Integrated Physics and Calculus, Volume 2
| Author | : | |
| Rating | : | 4.29 (954 Votes) |
| Asin | : | 0201473976 |
| Format Type | : | paperback |
| Number of Pages | : | 955 Pages |
| Publish Date | : | 2017-05-05 |
| Language | : | English |
DESCRIPTION:
Department of Education to develop a program that integrates freshman physics and calculus into a single course and to write a textbook for that course.. He was named an Assistant Professor at the University of Puget Sound in 1990 in the Department of Mathematics and Computer Science and Associate Professor in 1996.He h
At the University of Puget Sound he has served as Director of the Pre-Engineering Program, Director of the university's Honors Program and Chair of the Physics Department.Dr. Martin Jackson received his Ph.D. in Physics and Mathematics from the University of Puget Sound in 1984. Department of Education to develop a program that integrates freshman physics and calculus into a single course and to write a textbook for that course.. At Virginia his research focused on experimental solid state physics. He was named an Assistant Professor at the University of Puget Sound in 1990 in the Department of Mathematics a
Used successfully at the authors' school in a two-semester course, the text provides full integration of the math and physics. This groundbreaking text combines the second and third semesters of calculus with the first and second semesters of calculus-based physics. In turn, the physics provides examples for the development of the calculus concepts. Through text and problems, the authors carefully develop the calculus so that it can be used in many physical applications. As a result, students gain a full understanding of calculus and its relevance to physics.
Finally a book with a balance between conceptual understanding and mathematical modeling It can't be said how many times I've read reviews with ecstatic ratings for some particular physics book. Usually I find the books reviewed are overly formal in their arguments and depend primarily on mathematical arguments. You might see the punchline coming. Unfortunately there is not a balancing of the approach by books emphasizing mostly a conceptual approach. They don't seem to exist if you exclude the popular press. As a rule books "for teaching" cannot be accepted as serious enough if they provide a mostly conceptu