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Using an interactive learning strategy, this text provides a hands on introduction to the fundamentals of Physics. Built on the foundations of Halliday, Resnick, and Walker’s FUNDAMENTALS OF PHYSICS 6e, this text represents the latest methods in physics instruction. Incorporating new approaches based upon Physics Education Research (PER), this book is designed for courses that use computer-based laboratory tools, and promote Activity Based Physics in lectures, labs, and recitations. Incorporates a narrative flow and touchstone examples that supports student learning.
Alternative problem selections – based on the authors’ knowledge of research on student learning difficulties, these new problems require careful qualitative reasoning and explicitly connect conceptual understanding to quantitative problem solving.
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“Effective student learning comes from ‘brains-on’ activities—those times when students are thinking hard and struggling to make sense of what they are learning. Effective instruction happens when teachers create environments in which students are encouraged and helped to engage in those kinds of activities.”—JOE REDISH, Teaching Physics.
Understanding Physics, by Cumming, Laws, Redish, and Cooney, is designed to support this type of instruction and this type of learning. Built on the foundations of Halliday, Resnick, and Walker’s Fundamental of Physics 6e, this text is designed to work with learning strategies such as microcomputer-based labs and interactive lectures that are increasingly being used in physics instruction. In doing so, it incorporates new approaches based upon Physics Education Research (PER), aligns with courses that use computer-based laboratory tools, and supports Activity-Based Physics in lectures, labs, and recitations.
A set of related materials collectively known as The Physics Suite is available to support active learning in both the lecture and the lab.About the Author:
EDWARD F. (JOE) REDISH is a Professor of Physics at the University of Maryland where he has taught for over 30 years. He received his Ph.D. in th4eoretical nuclear physics from MIT and was an active researcher in that field for 25 years. Since 1991, he has devoted his research effort to physics education and has established a research group at Maryland. He is the recipient of numerous awards for his scholarship of teaching and learning including the 1998 Millikan award from the AAPT.
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