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Teacher Edition
Serway • Faughn
H O LT M c D O U G A L
Cover Photo Credits: Bubble ©Don Farrall/Photodisc/Getty Images;
luger ©Rolf Kosecki/Corbis; laser beam ©Hank Morgan/UMass
Amherst/Photo Researchers, Inc.; crash test dummies ©Corbis
Wire/Corbis; carnival ride ©Corbis; cyclists ©David Madison/Corbis;
plasma ball ©Brand X Pictures/Getty Images
Copyright © 2012 Holt McDougal, a division of Houghton Mifflin
Harcourt Publishing Company.
All rights reserved. No part of this work may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying or recording, or by any information storage
and retrieval system, without the prior written permission of the
copyright owner unless such copying is expressly permitted by
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any part of the work should be addressed to Houghton Mifflin
Harcourt Publishing Company, Attn: Contracts, Copyrights, and
Licensing, 9400 South Park Center Loop, Orlando, Florida
32819.
Printed in the U.S.A.
ISBN 978-0-547-63632-0
1 2 3 4 5 6 7 8 9 10 XXX 20 19 18 17 16 15 14 13 12 11
4500000000 A B C D E F G
If you have received these materials as examination copies free of
charge, Houghton Mifflin Harcourt Publishing Company retains title
to the materials and they may not be resold. Resale of examination
copies is strictly prohibited.
Possession of this publication in print format does not entitle
users to convert this publication, or any portion of it, into
electronic format.
T2
Teacher Edition New 4-Step Instructional Model
organizes the Teacher Edition
Innovative Technology Animated Physics Online Assessment and
Remediation STEM Features in the Student Edition Additional STEM
labs
Stronger Problem-Solving Support Revised Sample Problems Additional
Problem-Solving Support in the
Teacher Edition Online Interactive Demos
T3
Ro be
rt Ha
rd in
g W
or ld
Im ag
er y/
Al am
y Ph
ot os
Why It Matters Velocity and acceleration are involved in many
aspects of everyday life, from riding a bicycle to driving a car to
traveling on a high-speed train. The denitions and equations you
will study in this chapter allow you to make predictions about
these aspects of motion, given certain initial conditions.
Motion in One Dimension
Acceleration SECTION 3
0 10 20 30 40 50 60 70 80 90
x
xfxi
ac e
Fr on
tie rs
/T ax
i/G et
ty Im
ag es
If an object is at rest (not moving), its position does not change
with respect to a fixed frame of reference. For example, the
benches on the platform of one subway station never move down the
tracks to another station.
In physics, any frame of reference can be chosen as long as it is
used consistently. If you are consistent, you will get the same
results, no matter which frame of reference you choose. But some
frames of reference can make explaining things easier than other
frames of reference.
For example, when considering the motion of the gecko in Figure
1.2, it is useful to imagine a stick marked in centimeters placed
under the gecko’s feet to define the frame of reference. The
measuring stick serves as an x-axis. You can use it to identify the
gecko’s initial position and its final position.
Displacement As any object moves from one position to another, the
length of the straight line drawn from its initial position to the
object’s final position is called the displacement of the
object.
Displacement is a change in position. The gecko in Figure 1.2 moves
from left to right along the x-axis from an initial position, xi ,
to a final position, xf . The gecko’s displacement is the
difference between its final and initial coordinates, or xf − xi .
In this case, the displacement is about 61 cm (85 cm − 24 cm). The
Greek letter delta () before the x denotes a change in the position
of an object.
Displacement x = xf − xi
displacement = change in position = final position − initial
position
Measuring Displacement A gecko moving along the x-axis from xi to
xf undergoes a displacement of x = xf − xi.
FIGURE 1.2
Space Shuttle A space shuttle takes off from Florida and circles
Earth several times, finally landing in California. While the
shuttle is in flight, a pho- tographer flies from Florida to
California to take pictures of the astronauts when they step off
the shuttle. Who undergoes the greater displacement, the
photographer or the astronauts?
Roundtrip What is the difference be tween the displacement of the
photographer flying from Florida to California and the displacement
of the astronauts flying from California back to Florida?
displacement the change in position of an object
Tips and Tricks When calculating displacement, always be sure to
subtract the initial position from the final position so that your
answer has the correct sign.
Motion in One Dimension 37
Untitled-172 37 3/9/2011 6:17:35 PM
Key Terms Chapter vocabulary
section.
Improved Readability Increased font size, updated style, and wider
paragraph spacing make reading easier.
The Standard by which all Physics programs are compared
Online Labs Relevant labs are referenced at the
beginning of every chapter. Labs can also be accessed through the
online
program at HMDScience.com.
Figure Titles Textbook figures now have titles for improved clarity
and purpose.
T4
:
Velocity is not the same as speed. In everyday language, the terms
speed and velocity are used interchange- ably. In physics, however,
there is an important distinction between these two terms. As we
have seen, velocity describes motion with both a direction and a
numerical value (a magnitude) indicating how fast something moves.
However, speed has no direction, only magnitude. An object’s
average speed is equal to the distance traveled divided by the time
interval for the motion.
average speed = distance traveled __ time of travel
Velocity can be interpreted graphically. e velocity of an object
can be determined if the object’s position is known at specic times
along its path. One way to determine this is to make a graph of the
motion. Figure 1.6 represents such a graph. Notice that time is
plotted on the horizontal axis and position is plotted on the
vertical axis.
e object moves 4.0 m in the time interval between t = 0 s and t =
4.0 s. Likewise, the object moves an additional 4.0 m in the time
interval between t = 4.0 s and t = 8.0 s. From these data, we see
that the average velocity for each of these time intervals is +1.0
m/s (because vavg = x/t = 4.0 m/4.0 s). Because the average
velocity does not change, the object is moving with a constant
velocity of +1.0 m/s, and its motion is represented by a straight
line on the position-time graph.
For any position-time graph, we can also determine the average
velocity by drawing a straight line between any two points on the
graph. e slope of this line indicates the average velocity between
the positions and times represented by these points. To better
understand this concept, compare the equation for the slope of the
line with the equation for the average velocity.
Slope of a Line Average Velocity
slope = rise _ run = change in vertical coordinates
____ change in horizontal coordinates
= xf - xi
_ tf - ti
Book on a Table A book is moved once around the edge of a tabletop
with dimensions 1.75 m × 2.25 m. If the book ends up at its initial
position, what is its displacement? If it completes its motion in
23 s, what is its average velocity? What is its average
speed?
Travel Car A travels from New York to Miami at a speed of 25 m/s.
Car B travels from New York to Chicago, also at a speed of 25 m/s.
Are the velocities of the cars equal? Explain.
Position-Time Graph The motion of an object moving with constant
velocity will provide a straight-line graph of position versus
time. The slope of this graph indicates the velocity.
FIGURE 1.6
Velocity Versus Speed
Motion in One Dimension 41
PH_CNL12ESE_SEC_ASP 41 3/29/11 8:07:44 AM
Final Velocity After Any Displacement
Sample Problem E A person pushing a stroller starts from rest,
uniformly accelerating at a rate of 0.500 m/s2. What is the
velocity of the stroller after it has traveled 4.75 m?
ANALYZE Given: vi = 0 m/s
a = 0.500 m/s2
x = 4.75 m
PH99PE 002-002-010 A
Choose a coordinate system. e most convenient one has an origin at
the initial location of the stroller. e positive direction is to
the right.
PLAN Choose an equation or situation: Because the initial velocity,
acceleration, and displacement are known, the nal velocity can be
found by using the following equation:
vf 2 = vi
2 + 2ax
Rearrange the equation to isolate the unknown: Take the square root
of both sides to isolate vf .
vf = ± √ (vi )
vf = ± √ (0 m/s)2 + 2(0.500 m/s2)(4.75 m)
vf = +2.18 m/s
CHECK YOUR WORK
e stroller’s velocity after accelerating for 4.75 m is 2.18 m/s to
the right.
Continued
PREMIUM CONTENT
SmartTutor HMDScience.com
Tips and Tricks Think about the physical situation to determine
whether to keep the positive or negative answer from the square
root. In this case, the stroller is speeding up because it starts
from rest and ends with a speed of 2.18 m/s. An object that is
speeding up and has a positive acceleration must have a positive
velocity, as shown in Figure 2.3. So, the final velocity must be
positive.
Motion in One Dimension 53
Untitled-175 53 3/17/2011 11:17:50 AM
Summary SECTION 1 Displacement and Velocity KEY TERMS
Displacement is a change of position in a certain direction, not
the total • distance traveled.
The average velocity of an object during some time interval is
equal to the • displacement of the object divided by the time
interval. Like displacement, velocity has both a magnitude (called
speed) and a direction.
The average velocity is equal to the slope of the straight line
connecting the • initial and nal points on a graph of the position
of the object versus time.
frame of reference
SECTION 2 Acceleration KEY TERMS
The average acceleration of an object during a certain time
interval is equal • to the change in the object’s velocity divided
by the time interval. Acceleration has both magnitude and
direction.
The direction of the acceleration is not always the same as the
direction of • the velocity. The direction of the acceleration
depends on the direction of the motion and on whether the velocity
is increasing or decreasing.
The average acceleration is equal to the slope of the straight line
• connecting the initial and nal points on the graph of the
velocity of the object versus time.
The equations in • Figure 2.6 are valid whenever acceleration is
constant.
acceleration
SECTION 3 Falling Objects KEY TERMS
An object thrown or dropped in the presence of Earth’s gravity
experiences a • constant acceleration directed toward the center of
Earth. This acceleration is called the free-fall acceleration, or
the acceleration due to gravity.
Free-fall acceleration is the same for all objects, regardless of
mass.•
The value for free-fall acceleration on Earth’s surface used in
this book • is ag = −g = −9.81 m/s2. The direction of the free-fall
acceleration is considered to be negative because the object
accelerates toward Earth.
free fall
VARIABLE SYMBOLS
Quantities Units
v velocity m/s meters per second
a acceleration m/s2 meters per second2
Problem Solving See Appendix D: Equations for a summary of the
equations introduced in this chapter. If you need more
problem-solving practice, see Appendix I: Additional
Problems.
