Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt

Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt

Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt

The purpose of this manual is to help you combat the all-too-common notion that a course in physics has to be a course in applied mathematics. Rather than seeing the equations of physics as dry, lifeless, recipes for plugging in numerical data, your students can be taught to see physics equations as statements about the connections and relationships in nature. You can teach them to see that terms in equations are like notes on a musical score—they say something. Encountering conceptual physics should be a delightful surprise for your students. They should leave your course with a more positive attitude of what our cherished discipline is about.

Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt Instructor’s Manual to Conceptual Physics

Preface

viii

Some Teaching Tips

x

On Class Lectures

xi

New Ancillaries

xiv

Flexibility of Material for Various Course Designs

xvi

Chapter Discussion, Suggested Lectures, and Solutions to Exercises and Problems  1­367 1  About Science Solutions to Chapter 1 Exercises

1 4

P A R T   O N E        M e c h a n i c s 2  Newton’s First Law of Motion— Inertia

6

Solutions to Chapter 2 Exercises

10

3  Linear Motion Solutions to Chapter 3 Exercises Chapter 3 Problem Solutions

4  Newton’s Second Law of  Motion Solutions to Chapter 4 Exercises Chapter 4 Problem Solutions

5  Newton’s Third Law of Motion Solutions to Chapter 5 Exercises Chapter 5 Problem Solutions

6  Momentum Solutions to Chapter 6 Exercises Chapter 6 Problem Solutions

14 19 23

7  Energy Solutions to Chapter 7 Exercises Chapter 7 Problem Solutions

8  Rotational Motion Solutions to Chapter 8 Exercises Chapter 8 Problem Solutions

24 28 32

9  Gravity

33 37 41

10  Projectile and Satellite Motion

Solutions to Chapter 9 Exercises Chapter 9 Problem Solutions

54 58 64 65 74 80 82 90 95

96 Solutions to Chapter 10 Exercises 103 Chapter 10 Problem Solutions 108

42 46 52

P A R

T TWO

P r o p e r t i e s o f   M a t t e r

11  The Atomic Nature of Matter

13  Liquids

12  Solids

14  Gases and Plasmas

110 Solutions to Chapter 11 Exercises 113 Chapter 11 Problem Solutions 116 117 Solutions to Chapter 12 Exercises 120 Chapter 12 Problem Solutions 124

126 Solutions to Chapter 13 Exercises 130 Chapter 13 Problem Solutions 136 138 Solutions to Chapter 14 Exercises 145 Chapter 14 Problem Solutions 150

Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt                                                                P A R T   T H R H e a t

15  Temperature, Heat, and  Expansion

EE

17  Change of Phase

175 Solutions to Chapter 17 Exercises 180 Chapter 17 Problem Solutions 185

151 Solutions to Chapter 15 Exercises 157 Chapter 15 Problem Solutions 162

18  Thermodynamics

186 Solutions to Chapter 18 Exercises 190 Chapter 18 Problem Solutions 194

16  Heat Transfer

163 Solutions to Chapter 16 Exercises 169 Chapter 16 Problem Solutions 174

P A R

T FOUR

S o u n d 21  Musical Sounds 212 Solutions to Chapter 21 Exercises 214 Chapter 21 Problem Solutions 218

19  Waves and Vibrations

195 Solutions to Chapter 19 Exercises 198 Chapter 19 Problem Solutions 202

20  Sound

203 Solutions to Chapter 20 Exercises 207 Chapter 20 Problem Solutions 211

P A R

T FIVE

E l e c t r i c i t y   a n d   M a g n e t i s m

22  Electrostatics

24  Magnetism

219 Solutions to Chapter 22 Exercises 224 Chapter 22 Problem Solutions 229

241 Solutions to Chapter 24 Exercises 245

25  Electromagnetic Induction

250 Solutions to Chapter 25 Exercises 254 Chapter 25 Problem Solutions 259

23  Electric Current

230 Solutions to Chapter 23 Exercises 235 Chapter 23 Problem Solutions 240

P A R

T SIX

L i g h t

26  Properties of Light

260 Solutions to Chapter 26 Exercises 265 Chapter 26 Problem Solutions 269

27  Color

271 Solutions to Chapter 27 Exercises 278

28  Reflection and Refraction

282 Solutions to Chapter 28 Exercises 288 Chapter 28 Problem Solutions 295

29  Light Waves

296

Solutions to Chapter 29 Exercises 300

30  Light Emission

304 Solutions to Chapter 30 Exercises 308 Chapter 30 Problem Solutions 312

31  Light Quanta

313 Solutions to Chapter 31 Exercises 315 Chapter 31 Problem Solutions 320

Full file at http://testbank360.eu/solution­manual­conceptual­physics­media­update­10th­ edition­hewitt                                                                          P A R

