Introduction
and Note to Students
Chapter
1 Questions
 Math Review
.....Solutions
to Ch 1 Questions
Chapter
4
 Kinematics
.....Solutions to Ch 4 Problems
Chapter
5  Newton's
Laws
.....Solutions to Ch 5 Problems
Chapter 6  Energy
.....Solutions
to Ch 6 Problems
Chapter
7 Momentum
.....Solutions
to Ch 7 Problems
Chapter
8  Rotational Motion 1
.....Solutions
to Ch 8 Problems
Chapter
9  Rotational Motion 2
.....Solutions
to Ch 9 Problems
Chapter
10  Gravitation
.....Solutions
to Ch 10 Problems
Chapter
11  Vibratory Motion
.....Solutions
to Ch 11 Problems
Chapter
12  Wave Motion
.....Solutions
to Ch 12 Problems
Second Semester
Chapter
13  Electrostatics
.....Solutions
to Ch 13 Problems
Chapter
14  Electric Fields
.....Solutions
to Ch 14 Problems
Chapter
15  Gauss's Law
.....Solutions
to Ch 15 Problems
Chapter
16  Electrical Potentials
.....Solutions
to Ch 16 Problems
Chapter
17  DC Circuits
.....Solutions
to Ch 17 Problems
Chapter
18  Capacitors
.....Solutions
to Ch 18 Problems
Chapter
19  Magnetic Fields
.....Solutions
to Ch 19 Problems
Chapter
20  Faraday's Law and Induction
.....Solutions
to Ch 20 Problems
Chapter
21  AC Circuits
.....Solutions
to Ch 21 Problems

NOTE: For those of you who are into embarrassing,
possibly oldage related humor, I have one for you.
Years ago, I used the server
at my school (Polytechnic School in Pasadena, CA) to put my Conceptual
Manual online (the manual is around 250 pages worth of purely
conceptual questions and their solutions that follows the topics I
presented in my book, Physics With Calculus). And for years,
I'd send anyone who did not want to spend money on a hardcopy of
the manual to that Web site to download a free copy of the offering.
Then came my decision to put the material on prettygoodphysics.
So I get into the Conceptual Manual folder on my computer, and my girlfriendshe's
a professor of Mathematics at an east coast universityis helping
me do this, and lo and behold, it comes to light that when you click
on, say, the Newton's Laws link, you don't get the Newton's Laws conceptual
questions. Instead, you get the Newton's Laws chapter from the Honors
Physics text I wrote years ago.
I was a bit confused at this point
(hence, the oldage problem), but finally figured out what, apparently,
had happened. When I created the html page for the Conceptual manual,
I used as a template the html page I'd created for the Honor's Physics
text. Then, brain trust that I am, I got sidetracked and never change
any of the links. In other words, if you are one of the people out
there to whom I offered a free copy and, when you went to the site
you found something that made no sense at all, I do apologize. Hopefully
what is here will make you feel better.
(And as a relevant aside, if
anyone finds anything amiss in the pages herein, PLEASE let me know.
My intent has never been to confuse anyone. If it doesn't make
sense to you, it probably means I've goofed somehow and it won't make
sense to others.)
As for the motivation behind this manual, in a standard, Advanced
Placement course
covering Mechanics and Electricity & Magnetism, the emphasis is
generally on the
mathematical side of the physics involved. Of course, concepts
are presentedyou can't develop a model without first talking
somewhat about the concepts to be modeledbut most texts
(my own included) really seem to focus on the mathematics associated
with the process.
(For instance, the idea that an electric field is
a modified forcefield is presented in the beginning of most E&M
texts, then two, long, sometimes mindnumbing chapters are devoted
to using mathematical techniquesGauss's Law, etc.to derive mathematical
functions that define the electric field due to various charge
configurationse.g., a charged ball, a charged rod, a sheet of
charge, etc. In those chapters, it's all about the math.)
Having contact with this kind of math is a
good thing, especially if a student is interested in going into
physics or engineering in college, or if one just wants to
pass an AP test. But
having an understanding of the concepts involved is really, at a very
basic level, more important.
Although I thought I'd done a decent job
with the mathematics, I realized my
text didn't go as far on the conceptual side as I would have liked.
As the text was 1300 pages total and weighed in at sixteen
pounds for the twovolume set, I decided to give my backpackweary
students a break and wrote a seperate "Conceptual
Manual" to supplement what the book had done. That manual is what
you have here.
I hope you find it useful (not to mention actually
here).
