This text is designed for a calculus-based physics course at the beginning university and college level. It is written with the expectation that students have either taken or are currently taking a beginning course in calculus. Students taking a physics course based on this book should leave with a solid conceptual understanding of the fundamental physical laws and how these laws can be applied to solve many problems. The

key word for this edition is "understanding." The third edition of this text remains rigorous while including a number of new pedagogical elements which emphasize conceptual understanding.

**Features **

...show more- Organizational changes. Examples of some changes include: Redistribution of the material in the 2nd edition chapter "Properties of Solids"--for example, the material on heat conduction in solids now appears in the appropriate chapter on thermal physics, while material on stress and strain now appears in the chapter on statics. A redistribution of the material on waves between Chapters 14 and 15 to reflect a stronger transmission of the types of waves that occur in nature. Consolidation of some material that we feel does not affect the basic understanding of the subject--for example, both the "physical optics" and "magnetism in matter" chapters are more compact.
- Material is presented in a more logical, streamlined fashion.

- NEW - Revised and enhanced worked examples--Organized into four parts: "Setting It Up," helps students visualize the problem and think about the concept(s) to be used; "Strategy," presents the logic that leads to a solution; "Working It Out," provides a detailed solution for the problem; and "What Do You Think?", asks students to reflect on the Example.
- Breaks examples into the steps professors want students to follow.

- NEW - 40% new or revised problems.
- Conceptual examples. A new type of example has been added to the Third Edition. Conceptual Examples are designed to help the student think about the material in a way that emphasizes conceptual understanding of the content. These may have some modest algebraic content--for example a simple estimate or reasoning involving inequalities. There are two or more of these per chapter.

- Helps students think about the material in a way that emphasizes conceptual understanding.
- Think About This. The primary purpose of these sections is to pose and answer questions about a new idea or the application of the material discussed. When writing these sections, the authors tried to ask the kinds of questions a good student might be asking on his or her own and that the majority of students will find intriguing.

- Makes the material more relevant to students.
- Vectors. These are now represented with an arrow over the letter rather than in boldface to be more consistent with the way professors write them in lecture and students write them in homework and exams.

- Now consistent with the way professors write them in lecture and students write them in homework and exams
- Questions. The end of chapter material includes qualitative questions under a heading Understanding the Concepts. We have increased the number of these conceptual questions by nearly fifty percent.

- Modern Physics Integrated. Without sacrificing the essential aspects of classical physics, we have included modern notions throughout the book. Although much of this material appears in optional sections (marked with an asterisk), in many cases it is intertwined with the classical material. The uncertainty principle and its role in both classical and quantum physics, information on atomic structure and spectra, information on band structure or on blackbody radiation, and the nature and role of fundamental forces are a few of the topics that are included in this way.
- Mathematical Rigor. The authors have introduced the mathematics that students need to know the first time they need to know it, in the context of the physics being presented. We try to make that material self-contained, so that the student can understand the material without having to go elsewhere for mathematical help. In this way, the mathematics appears in progressive degrees of difficulty.

- This approach fosters better understanding and less reliance on formula memorization.

This text is designed for a calculus-based physics course at the beginning university and college level. It is written with the expectation that students have either taken or are currently taking a beginning course in calculus. Students taking a physics course based on this book should leave with a solid conceptual understanding of the fundamental physical laws and how these laws can be applied to solve many problems. The key word for this edition is "understanding." The third edition of this text remains rigorous while including a number of new pedagogical elements which emphasize conceptual understanding.

- Organizational changes. Examples of some changes include: Redistribution of the material in the 2nd edition chapter "Properties of Solids"--for example, the material on heat conduction in solids now appears in the appropriate chapter on thermal physics, while material on stress and strain now appears in the chapter on statics. A redistribution of the material on waves between Chapters 14 and 15 to reflect a stronger transmission of the types of waves that occur in nature. Consolidation of some material that we feel does not affect the basic understanding of the subject--for example, both the "physical optics" and "magnetism in matter" chapters are more compact.
- Material is presented in a more logical, streamlined fashion.

- NEW - Revised and enhanced worked examples--Organized into four parts: "Setting It Up," helps students visualize the problem and think about the concept(s) to be used; "Strategy," presents the logic that leads to a solution; "Working It Out," provides a detailed solution for the problem; and "What Do You Think?", asks students to reflect on the Example.
- Breaks examples into the steps professors want students to follow.

- NEW - 40% new or revised problems.
- Conceptual examples. A new type of example has been added to the Third Edition. Conceptual Examples are designed to help the student think about the material in a way that emphasizes conceptual understanding of the content. These may have some modest algebraic content--for example a simple estimate or reasoning involving inequalities. There are two or more of these per chapter.

- Helps students think about the material in a way that emphasizes conceptual understanding.
- Think About This. The primary purpose of these sections is to pose and answer questions about a new idea or the application of the material discussed. When writing these sections, the authors tried to ask the kinds of questions a good student might be asking on his or her own and that the majority of students will find intriguing.

- Makes the material more relevant to students.
- Vectors. These are now represented with an arrow over the letter rather than in boldface to be more consistent with the way professors write them in lecture and students write them in homework and exams.

- Now consistent with the way professors write them in lecture and students write them in homework and exams
- Questions. The end of chapter material includes qualitative questions under a heading Understanding the Concepts. We have increased the number of these conceptual questions by nearly fifty percent.

- Modern Physics Integrated. Without sacrificing the essential aspects of classical physics, we have included modern notions throughout the book. Although much of this material appears in optional sections (marked with an asterisk), in many cases it is intertwined with the classical material. The uncertainty principle and its role in both classical and quantum physics, information on atomic structure and spectra, information on band structure or on blackbody radiation, and the nature and role of fundamental forces are a few of the topics that are included in this way.
- Mathematical Rigor. The authors have introduced the mathematics that students need to know the first time they need to know it, in the context of the physics being presented. We try to make that material self-contained, so that the student can understand the material without having to go elsewhere for mathematical help. In this way, the mathematics appears in progressive degrees of difficulty.

- This approach fosters better understanding and less reliance on formula memorization.

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