Physics is designed to give readers conceptual insight and create active involvement in the learning process. Throughout the book examples are structured to reinforce the problem-solving procedure outlined in Chapter 1, and guide readers down the path taken to find the solution. Companion photos depicting important physics concepts are chosen to complement each other by showing the same principle at work in different physical contexts, or to juxtapose situations in which contrasting principles are at work. Chapter topics cover such headings as electromagnetism, light and optics, and modern physics. This comprehensive book helps readers draw the situation described in the problem statement, visualize the process taking place, identify and label important quantities, and set up coordinate axes. Shows readers how to analyze the problem, identify the key physical principles at work, and devise a plan for obtaining the solution. Contains a unique 2-column format. For readers interested in Algebra-based Physics.
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James S. Walker obtained his Ph.D. in theoretical physics from the University of Washington in 1978. He subsequently served as a post-doc at the University of Pennsylvania, the Massachusetts Institute of Technology, and the University of California at San Diego before joining the physics faculty at Washington State University in 1983. Professor Walker's research interests include statistical mechanics, critical phenomena, and chaos. His many publications on the application of renormalization-group theory to systems ranging from absorbed mono-layers to binary-fluid mixtures have appeared in Physical Review, Physical Review Letters, Physica, and a host of other publications. He has also participated in observations on the summit of Mauna Kea, looking for evidence of extra-solar planets.
Jim Walker likes to work with students at all levels, from judging elementary school science fairs to writing research papers with graduate students, and has taught introductory physics for many years. His enjoyment of this course and his empathy for students have earned him a reputation as an innovative, enthusiastic, and effective teacher. Jim's educational publications include "Reappearing Phases" (Scientific American, May 1987) as well as articles in the American Journal of Physics and The Physics Teacher. In recognition of his contributions to the teaching of physics, Jim was recently named Boeing Distinguished Professor of Science and Mathematics Education.
When he is not writing, conducting research, teaching, or developing new classroom demonstrations and pedagogical materials, Jim enjoys amateur astronomy, bird watching, photography, juggling, unicycling, boogie boarding, and kayaking. He recently spent three weeks rafting through the Grand Canyon and hiking in various side canyons. Jim is also an avid jazz pianist and organist. He has served as ballpark organist for several Class A minor league baseball teams, including minor. league affiliates of the Seattle Mariners and San Francisco Giants.Excerpt. © Reprinted by permission. All rights reserved.:
Preface: To the Instructor
Teaching any subject can be a most challenging—and rewarding—experience. This is particularly true of the introductory algebra-based physics course, where students with a wide range of backgrounds and interests participate in a unique learning experience. With only a limited time at our disposal, we, the instructors, strive not only to convey the basic concepts and fundamental laws of physics, but also to give students an appreciation of its relevance and appeal. This is a tall order, but one that is well worth the effort.
To help with the task, this text incorporates a number of unique and innovative pedagogical features. These features, which evolved from years of teaching experience, have been tested extensively in the classroom and refined on the basis of interviews and discussions with students. The enthusiastic response I receive from students using this material has encouraged my belief that your students, like mine, will find the presentation of physics given in this text to be clear, engaging, and empowering.
Learning Tools in the Text
The goal of this text is to help students improve their conceptual understanding of physics hand in hand with the development of their problem-solving skills. One of the chief means to that end is the replacement of the traditional Examples in the text by an integrated suite of learning tools: fully worked Examples in Two-Column Format, Active Examples, Conceptual Checkpoints, and Exercises. Each of these tools performs some of the functions of an Example, but each is specialized to meet the needs of students at a particular point in the development of the chapter's content.
These needs are not always the same. Sometimes students require a detailed explanation of how to tackle a particular problem; at other times, they must be allowed to take an active role and work out the details for themselves. Sometimes it is important for them to perform calculations and concentrate on numerical precision; at other times it may be more fruitful for them to explore a key idea more fully in a non-quantitative context. Sometimes the analysis of a detailed physical context is essential; at other times, practice in using a new equation or relationship is all that is called for.
