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WHY I WROTE THIS BOOK Fun with a big challenge.That is how I have regarded physics since the day when Sharon, one of the students in a class I taught as a graduate student, suddenly demanded of me, “What has any of this got to do with my life?” Of course I immediately responded, “Sharon, this has everything to do with your life—this is physics.” She asked me for an example. I thought and thought but could not come up with a single one.That night I began writing the book The Flying Circus of Physics (John Wiley & Sons Inc., 1975) for Sharon but also for me because I realized her complaint was mine. I had spent six years slugging my way through many dozens of physics textbooks that were carefully written with the best of pedagogical plans, but there was something missing. Physics is the most interesting subject in the world because it is about how the world works, and yet the textbooks had been thoroughly wrung of any connection with the real world.The fun was missing. I have packed a lot of real-world physics into this HRW book, connecting it with the new edition of The Flying Circus of Physics. Much of the material comes from the HRW classes I teach, where I can judge from the faces and blunt comments what material and presentations work and what do not. The notes I make on my successes and failures there help form the basis of this book. My message here is the same as I had with every student I’ve met since Sharon so long ago: “Yes, you can reason from basic physics concepts all the way to valid conclusions about the real world, and that understanding of the real world is where the fun is.” I have many goals in writing this book but the overriding one is to provide instructors with tools by which they can teach students how to effectively read scientific material, identify fundamental concepts, reason through scientific questions, and solve quantitative problems. This process is not easy for either students or instructors. Indeed, the course associated with this book may be one of the most challenging of all the courses taken by a student. However, it can also be one of the most rewarding because it reveals the world’s fundamental clockwork from which all scientific and engineering applications spring. Many users of the eighth edition (both instructors and students) sent in comments and suggestions to improve the book.These improvements are now incorporated into the narrative and problems throughout the book. The publisher John Wiley & Sons and I regard the book as an ongoing project and encourage more input from users.You can send suggestions, corrections, and positive or negative comments to John Wiley & Sons or Jearl Walker (mail address: Physics Department, Cleveland State University, Cleveland, OH 44115 USA; or email address: [email protected]; or the blog site at www.flyingcircusofphysics. com).We may not be able to respond to all suggestions, but we keep and study each of them. LEARNINGS TOOLS Because today’s students have a wide range of learning styles, I have produced a wide range of learning tools, both in this new edition and online in WileyPLUS: ANIMATIONS of one of the key figures in each chapter. Here in the book, those figures are flagged with the swirling icon. In the online chapter in WileyPLUS, a mouse click begins the animation. I have chosen the figures that are rich in information so that a student can see the physics in action and played out over a minute or two instead of just being flat on a printed page. Not only does this give life to the physics, but the animation can be repeated as many times as a student wants. VIDEOS I have made well over 1000 instructional videos, with more coming each semester. Students can watch me draw or type on the screen as they hear me talk about a solution, tutorial, sample problem, or review, very much as they would experience were they sitting next to me in my office while I worked out something on a notepad. An instructor’s lectures and tutoring will always be the most valuable learning tools, but my videos are available 24 hours a day, 7 days a week, and can be repeated indefinitely. • Video tutorials on subjects in the chapters. I chose the subjects that challenge the students the most, the ones that my students scratch their heads about. • Video reviews of high school math, such as basic algebraic manipulations, trig functions, and simultaneous equations. • Video introductions to math, such as vector multiplication, that will be new to the students. • Video presentations of every Sample Problem in the textbook chapters (both 8e and 9e). My intent is to work out the physics, starting with the Key Ideas instead of just grabbing a formula. However, I also want to demonstrate how to read a sample problem, that is, how to read technical material to learn problem-solving procedures that can be transferred to other types of problems. • Video solutions to 20% of the end-of chapter problems. The availability and timing of these solutions are controlled by the instructor. For example, they might be available after a homework deadline or a quiz. Each solution is not simply a plug-and-chug recipe. Rather I build a solution from the Key Ideas to the first step of reasoning and to a final solution. The student learns not just how to solve a particular problem but how to tackle any problem, even those that require physics courage. • Video examples of how to read data from graphs (more than simply reading off a number with no comprehension of the physics). READING MATERIAL I have written a large number of reading resources for WileyPLUS. • Every sample problem in the textbook (both 8e and 9e) is available online in both reading and video formats. • Hundreds of additional sample problems. These are available as standalone resources but (at the discretion of the instructor) they are also linked out of the homework problems. So, if a homework problem deals with, say, forces on a block on a ramp, a link to a related sample problem is provided. However, the sample problem is not just a replica of the homework problem and thus does not provide a solution that can be merely duplicated without comprehension. • GO Tutorials for 10% of the end-of-chapter homework problems. In multiple steps, I lead a student through a homework problem, starting with the Key Ideas and giving hints when wrong answers are submitted. However, I purposely leave the last step (for the final answer) to the student so that they are responsible at the end. Some online tutorial systems trap a student