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-Physics, Topology, Logic and Computation: A Rosetta Stone- by John C. Baez adn Mike Stay
-Quantum Physics for Scientists and Technologists- by Paul Sanghera (Repost)
Physics Democracy and Public Space: The Physical Sites of Democratic Performance
Statistical and Thermal Physics - With Computer Applications
Introduction to the Physics of the Earth's Interior (Cambridge Topics in Mineral Ph) by Jean Paul Poirier (Repost)
Physics Principles and Labs for Physical Fitness, 7 edition by Wener W.K. Hoeger
Paul W. Zitzewitz, T. G. Elliott, "Physics: Principles and Problems" (Repost)
Physics Research for a Future in Space: The Role of Life and Physical Sciences
"Physics, Topology, Logic and Computation: A Rosetta Stone" by John C. Baez adn Mike Stay
Physics Black Hat - Physical Device Security. Exploiting Hardware and Software
Physics Lifetime Physical Fitness and Wellness - A Personalized Program, 10th edition
The Dreams That Stuff Is Made Of - The Most Astounding Papers of Quantum Physics--and How They Shook the Scientific World
"Quantum Physics for Scientists and Technologists" by Paul Sanghera (Repost)
C-algebras and applications to physics by A. Dold
Hyberbolic Conservation Laws in Continuum Physics (Grundlehren der mathematischen Wissenschaften) by C. M. Dafermos
Applications of Random Matrices in Physics by Edouard Brezin
Handbook of Chemistry and Physics (repost)
Few-Body Problems in Physics [Repost]
Physics Maya Training Tutorials - Maya Physical Dynamics CD-ViH
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Physics The Pedagogy of Physical Science By David Heywood, Joan Parker (Repost)
Posted on 2011-09-01
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More The Pedagogy of Physical Science By David Heywood, Joan Parker (Repost) In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings.
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