- Series
- Pearson
- Author
- Hugh D. Young / Roger A. Freedman
- Publisher
- Pearson
- Cover
- Softcover
- Edition
- 15
- Language
- English
- Total pages
- 740
- Pub.-date
- December 2019
- ISBN13
- 9781292317335
- ISBN
- 1292317337
- Related Titles

ISBN | Product | Product | Price CHF | Available | |
---|---|---|---|---|---|

University Physics, Volume 1 (Chapters 1-20), Global Edition |
9781292317335 University Physics, Volume 1 (Chapters 1-20), Global Edition |
97.60 | not defined |

*This title is a Pearson Global Edition. The Editorial team at Pearson has worked closely with educators around the world to include content which is especially relevant to students outside the United States. *

*For courses in calculus-based physics.*

**Practice makes perfect: Guided practice helps students develop into expert problem solvers**

Practice makes perfect. The new **15th Edition** of ** University Physics with Modern Physics **draws on a wealth of data insights from hundreds of faculty and thousands of student users to address one of the biggest challenges for students in introductory physics courses: seeing patterns and making connections between problem types. Students learn to recognize when to use similar steps in solving the same problem type and develop an understanding for problem solving approaches, rather than simply plugging in an equation.

This new edition addresses students’ tendency to focus on the objects, situations, numbers, and questions posed in a problem, rather than recognizing the underlying principle or the problem’s type. New Key Concept statements at the end of worked examples address this challenge by identifying the main idea used in the solution to help students recognize the underlying concepts and strategy for the given problem. New Key Example Variation Problems appear within new Guided Practice sections and group problems by type to give students practice recognizing when problems can be solved in a similar way, regardless of wording or numbers. These scaffolded problem sets help students see patterns, make connections between problems, and build confidence for tackling different problem types when exam time comes.

**Pearson Mastering Physics is not included.** Students, if Pearson Mastering Physics is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN. Pearson Mastering Physics should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information.

**Reach every student by pairing this text with Pearson Mastering Physics**

**MasteringTM **is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, Mastering personalizes the learning experience and improves results for each student

**Give students the problem-solving tools they want, based on input from thousands of students**

**New - Key Example Variation Problems**in the new Guided Practice section at end of each chapter are based on selected worked examples. They build in difficulty by changing scenarios, swapping the knowns vs. 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. Assignable in Pearson Mastering Physics.**New - Worked example “Key Concept” 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.**A research-based problem-solving approach (Identify, Set Up, Execute, Evaluate)**teaches students to tackle problems thoughtfully rather than cutting straight to the math. This approach is consistently used not just in every example but also in the Problem-Solving Strategies and throughout the Student’s and Instructor’s Solutions Manuals and the Study Guide.

**Reinforce problem-solving skills with enhanced End-of-Chapter problem sets **

**Pearson Mastering Physics metadata analysis**has informed the revision of the problem sets by providing insights into which problems instructors assign most often. All problems remain in the Alternate Problem set to provide by far the greatest choice of homework problems available for this course.**Expanded - Challenge problems**significantly stretch students by requiring sophisticated reasoning that often involves multiple steps or concepts and/or mathematical skills. They 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 to also decide what data needs 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.- Scaffolded
**Bridging Problems**now follow the Key Example Variation Problems in the Guided Practice section and help students move from single-concept worked examples to multi-concept homework problems. By popular demand, the Bridging Problems are now assignable in Mastering.

**Build conceptual understanding**

**Learning Outcomes**for each section are provided at the start of each chapter to prepare students for the ideas they will explore. Also listed are sections in previous chapters (“You’ll need to review...”) that are important in the upcoming material, helping students connect ideas and build on prior understanding.**Test Your Understanding questions**at the end of most sections let students check their grasp of the material and use a multiple-choice or ranking-task format to probe for common misconceptions. The answers to these questions are now provided immediately after the question in order to encourage students to try them.**Annotated equation**

