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Preface to the Instructor vii
Instructor Supplements
Note ▶ For convenience, most instructor supplements ■ The Instructor’s Solutions Manual, written by Professor
can be downloaded from the “Instructor Resources” area of Larry Smith, Snow College, provides complete solutions
MasteringPhysics®. ◀ to all the end-of-chapter questions and problems. All
■ MasteringPhysics® is a powerful, yet simple, online solutions follow the Prepare/Solve/Assess problem-solving
homework, tutorial, and assessment system designed strategy used in the textbook for quantitative problems,
to improve student learning and results. Students benefit and Reason/Assess strategy for qualitative ones. The solu-
from wrong-answer specific feedback, hints, and a huge tions are available by chapter in Word and PDF format, are
variety of educationally effective content while unrivalled included on the Instructor’s Resource DVD, and can also
gradebook diagnostics allow an instructor to pinpoint the be downloaded from the Instructor Resource Center
weaknesses and misconceptions of their class. (www.pearsonhighered.com/educator).
NSF-sponsored published research (and subsequent ■ The Instructor’s Guide for College Physics: A Strategic
studies) show that MasteringPhysics has dramatic educa- Approach, a comprehensive and highly acclaimed
tional results. MasteringPhysics allows instructors to build resource, provides chapter-by-chapter creative ideas
wide-ranging homework assignments of just the right dif- and teaching tips for using College Physics: A Strate-
ficulty and length and provides them with efficient tools to gic Approach in your class. In addition, it contains an
analyze in unprecedented detail both class trends and the extensive review of what has been learned from phys-
work of any student. ics education research, and provides guidelines for using
■ The cross-platform Instructor’s Resource DVD (ISBN active-learning techniques in your classroom. Instructor
978-0-321-90725-7) provides invaluable and easy-to-use Guide chapters are provided in Word and PDF format,
resources for your class, organized by textbook chapter. are included on the Instructor’s Resource DVD, and can
The Instructor’s Solutions Manual and the Instructor’s also be downloaded from the Instructor Resource Center
Guide are provided in PDF format and as editable Word (www.pearsonhighered.com/educator).
files. Comprehensive Lecture Slides (with embedded class- ■ The Test Bank contains 4,000 high-quality problems,
room response system “Clicker” Questions) are provided with a range of multiple-choice and regular homework-
in PowerPoint, as well as high-quality versions of all the type questions. Test files are provided in both TestGen®
Prelecture Videos. In addition, all figures, photos, tables, (an easy-to-use, fully networkable program for creating
previews, and summaries from the textbook are given in and editing quizzes and exams) and Word format, and
JPEG format. All Problem-Solving Strategies, Math Rela- can also be downloaded from www.pearsonhighered.com/
tionships Boxes, Tactics Boxes, and Key Equations are educator. The Test Bank problems are also assignable via
provided in editable Word and JPEG format. MasteringPhysics.
Student Supplements
■ MasteringPhysics® is a powerful, yet simple, online ■ Pearson eText is available through MasteringPhysics,
homework, tutorial, and assessment system de- either automatically when MasteringPhysics is packaged
signed to improve student learning and results. Students with new books, or available as a purchased upgrade online.
benefit from wrong-answer specific feedback, hints, and a Allowing students access to the text wherever they have
huge variety of educationally effective content while unri- access to the Internet, Pearson eText comprises the full text,
valled gradebook diagnostics allow an instructor to pinpoint including figures that can be enlarged for better viewing.
the weaknesses and misconceptions of their class. The indi- Within eText, students are also able to pop up definitions
vidualized, 24/7 Socratic tutoring is recommended by 9 out and terms to help with vocabulary and the reading of the
of 10 students to their peers as the most effective and time- material. Students can also take notes in eText using the
efficient way to study. annotation feature at the top of each page.
■ The Student Workbook (Volume 1: Chapters 1–16 (ISBN ■ Over 140 Video Tutors about relevant
978-0-321-90886-5), Volume 2: Chapters 17–30 (978-0- demonstrations or problem-solving strategies
321-90887-2), or a package of both volumes (ISBN 978- play directly on a smartphone or tablet via
0-321-90724-0)) is a key component of College Physics: Class Video scannable QR codes in the printed book.
