Schaum's Outline of College Physics, 11th Edition

By Frederick J. Bueche and Eugene Hecht

The ideal review for your college physics course

More than 40 million students have trusted Schaum’s Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum’s Outlines cover everything from math to science, nursing to language. The main feature for all these books is the solved problems. Step-by-step, authors walk readers through coming up with solutions to exercises in their topic of choice.

• Outline format facilitates quick and easy review of college physics
• 984 solved problems
• Hundreds more practice problems with answers
• Exercises to help you test your mastery of college physics
• Appropriate for the following courses: College Physics, Introduction to Physics, Physics I and II, Noncalculus Physics, Advanced Placement H.S. Physics

• Language: English
• Publisher: McGraw-Hill Education
• Release date: Sep 23, 2011
• ISBN: 9780071754880

Book preview

CHAPTER 1

Speed, Displacement, and Velocity: An Introduction to Vectors

A Scalar Quantity, or scalar, is one that has nothing to do with spatial direction. Many physical concepts such as length, time, temperature, mass, density, charge, and volume are scalars; each has a scale or size, but no associated direction. The number of students in a class, the quantity of sugar in a jar, and the cost of a house are familiar scalar quantities.

Scalars are specified by ordinary numbers and add and subtract in the usual way. Two candies in one box plus seven in another give nine candies total.

Distance (l): Get in a vehicle and travel a distance, some length in space, which we’ll symbolize by the letter l. Suppose the tripmeter subsequently reads 100 miles (i.e., 161 kilometers); that’s how far you went along whatever path you took, with no particular regard for hills or turns. Similarly, the bug in Fig. 1-1 walked a distance l measured along a winding route; l is also called the path-length, and it’s a scalar quantity. (Incidentally, most people avoid using d for distance because it’s widely used in the representation of derivatives.)

Average Speed (υaυ) is a measure of how fast a thing travels in space, and it too is a scalar quantity. Imagine an object that takes a time t to travel a distance l. The average speed during that interval is defined as

The everyday units of speed are miles per hour, but in scientific work we use kilometers per hour (km/h) or, better yet, meters per second (m/s). As we’ll learn presently, speed is part of the more inclusive concept of velocity, and that’s why we use the letter υ. A problem may concern itself with the average speed of an object, but it can also treat the special case of a constant speed υ, since then υaυ = υ = l/t (see Problem 1.3).

You may also see this definition written as υaυ = Δl/Δt, where the symbol Δ means ‘the change in." That notation just underscores that we are dealing with intervals of time (Δt) and space (Δl). If we plot a curve of distance versus time, and look at any two points Pi and Pf on it, their separation in space (Δl) is the rise, and in time (Δt) is the run. Thus, Δl/Δt is the slope of the line drawn from the initial location, Pi, to the final location, Pf. The slope is the average speed during that particular interval (see Problem 1.5). Keep in mind that distance traveled, as indicated, for example, by an odometer in a car, is always positive and never decreases; consequently, the graph of l versus t is always positive and never decreases.

Instantaneous Speed (υ): Thus far we’ve defined average speed, but we often want to know the speed of an object at a specific time, say, 10 s after 1:00. Similarly, we might ask for the speed of something now. That’s a new concept called the instantaneous speed, but we can define it building on the idea of average speed. What we need is the average speed determined over a vanishingly tiny time interval centered on the desired instant. Formally, that’s stated as

Instantaneous speed (or just speed, for short) is the limiting value of the average speed (Δl/Δt) determined as the interval over which the averaging takes place (Δt) approaches zero. This mathematical expression becomes especially important because it leads to the calculus and the idea of the derivative. To keep the math simple, we won’t worry about the details; for us it’s just the general concept that should be understood. In the next chapter, we’ll develop equations for the instantaneous speed of an object at any specific time.

Graphically, the slope of a line tangent to the distance versus time curve at any point (i.e., at any particular time) is the instantaneous speed at that time.

A Vector Quantity is a physical concept that is inherently directional and can be specified completely only if both its magnitude (i.e., size) and direction are provided. Many physical concepts such as displacement, velocity, acceleration, force, and momentum are vector quantities. In general, a vector (which stands for a specific amount of some vector quantity) is depicted as a directed line segment and is pictorially represented by an arrow (drawn to scale) whose magnitude and direction determine the vector. In printed material vectors are usually symbolically presented in boldface type (e.g., F for force). When written by hand it’s common to distinguish a vector by just putting an arrow over the appropriate symbol (e.g., ). For the sake of maximum clarity, we’ll combine the two and use .

The Displacement of an object from one location to another is a vector quantity. As shown in Fig. 1-1, the displacement of the bug in going from P1 to point P2 is specified by the vector (the symbol s comes from the century-old usage corresponding to the space between two points). If the straight-line distance from P1 to P2 is, say, 2.0 m, we simply draw to be any convenient length and label it 2.0 m. In any case, NORTH OF EAST.