69Chapter Summary
CHAPTER 2
Reference line
r O
Light bulb
TAKE IT FURTHER
Angular Kinematics A point on an object that rotates about a fixed
axis undergoes circular motion around that axis. The linear
quantities introduced previously cannot be used for circular motion
because we are considering the rotational motion of an extended
object rather than the linear motion of a particle. For this
reason, circular motion is described in terms of the change in
angular position. All points on a rigid rotating object, except the
points on the axis, move through the same angle during any time
interval.
Measuring Angles with Radians Many of the equations that describe
circular motion require that angles be measured in radians (rad)
rather than in degrees. To see how radians are measured, consider
Figure 1, which illustrates a light bulb on a rotating Ferris
wheel. At t = 0, the bulb is on a xed reference line, as shown in
Figure 1(a). After a time interval t, the bulb advances to a new
position, as shown in Figure 1(b). In this time interval, the line
from the center to the bulb (depicted with a red line in both
diagrams) moved through the angle θ with respect to the reference
line. Likewise, the bulb moved a distance s, measured along the
circumference of the circle; s is the arc length.
In general, any angle θ measured in radians is defined by the
following equation:
θ = arc length
= s _ r
Note that if the arc length, s, is equal to the length of the
radius, r, the angle θ swept by r is equal to 1 rad. Because θ is
the ratio of an arc length (a distance) to the length of the radius
(also a distance), the units cancel and the abbreviation rad is
substituted in their place. In other words, the radian is a pure
number, with no dimensions.
When the bulb on the Ferris wheel moves through an angle of 360°
(one revolution of the wheel), the arc length s is equal to the
circumference of the circle, or 2πr. Substituting this value for s
into the equation above gives the corresponding angle in
radians.
θ = s _ r = 2πr _ r = 2π rad
Circular Motion A light bulb on a rotating Ferris wheel (a) begins
at a point along a reference line and (b) moves through an arc
length s and therefore through the angle θ.
Angular Motion Angular motion is measured in units of radians.
Because there are 2π radians in a full circle, radians are often
expressed as a multiple of π.
FIGURE 2
FIGURE 1
Chapter 262
Mirror
C02-EDG-001a-A
Special Relativity and Time Dilation
While learning about kinematics, you worked with equations that
describe motion in terms of a time interval (t). Before Einstein
developed the special theory of relativity, everyone assumed that t
must be the same for any observer, whether that observer is at rest
or in motion with respect to the event being measured. is idea is
often expressed by the statement that time is absolute.
The Relativity of Time In 1905, Einstein challenged the assumption
that time is absolute in a paper titled “e Electrodynamics of
Moving Bodies,” which contained his special theory of relativity. e
special theory of relativity applies to
observers and events that are moving with constant velocity (in
uniform motion) with respect to one another. One of the
consequences of this theory is that t does depend on the observer’s
motion.
Consider a passenger in a train that is moving uniformly with
respect to an observer standing beside the track, as shown in
Figure 1. e passenger on the train shines a pulse of light toward a
mirror directly above him and measures the amount of time it takes
for the pulse to return. Because the passenger is moving along with
the train, he sees the pulse of light travel directly up and then
directly back down, as in Figure 1(a). e observer beside the track,
however, sees the pulse hit the mirror at an angle, as in Figure
1(b), because the train is moving with respect to the track. us,
the distance the light travels according to the observer is greater
than the distance the light travels from the perspective of the
passenger.
One of the postulates of Einstein’s theory of relativity, which
follows from James Clerk Maxwell’s equations about light waves, is
that the speed of light is the same for any observer, even when
there is motion between the source of light and the observer. Light
is dierent from all other phenomena in this respect. Although this
postulate seems counterintuitive, it was strongly supported by an
experiment performed in 1851 by Armand Fizeau. But if the speed of
light is the same for both the passenger on the train and the
(a) A passenger on a train sends a pulse of light towards a mirror
directly above.
(b) Relative to a stationary observer beside the track, the
distance the light travels is greater than that measured by the
passenger.
FIGURE 1
Chapter 266
PH YSICS
P rogram
P review
Physics presents a balanced approach to conceptual and
problem-solving instruction. Many improvements have been made to
the program to make it accessible to more students.
Now more Accessible than ever
Improved Problem- Solving Design Textbook Sample Problems have been
redesigned for increased accessibility.
Prominent titles• Highlighting of unknown • variables More
student-friendly • problem-solving steps
Advanced Topics Advanced Topics that were
previously found in the appendices have been integrated
throughout the textbook.
online content are placed at point of use throughout
the textbook.
Chapter Summary Even the chapter summary has been significantly
redesigned to be more accessible and useful to students. Features
include:
Section-level summaries• Section-level key terms• Chapter variable
definitions•
T5
New Instructional Model The enhanced Teacher Edition
wrap is organized around an instructional model that
includes:
Focus & Motivate Plan & Prepare
Differentiated Instruction New differentiated instruction
materials have been added to assist teachers with a wide range
of
student needs. Categories include: Below Level
English Learners Pre-AP
Labs The Teacher Edition wrap
outlines all program labs that are relevant to the chapter.
These
labs are all accessed online or on the Lab Generator.
LABs Motion
Acceleration (Probeware)
DEMoNsTRATIoNs Displacement
Why it Matters Each chapter begins with a new
Why It Matters feature that helps students connect physics
subjects to key events in history or in the world around
them.
coNNEcTING To HIsToRy
The motion of objects has challenged scientists for millennia;
early Greek philosophers such as Aristotle studied kinematics in
the 4th century B.C. The ancient view of the universe may seem
alien to us. Aristotle believed that there were five elements: four
terrestrial (earth, water, air, and fire) and one heavenly (the
quintessence). The motion of the terrestrial elements was always in
straight lines, but the motion of the quintessence was circular.
Aristotle posited
that each element had its natural place in the universe. Objects
could be displaced from their natural place through violent motion,
but would return to their natural space through natural motion.
Throwing a rock into the air would be an example of violent motion
on its way up, but natural motion would cause the rock to return to
its natural place. These qualitative rules often sufficed, but
scientists began to question Aristotle’s theories around 1350, when
a group of philosophers began to analyze motion
quantitatively. Their analyses of acceleration and average speed
questioned Aristotle’s simplified notions of motion and would
inform Galileo’s work.
After briefly explaining this history to students, ask them to
speculate about the kind of observations that may have caused
scientists to question Aristotle’s ideas. How might they have
analyzed this motion quantitatively in the 14th century?
T7
Innovative Technology and STEM
Online Assessment & Remediation The enhanced assessment and
remediation engine provides students the benefit of receiving
prescriptive remediation and re-assessment to boost learning and
determine mastery.
STEM Select textbook features have been redesigned to encourage
student engagement in STEM activities and thinking. In addition,
new STEM labs have been added to the lab program.
Animated Physics Students access physics concepts and principles in
a more meaningful way with dozens of high-quality animations and
simulations.
1 Assess
3 Reassess
2 Prescribe
Final Velocity After Any Displacement
Sample Problem E A person pushing a stroller starts from rest,
uniformly accelerating at a rate of 0.500 m/s2. What is the
velocity of the stroller after it has traveled 4.75 m?
ANALYZE Given: vi = 0 m/s
a = 0.500 m/s2
x = 4.75 m
PH99PE 002-002-010 A
Choose a coordinate system. The most convenient one has an origin
at the initial location of the stroller. The positive direction is
to the right.
PLAN Choose an equation or situation: Because the initial velocity,
acceleration, and displacement are known, the final velocity can be
found by using the following equation:
vf 2 = vi
2 + 2ax
Rearrange the equation to isolate the unknown: Take the square root
of both sides to isolate vf .
vf = ± √ (vi )
vf = ± √ (0 m/s)2 + 2(0.500 m/s2)(4.75 m)
vf = +2.18 m/s
CHECK YOUR WORK
The stroller’s velocity after accelerating for 4.75 m is 2.18 m/s
to the right.
Continued
+ x
Tips and Tricks Think about the physical situation to determine
whether to keep the positive or negative answer from the square
root. In this case, the stroller is speeding up because it starts
from rest and ends with a speed of 2.18 m/s. An object that is
speeding up and has a positive acceleration must have a positive
velocity, as shown in Figure 2.3. So, the final velocity must be
positive.
Motion in One Dimension 53
Untitled-233 53 5/4/2011 2:45:59 PM
PH YSICS
P rogram
P review
Superior Problem-Solving Support
Revised Sample Problems Major improvements have been made to the
textbook sample problems to help boost student understanding. These
include highlighting unknown variables, improved step references,
and more.
TE Problem-Solving Support The Teacher Edition includes additional
problem-solving support strategies to help teachers guide students
through a particular set of problems.
Online Interactive Demos Students hone their problem- solving
skills through two modes of interactive problem-solving
demonstrations, See How It’s Done and Try It Yourself.
T9
Pacing Guide Today’s physics classroom often requires a more
flexible curriculum. Holt McDougal Physics can help you meet a
variety of needs and challenges you and your students face in the
classroom. The Pacing Guide below shows a number of ways to adapt
the program to your teaching schedule.
This Guide can be further adapted, allowing you to mix and match or
compress the material so you can spend more time on select topics,
or to allow for special projects and activities.
• Basic gives more time for the foundations of physics, especially
mathematical problem-solving, with less emphasis on some advanced
topics introduced later in the course.
• General provides the recommended course of study as indicated in
the Teacher’s Edition, found in the individual chapter guides
preceding each chapter.
• Advanced moves quickly through foundations of physics for
students who may be comfortable with the basics, to provide
additional time for advanced topics.
• Heavy Lab/Activity indicates ways to streamline “lecture” time to
provide hands-on experience for more than a third of the blocks in
the school year. (Note: Even this approach does not cover all of
the labs and activities that are avail able online with Holt
McDougal Physics.)
