There is a Section 2. In example p, we have an object that reverses its direction of motion twice. It can only be in one place at any given time, but there can be more than one time when it is at a given place. Resurrecting some terminology you learned in your trigonometry course, we say that x is a function of t, but t is not a function of x. In situations such as this, there is a useful convention that the graph should be oriented so that any vertical line passes through the curve at only one point.
Putting the x axis across the page and t upright would have violated this convention. To people who are used to interpreting graphs, a graph that violates this convention is as annoying as fingernails scratching on a chalkboard. Discussion Questions A Park is running slowly in gym class, but then he notices Jenna watching him, so he speeds up to try to impress her.
Which of the graphs could represent his motion? B The figure shows a sequence of positions for two racing tractors. When do they have the same velocity? What would this look like on a graph? D If an object has a wavy motion graph like the one in example e on the previous page, which are the points at which the object reverses its 82 Chapter 2 Velocity and Relative Motion direction?
E Discuss anything unusual about the following three graphs. Can you think of an example of a graph of x-versus-t in which the object has constant speed, but not constant velocity?
G In the graph in figure?? H Two physicists duck out of a boring scientific conference to go get beer. On the way to the bar, they witness an accident in which a pedestrian is injured by a hit-and-run driver. A criminal trial results, and they must testify. In her testimony, Dr. They saw the old lady too late, and even though they slammed on the brakes they still hit her before they stopped. Longitud N. After he hit Mrs.
Graphs of Motion; Velocity 83 2. Why, if the earth was really turning once every day, then our whole city would have to be moving hundreds of leagues in an hour. Buildings would shake on their foundations. Gale-force winds would knock us over. Trees would fall down. The Mediterranean would come sweeping across the east coasts of Spain and Italy. And furthermore, what force would be making the world turn?
All this talk of passenger trains moving at forty miles an hour is sheer hogwash! At that speed, the air in a passenger compartment would all be forced against the back wall. Some of the effects predicted in the first quote are clearly just based on a lack of experience with rapid motion that is smooth and free of vibration.
But there is a deeper principle involved. In each case, the speaker is assuming that the mere fact of motion must have dramatic physical effects. One way of getting at the fundamental principle involved is to consider how the modern concept of the universe differs from the popular conception at the time of the Italian Renaissance.
In 4 his speed is greatest, but because his speed is not increasing or decreasing very much at this moment, there is little effect on him. But experiment after experiment has shown that there is really nothing so special about being at rest relative to the earth. For instance, if a mattress falls out of the back of a truck on the freeway, the reason it rapidly comes to rest with respect to the planet is simply because of friction forces exerted by the asphalt, which happens to be attached to the planet.
There are many examples of situations that seem to disprove the principle of inertia, but these all result from forgetting that friction Section 2. For instance, it seems that a force is needed to keep a sailboat in motion. If the wind stops, the sailboat stops too. To disprove the principle of inertia, we would have to find an example where a moving object slowed down even though no forces whatsoever were acting on it.
Discussion question A. Self-check D What is incorrect about the following supposed counterexamples to the principle of inertia? Solved problem: a bug on a wheel page 93, problem 7 Discussion Questions A A passenger on a cruise ship finds, while the ship is docked, that he can leap off of the upper deck and just barely make it into the pool on the lower deck.
If the ship leaves dock and is cruising rapidly, will this adrenaline junkie still be able to make it? B You are a passenger in the open basket hanging under a helium balloon. The balloon is being carried along by the wind at a constant velocity. If you are holding a flag in your hand, will the flag wave? If so, which way?
Suppose we go back in time and transport Aristotle to the moon. We land, put him in a space suit, and kick him out the door. What would he expect his fate to be in this situation? If intelligent creatures inhabited the moon, and one of them independently came up with the equivalent of Aristotelian physics, what would they think about objects coming to rest? Discussion question D. What can you infer about the motion of the train?
Velocity and Relative Motion 2. Symbolically, we can write vP Q for the velocity of object P relative to object Q. Velocities measured with respect to different reference points can be compared by addition. Just remember to write the equation so that the velocities being added have the same subscript twice in a row.
In this example, if you read off the subscripts going from left to right, you get BC. Negative velocities in relative motion My discussion of how to interpret positive and negative signs of velocity may have left you wondering why we should bother. Why not just make velocity positive by definition? The original reason why negative numbers were invented was that bookkeepers decided it would be convenient to use the negative number concept for payments to distinguish them from receipts.
It was just plain easier than writing receipts in black and payments in red ink. Purple Dino considers the couch to be at rest, while Green Dino thinks of the truck as being at rest. What a pain that would have been.
