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personalized reading experience available within Mastering. It allows students
to easily highlight, take notes, and review key vocabulary all in one place-
even when offline. Seamlessly integrated videos, rich media, and embedded
interactives engage students and give them access to the help they need when
they need it. Pearson eText is available within Mastering when packaged with a
new book or as an upgrade students can purchase online.

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 University Physics with
Modern Physics includes a full
suite of instructor support materials
in the Instructor Resources area in
Mastering Physics. Resources include
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solving strategies; all figures, photos,
tables, and end-of-chapter elements
from the text; simulations; plus a
solutions manual and test bank.

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Instructors also have access to Learning Catalytics. With Learning Catalytics, you'll hear from every student when
it matters most. You pose a variety of questions that help students recall ideas, apply concepts, and develop critical-
thinking skills. Your students respond using their own smartphones, tablets, or laptops. You can monitor responses
with real-time analytics and find out what your students do-and don't-understand. Then, you can adjust your
teaching accordingly and even facilitate peer-to-peer learning, helping students stay motivated and engaged.
SEARS AND ZEMANSKY'S

UNIVERSITY PHYSICS
WITH MODERN PHYSICS
FIFTEENTH EDITION

HUGH D. YOUNG

ROGER A. FREEDMAN
University of California, Santa Barbara

CONTRIBUTING AUTHOR
A. LEWIS FORD
Texas A&M University

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Library of Congress Cataloging-in-Publication Data

Names: Young, Hugh D., author. I Freedman, Roger A., author. IYoung, Hugh D. Sears and Zemansky's university physics.
Title: University physics with modern physics I Hugh D. Young and Roger A. Freedman.
Other titles: Some previous editions have title: Sears and Zemansky's university physics with modern physics
Description: 15th edition. I Hoboken, N.J.: Pearson Higher Education, [2020] I Includes bibliographical references
and index. Content.~: Mechanics. Units, physical quantities, and vectors- Motion along a straight line--Motion in
two or three dimensions-Newton's laws of motion- Applying Newton's laws- Work and kinetic energy-
Potential energy and energy conservation- Momentum, impulse, and collisions- Rotation of rigid bodies-
Dynamics of rotational motion- Equilibrium and e lasticity- Fluid mechanics-Gravitation- Periodic motion-
Waves, acoustics. Mechanical waves- Sound and hearing- Thermodynamics. Temperature and heat- Thermal
properties of matter- The first law of thermodynamics- The second law of them1odynamics. Contents:
Electromagnetism. Electric charge and electric field-Gauss's law- Electric potential-Capacitance and dielectrics-
Currenc, resistance, and electromotive force- Direct-current circuit.~-Magnetic field and magnetic forces-
Sources of magnetic field- Electromagnetic induction- Inductance- Alternating current- Electromagnetic
waves-Optics. The nature and propagation of light-Geometric optics- Interference- Diffraction-
Modem physics. Relativity- Photons : light waves behaving as particles- Particles behaving as waves-
Quantum mechanics I : wave functions-Quantum mechanics II : atomic structure- Molecules and condensed
matter- Nuclear physics- Particle physics and cosmology.

Identifiers: LCCN 2018042240 I ISBN 9780135159552 (hardcover: alk. paper)

Subjects: LCSH: Physics- Textbooks. I Physics-Study and teaching (Higher)
Classification: LCC QC2l.3 .Y68 2020 I DOC 530-dc23
LC record available at https://lccn.loc.gov/2018042240

ISBN 10: 0- 135- 15955-5; ISBN 13: 978-0-1 351 -5955-2 (Extended edition)

@Pearson www.pearsonhighered.com
ABOUT THE AUTHORS
Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He
was an undergraduate at the University of California campuses in San Diego and Los Angeles
and did his doctoral research in nuclear theory at Stanford University under the direction of Pro-
fessor J. Dirk Walecka. Dr. Freedman can1e to UCSB in 198 J after three years of teaching and
doing research at the University of Washington.
At UCSB, Dr. Freedman bas taught in both the Department of Physics and the College of
Creative Studies, a branch of the university intended for highly gifted and motivated under-
graduates. He bas published research in nuclear physics, elementary particle physics, and laser
physics. In recent years, be bas worked to make physics lectures a more interactive experience
through the use of classroom response systems and pre-lecture videos.
In the 1970s Dr. Freedman worked as a comic book letterer and helped organize the San
Diego Comic-Con (now the world's largest popular culture convention) during its first few
years. Today, when not in the classroom or slaving over a computer, Dr. Freedman can be found
either flying (he holds a commercial pilot's license) or with his wife, Caroline, cheering on the
rowers of UCSB Men's and Women's Crew.

IN MEMORIAM: HUGH YOUNG ( 1930- 2013)

Hugh D. Young was Emeritus Professor of Physics at Carnegie Mellon University. He earned
both his undergraduate and graduate degrees from that university. He earned his Ph.D. in fun-
dan1ental particle theory under the direction of the late Richard Cutkosky. Dr. Young joined the
faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships
at the University of California, Berkeley.
Dr. Young's career was centered entirely on undergraduate education. He wrote several
undergraduate-level textbooks, and in 1973 he became a coauthor with Francis Sears and Mark
Zemansky of their well-known introductory textbooks. In addition to his role on Sears and
Zemansky's University Physics, he was the author of Sears and Zemansky's College Physics.
Dr. Young earned a bachelor's degree in organ performance from Carnegie Mellon in
1972 and spent several years as Associate Organist at St. Paul's Cathedral in Pittsburgh.
He often ventured into the wilderness to hike, climb, or go caving with students in Carn-
egie Mellon's Explorers Club, which he founded as a graduate student and later advised.
Dr. Young and his wife, Alice, hosted up to 50 students each year for Thanksgiving dinners
in their home.
Always gracious, Dr. Young expressed his appreciation earnestly: " I want to extend my
heartfelt thanks to my colleagues at Carnegie Mellon, especially Professors Robert Kraemer,
Bruce Sherwood, Ruth Chabay, Helmut Vogel , and Brian Quinn , for many stimulating dis-
cussions about physics pedagogy and for their support and encouragement during the writing
of several successive editions of this book. I am equally indebted to the many generations of
Carnegie Mellon students who have helped me learn what good teaching and good writing are,
by showing me what works and what doesn't. It is always a joy and a privilege to express my
gratitude to my wife, Alice, and our children, Gretchen and Rebecca, for their love, support,
and emotional sustenance during the writing of several successive editions of this book. May
all men and women be blessed with love such as theirs." We at Pearson appreciated his profes-
sionalism, good nature, and collaboration. He will be missed.

A. Lewis Ford is Professor of Physics at Texas A&M University. He received a B.A. from Rice
University in 1968 and a Ph.D. in chemical physics from the University of Texas at Austin in
1972. After a one-year postdoc at Harvard University, be joined the Texas A&M physics fac-
ulty in 1973 and has been there ever since. Professor Ford has specialized in theoretical atomic
physics- in particular, atomic collisions. At Texas A&M be bas taught a variety of undergradu-
ate and graduate courses, but primarily introductory physics.

iii
 TO THE STUDENT
HOW TO SUCCEED IN PHYSICS
BY REALLY TRYING
Mark Hollabaugh, Normandale Community College, Emeritus

Physics encompasses the large and the small, the o ld and the new. From the atom to galaxies,
from electrical circuitry to aerodynamics, physics is very much a part of the world around
us. You probably are taldng this introductory course in calculus-based physics because it is
required for subsequent courses that you plan to take in preparation for a career in science or
engineering. Your professor wants you to learn physics and to enjoy the experience. He or she
is very interested in helping you learn this fascinating subject. That is part of the reason your
professor chose this textbook for your course. That is also the reason Ors. Young and Freedman
asked me to write this introductory section. We want you to succeed!
The purpose of this section of University Physics is to give you some ideas that will assist
your leaming. Specific suggestions on how to use the textbook will follow a brief discussion of
general study habits and strategies.

PREPARATION FOR THIS COURSE

If you had high school physics, you will probably leam concepts faster than those who have not
because you will be fan1iliar with the language of physics. If English is a second language for
you, keep a glossary of new terms that you encounter and make sure you understand how they
are used in physics. Likewise, if you are further along in your mathematics courses, you will
pick up the mathematical aspects of physics faster. Even if your mathematics is adequate, you
may find a book such as Edward Adelson 's Get Ready for Physics to be a great help for sharp-
ening your math skills as well as your study skills.

