Machine-extracted text of a publicly
posted document, provided for reference and search. The original document at
the link above is authoritative.
second edition
COLLEGE
PHYSICS
EXPLORE
and APPLY
Etkina
Planinsic
Van Heuvelen
Help students learn physics
by doing physics
Dear Colleague,
Welcome to the second edition of our textbook College Physics: Explore and Apply and its
supporting materials (MasteringTM Physics, the Active Learning Guide (ALG), and our Instructor’s
Guide)—a coherent learning system that helps students learn physics by doing physics!
Experiments, experiments… Instead of being presented physics as a static set of established
concepts and mathematical relations, students develop their own ideas just as physicists
do: they explore and analyze observational experiments, identify patterns in the data, and
propose explanations for the patterns. They then design testing experiments whose outcomes
either confirm or contradict their explanations. Once tested, students apply explanations and
relations for practical purposes and to problem solving.
A physics tool kit To build problem-solving skills and confidence, students master proven
visual tools (representations such as motion diagrams and energy bar charts) that serve as
bridges between words and abstract mathematics and that form the basis of our overarching
problem-solving strategy. Our unique and varied problems and activities promote 21st-century
competences such as evaluation and communication and reinforce our practical approach with
photo, video, and data analysis and real-life situations.
A flexible learning system Students can work collaboratively on ALG activities in class
(lectures, labs, and problem-solving sessions) and then read the textbook at home and solve
end-of-chapter problems, or they can read the text and do the activities using Mastering
Physics at home, then come to class and discuss their ideas. However they study, students will
see physics as a living thing, a process in which they can participate as equal partners.
Why a new edition? With a wealth of feedback from users of the first edition, our own
ongoing experience and that of a gifted new co-author, and changes in the world in general
and in education in particular, we embarked on this second edition in order to refine and
strengthen our experiential learning system. Experiments are more focused and effective, our
multiple-representation approach is expanded, topics have been added or moved to provide
more flexibility, the writing, layout, and design are streamlined, and all the support materials
are more tightly correlated to our approach and topics.
Working on this new edition has been hard work, but has enriched our lives as we’ve explored
new ideas and applications. We hope that using our textbook will enrich the lives of your
students!
Eugenia Etkina
Gorazd Planinsic
Alan Van Heuvelen
“This book made me think deeper
and understand better.”
—student at Horry Georgetown Technical
College
A01_ETKI1823_02_AP_FM.indd 1 03/11/17 11:01 AM
A unique and active learning approach
promotes deep and lasting
UPDATED!
Observational
Experiment
Tables and Testing
Experiment Tables:
Students must make
observations, analyze
data, identify patterns,
test hypotheses, and
predict outcomes.
Redesigned for clarity
in the second edition,
these tables encourage
students to explore
science through active
discovery and critical
thinking, constructing
robust conceptual
understanding.
NEW! Digitally
Enhanced Experiment
Tables now include
embedded videos in the
Pearson eText for an
interactive experience.
Accompanying questions
are available in Mastering
Physics to build skills
essential to success in
physics.
A01_ETKI1823_02_AP_FM.indd 2 03/11/17 11:01 AM
conceptual understanding of physics
and the scientific process
“I like that the experiment tables...
explain in detail why every step
was important.”
—student at Mission College
EXPANDED! Experiment videos and photos created
by the authors enhance the active learning approach.
Approximately 150 photos and 40 videos have been added to the
textbook, as well as embedded in the Pearson eText, and
scores more in the Active Learning Guide (ALG).
A01_ETKI1823_02_AP_FM.indd 3 03/11/17 11:01 AM
A wealth of practical and consistent
guidance, examples, and opportunities
A four-step problem-solving
approach in worked examples
consistently uses multiple representations
to teach students how to solve complex
physics problems. Students follow
the steps of Sketch & Translate,
Simplify & Diagram, Represent
Mathematically, Solve &
Evaluate to translate a problem
statement into the language of physics,
sketch and diagram the problem, represent
it mathematically, solve the problem, and
evaluate the result.
Physics Tool Boxes focus on a
particular skill, such as drawing a motion
diagram, force diagram, or work-energy
bar chart, to help students master the key
tools they will need to utilize throughout
the course to analyze physics processes and
solve problems, bridging real phenomena
and mathematics.
“It made me excited to
learn physics! It has a
systematic and easy-to-
understand method for
solving problems.”
—student at State University of
West Georgia
A01_ETKI1823_02_AP_FM.indd 4 03/11/17 11:02 AM
for practice help develop confidence
and higher-level reasoning skills
NEW! Problem types
include multiple choice
with multiple correct
answers, find-a-pattern
in data presented in a
video or a table, ranking
tasks, evaluate statements/
claims/explanations/
measuring procedures,
evaluate solutions, design
a device or a procedure
that meets given criteria,
and linearization problems,
promoting critical thinking
and deeper understanding.
“It helps break down the
problems, which makes them
look less daunting when
compared to paragraphs
of explanations. It is very
straightforward.”
—student at Case Western Reserve
University
A01_ETKI1823_02_AP_FM.indd 5 03/11/17 11:02 AM
Pedagogically driven design and
content changes
NEW! A fresh and
modern design with a
more transparent hierarchy
of features and navigation
structure, as well as an
engaging chapter opener
page and streamlined
chapter summary, result
in a more user-friendly
resource, both for learning
and for reference.
308 CHAPTER 10 Vibrational Motion
Summary
Vibrational motion is the repetitive movement of Object at end of spring obeying Hooke’s law:
an object back and forth about an equilibrium k 2A 1A
m FRestoring x = - kx Eq. (10.5)
position. This vibration is due to the restoring
force exerted by another object that tends to
x m 1
return the first object to its equilibrium position. 0 t50 T = 2p = Eq. (10.7)
An object’s maximum displacement from equilib- t5T Ak ƒ
rium is the amplitude A of the vibration. Period T Simple pendulum:
is the time interval for one complete vibration, and
frequency ƒ is the number of complete vibrations mg
FRestoring x = - a bx Eq. (10.11)
per second (in hertz). The frequency is the inverse L
of the period. (Section 10.1) L
L 1
y T = 2p = Eq. (10.12)
Ag ƒ
m t50
t5T
x
2A 0 1A
Simple harmonic motion is a mathematical x
model of vibrational motion when position x, 1A
velocity v, and acceleration a of the vibrating ob-
2p
ject change as sine or cosine functions with time. t x = A cos a tb Eq. (10.2)
0 T/2 T 3T/2 2T 5T/2 3T T
(Section 10.2)
2A
vx
vmax
t vx = - a
2p
b A sin a
2p
tb Eq. (10.3)
REVISED! Streamlined
2vmax
T T
text, layout, and
ax
2p 2 2p
figures throughout the
t ax = - a b A cos a tb Eq. (10.4)
T T
book enhance the focus on
The energy of a spring-object system vibrating
horizontally converts continuously from elastic
Object at end x 5 {A x 5 0 Other x
E = 12 kx 2 + 12 mv 2 central themes and topics,
of spring: E = 21 kA2
eliminating extraneous
potential energy when at the extreme positions to Us 5 K 5 K 1 Us
maximum kinetic energy when passing through the
= 12 mv2max Eq. (10.9)
equilibrium position to a combination of energy
types at other positions. (Section 10.3)
0
detail, resulting in over
The energy of a pendulum-Earth system Simple {A 0 At other places E = mgy + 12 mv 2
150 fewer pages
converts continuously from gravitational potential
energy when it is at the maximum height of a
pendulum: Ug 5 K 5 K 1 Ug
E = mgymax than the first edition and
swing to kinetic energy when it is passing through
the lowest point in the swing to a combination of
energy types at other positions. (Section 10.5)
= 12 mv2max
allowing students to study
0
more efficiently.
Resonant energy transfer occurs when the A
frequency of the variable external force driving
the oscillations is close to the natural frequency
ƒ0 of the vibrating system. (Section 10.8)
f
0 f0
M10_ETKI1823_02_SE_C10.indd 308 01/09/17 1:16 PM
A01_ETKI1823_02_AP_FM.indd 6 03/11/17 11:02 AM
enhance ease of use for students
and instructors alike
FIGURE 19.14 A green LED. The electric
circuit in (b) is used to collect the I-versus-DV NEW, REVISED,
data plotted in (c). and EXPANDED!
(a) One lead is longer than the other. Topics include
capacitors, AC circuits,
LEDs, friction, 2-D
collisions, energy, bar
(b) charts for rotational
V
momentum and
nuclear energy,
A ideal gas processes,
thermodynamic engines,
semiconductors, velocity
Green LED selectors, and spacetime
1 2 diagrams in special
Variable emf relativity.
FIGURE 26.11 World lines for two objects
(c) I (A) and two light beams drawn on a spacetime
0.012 diagram.
0.010 World line for World line for
A
light traveling light traveling
0.008
left at speed c. right at speed c.
0.006 t (y) 2c 3c
5 5 A
0.004 10
0.002 2c 8 c
6
DV (V) B B
24 23 22 21 0 1 2 3 4 Future 4
Ii vi If v f
Long lead connected Long lead connected 2
to 2, short to 1 to 1, short to 2 Present x (ly)
(“wrong” direction) (“right” direction) 210 28 26 24 22 0 2 4 6 8 10 LAi 1 LBi 1 StDt 5 LAf 1 LBf
22
Past 24
26
28
210 0
NEW! Integration of vector arithmetic into early chapters helps
students develop vector-related skills in the context of learning physics. Earlier
placement of waves and oscillations allows instructors to teach these
topics with mechanics if preferred. Coverage with optics is also possible.
A01_ETKI1823_02_AP_FM.indd 7 03/11/17 11:02 AM
A flexible learning system adapts
to any method of instruction
REVISED! The Active Learning Guide aligns
Chapter 2 Kinematics: Motion in One Dimension 2-23
with the textbook’s chapters and supplements the
knowledge-building approach of the textbook with
2.9.9 Evaluate the solution
Class: Equipment per group: whiteboard and markers
activities that provide opportunities for further
Discuss with your group: Identify any errors in the proposed solution to the following problem and observation, testing, sketching, and analysis as well as
provide a corrected solution if there are errors.
collaboration, scientific reasoning, and argumentation.
Problem: Use the graphical representation of motion to determine how far the object travels until it
stops. The Active Learning Guide can be used in class for
vx
(m/s) individual or group work or assigned as homework and
10
is now better integrated with the text. Now available
0
1
t (s)
via download in the Mastering Instructor Resource
Proposed solution The object was at rest for about 5 seconds, then started moving in the negative
Center and customizable in print form via Pearson
direction and stopped after about 9 seconds. During this time its position changed from 30 m to – 10 Collections.
m, so the total distance that it traveled was 40 m.
2.9.10 Observe and analyze
Class: Equipment per group: whiteboard and markers
Collaborate together with your group to figure this out: The figure below shows long exposure photos
of two experiments with a blinking LED that was fixed on a moving cart. In both cases the cart was
moving from right to left. The duration of the ON and OFF time for LED is 154 ms and the length of
the cart is 17 cm. a) Specify the coordinate system and draw a qualitative velocity-time graph for the
motion of the cart in both experiments; b) estimate the speed of the cart in the first experiment. Both
photos were obtained from the same spot and with the same settings. Indicate any assumptions that
you made.
2
Kinematics:
Etkina, Brookes, Planinsic, Van Heuvelen COLLEGE PHYSICS Active Learning Guide, 2/e © 2019 Pearson Education, Inc. Motion in One
Dimension
In Chapter 2, students will learn to describe motion using sketches, motion diagrams,
“It is much easier to understand graphs, and algebraic equations. The chapter subject matter is broken into four parts:
I. What is motion and how do we describe it qualitatively?
a concept when you can see it II. Some of the quantities used to describe motion and a graphical description
of motion
III. Use of the above to describe constant velocity and constant acceleration
in action, and not just read it.” motion
IV. Developing and using the skills needed to analyze motion in real processes
For each part, we provide examples of activities that can be used in the classroom,
—student at San Antonio College brief discussions of why we introduce the content in a particular order and use of
these activities to support the learning, and common student difficulties.
