SUPPLEMENTS Instructor’s Supplements Instructor’s Solutions Manualby PAUL STANLEY,California Lutheran University. This man- ual provides worked-out solutions for all of the end-of-chapter problems. Instructor’s Manualby J. RICHARD CHRISTMAN,U.S. Coast Guard Academy. This manual includes suggested syllabi,lecture notes,a list of the problems that appear in the Student Solu- tions Manual,a complete list of answers to the problems,a comparison of the problems with the Fourth Edition,and a list of computer projects. Test Bankby J. RICHARD CHRISTMAN,U.S. Coast Guard Academy. This manual includes more than 2200 multiple-choice questions. These items are also available in the Computerized Test Bank (see below). Instructor’s Resource CD.This CD contains: • All of the Instructor’s Solutions Manualin both LaTex and pdf files • Computerized Test Bank,in both IBM and Macintosh versions,with full editing features to help the instructor customize tests. • All text illustrations,suitable for both classroom projection and printing. Wiley Physics Simulations.This CD contains 50 interactive simulations covering all major topic areas in the introductory physics course. They are programmed in Java and can be used as lecture demonstrations or as on-line student assignments. Wiley eGrade.eGrade is a powerful on-line homework management system that allows instruc- tors to assign and grade homework using the web. Student’s Supplements Study Guideby J. RICHARD CHRISTMAN,U.S. Coast Guard Academy. This student study guide provides an array of study aids and problem-solving help. Student Solutions Manualby PAUL STANLEY,California Lutheran University. This manual provides students with complete worked-out solutions to 25 percent of the problems found at the end of each chapter of the text. VOLUME ONE PHYSICS VVOOLLUUMMEE OONNEE PHYSICS Fifth Edition Robert Resnick Professor of Physics Rensselaer Polytechnic Institute David Halliday Professor of Physics University of Pittsburgh Kenneth S. Krane Professor of Physics Oregon State University With the assistance of Paul Stanley California Lutheran University JOHN WILEY & SONS, INC. New York Chichester Weinheim Brisbane Singapore Toronto ACQUISITIONS EDITOR Stuart Johnson SENIOR PRODUCTION EDITOR Elizabeth Swain SENIOR MARKETING MANAGER Bob Smith SENIOR DESIGNER Karin Gerdes Kincheloe ILLUSTRATION EDITOR Anna Melhorn PHOTO EDITORS Sara Wight and Hilary Newman TEXT DESIGNER Lee Goldstein COVER DESIGNER David Levy Cover photo courtesy IBM Research,Almaden Research Center. Line art created by Imagineering Art. This book was set in 10/12 Times Roman by Progressive InformationTechnologies and was printed and bound by Courier Kendallville. The cover was printed by Lehigh. ∞ This book is printed on acid-free paper. Copyright ©1960,1962,1966,1978,1992,2002 John Wiley & Sons,Inc. All rights reserved. No part of this publication may be reproduced,stored in a retrieval system or transmitted in any form or by any means,electronic,mechanical,photocopying,recording, scanning or otherwise,except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act,without either the prior written permission of the Publisher,or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center,222 Rosewood Drive,Danvers,MA 01923,(978) 750-8400,fax (978) 750-4470. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons,Inc.,605 Third Avenue,New York,NY 10158-0012,(212) 850-6011,fax (212) 850-6008,E-Mail:[email protected]. To order books or for customer service,call 1(800)-CALL-WILEY (225-5945). Library of Congress Cataloging in Publication Data: Robert Resnick,David Halliday,Kenneth S. Krane Physics,5th edition ISBN 978- 0-471-32057-9 Printed in the United States of America 14 13 12 11 10 PREFACE TO VOLUME 1 T his is the fifth edition of the textbook first published in vation. A survey pointing out some difficulties with the 1960 as Physics for Students of Science and Engineeringby conventional presentations of energy conservation has been David Halliday and Robert Resnick. For four decades this given by Arnold Arons.