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Contents
1 Introduction and Mathematical 4 Forces and Newton’s Laws of Motion 80
Concepts 1
4.1 The Concepts of Force and Mass 80
4.2 Newton’s First Law of Motion 81
1.1 The Nature of Physics 1
4.3 Newton’s Second Law of Motion 83
1.2 Units 2
4.4 The Vector Nature of Newton’s Second Law of Motion 85
1.3 The Role of Units in Problem Solving 3
4.5 Newton’s Third Law of Motion 86
1.4 Trigonometry 6
4.6 Types of Forces: An Overview 88
1.5 Scalars and Vectors 8
4.7 The Gravitational Force 88
1.6 Vector Addition and Subtraction 10
4.8 The Normal Force 92
1.7 The Components of a Vector 12
4.9 Static and Kinetic Frictional Forces 95
1.8 Addition of Vectors by Means of Components 15
4.10 The Tension Force 101
Concept Summary 19
4.11 Equilibrium Applications of Newton’s Laws
Focus on Concepts 19
of Motion 102
Problems 21
4.12 Nonequilibrium Applications of Newton’s Laws
Additional Problems 24
of Motion 106
Concepts and Calculations Problems 25
Concept Summary 111
Team Problems 26
Problems 114
2 Kinematics in One Dimension 27 Additional Problems 118
2.1 Displacement 27 Team Problems 120
2.2 Speed and Velocity 28
2.3 Acceleration 31 5 Dynamics of Uniform Circular
2.4 Equations of Kinematics for Constant
Acceleration 34
Motion 121
2.5 Applications of the Equations of Kinematics 37
5.1 Uniform Circular Motion 121
2.6 Freely Falling Bodies 41
5.2 Centripetal Acceleration 122
2.7 Graphical Analysis of Velocity and
5.3 Centripetal Force 125
Acceleration 45
5.4 Banked Curves 129
Concept Summary 47
5.5 Satellites in Circular Orbits 130
5.6 Apparent Weightlessness and Artificial Gravity 133
Problems 49
5.7 *Vertical Circular Motion 136
Concept Summary 137
Team Problems 54
Problems 139
3 Kinematics in Two Dimensions 55 Concepts and Calculations Problems 142
Team Problems 143
3.1 Displacement, Velocity, and Acceleration 55
3.2 Equations of Kinematics in Two Dimensions 56 6 Work and Energy 144
3.3 Projectile Motion 60
3.4 Relative Velocity 68 6.1 Work Done by a Constant Force 144
Concept Summary 72 6.2 The Work–Energy Theorem and Kinetic Energy 147
Focus on Concepts 73 6.3 Gravitational Potential Energy 153
Problems 74 6.4 Conservative Versus Nonconservative Forces 155
Additional Problems 77 6.5 The Conservation of Mechanical Energy 157
Concepts and Calculations Problems 78 6.6 Nonconservative Forces and the Work–Energy
Team Problems 79 Theorem 161
C on te n t s vii
6.7 Power 162 Concept Summary 246

6.8 Other Forms of Energy and the Conservation Focus on Concepts 247
of Energy 164 Problems 248
6.9 Work Done by a Variable Force 164 Additional Problems 254
Concept Summary 166 Concepts and Calculations Problems 255
Focus on Concepts 167 Team Problems 256
Problems 168
10 Simple Harmonic Motion
Team Problems 174 and Elasticity 257
10.1 The Ideal Spring and Simple Harmonic Motion 257

7 Impulse and Momentum 175 10.2 Simple Harmonic Motion and the Reference Circle 261
10.3 Energy and Simple Harmonic Motion 267
7.1 The Impulse–Momentum Theorem 175
10.4 The Pendulum 270
7.2 The Principle of Conservation of Linear
10.5 Damped Harmonic Motion 273
Momentum 179
10.6 Driven Harmonic Motion and Resonance 274
7.3 Collisions in One Dimension 184
10.7 Elastic Deformation 275
7.4 Collisions in Two Dimensions 189
10.8 Stress, Strain, and Hooke’s Law 279
7.5 Center of Mass 189
Concept Summary 280
Concept Summary 192
Problems 282
Problems 194
Team Problems 288
Team Problems 199
11 Fluids 289
8 Rotational Kinematics 200
11.1 Mass Density 289
8.1 Rotational Motion and Angular Displacement 200 11.2 Pressure 291
8.2 Angular Velocity and Angular Acceleration 203 11.3 Pressure and Depth in a Static Fluid 293
8.3 The Equations of Rotational Kinematics 205 11.4 Pressure Gauges 297
8.4 Angular Variables and Tangential Variables 208 11.5 Pascal’s Principle 298
8.5 Centripetal Acceleration and Tangential 11.6 Archimedes’ Principle 300
Acceleration 210 11.7 Fluids in Motion 305
8.6 Rolling Motion 213 11.8 The Equation of Continuity 307
8.7 *The Vector Nature of Angular Variables 214 11.9 Bernoulli’s Equation 309
Concept Summary 215 11.10 Applications of Bernoulli’s Equation 311
Focus on Concepts 216 11.11 *Viscous Flow 314
Problems 216 Concept Summary 317
Additional Problems 220 Focus on Concepts 318
Concepts and Calculations Problems 221 Problems 319
Team Problems 222 Additional Problems 323
9 Rotational Dynamics 223 Team Problems 325
9.1 The Action of Forces and Torques on Rigid 12 Temperature and Heat 326
Objects 223
9.2 Rigid Objects in Equilibrium 226 12.1 Common Temperature Scales 326
9.3 Center of Gravity 231 12.2 The Kelvin Temperature Scale 328
9.4 Newton’s Second Law for Rotational Motion About a 12.3 Thermometers 329
Fixed Axis 236 12.4 Linear Thermal Expansion 330
9.5 Rotational Work and Energy 241 12.5 Volume Thermal Expansion 337
9.6 Angular Momentum 244 12.6 Heat and Internal Energy 339
viii Content s
12.7 Heat and Temperature Change: Specific Heat Concept Summary 425
Capacity 340 Focus on Concepts 426
12.8 Heat and Phase Change: Latent Heat 343 Problems 427
12.9 *Equilibrium Between Phases of Matter 347 Additional Problems 431
12.10 *Humidity 350 Concepts and Calculations Problems 432
Concept Summary 352 Team Problems 432
Problems 353 16 Waves and Sound 433
Concepts and Calculations Problems 358 16.1 The Nature of Waves 433
Team Problems 359 16.2 Periodic Waves 435
16.3 The Speed of a Wave on a String 436
13 The Transfer of Heat 360 16.4 *The Mathematical Description of a Wave 439
16.5 The Nature of Sound 439
13.1 Convection 360 16.6 The Speed of Sound 442
13.2 Conduction 363 16.7 Sound Intensity 446
13.3 Radiation 370 16.8 Decibels 448
13.4 Applications 373 16.9 The Doppler Effect 450
Concept Summary 375 16.10 Applications of Sound in Medicine 454
Focus on Concepts 375 16.11 *The Sensitivity of the Human Ear 455
Problems 376 Concept Summary 456
Additional Problems 378 Focus on Concepts 457
Concepts and Calculations Problems 379 Problems 458
Team Problems 379 Additional Problems 463
14 The Ideal Gas Law and Kinetic Team Problems 464
Theory 380
17 The Principle of Linear Superposition
14.1 Molecular Mass, the Mole, and Avogadro’s Number 380 and Interference Phenomena 465
14.2 The Ideal Gas Law 383
14.3 Kinetic Theory of Gases 388 17.1 The Principle of Linear Superposition 465
14.4 *Diffusion 392 17.2 Constructive and Destructive Interference of
Concept Summary 395 Sound Waves 466
Focus on Concepts 396 17.3 Diffraction 470
Problems 397 17.4 Beats 473
Additional Problems 399 17.5 Transverse Standing Waves 474
Concepts and Calculations Problems 400 17.6 Longitudinal Standing Waves 478
Team Problems 400 17.7 *Complex Sound Waves 481
Concept Summary 482
15 Thermodynamics 401 Focus on Concepts 483
Problems 484
15.1 Thermodynamic Systems and Their Surroundings 401 Additional Problems 487
15.2 The Zeroth Law of Thermodynamics 402 Concepts and Calculations Problems 488
15.3 The First Law of Thermodynamics 402 Team Problems 488
15.4 Thermal Processes 404
15.5 Thermal Processes Using an Ideal Gas 408 18 Electric Forces and Electric Fields 489
15.6 Specific Heat Capacities 411
15.7 The Second Law of Thermodynamics 412 18.1 The Origin of Electricity 489
15.8 Heat Engines 413 18.2 Charged Objects and the Electric Force 490
15.9 Carnot’s Principle and the Carnot Engine 414 18.3 Conductors and Insulators 493
15.10 Refrigerators, Air Conditioners, and Heat Pumps 417 18.4 Charging by Contact and by Induction 493
15.11 Entropy 420 18.5 Coulomb’s Law 495
15.12 The Third Law of Thermodynamics 425 18.6 The Electric Field 500
C on te n t s ix
18.7 Electric Field Lines 505 21 Magnetic Forces and Magnetic

18.8 The Electric Field Inside a Conductor: Shielding 508
18.9 Gauss’ Law 510
Fields 590
18.10 *Copiers and Computer Printers 513
21.1 Magnetic Fields 590
Concept Summary 516
21.2 The Force That a Magnetic Field Exerts on a Moving
Charge 592
Problems 517
21.3 The Motion of a Charged Particle in a Magnetic Field 595
21.4 The Mass Spectrometer 599
21.5 The Force on a Current in a Magnetic Field 600
Team Problems 522
21.6 The Torque on a Current-Carrying Coil 602
21.7 Magnetic Fields Produced by Currents 605
19 Electric Potential Energy and the 21.8 Ampère’s Law 612
Electric Potential 523 21.9 Magnetic Materials 613
Concept Summary 616
19.1 Potential Energy 523 Focus on Concepts 617
19.2 The Electric Potential Difference 524 Problems 618
19.3 The Electric Potential Difference Created by Point Additional Problems 623
Charges 530 Concepts and Calculations Problems 624
19.4 Equipotential Surfaces and Their Relation to the Team Problems 624
Electric Field 534
19.5 Capacitors and Dielectrics 537 22 Electromagnetic Induction 625
19.6 *Biomedical Applications of Electric Potential
Differences 541 22.1 Induced Emf and Induced Current 625
Concept Summary 544 22.2 Motional Emf 627
Focus on Concepts 544 22.3 Magnetic Flux 631
Problems 546 22.4 Faraday’s Law of Electromagnetic Induction 634
Additional Problems 548 22.5 Lenz’s Law 637
Concepts and Calculations Problems 549 22.6 *Applications of Electromagnetic Induction to the
Team Problems 550 Reproduction of Sound 640
22.7 The Electric Generator 641
20 Electric Circuits 551 22.8 Mutual Inductance and Self-Inductance 646
22.9 Transformers 649
20.1 Electromotive Force and Current 551 Concept Summary 652
20.2 Ohm’s Law 553 Focus on Concepts 653
20.3 Resistance and Resistivity 554 Problems 654
20.4 Electric Power 557 Additional Problems 659
20.5 Alternating Current 559 Concepts and Calculations Problems 659
20.6 Series Wiring 562 Team Problems 660
20.7 Parallel Wiring 565
20.8 Circuits Wired Partially in Series and Partially in 23 Alternating Current Circuits 661
Parallel 569
20.9 Internal Resistance 570 23.1 Capacitors and Capacitive Reactance 661
20.10 Kirchhoff’s Rules 571 23.2 Inductors and Inductive Reactance 664
20.11 The Measurement of Current and Voltage 574 23.3 Circuits Containing Resistance, Capacitance, and
20.12 Capacitors in Series and in Parallel 575 Inductance 665
20.13 RC Circuits 577 23.4 Resonance in Electric Circuits 670
20.14 Safety and the Physiological Effects of Current 579 23.5 Semiconductor Devices 672
Concept Summary 580 Concept Summary 678
Focus on Concepts 581 Focus on Concepts 679
Problems 582 Problems 680
Additional Problems 588 Additional Problems 681
Concepts and Calculations Problems 589 Concepts and Calculations Problems 682
Team Problems 589 Team Problems 683
x Content s
24 Electromagnetic Waves 684 Additional Problems 775

