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Book Preface
TO THE STUDENT HOW TO SUCCEED IN PHYSICS BY REALLY TRYING
Mark Hollabaugh, Normandale Community College, Emeritus
Physics encompasses the large and the small, the old and the new. From the atom to galaxies, from electrical circuitry to aerodynamics, physics is very much a part of the world around us. You probably are taking this introductory course in calculus-based physics because it is required for subsequent courses that you plan to take in preparation for a career in science or engineering. Your professor wants you to learn physics and to enjoy the experience. He or she is very interested in helping you learn this fascinating subject. That is part of the reason your professor chose this textbook for your course. That is also the reason Drs. Young and Freedman asked me to write this introductory section. We want you to succeed! The purpose of this section of University Physics is to give you some ideas that will assist your learning. Specific suggestions on how to use the textbook will follow a brief discussion of general study habits and strategies.
PREPARATION FOR THIS COURSE
If you had high school physics, you will probably learn concepts faster than those who have not because you will be familiar with the language of physics. If English is a second language for you, keep a glossary of new terms that you encounter and make sure you understand how they are used in physics. Likewise, if you are further along in your mathematics courses, you will pick up the mathematical aspects of physics faster. Even if your mathematics is adequate, you may find a book such as Edward Adelson’s Get Ready for Physics to be a great help for sharpening your math skills as well as your study skills.
LEARNING TO LEARN
Each of us has a different learning style and a preferred means of learning. Understanding your own learning style will help you to focus on aspects of physics that may give you difficulty and to use those components of your course that will help you overcome the difficulty. Obviously you will want to spend more time on those aspects that give you the most trouble. If you learn by hearing, lectures will be very important. If you learn by explaining, then working with other students will be useful to you. If solving problems is difficult for you, spend more time learning how to solve problems. Also, it is important to understand and develop good study habits. Perhaps the most important thing you can do for yourself is set aside adequate, regularly scheduled study time in a distraction-free environment. Answer the following questions for yourself:
• Am I able to use fundamental mathematical concepts from algebra, geometry, and trigonometry? (If not, plan a program of review with help from your professor.) • In similar courses, what activity has given me the most trouble? (Spend more time on this.) What has been the easiest for me? (Do this first; it will build your confidence.) • Do I understand the material better if I read the book before or after the lecture? (You may learn best by skimming the material, going to lecture, and then undertaking an indepth reading.)
• Do I spend adequate time studying physics? (A rule of thumb for a class like this is to devote, on average, 2.5 hours out of class for each hour in class. For a course that meets 5 hours each week, that means you should spend about 10 to 15 hours per week studying physics.) • Do I study physics every day? (Spread that 10 to 15 hours out over an entire week!) At what time of the day am I at my best for studying physics? (Pick a specific time of the day and stick to it.)
• Do I work in a quiet place where I can maintain my focus? (Distractions will break your routine and cause you to miss important points.)
WORKING WITH OTHERS
Scientists or engineers seldom work in isolation from one another but rather work cooperatively. You will learn more physics and have more fun doing it if you work with other students. Some professors may formalize the use of cooperative learning or facilitate the formation of study groups. You may wish to form your own informal study group with members of your class. Use e-mail to keep in touch with one another. Your study group is an excellent resource when you review for exams.
LECTURES AND TAKING NOTES
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An important component of any college course is the lecture. In physics this is especially important, because your professor will frequently do demonstrations of physical principles, run computer simulations, or show video clips. All of these are learning activities that will help you understand the basic principles of physics. Don’t miss lectures. If for some reason you do, ask a friend or member of your study group to provide you with notes and let you know what happened. Take your class notes in outline form, and fill in the details later. It can be very difficult to take word-for-word notes, so just write down key ideas. Your professor may use a diagram from the textbook. Leave a space in your notes and add the diagram later. After class, edit your notes, filling in any gaps or omissions and noting things that you need to study further. Make references to the textbook by page, equation number, or section number. Ask questions in class, or see your professor during office hours. Remember that the only “dumb” question is the one that is not asked. Your college may have teaching assistants or peer tutors who are available to help you with any difficulties.
EXAMINATIONS
Taking an examination is stressful. But if you feel adequately prepared and are well rested, your stress will be lessened. Preparing for an exam is a continuous process; it begins the moment the previous exam is over. You should immediately go over the exam to understand any mistakes you made. If you worked a problem and made substantial errors, try this: Take a piece of paper and divide it down the middle with a line from top to bottom. In one column, write the proper solution to the problem. In the other column, write what you did and why, if you know, and why your solution was incorrect. If you are uncertain why you made your mistake or how to avoid making it again, talk with your professor. Physics constantly builds on fundamental ideas, and it is important to correct any misunderstandings immediately. Warning: Although cramming at the last minute may get you through the present exam, you will not adequately retain the concepts for use on the next exam.
TO THE INSTRUCTOR PREFACE
In the years since it was first published, University Physics has always embraced change, not just to include the latest developments in our understanding of the physical world, but also to address our understanding of how students learn physics and how they study. In preparing for this new Fifteenth Edition, we listened to the thousands of students who have told us that they often struggle to see the connections between the worked examples in their textbook and problems on homework or exams. Every problem seems different because the objects, situations, numbers, and questions posed change with each problem. As a result, students experience frustration and a lack of confidence. By contrast, expert problem-solvers categorize problems by type, based on the underlying principles. Several of the revisions we have made therefore address this particular challenge by, for example, helping students see the big picture of what each worked example is trying to illustrate and allowing them to practice sets of related problems to help them identify repeating patterns and strategies. These new features are explained in more detail below.
