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Physics TENTH
E di t ion
for Scientists and Engineers

with Modern Physics
Raymond A. Serway
Emeritus, James Madison University
John W. Jewett, Jr.

Emeritus, California State
Polytechnic University, Pomona
With contributions from Vahé Peroomian

University of Southern California
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Modern Physics, Tenth Edition
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Printed in the United States of America

Print Number: 01 Print Year: 2017
We dedicate this book to our wives,
Elizabeth and Lisa,
and all our children and grandchildren
for their loving understanding
when we spent time on writing instead of being with them.
Brief Contents
p a rt 1 p a rt 4
Mechanics 1 Electricity and
1 Physics and Measurement 2 Magnetism 587
2 Motion in One Dimension 20
22 Electric Fields 588
3 Vectors 52
23 Continuous Charge Distributions
4 Motion in Two Dimensions 68 and Gauss’s Law 615
5 The Laws of Motion 95 24 Electric Potential 636
6 Circular Motion and Other Applications 25 Capacitance and Dielectrics 663
of Newton’s Laws 127
26 Current and Resistance 691
7 Energy of a System 150
27 Direct-Current Circuits 713
8 Conservation of Energy 181
28 Magnetic Fields 742
9 Linear Momentum and Collisions 210
29 Sources of the Magnetic Field 771
10 Rotation of a Rigid Object About
a Fixed Axis 249 30 Faraday’s Law 797
11 Angular Momentum 285 31 Inductance 824
12 Static Equilibrium and Elasticity 310 32 Alternating-Current Circuits 847
13 Universal Gravitation 332 33 Electromagnetic Waves 873
5
14 Fluid Mechanics 358
2
p a rt
p a rt Light and Optics 897
Oscillations and 34 The Nature of Light and the Principles
Mechanical Waves 385 35
of Ray Optics 898
Image Formation 925
15 Oscillatory Motion 386 36 Wave Optics 962
16 Wave Motion 415 37 Diffraction Patterns and Polarization 983
17 Superposition and Standing Waves 451
p a rt 3 p a rt 6
Modern Physics 1011
Thermodynamics 481 38 Relativity 1012
18 Temperature 482 39 Introduction to Quantum Physics 1048
19 The First Law of Thermodynamics 501 40 Quantum Mechanics 1079
20 The Kinetic Theory of Gases 533 41 Atomic Physics 1105
21 Heat Engines, Entropy, and the Second Law 42 Molecules and Solids 1144
of Thermodynamics 556 43 Nuclear Physics 1177
44 Particle Physics and Cosmology 1225
iv
Contents
About the Authors x 5 The Laws of Motion 95
Preface xi 5.1 The Concept of Force 96
To the Student xxvi 5.2 Newton’s First Law and Inertial Frames 97
5.3 Mass 99
P a rt 1 5.4
5.5
5.6
Newton’s Second Law 99
The Gravitational Force and Weight 102
Newton’s Third Law 103
Mechanics 1 5.7 Analysis Models Using Newton’s
Second Law 105
5.8 Forces of Friction 114
1 Physics and Measurement 2
1.1 Standards of Length, Mass, and Time 3 6 Circular Motion and Other Applications
1.2 Modeling and Alternative Representations 6 of Newton’s Laws 127
1.3 Dimensional Analysis 10 6.1 Extending the Particle in Uniform
1.4 Conversion of Units 12 Circular Motion Model 128
1.5 Estimates and Order-of-Magnitude 6.2 Nonuniform Circular Motion 133
Calculations 12 6.3 Motion in Accelerated Frames 135
1.6 Significant Figures 13 6.4 Motion in the Presence of Resistive
2 Motion in One Dimension 20 Forces 138
2.1 Position, Velocity, and Speed 7 Energy of a System 150
of a Particle 21
7.1 Systems and Environments 151
2.2 Instantaneous Velocity and Speed 24
7.2 Work Done by a Constant Force 151
2.3 Analysis Model: Particle Under Constant
7.3 The Scalar Product of Two Vectors 154
Velocity 27
7.4 Work Done by a Varying Force 156
2.4 The Analysis Model Approach to Problem
7.5 Kinetic Energy and the Work–Kinetic
Solving 30
Energy Theorem 161
2.5 Acceleration 32
7.6 Potential Energy of a System 165
2.6 Motion Diagrams 36
7.7 Conservative and Nonconservative Forces 169
2.7 Analysis Model: Particle
7.8 Relationship Between Conservative Forces and
Under Constant Acceleration 37
Potential Energy 171
2.8 Freely Falling Objects 41
7.9 Energy Diagrams and Equilibrium of a
2.9 Kinematic Equations Derived from
System 173
Calculus 44
3 Vectors 52 8 Conservation of Energy 181

3.1 Coordinate Systems 53 8.1 Analysis Model: Nonisolated System
3.2 Vector and Scalar Quantities 54 (Energy) 182
3.3 Basic Vector Arithmetic 55 8.2 Analysis Model: Isolated System (Energy) 185
3.4 Components of a Vector and Unit 8.3 Situations Involving Kinetic Friction 191
Vectors 58 8.4 Changes in Mechanical Energy
for Nonconservative Forces 196
4 Motion in Two Dimensions 68 8.5 Power 200
4.1 The Position, Velocity, and Acceleration
Vectors 69 9 Linear Momentum and Collisions 210
4.2 Two-Dimensional Motion with Constant 9.1 Linear Momentum 211
Acceleration 71 9.2 Analysis Model: Isolated System
4.3 Projectile Motion 74 (Momentum) 213
4.4 Analysis Model: Particle in Uniform Circular 9.3 Analysis Model: Nonisolated System
Motion 81 (Momentum) 215
4.5 Tangential and Radial Acceleration 84 9.4 Collisions in One Dimension 219
4.6 Relative Velocity and Relative Acceleration 85 9.5 Collisions in Two Dimensions 227
vi Contents
9.6
9.7
9.8
The Center of Mass 230
Systems of Many Particles 234
Deformable Systems 237
P a rt 2
9.9 Rocket Propulsion 239 Oscillations and
10 Rotation of a Rigid Object About
a Fixed Axis 249
Mechanical Waves 385
10.1 Angular Position, Velocity, and Acceleration 250
15 Oscillatory Motion 386
10.2 Analysis Model: Rigid Object Under Constant
15.1 Motion of an Object Attached to a Spring 387
Angular Acceleration 252
15.2 Analysis Model: Particle in Simple Harmonic
10.3 Angular and Translational Quantities 254
Motion 388
10.4 Torque 257
15.3 Energy of the Simple Harmonic Oscillator 394
10.5 Analysis Model: Rigid Object Under a Net
15.4 Comparing Simple Harmonic Motion with
Torque 259
Uniform Circular Motion 398
10.6 Calculation of Moments of Inertia 263
15.5 The Pendulum 400
10.7 Rotational Kinetic Energy 267
15.6 Damped Oscillations 404
10.8 Energy Considerations in Rotational
15.7 Forced Oscillations 405
Motion 269
10.9 Rolling Motion of a Rigid Object 272 16 Wave Motion 415
16.1 Propagation of a Disturbance 416
11 Angular Momentum 285
16.2 Analysis Model: Traveling Wave 419
11.1 The Vector Product and Torque 286
16.3 The Speed of Waves on Strings 423
11.2 Analysis Model: Nonisolated System (Angular
16.4 Rate of Energy Transfer by Sinusoidal
Momentum) 288
Waves on Strings 426
11.3 Angular Momentum of a Rotating Rigid
16.5 The Linear Wave Equation 428
Object 293
16.6 Sound Waves 429
11.4 Analysis Model: Isolated System (Angular
16.7 Speed of Sound Waves 431
Momentum) 295
16.8 Intensity of Sound Waves 433
11.5 The Motion of Gyroscopes and Tops 301
16.9 The Doppler Effect 438
12 Static Equilibrium and Elasticity 310 17 Superposition and Standing Waves 451
12.1 Analysis Model: Rigid Object in Equilibrium 311 17.1 Analysis Model: Waves in Interference 452
12.2 More on the Center of Gravity 312 17.2 Standing Waves 456
12.3 Examples of Rigid Objects in Static 17.3 Boundary Effects: Reflection and
Equilibrium 313 Transmission 459
12.4 Elastic Properties of Solids 319 17.4 Analysis Model: Waves Under Boundary
Conditions 461
13 Universal Gravitation 332 17.5 Resonance 465
13.1 Newton’s Law of Universal Gravitation 333 17.6 Standing Waves in Air Columns 466
13.2 Free-Fall Acceleration and the Gravitational 17.7 Beats: Interference in Time 469
Force 335 17.8 Nonsinusoidal Waveforms 472
13.3 Analysis Model: Particle in a Field
3
(Gravitational) 336
13.4 Kepler’s Laws and the Motion of Planets 339
13.5 Gravitational Potential Energy 345
p a rt
13.6 Energy Considerations in Planetary and Satellite
Motion 347
Thermodynamics 481
14 Fluid Mechanics 358 18 Temperature 482
14.1 Pressure 359 18.1 Temperature and the Zeroth Law
14.2 Variation of Pressure with Depth 360 of Thermodynamics 483
14.3 Pressure Measurements 364 18.2 Thermometers and the Celsius
14.4 Buoyant Forces and Archimedes’s Principle 365 Temperature Scale 484
14.5 Fluid Dynamics 368 18.3 The Constant-Volume Gas Thermometer
14.6 Bernoulli’s Equation 371 and the Absolute Temperature Scale 485
14.7 Flow of Viscous Fluids in Pipes 375 18.4 Thermal Expansion of Solids and Liquids 488
14.8 Other Applications of Fluid Dynamics 377 18.5 Macroscopic Description of an Ideal Gas 492
Contents vii
19 The First Law of Thermodynamics 501 24.3 Electric Potential and Potential Energy Due to
19.1 Heat and Internal Energy 502 Point Charges 642
19.2 Specific Heat and Calorimetry 505 24.4 Obtaining the Value of the Electric Field
19.3 Latent Heat 509 from the Electric Potential 645
19.4 Work in Thermodynamic Processes 513 24.5 Electric Potential Due to Continuous
19.5 The First Law of Thermodynamics 514 Charge Distributions 646
19.6 Energy Transfer Mechanisms in Thermal 24.6 Conductors in Electrostatic Equilibrium 651
Processes 518 25 Capacitance and Dielectrics 663
20 The Kinetic Theory of Gases 533 25.1 Definition of Capacitance 664
20.1 Molecular Model of an Ideal Gas 534 25.2 Calculating Capacitance 665
20.2 Molar Specific Heat of an Ideal Gas 539 25.3 Combinations of Capacitors 668
20.3 The Equipartition of Energy 542 25.4 Energy Stored in a Charged Capacitor 672
20.4 Adiabatic Processes for an Ideal Gas 545 25.5 Capacitors with Dielectrics 676
20.5 Distribution of Molecular Speeds 547 25.6 Electric Dipole in an Electric Field 678
25.7 An Atomic Description of Dielectrics 681
21 Heat Engines, Entropy, and the Second Law
of Thermodynamics 556 26 Current and Resistance 691
21.1 Heat Engines and the Second Law 26.1 Electric Current 692
of Thermodynamics 557 26.2 Resistance 694
21.2 Heat Pumps and Refrigerators 559 26.3 A Model for Electrical Conduction 699
21.3 Reversible and Irreversible Processes 562 26.4 Resistance and Temperature 701
21.4 The Carnot Engine 563 26.5 Superconductors 702
21.5 Gasoline and Diesel Engines 567 26.6 Electrical Power 703
21.6 Entropy 570
27 Direct-Current Circuits 713
21.7 Entropy in Thermodynamic Systems 572
27.1 Electromotive Force 714
21.8 Entropy and the Second Law 578
27.2 Resistors in Series and Parallel 716
4
27.3 Kirchhoff’s Rules 723
27.4 RC Circuits 726
P a rt
27.5 Household Wiring and Electrical Safety 732
Electricity and 28 Magnetic Fields 742
Magnetism 587 28.1 Analysis Model: Particle in a Field
(Magnetic) 743
28.2 Motion of a Charged Particle in a Uniform
22 Electric Fields 588 Magnetic Field 748
22.1 Properties of Electric Charges 589 28.3 Applications Involving Charged Particles
22.2 Charging Objects by Induction 591 Moving in a Magnetic Field 752
22.3 Coulomb’s Law 593 28.4 Magnetic Force Acting on a Current-
22.4 Analysis Model: Particle in a Field (Electric) 598 Carrying Conductor 755
22.5 Electric Field Lines 603 28.5 Torque on a Current Loop in a Uniform
22.6 Motion of a Charged Particle in a Uniform Magnetic Field 757
Electric Field 605 28.6 The Hall Effect 761
23 Continuous Charge Distributions 29 Sources of the Magnetic Field 771

and Gauss’s Law 615 29.1 The Biot–Savart Law 772
23.1 Electric Field of a Continuous Charge 29.2 The Magnetic Force Between Two
Distribution 616 Parallel Conductors 777
23.2 Electric Flux 620 29.3 Ampère’s Law 779
23.3 Gauss’s Law 623 29.4 The Magnetic Field of a Solenoid 782
23.4 Application of Gauss’s Law to Various 29.5 Gauss’s Law in Magnetism 784
Charge Distributions 625 29.6 Magnetism in Matter 786
24 Electric Potential 636 30 Faraday’s Law 797

