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FUNDAMENTALS OF PHYSICS
E X T E N D E D
Halliday & Resnick

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10 9 8 7 6 5 4 3 2 1
B R I E F C O N T E N T S
V O L U M E 1 V O L U M E 2
1 Measurement 21 Coulomb’s Law
2 Motion Along a Straight Line 22 Electric Fields
3 Vectors 23 Gauss’ Law
4 Motion in Two and Three Dimensions 24 Electric Potential
5 Force and Motion—I 25 Capacitance
6 Force and Motion—II 26 Current and Resistance
7 Kinetic Energy and Work 27 Circuits
8 Potential Energy and Conservation of Energy 28 Magnetic Fields
9 Center of Mass and Linear Momentum 29 Magnetic Fields Due to Currents
10 Rotation 30 Induction and Inductance
11 Rolling, Torque, and Angular Momentum 31 Electromagnetic Oscillations and Alternating
12 Equilibrium and Elasticity Current
13 Gravitation 32 Maxwell’s Equations; Magnetism of Matter
14 Fluids 33 Electromagnetic Waves
15 Oscillations 34 Images
16 Waves—I 35 Interference
17 Waves—II 36 Diffraction
18 Temperature, Heat, and the First Law of 37 Relativity

Thermodynamics 38 Photons and Matter Waves
19 The Kinetic Theory of Gases 39 More About Matter Waves
20 Entropy and the Second Law of 40 All About Atoms
Thermodynamics 41 Conduction of Electricity in Solids
42 Nuclear Physics
43 Energy from the Nucleus
44 Quarks, Leptons, and the Big Bang
Appendices / Answers to Checkpoints and Odd-Numbered Questions and Problems / Index
v
C O N T E N T S
1 Measurement 1 Adding Vectors by Components 46

1-1 MEASURING THINGS, INCLUDING LENGTHS 1 Vectors and the Laws of Physics 47
What Is Physics? 1
3-3 MULTIPLYING VECTORS 50
Measuring Things 1
Multiplying Vectors 50
The International System of Units 2
Changing Units 3 REVIEW & SUMMARY 55 QUESTIONS 56 PROBLEMS 57
Length 3
Significant Figures and Decimal Places 4 4 Motion in Two and Three Dimensions 62
4-1 POSITION AND DISPLACEMENT 62
1-2 TIME 5
What Is Physics? 62
Time 5
Position and Displacement 63
1-3 MASS 6
4-2 AVERAGE VELOCITY AND INSTANTANEOUS VELOCITY 64
Mass 6
Average Velocity and Instantaneous Velocity 65
REVIEW & SUMMARY 8 PROBLEMS 8
4-3 AVERAGE ACCELERATION AND INSTANTANEOUS

2 Motion Along a Straight Line 13 ACCELERATION 67
2-1 POSITION, DISPLACEMENT, AND AVERAGE VELOCITY 13 Average Acceleration and Instantaneous Acceleration 68
What Is Physics? 13
Motion 14 4-4 PROJECTILE MOTION 70
Position and Displacement 14 Projectile Motion 70
Average Velocity and Average Speed 15
4-5 UNIFORM CIRCULAR MOTION 76
2-2 INSTANTANEOUS VELOCITY AND SPEED 18 Uniform Circular Motion 76
Instantaneous Velocity and Speed 18
4-6 RELATIVE MOTION IN ONE DIMENSION 78
2-3 ACCELERATION 20 Relative Motion in One Dimension 78
Acceleration 20
4-7 RELATIVE MOTION IN TWO DIMENSIONS 80
2-4 CONSTANT ACCELERATION 23 Relative Motion in Two Dimensions 80
Constant Acceleration: A Special Case 23 REVIEW & SUMMARY 81 QUESTIONS 82 PROBLEMS 84
Another Look at Constant Acceleration 26
2-5 FREE-FALL ACCELERATION 27 5 Force and Motion—I 94

Free-Fall Acceleration 27 5-1 NEWTON’S FIRST AND SECOND LAWS 94
What Is Physics? 94
2-6 GRAPHICAL INTEGRATION IN MOTION ANALYSIS 29 Newtonian Mechanics 95
Graphical Integration in Motion Analysis 29 Newton’s First Law 95
REVIEW & SUMMARY 30 QUESTIONS 31 PROBLEMS 32 Force 96
Mass 97
3 Vectors 40 Newton’s Second Law 98
3-1 VECTORS AND THEIR COMPONENTS 40
What Is Physics? 40 5-2 SOME PARTICULAR FORCES 102
Vectors and Scalars 40 Some Particular Forces 102
Adding Vectors Geometrically 41
5-3 APPLYING NEWTON’S LAWS 106
Components of Vectors 42
Newton’s Third Law 106
3-2 UNIT VECTORS, ADDING VECTORS BY COMPONENTS 46 Applying Newton’s Laws 108
Unit Vectors 46 REVIEW & SUMMARY 114 QUESTIONS 114 PROBLEMS 116
vi
CONTENTS vii
6 Force and Motion—II 124 8-4 WORK DONE ON A SYSTEM BY AN EXTERNAL FORCE 191
6-1 FRICTION 124 Work Done on a System by an External Force 192
What Is Physics? 124
8-5 CONSERVATION OF ENERGY 195
Friction 124
Conservation of Energy 195
Properties of Friction 127
REVIEW & SUMMARY 199 QUESTIONS 200 PROBLEMS 202
6-2 THE DRAG FORCE AND TERMINAL SPEED 130
The Drag Force and Terminal Speed 130
9 Center of Mass and Linear Momentum 214
6-3 UNIFORM CIRCULAR MOTION 133 9-1 CENTER OF MASS 214
Uniform Circular Motion 133 What Is Physics? 214
REVIEW & SUMMARY 138 QUESTIONS 139 PROBLEMS 140 The Center of Mass 215
9-2 NEWTON’S SECOND LAW FOR A SYSTEM OF

7 Kinetic Energy and Work 149 PARTICLES 220
7-1 KINETIC ENERGY 149 Newton’s Second Law for a System of Particles 220
9-3 LINEAR MOMENTUM 224
What Is Energy? 149
Linear Momentum 224
Kinetic Energy 150
The Linear Momentum of a System of Particles 225
7-2 WORK AND KINETIC ENERGY 151 9-4 COLLISION AND IMPULSE 226
Work 151 Collision and Impulse 226
Work and Kinetic Energy 152
9-5 CONSERVATION OF LINEAR MOMENTUM 230
7-3 WORK DONE BY THE GRAVITATIONAL FORCE 155 Conservation of Linear Momentum 230
Work Done by the Gravitational Force 156
9-6 MOMENTUM AND KINETIC ENERGY IN
7-4 WORK DONE BY A SPRING FORCE 159 COLLISIONS 233
Work Done by a Spring Force 159 Momentum and Kinetic Energy in Collisions 233
Inelastic Collisions in One Dimension 234
7-5 WORK DONE BY A GENERAL VARIABLE FORCE 162
Work Done by a General Variable Force 162 9-7 ELASTIC COLLISIONS IN ONE DIMENSION 237
Elastic Collisions in One Dimension 237
7-6 POWER 166
Power 166 9-8 COLLISIONS IN TWO DIMENSIONS 240
REVIEW & SUMMARY 168 QUESTIONS 169 PROBLEMS 170 Collisions in Two Dimensions 240
9-9 SYSTEMS WITH VARYING MASS: A ROCKET 241

8 Potential Energy and Conservation of Systems with Varying Mass: A Rocket 241
Energy 177 REVIEW & SUMMARY 243 QUESTIONS 245 PROBLEMS 246
8-1 POTENTIAL ENERGY 177

Work and Potential Energy 178 10 Rotation 257
Path Independence of Conservative Forces 179 10-1 ROTATIONAL VARIABLES 257
Determining Potential Energy Values 181 What Is Physics? 258
Rotational Variables 259
8-2 CONSERVATION OF MECHANICAL ENERGY 184 Are Angular Quantities Vectors? 264
Conservation of Mechanical Energy 184
10-2 ROTATION WITH CONSTANT ANGULAR
8-3 READING A POTENTIAL ENERGY CURVE 187 ACCELERATION 266
Reading a Potential Energy Curve 187 Rotation with Constant Angular Acceleration 266
viii CONTENTS
10-3 RELATING THE LINEAR AND ANGULAR 12 Equilibrium and Elasticity 327

VARIABLES 268 12-1 EQUILIBRIUM 327
Relating the Linear and Angular Variables 268 What Is Physics? 327
10-4 KINETIC ENERGY OF ROTATION 271 Equilibrium 327
Kinetic Energy of Rotation 271 The Requirements of Equilibrium 329
The Center of Gravity 330
10-5 CALCULATING THE ROTATIONAL INERTIA 273
Calculating the Rotational Inertia 273 12-2 SOME EXAMPLES OF STATIC EQUILIBRIUM 332
Some Examples of Static Equilibrium 332
10-6 TORQUE 277
Torque 278 12-3 ELASTICITY 338
Indeterminate Structures 338
10-7 NEWTON’S SECOND LAW FOR ROTATION 279 Elasticity 339
Newton’s Second Law for Rotation 279
10-8 WORK AND ROTATIONAL KINETIC ENERGY 282

Work and Rotational Kinetic Energy 282 13 Gravitation 354
REVIEW & SUMMARY 285 QUESTIONS 286 PROBLEMS 287 13-1 NEWTON’S LAW OF GRAVITATION 354
Newton’s Law of Gravitation 355
11 Rolling, Torque, and Angular Momentum 295
11-1 ROLLING AS TRANSLATION AND ROTATION 13-2 GRAVITATION AND THE PRINCIPLE OF
COMBINED 295 SUPERPOSITION 357
What Is Physics? 295 Gravitation and the Principle of Superposition 357
Rolling as Translation and Rotation Combined 295
13-3 GRAVITATION NEAR EARTH’S SURFACE 359
11-2 FORCES AND KINETIC ENERGY OF ROLLING 298 Gravitation Near Earth’s Surface 360
The Kinetic Energy of Rolling 298
13-4 GRAVITATION INSIDE EARTH 362
The Forces of Rolling 299
Gravitation Inside Earth 363
11-3 THE YO-YO 301
13-5 GRAVITATIONAL POTENTIAL ENERGY 364
The Yo-Yo 302
Gravitational Potential Energy 364
11-4 TORQUE REVISITED 302
13-6 PLANETS AND SATELLITES: KEPLER’S LAWS 368
Torque Revisited 303
Planets and Satellites: Kepler’s Laws 369
11-5 ANGULAR MOMENTUM 305
Angular Momentum 305 13-7 SATELLITES: ORBITS AND ENERGY 371
Satellites: Orbits and Energy 371
11-6 NEWTON’S SECOND LAW IN ANGULAR FORM 307
Newton’s Second Law in Angular Form 307 13-8 EINSTEIN AND GRAVITATION 374
Einstein and Gravitation 374
11-7 ANGULAR MOMENTUM OF A RIGID BODY 310 REVIEW & SUMMARY 376 QUESTIONS 377 PROBLEMS 378
The Angular Momentum of a System of Particles 310
The Angular Momentum of a Rigid Body Rotating About
a Fixed Axis 311 14 Fluids 386
14-1 FLUIDS, DENSITY, AND PRESSURE 386
11-8 CONSERVATION OF ANGULAR MOMENTUM 312 What Is Physics? 386
Conservation of Angular Momentum 312 What Is a Fluid? 386
Density and Pressure 387
11-9 PRECESSION OF A GYROSCOPE 317
Precession of a Gyroscope 317 14-2 FLUIDS AT REST 388
REVIEW & SUMMARY 318 QUESTIONS 319 PROBLEMS 320 Fluids at Rest 389
CONTENTS ix
14-3 MEASURING PRESSURE 392 16-3 ENERGY AND POWER OF A WAVE TRAVELING ALONG

Measuring Pressure 392 A STRING 454
Energy and Power of a Wave Traveling Along a String 454
14-4 PASCAL’S PRINCIPLE 393
Pascal’s Principle 393 16-4 THE WAVE EQUATION 456
The Wave Equation 456
14-5 ARCHIMEDES’ PRINCIPLE 394
Archimedes’ Principle 395 16-5 INTERFERENCE OF WAVES 458
The Principle of Superposition for Waves 458
14-6 THE EQUATION OF CONTINUITY 398 Interference of Waves 459
Ideal Fluids in Motion 398
The Equation of Continuity 399 16-6 PHASORS 462
Phasors 462
14-7 BERNOULLI’S EQUATION 401
Bernoulli’s Equation 401
16-7 STANDING WAVES AND RESONANCE 465
Standing Waves 465
Standing Waves and Resonance 467
15 Oscillations 413
15-1 SIMPLE HARMONIC MOTION 413 17 Waves—II 479
What Is Physics? 414 17-1 SPEED OF SOUND 479
Simple Harmonic Motion 414 What Is Physics? 479
The Force Law for Simple Harmonic Motion 419 Sound Waves 479
The Speed of Sound 480
15-2 ENERGY IN SIMPLE HARMONIC MOTION 421
Energy in Simple Harmonic Motion 421 17-2 TRAVELING SOUND WAVES 482
Traveling Sound Waves 482
15-3 AN ANGULAR SIMPLE HARMONIC OSCILLATOR 423
An Angular Simple Harmonic Oscillator 423 17-3 INTERFERENCE 485
Interference 485
15-4 PENDULUMS, CIRCULAR MOTION 424
Pendulums 425 17-4 INTENSITY AND SOUND LEVEL 488
Simple Harmonic Motion and Uniform Circular Motion 428 Intensity and Sound Level 489
15-5 DAMPED SIMPLE HARMONIC MOTION 430 17-5 SOURCES OF MUSICAL SOUND 492
Damped Simple Harmonic Motion 430 Sources of Musical Sound 493
15-6 FORCED OSCILLATIONS AND RESONANCE 432 17-6 BEATS 496

