One-dimensional motion Displacement, velocity, and time: Kinematic formulas and projectile motion: One-dimensional motion Old videos on projectile motion: Two-dimensional motion Optimal angle for a projectile: Forces and Newton's laws of motion. Newton's laws of motion: Forces and Newton's laws of motion Normal force and contact force: Forces and Newton's laws of motion Balanced and unbalanced forces: Slow sock on Lubricon VI: Forces and Newton's laws of motion Inclined planes and friction: Forces and Newton's laws of motion Tension: Forces and Newton's laws of motion Treating systems: Centripetal force and gravitation.
Circular motion and centripetal acceleration: Centripetal force and gravitation Centripetal forces: Centripetal force and gravitation Newton's law of gravitation: Work and energy Springs and Hooke's law: Work and energy Mechanical advantage: Impacts and linear momentum. Impacts and linear momentum Elastic and inelastic collisions: Impacts and linear momentum Center of mass: Torque and angular momentum.
Torque and angular momentum Torque, moments, and angular momentum: Oscillations and mechanical waves. Oscillations and mechanical waves Simple harmonic motion with calculus: Oscillations and mechanical waves Introduction to mechanical waves: Oscillations and mechanical waves The Doppler effect: Oscillations and mechanical waves Wave interference: Fluids Buoyant Force and Archimedes' Principle: Temperature, kinetic theory, and the ideal gas law: This implies that a conductor is an equipotential surface in static situations. This happens very fast and once they have done this the electric field must be perpendicular to the surface of the condocutor.
The most important thing to be consistent about in this material is the notation for vectors. The book uses bold face to represent vectors. My concern is that this is not enough for students and it would be better to show the arrow over the symbol. The book also sometimes drop the boldface without saying "Now let us consider the magnitude of the Coulomb force".
The book follows the class divisions of introductory physics. The subdivisions are small enough to be assigned as readings for each day. I would have preferred gravitation to be its own separate chapter since the is quite an intellectual leap from driving around a bend to the motion of the planets.
Generally the images are fine. I found some of the optics images a little hard to follow because the lines showing the actual rays and the perceived straight lines that our vision constructs were so close. The only cultural point I noted was in the Introduction where physics is presented as completely dormant through the middle ages. This misses the gradual development of technology and the growing realization that the world could be understood through experimentation, rather than just through logic.
It certainly contains much that is useful for our medical and biology students. Some of the hardest concepts will need additional material and extra class time but this is not a fatal problem. This book is designed for the level algebra based introductory physics course, which is typically taken by students in the biological sciences and health science majors.
The book covers the full range of topics typically covered in such a I have only used the book for chapters and I don't regularly assign problems from the book I use an online HW system so I can't comment on that content. Everything else appears to be accurate. The bulk of the content covered by this book hasn't changed in decades, maybe even in centuries, but the way that we as instructors present that content is changing. The book presents this content is a way that is as modern as possible for a book, including references to online simulations and some example problems and exercise that are related to biology and human health.
The e-book format should make updates relatively easy. The book is written using common language that is accessible to the students, however it can be verbose at times, but no more so than any other standard textbook. Large chunks of text at the start of a chapter will typically be ignored, or at best glanced through by students, but there just isn't much that that can be done about that.
Breaking up those large text chunks may make them more appealing to students. Students have not complained that the textbook is "hard to read" any more than with other textbooks I have used. The book chapter align will with weekly modules and contain an appropriate amount of content to cover in a HW assignments due on a weekly basis. The order of the content aligns with that of the most commonly used standard texts for this course. Not all of the images are high quality, some images and fonts exhibit slight pixelation and resolution issues.
However, the issues are not severe. I have talked with students about this and they claim that the issues do not affect the ability of the images and diagrams to convey the intended content and the students would definitely accept some pixelation in exchange for the hundreds of dollars in savings over a standard textbook.
A comma here and there probably personal preference , nothing major found so far, but I haven't read the text cover to cover. Students seem receptive to the book, most likely because it is free. Motivating students to read the text in physics courses is a constant challenge, it appears this book does no better or worse than standard texts at motivating students, but it does so at no cost, and it has links to simulations and other content that students may be more receptive toward. This text also has great appendices, especially for radioactivity.
While certain application examples could be updated in the near future, any good physics text written since World War I is still a good resource. So, this text does have longevity but any physics text does. Not only is the text written clearly but as an electronic text, it is able to link out to various online physics simulations directly.