Fig. 1-1

Velocity is a vector quantity that embraces both the speed and the direction of motion. If an object undergoes a vector displacement in a time interval t, then

The direction of the velocity vector is the same as that of the displacement vector. The units of velocity (and speed) are those of distance divided by time, such as m/s or km/h.

Instantaneous Velocity is the average velocity evaluated for a time interval that approaches zero. Thus, if an object undergoes a displacement in a time Δt, then for that object the instantaneous velocity is

where the notation means that the ratio is to be evaluated for a time interval Δt that approaches zero.

The Addition of Vectors: The concept of vector is not completely defined until we establish some rules of behavior. For example, how do several vectors (displacements, forces, whatever) add to one another? The bug in Fig. 1-2 walks from P1 to P2, pauses, and then goes on to P3. It experiences two displacements and , which combine to yield a net displacement . Here is called the resultant or sum of the two constituent displacements, and it is the physical equivalent of them taken together .

Fig. 1-2

Fig. 1-3

The Tip-to-Tail (or Polygon) Method: The two vectors in Fig. 1-2 show us how to graphically add two (or more) vectors. Simply place the tail of the second ( ) at the tip of the first ( ); the resultant then goes from the starting point, P1 (the tail of ), to the final point, P3 (the tip of ). Fig. 1-3(a) is more general; it shows an initial starting point Pi and three displacement vectors. If we tip-to-tail those three displacements in any order [Fig. 1-3(b) and (c)] we’ll arrive at the same final point Pf, and the same resultant . In other words:

As long as the bug starts at Pi and walks the three displacements, in any sequence, it will end up at Pf.

The same tip-to-tail procedure holds for any kind of vector, be it displacement, velocity, force, or anything else. Accordingly, the resultant obtained by adding the generic vectors , , and is shown in Fig. 1-4. The size or magnitude of a vector, for example, , is its absolute value indicated symbolically as ; (we’ll see how to calculate it presently). It’s common practice, though not always a good idea, to represent the magnitude of a vector using just a light face italic letter, for example, .

Fig. 1-4

Parallelogram Method for adding two vectors: The resultant of two vectors acting at any angle may be represented by the diagonal of a parallelogram. The two vectors are drawn as the sides of the parallelogram and the resultant is its diagonal, as shown in Fig. 1-5. The direction of the resultant is away from the origin of the two vectors.

Fig. 1-5

Subtraction of Vectors: To subtract a vector from a vector , reverse the direction of and add individually to vector , that is, .

The Trigonometric Functions are defined in relation to a right angle. For the right triangle shown in Fig. 1-6, by definition

We often use these in the forms

B = C sin θ A = C cosθ B = A tan θ

Fig. 1-6

A Component of a Vector is its effective value in a given direction. For example, the x-component of a displacement is the displacement parallel to the x-axis caused by the given displacement. A vector in three dimensions may be considered as the resultant of its component vectors resolved along any three mutually perpendicular directions. Similarly, a vector in two dimensions may be resolved into two component vectors acting along any two mutually perpendicular directions. Fig. 1-7 shows the vector and its x and y vector components, and , which have magnitudes

Fig. 1-7

or equivalently

Rx = R cosθ and Ry = R sin θ

Component Method for Adding Vectors: Each vector is resolved into its x-, y-, and z-components, with negatively directed components taken as negative. The scalar x-component Rx of the resultant is the algebraic sum of all the scalar x-components. The scalar y- and z-components of the resultant are found in a similar way. With the components known, the magnitude of the resultant is given by

In two dimensions, the angle of the resultant with the x-axis can be found from the relation

Unit Vectors have a magnitude of one and are represented by a boldface symbol topped with a caret. The special unit vectors , , and are assigned to the x-, y-, and z-axes, respectively. A vector , represents a three-unit vector in the + x-direction, while represents a five-unit vector in the −z-direction. A vector that has scalar x-, y-, and z-components Rx, Ry, and Rz, respectively, can be written as .

Mathematical Operations with Units: In every mathematical operation, the units terms (for example, lb, cm, ft³, mi/h, m/s²) must be carried along with the numbers and must undergo the same mathematical operations as the numbers.

Quantities cannot be added or subtracted directly unless they have the same units (as well as the same dimensions). For example, if we are to add algebraically 5 m (length) and 8 cm (length), we must first convert m to cm or cm to m. However, quantities of any sort can be combined in multiplication or division, in which the units as well as the numbers obey the algebraic laws of squaring, cancellation, and so on. Thus:

SOLVED PROBLEMS

1.1 [I] A toy train moves along a winding track at an average speed of 0.25 m/s. How far will it travel in 4.00 minutes?

The defining equation is υaυ = l/t. Here l is in meters, and t is in seconds, so the first thing to do is convert 4.00 min into seconds: (4.00 min)(60.0 s/min) = 240 s. Solving the equation for l,

l = υaυt = (0.25 m/s)(240 s)

Since the speed has only two significant figures, l = 60 m.

1.2 [I] A student driving a car travels 10.0 km in 30.0 min. What was her average speed?

