as

the cube of the winds speed.

It is easy to confuse the concepts of force, energy, and power,

especially since they are synonyms in ordinary speech. The table on

the following page may help to clear this up:

282

Chapter 11

Conservation of energy

force

A force is an interaction

between two objects that

causes a push or a pull.

A force can be defined as

anything that is capable

of changing an objects

state of motion.

conceptual

definition

operational

definition

scalar

vector?

or

unit

Can it run

out? Does it

cost money?

Can it be a

property of

an object?

energy

Heating an object, making it move faster, or increasing its distance from

another object that is attracting it are all examples of things that would

require fuel or physical effort. All these things can

be quantified using a single scale of measurement,

and we describe them all

as forms of energy.

If we define a unit of enA spring scale can be used

ergy as the amount reto measure force.

quired to heat a certain

amount of water by a

1 C, then we can measure any other quantity

of energy by transferring

it into heat in water and

measuring the temperature increase.

vector has a direction scalar has no direction

in space which is the di- in space

rection in which it pulls or

pushes

newtons (N)

joules (J)

No.

I dont have to Yes. We pay money for

pay a monthly bill for gasoline, electrical energy,

the meganewtons of force batteries, etc., because

required to hold up my they contain energy.

house.

No. A force is a rela- Yes. What a home-run

tionship between two baseball has is kinetic eninteracting

objects. ergy, not force.

A home-run baseball

doesnt have force.

power

Power is the rate at

which energy is transformed from one form

to another or transferred

from one object to another.

amount of some form of

energy possessed by an

object, and divide by the

amount of time required

for the change to occur.

in space

More power means you

are paying money at a

higher rate.

A 100-W

lightbulb costs a certain

number of cents per hour.

Not really.

A 100-W

lightbulb doesnt have

100 W. 100 J/s is the rate

at which it converts electrical energy into light.

Failure of newtons laws

One of the main reasons for preferring conservation laws to Newtons laws as a foundation for physics is that conservation laws are

more general. For example, Newtons laws apply only to matter,

whereas conservation laws can handle light as well. No experiment

in Newtons day had ever shown anything but zero for the mass

Section 11.6

? Massless particles

283

results in an infinite acceleration, which doesnt make sense. With

hindsight, this is to be expected because of relativity (section 2.7).

Newtons laws are only a good approximation for velocities that are

small compared to c, the maximum speed of cause and effect. But

light travels at c, so Newtons laws are not a good approximation to

the behavior of light.

For insight into the behavior of things that go at exactly c, lets

consider a case where something goes very close to c. A typical

22-caliber rifle shoots a bullet with a mass of about 3 g at a speed

of about 400 m/s. Now consider the firing of such a rifle as seen

through an ultra-powerful telescope by an alien in a distant galaxy.

We happen to be firing in the direction away from the alien, who

gets a view from over our shoulder. Since the universe is expanding,

our two galaxies are receding from each other. In the aliens frame,

our own galaxy is the one that is moving lets say at c(200 m/s).

If the two velocities simply added, the bullet would be moving at

c + (200 m/s). But velocities dont simply add and subtract relativistically (p. 86), and applying the correct equation for relativistic

combination of velocities, we find that in the aliens frame, the bullet

flies at only c (199.9995 m/s). That is, according to the alien, the

energy in the gunpowder only succeeded in accelerating the bullet

by 0.0005 m/s! If we insisted on believing in KE = (1/2)mv 2 , this

would clearly violate conservation of energy in the aliens frame of

reference. K must not only get bigger faster than (1/2)mv 2 as v

approaches c, it must blow up to infinity. This gives a mechanical

explanation for why no material object can ever reach or exceed c,

which is reassuring because speeds greater than c lead to violation

of causality.

Ultrarelativistic motion

The bullet as seen in the aliens frame of reference is an example

of an ultrarelativistic particle, meaning one moving very close to c.

We can fairly easily infer quite a bit about how kinetic energy must

behave at ultrarelativistic speeds. We know that it must get larger

and larger, and the question is how large it is when the speed differs

from c by some small amount.

A good way of thinking about an ultrarelativistic particle is that

its a particle with a very small mass. For example, the subatomic

particle called the neutrino has a very small mass, thousands of times

smaller than that of the electron. Neutrinos are emitted in radioactive decay, and because the neutrinos mass is so small, the amount

of energy available in these decays is always enough to accelerate it

to very close to the speed of light. Nobody has ever succeeded in observing a neutrino that was not ultrarelativistic. When a particles

mass is very small, it becomes difficult to measure. For almost 70

years after the neutrino was discovered, its mass was thought to be

284

Chapter 11

Conservation of energy

but it it always possible that its mass will be found to be nonzero

at some point in the future. A ray of light can be modeled as an

ultrarelativistic particle.

Lets compare ultrarelativistic particles with train cars. A single

car with kinetic energy E has different properties than a train of two

cars each with kinetic energy E/2. The single

car has half the mass

and a speed that is greater by a factor of 2. But the same is not

true for ultrarelativistic particles. Since an idealized ultrarelativistic

particle has a mass too small to be detectable in any experiment,

we cant detect the difference between m and 2m. Furthermore,

ultrarelativistic particles move at close to c, so there is no observable

difference in speed. Thus we expect that a single ultrarelativistic

particle with energy E compared with two such particles, each with

energy E/2, should have all the same properties as measured by a

mechanical detector.

An idealized zero-mass particle also has no frame in which it

can be at rest. It always travels at c, and no matter how fast we

chase after it, we can never catch up. We can, however, observe

it in different frames of reference, and we will find that its energy

is different. For example, distant galaxies are receding from us at

substantial fractions of c, and when we observe them through a

telescope, they appear very dim not just because they are very far

away but also because their light has less energy in our frame than

in a frame at rest relative to the source. This effect must be such

that changing frames of reference according to a specific Lorentz

transformation always changes the energy of the particle by a fixed

factor, regardless of the particles original energy; for if not, then

the effect of a Lorentz transformation on a single particle of energy

E would be different from its effect on two particles of energy E/2.

How does this energy-shift factor depend on the velocity v of the

Lorentz transformation? Actually, it is more convenient to express

this in terms of a different variable rather than v. In nonrelativistic

physics, we change frames of reference simply by adding a constant

onto all our velocities, but this is only a low-velocity approximation.

For this reason, it will be more convenient to work with a variable s,

defined as the factor by which the long diagonal of a parallelogram

like the ones in section 2.7 stretches under a Lorentz transformation.

For example, we found in problem 21 on p. 95 that a velocity of

0.6c corresponds to a stretch factor s = 2. The convenient thing

about stretch factors is that when we change to a new frame of

reference, they simply multiply. For example, in problem 21 you

found the result of combining a velocity of 0.6c with another velocity

of 0.6c by drawing a parallelogram with its long axis stretched by

a factor

p of 2 2 = 4. The relation between s and v is given by

s = (1 + v)/(1 v) (in units with c = 1; see problems 18 on p. 94

and 22 on p. 96).

Section 11.6

? Massless particles

285

A low-speed approximation

example 11

What happens when the the velocity is small compared to c? In

units where c = 1,p

this means that v is small compared to 1. The

stretch factor s = (1 + v )/(1

v ) can then be approximated by

taking 1/(1 v ) 1 + v and 1 + 1 + /2, so that s 1 + v .

Lets write f (s) for the energy-shift factor that results from a

given Lorentz transformation. Since a Lorentz transformation s1 followed by a second transformation s2 is equivalent to a single transformation by s1 s2 , we must have f (s1 s2 ) = f (s1 )f (s2 ). This tightly

constrains the form of the function f ; it must be something like

f (s) = sn , where n is a constant. The interpretation of n is that

under a Lorentz transformation corresponding to 1% of c, energies

of ultrarelativistic particles change by about n% (making the approximation that v = .01 gives s 1.01). Experiments with light

show that n = 1.

Our final result is that the energy of an ultrarelativistic particle

is simply proportional to its Lorentz stretch factor s. Even in

the case where the particle is truly massless, so that s doesnt have

any finite value, we can still find how the energy differs according

to different observers by finding the s of the Lorentz transformation

between the two observers frames of reference.

An astronomical energy shift

example 12

. For quantum-mechanical reasons, a hydrogen atom can only

exist in states with certain specific energies. By conservation

of energy, the atom can therefore only absorb or emit light that

has an energy equal to the difference between two such atomic

energies. The outer atmosphere of a star is mostly made of

monoatomic hydrogen, and one of the energies that a hydrogen

atom can absorb or emit is 3.0276 1019 J. When we observe

light from stars in the Andromeda Galaxy, it has an energy of

3.0306 1019 J. If this is assumed to be due entirely to the

motion of the Milky Way and Andromeda Galaxy relative to one

another, along the line connecting them, find the direction and

magnitude of this velocity.

. The energy is shifted upward, which means that the Andromeda

Galaxy is moving toward us. (Galaxies at cosmological distances

are always observed to be receding from one another, but this

doesnt necessarily hold for galaxies as close as these.) Relating

the energy shift to the velocity, we have

p

E0

= s = (1 + v )/(1 v )

E

Since the shift is only about one part per thousand, the velocity

is small compared to c or small compared to 1 in units where

c = 1. Therefore we can approximate as in example 11, s 1 + v ,

286

Chapter 11

Conservation of energy

and we find

v s1=

E0

1 = 1.0 103

E

we have v = (1.0 103 )c = 300 km/s. Although the Andromeda

Galaxys tangential motion is not accurately known, it is considered likely that it will collide with the Milky Way in a few billion

years.

Section 11.6

? Massless particles

287

Summary

Selected vocabulary

energy . . . . . . A numerical scale used to measure the heat,

motion, or other properties that would require

fuel or physical effort to put into an object; a

scalar quantity with units of joules (J).

power . . . . . . . The rate of transferring energy; a scalar quantity with units of watts (W).

kinetic energy . . The energy an object possesses because of its

motion.

heat . . . . . . . . A form of energy that relates to temperature.

Heat is different from temperature because an

object with twice as much mass requires twice

as much heat to increase its temperature by

the same amount. Heat is measured in joules,

temperature in degrees. (In standard terminology, there is another, finer distinction between heat and thermal energy, which is discussed below. In this book, I informally refer

to both as heat.)

temperature . . . What a thermometer measures. Objects left in

contact with each other tend to reach the same

temperature. Cf. heat. As discussed in more

detail in chapter 2, temperature is essentially

a measure of the average kinetic energy per

molecule.

Notation

E . . . .

J . . . . .

KE . . .

P . . . .

W . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

energy

joules, the SI unit of energy

kinetic energy

power

watts, the SI unit of power; equivalent to J/s

Q or Q . . . . . the amount of heat transferred into or out of

an object

K or T . . . . . . alternative symbols for kinetic energy, used in

the scientific literature and in most advanced

textbooks

thermal energy . Careful writers make a distinction between

heat and thermal energy, but the distinction

is often ignored in casual speech, even among

physicists. Properly, thermal energy is used

to mean the total amount of energy possessed

by an object, while heat indicates the amount

of thermal energy transferred in or out. The

term heat is used in this book to include both

meanings.

288

Chapter 11

Conservation of energy

Summary

Heating an object, making it move faster, or increasing its distance from another object that is attracting it are all examples of

things that would require fuel or physical effort. All these things can

be quantified using a single scale of measurement, and we describe

them all as forms of energy. The SI unit of energy is the Joule.

The reason why energy is a useful and important quantity is that

it is always conserved. That is, it cannot be created or destroyed

but only transferred between objects or changed from one form to

another. Conservation of energy is the most important and broadly

applicable of all the laws of physics, more fundamental and general

even than Newtons laws of motion.

Heating an object requires a certain amount of energy per degree

of temperature and per unit mass, which depends on the substance

of which the object consists. Heat and temperature are completely

different things. Heat is a form of energy, and its SI unit is the joule

(J). Temperature is not a measure of energy. Heating twice as much

of something requires twice as much heat, but double the amount

of a substance does not have double the temperature.

The energy that an object possesses because of its motion is

called kinetic energy. Kinetic energy is related to the mass of the

object and the magnitude of its velocity vector by the equation

1

KE = mv 2

2

to another or transferred from one object to another,

P =

dE

dt

The equation KE = (1/2)mv 2 is a nonrelativistic approximation, valid at speeds that are small compared to c. In the opposite limit, of a particle with a speed very close to c, the energy is

proportional

to the stretch factor of the Lorentz transformation,

p

s = (1 + v)/(1 v) (in units with c = 1), for v +c and 1/s for

v c. This gives a mechanical explanation for why no material

object can ever reach or exceed c, which is reassuring because speeds

greater than c lead to violation of causality.

Summary

289

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Can kinetic energy ever be less than zero? Explain. [Based

on a problem by Serway and Faughn.]

3

You are driving your car, and you hit a brick wall head on,

at full speed. The car has a mass of 1500 kg. The kinetic energy

released is a measure of how much destruction will be done to the car

and to your body. Calculate the energy released if you are traveling

at (a) 40 mi/hr, and again (b) if youre going 80 mi/hr. What is

counterintuitive about this, and what implication does this have

for

4

The following table gives the amount of energy required in

order to heat, melt, or boil a gram of water.

heat 1 g of ice by 1 C

2.05 J

melt 1 g of ice

333 J

heat 1 g of liquid by 1 C 4.19 J

boil 1 g of water

2500 J

heat 1 g of steam by 1 C 2.01 J

(a) How much energy is required in order to convert 1.00 g of ice at

(b) What is the minimum amount of hot water that could melt 1.00

g of ice?

5

A closed system can be a bad thing for an astronaut

sealed inside a space suit, getting rid of body heat can be difficult.

Suppose a 60-kg astronaut is performing vigorous physical activity,

expending 200 W of power. If none of the heat can escape from her

space suit, how long will it take before her body temperature rises

by 6 C(11 F), an amount sufficient to kill her? Assume that the

amount of heat required to raise her body temperature by 1 C is

the same as it would be for an equal mass of water. Express

your

answer in units of minutes.

290

Chapter 11

Conservation of energy

6

A bullet flies through the air, passes through a paperback

book, and then continues to fly through the air beyond the book.

When is there a force? When is there energy?

. Solution, p. 497

7

Experiments show that the power consumed by a boats engine is approximately proportional to third power of its speed. (We

assume that it is moving at constant speed.) (a) When a boat is crusing at constant speed, what type of energy transformation do you

think is being performed? (b) If you upgrade to a motor with double

the power, by what factor is your boats crusing speed increased?

[Based on a problem by Arnold Arons.]

. Solution, p. 497

8

Object A has a kinetic energy of 13.4 J. Object B has a mass

that is greater by a factor of 3.77, but is moving more slowly by

a factor of 2.34. What is object Bs kinetic energy? [Based on a

problem by Arnold Arons.]

. Solution, p. 497

9

Example 10 on page 282 showed that the power produced by

a wind turbine is proportional to the cube of the wind speed v. Von

Karman found empirically that when a fluid flows turbulently over a

surface, the speed of the fluid is often well approximated by v z 1/7 ,

where z is the distance from the surface. Wind turbine towers are

often constructed at heights of 50 m, but surveys of wind speeds are

usually conducted at heights of about 3 m. By what factor should

the predicted wind power density be scaled up relative to the survey

data?

10

The moon doesnt really just orbit the Earth. By Newtons

third law, the moons gravitational force on the earth is the same as

the earths force on the moon, and the earth must respond to the

moons force by accelerating. If we consider the earth in moon in

isolation and ignore outside forces, then Newtons first law says their

common center of mass doesnt accelerate, i.e., the earth wobbles

around the center of mass of the earth-moon system once per month,

and the moon also orbits around this point. The moons mass is 81

times smaller than the earths. Compare the kinetic energies of the

earth and moon. (We know that the center of mass is a kind of

balance point, so it must be closer to the earth than to the moon.

In fact, the distance from the earth to the center of mass is 1/81

of the distance from the moon to the center of mass, which makes

sense intuitively, and can be proved rigorously using the equation

on page 355.)

11

My 1.25 kW microwave oven takes 126 seconds to bring 250

g of water from room temperature to a boil. What percentage of

the power is being wasted? Where might the rest of the energy be

going?

. Solution, p. 497

Problems

291

12

The multiflash photograph shows a collision between two

pool balls. The ball that was initially at rest shows up as a dark

image in its initial position, because its image was exposed several

times before it was struck and began moving. By making measurements on the figure, determine numerically whether or not energy

appears to have been conserved in the collision. What systematic

effects would limit the accuracy of your test? [From an example in

PSSC Physics.]

Problem 12.

13

This problem is a numerical example of the imaginary experiment discussed on p. 280 regarding the relationship between energy

and relative motion. Lets say that the pool balls both have masses

of 1.00 kg. Suppose that in the frame of reference of the pool table,

the cue ball moves at a speed of 1.00 m/s toward the eight ball,

which is initially at rest. The collision is head-on, and as you can

verify for yourself the next time youre playing pool, the result of

such a collision is that the incoming ball stops dead and the ball that

was struck takes off with the same speed originally possessed by the

incoming ball. (This is actually a bit of an idealization. To keep

things simple, were ignoring the spin of the balls, and we assume

that no energy is liberated by the collision as heat or sound.) (a)

Calculate the total initial kinetic energy and the total final kinetic

energy, and verify that they are equal. (b) Now carry out the whole

calculation again in the frame of reference that is moving in the same

direction that the cue ball was initially moving, but at a speed of

0.50 m/s. In this frame of reference, both balls have nonzero initial

and final velocities, which are different from what they were in the

tables frame. [See also problem 15 on p. 370.]

292

Chapter 11

Conservation of energy

14

One theory about the destruction of the space shuttle Columbia

in 2003 is that one of its wings had been damaged on liftoff by a

chunk of foam insulation that fell off of one of its external fuel tanks.

The New York Times reported on June 5, 2003, that NASA engineers had recreated the impact to see if it would damage a mock-up

of the shuttles wing. Before last weeks test, many engineers at

NASA said they thought lightweight foam could not harm the seemingly tough composite panels, and privately predicted that the foam

would bounce off harmlessly, like a Nerf ball. In fact, the 1.7-pound

piece of foam, moving at 531 miles per hour, did serious damage.

A member of the board investigating the disaster said this demonstrated that peoples intuitive sense of physics is sometimes way

off. (a) Compute the kinetic energy of the foam, and (b) compare

with the energy of a 170-pound boulder moving at 5.3 miles per

hour (the speed it would have if you dropped it from about knee

level).

(c) The boulder is a hundred times more massive, but its speed

is a hundred times smaller, so whats counterintuitive about your

results?

15

The figure above is from a classic 1920 physics textbook

by Millikan and Gale. It represents a method for raising the water

from the pond up to the water tower, at a higher level, without

using a pump. Water is allowed into the drive pipe, and once it is

flowing fast enough, it forces the valve at the bottom closed. Explain

how this works in terms of conservation of mass and energy. (Cf.

example 1 on page 271.)

Problems

293

16

All stars, including our sun, show variations in their light

output to some degree. Some stars vary their brightness by a factor

of two or even more, but our sun has remained relatively steady during the hundred years or so that accurate data have been collected.

Nevertheless, it is possible that climate variations such as ice ages

are related to long-term irregularities in the suns light output. If

the sun was to increase its light output even slightly, it could melt

enough Antarctic ice to flood all the worlds coastal cities. The total

sunlight that falls on Antarctica amounts to about 1 1016 watts.

Presently, this heat input to the poles is balanced by the loss of

heat via winds, ocean currents, and emission of infrared light, so

that there is no net melting or freezing of ice at the poles from year

to year. Suppose that the sun changes its light output by some small

percentage, but there is no change in the rate of heat loss by the

polar caps. Estimate the percentage by which the suns light output

would have to increase in order to melt enough ice to raise the level

of the oceans by 10 meters over a period of 10 years. (This would be

enough to flood New York, London, and many other cities.) Melting

1 kg of ice requires 3 103 J.

294

Chapter 11

Conservation of energy

Chapter 12

Variety is the spice of life, not of science. The figure shows a few

examples from the bewildering array of forms of energy that surrounds us. The physicists psyche rebels against the prospect of a

long laundry list of types of energy, each of which would require

its own equations, concepts, notation, and terminology. The point

at which weve arrived in the study of energy is analogous to the

period in the 1960s when a half a dozen new subatomic particles

were being discovered every year in particle accelerators. It was an

embarrassment. Physicists began to speak of the particle zoo,

and it seemed that the subatomic world was distressingly complex.

The particle zoo was simplified by the realization that most of the

295

unsuspected set of more fundamental particles (which were whimsically dubbed quarks, a made-up word from a line of poetry by James

Joyce, Three quarks for Master Mark.) The energy zoo can also

be simplified, and it is the purpose of this chapter to demonstrate

the hidden similarities between forms of energy as seemingly different as heat and motion.

heat is a form of motion. A small

amount of boiling water is poured

into the empty can, which rapidly

fills up with hot steam. The can

is then sealed tightly, and soon

crumples. This can be explained

as follows. The high temperature of the steam is interpreted as

a high average speed of random

motions of its molecules. Before

the lid was put on the can, the

rapidly moving steam molecules

pushed their way out of the can,

forcing the slower air molecules

out of the way. As the steam inside the can thinned out, a stable situation was soon achieved,

in which the force from the less

dense steam molecules moving

at high speed balanced against

the force from the more dense but

slower air molecules outside. The

cap was put on, and after a while

the steam inside the can reached

the same temperature as the air

outside. The force from the cool,

thin steam no longer matched the

force from the cool, dense air outside, and the imbalance of forces

crushed the can.

What is heat really? Is it an invisible fluid that your bare feet soak

up from a hot sidewalk? Can one ever remove all the heat from an

object? Is there a maximum to the temperature scale?

The theory of heat as a fluid seemed to explain why colder objects absorbed heat from hotter ones, but once it became clear that

heat was a form of energy, it began to seem unlikely that a material

substance could transform itself into and out of all those other forms

of energy like motion or light. For instance, a compost pile gets hot,

and we describe this as a case where, through the action of bacteria,

chemical energy stored in the plant cuttings is transformed into heat

energy. The heating occurs even if there is no nearby warmer object

that could have been leaking heat fluid into the pile.

An alternative interpretation of heat was suggested by the theory

that matter is made of atoms. Since gases are thousands of times less

dense than solids or liquids, the atoms (or clusters of atoms called

molecules) in a gas must be far apart. In that case, what is keeping

all the air molecules from settling into a thin film on the floor of the

room in which you are reading this book? The simplest explanation

is that they are moving very rapidly, continually ricocheting off of

296

Chapter 12

image of a gas did give a natural explanation for the surprising

ability of something as tenuous as a gas to exert huge forces. Your

cars tires can hold it up because you have pumped extra molecules

into them. The inside of the tire gets hit by molecules more often

than the outside, forcing it to stretch and stiffen.

The outward forces of the air in your cars tires increase even

further when you drive on the freeway for a while, heating up the

rubber and the air inside. This type of observation leads naturally

to the conclusion that hotter matter differs from colder in that its

atoms random motion is more rapid. In a liquid, the motion could

be visualized as people in a milling crowd shoving past each other

more quickly. In a solid, where the atoms are packed together, the

motion is a random vibration of each atom as it knocks against its

neighbors.

We thus achieve a great simplification in the theory of heat. Heat

is simply a form of kinetic energy, the total kinetic energy of random

motion of all the atoms in an object. With this new understanding,

it becomes possible to answer at one stroke the questions posed at

the beginning of the section. Yes, it is at least theoretically possible

to remove all the heat from an object. The coldest possible temperature, known as absolute zero, is that at which all the atoms have

zero velocity, so that their kinetic energies, (1/2)mv 2 , are all zero.

No, there is no maximum amount of heat that a certain quantity of

matter can have, and no maximum to the temperature scale, since

arbitrarily large values of v can create arbitrarily large amounts of

kinetic energy per atom.

The kinetic theory of heat also provides a simple explanation of

the true nature of temperature. Temperature is a measure of the

amount of energy per molecule, whereas heat is the total amount of

energy possessed by all the molecules in an object.

There is an entire branch of physics, called thermodynamics,

that deals with heat and temperature and forms the basis for technologies such as refrigeration.

Thermodynamics is not covered in this book, and I have provided here only a brief overview of the thermodynamic concepts

that relate directly to energy, glossing over at least one point that

would be dealt with more carefully in a thermodynamics course: it

is really only true for a gas that all the heat is in the form of kinetic energy. In solids and liquids, the atoms are close enough to

each other to exert intense electrical forces on each other, and there

is therefore another type of energy involved, the energy associated

with the atoms distances from each other. Strictly speaking, heat

energy is defined not as energy associated with random motion of

molecules but as any form of energy that can be conducted between

objects in contact, without any force.

Section 12.1

in a gas, a liquid, and a solid.

