Conceptual Physics, Global Edition

For courses in liberal arts physics.  Actively engagestudents in learning and loving physics  Paul Hewitt's best-selling ConceptualPhysics defined the liberal arts physics course over 30 years agoand continues as the benchmark. Hewitt's text is guided by the principle of"concepts before calculations" and is famous for engaging studentswith real-world analogies and imagery to build a strong conceptualunderstanding of physical principles, ranging from classical mechanics tomodern physics. The 13th Edition continues to makephysics delightful for students with informative and fun Hewitt-Drew-Itscreencasts, updated content and applications, and new engaging activities.

Table of Contents:
1. About Science  Part One: MECHANICS 2. Newton'sFirst Law of Motion: Inertia 3. LinearMotion 4. Newton'sSecond Law of Motion 5. Newton'sThird Law of Motion 6. Momentum 7. Energy 8. RotationalMotion 9. Gravity 10.Projectile and Satellite Motion Part Two: PROPERTIES OF MATTER 11.The AtomicNature of Matter 12. Solids 13. Liquids 14. Gases Part Three: HEAT 15.Temperature, Heat, and Expansion 16. HeatTransfer 17. Change ofPhase 18. Thermodynamics Part Four: SOUND 19.Vibrations and Waves 20. Sound 21. MusicalSounds Part Five: ELECTRICITY AND MAGNETISM 22.Electrostatics 23. ElectricCurrent 24. Magnetism 25.Electromagnetic Induction Part Six: LIGHT 26.Properties of Light 27. Color 28.Reflection and Refraction 29. LightWaves 30. LightEmission 31. LightQuanta Part Seven: ATOMIC AND NUCLEARPHYSICS 32. The Atomand the Quantum 33. AtomicNucleus and Radioactivity 34. NuclearFission and Fusion Part Eight: RELATIVITY 35. SpecialTheory of Relativity 36. GeneralTheory of Relativity Author Profile Appendices A. OnMeasurement and Unit Conversions B. More AboutMotion C. Graphing D. VectorApplications E.Exponential Growth and Doubling Time Odd-NumberedAnswers Glossary Credits Index

