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 C O N T E N T S

1 Measurement  1 Adding Vectors by Components   46

1-1 MEASURING THINGS, INCLUDING LENGTHS   1 Vectors and the Laws of Physics   47
What Is Physics?   1
3-3 MULTIPLYING VECTORS   50
Measuring Things   1
Multiplying Vectors   50
The International System of Units   2
Changing Units   3 REVIEW & SUMMARY 55 QUESTIONS 56 PROBLEMS 57

Length  3
Significant Figures and Decimal Places   4 4 Motion in Two and Three Dimensions   62
4-1 POSITION AND DISPLACEMENT  62
1-2 TIME   5
What Is Physics?   62
Time  5
Position and Displacement   63
1-3 MASS  6
4-2 AVERAGE VELOCITY AND INSTANTANEOUS VELOCITY   64
Mass  6
Average Velocity and Instantaneous Velocity   65
REVIEW & SUMMARY 8 PROBLEMS 8

4-3 AVERAGE ACCELERATION AND INSTANTANEOUS

2 Motion Along a Straight Line   13 ACCELERATION  67
2-1 POSITION, DISPLACEMENT, AND AVERAGE VELOCITY   13 Average Acceleration and Instantaneous Acceleration   68
What Is Physics?   13
Motion  14 4-4 PROJECTILE MOTION  70
Position and Displacement   14 Projectile Motion   70
Average Velocity and Average Speed   15
4-5 UNIFORM CIRCULAR MOTION   76
2-2 INSTANTANEOUS VELOCITY AND SPEED  18 Uniform Circular Motion   76
Instantaneous Velocity and Speed   18
4-6 RELATIVE MOTION IN ONE DIMENSION   78
2-3 ACCELERATION   20 Relative Motion in One Dimension   78
Acceleration  20
4-7 RELATIVE MOTION IN TWO DIMENSIONS   80
2-4 CONSTANT ACCELERATION  23 Relative Motion in Two Dimensions   80
Constant Acceleration: A Special Case   23 REVIEW & SUMMARY 81  QUESTIONS 82  PROBLEMS 84
Another Look at Constant Acceleration   26

2-5 FREE-FALL ACCELERATION  27 5 Force and Motion—I   94

Free-Fall Acceleration   27 5-1 NEWTON’S FIRST AND SECOND LAWS   94
What Is Physics?   94
2-6 GRAPHICAL INTEGRATION IN MOTION ANALYSIS    29 Newtonian Mechanics   95
Graphical Integration in Motion Analysis   29 Newton’s First Law   95
REVIEW & SUMMARY 30 QUESTIONS 31 PROBLEMS 32 Force  96
Mass  97
3 Vectors   40 Newton’s Second Law   98
3-1 VECTORS AND THEIR COMPONENTS   40
What Is Physics?   40 5-2 SOME PARTICULAR FORCES   102
Vectors and Scalars   40 Some Particular Forces   102
Adding Vectors Geometrically   41
5-3 APPLYING NEWTON’S LAWS    106
Components of Vectors   42
Newton’s Third Law   106
3-2 UNIT VECTORS, ADDING VECTORS BY COMPONENTS   46 Applying Newton’s Laws   108
Unit Vectors   46 REVIEW & SUMMARY 114  QUESTIONS 114  PROBLEMS 116

vi
 CONTENTS vii

6 Force and Motion—II   124 8-4 WORK DONE ON A SYSTEM BY AN EXTERNAL FORCE   191
6-1 FRICTION  124 Work Done on a System by an External Force   192
What Is Physics?   124
8-5 CONSERVATION OF ENERGY   195
Friction  124
Conservation of Energy   195
Properties of Friction   127
REVIEW & SUMMARY 199 QUESTIONS 200 PROBLEMS 202
6-2 THE DRAG FORCE AND TERMINAL SPEED   130
The Drag Force and Terminal Speed   130
9 Center of Mass and Linear Momentum   214
6-3 UNIFORM CIRCULAR MOTION   133 9-1 CENTER OF MASS    214
Uniform Circular Motion   133 What Is Physics?   214
REVIEW & SUMMARY 138 QUESTIONS 139 PROBLEMS 140 The Center of Mass   215

9-2 NEWTON’S SECOND LAW FOR A SYSTEM OF

7 Kinetic Energy and Work   149 PARTICLES  220
7-1 KINETIC ENERGY  149 Newton’s Second Law for a System of Particles   220
What Is Physics?   149
9-3 LINEAR MOMENTUM  224
What Is Energy?   149
Linear Momentum   224
Kinetic Energy   150
The Linear Momentum of a System of Particles   225
7-2 WORK AND KINETIC ENERGY   151 9-4 COLLISION AND IMPULSE  226
Work  151 Collision and Impulse   226
Work and Kinetic Energy   152
9-5 CONSERVATION OF LINEAR MOMENTUM   230
7-3 WORK DONE BY THE GRAVITATIONAL FORCE   155 Conservation of Linear Momentum   230
Work Done by the Gravitational Force   156
9-6 MOMENTUM AND KINETIC ENERGY IN
7-4 WORK DONE BY A SPRING FORCE   159 COLLISIONS  233
Work Done by a Spring Force   159 Momentum and Kinetic Energy in Collisions   233
Inelastic Collisions in One Dimension   234
7-5 WORK DONE BY A GENERAL VARIABLE FORCE   162
Work Done by a General Variable Force   162 9-7 ELASTIC COLLISIONS IN ONE DIMENSION   237
Elastic Collisions in One Dimension   237
7-6 POWER   166
Power  166 9-8 COLLISIONS IN TWO DIMENSIONS   240
REVIEW & SUMMARY 168 QUESTIONS 169 PROBLEMS 170 Collisions in Two Dimensions   240

9-9 SYSTEMS WITH VARYING MASS: A ROCKET   241

8 Potential Energy and Conservation of Systems with Varying Mass: A Rocket   241
Energy  177 REVIEW & SUMMARY 243 QUESTIONS 245 PROBLEMS 246

8-1 POTENTIAL ENERGY  177

What Is Physics?   177
Work and Potential Energy   178 10 Rotation  257
Path Independence of Conservative Forces   179 10-1 ROTATIONAL VARIABLES  257
Determining Potential Energy Values   181 What Is Physics?   258
Rotational Variables   259
8-2 CONSERVATION OF MECHANICAL ENERGY   184 Are Angular Quantities Vectors?   264
Conservation of Mechanical Energy   184
10-2 ROTATION WITH CONSTANT ANGULAR
8-3 READING A POTENTIAL ENERGY CURVE   187 ACCELERATION    266
Reading a Potential Energy Curve   187 Rotation with Constant Angular Acceleration   266
viii CONTENTS

10-3 RELATING THE LINEAR AND ANGULAR 12 Equilibrium and Elasticity   327

VARIABLES  268 12-1 EQUILIBRIUM  327
Relating the Linear and Angular Variables   268 What Is Physics?   327
10-4 KINETIC ENERGY OF ROTATION   271 Equilibrium  327
Kinetic Energy of Rotation   271 The Requirements of Equilibrium   329
The Center of Gravity   330
10-5 CALCULATING THE ROTATIONAL INERTIA   273
Calculating the Rotational Inertia   273 12-2 SOME EXAMPLES OF STATIC EQUILIBRIUM   332
Some Examples of Static Equilibrium   332
10-6 TORQUE   277
Torque  278 12-3 ELASTICITY  338
Indeterminate Structures   338
10-7 NEWTON’S SECOND LAW FOR ROTATION   279 Elasticity  339
Newton’s Second Law for Rotation   279
REVIEW & SUMMARY 343 QUESTIONS 343 PROBLEMS 345

10-8 WORK AND ROTATIONAL KINETIC ENERGY   282

Work and Rotational Kinetic Energy   282 13 Gravitation  354
REVIEW & SUMMARY 285 QUESTIONS 286 PROBLEMS 287 13-1 NEWTON’S LAW OF GRAVITATION   354
What Is Physics?   354
Newton’s Law of Gravitation   355
11­ Rolling, Torque, and Angular Momentum   295
11-1 ROLLING AS TRANSLATION AND ROTATION 13-2 GRAVITATION AND THE PRINCIPLE OF
COMBINED  295 SUPERPOSITION    357
What Is Physics?   295 Gravitation and the Principle of Superposition   357
Rolling as Translation and Rotation Combined   295
13-3 GRAVITATION NEAR EARTH’S SURFACE   359
11-2 FORCES AND KINETIC ENERGY OF ROLLING   298 Gravitation Near Earth’s Surface   360
The Kinetic Energy of Rolling   298
13-4 GRAVITATION INSIDE EARTH   362
The Forces of Rolling   299
Gravitation Inside Earth   363
11-3 THE YO-YO   301
13-5 GRAVITATIONAL POTENTIAL ENERGY   364
The Yo-Yo   302
Gravitational Potential Energy   364
11-4 TORQUE REVISITED   302
13-6 PLANETS AND SATELLITES: KEPLER’S LAWS   368
Torque Revisited   303
Planets and Satellites: Kepler’s Laws   369
11-5 ANGULAR MOMENTUM   305
Angular Momentum   305 13-7 SATELLITES: ORBITS AND ENERGY   371
Satellites: Orbits and Energy   371
11-6 NEWTON’S SECOND LAW IN ANGULAR FORM   307
Newton’s Second Law in Angular Form   307 13-8 EINSTEIN AND GRAVITATION  374
Einstein and Gravitation   374
11-7 ANGULAR MOMENTUM OF A RIGID BODY   310 REVIEW & SUMMARY 376 QUESTIONS 377 PROBLEMS 378
The Angular Momentum of a System of Particles   310
The Angular Momentum of a Rigid Body Rotating About
a Fixed Axis   311 14 Fluids  386
14-1 FLUIDS, DENSITY, AND PRESSURE   386
11-8 CONSERVATION OF ANGULAR MOMENTUM   312 What Is Physics?   386
Conservation of Angular Momentum   312 What Is a Fluid?   386
Density and Pressure   387
11-9 PRECESSION OF A GYROSCOPE   317
Precession of a Gyroscope   317 14-2 FLUIDS AT REST  388
REVIEW & SUMMARY 318 QUESTIONS 319 PROBLEMS 320 Fluids at Rest   389
 CONTENTS ix

14-3 MEASURING PRESSURE  392 16-3 ENERGY AND POWER OF A WAVE TRAVELING ALONG

Measuring Pressure   392 A STRING   454
Energy and Power of a Wave Traveling Along a String   454
14-4 PASCAL’S PRINCIPLE  393
Pascal’s Principle   393 16-4 THE WAVE EQUATION   456
The Wave Equation   456
14-5 ARCHIMEDES’ PRINCIPLE   394
Archimedes’ Principle   395 16-5 INTERFERENCE OF WAVES  458
The Principle of Superposition for Waves   458
14-6 THE EQUATION OF CONTINUITY   398 Interference of Waves   459
Ideal Fluids in Motion   398
The Equation of Continuity   399 16-6 PHASORS  462
Phasors  462
14-7 BERNOULLI’S EQUATION  401
Bernoulli’s Equation   401
16-7 STANDING WAVES AND RESONANCE   465
Standing Waves   465
REVIEW & SUMMARY 405 QUESTIONS 405 PROBLEMS 406
Standing Waves and Resonance   467
REVIEW & SUMMARY 470 QUESTIONS 471 PROBLEMS 472