297

closeness

We have already seen many examples of energy related to the distance between interacting objects. When two objects participate in

an attractive noncontact force, energy is required to bring them farther apart. In both of the perpetual motion machines that started

off the previous chapter, one of the types of energy involved was the

energy associated with the distance between the balls and the earth,

which attract each other gravitationally. In the perpetual motion

machine with the magnet on the pedestal, there was also energy

associated with the distance between the magnet and the iron ball,

which were attracting each other.

The opposite happens with repulsive forces: two socks with the

same type of static electric charge will repel each other, and cannot

be pushed closer together without supplying energy.

In general, the term potential energy, with algebra symbol PE, is

used for the energy associated with the distance between two objects

that attract or repel each other via a force that depends on the

distance between them. Forces that are not determined by distance

do not have potential energy associated with them. For instance,

the normal force acts only between objects that have zero distance

between them, and depends on other factors besides the fact that

the distance is zero. There is no potential energy associated with

the normal force.

The following are some commonplace examples of potential energy:

all his kinetic energy into potential

energy on the way up the side of

the pool. Photo by J.D. Rogge,

www.sonic.net/shawn.

has risen from the bottom of the pool, converting kinetic energy into gravitational potential energy. After being at rest

for an instant, he will go back down, converting PE back into

KE.

magnetic potential energy: When a magnetic compass needle is

allowed to rotate, the poles of the compass change their distances from the earths north and south magnetic poles, converting magnetic potential energy into kinetic energy. (Eventually the kinetic energy is all changed into heat by friction,

and the needle settles down in the position that minimizes its

potential energy.)

electrical potential energy: Socks coming out of the dryer cling

together because of attractive electrical forces. Energy is required in order to separate them.

potential energy of bending or stretching: The force between

the two ends of a spring depends on the distance between

298

Chapter 12

down on its shock absorbers and then released, the potential

energy stored in the spring is transformed into kinetic and

gravitational potential energy as the car bounces back up.

I have deliberately avoided introducing the term potential energy up until this point, because it tends to produce unfortunate

connotations in the minds of students who have not yet been inoculated with a careful description of the construction of a numerical

energy scale. Specifically, there is a tendency to generalize the term

inappropriately to apply to any situation where there is the potential for something to happen: I took a break from digging, but

I had potential energy because I knew Id be ready to work hard

again in a few minutes.

An equation for gravitational potential energy

All the vital points about potential energy can be made by focusing on the example of gravitational potential energy. For simplicity,

we treat only vertical motion, and motion close to the surface of the

earth, where the gravitational force is nearly constant. (The generalization to the three dimensions and varying forces is more easily

accomplished using the concept of work, which is the subject the

next chapter.)

To find an equation for gravitational PE, we examine the case

of free fall, in which energy is transformed between kinetic energy

and gravitational PE. Whatever energy is lost in one form is gained

in an equal amount in the other form, so using the notation KE

to stand for KEf KEi and a similar notation for PE, we have

[1]

KE = P Egrav

is being changed into KE, but the math applies equally well to an

object slowing down on its way up. We know an equation for kinetic

energy,

[2]

1

KE = mv 2

2

which would tell us what we want to know about potential energy.

The y component of the velocity can be connected to the height via

the constant acceleration equation

[3]

his PE is converted into KE. (The

numbers would be equally valid

as a description of his motion on

the way up.)

[4]

a = F/m

Section 12.2

299

The algebra is simple because both equation [2] and equation [3]

have velocity to the second power. Equation [2] can be solved for

v 2 to give v 2 = 2KE/m, and substituting this into equation [3], we

find

KEf

KEi

2

=2

+ 2ay

.

m

m

Making use of equations [1] and [4] gives the simple result

P Egrav = F y

[change in gravitational PE

resulting from a change in height y;

i.e., its weight; valid only near the surface

of the earth, where F is constant]

Dropping a rock

example 1

. If you drop a 1-kg rock from a height of 1 m, how many joules

of KE does it have on impact with the ground? (Assume that any

energy transformed into heat by air friction is negligible.)

. If we choose the y axis to point up, then Fy is negative, and

equals (1 kg)(g) = 9.8 N. A decrease in y is represented by a

negative value of y, y = 1 m, so the change in potential energy is (9.8 N)(1 m) 10 J. (The proof that newtons multiplied by meters give units of joules is left as a homework problem.) Conservation of energy says that the loss of this amount of

PE must be accompanied by a corresponding increase in KE of

10 J.

It may be dismaying to note how many minus signs had to be

handled correctly even in this relatively simple example: a total

of four. Rather than depending on yourself to avoid any mistakes

with signs, it is better to check whether the final result make sense

physically. If it doesnt, just reverse the sign.

Although the equation for gravitational potential energy was derived by imagining a situation where it was transformed into kinetic

energy, the equation can be used in any context, because all the

types of energy are freely convertible into each other.

Gravitational PE converted directly into heat

example 2

. A 50-kg firefighter slides down a 5-m pole at constant velocity.

How much heat is produced?

. Since she slides down at constant velocity, there is no change

in KE. Heat and gravitational PE are the only forms of energy that

change. Ignoring plus and minus signs, the gravitational force on

300

Chapter 12

(mg)(5 m) = 2500 J

On physical grounds, we know that there must have been an increase (positive change) in the heat energy in her hands and in

the flagpole.

Here are some questions and answers about the interpretation of

the equation P Egrav = F y for gravitational potential energy.

Question: In a nutshell, why is there a minus sign in the equation?

Answer: It is because we increase the PE by moving the object in

the opposite direction compared to the gravitational force.

Question: Why do we only get an equation for the change in potential energy? Dont I really want an equation for the potential

energy itself?

Answer: No, you really dont. This relates to a basic fact about

potential energy, which is that it is not a well defined quantity in

the absolute sense. Only changes in potential energy are unambiguously defined. If you and I both observe a rock falling, and agree

that it deposits 10 J of energy in the dirt when it hits, then we will

be forced to agree that the 10 J of KE must have come from a loss

of 10 joules of PE. But I might claim that it started with 37 J of PE

and ended with 27, while you might swear just as truthfully that it

had 109 J initially and 99 at the end. It is possible to pick some

specific height as a reference level and say that the PE is zero there,

but its easier and safer just to work with changes in PE and avoid

absolute PE altogether.

Question: You referred to potential energy as the energy that two

objects have because of their distance from each other. If a rock

falls, the object is the rock. Wheres the other object?

Answer: Newtons third law guarantees that there will always be

two objects. The other object is the planet earth.

Question: If the other object is the earth, are we talking about the

distance from the rock to the center of the earth or the distance

from the rock to the surface of the earth?

Answer: It doesnt matter. All that matters is the change in distance, y, not y. Measuring from the earths center or its surface

are just two equally valid choices of a reference point for defining

absolute PE.

Question: Which object contains the PE, the rock or the earth?

Answer: We may refer casually to the PE of the rock, but technically the PE is a relationship between the earth and the rock, and

we should refer to the earth and the rock together as possessing the

PE.

Question: How would this be any different for a force other than

gravity?

Section 12.2

301

of constant force, but the result would be valid for any other situation where two objects interacted through a constant force. Gravity

is unusual, however, in that the gravitational force on an object is

so nearly constant under ordinary conditions. The magnetic force

between a magnet and a refrigerator, on the other hand, changes

drastically with distance. The math is a little more complex for a

varying force, but the concepts are the same.

Question: Suppose a pencil is balanced on its tip and then falls

over. The pencil is simultaneously changing its height and rotating,

so the height change is different for different parts of the object.

The bottom of the pencil doesnt lose any height at all. What do

you do in this situation?

Answer: The general philosophy of energy is that an objects energy is found by adding up the energy of every little part of it.

You could thus add up the changes in potential energy of all the

little parts of the pencil to find the total change in potential energy. Luckily theres an easier way! The derivation of the equation

for gravitational potential energy used Newtons second law, which

deals with the acceleration of the objects center of mass (i.e., its

balance point). If you just define y as the height change of the

center of mass, everything works out. A huge Ferris wheel can be

rotated without putting in or taking out any PE, because its center

of mass is staying at the same height.

self-check A

A ball thrown straight up will have the same speed on impact with the

ground as a ball thrown straight down at the same speed. How can this

be explained using potential energy?

. Answer, p. 504

Discussion question

A

You throw a steel ball up in the air. How can you prove based on

conservation of energy that it has the same speed when it falls back into

your hand? What if you throw a feather up is energy not conserved in

this case?

level to be changes in potential

energy resulting from changes in

the distances between atoms.

302

Chapter 12

is really only a change in kinetic energy at the atomic level, we

now find that every other form of energy turns out to be a form

of potential energy. Boiling, for instance, means knocking some of

the atoms (or molecules) out of the liquid and into the space above,

where they constitute a gas. There is a net attractive force between

essentially any two atoms that are next to each other, which is why

matter always prefers to be packed tightly in the solid or liquid state

unless we supply enough potential energy to pull it apart into a gas.

This explains why water stops getting hotter when it reaches the

boiling point: the power being pumped into the water by your stove

begins going into potential energy rather than kinetic energy.

As shown in figure e, every stored form of energy that we encounter in everyday life turns out to be a form of potential energy

at the atomic level. The forces between atoms are electrical and

magnetic in nature, so these are actually electrical and magnetic

potential energies.

Although light is a topic of the second half of this course, it is

useful to have a preview of how it fits in here. Light is a wave composed of oscillating electric and magnetic fields, so we can include

it under the category of electrical and magnetic potential energy.

Even if we wish to include nuclear reactions in the picture, there

still turn out to be only four fundamental types of energy:

kinetic energy (including heat)

gravitational potential energy

electrical and magnetic potential energy (including

light)

nuclear potential energy

Discussion question

A

Referring back to the pictures at the beginning of the chapter, how

do all these forms of energy fit into the shortened list of categories given

above?

the previous ones, but the scale

is a million times smaller. The

little balls are the neutrons and

protons that make up the tiny nucleus at the center of the uranium

atom. When the nucleus splits

(fissions), the potential energy

change is partly electrical and

partly a change in the potential

energy derived from the force

that holds atomic nuclei together

(known as the strong nuclear

force).

g / A pellet of plutonium-238

glows with its own heat.

Its

nuclear potential energy is being

converted into heat, a form of

kinetic energy. Pellets of this type

are used as power supplies on

some space probes.

Section 12.3

303

12.4 ? E=mc2

In section 11.6 we found the relativistic expression for kinetic energy

in the limiting case of an ultrarelativistic particle, i.e., one with a

speed very close to c: its energy is proportional

to the stretch

p

factor of the Lorentz transformation, s =

(1 + v)/(1 v) (in

units with c = 1), for v +c and 1/s for v c. What about

intermediate cases, like v = c/2?

jar. It burns, and energy escapes

from the jar in the form of light. After it stops burning, all the same

atoms are still in the jar: none

have entered or escaped. The figure shows the outcome expected

before relativity, which was that

the mass measured on the balance would remain exactly the

same.

first instinct should always be to tinker as conservatively as possible.

Although weve been forced to admit that kinetic energy doesnt

vary as v 2 /2 at relativistic speeds, the next most conservative thing

we could do would be to assume that the only change necessary is to

replace the factor of v 2 /2 in the nonrelativistic expression for kinetic

energy with some other function, which would have to act like s or

1/s for v c. I suspect that this is what Einstein thought when he

completed his original paper on relativity in 1905, because it wasnt

until later that year that he published a second paper showing that

this still wasnt enough of a change to produce a working theory. We

now know that there is something more that needs to be changed

about prerelativistic physics, and this is the assumption that mass is

only a property of material particles such as atoms (figure h). Call

this the atoms-only hypothesis.

Now that we know the correct relativistic way of finding the

energy of a ray of light, it turns out that we can use that to find

what we were originally seeking, which was the energy of a material

object. The following discussion closely follows Einsteins.

Suppose that a material object O of mass m, initially at rest in

a certain frame A, emits two rays of light, each with energy E/2.

By conservation of energy, the object must have lost an amount of

energy equal to E. By symmetry, O remains at rest.

We now switch to a different frame of reference B moving at some

arbitrary speed corresponding to a stretch factor S. The change of

frames means that were chasing one ray, so that its energy is scaled

down to (E/2)S 1 , while running away from the other, whose energy

304

Chapter 12

speed after emission of the light. But observers in frames A and B

disagree on how much energy O has lost, the discrepancy being

1

E (S + S 1 ) 1

2

.

small velocities, the stretch factor is S 1+v/c, and the discrepancy

in Os energy loss is approximately

1 2 2

Ev /c

2

to make the light rays, it reduced its mass from mo to mo m,

where m = E/c2 . Rearranging factors, we have Einsteins famous

E = mc2

of the particles that make up an object, so that the objects mass

is simply the sum of the masses of its particles. Rather, mass and

energy are equivalent, so that if the experiment of figure h is carried

out with a sufficiently precise balance, the reading will drop because

of the mass equivalent of the energy emitted as light.

The equation E = mc2 tells us how much energy is equivalent

to how much mass: the conversion factor is the square of the speed

of light, c. Since c a big number, you get a really really big number

when you multiply it by itself to get c2 . This means that even

a small amount of mass is equivalent to a very large amount of

energy. Conversely, an ordinary amount of energy corresponds to

an extremely small mass, and this is why nobody detected the nonnull result of experiments like the one in figure h hundreds of years

ago.

The big event here is mass-energy equivalence, but we can also

harvest a result for the energy ofpa material particle moving at a

certain speed. Plugging in S = (1 + v)/(1 v) to the equation

above for the energy discrepancy of object O between frames A and

B, we find m( 1)c2 . This is the difference between Os energy in

frame B and its energy when it is at rest, but since mass and energy

are equivalent, we assign it energy mc2 when it is at rest. The result

is that the energy is

E = mc2

Section 12.4

? E=mc2

305

Electron-positron annihilation

example 3

Natural radioactivity in the earth produces positrons, which are

like electrons but have the opposite charge. A form of antimatter, positrons annihilate with electrons to produce gamma rays, a

form of high-frequency light. Such a process would have been

considered impossible before Einstein, because conservation of

mass and energy were believed to be separate principles, and

this process eliminates 100% of the original mass. The amount

of energy produced by annihilating 1 kg of matter with 1 kg of

antimatter is

E = mc 2

2

= (2 kg) 3.0 108 m/s

= 2 1017 J

which is on the same order of magnitude as a days energy consumption for the entire worlds population!

Positron annihilation forms the basis for the medical imaging technique called a PET (positron emission tomography) scan, in which

a positron-emitting chemical is injected into the patient and mapped by the emission of gamma rays from the parts of the body

where it accumulates.

A rusting nail

example 4

. An iron nail is left in a cup of water until it turns entirely to rust.

The energy released is about 0.5 MJ. In theory, would a sufficiently precise scale register a change in mass? If so, how much?

i / Top: A PET scanner. Middle: Each positron annihilates

with an electron, producing two

gamma-rays that fly off back-toback. When two gamma rays

are observed simultaneously in

the ring of detectors, they are

assumed to come from the same

annihilation event, and the point

at which they were emitted must

lie on the line connecting the

two detectors. Bottom: A scan

of a persons torso. The body

has concentrated the radioactive

tracer around the stomach,

indicating an abnormal medical

condition.

. The energy will appear as heat, which will be lost to the environment. The total mass-energy of the cup, water, and iron will

indeed be lessened by 0.5 MJ. (If it had been perfectly insulated,

there would have been no change, since the heat energy would

have been trapped in the cup.) The speed of light is c = 3 108

meters per second, so converting to mass units, we have

m=

=

E

c2

0.5 106 J

2

3 108 m/s

= 6 1012 kilograms

technique. This is because the square of the speed of light is

such a large number.

Gravity bending light

example 5

Gravity is a universal attraction between things that have mass,

and since the energy in a beam of light is equivalent to a some

very small amount of mass, we expect that light will be affected

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Chapter 12

by gravity, although the effect should be very small. The first important experimental confirmation of relativity came in 1919 when

stars next to the sun during a solar eclipse were observed to have

shifted a little from their ordinary position. (If there was no eclipse,

the glare of the sun would prevent the stars from being observed.)

Starlight had been deflected by the suns gravity. Figure k is a

photographic negative, so the circle that appears bright is actually the dark face of the moon, and the dark area is really the

bright corona of the sun. The stars, marked by lines above and

below then, appeared at positions slightly different than their normal ones.

describing

the

observations

discussed in example 5.

k / Example 5.

Black holes

example 6

A star with sufficiently strong gravity can prevent light from leaving. Quite a few black holes have been detected via their gravitational forces on neighboring stars or clouds of gas and dust.

Section 12.4

? E=mc2

307

Summary

Selected vocabulary

potential energy

the energy having to do with the distance between two objects that interact via a noncontact force

Notation

PE . . . . . . . . .

potential energy

U or V . . . . . . symbols used for potential energy in the scientific literature and in most advanced textbooks

Summary

Historically, the energy concept was only invented to include a

few phenomena, but it was later generalized more and more to apply

to new situations, for example nuclear reactions. This generalizing

process resulted in an undesirably long list of types of energy, each

of which apparently behaved according to its own rules.

The first step in simplifying the picture came with the realization

that heat was a form of random motion on the atomic level, i.e., heat

was nothing more than the kinetic energy of atoms.

A second and even greater simplification was achieved with the

realization that all the other apparently mysterious forms of energy

actually had to do with changing the distances between atoms (or

similar processes in nuclei). This type of energy, which relates to

the distance between objects that interact via a force, is therefore

of great importance. We call it potential energy.

Most of the important ideas about potential energy can be understood by studying the example of gravitational potential energy.

The change in an objects gravitational potential energy is given by

P Egrav = Fgrav y

is that there is no unambiguous way to define it in an absolute sense.

The only thing that everyone can agree on is how much the potential

energy has changed from one moment in time to some later moment

in time.

An implication of Einsteins theory of special relativity is that

mass and energy are equivalent, as expressed by the famous E =

mc2 . The energy of a material object is given by E = mc2 .

308

Chapter 12

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

A ball rolls up a ramp, turns around, and comes back down.

When does it have the greatest gravitational potential energy? The

greatest kinetic energy? [Based on a problem by Serway and Faughn.]

2

Anya and Ivan lean over a balcony side by side. Anya throws a

penny downward with an initial speed of 5 m/s. Ivan throws a penny

upward with the same speed. Both pennies end up on the ground

below. Compare their kinetic energies and velocities on impact.

3

Can gravitational potential energy ever be negative? Note

that the question refers to P E, not P E, so that you must think

about how the choice of a reference level comes into play. [Based on

a problem by Serway and Faughn.]

4

(a) You release a magnet on a tabletop near a big piece of

iron, and the magnet slides across the table to the iron. Does the

magnetic potential energy increase, or decrease? Explain.

(b) Suppose instead that you have two repelling magnets. You give

them an initial push towards each other, so they decelerate while approaching each other. Does the magnetic potential energy increase

or decrease? Explain.

5

Let Eb be the energy required to boil one kg of water. (a) Find

an equation for the minimum height from which a bucket of water

must be dropped if the energy released on impact is to vaporize it.

Assume that all the heat goes into the water, not into the dirt it

strikes, and ignore the relatively small amount of energy required to

heat the water from room temperature to 100 C. [Numerical check,

not for credit: Plugging in Eb = 2.3 MJ/kg should give a result of

230 km.]

(b) Show that the units of your answer in part a come out right

based on the units given for Eb .

6

A grasshopper with a mass of 110 mg falls from rest from a

height of 310 cm. On the way down, it dissipates 1.1 mJ of heat due

to air resistance. At what speed, in m/s, does it hit the ground?

. Solution, p. 497

Problems

309

7

At a given temperature, the average kinetic energy per molecule

is a fixed value, so for instance in air, the more massive oxygen

molecules are moving more slowly on the average than the nitrogen

molecules. The ratio of the masses of oxygen and nitrogen molecules

is 16.00 to 14.01. Now suppose a vessel containing some air is surrounded by a vacuum, and the vessel has a tiny hole in it, which

allows the air to slowly leak out. The molecules are bouncing around

randomly, so a given molecule will have to try many times before

it gets lucky enough to head out through the hole. How many times

8

A person on a bicycle is to coast down a ramp of height h and

then pass through a circular loop of radius r. What is the smallest value of h for which the cyclist will complete the loop without

9

(a) A circular hoop of mass m and radius r spins like a wheel

while its center remains at rest. Its period (time required for one

revolution) is T . Show that its kinetic energy equals 2 2 mr2 /T 2 .

(b) If such a hoop rolls with its center moving at velocity v, its

kinetic energy equals (1/2)mv 2 , plus the amount of kinetic energy

found in the first part of this problem. Show that a hoop rolls down

an inclined plane with half the acceleration that a frictionless sliding

block would have.

?

10

Students are often tempted to think of potential energy and

kinetic energy as if they were always related to each other, like

yin and yang. To show this is incorrect, give examples of physical

situations in which (a) PE is converted to another form of PE, and

(b) KE is converted to another form of KE. . Solution, p. 497

11

Lord Kelvin, a physicist, told the story of how he encountered

James Joule when Joule was on his honeymoon. As he traveled,

Joule would stop with his wife at various waterfalls, and measure

the difference in temperature between the top of the waterfall and

the still water at the bottom. (a) It would surprise most people

to learn that the temperature increased. Why should there be any

such effect, and why would Joule care? How would this relate to the

energy concept, of which he was the principal inventor? (b) How

much of a gain in temperature should there be between the top

and bottom of a 50-meter waterfall? (c) What assumptions did you

have to make in order to calculate your answer to part b? In reality,

would the temperature change be more than or less than whatyou

calculated? [Based on a problem by Arnold Arons.]

12

Make an order-of-magnitude estimate of the power represented by the loss of gravitational energy of the water going over

Niagara Falls. If the hydroelectric plant at the bottom of the falls

could convert 100% of this to electrical power, roughly how many

households could be powered?

. Solution, p. 497

310

Chapter 12

13

When you buy a helium-filled balloon, the seller has to inflate

it from a large metal cylinder of the compressed gas. The helium

inside the cylinder has energy, as can be demonstrated for example

by releasing a little of it into the air: you hear a hissing sound,

and that sound energy must have come from somewhere. The total

amount of energy in the cylinder is very large, and if the valve is

inadvertently damaged or broken off, the cylinder can behave like

bomb or a rocket.

Suppose the company that puts the gas in the cylinders prepares

cylinder A with half the normal amount of pure helium, and cylinder

B with the normal amount. Cylinder B has twice as much energy,

and yet the temperatures of both cylinders are the same. Explain, at

the atomic level, what form of energy is involved, and why cylinder

B has twice as much.

14

Explain in terms of conservation of energy why sweating

cools your body, even though the sweat is at the same temperature

as your body. Describe the forms of energy involved in this energy

transformation. Why dont you get the same cooling effect if you

wipe the sweat off with a towel? Hint: The sweat is evaporating.

15

(a) A circular hoop of mass m and radius r spins like a wheel

while its center remains at rest. Let (Greek letter omega) be the

number of radians it covers per unit time, i.e., = 2/T , where

the period, T , is the time for one revolution. Show that its kinetic

energy equals (1/2)m 2 r2 .

(b) Show that the answer to part a has the right units. (Note

that radians arent really units, since the definition of a radian is a

unitless ratio of two lengths.)

(c) If such a hoop rolls with its center moving at velocity v, its

kinetic energy equals (1/2)mv 2 , plus the amount of kinetic energy

found in part a. Show that a hoop rolls down an inclined plane with

half the acceleration that a frictionless sliding block would have.

?

16

A skateboarder starts at nearly rest at the top of a giant

cylinder, and begins rolling down its side. (If he started exactly at

rest and exactly at the top, he would never get going!) Show that his

board loses contact with the pipe after he has dropped by a height

equal to one third the radius of the pipe.

. Solution, p. 498 ?

Problem 16.

17

In example 5 on page 84, I remarked that accelerating a

macroscopic (i.e., not microscopic) object to close to the speed of

light would require an unreasonable amount of energy. Suppose that

the starship Enterprise from Star Trek has a mass of 8.0 107 kg,

about the same as the Queen Elizabeth 2. Compute the kinetic

energy it would have to have if it was moving at half the speed of

light. Compare with the total energy content of the worlds nuclear

Problems

311

18

(a) A free neutron (as opposed to a neutron bound into an

atomic nucleus) is unstable, and undergoes spontaneous radioactive

decay into a proton, an electron, and an antineutrino. The masses

of the particles involved are as follows:

neutron

proton

electron

antineutrino

1.67495 1027 kg

1.67265 1027 kg

0.00091 1027 kg

< 1035 kg

(b) Neutrons and protons make up essentially all of the mass of the

ordinary matter around us. We observe that the universe around us

has no free neutrons, but lots of free protons (the nuclei of hydrogen,

which is the element that 90% of the universe is made of). We find

neutrons only inside nuclei along with other neutrons and protons,

not on their own.