The defining equation is υaυ = l/t. Here l is in kilometers, and t is in minutes, so the first thing to do is convert 10.0 km to meters and then 30.0 min into seconds: (10.0 km)(1000 m/km) = 10.0 × 10³ m and (30.0 min) × (60.0 s/min) = 1800 s. We need to solve for υaυ, giving the numerical answer to three significant figures:

1.3 [I] Rolling along across the machine shop at a constant speed of 4.25 m/s, a robot covers a distance of 17.0 m. How long did that journey take?

Since the speed is constant the defining equation is υ = l/t. Multiply both sides of this expression by t and then divide both by υ:

1.4 [I] Change the speed 0.200 cm/s to units of kilometers per year.

1.5 [I] A car travels along a road and its odometer readings are plotted against time in Fig. 1-8. Find the instantaneous speed of the car at points A and B. What is the car’s average speed?

Fig. 1-8

Because the speed is given by the slope Δl/Δt of the tangent line, we take a tangent to the curve at point A. The tangent line is the curve itself in this case, since it’s a straight line. For the triangle shown near A, we have

This is the speed at point A and it’s also the speed at point B and at every other point on the straight-line graph. It follows that υ = 0.50 m/s = υaυ.

1.6 [I] A kid stands 6.00 m from the base of a flagpole which is 8.00 m tall. Determine the magnitude of the displacement of the brass eagle on top of the pole with respect to the youngster’s feet.

The geometry corresponds to a 3-4-5 right triangle (i.e., 3 × 2 − 4 × 2 − 5 × 2). Thus, the hypotenuse, which is the 5-side, must be 10.0 m long, and that’s the magnitude of the displacement.

1.7 [II] A runner makes one lap around a 200-m track in a time of 25 s. What were the runner’s (a) average speed and (b) average velocity?

(a) From the definition,

(b) Because the run ended at the starting point, the displacement vector from starting point to end point has zero length. Since ,

1.8 [I] Using the graphical method, find the resultant of the following two displacements: 2.0 m at 40° and 4.0 m at 127°, the angles being taken relative to the + x-axis, as is customary. Give your answer to two significant figures. (See Appendix A on significant figures.)

Choose x- and y-axes as seen in Fig. 1-9 and lay out the displacements to scale, tip to tail from the origin. Notice that all angles are measured from the + x-axis. The resultant vector points from starting point to end point as shown. We measure its length on the scale diagram to find its magnitude, 4.6 m. Using a protractor, we measure its angle θ to be 101°. The resultant displacement is therefore 4.6 m at 101°.

Fig. 1-9

Fig. 1-10

1.9 [I] Find the x- and y-components of a 25.0-m displacement at an angle of 210.0°.

The vector displacement and its components are depicted in Fig. 1-10. The scalar components are

x-component = −(25.0 m) cos 30.0° = −21.7 m

y-component = −(25.0 m) sin 30.0° = −12.5 m

Notice in particular that each component points in the negative coordinate direction and must therefore be taken as negative.

1.10 [II] Solve Problem 1.8 by use of rectangular components.

We resolve each vector into rectangular components as illustrated in Fig. 1-11(a) and (b). (Place a cross-hatch symbol on the original vector to show that it is replaced by its components.) The resultant has scalar components of

sx = 1.53 m − 2.41 m = −0.88 m sy = 1.29 m + 3.19 m = 4.48 m

Notice that components pointing in the negative direction must be assigned a negative value.

The resultant is shown in Fig. 1.11(c); there,

and φ = 79°, from which θ = 180° − φ = 101°. Hence, ; remember, vectors must have their directions stated explicitly.

Fig. 1-11

1.11 [II] Add the following two displacement vectors using the parallelogram method: 30 m at 30° and 20 m at 140°. Remember that numbers like 30 m and 20 m have two significant figures.

The vectors are drawn with a common origin in Fig. 1-12(a). We construct a parallelogram using them as sides, as shown in Fig. 1-12(b). The resultant is then represented by the diagonal. By measurement, we find that is 30 m at 72°.

Fig. 1-12

1.12 [II] Express the vectors illustrated in Figs. 1-11(c), 1-13, 1-14, and 1-15 in the form (leave out the units).

Fig. 1-13

Fig. 1-14

Fig. 1-15

Remembering that plus and minus signs must be used to show direction along an axis,

For Fig. 1-11(c):

For Fig. 1-13:

For Fig. 1-14:

For Fig. 1-15:

1.13 [I] Perform graphically the following vector additions and subtractions, where , , and are the vectors drawn in Fig. 1-16: ; ; ; .

See Fig. 1-16(a) through (d). In (c), ; that is, to subtract from , reverse the direction of and add it vectorially to . Similarly, in (d), , where − is equal in magnitude but opposite in direction to .

Fig. 1-16

1.14 [II] If and , find the resultant when is subtracted from .

From a purely mathematical approach,

Notice that is simply reversed in direction. Therefore, we have, in essence, reversed and added it to .

1.15 [II] A boat can travel at a speed of 8 km/h in still water on a lake. In the flowing water of a stream, it can move at 8 km/h relative to the water in the stream. If the stream speed is 3 km/h, how fast can the boat move past a tree on the shore when it is traveling (a) upstream and (b) downstream?

