To accommodate increased emphasis on understanding physical concepts, the many conceptual examples are labeled as such and are designed to help students focus on the physical situation in the problem. Solutions in worked examples are presented symbolically as far as possible, with numerical values substituted at the end. This approach will help students think symbolically when they solve problems instead of unnecessarily inserting numbers into intermediate equations. Approximately one-third of the worked examples in the text contain a What If?
At the completion of the example solution, a What If? This feature encourages students to think about the results of the example, and it also assists in conceptual understanding of the principles. Selected endof-chapter problems also include this feature. Quick Quizzes. Students are provided an opportunity to test their understanding of the physical concepts presented through Quick Quizzes. The questions require students to make decisions on the basis of sound reasoning, and some of the questions have been written to help students overcome common misconceptions.
Quick Quizzes have been cast in an objective format, including multiple-choice, true—false, and ranking. Answers to all Quick Quiz questions are found at the end of the text.
An example of a Quick Quiz follows below. Q uick Quiz 7. For the next loading, the spring is compressed a distance 2x. How much faster does the second dart leave the gun compared with the first? Which pair of numbers represents the largest and smallest possible S S S values for the magnitude of the resultant vector R 5 A 1 B? Example 3. Each solution has been written to closely follow the Analysis Model Approach to Problem Solving as outlined in Section 2. The S resultant vector R has also been drawn.
We expect its magnitude to be a few tens of kilometers. The angle b that the resultant vector makes with the y axis is expected to be less than , the angle that vector S B makes with the y axis.
S Categorize We can categorize this example as a simple analysis problem in vector addition. We can further categorize it as a problem about the analysis of triangles, so we appeal to our expertise in geometry and trigonometry. Analyze In this example, we show two ways to analyze the problem of finding the resultant of two vectors. The first way is to S solve the problem geometrically, using graph paper and a protractor to measure the magnitude of R and its direction in Figure 3.
In fact, even when you know you are going to be carrying out a calculation, you should sketch the vectors to check your results.
With an ordinary ruler and protractor, a large diagram typically gives answers to two-digit but not to three-digit S precision. Try using these tools on R in Figure 3. S The second way to solve the problem is to analyze it using algebra and trigonometry. The magnitude of R can be obtained from the law of cosines as applied to the triangle in Figure 3. Each step of the solution is detailed in a two-column format. The left column provides an explanation for each mathematical step in the right column, to better reinforce the physical concepts.
Are the units of R correct? Although the head to tail method of adding vectors works 57 well, it suffers from two disadvantages. First, some people continued find using the laws of cosines and sines to be awkward. Second, a triangle only results if you are adding two vectors. If you are adding three or more vectors, the resulting geometric shape is usually not a triangle.
In Section 3. Suppose the trip were taken with the two vectors in reverse order: How would the magnitude and the direction of the resultant vector change? Answer They would not change. The commutative law for vector addition tells us that the order of vectors in an addition is irrelevant. Graphically, Figure 3.
In this section, we posed in the text of the example. For instance, this feature might explore the effects of changing the conditions of describe a method of adding that makes use ofvalue, the projections vectors the situation, determine what happens when a quantity is takenvectors to a particular limiting or questionofwhether along coordinate axes. These situation. Any vector can be completely described by its about the results of the example and assists in conceptual understanding of the principles.
S Consider a vector A lying in the xy plane and making an arbitrary angle u with the positive x axis as shown in Figure S 3. This vector can be expressed as the sum of two other component vectors A , which is parallel to the x axis, x S and A y , which is parallel to the y axis. We shall often refer to the x and y Components Equations 3. All the Rights May not be copied, scanned, or duplicated, in whole or in part.
More than two hundred Pitfall Preventions such as the one to the right are provided to help students avoid common mistakes and misunderstandings. These features, which are placed in the margins of the text, address both common student misconceptions and situations in which students often follow as shown unproductive paths.
