Halliday, Resnick, Walker - Fundamentals of Physics - 10th edition, Notas de estudo de Física

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Quadratic Formula

If , then

Binomial Theorem

... (^) ( x^2 1)

Products of Vectors

Let u be the smaller of the two angles between and.

Then

    a (^) xbx  ay by  a (^) zbz  ab cos u

Trigonometric Identities

*See Appendix E for a more complete list.

cos a  cos b  2 cos 12 (a  b) cos 12 (a  b)

sin a  sin b  2 sin 12 (a  b) cos 12 (a  b)

| a :^  : b |  ab sin u

 ( aybz  by a (^) z )iˆ^  ( az bx  bz ax )jˆ  ( axby  bxa (^) y )kˆ

 iˆ^ 

a (^) y by

az

bz ^

 jˆ^ 

a (^) x bx

az

bz ^

 kˆ^ 

a (^) x bx

a (^) y

by 

a :^  b :   b :  a :^  

iˆ ax bx

jˆ a (^) y b (^) y

kˆ a (^) z bz 

b a : : b : a :

b : a :

(1  x ) n^  1 

nx 1! 

n ( n  1) x^2 2! 

x   b  1 b^2  4 ac 2 a ax^2  bx  c  0

Derivatives and Integrals

Cramer’s Rule Two simultaneous equations in unknowns x and y , a 1 x  b 1 y  c 1 and a 2 x  b 2 y  c 2 ,

have the solutions

and

y .

a 1 a 2

c 1

c 2 

a 1 a 2

b 1

b 2 ^

 a 1 c 2  a 2 c 1 a 1 b 2  a 2 b 1

x 

c 1 c 2

b 1

b 2 

a 1 a 2

b 1

b 2 ^



c 1 b 2  c 2 b 1 a 1 b 2  a 2 b 1



dx ( x^2  a^2 )3/^  x a^2 ( x^2  a^2 ) 1/



x dx ( x^2  a^2 )3/^  

1 ( x^2  a^2 )1/



dx 2 x^2  a^2

 ln( x  2 x^2  a^2 )

 ex^ dx^ ^ ex

d dx

ex^  ex

cos^ x dx^ ^ sin^ x

d dx cos x  sin x

sin^ x dx^  cos^ x

d dx

sin x  cos x

SI PREFIXES*

Factor Prefix Symbol Factor Prefix Symbol 10 24 yotta Y 10 –1^ deci d 1021 zetta Z 10 –2^ centi c 1018 exa E 10 –3^ milli m 1015 peta P 10 –6^ micro m 1012 tera T 10 –9^ nano n 109 giga G 10 –12^ pico p 106 mega M 10 –15^ femto f 103 kilo k 10 –18^ atto a 102 hecto h 10 –21^ zepto z 10 1 deka da 10 –24^ yocto y *In all cases, the first syllable is accented, as in ná-no-mé-ter.

MATHEMATICAL FORMULAS*

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E X T E N D E D

Halliday & Resnick

J E A R L W A L K E R CLEVELAND STATE UNIVERSITY

FUNDAMENTALS OF PHYSICS

T E N T H E D I T I O N

v

B R I E F C O N T E N T S

V O L U M E 1

1 Measurement

2 Motion Along a Straight Line

3 Vectors

4 Motion in Two and Three Dimensions

5 Force and Motion—I

6 Force and Motion—II

7 Kinetic Energy and Work

8 Potential Energy and Conservation of Energy

9 Center of Mass and Linear Momentum

10 Rotation

11 Rolling, Torque, and Angular Momentum

12 Equilibrium and Elasticity

13 Gravitation

14 Fluids

15 Oscillations

16 Waves—I

17 Waves—II

18 Temperature, Heat, and the First Law of

Thermodynamics

19 The Kinetic Theory of Gases

20 Entropy and the Second Law of Thermodynamics

V O L U M E 2

21 Coulomb’s Law

22 Electric Fields

23 Gauss’ Law

24 Electric Potential

25 Capacitance

26 Current and Resistance

27 Circuits

28 Magnetic Fields

29 Magnetic Fields Due to Currents

30 Induction and Inductance

31 Electromagnetic Oscillations and Alternating

Current

32 Maxwell’s Equations; Magnetism of Matter

33 Electromagnetic Waves

34 Images

35 Interference

36 Diffraction

37 Relativity

38 Photons and Matter Waves

39 More About Matter Waves

40 All About Atoms

41 Conduction of Electricity in Solids

42 Nuclear Physics

43 Energy from the Nucleus

44 Quarks, Leptons, and the Big Bang

Appendices / Answers to Checkpoints and Odd-Numbered Questions and Problems / Index