A Strategic Approach. The workbook bridges the gap These interactive videos are also viewable via
between textbook and homework problems by providing links within the Pearson eText and the Study Area of
students the opportunity to learn and practice skills prior to MasteringPhysics.
using those skills in quantitative end-of-chapter problems, ■ ActivPhysics OnlineTM applets and applet-based tuto-
much as a musician practices technique separately from rials, developed by education pioneers Professors Alan
performance pieces. Van Heuvelen and Paul D’Alessandris, are available in
viii Preface to the Instructor
the Study Area of MasteringPhysics. Also provided are over ■ The Student Solutions Manuals, Chapters 1–16 (ISBN
70 PhET Simulations from the University of Colorado. 978-0-321-90884-1) and Chapters 17–30 (ISBN 978-0-
■ Pearson Tutor Services (www.pearsontutorservices.com) 321-90885-8), written by Professor Larry Smith, Snow
Each student’s subscription to MasteringPhysics also con- College, provide detailed solutions to more than half of
tains complimentary access to Pearson Tutor Services, the odd-numbered end-of-chapter problems. Following the
powered by Smarthinking, Inc. By logging in with their problem-solving strategy presented in the text, thorough
MasteringPhysics ID and password, they will be connected solutions are provided to carefully illustrate both the
to highly qualified e-instructors™ who provide additional, qualitative (Reason/Assess) and quantitative (Prepare/
interactive online tutoring on the major concepts of phys- Solve/Assess) steps in the problem-solving process.
ics. Some restrictions apply; offer subject to change.
Acknowledgments
We have relied upon conversations with and, especially, the Martha to be certain that one of us attends to all details, and
written publications of many members of the physics education on Alice’s tireless efforts and keen editorial eye as she helps
community. Those who may recognize their influence include us synthesize our visions into a coherent whole.
Arnold Arons, Uri Ganiel, Fred Goldberg, Ibrahim Halloun, Rose Kernan and the team at Nesbitt Graphics/Cenveo,
David Hestenes, Leonard Jossem, Jill Larkin, Priscilla Laws, copy editor Carol Reitz, and photo researcher Eric Schrader
John Mallinckrodt, Lillian McDermott and members of get much credit for making this complex project all come
the Physics Education Research Group at the University of together. In addition to the reviewers and classroom testers
Washington, Edward “Joe” Redish, Fred Reif, John Rigden, listed below, who gave invaluable feedback, we are particu-
Rachel Scherr, Bruce Sherwood, David Sokoloff, Ronald larly grateful to Charlie Hibbard for his close scrutiny of every
Thornton, Sheila Tobias, and Alan Van Heuleven. word, symbol, number, and figure.
We are very grateful to Larry Smith for the difficult task of
writing the Instructor Solutions Manual; to Scott Nutter for Randy Knight: I would like to thank my Cal Poly
writing out the Student Workbook answers; to Wayne Ander- colleagues, especially Matt Moelter, for many valuable con-
son, Jim Andrews, Nancy Beverly, David Cole, Karim Diff, versations and suggestions. I am endlessly grateful to my wife
Jim Dove, Marty Gelfand, Kathy Harper, Charlie Hibbard, Sally for her love, encouragement, and patience, and to our
Robert Lutz, Matt Moelter, Kandiah Manivannan, Ken Rob- many cats for nothing in particular other than being cats.
inson, and Cindy Schwarz-Rachmilowitz for their contribu-
tions to the end-of-chapter questions and problems; to Wayne Brian Jones: I would like to thank my fellow AAPT and
again for helping with the Test Bank questions; and to Steven PIRA members for their insight and ideas, the creative stu-
Vogel for his careful review of the biological content of many dents and colleagues who are my partners in the Little Shop
chapters and for helpful suggestions. of Physics, the students in my College Physics classes who
We especially want to thank our editor Becky Ruden, help me become a better teacher, and, most of all, my wife
development editor Alice Houston, project manager Martha Carol, my best friend and gentlest editor, whose love makes
Steele, and all the other staff at Pearson for their enthusiasm the journey worthwhile.
and hard work on this project. Having a diverse author team
Stuart Field: I would like to thank my wife Julie and my chil-
is one of the strengths of this book, but it has meant that we
dren, Sam and Ellen, for their love, support, and encouragement.