B Wa-Chuen slips away from her father at the mall and walks up the down escalator, so that she stays in one place. Write this in terms of symbols.
A good method is to draw a graph of velocity versus time. Students often mix up the things being represented on these two types of graphs. However, one thing that is a little counterintuitive about the arrangement is that in a situation like this one involving a car, one is tempted to visualize the landscape stretching along the horizontal axis of one of the graphs.
The horizontal axes, however, represent time, not position. The correct way to visualize the landscape is by mentally rotating the horizon 90 degrees counterclockwise and imagining it stretching along the upright axis of the x-t graph, which is the only axis that represents different positions in space. Graphs of Velocity Versus Time 89 2. Students in an algebra-based physics course should skip these sections. The calculus-related sections in this book are meant to be usable by students who are taking calculus concurrently, so at this early point in the physics course I do not assume you know any calculus yet.
In addition to the graphical techniques discussed in this chapter, Newton also invented a set of symbolic techniques called calculus. If you have an equation for x in terms of t, calculus allows you, for instance, to find an equation for v in terms of t. In calculus terms, we say that the function v t is the derivative of the function x t. In other words, the derivative of a function is a new function that tells how rapidly the original function was changing.
The Leibnitz notation is meant to evoke the delta notation, but with a very small time interval. This bag of tricks is covered in your math course. Notation x. When the graph is curved, we generalize the definition so that the velocity is the slope of the tangent line at a given point on the graph.
When it seems, for instance, that a force is required to keep a book sliding across a table, in fact the force is only serving to cancel the contrary force of friction.
Absolute motion is not a well-defined concept, and if two observers are not at rest relative to one another they will disagree about the absolute velocities of objects.
They will, however, agree Summary 91 about relative velocities. Derive an algebra equation for the distance, L, traveled by that point during one rotation of the Earth about its axis, i. Problem 1. This can be done on a calculator, without knowing calculus. The speed of light is 3. Find how many meters there are in one light-year, expressing your answer in scientific notation.
The shape is called a cycloid. Suppose bug A is riding on the rim of the wheel on a bicycle that is rolling, while bug B is on the spinning wheel of a bike that is sitting upside down on the floor. Bug A is moving along a cycloid, while bug B is moving in a circle. Both wheels are doing the same number of revolutions per minute. Which bug has a harder time holding on, or do they find it equally Problem 7. Problems 93 difficult? She twists around in her saddle and fires an arrow backward.
What is his speed relative to the water, and in what direction is he moving relative to the water? Find her maximum speed. Describe a frame of reference in which your car was speeding up during that same period of time. The frame of reference should be defined by an observer who, although perhaps in motion relative to the earth, is not changing her own speed or direction of motion. Until this study, it had been believed that the populations of the fish in the eastern and western Atlantic were separate, but this particular fish was observed to cross the entire Atlantic Ocean, from Virginia to Ireland.
Points A, B, and C show a period of one month, during which the fish made the most rapid progress. Estimate its speed during that month, in units of kilometers per hour.
Problem 8. He was interrogated by the Church authorities and convicted of teaching that the earth went around the sun as a matter of fact and not, as he had promised previously, as a mere mathematical hypothesis. He was placed under permanent house arrest, and forbidden to write about or teach his theories.
There was a rumor that the Simplicio character represented the Pope. Also, some of the ideas Galileo advocated had controversial religious overtones.
His support for a cosmology in which the earth circled the sun was also disreputable because one of its supporters, Giordano Bruno, had also proposed a bizarre synthesis of Christianity with the ancient Egyptian religion. Chapter 3 Acceleration and Free Fall 3. The early pioneers of physics had a correct intuition that the way things drop was a message directly from Nature herself about how the universe worked.
Other examples seem less likely to have deep significance. A walking person who speeds up is making a 95 conscious choice. If one stretch of a river flows more rapidly than another, it may be only because the channel is narrower there, which is just an accident of the local geography. But there is something impressively consistent, universal, and inexorable about the way things fall.
Stand up now and simultaneously drop a coin and a bit of paper side by side. The paper takes much longer to hit the ground. Europeans believed him for two thousand years. Now repeat the experiment, but make it into a race between the coin and your shoe.
My own shoe is about 50 times heavier than the nickel I had handy, but it looks to me like they hit the ground at exactly the same moment. So much for Aristotle! Galileo, who had a flair for the theatrical, did the experiment by dropping a bullet and a heavy cannonball from a tall tower.