Numbers indicate class periods recommended for the material within
each chapter. Basic General advanced Heavy laB/ activity
CHAPTER 1 The Science of Physics 10 8 6 8 Chapter Intro 1 1 0
1
Section 1.1 What Is Physics? 1 1 1 1 Section 1.2 Measurements in
Experiments 3 2 2 2 Section 1.3 The Language of Physics 2 1 1 1 Lab
Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1
CHAPTER 2 Motion in One Dimension 11 8 7 8 Chapter Intro 1 1 0
1
Section 2.1 Displacement and Velocity 2 1 1 1 Section 2.2
Acceleration 3 2 3 2 Section 2.3 Falling Objects 2 1 1 1 Lab
Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1
CHAPTER 3 Two-Dimensional Motion and Vectors 10 9 9 9 Chapter Intro
1 1 0 1
Section 3.1 Introduction to Vectors 2 1 1 1 Section 3.2 Vector
Operations 2 1 2 1 Section 3.3 Projectile Motion 2 2 2 2 Section
3.4 Relative Motion 0 1 2 1 Lab Experiment(s) 1 1 1 2 Chapter
Review and Assessment 2 2 1 1
CHAPTER 4 Forces and the Laws of Motion 11 8 7 8 Chapter Intro 1 1
0 1
Section 4.1 Changes in Motion 2 1 1 1 Section 4.2 Newton’s First
Law 2 1 1 1 Section 4.3 Newton’s Second and Third Laws 2 1 1 1
Section 4.4 Everyday Forces 1 1 1 1 Lab Experiment(s) 1 1 2 2
Chapter Review and Assessment 2 2 1 1
T10
Numbers indicate class periods recommended for the material within
each chapter. Basic General advanced Heavy laB/ activity
CHAPTER 5 Work and Energy 13 9 8 9 Chapter Intro 1 1 0 1
Section 5.1 Work 2 1 1 1
Section 5.2 Energy 3 2 2 2 Section 5.3 Conservation of Energy 2 1 2
1 Section 5.4 Power 2 1 1 1 Lab Experiment(s) 1 1 1 2 Chapter
Review and Assessment 2 2 1 1
CHAPTER 6 Momentum and Collisions 9 8 8 7 Chapter Intro 1 1 0
1
Section 6.1 Momentum and Impulse 3 2 2 2 Section 6.2 Conservation
of Momentum 2 1 2 1 Section 6.3 Elastic and Inelastic Collisions 0
1 2 1 Lab Experiment(s) 1 1 1 1 Chapter Review and Assessment 2 2 1
1
CHAPTER 7 Circular Motion and Gravitation 8 8 8 9 Chapter Intro 1 1
0 1
Section 7.1 Circular Motion 2 1 2 1 Section 7.2 Newton’s Law of
Universal Gravitation 2 1 1 1 Section 7.3 Motion in Space 1 1 1 2
Section 7.4 Torque and Simple Machines 0 1 2 1 Lab Experiment(s) 0
1 1 2 Chapter Review and Assessment 2 2 1 1
CHAPTER 8 Fluid Mechanics 0 6 7 5 Chapter Intro 0 1 0 1
Section 8.1 Fluids and Buoyant Force 0 1 2 1 Section 8.2 Fluid
Pressure 0 1 2 1 Section 8.3 Fluids in Motion 0 1 2 1 Chapter
Review and Assessment 0 2 1 1
CHAPTER 9 Heat 7 8 7 9 Chapter Intro 1 1 0 1
Section 9.1 Temperature and Thermal Equilibrium 3 2 2 2 Section 9.2
Defining Heat 1 1 1 2 Section 9.3 Changes in Temperature and Phase
0 1 2 1 Lab Experiment(s) 0 1 1 2 Chapter Review and Assessment 2 2
1 1
CHAPTER 10 Thermodynamics 5 6 7 5 Chapter Intro 1 1 0 1
Section 10.1 Relationships Between Heat and Work 2 1 2 1 Section
10.2 The First Law of Thermodynamics 0 1 2 1 Section 10.3 The
Second Law of Thermodynamics 0 1 2 1 Chapter Review and Assessment
2 2 1 1
T11
Numbers indicate class periods recommended for the material within
each chapter. Basic General advanced Heavy laB/ activity
CHAPTER 11 Vibrations and Waves 12 9 10 9 Chapter Intro 1 1 0 1
Section 11.1 Simple Harmonic Motion 2 1 1 1 Section 11.2 Measuring
Simple Harmonic Motion 2 1 2 1 Section 11.3 Properties of Waves 3 2
3 2 Section 11.4 Wave Interactions 1 1 2 1 Lab Experiment(s) 1 1 1
2 Chapter Review and Assessment 2 2 1 1 CHAPTER 12 Sound 7 7 7 8
Chapter Intro 1 1 0 1 Section 12.1 Sound Waves 2 1 1 1 Section 12.2
Sound Intensity and Resonance 1 1 2 1 Section 12.3 Harmonics 0 1 2
2 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1
CHAPTER 13 Light and Reflection 12 9 9 10 Chapter Intro 1 1 0 1
Section 13.1 Characteristics of Light 2 1 1 1 Section 13.2 Flat
Mirrors 2 1 1 1 Section 13.3 Curved Mirrors 3 2 2 3 Section 13.4
Color and Polarization 1 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter
Review and Assessment 2 2 1 1 CHAPTER 14 Refraction 9 8 8 9 Chapter
Intro 1 1 0 1 Section 14.1 Refraction 2 1 1 1 Section 14.2 Thin
Lenses 3 2 2 3 Section 14.3 Optical Phenomena 0 1 2 1 Lab
Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER
15 Interference and Diffraction 7 8 8 7 Chapter Intro 1 1 0 1
Section 15.1 Interference 1 1 2 1 Section 15.2 Diffraction 2 2 2 2
Section 15.3 Lasers 0 1 2 1 Lab Experiment(s) 1 1 1 1 Chapter
Review and Assessment 2 2 1 1 CHAPTER 16 Electric Forces and Fields
8 8 7 8 Chapter Intro 1 1 0 1 Section 16.1 Electric Charge 2 1 1 1
Section 16.2 Electric Force 2 2 2 2 Section 16.3 The Electric Field
0 1 2 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2
1 1
T12
Numbers indicate class periods recommended for the material within
each chapter. Basic General advanced Heavy laB/ activity
CHAPTER 17 Electrical Energy and Current 12 9 9 9 Chapter Intro 1 1
0 1 Section 17.1 Electric Potential 2 1 2 1 Section 17.2
Capacitance 1 1 1 1 Section 17.3 Current and Resistance 3 2 3 2
Section 17.4 Electric Power 2 1 1 1 Lab Experiment(s) 1 1 1 2
Chapter Review and Assessment 2 2 1 1 CHAPTER 18 Circuits and
Circuit Elements 9 8 8 9 Chapter Intro 1 1 0 1 Section 18.1
Schematic Diagrams and Circuits 2 1 1 2 Section 18.2 Resistors in
Series or in Parallel 3 2 2 2 Section 18.3 Complex Resistor
Combinations 0 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and
Assessment 2 2 1 1 CHAPTER 19 Magnetism 9 8 8 8 Chapter Intro 1 1 0
1 Section 19.1 Magnets and Magnetic Fields 2 1 1 1 Section 19.2
Magnetism from Electricity 1 1 2 1 Section 19.3 Magnetic Force 2 2
2 2 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1
CHAPTER 20 Electromagnetic Induction 7 9 11 9 Chapter Intro 1 1 0 1
Section 20.1 Electricity from Magnetism 2 2 2 2 Section 20.2
Generators, Motors, and Mutual Inductance 1 1 2 1 Section 20.3 AC
Circuits and Transformers 0 1 2 1 Section 20.4 Electromagnetic
Waves 0 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and
Assessment 2 2 1 1 CHAPTER 21 Atomic Physics 0 7 8 6 Chapter Intro
0 1 0 1 Section 21.1 Quantization of Energy 0 1 2 1 Section 21.2
Models of the Atom 0 1 2 1 Section 21.3 Quantum Mechanics 0 1 2 1
Lab Experiment(s) 0 1 1 1 Chapter Review and Assessment 0 2 1 1
CHAPTER 22 Subatomic Physics 0 8 9 7 Chapter Intro 0 1 0 1 Section
22.1 The Nucleus 0 1 1 1 Section 22.2 Nuclear Decay 0 1 2 1 Section
22.3 Nuclear Reactions 0 1 2 1 Section 22.4 Particle Physics 0 1 2
1 Lab Experiment(s) 0 1 1 1 Chapter Review and Assessment 0 2 1 1
Total 176 176 176 176
T13
MAKING YOUR LABORATORY A SAFE PLACE TO WORK AND LEARN Concern for
safety must begin before any activity in the classroom and before
students enter the lab. A careful review of the facilities should
be a basic part of preparation for each school term. You should
investi- gate the physical environment, identify any safety risks,
and inspect your work areas for compliance with safety
regulations.
The review of the lab should be thorough, and all safety issues
must be addressed immediately. Keep a file of your review, and add
to the list each year. This will allow you to continue to raise the
standard of safety in your lab and classroom.
Many classroom experiments, demonstrations, and other activities
are classics that have been used for years. This familiarity may
lead to a comfort that can obscure inherent safety concerns. Review
all experi- ments, demonstrations, and activities for safety
concerns before presenting them to the class. Identify and
eliminate potential safety hazards.
1. Identify the Risks Before introducing any activity,
demonstration, or experiment to the class, analyze it and consider
what could possibly go wrong. Carefully review the list of
materials to make sure they are safe. Inspect the equipment in your
lab or classroom to make sure it is in good working order. Read the
procedures to make sure they are safe. Record any hazards or
concerns you identify.
2. Evaluate the Risks Minimize the risks you identified in the last
step without sacrificing learning. Remember that no activity you
perform in the lab or classroom is worth risking injury. Thus,
extremely hazardous activities, or those that violate your
school’s
policies, must be eliminated. For activities that present smaller
risks, analyze each risk carefully to determine its likelihood. If
the pedagogical value of the activity does not outweigh the risks,
the activity must be eliminated.
3. Select Controls to Address Risks Even low-risk activities
require controls to elimi- nate or minimize the risks. Make sure
that in devising controls you do not substitute an equally or more
hazardous alternative. Some control methods include the
following:
Explicit verbal and written warnings may be • added or
posted.
Equipment may be rebuilt or relocated, have • parts replaced, or be
replaced entirely by safer alternatives.
Risky procedures may be eliminated.•
Activities may be changed from student • activities to teacher
demonstrations.
4. Implement and Review Selected Controls Controls do not help if
they are forgotten or not enforced. The implementation and review
of controls should be as systematic and thorough as the initial
analysis of safety concerns in the lab and laboratory
activities.