Forced Oscillations and Resonance 432 Beats 497
REVIEW & SUMMARY 434 QUESTIONS 434 PROBLEMS 436 17-7 THE DOPPLER EFFECT 498
The Doppler Effect 499
16 Waves—I 444 17-8 SUPERSONIC SPEEDS, SHOCK WAVES 503

16-1 TRANSVERSE WAVES 444 Supersonic Speeds, Shock Waves 503
What Is Physics? 445 REVIEW & SUMMARY 504 QUESTIONS 505 PROBLEMS 506
Types of Waves 445
Transverse and Longitudinal Waves 445
18 Temperature, Heat, and the First Law of
Wavelength and Frequency 446
The Speed of a Traveling Wave 449
Thermodynamics 514
18-1 TEMPERATURE 514
16-2 WAVE SPEED ON A STRETCHED STRING 452 What Is Physics? 514
Wave Speed on a Stretched String 452 Temperature 515
x CONTENTS
The Zeroth Law of Thermodynamics 515 19-9 THE ADIABATIC EXPANSION OF AN IDEAL GAS 571
Measuring Temperature 516 The Adiabatic Expansion of an Ideal Gas 571
18-2 THE CELSIUS AND FAHRENHEIT SCALES 518 REVIEW & SUMMARY 575 QUESTIONS 576 PROBLEMS 577
The Celsius and Fahrenheit Scales 518

20 Entropy and the Second Law of
18-3 THERMAL EXPANSION 520
Thermal Expansion 520
Thermodynamics 583
20-1 ENTROPY 583
18-4 ABSORPTION OF HEAT 522 What Is Physics? 584
Temperature and Heat 523 Irreversible Processes and Entropy 584
The Absorption of Heat by Solids and Liquids 524 Change in Entropy 585
The Second Law of Thermodynamics 588
18-5 THE FIRST LAW OF THERMODYNAMICS 528
A Closer Look at Heat and Work 528 20-2 ENTROPY IN THE REAL WORLD: ENGINES 590
The First Law of Thermodynamics 531 Entropy in the Real World: Engines 590
Some Special Cases of the First Law of
Thermodynamics 532 20-3 REFRIGERATORS AND REAL ENGINES 595
Entropy in the Real World: Refrigerators 596
18-6 HEAT TRANSFER MECHANISMS 534 The Efficiencies of Real Engines 597
Heat Transfer Mechanisms 534
20-4 A STATISTICAL VIEW OF ENTROPY 598
A Statistical View of Entropy 598
19 The Kinetic Theory of Gases 549

19-1 AVOGADRO’S NUMBER 549 21 Coulomb’s Law 609
21-1 COULOMB’S LAW 609
Avogadro’s Number 550
19-2 IDEAL GASES 550 Electric Charge 610
Ideal Gases 551 Conductors and Insulators 612
Coulomb’s Law 613
19-3 PRESSURE, TEMPERATURE, AND
RMS SPEED 554 21-2 CHARGE IS QUANTIZED 619
Pressure, Temperature, and RMS Speed 554 Charge Is Quantized 619
19-4 TRANSLATIONAL KINETIC ENERGY 557 21-3 CHARGE IS CONSERVED 621

Translational Kinetic Energy 557 Charge Is Conserved 621
19-5 MEAN FREE PATH 558
Mean Free Path 558
22 Electric Fields 630
19-6 THE DISTRIBUTION OF MOLECULAR SPEEDS 560 22-1 THE ELECTRIC FIELD 630
The Distribution of Molecular Speeds 561 What Is Physics? 630
The Electric Field 631
19-7 THE MOLAR SPECIFIC HEATS OF
Electric Field Lines 631
AN IDEAL GAS 564
The Molar Specific Heats of an Ideal Gas 564 22-2 THE ELECTRIC FIELD DUE TO A CHARGED
PARTICLE 633
19-8 DEGREES OF FREEDOM AND MOLAR The Electric Field Due to a Point Charge 633
SPECIFIC HEATS 568
Degrees of Freedom and Molar Specific Heats 568 22-3 THE ELECTRIC FIELD DUE TO A DIPOLE 635
A Hint of Quantum Theory 570 The Electric Field Due to an Electric Dipole 636
CONTENTS xi
22-4 THE ELECTRIC FIELD DUE TO A LINE OF CHARGE 638 24-5 POTENTIAL DUE TO A CONTINUOUS CHARGE
The Electric Field Due to Line of Charge 638 DISTRIBUTION 698
Potential Due to a Continuous Charge Distribution 698
22-5 THE ELECTRIC FIELD DUE TO A CHARGED DISK 643
The Electric Field Due to a Charged Disk 643 24-6 CALCULATING THE FIELD FROM THE POTENTIAL 701
Calculating the Field from the Potential 701
22-6 A POINT CHARGE IN AN ELECTRIC FIELD 645
A Point Charge in an Electric Field 645 24-7 ELECTRIC POTENTIAL ENERGY OF A SYSTEM OF
CHARGED PARTICLES 703
22-7 A DIPOLE IN AN ELECTRIC FIELD 647 Electric Potential Energy of a System of Charged Particles 703
A Dipole in an Electric Field 648
REVIEW & SUMMARY 650 QUESTIONS 651 PROBLEMS 652 24-8 POTENTIAL OF A CHARGED ISOLATED CONDUCTOR 706
Potential of a Charged Isolated Conductor 706
23 Gauss’ Law 659 REVIEW & SUMMARY 707 QUESTIONS 708 PROBLEMS 710
23-1 ELECTRIC FLUX 659
25 Capacitance 717
Electric Flux 660
25-1 CAPACITANCE 717
23-2 GAUSS’ LAW 664 What Is Physics? 717
Gauss’ Law 664 Capacitance 717
Gauss’ Law and Coulomb’s Law 666
25-2 CALCULATING THE CAPACITANCE 719
23-3 A CHARGED ISOLATED CONDUCTOR 668 Calculating the Capacitance 720
A Charged Isolated Conductor 668
25-3 CAPACITORS IN PARALLEL AND IN SERIES 723
23-4 APPLYING GAUSS’ LAW: CYLINDRICAL Capacitors in Parallel and in Series 724
SYMMETRY 671
25-4 ENERGY STORED IN AN ELECTRIC FIELD 728
Applying Gauss’ Law: Cylindrical Symmetry 671
Energy Stored in an Electric Field 728
23-5 APPLYING GAUSS’ LAW: PLANAR SYMMETRY 673
25-5 CAPACITOR WITH A DIELECTRIC 731
Applying Gauss’ Law: Planar Symmetry 673
Capacitor with a Dielectric 731
23-6 APPLYING GAUSS’ LAW: SPHERICAL SYMMETRY 675 Dielectrics: An Atomic View 733
Applying Gauss’ Law: Spherical Symmetry 675
25-6 DIELECTRICS AND GAUSS’ LAW 735
REVIEW & SUMMARY 677 QUESTIONS 677 PROBLEMS 679 Dielectrics and Gauss’ Law 735
24 Electric Potential 685 REVIEW & SUMMARY 738 QUESTIONS 738 PROBLEMS 739
24-1 ELECTRIC POTENTIAL 685

What Is Physics? 685 26 Current and Resistance 745
Electric Potential and Electric Potential Energy 686 26-1 ELECTRIC CURRENT 745
24-2 EQUIPOTENTIAL SURFACES AND THE ELECTRIC Electric Current 746
FIELD 690
Equipotential Surfaces 690 26-2 CURRENT DENSITY 748
Calculating the Potential from the Field 691 Current Density 749
24-3 POTENTIAL DUE TO A CHARGED PARTICLE 694 26-3 RESISTANCE AND RESISTIVITY 752
Potential Due to a Charged Particle 694 Resistance and Resistivity 753
Potential Due to a Group of Charged Particles 695
26-4 OHM’S LAW 756
24-4 POTENTIAL DUE TO AN ELECTRIC DIPOLE 697 Ohm’s Law 756
Potential Due to an Electric Dipole 697 A Microscopic View of Ohm’s Law 758
xii CONTENTS
26-5 POWER, SEMICONDUCTORS, 28-8 THE MAGNETIC DIPOLE MOMENT 824

SUPERCONDUCTORS 760 The Magnetic Dipole Moment 825
Power in Electric Circuits 760 REVIEW & SUMMARY 827 QUESTIONS 827 PROBLEMS 829
Semiconductors 762
Superconductors 763
29 Magnetic Fields Due to Currents 836
29-1 MAGNETIC FIELD DUE TO A CURRENT 836
27 Circuits 771 Calculating the Magnetic Field Due to a Current 837
27-1 SINGLE-LOOP CIRCUITS 771
29-2 FORCE BETWEEN TWO PARALLEL CURRENTS 842
Force Between Two Parallel Currents 842
“Pumping” Charges 772
Work, Energy, and Emf 773 29-3 AMPERE’S LAW 844
Calculating the Current in a Single-Loop Circuit 774 Ampere’s Law 844
Other Single-Loop Circuits 776
Potential Difference Between Two Points 777 29-4 SOLENOIDS AND TOROIDS 848
Solenoids and Toroids 848
27-2 MULTILOOP CIRCUITS 781
Multiloop Circuits 781 29-5 A CURRENT-CARRYING COIL AS A MAGNETIC DIPOLE 851
A Current-Carrying Coil as a Magnetic Dipole 851
27-3 THE AMMETER AND THE VOLTMETER 788 REVIEW & SUMMARY 854 QUESTIONS 855 PROBLEMS 856
The Ammeter and the Voltmeter 788
27-4 RC CIRCUITS 788 30 Induction and Inductance 864

RC Circuits 789 30-1 FARADAY’S LAW AND LENZ’S LAW 864
REVIEW & SUMMARY 793 QUESTIONS 793 PROBLEMS 795 What Is Physics? 864
Two Experiments 865
Faraday’s Law of Induction 865
28 Magnetic Fields 803
→ Lenz’s Law 868
28-1 MAGNETIC FIELDS AND THE DEFINITION OF B 803
What Is Physics? 803 30-2 INDUCTION AND ENERGY TRANSFERS 871
What Produces a → Magnetic Field? 804 Induction and Energy Transfers 871
The Definition of B 804
30-3 INDUCED ELECTRIC FIELDS 874
28-2 CROSSED FIELDS: DISCOVERY OF THE Induced Electric Fields 875
ELECTRON 808
30-4 INDUCTORS AND INDUCTANCE 879
Crossed Fields: Discovery of the Electron 809
Inductors and Inductance 879
28-3 CROSSED FIELDS: THE HALL EFFECT 810 30-5 SELF-INDUCTION 881
Crossed Fields: The Hall Effect 811 Self-Induction 881
28-4 A CIRCULATING CHARGED PARTICLE 814 30-6 RL CIRCUITS 882
A Circulating Charged Particle 814 RL Circuits 883
28-5 CYCLOTRONS AND SYNCHROTRONS 817 30-7 ENERGY STORED IN A MAGNETIC FIELD 887
Cyclotrons and Synchrotrons 818 Energy Stored in a Magnetic Field 887
28-6 MAGNETIC FORCE ON A CURRENT-CARRYING 30-8 ENERGY DENSITY OF A MAGNETIC FIELD 889

WIRE 820 Energy Density of a Magnetic Field 889
Magnetic Force on a Current-Carrying Wire 820
30-9 MUTUAL INDUCTION 890
28-7 TORQUE ON A CURRENT LOOP 822 Mutual Induction 890
Torque on a Current Loop 822 REVIEW & SUMMARY 893 QUESTIONS 893 PROBLEMS 895
CONTENTS xiii
31 Electromagnetic Oscillations and 32-8 FERROMAGNETISM 961

Alternating Current 903 Ferromagnetism 961
31-1 LC OSCILLATIONS 903 REVIEW & SUMMARY 964 QUESTIONS 965 PROBLEMS 967

