A 1500 kg car skids to a halt on a wet road where μk = 0.53.

Cutnell & Johnson Physics

Eleventh Edition

DAVID YOUNG SHANE STADLER

Louisiana State University

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iii

About the Authors

DAVID YOUNG received his Ph.D. in experimental condensed matter physics from Florida State University in 1998. He then held a

post-doc position in the Department of Chemistry and the Princeton

Materials Institute at Princeton University before joining the fac-

ulty in the Department of Physics and Astronomy at Louisiana State

University in 2000. His research focuses on the synthesis and char-

acterization of high-quality single crystals of novel electronic and

magnetic materials. The goal of his research group is to understand

the physics of electrons in materials under extreme conditions, i.e.,

at temperatures close to absolute zero, in high magnetic fi elds, and

under high pressure. He is the coauthor of over 200 research publica-

tions that have appeared in peer-reviewed journals, such as Physical Review B, Physical Review Letters, and Nature. Professor Young has taught introductory physics with the Cutnell & Johnson text since he

was a senior undergraduate over 20 years ago. He routinely lectures

to large sections, often in excess of 300 students. To engage such a

large number of students, he uses WileyPLUS, electronic response systems, tutorial-style recitation sessions, and in-class demonstra-

tions. Professor Young has received multiple awards for outstanding

teaching of undergraduates. David enjoys spending his free time with

his family, playing basketball, and working on his house.

I would like to thank my family for their continuous love and support.

—David Young

SH ANE STADLER Shane Stadler earned a Ph.D. in experi- mental condensed matter physics from Tulane University in 1998.

Afterwards, he accepted a National Research Council Postdoctoral

Fellowship with the Naval Research Laboratory in Washington, DC,

where he conducted research on artifi cially structured magnetic ma-

terials. Three years later, he joined the faculty in the Department of

Physics at Southern Illinois University (the home institution of John

Cutnell and Ken Johnson, the original authors of this textbook), be-

fore joining the Department of Physics and Astronomy at Louisiana

State University in 2008. His research group studies novel magnetic

materials for applications in the areas of spintronics and magnetic

cooling.

Over the past fi fteen years, Professor Stadler has taught the full

spectrum of physics courses, from physics for students outside the

sciences, to graduate-level physics courses, such as classical electro-

dynamics. He teaches classes that range from fewer than ten students

to those with enrollments of over 300. His educational interests are

focused on developing teaching tools and methods that apply to both

small and large classes, and which are applicable to emerging teach-

ing strategies, such as “fl ipping the classroom.”

In his spare time, Shane writes science fi ction/thriller novels.

I would like to thank my parents, George and Elissa, for their constant

support and encouragement. —Shane Stadler

C o u rt

es y D

av id

Y o u n g

C o u rt

es y S

h an

e S

ta d le

r

Dear Students and Inst ructors:

Welcome to college ph ysics! To the students:

We know there is a ne gative stigma associate

d with physics, and yo u yourself may har-

bor some trepidation a s you begin this course

. But fear not! We’re h ere to help. Whether y

ou’re worried about yo ur math profi ciency,

understanding the con cepts, or developing yo

ur problem-solving ski lls, the resources avail

able to you are designe d to address all of

these areas and more. Research has shown th

at learning styles vary greatly among student

s. Maybe some of you have a more visual

preference, or auditory preference, or some o

ther preferred learning modality. In any case,

the resources availabl e to you in this course

will satisfy all of these preferences and impro

ve your chance of succ ess. Take a moment to

explore below what th e textbook and

online course have to o ff er. We suspect that, a

s you continue to impr ove throughout the cou

rse, some of that initia l trepidation will be

replaced with exciteme nt.

To start, we have creat ed a new learning med

ium specifi c to this boo k in the form of a comp

rehensive set of LECTURE VIDE OS – one

for every section (259 in all). These animated

lectures (created and n arrated by the authors)

are 2–10 minutes in le ngth, and explain the

basic concepts and lear ning objectives of each

section. They are assig nable within WileyPLU

S and can be paired wi th follow-up ques-

tions that are gradable. In addition to supplem

enting traditional lectu ring, the videos can be

used in a variety of wa ys, including fl ipping

the classroom, a comp lete set of lectures for o

nline courses, and revi ewing for exams. Next

, we have enhanced “T he Physics of …”

examples by increasing the bio-inspired exam

ples by 40%. Although they are of general ins

tructional value, they a re also similar to what

premed students will e ncounter in the Chemical and Ph

ysical Foundations of Biological Systems Passages section of the

MCAT. Finally,

we have introduced new “team problems” in th

e end-of-chapter proble ms that are designed fo

r group problem-solvin g exercises. These

are context-rich proble ms of medium diffi cult

y designed for group c ooperation, but may al

so be tackled by the in dividual student.

One of the great streng ths of this text is the sy

nergistic relationship i t develops between pro

blem solving and conc eptual understand-

ing. For instance, avail able in WileyPLUS are animated

Chalkboard Videos, which cons ist of short (2–3 min) v

ideos demonstrat-

ing step-by-step practi cal solutions to typical

homework problems. Also available are num

erous Guided Online (GO) Tuto rials that

implement a step-by-s tep pedagogical approa

ch, which provides stu dents a low-stakes env

ironment for refi ning t heir problem solving

skills. One of the most important techniques

developed in the text f or solving problems in

volving multiple force s is the free-body

diagram (FBD). Many problems in the force-intensive

chapters, such as chap ters 4 and 18, take adv

antage of the new FBD capabilities

now available online in WileyPLUS, where students can

construct the FBD’s f or a select number of p

roblems and be graded on them.

