Value Pack University Physics + MasteringPhysics With eBook

This book is the product of more than half a century of leadership and innovation in physics education.  When the first edition of University Physics by Francis W. Sears and Mark W. Zemansky was published in 1949, it was revolutionary among calculus-based physics textbooks in its emphasis on the fundamental principles of physics and how to apply them.  The success of University Physics with generations of (several million) students and educators around the world is a testament to the merits of this approach and to the many innovations it has introduced subsequently.

In preparing this First Australian SI edition, our aim was to create a text that is the future of Physics Education in Australia.  We have further enhanced and developed University Physics to assimilate the best ideas from education research with enhanced problem-solving instruction, pioneering visual and conceptual pedagogy, the first systematically enhanced problems, and the most pedagogically proven and widely used online homework and tutorial system in the world, Mastering Physics.

Philosophy

Our original aim in adapting Sears and Zemansky and later editions by Hugh D. Young and Roger A. Freedman for the Australian market was to keep the overall integrity of the book in tact since the book is based on years of research on the teaching and learning of physics by undergraduate students.  We have ensured that the text retains the key elements of fundamental and conceptual physics which is a central and indispensable tool for students undertaking a first year unit in undergraduate physics, and to also provide academics with an essential outline of physics with which to design curricula for their particular needs.  Throughout the book we have not only provided several worked examples to show students how to solve problems but also to test their conceptual understanding of the material covered in various chapters. The book lends itself to be used either as a one, two or three semester course.  Academics can choose a combination of chapters for their varied courses because there is plenty of material to do so.

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. Gravitation
13. Periodic Motion
14. Fluid Mechanics
    
    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 and Optical Instruments
35. Interference
36. Diffraction
    
    Modern Physics
    
37. Relativity
38. Photons, Electrons, and Atoms
39. The Wave Nature of Particles
40. Quantum Mechanics
41. Atomic Structure
42. Molecules and Condensed Matter
43. Nuclear Physics
44. Particle Physics and Cosmology

• SI units.  The First Australian Edition of University Physics uses the Systeme International d’Unites, abbreviated SI in keeping with Australia’s use of SI units in commerce, industry, government and educational institutions.  The book uses the SI units as defined by the Bureau International des Poids et Measures (BIPM – http://www.bipm.org).  SI is also supported by the US National Institute of Standards and Technology and major industrialised countries.  When expressing SI-derived units we have used the forward slash rather than the exponent, e.g m/s rather than ms-1.
• Engineering applications.  To emphasise the importance of physics to engineering students we have highlighted selected problems which engineering students will find useful to work out. 
• Australian content.  Educational research has shown that students learn best in a user friendly and familiar environment.  To this effect we have included illustrations, examples and problems which have an Australian content.  Students will find a number of familiar images, such as that of the Parkes Radio Telescope, the Australian Synchrotron and the reactor at the Australian Nuclear Science and Technology Organisation (ANSTO).  We have also included Aboriginal and non-European names in the problems to give a sense of the inclusive nature of Australian society.  Thus, for example, rather than having Throckmorton skateboarding down a curved playground ramp we have Yuthupindi carrying out the same action in a problem on kinetic energy and energy conservation.  Physics is usually seen as a male dominated discipline.  To dispel this myth we have included wherever appropriate images of females and names of females in the problems. 
• Modern applications.  We have provided several examples in a number of chapters of the research that is being carried out by various individuals and institutions in the field of physics and engineering.  The purpose of this is to not only showcase the research that is being undertaken by physicists and engineers in Australia, but to also show students how fundamental physics principles are used by researchers in their various projects.  The aim is that these examples will encourage students to consider pursuing their studies up to the postgraduate level and later to join the community of researchers in physics and engineering. 
• Australian research.  We have also included a number of boxes which give brief accounts of the significant research carried out by a number of Australia’s leading researchers at the frontiers of  physics and engineering.  From these boxes students will find that Australian physicists and engineers are working at the international coalface of science.  For example, Michael Tobar and his team at the University of Western Australia are carrying out research and development on microwave clocks which will have a precision equivalent to a clock that loses or gains only one second every 40 million years, while Hugh Durrant-Whyte at the University of Sydney runs the second biggest robotics research laboratory in the world, and the work done by Gerard Milburn of the University of Queensland on the quantum stochastic treatment of quantum control theory provided one of the first solvable examples of decoherence in non-linear dynamics.  Like their male counterparts, female physicists are also carrying out significant work at the frontiers of science.  For example, Michelle Simmons from the University of New South Wales gained international reputation for her discovery of the “0.7 feature” and the development of ‘hole’ transistors. 
• Australian spelling.

