College Physics, Volume 2
First Edition   ©2013

College Physics, Volume 2

Roger Freedman (University of California, Santa Barbara) , Philip R. Kesten (Santa Clara University) , David L. Tauck (Santa Clara University)

  • ISBN-10: 1-4641-0201-5; ISBN-13: 978-1-4641-0201-1; Format: Paper Text, 656 pages
General Comments

• "This is one of the most beautiful and self-explanatory textbook on physics I have ever seen."
— Edward Teetah-Lartey, Blinn Community College

• "Great examples, threat theories and formulas. Great step by step explanations. Modern, contemporary, appealing, enthralling and enlightening. Cool and hip. Wonderful every day reference."   — Fiorella Terenzi, Brevard Community College

• "The book will gently coax your students into mastering difficult topics in physics through its generous use of step-by-step examples." 
— Chad Young, Nicholls State University

• “A contemporary approach to traditional subject material that makes special efforts to synthesize modern presentation style with graphics for the non-physics major student.” 
— Paul Fields, Pima Community College

• "The book excels in many features in comparison with other textbooks in the market."                            
—Miah Muhammad Adel, University of Arkansas-Pine Bluff

• “They definitely make the concepts more relevant and interesting.  Excellent use of biological applications!  I especially liked the heart diagram to show vectors and the use of birds flying and college students walking to the coffee shop as examples.”
— Sandra Rhoades, Kennesaw State University

Seamless Blend of Physics and Biology
• "I greatly welcome physics problems based on biological systems. Many students in this course are pre-med. Good job!"
— Hasan Fakhruddin, Ball State University

• "The textbook is written for life science students taking a physics course. The text holds this focus by using different examples to demonstrate biological applications. For instance, static friction is illustrated using the physiological structure of lizard's feet."
— Aklilu Maasho, Dyersburg State Community College

• “Yes, absolutely, because this is what the students are interested in, not pure Physics.”
— James Powell, University of Texas, San Antonio

• “As I mentioned earlier, the shortcoming of many intro-physics texts for non-science majors is then absence of “life” examples. We need to show students that physics is relevant in our society. Your examples are excellent, especially example 6-2 and the section on Muscles & Doing Work. I can see using this description as a basis for a brief research assignment.”
— Michael Sampogna, Pima Community College

• “I liked how the authors used biological application to illustrate the concept. It made the text more interesting and easier to understand.”
— Zhujun Li, Richland College

• “There are many examples which shift the focus from classical Physics examples such as blocks sliding down ramps to algal spores and human bones. The examples concerning joint lubrication and the gecko were interesting and engaging.”
— Susannah Lomant, Georgia Perimeter College

Outcome-Based Learning Objectives
• "It is a pleasant surprise to see the outcome-based objectives clearly spelt out at the beginning of the chapters. This is clearly a step in the right direction and will help outline assessment criteria and strategies. Topics are developed in a sequential way that will make sense to the students as well as the instructors."
— Umesh C. Pandey, Central New Mexico CC

A Focus on Developing Problem-Solving Skills
• (On set-up, solve, reflect structure): "I like this structure because it clearly separates getting started from actually solving the problem, and points out that it is generally a good idea to stop and think about your results in a qualitatitve way."                                                                                                   -- — James H. Taylor, University of Central Missouri

• (Re: Set-up, Solve, Reflect structure) "This will be very helpful to students. Their single greatest difficulty is coming up with a strategy for solving the problems. The Set-up portion of the examples should really help."
— Brett DePaola, Kansas State University

• "I do like the inclusion of the "reflect" section. I think almost everybody, myself included, needs to do reflection at the end of a calculation."
— Jason Shulman, University of Houston

• “Lots of great example problems.  I think these are what students can gain most from a text and these were well-done.  The examples repeatedly hit on several areas students find difficult such as the inclined plane and clearly explained and showed how to not only solve but how to approach physics problems.”
— Andrew Meyertholen, University of Redlands

Conceptual Problems Built into the Flow of the Text
• (Re: Got the Concept Qs) "Yes, I think this provides good reinforcement of the principles discussed in the text and the worked examples. It forces students to think about these principles in somewhat different contexts."
— Alan I. Goldman, Iowa State University

• “’Got the concept’ questions are interesting and relevant - make students want to know more. It is also very important that the authors provide answers and guidelines to these questions at the end of the chapter.
— Maxim Sukharev, Arizona State University

Special Attention to Common Misconceptions
• (Re: Watch-Out boxes) "These are very good. They encourage the student to stop and think."                       
— John Rollino, Rutgers University

• “The "Watch out" statements are also really good because they make the reader aware of common problems or misconceptions that students often have when first learning this material.”
— Luc Beaulieu, Memorial University