24.1 The Nature of Electromagnetic Waves 684 Team Problems 776
24.2 The Electromagnetic Spectrum 688
24.3 The Speed of Light 690 27 Interference and the Wave Nature
24.4 The Energy Carried by Electromagnetic Waves 692 of Light 777
24.5 The Doppler Effect and Electromagnetic Waves 695
24.6 Polarization 697 27.1 The Principle of Linear Superposition 777
Concept Summary 704 27.2 Young’s Double-Slit Experiment 779
Focus on Concepts 704 27.3 Thin-Film Interference 782
Problems 705 27.4 The Michelson Interferometer 786
Additional Problems 708 27.5 Diffraction 787
Concepts and Calculations Problems 709 27.6 Resolving Power 791
Team Problems 710 27.7 The Diffraction Grating 796
27.8 *Compact Discs, Digital Video Discs, and the Use of
25 The Reflection of Light: Mirrors 711 Interference 798
27.9 X-Ray Diffraction 799
25.1 Wave Fronts and Rays 711 Concept Summary 801
25.2 The Reflection of Light 712 Focus on Concepts 802
25.3 The Formation of Images by a Plane Mirror 713 Problems 803
25.4 Spherical Mirrors 716 Additional Problems 805
25.5 The Formation of Images by Spherical Mirrors 718 Concepts and Calculations Problems 806
25.6 The Mirror Equation and the Magnification Team Problems 807
Equation 722
Concept Summary 728
28 Special Relativity 808
Problems 729 28.1 Events and Inertial Reference Frames 808

Additional Problems 731 28.2 The Postulates of Special Relativity 809
Concepts and Calculations Problems 731 28.3 The Relativity of Time: Time Dilation 811
Team Problems 732 28.4 The Relativity of Length: Length Contraction 815
28.5 Relativistic Momentum 817
26 The Refraction of Light: Lenses 28.6 The Equivalence of Mass and Energy 819
and Optical Instruments 733 28.7 The Relativistic Addition of Velocities 824
Concept Summary 827
26.1 The Index of Refraction 733 Focus on Concepts 827
26.2 Snell’s Law and the Refraction of Light 734 Problems 828
26.3 Total Internal Reflection 739 Additional Problems 830
26.4 Polarization and the Reflection and Refraction of Concepts and Calculations Problems 831
Light 745 Team Problems 831
26.5 The Dispersion of Light: Prisms and Rainbows 746
26.6 Lenses 748 29 Particles and Waves 832
26.7 The Formation of Images by Lenses 749
26.8 The Thin-Lens Equation and the Magnification 29.1 The Wave–Particle Duality 832
Equation 752 29.2 Blackbody Radiation and Planck’s Constant 833
26.9 Lenses in Combination 755 29.3 Photons and the Photoelectric Effect 834
26.10 The Human Eye 756 29.4 The Momentum of a Photon and the Compton
26.11 Angular Magnification and the Magnifying Glass 761 Effect 840
26.12 The Compound Microscope 763 29.5 The De Broglie Wavelength and the Wave Nature
26.13 The Telescope 764 of Matter 843
26.14 Lens Aberrations 765 29.6 The Heisenberg Uncertainty Principle 845
Concept Summary 767 Concept Summary 849
Focus on Concepts 768 Focus on Concepts 849
Problems 769 Problems 850
C on te n t s xi
Additional Problems 852 Concept Summary 906

Concepts and Calculations Problems 852 Focus on Concepts 907
Team Problems 852 Problems 908
30 The Nature of the Atom 853
Team Problems 910
30.1 Rutherford Scattering and the Nuclear Atom 853
30.2 Line Spectra 855 32 Ionizing Radiation, Nuclear Energy,
30.3 The Bohr Model of the Hydrogen Atom 857 and Elementary Particles 911
30.4 De Broglie’s Explanation of Bohr’s Assumption About
Angular Momentum 861 32.1 Biological Effects of Ionizing Radiation 911
30.5 The Quantum Mechanical Picture of the Hydrogen 32.2 Induced Nuclear Reactions 915
Atom 862 32.3 Nuclear Fission 916
30.6 The Pauli Exclusion Principle and the Periodic Table of 32.4 Nuclear Reactors 919
the Elements 866 32.5 Nuclear Fusion 920
30.7 X-Rays 868 32.6 Elementary Particles 922
30.8 The Laser 872 32.7 Cosmology 928
30.9 *Medical Applications of the Laser 874 Concept Summary 931
30.10 *Holography 876 Focus on Concepts 932
Concept Summary 878 Problems 932
Focus on Concepts 879 Additional Problems 934
Problems 880 Concepts and Calculations Problems 935
Additional Problems 883 Team Problems 935
Team Problems 883 Appendixes A-1
31 Nuclear Physics and Radioactivity 885 APPENDIX A Powers of Ten and Scientific Notation A-1
APPEN DIX B Significant Figures A-1
31.1 Nuclear Structure 885
APPEN DIX C Algebra A-2
31.2 The Strong Nuclear Force and the Stability of the
Nucleus 887 APPEN DIX D Exponents and Logarithms A-3
31.3 The Mass Defect of the Nucleus and Nuclear Binding APPEN DIX E Geometry and Trigonometry A-4
Energy 888 APPEN DIX F Selected Isotopes A-5
31.4 Radioactivity 890
31.5 The Neutrino 896 A NS W E RS TO CH E CK YO UR UNDERSTANDING A-10
31.6 Radioactive Decay and Activity 897
31.7 Radioactive Dating 900 A NS W E RS TO O DD-NU M B E R ED PR OBLEMS A-18
31.8 Radioactive Decay Series 903
31.9 Radiation Detectors 904 INDE X I-1
Note: Chapter sections marked with an asterisk (*) can be omitted with little impact to the overall development of the material.
Our Vision and the WileyPLUS
with ORION Advantage
physics principles come into play over and over again in their lives. To
Our Vision emphasize this goal, we have included a wide range of applications of
physics principles. Many of these applications are biomedical in nature
Our goal is to provide students with the skills they need (for example, wireless capsule endoscopy). Others deal with modern
to succeed in this course, and instructors with the tools technology (for example, 3-D movies). Still others focus on things that
they need to develop those skills. we take for granted in our lives (for example, household plumbing). To
call attention to the applications we have used the label The Physics of.
Skills Development
One of the great strengths of this text is the synergistic relationship The WileyPLUS with ORION
between conceptual understanding, problem solving, and establish-
ing relevance. We identify here some of the core features of the text
that support these synergies.
Advantage
WileyPLUS is an innovative, research-based online environment for
Conceptual Understanding Students often regard physics as effective teaching and learning. The hallmark of WileyPLUS with
a collection of equations that can be used blindly to solve problems. How- ORION for this text is that the media- and text-based resources are
ever, a good problem-solving technique does not begin with equations. It all created by the authors of the project, providing a seamless present-
starts with a firm grasp of physics concepts and how they fit together to ation of content.
provide a coherent description of natural phenomena. Helping students
develop a conceptual understanding of physics principles is a primary WileyPLUS builds students’ confidence because it takes the guess-
goal of this text. The features in the text that work toward this goal are: work out of studying by providing students with a clear roadmap:
what to do, how to do it, if they did it right.
• Lecture Videos (one for each section of the text)
With WileyPLUS, our efficacy research shows that students improve
• Conceptual Examples their outcomes by as much as one letter grade. WileyPLUS helps
• Concepts & Calculations problems (now with video solutions) students take more initiative, so you’ll have greater impact on their
• Focus on Concepts homework material achievement in the classroom and beyond.
• Check Your Understanding questions
• Concept Simulations (an online feature) With WileyPLUS, instructors receive:
• WileyPLUS Quickstart: WileyPLUS comes with a pre-created
Problem Solving The ability to reason in an organized and course plan designed by the author team exclusively for this
mathematically correct manner is essential to solving problems, and course. The course plan includes both conceptual assignments and
helping students to improve their reasoning skills is also one of our problem-solving assignments, and is found in the Quickstart menu.
primary goals. To this end, we have included the following features:
• Breadth and Depth of Assessment: WileyPLUS contains a
• Math Skills boxes for just-in-time delivery of math support wealth of online questions and problems for creating online home-
• Explicit reasoning steps in all examples work and assessment including:
• Reasoning Strategies for solving certain classes of problems • ALL end-of-chapter questions, plus favorites from past editions
not found in the printed text, coded algorithmically, each with at
• Analyzing Multiple-Concept Problems least one form of instructor-controlled question assistance (GO
• Video Support and Tutorials (in WileyPLUS) tutorials, hints, link to text, video help)
Physics Demonstration Videos • Simulation, animation, and video-based questions
Video Help • Free body and vector drawing questions
Concept Simulations • Test bank questions
• Problem Solving Insights • Gradebook: WileyPLUS provides instant access to reports on
trends in class performance, student use of course materials, and
Relevance Since it is always easier to learn something new if progress toward learning objectives, thereby helping instructors’
it can be related to day-to-day living, we want to show students that decisions and driving classroom discussion.
O u r V is io n a n d t h e Wi l e yP LUS wi t h ORION A dvan tage xiii
With WileyPLUS, students receive: Team Problems In each chapter we have introduced two new
“team problems” in the end-of-chapter problems that are designed for
• The complete digital textbook, saving students up to 60% off the group problem-solving exercises. These are context-rich problems of
cost of a printed text medium difficulty designed for group cooperation, but may also be
• Question assistance, including links to relevant sections in the tackled by the individual student. Many of these problems read like
online digital textbook parts of an adventure story, where the student (or their team) is the main
• Immediate feedback and proof of progress, 24/7 character. The motivation for each problem is clear and personal—the
pronoun “you” is used throughout, and the problem statements often
• Integrated, multimedia resources—including animations, simula- start with “You and your team need to …”. Pictures and diagrams
tions, video demonstrations, and much more—that provide mul- are not given with these problems except in rare cases. Students must
tiple study paths and encourage more active learning visualize the problems and discuss strategies with their team mem-
• GO Tutorials bers to solve them. The problems require two or more steps/multiple
• Chalkboard Videos concepts (hence the “medium” difficulty level) and may require basic
• Free Body Diagram/Vector Drawing Questions principles learned earlier. Sometimes, there is no specific target variable
given, but rather questions like Will it work? or Is it safe? Suggested
solutions are given in the Instructor Solutions Manual.
New to WileyPlus for the The Physics of Problems The text now contains 294 real-
world application examples that reflect our commitment to showing
Eleventh Edition students how relevant physics is in their lives. Each application is
identified in the text with the label The Physics of. A subset of these
examples focuses on biomedical applications, and we have increased
Lecture Videos Short video lectures (259 in all!) have been
their number by 40% in the new edition. Students majoring in bio-
created and are narrated by the authors for every section of the book.
medical and life sciences will find new examples in every chapter
These animated lectures are 2–10 minutes in length, and introduce the
covering topics such as cooling the human brain, abdominal aortic
basic concepts and learning objectives of each section. Each video is
aneurysms, the mechanical properties of bone, and many more! The
accompanied by questions that can be assigned and graded within
application of physics principles to biomedical problems in these
WileyPLUS, which are designed to check the students’ understanding
examples is similar to what premed students will encounter in the
of the video lecture content. Other than providing another learning
Chemical and Physical Foundations of Biological Systems Passages
medium that can be accessed by the students at their convenience,
section of the MCAT. All biomedical examples and end-of-chapter
these videos are designed to accommodate other learning strategies.
problems will be marked with the BIO icon.
For instance, an instructor can create a full video lecture by building a
sequence of videos, section by section, and assigning corresponding
questions that the students must complete before class. This func- EXA M P L E 7 BIO The Physics of Hearing Loss—
tionality is well suited for “flipping the classroom,” although it also
serves a purpose for conventional lecturing, such as reading quizzes
Standing Waves in the Ear
that can be administered outside of lecture. The videos also serve
well for reviewing before exams. This comprehensive set of custom- Inner ear
izable lectures and questions is also suitable for online courses, where Anvil Semicircular Cochlea
students otherwise rely solely on written content. Hammer
canals
2.3 cm
Auditory
nerve
Pinna Eustachian
Tympanic Stirrup Oval
tube
Auditory membrane window
canal
Middle ear
Outer ear
Interactive Graphics The online reading experience within