If there are processes that can convert neutrons into protons, we

might imagine that there could also be proton-to-neutron conversions, and indeed such a process does occur sometimes in nuclei

that contain both neutrons and protons: a proton can decay into a

neutron, a positron, and a neutrino. A positron is a particle with

the same properties as an electron, except that its electrical charge

is positive. A neutrino, like an antineutrino, has negligible mass.

Although such a process can occur within a nucleus, explain why

it cannot happen to a free proton. (If it could, hydrogen would be

radioactive, and you wouldnt exist!)

312

Chapter 12

Chapter 13

mechanical energy

13.1 Work: the transfer of mechanical energy

The concept of work

The mass contained in a closed system is a conserved quantity,

but if the system is not closed, we also have ways of measuring the

amount of mass that goes in or out. The water company does this

with a meter that records your water use.

Likewise, we often have a system that is not closed, and would

like to know how much energy comes in or out. Energy, however,

is not a physical substance like water, so energy transfer cannot

be measured with the same kind of meter. How can we tell, for

instance, how much useful energy a tractor can put out on one

tank of gas?

The law of conservation of energy guarantees that all the chem-

313

ical energy in the gasoline will reappear in some form, but not necessarily in a form that is useful for doing farm work. Tractors, like

cars, are extremely inefficient, and typically 90% of the energy they

consume is converted directly into heat, which is carried away by

the exhaust and the air flowing over the radiator. We wish to distinguish the energy that comes out directly as heat from the energy

that serves to accelerate a trailer or to plow a field, so we define

a technical meaning of the ordinary word work to express the

distinction:

definition of work

Work is the amount of energy transferred into or out of a

system, not counting energy transferred by heat conduction.

a / Work is a transfer of energy.

self-check A

Based on this definition, is work a vector, or a scalar? What are its

units?

. Answer, p. 504

friction. When a hot potato heats up your hands by conduction, the

energy transfer occurs without any force, but when friction heats

your cars brake shoes, there is a force involved. The transfer of energy with and without a force are measured by completely different

methods, so we wish to include heat transfer by frictional heating

under the definition of work, but not heat transfer by conduction.

The definition of work could thus be restated as the amount of energy transferred by forces.

b / The tractor raises the weight

over the pulley, increasing its

gravitational potential energy.

The examples in figures b-d show that there are many different

ways in which energy can be transferred. Even so, all these examples

have two things in common:

1. A force is involved.

c / The

tractor

accelerates

the trailer, increasing its kinetic

energy.

Energy is expended in frictional

heating of the plow and the dirt,

and in breaking dirt clods and

lifting dirt up to the sides of the

furrow.

In b, the increase in the height of the weight, y, is the same as

the distance the tractor travels, which well call d. For simplicity,

we discuss the case where the tractor raises the weight at constant

speed, so that there is no change in the kinetic energy of the weight,

and we assume that there is negligible friction in the pulley, so that

the force the tractor applies to the rope is the same as the ropes

upward force on the weight. By Newtons first law, these forces are

also of the same magnitude as the earths gravitational force on the

weight. The increase in the weights potential energy is given by

F y, so the work done by the tractor on the weight equals F d, the

product of the force and the distance moved:

W = Fd

314

Chapter 13

In example c, the tractors force on the trailer accelerates it, increasing its kinetic energy. If frictional forces on the trailer are negligible,

then the increase in the trailers kinetic energy can be found using

the same algebra that was used on page 299 to find the potential

energy due to gravity. Just as in example b, we have

W = Fd

Does this equation always give the right answer? Well, sort of.

In example d, there are two quantities of work you might want to

calculate: the work done by the tractor on the plow and the work

done by the plow on the dirt. These two quantities cant both equal

F d. Most of the energy transmitted through the cable goes into

frictional heating of the plow and the dirt. The work done by the

plow on the dirt is less than the work done by the tractor on the

plow, by an amount equal to the heat absorbed by the plow. It turns

out that the equation W = F d gives the work done by the tractor,

not the work done by the plow. How are you supposed to know when

the equation will work and when it wont? The somewhat complex

answer is postponed until section 13.6. Until then, we will restrict

ourselves to examples in which W = F d gives the right answer;

essentially the reason the ambiguities come up is that when one

surface is slipping past another, d may be hard to define, because

the two surfaces move different distances.

did work on it. To do the greatest

possible amount of work, he applied the greatest possible force

over the greatest possible distance.

same direction as the motion, and the force is constant. (If the force

was not constant, we would have to represent it with a function, not

a symbol that stands for a number.) To summarize, we have:

rule for calculating work (simplest version)

The work done by a force can be calculated as

W = Fd

Some ambiguities are encountered in cases such as kinetic friction.

Section 13.1

315

example 1

. In 1998, geologists discovered evidence for a big prehistoric

earthquake in Pasadena, between 10,000 and 15,000 years ago.

They found that the two sides of the fault moved 6.7 m relative

to one another, and estimated that the force between them was

1.3 1017 N. How much energy was released?

f / Example 1.

. Multiplying the force by the distance gives 9 1017 J. For comparison, the Northridge earthquake of 1994, which killed 57 people and did 40 billion dollars of damage, released 22 times less

energy.

machines can increase force, but not work.

Figure g shows a pulley arrangement for doubling the force supplied by the tractor (book 1, section 5.6). The tension in the lefthand rope is equal throughout, assuming negligible friction, so there

are two forces pulling the pulley to the left, each equal to the original force exerted by the tractor on the rope. This doubled force is

transmitted through the right-hand rope to the stump.

the tractor can exert on the

stump.

work done by the tractor, but look again. As the tractor moves

forward 2 meters, 1 meter of rope comes around the pulley, and the

pulley moves 1 m to the left. Although the pulley exerts double the

force on the stump, the pulley and stump only move half as far, so

the work done on the stump is no greater that it would have been

without the pulley.

The same is true for any mechanical arrangement that increases

or decreases force, such as the gears on a ten-speed bike. You cant

get out more work than you put in, because that would violate

conservation of energy. If you shift gears so that your force on the

pedals is amplified, the result is that you just have to spin the pedals

more times.

No work is done without motion.

It strikes most students as nonsensical when they are told that

if they stand still and hold a heavy bag of cement, they are doing

no work on the bag. Even if it makes sense mathematically that

W = F d gives zero when d is zero, it seems to violate common

sense. You would certainly become tired! The solution is simple.

316

Chapter 13

Physicists have taken over the common word work and given it a

new technical meaning, which is the transfer of energy. The energy

of the bag of cement is not changing, and that is what the physicist

means by saying no work is done on the bag.

There is a transformation of energy, but it is taking place entirely

within your own muscles, which are converting chemical energy into

heat. Physiologically, a human muscle is not like a tree limb, which

can support a weight indefinitely without the expenditure of energy.

Each muscle cells contraction is generated by zillions of little molecular machines, which take turns supporting the tension. When a

particular molecule goes on or off duty, it moves, and since it moves

while exerting a force, it is doing work. There is work, but it is work

done by one molecule in a muscle cell on another.

Positive and negative work

When object A transfers energy to object B, we say that A does

positive work on B. B is said to do negative work on A. In other

words, a machine like a tractor is defined as doing positive work.

This use of the plus and minus signs relates in a logical and consistent way to their use in indicating the directions of force and motion

in one dimension. In figure h, suppose we choose a coordinate system with the x axis pointing to the right. Then the force the spring

exerts on the ball is always a positive number. The balls motion,

however, changes directions. The symbol d is really just a shorter

way of writing the familiar quantity x, whose positive and negative

signs indicate direction.

While the ball is moving to the left, we use d < 0 to represent

its direction of motion, and the work done by the spring, F d, comes

out negative. This indicates that the spring is taking kinetic energy

out of the ball, and accepting it in the form of its own potential

energy.

As the ball is reaccelerated to the right, it has d > 0, F d is

positive, and the spring does positive work on the ball. Potential

energy is transferred out of the spring and deposited in the ball as

kinetic energy.

In summary:

amount has to be transferred into

the ball, and vice versa. As the

spring compresses, the ball is

doing positive work on the spring

(giving up its KE and transferring

energy into the spring as PE),

and as it decompresses the ball

is doing negative work (extracting

energy).

work)

The work done by a force can be calculated as

W = Fd

if the force is constant and along the same line as the motion.

The quantity d is to be interpreted as a synonym for x, i.e.,

positive and negative signs are used to indicate the direction

of motion. Some ambiguities are encountered in cases such as

kinetic friction.

Section 13.1

317

self-check B

In figure h, what about the work done by the ball on the spring?

. Answer, p. 504

object cancels out the transfer of energy in. When the tractor pulls

the plow with a rope, the rope does negative work on the tractor

and positive work on the plow. The total work done by the rope is

zero, which makes sense, since it is not changing its energy.

It may seem that when your arms do negative work by lowering

a bag of cement, the cement is not really transferring energy into

your body. If your body was storing potential energy like a compressed spring, you would be able to raise and lower a weight all

day, recycling the same energy. The bag of cement does transfer

energy into your body, but your body accepts it as heat, not as potential energy. The tension in the muscles that control the speed of

the motion also results in the conversion of chemical energy to heat,

for the same physiological reasons discussed previously in the case

where you just hold the bag still.

the opposite direction compared

to the motion, the brake shoe

does negative work on the drum,

i.e., accepts energy from it in the

form of heat.

318

Chapter 13

is that it is just as easy to put energy back in a battery as it is to

take energy out. When you step on the brakes in a gas car, the brake

shoes do negative work on the rest of the car. The kinetic energy of

the car is transmitted through the brakes and accepted by the brake

shoes in the form of heat. The energy cannot be recovered. Electric

cars, however, are designed to use regenerative braking. The brakes

dont use friction at all. They are electrical, and when you step on

the brake, the negative work done by the brakes means they accept

the energy and put it in the battery for later use. This is one of the

reasons why an electric car is far better for the environment than a

gas car, even if the ultimate source of the electrical energy happens

to be the burning of oil in the electric companys plant. The electric

car recycles the same energy over and over, and only dissipates heat

due to air friction and rolling resistance, not braking. (The electric

companys power plant can also be fitted with expensive pollutionreduction equipment that would be prohibitively expensive or bulky

for a passenger car.)

Discussion questions

A

Besides the presence of a force, what other things differentiate the

processes of frictional heating and heat conduction?

B

Criticize the following incorrect statement: A force doesnt do any

work unless its causing the object to move.

C

To stop your car, you must first have time to react, and then it takes

some time for the car to slow down. Both of these times contribute to the

distance you will travel before you can stop. The figure shows how the

average stopping distance increases with speed. Because the stopping

distance increases more and more rapidly as you go faster, the rule of

one car length per 10 m.p.h. of speed is not conservative enough at high

speeds. In terms of work and kinetic energy, what is the reason for the

more rapid increase at high speeds?

Discussion question C.

A force perpendicular to the motion does no work.

Suppose work is being done to change an objects kinetic energy.

A force in the same direction as its motion will speed it up, and a

force in the opposite direction will slow it down. As we have already

seen, this is described as doing positive work or doing negative work

on the object. All the examples discussed up until now have been

of motion in one dimension, but in three dimensions the force can

be at any angle with respect to the direction of motion.

What if the force is perpendicular to the direction of motion? We

have already seen that a force perpendicular to the motion results

in circular motion at constant speed. The kinetic energy does not

change, and we conclude that no work is done when the force is

perpendicular to the motion.

negative, or zero work, depending on its direction relative to the

direction of the motion.

acting on an object, and changing only its kinetic energy. The result

is more generally true, however. For instance, imagine a hockey puck

sliding across the ice. The ice makes an upward normal force, but

Section 13.2

319

Forces at other angles

Suppose the force is at some other angle with respect to the

motion, say = 45 . Such a force could be broken down into two

components, one along the direction of the motion and the other

perpendicular to it. The force vector equals the vector sum of its

two components, and the principle of vector addition of forces thus

tells us that the work done by the total force cannot be any different

than the sum of the works that would be done by the two forces by

themselves. Since the component perpendicular to the motion does

no work, the work done by the force must be

W = Fk |d|

where the vector d is simply a less cumbersome version of the notation r. This result can be rewritten via trigonometry as

W = |F||d| cos

l / Work is only done by the

component of the force parallel to

the motion.

their magnitudes, and the magnitude of a vector is a scalar. Work

is therefore still a scalar quantity, which only makes sense if it is

defined as the transfer of energy. Ten gallons of gasoline have the

ability to do a certain amount of mechanical work, and when you

pull in to a full-service gas station you dont have to say Fill er up

with 10 gallons of south-going gas.

Students often wonder why this equation involves a cosine rather

than a sine, or ask if it would ever be a sine. In vector addition, the

treatment of sines and cosines seemed more equal and democratic,

so why is the cosine so special now? The answer is that if we are

going to describe, say, a velocity vector, we must give both the

component parallel to the x axis and the component perpendicular

to the x axis (i.e., the y component). In calculating work, however,

the force component perpendicular to the motion is irrelevant it

changes the direction of motion without increasing or decreasing the

energy of the object on which it acts. In this context, it is only the

parallel force component that matters, so only the cosine occurs.

self-check C

(a) Work is the transfer of energy. According to this definition, is the

horse in the picture doing work on the pack? (b) If you calculate work

by the method described in this section, is the horse in figure m doing

work on the pack?

. Answer, p. 504

m / Self-check.

(Breaking

Trail, by Walter E. Bohl.)

Pushing a broom

example 2

. If you exert a force of 21 N on a push broom, at an angle 35

degrees below horizontal, and walk for 5.0 m, how much work do

you do? What is the physical significance of this quantity of work?

. Using the second equation above, the work done equals

(21 N)(5.0 m)(cos 35 ) = 86 J

320

Chapter 13

The form of energy being transferred is heat in the floor and the

brooms bristles. This comes from the chemical energy stored in

your body. (The majority of the calories you burn are dissipated

directly as heat inside your body rather than doing any work on

the broom. The 86 J is only the amount of energy transferred

through the brooms handle.)

A violin

example 3

As a violinist draws the bow across a string, the bow hairs exert

both a normal force and a kinetic frictional force on the string. The

normal force is perpendicular to the direction of motion, and does

no work. However, the frictional force is in the same direction as

the motion of the bow, so it does work: energy is transferred to

the string, causing it to vibrate.

One way of playing a violin more loudly is to use longer strokes.

Since W = F d, the greater distance results in more work.

A second way of getting a louder sound is to press the bow more

firmly against the strings. This increases the normal force, and

although the normal force itself does no work, an increase in the

normal force has the side effect of increasing the frictional force,

thereby increasing W = F d.

The violinist moves the bow back and forth, and sound is produced on both the up-bow (the stroke toward the players left)

and the down-bow (to the right). One may, for example, play a

series of notes in alternation between up-bows and down-bows.

However, if the notes are of unequal length, the up and down motions tend to be unequal, and if the player is not careful, she can

run out of bow in the middle of a note! To keep this from happening, one can move the bow more quickly on the shorter notes,

but the resulting increase in d will make the shorter notes louder

than they should be. A skilled player compensates by reducing

the force.

Up until now, we have not found any physically useful way to define

the multiplication of two vectors. It would be possible, for instance,

to multiply two vectors component by component to form a third

vector, but there are no physical situations where such a multiplication would be useful.

The equation W = |F||d| cos is an example of a sort of multiplication of vectors that is useful. The result is a scalar, not a

vector, and this is therefore often referred to as the scalar product

of the vectors F and d. There is a standard shorthand notation for

Section 13.3

321

this operation,

A B = |A||B| cos

and because of this notation, a more common term for this operation

is the dot product. In dot product notation, the equation for work

is simply

W =Fd

.

The dot product has the following geometric interpretation:

A B = |A|(component of B parallel to A)

= |B|(component of A parallel to B)

The dot product has some of the properties possessed by ordinary

multiplication of numbers,

AB=BA

A (B + C) = A B + A C

(cA) B = c (A B)

If you know the components of two vectors, you can easily calculate their dot product as follows:

A B = Ax Bx + Ay By + Az Bz

(This can be proved by first analyzing the special case where each

vector has only an x component, and the similar cases for y and z.

We can then use the rule A (B + C) = A B + A C to make a

generalization by writing each vector as the sum of its x, y, and z

components. See homework problem 23.)

Magnitude expressed with a dot product

example 4

If we take the dot product of any vector b with itself, we find

b b = bx x + by y + bz z bx x + by y + bz z

= bx2 + by2 + bz2

|b| =

bb

it clear what is intended. For example, we could express kinetic

energy as (1/2)m|v|2 , (1/2)mvv, or (1/2)mv 2 . In the third version,

nothing but context tells us that v really stands for the magnitude

of some vector v.

322

Chapter 13

Towing a barge

example 5

. A mule pulls a barge with a force F=(1100 N)x + (400 N)y, and

the total distance it travels is (1000 m)x. How much work does it

do?

. The dot product is 1.1 106 Nm = 1.1 106 J.

Up until now we have done no actual calculations of work in cases

where the force was not constant. The question of how to treat

such cases is mathematically analogous to the issue of how to generalize the equation (distance) = (velocity)(time) to cases where the

velocity was not constant. We have to make the equation into an

integral:

Z

W =

F dx

The examples in this section are ones in which the force is varying,

but is always along the same line as the motion.

self-check D

In which of the following examples would it be OK to calculate work

using F d , and in which ones would you have to integrate?

(a) A fishing boat cruises with a net dragging behind it.

(b) A magnet leaps onto a refrigerator from a distance.

(c) Earths gravity does work on an outward-bound space probe.

Answer, p. 504

example 6

An important and straightforward example is the calculation of the

work done by a spring that obeys Hookes law,

F k (x xo )

the cart.

(Unlike the ball in

section 13.1, the cart is attached

to the spring.)

this is the force being exerted by the spring, not the force that

would have to act on the spring to keep it at this position. That is,

if the position of the cart in figure n is to the right of equilibrium,

the spring pulls back to the left, and vice-versa. Integrating, we

find that the work done between x1 and x2 is

x2

1

2

W = k(x xo )

.

2

x1

Work done by gravity

example 7

Another important example is the work done by gravity when the

change in height is not small enough to assume a constant force.

Newtons law of gravity is

F =

GMm

r2

Section 13.4

Varying force

323

r2

GMm

dr

r2

r1

1

1

= GMm

r2 r1

W =

The techniques for calculating work can also be applied to the calculation of potential energy. If a certain force depends only on

the distance between the two participating objects, then the energy

released by changing the distance between them is defined as the potential energy, and the amount of potential energy lost equals minus

the work done by the force,

P E = W

The minus sign occurs because positive work indicates that the potential energy is being expended and converted to some other form.

It is sometimes convenient to pick some arbitrary position as a

reference position, and derive an equation for once and for all that

gives the potential energy relative to this position

P Ex = Wrefx

then subtracts two different values of this equation.

These equations might almost make it look as though work and

energy were the same thing, but they are not. First, potential energy

measures the energy that a system has stored in it, while work

measures how much energy is transferred in or out. Second, the

techniques for calculating work can be used to find the amount of

energy transferred in many situations where there is no potential

energy involved, as when we calculate the amount of kinetic energy

transformed into heat by a cars brake shoes.

A toy gun

example 8

. A toy gun uses a spring with a spring constant of 10 N/m to

shoot a ping-pong ball of mass 5 g. The spring is compressed to

10 cm shorter than its equilibrium length when the gun is loaded.

At what speed is the ball released?

. The equilibrium point is the natural choice for a reference point.

Using the equation found previously for the work, we have

PEx =

324

Chapter 13

1

k (x xo )2

2

The spring loses contact with the ball at the equilibrium point, so

the final potential energy is

PEf = 0

1

(10 N/m)(0.10 m)2

2

= 0.05 J.

PEi =

energy of the same amount. The velocity of the ball is found by

solving the equation K E = (1/2)mv 2 for v ,

r

2K E

v=

m

s

(2)(0.05 J)

=

0.005 kg

= 4 m/s

example 9

. We have already found the equation PE = F y for the gravitational potential energy when the change in height is not enough

to cause a significant change in the gravitational force F . What

if the change in height is enough so that this assumption is no

longer valid? Use the equation W = GMm(1/r2 1/r1 ) derived in

example 7 to find the potential energy, using r = as a reference

point.

. The potential energy equals minus the work that would have to

be done to bring the object from r1 = to r = r2 , which is

PE =

GMm

r

This is simpler than the equation for the work, which is an example of why it is advantageous to record an equation for potential

energy relative to some reference point, rather than an equation

for work.

Although the equations derived in the previous two examples

may seem arcane and not particularly useful except for toy designers and rocket scientists, their usefulness is actually greater than

it appears. The equation for the potential energy of a spring can

be adapted to any other case in which an object is compressed,

stretched, twisted, or bent. While you are not likely to use the

equation for gravitational potential energy for anything practical, it

is directly analogous to an equation that is extremely useful in chemistry, which is the equation for the potential energy of an electron

Section 13.5

325

detail later in the course, the electrical force between the electron

and the nucleus is proportional to 1/r2 , just like the gravitational

force between two masses. Since the equation for the force is of the

same form, so is the equation for the potential energy.

probes were perhaps the greatest scientific successes of the

space program. Over a period

of decades, they flew by all the

planets of the outer solar system,

probably accomplishing more

of scientific interest than the

entire space shuttle program at

a tiny fraction of the cost. Both

Voyager probes completed their

final planetary flybys with speeds

greater than the escape velocity

at that distance from the sun, and

so headed on out of the solar system on hyperbolic orbits, never

to return.

Radio contact has

been lost, and they are now likely

to travel interstellar space for

billions of years without colliding

with anything or being detected

by any intelligent species.

Discussion questions

A

What does the graph of PE = (1/2)k (x xo )2 look like as a function

of x ? Discuss the physical significance of its features.

B

What does the graph of PE = GMm/r look like as a function of r ?

Discuss the physical significance of its features. How would the equation

and graph change if some other reference point was chosen rather than

r = ?

C

Starting at a distance r from a planet of mass M , how fast must an

object be moving in order to have a hyperbolic orbit, i.e., one that never

comes back to the planet? This velocity is called the escape velocity. Interpreting the result, does it matter in what direction the velocity is? Does

it matter what mass the object has? Does the object escape because it is

moving too fast for gravity to act on it?

D

E

Calculus-based question: If the form of energy beingR transferred is

potential energy, then the equations

F = dW /dx and W = F dx become

R

F = dPE /dx and PE = F dx . How would you then apply the following calculus concepts: zero derivative at minima and maxima, and the

second derivative test for concavity up or down.

326

Chapter 13

distance?

In the example of the tractor pulling the plow discussed on page

315, the work did not equal F d. The purpose of this section is to

explain more fully how the quantity F d can and cannot be used.

To simplify things, I write F d throughout this section, but more

generally everything said here would be true for the area under the

graph of Fk versus d.

The following two theorems allow most of the ambiguity to be

cleared up.

the work-kinetic-energy theorem

The change in kinetic energy associated with the motion of an

objects center of mass is related to the total force acting on

it and to the distance traveled by its center of mass according

to the equation KEcm = Ftotal dcm .

This can be proved based on Newtons second law and the equation KE = (1/2)mv 2 . Note that despite the traditional name, it

does not necessarily tell the amount of work done, since the forces

acting on the object could be changing other types of energy besides

the KE associated with its center of mass motion.

The second theorem does relate directly to work:

When a contact force acts between two objects and the two

surfaces do not slip past each other, the work done equals F d,

where d is the distance traveled by the point of contact.

This one has no generally accepted name, so we refer to it simply

as the second theorem.

A great number of physical situations can be analyzed with these

two theorems, and often it is advantageous to apply both of them

to the same situation.

An ice skater pushing off from a wall

example 10

The work-kinetic energy theorem tells us how to calculate the

skaters kinetic energy if we know the amount of force and the

distance her center of mass travels while she is pushing off.

The second theorem tells us that the wall does no work on the

skater. This makes sense, since the wall does not have any

source of energy.

Absorbing an impact without recoiling?

example 11

. Is it possible to absorb an impact without recoiling? For instance, would a brick wall give at all if hit by a ping-pong ball?

. There will always be a recoil. In the example proposed, the wall

will surely have some energy transferred to it in the form of heat

and vibration. The second theorem tells us that we can only have

Section 13.6

327

nonzero.

Dragging a refrigerator at constant velocity

example 12

Newtons first law tells us that the total force on the refrigerator

must be zero: your force is canceling the floors kinetic frictional

force. The work-kinetic energy theorem is therefore true but useless. It tells us that there is zero total force on the refrigerator,

and that the refrigerators kinetic energy doesnt change.

The second theorem tells us that the work you do equals your

hands force on the refrigerator multiplied by the distance traveled.

Since we know the floor has no source of energy, the only way for

the floor and refrigerator to gain energy is from the work you do.

We can thus calculate the total heat dissipated by friction in the

refrigerator and the floor.