LEARNING TO LEARN
Each of us has a different learning style and a preferred means of learning. Understanding your
own learning style will help you to focus on aspects of physics that may give you difficulty and
to use those components of your course that will help you overcome the difficulty. Obviously
you will want to spend more time on those aspects that give you the most trouble. If you learn
by hearing, lectures will be very important. If you learn by explaining, then working with other
students will be useful to you. If solving problems is difficult for you, spend more time learning
how to solve problems. Also, it is important to understand and develop good study habits. Per-
haps the most important thing you can do for yourself is set aside adequate, regularly scheduled
study time in a distraction-free environment.

Answer the following questions for yourself:

Am I able to use fundamental mathematical concepts from algebra, geometry, and trig-
onometry? (If not, plan a program of review with help from your professor.)
In similar courses, what activity has given me the most trouble? (Spend more time on
this.) What has been the easiest for me? (Do this first; it will bui ld your confidence.)
Do I understand the material better if I read the book before or after the lecture? (You
may learn best by skimming the material, going to lecture, and then undertaking an in-
depth reading.)
Do I spend adequate time studying physics? (A rule of thumb for a class like this is to de-
vote, on average, 2.5 hours out of class for each hour in class. For a course that meets 5 hours
each week, that means you should spend about I 0 to 15 hours per week studying physics.)
Do I study physics every day? (Spread that I 0 to 15 hours out over an entire week!) At
what time of the day am I at my best for studying physics? (Pick a specific time of the
day and stick to it.)
Do I work in a quiet place where I can maintain my focus? (Distractions w ill break
your routine and cause you to miss important points.)

iv
 HOW TO SUCCEED IN PHYSICS BY REALLY TRYING

WORKING WITH OTHERS

Scientists or engineers seldom work in isolation from one another but rather work coopera-
tively. You will learn more physics and have more fun doing it if you work with other students.
Some professors may fom1alize the use of cooperative learning or facilitate the fom1ation of
study groups. You may wish to form your own infom1al study group with members of your
class. Use e-mail to keep in touch with one another. Your study group is an excellent resource
when you review for exams.

LECTURES AND TAKING NOTES

An important component of any college course is the lecture. lo physics this is especially
important, because your professor will frequently do demonstrations of physical principles,
run computer simulations, or show video clips. All of these are learning activities that will help
you understand the basic principles of physics. Don't miss lectures. If for some reason you do,
ask a friend or member of your study group to provide you with notes and let you know what
happened.
Take your class notes in outline form, and fill in the details later. It can be very difficult to
take word-for-word notes, so just write down key ideas. Your professor may use a diagran1
from the textbook. Leave a space in your notes and add the diagran1 later. After class, edit your
notes, filling in any gaps or omissions and noting things that you need to study further. Make
references to the textbook by page, equation number, or section number.
Ask questions in class, or see your professor during office hours. Remember that the only
"dumb" question is the one that is not asked. Your college may have teaching assistants or peer
tutors who are available to help you with any difficulties.

EXAMINATIONS
Taking an examination is stressful. But if you feel adequately prepared and are well rested,
your stress will be lessened. Preparing for an exan1 is a continuous process; it begins the mo-
ment the previous exan1 is over. You should immediately go over the exam to understand any
mistakes you made. If you worked a problem and made substantial errors, try this: Take a piece
of paper and divide it down the middle with a line from top to bottom. lo one colunm, write the
proper solution to the problem. In the other column, write what you did and why, if you know,
and why your solution was incorrect. If you are uncertain why you made your mistake or how
to avoid making it again, talk with your professor. Physics constantly builds on fundan1ental
ideas, and it is important to correct any misunderstandings immediately. Warning: Although
cramming at the last minute may get you through the present exam, you will not adequately
retain the concepts for use on the next exam.

Standard, Extended,
and Three-Volume Editions
With Mastering Physics:
• Standard Edition: Chapters 1- 37
(ISBN 978-0 -135-64663-2)
• Extended Edition: Chapters 1-44
(ISBN 978-0 -135-15970-5)
Without Mastering Physics:
• Standard Edition: Chapters 1- 37
(ISBN 978-0 -135-21611-8)
• Extended Edition: Chapters 1-44
(ISBN 978-0 -135-15955-2)
• Volume 1: Chapters 1- 20
(ISBN 978-0 -135-21672-9)
• Volume 2: Chapters 21- 37
(ISBN 978-0 -135-21612-5)
• Volume 3: Chapters 37- 44
(ISBN 978-0 -135-21673-6)
vi
TO THE INSTRUCTOR
PREFACE
In the years since it was first published, University Physics has always embraced change,
not just to include the latest developments in our understanding of the physical world, but
also to address our understanding of how students learn physics and how they study.
In preparing for this new Fifteenth Edition, we listened to the thousands of students
who have told us that they often struggle to see the connections between the worked ex-
amples in their textbook and problems on homework or exams. Every problem seems
different because the objects, situations, numbers, and questions posed change with each
problem. As a result, students experience frustration and a lack of confidence. By contrast,
expert problem-solvers categorize problems by type, based on the underlying principles.
Several of the revisions we have made therefore address this particular challenge by,
for example, helping students see the big picture of what each worked example is trying
to illustrate and allowing them to practice sets of related problems to help them identify
repeating patterns and strategies. These new features are explained in more detail below.
NEW TO THIS EDITION
• Worked example KEYCONCEPT statements appear at the end of every Example and
Conceptual Example, providing a brief summary of the key idea used in the solution to
consolidate what was most important and what can be broadly applied to other prob-
lems, to help students identify strategies that can be used in future problems.
J
• KEY EXAMPLE ARIATION PROBLEMS in the new Guided Practice section at the
end of each chapter are based on selected worked examples. They build in difficulty
by changing scenarios, swapping the knowns and unknowns, and adding complexity
and/or steps of reasoning to provide the most helpful range of related problems that
use the same basic approach to solve. These scaffolded problem sets help students see
patterns and make connections between problems that can be solved using the same un-
derlying principles and strategies so that they are more able to tackle different problem
types when exam time comes.
• Expanded Caution paragraphs focus on typical student misconceptions and problem
areas. Over a dozen more have been added to this edition based on common errors
made in Mastering™ Physics.
• Updated and expanded Application sidebars give students engaging and relevant
real-world context.
• Based on data from Mastering Physics and feedback from instructors, changes to
the homework problems include the following:
• Over 500 new problems, with scores of other problems revised to improve clarity.
• Expanded three-dot-difficulty and Challenge Problems significantly stretch
students by requiring sophisticated reasoning that often involves multiple steps or
concepts and/or mathematical skills. Challenge Problems are the most difficult
problems in each chapter and often involve calculus, multiple steps that lead stu-
dents through a complex analysis, and/or the exploration of a topic or application
not explicitly covered in the chapter.
• New estimation problems help students learn to analyze problem scenarios, assess
data, and work with orders of magnitude. This problem type engages students to
more thoroughly explore the situation by requiring them to not only estimate some
of the data in the problem but also decide what data need to be estimated based on
real-world experience, reasoning, assumptions, and/or modeling.
• Expanded cumulative problems promote more advanced problem-solving tech-
niques by requiring knowledge and skills covered in previous chapters to be inte-
grated with understanding and skills from the current chapter.
• Expanded alternative problem sets in Mastering Physics provide textbook-specific
problems from previous editions to assign for additional student practice.
 PREFACE v ii

