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Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt


Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt

Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt

The purpose of this manual is to help you combat the all-too-common notion that a course in physics has to be a course in applied mathematics. Rather than seeing the equations of physics as dry, lifeless, recipes for plugging in numerical data, your students can be taught to see physics equations as statements about the connections and relationships in nature. You can teach them to see that terms in equations are like notes on a musical score—they say something. Encountering conceptual physics should be a delightful surprise for your students. They should leave your course with a more positive attitude of what our cherished discipline is about.

Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt Instructor’s Manual to Conceptual Physics 



Some Teaching Tips


On Class Lectures


New Ancillaries


Flexibility of Material for Various Course Designs


Chapter Discussion, Suggested Lectures, and Solutions to Exercises and Problems  1­367 1  About Science Solutions to Chapter 1 Exercises 

1 4

 P A R T   O N E        M e c h a n i c s 2  Newton’s First Law of Motion— Inertia


Solutions to Chapter 2 Exercises


3  Linear Motion Solutions to Chapter 3 Exercises Chapter 3 Problem Solutions

4  Newton’s Second Law of  Motion Solutions to Chapter 4 Exercises Chapter 4 Problem Solutions

5  Newton’s Third Law of Motion Solutions to Chapter 5 Exercises Chapter 5 Problem Solutions

6  Momentum Solutions to Chapter 6 Exercises Chapter 6 Problem Solutions

14 19 23

7  Energy Solutions to Chapter 7 Exercises Chapter 7 Problem Solutions

8  Rotational Motion Solutions to Chapter 8 Exercises Chapter 8 Problem Solutions

24 28 32

9  Gravity

33 37 41

10  Projectile and Satellite Motion

Solutions to Chapter 9 Exercises Chapter 9 Problem Solutions

54 58 64 65 74 80 82 90 95

96 Solutions to Chapter 10 Exercises 103 Chapter 10 Problem Solutions 108

42 46 52

                                                P A R


P r o p e r t i e s o f   M a t t e r

11  The Atomic Nature of Matter

13  Liquids

12  Solids

14  Gases and Plasmas

110 Solutions to Chapter 11 Exercises 113 Chapter 11 Problem Solutions 116 117 Solutions to Chapter 12 Exercises 120 Chapter 12 Problem Solutions 124

126 Solutions to Chapter 13 Exercises 130 Chapter 13 Problem Solutions 136 138 Solutions to Chapter 14 Exercises 145 Chapter 14 Problem Solutions 150

Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt                                                                P A R T   T H R H e a t

15  Temperature, Heat, and  Expansion


17  Change of Phase

175 Solutions to Chapter 17 Exercises 180 Chapter 17 Problem Solutions 185

151 Solutions to Chapter 15 Exercises 157 Chapter 15 Problem Solutions 162

18  Thermodynamics

186 Solutions to Chapter 18 Exercises 190 Chapter 18 Problem Solutions 194

16  Heat Transfer

163 Solutions to Chapter 16 Exercises 169 Chapter 16 Problem Solutions 174

                                                                        P A R


    S o u n d 21  Musical Sounds 212 Solutions to Chapter 21 Exercises 214 Chapter 21 Problem Solutions 218

19  Waves and Vibrations

195 Solutions to Chapter 19 Exercises 198 Chapter 19 Problem Solutions 202

20  Sound

203 Solutions to Chapter 20 Exercises 207 Chapter 20 Problem Solutions 211

                                                                        P A R


        E l e c t r i c i t y   a n d   M a g n e t i s m

22  Electrostatics

24  Magnetism

219 Solutions to Chapter 22 Exercises 224 Chapter 22 Problem Solutions 229

241 Solutions to Chapter 24 Exercises 245

25  Electromagnetic Induction

250 Solutions to Chapter 25 Exercises 254 Chapter 25 Problem Solutions 259

23  Electric Current

230 Solutions to Chapter 23 Exercises 235 Chapter 23 Problem Solutions 240

                                                                        P A R


L i g h t  

26  Properties of Light

260 Solutions to Chapter 26 Exercises 265 Chapter 26 Problem Solutions 269

27  Color

271 Solutions to Chapter 27 Exercises 278

28  Reflection and Refraction

282 Solutions to Chapter 28 Exercises 288 Chapter 28 Problem Solutions 295

29  Light Waves


Solutions to Chapter 29 Exercises 300

30  Light Emission

304 Solutions to Chapter 30 Exercises 308 Chapter 30 Problem Solutions 312

31  Light Quanta

313 Solutions to Chapter 31 Exercises 315 Chapter 31 Problem Solutions 320

Full file at­manual­conceptual­physics­media­update­10th­ edition­hewitt                                                                          P A R


