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 Confirming Pages

A Conceptual
Introduction
t o P hy s i c s

Seventh
Edition

W. Thomas Griffith
Pacific University

Juliet W. Brosing
Pacific University

TM

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 Confirming Pages

TM

THE PHYSICS OF EVERYDAY PHENOMENA: A CONCEPTUAL INTRODUCTION TO PHYSICS,

SEVENTH EDITION

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the
Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Previous editions © 2009, 2007, and 2004. No part of this publication may be reproduced or distributed in
any form or by any means, or stored in a database or retrieval system, without the prior written consent of
The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage
or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2 1

ISBN 978–0–07–351220–4
MHID 0–07–351220–6

Vice President, Editor-in-Chief: Marty Lange

Vice President, EDP: Kimberly Meriwether David
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Publisher: Ryan Blankenship
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All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Griffith, W. Thomas.
The physics of everyday phenomena : a conceptual introduction to physics.—7th ed. / W. Thomas Griffith,
Juliet W. Brosing.
p. cm.
Includes index.
ISBN 978–0–07–351220–4—ISBN 0–07–351220–6 (hard copy : alk. paper)
1. Physics—Textbooks. I. Brosing, Juliet Wain, 1953- II. Title.
QC23.2.G75 2012
530—dc22
2010032241

www.mhhe.com

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 Confirming Pages

brief contents
1 Physics, the Fundamental Science 1 Unit Three Electricity and Magnetism

Unit One The Newtonian Revolution 12 Electrostatic Phenomena 236

2 Describing Motion 18 13 Electric Circuits 258

3 Falling Objects and Projectile Motion 38 14 Magnets and Electromagnetism 282

4 Newton’s Laws: Explaining Motion 59 Unit Four Wave Motion and Optics

5 Circular Motion, the Planets, and Gravity 80

15 Making Waves 306

6 Energy and Oscillations 102

16 Light Waves and Color 330

7 Momentum and Impulse 124

17 Light and Image Formation 355

8 Rotational Motion of Solid Objects 145

Unit Five The Atom and Its Nucleus

Unit Two Fluids and Heat

18 The Structure of the Atom 382

9 The Behavior of Fluids 170

19 The Nucleus and Nuclear Energy 408

10 Temperature and Heat 191

Unit Six Relativity and Beyond

11 Heat Engines and the Second Law

of Thermodynamics 213 20 Relativity 434

21 Looking Deeper into Everyday Phenomena 457

iii

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 Confirming Pages

about the authors

Tom Griffith is now Distinguished University Professor Juliet Brosing is a Professor of Physics at Pacific University
Emeritus at Pacific University in Forest Grove, Oregon, in Forest Grove, Oregon, and has taught there for the past
having recently retired after 36 years of teaching phys- 20 years. Her research interests include nuclear physics, medi-
ics at Pacific. His continued interests in teaching and cal physics, and the application of teaching methods grounded
research mean that he can still be spotted about the halls in physics educational research. She helped run a summer sci-
of the science building or library, and he makes occasional ence camp for 7th and 8th grade girls for ten years (as direc-
guest appearances with his guitar in physics courses. Over tor for six). She is on the Reactor Operations Committee for
the years he has also enjoyed hiking, bicycling, singing, the Reed Nuclear Reactor in Portland and often takes her
reading, and performing in stage plays and musical com- students there for field trips. She is also the proud owner of
edies. During his years at Pacific, he has served as Physics three potato guns; therefore, parties with students at her home
Department Chair, Science Division Chair, Interim Dean usually involve projectiles and noise. She remains active in
of Enrollment Management, and Director of Institutional both the state and national American Association of Phys-
Research among other things, but his primary focus has ics Teachers (AAPT) and the Pacific Northwest Association
always been teaching. He has been active in the Oregon for College Physics (PNACP). Above all, Dr. Brosing is dedi-
Section of the American Association of Physics Teachers cated to teaching pyhsics with a positive outlook and the use
(AAPT) and the Pacific Northwest Association for College of methods that encourage and benefit her students, regard-
Physics (PNACP). less of their chosen field of study.

The author and his wife, Adelia, hiking in the mountains of The author, Juliet Brosing, and her husband Keith LeComte at the
Oregon. Tualatin River near their home in Cherry Grove, Oregon.

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detailed contents
Preface ix
Acknowledgments xv
Secrets to Success in Studying Physics xvi
3 Falling Objects and Projectile Motion
3.1 Acceleration Due to Gravity 39
38

1
3.2 Tracking a Falling Object 42
Physics, the Fundamental Science 1 everyday phenomenon box 3.1
1.1 What about Energy? 2 Reaction Time 44
1.2 The Scientific Enterprise 4 3.3 Beyond Free Fall: Throwing
a Ball Upward 46
1.3 The Scope of Physics 7
3.4 Projectile Motion 48
everyday phenomenon box 1.1
The Case of the Malfunctioning 3.5 Hitting a Target 50
Coffee Pot 7 everyday phenomenon box 3.2
1.4 The Role of Measurement Shooting a Basketball 52
and Mathematics in Physics 9 Summary 54, Key Terms 55, Conceptual
1.5 Physics and Everyday Phenomena 12 Questions 55, Exercises 57, Synthesis Problems 57,
Home Experiments and Observations 58
Summary 13, Key Terms 13, Conceptual
Questions 14, Exercises 15, Synthesis
Problems 15, Home Experiments and
Observations 16
4 Newton’s Laws: Explaining Motion
4.1 A Brief History 60
4.2 Newton’s First and Second Laws 62
everyday phenomenon box 4.1
59

The Tablecloth Trick 65

Unit One The Newtonian 4.3 Mass and Weight 66
Revolution 4.4 Newton’s Third Law 68
everyday phenomenon box 4.2

2
Riding an Elevator 70

Describing Motion 18 4.5 Applications of Newton’s Laws 71

2.1 Average and Instantaneous Speed 19 Summary 75, Key Terms 75, Conceptual
2.2 Velocity 22 Questions 76, Exercises 77, Synthesis Problems 78,
Home Experiments and Observations 79

5
everyday phenomenon box 2.1
Transitions in Traffic Flow 22
2.3 Acceleration 25 Circular Motion, the Planets,
2.4 Graphing Motion 27 and Gravity 80
everyday phenomenon box 2.2 5.1 Centripetal Acceleration 81
The 100-m Dash 30 5.2 Centripetal Forces 84
2.5 Uniform Acceleration 31 everyday phenomenon box 5.1
Summary 33, Key Terms 34, Conceptual Seat Belts, Air Bags, and Accident
Questions 34, Exercises 36, Synthesis Problems 37, Dynamics 86
Home Experiments and Observations 37 5.3 Planetary Motion 87
v

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vi

5.4 Newton’s Law of Universal Gravitation 91

5.5 The Moon and Other Satellites 94 Unit Two Fluids and Heat

9
everyday phenomenon box 5.2
Explaining the Tides 96
The Behavior of Fluids 170
Summary 97, Key Terms 98, Conceptual Questions 98,
9.1 Pressure and Pascal’s Principle 171
Exercises 100, Synthesis Problems 100, Home
9.2 Atmospheric Pressure and the Behavior

6
Experiments and Observations 101
of Gases 173
Energy and Oscillations 102 everyday phenomenon box 9.1
6.1 Simple Machines, Work, and Power 103 Measuring Blood Pressure 175
6.2 Kinetic Energy 106 9.3 Archimedes’ Principle 178
6.3 Potential Energy 108 9.4 Fluids in Motion 181
6.4 Conservation of Energy 110 9.5 Bernoulli’s Principle 183
everyday phenomenon box 6.1 everyday phenomenon box 9.2
Conservation of Energy 112 Throwing a Curveball 186
everyday phenomenon box 6.2 Summary 187, Key Terms 188, Conceptual
Energy and the Pole Vault 114 Questions 188, Exercises 189, Synthesis
6.5 Springs and Simple Harmonic Motion 115 Problems 190, Home Experiments and

10
Summary 118, Key Terms 119, Conceptual Observations 190
Questions 119, Exercises 121, Synthesis
Problems 122, Home Experiments and
Temperature and Heat 191
10.1 Temperature and Its Measurement 192

7
Observations 123
10.2 Heat and Specific Heat Capacity 195
Momentum and Impulse 124 everyday phenomenon box 10.1
7.1 Momentum and Impulse 125 Heat Packs 199
7.2 Conservation of Momentum 128 10.3 Joule’s Experiment and the First Law
everyday phenomenon box 7.1 of Thermodynamics 200
The Egg Toss 129 10.4 Gas Behavior and the First Law 202
7.3 Recoil 131 10.5 The Flow of Heat 205
7.4 Elastic and Inelastic Collisions 133 everyday phenomenon box 10.2
7.5 Collisions at an Angle 135 Solar Collectors and the Greenhouse Effect 208
everyday phenomenon box 7.2 Summary 209, Key Terms 209, Conceptual
An Automobile Collision 137 Questions 210, Exercises 211, Synthesis
Summary 139, Key Terms 140, Conceptual Problems 212, Home Experiments and

11
Questions 140, Exercises 142, Synthesis Observations 212
Problems 143, Home Experiments and
Heat Engines and the Second Law

