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•NELSON
~ EDUCATION
Physics for the Life Sciences, Third Edition

by Martin Zinke-Allmang, Reza Nejat, Eduardo Galiano-Riveros,
Johann Bayer, and Michael Xiaoke Chen
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to the use of any material, we will
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corrections in future printings. 530.02'457
(2015-906167-9
ISBN-13: 978-0-17-655869-7
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Copyright 2017 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Brief Table of Contents

Preface x
About the Authors xviii
PART 1 THE MECHANICS OF BIOLOGICAL SYSTEMS 1

CHAPTER 1 Physics and the Life Sciences 2
CHAPTER 2 Kinematics 22
CHAPTER 3 Forces 50
CHAPTER 4 Newton's Laws 86
CHAPTER 5 Centre of Mass and Linear Momentum 125
CHAPTER 6 Torque and Equilibrium 145
PART 2 ENERGY, THERMODYNAMICS, AND

TRANSPORT PHENOMENA 179
CHAPTER 7 Energy and Its Conservation 180
CHAPTER 8 Gases 205
CHAPTER 9 Thermal Physics 233
CHAPTER 10 Transport of Energy and Matter 266
CHAPTER 11 Static Fluids 290
CHAPTER 12 Fluid Flow 315
PART 3 ELASTICITY AND VIBRATIONS,

WAVES, AND SOUND 345
CHAPTER 13 Elasticity and Vibrations 346
CHAPTER 14 Waves 376
CHAPTER 15 Sound 405
PART 4 ELECTRIC PHENOMENA 435

CHAPTER 16 Electric Force and Field 436
CHAPTER 17 Electric Energy and Potential 460
CHAPTER 18 The Flow of Charges 485
PART 5 ATOMIC, ELECTROMAGNETIC, AND

OPTICAL PHENOMENA 515
CHAPTER 19 The Atom 516
CHAPTER 20 Magnetism and Electromagnetic Waves 541
CHAPTER 21 Geometric Optics 569
CHAPTER 22 The Atomic Nucleus 602
NEL v
PART 6 APPLIED CLINICAL PHYSICS 623

CHAPTER 23 Diagnostic Ultrasound Imaging 625
CHAPTER 24 Diagnostic X-ray Imaging 642
CHAPTER 25 Diagnostic Nuclear Medicine Imaging 665
CHAPTER 26 Magnetic Resonance Imaging 676
CHAPTER 27 Radiation Therapy 687
Answers Appendix 699

Index 722
Math Review Rl
Units Review R12
Periodic Table of Elements R16
vi BRIEF TABLE OF CONTENTS NEL
Contents
Preface x
About the Authors xviii
CHAPTER 5 Centre of Mass and Linear

PART 1 Momentum 125
THE MECHANICS OF BIOLOGICAL SYSTEMS 1 5.1: Centre of Mass Definition 125
5.2: Linear Momentum and Impulse 131
CHAPTER 1 Physics and the Life Sciences 2 5.3: Newton's Third Law Applied to Internal Forces 133
1.1: The Predictable Universe 2 5.4: Conservation of Linear Momentum 134
1.2: Significant Figures 3
1.3: Scientific Notation 5
CHAPTER 6 Torque and Equilibrium 145
1.4: Units of Measure 7 6.1: Force and Extended Object 145
1.5: Dimensional Analysis 10 6.2: Torque 146
1.6: Proportionality 12 6.3: Mechanical Equilibrium for a Rigid Object 153
1.7: Order of Magnitude Estimation 15 6.4: Classes of Levers and Physiological Applications 157
6.5: Torque and Rotational Motion 162
CHAPTER 2 Kinematics 22 6.6: Since When Did Hominids Walk on Two Legs? 166
2.1: Setting Up the Coordinate System 22
2.2: Motion in One Dimension 23
2.3: Motion in Two Dimensions 33
PART2
2.4: Uniform Circular Motion 37 ENERGY, THERMODYNAMICS, AND
2.5: Physiological Detection of Velocity 39 TRANSPORT PHENOMENA 179
2.6: Physiological Detection of Acceleration 40
CHAPTER 7 Energy and Its Conservation 180
CHAPTER 3 Forces 50 7.1: Observations about Energy 180
3.1: What Is a Force? so 7.2: Defining Work 184
3.2: Properties of a Force 52 7.3: Kinetic and Potential Energy 189
3.3: Action of a Force 53 7.4: Is Mechanical Energy Conserved? 193
3.4: Measuring Forces 54
3.5: Categories of Forces 55 CHAPTER 8 Gases 205
3.6: Fundamental Forces 55 8.1: The Basic Parameters of the
3.7: Non-fundamental Forces 61 Respiratory System at Rest 206
3.8: Free Body Diagram 68 8.2: Pressure-Volume Relationships of the Air
3.9: Equilibrium 70 in the Lungs 210
3.10: Muscles as Origin of Forces 71 8.3: The Empirical Gas Laws 212
3.11: Can Our Bodies Detect Forces? 72 8.4: Mechanical Model of the Ideal Gas 220
8.5: Energy Contained in the Ideal Gas 223
CHAPTER 4 Newton's Laws 86 8.6: Implications of the Kinetic Gas Theory 224
4.1: Newton's Laws of Motion 86 8.7: Mixed Gases 225
4.2: Free Body Diagram, Revisited 87
4.3: Newton's First Law 88 CHAPTER 9 Thermal Physics 233
4.4: Newton's Second Law 91 9.1: Quantitative Representation of
4.5: Newton's Third Law 94 Dynamic Breathing 233
4.6: Application of Newton's Laws, 9.2: Work Done On or By a Gas 234
Non-fundamental Forces Revisited 98 9.3: Work for Systems with Variable Pressure 235
4.7: Weight and Apparent Weight 106 9.4: Heat and the First Law of Thermodynamics 240
4.8: Dynamics of Uniform Circular 9.5: Basic Thermodynamic Processes 243
Motion and Centripetal Force 108 9.6: Cyclic Processes 249
4.9: Physiological Applications of 9.7: Reversibility 252
Newton's Laws 111 9.8: The Second Law of Thermodynamics 253
NEL vii
CHAPTER 10 Transport of Energy and CHAPTER 17 Electric Energy and Potential 460
Matter 266 17.1: The Electric Energy 460
10.1: Membranes in Living Organisms 266 17.2: The Electric Potential 467
10.2: Physical Membranes as an 17.3: Conservation of Energy 470
Idealized Concept 267 17.4: Capacitors 471
10.3: Heat Conduction 268 17.5: Extended Case Study:
10.4: Diffusion 277 The Nerve as an Electrical System 475
CHAPTER 11 Static Fluids 290 CHAPTER 18 The Flow of Charges 485

11.1: Model System: The Ideal Stationary Fluid 290 18.1: Electric Current and Resistance 485
11.2: Pressure in an Ideal Stationary Fluid 291 18.2: Electrochemistry of Resting Nerves 491
11.3: Buoyancy 297 18.3: The Signal Decay Time of a Resting Nerve 495
11.4: Fluid Surfaces 301 18.4: Stimulated Nerve Impulses 496
11.5: Bubbles and Droplets 302 18.5: Extended Case Study in Medicine:
11.6: Capillarity 307 Electrocardiography 504
CHAPTER 12 Fluid Flow 315

