1052ebook Download (Ebook PDF) Physics 5th Edition by Alan Giambattista All Chapter
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Alan Giambattista
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PHYSICS
FIFTH EDITION
Alan Giambattista
CONTENTS vii
Chapter 13 Temperature and the Chapter 16 Electric Forces and Fields 583
Ideal Gas 477 16.1 Electric Charge 584
13.1 Temperature and Thermal Equilibrium 478 16.2 Electric Conductors and Insulators 588
13.2 Temperature Scales 478 16.3 Coulomb’s Law 593
13.3 Thermal Expansion of Solids 16.4 The Electric Field 597
and Liquids 480 16.5 Motion of a Point Charge in a Uniform
13.4 Molecular Picture of a Gas 484 Electric Field 605
13.5 Absolute Temperature and the Ideal 16.6 Conductors in Electrostatic Equilibrium 609
Gas Law 487 16.7 Gauss’s Law for Electric Fields 612
13.6 Kinetic Theory of the Ideal Gas 491
13.7 Temperature and Reaction Rates 496
13.8 Diffusion 498 Chapter 17 Electric Potential 628
Online Supplement: Mean Free Path 17.1 Electric Potential Energy 629
17.2 Electric Potential 632
17.3 The Relationship Between Electric Field
Chapter 14 Heat 511 and Potential 639
17.4 Conservation of Energy for Moving Charges 643
14.1 Internal Energy 512
17.5 Capacitors 644
14.2 Heat 514
17.6 Dielectrics 647
14.3 Heat Capacity and Specific Heat 516
17.7 Energy Stored in a Capacitor 653
14.4 Specific Heat of Ideal Gases 520
14.5 Phase Transitions 522
14.6 Thermal Conduction 527 Chapter 18 Electric Current
14.7 Thermal Convection 530 and Circuits 669
14.8 Thermal Radiation 532
18.1 Electric Current 670
Online Supplement: Convection
18.2 Emf and Circuits 671
18.3 Microscopic View of Current in a Metal:
Chapter 15 Thermodynamics 550 The Free-Electron Model 674
18.4 Resistance and Resistivity 676
15.1 The First Law of Thermodynamics 551 18.5 Kirchhoff’s Rules 683
15.2 Thermodynamic Processes 552 18.6 Series and Parallel Circuits 684
15.3 Thermodynamic Processes 18.7 Circuit Analysis Using Kirchhoff’s Rules 690
for an Ideal Gas 556 18.8 Power and Energy in Circuits 693
15.4 Reversible and Irreversible Processes 559 18.9 Measuring Currents and Voltages 695
15.5 Heat Engines 561 18.10 RC Circuits 696
15.6 Refrigerators and Heat Pumps 564 18.11 Electrical Safety 700
15.7 Reversible Engines and Heat Pumps 566
15.8 Entropy 569
15.9 The Third Law of Thermodynamics 572 Chapter 19 Magnetic Forces
and Fields 717
Online Supplement: A Reversible Engine Has the Maximum
Possible Efficiency; Details of the Carnot Cycle; Entropy 19.1 Magnetic Fields 718
and Statistics 19.2 Magnetic Force on a Point Charge 721
CONTENTS ix
25.6 Diffraction and Huygens’s Principle 970 28.4 The Uncertainty Principle 1062
25.7 Diffraction by a Single Slit 972 28.5 Wave Functions for a Confined Particle 1064
25.8 Diffraction and the Resolution of 28.6 The Hydrogen Atom: Wave Functions
Optical Instruments 975 and Quantum Numbers 1067
25.9 X-Ray Diffraction 978 28.7 The Exclusion Principle; Electron Configurations
25.10 Holography 979 for Atoms Other Than Hydrogen 1069
28.8 Electron Energy Levels in a Solid 1072
28.9 Lasers 1074
28.10 Tunneling 1077
xii
LIST OF SELECTED APPLICATIONS xiii
Magnetic resonance imaging, Sec. 19.8 (28) P 11–13, 73, 74. (29) CQ 9–12; P 32, 33, 36, 37,
Magnetoencephalography, Sec. 20.3 41, 42, 45–50, 55, 66, 79, 84, 85, 90.
Infrared detection by snakes, beetles, and bed bugs,
Sec. 22.3 Chemistry
Thermograms of the human body, Sec. 22.3 Collision between krypton atom and water molecule,
Fluorescence, Sec. 22.3 Ex. 7.9
Biological effects of UV exposure, Sec. 22.3 Why reaction rates increase with temperature, Sec. 13.7
X-rays in medicine and dentistry, CAT scans, Sec. 22.3 Polarization of charge in water, Sec. 16.1
Navigation of bees, Sec. 22.7 Hydrogen bonding in water and in DNA, Sec. 16.1
Endoscope, Sec. 23.4 Current in neon signs and fluorescent lights, Sec. 18.1
Kingfisher looking for prey, Sec. 23.4 Spectroscopic analysis of elements, Sec. 27.6
Human eye, Sec. 24.3 Fluorescence, phosphorescence, and chemiluminescence,
Correcting myopia, Sec. 24.3 Sec. 27.7
Correcting hyperopia, Sec. 24.3 Electronic configurations of arsenic, Ex.28.4
Astigmatism of the eye, Sec. 24.3 Understanding the periodic table, Sec. 28.4
Microscopy, Sec. 24.5 Lasers in medicine, Sec. 28.9
Interference microscopy, Sec. 25.2 Radiocarbon dating, Sec. 29.4
Iridescent colors in butterflies, birds, and other animals, Dating archaeological sites, Ex. 29.9
Sec. 25.3 Biological effect of radiation, Sec. 29.5
Resolution of the human eye, Sec. 25.8 Radioactive tracers in medical diagnosis, Sec. 29.5
X-ray diffraction studies of nucleic acids and proteins, Gamma knife radio surgery, Sec. 29.5
Sec. 25.9 Radiation therapy, Sec. 29.5
Medical x-rays, Ex. 27.4
Problems (7) P 44. (13) CQ 13, 14; P 27–39, 57–70, 75, 77,
Bioluminescence, Sec. 27.7
82, 117. (16) P 19. (17) P 122. (18) MCQ 1; P 7. (19)
Positron emission tomography, Sec. 27.8
P 29, 31–33, 95. (26) P 42, 91. (27) P 33–54, 63–66, 81,
Electron microscopes, Sec. 28.3
86, 88, 95. (28) CQ 12; P 6, 19, 30, 41, 55, 72, 82, 84.