T SEVEN

A t o m i c a n d   N u c l e a r   P h y s i c s

32  The Atom and the Quantum

321 Solutions to Chapter 32 Exercises 323 Chapter 32 Problem Solutions 326

34  Nuclear Fission and Fusion

336 Solutions to Chapter 34 Exercises 340 Chapter 34 Problem Solutions 344

327 Solutions to Chapter 33 Exercises 331 Chapter 33 Problem Solutions 335

P A R T   E I G H T        R e l a t i v i t y

35  Special Theory of Relativity

345 Solutions to Chapter 35 Exercises 353 Chapter 35 Problem Solutions 358

Appendix E Exponential Growth and  Doubling Time Answers to Appendix E

365 367

36  General Relativity

359 Solutions to Chapter 36 Exercises 361

Instructors’ Guide to the Lab Manual

P A R T O N E

P A R T T H R E E

Mechanics

Heat

Is Seeing Believing? Amassing a Penny’s Worth A C T I V I T I E S

Tin Pan Alley Styrofoam Astronauts What a Drag! Go Cart Powerhouse Point of No Return Torque Feeler Hanging Out Rotational Derby Name that Lever Being Eccentric

E X P E R I M E N T S

Split Second Blind as a Bat Bull’s Eye Impact Speed Trial and Error Weight a Moment Solitary See­Saw Gearing Up The Flying Pig

369 370

A C T I V I T I E S

370 371 371 372 374 375 375 376 377 378 378

398

379 379 381 382 383 385 385 386 386

Hot Strip

397 Niagara Falls Old Faithful 399 Boiling—A Cooling Process? 399 Freezing—A Warming Process? 400 Specifically Water 401 Spiked Water 401 E X P E R I M E N T S

Specific Heats

402 Temperature of a Flame 403 Cool Stuff 404 Solar Power 405 P A R T   F O U R

Sound

P A R T T W O

Properties of Matter A C T I V I T I E S

Get the Lead Out Elephant Ears Strong as an Ox Polarity of Molecules Screwball Bernoulli Getting Displaced Cartesian Diver

E X P E R I M E N T S

By Hooke or By Crook Diameter of a BB Oleic Acid Pancake Float a Boat

A C T I V I T I E S

388 389 390 391 391 392 392

Tuning Forks Revealed

406 Sound Off 407 Sir Speedy 407 Give Sound a Whirl 408 Oh Say Can You Sing?

393 394 395 396

409 E X P E R I M E N T S

Sound Barrier

409 Screech! 410

P A R T S E V E N

Electricity and Magnetism

Atomic and Nuclear  Physics

A C T I V I T I E S

A C T I V I T I E S

411

428

P A R T F I V E

Give Me a Charge

Half of a Half

Sticky Electrostatics

Chain Reaction

412

429

The Electric Ferry 413

E X P E R I M E N T

Nuclear Marbles

Let There Be Light

429

414 3­Way Switch 414

Appendix Labs

You’re Repulsive!

Vector Walk

415

430

Jump Rope Generator

The Forgotten Fundamental

416

430

Workaholic 416 E X P E R I M E N T S

Ohm Sweet Ohm

417 Voltage Divider 418 Cranking­Up Qualitatively 418 Cranking­Up Quantitatively 419 Motors and Generators 420 P A R T   S I X

Light A C T I V I T I E S

Lensless Lens Camera Obscura Mirror, Mirror, on the Wall… Disappearing Act

E X P E R I M E N T S

Sunballs Pepper’s Ghost Kaleidoscope Wavelength of Laser Light

421 421 422 423 424 425 426 426

Some Teaching Tips • Attitude toward students and attitude about science in general is of utmost importance:

Consider yourself not the master in your classroom, but the main resource person, the pace setter, and the guide. Consider yourself a bridge between your student’s ignorance and some of the information you’ve acquired in your study. Guide their study—steer them away from the dead ends you encountered, and keep them on essentials and away from timedraining peripherals. You are there to help them. If they see you so, they’ll appreciate your efforts. This is a matter of self-interest. An appreciated teacher has an altogether richer teaching experience than an under-appreciated teacher.

Don’t be a “know-it-all.“ When you don’t know your material, don’t pretend you do. You’ll lose more respect faking knowledge, than not having it. If you’re new to teaching, students will understand you’re still pulling it together, and will respect you nonetheless. But if you fake it, and they CAN tell, whatever respect you’ve earned plummets.

• Be firm, and expect good work of your students. But be fair and get papers graded and

returned quickly. Be sure the bell curve of grades reflects a reasonable average. If you have excellent students, some should score 100% or near 100% on exams. This way you avoid the practice of fudging grades at the end of the term to compensate for off-the-mark low exam scores. The least respected professor in my memory was one who made exams so difficult that the class average was near the noise level, where the highest marks were some 50%.