15 Oscillations  413
15-1 SIMPLE HARMONIC MOTION   413 17 Waves—II   479
What Is Physics?   414 17-1 SPEED OF SOUND   479
Simple Harmonic Motion   414 What Is Physics?   479
The Force Law for Simple Harmonic Motion   419 Sound Waves   479
The Speed of Sound   480
15-2 ENERGY IN SIMPLE HARMONIC MOTION   421
Energy in Simple Harmonic Motion   421 17-2 TRAVELING SOUND WAVES   482
Traveling Sound Waves   482
15-3 AN ANGULAR SIMPLE HARMONIC OSCILLATOR   423
An Angular Simple Harmonic Oscillator   423 17-3 INTERFERENCE  485
Interference  485
15-4 PENDULUMS, CIRCULAR MOTION   424
Pendulums  425 17-4 INTENSITY AND SOUND LEVEL   488
Simple Harmonic Motion and Uniform Circular Motion   428 Intensity and Sound Level   489

15-5 DAMPED SIMPLE HARMONIC MOTION   430 17-5 SOURCES OF MUSICAL SOUND   492
Damped Simple Harmonic Motion   430 Sources of Musical Sound   493

15-6 FORCED OSCILLATIONS AND RESONANCE   432 17-6 BEATS  496

Forced Oscillations and Resonance   432 Beats  497

REVIEW & SUMMARY 434 QUESTIONS 434 PROBLEMS 436 17-7 THE DOPPLER EFFECT   498
The Doppler Effect   499

16 Waves—I   444 17-8 SUPERSONIC SPEEDS, SHOCK WAVES   503

16-1 TRANSVERSE WAVES   444 Supersonic Speeds, Shock Waves   503
What Is Physics?   445 REVIEW & SUMMARY 504 QUESTIONS 505 PROBLEMS 506
Types of Waves   445
Transverse and Longitudinal Waves   445
18 Temperature, Heat, and the First Law of
Wavelength and Frequency   446
The Speed of a Traveling Wave   449
Thermodynamics  514
18-1 TEMPERATURE   514
16-2 WAVE SPEED ON A STRETCHED STRING   452 What Is Physics?   514
Wave Speed on a Stretched String   452 Temperature  515
x CONTENTS

The Zeroth Law of Thermodynamics   515 19-9 THE ADIABATIC EXPANSION OF AN IDEAL GAS   571
Measuring Temperature   516 The Adiabatic Expansion of an Ideal Gas   571

18-2 THE CELSIUS AND FAHRENHEIT SCALES   518 REVIEW & SUMMARY 575 QUESTIONS 576 PROBLEMS 577

The Celsius and Fahrenheit Scales   518

20 Entropy and the Second Law of
18-3 THERMAL EXPANSION   520
Thermal Expansion   520
Thermodynamics  583
20-1 ENTROPY  583
18-4 ABSORPTION OF HEAT   522 What Is Physics?   584
Temperature and Heat   523 Irreversible Processes and Entropy   584
The Absorption of Heat by Solids and Liquids   524 Change in Entropy   585
The Second Law of Thermodynamics   588
18-5 THE FIRST LAW OF THERMODYNAMICS   528
A Closer Look at Heat and Work   528 20-2 ENTROPY IN THE REAL WORLD: ENGINES   590
The First Law of Thermodynamics   531 Entropy in the Real World: Engines   590
Some Special Cases of the First Law of
Thermodynamics  532 20-3 REFRIGERATORS AND REAL ENGINES   595
Entropy in the Real World: Refrigerators   596
18-6 HEAT TRANSFER MECHANISMS  534 The Efficiencies of Real Engines   597
Heat Transfer Mechanisms   534
20-4 A STATISTICAL VIEW OF ENTROPY   598
REVIEW & SUMMARY 538 QUESTIONS 540 PROBLEMS 541
A Statistical View of Entropy   598
REVIEW & SUMMARY 602 QUESTIONS 603 PROBLEMS 604

19 The Kinetic Theory of Gases   549

19-1 AVOGADRO’S NUMBER   549 21 Coulomb’s Law  609
What Is Physics?   549
21-1 COULOMB’S LAW  609
Avogadro’s Number   550
What Is Physics?   610
19-2 IDEAL GASES  550 Electric Charge   610
Ideal Gases   551 Conductors and Insulators   612
Coulomb’s Law   613
19-3 PRESSURE, TEMPERATURE, AND
RMS SPEED   554 21-2 CHARGE IS QUANTIZED   619
Pressure, Temperature, and RMS Speed   554 Charge Is Quantized   619

19-4 TRANSLATIONAL KINETIC ENERGY   557 21-3 CHARGE IS CONSERVED   621

Translational Kinetic Energy   557 Charge Is Conserved   621
REVIEW & SUMMARY 622  QUESTIONS 623  PROBLEMS 624
19-5 MEAN FREE PATH   558
Mean Free Path   558
22 Electric Fields  630
19-6 THE DISTRIBUTION OF MOLECULAR SPEEDS   560 22-1 THE ELECTRIC FIELD   630
The Distribution of Molecular Speeds   561 What Is Physics?   630
The Electric Field   631
19-7 THE MOLAR SPECIFIC HEATS OF
Electric Field Lines   631
AN IDEAL GAS   564
The Molar Specific Heats of an Ideal Gas   564 22-2 THE ELECTRIC FIELD DUE TO A CHARGED
PARTICLE  633
19-8 DEGREES OF FREEDOM AND MOLAR The Electric Field Due to a Point Charge   633
SPECIFIC HEATS   568
Degrees of Freedom and Molar Specific Heats   568 22-3 THE ELECTRIC FIELD DUE TO A DIPOLE   635
A Hint of Quantum Theory   570 The Electric Field Due to an Electric Dipole   636
 CONTENTS xi

22-4 THE ELECTRIC FIELD DUE TO A LINE OF CHARGE   638 24-5 POTENTIAL DUE TO A CONTINUOUS CHARGE
The Electric Field Due to Line of Charge   638 DISTRIBUTION  698
Potential Due to a Continuous Charge Distribution   698
22-5 THE ELECTRIC FIELD DUE TO A CHARGED DISK   643
The Electric Field Due to a Charged Disk   643 24-6 CALCULATING THE FIELD FROM THE POTENTIAL   701
Calculating the Field from the Potential   701
22-6 A POINT CHARGE IN AN ELECTRIC FIELD   645
A Point Charge in an Electric Field   645 24-7 ELECTRIC POTENTIAL ENERGY OF A SYSTEM OF
CHARGED PARTICLES   703
22-7 A DIPOLE IN AN ELECTRIC FIELD   647 Electric Potential Energy of a System of Charged Particles   703
A Dipole in an Electric Field   648
REVIEW & SUMMARY 650  QUESTIONS 651  PROBLEMS 652 24-8 POTENTIAL OF A CHARGED ISOLATED CONDUCTOR   706
Potential of a Charged Isolated Conductor   706
23 Gauss’ Law  659 REVIEW & SUMMARY 707  QUESTIONS 708  PROBLEMS 710
23-1 ELECTRIC FLUX  659
What Is Physics?   659
25 Capacitance  717
Electric Flux   660
25-1 CAPACITANCE  717
23-2 GAUSS’ LAW  664 What Is Physics?   717
Gauss’ Law   664 Capacitance  717
Gauss’ Law and Coulomb’s Law   666
25-2 CALCULATING THE CAPACITANCE  719
23-3 A CHARGED ISOLATED CONDUCTOR   668 Calculating the Capacitance   720
A Charged Isolated Conductor   668
25-3 CAPACITORS IN PARALLEL AND IN SERIES   723
23-4 APPLYING GAUSS’ LAW: CYLINDRICAL Capacitors in Parallel and in Series   724
SYMMETRY  671
25-4 ENERGY STORED IN AN ELECTRIC FIELD   728
Applying Gauss’ Law: Cylindrical Symmetry   671
Energy Stored in an Electric Field   728
23-5 APPLYING GAUSS’ LAW: PLANAR SYMMETRY   673
25-5 CAPACITOR WITH A DIELECTRIC   731
Applying Gauss’ Law: Planar Symmetry   673
Capacitor with a Dielectric   731
23-6 APPLYING GAUSS’ LAW: SPHERICAL SYMMETRY   675 Dielectrics: An Atomic View   733
Applying Gauss’ Law: Spherical Symmetry   675
25-6 DIELECTRICS AND GAUSS’ LAW   735
REVIEW & SUMMARY 677  QUESTIONS 677  PROBLEMS 679 Dielectrics and Gauss’ Law   735

24 Electric Potential  685 REVIEW & SUMMARY 738  QUESTIONS 738  PROBLEMS 739

24-1 ELECTRIC POTENTIAL  685

What Is Physics?   685 26 Current and Resistance   745
Electric Potential and Electric Potential Energy   686 26-1 ELECTRIC CURRENT  745
What Is Physics?   745
24-2 EQUIPOTENTIAL SURFACES AND THE ELECTRIC Electric Current   746
FIELD  690
Equipotential Surfaces   690 26-2 CURRENT DENSITY  748
Calculating the Potential from the Field   691 Current Density   749

24-3 POTENTIAL DUE TO A CHARGED PARTICLE   694 26-3 RESISTANCE AND RESISTIVITY  752
Potential Due to a Charged Particle   694 Resistance and Resistivity   753
Potential Due to a Group of Charged Particles   695
26-4 OHM’S LAW  756
24-4 POTENTIAL DUE TO AN ELECTRIC DIPOLE   697 Ohm’s Law   756
Potential Due to an Electric Dipole   697 A Microscopic View of Ohm’s Law   758
xii CONTENTS

26-5 POWER, SEMICONDUCTORS, 28-8 THE MAGNETIC DIPOLE MOMENT   824

SUPERCONDUCTORS  760 The Magnetic Dipole Moment   825
Power in Electric Circuits   760 REVIEW & SUMMARY 827  QUESTIONS 827  PROBLEMS 829
Semiconductors  762
Superconductors  763
29 Magnetic Fields Due to Currents   836
REVIEW & SUMMARY 763  QUESTIONS 764  PROBLEMS 765
29-1 MAGNETIC FIELD DUE TO A CURRENT   836
What Is Physics?   836
27 Circuits  771 Calculating the Magnetic Field Due to a Current   837
27-1 SINGLE-LOOP CIRCUITS  771
29-2 FORCE BETWEEN TWO PARALLEL CURRENTS   842
What Is Physics?   772
Force Between Two Parallel Currents   842
“Pumping” Charges   772
Work, Energy, and Emf   773 29-3 AMPERE’S LAW   844
Calculating the Current in a Single-Loop Circuit   774 Ampere’s Law   844
Other Single-Loop Circuits   776
Potential Difference Between Two Points   777 29-4 SOLENOIDS AND TOROIDS   848
Solenoids and Toroids   848
27-2 MULTILOOP CIRCUITS  781
Multiloop Circuits   781 29-5 A CURRENT-CARRYING COIL AS A MAGNETIC DIPOLE   851
A Current-Carrying Coil as a Magnetic Dipole   851
27-3 THE AMMETER AND THE VOLTMETER   788 REVIEW & SUMMARY 854  QUESTIONS 855  PROBLEMS 856
The Ammeter and the Voltmeter   788

