College physics by serway 9th edition

To browse Academia. Log in with Facebook Log in with Google. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Download Free PDF. Jinel Soriano. A short summary of this paper. Download Download PDF. Translate PDF. Count 5, not 6. Statement e is not true in either case.

The velocity of the pin is directed upward on the ascending part of its flight and is directed downward on the descending part of its flight. Thus, only d is a true statement. Thus, b is the correct answer.

An object would have constant velocity if its acceleration were zero, so a applies to cases of zero acceleration only. The speed magnitude of the velocity will increase in time only in cases when the velocity is in the same direction as the constant acceleration, so c is not a correct response.

An object projected straight upward into the air has a constant downward acceleration, yet its position altitude does not always increase in time it eventually starts to fall back downward nor is its velocity always directed downward the direction of the constant acceleration. Thus, neither d nor e can be correct. Taking upward as the positive direction, the elapsed time required for the velocity to change from an initial value of Eventually, the graph cuts through zero and goes through increasing-magnitude- negative values.

Making the time one-third as large makes the displacement one-ninth as large, answer c. The speed of the particle at this point in time is simply the magnitude or absolute value of the velocity at this instant in time. Only the acceleration, choice b , cannot be obtained from the position vs. After the first ball reaches its apex and falls back downward past the student, it will have a downward velocity of magnitude vi. This velocity is the same as the velocity of the second ball, so after they fall through equal heights their impact speeds will Chapter 2 37 also be the same.

Your ball has zero initial speed and smaller average speed during the time of flight to the passing point. So your ball must travel a smaller distance to the passing point than the ball your friend throws. Next, when the pebble is thrown with speed 3. Since the acceleration of the ball is not zero at any point on its trajectory, choices a through d are all false and the correct response is e. Its speed is the same at A, C, and E because these points are at the same height.

The object could have moved away from its starting point and back again, but it is at its initial position again at the end of the time interval. Tramping hard on the brake at zero speed on an uphill slope, you feel 38 Motion in One Dimension thrown backward against your seat. Before, during, and after the zero- speed moment, the car is moving with a downhill acceleration if you do not tramp on the brake. College Physics is written for a one-year course in introductory physics usually taken by students majoring in biology, the health professions, and other disciplines including environmental, earth, and social sciences, and technical fields such as architecture.

The mathematical techniques used in this book include algebra, geometry, and trigonometry, but not calculus. This textbook, which covers the standard topics in classical physics and twentieth-century physics, is divided into six parts.

The main objectives of this introductory textbook are twofold: to provide the student with a clear and logical presentation of the basic concepts and principles of physics, and to strengthen an understanding of the concepts and principles through a broad range of interesting applications to the real world. To meet those objectives, we have emphasized sound physical arguments and problem-solving methodology.

At the same time we have attempted to motivate the student through practical examples that demonstrate the role of physics in other disciplines.

A large number of changes and improvements have been made in preparing the ninth edition of this text. Some of the new features are based on our experiences and on current trends in science education. Other changes have been incorporated in response to comments and suggestions offered by users of the eighth edition and by reviewers of the manuscript.

The features listed here represent the major changes in the eighth edition. Analytics from Enhanced WebAssign Used to Revise Questions and Problems As part of the revision of the questions and problems sets, the authors utilized extensive user analytics gathered by WebAssign, from both instructors who assigned and students who worked on problems from previous editions of College Physics.

These analytics helped tremendously, indicating where the phrasing in problems could be clearer, and providing guidance on how to revise problems so they were more easily understandable for students and more easily assignable in Enhanced WebAssign. Finally, the analytics were used to ensure that the problems most often assigned were retained for this new edition.

New to this edition, Master It tutorials help students solve problems by having them work through a stepped-out solution. In addition, Watch It solution videos explain fundamental problem-solving strategies to help students step through selected problems. The problems most often assigned in Enhanced Web-Assign shaded in blue have feedback to address student misconceptions, helping students avoid common pitfalls. Thorough Revision of Artwork Every piece of artwork in the ninth edition was revised in a new and modern style that helps express the physics principles at work in a clearer and more precise fashion.

Every piece of art was also revised to make certain that the physical situations presented corresponded exactly to the text discussion at hand. This format also helps those students who are visual learners. An example of this kind of figure appears below. Content Changes The text has been carefully edited to improve clarity of presentation and precision of language.

We hope that the result is a book both accurate and enjoyable to read. Although the overall content and organization of the textbook are similar to the eighth edition, a few changes were implemented. The general discussion of the concept was also reworked for enhanced clarity. Finally, a new part to Example 2. A new part to Example 3. Example 4.

New Example 4. Finally, a new part to Example 4.