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University Physics with Modern Physics [13th Edition] - Young & lesforgesdessalles.info .. In the s Dr. Freedman worked as a comic book letterer and helped. Where those designations appear in this book, and the publisher was aware of a Sears and Zemansky's university physics: with modern physics. -- 13th ed. CLICK HERE TO DOWNLOAD pdf book: UNIVERSITY PHYSICS by Young and Freedman.
The text is consistent in its use of terms and variables. Furthermore the Dirac energy-state picture provides a mechanism for the creation of positrons. One example is the discussion of dynamics in Section 5. We encourage you to follow these same steps when you solve problems yourself. No issues here. In a family of three particles called p mesons or pions were discovered.
University Physics, Volume 1 by Ling, Sanny and Moebs covers the typical topics found in a first semester physics course. The example problems are well worked out. Students who are familiar with traditional textbooks should have no problem using Students who are familiar with traditional textbooks should have no problem using this one.
There are concepts of vector manipulation and use of spherical and cylindrical coordinates that are missing. Overall, if an online homework system is not needed, this is a decent textbook for beginning students. There are no major errors, but some items are a misleading. The explanation of torque and angular momentum is typically not robust and the examples are confusing. I would suggest rewriting this section or supplementing it. The content of the book is about physics over a century old years in most cases.
The material is not going to change but I suspect that interactive online resources will supplant the text pasted online that is here.
The examples are clearly explained. In an online setting, interactive applets or at minimum some animations would help a lot. The 3D diagrams could be replaced with non-static images either slow rotating gif or user controlled POV. I also dislike the large number of derived equations presented in lists. This gives the impression that memorization of the equations is important, not applying the simple principles and doing the necessary algebra, trigonometry or calculus.
The text is consistent in its use of terms and variables. There is little ability to skip around as most of the material builds on previous chapters. This is inherent in introductory physics, anyway. It is possible to skip around a bit. Same would be possible with covering momentum prior to work and energy. The organization is similar to that in many other texts, nothing surprising.
This is a problem with most texts, anyway. The material generally flows smoothly. There are appropriate hyperlinks to other material in the text.
The interface is easy to use. I think it would be better to embed interactive examples rather than hyperlink to external material. But because it is easy to click and see some related material within or external to the text , there is some advantage to the interface over a paper text. I would recommend the text if there is no requirement for an online homework system. I will also list it in future as an additional resource for the students.
This would also be helpful to anyone needing to refresh some of the more basic concepts. If cost is a primary concern on textbook adoption, this makes a good choice. This book strikes an effective balance between rigor and breadth. It introduces key concepts slowly enough to help many beginners become comfortable with Physics concepts without being overwhelmed.
It also allows for a dependable reference for It also allows for a dependable reference for more advanced students, who can cover the material more quickly but will not be bored by the presentation. I worked some of the advanced challenge problems given throughout and they seemed to be sufficiently rigorous for an advanced student to challenge herself or himself.
The content seems thorough and accurate throughout. The one not-quite error I found was in the chapter on sound which presented resonance pipe antinodes occurring at open ends and nodes at closed ends. This is true but only for displacement, not pressure, which is at least misleading since all of sound covered up to that point dealt with pressure, and the diagrams didn't clearly state what was being measured.
This is the best free general physics textbook I have found so far, and it provides examples and application points which point to relevant technology and cultural phenomena, but usually in a general enough way that it does not require a separate update every 5 years. One exception is the photo of an early iPhone as an example of GPS - it already looks a bit dated given the pace of cell phone updates, and I expect it will seem moreso to students as time goes on, given the familiarity of this generation with the latest in smartphone technology.
I liked the text pretty well. A couple of times it seemed they were glossing over something or leaving something as a challenge problem without fully grounding it in theory, but this was the exception rather than the rule.
The book is pretty consistent, although the order of presentation of subject necessitates some fluctuation on that count. Later chapters on waves and sound go back and forth between being a bit over-didactic, introducing lots of concepts, and then being extremely mathematical, referencing concepts such as kinetic and potential energy of the wave, introducing lots of equations. I expected the book overall to be more consistently math-y throughout, but the use of text blocks to introduce other applications was not uncalled for, and I think many students would respond positively to it.
I am considering using part of this textbook for a graduate course on acoustics that I teach. It will need to be supplemented with other sound-centric materials since even this book's chapters on sound focus more on physical acoustics than perception of sound or musical sound. But these are always contentious issues in physics education. Once I increased the text size, the online version was fairly easy to read.
