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Product Description
This text offers a conceptual survey of physics in an easily understood presentation. Features: * The flexible organisation allows professors to choose the order in which topics are taught. Seven possible thematic paths are detailed in the Instructor's Manual. * Chapter-opening questions immediately stimulate independent thinking about forthcoming chapter topics. * Excellent illustrations and photos complement text and maintain student interest throughout the course. * In-text questions with answers at the bottom of the page help students think critically about important chapter material. * Physics on Your Own boxes, requiring little or no equipment, illustrate the experimental aspects of physics and the application of physics to our everyday lives. * Special topic boxes expose students to various practical and interesting applications of physical principles. * Biographical sketches give students a valuable historical perspective of physics. * Specially placed "Interludes" prepare students for chapters that follow. New to this edition: * "Computing Boxes" offer students optional opportunities to explore the mathematics often associated with the physics course. * Brilliant new photographs, including some in end-of-chapter pedagogy, complement chapter material and capture student interest. * Updated topics in pedagogical boxes (e.g. the 1996 Olympic Games) include the latest information about physics and illustrate the relevancy of physics in our daily lives. * Updated end-of-chapter questions challenge students to apply important concepts to contemporary situations. * Updated developing areas such as elementary particles and lasers, added new explanations on the global positioning system, reactions caused by collision, increased coverage of the physics of biology and medicine.
About the Author
Larry Kirkpatrick has always been a teacher; he just didn't know it. After receiving a B.S. in physics from Washington State University and a Ph.D. in experimental high-energy physics from MIT, he began his academic career at the University of Washington as a typical faculty member. However, he found that he was spending more and more time in the classroom and less and less time in the laboratory. Finally, he decided that he would get a position teaching physics full time or he would quit physics and use his computer skills to make lots of money. Fortunately, Montana State University hired him to teach physics. He served for eight years as academic director of the U.S. Physics Team that competes in the International Physics Olympiad each summer and has also served as President of the American Association of Physics Teachers. He retired in 2002 to concentrate on teaching, writing, ranching, and playing golf.
Greg Francis is first and foremost a teacher. As an undergraduate at Brigham Young University, he taught recitation sections normally reserved for graduate students. Later, as a graduate student studying plasma physics at MIT, he regularly found opportunities to teach classes normally reserved for research faculty. After finishing his doctorate in 1987, he served as a postdoctoral fellow at Lawrence Livermore National Laboratories. Although his day job gave him the opportunity to work with world-class scientists on exciting problems, he found that he really preferred his night job, teaching physics classes at the local community college. In 1990 Greg joined the Physics Education Research Group at the University of Washington–Seattle, learning the "science" of effective physics teaching. Since 1992, Greg has continued to experiment with active learning approaches in large introductory classes at Montana State University, where he is currently Professor of Physics. --This text refers to an alternate Hardcover edition.
Greg Francis is first and foremost a teacher. As an undergraduate at Brigham Young University, he taught recitation sections normally reserved for graduate students. Later, as a graduate student studying plasma physics at MIT, he regularly found opportunities to teach classes normally reserved for research faculty. After finishing his doctorate in 1987, he served as a postdoctoral fellow at Lawrence Livermore National Laboratories. Although his day job gave him the opportunity to work with world-class scientists on exciting problems, he found that he really preferred his night job, teaching physics classes at the local community college. In 1990 Greg joined the Physics Education Research Group at the University of Washington–Seattle, learning the "science" of effective physics teaching. Since 1992, Greg has continued to experiment with active learning approaches in large introductory classes at Montana State University, where he is currently Professor of Physics. --This text refers to an alternate Hardcover edition.
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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover
Citations
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4
books
cite this book:
- The Curriculum Foundations Project: Voices of the Partner Disciplines by Susan Ganter on page 124
- Explorations: An Introduction to Astronomy by Thomas T. Arny on page 93
- Designing and Assessing Courses and Curricula: A Practical Guide (Jossey Bass Higher and Adult Education Series) by Robert M. Diamond on page 258
- Explorations: Stars, Galaxies, and Planets by Thomas Arny on page 93
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