Finally, ORION, an online adapt ive learning environme

nt, is seamlessly integr ated into WileyPLUS for Cutnell

& Johnson.

The content and functi onality of WileyPLUS, and the a

daptive learning enviro nment of ORION (see below), w

ill provide students wi th

all the resources they n eed to be successful in

the course.

• The Lecture Videos created b y the authors for each

section include questio ns with intelligent feed

back when a student en ters the

wrong answer.

• The multi-step GO Tutorial p roblems created in WileyPLUS a

re designed to provide targeted, intelligent fe

edback.

• The Free-body Diagram vecto r drawing tools provid

e students an easy way to enter answers requi

ring vector drawing, an d also

provide enhanced feed back.

• Chalkboard Video Solutions t ake the students step-b

y-step through the solu tion and the thought pr

ocess of the authors. P roblem-

solving strategies are d iscussed, and common

misconceptions and p otential pitfalls are add

ressed. The students ca n then apply these

techniques to solve sim ilar, but diff erent probl

ems.

All of these features ar e designed to encourag

e students to remain w ithin the WileyPLUS environme

nt, as opposed to pursu ing the

“pay-for solutions” we bsites that short circui

t the learning process. To the students – We s

trongly recommend th at you take this honest

approach to the course . Take full advantage o

f the many features an d learning resources th

at accompany the text and the online con-

tent. Be engaged with the material and push

yourself to work throu gh the exercises. Physi

cs may not be the easie st subject to under-

stand, but with the Wi ley resources at your d

isposal and your hard w ork, you CAN be succ

essful.

We are immensely gra teful to all of you who

have provided feedbac k as we’ve worked on

this new edition, and t o our students who

have taught us how to teach. Thank you for y

our guidance, and keep the feedback coming.

Best wishes for succes s in this course and

wherever your major m ay take you!

Sincerely,

David Young and Shan e Stadler, Louisiana St

ate University

email: dyoun14@gma il.com or stadler.ls

u.edu@gmail.com

iv

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v

Brief Contents

1 Introduction and Mathematical Concepts 1

2 Kinematics in One Dimension 27

3 Kinematics in Two Dimensions 55

4 Forces and Newton’s Laws of Motion 80

5 Dynamics of Uniform Circular Motion 121

6 Work and Energy 144

7 Impulse and Momentum 175

8 Rotational Kinematics 200

9 Rotational Dynamics 223

10 Simple Harmonic Motion and Elasticity 257

11 Fluids 289

12 Temperature and Heat 326

13 The Transfer of Heat 360

14 The Ideal Gas Law and Kinetic Theory 380

15 Thermodynamics 401

16 Waves and Sound 433

17 The Principle of Linear Superposition and Interference Phenomena 465

18 Electric Forces and Electric Fields 489

19 Electric Potential Energy and the Electric Potential 523

20 Electric Circuits 551

21 Magnetic Forces and Magnetic Fields 590

22 Electromagnetic Induction 625

23 Alternating Current Circuits 661

24 Electromagnetic Waves 684

25 The Reflection of Light: Mirrors 711

26 The Refraction of Light: Lenses and Optical Instruments 733

27 Interference and the Wave Nature of Light 777

28 Special Relativity 808

29 Particles and Waves 832

30 The Nature of the Atom 853

31 Nuclear Physics and Radioactivity 885

32 Ionizing Radiation, Nuclear Energy, and Elementary Particles 911

Contents

1 Introduction and Mathematical Concepts 1

1.1 The Nature of Physics 1 1.2 Units 2 1.3 The Role of Units in Problem Solving 3 1.4 Trigonometry 6 1.5 Scalars and Vectors 8 1.6 Vector Addition and Subtraction 10 1.7 The Components of a Vector 12 1.8 Addition of Vectors by Means of Components 15 Concept Summary 19 Focus on Concepts 19 Problems 21 Additional Problems 24 Concepts and Calculations Problems 25 Team Problems 26

2 Kinematics in One Dimension 27 2.1 Displacement 27 2.2 Speed and Velocity 28 2.3 Acceleration 31 2.4 Equations of Kinematics for Constant

Acceleration 34 2.5 Applications of the Equations of Kinematics 37 2.6 Freely Falling Bodies 41 2.7 Graphical Analysis of Velocity and

Acceleration 45 Concept Summary 47 Focus on Concepts 48 Problems 49 Additional Problems 53 Concepts and Calculations Problems 54 Team Problems 54

3 Kinematics in Two Dimensions 55 3.1 Displacement, Velocity, and Acceleration 55 3.2 Equations of Kinematics in Two Dimensions 56 3.3 Projectile Motion 60 3.4 Relative Velocity 68 Concept Summary 72 Focus on Concepts 73 Problems 74 Additional Problems 77 Concepts and Calculations Problems 78 Team Problems 79

4 Forces and Newton’s Laws of Motion 80 4.1 The Concepts of Force and Mass 80 4.2 Newton’s First Law of Motion 81 4.3 Newton’s Second Law of Motion 83 4.4 The Vector Nature of Newton’s Second Law of Motion 85 4.5 Newton’s Third Law of Motion 86 4.6 Types of Forces: An Overview 88 4.7 The Gravitational Force 88 4.8 The Normal Force 92 4.9 Static and Kinetic Frictional Forces 95 4.10 The Tension Force 101 4.11 Equilibrium Applications of Newton’s Laws

of Motion 102 4.12 Nonequilibrium Applications of Newton’s Laws

of Motion 106 Concept Summary 111 Focus on Concepts 112 Problems 114 Additional Problems 118 Concepts and Calculations Problems 119 Team Problems 120