A t o m i c a n d   N u c l e a r   P h y s i c s

32  The Atom and the Quantum

321 Solutions to Chapter 32 Exercises 323 Chapter 32 Problem Solutions 326

33  Atomic Nucleus and  Radioactivity

34  Nuclear Fission and Fusion

336 Solutions to Chapter 34 Exercises 340 Chapter 34 Problem Solutions 344

327 Solutions to Chapter 33 Exercises 331 Chapter 33 Problem Solutions 335

                                                                        P A R T   E I G H T        R e l a t i v i t y

35  Special Theory of Relativity

345 Solutions to Chapter 35 Exercises 353 Chapter 35 Problem Solutions 358

Appendix E Exponential Growth and  Doubling Time Answers to Appendix E

365 367

36  General Relativity

359 Solutions to Chapter 36 Exercises 361

Instructors’ Guide to the Lab Manual 

P A R T O N E    

P A R T T H R E E    



Is Seeing Believing? Amassing a Penny’s Worth A C T I V I T I E S

Tin Pan Alley Styrofoam Astronauts What a Drag! Go Cart Powerhouse Point of No Return Torque Feeler Hanging Out Rotational Derby Name that Lever Being Eccentric


Split Second Blind as a Bat Bull’s Eye Impact Speed Trial and Error Weight a Moment Solitary See­Saw Gearing Up The Flying Pig

369 370


370 371 371 372 374 375 375 376 377 378 378


379 379 381 382 383 385 385 386 386

Hot Strip

397 Niagara Falls Old Faithful 399 Boiling—A Cooling Process? 399 Freezing—A Warming Process? 400 Specifically Water 401 Spiked Water 401 E X P E R I M E N T S

Specific Heats

402 Temperature of a Flame 403 Cool Stuff 404 Solar Power 405 P A R T   F O U R    


P A R T T W O  

Properties of Matter A C T I V I T I E S  

Get the Lead Out Elephant Ears Strong as an Ox Polarity of Molecules Screwball Bernoulli Getting Displaced Cartesian Diver


By Hooke or By Crook Diameter of a BB Oleic Acid Pancake Float a Boat


388 389 390 391 391 392 392

Tuning Forks Revealed

406 Sound Off 407 Sir Speedy 407 Give Sound a Whirl 408 Oh Say Can You Sing?

393 394 395 396

409 E X P E R I M E N T S

Sound Barrier

409 Screech! 410

P A R T S E V E N      

Electricity and Magnetism

Atomic and Nuclear  Physics





P A R T F I V E    

Give Me a Charge

Half of a Half

Sticky Electrostatics

Chain Reaction



The Electric Ferry 413


Nuclear Marbles

Let There Be Light


414 3­Way Switch 414

Appendix Labs

You’re Repulsive!

Vector Walk



Jump Rope Generator

The Forgotten Fundamental



Workaholic 416 E X P E R I M E N T S

Ohm Sweet Ohm

417 Voltage Divider 418 Cranking­Up Qualitatively 418 Cranking­Up Quantitatively 419 Motors and Generators 420 P A R T   S I X    

