Student Study Guide and Solutions Manual for University Physics, Volume 2 (Chapters 21-37)

Description

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He was an undergraduate at the University of California campuses in San Diego and Los Angeles and did his doctoral research in nuclear theory at Stanford University under the direction of Professor J. Dirk Walecka. Dr. Freedman came to UCSB in 1981 after three years of teaching and doing research at the University of Washington.

At UCSB, Dr. Freedman has taught in both the Department of Physics and the College of Creative Studies, a branch of the university intended for highly gifted and motivated undergraduates. He has published research in nuclear physics, elementary particle physics, and laser physics. In recent years, he has worked to make physics lectures a more interactive experience through the use of classroom response systems and pre-lecture videos.

In the 1970s Dr. Freedman worked as a comic book letterer and helped organize the San Diego Comic-Con (now the world’s largest popular culture convention) during its first few years. Today, when not in the classroom or slaving over a computer, Dr. Freedman can be found either flying (he holds a commercial pilot’s license) or with his wife, Caroline, cheering on the rowers of UCSB Men’s and Women’s Crew.

In Memoriam: Hugh Young (1930—2013)

Hugh D. Young was Emeritus Professor of Physics at Carnegie Mellon University. He earned both his undergraduate and graduate degrees from that university. He earned his Ph.D. in fundamental particle theory under the direction of the late Richard Cutkosky. Dr. Young joined the faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships at the University of California, Berkeley.

Dr. Young’s career was centered entirely on undergraduate education. He wrote several undergraduate-level textbooks, and in 1973 he became a coauthor with Francis Sears and Mark Zemansky for their well-known introductory textbooks. In addition to his role on Sears and Zemansky’s University Physics, he was the author of Sears and Zemansky’s College Physics.

Dr. Young earned a bachelor’s degree in organ performance from Carnegie Mellon in 1972 and spent several years as Associate Organist at St. Paul’s Cathedral in Pittsburgh. He often ventured into the wilderness to hike, climb, or go caving with students in Carnegie Mellon’s Explorers Club, which he founded as a graduate student and later advised. Dr. Young and his wife, Alice, hosted up to 50 students each year for Thanksgiving dinners in their home.

Always gracious, Dr. Young expressed his appreciation earnestly: “I want to extend my heartfelt thanks to my colleagues at Carnegie Mellon, especially Professors Robert Kraemer, Bruce Sherwood, Ruth Chabay, Helmut Vogel, and Brian Quinn, for many stimulating discussions about physics pedagogy and for their support and encouragement during the writing of several successive editions of this book. I am equally indebted to the many generations of Carnegie Mellon students who have helped me learn what good teaching and good writing are, by showing me what works and what doesn’t. It is always a joy and a privilege to express my gratitude to my wife, Alice, and our children, Gretchen and Rebecca, for their love, support, and emotional sustenance during the writing of several successive editions of this book. May all men and women be blessed with love such as theirs.” We at Pearson appreciated his professionalism, good nature, and collaboration. He will be missed.

A. Lewis Ford is Professor of Physics at Texas A&M University. He received a B.A. from Rice University in 1968 and a Ph.D. in chemical physics from the University of Texas at Austin in 1972. After a one-year postdoc at Harvard University, he joined the Texas A&M physics faculty in 1973 and has been there ever since. Professor Ford has specialized in theoretical atomic physics–in particular, atomic collisions. At Texas A&M he has taught a variety of undergraduate and graduate courses, but primarily introductory physics.

