The benchmark for clarity and rigor, influenced by the latest in education research.

Since its first edition, University Physics has been revered for its emphasis on fundamental principles and how to apply them. This text is known for its clear and thorough narrative, as well as its uniquely broad, deep, and thoughtful sets of worked examples that provide students with key tools for developing both conceptual understanding and problem-solving skills.

The Fourteenth Edition improves the defining features of the text while adding new features influenced by education research to teach the skills needed by today’s students. A focus on visual learning, new problem types, and pedagogy informed by Mastering Physics metadata headline the improvements designed to create the best learning resource for physics students.

作者简介

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He was an undergraduate at the University of California campuses in San Diego and Los Angeles and did his doctoral research in nuclear theory at Stanford University under the direction of Professor J. Dirk Walecka. Dr. Freedman came to UCSB in 1981 after three years of teaching and doing research at the University of Washington.

Hugh D. Young was Emeritus Professor of Physics at Carnegie Mellon University. He earned both his undergraduate and graduate degrees from that university. He earned his Ph.D. in fundamental particle theory under the direction of the late Richard Cutkosky. He joined the faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships at the University of California, Berkeley.

Dr. Young’s career was centered entirely on undergraduate education. He wrote several undergraduate-level textbooks, and in 1973 he became a coauthor with Francis Sears and Mark Zemansky for their well-known introductory textbooks. In addition to his role on Sears and Zemansky’s University Physics, he was the author of Sears and Zemansky’s College Physics.

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Problem Solving and Problem Sets.

A research-based problem-solving approach (Identify, Set Up, Execute, Evaluate) is used not just in every Example but also in the Problem-Solving Strategies and throughout the Student’s and Instructor’s Solutions Manuals and the Study Guide. This consistent approach teaches students to tackle problems thoughtfully rather than cutting straight to the math.

Visual Learning.

NEW! Annotated equations appear in all key equations to help students make a connection between a conceptual and a mathematical understanding of physics.