when wrong answers are given, which can generate a lot of frustration. My GO Tutorials are not traps, because at any step along the way, a student can return to the main problem. • Hints on every end-of-chapter homework problem are available online (at the discretion of the instructor). I wrote these as true hints about the main ideas and the general procedure for a solution, not as recipes that provide an answer without any comprehension. EVALUATION MATERIALS Both self-evaluations and instructor evaluations are available. • Reading questions are available within each online section. I wrote these so that they do not require analysis or any deep understanding; rather they simply test whether a student has read the section.When a student opens up a section, a randomly chosen reading question (from a bank of questions) appears at the end. The instructor can decide whether the question is part of the grading for that section or whether it is just for the benefit of the student. • Checkpoints are available within most sections. I wrote these so that they require analysis and decisions about the physics in the section. Answers to all checkpoints are in the back of the book. • All end-of-chapter homework questions and problems in the book (and many more problems) are available in WileyPLUS. The instructor can construct a homework assignment and control how it is graded when the answers are submitted online. For example, the instructor controls the deadline for submission and how many attempts a student is allowed on an answer. The instructor also controls which, if any, learning aids are available with each homework problem. Such links can include hints, sample problems, in-chapter reading materials, video tutorials, video math reviews, and even video solutions (which can be made available to the students after, say, a homework deadline). • Symbolic notation problems are available in every chapter and require algebraic answers. DEMONSTRATIONS AND INTERACTIVE SIMULATIONS These have been produced by a number of instructors, to provide the experience of a computerized lab and lecture-room demonstrations. ART PROGRAM • Many of the figures in the book have been modified to make the physics ideas more pronounced. • At least one key figure per chapter has been greatly expanded so that its message is conveyed in steps. FLYING CIRCUS OF PHYSICS • Flying Circus material has been incorporated into the text in several ways: Sample Problems, text examples, and end-of-chapter Problems. The purpose of this is two-fold: (1) make the subject more interesting and engaging, (2) show the student that the world around them can be examined and understood using the fundamental principles of physics. • Links to The Flying Circus of Physics are shown throughout the text material and end-ofchapter problems with a biplane icon. In the electronic version of this book, clicking on the icon takes you to the corresponding item in Flying Circus. The bibliography of Flying Circus (over 11 000 references to scientific and engineering journals) is located at www.flyingcircusofphysics.com. SAMPLE PROBLEMS are chosen to demonstrate how problems can be solved with reasoned solutions rather than quick and simplistic plugging of numbers into an equation with no regard for what the equation means. KEY IDEAS in the sample problems focus a student on the basic concepts at the root of the solution to a problem. In effect, these key ideas say,“We start our solution by using this basic concept, a procedure that prepares us for solving many other problems.We don’t start by grabbing an equation for a quick plug-and-chug, a procedure that prepares us for nothing.” WHAT IS PHYSICS? The narrative of every chapter begins with this question, and with an answer that pertains to the subject of the chapter. (A plumber once asked me, “What do you do for a living?” I replied, “I teach physics.” He thought for several minutes and then asked,“What is physics?” The plumber’s career was entirely based on physics, yet he did not even know what physics is. Many students in introductory physics do not know what physics is but assume that it is irrelevant to their chosen career.) CHECKPOINT 1 The figure shows a circular path taken by a particle. If the instantaneous velocity of the particle is , through which quadrant is the particle moving at that instant if it is traveling (a) clockwise and (b) counterclockwise around the circle? For both cases, draw :v on the figure. v: [1] (2 m/s)iˆ (2 m/s)jˆ y x x y O θ0 v0 v0y v0x y O x O vx vy v
Before you purchase, check with your instructor or review your course syllabus to ensure that your instructor requires WileyPLUS. If your course ID starts with an "A" your class is using the next generation of WileyPLUS. This packages includes a loose-leaf edition of Fundamentals of Physics, Volume 1, 10th Edition, a registration code for WileyPLUS (next generation), and 12 months access to the eTextbook edition as part of the course (accessible online and offline). For customer technical support, please visit http://www.wileyplus.com/support. WileyPLUS registration cards are only included with new products. Used and rental products may not include WileyPLUS registration cards. Fundamentals of Physics, 10th Edition, Volume 1 contains Chapters 1 - 20. The 10th edition of Halliday, Resnick and Walkers Fundamentals of Physics provides the perfect solution for teaching a 2 or 3 semester calc-based physics course, providing instructors with a tool by which they can teach students how to effectively read scientific material, identify fundamental concepts, reason through scientific questions, and solve quantitative problems. The 10th edition builds upon previous editions by offering new features designed to better engage students and support critical thinking. These include NEW Video Illustrations that bring the subject matter to life, NEW Vector Drawing Questions that test student's conceptual understanding, and additional multimedia resources (videos and animations) that provide an alternative pathway through the material for those who struggle with reading scientific exposition.
Fundamentals of Physics is renowned for its superior problem-solving skills development, reasoning skills development, and emphasis on conceptual understanding. In this course, interactive pathways of online learning alternate between short content presentations such as video or readings and carefully guided student engagements to simulate a discourse style of teaching 24/7.
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