Give students the problem-solving tools they want, based on input from thousands of students

• Key Example Variation Problems in the new Guided Practice section at end of each chapter are based on selected worked examples. They build in difficulty by changing scenarios, swapping the knowns vs. unknowns, and adding complexity and/or steps of reasoning to provide the most helpful range of related problems that use the same basic approach to solve. These scaffolded problem sets help students see patterns and make connections between problems that can be solved using the same underlying principles and strategies so that they are more able to tackle different problem types when exam time comes. Assignable in Mastering Physics.
• Worked example “Key Concept” statements appear at the end of every example and conceptual example, providing a brief summary of the key idea used in the solution to consolidate what was most important and what can be broadly applied to other problems.
• Reinforce problem-solving skills with enhanced End-of-Chapter problem sets
• Expanded – Challenge problems significantly stretch students by requiring sophisticated reasoning that often involves multiple steps or concepts and/or mathematical skills. They are the most difficult problems in each chapter and often involve calculus, multiple steps that lead students through a complex analysis, and/or the exploration of a topic or application not explicitly covered in the chapter.
• Estimation problems help students learn to analyze problem scenarios, assess data, and work with orders of magnitude. By requiring students to not only estimate some of the data in the problem but also decide what data needs to be estimated based on real-world experience, reasoning, assumptions and/or modeling, this problem type engages students to more thoroughly explore the situation.
• Expanded – Cumulative problems promote more advanced problem-solving techniques by requiring knowledge and skills covered in previous chapters to be integrated with understanding and skills from the current chapter.

Build conceptual understanding

• Expanded – Caution paragraphs focus on typical misconceptions and student problem areas. Over a dozen more have been added based on common errors made in Mastering Physics.

Also available with Mastering Physics

• Alternate problem sets provide additional problem-solving practice and offer instructors more options when creating assignments with hundreds of new questions and problems plus new end-of-chapter problems.
• Enhanced End-of-Chapter Questions provide expanded remediation built into each question when and where students need it. Remediation includes scaffolded support, links to hints, links to appropriate sections of the eText, links from the eText to Mastering Physics, Video Tutor Solutions, math remediation, and wrong-answer feedback for homework assignments.
• Key Example Variation Problems build in difficulty by changing scenarios, swapping the knowns vs. unknowns, and adding complexity and/or steps of reasoning to provide the most helpful range of related problems that use the same basic approach to find their solutions. Assignable in Mastering Physics.
• Bridging Problems, now assignable in Mastering Physics. Bridging Problems follow the Key Example Variation Problems in the Guided Practice section of the text and help students move from single-concept worked examples to multi-concept homework problems.
• Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience available within Mastering. It allows students to easily highlight, take notes, and review key vocabulary all in one place—even when offline. Seamlessly integrated videos and other rich media engage students and give them access to the help they need, when they need it.

The Student’s Study Guide summarizes the essential information in each chapter and provides additional problems for the student to solve, reinforcing the text’s emphasis on problem-solving strategies and student misconceptions. Student’s Study Guide for University Physics with Modern Physics, Volume 2 (Chapters 21-37)

 

Give students the problem-solving tools they want, based on input from thousands of students

• New – Key Example Variation Problems in the new Guided Practice section at end of each chapter are based on selected worked examples. They build in difficulty by changing scenarios, swapping the knowns vs. unknowns, and adding complexity and/or steps of reasoning to provide the most helpful range of related problems that use the same basic approach to solve. These scaffolded problem sets help students see patterns and make connections between problems that can be solved using the same underlying principles and strategies so that they are more able to tackle different problem types when exam time comes. Assignable in Mastering Physics.
• New – Worked example “Key Concept” statements appear at the end of every example and conceptual example, providing a brief summary of the key idea used in the solution to consolidate what was most important and what can be broadly applied to other problems.
• A research-based problem-solving approach (Identify, Set Up, Execute, Evaluate) teaches students to tackle problems thoughtfully rather than cutting straight to the math. This approach is consistently used not just in every example but also in the Problem-Solving Strategies and throughout the Student’s and Instructor’s Solutions Manuals and the Study Guide.