5 Dynamics of Uniform Circular Motion 121

5.1 Uniform Circular Motion 121 5.2 Centripetal Acceleration 122 5.3 Centripetal Force 125 5.4 Banked Curves 129 5.5 Satellites in Circular Orbits 130 5.6 Apparent Weightlessness and Artificial Gravity 133 5.7 *Vertical Circular Motion 136 Concept Summary 137 Focus on Concepts 138 Problems 139 Additional Problems 141 Concepts and Calculations Problems 142 Team Problems 143

6 Work and Energy 144 6.1 Work Done by a Constant Force 144 6.2 The Work–Energy Theorem and Kinetic Energy 147 6.3 Gravitational Potential Energy 153 6.4 Conservative Versus Nonconservative Forces 155 6.5 The Conservation of Mechanical Energy 157 6.6 Nonconservative Forces and the Work–Energy

Theorem 161

Contents vii

6.7 Power 162 6.8 Other Forms of Energy and the Conservation

of Energy 164 6.9 Work Done by a Variable Force 164 Concept Summary 166 Focus on Concepts 167 Problems 168 Additional Problems 172 Concepts and Calculations Problems 173 Team Problems 174

7 Impulse and Momentum 175 7.1 The Impulse–Momentum Theorem 175 7.2 The Principle of Conservation of Linear

Momentum 179 7.3 Collisions in One Dimension 184 7.4 Collisions in Two Dimensions 189 7.5 Center of Mass 189 Concept Summary 192 Focus on Concepts 193 Problems 194 Additional Problems 197 Concepts and Calculations Problems 198 Team Problems 199

8 Rotational Kinematics 200 8.1 Rotational Motion and Angular Displacement 200 8.2 Angular Velocity and Angular Acceleration 203 8.3 The Equations of Rotational Kinematics 205 8.4 Angular Variables and Tangential Variables 208 8.5 Centripetal Acceleration and Tangential

Acceleration 210 8.6 Rolling Motion 213 8.7 *The Vector Nature of Angular Variables 214 Concept Summary 215 Focus on Concepts 216 Problems 216 Additional Problems 220 Concepts and Calculations Problems 221 Team Problems 222

9 Rotational Dynamics 223 9.1 The Action of Forces and Torques on Rigid

Objects 223 9.2 Rigid Objects in Equilibrium 226 9.3 Center of Gravity 231 9.4 Newton’s Second Law for Rotational Motion About a

Fixed Axis 236 9.5 Rotational Work and Energy 241 9.6 Angular Momentum 244

Concept Summary 246 Focus on Concepts 247 Problems 248 Additional Problems 254 Concepts and Calculations Problems 255 Team Problems 256

10 Simple Harmonic Motion and Elasticity 257

10.1 The Ideal Spring and Simple Harmonic Motion 257 10.2 Simple Harmonic Motion and the Reference Circle 261 10.3 Energy and Simple Harmonic Motion 267 10.4 The Pendulum 270 10.5 Damped Harmonic Motion 273 10.6 Driven Harmonic Motion and Resonance 274 10.7 Elastic Deformation 275 10.8 Stress, Strain, and Hooke’s Law 279 Concept Summary 280 Focus on Concepts 281 Problems 282 Additional Problems 287 Concepts and Calculations Problems 288 Team Problems 288

11 Fluids 289 11.1 Mass Density 289 11.2 Pressure 291 11.3 Pressure and Depth in a Static Fluid 293 11.4 Pressure Gauges 297 11.5 Pascal’s Principle 298 11.6 Archimedes’ Principle 300 11.7 Fluids in Motion 305 11.8 The Equation of Continuity 307 11.9 Bernoulli’s Equation 309 11.10 Applications of Bernoulli’s Equation 311 11.11 *Viscous Flow 314 Concept Summary 317 Focus on Concepts 318 Problems 319 Additional Problems 323 Concepts and Calculations Problems 324 Team Problems 325

12 Temperature and Heat 326 12.1 Common Temperature Scales 326 12.2 The Kelvin Temperature Scale 328 12.3 Thermometers 329 12.4 Linear Thermal Expansion 330 12.5 Volume Thermal Expansion 337 12.6 Heat and Internal Energy 339

12.7 Heat and Temperature Change: Specific Heat Capacity 340

12.8 Heat and Phase Change: Latent Heat 343 12.9 *Equilibrium Between Phases of Matter 347 12.10 *Humidity 350 Concept Summary 352 Focus on Concepts 352 Problems 353 Additional Problems 358 Concepts and Calculations Problems 358 Team Problems 359

13 The Transfer of Heat 360 13.1 Convection 360 13.2 Conduction 363 13.3 Radiation 370 13.4 Applications 373 Concept Summary 375 Focus on Concepts 375 Problems 376 Additional Problems 378 Concepts and Calculations Problems 379 Team Problems 379

14 The Ideal Gas Law and Kinetic Theory 380

14.1 Molecular Mass, the Mole, and Avogadro’s Number 380 14.2 The Ideal Gas Law 383 14.3 Kinetic Theory of Gases 388 14.4 *Diff usion 392 Concept Summary 395 Focus on Concepts 396 Problems 397 Additional Problems 399 Concepts and Calculations Problems 400 Team Problems 400

15 Thermodynamics 401 15.1 Thermodynamic Systems and Their Surroundings 401 15.2 The Zeroth Law of Thermodynamics 402 15.3 The First Law of Thermodynamics 402 15.4 Thermal Processes 404 15.5 Thermal Processes Using an Ideal Gas 408 15.6 Specific Heat Capacities 411 15.7 The Second Law of Thermodynamics 412 15.8 Heat Engines 413 15.9 Carnot’s Principle and the Carnot Engine 414 15.10 Refrigerators, Air Conditioners, and Heat Pumps 417 15.11 Entropy 420 15.12 The Third Law of Thermodynamics 425