NEW TO THIS EDITION
• Worked example KEYCONCEPT statements appear at the end of every Example and Conceptual Example, providing a brief summary of the key idea used in the solution to consolidate what was most important and what can be broadly applied to other problems, to help students identify strategies that can be used in future problems.
• KEY EXAMPLE ARIATION PROBLEMS in the new Guided Practice section at the end of each chapter are based on selected worked examples. They build in difficulty by changing scenarios, swapping the knowns and unknowns, and adding complexity and>or steps of reasoning to provide the most helpful range of related problems that use the same basic approach to solve. These scaffolded problem sets help students see patterns and make connections between problems that can be solved using the same underlying principles and strategies so that they are more able to tackle different problem types when exam time comes. • Expanded Caution paragraphs focus on typical student misconceptions and problem areas. Over a dozen more have been added to this edition based on common errors made in MasteringTM Physics.
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• Updated and expanded Application sidebars give students engaging and relevant real-world context. • Based on data from Mastering Physics and feedback from instructors, changes to the homework problems include the following:
• Over 500 new problems, with scores of other problems revised to improve clarity.
• Expanded three-dot-difficulty and Challenge Problems significantly stretch students by requiring sophisticated reasoning that often involves multiple steps or concepts and>or mathematical skills. Challenge Problems are the most difficult problems in each chapter and often involve calculus, multiple steps that lead students through a complex analysis, and>or the exploration of a topic or application not explicitly covered in the chapter.
• New estimation problems help students learn to analyze problem scenarios, assess data, and work with orders of magnitude. This problem type engages students to more thoroughly explore the situation by requiring them to not only estimate some of the data in the problem but also decide what data need to be estimated based on real-world experience, reasoning, assumptions, and>or modeling.
• Expanded cumulative problems promote more advanced problem-solving techniques by requiring knowledge and skills covered in previous chapters to be integrated with understanding and skills from the current chapter. • Expanded alternative problem sets in Mastering Physics provide textbook- specific problems from previous editions to assign for additional student practice.
KEY FEATURES OF UNIVERSITY PHYSICS
• A QR code at the beginning of the new Guided Practice section in each chapter allows students to use a mobile phone to access the Study Area of Mastering Physics, where they can watch interactive videos of a physics professor giving a relevant physics demonstration (Video Tutor Demonstrations) or showing a narrated and animated worked Example (Video Tutor Solutions). All videos also play directly through links within the Pearson eText.
• End-of-chapter Bridging Problems provide a transition between the single-concept Examples and the more challenging end-of-chapter problems. Each Bridging Problem poses a difficult, multiconcept problem that typically incorporates physics from earlier chapters. The Solution Guide that follows each problem provides questions and hints that help students approach and solve challenging problems with confidence.
• Deep and extensive problem sets cover a wide range of difficulty (with blue dots to indicate relative difficulty level) and exercise both physical understanding and problemsolving expertise. Many problems are based on complex real-life situations. • This textbook offers more Examples and Conceptual Examples than most other leading calculus-based textbooks, allowing students to explore problem-solving challenges that are not addressed in other textbooks.
• A research-based problem-solving approach (Identify, Set Up, Execute, Evaluate) is used in every Example as well as in the Problem-Solving Strategies, in the Bridging Problems, and throughout the Instructor’s Solutions Manual and the Study Guide. This consistent approach teaches students to tackle problems thoughtfully rather than cutting straight to the math.
• Problem-Solving Strategies coach students in how to approach specific types of problems.
• The figures use a simplified graphical style to focus on the physics of a situation, and they incorporate blue explanatory annotations. Both techniques have been demonstrated to have a strong positive effect on learning.
• Many figures that illustrate Example solutions take the form of black-and-white pencil sketches, which directly represent what a student should draw in solving such problems themselves.
• The popular Caution paragraphs focus on typical misconceptions and student problem areas. • End-of-section Test Your Understanding questions let students check their grasp of the material and use a multiple-choice or ranking-task format to probe for common misconceptions. Answers are now provided immediately after the question in order to encourage students to try them.
• Visual Summaries at the end of each chapter present the key ideas in words, equations, and thumbnail pictures, helping students review more effectively. Mastering™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools developed to engage students and emulate the office-hour experience, Mastering personalizes learning and improves results for each student. Now providing a fully integrated experience, the eText is linked to every problem within Mastering for seamless integration among homework problems, practice problems, the textbook, worked examples, and more. Reach every student with Mastering
• Teach your course your way: Your course is unique. Whether you’d like to build your own auto-graded assignments, foster student engagement during class, or give students anytime, anywhere access, Mastering gives you the flexibility to easily create your course to fit your needs.
• With Learning Catalytics, you’ll hear from every student when it matters most. You pose a variety of questions that help students recall ideas, apply concepts, and develop critical-thinking skills. Your students respond using their own smartphones, tablets, or laptops. You can monitor responses with real-time analytics and find out what your students do—and don’t—understand. Then you can adjust your teaching accordingly and even facilitate peer-to-peer learning, helping students stay motivated and engaged
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