(a) If the water was standing still, the boat’s speed past the tree would be 8 km/h. But the stream is carrying it in the opposite direction at 3 km/h. Therefore, the boat’s speed relative to the tree is 8 km/h − 3 km/h = 5 km/h.

(b) In this case, the stream is carrying the boat in the same direction the boat is trying to move. Hence, its speed past the tree is 8 km/h + 3 km/h = 11 km/h.

1.16 [III] A plane is traveling eastward at an airspeed of 500 km/h. But a 90-km/h wind is blowing southward. What are the direction and speed of the plane relative to the ground?

The plane’s resultant velocity with respect to the ground, , is the sum of two vectors, the velocity of the plane with respect to the air, and the velocity of the air with respect to the ground, . In other words, . These component velocities are shown in Fig. 1-17. The plane’s resultant speed is

The angle α is given by

from which α = 10°. The plane’s velocity relative to the ground is 508 km/h at 10° south of east.

1.17 [III] With the same airspeed as in Problem 1.16, in what direction must the plane head in order to move due east relative to the Earth?

The sum of the plane’s velocity through the air and the velocity of the wind will be the resultant velocity of the plane relative to the Earth. This is shown in the vector diagram in Fig. 1-18. Notice that, as required, the resultant velocity is eastward. Keeping in mind that the wind speed is given to two significant figures, it is seen that sin θ = (90 km/h)(500 km/h), from which θ = 10°. The plane should head 10° north of east if it is to move eastward relative to the Earth.

To find the plane’s eastward speed, we note in the figure that υPG = (500 km/h) cos θ = 4.9 × 10⁵ m/h.

Fig. 1-17

Fig. 1-18

SUPPLEMENTARY PROBLEMS

1.18 [I] Three kids in a parking lot launch a rocket that rises into the air along a 380-m long arc in 40 s. Determine its average speed.

1.19 [I] According to its computer, a robot that left its closet and traveled 1200 m, had an average speed of 20.0 m/s. How long did the trip take?

1.20 [I] A car’s odometer reads 22 687 km at the start of a trip and 22 791 km at the end. The trip took 4.0 hours. What was the car’s average speed in km/h and in m/s?

1.21 [I] An auto travels at the rate of 25 km/h for 4.0 minutes, then at 50 km/h for 8.0 minutes, and finally at 20 km/h for 2.0 minutes. Find (a) the total distance covered in km and (b) the average speed for the complete trip in m/s.

1.22 [I] Starting from the center of town, a car travels east for 80.0 km and then turns due south for another 192 km, at which point it runs out of gas. Determine the displacement of the stopped car from the center of town.

1.23 [II] A little turtle is placed at the origin of an xy-grid drawn on a large sheet of paper. Each grid box is 1.0 cm by 1.0 cm. The turtle walks around for a while and finally ends up at point (24, 10), that is, 24 boxes along the x-axis, and 10 boxes along the y-axis. Determine the displacement of the turtle from the origin at the point.

1.24 [II] A bug starts at point A, crawls 8.0 cm east, then 5.0 cm south, 3.0 cm west, and 4.0 cm north to point B. (a) How far south and east is B from A? (b) Find the displacement from A to B both graphically and algebraically.

1.25 [II] A runner travels 1.5 laps around a circular track in a time of 50 s. The diameter of the track is 40 m and its circumference is 126 m. Find (a) the average speed of the runner and (b) the magnitude of the runner’s average velocity. Be careful here; average speed depends on the total distance traveled, whereas average velocity depends on the displacement at the end of the particular journey.

1.26 [II] During a race on an oval track, a car travels at an average speed of 200 km/h. (a) How far did it travel in 45.0 min? (b) Determine its average velocity at the end of its third lap.

1.27 [II] The following data describe the position of an object along the x-axis as a function of time. Plot the data, and find, as best you can, the instantaneous velocity of the object at (a) t = 5.0 s, (b) 16 s, and (c) 23 s.

1.28 [II] For the object whose motion is described in Problem 1.27, as best you can, find its velocity at the following times: (a) 3.0 s, (b) 10 s, and (c) 24 s.

1.29 [I] Find the scalar x- and y-components of the following displacements in the xy-plane: (a) 300 cm at 127° and (b) 500 cm at 220°.

1.30 [II] Starting at the origin of coordinates, the following displacements are made in the xy-plane (that is, the displacements are coplanar): 60 mm in the + y-direction, 30 mm in the − x-direction, 40 mm at 150°, and 50 mm at 240°. Find the resultant displacement both graphically and algebraically.

1.31 [II] Compute algebraically the resultant of the following coplanar displacements: 20.0 m at 30.0°, 40.0 m at 120.0°, 25.0 m at 180.0°, 42.0 m at 270.0°, and 12.0 m at 315.0°. Check your answer with a graphical solution.

1.32 [II] What displacement at 70° has an x-component of 450 m? What is its y-component?