Concept Summary 425 Focus on Concepts 426 Problems 427 Additional Problems 431 Concepts and Calculations Problems 432 Team Problems 432

16 Waves and Sound 433 16.1 The Nature of Waves 433 16.2 Periodic Waves 435 16.3 The Speed of a Wave on a String 436 16.4 *The Mathematical Description of a Wave 439 16.5 The Nature of Sound 439 16.6 The Speed of Sound 442 16.7 Sound Intensity 446 16.8 Decibels 448 16.9 The Doppler Eff ect 450 16.10 Applications of Sound in Medicine 454 16.11 *The Sensitivity of the Human Ear 455 Concept Summary 456 Focus on Concepts 457 Problems 458 Additional Problems 463 Concepts and Calculations Problems 464 Team Problems 464

17 The Principle of Linear Superposition and Interference Phenomena 465

17.1 The Principle of Linear Superposition 465 17.2 Constructive and Destructive Interference of

Sound Waves 466 17.3 Diff raction 470 17.4 Beats 473 17.5 Transverse Standing Waves 474 17.6 Longitudinal Standing Waves 478 17.7 *Complex Sound Waves 481 Concept Summary 482 Focus on Concepts 483 Problems 484 Additional Problems 487 Concepts and Calculations Problems 488 Team Problems 488

18 Electric Forces and Electric Fields 489 18.1 The Origin of Electricity 489 18.2 Charged Objects and the Electric Force 490 18.3 Conductors and Insulators 493 18.4 Charging by Contact and by Induction 493 18.5 Coulomb’s Law 495 18.6 The Electric Field 500

viii Contents

Contents ix

18.7 Electric Field Lines 505 18.8 The Electric Field Inside a Conductor: Shielding 508 18.9 Gauss’ Law 510 18.10 *Copiers and Computer Printers 513 Concept Summary 516 Focus on Concepts 516 Problems 517 Additional Problems 521 Concepts and Calculations Problems 521 Team Problems 522

19 Electric Potential Energy and the Electric Potential 523

19.1 Potential Energy 523 19.2 The Electric Potential Diff erence 524 19.3 The Electric Potential Diff erence Created by Point

Charges 530 19.4 Equipotential Surfaces and Their Relation to the

Electric Field 534 19.5 Capacitors and Dielectrics 537 19.6 *Biomedical Applications of Electric Potential

Diff erences 541 Concept Summary 544 Focus on Concepts 544 Problems 546 Additional Problems 548 Concepts and Calculations Problems 549 Team Problems 550

20 Electric Circuits 551 20.1 Electromotive Force and Current 551 20.2 Ohm’s Law 553 20.3 Resistance and Resistivity 554 20.4 Electric Power 557 20.5 Alternating Current 559 20.6 Series Wiring 562 20.7 Parallel Wiring 565 20.8 Circuits Wired Partially in Series and Partially in

Parallel 569 20.9 Internal Resistance 570 20.10 Kirchhoff ’s Rules 571 20.11 The Measurement of Current and Voltage 574 20.12 Capacitors in Series and in Parallel 575 20.13 RC Circuits 577 20.14 Safety and the Physiological Eff ects of Current 579 Concept Summary 580 Focus on Concepts 581 Problems 582 Additional Problems 588 Concepts and Calculations Problems 589 Team Problems 589

21 Magnetic Forces and Magnetic Fields 590

21.1 Magnetic Fields 590 21.2 The Force That a Magnetic Field Exerts on a Moving

Charge 592 21.3 The Motion of a Charged Particle in a Magnetic Field 595 21.4 The Mass Spectrometer 599 21.5 The Force on a Current in a Magnetic Field 600 21.6 The Torque on a Current-Carrying Coil 602 21.7 Magnetic Fields Produced by Currents 605 21.8 Ampère’s Law 612 21.9 Magnetic Materials 613 Concept Summary 616 Focus on Concepts 617 Problems 618 Additional Problems 623 Concepts and Calculations Problems 624 Team Problems 624

22 Electromagnetic Induction 625 22.1 Induced Emf and Induced Current 625 22.2 Motional Emf 627 22.3 Magnetic Flux 631 22.4 Faraday’s Law of Electromagnetic Induction 634 22.5 Lenz’s Law 637 22.6 *Applications of Electromagnetic Induction to the

Reproduction of Sound 640 22.7 The Electric Generator 641 22.8 Mutual Inductance and Self-Inductance 646 22.9 Transformers 649 Concept Summary 652 Focus on Concepts 653 Problems 654 Additional Problems 659 Concepts and Calculations Problems 659 Team Problems 660

23 Alternating Current Circuits 661 23.1 Capacitors and Capacitive Reactance 661 23.2 Inductors and Inductive Reactance 664 23.3 Circuits Containing Resistance, Capacitance, and

Inductance 665 23.4 Resonance in Electric Circuits 670 23.5 Semiconductor Devices 672 Concept Summary 678 Focus on Concepts 679 Problems 680 Additional Problems 681 Concepts and Calculations Problems 682 Team Problems 683

24 Electromagnetic Waves 684 24.1 The Nature of Electromagnetic Waves 684 24.2 The Electromagnetic Spectrum 688 24.3 The Speed of Light 690 24.4 The Energy Carried by Electromagnetic Waves 692 24.5 The Doppler Eff ect and Electromagnetic Waves 695 24.6 Polarization 697 Concept Summary 704 Focus on Concepts 704 Problems 705 Additional Problems 708 Concepts and Calculations Problems 709 Team Problems 710