rely a great deal on Becky to help us keep to a single focus, on
David Aaron, South Dakota State University Michael Anderson, University of California—San Diego
Susmita Acharya, Cardinal Stritch University Steve Anderson, Montana Tech
Ugur Akgun, University of Iowa James Andrews, Youngstown State University
Ralph Alexander, University of Missouri—Rolla Charles Ardary, Edmond Community College
Kyle Altmann, Elon University Charles Bacon, Ferris State University
Donald Anderson, Ivy Tech John Barry, Houston Community College
Preface to the Instructor ix
David H. Berman, University of Northern Iowa James Heath, Austin Community College
Phillippe Binder, University of Hawaii—Hilo Zvonko Hlousek, California State University Long Beach
Jeff Bodart, Chipola College Greg Hood, Tidewater Community College
James Boger, Flathead Valley Community College Sebastian Hui, Florence-Darlington Technical College
Richard Bone, Florida International University Eric Hudson, The Pennsylvania State University
James Borgardt, Juniata College Joey Huston, Michigan State University
Daniela Bortoletto, Purdue University David Iadevaia, Pima Community College—East Campus
Don Bowen, Stephen F. Austin State University Fred Jarka, Stark State College
Asa Bradley, Spokane Falls Community College Ana Jofre, University of North Carolina—Charlotte
Elena Brewer, SUNY at Buffalo Daniel Jones, Georgia Tech
Dieter Brill, University of Maryland Erik Jensen, Chemeketa Community College
Hauke Busch, Augusta State University Todd Kalisik, Northern Illinois University
Kapila Castoldi, Oakland University Ju H. Kim, University of North Dakota
Raymond Chastain, Louisiana State University Armen Kocharian, California State University Northridge
Michael Cherney, Creighton University J. M. Kowalski, University of North Texas
Lee Chow, University of Central Florida Laird Kramer, Florida International University
Song Chung, William Paterson University Christopher Kulp, Eastern Kentucky University
Alice Churukian, Concordia College Richard Kurtz, Louisiana State University
Christopher M. Coffin, Oregon State University Kenneth Lande, University of Pennsylvania
John S. Colton, Brigham Young University Tiffany Landry, Folsom Lake College
Kristi Concannon, Kings College Todd Leif, Cloud County Community College
Teman Cooke, Georgia Perimeter College at Lawrenceville John Levin, University of Tennessee—Knoxville
Daniel J. Costantino, The Pennsylvania State University John Lindberg, Seattle Pacific University
Jesse Cude, Hartnell College Jeff Loats, Metropolitan State University of Denver
Melissa H. Dancy, University of North Carolina at Charlotte Rafael López-Mobilia, The University of Texas at San
Loretta Dauwe, University of Michigan—Flint Antonio
Mark Davenport, San Antonio College Robert W. Lutz, Drake University
Chad Davies, Gordon College Lloyd Makorowitz, SUNY Farmingdale
Lawrence Day, Utica College Colleen Marlow, Rhode Island College
Carlos Delgado, Community College of Southern Nevada Eric Martell, Millikin University
David Donovan, Northern Michigan University Mark Masters, Indiana University—Purdue
James Dove, Metropolitan State University of Denver John McClain, Temple College
Archana Dubey, University of Central Florida Denise Meeks, Pima Community College
Andrew Duffy, Boston University Henry Merrill, Fox Valley Technical College
Taner Edis, Truman State University Mike Meyer, Michigan Technological University
Ralph Edwards, Lurleen B. Wallace Community College Karie Meyers, Pima Community College
Steve Ellis, University of Kentucky Tobias Moleski, Nashville State Tech
Paula Engelhardt, Tennessee Technical University April Moore, North Harris College
Davene Eryes, North Seattle Community College Gary Morris, Rice University
Gerard Fasel, Pepperdine University Krishna Mukherjee, Slippery Rock University
Luciano Fleischfresser, OSSM Autry Tech Charley Myles, Texas Tech University
Cynthia Galovich, University of Northern Colorado Meredith Newby, Clemson University
Bertram Gamory, Monroe Community College David Nice, Bryn Mawr
Sambandamurthy Ganapathy, SUNY at Buffalo Fred Olness, Southern Methodist University
Delena Gatch, Georgia Southern University Charles Oliver Overstreet, San Antonio College
Richard Gelderman, Western Kentucky University Paige Ouzts, Lander University
Martin Gelfand, Colorado State University Russell Palma, Minnesota State University—Mankato