This is incredibly valuable. The treatment of vectors is developed in such a way that the one-dimensional treatment is inconsistent with the two-dimensional treatment but that it probably intended to gradually develop the complexity. The modularity of this text is wonderful. The structure matches up with most physics texts which is OK.
One of my biggest issues with this text is the treatment of vectors. In the section on acceleration Chapter 2. Luckily, as a modular open source text I can edit it to my liking. The text covers all of what we cover in our General Physics sequence i. There are additional chapters that we don't necessarily cover like "Physics of Hearing" and "Vision and Optical Instruments", although much of this There are additional chapters that we don't necessarily cover like "Physics of Hearing" and "Vision and Optical Instruments", although much of this content appears elsewhere in our courses.
I have not found any incorrect information in the text. In fact, there are some really useful tables of constants that I'd like to see in other physics texts. The physics we teach our students doesn't really change that much. I don't see that as a major concern. If updates are needed, I believe they can be easily inserted. I found the text to be more clear than the textbook we use. The printed copy is very dense with text - may be hard to read for some. There are many real world examples given in the text to help students see how physics is applicable to real-life.
I found the text to be easy to navigate. There is consistency from chapter to chapter in the formatting of material. This makes the text easier for students to navigate. The text does a good job of referring to material already covered. Such references are hyperlinked which makes the text easy to pull earlier material and then return to the current chapter.
This is much quicker than a traditional, physical text. The material is logically presented. The sequence of material is mechanics, electromagnetics, optics, and modern physics. This is generally the same approach most physical texts use. This issue does not seem to arise in this text. Like most physics texts, this one draws on western examples, but in addition, it has more diversity than many textbooks.
I'm giving this category a '3' only because we all have our subconscious biases and I don't think anyone can clearly see all insensitive or offensive language. I hope that our college will move in the direction of using this text. It would save students a ton of money and the text has more instructor and student ancillary materials than any physical text I've seen in my 17 years of teaching!
It is hard to find topics that should be included in an introductory text such as this one that have been left out. All the standard topics are there as well as additional material not found in most introductory physics books. I especially like the brief biographical notes and references to application in fields such as chemistry and biology.
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Most introductory physics courses do not cover topics that require up to date information on the progress of physics. Still this book includes topics such as nuclear and particle physics along with topics such as dark matter, general relativity and nonlinear dynamics. One can hope that students may find them interesting and explore them outside of their usual course work. Patiently worked examples with ample explanation of each step. Simple figures that remain to the point and do not try to be unnecessarily fancy distracting the students' attention from the problem. There seems to be coherence between any two chapters.
I could not detect any problems with consistency. Again no problems here. The sections are of proper length and although there is a good amount of explanation and examples, it does not get irrelevant and tedious. This is probably the only objection I have with this book. First I believe some more treatment of vectors is necessary.
Perhaps even an entire chapter on vectors would be a good idea. I also do not like the fact that the topic of gravity does not have its own chapter. Oscillations and simple harmonic motion should, in my opinion, also be moved a bit earlier in the book. These statements simply refer to my personal preference and I do not want to pretend that this is the absolutely best way to organize the material.
I saw no problems of this nature. I commented earlier on the simplicity of the presentation and the figures, the lack of which I believe is a major flaw of most introductory physics books today.
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This being a physics book makes this question rather irrelevant. Still I found no problematic points. Generally a very good book with simple figures, a multitude of worked examples with all the steps shown, good check points for the students to consider, and a good variety of well chosen problems at the end of each chapter.
The selection of topics is excellent. I would prefer a slightly different organization of the material, especially for the first half of the book, with more emphasis on vectors. Glossary is provided at the end of each chapter, but I feel the definitions are not detailed enough and are too specialized without referencing the particular cases where it is applicable. For example, the rms equations work for sinusoidal For example, the rms equations work for sinusoidal functions which is what the book deals with but, that limitation is not clearly stated to the student. Some glossary terms are a bit too succinct and as a result are oversimplified.
The index is fairly detailed, easy to click on the page in the pdf. The range of topics covered is quite vast and is enough for a first-year introduction. However, the amount of detail provided for some of the basic concepts is in some cases too little. I would need to go through the text with a fine-toothed comb to be able to say this with all certainty, but it seems that overall the material is accurate, error-free and unbiased. I believe so, of course there are as always the photos with computers that look dated, but should not be difficult to fix.