Lasers in medicine, Sec. 28.9, Ex. 28.5, PP 28.5
(29) P 3–17, 21, 25, 31–43, 51–65, 80, 81.
Radiocarbon dating, Sec. 29.4, Ex. 29.9, PP 29.9
Biological effects of radiation, Sec. 29.5, Ex. 29.11
Radioactive tracers, Sec. 29.5 Geology/Earth Science
Positron emission tomography, Sec. 29.5 Angular speed of Earth, Ex. 5.1
Radiation therapy, Sec. 29.5 Angular momentum of hurricanes, Sec. 8.8
Problems (1) P 5, 13, 14, 26, 27, 33, 37, 42, 54–56, 64, 66, Hidden depths of an iceberg, Ex. 9.7
70–75, 93, 95, 97. (2) P 7, 27, 43, 50, 75, 76, 86. (3) P 59, Why ocean waves approach shore nearly head on,
62, 64, 80, 101, 103, 105, 111. (4) CQ 4; P 6, 23, 29, 44, Sec. 11.8
93, 101, 113, 126, 132, 154, 158, 176. (5) P 8, 14, 17, 53, Resonance and damage caused by earthquakes, Sec. 11.10
54, 59, 62, 79, 84. (6) CQ 11; P 8, 33, 62, 69, 70, 81–83, Ocean currents and global warming, Sec. 14.7
85, 86, 106, 113, 114, 117, 131. (7) P 21, 33, 76, 97. Global climate change, Sec. 14.8
(8) CQ 9–11, 15, 16; MCQ 10; P 18, 42–48, 53, 77–79, Second law and evolution, Sec. 15.8
82, 83, 87, 90, 91, 94, 113, 119, 125. (9) CQ 7, 12, 14; Second law and conserving fuel, Sec. 15.8
P 7, 10, 15–17, 19, 24–26, 30, 39, 41, 42, 48, 61–62, 66, Electric potential energy in a thundercloud, Ex. 17.1
67, 69, 75, 78, 84–86, 94, 97–99, 113. (10) CQ 10; P 2, Thunderclouds and lightning, Sec. 17.6
3, 8–10, 13–18, 27, 38–40, 47, 90, 91, 110. (11) CQ 10; Earth’s magnetic field, Sec. 19.1
P 2, 44. (12) CQ 4, 5, 8; P 3–5, 14–18, 26, 49, 55–58, 63, Deflection of cosmic rays, Ex. 19.1
67–72. (13) P 31, 45, 70, 73, 74, 80, 81, 84, 92, 95, 96, Magnetic force on an ion in the air, Ex. 19.2
104, 106, 115, 116. (14) P 17, 22, 23, 30, 31, 36, 46, 47, Intensity of sunlight reaching the Earth, Ex. 22.6
51, 63–67, 78–85, 91, 92, 98, 99, 101, 102. (15) P 16, Colors of the sky during the day and at sunset, Sec. 22.7
44, 45, 67–70, 78, 85, 96. (16) P 19, 20, 28, 56, 91, 107. Rainbows, Sec. 23.3
(17) CQ 16; P 43, 65, 75, 88, 89, 91, 102–108, 114, 122. Cosmic rays, Ex. 26.2
(18) CQ 11–13; P 27–29, 86, 90, 100–102, 105. (19) Radioactive dating of geologic formations, Sec. 29.4
P 25–28, 30–34, 43, 63, 66, 81, 93, 94, 96, 98–100, 105. Neutron activation analysis, Sec. 29.6
(20) CQ 8; P 50, 69. (21) P 54–56, 74. (22) P 13, 68–70. Problems (1) P 84, 88. (2) P 114, 115. (8) CQ 21. (9) CQ 8;
(23) CQ 17, 20, 21; MCQ 1, 3, 4, 8, 10; P 10, 11, 26, 27, P 52, 82, 92, 95. (11) CQ 9; P 80, 82, 83, 91, 93. (12) P 7,
31, 50, 70, 75. (24) CQ 10–15; P 21–32, 41–51, 63, 74, 8, 52. (13) P 55. (14) CQ 4, 6; P 104, 120. (16) P 70, 83,
82, 85. (25) CQ 16; P 20, 53, 57, 58, 60, 72, 73, 90, 97. 88. (17) CQ 19; P 69, 81, 90. (18) P 133. (22) CQ 6, 7,
(26) P 51–55. (27) CQ 2, 19; P 52, 55, 60, 65–68, 72, 92. 11; P 49, 50, 64. (29) CQ 6; P 72.