• Be sure that what knowledge you want from your students is reflected by your test items.

The student question, “Will that be on the test?“ is a good question. What is important—by definition—is what’s on the test. If you consider a topic important, allow your students credit for their feedback on that topic. An excellent student should be able to predict what will be on your test. Remember your own frustration in your student days of preparing for a topic only to find it not part of the test? Don’t let your students experience the same. Many short questions that fairly span course content is the way to go.

• Consider having students repeat work that you judge

to be poor—before it gets a final grade. A note on a paper saying you’d rather not grade it until they’ve given it another try is the mark of a concerned and caring teacher.

Do less professing and more questioning. Information that is of value ought to be the answer to a question. Having frequent “check-your-neighbor“ intervals should be an important feature of your class. Their feedback to you can be immediate with the use of student white boards, or their electronic counterparts. Beware of the pitfall of too quickly answering your own questions. Use “wait-time,“ where you allow ample time before giving the next hint.

• Show respect for your students. Although all your students are more ignorant of physics than you are, some are likely more intelligent than you are. Underestimating their intelligence is likely overestimating your own. Respect is a two-way street.

NEW ANCILLARY PACKAGE FOR THE 10th EDITION In addition to this Instructor’s Manual, there are a full range of ancillaries listed below available from Addison Wesley. To obtain any of these ancillaries, contact your local Addison Wesley sales consultant, or call 1-800-552-2499. NEXT-TIME QUESTIONS: These are in book form, on 8-1/2 x 11 standard pages, and on the website. Aside from PowerPoint or use with an overhead projector, you can make copies to display at the end of your lectures. Or you can simply post them as is for your students as homework, or as food for thought. Each question has a cartoon and is hand lettered. On the backside of each question is an answer sheet, with the question reduced and repeated. Display each at the appropriate time. There are Next-Time-Questions for every chapter. ISBN: 0805391975. PRINTED TEST BANK: Contains more than 2000 multiple-choice questions, categorized by level of difficulty and skill type. These have been increased and improved for this edition by Herb Gottlieb. ISBN: 0805391932. COMPUTERIZED TEST BANK: This cross-platform CD-ROM contains all the questions in the printed test bank, categorized by level of difficulty and skill type. Again, the questions have been improved for this edition by Herb Gottlieb. The friendly graphical interface enables you to easily view, edit, and add questions, transfer questions to tests, and print tests in a variety of fonts and forms. Search and sort features let you quickly locate questions and arrange them in a preferred order. A built-in question editor gives you power to create graphs, import graphics, insert mathematical symbols and templates, and insert variable numbers or text. ISBN 0805391959. THE CONCEPTUAL PHYSICS LECTURE LAUNCHER: A cross-platform CD-ROM that features all of the illustrations, tables from the text, as well as a wealth of new interactive presentation applets and animations, parts of Hewitt’s videoed lectures and demos, new inclass clicker questions for use with PRS and HiTT Classroom Response Systems, and NextTime Questions (in color). Most items can be edited and customized for lecture presentation. ISBN: 0805391967. DVDs: The 34-tape video series Conceptual Physics Alive! features my classroom lectures while teaching Conceptual Physics at the University of Hawaii in 1989-1990. These are available in VHS or DVD from Arbor Scientific, (www.arborsci.com) P.O. Box 2750, Ann Arbor, MI 48106-2750, or from MandMvideos.com. Additionally, the 12-lecture set of videos taken at CCSF in 1982 have been resurrected by Marshall Ellenstein, and with other “goodies,“ comprise a 3-disc DVD set “Conceptual Physics Alive—The San Francisco Years.“ The goodies include the 60-minute Teaching Conceptual Physics, which documents how I teach physics conceptually, and the 55-minute Lecture Demonstrations in Conceptual Physics, which is more classroom footage with emphasis on demonstrations (most of which are in the “Suggested Lectures“ in this manual). Another tape is a 45-minute general-interest opening lecture, The Fusion Torch and Ripe Tomatoes. Selling at one-quarter the price of the Hawaii tapes, they are much more accessible. They are available from Media Solutions, 1128 Irving St., San Francisco, CA 94122 (www.mediasolutions-sf.com/hewitt/sfyorders.pdf). Also while in Hawaii, I prepared Physics for Phun for Hawaiian Public Television, a 30minute videotape of 29 short physics demonstrations. These are available from AAPT.

TRANSPARENCY ACETATES: There are 100 full-color acetates for overhead projection, which feature illustrations and tables from the textbook. With the transparencies is a Teaching Guide, with Hewitt’s advice on presenting and discussing the subject matter of each transparency, with questions to pose to your class. ISBN: 0805391940.