Many images are general enough to withstand the test of time. I find that the explanations of the basics for many topics are too limited. More time is devoted to the admittedly more interesting! I think that the explanations of the basics are lacking, especially in the later chapters, and the students may need to use additional references.
However, the text is more interesting than others because of the inclusion of the extras. Also, some examples are a bit confusing, Fig.
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Much of the data is presented in a tabular format, an associated graphical representation would be useful. The authors clearly tried to make connections with real-life examples and I think that is very helpful to get the students' intuition to connect to the challenging concepts. Seems that way, I could find no glaring inconsistencies. The one thing that is a bit odd is some terms are defined twice with 2 different definitions. Definitions at end of chapter repeats Ch.
Each chapter is sectioned, labeled and indexed well. Has own self-contained glossary and review at the end. Obviously, some chapters must be done after others, especially the specialized chapters, but this is not an issue. Other than that, there is not undue reliance on previously presented material. In fact, some material is repeated in several locations in the text as needed. In general, the text is quite large and would definitely need to be split up in some way.
Chapters would have to be omitted or the text would have to be split into 2 parts. It seems that it lends itself well to that. The tone of the text is definitely accessible to students, and is an easy read. However, the flow of ideas in some cases may be difficult for inexperienced students to follow. The thoughts are not compartmentalized, they are more of a lecture-style explanation rather than solid, clear-cut description of the material.
I think this will work well for the more engaged students but may be difficult for the weaker students. This may potentially be an issue. Personally, I would have re-organized some of the chapter contents and grouped things together a bit differently especially the circuits, EM chapters , but I think that is more of a personal preference rather than a criticism. There is quite a bit of jpeg aberration with images that are not photographs which really should not be saved as jpegs in the first place.
This appears on images such as graphs, vector diagrams, tables, etc. This would be an easy fix for the book authors, just saving the original images in a format which is more appropriate for that image type such as bmp or gif would remove the issue entirely. Most figures themselves are clear and of good size, but some are a bit cluttered and small, ex.
In general, some images have a feeling of being placed a bit haphazardly, maybe rounding the corners or putting a frame around them would have made them look more in-place. Other images look well integrated. Inconsistent sizing of things like brackets, superscripts look out of place, bars over symbols are too far just general formatting issues. Probably occurred when the document was converted to pdf.
Some numbers look larger than the surrounding text. The links that I tested worked from index, to chapter section, to the PhET simulations. The use of the links to java games PhET Interactive Simulations is a great idea, though the games themselves are not particularly good or well-defined it is not clear what the user is supposed to do to play the game. I've never been a huge fan of the prime ' notation for anything other than the derivative.
Text uses it for the quantity "some time later"; in Ch. Many biomedical applications and examples in this text. I do find this material interesting, but it is a definite extra that is very prevalent in the chapter questions as well as supporting chapters.
I'm a fan of applications, but I wish the topics were a bit more varied. I like the presence of conceptual questions at the end of the chapters, gives the students a chance to test their "general feel"; of the concepts before plugging in numbers into equations. In terms of relevance to Canada: Many examples of places in the United States, the book is definitely US-centric. While reviewing this textbook we compared it to two other widely used first year algebra based physics textbooks, Physics by Giancoli and College Physics by Knight, Jones and Field.
The openstax College Physics text covers all of the topics that the other two texts cover. It is perhaps even more comprehensive than either Giancoli or Knight. For example when introducing electric charge it discusses quarks. The openstax text has pages in a font that is smaller than either Giancoli or Knight and the text goes right to the edges of the pages. It is unlikely that a typical student in an algebra based introductory course would be able to work their way through the textual part of the book.
This makes these texts much easier to read than the openstax text. If a student chooses to print the openstax book on regular paper, double sided, it is 8cm thick whereas Giancoli is only 3. At the end of each chapter the openstax text has a useful glossary of terms encountered in the chapter and a chapter summary that is similar to both Giancoli and Knight. It has far fewer topics in the index and is missing subcategories under topics such as acceleration, angular momentum and electric circuits. Oddly it has a larger font for the index than the rest of the text so it has more than three times fewer topics in the index than either Giancoli or Knight.
The problems at the end of each chapter of the openstax text are its strongest feature. They are similar to those in both Knight and Giancoli. There are an adequate number of them and they have adequate variety and varying difficulty. However, unlike Giancoli and Knight the openstax problems are not labeled according to difficulty, a feature that we as instructors like when assigning problems.