27-4 RC CIRCUITS   788 30 Induction and Inductance   864

RC Circuits   789 30-1 FARADAY’S LAW AND LENZ’S LAW   864
REVIEW & SUMMARY 793  QUESTIONS 793  PROBLEMS 795 What Is Physics?   864
Two Experiments   865
Faraday’s Law of Induction   865
28 Magnetic Fields  803
→ Lenz’s Law   868
28-1 MAGNETIC FIELDS AND THE DEFINITION OF B   803
What Is Physics?   803 30-2 INDUCTION AND ENERGY TRANSFERS   871
What Produces a → Magnetic Field?   804 Induction and Energy Transfers   871
The Definition of B   804
30-3 INDUCED ELECTRIC FIELDS   874
28-2 CROSSED FIELDS: DISCOVERY OF THE Induced Electric Fields   875
ELECTRON  808
30-4 INDUCTORS AND INDUCTANCE  879
Crossed Fields: Discovery of the Electron   809
Inductors and Inductance   879
28-3 CROSSED FIELDS: THE HALL EFFECT   810 30-5 SELF-INDUCTION  881
Crossed Fields: The Hall Effect   811 Self-Induction  881
28-4 A CIRCULATING CHARGED PARTICLE   814 30-6 RL CIRCUITS   882
A Circulating Charged Particle   814 RL Circuits   883

28-5 CYCLOTRONS AND SYNCHROTRONS  817 30-7 ENERGY STORED IN A MAGNETIC FIELD   887
Cyclotrons and Synchrotrons   818 Energy Stored in a Magnetic Field   887

28-6 MAGNETIC FORCE ON A CURRENT-CARRYING 30-8 ENERGY DENSITY OF A MAGNETIC FIELD   889

WIRE  820 Energy Density of a Magnetic Field   889
Magnetic Force on a Current-Carrying Wire   820
30-9 MUTUAL INDUCTION  890
28-7 TORQUE ON A CURRENT LOOP   822 Mutual Induction   890
Torque on a Current Loop   822 REVIEW & SUMMARY 893  QUESTIONS 893  PROBLEMS 895
 CONTENTS xiii

31 Electromagnetic Oscillations and 32-8 FERROMAGNETISM  961

Alternating Current   903 Ferromagnetism  961
31-1 LC OSCILLATIONS   903 REVIEW & SUMMARY 964  QUESTIONS 965  PROBLEMS 967

What Is Physics?   904

LC Oscillations, Qualitatively   904 33 Electromagnetic Waves  972
The Electrical-Mechanical Analogy   906 33-1 ELECTROMAGNETIC WAVES  972
LC Oscillations, Quantitatively   907 What Is Physics?   972
31-2 DAMPED OSCILLATIONS IN AN RLC CIRCUIT   910 Maxwell’s Rainbow   973
Damped Oscillations in an RLC Circuit   911 The Traveling Electromagnetic Wave, Qualitatively   974
The Traveling Electromagnetic Wave, Quantitatively   977
31-3 FORCED OSCILLATIONS OF THREE SIMPLE
CIRCUITS  912 33-2 ENERGY TRANSPORT AND THE POYNTING
Alternating Current   913 VECTOR  980
Forced Oscillations   914 Energy Transport and the Poynting Vector   981
Three Simple Circuits   914
33-3 RADIATION PRESSURE  983
31-4 THE SERIES RLC CIRCUIT   921 Radiation Pressure   983
The Series RLC Circuit   921
33-4 POLARIZATION  985
31-5 POWER IN ALTERNATING-CURRENT Polarization  985
CIRCUITS  927
Power in Alternating-Current Circuits   927 33-5 REFLECTION AND REFRACTION  990
Reflection and Refraction   991
31-6 TRANSFORMERS   930
Transformers  930 33-6 TOTAL INTERNAL REFLECTION   996
Total Internal Reflection   996
REVIEW & SUMMARY 933  QUESTIONS 934  PROBLEMS 935

33-7 POLARIZATION BY REFLECTION   997

32 Maxwell’s Equations; Magnetism Polarization by Reflection   998
of Matter   941 REVIEW & SUMMARY 999  QUESTIONS 1000  PROBLEMS 1001
32-1 GAUSS’ LAW FOR MAGNETIC FIELDS   941
What Is Physics?   941 34 Images  1010
Gauss’ Law for Magnetic Fields   942
34-1 IMAGES AND PLANE MIRRORS   1010
32-2 INDUCED MAGNETIC FIELDS   943 What Is Physics?   1010
Induced Magnetic Fields   943 Two Types of Image   1010­
Plane Mirrors   1012
32-3 DISPLACEMENT CURRENT  946
Displacement Current   947 34-2 SPHERICAL MIRRORS  1014
Maxwell’s Equations   949 Spherical Mirrors   1015
Images from Spherical Mirrors   1016
32-4 MAGNETS  950
Magnets  950 34-3 SPHERICAL REFRACTING SURFACES   1020
Spherical Refracting Surfaces   1020
32-5 MAGNETISM AND ELECTRONS  952
Magnetism and Electrons   953 34-4 THIN LENSES   1023
Magnetic Materials   956 Thin Lenses   1023

32-6 DIAMAGNETISM  957 34-5 OPTICAL INSTRUMENTS  1030

Diamagnetism  957 Optical Instruments   1030

32-7 PARAMAGNETISM  959 34-6 THREE PROOFS   1033

Paramagnetism  959 REVIEW & SUMMARY 1036  QUESTIONS 1037  PROBLEMS 1038
xiv CONTENTS

35 Interference  1047 Measuring an Event   1118

35-1 LIGHT AS A WAVE   1047 The Relativity of Simultaneity   1120
What Is Physics?   1047 The Relativity of Time   1121
Light as a Wave   1048
37-2 THE RELATIVITY OF LENGTH   1125
35-2 YOUNG’S INTERFERENCE EXPERIMENT   1053 The Relativity of Length   1126
Diffraction  1053
37-3 THE LORENTZ TRANSFORMATION   1129
Young’s Interference Experiment   1054
The Lorentz Transformation   1129
35-3 INTERFERENCE AND DOUBLE-SLIT INTENSITY   1059 Some Consequences of the Lorentz Equations   1131
Coherence  1059
37-4 THE RELATIVITY OF VELOCITIES   1133
Intensity in Double-Slit Interference   1060
The Relativity of Velocities   1133
35-4 INTERFERENCE FROM THIN FILMS   1063
37-5 DOPPLER EFFECT FOR LIGHT   1134
Interference from Thin Films   1064
Doppler Effect for Light   1135
35-5 MICHELSON’S INTERFEROMETER  1070
37-6 MOMENTUM AND ENERGY  1137
Michelson’s Interferometer   1071
A New Look at Momentum   1138
REVIEW & SUMMARY 1072  QUESTIONS 1072  PROBLEMS 1074 A New Look at Energy   1138
REVIEW & SUMMARY 1143  QUESTIONS 1144  PROBLEMS 1145
36 Diffraction  1081
36-1 SINGLE-SLIT DIFFRACTION  1081
38 Photons and Matter Waves   1153
What Is Physics?   1081
Diffraction and the Wave Theory of Light   1081 38-1 THE PHOTON, THE QUANTUM OF LIGHT   1153
Diffraction by a Single Slit: Locating the Minima   1083 What Is Physics?   1153
The Photon, the Quantum of Light   1154
36-2 INTENSITY IN SINGLE-SLIT DIFFRACTION   1086
38-2 THE PHOTOELECTRIC EFFECT   1155
Intensity in Single-Slit Diffraction   1086
The Photoelectric Effect   1156
Intensity in Single-Slit Diffraction, Quantitatively   1088
38-3 PHOTONS, MOMENTUM, COMPTON SCATTERING, LIGHT
36-3 DIFFRACTION BY A CIRCULAR APERTURE   1090
INTERFERENCE  1158
Diffraction by a Circular Aperture   1091
Photons Have Momentum   1159
36-4 DIFFRACTION BY A DOUBLE SLIT   1094 Light as a Probability Wave   1162
Diffraction by a Double Slit   1095 38-4 THE BIRTH OF QUANTUM PHYSICS   1164
36-5 DIFFRACTION GRATINGS  1098 The Birth of Quantum Physics   1165
Diffraction Gratings   1098 38-5 ELECTRONS AND MATTER WAVES   1166
Electrons and Matter Waves   1167
36-6 GRATINGS: DISPERSION AND RESOLVING
POWER  1101 38-6 SCHRÖDINGER’S EQUATION  1170
Gratings: Dispersion and Resolving Power   1101 Schrödinger’s Equation   1170

36-7 X-RAY DIFFRACTION  1104 38-7 HEISENBERG’S UNCERTAINTY PRINCIPLE   1172

X-Ray Diffraction   1104 Heisenberg’s Uncertainty Principle   1173
REVIEW & SUMMARY 1107  QUESTIONS 1107  PROBLEMS 1108
38-8 REFLECTION FROM A POTENTIAL STEP   1174
Reflection from a Potential Step   1174
37 Relativity  1116
37-1 SIMULTANEITY AND TIME DILATION   1116 38-9 TUNNELING THROUGH A POTENTIAL BARRIER   1176
What Is Physics?   1116 Tunneling Through a Potential Barrier   1176
The Postulates   1117 REVIEW & SUMMARY 1179  QUESTIONS 1180  PROBLEMS 1181
 CONTENTS xv

39 More About Matter Waves   1186 41 Conduction of Electricity in Solids   1252

39-1 ENERGIES OF A TRAPPED ELECTRON   1186 41-1 THE ELECTRICAL PROPERTIES OF METALS   1252
What Is Physics?   1186 What Is Physics?   1253
String Waves and Matter Waves   1187 The Electrical Properties of Solids   1253
Energies of a Trapped Electron   1187 Energy Levels in a Crystalline Solid   1254
Insulators  1254
39-2 WAVE FUNCTIONS OF A TRAPPED
Metals  1255
ELECTRON  1191
Wave Functions of a Trapped Electron   1192 41-2 SEMICONDUCTORS AND DOPING  1261
Semiconductors  1262
39-3 AN ELECTRON IN A FINITE WELL   1195
Doped Semiconductors   1263
An Electron in a Finite Well   1195