Flexibility of Material for Various Course Designs You’ll teach more physics in your course if you spend less time on topics that are more math than physics. These include units conversions, graphical analysis, measurement techniques, error analysis, overtime on significant figures, and the wonderful and seductive timeconsuming toys for kinematics instruction. Very few one-semester and virtually no one-quarter courses will include all the material presented in the text. The wide variety of chapters provides a selection of course topics to suit the tastes of individual instructors. Most begin their course with mechanics, and treat other topics in the order presented in the text. Some will go immediately from mechanics to relativity. Many will begin with a study of light and treat mechanics later. Others will begin with the atom and properties of matter before treating mechanics, while others will begin with sound, then go to light, and then to electricity and magnetism. Others who wish to emphasize modern physics will skim through Chapters 11, 19, 30 and 31, to then get into Parts 7 and 8. Some will cover many chapters thereby giving students the widest possible exposure of physics, while others will set the plow deeper and treat fewer chapters. The following breakdown of parts and chapters is intended to assist you in selecting a chapter sequence and course design most suited to your objectives and teaching style. You should find that the chapters of Conceptual Physics are well suited to stand on their own. PART 1: MECHANICS After the first chapter, About Science, Mechanics begins with forces, rather than kinematics as in previous editions. Newton’s first law kicks off by featuring the concept of mechanical equilibrium. Force vectors are introduced. After this chapter, kinematics is treated, which I urge you to go through quickly. The important concepts of velocity and acceleration are developed in further chapters, which makes prolonged time in Chapter 3 a poor policy. Certainly avoid kinematics problems that are more math than physics, and that students encounter in their math courses anyway. Chapter 4 goes to Newton’s second law, followed by a separate chapter for the third law. Since the chapter for Newton’s third law is relatively brief, it is beefed up with a treatment of vectors at its end. Vectors are also developed in the Practice Book. They use no trig beyond the Pythagorean Theorem. There are no sines, cosines, or tangents, for the parallelogram method is used. (Trig is introduced in the Problem Solving for Conceptual Physics ancillary, however.) Chapters, 2-5, are central to any treatment of mechanics. Only Chapters 2, 4, and 9 have a historical flavor. Note in the text order that momentum conservation follows Newton’s 3rd law, and that projectile motion is combined with satellite motion. My recommendation is that all the chapters of Part I be treated in the order presented. To amplify the treatment of vectors in Chapter 5, consider the Practice Book and Appendix D. For an extended treatment of mechanics consider concluding your treatment with Appendix E, Exponential Growth and Doubling Time. PART 2: PROPERTIES OF MATTER The very briefest treatment of matter should be of Chapter 11, which is background for nearly all the chapters to follow in the text. Much of the historical development of our understanding of atoms is now in Chapter 32, which could well be coupled to Chapter 11. Chapters 12, 13 and 14 are not prerequisites to chapters that follow. Part 2, with the exception of the brief treatment of kinetic and potential energies in the Bernoulli’s principle section of Chapter 14 may be taught before, or without, Part 1. With the exception noted, Part 1 is not prerequisite to Part 2.

PART 3: HEAT Except for the idea of kinetic energy, potential energy, and energy conservation from Part 1, the material in these chapters is not prerequisite to the chapters that follow, nor are Parts 1 and 2 prerequisites to Part 3. PART 4: SOUND Material from these chapters (forced vibrations, resonance, transverse and standing waves, interference) serves as a useful background for Chapters 26, 29 and 31. Parts 1-3 are not prerequisites to Part 4. PART 5: ELECTRICITY AND MAGNETISM Part 1 is prerequisite to Part 5. Also helpful are Chapters 11, 14, and 19. The chapters of Part 5 build from electrostatics and magnetism to electromagnetic inductionâ&#x20AC;&#x201D;which serve as a background for the nature of light. PART 6: LIGHT Parts 4 and 5 provide useful background to Part 6. If you begin your course with light, then be sure to discuss simple waves and demonstrate resonance (which are treated in Part 4). If you havenâ&#x20AC;&#x2122;t covered Part 5, then be sure to discuss and demonstrate electromagnetic induction if you plan to treat the nature of light. The very briefest treatment of light can cover Chapters 26-28. A very brief treatment of lenses is in Chapter 28. A modern treatment of light should include Chapters 30 and 31. PART 7: ATOMIC AND NUCLEAR PHYSICS Chapter 11 provides a good background for Part 7. Chapter 33 is prerequisite to Chapter 34. Otherwise, Part 7 can stand on its own. PART 8: RELATIVITY This part can stand on its own and will nicely follow immediately from Part 1, if the ideas of the Doppler effect and wave frequency are treated in lecture. A thorough treatment of only Parts 1 and 8 should make a good quarter-length course.

Solution manual conceptual physics media update 10th edition hewitt

solution manual conceptual physics media update 10th edition hewitt. Full file at http://testbank360.eu/solution-manual-conceptual-phys...