12.1: Basic Issues in Blood Flow 315
PARTS
12.2: Flow of an Ideal Dynamic Fluid 318 ATOMIC, ELECTROMAGNETIC, AND
12.3: Flow of a Newtonian Fluid 325 OPTICAL PHENOMENA 515
12.4: Special Topics in Fluid Flow 334
CHAPTER 19 The Atom 516
19.1: The Atom in Classical Physics 517
PART3 19.2: A Semi-classical Model for Hydrogen 522
ELASTICITY AND VIBRATIONS, WAVES, 19.3: Quantum Mechanical Model of the Atom 530
AND SOUND 345
CHAPTER 20 Magnetism and
CHAPTER 13 Elasticity and Vibrations 346 Electromagnetic Waves 541
13.1: Elasticity 346 20.1: Magnetic Force and Field Due to
13.2: Plastic Deformations 350 an Electric Current 542
13.3: Hooke's Law 354 20.2: Magnetism Due to Charged Particles in Motion 548
13.4: Vibrations 357 20.3: Aston's Mass Spectrometer 550
13.5: Forced Oscillation and Resonance 365 20.4: Interacting Electric and Magnetic Fields 551
20.5: Physics and Physiology of Colour 559
CHAPTER 14 Waves 376
14.1: What Is a Wave? 376 CHAPTER 21 Geometric Optics 569
14.2: Physical Properties of Waves 378 21.1: What Is Optics? 569
14.3: Harmonic Waves 385 21.2: Reflection 571
14.4: Superposition 388 21.3: Refraction 577
14.5: Reflection 392 21.4: Applications in Optometry and
14.6: Standing Waves 393 Ophthalmology 584
21.5: The Light Microscope 588
CHAPTER 15 Sound 405
15.1: Sound Waves 405 CHAPTER 22 The Atomic Nucleus 602
15.2: Vibration of a Gas Confined by a Piston 406 22.1: Stable Atomic Nuclei 603
15.3: Longitudinal Waves in a Gas 408 22.2: Nuclear Force and Energy 605
15.4: Sound Waves in a Confined Medium 418 22.3: Radioactive Decay 607
15.5: Sound Resonance 423 22.4: The Nuclear Spin 613
15.6: Hearing 424 22.5: Two-Level Systems 617
PART4 PART6
ELECTRIC PHENOMENA 435 APPLIED CLINICAL PHYSICS 623
CHAPTER 16 Electric Force and Field 436 CHAPTER 23 Diagnostic Ultrasound Imaging 625
16.1: Electric Charge and Force 437 23.1: Sound Absorption 625
16.2: Newton's Laws and 23.2: Reflection and Transmission of Waves
Charged Objects 441 at Flat Interfaces 628
16.3: Electrical Phenomena in Life 23.3: The Ultrasound Image 632
Science Applications 442 23.4: Doppler Ultrasound: The Use of
16.4: Electric Field 444 the Doppler Effect in Medicine 635
viii CONTENTS NEL
CHAPTER 24 Diagnostic X-ray Imaging 642 CHAPTER 26 Magnetic Resonance Imaging 676
24.1: Origin of X-rays 643 26.1: Interactions of Nuclear
24.2: Photon Interaction Processes with Spins in Condensed Matter 677
Matter 647 26.2: Pulse Repetition Time and Time of Echo 680
24.3: Photon Attenuation 653 26.3: Spin Echo Technique 680
24.4: Contrast in X-ray Images 658 26.4: Imaging Utilizing the Gradient Field Method 684
24.5: Radiation Dose 658
24.6: Clinical Applications 660 CHAPTER 27 Radiation Therapy 687
27.1: Introduction 687
CHAPTER 25 Diagnostic Nuclear 27.2: The Co-60 Unit 688
27.3: The Medical Linear Accelerator 690
Medicine Imaging 665
27.4: The Percent Depth Dose Function 691
25.1: Historical Introduction 665
27.5: The Tissue Air Ratio Function 693
25.2: Radioactive Decay 666
27 .6: Clinical Applications 694
25.3: The Detection of Radiation 667
25.4: The Gamma (Anger) Camera 668 Answers Appendix 699
25.S: Single-Photon Emission Computed
Index 722
Tomography (SPECT) Imaging 669
25.6: Positron Emission Tomography (PET)
Math Review Rl
Imaging 671 Units Review R12
25.7: Clinical Applications 673 Periodic Table of Elements R16
NEL CONTENTS ix
Preface
One of the biggest challenges in teaching • Show the beauty of physics. Physics represents an
physics to first year biology students is making enormous body of knowledge and methodology, and
the material relevant to them. This textbook almost all of it has a huge impact on understanding
accomplishes that convincingly, and it is clearly the Life Sciences. In a first-year course, particularly
its greatest strength. if it might be the only physics course some of the
students will ever take, this impact of physical facts
- Bela Joos, University of Ottawa
and thought has to be presented to the fullest extent
possible; even students with other interests should
Physics for the Life Sciences is the result of a straight-
appreciate at the end of the course that physics is rel-
forward idea: to offer Life Sciences students a "Physics
evant for their future careers and is an integral part of
for the Life Sciences" course. Originally created at the
our shared human culture.
University of Western Ontario (now Western University)
in 1999, the course became very popular among students, • Build on what you have taught already. The modern
and first-year Physics enrolments saw a corresponding- university student is faced with a tremendous body of
and unprecedented-dramatic increase. The course was knowledge and breadth of required skills that have to
also well-received by colleagues in Biology, Medicine, be acquired in a few short years in university. Success
and other basic Life Sciences areas, who consequently or failure in providing to these students the essential
added or strengthened the physics requirements in their elements of physics has a particularly high impact in
own programs. The great level of interest expressed by times when modern medicine relies increasingly on
colleagues in Canada and abroad motivated us to make technology that provides advanced insights into the
this book available through a market-wide release. functioning of the human body by exploiting physics
An introductory-level university course must meet concepts. Yet physics has to compete with cell biol-
two key objectives: to provide a comprehensive synopsis ogy, biochemistry, and physiology for the student's
of the subject matter relevant to the student 's interests attention. Here, the old-fashioned physics course
and career aspirations, and to present the material in a with its focus on pulleys, inclined planes, and simple
manner that encourages retaining acquired knowledge . electric circuitry with dimming light bulbs falls con-
In teaching physics to future life science professionals, siderably short of the mark.
meeting these objectives requires a major shift in content, • The sciences have become interdisciplinary, and so
order, and focus. must a modern physics course. The times are long
gone when it was justified to erect boundaries around
subject areas such as physics, biology, and chemistry.
OUR APPROACH Pretending that we still can study one of these sci-
ences in isolation misrepresents what drives modern
We summarize this paradigm shift with our key principles science and technology, and deceives a student by put-
that guided the development of all three editions of this ting a counterproductive condition on the selection of
textbook: the material in a course.
• Get the storyline straight and stick to it. This is very
important so as not to lose the student who concur-
rently takes courses in Biology and Chemistry, and
NEW TO THE THIRD EDITION
inadvertently focuses on the material perceived as The third edition of Physics for the Life Sciences has pre-
most relevant. Physics is a mature science with many served the strength of the original text, with enhancements
branches, and a one-size-fits-all approach does not to accuracy, readability, and topical coverage. The table of
even serve a physical science student well. contents has been refined to ensure that topics are covered
• Keep it short and to the point. This textbook has fewer in a logical order, and in a depth of detail that reflects how
than 900 pages. It still contains sufficient material for the course is being taught. We have merged the chapters
an instructor to pick and choose, but it does not contain on work and heat for non-mechanical systems and ther-
endless pages that will never be covered in a two- or modynamics to create a single chapter on thermal physics.
four-term approach to basic physics. Many textbook We have split the chapter on sound into two chapters: one
authors struggle with being selective because they try that deals exclusively with waves, and another that deals
to write one-size-fits-all encyclopedic works; we have exclusively with sound. And finally, we have moved the
consciously chosen to focus on the relevant material material on ultrasound to the section of the book dealing
because that is what the modern student requires and with applied clinical physics, and revised and refined this
deserves. material to cover diagnostic ultrasound imaging with a
x NEL
Copyri ght 201 7 Nelson Education Ltd. All Ri ghts Reserved . M ay not be copied, scanned, or dupli cated, in whol e or in part. Due to electronic ri ghts, some third party content
may be suppressed from the eBook and/or eC hapter(s). Nelson Educati on reserves the ri ght to remove additional content at any time if subsequent rights restrictions require it.
clinical focus . For this, an expanded author team of subject- FEATURE HIGHLIGHTS
matter experts was formed, including Martin Zinke-
Allmang from Western University, Reza Nejat from Combining both an algebra-based and a calculus-as-
McMaster University, Eduardo Galiano-Riveros from needed approach, the third edition of Physics for the Life
Laurentian University, Johann Bayer from the University Sciences provides a concise approach to basic physics
of Toronto, and Michael Xiaoke Chen from Simon Fraser concepts by including a fresh layout, an enhanced art
University. program, and extensive use of conceptual examples,
So, what else is new? In essence, the underlying and by introducing the homework assessment program,
philosophy of the text has been strengthened by adding a Enhanced WebAssign®.
new objective. In its revised form, the textbook guides the
Life Sciences student from the widespread applications A Solid Base
of physics in his or her field of interest toward an appre- There is increased treatment of basic physics content and
ciation of the rapidly developing fields of imaging, and more questions around this material.
the treatment of malignant disease in the modern clinical
setting. This is accomplished by extending the content in Applicable Title
the sections on electricity and the atomic model, leading
to substantially revised and updated chapters on magne- Since each topic is initially motivated by a pivotal appli-
tism, radiation and its interaction with tissue, the thera- cation in physiology or the biological sciences, the title
peutic uses of ionizing radiation, and the key imaging has been designed for both physics examinations and stu-
modalities. dents preparing for careers in the health sciences.
Revisions to the mechanics content allow the
An Enjoyable Read
instructor to choose a more extensive focus on this area of
physics when trying to follow a more traditional canon of A consistent storyline was written within a life science
topics. The early chapters have not expanded. Rather, we context, containing relevant and applicable material with
adopted a dynamically structured approach to the entire real values and quantitative figures .
text by presenting the material at three levels: mechanics
(the first seven chapters) assumes that the student enters Current
the academic realm with little physical sciences back- New material is presented on medical diagnostic tech-
ground from high school; the next group of chapters then niques such as PET and MRI. In particular, in this new
presents material at a solid first-year university level ; edition we present state of the art specific patient studies
and the outlook toward medical physics is presented at in PET whole-body imaging, and in radiotherapy applied
a transition level toward upper-year academic studies. to pelvic tumours. Students find these applications of
This allowed us to be very thorough in laying a founda-
tion in chapters that are used at every university at the
beginning of a first-year course, and then provide a com-
prehensive study of the extensive knowledge in physics
and its applications to the Life Sciences in the middle
part of the book, while providing an exciting outlook in
the direction of a major thrust in medical physics in the
latter part, where, for example, we assume that the stu-
dent has now picked up a sufficiently strong background
in calculus to follow typical arguments using that math-
ematical method.
What, then, has not changed? Our two key objec-
tives were maintained: to provide a comprehensive
synopsis of the subject matter relevant to the student's
interests and career aspirations, and to present the mate-
rial in a manner that encourages retaining acquired
Figure 27.11 The author preparing brachytherapy equipment for
knowledge. Most instructors are well aware that meeting patient treatment. Observe on the left the afterloader containing the
these objectives requires a major shift in content, order, radioactive sources and to the right the X-ray equipment used to
and focus of the material presented compared to a stan- verify source placement. This is a completely sterile environment,
dard physics course offered to Physical Sciences and equivalent to an operating room.
Engineering students.
NEL PREFACE xi
Copyright 20 17 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or dupli cated, in who le or in part. D ue to electronic rights, some third party conten t
may be suppressed from the eBook and/or eC hapter(s). Nelson Education reserves the right to remove add itional content at any time if subsequent rights restrictions require it.
physics to be particularly interesting, and that motivates • A new series of concept questions and examples have
them to better understand the first principles of physics. been added to Chapter 5 that illustrate the concept of
conservation of momentum and Newton's law applied
Prepares Students to the centre of mass. Example 5.9 explores how a
Physics presented as an integral part of the Life Sciences ballistocardiographic (BCG) scale works.
allows for a seamless transition into chemistry, biology, and
physiology. As well, the end-of-text appendix, Math Review,
ensures students are given a refresher on math concepts. EXAMPLE 5.9
Imagine a system that includes a box of m ass llf and a
(b) The centre of mass of the system is at·
block of mass m hanging at the end of a massless spring,