xiv LIST OF SELECTED APPLICATIONS
Astronomy/Space Science Hydraulic lifts, brakes, and controls, Sec. 9.3, Ex. 9.2
Mars Climate Orbiter failure, Sec. 1.5 Mercury manometer, Ex. 9.5
Why Voyager probes keep moving, Sec. 4.2 Hot air balloons, Sec. 9.6
Discovering planets in other solar systems Ex. 4.5 Venturi meter, Ex. 9.11
Orbiting satellites, Sec. 5.2, Sec. 5.4, Ex. 5.9, Ex. 5.10 Sedimentation velocity and the centrifuge, Sec. 9.10
Circular orbits, Sec. 5.4 Operation of sonar and radar, Sec. 12.10
Kepler’s laws of planetary motion, Sec. 5.4 Bimetallic strip in a thermostat, Sec. 13.3
Speed of Hubble Telescope orbiting Earth, Ex. 5.8 Volume expansion in thermometers, Sec. 13.3
Geostationary orbits, Sec. 5.4 Air temperature in car tires, Ex. 13.5
Apparent weightlessness of orbiting astronauts, Sec. 5.7 Heat engines, Sec. 15.5
Artificial gravity and the human body, Sec. 5.7 Internal combustion engine, Sec. 15.5
Elliptical orbits, Sec. 6.2 Refrigerators and heat pumps, Sec. 15.6
Orbital speed of Mercury, Ex. 6.7 Efficiency of an automobile engine, Ex. 15.7
Escape speed from Earth, Ex. 6.8 Photocopiers and laser printers, Sec. 16.2
Center of mass of binary star system, Ex. 7.7 Cathode ray tube, Ex. 16.9
Motion of an exploding model rocket, Ex. 7.8 Electrostatic shielding, Sec. 16.6
Orbital speed of Earth, Ex. 8.15 Lightning rods, Sec. 16.6
Angular momentum of pulsars, Sec. 8.8 Electrostatic precipitator, Sec. 16.6
Composition of planetary atmospheres, Sec. 13.6 Battery-powered lantern, Ex. 17.3
Temperature of the Sun, Ex. 14.13 van de Graaf generator, Sec. 17.2
Aurorae on Earth, Jupiter, and Saturn, Sec. 19.4 Transmission of nerve impulses, Sec. 17.2
Cosmic microwave background radiation, Sec. 22.3 Computer keyboard, Ex. 17.9
Light from a supernova, Ex. 22.2 Condenser microphone, Sec. 17.5
Doppler radar and the expanding universe, Sec. 22.8 Camera flash attachments, Sec. 17.5
Telescopes, Sec. 24.5 Oscilloscope, Sec. 17.5
Hubble Space Telescope, Sec. 24.6 Random-access memory (RAM) chips, Sec. 17.5
Radio telescopes, Sec. 24.6 Resistance thermometer, Sec. 18.4
Observing active galactic nuclei, Sec. 26.2 Resistive heating, Ex 18.4
Aging of astronauts during space voyages, Ex. 26.1 Battery connection in a flashlight, Sec. 18.6
Nuclear fusion in stars, Sec. 29.8 Trying to start a car using flashlight batteries, Ex. 18.5
Problems (1) P 15, 36, 82, 87, 93. (6) P 26, 48–57, 97. Electric fence, Sec. 18.11
(7) P 108. (8) CQ 17; P 72, 89, 92. (9) CQ 5. (10) P 25. Household wiring, Sec. 18.11
(11) P 1, 6. (13) P 68. (14) MCQ 1–3; P 25, 116. (16) Bubble chamber, Sec. 19.3
P 88. (19) P 16, 17. (22) P 10, 32, 33, 37, 52, 54. Mass spectrometer, Sec. 19.3
(24) CQ 5, 17; MCQ 6; P 52–55, 57–59, 70, 77. Cyclotrons, Ex. 19.5
(25) CQ 3, 4; P 54, 56, 67, 76. (26) CQ 8, 12; MCQ 2, 4; Velocity selector, Sec. 19.5
P 3, 5, 8, 9, 13–19, 22, 40, 64, 65, 67, 69, 70, 73, 76, 77, Hall effect, Sec. 19.5
85, 88, 95. (27) CQ 4; P 91. (30) P 11. Electric motor, Sec. 19.7
Galvanometer, Sec. 19.7
Architecture Audio speakers, Sec. 19.7
Cantilever building construction, Sec. 8.4 Electromagnets, Sec. 19.10
Strength of building materials, Sec. 10.3 Magnetic storage, Sec. 19.10
Vibration of bridges and buildings, Sec. 10.10 Electric generators, Sec. 20.2
Expansion joints in bridges and buildings, Sec. 13.3 DC generator, Sec. 20.2
Heat transfer through window glass, Ex. 14.10 Back emf in a motor, Sec. 20.5
Building heating systems, Sec. 14.7 Ground fault interrupter, Sec. 20.3
Problems (9) CQ 4. (10) CQ 5, 12; P 1, 22, 82. (13) P 12, Moving coil microphone, Sec. 20.3
14, 90. (14) P 59, 71, 94. (15) CQ 12. Transformers, Sec. 20.6
Distribution of electricity, Sec. 20.6
Technology/Machines Eddy-current braking, Sec. 20.7
Catapults and projectile motion, Sec 3.5 Induction stove, Sec. 20.7