24.1 Electric Potential and Potential Difference 637 30.1 Faraday’s Law of Induction 798
24.2 Potential Difference in a Uniform Electric 30.2 Motional emf 801
Field 639 30.3 Lenz’s Law 805
viii Contents
30.4 The General Form of Faraday’s Law 808 36 Wave Optics 962
30.5 Generators and Motors 810 36.1 Young’s Double-Slit Experiment 963
30.6 Eddy Currents 814 36.2 Analysis Model: Waves in Interference 965
31 Inductance 824 36.3 Intensity Distribution of the Double-Slit
Interference Pattern 968
31.1 Self-Induction and Inductance 825
36.4 Change of Phase Due to Reflection 969
31.2 RL Circuits 827
36.5 Interference in Thin Films 970
31.3 Energy in a Magnetic Field 830
36.6 The Michelson Interferometer 973
31.4 Mutual Inductance 832
31.5 Oscillations in an LC Circuit 834 37 Diffraction Patterns and Polarization 983
31.6 The RLC Circuit 837 37.1 Introduction to Diffraction Patterns 984
32 Alternating-Current Circuits 847 37.2 Diffraction Patterns from Narrow Slits 985
37.3 Resolution of Single-Slit and Circular
32.1 AC Sources 848
Apertures 988
32.2 Resistors in an AC Circuit 848
37.4 The Diffraction Grating 992
32.3 Inductors in an AC Circuit 851
37.5 Diffraction of X-Rays by Crystals 996
32.4 Capacitors in an AC Circuit 854
37.6 Polarization of Light Waves 998
32.5 The RLC Series Circuit 856
6
32.6 Power in an AC Circuit 859
32.7 Resonance in a Series RLC Circuit 861
32.8 The Transformer and Power Transmission 863
P a rt
33 Electromagnetic Waves 873 Modern Physics 1011
33.1 Displacement Current and the General
Form of Ampère’s Law 874 38 Relativity 1012
33.2 Maxwell’s Equations and Hertz’s 38.1 The Principle of Galilean Relativity 1013
Discoveries 876 38.2 The Michelson–Morley Experiment 1016
33.3 Plane Electromagnetic Waves 878 38.3 Einstein’s Principle of Relativity 1018
33.4 Energy Carried by Electromagnetic 38.4 Consequences of the Special Theory
Waves 882 of Relativity 1019
33.5 Momentum and Radiation Pressure 884 38.5 The Lorentz Transformation Equations 1030
33.6 Production of Electromagnetic Waves 38.6 The Lorentz Velocity Transformation
by an Antenna 886 Equations 1031
33.7 The Spectrum of Electromagnetic Waves 887 38.7 Relativistic Linear Momentum 1034
38.8 Relativistic Energy 1035
P a rt 5 38.9 The General Theory of Relativity 1039
39 Introduction to Quantum Physics 1048

Light and Optics 897 39.1 Blackbody Radiation and Planck’s
Hypothesis 1049
39.2 The Photoelectric Effect 1055
34 The Nature of Light and the Principles 39.3 The Compton Effect 1061
of Ray Optics 898 39.4 The Nature of Electromagnetic Waves 1063
34.1 The Nature of Light 899 39.5 The Wave Properties of Particles 1064
34.2 The Ray Approximation in Ray Optics 901 39.6 A New Model: The Quantum Particle 1067
34.3 Analysis Model: Wave Under Reflection 902 39.7 The Double-Slit Experiment Revisited 1070
34.4 Analysis Model: Wave Under Refraction 905 39.8 The Uncertainty Principle 1071
34.5 Huygens’s Principle 911
34.6 Dispersion 912
40 Quantum Mechanics 1079
34.7 Total Internal Reflection 914 40.1 The Wave Function 1079
40.2 Analysis Model: Quantum Particle Under
35 Image Formation 925 Boundary Conditions 1084
35.1 Images Formed by Flat Mirrors 926 40.3 The Schrödinger Equation 1089
35.2 Images Formed by Spherical Mirrors 928 40.4 A Particle in a Well of Finite Height 1091
35.3 Images Formed by Refraction 935 40.5 Tunneling Through a Potential Energy
35.4 Images Formed by Thin Lenses 939 Barrier 1093
35.5 Lens Aberrations 947 40.6 Applications of Tunneling 1095
35.6 Optical Instruments 947 40.7 The Simple Harmonic Oscillator 1096
Contents ix
41 Atomic Physics 1105 44.2 Positrons and Other Antiparticles 1227

41.1 Atomic Spectra of Gases 1106 44.3 Mesons and the Beginning of Particle
41.2 Early Models of the Atom 1107 Physics 1229
41.3 Bohr’s Model of the Hydrogen Atom 1109 44.4 Classification of Particles 1231
41.4 The Quantum Model of the Hydrogen 44.5 Conservation Laws 1233
Atom 1114 44.6 Strange Particles and Strangeness 1236
41.5 The Wave Functions for Hydrogen 1117 44.7 Finding Patterns in the Particles 1238
41.6 Physical Interpretation of the Quantum 44.8 Quarks 1240
Numbers 1120 44.9 Multicolored Quarks 1242
41.7 The Exclusion Principle and the Periodic 44.10 The Standard Model 1244
Table 1126 44.11 The Cosmic Connection 1246
41.8 More on Atomic Spectra: Visible and X-Ray 1130 44.12 Problems and Perspectives 1251
41.9 Spontaneous and Stimulated Transitions 1133
41.10 Lasers 1135
42 Molecules and Solids 1144 Appendices

42.1 Molecular Bonds 1145
42.2 Energy States and Spectra of Molecules 1148 A Tables A-1
42.3 Bonding in Solids 1156 Table A.1 Conversion Factors A-1
42.4 Free-Electron Theory of Metals 1158 Table A.2 Symbols, Dimensions, and Units of Physical
42.5 Band Theory of Solids 1160 Quantities A-2
42.6 Electrical Conduction in Metals, Insulators,
and Semiconductors 1162 B Mathematics Review A-4
42.7 Semiconductor Devices 1165
B.1 Scientific Notation A-4
43 Nuclear Physics 1177 B.2 Algebra A-5
43.1 Some Properties of Nuclei 1178 B.3 Geometry A-10
43.2 Nuclear Binding Energy 1182 B.4 Trigonometry A-11
43.3 Nuclear Models 1184 B.5 Series Expansions A-13
43.4 Radioactivity 1187 B.6 Differential Calculus A-13
43.5 The Decay Processes 1190 B.7 Integral Calculus A-16
43.6 Natural Radioactivity 1200 B.8 Propagation of Uncertainty A-20
43.7 Nuclear Reactions 1200
43.8 Nuclear Fission 1202 C Periodic Table of the Elements A-22
43.9 Nuclear Reactors 1204
43.10 Nuclear Fusion 1207 D SI Units A-24
43.11 Biological Radiation Damage 1211 D.1 SI Units A-24
43.12 Uses of Radiation from the Nucleus 1213 D.2 Some Derived SI Units A-24
43.13 Nuclear Magnetic Resonance and Magnetic
Resonance Imaging 1215 Answers to Quick Quizzes and Odd-Numbered
44 Particle Physics and Cosmology 1225 Problems A-25
44.1 Field Particles for the Fundamental
Forces in Nature 1226 Index I-1
About the Authors
Raymond A. Serway received his doctorate at Illinois Institute of Technol-
ogy and is Professor Emeritus at James Madison University. In 2011, he was awarded
with an honorary doctorate degree from his alma mater, Utica College. He received
the 1990 Madison Scholar Award at James Madison University, where he taught for
17 years. Dr. Serway began his teaching career at Clarkson University, where he con-
ducted research and taught from 1967 to 1980. He was the recipient of the Distin-
guished Teaching Award at Clarkson University in 1977 and the Alumni Achievement
Award from Utica College in 1985. As Guest Scientist at the IBM Research Laboratory
in Zurich, Switzerland, he worked with K. Alex Müller, 1987 Nobel Prize recipient. Dr.
Serway also was a visiting scientist at Argonne National Laboratory, where he collabo-
rated with his mentor and friend, the late Dr. Sam Marshall. Dr. Serway is the coauthor
of College Physics, Eleventh Edition; Principles of Physics, Fifth Edition; Essentials of College
Physics; Modern Physics, Third Edition; and the high school textbook Physics, published
by Holt McDougal. In addition, Dr. Serway has published more than 40 research papers
in the field of condensed matter physics and has given more than 60 presentations at
professional meetings. Dr. Serway and his wife, Elizabeth, enjoy traveling, playing golf,
fishing, gardening, singing in the church choir, and especially spending quality time
with their four children, ten grandchildren, and a recent great grandson.
John W. Jewett, Jr. earned his undergraduate degree in physics at Drexel Univer-
sity and his doctorate at Ohio State University, specializing in optical and magnetic
properties of condensed matter. Dr. Jewett began his academic career at Stockton
University, where he taught from 1974 to 1984. He is currently Emeritus Professor
of Physics at California State Polytechnic University, Pomona. Through his teaching
career, Dr. Jewett has been active in promoting effective physics education. In addition
to receiving four National Science Foundation grants in physics education, he helped
found and direct the Southern California Area Modern Physics Institute (SCAMPI) and
Science IMPACT (Institute for Modern Pedagogy and Creative Teaching). Dr. Jewett’s
honors include the Stockton Merit Award at Stockton University in 1980, selection as
Outstanding Professor at California State Polytechnic University for 1991–1992, and
the Excellence in Undergraduate Physics Teaching Award from the American Associ-
ation of Physics Teachers (AAPT) in 1998. In 2010, he received an Alumni Lifetime
Achievement Award from Drexel University in recognition of his contributions in
physics education. He has given more than 100 presentations both domestically and
abroad, including multiple presentations at national meetings of the AAPT. He has
also published 25 research papers in condensed matter physics and physics education
research. Dr. Jewett is the author of The World of Physics: Mysteries, Magic, and Myth, which
provides many connections between physics and everyday experiences. In addition to
his work as the coauthor for Physics for Scientists and Engineers, he is also the coauthor on
Principles of Physics, Fifth Edition, as well as Global Issues, a four-volume set of instruction
manuals in integrated science for high school. Dr. Jewett enjoys playing keyboard with
his all-physicist band, traveling, underwater photography, learning foreign languages,
and collecting antique quack medical devices that can be used as demonstration appa-
ratus in physics lectures. Most importantly, he relishes spending time with his wife,
Lisa, and their children and grandchildren.
Preface
I
n writing this Tenth Edition of Physics for Scientists and Engineers, we continue
our ongoing efforts to improve the clarity of presentation and include new peda-
gogical features that help support the learning and teaching processes. Drawing
on positive feedback from users of the Ninth Edition, data gathered from both pro-
fessors and students who use WebAssign, as well as reviewers’ suggestions, we have
refined the text to better meet the needs of students and teachers.
This textbook is intended for a course in introductory physics for students major-
ing in science or engineering. The entire contents of the book in its extended ver-
sion could be covered in a three-semester course, but it is possible to use the mate-
rial in shorter sequences with the omission of selected chapters and sections. The
mathematical background of the student taking this course should ideally include
one semester of calculus. If that is not possible, the student should be enrolled in a
concurrent course in introductory calculus.
Content
The material in this book covers fundamental topics in classical physics and pro-
vides an introduction to modern physics. The book is divided into six parts. Part 1
(Chapters 1 to 14) deals with the fundamentals of Newtonian mechanics and the
physics of fluids; Part 2 (Chapters 15 to 17) covers oscillations, mechanical waves,
and sound; Part 3 (Chapters 18 to 21) addresses heat and thermodynamics; Part 4
(Chapters 22 to 33) treats electricity and magnetism; Part 5 (Chapters 34 to 37)
covers light and optics; and Part 6 (Chapters 38 to 44) deals with relativity and
modern physics.
Objectives
This introductory physics textbook has three main objectives: to provide the stu-
dent with a clear and logical presentation of the basic concepts and principles of
physics, to strengthen an understanding of the concepts and principles through a
broad range of interesting real-world applications, and to develop strong problem-
solving skills through an effectively organized approach. To meet these objectives,
we emphasize well-organized physical arguments and a focused problem-solving
strategy. At the same time, we attempt to motivate the student through practical
examples that demonstrate the role of physics in other disciplines, including engi-
neering, chemistry, and medicine.
An Integrative Approach to Course Materials

