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PHYSICS
F I F T H E D I T I O N

J A M E S S. W A L K E R
 PHYSICS

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A01_WALK6444_05_SE_FM_ppi-[Link] 2 08/12/15 2:39 PM
 PHYSICS F I F T H E D I T I O N

JAMES S. WALKER
Western Washington University

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 Editor-in-Chief: Jeanne Zalesky
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Library of Congress Cataloging-in-Publication Data

Names: Walker, James S., 1950- author.
Title: Physics/James S. Walker, Western Washington University.
Description: Fifth edition. | San Francisco : Pearson Addison-Wesley,
[2016]
| Includes index.
Identifiers: LCCN 2015044999| ISBN 9780321976444 | ISBN 0321976444
Subjects: LCSH: Physics--Textbooks.
Classification: LCC QC23.2 .W35 2016 | DDC 530--dc23
LC record available at [Link]

ISBN 10: 0-321-97644-4; ISBN 13: 978-0-321-97644-4 (Student edition)

ISBN 10: 0-134-03124-5; ISBN 13: 978-0-134-03124-8 (Volume One)
ISBN 10: 0-134-03125-3; ISBN 13: 978-0-134-03125-5 (Volume Two)

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 ABOUT THE AUTHOR

JAMES S. WALKER

James Walker obtained his Ph.D. in theoretical physics from the University of
Washington in 1978. He subsequently served as a post-doc at the University of Penn-
sylvania, the Massachusetts Institute of Technology, and the University of California
at San Diego before joining the physics faculty at Washington State University in
1983. Professor Walker’s research interests include statistical mechanics, critical
phenomena, and chaos. His many publications on the application of renormaliza-
tion-group theory to systems ranging from absorbed monolayers to binary-fluid
mixtures have appeared in Physical Review, Physical Review Letters, Physica, and a
host of other publications. He has also participated in observations on the summit
of Mauna Kea, looking for evidence of extra-solar planets.
Jim Walker likes to work with students at all levels, from judging elementary
school science fairs to writing research papers with graduate students, and has taught
introductory physics for many years. Through his enjoyment of this course and his
empathy for students, Jim has earned a reputation as an innovative, enthusiastic,
and effective teacher. Jim’s educational publications include “Reappearing Phases”
(Scientific American, May 1987) as well as articles in the American Journal of Physics and
The Physics Teacher. In recognition of his contributions to the teaching of physics at
Washington State University, Jim was named the Boeing Distinguished Professor of
Science and Mathematics Education for 2001–2003.
When he is not writing, conducting research, teaching, or developing new class-
room demonstrations and pedagogical materials, Jim enjoys amateur astronomy,
eclipse chasing, bird and dragonfly watching, photography, juggling, unicycling,
boogie boarding, and kayaking. Jim is also an avid jazz pianist and organist. He has
served as ballpark organist for a number of Class A minor league baseball teams,
including the Bellingham Mariners, an affiliate of the Seattle Mariners, and the
Salem-Keizer Volcanoes, an affiliate of the San Francisco Giants. He can play “Take
Me Out to the Ball Game” in his sleep.

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 BRIEF CONTENTS

  1 Introduction to Physics   1

PART I MECHANICS PART III ELECTROMAGNETISM

  2 One-Dimensional Kinematics   19 19 Electric Charges, Forces, and Fields   657

  3 Vectors in Physics   60 20 Electric Potential and Electric Potential Energy   695

  4 Two-Dimensional Kinematics   88 21 Electric Current and Direct-Current Circuits   730

  5 Newton’s Laws of Motion   117 22 Magnetism  769

  6 Applications of Newton’s Laws   155 23 Magnetic Flux and Faraday’s Law of Induction   807

  7 Work and Kinetic Energy   195 24 Alternating-Current Circuits   845

8 Potential Energy and Conservation of Energy   223

9 Linear Momentum and Collisions   257 PART IV LIGHT AND OPTICS

10 Rotational Kinematics and Energy   299 25 Electromagnetic Waves   880

11 Rotational Dynamics and Static Equilibrium   334 26 Geometrical Optics   913

12 Gravity  381 27 Optical Instruments   954

13 Oscillations About Equilibrium   418 28 Physical Optics: Interference and Diffraction   983

14 Waves and Sound   456

15 Fluids  502 PART V MODERN PHYSICS

29 Relativity  1017
PART II THERMAL PHYSICS
30 Quantum Physics   1051

16 Temperature and Heat   544 31 Atomic Physics   1082

17 Phases and Phase Changes   579 32 Nuclear Physics and Nuclear Radiation   1119

18 The Laws of Thermodynamics   617

vi

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 An accessible, problem-solving
approach to physics, grounded
in real-world applications

What’s the
PHYSICS F I F T H E D I T I O N
Big Idea?
James Walker’s Physics, Fifth
Edition engages students
by connecting conceptual
and quantitative physics
to the world around them,
making complex concepts
understandable, and helping
students build problem-solving
skills. New “just in time”
learning aids, such as the “Big
Ideas,” quickly orient students
to the overarching principles
of each chapter, while new
Real-World Physics and
Biological Applications expose
students to physics they can
observe in their own lives.
A revised problem-solving
pedagogy allows students to
build a deep understanding
of the relationship between
the conceptual and the
quantitative.

J A M E S S. W A L K E R

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 Ample “just in time” learning aids help students
where they needBigit, when they need it
NEW! Ideas
BIG IDEAS appear on each chapter-opening NEW! PHYSICS IN CONTEXT calls attention

1
page to quickly orient students to the overarching princi- to a related or supporting concept covered in a pre-
Work
ples of each chapter. Details highlighting key is force for
takeaways times vious chapter (“Physics in Context: Looking Back”);
PHYSICS
distance.
students appear in the chapter margins next to where these IN aCONTEXT
or alerts students to concept to be covered in a
ideas are introduced future chapter thatLooking Back
relates to what they’re reading

2
Conservation of energy, first introduced in
in the narrative. (“Physics in Context: Looking Ahead”).

Big
Kinetic energy is Chapter 8, is just as important in rotational
one-half mass times motion as it is in linear motion.

