Professional Documents
Culture Documents
DOUGLAS C. GIANCOLI
• .
Upper Saddle River, New Jersey 07458
Library of Congress Cataloging-in-Publication Data
Giancoli, Douglas C.
Physics for scientists and engineers with modern physics / Douglas C.
Giancoli.-4th ed.
p.cm.
Includes bibliographical references and index.
ISBN 0-13-149508-9
- - -
1. Physics-Textbooks.
— I. Title.
QC21.3.GS39 2008
—
530---dc22
2006039431
~i!~ ot
10 ROTATIONAL MOTION 248
10-1 Angular Quantities 249
10-2 Vector Nature of Angular Quantities 254
10-3 Constant Angular Acceleration 255
10-4 Torque 256
10-5 Rotational Dynamics;
Torque and Rotational Inertia 258
1()-6 Solving Problems in Rotational Dynamics 26()
10-7 Determining Moments of Inertia 2(i3
10-8 Rotational Kinetic Energy 265
10-9 Rotational Plus Translational Motion; Rolling 267
7 WORK AND ENERGY 163 *10-10 Why Doel$ a Rolling Sphere Slow Down? 273
SUMMARY 274 Ql."ESTIONS 275
7-1 Work Done by a Constant Force 164 PROBLEMS 276 GilNERAL PROBLnMS 281
7-2
- Scalar ProdU(,1 of Two Vectors 167
ANGUlAR MOMENrnM;
7-3
-
-
7--4
Work Done by a Varying Force
Kinetic Energy and the
168
11 GENERAL ROTATION 284
Work-Energy
- Principle 172 11-1 Angular Momentum-Objects
—
SL"l,,.IMARY 176 QUESTIONS 177 Rotating About a Fixed Axis 285
PROBLEMS 177 GE:>IERAL PROBLEMS 180 11-2 Vector Cross Product;Torque as a Vector 289
11-3 Angular Momentum of a Particle 291
8 CONSERVATION OF ENERGY 183 11-4 Angular Momentum and Torque for
a System of Particles; General Motion 292
8-1 Conservative and Nonconservative Forces 184 11-5 Angular Momentum and
-
8-2 Potential Energy 186 Torque for a Rigid Object 294
8-3 Mechanical Energy and Its Conservation 189 11-6 Conservation of Angular Momentum 297
-
8-4 Problem Solving Using *11-7 The Spinning Top and Gyroscope 299
Conservation of Mechanical Energy 190 *11-8 Rotating Frames of Reference; Inertial Forces 300
8-5 111e Law of Conservation of Energy 196 *11-9 The Coriolis Effect 301
8-6
- Energy Conservation with
SUMMARY 302
Dissipative Forces: Solving Problems 197
OUl:iSTIO:,jS 303
8-7
- Gravitational Potential Energy and
Escape Velocity 199 PRORI.RMS 303
8-8
- Power 201 GENERAL
PROHLl:i.MS 308
*8-9 Potential Energy Diagrams;
Stable and Unstable Equilibrium 204
SD1MARY 205 QUESTIONS 205
PROillEMS 207 GE~ERAL PROBLEMS 211
iv CONTENTS
14 0SCIU.ATIONS 369
14-1 Oscillations of a Spring 370
14-2 Simple Harmonic Motion 372
14-3 Energy in the Simple
Harmonic Oscillator 377
14-4 Simple Harmonic Motion Related
to Uniform Circular Motion 379
14-5 The Simple Pendulum 379
*14-6 The Physical Pendulum and
the Torsion Pendulum 381
14-7 Damped Harmonic Motion 382
14-8 Forced Oscillations; Resonance 385
SUMMARY 387 QUEST1O1'S 388
PROBLEMS 388 GEJ\"ERAL PROBLEMS 392
STATIC EQUILIBRIUM;
12 EIASTICfIY AND FRACTIJRE 311
15 WAVE MOTION 395
15-1 ChaTacteristic:, of Wave Motion 396
12-1 The Conditions for Equilibrium 312 15-2 Types of Waves:
12-2
- Solving Statics Problems 313 Ttansven;e and Longitudinal 398
12-3 Stability and Balance 317 15-3 Energy Transported by Waves 402
12-4
- Elasticity; Stress and Strain 318 15-4 Mathematical Representation of a
12-5 Fracture 322 Traveling Wave 404
*12-6 Trusses and Bridges 324 * 15-5 The Wave Equation 406
*12-7 Arches and Domes 327 15-6 The Principle of Superposition 408
SUMMARY 329 QUESTIONS 329 15-7 Reflection and Transmission 409
PROBI.RM$ 330 GENERAL PRORI.F.MS 334 15-8 Interference 410
15-9 Standing Waves; Resonance 412
~15-10 Refraction 415
13 FLums 339 * 15-11 Diffraction
SUMMARY 417 QUESTrOl\'S 417
416
13-1 Phases of Matter 340 PROBLEMS 418 GEI\ERJ\L PROBLEMS 422
13-2
- Density and Specific Gravity 340
13-3 Pressure in Fluids 341
13-4
- Atmospheric Pressure and
Gauge Pressure
13-5 Pascal's Principle
345
346
16 SOUND 424
- Measurement of Pressure;
l 3-6 16-1 Characteristics of Sound 425
Gauges and the Barometer 346 16-2 Mathematical Representation
13-7 Buoyancy and Archimedes' Principle 348 of Longitudinal Waves 426
- Fluids in Motion; Flow Rate
13-8 16-3 Intensity of Sound: Decibels 427
and the Equation of Continuity 352 16-4 Sources of Sound:
13-9
- Bernoulli's Equation 354 Vibrating Strings and Air Columns 431
13-10 Applications of Bernoulli's Principle: *16-5 Quality of Sound, and Noise;