Note that there is no way to find how much of the heat is dissipated in the floor and how much in the refrigerator.

Accelerating a cart

example 13

If you push on a cart and accelerate it, there are two forces acting

on the cart: your hands force, and the static frictional force of the

ground pushing on the wheels in the opposite direction.

Applying the second theorem to your force tells us how to calculate the work you do.

Applying the second theorem to the floors force tells us that the

floor does no work on the cart. There is no motion at the point

of contact, because the atoms in the floor are not moving. (The

atoms in the surface of the wheel are also momentarily at rest

when they touch the floor.) This makes sense, since the floor

does not have any source of energy.

The work-kinetic energy theorem refers to the total force, and because the floors backward force cancels part of your force, the

total force is less than your force. This tells us that only part of

your work goes into the kinetic energy associated with the forward

motion of the carts center of mass. The rest goes into rotation of

the wheels.

Up until now, we have not found any physically useful way to

define the multiplication of two vectors. It would be possible, for

instance, to multiply two vectors component by component to form

a third vector, but there are no physical situations where such a

multiplication would be useful.

The equation W = |F||d| cos is an example of a sort of multiplication of vectors that is useful. The result is a scalar, not a

vector, and this is therefore often referred to as the scalar product

of the vectors F and d. There is a standard shorthand notation for

328

Chapter 13

this operation,

A B = |A||B| cos

and because of this notation, a more common term for this operation

is the dot product. In dot product notation, the equation for work

is simply

W =Fd

.

The dot product has the following geometric interpretation:

A B = |A|(component of B parallel to A)

= |B|(component of A parallel to B)

The dot product has some of the properties possessed by ordinary

multiplication of numbers,

AB=BA

A (B + C) = A B + A C

(cA) B = c (A B)

If you know the components of two vectors, you can easily calculate their dot product as follows:

A B = Ax Bx + Ay By + Az Bz

(This can be proved by first analyzing the special case where each

vector has only an x component, and the similar cases for y and z.

We can then use the rule A (B + C) = A B + A C to make a

generalization by writing each vector as the sum of its x, y, and z

components. See homework problem 23.)

Magnitude expressed with a dot product

example 14

If we take the dot product of any vector b with itself, we find

b b = bx x + by y + bz z bx x + by y + bz z

= bx2 + by2 + bz2

|b| =

bb

it clear what is intended. For example, we could express kinetic

energy as (1/2)m|v|2 , (1/2)mvv, or (1/2)mv 2 . In the third version,

nothing but context tells us that v really stands for the magnitude

of some vector v.

Section 13.6

329

Towing a barge

example 15

. A mule pulls a barge with a force F=(1100 N)x + (400 N)y, and

the total distance it travels is (1000 m)x. How much work does it

do?

. The dot product is 1.1 106 Nm = 1.1 106 J.

In this section I prove that the vector dot product is unique, in

the sense that there is no other possible way to define it that is

consistent with rotational invariance and that reduces appropriately

to ordinary multiplication in one dimension.

Suppose we want to find some way to multiply two vectors to get

a scalar, and we dont know how this operation should be defined?

Lets consider what we would get by performing this operation on

, y

, and z

. Rotational

various combinations of the unit vectors x

invariance requires that we handle the three coordinate axes in the

same way, without giving special treatment to any of them, so we

x

=y

y

=z

z

and x

y

=y

z

=z

x

. This is

must have x

supposed to be a way of generalizing ordinary multiplication, so for

consistency with the property 1 1 = 1 of ordinary numbers, the

result of multiplying a magnitude-one vector by itself had better be

x

=y

y

=z

z

= 1. Furthermore, there is no way

the scalar 1, so x

to satisfy rotational invariance unless we define the mixed products

y

=y

z

=z

x

= 0; for example, a 90-degree rotation

to be zero, x

y

,

of our frame of reference about the z axis reverses the sign of x

y

produce the same result

but rotational invariance requires that x

either way, and zero is the only number that stays the same when

we reverse its sign. Establishing these six products of unit vectors

suffices to define the operation in general, since any two vectors

that we want to multiply can be broken down into components, e.g.,

= 2

+3

= 0+3 = 3. Thus by requiring rotational

(2

x +3

z) z

xz

zz

invariance and consistency with multiplication of ordinary numbers,

we find that there is only one possible way to define a multiplication

operation on two vectors that gives a scalar as the result. (There

is, however, a different operation, discussed in chapter 15, which

multiplies two vectors to give a vector.)

330

Chapter 13

Summary

Selected vocabulary

work . . . . . . . . the amount of energy transferred into or out

of a system, excluding energy transferred by

heat conduction

Notation

W . . . . . . . . .

work

Summary

Work is a measure of the transfer of mechanical energy, i.e., the

transfer of energy by a force rather than by heat conduction. When

the force is constant, work can usually be calculated as

W = Fk |d|

from the initial position to the final position. Thus,

A force in the same direction as the motion does positive work,

i.e., transfers energy into the object on which it acts.

A force in the opposite direction compared to the motion does

negative work, i.e., transfers energy out of the object on which

it acts.

When there is no motion, no mechanical work is done. The

human body burns calories when it exerts a force without

moving, but this is an internal energy transfer of energy within

the body, and thus does not fall within the scientific definition

of work.

A force perpendicular to the motion does no work.

When the force is not constant,

the above equation should be genR

eralized as an integral, Fk dx.

There is only one meaningful (rotationally invariant) way of

defining a multiplication of vectors whose result is a scalar, and

it is known as the vector dot product:

b c = bx cx + by cy + bz cz

= |b| |c| cos bc

The dot product has most of the usual properties associated with

multiplication, except that there is no dot division. The dot product can be used to compute mechanical work as W = F d.

Machines such as pulleys, levers, and gears may increase or decrease a force, but they can never increase or decrease the amount

of work done. That would violate conservation of energy unless the

Summary

331

and store up energy.

There are some situations in which the equation W = Fk |d| is

ambiguous or not true, and these issues are discussed rigorously in

section 13.6. However, problems can usually be avoided by analyzing

the types of energy being transferred before plunging into the math.

In any case there is no substitute for a physical understanding of

the processes involved.

The techniques developed for calculating work can also be applied to the calculation of potential energy. We fix some position

as a reference position, and calculate the potential energy for some

other position, x, as

P Ex = Wrefx

significance than might be suspected based on the limited situations

in which they were derived:

1

P E = k (x xo )2

2

k, when stretched or compressed from the equilibrium

position xo ; analogous equations apply for the twisting,

bending, compression, or stretching of any object.]

GM m

r

[gravitational potential energy of objects of masses M

and m, separated by a distance r; an analogous equation

applies to the electrical potential energy of an electron

in an atom.]

PE =

332

Chapter 13

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Two speedboats are identical, but one has more people aboard

than the other. Although the total masses of the two boats are

unequal, suppose that they happen to have the same kinetic energy.

In a boat, as in a car, its important to be able to stop in time to

avoid hitting things. (a) If the frictional force from the water is the

same in both cases, how will the boats stopping distances compare?

Explain. (b) Compare the times required for the boats to stop.

2

In each of the following situations, is the work being done

positive, negative, or zero? (a) a bull paws the ground; (b) a fishing

boat pulls a net through the water behind it; (c) the water resists

the motion of the net through it; (d) you stand behind a pickup

truck and lower a bale of hay from the trucks bed to the ground.

Explain. [Based on a problem by Serway and Faughn.]

3

(a) Suppose work is done in one-dimensional motion. What

happens to the work if you reverse the direction of the positive

coordinate axis? Base your answer directly on the definition of work.

(b) Now answer the question based on the W = F d rule.

4

. Solution, p. 498

5

A microwave oven works by twisting molecules one way and

then the other, counterclockwise and then clockwise about their own

centers, millions of times a second. If you put an ice cube or a stick

of butter in a microwave, youll observe that the oven doesnt heat

the solid very quickly, although eventually melting begins in one

small spot. Once a melted spot forms, it grows rapidly, while the

rest of the solid remains solid. In other words, it appears based on

this experiment that a microwave oven heats a liquid much more

rapidly than a solid. Explain why this should happen, based on the

atomic-level description of heat, solids, and liquids. (See, e.g., figure

b on page 297.)

Please dont repeat the following common mistakes in your explanation:

In a solid, the atoms are packed more tightly and have less

space between them. Not true. Ice floats because its less

dense than water.

In a liquid, the atoms are moving much faster. No, the difference in average speed between ice at 1 C and water at 1 C

is only 0.4%.

Problems

333

6

Most modern bow hunters in the U.S. use a fancy mechanical

bow called a compound bow, which looks nothing like what most

people imagine when they think of a bow and arrow. It has a system

of pulleys designed to produce the force curve shown in the figure,

where F is the force required to pull the string back, and x is the

distance between the string and the center of the bows body. It is

not a linear Hookes-law graph, as it would be for an old-fashioned

bow. The big advantage of the design is that relatively little force

is required to hold the bow stretched to point B on the graph. This

is the force required from the hunter in order to hold the bow ready

while waiting for a shot. Since it may be necessary to wait a long

time, this force cant be too big. An old-fashioned bow, designed

to require the same amount of force when fully drawn, would shoot

arrows at much lower speeds, since its graph would be a straight line

from A to B. For the graph shown in the figure (taken from realistic

data), find the speed at which a 26 g arrow is released, assuming that

70% of the mechanical work done by the hand is actually transmitted

to the arrow. (The other 30% is lost to frictional heating insidethe

bow and kinetic energy of the recoiling and vibrating bow.)

Problem 6.

Problem 7:

A cylinder from

the 1965 Ramblers engine. The

piston is shown in its pushed out

position. The two bulges at the

top are for the valves that let fresh

air-gas mixture in. Based on a

figure from Motor Services Automotive Encyclopedia, Toboldt

and Purvis.

334

Chapter 13

7

In the power stroke of a cars gasoline engine, the fuel-air mixture is ignited by the spark plug, explodes, and pushes the piston

out. The exploding mixtures force on the piston head is greatest

at the beginning of the explosion, and decreases as the mixture expands. It can be approximated by F = a/x, where x is the distance

from the cylinder to the piston head, and a is a constant with units

of N.m. (Actually a/x1.4 would be more accurate, but the problem

works out more nicely with a/x!) The piston begins its stroke at

x = x1 , and ends at x = x2 . The 1965 Rambler had six cylinders,

each with a = 220 Nm, x1 = 1.2 cm, and x2 = 10.2 cm.

(a) Draw a neat, accurate graph of F vs x, on graph paper.

(b) From the area under the curve, derive the amount of work done

(c) Assume the engine is running at 4800 r.p.m., so that during

one minute, each of the six cylinders performs 2400 power strokes.

(Power strokes only happen every other revolution.) Find the en

gines power, in units of horsepower (1 hp=746 W).

(d) The compression ratio of an engine is defined as x2 /x1 . Explain

in words why the cars power would be exactly the same if x1 and

x2 were, say, halved or tripled, maintaining the same compression

ratio of 8.5. Explain why this would not quite be true with the more

realistic force equation F = a/x1.4 .

8

The figure, redrawn from Grays Anatomy, shows the tension

of which a muscle is capable. The variable x is defined as the contraction of the muscle from its maximum length L, so that at x = 0

the muscle has length L, and at x = L the muscle would theoretically have zero length. In reality, the muscle can only contract to

x = cL, where c is less than 1. When the muscle is extended to its

maximum length, at x = 0, it is capable of the greatest tension, To .

As the muscle contracts, however, it becomes weaker. Gray suggests

approximating this function as a linear decrease, which would theoretically extrapolate to zero at x = L. (a) Find the maximum work

(b) Show that your answer to part a has the right units.

(c) Show that your answer to part a has the right behavior when

c = 0 and when c = 1.

(d) Gray also states that the absolute maximum tension To has

been found to be approximately proportional to the muscles crosssectional area A (which is presumably measured at x = 0), with

proportionality constant k. Approximating the muscle as a cylinder, show that your answer from part a can be reexpressed in terms

(e) Evaluate your result numerically for a biceps muscle with a volume of 200 cm3 , with c = 0.8 and k = 100 N/cm2 as estimated by

Gray.

Problem 8.

9

In the earths atmosphere, the molecules are constantly moving

around. Because temperature is a measure of kinetic energy per

molecule, the average kinetic energy of each type of molecule is the

same, e.g., the average KE of the O2 molecules is the same as the

average KE of the N2 molecules. (a) If the mass of an O2 molecule

is eight times greater than that of a He atom, what is the ratio of

their average speeds? Which way is the ratio, i.e., which is typically

moving faster? (b) Use your result from part a to explain why any

helium occurring naturally in the atmosphere has long since escaped

into outer space, never to return. (Helium is obtained commercially

by extracting it from rocks.) You may want to do problem 12 first,

for insight.

10

Weiping lifts a rock with a weight of 1.0 N through a height

of 1.0 m, and then lowers it back down to the starting point. Bubba

pushes a table 1.0 m across the floor at constant speed, requiring

a force of 1.0 N, and then pushes it back to where it started. (a)

Compare the total work done by Weiping and Bubba. (b) Check

that your answers to part a make sense, using the definition of work:

work is the transfer of energy. In your answer, youll need to discuss

what specific type of energy is involved in each case.

Problems

335

11

In one of his more flamboyant moments, Galileo wrote Who

does not know that a horse falling from a height of three or four

cubits will break his bones, while a dog falling from the same height

or a cat from a height of eight or ten cubits will suffer no injury?

Equally harmless would be the fall of a grasshopper from a tower or

the fall of an ant from the distance of the moon. Find the speed

of an ant that falls to earth from the distance of the moon at the

moment when it is about to enter the atmosphere. Assume it is

released from a point that is not actually near the moon, sothe

moons gravity is negligible.

12

Starting at a distance r from a planet of mass M , how fast

must an object be moving in order to have a hyperbolic orbit, i.e.,

one that never comes back to the planet? This velocity is called

the escape velocity. Interpreting the result, does it matter in what

direction the velocity is? Does it matter what mass the object has?

Does the object escape because it is moving too fast for gravity

to

act on it?

13

A projectile is moving directly away from a planet of mass

M at exactly escape velocity. (a) Find r, the distance from the

projectile to the center of the planet, as a function of time, t, and

also find v(t).

(b) Check the units of your answer.

(c) Does v show the correct behavior as t approaches infinity?

. Hint, p. 486

14

A car starts from rest at t = 0, and starts speeding up with

constant acceleration. (a) Find the cars kinetic energy in terms of

its mass, m, acceleration, a, and the time, t. (b) Your answer in

the previous part also equals the amount of work, W , done from

t = 0 until time t. Take the derivative of the previous expression

to find the power expended by the car at time t. (c) Suppose two

cars with the same mass both start from rest at the same time, but

one has twice as much acceleration as the other. At any moment,

how many times more power is being dissipated by the more quickly

336

Chapter 13

15

A car accelerates from rest. At low speeds, its acceleration

is limited by static friction, so that if we press too hard on the

gas, we will burn rubber (or, for many newer cars, a computerized traction-control system will override the gas pedal). At higher

speeds, the limit on acceleration comes from the power of the engine,

which puts a limit on how fast kinetic energy can be developed.

(a) Show that if a force F is applied to an object moving at speed

v, the power required is given by P = vF .

(b) Find the speed v at which we cross over from the first regime described above to the second. At speeds higher than this, the engine

does not have enough power to burn rubber. Express your result

in terms of the cars power P , its mass m, the coefficient of static

friction s , and g.

(c) Show that your answer to part b has units that make sense.

(d) Show that the dependence of your answer on each of the four

variables makes sense physically.

(e) The 2010 Maserati Gran Turismo Convertible has a maximum

power of 3.23 105 W (433 horsepower) and a mass (including a 50kg driver) of 2.03 103 kg. (This power is the maximum the engine

can supply at its optimum frequency of 7600 r.p.m. Presumably the

automatic transmission is designed so a gear is available in which

the engine will be running at very nearly this frequency when the

car is at moving at v.) Rubber on asphalt has s 0.9. Find v for

this car. Answer: 18 m/s, or about 40 miles per hour.

(f) Our analysis has neglected air friction, which can probably be

approximated as a force proportional to v 2 . The existence of this

force is the reason that the car has a maximum speed, which is 176

miles per hour. To get a feeling for how good an approximation

it is to ignore air friction, find what fraction of the engines maximum power is being used to overcome air resistance when the car is

moving at the speed v found in part e. Answer: 1%

16

In 1935, Yukawa proposed an early theory of the force that

held the neutrons and protons together in the nucleus. His equation for the potential energy of two such particles, at a center-tocenter distance r, was P E(r) = gr1 er/a , where g parametrizes the

strength of the interaction, e is the base of natural logarithms, and

a is about 1015 m. Find the force between two nucleons that would

17

The magnitude of the force between two magnets separated

by a distance r can be approximated as kr3 for large values of r.

The constant k depends on the strengths of the magnets and the

relative orientations of their north and south poles. Two magnets

are released on a slippery surface at an initial distance ri , and begin

sliding towards each other. What will be the total kinetic energy

of the two magnets when they reach a final distance rf ? (Ignore

friction.)

Problems

337

18

A rail gun is a device like a train on a track, with the train

propelled by a powerful electrical pulse. Very high speeds have been

demonstrated in test models, and rail guns have been proposed as

an alternative to rockets for sending into outer space any object

that would be strong enough to survive the extreme accelerations.

Suppose that the rail gun capsule is launched straight up, and that

the force of air friction acting on it is given by F = becx , where x

is the altitude, b and c are constants, and e is the base of natural

logarithms. The exponential decay occurs because the atmosphere

gets thinner with increasing altitude. (In reality, the force would

probably drop off even faster than an exponential, because the capsule would be slowing down somewhat.) Find the amount of kinetic

energy lost by the capsule due to air friction between when it is

launched and when it is completely beyond the atmosphere. (Gravity is negligible, since the air friction force is much greater thanthe

gravitational force.)

19

A certain binary star system consists of two stars with masses

m1 and m2 , separated by a distance b. A comet, originally nearly

at rest in deep space, drops into the system and at a certain point

in time arrives at the midpoint between the two stars. For that

moment in time, find its velocity, v, symbolically in terms of b,m1 ,

m2 , and fundamental constants.

20

+ 2

x

y + 3

z

4

x + 5

y + 6

z

. Hint, p. 486

21

An airplane flies in the positive direction along the x axis,

through crosswinds that exert a force F = (a + bx)

x + (c + dx)

y.

Find the work done by the wind on the plane, and by the plane on

the wind, in traveling from the origin to position x.

22

Prove that the dot product defined in section 13.3 is rotationally invariant in the sense of book 1, section 7.5.

23

Fill in the details of the proof of AB = Ax Bx +Ay By +Az Bz

on page 329.

338

Chapter 13

24

A space probe of mass m is dropped into a previously unexplored spherical cloud of gas and dust, and accelerates toward

the center of the cloud under the influence of the clouds gravity.

Measurements of its velocity allow its potential energy, U , to be

determined as a function of the distance r from the clouds center.

The mass in the cloud is distributed in a spherically symmetric way,

so its density, (r), depends only on r and not on the angular coordinates. Show that by finding U (r), one can infer (r) as follows:

1

d

2 dU

(r) =

r

.

4Gmr2 dr

dr

?

25

The purpose of this problem is to estimate the height of the

tides. The main reason for the tides is the moons gravity, and well

neglect the effect of the sun. Also, real tides are heavily influenced

by landforms that channel the flow of water, but well think of the

earth as if it was completely covered with oceans. Under these

assumptions, the ocean surface should be a surface of constant U/m.

That is, a thimbleful of water, m, should not be able to gain or lose

any gravitational energy by moving from one point on the ocean

surface to another. If only the spherical earths gravity was present,

then wed have U/m = GMe /r, and a surface of constant U/m

would be a surface of constant r, i.e., the oceans surface would be

spherical. Taking into account the moons gravity, the main effect is

to shift the center of the sphere, but the sphere also becomes slightly

distorted into an approximately ellipsoidal shape. (The shift of the

center is not physically related to the tides, since the solid part of

the earth tends to be centered within the oceans; really, this effect

has to do with the motion of the whole earth through space, and

the way that it wobbles due to the moons gravity.) Determine the

amount by which the long axis of the ellipsoid exceeds the short

axis.

. Hint, p. 486 ?

Problems

339

340

Chapter 13

Chapter 14

Conservation of

momentum

In many subfields of physics these days, it is possible to read an

entire issue of a journal without ever encountering an equation involving force or a reference to Newtons laws of motion. In the last

hundred and fifty years, an entirely different framework has been

developed for physics, based on conservation laws.

The new approach is not just preferred because it is in fashion.

It applies inside an atom or near a black hole, where Newtons laws

do not. Even in everyday situations the new approach can be superior. We have already seen how perpetual motion machines could be

designed that were too complex to be easily debunked by Newtons

laws. The beauty of conservation laws is that they tell us something

must remain the same, regardless of the complexity of the process.

So far we have discussed only two conservation laws, the laws of

conservation of mass and energy. Is there any reason to believe that

further conservation laws are needed in order to replace Newtons

laws as a complete description of nature? Yes. Conservation of mass

and energy do not relate in any way to the three dimensions of space,

because both are scalars. Conservation of energy, for instance, does

not prevent the planet earth from abruptly making a 90-degree turn

and heading straight into the sun, because kinetic energy does not

depend on direction. In this chapter, we develop a new conserved

quantity, called momentum, which is a vector.

341

14.1 Momentum

A conserved quantity of motion

Your first encounter with conservation of momentum may have

come as a small child unjustly confined to a shopping cart. You spot

something interesting to play with, like the display case of imported

wine down at the end of the aisle, and decide to push the cart over

there. But being imprisoned by Dad in the cart was not the only

injustice that day. There was a far greater conspiracy to thwart

your young id, one that originated in the laws of nature. Pushing

forward did nudge the cart forward, but it pushed you backward.

If the wheels of the cart were well lubricated, it wouldnt matter

how you jerked, yanked, or kicked off from the back of the cart.

You could not cause any overall forward motion of the entire system

consisting of the cart with you inside.

In the Newtonian framework, we describe this as arising from

Newtons third law. The cart made a force on you that was equal

and opposite to your force on it. In the framework of conservation

laws, we cannot attribute your frustration to conservation of energy.

It would have been perfectly possible for you to transform some of

the internal chemical energy stored in your body to kinetic energy

of the cart and your body.

The following characteristics of the situation suggest that there

may be a new conservation law involved:

A closed system is involved. All conservation laws deal with

closed systems. You and the cart are a closed system, since the

well-oiled wheels prevent the floor from making any forward force

on you.

Something remains unchanged. The overall velocity of the

system started out being zero, and you cannot change it. This

vague reference to overall velocity can be made more precise:

it is the velocity of the systems center of mass that cannot be

changed.

Something can be transferred back and forth without

changing the total amount. If we define forward as positive

and backward as negative, then one part of the system can gain

positive motion if another part acquires negative motion. If we

dont want to worry about positive and negative signs, we can

imagine that the whole cart was initially gliding forward on its

well-oiled wheels. By kicking off from the back of the cart, you

could increase your own velocity, but this inevitably causes the

cart to slow down.

342

Chapter 14

Conservation of momentum

quantity of motion that is conserved when you add up all the objects

within a system.

Momentum

Although velocity has been referred to, it is not the total velocity

of a closed system that remains constant. If it was, then firing a

gun would cause the gun to recoil at the same velocity as the bullet!

The gun does recoil, but at a much lower velocity than the bullet.

Newtons third law tells us

Fgun

on bullet

= Fbullet

on gun

allows us to change this to

mbullet

vgun

vbullet

= mgun

t

t

Thus if the gun has 100 times more mass than the bullet, it will

recoil at a velocity that is 100 times smaller and in the opposite

direction, represented by the opposite sign. The quantity mv is

therefore apparently a useful measure of motion, and we give it a

name, momentum, and a symbol, p. (As far as I know, the letter

p was just chosen at random, since m was already being used for

mass.) The situations discussed so far have been one-dimensional,

but in three-dimensional situations it is treated as a vector.

definition of momentum for material objects

The momentum of a material object, i.e., a piece of matter, is defined

as

p = mv

,

the product of the objects mass and its velocity vector.

abbreviation for this clumsy combination of units.

The reasoning leading up to the definition of momentum was all

based on the search for a conservation law, and the only reason why

we bother to define such a quantity is that experiments show it is

conserved:

the law of conservation of momentum

In any closed system, the vector sum of all the momenta remains

constant,

p1i + p2i + . . . = p1f + p2f + . . .

,

where i labels the initial and f the final momenta. (A closed system

is one on which no external forces act.)

Section 14.1

Momentum

343

direction of the momentum can be taken into account by using plus

and minus signs. We then pass to three dimensions, necessitating

the use of vector addition.

