We have updated our treatment of entropy and the second law to better match current thinking. We have reordered the presentation of material on motion in two dimensions to be more logical. We know that students increasingly rely on sources of information beyond the text, and instructors are looking for quality resources that prepare students for engagement in lecture.
The text will always be the central focus, but we have added additional media elements closely tied to the text that will enhance student understanding. In the Third Edition, we added an exciting new supplement, Prelecture Videos, short videos with author Brian Jones that introduce the topics of each chapter with accompanying assessment questions. What the Physics? Videos bring new, relatable content to engage students with what they are learning and promote curiosity for natural phenomena.
These short videos present visually stimulating physical phenomena and pause throughout to address misconceptions and ask conceptual questions about the physics at hand. The videos are embedded in the eText as well as assignable in Mastering Physics. Quantitative questions are also available for assignment.
Direct Measurement Videos are short videos that show real situations of physical phenomena. One must be presented first, and the second tie things together. This book follows the standard flow of material that works well in physics, and material is properly tied together.. The interface is for the most part well handled. However, the text used interactives and videos.
The videos are long, and likely to be abandoned by students. The interactives are not easily used. Aside fro the videos and interactives, the interfacing of material within the book is fine. The grammar is excellent, and the word choices are such that a freshman college student should not struggle. The book has been well edited for grammatical issues, and is devoid of errors, including punctuation. Since the examples and exercises do not involve people, names and settings that might cause cultural issues are avoided.
The book essentially has avoiding this issue by referring to objects, not people. The book is well written, and viable for a course. There is no end of chapter material, so this would be a minor flaw, however the questions can be assigned as a group after the chapter is completed.
At 34 chapters and words, this introductory textbook covers a myriad of topics. While obviously not a text intended to read cover-to-cover, the depth and breadth of content allows an instructor to choose the topics most appropriate for their While obviously not a text intended to read cover-to-cover, the depth and breadth of content allows an instructor to choose the topics most appropriate for their course outline. The index and glossary are appropriate and error free.
To-date, I have not noticed any errors aside from a rare typo and find the content to be diverse and unbiased. The content should maintain it's relevance for years to come I find this to be true of most introductory physics texts I have reviewed. The examples and explanations of basic concepts can become wordy at time but overall, the language is approachable for students.
For my hybrid courses, I often divide the sections up to match video explanations and have found this to be consistently easy.
The organization and structure match what I have come to expect from other introductory textbooks. The structure is coherent, the examples are effective, and the links to outside materials are useful. I have not encountered any issues with compatibility- especially considering the various formats available. This being said, I have personally used the text and supporting materials on Apple devices.
Aside from it's preference towards American audiences, the text appears to be culturally non-biased. I plan to continue using this text in the near future and hope to see it more widely adopted by neighboring institutions.
I am impressed with both the textbook and supplemental content available through Openstax. This book has an exhaustive list of all introductory physics topics. It has pretty much everything i need and then some! This is an introductory physics book. The content here is not expected to change rapidly at all. This book is a great alternative to the multitude of expensive textbooks which keep repeating pretty much the same content.
It took me some time to get used to the style in which this book is written. But this could simply be a manifestation of the fact that as a student I used hardbound texts.
My students seemed comfortable reading it online. However, many of them performed badly in the course. I don't think it is the textbook's fault, but I will reserve my judgement till I have tried this book in future semesters. Of course in physics, concepts build off of each other.
A certain amount of dependency is unavoidable. The order in which physics topics are introduced seem to be consistent among most of the texts available in the market.
This text pretty much follows the same order. I personally like printed copies of physics texts because I can focus on the text and not get distracted by the side navigation bar. Also, I find it difficult to scroll up and down while working out problems and exercises. However, all these issues can be solved by printing this out as a pdf. So, I wouldn't hold this against this book.
Next time I adopt this book, I would make a "sub textbook" by collating and printing only the pages I need. The major mistake I made was to assign online readings: the students got confused and side tracked by extraneous concepts which were not relevant to what I was trying to say in the class. With this modification, I believe that OpenStax Physics can be a great book to teach algebra based science to non-majors.
The OpenStax textbook coverage of content for a one-year algebra-based physics course exceeds standard textbooks that I have recently used. Because I have many biology majors in my physics course that are headed into medical or physical therapy Because I have many biology majors in my physics course that are headed into medical or physical therapy careers, I always use books that include reasonable coverage of atomic and nuclear physics to support their understanding of imaging processes.
