The textbook is readily adaptable to either a one- or two-semester course, or a two- to three-quarter course, allowing the instructor to select topics of his or her choice. Each division of physical science is discussed in the context of real-world examples. The five divisions of physical science are covered: physics, chemistry, astronomy, meteorology, and geology. An Introduction to Physical Science, Thirteenth Edition, as for previous editions, is intend- ed for an introductory course for college nonscience majors. Additionally, we continue to present the content in such a way that students develop the critical reasoning and problem-solving skills that are needed in our ever-changing technological world. The primary goal of the thirteenth edition of An Introduction to Physical Science is in keeping with that of previous editions: to stimulate students’ interest in science and to build a solid foundation of general knowledge in the physical sciences. Equipped with this knowledge, they can better adapt to their environment and make informed decisions that ultimately affect their lives and the lives of others. While increasing their understanding of the principles of science, students must also know how science is conducted, and when, where, and to what it is applied. Because the world is rapidly being transformed, it is important that today’s students advance their knowledge of science. ![]() They have created a revolution in all aspects of our lives, including communication, transportation, medical care, the environment, and education. Please throw your awesome labs my way, I need help.Science and technology are the driving forces of change in our world today. I don’t have an air track, but I’m really good at McGuyvering solutions, as you all well know. That makes sense for the chapter on oscillations, but not for Conservation of Mechanical Energy. I was originally thinking of calculating the spring force constant, then determining the weight of an unknown object based on distance the spring stretches. I told them I would grade the lab on their effort, spring constant results, qualitative analysis, and attempt at explaining the results.Ĭlearly, I need a much better lab for next year. They were understanding and really tried to make this work, but they were totally frustrated. This is a great bunch of kids, I warned them ahead of time that this was the first time using this lab, there might be some hiccups. It was pure guesswork and the kids were really struggling. To begin with, it was nearly impossible to measure the bottom and top of the bounce with any accuracy. At first it did, but the more I thought about it, the less sense it made. Quite honestly, it just didn’t make sense. The second part of the lab was supposed to demonstrate conservation of mechanical energy by bouncing the weight and measuring the high and low point. We were able to use a ring stand, ruler, and indicator to successfully calculate the spring force constant. (I will try to remember to post my Hooke’s device design, you can build them for about $0.25 each.) Unfortunately, it was the only part of the lab that worked out at all. I didn’t have that device, so I created my own by first designing a simple indicator on Solidworks (3D CAD Software) and then printing eight of them in the 3D printer. The lab had two parts the first was to calculate the spring force constant using a Hooke’s Law device. Rather than make something up from scratch, I decided to work directly from the Holt Physics textbook. ![]() I wanted to use the Vernier devices, but there wasn’t anything in their book that I liked. (Here is the Lab Instructions, typed up and put it into my words.) I’d been looking for a good Conservation of Energy Lab. A couple of weeks ago we did a lab straight from the textbook.
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