Related End-of-chapter
Chapter subject textbook questions and
matter section ALG activities problems Videos
What is motion 2.1, 2.2 2.1.1–2.1.6, Problems 1, 3 OET 2.1
The Instructor’s Guide provides key pedagogical and how do we 2.2.1–2.2.4
describe it
principles of the textbook and elaborates on the qualitatively?
implementation of the methodology used in the
textbook, providing guidance on how to integrate the Etkina/Planinsic/van Heuvelen 2e Instructor’s Guide © 2019 Pearson Education, Inc. 2-1
approach into your course.
A01_ETKI1823_02_AP_FM.indd 8 03/11/17 11:02 AM
and provides tools for easy
implementation
NEW! Ready-to-Go Teaching Modules created for and by instructors
make use of teaching tools for before, during, and after class, including new
ideas for in-class activities. The modules incorporate the best that the text,
Mastering Physics, and Learning Catalytics have to offer and guide instructors
through using these resources in the most effective way. The modules can be
accessed through the Instructor Resources area of Mastering Physics and as
pre-built, customizable assignments.
A01_ETKI1823_02_AP_FM.indd 9 03/11/17 11:02 AM
Mastering Physics
Build a basic understanding of physics principles and math skills
NEW! The Physics Primer
relies on videos, hints, and
feedback to refresh students’ math
skills in the context of physics
and prepare them for success in
the course. These tutorials can be
assigned before the course begins
as well as throughout the course
as just-in-time remediation. The
primer ensures students practice
and maintain their math skills,
while tying together mathematical
operations and physics analysis.
Interactive Animated Videos provide an engaging overview of key
topics with embedded assessment to help students check their understanding
and to help professors identify areas of confusion. Note that these videos are
not tied to the textbook and therefore do not use the language, symbols,
and conceptual approaches of the book and ALG. The authors therefore
recommend assigning these videos after class to expose students to different
terminology and notation that they may come across from other sources.
Dynamic Study
Modules (DSMs)
help students study
effectively on their
own by continuously
assessing their activity
and performance in real
time and adapting to their
level of understanding.
The content focuses on
definitions, units, and
the key relationships
for topics across all of
mechanics and electricity
and magnetism.
A01_ETKI1823_02_AP_FM.indd 10 03/11/17 11:02 AM
www.MasteringPhysics.com
Show connections between physics and the real world as students learn to apply
physics concepts via enhanced media
NEW! Direct
Measurement Videos
are short videos that show
real situations of physical
phenomena. Grids, rulers,
and frame counters appear as
overlays, helping students to
make precise measurements
of quantities such as position
and time. Students then
apply these quantities along
with physics concepts to
solve problems and answer
questions about the motion
of the objects in the video.
NEW! End-of-chapter problem
types and 15% new questions
and problems include multiple
choice with multiple correct answers,
find-a-pattern in data presented
in a video or a table, ranking
tasks, evaluate statements/claims/
explanations/measuring procedures,
evaluate solutions, design a device or a
procedure that meets given criteria, and
linearization problems. End-of-chapter
problems have undergone careful
analysis using Mastering Physics usage
data to provide fine-tuned difficulty
ratings and to produce a more varied,
useful, and robust set of end-of-chapter
problems.
A01_ETKI1823_02_AP_FM.indd 11 03/11/17 11:03 AM
Give students fingertip access
to interactive tools
NEW! Pearson eText, optimized
second edition
for mobile, seamlessly integrates videos
such as the Observational Experiment
Tables and other rich media with the
COLLEGE text and gives students access to their
PHYSICS
textbook anytime, anywhere. Pearson
eText is available with Mastering Physics
when packaged with new books or as an
EXPLORE upgrade students can purchase online.
and APPLY
Etkina
Planinsic
Van Heuvelen
Learning Catalytics™ helps generate class
discussion, customize lectures, and promote peer-
to-peer learning with real-time analytics. Learning
Catalytics acts as a student response tool that uses
students’ smartphones, tablets, or laptops to engage
them in more interactive tasks and thinking.
• NEW! Upload a full
PowerPoint® deck for
easy creation of slide
questions.
• NEW! Team names are
no longer case sensitive.
• Help your students
develop critical thinking
skills.
• Monitor responses to find
out where your students
are struggling.
• Rely on real-time data
to adjust your teaching
strategy.
• Automatically group
students for discussion,
teamwork, and peer-to-
peer learning.
A01_ETKI1823_02_AP_FM.indd 12 03/11/17 11:03 AM
Couseware Portfolio Management, Director: Jeanne Zalesky Compositor: Cenveo® Publisher Services
Courseware Portfolio Manager: Darien Estes Design Manager: Mark Ong, Side By Side Studios
Managing Producer: Kristen Flathman Interior Designer: Lisa Buckley
Content Producer: Tiffany Mok Cover Designer: Lisa Buckley
Courseware Director, Content Development: Jennifer Hart Illustrators: Jim Atherton, Cenveo® Publisher Services
Courseware Senior Analyst, Content Development: Alice Rights & Permissions Project Manager: Kathleen Zander,
Houston, Ph.D. Cenveo® Publisher Services
Senior Content Developer: David Hoogewerff Rights & Permissions Management: Ben Ferrini
Courseware Editorial Assistant: Kristen Stephens and Leslie Lee Photo Researcher: Karin Kipp, Cenveo® Publisher Services
Rich Media Content Producer: Dustin Hennessey Manufacturing Buyer: Stacey Weinberger
Full-Service Vendor: Cenveo® Publisher Services Director of Product Marketing: Allison Rona
Full-Service Vendor Project Manager: Susan McNally, Product Marketing Manager: Elizabeth Ellsworth Bell
Cenveo® Publisher Services Cover Photo Credit: Kari Medig/Aurora/Getty Images
Copyeditor: Joanna Dinsmore
Copyright © 2019, 2014 Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication
is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in
a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise.
For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights
& Permissions department, please visit www.pearsoned.com/permissions/.
Acknowledgements of third-party content appear on page C-1, which constitutes an extension of this copyright page.
PEARSON, ALWAYS LEARNING, Mastering™ Physics are exclusive trademarks in the U.S. and/or other countries owned
by Pearson Education, Inc. or its affiliates.
Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective o wners
and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such
references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners
of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors.
Library of Congress Cataloging-in-Publication Data is on file with the Library of Congress.
AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse,
this product.
5 4 3 2 1 16 17 18 19 20
ISBN 10: 0-134-68330-7 (High School Binding)
www.PearsonSchool.com/Advanced ISBN 13: 978-0-134-68330-0 (High School Binding)
A01_ETKI1823_02_AP_FM.indd 1 03/11/17 11:03 AM
About the Authors
EUGENIA ETKINA is a Distinguished Professor at Rutgers, the State University of
New Jersey. She holds a PhD in physics education from Moscow State Pedagogical
University and has more than 35 years of experience teaching physics. She is a
recipient of the 2014 Millikan Medal, awarded to educators who have made s ignificant
contributions to teaching physics, and is a fellow of the AAPT. Professor Etkina
designed and now coordinates one of the largest programs in physics teacher p reparation
in the United States, conducts professional development for high school and university
physics instructors, and participates in reforms to the undergraduate physics courses.
In 1993 she developed a system in which students learn physics using processes
that mirror scientific practice. That system, called Investigative Science Learning
Environment (ISLE), serves as the basis for this textbook. Since 2000, P
rofessor Etkina
has conducted over 100 workshops for physics instructors, and she co-authored the
first edition of College Physics and the Active Learning Guide. P rofessor Etkina is a
dedicated teacher and an active researcher who has published over 60 peer-refereed
articles.
GORAZD PLANINSIC is a Professor of Physics at the University of Ljubljana,
Slovenia. He has a PhD in physics from the University of Ljubljana. Since 2000 he
has led the Physics Education program, which prepares almost all high school physics
teachers in the country of Slovenia. He started his career in MRI physics and later
switched to physics education research. During the last 10 years, his work has mostly
focused on the research of new experiments and how to use them more productively
in teaching and learning physics. He is co-founder of the Slovenian hands-on science
center House of Experiments. Professor Planinsic is co-author of more than 80 peer-
refereed research articles and more than 20 popular science articles, and is the author
of a university textbook for future physics teachers. In 2013 he received the Science
Communicator of the Year award from the Slovenian Science Foundation.
ALAN VAN HEUVELEN holds a PhD in physics from the University of Colorado.
He has been a pioneer in physics education research for several decades. He taught
physics for 28 years at New Mexico State University, where he developed active
learning m aterials including the Active Learning Problem Sheets (the ALPS Kits) and
the ActivPhysics multimedia product. Materials such as these have improved student
achievement on standardized qualitative and problem-solving tests. In 1993 he joined
Ohio State University to help develop a physics education research group. He moved
to Rutgers University in 2000 and retired in 2008. For his contributions to national
physics education reform, he won the 1999 AAPT Millikan Medal and was selected
a fellow of the American Physical Society. Over the span of his career he has led
over 100 workshops on physics education reform. He worked with Professor Etkina
in the development of the Investigative Science Learning Environment (ISLE) and
co-authored the first edition of College Physics and the Active Learning Guide.
ii
A01_ETKI1823_02_AP_FM.indd 2 03/11/17 11:03 AM
Preface
You are holding the second edition of College Physics: Explore solvers of non-traditional problems. For ISLE students, physics
and Apply. The very title reflects the unifying philosophy of the concepts are not truths handed down to them by authority, but
textbook and supporting materials that consistently permeates models, explanations, and relations that they have constructed
every chapter: students are guided to explore natural p henomena themselves under the guidance of you, their teacher, and with the
by observing simple experiments, finding patterns in their help of the materials that we have created.
observations, explaining the patterns, testing their explanations Below you will find three tables that demonstrate
in new experiments and, finally, applying the conclusions to (1) how the book’s AP-style non-traditional problems help
solve practical problems. This pedagogical approach is called s tudents prepare for AP exams and future NGSS-based
ISLE – the Investigative Science Learning Environment –and it is assessments to come.
totally consistent with the goals of the Next Generation Science
(2) how each chapter helps develop all science practices (not
Standards and the revised AP curriculum.
only those paired with specific enduring understanding), and
In essence, the ISLE approach to learning physics places
the student in the driver’s seat of exploring the world, equipping (3) how the material in the textbook and the ALG addresses
them with the tools they need for this journey. The tools are the enduring understanding for both courses.
science practices that are deliberately and consistently devel- Note that the learning system also includes the Instructor’s Guide
oped in every chapter of the textbook and in the systematically (IG). In each chapter of the IG we provide a table showing the
organized activities in the Active Learning Guide (ALG). The numbers of the problems and questions of specific new types. We
ISLE philosophy allows students to experience the same logical hope that this short introduction and organizing tables will help
approach to the invention, testing, and application of every single you take full advantage of the materials that we have d eveloped.
concept (qualitative or quantitative) throughout both the AP I and If you have any questions, please do not hesitate to contact
AP II courses, thus making them expert thinkers and successful Eugenia Etkina directly at Eugenia.etkina@gse.rutgers.edu.
TABLE 1: Novel problems and how they help students develop specific science practices
We have bolded the main practice that is addressed. A list of the novel problems by chapter is given in the Instructor’s Guide.