This new edition takes an integrative approach to course material with an opti-
mized, protected, online-only problem experience combined with rich textbook
content designed to support an active classroom experience. This new opti-
mized online homework set is built on contextual randomizations and answer-
dependent student remediation for every problem. With this edition, you’ll have
an integrative approach that seamlessly matches curated content to the learn-
ing environment for which it was intended—from in-class group problem solv-
ing to online homework that utilizes targeted feedback. This approach engages
and guides students where they are at—whether they are studying online or with
the textbook.
Students often approach an online homework problem by googling to find the
right equation or explanation of the relevant concept; however, this approach has
xi
xii Preface
eroded the value attributed to online homework as students leave the support of
the program for unrelated help elsewhere and encounter imprecise information.
Students don’t need to leave WebAssign to get help when they are stuck—each
problem has feedback that addresses the misconception or error a student made
to reach the wrong answer. Each optimized problem also features comprehensive
written solutions, and many have supporting video solutions that go through one
contextual variant of the problem one step at a time. Since the optimized prob-
lem set is not in print, the content is protected from “solution providers” and will
be augmented every year with updates to the targeted feedback based on actual
student answers.
Working in tandem with the optimized online homework, the printed textbook
has been designed for an active learning experience that supports activities in the
classroom as well as after-class practice and review. New content includes Think–
Pair–Share activities, context-rich problems, and a greater emphasis on symbolic
and conceptual problems. All of the printed textbook’s problems will also be avail-
able to assign in WebAssign.
Changes in the Tenth Edition

A large number of changes and improvements were made for the Tenth Edition of
this text. Some of the new features are based on our experiences and on current
trends in science education. Other changes were incorporated in response to com-
ments and suggestions offered by users of the Ninth Edition and by reviewers of
the manuscript. The features listed here represent the major changes in the Tenth
Edition.
WebAssign for Physics for Scientists and Engineers

WebAssign is a flexible and fully customizable online instructional solution that
puts powerful tools in the hands of instructors, enabling you deploy assignments,
instantly assess individual student and class performance, and help your students
master the course concepts. With WebAssign’s powerful digital platform and
content specific to Physics for Scientists and Engineers, you can tailor your course
with a wide range of assignment settings, add your own questions and content,
and access student and course analytics and communication tools. WebAssign
for Physics for Scientists and Engineers includes the following new features for
this edition.
Optimized Problems. Only available online via WebAssign, this problem set com-
bines new assessments with classic problems from Physics for Scientists and Engineers
that have been optimized with just-in-time targeted feedback tailored to student
responses and full student-focused solutions. Moving these problems so that they
are only available online allows instructors to make full use of the capability of
WebAssign to provide their students with dynamic assessment content, and reduces
the opportunity for students to find online solutions through anti-search-engine
optimizations. These problems reduce these opportunities both by making the text
of the problem less searchable and by providing immediate assistance to students
within the homework platform.
Interactive Video Vignettes (IVV) encourage students to address their alternate con-
ceptions outside of the classroom and can be used for pre-lecture activities in tra-
ditional or even workshop physics classrooms. Interactive Video Vignettes include
online video analysis and interactive individual tutorials to address learning diffi-
culties identified by PER (Physics Education Research). Within the WebAssign plat-
form there are additional conceptual questions immediately following each IVV
in order to evaluate student engagement with the material and reinforce the mes-
sage around these classic misconceptions. A screen shot from one of the Interactive
Video Vignettes appears on the next page:
Preface xiii
New MCAT-Style Passage Problem Modules. Available only in WebAssign, these 30

brand-new modules are modeled after the new MCAT exam’s “passage problems.”
Each module starts with a text passage (often with accompanying photos/figures)
followed by 5–6 multiple-choice questions. The passage and the questions are usu-
ally not confined to a single chapter, and feedback is available with each question.
New Life Science Problems. The online-only problems set for each chapter in WebAssign
features two new life science problems that highlight the relevance of physics princi-
ples to those students taking the course who are majoring in one of the life sciences.
New What If? Problem Extensions. The online-only problems set for each chapter
in WebAssign contains 6 new What If? extensions to existing problems. What If?
extensions extend students’ understanding of physics concepts beyond the simple
act of arriving at a numerical result.
Pre-Lecture Explorations combine interactive simulations with conceptual and ana-
lytical questions that guide students to a deeper understanding and help promote a
robust physical intuition.
An Expanded Offering of All-New Integrated Tutorials. These Integrated Tutorials
strengthen students’ problem-solving skills by guiding them through the steps in
the book’s problem-solving process, and include meaningful feedback at each step
so students can practice the problem-solving process and improve their skills. The
feedback also addresses student preconceptions and helps them to catch algebraic
and other mathematical errors. Solutions are carried out symbolically as long as
possible, with numerical values substituted at the end. This feature promotes con-
ceptual understanding above memorization, helps students understand the effects
of changing the values of each variable in the problem, avoids unnecessary repeti-
tive substitution of the same numbers, and eliminates round-off errors.
Increased Number of Fully Worked-Out Problem Solutions. Hundreds of solutions have
been newly added to online end-of-chapter problems. Solutions step through prob-
lem-solving strategies as they are applied to specific problems.
Objective and Conceptual Questions Now Exclusively Available in WebAssign. Objective
Questions are multiple-choice, true/false, ranking, or other multiple-guess-type
questions. Some require calculations designed to facilitate students’ familiarity
with the equations, the variables used, the concepts the variables represent, and
of two trails to reach the lodge. Both trails have the same
coefficient of friction mk . In addition, both trails represent
nutritionist’s Calorie 5
the same horizontal separation between the initial and final
xiv Preface points. Trail A has a short, steep downslope and then a long,
flat coast to the lodge. Trail B has a long, gentle downslope
and then a short remaining flat coast to the lodge. Which
the relationships trail
between the concepts. Others are more conceptual in nature and
will result in your arriving at the lodge with the highest
designed to encourage conceptual
final speed? thinking. Objective Questions are also written
with the personal response system user in mind, and most of the questions 22. could
easily be used in these systems. Conceptual Questions are more traditional short-
sectIon questions
answer and essay-type 8.5 Power that require students to think conceptually as about
1 kcal 5
a physical situation.
16. TheMore than
electric 900
motor of aObjective
model trainand Conceptual
accelerates Questions
the train from are avail-
able in WebAssign. rest to 0.620 m/s in 21.0 ms. The total mass of the train is
875 g. (a) Find the minimum power delivered to the train
New Physics for Scientists and Engineers
by electrical transmissionWebAssign
from the Implementation
metal rails duringGuide.
the The Imple-
mentation Guide acceleration.
provides instructors with occurrences
(b) Why is it the minimum power? of the different assignable
problems, tutorials, questions, and activities that are available
17. An energy-efficient lightbulb, taking in 28.0 W of power,
with each chapter
of Physics for Scientists and Engineers in WebAssign. Instructors can
can produce the same level of brightness as a conventional use this man-
ual when makinglightbulb
decisionsoperating
about which and how many assessment
at power 100 W. The lifetime of the items to assign.
To facilitate this, energy-efficient
an overview ofbulbhow the000
is 10 assignable
h and its items
purchaseareprice
integrated
is into the
course is included. $4.50, whereas the conventional bulb has a lifetime of 750 h
and costs $0.42. Determine the total savings obtained by
using one energy-efficient bulb over its lifetime as opposed
New Assessment Items
to using conventional bulbs over the same time interval.
New Context-Rich Problems. Context-rich
Assume an energy problems
cost of $0.200 (identified with a CR icon) always
per kilowatt-hour.
discuss “you” as the individual in the problem and have a real-world connection
18. An older-model car accelerates from 0 to speed v in a time
instead of discussing blocks
interval on
of Dt. A planes or balls
newer, more on strings.
powerful They
sports car are structured
accelerates like a
addItIonal ProbleMs
short story and may not always explicitly identify the variable
from 0 to 2v in the same time period. Assuming the energy that needs to be eval-
23. A block of mass m 5
uated. Context-rich problems
coming from the may relate
engine to the
appears opening
only storyline
as kinetic energy ofof the chapter,
might involve “expert witness”
the cars, comparescenarios,
the powerwhich
of the allow students to go beyond mathe-
two cars. cal bowl of radius R 5
matical manipulation by designing an argument
19. Make an order-of-magnitude estimate of the based onpower
mathematical
a car results, or
ask for decisions to be made
engine in real
contributes situations.
to speeding theSelected new context-rich
car up to highway speed. problems
will only appear online
In your in WebAssign.
solution, state theAnphysical
example of a new
quantities youcontext-rich
take as problem