Torricelli, Airplanes, Baseballs, TIA 356 Superposition 436
*13-11 Viscosity 358 16-6 Interference of Sound Waves; Beats 437
*13-12 Flow in Tubes: Poiseuille's 16-7 Doppler Effect 439
Equation, Blood Flow 358 "16-8 Shock Waves and the Sonic Boom 443
*13-13 Surface Tension and Capillarity 359 * 16-9 Applicati.oni;: Sonar, Ultrasound,
*13-14 Pumps, and the Heart 361 and Medical Imaging 444
SUMMARY 361 QUESTIONS 362 SUMMARY 446 QUESTlOKS 447
PROBIBMS 363 GENERAL PROBLEMS 367 PROBLEMS 448 GEJ\"ERAL PROBLEMS 451
CONTENTS v
H F ir s t L a w
19 of
eat a n d t h e
T herm od n a m ic s 496
19-1 Heat as Energy Transfer 497
19-2 Internal Energy 498
19-3 Specific Heat 499
19-4 alorimetry — Solving Problems 500
19-5 Latent Heat 502
19-6 The First Law of Thermodynamics 505
19-7 The First Law of Thermodynamics
Applied; alculating the Work 507
19-8 Molar Specific Heats for Gases,
and the Equipartition of Energy 511
19-9 Adiabatic Expansion of a Gas 514
19-10 Heat Transfer: onduction,
onvection, Radiation 515
SUMMARY 520 QUESTIONS 521
PROBLEMS 522 GENERAL PROBLEMS 526
20 S e c o n d La w o f
T h e r m o d n a m ic s 528
T e m p er tu r e, 20-1 The Second Law of
Thermodynamics— Introduction 529
't f j T h e r m l E x p n s io n ,
20 -2 Heat Engines 530
1 / a n d t h e I d e a l G as Law 454 20-3 Reversible and Irreversible
17-1 Atomic Theory of Matter 455 Processes; the arnot Engine 533
17-2 Temperature and Thermometers 456 20 -4 Refrigerators, Air onditioners, and
17-3 Thermal Equilibrium and the Heat Pumps 536
Zeroth Law of Thermodynamics 459 20-5 Entropy 539
17-4 Thermal Expansion 459 20 -6 Entropy and the Second Law of
*17-5 Thermal Stresses 463 Thermodynamics 541
17-6 The Gas Laws and 20-7 Order to Disorder 544
Absolute Temperature 463 20-8 Unavailability of Energy; Heat Death 545
17-7 The Ideal Gas Law 465 *20-9 Statistical Interpretation of Entropy
17-8 Problem Solving with the and the Second Law 546
Ideal Gas Law 466 *20-10 Thermodynamic Temperature;
17-9 Ideal Gas Law in Terms of Molecules: Third Law of Thermodynamics 548
Avogadro’s Number 468 *20-11 Thermal Pollution, Global Warming,
*17-10 Ideal Gas Temperature Scale— and Energy Resources 549
a Standard 469 SUMMARY 551 QUESTIONS 552
PROBLEMS 552 GENERAL PROBLEMS 556
SUMMARY 470 QUESTIONS 471
PROBLEMS 471 GENERAL PROBLEMS 474
18 K in e t ic T h e o r of G a se s 476
18-1 The Ideal Gas Law and the Molecular
Interpretation of Temperature 476
18-2 Distribution of Molecular Speeds 480
18-3 Real Gases and hanges of Phase 482
18-4 Vapor Pressure and Humidity 484
*18-5 Van der Waals Equation of State 486
*18-6 Mean Free Path 487
*18-7 Diffusion 489
SUMMARY 490 QUESTIONS 491
PROBLEMS 492 GENERAL PROBLEMS 494
vi C NTENTS
Volume 2 23 E lec tr ic P o t e n t ia l 607
23 -1 Electric Potential Energy and
/■%«
- E lectr c C harge and Potential Difference 607
Z 1 E lectr c F eld 559 23 - 2 Relation between Electric Potential
and Electric Field 610
21-1 Static Electricity; Electric 23 - 3Electric Potential Due to Point harges 612
harge and Its onservation 560
23 - 4Potential Due to Any harge Distribution 614
21-2 Electric harge in the Atom 561
23 - 5Equipotential Surfaces 616
21-3 Insulators and onductors 561
23 - 6Electric Dipole Potential 617
21-4 Induced harge; the Electroscope 562
23 - 7E Determined from V 617
21-5 oulomb’s Law 563
23 - 8Electrostatic Potential Energy; the
21-6 The Electric Field 568 Electron Volt 619
21-7 Electric Field alculations for *23 -9 athode Ray Tube: TV and omputer
ontinuous harge Distributions 572 Monitors, Oscilloscope 620
21-8 Field Lines 575 SUMMARY 622 QUESTIONS 622
21-9 Electric Fields and onductors 577 PROBLEMS 623 GENERAL PROBLEMS 626
21-10 Motion of a harged Particle in
an Electric Field
21-11 Electric Dipoles
*21-12 Electric Forces in Molecular Biology;
578
579 24 C a p a c it a n c e , D ie le c t r ic s ,
E lec tr ic E n e r g S t o r a g e 628
24 -1 apacitors 628
DNA 581 24 - 2 Determination of apacitance 630
*21-13 Photocopy Machines and omputer 24 - 3 apacitors in Series and Parallel 633
Printers Use Electrostatics 582 24 - 4 Electric Energy Storage 636
SUMMARY 584 QUESTIONS 584 24 - 5 Dielectrics 638
PROBLEMS 585 GENERAL PROBLEMS 589