LC Oscillations, Qualitatively 904 33 Electromagnetic Waves 972
The Electrical-Mechanical Analogy 906 33-1 ELECTROMAGNETIC WAVES 972
LC Oscillations, Quantitatively 907 What Is Physics? 972
31-2 DAMPED OSCILLATIONS IN AN RLC CIRCUIT 910 Maxwell’s Rainbow 973
Damped Oscillations in an RLC Circuit 911 The Traveling Electromagnetic Wave, Qualitatively 974
The Traveling Electromagnetic Wave, Quantitatively 977
31-3 FORCED OSCILLATIONS OF THREE SIMPLE
CIRCUITS 912 33-2 ENERGY TRANSPORT AND THE POYNTING
Alternating Current 913 VECTOR 980
Forced Oscillations 914 Energy Transport and the Poynting Vector 981
Three Simple Circuits 914
33-3 RADIATION PRESSURE 983
31-4 THE SERIES RLC CIRCUIT 921 Radiation Pressure 983
The Series RLC Circuit 921
33-4 POLARIZATION 985
31-5 POWER IN ALTERNATING-CURRENT Polarization 985
CIRCUITS 927
Power in Alternating-Current Circuits 927 33-5 REFLECTION AND REFRACTION 990
Reflection and Refraction 991
31-6 TRANSFORMERS 930
Transformers 930 33-6 TOTAL INTERNAL REFLECTION 996
Total Internal Reflection 996
33-7 POLARIZATION BY REFLECTION 997

32 Maxwell’s Equations; Magnetism Polarization by Reflection 998
of Matter 941 REVIEW & SUMMARY 999 QUESTIONS 1000 PROBLEMS 1001
32-1 GAUSS’ LAW FOR MAGNETIC FIELDS 941
What Is Physics? 941 34 Images 1010
Gauss’ Law for Magnetic Fields 942
34-1 IMAGES AND PLANE MIRRORS 1010
32-2 INDUCED MAGNETIC FIELDS 943 What Is Physics? 1010
Induced Magnetic Fields 943 Two Types of Image 1010
Plane Mirrors 1012
32-3 DISPLACEMENT CURRENT 946
Displacement Current 947 34-2 SPHERICAL MIRRORS 1014
Maxwell’s Equations 949 Spherical Mirrors 1015
Images from Spherical Mirrors 1016
32-4 MAGNETS 950
Magnets 950 34-3 SPHERICAL REFRACTING SURFACES 1020
Spherical Refracting Surfaces 1020
32-5 MAGNETISM AND ELECTRONS 952
Magnetism and Electrons 953 34-4 THIN LENSES 1023
Magnetic Materials 956 Thin Lenses 1023
32-6 DIAMAGNETISM 957 34-5 OPTICAL INSTRUMENTS 1030

Diamagnetism 957 Optical Instruments 1030
32-7 PARAMAGNETISM 959 34-6 THREE PROOFS 1033

Paramagnetism 959 REVIEW & SUMMARY 1036 QUESTIONS 1037 PROBLEMS 1038
xiv CONTENTS
35 Interference 1047 Measuring an Event 1118

35-1 LIGHT AS A WAVE 1047 The Relativity of Simultaneity 1120
What Is Physics? 1047 The Relativity of Time 1121
Light as a Wave 1048
37-2 THE RELATIVITY OF LENGTH 1125
35-2 YOUNG’S INTERFERENCE EXPERIMENT 1053 The Relativity of Length 1126
Diffraction 1053
37-3 THE LORENTZ TRANSFORMATION 1129
Young’s Interference Experiment 1054
The Lorentz Transformation 1129
35-3 INTERFERENCE AND DOUBLE-SLIT INTENSITY 1059 Some Consequences of the Lorentz Equations 1131
Coherence 1059
37-4 THE RELATIVITY OF VELOCITIES 1133
Intensity in Double-Slit Interference 1060
The Relativity of Velocities 1133
35-4 INTERFERENCE FROM THIN FILMS 1063
37-5 DOPPLER EFFECT FOR LIGHT 1134
Interference from Thin Films 1064
Doppler Effect for Light 1135
35-5 MICHELSON’S INTERFEROMETER 1070
37-6 MOMENTUM AND ENERGY 1137
Michelson’s Interferometer 1071
A New Look at Momentum 1138
REVIEW & SUMMARY 1072 QUESTIONS 1072 PROBLEMS 1074 A New Look at Energy 1138
36 Diffraction 1081
36-1 SINGLE-SLIT DIFFRACTION 1081
38 Photons and Matter Waves 1153
Diffraction and the Wave Theory of Light 1081 38-1 THE PHOTON, THE QUANTUM OF LIGHT 1153
Diffraction by a Single Slit: Locating the Minima 1083 What Is Physics? 1153
The Photon, the Quantum of Light 1154
36-2 INTENSITY IN SINGLE-SLIT DIFFRACTION 1086
38-2 THE PHOTOELECTRIC EFFECT 1155
Intensity in Single-Slit Diffraction 1086
The Photoelectric Effect 1156
Intensity in Single-Slit Diffraction, Quantitatively 1088
38-3 PHOTONS, MOMENTUM, COMPTON SCATTERING, LIGHT
36-3 DIFFRACTION BY A CIRCULAR APERTURE 1090
INTERFERENCE 1158
Diffraction by a Circular Aperture 1091
Photons Have Momentum 1159
36-4 DIFFRACTION BY A DOUBLE SLIT 1094 Light as a Probability Wave 1162
Diffraction by a Double Slit 1095 38-4 THE BIRTH OF QUANTUM PHYSICS 1164
36-5 DIFFRACTION GRATINGS 1098 The Birth of Quantum Physics 1165
Diffraction Gratings 1098 38-5 ELECTRONS AND MATTER WAVES 1166
Electrons and Matter Waves 1167
36-6 GRATINGS: DISPERSION AND RESOLVING
POWER 1101 38-6 SCHRÖDINGER’S EQUATION 1170
Gratings: Dispersion and Resolving Power 1101 Schrödinger’s Equation 1170
36-7 X-RAY DIFFRACTION 1104 38-7 HEISENBERG’S UNCERTAINTY PRINCIPLE 1172

X-Ray Diffraction 1104 Heisenberg’s Uncertainty Principle 1173
38-8 REFLECTION FROM A POTENTIAL STEP 1174
Reflection from a Potential Step 1174
37 Relativity 1116
37-1 SIMULTANEITY AND TIME DILATION 1116 38-9 TUNNELING THROUGH A POTENTIAL BARRIER 1176
What Is Physics? 1116 Tunneling Through a Potential Barrier 1176
The Postulates 1117 REVIEW & SUMMARY 1179 QUESTIONS 1180 PROBLEMS 1181
CONTENTS xv
39 More About Matter Waves 1186 41 Conduction of Electricity in Solids 1252

39-1 ENERGIES OF A TRAPPED ELECTRON 1186 41-1 THE ELECTRICAL PROPERTIES OF METALS 1252
What Is Physics? 1186 What Is Physics? 1253
String Waves and Matter Waves 1187 The Electrical Properties of Solids 1253
Energies of a Trapped Electron 1187 Energy Levels in a Crystalline Solid 1254
Insulators 1254
39-2 WAVE FUNCTIONS OF A TRAPPED
Metals 1255
ELECTRON 1191
Wave Functions of a Trapped Electron 1192 41-2 SEMICONDUCTORS AND DOPING 1261
Semiconductors 1262
39-3 AN ELECTRON IN A FINITE WELL 1195
Doped Semiconductors 1263
An Electron in a Finite Well 1195
39-4 TWO- AND THREE-DIMENSIONAL ELECTRON 41-3 THE p-n JUNCTION AND THE TRANSISTOR 1265
TRAPS 1197 The p-nJunction 1266
More Electron Traps 1197 The Junction Rectifier 1267
Two- and Three-Dimensional Electron Traps 1200 The Light-Emitting Diode (LED) 1268
The Transistor 1270
39-5 THE HYDROGEN ATOM 1201 REVIEW & SUMMARY 1271 QUESTIONS 1272 PROBLEMS 1272
The Hydrogen Atom Is an Electron Trap 1202
The Bohr Model of Hydrogen, a Lucky Break 1203 42 Nuclear Physics 1276
Schrödinger’s Equation and the Hydrogen Atom 1205 42-1 DISCOVERING THE NUCLEUS 1276
REVIEW & SUMMARY 1213 QUESTIONS 1213 PROBLEMS 1214 What Is Physics? 1276
Discovering the Nucleus 1276
40 All About Atoms 1219
40-1 PROPERTIES OF ATOMS 1219 42-2 SOME NUCLEAR PROPERTIES 1279
What Is Physics? 1220 Some Nuclear Properties 1280
Some Properties of Atoms 1220
42-3 RADIOACTIVE DECAY 1286
Angular Momentum, Magnetic Dipole Moments 1222
Radioactive Decay 1286
40-2 THE STERN–GERLACH EXPERIMENT 1226
42-4 ALPHA DECAY 1289
The Stern–Gerlach Experiment 1226
Alpha Decay 1289
40-3 MAGNETIC RESONANCE 1229
42-5 BETA DECAY 1292
Magnetic Resonance 1229
Beta Decay 1292
40-4 EXCLUSION PRINCIPLE AND MULTIPLE ELECTRONS
42-6 RADIOACTIVE DATING 1295
IN A TRAP 1230
Radioactive Dating 1295
The Pauli Exclusion Principle 1230
Multiple Electrons in Rectangular Traps 1231 42-7 MEASURING RADIATION DOSAGE 1296
Measuring Radiation Dosage 1296
40-5 BUILDING THE PERIODIC TABLE 1234
Building the Periodic Table 1234 42-8 NUCLEAR MODELS 1297
Nuclear Models 1297
40-6 X RAYS AND THE ORDERING OF THE
ELEMENTS 1236 REVIEW & SUMMARY 1300 QUESTIONS 1301 PROBLEMS 1302
X Rays and the Ordering of the Elements 1237

43 Energy from the Nucleus 1309
40-7 LASERS 1240 43-1 NUCLEAR FISSION 1309
Lasers and Laser Light 1241 What Is Physics? 1309
How Lasers Work 1242 Nuclear Fission: The Basic Process 1310
REVIEW & SUMMARY 1245 QUESTIONS 1246 PROBLEMS 1247 A Model for Nuclear Fission 1312
xvi CONTENTS
43-2 THE NUCLEAR REACTOR 1316 44-3 QUARKS AND MESSENGER PARTICLES 1349
The Nuclear Reactor 1316 The Quark Model 1349
The Basic Forces and Messenger Particles 1352
43-3 A NATURAL NUCLEAR REACTOR 1320
A Natural Nuclear Reactor 1320 44-4 COSMOLOGY 1355
A Pause for Reflection 1355
43-4 THERMONUCLEAR FUSION: THE BASIC The Universe Is Expanding 1356
PROCESS 1322 The Cosmic Background Radiation 1357
Thermonuclear Fusion: The Basic Process 1322 Dark Matter 1358
43-5 THERMONUCLEAR FUSION IN THE SUN AND OTHER The Big Bang 1358
STARS 1324 A Summing Up 1361
Thermonuclear Fusion in the Sun and Other Stars 1324 REVIEW & SUMMARY 1362 QUESTIONS 1362 PROBLEMS 1363
43-6 CONTROLLED THERMONUCLEAR FUSION 1326

APPENDICES
Controlled Thermonuclear Fusion 1326
A The International System of Units (SI) A-1
REVIEW & SUMMARY 1329 QUESTIONS 1329 PROBLEMS 1330 B Some Fundamental Constants of Physics A-3
C Some Astronomical Data A-4
44 Quarks, Leptons, and the Big Bang 1334 D Conversion Factors A-5
44-1 GENERAL PROPERTIES OF ELEMENTARY E Mathematical Formulas A-9
PARTICLES 1334 F Properties of The Elements A-12
What Is Physics? 1334 G Periodic Table of The Elements A-15
Particles, Particles, Particles 1335
An Interlude 1339
ANSWERS
44-2 LEPTONS, HADRONS, AND STRANGENESS 1343 To Checkpoints and Odd-Numbered Questions and Problems AN-1
The Leptons 1343
The Hadrons 1345 I N D E X I-1
Still Another Conservation Law 1346
The Eightfold Way 1347
P R E F A C E
HOW TO USE THE 11TH EDITION OF FUNDAMENTALS OF PHYSICS

The WileyPLUS Course for Fundamentals of Physics is now in its 11th edition. You will note that
this print component does not have an edition number. This is because while we completely over-
hauled the WP course for the 11th edition, we did not change anything in the print version other
than this preface. It is our hope that students will use the 11th edition of Fundamentals of Physics in
WileyPLUS as their sole course material. If they do need a print companion, the edition previously
sold as the 10th edition is available to them.
A LETTER FROM THE AUTHOR

PHYSICS FOR RACHAEL
The eleventh edition of Fundamentals of Physics is an online, interactive, digital learning center with-
in WileyPLUS. My working title for the “book” portion of the center is Physics for Rachael because
I originated its design when Rachael Catrina was in my first semester physics class.
Rachael Catrina and Jearl Walker