Each chapter contains a summary that reviews the important concepts S be moved a distance v Dtv is constant for a uniThe speed v and equations discussed in that chapter. The summary is divided into three sections: and hence must bemedium, given form whereas v varies y 1 2 a kinetic energy 2 sDmdv.
Compare this result with the empirical Problems Sets. For the Tenth Edition, the authors reviewed each question and problem expression 12 DrAv 2 for the resistive force. His motion between two Problems. Answers for odd-numbered 2 s Compare this result with the empirical about two-thirds of the problems are keyed to specific sections of the chapter.
Heedless of danger, a child leaps onto a pile of old mat A new hightresses to use them as a trampoline. His motion between two speed The problem for straightforward problems gers do not need to wear seat belts or any other restraining equation are printed in black; intermediate-level problems are in blue. The Additionaldevice. Prob-The coaster is designed with a vertical circular sec1 2 2 2 s At the end of theangle 1 4 2 passengers ui 5 08 are upside down for a short time 2 s1.
The radius of the circular section is Assume the coaster moves without friction on the solution. What is this angle? There are several kinds of problems A horizontal spring attached to a wall has a force constant valuefeatured in part c? AWhy block of following mass m 5 1. Why is the following situation impossible? Find the ui device. Find When the speed of the block as it bar with her b hands.
A horizontal spring attached to a wall has a force constant the floor. A block of mass m 5 1. Find the elastic potential energy stored in the spring when the block is 6. An airplane of mass 1. Put into more precise terlem appears on the next page: has traveled 5. Then 1 a power equal to P will in A pendulum, comprising a light string of length L a peg located a distance d Copyright Cengage Learning. Why is the following situation imposFigure P6.
A mischievous child goes to an amusement park with his family. This part of the structure rotates about the vertical central axis when the ride operates. The child sits on the sloped surface atThe a point d 5 5. The coefficient of with a icon.
The ride operator does not notice that the child has slipped away from his seat and so continues to operate the ride. As a result, the sitting, pouting boy rotates in a circular path at a speed of 3. Or should you use both the brakes and the steering wheel, or neither? A truck is moving with constant acceleration a up a hill that makes an angle f with the u m horizontal as in Figure P6. A small sphere of mass m is suspended f from the ceiling of the truck by a light cord.
If Figure P6. The figure shows only symbolic quantities. The answer to the problem is purely symbolic. Because thefEarth about its axis, a point on the equag cos tan u rotates 2 sin f T tor experiences a centripetal acceleration of 0. If a person at the equator has a mass of Assume the Earth is 2 typically asks forsphere one and physical quantity a uniform take g 5 9.
Often, however, several concepts must used and a number of calculations are required to obtain that A puck ofbe mass m1 is tied to a string andstudents allowed final answer.
A Guided ver in a vertical circle. Describe how the pilot could experi- block if the water in it froze? The bulk modulus of ice is m ter interact of the table, might withand a professor in an office visit. These problems1. Note: His apparent weight is equal to the magnitude in every chapter of the text help train students to break down complex problems tied to it Fig.
The into strikes a series ofsuspended simpler problems, anThe essential a steel spike 2. An example of in equilibrium while the puck ison tabletop A basin surrounding a drain has the shape of a circular rebounds Fg1 Fg2 with speed What thethe avera Guided remains Problem appears here: revolves. Find symbolic expressions for a the tension in the cone opening upward, having everywhere an angle of A uniform beam resting onadditional two pivots load has aon length L 5 6.
Suptively describe in the of the M5 If it changes, by what normalifforce 2 hanging ,5 4. If it changes, by n2. A woman of mass m 5 Galileo thought about whether acceleration should be what factor? He chose the The problem is identified begins to tip.
For motion of a particle for the beam, labeling the gravitational and normal forces Suddenly you realize you are heading straight toward the on a straight line with constant acceleration, the equation acting on the beam and placing the woman a distance x to the right of the first pivot, which is the origin.