*24 -6 Molecular Description of Dielectrics 640
SUMMARY 643 QUESTIONS 643
PROBLEMS 644 GENERAL PROBLEMS 648
E lec tr ic C u r r e n t s
25 and R e sist a n c e 651
25 -1 The Electric Battery 652
25 - 2 Electric urrent 654
25 - 3 Ohm’s Law: Resistance and Resistors 655
25 - 4 Resistivity 658
25 - 5 Electric Power 660
25 - 6 Power in Household ircuits 662
25 - 7 Alternating urrent 664
25 - 8 Microscopic View of Electric urrent:
urrent Density and Drift Velocity 666
*25 -9 Superconductivity 668
*25 -10 Electrical onduction in the Nervous System 669
SUMMARY 671 QUESTIONS 671
PROBLEMS 672 GENERAL PROBLEMS 675
26 D C C ir c u it s 677
26 -1 EMF and Terminal Voltage 678
G auss ' s Law ___ 591 26 - 2 Resistors in Series and in Parallel 679
26 - 3 Kirchhoffs Rules 683
22-1 Electric Flux 592 26-4 Series and Parallel EMFs; Battery harging 686
22-2 Gauss’s Law 593 26 - 5 ircuits ontaining Resistor
22-3 Applications of Gauss’s Law 595 and apacitor (RC ircuits) 687
*22-4 Experimental Basis of Gauss’s and 26 - 6 Electric Hazards 692
oulomb’s Laws 600 *26-7 Ammeters and Voltmeters 695
SUMMARY 601 QUESTIONS 601 SUMMARY 698 QUESTIONS 698
PROBLEMS 601 GENERAL PROBLEMS 605 PROBLEMS 699 GENERAL PROBLEMS 704
C NTENTS vii
E lectromagnet c I n d u c t o n
and Faraday' s Law 758
29-1 Induced EMF 759
29-2 Faraday’s Law of Induction; Lenz’s Law 760
29-3 EMF Induced in a Moving onductor 765
29-4 Electric Generators 766
*29-5 Back EMF and ounter Torque;
Eddy urrents 768
29-6 Transformers and Transmission of Power 770
29 -7 A hanging Magnetic Flux Produces an
Electric Field 773
*29-8 Applications of Induction:
Sound Systems, omputer Memory,
Seismograph, GF I 775
SUMMARY 111 QUESTIONS 111
PROBLEMS 778 GENERAL PROBLEMS 782
Inductance , E lectromagnet c
27 M a g n e t is m 707
30-1
O sc llat ons, and AC C rcu ts 7 8 5
Mutual Inductance 786
27-1 Magnets and Magnetic Fields 707 30-2 Self-Inductance 788
27-2 Electric urrents Produce Magnetic Fields 710 30-3 Energy Stored in a Magnetic Field 790
27-3 Force on an Electric urrent in a 30-4 LR ircuits 790
Magnetic Field; Definition of B 710
30-5 LC ircuits and Electromagnetic
27-4 Force on an Electric harge Moving Oscillations 793
in a Magnetic Field 714
30-6 LC Oscillations with Resistance
27-5 Torque on a urrent Loop; Magnetic (.LRC ircuit) 795
Dipole Moment 718
30-7 A ircuits with A Source 796
*27-6 Applications: Motors, Loudspeakers,
Galvanometers 720 30-8 LRC Series A ircuit 799
27-7 Discovery and Properties of the 30-9 Resonance in A ircuits 802
Electron 721 *30-10 Impedance Matching 802
27-8 The Hall Effect 723 *30-11 Three-Phase A 803
*27-9 Mass Spectrometer 724 SUMMARY 804 QUESTIONS 804
PROBLEMS 805 GENERAL PROBLEMS 809
SUMMARY 725 QUESTIONS 726
PROBLEMS 727 GENERAL PROBLEMS 730
M axwell' s E quat ons and
E lectromagnet c W aves 812
S ources o f M agnet c F eld 733
31-1 hanging Electric Fields Produce
28-1 Magnetic Field Due to a Straight Wire 734 Magnetic Fields; Ampere’s Law and
28-2 Force between Two Parallel Wires 735 Displacement urrent 813
28-3 Definitions of the Ampere and the 31-2 Gauss’s Law for Magnetism 816
oulomb 736 31-3 Maxwell’s Equations 817
28-4 Ampere’s Law 737 31-4 Production of Electromagnetic Waves 817
28-5 Magnetic Field of a Solenoid and 31-5 Electromagnetic Waves, and
a Toroid 741 Their Speed, from Maxwell’s Equations 819
28-6 Biot-Savart Law 743 31-6 Light as an Electromagnetic Wave
28-7 Magnetic Materials— Ferromagnetism 746 and the Electromagnetic Spectrum 823
*28-8 Electromagnets and 31-7 Measuring the Speed of Light 825
Solenoids— Applications 747 31-8 Energy in EM Waves; the Poynting Vector 826
*28-9 Magnetic Fields in Magnetic Materials; 31-9 Radiation Pressure 828
Hysteresis 748 31-10 Radio and Television;
*28-10 Paramagnetism and Diamagnetism 749 Wireless ommunication 829
SUMMARY 750 QUESTIONS 751 SUMMARY 832 QUESTIONS 832
PROBLEMS 751 GENERAL PROBLEMS 755 PROBLEMS 833 GENERAL PROBLEMS 835
viii C NTENTS
L g h t : R eflect on
32 and R efract on 837
32-1 The Ray Model of Light 838
32-2 Reflection; Image Formation by a
Plane Mirror 838
32-3 Formation of Images by Spherical
Mirrors 842
32-4 Index of Refraction 850
32-5 Refraction: Snell’s Law 850
32-6 Visible Spectrum and Dispersion 852
