This textbook has a design that is just about perfectly backwards compared to most textbooks that currently cover the subject. Here are its primary design features:

- All mathematics required by the student is reviewed at the
*beginning*of the book rather than in an appendix that many students never find. - There are only
*twelve chapters*. The book is organized so that it can be sanely taught in a*single college semester*with at*most*a chapter a week. - It
*begins*each chapter with an ``abstract'' and chapter summary. Detail, especially lecture-note style mathematical detail, follows the summary rather than the other way around. - This text does
*not*spend page after page trying to explain in English how physics works (prose which to my experience nobody reads anyway). Instead, a terse ``lecture note'' style presentation outlines the main points and presents considerable mathematical detail to support solving problems. - Verbal and conceptual understanding
*is*, of course, very important. It is expected to come from verbal instruction and discussion in the classroom and recitation and lab. This textbook*relies*on having a committed and competent instructor and a sensible learning process. - Each chapter ends with a
*short*(by modern standards) selection of*challenging*homework problems. A good student might well get through all of the problems in the book, rather than at most 10% of them as is the general rule for other texts. - The problems are weakly sorted out by level, as this text is
intended to support non-physics science and pre-health profession
students, engineers, and physics majors all three. The
*material*covered is of course the same for all three, but the level of detail and difficulty of the math used and required is a bit different. - The textbook is entirely algebraic in its presentation and
problem solving requirements - with
*very few exceptions*no calculators should be required to solve problems. The author assumes that any student taking physics is capable of punching numbers into a calculator, but it is*algebra*that ultimately determines the formula that they should be computing. Numbers are used in problems only to illustrate what ``reasonable'' numbers might be for a given real-world physical situation or where the problems cannot reasonably be solved algebraically (e.g. resistance networks).

This layout provides considerable benefits to both instructor and
student. This textbook supports a *top-down* style of learning,
where one learns each distinct chapter topic by quickly getting the main
points onboard via the summary, then deriving them or exploring them in
detail and applying them to example problems, and finally asking the
students to use what they have started to learn in highly challenging
problems that *cannot* be solved without a deeper level of
understanding than that presented in the text.