39-4 TWO- AND THREE-DIMENSIONAL ELECTRON 41-3 THE p-n JUNCTION AND THE TRANSISTOR   1265
TRAPS  1197 The p-n­Junction   1266
More Electron Traps   1197 The Junction Rectifier   1267
Two- and Three-Dimensional Electron Traps   1200 The Light-Emitting Diode (LED)   1268
The Transistor   1270
39-5 THE HYDROGEN ATOM   1201 REVIEW & SUMMARY 1271  QUESTIONS 1272  PROBLEMS 1272
The Hydrogen Atom Is an Electron Trap   1202
The Bohr Model of Hydrogen, a Lucky Break   1203 42 Nuclear Physics  1276
Schrödinger’s Equation and the Hydrogen Atom   1205 42-1 DISCOVERING THE NUCLEUS  1276
REVIEW & SUMMARY 1213  QUESTIONS 1213  PROBLEMS 1214 What Is Physics?   1276
Discovering the Nucleus   1276
40 All About Atoms   1219
40-1 PROPERTIES OF ATOMS  1219 42-2 SOME NUCLEAR PROPERTIES   1279
What Is Physics?   1220 Some Nuclear Properties   1280
Some Properties of Atoms   1220
42-3 RADIOACTIVE DECAY  1286
Angular Momentum, Magnetic Dipole Moments   1222
Radioactive Decay   1286
40-2 THE STERN–GERLACH EXPERIMENT   1226
42-4 ALPHA DECAY   1289
The Stern–Gerlach Experiment   1226
Alpha Decay   1289
40-3 MAGNETIC RESONANCE  1229
42-5 BETA DECAY  1292
Magnetic Resonance   1229
Beta Decay   1292
40-4 EXCLUSION PRINCIPLE AND MULTIPLE ELECTRONS
42-6 RADIOACTIVE DATING  1295
IN A TRAP   1230
Radioactive Dating   1295
The Pauli Exclusion Principle   1230
Multiple Electrons in Rectangular Traps   1231 42-7 MEASURING RADIATION DOSAGE   1296
Measuring Radiation Dosage   1296
40-5 BUILDING THE PERIODIC TABLE   1234
Building the Periodic Table   1234 42-8 NUCLEAR MODELS  1297
Nuclear Models   1297
40-6 X RAYS AND THE ORDERING OF THE
ELEMENTS  1236 REVIEW & SUMMARY 1300  QUESTIONS 1301  PROBLEMS 1302

X Rays and the Ordering of the Elements   1237

43 Energy from the Nucleus   1309
40-7 LASERS  1240 43-1 NUCLEAR FISSION  1309
Lasers and Laser Light   1241 What Is Physics?   1309
How Lasers Work   1242 Nuclear Fission: The Basic Process   1310
REVIEW & SUMMARY 1245  QUESTIONS 1246  PROBLEMS 1247 A Model for Nuclear Fission   1312
xvi CONTENTS

43-2 THE NUCLEAR REACTOR   1316 44-3 QUARKS AND MESSENGER PARTICLES   1349
The Nuclear Reactor   1316 The Quark Model   1349
The Basic Forces and Messenger Particles   1352
43-3 A NATURAL NUCLEAR REACTOR   1320
A Natural Nuclear Reactor   1320 44-4 COSMOLOGY  1355
A Pause for Reflection   1355
43-4 THERMONUCLEAR FUSION: THE BASIC The Universe Is Expanding   1356
PROCESS  1322 The Cosmic Background Radiation   1357
Thermonuclear Fusion: The Basic Process   1322 Dark Matter   1358
43-5 THERMONUCLEAR FUSION IN THE SUN AND OTHER The Big Bang   1358
STARS  1324 A Summing Up   1361
Thermonuclear Fusion in the Sun and Other Stars   1324 REVIEW & SUMMARY 1362  QUESTIONS 1362  PROBLEMS 1363

43-6 CONTROLLED THERMONUCLEAR FUSION  1326

APPENDICES
Controlled Thermonuclear Fusion   1326
A The International System of Units (SI)   A-1
REVIEW & SUMMARY 1329  QUESTIONS 1329  PROBLEMS 1330 B Some Fundamental Constants of Physics   A-3
C Some Astronomical Data  A-4
44 Quarks, Leptons, and the Big Bang   1334 D Conversion Factors  A-5
44-1 GENERAL PROPERTIES OF ELEMENTARY E Mathematical Formulas  A-9
PARTICLES  1334 F Properties of The Elements   A-12
What Is Physics?   1334 G Periodic Table of The Elements   A-15
Particles, Particles, Particles   1335
An Interlude   1339
ANSWERS
44-2 LEPTONS, HADRONS, AND STRANGENESS   1343 To Checkpoints and Odd-Numbered Questions and Problems   AN-1
The Leptons   1343
The Hadrons   1345 I N D E X I-1
Still Another Conservation Law   1346
The Eightfold Way   1347
 P R E F A C E

HOW TO USE THE 11TH EDITION OF FUNDAMENTALS OF PHYSICS

The WileyPLUS Course for Fundamentals of Physics is now in its 11th edition. You will note that
this print component does not have an edition number. This is because while we completely over-
hauled the WP course for the 11th edition, we did not change anything in the print version other
than this preface. It is our hope that students will use the 11th edition of Fundamentals of Physics in
­WileyPLUS as their sole course material. If they do need a print companion, the edition previously
sold as the 10th edition is available to them.

A LETTER FROM THE AUTHOR

PHYSICS FOR RACHAEL
The eleventh edition of Fundamentals of Physics is an online, interactive, digital learning center with-
in WileyPLUS. My working title for the “book” portion of the center is Physics for Rachael because
I originated its design when Rachael Catrina was in my first semester physics class.

Rachael Catrina and Jearl Walker

Photo courtesy of Rachael Catrina

Within the first few weeks, Rachael began to come to my office for help. I soon realized that,
although she was eager to succeed, she was not learning enough by reading the textbook and she
was not gaining enough information from my lectures to do the homework or prepare for the exams.
So, we began discussions of the physics in two-hour sessions each week for the rest of the semester.
I would explain some physics and then ask guiding questions. She would respond. If she was wrong,
I would tell her the correct answer and why. Instead of passive reading in the textbook or passive
listening to the lectures, we had a back-and-forth exchange of questions and explanations. Passive
switched to engaged. She learned the physics. I learned how a modern student thinks.
At the end of the semester, I pitched the idea of converting Fundamentals 10e to be an online,
digital, interactive “book” to the publisher, John Wiley & Sons. Together we have now transformed
the traditional book of thousands of declarative sentences into a Rachael-type of discourse. In each
chapter section, I explain some physics and then ask guiding questions, which the online student will
answer. If the student’s answer is wrong, then I indicate the correct answer and why. In that way
I guide the student through the chapter. The book is now much more than just a book. Rather, it
is part of a learning center with information, interactive challenges, activities, games (which can be
group activities), and embedded media. The reality is that today most students taking the introduc-
tory physics course are like Rachael in that they need lots of guidance and interaction. Although
I cannot be available in person for each student as I was for Rachael, this digital and interactive
resource is available 24/7.

xvii
xviii PREFACE

Brad Trees of Ohio Wesleyan University has contributed many interactive exercises and simu-
lations within the Rachael chapters and within WileyPLUS. They will engage the students in visual
ways, challenging them to dig deeper into the physics than the standard homework problems. Many
are based on real-world applications of physics and offer animations of time dependent phenomena.

WHAT’S NEW IN THE ELEVENTH EDITION

Interactive Exercises and Simulations by Brad Trees of Ohio Wesleyan University. How do we help
students understand challenging concepts in physics? How do we motivate students to engage with
core content in a meaningful way? The new simulations accompanying the eleventh edition of Fun-
damentals of Physics are intended to address these key questions. Each module in the Etext is linked
to one or more simulations that convey concepts visually. A simulation depicts a physical situation in
which time dependent phenomena are animated and information is presented in multiple represen-
tations including a visual representation of the physical system as well as a plot of related variables.
­Often, adjustable parameters allow the user to change a property of the system and to see the effects
of that change on the subsequent behavior. For visual learners, the simulations provide an opportuni-
ty to “see” the physics in action. Each simulation is also linked to a set of interactive e­ xercises, which
guides the student through a deeper interaction with the physics underlying the simulation. The
exercises consist of a series of practice questions with feedback and detailed solutions. Instructors
may choose to assign the exercises for practice, to recommend the exercises to students as ­additional
practice, and to show individual simulations during class time to demonstrate a concept and to moti-
vate class discussion.

Questions throughout the chapter narratives   Every section (module) of a chapter contains
questions that guide a student through the physics or explore a figure or video. An answer and
an explanation are provided for each question. There are no “traps” that prevent a student from
 PREFACE xix

­ rogressing through the chapter. A student’s progress is reported to an online gradebook, for
p
a ­student’s personal use or for an instructor’s grade assessment.

Games and opportunities for group work   Each chapter contains a game based on key ideas in
the chapter and presented in a fun manner. The games can also be used as group exercises or a break
in a long lecture or for flipped classrooms. Answers and explanations are always provided.

Physics Circus

Derivations  In a print book, students very rarely read a derivation, much less study it. In the
Rachael version of Fundamentals of Physics, the student will work through every derivation by
answering several questions along the way, with the results reported to the online gradebook. Thus,
the student can understand the result and its limitations rather than merely using it as a plug-in
equation.

Sample Problems   Every Sample Problem (about 15 per chapter) has been transformed from a
passive reading experience to a series of interactive steps, with the results reported to the online
gradebook. In some Sample Problems, a student works through the calculations with a series of
guiding questions. In others, a student follows a link to one of my videos and then answers several
questions after the video.

Video Links   Links to video explanations, interactive figures, and demonstrations are now embed-
ded in the narrative, and every link is followed by an interactive series of questions, with the results
reported to the online gradebook.

Roll-over figures   Some of the more challenging figures have been converted so that a student can
see different aspects by rolling over the figure.

WILEYPLUS
WileyPLUS is a dynamic learning center stocked with many different learning aids, including just-
in-time problem-solving tutorials, reading quizzes (to encourage reading about the physics prior
to lectures), animated figures, hundreds of sample problems with worked-out solutions, numerous
­demonstrations, and over 1500 videos ranging from math reviews to mini-lectures to examples. All are
available 24/7 and can be repeated as many times as desired. Thus, if a student gets stuck on a home-
work problem at, say, 2:00 AM (which appears to be a popular time for doing physics homework),
friendly and helpful resources are available.

Learning Tools   When I learned first-year physics in the first edition of Halliday and Resnick, I
caught on by repeatedly rereading a chapter. These days we better understand that students have a
wide range of learning styles. So, Physics for Rachael and WileyPLUS contain many different learn-
ing tools. Here are a few.