velocity squared. PHYSICS

Ideas IN CONTEXT

3
Power is the rate at Looking Back
which work is done. Conservation of energy, first introduced in

1
Work is force times Chapter 8, is just as important in rotational
motion as it is in linear motion.
distance.

PHYSICS

2
Kinetic energy is IN CONTEXT
one-half mass times Looking Ahead
velocity squared. In Chapter 5 we will introduce one of the
most important concepts in all of physics—

3
Power is the rate at force. It is a vector quantity. Other import-
ant vector quantities to be introduced in

1
which work is done.
PHYSICS later chapters include linear momentum
Big Idea Work is force times IN CONTEXT (Chapter 9), angular momentum (Chapter
Looking Ahead 11), electric field (Chapter 19), and mag-
distance when force and displace- netic field (Chapter 22).
In Chapter 5 we will introduce one of the
ment are in the same direction. More
most important concepts in all of physics—
generally, work is the component of force. It is a vector quantity. Other import-
force in the direction of displacement ant vector quantities to be introduced in
times the distance. NEW! REAL-WORLD PHYSICS AND
later chapters include linear momentum
(Chapter 9), angular momentum (Chapter

1
11), electric field (Chapter 19), and mag-
BIOLOGICAL APPLICATIONS
netic field (Chapter 22). woven into
Big Idea Work is force times
distance when force and displace- the text have been updated with fresh topics
ment are in the same direction. More relevant to today’s student. These applications
generally, work is the component of bring abstract physics principles to life with
force in the direction of displacement
real-life examples from the world around us.
times the distance.

Enhance Your Understanding (Answers given at the end of the chapter)

5. An object moves along the brown path in FIGURE 3-30 in the direction indicated.
NEW! ENHANCE YOUR UNDERSTANDING
Which physical quantity (position, qualitative multiple-choice and ranking ques-
> > > acceleration, velocity) is represented by the fol-
lowing vectors: (a) A , (b) B , (c) C ? tions appear before each Section Review to give
y
>
students an opportunity to practice what they’ve
B just learned. Answers are listed at the end of the
chapter.
>
C

>
A

x
O
▲ FIGURE 3-30 Enhance Your Understanding 5

Section Review NEW! SECTION REVIEWS briefly syn-

• Many physical quantities are represented by vectors. Among these are position, dis- thesize the key ideas covered in the preceding
placement, velocity, and acceleration.
section for a quick at-a-glance summary.

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 Thorough problem-solving instruction and
multiple opportunities for practice
The Fifth Edition continues the Walker EXAMPLE 7-2 HEADING FOR THE ER
tradition of providing ample opportunity An intern pushes an 87-kg patient on an 18-kg gurney, producing an acceleration of 0.55 m>s2 . (a) How much work
does the intern do in pushing the patient and gurney through a distance of 1.9 m? Assume the gurney moves without
for students to develop problem-solving friction. (b) How far must the intern push the gurney to do 140 J of work?

PICTURE THE PROBLEM

skills with a greater variety of example Our sketch shows the physical situation for this problem. Notice
that the force exerted by the intern is in the same direction as the
types and more thoroughly stepped out displacement of the gurney; therefore, we know that the work is
W = Fd.
explanations and guidance. REASONING AND STRATEGY
a = 0.55 m/s2

We are not given the magnitude of the force, F, so we cannot >

apply Equation 7-1 1W = Fd2 directly. However, we are given the F
mass and acceleration of the patient and gurney, and from them
we can calculate the force with F = ma. The work done by the
intern is then W = Fd, where d = 1.9 m.
Known Mass of patient, 87 kg; mass of gurney, 18 kg; accelera-

NEW! KNOWNS AND UNKNOWNS

tion, a = 0.55 m>s2; (a) pushing distance, d = 1.9 m;
(b) work, W = 140 J.
Unknown (a) Work done, W = ? (b) Pushing distance, d = ?
d = 1.9 m

have been added to worked examples to

SOLUTION
model how scientists think about setting Part (a)

up a problem before they solve it. 1. First, find the force F exerted by the intern: F = ma = 187 kg + 18 kg210.55 m>s22 = 58 N
2. The work done by the intern, W, is the force times the distance: W = Fd = 158 N211.9 m2 = 110 J
Part (b)
W 140 J
3. Use W = Fd to solve for the distance d: d = = = 2.4 m
F 58 N

INSIGHT
You might wonder whether the work done by the intern depends on the speed of the gurney. The answer is no. The work
done on an object, W = Fd, doesn’t depend on whether the object moves through the distance d quickly or slowly.
What does depend on the speed of the gurney is the rate at which work is done, which we discuss in detail in Section 7-4.

NEW! 50% UPDATED AND REVISED FULLY PRACTICE PROBLEM — PREDICT/CALCULATE

(a) If the total mass of the gurney plus patient is halved and the acceleration is doubled, does the work done by the intern
increase, decrease, or remain the same? Explain. (b) Determine the work in this case. [Answer: (a) The work remains the

WORKED EXAMPLES provide a systematic same because the two changes offset one another; that is, F = ma = 1m>2212a2. (b) The work is 110 J, as before.]
Some related homework problems: Problem 3, Problem 4

process for solving problems:

• Picture the Problem encourages students to
visualize the situation, identify and label important quantities, and set
up a coordinate system. This step is accompanied by a figure and free-
body diagram when appropriate.
• UPDATED! Reasoning and Strategy helps students learn to analyze
the problem, identify the key physical concepts, and map a plan for PASSAGE PROBLEMS

the solution, including the Known and Unknown quantities. Bam!—Apollo 15 Lands on the Moon
The first word spoken on the surface of the Moon after Apollo 15
• Solution is presented in a two-column format to help students trans- landed on July 30, 1971, was “Bam!” This was James Irwin’s invol-
untary reaction to their rather bone-jarring touchdown. “We did
late the words of the problem on the left to the equations they will use hit harder than any of the other flights!” says Irwin. “And I was
to solve it on the right. startled, obviously, when I said, ‘Bam!’”
The reason for the “firm touchdown” of Apollo 15, as pilot
• Insight points out interesting or significant features of the problem, David Scott later characterized it, was that the rocket engine was
shut off a bit earlier than planned, when the lander was still 4.30 ft
solution process, or the result. above the lunar surface and moving downward with a speed
of 0.500 ft>s. From that point on the lander descended in lunar
• Practice Problems give students the opportunity to test their under- free fall, with an acceleration of 1.62 m/s2 . As a result, the land-
standing and skills on similar problems to the one just worked. ing speed of Apollo 15 was by far the largest of any of the Apollo
missions. In comparison, Neil Armstrong’s landing speed on
Apollo 11 was the lowest at 1.7 ft>s—he didn’t shut off the engine
until the footpads were actually on the surface. Apollos 12, 14, and
17 all landed with speeds between 3.0 and 3.5 ft>s.

