{"id":186,"date":"2021-05-05T17:31:47","date_gmt":"2021-05-05T21:31:47","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/?post_type=chapter&#038;p=186"},"modified":"2021-05-05T17:41:31","modified_gmt":"2021-05-05T21:41:31","slug":"university-physics-volume-1-openstax","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/chapter\/university-physics-volume-1-openstax\/","title":{"raw":"University Physics Volume 1 (OpenStax)","rendered":"University Physics Volume 1 (OpenStax)"},"content":{"raw":"<strong>OER Reviewed:<\/strong> <a href=\"https:\/\/open.bccampus.ca\/browse-our-collection\/find-open-textbooks\/?uuid=9937895a-72b5-4caf-a536-2dc9893c96ff&amp;contributor=&amp;keyword=&amp;subject=\" target=\"_blank\" rel=\"noopener\">University Physics Volume 1 (OpenStax)<\/a>\r\n\r\n<strong>Reviewer:<\/strong> Jennifer Kirkey, Instructor of Physics and Astronomy, Articulation Chair of Physics and Astronomy, Douglas College\r\n\r\nThe reviewer will be using it in January 2021. The Department reviewed this set of books before changing from Physics by Halliday, Resnick and Walker to these books starting September 2020.\r\n\r\n<strong>Rating<\/strong>\r\n\r\nEach criterion asks the reviewer to rate it on a scale of 1 to 5 (1 = very poor and 5 = excellent).\r\n<h1>Comprehensiveness - Rating: 4<\/h1>\r\n<em>The OER covers all areas and ideas of the subject appropriately and provides an effective index and\/or glossary.<\/em>\r\n\r\nThis OER is appropriate for PHYS I\/II of the Engineering Common Core.\r\n\r\nPHYS I of the ENGR common core is motion and waves\r\n\r\nOpenstax Volume 1\r\n<ul>\r\n \t<li>Unit 1 Mechanics<\/li>\r\n \t<li>Unit 2 Waves and Acoustics<\/li>\r\n<\/ul>\r\nOpenstax Volume 2\r\n<ul>\r\n \t<li>Unit 1 Thermodynamics<\/li>\r\n \t<li>Unit 2 Electricity and Magnetism<\/li>\r\n<\/ul>\r\nOpenstax Volume 3\r\n<ul>\r\n \t<li>Unit 1 Optics<\/li>\r\n \t<li>Unit 2 Modern physics including relativity and quantum mechanics<\/li>\r\n<\/ul>\r\nIt is a good book.\u00a0 Not a great book but as good book.\u00a0 Others will wax poetically about the standard book by Knight or the new one by Mazur, but this book is just fine.\r\n\r\nIt integrates calculus throughout. That pun was deliberate.\u00a0 \u00a0In fact, that is one of the few criticisms.\u00a0 It is based more on the US curricula and assumes that the student has already done differential and integral calculus, though in BC calculus is often being taken at the same time.\u00a0 \u00a0For example they do separation of variables to solve questions occasionally. They also use integrals to find time, i.e., t = integral of dx\/v. Lastly, they talk about \"exact differentials\" in the context of conservative forces.\r\n\r\nIn my experience about half of the students in the Douglas College equivalent of PHYS I (PHYS1110) are either taking integral calculus or have taken it. Overall, the calculus level to be quite a bit higher than Halliday Resnick and Walker, which is one of the common standard textbooks.\r\n\r\nOne of the weak points of the book is the focus on math over physics.\u00a0 It is difficult to tell students \"ignore this example\" frequently.\r\n\r\nThe index is comprehensive. \u00a0The OpenStax books tend to be very well organized, and this one is true to form.\u00a0 An index at the back of the book.\u00a0 Each chapter at the end has a listing of \u201ckey terms\u201d and a summary.\r\n<h1>Content Accuracy - Rating: 4<\/h1>\r\n<em>Content, including diagrams and other supplementary material, is accurate, error-free, and unbiased.<\/em>\r\n\r\nThis is a well written and well proofed text book.\u00a0\u00a0 It is accurate, error-free and unbiased. Openstax makes good books.\r\n<h1>Relevance\/Longevity - Rating: 4.5<\/h1>\r\n<em>Content is up-to-date, but not in a way that will quickly make the OER obsolete within a short period of time.\u00a0 The OER is written and\/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.<\/em>\r\n\r\nThe nice thing about first year physics is that it is applying Newton\u2019s Laws that are now more than 400 years old.\u00a0 It does have up to date examples that illustrate the physics but nothing that make it obsolete within a short period of time.\u00a0 The cell phones and other equipment looks very early 2000s, but that is not a fatal flaw.\u00a0 It will be relatively easy and straightforward to implement new examples as our technology continues to change.