25 The Reflection of Light: Mirrors 711 25.1 Wave Fronts and Rays 711 25.2 The Reflection of Light 712 25.3 The Formation of Images by a Plane Mirror 713 25.4 Spherical Mirrors 716 25.5 The Formation of Images by Spherical Mirrors 718 25.6 The Mirror Equation and the Magnification

Equation 722 Concept Summary 728 Focus on Concepts 728 Problems 729 Additional Problems 731 Concepts and Calculations Problems 731 Team Problems 732

26 The Refraction of Light: Lenses and Optical Instruments 733

26.1 The Index of Refraction 733 26.2 Snell’s Law and the Refraction of Light 734 26.3 Total Internal Reflection 739 26.4 Polarization and the Reflection and Refraction of

Light 745 26.5 The Dispersion of Light: Prisms and Rainbows 746 26.6 Lenses 748 26.7 The Formation of Images by Lenses 749 26.8 The Thin-Lens Equation and the Magnification

Equation 752 26.9 Lenses in Combination 755 26.10 The Human Eye 756 26.11 Angular Magnification and the Magnifying Glass 761 26.12 The Compound Microscope 763 26.13 The Telescope 764 26.14 Lens Aberrations 765 Concept Summary 767 Focus on Concepts 768 Problems 769

Additional Problems 775 Concepts and Calculations Problems 775 Team Problems 776

27 Interference and the Wave Nature of Light 777

27.1 The Principle of Linear Superposition 777 27.2 Young’s Double-Slit Experiment 779 27.3 Thin-Film Interference 782 27.4 The Michelson Interferometer 786 27.5 Diff raction 787 27.6 Resolving Power 791 27.7 The Diff raction Grating 796 27.8 *Compact Discs, Digital Video Discs, and the Use of

Interference 798 27.9 X-Ray Diff raction 799 Concept Summary 801 Focus on Concepts 802 Problems 803 Additional Problems 805 Concepts and Calculations Problems 806 Team Problems 807

28 Special Relativity 808 28.1 Events and Inertial Reference Frames 808 28.2 The Postulates of Special Relativity 809 28.3 The Relativity of Time: Time Dilation 811 28.4 The Relativity of Length: Length Contraction 815 28.5 Relativistic Momentum 817 28.6 The Equivalence of Mass and Energy 819 28.7 The Relativistic Addition of Velocities 824 Concept Summary 827 Focus on Concepts 827 Problems 828 Additional Problems 830 Concepts and Calculations Problems 831 Team Problems 831

29 Particles and Waves 832 29.1 The Wave–Particle Duality 832 29.2 Blackbody Radiation and Planck’s Constant 833 29.3 Photons and the Photoelectric Eff ect 834 29.4 The Momentum of a Photon and the Compton

Eff ect 840 29.5 The De Broglie Wavelength and the Wave Nature

of Matter 843 29.6 The Heisenberg Uncertainty Principle 845 Concept Summary 849 Focus on Concepts 849 Problems 850

x Contents

Contents xi

Additional Problems 852 Concepts and Calculations Problems 852 Team Problems 852

30 The Nature of the Atom 853 30.1 Rutherford Scattering and the Nuclear Atom 853 30.2 Line Spectra 855 30.3 The Bohr Model of the Hydrogen Atom 857 30.4 De Broglie’s Explanation of Bohr’s Assumption About

Angular Momentum 861 30.5 The Quantum Mechanical Picture of the Hydrogen

Atom 862 30.6 The Pauli Exclusion Principle and the Periodic Table of

the Elements 866 30.7 X-Rays 868 30.8 The Laser 872 30.9 *Medical Applications of the Laser 874 30.10 *Holography 876 Concept Summary 878 Focus on Concepts 879 Problems 880 Additional Problems 883 Concepts and Calculations Problems 883 Team Problems 883

31 Nuclear Physics and Radioactivity 885 31.1 Nuclear Structure 885 31.2 The Strong Nuclear Force and the Stability of the

Nucleus 887 31.3 The Mass Defect of the Nucleus and Nuclear Binding

Energy 888 31.4 Radioactivity 890 31.5 The Neutrino 896 31.6 Radioactive Decay and Activity 897 31.7 Radioactive Dating 900 31.8 Radioactive Decay Series 903 31.9 Radiation Detectors 904

Concept Summary 906 Focus on Concepts 907 Problems 908 Additional Problems 910 Concepts and Calculations Problems 910 Team Problems 910

32 Ionizing Radiation, Nuclear Energy, and Elementary Particles 911

32.1 Biological Eff ects of Ionizing Radiation 911 32.2 Induced Nuclear Reactions 915 32.3 Nuclear Fission 916 32.4 Nuclear Reactors 919 32.5 Nuclear Fusion 920 32.6 Elementary Particles 922 32.7 Cosmology 928 Concept Summary 931 Focus on Concepts 932 Problems 932 Additional Problems 934 Concepts and Calculations Problems 935 Team Problems 935

Appendixes A-1

APPENDIX A Powers of Ten and Scientific Notation A-1 APPENDIX B Significant Figures A-1 APPENDIX C Algebra A-2 APPENDIX D Exponents and Logarithms A-3 APPENDIX E Geometry and Trigonometry A-4 APPENDIX F Selected Isotopes A-5

ANSWERS TO CHECK YOUR UNDERSTANDING A-10

ANSWERS TO ODD-NUMBERED PROBLEMS A-18

INDEX I -1

Note: Chapter sections marked with an asterisk (*) can be omitted with little impact to the overall development of the material.