NEW!
To better understand the descent of Apollo 15, we show its tra-
END-OF-CHAPTER HOMEWORK set includes 10 new problems per jectory during the final stages of landing in FIGURE 2-47 (a) . In FIG-
URE 2-47 (b) we show a variety of speed-versus-time plots.
chapter and more than 15% revised problems. Hundreds of additional problems
are available in Mastering as an alternate problem set as well as the Instructor’s
Solutions Manual. 4.0
Engine
shuts off
Height (ft)

3.0

Trajectory with
2.0

NEW!
engine still on
BIO PASSAGE PROBLEMS have been thoroughly rewritten to better 1.0
Lunar
free fall
reflect the new MCAT exam, released in 2015. With a focus on skills and core com-
petencies, rather than rote knowledge, each Bio Passage Problem offers opportu- 8.5 9.0 9.5 10 10.5 11
nities to practice the types of questions pre-meds will encounter on the exam. Time (s)

(a)

B
Speed (ft>s)

C
A01_WALK6444_05_SE_FM_ppi-[Link] 9 Engine 08/12/15 2:40 PM
 Personalize learning with MasteringPhysics®

BEFORE CLASS

NEW! INTERACTIVE PRELECTURE VIDEOS address the

rapidly growing movement toward prelecture teaching and
flipped classrooms. These whiteboard-style animations pro-
vide an introduction to key topics with embedded assessment
to help students prepare before lecture and to help professors
identify student misconceptions.

NEW! DYNAMIC STUDY MODULES (DSMs) leverage

research from the fields of cognitive psychology, neurobiol-
ogy, and game studies to help students study on their own by
continuously assessing their activity and performance, then
using data and analytics to provide personalized content
in real time to reinforce concepts that target each student’s
particular strengths and weaknesses. Assignable for Pre-Class
Prep or Self-Study, physics DSMs include the mathematics of
physics, conceptual definitions, relationships for topics across
all of mechanics and electricity and magnetism, and more.

DURING CLASS

NEW! LEARNING CATALYTICS™ is an interac-

tive classroom tool that uses students’ devices to
engage them in class and provide “just in time” ana-
lytics to inform your lecture/active classroom. A new
math palette for the mathematical expression question
type allows for Greek symbols, PI, Euler’s number, Log-
arithm, Exponent, Trigonometric functions, Absolute
value, Square root, Nth square root, and Fractions with
the exception of vector or unit vector.

A01_WALK6444_05_SE_FM_ppi-[Link] 10 08/12/15 2:41 PM

 AFTER CLASS

NEW! ENHANCED END-OF-CHAPTER QUESTIONS offer students

instructional support when and where they need it including links to the
eText, math remediation, and wrong-answer specific feedback for an im-
proved student experience and greater learning gains.

ADAPTIVE FOLLOW-UPS are per-

sonalized assignments that pair Master-
ing’s powerful content with Knewton’s
adaptive learning engine to provide
individualized help to students before
misconceptions take hold. These adap-
tive follow-ups address topics students
struggled with on assigned homework,
including core prerequisite topics.