WileyPLUS has been enhanced with the addition of “Interactive
Graphics.” Several static figures in each chapter have been trans-
formed to include interactive elements. These graphics drive students
to be more engaged with the extensive art program and allow them to
more easily absorb complex and/or long multi-part figures.
xiv Our Vision and the Wi l e y PLUS w i th OR IO N Ad va nta ge
Also Available in WileyPLUS WileyPLUS is used to construct the diagram. It is essential for stu-
dents to practice drawing FBDs, as that is the critical first step in
Free-Body Diagram (FBD) Tools For many problems solving many equilibrium and non-equilibrium problems with
involving multiple forces, an interactive free-body diagram tool in Newton’s second law.
Free-body
diagram window
Easy to use
“snap-to-grid
functionality”
Students are
graded on the
orientation and
labeling of the
forces
GO Tutorial Problems Some of the homework problems or WebAssign. There are now 550 GO problems in the tenth edition.
found in the collection at the end of each chapter are marked with a Each of these problems in WileyPLUS includes a guided tutorial
special GO icon. All of these problems are available for assignment option (not graded) that instructors can make available for student
via an online homework management program such as WileyPLUS access with or without penalty.
The GO tutorial
Multiple-choice questions in the GO

tutorial include extensive feedback for
both correct and incorrect answers
Access to the GO Access to a relevant Answer input,

tutorial text example including direction
and units Multiple-choice questions guide
students to the proper conceptual
basis for the problem. The GO
tutorial also includes calculational
steps
O u r V is io n a n d t h e Wi l e yP LUS wi t h ORION A dvan tage xv
ORION
WileyPLUS with ORION provides students with a personal, The questions used for the adaptive practice are numerous and
adaptive learning experience so they can build their proficiency on are not found in the WileyPLUS assignment area. This ensures that
concepts and use their study time effectively. students will not be encountering questions in ORION that they may
Unique to ORION, students begin by taking a quick diagnostic also encounter in their WileyPLUS assessments.
for any chapter. This will determine each student’s baseline profi- ORION also offers a number of reporting options available for
ciency on each topic in the chapter. Students see their individual dia- instructors, so that instructors can easily monitor student usage and
gnostic report to help them decide what to do next with the help of performance.
ORION’s recommendations.
For each topic, students can either Study or Practice. Study dir-
ects the student to the specific topic they choose in WileyPLUS, where
they can read from the e-textbook, or use the variety of relevant re-
sources available there. Students can also Practice, using questions
and feedback powered by ORION’s adaptive learning engine. Based
on the results of their diagnostic and ongoing practice, ORION will
present students with questions appropriate for their current level of
understanding, and will continuously adapt to each student, helping
them build their proficiency.
ORION includes a number of reports and ongoing recommend-
ations for students to help them maintain their proficiency over time
for each topic. Students can easily access ORION from multiple
places within WileyPLUS. It does not require any additional regis-
tration, and there is not any additional cost for students using this
adaptive learning system.
About the Adaptive Engine ORION includes a powerful

algorithm that feeds questions to students based on their responses
to the diagnostic and to the practice questions. Students who answer How to access WileyPLUS with ORION
questions correctly at one difficulty level will soon be given ques-
tions at the next difficulty level. If students start to answer some To access WileyPLUS, students need a WileyPLUS registration code.
of those questions incorrectly, the system will present questions of This can be purchased stand-alone or the code can be bundled with
lower difficulty. The adaptive engine also takes into account other the book. For more information and/or to request a WileyPLUS
factors, such as reported confidence levels, time spent on each ques- demonstration, contact your local Wiley sales representative or visit
tion, and changes in response options before submitting answers. www.wileyplus.com.
xvi Our Vision and the Wi l e y PLUS w i th OR IO N Ad va nta ge
Acknowledgments
The publishing world is changing rapidly! The digital age is here, and college you for staying committed to the Cutnell franchise, providing us such a great
textbooks must evolve with the times. How today’s students obtain and pro- team to improve the text, and being such a strong advocate for the physics
cess information is very different than it was just 10 years ago. Our goal as program at Wiley.
authors is to provide the best content we can and deliver it to today’s students Last, but certainly not least, we thank the sales representatives of John
in ways that are both efficient and pedagogically effective. This paradigm Wiley & Sons, Inc. You are very special members of our team. Your profes-
shift in textbook publishing from largely print-based media to both print and sionalism and knowledge of the book’s features, the online content, and its
digital content leads to uncharted waters, and we rely, now more than ever, on functionality is pivotal to the success of the book. We are very grateful for
a talented team of people who are essential in completing such an enormous your tireless promotional efforts.
and multifaceted project. As the authors, we are immensely grateful for their We are particularly indebted to Dayna Leaman. More than just our local
guidance and insight. Account Manager, she is also our friend. You have been supportive on so
We would like to especially acknowledge Jessica Fiorillo, our Executive many levels, and we are absolutely certain that we would not have been af-
Editor. We depend upon her experience and vast knowledge of the industry, forded this wonderful opportunity had it not been for your support. Managing
as well as her encouragement and suggestions. Creating the new content for multiple adoptions across several states is not easy, and we benefit greatly
this edition has been, at times, tedious, to say the least. Her infectious enthu- from your hard work. Thank you, Dayna!
siasm has kept us going, and we are certainly grateful for that. Many of our physics colleagues and their students have generously
We had the pleasure of working with our Production Editor, Elizabeth shared their ideas about good pedagogy with us and improved the text by
Swain, on the previous edition of the book and during the early stages of pointing out our errors. For all of their suggestions, we are grateful. They
this new edition. She has been a consummate professional during the copy- have helped us to write more clearly and accurately and have influenced
editing process. While our interaction with Elizabeth was relatively short, markedly the evolution of this text. To the reviewers of this and previous
considering her long career at Wiley, we and the title have benefited greatly editions, we especially owe a large debt of gratitude. Specifically, we thank:
from her hard work and experience.
We owe a tremendous thank you to our Project Manager, Jennifer Yee, Lai Cao, Baton Rouge Magnet High School
for managing our revision timeline and assuming much of the responsibility Candee Chambers-Colbeck, Maryville University
of a production editor. She did a wonderful job in providing us with up-to- Diana Driscoll, Case Western Reserve University
date information throughout the process. We must also acknowledge Mahtab Robert Egler, North Carolina State University
Khan and Suresh Srinivasan with Aptara Corporation, who seamlessly as- Sambandamurthy Ganapathy, The State University of New York at Buffalo
sumed much of the production editor’s responsibilities and kept us on track. Joseph Ganem, Loyola University Maryland
We are lucky to work with such a talented Product Design Manager as Jasper Halekas, University of Iowa
Geraldine Osnato. She is a “digital diva”! Her expertise with the online envir- Lilit Haroyan, East Los Angeles College
onment and her knowledge of the pedagogy combine to form a web-based plat- Klaus Honscheid, Ohio State University
form that enhances student learning. Geraldine is so good at her job that there Craig Kleitzing, University of Iowa
is little possibility she will leave to become a professional bull rider. Thank you Kriton Papavasiliou, Virginia Polytechnic Institute and State University
also to Lindsey Meyers, Assistant Development Editor, for taking the reins on Payton Parker, Midlothian Heritage High School
the new Interactive Graphics feature of the online text. Some of the functional- Christian Prewitt, Midlothian Heritage High School
ity we designed was difficult to implement, but she made it work. Thank you! Joshua Ravenscraft, Vernon Hills High School and College of Lake County
We are very fortunate to work with Kristy Ruff, who is the Executive Brian Schuft, North Carolina A&T State University
Market Development Manager for Science at Wiley. She understands the Andreas Shalchi, University of Manitoba
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we do best—content! This title would not have the success it does without her Jennifer Snyder, San Diego Mesa College
efforts in guiding the marketing strategy. Thank you, Kristy! Richard Taylor, University of Oregon
The final and polished version of the text represents the culmination of Beth Thacker, Texas Tech University
the efforts by many team members, including Copy Editor and Proofreader, Anne Topper, Queen’s University
Bret Workman; Senior Photo Editor, Mary Ann Price; Media Specialist, David Ulrich, Portland Community College
Patricia Gutierrez; Senior Content Manager, Lana Barskaya; Marketing
Assistant, Maggie Joest; and Text Designer and Cover Designer, Wendy Lai. About the cover: The cover image shows an artist’s rendition of a
One of the many facets of the book is the extensive supplemental pack- synaptic gap between an axon and a dendrite of a human nerve cell. Just like
age, including the solutions manuals. We are grateful to Editorial Assistant, the wires in the electrical system of your home, the nerve cells make connec-
Ayantika Chatterjee, and Assistant Development Editor, Lindsey Myers, for tions in circuits called neural pathways. The transmission of chemical signals
the flawless assembly of these important components. between the axon and dendrite relies on the electrical potential difference
We are also grateful to Ayantika Chatterjee, Editorial Assistant, for help across the gap, which is a topic in Volume 2 of the text. Our hope is that this
in facilitating the flow of the manuscript through its various production stages. book and its resources will help you develop some new neural pathways of
We owe a special thank you to Petra Recter, who was a former publisher your own!
on this title and who now is the Vice President & Director of Science. Thank
In spite of our best efforts to produce an error-free book, errors no doubt remain. They are solely our responsibility, and we would appreciate hearing of any that
you find. We hope that this text makes learning and teaching physics easier and more enjoyable, and we look forward to hearing about your experiences with
it. Please feel free to write us care of Physics Editor, Global Education, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, or contact the authors
at dyoun14@gmail.com or sstadler23@gmail.com.
CHAPTER 1
Photo 12/Alamy Stock Photo

