This updated Eleventh Edition of COLLEGE PHYSICS, GLOBAL EDITION is designed throughout to help students master physical concepts, improve their problem-solving skills, and enrich their understanding of the world around them. The book offers a logical presentation of concepts, a consistent problem-solving strategy, and an unparalleled array of worked examples to help students develop a true understanding of physics. This edition is enhanced by a streamlined presentation, new problems, Interactive Video Vignettes, new conceptual questions, new techniques, and hundreds of new and revised problems.
THE SYSTEM APPROACH EXTENDED TO ROTATING SYSTEMS: The most difficult problems in first-year physics are those involving the second law of motion and the second law of motion for rotation simultaneously. While teaching an introductory course, author Chris Vuille discovered that these problems, involving up to four equations and four unknowns, can often be easily solved with one equation and one unknown. This technique, added to Topic 8, is not currently found in any other first-year textbook and represents a great benefit for students by turning the hardest problem type into one of the easiest.
NEW CONCEPTUAL QUESTIONS AND NEW AND REVISED PROBLEMS: New systematic, clicker-friendly conceptual questions have been added to the book, and all questions and problems for this revision were carefully reviewed to improve their variety, interest, and pedagogical value while maintaining their clarity and quality. An extensive set of problems is included at the end of each topic and hundreds of new problems were added, with less-used problems removed. In all, the Eleventh Edition, Global Edition provides over 2,100 problems.
EARLIER VECTOR COVERAGE: The topic of vectors is now covered in Topic 1, along with other preliminary material. This allows students to get comfortable with vectors and how they are used in physics well before they’re needed for problem-solving.
WORKED EXAMPLES: A hallmark strength of the text, each worked example is a complete learning experience. The GOAL describes the concepts being explored. The PROBLEM presents the question. The STRATEGY helps students create a framework for working out the solution. The SOLUTION uses a two-column format that provides explanations on the left and mathematical steps on the right; these serve as a training tool. REMARKS highlight underlying concepts follow the solution. The QUESTION requires a conceptual response to test students' understanding, and the EXERCISE reinforces this understanding.
PROBLEM-SOLVING STRATEGIES: A general problem-solving strategy to be followed by the student is outlined at the end of Topic 1. This strategy provides students with a structured process for solving problems. In most topics, more specific strategies and suggestions are included for solving the types of problems featured in both the worked examples and the end-of-topic problems. This feature helps students identify the essential steps in solving problems and increases their skills as problem solvers.
CONCEPTUAL QUESTIONS: At the end of each topic are approximately 15 conceptual questions. The Applying Physics examples serve as models for students when conceptual questions are assigned and show how the concepts can be applied to understanding the physical world. Conceptual questions provide students with a means of self-testing the concepts presented in the topic; some are also appropriate for initiating classroom discussions.
SYMBOLIC PROBLEMS: Symbolic Problems require the student to obtain an answer in terms of symbols. The goal is to train students to deal with mathematics at a level appropriate to the course. Symbolic equations are the most efficient vehicle for presenting relationships between physics concepts. Once students understand the physical concepts, their ability to solve problems is greatly enhanced. Symbolic problems train the student to postpone substitution of values, facilitating their ability to think conceptually using the equations.
QUANTITATIVE/CONCEPTUAL PROBLEMS: Quantitative/Conceptual Problems encourage students to think conceptually about physics problems rather than rely solely on computational skills. Physics education research suggests that standard physics problems requiring calculations may not be entirely adequate in training students to think conceptually; students substitute numbers for symbols in equations without fully understanding what they are doing. Quantitative/Conceptual Problems combat this tendency by asking for answers requiring something other than a number or a calculation.
GUIDED PROBLEMS: Guided Problems help train students to break down complex problems into a series of simpler problems, an essential problem-solving skill. A physics problem typically asks for one physical quantity in a given context. Often, however, several concepts must be used and a number of calculations are required to get that final answer, and many students are not accustomed to this level of complexity. Guided Problems break a problem into smaller steps, enabling students to grasp all the concepts and strategies required to arrive at a correct solution.