which is attached to the box as shown in Fig. 5.17. If you
w here J'1-,1 is the centre of mass of the box and Ym
were to displace the block from equilibrium, for example,
is that of the block
by pulling down on ii and extend ing the spring, ii would
Math Review spring back up and then continue to oscillate up and

down. The box is placed on a scale so that the apparent
weight of the system can be measured. Given that the
Then, the velocity of the centre of mass of the
system is:
,, = !J.yc m. = Af!J.yM + m!J.ym _
Powers and Logarithms Graph Anal ysis Methods mass of the box is llf = 99.0 kg, the mass of the block is C.ffl. !J./ (llf + m)!J.1
Dejinitiom:a so.J'Kl,anda-•K [/a'
1
Scientific progrHs is bas,ed on experimental data. 11ie,.. data m = 1.00 kg, and the acceleration of the block at a par- Since the box does not move, that is, !J.yM = 0
Calculation rules with powers ofienareplon«landp=nt«lw11houta(rrt)conclu:si,·emodel ticular moment is am = 5.00 m,'s 2 upward,
that would proviM a mathemat1cal formula for the relation l" = m!J.ym =~
betwttntheshownparamec=.lllethrec, mostfrequentlyus«I c.m. (Ill + m)!J.1 llf+ m '
methodsofrepre,..nungsurhdataarethehnearploi.theloga-
a<b' - (ab}' mhmicpl01,andthedouble-logaritlun1cpl01 w here •·m is the velocity of the block
~- .,.- -, Linear Plots

Then, the acceleration of the centre of mass is
•
lnthesemostfrcquenlly uscdgrapt,s.the,-arianonofader-o,nden1 = !J.:~m. = (llf :m) ~ = A; :mm = 0.0500j,
,-ariable (Y) is illustra1«1 as a function ofan independent ,·ariable (.r)
~plorungy•=r. asshov.n in Fig. l.We"")ldlal')'ishnear w hich is about 100 limes smaller than the acceleration
1n.r"1nthe.r-inter.-al[r 1,.r2] ifthedatainthatimer.-alcan~fittcd
of the block. That makes sense since the total mass
widlastraigh! line,suchastheoneinthefigure. Ma!hemaucally,
Logarithms ......,.e introdocM ~ John Napier in 1614 to 1hislincarbet.i.vioorisdescribedt,,,theeqt.131icn of the system is about 100 times more than the mass
simpllfy mathematical operations. As you ste below, when of the block
us1ngloganthmswecani=multiphcatiominsteadofpo"""'· y - ax+b,
andaddaionsinsteaclofmultiplications.Logaritlunsalsoprow (c) The apparent weight of the system is equal to, in
usc, fulwh<cn,..,analyzedatagraphically,asdiscu.ss,,d1nthe inwluchoandbdono1dependon1hernnablH r andy ois m agnitude, the nomial force supporting the system,
stCOononGraphAnalysisM<'thods. calledtheslopeandisdeterminedfrom FN. We can apply Newton's second law to the centre
&ji~illo,u: The term c K log,.a repres,,ncs the number
of mass of the system·
c.whichsatisfiestheequation /,'"Ko;chat ,s,chelogamhm a - y• - yl
-, the ·n ·ers,,o~ra(onofcxponenua(on. lnthe textboo~. ... - .r)
only twotyp<,soflogari1hmfunctionsareused : commonlog-
FN - Mg - mg = (llf + m)ocm
ari1hmsw11hbas,,bK IO(usually labellMlogwithoutasub- whered,evalurs.r 1 and.r4 mu:sthewithintheinterval lr 1,r1 ],
The apparent weight is
script).andnaturallogarichmswith.bastbKeK2.71&28 ...• b,scalledtheinterceproftheJ•axisandosthevalueofyat
.r•O. Thevalueofbisreadfromtheplot directlyifthepoint
:::;~;;~ne ~u~uler's num~r. This logamhm function is FN = (Af+ m)(g + ac_m)
.r•Olieswith1ntheinterval [.r 1• .r1 ]. lfthisisootthec....,,as
When the system is at rest , a 0 _m_= 0, the apparent
log 1(f>- loga - ,.,. a - 10'" weight is
log,a - Ina - ,.,. a - e' - exp(d Figure5.17 Anoscillator inabox
FN
0
= (Af+ m)g = 98 1N
l1le following rules apply to logarithms wjth any i.as..; Then, the change in apparent weight due to the
(a) what is the force of the spring that is pull ing on the
httt. we "me them spttifically for the cas,,ofbaseb• 10 acceleration is
block at this moment?
(b) what is the acceleration of the centre of mass of this
log(>J,) - logr + logy !J.F = FN - FN = (llf + m)(g + a0_m) - (llf + m)g
system? 0
logG) · logr - logy (5.29)
(c) what is the change in the apparent weight due this = (Af+ m)ac.m•
log:<" • ylogr, acceleration?
Solution !J.F = (Af+ m)Af+mm = mam (5.30)

This is a one-dimensional problem and we need to analyze
ln(>J·} • lnr + lny Therefore ,
..
only the J~componenl of all the relevant vector quantities
,,(;;) -, ,.,. - (a) The block experiences the force of the spring and the !J.F = l.00 kgX5.00 ~= 500 N
gravity due to Earth. Therefore, Newton's second law Such an oscillator- in-a -box system can be used to
ln:<J' • Jinr can be written as model the relationship between the apparent weight
of a person and the motion of the blood in his txx:ly.
For d,e same rnriable, the m" logarithm functions are related Specifically, the block represents the centre of mass
~afaccoroflnlO Solve for the force of the spring of the bkxx:f, the box represents the rest of the human
lnr - lnlOlog r
Rgin 1 Unearplotol a lunctiony•l(xlwilhalinearoefl(!OOl!(ICeol
body, and the force of the spring represents the force
.... lnr • 2.30261ogr Fs = m(a., +g) = 1.00kgx(5oo j + 9.8l j ) that the heart exerts on the bkxx:f. The acceleration of
yon r intlleinlertallr, , ",)
= 14.SN the bkxx:f can be monitored by measuring the apparent
weight of the person. A device based on this mecha-
nism is known as a ballistocard iographic (BCG) scale
Updated Content
The new third edition boasts a number of exciting updates
and additions. Here are just a few: • A new discussion connecting the ideal gas law to open
systems is featured in Chapter 9.
• A new Case Study 2.1 explores the motion of a
kines in. • A new discussion of the fundamental derivation for
the potential energy of a point charge has been added
to Chapter 17.
Kil"mns am motor proteins found in eukaryotic cells. They
can carry large m olecules and ceU organeHes, and move
along microlubules in cells. In a study of the motion of kine--
velocityoflheknes.-i in the lime interval between 11 = O.Osand
1, = 2.5 s? (b) lgiom the high-frequency noise and estimate the
av9rage speed in the same time interval. (c) What can you say
• An extended description of the electric charge model
has been added to Chapter 16.
sins, the position of a bead-bound kinesin motor protein about how the kil"mn moves along the microtubule?
along a microtubule as a function of time has boon measured
Answer to part (a) We can find the initial and final positions
and recorded. The result is shown in Fig. 2.10. Note that the
of the kinesin: .r 1 = 0 nmand x 2 = 84 nm. The average velocity
high-frequency noise (the fine fluctuations in the graph) is due
is then ·
to uncertainties in the measurements. (a) What is the average
'a,· =~=:: = ; 1 = 8~ n;: ~ ~:m = 34 n~