Free-body diagrams   In chapters involving vector addition (such as the chapters on Newton’s
laws, Coulomb’s law, and electric fields), a number of the homework problems require a student to
construct a free-body diagram.
xx PREFACE

Links between homework problems and learning objectives  Every homework question and
problem are linked to a learning objective, to answer the (usually unspoken) questions, “Why am I
working this problem? What am I supposed to learn from it?” By being explicit about a problem’s pur-
pose, I believe that a student might better transfer the learning objective to other problems with a differ-
ent wording but the same key idea. Such transference would 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.

Video Illustrations   David Maiullo of Rutgers University has created video versions of approximately
30 of the photographs and figures from 10e. Links to
many of them are embedded in the chapters and all
are linked out of WileyPLUS. Much of physics is the
study of things that move, and video can often provide
better representation than a static photo or figure.

Animations   Each chapter contains an embedded

link to an animation of a key figure. I chose the
figures that are rich in information so that a student
can see the physics in action and played out over a
minute or two.

Videos  I have made well over 1500 instructional

videos, with more coming. Students can watch me
draw or type on the screen as they hear me talk
about a solution, tutorial, sample problem, or review,
very much as they would experience were they sit-
ting next to me in my office while I worked out
something on a notepad. An instructor’s lectures and
tutoring will always be the most valuable learning
tools, but my videos are available 24 hours a day, 7
days a week, and can be repeated indefinitely.
• Video tutorials on subjects in the chapters. I chose
the subjects that challenge the students the most, the
ones that my students scratch their heads about.
• Video reviews of high school math, such as basic
algebraic manipulations, trig functions, and simulta-
neous equations.
• Video introductions to math, such as vector multi-
plication, that will be new to the students.
• Video presentations of Sample Problems. My in-
tent is to work out the physics, starting with the Key
Ideas instead of just grabbing a formula. However, I
also want to demonstrate how to read a sample prob-
lem, that is, how to read technical material to learn
problem-solving procedures that can be transferred
to other types of problems.
• Video solutions to 20% of the end-of chapter prob-
lems. The availability and timing of these solutions
are controlled by the instructor. For example, they
might be available after a homework deadline or a
quiz. Each solution is not simply a plug-and-chug
recipe. Rather I build a solution from the Key Ideas
to the first step of reasoning and to a final solution.
The student learns not just how to solve a particular
problem but how to tackle any problem, even those
that require physics courage.
 PREFACE xxi

• Video examples of how to read data from graphs (more than simply reading off a number with no
comprehension of the physics).

Problem-Solving Help   I have written a large number of resources for WileyPLUS designed to
help build the students’ problem-solving skills.
• Hundreds of additional sample problems. These are available as stand-alone resources but (at the
discretion of the instructor) they are also linked out of the homework problems. So, if a homework
problem deals with, say, forces on a block on a ramp, a link to a related sample problem is provided.
However, the sample problem is not just a replica of the homework problem and thus does not pro-
vide a solution that can be merely duplicated without comprehension.
• GO Tutorials for 15% of the end-of-chapter homework problems. In multiple steps, I lead a student
through a homework problem, starting with the Key Ideas and giving hints when wrong answers are
submitted. However, I purposely leave the last step (for the final answer) to the students so that they
are responsible at the end. Some online tutorial systems trap a student when wrong answers are given,
which can generate a lot of frustration. My GO Tutorials are not traps, because at any step along the
way, a student can return to the main problem.
• Hints on every end-of-chapter homework problem are available (at the discretion of the instruc-
tor). I wrote these as true hints about the main ideas and the general procedure for a solution, not
as recipes that provide an answer without any ­comprehension.
Evaluation Materials
• Pre-lecture reading questions are available in WileyPLUS for each chapter section. I wrote these
so that they do not ­require analysis or any deep understanding; rather they simply test whether a
student has read the section. When a student opens up a section, a randomly chosen reading question
(from a bank of questions) appears at the end. The instructor can decide whether the question is part
of the grading for that section or whether it is just for the benefit of the student.
• Checkpoints are available within chapter sections. I wrote these so that they require analysis and
decisions about the physics in the section. Answers and explanations are given for each, and the re-
sults are reported to the online gradebook.
• All end-of-chapter homework Problems (and many more problems) are available in WileyPLUS.
The instructor can construct a homework assignment and control how it is graded when the a­ nswers
are submitted online. For example, the instructor controls the deadline for submission and how
many attempts a student is allowed on an answer. The instructor also controls which, if any, ­learning
aids are available with each homework problem. Such links can include hints, sample problems,
in-chapter reading materials, video tutorials, video math reviews, and even video solutions (which
can be made available to the students after, say, a homework deadline).
• Symbolic notation problems that require algebraic answers are available in every chapter.
• All end-of-chapter homework Questions are available for assignment in WileyPLUS. These Ques-
tions (in a multiple choice format) are designed to evaluate the students’ conceptual ­understanding.

FUNDAMENTALS OF PHYSICS-FORMAT OPTIONS

Fundamentals of Physics was designed to optimize students’ online learning experience. We high-
ly recommend that students use the digital course within WileyPLUS as their primary course
material. If, however, a print version is required, it is available, but please note that the content
in the text differs from the content in the WileyPLUS course. Here are students’ purchase options
and ISBNs:
• 11E WileyPLUS course
• Fundamentals of Physics Looseleaf Print Companion bundled with WileyPLUS
• Fundamentals of Physics vol 1 bundled with WileyPLUS
• Fundamentals of Physics vol 2 bundled with WileyPLUS
• Fundamentals of Physics Vitalsource etext
xxii PREFACE

INSTRUCTOR SUPPLEMENTS
Instructor’s Solutions Manual by Sen-Ben Liao, Lawrence Livermore National Laboratory. This
manual provides worked-out solutions for all problems found at the end of each chapter. It is avail-
able in both MSWord and PDF.

Instructor Companion Site http://www.wiley.com/college/halliday

• Instructor’s Manual This resource contains lecture notes outlining the most important topics of
each chapter; demonstration experiments; laboratory and computer projects; film and video sources;
answers to all Questions, Exercises, Problems, and Checkpoints; and a correlation guide to the Ques-
tions, Exercises, and Problems in the previous edition. It also contains a complete list of all problems
for which solutions are available to students (SSM, WWW, and ILW).
• Classroom Response Systems (“Clicker”) Questions by David Marx, Illinois State University.
There are two sets of questions available: Reading Quiz questions and Interactive Lecture questions.
The Reading Quiz questions are intended to be relatively straightforward for any student who reads
the assigned material. The Interactive Lecture questions are intended for use in an interactive lecture
setting.
• Wiley Physics Simulations by Andrew Duffy, Boston University and John Gastineau, Vernier Soft-
ware. This is a collection of 50 interactive simulations (Java applets) that can be used for classroom
demonstrations.
• Wiley Physics Demonstrations by David Maiullo, Rutgers University. This is a collection of
­digital videos of 80 standard physics demonstrations. They can be shown in class or accessed from
­WileyPLUS. There is an accompanying Instructor’s Guide that includes “clicker” questions.
• Test Bank by Suzanne Willis, Northern Illinois University. The Test Bank includes more than
2200 multiple-choice questions. These items are also available in the Computerized Test Bank, which
provides full editing features to help you customize tests (available in both IBM and Macintosh
­versions).
• All text illustrations suitable for both classroom projection and printing.
• Lecture PowerPoint Slides These PowerPoint slides serve as a helpful starter pack for instructors,
outlining key concepts and incorporating figures and equations from the text (available upon request).

STUDENT SUPPLEMENTS
Student Solutions Manual (ISBN 9781119455127) by Sen-Ben Liao, Lawrence Livermore
National Laboratory. This manual provides students with complete worked-out solutions to 15 per-
cent of the problems found at the end of each chapter within the text. The Student Solutions Manual
for the 10th edition is written using an innovative approach called TEAL, which stands for Think,
Express, Analyze, and Learn. This learning strategy was originally developed at the Massachusetts
Institute of Technology and has proven to be an effective learning tool for students. These problems
with TEAL solutions are indicated with an SSM icon in the text.

Introductory Physics with Calculus as a Second Language (ISBN 9780471739104) Mastering

Problem Solving by Thomas Barrett of Ohio State University. This brief paperback teaches the
student
­ how to approach problems more efficiently and effectively. The student will learn how
to recognize common patterns in physics problems, break problems down into manageable steps,
and apply appropriate techniques. The book takes the student step by step through the solutions
to numerous examples.
 A C K N O W L E D G M E N T S

A great many people have contributed to this book. Sen-Ben Liao of Lawrence Livermore National Laboratory, James Whiten-
ton of Southern Polytechnic State University, and Jerry Shi of Pasadena City College performed the Herculean task of working
out solutions for every one of the homework problems in the book. At John Wiley publishers, the book received support from
Jessica Fiorillo, Jennifer Yee, Geraldine Osnato, and Mallory Fryc, the editors who oversaw the entire project from start to fin-
ish. We thank Elizabeth Swain, the production editor, for pulling all the pieces together during the complex production process.
We also thank Jon Boylan for the art and cover design; Helen Walden for her copyediting; and Donna Mulder for her proof-
reading. Mary Ann Price was inspired in the search for unusual and interesting photographs. Both the publisher John Wiley &
Sons, Inc. and Jearl Walker would like to thank the following for comments and ideas about the new edition:

Sidi Benzahra, California State Polytechnic University, Amjad Nazzal, Wilkes University
Pomona Allen Nock, Northeast Mississippi Community College
Lev Gasparov, University of North Florida Andrew Resnick, Cleveland State University
Brian Geislinger, Gadsden State Community College Anderson Sunda-Meya, Xavier University of Louisiana
Corey Gerving, United States Military Academy Keith Wanser, California State University Fullerton
Kevin Hope, University of Montevallo David Westmark, University of South Alabama
Michael Kalb, The College of New Jersey Edward Whittaker, Stevens Institute of Technology

Finally, our external reviewers have been outstanding and we acknowledge here our debt to each member of that team.