Type of problem Description Practices developed
Ranking tasks (RAT) Students have to rank the values of a certain physical quantity for different situations, in SP 1, 6
descending or ascending order.
Choose answer and explanation Students have to choose the correct answer and the correct matching explanation SP 6
(CAE) (cause-effect or mechanistic) in order to get full credit.
Choose measuring procedure Students have to choose (or propose) the correct (or the best) experimental procedure SP 4
(MEP) that will allow them to measure/determine a certain quantity.
Evaluate (reasoning, solution. . . ) Students have to critically evaluate the reasoning of some (imaginary) people or evalu- SP 1, 2, 3 and 6
(EVA) ate the suggested solution to a problem (given either in words, graphs, diagrams, or as
an equation). Students have to recognize productive ideas (even when they are embed-
ded in incorrect answers) and differentiate them from unproductive ideas.
Make judgment (based on data) Students have to make a judgement about one or more hypotheses, based on data or SP 2, 4, 5, 6
(MJU) other forms of evidence that are given in the problem, sometimes taking uncertainties
into account.
iii
A01_ETKI1823_02_AP_FM.indd 3 03/11/17 11:03 AM
iv Preface
Type of problem Description Practices developed
Linearization (LIN) First, students have to write an equation that describes the relevant situation. Then they SP 1, 2, 5
have to rearrange the equation to obtain a linear function (note that the independent
and dependent variables in this function can be any function of the data given in the
problem). Students then draw the graph and determine the unknown quantities using the
best-fit line. These problems help students combine knowledge of physics, the ability
to “read and write” with graphs, the ability to manipulate equations, and the ability to
recognize linear dependence in non-standard situations.
Multiple possibility and tell all Students have to list as many quantities as they can that can be determined based on SP 1, 3 and 7
(MPO) data given in the problem, or tell everything they can about the physical attributes of
the objects that appear in the text or the relations between them. Normally, students are
required to determine the values for only few of the quantities that they identify. These
problems allow all students to feel successful.
Jeopardy (JEO) Students have to convert a representation of a solution into a problem statement. If the SP 1, 2 and 3
solution is given in the form of an equation, they need to understand the meaning of the
quantities and their units. Such problems emphasize the value of units.
Design an experiment (or pose Students have to design an experiment, an experimental procedure, or a device that will SP 3 and 4
a problem) (DEX) allow them to measure/determine certain physical quantities or that would meet specific
requirements.
Students have to pose a problem that involves certain objects with given characteristics.
Often there is an additional requirement that solving the problem should involve the
use of a particular physics topic, law, or principle. Students may also need to do an ad-
ditional literature search.
Problem based on real data Students have to solve problems that are based on real data, obtained in real-life situ- SP 5, 7
(RED) ations, often using easily available equipment and/or equipment that is typically used
in student labs. The types of problems may be traditional or any of the types presented
above. Students need to deal with uncertainties, anomalous data, and assumptions, and
to propose meaningful models.
TABLE 2: Science practices and how they are addressed in our materials
Science Practice How it is addressed in every chapter How it is addressed How it is addressed in every
of the textbook in the end-of-chapter chapter of the ALG
problems
Science Practice 1: The Analysis of Observational Experiment Tables, Some traditional problems The ALG has several types of activities
student can use repre- Physics Tool Boxes, and the representation- + RAT, LIN and JEO where the s tudent needs to move
sentations and models to based problem-solving strategy used in every problems between representations without solving
communicate scientific worked example, especially Conceptual for anything – “Represent and reason”
But also in EVA and MPO
phenomena and solve Exercises that use multiple representations but activities.
problems
scientific problems. not mathematics. New types of representations.
Science Practice 2: The In every chapter, the relations are classified Several traditional Students develop m athematical relations
student can use mathematics into operational definitions and cause-effect problems + LIN and JEO on their own in “Reason” and “Derive”
appropriately. relationships, and the mathematical meaning problems activities, they also use m
athematics
of every new equation is explicitly discussed. to solve practical problems in “Design
But also in EVA and MJU
Worked examples show all mathematical steps an application experiment” activities,
problems
without skipping anything. Every answer is “Evaluate the solution” activities help
evaluated. students identify mistakes in given
solutions.
Science Practice 3: The Observational and Testing Experiments show EVA, MPO and DEX (or “Design an experiment” or “Pose your
student can engage in students how to pose and answer scientific pose a problem) problems own problem” activities e xplicitly
scientific q uestioning to questions, how to create and test hypotheses, engage s tudents in this practice.
But also in JEO problems
extend thinking or to guide how to differentiate between hypotheses
investigations. (explanations) and predictions, and learn how
to reject hypotheses.
Science Practice 4: The Observational and Testing experiment tables MEP and DEX (or pose a In every “Test your idea” activity, the
student can plan and show students how to plan and implement data problem) problems students need to plan an experiment and
implement data collection collection. data collection and make a prediction
But also in MJU problems
strategies in relation to a about the outcome of the experiment
particular scientific question. based on the idea being tested. “Design
an experiment” activities also require
students to plan the experiment and data
collection.
A01_ETKI1823_02_AP_FM.indd 4 03/11/17 11:03 AM
Preface v
Science Practice How it is addressed in every chapter How it is addressed How it is addressed in every
of the textbook in the end-of-chapter chapter of the ALG
problems
Science Practice 5: The Observational and Testing experiment tables MJU, LIN problems “Observe and find a pattern” activities
student can perform data show students how to carry out data analysis. either require students to perform an
But also in RED problems
analysis and evaluation of Many worked examples discuss data analysis. experiment and collect data and analyze
evidence. them or provide the student with a set
of data (either in a tabular or graphical
form) for the students to analyze and
evaluate.
Science Practice 6: The The textbook explicitly shows where new Some traditional problems “Explain” and “Test your idea” activities
student can work with scientific explanations come from (evidence, + CAE, EVA, MJU engage students in making and testing
scientific explanations and experiments, analogical reasoning, etc.), how problems explanations. “Reading exercises”
theories. they are tested experimentally, and how they at the end of each section encourage
But also in RAT
are applied. the students to read the section and
answer Review Questions that connect
their a ctivities to what is written in the
section. “Evaluate the solution” activi-
ties engage students in the assessment of
somebody else's explanations.
Science Practice 7: The The ISLE logical flow and the same experien- RED problems “Represent and reason” activities,
student is able to connect tial approach are present in every chapter. engage students in representing
But also in MPO problems
and relate knowledge across Students see consistency in the explorations phenomena in multiple ways with the
various scales, concepts, and of different topics. The concept of a system same most fundamental representations
representations in and across connects across macro and micro worlds. The in every chapter. “Design an experiment”
the domains. textbook uses the same representation such as activities have the same guiding ques-
force diagrams or energy bar charts not only tions independent of the content which
in mechanics but also in fluids, electrostatics, allow the students see the consistency
magnetism, quantum optics, atomic and nuclear of science practices across domains.
physics. Each section has Review Questions “Reading exercises” teach them to criti-
teaching the student to read the book critically. cally read the text. Finally, an appendix
of specifically designed “Challenge”
activities that do not belong to any one
chapter's content, challenge students to
observe a new phenomenon, decide how
to explain it, and test their explanations.
A01_ETKI1823_02_AP_FM.indd 5 03/11/17 11:03 AM
vi Preface
Correlation to the AP® Physics 1 and AP® Physics 2 Curriculum Framework
This table correlates the College Board’s Advanced Placement® Physics Curriculum Framework (effective Fall 2017) to the corresponding chapters and sections in
College Physics: Explore and Apply 2nd Edition, AP Edition. For the most current correlation for this textbook, visit PearsonSchool.com/AdvancedCorrelations.
Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure.
Enduring Understanding 1.A: Science Practices Chapter , Section AP Physics
The internal structure of a system determines many properties of the system.
1.A.1. A system is an object or a collection of objects. Objects are treated as having no 3.1, 6.1, 8.1, 30.3 Phys. 1
internal structure.
1.A.2. Fundamental particles have no internal structure. SP 1.1; 7.2 30.3 Phys. 2
1.A.3. Nuclei have internal structures that determine their properties. 29.1, 29.2, 29.6 Phys. 2
1.A.4. Atoms have internal structures that determine their properties. SP 1.1; 7.1 27.2, 27.6, 28.1–28.3, 28.7 Phys. 2
1.A.5. Systems have properties determined by the properties and interactions of their SP 1.1; 1.4; 7.1 12.1, 19.10 Phys. 1; 2
constituent atomic and molecular substructures. In AP Physics, when the properties of the
constituent parts are not important in modeling the behavior of the macroscopic system, the
system itself may be referred to as an object.
Enduring Understanding 1.B:
Electric charge is a property of an object or system that affects its interactions with other
objects or systems containing charge.
1.B.1. Electric charge is conserved. The net charge of a system is equal to the sum of the SP 6.4; 7.2 17.3, 19.1, 19.3 Phys. 1; 2
charges of all the objects in the system.
1.B.2. There are only two kinds of electric charge. Neutral objects or systems contain equal SP 6.1; 6.2; 6.4; 7.2 17.1, 17.2 Phys. 1; 2
quantities of positive and negative charge, with the exception of some fundamental particles
that have no electric charge.
1.B.3. The smallest observed unit of charge that can be isolated is the electron charge, also SP 1.5; 6.1; 7.2 17.2, 17.3 Phys. 1; 2
known as the elementary charge.
Enduring Understanding 1.C:
Objects and systems have properties of inertial mass and gravitational mass that are
experimentally verified to be the same and that satisfy conservation principles.
1.C.1. Inertial mass is the property of an object or a system that determines how its motion SP 4.2 3.5 Phys. 1
changes when it interacts with other objects or systems.
1.C.2. Gravitational mass is the property of an object or a system that determines the strength 3.6, 4.5, 5.5, 18.1 Phys. 1
of the gravitational interaction with other objects, systems, or gravitational fields.
1.C.3. Objects and systems have properties of inertial mass and gravitational mass that are SP 4.2 3.6, 5.5, 6.1 Phys. 1
experimentally verified to be the same and that satisfy conservation principles.
1.C.4. In certain processes, mass can be converted to energy and energy can be converted to SP 6.3 26.9, 29.3–29.5, 30.1 Phys. 2
mass according to E = mc 2, the equation derived from the theory of special relativity.
Enduring Understanding 1.D:
Classical mechanics cannot describe all properties of objects.
1.D.1. Objects classically thought of as particles can exhibit properties of waves. SP 6.3 28.6 Phys. 2
1.D.2. Certain phenomena classically thought of as waves can exhibit properties of particles. 27.1, 27.3, 27.4 Phys. 2
1.D.3. Properties of space and time cannot always be treated as absolute. SP 6.3; 7.1 26.3–26.6, 26.9, 26.11, Phys. 2
26.12
Enduring Understanding 1.E:
Materials have many macroscopic properties that result from the arrangement and
interactions of the atoms and molecules that make up the material.
1.E.1. Matter has a property called density. SP 4.1; 4.2; 6.4 12.2, 13.1 Phys. 2
1.E.2. Matter has a property called resistivity. SP 4.1 19.10 Phys. 1; 2
1.E.3. Matter has a property called thermal conductivity. SP 4.1; 4.2; 5.1 15.7 Phys. 2
1.E.4. Matter has a property called electric permittivity. 18.6, 25.2 Phys. 2
1.E.5. Matter has a property called magnetic permeability. 20.5, 25.2 Phys. 2
1.E.6. Matter has a property called magnetic dipole moment. 20.7 Phys. 2
A01_ETKI1823_02_AP_FM.indd 6 03/11/17 11:03 AM
Preface vii
Big Idea 2: Fields existing in space can be used to explain interactions.
