STUDENT STUDY GUIDE WITH SELECTED SOLUTIONS JOSEPH BOYLE Miami-Dade CollegeAssocste Fditor: Chistian Botting Senior Bator: Erik Felgen Faltordo-Chet, Science: John Chalice Vice President of Production & Manufacturing: David W. Ricca Executive Managing Editor: Kathleen Schiapareli Assistant Managing Editor. Becea Richter Producion Editor: Dana Duna Supplenent Cover Manager: Paul Gourhan Supplement Cover Designer: Joane Alexandsis -Magutaeunag Buyer: lene Kaan ‘Cover Photo: Art Wolfe(Getty Images, Ine. (© 2005 Pearson Education, Ic. Pearsoa Prentice Hall Pearsoa Esuation, Ine, Upper Saddle River, NT 07458 All rights reserved. No part ofthis book may be reproduced in any form or by any ‘enna sithost permiecon in ariting frm the pier Pearson Prentice Hall” trademark of Pearson Education, Inc. ‘The author and publisher of this book have wsed their best efforts in preparing this book. These efforts incude the development, re 1 testing of the theories nd programs to determine their effectiveness. The author and publisher make no ‘warranty of any Kind, expressed or implied, with regard to these programe or he documentation contained inthis book. ‘The author and publisher shallot be isle {in any event for inidertal of consequential damages in connection With, of ailing ‘out of, the furishing, performance, or use ofthese programs. Printed in the United Stites of America 987656321 ISBN 0-13-035235-X Pearson Education Lid, Landon Pearson Education Ausbala Py. Led Sydney Pears Edcaton Singapre, Pe, Lid. Pearson Education North la Lid, Hong Kong Peart Edvestion Canada, Inc, Toronto Prarzn Eaucacién de Metico, 8A. 80 CY. Pearion Bdveation Japan, Tokyo Pear Education Malays, Pe Lid,FOR MPS,PREFACE, ‘This study guide was written to accompany PHYSICS: PRINCIPLES WITH APPLICATIONS, Sixth Edition, Vol. 1 by Douglas C. Giancoli. It is intended to provide fdditoral help in understanding the basic principles covered in the textbook and add to the student's problem solving skills. Buch chapter begins with alist of Course Objectives based on the information covered in. the chapter. This section is followed by a list of Key Terms and Phrases and a list of the basic ‘mathematical equations used in the textbook. The Concept Summary section of the study guide summarizes the main topics covered in the corresponding chapter ofthe textbook. The concept ‘summary section also includes the answers to three or four End-Of-Chapter questions from the textbooic as well as four or five example problems similar to the type of problems found in the textbooic Each chapter ofthe study guide concludes with the step-by-step process tothe solution. to six representative problems taken from the textbook. Because beginning physics courses emphasize problem solving, hints on protlem solving. stills ae placed just before the representative problems taken from the textbook. Tie problems are solved using a programmed problem approach. A suggestion for the proper use of the programmed problem method to solving problems is included in chapter 1. ‘The section of the: textbook to which each problem corresponds is included as pat ofthe solution. ‘The student should be aware thatthe study guide is meant to complement the textbook, not to replace the textbook as a Teaming tool. Because of ths, it is suggested thatthe student carefully read the chapter in the textbook before using the study guide. 1 wish to acknowledge the cooperation and assistance given by Chistian Botting, Associate [Bitor,?hysics and Astronomy, Prentice Hall, In. Every effort has been made to evoid errors; however, I alone have responsibility for any errors which remain and corrections and comments are most welcome, eseph J. Boyle Professor Emeritus ‘Miami-Dade CollegeCONTENTS PREFACE (CHAPTER INTRODUCTION, MEASUREMENT, ESTIMATING DESCRIBING MOTION: KINEMATICS IN ONE DIMENSION KINEMATICS IN TWO DIMENSIONS; VECTORS DYNAMICS: NEWTON'S LAWS OF MOTION CIRCULAR MOTION; GRAVITATION WORK AND ENERGY LINEAR MOMENTUM ROTATIONAL MOTION ‘STATIC