8
Observations 144
of Thermodynamics 213
Rotational Motion of Solid Objects 145 11.1 Heat Engines 214
8.1 What is Rotational Motion? 146 everyday phenomenon box 11.1
8.2 Torque and Balance 149 Hybrid Automobile Engines 217
8.3 Rotational Inertia and Newton’s 11.2 The Second Law of Thermodynamics 218
Second Law 152 11.3 Refrigerators, Heat Pumps,
8.4 Conservation of Angular Momentum 155 and Entropy 221
everyday phenomenon box 8.1 11.4 Thermal Power Plants and
Achieving the State of Yo 158 Energy Resources 224
8.5 Riding a Bicycle and Other 11.5 Perpetual Motion and Energy Frauds 227
Amazing Feats 159 everyday phenomenon box 11.2
everyday phenomenon box 8.2 A Productive Pond 229
Bicycle Gears 162 Summary 230, Key Terms 231, Conceptual
Summary 163, Key Terms 164, Conceptual Questions 231, Exercises 233, Synthesis
Questions 164, Exercises 166, Synthesis Problems 167, Problems 233, Home Experiments and
Home Experiments and Observations 168 Observations 234

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 Confirming Pages

vii

Unit Three Electricity and Unit Four Wave Motion

Magnetism and Optics

12 Electrostatic Phenomena
12.1 Effects of Electric Charge 237
12.2 Conductors and Insulators 240
everyday phenomenon box 12.1
236
15 Making Waves 306
15.1 Wave Pulses and Periodic Waves
everyday phenomenon box 15.1
Electric Power from Waves 308
307

Cleaning Up the Smoke 243 15.2 Waves on a Rope 311

12.3 The Electrostatic Force: 15.3 Interference and Standing Waves 313
Coulomb’s Law 244
15.4 Sound Waves 317
12.4 The Electric Field 246
everyday phenomenon box 15.2
12.5 Electric Potential 248
A Moving Car Horn and the Doppler
everyday phenomenon box 12.2 Effect 320
Lightning 252
15.5 The Physics of Music 321
Summary 253, Key Terms 254, Conceptual
Summary 325, Key Terms 326, Conceptual
Questions 254, Exercises 255, Synthesis
Questions 326, Exercises 328, Synthesis
Problems 256, Home Experiments and
Problems 328, Home Experiments and
Observations 257

13
Observations 329

Electric Circuits 258

13.1 Electric Circuits and Electric Current 259
everyday phenomenon box 13.1
Electrical Impulses in Nerve Cells 262
16 Light Waves and Color
16.1 Electromagnetic Waves
16.2 Wavelength and Color
everyday phenomenon box 16.1
330
331
335
13.2 Ohm’s Law and Resistance 264
Why Is the Sky Blue? 338
13.3 Series and Parallel Circuits 266
16.3 Interference of Light Waves 338
13.4 Electric Energy and Power 269
13.5 Alternating Current and 16.4 Diffraction and Gratings 342
Household Circuits 272 everyday phenomenon box 16.2
everyday phenomenon box 13.2 Antireflection Coatings on Eyeglasses 343
The Hidden Switch in Your Toaster 273 16.5 Polarized Light 346

Summary 276, Key Terms 277, Conceptual Summary 350, Key Terms 351, Conceptual
Questions 277, Exercises 279, Synthesis Questions 351, Exercises 352, Synthesis
Problems 280, Home Experiments and Problems 353, Home Experiments and
Observations 281 Observations 353

14 Magnets and Electromagnetism

14.1 Magnets and the Magnetic Force 283
14.2 Magnetic Effects of Electric Currents 286
14.3 Magnetic Effects of Current Loops 289
282
17 Light and Image Formation
17.1 Reflection and Image Formation 356
17.2 Refraction of Light 359
everyday phenomenon box 17.1
355

everyday phenomenon box 14.1 Rainbows 362

Direct-Current Motors 292 17.3 Lenses and Image Formation 364
14.4 Faraday’s Law: Electromagnetic 17.4 Focusing Light with Curved Mirrors 367
Induction 293 17.5 Eyeglasses, Microscopes, and
everyday phenomenon box 14.2 Telescopes 370
Vehicle Sensors at Traffic Lights 296 everyday phenomenon box 17.2
14.5 Generators and Transformers 297 Laser Refractive Surgery 373
Summary 300, Key Terms 301, Conceptual Summary 376, Key Terms 376, Conceptual
Questions 301, Exercises 302, Synthesis Questions 377, Exercises 378, Synthesis
Problems 303, Home Experiments and Problems 379, Home Experiments and
Observations 304 Observations 379

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 Confirming Pages

viii

20.4 Newton’s Laws and Mass-Energy

Unit Five The Atom and Its Nucleus Equivalence 445
everyday phenomenon box 20.1

18
The Twin Paradox 446
The Structure of the Atom 382 20.5 General Relativity 449
18.1 The Existence of Atoms: Evidence Summary 453, Key Terms 454, Conceptual
from Chemistry 383 Questions 454, Exercises 455, Synthesis
everyday phenomenon box 18.1 Problems 455, Home Experiments and
Fuel Cells and the Hydrogen Economy 386 Observations 456

21
18.2 Cathode Rays, Electrons, and X Rays 389
everyday phenomenon box 18.2 Looking Deeper into Everyday
Electrons and Television 390
Phenomena 457
18.3 Radioactivity and the Discovery
21.1 Quarks and Other Elementary
of the Nucleus 393
Particles 458
18.4 Atomic Spectra and the Bohr Model
21.2 Cosmology: Looking Out into the
of the Atom 396
Universe 461
18.5 Particle Waves and Quantum
21.3 Semiconductors and Microelectronics 464
Mechanics 400
21.4 Superconductors and Other
Summary 404, Key Terms 404, Conceptual New Materials 468
Questions 405, Exercises 406, Synthesis
everyday phenomenon box 21.1
Problems 406, Home Experiments and
Holograms 471
Observations 407

19
Summary 473, Key Terms 473, Conceptual
Questions 474, Exercises 474, Synthesis
The Nucleus and Nuclear Energy 408 Problems 475, Home Experiments and
19.1 The Structure of the Nucleus 409 Observations 475
19.2 Radioactive Decay 412
everyday phenomenon box 19.1 Appendix A
Smoke Detectors 414 Using Simple Algebra A-1
19.3 Nuclear Reactions and Nuclear Fission 417
19.4 Nuclear Reactors 420 Appendix B
everyday phenomenon box 19.2 Decimal Fractions, Percentages,
What Happened at Chernobyl? 424 and Scientific Notation A-3
19.5 Nuclear Weapons and Nuclear Fusion 424
Summary 429, Key Terms 429, Conceptual Appendix C
Questions 430, Exercises 431, Synthesis Vectors and Vector Addition A-7
Problems 431, Home Experiments and
Observations 432 Appendix D
Answers to Selected Questions, Exercises,
and Synthesis Problems A-11

Unit Six Relativity and Beyond Glossary G-1

20
Photo Credits C-1

Index I-1
Relativity 434
20.1 Relative Motion in Classical Physics 435
20.2 The Speed of Light and Einstein’s
Postulates 438
20.3 Time Dilation and Length Contraction 442

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 Confirming Pages

preface
T he satisfaction of understanding how rainbows are
formed, how ice skaters spin, or why ocean tides roll in and
coverage in other areas to avoid student overload. Sample
syllabi for these different types of courses can be found in
out—phenomena that we have all seen or experienced—is the Instructor Center of the companion website.
one of the best motivators available for building scientific Some instructors would prefer to put chapter 20 on rel-
literacy. This book attempts to make that sense of satisfac- ativity at the end of the mechanics section or just prior to
tion accessible to non-science majors. Intended for use in the modern physics material. Relativity has little to do with
a one-semester or two-quarter course in conceptual phys- everyday phenomena, of course, but is included because
ics, this book is written in a narrative style, frequently using of the high interest that it generally holds for students. The
questions designed to draw the reader into a dialogue about final chapter (21) introduces a variety of topics in modern
the ideas of physics. This inclusive style allows the book physics—including particle physics, cosmology, semicon-
to be used by anyone interested in exploring the nature of ductors, and superconductivity—that could be used to stim-
physics and explanations of everyday physical phenomena. ulate interest at various points in a course.
One plea to instructors, as well as to students using this
book: Don’t try to cram too much material into too short a
“Griffith has done a very respectable job in presenting
time! We have worked diligently to keep this book to a reason-
his conceptual physics course in a clear, useable fashion.
able length while still covering the core concepts usually found
It is a fine work that is evidently quickly evolving into a
in an introduction to physics. These ideas are most enjoyable
top-notch textbook.”
when enough time is spent in lively discussion and in con-
—Michael Bretz,
sideration of questions so that a real understanding develops.
University of Michigan
Trying to cover material too quickly defeats the conceptual
learning and leaves students in a dense haze of words and defi-
nitions. Less can be more if a good understanding results.
How This Book Is Organized
With the exception of the reorganization of chapters 15, 16, Mathematics in a Conceptual
and 17 introduced in the fourth edition, we have retained the
same order of topics as in the previous editions. It is tradi-
Physics Course
tional with some minor variations. The chapter on energy The use of mathematics in a physics course is a formidable
(chapter 6) appears prior to that on momentum (chapter 7) block for many students, particularly non-science majors.
so that energy ideas can be used in the discussion of colli- Although there have been attempts to teach conceptual
sions. Wave motion is found in chapter 15, following elec- physics without any mathematics, these attempts miss an
tricity and magnetism and prior to chapters 16 and 17 on opportunity to help students gain confidence in using and
optics. The chapter on fluids (chapter 9) follows mechan- manipulating simple quantitative relationships.
ics and leads into the chapters on thermodynamics. The Clearly mathematics is a powerful tool for expressing the
first 17 chapters are designed to introduce students to the quantitative relationships of physics. The use of mathemat-
major ideas of classical physics and can be covered in a one- ics can be carefully limited, however, and subordinated to
semester course with some judicious paring. the physical concepts being addressed. Many users of the
The complete 21 chapters could easily support a two- first edition of this text felt that mathematical expressions
quarter course, and even a two-semester course in which the appeared too frequently for the comfort of some students. In
ideas are treated thoroughly and carefully. Chapters 18 and response, we substantially reduced the use of mathematics
19, on atomic and nuclear phenomena, are considered essen- in the body of the text in the second edition. Most users have
tial by many instructors, even in a one-semester course. indicated that the current level is about right, so we have not
If included in such a course, we recommend curtailing changed the mathematics level in subsequent editions.
ix