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 APPLICATIONS IN THE TEXT

Note: This list includes applied topics that C HAP TER 8 The pendulum clock and pulsilogium   438
receive significant discussion in the chapter Converting food energy to mechanical Adjusting a grandfather clock   441
text or a worked Example, as well as topics energy  230 B I O Walking speed  442 B I O
that are touched on in - end-of-chapter Resonance: radio tuners   445
Jump of a flea   231 B I O
Conceptual Questions, Conceptual Exer- Resonance: spider webs   446
Strike of the mantis shrimp   233 B I O
Resonance: bridges  446
cises, and Problems. Topics of particular The wing of the hawkmoth   250 B I O
Slow-motion dragonfly  449 BIO
relevance to the life sciences or medicine Mantis shrimp smasher   251 B I O
A cricket thermometer   454 P P , BIO
are marked BIO . Topics related to Passage Bird tendons  254 B I O
Problems are marked PP . Nasal strips  254 C HAP TER 14
The jump of a flea   255 B I O Calculating distance to a lightning
CHAPT E R 1 The flight of dragonflies   256 P P , B I O strike  465
Estimation: How many raindrops in a storm   11 Ultrasonic sounds in nature   466
The strike of a Mantis shrimp   17 BI O C HAP TER 9
Ultrasonic scans  467 B IO
Mosquito courtship  18 BI O The force between a ball and a bat   263
Shock wave lithotripsy   467 BIO
Using a cricket as a thermometer   18 PP , BI O The ballistocardiograph  269 B I O Infrasonic communication in elephants and
Concussions  269 B I O whales  467
CHAPT E R 2 Heartbeat detectors  269 B I O Infrasound produced by meteors   467
Takeoff distance for an airliner   38 The ballistic pendulum   275 Echolocation  467 B I O
The stopping distance of a car   40 Analyzing a traffic accident   276 Human perception of sound intensity   468 BIO
Calculating the speed of a lava bomb   46 The center of mass of the arm   284 B I O Measuring the speed of blood flow   477 BIO
Apollo 15 lands on the Moon   59 PP An exploding rocket   288 The red shift of distant galaxies   477
The Saturn V rocket   289 Connecting speakers in phase   480
CHAPT E R 3 Delta IV Rocket   289 Active noise reduction   481
Crossing a river   78 Concussion impulse  293 B I O The shape of a piano   485
Food in digestive system   85 BI O Concussion Recoil  293 B I O Human perception of pitch   485 BIO
The watch that won the Longitude Prize   86 Escaping octopus  297 B I O Frets on a guitar   485
Motion camouflage in dragonflies   87 PP , BI O Human hearing and the ear canal   487 BIO
CHAP TER 10
Organ pipes  488
CHAPT E R 4 The operation of a CD   308
Chelyabinsk meteor  496
Traffic collision avoidance system   90 Types of centrifuges   309
The parabolic trajectory of projectiles   96 The microhematocrit centrifuge   309 B I O C HAP TER 15
Golf on the Moon   104 Moment of inertia of the Earth   316 Walking on lily pads   505 BIO
How an archerfish hunts   106 BI O Flywheel energy recovery system   317 Pressure at the wreck of the Titanic  508
Punkin Chunkin  112 Dental drills, the world’s fastest turbines   327 The barometer  509
Spitting llamas  113 BI O Spin-dry dragonflies  329 B I O The hydraulic lift   511
Volcanoes on Io   113 Dolphin tricks  331 B I O Measuring the body’s density   515 BIO
Landing rovers on Mars   115 PP Human-powered centrifuge  332 P P , B I O Measuring body fat   515 BIO
CHAP TER 11 The swim bladder in fish   518 BIO
CHAPT E R 5 Diving sea mammals   518 BIO
How walking affects your height   123 BI O Starfish attack  336 B I O
Maximum load indicator on a ship   519
Astronaut jet packs   127 Applying the brakes   347
The tip of the iceberg   519
Stopping an airplane with Foamcrete   127 Forces required for structural stability   347
Hoses and nozzles   521
Simulating weightlessness  140 BI O An arm in a sling   348 B I O The lift produced by an airplane wing   527
Hurricanes and tornadoes   360 The force on a roof in a windstorm   528
The force of running   152 BI O
The angular speed of a pulsar   360
A leafhopper’s leap   153 BI O Ventilation in a prairie dog burrow   528 BIO
The precession of the Earth   368
Increasing safety in a collision   154 PP , BI O Blood speed in the pulmonary artery   531 BIO
Gyroscopes in navigation and space   368
Breathing, alveoli, and premature birth   533 BIO
CHAPT E R 6 Correcting torsiversion  379 P P , B I O
Vasodilation  539 B I O
Antilock braking systems   163 CHAP TER 12 Occlusion in an artery   540 BIO
Setting a broken leg with traction   165 BI O The dependence of gravity on altitude   386 Cooking doughnuts  542 P P
Tethered astronauts  173 Weighing the Earth   388
C HAP TER 16
Skids and banked roadways   180 The internal structure of the Earth and Moon   389
Centrifuges and ultracentrifuges   182 BI O The Sun and Mercury   394 Bimetallic strips  552
Antiscalding devices  553
Spiderweb forces  187 BI O Geosynchronous satellites  396
The Global Positioning System (GPS)   395 Thermal expansion joints   553
A human centrifuge   190 BI O
Maneuvering spacecraft  397 Floating icebergs  555
Bubble net fishing   190 BI O
Planetary atmospheres  405 The ecology of lakes   556 BIO
Nasal strips  193 PP , BI O
Black holes  407 Bursting water pipes   556
Gravitational lensing  407 Water and the climate   560
CHAPT E R 7
Tides  407 Insulated windows  566
Human power output and flight   213 BI O Countercurrent exchange  566 BIO
Tidal locking  408
Peristaltic work  217 BI O Cold hands and feet   566 BIO
The Roche limit and Saturn’s rings   409
The reentry of Skylab   218 Convection on the Earth and Sun   567
Human-powered flight  219 BI O CHAP TER 13 Using color to measure temperature   567
Power output of the human brain   221 BI O Woodpecker impact  420 B I O Temperatures of the stars   567
The biplane dinosaur   221 PP , BI O Measuring the mass of a “weightless” astronaut   431 Thermos bottles and the Dewar   569

xii

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 APPLICATIONS IN THE TEXT   xiii