*** Based in part on these ideas,in book has provided the standard for the calculus-based intro- this edition we have chosen to develop the energy concept ductory survey course and has been known for the clarity following the presentation of vector mechanics (in both and completeness of its presentation. In the present edition translational and rotational forms). This approach allows we have striven to increase accessibility without sacrificing for a more unified and coherent treatment of energy and the the level or the rigor of its content. The text has been sub- law of conservation of energy,and it also permits a “spiral” stantially rewritten to make the material flow more approach in which we can apply energy techniques to prob- smoothly and to ease the student’s entry into new subjects. lems already solved using laws of vector mechanics. En- We have attempted to provide more practical examples and ergy concepts are introduced in this edition in Chapters 11- to proceed from the particular to the general when new top- 13, which then provide the critical background necessary ics are introduced. for the extensive use of energy and its conservation in the This edition features significant changes in the peda- remainder of this volume. gogy as well as in the order of the chapters. Those who are 2. The chapter on vectors in the fourth edition has been familiar with the fourth edition of this text will find the eliminated. Instead, vector techniques are introduced as same topics but in a revised order. In making these revi- needed, beginning with vector addition and components of sions, we have sought the advice of users of past editions vectors in Chapter 2 (kinematics) and continuing with the and have taken into consideration the results of physics ed- cross product in Chapters 8 and 9 (rotational kinematics ucation research. Among the changes we have made in this and dynamics) and the dot product in Chapter 11 (work and edition are the following: energy). In this way students find presentations of vector 1. We have continued the effort (begun in the previous techniques as they are needed and immediately applied. In edition) to achieve a more coherent approach to energy,es- each case we have provided end-of-chapter exercises to pecially one that bridges the gap between mechanics and help students become familiar with the concepts and tech- thermodynamics. The need for a new approach to energy niques. A new appendix gives a summary of important vec- has been indicated from a variety of sources. Persistent stu- tor concepts and formulas. dent difficulties with energy concepts have been revealed 3. Again based in part on the findings of Priscilla Laws through physics education research (for example, see the and other physics education researchers, we have changed work of Lillian McDermott and co-workers*). The need to the ordering of introductory topics to:one-dimensional kine- promote a greater understanding of Newton’s laws has led matics, one-dimensional dynamics, and then two-dimen- Priscilla Laws** to propose a re-ordering of topics in intro- sional kinematics and dynamics. We need not reproduce here ductory mechanics in which conservation of mechanical en- the many arguments that support this change,but we feel that ergy is introduced only after a full study of vector mechan- at minimum it helps to deal with the persistent student confu- ics, including systems of particles and momentum conser- sion in associating acceleration with velocity rather than with *“Student Understanding of the Work-Energy and Impulse-Momentum Theorems,” by Ronald A. Lawson and Lillian C. McDermott, American ***“Development of Energy Concepts in Introductory Physics Courses,” Journal of Physics,September 1987,p. 811. by Arnold Arons,American Journal of Physics,December 1999,p. 1063; **“A New Order for Mechanics,”by Priscilla W. Laws,in Conference on see also Teaching Introductory Physics, by Arnold Arons,John Wiley & the Introductory Physics Course,John Wiley & Sons,1997,p. 125. Sons,1997,chapter 5. vii viii Preface to VOlume 1 force; for example, our new ordering allows us to introduce terial in the associated section. Their purpose is usually to centripetal force upon the first presentation of uniform circu- help students become familiar with the concepts,important lar motion (rather than one or two chapters later, as in the formulas, units and dimensions, and so forth. Problems, previous ordering), and it allows the association between which are not keyed to text sections, often require use of gravitational force and gravitational acceleration to be made concepts from different sections or even from previous at an earlier stage to dispel some of the errors that students chapters. Some problems call for the student to estimate or commonly make in identifying the magnitude and direction independently locate the data needed to solve the problem. of the acceleration in projectile motion. In editing and grouping the exercises and problems, we 4. The chapter on oscillations, which preceded gravita- have also eliminated some problems from the previous edi- tion. Within the next year we shall offer a problem supple- tion and fluid mechanics in the previous edition, now fol- ment that will incorporate most of the missing problems as lows those topics and serves as a natural introduction to well as a selection of new exercises and problems. As be- wave motion. fore, answers to odd-numbered