The Physics of Everyday Phenomena introduces students to the basic concepts of physics, using examples of common occurrences in everyday life. Intended for use in a one-semester or two-semester course in conceptual physics, this book is written in a narrative style, frequently using questions designed to draw the reader into a dialogue about the ideas of physics. This inclusive style allows the book to be used by anyone interested in exploring the nature of physics and explanations of everyday physical phenomena. Beginning students will benefit from the large number of student aids and the reduced math content. Professors will appreciate the organization of the material and the wealth of pedagogical tools.McGraw-Hill Education's Connect, is also available as an optional, add on item. Connect is the only integrated learning system that empowers students by continuously adapting to deliver precisely what they need, when they need it, how they need it, so that class time is more effective. Connect allows the professor to assign homework, quizzes, and tests easily and automatically grades and records the scores of the student's work. Problems are randomized to prevent sharing of answers an may also have a 'multi-step solution' which helps move the students' learning along if they experience difficulty. Sample questions asked in the 8th edition of Physics of Everyday Phenomena: Suppose that a beam of ?-mesons (or pions) is moving with a velocity of 0.9 c with respect to the laboratory. When the pions are at rest, they decay with a half-life of 1.77 × 10 –8 s. a. Calculate the factor ? for the velocity of the pions relative to the laboratory. b. What is the half-life of the moving pions as seen by an observer in the laboratory? c. How far do the pions travel, as measured in the laboratory, before half have decayed? d. As measured in a frame of reference that moves with the pions, how far do the pions travel before half have decayed? Obtain some red or blue liquid food coloring from your kitchen or local grocery. Prepare two glasses or transparent plastic cups containing equal amounts of water, one drawn from the cold tap and the other drawn from the hot tap. Drop one drop of food coloring into each cup and observe what happens. (Do not stir once the food coloring has been added.) a. Describe the changes that take place over several minutes in time until the food coloring is well dispersed in both cups. What differences do you note between the cups with the cold and hot water? b. Develop an explanation for your observations. Do they suggest the presence of tiny particles such as molecules or atoms? Suppose that four equal positive charges are located at the corners of a square, as in the diagram. a. Using small arrows, indicate the direction of the electric field at each of the labeled points. b. Would the magnitude of the electric field be equal to zero at any of the labeled points? Explain. SP4 Diagram Suppose that two runners run a 100-meter dash, but the first runner reaches maximum speed more quickly than the second runner. Both runners maintain constant speed once they have reached their maximum speed and cross the finish line at the same time. Which runner has the larger maximum speed? Explain. Suppose that one of the two charges in synthesis problem 2 is twice as large as the other one. Use the procedures suggested in parts a and b of synthesis problem 2 for this new situation. (When sketching the field, there should now be twice as many field lines emerging from the larger charge as from the smaller charge.) The speed with which hair or fingernails grow provides some interesting measurement challenges. Using a millimeter rule, estimate the speed of growth for one or more of: fingernails, toenails, facial hair if you shave regularly, or hair near your face (such as sideburns) that will provide an easy reference point. Measure the average size of clippings or of growth at regular time intervals. a. What is the average speed of growth? What units are most appropriate for describing this speed? b. Does the speed appear to be constant with time? Does the speed appear to be the same for different nails (thumb versus fingers, fingernails versus toenails), or in the case of hair, for different positions on your face?
Everyday Phenomena Of Physics Pdf
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