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Contents vii
xii
Preface xiii
Our first concern in The Physical Universe is the scientific method, using as illus-
tration the steps that led to today’s picture of the universe and the earth’s place in
it. Next we consider motion and the influences that affect moving bodies. Gravity,
energy, and momentum are examined, and the theory of relativity is introduced. Then
we examine the many issues associated with the energy that today’s world consumes in
ever-increasing amounts and the accompanying environmental consequences. Matter
in its three states now draws our attention, and we pursue this theme from the kinetic-
molecular model to the laws of thermodynamics and the significance of entropy. A
grounding in electricity and magnetism follows, and then an exploration of wave phe-
nomena that includes the electromagnetic theory of light. We go on from there to the
atomic nucleus and elementary particles, followed by a discussion of the quantum
theories of light and of matter that lead to the modern view of atomic structure.
“This was my favorite chapter [Chapter 1]. It was also my students’ favorite.
It generated a great deal of discussion and it motivated the students. . . . I was
extremely impressed with how this text introduced the scientific method and then
used that methodology to discuss one of the “Great Debates” in scientific history,
Geocentric vs. Heliocentric. My students not only learned how the method is applied,
but they enjoyed the banter of which view made sense. In fact, I received a number of
emails where students went out on their own to do further investigation. . . . It also
set the stage for more engaging conversation about the world around them.”
—Leroy Salary, Jr., Norfolk State University
The transition from physics to chemistry is made via the periodic table. A look at
chemical bonds and how they act to hold together molecules, solids, and liquids is fol-
lowed by a survey of chemical reactions, organic chemistry, and the chemistry of life.
“The authors do a great job of explaining the historical relevance of the periodic
table and they give an excellent introduction of the definition of what is chemistry
by painting a clear picture of how to relate atoms and elements to compounds and
chemical reactions.”
—Antonie H. Rice, University of Arkansas at Pine Bluff
Our concern next shifts to the planet on which we live, and we begin by inquiring
into the oceans of air and water that cover it. From there we proceed to the materials of
the earth, to its ever-evolving crust, and to its no-longer-mysterious interior. After a sur-
vey of the main events in the earth’s geological history we go on to what we know about
our nearest neighbors in space—planets and satellites, asteroids, meteoroids, and comets.
Now the sun, the monarch of the solar system and the provider of nearly all our
energy, claims our notice. We go on to broaden our astronomical sights to include the
other stars, both individually and as members of the immense assemblies called gal-
axies. The evolution of the universe starting from the big bang is the last major sub-
ject, and we end with the origin of the earth and the likelihood that other inhabited
planets exist in the universe and how we might communicate with them.
“This is one of the best chapters [Chapter 18] on stars in a text of this level that I have
read. It addresses the various aspects of the stars (size, distance, evolution, etc.) in an
easy to understand manner. It also provides information concerning the history of
the current knowledge of stars.”
—Wilda Pounds, Northeast Mississippi Community College
Website
A website (www.mhhe.com/krauskopf ) has been established that contains additional
material of various kinds, such as more complex examples and expansions of some
topics treated only briefly in the book. The glossary is now in the website.
xiv Preface
Mathematical Level
The physical sciences are quantitative, which has both advantages and disadvantages.
On the plus side, the use of mathematics allows many concepts to be put in the form
of clear, definite statements that can be carried further by reasoning and whose pre-
dictions can be tested objectively. Less welcome is the discomfort many of us feel
when faced with mathematical discussions.
The mathematical level of The Physical Universe follows Albert Einstein’s pre-
scription for physical theories: “Everything should be as simple as possible, but not
simpler.” A modest amount of mathematics enables the book to show how science
makes sense of the natural world and how its findings led to the technological world
of today. In general, the more complicated material supplements rather than domi-
nates the presentation, and full mastery is not needed to understand the rest of the
book. The basic algebra needed is reviewed in the Math Refresher. Powers-of-ten
notation for small and large numbers is carefully explained there. This section is self-
contained and can provide all the math background needed.
