Instructor Solutions Manual for Physics by Halliday, Resnick, and Krane
Paul Stanley Beloit College Volume 1: Chapters 1-24
A Note To The Instructor...
The solutions here are somewhat brief, as they are designed for the instructor, not for the student. Check with the publishers before electronically posting any part of these solutions; website, ftp, or server access must be restricted to yourstudents. I have been somewhat casual about subscripts whenever it is obvious that a problem is one dimensional, or that the choice of the coordinate system is irrelevant to the numerical solution. Although this does not change the validity of the answer, it will sometimes obfuscate the approach if viewed by a novice. There are some traditional formula, such as
2 2 vx = v0x + 2ax x,
which are notused in the text. The worked solutions use only material from the text, so there may be times when the solution here seems unnecessarily convoluted and drawn out. Yes, I know an easier approach existed. But if it was not in the text, I did not use it here. I also tried to avoid reinventing the wheel. There are some exercises and problems in the text which build upon previous exercises andproblems. Instead of rederiving expressions, I simply refer you to the previous solution. I adopt a diﬀerent approach for rounding of signiﬁcant ﬁgures than previous authors; in particular, I usually round intermediate answers. As such, some of my answers will diﬀer from those in the back of the book. Exercises and Problems which are enclosed in a box also appear in the Student’s Solution Manual withconsiderably more detail and, when appropriate, include discussion on any physical implications of the answer. These student solutions carefully discuss the steps required for solving problems, point out the relevant equation numbers, or even specify where in the text additional information can be found. When two almost equivalent methods of solution exist, often both are presented. You are encouragedto refer students to the Student’s Solution Manual for these exercises and problems. However, the material from the Student’s Solution Manual must not be copied. Paul Stanley Beloit College email@example.com
E1-1 (a) Megaphones; (b) Microphones; (c) Decacards (Deck of Cards); (d) Gigalows (Gigolos); (e) Terabulls (Terribles); (f) Decimates; (g) Centipedes; (h) Nanonanettes (?); (i) Picoboos(Peek-aBoo); (j) Attoboys (’atta boy); (k) Two Hectowithits (To Heck With It); (l) Two Kilomockingbirds (To Kill A Mockingbird, or Tequila Mockingbird). E1-2 (a) $36, 000/52 week = $692/week. (b) $10, 000, 000/(20 × 12 month) = $41, 700/month. (c) 30 × 109 /8 = 3.75 × 109 . E1-3 Multiply out the factors which make up a century. 1 century = 100 years 365 days 1 year 24 hours 1 day 60 minutes 1hour
This gives 5.256 × 107 minutes in a century, so a microcentury is 52.56 minutes. The percentage diﬀerence from Fermi’s approximation is (2.56 min)/(50 min) × 100% or 5.12%. E1-4 (3000 mi)/(3 hr) = 1000 mi/timezone-hour. There are 24 time-zones, so the circumference is approximately 24 × 1000 mi = 24, 000 miles. E1-5 Actual number of seconds in a year is (365.25 days) 24 hr 1 day 60 min 1 hr 60s 1 min = 3.1558 × 107 s.
The percentage error of the approximation is then 3.1416 × 107 s − 3.1558 × 107 s = −0.45 %. 3.1558 × 107 s E1-6 (a) 10−8 seconds per shake means 108 shakes per second. There are 365 days 1 year 24 hr 1 day 60 min 1 hr 60 s 1 min = 3.1536 × 107 s/year.
This means there are more shakes in a second. (b) Humans have existed for a fraction of 106 years/1010 years = 10−4 .That fraction of a day is 10−4 (24 hr) 60 min 1 hr 60 s 1 min = 8.64 s.
E1-7 We’ll assume, for convenience only, that the runner with the longer time ran exactly one mile. Let the speed of the runner with the shorter time be given by v1 , and call the distance actually ran by this runner d1 . Then v1 = d1 /t1 . Similarly, v2 = d2 /t2 for the other runner, and d2 = 1 mile. We want to know when v1...
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