The lintel of prestressed reinforced concrete in Figure P The concrete encloses one steel reinforcing rod with cross-sectional area 1. The rod joins two plates. The cross- sectional area of the Thestrong goal end of the problem concrete perpendicular to the rod is After the concrete cures and the original tension T1 in the rod is released, the concrete is to be under compressive stress 8.
The following equations are obtained from a force diagram The calculation of a rectangular associatedfarm withgate, thesupported by two hinges on the left-hand side. A bucket of grain is hanging from the latch. L m x Figure P A bridge of length A hungry bear weighing N walks out on a beam in an truck of mass 3. Biomedical These withattempt a icon highlight the relthe beam Fig. The beam is uniform, weighs N, is 6. The basket weighs A ball on the end of a string is whirled around in a horizontal circle of radius 0.
The plane of the circle is 1. The string breaks and the ball lands 2. Find the Impossibility problems. Physics radial acceleration of the ball during its education circular motion. Although most problems in this text are Why is the following skills situation impossible? A normally proportioned adult a straight linedata in theand 1x asking for a result of computation, structured inwalks the briskly formalong of providing direction, standing straight up and holding his right arm two vertical problems into each ondoes average, and next his bodychapter, so that the arm not swing.
That is the floor. When the ball passes above a point marked as followed by the description of a situation. The striking aspect of these problems is x 5 0 on the horizontal floor, he opens his fingers to release thatthe noball question is asked ofhand. The from rest relative to his ball strikesother the ground for thedetermine first time at position 7. Lisa in her Lamborghini accelerates at s3. After 5. A boy throws a stone horizontally from the top of a cliff of height h toward the ocean below.
The stone strikes the ocean at distance d from in theitalics base of the cliff. In terms of The initial phrase signals h, d,an andimpossibility g, find expressions for a the time t at which the problem. Albert Pujols hits a home run so that the baseball just clears the top row of bleachers, The ball is hit at As some molten metal splashes, one droplet flies off to the east with initial velocity vi at angle ui above the horizontal, and another droplet flies off to the west with the same speed at the same angle above the horizontal as shown in Figure P4.
In terms of vi and ui , find the distance between the two droplets as a function of time. A situation is described. No question is asked. The student must determine what needs to be calculated and why the situation is impossible. Paired problems. These problems are otherwise identical, one asking for a numeriS S vi cal solution and onevi asking for a symbolic derivation.
There is at least one pair of ui ui these problems in most chapters, indicated by cyan shading in the end-of-chapter problems set. Figurechapters P4. Many include review problems requiring the student to combine concepts covered in the chapter with those discussed in previous chapters.
These problems marked Review reflect the cohesive nature of the principles in the text and verify that physics is not a scattered set of ideas. Design problems. Several chapters contain problems that ask the student to determine design parameters for a practical device so that it can function as required.
Calculus-based problems. Every chapter contains at least one problem applying ideas and methods from differential calculus and one problem using integral calculus. Every piece of artwork in the Tenth Edition is in a modern style that helps express the physics principles at work in a clear and precise fashion.
Focus pointers are included with many figures in the text; these either point out important aspects of a figure or guide students through a process illustrated by the artwork or photo. This format helps those students who are more visual learners. An example of a figure with a focus pointer appears on the next page.
Math Appendix. The math appendix Appendix B , a valuable tool for students, shows the math tools in a physics context. This resource is ideal for students who need a quick review on topics such as algebra, trigonometry, and calculus.
Helpful Features Style. To facilitate rapid comprehension, we have written the book in a clear, logical, and engaging style. We have chosen a writing style that is somewhat informal and relaxed so that students will find the text appealing and enjoyable to read.
New terms are carefully defined, and we have avoided the use of jargon. Important Definitions and Equations. Most important definitions are set in boldface or are highlighted with a background screen for added emphasis and ease of review. Similarly, important equations are also highlighted with a background screen to facilitate location. Marginal Notes. Comments and notes appearing in the margin with a N icon can be used to locate important statements, equations, and concepts in the text.