32-7 Total Internal Reflection; Fiber Optics 854
*32-8 Refraction at a Spherical Surface 856
SUMMARY 858 QUESTIONS 859
PROBLEMS 860 GENERAL PROBLEMS 864
C NTENTS ix
Volume 3
36 S pec al T heory of R elat v ty 951
36-1 Galilean - Newtonian Relativity 952
*36-2 The Michelson -Morley Experiment 954
36-3 Postulates of the Special Theory of Relativity 957
36-4 Simultaneity 958
36-5 Time Dilation and the Twin Paradox 960
36-6 Length ontraction 964
36-7 Four-Dimensional Space -Time 967
36-8 Galilean and Lorentz Transformations 968
36-9 Relativistic Momentum and Mass 971
36-10 The Ultimate Speed 974
36-11 E = me2; Mass and Energy 974
*36-12 Doppler Shift for Light 978
36-13 The Impact of Special Relativity 980
SUMMARY 981 QUESTIONS 981
PROBLEMS 982 GENERAL PROBLEMS 985
A M athem atical F o r m u l a s A -1
B D erivatives a n d I n te g r a ls A -6
C M o r e o n D im e n s io n a l A nal sis A -8
D G ravitational F o r c e d u e t o a
S p h e r ic a l M a ss D ist r ib u t io n A -9
E D ifferential Fo r m o f M axwell's E q uations A - 1 2
F S elected I s o t o p e s A -14
A n sw e r s t o O d d - N u m b e r e d P ro bl em s A - 18
In d e x A -4 7
P h o t o C r e d it s A -7 2
C NTENTS xi
A pplic tions (s e le c te d )
Wh t's New
C apter-Opening Questions: Each hapter begins with a multiple-choice question,
whose responses include common misconceptions. Students are asked to answer
before starting the hapter, to get them involved in the material and to get any
preconceived notions out on the table. The issues reappear later in the hapter,
usually as Exercises, after the material has been covered. The hapter-Opening
Questions also show students the power and usefulness of Physics.
APPROACH paragrap in worked-out numerical Examples .A short introductory
paragraph before the Solution, outlining an approach and the steps we can take to
get started. Brief NOTES after the Solution may remark on the Solution, may give
an alternate approach, or mention an application.
Step -by -Step Examples: After many Problem Solving Strategies (more than 20 in
the book), the next Example is done step-by-step following precisely the steps just
seen.
Exercises within the text, after an Example or derivation, give students a chance to
see if they have understood enough to answer a simple question or do a simple
calculation. Many are multiple choice.
Greater clarity : No topic, no paragraph in this book was overlooked in the search
to improve the clarity and conciseness of the presentation. Phrases and sentences
that may slow down the principal argument have been eliminated: keep to the
essentials at first, give the elaborations later.
F, y, B Vector notation, arrows: The symbols for vector quantities in the text and Figures
now have a tiny arrow over them, so they are similar to what we write by hand.
Cosmological Revolution: With generous help from top experts in the field,
readers have the latest results.
xiv PREFACE
Page layout: more than in the previous edition, serious attention has been paid to
how each page is formatted. Examples and all important derivations and
arguments are on facing pages. Students then don’t have to turn back and forth.
Throughout, readers see, on two facing pages, an important slice of physics.
New Applications'. L Ds, digital cameras and electronic sensors ( D, MOS),
electric hazards, GF Is, photocopiers, inkjet and laser printers, metal detectors,
underwater vision, curve balls, airplane wings, DNA, how we actually see images.
(Turn back a page to see a longer list.)
Examples modified: more math steps are spelled out, and many new Examples
added. About 10% of all Examples are Estimation Examples.
T is Book is S orter than other complete full-service books at this level. Shorter
explanations are easier to understand and more likely to be read.
PREFACE XV
Th nks
Many physics professors provided input or direct feedback on every aspect of this
textbook. They are listed below, and I owe each a debt of gratitude.
I owe special thanks to Prof. Bob Davis for much valuable input, and especially for
working out all the Problems and producing the Solutions Manual for all Problems, as
well as for providing the answers to odd -numbered Problems at the end of this book.