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 Confirming Pages

Chapter 12 The discussion of electric potential has been

“The level of presentation is pitch-perfect for a college
revised and refined.
physics course. I happen to have a need for a book at just
this level, compromising between a math-free conceptual Chapter 14 The discussion of Faraday’s fundamental
book and one that goes for the full college-level (but not experiment showing that electric current can be pro-
university-level) treatment. The brevity of presentation also duced from changing magnetic fields is clarified, and the
lends itself well to a one-semester survey course format.” changes made to figure 14.19 should increase students
—Brent Royuk, understanding of this important concept.
Concordia University Chapter 17 The changes to the captions in everyday
phenomenon box 17.1 should help students understand
the color banding in rainbows.
Logical coherence is a strong feature of this book. Formulas
Chapter 21 Much of this chapter has been revised to
are introduced carefully after conceptual arguments are pro-
thoroughly update the material. A subsection in 21.1
vided, and statements in words of these relationships generally
(How are new particles discovered?) has been revised.
accompany their introduction. We have continued to fine tune
The entire section 21.2 on cosmology has also been
the example boxes that present sample exercises and questions.
refined and updated. Section 21.3 on Semiconductors and
Most of these provide simple numerical illustrations of the ideas
Microelectronics has also been updated, with a new sub-
discussed. No mathematics prerequisite beyond high school
section on Computers and Integrated Circuits, including
algebra should be necessary. A discussion of the basic ideas of
new visuals. This chapter also contains 5 new conceptual
very simple algebra is found in appendix A, together with some
questions, 1 new exercise, and 2 new home experiments.
practice exercises, for students who need help with these ideas.
Building an Energy Emphasis. Although this book
remains a basic conceptual physics text, we are working
New to This Edition to make the book better serve instructors who want to
We have made several significant changes to the seventh teach a conceptual physics course with an energy empha-
edition. As the book has evolved, however, we have tried to sis. An introduction and overview of the text’s energy
remain faithful to the principles that have guided the writ- discussions appears in chapter 1. Many of the energy
ing of the book from the outset. One of these has been to related debatable issues that are new to this edition relate
keep the book to a manageable length, in both the number energy issues to physical phenomena. Additionally, in
of chapters and the overall content. Many books become the past few editions we have added everyday phenom-
bloated as users and reviewers request more and more pet enon boxes on conservation of energy and electric power
topics. We have tried to add material judiciously and have from waves, and boxes on fuel cells, hybrid automobiles
pared material elsewhere so that the overall length of the and solar collectors were already included. A syllabus
book has not changed. The changes include the following: for instructors wishing to teach a course with an energy
emphasis can be found on the companion website. We
Chapter 1 New section 1.1 (What about energy?) dis-
plan to continue building this emphasis in future editions.
cusses these questions: What is the current debate regard-
ing global warming all about? What do concerns about Debatable Issues. This new feature provides open-ended,
global warming and climate change have to do with opinion questions on—but not limited to—energy and
energy? How is physics involved in these discussions? Six environmental issues to be used as class discussion, as writ-
new end-of-chapter conceptual questions have been added ing assignments, and/or for internet forums. This feature
regarding this new section. The end of chapter also con- is included in about half the chapters, bringing up diverse
tains three new exercises and one new home experiment. topics such as where wave power installations should be
sited, how speed traps are conducted, the balance between
Chapter 3 A new everyday phenomenon box 3.1 dis- energy independence and nuclear power, and what are the
cusses how to approximate your reaction time. health effects of cell phone use, just to name a few. Our
Chapter 9 The definitions of pressure and Pascal’s prin- hope is that these will engage students in issues relating
ciple have been revised. The discussion of buoyant force physics to their everyday lives. Notes on discussion ideas
and Archimedes’ principle has also been refined, with and results are included in the instructor’s manual.
new visuals added for further clarification. New and Updated End-of-Chapter Material. The seventh
Chapter 10 The discussion of a constant-volume gas edition text includes 65 new conceptual questions, sev-
thermometer has been revised along with the visual in eral new exercises, and a few additional home experi-
figure 10.5. The definition of temperature has also been ments. Many of the end-of-chapter exercises have also
refined. A new everyday box on Heat Packs has been been revised to refresh the material, while references
added to section 10.2. have been added to conceptual questions to better tie in
Chapter 11 The discussion of equilibrium has been the concepts from the everyday phenomena boxes.
enhanced. New information on wind and wave energy Companion Website. Helpful references to instructor
has also been added. resources on the companion website and suggestions for

gri12206_fm_i-xviii.indd x 12/2/10 5:16 PM

 Confirming Pages

xi

incorporating clicker questions to align to the text coverage

have been added to the seventh edition text. Suggestions to
students for self-quizzing and other study materials found
CHAPTER
on the text’s companion website have also been added.
Continued Refinements in Artwork and Textual Clarity.
Although the textual clarity of this text has been exten-
sively praised by many reviewers and users, it can always
be improved. Reviewers continue to point out places
where either the art or the text can be improved, and we
have responded to many of these suggestions. To this end,
Momentum and Impulse
we have made many changes, often subtle, to both the art
and the text. Many new photos have also been added to chapter overview chapter outline
update certain discussions. In this chapter, we explore momentum and
impulse and examine the use of these con- 1
Momentum and impulse. How can rapid
changes in motion be described using the
cepts in analyzing events such as a collision ideas of momentum and impulse? How do
between a fullback and a defensive back. these ideas relate to Newton’s second law of
The principle of conservation of momentum motion?
is introduced and its limits explained. A
Conservation of momentum. What is the

Learning Aids
number of examples will shed light on how
these ideas are used, particularly conserva- 2 principle of conservation of momentum,
tion of momentum. Momentum is central and when is it valid? How does this principle
to all of these topics—it is a powerful tool follow from Newton’s laws of motion?
for understanding a lot of life’s sudden
The overriding theme of this book is to introduce physical changes. 3
Recoil. How can we explain the recoil of
a rifle or shotgun using momentum? How
is this similar to what happens in firing a
concepts by appealing to everyday phenomena whenever rocket?

Elastic and inelastic collisions. How can

possible. To achieve this goal, this text includes a variety of 4 collisions be analyzed using conservation
of momentum? What is the difference

features to make the study of The Physics of Everyday Phe- between an elastic and an inelastic collision?

Collisions at an angle. How can we extend

nomena more effective and enjoyable. A few key concepts 5 momentum ideas to two dimensions? How

UNIT ONE
does the game of pool resemble automobile

form the basis for understanding physics, and the textual collisions?

features described here reinforce this structure so that the

reader will not be lost in a flurry of definitions and formulas. 124

gri12206_ch07_124-144.indd 124 9/16/10 2:45 PM

“The presentation is outstanding: Clear, concise, not too

complicated, not trivial either. The style is refreshing.
Students are invited to think; they are not overwhelmed a guide of what they will be expected to know in order to
by complicated explanations. . . .” comprehend the major concepts of the chapter. (These ques-
—Klaus Rossberg, tions are then correlated to the end-of-chapter summaries.)
Oklahoma City University The chapter outlines, questions, and summaries provide a
clear framework for the ideas discussed in each chapter. One
of the difficulties that students have in learning physics (or
Chapter Openers
any subject) is that they fail to construct the big picture of
Each chapter begins with an illustration from everyday expe-
how things fit together. A consistent chapter framework can
rience and then proceeds to use it as a theme for introduc-
be a powerful tool in helping students see how ideas mesh.
ing relevant physical concepts. Physics can seem abstract to
many students, but using everyday phenomena and concrete Other Text Features
examples reduces that abstractness. The chapter overview Running summary paragraphs are found at the end of
previews the chapter’s contents and what students can expect each chapter section to supplement the more general sum-
to learn from reading the chapter. The overview introduces mary at the end of the chapter.
the concepts to be covered, facilitating the integration of top-
ics, and helping students to stay focused and organized while
reading the chapter for the first time. The chapter outline Momentum and impulse are most useful for evaluating
includes all the major topic headings within the body of the events such as collisions, where powerful forces act briefly
chapter. It also contains questions that provide students with to produce striking changes in the motion of objects. The
impulse-momentum principle states that the change in
momentum is equal to the impulse. This is a different way
“Very good chapter overview and chapter outline for of stating Newton’s second law. The impulse, the product
each chapter and for each unit. Very clear introduction of the average force and the time interval that it is applied,
and illustration of physics phenomena, concepts, and allows us to predict the change in momentum of the
principles, and excellent exercises, problems, and home object. Large impulses yield large changes in momentum.
experiments/observations at the end of each chapter.”
—Hai-Sheng Wu, See clicker questions 7.1 to 7.9 on the instructor
Minnesota State University, Mankato website.