Maris A. Abolins, Michigan State University Renate Crawford, University of Massachusetts-Dartmouth

Jonathan Abramson, Portland State University Mike Crivello, San Diego State University
Omar Adawi, Parkland College Robert N. Davie, Jr., St. Petersburg Junior College
Edward Adelson, Ohio State University Cheryl K. Dellai, Glendale Community College
Nural Akchurin, Texas Tech Eric R. Dietz, California State University at Chico
Yildirim Aktas, University of North Carolina-Charlotte N. John DiNardo, Drexel University
Barbara Andereck, Ohio Wesleyan University Eugene Dunnam, University of Florida
Tetyana Antimirova, Ryerson University Robert Endorf, University of Cincinnati
Mark Arnett, Kirkwood Community College F. Paul Esposito, University of Cincinnati
Stephen R. Baker, Naval Postgraduate School Jerry Finkelstein, San Jose State University
Arun Bansil, Northeastern University Robert H. Good, California State University-Hayward
Richard Barber, Santa Clara University Michael Gorman, University of Houston
Neil Basecu, Westchester Community College Benjamin Grinstein, University of California, San Diego
Anand Batra, Howard University John B. Gruber, San Jose State University
Kenneth Bolland, The Ohio State University Ann Hanks, American River College
Richard Bone, Florida International University Randy Harris, University of California-Davis
Michael E. Browne, University of Idaho Samuel Harris, Purdue University
Timothy J. Burns, Leeward Community College Harold B. Hart, Western Illinois University
Joseph Buschi, Manhattan College Rebecca Hartzler, Seattle Central Community College
George Caplan, Wellesley College John Hubisz, North Carolina State University
Philip A. Casabella, Rensselaer Polytechnic Institute Joey Huston, Michigan State University
Randall Caton, Christopher Newport College David Ingram, Ohio University
John Cerne, University at Buffalo, SUNY Shawn Jackson, University of Tulsa
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W. R. Conkie, Queen’s University Sudhakar B. Joshi, York University