Sometimes I did not care much for the format, layout, text-to-space ratios, etc, but those may be different in the pdf version. Some of the photo figures likewise do not seem to be neatly formatted. In the sense that physics is trying to study the universal, so too does this book. There are some unavoidable cultural references in the application points, but those seem considered and not focused on any one place or people group.
In general, this is a good book for intro physics classes. I will probably not make it my only textbook for my acoustics course, but I may use it so supplement some wave concepts here and there.
This book is very comprehensive covering every aspect of a major physics first year at any University. It is well orgainised and follows a traditional logical order, ie. There are also slides and a students solutions manual. There are no discernible errors in the text and each topic is dealt with in the professional way you would expect of a physics text. The books contents are standard basic but comprehensive physics.
There is plenty of room for expansion within the text. Includes discussion, some questions and problems on Higgs boson for example. It is quote cumbersome to edit the book and extract pieces that are not whole sections or whole chapters. The book follows an very familiar traditional flow that will be familiar to all physics majors.
It would be best, stating the obvious, to start at the begingin and following the book through in chapter order. This is more to do with the subject matter than the book. There are no problems with the layout or interface of the material. All equations and diagrams are clear and pristine in theit native form.
However they do not so easly lend them selves to editing. This would be the best resource I have ever found - IF - it was easier to edit and use in a bespoke way. Excellent and detailed coverage of mechanics, sound, oscillations, and waves at early years university study. Text covers the fundamental of physics which will not date and examples and questions are relevant and current. The chapters have a structure that would allow individual sections to be assigned and chapters could be delivered in alternative ordering.
I have not found anything in the book that would be considered culturally insensitive or offensive. The electricity and magnetism part can The electricity and magnetism part can serve as a standalone textbook for a one-semester calculus based university physics course. All the topics in a similar course I offered for many years can be found in this textbook. It is very easy to adapt the material in the textbook to a common university physics course to cover electricity and magnetism.
There are many wonderful examples to show the students how to apply the concepts discussed in the text. And the sets of homework are particularly useful for the teachers and students. However, if your course is designed to manage homework online, for example, LON-CAPA, you probably need some time to write the codes in order to use the homework problems.
In my course, I continue with diffraction of waves and ray optics. If the authors can change the outline of the contents to include optics in volume 2, that will be wonderful. For a university physics course focus on electricity and magnetism, the content is similar to most of the textbooks in the market. The contents presented in this textbook are up-to-date and require a minimum amount of updates.
The concepts are clearly explained with sometimes good examples to go with them. The text is easy to read. For a student took calculus courses, there is no difficulty of understanding the mathematics used in the examples and the equations. The connections and the framework of the topics presented in this textbook are standard, thus it is very consistent. The layout of the textbook is very clear. All the modules can be readily adapted and divided into smaller reading sections and lecture notes.
It is a very clear structure of the topics. This structure is common and similar to other commercial available textbooks. Some of the cartoon drawings are not high quality. For example, Figures 6. If the pictures were drawn using a professional software, the textbook would be beautiful. Similar thing is the equation, particularly when a vector is involved.
This is the first in a 3-volume set. It covers all of classical mechanics along with waves and oscillations. It is appropriate for a calculus-based physics course in a 3-semester sequence. Combined with the other volumes, it can be adapted to Combined with the other volumes, it can be adapted to use in a 2-semester sequence. The book does have an excellent index in the PDF version.
Online, it has searchable content, but I could not find an index. The table of contents, however, should be sufficient for a student to use it as a reference book. The book does have a glossary for each chapter, giving the meaning of bolded words throughout. These definitions are concise and accurate. The content is accurate. The authors give a nice treatment of vectors, projectile, and circular motion.
I like how they bring in more advanced topics, like Brownian motion, as they present these ideas. Instead of dealing with generic vectors, like many textbooks, the authors present only the displacement, velocity, and acceleration vectors. This is a solid, introductory, calculus-based physics text. I expect these basics of physics to last long beyond what anyone can envision.
The pedagogy, too, is up-to-date. The students get lots of practice as they work through each section. Physics is difficult without deliberate and spaced practice.
These tools can help the student to master physics. Of course, the book does use appropriate language, which will be unfamiliar with most students.
However, the vocabulary builds in each chapter, and the text has links back to previous material when it is referenced in the chapter. Again, the glossary does offer good, simple definitions of bolded words. This book is consistent. It uses terminology from chapter to chapter, but it always refers back to technical terms in previous chapters with handy links.