Photo courtesy of Rachael Catrina
Within the first few weeks, Rachael began to come to my office for help. I soon realized that,
although she was eager to succeed, she was not learning enough by reading the textbook and she
was not gaining enough information from my lectures to do the homework or prepare for the exams.
So, we began discussions of the physics in two-hour sessions each week for the rest of the semester.
I would explain some physics and then ask guiding questions. She would respond. If she was wrong,
I would tell her the correct answer and why. Instead of passive reading in the textbook or passive
listening to the lectures, we had a back-and-forth exchange of questions and explanations. Passive
switched to engaged. She learned the physics. I learned how a modern student thinks.
At the end of the semester, I pitched the idea of converting Fundamentals 10e to be an online,
digital, interactive “book” to the publisher, John Wiley & Sons. Together we have now transformed
the traditional book of thousands of declarative sentences into a Rachael-type of discourse. In each
chapter section, I explain some physics and then ask guiding questions, which the online student will
answer. If the student’s answer is wrong, then I indicate the correct answer and why. In that way
I guide the student through the chapter. The book is now much more than just a book. Rather, it
is part of a learning center with information, interactive challenges, activities, games (which can be
group activities), and embedded media. The reality is that today most students taking the introduc-
tory physics course are like Rachael in that they need lots of guidance and interaction. Although
I cannot be available in person for each student as I was for Rachael, this digital and interactive
resource is available 24/7.
xvii
xviii PREFACE
Brad Trees of Ohio Wesleyan University has contributed many interactive exercises and simu-
lations within the Rachael chapters and within WileyPLUS. They will engage the students in visual
ways, challenging them to dig deeper into the physics than the standard homework problems. Many
are based on real-world applications of physics and offer animations of time dependent phenomena.
WHAT’S NEW IN THE ELEVENTH EDITION

Interactive Exercises and Simulations by Brad Trees of Ohio Wesleyan University. How do we help
students understand challenging concepts in physics? How do we motivate students to engage with
core content in a meaningful way? The new simulations accompanying the eleventh edition of Fun-
damentals of Physics are intended to address these key questions. Each module in the Etext is linked
to one or more simulations that convey concepts visually. A simulation depicts a physical situation in
which time dependent phenomena are animated and information is presented in multiple represen-
tations including a visual representation of the physical system as well as a plot of related variables.
Often, adjustable parameters allow the user to change a property of the system and to see the effects
of that change on the subsequent behavior. For visual learners, the simulations provide an opportuni-
ty to “see” the physics in action. Each simulation is also linked to a set of interactive e xercises, which
guides the student through a deeper interaction with the physics underlying the simulation. The
exercises consist of a series of practice questions with feedback and detailed solutions. Instructors
may choose to assign the exercises for practice, to recommend the exercises to students as additional
practice, and to show individual simulations during class time to demonstrate a concept and to moti-
vate class discussion.
Questions throughout the chapter narratives Every section (module) of a chapter contains
questions that guide a student through the physics or explore a figure or video. An answer and
an explanation are provided for each question. There are no “traps” that prevent a student from
PREFACE xix
rogressing through the chapter. A student’s progress is reported to an online gradebook, for
p
a student’s personal use or for an instructor’s grade assessment.
Games and opportunities for group work Each chapter contains a game based on key ideas in
the chapter and presented in a fun manner. The games can also be used as group exercises or a break
in a long lecture or for flipped classrooms. Answers and explanations are always provided.
Physics Circus
Derivations In a print book, students very rarely read a derivation, much less study it. In the
Rachael version of Fundamentals of Physics, the student will work through every derivation by
answering several questions along the way, with the results reported to the online gradebook. Thus,
the student can understand the result and its limitations rather than merely using it as a plug-in
equation.
Sample Problems Every Sample Problem (about 15 per chapter) has been transformed from a
passive reading experience to a series of interactive steps, with the results reported to the online
gradebook. In some Sample Problems, a student works through the calculations with a series of
guiding questions. In others, a student follows a link to one of my videos and then answers several
questions after the video.
Video Links Links to video explanations, interactive figures, and demonstrations are now embed-
ded in the narrative, and every link is followed by an interactive series of questions, with the results
reported to the online gradebook.
Roll-over figures Some of the more challenging figures have been converted so that a student can
see different aspects by rolling over the figure.
WILEYPLUS
WileyPLUS is a dynamic learning center stocked with many different learning aids, including just-
in-time problem-solving tutorials, reading quizzes (to encourage reading about the physics prior
to lectures), animated figures, hundreds of sample problems with worked-out solutions, numerous
demonstrations, and over 1500 videos ranging from math reviews to mini-lectures to examples. All are
available 24/7 and can be repeated as many times as desired. Thus, if a student gets stuck on a home-
work problem at, say, 2:00 AM (which appears to be a popular time for doing physics homework),
friendly and helpful resources are available.
Learning Tools When I learned first-year physics in the first edition of Halliday and Resnick, I
caught on by repeatedly rereading a chapter. These days we better understand that students have a
wide range of learning styles. So, Physics for Rachael and WileyPLUS contain many different learn-
ing tools. Here are a few.
Free-body diagrams In chapters involving vector addition (such as the chapters on Newton’s
laws, Coulomb’s law, and electric fields), a number of the homework problems require a student to
construct a free-body diagram.
xx PREFACE
Links between homework problems and learning objectives Every homework question and
problem are linked to a learning objective, to answer the (usually unspoken) questions, “Why am I
working this problem? What am I supposed to learn from it?” By being explicit about a problem’s pur-
pose, I believe that a student might better transfer the learning objective to other problems with a differ-
ent wording but the same key idea. Such transference would defeat the common trouble that a student
learns to work a particular problem but cannot then apply its key idea to a problem in a different setting.
Video Illustrations David Maiullo of Rutgers University has created video versions of approximately
30 of the photographs and figures from 10e. Links to
many of them are embedded in the chapters and all
are linked out of WileyPLUS. Much of physics is the
study of things that move, and video can often provide
better representation than a static photo or figure.
Animations Each chapter contains an embedded

link to an animation of a key figure. I chose the
figures that are rich in information so that a student
can see the physics in action and played out over a
minute or two.
Videos I have made well over 1500 instructional

videos, with more coming. Students can watch me
draw or type on the screen as they hear me talk
about a solution, tutorial, sample problem, or review,
very much as they would experience were they sit-
ting next to me in my office while I worked out
something on a notepad. An instructor’s lectures and
tutoring will always be the most valuable learning
tools, but my videos are available 24 hours a day, 7
days a week, and can be repeated indefinitely.
• Video tutorials on subjects in the chapters. I chose
the subjects that challenge the students the most, the
ones that my students scratch their heads about.
• Video reviews of high school math, such as basic
algebraic manipulations, trig functions, and simulta-
neous equations.
• Video introductions to math, such as vector multi-
plication, that will be new to the students.
• Video presentations of Sample Problems. My in-
tent is to work out the physics, starting with the Key
Ideas instead of just grabbing a formula. However, I
also want to demonstrate how to read a sample prob-
lem, that is, how to read technical material to learn
problem-solving procedures that can be transferred
to other types of problems.
• Video solutions to 20% of the end-of chapter prob-
lems. The availability and timing of these solutions
are controlled by the instructor. For example, they
might be available after a homework deadline or a
quiz. Each solution is not simply a plug-and-chug
recipe. Rather I build a solution from the Key Ideas
to the first step of reasoning and to a final solution.
The student learns not just how to solve a particular
problem but how to tackle any problem, even those
that require physics courage.
PREFACE xxi
• Video examples of how to read data from graphs (more than simply reading off a number with no
comprehension of the physics).
Problem-Solving Help I have written a large number of resources for WileyPLUS designed to
help build the students’ problem-solving skills.
• Hundreds of additional sample problems. These are available as stand-alone resources but (at the
discretion of the instructor) they are also linked out of the homework problems. So, if a homework
problem deals with, say, forces on a block on a ramp, a link to a related sample problem is provided.
However, the sample problem is not just a replica of the homework problem and thus does not pro-
vide a solution that can be merely duplicated without comprehension.
• GO Tutorials for 15% of the end-of-chapter homework problems. In multiple steps, I lead a student
through a homework problem, starting with the Key Ideas and giving hints when wrong answers are
submitted. However, I purposely leave the last step (for the final answer) to the students so that they
are responsible at the end. Some online tutorial systems trap a student when wrong answers are given,
which can generate a lot of frustration. My GO Tutorials are not traps, because at any step along the
way, a student can return to the main problem.
• Hints on every end-of-chapter homework problem are available (at the discretion of the instruc-
tor). I wrote these as true hints about the main ideas and the general procedure for a solution, not
as recipes that provide an answer without any comprehension.
Evaluation Materials
• Pre-lecture reading questions are available in WileyPLUS for each chapter section. I wrote these
so that they do not require analysis or any deep understanding; rather they simply test whether a
student has read the section. When a student opens up a section, a randomly chosen reading question
(from a bank of questions) appears at the end. The instructor can decide whether the question is part
of the grading for that section or whether it is just for the benefit of the student.
• Checkpoints are available within chapter sections. I wrote these so that they require analysis and
decisions about the physics in the section. Answers and explanations are given for each, and the re-
sults are reported to the online gradebook.
• All end-of-chapter homework Problems (and many more problems) are available in WileyPLUS.
The instructor can construct a homework assignment and control how it is graded when the a nswers
are submitted online. For example, the instructor controls the deadline for submission and how
many attempts a student is allowed on an answer. The instructor also controls which, if any, learning
aids are available with each homework problem. Such links can include hints, sample problems,
in-chapter reading materials, video tutorials, video math reviews, and even video solutions (which
can be made available to the students after, say, a homework deadline).
• Symbolic notation problems that require algebraic answers are available in every chapter.
• All end-of-chapter homework Questions are available for assignment in WileyPLUS. These Ques-
tions (in a multiple choice format) are designed to evaluate the students’ conceptual understanding.
FUNDAMENTALS OF PHYSICS-FORMAT OPTIONS

Fundamentals of Physics was designed to optimize students’ online learning experience. We high-
ly recommend that students use the digital course within WileyPLUS as their primary course
material. If, however, a print version is required, it is available, but please note that the content
in the text differs from the content in the WileyPLUS course. Here are students’ purchase options
and ISBNs:
• 11E WileyPLUS course
• Fundamentals of Physics Looseleaf Print Companion bundled with WileyPLUS
• Fundamentals of Physics vol 1 bundled with WileyPLUS
• Fundamentals of Physics vol 2 bundled with WileyPLUS
• Fundamentals of Physics Vitalsource etext
xxii PREFACE
INSTRUCTOR SUPPLEMENTS
Instructor’s Solutions Manual by Sen-Ben Liao, Lawrence Livermore National Laboratory. This
manual provides worked-out solutions for all problems found at the end of each chapter. It is avail-
able in both MSWord and PDF.
Instructor Companion Site http://www.wiley.com/college/halliday

• Instructor’s Manual This resource contains lecture notes outlining the most important topics of
each chapter; demonstration experiments; laboratory and computer projects; film and video sources;
answers to all Questions, Exercises, Problems, and Checkpoints; and a correlation guide to the Ques-
tions, Exercises, and Problems in the previous edition. It also contains a complete list of all problems
for which solutions are available to students (SSM, WWW, and ILW).
• Classroom Response Systems (“Clicker”) Questions by David Marx, Illinois State University.
There are two sets of questions available: Reading Quiz questions and Interactive Lecture questions.
The Reading Quiz questions are intended to be relatively straightforward for any student who reads
the assigned material. The Interactive Lecture questions are intended for use in an interactive lecture
setting.
• Wiley Physics Simulations by Andrew Duffy, Boston University and John Gastineau, Vernier Soft-
ware. This is a collection of 50 interactive simulations (Java applets) that can be used for classroom
demonstrations.
• Wiley Physics Demonstrations by David Maiullo, Rutgers University. This is a collection of
digital videos of 80 standard physics demonstrations. They can be shown in class or accessed from
WileyPLUS. There is an accompanying Instructor’s Guide that includes “clicker” questions.
• Test Bank by Suzanne Willis, Northern Illinois University. The Test Bank includes more than
2200 multiple-choice questions. These items are also available in the Computerized Test Bank, which
provides full editing features to help you customize tests (available in both IBM and Macintosh
versions).
• All text illustrations suitable for both classroom projection and printing.
• Lecture PowerPoint Slides These PowerPoint slides serve as a helpful starter pack for instructors,
outlining key concepts and incorporating figures and equations from the text (available upon request).
STUDENT SUPPLEMENTS
Student Solutions Manual (ISBN 9781119455127) by Sen-Ben Liao, Lawrence Livermore
National Laboratory. This manual provides students with complete worked-out solutions to 15 per-
cent of the problems found at the end of each chapter within the text. The Student Solutions Manual
for the 10th edition is written using an innovative approach called TEAL, which stands for Think,
Express, Analyze, and Learn. This learning strategy was originally developed at the Massachusetts
Institute of Technology and has proven to be an effective learning tool for students. These problems
with TEAL solutions are indicated with an SSM icon in the text.
Introductory Physics with Calculus as a Second Language (ISBN 9780471739104) Mastering