Two-pulley system, Ex. 4.12 Radio’s tuning circuit, Ex. 21.3
Products to protect the human body from injury, Ex. 7.2 Laptop power supply, Ex. 21.5
Recoil of a rifle, Sec. 7.4 Tuning circuits, Sec. 21.6
Atwood’s machine, Ex. 8.2 Rectifiers, Sec. 21.7
Angular momentum of a gyroscope, Sec. 8.9 Crossover networks, Sec. 21.7
LIST OF SELECTED APPLICATIONS xv
Electric dipole antenna, Ex. 22.1 Power of a car climbing a hill, Ex. 6.14
Microwave ovens, Sec. 22.3 Momentum of a moving car, Ex. 7.1
Liquid crystal displays, Sec. 22.7 Force acting on a car passenger in a crash, Ex. 7.3
Periscope, Sec. 23.4 Jet, rocket, and airplane wings, Sec. 7.4
Fiber optics, Sec. 23.4 Collision at a highway entry ramp, Ex. 7.10
Zoom lens, Ex. 23.9 Torque on a spinning bicycle wheel, Ex. 8.3
Cameras, Sec. 24.2 How a ship can float, Sec. 9.6
Microscopes, Sec. 24.5 Airplane wings and lift, Sec. 9.8
Lens aberrations, Sec. 24.7 Shock absorbers in a car, Sec. 10.9
Reading a compact disk (CD), Sec. 25.1 Shock wave of a supersonic plane, Sec. 12.8
Michelson interferometer, Sec. 25.2 Regenerative braking, Sec. 20.2
Interference microscope, Sec. 25.2 AC generator, Ex. 20.2
Antireflective coating, Sec. 25.3 Problems (1) P 96. (2) P 33, 43–47, 51, 55, 68, 70, 78. (3) P 12,
CD tracking, Sec. 25.5 46–49, 73–79, 82, 87, 88, 96, 100, 102, 108, 114. (4) P 12,
Diffraction and photolithography, Ex. 25.7 81, 101, 103, 117, 130, 134, 138, 153, 157, 159, 169,
Spectroscopy, Sec. 25.5 174. (4) P 14, 18–19, 69, 79, 84, 85, 88, 101. (5) P 10,
Resolution of a laser printer, Ex. 25.9 23–27, 29, 42, 92. (6) P 5. (7) P 71, 88. (8) CQ 6; P 93.
X-ray diffraction, Sec. 25.9 (9) CQ 11, 16; P 8, 25, 48, 94, 111, 112. (10) CQ 16;
Holography, Sec. 25.10 P 24, 38, 39, 44, 68, 72. (12) P 14. (13) P 8, 9, 23, 39,
Photocells for sound tracks, burglar alarms, garage door 40, 83, 96. (14) CQ 9, 10, 26. (15) P 24. (18) P 8, 10,
openers, Sec. 27.3 11. (20) MCQ 5, 10.
Diagnostic x-rays in medicine, Ex. 27.4
Quantum corral, Sec. 28.5 Sports
Lasers, Sec. 28.9 Velocity and acceleration of an inline skater, Ex. 3.5
Scanning tunneling microscope, Sec. 28.10 Rowing and current, PP 3.9
Atomic clock, Sec. 28.10 Hammer throw, Ex. 5.5
Nuclear fission reactors, Sec. 29.7 Bungee jumping, Ex. 6.4
Fusion reactors, Sec. 29.8 Rock climbers rappelling, Ex. 6.5
High-energy particle accelerators, Sec. 30.4 Speed of a downhill skier, Ex. 6.6
Problems (5) P 73, 74, 83, 85, 87. (6) P 6. (8) P 7, 12, 13, Work done in drawing a bow, Sec. 6.6
17, 28, 31, 50, 52, 54, 59, 73, 76, 81, 93, 97, 104. (10) Dart gun, Ex. 6.11
CQ 7; P 32, 36, 42, 88. (12) P 17. (16) CQ 6; P 80, 93. Choking up on a baseball bat, Sec. 8.1
(17) P 76. (18) P 4, 5, 12, 73, 95, 106. (19) CQ 5, 13, Muscle forces for the iron cross (gymnastics), Sec. 8.5
16, 21; P 55–57, 91, 102, 103. (20) CQ 1, 6, 7, 16; Rotational inertia of a figure skater, Sec. 8.8
MCQ 1, 2, 7, 10; P 14, 15, 17–23, 25, 33–42, 48, 57, 99, Pressure on a diver, Ex. 9.3
100. (21) CQ 1–18; MCQ 1–10; P 1–10, 25, 39, 50, Compressed air tanks for a scuba driver, Ex. 13.6
57–66, 67–97. (22) CQ 1, 2, 9; MCQ 4, 7, 9; P 1–14, Problems (1) P 34. (2) P 3, 15, 18, 24, 25, 34, 59, 73, 81.
16–22, 24–29, 55, 58, 59, 61, 64, 66, 67, 79, 81, 83, 85, (3) MCQ 4, 12; P 4, 14, 36, 37, 68, 84, 89, 90. (4) P 17,
86. (23) CQ 19; MCQ 2. (24) CQ 1, 4–7, 12, 14–16; 44, 69, 127, 170. (5) P 2, 5, 22. (6) P 18, 22, 37, 42, 53,
MCQ 1, 2, 6, 7, 10; P 6, 7, 11–21, 34, 36–52, 54–57, 59, 67, 68, 74, 75, 81, 83–85, 92, 97. (7) CQ 15, 17; P 12,
60, 63–65, 68, 72, 78, 85. (25) CQ 7; MCQ 4; P 1, 16, 17, 24, 76, 77, 81, 83, 105. (8) CQ 7, 15, 19; MCQ 9;
10–12, 43. (26) P 24, 66. (27) CQ 18; P 15–21, 60, 71, P 3, 8, 32–34, 53, 74, 75, 78, 79, 87, 114, 129. (9) CQ 18;
93. (28) CQ 6, 13, 14; P 18. (29) CQ 13; P 7. (30) P 14, P 74, 87. (10) CQ 9, 10; P 88. (11) P 19. (12) P 3.