The animation techniques and special effects used in the film The Avengers rely on computers and
mathematical concepts such as trigonometry and vectors. Such mathematical concepts will be very useful
throughout this book in our discussion of physics.
Introduction and LEARNING O BJ ECTIVES
After reading this module, you should be able

to...
Mathematical Concepts 1.1 Describe the fundamental nature of

physics.
1.2 Describe different systems of units.
1.3 Solve unit conversion problems.
1.4 Solve trigonometry problems.
1.1 The Nature of Physics 1.5 Distinguish between vectors and scalars.
Physics is the most basic of the sciences, and it is at the very root of subjects like chem- 1.6 Solve vector addition and subtraction
istry, engineering, astronomy, and even biology. The discipline of physics has developed problems by graphical methods.
over many centuries, and it continues to evolve. It is a mature science, and its laws en- 1.7 Calculate vector components.
compass a wide scope of phenomena that range from the formation of galaxies to the in-
teractions of particles in the nuclei of atoms. Perhaps the most visible evidence of physics 1.8 Solve vector addition and subtraction
in everyday life is the eruption of new applications that have improved our quality of life, problems using components.
such as new medical devices, and advances in computers and high-tech communications.
The exciting feature of physics is its capacity for predicting how nature will be-
have in one situation on the basis of experimental data obtained in another situation.
Such predictions place physics at the heart of modern technology and, therefore, can
have a tremendous impact on our lives. Rocketry and the development of space travel
have their roots firmly planted in the physical laws of Galileo Galilei (1564–1642) and
Isaac Newton (1642–1727). The transportation industry relies heavily on physics in
the development of engines and the design of aerodynamic vehicles. Entire electronics
and computer industries owe their existence to the invention of the transistor, which
grew directly out of the laws of physics that describe the electrical behavior of solids.
The telecommunications industry depends extensively on electromagnetic waves, 1
2 CH APTE R 1 Introduction and Mathematical Concepts
TA B L E 1. 1 Units of Measurement
System
Courtesy NIST Archives
SI CGS BE
Length Meter (m) Centimeter (cm) Foot (ft)
Mass Kilogram (kg) Gram (g) Slug (sl)
Time Second (s) Second (s) Second (s)
FIGURE 1.1 The standard platinum–iridium whose existence was predicted by James Clerk Maxwell (1831–1879) in his theory of electricity
meter bar.
and magnetism. The medical profession uses X-ray, ultrasonic, and magnetic resonance methods
for obtaining images of the interior of the human body, and physics lies at the core of all these.
Perhaps the most widespread impact in modern technology is that due to the laser. Fields ranging
from space exploration to medicine benefit from this incredible device, which is a direct applica-
tion of the principles of atomic physics.
Because physics is so fundamental, it is a required course for students in a wide range of
major areas. We welcome you to the study of this fascinating topic. You will learn how to see the
world through the “eyes” of physics and to reason as a physicist does. In the process, you will
learn how to apply physics principles to a wide range of problems. We hope that you will come
to recognize that physics has important things to say about your environment.
Science Source
1.2 Units
Physics experiments involve the measurement of a variety of quantities, and a great deal of effort
FIGURE 1.2 The standard platinum–iridium
goes into making these measurements as accurate and reproducible as possible. The first step toward
kilogram is kept at the International Bureau ensuring accuracy and reproducibility is defining the units in which the measurements are made.
of Weights and Measures in Sèvres, France. In this text, we emphasize the system of units known as SI units, which stands for the French
This copy of it was assigned to the United phrase “Le Système International d’Unités.” By international agreement, this system employs
States in 1889 and is housed at the National the meter (m) as the unit of length, the kilogram (kg) as the unit of mass, and the second (s) as
Institute of Standards and Technology. the unit of time. Two other systems of units are also in use, however. The CGS system utilizes the
centimeter (cm), the gram (g), and the second for length, mass, and time, respectively, and the
BE or British Engineering system (the gravitational version) uses the foot (ft), the slug (sl), and
the second. Table 1.1 summarizes the units used for length, mass, and time in the three systems.
Originally, the meter was defined in terms of the distance measured along the earth’s surface
between the north pole and the equator. Eventually, a more accurate measurement standard was
needed, and by international agreement the meter became the distance between two marks on
a bar of platinum–iridium alloy (see Figure 1.1) kept at a temperature of 0 °C. Today, to meet
further demands for increased accuracy, the meter is defined as the distance that light travels in a
vacuum in a time of 1/299 792 458 second. This definition arises because the speed of light is a
universal constant that is defined to be 299 792 458 m/s.
The definition of a kilogram as a unit of mass has also undergone changes over the years.
As Chapter 4 discusses, the mass of an object indicates the tendency of the object to continue
in motion with a constant velocity. Originally, the kilogram was expressed in terms of a specific
amount of water. Today, one kilogram is defined to be the mass of a standard cylinder of platinum–
iridium alloy, like the one in Figure 1.2.
As with the units for length and mass, the present definition of the second as a unit of time is
different from the original definition. Originally, the second was defined according to the average
time for the earth to rotate once about its axis, one day being set equal to 86 400 seconds. The earth’s
© Geoffrey Wheeler
rotational motion was chosen because it is naturally repetitive, occurring over and over again. Today,
we still use a naturally occurring repetitive phenomenon to define the second, but of a very different
kind. We use the electromagnetic waves emitted by cesium-133 atoms in an atomic clock like that
in Figure 1.3. One second is defined as the time needed for 9 192 631 770 wave cycles to occur.*
The units for length, mass, and time, along with a few other units that will arise later, are
regarded as base SI units. The word “base” refers to the fact that these units are used along with
FIGURE 1.3 This atomic clock, the
NIST-F1, keeps time with an uncertainty of
about one second in sixty million years. *See Chapter 16 for a discussion of waves in general and Chapter 24 for a discussion of electromagnetic waves in particular.
various laws to define additional units for other important physical quantities, such as force and Standard Prefixes Used to
energy. The units for such other physical quantities are referred to as derived units, since they are TA B L E 1 . 2 Denote Multiples of Ten
combinations of the base units. Derived units will be introduced from time to time, as they arise
naturally along with the related physical laws. Prefix Symbol Factor a
The value of a quantity in terms of base or derived units is sometimes a very large or very tera T 1012
small number. In such cases, it is convenient to introduce larger or smaller units that are related giga G 109
to the normal units by multiples of ten. Table 1.2 summarizes the prefixes that are used to denote
mega M 106
multiples of ten. For example, 1000 or 103 meters are referred to as 1 kilometer (km), and 0.001
or 10 −3 meter is called 1 millimeter (mm). Similarly, 1000 grams and 0.001 gram are referred kilo k 103
to as 1 kilogram (kg) and 1 milligram (mg), respectively. Appendix A contains a discussion of hecto h 102
scientific notation and powers of ten, such as 103 and 10 −3. deka da 101
deci d 10−1
1.3 The Role of Units in Problem Solving centi

milli
c
m
10−2
10−3
micro μ 10−6
The Conversion of Units nano n 10−9
Since any quantity, such as length, can be measured in several different units, it is important to pico p 10−12
know how to convert from one unit to another. For instance, the foot can be used to express the femto f 10−15
distance between the two marks on the standard platinum–iridium meter bar. There are 3.281 feet a
Appendix A contains a discussion of powers of ten and
in one meter, and this number can be used to convert from meters to feet, as the following example scientific notation.
demonstrates.
E XAMPLE 1 The World’s Highest Waterfall
The highest waterfall in the world is Angel Falls in Venezuela, with a total
drop of 979.0 m (see Figure 1.4). Express this drop in feet.
Reasoning When converting between units, we write down the units

explicitly in the calculations and treat them like any algebraic quantity.
In particular, we will take advantage of the following algebraic fact:
Multiplying or dividing an equation by a factor of 1 does not alter an
equation.
Solution Since 3.281 feet = 1 meter, it follows that (3.281 feet)/

(1 meter) = 1. Using this factor of 1 to multiply the equation “Length =
979.0 meters,” we find that
3.281 feet
Length = (979.0 m) (1) = (979.0 meters)
( 1 meter ) = 3212 feet
The colored lines emphasize that the units of meters behave like any al-
gebraic quantity and cancel when the multiplication is performed, leaving
only the desired unit of feet to describe the answer. In this regard, note
that 3.281 feet = 1 meter also implies that (1 meter)/(3.281 feet) = 1.
However, we chose not to multiply by a factor of 1 in this form, because © Andoni Canela/Age Fotostock
the units of meters would not have canceled.
A calculator gives the answer as 3212.099 feet. Standard proced-
ures for significant figures, however, indicate that the answer should be
rounded off to four significant figures, since the value of 979.0 meters is
accurate to only four significant figures. In this regard, the “1 meter” in
the denominator does not limit the significant figures of the answer, be-
cause this number is precisely one meter by definition of the conversion
factor. Appendix B contains a review of significant figures.
FIGURE 1.4 Angel Falls in Venezuela is the highest
waterfall in the world.
Problem-Solving Insight In any conversion, if the units do not combine algebraically to

give the desired result, the conversion has not been carried out properly.
With this in mind, the next example stresses the importance of writing down the units and
illustrates a typical situation in which several conversions are required.
E XAM PLE 2 Interstate Speed Limit
Express the speed limit of 65 miles/hour in terms of meters/second. miles

Speed = (65 (1) (1) =
Reasoning As in Example 1, it is important to write down the units hour )
explicitly in the calculations and treat them like any algebraic quantity. miles 5280 feet 1 hour feet
Here, we take advantage of two well-known relationships—namely, (65 hour ) ( 1 mile ) ( 3600 seconds ) = 95 second
5280 feet = 1 mile and 3600 seconds = 1 hour. As a result, (5280 feet)/
(1 mile) = 1 and (3600 seconds)/(1 hour) = 1. In our solution we will use To convert feet into meters, we use the fact that (1 meter)/(3.281 feet) = 1:
the fact that multiplying and dividing by these factors of unity does not
feet
alter an equation. Speed = (95 (1) =
second )
Solution Multiplying and dividing by factors of unity, we find the speed feet 1 meter meters
(95 second ) ( 3.281 feet )
limit in feet per second as shown below: = 29
second
In addition to their role in guiding the use of conversion factors, units serve a useful purpose
in solving problems. They can provide an internal check to eliminate errors, if they are carried
along during each step of a calculation and treated like any algebraic factor.
Problem-Solving Insight In particular, remember that only quantities with the same units
can be added or subtracted.
Thus, at one point in a calculation, if you find yourself adding 12 miles to 32 kilometers, stop and
reconsider. Either miles must be converted into kilometers or kilometers must be converted into
miles before the addition can be carried out.
A collection of useful conversion factors is given on the page facing the inside of the front
cover. The reasoning strategy that we have followed in Examples 1 and 2 for converting between
units is outlined as follows:
REASONING STRATEGY Converting Between Units