A subtle point about conservation laws is that they all refer to

closed systems, but closed means different things in different

cases. When discussing conservation of mass, closed means a system that doesnt have matter moving in or out of it. With energy,

we mean that there is no work or heat transfer occurring across

the boundary of the system. For momentum conservation, closed

means there are no external forces reaching into the system.

A cannon

example 1

. A cannon of mass 1000 kg fires a 10-kg shell at a velocity of

200 m/s. At what speed does the cannon recoil?

. The law of conservation of momentum tells us that

pcannon,i + pshell,i = pcannon,f + pshell,f

positive direction, the given information is

pcannon,i = 0

pshell,i = 0

pshell,f = 2000 kgm/s

the cannon is 2 m/s.

example 2

. The experimental solar-powered ion drive of the Deep Space 1

space probe expels its xenon gas exhaust at a speed of 30,000

m/s, ten times faster than the exhaust velocity for a typical chemicalfuel rocket engine. Roughly how many times greater is the maximum speed this spacecraft can reach, compared with a chemicalfueled probe with the same mass of fuel (reaction mass) available for pushing out the back as exhaust?

. Momentum equals mass multiplied by velocity. Both spacecraft

are assumed to have the same amount of reaction mass, and the

ion drives exhaust has a velocity ten times greater, so the momentum of its exhaust is ten times greater. Before the engine

starts firing, neither the probe nor the exhaust has any momentum, so the total momentum of the system is zero. By conservation of momentum, the total momentum must also be zero after

344

Chapter 14

Conservation of momentum

a / The ion drive engine of the NASA Deep Space 1 probe, shown

under construction (left) and being tested in a vacuum chamber (right)

prior to its October 1998 launch. Intended mainly as a test vehicle for new

technologies, the craft nevertheless carried out a successful scientific

program that included a flyby of a comet.

all the exhaust has been expelled. If we define the positive direction as the direction the spacecraft is going, then the negative

momentum of the exhaust is canceled by the positive momentum of the spacecraft. The ion drive allows a final speed that is

ten times greater. (This simplified analysis ignores the fact that

the reaction mass expelled later in the burn is not moving backward as fast, because of the forward speed of the already-moving

spacecraft.)

Generalization of the momentum concept

As with all the conservation laws, the law of conservation of momentum has evolved over time. In the 1800s it was found that a

beam of light striking an object would give it some momentum, even

though light has no mass, and would therefore have no momentum

Section 14.1

Momentum

345

according to the above definition. Rather than discarding the principle of conservation of momentum, the physicists of the time decided

to see if the definition of momentum could be extended to include

momentum carried by light. The process is analogous to the process

outlined on page 277 for identifying new forms of energy. The first

step was the discovery that light could impart momentum to matter,

and the second step was to show that the momentum possessed by

light could be related in a definite way to observable properties of

the light. They found that conservation of momentum could be successfully generalized by attributing to a beam of light a momentum

vector in the direction of the lights motion and having a magnitude

proportional to the amount of energy the light possessed. The momentum of light is negligible under ordinary circumstances, e.g., a

flashlight left on for an hour would only absorb about 105 kgm/s

of momentum as it recoiled.

The tail of a comet

example 3

Momentum is not always equal to mv . Like many comets, Halleys

boiling off of the nucleus of Halleys comet. This close-up photo

was taken by the European Giotto

space probe, which passed within

596 km of the nucleus on March

13, 1986.

comet has a very elongated elliptical orbit. About once per century, its orbit brings it close to the sun. The comets head, or

nucleus, is composed of dirty ice, so the energy deposited by the

intense sunlight boils off steam and other gases, b. The sunlight

does not just carry energy, however it also carries momentum. Once the gas boils off, the momentum of the sunlight impacting on it pushes it away from the sun, forming a tail, c. By

analogy with matter, for which momentum equals mv , you would

expect that massless light would have zero momentum, but the

equation p = mv is not the correct one for light, and light does

have momentum. (Some comets also have a second tail, which

is propelled by electrical forces rather than by the momentum of

sunlight.)

The reason for bringing this up is not so that you can plug

numbers into a formulas in these exotic situations. The point is

that the conservation laws have proven so sturdy exactly because

they can easily be amended to fit new circumstances. Newtons

laws are no longer at the center of the stage of physics because they

did not have the same adaptability. More generally, the moral of

this story is the provisional nature of scientific truth.

It should also be noted that conservation of momentum is not

a consequence of Newtons laws, as is often asserted in textbooks.

Newtons laws do not apply to light, and therefore could not possibly be used to prove anything about a concept as general as the

conservation of momentum in its modern form.

less magnified view from a

ground-based telescope.

346

Chapter 14

Einstein played a role in two major changes in the momentum concept

in the 1900s.

Conservation of momentum

First Einstein showed that the equation p = mv would not work for

a system containing objects moving at very high speeds relative to one

another. He came up with a new equation, to which mv is only the

low-velocity approximation.

The second change, and a far stranger one, was the realization

that at the atomic level, motion is inescapably random. The electron

in a hydrogen atom doesnt really orbit the nucleus, it forms a vague

cloud around it. It might seem that this would prove nonconservation

of momentum, but in fact the random wanderings of the proton are exactly coordinated with those of the electron so that the total momentum stays exactly constant. In an atom of lead, there are 82 electrons

plus the nucleus, all changing their momenta randomly from moment to

moment, but all coordinating mysteriously with each other to keep the

vector sum constant. In the 1930s, Einstein pointed out that the theories of the atom then being developed would require this kind of spooky

coordination, and used this as an argument that there was something

physically unreasonable in the new ideas. Experiments, however, have

shown that the spooky effects do happen, and Einsteins objections are

remembered today only as a historical curiousity.

Momentum and kinetic energy are both measures of the quantity of motion, and a sideshow in the Newton-Leibnitz controversy

over who invented calculus was an argument over whether mv (i.e.,

momentum) or mv 2 (i.e., kinetic energy without the 1/2 in front)

was the true measure of motion. The modern student can certainly be excused for wondering why we need both quantities, when

their complementary nature was not evident to the greatest minds

of the 1700s. The following table highlights their differences.

kinetic energy . . .

is a scalar.

is not changed by a force perpendicular to the motion, which changes

only the direction of the velocity

vector.

momentum . . .

is a vector

is changed by any force, since a

change in either the magnitude or

the direction of the velocity vector

will result in a change in the momentum vector.

is always positive, and cannot cancel cancels with momentum in the opout.

posite direction.

can be traded for other forms of en- is always conserved in a closed sysergy that do not involve motion. KE tem.

is not a conserved quantity by itself.

is quadrupled if the velocity is dou- is doubled if the velocity is doubled.

bled.

A spinning top

example 4

A spinning top has zero total momentum, because for every moving point, there is another point on the opposite side that cancels

its momentum. It does, however, have kinetic energy.

Section 14.1

Momentum

347

example 5

The rifle and bullet have zero momentum and zero kinetic energy

to start with. When the trigger is pulled, the bullet gains some momentum in the forward direction, but this is canceled by the rifles

backward momentum, so the total momentum is still zero. The

kinetic energies of the gun and bullet are both positive scalars,

however, and do not cancel. The total kinetic energy is allowed to

increase, because kinetic energy is being traded for other forms

of energy. Initially there is chemical energy in the gunpowder.

This chemical energy is converted into heat, sound, and kinetic

energy. The guns backward kinetic energy does not refrigerate

the shooters shoulder!

The wobbly earth

example 6

As the moon completes half a circle around the earth, its motion

reverses direction. This does not involve any change in kinetic

energy, and the earths gravitational force does not do any work

on the moon. The reversed velocity vector does, however, imply

a reversed momentum vector, so conservation of momentum in

the closed earth-moon system tells us that the earth must also

change its momentum. In fact, the earth wobbles in a little orbit about a point below its surface on the line connecting it and

the moon. The two bodies momentum vectors always point in

opposite directions and cancel each other out.

The earth and moon get a divorce

example 7

Why cant the moon suddenly decide to fly off one way and the

earth the other way? It is not forbidden by conservation of momentum, because the moons newly acquired momentum in one

direction could be canceled out by the change in the momentum

of the earth, supposing the earth headed the opposite direction

at the appropriate, slower speed. The catastrophe is forbidden by

conservation of energy, because both their energies would have

to increase greatly.

Momentum and kinetic energy of a glacier

example 8

A cubic-kilometer glacier would have a mass of about 1012 kg. If

it moves at a speed of 105 m/s, then its momentum is 107 kg

m/s. This is the kind of heroic-scale result we expect, perhaps

the equivalent of the space shuttle taking off, or all the cars in LA

driving in the same direction at freeway speed. Its kinetic energy,

however, is only 50 J, the equivalent of the calories contained

in a poppy seed or the energy in a drop of gasoline too small

to be seen without a microscope. The surprisingly small kinetic

energy is because kinetic energy is proportional to the square of

the velocity, and the square of a small number is an even smaller

number.

348

Chapter 14

Conservation of momentum

Discussion questions

A

If all the air molecules in the room settled down in a thin film on the

floor, would that violate conservation of momentum as well as conservation of energy?

B

A refrigerator has coils in back that get hot, and heat is molecular

motion. These moving molecules have both energy and momentum. Why

doesnt the refrigerator need to be tied to the wall to keep it from recoiling

from the momentum it loses out the back?

Physicists employ the term collision in a broader sense than

ordinary usage, applying it to any situation where objects interact

for a certain period of time. A bat hitting a baseball, a radioactively

emitted particle damaging DNA, and a gun and a bullet going their

separate ways are all examples of collisions in this sense. Physical

contact is not even required. A comet swinging past the sun on a

hyperbolic orbit is considered to undergo a collision, even though it

never touches the sun. All that matters is that the comet and the

sun exerted gravitational forces on each other.

The reason for broadening the term collision in this way is

that all of these situations can be attacked mathematically using

the same conservation laws in similar ways. In the first example,

conservation of momentum is all that is required.

Getting rear-ended

example 9

. Ms. Chang is rear-ended at a stop light by Mr. Nelson, and sues

to make him pay her medical bills. He testifies that he was only

going 35 miles per hour when he hit Ms. Chang. She thinks he

was going much faster than that. The cars skidded together after

the impact, and measurements of the length of the skid marks

and the coefficient of friction show that their joint velocity immediately after the impact was 19 miles per hour. Mr. Nelsons Nissan

weighs 3100 pounds, and Ms. Chang s Cadillac weighs 5200

pounds. Is Mr. Nelson telling the truth?

galaxy (yellow blob in the lower

right) that has collided with a

larger galaxy (spiral near the

center), producing a wave of star

formation (blue track) due to the

shock waves passing through

the galaxies clouds of gas. This

is considered a collision in the

physics sense, even though it is

statistically certain that no star in

either galaxy ever struck a star in

the other. (This is because the

stars are very small compared to

the distances between them.)

. Since the cars skidded together, we can write down the equation

for conservation of momentum using only two velocities, v for Mr.

Nelsons velocity before the crash, and v 0 for their joint velocity

afterward:

mN v = mN v 0 + mC v 0

.

Solving for the unknown, v , we find

m

v = 1 + C v0

mN

ratio of the masses is the same as the ratio of the weights, and

we find v = 51 miles per hour. He is lying.

Section 14.2

349

The above example was simple because both cars had the same

velocity afterward. In many one-dimensional collisions, however, the

two objects do not stick. If we wish to predict the result of such a

collision, conservation of momentum does not suffice, because both

velocities after the collision are unknown, so we have one equation

in two unknowns.

Conservation of energy can provide a second equation, but its

application is not as straightforward, because kinetic energy is only

the particular form of energy that has to do with motion. In many

collisions, part of the kinetic energy that was present before the

collision is used to create heat or sound, or to break the objects

or permanently bend them. Cars, in fact, are carefully designed to

crumple in a collision. Crumpling the car uses up energy, and thats

good because the goal is to get rid of all that kinetic energy in a

relatively safe and controlled way. At the opposite extreme, a superball is super because it emerges from a collision with almost all

its original kinetic energy, having only stored it briefly as potential

energy while it was being squashed by the impact.

Collisions of the superball type, in which almost no kinetic energy is converted to other forms of energy, can thus be analyzed

more thoroughly, because they have KEf = KEi , as opposed to

the less useful inequality KEf < KEi for a case like a tennis ball

bouncing on grass.

Gory Details of the Proof in

Example 10

The equation A + B = C + D says

that the change in one balls velocity is equal and opposite to the

change in the others. We invent a

symbol x = C A for the change

in ball 1s velocity. The second

equation can then be rewritten as

A2 + B 2 = (A + x )2 +(B x )2 . Squaring out the quantities in parentheses and then simplifying, we get

0 = Ax Bx + x 2 . The equation

has the trivial solution x = 0, i.e.,

neither balls velocity is changed,

but this is physically impossible because the balls cannot travel through

each other like ghosts. Assuming

x 6= 0, we can divide by x and

solve for x = B A. This means

that ball 1 has gained an amount

of velocity exactly sufficient to match

ball 2s initial velocity, and viceversa. The balls must have swapped

velocities.

350

Chapter 14

example 10

. Two pool balls collide head-on, so that the collision is restricted

to one dimension. Pool balls are constructed so as to lose as little

kinetic energy as possible in a collision, so under the assumption

that no kinetic energy is converted to any other form of energy,

what can we predict about the results of such a collision?

. Pool balls have identical masses, so we use the same symbol

m for both. Conservation of momentum and no loss of kinetic

energy give us the two equations

mv1i + mv2i = mv1f + mv2f

1

1

1

1

2

2

mv1i2 + mv2i2 = mv1f

+ mv2f

2

2

2

2

The masses and the factors of 1/2 can be divided out, and we

eliminate the cumbersome subscripts by replacing the symbols

v1i ,... with the symbols A, B, C, and D:

A+B =C+D

A2 + B 2 = C 2 + D 2

and B, it is impossible to find C and D that satisfy these equations

unless C and D equal A and B, or C and D are the same as A

Conservation of momentum

in the sidebar. In the special case where ball 2 is initially at rest,

this tells us that ball 1 is stopped dead by the collision, and ball

2 heads off at the velocity originally possessed by ball 1. This

behavior will be familiar to players of pool.

Often, as in the example above, the details of the algebra are

the least interesting part of the problem, and considerable physical

insight can be gained simply by counting the number of unknowns

and comparing to the number of equations. Suppose a beginner at

pool notices a case where her cue ball hits an initially stationary

ball and stops dead. Wow, what a good trick, she thinks. I

bet I could never do that again in a million years. But she tries

again, and finds that she cant help doing it even if she doesnt

want to. Luckily she has just learned about collisions in her physics

course. Once she has written down the equations for conservation

of energy and no loss of kinetic energy, she really doesnt have to

complete the algebra. She knows that she has two equations in

two unknowns, so there must be a well-defined solution. Once she

has seen the result of one such collision, she knows that the same

thing must happen every time. The same thing would happen with

colliding marbles or croquet balls. It doesnt matter if the masses or

velocities are different, because that just multiplies both equations

by some constant factor.

The discovery of the neutron

This was the type of reasoning employed by James Chadwick in

his 1932 discovery of the neutron. At the time, the atom was imagined to be made out of two types of fundamental particles, protons

and electrons. The protons were far more massive, and clustered

together in the atoms core, or nucleus. Attractive electrical forces

caused the electrons to orbit the nucleus in circles, in much the

same way that gravitational forces kept the planets from cruising

out of the solar system. Experiments showed that the helium nucleus, for instance, exerted exactly twice as much electrical force on

an electron as a nucleus of hydrogen, the smallest atom, and this was

explained by saying that helium had two protons to hydrogens one.

The trouble was that according to this model, helium would have

two electrons and two protons, giving it precisely twice the mass of

a hydrogen atom with one of each. In fact, helium has about four

times the mass of hydrogen.

Chadwick suspected that the helium nucleus possessed two additional particles of a new type, which did not participate in electrical

forces at all, i.e., were electrically neutral. If these particles had very

nearly the same mass as protons, then the four-to-one mass ratio of

helium and hydrogen could be explained. In 1930, a new type of

radiation was discovered that seemed to fit this description. It was

electrically neutral, and seemed to be coming from the nuclei of light

Section 14.2

351

time, however, reports of new types of particles were a dime a dozen,

and most of them turned out to be either clusters made of previously known particles or else previously known particles with higher

energies. Many physicists believed that the new particle that had

attracted Chadwicks interest was really a previously known particle

called a gamma ray, which was electrically neutral. Since gamma

rays have no mass, Chadwick decided to try to determine the new

particles mass and see if it was nonzero and approximately equal

to the mass of a proton.

Unfortunately a subatomic particle is not something you can

just put on a scale and weigh. Chadwick came up with an ingenious

solution. The masses of the nuclei of the various chemical elements

were already known, and techniques had already been developed for

measuring the speed of a rapidly moving nucleus. He therefore set

out to bombard samples of selected elements with the mysterious

new particles. When a direct, head-on collision occurred between

a mystery particle and the nucleus of one of the target atoms, the

nucleus would be knocked out of the atom, and he would measure

its velocity.

Suppose, for instance, that we bombard a sample of hydrogen

atoms with the mystery particles. Since the participants in the

collision are fundamental particles, there is no way for kinetic energy

to be converted into heat or any other form of energy, and Chadwick

thus had two equations in three unknowns:

equation #1: conservation of momentum

equation #2: no loss of kinetic energy

unknown #1: mass of the mystery particle

unknown #2: initial velocity of the mystery particle

unknown #3: final velocity of the mystery particle

The number of unknowns is greater than the number of equations, so there is no unique solution. But by creating collisions with

nuclei of another element, nitrogen, he gained two more equations

at the expense of only one more unknown:

equation #3: conservation of momentum in the new collision

equation #4: no loss of kinetic energy in the new collision

unknown #4: final velocity of the mystery particle in the new

collision

He was thus able to solve for all the unknowns, including the

mass of the mystery particle, which was indeed within 1% of the

mass of a proton. He named the new particle the neutron, since it

is electrically neutral.

352

Chapter 14

Conservation of momentum

e / Chadwicks subatomic pool table. A disk of the naturally occurring metal polonium provides a source of radiation capable of kicking

neutrons out of the beryllium nuclei. The type of radiation emitted by

the polonium is easily absorbed by a few mm of air, so the air has to be

pumped out of the left-hand chamber. The neutrons, Chadwicks mystery

particles, penetrate matter far more readily, and fly out through the wall

and into the chamber on the right, which is filled with nitrogen or hydrogen

gas. When a neutron collides with a nitrogen or hydrogen nucleus, it

kicks it out of its atom at high speed, and this recoiling nucleus then rips

apart thousands of other atoms of the gas. The result is an electrical

pulse that can be detected in the wire on the right. Physicists had already

calibrated this type of apparatus so that they could translate the strength

of the electrical pulse into the velocity of the recoiling nucleus. The

whole apparatus shown in the figure would fit in the palm of your hand, in

dramatic contrast to todays giant particle accelerators.

Discussion question

A

Good pool players learn to make the cue ball spin, which can cause

it not to stop dead in a head-on collision with a stationary ball. If this does

not violate the laws of physics, what hidden assumption was there in the

example above?

Section 14.2

353

center of mass

f / In this multiple-flash photograph, we see the wrench from

above as it flies through the air,

rotating as it goes. Its center

of mass, marked with the black

cross, travels along a straight line,

unlike the other points on the

wrench, which execute loops.

p. 59, but using the concept of momentum we can now find a mathematical method for defining the center of mass, explain why the

motion of an objects center of mass usually exhibits simpler motion than any other point, and gain a very simple and powerful way

of understanding collisions.

Their mutual center of mass

traces the straight path shown by

the dashed line.

The first step is to realize that the center of mass concept can

be applied to systems containing more than one object. Even something like a wrench, which we think of as one object, is really made

of many atoms. The center of mass is particularly easy to visualize

in the case shown on the left, where two identical hockey pucks collide. It is clear on grounds of symmetry that their center of mass

must be at the midpoint between them. After all, we previously defined the center of mass as the balance point, and if the two hockey

pucks were joined with a very lightweight rod whose own mass was

negligible, they would obviously balance at the midpoint. It doesnt

matter that the hockey pucks are two separate objects. It is still

true that the motion of their center of mass is exceptionally simple,

just like that of the wrenchs center of mass.

The x coordinate of the hockey pucks center of mass is thus

given by xcm = (x1 + x2 )/2, i.e., the arithmetic average of their

x coordinates. Why is its motion so simple? It has to do with

conservation of momentum. Since the hockey pucks are not being

acted on by any net external force, they constitute a closed system,

and their total momentum is conserved. Their total momentum is

mv1 + mv2 = m(v1 + v2 )

x1 x2

=m

+

t

t

m

=

(x1 + x2 )

t

2xcm

=m

t

= mtotal vcm

In other words, the total momentum of the system is the same as

354

Chapter 14

Conservation of momentum

if all its mass was concentrated at the center of mass point. Since

the total momentum is conserved, the x component of the center of

masss velocity vector cannot change. The same is also true for the

other components, so the center of mass must move along a straight

line at constant speed.

The above relationship between the total momentum and the

motion of the center of mass applies to any system, even if it is not

closed.

total momentum related to center of mass motion

The total momentum of any system is related to its total mass

and the velocity of its center of mass by the equation

or containing more than two objects? The reasoning above can be

generalized to a weighted average

xcm =

m 1 x1 + m 2 x2 + . . .

m1 + m2 + . . .

Momentum in different frames of reference

Absolute motion is supposed to be undetectable, i.e., the laws

of physics are supposed to be equally valid in all inertial frames

of reference. If we first calculate some momenta in one frame of

reference and find that momentum is conserved, and then rework

the whole problem in some other frame of reference that is moving

with respect to the first, the numerical values of the momenta will

all be different. Even so, momentum will still be conserved. All that

matters is that we work a single problem in one consistent frame of

reference.

One way of proving this is to apply the equation ptotal =

mtotal vcm . If the velocity of frame B relative to frame A is vBA ,

then the only effect of changing frames of reference is to change

vcm from its original value to vcm + vBA . This adds a constant

onto the momentum vector, which has no effect on conservation of

momentum.

Section 14.3

355

A particularly useful frame of reference in many cases is the

frame that moves along with the center of mass, called the center

of mass (c.m.) frame. In this frame, the total momentum is zero.

The following examples show how the center of mass frame can be

a powerful tool for simplifying our understanding of collisions.

you are always looking down

from right above the center of

mass, you observe the collision

of the two hockey pucks in the

center of mass frame.

example 11

If you move your head so that your eye is always above the point

halfway in between the two pool balls, you are viewing things in

the center of mass frame. In this frame, the balls come toward the

center of mass at equal speeds. By symmetry, they must therefore recoil at equal speeds along the lines on which they entered.

Since the balls have essentially swapped paths in the center of

mass frame, the same must also be true in any other frame. This

is the same result that required laborious algebra to prove previously without the concept of the center of mass frame.

in the suns frame of reference.

Jupiter is moving to the left, and

the collision is head-on.

the frame of the center of mass of

the Jupiter-spacecraft system.

example 12

It is a counterintuitive fact that a spacecraft can pick up speed

by swinging around a planet, if arrives in the opposite direction

compared to the planets motion. Although there is no physical

contact, we treat the encounter as a one-dimensional collision,

and analyze it in the center of mass frame. Figure i shows such

a collision, with a space probe whipping around Jupiter. In the

suns frame of reference, Jupiter is moving.

What about the center of mass frame? Since Jupiter is so much

more massive than the spacecraft, the center of mass is essentially fixed at Jupiters center, and Jupiter has zero velocity in the

center of mass frame, as shown in figure j. The c.m. frame is

moving to the left compared to the sun-fixed frame used in i, so

the spacecrafts initial velocity is greater in this frame.

Things are simpler in the center of mass frame, because it is more

symmetric. In the complicated sun-fixed frame, the incoming leg

of the encounter is rapid, because the two bodies are rushing toward each other, while their separation on the outbound leg is

more gradual, because Jupiter is trying to catch up. In the c.m.

frame, Jupiter is sitting still, and there is perfect symmetry between the incoming and outgoing legs, so by symmetry we have

v1f = v1i . Going back to the sun-fixed frame, the spacecrafts

final velocity is increased by the frames motion relative to each

other. In the sun-fixed frame, the spacecrafts velocity has increased greatly.

The result can also be understood in terms of work and energy.

In Jupiters frame, Jupiter is not doing any work on the spacecraft

as it rounds the back of the planet, because the motion is perpendicular to the force. But in the suns frame, the spacecrafts

356

Chapter 14

Conservation of momentum

left, so Jupiter is doing work on it.

Discussion questions

A Make up a numerical example of two unequal masses moving in one

dimension at constant velocity, and verify the equation ptotal = mtotal vcm

over a time interval of one second.

B

A more massive tennis racquet or baseball bat makes the ball fly

off faster. Explain why this is true, using the center of mass frame. For

simplicity, assume that the racquet or bat is simply sitting still before the

collision, and that the hitters hands do not make any force large enough

to have a significant effect over the short duration of the impact.