\r\n<h1>Clarity - Rating: 3<\/h1>\r\n<em>The OER is written in lucid, accessible prose, and provides adequate context for any jargon\/technical terminology used.<\/em>\r\n\r\nThis is a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 It is very United States focused an assumes an intimate knowledge of sports.\u00a0 An example of this is on page 202 which is a question about two dimensional motion with hockey players.\u00a0 While there is an illustration, it needs a before and after picture as not everyone will know about the importance of a goal and the blue line.\u00a0 It spends a lot of time on the names of the players, one of whom stopped playing in 2019.\u00a0\u00a0 This is not a horrible thing, but annoying.\r\n<h1>Consistency - Rating: 5<\/h1>\r\n<em>The OER is internally consistent in terms of terminology and framework.<\/em>\r\n\r\nThis a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.\r\n<h1>Modularity - Rating: 4<\/h1>\r\n<em>The OER is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided).\u00a0 The OER should not be overly self-referential, and should be easily reorganized, and realigned with various subunits of a course without presenting much disruption to the reader.<\/em>\r\n\r\nThis a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed and well organized.\u00a0 Like most physics books it is large.\u00a0 Volume 1 is 1009 pages long with 17 chapters.\u00a0 Each chapter has about 10 sub-sections.\u00a0\u00a0 It can be reorganized fairly easily.\r\n\r\nA suggestion to BCcampus. I think it would be money well spent by BCcampus to make up a Pressbooks version of Openstax University Physics that clearly reflects PHYS I II III.\u00a0 It would be easier for the BC physics community to start adding to those books.\u00a0 The modularity of the books would make that project relatively simple.\r\n<h1>Organization\/Structure\/Flow - Rating: 4.5<\/h1>\r\n<em>The topics in the OER are presented in a logical, clear fashion.<\/em>\r\n\r\nThis textbook uses the classic format of a first year physics textbook.\u00a0 That is a criticism to some (I repeat, that some will wax poetically about the books by Knight and Mazur).\u00a0 It is logical and clear.\r\n<h1>Interface - Rating: 5<\/h1>\r\n<em>The OER is free of significant interface issues, including navigation problems, distortion of images\/charts, and any other display features that may distract or confuse the reader.<\/em>\r\n\r\nThis a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.\u00a0\u00a0 It is available online and in print, including hard cover.\u00a0 Nice use of colour, and consistent.\r\n<h1>Grammatical\/Spelling Errors - Rating: 5<\/h1>\r\n<em>The OER contains no grammatical or spelling errors.<\/em>\r\n\r\nI could not find any grammatical or spelling error.\u00a0 This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.\u00a0\u00a0 I have not yet used the book in my class, I will be doing so in January of 2021, but I have looked it over carefully in preparation for that and not found any errors yet.\r\n<h1>Diversity and Inclusion - Rating: 2.5<\/h1>\r\n<em>The OER reflects diversity and inclusion regarding culture, gender, ethnicity, national origin, age, disability, sexual orientation, education, religion. It does not include insensitive or offensive language in these areas.<\/em>\r\n\r\nThis OER reflects the diversity of genders (female and males) in the illustrations and examples, for example saying \u201ca professor walks back and forth in front of a chalkboard\u201d and the professor is a woman.\r\n\r\nIt does not do we well with cultural\u00a0 and national origin.\u00a0\u00a0 I looked at every page up to page 405 which is the end of Newton\u2019s laws.\u00a0\u00a0 There are literally hundreds of illustrations of humans doing physics things up to that point, but only seven of them are BIPOC (Black, Indigenous, People of colour)\u00a0 Page 55 photo of hands that are clearly BIPOC.\u00a0 Page 110 photo of cyclists in Vietnam.\u00a0 Page 223 illustration of a BIPOC person- the first illustration.\u00a0\u00a0 Page 335 photo of a runner who is BIPOC.\u00a0 Page 358 second BIPOC illustration, Pages 405 and 406 has two photos of BIPOC people playing sports.\r\n\r\nFor example, in projectile motion there is a drawing of a tennis player in a specific stadium.\u00a0 They write out the stadium name.\u00a0 The young woman in the drawing is of fair complexion with long blonde hair.