<i>Holt Physics</i>

Serway, Raymond A.; Faughn, Jerry S.

doi:10.1119/1.880289

Cited by 31 publications

(36 citation statements)

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“…There are several data points that suggest this not to be the case (see Table ). For example, Holt Chemistry (Myers et al, ), Modern Biology (Feldkamp, ), and Holt Physics (Serway & Faughn, ) featured widely different total NOS scores (−7, +6, and −1 points, respectively), even though all three textbooks were published by Holt, Rinehart, and Winston within the short span of 4 years. Similarly, Modern Biology (Moon et al, ) and Modern Chemistry (Metcalfe, Williams, & Castka, ), both published by Holt, Rinehart, and Winston, featured radically different overall scores of −4 and +9 points, respectively.…”

Section: Resultsmentioning

confidence: 99%

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

et al. 2016

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This study assessed the (i) ways in which, and extent to which, several aspects of nature of science (NOS) are represented in high school biology and physics textbooks in the United States (U.S.); (ii) extent to which these representations have changed over the course of several decades; and (iii) relative impact of discipline, and textbook publishers versus authors on the observed patterns. NOS aspects included the empirical, tentative, inferential, creative, theory‐laden, and social NOS; myth of “The Scientific Method”; nature of theories and laws; and social and cultural embeddedness of science. The sample included 34 (16 biology and 18 physics) textbooks, which commanded significant shares of the U.S. science textbook market. Textbooks were selected from seven “connected series” (three in biology and four in physics), which spanned 1–5 decades, with five series spanning, at least, 3 decades. Textbooks were scored for the accuracy and manner in which, as well as the extent (in textbook pages) to which, the target NOS aspects were represented. Analyses indicated that, on average, only less than 2.5% of the analyzed textbook pages were dedicated to addressing NOS constructs. Overall, representations of NOS in the textbooks did not differ by content area, were discernibly less than favorable, and did not improve substantially over the past several decades. These trends are incommensurate with the emphasis placed in U.S. reform efforts on helping precollege students develop informed NOS conceptions. Finally, the data strongly suggested that textbook authors have a relatively greater impact on the observed patterns when compared to textbook publishers. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 82–120, 2017

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Section: Resultsmentioning

confidence: 99%

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

et al. 2016

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“…The highest T c of superconductors was that of the compound Nb3Ge until 1986 when two scientists J. G. Bednoz and K. A. Mller reported possible superconductivity in a mixture of La and Ba Copper Oxides at temperature of 30 K [2]. More recently, scientists have reported superconductivity at a temperature as high as 150 K in an oxide containing mercury [3]. However, to develop a new technology that utilizes superconductors, a complete understanding of the macroscopic electrodynamics of superconductors is important.…”

Section: Introductionmentioning

confidence: 99%

Electrodynamics of Superconductors in Weak Fields

Zhou

1999

Electrodynamics of Solids and Microwave Superconductivity

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The discovery of superconductivity in a mercury sample by Heike Kamerlingh Onnes in 1911 have led to the rapid development and advancement of high T c superconductivity technology [1]. The highest T c of superconductors was that of the compound Nb3Ge until 1986 when two scientists J. G. Bednoz and K. A. Mller reported possible superconductivity in a mixture of La and Ba Copper Oxides at temperature of 30 K [2]. More recently, scientists have reported superconductivity at a temperature as high as 150 K in an oxide containing mercury [3]. However, to develop a new technology that utilizes superconductors, a complete understanding of the macroscopic electrodynamics of superconductors is important. Therefore, in this paper, some basic phenomena of superconductors and the macroscopic electrodynamic theory of superconductors in weak fields are discussed.

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“…The following parts of (Serway and Faughn, 2003) were selected for the Physics domain. This syllabus contains basic knowledge of Kinematics and Dynamics, where, as anticipated by the domain analysis, the expected amount of process knowledge is very scarce.…”

Section: Physicsmentioning

confidence: 99%

A framework and computer system for knowledge-level acquisition, representation, and reasoning with process knowledge

Gómez-Pérez

Erdmann²,

Greaves

et al. 2010

International Journal of Human-Computer Studies

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The development of knowledge-based systems is usually approached through the combined skills of software and knowledge engineers (SEs and KEs, respectively) and of subject matter experts (SMEs). One of the most critical steps in this task aims at transferring knowledge from SMEs' expertise to formal, machine-readable representations, which allow systems to reason with such knowledge. However, this process is costly and error prone. Alleviating such knowledge acquisition bottleneck requires enabling SMEs with the means to produce the target knowledge representations, minimizing the intervention of KEs. This is especially difficult in the case of complex knowledge types like processes. The analysis of scientific domains like Biology, Chemistry, and Physics uncovers: i) that process knowledge is the single most frequent type of knowledge occurring in such domains and ii) specific solutions need to be devised in order to allow SMEs to represent it in a computational form. We present a framework and computer system for the acquisition and representation of process knowledge in scientific domains by SMEs. We propose methods and techniques to enable SMEs to acquire process knowledge from the domains, to formally represent it, and to reason about it. We have developed an abstract process metamodel and a library of Problem Solving Methods (PSMs), which support these tasks, respectively providing the terminology for SME-tailored process diagrams and an abstract formalization of the strategies needed for reasoning about processes. We have implemented this approach as part of the DarkMatter system and formally evaluated it in the context of the intermediate evaluation of Project Halo, an initiative aiming at the creation of question answering systems by SMEs.

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Holt Physics

Abstract: This 1999 textbook by Serway and Faughn is one of seven textbooks reviewed in this issue of The Physics Teacher.

Cited by 31 publications

References 0 publications

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks

Electrodynamics of Superconductors in Weak Fields

A framework and computer system for knowledge-level acquisition, representation, and reasoning with process knowledge

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