1.33 [II] What displacement must be added to a 50-cm displacement in the + x-direction to give a resultant displacement of 85 cm at 25°?

1.34 [I] Refer to Fig. 1-19. In terms of vectors and , express the vectors (a) , (b) , (c) , and (d) .

Fig. 1-19

Fig. 1-20

1.35 [I] Refer to Fig. 1-20. In terms of vectors and , express the vectors (a) , (b) , and (c) .

1.36 [II] Find (a) , (b) , and (c) if , , and .

1.37 [II] Find the magnitude and angle of if .

1.38 [II] Determine the displacement vector that must be added to the displacement m to give a displacement of 7.0 m pointing in the + x-direction?

1.39 [II] A vector is added to a vector . What is the magnitude of the resultant?

1.40 [III] A truck is moving north at a speed of 70 km/h. The exhaust pipe above the truck cab sends out a trail of smoke that makes an angle of 20° east of south behind the truck. If the wind is blowing directly toward the east, what is the wind speed at that location? [Hint: The smoke reveals the direction of the truck with-respect-to the air.]

1.41 [III] A ship is traveling due east at 10 km/h. What must be the speed of a second ship heading 30° east of north if it is always due north of the first ship?

1.42 [III] A boat, propelled so as to travel with a speed of 0.50 m/s in still water, moves directly across a river that is 60 m wide. The river flows with a speed of 0.30 m/s. (a) At what angle, relative to the straight-across direction, must the boat be pointed? (b) How long does it take the boat to cross the river?

1.43 [III] A reckless drunk is playing with a gun in an airplane that is going directly east at 500 km/h. The drunk shoots the gun straight up at the ceiling of the plane. The bullet leaves the gun at a speed of 1000 km/h. According to someone standing on the Earth, what angle does the bullet make with the vertical?

ANSWERS TO SUPPLEMENTARY PROBLEMS

1.18 [I] 9.5 m/s

1.19 [I] 60.0 s

1.20 [I] 26 km/h, 7.2 m/s

1.21 [I] (a) 9.0 km; (b) 10.7 m/s or 11 m/s

1.22 [I] 208 km—67.4° SOUTH OF EAST

1.23 [II] 26 cm—23° ABOVE X-AXIS

1.24 [II] (a) 1.0 cm—SOUTH, 5.0 cm—EAST; (b) 5.10 cm—11.3° SOUTH OF EAST

1.25 [II] (a) 3.8 m/s; (b) 0.80 m/s

1.26 [II] (a) 150 km; (b) zero

1.27 [II] (a) 0.018 m/s in the positive x-direction; (b) 0 m/s; (c) 0.014 m/s in the negative x-direction

1.28 [II] (a) 1.9 cm/s in the positive x-direction; (b) 1.1 cm/s in the positive x-direction; (c) 1.5 cm/s in the negative x-direction

1.29 [I] (a) −181 cm, 240 cm; (b) −383 cm, −321 cm

1.30 [II] 97 mm at 158°

1.31 [II] 20.1 m at 197°

1.32 [II] 1.3 km, 1.2 km

1.33 [II] 45 cm at 53°

1.34 [I]

1.35 [I]

1.36 [II]

1.37 [II] 14 at − 60°

1.38 [II]

1.39 [II] 21

1.40 [III] 25 km/h

1.41 [III] 20 km/h

1.42 [III] (a) 37° upstream; (b) 1.5 × 10² s

1.43 [III] 26.6°

CHAPTER 2

Uniformly Accelerated Motion

Acceleration measures the time rate-of-change of velocity:

where is the initial velocity, is the final velocity, and t is the time interval over which the change occurred. The units of acceleration are those of velocity divided by time. Typical examples are (m/s)/s (or m/s²) and (km/h)/s (or km/h·s). Notice that acceleration is a vector quantity. It has the direction of , the change in velocity. It is nonetheless commonplace to speak of the magnitude of the acceleration as just the acceleration, provided there is no ambiguity.

When we concern ourselves only with accelerations tangent to the path traveled, the direction of the acceleration is known and we can write the defining equation in scalar form as

Uniformly Accelerated Motion Along a Straight Line is an important situation. In this case, the acceleration vector is constant and lies along the line of the displacement vector, so that the directions of and can be specified with plus and minus signs. If we represent the displacement by s (positive if in the positive direction, and negative if in the negative direction), then there will be five convenient equations describing uniformly accelerated motion:

Often s is replaced by x or y, and sometimes υf and υi are written as υ and υ0, respectively.

Direction Is Important, and a positive direction must be chosen when analyzing motion along a line. Either direction may be chosen as positive. If a displacement, velocity, or acceleration is in the opposite direction, it must be taken as negative.

Graphical Interpretations for motion along a straight line (e.g., the x-axis) are as follows:

• A plot of distance versus time is always positive (i.e., the graph lies above the time axis). Such a curve never decreases (i.e., it can never have a negative slope or speed). Just think about the odometer and speedometer in a car.