\u00a0 Serena Williams won her first Grand Slam in 1999.\r\n\r\nCultural comment.\u00a0 There are a lot of armed forces photographs and examples.\u00a0 This might be as it is easier to get CCBY photos from the US Army, but as a Canadian I found it jarring.\u00a0 For example, page 132 is a photo of a racing car and the caption is \u201cUS Army pilot \u2026 in a dragster\u201d.\u00a0 Page 286 in the section about vertical motion and air resistance has a picture of an armed forces member in camouflage firing a motor shell upwards.\u00a0 Many of the questions in the energy and power section have the unit conversions for energy be in pounds of TNT and atomic bombs.\u00a0 I support the military but it feels excessive.\r\n\r\nPage 721 on fluids talks about \u201cmaster\u201d cylinders.\u00a0\u00a0 Primary and secondary cylinders are the more common usage.\r\n<h1>Recommendation<\/h1>\r\n<ol>\r\n \t<li><em>Do you recommend this resource for the specific course taught in the first-year engineering common curriculum (in place of a commercially available resource)?\r\n<\/em>Yes, I recommend this resource for PHYS I\/II in place of the readily available commercially available resources.\u00a0\u00a0 Depending on what order you teach the topics in PHYS I\/II you will likely need both Volume 1 and Volume 2 from Open Stax.<\/li>\r\n \t<li><em>If yes, please briefly summarize the reasons for recommending this resource.\r\n<\/em>\r\nThis is a classic first year physics books.\u00a0 This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 It will be a good resource for the students and it is at the level needed for the ENGR Common Core PHYS I and II.\u00a0 Several institutions in BC are already using this \u2013 KPU I know for certain is, and we just started using it at Douglas College.<\/li>\r\n \t<li><em>If not, why?\u00a0 What improvements, if any, could be made?\r\n<\/em>\r\nIt assumes that students have already taken a first year calculus course with both derivatives and anti-derivates.\u00a0 It is common that students in BC are taught the calculus they need in the physics class before covering it in more depth in their calculus classes, (this was true for me in Ontario more than 30 years ago) so either an appendix or an optional section in Chapter 3, the introduction to motion chapter, would be useful.\u00a0 I will be providing that to my students when I teach this course in January.\u00a0\u00a0\u00a0 You can keep telling students to ignore certain examples and assigned questions, but it does get annoying.<\/li>\r\n \t<li><em>What gaps in content have you identified?\r\n<\/em>No gaps, unless you include the calculus treatment mentioned above.\r\n\r\nThere needs to be more questions, and more questions with photos and illustrations.\u00a0 A lot of this material is identical to the Openstax College Physics which is algebra based.\u00a0 I have been using that book for about five years now.\u00a0 And I mean identical, cut and pasted.\u00a0 The authors here were being efficient.\u00a0 I will be using lots of my material from that book as handouts and questions for my students.\u00a0 I would recommend that Openstax University Physics use even more of the problems from College Physics, but it might have been a choice due to the already large size of the book.\r\n\r\nOpenstax University Physics Volume 1 covers motion, force, energy, linear momentum, angular momentum, static equilibrium and elasticity, torque, fluids, waves, wave interference and acoustics which maps well onto PHYS I in the Common Core.\r\n\r\nIf the instructor wants to reference heat energy as part of PHYS I then they will also need Openstax Volume 2.\u00a0 While Thermodynamics is explicitly part of PHYS III, often faculty like to teach more about heat and temperature changes as part of the law of conservation of energy with conservative and non-conservative forces.\r\n\r\nWhat is needed in BC, and elsewhere, is a resource that combines calculus and physics as these two courses should in my opinion be co-taught in a cohort.<\/li>\r\n<\/ol>","rendered":"<p><strong>OER Reviewed:<\/strong> <a href=\"https:\/\/open.bccampus.ca\/browse-our-collection\/find-open-textbooks\/?uuid=9937895a-72b5-4caf-a536-2dc9893c96ff&amp;contributor=&amp;keyword=&amp;subject=\" target=\"_blank\" rel=\"noopener\">University Physics Volume 1 (OpenStax)<\/a><\/p>\n<p><strong>Reviewer:<\/strong> Jennifer Kirkey, Instructor of Physics and Astronomy, Articulation Chair of Physics and Astronomy, Douglas College<\/p>\n<p>The reviewer will be using it in January 2021. The Department reviewed this set of books before changing from Physics by Halliday, Resnick and Walker to these books starting September 2020.