Pedagogical Use of Color. Readers should consult the pedagogical color chart inside the front cover for a listing of the color-coded symbols used in the text diagrams. This system is followed consistently throughout the text. Mathematical Level. We have introduced calculus gradually, keeping in mind that students often take introductory courses in calculus and physics concurrently.
Most steps are shown when basic equations are developed, and reference is often made to mathematical appendices near the end of the textbook. Although vectors are discussed in detail in Chapter 3, vector products are introduced later in the text, where they are needed in physical applications. The dot product is introduced in Chapter 7, which addresses energy of a system; the cross product is introduced in Chapter 11, which deals with angular momentum.
Significant Figures. In both worked examples and end-of-chapter problems, significant figures have been handled with care. Throughout every chapter, the authors have built in a wide range of examples, exercises, and illustrations that will help you understand the laws of physics AND succeed in your course! Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Throughout every chapter,. NOTE: This edition features the same content as the traditional text in a convenient, three-hole-punched, loose-leaf version.
Books a la Carte also offer a great value-this format costs significantly less than a new textbook. Before purchasing, check with your instructor or review your course syllabus to ensure that you select. Download or read online Physics for Scientists Engineers with Modern Physics written by Anonim, published by Unknown which was released on Serway,Raymond A, published by Unknown which was released on For the calculus-based General Physics course primarily taken by engineers and science majors including physics majors.
This long-awaited and extensive revision maintains Giancoli's reputation for creating carefully crafted, highly accurate and precise physics texts. Physics for Scientists and Engineers combines outstanding pedagogy with a clear and direct narrative and applications.
This title offers a completely integrated text and media solution, enabling professors to customise their classrooms so that they can teach efficiently and get the most out of their students. An object moving in a circular motion—such as a satellite orbiting the Earth—is accelerating due to the change of direction of motion, although its speed may be constant. In this case it is said to be undergoing centripetal directed towards the center acceleration. Proper acceleration, the acceleration of a body relative to a free-fall condition, is measured by an instrument called an accelerometer.
In classical mechanics, for a body with constant mass, the vector acceleration of the body's center of mass is proportional to the net force vector i.
As speeds approach the speed of light, relativistic effects become increasingly large. Taking into account both the changing speed v t and the changing direction of u t , the acceleration of a particle moving on a curved path can be written using the chain rule of differentiation [5] for the product of two functions of time as:.
These components are called the tangential acceleration and the normal or radial acceleration or centripetal acceleration in circular motion, see also circular motion and centripetal force. Geometrical analysis of three-dimensional space curves, which explains tangent, principal normal and binormal, is described by the Frenet—Serret formulas. Uniform or constant acceleration is a type of motion in which the velocity of an object changes by an equal amount in every equal time period.
A frequently cited example of uniform acceleration is that of an object in free fall in a uniform gravitational field. The acceleration of a falling body in the absence of resistances to motion is dependent only on the gravitational field strength g also called acceleration due to gravity. By Newton's Second Law the force, F , acting on a body is given by:. Because of the simple analytic properties of the case of constant acceleration, there are simple formulas relating the displacement, initial and time-dependent velocities, and acceleration to the time elapsed: [8].
In particular, the motion can be resolved into two orthogonal parts, one of constant velocity and the other according to the above equations. As Galileo showed, the net result is parabolic motion, which describes, e. In uniform circular motion, that is moving with constant speed along a circular path, a particle experiences an acceleration resulting from the change of the direction of the velocity vector, while its magnitude remains constant.
The derivative of the location of a point on a curve with respect to time, i. Since in uniform motion the velocity in the tangential direction does not change, the acceleration must be in radial direction, pointing to the center of the circle. This acceleration constantly changes the direction of the velocity to be tangent in the neighboring point, thereby rotating the velocity vector along the circle.
This acceleration and the mass of the particle determine the necessary centripetal force, directed toward the centre of the circle, as the net force acting on this particle to keep it in this uniform circular motion.
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