How much mathematics is appropriate for a given classroom is for each instruc-
tor to decide. To this end, a section is included in the Instructor’s Manual that lists
the slightly more difficult computational material in the text. This material can be
covered as wished or omitted without affecting the continuity or conceptual coverage
of a course.
“The author has done a wonderful job balancing the verbal and mathematical
explanations. The clear, well-labeled diagrams included to assist understanding
mathematical expressions are excellent.”
—Paul A. Withey, Northwestern State University of Louisiana
Chapter 19 The Universe Section 19.3 Radio Astronomy has been updated
with plans for new radiotelescopes. Section 19.4 Galaxies has an expanded treat-
ment of dark matter with attention to why it is believed to make up most of the
matter in the universe. Section 19.8 Dating the Universe includes a new sidebar
What We Will Never Know. Section 19.11 Exoplanets and Section
19.13 Interstellar Communication have both been updated with new
information.
1 The Scientific Method
“Chapter 4 is a now-necessary application of what these students are
IX Cr
ystalline
re of the fi
sphere. Primum M
xed stars. The
obile learning about energy, chemistry, and the evolving earth and our
Sphe Zodi
VIII ac
VII Sph
ere
here
of Satur
of Jupite
n
responsible use of scientific knowledge and technological enhancements to
VI S p r
V Sph
e re
here
of Mars
of the S
human life.”
IV Sp un
CHAPTER OUTLINE AND GOALS here of Venu
III Sp
Some of the notable findings and ideas this I I Sp
h e re o f Merc
s
ur y —Roxanne R. Lane, Northwestern State University of Louisiana, Natchitoches
chapter introduces are indicated (•) for each of the
here
section below: I Sp Mo
on
Earthly
Paradise
How Scientists Study Nature
1.1 The Scientific Method Purgatory
ere
Four Steps
• What the scientific method is.
• The difference between a law and a
isphter
emf wa
Fire
The Learning System
H
o
Air
theory.
• The role of models in science.
1.2 WhyMotion
Describing Science Is Successful
Science Is a Living Body of Knowledge,
29
A variety of aids are provided in The Physical Universe to help the reader
Hemis rth
The Solar
solve /t for a distance d. According to one of the rules of algebra (see
1.3 A Survey of the Skyof this book), a quantity that divides one side of an equation can When we say something is mov-
Refresher at the back
ing, we mean that its position
d
d5vt
sun, whereas he would not have
been able to discover the law of
gravity if he had used the earth as 1
ing scientific observations and principles for students unaccustomed to
which is the same as
d_ 5 t
___
v
his frame of reference.
abstract argument.
kra1392X_ch01_001-026.indd 1
d
t 5 __ 2-3 07/08/12 1:40 PM
v
distance
Time 5 _______
speed Worked Examples A full grasp of physical and chemical ideas
Example 2.1 includes an ability to solve problems based on these ideas. Some stu-
How far does a car travel in 6 hours when its average speed is 40 km/h?
Solution dents, although able to follow the discussions in the book, nevertheless
We put v 5 40 km/h and t 5 6 h into Eq. 2-2 to find that (Fig. 2-2)
(
d 5 vt 5 40 ___
h )
km (6 h) 5 240 ___
( )
km (h) 5 240 km
h
We see that, since h/h 5 1, the hours cancel out to give just kilometers in the answer.
may have trouble putting their knowledge to use in this way. To help
them, detailed solutions of typical problems are provided that show
Figure 2-2 A car whose average
speed is 40 km/h travels 240 km in
6 hours. how to apply formulas and equations to real-world situations. Besides
the worked examples, answers and outline solutions for half the end-of-
10 Chapter 1 The Scientific Method
chapter exercises are given at the end of the text. Thinking through the
B I O G R A P H Y Nicolaus Copernicus (1473–1543)
model solutions should bring the unsolved even-numbered problems
When Columbus made his first voy-
age to the New World Copernicus
was a student in his native Poland.
