Letter to the Editor
Why the textbook Physics: Principles
and Problems by Zitzewitz et al, has become the most widely
used high school physics text
In a recent communication with the AIP
Statistical Research Center Mark McFarling stated that the most commonly
used high school physics textbook is Physics: Principles and Problems by
Zitzewitz et al. Although the preliminary analysis is not complete,
the text is used in about one-half of the regular introductory algebra-trigonometry
physics course. This course is by far the most common course offered
in high school physics. Current dominance of the high school market
by the Zitzewitz et al text at is about the same as it was in 1997
and some years before. Conceptual Physics by Hewett dominates
physics for non-science students, a lesser used high school course
(1).
Modern Physics, the most widely
used text for many years, had various authors but has now gone out
of print. Over the last twenty years Physics Principles and Problems (originally
by Murphy and Smoot) had steadily gained acceptance by the high school
physics teaching community and had in 1987 a 33 percent share of the
market to a present 50 percent share, while Modern Physics declined
from almost universal acceptance by high school physics teachers to
an at present 20 percent share of the market . Both texts were rated
high quality by physics teachers (2).
The reason that most teachers shifted
from the old standby Modern Physics to the Murphy and Smoot
(now authored by Zitzewitz et al) was that the former text did not
properly address the main problem that young students in high school
have with their physics course--problem solving. Earlier editions of Modern
Physics had some direct relevant examples of how to solve the problems
at the end of each section (3), but the newer editions, especially
starting in the cold war era, erroneously relied upon so-called "thinking" through
the problems in the text by the student and solving them using pure
thought and relevant cues in the text (4). This is what made physics "hard." The
hard part of physics is in the problem solving for most students.
The Zitzewitz format has made it so
that high school physics is finally "user friendly." Prior to its introduction
the physics teacher had to make up six to eight problems based on the
same concept such as I = V/R solving for I, R and V so that learning
would take place. This has made the standard mathematical high school
course not only "student friendly," but also teacher friendly (5).
I have also found that many inner city students, who often were sold
out by giving them the qualitative course such as "Conceptual Physics" were
certainly capable of using the Zitzewitz and doing the mathematical
course with calculators (6).
Certainly, the publishers of the Zitzewitz Physics:
Principles and Problems has provided the high school physics
teachers with a student and teacher friendly high school physics
text which is of good quality. It will enable all students to successfully
traverse mathematical physics and should be held as a model for the
publishers of even college texts. Physics teachers of all types,
high school, undergraduate and graduate, need this type of text where
plenty of examples on how to do the physics problems at the end of
the chapter. The format for all physics course texts should be modeled
on the Zitzewitz format of single concept, examples, and drills and
practices for reinforcement of each concept. That is why this text
has become the
most widely used high school physics
text--because it is user friendly.
References:
1.Michael Neuschatz and Mark McFarling, "Maintaining
Momentum: High School Physics for a New Millennium," AIP report number
R-427 (1999) p 4-5.
2. Ibid.
3.H.Clark Metcalfe et al, Modern Physics,
Holt, Rhinehart, and Winston, (1960).
4. John E Williams etal, Modern Physics,
Holt, Rhinehart, and Winston (1976).
5. Stewart E Brekke, "Mathematical Physics
For All, First or Last, is Realistic," APS Forum on Education Newsletter,
Spring 2002.
Stewart E. Brekke, Bensenville, IL, sbrekk@cs.com
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