Many thanks also to J. Erik Hendrickson who collaborated with Bob Davis on the
solutions, and to the team they managed (Profs. Anand Batra, Meade Brooks, David
urrott, Blaine Norum, Michael Ottinger, Larry Rowan, Ray Turner, John Vasut,
William Younger). I am grateful to Profs. John Essick, Bruce Barnett, Robert oakley,
Biman Das, Michael Dennin, Kathy Dimiduk, John DiNardo, Scott Dudley,
David Hogg, indy Schwarz, Ray Turner, and Som Tyagi, who inspired many of
the Examples, Questions, Problems, and significant clarifications.
rucial for rooting out errors, as well as providing excellent suggestions, were
Profs. Kathy Dimiduk, Ray Turner, and Lorraine Allen. A huge thank you to them
and to Prof. Giuseppe Molesini for his suggestions and his exceptional photographs
for optics.
xvi PREFACE
For hapters 43 and 44 on Particle Physics and osmology and Astrophysics,
I was fortunate to receive generous input from some of the top experts in the field,
to whom I owe a debt of gratitude: George Smoot, Paul Richards, Alex Filippenko,
James Siegrist, and William Holzapfel (U Berkeley), Lyman Page (Princeton and
WMAP), Edward Wright (U LA and WMAP), and Michael Strauss (University
of Oklahoma).
I especially wish to thank Profs. Howard Shugart, hair Frances Heilman, and
many others at the University of alifornia, Berkeley, Physics Department for
helpful discussions, and for hospitality. Thanks also to Prof. Tito Arecchi and others
at the Istituto Nazionale di Ottica, Florence, Italy.
Finally, I am grateful to the many people at Prentice Hall with whom I
worked on this project, especially Paul orey, Karen Karlin, hristian Botting,
John hristiana, and Sean Hogan.
The final responsibility for all errors lies with me. I welcome comments,
corrections, and suggestions as soon as possible to benefit students for the next reprint.
D. .G.
email: Paul. orey@Pearson.com
Post: Paul orey
One Lake Street
Upper Saddle River, NJ 07458
PREFACE xvii
To Students
HOW TO STUDY
1. Read the hapter. Learn new vocabulary and notation. Try to respond to
questions and exercises as they occur.
2. Attend all class meetings. Listen. Take notes, especially about aspects you do
not remember seeing in the book. Ask questions (everyone else wants to, but
maybe you will have the courage). You will get more out of class if you read
the hapter first.
3. Read the hapter again, paying attention to details. Follow derivations and
worked-out Examples. Absorb their logic. Answer Exercises and as many of
the end of hapter Questions as you can.
4. Solve 10 to 20 end of hapter Problems (or more), especially those assigned.
In doing Problems you find out what you learned and what you didn’t. Discuss
them with other students. Problem solving is one of the great learning tools.
Don’t just look for a formula — it won’t cut it.
xviii PREFACE
USE OF OLOR
Vectors
A gener l vector
result nt vector (sum) is slightly thicker
components of ny vector re d shed
Displ cement (D, ?)
Velocity (v)
Acceler tion ( )
Force (F)
Force on second or
third object in s me figure
Momentum (p ormv)
Angul r momentum (L)
Angul r velocity (to)
Torque ( f )
Electric field (E)
M gnetic field (B)
T T
1 l
M gnetic field lines C p citor
Ground x
Optics Other
Light r ys — *— Energy level
Object ( tom, etc.)
1 Me surement lines h—1.0 m —H
Re l im ge 4
■ P th of moving ------------
(d shed) ■
■ object
PREFACE
Image of the Earth from a NASA satellite. The sky
appears blackfrom out in space because
there are so few molecules to
reflect light (Whythe sky
appears blue to us on
Earth has to do with
scattering of light by
molecules of the
atmosphere, as
• * 4 Chapter 35.)
Note the
storm off
the coast
of Mexico.
Introduction,
Measurement, Estimating
CHAPTER-OPENING QUESTION — Guess now!
Suppose you wanted to actually measure the radius of the Earth, at least roughly, CONTENTS
rather than taking other people’s word for what it is. Which response below 1 - 1 The N ture of Science
describes the best approach? 1 - 2 Models, Theories, nd L ws
( ) Give up; it is impossible using ordinary means. 1 - 3 Me surement nd Uncert inty;
(b) Use an extremely long measuring tape. Signific nt Figures
(c) It is only possible by flying high enough to see the actual curvature of the Earth. 1 - 4 Units, St nd rds, nd
(d) Use a standard measuring tape, a step ladder, and a large smooth lake. the SI System
(e) Use a laser and a mirror on the Moon or on a satellite. 1 - 5 Converting Units
\We start eac C apter wit a Question, like t e one above. Try to answer it rig t away. Don ’t worry 1 - 6 Order of M gnitude:
about getting t e rig t answer now — t e idea is to get your preconceived notions out on t e table. If t ey R pid Estim ting
are misconceptions, we expect t em to be cleared up as you read t e C apter. You will usually get anot er :1 - 7 Dimensions nd Dimension l
c ance at t e Question later in t e C apter w en t e appropriate material as been covered. T ese An lysis
C apter-Opening Questions will also elp you to see t e power and usefulness of p ysics. ]
1
hysics is the most basic of the sciences. It deals with the behavior and
P structure of matter. The field of physics is usually divided into classicalp ysics
which includes motion, fluids, heat, sound, light, electricity and magnetism;
and modem p ysics which includes the topics of relativity, atomic structure,
condensed matter, nuclear physics, elementary particles, and cosmology and astrophysics.