• A wealth of tried-and-tested Discussion Questions, Exercises, Problems, and the more rigorous Challenge Problems cover quantitative and qualitative aspects of all key concepts and integrate real-life situations.
• The ISEE (Identify, Set Up, Execute, Evaluate) problem-solving strategy is used consistently throughout the text and the Student and Instructor Solutions Manuals to help students build their problem-solving skills. 
• Problem-Solving Strategy Boxes coach the students in how to approach specific types of problems. All employ the ISEE strategy.
• The Worked Examples also consistently implement the ISEE strategy.
• Conceptual Examples help students practice their mastery of key conceptual points.
• The popular Caution Paragraphs focus on typical misconceptions and student problem areas.
• End-of-section Test Your Understanding questions, which let students quickly check their grasp of the material, use a multiple-choice or ranking-task format to probe for common misconceptions.
• Visual Summaries at the end of each chapter present the key ideas in words, equations, and thumbnail pictures, helping students to review more effectively and also to translate between different representational modes.
• The figures are streamlined in colour and detail to help students to grasp the material but also to learn the visualisation tools that are central to physics. Pencil sketches in worked examples help students master this key step of successful problem-solving.
• ActivPhysics OnLine, now included in MasteringPhysics^TM, delivers the highly acclaimed comprehensive library of ActivPhysics applet-based activities, which use dynamic, interactive applets and staged questions to encourage students to confront misconceptions, reason qualitatively, experiment quantitatively and to learn to think critically.
• Maths Review in MasteringPhysics allows instructors to assign tutorials on the most important mathematical concepts that students need to be able to understand in order to successfully complete physics problems.
• PhETS tutorials in the MasteringPhysics library are guided problem-solving explorations using the interactive research-based simulations of physical phenomena from the PhET Group at the University of Colorado.  These enable students to make connections between real-life phenomena and the underlying physics that explains such phenomena.  The tutorails support students engagement with an understanding of physics and effectively illustrate cause-and-effect relationships.
• For the first time in any physics book, the end-of-chapter problem sets have been revised based on national student metadata. Unprecedented analysis of this data has allowed every problem to be systematically enhanced for educational effectiveness, and to ensure problem sets of ideal topic coverage, balance of qualitative and quantitative problems, and range of difficulty and duration. New local Australian end-of-chapter problems have replaced some from the US edition.
• The figures have been revised thoroughly to enhance their instructional power. They now incorporate the research-proven technique of "annotation" — chalkboard-style guiding commentary incorporated directly into the figure. They also use color strategically to focus the student on the key elements of a figure, and they pare back distracting detail.
• The worked examples now incorporate pencil sketches to help students learn the skills of visualisation and sketching that are key to expert problem-solving.
• Most of the end-of-section Test Your Understanding questions now consist of ranking or multiple-choice problems, making them more effective as probes for misconceptions and more appealing as a quick-check tool.
• Many more subheadings have been added to the text to help students review the material and locate topics.
• The chapters now begin with learning goals to help students focus their efforts, and they end with visual chapter summaries incorporating new headings and enhanced graphics.
   

Hugh D. Young is Emeritus Professor of Physics at Carnegie Mellon University in Pittsburgh, PA. He attended Carnegie Mellon for both undergraduate and graduate study and earned his Ph.D. in fundamental particle theory under the direction of the late Richard Cutkosky. He joined the faculty of Carnegie Mellon in 1956 and has also spent two years as a Visiting Professor at the University of California at Berkeley.  Professor Young’s career has centered entirely around undergraduate education. He has written several undergraduate-level textbooks, and in 1973 he became a co-author with Francis Sears and Mark Zemansky for their well-known introductory texts.  With their deaths, he assumed full responsibility for new editions of these books until joined by Prof. Freedman for University Physics.

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara.  Dr. Freedman 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. He came to UCSB in 1981 after three years 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 helped to develop computer-based tools for learning introductory physics and astronomy.

A. Lewis Ford is 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 postdoc at Harvard University, he joined the Texas A&M physics faculty in 1973 and has been there ever since.  Professor Ford’s research area is theoretical atomic physics, with a specialisation in atomic collisions. At Texas A&M he has taught a variety of undergraduate and graduate courses, but primarily introductory physics.

Ragbir Bhathal obtained his PhD from the University of Queensland and teaches physics to engineering majors.  He carries out research in physics, astrophysics and physics education at the University of Western Sydney, publishing  several papers in international refereed journals.  He is Project Director of the Australian Optical SETI (OZ OSETI) project, the only dedicated southern hemisphere search for nanosecond laser pulses from outer space.  He is considered the father of SETI in Australia.  He served as the Foundation Director of the hands-on Singapore Science Centre and as a UNESCO consultant on science policy.  He served as an Honorary Secretary of the Singapore National Academy of Science and is a Foreign Fellow of the Singapore Association for the Advancement of Science.  Dr Bhathal is also an award winning author and has published 15 books. He was awarded the prestigious Nancy Keesing Fellowship by the State Library of NSW, the CJ Dennis Award for excellence in natural history writing and the 1988 Royal Society of NSW award for services to science and research.