The rate of change of momentum

As with conservation of energy, we need a way to measure and

calculate the transfer of momentum into or out of a system when the

system is not closed. In the case of energy, the answer was rather

complicated, and entirely different techniques had to be used for

measuring the transfer of mechanical energy (work) and the transfer

of heat by conduction. For momentum, the situation is far simpler.

In the simplest case, the system consists of a single object acted

on by a constant external force. Since it is only the objects velocity

that can change, not its mass, the momentum transferred is

p = mv

which with the help of a = F/m and the constant-acceleration equation a = v/t becomes

p = mat

= Ft

absorbed per second, is simply the external force,

F=

p

t

rate of change of its momentum; valid only if the force

is constant]

This is just a restatement of Newtons second law, and in fact Newton originally stated it this way. As shown in figure k, the relationship between force and momentum is directly analogous to that

between power and energy.

The situation is not materially altered for a system composed

of many objects. There may be forces between the objects, but the

Section 14.4

rates at which energy and

momentum are transferred.

Momentum transfer

357

internal forces cannot change the systems momentum. (If they did,

then removing the external forces would result in a closed system

that could change its own momentum, like the mythical man who

could pull himself up by his own bootstraps. That would violate

conservation of momentum.) The equation above becomes

Ftotal =

ptotal

t

[relationship between the total external force on a system and the rate of change of its total momentum; valid

only if the force is constant]

Walking into a lamppost

example 13

. Starting from rest, you begin walking, bringing your momentum

up to 100 kgm/s. You walk straight into a lamppost. Why is the

momentum change of 100 kgm/s caused by the lamppost so

much more painful than the change of +100 kg m/s when you

started walking?

. The situation is one-dimensional, so we can dispense with the

vector notation. It probably takes you about 1 s to speed up initially, so the grounds force on you is F = p/t 100 N. Your

impact with the lamppost, however, is over in the blink of an eye,

say 1/10 s or less. Dividing by this much smaller t gives a much

larger force, perhaps thousands of newtons. (The negative sign

simply indicates that the force is in the opposite direction.)

This is also the principle of airbags in cars. The time required for

the airbag to decelerate your head is fairly long, the time required

for your face to travel 20 or 30 cm. Without an airbag, your face

would hit the dashboard, and the time interval would be the much

shorter time taken by your skull to move a couple of centimeters

while your face compressed. Note that either way, the same amount

of mechanical work has to be done on your head: enough to eliminate

all its kinetic energy.

so as to reduce F = p/t .

example 14

. The ion drive of the Deep Space 1 spacecraft, pictured on page

345 and discussed in example 2, produces a thrust of 90 mN

(millinewtons). It carries about 80 kg of reaction mass, which it

ejects at a speed of 30,000 m/s. For how long can the engine

continue supplying this amount of thrust before running out of

reaction mass to shove out the back?

. Solving the equation F = p/t for the unknown t, and treating force and momentum as scalars since the problem is one-

358

Chapter 14

Conservation of momentum

dimensional, we find

p

F

mexhaust vexhaust

=

F

(80 kg)(30, 000 m/s)

=

0.090 N

= 2.7 107 s

t =

= 300 days

A toppling box

example 15

If you place a box on a frictionless surface, it will fall over with a

very complicated motion that is hard to predict in detail. We know,

however, that its center of mass moves in the same direction as

its momentum vector points. There are two forces, a normal force

and a gravitational force, both of which are vertical. (The gravitational force is actually many gravitational forces acting on all

the atoms in the box.) The total force must be vertical, so the

momentum vector must be purely vertical too, and the center of

mass travels vertically. This is true even if the box bounces and

tumbles. [Based on an example by Kleppner and Kolenkow.]

m / Example 15.

Few real collisions involve a constant force. For example, when

a tennis ball hits a racquet, the strings stretch and the ball flattens

dramatically. They are both acting like springs that obey Hookes

law, which says that the force is proportional to the amount of

stretching or flattening. The force is therefore small at first, ramps

up to a maximum when the ball is about to reverse directions, and

ramps back down again as the ball is on its way back out. The

equation F = p/t, derived under the assumption of constant

acceleration, does not apply here, and the force does not even have

a single well-defined numerical value that could be plugged in to the

equation.

As with similar-looking equations such as v = p/t, the equation F = p/t is correctly generalized by saying that the force is

the slope of the p t graph.

Conversely, if we wish to find p from a graph such as the one

in figure n, one approach would be to divide the force by the mass of

the ball, rescaling the F axis to create a graph of acceleration versus

time. The area under the acceleration-versus-time graph gives the

change in velocity, which can then be multiplied by the mass to

find the change in momentum. An unnecessary complication was

introduced, however, because we began by dividing by the mass

and ended by multiplying by it. It would have made just as much

Section 14.4

tennis racquet hitting a ball might

look like this. The amount of

momentum transferred equals

the area under the curve.

Momentum transfer

359

sense to find the area under the original F t graph, which would

have given us the momentum change directly.

Discussion question

A

Many collisions, like the collision of a bat with a baseball, appear to

be instantaneous. Most people also would not imagine the bat and ball as

bending or being compressed during the collision. Consider the following

possibilities:

1. The collision is instantaneous.

2. The collision takes a finite amount of time, during which the ball and

bat retain their shapes and remain in contact.

3. The collision takes a finite amount of time, during which the ball and

bat are bending or being compressed.

How can two of these be ruled out based on energy or momentum considerations?

In this section we discuss how the concepts applied previously to

one-dimensional situations can be used as well in three dimensions.

Often vector addition is all that is needed to solve a problem:

An explosion

example 16

nuclear war. The Martian bombs are so powerful that they rip the

planet into three separate pieces of liquified rock, all having the

same mass. If one fragment flies off with velocity components

v1x = 0

v1y = 1.0 104 km/hr

v2x = 1.0 104 km/hr

o / Example 16.

v2y = 0

(all in the center of mass frame) what is the magnitude of the third

ones velocity?

. In the center of mass frame, the planet initially had zero momentum. After the explosion, the vector sum of the momenta must still

be zero. Vector addition can be done by adding components, so

360

Chapter 14

Conservation of momentum

and

where we have used the same symbol m for all the terms, because the fragments all have the same mass. The masses can

be eliminated by dividing each equation by m, and we find

v3x = 1.0 104 km/hr

v3y = 1.0 104 km/hr

which gives a magnitude of

q

2 + v2

|v3 | = v3x

3y

= 1.4 104 km/hr

In three dimensions, we have the vector equations

ptotal

Ftotal =

t

and

ptotal = mtotal vcm

The bola

example 17

The bola, similar to the North American lasso, is used by South

American gauchos to catch small animals by tangling up their

legs in the three leather thongs. The motion of the whirling bola

through the air is extremely complicated, and would be a challenge to analyze mathematically. The motion of its center of

mass, however, is much simpler. The only forces on it are gravitational, so

Ftotal = mtotal g

.

Using the equation Ftotal = ptotal /t, we find

ptotal /t = mtotal g

and since the mass is constant, the equation ptotal = mtotal vcm

allows us to change this to

mtotal vcm /t = mtotal g

p / Example 17.

center of mass, so

acm = g

.

In other words, the motion of the system is the same as if all its

mass was concentrated at and moving with the center of mass.

The bola has a constant downward acceleration equal to g, and

flies along the same parabola as any other projectile thrown with

the same initial center of mass velocity. Throwing a bola with the

correct rotation is presumably a difficult skill, but making it hit its

target is no harder than it is with a ball or a single rock.

[Based on an example by Kleppner & Kolenkow.]

Section 14.5

361

Counting equations and unknowns is just as useful as in one

dimension, but every objects momentum vector has three components, so an unknown momentum vector counts as three unknowns.

Conservation of momentum is a single vector equation, but it says

that all three components of the total momentum vector stay constant, so we count it as three equations. Of course if the motion

happens to be confined to two dimensions, then we need only count

vectors as having two components.

A two-car crash with sticking

example 18

Suppose two cars collide, stick together, and skid off together. If

we know the cars initial momentum vectors, we can count equations and unknowns as follows:

unknown #1: x component of cars final, total momentum

unknown #2: y component of cars final, total momentum

equation #1: conservation of the total px

equation #2: conservation of the total py

Since the number of equations equals the number of unknowns,

there must be one unique solution for their total momentum vector

after the crash. In other words, the speed and direction at which

their common center of mass moves off together is unaffected by

factors such as whether the cars collide center-to-center or catch

each other a little off-center.

Shooting pool

example 19

Two pool balls collide, and as before we assume there is no decrease in the total kinetic energy, i.e., no energy converted from

KE into other forms. As in the previous example, we assume we

are given the initial velocities and want to find the final velocities.

The equations and unknowns are:

unknown #1: x component of ball #1s final momentum

unknown #2: y component of ball #1s final momentum

unknown #3: x component of ball #2s final momentum

unknown #4: y component of ball #2s final momentum

equation #1: conservation of the total px

equation #2: conservation of the total py

equation #3: no decrease in total KE

Note that we do not count the balls final kinetic energies as unknowns, because knowing the momentum vector, one can always

find the velocity and thus the kinetic energy. The number of equations is less than the number of unknowns, so no unique result is

guaranteed. This is what makes pool an interesting game. By

362

Chapter 14

Conservation of momentum

aiming the cue ball to one side of the target ball you can have

some control over the balls speeds and directions of motion after

the collision.

It is not possible, however, to choose any combination of final

speeds and directions. For instance, a certain shot may give the

correct direction of motion for the target ball, making it go into a

pocket, but may also have the undesired side-effect of making the

cue ball go in a pocket.

Calculations with the momentum vector

The following example illustrates how a force is required to

change the direction of the momentum vector, just as one would

be required to change its magnitude.

A turbine

example 20

. In a hydroelectric plant, water flowing over a dam drives a turbine, which runs a generator to make electric power. The figure

shows a simplified physical model of the water hitting the turbine,

in which it is assumed that the stream of water comes in at a

45 angle with respect to the turbine blade, and bounces off at a

90 angle at nearly the same speed. The water flows at a rate R,

in units of kg/s, and the speed of the water is v . What are the

magnitude and direction of the waters force on the turbine?

q / Example 20.

Rt, and the magnitude of its initial momentum is mv = v Rt.

The waters final momentum vector is of the same magnitude, but

in the perpendicular direction. By Newtons third law, the waters

force on the blade is equal and opposite to the blades force on

the water. Since the force is constant, we can use the equation

pwater

t

Fblade on water =

Choosing the x axis to be to the right and the y axis to be up, this

can be broken down into components as

pwater,x

t

v Rt 0

=

t

= v R

Fblade on water,x =

and

pwater,y

t

0 (v Rt)

=

t

= vR

.

Fblade on water,y =

Section 14.5

363

Fwater on blade,x = v R

Fwater on blade,y = v R

result makes sense physically. The x component of the waters

force on the blade is positive, which is correct since we know the

blade will be pushed to the right. The y component is negative,

which also makes sense because the water must push the blade

down. The magnitude of the waters force on the blade is

|Fwater on blade | = 2v R

and its direction is at a 45-degree angle down and to the right.

Discussion questions

A

The figures show a jet of water striking two different objects. How

does the total downward force compare in the two cases? How could this

fact be used to create a better waterwheel? (Such a waterwheel is known

as a Pelton wheel.)

Discussion question A.

By now you will have learned to recognized the circumlocutions I

use in the sections without calculus in order to introduce calculuslike concepts without using the notation, terminology, or techniques

of calculus. It will therefore come as no surprise to you that the rate

of change of momentum can be represented with a derivative,

dptotal

Ftotal =

.

dt

And of course the business about

the area under the F t curve is

R

really an integral, ptotal = Ftotal dt, which can be made into an

integral of a vector in the more general three-dimensional case:

Z

ptotal = Ftotal dt

.

In the case of a material object that is neither losing nor picking up

mass, these are just trivially rearranged versions of familiar equations, e.g., F = mdv/dt rewritten as F = d(mv)/dt. The following

is a less trivial example, where F = ma alone would not have been

very easy to work with.

364

Chapter 14

Conservation of momentum

example 21

. If 1 kg/s of rain falls vertically into a 10-kg cart that is rolling

without friction at an initial speed of 1.0 m/s, what is the effect on

the speed of the cart when the rain first starts falling?

. The rain and the cart make horizontal forces on each other, but

there is no external horizontal force on the rain-plus-cart system,

so the horizontal motion obeys

F =

d(mv )

=0

dt

0=

dm

dv

v +m

dt

dt

dv

v dm

=

dt

m

dt

1 m/s

=

(1 kg/s)

10 kg

= 0.1 m/s2

Finally we note that there are cases where F = ma is not just

less convenient than F = dp/dt but in fact F = ma is wrong and

F = dp/dt is right. A good example is the formation of a comets

tail by sunlight. We cannot use F = ma to describe this process,

since we are dealing with a collision of light with matter, whereas

Newtons laws only apply to matter. The equation F = dp/dt, on

the other hand, allows us to find the force experienced by an atom of

gas in the comets tail if we know the rate at which the momentum

vectors of light rays are being turned around by reflection from the

atom.

Section 14.6

Applications of calculus

365

Summary

Selected vocabulary

momentum . . . a measure of motion, equal to mv for material

objects

collision . . . . . an interaction between moving objects that

lasts for a certain time

center of mass . . the balance point or average position of the

mass in a system

Notation

p. . . . . . . . . .

cm . . . . . . . . .

center of mass, as in xcm , acm , etc.

impulse, I, J . . the amount of momentum transferred, p

elastic collision . one in which no KE is converted into other

forms of energy

inelastic collision one in which some KE is converted to other

forms of energy

Summary

If two objects interact via a force, Newtons third law guarantees that any change in ones velocity vector will be accompanied

by a change in the others which is in the opposite direction. Intuitively, this means that if the two objects are not acted on by any

external force, they cannot cooperate to change their overall state of

motion. This can be made quantitative by saying that the quantity

m1 v1 + m2 v2 must remain constant as long as the only forces are

the internal ones between the two objects. This is a conservation

law, called the conservation of momentum, and like the conservation of energy, it has evolved over time to include more and more

phenomena unknown at the time the concept was invented. The

momentum of a material object is

p = mv

than a definition. For instance, light has momentum, but has no

mass, and the above equation is not the right equation for light. The

law of conservation of momentum says that the total momentum of

any closed system, i.e., the vector sum of the momentum vectors of

all the things in the system, is a constant.

An important application of the momentum concept is to collisions, i.e., interactions between moving objects that last for a certain

amount of time while the objects are in contact or near each other.

Conservation of momentum tells us that certain outcomes of a collision are impossible, and in some cases may even be sufficient to

predict the motion after the collision. In other cases, conservation

of momentum does not provide enough equations to find all the unknowns. In some collisions, such as the collision of a superball with

366

Chapter 14

Conservation of momentum

the floor, very little kinetic energy is converted into other forms of

energy, and this provides one more equation, which may suffice to

predict the outcome.

The total momentum of a system can be related to its total mass

and the velocity of its center of mass by the equation

ptotal = mtotal vcm

the balance point of an object, can be generalized to any system

containing any number of objects, and is defined mathematically

as the weighted average of the positions of all the parts of all the

objects,

m 1 x1 + m 2 x2 + . . .

xcm =

,

m1 + m2 + . . .

with similar equations for the y and z coordinates.

The frame of reference moving with the center of mass of a closed

system is always a valid inertial frame, and many problems can be

greatly simplified by working them in the inertial frame. For example, any collision between two objects appears in the c.m. frame as

a head-on one-dimensional collision.

When a system is not closed, the rate at which momentum is

transferred in or out is simply the total force being exerted externally

on the system,

dptotal

.

Ftotal =

dt

Summary

367

Problems

Key

R

?

A problem that requires calculus.

A difficult problem.

1

Derive a formula expressing the kinetic energy of an object

in

2

Two people in a rowboat wish to move around without causing

the boat to move. What should be true about their total momentum? Explain.

3

A firework shoots up into the air, and just before it explodes

it has a certain momentum and kinetic energy. What can you say

about the momenta and kinetic energies of the pieces immediately

after the explosion? [Based on a problem from PSSC Physics.]

. Solution, p. 498

4

A bullet leaves the barrel of a gun with a kinetic energy of 90

J. The gun barrel is 50 cm long. The gun has a mass of 4 kg, the

bullet 10 g.

(c) Find the momentum of the recoiling gun.

(d) Find the kinetic energy of the recoiling gun, and explain why

the recoiling gun does not kill the shooter.

Problem 5

5

The graph shows the force, in meganewtons, exerted by a

rocket engine on the rocket as a function of time. If the rockets

mass is 4000 kg, at what speed is the rocket moving when the engine

stops firing? Assume it goes straight up, and neglect the force

of

368

Chapter 14

Conservation of momentum

6

Cosmic rays are particles from outer space, mostly protons and

atomic nuclei, that are continually bombarding the earth. Most of

them, although they are moving extremely fast, have no discernible

effect even if they hit your body, because their masses are so small.

Their energies vary, however, and a very small minority of them

have extremely large energies. In some cases the energy is as much

as several Joules, which is comparable to the KE of a well thrown

rock! If you are in a plane at a high altitude and are so incredibly

unlucky as to be hit by one of these rare ultra-high-energy cosmic

rays, what would you notice, the momentum imparted to your body,

the energy dissipated in your body as heat, or both? Base your conclusions on numerical estimates, not just random speculation. (At

these high speeds, one should really take into account the deviations from Newtonian physics described by Einsteins special theory

of relativity. Dont worry about that, though.)

7

Show that for a body made up of many equal masses, the

equation for the center of mass becomes a simple average of all the

positions of the masses.

8

The figure shows a view from above of a collision about to

happen between two air hockey pucks sliding without friction. They

have the same speed, vi , before the collision, but the big puck is 2.3

times more massive than the small one. Their sides have sticky stuff

on them, so when they collide, they will stick together. At what

angle will they emerge from the collision? In addition to giving a

numerical answer, please indicate by drawing on the figure how your

angle is defined.

. Solution, p. 498

9

A learjet traveling due east at 300 mi/hr collides with a

jumbo jet which was heading southwest at 150 mi/hr. The jumbo

jets mass is 5.0 times greater than that of the learjet. When they

collide, the learjet sticks into the fuselage of the jumbo jet, and they

fall to earth together. Their engines stop functioning immediately

after the collision. On a map, what will be the direction from the

location of the collision to the place where the wreckage hitsthe

ground? (Give an angle.)

Problem 8

10

A very massive object with velocity v collides head-on with

an object at rest whose mass is very small. No kinetic energy is

converted into other forms. Prove that the low-mass object recoils

with velocity 2v. [Hint: Use the center-of-mass frame of reference.]

11

A mass m moving at velocity v collides with a stationary

target having the same mass m. Find the maximum amount

of

Problems

369

12

When the contents of a refrigerator cool down, the changed

molecular speeds imply changes in both momentum and energy.

Why, then, does a fridge transfer power through its radiator coils,

but not force?

. Solution, p. 499

13

A 10-kg bowling ball moving at 2.0 m/s hits a 1.0-kg bowling

pin, which is initially at rest. The other pins are all gone already,

and the collision is head-on, so that the motion is one-dimensional.

Assume that negligible amounts of heat and sound are produced.

Find the velocity of the pin immediately after the collision.

14

A ball of mass 3m collides head-on with an initially stationary

ball of mass m. No kinetic energy is transformed into heat or sound.

In what direction is the mass-3m ball moving after the collision,and

how fast is it going compared to its original velocity?

15

Suppose a system consisting of pointlike particles has a total

kinetic energy Kcm measured in the center-of-mass frame of reference. Since they are pointlike, they cannot have any energy due to

internal motion.

(a) Prove that in a different frame of reference, moving with velocity u relative to the center-of-mass frame, the total kinetic energy

equals Kcm + M |u|2 /2, where M is the total mass. [Hint: You can

save yourself a lot of writing if you express the total kinetic energy

using the dot product.]

. Solution, p. 499

(b) Use this to prove that if energy is conserved in one frame of

reference, then it is conserved in every frame of reference. The total

energy equals the total kinetic energy plus the sum of the potential

energies due to the particles interactions with each other, which

we assume depends only on the distance between particles. [For a

simpler numerical example, see problem 13 on p. 292.]

?

16

The big difference between the equations for momentum and

kinetic energy is that one is proportional to v and one to v 2 . Both,

however, are proportional to m. Suppose someone tells you that

theres a third quantity, funkosity, defined as f = m2 v, and that

funkosity is conserved. How do you know your leg is being pulled?

. Solution, p. 499

17

A rocket ejects exhaust with an exhaust velocity u. The

rate at which the exhaust mass is used (mass per unit time) is b.

We assume that the rocket accelerates in a straight line starting

from rest, and that no external forces act on it. Let the rockets

initial mass (fuel plus the body and payload) be mi , and mf be its

final mass, after all the fuel is used up. (a) Find the rockets final

velocity, v, in terms of u, mi , and mf . (b) A typical exhaust velocity

for chemical rocket engines is 4000 m/s. Estimate the initial mass

of a rocket that could accelerate a one-ton payload to 10% of the

speed of light, and show that this design wont work. (For thesake

of the estimate, ignore the mass of the fuel tanks.)

?

370

Chapter 14

Conservation of momentum

18

A flexible rope of mass m and length L slides without friction

over the edge of a table. Let x be the length of the rope that is

hanging over the edge at a given moment in time.

(a) Show that x satisfies the equation of motion d2 x/dt2 = gx/L.

[Hint: Use F = dp/dt, which allows you to handle the two parts of

the rope separately even though mass is moving out of one part and

into the other.]

(b) Give a physical explanation for the fact that a larger value of

x on the right-hand side of the equation leads to a greater value of

the acceleration on the left side.

(c) When we take the second derivative of the function x(t) we are

supposed to get essentially the same function back again, except

for a constant out in front. The function ex has the property that

it is unchanged by differentiation, so it is reasonable to look for

solutions to this problem that are of the form x = bect , where b and

c are constants. Show that this does indeed provide a solution for

two specific values of c (and for any value of b).

(d) Show that the sum of any two solutions to the equation of motion

is also a solution.

(e) Find the solution for the case where the rope starts at rest at

t = 0 with some nonzero value of x.

?

Problems

371

372

Chapter 14

Conservation of momentum

Chapter 15

Conservation of angular

momentum

Sure, and maybe the sun wont come up tomorrow. Of course,

the sun only appears to go up and down because the earth spins,

so the cliche should really refer to the unlikelihood of the earths

stopping its rotation abruptly during the night. Why cant it stop?

It wouldnt violate conservation of momentum, because the earths

rotation doesnt add anything to its momentum. While California

spins in one direction, some equally massive part of India goes the

opposite way, canceling its momentum. A halt to Earths rotation

would entail a drop in kinetic energy, but that energy could simply

be converted into some other form, such as heat.

Other examples along these lines are not hard to find. A hydrogen atom spins at the same rate for billions of years. A high-diver

who is rotating when he comes off the board does not need to make

373

to stop rotating before he hit the water.

These observations have the hallmarks of a conservation law:

A closed system is involved. Nothing is making an effort to

twist the earth, the hydrogen atom, or the high-diver. They are

isolated from rotation-changing influences, i.e., they are closed

systems.

Something remains unchanged. There appears to be a numerical quantity for measuring rotational motion such that the total

amount of that quantity remains constant in a closed system.

Something can be transferred back and forth without

changing the total amount. In figure a, the jumper wants to

get his feet out in front of him so he can keep from doing a face

plant when he lands. Bringing his feet forward would involve a

certain quantity of counterclockwise rotation, but he didnt start

out with any rotation when he left the ground. Suppose we consider counterclockwise as positive and clockwise as negative. The

only way his legs can acquire some positive rotation is if some other

part of his body picks up an equal amount of negative rotation.

This is why he swings his arms up behind him, clockwise.

engines and old-fashioned LP records have speeds of rotation measured in rotations per minute (r.p.m.), but the number of rotations per minute (or per second) is not a conserved quantity. A

twirling figure skater, for instance, can pull her arms in to increase

her r.p.m.s. The first section of this chapter deals with the numerical definition of the quantity of rotation that results in a valid

conservation law.

374

Chapter 15

When most people think of rotation, they think of a solid object

like a wheel rotating in a circle around a fixed point. Examples of

this type of rotation, called rigid rotation or rigid-body rotation, include a spinning top, a seated childs swinging leg, and a helicopters

spinning propeller. Rotation, however, is a much more general phenomenon, and includes noncircular examples such as a comet in

an elliptical orbit around the sun, or a cyclone, in which the core

completes a circle more quickly than the outer parts.