Enduring Understanding 2.A: Science Practices Chapter , Section AP Physics
A field associates a value of some physical quantity with every point in space. Field models
are useful for describing interactions that occur at a distance (long-range forces) as well as a
variety of other physical phenomena.
2.A.1. A vector field gives, as a function of position (and perhaps time), the value of a physical 18.1, 18.2, 20.2 Phys. 1; 2
quantity that is described by a vector.
2.A.2. A scalar field gives, as a function of position (and perhaps time), the value of a physical 18.3 Phys. 2
quantity that is described by a scalar. In Physics 2, this should include electric potential.
Enduring Understanding 2.B:
A gravitational field is caused by an object with mass.
u
2.B.1. A gravitational field g at the location of an object with mass m causes a gravitational SP 2.2; 7.2 3.6, 13.3, 18.1 Phys. 1
force of magnitude mg to be exerted on the object in the direction of the field.
2.B.2. The gravitational field caused by a spherically symmetric object with mass is radial and, SP 2.2 9.6, 18.1 Phys. 1
outside the object, varies as the inverse square of the radial distance from the center of that object.
Enduring Understanding 2.C:
An electric field is caused by an object with electric charge.
2.C.1. The magnitude
u u
of theuelectric force F exerted on an object with electric charge q by SP 2.2; 6.4; 7.2 18.1 Phys. 2
an electric field E is F = qE. The direction of the force is determined by the direction of the
field and the sign of the charge, with positively charged objects accelerating in the direction
of the field and negatively charged objects accelerating in the direction opposite the field. This
should include a vector field map for positive point charges, negative point charges, spherically
symmetric charge distribution, and uniformly charged parallel plates.
2.C.2. The magnitude of the electric field vector is proportional to the net electric charge of SP 2.2; 6.4 18.1 Phys. 2
the object(s) creating that field. This includes positive point charges, negative point charges,
spherically symmetric charge distributions, and uniformly charged parallel plates.
2.C.3. The electric field outside a spherically symmetric charged object is radial and its SP 6.2 18.1, 18.2, 18.5 Phys. 2
magnitude varies as the inverse square of the radial distance from the center of that object.
Electric field lines are not in the curriculum. Students will be expected to rely only on the
rough intuitive sense underlying field lines, wherein the field is viewed as analogous to some-
thing emanating uniformly from a source.
2.C.4. The electric field around dipoles and other systems of electrically charged objects (that SP 1.4; 2.2; 6.4; 7.2 18.1, 18.2 Phys. 2
can be modeled as point objects) is found by vector addition of the field of each
individual object. Electric dipoles are treated qualitatively in this course as a teaching
analogy to facilitate student understanding of magnetic dipoles.
2.C.5. Between two oppositely charged parallel plates with uniformly distributed electric SP 1.1; 2.2; 7.1 18.7 Phys. 2
charge, at points far from the edges of the plates, the electric field is perpendicular to the plates
and is constant in both magnitude and direction.
Enduring Understanding 2.D:
A magnetic field is caused by a magnet or a moving electrically charged object. Magnetic
fields observed in nature always seem to be produced either by moving charged objects or
by magnetic dipoles or combinations of dipoles and never by single poles.
2.D.1. The magnetic field exerts a force on a moving electrically charged object. That SP 2.2 20.3, 20.4, 20.6 Phys. 2
magnetic force is perpendicular to the direction of velocity of the object and to the magnetic
field and is proportional to the magnitude of the charge, the magnitude of the velocity and the
magnitude of the magnetic field. It also depends on the angle between the velocity, and
the magnetic field vectors. Treatment is quantitative for angles of 08, 908, or 1808 and
qualitative for other angles.
2.D.2. The magnetic field vectors around a straight wire that carries electric current are tangent SP 1.1 20.2, 20.3, 20.5 Phys. 2
to concentric circles centered on that wire. The field has no component toward the current-
carrying wire.
2.D.3. A magnetic dipole placed in a magnetic field, such as the ones created by a magnet or SP 1.2 20.2, 20.5 Phys. 2
the Earth, will tend to align with the magnetic field vector.
2.D.4. Ferromagnetic materials contain magnetic domains that are themselves magnets. SP 1.4 20.1, 20.2 Phys. 2
Enduring Understanding 2.E:
Physicists often construct a map of isolines connecting points of equal value for some
quantity related to a field and use these maps to help visualize the field.
A01_ETKI1823_02_AP_FM.indd 7 03/11/17 11:03 AM
viii Preface
Enduring Understanding 2.E:
2.E.1. Isolines on a topographic (elevation) map describe lines of approximately equal SP 1.4; 6.4; 7.2 18.3 Phys. 2
gravitational potential energy per unit mass (gravitational equipotential). As the distance
between two different isolines decreases, the steepness of the surface increases. [Contour lines
on topographic maps are useful teaching tools for introducing the concept of equipotential lines.
Students are encouraged to use the analogy in their answers when explaining gravitational and
electrical potential and potential differences.]
2.E.2. Isolines in a region where an electric field exists represent lines of equal electric SP 1.4; 6.4; 7.2 18.3 Phys. 2
potential, referred to as e quipotential lines.
2.E.3. The average value of the electric field in a region equals the change in electric potential 18.4, 18.7 Phys. 2
across that region divided by the change in position (displacement) in the relevant direction.
Big Idea 3: The interactions of an object with other objects can be described by forces.
Enduring Understanding 3.A: Science Practices Chapter , Section AP Physics
All forces share certain common characteristics when considered by observers in inertial
reference frames.
3.A.1. An observer in a particular reference frame can describe the motion of an object using SP 1.5; 2.1; 2.2; 4.2; 2.1–2.9, 3.3, 3.4, 3.9, 4.4, Phys. 1
such quantities as position, displacement, distance, velocity, speed, and acceleration. 5.1 4.5, 5.2, 5.4, 8.3, 10.2, 26.1
3.A.2. Forces are described by vectors. SP 1.1 3.1, 3.2, 3.5, 3.7, 4.1, 4.2 Phys. 1; 2
3.A.3. A force exerted on an object is always due to the interaction of that object with another SP 1.4; 6.1; 6.4; 7.2 3.1, 3.3–3.5, 3.8, 3.9, Phys. 1; 2
object. 4.6, 5.1
3.A.4. If one object exerts a force on a second object, the second object always exerts a force SP 1.4; 6.2; 6.4; 7.2 3.8, 4.3, 4.6, 6.3 Phys. 1; 2
of equal magnitude on the first object in the opposite direction.
Enduring Understanding 3.B:
Classically, the acceleration of an object interacting with other objects can be predicted
aF
u
u
by using a = .
m
3.B.1. If an object of interest interacts with several other objects, the net force is the vector SP 1.5; 2.2; 4.2; 5.1; 3.5, 3.7, 4.2, 4.4–4.6, Phys. 1; 2 19.6
sum of the individual forces. 6.4; 7.2 5.3–5.5, 7.3, 8.3, 8.5, 9.3,
10.3, 13.3
3.B.2. Free-body diagrams are useful tools for visualizing forces being exerted on a single SP 1.1; 1.4; 2.2 3.1, 3.2, 3.5, 3.7–3.9, 4.3, Phys. 1; 2
object and writing the equations that represent a physical situation. 4.4, 4.6, 5.4, 8.5, 10.5
3.B.3. Restoring forces can result in oscillatory motion. When a linear restoring force is SP 2.2; 4.2; 5.1; 6.2; 10.1–10.3, 10.8 Phys. 1
exerted on an object displaced from an equilibrium position, the object will undergo a special 6.4; 7.2
type of motion called simple harmonic motion. Examples should include gravitational force
exerted by the Earth on a simple pendulum, mass-spring oscillator.
Enduring Understanding 3.C:
At the macroscopic level, forces can be categorized as either long-range (action-at-a-distance)
forces or contact forces.
3.C.1. Gravitational force describes the interaction of one object that has mass with another SP 2.2 3.6, 3.7, 5.5, 8.1 Phys. 1
object that has mass.
3.C.2. Electric force results from the interaction of one object that has an electric charge with SP 2.2; 6.4; 7.2 17.1–17.7, 28.1, 29.3 Phys. 1; 2
another object that has an electric charge.
3.C.3. A magnetic force results from the interaction of a moving charged object or a magnet SP 1.4; 4.2; 5.1 20.1, 20.3, 20.4, 20.6, Phys. 2
with other moving charged objects or another magnet. 21.1
3.C.4. Contact forces result from the interaction of one object touching another object and they SP 6.1; 6.2 3.1, 3.7, 4.3, 4.6, 7.4, Phys. 1; 2
arise from interatomic electric forces. These forces include tension, friction, normal, spring 10.1, 10.3, 10.7, 13.5,
(Physics 1), and buoyant (Physics 2). 13.7
Enduring Understanding 3.D:
A force exerted on an object can change the momentum of the object.
3.D.1. The change in momentum of an object is a vector in the direction of the net force SP 4.1 6.3, 6.4, 6.7 Phys. 1
exerted on the object.
3.D.2. The change in momentum of an object occurs over a time interval. SP 2.1; 4.2; 5.1; 6.4 6.3, 6.4, 12.3 Phys. 1
Enduring Understanding 3.E:
A force exerted on an object can change the kinetic energy of the object.
A01_ETKI1823_02_AP_FM.indd 8 03/11/17 11:03 AM
Preface ix
3.E.1. The change in the kinetic energy of an object depends on the force exerted on the object SP 1.4; 2.2; 6.4; 7.2 7.1, 7.3, 7.5, 20.4, 28.1 Phys. 1
and on the displacement of the object during the interval that the force is exerted.
Enduring Understanding 3.F:
A force exerted on an object can cause a torque on that object.
3.F.1. Only the force component perpendicular to the line connecting the axis of rotation and SP 1.4; 2.2; 2.3; 4.1; 8.2, 8.5 Phys. 1
the point of application of the force results in a torque about that axis. 4.2; 5.1
3.F.2. The presence of a net torque along any axis will cause a rigid system to change its SP 4.1; 4.2; 5.1; 6.4 8.3, 8.5, 8.6, 9.1–9.3 Phys. 1
rotational motion or an object to change its rotational motion about that axis.
3.F.3. A torque exerted on an object can change the angular momentum of an object. SP 2.1; 4.1; 4.2; 5.1; 9.4 Phys. 1
5.3; 6.4; 7.2
Enduring Understanding 3.G:
Certain types of forces are considered fundamental.
3.G.1. Gravitational forces are exerted at all scales and dominate at the largest distance and SP 7.1 30.2 Phys. 1, 2
mass scales.
3.G.2. Electromagnetic forces are exerted at all scales and can dominate at the human scale. SP 7.1 30.2 Phys. 2
3.G.3. The strong force is exerted at nuclear scales and dominates the interactions of nucleons. SP 7.2 30.2 Phys. 2
Big Idea 4: Interactions between systems can result in changes in those systems.
Enduring Understanding 4.A: Science Practices Chapter , Section AP Physics
The acceleration of the center of mass of a system is related to the net force exerted
aF
u
u
on the system, where a = .
m
4.A.1. The linear motion of a system can be described by the displacement, velocity, and SP 1.2; 1.4; 2.3; 6.4 4.4, 4.5, 5.2, 5.4, 6.3, Phys. 1
acceleration of its center of mass. 8.3, 10.2
4.A.2. The acceleration is equal to the rate of change of velocity with time, and velocity is SP 1.4; 2.2; 5.3; 6.4 4.2, 4.4, 4.5, 5.1, 8.3, Phys. 1
equal to the rate of change of position with time. 8.5, 8.6
4.A.3. Forces that systems exert on each other are due to interactions between objects in the SP 1.4; 2.2 6.3, 6.6 Phys. 1
systems. If the interacting objects are parts of the same system, there will be no change in the
center-of-mass velocity of that system.