KEY FEATURES OF UNIVERSITY PHYSICS

• A QR cod e at the beginning of the new Guided Practice section in each chapter allows
(!).!
. ·'(!.)
(. '
students 10 use a mobile phone to access the Study Area of Mastering Physics, where
they can watch interactive videos of a physics professor giving a relevant physics dem-
onstration (Video Tutor Demonstrations) or showing a narrated and animated worked
~:t
(!)~ ~ :_.,.
Example (Video Tutor Solutions). All videos also play directly through links within the
Pearson eText.
• End-of-chapter Bridging Problems provide a transition between the single-concept
Examples and the more chal lenging end-of-chapter problems. Each Bridging Problem
poses a difficult, multiconcept problem that typically incorporates physics from earlier
chapters. The Solution Guide that follows each problem provides questions and hints
that help students approach and solve challenging problems with confidence.
• Deep and extensive problem sets cover a wide range of difficulty (with blue dots to in-
dicate relative difficulty level) and exercise both physical understanding and problem-
solving expertise. Many problems are based on complex real-life situations.
• This textbook offers more Examples and Conceptual Examples than most other lead-
ing calculus-based textbooks, allowing students to explore problem-solving challenges
that are not addressed in other textbooks.
• A research-based problem-solving approach (Identify, Set Up, Execu te, Evaluate)
is used in every Example as well as in the Problem-Solving Strategies, in the Bridging
Problems, and throughout the Instructor's Solutions Manual and the Study Guide. This
consistent approach teaches students to tackle problems thoughtfully rather than cut-
ting straight to the math.
• Problem-Solving Strategies coach students in how to approach specific types of problems.
• The figures use a simplified graphical style to focus on the physics of a situation, and
they incorporate blue explanatory annotations. Both techniques have been demon-
strated to have a strong positive effect on learning.
• Many figures that illustrate Example solutions take the form of black-and-white pencil
sketches, which directly represent what a student should draw in solving such problems
themselves.
• The popular Caution paragraphs focus on typical misconceptions and student
problem areas.
• End-of-section Test Your Understanding questions let students check their grasp of
the material and use a multiple-choice or ranking-task format to probe for common
misconceptions. Answers are now provided immediately after the question in order to
encourage students to try them.
• Visual Summa ries at the end of each chapter present the key ideas in words, equations,
and thumbnai l pictures, helping students review more effectively.
Masteringrn is the teaching and learning platform that empowers you 10 reach every
student. By combining trusted author content with digital tools developed to engage
students and emulate the office-hour experience, Mastering personalizes learning and
improves results for each student. Now providing a fully integrated experience, the eText
is linked 10 every problem within Mastering for seamless integration among homework
problems, practice problems, the textbook, worked examples, and more.
Reach every student with Mastering
• Teach your course your wa y: Your course is unique. Whether you'd like to build your
own auto-graded assignments, foster student engagement during class, or give students
anytime, anywhere access, Mastering gives you the flexibility to easi ly create your
course to fit your needs.
• With Leaming Catalytics, you'll hear from every student when it mailers most.
You pose a variety of questions that help students recall ideas, apply concepts, and
develop critical-thinking skills. Your students respond using their own smartphones,
tablets, or laptops. You can monitor responses with real-time analytics and find out
what your students do--and don't- understand. Then you can adjust your teach-
ing accordingly and even facilitate peer-to-peer learning, helping students stay
motivated and engaged.
 PREFACE v ii

KEY FEATURES OF UNIVERSITY PHYSICS

• A QR cod e at the beginning of the new Guided Practice section in each chapter allows
(!).!
. ·'(!.)
(. '
students 10 use a mobile phone to access the Study Area of Mastering Physics, where
they can watch interactive videos of a physics professor giving a relevant physics dem-
onstration (Video Tutor Demonstrations) or showing a narrated and animated worked
~:t
(!)~ ~ :_.,.
Example (Video Tutor Solutions). All videos also play directly through links within the
Pearson eText.
• End-of-chapter Bridging Problems provide a transition between the single-concept
Examples and the more chal lenging end-of-chapter problems. Each Bridging Problem
poses a difficult, multiconcept problem that typically incorporates physics from earlier
chapters. The Solution Guide that follows each problem provides questions and hints
that help students approach and solve challenging problems with confidence.
• Deep and extensive problem sets cover a wide range of difficulty (with blue dots to in-
dicate relative difficulty level) and exercise both physical understanding and problem-
solving expertise. Many problems are based on complex real-life situations.
• This textbook offers more Examples and Conceptual Examples than most other lead-
ing calculus-based textbooks, allowing students to explore problem-solving challenges
that are not addressed in other textbooks.
• A research-based problem-solving approach (Identify, Set Up, Execu te, Evaluate)
is used in every Example as well as in the Problem-Solving Strategies, in the Bridging
Problems, and throughout the Instructor's Solutions Manual and the Study Guide. This
consistent approach teaches students to tackle problems thoughtfully rather than cut-
ting straight to the math.
• Problem-Solving Strategies coach students in how to approach specific types of problems.
• The figures use a simplified graphical style to focus on the physics of a situation, and
they incorporate blue explanatory annotations. Both techniques have been demon-
strated to have a strong positive effect on learning.
• Many figures that illustrate Example solutions take the form of black-and-white pencil
sketches, which directly represent what a student should draw in solving such problems
themselves.
• The popular Caution paragraphs focus on typical misconceptions and student
problem areas.
• End-of-section Test Your Understanding questions let students check their grasp of
the material and use a multiple-choice or ranking-task format to probe for common
misconceptions. Answers are now provided immediately after the question in order to
encourage students to try them.
• Visual Summa ries at the end of each chapter present the key ideas in words, equations,
and thumbnai l pictures, helping students review more effectively.
Masteringrn is the teaching and learning platform that empowers you 10 reach every
student. By combining trusted author content with digital tools developed to engage
students and emulate the office-hour experience, Mastering personalizes learning and
improves results for each student. Now providing a fully integrated experience, the eText
is linked 10 every problem within Mastering for seamless integration among homework
problems, practice problems, the textbook, worked examples, and more.
Reach every student with Mastering
• Teach your course your wa y: Your course is unique. Whether you'd like to build your
own auto-graded assignments, foster student engagement during class, or give students
anytime, anywhere access, Mastering gives you the flexibility to easi ly create your
course to fit your needs.
• With Leaming Catalytics, you'll hear from every student when it mailers most.
You pose a variety of questions that help students recall ideas, apply concepts, and
develop critical-thinking skills. Your students respond using their own smartphones,
tablets, or laptops. You can monitor responses with real-time analytics and find out
what your students do--and don't- understand. Then you can adjust your teach-
ing accordingly and even facilitate peer-to-peer learning, helping students stay
motivated and engaged.
viii PREFACE

• Expanded alternative problem sets, with hundreds of vetted problems from pre-
vious editions of the book, provide additional problem-solving practice and offer
instructors more options when creating assignments.
• Empower each learner: Each student learns at a different pace. Personalized learning,
including adaptive tools and wrong-answer feedback, pinpoints the precise areas where
each student needs practice and gives all students the support they need- when and
where they need it- to be successful.
• Interactive Pre-lecture Videos provide an introduction to key topics with embed-
ded assessment to help students prepare before lecture and to help professors iden-
tify student misconceptions.
• NEW! Quantitative Pre-lecture Videos now complement the conceptual Inter-
active Pre-lecture Videos designed to expose students to concepts before class
and help them learn how problems for a specific concept are worked.
• NEW! Direct Measurement Videos are short videos that show real situations of physi-
cal phenomena. Grids, rulers, and frame counters appear as overlays, helping students to
make precise measurements of quantities such as position and time. Students !hen apply
these quantities along with physics concepts to solve problems and answer questions
about the motion of the objects in the video. The problems are assignable in Mastering
Physics and can be used to replace or supplement traditional word problems; they can
also serve as open-ended questions to help develop problem-solving skills.
• NEW! Dynamic Study Modules help students study effectively- and at their own
pace. How? By keeping them motivated and engaged. The assignable modules rely
on the latest research in cognitive science, using methods- such as adaptivity, gami-
fication, and intermiuent rewards- to stimulate learning and improve retention.
Each module poses a series of questions about a course topic. These question sets
adapt to each student's performance and offer personalized, targeted feedback to
help students master key concepts.
• NEW! The Physics Primer relies on videos, hints, and feedback to refresh students'
math skills in the context of physics and prepares them for success in the course.
These tutorials can be assigned before the course begins or throughout the course as
just-in-time remediation. They ensure that students practice and maintain their math
skills, while tying together mathematical operations and physics analysis.
• Deliver trusted content: We partner with highly respected authors to develop interactive
content and course-specific resources that keep students on track and engaged.
• Video Tutor Demonstrations and Video Tutor Solutions tie directly to relevant
content in the textbook and can be accessed through Mastering Physics, via the eText,
or from QR codes in the textbook.
• Video Tutor Solutions (VTSs) for every worked example in the book walk stu-
dents through the problem-solv ing process, providing a virtual teaching assistant
on a round-the-clock basis.
• Video Tutor Demonstrations (VTDs) feature "pause-and-predict" demonstra-
tions of key physics concepts and incorporate assessment to engage students in
understanding key concepts. New VTDs build on the existing collection, adding
new topics for a more robust set of demonstrations.
• NEW! Enhanced end-of-chapter questions provide expanded remediation built
into each question when and where students need it. Remediation includes scaf-
folded support, links to hints, links to appropriate sections of the eText, links from
the eText to Mastering Physics, Video Tutor Solutions, math remediation, and
wrong-answer feedback for homework assignments. Half of all end-of-chapter prob-
lems now have wrong-answer feedback and links to the eText.
• NEW! Key Example Variation Problems, assignable in Mastering Physics, build
in difficulty by changing scenarios, swapping the knowns and unknowns, and add-
ing complexity and/or steps of reasoning to provide the most helpful range of related
problems that use the same basic approach to find their solutions.
• NEW! Bridging Problems are now assignable in Mastering Physics, thus pro-
viding students with additional practice in moving from single-concept worked
examples to multi-concept homework problems.
 PREFACE ix

• Improve student r esults: Usage statistics show that when you teach with Mastering,
student performance improves. That's why instructors have chosen Ma~tering for over
15 years, touch ing the lives of more than 20 mil lion students.