Terry Golding, University of North Texas Richard Panek, Florida Gulf Coast University
Robert Gramer, Lake City Community College Joshua Phiri, Florence-Darling Technical College
William Gregg, Louisiana State University Iulia Podariu, University of Nebraska at Omaha
Paul Gresser, University of Maryland David Potter, Austin Community College
Robert Hagood, Washtenaw Community College Promod Pratap, University of North Carolina—Greensboro
Jason Harlow, University of Toronto Michael Pravica, University of Nevada, Las Vegas
Heath Hatch, University of Massachusetts Earl Prohofsky, Purdue University
Carl Hayn, Santa Clara University Marilyn Rands, Lawrence Technological University
x Preface to the Instructor
Andrew Rex, University of Puget Sound Scott Thompson, Georgia Gwinnett College
Andrew Richter, Valparaiso University William Tireman, Northern Michigan University
William Robinson, North Carolina State University Negussie Tirfessa, Manchester Community College
Phyliss Salmons, Embry—Riddle Aeronautical University Rajive Tiwari, Belmont Abbey College
Michael Schaab, Maine Maritime Academy Herman Trivilino, College of the Mainland
Bruce Schumm, University of California, Santa Cruz Dmitri Tsybychev, Stony Brook University
Mizuho Schwalm, University of Minnesota Crookston Douglas Tussey, Pennsylvania State University
Cindy Schwarz, Vassar College Stephen Van Hook, Pennsylvania State University
Natalia Semushkhina, Shippensburg University Manuel Valera, Slippery Rocky University
Khazhgery (Jerry) Shakov, Tulane University Christos Valiotis, Antelope Valley College
Kathy Shan, University of Toledo James Vesenka, University of New England
Anwar Sheikh, Colorado Mesa University Stamatis Vokos, Seattle Pacific University
Bart Sheinberg, Houston Community College James Wanliss, Embry—Riddle Aeronautical University
Marllin Simon, Auburn University Henry Weigel, Arapahoe Community College
Kenneth Smith, Pennsylvania State University Luc T. Wille, Florida Atlantic University
Michael Smutko, Northwestern University Courtney Willis, University of Northern Colorado
Jon Son, Boston University Katherine Wu, University of Tampa
Noel Stanton, Kansas State University Ali Yazdi, Jefferson State Community College
Donna Stokes, University of Houston David Young, Louisiana State University
Chuck Stone, North Carolina A&T Hsiao-Ling Zhou, Georgia State University
Chun Fu Su, Mississippi State University Todd Zimmerman, University of Wisconsin—Stout
Jeffrey Sudol, West Chester University Ulrich Zurcher, Cleveland State University
If you are taking a course for which this book is assigned, you Like any subject, physics is best learned by doing. “Do-
probably aren’t a physics major or an engineering major. It’s ing physics” in this course means solving problems, apply-
likely that you aren’t majoring in a physical science. So why ing what you have learned to answer questions at the end
are you taking physics? of the chapter. When you are given a homework assignment,
It’s almost certain that you are taking physics because you you may find yourself tempted to simply solve the problems
are majoring in a discipline that requires it. Someone, some- by thumbing through the text looking for a formula that seems
where, has decided that it’s important for you to take this like it will work. This isn’t how to do physics; if it was, who-
course. And they are right. There is a lot you can learn from ever required you to take this course wouldn’t bother. The
physics, even if you don’t plan to be a physicist. We regularly folks who designed your major want you to learn to reason,
hear from doctors, physical therapists, biologists and others not to “plug and chug.” Whatever you end up studying or do-
that physics was one of the most interesting and valuable ing for a career, this ability will serve you well.
courses they took in college. How do you learn to reason in this way? There’s no single
So, what can you expect to learn in this course? Let’s start strategy for studying physics that will work for all students,
by talking about what physics is. Physics is a way of think- but we can make some suggestions that will certainly help:
ing about the physical aspects of nature. Physics is not about ■ Read each chapter before it is discussed in class. Class
“facts.” It’s far more focused on discovering relationships attendance is much more effective if you have prepared.