xxiii
Other documents randomly have
different content
 G A D S B Y "this foolish night school proposition," would
pass by; and, oh, hum!! A Councilman is only an animal, you know;
and, on cooking class nights, such an animal, unavoidably drawn by
that wafting aroma, would go in, just a bit humiliatingly, and, in
praising Miss Chapman for doing "such important work for our young
girls," would avidly munch a piping hot biscuit or a sizzling doughnut
from a young girl's hand, who, a month ago, couldn't fry a slab of
bacon without burning it. t 55 ]
 V Just as Gadsby was thinking nothing was now lacking in
Branton Hills, a child in a poor family got typhoid symptoms from
drinking from a small brook at a picnic and, without any aid from our
famous Organization, a public clamor was forthcoming for Municipal
District Nursing, as so many folks look with horror at going to a
hospital. Now District Nursing calls for no big appropriation; just
salary, a first-aid outfit, a supply of drugs and so forth; and, now-a-
days, a car. And, to Branton Hills' honor four girls who had had
nursing training soon brought, not only small comforts, but
important ministrations to a goodly part of our population. In
districts without this important municipal function, common colds
may run into long-drawn-out attacks ; and contagion can not only
shut up a school or two but badly handicap all forms of public
activity. "Too many small towns," said Gadsby, "try to go without
public nursing; calling it foolish, and claiming that a family ought to
look out for its own sick. BUT! Should a high mortality, such as this
Nation HAS known, occur again, such towns will frantically broadcast
a call for girls with nursing [ 56 ]
 G A D S B Y training; and wish that a silly, cash-saving
custom hadn't brought such critical conditions." At this point I want
to bring forward an individual who has had a big part in Branton
Hills' growth ; but who, up to now, has not shown up in this history.
You know that Gadsby had a family, naturally including a woman;
and that woman was fondly and popularly known throughout town
as Lady Gadsby; a rank fittingly matching Gadsby's "His Honor,"
upon his inauguration as Mayor. Lady Gadsby was strongly in favor
of all kinds of clubs or associations; organizing a most worthy
Charity Club, a Book Club and a Political Auxiliary. It was but a
natural growth from Woman's part in politics, both municipal and
National; and which, in many a city, has had much to say toward
nominations of good officials, and running many a crook out of
town; for no crook, nor "gang boss" can hold out long if up against a
strong Woman's Club. Though it was long thought that woman's
brain was minor in comparison with man's, woman, as a class, now-
a-day shows an all-round activity; and has brought staid control to
official actions which had had a long run through domination by
man; — that proud, cocky, strutting animal who thinks that this
gigantic world should hop, skip and jump at his commands. So,
from, or through just [ 57 ]
 G A D S B Y such clubs as Lady Gadsby's, Branton Hills was
soon attracting folks from surrounding districts ; in fact, it was
known as a sort of Fairyland in which all things turn out
satisfactorily. This was, plainly, a condition which would call for much
additional building; which also brings additional tax inflow; so
Branton Hills was rapidly growing into a most important community.
So, at a School Board lunch, His Honor said: — "I trust that now you
will admit that what I said long ago about making a city an attraction
to tourists, is bringing daily confirmation. Oh, what a lot of politically
blind city and town officials I could point out within a day's auto trip
from Branton Hills ! Many such an official, upon winning a foothold
in City Hall, thinks only of his own cohorts, and his own gain. So it is
not surprising that public affairs grow stagnant. Truly, I cannot
fathom such minds! I can think of nothing so satisfying as doing
public good in as many ways as an official can. Think, for an instant,
as to just what a city is. As I said long ago, it is not an array of
buildings, parks and fountains. No. A city is a living thing! It is,
actually, human; for it is a group of humanity growing up in daily
contact ; and if officials adopt as a slogan, "all I can do," and not "all
I can grab," only its suburban boundary can [ 58 ]
 G A D S B Y limit its growth. Branton Hills attracts
thousands, annually. All of that influx looks for comforts, an
opportunity to work, and good schools. Branton Hills has all that;
and I want to say that all who visit us, with thoughts of joining us,
will find us holding out a glad hand; promising that all such fond
outlooks will find confirmation at any spot within cannon-shot of City
Hall." At this point, a woman from just such a group got up, saying:
— "I want to back up your mayor. On my first visit to your charming
city I saw an opportunity for my family; and, with woman's famous
ability for arguing, I got my husband to think as I do ; and not an
hour from that day has brought us any dissatisfaction. Your schools
stand high in comparison with any out our way; your shops carry
firstclass goods, your laws act without favoritism for anybody or
class ; and an air of happy-go-lucky conditions actually shouts at
you, from all parts of town." Now, as months slid past it got around
to Night School graduation day ; and as it was this institution's first,
all Branton Hills was on hand, packing its big hall. An important part
was a musical half-hour by its big chorus, singing such grand
compositions as arias from Faust, Robin Hood, Aida, [ 59 ]
 G A D S B Y and Martha; also both boys' and girls' bands,
both brass and strings, doing first-class work on a Sousa march, a
Strauss waltz, and a potpourri of National airs from many lands,
which brought a storm of hand clapping; for no form of study will so
aid youth in living happily, as music. Ability to play or sing; to know
what is good or poor in music, instills into young folks a high quality
of thought; and, accuracy is found in its rigidity of rhythm. As soon
as this music class was through, Gadsby brought forth soloists, duos
and trios; violinists, pianists, and so many young musicians that
Branton Hills was as proud of its night school as a girl is of "that first
diamond." That brought our program around to introducing pupils
who had won honor marks: four girls in knitting, oil painting, cooking
and journalism; and four smart youths in brass work, wood-carving
and Corporation law. But pupils do not form all of a school body; so
a group of blushing instructors had to bow to an applauding roomful.
Though this was a school graduation, Mayor Gadsby said it would do
no harm to point out a plan for still adding to Branton Hills' public
spirit : — "This town is too plain; too dingy. Brick walls and asphalt
paving do not light up a town, but dim it. So I want to plant all kinds
of growing [ 60 ]
 G A D S B Y things along many of our curbs. In our parks I
want ponds with gold fish, fancy ducks and big swans; row-boats,
islands with arbors, and lots of shrubs that blossom; not just an
array of twigs and stalks. I want, in our big City Park, a casino,
dancing pavilion, lunch rooms ; and parkings for as many cars as
can crowd in. So I think that all of us ought to pitch in and put a
bright array of natural aids round about; both in our shopping
district and suburbs; for you know that old saying, that 'a charming
thing is a joy always.' " So a miraculous transformation of any spot
at all dull was soon a fact. Oak, birch and poplar saplings stood
along curbs and around railway stations ; girls brought in willow
twigs, ivy roots, bulbs of canna, dahlia, calladium, tulip, jonquil,
gladiola and hyacinth. Boys also dug many woodland shrubs which,
standing along railway tracks, out of town, took away that gloomy
vista so commonly found upon approaching a big city; and a long
grassplot, with a rim of boxwood shrubs, was laid out, half way from
curb to curb on Broadway, in Branton Hills' financial district. As
Gadsby was looking at all this with happy satisfication, a bright lad
from our Night School's radio class, told him that Branton Hills
should install a broadcasting station, as no city, today, would think of
trying to win ad[ 61 ]
 G A D S B Y ditional population without that most important
adjunct for obtaining publicity. So any man or boy who had any
knack at radio was all agog; and about a thousand had ambitions for
a job in it, at which only about six can work. And City Hall had
almost a riot, as groups of politicians, pastors and clubs told just
what such a station should, and should not broadcast; for a
broadcasting station, with its vast opportunity for causing both
satisfaction and antagonism, must hold rigidly aloof from any racial
favoritism, church, financial or nationality criticisms; and such a
policy is, as any broadcasting station will admit, most difficult of
adoption. First of all stood that important position of what you might
call "studio boss." Although a man in control of a station is not
known as "boss," I think it will pass in this oddly built-up story. Now
I am going to boost our famous Organization again, by stating that a
boy from its ranks, Frank Morgan, was put in; for it was a hobby of
Gadsby to put Branton Hills boys in Branton Hills Municipal jobs. So
Frank, right away, got all sorts of calls for hours or half hours to
broadcast "most astounding bargains" in clothing, salad oils, motor
oils, motor "gas", soaps, cars, and tooth brush lubricants. With a big
Fall campaign for Washington officials about to start, such a position
as Frank's was chuck [ 62 ]
 G A D S B Y full of pitfalls ; a stiff proposition for a young
chap, not long out of High School. But Gadsby took him in hand.
"Now, boy, hold your chin up, and you will find that most folks,
though cranky or stubborn at first, will follow your rulings if you
insist, in a civil way, that you know all our National Radio
Commission's laws binding your station. Millions, of all kinds, will dial
in your station; and what would highly satisfy a group in Colorado
might actually insult a man down in Florida; for radio's wings carry
far. You know I'll back you up, boy. But now, what would you call
this station?" "Oh," said our tyro-boss; "a radio station should work
with initials showing its location. So a Branton Hills station could
stand as KBH." Such initials, ringing with civic patriotism, hit Gadsby
just right ; his Council put it in writing ; and "Station KBH" was born!
Though it is not important to follow it from now on, I will say that
our vast country, by tuning in on KBH, found out a lot about this
Utopia. "You know that good old yarn," said Gadsby, "about making
so good a rat-trap that millions will tramp down your grass in making
a path to your front door." [ 63 ]
 VI Now don't think that our famous Organization, having
shown its worth on so many occasions, sat down without thinking of
doing anything again. No, sir ! Not this bunch ! If a boy or girl
thought of any addition to Branton Hills' popularity it was brought to
Mayor Gadsby for consultation. And so, as Lucy Donaldson on a trip
through a patch of woods, saw a big stag looking out from a clump
of shrubs, nothing would do but to rush to His Honor to pour what
thoughts that charming sight had brought up in this bright young
mind. So, as Gadsby stood at City Hall's front door, this palpitating,
gushing young girl ran towards him, panting and blowing from a
long run: — "I want a zoo!!" "A WHAT?" "A ZOO!! You know! A park
with stags and all kinds of wild animals ; and a duck pond, and —
and — and "Whoa! Slow down a bit! Do you want an actual zoo, or
an outfit of toys that wind up and growl ?" "I want a truly, out-and-
out, big zoo. Why [ 64 ]
 GADSBY 't y0u build walls around a part of City Park, and
Gadsby saw that this was an addition which nobody had thought of,
until now ; so, grasping his voung visitor's hand, joyfully, said : —
"It's a fact, Lucy ! ! And, as you thought of it I'll call it, — now wait;
— what shall I call it? Aha! That's it! I'll call it 'Lucy Zoo'. How's that
for quick thinking?" "My ! That's just grand ; but what will Papa 5"
sayNow Gadsby had known Lucy's family from boyhood, so said : —
"You inform your dad that at any sign of balking by him, I'll put HIM
in Lucy Zoo, and pay a boy to prod him with a sharp stick, until his
approval is in my hands." This brought such a rollicking laugh that a
man mowing City Hall lawn had to laugh, too. Now, (Ah! But I can't
avoid saying it!) our Organization was out again; but, now having
grown a bit from such childish youths as had, at first stood in its
ranks, a boy, now approaching manhood, and a girl, now a young
woman, could solicit funds with an ability to talk knowingly in favor
of any factor that a hanging-back contributor could bring up in
running down such a proposition. You [ 65]
 G A D S B Y can always count on finding that class in any
cit. or town upon any occasion for public works ; but I can proudly
say that many saw good in our Organzation's plan ; and Lucy soon
found that out, in §u Lady Flanagan. "Whoops! A zoo, is it? And
pray, phwat» can't thot crazy Gadsby think up? If our big May0r' had
four sich bys as I brought into this woilHworra, worra ! his parlor,
halls, dinin' room arf back yard 'd furnish him wid a zoo, all right !
\y;r two always a-scrappin' about a ball bat or a slW) shot; a brat
continually a-bawlin' about nuthin'; an'f a baby wid whoopin' cough,
/ know phwat a zoo is widout goin' to City Park to gawk at a indigo
ba-f boon, or a pink torn cat." "But," said Lucy, trying hard not to
laugh; l "Mayor Gadsby isn't thinking of putting in pink' torn cats, nor
any kind of torn cats in this zoo. It is for only wild animals." "WILD !
! Say, if you could look into my back door as Old Man Flanagan quits
work, an' brings back a load o' grog, you'd find thot you hadtj wild
animals roight in this town, all roight, all roight." But, as on so many
occasions, this charming girl got a contribution, with Old Lady
Flanagan calling out from a front window : — [ 66 ]
 G A D S B Y "Good luck, Lucy darlin' ! I'm sorry I was so
dom cranky !" But though popular opinion was in favor of having a
zoo, popular opinion didn't hand in donations to within four
thousand dollars of what it would cost to install ; and Gadsby and
his "gang" had to do a bit of brain racking, so as not to disappoint
lots of good folks who had paid in. Finally, Sarah Young thought of a
rich woman living just across from City Park. This woman, Lady
Standish, was of that kind, loving disposition which would bring in a
cold, hungry, lost pup, or cat, and fill it up with hot food and milk.
Branton Hills kids could bring any kind of a hurt or sick animal or
bird; and Sarah had long known that that back yard was, actually, a
small zoo, anyway; with dogs, cats, poultry, two robins too young to
fly, four sparrows and a canary, almost bald. Sarah thought that any
woman, loving animals as Lady Standish did, might just thrill at
having a big zoo-ful right at hand. So, saying, "I'll go and find out,
right now," was off as an arrow from a bow. As soon as this kindly
woman found out what was on Sarah's mind, our young solicitor got
a loving kiss, with : — "A zoo! Oh! how truly charming! What grand
things Mayor Gadsby can think up without [67 ]
 G A D S B Y half trying!" And Sarah had to grin, thinking of
Lucy, and Old Lady Flanagan's opinion of His Honor ! "You may not
know it, Sarah," said Lady Standish, "but John Gadsby and I had a
big flirtation, way back in our school days. And HOW downcast poor
Johnny was at my finding a husband out of town! But that was long,
long ago, darling. So, just to sort of pacify my old pal, John, I'll
gladly put up your missing four thousand ; and you go to His Honor
and say that I wish him all sorts of good luck with this plan." Now,
Olympic champions must train continuously, but, customarily, in
gymnasiums. But today, folks in Branton Hills' shopping district had
to turn and gasp; for a young woman was sprinting wildly toward
City Hall; for Sarah was in a hurry. Gadsby was just coming out, as
this girl, as badly blown as Lucy was in asking for a zoo, ran up,
calling out: — "I GOT IT!! I GOT IT!!" "Got what? A fit?" "No! I got
that final four thousand dollars ! It's from Lady Standish, who says
that way back in school days, you and " "Whoa!! That was back in
history!" but Gadsby was blushing, and Sarah was winking, coyly. [
68 ]
 G A D S B Y Now Gadsby was as fond of his Organization
boys and girls as of his own; and Sarah was so radiantly happy that
all His Honor could say was: — "My, now, Sarah! That's mighty good
work! And as I told Lucy I'd call our zoo Lucy Zoo for thinking of it,
I'll find a way to honor you, too. Aha! I'll put up a big arch, through
which all visitors must pass, and call it 'Sarah Young's Rainbow Arch.'
How's that?" Now Sarah had a bit of natural wit; so quickly said: —
"That's just grand if you'll bury that famous pot of gold at its foot, so
I can dig it up !" [ 69 ]
 VII Now THAT a Zoo was actually on its way, Gadsby had to
call in various groups to talk about what a Zoo should contain. Now,
you know that all animals can't find room in this orthographically odd
story ; so, if you visit Lucy Zoo, you'll miss a customary inhabitant,
or two. But you'll find an array worthy of your trip. So a call was put
in two big daily journals, asking for bids on animals and birds; and
soon, from north, south and criss-cross points, a hunting party or a