1. In all calculations, write down the units explicitly.
2. Treat all units as algebraic quantities. In particular, when identical units are divided,
they are eliminated algebraically.
3. Use the conversion factors located on the page facing the inside of the front cover. Be
guided by the fact that multiplying or dividing an equation by a factor of 1 does not alter
the equation. For instance, the conversion factor of 3.281 feet = 1 meter might be applied
in the form (3.281 feet)/(1 meter) = 1. This factor of 1 would be used to multiply an equa-
tion such as “Length = 5.00 meters” in order to convert meters to feet.
4. Check to see that your calculations are correct by verifying that the units combine algeb-
raically to give the desired unit for the answer. Only quantities with the same units can
be added or subtracted.
Sometimes an equation is expressed in a way that requires specific units to be used for the
variables in the equation. In such cases it is important to understand why only certain units can
be used in the equation, as the following example illustrates.
E XAM PLE 3 BIO The Physics of the Body Mass Index
The body mass index (BMI) takes into account your mass in kilograms However, the BMI is often computed using the weight* of a person in
(kg) and your height in meters (m) and is defined as follows: pounds (lb) and his or her height in inches (in.). Thus, the expression for
the BMI incorporates these quantities, rather than the mass in kilograms
Mass in kg and the height in meters. Starting with the definition above, determine the
BMI =
(Height in m) 2 expression for the BMI that uses pounds and inches.
*Weight and mass are different concepts, and the relationship between them will be discussed in Section 4.7.
Reasoning We will begin with the BMI definition and work separately 1 kg 12 in. 2 3.281 ft 2 (Weight in lb)
=(
with the numerator and the denominator. We will determine the mass in 2.205 lb )( 1 ft ) ( 1 m ) (Height in in.) 2
kilograms that appears in the numerator from the weight in pounds by using
the fact that 1 kg corresponds to 2.205 lb. Then, we will determine the height kg · in.2 (Weight in lb)
BMI = (703.0
in meters that appears in the denominator from the height in inches with the lb · m2 ) (Height in in.) 2
aid of the facts that 1 m = 3.281 ft and 1 ft = 12 in. These conversion factors
are located on the page facing the inside of the front cover of the text. For example, if your weight and height are 180 lb and 71 in., your body
Solution Since 1 kg corresponds to 2.205 lb, the mass in kilograms can mass index is 25 kg/m2. The BMI can be used to assess approximately
be determined from the weight in pounds in the following way: whether your weight is normal for your height (see Table 1.3).
1 kg
Mass in kg = (Weight in lb) (
2.205 lb )
Since 1 ft = 12 in. and 1 m = 3.281 ft, we have TA B L E 1. 3 The Body Mass Index
1 ft 1m BMI (kg/m2) Evaluation
Height in m = (Height in in.) (
12 in. ) ( 3.281 ft )
Below 18.5 Underweight
Substituting these results into the numerator and denominator of the BMI
definition gives 18.5–24.9 Normal
1 kg 25.0–29.9 Overweight
(Weight in lb) (
Mass in kg 2.205 lb )
BMI = = 30.0–39.9 Obese
2
(Height in m) 1 ft 2 1m 2
(Height in in.) 2 ( 40 and above Morbidly obese
12 in. ) ( 3.281 ft )
Dimensional Analysis
We have seen that many quantities are denoted by specifying both a number and a unit. For
example, the distance to the nearest telephone may be 8 meters, or the speed of a car might be
25 meters/second. Each quantity, according to its physical nature, requires a certain type of unit.
Distance must be measured in a length unit such as meters, feet, or miles, and a time unit will not
do. Likewise, the speed of an object must be specified as a length unit divided by a time unit. In
physics, the term dimension is used to refer to the physical nature of a quantity and the type of
unit used to specify it. Distance has the dimension of length, which is symbolized as [L], while
speed has the dimensions of length [L] divided by time [T], or [L/T]. Many physical quantities
can be expressed in terms of a combination of fundamental dimensions such as length [L], time
[T], and mass [M]. Later on, we will encounter certain other quantities, such as temperature,
which are also fundamental. A fundamental quantity like temperature cannot be expressed as a
combination of the dimensions of length, time, mass, or any other fundamental dimension.
Dimensional analysis is used to check mathematical relations for the consistency of their
dimensions. As an illustration, consider a car that starts from rest and accelerates to a speed υ in
a time t. Suppose we wish to calculate the distance x traveled by the car but are not sure whether
1 1
the correct relation is x = 2 𝜐t 2 or x = 2 𝜐t. We can decide by checking the quantities on both sides
of the equals sign to see whether they have the same dimensions. If the dimensions are not the
1
same, the relation is incorrect. For x = 2 𝜐t 2, we use the dimensions for distance [L], time [T], and
speed [L/T] in the following way:
1
x = 2 𝜐t 2
L
Dimensions [L] ≟ [ ] [T] 2 = [L][T]
T
1
Dimensions cancel just like algebraic quantities, and pure numerical factors like 2 have no dimen-
sions, so they can be ignored. The dimension on the left of the equals sign does not match those
1
on the right, so the relation x = 2 𝜐t 2 cannot be correct. On the other hand, applying dimensional
1
analysis to x = 2 𝜐t, we find that
1
x = 2 𝜐t 2
L
Dimensions [L] ≟ [ ] [T] = [L]
T
Problem-Solving Insight You can check for errors that may have arisen during algebraic
manipulations by performing a dimensional analysis on the final expression.
The dimension on the left of the equals sign matches that on the right, so this relation is dimen-
1
sionally correct. If we know that one of our two choices is the right one, then x = 2 𝜐t is it. In the
absence of such knowledge, however, dimensional analysis cannot identify the correct relation.
It can only identify which choices may be correct, since it does not account for numerical factors
1
like 2 or for the manner in which an equation was derived from physics principles.
Check Your Understanding

(The answers are given at the end of the book.)
1. (a) Is it possible for two quantities to have the same dimensions but different units?
(b) Is it possible for two quantities to have the same units but different dimensions?
2. You can always add two numbers that have the same units (such as 6 meters + 3 meters). Can you always add
two numbers that have the same dimensions, such as two numbers that have the dimensions of length [L]?
3. The following table lists four variables, along with their units:
Variable Units
x Meters (m)
υ Meters per second (m/s)
t Seconds (s)
a Meters per second squared (m/s2)
These variables appear in the following equations, along with a few numbers that have no units. In which
of the equations are the units on the left side of the equals sign consistent with the units on the right side?
1
(a) x = 𝜐t (d) 𝜐 = at + 2 at 3
1
(b) x = 𝜐t + 2 at 2 (e) 𝜐 3 = 2ax 2
2x
(c) 𝜐 = at (f) t = √
a
4. In the equation y = cnat2 you wish to determine the integer value (1, 2, etc.) of the exponent n. The di-
mensions of y, a, and t are known. It is also known that c has no dimensions. Can dimensional analysis
be used to determine n?
h = hypotenuse
ho = length of side
1.4 Trigonometry
opposite the
90° angle θ Scientists use mathematics to help them describe how the physical universe works, and tri-
θ
gonometry is an important branch of mathematics. Three trigonometric functions are utilized
ha = length of side throughout this text. They are the sine, the cosine, and the tangent of the angle θ (Greek theta),
adjacent to the angle θ
abbreviated as sin θ, cos θ, and tan θ, respectively. These functions are defined below in terms
INTERACTIVE FIGURE 1.5 A right triangle. of the symbols given along with the right triangle in Interactive Figure 1.5.
DEFINITION OF SIN θ, COS θ, AND TAN θ
ho
sin θ = (1.1)
h
ha
cos θ = (1.2)
h
ho
tan θ = (1.3)
ha
h = length of the hypotenuse of a right triangle
ho = length of the side opposite the angle θ
ha = length of the side adjacent to the angle θ
1.4 Trigonometry 7
The sine, cosine, and tangent of an angle are numbers without units, because each is the ratio of the
lengths of two sides of a right triangle. Example 4 illustrates a typical application of Equation 1.3.
E XAMPLE 4 Using Trigonometric Functions
On a sunny day, a tall building casts a shadow that is 67.2 m long. The
angle between the sun’s rays and the ground is θ = 50.0°, as Figure 1.6
shows. Determine the height of the building.
Reasoning We want to find the height of the building. Therefore, we

begin with the colored right triangle in Figure 1.6 and identify the height
as the length ho of the side opposite the angle θ. The length of the shadow
is the length ha of the side that is adjacent to the angle θ. The ratio of the
length of the opposite side to the length of the adjacent side is the tangent
of the angle θ, which can be used to find the height of the building. ho
Solution We use the tangent function in the following way, with θ =