• Because the displacement is a vector quantity, we can only graph it against time if we limit the motion to a straight line and then use plus and minus signs to specify direction. Accordingly, it’s common practice to plot displacement along a straight line versus time using that scheme. Such a graph representing motion along, say, the x-axis, may be either positive (plotted above the time axis) when the object is to the right of the origin (x = 0), or negative (plotted below the time axis) when the object is to the left of the origin (see Fig. 2-1). The graph can be positive and get more positive, or negative and get less negative. In both cases the curve would have a positive slope, and the object a positive velocity (it would be moving in the positive x-direction). Furthermore, the graph can be positive and get less positive, or be negative and get more negative. In both these cases the curve would have a negative slope, and the object a negative velocity (it would be moving in the negative x-direction.

• The instantaneous velocity of an object at a certain time is the slope of the displacement versus time graph at that time. It can be positive, negative, or zero.

• The instantaneous acceleration of an object at a certain time is the slope of the velocity versus time graph at that time.

• For constant-velocity motion along the x-axis, the x-versus-t graph is a tilted straight line. For constant-acceleration motion, the υ-versus-t graph is a straight line.

Acceleration Due to Gravity (g): The acceleration of a body moving only under the force of gravity is g, the gravitational (or free-fall) acceleration, which is directed vertically downward. On Earth at the surface, on average, g = 9.81 m/s² (i.e., 32.2 ft/s²); the value varies slightly from place to place. On the Moon, at the surface, the average free-fall acceleration is 1.6 m/s².

Velocity Components: Suppose that an object moves with a velocity at some angle θ up from the x-axis, as would initially be the case with a ball thrown into the air. That velocity then has x and y vector components (see Fig. 1-7) of and . The corresponding scalar components of the velocity are

υx = υ cosθ and υy = υ sin θ

and these can turn out to be positive or negative numbers, depending on θ. As a rule, if is in the first quadrant, υx > 0 and υy > 0; if is in the second quadrant, υx < 0 and υy > 0; if is in the third quadrant, υx < 0 and υy < 0; finally, if is in the fourth quadrant, υx > 0 and υy < 0. Because these quantities have signs, and therefore implied directions along known axes, it is common to refer to them as velocities. The reader will find this usage in many texts, but it is not without pedagogical drawbacks. Instead, we shall avoid applying the term velocity to anything but a vector quantity (written in boldface with an arrow above) whose direction is explicitly stated. Thus, for an object moving with a velocity = 100 m/s—WEST, the scalar value of the velocity along the x-axis is υx = −100 m/s; and the (always positive) speed is υ = 100 m/s.

Projectile Problems can be solved easily if air friction can be ignored. One simply considers the motion to consist of two independent parts: horizontal motion with a = 0 and υf = υi = υaυ (i.e., constant speed), and vertical motion with a = g = 9.81 m/s² downward.

Dimensional Analysis: All mechanical quantities, such as acceleration and force, can be expressed in terms of three fundamental dimensions: length L, mass M, and time T. For example, acceleration is a length (a distance) divided by (time)²; we say it has the dimensions L/T², which we write as [LT−2]. The dimensions of volume are [L³], and those of velocity are [LT−1]. Because force is mass multiplied by acceleration, its dimensions are [MLT−2]. Dimensions are helpful in checking equations, since each term of an equation must have the same dimensions. For example, the dimensions of the equation

are

so each term has the dimensions of length. Remember, all terms in an equation must have the same dimensions. As examples, an equation cannot have a volume [L³] added to an area [L²], or a force [MLT−2] subtracted from a velocity [LT−1]; these terms do not have the same dimensions.

SOLVED PROBLEMS

2.1 [I] A robot named Fred is initially moving at 2.20 m/s along a hallway in a space terminal. It subsequently speeds up to 4.80 m/s in a time of 0.20 s. Determine the size or magnitude of its average acceleration along the path traveled.

The defining scalar equation is aaυ = (υf − υi)/t. Everything is in proper SI units, so we need only carry out the calculation:

Notice that the answer has two significant figures because the time has only two significant figures.

2.2 [I] A car is traveling at 20.0 m/s when the driver slams on the brakes and brings it to a straight-line stop in 4.2 s. What is the magnitude of its average acceleration?

The defining scalar equation is aaυ = (υf − υi)/t. Note that the final speed is zero. Here the initial speed is greater than the final speed, so we can expect the acceleration to be negative:

Because the time is provided with only two significant figures, the answer is −4.8 m/s².

2.3 [II] An object starts from rest with a constant acceleration of 8.00 m/s² along a straight line. Find (a) the speed at the end of 5.00 s, (b) the average speed for the 5-s interval, and (c) the distance traveled in the 5.00 s.

We are interested in the motion for the first 5.00 s. Take the direction of motion to be the + x-direction (that is, s = x). We know that υi = 0, t = 5.00 s, and a = 8.00 m/s². Because the motion is uniformly accelerated, the five motion equations apply.

