Using Conceptual Physics Resources
(Comments by Megan Hoyt)
Within the textbook:
The textbook is an enjoyable read, introducing concepts with examples that students
have experienced or observed. As one student in my class said to another, “Dude, just
read the book, you’ll get it.” The book does not usually spend a lot of text time showing
examples of how to use equations or give examples – it really is conceptual physics. The
reading helps students develop the conceptual understanding of the relationships behind
the equations.
BIG IDEA At the beginning of a chapter, helps focus students on the important point.
Discover! activities found at the start of the chapter are often doable in a short amount
of time and get students thinking about what they already know or can easily experience
about a concept.
Think! Questions off to the side of the pages are example questions (usually
conceptual), with answers given at the end of the chapter. I tell students to use these on
their own as they are reading, along with the Concept Check questions at the end of each
section, to see if they’ve picked up what they should have from the reading.
At the end of each chapter you’ll find a Review page with Concept Summary, Key
Terms, answers to the Think! Questions. Also at the top of this page is a website and
code for students to do a self-assessment in preparation for a test or quiz.
The ASSESS section at the end of each chapter has many questions:
 Check Concept questions are related to the reading, appropriate for 9 grade. If
students are using the online version of the text, this section has HINT tabs that
directs the user to the sentences in the text that relate the answer.
 Think and Rank questions require a good conceptual understanding, as well as
ability to quantify easily. Use with caution for 9 graders, maybe in groups or as a
class discussion.
 Plug and Chug questions give the needed equation before a few word problems.
Students are left to identify what variables they are given and then plug in and
chug accordingly. I find I need to give my (11 ,12 grade) students more
scaffolding than this – with examples and practice problems together in class
before I assign these Plug and Chug. Appropriate level for 9 grade. These
problems will only use Algebra I.
 Think and Explain questions are great conceptual questions and good for working
in groups to play ideas off one another or class discussion. I find sometimes
students are not hitting the mark with these – so I like students to do them in class.
This edition of the text has more of these questions than in the past. Pick and
choose which ones are really worthwhile and appropriate for your students. Some
questions can be somewhat obscure applications (or culturally specific examples)
of the concepts.
 Think and Solve questions tend to involve using more than one relationship or
rearranging an equation. These are more challenging and are not generally
appropriate for 9 graders (then again, may be a way to differentiate for some
whippersnappers).
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Activities (in some chapters) can be good ways to assess students’ understanding
beyond a test. Check appropriate level.
Appendix F – Problem Solving Practice has more advanced physics problems (beyond 9
grade level).
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Other Resources
Concept Developments do just that. Not the typical “worksheet” and not “busywork.”
Students do have to think through them – which can surprise them. Another thing about
these assignments is they can have a lot of words to explain what they are asking students
to think about. Students can get impatient with all the words. Specifics on select CDs
for first quarter are below.
Next-Time Questions are good, challenging thought/discussion questions to apply what
students have learned about a relationship or concept.
Reading and Study Workbook has a condensed summary of each chapter, followed by
classic reading review questions, like fill in the blank, matching, etc. Also has a page of
problems using an equation from the chapter. Here is where you’ll see a drawn out
explanation of how to solve a problem with an equation, and then a few problems to
solve. However, usually only focuses on one equation or relationship, when there can be
several for a chapter.
Problem Solving Book has advanced physics problems, using trigonometry at times.
Not appropriate for 9 grade (more like Honors Physics).
ExamView Test Bank includes multiple choice, true/false, problems, and essay
questions. Pick and choose carefully. For example, a multiple choice question may
involve a Mack truck and a Volkswagon Bug or other somewhat culturally specific
details. Some questions refer to obscure details from the reading in the text. Some
multiple choice questions can be tricky and not direct. These really can be challenging,
even for 11 /12 grade students. Good reading and testing skills are needed. Also,
problems can involve more than one step to solve. Select carefully. Editing questions or
adding your own is possible.
Videos of Paul Hewitt’s lectures can be used for introduction or review. There is one
for each chapter or few chapters combined. Hewitt is an entertaining lecturer, with a lot
of energy, quirkiness, and questions for his/your students to think about. He tells and
draws stories to illustrate and develop concepts, performs demonstrations. Some students
love him, some don’t.
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Concept Developments specifics
2-1 Static Equilibrium – It helps students figure these out if you have some spring
scales and masses out for them to try the different arrangements out on, if they have not
already explored. In #5, this assumes students already know that constant speed is a state
where the net force is zero.
2-2 Vectors and Equilibrium – The back page involves using the Pythagorean
Theorem, 3 page involves parallelogram rule. Students have seen Pythagorean Theorem
in their 8 grade Algebra, according to the state standards. However, you’re not expected
to get into anything beyond linear motion (not projectile), so decide if you think this part
of the exercise is worthwhile.
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3-1 Mass and Weight – Conceptual and computational, kg, N, lb. Not much space to
work out problems.
3-2 Inertia – On #2 students get confused visualizing this and whether or not they need
to consider gravity. It is just a top view, 2-dimensional.
4-1 Free Fall – Students get confident in the speed section and then can be thrown for a
loop on the distance part. Understanding how the distance traveled changes over time
and how this affects the overall distance traveled is the trickiest part of acceleration.
Throwing in a starting velocity makes it even more complicated. Some students like the
equations. Some students like diagramming it out (like on the back page) to see the
pattern in the numbers. I actually have students do the accelerated motion section (page
16) first, after we walk through one just like it with different numbers. Students find a
visual/kinesthetic experience with acceleration first helps, whether it is a computer
simulation, lab with probes, or other. Another point about Hewitt’s text and the CDs is
the idea of whether up or down is + or – motion is not clearly or consistently stated. Just
be aware that students might notice this confusion and be ready to help them.
6-1, 6-2, 6-3 Help develop and practice Newton’s 2 Law. Page 26, Falling and Air
Resistance really has a lot going on in it. In this exercise they define + acceleration as
downward. Students have a hard time realizing that a = 0 m/s doesn’t mean Branco is
hovering in mid-air. Also, students can sometimes think that a = -2 m/s means Branco is
being jerked back upward (rather than slowing down his downward movement) by the
opening parachute – this is often what it looks like in video footage of skydiving due to
the camera not changing speed in the same way as the skydiver in the image. (I don’t
think 6-4, 6-5, and 6-6 are necessary for 9 grade.)
7-1 Involves projectile motion, so save it for 11 grade.
7-2 This exercise helps students solidify the idea of A acts on B, B acts on A.
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