between facts and the patterns that exist in nature than on ■ Participate actively in class. Take notes, ask and answer
learning facts for their own sake. Our emphasis will be on questions, take part in discussion groups. There is ample
thinking and reasoning. We are going to look for patterns scientific evidence that active participation is far more
and relationships in nature, develop the logic that relates dif- effective for learning science than is passive listening.
ferent ideas, and search for the reasons why things happen ■ After class, go back for a careful rereading of the chap-
as they do. ter. In your second reading, pay close attention to the de-
The concepts and tails and the worked examples. Look for the logic behind
techniques you will each example, not just at what formula is being used.
learn will have a ■ Apply what you have learned to the homework prob-
wide application. In lems at the end of each chapter. By following the tech-
this text we have a niques of the worked examples, applying the tactics and
special emphasis on problem-solving strategies, you’ll learn how to apply the
applying physics to knowledge you are gaining.
understanding the ■ Form a study group with two or three classmates. There’s
living world. You’ll good evidence that students who study regularly with a group
use your understand- do better than the rugged individualists who try to go it alone.
ing of charges and
electric potential to And we have one final suggestion. As you read the book,
analyze the elec- take part in class, and work through problems, step back every
tric signal produced now and then to appreciate the big picture. You are going to
when your heart study topics that range from motions in the solar system to the
beats. You’ll learn electrical signals in the nervous system that let you tell your
how sharks can detect this signal to locate prey and, further, hand to turn the pages of this book. It’s a remarkable breadth
how and why this electric sensitivity seems to allow hammer- of topics and techniques that is based on a very compact set of
head sharks to detect magnetic fields, aiding navigation in the organizing principles.
open ocean. Now, let’s get down to work.
xi
Studying for and Taking
the MCAT Exam
If you are taking the College Physics course, there’s a good Several of the key features of the book will be useful for this,
chance that you are majoring in the biological sciences. including some that were explicitly designed with the MCAT
There’s also a good chance that you are preparing for a career exam in mind.
in the health professions, and so might well be required to take As you review the chapters:
the Medical College Admission Test, the MCAT exam.
■ Start with the Chapter Previews, which provide a “big pic-
The Chemical and Physical Foundations of Biological Sys-
ture” overview of the content. What are the major themes
tems section of the MCAT assesses your understanding of the
of each chapter?
concepts of this course by testing your ability to apply these
■ Look for the Synthesis boxes that bring together key con-
concepts to living systems. You will be expected to use what
cepts and equations. These show connections and high-
you’ve learned to analyze situations you’ve never seen before,
light differences that you should understand and be ready
making simplified but realistic models of the world. Your rea-
to apply.
soning skills will be just as important as your understanding
■ Go through each chapter and review the Stop to Think
of the universal laws of physics.
exercises. These are a good way to test your understanding
Structure of the MCAT Exam of the key concepts and techniques.
■ Each chapter closes with a passage problem that is
Most of the test consists of a series of passages of technical designed to be “MCAT-exam-like.” They’ll give you good
information followed by a series of questions based on each practice with the “read a passage, answer questions” struc-
passage, much like the passage problems at the end of each ture of the MCAT exam.
chapter in this book. Some details:
The passage problems are a good tool, but the passages usu-
■ The passages and the questions are always integrated. ally don’t integrate topics that span several chapters—a key
Understanding the passage and answering the questions feature of the MCAT exam. For integrated passages and prob-
will require you to use knowledge from several different lems, turn to the Part Summaries:
areas of physics.
■ Passages will generally be about topics for which you ■ For each Part Summary, read the One Step Beyond passage
do not have detailed knowledge. But, if you read care- and answer the associated questions.
fully, you’ll see that the treatment of the passage is based ■ After this, read the passages and answer the questions that end
on information you should know well. each Part Summary section. These passages and associated
■ The test assumes a basic level of background know- problems are—by design—very similar to the passages and
ledge. You’ll need to have facility with central themes and questions you’ll see on the actual MCAT exam.
major concepts, but you won’t need detailed knowledge of
any particular topic. Such detailed information, if needed, Taking the Test: Reading the Passage
will be provided in the passage. As you read each passage, you’ll need to interpret the infor-
■ You can’t use calculators on the test, so any math that mation presented and connect it with concepts you are famil-
you do will be reasonably simple. Quickly estimating an iar with, translating it into a form that makes sense based on
answer with ratio reasoning or a knowledge of the scale of your background.