50.0° and ha = 67.2 m:
θ = 50.0°
ho
tan θ = (1.3)
ha
ha = 67.2 m
ho = ha tan θ = (67.2 m) (tan 50.0°) = (67.2 m) (1.19) = 80.0 m
FIGURE 1.6 From a value for the angle θ and the length ha of the
The value of tan 50.0° is found by using a calculator. shadow, the height ho of the building can be found using trigonometry.
The sine, cosine, or tangent may be used in calculations such as that in Example 4, depend-
ing on which side of the triangle has a known value and which side is asked for.
Problem-Solving Insight However, the choice of which side of the triangle to label ho
(opposite) and which to label ha (adjacent) can be made only after the angle θ is identified.
Often the values for two sides of the right triangle in Interactive Figure 1.5 are available,
and the value of the angle θ is unknown. The concept of inverse trigonometric functions plays
an important role in such situations. Equations 1.4–1.6 give the inverse sine, inverse cosine, and
inverse tangent in terms of the symbols used in the drawing. For instance, Equation 1.4 is read as
“θ equals the angle whose sine is ho/h.”
ho
θ = sin−1 (1.4)
(h)
ha
θ = cos−1 (1.5)
(h)
ho
θ = tan−1 (1.6)
( ha )
The use of −1 as an exponent in Equations 1.4–1.6 does not mean “take the reciprocal.” For
instance, tan−1 (ho /ha) does not equal 1/tan (ho /ha). Another way to express the inverse trigono-
metric functions is to use arc sin, arc cos, and arc tan instead of sin−1, cos−1, and tan−1. Example 5
illustrates the use of an inverse trigonometric function.
E XAMPLE 5 Using Inverse Trigonometric Functions
A lakefront drops off gradually at an angle θ, as Figure 1.7 indicates. and drops a weighted fishing line. By measuring the length of the line,
For safety reasons, it is necessary to know how deep the lake is at vari- the lifeguard determines the depth to be 2.25 m. (a) What is the value
ous distances from the shore. To provide some information about the of θ? (b) What would be the depth d of the lake at a distance of 22.0 m
depth, a lifeguard rows straight out from the shore a distance of 14.0 m from the shore?
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compensated. The gathering mist, which had cleared just for our
glimpse, warned us to seek our path, and we rapidly descended to
the Appalachian camp, where we found our friends and a glowing
fire. After a rest and lunch we continued our descent. An hour’s ride
after we reached the base brought us to our Jefferson “home” again,
delighted with the day’s experience. The sun went down in great
glory, and the weather authorities declared the morrow would be a
fine day for Mt. Washington; so, despite stiffened and aching joints,
we took our breakfast at halfpast five, and at six o’clock we were
snugly packed in our phaeton, with blankets and wraps all in use, for
it was cold. Our good horse felt the inspiration of the morning, and
we started off briskly on our thirteen miles’ drive over Cherry
Mountain to the Fabyan House, where we took the early train up Mt.
Washington. Everybody does this, so we will leave without comment,
except on the unusual clearness of the view, and hasten to our
driving.
We reached Fabyan’s again after the slow descent at half-past four.
Our carriage was ready; and in less than five minutes we were on
our way. Passing the Crawford House, with its attractive
surroundings, we entered the Notch. What grandeur! Such a contrast
to the quiet beauty of the Franconia Notch! The road through this
narrow gap is very rough, with only here and there a place where
vehicles can meet or pass, and constant watchfulness is required.
We spent the night at the Willey House, with Mt. Webster looming up
before us, and Mt. Willard and others near by shutting us in
completely. We reluctantly left this quiet spot. The drive to North
Conway was full of picturesque beauty; then, as we journeyed, the
mountains dwindled into hills, the lovely meadows became pasture
land, and Nature seemed dressed in every-day attire.
Not yet satisfied, we turned toward the seashore again, following the
coast from Newburyport to Gloucester, this time rounding Cape Ann,
delighted with the unsuspected charms of Pigeon Cove, and
spending a night at “Squam.” Our next day’s drive through Magnolia,
Manchester-by-the-Sea and Beverly Farms took us to the Essex
House, Salem, where our course meets that of the “other two.” The
interesting account of their drive to this point need not be repeated,
as we retrace their steps through Marblehead, Swampscott, Lynn
and Saugus, thence to Boston. Here we visited, and our horse
rested a few days, when he proved himself more than equal to the
forty miles in one day, which ended our last summer’s journey.
These recollections have been put together on the cars (literally at
railroad speed), without reference to diary, home letters, map or
guidebook, and briefly outline our nine journeys and about three
thousand miles’ driving. We have told you very little of our every-day
enjoyment. The perfect ease and safety with which we have
accomplished this we attribute mainly to extreme caution and
constant consideration for our horse, and we are full of courage for
the future. We have friendly invitations from Maine to Colorado and
Wyoming, and trust we may be spared to visit at least one of these
points, when we celebrate our tenth anniversary.
CHAPTER II.
CHRONICLE OF THE TENTH ANNUAL DRIVE.
Some of the many readers of the Transcript may remember seeing in
its columns about one year ago (Dec. 27, 1880) a letter under the
heading “Summer Travels in a Phaeton,” which gave an outline of
nearly three thousand miles’ driving by two ladies in nine successive
summer journeys. Since then we two ladies have enjoyed our tenth
anniversary, and will tell you something about this last journey, which
lost no charms from having become an old story.
Many times during the winter and spring came the query, “Shall you
take your carriage journey next summer?” and as many times we
answered “We hope so,” but often with a smothered doubt, as we
thought of the fate of hosts of “best-laid plans,” and feared we would
not always be exceptions to such a general rule.
As the early summer weeks passed, the obstacles multiplied; after a
while circumstances began to combine in our favor, and by the 15th
of August the way was clear for a start. A new difficulty now arose.
Where could we go?
All through the year we had thought of Maine, which was sufficient
reason why we should not go there, for we never go where we have
thought of going. We have driven through the valley of the
Connecticut, and along the coast from Newport, R. I., to Wells, Me.,
over the Berkshire Hills, up to Lake Winnipiseogee four times, all
through the White Mountains, over the Green Mountains to Lake
Champlain, Lake George and Saratoga, and taken in all the big hills,
little mountains, inhabited island and country resorts on the way.
Where should we find “new worlds to conquer”? In our perplexity, we
remembered that a party of friends were in Dublin, N. H., for the
summer, and resolved to make that our starting point.
The morning of the 15th of August dawned bright and cool, and we
held our wraps close about us, as we stowed ourselves away for the
tenth time in our same cosy phaeton, with all our equipments in the
way of bags, straps, waterproofs, umbrellas, books, maps, writing
materials, fancy work, lunch basket, and—the only thing we take
which we never use—our revolver.
Our first day’s drive was very enjoyable; the air was so cool we could
not dispense with our wraps even at midday. We said good-morning
to our friends in Fitchburg, rested our horse, and sent our first mail
home at Ashburnham, lunched by the wayside, surprised friends
from Boston who were rusticating in the berry pastures of Rindge,
and finally passed the night at East Jaffrey, the only place in the
vicinity where we had not proposed spending the first night. The
hotel proprietor was suffering from a recent sunstroke, but had
recovered sufficiently to provide every comfort, including a fire in our
room, and after another contribution to the mail, refreshing sleep and
a good breakfast, we were ready for our morning drive to Dublin,
where we found our friends delightfully located in the suburbs, close
by the lovely Monadnock Lake, with the grand old mountain looming
up on the opposite shore. We lost no time, but proceeded to “do”
Dublin, inspired by the cool, bracing atmosphere. We walked and
talked, rode and rowed, and verified all the glowing descriptions,
even to sifting the sand on the lake shore for garnets.
It now became necessary to decide in which direction to journey. As
we drove towards the village next morning, it occurred to us that we
had made a great omission in “doing” Dublin, not having called on
the postmaster; in the words of another, “Our genial, ubiquitous
postmaster, whose talents are so universal, whose resources so
unlimited that he will build you a house, match your worsted, stock
your larder, buy a horse, put up your stove, doctor your hens or cash
a check with equal promptness, skill and courtesy.” Surely, he could
help us. We took our maps to him, and asked a few questions, but,
strange to say, he did not seem to get any definite idea of what we
wanted, and, after a little hesitation, politely inquired, “Where do you
wish to go?” We then hesitated, and as politely replied, “We do not
know; we are driving, and would like to go where we have never
been, and return by a different route.” Immediately his face
brightened, he pointed out various places of interest, to which we
could only say, “Yes, very delightful; but we have been there.”
Finally, he produced a map of his own, and soon started us off
somewhere, I forget where, and, perhaps, we did not go there at all.
Suffice it to say, we now felt Dublin was “done,” and turned our horse
north, as we always do, when at a loss.
On we drove through Hancock, Bennington, Antrim and
Hillsborough, wondering where we should find ourselves at night.
We referred to our map and decided to go to ——, but on making
inquiries at a farmhouse, the woman consulted her goodman and
advised us not to go there, for a passing stranger had told them the
hotel was filled to overflowing, and the dancing hall, dining-room and
neighbors’ houses were occupied. She was much interested, and
said, “If you do not wish to drive much farther, there is a little village
two miles on, and widow —— sometimes puts up people.” We had
driven far enough, and thought it best to make a trial of private
hospitality. It was a new experience, we had never been “put up,”
and felt as if we were imposing upon the good old lady as we lifted
the knocker and asked if we could stay there over night. She looked
at us over her glasses, then sent her one boarder to take care of our
horse, while she helped us deposit our innumerable things in the
“spare room.” We quietly put the revolver in a safe place, and
glanced at each other as we thought, “What would she say?”
Widow —— and her boarder had supped, but soon a supper was
prepared for us in the sitting-room, which we lazily enjoyed seated in
old-fashioned rocking-chairs. After our cosy repast we went to the
barn to see how Charlie was faring. He looked at us as if he thought
meal a poor return for his day’s service, and we went to the “store”
for oats. Several bystanders assured us it was a bad season for
oats, and advised corn; but an old gentleman enlisted himself in our
behalf, and said we should have some oats in the morning if he had
to go to ——, two miles away, for them.
We went up to the churchyard to watch the sunset clouds, strolled
down to the bridge, and when it grew dark we went “home.” Our
hostess borrowed a yesterday’s paper, as we were anxious for the
latest news from the President, and after reading we crocheted and
chatted. The good lady opened her heart to us, and freely poured
forth her lifetime joys and sorrows. Speaking of the children and
grandchildren reminded her how much she enjoyed the seraphine in
the other room when they visited her. We said we would like to try it,
when she eagerly proposed having it brought into the sitting-room,
where it was warm. We moved it for her, and sang through all the
psalm-tune and Moody and Sankey books we could find. Our friend
was very grateful, and when at a late hour we proposed removing
the instrument to its proper place, she said, “Oh! leave it, and
perhaps you will sing one more tune in the morning.” We rested well
on a feather bed, in an unpretentious room, with odds and ends of
furniture and ware which would tempt the enthusiastic relic hunters,
and breakfasted in the kitchen. While waiting for Charlie, we sang
another gospel hymn, and the good lady once more thanked us,
saying she always liked to take care of good people, and really
rather “put up” a gentleman than a tin peddler.
The day was misty and disagreeable, but on we went, imagining the
charms of Sunapee Lake on a bright, sunny day, as we followed its
shores, and resting and writing at Newport. Here, too, we again
considered our course, but with no inclination to face about. We
talked of going to Claremont and following the river, but were
advised to keep our present direction and avoid the sandy valley
roads. We left Newport without any idea where we should find
shelter for the night, as hotels were scarce, but before dark we were
again very comfortably “put up.”
The clouds were heavy next morning when we resumed our driving,
and in the afternoon the rain fell in torrents. When the first shower
came, we drove under a church shed for protection, but after a half-
hour we concluded time was too precious to be spent in that way, so
put aside our books and prepared to brave the storm. Our courage
and waterproofs were put to the test, but neither failed, and at night
we hung ourselves up to dry in a little country tavern.
The next day we crossed the Connecticut River into Thetford,
leaving New Hampshire to begin our wanderings in Vermont; and
wanderings they proved to be, for the first day at least. We were in
the region of copper mines and of friends, but we did not know
exactly where either the mines or the friends were to be found. We
drove to West Fairlee, for we had ordered our mail forwarded there,
and our first letters from home were eagerly anticipated. The news
was good, and after dinner we began inquiries about our mining
explorations. There seemed to be as many opinions as there were
people, but we started off at last with directions to turn twice to the
right, go two miles, leave the red school-house to the left, cross a