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 Confirming Pages

xii

“I found the liberal use of questions such as “Do you believe Hybrid Automobile Engines (chapter 11)
in atoms? And, if so, why?” to motivate the discussion to A Productive Pond (chapter 11)
be outstanding. I also found the interwoven history used to Cleaning Up the Smoke (chapter 12)
guide the discussion to be excellent. I often use that approach Lightning (chapter 12)
myself. It usually leads to a natural flow of concepts and Electrical Impulses in Nerve Cells (chapter 13)
also informs the student how we know what we know, as The Hidden Switch in Your Toaster (chapter 13)
well as giving them training in scientific thinking and show- Direct-Current Motors (chapter 14)
ing them how science is done in real life. . . . Only someone Vehicle Sensors at Traffic Lights (chapter 14)
who actively resisted understanding could fail to understand Electric Power from Waves (chapter 15)
Griffith’s text. He writes clearly, logically, and interestingly.” A Moving Car Horn and the Doppler Effect
—Charles W. Rogers, (chapter 15)
Southwestern Oklahoma Why Is the Sky Blue? (chapter 16)
State University Antireflection Coatings on Eyeglasses
(chapter 16)
Rainbows (chapter 17)
Subsection headings are often cast in the form of questions
Laser Refractive Surgery (chapter 17)
to motivate the reader and pique curiosity.
Fuel Cells and the Hydrogen Economy (chapter 18)
Electrons and Television (chapter 18)
Smoke Detectors (chapter 19)
What is the difference between What Happened at Chernobyl? (chapter 19)
speed and velocity? The Twin Paradox (chapter 20)
Imagine that you are driving a car around a curve (as illus- Holograms (chapter 21)
trated in figure 2.5) and that you maintain a constant speed
of 60 km/h. Is your velocity also constant in this case?
The answer is no, because velocity involves the direc- everyday phenomenon
tion of motion as well as how fast the object is going. The box 9.1
Measuring Blood Pressure
direction of motion is changing as the car goes around
The Situation. When you visit your doctor’s office, the nurse through the compressed artery at the peak of the heart’s cycle.
the curve. will almost always take your blood pressure before the doc- The lower reading, the diastolic pressure, is taken when blood
tor spends time with you. A cuff is placed around your upper flow occurs even at the low point in the cycle. There are distinc-
T i l t t thi di ti ti d h d fi d arm (as shown in the photograph) and air is pumped into the tive sounds picked up by the stethoscope at these two points.
cuff, producing a feeling of tightness in your arm. Then the air The pressure recorded is actually the pressure in the air cuff
Everyday phenomenon boxes relate physical concepts dis- is slowly released while the nurse listens to something with a
stethoscope and records some numbers, such as 125 over 80.
for these two conditions. It is a gauge pressure, meaning that
it is the pressure difference between the pressure being mea-
cussed in the text to real-world topics, societal issues, and sured and atmospheric pressure. It is recorded in the units mm
of mercury, which is the common way of recording atmospheric
modern technology, underscoring the relevance of physics and pressure. Thus a reading of 125 means that the pressure in the
cuff is 125 mm of mercury above atmospheric pressure.
how it relates to our day-to-day lives. The list of topics includes A mercury manometer that is open to the air on one side
(see the drawing) will measure gauge pressure directly.

The Case of the Malfunctioning Coffee Pot Open end

Cuff
9/13/10 2:09 PM
(chapter 1) Release valve

Transitions in Traffic Flow (chapter 2) Having your blood pressure measured is a standard procedure for
most visits to a doctor’s office. How does this process work?
The 100-m Dash (chapter 2) What is the significance of these two numbers? What is
Reaction Time (chapter 3) blood pressure and how is it measured? Why are these read-
ings an important factor, along with your weight, temperature,
Shooting a Basketball (chapter 3) and medical history, in assessing your health?
Stethoscope
The Tablecloth Trick (chapter 4) The Analysis. Your blood flows through an elaborate sys-
tem of arteries and veins in your body. As we all know, this An open-ended manometer can be used to measure the gauge pres-
Riding an Elevator (chapter 4) flow is driven by your heart, which is basically a pump. More
accurately, the heart is a double pump. One-half pumps blood
sure of the cuff. The stethoscope is used to listen for sounds indicating
the restart of blood flow.
through your lungs, where the blood cells pick up oxygen and
Seat Belts, Air Bags, and Accident Dynamics discard carbon dioxide. The other half of the heart pumps blood High blood pressure can be a symptom of many health prob-
through the rest of your body to deliver oxygen and nutrients. lems, but most specifically, it is a warning sign for heart attacks
(chapter 5) Arteries carry blood away from the heart into small capillaries and strokes. When arteries become constricted from the buildup
that interface with other cells in muscles and organs. The veins of plaque deposits inside, the heart must work harder to pump
Explaining the Tides (chapter 5) collect blood from the capillaries and carry it back to the heart. blood through the body. Over time this can weaken the heart
We measure the blood pressure in a major artery in your muscle. The other danger is that blood vessels might burst in
Conservation of Energy (chapter 6) upper arm at about the same height as your heart. When air the brain, causing a stroke, or blood clots might break loose and
is pumped into the cuff around your upper arm, it compresses block smaller arteries in the heart or brain. In any case, high
Energy and the Pole Vault (chapter 6) this artery so that the blood flow stops. The nurse places the blood pressure is an important indicator of a potential problem.
stethoscope, a listening device, near this same artery at a lower Low blood pressure can also be a sign of problems. It can
The Egg Toss (chapter 7) point in the arm and listens for the blood flow to restart as the cause dizziness when not enough blood is reaching the brain.
air in the cuff is released. When you stand up quickly, you sometimes experience a feel-
An Automobile Collision (chapter 7) The heart is a pulsating pump that pumps blood most
strongly when the heart muscle is most fully compressed. The
ing of “light-headedness” because it takes a brief time for the
heart to adjust to the new condition where your head is higher.
Achieving the State of Yo (chapter 8) pressure therefore fluctuates between high and low values.
The higher reading in the blood pressure measurement, the
Giraffes have a blood pressure about three times higher than
that of humans (in gauge pressure terms). Why do you suppose
Bicycle Gears (chapter 8) systolic pressure, is taken when the blood just begins to spurt this is so?

Measuring Blood Pressure (chapter 9)

Throwing a Curveball (chapter 9)
Study hints and study suggestions provide students with
Heat Packs (chapter 10) gri12206_ch09_169-190.indd 175 9/18/10 5:02 PM

pointers on their use of the textbook, tips on applying the

Solar Collectors and the Greenhouse Effect
principles of physical concepts, and suggestions for home
(chapter 10)
experiments.

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 Confirming Pages

xiii

Example boxes are included within the chapter and contain

study hint one or more concrete, worked examples of a problem and its
Visualizing these angular momentum vectors and their solution as it applies to the topic at hand. Through careful
changes can be an abstract and difficult task. The effect study of these examples, students can better appreciate the
will seem much more real if you can directly experience it. many uses of problem solving in physics.
If a bicycle wheel mounted on a hand-held axle (such as
that pictured in figure 8.23) is available, try the tilt effect
yourself. Grasp the wheel with both hands by the handles example box 2.4
on each side and have someone give it a good spin with
the wheel in a vertical plane. Then try tilting the wheel Sample Exercise: Uniform Acceleration
downward to the left to simulate a fall. The wheel will
seem to have a mind of its own and will turn to the left as A car traveling due east with an initial velocity of 10 m/s
suggested by figure 8.22. accelerates for 6 seconds at a constant rate of 4 m/s2.
a. What is its velocity at the end of this time?
b. How far does it travel during this time?
a. v0 5 10 m/s v 5 v0 1 at
“This book compared to others is simply interesting. Topics 5 10 m/s 1 ( 4 m/s2 ) ( 6 s )
a 5 4 m/s2
like physics of music and color perception really engaged
t 56s 5 10 m/s 1 24 m/s
me, even as I read most of the chapters in one sitting. It
v 5? 5 34 m/s
indeed does a good job at getting at everyday phenomena.”
—Tim Bolton, v 5 34 m/s due east
Kansas State University 9/17/10 2:39 PM