1
Answer to part (b) If we ignore the noise, the position -versus-
time graph basically consists of a few flat steps. The distance
in the entire t ime interval is approximately the same as the
displacement. Therefore, the average speed is also 34 nm,'s
1 Answer to part (c) Since the average speed is equal to

the magnitude of the average velocity, the kinesin does
z
2
32 - - -
not change its direction of motion, which can a lso be
seen directly from the position as a function of time in
Fig. 2.10. Therefore, a microtubule is a one -way route for
a kinesin. In fact , it is k now n that a kinesin always moves
tow ard the positive end of a microtubule, meaning that it
moves from the central area of a cell toward the periph -
eries of the cell
Close examination of Fig . 2.10 reveals that the kinesin
moves in alternating quick and slow steps. The step size is
TirneM
about 8 nm. The dwell time is less than 0.1 sin a quick step,
Figure 2.10 The position of a bead-bound kinesin motor along a but can be as long as 1 s in a slow step. It is known that a
micmtooule as a function of time measured by a research team led kinesin uses two heads to walk on a m icrotubule, ju st like
byStevenBlock atStanfordUniversity. we use two legs to w alk on a narrow road. The alternation
ScluR:e:Blocklahat Sta1donl l.lmersity, hllp:llweb.stanlonl.llllwgr~ in dw ell lime between the quick and slow steps suggests a
liinesirJliines.~2015 Sle¥enl!lod<.Usedby~ hand-over-hand lim p ing-like motion
xii PREFACE NEL
Ill l\.n improved an<l ,:iarilicd pn,'5cntulion of the photo- Case Studies
electric ctlC..:t and the fundan1cntal properties of the
phenon1ena that led to c revision of classi.::al ideas is
Case studies are used fo: any concept question \Vith a
presented in Chapter 19. solution Lhut requires n1utcrial that hHs not been previ-
/.,.---- ously discussed in the text
Sodium In c:ase Study 23 S \Ve look at ho-..v a IJoppler ultra-
c.l!lmJc
sound 1neasurer:1ent changes for a blood vessel v;ith a ste-
:1osis, that is, a constriction. ln a heahhy vessel, since the
~
'.)food pressure varies, va::iations in the speed of the cryth-
:ocytes during the pumping cycle of the heart are expected,
£,ca..ttJ Col:,;;dini;;
phc,:uc;:,-tron~ JnuJc as illustrated in Fig 23 12, in v,:hich the Doppler shitl is
ptoncJ a::. a function ur L1ni;:_ For a stenu:::is however_ a
. . . . . . J,
diHC'rcnl blood speed pattern 1s expected, as illustrated
1n 23.13. A constriction in 2. blood vessel cc;r~L')es the
flov/ speed to increase and even to- reverse d~1e to turbu-
··········································+Dbt(·· lence_ A range of differenr erythrocyte speeds exists in a
l.V S-coppi,,g :::,tood vessel section near a stcnosls thus a broadening 0
p,n,i:~11
of the spccd-vcrstL'-.~ti1nc c1mrcs of a Doppler ultrasound
Figure 19.6 Mill!kan's photoelectric effect experiment where !ight :11ea•r:1rement is observed.
incident on a sodium catho:W produces photoelectm1S and a mea-
si.,rable current in the close<: Circuit The energy of the photoelectrons
can be measured by adjusting: the variable stopping poten:ial t;V.
'1<.s;ct_co,;:.!loµAt-u,,.""- -''-"'"-"-'<""~<c-1"8s-,;, "•:a
=-=~,rt a ,:erc~~.v-,.,~. - ccr.r,1,;;;tor1·
'-"'"'"'" \'A i"' """"""' ti"' ""''"' 6':, Doop-& """"'"'·w"
) ~-
4 10 12
Figure 19.7 Data and !inear fit from Millikan's p~1otoelectric

effect experiment No~e the cut-off freqLe1o; t0 at the poi rt where
E<Jn.:i:ar .,,_ O, and the slope of the bes1 fit representing PlaGck·'s
::onstani fl. The stopping JOtential @ can be found with a linear
regress1or 1o find trle _y-intercept
'-~~~~~~~~~~~~~~~~~~~~
Concept questions appear throughout chapters to test stu-

dents' kno\vledge of en1erging topics
"''°'' 7.&JS ;..(<;.t,c"-"""''"''' ij~ '"'-'I"" ,,......, '"\-Sh,,,,..~.~·h OS', '. ,• ·""·'">0""•• ,u,, od, c C< 0,s
< ...-;,>e~ "'""-""'""'"'"'""''"""""'""""'"",,.."' """"''"""''".,, ,, ... 1>: ,,.,--., "''""""' ,,..,,,,.~,
,ffl\', l ~,,,,,,.., ~ F~ C,d, 41;,,..,,_, •"'' '"'°"'' "'"'''"·'·'•''"'
An ice skater standing on ice is tossing a wa:er bottle in
a horizontal direction. Co:iside~ the skater and the bottle
as a system. Is :he momentum of the system conserved?
Ignore friction.
(a) yes. because the momentum of any sys!em is

always conserved
(b) yes, because the net external force :s equal to zero
(c) no, because the net external force ls not zero
(d) no, because rnomenturn is never conserved
N[L PREFACE xiii

Copyrig'.1l 2017 i',cison Edtu::.uiun LW. All Right..-; Re,erveJ. M.iy nol be copied. acannctl, or c.!upli..:akd. in whole or in part. Due to elcdruni(: right,;, rnme third party ~·onlen{
may be suppn.:sa,:<l from th,; cBoe1.. and!mcChapli:rf a). Nd,,011 Education rc,crvc~ !he righl t,_:, r.:nmvc mlJitiom,l con'.,;nt al any lime ff ~ub~,:qa.:m right~ n:slri,;;licm 1n1uin: it.
Enhanced Art Program

In particular, with each type of vector or field repre-
Over 800 full-colour illustrations, 150 photographs, and sented by a specific colour throughout the book, students
over 500 problems allow students to visualize the material can now review any diagram in the book and recognize
and practice/apply what they have learned. We have added at a glance the quantities that are represented within it.
over 150 new figures and 60 new photos to the third edition. In the example below, the forces and velocities are
In the third edition of Physics for the Life Sciences represented by vectors with different colours, allowing
we have taken the art program a step further through the the reader to easily recognize them. This saves time and
application of a consistent colour scheme to the figures. avoids confusion.
(a) (c)
I '\
I I
' .-~--,
I \
I I
' ..... _.,/..--,
I
I \
I I
' ,_.,I
(d )
Figure 3.7 Action and effect of a force on a ball. (a) Pushing the ball gives it speed. (b) Pushing against the ball stops it. (c) Pushing the ball
changes its direction of motion. (d) Squeezing the ball changes its shape.
Pedagogical Colour Chart
-
Mechanics and Thermodynamics Electricity and Magnetism
->
Displace ment and positio n ----+- Electric fi elds Li ~ar (p ) a nd angula r Res isto rs ---"Nv-
vectors Electric field vectors (L) mo m entum vecto rs
Displace ment and positio n ----+- Electric field compone n t ____..
Batte ries an d o th er :t:_l_
Linear a nd
-T
---
DC power suppli es
compone n t vectors vectors
a ngular m o mentum
-> ->
Linear (v) and an gular (w) - Magne tic fields compo n ent vectors Switches
ve locity vecto rs Magne tic fi eld vectors -> - - - - - -0---
- H-
-
T o rqu e vectors (T)
Velocity compone nt vectors ----+- Magne tic field Capacito rs
To rqu e co mpo ne nt
-> compo n ent vectors
Fo rce vecto rs (F) vecto rs Indu ctors (coils) -"O"Oo'-
Force compo ne nt vectors
->
Acce lerati on vec tors (a)
Acce lerati on compo nent
vectors
En ergy transfe r arrows