<\/p>\n<p><strong>Rating<\/strong><\/p>\n<p>Each criterion asks the reviewer to rate it on a scale of 1 to 5 (1 = very poor and 5 = excellent).<\/p>\n<h1>Comprehensiveness &#8211; Rating: 4<\/h1>\n<p><em>The OER covers all areas and ideas of the subject appropriately and provides an effective index and\/or glossary.<\/em><\/p>\n<p>This OER is appropriate for PHYS I\/II of the Engineering Common Core.<\/p>\n<p>PHYS I of the ENGR common core is motion and waves<\/p>\n<p>Openstax Volume 1<\/p>\n<ul>\n<li>Unit 1 Mechanics<\/li>\n<li>Unit 2 Waves and Acoustics<\/li>\n<\/ul>\n<p>Openstax Volume 2<\/p>\n<ul>\n<li>Unit 1 Thermodynamics<\/li>\n<li>Unit 2 Electricity and Magnetism<\/li>\n<\/ul>\n<p>Openstax Volume 3<\/p>\n<ul>\n<li>Unit 1 Optics<\/li>\n<li>Unit 2 Modern physics including relativity and quantum mechanics<\/li>\n<\/ul>\n<p>It is a good book.\u00a0 Not a great book but as good book.\u00a0 Others will wax poetically about the standard book by Knight or the new one by Mazur, but this book is just fine.<\/p>\n<p>It integrates calculus throughout. That pun was deliberate.\u00a0 \u00a0In fact, that is one of the few criticisms.\u00a0 It is based more on the US curricula and assumes that the student has already done differential and integral calculus, though in BC calculus is often being taken at the same time.\u00a0 \u00a0For example they do separation of variables to solve questions occasionally. They also use integrals to find time, i.e., t = integral of dx\/v. Lastly, they talk about &#8220;exact differentials&#8221; in the context of conservative forces.<\/p>\n<p>In my experience about half of the students in the Douglas College equivalent of PHYS I (PHYS1110) are either taking integral calculus or have taken it. Overall, the calculus level to be quite a bit higher than Halliday Resnick and Walker, which is one of the common standard textbooks.<\/p>\n<p>One of the weak points of the book is the focus on math over physics.\u00a0 It is difficult to tell students &#8220;ignore this example&#8221; frequently.<\/p>\n<p>The index is comprehensive. \u00a0The OpenStax books tend to be very well organized, and this one is true to form.\u00a0 An index at the back of the book.\u00a0 Each chapter at the end has a listing of \u201ckey terms\u201d and a summary.<\/p>\n<h1>Content Accuracy &#8211; Rating: 4<\/h1>\n<p><em>Content, including diagrams and other supplementary material, is accurate, error-free, and unbiased.<\/em><\/p>\n<p>This is a well written and well proofed text book.\u00a0\u00a0 It is accurate, error-free and unbiased. Openstax makes good books.<\/p>\n<h1>Relevance\/Longevity &#8211; Rating: 4.5<\/h1>\n<p><em>Content is up-to-date, but not in a way that will quickly make the OER obsolete within a short period of time.\u00a0 The OER is written and\/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.<\/em><\/p>\n<p>The nice thing about first year physics is that it is applying Newton\u2019s Laws that are now more than 400 years old.\u00a0 It does have up to date examples that illustrate the physics but nothing that make it obsolete within a short period of time.\u00a0 The cell phones and other equipment looks very early 2000s, but that is not a fatal flaw.\u00a0 It will be relatively easy and straightforward to implement new examples as our technology continues to change.<\/p>\n<h1>Clarity &#8211; Rating: 3<\/h1>\n<p><em>The OER is written in lucid, accessible prose, and provides adequate context for any jargon\/technical terminology used.<\/em><\/p>\n<p>This is a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 It is very United States focused an assumes an intimate knowledge of sports.\u00a0 An example of this is on page 202 which is a question about two dimensional motion with hockey players.\u00a0 While there is an illustration, it needs a before and after picture as not everyone will know about the importance of a goal and the blue line.\u00a0 It spends a lot of time on the names of the players, one of whom stopped playing in 2019.\u00a0\u00a0 This is not a horrible thing, but annoying.<\/p>\n<h1>Consistency &#8211; Rating: 5<\/h1>\n<p><em>The OER is internally consistent in terms of terminology and framework.