Our Vision Our goal is to provide students with the skills they need to succeed in this course, and instructors with the tools they need to develop those skills.

Skills Development One of the great strengths of this text is the synergistic relationship

between conceptual understanding, problem solving, and establish-

ing relevance. We identify here some of the core features of the text

that support these synergies.

Conceptual Understanding Students often regard physics as a collection of equations that can be used blindly to solve problems. How-

ever, a good problem-solving technique does not begin with equations. It

starts with a fi rm grasp of physics concepts and how they fi t together to

provide a coherent description of natural phenomena. Helping students

develop a conceptual understanding of physics principles is a primary

goal of this text. The features in the text that work toward this goal are:

• Lecture Videos (one for each section of the text) • Conceptual Examples • Concepts & Calculations problems (now with video solutions) • Focus on Concepts homework material • Check Your Understanding questions • Concept Simulations (an online feature)

Problem Solving The ability to reason in an organized and mathematically correct manner is essential to solving problems, and

helping students to improve their reasoning skills is also one of our

primary goals. To this end, we have included the following features:

• Math Skills boxes for just-in-time delivery of math support • Explicit reasoning steps in all examples • Reasoning Strategies for solving certain classes of problems • Analyzing Multiple-Concept Problems • Video Support and Tutorials (in WileyPLUS)

Physics Demonstration Videos

Video Help

Concept Simulations

• Problem Solving Insights

Relevance Since it is always easier to learn something new if it can be related to day-to-day living, we want to show students that

physics principles come into play over and over again in their lives. To

emphasize this goal, we have included a wide range of applications of

physics principles. Many of these applications are biomedical in nature

(for example, wireless capsule endoscopy). Others deal with modern

technology (for example, 3-D movies). Still others focus on things that

we take for granted in our lives (for example, household plumbing). To

call attention to the applications we have used the label The Physics of.

The WileyPLUS with ORION Advantage WileyPLUS is an innovative, research-based online environment for eff ective teaching and learning. The hallmark of WileyPLUS with ORION for this text is that the media- and text-based resources are

all created by the authors of the project, providing a seamless present-

ation of content.

WileyPLUS builds students’ confi dence because it takes the guess- work out of studying by providing students with a clear roadmap:

what to do, how to do it, if they did it right.

With WileyPLUS, our effi cacy research shows that students improve their outcomes by as much as one letter grade. WileyPLUS helps students take more initiative, so you’ll have greater impact on their

achievement in the classroom and beyond.

With WileyPLUS, instructors receive: • WileyPLUS Quickstart: WileyPLUS comes with a pre-created

course plan designed by the author team exclusively for this

course. The course plan includes both conceptual assignments and

problem-solving assignments, and is found in the Quickstart menu.

• Breadth and Depth of Assessment: WileyPLUS contains a wealth of online questions and problems for creating online home-

work and assessment including:

• ALL end-of-chapter questions, plus favorites from past editions not found in the printed text, coded algorithmically, each with at

least one form of instructor-controlled question assistance (GO

tutorials, hints, link to text, video help)

• Simulation, animation, and video-based questions • Free body and vector drawing questions • Test bank questions

• Gradebook: WileyPLUS provides instant access to reports on trends in class performance, student use of course materials, and

progress toward learning objectives, thereby helping instructors’

decisions and driving classroom discussion.

Our Vision and the WileyPLUS with ORION Advantage

With WileyPLUS, students receive: • The complete digital textbook, saving students up to 60% off the

cost of a printed text

• Question assistance, including links to relevant sections in the online digital textbook

• Immediate feedback and proof of progress, 24/7 • Integrated, multimedia resources—including animations, simula-

tions, video demonstrations, and much more—that provide mul-

tiple study paths and encourage more active learning

• GO Tutorials • Chalkboard Videos • Free Body Diagram/Vector Drawing Questions

New to WileyPlus for the Eleventh Edition

Lecture Videos Short video lectures (259 in all!) have been created and are narrated by the authors for every section of the book. These animated lectures are 2–10 minutes in length, and introduce the

basic concepts and learning objectives of each section. Each video is

accompanied by questions that can be assigned and graded within

WileyPLUS, which are designed to check the students’ understanding

of the video lecture content. Other than providing another learning

medium that can be accessed by the students at their convenience,

these videos are designed to accommodate other learning strategies.

For instance, an instructor can create a full video lecture by building a

sequence of videos, section by section, and assigning corresponding

questions that the students must complete before class. This func-

tionality is well suited for “fl ipping the classroom,” although it also

serves a purpose for conventional lecturing, such as reading quizzes

that can be administered outside of lecture. The videos also serve

well for reviewing before exams. This comprehensive set of custom-

izable lectures and questions is also suitable for online courses, where

students otherwise rely solely on written content.

Team Problems In each chapter we have introduced two new “team problems” in the end-of-chapter problems that are designed for

group problem-solving exercises. These are context-rich problems of

medium diffi culty designed for group cooperation, but may also be

tackled by the individual student. Many of these problems read like

parts of an adventure story, where the student (or their team) is the main

character. The motivation for each problem is clear and personal—the

pronoun “you” is used throughout, and the problem statements often

start with “You and your team need to …”. Pictures and diagrams

are not given with these problems except in rare cases. Students must

visualize the problems and discuss strategies with their team mem-

bers to solve them. The problems require two or more steps/multiple

concepts (hence the “medium” diffi culty level) and may require basic

principles learned earlier. Sometimes, there is no specifi c target variable

given, but rather questions like Will it work? or Is it safe? Suggested solutions are given in the Instructor Solutions Manual.