Problem Solving by Thomas Barrett of Ohio State University. This brief paperback teaches the
student
how to approach problems more efficiently and effectively. The student will learn how
to recognize common patterns in physics problems, break problems down into manageable steps,
and apply appropriate techniques. The book takes the student step by step through the solutions
to numerous examples.
A C K N O W L E D G M E N T S
A great many people have contributed to this book. Sen-Ben Liao of Lawrence Livermore National Laboratory, James Whiten-
ton of Southern Polytechnic State University, and Jerry Shi of Pasadena City College performed the Herculean task of working
out solutions for every one of the homework problems in the book. At John Wiley publishers, the book received support from
Jessica Fiorillo, Jennifer Yee, Geraldine Osnato, and Mallory Fryc, the editors who oversaw the entire project from start to fin-
ish. We thank Elizabeth Swain, the production editor, for pulling all the pieces together during the complex production process.
We also thank Jon Boylan for the art and cover design; Helen Walden for her copyediting; and Donna Mulder for her proof-
reading. Mary Ann Price was inspired in the search for unusual and interesting photographs. Both the publisher John Wiley &
Sons, Inc. and Jearl Walker would like to thank the following for comments and ideas about the new edition:
Sidi Benzahra, California State Polytechnic University, Amjad Nazzal, Wilkes University
Pomona Allen Nock, Northeast Mississippi Community College
Lev Gasparov, University of North Florida Andrew Resnick, Cleveland State University
Brian Geislinger, Gadsden State Community College Anderson Sunda-Meya, Xavier University of Louisiana
Corey Gerving, United States Military Academy Keith Wanser, California State University Fullerton
Kevin Hope, University of Montevallo David Westmark, University of South Alabama
Michael Kalb, The College of New Jersey Edward Whittaker, Stevens Institute of Technology
Finally, our external reviewers have been outstanding and we acknowledge here our debt to each member of that team.
Maris A. Abolins, Michigan State University Renate Crawford, University of Massachusetts-Dartmouth