If there is a numerical measure of rotational motion that is a

conserved quantity, then it must include nonrigid cases like these,

since nonrigid rotation can be traded back and forth with rigid rotation. For instance, there is a trick for finding out if an egg is

raw or hardboiled. If you spin a hardboiled egg and then stop it

briefly with your finger, it stops dead. But if you do the same with

a raw egg, it springs back into rotation because the soft interior was

still swirling around within the momentarily motionless shell. The

pattern of flow of the liquid part is presumably very complex and

nonuniform due to the asymmetric shape of the egg and the different consistencies of the yolk and the white, but there is apparently

some way to describe the liquids total amount of rotation with a

single number, of which some percentage is given back to the shell

when you release it.

The best strategy is to devise a way of defining the amount of

rotation of a single small part of a system. The amount of rotation

of a system such as a cyclone will then be defined as the total of all

the contributions from its many small parts.

The quest for a conserved quantity of rotation even requires us

to broaden the rotation concept to include cases where the motion

doesnt repeat or even curve around. If you throw a piece of putty

at a door, the door will recoil and start rotating. The putty was

traveling straight, not in a circle, but if there is to be a general

conservation law that can cover this situation, it appears that we

must describe the putty as having had some rotation, which it

then gave up to the door. The best way of thinking about it is to

attribute rotation to any moving object or part of an object that

changes its angle in relation to the axis of rotation. In the puttyand-door example, the hinge of the door is the natural point to think

of as an axis, and the putty changes its angle as seen by someone

standing at the hinge. For this reason, the conserved quantity we are

investigating is called angular momentum. The symbol for angular

momentum cant be a or m, since those are used for acceleration

and mass, so the symbol L is arbitrarily chosen instead.

b / An overhead view of a

piece of putty being thrown at

a door. Even though the putty

is neither spinning nor traveling

along a curve, we must define it

as having some kind of rotation

because it is able to make the

door rotate.

at the axis, the putty changes

its angular position. We therefore define it as having angular

momentum.

1 m/s, which hits the door at a distance of 1 m from the hinge.

We define this blob to have 1 unit of angular momentum. When

Section 15.1

375

it hits the door, the door will recoil and start rotating. We can

use the speed at which the door recoils as a measure of the angular

momentum the blob brought in.1

Experiments show, not surprisingly, that a 2-kg blob thrown in

the same way makes the door rotate twice as fast, so the angular

momentum of the putty blob must be proportional to mass,

Lm

blob will have a doubling effect on the result, so its angular momentum must be proportional to its velocity as well,

L mv

motion, and therefore no angular

momentum. It will not cause the

door to rotate.

door with one of those bar-shaped handles on it and pushing on the

wrong side, the side close to the hinges. You feel like an idiot, because you have so little leverage that you can hardly budge the door.

The same would be true with the putty blob. Experiments would

show that the amount of rotation the blob can give to the door is

proportional to the distance, r, from the axis of rotation, so angular

momentum must also be proportional to r,

L mvr

the velocity vector perpendicular

to the dashed line should be

counted into the definition of

angular momentum.

know on grounds of symmetry that a putty ball thrown directly

inward toward the hinge will have no angular momentum to give

to the door. After all, there would not even be any way to decide whether the balls rotation was clockwise or counterclockwise

in this situation. It is therefore only the component of the blobs

velocity vector perpendicular to the door that should be counted in

its angular momentum,

L = mv r

objects velocity vector that is perpendicular to the line joining the

object to the axis of rotation.

We find that this equation agrees with the definition of the original putty blob as having one unit of angular momentum, and we can

now see that the units of angular momentum are (kgm/s)m, i.e.,

kgm2 /s. This gives us a way of calculating the angular momentum

of any material object or any system consisting of material objects:

1

We assume that the door is much more massive than the blob. Under this

assumption, the speed at which the door recoils is much less than the original

speed of the blob, so the blob has lost essentially all its angular momentum, and

given it to the door.

376

Chapter 15

The angular momentum of a moving particle is

L = mv r

perpendicular to the line joining it to the axis of rotation, and r is

its distance from the axis. Positive and negative signs are used to

describe opposite directions of rotation.

The angular momentum of a finite-sized object or a system

of many objects is found by dividing it up into many small parts,

applying the equation to each part, and adding to find the total

amount of angular momentum.

by the qualifiers, matter isnt the only thing that can have angular

momentum. Light can also have angular momentum, and the above

equation would not apply to light.)

Conservation of angular momentum has been verified over and

over again by experiment, and is now believed to be one of the three

most fundamental principles of physics, along with conservation of

energy and momentum.

A figure skater pulls her arms in

example 1

When a figure skater is twirling, there is very little friction between

her and the ice, so she is essentially a closed system, and her

angular momentum is conserved. If she pulls her arms in, she is

decreasing r for all the atoms in her arms. It would violate conservation of angular momentum if she then continued rotating at

the same speed, i.e., taking the same amount of time for each

revolution, because her arms contributions to her angular momentum would have decreased, and no other part of her would

have increased its angular momentum. This is impossible because it would violate conservation of angular momentum. If her

total angular momentum is to remain constant, the decrease in r

for her arms must be compensated for by an overall increase in

her rate of rotation. That is, by pulling her arms in, she substantially reduces the time for each rotation.

Section 15.1

arms so that she can execute a

spin more rapidly.

377

g / Example 2.

earth-moon system from above

the north pole.

All distances

have been highly distorted for

legibility. The earths rotation is

counterclockwise from this point

of view (arrow). The moons gravity creates a bulge on the side

near it, because its gravitational

pull is stronger there, and an

anti-bulge on the far side, since

its gravity there is weaker. For

simplicity, lets focus on the tidal

bulge closer to the moon. Its

frictional force is trying to slow

down the earths rotation, so its

force on the earths solid crust is

toward the bottom of the figure.

By Newtons third law, the crust

must thus make a force on the

bulge which is toward the top of

the figure. This causes the bulge

to be pulled forward at a slight

angle, and the bulges gravity

therefore pulls the moon forward,

accelerating its orbital motion

about the earth and flinging it

outward.

378

Chapter 15

example 2

An objects angular momentum can be different depending on the

axis about which it rotates. Figure g shows shows two doubleexposure photographs a viola player tipping the bow in order to

cross from one string to another. Much more angular momentum

is required when playing near the bows handle, called the frog,

as in the panel on the right; not only are most of the atoms in the

bow at greater distances, r , from the axis of rotation, but the ones

in the tip also have more momentum, p. It is difficult for the player

to quickly transfer a large angular momentum into the bow, and

then transfer it back out just as quickly. (In the language of section

15.4, large torques are required.) This is one of the reasons that

string players tend to stay near the middle of the bow as much as

possible.

Earths slowing rotation and the receding moon

example 3

As noted in chapter 1, the earths rotation is actually slowing down

very gradually, with the kinetic energy being dissipated as heat by

friction between the land and the tidal bulges raised in the seas

by the earths gravity. Does this mean that angular momentum is

not really perfectly conserved? No, it just means that the earth

is not quite a closed system by itself. If we consider the earth

and moon as a system, then the angular momentum lost by the

earth must be gained by the moon somehow. In fact very precise

measurements of the distance between the earth and the moon

have been carried out by bouncing laser beams off of a mirror

left there by astronauts, and these measurements show that the

moon is receding from the earth at a rate of 4 centimeters per

year! The moons greater value of r means that it has a greater

amount lost by the earth. In the days of the dinosaurs, the days

were significantly shorter, and the moon was closer and appeared

bigger in the sky.

But what force is causing the moon to speed up, drawing it out

into a larger orbit? It is the gravitational forces of the earths tidal

bulges. The effect is described qualitatively in the caption of the

figure. The result would obviously be extremely difficult to calculate directly, and this is one of those situations where a conservation law allows us to make precise quantitative statements about

the outcome of a process when the calculation of the process

itself would be prohibitively complex.

Restriction to rotation in a plane

Is angular momentum a vector, or a scalar? It does have a

direction in space, but its a direction of rotation, not a straight-line

direction like the directions of vectors such as velocity or force. It

turns out that there is a way of defining angular momentum as a

vector, but in this book the examples will be confined to a single

plane of rotation, i.e., effectively two-dimensional situations. In this

special case, we can choose to visualize the plane of rotation from

one side or the other, and to define clockwise and counterclockwise

rotation as having opposite signs of angular momentum.

Discussion question

A

Conservation of plain old momentum, p, can be thought of as the

greatly expanded and modified descendant of Galileos original principle

of inertia, that no force is required to keep an object in motion. The principle of inertia is counterintuitive, and there are many situations in which it

appears superficially that a force is needed to maintain motion, as maintained by Aristotle. Think of a situation in which conservation of angular

momentum, L, also seems to be violated, making it seem incorrectly that

something external must act on a closed system to keep its angular momentum from running down.

We now discuss the application of conservation of angular momentum to planetary motion, both because of its intrinsic importance

and because it is a good way to develop a visual intuition for angular

momentum.

Keplers law of equal areas states that the area swept out by

a planet in a certain length of time is always the same. Angular

momentum had not been invented in Keplers time, and he did not

even know the most basic physical facts about the forces at work. He

thought of this law as an entirely empirical and unexpectedly simple

way of summarizing his data, a rule that succeeded in describing

and predicting how the planets sped up and slowed down in their

Section 15.2

379

equal area law amounts to a statement that the planets angular

momentum stays constant.

There is no simple geometrical rule for the area of a pie wedge

cut out of an ellipse, but if we consider a very short time interval,

as shown in figure i, the shaded shape swept out by the planet is

very nearly a triangle. We do know how to compute the area of a

triangle. It is one half the product of the base and the height:

1

area = bh

2

the variables r and v . If we consider the sun to be the axis of

rotation, then the variable r is identical to the base of the triangle,

r = b. Referring to the magnified portion of the figure, v can be

related to h, because the two right triangles are similar:

i / The planets angular momentum is related to the rate at

which it sweeps out area.

h

v

=

distance traveled

|v|

The area can thus be rewritten as

1 v (distance traveled)

area = r

2

|v|

1

area = rv t

2

We have found the following relationship between angular momentum and the rate at which area is swept out:

L = 2m

area

t

conserved quantity would be an equally valid conserved quantity if

you multiplied it by a constant. The factor of m was not relevant

to Kepler, who did not know the planets masses, and who was only

describing the motion of one planet at a time.

We thus find that Keplers equal-area law is equivalent to a statement that the planets angular momentum remains constant. But

wait, why should it remain constant? the planet is not a closed

system, since it is being acted on by the suns gravitational force.

There are two valid answers. The first is that it is actually the total angular momentum of the sun plus the planet that is conserved.

The sun, however, is millions of times more massive than the typical

planet, so it accelerates very little in response to the planets gravitational force. It is thus a good approximation to say that the sun

380

Chapter 15

between it and the planet.

The second answer is that to change the planets angular momentum requires not just a force but a force applied in a certain

way. In section 15.4 we discuss the transfer of angular momentum

by a force, but the basic idea here is that a force directly in toward

the axis does not change the angular momentum.

Discussion questions

A

Suppose an object is simply traveling in a straight line at constant

speed. If we pick some point not on the line and call it the axis of rotation,

is area swept out by the object at a constant rate? Would it matter if we

chose a different axis?

B

The figure is a strobe photo of a pendulum bob, taken from underneath the pendulum looking straight up. The black string cant be seen

in the photograph. The bob was given a slight sideways push when it

was released, so it did not swing in a plane. The bright spot marks the

center, i.e., the position the bob would have if it hung straight down at us.

Does the bobs angular momentum appear to remain constant if we consider the center to be the axis of rotation? What if we choose a different

axis?

Discussion question A.

Discussion question B.

With plain old momentum, p, we had the freedom to work in any

inertial frame of reference we liked. The same object could have

different values of momentum in two different frames, if the frames

were not at rest with respect to each other. Conservation of momentum, however, would be true in either frame. As long as we

employed a single frame consistently throughout a calculation, everything would work.

The same is true for angular momentum, and in addition there

is an ambiguity that arises from the definition of an axis of rotation.

For a wheel, the natural choice of an axis of rotation is obviously

the axle, but what about an egg rotating on its side? The egg

Section 15.3

381

center. A similar issue arises for a cyclone, which does not even

have a sharply defined shape, or for a complicated machine with

many gears. The following theorem, the first of two presented in

this section without proof, explains how to deal with this issue.

Although I have put descriptive titles above both theorems, they

have no generally accepted names.

the choice of axis theorem

It is entirely arbitrary what point one defines as the axis for

purposes of calculating angular momentum. If a closed systems angular momentum is conserved when calculated with

one choice of axis, then it will also be conserved for any other

choice. Likewise, any inertial frame of reference may be used.

j / Example 4.

example 4

Observers on planets A and B both see the two asteroids colliding. The asteroids are of equal mass and their impact speeds are

the same. Astronomers on each planet decide to define their own

planet as the axis of rotation. Planet A is twice as far from the collision as planet B. The asteroids collide and stick. For simplicity,

assume planets A and B are both at rest.

tendency to think of the diver as

rotating about his own center of

mass. However, he is flying in

an arc, and he also has angular

momentum because of this

motion.

With planet A as the axis, the two asteroids have the same amount

of angular momentum, but one has positive angular momentum

and the other has negative. Before the collision, the total angular

momentum is therefore zero. After the collision, the two asteroids

will have stopped moving, and again the total angular momentum is zero. The total angular momentum both before and after

the collision is zero, so angular momentum is conserved if you

choose planet A as the axis.

The only difference with planet B as axis is that r is smaller by a

factor of two, so all the angular momenta are halved. Even though

the angular momenta are different than the ones calculated by

planet A, angular momentum is still conserved.

The earth spins on its own axis once a day, but simultaneously

travels in its circular one-year orbit around the sun, so any given

part of it traces out a complicated loopy path. It would seem difficult

to calculate the earths angular momentum, but it turns out that

there is an intuitively appealing shortcut: we can simply add up the

angular momentum due to its spin plus that arising from its center

of masss circular motion around the sun. This is a special case of

the following general theorem:

spinning about its center of mass

and because it is moving through

space.

382

Chapter 15

An objects angular momentum with respect to some outside

axis A can be found by adding up two parts:

(1) The first part is the objects angular momentum found

by using its own center of mass as the axis, i.e., the angular

(2) The other part equals the angular momentum that the

object would have with respect to the axis A if it had all its

mass concentrated at and moving with its center of mass.

A system with its center of mass at rest

example 5

In the special case of an object whose center of mass is at rest,

the spin theorem implies that the objects angular momentum is

the same regardless of what axis we choose. (This is an even

stronger statement than the choice of axis theorem, which only

guarantees that angular momentum is conserved for any given

choice of axis, without specifying that it is the same for all such

choices.)

Discussion question

A In the example of the colliding asteroids, suppose planet A was moving toward the top of the page, at the same speed as the bottom asteroid.

How would planet As astronomers describe the angular momenta of the

asteroids? Would angular momentum still be conserved?

momentum

Force can be interpreted as the rate of transfer of momentum. The

equivalent in the case of angular momentum is called torque (rhymes

with fork). Where force tells us how hard we are pushing or

pulling on something, torque indicates how hard we are twisting on

it. Torque is represented by the Greek letter tau, , and the rate

of change of an objects angular momentum equals the total torque

acting on it,

L

total =

.

t

(If the angular momentum does not change at a constant rate, the

total torque equals the slope of the tangent line on a graph of L

versus t.)

As with force and momentum, it often happens that angular

momentum recedes into the background and we focus our interest on

the torques. The torque-focused point of view is exemplified by the

fact that many scientifically untrained but mechanically apt people

know all about torque, but none of them have heard of angular

momentum. Car enthusiasts eagerly compare engines torques, and

there is a tool called a torque wrench which allows one to apply a

desired amount of torque to a screw and avoid overtightening it.

Torque distinguished from force

Of course a force is necessary in order to create a torque you

cant twist a screw without pushing on the wrench but force and

torque are two different things. One distinction between them is

direction. We use positive and negative signs to represent forces in

Section 15.4

angular momentum can be transferred. The rates of transfer are

called power, force, and torque.

383

however, is clockwise or counterclockwise, not a linear direction.

The other difference between torque and force is a matter of

leverage. A given force applied at a doors knob will change the

doors angular momentum twice as rapidly as the same force applied

halfway between the knob and the hinge. The same amount of force

produces different amounts of torque in these two cases.

It is possible to have a zero total torque with a nonzero total

force. An airplane with four jet engines, n, would be designed so

that their forces are balanced on the left and right. Their forces are

all in the same direction, but the clockwise torques of two of the

engines are canceled by the counterclockwise torques of the other

two, giving zero total torque.

Conversely we can have zero total force and nonzero total torque.

A merry-go-rounds engine needs to supply a nonzero torque on it

to bring it up to speed, but there is zero total force on it. If there

was not zero total force on it, its center of mass would accelerate!

Relationship between force and torque

n / The planes four engines

produce zero total torque but not

zero total force.

force? Since it depends on leverage, we should expect it to depend

on the distance between the axis and the point of application of

the force. Well derive an equation relating torque to force for a

particular very simple situation, and state without proof that the

equation actually applies to all situations.

Consider a pointlike object which is initially at rest at a distance

r from the axis we have chosen for defining angular momentum.

We first observe that a force directly inward or outward, along the

line connecting the axis to the object, does not impart any angular

momentum to the object.

for torque. A force that points

directly in at or out away from the

axis produces neither clockwise

nor counterclockwise angular

momentum. A force in the perpendicular direction does transfer

angular momentum.

object does, however, make the object pick up angular momentum.

Newtons second law gives

a=

Chapter 15

and assuming for simplicity that the force is constant, the constant

acceleration equation a = v/t allows us to find the velocity the

object acquires after a time t,

v =

384

F

m

F t

m

we multiply both sides of the equation by mr to give

mvr = F tr

L = F tr

L

= Fr

t

= Fr

line joining the object and the axis, it would be only the component

of the force perpendicular to the line that would produce a torque,

= F r

Although this result was proved under a simplified set of circumstances, it is more generally valid:

relationship between force and torque

The rate at which a force transfers angular momentum to an

object, i.e., the torque produced by the force, is given by

| | = r|F |

where r is the distance from the axis to the point of application of the force, and F is the component of the force that

is perpendicular to the line joining the axis to the point of

application.

The equation is stated with absolute value signs because the

positive and negative signs of force and torque indicate different

things, so there is no useful relationship between them. The sign

of the torque must be found by physical inspection of the case at

hand.

From the equation, we see that the units of torque can be written as newtons multiplied by meters. Metric torque wrenches are

calibrated in Nm, but American ones use foot-pounds, which is also

a unit of distance multiplied by a unit of force. We know from our

study of mechanical work that newtons multiplied by meters equal

joules, but torque is a completely different quantity from work, and

nobody writes torques with units of joules, even though it would be

technically correct.

refered to in the relationship

between force and torque.

self-check A

Compare the magnitudes and signs of the four torques shown in the

figure.

. Answer, p. 504

Section 15.4

385

386

Chapter 15

example 6

. How can the torque applied to the wrench in the figure be expressed in terms of r , |F |, and the angle ?

. The force vector and its F component form the hypotenuse

and one leg of a right triangle,

of F can thus be expressed as

F = |F| sin

|| = r |F| sin

leading to

quantity r shown in figure q, which gives us a third way of expressing the relationship between torque and force:

| | = r |F|

equations for torque. Starting from any one of them you could easily

derive the other two using trigonometry. Familiarizing yourself with

them can however clue you in to easier avenues of attack on certain

problems.

q / The quantity r .

Up until now weve been thinking in terms of a force that acts

at a single point on an object, such as the force of your hand on the

wrench. This is of course an approximation, and for an extremely

realistic calculation of your hands torque on the wrench you might

need to add up the torques exerted by each square millimeter where

your skin touches the wrench. This is seldom necessary. But in

the case of a gravitational force, there is never any single point at

which the force is applied. Our planet is exerting a separate tug on

every brick in the Leaning Tower of Pisa, and the total gravitational

torque on the tower is the sum of the torques contributed by all the

little forces. Luckily there is a trick that allows us to avoid such

a massive calculation. It turns out that for purposes of computing

the total gravitational torque on an object, you can get the right

answer by just pretending that the whole gravitational force acts at

the objects center of mass.

Section 15.4

387

example 7

. Your arm has a mass of 3.0 kg, and its center of mass is 30

cm from your shoulder. What is the gravitational torque on your

arm when it is stretched out horizontally to one side, taking the

shoulder to be the axis?

r / Example 7.

|F | = (3.0 kg)(9.8 m/s2 ) = 29 N

treat the force as if it acted at the arms center of mass. The force

is straight down, which is perpendicular to the line connecting the

shoulder to the center of mass, so

F = |F | = 29 N

Continuing to pretend that the force acts at the center of the arm,

r equals 30 cm = 0.30 m, so the torque is

= r F = 9 Nm

Cow tipping

example 8

In 2005, Dr. Margo Lillie and her graduate student Tracy Boechler published a study claiming to debunk cow tipping. Their claim

was based on an analysis of the torques that would be required

to tip a cow, which showed that one person wouldnt be able to

make enough torque to do it. A lively discussion ensued on the

popular web site slashdot.org (news for nerds, stuff that matters) concerning the validity of the study. Personally, I had always assumed that cow-tipping was a group sport anyway, but as

a physicist, I also had some quibbles with their calculation. Heres

my own analysis.

There are three forces on the cow: the force of gravity FW , the

grounds normal force FN , and the tippers force FA .

As soon as the cows left hooves (on the right from our point of

view) break contact with the ground, the grounds force is being

applied only to hooves on the other side. We dont know the

grounds force, and we dont want to find it. Therefore we take

the axis to be at its point of application, so that its torque is zero.

For the purpose of computing torques, we can pretend that gravity acts at the cows center of mass, which Ive placed a little

lower than the center of its torso, since its legs and head also

have some mass, and the legs are more massive than the head

and stick out farther, so they lower the c.m. more than the head

raises it. The angle W between the vertical gravitational force

and the line rW is about 14 . (An estimate by Matt Semke at the

s / Example 8.

388

Chapter 15

ballpark.)

To generate the maximum possible torque with the least possible

force, the tippers want to push at a point as far as possible from

the axis, which will be the shoulder on the other side, and they

want to push at a 90 degree angle with respect to the radius line

rA .

When the tippers are just barely applying enough force to raise

the cows hooves on one side, the total torque has to be just

slightly more than zero. (In reality, they want to push a lot harder

than this hard enough to impart a lot of angular momentum to

the cow fair in a short time, before it gets mad and hurts them.

Were just trying to calculate the bare minimum force they can

possibly use, which is the question that science can answer.) Setting the total torque equal to zero,

N + W + A = 0

0 mgrW sin W + FA rA sin 90 = 0

rW

mg sin W

rA

1

1.5

= 1100 N

.

FA =

The 680 kg figure for the typical mass of a cow is due to Lillie

and Boechler, who are veterinarians, so I assume its fairly accurate. My estimate of 1100 N comes out significantly lower than

their 1400 N figure, mainly because their incorrect placement of

the center of mass gives W = 24 . I dont think 1100 N is an

impossible amount of force to require of one big, strong person

(its equivalent to lifting about 110 kg, or 240 pounds), but given

that the tippers need to impart a large angular momentum fairly

quickly, its probably true that several people would be required.

The main practical issue with cow tipping is that cows generally

sleep lying down. Falling on its side can also seriously injure a

cow.

Section 15.4

389

Discussion questions

A This series of discussion questions deals with past students incorrect

reasoning about the following problem.

Suppose a comet is at the point in its orbit shown in the figure. The

only force on the comet is the suns gravitational force.

Discussion question B.

using the sun as the axis.

(1) Is the sun producing a nonzero torque on the comet? Explain.

(2) Is the comets angular momentum increasing, decreasing, or

staying the same? Explain.

Explain what is wrong with the following answers. In some cases, the answer is correct, but the reasoning leading up to it is wrong. (a) Incorrect

answer to part (1): Yes, because the sun is exerting a force on the comet,

and the comet is a certain distance from the sun.

(b) Incorrect answer to part (1): No, because the torques cancel out.

(c) Incorrect answer to part (2): Increasing, because the comet is speeding up.

B

Which claw hammer would make it easier to get the nail out of the

wood if the same force was applied in the same direction?

C

You whirl a rock over your head on the end of a string, and gradually

pull in the string, eventually cutting the radius in half. What happens to

the rocks angular momentum? What changes occur in its speed, the time

required for one revolution, and its acceleration? Why might the string

break?

Discussion question E.

D

A helicopter has, in addition to the huge fan blades on top, a smaller

propeller mounted on the tail that rotates in a vertical plane. Why?

E

The photo shows an amusement park ride whose two cars rotate in

opposite directions. Why is this a good design?

390

Chapter 15

15.5 Statics

Equilibrium

There are many cases where a system is not closed but maintains

constant angular momentum. When a merry-go-round is running at

constant angular momentum, the engines torque is being canceled

by the torque due to friction.