_____..
----+-
----+-
Positive charges
Proto ns
Negative charges
Electrons
Ne utron s
Sch emati c lin ear o r
ro tati o nal mo ti o n
d irecti o ns
Dimensio nal rotatio na l

a rrow
-
......._.
~
Voltme ters
Amm e te rs
AC Sources
-©--
--©--
-e-
Lightbulbs
Enlarge ment arrow ~
--
Light and Optics
Process arrow Springs ~ Ground sym bo l
Ligh t ray
Focal lig ht ray
Central light ray
- Pulleys
C urre n t
Mirror
-
Convergin g lens Pa th of an o bject C urved mirro r ~
Diverging lens Pressure a rrow

O bjects
Images ...
xiv PREFACE NEL
Summary
CONCEPTUAL QUESTIONS
At the end of each chapter is a summary of important topics Q-4.1. An object hangs from the middle of a rope whose ends
covered, which will help students maintain information. are fixed at the same horizontal level. Can the rope stay
perfectly horizontal? Why? Explain your answer
Q-4.2. You are in a car, sitting next to the driver. If she suddenly
Definitions pushes the gas pedal and accelerates rapidly, you feel a
Definitions appear at the end of each chapter to provide push backward against your seat. If she suddenly pushes
the brake and comes to a stop, you feel a push for.ward
students with insight into newly discussed terms. toward the dashboard. Explain these situations according
to the most suitable of Newton 's laws
SUMMARY Q-4.3. We study a person in a gym intending to do seated rows
In this exercise, the person sits on a bench facing the
exercise equipment. The feet are placed against the foot
DEFINITIONS stops. The person leans toward a pulley and holds the
• One-d imensional motion motion that takes place along a handle on a string. Then the person arches their back and
straight line pulls the handle until it touches the lower ribcage. The
main muscles needed in this exercise are the deltoid
• Vector: a measurement that has both a magnitude and a muscles in the shoulders and the upper back muscles
direction When the arms are stretched out horizontall y, the major
• Position vector: a measurement showing the position of an forces acting on the arm include the tension in the del-
object relative to the origin toid/back muscles, T,
which acts in the direction away
from the pulley; the force Fdue to the shoulder bones
• Displacement: the magnitude and direction of the straight- pushing the upper arm bone against the pull of the ten-
! ine path between two position vectors: ~on force ; the weight of the arm Warm; and a force
Fhandle due to the mass of the handle. Which choice in
Fig. 4.59 is the correct free-body diagram for the hori-
zontal forces acting on the person's arm?
• Distance: the length between two locations measured along
the actual path of travel (a) (b)
• Velocity: the vector that describes how fast an object is
moving, and the direction of motion
-; f handle 1 r
T W arm Warm fh and le
Multiple-Choice Questions (c) (d) (e)
Multiple-choice questions allow students to practice for r 1 1 1 T

upcoming tests with similar material. ~
fh a ndle W arm T
Figure 4.59
MULTIPLE-CHOICE QUESTIONS
MC-3.1. Consider a planet that has half the mass and twice the
Analytical Problems
radius of Earth. How does the acceleration of gravity Analytical problems encourage students to take their time
on the surface of this planet compare to that on Earth?
(a) half that on Earth
and truly understand each question as they work through
(b) four times that on Earth to find the answers.
(c) twice that on Earth
(d) one-fourth that on Earth
(e) one-eighth that on Earth
MC-3.2. Two objects of masses m 1 = 12 kg and m 2 = 25 kg are
at a distance of d = 1.2 m from each other. The grav i-
ANALYTICAL PROBLEMS
tational force that each object exerts on the other is P-9.1. A gas expands from a volume of 1.0 L to a volume of
(a) 1.4 x 10-6 N . 5.0 L, as shown in the 1rV diagram of Fig. 9.38 How
(b) 1.7 x 10-6 N. much work does the gas perform on the piston?
(c) 2.0 x 10-6 N.
(d) 1.4 x 10-s N.
p (atm )
(e) 1.7 x J0-6 N .
MC-3.3. A 1.00 kg ch icken weighs 9.80 Non Earth's surface
At a distance of one Earth radius above the planet's
2.0 --- ------------------
surface,
(a) its weight is 2.45 N. I'
I
(b) its weight is 4.90 N. I
I
(c) its mass is 0.500 kg. I
I
(d) its weight is 19.6 N I
I
(e) its weight is 39.2 N I
1.0 ----<---------
I'
I
I
I
I
Conceptual Questions I
I
I
The intensive use of conceptual questions in addition to I
quantitative problems provides students with conceptual 1.0 3.0 5.0

V (L)
understanding and analytical skills that are developed with
numerous in-text questions and examples. Many more quan- Figure 9.38
titative problems have been included in the third edition.
NEL PREFACE xv
Instructor Resources NETA Instructor Guide
f,;; n0JQ The Nelson Education Teaching

This resource was written by Eduardo Galiano-Riveros
of Laurentian University (one of the textbook's authors).
~::::!-:::::~:;:;::; Advantage (NETA) program delivers It is organized according to the textbook chapters and
research-based instructor resources
that promote student engagement and higher order addresses six key educational concerns: the key points
thinking to enable the success of Canadian students and students need to learn, an outline of the chapter 's learning
educators. Visit Nelson Education's Inspired Instruction objectives, a note why the chapter 's topics are important
website at www.nelson.com/inspired to find out more in the real world, typical stumbling blocks students face
about NETA. and how to address them, and activities for instructors to
The following instructor resources have been created enact student participation in class.
for Physics for the Life Sciences, Third Edition. Access
Instructor's Solutions Manual
these ultimate tools for customizing lectures and presenta-
tions at www.nelson.com/instructor. Prepared by the textbook authors, this manual has been
independently checked for accuracy by Frank Hayes of
NETA Test Bank McMaster University. It contains complete solutions to
This resource was written by Vesna Milosovic-Zdjelar of end-of-chapter multiple-choice questions, conceptual
the University of Winnipeg. It includes over 530 multiple- questions, and problems.
choice questions written according to NETA guidelines
Enhanced WebAssign
for effective construction and development of higher
order questions. Also included are true/false and essay- ~ Enhanced WebAssign®, the
type questions. WebAssign leading homework system for
The NETA Test Bank is math and science, has been used
cog · available in a new, cloud-based by more than 2.2 million students. Created by instructors for
FUii-Circie Assessment• platform . Nelson Testing instructors, Enhanced WebAssign is easy to use and works
Powered by Cognero® is a secure online testing system with all major operating systems and browsers. Enhanced
that allows instructors to author, edit, and manage test WebAssign adds interactive features to go far beyond simply
bank content from anywhere Internet access is available. duplicating text problems online. Students can watch solu-
No special installations or downloads are needed, and tion videos, see problems solved step-by-step, and receive
the desktop-inspired interface, with its drop-down menus feedback as they complete their homework.
and familiar, intuitive tools, allows instructors to create Enhanced WebAssign allows instructors to easily
and manage tests with ease. Multiple test versions can assign, collect, grade, and record homework assignments
be created in an instant, and content can be imported or via the Internet. This proven and reliable homework system
exported into other systems. Tests can be delivered from uses pedagogy and content from Nelson Education's best-
a learning management system, the classroom, or wher- selling physics textbooks, then enhances it to help stu-
ever an instructor chooses. Nelson Testing Powered by dents visualize the problem-solving process and reinforce
Cognero for Physics for the Life Sciences can be accessed physics concepts more effectively. Enhanced WebAssign
through www.nelson.com/instructor. encourages active learning and time on task, and respects
diverse ways of learning.
NETA PowerPoint
Microsoft® PowerPoint® lecture slides for every chapter
have been created by Phillip Backman of the University
Student Ancillaries
of New Brunswick. There is an average of 30-40 slides
per chapter, many featuring key figures , tables, and Student Solutions Manual
photographs from Physics for the Life Sciences, Third The Student Solutions Manual, prepared by the text-
Edition. NETA principles of clear design and engaging book authors and technically checked by Frank Hayes
content have been incorporated throughout, making it of McMaster University (ISBN 0176695109), contains
simple for instructors to customize the deck for their detailed solutions to all odd-numbered end-of-chapter
courses. questions and problems, exercises, and end-of-chapter
supplemental problems.
Image Library
Enhanced WebAssign
This resource consists of digital copies of figures, short
tables, and photographs used in the book. Instructors may ~ Enhanced WebAssign® is a
.
use these jpegs to customize the NETA PowerPoint or WebAss1gn ground-breaking homework man-
create their own PowerPoint presentations. agement system that combines our exceptional Physics
xvi PREFACE NEL
Copyright 20 17 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or dupli cated, in who le or in part. D ue to electronic rights, some third party conten t
may be suppressed from the eBook and/or eC hapter(s). Nelson Education reserves the ri ght to remove add itional content at any time if subsequent rights restrictions require it.
content with the most flexible online homework solution. Managers, for their assistance through the production
Enhanced WebAssign will engage you with immediate process. We also extend our gratitude to Frank Hayes, our
feedback, rich tutorial content, and interactive features that technical checker and to our supplement authors.
go far beyond simply duplicating text problems online. You We also wish to acknowledge the reviewers who
can watch solution videos, see problems solved step-by- offered guidance in the development process of the second
step, and receive feedback as you complete your home- and third edition texts:
work. Visit www.cengage.com/ewa for more information
and to access Enhanced WebAssign todayl Enter the Third Edition Reviewers
Online Access Code from the card included with your text. Manuel Diaz-Avila, Mount Royal University
If a code card is not provided, you can purchase instant
Rick Goulding, Memorial University of
access at NELSONbrain.com.
Newfoundland
Jason Harlow, University of Toronto
ACKNOWLEDGMENTS Bela Joos, University of Ottawa
Derek Lawther, University of Prince Edward Island
A large number of highly skilled people contributed to the
success of this textbook as an integral part of a modern Ben Newling, University ofNew Brunswick, Fredericton
Physics curriculum in the Life Sciences. We acknowledge Zbigniew M. Stadnik, University of Ottawa
the support of the following individuals. Anne Topper, Queen's University
At Western University, we thank Victoria Boateng for
extensive help in developing the manuscript; M. Rasche Second Edition Reviewers
for her extensive original artwork; Mahi Singh (Physics
and Astronomy), Jerry Battista (Medical Biophysics), Johann Bayer, University of Toronto, Scarborough
and Dan Lajoie (Biology) for helpful suggestions; and David Fleming, Mount Allison University
Tom Haffie and Denis Maxwell (Biology) for discussions Richard Goulding, Memorial University of
about their Nelson textbook in Biology. Newfoundland
Tremendous thanks is extended to Paul Fam, Senior
Jason Harlow, University of Toronto
Publisher, for his continuing vision and support of the text
and ancillary package. Thank you to Toni Chahley, Content Lorne Nelson, Bishop's University
Development Manager, for her guidance throughout the Kenneth Ragan, McGill University
development process. We are grateful for the attention to David Rourke, College of New Caledonia
detail from Frances Robinson, Copy Editor. Thank you
to Imoinda Romain and Wendy Yano, Production Project We especially extend our gratitude to our families
Managers, and Rajachitra S. and Sangeetha P. , Project and friends for their support.
NEL PREFACE xvii