SOME SAFETY RISKS AND PREVENTATIVE CONTROLS The following list
describes several possible safety hazards and controls that can be
implemented to resolve them. This list is not complete, but it can
be used as a starting point to identify hazards in your
laboratory.
Safety in Your Laboratory Direct your students to the “Safety in
the Physics Laboratory” pages addressed to them in the Student
Edition front matter, which appear after the Table of
Contents.
Risk Assessment
IdentIfIed RIsk PReventatIve ContRol
Facilities and equipment Lab tables are in disrepair, room is
poorly lighted and ventilated, faucets and electrical outlets do
not work or are difficult to use because of their location.
Work surfaces should be level and stable. There should be adequate
lighting and ventilation. Water supplies, drains, and electrical
outlets should be in good working order. Any equipment in a
dangerous location should not be used; it should be relocated or
rendered inoperable.
Wiring, plumbing, and air circulation systems do not work or do not
meet current specifications.
Specifications should be kept on file. Conduct a periodic review of
all equipment, and document compliance. Damaged fixtures must be
labeled as such and must be repaired as soon as possible.
Eyewash fountains and safety showers are present, but no one knows
anything about their specifications.
Ensure that eyewash fountains and safety showers meet the
requirements of the ANSI standard (Z358.1).
Eyewash fountains are checked and cleaned once at the beginning of
the school year. No records are kept of routine checks and
maintenance on the safety showers and eyewash fountains.
Flush eyewash fountains for 5 minutes every month to remove any
bacteria or other organisms from the pipes. Test safety showers
(measure flow in gallons per min.) and eyewash fountains every 6
months and keep records of the test results.
Labs are conducted in multipurpose rooms, and equipment from other
courses remains accessible.
Only items necessary for a given activity should be available to
students. All equipment should be locked away when not in
use.
Students are permitted to enter or work in the lab without teacher
supervision.
Lock all laboratory rooms whenever teacher is not present.
Supervising teachers must be trained in lab safety and emergency
procedures.
Safety equipment and emergency procedures Fire and other emergency
drills are infrequent, and no records or measurements are made of
the results of the drills.
Always carry out critical reviews of fire or other emergency
drills. Be sure that plans include alternate routes. Don’t wait
until an emergency to find the flaws in your plans.
Emergency evacuation plans do not include instructions for securing
the lab in the event of an evacuation during a lab activity.
Plan actions in case of emergency: establish what devices should be
turned off, which escape routes to use, and where to meet outside
the building.
Fire extinguishers are in out-of-the-way locations, not on the
escape route.
Place fire extinguishers near escape routes so that they will be of
use during an emergency.
Fire extinguishers are not maintained. Teachers are not trained to
use them.
Document regular maintenance of fire extinguishers. Train
supervisory personnel in the proper use of extinguishers. Instruct
students not to use an extinguisher but to call for a
teacher.
T15
Safety equipment and emergency procedures (continued) Teachers in
labs and neighboring classrooms are not trained in CPR or first
aid.
Teachers should receive training. The American Red Cross and other
groups offer training. Certifications should be kept current with
frequent refresher courses.
Teachers are not aware of their legal responsibilities in case of
an injury or accident.
Review your faculty handbook for your responsibilities regarding
safety in the classroom and laboratory. Contact the legal counsel
for your school district to find out the extent of their support
and any rules, regulations, or procedures you must follow.
Emergency procedures are not posted. Emergency numbers are kept
only at the switchboard or main office. Instructions are given
verbally only at the beginning of the year.
Emergency procedures should be posted at all exits and near all
safety equipment. Emergency numbers should be posted at all phones,
and a script should be provided for the caller to use. Emergency
procedures must be reviewed periodically, and students should be
reminded of them at the beginning of each activity.
Spills are handled on a case-by-case basis and are cleaned up with
whatever materials happen to be on hand.
Have the appropriate equipment and materials available for cleaning
up; replace them before expiration dates. Make sure students know
to alert you to spilled chemicals, blood, and broken glass.
Work habits and environment Safety wear is only used for activities
involving chemicals or hot plates.
Aprons and goggles should be worn in the lab at all times. Long
hair, loose clothing, and loose jewelry should be secured.
There is no dress code established for the laboratory; students are
allowed to wear sandals or open-toed shoes.
Open-toed shoes should never be worn in the laboratory. Do not
allow any footwear in the lab that does not cover feet
completely.
Students are required to wear safety gear but teachers and visitors
are not.
Always wear safety gear in the lab. Keep extra equipment on hand
for visitors.
Safety is emphasized at the beginning of the term but is not
mentioned later in the year.
Safety must be the first priority in all lab work. Students should
be warned of risks and instructed in emergency procedures for each
activity.
There is no assessment of students’ knowledge and attitudes
regarding safety.
Conduct frequent safety quizzes. Only students with perfect scores
should be allowed to work in the lab.
You work alone during your preparation period to organize the day’s
labs.
Never work alone in a science laboratory or a storage area.
Safety inspections are conducted irregularly and are not
documented. Teachers and administrators are unaware of what
documentation will be necessary in case of a lawsuit.
Safety reviews should be frequent and regular. All reviews should
be documented, and improvements must be implemented immediately.
Contact legal counsel for your district to make sure your
procedures will protect you in case of a lawsuit.
T16
IdentIfIed RIsk PReventatIve ContRol
Purchasing, storing, and using chemicals The storeroom is crowded,
so you decide to keep some equipment on the lab benches.
Do not store reagents or equipment on lab benches. Keep shelves
organized. Never place reactive chemicals (in bottles, beakers,
flasks, wash bottles, etc.) near the edges of a lab bench.
You prepare solutions from concentrated stock to save money.
Reduce risks by ordering diluted instead of concentrated
substances.
You purchase plenty of chemicals to be sure that you won’t run out
or to save money.
Purchase chemicals in class-size quantities. Do not purchase or
have on hand more than one year’s supply of each chemical.
You do not generally read labels on chemicals when preparing
solutions for a lab because you already know about a
chemical.
Read each label to be sure it states the hazards and describes the
precautions and first aid procedures (when appropriate) that apply
to the contents in case someone else has to deal with that chemical
in an emergency.
You never read the Material Safety Data Sheets (MSDSs) that come
with your chemicals.
Always read the Material Safety Data Sheet (MSDS) for a chemical
before using it and follow the precautions described. File and
organize MSDSs for all chemicals where they can be found easily in
case of an emergency.
The main stockroom contains chemicals that have not been used for
years.
Do not leave bottles of chemicals unused on the shelves of the lab
for more than one week or unused in the main stockroom for more
than one year. Dispose of or use up any leftover chemicals.
No extra precautions are taken when flammable liquids are dispensed
from their containers.
When transferring flammable liquids from bulk containers, ground
the container, and before transferring to a smaller metal
container, ground both containers.
Students are told to put their broken glass and solid chemical
wastes in the trash can.
Have separate containers for trash, for broken glass, and for
different categories of hazardous chemical wastes.
You store chemicals alphabetically instead of by hazard class.
Chemicals are stored without consideration of possible emergencies
(fire, earthquake, flood, etc.), which could compound the
hazard.
Use MSDSs to determine which chemicals are incompatible. Store
chemicals by the hazard class indicated on the MSDS. Store
chemicals that are incompatible with common fire-fighting media
like water (such as alkali metals) or carbon dioxide (such as
alkali and alkaline-earth metals) under conditions that eliminate
the possibility of a reaction with water or carbon dioxide in case
it is necessary to fight a fire in the storage area.
Corrosives are kept above eye level, out of reach from any
unauthorized person.
Always store corrosive chemicals on shelves below eye level.
Remember, fumes from many corrosives can destroy metal cabinets and
shelving.
Chemicals are kept on the stockroom floor on the days that they
will be used so that they are easy to find.
Never store chemicals or other materials on floors or in the aisles
of the laboratory or storeroom, even for a few minutes.
T17
Safety Symbols The following safety symbols appear in this text
when students are asked to perform a procedure requiring extra
precautions. The rules on the previous pages apply to all
laboratory work.
Eye Protection • Wear safety goggles when working around
chemi-
cals, acids, bases, flames or heating devices. Contents under
pressure may become projectiles and cause serious injury.
• Never look directly at the sun through any optical device or use
direct sunlight to illuminate a microscope.
• Avoid wearing contact lenses in the lab.
• If any substance gets into your eyes, notify your instructor
immediately and flush your eyes with running water for at least 15
minutes.
Clothing Protection • Secure loose clothing and remove dangling
jewelry.
Do not wear open-toed shoes or sandals in the lab.
• Wear an apron or lab coat to protect your clothing when you are
working with chemicals.
• If a spill gets on your clothing, rinse it off immedi- ately with
water for at least 5 minutes while notify- ing your
instructor.
Chemical Safety • Always use caution when working with
chemicals.
• Always wear appropriate protective equipment. Always wear eye
goggles, gloves, and a lab apron or lab coat when you are working
with any chemical or chemical solution.
• Never mix chemicals unless your instructor directs you to do
so.
• Never taste, touch, or smell chemicals unless your instructor
directs you to do so.
• If a chemical gets on your skin, on your clothing, or in your
eyes, rinse it immediately and alert your instructor.
• If a chemical is spilled on the floor or lab bench, alert your
instructor, but do not clean it up yourself unless your instructor
directs you to do so.
• Add an acid or base to water; never add water to an acid or
base.
• Never return an unused chemical to its original container.
• Never transfer substances by sucking on a pipet or straw; use a
suction bulb.
• Follow instructions for proper disposal.
• Do not allow radioactive materials to come into contact with your
skin, hair, clothing, or personal belongings. Although the
materials used in this lab are not hazardous when used properly,
radioactive materials can cause serious illness and may have
permanent effects.
Electrical Safety • Do not place electrical cords in walking areas
or let
cords hang over a table edge in a way that could cause equipment to
fall if the cord is accidentally pulled.
• Do not use equipment that has frayed electrical cords or loose
plugs.
• Be sure that power switch on your equipment is in the “off”
position before you plug it in.
• Never use an electrical appliance around water or with wet hands
or clothing.
• Be sure to turn off and unplug electrical equipment when you are
finished using it.
• Never close a circuit until it has been approved by your teacher.
Never rewire or adjust any element of a closed circuit.
• If the pointer on any kind of meter moves off scale, open the
circuit immediately by opening the switch.