currency reform, but much of his time
was devoted to developing the idea
that the planets move around the sun
within reach. In addition to its role in reinforcing the understanding of
physical and chemical ideas, solving problems can provide great plea-
kra1392X_ch02_027-061.indd 29 07/08/12 2:12 PM
In the years that followed intellec- rather than around the earth. The idea
tual as well as geographical horizons was not new—the ancient Greeks were
receded before eager explorers. In aware of it—but Copernicus went fur-
1496 Copernicus went to Italy to ther and worked out the planetary
learn medicine, theology, and astron-
omy. Italy was then an exciting place
orbits and speeds in detail. Although
a summary of his results had been
sure, and it would be a shame to miss out on this pleasure. The worked
to be, a place of business expansion circulated in manuscript form earlier,
and conflicts between rival cities,
great fortunes and corrupt govern-
not until a few weeks before his death
was Copernicus’s De Revolutionibus
examples in the text are not limited to problems—nearly half of them
ments, brilliant thinkers and inspired Orbium Coelestium published in book
artists such as Leonardo da Vinci and
Michelangelo.
After 10 years in Italy Copernicus
form.
Today De Revolutionibus is recog-
nized as one of the foundation stones
show how basic ideas can be used to answer serious questions that do not
returned to Poland where he prac-
ticed medicine, served as a canon in
the cathedral of which his uncle was
of modern science, but soon after
its appearance it was condemned by
the Catholic Church (which did not
impact on astronomy until Kepler
further developed its concepts over a
involve calculations.
the bishop, and became involved in lift its ban until 1835) and had little half century later.
the daily rising and setting of celestial objects, not the motions of these objects. The
apparent shifting of the sun among the stars is due to the earth’s motion in its orbit.
As the earth swings around the sun, we see the sun changing its position against the
background of the stars. The moon’s gradual eastward drift is mainly due to its orbital
Bringing Science to Life
motion. Apparently irregular movements of the planets are really just combinations
of their motions with our own shifts of position as the earth moves.
The copernican system offended both Protestant and Catholic religious lead-
ers, who did not want to see the earth taken from its place at the hub of the universe.
Biographies Brief biographies of 40 major figures in the development
The publication of Copernicus’s manuscript began a long and bitter argument. To us,
Leap Years
growing up with the knowledge that the earth moves, it seems odd that this straight-
forward idea was so long and so violently opposed. But in the sixteenth century good
of the physical sciences appear where appropriate throughout the text.
arguments were available to both sides.
A day is the time needed for the
earth to make a complete turn on
Consider, said supporters of Ptolemy, how fast the earth’s surface must move to
complete a full turn every 24 h. Would not everything loose be flung into space by
The biographies provide human and historical perspectives by attaching
this whirling ball, just as mud is thrown from the rim of a carriage wheel? And would
its axis, and a year is the time it
needs to complete an orbit around
the sun. The length of the year is
not such dizzying speeds produce a great wind to blow down buildings, trees, plants?
The earth does spin rapidly, replied the followers of Copernicus, but the effects are
faces and stories to milestones in these sciences.
slightly less than 365 days and counterbalanced by whatever force it is that holds our feet to the ground. Besides, if
6 hours. Thus adding an extra day the speed of the earth’s rotation is a problem, how much more of a problem would
to February every 4 years (namely be the tremendous speeds of the sun, stars, and planets if they revolve, as Ptolemy
those years evenly divisible by 4,
which are accordingly called leap
years) keeps the seasons from
thought, once a day around a fixed earth?
Sidebars These are brief accounts of topics related to the main text. A
1.6 Kepler’s Laws
shifting around the calendar.