INSTRUCTIONAL PACKAGE
University Physics with Modem Physics, Fifteenth Edition, provides an integrated teaching
and learning package of support material for students and instructors.

NOTE: For convenience, instructor supplements can be downloaded from the Instructor
Resources area of Mastering Physics.

Supplement Print
Mastering Physics
with Pearson eText
(ISBN 0135180678)
Instructor's Solutions
Manual
( ISBN Ot35275881)
Instructor's Resource
Materials
Student's Study
Guide/Solutions
Manual
Volume 1 (Chs t- 20)
( ISBN Ot35216958)
Volume 2 (Chs 2 1- 37)
( ISBN Ot3521694X)
Volume 3 (Chs 37-44)
( ISBN Ot3559202X)
Ins tructor
or Student
Online Supplemeut Description
Instructor This product features all of the
and Student resources of Mastering Physics
Supplement in addition to Pearson eText
2.0. Available on smartphones
and tablets, Pearson eText
2.0 comprises the full text,
including videos and other
rich media.
.I Instructor This comprehensive solutions
Supplement manual contains complete
solutions to all end-of-chapter
questions and problems.
.I Instructor All art, photos, and tables
Supplement from the book are avail-
able in JPEG fom1a1 and as
modifiable PowerPointsTM.
In addition, instructors can
access lecture outlines as
well as "clicker" questions
in PowerPoint fonnat; edit-
able content for key features,
including key equations and
Problem-Solving Strategies;
and the TestGen test bank.
Student This combination srudy
Supplement guide and solutions manual
reinforces the textbook's
research-based problem-
solving approach (Identify,
Set Up, Evaluate, Execute).
The solutions manual contains
solutions to most of the odd-
numbered problems in the text,
and the srudy guide provides
a chapter-by-chapter review
of key concepts and equations
as well as additional example
problems with solutions .
PREFACE

ACKNOWLEDGMENTS
I would like to thank the hundreds of reviewers and colleagues who have offered valuable
comments and suggestions over the life of this textbook The continuing success of University
Physics is due in large measure to their contributions.

Miah Adel (U. of Arkansas at Pine Bluff), Edward Adelson (Ohio State U.), Julie Alexander
(Camosun C.), Ralph Alexander (U. of Missouri at Rolla), J. G. Anden;on, R. S. Anderson, Wayne
Anderson (Sacramento City C.), Sanjeev Arora (Fort Valley State U.), Alex Azima (Lansing Comm.
C.), Dilip Balamore (Nassau Comm. C.), Harold Bale (U. of North Dakota), Arun Bans il
(Northeastern U.), John Barach (Vanderbilt U.), J . D. Bamen, H. H. Barschall, Albert Bartlett (U. of
Colorado), Marshall Bartlen (Hollins U.), Paul Baum (CUNY, Queens C.), Frederick Becchetti (U.
of Michigan), B. Beden;on, David Bennum (U. of Nevada, Reno), Lev I. Berger (San Diego State
U.), Angela Biselli (Faitfteld U.), Robert Boeke (William Rainey Harper C.), Bram Boroson
(Cla}~On State U.), S . Borowil2, A. C. Braden, James Brooks (Boston U.), Nicholas E. Brown
(California Polytechnic State U., San Luis Obispo), Tony Buffa (California Polytechnic State U., San
Luis Obispo), Shane Bums (Colorado C.), A. Capecelatro, Michael Cardamone (Pennsylvania State
U.), Duane Cannony (Purdue U.), Troy Carter (UCLA), P. Catranides, John Cerne (SUNY at
Buffalo), Shini l Cho (La Roche C.), Tim Chupp (U. of Michigan), Roger Clapp (U. of South
Florida), William M. Cloud (Eastern lllinois U.), Leonard Cohen (Drexel U.), W. R. Coker (U. of
Texas, Austin), Malcolm D. Cole (U. of Missouri at Rolla), H. Conrad, David Cook (Lawrence U.),
Gayl Cook (U. of Colorado), Hans Courant (U. of Minnesota), Carl Covano (Arizona State U.),
Bruce A. Craver (U. of Dayton), Larry Curtis (U. of Toledo), Jai Dahiya (Southeast Missouri State
U.), Dedra Demaree (Georgetown U.), Steve Detweiler (U. of Florida), George Dixon (Oklahoma
State U.), Steve Drasco (Grinnell C.), Donald S. Duncan, Boyd Edwards (West Virginia U.), Robert
Eisenstein (Carnegie Mellon U.), Amy Emerson Missoum (Virginia Institute of Technology), Olena
Erhardt (Richland C.), William Faissler (Northeastern U.), Gregory Falabella (Wagner C.), William
Fasnacht (U.S. Naval Academy), Paul Feldker (St. Louis Comm. C.), Carlos Figueroa (Cabrillo C.),
L. H. Fisher, Nei l Fletcher (Florida State U.), Allen Flora (Hood C.), Robert Folk, Peter Fong
(Emory U.), A. Lewis Ford (Texas A&M U.), D. Frantszog, James R. Gaines (Ohio State U.),
Solomon Gartenhaus (Purdue U.), Ron Gautreau (New Jersey Institute of Technology), J . David
Gavenda (U. of Texas, Austin), Dennis Gay (U. of North Florida), Elizabeth George (Winenberg U.),
James Gerhart (U. of Washington), N. S . Gingrich, J. L. Glathart, S . Goodwin, Rich Gottfried
(Frederick Comm. C.), Walter S. Gray (U. of Michigan), Paul Gresser (U. of Maryland), Benjamin
Grinstein (UC, San Diego), Howard Grotch (Pennsylvania State U.), John Gruber (San Jose State
U.), Graham D. GuL'>Che (U.S. Naval Academy), Michael J . Harrison (Michigan State U.), Harold
Hart (Western Illinois U.), Howard Hayden (U. of Connecticut), Carl Helrich (Goshen C.), Andrew
Hirsch (Purdue U.), Linda Hirst (UC, Merced), Laurent Hodges (Iowa State U.), C. D. Hodgman,
Elizabeth Holden (U. of Wisconsin, Planeville), Michael Hones (Vi llanova U.), Keith Honey (West
Virginia Institute of Technology), Gregory Hood (Tidewater Comm. C.), John Hubisz (North
Carolina State U.), Eric Hudson (Pennsylvania State U.), M. Jona, Bob Jacobsen (UC, Berkeley),
John Jaszczak (Michigan Technical U.), Alvin Jenkins (North Carolina State U.), Charles Johnson
(South Georgia State C.), Robert P. Johnson (UC, Santa Cruz), Lorella Jones (U. of lllinois), Manoj
Kaplinghat (UC, Irvine), John Karchek (GMI Engineering & Management Institute), Thomas Keil
(Worcester Polytechnic Institute), Robert Kraemer (Carnegie Mellon U.), Jean P. Krisch (U. of
Michigan), Robert A. Kromhout, Andrew Kunz (Marquette U.), Charles Lane (Berry C.), Stewart
Langton (U. of Victoria), Thomas N. Lawrence (Texas State U.), Robert J. Lee, Alfred Leimer
(Rensselaer Polytechnic U.), Frederic Liebrand (Walla Walla U.), Gerald P. Lie12 (DePaul U.),
Gordon Lind (Utah State U.), S. Livingston (U. of Wisconsin, Milwaukee), Jorge Lopez (U. of
Texas, El Paso), Elihu Lubkin (U. of Wisconsin, Milwaukee), Robert Luke (Boise State U.), David
Lynch (Iowa State U.), Michael Lysak (San Bernardino Valley C.), Jeffrey Mallow (Loyola U.),
Robert Mania (Kentucky State U.), Robert Marchina (U. of Memphis), David Markowil2 (U. of
Connecticut), Philip Matheson (Utah Valley U.), R. J. Maurer, Oren Maxwell (Florida International
U.), Joseph L. McCauley (U. of Houston), T. K. McCubbin, Jr. (Pennsylvania State U.), Charles
McFarland (U. of Missouri at Rolla), James Mcguire (Tulane U.), Lawrence Mcintyre (U. of
Arizona), Fredric Messing (Carnegie Mellon U.), Thomas Meyer (Texas A&M U.), Andre Mirabelli
(St. Peter's C., New Jersey), Herbert Muether (SUNY, Stony Brook), Jack Munsee (California State
U., Long Beach), Lorenzo Narducci (Drexel U.), Van E. Neie (Purdue U.), Forrest Newman
(Sacramento City C.), David A. Nordling (U.S. Naval Academy), Benedict Oh (Pennsylvania State
U.), L. 0 . Olsen, Michael Oninger (Missouri Western State U.), Russell Palma (Minnesota State U.,
Mankato), Jim Pannell (DeVry Institute of Technology), Neeti Parashar (Purdue U., Calumet), W. F.
Parks (U. of Missouri), Robert Paulson (California State U., Chico), Jerry Peacher (U. of Missouri at
Rolla), Arnold Perlmuner (U. of Miami), Lennart Peten;on (U. of Florida), R. J. Peterson (U. of
 PREFACE xi