EQUILIBRIUM; ELASTICITY AND FRACTURE FLUIDS VIBRATIONS AND WAVES SOUND TEMPERATURE AND KINETIC THEORY HEAT THE LAWS OF THERMODYNAMICS(CHAPTER 1 INTRODUCTION, MEASUREMENT, ESTIMATING. ORTECTIVES ‘Aftor studying the material ofthis chapter, the student should be able to: ‘distinguish between a scientific model and a scientific theory ‘explain why experiments are important inthe testing of a theory and the improvement of a model, + explain why uncertainty is present in all measurements and state the uncertainty after taking. ‘8 measurement. Calculate the percent uncertainty in @ measurement. state the Systéme Intemational (SD units of mass, eng, and time. state the metric (SI) prefixes multipliers) and use these prefixes in problem solving. convert English nits to SI units and vice versa and use the factor-label method in problem. solving. + distinguish between basic quantities and derived quantities as well as basic units and derived nits, ‘+ express a number in power often notation and use power of ten notation in problem solving. ‘+ explain what is meant by an order-of- magnitude estimate and use order-of-magnitude estimates in problems involving rapid estimating. KEY TERMS AND PHRASES science attempts to explain natural phenomena that can be detected with our senses or by instruments designed to extend our senses, e.. 8 telescope. physics is the branch of science that deals with natural laws and processes, and the states and properties of matter and energy. ‘matter refers to any object that has substance and occupies space. energy is a measure of the ability to do work. Energy takes a number of forms, such as ‘mechanical energy, electromagnetic energy, heat energy, and nuclear energy. ‘model, as used in physics, isan analogy or mental image used to explain physical phenomena. Selene theory, as used in physics, is a plausible principle offered to explain physical phenomenon. A thecry leads to predictions that can then be tested by experiment to see if there {s agreement with the phenomenon. MLscientific law is applied to certain statements that are found to be valid over a large range of ‘observed phenomena. An example of a scientific law is the law of universal gravitation. significant figures in a measurement include the figures that are certain plus the first doubsful digit. ‘Systdme International (S1) system of measurement is the system of measurement established by the French Academy of Science. For example, in S units the unit of length isthe meter (tm), time is second (6), and mass is kilogram (kg). order-of-magnitude is a rough estimate of the value of a quantity. This estimate usually contains one significant figure and the associated power of ten, For example, one often hears ‘the world population given to the nearest billion. CONCEPT SUMMARY Science and Creativity Science attempts to explain natural phenomena that can be detected with our senses or by instruments designed to extend our senses, eg. a telescope. Science isa creative endeavor that resembles other creative activities of the human mind, e.g. at and music. Physics isthe branch of science that deals with natural laws and processes, and the states and properties of matter and energy. ‘To explain a particular natural phenomenon, a scientist constructs a model that leads to @ theory designed to explain the phenomenon. The theory leads to predictions that can then be tested by experiment to see if there is agreement withthe phenomenon. In science, the term law is applied to certain statements that are found tobe valid over a large ‘ange of observed phenomena. An example ofa scientific law isthe law of universal gravitation, Scientific laws are descriptive in that they “describe how nature does behave” as compared to a traffic law which tells us how we should behave. ‘Measurement and Uncertainty Every measurement is limited in terms of accuracy. This limitation is associated with the ‘measuring instrument and as stated in the textbook human “inability to read the instrument ‘beyond some fraction