The framework, too, builds in each chapter. Students learn skills—vector math, eg.
Of course, physics is a particularly good subject for such building. The reason I love physics is because it is consistent. Like many physics texts, this book is divided into appropriate and small sections. Chapter 4, for example, is divided into 5 sections. A professor can assign a particular section per day as the students or before cover the material in class. Indeed, these sections do not disrupt the reading but, instead, provide convenient breaks that allow the reader to pause and reflect.
At the end of each section, the authors have included conceptual questions and practice problems so the reader can ensure their own mastery of the material. As I stated previously, I might not present these topics in this particular order. For example, I like to cover centripetal forces with rotation. However, these issues are very minor. The authors follow a putative order for presenting the topics; this order is used by many textbooks. No issues here. The OpenStax folks have their game together.
Figures are clear and well-labeled. The online interface, which I prefer over the PDF, is easy to use. It has, in my opinion, better writing than some other standard books Halliday, Serway, Tipler, etc. Of the 6 cartoon figures, all were white, and 2 were women.
However, the people presented in these figures are small and not a big part of the text. In fact, 4 of the characters were partially obscured by masks or sporting equipment. The book does not take extra measures to make minorities feel included. The text is not offensive in any way unless someone hates physics!!
Great book! I intend to use it next year. I'd love to see some online tools like Tutor or Concept Coach, even if for a fee. I'd likely use them in my course. Generally yes. Covers the topics typically covered in the first term of a calculus based introductory level physics course. I did not see an obviously located index, however the digital format of the book is searchable. However, this feature However, this feature does not completely replace an index because some students buy a printed book.
There is a glossary at the end of each section, but not a global glossary. The book is generally accurate. Inaccuracies are not related to content, but rather to typographic errors and such. More importantly, a site exists where errata can be submitted by users and those submissions can be seen by users.
The text is written and arranged in similar fashion to standard texts on the subject, which have not changed much over a decade or more. The main updates are links to Phet simulations and other resources, however if the locationsURL of these resources changes then those links will be broken until updated. Most students these days supplement the text with other resources such as video lectures and simulations, and open courseware, which I encourage.
However, this means convincing students to read the text in-depth is even more difficult than in the past. The less formal language may help with this, and students comprehend the material at a level such that student outcomes will be affected by the slight reduction in rigor. Certain sections dealing with common misconceptions, such as centrifugal force, were given specific treatment with careful language, which is important.
The writing style often uses the word "this" in a paragraph of text with "this" referencing a concept described in a previous sentence or paragraph, which might possibly lead to confusion for students.
At times it appears to be overly differentiated, possibly to the point of distraction, but that may be a personal issue. Students might appreciate the level of differentiation. The topics are presented in the same general order as standard textbooks on the subject. Some sections within chapters are ordered differently. This appeared to be purposeful, but at times possibly convoluted, such as calling chapter 10 Fixed axis rotation and then including rolling motion at the beginning of the Chapter titled Angular Momentum before any discussion of angular momentum is presented.
Generally the figures, links, graphic quality are sufficient with few exceptions. I found the quality to be generally higher than OpenStax College Physics, which had some issues with low quality graphics.
Generally appeared acceptable, I am not an expert on grammar. See comments in the Clarity categories. I did not notice anything offensive, however there did not appear to be a significant representation of a variety of ethnicities represented in graphics and diagrams. Gender representation was somewhat more level.
I did not read every chapter problem. Planning to adopt starting fall , I will be asking students for their opinions on the text. Appendix A: Units Appendix B: Conversion Factors Appendix C: Fundamental Constants Appendix D: Astronomical Data Appendix E: Mathematical Formulas Appendix F: Chemistry Appendix G: The Greek Alphabet Index. University Physics is a three-volume collection that meets the scope and sequence requirements for two- and three-semester calculus-based physics courses.
Volume 1 covers mechanics, sound, oscillations, and waves. This textbook emphasizes connections between between theory and application, making physics concepts interesting and accessible to students while maintaining the mathematical rigor inherent in the subject. How do you learn to solve physics problems In every chapter of this book you will find Problem-Solving Strategies that offer techniques for setting up and solving problems efficiently and accurately.
Following each Problem-Solving Strategy are one or more worked Examples that show these techniques in action. The Problem-Solving Strategies will also steer you away from some incorrect techniques that you may be tempted to use.
Study these strategies and problems carefully and work through each example for yourself on a piece of paper. Different techniques are useful for solving different kinds of physics prob- lems which is why this book offers dozens of Problem-Solving Strategies. These same steps are equally useful for problems in math engineering chemistry and many other fields.