An additional feature in the openstax text, that neither Giancoli nor Knight have, is problems labeled Integrated Concepts and problems labeled Construct your own problem. There were some examples of notation that were not adequately explained, for example the use of F12 on page without explaining that it means the force on particle 1 due to particle 2.
There are an adequate number of examples in the text with nice color pictures. There is an instructor solution manual that comes with the text, an excellent feature here is that both the problem and solution are given.
This makes choosing homework problems or problems to do in class much more convenient for the instructor. The online homework system WebAssign is available for this OpenStax text. It costs the students a nominal fee per term but we think it is in general an inexpensive alternate system to Mastering Physics which is included with Giancoli and Knight. Unlike Mastering Physics that has every single problem in Giancoli and Knight, Web Assign has only about one third of the problems in the back of each chapter.
Both Web Assign and Mastering Physics have links to the text in many of the problems. However, where Mastering Physics has links to the appropriate pages for students to read before attempting a problem, Web Assign links to the beginning of the appropriate chapter. Mastering Physics is a much more comprehensive online homework system than Web Assign; it has tutorials, conceptual questions, and a test bank. However, this text also includes many modern applications of physics such as medical applications of nuclear physics and particle physics.
It also has a chapter called Frontiers of Physics that is up to date. In this regard it is equally as good as Giancoli and Knight and the risk of it becoming obsolete is negligible. We found that the openstax text is quite wordy in its explanation of concepts. For example it takes about 10 lines to explain the concept of position whereas Giancoli uses one clear and concise sentence and Knight uses a simple example to explain the concept.
The definition of position in the glossary of the openstax text at the end of the chapter is too vague. We think students in general have a very difficult time reading physics textbooks and if the explanations are too long they get lost. We expect this will be the case for most students immediately in the early chapters of this text.
The chapters in the text are organized in a consistent fashion throughout the book. The notation is also consistent. It would be easy to pick individual chapters of this book to put together into 2 separate one semester courses just like any standard textbook. The topics in this text are organized in the same order as both Giancoli and Knight.
The Open Stax text has 34 chapters whereas Giancoli has 33 and Knight has It is also more closely spaced and goes to the edge of the pages. It is more difficult to read in print than either Giancoli or Knight but on a computer the student could zoom in to whatever resolution they choose. We agree with this statement however since the text originates in the United States it refers to places and things in the US and not Canada. This is true of both Giancoli and Knight.
Instructors and physics departments should be very careful about choosing this textbook simply because it is free. The best existing textbooks are much better than the Open Stax textbook notwithstanding the cost implications. Overall we think that this text is overly comprehensive for a first year algebra based physics course.
It explains many things that are best left for an instructor to discuss in class but should not require students to read. It would be a good reference for new teachers preparing lecture notes. We think that typical students would feel overwhelmed when trying to read this text. However, it would be appropriate as a resource for problems or specific explanations. The text included and appropriately covered all topics necessary for a first-year algebra-based physics class. An index is provided in the PDF version of the text, but a link to the index in the web version of the text was not found.
There are glossaries at the end of each chapter. Compared with a large glossary at the end of the text, it was easier for students to review the new terms, but trickier for them to find a term defined in a previous chapter. Chapters begin by introducing and developing physical concepts and end with sections covering modern applications of those topics. Keeping the applications updated seems like it would be straightforward.
Each topic is introduced with a contextual or motivational section. Next, the concepts are developed and terms are well defined. The structure and text was generally straightforward. No issues that would distract the reader, but the font and style used for numbers, scientific notation and units change depending on where the value is shown and what the units actually are.
The equations and some symbols disappear when the PDF is printed on certain printers or when the original PDF is modified lines highlighted or reprinted to 2 or 4 pages on a sheet. The bars over average variables sit high. Most other physics textbooks provide a rating for each end-of-chapter question I, II, III as a rough estimate of the question's difficulty.
I've found the system to be useful for myself and for students working on unassigned problems. Most forces in the text are given the symbol F with a subscript to differentiate, but weight, normal force and tension are W, N and T. At the suggestion of BCcampus staff, this review has been prepared jointly by Takashi Sato and Tyron Tsui alphabetical order. Tsui nominally examined Chapters 1 - 17 and Sato nominally examined Chapters 18 - Tsui has the experience of having adopted this book for his class Summer semester.