Colorado, Boulder), R. Pinkston, Ronald Poling (U. ofMinneso1a), Yuri Popov (U. of Michigan), J. G.
Potter, C. W. Price (Millersville U.), Francis Prosser (U. of Kansas), Shelden H. Radin, Robeno
Ramos (Drexel U.), Michael Rappon (Anne Arundel Comm. C.), R. Resnick, James A. Richards, Jr.,
John S. Risley (Nonh Carolina S!a!e U.), Francese Roig (UC, San!a Barbara), T. L. Rokoske,
Richard Roth (Eastern Michigan U.), Carl Roner (U. ofWes1 Virginia), S. Clark Rowland (Andrews
U.), Rajarshi Roy (Georgia Institute o f Technology), Russell A. Roy (Santa Fe Comm. C.), Desi
Saludes (Hillsborough Comm. C.), Thomas Sandin (Nonh Carolina A&T S1a1e U.), Dhiraj Sardar
(U. of Texas, San Antonio), Tumer Sayman (Ea~1ern Michigan U.), Bruce Schunun (UC, Santa
Cruz), Melvin Schwanz (St. John's U.), F. A. Scou, L. W. Seagondollar, Paul Shand (U. of Northern
Iowa), Stan Shepherd (Pennsylvania State U.), Douglas Sherman (San Jose Staie U.), Bruce
Sherwood (Carnegie Mellon U.), Hugh Siefkin (Greenville C.), Christopher Sirola (U. of Southern
Mississippi), Tomasz Skwarnicki (Syracuse U.), C. P. Slichter, Jason Slinker (U. of Texas, Dallas),
Charles W. Smith (U. of Maine, Orono), Malcolm Smith (U. of Lowell), Ross Spencer (Brigham
Young U.), Julien Sprott (U. of Wisconsin), Victor S1anionis (Jona C.), James Sti!h (American
Institute o f Physics), Chuck Stone (Nonh Carolina A&T State U.), Edward Strother (Florida
Institute o f Technology), Conley Stutz (Bradley U.), Albert Stwenka (U.S. Merchant Marine
Academy), Kenneth Szpara-DeNisco (Harrisburg Area Comm. C.), Devki Talwar ( Indiana U. o f
Pennsylvania), Fiorella Terenzi (Florida International U.), Manin liersten (CUNY, City C.), David
Toot (Alfred U.), Greg Trayling (Rochester Institute of Technology), Somdev Tyagi (Drexel U.),
Matthew Vanneue (Saginaw Valley Slate U.), Eswara Venugopal (U. of Detroit, Mercy),
F. Verbrugge, Helmut Vogel (Carnegie Mellon U.), Aaron Warren (Purdue U., North Central), Roben
Webb (Texas A&M U.), Thomas Weber (Iowa Slate U.), M. Russell Wehr (Pennsylvania Slate U.),
Robert Weidman (Michigan Technical U.), Dan Whalen (UC, San Diego), LesterV. Whitney,
Thomas Wiggins (Pennsylvania State U.), Roby n Wi lde (Oregon Institute o f Technology), David
Willey (U. of Piusburgh, Johnstown), George Williams (U. of Utah), John Williams (Auburn U.),
Stanley Williams (Iowa State U.), Jack Willis, Suzanne Willis (Nonhem Illinois U.), Roben Wilson
(San Bernardino Valley C.), L. Wolfenstein, James Wood (Palm Beach Junior C.), Lowell Wood (U.
of Houston), R. E. Worley, D. H. Ziebell (Manatee Comm. C.), George 0. Zimmerman (Boston U.)

In addition, I would like to !hank my past and present colleagues at UCSB, including Rob Geller,
Carl Gw inn, Al Nash, Elisabeth Nicol, and Francese Roig, for !heir wholehearted support and for many
helpful discussions. I owe a special debt of gratitude to my early teachers Willa Ramsay, Peter Zim-
mennan, William Little, Alan Schwettman, and Dirk Walecka for showing me what clear and engaging
physics teaching is all about, and to Stuart Johnson for inviting me to become a coauthor of University
Physics beginning wi!h the Ninth Edition. Special acknowledgments go out to Lewis Ford for !he
huge and essential 1ask of creating the revised end-of-chapter problem sets, and 10 Wayne Anderson,
who carefully reviewed all of !he new problems and solved !hem, and updated !he Instructor's Solu-
tions Manual. Thanks also go to Michael Faux, Elizabeth Holden, and Tom Sandin for their numerous
contributions to the end-of-chapter problems. I want 10 express special !hanks 10 !he editorial s1aff
at Pearson: to Jeanne Zalesl]' for her editorial vision; to Alice Houston for her keen eye and careful
development of !his edition; to Karen Karlin, Margot Otway, Joanna Dinsmore, and Jason Harlow for
!heir careful reading of !he page proofs; and 10 Martha Steele for keeping the editorial and production
pipelines flowing. Most of all, I want to express my gratitude and love 10 my wife, Caroline, to whom I
dedicate my contribution to !his book. Hey, Caroline, !he new edition's done at last- let's go flying!

PLEASE TELL ME WHAT YOU THINK!

I welcome communications from students and professors, especially concerning errors or
deficiencies that you find in this edition. The late Hugh Young and I have devoted a lot of
time and effort to writing the best book we know how to write, and I hope it will help as
you teach and learn physics. In tum, you can help me by lelling me know what still needs
to be improved! Please feel free to contact me either electronically or by ordinary mail.
Your comments will be greatly appreciated.
August 2018
Roger A. Freedman
Department of Physics
University of California, Santa Barbara
Santa Barbara, CA 93106-9530
airboy@physics.ucsb.edu
hllp://www.physics.ucsb.edu/-airboy/
Twiller: @RogerFreedman
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 Mount Carmel.

Mount Carmel is a tall promontory forming the termination of a

range of hills, in the northern part of Palestine, and towards the sea.
It is fifteen hundred feet high, and is famous for its caverns, which
are said to be more than a thousand in number. Most of them are in
the western part of it. Here also was the cave of the prophet Elijah.
Both Elijah and Elisha used to resort to this mountain, and here it
was that the former opposed the prophet of Baal with such success.
Here it was, too, that this prophet went up, when he told his servant
to look forth toward the sea yet seven times, and the seventh time he
saw a cloud coming from the sea “like a man’s hand”—when the
prophet knew the promised rain was at hand, and girded up his loins
and ran before Ahab’s chariot even to the gates of Jezreel. (See 1
Kings xviii. 4-46.)
 Merry’s Adventures.

chapter xxiii.