All of the Problem-Solving Strategies and Examples in this book will follow these four steps. In some cases we will combine the first two or three steps. We encourage you to follow these same steps when you solve problems yourself. Use the physical conditions stated in the problem to help you decide which physics concepts are rel- evant. Identify the known quantities as stated or implied in the problem. This step is essential whether the problem asks for an algebraic expression or a numerical answer.
Make sure that the variables you have identified correlate exactly with those in the equations. If appropriate draw a sketch of the situation described in the problem. Graph paper ruler pro - tractor and compass will help you make clear useful sketches. As best you can estimate what your results will be and as ap - propriate predict what the physical behavior of a system will be. The worked examples in this book include tips on how to make these kinds of estimates and predictions.
If your an- swer includes an algebraic expression assure yourself that it correctly represents what would happen if the variables in it had very large or very small values. For future reference make note of any answer that represents a quantity of particular significance. Ask yourself how you might answer a more general or more dif- ficult version of the problem you have just solved.
Problem-Solving STraTegy 1. In physics a model is a simplified version of a physical system that would be too complicated to analyze in full detail. For example suppose we want to analyze the motion of a thrown baseball Fig. How complicated is this problem The ball is not a perfect sphere it has raised seams and it spins as it moves through the air. If we try to include all these things the analysis gets hopelessly com - plicated. Instead we invent a simplified version of the problem. We ignore the size and shape of the ball by representing it as a point object or particle.
We ignore air resistance by making the ball move in a vacuum and we make the weight constant. Now we have a problem that is simple enough to deal with Fig. We will analyze this model in detail in Chapter 3. We have to overlook quite a few minor effects to make an idealized model but we must be careful not to neglect too much. If we ignore the effects of grav- ity completely then our model predicts that when we throw the ball up it will go in a straight line and disappear into space.
A useful model simplifies a problem enough to make it manageable yet keeps its essential features. Direction of motion Direction of motion Treat the baseball as a point object particle. No air resistance. Baseball spins and has a complex shape. Air resistance and wind exert forces on the ball. Gravitational force on ball depends on altitude. Gravitational force on ball is constant. This model works fairly well for a dropped cannonball but not so well for a feather.
Idealized models play a crucial role throughout this book. Watch for them in discussions of physical theories and their applications to specific problems. Experiments require measurements and we generally use numbers to describe the results of measurements. Any number that is used to describe a physical phenomenon quantitatively is called a physical quantity. For example two physical quanti - ties that describe you are your weight and your height.
Some physical quantities are so fundamental that we can define them only by describing how to measure them. Such a definition is called an operational definition. Two examples are measuring a distance by using a ruler and measuring a time interval by using a stopwatch. In other cases we define a physical quantity by describing how to calculate it from other quantities that we can measure. Thus we might define the average speed of a moving object as the distance traveled measured with a ruler divided by the time of travel measured with a stopwatch.
When we measure a quantity we always compare it with some reference stan - dard. When we say that a Ferrari Italia is 4. Such a standard defines a unit of the quantity. The meter is a unit of distance and the second is a unit of time.
To make accurate reliable measurements we need units of measurement that do not change and that can be duplicated by observers in various locations. Appendix A gives a list of all SI units as well as definitions of the most fundamental units.
Time From until the unit of time was defined as a certain fraction of the mean solar day the average time between successive arrivals of the sun at its highest point in the sky.
The present standard adopted in is much more precise. It is based on an atomic clock which uses the energy difference between the two lowest energy states of the cesium atom Cs. When bombarded by microwaves of precisely the proper frequency cesium atoms undergo a transition from one of these states to the other. One second abbreviated s is defined as the time required for cycles of this microwave radiation Fig. Length In an atomic standard for the meter was also established using the wavelength of the orange-red light emitted by excited atoms of krypton 1 86 Kr2.
From this length standard the speed of light in vacuum was measured to be ms. In November the length standard was changed again so that the speed of light in vacuum was defined to be precisely ms. These measurements are useful for setting standards because they give the same results no matter where they are made.
Light source Cesium atom Cesium atom Microwave radiation with a frequency of exactly cycles per second An atomic clock uses this phenomenon to tune microwaves to this exact frequency.
It then counts 1 second for each cycles. Light travels exactly m in 1 s. This modern definition provides a much more precise standard of length than the one based on a wave- length of light. An atomic standard of mass would be more fundamental but at present we cannot measure masses on an atomic scale with as much accuracy as on a macroscopic scale.