Debatable Issues provide open-ended, opinion questions

debatable issue
on–but not limited to–energy and environmental issues to be Environmentalists have opposed the development of large
used as class discussion, as writing assignments, and/or for solar-energy power plants in some locations for fear of damage
internet forums. Notes on discussion ideas and results are to fragile desert ecosystems. On the other hand, desert locations
included in the instructor’s manual. are often attractive sites because of low land costs and little cloud
interference. Should the environmental concerns be put aside in
the interest of reducing our reliance on fossil fuels?
End-of-Chapter Features
• The summary highlights the key elements of the chapter
and correlates to the questions asked about the chapter’s
Summary
major concepts in the chapter opener.
summary
Key Terms key terms
In this chapter, we recast Newton’s second law in terms of impulse
and momentum to describe interactions between objects, such as
3 Recoil. If an explosion or push occurs between two objects
Impulse, 125 Conservation of momentum, 128 Elastic collision, 133 initially at rest, conservation of momentum dictates that the total
collisions, that involve strong interaction forces acting over brief momentum after the event must still be zero if there is no net exter-
Momentum, 126 Recoil, 132 Partially inelastic collision, 133
time intervals. The principle of conservation of momentum, which nal force. The final momentum vectors of the two objects are equal
Impulse-momentum principle, 126 Perfectly inelastic collision, 133
follows from Newton’s second and third laws, plays a central role.
• Key terms are page-referenced to 1 Momentum and impulse. Newton’s second law can
in size but opposite in direction.

study hint be recast in terms of momentum and impulse, yielding the state-

where students can find the terms Except for the examples involving impulse, most of the
situations described in this chapter highlight the principle
3. Equality of momentum before andmomentum
can be used to obtain other information
ment that the net impulse acting on an object equals the change in
after the event
about
acting on
of the object. Impulse is defined as the average force
the multiplied by the time interval during which
an object

defined in context. of conservation of momentum. The basic ideas used in

applying conservation of momentum are these:
motion of the objects. the force acts. Momentum is defined as the mass of an object times
its velocity.
For review, look back at how these three points are used in
p2 p1

1. External forces are assumed to be much smaller each of the examples in this chapter. The total momentum

• Conceptual Questions are designed than the very strong forces of interaction in a colli-
sion or other brief event. If external forces acting on
the system can be ignored, momentum is conserved.
of the system before and after the event is always found
Impulse
by adding the momentum values of the individual objects
as vectors. You should be able to describe the magni-
Δp
p2 = –p1

to challenge students to demonstrate 2. The total momentum of the system before the collision
or other brief interaction pinitial is equal to the momen-
tum after the event pfinal. Momentum is conserved
tude and direction of this total momentum for each of the
examples.
FnetΔt = Δp, p = mv

their understanding of the key con- and does not change. 2 Conservation of momentum. Newton’s second
and third laws combine to yield the principle of conservation of
momentum: if the net external force acting on a system is zero, the
4 Elastic and inelastic collisions. A perfectly inelastic
collision is one in which the objects stick together after the colli-
sion. If external forces can be ignored, the total momentum is con-

cepts. Selected answers are provided conceptual questions total momentum of the system is a constant. served. An elastic collision is one in which the total kinetic energy
is also conserved.
* 5 more open-ended questions, requiring lengthier responses,
in appendix D to assist students with suitable for group discussion
Q 5 sample responses are available in appendix D
Q6. If a ball bounces off a wall so that its velocity coming back
has the same magnitude that it had prior to bouncing,

Synthesis Problems
a. Is there a change in the momentum of the ball? Explain.
Q 5 sample responses are available on the website b. Is there an impulse acting on the ball during its collision
their study of more difficult concepts. Q1. Does the length of time that a force acts on an object have
with the wall? Explain.

Conceptual Questions Exercises synthesis problems

SP1. A railroad engine moves forward along a straight section SP3. A car traveling due west on a straight road accelerates
of track for a distance of 80 m due west at a constant speed at a constant rate for 10 seconds increasing its veloc-
of 5 m/s. It then reverses its direction and travels 20 m due ity from 0 to 24 m/s. It then travels at constant speed for

exercises east at a constant speed of 4 m/s. The time required for 10 seconds and then decelerates at a steady rate for the next

• Exercises and synthesis problems are intended

this deceleration and reversal is very short due to the small 5 seconds to a velocity of 10 m/s. It travels at this velocity
speeds involved. for 5 seconds and then decelerates rapidly to a stop in a
a. What is the time required for the entire process? time of 2 seconds.
b. Sketch a graph of average speed versus time for this a. Sketch a graph of the car’s velocity versus time for the
E1. A traveler covers a distance of 460 miles in a time of E12. The process.
velocity
gri12206_ch07_124-144.indd 139 of a car
Show thedecreases fromand
deceleration 30 reacceleration
m/s to 18 m/s in a
upon
9/16/10 2:46 PM
entire motion just described. Label the axes of your
8 hours. What is the average speed for this trip? timereversal
of 4 seconds. What over
as occurring is thea average acceleration
very short of the
time interval. graph with the appropriate velocities and times.

to help students test their grasp of problem solv- E2. A walker covers a distance of 1.8 km in a time of 30
What is the average speed of the walker for this distance
minutes.
c. Using negative values of velocity to represent reversed
car in this process?
motion, sketch a graph of velocity versus time for the engine.
d. Sketch a graph of acceleration versus time for the engine.
E13. A car traveling with an initial velocity of 14 m/s accelerates
SP2. The velocity of a car increases with time as shown in the graph. SP4.
b. Sketch a graph of acceleration versus time for the car.
c. Does the distance traveled by the car continually
increase in the motion described? Explain.
A car traveling in a straight line with an initial velocity
at 2 for a time of 3 seconds.
in km/h? a.a What
constant rateaverage
of 2.5 m/s of 14 m/s accelerates at a rate of 2.0 m/s2 to a velocity of

ing. The odd-numbered exercises have answers

is the acceleration between 0 seconds and
4 seconds?
a. What is its velocity at the end9/16/10
of this2:46
time? 24 m/s.
gri12206_ch07_124-144.indd 140 PM
E3. Grass clippings are found to have an average length of 4.8 cm b. What is the average acceleration between 4 seconds and a. How much time does it take for the car to reach the
b. What distance does the car travel during this process?
8 seconds? velocity of 24 m/s?
when a lawn is mowed 12 days after the previous mowing. c. What is the average acceleration between 0 seconds and b. What is the distance covered by the car in this process?
What is the average speed of growth of this grass in cm/day? E14. A runner traveling with an initial velocity of 2.0 m/s accel-
8 seconds? c. Compute values of the distance traveled at 1-second

in appendix D. By working through the odd- E4. A driver drives for 2.5 hours at an average speed of 48 MPH.
What distance does she travel in this time?
d. Is the result in part c equal to
erates the average of the two
at a constant rate of 1.1 m/s2 for a time of 3 seconds.
values in parts a and b? Compare and explain.
a. What is his velocity at the end of this time?
b. What
12 distance does the runner cover during this process?
SP5.
intervals and carefully draw a graph of distance plotted
against time for this motion.
Just as car A is starting up, it is passed by car B. Car B travels
with a constant velocity of 10 m/s, while car A accelerates
with a constant acceleration of 4.5 m/s2, starting from rest.

numbered exercises and checking the answers E5. A woman walks a distance of 360 m with an average speed
E15. A car moving with an initial velocity of 28 m/s slows down a. Compute the distance traveled by each car for times of
v (m/s)

8
of 1.2 m/s. What time was required to walk this distance? 1 s, 2 s, 3 s, and 4 s.
at a constant rate of 23 m/s2. b. At what time, approximately, does car A overtake car B?
E6. A person in a hurry averages 62 MPH on a trip covering a a. What4 is its velocity after 4 seconds of deceleration? c. How might you go about finding this time exactly?
Explain.

in appendix D, students can gain confidence in distance of 300 miles. What time was required to travel that
distance?
E7. A hiker walks with an average speed of 1.2 m/s. What
b. What distance does the car cover in this time?
2
E16. A runner moving with an initial
down at a constant SP2
4 6 8 10
velocity of 4.0 m/s slows
t (s)
of 21.5 m/s2 over a period of
rate Diagram
distance in kilometers does the hiker travel in a time of 2 seconds.
tackling the even-numbered exercises, and thus 1 hour?
E8. A car travels with an average speed of 22 m/s.
a. What is her velocity at the end of this time?
b. What distance does she travel during this process?
a. What is this speed in km/s? E17. If a world-class sprinter ran a distance of 100 meters start-
reinforce their problem-solving skills. b. What is this speed in km/h? ing at his top speed of 11 m/s and running with constant