About the Author :
Paul G.Hewitt  Becoming a physics instructor and textbook author didn't seem a likely outcomeof my earlier years. I grew up in Saugus (near Boston), Massachusetts. In myhigh school years, an influential counselor convinced me that I wouldn't haveto take academic courses due to my talent for art. My passions at the time weredrawing comic strips, rink roller-skating, and especially boxing, which helpedrepel school bullies. At age 17, I won the silver medal of the New EnglandAmateur Athletic Union in the 112-pound class. Shortly after that, I deliverednewspapers, painted signs, and learned silk-screen printing in Boston, where Imet life-long friend Ernie Brown, who influenced me to spend two winters withhim in Miami, Florida. I dedicated the eleventh edition of ConceptualPhysics to Ernie.  In 1953,during the Korean conflict, I was abruptly drafted into the Army. I wasfortunate, however, that the war ended on my last day of basic training at CampCarson in Colorado Springs. My Army discharge occurred during the craze of uraniumprospecting, which nurtured the hope of financial security. I took that gambleand remained in Colorado to prospect for uranium, supporting myself as a signpainter in the town of Salida. I discovered uranium-tainted rock in the Sangrede Christo Mountains that raised my hopes, but not my income. More importantly,I discovered and fell in love with Millie Luna. Winter snow prevented access tomy uranium claims, so I went back to Saugus, and then to escape the cold NewEngland winters, I returned to Miami.  Life-changingevents occurred in Miami. First, I married Millie. Second, I met sign painterand science buff Burl Grey and his intellectual mentor, Jacque Fresco. Bothinspired me to pursue a life of science. I returned north and with the G.I. Bill,enrolled at Newman Preparatory School in Boston to make up for high-schooldeficiencies. At the age of 27, I began college at Lowell TechnologicalInstitute (now the University of Massachusetts Lowell). After I received a Bachelorof Science degree in physics, Millie and I and our two children ventured west,where I would earn a Master of Science degree in physics at Utah StateUniversity (USU). There, I was inspired by the extraordinary teaching ofFarrell Edwards and John J. Merrill. USU friends Huey and Sue Johnsoninfluenced us to follow them to San Francisco, where Huey, a passionateenvironmentalist, began his career as Western Director of the famed NatureConservancy and soon became California's Secretary of Resources during JerryBrown's administration. Huey also founded The Trust for Public Land, anorganization that saves tracts of land from unwanted commercial development,and he later founded the nonprofit Resource Renewal Institute. Best friendextraordinaire Huey passed away in 2020 from complications after a fall. It waswith Huey's assistance in 1964 that I was hired as a long-term substitute atCity College of San Francisco (CCSF).  My teachingassignment was the course least popular among my colleagues, Physics 10, whichwas geared toward non-science majors, the very students I wanted to reach. Myteaching goal was not to swell the ranks of physicists, but to share my love ofphysics with all students. I very soon discovered that the best of my algebraicderivations were unappreciated. Nor did students think much of my simpleproblems that used equations as recipes to come up with numerical answers. Myteaching evolved to "physics without numbers," and Physics 10 soonbecame the most popular elective course on campus. I yearned to teach from anew and exciting textbook, Physics for the Inquiring Mind, by EricRogers, but my department chair found it unacceptable because it was too largeand heavy for students to tote around.  That meant Iwould have to write my own book. Inspired by the Rogers book and BasicPhysics, a new, clearly written textbook by Kenneth Ford, I franticallyspent the summer of 1969, the year of the first Moon landing, creating ConceptualPhysics. The spiral-bound result was graciously printed on campus by thecollege bookstore. Its coverage of topics was in step with my nemesis as astudent: information overload. It covered only the fundamentals of physics. Ithad no numerical problems requiring even simple algebra. None. As such, it wasa quite local CCSF book.  Enrollmentfor Physics 10 had grown to more than a thousand per semester. Curious textbooksales representatives thought that Conceptual Physics could bemore than a local book. To make a long and interesting story short, Little,Brown and Company published it in 1971 (50 years ago). This was at a time whencollege students nationwide were demanding relevance in their courses. With itssubtitle, A New Introduction to Your Environment, ConceptualPhysics was seen as very relevant. To add to the accuracy of the physics,Ken Ford volunteered his editorial pen to my writing. I dedicated the eighthand eleventh editions to him. Conceptual Physics became thedominant book for liberal arts physics courses in the United States, and alsointernationally.  Teaching wasnot confined to CCSF. On Wednesday evenings, I taught at the San FranciscoExploratorium. I was often honored when founder Frank Oppenheimer sat in on myclasses. When musical sounds was the topic, with his collection of woodwindinstruments, Frank did the teaching, and I sat in. Wonderful times teachingwith Frank.  As anauthor, I never went the common route of following an introductory textbookwith an algebra/trigonometry-based book and then a calculus-based textbook.Instead, I elected to keep improving Conceptual Physics for non-sciencestudents, edition after edition, a continuous striving to increase the clarityof physics topics, to make physics a course that students could love. For analgebra-based course, Phil Wolf and I wrote a problem-solving book tosupplement Conceptual Physics. It is now an important complement tothis thirteenth edition.  In mypersonal life, my wife Millie peacefully passed away in 2004, leaving me withthree wonderful children and seven well-loved grandchildren. A year later Imarried Lillian Lee. Both of my marriages were to impressive women. Today, mywife Lillian, with her eye for detail, adds clarity to my writing. Hence, Idedicate this edition to her, as I did with previous editions.  I nevertraveled outside of the United States until age 40. Since then, summers havebeen devoted to world travel. My teaching took me further afield as well,mainly to the University of California at both Berkeley and Santa Cruz, and thetwo university campuses in Hawaii. In Hawaii, I was also invited to teach in avideo studio. Little did I realize that those lectures would remain populartoday.  A move fromHilo, Hawaii, to St. Petersburg, Florida, brought me closer to my pal from myroller-skating days, Paul Ryan (pictured in all my books). Lil and I now splitour time between St. Petersburg and San Francisco, continually polishing thelens through which students can more clearly view their world. Nature's majorrules are revealed in the laws of physics, all nicely summarized in theirequations. Teaching these equations as the rules of nature has been an awesomeexperience.  More awesomeis being born. The chances of being born a healthy human are so miniscule thatbeing alive is the highest prize of the universe. But that prize comes with acertainty: being born means eventually dying. Before birth, our experience ofthe universe and all its happenings was blank. With no consciousness, there wasnothing. If that blank state is our fate after death, then there's nothing tofear. Now, if there's more, hooray - But there needn't be. Death as theprice of birth is a fair cosmic bargain. Along with grieving the loss of lovedones, we should celebrate that they knew life.