About a week after my imprisonment, as I was sitting in the large

room of the jail, occupied in observing the several persons around
me, the door of the prison opened, and a well-known face presented
itself to my view: it was that of Bill Keeler! He did not immediately
see me, for I was at a distance from him, and there were several
persons between us: he, however, looked around, evidently seeking
some one. I could not doubt that this was myself, and my first
impulse was to rush into his arms; but a sense of shame—a feeling
of degradation—at being found in such a place withheld me. I
therefore, kept my seat on the floor, and buried my face between my
knees.
I sat in this position for some time, when at last I felt a hand laid
on my shoulder, and the familiar voice of Bill, half whispering, said,
close to my ear, “Robert—Bob—look up—I’m here!” I could not resist
this, but sprang to my feet, and clasped Bill to my bosom. My feeling
of shame vanished, my humiliation was forgotten for the moment,
and I fully indulged the warm emotions of friendship.
Having talked over a great many things, Bill at length said, “Well,
now as to this being in the jug—how do you like it?” The tears came
to my eyes—my lip trembled, and I could not speak. “Oh, don’t mind
it,” said he, “we’ll get you out, somehow or other.”
“Get me out—how is that to be done?” said I.
“Why, we must first know how you got in,” he replied.
“They put me in!” was my answer.
“Yes, yes,” said my friend, “but for what?”
 I here related the whole story; how my negligence at the shop had
brought down the fury of the old bookseller upon my head; how I had
wandered forth in a state of distraction; how a thief, pursued, slipped
by me, and how I was taken to be the rogue, and condemned as
such. Bill listened attentively, and after I had done, looked me
steadily in the face for a moment. He then clasped his hands firmly
together, and said, with deep emotion, “Thank Heaven, you are
innocent! I knew it was so: I told ’em it was so.” He could say no
more—for his breast heaved, and the tears ran down his cheeks. He
turned away as if ashamed, and hastily effacing the traces of his
emotion, shook me by the hand—said he would see me again soon,
and, giving me no opportunity to detain him, went away.
I did not then guess the meaning of this, or conjecture the plan he
had in view; but I afterwards learned that he went straight to the city
attorney, who had conducted the prosecution against me, and
sought an interview. He told the lawyer his errand, and stated that as
he knew I was innocent, he hoped I might be released.
“How do you know he is innocent?” said the lawyer.
“He says he is innocent!” said Bill.
The lawyer smiled—but did not speak.
“You think he is not innocent?” said my friend. “I know he is—Bob
Merry could not steal, any more than a cow could climb a tree; he
wan’t brought up to’t, and he han’t got a turn for it. Why, Robert was
eddicated a gentleman, and he never could draw a mug of cider
without spillin’ half on’t! And now, arter he’s bin in New York less than
a fortnit, you make him out an accomplished rogue. I ax your pardon,
mister, but it don’t stand to reason, that an honest boy becomes a
thief just as a pollywog turns into a frog.”
“Can you prove his innocence?” said the lawyer, dryly.
“Prove it!” said Bill, indignantly: “hav’nt I proved it? Don’t he say
he’s innocent? Don’t I know he’s innocent? Prove it, to be sure! Pray,
mister, what do you take me for?”
“I take you to be a very honest fellow, but very ignorant of these
matters,” said the lawyer. “The question is not whether your friend is
innocent,”—
Here Bill opened his eyes, and drew the edges of his lips into a
circle. The lawyer proceeded,—
“The question is not whether your friend is innocent; but, it is
whether you can prove him to be so. If you can bring forward
witnesses to swear that he was in another place, and, therefore,
could not have committed the crime charged; and, if you can make
the judge believe this, and if you can pay the expenses of the court,
and the fees of the lawyers, we can get him out—not otherwise.”
This was said in a manner so cold and yet so decisive, as to
discourage Bill; so he took his hat and went away. But he did not
abandon his project here. After walking about for some time,
considering what was to be done, he went to the court-room, with the
intention of appealing to the judge. When he got there, however, he
was abashed by the imposing aspect of the scene. The judge, sitting
upon his bench, high above the rest, appearing to be regarded with
awe by the lawyers, and other persons around, was too formidable a
personage to be readily approached, even by one who paid so little
respect to outward circumstances as Bill Keeler. He therefore
paused, and his attention was soon absorbed by the trial that was
going forward.
A young man was before the court, charged with theft. The
evidence was clear and conclusive; and his lawyer had, therefore,
advised him to plead guilty: to tell the truth, and throw himself upon
the mercy of the judge. He was just about to commence his
confession, when Bill’s attention was drawn to him. He went on to
say that he had been for some time connected with a gang of
thieves, and proceeded to state some of his exploits. In the course of
his narrative, he said that, three weeks before, he had stolen some
money and other articles from a house, and, being discovered, was
pursued; but escaped, as another young man whom he passed in
his flight, was apprehended in his place.
“You say,” said the judge, “that another young man was
apprehended in your place”—
 “Yes, sir!”—said Bill Keeler—who had watched the scene with
intense interest—and who had gradually sidled through the crowd,
and now stood close to the prisoner—“Yes, sir—another young man
was apprehended in his place, and that’s Robert Merry, as honest as
the cooper’s cow—and you sent him to jail, Mr. Judge, and he’s
there now.”
“Order—order!” said the constable.
“Who is this fellow?” said the judge.
“It’s me sir,” said Bill, nothing daunted, now that he had opened
his lips; and, brave as a soldier after the first fire, he went on. “It’s
me, sir, Bill Keeler, of Salem. I’m a shoemaker, sir, and don’t know
nothing about law in York. But, sir, if a feller’s innocent, we don’t put
him in the jug, up our way.”
“Hold your tongue!” said the officer.
“I’m going to,” said Bill—“so as to have it ready!”
The prisoner went on with his confession, and all he said tended
to confirm the fact, that he was the thief for whose crime I was
imprisoned. Bill waited till the case was closed; he then left the court-
room, and again went to the lawyer whom he had before visited. As
this man had witnessed the scene at the court-room, and of course
now understood the mistake by which I had been imprisoned, Bill
expected to find him prepared to set about my release.
“You see, Sir,” said he, “that I was right.”
“Right! About what?”
“Oh, you know well enough—you was at the court to-day, and you
heard that gallows-bird tell how it happened that he stole the money
and spoons, and left Bob Merry to go to jail for ’t.”
“Well; what is all this to me?”
“Why, ain’t you a lawyer?”
“Yes.”
“Well, ain’t it the business of a lawyer to see that justice is done?”
 “Not at all; a lawyer has nothing to do with justice.”
“Indeed! What is his business then?”
“To serve his client. I am the city lawyer, and the city is my client;
it is my duty to try persons charged with offences, and get them
committed, if I can. What have I to do with justice?”
“Why,” said Bill, scratching his head—“all this kind o’ bothers me,
for I’m just from the country, where we have a notion that there’s
such a thing as justice and law, and that it is designed to protect the
innocent and punish the guilty: but it seems that I’m rather green
here at York! Howsomdever, I should like to ax one question.”
“Certainly,” said the lawyer.
“Well,” said Bill, casting his eyes knowingly at the attorney—“you
got Bob into the pound, and you know how to get him out: set a thief
to ketch a thief, as we say—no offence, Mister. ‘The hair of the same
dog’—you understand!’ Now, as I said, you got Robert into the jug,
and you know how to get him out. You was the lawyer of the city to
get him into prison—will you be my lawyer to get him out of the
prison?”
“Of course, if I am paid.”
“And what is your fee?”
“Twenty dollars.”
“Whew! what did you charge for getting Bob into jail?”
“The same.”
“Well, what a queer trade this of yours is! Twenty dollars for a job,
whether it’s to imprison the innocent, or to release the innocent! It’s a
beautiful trade—an honest trade—and, besides, it’s profitable! It
works both ways; twenty dollars for doing wrong, twenty dollars for
doing right! twenty dollars for justice, twenty dollars for injustice!
Fegs! I should like to be a lawyer myself! But to business. I will pay
you what you ax, if you’ll get Robert out of jail.”
“You must pay down!”
 “No, no; he’s a good customer that pays when the work is done.”
“That may be; but I must have my money before I begin.”
“Well, here it is; though it’s the last dollar I’ve got. I wish you’d
take ten, and let me have the rest to get back to Salem with.”
“I can’t take less than twenty.”
“Take fifteen?”
“Not a cent less than twenty.”
“Well—then, take it! Now, when’ll you have Bob out?”
“This afternoon.”
Here Bill left the lawyer, who was as good as his word, and that
very day I was released.
 The Hippopotamus.

After the Elephant and Rhinoceros, the next animal in size, is

the Hippopotamus, or river horse. It is now found in the central parts
of Africa only. It is of a dark ash color, without hair; its tail is short, its
ears small, and its look stupid. It is, withal, a ferocious animal, with a
very ugly mouth. It lives, during the day, chiefly in rivers and lakes,
often remaining for hours, with its nostrils only, above the water. It
feeds on coarse vegetables, going to the shore by night, for this
purpose. It walks on the bottom, immersed in the river, as well as if it
was on dry land.
It has the power of breathing out the air in its lungs, while under
water, thus causing a bubbling upon the surface. To this, allusion is
made in the book of Job, in describing the Behemoth, which is, no
doubt, the hippopotamus. The accuracy of the description is striking:
“He lieth,” says the inspired writer, “under the shady trees, in the
covert of the reed, and fens. The shady trees cover him with their
shadow: the willows of the brook compass him about. Behold he
drinketh up a river, and hasteth not: he trusteth that he can draw up
Jordan into his mouth.”
The hippopotamus is about eleven feet long, but not more than
four or five high. His legs are so short that when he walks over soft,
ploughed ground, he makes a trench in the earth as if an enormous
sack had been drawn along. He is a voracious eater, and his
stomach will hold five bushels at once. He makes prodigious havoc
among the crops of corn, when he is hungry. His chief food,
however, consists of the coarse vegetables of rivers, and his
business seems to be that of a river scavenger, to clear streams of
exuberant vegetation. It possesses great strength, and is respected
by the other beasts, for, not even the crocodile or the lion ever
molests him. He is, in fact, lord of the wilds he inhabits.
 The Flying Dragon.

This little creature, in spite of his formidable name, is, in fact, a

very harmless fellow, of the lizard race, and about ten inches in
length. It lives on trees, and devours insects that come in its way. It
is found in Asia and Africa.
 The Snail.

This creature, apparently so insignificant, is one of the greatest

curiosities of nature. The animal consists of a soft, pulpy substance,
with a curious shell, which serves as a house, and to which it always
is attached. When the snail wishes to go from one place to another,
he drags his shell along on his back; when he wishes to take some
rest, or when he is frightened, he draws himself into his shell.
This little creature has almost as complete a set of the organs of
life, as the larger animals: he has a mouth, eyes, tongue, brain,
nerves, stomach, liver, heart, muscles, &c. But some of these are
curiously contrived. Its eyes, for instance, it carries on the points of
its long horns, which it passes about in various directions, thus
seeing everything that is going on near it.
Under its two smaller horns, for it has four, is the snail’s mouth;
and though it might seem too pulpy an animal to have teeth, yet it
has eight of them, with which it devours leaves, and even bites off
pieces of its own shell!
The snail is hatched from an egg; at first its shell is small, but it
increases with the growth of the animal. If this shell gets broken, the
creature straightway mends it, and makes it just as good as new. It is
provided with a bag, in which it has a coloring matter for painting its
shell.
At the approach of winter, the snail either retires to some hole, or
buries itself in the earth, where it remains, in a torpid state, till spring.
In some countries, snails are eaten as food, and they are so much
esteemed in France, that the people raise thousands of them.
 The Siberian Sable-Hunter.

chapter xii.