16, 19, 27. (14) P 4, 6, 7.
Automatic screen door closer, Ex. 8.4 Cosmetic mirrors and automobile headlights, Sec. 23.8
Work done on a potter’s wheel, Ex. 8.5 Side-view mirrors on cars, Ex. 23.7
Climbing a ladder on a slippery floor, Ex. 8.7 Colors in soap films, oil slicks, Sec. 25.3
Pushing a file cabinet so it doesn’t tip, Ex. 8.9 Neon signs and fluorescent lights, Sec. 27.6
Torque on a grinding wheel, Ex. 8.11 Fluorescent dyes in laundry detergent, Sec. 27.6
Pressure exerted by high-heeled shoes, Ex. 9.1 Problems (1) P 1, 6, 11. (6) P 7–9, 27, 32, 72, 73, 117, 120.
Cutting action of a pair of scissors, Ex. 10.4 (7) CQ 1, 13; P 1, 15, 31, 47, 79, 87. (8) CQ 3, 12–14, 18;
Difference between musical sound and noise, Sec. 11.4 MCQ 1; P 11, 13–16, 18, 19, 21, 26, 30, 32, 35, 37, 50,
Sound from a guitar, Sec. 12.1 54, 55, 68, 80, 92, 103, 112, 115. (9) CQ 2, 13; MCQ 2;
Sound from a loudspeaker, Sec. 12.1 P 2, 4, 13, 17, 28, 35, 39, 40, 42, 43, 49, 52, 56–58, 86,
Sound level of two lathes, Ex. 12.4 109. (10) CQ 2, 3; P 1, 25, 36, 45, 71, 79. (11) CQ 1–6;
Wind instruments, Sec. 12.4 MCQ 3–5; P 2–4, 9, 10, 16, 18, 38, 46, 51, 53, 50–59,
Tuning a piano, Sec. 12.7 55–64, 72, 77, 81, 85, 88. (12) MCQ 1–3, 9, 10; P 13, 18,
Chill caused by perspiration, Sec. 14.5 20–27, 36, 37, 40–45, 47, 53, 55, 62, 63, 69. (13) CQ 6,
Double-paned windows, Ex. 14.10 8, 19, 20; P 4, 6, 43, 44, 71, 89, 102, 103. (14) CQ 5, 11,
Offshore and onshore breezes, Sec. 14.7 12, 17, 19, 22; MCQ 5; P 14, 24, 29–38, 45, 53, 61, 65,
Incandescent lightbulb, Sec. 14.8 70, 71, 74, 77, 79, 83, 91, 98, 108. (15) CQ 1, 2, 5–8, 11,
Static charge from walking across a carpet, Ex. 16.1 13; MCQ 6; P 13, 29, 33, 35, 36, 41, 42, 44, 47, 51, 52,
Grounding of fuel trucks, Sec. 16.2 63, 73, 76, 97. (16) CQ 2, 12. (17) CQ 3, 16; P 67, 118.
Resistance of an extension cord, Ex. 18.3 (18) CQ 1, 3, 9, 13, 18; P 1, 29, 61–63, 68, 71, 85,
Resistance heating, Sec. 21.1 97–99, 110, 114, 115. (19) CQ 9. (20) CQ 14, 17; P 37,
Polarized sunglasses, Sec. 22.7 77. (21) P 1, 2, 6, 78, 97, 98. (22) P 9, 17, 19, 80, 56, 57.
Colors from reflection and absorption of light, Sec. 23.1 (23) CQ 5, 14, 26; P 19, 28, 29, 35, 44, 70, 83, 98, 101.
Mirages, Sec. 23.3 (25) CQ 2; P 7, 14–17. (27) P 60.
Preface
Physics is intended for a two-semester college course in introductory physics using
algebra and trigonometry. The main goals for this book are:
∙ to present the basic concepts of physics that students need to know for later
courses and future careers,
∙ to emphasize that physics is a tool for understanding the real world, and
∙ to teach transferable problem-solving skills that students can use throughout their
lives.
∙ The comprehensive math review, found in Appendix A, has been expanded for
this edition. A new section A.8 (Sinusoidal Functions of Time) provides support
for important topics such as oscillations, waves, Faraday’s law, and interference.
Section A.6 (Geometry) has been rewritten to emphasize the skills most relevant
to physics problems. Math skills have been added to the Concepts and Skills to
Review on the chapter opener pages. New references to Appendix A have been
added to the text.
∙ The visual presentation has been streamlined. The content of tips and warnings
found in marginal icons and text highlighting, has been moved into Problem-
Solving Strategy boxes and/or into the end-of-chapter Master the Concepts
boxes, as appropriate.
∙ Concepts and Skills to Review lists are now more prominently featured on the
chapter opener page.
∙ Many of the figure legends have been expanded to help students learn more from
the illustrations.
xvii
xviii PREFACE
∙ Chapter 6 has new Problem-Solving Strategies for work done by a constant force
and for mechanical energy.
∙ In Section 8.2, the discussion of the lever arm has been clarified.
∙ Section 11.5 (Mathematical Description of a Wave) has been rewritten to be more
accessible.
∙ Sections 12.7 and 12.8 (Beats, The Doppler Effect) have been rewritten. Formu-
lating the Doppler effect in terms of relative velocities makes an arbitrary sign
convention unnecessary.
∙ Sections 15.5–15.7 contain improved explanations of heat engines and heat
pumps.
∙ A table of circuit symbols is now included at the end of Chapter 18.
∙ Section 19.10 has been rewritten to provide a more complete description of para-
magnetism and diagmagnetism.