Light A C T I V I T I E S

Lensless Lens Camera Obscura Mirror, Mirror, on the Wall… Disappearing Act


Sunballs Pepper’s Ghost Kaleidoscope Wavelength of Laser Light

421 421 422 423 424 425 426 426

Preface People feel good about themselves when they exceed self-expectations. School is sometimes a place where we fall below expectations—not only self-expectations, but the expectations of teachers, family, and the overall community. Physics courses have been notorious in this regard. Too often, physics has the reputation of being the “killer course“—the course that diminishes average-ability students, who may drop out or take an incomplete, and spread the word about how unpleasant it is. Or they hear about it and simply avoid it in the first place. But we physics instructors have a secret: We know that the concepts of physics for the most part are much more comprehensible than the public expects. And when that secret is shared with students in a nonintimidating way, one that prompts them to discover they are learning more than they thought they could, they feel wonderful—about us, about physics, but more important, about themselves. Because they are not bogged down with timeconsuming mathematical exercises of “the most threatening kind—word problems,“ they instead get a deeper and wider overview of physics that can be their most enlightening and positive school experience. This manual describes a conceptual way of teaching. It helps relate physics to the students’ personal experience in the everyday world, so they learn to see physics not as a classroom or laboratory activity, but as a part of everyday living. People with a conceptual understanding of physics are more alive to the world, just as a botanist taking a stroll through a wooded park is more alive than most of us to the trees, plants, flora, and the life that teems in them. The richness of life is not only seeing the world with wide open eyes, but knowing what to look for. This puts you in a very nice role—being one who points out the relationships of things in the world about us. You are in an excellent position to add meaning to your student’s lives. The appeal of the conceptual approach for nonscience students is obvious. Because conceptual physics has minimum “mathematical road blocks“ and little or no prerequisites, it is a rare chance for the nonscience student to learn solid science in a hard-core science course. I say rare chance, because nonscience students do not have the opportunity to study science as science students have to study the humanities. Any student, science or humanities, can take an intermediate course in literature, poetry, or history at any time and in any order. But in no way can a humanities student take an intermediate physics or chemistry course without first having a foundation in elementary physics and mathematics. Science has a vertical structure, as noted by the prerequisites. So it is much easier for a science student to become well rounded in the humanities than for a humanities student to become well rounded in science. Hence the importance of this conceptual course. Too often a physics course begins with a study of measurement, units of measure, and vector notation. I feel this contributes to the unfortunate impression that physics is a dull subject. If you were being instructed on some computer activity, wouldn’t you object to being shown everything that might appear much later in your development? Don’t we prefer to be shown something when it is needed? The same is true with a physics course. Rather than discuss vectors, wait until you’re dealing with how fast an airplane is blown off course by a crosswind. When the vectors help to learn a topic your class is immersed in, they are valued. Likewise with so much else in physics. It is important to distinguish between physics concepts and the tools of physics. Why spend valuable time teaching a class of nonscience majors the tools needed for physics majors? By minimizing time spent on graphical analysis, units conversions, measurement techniques, mathematical notation, and problem solving techniques, time is provided to teach a broad survey of physics—from Newton’s laws to E & M to rainbows to nuclear processes. Too often physics courses spend overtime in kinematics because of its appealing tools, with the result that modern physics is given short thrift. Many people who took a

physics course can tell you that the acceleration due to gravity is 9.8 m/s 2, but they have no idea that radioactivity contributes to the molten state of Earth’s interior. They didn’t get that far in their course, or if they did, they were rushing through the end of the course. Modern physics gets too little attention. The rest of my remarks here concern science majors. I maintain that science students who use this book in their first physics course are even greater benefactors than nonscience students. Not because it is an “easy“ introduction or even because it gets them excited about physics, but because it nurtures that gut-level conceptual understanding that is the missing essential for so many science and engineering students—who like their would-be poet counterparts, have mistaken being able to recite poetry for understanding it. I feel strongly that the ideas of physics should be understood conceptually before they are used as a base for applied mathematics. We are all acquainted with students who can crank out the answers to many problems by virtue of little-understood formulas and a knack for algebraic manipulation—students who even in graduate school are able to do well in written exams (which are most always exercises in problem solving), but who do poorly in oral exams (which are most always conceptual). Is this a surprising outcome for students who have never had a good exposure to the concepts and ideas of physics that weren’t at the same time paired with the techniques of mathematical problem solving? To many of these people, physics is applied mathematics—so much so, that a physics course without mathematical problem solving seems a contradiction! Conceptual understanding in every physics course they ever encountered took a back seat to problem-solving techniques. The name of the game in every physics course has been PROBLEM SOLVING. Students are solving problems involving the manipulation of twigs and branches when they lack a conceptual understanding of the trunk and base of the tree from which the branches stem. We all know that the beauty of physics is its elegant mathematical structure. If you want to teach mathematics to your students, a physics course is the way to go. This is because the mathematics is applied to actual things and events. But if you want to teach physics to your students, put the niceties of mathematical problem solving in the back seat for a semester and teach physics conceptually. You’ll provide your students, especially your mathematical whizzes, a look at physics they may otherwise miss. First having an understanding of concepts on a conceptual level is an essential foundation for any serious further study of physics. Provide your students with a good look at the overall forest before they make measurements of any single tree—place comprehension comfortably before calculation. For an algebra-trig based course that goes beyond the conceptual course, problem solving is central. A blend of conceptual and problem solving is now an option with this Tenth Edition, for Phil Wolf and I have written a supplementary student problems book that we think will be greeted as being as novel as Conceptual Physics was 30 years ago. The book is described on the pages that follow. With this supplement, Conceptual Physics can be the textbook for courses with a light algebra-trig component. The challenge is yours. Let’s get to work!