About the Authors

Martin Zinke-Allmang studied physics and chemistry tenured professor. Since joining Laurentian University,
at the University of Heidelberg in Germany. After com- he has published approximately 20 peer-reviewed scien-
pleting his Ph.D. thesis at the Max-Planck-Institute for tific papers and has supervised the thesis work of 5 grad-
Nuclear Physics, he moved to New Jersey for a post- uate and 10 undergraduate students. He is a past Chair
doctoral fellowship at AT&T Bell Laboratories and later of the Division of Medical and Biological Physics of the
settled at Western University in Ontario, Canada, where Canadian Association of Physicists. His present research
he currently teaches first-year Physics. He has published interests focus on nuclear imaging, as well as radiotherapy
more than 80 scientific articles, including 2 major review physics.
articles in the journals Surface Science Reports and Thin
Johann Bayer was born in Bogota, Colombia where he
Solid Films. He has supervised more than 25 M.Sc. and
completed undergraduate studies in Mathematics (1996)
Ph.D. students and postdoctoral fellows, most recently in
and Physics (1998) before moving to Toronto, Canada
the Graduate Program in Medical Biophysics.
where he went onto pursue graduate studies. He worked
Reza Nejat was born in Iran and studied Physics at with professor Lev Kofman from the Canadian Institute
Tehran University (BSc. , 1974). He then moved to the for Theoretical Astrophysics (CITA) at the University
United States to pursue graduate studies in the field of of Toronto, and obtained his M.Sc. degree on the field
Nuclear Engineering, where he received his M.Sc. (1976) of theoretical cosmology. Subsequently, and still at the
and his Ph.D. (1980) from the University of Missouri- University of Toronto, he continued graduate studies with
Rolla. Upon returning to Iran, he joined the department of Professor Charles Dyer, obtaining his Ph.D. in 2008 for
Physics at Guilan University, where he was a tenured fac- work on one of the most interesting astrophysical pre-
ulty for 15 years. In 1996, he moved to Canada and con- dictions of the Theory of General Relativity, known as
tinued his teaching career in the Department of Physics gravitational lensing.
and Astronomy at McMaster University in Ontario, where Throughout his studies, and as early as his senior
he has been teaching first-year Physics, Introduction to undergraduate year, Dr. Bayer had the opportunity to teach
Modern Physics, Classical Mechanics, and Nuclear and assist in teaching courses in Mathematics, Physics, and
Physics. His current research interest is in developing Astrophysics, thus sparking and developing his interest in
the interactive method of learning and teaching Physics the theory and application of evidence-based pedagog-
(algebra-based) to Life Sciences students. ical principles to university courses in general, and the
Physics classroom in particular. He joined the University
Eduardo Galiano-Riveros was born and raised in
of Toronto Scarborough as a permanent faculty member in
Asuncion, Paraguay, South America, where he attended
2009, where he currently teaches courses in Physics and
elementary, middle, and high school. He went on to pursue
Astrophysics in his role as Associate Professor, Teaching
university studies in the U.S .A. , where he obtained B.Sc.
Stream, in the Department of Physical and Environmental
(1983) and M.Sc. (1985) degrees in Physics at Rensselaer
Sciences.
Polytechnic Institute in Troy, New York. At around that
time, he decided to pursue a career in Medical Physics Michael Xiaoke Chen was born and grew up in China.
and obtained a M.Sc. degree (1987) in Medical Physics He received his B.Sc. degree in Physics at Sun Yat-sen
from the University of Wisconsin-Madison under the University (also known as Zhongshan University)
supervision of the late Prof. Herbert Attix. He returned in Guangzhou in 1982. He then worked as a physics
to Paraguay, where he worked as a clinical medical instructor and undergraduate advisor at Sun Yat-sen
physicist at the National Cancer Hospital ( 1988-1992). University for four years before pursuing his graduate
He accepted a fellowship at the M.D. Anderson Cancer studies at the City University of New York. After com-
Center in Houston, Texas to pursue Ph.D. studies, which pleting his Ph.D. in experimental solid state physics in
he completed in 1995. He returned to Paraguay to resume 1991 , he moved to Vancouver, Canada. Since then, he has
his clinical career at the National Cancer Hospital and, taught a variety of courses in Physics and Mathematics.
with a group of radiation oncologists, set up a private He has also done research work in solid state physics,
radiotherapy clinic in Asuncion. He spent an academic Raman spectroscopy, medical imaging, and physics edu-
year (1998-1999) at the University of Osaka, Japan as cation. He has published more than 40 scientific papers.
a visiting scientist. In 2003, he accepted an invitation to Currently he is a senior lecturer in the Physics Department
join the faculty at the Department of Physics at Laurentian at Simon Fraser University. In his spare time, he enjoys
University, in Sudbury, Ontario where he is presently a hiking, photography, and table tennis.
xviii NEL
Copyri ght 201 7 Nelson Education Ltd. All Ri ghts Reserved . M ay not be copied, scanned, or dupli cated, in whol e or in part. Due to electronic ri ghts, some third party content
may be suppressed from the eBook and/or eC hapter(s). Nelson Educati on reserves the ri ght to remove additional content at any time if subsequent rights restrictions require it.
THE MECHANICS Of
BIOLOGICAL SYSTEMS
fbe first pJrt of this book fo;;;uses on mecharucs, rhe study of n1oticn
All the obiects in the ,l;'Jive:se. from distant gab:txks to the molecu'.es
inside our bodies, are consta:1tly in motLm. \.foretiver, If there ..,.,ere no motion,
thcr;; would be no life. For example. animal~ have to movc to s~rvivc. They
era\\'( S'>Ylln, run. and fly to loclk for tOod and to cscaµc from dacgcr. Evc!i in a
ll ee that appeai:, to -Je i:ll lest U1ere i::. active mov-enu:nt uf 'eVater Iron: the Inob
10 the '.eaves. fu;thermore, if \Ve cocld :t.J.Jom in:l1 a cell of a living :t:ganism,
\VC would sec thousa:1ds of mo'.ccular motors carrying thcir cargo and moving
throughout the cclL The traffic ic1sidc the cdl is Just as busy as any tncgacity
in the reai Yvo;·Jd
Even though rnot:on can occi.lr rn \,ustly diJlCrent lime and length scales,
Dnd in a wide va:iety of vvuys, the de:c;cription of motion generD11:y hoil:. down
to a :tCvv s1n1plc quantides such a:,; displaccn1c11t vcloci:y, and acceleration
F11rthermote, the rules that dictate monon can be su:nn1anzed in three hmda-
mer:tul Jaws kno\vn as '\Iewton's law:. \)J' n:ution. The theory based tHJ these
l;nvs i:-s ;.;n{n\11 ac; Nelftonian mechanic,. Newto~mr mechani-cs not onlv cun
explain but alsu can pr~,dicl quantitatively_ the !11ot1on of any object m the
t1n1verse (except \Vhen the obJecr 1s 2s Stnal! as an J.to1n, er \vhen the speed is
compa:able kl th,: speed of light}.
,\iechar.ics is the most fi.1ndaJ.nental subject :n physics. It is also one of the
cornerstones t:po;1 s,vhich the lite sciences are buHt. For example, many J...ey con-
ci:pts, :4uch t:s fori'.c, 'Nork, and em.,-rgy, arc dcvdopc<l fron, mechanics These
conrcpts arc used -vv1Jcly in physics. chcmlstry, and life sciences Naturally.
the concept,;; and met:lods intr:1duccd in Part f)nc !the -firs: six chapters) v,:ill be
vsed extensively tbtoughuut this b1.lok.
N[L l
Copyrig'.1l 2017 i',cisori Eduu.ttiun LW. All RighL, Re,erveJ. M.iy nol be copied. acanuctl, or c.!upli..:akd. in whvlk,irin part. Due- !oele,:trun:k fi&hrn, ~0JM !hirtlparty ,:untmt
may be suppr..:sa,:<l from th,; cBve1.. and!mcChapli:rf a). Nd,,011 Education rc,crvc~ !he righl t,_:, r.:nmvc mlJitimrnlcon::eru: llimiy lime if 11ubscquzm ri,gr.ts:ros!rlcti.::m ruqui:roiL
CHAPTER 1
Physics and
the Life
Sciences
P
hysics and biology are two very different sciences. Perhaps every time your heart beats it sends out an ultra-
They differ not only in their respective objects of sonic vibration that is heard by an invisible, alien life form