∙ Chapter 20’s treatment of inductance has been streamlined, with the quantitative
material on mutual inductance moved into an online supplement. Chapter 20 has
gained 10 new end-of-chapter problems on Faraday’s law.
∙ Section 22.7 now includes a description of circular polarization.
∙ New Figure 23.47 is a ray diagram for the formation of a virtual image by a
converging lens.
∙ Section 24.3 describes astigmatism of the eye. Section 24.7 contains an expanded
explanation of lens aberrations.
∙ Chapter 25 simplifies the discussion of phase differences for constructive and
destructive interference.
∙ Chapter 30 mentions the observation of gravitational waves by the LIGO
collaboration.
A CONCEPTS-FIRST APPROACH
Some students approach introductory physics with the idea that physics is just the
memorization of a long list of equations and the ability to plug numbers into those
equations. Physics emphasizes that a relatively small number of basic physics con-
cepts are applied to a wide variety of situations. Physics education research has
shown that students do not automatically acquire conceptual understanding; the
concepts must be explained and the students given a chance to grapple with them.
The presentation in Physics blends conceptual understanding with analytical skills.
The “concepts-first” approach helps students develop intuition about how physics
works; the “formulas” and problem-solving techniques serve as tools for applying
the concepts. The C onceptual Examples and Conceptual Practice Problems in the
text and a variety of ranking tasks and Conceptual and Multiple-Choice Questions
at the end of each chapter give students a chance to check and to enhance their
conceptual understanding.
rigid body has kinetic energy due to the motion of its particles. The text discusses
why it is useful to be able to write this kinetic energy in terms of a single quantity
common to all the particles (the angular speed), rather than as a sum involving par-
ticles with many different speeds. When students understand why rotational inertia is
defined the way it is, they are better prepared to move on to the more difficult concepts
of torque and angular momentum.
The text avoids presenting definitions or formulas without motivation. When
an equation is not derived in the text, a conceptual explanation or a plausibility
argument is given. For example, Section 9.9 introduces Poiseuille’s law with two
identical pipes in series to show why the volume flow rate must be proportional
to the pressure drop per unit length. The text then discusses why ΔV/Δt is propor-
tional to the fourth power of the radius (rather than to r2, as it would be for an
ideal fluid).
Similarly, the definitions of the displacement and velocity vectors can seem
arbitrary and counterintuitive to students if introduced without any motivation.
Therefore, presentation of the kinematic quantities is preceded by an introduc-
tion to Newton’s laws, so students know that forces determine how the state of
motion of an object changes. The conceptual groundwork for a concept is par-
ticularly important when its name is a common English word such as velocity or
work.
MCAT® SUPPORT
Coverage of topics such as mechanical advantage, turbulence, surface tension, attenu-
ation of sound waves, magnetic materials, and circular polarization has been expanded
or added to this edition based on the 2015 revision of the MCAT® exam. Students
who plan to take the MCAT® can rest assured that all the physics topics on that exam
are included in the text.
Problem-Solving Approach
Problem-solving skills are central to an introductory physics course. These skills
are illustrated in the Example problems. Lists of problem-solving strategies can be
useful; Physics presents such strategies when appropriate. However, the most elusive
skills—perhaps the most important ones—are subtle points that defy being put into
a neat list. To develop real problem-solving expertise, students must learn how to
think critically and analytically. Problem solving is a multidimensional, complex
process; an algorithmic approach is not adequate to instill real problem-solving
skills.
An important problem-solving skill that many students need to practice is extract-
ing information from a graph or sketching a graph without plotting individual data
points. Graphs often help students visualize physical relationships more clearly than
they can with algebra alone. Graphs and sketches are emphasized in the text, in
worked examples, and in the problems.
Strategy Each Example begins with a discussion—in language that the students
can understand—of the strategy to be used in solving the problem. The strategy
illustrates the kind of analytical thinking students must do when attacking a prob-
lem: How do I decide what approach to use? What laws of physics apply to the
problem and which of them are useful in this solution? What clues are given in
the statement of the question? What information is implied rather than stated out-
right? If there are several valid approaches, how do I determine which is the most
efficient? What assumptions can I make? What kind of sketch or graph might help
me solve the problem? Is a simplification or approximation called for? If so, how
can I tell if the simplification is valid? Can I make a preliminary estimate of the
answer? Only after considering these questions can the student effectively solve
the problem.
Solution Next comes the detailed solution to the problem. Explanations are inter-
mingled with equations and step-by-step calculations to help the student understand
the approach used to solve the problem.
Discussion The numerical or algebraic answer is not the end of the problem; the
Examples end with a discussion. Students must learn how to determine whether
their answer is consistent and reasonable by checking the order of magnitude of the
answer, comparing the answer with a preliminary estimate, verifying the units, and
doing an independent calculation when more than one approach is feasible. When
several different approaches are possible, the discussion looks at the advantages and
disadvantages of each approach. The discussion generalizes the problem-solving
PREFACE xxi
techniques used in the solution, examines special cases, and considers “what if”
scenarios.
concept previously introduced. The goal is for students to view physics as a small
set of fundamental concepts that can be applied in many different situations,
rather than as a collection of loosely related facts or equations. By identifying areas
where important concepts are revisited, the Connections return the focus to core
concepts.
The exercises in the Review & Synthesis sections help students see how the
concepts in the previously covered group of chapters are interrelated. These exercises
are also intended to help students prepare for tests, in which they must solve problems
without having the section or chapter title given as a clue.
Checkpoint questions encourage students to pause and test their understanding
of the concept explored within the current section. The answers to the Checkpoints
are found at the end of the chapter so that students can confirm their knowledge
without jumping too quickly to the provided answer.