exercises and problems are 5. The material in the fourth edition on equilibrium given in the text and those to the even-numbered exercises (Chapter 14) has been largely incorporated into the chapter and problems can be found in the instructor’s manual that on rotational dynamics (Chapter 9) in the present edition. accompanies the text. 6. Thermodynamics, which occupied five chapters in Multiple-choice questions and computer problems have the previous edition, has been recast into four chapters in also been added to the end-of-chapter material. The multi- this edition. A new chapter (22) on the molecular properties ple-choice questions are generally conceptual in nature and of gases incorporates topics from kinetic theory and statisti- often call for unusual insights into the material. Answers to cal mechanics (Chapters 23 and 24 of the fourth edition) as the multiple-choice questions can be found in the instruc- they relate to the properties of the ideal gas. Topics relating tor’s manual. The computer problems may require familiar- to work and energy in the ideal gas then fall naturally into ity with spread-sheet techniques or with symbolic manipu- Chapter 23 of this edition (the first law of thermodynam- lation routines such as Maple or Mathematica. ics). Chapter 24 (entropy and the second law) differs con- We have striven to develop a textbook that offers as com- siderably from the corresponding chapter in the fourth edi- plete and rigorous a survey of introductory physics as is pos- tion in that here we give entropy its appropriate and more sible at this level. It is,however,important to assert that few prominent role as fundamental to an understanding of the (if any) instructors will want to follow the entire text from second law. start to finish, especially in a one-year course. There are 7. In the fourth edition, topics from modern physics many alternate pathways through this text. The instructor were “sprinkled” throughout the text, generally in sections who wishes to treat fewer topics in greater depth (often labeled as “optional.”In this edition we continue to use ex- called the “less is more” approach) will be able to select amples from modern physics where appropriate throughout from among these pathways. Some sections or subsections the text, but the separate sections on modern physics have are explicitly labeled as “optional,” indicating that they can been consolidated into Chapter 20 (special relativity) in this be skipped without loss of continuity. Depending on the volume and Chapters 45-52 in volume 2 (which treat topics course design, other sections or even entire chapters can be from quantum physics and its applications to atoms,solids, skipped or treated lightly. The Instructor’s Manual,available and nuclei). We strongly believe that relativity and quantum as a companion volume, offers suggestions for abbreviating physics are essential parts of an introductory survey course the coverage. Even so,the complete presentation remains in at this level, but that justice to these subjects is done better the text where the curious student can seek out the omitted by a coherent, unified presentation rather than a collection topics and be rewarded with a broader view of the subject. of isolated expositions. As was the case in the fourth edi- We hope that the text can thus be regarded as a sort of “road tion, we continue to place the chapter on special relativity map” through physics; many roads, scenic or direct, can be among the classical mechanics chapters in volume 1,which taken,and all roads need not be utilized on the first journey. reflects our strong belief that special relativity belongs The eager traveler may be encouraged to return to the map squarely among the kinematics and mechanics chapters to explore areas missed on previous journeys. dealing with classical physics. (However, instructors who The text is available in two volumes. The present vol- with to delay the presentation of this material can easily ume covers kinematics, mechanics, and thermodynamics; postpone coverage of Chapter 20 until later in the course.) volume 2 covers electromagnetism, optics, and quantum physics and its applications. Supplements available include: The end-of-chapter material in this edition differs sig- Instructor’s Solutions Manual Student Solutions Manual nificantly from that of the previous edition. The previous problem sets (which were all keyed to chapter sections) Instructor’s Manual Student Study Guide have been carefully edited and placed into two groups: ex- Instructor’s Resource CD Physics Simulations ercises and problems. Exercises, which are keyed to text Test Bank eGrade Homework sections, generally represent direct applications of the ma- Management System