Some Teaching Tips • Attitude toward students and attitude about science in general is of utmost importance:

Consider yourself not the master in your classroom, but the main resource person, the pace setter, and the guide. Consider yourself a bridge between your student’s ignorance and some of the information you’ve acquired in your study. Guide their study—steer them away from the dead ends you encountered, and keep them on essentials and away from timedraining peripherals. You are there to help them. If they see you so, they’ll appreciate your efforts. This is a matter of self-interest. An appreciated teacher has an altogether richer teaching experience than an under-appreciated teacher.

Don’t be a “know-it-all.“ When you don’t know your material, don’t pretend you do. You’ll lose more respect faking knowledge, than not having it. If you’re new to teaching, students will understand you’re still pulling it together, and will respect you nonetheless. But if you fake it, and they CAN tell, whatever respect you’ve earned plummets.

• Be firm, and expect good work of your students. But be fair and get papers graded and

returned quickly. Be sure the bell curve of grades reflects a reasonable average. If you have excellent students, some should score 100% or near 100% on exams. This way you avoid the practice of fudging grades at the end of the term to compensate for off-the-mark low exam scores. The least respected professor in my memory was one who made exams so difficult that the class average was near the noise level, where the highest marks were some 50%.

• Be sure that what knowledge you want from your students is reflected by your test items.

The student question, “Will that be on the test?“ is a good question. What is important—by definition—is what’s on the test. If you consider a topic important, allow your students credit for their feedback on that topic. An excellent student should be able to predict what will be on your test. Remember your own frustration in your student days of preparing for a topic only to find it not part of the test? Don’t let your students experience the same. Many short questions that fairly span course content is the way to go.

• Consider having students repeat work that you judge

to be poor—before it gets a final grade. A note on a paper saying you’d rather not grade it until they’ve given it another try is the mark of a concerned and caring teacher.

Do less professing and more questioning. Information that is of value ought to be the answer to a question. Having frequent “check-your-neighbor“ intervals should be an important feature of your class. Their feedback to you can be immediate with the use of student white boards, or their electronic counterparts. Beware of the pitfall of too quickly answering your own questions. Use “wait-time,“ where you allow ample time before giving the next hint.

• Show respect for your students. Although all your students are more ignorant of physics than you are, some are likely more intelligent than you are. Underestimating their intelligence is likely overestimating your own. Respect is a two-way street.

On Class Lectures Profess less and question more! Involve your students in lecture by frequently posing questions. Instead of answering your own question, direct your students to come up with an answer, and check their thinking with their neighbor—right then and there. This technique has enlivened my classes for more than 25 years. I call it CHECK YOUR NEIGHBOR. The procedure goes something like this; before moving on to new material, you want to summarize what you’ve already discussed. So you pose the challenge, “If you understand this—if you really do—then you can answer the following question.“ Then pose your question slowly and clearly, perhaps in multiple-choice form or one requiring a short answer. Direct your class to make a response—usually written. Tell them to “CHECK YOUR NEIGHBOR“; look at their neighbors’ papers, and briefly discuss the answer with them. At the beginning of the course you can add that if their neighbors aren’t helpful, to sit somewhere else next time! The check-your-neighbor practice changes teaching by telling to teaching by questioning—perhaps first admonished by Socrates. Questioning brings your students into an active role, no matter how large the lecture section. It also clears misconceptions before they are carried along into new material. In the suggested lectures of this manual, I call such questions, CHECK QUESTIONS. The check-question procedure may also be used to introduce ideas. A discussion of the question, the answer, and some of the misconceptions associated with it, will get more attention than the same idea presented as a statement of fact. And one of the very nice features of asking for neighbor participation is that it gives you pause to reflect on your delivery. An excellent source of questions in lecture is Peer Instruction, Prentice Hall, 1997, by Harvard’s Eric Mazur, who is pioneering the conceptual approach to physics with science and engineering majors. Eric is a strong advocate of what he calls CONVINCE YOUR NEIGHBOR. His resourceful book supplies questions he uses in lecture. This feature is also a central component of the Modeling Workshops that are gaining in popularity. Whiteboards are used by students in expressing and then showing their answers. I regret that I didn’t employ whiteboards in my classes before I retired in 2000. And electronic equivalents are now popular, giving the instructor immediate feedback on questions posed. By whatever method, have your students check their neighbors! On homework, a note of caution: Please, please, do not overwhelm your students with excessive written homework! (Remember those courses you took as a student where you were so busy with the chapter-end material that you didn’t get into the chapter material itself?) The exercises are significantly more numerous in this edition only to provide you a wide selection to consider. Depending on your style of teaching, you may find that posing and answering exercises in class is an effective way to develop physics concepts. A successful course may place either very much or very little emphasis on the exercises. Likewise with the problems, which are meant to be assigned after concepts are treated and tested. Please don’t let your course end up as a watered-down physics major’s problem solving course! I strongly recommend lecture notes. In all of my teaching years I brought a note or two to every lecture. A list of topics gives you a checklist to glance at when students are going through a check-your-neighbor routine. Such notes insure you don’t forget main points, and a mark or two will let you know in your next lecture what you may have missed or where you stopped. You may find that your students are an excellent source of new analogies and examples to supplement those in the text. A productive class assignment is: Choose one (or more) of the concepts presented in the reading assignment and cite any illustrative analogies or examples that you can think of.