DIGITAL RESOURCES
ALEKS® Math Prep for College Physics
ALEKS Math Prep for College Physics is a web-based program that provides targeted
coverage of critical mathematics material necessary for student success in Physics.
ALEKS uses artificial intelligence and adaptive questioning to assess precisely a
PREFACE xxiii
student’s preparedness and deliver personalized instruction on the exact topics the
student is most ready to learn. Through comprehensive explanations, practice, and
feedback, ALEKS enables students to quickly fill individual knowledge gaps in order
to build a strong foundation of critical math skills.
Use ALEKS Math Prep for College Physics during the first six weeks of
the term to see improved student confidence and performance, as well as fewer
dropouts.
McGraw-Hill Connect®
Connect is a digital teaching and learning environment that improves student perfor-
mance over a variety of critical outcomes; it is easy to use; and it is proven effective.
Connect empowers students by continually adapting to deliver precisely what they
need, when they need it, and how they need it, so class time is more engaging and
effective.
INSTRUCTOR RESOURCES
Build instructional materials wherever, whenever, and however you want!
Accessed through the instructor resources in Connect is, an online digital library
containing photos, artwork, interactives, clicker questions, and other media types can
be used to create customized lectures, visually enhanced tests and quizzes, compelling
course websites, or attractive printed support materials. Assets are copyrighted by
McGraw-Hill Higher Education, but can be used by instructors for classroom pur-
poses. The visual resources in this collection include
∙ Art Full-color digital files of all illustrations in the book can be readily
incorporated into lecture presentations, exams, or custom-made classroom
materials.
∙ Photos The photos collection contains digital files of photographs from the text,
which can be reproduced for multiple classroom uses.
∙ Workbook The workbook contains questions and ideas for classroom exercises
that will get students thinking about physics in new and comprehensive ways.
Students are led to discover physics for themselves, leading to a deeper intuitive
understanding of the material.
∙ Lecture PowerPoints Ready-made presentations combine art and lecture notes
for each chapter of the text.
xxiv PREFACE
The lids are temporarily sewed together, thus stretching the defect
fully into which the flap is to be sutured. The pedicle is severed after
thorough circulation in the flap has been established.
Owing to the free movement of the skin over the temporal fascia,
the wound formed by the incision of the flap can be entirely closed
by a single line of interrupted sutures.
Ammon and Von Langenbeck Method.—A very similar method,
especially devised for the correction of extensive ectropion of the
lower lid, is that in which the pedunculated flap is taken from the
latter aspect of the cheek.
A curved incision is made just below the tarsal border, freely
loosening the attached conjunctiva in this manner. The cicatricial
tissue or other cause of the defect is thoroughly excised and the lids
fixed together by suture.
The wound is then fully exposed. A curved incision, as shown in
Fig. 97, is now made, with its base in line with the superior line of the
raw surface. It is carefully dissected up and twisted into position and
held by suture (Fig. 98).
The sides of the wound made by the excision of the flap are
brought together by an interrupted suture.
The skin of the cheek is liable to contract more readily than that
from the temporal region, because it is thicker. Again, it is less
suitable for grafting because of its subcutaneous layer of adipose
tissue.
Dieffenbach-Serre Method.—Where the defect is too large to be
covered with any of the preceding methods, as is often the case
following the extirpation of carcinomata, a rhomboid flap can be
utilized as shown in Fig. 99.
The extirpation incision is made in the form of a V. The faulty
tissue or scar is removed, care being exercised to retain as much of
the conjunctiva as possible. A rhomboid flap is then taken from the
lateral aspect of the cheek and slid over the defect and sutured into
place, as shown in Fig. 100.
EPICANTHUS
This condition, in which a fold of skin stretches across from the
inner end of the brow to the side of the nose covering the inner
canthus, is met with principally in children. It usually disappears later
in life. It may remain, however, owing to nondevelopment of the
nasal bridge and is often met with in the colored races.
Bull Method.—This defect may be corrected by the excision of an
elliptical piece of skin from the anterior aspect of the bridge of the
nose, and sewing the wound together with interrupted fine silk
sutures, as shown in Figs. 106 and 107.
Fig. 106. Fig. 107.
Bull Method.
CANTHOPLASTY
Canthoplasty involves the lengthening of the palpebral fissure at
the external canthus. The canthus is divided outward to the extent
designed with a pair of angular scissors, probe pointed (Fig. 108),
and to the extent as shown in Fig. 109.
PTOSIS
This is a drooping of the upper eyelid, due to congenital or
paralytic causes. It may be unilateral or bilateral.
Apart from internal and proper external electrical and other
treatment the simplest surgical method to be employed is to remove
an elliptical piece of skin from the eyelid and to suture the margins of
the wound together. Care should be taken not to take out too much
tissue, as this would involve inability to close the lid.
ANKYLOBLEPHARON
A condition in which the two lid margins are united by cicatricial
adhesion. These should be removed and the margin of the lids be
rebuilt by any of the methods suggested if possible. Mucous-
membrane flaps are naturally to be preferred.
WRINKLED EYELIDS
A common condition after middle life, when not due to other
causes than normal changes in the skin and subcutaneous tissue.
Edematous pressure due to disease is a common factor.
The wrinkling may be marked or slight.
To correct the condition is to remove the redundant or baggy
tissue by excision, as massage in any form accomplishes little if any
benefit. The shape of the incision should be made to include the
loose tissue and varied somewhat, as shown in Figs. 112 and 113.
For the excision it will be found best to use a fine pair of curved
eye scissors, beginning the incision by raising the skin at the outer
canthus with a fixation forceps or tenaculum.
