While the resource is ideal for newly qualified teachers, or teachers of general science (or those with little prior science teaching at all), being asked to deliver a physics topic for the first time, even the most experienced of physics teachers will find something to bring to their teaching. For my part, I especially welcomed the 'Science in context' boxed asides, which gave me useful info nuggets or craft knowledge I didn't know (or perhaps had long forgotten). Often these describe contributions from less widely known scientists of yesteryear, hopefully aiding the incremental improvement in the diversity of people 'doing physics' going forward. Each chapter ends with a selection of resources, including online resources and references, so you can read up on the more academic research angles if you wish. Glossing over an unfortunate typo for a unit given as 'meters/ second/second', a mislabelled I-V characteristic, and a personal pet peeve of calling a 'cell' a 'battery', overall, I have nothing but praise and suggest each physics department acquires this newest edition. Then bring it to the attention of current teaching staff and be proactive in sending newer recruits to the department away with the copy for a spot of light holiday reading before the start of the next term. - School Science Review, Issue 103

While the resource is ideal for newly qualified teachers, or teachers of general science (or those with little prior science teaching at all), being asked to deliver a physics topic for the first time, even the most experienced of physics teachers will find something to bring to their teaching. For my part, I especially welcomed the 'Science in context' boxed asides, which gave me useful info nuggets or craft knowledge I didn't know (or perhaps had long forgotten). Often these describe contributions from less widely known scientists of yesteryear, hopefully aiding the incremental improvement in the diversity of people 'doing physics' going forward. Each chapter ends with a selection of resources, including online resources and references, so you can read up on the more academic research angles if you wish. Glossing over an unfortunate typo for a unit given as 'meters/ second/second', a mislabelled I-V characteristic, and a personal pet peeve of calling a 'cell' a 'battery', overall, I have nothing but praise and suggest each physics department acquires this newest edition. Then bring it to the attention of current teaching staff and be proactive in sending newer recruits to the department away with the copy for a spot of light holiday reading before the start of the next term. - School Science Review, Issue 103

While the resource is ideal for newly qualified teachers, or teachers of general science (or those with little prior science teaching at all), being asked to deliver a physics topic for the first time, even the most experienced of physics teachers will find something to bring to their teaching. For my part, I especially welcomed the 'Science in context' boxed asides, which gave me useful info nuggets or craft knowledge I didn't know (or perhaps had long forgotten). Often these describe contributions from less widely known scientists of yesteryear, hopefully aiding the incremental improvement in the diversity of people 'doing physics' going forward. Each chapter ends with a selection of resources, including online resources and references, so you can read up on the more academic research angles if you wish. Glossing over an unfortunate typo for a unit given as 'meters/ second/second', a mislabelled I-V characteristic, and a personal pet peeve of calling a 'cell' a 'battery', overall, I have nothing but praise and suggest each physics department acquires this newest edition. Then bring it to the attention of current teaching staff and be proactive in sending newer recruits to the department away with the copy for a spot of light holiday reading before the start of the next term. - School Science Review, Issue 103