(a) υfx = υix + at = 0 + (8.00 m/s²) (5.00 s) = 40.0 m/s

or x = υaυt = (20.0 m/s)(5.00 s) = 100 m

2.4 [II] A truck’s speed increases uniformly from 15 km/h to 60 km/h in 20 s. Determine (a) the average speed, (b) the acceleration, and (c) the distance traveled, all in units of meters and seconds.

For the 20-s trip under discussion, taking + x to be in the direction of motion,

(c) x = υaυt = (10.4 m/s)(20 s) =208 m = 0.21 km

2.5 [II] An object’s one-dimensional motion along the x-axis is graphed in Fig. 2-1. Describe its motion.

The velocity of the object at any instant is equal to the slope of the displacement–time graph at the point corresponding to that instant. Because the slope is zero from exactly t = 0 s to t = 2.0 s, the object is standing still during this time interval. At t = 2.0 s, the object begins to move in the + x-direction with constant-velocity (the slope is positive and constant). For the interval t = 2.0 s to t = 4.0 s,

The average velocity is then .

During the interval t = 4.0 s to t = 6.0 s, the object is at rest; the slope of the graph is zero and x does not change for that interval.

From t = 6.0 s to t = 10 s and beyond, the object is moving in the −x-direction; the slope and the velocity are negative. We have

The average velocity is then

2.6 [II] The vertical motion of an object is graphed in Fig. 2-2. Describe its motion qualitatively, and find, as best you can, its instantaneous velocity at points A, B, and C.

Fig. 2-1

Fig. 2-2

Recalling that the instantaneous velocity is given by the slope of the graph, we see that the object is moving fastest at t = 0. As it rises, it slows and finally stops at B. (The slope there is zero.) Then it begins to fall back downward at ever-increasing speed.

At point A, we have

The velocity at A is positive, so it is in the + y-direction: . At points B and C,

Because it is negative, the velocity at C is in the −y-direction: . Remember that velocity is a vector quantity and direction must be specified explicitly.

2.7 [II] A ball is dropped from rest at a height of 50 m above the ground. (a) What is its speed just before it hits the ground? (b) How long does it take to reach the ground?

If we can ignore air friction, the ball is uniformly accelerated until it reaches the ground. Its acceleration is downward and is 9.81 m/s². Taking down as positive, we have for the trip:

y = 50.0 m a = 9.81 m/s² υi = 0

(a)

and so υf = 31 .3 m/s.

(b) From a (υfy − υiy)/t,

(We could just as well have taken up as positive. How would the calculation have been changed?)

2.8 [II] A skier starts from rest and slides down a mountain side along a straight descending path 9.0 m long in 3.0 s. In what time after starting will the skier acquire a speed of 24 m/s? Assume that the acceleration is constant and the entire run is straight and at a fixed incline.

We must find the skier’s acceleration from the data concerning the 3.0 s trip. Taking the direction of motion down the inclined path as the + x-direction, we have t = 3.0 s, υix = 0, and x = 9.0 m. Then gives

We can now use this value of a for the longer trip, from the starting point to the place where υfx = 24 m/s. For this trip, υix = 0, υfx = 24 m/s, a = 2.0 m/s². Then, from υf = υi + at,

2.9 [II] A bus moving in a straight line at a speed of 20 m/s begins to slow at a constant rate of 3.0 m/s each second. Find how far it goes before stopping.

Take the direction of motion to be the + x-direction. For the trip under consideration, υi = 20 m/s, υf = 0 m/s, a = −3.0 m/s². Notice that the bus is not speeding up in the positive motion direction. Instead, it is slowing in that direction and so its acceleration is negative (a deceleration). Use

and, hence, 0 = (20 m/s)² + 2(− 3.0 m/s²)x

to find

2.10 [II] A car moving along a straight road at 30 m/s slows uniformly to a speed of 10 m/s in a time of 5.0 s. Determine (a) the acceleration of the car and (b) the distance it moves during the third second.

Take the direction of motion to be the + x-direction.

(a) For the 5.0 s interval, we have t = 5.0 s, υix 30 m/s, υf = 10 m/s. Using υfx = υix + at

The distance the car moves during the third second is NOT the distance it moves in the first three seconds. Consequently:

(b)

Using υix = 30 m/s, a = −4.0 m/s², t2 = 2.0 s, and t3 = 3.0 s

x = (30 m/s) (1.0 s) − (2.0 m/s²)(5.0 s²) = 20 m

This is the distance traveled between the times t = 20.0 s and t = 3.0 s.

2.11 [II] The speed of a train is reduced uniformly from 15 m/s to 7.0 m/s while traveling a distance of 90 m. (a) Compute the acceleration. (b) How much farther will the train travel before coming to rest, provided the acceleration remains constant?

Take the direction of motion to be the + x-direction.

(a) We have υix = 15 m/s, υfx = 7.0 m/s, x = 90 m. Then gives

a = −0.98 m/s²

(b) The new conditions υix = 7.0 m/s, υf = 0, and a = −0.98 m/s² now obtain. Then

leads to

2.12 [II] A stone is thrown straight upward and it rises to a maximum height of 20 m. With what speed was it thrown?

