Answer:
The Analysis Model approach we focus on in this revision lays out a standard set of situations that appear in most
physics problems. These situations are based on an entity in one of four simplification models: particle, system,
rigid object, and wave. Once the simplification model is identified, the student thinks about what the entity is
doing or how it interacts with its environment. This leads the student to identify a particular Analysis Model for the
problem. For example, if an object is falling, the object is recognized as a particle experiencing an acceleration due
to gravity that is constant. The student has learned that the Analysis Model of a particle under constant acceleration
describes this situation. Furthermore, this model has a small number of equations associated with it for use in starting problems, the kinematic equations presented in Chapter 2. Therefore, an understanding of the situation has led
to an Analysis Model, which then identifies a very small number of equations to start the problem, rather than the
myriad equations that students see in the text. In this way, the use of Analysis Models leads the student to identify
the fundamental principle. As the student gains more experience, he or she will lean less on the Analysis Model
approach and begin to identify fundamental principles directly.
To better integrate the Analysis Model approach for this edition, Analysis Model descriptive boxes have been
added at the end of any section that introduces a new Analysis Model. This feature recaps the Analysis Model introduced in the section and provides examples of the types of problems that a student could solve using the Analysis
Model. These boxes function as a “refresher” before students see the Analysis Models in use in the worked examples
for a given section.
Worked examples in the text that utilize Analysis Models are now designated with an AM icon for ease of reference. The solutions of these examples integrate the Analysis Model approach to problem solving. The approach is
further reinforced in the end-of-chapter summary under the heading Analysis Models for Problem Solving, and through
the new Analysis Model Tutorials that are based on selected end-of-chapter problems and appear in Enhanced
WebAssign.
Analysis Model Tutorials. John Jewett developed 16
Explanation:
is the rms current and 
is the maximum current.
, we can find the value of the maximum current: