Book Description
This book is an invaluable resource for physics teachers. It contains an updated version of the author's A Guide to Introductory Physics Teaching (1990), Homework and Test Questions (1994), and a previously unpublished monograph "Introduction to Classical Conservation Laws".
Customer Reviews:
Essential For Any Physics Teacher.......2006-08-15
I need to reiterate the sentiments I have already read. This book is a vital resource to anyone who instructs physics at any level. I have recommended it to anyone I come across at AAPT meetings or in my department. This book has the special quality of adding the missing pieces that are crucial for understanding for many students. My analogy is it adds the water (reasoning) to kool-aid powder (equations) that is physics. For example, Arons discusses why it is good when students are suspicious of action at a distance and gives a great discussion of how science rationalizes this spooky behavior. (Surprise! Many great scientists also werent immediately sold on fields!) Physics is full of these ideas that are hard to swallow for first time students and this really helps teacher understand the questions and problems that students have. Strictly students are not gaining any new content when applying the ideas of this book, but this book codifies the concepts into a meaningful framework. Highly Recommended!
Essential.......2002-02-03
If you are a physics teacher in high school or freshman college or university, you should own this book. It allowed me to step in and address student difficulties in my first year teaching physics after 10 year of applied-physics research. Who could imagine that students would have difficulty with "simple" concepts such as torque, kinematic time concepts, and a realistic view of static electricity? Arnold B. Arons would, and you should! I worked through freshman college geology and AP statistics, grappling painfully with "obvious (sorry for the over-use of quotations, but I feel strongly about this)" topics that confused my students, but I feel that I slid smoothly into introductory physics because of Arons's insights, literature analyses, and clarifications. My students may not always appreciate labs and classworks that require unexpected thought and paradigm-shifts from Aristotelian thinking to rigorous classical-physics frameworks, but ultimately they benefit from the challenges that Arons asks us to accept and acknowledge. This book is Essential, I can't stress this strongly enough!
Very useful. Excellent book........2000-08-28
This book is the best book I have seen so far about teaching physics. One can find the preconceptions of students, anticipated difficulties in teaching, recommended strategies for each topic, very well structured homework and test questions... A teacher (or an educated learning facilitator in a physics learning environment) can find several ideas and methods to create a fruitfull, pleasent, efficient learning experiences for students. The only thing that I did not like in the book is the non-existence of solutions to questions. It deserves 5-star. Higly recommended
Customer Reviews:
extremely helpful learning tool.......2006-07-16
I am a student at the University of Washington, where the tutorial books were developed. Most students naturally have common-sense misconceptions or difficulties in certain areas of introductory physics and the tutorial exercises are specifically designed to focus on these problem areas. They often guide the student by starting out with a simple physical situation and asking the student to predict what will happen, which exposes what biases/beliefs the student already holds. Then, the rest of the tutorial reveals whether these beliefs are mistaken or accurate and why. The tutorial homework provides an opportunity to practice what was learned in the tutorial class-work and solidifies the student's understanding of the material.
The questions are extremely clear, well-written, and unambiguous, in large part because the Physics Education Group constantly revises the tutorials based on how the students respond. They are usually simple and relatively easy if you know what you are doing; the goal of the tutorials is not to be "busy work" but to make sure students truly understand the topic. They are mostly conceptual and qualitative rather than calculation-driven.
Another reviewer said that the tutorials were extremely challenging because there was no textbook to refer to. The thing is, the tutorials aren't meant to stand alone. At the UW, there are three components to the introductory physics courses: lecture, lab, and tutorial. Lecture involves a heavy, "official" physics textbook. Students are supposed to learn the basic material from the textbook, and use the tutorials as a supplementary way to explore the topics and to make sure they really understand the "dry" reading in the textbook. The tutorial books are also definitely not supposed to guide labs, so I'm not surprised the reviewer found them hard to use.
Another important component of tutorials is that the class has about 24 students working in groups of 4. Then there are 2 tutorial instructors per class specifically trained in guiding the students through the work. They are an integral part of the tutorial system, because they are really familiar with the tutorial and are able to talk you through any issue you don't understand. They also help you see the significance of the tutorial. Tutorial class-work isn't meant to be solitary, with one student just trying to flounder their way through the stuff.
In all, the tutorial books are excellent, but they have to be used in the right context. They are really meant to be a supplementary part of the educational process, not a substitute for the textbook. Also, I doubt the books would be as effective without the class structure/tutorial instructors they are used with; they have to be fully integrated into the curriculum for their potential to be realized.
Excellent, even for review.......2003-10-21
I used this book as a junior-year physics major, while I coached (kinda like TA'd) for the introductory calculus-based mechanics course. Although I'd taken this course myself two years before, I found this book enormously helpful for review, and the students also seemed to learn very well from it, too. It doesn't give you or ask for the answers right away, but leads you through your own intuition to find the correct answer as well as the correct ways of thinking. I wish they had similar books for more advanced courses like quantum mechanics!
A Wonderful Learning Tool.......2002-12-07
These books are a GREAT tool for any physics teacher! It is true that they are very challenging, and sometimes not very pleasurable for the students as they are working through the tutorials, but the reward in the end IS worth it! It is very apparent that the physics education research team at UW spent many semesters putting together these sets of tutorials. I have seen my students retain earlier concepts much better after using the tutorials. This is a must have in any college physics class.
Just a warning... these tutorials are ment to be performed in small groups, and typically need a lot of guidence from an instructor or a lab aid. In a class of 24 studnets, there should be at least 2 "instructors" or an instructor or and a helper that can guide groups through the process.
