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For courses in Introductory Algebra-based Physics. This text features a combination of unique pedagogical tools - exercises, worked examples, active examples, conceptual checkpoints - that provide the right tool at the right time and place. This text employs each tool when and where it can contribute most to developing students conceptual insight hand-in-hand with developing their problem-solving skills. - Modified/improved examples - The Picture the Problem step has been enhanced to better explain how students should approach sketching the problem. The Strategy step has been enhanced to better map out the thought process used in the Solution. - Additional Integrated Problems - Now make up approximately 20 percent of the end-of-chapter Problems. - Additional, new, and revised end-of-chapter Problems - Approximately 10 percent more, 25 percent new or revised. - Four pedagogical tools - Worked Examples, Active Examples, Conceptual Checkpoints, Exercises - are integrated into each chapter. - Picture the Problem - Always accompanied by a figure, this step discusses how the physical situation can be represented visually and what such a representation can tell us about how to analyze and solve the problem. - Helps students sketch and visualize the processes taking place, identify and label important quantities, and set up coordinate axes. - Strategy - Students learn how to analyze the problem, identify the key physical principles at work, and devise a plan for obtaining the solution. - Solution - A unique, two-column format presents the logical thought processes parallel to the mathematical steps. In effect, each step shows how to translate the idea described in words into the appropriate equations. - Active examples - Like the worked Examples, the Solution to the Active Example is in two-column format. However, the right column in the Active Example only provides the answer to the step on the left, leaving some work for the student. - Acts as a bridge between the fully Worked Examples in the chapter and the end-of-chapter problems, where students are entirely on their own. - Conceptual checkpoints - Multiple choice Concept Test type questions that can be answered by logical reasoning based on physical concepts rather than by numerical calculations. - Brief calculations - Designed to illustrate the application of important new relationships, without the expenditure of time and space required by a fully worked Example.