The Physics of Problems The text now contains 294 real- world application examples that refl ect our commitment to showing

students how relevant physics is in their lives. Each application is

identifi ed in the text with the label The Physics of. A subset of these

examples focuses on biomedical applications, and we have increased

their number by 40% in the new edition. Students majoring in bio-

medical and life sciences will fi nd new examples in every chapter

covering topics such as cooling the human brain, abdominal aortic

aneurysms, the mechanical properties of bone, and many more! The

application of physics principles to biomedical problems in these

examples is similar to what premed students will encounter in the

Chemical and Physical Foundations of Biological Systems Passages section of the MCAT. All biomedical examples and end-of-chapter

problems will be marked with the BIO icon.

EXAMPLE 7 BIO The Physics of Hearing Loss— Standing Waves in the Ear

Inner ear

Semicircular canals

Anvil

Hammer

Cochlea

Auditory nerve

Eustachian tubeOval

window Stirrup

Middle ear

Tympanic membrane

Outer ear

Auditory canal

Pinna

2.3 cm

Interactive Graphics The online reading experience within WileyPLUS has been enhanced with the addition of “Interactive

Graphics.” Several static fi gures in each chapter have been trans-

formed to include interactive elements. These graphics drive students

to be more engaged with the extensive art program and allow them to

more easily absorb complex and/or long multi-part fi gures.

Our V is ion and the Wi leyPLUS with ORION Advantage xiii

Also Available in WileyPLUS Free-Body Diagram (FBD) Tools For many problems involving multiple forces, an interactive free-body diagram tool in

WileyPLUS is used to construct the diagram. It is essential for stu- dents to practice drawing FBDs, as that is the critical fi rst step in

solving many equilibrium and non-equilibrium problems with

Newton’s second law.

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Free-body diagram window

Easy to use “snap-to-grid functionality”

Students are graded on the orientation and labeling of the forces

GO Tutorial Problems Some of the homework problems found in the collection at the end of each chapter are marked with a

special GO icon. All of these problems are available for assignment

via an online homework management program such as WileyPLUS

or WebAssign. There are now 550 GO problems in the tenth edition.

Each of these problems in WileyPLUS includes a guided tutorial option (not graded) that instructors can make available for student

access with or without penalty.

FMTOC.indd Page xiii 15/09/14 9:04 AM f-392 /205/WB01318/9781118486894/fmmatter/text_s

Answer input, including direction and units

Access to the GO tutorial

Access to a relevant text example

The GO tutorial

Multiple-choice questions guide students to the proper conceptual

basis for the problem. The GO tutorial also includes calculational

steps

Multiple-choice questions in the GO tutorial include extensive feedback for

both correct and incorrect answers

xiv Our V is ion and the Wi leyPLUS with ORION Advantage

Our V is ion and the Wi leyPLUS with ORION Advantage xv

ORION

FMTOC.indd Page xiv 15/09/14 9:04 AM f-392 /205/WB01318/9781118486894/fmmatter/text_s

WileyPLUS with ORION provides students with a personal, adaptive learning experience so they can build their profi ciency on

concepts and use their study time eff ectively.

Unique to ORION, students begin by taking a quick diagnostic

for any chapter. This will determine each student’s baseline profi -

ciency on each topic in the chapter. Students see their individual dia-

gnostic report to help them decide what to do next with the help of

ORION’s recommendations.

For each topic, students can either Study or Practice. Study dir- ects the student to the specifi c topic they choose in WileyPLUS, where they can read from the e-textbook, or use the variety of relevant re-

sources available there. Students can also Practice, using questions and feedback powered by ORION’s adaptive learning engine. Based

on the results of their diagnostic and ongoing practice, ORION will

present students with questions appropriate for their current level of

understanding, and will continuously adapt to each student, helping

them build their profi ciency.

ORION includes a number of reports and ongoing recommend-

ations for students to help them maintain their profi ciency over time

for each topic. Students can easily access ORION from multiple

places within WileyPLUS. It does not require any additional regis- tration, and there is not any additional cost for students using this

adaptive learning system.

About the Adaptive Engine ORION includes a powerful algorithm that feeds questions to students based on their responses

to the diagnostic and to the practice questions. Students who answer

questions correctly at one diffi culty level will soon be given ques-

tions at the next diffi culty level. If students start to answer some

of those questions incorrectly, the system will present questions of

lower diffi culty. The adaptive engine also takes into account other

factors, such as reported confi dence levels, time spent on each ques-

tion, and changes in response options before submitting answers.

The questions used for the adaptive practice are numerous and

are not found in the WileyPLUS assignment area. This ensures that students will not be encountering questions in ORION that they may

also encounter in their WileyPLUS assessments. ORION also off ers a number of reporting options available for

instructors, so that instructors can easily monitor student usage and

performance.

How to access WileyPLUS with ORION To access WileyPLUS, students need a WileyPLUS registration code. This can be purchased stand-alone or the code can be bundled with

the book. For more information and/or to request a WileyPLUS demonstration, contact your local Wiley sales representative or visit

www.wileyplus.com.

http://www.wileyplus.com
xvi Our V is ion and the Wi leyPLUS with ORION Advantage

The publishing world is changing rapidly! The digital age is here, and college

textbooks must evolve with the times. How today’s students obtain and pro-

cess information is very diff erent than it was just 10 years ago. Our goal as

authors is to provide the best content we can and deliver it to today’s students

in ways that are both effi cient and pedagogically eff ective. This paradigm

shift in textbook publishing from largely print-based media to both print and

digital content leads to uncharted waters, and we rely, now more than ever, on

a talented team of people who are essential in completing such an enormous

and multifaceted project. As the authors, we are immensely grateful for their

guidance and insight.