This exercise not only prompts your students to relate physics to their own experiences, but adds to your future teaching material. I’ve relied on this procedure to provide me with credible wrong answers for devising multiple-choice exams! Equations are important in a conceptual course—not as a recipe for plugging in numerical values, but as a guide to thinking. The equation tells the student what variables to consider in treating an idea. How much an object accelerates, for example, depends not only on the net force, but on mass as well. The equation a = F/m reminds one to consider both quantities. Does gravitation depend on an object’s speed? Consideration of F = mM/d2 shows that it doesn’t, and so forth. The problem sets at the ends of most chapters involve computations that help to illustrate concepts rather than challenge your students’ mathematical abilities. They are relatively few in number to avoid overload. Again, for those who make problem solving a greater part of the course, see the student supplement Problem Solving in Conceptual Physics. Getting students to come to class prepared is a perennial problem. An ineffective way to address this is to preach about the importance of reading assigned material before coming to class. When you do that, you might as well be whistling Dixie. What does work is rewarding the reading directly. What a great idea: If we want students to behave a certain way, we reward them when they do! Start your class with a short quiz on the reading assignment. Suk R. Hwang of the University of Hawaii at Hilo begins each class by handing out a half sheet of paper with one or two questions that highlight the reading assignment. Before lecturing on gravity, for example, the students will take one or two minutes to respond to “State Newton’s law of gravity in both words and equation form.“ Suk collects the sheets and then begins his lecture. The whole process takes less than five minutes. He assigns a grade to the sheets, with brief comments, and returns them. But the grades do not count at all when tallying the final course grade. He is out front with his class when he tells them that the only purpose of the quizzes is to increase the probability of coming to class having first read the assigned reading material. Suk finds that because students abhor returning blank sheets, or dislike not being able to correctly answer the simple questions, they DO the reading assignment. Evidently a well-answered paper, even though it doesn’t count to the final grade, is sufficient reward for the student. Robert Ehrlich at George Mason University does much the same, and tells of his success in The Physics Teacher (Vol. 33, Sept. 95). Similarly for David Meltzer and Kandiah Manivannan, who also report their results in The Physics Teacher (Vol. 34, Feb. 1996). Eric Mazur at Harvard has given daily quizzes for years, and has gone beyond them. He more recently assigns READING SUMMARIES. At the beginning of each lecture his science-and-engineering students have to hand in a 200 to 300word summary of their reading assignment. No more than 2 equations are allowed. Most of the summaries go straight into the wastebasket, but about 25% of the time they are graded on a 2-point scale. Students are encouraged to keep a copy as a study aid. The bonus points earned with the summaries help the students reduce the weight of the final. Eric contends the summaries, more than quizzes, help students focus on the “big picture.“ More and more instructors are finding that giving daily short quizzes or assigning summary reports gets students to class prepared. Importantly, the instructor needn’t be submerged in paperwork. Spot grading or even no grading is sufficient. With a prepared class, instead of presenting material, you can refine and polish, with students that can fully benefit by the questions you pose. Less professing—more questioning! Make use of the NEXT-TIME QUESTIONS, a book of intriguing questions accompanied by cartoons, with answers on the back side of the page. These can be photocopied and used on display boards to capture attention and create discussion. I advise “wait time“ before displaying the answers. In a designated space in a glass case I display four or six of them weekly—answers to the ones posted the previous week, with new ones. These can also be used with PowerPoint or made into transparencies for your overhead projector. They will certainly prompt out-of-class discussion. When impatient students want to check their answers with me before posting time I advise them to consult with their friends. When they

