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sion, in this textbook appear on the appropriate page within the text or on p. C Sears and Zemansky's university physics: with modern physics. -- 13th ed. University Physics with Modern Physics [13th Edition] - Young & lesforgesdessalles.info .. it was revolutionary among calculus-based physics textbooks in its emphasis . If you redistribute this textbook in a digital format (including but not limited to PDF and HTML), then you must retain on every page the following.

Initially Dirac tried to argue that such vacancies were protons. Plus, we regularly update and improve textbook solutions based on student ratings and feedback, so you can be sure you're getting the latest information available. Use HTTPs. Roger A. However S S and M S have the same magnitude for both particles because they have the same spin. Unit Prefixes Once we have defined the fundamental units it is easy to introduce larger and smaller units for the same physical quantities. Freedman Authors:

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Looking for the textbook? We have solutions for your book! Step-by-step solution:. JavaScript Not Detected. University Physics I: Forces 6. Centrifugal force and Coriolis force. An object is described as a particle whenever it is so small that its shape, for practical purposes, makes no difference. Not only that, but the interactions between two extended objects can also be calculated by adding up the interactions between all the particles making up the two objects.

This is how, once you know the form of the gravitational force between two particles which is fairly simple, as we will see in Chapter 10 , we can use that to calculate the force of gravity between a planet and its satellites, which can be fairly complicated in detail, and certainly depends on the 3 4 CHAPTER 1. Calculus I is only a corequisite for this course, so we will not make a lot of use of it here, and in any case you would need multidimensional integrals, which are an even more advanced subject, to do these kinds of calculations.

But it may be good for you to keep these ideas in the back of your mind. Freedman has taught in both the Department of Physics and the College of Creative Studies a branch of the university intended for highly gifted and motivated undergraduates. He has published research in nuclear physics elementary particle physics and laser physics. In recent years he has worked to make physics lectures a more interactive experience through the use of classroom response systems and pre-lecture videos.

In the s Dr. Today when not in the classroom or slaving over a computer Dr.

He earned both his undergraduate and graduate degrees from that university. He earned his Ph. Young joined the faculty of Carnegie Mellon in and retired in He also had two visiting professorships at the University of California Berkeley. He wrote several undergraduate-level textbooks and in he became a coauthor with Francis Sears and Mark Zemansky for their well-known introductory textbooks.

Young and his wife Alice hosted up to 50 students each year for Thanksgiving dinners in their home.

Always gracious Dr. Young expressed his appreciation earnestly: It is always a joy and a privilege to express my gratitude to my wife Alice and our children Gretchen and Rebecca for their love support and emotional suste- nance during the writing of several successive editions of this book.

May all men and women be blessed with love such as theirs. He will be missed. He received a B. After a one-year postdoc at Harvard University he joined the Texas AM physics faculty in and has been there ever since. Professor Ford has specialized in theoretical atomic physics—in particular atomic collisions. At Texas AM he has taught a variety of undergraduate and graduate courses but primarily introductory physics.

P hysics is one of the most fundamental of the sciences. Scientists of all disciplines use the ideas of physics including chemists who study the structure of molecules paleontologists who try to reconstruct how dinosaurs walked and climatologists who study how human activities affect the atmosphere and oceans. Physics is also the foundation of all engineering and technology.

No engineer could design a flat-screen TV a prosthetic leg or even a better mousetrap without first understanding the basic laws of physics. The study of physics is also an adventure. You will find it challenging some- times frustrating occasionally painful and often richly rewarding.

You will come to see physics as a towering achievement of the human intellect in its quest to understand our world and ourselves. Physicists observe the phenomena of nature and try to find patterns that relate these phenomena.

These patterns are called physical theories or when they are very well established and widely used physi- cal laws or principles. Rather a theory is an explanation of natural phenomena based on observation and accepted fundamental principles. An example is the well-established theory of bio- logical evolution which is the result of extensive research and observation by generations of biologists. Figure 1. Legend has it that Galileo Galilei — dropped light and heavy ob- jects from the top of the Leaning Tower of Pisa Fig.

From examining the results of his experiments which were actually much more sophisticated than in the legend he made the inductive leap to the principle or theory that the acceleration of a falling object is independent of its weight. Physics is not simply a collection of facts and principles it is also the process by which we arrive at general principles that describe how the physical universe behaves.

No theory is ever regarded as the final or ultimate truth. The possibility al- ways exists that new observations will require that a theory be revised or dis- carded. It is in the nature of physical theory that we can disprove a theory by finding behavior that is inconsistent with it but we can never prove that a theory is always correct.

Getting back to Galileo suppose we drop a feather and a cannonball. They certainly do not fall at the same rate. This does not mean that Galileo was wrong it means that his theory was incomplete. If we drop the feather and the cannon- ball in a vacuum to eliminate the effects of the air then they do fall at the same rate.

It applies only to objects for which the force exerted by the air due to air resistance and buoyancy is much less than the weight. Objects like feathers or parachutes are clearly outside this range. How do you learn to solve physics problems In every chapter of this book you will find Problem-Solving Strategies that offer techniques for setting up and solving problems efficiently and accurately. Following each Problem-Solving Strategy are one or more worked Examples that show these techniques in action.

The Problem-Solving Strategies will also steer you away from some incorrect techniques that you may be tempted to use. Study these strategies and problems carefully and work through each example for yourself on a piece of paper. Different techniques are useful for solving different kinds of physics prob- lems which is why this book offers dozens of Problem-Solving Strategies.

These same steps are equally useful for problems in math engineering chemistry and many other fields. All of the Problem-Solving Strategies and Examples in this book will follow these four steps.

In some cases we will combine the first two or three steps. We encourage you to follow these same steps when you solve problems yourself. Use the physical conditions stated in the problem to help you decide which physics concepts are rel- evant.

Identify the known quantities as stated or implied in the problem. This step is essential whether the problem asks for an algebraic expression or a numerical answer. Make sure that the variables you have identified correlate exactly with those in the equations. If appropriate draw a sketch of the situation described in the problem. Graph paper ruler pro - tractor and compass will help you make clear useful sketches. As best you can estimate what your results will be and as ap - propriate predict what the physical behavior of a system will be.

The worked examples in this book include tips on how to make these kinds of estimates and predictions. If your an- swer includes an algebraic expression assure yourself that it correctly represents what would happen if the variables in it had very large or very small values.

For future reference make note of any answer that represents a quantity of particular significance. Ask yourself how you might answer a more general or more dif- ficult version of the problem you have just solved. Problem-Solving STraTegy 1. In physics a model is a simplified version of a physical system that would be too complicated to analyze in full detail. For example suppose we want to analyze the motion of a thrown baseball Fig.

How complicated is this problem The ball is not a perfect sphere it has raised seams and it spins as it moves through the air. If we try to include all these things the analysis gets hopelessly com - plicated. Instead we invent a simplified version of the problem. We ignore the size and shape of the ball by representing it as a point object or particle.

We ignore air resistance by making the ball move in a vacuum and we make the weight constant. Now we have a problem that is simple enough to deal with Fig. We will analyze this model in detail in Chapter 3.

We have to overlook quite a few minor effects to make an idealized model but we must be careful not to neglect too much. If we ignore the effects of grav- ity completely then our model predicts that when we throw the ball up it will go in a straight line and disappear into space. A useful model simplifies a problem enough to make it manageable yet keeps its essential features. Direction of motion Direction of motion Treat the baseball as a point object particle. No air resistance.

Baseball spins and has a complex shape.

Air resistance and wind exert forces on the ball. Gravitational force on ball depends on altitude.

Gravitational force on ball is constant.