This text has even more detail in those areas than other texts that I have been using. In addition to the textbook, I have been evaluating other instructor resources provided by OpenStax.
I will provide feedback about two that I have explored. I am very pleased with the Concept Trailers. These short videos are well done and can easily augment class presentations and may be viewed by students outside of class as well. PowerPoint slides are provided. They are primarily images from the textbook, and that is exactly what I like to have available as I plan presentations and sample problems. Furthermore, I am very pleased that I can edit these slides. In addition to the free resources listed above, OpenStax has various partner resources listed on the website.
I am interested in utilizing web-based homework systems. Both systems provide access to all the problems in the OpenStax Physics textbook. I am very pleased with the clear, classic diagrams. Some medical examples may become dated. The atomic and nuclear physics portions are most prone to needing updating.
Internal consistency seems satisfactory. For example, the list shows that the Greek letter alpha can represent angular acceleration, alpha decay, or temperature coefficients of resistivity. I think students will find this list of variables very helpful.
It is also a quick way for me to check on the notation as I am adapting to this textbook. I am considering using portions of the OpenStax Physics text for my general education conceptual physics course. I may create a customized version for that course. The organization structure is satisfactory. I am pleased that images are provided in PowerPoint slides that are customizable. I am very pleased that the textbook is available as a Web version, a downloadable pdf version, and in print.
The print copy is very heavy! On the web version, the glossary and problems are at the end of each section. On the pdf version and the print version the glossary and problems are at the end of each chapter. Since the problems in the web version are not numbered, it will be easier to work from the pdf version to provide references for the students as we complete sample problems.
I am thankful for all three versions and will survey my students for feedback about these options as well. I am planning to adopt the OpenStax College Physics textbook for our two-semester algebra-based physics courses. I am also considering using selections of this text for our level general education conceptual physics course. The textbook is very comprehensive, covering all topics in a typical two-semester algebra-based introductory physics coruse. Each chapter concludes with a glossary that is also comprehensive, covering terms defined in that chapter.
In addition, In addition, an appendix provides a glossary of mathematical symbols and a multi-page index is provided at the end of the text. One topic of interest that is missing is Gauss's law in electrostatics.
A full description of this law is far too advanced for a class at this level, and even if included many instructors might skip over it anyway. However, it is useful in that it introduces the idea of flux in the context of the flux on an electric field. The material covered in an introductory physics class is, to a large extent, old enough that it doesn't change much from year to year.
However, there are a few specific modern topics that I was glad to see this book discuss and which may be missing from older texts. For example, global warming is discussed several times, as are recent discoveries such as the existence of neutrino masses.
The mystery of dark matter is mentioned, but not dark energy. I didn't find many anachronistic things, meaning examples or concepts that would be foreign to modern students.
The only clear example I found is in terms of references to television antennas, which are becoming less common. The text is extremely clear but also verbose, almost too a fault. Introductory physics students need to learn to solve problems, and the copious historical background provided may be interesting to many students but can also distract from the main point. For example, in Chapter 2 essentially the first chapter that involves problem solving, after the introductory chapter 1 , it is several pages before the reader is finally presented with a summary of the four main equations of one-dimensional kinematics.
I understand that it is very difficult to balance the idea of building ideas logically which the book excels at with the necessity of having a clear explanation of the most important equations and concepts. The book strived to be very clear in how problems are solved, providing detailed descriptions of each step particularly early on in the book. However, I did find a few ambiguities. Incidentally, in my opinion the method presented in 2.
Although the authors perhaps wanted to provide an example using the quadratic formula, in my opinion this was unneccesary. Physics is intrinsically cumulative, so it is hard to say how modular a physics textbook can be. One thing I was surprised to see was that the formation of images due to curved mirrors is presented after the discussion of refraction and lenses; I typically think of the case of convex and concave mirrors as more naturally coming first as a warmup for the later more advanced topic of lenses.
However I think this order is probably fine. I found that the book proceeded through the most important topics in a very straightforward manner. I didn't see any issues with the book's interface with two exceptions: The book pdf has links to PhET simulations which provide a link to external content. When I clicked on these links they downloaded a file that did not work on my apple computer when I clicked on them.