tell me they have done so and that their friends are also perplexed, I suggest they seek new friends! So post them in a hallway for all to ponder or conclude your lessons with them in class as ties to the next class meeting—hence their name, Next-Time Questions. Most all of these first appeared as Figuring Physics in The Physics Teacher, the must-read magazine of the American Association of Physics Teachers (AAPT). Instructors are still using OVERHEAD TRANSPARENCIES, and more than 100 of them that are select figures in the book are available—along with a teaching manual to supplement them. The student book PRACTICING PHYSICS can serve as a tutor on the side. At CCSF it is carried in the student bookstore as “recommended but not required“ and used by about one-third of the students taking the course. Answered practice pages are in the back of the book, shown half size. Also in the book are answers to the odd-numbered Exercises and Problems in the textbook. I consider the Practicing Physics book my best pedagogical creation. The Conceptual Physics package of text and ancillaries lend themselves to teaching by way of the 3-stage LEARNING CYCLE, developed by Robert Karplus some 35 years ago. EXPLORATION—giving all students a common set of experiences that provide opportunities for student discussion. Activities are both in the Laboratory Manual and the chapter-end Projects in the textbook. CONCEPT DEVELOPMENT—lectures, textbook reading, doing practice pages from Practicing Physics, and class discussions. APPLICATION—doing end-of-chapter Exercises and Problems, Next-Time Questions, experiments from the Laboratory Manual, and with this edition, Problem Solving in Conceptual Physics. The first step of the learning cycle increases the effectiveness of instruction by insuring students have first-hand experience with much of the phenomena to be discussed. For example, before hearing a lecture on torques, have your students pass around a meterstick with a weight dangling from a string (as nicely shown by Mary Beth Monroe as a photo opener to Chapter 8). Holding the stick horizontally with the weight near the end, students feel the greater effort needed to rotate the stick. When the weight is positioned closer to their hand, rotational effort is much less. Aha, now you’re ready to discuss the concept of torque, and to distinguish it from weight. This is the Activity, Torque Feeler, in the Lab Manual. Many of the suggested lectures in this manual will require more than one class period, depending on your pace of instruction and what you choose to add or omit. The lectures of each instructor, of course, must be developed to fit his or her style of teaching. My suggested lectures may or may not be useful to you. If you’re new to teaching conceptual physics and your lecture tendency is to lean on chalkboard derivations, you may find them quite useful, and a means of jumping off an’d developing your own non-computational way of teaching. DVDs of my classroom lectures are described on page xiv. Please bring to my attention any errors you find in this manual, in the text, in the test bank, or in any of the ancillaries. I welcome correspondence suggesting improvements in the presentation of physics, and I answer mail. I’m forever making up new Practice Pages or Next-Time Questions, and I’ll send you my latest with my reply if you wish. E- mail, Good luck in your course!