Enduring Understanding 4.B:
Interactions with other objects or systems can change the total linear momentum of a system.
4.B.1. The change in linear momentum for a constant-mass system is the product of the mass SP 1.4; 2.2; 5.1 8.3 Phys. 1
of the system and the change in velocity of the center of mass.
4.B.2. The change in linear momentum of the system is given by the product of the average SP 2.2; 5.1 6.2, 6.3, 6.5, 6.6 Phys. 1
force on that system and the time interval during which the force is exerted.
Enduring Understanding 4.C:
Interactions with other objects or systems can change the total energy of a system.
4.C.1. The energy of a system includes its kinetic energy, potential energy, and microscopic SP 1.4; 2.1; 2.2; 6.4 7.2–7.4, 7.6, 7.9, 9.5, Phys. 1
internal energy. Examples should include gravitational potential energy, elastic potential 10.4, 10.5, 12.4, 14.4,
energy, and kinetic energy. 15.1, 17.5, 21.5
4.C.2. Mechanical energy (the sum of kinetic and potential energy) is transferred into or out of a SP 1.4; 2.2; 6.4; 7.2 7.2, 7.6, 14.4, 15.1 Phys. 1
system when an external force is exerted on a system such that a component of the force is paral-
lel to its displacement. The process through which the energy is transferred is called work.
4.C.3. Energy is transferred spontaneously from a higher temperature system to a lower tem- SP 6.4 15.7, 16.1 Phys. 2
perature system. The process through which energy is transferred between systems at different
temperatures is called heat.
4.C.4. Mass can be converted into energy and energy can be converted into mass. SP 2.2; 2.3; 7.2 26.9, 29.3, 29.4, 30.1 Phys. 2
Enduring Understanding 4.D:
A net torque exerted on a system by other objects or systems will change the angular
momentum of the system.
4.D.1. Torque, angular velocity, angular acceleration, and angular momentum are vectors SP 1.2; 1.4; 3.2; 4.1; 8.2, 8.3, 8.6, 9.1, 9.2, 9.4 Phys. 1
and can be characterized as positive or negative depending upon whether they give rise to or 4.2; 5.1; 5.3
correspond to counterclockwise or clockwise rotation with respect to an axis.
4.D.2. The angular momentum of a system may change due to interactions with other objects SP 1.2; 1.4; 4.2 9.4, 9.6 Phys. 1
or systems.
A01_ETKI1823_02_AP_FM.indd 9 03/11/17 11:03 AM
x Preface
Enduring Understanding 4.D:
4.D.3. The change in angular momentum is given by the product of the average torque and the SP 2.2; 4.1; 4.2 9.5, 9.6 Phys. 1
time interval during which the torque is exerted.
Enduring Understanding 4.E:
The electric and magnetic properties of a system can change in response to the presence of,
or changes in, other objects or systems.
4.E.1. The magnetic properties of some materials can be affected by magnetic fields at the SP 1.1; 1.4; 2.2 20.7 Phys. 2
system. Students should focus on the underlying concepts and not the use of the vocabulary.
4.E.2. Changing magnetic flux induces an electric field that can establish an induced emf in a SP 6.4 21.1, 21.3–21.5, 21.7, Phys. 2
system. 25.2
4.E.3. The charge distribution in a system can be altered by the effects of electric forces SP 1.1; 1.4; 3.2; 4.1; 17.1, 17.7, 18.5 Phys. 2
produced by a charged object. 4.2; 5.1; 5.3; 6.4; 7.2
4.E.4. The resistance of a resistor, and the capacitance of a capacitor, can be understood from SP 2.2; 4.1; 4.2; 5.1; 18.7, 19.4, 19.10 Phys. 2
the basic properties of electric fields and forces, as well as the properties of materials and their 6.4
geometry.
4.E.5. The values of currents and electric potential differences in an electric circuit are SP 2.2; 4.2; 5.1; 6.1; 19.4, 19.5, 19.8 Phys. 2
determined by the properties and arrangement of the individual circuit elements such as 6.4
sources of emf, resistors, and capacitors.
Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws.
Enduring Understanding 5.A: Science Practices Chapter , Section AP Physics
Certain quantities are conserved, in the sense that the changes of those quantities in a given
system are always equal to the transfer of that quantity to or from the system by all possible
interactions with other systems.
5.A.1. A system is an object or a collection of objects. The objects are treated as having no 3.1, 6.1 Phys. 1
internal structure.
5.A.2. For all systems under all circumstances, energy, charge, linear momentum, and angular SP 6.4; 7.2 6.4, 7.2, 9.4, 14.4, 15.3, Phys. 1
momentum are conserved. For an isolated or a closed system, conserved quantities are constant. 19.7, 29.4
An open system is one that exchanges any conserved quantity with its surroundings.
5.A.3. An interaction can be either a force exerted by objects outside the system or the transfer 3.1, 6.2, 15.2, 17.1, 20.1, Phys. 1
of some quantity with objects outside the system. 30.2
5.A.4. The boundary between a system and its environment is a decision made by the person Phys. 1 3.1, 6.1, 6.6, 6.7, 7.1, 7.5,
considering the situation in order to simplify or otherwise assist in analysis. 15.2
Enduring Understanding 5.B:
The energy of a system is conserved.
5.B.1. Classically, an object can only have kinetic energy since potential energy requires an SP 1.4; 1.5; 2.2 7.3, 9.5 Phys. 1
interaction between two or more objects.
5.B.2. A system with internal structure can have internal energy, and changes in a system’s SP 1.4; 2.1 10.4, 10.5, 17.5, 17.6 Phys. 1; 2
internal structure can result in changes in internal energy. [Physics 1: includes mass-spring
oscillators and simple pendulums. Physics 2: includes charged object in electric fields and
examining changes in internal energy with changes in configuration.]
5.B.3. A system with internal structure can have potential energy. Potential energy exists SP 1.4; 2.2; 6.4; 7.2 7.3, 7.4, 7.9, 10.4, 10.5, Phys. 1
within a system if the objects within that system interact with conservative forces. 17.5, 19.2, 27.2, 28.2
5.B.4. The internal energy of a system includes the kinetic energy of the objects that make up the SP 1.4; 2.1; 2.2; 6.4; 10.4, 10.5, 12.8, 15.1, Phys. 1; 2
system and the potential energy of the configuration of the objects that make up the system. 7.2 27.2, 28.2
5.B.5. Energy can be transferred by an external force exerted on an object or system that SP 1.4; 2.2; 4.2; 5.1; 7.2–7.6, 7.8, 7.9, 10.8, Phys. 1; 2
moves the object or system through a distance; this energy transfer is called work. Energy 6.4; 7.2 14.4, 17.5, 18.4
transfer in mechanical or electrical systems may occur at different rates. Power is defined as
the rate of energy transfer into, out of, or within a system. [A piston filled with gas getting
compressed or expanded is treated in Physics 2 as a part of thermodynamics.]
5.B.6. Energy can be transferred by thermal processes involving differences in temperature; SP 1.2 15.2, 15.7, 16.4, 27.1 Phys. 2
the amount of energy transferred in this process of transfer is called heat.
5.B.7. The first law of thermodynamics is a specific case of the law of conservation of e nergy 15.3, 15.4, 15.7, 16.1, Phys. 2
involving the internal energy of a system and the possible transfer of energy through work and/ 16.4
or heat. Examples should include P-V diagrams — isovolumetric process, isothermal process,
isobaric process, adiabatic process. No calculations of heat or internal energy from temperature
change; and in this course, examples of these relationships are qualitative and/or semi-quantitative.
5.B.8. Energy transfer occurs when photons are absorbed or emitted, for example, by atoms or SP 1.2; 7.2 28.2, 28.3 Phys. 2
nuclei.
A01_ETKI1823_02_AP_FM.indd 10 03/11/17 11:03 AM
Preface xi
5.B.9. Kirchhoff’s loop rule describes conservation of energy in electrical circuits. The SP 1.1; 1.4; 1.5; 2.1; 19.2, 19.5–19.7, 21.4, Phys. 1; 2
application of Kirchhoff’s laws to c ircuits is introduced in Physics 1 and further developed in 2.2; 4.1; 4.2; 5.1; 5.3; 21.7
Physics 2 in the context of more complex circuits, including those with capacitors. 6.4; 7.2
5.B.10. Bernoulli’s equation describes the conservation of energy in fluid flow. SP 2.2; 6.2 14.1, 14.4, 14.5 Phys. 2
5.B.11. Beyond the classical approximation, mass is actually part of the internal energy of an 29.3–29.5, 30.1 Phys. 2
object or system with E = mc 2.
Enduring Understanding 5.C:
The electric charge of a system is conserved.
5.C.1. Electric charge is conserved in nuclear and elementary particle reactions, even when SP 6.4; 7.2 29.4, 29.6 Phys. 2
elementary particles are produced or destroyed. Examples should include equations represent-
ing nuclear decay.
5.C.2. The exchange of electric charges among a set of objects in a system conserves electric SP 4.1; 4.2; 5.1; 6.4 17.2, 17.3, 18.5 Phys. 2
charge.
5.C.3. Kirchhoff’s junction rule describes the conservation of electric charge in electrical SP 1.4; 2.2; 4.1; 4.2; 19.7 Phys. 1; 2
circuits. Since charge is conserved, current must be conserved at each junction in the c ircuit. 5.1; 6.4; 7.2
Examples should include circuits that combine resistors in series and parallel. [Physics 1: covers
circuits with resistors in series, with at most one parallel branch, one battery only. Physics 2:
includes capacitors in steady-state situations. For circuits with capacitors, s ituations should be
limited to open circuit, just after circuit is closed, and a long time after the circuit is closed.]
Enduring Understanding 5.D:
The linear momentum of a system is conserved.
5.D.1. In a collision between objects, linear momentum is conserved. In an elastic collision, SP 2.1; 2.2; 3.2; 4.2; 6.3–6.7, 7.7 Phys. 1; 2
kinetic energy is the same before and after. 5.1; 5.3; 6.4; 7.2
5.D.2. In a collision between objects, linear momentum is conserved. In an inelastic collision, SP 2.1; 2.2; 4.1; 4.2; 6.3, 6.4, 6.6, 6.7, 7.7 Phys. 1; 2
kinetic energy is not the same before and after the collision. 4.4; 5.1; 5.3; 6.4; 7.2
5.D.3. The velocity of the center of mass of the system cannot be changed by an interaction SP 6.4 8.1, 8.4 Phys. 1; 2
within the system. [Physics 1: includes no calculations of centers of mass; the equation is not
provided until Physics 2. However, without doing calculations, Physics 1 students are expected
to be able to locate the center of mass of highly symmetric mass distributions, such as a uni-
form rod or cube of uniform density, or two spheres of equal mass.]
Enduring Understanding 5.E:
The angular momentum of a system is conserved.
5.E.1. If the net external torque exerted on the system is zero, the angular momentum of the SP 2.1; 2.2; 6.4; 7.2 9.4 Phys. 1
system does not change.
5.E.2. The angular momentum of a system is determined by the locations and velocities of the SP 2.2 9.3, 9.4 Phys. 1
objects that make up the system. The rotational inertia of an object or system depends upon the
distribution of mass within the object or system. Changes in the radius of a system or in the dis-
tribution of mass within the system result in changes in the system’s rotational inertia, and hence
in its angular velocity and linear speed for a given angular momentum. Examples should include
elliptical orbits in an Earth-satellite system. Mathematical expressions for the moments of inertia
will be provided where needed. Students will not be expected to know the parallel axis theorem.
Enduring Understanding 5.F:
Classically, the mass of a system is conserved.