Perhaps with a bit more effort I could have figured out how to use them. Secondly, some of the figures were not as clear as they could have been. In particular, on page in chapter 19 the electric field lines and equipotential lines are almost the same color, and it is hard to distinquish them. My interest in the text is for use as a physics content resource for specialized courses and workshops for STEM teachers. As such, it includes all topics - and more - that I'd expect from a single introductory college text at a level accessible As such, it includes all topics - and more - that I'd expect from a single introductory college text at a level accessible to non-physics majors.
I especially note the applications to biomedical and other fields which receive special attention in the text. As a STEM educator, I do have strong issues with the perpetuation of the "Scientific Method" as defined in Chapter 1 page 10 which epitomizes the cookbook approach to science which we are trying to modify in science courses.
I am approaching evaluation of this text from the standpoint of STEM educator rather than as physics faculty. There isn't and should not be any issues in physics content, especially since it is open source and can be quickly updated as needed. Physics doesn't change a lot, but the skills we require our students to learn, do, along with the contexts in which the content is applied. What also changes is how we want students to engage with the content.
As a STEM educator, a books pedagogy is highly relevant in my practice: this text does include a format which is consistent with the emphasis see American Association of Physics Teachers on active learning - this text includes focus on concept integrations, open ended problems, and student inquiry.
This feature is especially in the examples through the discussion presented , application sections, problems sets conceptual questions are presented before calculations , and PhET sims. The take home experiments are also very good. To conclude on a positive note, the PhET sims occur before the content is presented, which is an excellent strategy to increase student learning, and the misconception alerts and take-home investigations are also well appreciated as pedagogically sound strategies.
The book is clearly written in standard English. Terms are defined briefly at the end of each chapter after introduction and a broader definition within the text. Context is provided in every chapter for many topics. Illustrations and charts. Examples are presented and explained.
Besides the PhET Sims I would like to see at least some of the static illustrations and images linked to video for added clarity - the Tacoma Narrows Bridge oscillation is one notable example. The text follows a consistent pattern in it's presentation. I did not notice any inconsistencies between or within chapters.
The framework is predictable and easy to follow. Topic and subtopic headings are clearly defined, as are example sections, PhET explorations and other callouts, and the various problem sets. The length of this book could be rather daunting, but it is not because this text is highly modular.
The web version appears to enhance the modularity aspect much more than the pdf version. The topics in the text are presented in a clear, predictable fashion throughout each chapter. Any topic that need more elaboration can be supplemented by the instructor. Examples are clearly designated. I compared both the pdf and the browser version.
Overall, I find the interface to be usable in either version with some caveats. The images and charts seem to all be as they should be. However I must note that on my Mac, some lines in the pdf are irregularly spaced. Text to speech is supported. My text-to-speech reader followed the pdf fairly well. The font is easy to read but providing choices in font may benefit some users, also choice of font and background color for increased accessibility.
I see no good reason for this discrepancy. I do not notice any obvious cultural insensitivities or offensive representations. It seems to prefer US references rather than incorporating world contributions to physics or as examples of physics.
I also did not notice significant representation of persons with disabilities. There is gender diversity, but it does seem to favor males. I really appreciate the idea of an open source text that is so readily accessible for students. It is easy to read in a browser or in pdf download.
I have applied for an instructor account which should provide many more resources to complement this text. The textbook is indeed comprehensive and covers all the topics that are discussed in a traditional algebra based introductory physics course. However, at more than pages long, I wonder if the textbook could have been made more amenable to However, at more than pages long, I wonder if the textbook could have been made more amenable to reading from cover to cover had the topics been carefully selected and presented in a more coherent fashion.
Many statements in the textbook are what I would characterize as "inaccurate. For instance, on page just after Eq. The main content of the book is introductory physics which has been well established by the early 20th century. It is the basis of all modern physics so it will take some time for the content to become obsolete. The text also includes many modern applications of the physics discussed, and those portions may need to be updated every now and then.
In my opinion, the text is very difficult to read, not because of jargon or technical terminology, but due to the sometimes very contrived attempts to derive relevant relations while avoiding as much math as possible, and the presentation of too much circumstantial information.
I as particularly annoyed by the inconsistent treatments of quantities that need to be defined as an integral of other quantities, such as displacement which is an integral of velocity over time, work which is an integral of force over distance, impulse which is an integral of force over time, etc. In some cases, the integral is presented using graphical methods, while in others the relevant graph is never shown and the result of the integration just presented with a lot of hand-waving.
The detail and depth that the text goes into also varies from topic to topic. When trying to teach physics, it is never a good idea to try to modularize the topics since the entire point of physics is to make connections between various phenomena.