<\/em><\/p>\n<p>This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.<\/p>\n<h1>Modularity &#8211; Rating: 4<\/h1>\n<p><em>The OER is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided).\u00a0 The OER should not be overly self-referential, and should be easily reorganized, and realigned with various subunits of a course without presenting much disruption to the reader.<\/em><\/p>\n<p>This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed and well organized.\u00a0 Like most physics books it is large.\u00a0 Volume 1 is 1009 pages long with 17 chapters.\u00a0 Each chapter has about 10 sub-sections.\u00a0\u00a0 It can be reorganized fairly easily.<\/p>\n<p>A suggestion to BCcampus. I think it would be money well spent by BCcampus to make up a Pressbooks version of Openstax University Physics that clearly reflects PHYS I II III.\u00a0 It would be easier for the BC physics community to start adding to those books.\u00a0 The modularity of the books would make that project relatively simple.<\/p>\n<h1>Organization\/Structure\/Flow &#8211; Rating: 4.5<\/h1>\n<p><em>The topics in the OER are presented in a logical, clear fashion.<\/em><\/p>\n<p>This textbook uses the classic format of a first year physics textbook.\u00a0 That is a criticism to some (I repeat, that some will wax poetically about the books by Knight and Mazur).\u00a0 It is logical and clear.<\/p>\n<h1>Interface &#8211; Rating: 5<\/h1>\n<p><em>The OER is free of significant interface issues, including navigation problems, distortion of images\/charts, and any other display features that may distract or confuse the reader.<\/em><\/p>\n<p>This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.\u00a0\u00a0 It is available online and in print, including hard cover.\u00a0 Nice use of colour, and consistent.<\/p>\n<h1>Grammatical\/Spelling Errors &#8211; Rating: 5<\/h1>\n<p><em>The OER contains no grammatical or spelling errors.<\/em><\/p>\n<p>I could not find any grammatical or spelling error.\u00a0 This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 Well proofed.\u00a0\u00a0 I have not yet used the book in my class, I will be doing so in January of 2021, but I have looked it over carefully in preparation for that and not found any errors yet.<\/p>\n<h1>Diversity and Inclusion &#8211; Rating: 2.5<\/h1>\n<p><em>The OER reflects diversity and inclusion regarding culture, gender, ethnicity, national origin, age, disability, sexual orientation, education, religion. It does not include insensitive or offensive language in these areas.<\/em><\/p>\n<p>This OER reflects the diversity of genders (female and males) in the illustrations and examples, for example saying \u201ca professor walks back and forth in front of a chalkboard\u201d and the professor is a woman.<\/p>\n<p>It does not do we well with cultural\u00a0 and national origin.\u00a0\u00a0 I looked at every page up to page 405 which is the end of Newton\u2019s laws.\u00a0\u00a0 There are literally hundreds of illustrations of humans doing physics things up to that point, but only seven of them are BIPOC (Black, Indigenous, People of colour)\u00a0 Page 55 photo of hands that are clearly BIPOC.\u00a0 Page 110 photo of cyclists in Vietnam.\u00a0 Page 223 illustration of a BIPOC person- the first illustration.\u00a0\u00a0 Page 335 photo of a runner who is BIPOC.\u00a0 Page 358 second BIPOC illustration, Pages 405 and 406 has two photos of BIPOC people playing sports.<\/p>\n<p>For example, in projectile motion there is a drawing of a tennis player in a specific stadium.\u00a0 They write out the stadium name.\u00a0 The young woman in the drawing is of fair complexion with long blonde hair.\u00a0 Serena Williams won her first Grand Slam in 1999.<\/p>\n<p>Cultural comment.\u00a0 There are a lot of armed forces photographs and examples.\u00a0 This might be as it is easier to get CCBY photos from the US Army, but as a Canadian I found it jarring.\u00a0 For example, page 132 is a photo of a racing car and the caption is \u201cUS Army pilot \u2026 in a dragster\u201d.\u00a0 Page 286 in the section about vertical motion and air resistance has a picture of an armed forces member in camouflage firing a motor shell upwards.\u00a0 Many of the questions in the energy and power section have the unit conversions for energy be in pounds of TNT and atomic bombs.\u00a0 I support the military but it feels excessive.