Take up as the positive y-direction. The stone’s velocity is zero at the top of its path. Then υfy = 0, y = 20 m, a = −9.81 m/s². (The minus sign arises because the acceleration due to gravity is always downward and we have taken up to be positive.) Use to find

2.13 [II] A stone is thrown straight upward with a speed of 20 m/s. It is caught on its way down at a point 5.0 m above where it was thrown. (a) How fast was it going when it was caught? (b) How long did the trip take?

The situation is shown in Fig. 2-3. Take up as positive. Then, for the trip that lasts from the instant after throwing to the instant before catching, υiy = 20 m/s, y = +5.0 m (since it is an upward displacement), a = −9.81 m/s².

(a) Use to compute

Take the negative sign because the stone is moving downward, in the negative direction, at the final instant.

Fig. 2-3

(b) To find the time, use a = (υfy − υiy)/t and so

Notice that we retain the minus sign on υfy.

2.14 [II] A ball that is thrown vertically upward on the Moon returns to its starting point in 4.0 s. The acceleration due to gravity there is 1.60 m/s² downward. Find the ball’s original speed.

Take up as positive. For the trip from beginning to end, y = 0 (it ends at the same level it started at), a = −1.60 m/s², t = 4.0 s. Use to find

from which υiy = 3.2 m/s.

2.15 [III] A baseball is thrown straight upward on the Moon with an initial speed of 35 m/s. Compute (a) the maximum height reached by the ball, (b) the time taken to reach that height, (c) its velocity 30 s after it is thrown, and (d) when the ball’s height is 100 m.

Take up as positive. At the highest point, the ball’s velocity is zero.

(a) From , since g = 1.60 m/s² on the Moon,

0 = (35 m/s)² + 2(−1.60 m/s²)y or y = 0.38 km

(b) From υfy = υiy + at

0 = 35 m/s + (−1.60 m/s²)t or t = 22 s

(c) From υfy = υiy + at

υfy = 35 m/s + (−1.60 m/s²)(30 s) or υfy = −13 m/s

Because υf is negative and we are taking up as positive, the velocity is directed downward. The ball is on its way down at t = 30 s.

(d) From we have

or 0.80t² − 35t + 100 = 0

By use of the quadratic formula,

or

we find t = 3.1 s and 41 s. At t = 3.1 s the ball is at 100 m and ascending; at t = 41 s it is at the same height but descending.

2.16 [III] A ballast bag is dropped from a balloon that is 300 m above the ground and rising at 13 m/s. For the bag, find (a) the maximum height reached, (b) its position and velocity 5.0 s after it is released, and (c) the time at which it hits the ground.

The initial velocity of the bag when released is the same as that of the balloon, 13 m/s upward. Choose up as positive and take y = 0 at the point of release.

(a) At the highest point, υf = 0. From ,

0 = (13 m/s)² + 2(−9.81 m/s²)y or y = 8.6 m

The maximum height is 300 + 8.6 = 308.6 m or 0.31 km.

(b) Take the end point to be its position at t = 5.0 s. Then, from ,

So its height is 300 − 58 = 242 m. Also, from υfy = υiy + at,

υfy = 13 m/s + (−9.81 m/s²)(5.0 s) = −36 m/s

It is on its way down with a velocity of 36 m/s—DOWNWARD.

(c) Just as it hits the ground, the bag’s displacement is −300 m. Then

or 4.905t² − 13t − 300 = 0. The quadratic formula gives t = 9.3 s and −6.6 s. Only the positive time has physical meaning, so the required answer is 9.3 s.

We could have avoided the quadratic formula by first computing υf:

so that υfy = ±77.8 m/s. Then, using the negative value for υfy (why?) in υfy = υiy + at gives t = 9.3 s, as before.

2.17 [II] As depicted in Fig. 2-4, a projectile is fired horizontally with a speed of 30 m/s from the top of a cliff 80 m high. (a) How long will it take to strike the level ground at the base of the cliff? (b) How far from the foot of the cliff will it strike? (c) With what velocity will it strike?

(a) The horizontal and vertical motions are independent of each other. Consider first the vertical motion. Taking up as positive and y = 0 at the top of the cliff,

or

from which t = 4.04 s or 4.0 s. Notice that the initial velocity had zero vertical component and so υi = 0 for the vertical motion.

Fig. 2-4

(b) Now consider the horizontal motion. For it, a = 0 and so υx = υix = υfx = 30 m/s. Then, using the value of t found in (a),

x = υxt = (30 m/s) (4.04 s) = 121 m or 0.12 km

(c) The final velocity has a horizontal component of 30 m/s. But its vertical component at t = 4.04 s is given by υfy = υiy + ayt as

υfy = 0 + (−9.81 m/s²) (4.04 s) = −39.6 m/s or −40 m/s

The resultant of these two components is labeled in Fig. 2-4:

The angle θ as shown is given by tan θ = 39.6/30 and is 52.9° or 53°. Hence, = 50 m/s—53° BELOW X-AXIS.

2.18 [I] A stunt flier is moving at 15