A good teacher can sense when students need a very patient exposition and when they need only minimal reinforcement; when they need to focus on concepts 'And when they need an opportunity to practice their quantitative skills. This text attempts to mimic the teaching style of successful instructors by providing the right tool at the right time and place.
Worked Examples in Two-Column Format
Examples provide the most complete and detailed illustration of how to solve a particular type of problem. The Examples in this text are presented in a unique two-column format that focuses on the basic strategies and thought processes involved in problem solving. The aim of this approach is to help students devise a strategy to be followed and then implement a clear step-by-step solution to the problem. The emphasis is thus on the relationship between the physical concepts and their mathematical expression. This focus on the intimate relationship between conceptual insights and problem-solving techniques encourages students to view the ability to solve problems as a logical outgrowth of conceptual understanding rather than a kind of parlor trick.
Each Example has the same basic structure:
Active Examples serve as a bridge between the fully worked Examples, in which every detail is fully discussed and every step is given, and the homework problems, where no help is given at all. In an Active Example, the solution to a problem is broken down into a series of manageable steps, with the prose on the left and the mathematical implementation on the right, but in skeleton form which the student must flesh out. Students take an active role in solving the problem by thinking through the logic of the steps described on the left and performing the calculations indicated on the right. Working through Active Examples will make students better prepared to tackle homework problems on their own.
Conceptual Checkpoints help students sharpen their insight into key physical principles. A typical Conceptual Checkpoint presents a thought-provoking question that can be answered by logical reasoning based on physical concepts rather than by numerical calculations. These questions, which can be just as challenging as any numerical problem and just as educational, are presented in multiple-choice format to help focus the student's thinking. The statement of the question is followed by a detailed discussion and analysis in the section titled Reasoning and Discussion, and the Answer is given at the end of the checkpoint for quick and easy reference.
Exercises present brief calculations designed to illustrate the application of important new relationships, without the expenditure of time and space required by a fully worked Example. Exercises generally give students an opportunity to practice the use of a new equation, become familiar with the units of a new physical quantity, and get a feeling for typical magnitudes.
Problem Solving Notes
In addition to the in-text elements just described, each chapter includes a number of marginal Problem Solving Notes. These practical hints are designed to highlight useful problem-solving methods while helping students avoid common pitfalls and misconceptions.
End of Chapter Learning Tools
The end of chapter material in this text also includes a number of innovations, along with refinements of more familiar elements.
Each chapter concludes with a Chapter Summary presented in an easy-to-use outline style. Key concepts and equations are collected in the summary for convenient reference. '
A unique feature of this text is the Problem-Solving Summary at the end of the chapter. This is a new type of summary that addresses common sources of misconceptions in problem solving, and gives specific references to Examples and Active Examples illustrating the correct procedures. Each entry in the Problem-Solving Summary relates a specific type of calculation to the relevant physical concepts.
The homework for each chapter begins with a section of Conceptual Questions. Answers to the odd-numbered questions can be found in the back of the book, so that students can check their reasoning and conclusions.
Numerical and Integrated Homework Problems
A collection of numerical and integrated problems are presented at the end of each chapter. Note that a number of problems are given for each section of the chapter. In addition, a section titled "General Problems" presents a variety of problems that use material from two or more sections within the chapter, or refer to material covered in earlier chapters.
Within each section of the homework, the problems are presented in order of difficulty. The most straightforward problems are labeled with a single bullet (•), problems involving several steps and more detailed reasoning are labeled with two bullets (••), and problems of a more challenging nature are indicated with three bullets (•••).
Problems of special biological or medical relevance are indicated with the symbol BIO.
Certain problems throughout the homework, labeled with the symbol IP, integrate a conceptual question with a numerical problem. Problems of this type, which stress the importance of reasoning from principles, show how conceptual insight and numerical calculation go hand in hand in physics. They afford students the opportunity to express their understanding of physics in both words and mathematics.
Scope and Organization
Table of Contents
As you will notice from the Table of Contents (pages v-ix), the presentation of physics in this text follows the standard practice for introductory courses, with only a few well-motivated refinements.