The merchant proceeded to relate the story which he had

promised, and which we shall call
the rival messengers.
In the days of the famous Genghis Khan, there was one of his
princes who ruled over a province at a great distance from the seat
of government; and he had, at a certain time, occasion to send a
messenger to the king, who was then there. The purpose of the
message was to communicate some gratifying intelligence, in
relation to the conquest of a province of Persia; and the prince knew
that whoever should be the bearer of the pleasant tidings, was sure
to receive some distinguished mark of royal favor.
In order to provide against the chance of miscarriage, it seemed
necessary to despatch two messengers, and by different routes—
one of them leading through a pleasant and peaceful country, the
other passing over mountainous regions, inhabited by hostile and
warlike tribes.
It was a desirable, though a dangerous mission, and many of the
young men of the court and the army, hoped the choice might fall on
them. It was, at last, decided that the only son of the prince should
be one of the messengers, and that he should take the safer and
easier route; and that a young officer, the son of a peasant, should
be the other, and proceed by way of the mountains. They were soon
ready and departed upon their expedition, each being provided with
a swift courser, and attended by four well-mounted men, skilled in all
the arts of war and horsemanship.
 Phalax, the son of the prince, had taken leave of his friends with a
haughty confidence of reaching the seat of government before his
rival. He not only had an easier and safer route, but he was, in fact,
better mounted; his horse was of the famous hollow-backed breed,
of King Solomon, and far-famed for his fleetness and endurance. His
companions, too, were of the proudest chivalry of Mongolia, all of
noble blood, and were in the full flush of youthful manhood. Nothing
could exceed the splendor of their equipages, the impatience of their
chargers, and the gallant bearing of their riders.
Abdael, the other messenger, was well mounted upon a horse of
a celebrated Tartar stock—but the animal was of a humbler line, and
of less imposing qualities than the horse of Phalax. His attendants,
too, were common soldiers, though of tried valor and long
experience.
As the two parties set forth from the palace of the prince, there
was a shout among the populace—some calling out, “Phalax!
Phalax!” and others, though very few, “Abdael! Abdael!” The superior
beauty and splendor of the prince’s party dazzled and pleased the
eyes of the unthinking rabble, who are apt to look only at the outside
of things; beside, they had been taught to look upon those of noble
blood with respect; and, more than all, mankind are apt to be on the
side which seems to be that of power, and likely to obtain success. It
was for these reasons that the greatest portion of the spectators,
cheered Phalax, while only a few, who reflected more justly,
encouraged Abdael, the more humble and modest of the rival
messengers.
As Phalax was about to depart, his princely father beckoned him
to his side, and whispered in his ear a single word—“Success and
glory, my son! may the Father of light bless thee!”—It was almost at
the same moment, that an old man stood at the side of Abdael. He
was evidently poor, for his garments betokened it—but he was still of
a respectable mien. “Give me thine ear, Abdael,” said he. The young
man bent in his saddle. “The chances are against thee, my boy, for
the prince has, in his heart, designed thy ruin, and his son’s triumph;
yet there is one thing thou canst do.” “What is it, my father?” said
Abdael. “Thy duty”—was the reply. “It shall be done!” said the young
man; and he rode away.
Thus the messengers set forth, guided by different counsels, and
influenced by different motives. Phalax was impelled by the thought
of glory and triumph; Abdael, by a sense of duty. The issue of the
story will show that the first is a wavering principle, beaming brightly
for a time, like a full lamp, but soon exhausted, and finally going out
at the moment of utmost need; while the other is like a heaven-set
star, ever in the same place, and ever leading its votary on in the
straight and narrow path of wisdom and safety.
Phalax and his companions dashed on with great ardor, taking the
road that led through a series of beautiful valleys. The first day, they
travelled with the utmost rapidity and diligence, and at evening found
themselves far advanced in their journey; but, on the morrow, they
were all stiff and sore; and the horses were not a little jaded. The
next day, they went but a short distance, and stopped for the night at
a little village. Near by, was the palace of a prince, who, hearing of
their arrival, invited them to come and see him. Now, the young men
knew that this prince was a great hypocrite, and that, under the guise
of friendship to the Khan, he nourished the most deadly hostility.
Prudence would have dictated a polite refusal of the invitation, but
they were anxious to enjoy the luxuries of the palace: so they said,
“This act of the prince is too gracious a piece of courtesy to be
slighted;” and, therefore, they went to the palace. Here they were
entertained with great splendor. A rich banquet was provided, with
music and wine, and dancing, and other festivities.
The young men entered heartily into the pleasures of the scene.
Phalax drank deeply—and when he was about to put another goblet
to his lips, one of his more discreet companions said, in a whisper,
“Beware! remember your message—remember your father’s counsel
—‘glory and success.’”
“You are a fool,” said Phalax, already partially intoxicated; “I’m not
so much a dastard as to take a dastard’s advice;” and saying this, he
drank off the goblet, and, in a short time, fell stupified beneath the
table.
 While this was the state of the leader of the party, the rest were
little better. They drank deeply, and, passing into the gardens, where
were walks, and fountains, and flowers, and everything to delight the
senses, they spent the remainder of the night in dissipation.
It was not till late the third day after the scene we have described,
that Phalax and his friends awoke from the deep sleep into which
they fell, after their dissipation; for the wine they had drunk, had an
infusion in it of a sleepy drug. This had been contrived by the
command of the deceitful prince, who, under pretence of hospitality,
took this method of thwarting the purpose of the messengers.
Thus Phalax and his party lost two entire days, yet they did not
know it. When they recovered, they had their horses saddled, and
set out again on their journey. But they were all weary, enfeebled,
and out of humor. For some time, they rode on in silence. They then
began to grumble at one thing and another. At last, the young man
who had been insulted by Phalax at the table, spoke to him on the
subject. The latter denied the truth of the charge, and insinuated that
he never said what was imputed to him. The youth retorted: “Do you
call me a liar?” said he. “I do,” said Phalax, fiercely. “You are a
coward,” said the youth. “Let us prove it,” said Phalax, in a rage.
It was in vain that the other members of the party interfered to
stop the quarrel. Phalax rode apart—brandished his spear, and
challenged the offended youth to mortal combat. Quick as lightning,
the latter rode forth, and whirling his weapon over his head, prepared
for the attack.
The two were at the distance of a hundred yards, when, putting
spurs to their steeds, they flew at each other, each with his spear in
an attitude of deadly hostility. The horses met, and both riders were
thrown to the earth. The spear of Phalax passed through the body of
his antagonist—and the young man lay dying on the ground. Phalax
was stunned, but otherwise unhurt. He soon arose, and went to the
side of his dying companion: “Forgive me,” said he, “Oh, forgive me.
I was drunk and scarcely knew what I said. I remember to have
spoken improperly to you. Arise, my dear friend, and tell me you
forgive me.” “It is in vain,” said the youth. “I forgive you, but I die.”
Saying this, he breathed his last.
Phalax, being of royal blood, had been brought up to think that all
mankind were made for princes, and might be used as their passions
or pleasures should dictate. He did not feel, therefore, as if he had
committed a great crime, or slain one who had the same rights with
himself; he had only taken the life of an inferior. He, however,
mourned for his friend, and felt much ashamed of his impetuosity
and want of self-government. He said little, but determined to be
more prudent in future. With this resolve he proceeded on his
journey.
We cannot trace all the adventures of Phalax and his party. It is
sufficient to say, that they were so confident of reaching the capital
before their rivals, that they did not deem it necessary to be either
prudent or industrious. They knew that the route of Abdael, was not
only more difficult and dangerous, but more circuitous—and, besides
all this—they believed that, even if their rival should deliver the
message first, the Khan would bestow the honor upon Phalax, and
his party, in consideration of their rank. And, finally, if even this
should fail, and if, as they said among themselves, “the king should
have such bad taste as to prefer a plebeian to a prince—why, at
least we have noble blood in our veins; and that is an advantage we
shall ever enjoy—Abdael cannot be a prince or a nobleman.”
Thus offering apologies for their negligence, and fortifying
themselves in their folly, the party proceeded, forgetting the great
object of their expedition in the indulgence of the various passions
which tempted them by the way. It was the love of glory that had
been presented to the imagination of Phalax, as the motive to action.
This was a selfish passion, and gave way the moment another
passion, a little stronger, took possession of the breast. The desire of
ease, the desire of wine, the desire of dissipation, the desire of
pleasure, often mastered the desire of glory, and made the young
leader of the party forget this, and the means by which it was to be
obtained. Besides all this, it must be remembered that in their
debauchery at the prince’s palace, a deception had been practised
upon them, and precious time had slipped, unreckoned, away, thus
leaving them in a state of delusion.
We must now turn to Abdael and his companions. Soon after they
set out, Malek, an old soldier, rode to his side, and said, “It is a hard
lot, my young master, to have the longer route, and the more
mountainous path; what do you intend to do?” “My duty, and trust in
Heaven!” said Abdael. “I had no doubt of it,” said Malek, and,
apparently satisfied, he rode on.
The party did not attempt to urge their horses. They proceeded
slowly, but steadily, and stopped for the night, after having performed
but a very moderate journey. The next day they did the same; and so
on, the third and fourth day. The greatest care was taken of the
horses at night; and the men were particular to avoid every species
of excess. They abstained from wine altogether, for Abdael feared
that they might be betrayed into indiscretion, or licentiousness. They
were obliged to keep their arms constantly in hand, for they were
surrounded with enemies.
It might have seemed, to a careless observer, rather a dull party,
but if any one could have looked beneath their stern exterior, and
have seen their hearts, he would have discovered a sober
satisfaction there, arising from the consciousness of performing their
duty; he would also, have seen, that even the dangers and
difficulties which surrounded them, became sources of agreeable
excitement.
Beside this, the feeling of mutual danger, and the necessity of
mutual support, created a kindly feeling between the individuals; and
thus they were in fact, like so many steadfast friends, united for
common protection and defence. They were, therefore, cheerful and
happy. They had little hope of reaching the capital in season to
achieve a triumph over Phalax, but they had, at least the satisfaction
of feeling that even in defeat, they would have the approbation of
their own consciences, and, perhaps, obtain the respect of the king.
In a few days they reached rugged and precipitous mountains,
and now the necessity of all their care, courage, and perseverance
became obvious. The road wound amid deep and fearful valleys,
crossed rapid streams, threaded wild passes, traversed ridges and
peaks, which hung like curtains of everlasting rock, over the ravines
below. Although it was summer, these lofty regions were covered
with snow, and the wind was as keen and chill as winter.
Nor were the obstacles thus presented by nature, the only ones
which beset the travellers. One day, as they were pursuing their
route along the edge of a dizzy cliff, they saw a party of Tartars on
horseback, at a little distance before them. They were about twenty
in number, but as soon as they were remarked, they vanished. In a
few minutes, however, they reappeared, some in front and some in
the rear of the little party. On they came with the speed of a snow-
drift, threatening to hurl Abdael and his friends over the precipice into
the gulf beneath, by the fury of the onset. But the travellers were
prepared; Malek and two soldiers turned back, and met the
assailants in the rear, and Abdael and one of his friends, faced the
enemy in front.
The Tartars came close up to Abdael, as if to push him from the
path, but such was his steadiness and that of the man at his side,
that the enemy recoiled, and stood still at a little distance. The leader
then brandished his lance, and hurled it at Abdael. The latter
received it upon his sloping shield, and glancing off, it cut the air
downward into the glen. Abdael, in an instant, hurled his spear at his
enemy, and, true to the mark, it entered the breast of the Tartar
leader, who reeled in his saddle, fell from his horse and rolled over
the cliff. His body bounded from rock to rock, and was lost to the
sight in the grisly shadows of the ravine!
This fearful scene took place in view of both parties, and such
was the panic created in the Tartar troops, that they immediately took
to flight. Abdael and his men now proceeded. In the evening, and at
the foot of the mountain, they reached a small town situated in a
lovely valley. Though the snow-capped peaks were so near, yet
every species of lovely flower was in bloom, and the most luscious
fruits hung ripe from the stem. Here they had many invitations to stay
and participate in the pleasures of the place, but Abdael remained no
longer than was necessary for rest, and refreshment to his men and
their beasts.
 He had not proceeded far from the town we have mentioned,
when the Prince of the Valley, who had heard of his arrival, sent
messengers to meet Abdael, and ask him to spend a few days at his
palace. The young traveller conceived it necessary, as a mark of
courtesy, to call upon the prince; and accordingly, he and his party
went to the palace, and caused their arrival to be announced. They
were received with due ceremony, and urged to stay a few days.
“May it please your royal highness,” said Abdael, “I am but a
plebeian, and my companions are common soldiers. They are
worthy men—but more fit for battle and foray than for the presence
of a prince. I, therefore, pray your highness to hold us excused from
an honor too great for such as we are.”
“Thou art a wise youth,” said the prince, “and I suspect there is
much pride beneath thy humility of speech. However, thou shall have
thy way, only let thy men come and partake of the feast we have
provided.”
Abdael bowed, and the men came in. They sat down to the table,
which was spread with every luxury the nicest palate could desire.
The travellers were worn and weary, and they had now subsisted for
a long time on the coarsest food; but, taking example from Abdael,
they ate sparingly of the simplest articles, and avoiding the sparkling
wines, they drank water only. This was noticed by the prince, who
spoke in an offended tone to Abdael; “I am sorry, young soldier, that
the wine pleases thee not.”
“Forgive me, prince,” said Abdael, courteously—“it is not that I
distrust the quality of the wine—but, we are humble men, and have
little to boast of but our wits. Now, wine is a great thief, and should it
steal our wits away, we should be poor, indeed. It is only those who
are noble, and have something better than their brains to boast of,
that can afford to drink wine and run the risk of losing their senses!”
“By my beard!” said his royal highness, “this is a bold fellow: you
curmudgeons are too wise to make fools of yourselves, and
therefore you leave that to princes and nobles! Upon my word, this is
courtly speech! But, young man, perhaps you suspect the wine to be
drugged.”
 “There is no need of suspicion of the wine to him who has
foresworn the cup!” said Abdael.
“I am fairly answered,” said the prince. Soon after, the feast was
finished, and the strangers were about to take their leave. “A word
with thee,” said the prince, to Abdael; and taking him aside, he spoke
as follows: “Your conduct, young soldier, has impressed me
favorably; may I ask an honest answer to an honest question?”
“Surely,” said Abdael.
“I see that thou hast some charm which gives thee wisdom above
mankind in general. Wilt thou tell me what it is that thus guides thee,
and makes thee superior to other men; which, indeed, makes a
young soldier the master of a prince who is famous for his
craftiness?”
“A father’s counsel,” was the reply.
“And who is thy father?” said the prince.
“A poor peasant of Parthia.”
“And what is this magic counsel of which thou speakest?”
“It lies in few words—do thy duty.”
“Indeed! And is this the simple exposition of a riddle that I could
not solve? And yet I feel it to be true. Young man, thy father, however
poor, is happy—and may well be the envy of a prince. He can give
wise counsel, and he possesses a son who can follow it. I confess
that thou and he have this day taught me a lesson: I owe thee
something, and I will pay the debt by frankness. Thy father’s advice,
and thine own steadfast fidelity have secured thy life, and that of thy
companions. There was a poison in that wine, that had proved
mortal to him whose lips had tasted it. I say this to encourage thee in
thy career of virtue; for however, being a prince, I may seek to
destroy my enemies by poison, as is my privilege, I can still perceive
virtue and approve of it, in others.”
Abdael departed, and, with his companions, proceeded on his
journey. They travelled with great industry, but such were the
difficulties they encountered, that their progress was not rapid. They