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• Because many courses for non-science majors do not Links Library

have a laboratory component, home experiments and Chapter Summary
observations are found at the end of each chapter. The Chapter Objectives
spirit of these home experiments is to enable students to For Instructors
explore the behavior of physical phenomena using easily
All Student Content
available rulers, string, paper clips, balls, toy cars, flash-
PowerPoint Lectures
light batteries, and so on. Many instructors have found
Instructor’s Manual
them useful for putting students into the exploratory and
Sample Syllabi
observational frame of mind that is important to scientific
Clicker Questions
thinking. This is certainly one of our objectives in devel-
PowerPoints of Art and Photos from the Text
oping scientific literacy.
Test Bank
Formula Summaries
Home Experiments
and Observations Personal Response Systems
Personal Response Systems (clickers) can bring interactivity
home experiments and observations
HE1. How fast do you normally walk? Using a meter stick or a millimeter rule, estimate the speed of growth for one or
into the classroom or lecture hall. Wireless response systems
string of known length, lay out a straight course of 40 or
50 meters. Then use a watch with a second hand or a stop-
watch to determine
more of these: fingernails, toenails, facial hair if you shave
regularly, or hair near your face (such as sideburns) that
will provide an easy reference point. Measure the average
give the instructor and students immediate feedback from the
a. Your normal walking speed in m/s. size of clippings or of growth at regular time intervals.
b. Your walking speed for a brisk walk.
c. Your jogging speed for this same distance.
d. Your sprinting speed for this distance.
a. What is the average speed of growth? What units are
most appropriate for describing this speed?
b. Does the speed appear to be constant with time? Does
entire class. The wireless response pads are essentially remotes
Record and compare the results for these different cases.
Is your sprinting speed more than twice your speed for a
brisk walk?
the speed appear to be the same for different nails
(thumb versus fingers, fingernails versus toenails), or in
the case of hair, for different positions on your face?
that are easy to use and engage students, allowing instructors
HE2. The speed with which hair or fingernails grow pro-
vides some interesting measurement challenges. Using a to motivate student preparation, interactivity, and active learn-
ing. Instructors receive immediate feedback to gauge which
concepts students understand. Questions covering the content
gri12206_ch02_017-037.indd 37 9/13/10 2:09 PM

of The Physics of Everyday Phenomena text are formatted in

“The selection of problems and questions at the end of PowerPoint and are available on the text website.
each chapter is excellent. They provide students with a
comprehensive review of the chapters and at the same
time present challenges to reinforce the concepts. . . . Computerized Test Bank Online
Many students taking an introductory physics course A comprehensive bank of test questions is provided on the
do not have a chance to take a lab component with the text website within a computerized test bank powered by
course. The home experiments can go a long way toward McGraw-Hill’s flexible electronic testing program EZ Test
addressing this deficiency.” Online (www.eztestonline.com). EZ Test Online allows
—Farhang Amiri, you to create paper and online tests or quizzes in this easy-
Weber State University to-use program!
Imagine being able to create and access your test or quiz
anywhere, at any time, without installing the testing soft-
Supplements ware. Now, with EZ Test Online, instructors can select ques-
tions from multiple McGraw-Hill test banks, or author their
Text Website own, and then either print the test for paper distribution or
A text-specific website provides students with useful study give it online.
tools designed to help improve their understanding of the
material presented in the text and class. For the instructor, the
website is designed to help ease the time burdens of the course Online Homework Using WebAssign
by providing valuable presentation and preparation tools.
In addition to its assignment delivery functions, WebAssign
For Students also offers a variety of expanded features that enhance its use-
Student Study Guide Integration fulness in the classroom. Instructors can investigate various
• Mastery Quiz options, and in no time, will see how effective WebAssign
• Know can be for meeting teaching needs:
• Understand • Instructors can create customized, text-specific assign-
• Study Hints ments using the conceptual questions, exercises, and
• Practice Problems synthesis problems from The Physics of Everyday
• Answers to Selected Questions Phenomena, Seventh Edition. Content from the text is
Animations included in WebAssign using a variety question types.
Crossword Puzzles All question types can be randomized.

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 Confirming Pages

xv

• Student questions and concerns can be responded to edition. Their thoughtful suggestions have had direct impact
easily using WebAssign’s help desk. upon the clarity and accuracy of this edition, even when it
• Instructors can post grades and comments in a secure, was not possible to fully incorporate all of their ideas due to
private environment. space limitations or other constraints. We would especially
like to thank Todd Duncan for his many contributions in
• Instant e-mail notification improves communication
revising chapter 21 for the seventh edition. We also thank
with students.
the contributors of the seventh edition supplements: website,
• The sophisticated gradebook helps to eliminate grade- Joseph Schaeffer; the Instructor’s Manual, C. Renee James;
recording errors. the Test Bank, William L. Fischbein; and the PowerPoint
Lectures, Brian Carter.

List of Reviewers
Mohamed Ahoujja, University of Dayton
John Birch, University of Dayton
Elena Borovitskaya, Temple University
Thomas Brueckner,University of Central Florida
Brian Carter, Grossmont College
Anthony J. Creaco, Borough of Manhattan Community
College
David Fazzini, College of DuPage
Ken Fink, West Chester University
Lyle Ford, University of Wisconsin–Eau Claire
Daniel R. Giese, University of Wisconsin–Milwaukee
Rex Isham, Sam Houston State University
C. Renee James, Sam Houston State University
Mim Nakarmi, Brooklyn College
Kim Pierson, University of Wisconsin–Eau Claire
Electronic Books Kent Reinhard, Southeast Community College
If you or your students are ready for an alternative version Mikolaj Sawicki, John A. Logan College
of the traditional textbook, McGraw-Hill brings you inno- Tumer Sayman, Eastern Michigan University
vative and inexpensive electronic textbooks. By purchas- Conrad Stanley, Colorado Northwestern Community College
ing e-books from McGraw-Hill, students can save as much Robert Tremblay, Southern Connecticut State University
as 50% on selected titles delivered on the most advanced
e-book platforms available. We also wish to acknowledge the contributions of the edi-
E-books from McGraw-Hill are smart, interactive, searchable, torial staff and book team members at McGraw-Hill Higher
and portable, with such powerful tools as detailed searching, Education. Their commitment of time and enthusiasm for
highlighting, note taking, and student-to-student or instructor- this work has helped enormously in pushing this project for-
to-student note sharing. E-books from McGraw-Hill will ward. We also owe a huge debt of thanks to our colleagues at
help students to study smarter and quickly find the informa- Pacific University for helpful suggestions as well as for their
tion they need. Students will also save money. Contact your forbearance when this project limited our time for other
McGraw-Hill sales representative to discuss e-book packag- activities. Many other users have also provided constructive
ing options. criticisms or suggestions, such as Jerry Clifford, Seton Hall
University, Mikolaj Sawicki, John A. Logan College, and
Mike Crivello, San Diego Mesa College.
Acknowledgments Last, but certainly not least, we would both like to
A large number of people have contributed to this seventh acknowledge the support of our families, friends, and col-
edition, either directly or indirectly. We extend particu- leagues. Their encouragement has been essential and has
lar thanks to those who participated in reviews of the sixth allowed us to enjoy the pleasure of this endeavor.

gri12206_fm_i-xviii.indd xv 12/2/10 5:16 PM

 Confirming Pages

Secrets to Success in Studying Physics

First of all, we should admit that there are no secrets. Conscientious work with simple numerical applications of physics concepts. They are use-
and follow-through with reading, problem assignments, and class participa- ful only if you do them yourself and write out the solution steps in such
tion will reap the rewards that students can expect from such efforts in other a way that you can follow your work. Copying answers and steps from
courses. Failing to do so will also lead to expected results. classmates or other sources may gain points on the assignment but pro-
There are some ways, however, in which studying physics is different vides no benefit in understanding. As in sports and many other activi-
from your studies in biology, history, or many other courses. Physics is not ties, success on physics exams will come to those who practice.
an area of study that can be mastered by memorizing discrete facts or by 5. Be there. College students set their own priorities for use of time,
cramming before tests. Students sometimes bring study strategies to phys- and sometimes class attendance is not at the top of the list. In some
ics that have worked in other courses and are disappointed when they fail to classes, this may be justified by the nature of the benefit of class
work in their physics class. The suggestions that follow are sure-fire steps activities, but that is seldom the case in physics. The demonstrations,
to getting the most out of your physics course and this textbook. explanations, working of exercises, and class discussions that are usu-
1. Experiment. Experiments play a key role in the development of phys- ally part of what occurs during a physics class provide an invaluable
ics but also in the growth of understanding for anyone approaching aid to grasping the big picture and filling in holes in your understand-
physics concepts. We often suggest in the text that you try simple ing. The demonstrations alone are often worth the price of admission.
experiments that might involve throwing a ball, walking across a (You do pay—it’s called tuition.)
room, or other very rudimentary activities. Do them right away as 6. Ask questions. If the explanations of demonstrations or other issues
they arise in the text. Not only will you gain the benefit of increased are not clear, ask questions. If you are confused, chances are good
blood flow to various parts of the body including the brain, but what that many other students are likewise befuddled. They will love you
follows in your reading will make more sense. Experience with every- for raising the flag. Unless the instructor is unusually insecure, he or
day phenomena cannot be gained passively. she will also love you for providing the opportunity to achieve better
2. Get the big picture. Physics is a big-picture subject. Your understand- clarity. Physics instructors already know this stuff, so they sometimes
ing of Newton’s laws of motion, for example, cannot be encapsulated have difficulty seeing where student hang-ups may lie. Questions pro-
by a formula or by memorizing the laws themselves. You need to see vide the lubrication for moving things forward.
the entire context, understand the definitions, and work with how the 7. Review understanding. Preparing for tests should not be a matter of
laws are applied. The outlines and summaries provided at the begin- last-minute cramming and memorization. Instead, you should review
ning and end of each chapter can help to provide the context. They your understanding of the big picture and question yourself on why
cannot stand alone, however. You need to place the examples and we did what we did in answering questions and working exercises
descriptions provided in the classroom and text in the framework pro- done previously. Memorization is usually pointless because many
vided by the outlines and summaries. If you grasp the big picture, the physics instructors provide or permit formula sheets that may include
details will often follow. definitions and other information. Late-night cramming is counter-
3. Explore questions. The textbook provides a list of conceptual ques- productive because it detracts from getting a good night’s sleep. Sleep
tions at the end of each chapter, but also raises questions in the body can be critical to having a clear head the next day to meet the chal-
of the text. The greatest benefit is gained by attacking these questions lenges provided by the test.
first on your own and then by discussion with classmates. Write out Although there is an element of common sense in most of these sug-
answers to these questions using full sentences, not just short-answer gestions, you will probably not be surprised to learn that many students do
phrases. Compare your answers with those provided at the back of not approach things following these guidelines. Old habits are hard to break
the text for selected questions, but only after having a good crack at and peer pressure can also be a negative influence at times. Students fall
answering the questions yourself. into patterns that they know are ineffective, but are unable to climb out of
4. Try the exercises. The textbook also provides exercises and synthesis the rut. We have done our duty in disclosing these secrets. You are on your
problems at the end of each chapter. Their purpose is to provide practice own if you choose a different path. Let us know if it works.