of the smallest division shown." Because of this, itis common to include the estimated uncertainty associated with a scientific measurement. For example, the width of table might be 85.10 0.01 inches. The 20.01 inches is the uncertainty in the measurement. ‘he percent uncertainty is the ratio of the uncertainty to the measured value, for example, 0.01/85.10 x 100% = 0.01%. ‘The number of significant figures in # measurement includes the figures that are certain and the first doubtful digit. In the example ofthe table, which is 85.10 4 0001 inches long, there ae ‘four significant figures. The &, 5, and 1 are certain and the 0 is the doubtful digit. Calculations ‘must follow the rules for significant figures. ‘The final answer must have the same number of significant figures as the least significant factor used in the calculation, 12ANSWER: The road sign states the distance in miles to one significant figure while it states the distance in kilometers to 5 significant figures. The same number of significant figures should belused whether the distance is given in mils or klometers HOW TO USE THE PROGRAMMED PROBLEM APPROACH TO PROBLEM SOLVING ‘The example problems and problems from the textbook follow a programmed problem ‘method of solving problems. The problems are arranged in a step-by-step process that leads 10 the solution. The student should be aware that there is often more than one way to solve a problem and at times an alternate solution will be included. Each part ofthe problem is broken down into individual steps. The steps are represented by individual frames that are divided into a left side where @ question is posed and a right side where the answer is located, Each step is designated witha letter and number. For example, Part ’, Step 2. indicates that this frame isthe second step o the solution of Patt b of the problem. ‘The right side should be covered with a blank sheet of paper on which you should attempt to ‘answer the question. After completing your answer, uncover the right fame and check your work. The individual fries are separated by a line that extends across the page and the end of, the problem is indicated by a thick black line. [EXAMPLE PROBLEM 1. Decale th pee unten nthe ara oF aqere at 608 Part a, Step 1 Solution: (Section 1-4) Determine the area ‘area = 6,08 m x 6.08 m = 37.0 m* ifeach side is 2.54 m in length. Note: using a calculator, the product is 36.9664. However, there ‘are only three significant figures in each factor andthe answer must thvee significant figures. ___ Part a. Step 2 ‘maximum length = 6.08 m + 0.01 m= 6.09 m Determine the maxi- | maximum area = 6.09 m x 6.09 m= 37.1 m* ‘mum possible area. Pca eee Par a, Step 3, 608 m -0.01 m= 607m Determine the mini- ‘minimum area = 607 m x 6.07 m= 36.9 m* am possible aren | ‘The maximum area is greater than the area by 0.10 m* and the ‘minimum area is less by 0.10 m*. The area ean now be written as Part a. Step Write the area with te associated uncertainty. | area = 37.0 + 0.10 m*_ 13Part a. Step 5. petoent uncertainty = (0.10 m#y(37.0 m?) x 100% Determine the Percent uncertainty = 0.27% Systéme International (S1) System of Measurement ‘The measurement of any quantity is made relative to a particular standard or unit. The system used almost exclusively in this book is the Systéme Intemational (SI system of ‘measurement). In SI units the unit of length isthe meter (m), time is second (6), and mass is kilogram (kg). Length, time, mass, electric curent, temperature, amount of substance, and luminous intensity are base quantities. The base unit associated with elecric current is the ampere, temperature is degrees kelvin, amount of substance is the mole, and luminous intensity is candela. All other quantities can be derived from the base quantities. The units associated ‘with these derived quantities are called derived units. An example of a derived quantity is force and the unit of force isthe newton (N) where 1 N = 1 kg mys". [TEXTBOOK QUESTION 1, What a he mais and