bridge, go down a hill and through Bear or Bare Gap (we never
found out which), strike a new road, etc. We were not sure that we
remembered the precise order of these directions, but we did strike a
new road, and went down a hill—such a hill! We preferred walking,
and Charlie was willing to be led, so that difficulty was overcome.
After quite an afternoon’s experience we found a little hotel, where
we passed the night, and next morning we retraced the latter part of
our drive in search of Pike Hill, where we were told we should find
friends and mines all together.
We were heartily welcomed and initiated into the mysteries of
mining, and collected some specimens, all of which were very
interesting to us.
It would seem as if we ought now to be content to turn towards
home; but, after some deliberation, we convinced ourselves it was
advisable to go a little farther, now we had got so far, for we might
not have another opportunity so good. “A bird in the hand,” you
know, and it is just as true of a horse. So, after supper and a little
music, we got together a good supply of maps, and organized our
friends into a geography class. We were very familiar with our own
map, but drove into the northern margin last year, and now we
seemed likely to entirely overstep its borders. As we studied and
questioned our friends, we began to feel as if we could go anywhere;
but prudence prompted us to follow the line of the railroad, so we
traced the towns along the Passumpsic, and pinned the precious
scrap of paper to our map.
We watched the clouds until half-past ten next day (we never heed
the weather except we are with friends, who always think it seems
inhospitable to let us drive off in a storm); then started for Wells
River, a drive of thirty-one miles. This was the first time since we left
home that we had any idea in the morning where we should sleep at
night. The twelve-miles’ drive to Bradford was as lovely as our
friends described it; the road follows Wait’s River very closely nearly
all the way; it is a clear stream, with a bright, stony bottom, much
more beautiful than many larger rivers with greater reputation.
We lunched as we drove, on bread and honey, the last sweet gift of
our friends at Pike Hill, then rested our horse and made our daily
contribution to the mail at Bradford. We had our prettiest view of the
Connecticut that afternoon as we drove through Newbury and made
another of our “surprise calls” on friends visiting in that vicinity.
Our landlord at Wells River, an old gentleman, made many inquiries
when he found we lived very near his birthplace. His face brightened
as we told him of his friends, who were our next-door neighbors, and
he wondered at the distance we had driven “alone.”
It seemed quite natural to make another start with uncertainty before
us. We followed the Connecticut to Barnet, and just as we left the
hotel, after two hours’ rest, the contents of a huge black cloud were
poured upon us; it was such a deluging rain, that as soon as we
were out of the village we drove under a tree for partial shelter, and
while waiting, finished up our honey. We got to St. Johnsbury in
advance of our mail, and ordered it forwarded to Newport, thinking
we might leave our horse for a day or two, and take a little trip by rail.
Strange as it may seem to those unused to such aimless
wanderings, we went on and on, facing north at every fresh start,
and gathering a bright bunch of golden-rod for our carriage each
morning, as we walked up the long, sandy hills (no wraps needed
now), and winding about such queer, forlorn roads, with fields of
burnt stumps and disagreeable marshes on either side, our map
“annex” and infallible guide, the Passumpsic, assuring us we were
not lost, until one bright morning we drove into Newport, and a “trip
by rail” had not even been mentioned.
As we drove leisurely along the main street, taking our first look at
Lake Memphremagog, a friend from Boston stepped off the piazza of
the hotel and recognized us, as he paused to allow our carriage to
pass. When recovered from his surprise, that we had strayed so far
from home, he told us he was on his way to meet his family, and
pitch his tents on the shores of the lake about twenty miles from
Newport, and suggested we should drive to Georgeville, and visit
their camp. Now we realized the convenience of having no plans to
change, and went directly to inquire about the roads, and secure
oats for Charlie, lest we should find none on our way. People
generally go by boat, but we were assured we should find good
roads. Having learned by experience that “good roads” in Vermont
take one up and down such hills as in Massachusetts we should
drive many miles to avoid, we asked more particularly about the hills.
“Oh! yes, a little hilly, but a good road.” So with minute directions for
the lake-shore route, we left our friend to the mercy of the waters,
while we traveled by land. We never knew when we crossed the
Derby line, for we were absorbed in watching for a turn which would
take us near the lake, but we learned after a while that our “lake-
shore road” was a mile inland. “A little mite hilly”! We went up and
down such hills as we never saw but in dreams, leading our good
Charlie, who picked his way very cautiously. At the top of a high hill
we found a house, and a little Canadian girl said we could stop there,
if we could take care of our horse; she assisted us in unharnessing
and arranging a place for Charlie and his oats. We declined kind
invitations to go into the house, and spread our blanket under a tree,
where we had a fine view of Owl’s Head. Our little friend brought us
milk and fruit, and after our lunch we wrote for an hour, then
resumed our driving, in blissful ignorance of the fact that the worst
hills were yet before us. We met men leading their horses, which
encouraged us to feel that our precaution was not feminine timidity.
The last hill reminded us of our drive over Hoosac Mountain. We left
Newport at 10 A. M., and at 6 P. M. we arrived at the Camperdown
House in Georgeville, a quaint Canadian village, feeling as if we had
driven or walked one hundred miles, rather than twenty.
We were cordially received at this most homelike of places, and a
room was ready for us. Our windows opened on the piazza, which
was shaded by a row of cut spruce trees that were replaced by fresh
ones occasionally. After supper we strolled down to the boat landing
and took a survey of the lake and fine shore scenery. We have not
time or space to tell you all we enjoyed while there. We spent the
days in “camp” and the nights at the Camperdown, going back and
forth in a row-boat, the Nymph, our friend’s steam yacht, or driven at
breakneck speed by one of the party who considered those
perpendicular hills “good roads.”
Only those who have tried it know the charms of camping. From the
time the one whose turn it is goes over the pastures to get the cream
for breakfast, until the last one is served to cocoa at night, there is
something to do, and that which is work at home becomes pastime
on the borders of a lovely lake, with fresh air and good company. We
fish with great interest when a dinner depends on our success; then,
while the potatoes are boiling is just the time for bathing, after which,
the table spread under the overarching trees looks very inviting.
When all have helped to clear away and “do up” the dishes, then
comes a time to separate for an hour—some to write, some to sleep,
and others to read Spanish, English, prose or poetry, according to
taste and ability. As the afternoon wears away, some one proposes a
sunset row, and so the time too quickly flies. Rainy days have a
charm of their own, and all the sympathy for “those people in camp”
is wasted.
We shall not soon forget our trip to Magog in the Nymph. There were
eight of us that afternoon, and we had a delightful sail. We left the
gentlemen to find supplies of wood for our return trip (sometimes we
helped saw and carry), while we ladies went shopping. We found a
little store where tools, groceries, dry goods, jewelry and
confectionery were kept; they had no axe, the only thing we wanted,
so we bought lace pins at five cents a pair. The clerk quietly asked if
we were going to have a thunder storm, which startled us, and we
lost no time in getting back to the boat. Clouds gather rapidly on
Lake Memphremagog, and our three hours’ sail looked long. We
kept the steam up, and talked about everything but a shower until
dark, when we were quiet, and observed, with only casual comment,
the clouds which grew blacker and blacker, hiding the stars, and
occasionally obscuring a light-house. We watched eagerly for the
light we had left on the “Point” to guide us into our little harbor, but
the wind had blown it out. One of the party took a row-boat (we had
two with us) and went in search of our landing; the rising wind
drowned the calls back and forth, but after a few anxious moments, a
welcome light glimmered on the shore, and soon we heard the
splashing of the oars. It was with difficulty the boat was guided to the
Nymph, and just as the last boat-load was leaving her to go ashore,
the storm burst in sudden fury over our heads. We rushed to the
tents and gave up rowing or riding to the Camperdown that night.
After securing the boats, the gentlemen, came in dripping, but quite
ready for the lunch prepared by quick hands. We talked it all over as
we sipped our cocoa, then separated, and soon were lulled to rest by
the pattering of the rain on the canvas, and the distant rumbling
thunder.
The next day was Sunday, and we enjoyed every hour of it. At the
time appointed we assembled for service. The preacher sat with
rubber boots on, and the audience, small but appreciative, were in
hammocks and cosy corners. The sermon was good, and the
singing, which was congregational, was well sustained. The day was
not long enough, for it was our last in camp, and we looked back
wishfully as we started off on our last row. We reached the
Camperdown just as the sun was setting in gorgeous splendor.
Supper was waiting for the “prodigals,” and after we had given an
account of ourselves, we went to our room to plan for the morrow.
We decided to go to Newport by water, and, as if to favor our
decision, the morning dawned perfect. It had been hazy and yellow
for several days, but the veil was lifted. Our friends rowed over to
see us aboard the Lady of the Lake, especially Charlie, who objects
to water. We sat in the bow, fanned by the soft breezes, recalling just
such a day on Lake George, while poor Charlie was frightened and
stamping furiously beneath us, evidently thinking some effort on his
part was necessary to effect an escape.
As we stood on the wharf at Newport an official-looking person came
to us and asked if that was our carriage. We looked inquiringly, and
said “Yes.”
“Have you anything you did not carry from the States?”
We now recognized our inquisitor, and answered so promptly, “Oh!
no,” that we quite forgot the pins we bought at Magog. Charlie was
quite excited, and we allowed him to be led to the stable, while we
went to the Memphremagog House for dinner. We wanted to go to
Willoughby Lake that afternoon, but we did not anticipate this when
we pieced our map, and were now obliged to go in search of a new
one. We went first for our mail, which was fresh to us, though a week
old, and ordered the letters expected at night returned to St.
Johnsbury. We found a little advertising map, then started on
seemingly a new journey. Charlie had fared as well as we in Canada,
and our twenty miles’ drive was easily accomplished. The glorious
sunset and moonrise on Lake Willoughby was a fitting close to the
day begun on Lake Memphremagog.
We watched the clouds from our window until quite late, then drew
the shade and pinned to it our map with the two supplements.
For an hour or more we studied diligently, trying to find an unfamiliar
route home, but all in vain. We had jestingly remarked, one day, that
“we would go home through the mountains to avoid the hills,” and as
a last resort we decided to do so, for that is a drive that will bear
repeating any number of times.
The lake was dotted with white-caps next morning, and our desire to
row was forgotten. We experienced our idea of a lakeshore drive as
we followed the lovely road close to the water’s edge for four miles,
Mt. Hor and Mt. Pisgah towering so high above, and looking as if
they were one mountain, but rent in twain by some convulsion of
nature, while the water had rushed in to fill the gap, as they drifted
apart. The drive was a striking contrast to the sandy hills we went
over in the afternoon, which we remembered too well, but no
planning could avoid. We passed the night at St. Johnsbury, and just
as the mail came for which we were waiting, Charlie returned from
the blacksmith’s with his new shoes.
We now turned our faces towards the mountains, feeling quite at
home as we journeyed off the supplements on to our old map, and
still more so, when after a long, hot drive, we reached Franconia,
where we struck the route of our last year’s journey, which we must
now follow all the way, even spending the nights at the same places.
We took a good view of the mountains at Franconia, recalling the
names of the different peaks, and very fortunately, for in the morning
there was not one to be seen. The sun looked like a huge ball of fire,
and the atmosphere was very smoky. We drove on, trying to realize
we were surrounded by grand mountains; but not until we were close
to them in the Notch could we discern the faintest outline, and the
“Old Man” looked as if dissolving in the clouds. It seemed dreamy
and mysterious until we got to the Basin, Pool and Flume, which
were not affected by the atmosphere.
Our night at Campton passed pleasantly, but we started in the rain
next day for Weirs, Lake Winnipiseogee, where we proposed to rest
our horse for a day or two. From Plymouth to Weirs is a crooked
way, and the pouring rain so changed the aspect of everything, that
we felt every turn was a wrong one. It was chilly and disagreeable,
but we put on all our wraps, the waterproof hoods over our heads,
and brought the “boot” close up to our chins, then kept warm with
ginger cookies. From the manner of the people of whom we made
inquiries as we passed, we suspected our appearance was
ludicrous. After many twistings and turnings we arrived at Hotel
Weirs. We had never been there except when ministers and
meetings abounded, but the place was now deserted, and we read