physical quantities will be a useful skill. The next page shows a passage that was written to very
■ The answers to the questions are all designed to be closely match the style and substance of an actual MCAT
plausible. You can’t generally weed out the “bad” answers passage. Blue annotations highlight connections you should
with a quick inspection. make as you read. The passage describes a situation (the me-
■ The test is given online. Practicing with MasteringPhysics chanics and energetics of sled dogs) that you probably haven’t
will help you get used to this format. seen before. But the basic physics (friction, energy conver-
sion) are principles that you are familiar with, principles that
Preparing for the Test you have seen applied to related situations. When you read the
Because you have used this book as a tool for learning physics, passage, think about the underlying physics concepts and how
you should use it as a tool for reviewing for the MCAT exam. they apply to this case.
xii
Studying for and Taking the MCAT Exam xiii
As you read this part of the passage, think about the forces involved:
Passage X For a sled moving at a constant speed, there is no net force. The
downward weight force is equal to the upward normal force; the
For travel over snow, a sled with runners that slide forward pulling force must be equal to the friction force, which is
on snow is the best way to get around. Snow is acting opposite the sled’s motion. There are many problems like this
slippery, but there is still friction between runners in Chapter 5.
and the ground; the forward force required to pull a
sled at a constant speed might be 1/6 of the sled’s
weight.
Part of translating is converting given information into a more usual
or more useful form. This is really a statement about the coefficient
The pulling force might well come from a dog. In a of kinetic friction.
typical sled, the rope that the dog uses to pull
attaches at a slight angle, as in Figure 1. The pulling
force is the horizontal component of the tension in
the rope. The force applied to the sled is the tension force in the rope, which is
shown at an angle. The horizontal component is the pulling force;
you’re told this. There is a vertical component of the force as well.
u
In the data given here, and the description given above, the sled
moves at a constant speed—there is no mention of acceleration
anywhere in this passage. In such cases, the net force is zero and the
Figure 1
kinetic energy of the sled isn’t changing.
Sled dogs have great aerobic capacity; a 40 kg dog Notice that the key equation relating power, force and velocity is
can provide output power to pull with a 60 N force given to you. That’s to be expected. Any specific information,
at 2.2 m/s for hours. The output power is related to including equations, constants and other such details, will generally
force and velocity by P = F # v, so they can pull be given in the passage. The MCAT is a test of reasoning, not recall.
lighter loads at higher speeds.
The concepts of metabolic energy and energy output are treated in
Chapter 11. The details here match those in the chapter (as they
Doing 100 J of work means that a dog must should!); this corresponds to an efficiency of 25%. 400 J of energy
expend 400 J of metabolic energy. The difference is used by the body; 25% of this, 100 J, is the energy output. This
must be exhausted as heat; given the excellent means that 300 J is exhausted as heat.
insulation provided by a dog’s fur, this is mostly Chapter 12 discusses means of heat transfer: conduction,
via evaporation as it pants. At a typical body convection, radiation, evaporation. This paragraph gives biological
temperature, the evaporation of 1.0 l of water carries details about dogs that you can interpret as follows: A dog’s fur limits
away 240,000 J, so this is an effective means of transfer by conduction, convection and radiation; evaporation of
cooling. water by a panting dog must take up the slack.
Taking the Test: Answering the Questions We know that the vertical motion of the ball is free fall;
so the vertical distance fallen by the ball in a time ∆t is
The passages on the MCAT exam seem complicated at first, but,
∆y = - 12gt 2. The time to fall 1.2 m is ∆t = 12(1.2 m)/g.
as we’ve seen, they are about basic concepts and central themes
Rather than complete this calculation, we estimate the re-
that you know well. The same is true of the questions; they aren’t
sults as follows: ∆t = 12.4/9.8 ≈ 11/4 = 1/2 = 0.5 s
as difficult as they may seem at first. As with the passage, you
During this free fall time, the horizontal motion is constant
should start by translating the questions, identifying the physical
at 2.0 m/s, so we expect the ball to land about 1 m away.
concepts that apply in each case. You then proceed by reasoning,
Our quick calculation shows us that the correct answer is
determining the solution to the question, using your understand-
choice C—no other answer is close.
ing of these basic concepts. The practical suggestions below are
■ For calculations using values in scientific notation, com-
followed by a detailed overview of the solutions to the questions
pute either the first digits or the exponents, not both.
based on the passage on the previous page.