Jonathan Abramson, Portland State University Mike Crivello, San Diego State University
Omar Adawi, Parkland College Robert N. Davie, Jr., St. Petersburg Junior College
Edward Adelson, Ohio State University Cheryl K. Dellai, Glendale Community College
Nural Akchurin, Texas Tech Eric R. Dietz, California State University at Chico
Yildirim Aktas, University of North Carolina-Charlotte N. John DiNardo, Drexel University
Barbara Andereck, Ohio Wesleyan University Eugene Dunnam, University of Florida
Tetyana Antimirova, Ryerson University Robert Endorf, University of Cincinnati
Mark Arnett, Kirkwood Community College F. Paul Esposito, University of Cincinnati
Stephen R. Baker, Naval Postgraduate School Jerry Finkelstein, San Jose State University
Arun Bansil, Northeastern University Robert H. Good, California State University-Hayward
Richard Barber, Santa Clara University Michael Gorman, University of Houston
Neil Basecu, Westchester Community College Benjamin Grinstein, University of California, San Diego
Anand Batra, Howard University John B. Gruber, San Jose State University
Kenneth Bolland, The Ohio State University Ann Hanks, American River College
Richard Bone, Florida International University Randy Harris, University of California-Davis
Michael E. Browne, University of Idaho Samuel Harris, Purdue University
Timothy J. Burns, Leeward Community College Harold B. Hart, Western Illinois University
Joseph Buschi, Manhattan College Rebecca Hartzler, Seattle Central Community College
George Caplan, Wellesley College John Hubisz, North Carolina State University
Philip A. Casabella, Rensselaer Polytechnic Institute Joey Huston, Michigan State University
Randall Caton, Christopher Newport College David Ingram, Ohio University
John Cerne, University at Buffalo, SUNY Shawn Jackson, University of Tulsa
Roger Clapp, University of South Florida Hector Jimenez, University of Puerto Rico
W. R. Conkie, Queen’s University Sudhakar B. Joshi, York University
xxiii
xxiv ACKNOWLEDGMENTS
Leonard M. Kahn, University of Rhode Island Eugene Mosca, United States Naval Academy
Richard Kass, The Ohio State University Carl E. Mungan, United States Naval Academy
M.R. Khoshbin-e-Khoshnazar, Research Institution for Eric R. Murray, Georgia Institute of Technology, School of
Curriculum Development and Educational Innovations Physics
(Tehran) James Napolitano, Rensselaer Polytechnic Institute
Sudipa Kirtley, Rose-Hulman Institute Blaine Norum, University of Virginia
Leonard Kleinman, University of Texas at Austin Michael O’Shea, Kansas State University
Craig Kletzing, University of Iowa Don N. Page, University of Alberta
Peter F. Koehler, University of Pittsburgh Patrick Papin, San Diego State University
Arthur Z. Kovacs, Rochester Institute of Technology Kiumars Parvin, San Jose State University
Kenneth Krane, Oregon State University Robert Pelcovits, Brown University
Hadley Lawler, Vanderbilt University Oren P. Quist, South Dakota State University
Priscilla Laws, Dickinson College Elie Riachi, Fort Scott Community College
Edbertho Leal, Polytechnic University of Puerto Rico Joe Redish, University of Maryland
Vern Lindberg, Rochester Institute of Technology Andrew G. Rinzler, University of Florida
Peter Loly, University of Manitoba Timothy M. Ritter, University of North Carolina at Pembroke
Stuart Loucks, American River College Dubravka Rupnik, Louisiana State University
Laurence Lurio, Northern Illinois University Robert Schabinger, Rutgers University
James MacLaren, Tulane University Ruth Schwartz, Milwaukee School of Engineering
Ponn Maheswaranathan, Winthrop University Thomas M. Snyder, Lincoln Land Community College
Andreas Mandelis, University of Toronto Carol Strong, University of Alabama at Huntsville
Robert R. Marchini, Memphis State University Dan Styer, Oberlin College
Andrea Markelz, University at Buffalo, SUNY Nora Thornber, Raritan Valley Community College
Paul Marquard, Caspar College Frank Wang, LaGuardia Community College
David Marx, Illinois State University Robert Webb, Texas A&M University
Dan Mazilu, Washington and Lee University Suzanne Willis, Northern Illinois University
Jeffrey Colin McCallum, The University of Melbourne Shannon Willoughby, Montana State University
Joe McCullough, Cabrillo College Graham W. Wilson, University of Kansas
James H. McGuire, Tulane University Roland Winkler, Northern Illinois University
David M. McKinstry, Eastern Washington University William Zacharias, Cleveland State University
Jordon Morelli, Queen’s University Ulrich Zurcher, Cleveland State University
C H A P T E R 1
Measurement
1-1 MEASURING THINGS, INCLUDING LENGTHS
Learning Objectives
After reading this module, you should be able to . . .
1.01 Identify the base quantities in the SI system. 1.03 Change units (here for length, area, and volume) by
1.02 Name the most frequently used prefixes for using chain-link conversions.
SI units. 1.04 Explain that the meter is defined in terms of the
speed of light in vacuum.
Key Ideas
● Physics is based on measurement of physical quanti- international agreement. These standards are used in all
ties. Certain physical quantities have been chosen as base physical measurement, for both the base quantities and
quantities (such as length, time, and mass); each has been the quantities derived from them. Scientific notation and
defined in terms of a standard and given a unit of measure the prefixes of Table 1-2 are used to simplify measure-
(such as meter, second, and kilogram). Other physical ment notation.
quantities are defined in terms of the base quantities and ● Conversion of units may be performed by using chain-
their standards and units. link conversions in which the original data are multiplied
● The unit system emphasized in this book is the Interna- successively by conversion factors written as unity and
tional System of Units (SI). The three physical quantities the units are manipulated like algebraic quantities until
displayed in Table 1-1 are used in the early chapters. only the desired units remain.
Standards, which must be both accessible and invari- ● The meter is defined as the distance traveled by light
able, have been established for these base quantities by during a precisely specified time interval.
What Is Physics?
Science and engineering are based on measurements and comparisons. Thus,
we need rules about how things are measured and compared, and we need
experiments to establish the units for those measurements and comparisons. One
purpose of physics (and engineering) is to design and conduct those e xperiments.
For example, physicists strive to develop clocks of extreme accuracy so that any
time or time interval can be precisely determined and compared. You may wonder
whether such accuracy is actually needed or worth the effort. Here is one example
of the worth: Without clocks of extreme accuracy, the Global Positioning System
(GPS) that is now vital to worldwide navigation would be useless.
Measuring Things
We discover physics by learning how to measure the quantities involved in
physics. Among these quantities are length, time, mass, temperature, pressure,
and electric current.
We measure each physical quantity in its own units, by comparison with a
standard. The unit is a unique name we assign to measures of that quantity—for
example, meter (m) for the quantity length. The standard corresponds to exactly
1.0 unit of the quantity. As you will see, the standard for length, which corresponds
1
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[523] I give the narrative as related by concurrent tradition,
which I can only question when there is strong internal probability
against it. It would, no doubt, have been satisfactory to have had
some evidence of Muâvia’s deceptive course of action. It may,
however, all be true, for Muâvia was never overscrupulous. But
we have no proof excepting fama clamans; and court influence
under the Abbassides disposed the historians of the day to make
the most of every report that was damaging to the character of
the Omeyyad dynasty. The reader must, therefore, be cautious of
accepting implicitly all these imputations of underhand
machination.
[524] Aly’s cousins (sons of Jáfar, the Prophet’s uncle) appear
to have encouraged the suspicions against Cays, hoping thus to
pave the way for the appointment of Mohammed son of Abu Bekr,
who was their uterine brother (Abu Bekr married Jafar’s widow,
Life of Mahomet, p. 410).
[525] One of his sons is said to have advised Amru to remain
in retirement and leave the impending conflict to be settled by
those immediately concerned. The other urged that it was not
becoming one of his father’s rank and dignity to be neutral. The
former, Amru advised (so runs the Abbasside tradition), him the
best for his spiritual advantage; the latter for his temporal, and he
followed it.
[526] The oath reminds one of a similar vow taken by Hind
after the battle of Bedr. (Life of Mahomet, p. 246.)
[527] The western detachment, 12,000 strong, was forced by
the hostile attitude of Syria hastily to retrace its steps as far as
Hît, where they recrossed the river, and then marched north
through Mesopotamia. They were so long delayed that Aly, with
the main body, reached Ricca first, and, on seeing them come up,
naïvely exclaimed, ‘Lo, here is my advanced column in the rear!’
The main body took the Tigris route, perhaps as affording
better forage at that dry season of the year.
[528] When the people refused to throw a bridge of boats over
the river at Ricca, a detachment moved farther up, intending to
cross by the standing bridge at Membaj; but meanwhile Ashtar
threatened to put the inhabitants to the sword, and so had a
bridge constructed at Ricca. Ricca (Nicephorium) is at the
junction of the Belîk with the Euphrates, at which point the Great
River, in its upper course, trends westward, and thus approaches
Aleppo. Sûr al Rûm (now in ruins) is a little way west of Ricca. It
is near Thapsacus of the ancients, on the line of the march of
Cyrus.
[529] Freedmen begin to play prominent parts. Aly, on his side,
gave a banner to Kinbar, his freedman, and put him in command
of a column; and a verse of Amru’s has been preserved in which
he pits the one freedman against the other.
[530a]The tendency of tradition, which continues to be cast, as
a rule, in an Abbasside mould, is, throughout, to speak
disparagingly of Muâvia, and eulogistically of Aly. Thus Aly is
represented as sending Sassâa to ask Muâvia’s leave for his
army to get water from the river until they had had the opportunity
of settling their differences. Amru was for yielding to the request;
but Muâvia, counselled by Welîd and Abu Sarh, declined. A
skirmish ensued, and the Syrians were beaten from their ground.
Then Aly’s people wished to refuse water to the Syrians; but Aly
was more generous, and allowed them to take what water they
wanted.
Siffîn was to the west of Ricca, about half-way to Balîs (one of
Chesney’s steamer stations), opposite the fort of Jabor or Dansa,
and about 100 miles from the coast. It lay south-east of Aleppo,
and north-east of Hims.
[530]In the Persian version of Tabari, numbers are said to
have been slain every day; but no details nor any names are
given, so the casualties could not have been very serious. Blood
was not yet inflamed.
It is significant that Aly’s deputations to Muâvia, as well as the
commanders of his columns (whose names are given), were
almost exclusively Bedouin chiefs; that is to say, there were
hardly any of the Coreish or of the citizens of Medîna amongst
them, excepting Cays, the ex-Governor of Egypt. Muâvia, on the
contrary, had many such around him, as Obeidallah son of Omar,
Abdallah son of Khâlid, Habîb ibn Maslama, &c.
[531] Ammâr, the ex-Governor of Kûfa, was son of the bond-
woman Sommeya. (See above, p. 268.) Othmân’s freedman was
slain in the first onslaught of the conspirators. (Ibid. p. 340.)
Ammâr’s life was forfeit, they meant to say, for the lesser crime,
but much more for the assassination of the Caliph.
[532] Thus the first day Ashtar was in command against Habîb
ibn Maslama; then Hâshim ibn Otba (the hero of Câdesîya)
against Abul Aûr; on the third day Ammâr against one of Amru’s
sons, and so on. After six days the turn came round again to
Ashtar and Habîb. But it all reads somewhat too made up.
[533] Mohammed son of Aly was challenged by Obeidallah
son of Omar. When Aly saw this, he put spurs to his horse and
would have taken his son’s place, whereupon the latter returned
to the ranks, saying, ‘Why didst thou not leave me alone, and I
should have slain my man? And how couldst thou, my father, offer
single combat to such a scoundrel, and the son of one (Omar)
who was so inferior to thee?’ ‘Hush!’ said Aly, ‘speak nought of his
father but good.’ Many instances are given of brothers and near
relatives meeting each other in conflicting ranks, and turning
aside from the fight in consequence;—so much was society, even
to the domestic circle, rent by the civil war.
[534] Readers or Reciters of the Corân (corâa), those, namely,
who, having it by heart, were able to repeat it from beginning to
end. They were the most fanatical part of the Moslem forces,
answering to the Ghâzies of our own day.
[535] Other versions are given of Ammâr’s last words by the
Secretary of Wâckidy, as this: ‘The thirsty man longeth for water;
and here, close by, it welleth up. Descend to the spring (death)
and drink. This is the joyful day of meeting with friends, with
Mahomet and his Companions.’ The various versions all portend
the same wild fanatical spirit which influenced the Moslem armies
in the first battles against the infidels, and which was now being
imported equally into the civil war against their own brethren in
the faith.
[536] This curious saying, attributed to the Prophet (the same
which alarmed Zobeir at the Battle of the Camel, see p. 363), is
thus explained. When Mahomet first arrived in Medîna and began
to build the Great Mosque there, his followers all put their
shoulders to the work, and began to carry loads of stone, &c.
upon their heads. Ammâr was laden with a double burden, and
Mahomet, seeing him fatigued, began to blow off the dust from his
head, saying kindly to him, ‘Ammâr! a cruel and unjust people will
surely slay thee;’ meaning apparently that ‘the people will surely
cause thy death by making thee carry such loads.’ Others
attribute the saying to the similar occasion when Medîna was
besieged, and the citizens dug the great Ditch, carrying away the
loads of earth. Whatever the occasion, the saying was treasured
up, and when the civil war broke out, was accepted, and ever
after quoted by their enemies, as conclusive evidence that the
Omeyyads were ‘the rebellious people’ foretold by Mahomet.
The idea had taken such hold of the Syrian army that Amru
said he was thankful that Dzul Kelâa (the great Himyarite hero
who fell fighting on Muâvia’s side) was slain before Ammâr’s
death, as otherwise it might have staggered his constancy to the
Syrian cause.
The saying itself, and the occasion on which Mahomet gave
utterance to it, assume such importance from their bearing on the
great dynastic controversy, that the Secretary of Wâckidy devotes
several pages to the multitudinous traditions on the subject. The
Alyites hold point-blank that ‘the truth must have been with
Ammâr, and that it accompanied him on whichever side he
fought.’ (Kâtíb Wâckidi, fol. 228–230.)
Mahomet is said, also, to have foretold to Ammâr that his last
drink would be milk mingled with water; rather a safe prophecy,
seeing that it was Ammâr’s favourite beverage.
[537] Abu Mûsa had kept aloof from the battle, but must have
been in the neighbourhood. When told of the arbitration, he
exclaimed, ‘The Lord be praised, Who hath stayed the fighting!’
‘But thou art appointed Arbiter on our side.’ ‘Alas! alas!’ he cried;
and so, in much trepidation, he repaired to Aly’s camp. Ahnaf ibn
Cays asked to be appointed joint-Umpire with Abu Mûsa, who, he
said, was not the man to stand alone, nor had he tact and wit
enough for the task;—‘There is not a knot which Abu Mûsa can
tie, but I will unloose the same; nor a knot he can unloose, but I
will find another still harder to unravel.’ This was too true; but the
army was in an insolent and perverse mood, and would have
none but Abu Mûsa.
[538] An angry passage is given as occurring between Amru
and Aly, but it reads like an Abbasside invention. When Amru
objected to Aly being named ‘Caliph,’ or ‘Commander of the
Faithful,’ in the deed, Aly recalled to those around him the similar
occurrence at Hodeibia. He said that when he himself, on that
occasion, was reducing the truce to writing, the Coreish objected
to Mahomet being styled in it The Prophet of the Lord. ‘Well do I
remember,’ continued Aly, ‘when the Prophet desired me, at their
bidding, to erase the words; and then, when I hesitated, he
blotted them out with his own hand, and said to me, “The day will
come when thou, too, shalt be called on to make a like
concession, and thou shalt agree thereto.” ‘Out upon thee!’ cried
Amru; ‘dost thou liken us unto the Pagan Arabs, being good
believers?’ ‘And when,’ said Aly, answering indirectly, ‘shall the
Wicked not have a head, nor the Faithful an enemy?’ Whereupon
Amru swore that he never would sit in company with Aly again;
and Aly, on his part, expressed a similar determination. This
conversation may possibly have had some foundation in fact, but
it is abundantly coloured by Abbasside imagination. For the scene
at Hodeibia, see Life of Mahomet, p. 372.
[539] Some make the interval arranged for to have been eight
months. The ordinary term named by tradition is to Ramadhân or
February (a.d. 658), which was seven or eight months from the
date of the truce; others name Shabân, or January, making the
interval six; and this is the commonly received account.
[540] The Persian Tabari gives the slain on both sides from
first to last at 40,000, out of a total force of 130,000 men. Making
every allowance for exaggeration, the carnage must have been
great. The names of only a few ‘Companions’ are given; but now
these were rapidly disappearing from the scene, as the period of
a whole generation had elapsed since the Hegira. The chief
fighting, moreover, was between the Bedouins; those from the
north, as a rule, being on Aly’s side, and the Arabs of the south on
that of Muâvia. The numbers from Mecca and Medîna were
comparatively small. The prisoners taken on both sides were
released. Amru is spoken of as having advised to put them to
death, but this is altogether unlikely.
[541] See above, p. 226.
[542] Hence the seceders are sometimes called Harôrites.
[543] Dûma, to the extreme north of the peninsula, lies half-
way between Irâc and Syria, thus fulfilling the conditions of the
truce. Some place the scene at Adzroh.
Tabari (Persian translation) represents Abu Mûsa as at first
appearing unattended, and then, at Amru’s suggestion, sending
for the stipulated guard. It came under command of the Bedouin
chief Shoreih, who, we are told, carried an insolent message from
his master Aly to Amru, warning him against improper motives.
Amru resented the imputation, and an altercation ensued. The
tradition is from Alyite sources; but one can hardly credit Aly with
so indelicate a proceeding as the attempt by threats to influence
his adversary’s Umpire. The whole story is in the vein of
Abbasside abuse, which tramples on the memories of Muâvia and
Amru; and here we may well reject it in the interest of Aly himself.
[544] Among those who entertained expectations of the
Caliphate are named Abdallah son of Zobeir, the usurper of later
days; and Mohammed son of Talha. Opinion varies as to whether
Mohammed son of Abu Bekr was a candidate or not. Abdallah
son of Omar was present, but without any pretensions to the
Caliphate.
[545] He had a beautiful voice, ‘clear and sweet as a flute’
when he recited the Corân.
[546] At this point Mohammed son of Abbâs is represented as
interposing with these words: ‘Out upon thee, Abu Mûsa! he hath
overreached thee if indeed ye be agreed, and now he putteth
thee forward. Let him speak first, and thou after him. He is a
deceiver; he will make thee speak, then turn round and undo thy
words.’ But Abu Mûsa did not listen. Any such interposition,
however, is highly improbable. For it could hardly have been
foreseen in what particular way Amru was about to overreach Abu
Mûsa. Moreover the private conversation and agreement in the
pavilion between the Umpires is itself open to doubt; at any rate, it
is deeply coloured by Abbasside touches. But we have no other
narrative, and must take the story as we find it. And although
strange, and, in some of the details, improbable, it must be
admitted that the transaction is not inconsistent, as a whole, with
the wily character of Amru, who made himself notorious for
astuteness and ‘sharp practice.’
[547] We do not hear more of Abu Mûsa, who, however,
survived to a.h. 52, or, as others say, to a.h. 42. Some of his
grandsons held judicial office.
Many of the angry speeches at Dûma by the chief men, who
were bewildered at the strange dénouement, have been
preserved. These are some of them. The son of Omar: ‘See what
a pass Islam hath come to! Its great concern committed to two
men; one who knoweth not right from wrong, the other a
nincompoop.’ Abu Bekr’s son: ‘Would that Abu Mûsa had died
before this affair; it had been better for him.’ Abu Mûsa himself is
represented as abusing Amru in the language of the Corân: ‘His
likeness is as the likeness of a dog; if thou drive him away, he
putteth forth his tongue; and if thou leave him alone, still he
putteth forth his tongue.’ (Sura vii. 77.) ‘And thou,’ retorted Amru,
‘art like the donkey laden with books, and none the wiser for it.’
(Sura vi. 25.) Shureih, commander of the Kûfa escort, flew at
Amru, and they belaboured each other with their whips, till they
were separated by the people. Shureih exclaimed that he only
wished he had used his sword instead. But the tales are mostly of
the Abbasside type, and we cannot implicitly receive them.
[548] The imprecation used by Aly has been preserved, as
follows: ‘O Lord, I beseech thee, let Muâvia be accursed, and
Amru, and Abul Aûr, Habîb, Abdal Rahmân son of (the great)
Khâlid, Dhahhâk son of Cays, and Welîd! Let them be accursed
all!’ Muâvia’s imprecation, in the same way, included Aly, Ibn
Abbâs, Hasan and Hosein (sons of Aly), and Ashtar.
[549] The formula was: La hukm illa lillâhi. The political creed
of the Separatists was that, Believers being absolutely equal,
there should be no Caliph, nor oath of allegiance sworn to any
man; but that the government should be in the hands of a Council
of State elected by the people. When the loyalists heard this, to
counteract the evil, they said, ‘Come, let us swear a second oath
of fealty unto Aly, namely, that we shall support all that he
supporteth, and oppose all that he opposeth.’ ‘Now truly,’ replied
the Separatists, ‘ye are running, ye and the Syrians, neck and
neck, in the race of infidelity. They follow Muâvia through thick
and thin, and ye swear by Aly black and white.’ ‘Nay,’ replied the
loyalists, ‘Aly never held forth his hand to receive the oath, but on
condition of following the Book and the Sunnat of the Prophet. It
is you that have made us think of this new oath. As for Aly, he is
altogether in the right, and whosoever opposeth him is wandering
in the paths of error.’ So spake Ziâd the son of Nadhr; but they
heeded him not.
[550] Of these, 40,000 were enrolled stipendiaries, 17,000
youths below the ordinary fighting age, and 8,000 slaves. On
finding the people indifferent, Aly first induced certain chiefs of
influence to lead the way, and then made the heads of every clan
and every household furnish the names of their dependants. The
backwardness might have been in some measure due to the
feeling that the fanatics should first be dealt with as a danger
immediately threatening Kûfa. But apart from this, the influence of
Aly was weak and precarious. Never enthusiastic on his side, the
people were becoming more and more indifferent to him. This
was partly owing, no doubt, to the strong feeling against the
pretensions of the Coreish that prevailed at Kûfa.
[551] These outrages were of the most barbarous character.
For example, a traveller refusing to confess Khârejite tenets was
put to death, and his wife, great with child, ripped up with the
sword; three women of the Beni Tay were killed, &c.
[552] Only seven men were killed on Aly’s side. The burden of
the fanatic cry was that Aly had committed a deadly sin in
consenting to refer to human judgment that which appertained
alone to the Divine; and that he must repent of his apostasy. Aly
replied, that being a true believer he would belie himself if he
admitted his apostasy.
Abu Ayûb, as he speared one of the fanatic leaders, cried, ‘I
give thee joy of hell fire!’ Aly affirmed the imprecation, thereby
implying that in his judgment the fanatics had damned themselves
by going out of the pale of Islam and of its covenanted mercies.
[553] This is the meaning of the name: Khârejite, one who
‘goes forth,’ rebelling against the government with the demand for
a theocracy.
[554] The fact is mentioned famâ clamante, and there is no
counter evidence. It was, no doubt, of vital importance to Muâvia
to be rid of Ashtar; but this may of itself have suggested the
report; and in the East, sudden deaths are generally set down to
poisoning, a charge easy to make and difficult to disprove.
Muâvia, we are told, promised the chief, who was collector of the
tithes and revenues at the head of the Red Sea, immunity from
taxation for ever after, if he committed the foul deed. But as these
histories were all compiled more or less under Abbasside
influences, and the evidence is absolutely one-sided, we must be
on our guard against the continual abuse and depreciation of the
Omeyyad dynasty. The portion of the original Tabari, now in the
press may possibly throw light on this and other obscure
passages of our history.
[555] According to some he was slain in battle; but the more
received story is that he was put to death by an insurgent leader,
who was so inveterate against the regicides that he had put his
own son to death for being of that party. Notwithstanding that
Amru had given Mohammed quarter, this chief, we are told, slew
him in cold blood, and having put his body in an ass’s skin,
burned it in the flames. Ayesha was inconsolable at her brother’s
fate, and (although her politics were all against Aly) she was now
led to curse Muâvia and Amru in her daily prayers, and
thenceforward ate no roasted meat nor pleasant food until her
death.
[556] The incident is significant of the attitude of the Moslems
at this period towards Christian captives, which certainly had not
softened since the time of Mahomet. On hearing of Mascala’s
humanity, the commander of the army said, ‘If I had had any
notion that he did this thing out of false pity for the Christians, and
thus cast a slight upon Islam, I would, at the risk even of
alienating all the Beni Bekr (Mascala’s tribe), have beheaded him
on the spot.’ Aly’s remark was: ‘The first act of Mascala (in
offering to take upon himself the ransom of the prisoners) was the
act of a prince; his second (in avoiding his obligations and going
over to Muâvia) the act of a robber and an outlaw.’ So he gave
orders for his house to be razed, and all his slaves set free.
From Damascus, Mascala sent a letter to his brother at Kûfa,
offering him, on the part of Muâvia, a command and great honour
if he would come over to him. The messenger, a Christian of the
Beni Tâghlib, was seized and carried before Aly, who ordered his
hands to be cut off, so that he died. His brother wrote verses in
reply from Kûfa, from which Mascala gathered the concealed
meaning, that the messenger had lost his life. Whereupon the
Beni Tâghlib received blood-money from Muâvia. The verses
have been preserved.
[557] Abu Mûsa, on this occasion, fled from Mecca for his life.
The unfortunate man, ever since the Arbitration, was equally
obnoxious to both sides.
[558] Why to Hasan does not appear, as the hereditary
principle of succession was not as yet thought of, either in Aly’s or
any other line.
[559] The mother, for example, apostrophising the assassin,
speaks of her infants, with singular beauty and pathos, as pearls
whose shell has been rudely torn asunder:
Ah! who hath seen my two little ones—