The remaining discrepancy
adds up to a full day too much
How the Planets Actually Move sidebar may provide additional information on a particular subject, com-
every 128 years. To take care of
most of this discrepancy, century
years not divisible by 400 will not
Fortunately, improvements in astronomical measurements—the first since the time
of the Greeks—were not long in coming. Tycho Brahe (1546–1601), an astronomer
working for the Danish king, built an observatory on the island of Hven near Copen-
ment on its significance, describe its applications, consider its historical
hagen in which the instruments were remarkably precise (Fig. 1-9). With the help
be leap years; thus 2000 was a leap
year but 2100 will not be one. of these instruments, Tycho, blessed with exceptional eyesight and patience, made
thousands of measurements, a labor that occupied much of his life. Even without the
background, or present recent findings. Twenty-four new ones have been
added for this edition.
kra1392X_ch01_001-026.indd 10 07/08/12 1:40 PM
Preface xvii
“The textbook does a nice job of covering contemporary topics, which is a way to
keep non-science majors interested. I also like the biographies and have sometimes
assigned students to go deeper into someone’s biography and report to class.
Somehow, making these scientists become ‘real’ for the students makes them enjoy
the course more. I also like to show them how some of the topics covered in the course
are fairly recent, how there are things we still do not understand. It is important for
them to know that science is alive and continues to develop its body of knowledge.”
—Ana Ciereszko, Miami Dade College
22. Of the following, the longest is 24. The measurements of a room are given as length 5 5.28 m
chapter are listed together with their meanings, which serves as a chapter a. 4 ft 6 in.
b. 5 ft 9 in.
c. 5 ft 11 in.
d. 7 ft 1 in.
b. 16.0 m2 d. 16.368 m2
ficulty follow each chapter, almost a fifth of them new. They are of three 3. What is the difference between a hypothesis and a law?
Between a law and a theory?
4. Scientific models do not correspond exactly to reality.
17. The average distance from the earth to the sun is called
the astronomical unit (AU). If an asteroid is 4 AU from
the sun and its period of revolution around the sun is
8 years, does it obey Kepler’s third law?
kinds, multiple choice, questions, and problems: Why are they nevertheless so useful?
5. According to the physicist Richard Feynman, “Science is
the culture of doubt.” Does this mean that science is an
1.7 Why Copernicus Was Right
18. As the earth revolves around the sun, some stars seem
unreliable guide to the natural world? to shift their positions during the year relative to other
1.3 A Survey of the Sky stars. How is this effect (called parallax) explained in the
• Multiple Choice An average chapter has 41 Multiple-Choice exer- 6. What does a year correspond to in terms of observations
of the sun and stars? 1.8
ptolemaic system? In the copernican system?
What Is Gravity?
19. Why is gravity considered a fundamental force whereas
cises (with answers at the back of the book) that act as a quick, pain- 7. You are lost in the northern hemisphere in the middle of
nowhere on a clear night. How could you tell the direc-
tion of north by looking at the sky? 1.9
the force a bat exerts on a ball is not?
Why the Earth Is Round
8. In terms of what you would actually observe, what does 20. What, if anything, would happen to the shape of the earth
less check on understanding. Correct answers provide reinforcement it mean to say that the moon apparently moves eastward
among the stars?
if it were to rotate on its axis faster than it does today?
1.10 The Tides
9. What must be your location if the stars move across the
and encouragement; incorrect ones identify areas of weakness. 1.5
sky in circles centered directly overhead?
The Copernican System
21. What is the difference between spring and neap tides?
Under what circumstances does each occur?
22. The length of the day has varied. When did the longest
• Exercises Exercises consist of both questions and problems arranged 10. How do leap years fit into the ptolemaic system? Into the
copernican system?
11. From observations of the moon, why would you conclude
day thus far occur?
23. The earth takes almost exactly 24 h to make a complete
turn on its axis, so we might expect each high tide to
according to the corresponding text section. Each group begins with that it is a relatively small body revolving around the earth
rather than another planet revolving around the sun?
12. The sun, moon, and planets all follow approximately the
occur 12 h after the one before. However, the actual time
between high tides is 12 h 25 min. Can you account for
the difference?
questions and goes on to problems. Some of the questions are meant same path from east to west across the sky. What does
this suggest about the arrangement of these members of
the solar system in space?
