Exam Board: OCR Level: A level Subject: Science / Physics First teaching: September 2015 First exams: June 2017 An ActiveBook is included with every Student Book, giving your students easy online access to the content in the Student Book. They can make it their own with notes, highlights and links to their wider reading. Perfect for supporting work and revision activities. Student Book 1 supports a standalone AS course and provides the first year of a two-year A level course; Student Books 1 and 2 together support the full A level course. A cumulative approach to learning constantly builds on what has previously been taught. The chapter openers highlight prior learning requirements and link to future learning. The required maths skills are highlighted at the start of each chapter providing opportunities for students to check understanding and remedy gaps. Bigger spreads require students to read real-life material that's relevant to the course and use knowledge in new contexts. Accompanying questions require students to analyse how scientists write, think critically and consider issues. Preparing for your exams sections highlight the key differences between preparing for an AS and full A level exam. Practice question spreads provide opportunities for students to regularly check their understanding using questions written in the style of the new exams from day one.

The book contains a detailed account of numerical solutions of differential equations of elementary problems of Physics using Euler and 2nd order Runge-Kutta methods and Mathematica 6.0. The problems are motion under constant force (free fall), motion under Hooke's law force (simple harmonic motion), motion under combination of Hooke's law force and a velocity dependent damping force (damped harmonic motion) and radioactive decay law. Also included are uses of Mathematica in dealing with complex numbers, in solving system of linear equations, in carrying out differentiation and integration, and in dealing with matrices.

Few artworks have been the subject of more extensive modern interpretation than Melencolia I by renowned artist, mathematician, and scientist Albrecht Durer (1514). And yet, did each of these art experts and historians miss a secret manifesto that Durer included within the engraving? This is the first work to decrypt secrets within Melencolia I based not on guesswork, but Durer's own writings, other subliminal artists that inspired him (i.e., Leonardo da Vinci), the Jewish and Christian Bibles, and books that inspired Durer (De Occulta Philosophia and the Hieorglyphica). To read the covert message of Melencolia I is to understand that Durer was a humanist in his interests in mathematics, science, poetry, and antiquity. This book recognizes his unparalleled power with the burin, his mathematical skill in perspective, his dedication to precise language, and his acute observation of nature. Melencolia I may also be one of the most controversial (and at the time most criminal) pieces of art as it hid Durer's disdain for the hierarchy of the Catholic Church, the Kaiser, and the Holy Roman Empire from the general public for centuries. This book closely ties the origins of philosophy (science) and the work of a Renaissance master together, and will be of interest for anyone who loves scientific history, art interpretation, and secret manifestos.

Handbook on the Physics and Chemistry of Rare Earths is a continuous series of books covering all aspects of rare earth science, including chemistry, life sciences, materials science, and physics. The book's main emphasis is on rare earth elements [Sc, Y, and the lanthanides (La through Lu], but whenever relevant, information is also included on the closely related actinide elements. Individual chapters are comprehensive, broad, up-to-date critical reviews written by highly experienced, invited experts. The series, which was started in 1978 by Professor Karl A. Gschneidner Jr., combines and integrates both the fundamentals and applications of these elements and publishes two volumes a year.

As technology advances, education has expanded from the classroom into other formats including online delivery, flipped classrooms and hybrid delivery. Congruent with these is the need for alternative formats for laboratory experiences. This explosion in technology has also placed in the hands of a majority of students a sensor suite tucked neatly into their smartphones or smart tablets. The popularity of these devices provides a new avenue for the non-traditional kinematic lab experience. This book addresses this issue by providing 13 labs spanning the common topics in the first semester of university-level physics. Each lab is designed to use only the student's smartphone, laptop and items easily found in big-box stores or a hobby shop. Each lab contains theory, set-up instructions and basic analysis techniques. All of these labs can be performed outside of the traditional university lab setting and initial costs averaging less than $8 per student, per lab, excluding the smartphone and laptop.

Synchrotron radiation is the name given to the radiation which occurs when charged particles are accelerated in a curved path or orbit. Classically, any charged particle which moves in a curved path or is accelerated in a straight-line path will emit electromagnetic radiation. Various names are given to this radiation in different contexts. Thus circular particle accelerators are called synchrotrons, this is where charged particles are accelerated to very high speeds and the radiation is referred to as synchrotron radiation.Suitable for a summer short course or one term lecture series this text introduces the subject, starting with some historical background then covering basic concepts such as flux, intensity, brilliance, emittance and Liouville's theorem. The book then covers the properties of synchrotron radiation, insertion devices, beamlines and monochromators before finishing with an introduction to free electron lasers and an overview of the most common techniques and applications of this technology.

This is an introductory textbook on computational methods and techniques intended for undergraduates at the sophomore or junior level in the fields of science, mathematics, and engineering. It provides an introduction to programming languages such as FORTRAN 90/95/2000 and covers numerical techniques such as differentiation, integration, root finding, and data fitting. The textbook also entails the use of the Linux/Unix operating system and other relevant software such as plotting programs, text editors, and mark up languages such as LaTeX. It includes multiple homework assignments.

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called ""science anxiety."" Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the United States. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.