• Do not work with any batteries, electrical devices, or magnets
other than those provided by your teacher.
T18
Heating Safety • Avoid wearing hair spray or hair gel on lab
days.
• Whenever possible, use an electric hot plate instead of an open
flame as a heat source.
• When heating materials in a test tube, always angle the test tube
away from yourself and others.
• Glass containers used for heating should be made of
heat-resistant glass.
• Wire coils may heat up rapidly. If heating occurs, open the
switch immediately, and handle the equip- ment with a
heat-resistant glove.
• Know the location of laboratory fire extinguishers and
fire-safety blankets.
• Know your school’s fire-evacuation routes.
Sharp Objects • Use knives and other sharp instruments with
ex-
treme care.
• Never cut objects while holding them in your hands. Place objects
on a suitable work surface for cutting.
• Never use a double-edged razor in the lab.
Hand Safety • To avoid burns, wear heat-resistant gloves
whenever
instructed to do so.
• Always wear protective gloves when working with an open flame,
chemicals, solutions, or wild or unknown plants.
• If you do not know whether an object is hot, do not touch
it.
• Use tongs when heating test tubes. Never hold a test tube in your
hand to heat the test tube.
• Perform the experiment in a clear area. Attach masses securely.
Falling, dropped, or swinging objects can cause serious
injury.
• Use a hot mitt to handle resistors, light sources, and other
equipment that may be hot. Allow all equip- ment to cool before
storing it.
Gas Safety • Do not inhale any gas or vapor unless your
instructor
directs you to do so. Do not breathe pure gases.
• Handle materials prone to emit vapors or gases in a
well-ventilated area. This work should be done in an approved
chemical fume hood.
Glassware Safety • Check the condition of glassware before and
after
using it. Inform your teacher of any broken, chipped, or cracked
glassware, because it should not be used.
• Do not pick up broken glass with your bare hands. Place broken
glass in a specially designated disposal container.
• If a bulb breaks, notify your teacher immediately. Do not remove
broken bulbs from sockets.
Waste Disposal • Clean and decontaminate all work surfaces
and
personal protective equipment as directed by your instructor.
• Dispose of all broken glass, contaminated sharp objects, and
other contaminated materials (biologi- cal and chemical) in special
containers as directed by your instructor.
Hygienic Care/Clean Hands • Keep your hands away from your face and
mouth.
• Always wash your hands thoroughly when you have finished with an
experiment.
T19
A Dual Approach to Physics: Balances conceptual study with problem
solving Holt McDougal Physics is the only text that offers a
conceptual foun- dation and a mathematically-based presentation of
physics. Written by Raymond Serway and Jerry Faughn specifically
for your college-bound high school students, Holt McDougal Physics
covers the core physics content. Your students’ comprehension will
be further extended with the application of print and technology
resources.
Why we wrote this book:
As a high school teacher, you face challenges in preparing your
students to
understand the world around them. You also want to make your class
as
inviting, interesting, and inclusive as possible. We wanted to
write the book
that was both “user friendly” and one that would help you and your
students
achieve these goals.
Get the Physics Right First and foremost, we wanted to give you a
book that was
technically correct and one that provided good preparation for
college. Our previous
experience writing College Physics gave us the background we needed
to write an
authoritative, accurate, and up-to-date text that is appropriate
for today’s students.
Link Concepts and Problem-Solving Students need clear conceptual
development
and plenty of practice working with both fundamental physical
concepts and problem-
solving skills. We wanted this book to help students with
both.
Focus on the Diagram Learning how to prepare an accurate and
informative diagram
for a situation is a crucial step that identifies the connection
between the concrete
world and the world of physics. We wanted to provide an abundance
of support in
preparing and interpreting such diagrams to sharpen students’
skills.
Relate to the Student The best way to ensure learning that lasts is
through practical
applications and concrete examples that students can relate to and
appreciate.
Therefore, we wanted a book filled with examples—from the text
presentation to
questions, problems, and other features.
Without a doubt, the most important elements in any learning
environment are you,
the instructor, and effective communication between you and your
students. If you are
excited, knowledgeable, and interested in what you teach, and
convey this effectively,
you will be very successful in the classroom. We applaud your
contributions to the
world and to our future, and we wish you and your students much
success.
Regards,
Serway • Faughn
H O LT M c D o u g a l
Untitled-39 1 6/13/2011 8:29:15 AM
i
AUTHORS
James Madison University
Eastern Kentucky University
On the cover: A soap bubble sprays droplets as it bursts.
Cover Photo Credits: Bubble ©Don Farrall/Photodisc/Getty Images;
luger ©Rolf Kosecki/ Corbis; laser beam ©Hank Morgan/UMass
Amherst/Photo Researchers, Inc.; crash test dummies ©Corbis
Wire/Corbis; carnival ride ©Corbis; cyclists ©David Madison/Corbis;
plasma ball ©Brand X Pictures/Getty Images
Copyright © 2012 by Houghton Mifflin Harcourt Publishing
Company
All rights reserved. No part of this work may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying or recording, or by any information storage
and retrieval system, without the prior written permission of the
copyright owner unless such copying is expressly permitted by
federal copyright law.
Requests for permission to make copies of any part of the work
should be addressed to Houghton Mifflin Harcourt Publishing
Company, Attn: Contracts, Copyrights, and Licensing, 9400 South
Park Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
ISBN 978-0-547-58669-4
1 2 3 4 5 6 7 8 9 10 XXX 20 19 18 17 16 15 14 13 12 11
4500000000 A B C D E F G
If you have received these materials as examination copies free of
charge, Houghton Mifflin Harcourt Publishing Company retains title
to the materials and they may not be resold. Resale of examination
copies is strictly prohibited.
Possession of this publication in print format does not entitle
users to convert this publication, or any portion of it, into
electronic format.
ii
ii
Trinity School Midland, Texas
David Bethel Science Writer
San Lorenzo, New Mexico
David Bradford Science Writer
California State Polytechnic University Pomona, California
Jim Metzner Seth Madej Pulse of the Planet radioseries
Jim Metzner Productions, Inc. Yorktown Heights, New York
John M. Stokes Science Writer
Socorro, New Mexico
Niles West High School Niles, Illinois
Mary L. Brake, Ph.D. Physics Teacher
Mercy High School Farmington Hills, Michigan
Gregory Puskar Laboratory Manager
Richard Sorensen Vernier Software & Technology
Beaverton, Oregon
Mercy High School Farmington Hills, Michigan
James C. Brown, Jr., Ph.D. Adjunct Assistant Professor of
Physics
Austin Community College Austin, Texas
Anil R Chourasia, Ph.D. Associate Professor
Department of Physics Texas A&M University–Commerce Commerce,
Texas
David S. Coco, Ph.D. Senior Research Physicist
Applied Research Laboratories The University of Texas at Austin
Austin, Texas
Thomas Joseph Connolly, Ph.D. Assistant Professor
Department of Mechanical Engineering and Biomechanics
The University of Texas at San Antonio San Antonio, Texas
Brad de Young Professor
Memorial University St. John’s, Newfoundland, Canada
Bill Deutschmann, Ph.D. President
Arthur A. Few Professor of Space Physics and Environmental
Science
Rice University Houston, Texas
Sugarland, Texas
Duquesne University Pittsburgh, Pennsylvania
Amherst College Amherst, Massachusetts
Texas A&M University College Station, Texas
Sally Hicks, Ph.D. Professor
Robert C. Hudson Associate Professor Emeritus
Physics Department Roanoke College Salem, Virginia
William Ingham, Ph.D. Professor of Physics
James Madison University Harrisonburg, Virginia
Karen B. Kwitter, Ph.D. Professor of Astronomy
Williams College Williamstown, Massachusetts
Helena College of Technology Helena, Montana
Joseph A. McClure, Ph.D. Associate Professor Emeritus
Department of Physics Georgetown University Washington, D.C.
Ralph McGrew Associate Professor
Clement J. Moses, Ph.D. Associate Professor of Physics
Utica College Utica, New York
Alvin M. Saperstein, Ph.D. Professor of Physics; Fellow of Center
for Peace and Conflict Studies
Department of Physics and Astronomy Wayne State University Detroit,
Michigan
ACKNOWLEDGMENTS
iiiAcknowledgments
iii
Lock Haven University Lock Haven, Pennsylvania
H. Michael Sommermann, Ph.D. Professor of Physics
Westmont College Santa Barbara, California
Jack B. Swift, Ph.D. Professor
Department of Physics The University of Texas at Austin Austin,
Texas
Thomas H. Troland, Ph.D. Physics Department
University of Kentucky Lexington, Kentucky
Mary L. White Coastal Ecology Institute Louisiana State University
Baton Rouge, Louisiana
Jerome Williams, M.S. Professor Emeritus
Oceanography Department U.S. Naval Academy Annapolis,
Maryland
Carol J. Zimmerman, Ph.D. Exxon Exploration Company Houston,
Texas
Teacher Reviewers John Adamowski Chairperson of Science
Department
Fenton High School Bensenville, Illinois
John Ahlquist, M.S. Anoka High School Anoka, Minnesota
Maurice Belanger Science Department Head
Nashua High School Nashua, New Hampshire
Larry G. Brown Morgan Park Academy Chicago, Illinois
William K. Conway, Ph.D. Lake Forest High School Lake Forest,
Illinois
Jack Cooper Ennis High School Ennis, Texas
William D. Ellis Chairman of Science Department
Butler Senior High School Butler, Pennsylvania
Diego Enciso Troy, Michigan
Bruce Esser Marian High School Omaha, Nebraska
Curtis Goehring Palm Springs High School Palm Springs,
California
Herbert H. Gottlieb Science Education Department City College of
New York New York City, New York
David J. Hamilton, Ed.D. Benjamin Franklin High School Portland,
Oregon
J. Philip Holden, Ph.D. Physics Education Consultant
Michigan Dept. of Education Lansing, Michigan
Joseph Hutchinson Wichita High School East Wichita, Kansas
Douglas C. Jenkins Chairman, Science Department
Warren Central High School Bowling Green, Kentucky
David S. Jones Miami Sunset Senior High School Miami, Florida
Roger Kassebaum Millard North High School Omaha, Nebraska
Mervin W. Koehlinger, M.S. Concordia Lutheran High School Fort
Wayne, Indiana
Phillip LaRoe Central Community College Grand Island,
Nebraska
William Lash Westwood High School Round Rock, Texas
Norman A. Mankins Science Curriculum Specialist
Canton City Schools Canton, Ohio
John McGehee Palos Verdes Peninsula High School Rolling Hills
Estates, California
Debra Schell Austintown Fitch High School Austintown, Ohio
Edward Schweber Solomon Schechter Day School West Orange, New
Jersey
Larry Stookey, P.E. Science Antigo High School Antigo,
Wisconsin
Joseph A. Taylor Middletown Area High School Middletown,
Pennsylvania
Leonard L. Thompson North Allegheny Senior High School Wexford,
Pennsylvania
Keith C. Tipton Lubbock, Texas
John T. Vieira Science Department Head
B.M.C. Durfee High School Fall River, Massachusetts
Virginia Wood Richmond High School Richmond, Michigan
Tim Wright Stevens Point Area Senior High
School, Stevens Point, Wisconsin
Mary R. Yeomans Hopewell Valley Central High School Pennington, New
Jersey
G. Patrick Zober Science Curriculum Coordinator
Yough Senior High School Herminie, Pennsylvania
Patricia J. Zober Ringgold High School Monongahela,
Pennsylvania
ACKNOWLEDGMENTS, continued
iv Acknowledgments
iv
H O LT M c D O U G A L
S t u d e n t O n e - S t o p
1426744
PHYSICSPHYSICSPHYSICS
PHYSICSPHYSICSPHYSICS
Textbook Explore the world around you with pages of colorful
photos, helpful illustrations, and activities using everyday
materials. Make connections between chapters, to online resources,
and with your own life.