appears below: data and the values you measure or estimate for them. The
mass of a vehicle is often given in the owner’s manual.
R
20. There is a 5K event coming up in your town. While talking
CR to your grandmother, who uses an electric scooter for mobil-
Chapter 8 Conservation of Energy
ity, she says that she would like to accompany you on her
scooter while you walk the 5.00-km distance. The manual
vi at the launch point in terms of g and h. (g) From that came with her scooter claims that the fully charged bat-
tery is capable of providing 120 Wh of energy before being
y max in terms of h and the launch angle u. (h) Would depleted. In preparation for the race, you go for a “test
- drive”: beginning with a fully charged battery, your grand-
mother rides beside you as you walk 5.00 km on flat ground.
At the end of the walk, the battery usage indicator shows
that 40.0%
53292_ch08_ptg01.indd 206 of the original energy in the battery remains.
You also know that the combined weight of the scooter and
your grandmother is 890 N. A few days later, filled with con-
fidence that the battery has sufficient energy, you and your
grandmother drive to the 5K event. Unbeknownst to you,
the 5K route is not on flat ground, but is all uphill, ending at
a point higher than the starting line. A race official tells you
-
that the total amount of vertical displacement on the route
is 150 m. Should your grandmother accompany you on the
walk, or will she be stranded when her battery runs out of
energy? Assume that the only difference between your test
drive and the actual event is the vertical displacement.
-
21. For saving energy, bicycling and walking are far more effi-
New Think–Pair–Share cient Problems
means of transportation
and Activities. than is travel by automobile.
Think–Pair–Share problems and activi-
For example, when riding at 10.0
ties are similar to context-rich problems, but tend to benefit mi/h, a cyclist uses from
more food group discus-
energy at a rate of about 400 kcal/h above what he would use
sion because the solution is not as straightforward as for a single-concept problem.
if merely sitting still. (In exercise physiology, power is often
Some Think–Pair–Share measured in kcal/hrequire
problems the group
rather than in watts.toHere
discuss and
1 kcal 5 make
1 decisions;
mk . In addition, both trailsothers
represent
are made more challenging by 5the4 fact
nutritionist’s Calorie 186 that some information
J.) Walking at 3.00 mi/his not and can-
not be known. All requires
chaptersaboutin the220
textkcal/h.
have atItleast one Think–Pair–Share
is interesting to compare problem or
activity; several more theseper chapter
values withwill
the be available
energy only in WebAssign.
consumption required for Examples of a
Think–Pair–Sharetravel Problemby car.
andGasoline yields about 1.30
a Think–Pair–Share 3 108 appear
Activity J/gal. Find
on the next page:
the fuel economy in equivalent miles per gallon for a person
(a) walking and (b) bicycling.
22. Energy is conventionally measured in Calories as well as in
-
think–Pair–
der horizontally
With our new knowledge between
of forces, we hare
the supports as shown in the end
can extend S
the beginning of the track and at the same radial distance
from the center of the track, and undergo constant transla-
view in Figure TP10.1a. The wood can be sanded F and oiled S
v tional acceleration of magnitude a. All cars have identical
See theto almost
Preface foreliminate friction.
an explanation In icons
of the this way,
usedthe cylindrical
in this problemsarti-
set. upward
tires. to 45.0
Show that mi/h.
all of Suddenly,
the cars skidyou outward
see a curveoff ahead with
the track
fact is free
For additional to rotate
assessment itemsaround its long,gohorizontal
for this section, to
S
ac axis. You a warning sign saying, “Danger: Preface
unbanked curve
at the same angular position around the track, regardless with xv
radius
wrap a long piece of twine several times around the cylinder of their
curvature
of mass.35.0 m.” You
To solve thisare 15.0 mthe
problem, from the beginning
stubborn owner
v2 r of the
still curve.
does Whattocan
not want youthe
spend do money
to saveonthebanked
eggs: (i) take the
roadways,
1. You are working as a delivery person for a dairy store. In
ac 5 m (6.1) curve
so at 45.0 has
he simply mi/h, (ii) brake
a circular to abuilt
track stopwith
before
theentering
same roadthe
r the back of your pickup truck is a crate of eggs. The dairy
curve to but
material think aboutradius.
a larger it, or (iii)
What slow down to take the curve
happens?
company has run out of bungee cords, so the crate is not
at a slower speed? Discuss these options in your group and
tied down. You have been told to drive carefully because ACTIVITY (a)
3. determine Placeisten pennies on of
a horizontal meterstick,
if there a best course action.
the coefficient of static friction between the crate and the with a penny at 10 cm, 20 cm, 30 cm, etc., out to 100 cm.
bed of the truck is 0.600. You are not worried, because you ACTIvITY pick
2. Carefully FindupatheYouTube videokeeping
meterstick, that shows the complete
it horizontal, and
are traveling on a road that appears perfectly straight. Due cycleafor
have an amusement
member of the groupparkmake
ride called
a videothe “Roundup.”
recording of theIn
to your confidence and inattention, your speed has crept this ride, event,
following a riderusing
stands against a wall
a smartphone or at the device.
other edge ofWhile
a disk
upward to 45.0 mi/h. Suddenly, you see a curve ahead with the video recording is underway, release the 100-cm end of
a warning sign saying, “Danger: unbanked curve with radius the meterstick while the 0-cm end rests on someone’s fin-
of curvature 35.0 m.” You are 15.0 m from the beginning ger or the edge of the desk. By stepping through the video
of the curve. What can you do to save the eggs: (i) take the images or watching the video in slow motion, determine
curve at 45.0 mi/h, (ii) brake to a stop before entering the which pennies first lose contact with the meterstick as it
a curve to think about it, or (iii)
b slow down to take the curve
falls. (b) Make a theoretical determination of which pen-
53292_ch06_ptg01.indd 143at a slower speed? Discuss these options in your group and nies should first lose contact and compare to your experi-
9/14/17 9:45 AM
Figure TP10.1
determine if there is a best course of action. mental result.
2. ACTIvITY Find a YouTube video that shows the complete
cycle for an amusement park ride called the “Roundup.” In
this ride, a rider stands against a wall at the edge of a disk
Content Changes
Reorganized Chapter 16 (Wave Motion). This combination of Chapters 16 and 17 from
the last edition brings all of the fundamental material on traveling mechanical waves
on strings and
53292_ch10_ptg01.indd 278 sound waves through materials together in one chapter. This allows for
more close comparisons between the features of the two types of waves that are similar,
such as derivations of the speed of the wave. The section on reflection and transmis-
9/14/17 9:45 AM
sion of waves, details of which are not necessary in a chapter on traveling waves, was
moved into Chapter 17 (Superposition and Standing Waves) for this edition, where it
fits more naturally in a discussion of the effects of boundary conditions on waves.
Reorganization of Chapters 22–24. Movement of the material on continuous distri-
bution of charge out of Chapter 22 (Electric Fields) to Chapter 23 (Continuous
Charge Distributions and Gauss’s Law) results in a chapter that is a more gradual
introduction for students into the new and challenging topic of electricity. The
chapter now involves only electric fields due to point charges and uniform electric
fields due to parallel plates.
Chapter 23 previously involved only the analysis of electric fields due to continu-
ous charge distributions using Gauss’s law. Movement of the material on continu-
ous distribution of charge into Chapter 23 results in an entire chapter based on
the analysis of fields from continuous charge distributions, using two techniques:
integration and Gauss’s law.
Chapter 23 previously contained a discussion of four properties of isolated
charged conductors. Three of the properties were discussed and argued from basic
principles, while the student was referred to necessary material in the next chapter
(on Electric Potential) for a discussion of the fourth property. With the movement
of this discussion into Chapter 24 for this edition, the student has learned all of
the necessary basic material before the discussion of properties of isolated charged
conductors, and all four properties can be argued from basic principles together.
Reorganized Chapter 43 (Nuclear Physics). Chapters 44 (Nuclear Structure) and 45
(Applications of Nuclear Physics) in the last edition have been combined in this
edition. This new Chapter 43 allows all of the material on nuclear physics to be
studied together. As a consequence, we now have a series of the final five chapters
of the text that each cover in one chapter focused applications of the fundamental
principles studied before: Chapter 40 (Quantum Mechanics), Chapter 41 (Atomic
Physics), Chapter 42 (Molecules and Solids), Chapter 43 (Nuclear Physics), and
Chapter 44 (Particle Physics).
New Storyline Approach to Chapter-Opening Text. Each chapter opens with a Story-
line section. This feature provides a continuous storyline through the whole book of
“you” as an inquisitive physics student observing and analyzing phenomena seen in
xvi Preface
everyday life. Many chapters’ Storyline involves measurements made with a smart-
phone, observations of YouTube videos, or investigations on the Internet.
New Chapter-Opening Connections. The start of each chapter also features a Connec-
tions section that shows how the material in the chapter connects to previously studied
material and to future material. The Connections section provides a “big picture” of
the concepts, explains why this chapter is placed in this particular location relative to
the other chapters, and shows how the structure of physics builds on previous material.
Text Features
Most instructors believe that the textbook selected for a course should be the stu-
dent’s primary guide for understanding and learning the subject matter. Further-
more, the textbook should be easily accessible and should be styled and written to
facilitate instruction and learning. With these points in mind, we have included
many pedagogical features, listed below, that are intended to enhance its useful-
ness to both students and instructors.
Problem Solving and Conceptual Understanding

Analysis Model Approach to Problem Solving. Students are faced with hundreds of prob-
lems during their physics courses. A relatively small number of fundamental prin-
ciples form the basis of these problems. When faced with a new problem, a physicist
forms a model of the problem that can be solved in a simple way by identifying the
fundamental principle that is applicable in the problem. For example, many problems
involve conservation of energy, Newton’s second law, or kinematic equations. Because
the physicist has studied these principles and their applications extensively, he or she
can apply this knowledge as a model for solving a new problem. Although it would be
ideal for students to follow this same process, most students have difficulty becom-
ing familiar with the entire palette of fundamental principles that are available. It is
easier for students to identify a situation rather than a fundamental principle.
The Analysis Model approach lays out a standard set of situations that appear in most
physics problems. These situations are based on an entity in one of four simplification
models: particle, system, rigid object, and wave. Once the simplification model is identified,
the student thinks about what the entity is doing or how it interacts with its environ-
ment. This leads the student to identify a particular Analysis Model for the problem.
For example, if an object is falling, the object is recognized as a particle experiencing
an acceleration due to gravity that is constant. The student has learned that the Analy-
sis Model of a particle under constant acceleration describes this situation. Furthermore,
this model has a small number of equations associated with it for use in starting prob-
lems, the kinematic equations presented in Chapter 2. Therefore, an understanding of
the situation has led to an Analysis Model, which then identifies a very small number of
equations to start the problem, rather than the myriad equations that students see in
the text. In this way, the use of Analysis Models leads the student to identify the funda-
mental principle. As the student gains more experience, he or she will lean less on the
Analysis Model approach and begin to identify fundamental principles directly.
The Analysis Model Approach to Problem Solving is presented in full in Chap-
ter 2 (Section 2.4, pages 30–32), and provides students with a structured process for
solving problems. In all remaining chapters, the strategy is employed explicitly in
every example so that students learn how it is applied. Students are encouraged to
follow this strategy when working end-of-chapter problems.
Analysis Model descriptive boxes appear at the end of any section that intro-
duces a new Analysis Model. This feature recaps the Analysis Model introduced in
the section and provides examples of the types of problems that a student could
solve using the Analysis Model. These boxes function as a “refresher” before stu-
dents see the Analysis Models in use in the worked examples for a given section.
The approach is further reinforced in the end-of-chapter summary under the
heading Analysis Models for Problem Solving, and through the Analysis Model Tutori-
als that are based on selected end-of-chapter problems and appear in WebAssign.
Preface xvii
Analysis Model Tutorials. John Jewett developed 165 tutorials (ones that appear
in the printed text’s problem sets are indicated by an icon) that strengthen
students’ problem-solving skills by guiding them through the steps in the problem-
solving process. Important first steps include making predictions and focusing on
physics concepts before solving the problem quantitatively. A critical component
of these tutorials is the selection of an appropriate Analysis Model to describe
what is going on in the problem. This step allows students to make the important
link between the situation in the problem and the mathematical representation of
the situation. Analysis Model tutorials include meaningful feedback at each step
to help students practice the problem-solving process and improve their skills. In
addition, the feedback addresses student misconceptions and helps them to catch
algebraic and other mathematical errors. Solutions are carried out symbolically as
long as possible, with numerical values substituted at the end. This feature helps
students understand the effects of changing the values of each variable in the prob-
lem, avoids unnecessary repetitive substitution of the same numbers, and elimi-
nates round-off errors. Feedback at the end of the tutorial encourages students to
compare the final answer with their original predictions.
Worked Examples. All in-text worked examples are presented in a two-column format
to better reinforce physical concepts. The left column shows textual information
that describes the steps for solving the problem. The right column shows the math-
ematical manipulations and results of taking these steps. This layout facilitates
matching the concept with its mathematical execution and helps students organize
their work. The examples closely follow the Analysis Model Approach to Problem
Solving introduced in Section 2.4 to reinforce effective problem-solving habits. All
worked examples in the text may be assigned for homework in WebAssign. A sam-
ple of a worked example can be found on the next page.
Examples consist of two types. The first (and most common) example type pre-
sents a problem and numerical answer. The second type of example is conceptual
in nature. To accommodate increased emphasis on understanding physical con-
cepts, the many conceptual examples are labeled as such and are designed to help
students focus on the physical situation in the problem. Solutions in worked exam-
ples are presented symbolically as far as possible, with numerical values substituted
at the end. This approach will help students think symbolically when they solve
problems instead of unnecessarily inserting numbers into intermediate equations.
What If? Approximately one-third of the worked examples in the text contain a
What If? feature. At the completion of the example solution, a What If? question
offers a variation on the situation posed in the text of the example. This feature
encourages students to think about the results of the example, and it also assists in
conceptual understanding of the principles. What If? questions also prepare stu-
dents to encounter novel problems that may be included on exams. Selected end-
of-chapter problems also include this feature.
Quick Quizzes. Students are provided an opportunity to test their understanding of
the physical concepts presented through Quick Quizzes. The questions require stu-
dents to make decisions on the basis of sound reasoning, and some of the questions
have been written to help students overcome common misconceptions. Quick Quiz-
zes have been cast in an objective format, including multiple-choice, true–false,
and ranking. Answers to all Quick Quiz questions are found at the end of the text.
Many instructors choose to use such questions in a “peer instruction” teaching style
or with the use of personal response system “clickers,” but they can be used in stan-
dard quiz format as well. An example of a Quick Quiz follows below.
Q uick Quiz 7.5 A dart is inserted into a spring-loaded dart gun by pushing
the spring in by a distance x. For the next loading, the spring is compressed a
distance 2x. How much faster does the second dart leave the gun compared with
the first? (a) four times as fast (b) two times as fast (c) the same (d) half as fast
(e) one-fourth as fast
B 5 8 units. Which pair of numbers represents the largest and smallest possible
S S S
values for the magnitude of the resultant vector R 5 A 1 B ? (a) 14.4 units,
4 units (b) 12 units, 8 units (c) 20 units, 4 units (d) none of these answers
xviii Preface S S
Q uiCk Quiz 3.3 If vector B is added to vector A , which two of the following
S
choices
S
must be true for the resultant vector to
S
be equal
S
to zero? (a) A and
B are parallel and in theSsame Sdirection. (b) A and B are parallel and Sin
S
opposite directions. (c) A and B have the same magnitude. (d) A and AllB worked examples are also
are perpendicular. available to be assigned as interactive examples in
WebAssign.
Example 3.2 A Vacation Trip