CHAPT E R 1 7 C HAP TER 22 C HAP TER 27

Take a deep breath   581 BI O Refrigerator magnets  771 Optical properties of the human eye   955 BIO
Stretching a bone   593 BI O The Earth’s magnetic field   771 Speed and aperture settings on a camera   958
The autoclave  598 BI O The electromagnetic flowmeter   778 B I O Extended vision: Correcting
The pressure cooker   598 The mass spectrometer   780 nearsightedness  961 BIO
Adding salt to boiling water   598 Synchrotron Undulator  781 Intracorneal rings  963 BIO
Ice melting under pressure   599 The aurora borealis and aurora australis   782 Radial keratotomy  963 BIO
Frost wedging and frost heaving   599 The galvanometer  787 Correcting farsightedness  964 BIO
Biological antifreeze  600 BI O MRI instruments  794
Keratometers  965 BIO
Cooling the body with evaporation   600 BI O Magnetite in living organisms   796 B I O Achromatic lenses  974
Stability of planetary atmospheres   601 Magnetism and the brain   796 B I O Cataracts and intraocular lenses   982 P P , BIO
Homemade ice cream   605 Magnetic Recycling  796
Diving in the bathysphere   616 PP Magnetic levitation  796 C HAP TER 28
Magnetoencephalography  806 P P , B I O Newton’s rings  993
CHAPT E R 1 8 Soap bubbles and oil slicks   993
Diesel engines  627 C HAP TER 23 Nonreflective coating  996
Using adiabatic heating to start a fire   627 Dynamic microphones and seismographs   813 Reading the information on a CD   996
Rain shadows  631 Electric guitar pickups   813 Pointillism and painting   1005
The steam engine   632 Magnetic disk drives and credit card readers   814 Color television images   1005
Refrigerators  637 Magnetic braking and speedometers   817 Acousto-optic modulation  1007
Air conditioners  638 Induction stove  817 X-ray diffraction and the structure of DNA   1007
Heat pumps  639 Magnetic antitheft devices   821 Grating spectroscopes  1007
Heat death of the universe   646 Iridescence in nature   1008 BIO
Tracking the movement of insects   821 B I O
Entropy and life   646 BI O Resolving lines on an HDTV   1016 P P
Tracking the motion of the human eye   821 B I O
Energy from the ocean   656 PP
Electric generators  822 C HAP TER 29
Seismographs  805
Motion Electric Generators   823
Electric guitar pickups   805 Nuclear power—converting mass to energy   1034
Electric motors  824
Magnetic disk drives and credit card readers   806 The energy of the Sun   1034
Energy recovery technology in cars   824
T coils and induction loops   806 Positron-emission tomography  1036 BIO
High-voltage electric power transmission   834
Magnetic braking and speedometers   809 Gravitational lensing  1041
Loop detectors on roadways   844 P P
Induction stove  810 Black Holes  1041
Magnetic antitheft devices   813 The search for gravity waves   1042
C HAP TER 24
Tracking the movement of insects   813 BI O Relativity in a TV set   1049 P P
Electric shock hazard   850 B I O
Tracking the motion of the human eye   813 BI O
Electric generators  813
Polarized plugs and grounded plugs   850 C HAP TER 30
Ground fault circuit interrupter   851 Measuring the temperature of a star   1053
CHAPT E R 1 9 Light dimmers  862 Dark-adapted vision  1057 BIO
Tuning a radio or television   870 Photocells  1060
Bacterial infection from endoscopic
Metal detectors  870 Solar energy panels   1060
surgery  662 BI O
Persistence of vision   877 B I O Sailing on a beam of light   1062
Electrodialysis for water purification   672
Human Impedance  879 P P , B I O Optical tweezers  1062
Electric fish  675 BI O
Electron microscopes  1067
Electrical shark repellent   675 BI O C HAP TER 25 Scanning tunneling microscopy   1073
Solar Panels  678
Electrical shielding  679
Radio and television communications   883 Owl vision/Human vision   1078 BIO
Lightning rods and Saint Elmo’s fire   680
Doppler radar  887 Hydrothermal vents  1081 P P
Nexrad  888
Electrostatic precipitation  681
Infrared receptors in pit vipers   890 B I O C HAP TER 31
Bumblebees and static cling   693 PP , BI O
Biological effects of ultraviolet light   891 B I O Medical X-ray tubes   1104
CHAPT E R 2 0 Irradiated food  891 B I O Computerized axial tomography   1107 BIO
The electrocardiograph  710 BI O Photoelastic stress analysis   900 Helium-neon laser  1107
The electroencephalograph  711 BI O Liquid crystal diplays (LCDs)   901 Laser eye surgery   1108 BIO
Computer keyboards  717 Navigating using polarized light from the Photodynamic therapy  1109 BIO
The theremin—a musical instrument you play sky  902 B I O Holography  1109
without touching  717 Why the sky is blue   902 Fluorescent light bulbs   1110
The electronic flash   719 How Polaroid sunglasses cut reflected Applications of fluorescence in forensics   1111
The defibrillator  719 BI O glare  902 Detecting scorpions at night   1111 BIO
Automatic external defibrillator   726 BI O Visible-light curing in dentistry   912 P P The GFP Bunny   1111 BIO
The electric eel   729 PP , BI O Welding a detached retina   1118 P P , BIO
C HAP TER 26
CHAPT E R 2 1 Micromirror devices and digital movie C HAP TER 32
The bolometer  737 projection  915 Smoke detector  1128
Thermistors and fever thermometers   737 Corner reflectors and the Earth-Moon Dating the Iceman   1136
Superconductors and high-temperature distance  919 Nuclear reactors  1142
superconductivity  737 Parabolic mirrors  921 Powering the Sun: the proton-proton cycle   1143
“Battery check” meters   740 Apparent depth  931 Manmade fusion  1143
Three-way lightbulbs  743 Mirages  932 Radiation and cells   1144
“Touch-sensitive” lamps  752 Porro prisms in binoculars   934 Radiactive tracers  1146
Delay circuits in windshield wipers and turn Optical fibers and endoscopes   934 B I O Positron-emission tomography  1146
signals  757 Underwater vision  938 B I O Magnetic resonance imaging (MRI)   1147
Pacemakers  757 BI O The rainbow  942 Higgs Boson  1150
Footwear safety  767 PP , BI O The focal length of a lens   953 P P Treating a hyperactive thyroid   1157 P P , BIO

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 PREFACE: TO THE INSTRUCTOR

Teaching introductory algebra-based physics can be a most challenging—and

rewarding—experience. Students enter the course with a wide range of backgrounds,
interests, and skills and we, the instructors, strive not only to convey the basic con-
cepts and fundamental laws of physics, but also to give students an appreciation for its
relevance and appeal.
I wrote this book to help with that task. It incorporates a number of unique and
innovative pedagogical features that evolved from years of teaching experience. The
materials have been tested extensively in the classroom and in focus groups, and
refined based on comments from students and teachers who used the earlier editions
of the text. The enthusiastic response I’ve received from users of the first four edi-
tions is both flattering and motivating. The Fifth Edition has been improved in direct
response to this feedback with new and revised examples; modern biological and real-
world physics applications woven into the text; a refreshed homework problem set,
including new biological passage problems that align with the new MCAT exam; and
“just in time” learning aids throughout the text.

Learning Tools in the Text

A key goal of this text is to help students make the connection between a concep-
tual understanding of physics and the various skills necessary to solve quantitative
problems. One of the chief means to that end is an integrated system of learning
tools—including fully worked Examples with solutions in two-column format, two-
column Quick Examples, Conceptual Examples, and Exercises. Each of these tools is
specialized to meet the needs of students at a particular point in the development of
a chapter.
These needs are not always the same. Sometimes students benefit from a detailed
explanation of how to tackle a particular problem; at other times it is helpful for them
to explore a key idea in a conceptual context. And sometimes, all that is required is
practice using a new equation or definition.
This text emulates the teaching style of successful instructors by providing the
right tool at the right time and place. This “just in time” approach helps students mas-
ter the new ideas and concepts as they are encountered.
In a similar spirit, two new features appear at the end of every section in each chap-
ter to give students immediate, timely feedback on the material just covered. These
features are the Enhance Your Understanding and the Section Review. The
Enhance Your Understanding feature is a conceptual question designed to solidify the
concepts presented in the section. Answers to the Enhance Your Understanding ques-
tions are given at the end of each chapter. The Section Review gives a brief review of the
key concepts covered in that section.

WOR K ED EX AMP LES WITH S OLUTION S IN TWO-C OLUMN FORM AT

Examples provide students with a complete and detailed method of solving a par-
ticular type of problem. The Examples in this text are presented in a format that
focuses on the basic strategies and thought processes involved in problem solving.
This focus on the intimate connection between conceptual insights and problem-
solving techniques encourages students to view the ability to solve problems as a
logical outgrowth of conceptual understanding. In addition, the Examples encour-
age students to think of solving physics problems as an opportunity to exercise their
innate creativity.
Each Example has the same basic structure:

• Picture the Problem This first step discusses how the physical situation
can be represented visually and what such a representation can tell us about
how to analyze and solve the problem. At this step, we set up a coordinate sys-
tem where appropriate, and label important quantities.

xiv

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 PREFACE: TO THE INSTRUCTOR   xv

• Reasoning and Strategy The Reasoning and Strategy section addresses the U P D AT E D
commonly asked question, “How do I get started?” It does this by providing
a clear overview of the problem and helping students to identify the relevant
physical principles. It then guides the student in using known relationships to
map out a step-by-step path to the solution. In the Fifth Edition I’ve fleshed out
this step to give students more thorough guidance.