5.F.1. The continuity equation describes conservation of mass flow rate in fluids. Examples SP 2.1; 2.2; 7.2 14.2 Phys. 2
should include volume rate of flow, mass flow rate.
Enduring Understanding 5.G:
Nucleon number is conserved.
5.G.1. The possible nuclear reactions are constrained by the law of conservation of nucleon number. SP 6.4 29.4, 29.6 Phys. 2
Big Idea 6: Waves can transfer energy and momentum from one location to another without the permanent transfer
of mass and serve as a mathematical model for the description of other phenomena.
Enduring Understanding 6.A: Science Practices Chapter , Section AP Physics
A wave is a traveling disturbance that transfers energy and momentum.
6.A.1. Waves can propagate via different oscillation modes such as transverse and longitudinal. SP 1.2; 5.1; 6.2 11.1, 25.1, 25.6 Phys. 1; 2
A01_ETKI1823_02_AP_FM.indd 11 03/11/17 11:03 AM
xii Preface
Enduring Understanding 6.A:
6.A.2. For propagation, mechanical waves require a medium, while electromagnetic waves do SP 6.4; 7.2 11.1, 26.1 Phys. 1; 2
not require a physical medium. Examples should include light traveling through a vacuum and
sound not traveling through a vacuum.
6.A.3. The amplitude is the maximum displacement of a wave from its equilibrium value. SP 1.4 11.2 Phys. 1
6.A.4. Classically, the energy carried by a wave depends upon and increases with amplitude. SP 6.4 11.4 Phys. 1
Examples should include sound waves.
Enduring Understanding 6.B:
A periodic wave is one that repeats as a function of both time and position and can be
described by its amplitude, frequency, wavelength, speed, and energy.
6.B.1. For a periodic wave, the period is the repeat time of the wave. The frequency is the SP 1.4; 2.2 11.2 Phys. 1
number of repetitions of the wave per unit time.
6.B.2. For a periodic wave, the wavelength is the repeat distance of the wave. SP 1.4 11.2 Phys. 1
6.B.3. A simple wave can be described by an equation involving one sine or cosine function SP 1.5 11.2, 25.5 Phys. 2
involving the wavelength, amplitude, and frequency of the wave.
6.B.4. For a periodic wave, wavelength is the ratio of speed over frequency. SP 4.2; 5.1; 7.2 11.2, 11.3, 24.2, 25.4 Phys. 1
6.B.5. The observed frequency of a wave depends on the relative motion of source and observer. SP 1.4 11.10, 26.10 Phys. 1
This is a qualitative treatment only.
Enduring Understanding 6.C:
Only waves exhibit interference and diffraction.
6.C.1. When two waves cross, they travel through each other; they do not bounce off each SP 1.4; 6.4; 7.2 11.6, 11.7, 24.4 Phys. 2
other. Where the waves overlap, the resulting displacement can be determined by adding the
displacements of the two waves. This is called superposition.
6.C.2. When waves pass through an opening whose dimensions are comparable to the SP 1.4; 6.4; 7.2 24.5, 24.6 Phys. 2
wavelength, a diffraction pattern can be observed.
6.C.3. When waves pass through a set of openings whose spacing is comparable to the SP 1.4; 6.4 24.1, 24.3 Phys. 2
wavelength, an interference pattern can be observed. Examples should include monochromatic
double-slit interference.
6.C.4. When waves pass by an edge, they can diffract into the “shadow region” behind the SP 6.4; 7.2 24.5 Phys. 2
edge. Examples should include hearing around corners, but not seeing around them, and water
waves bending around obstacles.
Enduring Understanding 6.D:
Interference and superposition lead to standing waves and beats.
6.D.1. Two or more wave pulses can interact in such a way as to produce amplitude varia- SP 1.1; 1.4; 4.2; 5.1 11.4, 11.7 Phys. 1
tions in the resultant wave. When two pulses cross, they travel through each other; they do not
bounce off each other. Where the pulses overlap, the resulting displacement can be d etermined
by adding the displacements of the two pulses. This is called superposition.
6.D.2. Two or more traveling waves can interact in such a way as to produce amplitude SP 5.1 11.6, 11.7 Phys. 1
variations in the resultant wave.
6.D.3. Standing waves are the result of the addition of incident and reflected waves that are SP 1.2; 2.1; 3.2; 4.1; 11.8, 11.9 Phys. 1
confined to a region and have nodes and antinodes. Examples should include waves on a fixed 4.2; 5.1; 5.2; 5.3; 6.4
length of string, and sound waves in both closed and open tubes.
6.D.4. The possible wavelengths of a standing wave are determined by the size of the region to SP 1.5; 2.2; 6.1 11.8, 11.9 Phys. 1
which it is confined.
6.D.5. Beats arise from the addition of waves of slightly different frequency. SP 1.2 11.7 Phys. 1
Enduring Understanding 6.E:
The direction of propagation of a wave such as light may be changed when the wave
encounters an interface between two media.
6.E.1. When light travels from one medium to another, some of the light is transmitted, some SP 6.4; 7.2 11.5, 22.3, 25.6 Phys. 2
is reflected, and some is absorbed. (Qualitative understanding only.)
6.E.2. When light hits a smooth reflecting surface at an angle, it reflects at the same angle SP 6.4; 7.2 22.2, 22.4, 23.1–23.3 Phys. 2
on the other side of the line perpendicular to the surface (specular reflection); and this law of
reflection accounts for the size and location of images seen in plane mirrors.
6.E.3. When light travels across a boundary from one transparent material to another, the speed SP 1.1; 1.4; 4.1; 5.1; 22.3, 22.4, 23.4, 23.5, Phys. 2
of propagation changes. At a non-normal incident angle, the path of the light ray bends closer 5.2; 5.3; 6.4; 7.2 24.2
to the perpendicular in the optically slower substance. This is called refraction.
A01_ETKI1823_02_AP_FM.indd 12 03/11/17 11:03 AM
Preface xiii
6.E.4. The reflection of light from surfaces can be used to form images. SP 1.4; 2.2; 3.2; 4.1; 23.2, 23.3 Phys. 2
5.1; 5.2; 5.3
6.E.5. The refraction of light as it travels from one transparent medium to another can be used SP 1.4; 2.2; 3.2; 4.1; 23.4, 23.5, 23.7–23.9 Phys. 2
to form images. 5.1; 5.2; 5.3
Enduring Understanding 6.F:
Electromagnetic radiation can be modeled as waves or as fundamental particles.
6.F.1. Types of electromagnetic radiation are characterized by their wavelengths, and certain SP 6.4; 7.2 25.3, 25.4, 27.5 Phys. 2
ranges of wavelength have been given specific names. These include (in order of increasing
wavelength spanning a range from picometers to kilometers) gamma rays, x-rays, ultraviolet,
visible light, infrared, microwaves, and radio waves.
6.F.2. Electromagnetic waves can transmit energy through a medium and through a vacuum. SP 1.1 25.5, 26.1 Phys. 2
6.F.3. Photons are individual energy packets of electromagnetic waves, with Ephoton = hƒ, SP 6.4 27.1–27.4 Phys. 2
where h is Planck’s constant and ƒ is the frequency of the associated light wave.
6.F.4. The nature of light requires that different models of light are most appropriate at SP 6.4; 7.1 27.3 Phys. 2
different scales.
Enduring Understanding 6.G:
All matter can be modeled as waves or as particles.
6.G.1. Under certain regimes of energy or distance, matter can be modeled as a classical particle. SP 6.4; 7.1 28.6 Phys. 2
6.G.2. Under certain regimes of energy or distance, matter can be modeled as a wave. The SP 6.1; 6.4 28.6 Phys. 2
behavior in these regimes is described by quantum mechanics.
Big Idea 7: The mathematics of probability can be used to describe the behavior of complex systems and to interpret the
behavior of quantum mechanical systems.
Enduring Understanding 7.A: Science Practices Chapter , Section AP Physics
The properties of an ideal gas can be explained in terms of a small number of macroscopic
variables including temperature and pressure.
7.A.1. The pressure of a system determines the force that the system exerts on the walls of its SP 1.4; 2.2; 6.4; 7.2 12.2, 12.3, 13.2–13.5 Phys. 2
container and is a measure of the average change in the momentum or impulse of the mole-
cules colliding with the walls of the container. The pressure also exists inside the system itself,
not just at the walls of the container.
7.A.2. The temperature of a system characterizes the average kinetic energy of its molecules. SP 7.1 12.4–12.6, 12.8, 15.1, Phys. 2
15.2
7.A.3. In an ideal gas, the macroscopic (average) pressure (P), temperature (T ), and volume SP 3.2; 4.2; 5.1; 6.4; 12.4, 12.5, 12.7 Phys. 2
(V), are related by the equation PV = nkT. 7.2
Enduring Understanding 7.B:
The tendency of isolated systems to move toward states with higher disorder is described
by probability.
7.B.1. The approach to thermal equilibrium is a probability process. SP 6.2 12.4, 15.5, 15.6 Phys. 2
7.B.2. The second law of thermodynamics describes the change in entropy for reversible and SP 7.1 16.1–16.4 Phys. 2
irreversible processes. Only a qualitative treatment is considered in this course.
Enduring Understanding 7.C:
At the quantum scale, matter is described by a wave function, which leads to a probabilistic
description of the microscopic world.
7.C.1. The probabilistic description of matter is modeled by a wave function, which can be SP 1.4 28.6, 28.8 Phys. 2
assigned to an object and used to describe its motion and interactions. The absolute value
of the wave function is related to the probability of finding a particle in some spatial region.
(Qualitative treatment only, using graphical analysis.)
7.C.2. The allowed states for an electron in an atom can be calculated from the wave model of SP 1.4 28.2, 28.6 Phys. 2
an electron.
7.C.3. The spontaneous radioactive decay of an individual nucleus is described by probability. SP 6.4 29.7, 29.8 Phys. 2
7.C.4. Photon emission and absorption processes are described by probability. SP 1.1; 1.2 28.2–28.4 Phys. 2
A01_ETKI1823_02_AP_FM.indd 13 03/11/17 11:03 AM
xiv Preface
New to this edition
There were three main reasons behind the revisions in this second ●● 21st-century skills incorporated into many new worked
edition. (1) Users provided lots of feedback and we wanted to examples and end-of-chapter problems include data
respond to it. (2) We (the authors) grew and changed, and learned analysis, evaluation, and argumentation. Roughly 15% of all
more about how to help students learn, and our team changed— end-of-chapter questions and problems are new.
we have a new co-author, who is an expert in educational physics ●● Careful analysis of Mastering Physics usage data provides
experiments and in the development of physics problems. fine-tuned difficulty ratings and a more varied, useful, and
(3) Finally, we wanted to respond to changes in the world (new robust set of end-of-chapter problems.
physics discoveries, new technology, new skills required in the
●● A fresh and modern design provides a more transparent
workplace) and to changes in education (the Next Generation
hierarchy of features and navigation structure, as well as
Science Standards, reforms in the AP and MCAT exams). Our
an engaging chapter-opening page and streamlined chapter
first edition was already well aligned with educational reforms,
summary.
but the second edition strengthens this alignment even further.
●● A significantly revised Active Learning Guide is better
We have therefore made the following global changes to the
textbook, in addition to myriad smaller changes to individual integrated with the textbook, following the section sequence,
chapters and elements: and emphasizes collaboration, scientific reasoning, and
argumentation.