Darlings that lay hidden, as it were pearls within the fold
of their shell?
As they were grandchildren of Abbâs, the Caliph’s uncle, the

incident naturally occupies a conspicuous position in Abbasside
tradition. Aly cursed Bosor, praying that he might lose his intellect,
and in answer to the prayer (so it is
said) he became a hopeless, drivelling Ackîl, Aly’s brother,
lunatic. deserts.
[560] The defection of Ackîl is not mentioned in the Persian
Tabari. But the circumstance is not one of a kind likely to have
been invented, or (as being opposed to the credit of the Prophet’s
family) perpetuated by tradition under Abbasside influence, if it
had not been founded on fact. On the occasion, Aly gave vent to
his grief in these lines, illustrating the proverb of Solomon, ‘A
brother is born for adversity’:
He is not a brother who quitteth thee in the dark and

louring day;
But rather he that abideth with thee then,
Rejoicing in thy success, and weeping in thy misfortune.
Some traditions make the retirement of Abdallah from

Bussorah to have occurred after Aly’s death. But the fact, as
stated above, is not likely to have been fabricated. Besides, the
narrative is given in great detail and consistency. Abdallah
received the summons of Aly to render an account of his
government, with wrath and scorn, and retired from Bussorah,
carrying his great riches with him. He was pursued by the citizens
of Bussorah; but after some fighting, in which the rival tribes took
part, he managed to get off to Mecca without further molestation.
[561] The assassin thought at first that he had accomplished
his object; but, when taken before Amru, and seeing how the
people made their obeisance to him, he discovered his mistake.
‘Tyrant!’ he exclaimed, ‘it was for thee the blow was intended.’
‘Thou intendedst me,’ replied Amru, with characteristic brevity;
‘but the Lord intended thee!’ and the culprit was led away to
execution. Like many of Amru’s sayings, the words became a
proverb.
[562] Muâvia was stabbed in the groin. Some say that the
culprit was put to death. Others say, that one hand and the
opposite foot (the punishment of a robber according to the Corân)
were cut off, and that he was sent to Bussorah. There having
begotten a son, Ziâd put him to death, saying, ‘Thou hast
begotten a son thyself, and hast made the Caliph impotent; thou
shalt die.’ Muâvia said, that having already Yezîd for his heir, he
did not care for further offspring. I give the story as I find it.
[563] In modern times, some spiritual loss in the future state is
popularly attributed to the burning of a criminal’s body. Here,
apparently, it was intended to be emblematical of the fire of hell to
which Hasan consigned the murderer. In the case of Abu Bekr’s
son (p. 403), the additional indignity was added of the body being
packed up in an ass’s skin.
The offer to assassinate Muâvia is hardly consistent with the
expectation which Ibn Muljam must have had that he had already
perished at the hand of his brother conspirator. But I give the
words as I find them.
[564] The popular tradition is that he was buried at Najaf, near
to Kûfa, and on the shore of the ‘Sea’ of that name, where his
supposed tomb is the object of popular veneration at the present
day. Others assert (but on no sufficient ground) that Hasan had
the body removed to Medîna. There is, in fact, no tradition of any
authority on the subject. The uncertainty is significant. Aly never
had any hold on the affections of the people. His grave must have
been neglected, and even lost sight of, in the troubles succeeding
his death. The oblivion as to his burial-place is in strange contrast
with the almost Divine honours paid to him by so many sects in
later days.
[565] One of the sons died in infancy. The daughters were
Zeinab and Omm Kolthûm; but he had, by other mothers, two
other daughters whom he called by the same names, i.e. Zeinab
the less, and Omm Kolthûm the less.
[566] The mother of this little girl belonged to the Beni Kilâb.
The child lisped, pronouncing l like sh, and so was unable to say
Kilâb; so when asked to what tribe she belonged, she would
imitate the bark of a dog (kilâb or kalb meaning ‘a dog’), to the
great delight of Aly and his courtiers.
[567] Such was the popular belief even at the Alyite court of Al
Mâmun. See The Apology of Al Kindy, which faithfully represents
the sentiments current at that day among the courtiers of
Baghdad, p. 25.
[568] It might be thought that the teaching of Ibn Sauda in
Egypt was the germ of the Divine Imâmate and Second Coming.
But the traditions regarding that teaching are altogether vague
and uncertain. Whatever it was, it certainly took no root; nor do
we hear of it again for many years after, and then first away in the
far East.
[569] His vagrant passions gained for him the unenviable
nickname of The Divorcer, for it was only by continual divorces
that he could harmonise his craving for new nuptials with the
requirements of the Divine law, which limited his lawful wives to
four. He is said to have exercised the power of divorce, as a
matter of simple caprice, seventy (according to others ninety)
times. The leading men complained to Aly that his son was
continually marrying their daughters, and continually divorcing
them. Aly replied that the remedy lay in their own hands; they
should refuse to give him their daughters to wife. These divorced
wives were irrespective of his concubines or slave-girls, upon the
number and variety of whom there was no limit or check
whatever.
[570] There are some traditions, but untrustworthy, that
Muâvia was now, for the first time, proclaimed Caliph at
Jerusalem.
[571] The traditions read as if the army had been previously
kept up in readiness for an attack on Syria; but, as already
shown, a truce at this time existed between Aly and Muâvia of
indefinite duration, according to which hostilities had been laid
aside.
[572] Aly had formerly taken the same route, via Medâin,
when advancing upon Syria. Muâvia was no doubt marching now
from Ricca or Tadmor, across the plain of Upper Mesopotamia,
and the natural way of meeting him would, consequently, be up
the Tigris from Medâin, and then striking off to the west.
[573] The received date of Hasan’s resignation, as in the text,
would make his reign last five and a half months. Others place it
in Rabî II., and some even in Jumâd I., which would make the
reign one or two months longer.
His offer to resign on specified terms was crossed by a
messenger from Muâvia, with a blank sheet signed by Muâvia,
who thus declared his readiness to concede any terms to Hasan if
he abdicated. Thereupon Hasan doubled his claim; but Muâvia
refused, saying that he had already specified his terms, and that
they had been accepted. Darâbgird was the district of which
Hasan was to receive the revenues; but the people of Bussorah
claimed it as their own conquest, and would not give it up.
There is an Abbasside tradition, that one abused Hasan as he
left Kûfa, saying that he had ‘blackened the faces of the
Moslems;’ to which Hasan replied by quoting a dream in which
Mahomet saw the descendants of Omeyya one after another
ascending the steps of his pulpit; whereupon the Prophet was
comforted by the revelation of Suras 97 and 108, regarding the
Fountain of Al Cawthar and the Night of Power, which he is told
are ‘better than a thousand months,’ that is, than the thousand
months during which the Beni Omeyya would rule!
According to another tradition, Amru persuaded Muâvia to
allow Hasan, after his own inaugural speech, to address the
people. Hasan then began to speak of the wheel of fortune, and
of the necessity of stopping the effusion of blood, and was going
on to quote Sura xxi. v. 111, about the world being a trial, and the
Lord helping the Prophet against his adversaries, when Muâvia
made him sit down. He also told Amru he had made a mistake in
proposing that Hasan should be allowed to speak.
[574] Amru, they say, wished Muâvia to fight Cays, but he
answered that it would be only useless bloodshed, and so sent to
Cays a clean sheet signed at foot, as he had done to Hasan,
agreeing to any terms he might propose. Cays, upon receiving
this, bade his soldiers choose whether they ‘preferred to obey an
illegitimate prince, or to go on fighting without any prince at all.’
They preferred to give in, and so retired from the field.
We hear little more of Cays, who died before Muâvia. His
sympathies had been all on the side of Aly; and if the
correspondence that passed between Muâvia and him, when in
Egypt, be genuine, he had little reason to trust Muâvia.
[575] We are even told that the promise given by Muâvia to
Hasan, namely that the sound of the curse should not fall upon
his ears, was not kept.
It is said that Omar II. (a.h. 100) dropped the imprecation; but
he was a poor pietist, whose religious scruples led him to make
many weak concessions, and even to recognise the claims of the
house of Aly. He is of course popular with the Abbassides, who
magnify him as a saint of blessed memory, and have invented
many wonderful stories to his credit. Weil thinks that this may be
one of them; and, at any rate, if suspended during his reign, the
curse was resumed immediately on his decease.
[576] The culprit was a noble Arab lady, the daughter of
Asháth, Chief of the Beni Kinda. The tradition, that she was
bribed by Muâvia, is altogether unlikely, and is no doubt a fiction
of the prevailing character. Hasan was, politically, a harmless
creature; and Muâvia had no motive whatever, after his abdication
and retirement into private life (so far as our materials go), for the
crime. The jealousies of Hasan’s ever-changing harem afford a
far likelier reason.
[577] Amru is, as a matter of course, unpopular with the
Abbasside historians, who make the most of his undoubted
unscrupulousness and levity both in word and action. His last
words are said to have been the humble confession that his life
had been one of rebellion against the Lord, and an earnest prayer
for pardon.
[578] See above, p. 264.
[579] The subject was much canvassed by all parties. Prior to
Islam, the law of marriage and legitimacy was lax; and a loose
woman might, as in the present case, ascribe the paternity of her
child to anyone prepared to admit the same; and (adds Ibn al
Athîr) had Muâvia taken up this ground, there could have been no
valid objection to it. But he did more; he proceeded to take the
evidence of the owner of the slave-girl, as if the case had been
one of Mahometan law, under which the paternity would not have
been admitted, and the case, in fact, would have been held to be
one of whoredom, demanding the punishment of both parties.
Tradition varies as to whether Abu Sofiân himself ever
acknowledged the paternity.
After Muâvia had recognised him as his brother, Ziâd
proposed to go on pilgrimage to Mecca and Medîna. His brother,
Abu Bakra (who, offended at his tergiversation in the adulterous
charge against Moghîra, had never spoken to him since) sent a
message to dissuade him. ‘Thou wilt meet Omm Habîba,’ he said,
‘if thou wilt go on pilgrimage. Now, if she receive thee as her
brother, that will be regarded as a slight upon the memory of the
Prophet; if otherwise, it will be a slight upon thyself.’ So Ziâd
thought better of it, and gave up the design.
Again, Ziâd, wishing to extract an acknowledgment of his birth
from Ayesha, addressed a letter to her in which he subscribed
himself, Ziâd son of Abu Sofiân; to which she replied, without
committing herself, merely thus, ‘To my dear son, Ziâd.’ On the
same ground, Abbasside writers ordinarily name him without a
patronymic, as, Ziâd ibn Abîhi, i.e. ‘Ziâd, son of his father.’ He is
also called after his mother, ‘Ziâd ibn Sommeyya.’
[580] We are told that the same attempt, followed by similar
prodigies, was made by the Caliph Abd al Malik, and also by
Welîd, &c.; in fact, it was an impious act, of a kind which
Abbasside tradition is rather fond of attributing to the Omeyyad
Caliphs. We are told that Mahomet, anticipating the sacrilege, is
said to have threatened hell-fire against any who would venture to
remove the pulpit. This Abu Horeira, who came to Medîna, a.h. 7,
and from whom we have so many traditions, died in a.h. 57 or 59.
[581] Sád (the father of Cays) was the only recusant.
[582] The project, indeed, has been attributed entirely to
Moghîra. The tradition runs thus: Moghîra was afraid that Muâvia
intended to supersede him as Governor of Kûfa by the promotion
of Ziâd to the post; and so, by suggesting the nomination of
Yezîd, and promising to gain over the city of Kûfa to it, he hoped
to secure his continued hold of the city, as being necessary to the
success of the scheme. But the tradition bears strong marks of
coming through an Abbasside medium.
[583] When Merwân, governor of the city, placed the matter
before the men of Medîna, he was at first violently opposed.
Amongst others, Abd al Rahmân, son of Abu Bekr, said, ‘This
thing is naught but a fraud and a deception. In place of the
election, the right to which vesteth in this city, ye will now make
the succession like unto that of the Greeks and Romans—where
one Heraclius succeedeth another Heraclius.’ On this, Muâvia
quoted from the Corân: ‘Say not unto your parents, Fie on you!
neither reproach them’ (Sura xvii. 24); signifying, it may be, that
the very practice of nomination, now opposed, had been
introduced by Abu Bekr himself in appointing Omar.
Abdallah son of Omar is said to have been gained over by the
gift of ten thousand golden pieces.
[584] That the Caliph should be a Coreishite was a condition
generally admitted, excepting by the Khârejites, who opposed the
exclusive pretensions of the Coreish, and, supposing there were
a Caliph (for the stricter would have had only a Council of State),
were indifferent from what stock he came.
[585] Yezîd was the only fit son Muâvia had. He was also born
of a noble mother belonging to the Beni Kalb, who amid the
luxuries of the court pined for the freedom of nomad life. Another
son was decrepid; and a third the son of a slave-girl. By the letter
of the Mahometan law, the son of the bond-woman is equally
legitimate with the son of the free. But amongst the Arabs, the
son of a noble mother took precedence over the lower born; and
so noble birth became naturally one of the elements of fitness in
the choice. And the same we see to the present day, even in such
petty principalities as that of Afghanistan.
The history of Yezîd’s mother has attractions for the Arab
writers. She gave vent to her longing for a return to desert life in
verse, which coming to Muâvia’s ears, he dismissed her with her
son to live in the encampment of her tribe; and there Yezîd
acquired the tastes of the Bedouins, and his love for the chase
and a free life, which he ever after retained. His mother’s verses
were such as these:
A tent fanned by the desert breeze is dearer far to me