• Knowns and Unknowns Before the process of solving the problem begins, NEW
we list the quantities that are known (given), and those that are to be found.
This new feature in the Reasoning and Strategy step helps students organize
their thoughts, and sets a clear goal for their calculations.

• Solution in a Two-Column Format In the step-by-step Solution of the

problem, each step is presented with a prose statement in the left-hand column
and the corresponding mathematical implementation in the right-hand
column. Each step clearly translates the idea described in words into the appro-
priate equations.

• Insight Each Example wraps up with an Insight—a comment regarding the

solution just obtained. Some Insights deal with possible alternative solution
techniques, others with new ideas suggested by the results.

• Practice Problem Following the Insight is a Practice Problem, which gives U P D AT E D

the student a chance to practice the type of calculation just presented. The Prac-
tice Problems are always accompanied by answers, and provide students with a
valuable check on their understanding of the material. Some of the Practice
Problems are of the new Predict/Calculate type in the end-of-chapter
homework section. These problems ask for a prediction based on physical con-
cepts, and then present a numerical problem to verify the prediction. Finally,
each Example ends with a reference to some related end-of-chapter Problems to
allow students to test their skills further.

Q U ICK EXAMPL ES
Quick Examples are streamlined versions of the full Examples. By streamlining the NEW
process, this new feature allows for more sample problems to be covered in the text
without taking up too much space or becoming redundant in the details.

C O NC E P TUAL EXAMPL ES
Conceptual Examples help students sharpen their insight into key physical prin-
ciples. A typical Conceptual Example presents a thought-provoking question that can
be answered by logical reasoning based on physical concepts rather than by numerical
calculations. The statement of the question is followed by a detailed discussion and
analysis in the section titled Reasoning and Discussion, and the Answer is given at the
end of the checkpoint for quick and easy reference.
NEW to this edition are Conceptual Examples that prepare students to
solve Predict/Explain problems in the end-of-chapter homework section. These
problems ask for a prediction, and then ask the student to pick the best explanation
from those provided.

E X E R C ISES
Exercises present brief one-step calculations designed to illustrate the application of
important new relationships, without the expenditure of time and space required by
a fully worked Example or Quick Example. Exercises generally give students an oppor-
tunity to practice the use of a new equation, become familiar with the units of a new
physical quantity, and get a feeling for typical magnitudes.

PROBL E M- SOLVI NG NOTES

Each chapter includes a number of Problem-Solving Notes presented in a “just in time”
fashion in the margin. These practical hints are designed to highlight useful problem-
solving methods while helping students avoid common pitfalls and misconceptions.

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 xvi   PREFACE: TO THE INSTRUCTOR

End-of-Chapter Learning Tools

The end-of-chapter material in this text also includes a number of innovations, along
with refinements of more familiar elements.

• Each chapter concludes with a Chapter Summary presented in an easy-to-

use outline style. Key concepts, equations, and important figures are organized
by topic for convenient reference.
• The homework for each chapter begins with a section of Conceptual Ques-
tions. Answers to the odd-numbered Questions can be found in the back of
the book. Answers to even-numbered Conceptual Questions are available in
the Instructor’s Solutions Manual.
• Following the Conceptual Questions is a complete set of Problems and Con-
ceptual Exercises. Conceptual Exercises (CE) consist of multiple-choice
and ranking questions. Answers to the odd-numbered Exercises can be found
in the back of the book. Answers to even-numbered Conceptual Exercises are
available in the online Instructor’s Solutions Manual.
UPDAT E D • The Fifth Edition boasts a refreshed set of homework problems: at least 10 new
problems per chapter and more than 15% of the previous edition problems
have been revised and improved. Problems are divided into sections, with
increasing difficulty levels indicated with one, two, or three colored bullets.
Problems of particular real-world interest are indicated with titles. In addition,
a section titled General Problems presents a variety of problems that use
material from two or more sections within the chapter, or refer to material cov-
ered in earlier chapters.
• Bio/Med Problems are homework problems of special biological or medical
relevance. These problems are indicated with the symbol BIO .

NE W • Predict/Calculate is a new type of problem that combines a conceptual

question (prediction) with a numerical problem (calculation). Problems of this
type, which stress the importance of reasoning from basic principles, show how
conceptual insight and numerical calculation go hand in hand in physics.
• Predict/Explain problems ask students to predict what will happen in a given
physical situation, and then to choose the best explanation for their prediction.
PHYSICS
IN CONTEXT UPDAT E D • Passage Problems are based on an extended multi-paragraph description of a
Looking Back physical situation. These problems are similar to those found on MCAT exams,
Conservation of energy, first introduced in and have associated multiple-choice questions. All of the Passage Problems in
Chapter 8, is just as important in rotational the book are either new or revised and support the new MCAT released in 2015.
motion as it is in linear motion.

PHYSICS
Perspective Across Chapters
IN CONTEXT It’s easy for students to miss the forest for the trees—to overlook the unifying con-
Looking Back cepts that are central to physics and make the details easier to learn, understand, and
retain. To address this difficulty, the Fifth Edition adds a N E W feature called Physics
Conservation of energy, first introduced in
Chapter 8, is just as important in rotational In Context. This feature, which appears in the margin at appropriate locations in the
motion as it is in linear motion. chapters, comes in two varieties—Looking Back and Looking Ahead. The Looking
Back variety connects material just developed to related material from earlier chapters.
PHYSICS This helps students apply their understanding of earlier material to a new situation,
IN CONTEXT and provides a greater perspective on physics as a whole. The Looking Ahead variety
Looking Ahead gives students a “heads up” that the material presented in this chapter is important at
In Chapter 5 we will introduce one of the a specific point later in the text. With these two varieties working together, Physics In
most important concepts in all of physics— Context helps students develop connections between different topics in physics that
force. It is a vector quantity. Other import- share a common central theme.
ant vector quantities to be introduced in
PHYSICS
later chapters include linear momentum
IN CONTEXT
(Chapter 9), angular momentum (Chapter
Scope and Organization
11), electric field
Looking (Chapter 19), and mag-
Ahead The presentation of physics in this text follows the standard practice for introductory
netic field (Chapter 22). courses, with only a few well-motivated refinements.
In Chapter 5 we will introduce one of the
most important concepts in all of physics—
force. It is a vector quantity. Other import-
ant vector quantities to be introduced in
later chapters include linear momentum
(Chapter 9), angular momentum (Chapter
11), electric field (Chapter 19), and mag-
netic field (Chapter 22).