inquiry but also in their experimental and concep- that inhabits Earth. Upon hearing your heart beat, the alien
tual methods, in their history, and even in their contri- performs an operation on you that moves oxygenated blood
butions to culture and philosophy. Physicists explain the from your heart to your brain. This process is then repeated
properties of the natural world on the basis of universal approximately once every second.
laws; biologists, instead, focus on diversity, singular Of course, this model requires a large set of rules :
events, the individual history of a species, and the evolu- Aliens exist. They spend a large amount of their time on
tion of specific traits. Why, then, should those interested Earth. They are invisible. They enjoy surgery. Either they
in biology and the Life Sciences familiarize themselves can operate very quickly, or they can suspend the flow of
with the concepts and methods used by physicists? time. You might also wonder whether this process is the
To provide a practical answer to this question, we same for every human.
first provide a description of how physicists model the Although it would be impossible to disprove this
behaviour of the world around them. Physicists research model, we have a sense that it is too complicated to be
everything: from subatomic particles to the universe as a correct. Science is based on a belief that simple models
whole; from superconductivity to the permeability of cell are more likely to be correct models. This principle of
membranes; from the motion of continents to the motion parsimony is sometimes referred to as Occam 's razor:
of professional athletes. These fields appear completely "Entities must not be multiplied beyond necessity." In
separate from each other, and it is true that the details of other words, if we can come up with another model for
these fields are very different. It is the underlying simi- how blood goes from your heart to your brain, and that
larity that defines what physics is. model involves fewer assumptions, it is a better model.
A physical model uses the smallest set of rules that
is sufficient to describe the situation. These rules should
1.1: The Predictable Universe be as fundamental as possible so that the model that
describes how your blood goes from your heart to your
Physicists produce models that focus our attention on the
brain also describes how every human's blood goes from
most important properties of a system, while ignoring
his heart to his brain.
complexity that is unlikely to significantly change the
outcome. These models must predict results that can be C!Dm A physical model is at its best when it invents no
tested in the real world. Such a model is called a physical new rules at all.
model. Fundamentally, physics is the science of identi-
fying what can be ignored, while using the smallest pos- If the model can explain the circulatory system with
sible set of rules to model what cannot be ignored. the same rules as it needed to explain how an airplane
Imagine making a physical model to describe how the flies, then we believe that science has served us well.
blood goes from your heart to your brain. One could imagine A reasonable starting point for a physical model of
many possible ways that your heartbeat might cause blood flow. blood flow in a human body might assume that blood is a
2 PART ONE I THE MECHANICS OF BIOLOGICAL SYSTEMS NEL
Copyright 20 17 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or dupli cated, in who le or in part. D ue to electronic rights, some third party content
may be suppressed from the eBook and/or eC hapter(s). Nelson Education reserves the right to remove add itional content at any time if subsequent rights restrictions require it.
fluid that behaves similarly to water. When you place your - - 7.5
partially closed hand in water and then quickly squeeze
your hand closed, you can observe water moving away
from your hand. A heart muscle that squeezes and then
relaxes seems like a good choice as the engine of our
blood flow. By incorporating an observation of fluid flow 6.95
7
that does not involve the heart, we can be assured that our
physical model relies on rules that are more fundamental 69 ~
than the rules we invented that incorporate extraterrestrial
surgeons. 6.85
The advantage of describing phenomena using a few
fundamental rules is that it makes the universe predictable. 6.5
If aliens are responsible for delivering oxygen to human
Figure 1.1 The amount of uncertainty in the values is conveyed by the
brains, then humanity could end abruptly and without
number of digits used to express the value. The measurement is shown on
warning; there really is no way to predict how long an the left and the value predicted by the model is shown on the right. This
invisible alien will enjoy this activity. However, laws that measurement falls within the uncertainty of the prediction.
are fundamental to the universe are unlikely to be fickle.
And physical models that rely on a minimal number of 0.00069 has two significant figures, just the same as 6.9.
universal laws are likely to be as useful tomorrow as they Trailing zeros are significant ifthere is a decimal point in
are today. the number, but not significant otherwise, as illustrated in
Example 1.1.
1.2: Significant Figures

EXAMPLE 1.1
The starting point for any physical model is an observa-
How many significant figures are in the following numbers?
tion, and the ending point is a measurement that will test
(a) 26.38
predications made by the new model. Any time measure-
ments are used to test predictions, care must be taken to (b) 27
understand the numerical significance of both the mea- (c) 3.0880
surements and the predictions. In our most basic physical (d) 0.00418
model of blood flow, the heart squeezes blood and causes (e) 300
it to circulate. If this model is correct, we could use it to
(f) 300.
infer the strength of the heart muscle: it must squeeze with
enough force to push blood all the way up to the brain.
If a measurement states that this would require a force of Solution
6.9 newtons, and our very basic physical model implies (a) four significant figures
that the force should be 7 N, we need to be able to compare (b) two significant figures
these numbers to see if they agree. If they do not agree, (c) five significant figures: trailing zeros after the decimal
either the physical model is incorrect or the measurement point are significant
is in error. In order to compare numbers, we need to under-
(d) three significant figures: leading zeros are not
stand the uncertainty with which the numbers were stated. significant
When concluding whether or not a measurement supports a
(e) one significant figure: trailing zeros are not significant
particular physical model, it is important to understand the
if there is no decimal point in the quoted number
significance of the measurements and predictions. Because
it is only quoted to one digit, 7 N could be as high as Uust (f) three significant figures: trailing zeros are significant if
there is a decimal point in the quoted number
under) 7.5 N, or as low as 6.5 N. The measurement of
6.9 N is quoted to two digits, so it could be as high as Uust
under) 6.95 Nor as low as 6.85 N. As shown in Fig. U ,
the measurement is within the uncertainty of the prediction From the mathematics point of view, the above dis-
of the physical model. That tells us that the measurement is cussion about uncertainty appears to be exactly correct,
consistent with the model. and the uncertainty must be equal to half of the last sig-
In the above discussion, the two quantities, 7 N and nificant digit. However, in an actual experimental mea-
6.9 N, are approximately equal in value, but very dif- surement, the uncertainty is affected by many factors
ferent in uncertainty simply because they have a different and is not necessarily equal to half of the last significant
number of digits. We call these digits significant digits digit. For example, the uncertainty can often be reduced
or significant figures . Note that leading zeros are just by taking the average of a few measurements. Also, the
place holders and therefore not significant. For example, uncertainty in the readings from a digital measuring
NEL CHAPTER 1 I PHYSICS AND THE LIFE SCIENCES 3

