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Control Number257844
Date and Time of Latest Transaction20140930034349.AM
General Information140930s |||||||||b ||00|||
International Standard Book Number9780071448147
Cataloging SourcePAGASA-DOST
Main Entry - Personal NameEugene Hecht
 Bueche, Frederick J.
Title StatementSchaum's outlines of college physics by Frederick J. Bueche and Eugene Hecht
Edition Statement10th ed
Physical Descriptionx, 451p. illus., figures
Summary, Etc.The introductory physics course, variously known as "general physics" or "college physics", is usually a two-semester in-depth survey of classical topics capped with some selected material from modern physics. Indeed, the name "college physics" has become a euphemism for introductory physics without calculus. Schaum's Outline of College Physics was designed to uniquely complement just such a course, whether given in high school or in college.The requisite mathematical knowledge includes basic algebra, some trigonometry, and a tiny bit of vector analysis, much of which can be learned as the experience progresses. It is assumed, however, that the reader already has a modest understanding of algebra. Appendix B is a general review of trigonometry that serves nicely. Even so, the necessary ideas are developed in place, as needed. And the same is true of the rudimentary vector analysis that's required - it too is taught as the situation requires. In some ways learning physics is unlike learning most other disciplines. Physics has a special vocabulary that constitutes a language of its own, a language immediately transcribed into a symbolic form that is analyzed and extended with mathematical logic and precision. Words like enegy, momentum, current, flux, interference, capacitance, and so forth, have very special scientific meanings. These must be learned promptly and accurately because the discipline builds layer upon layer; unless you know exactly what velocity is, you cannot know what acceleration or momentum are, and without them you cannot know what force is, and on and on. Each chapter in this book begins with a concise summary of the important ideas, definitions, relationships, laws, rules, and equations that are associated with the topic under discussion. All of this material constitutes the conceptual framework of the discourse, and its mastery is certainly challenging in  and of itself, but there's more to physics than the mere recitation of its principles. Every physicist who has ever tried to teach this marvelous subject has heard the universal student lament, "I understand everything; I just can't do the problems." Nonetheless most teachers believe that the "doing" of problem is the crucial culmination of the entire experience, it's the ultimate proof of understanding and competence. The conceptual machinery of definitions and rules and laws all come together in the process of problem solving as nowhere else. Moreover, insofar as the problems reflect the realities of our world, the student learns a skill of immense practical value. This is no easy task; carrying out the analysis of even a moderately complex problem requires extra ordinary intellectual vigilance and unflagging attention to detail above and beyond just "knowing how to do it." Like playing a musical instrument, the student must learn the basics  and then practice, practice, practice. A single missed note in a sonata is overlookable; a single error in a calculation, however, can propagate throughout the entire effort producing an answer that's completely wrong. Getting it right is what this book is all about. In this new edition, we have rearranged the first several chapters to bring them into harmony with the organization of today's introductory textbooks. In order to facilitate the learning process and increase student confidence, we have added a number of easy single-concept problems. Moreover, we have scrutinized every problem in the book, adding clarifying comments where needed, and extending and making more accessible the accompanying solutions wherever appropriate. The level of difficulty of each problem is now specified by the designations [l], [ll], or [lll]. Single-concept straightforward problems are characterized by a [l] immediately following their number. A [ll] signifies a somewhat more complicated but still manageable problem. Level [lll] problems are designed to be challenging.04
Subject Added Entry - Topical Termollege Physics -- Introduction to Physics -- 2006 -- New York04
 hysics 
LocationOST PAGASA BOOKS physicscab PAG-11-0128 1 4440 Purchase 2011-04-13 
  
     
 
Physical Location
Department of Science and Technology
Philippine Atmospheric, Geophysical and Astronomical Services Administration
  
     
 
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