We will cover all these topics in this book, beginning with motion (or mechanics, as it
is often called) and ending with the most recent results in our study of the cosmos.
An understanding of physics is crucial for anyone making a career in science
or technology. Engineers, for example, must know how to calculate the forces within
a structure to design it so that it remains standing (Fig. 1 - la). Indeed, in hapter 12
we will see a worked-out Example of how a simple physics calculation— or even
intuition based on understanding the physics of forces—would have saved
hundreds of lives (Fig. 1 - lb). We will see many examples in this book of how
physics is useful in many fields, and in everyday life.
1 -2 Models, Theories, nd L ws
When scientists are trying to understand a particular set of phenomena, they often
make use of a model. A model, in the scientist’s sense, is a kind of analogy or
2 CHAPTER 1 mental image of the phenomena in terms of something we are familiar with. One
example is the wave model of light. We cannot see waves of light as we can water
waves. But it is valuable to think of light as made up of waves because experiments
indicate that light behaves in many respects as water waves do.
The purpose of a model is to give us an approximate mental or visual picture—
something to hold on to —when we cannot see what actually is happening. Models
often give us a deeper understanding: the analogy to a known system (for instance,
water waves in the above example) can suggest new experiments to perform and can
provide ideas about what other related phenomena might occur.
You may wonder what the difference is between a theory and a model. Usually
a model is relatively simple and provides a structural similarity to the phenomena
being studied. A theory is broader, more detailed, and can give quantitatively testable
predictions, often with great precision.
It is important, however, not to confuse a model or a theory with the real
system or the phenomena themselves.
Scientists give the title l w to certain concise but general statements about
how nature behaves (that energy is conserved, for example). Sometimes the state
ment takes the form of a relationship or equation between quantities (such as
Newton’s second law, F = ma).
To be called a law, a statement must be found experimentally valid over a wide
range of observed phenomena. For less general statements, the term principle is
often used (such as Archimedes’ principle).
Scientific laws are different from political laws in that the latter are
prescriptive: they tell us how we ought to behave. Scientific laws are descriptive:
they do not say how nature s ould behave, but rather are meant to describe how
nature does behave. As with theories, laws cannot be tested in the infinite variety
of cases possible. So we cannot be sure that any law is absolutely true. We use the
term “law” when its validity has been tested over a wide range of cases, and when
any limitations and the range of validity are clearly understood.
Scientists normally do their research as if the accepted laws and theories were
true. But they are obliged to keep an open mind in case new information should
alter the validity of any given law or theory.
1%,
where ~ means “is approximately equal to.’ SECTI N 1- 3 3
Often the uncertainty in a measured value is not specified explicitly. In such cases,
the uncertainty is generally assumed to be one or a few units in the last digit specified.
For example, if a length is given as 8.8 cm, the uncertainty is assumed to be about
0.1 cm or 0.2 cm. It is important in this case that you do not write 8.80 cm, for this
implies an uncertainty on the order of 0.01 cm; it assumes that the length is probably
between 8.79 cm and 8.81 cm, when actually you believe it is between 8.7 and 8.9 cm.
Signific nt Figures
The number of reliably known digits in a number is called the number of
signific nt figures. Thus there are four significant figures in the number 23.21 cm
and two in the number 0.062 cm (the zeros in the latter are merely place holders
that show where the decimal point goes). The number of significant figures may
not always be clear. Take, for example, the number 80. Are there one or two signif
icant figures? We need words here: If we say it is roug ly 80 km between two
cities, there is only one significant figure (the 8) since the zero is merely a place
holder. If there is no suggestion that the 80 is a rough approximation, then we can
often assume (as we will in this book) that it is 80 km within an accuracy of about
(a) (b) 1 or 2 km, and then the 80 has two significant figures. If it is precisely 80 km, to
within + 0.1 km, then we write 80.0 km (three significant figures).
FIGURE 1 - 3 These two calculators When making measurements, or when doing calculations, you should avoid the
show the wrong number of significant temptation to keep more digits in the final answer than is justified. For example, to
figures. In (a), 2.0 was divided by 3.0.
The correct final result would be 0.67. calculate the area of a rectangle 11.3 cm by 6.8 cm, the result of multiplication would
In (b), 2.5 was multiplied by 3.2. The be 76.84 cm2. But this answer is clearly not accurate to 0.01 cm2, since (using the
correct result is 8.0. outer limits of the assumed uncertainty for each measurement) the result could be
between 11.2 cm X 6.7 cm = 75.04 cm2 and 11.4 cm X 6.9 cm = 78.66 cm2. At best,
we can quote the answer as 77 cm2, which implies an uncertainty of about 1 or 2 cm2.
The other two digits (in the number 76.84 cm2) must be dropped because they are not
significant. As a rough general rule (i.e., in the absence of a detailed consideration
p PR BLEM S LVING of uncertainties), we can say that t e final result o f a multiplication or division s ould
Significant figure rule: ave only as many digits as t e number wit t e least number o f significant figures
N um ber o f significant figures in final
result s ould be sam e as t e least
used in t e calculation. In our example, 6.8 cm has the least number of significant
significant input value figures, namely two. Thus the result 76.84 cm2 needs to be rounded off to 77 cm2.