First, note that Chapter 3 is devoted to vectors and their application to physics. This material could be presented in an Appendix, but my experience has been that students benefit greatly from a full discussion of vectors early in the course. Most students have seen vectors and trigonometric functions before, but rarely from the point of view of physics. Thus, including vectors in the text sends a message that this is important material, and it gives students an opportunity to brush up on their math skills.
Note also that additional time is given to some of the more fundamental aspects of physics, such as Newton's laws and energy. Presenting such material in two chapters gives the student a better opportunity to assimilate and master these crucial topics, which form the foundation for so much of what follows. Given the time constraints we all face in the classroom, the distribution of material presented in this text is designed to give time and emphasis where most appropriate. Sections considered optional are marked with an asterisk.
Real World Physics
Since physics applies to everything in nature, it is only reasonable to point out applications of physics that students may encounter in the real world. Each chapter presents a number of discussions focusing on "Real World Physics." Those of general interest are designated by a globe icon in the margin. Applications that pertain more specifically to biology and medicine are indicated by a CAT scan icon in the margin. The inclusion of a generous selection of such topics should help to make the course material more interesting and relevant to all students, including the many whose career orientation is toward the life sciences. A full list of the real-world applications in the text is given on pages x-xi.
The Illustration Program
Physics is a highly visual subject, and many physics concepts are best conveyed by graphic means. Figures do far more than illustrate a physics text—often, they bear the main burden of the exposition. Accordingly, great attention has been paid to the figures in this book so as to achieve the optimal balance of realism and stylization, with the primary emphasis always on the clarity of the analysis.
As mentioned previously, every Example in the text (as well as most of the Active Examples and many of the Conceptual Checkpoints) is accompanied by a figure. In addition, every Example includes a section, "Picture the Problem," that concentrates on visual representation of the physical situation described in the problem, as well as the use of that representation in devising a problem-solving strategy. Great emphasis has been placed on how to draw a free-body diagram (see pp. 110-111), and all such diagrams in Examples and end-of-chapter problems have been drawn to scale using the data given.
In addition, color has been used consistently throughout the text to reinforce concepts and make the diagrams easier for students to understand. Thus, force vectors are always red, velocity vectors always green, and so on. Similarly, wave fronts, adiabats, heat flow, work output, and many other elements have each been assigned a characteristic color. While the student has not been asked to learn the colors scheme consciously, there can be little question that such consistency is pedagogically helpful on a subliminal level.
One of the most fundamental ways in which we learn is by comparing and contrasting. This principle is exploited in the way photographs are used throughout the text. Many photos are presented in groups of two or three that contrast opposing physical principles or illustrate a single concept in a variety of contexts. Grouping carefully chosen photographs in this way helps students to see the universality of physics.
In conclusion, it is my hope that this text will engage the imagination and interest of the students who use it, and open to them a world governed by the fundamental laws and principles of physics. Those of us who devote ourselves to studying and teaching physics know that it is a subject of great beauty and power. This book strives to share some of that appreciation with others.
For the Instructor
Instructor's Solutions Manual (Vol. I: 0-13-027065-2; Vol. II: 0-13-027066-3)
Prepared by Laurel Technical Services. Contains detailed, worked solutions to every problem in the text. Electronic versions are available on CD-ROM (WIN: 0-Y3-027056-3; MAC:0-13064715-2) for instructors with Microsoft Word or Word-compatible software.
Instructor's Resource Manual (0-13-040801-8)
This instructor's manual has two parts. The first is a traditional resource manual by Kathy Whatley and Judy Beck (University of North Carolina-Asheville) with lecture outlines, notes, ideas, and resources. The second, by Just In Time Teaching developers Gregor Novak and Andrew Gavrin, contains an overview of the JiTT teaching method, strategies for using it in your course, and specific strategies, tips,...
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Descrizione libro Pearson Education. PAPERBACK. Condizione libro: New. 0130270547 New Condition. Codice libro della libreria NEW6.0043075
Descrizione libro Pearson Education, 2001. Paperback. Condizione libro: New. Codice libro della libreria DADAX0130270547