“Endymion” instead of being preached to four times a day.
After two days’ rest we journeyed towards Concord, N. H., spending
a night with the Canterbury Shakers on our way. Sister Philinda
thought she remembered us, and found our names registered in her
book eight years ago. The “yellow day” we passed with friends in
Concord. Only two days more! We wanted to go to Boston as we did
last year, but thought it best to follow the same old route to Milford,
which we had been over so many times, then varied our course by
going through Mason instead of Townsend Harbor, although we were
told it was “very hilly.” We knew they were not Vermont or Canada
hills. This new road, with its charming bits of scenery, gave a touch
of freshness to the latter part of our journey. According to our annual
custom, we supped with friends in Fitchburg, then drove home by
moonlight. Nearly four weeks, and just five hundred miles’ driving, is
the brief summing up of our tenth anniversary.
CHAPTER III.
OLD ORCHARD AND BOSTON.
“We shall look for a report of your journey in the Transcript,” has
been said to us many times, and we will respond to the interest
manifested in our wanderings by sharing with our friends through
your columns as much of our pleasure as is transferable.
The fact that we had driven between three and four thousand miles
in ten successive summers by no means diminished our desire to go
again, and it gave us great pleasure when, in reply to “Can we have
the horse for a journey this summer?” Mr. A. said “Why, I suppose of
course you will go.” We decided to start about the middle of July, a
little earlier than usual, and one might well imagine that in the
intervening weeks many routes were planned and talked over, but in
truth we said nothing about it until the last moment, when we asked
each other, “Have you thought where to go?” and in turn each
answered “No.” It may seem strange and suggest lack of purpose,
but we like our journeys to make themselves, as a certain novelist
says her stories write themselves, and she cannot tell when they
begin how they will end.
As we tried to decide which direction to take first, we wondered if we
ever could have another journey as delightful as the last, when we
crossed the borders into Canada; then we recalled all we enjoyed on
our White Mountain drive, and that suggested never-to-be-forgotten
roads among the Green Mountains, and again the glories of our own
Berkshire Hills, and so on until Lake Memphremagog, the White
Mountains, Green Mountains, Berkshire Hills, Martha’s Vineyard,
Lake Winnipiseogee, Newport, the Connecticut Valley and the
network of highways we have traveled were all in a tangle, and there
seemed to be no places of interest left within our reach. Next came
to mind the chance suggestion of friends. One had said, “Why not
take your horse aboard one of the Maine steamers and explore that
part of the country?” Another thought the St. Lawrence drives very
delightful, and suggested we should take our horse by rail to some
point in that vicinity. A third only wished we could transport ourselves
to Colorado to begin our journey. We think, however that a carriage
journey taken by steamer or rail loses something of its genuineness,
and brought our minds back to the familiar towns and villages
adjoining our own, through some one of which we must go, and
somehow decided on Shirley.
As we packed our “things” into the phaeton for the eleventh time, we
asked how long such vehicles are warranted to last, and felt sure no
other could serve us as well. The bags, lunch basket, umbrellas and
wraps seem to know their respective places. Yes, the revolver, too,
drops instinctively into its hiding place. At last we were off, but a half
hour was now spent searching the shops for a drinking-cup and
saying good-morning to friends, by which time we thought of a word
unsaid at home, and dropped our first mail at our own postoffice. Our
“reporter,” watching for items while waiting for his mail, was attracted
by our traveling outfit and eagerly “interviewed” us, but with little
satisfaction, as you may well know. That we were going to Shirley,
six miles distant, was of little interest to him or his readers.
We now started in real earnest and soon were on the winding road to
Shirley. We took our first wayside lunch before we got to Groton,
where Charlie had two hours’ rest, and we passed the time
pleasantly with friends. An uneventful drive of ten miles in the
afternoon brought us to Westford, where we spent the first night.
There is no hotel in the place, but we found a good woman who took
care of us, and a jolly blacksmith opposite who promised good care
for our horse. We strolled down street in the evening and called on
friends who were enjoying country air and rest for a few weeks. Our
sleep was refreshing, and morning found us ready for an early start
somewhere, but exactly where we had no idea. After a brief
consultation we concluded we should like to go to the Isles of Shoals
again, and accordingly we traced the way on our map towards
Portsmouth, N. H. It was hot and dusty, and we passed through
Lowell with no inclination to stop, but when out of sight of the city
with its heat and dust and rattling machinery, we left Charlie to enjoy
his dinner and took our books in the shade down by the Merrimac
River, and were fanned by its breezes for two hours. The drive
through Lawrence to Haverhill, where we passed the second night,
was quite pleasant.
The chief recollections of the thirty-two miles we traveled the next
day are a few drops of rain in the morning, just enough to aggravate,
for we were almost ready to welcome a deluge; Jumbo, whose wake
we had struck, and the green beach-flies. The proprietor of the quiet
tavern where we took our mid-day rest brought us “Jumbo
Illustrated” for our literary entertainment, and told us his probable
losses on horse-hire, etc., the following month, on account of all the
people in the vicinity giving their money to Barnum. He also assured
us the “green heads” would trouble us for about three miles. True to
prophecy, they took possession of our horse and phaeton for that
distance, then disappeared as suddenly as they came. We
speculated as to their habits of life; wondered why they did not stay
on the beach, where their name implies they belong, and why they
did not steal five miles’ ride as well as three; then thought how
humiliating it would be to feel compelled to turn away from the
seashore overcome by an insignificant insect, when we could follow
our own sweet will for all fear of highway robbers, or a Jumbo even.
Night found us at Portsmouth, where the discomfort was in keeping
with the day, and it was with pleasure we granted our horse a rest in
the morning and took passage ourselves for the Isles of Shoals. The
day was perfect on the water—so fresh and cool. We landed at
Appledore, and an hour passed very quickly as we met one friend
after another. Suddenly a thunderstorm burst upon us; the rain fell in
torrents, and hailstones rolled like marbles along the broad piazza.
Surely the deluge we wished for had come, and, although it was not
needed where water was everyhere, it could do no harm, and we
enjoyed it to the utmost. We had planned to spend the night amid
ocean, but it was so glorious after the skies cleared, we could not
resist the temptation to have a drive while Nature was fresh and
dripping. After dinner, we visited Mrs. Celia Thaxter’s fascinating
parlor; then took the boat for Portsmouth. The calm after the storm
was delightful, and we sailed on, full of anticipation for our drive.
On reaching Portsmouth we were surprised to learn it had been
intensely hot all day, and not a drop of rain had fallen. It was too late
to repent, and we ordered our horse, drove to the post office for our
mail, our first news from home, then started for the ocean again. Our
enthusiasm was somewhat abated by the sultry atmosphere; but a
drive of eight miles brought us to York Beach, and a brisk walk on
the hard, moist sand while the sunset clouds were fading quite
restored us.
The next morning we drove leisurely along the beach, looking for
familiar faces we knew were in that vicinity, from the East and West,
visited one party after another, and in the afternoon drove on through
Wells to Kennebunk. We had another visitation from the beach flies,
but this time their persecutions continued for only a mile and a half.
We looked in vain for a hotel in Kennebunk, and on inquiring were
directed to a house attractively located, which we had thought to be
a very pleasant private residence. The homelikeness inside
harmonized with the exterior, and the host and hostess helped us to
pass the evening very agreeably. This was only one of many proofs
of Maine hospitality.
Before leaving Kennebunk we called at the home of a lady, one of
the many pleasant people we have met in our summer wanderings,
and promised to remember, “if we ever drove that way.” She is the
mother of Lizzie Bourne, whose sad story and monument of stones
every visitor to Mt. Washington will remember.
At Kennebunkport we surprised a party of young friends on the cliffs,
and made another promised call. We found the place with some
difficulty, and learned our friend was in Massachusetts. We thought
hospitality reigned supreme there, when we and our horse were
taken bodily possession of for luncheon and a three-hours’ visit, by a
lady whom we had never seen before. Every moment passed
pleasantly, and we reluctantly left our new-found friend en route to
Old Orchard, towards which point we had been driving for days, just
as if it had all been planned instead of “happening.”
It was our first visit to this favorite resort, and we stayed several
days, waiting for letters, and doing what everybody does at such
places—driving, walking and gathering shells on the beach; reading,
chatting and crocheting on the piazzas, occasionally wondering
where we should find ourselves next. The heat was almost
insufferable—land breeze night and day. Perhaps we could have
borne it better if we had known then that the invalid we watched with
some interest was Vennor himself, sharing with the rest the tortures
of the fulfilment of his prophecies. As it was we were ready for a
change. Our letters assured us all was well at home, and we decided
to drive across country to Lake Winnipiseogee.
As we sat at the breakfast table the morning we were to leave, a lady
at our right casually addressed us, and when she learned we were
driving for pleasure enthusiastically exclaimed, “Oh! you must visit
Hollis, a deserted village on the Saco.” She fascinated us with her
description of that quiet nook she had chosen for a summer resting
place, and the charmed circle of friends there, and offered us her
rooms which she had left for a few days, if we would spend a night
there, at the same time wishing we might meet all her friends and
assuring us of a kindly reception. We thought this the climax of
Maine hospitality. Only a moment before we were entire strangers,
except that we recognized the face of our friend as one well known
in the literary circles of Boston. We referred to our map, and found
Hollis directly in our course, but unfortunately, only about half the
distance we had proposed driving that day. We promised, however,
to take dinner there, if possible.
We rarely spend more than one night in a place, and as we packed
ourselves into our phaeton once more it seemed like starting on a
fresh journey. Old Orchard has its charms; still we rejoiced as we left
the scorching sand. The drive of seventeen miles to Hollis seemed
short, and it was only eleven o’clock when we introduced ourselves
to our new friends, and so very friendly were they that after an hour’s
chat in the parlor and a pleasant dinner company we were loth to
leave, and stated the rest of our friend’s proposition to the lady of the
house, whereupon we were taken to the promised apartments, and
at once made to feel at home. The heat was hardly less intense than
on the beach, and we passed the afternoon pleasantly indoors.
Supper was served early, as one of the ladies proposed a walk to the
charm of Hollis, the Saco River. Only a few rods from the house we
entered the woods and followed the little path up and down, picking
our way carefully over the swampy places, occasionally losing
balance as we stepped on a loose stone, until we reached the
favorite spot by a great rock overhanging the river bank. Our ears
were deafened and voices silenced by the mighty roaring of the
waters as they angrily surged through the narrow gorge. As far back
as we could see there was nothing but the foaming white and the
high wet rocks on either side. We gave ourselves up to the roar and
turmoil, and thought the stirring life and restless activity of this bit of
the Saco was worth the whole Atlantic Ocean. It was growing dark in
the woods, and we had to take a last look and retrace our steps
while we could see the path. A wish was expressed by our lady
escort that we might meet a delightful company of friends a mile or
two from the village whom we felt we knew already, through our
friend at the beach, who had also mentioned this as a part of the
pleasant programme she planned for us. Our phaeton was soon at
the door, and we exchanged our rubbers for wraps and were off in
the moonlight, assured it was perfectly safe all about there, night or
day. Of course our friend knew all the pretty roundabout ways, and
we had a lovely drive. The pleasant call we shall never forget, and as
we drove back, the “short cut” across the pastures was pointed out
as a favorite summer-evening walk. We did not sleep that night until
we had written our friend, thanking her for all we had enjoyed
through her kindness. But for her we should probably have driven
through Hollis with no recollection save one glimpse of the Saco.
Directly after breakfast next morning we bade our friends good-by,
promising to report to them from Weirs which of the various routes
suggested we took. There is no direct way, for it is literally across
country, and we felt as if we were leaving everybody and had nothing
but a wilderness between us and Lake Winnipiseogee. The morning
drive was hot and very uninteresting, no ocean or mountains, river or
hills, nothing but sandy roads and dry pastures.
We inquired the “best way” to Wolfeboro every time we saw anybody
to inquire of, and as we refreshed ourselves with sardines by the
wayside, wondered where Charlie was to get his dinner. We asked at

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