24. Does the sun or the moon have the greater influence in
causing tides?
1.12 The SI System
to find out how well the reader has understood the chapter mate- 13. What is the basic difference between the ptolemaic and
copernican models? Why is the ptolemaic model consid-
ered incorrect?
25. In the following pairs of length units, which is the
shorter: inch, centimeter? Yard, meter? Mile, kilometer?
26. A European driving from Paris to Brussels finds she has
rial. Others ask the reader to apply what he or she has learned to 14. Ancient astronomers were troubled by variations in the
brightnesses of the various planets with time. Does the
ptolemaic or the copernican model account better for
covered 291 km. How many miles is this?
27. The world’s tallest tree is a sequoia in California 368 ft
these variations? high. How high is this in meters? In kilometers?
new situations. Answers to the odd-numbered questions are given 15. Compare the ptolemaic and copernican explanations
for (a) the rising and setting of the sun; (b) the eastward
28. The diameter of an atom is roughly 104 times the diam-
eter of its nucleus. If the nucleus of an atom were 1 mm
drift of the sun relative to the stars that takes a year for a across, how many feet across would the atom be?
at the back of the book. The physics and chemistry chapters include
problems that range from quite easy to moderately challenging. The
ability to work out such problems signifies a real understanding of these subjects.
kra1392X_ch01_001-026.indd 25 07/08/12 2:46 PM
Outline solutions (not just answers) for the odd-numbered problems are given at
the back of the book.
“The multiple-choice exercises and the questions and problems are a very nice
feature of this book and it is definitely above average. . . . There is a good balance
between the conceptual versus computational questions.”
—Omar Franco Guerrero, University of Delaware
Instructors can edit existing questions or author entirely new problems. Track indi-
vidual student performance—by question, assignment or in relation to the class
overall—with detailed grade reports. Integrate grade reports easily with Learning
Management Systems (LMS) such as WebCT and Blackboard. And much more.
By choosing ConnectPlus Physical Science, instructors are providing their stu-
dents with a powerful tool for improving academic performance and truly mastering
course material. ConnectPlus Physical Science allows students to practice important
skills at their own pace and on their own schedule. Importantly, students’ assessment
results and instructors’ feedback are all saved online—so students can continually
review their progress and plot their course to success.
As part of the ehomework process, instructors can assign chapter and section
readings from the text. With ConnectPlus, links to relevant text topics are also pro-
vided where students need them most—accessed directly from the ehomework
problem!
The ConnectPlus eBook:
• Provides students with an online eBook, allowing for anytime, anywhere access
to The Physical Universe textbook to aid them in successfully completing their
work, wherever and whenever they choose.
• Includes Community Notes for student-to-student or instructor-to-student note
sharing to greatly enhance the user learning experience.
• Allows for insertion of lecture discussions or instructor-created additional exam-
ples using Tegrity (see page xxi) to provide additional clarification or varied cov-
erage on a topic.
• Merges media and assessments with the text’s narrative to engage students and
improve learning and retention. The eBook includes animations and inline
assessment questions.
• Pinpoints and connects key physical science concepts in a snap using the power-
ful eBook search engine.
• Manages notes, highlights, and bookmarks in one place for simple, comprehen-
sive review.
With the ConnectPlus companion site, instructors also have access to PowerPoint lec-
ture outlines, the Instructor’s Manual, PowerPoint files with electronic images from
the text, clicker questions, quizzes, animations, and many other resources directly
tied to text-specific materials in The Physical Universe.
Students have access to a variety of self-quizzes, key term matching exercises,
animations, web links, additional worked examples, and expansions of some top-
ics treated only briefly in the text. The
Glossary is now on the website, and
important new developments in the
physical sciences will be described on
the website as they are reported.
See www.mhhe.com/krauskopf to
learn more and register.