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 PREFACE: TO THE INSTRUCTOR   xvii

First, note that Chapter 3 is devoted to vectors and their application to

physics. My experience has been that students benefit greatly from a full discussion
of vectors early in the course. Most students have seen vectors and trigonometric func-
tions before, but rarely from the point of view of physics. Thus, including a chapter on
vectors sends a message that this is important material, and gives students an opportu-
nity to develop and improve their understanding of vectors in a physics context.
Note also that additional time is given to some of the more fundamental
aspects of physics, such as Newton’s laws and energy. Presenting such material in
two chapters gives the student a better opportunity to assimilate and master these cru-
cial topics.

RE AL -W ORL D AND BI OL OGI CAL PHYSIC S

Since physics applies to everything in nature, it’s only reasonable to point out applica- U P D AT E D
tions of physics that students may encounter in the real world. Each chapter presents
a number of discussions focusing on “Real-World Physics.” Those of general interest
are designated by RWP at the start of the paragraph. Applications that pertain more
specifically to biology or medicine are indicated by BIO.
These applications have been thoughtfully updated with topics that are current
and relevant to today’s student. For example, new R WP features include timely discus-
sions of accelerometers in cell phones and game controllers (Chapter 2), traffic col-
lision avoidance systems (Chapter 4), the tension in a tether connecting astronauts
in the movie Gravity (Chapter 6), and the use of magnetic forces to improve recycling
(Chapter 22). Updated BI O topics include the deadly blow delivered by a mantis
shrimp (Chapter 8), the 1000-rpm mid-air spinning behavior of dragonflies (Chapter
10), how starfish use torque to open clamshells (Chapter 11), and how radioactivity is
used to treat hyperactive thyroids (Chapter 32).
These new applications are in addition to the many classic, and often surpris-
ing, examples of physics that have always been an important part of Walker Physics.
Examples like these engage a student’s interest, and help motivate them to think more
deeply about physics concepts. Students are often intrigued, for example, to discover
that they are shorter at the end of the day than when they get up in the morning (Chap-
ter 5), that humming next to a spider web can cause a resonance effect that sends the
spider into a tizzy (Chapter 13), and that scorpions in the nighttime desert are brightly
fluorescent when illuminated by an ultraviolet flashlight (Chapter 31). With real-
world applications like these, it’s easy to show students that physics is relevant to their
everyday lives.

V ISUAL S
One of the most fundamental ways in which we learn is by comparing and contrasting.
A new feature called Visualizing Concepts helps with this process by presenting a
selection of photos that illustrate a physical concept in a variety of different contexts.
Grouping carefully chosen photographs in this way helps students to see the universal-
ity of physics. We have also included a number of demonstration photos that use
high-speed time-lapse photography to dramatically illustrate topics, such as standing
waves, static versus kinetic friction, and the motion of center of mass, in a way that
reveals physical principles in the world around us.

Resources
The Fifth Edition is supplemented by an ancillary package developed to address the
needs of both students and instructors.

F OR T H E I NSTRUCTOR on the Instructor’s Resource DVD, and in

Instructor’s Solutions Manual by the Instructor’s Resource Area on Master-
Kenneth L. Menningen (University of ing. You will find detailed, worked solu-
Wisconsin–Stevens Point) is available tions to every Problem and Conceptual
online at the Instructor’s Resource Cen- Exercise in the text, all solved using the
ter: [Link]/educator, step-by-step problem-solving strategy of

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 xviii   PREFACE: TO THE INSTRUCTOR

the in-chapter Examples (Picture the and weaknesses. Assignable for Pre-Class
Problem, Reasoning and Strategy, two- Prep or Self-Study, physics DSMs include
column Solutions, and Insight). The the mathematics of physics, conceptual
solutions also contain answers to the definitions, relationships for topics across
even-numbered Conceptual Questions as all of mechanics and electricity and mag-
well as problem statements and solutions netism, and more.
for the hundreds of problems in the alter- Learning Catalytics™ is an inter- NEW
nate problem set in Mastering. active classroom tool that uses students’
The cross-platform Instructor’s devices to engage them in class and pro-
Resource DVD (ISBN 978-0-321-76570- vide “just in time” analytics to inform
3) provides a comprehensive library of your lecture/active classroom. A new
applets from ActivPhysics OnLine as math palette for the mathematical
well as PhET simulations. All line figures, expression question type allows for Greek
photos, and examples from the textbook symbols, PI, Euler’s number, Logarithm,
are provided in JPEG format and the key Exponent, Trigonometric functions,
equations are available in editable Word Absolute value, Square root, Nth square
files. A revised set of Lecture Outlines and root, and Fractions with the exception of
Clicker questions, both in PowerPoint, are vector or unit vector.
included for use in lecture. Assets available Enhanced End-of-Chapter Ques- NEW
in Mastering are provided here, too: Pause tions offer students instructional support
and Predict Video Tutor Demonstrations when and where they need it including
and Author Demonstration Videos. And it links to the eText, math remediation, and
includes the Test Bank in Word and Test- wrong-answer specific feedback for an
Gen formats and the Instructor’s Solutions improved student experience and greater
Manual in Word and pdf. learning gains.
MasteringPhysics® ([Link]- Adaptive Follow-Ups are per-
[Link]) is the most advanced, sonalized assignments that pair Master-
educationally effective, and widely used ing’s powerful content with Knewton’s
physics homework and tutorial system adaptive learning engine to provide
in the world. Ten years in development, individualized help to students before
it provides instructors with a library of misconceptions take hold. These adap-
extensively pre-tested end-of-chapter tive follow-ups address topics students
problems and rich multipart, multistep struggled with on assigned homework,
tutorials that incorporate a wide variety including core prerequisite topics.
of answer types, wrong answer feedback, An alternate set of hundreds of NEW
individualized help (comprising hints or homework problems not included
simpler sub-problems upon request), all in the textbook gives instructors more
driven by the largest metadatabase of stu- assignable homework options than
dent problem-solving in the world. before. Solutions and problem statements
New to MasteringPhysics: are available in the Instructor’s Solutions
Manual.
NE W Interactive Prelecture Videos MCAT questions are a set of multi- NEW
address the rapidly growing movement part passage problems and standalone
toward prelecture teaching and flipped problems in a biological context that
classrooms. These whiteboard-style ani- cover the key topics of the new 2015
mations provide an introduction to key MCAT format.
topics with embedded assessment to help Video Tutor Demomonstration NEW
students prepare before lecture and to coaching activities give brief demon-
help professors identify student miscon- strations that include “Pause and Predict”
ceptions. questions with Mastering assessment
NE W Dynamic Study Modules (DSMs) containing wrong answer feedback and
leverage research from the fields of cogni- hints.
tive psychology, neurobiology, and game The Test Bank contains more than
studies to help students study on their 2000 high-quality problems assignable
own by continuously assessing their activ- as auto-graded items in MasteringPhys-
ity and performance, then using data and ics. Test files are provided both in TestGen
analytics to provide personalized content (an easy-to-use, fully networkable pro-
in real-time to reinforce concepts that gram for creating and editing quizzes and
target each student’s particular strengths exams) and Word formats. Available in the