y (km) y (km)
A car travels 20.0 km due north and then 35.0 km N
in a direction 60.08 west of north as shown in 40 40
S W E
Figure 3.11a. Find the magnitude and direction of B S
60.0 S R
the car’s resultant displacement. S
A
20 20
Each solution has R
S u
SOLUTION S
been written to S S b A
S
B b
closely follow the Conceptualize The two vectors A and B that appear in
x (km) x (km)
Analysis Model Figure 3.11a help us conceptualize the problem. The 20 0 20 0
S
resultant vector R has also been drawn. We expect its
Approach to Prob- a b
magnitude to be a few tens of kilometers. The angle
lem Solving as out- b that the resultant vector makes with the y axis is Figure 3.11 (Example 3.2) (a) Graphical method for finding the resul-
lined in Section 2.4 expected to be less than 608, the angle that vector S S S
tant displacement vector R 5 A 1 B . (b) Adding the vectors in reverse
S S S S
(pages 30–32), B makes with the y axis. order sB 1 Ad gives the same result for R .
so as to reinforce S
Categorize We can categorize this example as a simple analysis problem in vector addition. The displacement R is the resul-
good problem- S S
tant when the two individual displacements A and B are added. We can further categorize it as a problem about the analysis
solving habits. of triangles, so we appeal to our expertise in geometry and trigonometry.
Analyze In this example, we show two ways to analyze the problem of finding the resultant of two vectors. The first way is to
S
Each step of the solve the problem geometrically, using graph paper and a protractor to measure the magnitude of R and its direction in Fig-
solution is detailed ure 3.11a. (In fact, even when you know you are going to be carrying out a calculation, you should sketch the vectors to check
in a two-column your results.) With an ordinary ruler and protractor, a large diagram typically gives answers to two-digit but not to three-digit
S
format. The left precision. Try using these tools on R in Figure 3.11a and compare to the trigonometric analysis below!
S
column provides The second way to solve the problem is to analyze it using algebra and trigonometry. The magnitude of R can be obtained
from the law of cosines as applied to the triangle in Figure 3.11a (see Appendix B.4).
an explanation for
each mathematical
Use R 2 5 A 2 1 B 2 2 2AB cos u from the law of cosines to R 5 ÏA2 1 B 2 2 2AB cos u
step in the right
find R:
column, to better
reinforce the physi-
Substitute numerical values, noting that R 5 Ïs20.0 kmd2 1 s35.0 kmd2 2 2s20.0 kmds35.0 kmd cos 1208
cal concepts. u 5 1808 2 608 5 1208: 5 48.2 km
sin b sin u
Use the law of sines (Appendix B.4) to find the direction 5
S B R
of R measured from the northerly direction:
B 35.0 km
sin b 5 sin u 5 sin 1208 5 0.629
58 Chapter 3 Vectors R 48.2 km
b 5 38.98
3.2 c o n t i n udisplacement
The resultant ed of the car is 48.2 km in a direction 38.98 west of north.
continued
Finalize Does the angle b that we calculated agree with an find using the laws of cosines and sines to be awkward. Sec-
estimate made by looking at Figure 3.11a or with an actual ond, a triangle only results if you are adding two vectors. If
angle measured from the diagram using the graphical you are adding three or more vectors, the resulting geomet-
S
method? Is it reasonable that the magnitude of R is larger ric shape is usually not a triangle. In Section 3.4, we explore
S S S
than that of both A and B ? Are the units of R correct? a new method of adding vectors that will address both of
Although the head to tail method of adding vectors works these disadvantages.
53292_ch03_ptg01.indd 57 9/14/17 9:34 AM
well, it suffers from two disadvantages. First, some people
W h A T I f ? Suppose the trip were taken with the two vectors in reverse order: 35.0 km at 60.08 west of north first and
then 20.0 km due north. How would the magnitude and the direction of the resultant vector change?
Answer They would not change. The commutative law for vector addition tells us that the order of vectors in an addition is
irrelevant. Graphically, Figure 3.11b shows that the vectors added in the reverse order give us the same resultant vector.
3.4 Components of a Vector and Unit Vectors

What If? statements appear in about The one-third
graphical ofmethod the worked of addingexamples vectors is not
and offer recommended
a variation on the whenever
situation high
accuracy is required or in
posed in the text of the example. For instance, this feature might explore the effects of changing the conditions three-dimensional problems. In this section, we of
the situation, determine what happens describe a method
when a quantity of adding
is takenvectors that makes
to a particular use ofvalue,
limiting the projections
or questionofwhether vectors
additional information can be determined along coordinate about the axes. These situation.
problem projections Thisarefeature the components
called encourages students of to thethinkvec-
tor or its rectangular components. Any vector can be completely described by its
about the results of the example and assists in conceptual understanding of the principles.
components. S
Consider a vector A lying in the xy plane and making an arbitrary angle u
with the positive x axis as shown in Figure S 3.12a. This vector can be expressed
as the sum of two other component vectors A x
, which is parallel to the x axis,
S
and A y , which is parallel to the y axis. From the figure, we see that the three
Pitfall Prevention 3.2 S S S
vectors form a right triangle and that A 5 A x 1 A y. We shall often refer to the
x and y Components Equations 3.8 S
and 3.9 associate the cosine of the “components of a vector A ,” written Ax and Ay (without the boldface notation).
S
Copyright 2019 Cengageangle with
Learning. All the x Reserved.
Rights component and
May not Figure
be copied, scanned, 3.12b
or duplicated, shows
in whole theDue
or in part. component some third A
to electronic rights,vector partymoved
content mayto the leftfrom
be suppressed sothethat
eBookit lies
and/or along
eChapter(s).
y S
Editorial review has deemed that any suppressed content does not
the sine of the angle with the y com-materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
the A A
Preface xix
Pitfall Preventions. More than two hundred Pitfall Preventions (such as the one to
the right) are provided to help students avoid common mistakes and misunder- Pitfall Prevention 16.2
standings. These features, which are placed in the margins of the text,208 address Two Kinds
Chapter 8 of Speed/Velocity
Conservation of Energy
Do not confuse v, the speed of
both common student misconceptions and situations in which students often follow the wave as it propagates along
unproductive paths. as shown in Figure P8.32. v t
In a time interval the Dt,
string,
a newwith vy , the transverse
disk of air of massvelocity
Dm mustof a point on the string.
Summaries. Each chapter contains a summary that reviews the important concepts be moved a distanceThe speed v Dtv is constant for a uni- S
v
and equations discussed in that chapter. The summary is divided into three sections: and hence must form bemedium,
given whereas v varies
1 y
Definitions, Concepts and Principles, and Analysis Models for Problem Solving. a kinetic energy 2 sDmdv . 2
A
sinusoidally.
Using this model, show that
In each section, flash card–type boxes focus on each separate definition, concept, the car’s power loss owing Figure P8.32
principle, or analysis model. to air resistance is 12 rAv 3
and that the resistive force acting on the car is 12 rAv 2, where
208 Chapter 8 Conservation of Energy is the density of air. Compare this result with the empirical
Problems Sets. For the Tenth Edition, the authors reviewed each question and problem r
expression 12 DrAv 2 for the resistive force.
and incorporated revisions designed as to shown
improve bothP8.32.
in Figure readability and assignability.
v t an interval of time equal to Dt move w
33. Heedless of danger, a child leaps onto a pile of old mat-
In a time interval Dt, a new or (2) it will move w/2 the given distance d
tresses to use them as a trampoline. His motion between two
Problems. An extensive set of problems is included
disk of air of mass Dm must at the end of each chapter; in interval Dt/2. Also, if (3) the given power P
particular points is described by the energy conservation
all, the printed textbook contains more be moved thana distance
2 000 problems,
v Dt while another S
1 500 given load w a distance d/2 in time interval Dt
v equation
and hence must be given (4) P/2 will move w/2 the given distance d
optimized problems are available only in WebAssign.
a kinetic energy 12 sDmdv 2.Answers for odd-numbered
1
2 s46.0 kgds2.40timemysd 2
1 s46.0
interval Dt. kgds9.80 mys2ds2.80 m 1 xd 5
A
problems in the printed text are provided
Using this atmodel,
the end of the book, and solutions for
show that
1
2 s1.94 3 10 Nymdx
4 2
the car’s power loss owing Figure P8.32