●● An enhanced experiential approach, with more experiment
videos and photos (all created by the authors) and an updated All of the above sounds like a lot of work—and it was! But
and more focused and effective set of experiment tables, it was also lots of fun: we took photos of juice bottles sinking in
strengthens and improves the core foundation of the first the snow, we chased flying airplanes and running water striders,
edition. Approximately 150 photos and 40 videos have been we drove cars with coffee cups on dashboards. Most exciting was
added to the textbook, and even more to the ALG. our trip to a garbage plant to study and photograph the operation
●● An expanded introductory chapter (now Chapter 1) gives
of an eddy current waste separator. Working on this new edition
students a more detailed explanation of “How to use this has enriched our lives, and we hope that using our textbook will
book” to ensure they get the most out of the chapter features, enrich the lives of your students!
use them actively, and learn how to think critically.
●● Integration of vector arithmetic in early chapters allows
students to develop vector-related skills in the context of Mastering Physics® Access
learning physics, rather than its placement in an appendix in Upon textbook purchase, students and teachers are granted access
the first edition. to Mastering Physics with Pearson eText. High school teachers
●● Earlier placement of waves and oscillations allows can obtain preview or adoption access to Mastering Physics in
instructors to teach these topics with mechanics if preferred. one of the following ways:
Coverage with optics is also still possible.
●● Significant new coverage of capacitors, AC circuits, and
Preview Access
LEDs (LEDs now permeate the whole book) expand the ●● Teachers can request preview access online by visiting
real-world and up-to-date applications of electricity. www.PearsonSchool.com/Access_Request. Select Science,
choose Initial Access, and complete the form under Option 2.
●● Other new, revised, or expanded topics include friction, 2-D
Preview Access information will be sent to the teacher via
collisions, energy, bar charts for rotational momentum and
e-mail.
nuclear energy, ideal gas processes, thermodynamic engines,
semiconductors, velocity selectors, and spacetime diagrams in
special relativity. Adoption Access
●● Applications are integrated throughout each chapter, rather
●● With the purchase of this program, a Pearson Adoption Access
than being grouped in the “Putting it all together” sections of Card with Instructor Manual will be delivered with your
the first edition, in order to optimize student engagement. textbook purchase. (ISBN: 978-0-13-354087-1)
●● Ask your sales representative for a Pearson Adoption Access
●● Problem-solving guidance is strengthened by the careful
revision of many Problem-Solving Strategy boxes and the Card with Instructor Manual. (ISBN: 978-0-13-354087-1)
review of each chapter’s set of worked examples. The first OR
edition Reasoning Skill boxes are renamed Physics Tool Boxes ●● Visit PearsonSchool.com/Access_Request, select Science,
to better reflect their role; many have been significantly revised. choose Initial Access, and complete the form under Option
●● Streamlined text, layout, and figures throughout the book 3—MyLab/Mastering Class Adoption Access. Teacher and
enhance the focus on central themes and topics, eliminat- Student access information will be sent to the teacher via
ing extraneous detail. The second edition has over 150 fewer e-mail.
pages than the first edition, and the art program is updated
with over 450 pieces of new or significantly revised art. Students, ask your teacher for access
A01_ETKI1823_02_AP_FM.indd 14 03/11/17 11:03 AM
Preface xv
Teacher and Student Supplements multiple-choice, true/false, short-answer, and regular homework
type questions. Test files are provided in TestGen® (an easy-to
Most of the teacher supplements and resources for this text are use, fully networkable program for creating and editing quizzes
available electronically to qualified adopters within Mastering and exams), as well as PDF and Word format.
and on the Instructor Resource Center (IRC). Upon adoption or
to preview, please go to www.pearsonschool.com/access_request Active Learning Guide (Online Only)
and select Instructor Resource Center. You will be required to
The Active Learning Guide workbook by Eugenia Etkina, David
complete a brief one-time registration subject to verification
Brookes, Gorazd Planinsic, and Alan Van Heuvelen consists
of educator status. Upon verification, access information and
of carefully crafted cycles of in-class activities that provide an
instructions will be sent to you via e-mail.
opportunity for students to conduct observational experiments,
find patterns, develop explanations, and conduct the testing
Instructor’s Resource Materials (Online Only) experiments for those explanations described in the textbook
The Instructor Resource Materials on the Mastering Physics before they read it. These learning cycles are interspersed with
Instructor Resource page provide invaluable and easy-to-use “pivotal” activities that serve different purposes: (a) to introduce
resources for your class, organized by textbook chapter. The and familiarize students with new representational techniques,
contents include a comprehensive library of all figures, photos, (b) to give students practice with representational techniques,
tables, and summaries from the textbook in JPEG and Power- (c) to directly address ideas that we know students struggle with
Point formats. A set of editable Lecture Outlines, Open-Ended (the goal is to encourage that struggle so that students reach a
Questions, and Classroom Response System “Clicker” Questions resolution either through their own discussion or by the instruc-
in PowerPoint will engage your students in class. Also included tor giving a “time for telling” lecture at the end of the activity),
among the Instructor Resource Materials are the Test Bank, and (d) to provide scaffolding for students to work through an
Instructor Solutions Manual, Active Learning Guide, Active example or a passage in the textbook. The ALG also contains
Learning Guide Solutions Manual, and Instructor Guide. multiple experiments that can be used in labs. Whether the activi-
ties are assigned or not, students can always use this workbook to
Instructor’s Guide (Online Only) reinforce the concepts they have read about in the text, to prac-
Written by Eugenia Etkina, Gorazd Planinsic, David Brookes, tice applying the concepts to real-world scenarios, or to work
and Alan Van Heuvelen, this guide walks you through the innova- with sketches, diagrams, and graphs that help them visualize the
tive approaches they take to teaching physics. Each chapter of physics. The ALG is downloadable to share with your class.
the Instructor’s Guide contains a roadmap for assigning chapter
content, Active Learning Guide assignments, homework, and vid-
eos of the experiments. In addition, the authors call out common
pitfalls to mastering physics concepts and describe techniques
Acknowledgments
that will help your students identify and overcome their mis- We wish to thank the many people who helped us create this text-
conceptions. Tips include how to manage the complex vocabu- book and its supporting materials. First and foremost, we want to
lary of physics, when to use classroom response tools, and how thank our team at Pearson Higher Education, e specially Jeanne
to organize lab, lecture, and small group learning time. Drawing Zalesky, who believed that the book deserved a second edition;
from their extensive experience as teachers and researchers, the Alice Houston, who provided careful, constructive, creative,
authors give you the support you need to make College Physics enriching, and always positive feedback on every aspect of the
work for you. book and the ALG; Darien Estes, who fearlessly made pivotal
decisions that made the new edition much better; Susan McNally,
who tirelessly shepherded the book through all stages of produc-
Instructor’s Solutions Manual (Online Only)
tion; and David Hoogewerff, who oversaw the Mastering Physics
The significantly revised Instructor’s Solutions Manual, provided component of the program. Tiffany Mok and Leslie Lee oversaw
as PDFs and editable Word files, gives complete solutions to the new edition of the Active Learning Guide and other supple-
all end-of chapter questions and problems using the textbook’s ments. Special thanks to Jim Smith and Cathy Murphy who
problem-solving strategy. helped shape the first edition of the book. We also want to thank
Adam Black for believing in the future of the project.
TestGen Test Bank (Online Only) Although Michael Gentile is not a co-author on the second
The Test Bank, which has also been significantly revised, edition, this work would be impossible without him; he contrib-
contains more than 2000 high-quality problems, with a range of uted a huge amount to the first edition and provided continuous
support for us when we were working on the second edition. No
words will describe how grateful we are to have Paul Bunson
on our team. Paul helped us with the end-of-chapter problem
Pearson reserves the right to change and/or update technology platforms, includ-
revisions and M astering Physics and ALG activities, and provided
ing possible edition updates to customers during the term of access. This will
allow Pearson to continue to deliver the most up-to-date content and technology many helpful suggestions, particularly on rotational mechanics,
to customers. Customer will be notified of any change prior to the beginning of fluids, relativity, and quantum optics. In addition, he was the first
the new school year. to adopt the textbook even before the first edition was officially
A01_ETKI1823_02_AP_FM.indd 15 03/11/17 11:03 AM
xvi Preface
printed and since then has remained a vivid a dvocate and sup- We have been very lucky to belong to the physics teaching
porter of ISLE. We are indebted to Charlie Hibbard, who checked community. Ideas of many people in the field contributed to our
and rechecked every fact and calculation in the text. Brett Kraabel understanding of how people learn physics and what approaches
prepared detailed solutions for every end-of-chapter problem for work best. These people include Arnold Arons, Fred Reif, Jill
the Instructor’s Solutions Manual. We also want to thank all of Larkin, Lillian McDermott, David Hestenes, Joe Redish, Stamatis
the reviewers, in particular Jeremy Hohertz, who put their time Vokos, Jim Minstrell, David Maloney, Fred Goldberg, David
and energy to providing thoughtful, constructive, and supportive Hammer, Andy Elby, Noah Finkelstein, David Meltzer, David
feedback. We thank Matt Blackman for adding excellent prob- Rosengrant, Anna Karelina, Sahana Murthy, Maria Ruibal-
lems to the Test Bank, Katerina Visnjic for her support of ISLE Villasenhor, Aaron Warren, Tom Okuma, Curt Hieggelke, and
and the idea to expand energy bar charts to nuclear physics, Paul D’Alessandris. We thank all of them and many others.
and Mikhail Kagan for timely feedback. Our special thanks go
to Lane Seeley for his thoughtful review of the energy chapter,
which led to its deep revision. We thank Diane Jammula and Jay Personal notes from the authors
Pravin Kumar, who not only became avid supporters and users of We wish to thank Valentin Etkin (Eugenia’s father), an experi-
ISLE but also helped create instructor resources for the second mental physicist whose ideas gave rise to the ISLE philosophy
edition. We thank Ales Mohoric and Sergej Faletic for their many years ago, Inna Vishnyatskaya (Eugenia’s mother), who
suggestions on problems. never lost faith in the success of our book, and Dimitry and
Our infinite thanks go to Xueli Zou, the first adopter of Alexander Gershenson (Eugenia’s sons), who provided encour-
ISLE, and to Suzanne Brahmia, who came up with the Investi- agement to Eugenia over the years. While teaching Alan how
gative Science Learning Environment acronym “ISLE” and was to play violin, Alan’s uncle Harold Van Heuvelen provided an
and is an effective user and tireless advocate of the ISLE learning instructional system very different from that of traditional phys-
strategy. Suzanne’s ideas about relating physics and mathematics ics teaching. In Harold’s system, many individual abilities (skills)
are reflected in many sections of the book. We are indebted to were developed with instant feedback and combined over time to
David Brookes, another tireless ISLE developer, whose research address the process of playing a complex piece of music. We tried
shaped the language we use. We thank all of Eugenia’s students to integrate this system into our ISLE physics learning system.