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 PREFACE: TO THE INSTRUCTOR   xix

MasteringPhysics Instructor’s Area, on general problems. Quantitative problems

the Instructor’s Resource Center (www. can be assigned with numerical answers
[Link]/irc), and on the and randomized values (with sig fig feed-
Instructor’s Resource DVD. back) or solutions. Mastering is available
either bundled with the textbook, as an
F OR T H E STUDENT online download—with or without the
MasteringPhysics® ([Link]- eText—and as a standalone item available
[Link]) is the most advanced physics for purchase at the campus bookstore.
homework and tutorial system available. Pearson eText is available through
This online homework and tutoring sys- MasteringPhysics®, either automatically
tem guides students through the most when MasteringPhysics® is packaged
important topics in physics with self- with new books or as a purchased upgrade
paced tutorials that provide individual- online. Allowing students access to the
ized coaching. These assignable, in-depth text wherever they have access to the
tutorials are designed to coach students Internet, Pearson eText comprises the full
with hints and feedback specific to their text with additional interactive features.
individual errors. Instructors can also Users can search for words or phrases,
assign end-of-chapter problems from create notes, highlight text, bookmark
every chapter including multiple-choice sections, and click on definitions to key
questions, section-specific exercises, and terms as they read.

Acknowledgments
I would like to express my sincere grati- My thanks are also due to the many
tude to colleagues at Washington State wonderful and talented people at Pearson
University and Western Washington who have been such a pleasure to work
University, as well as to many others in with during the development of the Fifth
the physics community, for their contri- Edition, and especially to Katie Conley,
butions to this project. Jeanne Zalesky, Darien Estes, Cathy Mur-
In particular, I would like to thank phy and Chandrika Madhavan.
Professor Ken Menningen of the Univer- In addition, I am grateful for the dedi-
sity of Wisconsin–Stevens Point for his cated efforts of Rose Kernan, who choreo-
painstaking attention to detail in produc- graphed a delightfully smooth production
ing the Instructor’s Solutions Manual. process.
Ken has also contributed a number of new Finally, I owe a great debt to all my
excellent Real-World Applications, Bio- students over the years. My interactions
logical Applications, and end-of-chapter with them provided the motivation and
homework problems to the Fifth Edition. inspiration that led to this book.

A01_WALK6444_05_SE_FM_ppi-[Link] 19 08/12/15 2:41 PM

 REVIEWERS

We are grateful to the following instructors for their thoughtful comments on the revi-
sion of this text.

REVIEWERS OF THE FIFTH EDITION

Ugur Akgun Kriton Papavasiliou
University of Iowa Virginia Polytechnic Institute
Kapila Castoldi Arnd Pralle
Oakland University SUNY, University at Buffalo
Joshua Colwell Andrew Richter
University of Central Florida Valparaiso University
Diana Driscoll Andreas Shalchi
Case Western Reserve University University of Manitoba
Daniel Giese Douglas Sherman
University of Wisconsin, Milwaukee San Jose State University
Klaus Honscheid Maxim Sukharev
Ohio State University Arizona State University
Darrin Johnson Michael Tammaro
University of Minnesota, Duluth University of Rhode Island
Weining Man Orhan Yenen
San Francisco State University University of Nebraska, Lincoln
Kin Mon Ataollah Zamani
University of Georgia Houston Community College

REVIEWERS OF THE FOURTH EDITION

Raymond Benge Darrin Johnson
Tarrant County College–NE Campus University of Minnesota, Duluth
Matthew Bigelow Paul Lee
Saint Cloud University California State University, Northridge
Edward J. Brash Sheng-Chiang (John) Lee
Christopher Newport University Mercer University
Michaela Burkardt Nilanga Liyanage
New Mexico State University University of Virginia
Jennifer Chen Michael Ottinger
University of Illinois at Chicago Missouri Western State University
Eugenia Ciocan Melodi Rodrigue
Clemson University University of Nevada
Shahida Dar Claudiu Rusu
University of Delaware Richland College of DCCCD
Joseph Dodoo Mark Sprague
University of Maryland, Eastern Shore East Carolina University
Thomas Dooling Richard Szwerc
University of Northern Carolina at Pembroke Montgomery College
Hui Fang Lisa Will
Sam Houston State University San Diego City College
Carlos E. Figueroa Guanghua Xu
Cabrillo College University of Houston
Lyle Ford Bill Yen
University of Wisconsin, Eau Claire University of Georgia

REVIEWERS OF PREVIOUS EDITIONS

Daniel Akerib, Case Western Reserve University David Balogh, Fresno City College
Richard Akerib, Queens College David T. Bannon, Oregon State University
Alice M. Hawthorne Allen, Virginia Tech Rama Bansil, Boston University
Barbara S. Andereck, Ohio Wesleyan University Anand Batra, Howard University
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