xvi

gri12206_fm_i-xviii.indd xvi 12/2/10 5:16 PM

 Confirming Pages

xvii

Key Terms 13

C HAPT ER summary
This first chapter introduces the connections between physics and 4 The role of measurement and mathematics in
everyday phenomena, including current issues involving energy. physics. Much of the progress in physics can be attributed to
We also introduce the scientific enterprise and its methods, the its use of quantitative models, which yield precise predictions that
scope of physics, and the use of mathematics and measurement in can be tested by making physical measurements. Mathematics is a
physics. The key points include the following: compact language for describing and manipulating these results.
The basic concepts of physics can often be described and under-
1 What about energy? Most of our use of energy stood with a minimum of mathematics.
involves the burning of fossil fuels, which release carbon, and this
affects many aspects of the earth’s climate, including global warm-
90
ing. The definition and science of energy are in the realm of phys-
80
ics and therefore some understanding of this physics is crucial to
meaningful participation in these debates. 70

60

Use of 50
fossil
40
fuels

Physics, the 20
30

160 120 80 40 now

Fundamental Science Millions of years ago
10

2 The scientific enterprise. Scientific explanations are

developed by generalizing from observations of nature, forming
chapter overview chapter outline hypotheses or theories, and then testing these theories by further experi-
ments or observations. This process is often called the scientific method,
5 Physics and everyday phenomena. Many of the
The main objective of this chapter is to help What about energy? What is the current but actual practice may depart in various ways from this model.
basic concepts of physics become clearer if applied to everyday
you understand what physics is and where 1 debate regarding global warming all about? phenomena. Being able to understand and explain familiar phe-
it fits in the broader scheme of the sciences. What do concerns about global warming nomena makes the concepts more vivid. This adds to the enjoy-
Observation
A secondary purpose is to acquaint you with and climate change have to do with energy? or
ment of studying physics.
the metric system of units and the advantages How is physics involved in these discussions? experiments
of the use of simple mathematics. Explore the student website. If you
The scientific enterprise. What is the scien-
2 tific method? How do scientific explanations
want extra drill at doing algebraic
manipulations of equations, or doing unit
differ from other types of explanation? conversions, try the practice problems on
Hypothesis
Generalization or the student website.
The scope of physics. What is physics? How
3 is it related to the other sciences and to
theory

technology? What are the major subfields of

physics? debatable issue
The role of measurement and mathematics We are often told that there is a strong consensus among climate
4 in physics. Why are measurements so impor-
3 The scope of physics. Physics is the most fundamental of
the natural sciences because physical theories often underlie expla-
scientists that global warming and climate change are being
caused by human activity that is producing growing amounts of
tant? Why is mathematics so extensively used
nations in the other sciences. Its major subfields include mechanics, greenhouse gases, particularly carbon dioxide, in the atmosphere.
in science? What are the advantages of the thermodynamics, electricity and magnetism, optics, atomic physics, Does a strong consensus among scientists imply that this idea is
metric system of units? nuclear physics, condensed-matter physics, and particle physics. correct? Why or why not?

Physics and everyday phenomena. How is

5 physics related to everyday experience and key terms
UNIT ON E

common sense? What are the advantages

of using physics to understand common Global warming, 2 Classical physics, 8 Nuclear physics, 8
experience? Fossil fuels, 3 Modern physics, 8 Particle physics, 8
Greenhouse gases, 3 Mechanics, 8 Condensed-matter physics, 8
Hypothesis, 5 Thermodynamics, 8 Proportion, 10
Theory, 5 Electricity and magnetism, 8 Powers of 10, 11
Scientific method, 5 Optics, 8 Metric system, 11
Empirical law, 6 Atomic physics, 8 Scientific notation, 11
1

The chapter outline and chapter summary provide related frameworks for organizing concepts.

study hint:
How to Use the Features The list of topics and questions in the chapter outline can
of This Book be used as a checklist for measuring your progress as you
read. Each numbered topic in the outline, with its associated
This book has a number of features designed to make it questions, pertains to a section of the chapter. The outline is
easier for you to organize and grasp the concepts that we designed to stimulate your curiosity by providing some blanks
will explore. These features include the chapter overview and (unanswered questions) to be filled in by your reading. Without
outline at the beginning of each chapter and the summary at the blanks, your mind has no organizational structure to store
the end of each chapter, as well as the structure of individual the information. Without structure, recall is more difficult. You
sections of the chapters. The questions, exercises, and synthesis can use the questions in the outline to check the effectiveness of
problems at the end of each chapter also play an important your reading. Can you answer all of the questions when you are
role. How can these features be used to the best advantage? done? Each section of a chapter also begins with questions, and
the section subheadings are likewise often cast as questions. At
the end of each section there is also an indented summary para-
Chapter outlines and summaries graph designed to help you tie the ideas in that section together.
Knowing where you are heading before you set out on a journey The end-of-chapter summary gives a short description of the
can be the key to the success of your mission. Students get a bet- key ideas in each section, often cast in the form of answers to
ter grasp of concepts if they have some structure or framework to the questions raised in the outline (see diagram). Summaries
help them to organize the ideas. Both the chapter overview and provide a quick review, but they are no substitute for a careful
outline at the beginning of each chapter and the summary at the reading of the main text. By following the same organizational
end are designed to provide such a framework. Having a clear structure as the outline, the summary reminds you where to find
idea of what you are trying to accomplish before you invest time a more complete discussion of these ideas. The purpose of both
in reading a chapter will make your reading more effective and the outlines and the summaries is to make your reading more
enjoyable. organized and effective.

gri12206_fm_i-xviii.indd xvii 12/2/10 5:16 PM

 Confirming Pages

xviii

Studying any new discipline requires forming new patterns who have worked the exercises and want to explore the topic
of thought that can take time to gel. The summaries at the end in more depth.
of each section, as well as at the end of the chapter, can help Answers to the odd-numbered exercises, odd-numbered
this gelling to take place. A structure is often built layer by synthesis problems, and selected questions are found in the
layer, and the later layers will be shaky if the base is unstable. back of the book in appendix D. Looking up the answer before
attempting the problem is self-defeating. It deprives you of
practice in thinking things through on your own. Checking
How should the questions answers after you have worked an exercise can be a confi-
and exercises be used? dence builder. Answers should be used only to confirm or
At the end of each chapter you will find a group of questions, improve your own thinking.
followed by a group of exercises, and, finally, by a small number
of synthesis problems. Your grasp of the chapter will improve if
Home experiments and everyday
you write out answers to the questions and exercises, either as
assigned by your instructor or in independent study. The ideas phenomenon boxes
contained in each chapter cannot be thoroughly mastered with- Reading or talking about physical ideas is useful, but there is no
out this kind of practice. substitute for hands-on experience with the phenomena. You
The questions are crucial to helping you fix the important already have a wealth of experience with many of these phe-
concepts and distinctions in your mind. Most of the questions nomena, but you probably have not related it to the physical
call for a short answer as well as an explanation. A few of concepts you will be learning. Seeing things in new ways will
the questions, marked with asterisks, are more open-ended make you a more astute observer.
and call for lengthier responses. It is a good idea to write out In addition to the home experiments at the end of each
the explanations in clear sentences when you answer these chapter, we often suggest some simple experiments in the
questions, because it is only through reinforcement that ideas main text or in the study hints. We strongly recommend mak-
become a part of you. Also, if you can explain something ing these observations and doing the experiments. Lecture
clearly to someone else, you understand it. A sample question demonstrations can help, but doing something yourself imprints
and answer appears in example box 1.1. it vividly on your mind. There is excitement in discovering
The exercises are designed to give you practice in using things yourself and seeing them in a new light.
the ideas and the related formulas to do simple computations. The boxes that discuss everyday phenomena also give you
The exercises also help to solidify your understanding of con- practice in applying physical concepts. Most of the phenomena
cepts by giving you a sense of the units and the sizes of the discussed in these boxes are familiar. The boxes allow us to explore
quantities involved. Even though many of the exercises are these examples more thoroughly. Participating in these investiga-
straightforward enough to work in your head without writing tions of everyday phenomena can help bring the ideas home.
much down, we recommend writing out the information given, The student website has many features that will help you
the information sought, and the solution in the manner shown be successful in the course. The study hints given for each
in example boxes 1.2 and 1.3 in section 1.3. This develops chapter often give a concise and thorough summary of the
careful work habits that will help you avoid careless mistakes. chapter. Read them to check if you have understood the
Most students find the exercises easier than the questions. The key points of each chapter. There are both mastery quizzes
sample exercises scattered through each chapter can help you and practice problems provided. Mastery quizzes test your
get started. conceptual understanding of the material. Many of the your
The synthesis problems are more wide-ranging than the exam questions may be worded similar to these quizzes.
questions or exercises. They often involve features of both. Practice problems allow you to practice problems similar to
Although not necessarily harder than the questions or exer- the exercises at the end of each chapter in the text. Complete
cises, they do take more time and are sometimes used to solutions are provided for these and you can check them after
extend ideas beyond what was discussed in the chapter. Doing trying the problems. Crossword puzzles for each chapter are a
one or two of these in each chapter should build your confi- fun way to check your understanding of the new terminology
dence. They are particularly recommended for those students you have learned.

gri12206_fm_i-xviii.indd xviii 12/2/10 5:17 PM

 Confirming Pages

CHAPTER

Physics, the
Fundamental Science

chapter overview chapter outline

The main objective of this chapter is to help What about energy? What is the current
you understand what physics is and where 1 debate regarding global warming all about?
it fits in the broader scheme of the sciences. What do concerns about global warming
A secondary purpose is to acquaint you with and climate change have to do with energy?
the metric system of units and the advantages How is physics involved in these discussions?
of the use of simple mathematics.
The scientific enterprise. What is the scien-
2 tific method? How do scientific explanations
differ from other types of explanation?