VERY challenging..........2002-04-10
These are the books I use for my physics lab - I find them very hard/challenging to use. I think the fact that there is no set textbook to refer to makes it difficult. Some of the tutorials & homework are relatively easy and quick, while others are hard and take a long time to complete.
Book Description
This collection is confined to an extremely fundamental level of subject matter common to the great majority of introductory physics courses. Questions range from simple to fairly sophisticated, extending over a variety of modes that emerge as essential components in the learning and understanding of physics. These modes include forming and applying basic concepts, operational definition, verbalization, connection of abstractions to everyday experience, checking for internal consistency and interpreting results.
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Teaching Introductory Physics: A Sourcebook
Clifford E. Swartz
Manufacturer: American Institute of Physics
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ASIN: 1563963205 |
Book Description
Introductory physics attracts a wide variety of students, with different backgrounds, levels of preparedness, and academic destinations. To many, the course is one of the most daunting in the science curriclum, full of arcane principles that are difficult to grasp. To others, it is one of the most highly anticipated -the first step on the path to the upper reaches of scientific inquiry. In their years as instructors and as editors of The Physics Teacher, Clifford E. Swartz and the late Thomas Miner developed and encountered many innovative and effective ways of introducing students to the fundamental principles of physics. Teaching Introductory Physics brings these strategies, insights and techniques to you in a unique, convenient volume. This is a reference and a tutorial book for teachers of an introductory physics course at any level. It has review articles on most of the topics of introductory physics, providing background information and suggestions about presentation and relative importance. Whether you are teaching physics for the first time or are an experienced instructor, Teaching Introductory Physics will prove to be an exceptionally helpful classroom companion. The book should be particularly useful for graduate students teaching for the first time and for research physicists who have not taught the introductory course recently. Teaching Introductory Physics gives you access to the cumulative expertise of the world's most dedicated physics instructors-not just Professor Swartz and Miner, but many of the contributors and subscribers to the Physics Teacher. it is sure to enhance your teaching skills, helping you to give your students the basic knowledge and hands-on experience they need to work with the fundamental physical laws of nature. About the Authors: Clifford E. Swartz has been the Editor of The Physics Teacher for the greater part of the last 30 years and is Professor Emeritus of Physics at the State University of New York at Stony Brook. In 1983, Dr. Swartz received the Outstanding Civillian Service Medal from the Department of the Army and in 1987 he received the Oersted Medal from the American Association of Physics Teachers (AAPT). He has authored 33 books for students from kindergarten to grduate school. Thomas Miner (1911-1991) was a physics teacher at Garden City High School from 1932 to 1966 and Assistant Professor of Physics at Yeshiva University from 1966 to 1972. For the next 16 years he served as Associate Editor of the Physics Teacher. In 1980, Dr. Miner received the Millikan Award from AAPT. He was the author of five books and numerous professional papers.
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Conference on the Introductory Physics Course: On the Occasion of the Retirement of Robert Resnick
Manufacturer: Wiley
ProductGroup: Book
Binding: Hardcover
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ASIN: 0471155578 |
Book Description
This collection of papers from educators around the world explores the state-of-the-art in teaching physics. Marking the retirement of Robert Resnick from RPI, a conference was held on teaching physics. This book contains the complete papers from a conference marking the retirement of Robert Resnick from RIP and offers a grand tour of the field.
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Introductory Physics: A Laboratory Manual for Phys. 1251 and 1261
James M. Joyce
Manufacturer: Kendall/Hunt Publishing Company
ProductGroup: Book
Binding: Spiral-bound
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ASIN: 0787226165 |
Book Description
This digital document is an article from Journal of Computers in Mathematics and Science Teaching, published by Association for the Advancement of Computing in Education (AACE) on September 22, 2002. The length of the article is 7378 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The effect of web-based homework on test performance in large enrollment introductory physics courses.
Author: Robert Dufresne
Publication:
Journal of Computers in Mathematics and Science Teaching (Refereed)
Date: September 22, 2002
Publisher: Association for the Advancement of Computing in Education (AACE)
Volume: 21
Issue: 3
Page: 229(23)
Distributed by Thomson Gale
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American Literature the Makers and the Making
Manufacturer: St. Martin's Press
ProductGroup: Book
Binding: Paperback
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ASIN: 0312026250 |
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American Literature the Makers and the Making
Cleanth Brooks
Manufacturer: Palgrave Macmillan
ProductGroup: Book
Binding: Paperback
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ASIN: 0312025904 |
Product Description
Literature at its best.
Product Description
Hardcover, brown boards with gilt lettering on front and spine, sections include The New Consciousness (1861-1914), The Moderns: Founders and Beyond (1914-1945)and Experiments and Continuities (1945-present)
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Literature in the making, by some of its makers,
Joyce Kilmer
Manufacturer: Harper & Brothers
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Binding: Unknown Binding
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ASIN: B00086ITNG |
Book Description
A collection from 23 authors about their points of view about the labor of writing literature. Some of the writers are William Dean Howells, Kathleen Norris, Booth Tarkington, Montague Glass, Rex Beach, Robert W. Chambers, James Allen, Harry Wilson, Arthur Guiterman, Frank H. Spearman, John Erskine, John Burroughs, Amy Lowell, Kathleen Norris, Will Harben, Fanny Hurst, Ellen Glasgow, and others.
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Homework and Test Questions for Introductory Physics Teaching
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