McGraw-Hill LearnSmart™
McGraw-Hill LearnSmart™ is avail-
able as a stand-alone product as well as
an integrated feature of McGraw-Hill
Connect® Physical Science. It is an adap-
tive learning system designed to help
students learn faster, study more effi-
ciently, and retain more knowledge for
greater success. LearnSmart assesses a
student’s knowledge of course content
Preface xix
through a series of probes, pinpointing concepts the student does not understand.
This innovative study tool also has features that allow instructors to see exactly what
students have accomplished and a built-in assessment tool for graded assignments.
Visit the following site for a demonstration. www.mhlearnsmart.com
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for students who are interested in accessing their course materials digitally and sav-
ing money. CourseSmart offers thousands of the most commonly adopted textbooks
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the only place for faculty to review and compare the full text of a textbook online,
providing immediate access without the environmental consequences of requesting a
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book, reduce their impact on the environment, and gain access to powerful Web tools
for learning, including full text search, notes and highlighting, and email tools for
sharing notes between classmates. For further details, contact your sales representa-
tive or go to www.coursesmart.com.
Create
Visit www.mcgrawhillcreate.com today to register and experience how McGraw-Hill
Create™ empowers you to teach your students your way.
With McGraw-Hill Create™, www.mcgrawhillcreate.com, instructors can easily
rearrange text chapters, combine material from other content sources, and quickly
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allows users to personalize a book’s appearance by selecting the cover and adding
the instructor’s name, school, and course information. With Create, instructors can
receive a complimentary print review copy in 3–5 business days or a complimentary
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concepts students understand. Questions covering the content of The Physical Universe
text and formatted in PowerPoint are available on The Physical Universe website.
“I require students to use eInstruction’s remotes. I use the remotes to measure
whether students have mastered some of the important concepts. . . . I find them very
useful—they give me immediate feedback—they allow daily attendance to be taken
quickly and rather painlessly.”
—Robert J. Backes, Pittsburg State University
“I use the website materials to prepare all my lectures in PowerPoint, since I develop
my lectures to my liking. All tests are prepared using the test bank provided by the
publisher. . . . These materials have tremendously lightened my workload. I haven’t
had to re-invent the wheel so to speak. I can change my exams every semester and
shuffle my answers from class to class. Well done.”
—Colley Baldwin, Medgar Evers College, CUNY
McGraw-Hill Tegrity
McGraw-Hill Tegrity is a service that makes class time available all the time by auto-
matically capturing every lecture in a searchable format for students to review when
they study and complete assignments. With a simple one-click start-and-stop pro-
cess, instructors capture all computer screens and corresponding audio. Students
replay any part of any class with easy-to-use browser-based viewing on a PC or Mac.
Educators know that the more students can see, hear, and experience class resources,
the better they learn. With McGraw-Hill Tegrity students quickly recall key moments
by using McGraw-Hill Tegrity’s unique search feature. This search helps students
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recordings. Help turn all students’ study time into learning moments immediately
supported by the class lecture.
To learn more about McGraw-Hill Tegrity, watch a 2-minute Flash demo at
http://tegritycampus.mhhe.com.