Online Physics Go online to access additional resources, including
enhanced problem-solving help. Get your hands on interactive
simulations, animations, and an extensive variety of lab
activities.
Student One - Stop With this convenient DVD, you can carry your
textbook in your pocket, along with printable copies of labs, study
guides, and sample problem worksheets.
Yes, it’s educational. No, it’s not boring.
Holt McDougal
v
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Look for links throughout your book!
vi
vi
Labs OnlineLabs OnlineLabs Online QuickLabs Encounter key concepts
in your classroom with QuickLabs. They're right in your book!
Open Inquiry Labs Drive the lab activity—you make decisions about
what to research and how to do it.
STEM Labs Explore technology and engineering through hands-on
projects.
Core Skill Labs Practice hands-on skills and techniques.
Probeware Labs Integrate data-collection technology into your
labs.
Forensics Labs Investigate practical applications of science, such
as crime scene analysis.
Virtual Investigations Virtual Investigations Virtual
Investigations Virtual Investigations Virtual Investigations
Virtual Investigations CD-ROMCD-ROMCD-ROM
Strengthen your skills using these fun simulation
labs covering 6 major physics concepts.
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vii
os
CHAPTER 1 THE SCIENCE OF PHYSICS 2 1 What Is Physics? 4 2
Measurements in Experiments 10 Why It Matters STEM The Mars Climate
Orbiter Mission 13 3 The Language of Physics 21 SUMMARY AND REVIEW
26 STANDARDS-BASED ASSESSMENT 32
CHAPTER LABS ONLINE
The Circumference-Diameter Ratio of a Circle Metric Prefixes
Physics and Measurement Graph Matching
HMDScience.com
Go online for the full complement of labs.
CHAPTER 2 MOTION IN ONE DIMENSION 34 1 Displacement and Velocity 36
2 Acceleration 44 3 Falling Objects 56 Why It Matters Sky Diving 60
Take It Further Angular Kinematics 62 Physics on the Edge Special
Relativity and Time Dilation 66 Careers in Physics Science Writer
68 SUMMARY AND REVIEW 69 STANDARDS-BASED ASSESSMENT 76
CHAPTER LABS ONLINE
HMDScience.com
CHAPTER 3 TWO-DIMENSIONAL MOTION AND VECTORS 78
1 Introduction to Vectors 80 2 Vector Operations 84 3 Projectile
Motion 93 4 Relative Motion 100 Physics on the Edge Special
Relativity and Velocities 104 Careers in Physics Kinesiologist 106
SUMMARY AND REVIEW 107 STANDARDS-BASED ASSESSMENT 114
CHAPTER LABS ONLINE
HMDScience.com
Go online for the full complement of labs.
1 2 Why It Matters 3 SUMMARY AND REVIEW STANDARDS-BASED
ASSESSMENT
HMDScience.com
1 2 3 Why It Matters Take It Further Physics on the Edge Careers in
Physics SUMMARY AND REVIEW STANDARDS-BASED ASSESSMENT
HMDScience.com
1 2 3 4 Physics on the Edge Careers in Physics SUMMARY AND REVIEW
STANDARDS-BASED ASSESSMENT
HMDScience.com
CHAPTER 4 FORCES AND THE LAWS OF MOTION 116 1 Changes in Motion 118
2 Newton’s First Law 123 Why It Matters Astronaut Workouts 126 3
Newton’s Second and Third Laws 128 4 Everyday Forces 133 Why It
Matters STEM Driving and Friction 140 SUMMARY AND REVIEW 142
STANDARDS-BASED ASSESSMENT 148
Timeline Physics and Its World: 1540–1690 150
CHAPTER LABS ONLINE
Discovering Newton’s Laws Force and Acceleration Static and Kinetic
Friction Air Resistance
HMDScience.com
Go online for the full complement of labs.
CHAPTER 5 WORK AND ENERGY 152 1 Work 154 2 Energy 158 Why It
Matters The Energy in Food 162 3 Conservation of Energy 167 4 Power
173 Physics on the Edge The Equivalence of Mass and Energy 176
Careers in Physics Roller Coaster Designer 178 SUMMARY AND REVIEW
179 STANDARDS-BASED ASSESSMENT 186
CHAPTER LABS ONLINE
Exploring Work and Energy Conservation of Mechanical Energy Loss of
Mechanical Energy Power Programming
HMDScience.com
Go online for the full complement of labs.
CHAPTER 6 MOMENTUM AND COLLISIONS 188 1 Momentum and Impulse 190 2
Conservation of Momentum 197 Why It Matters STEM Surviving a
Collision 199 3 Elastic and Inelastic Collisions 204 Careers in
Physics High School Physics Teacher 213 SUMMARY AND REVIEW 214
STANDARDS-BASED ASSESSMENT 220
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CHAPTER 4 FORCES AND THE LAWS OF MOTION 116 1 Changes in Motion 118
2 Newton’s First Law 123 Why It Matters Astronaut Workouts 126 3
Newton’s Second and Third Laws 128 4 Everyday Forces 133 Why It
Matters STEM Driving and Friction 140 SUMMARY AND REVIEW 142
STANDARDS-BASED ASSESSMENT 148
Timeline Physics and Its World: 1540–1690 150
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Discovering Newton’s Laws Force and Acceleration Static and Kinetic
Friction Air Resistance
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CHAPTER 5 WORK AND ENERGY 152 1 Work 154 2 Energy 158 Why It
Matters The Energy in Food 162 3 Conservation of Energy 167 4 Power
173 Physics on the Edge The Equivalence of Mass and Energy 176
Careers in Physics Roller Coaster Designer 178 SUMMARY AND REVIEW
179 STANDARDS-BASED ASSESSMENT 186
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Mechanical Energy Power Programming
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CHAPTER 6 MOMENTUM AND COLLISIONS 188 1 Momentum and Impulse 190 2
Conservation of Momentum 197 Why It Matters STEM Surviving a
Collision 199 3 Elastic and Inelastic Collisions 204 Careers in
Physics High School Physics Teacher 213 SUMMARY AND REVIEW 214
STANDARDS-BASED ASSESSMENT 220
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CHAPTER 7 CIRCULAR MOTION AND GRAVITATION 222 1 Circular Motion 224
2 Newton’s Law of Universal Gravitation 230 Why It Matters Black
Holes 233 3 Motion in Space 238 4 Torque and Simple Machines 244
Take It Further Tangential Speed and Acceleration 252 Take It
Further Rotation and Inertia 254 Take It Further Rotational
Dynamics 256 Physics on the Edge General Relativity 258 SUMMARY AND
REVIEW 260 STANDARDS-BASED ASSESSMENT 266
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Circular Motion Torque and Center of Mass Centripetal Acceleration
Machines and Efficiency
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CHAPTER 8 FLUID MECHANICS 268 1 Fluids and Buoyant Force 270 2
Fluid Pressure 276 3 Fluids in Motion 280 Take It Further
Properties of Gases 283 Take It Further Fluid Pressure 285 SUMMARY
AND REVIEW 287 STANDARDS-BASED ASSESSMENT 292 Timeline Physics and
Its World: 1690–1785 294
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CHAPTER 9 HEAT 296 1 Temperature and Thermal Equilibrium 298 2
Defining Heat 305 Why It Matters Climate and Clothing 312 3 Changes
in Temperature and Phase 313 Why It Matters STEM Earth-Coupled Heat
Pumps 316 Careers in Physics HVAC Technician 320 SUMMARY AND REVIEW
321 STANDARDS-BASED ASSESSMENT 326 STEM Engineering and Technology:
Global Warming 328
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Temperature and Internal Energy Thermal Conduction Newton’s Law of
Cooling Specific Heat Capacity
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1 2 Why It Matters 3 4 Take It Further Take It Further Take It
Further Physics on the Edge SUMMARY AND REVIEW STANDARDS-BASED
ASSESSMENT
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1 2 3 Take It Further Take It Further SUMMARY AND REVIEW
STANDARDS-BASED ASSESSMENT Timeline
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1 2 Why It Matters 3 Why It Matters Careers in Physics SUMMARY AND
REVIEW STANDARDS-BASED ASSESSMENT STEM
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CHAPTER 10 THERMODYNAMICS 330 1 Relationships Between Heat and Work
332 2 The First Law of Thermodynamics 338 Why It Matters STEM
Gasoline Engines 344 Why It Matters STEM Refrigerators 346 3 The
Second Law of Thermodynamics 348 Why It Matters STEM Deep-Sea Air
Conditioning 354 SUMMARY AND REVIEW 355 STANDARDS-BASED ASSESSMENT
360
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CHAPTER 11 VIBRATIONS AND WAVES 362 1 Simple Harmonic Motion 364
Why It Matters STEM Shock Absorbers 368 2 Measuring Simple Harmonic
Motion 372 3 Properties of Waves 378 4 Wave Interactions 385
Physics on the Edge De Broglie Waves 391 SUMMARY AND REVIEW 393
STANDARDS-BASED ASSESSMENT 398 Timeline Physics and Its World:
1785–1830 400
CHAPTER LABS ONLINE
Pendulums and Spring Waves Simple Harmonic Motion of a Pendulum
Pendulum Periods Pendulum Trials
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CHAPTER 12 SOUND 402 1 Sound Waves 404 Why It Matters STEM
Ultrasound Images 406 2 Sound Intensity and Resonance 410 Why It
Matters Hearing Loss 417 3 Harmonics 418 Why It Matters
Reverberation 425 Physics on the Edge The Doppler Effect and the
Big Bang 428 Why It Matters Song of the Dunes 430 SUMMARY AND
REVIEW 431 STANDARDS-BASED ASSESSMENT 436 STEM Engineering and
Technology: Noise Pollution 438
CHAPTER LABS ONLINE
Resonance and the Nature of Sound Speed of Sound Sound Waves and
Beats
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CHAPTER 10 THERMODYNAMICS 330 1 Relationships Between Heat and Work
332 2 The First Law of Thermodynamics 338 Why It Matters STEM
Gasoline Engines 344 Why It Matters STEM Refrigerators 346 3 The
Second Law of Thermodynamics 348 Why It Matters STEM Deep-Sea Air