than the lofty palace.
I should ride more joyously on the young camel than on
the richly caparisoned steed.
The whistling of the gale across the sandy plain is
sweeter to me than the flourish of royal trumpets.
A crust of bread in the corner of a Bedouin tent has a
better relish to me than that of choicest viands.
The noble Arab of my tribe is more comely in my sight
than the obese and bearded men around me.
O that I were once again in my desert home! I would not
exchange it for the most gorgeous hall.
[586] His courage, however, was more moral than physical.

Both he and Aly, by luxurious living, had become obese (at Kûfa,
Aly went by the nickname of ‘the pot-bellied’), so that in their later
years there was little room, in respect of either, for active bodily
exertion. Still, even as late as the field of Siffîn, we have seen that
Aly fought with his early gallantry; while Muâvia (if the tradition be
true) shrank from a personal encounter with him. Aly was, without
doubt, the braver of the two in physical courage; but Muâvia,
beyond comparison, the abler and bolder ruler.
[587] Some, again, think that Abd al Rahmân died before this.
[588] Muslim was son of Ackîl (brother of Aly) and grandson of
Abu Tâlib, Mahomet’s uncle. All the actors in this melancholy
chapter have become household names in the mouths of
Moslems, especially the Shîyites.
[589] The number varies in different traditions; but no account
gives it at more than forty horse and one hundred foot. Seventy
heads were brought into Kûfa, including probably all the
combatants. There were, no doubt, others, non-combatants,
camp-followers, &c.
[590] Horr (we are to believe), during these parleys, was
converted to the cause of Hosein, and eventually going over to
him, fell fighting by his side. But the whole of the sad tale
becomes at this point so intensified and overlaid with Alyite
fiction, that it is impossible to believe a hundredth part of what is
related, and which the heated imaginations of the Shîyites have
invented.
All the names we meet with here are ranged, either on one
side or on the other (especially in the Shîyite vocabulary), as
models either of piety or apostasy.
[591] Amr son of Sád the hero of Câdesîya, they tell us, had
just been nominated by Obeidallah to the government of Rei in
Persia; and now Obeidallah made it a condition of investiture that
he should bring in Hosein, dead or alive. The scene is painted
theatrically of Amr wavering between duty to the grandson of the
Prophet, and the bribe of office. He yielded to the latter, and for
Mammon sold his soul. But all this must be taken cum grano.
[592] Shamir ibn Dzu al Joshan, the Dhihâbite, is a name
never pronounced by the pious Moslem but with ejaculatory
curse. Obeidallah (so the story goes) was at first inclined to
concede the prayer of Hosein, as urged by Amr, for a safe-
conduct to the Caliph at Damascus, when Shamir stepped
forward, and said that Obeidallah, for the credit of his own name,
must insist on the Pretender’s surrender at discretion. So he
obtained from Obeidallah a letter to Amr, threatening that if he
failed to bring Hosein in, Shamir should take the command, and
also obtain the government of Rei in his stead. The name is
variously pronounced as Shamir or Shimar, Shomar or Shimr.
[593] Aly Akbar, that is Aly the elder, as his brother was called
Aly Asghar, Aly the younger.
[594] There were either six or seven of Abu Tâlib’s
descendants. There was moreover a foster-brother of Hosein,
and also a freedman of his.
[595] The tradition goes on to say that Obeidallah was wroth
with this aged spokesman, called him a drivelling dotard, and said
that if he had not been such, he would have beheaded him upon
the spot. But much is manifestly here invented, and everything
coloured for effect. Some represent the incident as occurring at
the Court at Damascus, and ascribe the speech to Yezîd. Weil
holds falsely so, and I agree with him.
[596] Aly the less is also called Zein al Abidîn, ‘Ornament of
the Pious.’
[597] The name of Hasan is added, not only according to the
Shîyite theory that he was entitled to the Caliphate (though he
resigned it), but because he, too, is regarded as a martyr
poisoned by his wife, as they say, at the instigation of Muâvia, but,
as we have seen, without any sufficient presumption.
The tragedy is yearly represented on the stage as a religious
ceremony, especially by the Shîyites, in the ‘Passion Play,’
throughout which are interwoven, in a supernatural romance, the
lives of the early worthies of Islam, ending with the pathetic tale of
the martyr company of Kerbala; while Abu Bekr, Omar, and
Othmân are execrated as usurpers, and the whole Omeyyad
crew, Obeidallah, Hajjâj, &c., are held up to eternal malediction. A
series of these scenes will be found well represented in The
Miracle Play of Hasan and Hosein, by Sir Lewis Pelly, London,
1879. It will give some idea of the extravagances of Shîya
doctrine, and of the intense hold which the episode of Kerbala
has taken of the Moslem mind.
[598] Weil thinks that if, instead of leaving his battles to be
fought by his generals and remaining himself inactive at Mecca,
he had shown the energy of his early days and attacked the
Caliphs in Syria, he would probably have overthrown them; even
as it was, he was near to doing so.
The dismantling of the Káaba excited the same terror as when
it was rebuilt in the youth of Mahomet, nearly a century before.
(Life, p. 28.) No one durst detach a stone; and when Ibn Zobeir
took the pickaxe in his own hands, many fled the city, fearing the
Divine wrath, and only returned when after three days they saw
no ill effect follow.
In the time of Ibn Zobeir music and singing were common at
Mecca, so that notwithstanding the scandal excited at Medîna,
the practices of Syria were beginning to leaven even the Holy
Cities.
[599] Abu Obeid, the famous warrior who was slain in the
battle of the Bridge.
[600] Life of Mahomet, p. 145.
[601] In this reign the Moslem arms, conducted by the famous
Mûsa, reached to the Atlantic. The Moslem fleets were now
powerful, and made a descent on Sicily, a.h. 82.
Kûfa and Bussorah continued to give such constant
annoyance, that Wâsit (or the ‘Midway garrison’) was founded
half-way between the two cities, to keep them in check. Moslem
mints were now first established, the coinage having a verse of
the Corân for the legend. See Weil’s Caliphs, vol. i. p. 470.
[602] Whatever the cruelties of Hajjâj, it must be confessed
that he had a rebellious race to deal with. And in respect of his
attack on Mecca, from whence Ibn Zobeir so long defied the
empire, it is difficult to see how that attack could have been
avoided; but the necessity is forgotten, and only the sacrilege,
with its testudos and battering rams, remembered. In point of
cruelty, indeed, it would not be easy for inhumanity to outdo the
deeds of some of the Abbasside Caliphs. But Hajjâj was the
servant of the ‘godless’ Omeyyads, and indiscriminate abuse
must be heaped both on him and his Master.
[603] For the unbridled sensuality of the times, the use of wine
and other breaches of the Moslem law, and the demoralisation
that festered in these seats of luxury, I must again refer to H. von
Kremer’s excellent work, Culturgeschichte des Orients unter den
Chalifen, Wien, 1875.
[604] The term Shîya (Sheea) means simply sect or party; but
it has come to signify the partisans of the house of Aly, holding
this Divine claim. Imâm means head or leader, and, according to
the Shîyas, the Imâmate, or Headship of all Islam, vests in the
house of Aly. Hence we are continually hearing of an Imâm, or
successor of this line, as about to appear.
[605] 26th Dzul Hijj, a.h. 132, August 5, a.d. 750.
[606] He was the fifth in descent from the Prophet’s uncle; that
is, he was the grandson of Aly, who was the grandson of Abbâs.
Al Saffâh signifies, ‘The Butcher.’
[607] Thus the use of wine, and the Mutáah or temporary
marriage, could be justified. The latter, by which a conjugal
contract can be entered into for a limited period, is still a tenet of
the Shîyas; but is justly reprobated by the orthodox.
[608] When he found that the scheme must be given up, he
caused his son-in-law—now an inconvenient appendage—to be
removed by poison.
[609] For example, it was only under a Motázilite court that
any such discussion as the Christian ‘Apology of Al Kindy’ could
have been allowed to see the light.
[610] For the ‘Ordinances of Omar,’ see above, p. 212.
[611] Such is the character of the Wahâbee revival which, born
in the present century, spread rapidly and widely over Arabia, and
extended in some of its features (chiefly of a protesting character)
even to India.
[612] Soonnies (Sunnies) are those who acknowledge the
authority of the Sunnat, or precedent established by the practice
of Mahomet, and also admit the validity of the Caliphates of Abu
Bekr, Omar, and Othmân, which the Shîyites deny.
[613] Their bigotry is conspicuous mostly in matters of
purification, a remnant, probably, of their ancient faith. Baths and
mosques are held polluted by the presence of an infidel. It is
curious, also, that the Persians to this day curse the memory of Al
Mâmûn, and accuse him of poisoning his Alyite son-in-law;
curiously enough, using his name as a term of abuse.

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14 Fluids 33 Electromagnetic Waves

18 Temperature, Heat, and the First Law of 37 Relativity

Appendices / Answers to Checkpoints and Odd-Numbered Questions and Problems / Index

1 Measurement 1 Adding Vectors by Components 46

4-3 AVERAGE ACCELERATION AND INSTANTANEOUS

2-5 FREE-FALL ACCELERATION 27 5 Force and Motion—I 94

9-2 NEWTON’S SECOND LAW FOR A SYSTEM OF

9-9 SYSTEMS WITH VARYING MASS: A ROCKET 241

8-1 POTENTIAL ENERGY 177

10-3 RELATING THE LINEAR AND ANGULAR 12 Equilibrium and Elasticity 327

10-8 WORK AND ROTATIONAL KINETIC ENERGY 282

14-3 MEASURING PRESSURE 392 16-3 ENERGY AND POWER OF A WAVE TRAVELING ALONG

15-6 FORCED OSCILLATIONS AND RESONANCE 432 17-6 BEATS 496

16 Waves—I 444 17-8 SUPERSONIC SPEEDS, SHOCK WAVES 503

The Celsius and Fahrenheit Scales 518

19 The Kinetic Theory of Gases 549

19-4 TRANSLATIONAL KINETIC ENERGY 557 21-3 CHARGE IS CONSERVED 621

24 Electric Potential 685 REVIEW & SUMMARY 738 QUESTIONS 738 PROBLEMS 739

24-1 ELECTRIC POTENTIAL 685

26-5 POWER, SEMICONDUCTORS, 28-8 THE MAGNETIC DIPOLE MOMENT 824

27-4 RC CIRCUITS 788 30 Induction and Inductance 864

28-6 MAGNETIC FORCE ON A CURRENT-CARRYING 30-8 ENERGY DENSITY OF A MAGNETIC FIELD 889

31 Electromagnetic Oscillations and 32-8 FERROMAGNETISM 961

What Is Physics? 904

33-7 POLARIZATION BY REFLECTION 997

32-6 DIAMAGNETISM 957 34-5 OPTICAL INSTRUMENTS 1030

32-7 PARAMAGNETISM 959 34-6 THREE PROOFS 1033

35 Interference 1047 Measuring an Event 1118

36-7 X-RAY DIFFRACTION 1104 38-7 HEISENBERG’S UNCERTAINTY PRINCIPLE 1172

39 More About Matter Waves 1186 41 Conduction of Electricity in Solids 1252

X Rays and the Ordering of the Elements 1237

43-6 CONTROLLED THERMONUCLEAR FUSION 1326

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18 Temperature, Heat, and the First Law of 37 Relativity

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