Designed specifically for non-majors,
Physics: A Conceptual World View provides an engaging and effective introduction to physics using a flexible, fully modular presentation ideal for a wide variety of instructors and courses. Incorporating highly effective Physics Education Research pedagogy, the text features an ongoing storyline describing the development of the current physics "world view," which provides students with an understanding of the laws of nature and the context to better appreciate the importance of physics.
The text's appealing style and minimal use of math also help to make complex material interesting and easier to master, even for students intimidated by physics or math.For instructors who want to incorporate more problem-solving skills and quantitative reasoning, the optional, more detailed, "Problem Solving to Accompany
Physics: A Conceptual World View student supplement reveals more of the beauty and power of mathematics in physics. The text can also be customized to fit any syllabus through Cengage Learning's TextChoice custom solution program. In addition, the new Seventh Edition includes a thoroughly revised art program featuring elements such as balloon captions and numerous illustrations to help students better visualize and understand key concepts.
New to this Edition
- For the Seventh Edition, the authors reconsidered every piece of art, replaced numerous photographs, added elements such as balloon captions and force arrows, and converted human figures to a fun new Stick Man format, all to ensure greater clarity, consistency, and functionality for readers.
- The new edition includes nearly twice as many "Working It Out" boxes throughout the text to provide optional math instruction as a complement to more conceptual material, as well as new and revised end-of-chapter Conceptual Questions and Exercises, many of them now coded into the WebAssign system.
- Nearly 90 new conceptual questions within "Everyday Physics" boxes throughout the text offer a simple way to assign homework and to help students appreciate the countless connections between physics and their everyday lives.
- Many chapters feature expanded or updated content, including an extended discussion of free-body diagrams (a critical first step in every mechanics problem), a more intuitive presentation of vector changes, an exploration of linear mechanics through the context of rotational mechanics, and the use of more common definitions and standards.
About the Authors
Larry Kirkpatrick
Larry Kirkpatrick has always been a teacher; he just didn't know it. After receiving a B.S. in physics from Washington State University and a Ph.D. in experimental high-energy physics from MIT, he began his academic career at the University of Washington as a typical faculty member. However, he found that he was spending more and more time in the classroom and less and less time in the laboratory. Finally, he decided that he would get a position teaching physics full time or he would quit physics and use his computer skills to make lots of money. Fortunately, Montana State University hired him to teach physics. He served for eight years as academic director of the U.S. Physics Team that competes in the International Physics Olympiad each summer and has also served as President of the American Association of Physics Teachers. He retired in 2002 to concentrate on teaching, writing, ranching, and playing golf.
Gregory E. Francis
Greg Francis is first and foremost a teacher. As an undergraduate at Brigham Young University he taught recitation sections normally reserved for graduate students. Later as a graduate student studying plasma physics at MIT he regularly found opportunities to teach classes normally reserved for research faculty. After finishing his doctorate in 1987 he served as a postdoctoral fellow at Lawrence Livermore National Laboratories. Although his day job gave him the opportunity to work with world-class scientists on exciting problems, he found that he really preferred his night job, teaching physics classes at the local community college. In 1990, Greg joined the Physics Education Research Group at the University of Washington-Seattle, learning the "science" of effective physics teaching. Since 1992 Greg has continued to experiment with active learning approaches in large introductory classes at Montana State University where he is currently an Associate Professor of Physics.