all printed text problems are found in the Instructor’s
to air resistance is 12 rAv 3
Solutions Manual. (a) Solve the equation
equation P Dtfor
5 x. (b)
bwd, Compose
where b the statement of
a problem, including data, for which this equation gives the
The end-of-chapter problems areandorganized byforce
that the resistive the sections
acting on the carin each
is 12 rAv 2
chapter
, where
solution. (c) Add the two values of x obtained in part (a)
r is the density of air. Compare this result with the empirical
(about two-thirds of the problems are keyed 1 to 2
specific sections
expression 2 DrAv for the resistive force.
of the chapter).
and divide by 2. (d) What is the significance of the resulting
Within each section, the problems now “platform” students to higher-order think- value in part (c)?
33. Heedless of danger, a child leaps onto a pile of old mat- ality constant.
ing by presenting all the straightforward problems in the section first,
tresses to use them as a trampoline. His motion between two followed
34. Review. by Why is the following situation impossible? A new high-
speed37.roller coaster is claimed to be so safe that the passen-
Review.
the intermediate problems. (The problem particular numbers for straightforward
points is described by the energy conservation problems
gers do not need to wear seat belts or any other restraining
equation
are printed in black; intermediate-level 1
problems are in blue.) The Additionaldevice. Prob-The coaster is designed with a vertical circular sec-
2 s46.0 kgds2.40 mysd 1 s46.0 kgds9.80 mys ds2.80 m 1 xd 5 tion over which the coaster travels on the inside of the cir-
2 2
lems section contains problems that are not keyed to specific sections. 1 At the end of theangle
2 s1.94 3 10 Nymdx cle so thatan passengers
ui 5 08 are upside down for a short time
4 2
each chapter is the Challenge Problems(a)section, which gathers the most difficult
Solve the equation for x. (b) Compose the statement of
prob-
interval. The radius of the circular section is 12.0 m, and the
coaster enters the bottom of the circular section at a speed of
lems for a given chapter in one place.a problem,
(Challenge includingProblems have
data, for which problem
this equation givesnumbers
the
22.0 m/s. Assume the coaster moves without friction on the
marked in red.) solution. (c) Add the two values of x obtained in part (a)
track and model the coaster as a particle.
and divide by 2. (d) What is the significance of the resulting
There are several kinds of problems valuefeatured
in part (c)? in this text:
the vertical. What is this angle?
35. A horizontal spring attached to a wall has a force constant
of k 5 38.850Review.
N/m. AWhy block of following
is the mass m 5 1.00 kg is attached
V Watch It video solutions available in WebAssign
34. Review. explain
Why is the following fundamental
situation impossible? A new problem-
high-
to the spring and impossible?
situation rests on aAnfrictionless,
ath- horizontal sur-
speed roller coaster is claimed to be so safe that the passen-
solving strategies to help students stepgersthrough
do not needselected
to wear seatproblems.
belts or any other restraining
face as in lete
Figure
testsP8.35.
her hand (a) strength
The block is pulled to a posi-
tion xi 5 6.00 cm from
by having equilibrium
an assistant hangand released. Find the ui
device. The coaster is designed with a vertical circular sec-
elastic potential
weightsenergy
from her stored
beltin
asthe
she spring when the block
Quantitative/Conceptual problems tion
contain parts that ask students to
over which the coaster travels on the inside of the cir- think both
is 6.00 cmhangs from onto
equilibrium and when the block passes
a horizontal
quantitatively and conceptually. An cle example
so that the of a Quantitative/Conceptual
passengers are upside down for a short timeprob-
through equilibrium.
bar with her(b) Find When
hands. the speed of the block as it
interval. The radius of the circular section is 12.0 m, and the
lem appears here: coaster enters the bottom of the circular section at a speed of
passes through the equilibrium
the weights hanging on point.
her (c) What is the speed
of the block when
belt haveit increased
is at a position
to 80% xi /2 5 3.00 cm? (d) Why
22.0 m/s. Assume the coaster moves without friction on the
isn’t the answer
of herto part
body(c)weight,
half theheranswer to part (b)?
track and model the coaster as a particle.
hands can no longer sup-
35. A horizontal spring attached to a wall has a force constant port her and she drops to
of k 5 850 N/m. A block of mass m 5 1.00 kg is attached the floor. Frustrated at not
The problem is identified meeting k her hand-strength
Figure P8.38
to the spring and rests on a frictionless, horizontal sur-
with a icon. face as in Figure P8.35. (a) The block is pulled to a posi- m
tion xi 5 6.00 cm from equilibrium and released. Find the
elastic potential energy stored in the spring when the block
is 6.00 cm from equilibrium and when the block passes x 0 x xi /2 x xi
through equilibrium. (b) Find the speed of the block as it platform, starting from rest with the ropes at an angle u
Parts (a)–(c) of the problem ask 60.08
passes through the equilibrium point. (c) What is the speed Figure P8.35
for quantitative calculations. of the block when it is at a position xi /2 5 3.00 cm? (d) Why
isn’t the answer to part (c) half the answer to part (b)?
36. More than 2 300 years ago, the Greek teacher Aristotle
performer’s body is small compared to the length ,
wrote the firstPartbook(d) called
asksPhysics. Put into more precise ter-
a conceptual
resistance is negligible.
minology, this passage isabout
question from the theend of its Section Eta:
situation.
39. An airplane of mass 1.50 3 104
k Let P be the power of an agent causing motion; w, the
m load moved; d, the distance covered; and Dt, the time
the airplane has a magnitude of 4.0 3 104
interval required. Then (1) a power equal to P will in
Symbolic problems ask students to solve a problem using only symbolic manipu-
lation. Reviewers of the Ninth Edition (as well as thex majority 0 x xi /2of xrespondents
xi to a
large survey) asked specifically for an increase inFigure the P8.35
number of symbolic prob-
of the thrust in this situation is 7.50 3 104
lems found in the text because it better reflects the way instructors want their
students to think when solving physics
36. Moreproblems. An example
than 2 300 years ago, the Greek of teacher
a Symbolic
Aristotleprob-
53292_ch08_ptg01.indd 208
wrote the first book called Physics. Put into more precise ter-
lem appears on the next page: minology, this passage is from the end of its Section Eta: has traveled 5.0 3 102 m.
Let P be the power of an agent causing motion; w, the 40. A pendulum, comprising a light string of length L
load moved; d, the distance covered; and Dt, the time
interval required. Then (1) a power equal to P will in a peg located a distance d
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you are my guest, politeness prevents my expressing what I think of
your conduct. You can break that pipe to pieces and burn the
stick”—this to his servant—“I do not care to smoke it.”
The priest turned pale, sat silent for a minute, and then said in
apology—
“Yes, yes, you say truly, I have eaten dirt.”
Strange to say, we were very friendly with him afterwards.
The pipe affected by the lower classes is the short chibouque, this
nearly every North Persian of the lower class carries at his back in
his girdle or in his pocket; there is a small clay, brass or iron head,
and a straight stem of cherry-wood, six inches to a foot long, with a
bore some half-inch in diameter through it; there is no mouth-piece,
and it is held to the lips, and not in the teeth. The tobacco smoked is
usually Samsoon, a common kind of coarse Turkish; or Koordi, a
mild tobacco, nearly white in colour, but with a pungent flavour; there
are many other varieties. This Koordi looks like coarse sawdust, and
is quite dry, and is simply the leaf-stalk and stem of the plant
coarsely pounded; to look at it, no one would suppose on a first
inspection that it was tobacco at all: the best comes from
Kermanshah.
A third kind of pipe is used by the Arabs of the Gulf and many
South Persians; it consists simply of a tube of clay, an inch in
diameter, bent at a right or acute angle, and constricted at the
middle; from end to end it measures four to seven inches; one side is
crammed with tobacco, “Tootoon i Koordi;” a coal is placed on it, and
it is passed from hand to hand till the contents are burnt out. It is a
very primitive pipe.
Enough of pipes. By five all the visitors had gone; we dined at
seven, and I retired to sleep in a comfortable bed.
At about five[4] next morning I am roused by—
“Chai, sahib” (tea, sir); and a lordly individual, with huge
mustachios, a black lambskin cap, a brown cloth inner coat, a blue
cloth outer coat, a broad belt, and a long “kummer” (or straight
broad-bladed sword), dark-blue “shulwar” (what an American calls
pants, and an outfitter pyjamas), and his stockinged feet—his shoes
were outside my door—places a cup of tea, some twice-baked sweet
biscuit, of delicious crispness, and some marmalade, at my side, and
departs. He soon returns with a second cup of tea and a kalian.
As I am a griffin, he draws my attention to the latter being—“Welly
good thing, kalian.”
He then goes through a pantomime suggesting sleep, talking all
the time to me in Persian. I take his advice.
At eight he wakes me, and I find he has a warm tub ready for me. I
dress once again in the clothes of ordinary life, and go down, to find
no one about, for Major S⸺ has gone to the office, and taken the
Colonel with him.
However, my especial chief, Mr. B⸺, soon appears,
accompanied by his big black dog “Topsy,” who comes into all the
rooms and sits on all the settees: there is a fine sense of liberty in
this. Mr. B⸺ warns me that I must not hope to make anything by
practice—that he never did, and I never shall; but that there is a fine
field for gratuitous work.
He then explains to me the Persian system of medicine. It has its
advantages in its delightful simplicity. All diseases are cold or hot. All
remedies are hot or cold. A hot disease requires a cold remedy, and
vice-versâ.
Now, if the Persian doctor is called in, and has any doubt as to the
nature of the disorder, he prescribes a hot remedy, let us say; if the
patient gets better, he was right; if worse, then he prescribes a cold
remedy, and sticks to it. He thus gets over all need for diagnosis, all
physiological treatment, and he cannot, according to his own lights,
be wrong.
His prescriptions contain a multitude of mostly obsolete and inert
drugs, ten being a small number of ingredients, twenty an ordinary
one. Before he is summoned, an omen is taken by the patient and
his friends, as to who shall be called in; when he has seen his
patient, another is taken, as to whether his advice shall be followed
or not. His fee is a few pence, or more generally he undertakes the
case on speculation; so much—of which he is lucky if he gets half—if
the patient gets well; nothing if he doesn’t.
Most of the relatives, friends, and neighbours prescribe various
homely, or at times, powerful remedies, which are all as a rule tried.
Quiet by the sick-bed is unknown; in fact, the patient used to fuss
and noise would be depressed by it. And remedies and contrivances
of a barbarous nature, such as putting a patient in fresh horse-dung,
sewing him up in a raw hide, are the rule rather than the exception.
Usually the European doctor is distrusted, only called in when the
patient is breathing his last, or by the very rich or very poor.
Mr. B⸺ gave me one very good piece of advice. “You will go to
Hamadan—with the Persians novelty is everything. Strike while the
iron is hot, and before the novelty is worn off, and you—well, you will
get lots of experience.”
I was astonished and incredulous—it was all true.[5]
We visited the telegraph-office, and looked round the Colonel’s
garden, returning to breakfast at eleven, and we sat down to a
substantial déjeuner à la fourchette, with country wines, and tea for
those who preferred it. It was followed by the inevitable kalian and
coffee.
I wanted much to see the Zoological Gardens, but we were told
that the Shah had turned the beasts loose. We, however, decided to
go, and we found it so—they were all loose.
The leo-panther, a cross between the lion and panther, a lovely
animal like an immense cat, very tame, allowing one to pat him; two
lions, a bear, two tigers (young ones), walking about with the
antelopes and wild sheep. I must say the presence of the tigers was
not quite pleasant. There is a pretty building—a sort of summer
pavilion—here, belonging to the king, well worth seeing.
A curious incident occurred as Major S⸺, Mr. M⸺, Mr. B⸺,
and I were walking home from these Zoological Gardens; we were
crossing a bit of desert plain behind the gardens towards the Major’s
house. On a sudden we saw come from under the corner of the
garden wall at a shambling trot—a big tawny animal; to discover that
it was a lioness was instantaneous, and it was coming our way. B
⸺, with whom discretion was the better part of valour, did not
hesitate; like the last of the Horatii, he “vowed revenge, and to
pursue it fled.”
We kept on, but fear was in all our hearts—I know it was in mine,
possibly the Major was exempt—but we walked very fast, looking
ever and anon at the advancing lioness. There was apparently no
mistaking the shambling pace of the wild beast; as it got nearer it
turned out to be a big dog. Of course when we arrived at the house
we all laughed at B⸺.
The Major’s dignity and profession forbade his running, Mr. M⸺,
as a diplomat, never of course did anything in a hurry, so couldn’t
run, and as they were present I didn’t like to run, though I itched to
do it. Of course, B⸺ said he knew it was a dog, and ran to frighten
us; if so, his simulation of terror was almost lifelike.
In the evening we dined at the English Mission,[6] where there is a
billiard-table—my last game for some time, I fancy.
CHAPTER IV.
TEHERAN.
The Gulhaek Road—Visit to a virtuoso—His story—Persian New Year—Persian

ladies—Titles—The harem—Its inhabitants—A eunuch—Lovely visions—The
Dervish—The great festival—Miscellaneous uniform—At the Court of Persia—
The Shah—The ceremony—Baksheesh—Rejoicings.
I passed a fortnight in Major S⸺’s house, and gradually got

