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College Physics, by Eugenia Etkina, Michael Gentile, Alan Van Heuvelen
Get Free Ebook College Physics, by Eugenia Etkina, Michael Gentile, Alan Van Heuvelen
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College Physics is the first text to use an investigative learning approach to teach introductory physics. This approach encourages you to take an active role in learning physics, to practice scientific skills such as observing, analyzing, and testing, and to build scientific habits of mind. The authors believe students learn physics best by doing physics.
- Sales Rank: #75168 in Books
- Published on: 2013-07-22
- Original language: English
- Number of items: 1
- Dimensions: 11.00" h x 1.70" w x 8.80" l, 5.65 pounds
- Binding: Hardcover
- 1232 pages
About the Author
Dr. Alan Van Heuvelen, a faculty member at Ohio State University, is a respected physics professor known nationally for a creative multiple-representation and active learning method of teaching physics. The multiple representation method is based on research on how students actually learn physics.
Most helpful customer reviews
14 of 19 people found the following review helpful.
Expensive, Verbose, and Inferior to its competitors
By Salviati
First let me begin by saying that I have no relationship to the authors of this text, I was not a former graduate student of theirs nor do I have any particular axe to grind. The same can not be said of many of the recent spate of five star reviewers, many of whom are former graduate students of the authors in question and whose objectivity is highly questionable given the widespread nepotism endemic in public education. Furthermore, I will only be reviewing the Mechanics portion of Etkina's text, I will expand on the other components of the text as time goes on. The redesign of the algebra/trig based Physics put Etkina's text along with Knight's College Physics, front and center as the effective textbooks of choice by the College Board. While I am not using this text in my classroom, I am reading and assessing the text for potential future adoption for which is the purpose of this review.
Writing an introductory physics text is an art. On the one hand the author has to strike a balance between explaining the material as thoroughly as possible. On the other hand the author must weigh the patience of their audience, late teens who could care less about the details and 'learn what they need to know'. Judging on the content in Mechanics alone, Etkina's book is a full 20% longer than most Introductory Physics texts and is very text heavy.
The strength of Etkina's book is in the details, where painstaking effort is spent on showing various representations of the material, especially early on. However, one gets the impression from reading the text that all representations stand on equal footing, when the reality is that if one goes beyond the introductory level of physics, it is the mathematical representation that is primary. The inclusion of derivations of many key results is commendable and demonstrates that the authors properly place a value in the importance of deriving results.
Another strength is the inclusion of details that serve as interesting reading for physics teachers who already have a strong attachment to the material, like how Newton formulated his theory of Gravitation. At the same time, this is probably material that is best left in the appendix of the Student Edition or the Teacher's Edition. This allows teachers to decide whether or not to include this into their repertoire and for interested students to investigate further. Which is one of my gripes with this text; it tries too hard to be a textbook, lecturer and lab instructor. This is not the point of a textbook, and it will undoubtedly make it an exhausting read for first year physics students. I know from experience that it is a struggle to get my students to read even a short textbook. I honestly can not imagine them trudging through this tome.
In general, I find the problems to be a bit routine, verbose and in some cases detached from the mindset of first year students; for ex. "Design, perform and analyze the results of an experiment to determine the coefficient of static and kinetic friction between a penny and the cover of a text book." This is extraordinarily difficult for students to do, they do not have enough experience either with equipment or physics to actually construct experiments, much less for homework. Alongside this is the the near complete omission of derivation style problems, whose difficulty tend to lay in between the routine problems and open-ended inquiry based problems. Derivation problem types help bridge the difficulty and their omission is a serious issue for students who want to take the next level of physics.
In terms of raw content, I find the Work and Energy to be the most problematic. First, there is no definition or distinction between conservative and non-conservative forces so the theoretical basis of the conservation of mechanical energy is basically taken as a postulate. Second, the construction of potential energy functions are done incorrectly, as a result it is possible for students to draw some very bad conclusions based upon their derivations. For instance, it can be easily shown using their derivation technique that the force of friction has a potential energy function-which is fundamentally wrong. The important Work Energy theorem is effectively removed from the chapter and F vs. x graphs are de-emphasized. Instead we get Energy bar charts, which are useful but also a bit trivial and does not scale beyond a first year course. Lastly, the gravitational potential energy function for general gravitation is given without proof, which is common but not necessary. A geometric/algebraic proof utilizing the area under the force vs position curve should be included in the appendix.
Another issue I have with the text is that it goes into exhaustive detail of the bodies associated each force F(A on B) and then sloppily adopts an alphabet soup for notation of force types, f for friction, N for normal, T for tension, but then excludes gravity. While I learned physics using this alphabet soup, many authors have since moved on and for good reason. It is much more clear to use F to first indicate that it is a force and subscript to indicate the type of force and if necessary use parenthesis for the bodies in the subscript.
Last but not least, it would be a great error for a teacher to evaluate a textbook without evaluating the supplemental materials that accompany it. This is probably the area of greatest weakness with the Etkina text. First the Active Learning Guide is far too expensive and its purpose is too vague for either students or school districts. Are another 200 pages of text required to explain the underlying physics? Should the problems in the Active Learning Guide simply been included in the end of chapter problems of the textbook? The creation of the Active Learning Guide predates the textbook and it appears that the authors did not want to let it go and instead have chosen redundancy. The test materials and clicker questions are nowhere near the standard of other textbooks: Giancoli, Young, Serway etc.
When taken as a whole, I feel that it is a good starting point for a text but that there was not sufficient editorial oversight. Furthermore, the authors, publisher and the College Board should be more conscious of the cost of this text and its supplemental materials. When I consider the deficiencies of the textbook, the lackluster supplemental materials and the cost, I will not be adopting the text.
7 of 10 people found the following review helpful.
Painfully unorganized and lacking necessary content. Use this book to turn students away from physics.
By revolver
Be suspicious of any good reviews here. I used this book for college, algebra-based physics and it was a nightmare. Everyone in the class eventually gave up on the book and scrambled to find online resources. The teacher apologized and said that the book was "hard to follow." The text lacks concise presentation of key concepts, lacks multiple perspectives necessary for application, and the chapter summaries don't even correlate to the rest of the text (or maybe they can't summarize something so lacking anyhow). Most homework questions required me to seek other resources (teacher, tutor, online). I probably spent half of my study and homework time just making up for the utter uselessness of this textbook.
I have since taken engineering physics and been exposed to a clear and intuitive textbook (one that I am keeping for future reference too!). Physics can be enjoyable for everyone, as everyone has reference for physics all around them. This book however will turn students away from physics. Teachers look elsewhere! And students, good luck selling this book back!
5 of 7 people found the following review helpful.
WORST. TEXTBOOK. EVER.
By Tiffany Robertson
I'm using this book now for physics and for the first time in college I feel like I don't understand anything. The questions reference topics that are not covered in the chapter they are in. This book is an absolute nightmare to use.
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