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P R E F A C E

WHY I WROTE THIS BOOK

Fun with a big challenge. That is how I have regarded physics since the day when Sharon, one of the students in a class I taught as a graduate student, suddenly demanded of me, “What has any of this got to do with my life?” Of course I immediately responded, “Sharon, this has everything to do with your life—this is physics.” She asked me for an example. I thought and thought but could not come up with a single one.That night I began writing the book The Flying Circus of Physics (John Wiley & Sons Inc., 1975) for Sharon but also for me because I realized her complaint was mine. I had spent six years slugging my way through many dozens of physics textbooks that were carefully written with the best of pedagogical plans, but there was something missing. Physics is the most interesting subject in the world because it is about how the world works, and yet the textbooks had been thor- oughly wrung of any connection with the real world. The fun was missing. I have packed a lot of real-world physics into Fundamentals of Physics , con- necting it with the new edition of The Flying Circus of Physics. Much of the mate- rial comes from the introductory physics classes I teach, where I can judge from the faces and blunt comments what material and presentations work and what do not. The notes I make on my successes and failures there help form the basis of this book. My message here is the same as I had with every student I’ve met since Sharon so long ago: “Yes, you can reason from basic physics concepts all the way to valid conclusions about the real world, and that understanding of the real world is where the fun is.” I have many goals in writing this book but the overriding one is to provide in- structors with tools by which they can teach students how to effectively read scientific material, iden- tify fundamental concepts, reason through scientific questions, and solve quantitative problems. This process is not easy for either students or instructors. Indeed, the course associated with this book may be one of the most challenging of all the courses taken by a student. However, it can also be one of the most rewarding because it reveals the world’s fundamental clockwork from which all scientific and engineering applications spring. Many users of the ninth edition (both instructors and students) sent in comments and suggestions to improve the book. These improvements are now incorporated into the narrative and problems throughout the book. The publisher John Wiley & Sons and I regard the book as an ongoing project and encourage more input from users. You can send suggestions, corrections, and positive or negative comments to John Wiley & Sons or Jearl Walker (mail address: Physics Department, Cleveland State University, Cleveland, OH 44115 USA; or the blog site at www.flyingcircusofphysics.com). We may not be able to respond to all suggestions, but we keep and study each of them.

WHAT’S NEW?

Modules and Learning Objectives “What was I supposed to learn from this section?” Students have

asked me this question for decades, from the weakest student to the strongest. The problem is that even a thoughtful student may not feel confident that the important points were captured while read- ing a section. I felt the same way back when I was using the first edition of Halliday and Resnick while taking first-year physics. To ease the problem in this edition, I restructured the chapters into concept modules based on a primary theme and begin each module with a list of the module’s learning objectives. The list is an explicit statement of the skills and learning points that should be gathered in reading the module. Each list is following by a brief summary of the key ideas that should also be gathered. For example, check out the first module in Chapter 16, where a student faces a truck load of concepts and terms. Rather than depending on the student’s ability to gather and sort those ideas, I now provide an explicit checklist that functions somewhat like the checklist a pilot works through before taxiing out to the runway for takeoff.

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Links Between Homework Problems and Learning Objectives In WileyPLUS , every question and prob-

lem at the end of the chapter is linked to a learning objective, to answer the (usually unspoken) ques- tions, “Why am I working this problem? What am I supposed to learn from it?” By being explicit about a problem’s purpose, I believe that a student might better transfer the learning objective to other problems with a different wording but the same key idea. Such transference would help defeat the common trouble that a student learns to work a particular problem but cannot then apply its key idea to a problem in a different setting.

Rewritten Chapters My students have continued to be challenged by several key chapters and by

spots in several other chapters and so, in this edition, I rewrote a lot of the material. For example, I redesigned the chapters on Gauss’ law and electric potential, which have proved to be tough-going for my students. The presentations are now smoother and more direct to the key points. In the quan- tum chapters, I expanded the coverage of the Schrödinger equation, including reflection of matter waves from a step potential. At the request of several instructors, I decoupled the discussion of the Bohr atom from the Schrödinger solution for the hydrogen atom so that the historical account of Bohr’s work can be bypassed. Also, there is now a module on Planck’s blackbody radiation.

New Sample Problems and Homework Questions and Problems Sixteen new sample problems have

been added to the chapters, written so as to spotlight some of the difficult areas for my students. Also, about 250 problems and 50 questions have been added to the homework sections of the chapters. Some of these problems come from earlier editions of the book, as requested by several instructors.

Video Illustrations In the eVersion of the text available in

WileyPLUS , David Maiullo of Rutgers University has created video versions of approximately 30 of the photo- graphs and figures from the text. Much of physics is the study of things that move and video can often provide a better representation than a static photo or figure.

Online Aid WileyPLUS is not just an online grading pro-

gram. Rather, it is a dynamic learning center stocked with many different learning aids, including just-in-time problem-solving tutorials, embedded reading quizzes to encourage reading, animated figures, hundreds of sample problems, loads of simulations and demonstrations, and over 1500 videos ranging from math reviews to mini-lectures to examples. More of these learning aids are added every semester. For this 10th edition of HRW, some of the photos involving motion have been converted into videos so that the motion can be slowed and analyzed. These thousands of learning aids are available 24/7 and can be repeated as many times as de- sired. Thus, if a student gets stuck on a homework problem at, say, 2:00 AM (which appears to be a popular time for doing physics homework), friendly and helpful resources are available at the click of a mouse.

LEARNINGS TOOLS When I learned first-year physics in the first edition of Halliday and Resnick, I caught on by repeatedly reread- ing a chapter. These days we better understand that students have a wide range of learning styles. So, I have produced a wide range of learning tools, both in this new edition and online in WileyPLUS :

Animations of one of the key figures in each chapter.

Here in the book, those figures are flagged with the swirling icon. In the online chapter in WileyPLUS , a mouse click begins the animation. I have chosen the fig- ures that are rich in information so that a student can see the physics in action and played out over a minute or two

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