NEW ANCILLARY PACKAGE FOR THE 10th EDITION In addition to this Instructor’s Manual, there are a full range of ancillaries listed below available from Addison Wesley. To obtain any of these ancillaries, contact your local Addison Wesley sales consultant, or call 1-800-552-2499. NEXT-TIME QUESTIONS: These are in book form, on 8-1/2 x 11 standard pages, and on the website. Aside from PowerPoint or use with an overhead projector, you can make copies to display at the end of your lectures. Or you can simply post them as is for your students as homework, or as food for thought. Each question has a cartoon and is hand lettered. On the backside of each question is an answer sheet, with the question reduced and repeated. Display each at the appropriate time. There are Next-Time-Questions for every chapter. ISBN: 0805391975. PRINTED TEST BANK: Contains more than 2000 multiple-choice questions, categorized by level of difficulty and skill type. These have been increased and improved for this edition by Herb Gottlieb. ISBN: 0805391932. COMPUTERIZED TEST BANK: This cross-platform CD-ROM contains all the questions in the printed test bank, categorized by level of difficulty and skill type. Again, the questions have been improved for this edition by Herb Gottlieb. The friendly graphical interface enables you to easily view, edit, and add questions, transfer questions to tests, and print tests in a variety of fonts and forms. Search and sort features let you quickly locate questions and arrange them in a preferred order. A built-in question editor gives you power to create graphs, import graphics, insert mathematical symbols and templates, and insert variable numbers or text. ISBN 0805391959. THE CONCEPTUAL PHYSICS LECTURE LAUNCHER: A cross-platform CD-ROM that features all of the illustrations, tables from the text, as well as a wealth of new interactive presentation applets and animations, parts of Hewitt’s videoed lectures and demos, new inclass clicker questions for use with PRS and HiTT Classroom Response Systems, and NextTime Questions (in color). Most items can be edited and customized for lecture presentation. ISBN: 0805391967. DVDs: The 34-tape video series Conceptual Physics Alive! features my classroom lectures while teaching Conceptual Physics at the University of Hawaii in 1989-1990. These are available in VHS or DVD from Arbor Scientific, ( P.O. Box 2750, Ann Arbor, MI 48106-2750, or from Additionally, the 12-lecture set of videos taken at CCSF in 1982 have been resurrected by Marshall Ellenstein, and with other “goodies,“ comprise a 3-disc DVD set “Conceptual Physics Alive—The San Francisco Years.“ The goodies include the 60-minute Teaching Conceptual Physics, which documents how I teach physics conceptually, and the 55-minute Lecture Demonstrations in Conceptual Physics, which is more classroom footage with emphasis on demonstrations (most of which are in the “Suggested Lectures“ in this manual). Another tape is a 45-minute general-interest opening lecture, The Fusion Torch and Ripe Tomatoes. Selling at one-quarter the price of the Hawaii tapes, they are much more accessible. They are available from Media Solutions, 1128 Irving St., San Francisco, CA 94122 ( Also while in Hawaii, I prepared Physics for Phun for Hawaiian Public Television, a 30minute videotape of 29 short physics demonstrations. These are available from AAPT.

TRANSPARENCY ACETATES: There are 100 full-color acetates for overhead projection, which feature illustrations and tables from the textbook. With the transparencies is a Teaching Guide, with Hewitt’s advice on presenting and discussing the subject matter of each transparency, with questions to pose to your class. ISBN: 0805391940.

For Students PRACTICING PHYSICS: This booklet of more than 100 practice pages helps students to learn concepts. This is very different from traditional workbooks that are seen as drudgery by students. These are insightful and interesting activities that prompt your students to engage their minds and DO physics. They play the role of a tutor when you post solutions at appropriate times (like the posting of Next-Time Questions). Practice Book solutions, reduced to one-half size, are included in the Practice Book. Practicing Physics is low priced and can be offered as a suggested supple me nt to the text in your student bookstore. ISBN: 0805391983. PROBLEM SOLVING IN CONCEPTUAL PHYSICS: This is brand new—my latest effort to boost the teaching of physics, with co-author Phil Wolf. It is meant for those who wish a stronger problem-solving component in their teaching, and particularly for those wishing to extend Conceptual Physics to a lightweight algebra-trig course. I feel the novelty of the problems and the simple method employed for solving them will be as important to the way we teach as was Conceptual Physics when it was introduced some 30 years ago. No longer does the instructor have to plead with students to complete the problem before plugging in numerical values. Instructors no longer have to plead with students to show their work. Why? Because the phrasing of the problems makes these concerns mandatory. Variables are given in letters, not numbers (mass is m, velocity is v, and so forth). Not until a second part of a problem are numerical values given and a numerical solution asked for. Each chapter set of problems is followed by a second set of Show-That Problems, which give the numerical answer and ask the student to show how it comes about. I’ve been using this method for decades when teaching the algebra-trig and calculus based physics courses. Now it is available to users of Conceptual Physics. Solutions to the problems are given on the website in the Instructor’s Resource area. At your disc ret ion you can post solut ions for your students. ISBN: 0805393773. LABORATORY MANUAL: This manual, written by Paul Robinson, is rich with simple activities to precede the coverage of course material, as well as experiments that are a follow through to course material. The instructor manual for the laboratory manual is at the end of this manual. ISBN: 0805391991. MEDIA WORKBOOK: This booklet supplements some of the interactive presentations in the student website. Authored by Abigail Reid Mechtenberg. ISBN: 0805393765.