**Give students the problem-solving tools they want, based on input from thousands of students**

**Key Example Variation Problems**in the new Guided Practice section at end of each chapter are based on selected worked examples. They build in difficulty by changing scenarios, swapping the knowns vs. 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. Assignable in Pearson Mastering Physics.**Worked example “Key Concept” 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.**Reinforce problem-solving skills with enhanced End-of-Chapter problem sets****Expanded - Challenge problems**significantly stretch students by requiring sophisticated reasoning that often involves multiple steps or concepts and/or mathematical skills. They 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.**Estimation problems**help students learn to analyze problem scenarios, assess data, and work with orders of magnitude. By requiring students to not only estimate some of the data in the problem but also decide what data needs to be estimated based on real-world experience, reasoning, assumptions and/or modeling, this problem type engages students to more thoroughly explore the situation.**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.

**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.

**Pearson Mastering Physics is not included.** Students, if Pearson Mastering Physics is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN. Pearson Mastering Physics should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information.

**Also available with Pearson Mastering Physics**

**Alternate problem sets**provide additional problem-solving practice and offer instructors more options when creating assignments with hundreds of new questions and problems plus**new end-of-chapter problems**.**Direct Measurement Videos**are short videos that show real situations of physical phenomena. Grids, rulers, and frame counters appear as overlays, helping students to make precise measurements of quantities such as position and time. Students then apply these quantities along with physics concepts to solve problems and answer questions about the motion of the objects in the video. The problems are assignable in Mastering and can be used to replace or supplement traditional word problems, and they can serve as open-ended questions to help develop problem-solving skills.**Enhanced End-of-Chapter Questions**provide expanded remediation built into each question when and where students need it. Remediation includes scaffolded support, links to hints, links to appropriate sections of the eText, Video Tutor Solutions

**MECHANICS**

1. Units, Physical Quantities, and Vectors

2. Motion Along a Straight Line

3. Motion in Two or Three Dimensions

4. Newton’s Laws of Motion

5. Applying Newton’s Laws

6. Work and Kinetic Energy

7. Potential Energy and Energy Conservation

8. Momentum, Impulse, and Collisions

9. Rotation of Rigid Bodies

10. Dynamics of Rotational Motion

11. Equilibrium and Elasticity

12. Fluid Mechanics

13. Gravitation

14. Periodic Motion

**WAVES/ACOUSTICS**

15. Mechanical Waves

16. Sound and Hearing

**THERMODYNAMICS**

17. Temperature and Heat

18. Thermal Properties of Matter

19. The First Law of Thermodynamics

20. The Second Law of Thermodynamics

**ELECTROMAGNETISM**

21. Electric Charge and Electric Field

22. Gauss’s Law

23. Electric Potential

24. Capacitance and Dielectrics

25. Current, Resistance, and Electromotive Force

26. Direct-Current Circuits

27. Magnetic Field and Magnetic Forces

28. Sources of Magnetic Field

29. Electromagnetic Induction

30. Inductance

31. Alternating Current

32. Electromagnetic Waves

**OPTICS**

33. The Nature and Propagation of Light

34. Geometric Optics

35. Interference

36. Diffraction

**MODERN PHYSICS**

37. Relativity

38. Photons: Light Waves Behaving as Particles

39. Particles Behaving as Waves

40. Quantum Mechanics I: Wave Functions

41. Quantum Mechanics II: Atomic Structure

42. Molecules and Condensed Matter

43. Nuclear Physics

44. Particle Physics and Cosmology

** Hugh D. Young** was Emeritus Professor of Physics at Carnegie Mellon University. He earned both his undergraduate and graduate degrees from that university. He earned his Ph.D. 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 coauthor with Francis Sears and Mark Zemansky for their well-known introductory textbooks. In addition to his role on Sears and Zemansky's* University Physics*, he was the author of Sears and Zemansky's *College Physics*.

Dr. Young earned a bachelor's degree in organ performance from Carnegie Mellon in 1972 and spent several years as Associate Organist at St. Paul's Cathedral in Pittsburgh.

**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 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 doing 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 worked to make physics lectures a more interactive experience through the use of 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 during its first few years.