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McGraw-Hill offers various tools and technology products to support The Physical
Universe textbook. Students can order supplemental study materials by contacting
their campus bookstore, calling 1-800-262-4729, or online at www.shopmcgraw-hill
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vice Department at 1-800-338-3987, visiting our online catalog at www.mhhe.com,
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xxii Preface
Acknowledgments
Comments from users have always been of much help in revising The Physical
Universe. Detailed reviews of its fourteenth edition by the following teachers were
especially valuable and are much appreciated:
David Arrington, Troy University David K. Kern, Whatcom Community
Arun Bansil, Northeastern University College
Angela Bickford, Northwest Missouri Alexander Konopelko, Pittsburg State
State University University
Joanne Budzien, Frostburg State University Richard Lahti, Minnesota State
Debra L. Burris, University of Central University—Moorhead
Arkansas Jay D. Mancini, Kingsborough
Brian Campbell, Southwestern Oklahoma Community College
State University Rahul Mehta, University of Central
Gerry Clarkson, Howard Payne Arkansas
University Maureen Murphy, Huntingdon College
Marc Cullison, Connors State College Kurt H. Myrmel, Pasco-Hernando
John Edwards, Piedmont Technical Community College
College Edgar Newman, Coastal Carolina
Kimberly Hamilton-Wims, Northwest University
Mississippi Community College Gabriel Niculescu, James Madison
Qifang He, Arkansas State University
University—Beebe David Peitz, Wayne State College
Lindsay Headley, Wayne State College R. Setoodeh, Milwaukee Area
Damian A. Hillman, Miles College Tech—Milwaukee
Preston Jones, University of Minh Truong, Fontbonne University
Louisiana—Monroe Todd Young, Wayne State College
Nancy Woods of Des Moines Area Community College compiled the Videolists
in the Instructor’s Manual for The Physical Universe. Linda Kondrick of Arkansas
Tech University was of great help in checking the exercises and their answers while
preparing the online homework versions of the exercises. I am grateful to all of them.
Thanks are due to the various ancillary authors. Steven Carey of the University
of Mobile wrote the Student Study Guide to accompany the text. The following con-
tributed to the many online resources: Charles Hughes of the University of Central
Oklahoma wrote the daily concept quizzes; Robert Schoch of Boston University
authored the multiple-choice quizzes; S. Raj Chaudhury of Christopher Newport
University contributed the clicker questions; and Arun Bansil of Northeastern Uni-
versity revised the PowerPoint lecture outlines. Katie Burns, Arkansas State Univer-
sity, authored feedback for the Connect online homework content, while also offering
many helpful suggestions for improving our content. Sylvester Allred, Northern
Arizona University; Adam I. Keller, Columbus State Community College; Arthur
C. Lee, Roane State Community College; Trent McDowell, University of North Carolina
at Chapel Hill; Jessica Miles; Michael D. Stage, Mount Holyoke College; Gina
S. Szablewski, University of Wisconsin—Milwaukee; and Erin Whitteck helped write
and review learning goal-oriented content for LearnSmart for The Physical Universe.
Finally, I want to thank my friends at McGraw-Hill, especially Mary Hurley and
April Southwood, for their skilled and dedicated help in producing this edition.
Arthur Beiser
Preface xxiii
— On. Perezvon.
— Kun minä näin koiran mukananne, niin ajattelin heti, että olette
tuonut sen samaisen Žutškan.
— Miksi niin?
— Se on triviaalia, virallista…
5.
Tällä välin ei Iljuša enää kahden viikon aikana ollut juuri ollenkaan
päässyt liikkumaan vuoteestaan, joka oli nurkassa jumalankuvien
luona. Koulussa hän ei ollut käynyt sen tapahtuman jälkeen, jolloin
hän oli kohdannut Aljošan ja puraissut tätä sormeen. Muuten hän oli
juuri sinä samana päivänä sairastunutkin, vaikka olikin sitten vielä
noin kuukauden ajan kyennyt jotenkuten kävelemään silloin tällöin
huoneessa ja eteisessä, kun toisinaan nousi vuoteestaan. Viimein
hän menetti kokonaan voimansa, niin ettei voinut liikahtaa ilman isän
apua. Isä vapisi ajatellessaan hänen kohtaloaan, lakkasi kokonaan
juomastakin, oli miltei mieletön pelosta, että poikansa kuolee, ja
usein, varsinkin talutettuaan häntä kainaloista huoneessa ja
pantuaan hänet taas takaisin vuoteeseen, — hän äkkiä riensi ulos
eteiseen, pimeään nurkkaan, painoi otsansa seinää vastaan ja alkoi
itkeä äänekästä, katkeamatonta, nytkähdyttelevää itkua koettaen
tukahduttaa äänensä, ettei Iljušetška kuulisi hänen nyyhkytyksiään.
— Tuo poikahan ajoi tänään sisälle tuon pojan selässä, ja tuo taas
tuon…