EXERCISE A The area of a rectangle 4.5 cm by 3.25 cm is correctly given by (a) 14.625 cm2;
(b) 14.63 cm2; (c) 14.6 cm2; (d) 15 cm2.
When adding or subtracting numbers, the final result is no more precise than
the least precise number used. For example, the result of subtracting 0.57 from 3.6
is 3.0 (and not 3.03).
A AUT I ON Keep in mind when you use a calculator that all the digits it produces may not
Calculators err wit significant figures be significant. When you divide 2.0 by 3.0, the proper answer is 0.67, and not some
such thing as 0.666666666. Digits should not be quoted in a result, unless they are
I PR BLEI VI S LVING truly significant figures. However, to obtain the most accurate result, you should
R eport only t e p ro p er num ber o f normally keep one or more extra significant figures t roug out a calculation, and
significant figures in t e final result. round o ff only in t e final result. (With a calculator, you can keep all its digits in
Keep extra digits during intermediate results.) Note also that calculators sometimes give too few significant
t e calculation figures. For example, when you multiply 2.5 X 3.2, a calculator may give the
answer as simply 8. But the answer is accurate to two significant figures, so the proper
FIGURE 1 - 4 Example 1-1. answer is 8.0. See Fig. 1 -3.
A protractor used to measure an angle.
C NCEPTUAL EXAMPLE 1 - 1 | Significant figures. Using a protractor (Fig. 1-4),
you measure an angle to be 30°. (a) How many significant figures should you quote in
this measurement? (b) Use a calculator to find the cosine of the angle you measured.
RESP NSE (a) If you look at a protractor, you will see that the precision with
which you can measure an angle is about one degree (certainly not 0.1°). So you
can quote two significant figures, namely, 30° (not 30.0°). (b) If you enter cos 30°
in your calculator, you will get a number like 0.866025403. However, the angle
you entered is known only to two significant figures, so its cosine is correctly
given by 0.87; you must round your answer to two significant figures.
N TE osine and other trigonometric functions are reviewed in Appendix A.
4 CHAPTER 1
| EXERCISE B Do 0.00324 and 0.00056 have the same number of significant figures?
Be careful not to confuse significant figures with the number of decimal places.
EXERCISE C For each of the following numbers, state the number of significant figures
and the number of decimal places: {a) 1.23; (b) 0.123; (c) 0.0123.
Scientific_Not tion
We commonly write numbers in “powers of ten,” or “scientific” notation — for
instance 36,900 as 3.69 X 104, or 0.0021 as 2.1 X 10-3. One advantage of scientific
notation is that it allows the number of significant figures to be clearly expressed.
For example, it is not clear whether 36,900 has three, four, or five significant
figures. With powers of ten notation the ambiguity can be avoided: if the number is
known to three significant figures, we write 3.69 X 104, but if it is known to four,
we write 3.690 X 104.
I EXERCISE D Write each of the following in scientific notation and state the number of
| significant figures for each: (a) 0.0258, (b) 42,300, (c) 344.50.
Approxim tions
Much of physics involves approximations, often because we do not have the
means to solve a problem precisely. For example, we may choose to ignore air
resistance or friction in doing a Problem even though they are present in the real
world, and then our calculation is only an approximation. In doing Problems, we
should be aware of what approximations we are making, and be aware that the
precision of our answer may not be nearly as good as the number of significant
figures given in the result.
tModern me surements of the E rth’s circumference reve l th t the intended length is off by bout
one-fiftieth of 1%. Not b d!
*The new definition of the meter h s the effect of giving the speed of light the ex ct v lue of
(b) 299,792,458 m/s.
When dealing with atoms and molecules, we usually use the unified tomic TABLE 1 -4 Metric (SI) Prefixes
m ss unit (u). In terms of the kilogram,
Prefix Abbrevi tion V lue
l u = 1.6605 X 10-27kg.
The definitions of other standard units for other quantities will be given as we yott Y 1024
encounter them in later hapters. (Precise values of this and other numbers are zett Z 1021
given inside the front cover.) ex E 1018
pet P 1015
Unit Prefixes
ter T 1012
In the metric system, the larger and smaller units are defined in multiples of 10 from 109
gig G
the standard unit, and this makes calculation particularly easy. Thus 1 kilometer (km)
m eg M 106
is 1000 m, 1 centimeter is ifem, 1 millimeter (mm) is or ^cm , and so on.
kilo k 103
The prefixes “centi-,” “kilo-,” and others are listed in Table 1 - 4 and can be applied
not only to units of length but to units of volume, mass, or any other metric unit. hecto h 102
For example, a centiliter (cL) is ^ liter (L)> and a kilogram (kg) is 1000 grams (g). dek d 101
deci d KT1
Systems of Units centi c 1(T2
When dealing with the laws and equations of physics it is very important to use a milli m 1(T3
consistent set of units. Several systems of units have been in use over the years. microf 1(T6
V
Today the most important is the Systeme Intern tion l (French for International n no n K T9
System), which is abbreviated SI. In SI units, the standard of length is the meter,
pico P 1(T12
the standard for time is the second, and the standard for mass is the kilogram. This
fem to f 1(T15
system used to be called the MKS (meter-kilogram-second) system.