dawoncks of wing a persons foo asa standard? Consider both (a &prticular person's fot and (6) any persons foot. Keep in mind wat it is advantageous that fundamental standards be accessible (easy to compare to), avaiable (do not change), indestructble, and reproducible. ANSWER: For a standard to be useful it must be accessible, invariable, indestructible, and reproducible everywhere. ‘The problem that is now faced is that while the criteria invariable and indestructible might be met, the fundamental standards may not be accessible or easily understood by the average person, For example, from 1893 to 1960 the United States standard for length was the distance between two seraiches on a metal bar made of a platinum iridium alloy. This standard meets the criteria plus has the advantage of being easily understandable to the common person. Since 1960, the meter has been defined as 1,650,763.73 times the wavelength ofthe red-orange spectral line of the krypton-86 isotope. This standard meets the eriteria but is less accessible and certainly less understandable to the average person, Whether the standard is the foot of @ particular person or any person's foot, the major ‘drawback is thatthe length of the foot tends to change with time and is not reproducible. Also, the standard is lost and therefore destructible when the person dies. The only advantage i that 2 foot is accessible and can be easly used to give a rough estimate of short distances [EXAMPLE PROBLEM 2. Expres the height of a person 54” tall im a) centimeters and 6) meters. Express your answer tothe correct numberof s i Part a. Step 1 Sclution: (Section 1-6) Convert 54" to (S feet)(12 inches/l feet) +4 inches = 64 inches (5 feet(12 inches)1 feet) 14art a. Step 2 (64 inches)2.54 emt inch) = 162.6 em Express the person's | 64 inches has only two significant figures; therefore, 162.6 height in centimeters. | cm must be reduced to two significant figures. The person's height a the correct number of significant figures is Part b. Step 1 (160 cm(1.00 m/100 em) = 1.60. m Epes te ‘The answer mus be reduced to two significant figures. The fight in meters (| peron's eight is 6 m [EXAMPLE PROBLEM 3, Ths equatorial diameter of the Earth given to thee significant figures] is 7930 miles. Express the diameter in a) meters (m) and b) kilometers (km) and use power a ten notation in your final answer. Part a. Step 1. Solution: (Section 1-6) the Using a calculator, the diameter is dlameter in meters (em). Note: 1 {609 m | (7930 mi)(1609 m/1 mi) = 12,759,370 m ‘The diameter ofthe Earth is given to thee significant figures, It is necessary to round off the answer to three significant figures. ‘Therefore, the diameter = 12,800,000 m ‘The diameter in power of ten notation = 1.28 x 10" m art b. Step 1. 1.000 kam = 1000 m. Determine the (4.28 x 10° m)(1.000 ken1000 1m) = 1.28 x 10" km diameter in kan. Onder of Magnitude: Rapid Estimating It is sometimes useful to give a rough estimate of the value of a quantity. This estimate is called the order-of- magnitude and this number contains one significant figure and the associated power of ten. For example, one often hears the world population given to the nearest billion. ‘An example of mpd estimating would be the number of people watching a parade. Suppose the parade route is 1 mile long with people lined up 5 deep on each side of the street. Each ‘person taking up an average of 2 feet of space (1 person2 feet) x (5280 feet/I mile) x 2 sides of stret x (5 people/t space) = 30,000 people ‘The symbol = means that the measurement is an approximation. For this problem, the actual size of the crowd could easly be +3000 to 5000 people 1sPROBLEM SOLVING SKILLS For problems invobing percent uncertainty in area or volume and the linear dimensions are given: 1. Determine the maximum and minimum possible values for the area or volume. 2 Detemmine the uncertainty inthe measurement, 43. Divide the uncertainty by the measurement and multiply by 100%. If the problem involves ‘linear measurement, then steps 1 and 2 are not necessary to solve the problem. For problems involving conversion of English unis to SI units or vice versa. 