<\/p>\n<p>Page 721 on fluids talks about \u201cmaster\u201d cylinders.\u00a0\u00a0 Primary and secondary cylinders are the more common usage.<\/p>\n<h1>Recommendation<\/h1>\n<ol>\n<li><em>Do you recommend this resource for the specific course taught in the first-year engineering common curriculum (in place of a commercially available resource)?<br \/>\n<\/em>Yes, I recommend this resource for PHYS I\/II in place of the readily available commercially available resources.\u00a0\u00a0 Depending on what order you teach the topics in PHYS I\/II you will likely need both Volume 1 and Volume 2 from Open Stax.<\/li>\n<li><em>If yes, please briefly summarize the reasons for recommending this resource.<br \/>\n<\/em><br \/>\nThis is a classic first year physics books.\u00a0 This a well written book.\u00a0 To repeat, Openstax makes good books.\u00a0 It will be a good resource for the students and it is at the level needed for the ENGR Common Core PHYS I and II.\u00a0 Several institutions in BC are already using this \u2013 KPU I know for certain is, and we just started using it at Douglas College.<\/li>\n<li><em>If not, why?\u00a0 What improvements, if any, could be made?<br \/>\n<\/em><br \/>\nIt assumes that students have already taken a first year calculus course with both derivatives and anti-derivates.\u00a0 It is common that students in BC are taught the calculus they need in the physics class before covering it in more depth in their calculus classes, (this was true for me in Ontario more than 30 years ago) so either an appendix or an optional section in Chapter 3, the introduction to motion chapter, would be useful.\u00a0 I will be providing that to my students when I teach this course in January.\u00a0\u00a0\u00a0 You can keep telling students to ignore certain examples and assigned questions, but it does get annoying.<\/li>\n<li><em>What gaps in content have you identified?<br \/>\n<\/em>No gaps, unless you include the calculus treatment mentioned above.<\/p>\n<p>There needs to be more questions, and more questions with photos and illustrations.\u00a0 A lot of this material is identical to the Openstax College Physics which is algebra based.\u00a0 I have been using that book for about five years now.\u00a0 And I mean identical, cut and pasted.\u00a0 The authors here were being efficient.\u00a0 I will be using lots of my material from that book as handouts and questions for my students.\u00a0 I would recommend that Openstax University Physics use even more of the problems from College Physics, but it might have been a choice due to the already large size of the book.<\/p>\n<p>Openstax University Physics Volume 1 covers motion, force, energy, linear momentum, angular momentum, static equilibrium and elasticity, torque, fluids, waves, wave interference and acoustics which maps well onto PHYS I in the Common Core.<\/p>\n<p>If the instructor wants to reference heat energy as part of PHYS I then they will also need Openstax Volume 2.\u00a0 While Thermodynamics is explicitly part of PHYS III, often faculty like to teach more about heat and temperature changes as part of the law of conservation of energy with conservative and non-conservative forces.<\/p>\n<p>What is needed in BC, and elsewhere, is a resource that combines calculus and physics as these two courses should in my opinion be co-taught in a cohort.<\/li>\n<\/ol>\n","protected":false},"author":922,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-186","chapter","type-chapter","status-publish","hentry"],"part":85,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapters\/186","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/wp\/v2\/users\/922"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapters\/186\/revisions"}],"predecessor-version":[{"id":190,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapters\/186\/revisions\/190"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/parts\/85"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapters\/186\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/wp\/v2\/media?parent=186"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/pressbooks\/v2\/chapter-type?post=186"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/wp\/v2\/contributor?post=186"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/engineeroer\/wp-json\/wp\/v2\/license?post=186"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}