who are now physics teachers for providing feedback and ideas
and using the book with their students. —Eugenia Etkina, Gorazd Planinsic, and Alan Van Heuvelen
A01_ETKI1823_02_AP_FM.indd 16 03/11/17 11:03 AM
Contents
1 Introducing Physics 1 4.2 Newton’s second law in component form 87
4.3 Friction 89
1.1 What is physics? 2
4.4 Skills for analyzing processes involving
1.2 Modeling 5
forces in two dimensions 96
1.3 Physical quantities 6
4.5 Projectile motion 102
1.4 Making rough estimates 8
4.6 Starting and stopping a car 107
1.5 Vector and scalar quantities 8
Summary 109 • Questions and Problems 110
1.6 How to use this book to learn physics 9
5 Circular Motion 118
2 Kinematics: Motion in One 5.1 Qualitative dynamics of circular motion 119
Dimension 13 5.2 Analyzing velocity change for circular
2.1 What is motion? 14 motion 121
2.2 A conceptual description of motion 15 5.3 Radial acceleration and period 123
2.3 Operations with vectors 18 5.4 Skills for analyzing processes involving
2.4 Quantities for describing motion 21 circular motion 127
2.5 Representing motion with data tables 5.5 The law of universal gravitation 133
and graphs 22 Summary 139 • Questions and Problems 140
2.6 Constant velocity linear motion 24
2.7 Motion at constant acceleration 30
2.8 Displacement of an object moving at
6 Impulse and Linear
constant acceleration 34 Momentum 147
2.9 Skills for analyzing situations involving 6.1 Mass accounting 148
motion 37 6.2 Linear momentum 149
Summary 42 • Questions and Problems 43 6.3 Impulse and momentum 153
6.4 The generalized impulse-momentum
principle 156
3 Newtonian Mechanics 51 6.5 Skills for analyzing problems using
3.1 Describing and representing interactions 52 impulse and momentum 159
3.2 Adding and measuring forces 55 6.6 Jet propulsion 163
3.3 Conceptual relationship between force 6.7 Collisions in two dimensions 164
and motion 56 Summary 168 • Questions and Problems 169
3.4 Inertial reference frames and Newton’s
first law 60
3.5 Newton’s second law 61 7 Work and Energy 176
3.6 Gravitational force law 66 7.1 Work and energy 177
3.7 Skills for applying Newton’s second law 7.2 Energy is a conserved quantity 181
for one-dimensional processes 67 7.3 Quantifying gravitational potential and
3.8 Forces come in pairs: Newton’s third law 70 kinetic energies 186
3.9 Seat belts and air bags 75 7.4 Quantifying elastic potential energy 190
Summary 77 • Questions and Problems 78 7.5 Friction and energy conversion 192
7.6 Skills for analyzing processes using the
work-energy principle 194
4 Applying Newton’s Laws 84 7.7 Collisions 199
4.1 Vectors in two dimensions and force components 85
xvii
A01_ETKI1823_02_AP_FM.indd 17 03/11/17 11:03 AM
xviii Contents
7.8 Power 202 11.9 Standing waves in air columns 338
7.9 Improving our model of gravitational 11.10 The Doppler effect 340
potential energy 204 Summary 345 • Questions and Problems 346
Summary 208 • Questions and Problems 209
12 Gases 352
8 Extended Bodies at Rest 217 12.1 Structure of matter 353
8.1 Extended and rigid bodies 218 12.2 Pressure, density, and the mass
8.2 Torque: a new physical quantity 220 of particles 356
8.3 Conditions of equilibrium 227 12.3 Quantitative analysis of an ideal gas 361
8.4 Center of mass 230 12.4 Temperature 364
8.5 Skills for analyzing situations using 12.5 Testing the ideal gas law 368
equilibrium conditions 233 12.6 Speed distribution of particles 373
8.6 Stability of equilibrium 237 12.7 Skills for analyzing processes using
Summary 242 • Questions and Problems 243 the ideal gas law 374
12.8 Thermal energy, the Sun, and diffusion 376
Summary 379 • Questions and Problems 380
9 Rotational Motion 251
9.1 Rotational kinematics 252
9.2 Physical quantities affecting rotational 13 Static Fluids 386
acceleration 257 13.1 Density 387
9.3 Newton’s second law for rotational motion 260 13.2 Pressure inside a fluid 389
9.4 Rotational momentum 266 13.3 Pressure variation with depth 391
9.5 Rotational kinetic energy 271 13.4 Measuring atmospheric pressure 395
9.6 Tides and Earth’s day 274 13.5 Buoyant force 398
Summary 276 • Questions and Problems 277 13.6 Skills for analyzing static fluid problems 401
13.7 Ships, balloons, climbing, and diving 403
Summary 407 • Questions and Problems 408
10 Vibrational Motion 284
10.1 Observations of vibrational motion 285
10.2 Kinematics of vibrational motion 288 14 Fluids in Motion 415
10.3 Dynamics of simple harmonic motion 292 14.1 Fluids moving across surfaces—qualitative
10.4 Energy of vibrational systems 295 analysis 416
10.5 The simple pendulum 297 14.2 Flow rate and fluid speed 418
10.6 Skills for analyzing processes involving 14.3 Types of fluid flow 420
vibrational motion 299 14.4 Bernoulli’s equation 420
10.7 Including friction in vibrational motion 304 14.5 Skills for analyzing processes using
10.8 Vibrational motion with an external Bernoulli’s equation 424
driving force 305 14.6 Viscous fluid flow 428
Summary 308 • Questions and Problems 309 14.7 Drag force 431
Summary 435 • Questions and Problems 435
11 Mechanical Waves 315
11.1 Observations: pulses and wave motion 316 15 First Law of Thermodynamics 441
11.2 Mathematical descriptions of a wave 318 15.1 Internal energy and work in gas processes 442
11.3 Dynamics of wave motion: speed and 15.2 Two ways to change the energy of a system 445
the medium 321 15.3 First law of thermodynamics 448
11.4 Energy, power, and intensity of waves 324 15.4 Applying the first law of thermodynamics
11.5 Reflection and impedance 326 to gas processes 451
11.6 Superposition principle and skills for 15.5 Specific heat 455
analyzing wave processes 327 15.6 Phase change 458
11.7 Sound 331 15.7 Heating mechanisms 463
11.8 Standing waves on strings 335 Summary 470 • Questions and Problems 471
A01_ETKI1823_02_AP_FM.indd 18 03/11/17 11:03 AM
Contents xix
20.2 Magnetic field 618
16 Second Law of 20.3 Magnetic force on a current-carrying wire 621
Thermodynamics 476 20.4 Magnetic force exerted on a single moving
16.1 Irreversible processes 477 charged particle 628
16.2 Entropy: the microscopic approach 480 20.5 Magnetic fields produced by electric
currents 632
16.3 Entropy: the macroscopic approach 484
20.6 Skills for analyzing magnetic processes 634
16.4 Quantitative analysis of thermodynamic
engines and pumps 488 20.7 Magnetic properties of materials 639
Summary 495 • Questions and Problems 496 Summary 642 • Questions and Problems 643
17 Electric Charge, Force, 21 Electromagnetic Induction 649
21.1 Inducing an electric current 650
and Energy 500
21.2 Magnetic flux 654
17.1 Electrostatic interactions 501 21.3 Direction of the induced current 656
17.2 Explanations for electrostatic interactions 504 21.4 Faraday’s law of electromagnetic
17.3 Conductors and insulators (dielectrics) 507 induction 659
17.4 Coulomb’s force law 512 21.5 Skills for analyzing processes involving
17.5 Electric potential energy 516 electromagnetic induction 662
17.6 Skills for analyzing processes involving 21.6 AC circuits 668
electric charges 521 21.7 Transformers 674
17.7 Charge separation and photocopying 524 21.8 Mechanisms explaining electromagnetic
Summary 528 • Questions and Problems 529 induction 677
Summary 678 • Questions and Problems 679
18 The Electric Field 535
18.1 A model of the mechanism for electrostatic 22 Reflection and Refraction 685
interactions 536 22.1 Light sources, light propagation, and
u
18.2 Skills for analyzing processes involving E fields 542 shadows 686
18.3 The V field: electric potential 546 22.2 Reflection of light 689
u
18.4 Relating the E field and the V field 550 22.3 Refraction of light 692
18.5 Conductors in electric fields 552 22.4 Total internal reflection 696
18.6 Dielectric materials in an electric field 555 22.5 Skills for analyzing reflective and refractive
18.7 Capacitors 558 processes 698
18.8 Electrocardiography 563 22.6 Fiber optics, prisms, mirages, and the
Summary 565 • Questions and Problems 566 color of the sky 701
22.7 Explanation of light phenomena: two
models of light 704
19 DC Circuits 572 Summary 706 • Questions and Problems 707
19.1 Electric current 573
19.2 Batteries and emf 576
19.3 Making and representing simple circuits 578 23 Mirrors and Lenses 712
19.4 Ohm’s law 581 23.1 Plane mirrors 713
19.5 Qualitative analysis of circuits 586 23.2 Qualitative analysis of curved mirrors 715
19.6 Joule’s law 589 23.3 The mirror equation 721
19.7 Kirchhoff’s rules 592 23.4 Qualitative analysis of lenses 725
19.8 Resistor and capacitor circuits 596 23.5 Thin lens equation and quantitative
19.9 Skills for solving circuit problems 600 analysis of lenses 730
19.10 Properties of resistors 602 23.6 Skills for analyzing processes involving
Summary 608 • Questions and Problems 609 mirrors and lenses 734
23.7 Single-lens optical systems 735
23.8 Angular magnification and magnifying glasses 739
20 Magnetism 616 23.9 Telescopes and microscopes 740
20.1 Magnetic interactions 617 Summary 744 • Questions and Problems 745
A01_ETKI1823_02_AP_FM.indd 19 03/11/17 11:03 AM
xx Contents
24 Wave Optics 751 28 Atomic Physics 880
24.1 Young’s double-slit experiment 752 28.1 Early atomic models 881
24.2 Refractive index, light speed, and wave 28.2 Bohr’s model of the atom: quantized orbits 885
coherence 757 28.3 Spectral analysis 892
24.3 Gratings: an application of interference 760 28.4 Lasers 897
24.4 Thin-film interference 764 28.5 Quantum numbers and Pauli’s exclusion
24.5 Diffraction of light 768 principle 899
24.6 Resolving power 772 28.6 Particles are not just particles 903
24.7 Skills for applying the wave model of light 774 28.7 Multi-electron atoms and the periodic table 907
Summary 777 • Questions and Problems 778 28.8 The uncertainty principle 910
Summary 915 • Questions and Problems 916
25 Electromagnetic Waves 784
25.1 Polarization of waves 785 29 Nuclear Physics 921
25.2 Discovery of electromagnetic waves 788 29.1 Radioactivity and an early nuclear model 922
25.3 Applications of electromagnetic waves 793 29.2 A new particle and a new nuclear model 924
25.4 Frequency, wavelength, and the 29.3 Nuclear force and binding energy 928
electromagnetic spectrum 795 29.4 Nuclear reactions 932
25.5 Mathematical description of EM waves 29.5 Nuclear sources of energy 935
and EM wave energy 797 29.6 Mechanisms of radioactive decay 939
25.6 Polarization and light reflection 802 29.7 Half-life, decay rate, and exponential decay 943
Summary 808 • Questions and Problems 809 29.8 Radioactive dating 947
29.9 Ionizing radiation and its measurement 949
Summary 952 • Questions and Problems 953
26 Special Relativity 813
26.1 Ether or no ether? 814
26.2 Postulates of special relativity 817 30 Particle Physics 957
26.3 Simultaneity 818 30.1 Antiparticles 958
26.4 Time dilation 819 30.2 Fundamental interactions 962
26.5 Length contraction 822 30.3 Elementary particles and the Standard Model 966
26.6 Spacetime diagrams 824 30.4 Cosmology 972
26.7 Velocity transformations 827 30.5 Dark matter and dark energy 974
26.8 Relativistic momentum 828 30.6 Is our pursuit of knowledge worthwhile? 978
26.9 Relativistic energy 830 Summary 979 • Questions and Problems 979
26.10 Doppler effect for EM waves 834
26.11 General relativity 838
26.12 Global Positioning System (GPS) 840 Appendices
Summary 842 • Questions and Problems 843 A Mathematics Review A-1
B Atomic and Nuclear Data A-11
C Answers to Select Odd-Numbered
27 Quantum Optics 847 Problems A-15
27.1 Black body radiation 848
27.2 Photoelectric effect 853 Credits C-1
27.3 Quantum model explanation of the
photoelectric effect 859 Index I-1
27.4 Photons 864
27.5 X-rays 867
27.6 Photocells, solar cells, and LEDs 872
Summary 875 • Questions and Problems 876
A01_ETKI1823_02_AP_FM.indd 20 03/11/17 11:03 AM