Flexibility of Material for Various Course Designs You’ll teach more physics in your course if you spend less time on topics that are more math than physics. These include units conversions, graphical analysis, measurement techniques, error analysis, overtime on significant figures, and the wonderful and seductive timeconsuming toys for kinematics instruction. Very few one-semester and virtually no one-quarter courses will include all the material presented in the text. The wide variety of chapters provides a selection of course topics to suit the tastes of individual instructors. Most begin their course with mechanics, and treat other topics in the order presented in the text. Some will go immediately from mechanics to relativity. Many will begin with a study of light and treat mechanics later. Others will begin with the atom and properties of matter before treating mechanics, while others will begin with sound, then go to light, and then to electricity and magnetism. Others who wish to emphasize modern physics will skim through Chapters 11, 19, 30 and 31, to then get into Parts 7 and 8. Some will cover many chapters thereby giving students the widest possible exposure of physics, while others will set the plow deeper and treat fewer chapters. The following breakdown of parts and chapters is intended to assist you in selecting a chapter sequence and course design most suited to your objectives and teaching style. You should find that the chapters of Conceptual Physics are well suited to stand on their own. PART 1: MECHANICS After the first chapter, About Science, Mechanics begins with forces, rather than kinematics as in previous editions. Newton’s first law kicks off by featuring the concept of mechanical equilibrium. Force vectors are introduced. After this chapter, kinematics is treated, which I urge you to go through quickly. The important concepts of velocity and acceleration are developed in further chapters, which makes prolonged time in Chapter 3 a poor policy. Certainly avoid kinematics problems that are more math than physics, and that students encounter in their math courses anyway. Chapter 4 goes to Newton’s second law, followed by a separate chapter for the third law. Since the chapter for Newton’s third law is relatively brief, it is beefed up with a treatment of vectors at its end. Vectors are also developed in the Practice Book. They use no trig beyond the Pythagorean Theorem. There are no sines, cosines, or tangents, for the parallelogram method is used. (Trig is introduced in the Problem Solving for Conceptual Physics ancillary, however.) Chapters, 2-5, are central to any treatment of mechanics. Only Chapters 2, 4, and 9 have a historical flavor. Note in the text order that momentum conservation follows Newton’s 3rd law, and that projectile motion is combined with satellite motion. My recommendation is that all the chapters of Part I be treated in the order presented. To amplify the treatment of vectors in Chapter 5, consider the Practice Book and Appendix D. For an extended treatment of mechanics consider concluding your treatment with Appendix E, Exponential Growth and Doubling Time. PART 2: PROPERTIES OF MATTER The very briefest treatment of matter should be of Chapter 11, which is background for nearly all the chapters to follow in the text. Much of the historical development of our understanding of atoms is now in Chapter 32, which could well be coupled to Chapter 11. Chapters 12, 13 and 14 are not prerequisites to chapters that follow. Part 2, with the exception of the brief treatment of kinetic and potential energies in the Bernoulli’s principle section of Chapter 14 may be taught before, or without, Part 1. With the exception noted, Part 1 is not prerequisite to Part 2.

PART 3: HEAT Except for the idea of kinetic energy, potential energy, and energy conservation from Part 1, the material in these chapters is not prerequisite to the chapters that follow, nor are Parts 1 and 2 prerequisites to Part 3. PART 4: SOUND Material from these chapters (forced vibrations, resonance, transverse and standing waves, interference) serves as a useful background for Chapters 26, 29 and 31. Parts 1-3 are not prerequisites to Part 4. PART 5: ELECTRICITY AND MAGNETISM Part 1 is prerequisite to Part 5. Also helpful are Chapters 11, 14, and 19. The chapters of Part 5 build from electrostatics and magnetism to electromagnetic induction—which serve as a background for the nature of light. PART 6: LIGHT Parts 4 and 5 provide useful background to Part 6. If you begin your course with light, then be sure to discuss simple waves and demonstrate resonance (which are treated in Part 4). If you haven’t covered Part 5, then be sure to discuss and demonstrate electromagnetic induction if you plan to treat the nature of light. The very briefest treatment of light can cover Chapters 26-28. A very brief treatment of lenses is in Chapter 28. A modern treatment of light should include Chapters 30 and 31. PART 7: ATOMIC AND NUCLEAR PHYSICS Chapter 11 provides a good background for Part 7. Chapter 33 is prerequisite to Chapter 34. Otherwise, Part 7 can stand on its own. PART 8: RELATIVITY This part can stand on its own and will nicely follow immediately from Part 1, if the ideas of the Doppler effect and wave frequency are treated in lecture. A thorough treatment of only Parts 1 and 8 should make a good quarter-length course.

Solution manual conceptual physics media update 10th edition hewitt  

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