This book has the feel of a typical algebra based first year physics book, suitable for algebra-based first year physics courses anywhere. This book has reportedly been produced as part of a well-funded project including support from the This book has reportedly been produced as part of a well-funded project including support from the Hewlett Foundation, Gates Foundation, etc.
A general practice in physics education at the first year level is to split courses and corresponding textbooks into two streams: This book is not intended for use with calculus-based courses. On the whole there is no issue with content accuracy or bias. The one exception I detected is in Ch.
This book pays good attention to highlighting the application of physical principles in contemporary society, often by description of technological devices. Although the physical principles do not become outdated, the specific devices referred to will need updates and maintenance.. This is generally what is done with all physics textbooks at this level. I used mainly the PDF version hardcopy and on screen for this review - no issues experienced.
This review has been conducted jointly by Takashi Sato and Tyron Tsui alphabetical order. Tsui has the experience of having adopted this book for his class Summer semester and has shared his experiences with me. However, rather than merging our comments into one submission, we are each making our own submission. This choice of symbology is very unusual, perhaps unique, in textbooks for this audience.
Because the two forms of notation are completely equivalent, it can be ascribed to a stylistic choice and this reviewer has no strong preference. Simulations produced by the PhET project at the University of Colorado Boulder is the current golden standard and fans of PhET will surely embrace its prominence in this book.
The chapter on quantum physics serves only as an introduction and thus unsuitable for a modern physics course. The chapter on special relativity is more promising, and the algebra-based nature of this book is indeed sufficient for special relativity. However, it is only one chapter and I would imagine most modern physics courses will require more depth on this topic. Of course, while we physics teachers may forget to state the obvious, the algebra-based first year course I refer to in the opening is often a two-semester sequence i.
In addition to an instructor solution manual and powerpoint slides, electronic supplements such as WebAssign and Sapling are also available. More specifically, I have learned that OpenStax has worked with Sapling Learning to produce an online homework tool tailored for this book.
I have seen it demonstrated and for this particular book, unlike other books Sapling works with, the e-text has been integrated into the Sapling product. Comprehensive and include much more than could be covered in two one-semester introductory courses. The Index and glossary are find. The pdf version needs a Table of Contents for navigation. Here are a few points in the order that I saw them. Suggest that they be applied with common sense. For intermediate calculations keep more significant figures than necessary to avoid propagating roundoff error.
A few too many sig figs is better than too few. An example of an exception is The rules would imply that only two figures be kept in the result which is plainly nonsense; the answer should be written as A vector has magnitude and direction, but some quantities with magnitude and direction are not vectors, e. Just say that when using technical terminology in physics, acceleration covers speeding up and slowing down and we will not be using deceleration in a technical way.
The section even starts with an image on the topic so students will think it's an important concept that must be memorized. True, this is an integral calculus concept, but I have never found students to be troubled by it. This concept is necessary to derive the kinematic equations. Note that a common student misconception is that the average velocity is an average of some velocities and taking this statement as obvious panders to that misconception.
The only reason it's done is to give a wider repertoire of constant acceleration problems. I prefer introducing "g" as the "gravitational field strength" which, when multiplied by the object's mass see discussion later predicts the force of gravity on it. Only in the absence of air resistance or other forces is the object's acceleration equal to g. The author beats around the bush but never says the important words. He says, "Operationally, the masses of objects are determined by comparison with the standard kilogram.
There needs to be some mention of comparing the accelerations of two masses one possibly being the standard when the are subjected to the same force and that the ratios of the masses are inverse to the accelerations. In figures such as 2. They should not be. Positioning of arrows over the figures of male bodies on the free bod diagrams.
Simple pendulum discussion needs revising: The weight has components along the string and tangent to the arc. Tension in the string exactly cancels the component parallel to the string. During the swing of the pendulum the acceleration direction varies. It goes from being tangential to the arc at the extremity to pointing toward the pivot point as it swings through the equilibrium. See this figure http: The acceleration vector is pointing in the direction of the net force. In that case a magnified image is clearly seen with good eyes, but the lateral magnification, as described in this section, makes no sense because it is infinite.
The important point is that the angle subtended by the object observed through the microscope is larger than it would be if viewed by the naked eye at the eye's near point. The calculation of a lateral magnification in a case where real images exist somewhere in space at an arbitrary position that is closer than infinity tells us nothing about the apparent magnification seen by the eye, which is the angular magnification. This should probably be discussed in the text before one could expect a student to do the problem. The picture depicting synchrotron radiation actually has little if anything to do with this chapter?