Reinforce problem-solving skills with enhanced End-of-Chapter problem sets

• Mastering Physics metadata analysis has informed the revision of the problem sets by providing insights into which problems instructors assign most often. All problems remain in the Alternate Problem set to provide by far the greatest choice of homework problems available for this course.
• Expanded – Challenge problems significantly stretch students by requiring sophisticated reasoning that often involves multiple steps or concepts and/or mathematical skills. They are the most difficult problems in each chapter and often involve calculus, multiple steps that lead students through a complex analysis, and/or the exploration of a topic or application not explicitly covered in the chapter.
• New – Estimation problems help students learn to analyze problem scenarios, assess data, and work with orders of magnitude. This problem type engages students to more thoroughly explore the situation by requiring them to not only estimate some of the data in the problem but to also decide what data needs to be estimated based on real-world experience, reasoning, assumptions and/or modeling.
• Expanded – Cumulative problems promote more advanced problem-solving techniques by requiring knowledge and skills covered in previous chapters to be integrated with understanding and skills from the current chapter.
• Scaffolded Bridging Problems now follow the Key Example Variation Problems in the Guided Practice section and help students move from single-concept worked examples to multi-concept homework problems. By popular demand, the Bridging Problems are now assignable in Mastering.

Build conceptual understanding

• Learning Outcomes for each section are provided at the start of each chapter to prepare students for the ideas they will explore. Also listed are sections in previous chapters (“You’ll need to review…”) that are important in the upcoming material, helping students connect ideas and build on prior understanding.
• Test Your Understanding questions at the end of most sections let students check their grasp of the material and use a multiple-choice or ranking-task format to probe for common misconceptions. The answers to these questions are now provided immediately after the question in order to encourage students to try them.
• Annotated equations illustrate all key equations to help students make the connection between a conceptual and a mathematical understanding of physics, as well as to reinforce terminology and symbols.
• Expanded – Caution paragraphs focus on typical misconceptions and student problem areas. Over a dozen more have been added based on common errors made in Mastering Physics.

Also available with Mastering Physics

Mastering™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools developed to engage students and emulate the office-hour experience, Mastering personalizes learning and improves results for each student.Now providing a fully integrated experience, the eText is linked to every problem within Mastering for seamless integration between homework problems, practice problems, textbook, worked examples, and more.  Learn more about Mastering Physics.

Reach every student with Mastering

Teach your course your way: Your course is unique. So whether you’d like to build your own auto-graded assignments, foster student engagement during class, or give students anytime, anywhere access, Mastering gives you the flexibility to easily create your course to fit your needs.

• With Learning Catalytics, you’ll hear from every student when it matters most. You pose a variety of questions that help students recall ideas, apply concepts, and develop critical-thinking skills. Your students respond using their own smartphones, tablets, or laptops.  You can monitor responses with real-time analytics and find out what your students do — and don’t — understand. Then, you can adjust your teaching accordingly and even facilitate peer-to-peer learning, helping students stay motivated and engaged.
• New – Alternate problem sets provide additional problem-solving practice and offer instructors more options when creating assignments with hundreds of new questions and problems plus new end-of-chapter problems.

Empower each learner: Each student learns at a different pace. Personalized learning, including adaptive tools and wrong-answer feedback, pinpoints the precise areas where each student needs practice and gives all students the support they need — when and where they need it — to be successful.

• Interactive Prelecture Videos provide an introduction to key topics with embedded assessment to help students prepare before lecture and to help professors identify student misconceptions.
• New Quantitative Pre-ecture Videos now complement the conceptual Interactive Prelecture Videos designed to expose students to concepts before class and help them learn how problems for a specific concept are worked.
• Dynamic Study Modules help students study effectively—and at their own pace. How? By keeping them motivated and engaged. The assignable modules rely on the latest research in cognitive science, using methods—such as adaptivity, gamification, and intermittent rewards—to stimulate learning and improve retention. Each module poses a series of questions about a course topic. These question sets adapt to each stuent’s performance and offer personalized, targeted feedback to help them master key concepts.
• The Physics Primer relies on videos, hints, and feedback to refresh students’ math skills in the context of physics and prepares them for success in the course. These tutorials can be assigned before the course begins or throughout the course as just-in-time remediation. They ensure students practice and maintain their math skills, while tying together mathematical operations and physics analysis.