In some cases, a quick calculation can tell you the correct
You Can Answer the Questions in Any Order leading digit, and that’s all you need to figure out the cor-
rect answer. In other cases, you’ll find possible answers
The questions test a range of skills and have a range of dif- with the same leading digit but very different exponents or
ficulties. Many questions will involve simple reading compre- decimal places. In this case, all you need is a simple order
hension; these are usually quite straightforward. Some require of magnitude estimate to decide on the right result.
sophisticated reasoning and (slightly) complex mathematical ■ Where possible, use your knowledge of the expected scale
manipulations. Start with the easy ones, ones that you can of physical quantities to quickly determine the correct
quickly solve. Save the more complex ones for later, and skip answer. For instance, suppose a question asks you to find the
them if time is short. photon energy for green light of wavelength 550 nm. Visible
light has photon energies of about 2 eV, or about 3 * 10-19 J,
Take Steps to Simplify or Eliminate and that might be enough information to allow you to pick
Calculations out the correct answer with no calculation.
You won’t be allowed to use a calculator on the exam, so ■ Beware of “distractors”, answers that you’ll get if you
any math that you do will be reasonably straightforward. To make common mistakes. For example, Question 4 on the
rapidly converge on a correct answer choice, there are some next page is about energy conversion. The dog is keeping
important “shortcuts” that you can take. the sled in motion, so it’s common for students to say that
the dog is converting chemical energy in its body into
■ Use ratio reasoning. What’s the relationship between the
kinetic energy. However, the kinetic energy isn’t changing.
variables involved in a question? You can use this to de-
The two answer choices that involve kinetic energy are
duce the answer with only a very simple calculation, as
common, but incorrect, choices. Be aware that the questions
we’ve seen many times in the book. For instance, suppose
are constructed to bring out such misconceptions and that
you are asked the following question:
these tempting, but wrong, answer choices will be provided.
A model rocket is powered by chemical fuel. A student
launches a rocket with a small engine containing 1.0 g of One Final Tip: Look at the Big Picture
combustible fuel. The rocket reaches a speed of 10 m/s.
The MCAT exam tests your ability to look at a technical pas-
The student then launches the rocket again, using an
sage about which you have some background knowledge and
engine with 4.0 g of fuel. If all other parameters of the
quickly get a sense of what it is saying, enough to answer
launch are kept the same, what final speed would you
questions about it. Keep this big picture in mind:
expect for this second trial?
■ Don’t get bogged down in technical details of the
This is an energy conversion problem: Chemical energy of particular situation. Focus on the basic physics.
the fuel is converted to kinetic energy of the rocket. Kinetic ■ Don’t spend too much time on any one question. If one
energy is related to the speed by K = 12 mv 2. The chemical question is taking too much time, make an educated guess
energy—and thus the kinetic energy—in the second trial is and move on.
increased by a factor of 4. Since K ∙ v 2, the speed must ■ Don’t get confused by details of notation or terminology.
increase by a factor of 2, to 20 m/s. For instance, different people use different symbols for
■ Simplify calculations by liberally rounding numbers.
physical variables; in this text we use the symbol K for
You can round off numbers to make calculations more kinetic energy; others use EK.
straightforward. Your final result will probably be close
enough to choose the correct answer from the list given. Finally, don’t forget the most important aspect of success on
For instance, suppose you are asked the following question: the MCAT exam: The best way to prepare for this or any test
is simply to understand the subject. As you prepare for the test,
A ball moving at 2.0 m/s rolls off edge of table that’s 1.2 m focus your energy on reviewing and refining your knowledge of
high. How far from the edge of the table does the ball land? central topics and techniques, and practice applying your know-
A. 2 m B. 1.5 m C. 1 m D. 0.5 m ledge by solving problems like you’ll see on the actual MCAT.
Studying for and Taking the MCAT Exam xv
This is a question about the size of 1. What is the approximate coefficient of kinetic For an object on level ground, the
the friction force. You are told that friction for a sled on snow? normal force equals the weight force.