GDP numbers seem consistent with year numbers. World Bank statistics found by Google search. This list is probably shorter than a similar one of the good things about this book. But these items especially the starred ones are important enough to warrant some concern that other issues would be apparent when a closer look at this book would occur when teaching a course from it.
There are many worked example that will be appreciated by the students. Some of the problems are interesting and unusual. The material covered generally is not changing that qickly. The textbook should be broken into smaller files to easily use in tablets or smaller netbooks. The main issue I have is at the beginning where some topics in kinematics are omitted area under v vs t curve that do not allow the kinematics to be rigorously derived The issue of operationally defining mass and how to measure it is also discussed in a previous box.. Here are my previously prepared omments on this issue: The initial link I was given was to a pdf file many hundreds of MB in size.
College Physics
After downloading I noticed that it was impossible to copy any text from the display. Perhaps this is an antiplagiarism measure or copyright protection. Downloading from the link shown in the front of the pdf, I got a copy that did not have this feature. Furthermore, there was a lowresolution version pdf as well as epub versions. The lowresolution was indeed a manageable size and the quality was acceptable. It should be noted that most of the figures are line drawings. Line drawings can be imbedded in a pdf using a vector graphics encoding such as eps that retain the full resolution of the images at a fraction of the size of a bitmap.
Indeed, all images in the pdf were jpeged bitmaps which made them big and full of compression artefacts in the smaller pdf file. The readability of the pdf version of the book approaches zero. The text is very small, sans serif and each line is much longer than what is needed for comfortable reading. When reading a paragraph, the eye often finds itself at the beginning of the line just read or completely lost. Furthermore, there is no sidebar table of contents for easy navigation. The thumbnail view shows barely recognizable page images that give no help in navigating around in the huge book.
So I tried the epub. It is much larger than the lowres pdf, undoubtedly because of the images. The epub version was not able to be read by iBooks on the iPad. The only ebook reader that would load it was Calibre. A fine piece of software. Using my MacBook Pro it took about 3 min to display the first time.
The epub formatting was very legible and pleasant to read. The images were clear and well placed. Pages could be navigated rapidly within a chapter. There was a sidebar table of contents allowing quick navigation from one place to another. Transitioning from chapter to chapter caused a delay of a few seconds, but it was not annoying. The equations were legible, although the bitmap images of them looked a little crude. Is mathJax coming to epub sometime? One issue was that after navigating around in the book the images start to disappear.
Unlike pdf, epub is supposed to allow svg vectorgraphic images, but is seldom done. The best solution for the epub would be to break the book into several parts according to the normal division of firstyear physics courses. On to the contents. As I say, it's unfortunate that most students will not read the purple prose of the authors, or try to follow the logic of the exposition. Nevertheless, I think it's worthwhile to present an intellectually respectable narrative. Unfortunately most "College Physics" books are written for an audience that often is not attracted to taxing their brain over the intricacies of the subject.
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An easily digested gloss may be rated higher than a text that tells the full story. There are some textbooks that achieve a happy medium between simplifying too much and explaining in a rigorous way. But the average College Physics, algebrabased textbook tends to simplify too much. Here are the rest of my prepared omments: It's unfortunate, but most of us who teach physics soon realize that students don't read the textbook.
Perhaps they use it as a last resort for finding hints on solving homework problems. No matter how well written, laid out, feature-filled the effort gone into preparing even the best textbook is wasted. The textbook by Urone et al. That means it is intended for an audience whose main interests usually lie elsewhere than the physical sciences or engineering. A textbook is usually recommended or assigned by the instructor with little input from the student; therefore, it is good to have an option that is inexpensive and portable.
On this count, Urone et al. On the other hand, its content does not. The list of issues is probably shorter than a similar one of the good things about this book. We will be using all three volumes throughout the semester. Go to the following links to view the text or download it in PDF:. As a reminder, Sapling Learning offers a grace period on payment; for most courses, this is 14 days from the first day of the term. During sign up or throughout the term, if you have any technical problems or grading issues, please visit this page.
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You are encouraged to work in a study group in doing the homework. Make sure you thoroughly understand the problems. You can bring one 1 index card 3" x 5" to the class with equations and formulas on both sides. No makeup quiz or exam will be given without a legitimate reason such as medical emergency. Be aware the makeup quiz or exam may be entirely different from the original one. I reserve the right to raise your grade if exceptional effort and class participation are observed throughout the semester.