We would like to especially acknowledge Jessica Fiorillo, our Executive

Editor. We depend upon her experience and vast knowledge of the industry,

as well as her encouragement and suggestions. Creating the new content for

this edition has been, at times, tedious, to say the least. Her infectious enthu-

siasm has kept us going, and we are certainly grateful for that.

We had the pleasure of working with our Production Editor, Elizabeth

Swain, on the previous edition of the book and during the early stages of

this new edition. She has been a consummate professional during the copy-

editing process. While our interaction with Elizabeth was relatively short,

considering her long career at Wiley, we and the title have benefi ted greatly

from her hard work and experience.

We owe a tremendous thank you to our Project Manager, Jennifer Yee,

for managing our revision timeline and assuming much of the responsibility

of a production editor. She did a wonderful job in providing us with up-to-

date information throughout the process. We must also acknowledge Mahtab

Khan and Suresh Srinivasan with Aptara Corporation, who seamlessly as-

sumed much of the production editor’s responsibilities and kept us on track.

We are lucky to work with such a talented Product Design Manager as

Geraldine Osnato. She is a “digital diva”! Her expertise with the online envir-

onment and her knowledge of the pedagogy combine to form a web-based plat-

form that enhances student learning. Geraldine is so good at her job that there

is little possibility she will leave to become a professional bull rider. Thank you

also to Lindsey Meyers, Assistant Development Editor, for taking the reins on

the new Interactive Graphics feature of the online text. Some of the functional- ity we designed was diffi cult to implement, but she made it work. Thank you!

We are very fortunate to work with Kristy Ruff , who is the Executive

Market Development Manager for Science at Wiley. She understands the

needs of our students and promotes the vision of the text by focusing on what

we do best—content! This title would not have the success it does without her

eff orts in guiding the marketing strategy. Thank you, Kristy!

The fi nal and polished version of the text represents the culmination of

the eff orts by many team members, including Copy Editor and Proofreader,

Bret Workman; Senior Photo Editor, Mary Ann Price; Media Specialist,

Patricia Gutierrez; Senior Content Manager, Lana Barskaya; Marketing

Assistant, Maggie Joest; and Text Designer and Cover Designer, Wendy Lai.

One of the many facets of the book is the extensive supplemental pack-

age, including the solutions manuals. We are grateful to Editorial Assistant,

Ayantika Chatterjee, and Assistant Development Editor, Lindsey Myers, for

the fl awless assembly of these important components.

We are also grateful to Ayantika Chatterjee, Editorial Assistant, for help

in facilitating the fl ow of the manuscript through its various production stages.

We owe a special thank you to Petra Recter, who was a former publisher

on this title and who now is the Vice President & Director of Science. Thank

Acknowledgments you for staying committed to the Cutnell franchise, providing us such a great

team to improve the text, and being such a strong advocate for the physics

program at Wiley.

Last, but certainly not least, we thank the sales representatives of John

Wiley & Sons, Inc. You are very special members of our team. Your profes-

sionalism and knowledge of the book’s features, the online content, and its

functionality is pivotal to the success of the book. We are very grateful for

your tireless promotional eff orts.

We are particularly indebted to Dayna Leaman. More than just our local

Account Manager, she is also our friend. You have been supportive on so

many levels, and we are absolutely certain that we would not have been af-

forded this wonderful opportunity had it not been for your support. Managing

multiple adoptions across several states is not easy, and we benefi t greatly

from your hard work. Thank you, Dayna!

Many of our physics colleagues and their students have generously

shared their ideas about good pedagogy with us and improved the text by

pointing out our errors. For all of their suggestions, we are grateful. They

have helped us to write more clearly and accurately and have infl uenced

markedly the evolution of this text. To the reviewers of this and previous

editions, we especially owe a large debt of gratitude. Specifi cally, we thank:

Lai Cao, Baton Rouge Magnet High School

Candee Chambers-Colbeck, Maryville University

Diana Driscoll, Case Western Reserve University

Robert Egler, North Carolina State University

Sambandamurthy Ganapathy, The State University of New York at Buff alo

Joseph Ganem, Loyola University Maryland

Jasper Halekas, University of Iowa

Lilit Haroyan, East Los Angeles College

Klaus Honscheid, Ohio State University

Craig Kleitzing, University of Iowa

Kriton Papavasiliou, Virginia Polytechnic Institute and State University

Payton Parker, Midlothian Heritage High School

Christian Prewitt, Midlothian Heritage High School

Joshua Ravenscraft, Vernon Hills High School and College of Lake County

Brian Schuft, North Carolina A&T State University

Andreas Shalchi, University of Manitoba

Deepshikha Shukla, Rockford University

Jennifer Snyder, San Diego Mesa College

Richard Taylor, University of Oregon

Beth Thacker, Texas Tech University

Anne Topper, Queen’s University

David Ulrich, Portland Community College

About the cover: The cover image shows an artist’s rendition of a synaptic gap between an axon and a dendrite of a human nerve cell. Just like

the wires in the electrical system of your home, the nerve cells make connec-

tions in circuits called neural pathways. The transmission of chemical signals

between the axon and dendrite relies on the electrical potential diff erence

across the gap, which is a topic in Volume 2 of the text. Our hope is that this

book and its resources will help you develop some new neural pathways of

your own!

In spite of our best eff orts to produce an error-free book, errors no doubt remain. They are solely our responsibility, and we would appreciate hearing of any that

you fi nd. We hope that this text makes learning and teaching physics easier and more enjoyable, and we look forward to hearing about your experiences with

it. Please feel free to write us care of Physics Editor, Global Education, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, or contact the authors