When an object has constant momentum and constant angular

momentum, we say that it is in equilibrium. This is a scientific

redefinition of the common English word, since in ordinary speech

nobody would describe a car spinning out on an icy road as being

in equilibrium.

Very commonly, however, we are interested in cases where an object is not only in equilibrium but also at rest, and this corresponds

more closely to the usual meaning of the word. Trees and bridges

have been designed by evolution and engineers to stay at rest, and

to do so they must have not just zero total force acting on them but

zero total torque. It is not enough that they dont fall down, they

also must not tip over. Statics is the branch of physics concerned

with problems such as these.

Solving statics problems is now simply a matter of applying and

combining some things you already know:

You know the behaviors of the various types of forces, for

example that a frictional force is always parallel to the surface

of contact.

systems, but angular momentum

is being transferred out of them

at the same rate it is transferred

in, resulting in constant angular

momentum. To get an idea of

the huge scale of the modern

windmill farm, note the sizes of

the trucks and trailers.

of the forces that must equal zero to produce equilibrium.

You know about torque. The total torque acting on an object

must be zero if it is to be in equilibrium.

You know that the choice of axis is arbitrary, so you can make

a choice of axis that makes the problem easy to solve.

In general, this type of problem could involve four equations in four

unknowns: three equations that say the force components add up

to zero, and one equation that says the total torque is zero. Most

cases youll encounter will not be this complicated. In the following

example, only the equation for zero total torque is required in order

to get an answer.

Section 15.5

Statics

391

A flagpole

example 9

. A 10-kg flagpole is being held up by a lightweight horizontal

cable, and is propped against the foot of a wall as shown in the

figure. If the cable is only capable of supporting a tension of 70

N, how great can the angle be without breaking the cable?

. All three objects in the figure are supposed to be in equilibrium:

the pole, the cable, and the wall. Whichever of the three objects

we pick to investigate, all the forces and torques on it have to

cancel out. It is not particularly helpful to analyze the forces and

torques on the wall, since it has forces on it from the ground that

are not given and that we dont want to find. We could study the

forces and torques on the cable, but that doesnt let us use the

given information about the pole. The object we need to analyze

is the pole.

u / Example 9.

The pole has three forces on it, each of which may also result in

a torque: (1) the gravitational force, (2) the cables force, and (3)

the walls force.

We are free to define an axis of rotation at any point we wish, and

it is helpful to define it to lie at the bottom end of the pole, since

by that definition the walls force on the pole is applied at r = 0

and thus makes no torque on the pole. This is good, because we

dont know what the walls force on the pole is, and we are not

trying to find it.

With this choice of axis, there are two nonzero torques on the

pole, a counterclockwise torque from the cable and a clockwise

torque from gravity. Choosing to represent counterclockwise torques

as positive numbers, and using the equation || = r |F | sin , we

have

rcable |Fcable | sin cable rgr av |Fgr av | sin gr av = 0

rcable |Fcable | sin(90 ) rgr av |Fgr av | sin = 0

center of mass, i.e., at its geometrical center, so rcable is twice

rgr av , and we can simplify the equation to read

2|Fcable | sin(90 ) |Fgr av | sin = 0

These are all quantities we were given, except for , which is the

angle we want to find. To solve for we need to use the trig

identity sin(90 x) = cos x,

2|Fcable | cos |Fgr av | sin = 0

392

Chapter 15

|Fcable |

|Fgr av |

|Fcable |

1

= tan

2

|Fgr av |

70 N

1

2

= tan

98 N

= 55

.

tan = 2

Art!

example 10

. The abstract sculpture shown in figure v contains a cube of

mass m and sides of length b. The cube rests on top of a cylinder,

which is off-center by a distance a. Find the tension in the cable.

. There are four forces on the cube: a gravitational force mg, the

force FT from the cable, the upward normal force from the cylinder, FN , and the horizontal static frictional force from the cylinder,

Fs .

The total force on the cube in the vertical direction is zero:

FN mg = 0

v / Example 10.

As our axis for defining torques, its convenient to choose the point

of contact between the cube and the cylinder, because then neither Fs nor FN makes any torque. The cables torque is counterclockwise, the torque due to gravity is clockwise. Letting counterclockwise torques be positive, and using the convenient equation

= r F , we find the equation for the total torque:

bFT mga = 0

We could also write down the equation saying that the total horizontal force is zero, but that would bring in the cylinders frictional

force on the cube, which we dont know and dont need to find. We

already have two equations in the two unknowns FT and FN , so

theres no need to make it into three equations in three unknowns.

Solving the first equation for FN = mg, we then substitute into the

second equation to eliminate FN , and solve for FT = (a/b)mg.

As a check, our result makes sense when a = 0; the cube is

balanced on the cylinder, so the cable goes slack.

Section 15.5

Statics

393

equilibrium, but even if it was initially perfectly balanced, it would

topple in response to the first air current or vibration from a passing truck. The pencil can be put in equilibrium, but not in stable

equilibrium. The things around us that we really do see staying still

are all in stable equilibrium.

Why is one equilibrium stable and another unstable? Try pushing your own nose to the left or the right. If you push it a millimeter

to the left, your head responds with a gentle force to the right, which

keeps your nose from flying off of your face. If you push your nose a

centimeter to the left, your faces force on your nose becomes much

stronger. The defining characteristic of a stable equilibrium is that

the farther the object is moved away from equilibrium, the stronger

the force is that tries to bring it back.

The opposite is true for an unstable equilibrium. In the top

figure, the ball resting on the round hill theoretically has zero total

force on it when it is exactly at the top. But in reality the total

force will not be exactly zero, and the ball will begin to move off to

one side. Once it has moved, the net force on the ball is greater than

it was, and it accelerates more rapidly. In an unstable equilibrium,

the farther the object gets from equilibrium, the stronger the force

that pushes it farther from equilibrium.

x / The

dancers

equilibrium

is unstable. If she didnt constantly make tiny adjustments,

she would tip over.

between the stable and unstable equilibria shown in figure w is that

in the stable equilibrium, the potential energy is at a minimum, and

moving to either side of equilibrium will increase it, whereas the

unstable equilibrium represents a maximum.

Note that we are using the term stable in a weaker sense than

in ordinary speech. A domino standing upright is stable in the sense

we are using, since it will not spontaneously fall over in response to

a sneeze from across the room or the vibration from a passing truck.

We would only call it unstable in the technical sense if it could be

toppled by any force, no matter how small. In everyday usage, of

course, it would be considered unstable, since the force required to

topple it is so small.

An application of calculus

example 11

. Nancy Neutron is living in a uranium nucleus that is undergoing

fission. Nancys potential energy as a function of position can be

approximated by PE = x 4 x 2 , where all the units and numerical constants have been suppressed for simplicity. Use calculus

to locate the equilibrium points, and determine whether they are

stable or unstable.

y / Example 11.

maximum, and minima and maxima occur where the derivative

394

Chapter 15

tive is dPE/dx

= 4x 2x, and setting it equal to zero, we have

x = 0, 1/ 2. Minima occur where the second derivative is positive, and maxima where it is negative. The second derivative

is 12x 2

2, which is negative at x = 0 (unstable) and positive at

x = 1/ 2 (stable). Interpretation: the graph of the PE is shaped

like a rounded letter W, with the two troughs representing the two

halves of the splitting nucleus. Nancy is going to have to decide

which half she wants to go with.

Although we have discussed some simple machines such as the pulley, without the concept of torque we were not yet ready to address the lever, which is the machine nature used in designing living

things, almost to the exclusion of all others. (We can speculate what

life on our planet might have been like if living things had evolved

wheels, gears, pulleys, and screws.) The figures show two examples

of levers within your arm. Different muscles are used to flex and

extend the arm, because muscles work only by contraction.

Analyzing example z physically, there are two forces that do

work. When we lift a load with our biceps muscle, the muscle does

positive work, because it brings the bone in the forearm in the direction it is moving. The loads force on the arm does negative work,

because the arm moves in the direction opposite to the loads force.

This makes sense, because we expect our arm to do positive work on

the load, so the load must do an equal amount of negative work on

the arm. (If the biceps was lowering a load, the signs of the works

would be reversed. Any muscle is capable of doing either positive

or negative work.)

There is also a third force on the forearm: the force of the upper

arms bone exerted on the forearm at the elbow joint (not shown

with an arrow in the figure). This force does no work, because the

elbow joint is not moving.

z / The biceps

the arm.

muscle

flexes

torques using the joint as the axis. The situation now becomes

quite simple, because the upper arm bones force exerted at the

elbow neither does work nor creates a torque. We can ignore it

completely. In any lever there is such a point, called the fulcrum.

If we restrict ourselves to the case in which the forearm rotates

with constant angular momentum, then we know that the total

torque on the forearm is zero,

muscle + load = 0

aa / The

arm.

triceps

extends

the

the muscles torque is positive, and the loads is negative. In terms

Section 15.6

395

|muscle | = |load |

respect to the lines connecting the axis to the points at which they

act, the absolute values of the torques are

rmuscle Fmuscle = rload Farm

where rmuscle , the distance from the elbow joint to the biceps point

of insertion on the forearm, is only a few cm, while rload might be 30

cm or so. The force exerted by the muscle must therefore be about

ten times the force exerted by the load. We thus see that this lever

is a force reducer. In general, a lever may be used either to increase

or to reduce a force.

Why did our arms evolve so as to reduce force? In general,

your body is built for compactness and maximum speed of motion

rather than maximum force. This is the main anatomical difference

between us and the Neanderthals (their brains covered the same

range of sizes as those of modern humans), and it seems to have

worked for us.

As with all machines, the lever is incapable of changing the

amount of mechanical work we can do. A lever that increases force

will always reduce motion, and vice versa, leaving the amount of

work unchanged.

It is worth noting how simple and yet how powerful this analysis

was. It was simple because we were well prepared with the concepts

of torque and mechanical work. In anatomy textbooks, whose readers are assumed not to know physics, there is usually a long and

complicated discussion of the different types of levers. For example,

the biceps lever, z, would be classified as a class III lever, since it

has the fulcrum and load on the ends and the muscles force acting

in the middle. The triceps, aa, is called a class I lever, because the

load and muscles force are on the ends and the fulcrum is in the

middle. How tiresome! With a firm grasp of the concept of torque,

we realize that all such examples can be analyzed in much the same

way. Physics is at its best when it lets us understand many apparently complicated phenomena in terms of a few simple yet powerful

concepts.

396

Chapter 15

Kinematics

When a rigid object rotates, every part of it (every atom) moves

in a circle, covering the same angle in the same amount of time,

ab. Every atom has a different velocity vector, ac. Since all the

velocities are different, we cant measure the speed of rotation of

the top by giving a single velocity. We can, however, specify its

speed of rotation consistently in terms of angle per unit time. Let

the position of some reference point on the top be denoted by its

angle , measured in a circle around the axis. For reasons that will

become more apparent shortly, we measure all our angles in radians.

Then the change in the angular position of any point on the top can

be written as d, and all parts of the top have the same value of d

over a certain time interval dt. We define the angular velocity,

(Greek omega),

=

d

dt

same angle in a given time

interval.

,

[definition of angular velocity; in units of radians]

which is similar to, but not the same as, the quantity we defined

earlier to describe vibrations. The relationship between and t

is exactly analogous to that between x and t for the motion of a

particle through space.

ac / Their

velocity

vectors,

however, differ in both magnitude

and direction.

self-check B

If two different people chose two different reference points on the top

in order to define =0, how would their -t graphs differ? What effect

would this have on the angular velocities?

. Answer, p. 504

However, radians are not really units at all. The radian measure

of an angle is defined, as the length of the circular arc it makes,

divided by the radius of the circle. Dividing one length by another

gives a unitless quantity, so anything with units of radians is really

unitless. We can therefore simplify the units of angular velocity, and

call them inverse seconds, s1 .

A 78-rpm record

example 12

. In the early 20th century, the standard format for music recordings was a plastic disk that held a single song and rotated at 78

rpm (revolutions per minute). What was the angular velocity of

such a disk?

. If we measure angles in units of revolutions and time in units

of minutes, then 78 rpm is the angular velocity. Using standard

physics units of radians/second, however, we have

78 revolutions

2 radians

1 minute

= 8.2 s1

1 minute

1 revolution 60 seconds

Section 15.7

Rigid-body rotation

397

with the same angular velocity. If the angular velocity is changing

because of a torque, we define an angular acceleration,

=

d

dt

The symbol is the Greek letter alpha. The units of this quantity are

rad/s2 , or simply s2 .

The mathematical relationship between and is the same as

the one between v and x, and similarly for and a. We can thus

make a system of analogies, ad, and recycle all the familiar kinematic

equations for constant-acceleration motion.

ad / Analogies between rotational and linear quantities.

example 13

Mars takes nearly twice as long as the Earth to complete an orbit.

If the two planets are alongside one another on a certain day,

then one year later, Earth will be back at the same place, but

Mars will have moved on, and it will take more time for Earth to

finish catching up. Angular velocities add and subtract, just as

velocity vectors do. If the two planets angular velocities are 1

and 2 , then the angular velocity of one relative to the other is

1 2 . The corresponding period, 1/(1/T1 1/T2 ) is known as

the synodic period.

A neutron star

example 14

. A neutron star is initially observed to be rotating with an angular

velocity of 2.0 s1 , determined via the radio pulses it emits. If its

angular acceleration is a constant 1.0 108 s2 , how many

rotations will it complete before it stops? (In reality, the angular

acceleration is not always constant; sudden changes often occur,

and are referred to as starquakes!)

. The equation vf2 vi2 =2ax can be translated into 2f 2i =2,

giving

= (2f 2i )/2

= 2.0 108 radians

= 3.2 107 rotations

the location and motion of the

moving point of interest at a

certain moment.

398

Chapter 15

to the motion of a particular point on the rotating object. As we

develop these, we will encounter the first example where the advantages of radians over degrees become apparent.

The speed at which a point on the object moves depends on both

the objects angular velocity and the points distance r from the

axis. We adopt a coordinate system, ae, with an inward (radial)

arc ds traveled by the point in a time interval dt is related to d

by the definition of radian measure, d = ds/r, where positive and

negative values of ds represent the two possible directions of motion

along the tangential axis. We then have vt = ds/dt = rd/dt = r,

or

vt = r

distance r from the axis of rotation]

The radial component is zero, since the point is not moving inward

or outward,

vr = 0

distance r from the axis of rotation]

derivation. Suppose instead we had used units of degrees for our angles and degrees per second for angular velocities. The relationship

between ddegrees and ds is ddegrees = (360/2)s/r, where the extra

conversion factor of (360/2) comes from that fact that there are 360

degrees in a full circle, which is equivalent to 2 radians. The equation for vt would then have been vt = (2/360)(degrees per second )(r),

which would have been much messier. Simplicity, then, is the reason for using radians rather than degrees; by using radians we avoid

infecting all our equations with annoying conversion factors.

Since the velocity of a point on the object is directly proportional

to the angular velocity, you might expect that its acceleration would

be directly proportional to the angular acceleration. This is not true,

however. Even if the angular acceleration is zero, i.e., if the object

is rotating at constant angular velocity, every point on it will have

an acceleration vector directed toward the axis, af. As derived on

page 229, the magnitude of this acceleration is

2

ar = r

at a distance r from the axis]

zero angular acceleration, every

point on it has an acceleration

towards the center.

d will lead to a change d r in the tangential velocity, so it is easily

shown that

at = r

at a distance r from the axis]

self-check C

Positive and negative signs of represent rotation in opposite directions. Why does it therefore make sense physically that is raised to

the first power in the equation for vt and to the second power in the one

for ar ?

. Answer, p. 505

Section 15.7

Rigid-body rotation

399

example 15

. What is your radial acceleration due to the rotation of the earth

if you are at the equator?

. At the equator, your distance from the Earths rotation axis is

the same as the radius of the spherical Earth, 6.4 106 m. Your

angular velocity is

=

2 radians

1 day

= 7.3 105 s1

a r = 2 r

= 0.034 m/s2

The angular velocity was a very small number, but the radius was

a very big number. Squaring a very small number, however, gives

a very very small number, so the 2 factor wins, and the final

result is small.

If youre standing on a bathroom scale, this small acceleration is

provided by the imbalance between the downward force of gravity

and the slightly weaker upward normal force of the scale on your

foot. The scale reading is therefore a little lower than it should

be.

Dynamics

If we want to connect all this kinematics to anything dynamical,

we need to see how it relates to torque and angular momentum.

Our strategy will be to tackle angular momentum first, since angular momentum relates to motion, and to use the additive property

of angular momentum: the angular momentum of a system of particles equals the sum of the angular momenta of all the individual

particles. The angular momentum of one particle within our rigidly

rotating object, L = mv r, can be rewritten as L = r p sin ,

where r and p are the magnitudes of the particles r and momentum vectors, and is the angle between these two vectors. (The r

vector points outward perpendicularly from the axis to the particles position in space.) In rigid-body rotation the angle is 90 ,

so we have simply L = rp. Relating this to angular velocity, we

have L = rp = (r)(mv) = (r)(mr) = mr2 . The particles contribution to the total angular momentum is proportional to , with

a proportionality constant mr2 . We refer to mr2 as the particles

contribution to the objects total moment of inertia, I, where moment is used in the sense of important, as in momentous a

bigger value of I tells us the particle is more important for determining the total angular momentum. The total moment of inertia

400

Chapter 15

is

I=

mi ri2

from the axis, measured perpendicular to the axis]

The angular momentum of a rigidly rotating body is then

L = I

[angular momentum of

rigid-body rotation in a plane]

moment of inertia, we have = dL/dt = Id/dt = I,

= I

which is analogous to F = ma.

The complete system of analogies between linear motion and

rigid-body rotation is given in figure ag.

A barbell

example 16

. The barbell shown in figure ah consists of two small, dense,

massive balls at the ends of a very light rod. The balls have

masses of 2.0 kg and 1.0 kg, and the length of the rod is 3.0

m. Find the moment of inertia of the rod (1) for rotation about its

center of mass, and (2) for rotation about the center of the more

massive ball.

ah / Example 16

. (1) The balls center of mass lies 1/3 of the way from the greater

mass to the lesser mass, i.e., 1.0 m from one and 2.0 m from the

other. Since the balls are small, we approximate them as if they

were two pointlike particles. The moment of inertia is

I = (2.0 kg)(1.0 m)2 + (1.0 kg)(2.0 m)2

= 2.0 kgm2 + 4.0 kgm2

= 6.0 kgm2

Perhaps counterintuitively, the less massive ball contributes far

more to the moment of inertia.

(2) The big ball theoretically contributes a little bit to the moment

of inertia, since essentially none of its atoms are exactly at r =0.

However, since the balls are said to be small and dense, we assume all the big balls atoms are so close to the axis that we can

ignore their small contributions to the total moment of inertia:

I = (1.0 kg)(3.0 m)2

= 9.0 kgm2

This example shows that the moment of inertia depends on the

choice of axis. For example, it is easier to wiggle a pen about its

center than about one end.

Section 15.7

Rigid-body rotation

401

example 17

. Generalizing the previous example, suppose we pick any axis

parallel to axis 1, but offset from it by a distance h. Part (2) of

the previous example then corresponds to the special case of

h = 1.0 m (negative being to the left). What is the moment of

inertia about this new axis?

. The big balls distance from the new axis is (1.0 m)+h, and the

small ones is (2.0 m)-h. The new moment of inertia is

I = (2.0 kg)[(1.0 m)+h]2 + (1.0 kg)[(2.0 m) h]2

= 6.0 kgm2 + (4.0 kgm)h (4.0 kgm)h + (3.0 kg)h2

The constant term is the same as the moment of inertia about the

center-of-mass axis, the first-order terms cancel out, and the third

term is just the total mass multiplied by h2 . The interested reader

will have no difficulty in generalizing this to any set of particles,

resulting in the parallel axis theorem: If an object of total mass M

rotates about a line at a distance h from its center of mass, then

its moment of inertia equals Icm + Mh2 , where Icm is the moment

of inertia for rotation about a parallel line through the center of

mass.

Scaling of the moment of inertia

example 18

. (1) Suppose two objects have the same mass and the same

shape, but one is less dense, and larger by a factor k . How do

their moments of inertia compare?

(2) What if the densities are equal rather than the masses?

. (1) This is like increasing all the distances between atoms by a

factor k. All the r s become greater by this factor, so the moment

of inertia is increased by a factor of k 2 .

(2) This introduces an increase in mass by a factor of k 3 , so the

moment of inertia of the bigger object is greater by a factor of

k 5.

Iterated integrals

In various places in this book, starting with subsection 15.7.5,

well come across integrals stuck inside other integrals. These are

known as iterated integrals, or double integrals, triple integrals, etc.

Similar concepts crop up all the time even when youre not doing

calculus, so lets start by imagining such an example. Suppose you

want to count how many squares there are on a chess board, and you

dont know how to multiply eight times eight. You could start from

the upper left, count eight squares across, then continue with the

second row, and so on, until you how counted every square, giving

the result of 64. In slightly more formal mathematical language,

we could write the following recipe: for each row, r, from 1 to 8,

consider the columns, c, from 1 to 8, and add one to the count for

402

Chapter 15

8 X

8

X

r=1 c=1

of this as a sum that could be calculated using a loop nested inside

another loop. To evaluate the result (again, assuming we dont know

how to multiply, so we have to use brute force), we can first evaluate

the inside sum, which equals 8, giving

8

X

r=1

the outside sum, over r, and find the result of 64.

Now imagine doing the same thing with the pixels on a TV

screen. The electron beam sweeps across the screen, painting the

pixels in each row, one at a time. This is really no different than the

example of the chess board, but because the pixels are so small, you

normally think of the image on a TV screen as continuous rather

than discrete. This is the idea of an integral in calculus. Suppose

we want to find the area of a rectangle of width a and height b, and

we dont know that we can just multiply to get the area ab. The

brute force way to do this is to break up the rectangle into a grid of

infinitesimally small squares, each having width dx and height dy,

and therefore the infinitesimal area dA = dxdy. For convenience,

well imagine that the rectangles lower left corner is at the origin.

Then the area is given by this integral:

Z

area =

dA

y=0 x=0

Z b Z a

dx dy

y=0

x=0

Notice how the leftmost integral sign, over y, and the rightmost differential, dy, act like bookends, or the pieces of bread on a sandwich.

Inside them, we have the integral sign that runs over x, and the differential dx that matches it on the right. Finally, on the innermost

layer, wed normally have the thing were integrating, but heres its

1, so Ive omitted it. Writing the lower limits of the integrals with

x = and y = helps to keep it straight which integral goes with with

Section 15.7

Rigid-body rotation

403

b

dA

area =

y=0 x=0

Z b Z a

dx dy

y=0 x=0

Z b Z a

dx dy

=

y=0

Z b

x=0

a dy

y=0

Z b

dy

=a

y=0

= ab

Area of a triangle

example 19

. Find the area of a 45-45-90 right triangle having legs a.

. Let the triangles hypotenuse run from the origin to the point

(a, a), and let its legs run from the origin to (0, a), and then to

(a, a). In other words, the triangle sits on top of its hypotenuse.

Then the integral can be set up the same way as the one before,

but for a particular value of y , values of x only run from 0 (on the

y axis) to y (on the hypotenuse). We then have

Z

area =

dA

y=0 x=0

Z a Z y

dx dy

dx dy

y=0 x=0

Z a Z y

=

y=0

a

x=0

Z

=

y dy

y=0

1 2

a

2

Note that in this example, because the upper end of the x values

depends on the value of y, it makes a difference which order we

do the integrals in. The x integral has to be on the inside, and we

have to do it first.

Volume of a cube

. Find the volume of a cube with sides of length a.

example 20

nested three deep, and the thing were integrating is the volume

dV = dxdydz.

404

Chapter 15

volume =

dx dy dz

z=0 y=0

Z a Z a

x=0

a dy dz

z=0 y=0

Z a Z a

dy dz

=a

z=0

Z a

y=0

a dz

=a

z=0

= a3

Area of a circle

. Find the area of a circle.

example 21

double it. Let the circles radius be r , and let it be centered on the

origin and bounded below by the x axis. Then

the curved edge

2

2

2

is given by the equation r = x + y , or y = r 2 x 2 . Since

the y integrals limit depends on x, the x integral has to be on the

outside. The area is

Z

Z

r 2 x 2

area =

dy dx

x=r

Z r

y=0

p

r 2 x 2 dx

x=r

Z r

=r

q

1 (x/r )2 dx

x=r

Substituting u = x/r ,

area = r

p

1 u 2 du

u=1

The definite integal equals , as you can find using a trig substitution or simply by looking it up in a table, and the result is, as

expected, r 2 /2 for the area of the semicircle.

Finding moments of inertia by integration

When calculating the moment of inertia of an ordinary-sized obje