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LI
DE L’INCRÉDULITÉ
Penser, c’est dire non. Remarquez que le signe du oui est d’un
homme qui s’endort ; au contraire le réveil secoue la tête et dit non.
Non à quoi ? Au monde, au tyran, au prêcheur ? Ce n’est que
l’apparence. En tous ces cas-là, c’est à elle-même que la pensée dit
non. Elle rompt l’heureux acquiescement. Elle se sépare d’elle-
même. Elle combat contre elle-même. Il n’y a pas au monde d’autre
combat. Ce qui fait que le monde me trompe par ses perspectives,
ses brouillards, ses chocs détournés, c’est que je consens, c’est que
je ne cherche pas autre chose. Et ce qui fait que le tyran est maître
de moi, c’est que je respecte au lieu d’examiner. Même une doctrine
vraie, elle tombe au faux par cette somnolence. C’est par croire que
les hommes sont esclaves. Réfléchir, c’est nier ce que l’on croit.
Qui croit seulement ne sait même plus ce qu’il croit. Qui se
contente de sa pensée ne pense plus rien. Je le dis aussi bien pour
les choses qui nous entourent. Qu’est-ce que je vois en ouvrant les
yeux ? Qu’est-ce que je verrais si je devais tout croire ? En vérité
une sorte de bariolage, et comme une tapisserie incompréhensible.
Mais c’est en m’interrogeant sur chaque chose que je la vois. Ce
guetteur qui tient sa main en abat-jour, c’est un homme qui dit non.
Ceux qui étaient aux observatoires de guerre pendant de longs jours
ont appris à voir, toujours par dire non. Et les astronomes ont de
siècle en siècle toujours reculé de nous la lune, le soleil et les
étoiles, par dire non. Remarquez que dans la première présentation
de toute l’existence, tout était vrai ; cette présence du monde ne
trompe jamais. Le soleil ne paraît pas plus grand que la lune ; aussi
ne doit-il pas paraître autre, d’après sa distance et d’après sa
grandeur. Et le soleil se lève à l’est pour l’astronome aussi ; c’est
qu’il doit paraître ainsi par le mouvement de la terre dont nous
sommes les passagers. Mais aussi c’est notre affaire de remettre
chaque chose à sa place et à sa distance. C’est donc bien à moi-
même que je dis non.
Toute religion est vraie, de la même manière que le premier
aspect du monde est vrai. Mais cela ne m’avance guère. Il faut que
je dise non aux signes ; il n’y a pas d’autre moyen de les
comprendre. Mais toujours se frotter les yeux et scruter le signe,
c’est cela même qui est veiller et penser. Autrement c’est dormir. Si
décidé que l’on soit à tout croire, il est pourtant vrai que Jésus est
autre chose que cet enfant dans la crèche. Il faut percer l’apparence.
Le Pape lui-même la perce, en chacune de ses prières. Autrement
serait-ce prière ? Non point, mais sommeil de vieil homme. Derrière
le signe il y a la théologie. Mais la théologie, si elle n’est que signe,
qu’est-elle ? Et qu’y a-t-il derrière la théologie ? Il faut comprendre,
ce qui est toujours dire non. Non tu n’es pas ce que tu sembles être.
Comme l’astronome dit au soleil ; comme dit n’importe quel homme
aux images renversées dans l’eau. Et qu’est-ce que scrupule, si ce
n’est dire non à ce qu’on croit ? L’examen de conscience est à dire
non à soi couché. Ce que je crois ne suffit jamais, et l’incrédulité est
de foi stricte. « Prends ton lit et marche. »
FIN
TABLE DES MATIÈRES
AU LECTEUR 7
I. CHATEAUBRIAND 13
II. ORACLES ET MIRACLES 16
III. PROMÉTHÉE 19
IV. LIBRE PENSÉE 22
V. DE LA CULTURE 25
VI. HUMANITÉS 28
VII. DE LA THÉOLOGIE 31
VIII. DE L’ART DE PERSUADER 34
IX. PROPHÉTIES 38
X. DES MÉTAPHORES 41
XI. DES APPARENCES 44
XII. SCIENCE ET RELIGION 48
XIII. LE TEMPLE 50
XIV. IDOLES 53
XV. LA CATHÉDRALE 56
XVI. DOGMATISME 59
XVII. JANSÉNISTE ET JÉSUITE 61
XVIII. L’HOMME DE DIEU 64
XIX. DESCARTES 67
XX. CARDINAUX 70
XXI. DE L’ÉGALITÉ 73
XXII. LE CATÉCHISME 76
XXIII. LE PHARISIEN 80
XXIV. LE FIGUIER 83
XXV. LE SIGNE DE LA CROIX 86
XXVI. DES SIGNES 89
XXVII. NOËL 92
XXVIII. L’ENFANT JÉSUS 95
XXIX. LA VIERGE MÈRE 98
XXX. LA LUNE PASCALE 101
XXXI. RÉSURRECTION 104
XXXII. LA FÊTE-DIEU 108
XXXIII. LE CULTE DES MORTS 111
XXXIV. LES GRANDES IMAGES 114
XXXV. IDOLATRIE 117
XXXVI. DE LA FOI 121
XXXVII. LES VERTUS THÉOLOGALES 123
XXXVIII. JEANNE D’ARC 126
XXXIX. CATHOLICISME 129
XL. L’UNIVERSEL 133
XLI. CHRISTIANISME ET SOCIALISME 137
XLII. LE POUVOIR SPIRITUEL 140
XLIII. LA TRINITÉ 144
XLIV. PASCAL 147
XLV. ENCORE PASCAL 150
XLVI. DANTE ET VIRGILE 154
XLVII. DU PEUPLE JUIF 158
XLVIII. L’ESPRIT CHRÉTIEN 161
XLIX. LE GRAND PROGRAMME 164
L. POUR LE MATÉRIALISME 168
LI. DE L’INCRÉDULITÉ 171
ACHEVÉ D’IMPRIMER POUR
F. RIEDER ET Cie EN JUIN 1924
PAR LA SOCIÉTÉ DE GRAVURE ET
D’IMPRESSION D’ART, A CACHAN
RÉIMPRIMÉ EN FÉVRIER 1928
PAR LA SOCIÉTÉ MODERNE
D’IMPRESSIONS, A PARIS
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(Ebook PDF) (Ebook PDF) Physics For The Life Sciences 3rd Canadian Edition All Chapter

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(eBook PDF) Physics for the Life

Sciences 3rd Canadian Edition

(eBook PDF) Calculus for the Life Sciences 2nd Canadian

(Original PDF) Calculus for the Life Sciences 2nd

(eBook PDF) Statistics for the Life Sciences 5th

(eBook PDF) Experimental Design for the Life Sciences

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Physics for the Life Sciences, Third Edition

VP. Product and Partnership Production Service: Cover Design:

Brief Table of Contents

PART 1 THE MECHANICS OF BIOLOGICAL SYSTEMS 1

PART 2 ENERGY, THERMODYNAMICS, AND

PART 3 ELASTICITY AND VIBRATIONS,

PART 4 ELECTRIC PHENOMENA 435

PART 5 ATOMIC, ELECTROMAGNETIC, AND

PART 6 APPLIED CLINICAL PHYSICS 623

Answers Appendix 699

vi BRIEF TABLE OF CONTENTS NEL

CHAPTER 5 Centre of Mass and Linear

CHAPTER 11 Static Fluids 290 CHAPTER 18 The Flow of Charges 485

CHAPTER 12 Fluid Flow 315

viii CONTENTS NEL

block of mass m hanging at the end of a massless spring,

Math Review spring back up and then continue to oscillate up and

~- .,.- -, Linear Plots

Solution !J.F = (Af+ m)Af+mm = mam (5.30)

'a,· =~=:: = ; 1 = 8~ n;: ~ ~:m = 34 n~

1 Answer to part (c) Since the average speed is equal to

xii PREFACE NEL

Figure 19.7 Data and !inear fit from Millikan's p~1otoelectric

Concept questions appear throughout chapters to test stu-

(a) yes. because the momentum of any sys!em is

N[L PREFACE xiii

Enhanced Art Program

Pedagogical Colour Chart

En ergy transfe r arrows

Dimensio nal rotatio na l

Diverging lens Pressure a rrow

Multiple-Choice Questions (c) (d) (e)

Multiple-choice questions allow students to practice for r 1 1 1 T

quantitative problems provides students with conceptual 1.0 3.0 5.0

titative problems have been included in the third edition.

Instructor Resources NETA Instructor Guide

f,;; n0JQ The Nelson Education Teaching

xvi PREFACE NEL

NEL PREFACE xvii

About the Authors

2 PART ONE I THE MECHANICS OF BIOLOGICAL SYSTEMS NEL

1.2: Significant Figures

NEL CHAPTER 1 I PHYSICS AND THE LIFE SCIENCES 3

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