Along the way, they develop independent and critical thinking skills that will allow them to build their own understanding of physics principles. As a result, all of the features of the text have been designed to encourage students to investigate, test ideas, and apply scientific reasoning.
To achieve these goals we adhere to five key learning principles: 1. Concept first, name second: The names we use for physics concepts have everyday-life meanings that may differ from the meanings they have when used in physics.
For example, in physics flux refers to the amount to which a directed quantity such as the magnetic field points through a surface, but in everyday-life flux refers to continuous change. Confu sion over the meaning of terms can get in the way of learning. We address this difficulty by developing the concept first and only then assigning a name to it. Careful language: The vernacular physicists use is rooted in history and tradition. We are extremely careful to use language that promotes understanding.
In this book we only use the word heat to refer to the process of energy transfer. Bridging words and mathematics: Words and mathematics are very abstract representations of physical phenomena. We help students translate between these abstractions by using concrete representations such as force diagrams and energy bar charts as intermediate steps.
Making sense of mathematics: We explicitly teach students how to evaluate the results of their quantitative reasoning so they can have confidence in that reasoning. We do this by building qualitative understanding first and then explicitly teaching students how to use that understanding to check for quantitative consistency.
We also guide students to use limiting cases to evaluate their results. Moving away from plug-and-chug problem solving approaches: In this book you will find many non-traditional examples and end-of-chapter problems that require students to use higher-level reasoning skills and not just plug numbers into equations that have little meaning for them.
It elaborates on the implementation of the methodology that we use in this book and provides guidance on how to integrate the approach into your course. While our philosophy informs College Physics, you need not fully subscribe to it to use this textbook. The structure of each chapter will work with any method of instruction. You can assign all of the innovative experimental tables and end-of-chapter problems, or only a few. The text provides thorough treatment of fundamental principles, supplementing this coverage with experimental evidence, new representations, an effective oach to problem solving, and interesting and motivating examples.
Brief Contents I. Do you like this book? Please share with your friends, let's read it!! Search Ebook here:. Book Preface To the student College Physics is more than just a book. To the instructor In writing College Physics, our main goal was to produce an effective learning companion for students that incorporates results from the last few decades of physics education research.
Key learning principles To achieve these goals we adhere to five key learning principles: 1. Experiments, experiments… Instead of being presented physics as a static set of established concepts and mathematical relations, students develop their own ideas just as physicists do: they explore and analyze observational experiments, identify patterns in the data, and propose explanations for the patterns.
They then design testing experiments whose outcomes either confirm or contradict their explanations. Once tested, students apply explanations and relations for practical purposes and to problem solving. A physics tool kit To build problem-solving skills and confidence, students master proven visual tools representations such as motion diagrams and energy bar charts that serve as bridges between words and abstract mathematics and that form the basis of our overarching problem-solving strategy.
Our unique and varied problems and activities promote 21st-century competences such as evaluation and communication and reinforce our practical approach with photo, video, and data analysis and real-life situations. A flexible learning system Students can work collaboratively on ALG activities in class lectures, labs, and problem-solving sessions and then read the textbook at home and solve end-of-chapter problems, or they can read the text and do the activities using Mastering.
Physics at home, then come to class and discuss their ideas. However they study, students will see physics as a living thing, a process in which they can participate as equal partners. Why a new edition? With a wealth of feedback from users of the first edition, our own ongoing experience and that of a gifted new co-author, and changes in the world in general and in education in particular, we embarked on this second edition in order to refine and strengthen our experiential learning system.
0コメント