some sort of smattering of colloquial Persian; but I could not see
much of the place, for I had no servant of my own, and, though a
horse was always at my disposal, not knowing the language, I was
unable to go out alone, and was forced to content myself with rides
on the “Gulhaek Road” with my chief, Mr. B⸺.
This “Gulhaek Road” was the usual ride, simply because it was at
that time the only attempt at a road on our side—or, in fact, any side
—of Teheran. It led past the Kasr-i-Kajar, one of the royal palaces, to
Gulhaek, where the English Legation summered, and also to the
other numerous villages at the foot of the mountains, at each of
which a foreign legation during the summer hung out its ensign; as
Zergendeh, where the Russians lived; Tejreesh, the French, &c.
One visit we paid, to a gentleman who had been many years in the
Persian service, was rather amusing. Our host was an old
Frenchman who held an appointment as instructor in French and
translator to the Shah, and was a Mahommedan. I do not know
whether the account I heard of his mode of life was true or not. It
was that he proceeded to Hamadan every year, and invested in two
wives; as the spring came round he divorced them, and made his
annual excursion, returning with two more. He was a very cheery old
man, and evidently derived great comfort from a barrel-organ that
stood in his room. Of his other comforts I know nothing, but I did see
two remarkably clean pairs of ankles and two remarkably fine pairs
of eyes. This was all one could make out of two closely-veiled
females, who, with many giggles, constantly bustled in and out of the
room on divers pretexts. The Frenchman had a large collection of
valuable antiquities, which he showed us, and they were all genuine.
That was seventeen years ago; now, in a hundred specimens from
Persia, be they what they will, ninety are shams. Amongst other
treasures he had a fine balass ruby as big as a florin, on which was
cut an intaglio of a Sassanian king, which was, I believe, afterwards
purchased by Mr. Alison (then Her Majesty’s Minister) for a large
sum. At that time the craze for objects of oriental art had not set in,
and the big tiles we saw (or bricks) of reflet métallique, with raised
inscriptions, were such as one seldom sees nowadays, save in
national collections.
Our host’s history had doubtless been a checkered one, and I was
told on good authority that he had a faithful page who waited on him,
and—gaily dressed as a boy-pipebearer, a favourite attendant with
the wealthy of the capital—attended his master wherever he went.
The page was a lady in disguise, and a Mussulman; but, alas! this
romantic episode could not be allowed to continue. Some busybody
betrayed him to the priests, he and the lady were arrested, and he
had the usual choice of Islam or death. Under the circumstances he
chose the former, and retained, under an outward conformance to
the tenets of Mussulmanism, a practical power of jollity and “keeping
it up” which few of the most advanced viveurs could rival. I was
afterwards led to understand that the French Minister of the day at
the Court of Persia had the power, but not the will, to protect the poor
fellow against the very unpleasant choice given him. Years sober us
all, and I saw the gentleman long afterwards, a most grave and
reverend seigneur.
The Persian New Year was about to commence, and, as there is
always a jubilee reception of all the foreign ambassadors by the
Shah, it was decided that Colonel G⸺ should be presented at it by
the minister, and I too was to have the pleasure of seeing the
splendours of the Persian Court; after which Major S⸺, who was
going to Baghdad on duty, kindly promised to allow me to
accompany him as far as Hamadan, where I should enter on my
active duties.
One morning my medical chief asked me if I should like to visit the
anderūn, or ladies’ quarter, of a great Persian nobleman?
“As you are going down country you probably won’t have the
chance again; and I have seen such things too often for it to be any
pleasure to me.”
Of course I was delighted. I hurriedly put on a long-tailed coat,
which is de rigueur in visiting a Persian house, our short ones being
considered by them as extremely indecent. I had goloshes on over
my boots, and rode off with one of B⸺’s servants to the house of
the Eyn-ul-Molk (eye of the state); such titles, not being hereditary
ones, are usual among the statesmen and great officials of Persia.
“The Sword of the State,” “The Pillar of the Kingdom,” “The
Shadow of the King,” are all titles in actual use; they are sufficiently
high-sounding and poetical even to satisfy a Persian’s sense of
dignity.
No sooner is a prince born, than the king proceeds to give him a
title, which as he grows in dignity and years is often changed for a
higher one; thus, when I came to Persia, Sultan Massūd Mirza, the
eldest son of the king, was known as Yemeen-u-dowlet, or Sword of
the State; this some ten years afterwards, when the young man
became a real power in the kingdom, was changed to Zil-es-Sultan,
or Shadow of the King.
On reaching the house of Eyn-ul-Molk, I was at once conducted to
his presence, given a chair, and treated with great consideration. I
removed my goloshes at the door of his apartment. An interpreter,
who spoke pigeon French, informed me that one of the ladies was ill,
and that I had better see her and prescribe.
The Eyn-ul-Molk was a blear-eyed, venerable man of evidently
high position, very rich and very anxious; as the interpreter put it, the
patient was trop jolie pour mourir, and my expectations were
considerably aroused.
I was handed over to a white eunuch, who seemed to be troubled
with all the ills that flesh is heir to, and who grunted and grumbled a
good deal as he led me towards the part of the house set apart for
the habitation of the ladies.
After passing through several yards and passages, we came to a
low door with a curtain. My guide entered, and raised the curtain,
previously shouting “Bero! bero!” (be off, be off).
A crowd of children and negresses scuttled off into the various
rooms which surrounded a well-kept garden, with beds of flowers
and playing fountains, some thirty yards by fifteen.
Those who did not go out of sight drew down the big sheets of
printed calico that covered their heads, turning themselves into
faceless bundles, terminated in bare legs visible to the knee, with
feet either bare or thrust into tiny slippers; even the very little girls
had veils, though they did not cover their faces, and were mostly
pretty little round-faced things, with large eyes, and fringes of black
hair cut across their foreheads.
I had been told not to appear to notice anything, as that would be
interpreted as a desire to look at the inhabitants of the anderūn,
which would be considered the height of bad breeding. So I kept my
eyes discreetly fixed on the ground, feeling certain that I should find
plenty of time for thorough investigation.
The old eunuch took me into a room, beautifully carpeted, and
bare of all furniture save one chair, on which I was directed to sit.
He left me, and I noticed that the room was decorated with small
mirrors let into elaborately cut plaster-of-Paris work; the walls were
so covered with small facets of mirror that one could hardly see
anything of the white plaster, which was arched at the ceiling, arch
within arch, in the manner so familiar to us in the decoration of the
Alhambra; but a peculiarly chaste effect was produced, for neither
colour nor gilding was used—only pure white plaster and mirror. In
many places there were panels, where plaster-work, cut (not
moulded) in high relief, showed patterns whose effectiveness could
not be denied. In fact, the result was one of chastened splendour
quite new to me. The doors, which were of polished walnut-wood,
were covered by curtains of bright colours of Yezd silk, some six feet
by four, simply suspended in front of them. The window, which
occupied one entire end of the room, was composed of small pieces
of glass of all the colours of the rainbow, set in a wooden frame of a
geometrical pattern of a very elaborate nature; as the window was
some fourteen feet by ten, and no piece of glass was more than two
inches square in size, some idea may be formed of the enormous
amount of work in such a piece of carpentry. The wood employed in
such work is plane, and it does not warp.
This window was made in three compartments; each one was
made to draw up when required, thus giving a full view of the garden;
all were, however, at present down, and the coloured light which
entered produced a very rich effect—a relief, too, from the strong
sunlight outside.
Round three sides of the room were nummuds, or felt carpets,
some two inches thick; as one walked on them, it was like going over
the softest turf; they were light-ochre in colour, with a pale-blue
pattern inlaid. In the centre was a carpet some twenty feet by nine. I
had never seen such a carpet; it was very beautiful, but of very
subdued colours, and of a rather large pattern.
In each of the three walls there were three recesses or takhjahs, a
yard from the ground, and in each of these was placed a glass vase
of narcissus blooms; as every vase contained some hundred stems,
the perfume was somewhat overpowering.
The eunuch now returned, seated himself on the ground at my
side, and a black woman, of hideous aspect, brought me a water-
pipe.
While I was smoking it, the curtain at one of the doors was lifted,
and two young ladies entered, aged from sixteen to eighteen, though
they seemed some three or four-and-twenty to me. I must
acknowledge that I was unprepared for such a free display of
loveliness, and it was the first time I ever saw Persian ladies in their
very becoming, if slightly indelicate, home-dress.
Their feet and legs were bare; their skirts were bouffés by a
number of under-skirts such as are usually worn by the ballet on our
operatic stage; but instead of these under-garments being white and
gauzy, they were of silk, and of all colours. The outer skirt was of silk
also—in the one case pale pink, in the other pale blue—with gold
patterns on them, and these voluminous skirts barely reached their
knees. Each lady wore a small zouave jacket of bright-coloured gold-
embroidered velvet, with tight-fitting sleeves, which buttoned from
the elbow with a multitude of small silver buttons, but these buttons
were not fastened. A gold-embroidered gauze shirt was worn under
this jacket that left, I am sorry to say, nothing to the imagination; the
sleeves of it were wide and open. Each lady had tied a gold-
embroidered silk kerchief, called a “chargāt,” over her head, fastened
by a brooch at the chin; each had a fringe of hair over her forehead,
and each had a big love-lock, which came from under her kerchief,
at the middle of her cheek. Long tresses of black hair came below
their waists.
Both were good-looking plump girls, in robust health. Both giggled,
and both were full of fun.
The one who was supposed to be ill had not coloured a very rosy
pair of cheeks; the other was heavily rouged. Their eyelashes were
darkened with antimony, but their eyebrows were unpainted. The
Persian woman’s eye is usually very dark and large, and the painting
the edges of the lids produces a very languishing effect.
After talking to the eunuch for some minutes, in which the old
fellow evidently was calling these very gushing ladies to order, they
suddenly plumped down on their knees in front of me, and compelled
me to feel both their pulses, look at both their tongues, examine their
throats, and a second time to feel their pulses at the other wrist.
As I understood very little Persian, and neither they nor the
eunuch anything but that language, it was very difficult to make out
what was the matter. One thing was very certain—they looked upon
the whole matter as a very good joke; and seemed inclined to
torment the eunuch and make great fun of me.
At last one lady showed me a flea-bite on a very round and
shapely arm, which literally jangled with glass bangles and gold
bracelets. As this was the most serious symptom I had yet seen, I
began to think I had better retire, when tea was brought in by a
young negress.
The ladies, the eunuch, and myself, all partook, but the two ladies
did so with shrieks of laughter, in which the negress joined.
Suddenly a cry of “Aga! aga!” (the master, the master) was raised,
and I saw the Eyn-ul-Molk coming up the garden. The two indiscreet
ones became at once staid matrons of the severest type. They
sprang to the other side of the room, they drew their kerchiefs, or
rather the corners of them, over their faces, leaving the eyes alone
visible; and the young negress who had brought the tea became a
statue of propriety in ebony, pulling her big print veil over her mouth
till she looked like a living bolster.
The old nobleman came in, and I was made to feel again the
pulses of my patient, and again look at her tongue. But nothing but
her eyes and tongue were now visible, and both ladies pretended to
look on the infidel doctor with horror. They answered their husband’s
questions only in a whisper, and in a few minutes I followed the Eyn-
ul-Molk to the “berūni,” or general apartments. I noticed that these
were furnished with much less luxury than the women’s side.
I now managed to find out that the fair sufferer had that morning
very early had a slight attack of intermittent fever, and, with the help
of the interpreter, I said that I would prescribe on getting home.
The farewell pipe was brought, and I retired, I trust, gracefully.
Thus ended my first visit to a Persian patient.
I suppose that my remedies were successful, for, though I was not
asked to attend again, I received a plate of oranges and two dried
salmon as a fee, with a polite message of thanks in a day or two.
As this visit had occupied some four hours in all, I came to the
conclusion that I should not add much to my income by private
practice, the result of an attendance on the wife of a great noble
being so small in a money point of view; and though interesting at
the time from its novelty, yet I felt that that would soon pass off.
I had been regularly robbed of my rest, after the first few
dreamless nights that one has at the end of a long journey, by a sort
of hooting sound, followed by cries of “ya huc, h-u-u-u-c.” These
noises were repeated at irregular intervals all through the night, and I
found also that they occurred in the day-time whenever Major S⸺
entered or left the house. They proceeded from the Major’s dervish,
and they grew louder and more frequent day by day.
The dervishes, or wandering mendicants, are persons who, from
laziness or inclination, take a vow of poverty, either for a time or
permanently. They form various colleges or sects, and have
recognised heads (“mūrsheds”) to whom they show great deference.
It is extremely difficult to find out what their precise tenets are, for the
more learned among them have a great disinclination to discussing
religious matters with the infidel, while the more ignorant seem,
when sane, to have really no religion, save that of doing no work. In
many ways they resemble the monks of old amongst ourselves,
though, as—in Persia at least—they seldom live in communities,
“wandering friars” would be a safer comparison. Persians as a rule
dislike and despise them, but they fear to offend the masses by
showing it, and cede to them a great show of deference. The more
respectable simply wander about, obtaining free food and lodging in
any town they may pass through. Others combine the profession of
travelling mountebank and dealer in charms with that of religious
mendicancy.
Many are clothed all in white, having taken a vow to that effect;
and most of them refrain from shaving or from cutting the hair. All, or
nearly all, wear a tall cap of felt or cloth, shaped like a sugar-loaf,
and ornamented by inscriptions of texts from the Koran. Most of
them carry a carved almsholder, which is generally composed of a
huge nut elaborately carved, and suspended by brass or silver
chains from the waistband. A steel axe is often carried, and a
panther or deer-skin worn. All affect a striking and eccentric
appearance, and all have a lean and travel-worn air, save some few,
who merely affect the costume, and are dervishes only in dress.
One man who used to haunt the Gulhaek Road was entirely
naked, and was a most importunate and offensive beggar. A
European got into some trouble on this man’s account, for on his
accosting him with great importunity, and then proceeding to curse
him because his demands were ungratified, the despised infidel
administered several lashes with the long thong of his hunting-crop.
Another celebrated dervish, who is a man of some property, draws
a good pension from the Shah, and is sent yearly to some shrine to
pray for the king, his expenses being defrayed from the royal purse.
He perpetually rotates his head, after the manner of the harlequin of
the old school, and incessantly vociferates in a loud voice, Ali Oh! Ali