1 Ls ae gua given ac ecm, ees tin oe nk, or ext, 1 min and TO seconds = 70 seconde 2 Use the unit rl ls biown asthe fctorJabe method, to slve te problem. 3 Wher appre ne pomer of tn netion nk staf flo ti ales for ikiplonon, ise, sin ed maton ot guns whch ate exesed as ts often 4, Roply the rues of significant gues in solving th problem. Remember that the answer ‘must have the sane numberof sigan guts asthe least sigan facto. SOLUTIONS TO SELECTED TEXTBOOK PROBLEMS [TEXTBOOK PROBLEM I, “The age of the universe fs thought to be about 14 Billion years [Assuming two significant figures, write this in powers often in (a) yeas, (b) seconds. Past a. Step 1 Solution: (Section 1-4) Use the factorabel | 1 billion = 10" (14 billion years)((10? years illion)} = 1.4 x 10" years (1.4 x 10" yr(365.25 days (1 y)}{@24 HYICL day)]L(3600 8)/(1 how) Use the factortabel | = 44x 10" s method to convert years to seconds (8). [FEXTROOK PROBLEM 6, What isthe percent uncenainly in tie measurement 3.76 » 025 1] art a. Step 1 Solution: (Section 1-4) Determine the ‘The percent uncertainty ig the ratio of the uncertainty to the percent uncertainty. | measured value multiplied by 100%. Therefsre, (0.25 m/G3.76 m) x 100% = 6.6%[TEXTBOOK PROBLEM 15, The Sun, on average, lo 93 million miles from the Earth. How] [many meters is this? Express (a) of fen, and () using a metric Part a. Step 1 Use the factor-label method to convert miles to meters. 1609 m = 1 mile Part b, Step 1. series lof the Moon. (b) How. Pasta. Step 1 Determine the is surface area of the Moon, Solution: (Seston 1-6) (93 milion miles){(10* milesy/(1 million miles)[(1609 my(1 mile)) = 15x10"m From Table 1-4 the prefix gga, abbreviated G, represents 10", Therefore, (1.5 x 10" mp[(1 GYIO")] = 1.5 x 10 Gmor 150 Gm [FEXTBOOK PROBLEM 23, The diameter of the Moon Is 3480 kam. What Is the wurtaco are times larger isthe surface area of the Earth? Solution: Sections 1-5 and 1-6) ‘Assume thatthe Moon isa sphere. The formula forthe surface area (A) ofa sphere is A= 4 nF where = the radius of the sphere. = Ye diameter = Ya (3480 kan) = 1740 kam Anon = 4 7 (1740 kan)? = 3.80 x 107 ken? [Based on information provided inthe inside cover ofthe textbook, the radius of the Earth is 6380 km. Ae 4 7 (6380 lam)» 5.11 x 10" ke? ratio of areas = (5.11 x 10* kan?V(3.80 x 10? km?) ‘The Earth has approximately 13.6 times more surface aea than the of| Moon. [TEXTBOOK PROBLEM 27. Estimate how long it would take one petson to mow & football fel ‘home poed, and has a 0.5 m Par a, Step 1 Determine the lawn 3). Assume that the mower moves with. lawn mower Gig. width, Solution: (Section 1-7) (1 Kany) x (1000 man) x (1h/3600 5) = 0.28 m/s mower's speed in mys.Part a. Step 2. Estimate the area cut by the mower each. ‘The area cut each second equals the forward speed times the length of [Length ofthe football field = 100 yards + 10 yards per end zone Length = 120 yards = 110 meters ‘Width of the football eld is 53.3 yards « 49 m ‘Area = length x width = 110 mx 49m = S400.m? time = (area of football field) + (area cut each second) time ~ (5400 m') + (0.14 m/s) = 39000 ¢ = 11 houre Note: this is a very rough estimate. The estimate assumes that the person continues 10 mow a a constant rate forthe entire time [TEXTBOOK PROBLEM SI, ‘The diameter of the Moon is 3480 lan. What is the volume of te] |Moon? How many Moons would be needed to create a volume equal to the volume of the Earth? Part a. Step 1 Determine the volume ‘of the Moon. Assume ‘that the Moon is a perfect sphere, Part a. Step 2 Determine the ratio of the Ears volume 1 the Meon’s volume. Note: the radius of the Earth is 6380 ken. Solution: Section 1-7) Viren * 4/3 FR? Where Rye ® YeC3480 ken) = 1740 kam = 43 1 ((1740 kan)(1000 my im)? Vu * 2.20 x 10° mn? Veca Vasa * (3 REVS/3 % Ry?) Note: both 4/3 and re cancel ~ ReIRe = (6380 kon}'(1740 km) Voce Voie # 49.3, 18