The scope of physics. What is physics? How

3 is it related to the other sciences and to
technology? What are the major subfields of
physics?

The role of measurement and mathematics

4 in physics. Why are measurements so impor-
tant? Why is mathematics so extensively used
in science? What are the advantages of the
metric system of units?

Physics and everyday phenomena. How is

5 physics related to everyday experience and
UNIT ONE

common sense? What are the advantages

of using physics to understand common
experience?

gri12206_ch01_001-016.indd 1 10/18/10 4:46 PM

 Confirming Pages

2 Chapter 1 Physics, the Fundamental Science

I magine that you are riding your bike on a country road

on an Indian-summer afternoon. The sun has come out
before. This is true whether we are talking about a physi-
cist making a major scientific breakthrough or about a
after a brief shower, and as the rain clouds move on, a bike rider understanding how rainbows are formed.
rainbow appears in the east (fig. 1.1). A leaf flutters to the There are also real benefits to understanding the physics
ground, and an acorn, shaken loose by a squirrel, misses concepts that underlie issues arising in political and policy
your head by only a few inches. The sun is warm on your debates. The next section introduces questions in the very
back, and you are at peace with the world around you. important areas of energy use and climate change. These
No knowledge of physics is needed to savor the involve everyday phenomena of a more pressing nature
moment, but your curiosity may bring some questions to than rainbows.
mind. Why does the rainbow appear in the east rather
than in the west, where it may also be raining? What
causes the colors to appear? Why does the acorn fall
more rapidly than the leaf? Why is it easier to keep your
bicycle upright while you are moving than when you are
standing still?
Your curiosity about questions like these is similar to
what motivates scientists. Learning to devise and apply
theories or models that can be used to understand,
explain, and predict such phenomena can be a rewarding
intellectual game. Crafting an explanation and testing
it with simple experiments or observations is fun. That
enjoyment is often missed when the focus of a science
course is on accumulating facts.
This book can enhance your ability to enjoy the phe-
nomena that are part of everyday experience. Learning
to produce your own explanations and to perform simple
experimental tests can be gratifying. The questions posed
here lie in the realm of physics, but the spirit of inquiry
and explanation is found throughout science and in many
other areas of human activity. The greatest rewards of sci- figure 1.1 A rainbow appears to the east in late
entific study are the fun and excitement that come from afternoon. How can this phenomenon be explained?
understanding something that has not been understood (See everyday phenomenon box 17.1.)

study hint not in a position to counter the arguments. Where do you go

from there?
If you have a clear idea of what you want to accomplish All of us find ourselves in this position from time to time.
before you begin to read a chapter, your reading will be Energy issues lie at the heart of the political debate on global
more effective. The questions in the chapter outline—as warming and climate change. Understanding the basics of
well as those in the subheadings of each section—can these issues is important to politicians, policymakers, and
serve as a checklist for measuring your progress as you ordinary citizens who discuss these issues and vote for or
read. A clear picture of what questions are going to be against ballot measures and candidates. What is energy
addressed and where the answers will be found forms a and how is it used? Which energy sources are renewable
mental road map to guide you through the chapter. Take a and which are not? What does it mean to be “green” these
few minutes to study the outline and fix this road map in days, and what can you do as an individual to counter global
your mind. It will be time well spent. warming (should you believe that it is occurring)?

The global warming debate

1.1 What about Energy? What are the disagreements about global warming? Actu-
Suppose that you have just emerged from a heated argu- ally, there is little argument among climate scientists that the
ment with a friend about global warming and energy. Your earth is warming up and has been for several hundred years
friend has a different political bent than your own and you or more. People who argue otherwise are ignoring a large
suspect that his or her opinions on global warming are sim- body of data regarding the average temperature of the earth.
ply a matter of political bias. However, since you may know This warming may seem very slow, just one or two degrees
very little about the details of energy issues, you are really Fahrenheit in a century or more, but the rate of increase has

gri12206_ch01_001-016.indd 2 10/18/10 4:46 PM

 Confirming Pages

1.1 What about Energy? 3

How is energy involved?

59
What does all of this have to do with energy? As we have
58.5 already indicated, much of our use of energy involves the
Temperature (°F)

58
burning of fossil fuels. The carbon that is released in this
process was locked up millions of years ago in coal, oil, and
57.5 natural gas. Therefore, this carbon has not been a part of
ongoing processes that absorb and release carbon dioxide.
57
From the perspective of geological time frames, this burning
56.5 of fossil fuels is happening on a very short time scale. It is a
geological flash in the pan. (See fig. 1.3.)
56
What are the natural ongoing processes involving carbon?
55.5 Trees and other green plants absorb carbon dioxide from the
1850 1870 1890 1910 1930 1950 1970 1990 2010 atmosphere—it is essential to their growth. When the plants
Year die, they decay, releasing some carbon dioxide back to the
atmosphere. Forest or brush fires release carbon dioxide to
figure 1.2 Average surface temperature of the earth since the atmosphere more quickly. A small portion of the carbon
1850. (Actual thermometer readings reported by IPCC.) The rise in plants may get buried and may ultimately, over a period of
over the past 50 years corresponds roughly with an increase in many millions of years, be converted to a fossil fuel. When
atmospheric carbon dioxide. we burn wood as a fuel, we release carbon dioxide, but this
has no long-term effect on greenhouse gases because the
carbon dioxide released was absorbed from the atmosphere
been growing over the last 50 years, as shown in figure 1.2.
not too long ago. Wood burning does emit particles of ash
It is this increasing rate of warming that has alarmed many
and other pollutants that can have undesirable effects.
climate scientists.
The reduction of forest cover to create cities, highways,
There are numerous fluctuations in global temperatures
and the like therefore also affects the balance of carbon diox-
and there are cyclic effects whose causes are only partly
ide in the atmosphere. But it is the burning of fossil fuels
understood, but these cannot mask the longer-term trend of
that has the greatest impact, and that is where the focus must
gradual warming. The increased rate of warming observed
be if we are to change the rate at which greenhouse gases are
during the 1990s may have been partly the result of one
increasing. This, then, gets us into the familiar debates on
of the cyclic effects just as the recent decrease in the rate
how we produce energy, how we use energy, and what can
of warming may also reflect the downside of one of these
be done to change these patterns.
cycles. Beware of arguments that focus on these short-term
But what is energy? Although the term is bandied about
effects. It is the long-term effects that are most relevant.
all the time and we all think we have some sense of what it
Within the scientific community, the debate is not about
means, it turns out that providing a satisfactory definition is
whether global warming is occurring, but rather about what
not a trivial matter. Many of the misunderstandings that are
is causing the warming and how it will progress. The role
involved in the global-warming debate result from poor under-
played by human-caused changes in the environment is one
standing of what energy is. For example, is hydrogen a source
of the basic questions. Specifically, we know that the burn-
of energy or merely a means of transporting energy, and what
ing of fossil fuels (coal, oil, and natural gas) increases the
is the difference? Much of the political hoopla regarding the
amount of carbon dioxide in the atmosphere. Carbon diox-
hydrogen economy failed to address this basic question.
ide is one of the so-called “greenhouse gases” that slow the
In this book, we will define energy initially in chapter 6,
escape of heat from the earth’s surface and therefore should
on Energy and Oscillations. The prior chapters on mechanics
contribute to the warming of the earth. (See chapter 10 for a
provide the underpinnings for the introduction of the energy
discussion of the greenhouse effect.) Our use of fossil fuels
is thus an important part of the debate.
The factors that affect the earth’s climate are complex
and difficult to model. Scientists have made considerable Use of
fossil
progress in developing computer models that are capable fuels
of capturing many aspects of climate change. These mod-
els have had good success in describing what has hap-
pened over the last 50 or so years of climate variations, but 160 120 80 40 now
their accuracy for predicting future climate change is still Millions of years ago
in question. We expect that increases in greenhouse gases
should produce more warming, but unknown factors such as figure 1.3 A schematic sketch of our use of fossil fuels on
possible changes in global cloud cover make accurate pre- a geologic time scale. Coal, oil, and natural gas were produced
dictions difficult. anywhere from 40 to 200 million years ago.

gri12206_ch01_001-016.indd 3 10/18/10 4:46 PM

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