This book, unfortunately, seems to have tried very hard to modularize various topics. As a result, many definitions are just introduced in an ad hoc manner at the beginning of each section with little emphasis on the motivation or connections to the various other topics already discussed in the book. The book does not seem to have any particular structure on how the topics are organized.
It simply follows the traditional order of topics used by every other textbook and does not try to tell any compelling story. The most annoying thing about this book is how the equations are formatted. Very poor typesetting. Why did the author not use LaTeX? The font used in the equations seems to be Times New Roman which makes the lower case v look like a greek nu.
Some of the figures are inaccurate. For instance, the parabolas in Figs. The book covers all the subjects traditionally included in an algebra-based college physics course. It includes bio-med applications, as is expected for this course, including dedicated chapters to there are dedicated chapters to fluid dynamics It includes bio-med applications, as is expected for this course, including dedicated chapters to there are dedicated chapters to fluid dynamics and nuclear physics in bio-med applications in fluid dynamics and nuclear physics.
It also includes a chapter on the frontiers of physics, which is a nice addition. The text is just over pages long, but in terms of word count, it appears to be commensurate with typical texts.
There are chapter glossaries, a table of contents, and an index. I found the index spotty. In reading over a number of chapters that often give students difficulty, I found that the text is generally accurate. There are a few errors. In one case, the historical background was inaccurate but commonly repeated. More seriously, one argument led to a correct conclusion, but was non sequitur in other words, it was a lie that looks true on the surface.
There are very few typographical problems, and nothing in that realm of any consequence. On the whole the book is accurate, and the inaccuracies are not critical. Most of the subject matter has changed little in the last 50 years or even years in many cases. The part that will change most rapidly are the applications. General, the book is clearly written. I examined parts of the text where students struggle most and found a few places where I felt that the explanations were terse, though accurate.
One introductory section wave optics seemed more likely to confuse students than to be a motivational introduction. I would be inclined to add a few definitions and more detailed explanations if I were to adopt the text. I found the structure of the text consistent throughout. Some topics were treated somewhat better than others, but on the whole it was all adequate and mostly quite good. Julio Gea-Banacloche, University of Arkansas. You must enable JavaScript in order to use this site.
Online shopping from a great selection at Books Store. E-Book Review and Description: For higher than 5 many years, Sears and Zemansky's College Physics has provided in all probability probably the most reliable foundation of physics education for school youngsters throughout the world.
He earned his doctorate at Illinois Institute of Technology. While physics can seem challenging, its true quality is the sheer simplicity of fundamental physical theories--theories and concepts that can enrich your view of the world around you. Step by step solution manual by screencast video with calculator screenshots. Created by the expert physics teacher Shaun Dychko.
These textbooks are available for free by following the links below. Book Description: This introductory, algebra-based, two-semester college physics book is grounded with real-world examples, illustrations, and explanations to help students grasp key, fundamental physics concepts. This online, fully editable and customizable title includes learning objectives, concept questions, links to labs and simulations, and ample practice opportunities to solve Author: Openstaxcollege.
Need an account? Click here to sign up. Download Free PDF. Encbok R7dl A short summary of this paper. If the particle is moving to the right it is speeding up. If it is moving to the left it is slowing down. Because the velocity vectors get longer for each time step, the object must be speeding up as it travels to the left. The acceleration vector must therefore point in the same direction as the velocity, so the acceleration vector also points to the left.
Thus, a x is negative as per our convention see Tactics Box 1. Thus, a y is positive as per our convention see Tactics Box 1. The particle position is to the left of zero on the x-axis, so its position is negative. The particle is moving to the right, so its velocity is positive. Thus, the acceleration is also positive. The particle position is below zero on the y-axis, so its position is negative.
The particle is moving up, so its velocity is positive. The particle position is above zero on the y-axis, so its position is positive. All rights reserved. This material is protected under all copyright laws as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.
Model: Model the car as a particle. Imagine a car moving in the positive direction i. As it skids, it covers less distance between each movie frame or between each snapshot. Solve: Assess: As we go from left to right, the distance between successive images of the car decreases.
Because the time interval between each successive image is the same, the car must be slowing down. Model: Model the rocket as a particle. We have no information about the acceleration of the rocket, so we will assume that it accelerates upward with a constant acceleration. Solve: Assess: Notice that the length of the velocity vectors increases each step by the same amount. Model: Model the jet ski as a particle. Assume the speeding up time is less than 10 s, so the motion diagram will show the jet ski at rest for a few seconds at the beginning.