Deliver trusted content: We partner with highly respected authors to develop interactive content and course-specific resources that keep students on track and engaged.

• Video Tutor Demonstrations and Video Tutor Solutions tie directly to relevant content in the textbook and can be accessed through Mastering Physics or from QR codes in the textbook.
• Video Tutor Solutions (VTS) for every Worked Example in the book walk students through the problem-solving process, providing a virtual teaching assistant on a round-the-clock basis.
• Video Tutor Demonstrations (VTDs) feature “pause-and-predict” demonstrations of key physics concepts and incorporate assessment to engage students in understanding key concepts. New VTDs build on the existing collection, adding new topics for a more robust set of demonstrations.
• New – Enhanced End-of-Chapter Questions provide expanded remediation built into each question when and where students need it. Remediation includes scaffolded support, links to hints, links to appropriate sections of the eText, links from the eText to Mastering Physics, Video Tutor Solutions, math remediation, and wrong-answer feedback for homework assignments. 50% of all end-of-chapter problems now have wrong-answer feedback and links to the eText.
• New – Key Example Variation Problems build in difficulty by changing scenarios, swapping the knowns vs. unknowns, and adding complexity and/or steps of reasoning to provide the most helpful range of related problems that use the same basic approach to find their solutions. Assignable in Mastering Physics.
• New – Bridging Problems, now assignable in Mastering Physics. Bridging Problems follow the Key Example Variation Problems in the Guided Practice section of the text and help students move from single-concept worked examples to multi-concept homework problems.
• Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience available within Mastering. It allows students to easily highlight, take notes, and review key vocabulary all in one place—even when offline. Seamlessly integrated videos and other rich media engage students and give them access to the help they need, when they need it.

Improve student results: When you teach with Mastering, student performance often improves. That’s why instructors have chosen Mastering for over 15 years, touching the lives of over 20 million students.  Learn more in this efficacy report.

Check out the preface for a complete list of features and what’s new in this edition.

The Student’s Study Guide summarizes the essential information in each chapter and provides additional problems for the student to solve, reinforcing the text’s emphasis on problem-solving strategies and student misconceptions. Student’s Study Guide for University Physics with Modern Physics, Volume 2 (Chapters 21-37)

Brief Contents

MECHANICS

1. Units, Physical Quantities, and Vectors
2. Motion Along a Straight Line
3. Motion in Two or Three Dimensions
4. Newton’s Laws of Motion
5. Applying Newton’s Laws
6. Work and Kinetic Energy
7. Potential Energy and Energy Conservation
8. Momentum, Impulse, and Collisions
9. Rotation of Rigid Bodies
10. Dynamics of Rotational Motion
11. Equilibrium and Elasticity
12. Fluid Mechanics
13. Gravitation
14. Periodic Motion

WAVES/ACOUSTICS

1. Mechanical Waves
2. Sound and Hearing

THERMODYNAMICS

1. Temperature and Heat
2. Thermal Properties of Matter
3. The First Law of Thermodynamics
4. The Second Law of Thermodynamics

ELECTROMAGNETISM

1. Electric Charge and Electric Field
2. Gauss’s Law
3. Electric Potential
4. Capacitance and Dielectrics
5. Current, Resistance, and Electromotive Force
6. Direct-Current Circuits
7. Magnetic Field and Magnetic Forces
8. Sources of Magnetic Field
9. Electromagnetic Induction
10. Inductance
11. Alternating Current
12. Electromagnetic Waves

OPTICS

1. The Nature and Propagation of Light
2. Geometric Optics
3. Interference
4. Diffraction

MODERN PHYSICS

1. Relativity
2. Photons: Light Waves Behaving as Particles
3. Particles Behaving as Waves
4. Quantum Mechanics I: Wave Functions
5. Quantum Mechanics II: Atomic Structure
6. Molecules and Condensed Matter
7. Nuclear Physics
8. Particle Physics and Cosmology