The gram which is not a fundamental unit is 0. Other derived units can be formed from the fundamental units. For example the units of speed are meters per second or ms these are the units of length m divided by the units of time s.
Unit Prefixes Once we have defined the fundamental units it is easy to introduce larger and smaller units for the same physical quantities.
In the metric system these other units are related to the fundamental units or in the case of mass to the gram by multiples of 10 or 1 10 Thus one kilometer 11 km2 is meters and one centi- meter 11 cm2 is 1 meter. We usually express multiples of 10 or 1 10 in exponential notation: With this notation 1 km 10 3 m and 1 cm 10 -2 m.
The names of the additional units are derived by adding a prefix to the name of the fundamental unit. Table 1. Dust Stars 5 light-years Gas W hat are the most fundamental constituents of matter How did the universe begin And what is the fate of our universe In this chapter we will explore what physicists and astronomers have learned in their quest to answer these questions.
Fun - damental particles are the smallest things in the universe and cosmology deals with the biggest thing there is—the universe itself. The development of high-energy accelerators and associated detectors has been crucial in our emerging understanding of particles. We can classify par - ticles and their interactions in several ways in terms of conservation laws and symmetries some of which are absolute and others of which are obeyed only in certain kinds of interactions. In about b. This idea lay dormant until about when the English scientist John Dalton — often called the father of modern chemistry discovered that many chemical phenomena could be explained if atoms of each element are the basic indivisible building blocks of matter.
The characteristic spectra of elements suggested that atoms have internal structure This image shows a por- tion of the Eagle Nebula a region some light-years away where new stars are forming. Looking back at … In Rutherford made an additional discovery: When alpha particles are fired into nitrogen one product is hydrogen gas.
He reasoned that the hydrogen nucleus is a constituent of the nuclei of heavier atoms such as nitrogen and that a collision with a fast-moving alpha particle can dislodge one of those hydrogen nuclei. Thus the hydrogen nucleus is an elementary particle that Rutherford named the proton. Physicists were on their way to understanding the principles that underlie atomic structure.
Atoms and nuclei can emit create and absorb destroy photons see Section Considered as particles photons have zero charge and zero rest mass. In particle physics a photon is denoted by the symbol g the Greek letter gamma.
Experiments by the English physicist James Chadwick in showed that the emitted particles were electrically neutral with mass approximately equal to that of the proton. Chadwick christened these particles neutrons symbol n or 1 0 n. This is the principle of the cloud chamber described below.
Because neutrons have no charge they are difficult to detect directly they interact hardly at all with electrons and produce little ionization when they pass through matter. However neutrons can be slowed down by scattering from nuclei and they can penetrate a nucleus. Hence slow neutrons can be detected by means of a nuclear reaction in which a neutron is absorbed and an alpha particle is emitted.
Later experi - ments showed that neutrons and protons like electrons are spin 1 2 particles see Section The discovery of the neutron cleared up a mystery about the composition of the nucleus.
Before the mass of a nucleus was thought to be due only to protons but no one understood why the charge-to-mass ratio was not the same for all nuclides. It soon became clear that all nuclides except 1 1 H contain both protons and neutrons. Hence the proton the neutron and the electron are the building blocks of atoms. However that is not the end of the particle story these are not the only particles and particles can do more than build atoms.
The photograph was made by Carl D. Anderson in Positron track Lead plate 6 mm thick The positron follows a curved path owing to the presence of a magnetic field.
The track is more strongly curved above the lead plate showing that the positron was traveling upward and lost energy and speed as it passed through the plate.
Figure The chamber contained a supercooled vapor a charged particle passing through the vapor causes ionization and the ions trigger the condensation of liquid droplets from the vapor.
The cloud chamber in Fig. The particle has passed through a thin lead plate which extends from left to right in the figure that lies within the chamber. The track is more tightly curved above the plate than below it showing that the speed was less above the plate than below it. Therefore the particle had to be moving upward it could not have gained energy passing through the lead. The thickness and curva- ture of the track suggested that its mass and the magnitude of its charge equaled those of the electron.
But the directions of the magnetic field and the velocity in the magnetic force equation F S qY S: B S showed that the particle had positive charge. Anderson christened this particle the positron. To theorists the appearance of the positron was a welcome development. In Section One of the puzzling features of the Dirac equation was that for a free electron it predicted not only a continuum of energy states greater than its rest energy m e c 2 as expected but also a continuum of negative energy states less than -m e c 2 Fig.