A second metric system is the cgs system, in which the centimeter, gram, and tto KT18
second are the standard units of length, mass, and time, as abbreviated in the title. zepto z 1(T21
The British engineering system has as its standards the foot for length, the pound yocto y KT24
for force, and the second for time. fju, is the Greek letter “mu.”
We use SI units almost exclusively in this book.
B se versus Derived Qu ntities TABLE 1 -5
SI Base Quantities and Units
Physical quantities can be divided into two categories: base quantities and derived
quantities. The corresponding units for these quantities are called base units and Unit
Qu ntity Unit Abbrevi tion
derived units. A b se qu ntity must be defined in terms of a standard. Scientists, in the
interest of simplicity, want the smallest number of base quantities possible consistent Length m eter m
with a full description of the physical world. This number turns out to be seven, and Time second s
those used in the SI are given in Table 1-5. All other quantities can be defined in terms M ss kilogr m kg
of these seven base quantities/ and hence are referred to as derived qu ntities. An Electric
example of a derived quantity is speed, which is defined as distance divided by the time current mpere A
it takes to travel that distance. A Table inside the front cover lists many derived Temper ture kelvin K
quantities and their units in terms of base units. To define any quantity, whether base or A m ount
derived, we can specify a rule or procedure, and this is called an oper tion l definition. of subst nce m ole m ol
Luminous
trThe only exceptions re for ngle (r di ns—see Ch pter 8) nd solid ngle (ster di n). No gener l intensity c ndel cd
greement h s been re ched s to whether these re b se or derived qu ntities.
Note how the units (inches in this case) cancelled out. A Table containing many unit
conversions is found inside the front cover of this book. Let’s consider some Examples.
0 PHYSICS APPLIED EXAMPLE 1 - 2 The 8000 - m peaks. The fourteen tallest peaks in the world
T e world’s tallest peaks (Fig. 1 - 6 and Table 1 - 6) are referred to as “eight-thousanders,” meaning their
summits are over 8000 m above sea level. What is the elevation, in feet, of an
elevation of 8000 m?
APPR ACH We need simply to convert meters to feet, and we can start with the
conversion factor 1 in. = 2.54 cm, which is exact. That is, 1 in. = 2.5400 cm to
any number of significant figures, because it is defined to be.
S LUTI N One foot is 12 in., so we can write
cm
1 ft = (1 2 is.)(2 .5 4 — J = 30.48 cm = 0.3048 m,
FIGURE 1 - 6 The w orld ’s second
highest pe k, K2, w h ose sum m it is
which is exact. Note how the units cancel (colored slashes). We can rewrite this
considered the m ost difficult o f the
equation to find the number of feet in 1 meter:
“8000 - ers. ” K2 is seen h ere from
the north (C hin ).
lm = a U s = 3'28084ft
TABLE 1 - 6
The 8000 - m Peaks We multiply this equation by 8000.0 (to have five significant figures):
Pe k H eigh t (m )
EXAMPLE 1 - 4 Speeds. Where the posted speed limit is 55 miles per hour
(mi/h or mph), what is this speed (a) in meters per second (m/s) and (b) in
kilometers per hour (km/h)?
APPR ACH We again use the conversion factor 1 in. = 2.54 cm, and we recall
that there are 5280 ft in a mile and 12 inches in a foot; also, one hour contains
(60min/h) X (60s/min) = 3600 s/h.
S LUTI N (a) We can write 1 mile as
jGirr 1m
1 mi = (5280ir)( 2.54 = 1609 m.
'TRv. / \ 100 jGfTf
We also know that 1 hour contains 3600 s, so
'mi. m 1 JT
55 — = 55 1609 = 25“ ,
h ir ~mL J V3600 s s
where we rounded off to two significant figures.
(b) Now we use 1 mi = 1609 m = 1.609 km; then
' m i. km _km
55 — = 55 1.609 - 88- .
h 'm i
N TE Each conversion factor is equal to one. You can look up most conversion j PR BLEM S LVING
factors in the Table inside the front cover. Conversion factors = 1
When changing units, you can avoid making an error in the use of conversion \PR BLEM S LVING
factors by checking that units cancel out properly. For example, in our conversion Unit conversion is w ron g if units do
of 1 mi to 1609 m in Example 1 - 4(a), if we had incorrectly used the factor ( n ^ ) n ot cancel
instead of (ujoSn), the centimeter units would not have cancelled out; we would not
have ended up with meters.
(b)
FIGURE 1 - 7 E x m ple 1 - 5 . ( ) H ow
m uch w ter is in this l ke? (P h oto is o f
on e o f the R e L kes in the Sierr
N ev d o f C liforni .) (b) M od el o f
the l ke s cylinder. [We could go on e
step further nd estim te the m ss or
w eight o f this l ke. W e w ill see l ter
th t w ter h s density o f 1000 k g /m 3,
so this l ke h s m ss o f bout
(I0 3 k g /m 3) ( l0 7 m 3) « 1010 kg, which is
bout 10 b illion kg or 10 m illion m etric
tons. (A m etric ton is 1000 kg, bout
2200 lbs, slightly l rger th n British
ton, 2000 lbs.)]
fFormul s like this for volume, re , etc., re found inside the b ck cover of this book.
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