city with too many zoo animals on hand got in touch with Branton
Hills, with proposals for all kinds of animals, from kangaroos to bats;
and our Organization had a lot of fun planning how many it could
crowd into City Park, without crowding out visitors. Finally a ballot
put Lucy's zoological population as follows : — First, according to
Lucy, "an awfully, AWFULLY big hippopotamus, with a pool for its
comfort;" a yak, caribou, walrus, (also with a pool,) a long fox-run,
bisons, gnus, stags, (it was a stag, you know, that got this zoo plan
going!), alligators, mountain lions, African lions, wild cats, wild
boars, llamas, gorillas, baboons, orang-outangs, mandrils; [ 70 ]
 G A D S B Y and, according to Gadsby's boys, a "big gang"
of that amusing, tiny mimic always found accompanyin? hand-
organs. Also an aviary, containing condors, buzzards, parrots, ibis,
macaws, adjutant birds, storks, owls, quail, falcons, tiny humming
birds, a sprinkling of hawks, mocking birds, swans, fancy ducks,
toucans; and a host of small singing birds; and oh! without fail, an
ostrich family; and, last, but most important of all, a big first cousin
of old Jumbo ! A big glass building would hold boa constrictors,
pythons, cobras, lizards, and so forth; and down in back of all this,
an outdoor aquarium, full of goldfish, rainbow trout, various fancy
fish and blossoming aquatic plants. All in all it would furnish a
mighty amusing and popular spot which would draw lots of out-of-
town visitors ; and visitors, you know, might turn into inhabitants !
And so things finally got around to Inauguration Day; and, knowing
that no kid could sit still in school on such an occasion, it was put
down for a Saturday; and, so many happy, shouting, hopping,
jumping kids stood waiting for His Honor to cut a satin ribbon in
front of Sarah Young's Rainbow Arch, that grown folks had to wait,
four blocks back. As Gadsby was roaming around with Lucy, to find if
things should start moving, old Pat Ryan, from Branton Hills' railway
station, was hunting [ 71 ]
 G A D S B Y for him; finally locating him in a lunch room,
and rushing in with : — "Say ! That big hop-skip-and-jump artist is
down in my trunk room ! I got a punch on my jaw a crack on my
snout, and a kick on my shins a-tryin' to calm him down!" "A kick
and a punch ? What actions !" said Gadsby. "I don't know of any
hop-skip-and-jurtin artist. How big a man is it ?" "Worra, worra! It
ain't no man at all, aj all ! It's that thing what grows in Australia,
and-—" But Lucy saw light right off ; and "laughing fit to kill," said :
— "Oh, ho, ho!! I know! It's that boxing kangaroo you bought from
Barnum's circus !" and a charming girl was doubling up in a wild
storm of giggling, ignoring old Pat's scowls. "Ah! That's him, all
right," said Gadsby, "So, Pat, just put him in a burlap bag and ship
him to this zoo." "Who? / put him in a burlap bag? Say, boss ! If I
can pick up about six husky guys around that station; and if I can
find a canvas, not a burlap, bag ; and put on a gas mask, a stomach
pad, two shin-guards, and " But that crowd at Sarah's Arch was
shouting for Gadsby to cut that ribbon so old Pat had to [ 72 ]
 G A D S B Y bag that Australian tornado; and in a way that
would not hurt him ; for kangaroo actors cost good cash, you know.
So that crowd of kids got in, at last ! Now zoo animals can think, just
as humans can; and it was amusing to watch a pair of boys staring
at a pair of orang-outangs; and a pair of orang-outangs staring back
at a pair of boys ; both thinking, no doubt, what funny things it saw
! And, occasionally, both animal and boy won a point ! Now if you
think that only young folks find any fun in going to a zoo, you
probably don't go to zoos much ; for many a big, rotund capitalist
had to laugh at simian antics, though, probably figuring up just how
much satisfaction his cash contribution brought him. Many a family
woman forgot such things as a finicky child or burning biscuits. All
was happy-golucky joy; and, at two o'clock, as Branton Hills'
Municipal Band, (a part of Gadsby's Organization of Youth's work,
you know) struck up a bright march, not a glum physiognomy was
found in all that big park. Gadsby and Lucy had much curiosity in
watching what such crashing music would do to various animals. At
first a spirit akin to worry had baboons, gorillas, and such, staring
about, as still as so many posts; until, finding that no harm was [ 73
]
 G A D S B Y coming from such sounds, soon took to
climbing and swinging again. Stags, yaks and llamas did a bit of
high-kicking at first; Gadsby figuring that drums, and not actual
music, did it. But a lilting waltzing aria did not worry any part of this
big zoo family; in fact, a fox, wolf and jackal, in a quandary at first
actually lay down, as though music truly "hath charms to calm a wild
bosom." At Gadsby's big aquarium visitors found not only fun, but
opportunity for studying many a kind of fish not ordinarily found in
frying pans; and, though in many lands, snails form a popular food,
Lucy, Sarah and Virginia put on furious scowls at a group of boys
who thought "Snails might go good, with a nut-pick handy." ^But
boys always will say things to horrify girls, you know.) And upon
coming to that big glass building, with its boa constrictors, alligators,
lizards and so on, a boy grinningly "got a girl's goat" by wanting to
kiss a fifty- foot anaconda; causing Lucy to say, haughtily, that "No
boy, wanting to kiss such horrid, wriggly things can kiss us Branton
Hills girls." (Good for you, Lucy! I'd pass up a sixty-foot anaconda,
any day, for you.) In following months many a school class was
shown through our zoo's fascinating paths, as instructors told of this
or that animal's habits and [ 74 ]
 G A D S B Y natural haunts ; and showing that it was as
worthy of sympathy, if ill, as any human. And not only did such
pupils obtain kindly thoughts for zoo animals, but cats, dogs and all
kinds of farm stock soon found that things had an uncommon look,
through a dropping off in scoldings and whippings , and rapidly
improving living conditions. But most important of all was word from
an ugly, hard-looking woman, who, watching, with an apologizing
sniff, a flock of happy birds, said : — "I'm sorry that I always slap
and bawl out my kids so much, for I know, now, that kids or animals
won't do as you wish if you snap and growl too much. And I trust
that Mayor Gadsby knows what a lot of good all his public works do
for us." Now this is a most satisfactory and important thing to think
about, for brutality will not, — cannot, — accomplish what a kindly
disposition will ; and, if folks could only know how quickly a "balky"
child will, through loving and cuddling, grow into a charming, happy
youth, much childish gloom and sorrow would vanish; for a man or
woman who is ugly to a child is too low to rank as highly as a wild
animal; for no animal will stand, for an instant, anything
approaching an attack, or any form of harm to its young. But what a
lot of tots find slaps, yanks and hard words for conditions which do
not [ 75 ]
 G A D S B Y call for such harsh tactics! No child is naturally
ugly or "cranky." And big, gulping sobs, or sad, unhappy young
minds, in a tiny body should not occur in any community of
civilization. Adulthood holds many an opportunity for such
conditions. Childhood should not. Now just a word about zoos. Many
folks think that animals in a zoo know no comforts ; nothing but
constant fright from living in captivity. Such folks do not stop to think
of a thing or two about an animal's wild condition. Wild animals
must not only constantly hunt for food, but invariably fight to kill it
and to hold it, too ; for, in such a fight, a big antagonist will naturally
win from a small individual. Thus, what food is found, is also lost;
and hunting must go on, day by day, or night by night until a tragic
climax — by thirst or starvation. But in a zoo, food is brought daily,
with facility for drinking, and laid right in front of hoofs, paws or
bills. For small animals, roofs and thick walls ward off cold winds and
rain ; and so, days of calm inactivity, daily naps without worrying
about attack ; and a carting away of all rubbish and filth soon puts a
zoo animal in bodily form which has no comparison with its wild
condition. Lack of room in which to climb, roam or play, may bring a
zoo animal to that condition [ 76 ]
 G A D S B Y known as "soft" ; but, as it now has no call for
vigor, and its fighting passions find no opportunity for display, such
an animal is gradually approaching that condition which has brought
Man, who is only an animal, anyway, to his lofty point in Natural
History, today. Truly, with such tribulations, worry, and hard work as
Man puts up with to obtain his food and lodging, a zoo animal, if it
could only know of our daily grind, would comfortably yawn, thankful
that Man is so kindly looking out for it. With similar animals all
around it, and, day by day, just a happy growth from cub-hood to
maturity, I almost wish that I was a zoo animal, with no boss to
growl about my not showing up, mornings, at a customary hour! [
77]
 VIII Now, as our Organization of Youth is rapidly growing
up, a young crowd, too young to join it at first, is coming up;
imbibing its "why-not-do-it-now ?" spirit. So, as Gadsby stood in
front of that big Municipal Auditorium (which that group, you know,
had had built), Marian Hopkins, a small girl, in passing by, saw him,
and said : — "I think Branton Hills ought to buy a balloon." "Balloon?
Balloon? What would this city do with a balloon? Put a string on it so
you could run around with it?" "No ; not that kind of a balloon, but
that big, zooming kind that sails way up high, with a man in it. "Oh !
Ha, ha ! You think an air-craft is a balloon! But what would — Aha!
An airport?" "Uh-huh; but I didn't know how to say it." "By cracky!"
said His Honor. "I thought this town was about through improving.
But an airport would add a bit to it ; now wouldn't it ?" Marian had a
most profound opinion that it would; (if profound opinions grow in
such small [ 78 ]
 G A D S B Y kids!) so both took a walk to City Hall to hunt
up a Councilman or two. Finding four in a Council room, Gadsby said
: — "Youth, or, I should say, childhood, has just shown that Branton
Hills is shy on a most important acquisition," and Old Bill Simpkins
just had to blurt out : — "And, naturally, it calls for cash ! CASH !
CASH ! CASH ! ! What will this town amount to if it blows in dollars
so fast ?" "And," said Gadsby, "what will it amount to, if it don't?"
That put a gag on Old Bill. Councilman Banks, though, was curious
to know about Marian's proposition, saying: — "It is probably a plan
for buying Christmas toys for all Branton Hills kids." But tiny Marian,
with a vigorous stamp of a tiny foot, swung right back with: — "NO,
SIR!! Santa Claus will bring us our gifts! But I thought of having a —
what did you call it, Mayor Gadsby?" "This child thinks Branton Hills
should build an airport, and I think so, too. If our inhabitants, such
as this tot, can think up such things, all adults should pack up, and
vanish from municipal affairs. All right, Marian; our City Council, your
City [ 79 ]
 G A D S B Y Council, my young patriot, will look into this
airport plan for you." So, as on similar occasions months ago, word
that land was again cropping up in Gadsby's mind, brought out a
flood of landlords with vacant lots, all looking forward to disposing of
a dump worth two dollars and a half, for fifty thousand. Now an
airport must occupy a vast lot of land, so cannot stand right in a
City's shopping district; but finally a big tract was bought, and right
in back of tiny Marian's back yard! Instantly, City Hall was full of
applicants for flying Branton Hills' first aircraft. To Gadsby's joy,
amongst that bunch was Harold Thompson, an old Organization lad,
who was known around town as a chap who could do about
anything calling for brains. As an airport is not laid out in a day,
Harold got busy with paid aviators and soon was piloting a craft
without aid; and not only Branton Hills folks, but old aviators, saw in
Harold, a "bird-man" of no small ability. And so tiny Marian's "vision"
was a fact; just as "big girl" Lucy's Zoo; and, as with all big City
affairs, an Inauguration should start it off. Now, on all such affairs
you always find a "visitor of honor"; and on this grand day Gadsby
couldn't think of anybody for that important post but Mar[ 80 ]
 G A D S B Y ian. And, as it would occur in August, any day
would do, as that is a school vacation month. And what a mob
stood, or sat, on that big airport, waiting for a signal from young
Marian which would start Harold aloft, on Branton Hills' initial flight !
Almost all brought a lunch and campstools or folding chairs; and, as
it was a hot day, thousands of gay parasols, and an array of bright
clothing on our school-girls, had that big lot looking as brilliant as a
florist's window at Christmas. Our young visitor of honor was all
agog with joy; and, I think, possibly a touch of vanity; for what child
wouldn't thrill with thousands watching? But though Marian had
always had good clothing, coming from a family who could afford it,
no tot, in all history, had so glorious an outfit as that which about all
Branton Hills' population saw on that platform, amidst flags, bunting
and our big Municipal Band. As an airship is a simulation of a bird ;
and as a bird, to a child, is not far from a fairy, Marian had gaudy
fairy wings, a radiant cloak of gold, a sparkling gown all aglow with
twinkling stars, and a long glass wand, with a star at its top. As soon
as all was in condition Gadsby told Marian to stand up. This brought
that vast crowd up, also; and Gadsby said: — [ 81 1
 GADSBY "Now hold your wand way up high, and swing it,
to signal Harold to start." Up shot a tiny arm; and Harold, watching
from his cockpit, sang out: — "CONTACT!!" A vigorous twist of his
ship's gigantic "fan" a shout, a roar, a whizz, a mighty cloud of dust,
and amid a tornado of clapping, shouts, and band music, Branton
Hills was put on aviation's map. Way, way up, so far as to look as
small as a toy, Harold put on a show of banking, rolling and diving,
which told Gadsby that, still again, had Branton Hills found profit in
what its Organization of Youth, and, now, its small kids, had to say
about improving a town. During that box-lunch picnic, many of our
"big girls" brought so much food to Marian that Dad and Ma had to
stand guard against tummy pains. And what a glorious, jolly
occasion that picnic was! Gay band music, songs, dancing, oratory;
and a grand all-round "howdy" amongst old inhabitants and arriving
tourists soon was transforming that big crowd into a happy group,
such as it is hard to find, today, in any big city; cold, distant, and
with no thought by its politicians for anybody in it ; and Gadsby
found, around that big airport, many a man, woman and child who
was as proud of him as was his own family. [ 82 ]
 IX I THINK THAT now yOU should know this charming
Gadsby family ; so I will bring forth Lady Gadsby, about whom I told
you at Gadsby's inauguration as Mayor ; a loyal church woman with
a vocal ability for choir work; and, with good capability on piano or
organ, no woman could "fill in" in so many ways ; and no woman
was so willing, and quick to do so. Gadsby had two sons; bright lads
and popular with all. Julius was of a studious turn of mind, always
poring through books of information; caring not what kind of
information it was, so long as it was information, and not fiction.
Gadsby had thought of his growing up as a school instructor, for no
work is so worthy as imparting what you know to any who long to
study. But William ! Oh, hum ! ! Our Mayor and Lady Gadsby didn't
know just what to do with him ; for all his thoughts clung around
girls and fashions in clothing. Probably our High School didn't
contain a girl who didn't think that, at no distant day, Bill Gadsby
would turn, from a callow youth, into a "big catch" husband; for a
Mayor's son in so important a city as ours was a mark for any girl to
shoot at. But Bill was not of a marrying dis[ 83 ]
 G A D S B Y position ; loving girls just as girls, but holding
out no hand to any in particular. Always in first class togs, without
missing a solitary fad which a youngman should adopt, Gadsby's Bill
was a lion, in his own right, with no girl in sight who had that tact
through which a lasso could land around his manly throat. Gadsby
had many a laugh, looking back at his own boyhood days, his
various flirtations and such wild, throbbing palpitations as a boy's
flirtations can instill; and looking back through just such ogling
groups as now sought his offspring; until a girl, oh, so long ago, had
put a stop to all such flirtations, and got that lasso on "with a
strangling hold," as Gadsby says; and it is still on, today ! But this
family was not all boys. Oh, my, no! Two girls also sat around that
family board. First, following William, was Nancy, who, as Gadsby
laughingly said, "didn't know how to grow;" and now, in High
School, was "about as big as a pint of milk;" and of such outstanding
charm that Gadsby continually got solicitations to allow
photographing for soft-drink and similar billboard displays. "No, sir!!
Not for any sort of pay!! In allowing public distribution of a girl's
photo you don't know into what situations said photos will land. I
find, daily, photographs of girls blowing [ 84]
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