Another guide to outline the necessary amount of tissue to be
removed is to mark the area, prior to operation, with India ink or an
indelible pencil. The parts can then be snipped away readily without
fear of causing ectropion. There is usually very little bleeding, and in
most cases the tissue is exceedingly thin.
The margins of the wound are brought together with very fine
twisted silk, using the continuous suture preferably on account of the
ease with which it can be removed.
The wound is then powdered with a suitable antiseptic powder and
covered with antiseptic adhesive silk plaster moistened with an
antiseptic. The form of the plaster should be of suitable shape, not
too wide, and nicked so as to permit of proper application.
There is more or less edema following the operation, associated
with or without discoloration, which disappears usually without
treatment in forty-eight hours. It is advisable to administer a saline
laxative each morning following the operation for several days. Small
doses of magnesium sulphate answer the purpose very well.
The sutures are withdrawn in from twenty-four to forty-eight hours
after having been carefully softened with warm boric-acid solution, or
a ten-per-cent peroxid-of-hydrogen aqueous solution. The early
removal of the sutures prevents stitch cicatrices. The part is again
powdered as before and covered with the adhesive silk plaster,
which answers both purposes of protection and splinting.
The resulting cicatrization is so surprisingly little as to be almost
invisible in the great majority of cases. In patients of blond
complexion the redness of the scar disappears as early as three
weeks, but is more prolonged in persons of darker type. It is not
advisable to do both upper and lower eyelids in one operation to
avoid the discomfort of the edema which usually follows.
In rare instances there appears a hypertrophy of the scar line,
which is best treated with strips of thiosinamin plaster mull, twenty
per cent, applied nightly and removed the next morning. If irritation
results the plasters should be discontinued for a day or two.
XANTHELASMA PALPEBRARUM
A yellow discoloration of irregular patchlike formation in the skin of
the lids, usually about the region of the inner canthus.
The condition may involve both upper and lower lids
symmetrically. The patches are generally slightly elevated and vary
in size. They make their appearance usually late in life, and are due
to the infiltration of the deeper layers of the skin with groups of cells
overburdened with fat.
They are best removed by excision, following the method of the
preceding operation. There may or may not be a recurrence of the
disease at an indefinite period, when the tissue must again be
removed.
Remarks
All of the above operations in blepharoplasty can be done under
local anesthesia, using either the two- or three-per-cent cocain or,
preferably, Beta-eucain solutions.
About ten minutes after each operation a sharp stinging sensation
is experienced in the eyelid operated upon, which lasts for almost an
hour or more, and indicates nothing alarming except the absorption
of the anesthetic and a return to the normal state. A sponge dipped
into cold sterile water relieves the parts considerably at the time.
It is advisable to inform the patients of this symptom beforehand to
avoid unnecessary alarm on their part. Patients are easily frightened
when cutting operations around the eye are undertaken, and should
be apprised of what is to be done, and what to expect, especially
when the operation has been done as a purely cosmetic one.
After the sutures are removed the patient is instructed to allow the
plasters to remain until they fall off, which occurs usually in about
two days, unless there be reasons for dressings for discharges due
to infection, the result of carelessness in operating.
Should at any time, from carelessness or accident, the wound be
torn open, the parts need only be brought together with adhesive silk
plaster. Healing will go on, giving practically as good a result as with
the suture. Bardeleben does not suture these wounds at all, yet the
author believes it a safeguard and a psychological necessity in most
cosmetic cases.
CHAPTER X
OTOPLASTY
(Surgery of the Ear)
Where the loss of substance is not too great and along the helix of
the ear, a flap can be taken from the back of the ear, leaving it
attached at its cicatrized union with the primary wound, and sliding
this flap upward or outward until the defect of the helix is
overcorrected to allow for contraction and suturing the flap in its new
position.
The secondary wound if too large to permit of direct union with
sutures may at once be covered with a flap taken from the anterior
border of the arm, or, if preferred, from the inner aspect of the calf of
the leg. The wound occasioned by the removal of the graft can easily
be closed by suture, leaving simply a linear scar of little
consequence. Usually such defects of the rim can be hidden by the
combing of the hair, especially in women.
AURICULAR PROTHESES
When the injury has resulted in complete loss of the organ or so
much of it that its remaining stump will not permit of otoplasty,
protheses or artificial ears or parts of ears may be employed to
render the patient less unsightly. These protheses are usually made
of aluminum, papier maché, or rubber, and painted to match the
good ear. They are attached with a special kind of gum, termed zinc-
leim, which makers of such protheses furnish, or are held by metal
springs, which are inserted under strips or bridges of skin surgically
created for the purpose. The esthetic effect is surprisingly good in
most cases.
COLOBOMA
A very common injury observed in women is laceration of the
lobule of the ear or ears, generally due to the wearing of heavy
earrings, which gradually cut their way through the tissues.
Coloboma may be occasioned by the forcible tearing out of the
earrings; it has also been found to be congenital in rare cases.
The simplest method for correcting this deformity is to cut away
both cicatrized edges of the defect by the aid of the angular scissors,
exposing fully the width of the lobular tissue on both sides (Fig. 116),
as the cicatricial edges are likely to be thinner than the lobule proper,
and if brought together would leave a depression along the line of
union. The freshened cut surfaces are brought together with fine silk
sutures, an inferior one being taken in the outer border, so as to
establish perfect coaptation at this point (Fig. 117).
The objection to the above operation is that invariably owing to the
resultant contraction a notch is formed at the union of the angles of
the freshened wound. To avoid this the operation shown in Fig. 118
is to be employed (Greene).