Oh! As he is always bareheaded, and an old man rather inclined to
corpulence, the result is not edifying; but his perquisites must be
very large, as he is well known to possess the royal favour.
Provincial governors and local magnates treat royally “him whom the
king is delighted to honour.” I have seen this man roll his head
continuously and vociferate his cry, merely pausing for breath, for
three hours at a stretch: the power of doing this continuously can
only have been attained by long practice. His journeys over all
Persia are so frequent, and he is so well known, that in every large
town great crowds turn out to gaze on and follow “Ali Oh!”, by which
name the man is always known.
A striking appearance is attained at all hazards; often the clothing
being merely a pair of short drawers, an antelope, panther, or tiger-
skin being slung across the shoulder, and an axe or huge club, often
armed with spikes, being almost invariably carried.
When a dervish meets a horseman or any one of condition he
offers him in the politest manner a flower, or even a leaf or blade of
grass; as a rule it is accepted and a trifle given. At other times the
dervish will simply stretch out his hand or his almsholder, and favour
the passer-by with a steady stare, the word “huc” (my right) being
suddenly ejaculated.
Dervishes are often professional story-tellers, the costume being
merely donned for effect; or, as in the case of a highly-gifted story-
teller of my acquaintance, one Aga Nusserulla of Shiraz, a man who
earned a good living by his erudite and interesting tales, the cap only
was worn, and that merely when engaged in his public recitals; he
also carried the big iron axe, with which he gesticulated in a manner
really graceful and artistic.
I often, as I grew more acquainted with Persian, had this man in to
beguile the tedium of the long evenings, and he would sit by the hour
under the orange-trees, rattling off an endless story freely
interspersed with poetical recitations, which were always apposite
and well given—in fact, they were intoned. He never allowed the
interest of his tales to flag, and never left off, save at a point so
interesting as to ensure a request for his attendance the succeeding
evening, adopting the principle of the lady of the ‘Arabian Nights.’ I
frequently, on passing through the Maidan, or public square, of
Shiraz, saw Aga Nusserulla surrounded by a gaping crowd of
peasants, porters, and muleteers squatting in a circle, he striding up
and down and waving his axe as he told his story of love or fairyland;
then he recognised my presence by merely the slightest drop of his
eyelid, for his harvest of coppers would have been blighted had he
betrayed to his gaping listeners his intimacy with a “Feringhi”
(“Frank”—the term used in Persia for all Europeans to their face; that
of “Kaffir,” or “unbeliever,” being carefully kept for speaking of them
in their absence).
The tales told in the bazaar to the villagers were mostly bristling
with indecency; but the dervish never transgressed in this respect on
getting a hint from me that that sort of thing was unpleasing, and his
stories were always of great interest, intensely pathetic at times, and
at others very comic. His power of imitation was great; the voices of
his old men and women were unmistakable, while the sex of the
lovers was equally distinct, and his laugh was infectious and
sympathetic.
Another dervish I knew was a man six-feet-six in height, who was
possessed of the sounding title of “King Panther” (Shah Paleng).
This man’s only title to respect was his great height and startling
appearance, for he was but a stupid and pertinacious beggar, after
all. I had the misfortune to make his acquaintance, having selected
him as a good photographic type; I got my type, but could not get rid
of my model, always finding the fellow seated in my courtyard,
engaged apparently in religious meditation. It was only by the
strongest remonstrance with my servants that I could get him kept
out of the house, and even then he used to haunt my door.
Dervishes, as a rule, have many vices. They have very often
vague ideas of meum and tuum, and debauch and rob the wives of
the villagers by tricks; in fact, their holiness is more believed in by
the women than the men throughout Persia. Many are drunkards,
others take opium; this is often the cause of their haggard
appearance.
Others indulge in the smoking or drinking of bhang, or Indian
hemp, and when under the intoxicating influence of this drug, a state
which is induced prior to the coming-on of the stupefying effect, they
have been guilty of great and dreadful crimes.
In Shiraz they were credited with nightly orgies and the celebration
of unknown rites, the mysteries and horrors of which were probably
much exaggerated, being possibly merely debauches of smoking
and drinking.
So common is the condition of the dervish in Persia, that in each
of the big towns there is a shop appropriated to the sale of their
paraphernalia of tiger-skins, axes, embroidered hats, &c.
The vows seem simply to consist of those of poverty and
obedience to a chief, with a payment of a portion of the alms
extracted from the charitable to him. There is no vow of continence;
and, on the whole, a dervish may be generally said to imply an idle
“vagrom” man, who lives by imposing on the good-nature of others.
We were approaching the Aid-i-No-Ruz, or festival of the New
Year, when it is the custom of the dervishes to erect a sort of tent at
the street-door of any personage, and to remain in it till dismissed
with a present.
Major S⸺, as an undoubted personage, had a dervish sent to
his house. He had suffered from the infliction before, and had bought
himself off on that occasion by a gift of fifty kerans (two pounds), but
this time he was determined to grin and bear it, thinking that by
making a stand he would escape a similar infliction in the future.
The chief of the dervishes indicates to his subordinates the houses
that they are to besiege, and they are allotted to the various
members of the fraternity according to seniority—the king, the prime
minister, the chancellor, and so on, downwards.
When I say that every man of standing had his dervish, it will be
seen that there were many of the brotherhood at that time in
Teheran.
Every foreign minister had one at his door, and I am sure that any
Persian of consideration would have been very loth to be without this
very visible sign of greatness.
The Major’s dervish was to be found in the street day and night, in
or beside his so-called tent; this consisted of some two yards of thin
canvas, pegged into the wall at the side of the outer gate, and held
down by three pieces of string. The dervish sat by day on an
antelope-skin, and by night (if he ever did sleep) slept on it in his
clothes.
As any one, visitor or host, entered or left the house, a shrill blast
was blown on a buffalo-horn, and the man emitted his monotonous
“Huc—yah huc” and extended his palm. He had a small pot of live
charcoal before him; and smoking, and his so-called garden (a sort
of playing at gardening, six twigs of box-tree being planted in a little
heap of dust, and an orange being placed between each), occupied
a good deal of his time.
The annoying part of it was that he was always there, and that we
could never forget, or fail to notice this fact, from the persistent
salutations of “Salaam, sahib!” smilingly given, or the eternal cries
and blasts of the buffalo-horn, by which he made night hideous and
the day unbearable. As time wore on and the New Year approached,
the blasts and cries became more prolonged and more frequent, and
the whole household became more and more depressed. We all
knew that the servants were providing the man with two square
meals a day and unlimited tobacco, of course quite contrary to
orders.
But I think the greatest sufferers were myself and a friend, whose
bedroom-window was above the so-called tent of this demon in
human form. Patience has its limits, and one morning we determined
to, as we hoped, induce our bugbear to shift his quarters. We poured
our two tubs into one, and carefully choosing our moment, suddenly
emptied the contents on the tent.
Down it came on the head of the dervish, putting out his fire-pot,
and producing a very free succession of invocations to saints.
But, alas! when we went out in the morning, hoping to find him
gone, we were received with “Salaam, sahib!” and a solo on the horn
that for volume, Harper, of trumpet fame, might have vainly
attempted to emulate.
We slunk off, but vowed further vengeance. The next day we
determined on a baptism of fire, and we carefully stoked our
“mangal,” or brazier, till it gave off a fine red heat, and was quite full
of live charcoal. At that time, when there were few fire-places in the
rooms of Persian houses, it was usual to employ these braziers to
warm the rooms.
We did not impart our design to the Major, who would doubtless
have disapproved, but as soon as the coast was clear, and we were
sure that the dervish was in his tent, we prepared for action.
We had got the brazier into position, when the wretch commenced
one of his frantic solos; down came the contents, some twenty
pounds of live charcoal and wood-ashes.
The dervish laughed at such things, and blew a defiant blast; but
in a moment the charcoal, having burnt through the tent-roof,
descended on his flowing locks, and, amidst deriding shouts of
“Khock ber ser um!” (ashes on my head), a favourite form of
imprecation with Persians, from my companion, the dervish emerged
considerably the worse.
We were delighted, and felt that we had been at last too many for
him. Though our minds were not quite free from visions of a severe
wigging from the Major, we felt we had triumphed, and hurried down
to tell our tale.
We then found that the dervish had exhausted even the Major’s
patience, and had received his present and gone. We maintained a
discreet silence. Whether the Major heard of our two attacks I never
knew, but the man was gone—tent, garden, fire-pot, oranges, and
all. Perhaps the treatment he got was considered too bad; anyhow,
he was gone, and we ceased to hear nightly “the voice which cried,
Sleep no more.”
A few days after the above little drama came the Aid-i-No-Ruz, or
New Year’s Day: the excitement was great. It appeared that uniform
of some sort was de rigueur, and Colonel G⸺ kindly lent me a blue
frock-coat with many frogs, and a gold-laced cap; a pair of uniform
inexpressibles with a broad red stripe, were got from some one else;
a cavalry sabre and a pair of buckskin gloves completed the semi-
military appearance which is possessed by officers of the English
army on the stage; there they always live in uniform, off it never; a
pair of goloshes were also donned!
I was only too grateful to complete my nondescript rig-out, for,
determined as I was to see the sight, and uniform of some sort being
a sine quâ non, Mr. Alison, Her Majesty’s Minister, had kindly placed
at my disposal the full-dress costume of a Highland chief, in which all
my friends were dying to see me, and in which I should no doubt
have presented a striking appearance; and rather than not go, I was
determined to don even so appalling a costume as that worn by the
traditional Highlander.
I had girded on my sword, when my medical chief entered in a
frock-coat similar to mine, but with fewer frogs, and a cap with much
narrower lace.
We were doubtless filled with mutual admiration, but my chief’s
eye soon fell on my wealth of frogs, for was not I disguised as a
lieutenant-colonel, while he was merely a travesty of a captain?
“This will never do, Wills. Why, I shall appear to be your
subordinate!”
There was no doubt of the justice of the remark. My plumage was
decidedly the handsomer. I consented to a change to the less-
befrogged and humbler coat; but my chief had long arms, and what
was short in the sleeve for me was only half-way down his fore-arm,
and he showed all his cuff and a good deal of shirt-sleeve. He looked
now undoubtedly my senior, but also as if he had grown considerably
since that coat was made. We had to stick to our caps, as my head
was too big to get into his.
We all collected, and we two doctors caused some amusement by
our very martial array; in fact, our get-up was a considerable likeness
to that of “the bold gendarmes.”
Off we went, all on horseback, to the English Mission (or
Legation), and we joined the procession of his Excellency, Mr. Alison,
who was doubtless disappointed not to have in his train a spurious
Highland chief.
The streets were crowded; every one, to the poorest, in new
clothes, for the Persian on this auspicious day always puts on a new
suit. Many of the streets and bazaars were lined by soldiers of rather
unmartial appearance, and most of them were preparing plumes of
white cocks’ feathers, which they got ready with a knife, a bit of stick,
and some string.
The din was tremendous. Gradually we neared the palace, and,
getting down at one of the side doors of it, we entered in the order of
our rank, the ambassador and Colonel G⸺, in full uniform, with
cocked hats, leading the procession; then came the secretaries, then
the mission doctor, the major, then my chief, while I came last and
least, the junior of all.
Passing through many courtyards crowded with grandees and
their servants, we came into a handsome apartment well provided
with chairs; there we found the other ambassadors and their suites,
viz., the French, Russian, and Turkish, who had preceded our party;
they were in full dress, and wore all their orders.
Pipes were handed round, and then trays of sherbet (iced water
flavoured with syrups) and coffee; also a profusion of sweetmeats.
After some half-hour, the master of the ceremonies—who was
arrayed in the tall turban of Cashmere shawls, the long robe of the
same, trimmed with fur, and the red stockings, that constitute the
Court dress of Persia; decorated with numerous orders and the
portrait of his sovereign set in diamonds—preceded Mr. Alison, who,
as the “doyen” of the ambassadors, took precedence of the other
nationalities; and ushered us in.
We entered a garden, up the path of which were laid carpets, and
in the midst was a fountain; various little formal beds, filled with
narcissus and planted with shrubs, occupied the rest of the space,
while a long “hauz,” or enclosed basin, raised some six inches from
the ground, ran down the centre; the water in this, which was quite
still, was ornamented with an elaborate pattern, formed on its
surface by sprinkling handfuls of rose-leaves, and the effect was
pretty in the extreme. All round the edge of the hauz were placed a
continuous row of oranges.
A few of the royal body-guard, or “gholams,” with their guns in red
cloth cases, slung over their shoulders, stood about in motionless
groups; also some of the king’s ministers and more favoured
servants chatted in whispers; while at an open window sat the Shah-
in-Shah, or King of kings and Asylum of the Universe.
When we had all entered we made a military salute, to which the
Shah vouchsafed no reply; after a few more paces, we halted again
and made a second; and then we were ushered into the room itself
in which his Majesty deigned to receive us. Here we all formed in
single file in order of rank behind our respective ambassadors, thus
forming four files.
The Shah was on our entrance no longer sitting, but lounged
against a table; on it lay his jewelled sword, which, covered as it was
with diamonds, literally glittered in the strong sunbeams, these also
illuminated the jewels with which the king really blazed; the royal
plume, or “jika,” of white feathers and diamonds trembled on the
black hat of finest Astrachan lambskin, shimmering with rays of
many-coloured light.

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Physics for Scientists and Engineers

(MindTap Course List) 10th Edition

for Scientists and Engineers

John W. Jewett, Jr.

With contributions from Vahé Peroomian

About the Cover

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3 Vectors 52 8 Conservation of Energy 181

23 Continuous Charge Distributions 29 Sources of the Magnetic Field 771

24 Electric Potential 636 30 Faraday’s Law 797

P a rt 5 38.9 The General Theory of Relativity 1039

39 Introduction to Quantum Physics 1048

41 Atomic Physics 1105 44.2 Positrons and Other Antiparticles 1227

42 Molecules and Solids 1144 Appendices

An Integrative Approach to Course Materials

Changes in the Tenth Edition

WebAssign for Physics for Scientists and Engineers

New MCAT-Style Passage Problem Modules. Available only in WebAssign, these 30

Problem Solving and Conceptual Understanding

Example 3.2 A Vacation Trip

3.4 Components of a Vector and Unit Vectors

the car’s power loss owing Figure P8.32

The Gulhaek Road—Visit to a virtuoso—His story—Persian New Year—Persian

I passed a fortnight in Major S⸺’s house, and gradually got

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