it takes a force that’s about 1/6 of If the sled is moving at a constant
A. 0.35
the sled’s weight to pull it forward speed, the pulling force equals the
B. 0.25
on snow. You can estimate the friction force. This implies that
C. 0.15
friction coefficient from this m = fk /n = fpull /w = 1/6. Two of the
D. 0.05
information. answer choices convert easily to
2. If a rope pulls at an angle, as in Figure 1, how fractions: 0.25 = 1/4; 0.05 = 1/20.
If the speed is constant, there is no will this affect the pulling force necessary to 1/6 is between these, so C must be
net force. We are told that the keep the sled moving at a constant speed? our choice. (Indeed, 1/6 = 0.167,
pulling force is the horizontal A. This will reduce the pulling force. so 0.15 is pretty close.)
component of the tension force, not B. This will not change the pulling force.
the tension force itself. Because C. This will increase the pulling force. A vertical component of the tension
there is no net force, this horizontal D. It will increase or decrease the pulling force, force will reduce the normal force,
component is equal to the friction depending on angle. reducing the friction force—and thus
force, which is directed backward. the pulling force.
So this is really a question about 3. A dog pulls a 40 kg sled at a maximum speed
the friction force. of 2 m/s. What is the maximum speed for an
Doubling the weight doubles the
80 kg sled?
normal force, which doubles the
We assume that the output A. 2 m/s friction force. This will double the
power is the same for the two B. 1.5 m/s necessary pulling force as well.
cases—this is implied in the C. 1.0 m/s Given the expression for power given
passage. D. 0.5 m/s in the passage, this means the
4. As a dog pulls a sled at constant speed, maximum speed will be halved.
This is a question about energy
transformation. For such chemical energy in the dog’s body is
questions, think about changes. converted to Choice B is correct, but A and C are
What forms of energy are clever distractors. It’s tempting to
A. kinetic energy choose an answer that includes kinetic
changing? We know that thermal B. thermal energy
energy is part of the picture energy. The sled is in motion, after all!
C. kinetic energy and thermal energy But don’t be swayed. The kinetic energy
because some of the chemical D. kinetic energy and potential energy
energy is converted to thermal isn’t changing, and friction to the sled
energy in the dog’s body. 5. A dog pulls a sled for a distance of 1.0 km at converts any energy the dog supplies
a speed of 1 m/s, requiring an energy output into thermal energy.
Increasing speed increases power, of 60,000 J. If the dog pulls the sled at 2 m/s,
as the passage told us. But the the necessary energy is Doubling the speed doubles
energy to pull the sled is not the A. 240,000 J the power, but it doesn’t change the
power, it’s the work, and we B. 120,000 J force; that’s fixed by friction. The
know that the work is W = F∆x. C. 60,000 J distance is the same as well, and so is
This is a question about work and D. 30,000 J the work done, the energy required.
energy, not about power. Since the speed doubles, it’s tempting
6. A dog uses 100,000 J of metabolic energy to think the energy doubles, though.
pulling a sled. How much energy must the This “obvious” but incorrect solution
The passage tells us that the dog
dog exhaust by panting? is one of the choices—expect such
uses 400 J of metabolic energy to
do 100 J of work. 300 J, or 75%, A. 100,000 J situations on the actual MCAT.
must be exhausted to the B. 75,000 J
environment. We can assume the C. 50,000 J If 75% of the energy must be exhausted
same efficiency here. D. 25,000 J to the environment, that’s 75,000 J.
Figure MCAT-exam.2 Answering the questions for the passage of Figure mcat-exam.1.
0321879724
Knight/Jones/Field
College Physics 3e
Pearson
8797231003
Fig FM_3
Pickup: New
Rolin Graphics
Real-World Applications
Applications of biological or medical interest are marked in the list below, including MCAT-style
Passage Problems. Other end-of-chapter problems of biological or medical interest are marked in
the chapter.
Part II Summary Weighing DNA 451–452 Colors of soap bubbles and oil
Order out of chaos 351 Car collision times 453 slicks 551
Squid propulsion 353 Animal locomotion 455 Laser range finding 557
Golf club collisions 353 Shock absorbers 456 The Blue Morpho 564
xix
xx Detailed Contents