Conditioning 354 SUMMARY AND REVIEW 355 STANDARDS-BASED ASSESSMENT
360
CHAPTER LABS ONLINE
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CHAPTER 11 VIBRATIONS AND WAVES 362 1 Simple Harmonic Motion 364
Why It Matters STEM Shock Absorbers 368 2 Measuring Simple Harmonic
Motion 372 3 Properties of Waves 378 4 Wave Interactions 385
Physics on the Edge De Broglie Waves 391 SUMMARY AND REVIEW 393
STANDARDS-BASED ASSESSMENT 398 Timeline Physics and Its World:
1785–1830 400
CHAPTER LABS ONLINE
Pendulums and Spring Waves Simple Harmonic Motion of a Pendulum
Pendulum Periods Pendulum Trials
HMDScience.com
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CHAPTER 12 SOUND 402 1 Sound Waves 404 Why It Matters STEM
Ultrasound Images 406 2 Sound Intensity and Resonance 410 Why It
Matters Hearing Loss 417 3 Harmonics 418 Why It Matters
Reverberation 425 Physics on the Edge The Doppler Effect and the
Big Bang 428 Why It Matters Song of the Dunes 430 SUMMARY AND
REVIEW 431 STANDARDS-BASED ASSESSMENT 436 STEM Engineering and
Technology: Noise Pollution 438
CHAPTER LABS ONLINE
Resonance and the Nature of Sound Speed of Sound Sound Waves and
Beats
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CHAPTER 13 LIGHT AND REFLECTION 440 1 Characteristics of Light 442
2 Flat Mirrors 447 3 Curved Mirrors 451 4 Color and Polarization
465 SUMMARY AND REVIEW 471 STANDARDS-BASED ASSESSMENT 478
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Light and Mirrors Brightness of Light Designing a Device to Trace
Drawings Polarization of Light
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CHAPTER 14 REFRACTION 480 1 Refraction 482 2 Thin Lenses 488 Why It
Matters STEM Cameras 498 3 Optical Phenomena 500 Why It Matters
STEM Fiber Optics 502 Careers in Physics Optometrist 506 SUMMARY
AND REVIEW 507 STANDARDS-BASED ASSESSMENT 514
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CHAPTER 15 INTERFERENCE AND DIFFRACTION 516 1 Interference 518 2
Diffraction 524 3 Lasers 533 Why It Matters STEM Digital Video
Players 536 Careers in Physics Laser Surgeon 538 SUMMARY AND REVIEW
539 STANDARDS-BASED ASSESSMENT 544
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Diffraction Double-Slit Interference
1 2 3 4 SUMMARY AND REVIEW STANDARDS-BASED ASSESSMENT
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1 2 Why It Matters 3 Why It Matters Careers in Physics SUMMARY AND
REVIEW STANDARDS-BASED ASSESSMENT
HMDScience.com
1 2 3 Why It Matters Careers in Physics SUMMARY AND REVIEW
STANDARDS-BASED ASSESSMENT
HMDScience.com
CHAPTER 16 ELECTRIC FORCES AND FIELDS 546 1 Electric Charge 548 2
Electric Force 554 3 The Electric Field 562 Why It Matters STEM
Microwave Ovens 569 SUMMARY AND REVIEW 570 STANDARDS-BASED
ASSESSMENT 576
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CHAPTER 17 ELECTRICAL ENERGY AND CURRENT 578 1 Electric Potential
580 2 Capacitance 588 3 Current and Resistance 594 Why It Matters
STEM Superconductors 603 4 Electric Power 604 Why It Matters
Household Appliance Power Usage 608 Physics on the Edge Electron
Tunneling 610 Physics on the Edge Superconductors and BCS Theory
612 Careers in Physics Electrician 614 SUMMARY AND REVIEW 615
STANDARDS-BASED ASSESSMENT 622 STEM Engineering and Technology:
Hybrid Electric Vehicles 624
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CHAPTER 18 CIRCUITS AND CIRCUIT ELEMENTS 626 1 Schematic Diagrams
and Circuits 628 Why It Matters CFLs and LEDs 631 Why It Matters
STEM Transistors and Integrated Circuits 634 2 Resistors in Series
or in Parallel 635 3 Complex Resistor Combinations 645 Why It
Matters Decorative Lights and Bulbs 650 Careers in Physics
Semiconductor Technician 652 SUMMARY AND REVIEW 653 STANDARDS-BASED
ASSESSMENT 660
CHAPTER LABS ONLINE
Exploring Circuit Elements Resistors in Series and in Parallel
Series and Parallel Circuits
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CHAPTER 16 ELECTRIC FORCES AND FIELDS 546 1 Electric Charge 548 2
Electric Force 554 3 The Electric Field 562 Why It Matters STEM
Microwave Ovens 569 SUMMARY AND REVIEW 570 STANDARDS-BASED
ASSESSMENT 576
CHAPTER LABS ONLINE
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CHAPTER 17 ELECTRICAL ENERGY AND CURRENT 578 1 Electric Potential
580 2 Capacitance 588 3 Current and Resistance 594 Why It Matters
STEM Superconductors 603 4 Electric Power 604 Why It Matters
Household Appliance Power Usage 608 Physics on the Edge Electron
Tunneling 610 Physics on the Edge Superconductors and BCS Theory
612 Careers in Physics Electrician 614 SUMMARY AND REVIEW 615
STANDARDS-BASED ASSESSMENT 622 STEM Engineering and Technology:
Hybrid Electric Vehicles 624
CHAPTER LABS ONLINE
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CHAPTER 18 CIRCUITS AND CIRCUIT ELEMENTS 626 1 Schematic Diagrams
and Circuits 628 Why It Matters CFLs and LEDs 631 Why It Matters
STEM Transistors and Integrated Circuits 634 2 Resistors in Series
or in Parallel 635 3 Complex Resistor Combinations 645 Why It
Matters Decorative Lights and Bulbs 650 Careers in Physics
Semiconductor Technician 652 SUMMARY AND REVIEW 653 STANDARDS-BASED
ASSESSMENT 660
CHAPTER LABS ONLINE
Exploring Circuit Elements Resistors in Series and in Parallel
Series and Parallel Circuits
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CHAPTER 19 MAGNETISM 662 1 Magnets and Magnetic Fields 664 Why It
Matters STEM Magnetic Resonance Imaging 669 2 Magnetism from
Electricity 670 3 Magnetic Force 673 Why It Matters Auroras 674
SUMMARY AND REVIEW 680 STANDARDS-BASED ASSESSMENT 686 STEM
Engineering and Technology: Can Cell Phones Cause Cancer? 688
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Magnetism Magnetic Field of a Conducting Wire Magnetic Field
Strength Magnetism from Electricity
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CHAPTER 20 ELECTROMAGNETIC INDUCTION 690 1 Electricity from
Magnetism 692 Why It Matters STEM Electric Guitar Pickups 699 2
Generators, Motors, and Mutual Inductance 700 Why It Matters STEM
Avoiding Electrocution 706 3 AC Circuits and Transformers 707 4
Electromagnetic Waves 715 Why It Matters Radio and TV Broadcasts
718 SUMMARY AND REVIEW 722 STANDARDS-BASED ASSESSMENT 728 Timeline
Physics and Its World: 1830–1890 730
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CHAPTER 21 ATOMIC PHYSICS 732 1 Quantization of Energy 734 Why It
Matters STEM Solar Cells 743 2 Models of the Atom 744 3 Quantum
Mechanics 753 Physics on the Edge Semiconductor Doping 760 SUMMARY
AND REVIEW 762 STANDARDS-BASED ASSESSMENT 766 Timeline Physics and
Its World: 1890–1950 768
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1 Why It Matters 2 3 Why It Matters SUMMARY AND REVIEW
STANDARDS-BASED ASSESSMENT STEM
HMDScience.com
1 Why It Matters 2 Why It Matters 3 4 Why It Matters SUMMARY AND
REVIEW STANDARDS-BASED ASSESSMENT Timeline
HMDScience.com
1 Why It Matters 2 3 Physics on the Edge SUMMARY AND REVIEW
STANDARDS-BASED ASSESSMENT Timeline
HMDScience.com
CHAPTER 22 SUBATOMIC PHYSICS 770 1 The Nucleus 772 2 Nuclear Decay
779 3 Nuclear Reactions 789 4 Particle Physics 793 Physics on the
Edge Antimatter 800 Careers in Physics Radiologist 802 SUMMARY AND
REVIEW 803 STANDARDS-BASED ASSESSMENT 808 STEM Engineering and
Technology: Nuclear Waste 810 Timeline Physics and Its World:
1950–Present 812
CHAPTER LABS ONLINE
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APPENDIX B THE SCIENTIFIC PROCESS R17
APPENDIX C SYMBOLS R20
APPENDIX D EQUATIONS R26
APPENDIX G PERIODIC TABLE OF THE ELEMENTS R44
APPENDIX H ABBREVIATED TABLE OF ISOTOPES AND ATOMIC MASSES
R46
APPENDIX I ADDITIONAL PROBLEMS R52
SELECTED ANSWERS R69
REFERENCE
CHAPTER 22 SUBATOMIC PHYSICS 770 1 The Nucleus 772 2 Nuclear Decay
779 3 Nuclear Reactions 789 4 Particle Physics 793 Physics on the
Edge Antimatter 800 Careers in Physics Radiologist 802 SUMMARY AND
REVIEW 803 STANDARDS-BASED ASSESSMENT 808 STEM Engineering and
Technology: Nuclear Waste 810 Timeline Physics and Its World:
1950–Present 812
CHAPTER LABS ONLINE
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Science Writer 68 Kinesiologist 106 Roller Coaster Designer 178
High School Physics Teacher 213 HVAC Technician 320 Optometrist 506
Laser Surgeon 538 Electrician 614 Semiconductor Technician 652
Radiologist 802
Physics and Its World: 1540–1690 150 Physics and Its World:
1690–1785 294 Physics and Its World: 1785–1830 400 Physics and Its
World: 1830–1890 730 Physics and Its World: 1890–1950 768 Physics
and Its World: 1950–Present 812
Global Warming 328 Noise Pollution 438 Hybrid Electric Vehicles 624
Can Cell Phones Cause Cancer? 688 Nuclear Waste 810
Special Relativity and Time Dilation 66 Special Relativity and
Velocities 104 The Equivalence of Mass and Energy 176 General
Relativity 258 De Broglie Waves 391 The Doppler Effect and the Big
Bang 428 Electron Tunneling 610 Superconductors and BCS Theory 612
Semiconductor Doping 760 Antimatter 800
Angular Kinematics 62 Tangential Speed and Acceleration 252
Rotation and Inertia 254 Rotational Dynamics 256 Properties of
Gases 283 Fluid Pressure 285
The Mars Climate Orbiter Mission (STEM) 13 Sky Diving 60 Astronaut
