Description

A textbook for courses in calculus-based physics, helps students develop into expert problem-solvers. The new 15th Edition of University Physics with Modern Physics, now in SI Units, draws on insights from several users to help students see patterns and make connections between problem types, rather than simply plugging values into an equation.

Features

Hallmark features of this title

A series of features aimed at building your students' conceptual understanding

• ISEE (Identify, Set Up, Execute, Evaluate): a research-based problem-solving approach prompts your students to tackle problems thoughtfully rather than cutting straight to the math
• Key Concept statements: appear at the end of every example, providing a summary of the key idea used in the solution
• Bridging Problems: help students move from single-concept worked examples to multi-concept homework problems.

Content that further supports your students' learning

• Learning Outcomes: sections at the beginning of each chapter prepare your students for the ideas they will explore.
• Caution paragraphs: focus on typical misconceptions and common problem areas for your students to tackle.

New to this Edition

Pearson's webinar series 'Changing Perspectives': a conversation regarding the benefits of active learning in Physics.

'It's really amazing – I teach a class of about 300 students, and when you have 300 students all actually talking about physics, it's a pretty exciting place to be. So they interact with each other and they share ideas with each other, which is really very impressive.'

Professor Roger Freedman, author of University Physics on active learning.
From Pearson's webinar series 'Changing Perspectives' – read our blog post Activating University Physics: making physics lectures come alive and access the full webinar video.

New and updated features in this edition

New and expanded problems sections will support your students' problem-solving skills

• Example Variation Problems: based on worked examples in the new Guided Practice section, they build in difficulty by changing scenarios, swapping knowns and unknowns, and adding complexity to provide a wide range of related problems that use the same basic approach to solve.
• Expanded - Cumulative problems promote more advanced problem-solving techniques, challenging the students to combine knowledge and skills covered in previous chapters with the current one.

Build conceptual understanding

• Expanded - Caution paragraphs focus on typical misconceptions and student problem areas. Over a dozen more have been added based on common errors made in Pearson Mastering Physics.

Table of Contents

Author

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He was an undergraduate at the University of California campuses in San Diego and Los Angeles, and he did his doctoral research in nuclear theory at Stanford University under the direction of Professor J. Dirk Walecka. Dr Freedman came to UCSB in 1981 after three years of teaching and research at the University of Washington.

At UCSB, Dr Freedman has taught in both the Department of Physics and the College of Creative Studies — a branch of the university intended for highly gifted and motivated undergraduates. He has published research in nuclear physics, elementary particle physics, and laser physics. In recent years, he has done extensive work on making physics lectures a more interactive experience by using classroom response systems and pre-lecture videos.

In the 1970s Dr. Freedman worked as a comic book letterer and helped organise the San Diego Comic-Con (now the world's largest popular culture convention) during its first few years. Today, when not in the classroom or slaving over a computer, Dr Freedman can be found either flying (he holds a commercial pilot's license) or with his wife, Caroline, cheering on the rowers of UCSB Men's and Women's Crew.

In Memoriam: Hugh Young (1930— 2013)

Hugh D. Young was an Emeritus Professor of Physics at Carnegie Mellon University. He earned both his undergraduate and graduate degrees from that university. He earned his PhD in fundamental particle theory under the direction of the late Richard Cutkosky. Dr. Young joined the faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships at the University of California, Berkeley.

Dr Young's career was centred entirely on undergraduate education. He wrote several undergraduate-level textbooks, and in 1973 he became a co-author with Francis Sears and Mark Zemansky for their well-known introductory textbooks. In addition to his role in Sears and Zemansky's University Physics,he was the author of Sears and Zemansky's College Physics.

Lewis Ford is a Professor of Physics at Texas A&M University. He received a B.A. from Rice University in 1968 and a Ph.D. in chemical physics from the University of Texas at Austin in 1972. After a one-year postdoctoral at Harvard University, he joined the Texas A&M physics faculty in 1973 and has been there ever since. Professor Ford has specialised in theoretical atomic physics — atomic collisions in particular. At Texas AM he has taught a variety of undergraduate and graduate courses, but primarily introductory physics.