Chapter 1

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 Learning Goals for Chapter 1
Looking forward at …
• the four steps you can use to solve any physics problem.
• three fundamental quantities of physics and the units
physicists use to measure them.
• how to work with units and significant figures in your
calculations.
• how to add and subtract vectors graphically, and using vector
components.
• two ways to multiply vectors: the scalar (dot) product and the
vector (cross) product.

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 The nature of physics
• Physics is an experimental
science in which physicists
seek patterns that relate the
phenomena of nature.
• The patterns are called
physical theories.
• A very well established or
widely used theory is called a
physical law or principle.

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 Solving problems in physics
• All of the Problem-Solving Strategies and Examples in this
book will follow these four steps:

• Identify the relevant concepts, target variables, and known

quantities, as stated or implied in the problem.

• Set Up the problem: Choose the equations that you’ll use to

solve the problem, and draw a sketch of the situation.

• Execute the solution: This is where you “do the math.”

• Evaluate your answer: Compare your answer with your
estimates, and reconsider things if there’s a discrepancy.
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 Idealized models
To simplify the analysis of
(a) a baseball in flight, we use
(b) an idealized model.

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 Standards and units
• Length, time, and mass are three fundamental quantities of
physics.
• The International System (SI for Système International) is the
most widely used system of units.
• In SI units, length is measured in meters, time in seconds, and
mass in kilograms.

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 Unit prefixes
• Prefixes can be used to create larger and smaller units for the
fundamental quantities. Some examples are:
• 1 µm = 10−6 m (size of some bacteria and living cells)
• 1 km = 100 m (a 10-minute walk)
• 1 mg = 10−6 kg (mass of a grain of salt)
• 1 g = 10−3 kg (mass of a paper clip)
• 1 ns = 10−9 s (time for light to travel 0.3 m)

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 Unit consistency and conversions
• An equation must be dimensionally consistent. Terms to be
added or equated must always have the same units. (Be sure
you’re adding “apples to apples.”)
• Always carry units through calculations.
• Convert to standard units as necessary, by forming a ratio of
the same physical quantity in two different units, and using it
as a multiplier.
• For example, to find the number of seconds in 3 min, we
write:

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 Uncertainty and significant figures
• The uncertainty of a measured quantity is indicated by its
number of significant figures.
• For multiplication and division, the answer can have no more
significant figures than the smallest number of significant
figures in the factors.
• For addition and subtraction, the
number of significant figures is
determined by the term having the
fewest digits to the right of the decimal
point.
• As this train mishap illustrates,
even a small percent error can have
spectacular results!
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 Vectors and scalars
• A scalar quantity can be described by a single number.
• A vector quantity has both a magnitude and a direction in
space.
• In this book, a vector quantity is represented in boldface italic
type with an arrow over it: .
• The magnitude of is written as A or | |.

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 Drawing vectors
• Draw a vector as a line with an arrowhead at its tip.
• The length of the line shows the vector’s magnitude.
• The direction of the line shows the vector’s direction.

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 Adding two vectors graphically

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 Adding two vectors graphically

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 Adding two vectors graphically

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 Adding more than two vectors graphically
• To add several vectors, use the head-to-tail method.
• The vectors can be added in any order.

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 Adding more than two vectors graphically
• To add several vectors, use the head-to-tail method.
• The vectors can be added in any order.

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 Adding more than two vectors graphically
• To add several vectors, use the head-to-tail method.
• The vectors can be added in any order.

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 Subtracting vectors

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 Multiplying a vector by a scalar
• If c is a scalar, the product
c has magnitude |c|A.

• The figure illustrates

multiplication of a vector
by (a) a positive scalar
and (b) a negative scalar.

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 Addition of two vectors at right angles
• To add two vectors that are at right angles, first add the
vectors graphically.
• Then use trigonometry to find the magnitude and direction of
the sum.
• In the figure, a cross-
country skier ends up
2.24 km from her
starting point, in a
direction of 63.4° east
of north.

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 Components of a vector
• Adding vectors graphically provides limited accuracy. Vector
components provide a general method for adding vectors.
• Any vector can be represented by an x-component Ax and a
y-component Ay.

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 Positive and negative components
• The components of a vector may be positive or negative
numbers, as shown in the figures.

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 Finding components
• We can calculate the components of a vector from its
magnitude and direction.

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 Calculations using components
• We can use the components of a vector to find its magnitude
and direction:
• We can use the components of a
set of vectors to find the components
of their sum:

• Refer to Problem-Solving
Strategy 1.3.

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 Example 1.7

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 Unit vectors
• A unit vector has a magnitude
of 1 with no units.
• The unit vector points in the
+x-direction, points in the
+y-direction, and points in
the +z-direction.
• Any vector can be expressed
in terms of its components as

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 The scalar product

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 The scalar product
The scalar product can be
positive, negative, or zero,
depending on the angle
between and .

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 Calculating a scalar product using
components
• In terms of components:

• The scalar product of two vectors is the sum of the products

of their respective components.

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 Finding an angle using the scalar product
• Example 1.10 shows how to use components to find the angle
between two vectors.

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 The vector product
If the vector product (“cross product”) of two vectors is
then:

The direction of the

vector product can be
found using the right-
hand rule:

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 The vector product is anticommutative

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 Calculating the vector product
• Use ABsinϕ to find the magnitude and the right-hand rule to
find the direction.
• Refer to Example 1.11.

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