Workouts 126 Driving and Friction (STEM) 140 The Energy in Food 162
Surviving a Collision (STEM) 199 Black Holes 233 Climate and
Clothing 312 Earth-Coupled Heat Pumps (STEM) 316 Gasoline Engines
(STEM) 344 Refrigerators (STEM) 346 Deep-Sea Air Conditioning
(STEM) 354 Shock Absorbers (STEM) 368 Ultrasound Images (STEM) 406
Hearing Loss 417 Reverberation 425 Song of the Dunes 430 Cameras
(STEM) 498 Fiber Optics (STEM) 502 Digital Video Players (STEM) 536
Microwave Ovens (STEM) 569 Superconductors (STEM) 603 Household
Appliance Power Usage 608 CFLs and LEDs 631 Transistors and
Integrated Circuits (STEM) 634 Decorative Lights and Bulbs 650
Magnetic Resonance Imaging (STEM) 669 Auroras 674 Electric Guitar
Pickups (STEM) 699 Avoiding Electrocution (STEM) 706 Radio and TV
Broadcasts 718 Solar Cells (STEM) 743
FEATURES
xvi
SAFETY SYMBOLS
EYE PROTECTION Wear safety goggles when working around chemicals,
acids, bases, flames, or heating devices. Contents under pressure
may become projectiles and cause serious injury.
Never look directly at the sun through any optical device or use
direct sunlight to illuminate a microscope.
CLOTHING PROTECTION Secure loose clothing and remove dangling
jewelry. Do not wear open-toed shoes or sandals in the lab.
Wear an apron or lab coat to protect your clothing when you are
working with chemicals.
CHEMICAL SAFETY Always wear appropriate protective equipment.
Always wear eye goggles, gloves, and a lab apron or lab coat when
you are working with any chemical or chemical solution.
Never taste, touch, or smell chemicals unless your instructor
directs you to do so.
Do not allow radioactive materials to come into contact with your
skin, hair, clothing, or personal belongings. Although the
materials used in this lab are not hazardous when used properly,
radioactive materials can cause serious illness and may have
permanent effects.
ELECTRICAL SAFETY Do not place electrical cords in walking areas or
let cords hang over a table edge in a way that could cause
equipment to fall if the cord is accidentally pulled.
Do not use equipment that has frayed electrical cords or loose
plugs.
Be sure that equipment is in the “off” position before you plug it
in.
Never use an electrical appliance around water or with wet hands or
clothing.
Be sure to turn off and unplug electrical equipment when you are
finished using it.
Never close a circuit until it has been approved by your teacher.
Never rewire or adjust any element of a closed circuit.
If the pointer on any kind of meter moves off scale, open the
circuit immediately by opening the switch.
Do not work with any batteries, electrical devices, or magnets
other than those provided by your teacher.
HEATING SAFETY Avoid wearing hair spray or hair gel on lab
days.
Whenever possible, use an electric hot plate instead of an open
flame as a heat source.
When heating materials in a test tube, always angle the test tube
away from yourself and others.
Glass containers used for heating should be made of heat-resistant
glass.
SHARP OBJECT SAFETY Use knives and other sharp instruments with
extreme care.
HAND SAFETY Perform this experiment in a clear area. Attach masses
securely. Falling, dropped, or swinging objects can cause serious
injury.
Use a hot mitt to handle resistors, light sources, and other
equipment that may be hot. Allow all equipment to cool before
storing it.
To avoid burns, wear heat-resistant gloves whenever instructed to
do so.
Always wear protective gloves when working with an open flame,
chemicals, solutions, or wild or unknown plants.
If you do not know whether an object is hot, do not touch it.
Use tongs when heating test tubes. Never hold a test tube in your
hand to heat the test tube.
GLASSWARE SAFETY Check the condition of glassware before and after
using it. Inform your teacher of any broken, chipped, or cracked
glassware, because it should not be used.
Do not pick up broken glass with your bare hands. Place broken
glass in a specially designated disposal container.
WASTE DISPOSAL Clean and decontaminate all work surfaces and
personal protective equipment as directed by your instructor.
Dispose of all broken glass, contaminated sharp objects, and other
contaminated materials (biological and chemical) in special
containers as directed by your instructor.
EYE PROTECTION
CLOTHING PROTECTION
CHEMICAL SAFETY
HAND SAFETY
GLASSWARE SAFETY
WASTE DISPOSAL
Remember that the safety symbols shown here apply to a specific
activity, but the numbered rules on the following pages apply to
all laboratory work.
xviiSafety in the Physics Laboratory
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xvii
SAFETY IN THE PHYSICS LABORATORY Systematic, careful lab work is an
essential part of any science program because lab work is the key
to progress in science. In this class, you will practice some of
the same fundamental laboratory procedures and techniques that
experimental physicists use to pursue new knowledge.
The equipment and apparatus you will use involve various safety
hazards, just as they do for working physicists. You must be aware
of these hazards. Your teacher will guide you in properly using the
equipment and carrying out the experiments, but you must also take
responsibility for your part in this process. With the active
involvement of you and your teacher, these risks can be minimized
so that working in the physics laboratory can be a safe, enjoyable
process of discovery.
THESE SAFETY RULES ALWAYS APPLY IN THE LAB: 1. Always wear a lab
apron and safety goggles.
Wear these safety devices whenever you are in the lab, not just
when you are working on an experiment.
2. No contact lenses in the lab. Contact lenses should not be worn
during any investigations using chemicals (even if you are wearing
goggles). In the event of an accident, chemicals can get behind
contact lenses and cause serious damage before the lenses can be
removed. If your doctor requires that you wear contact lenses
instead of glasses, you should wear eye-cup safety goggles in the
lab. Ask your doctor or your teacher how to use this very important
and special eye protection.
3. Personal apparel should be appropriate for laboratory work. On
lab days avoid wearing long necklaces, dangling bracelets, bulky
jewelry, and bulky or loose-fitting clothing. Loose, flopping, or
dangling items may get caught in moving parts, accidentally contact
electrical connections, or interfere with the investigation in some
potentially hazardous manner. In addition, chemical fumes may react
with some jewelry, such as pearl jewelry, and ruin them. Cotton
clothing is preferable to clothes made of wool, nylon, or
polyester.
Tie back long hair. Wear shoes that will protect your feet from
chemical spills and falling objects. Do not wear open-toed shoes or
sandals or shoes with woven leather straps.
4. NEVER work alone in the laboratory. Work in the lab only while
under the supervision of your teacher. Do not leave equipment
unattended while it is in operation.
5. Only books and notebooks needed for the experiment should be in
the lab. Only the lab notebook and perhaps the textbook should be
in the lab. Keep other books, backpacks, purses, and similar items
in your desk, locker, or designated storage area.
6. Read the entire experiment before entering the lab. Your teacher
will review any applicable safety precautions before the lab. If
you are not sure of something, ask your teacher.
7. Heed all safety symbols and cautions written in the experimental
investigations and handouts, posted in the room, and given verbally
by your teacher. They are provided for a reason: YOUR SAFETY.
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8. Know the proper fire-drill procedures and the locations of fire
exits and emergency equipment. Make sure you know the procedures to
follow in case of a fire or emergency.
9. If your clothing catches on fire, do not run; WALK to the safety
shower, stand under it, and turn it on. Call to your teacher while
you do this.
10. Report all accidents to the teacher immediately, no matter how
minor. In addition, if you get a headache, feel sick to your
stomach, or feel dizzy, tell your teacher immediately.
11. Report all spills to your teacher immediately. Call your
teacher rather than trying to clean a spill yourself. Your teacher
will tell you if it is safe for you to clean up the spill; if not,
your teacher will know how the spill should be cleaned up
safely.
12. Student-designed inquiry investigations, such as Open Inquiry
labs, must be approved by the teacher before being attempted by the
student.
13. DO NOT perform unauthorized experiments or use equipment and
apparatus in a manner for which they are not intended. Use only
materials and equipment listed in the activity equipment list or
authorized by your teacher. Steps in a procedure should only be
performed as described in the book or lab manual or as approved by
your teacher.
14. Stay alert in the lab, and proceed with caution. Be aware of
others near you or your equipment when you are about to do
something in the lab. If you are not sure of how to proceed, ask y