For example, a new section connects the concept of the conservation of energy to topics from chemistry, including ionization energy and the role of a catalysts in reactions. New - Photos and captions begin each chapter to engage students. Questions raised at the start of the chapters are answered in the flow of the chapter.
Help students understand the big picture New - Learning Objectives keyed to relevant end of chapter problems help students check their understanding and guide them in choosing appropriate problems to optimize their study time.
Enhanced Chapter Previews focus on the three most important ideas and align to specific learning objectives. In addition, they explicitly mention the one or two most important concepts from past chapters and finish with a new "Stop to Think" question, giving students a chance to build on their knowledge from previous chapters and integrate it with new content they are about to read.
Looking Back Pointers in the body of the text provide "just-in-time" references that encourage students to refer back to relevant material from earlier chapters. Unique visual chapter summaries help students organize their knowledge in a coherent hierarchy, rather than a jumbled set of disconnected facts, figures, and equations. Help students develop strategic problem-solving skills Problem-Solving Strategy Overviews provide the "big picture" with clear statements of what types of problems a strategy is intended for and how to use it.
This makes the strategy more self-contained and therefore more useful as a reference. Tactics Boxes give explicit procedures for developing specific skills drawing free-body diagrams, using ray tracing, etc. Integrated Examples at the end of each chapter demonstrate problem solving in the context of a capstone, multi-concept real-world scenario.
They are designed to help students to bridge the gap from section-based worked examples in the chapter to general homework problems spanning the whole chapter, or many chapters. Jeopardy Problems in the Student Workbook ask students to work backward from equations to physical situations, enhancing their understanding and critical thinking skills. Foster skills for the MCAT Emphasis on Critical Thinking and Reasoning requires students to rely on real-world data, and ratios and proportionality, and to assess answers to see if they make physical sense.
The MCAT has been restructured to test competencies, not knowledge. Students will be required to reason, to do more than simply plug in numbers into equations. Of the hundreds of new end-of-chapter problems, many of these cover Expanded Life-Science and Biomedical Applications. Building on the book's acclaimed real-world focus, even more applications from the living world have been added to text, worked examples, and end-of-chapter problems, giving students essential practice in applying core physical principles to new real-world situations.
Part Summary integrated problems close each of the seven parts of the book. These take student problem-solving one step further by covering topics that span several chapterssomething the MCAT routinely does.
New to This Edition. Ready-to-Go Teaching Modules created for and by instructors model effective teaching strategies. Watch our video to learn about Ready-to-Go Teaching Modules. Prepare students for engagement in lecture with interactive media The Physics Primer relies on videos, hints, and feedback to refresh students' math skills in the context of physics and prepares them for success in the course.
What the Physics Videos bring new, relatable content to engage students with what they are learning and promote curiosity for natural phenomena. Enhance understanding when students apply what they've learned Enhanced End-of-Chapter Questions feature problems based on real-world and biomedical situations and problems that expand the range of reasoning skills students need to use in the solution.
Give students fingertip access to interactive tools Pearson eText, optimized for mobile, seamlessly integrates videos and other rich media with the text andgives students access to their textbook anytime, anywhere. Accessibility screen-reader ready Configurable reading settings, including resizable type and night reading mode Instructor and student note-taking, highlighting, bookmarking, and search tools Embedded videos for a more interactive learning experience About the Book Make physics more relatable through real-world connections Topics of interest to life science students, such as the nature of the drag force at different scales and qualitative and quantitative descriptions of diffusion, provide current coverage of relevant topics based on the evolving consensus in the Introductory Physics for the Life Sciences community.
Expanded - Exclusive real-world data used in hundreds of new end-of-chapter questions and problems ensure students can make sense of answers grounded in the real world. Examples throughout the book use the chapter concepts to explore interesting, realistic situations, from how bees use electric fields to locate promising flowers to how a study of force and torque in the jaw explains why dogs have long snouts and cats don't.
Physics topics connect to other courses that students are likely to take. Help students understand the big picture Learning Objectives keyed to relevant end of chapter problems help students check their understanding and guide them in choosing appropriate problems to optimize their study time. Share a link to All Resources. Instructor Resources. Websites and online courses. Other Student Resources. Ordering Information.
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