Galileo was the one who changed the course of history because he was able to assemble the observations into a coherent pattern, and also because he carried out systematic quantitative numerical measurements rather than just describing things qualitatively. Why is it that some objects, like the coin and the shoe, have similar motion, but others, like a feather or a bit of paper, are different?
Galileo speculated that in addition to the force that always pulls objects down, there was an upward force exerted by the air. Anyone can speculate, but Galileo went beyond speculation and came up with two clever experiments to probe the issue. First, he experimented with objects falling in water, which probed the same issues but made the motion slow enough that he could take time measurements with a primitive pendulum clock. He imagined an idealized situation in which the falling object did not have to push its way through any substance at all.
Falling in air would be more like this ideal case than falling in water, but even a thin, sparse medium like air would be sufficient to cause obvious effects on feathers and other light objects that were not streamlined. Today, we have vacuum pumps that allow us to suck nearly all the air out of a chamber, and if we drop a feather and a rock side by side in a vacuum, the feather does not lag behind the rock at all.
Again it was problematic to make sufficiently accurate time measurements with primitive clocks, and again he found a tricky way to Acceleration and Free Fall slow things down while preserving the essential physical phenomena: he let a ball roll down a slope instead of dropping it vertically. The steeper the incline, the more rapidly the ball would gain speed. Without a modern video camera, Galileo had invented a way to make a slow-motion version of falling.
Stated in modern language, what he found was that the velocityversus-time graph was a line. The constant b can be interpreted simply as the initial velocity of the object, i.
Self-check A An object is rolling down an incline. After it has been rolling for a short time, it is found to travel 13 cm during a certain one-second interval. During the second after that, if goes 16 cm. How many cm will it travel in the second after that? Galileo had found that the speed just kept on increasing, and weight was irrelevant as long as air friction was negligible.
S ALVIATI : If then we take two bodies whose natural speeds are different, it is clear that, [according to Aristotle], on uniting the two, the more rapid one will be partly held back by the slower, and the slower will be somewhat hastened by the swifter. Do you not agree with me in this opinion? Aristotle said that heavier objects fell faster than lighter ones. If two rocks are tied together, that makes an extraheavy rock, which should fall faster.
The Motion of Falling Objects 97 a speed of four, then when they are united, the system will move with a speed less than eight; but the two stones when tied together make a stone larger than that which before moved with a speed of eight. Hence the heavier body moves with less speed than the lighter; an effect which is contrary to your supposition.
Thus you see how, from your assumption that the heavier body moves more rapidly than the lighter one, I infer that the heavier body moves more slowly. What is gravity? Nevertheless, the methods of science always impose limits on how deep our explanation can go. We use the word acceleration, and the symbol a, for the slope of such a graph. The acceleration can be interpreted as the amount of speed gained in every second, and it has units of velocity divided by time, i. Finding final speed, given time example 1.
A despondent physics student jumps off a bridge, and falls for three seconds before hitting the water. How fast is he going when he hits the water?
Extracting acceleration from a graph example 2. Acceleration is defined as the slope of the v-t graph. This person was just using the point at the right end of the v-t graph to try to find the slope of the curve. The solution is incorrect because velocity is the slope of the tangent line. Section 3. Acceleration 99 Converting g to different units. If it gains 9.
Alternatively, we can use the method of fractions that equal one: 9. If your car has a forward acceleration equal to the acceleration of a falling object, then you will gain 22 miles per hour of speed every second. However, using mixed time units of hours and seconds like this is usually inconvenient for problem-solving. It would be like using units of foot-inches for area instead of ft2 or in2.
The acceleration of gravity is different in different locations. Everyone knows that gravity is weaker on the moon, but actually it is not even the same everywhere on Earth, as shown by the sampling of numerical data in the following table. Cotopaxi, Ecuador Mt. Although you have not yet learned how g would be calculated based on any deeper theory of gravity, it is not too hard to guess why g depends on elevation.
Gravity is an attraction between things that have mass, and the attraction gets weaker with increasing distance. As you ascend from the seaport of Guayaquil to the nearby top of Mt. Cotopaxi, you are distancing yourself from the mass of the planet. We will discuss both gravity and rotation in more detail later in the course. Purple areas have the strongest gravity, yellow the weakest. The overall trend toward weaker gravity at the equator and stronger gravity at the poles has been artificially removed to allow the weaker local variations to show up.
The map covers only the oceans because of the technique used to make it: satellites look for bulges and depressions in the surface of the ocean. The US government originally began collecting data like these for military use, to correct for the deviations in the paths of missiles. The data have recently been released for scientific and commercial use e. On the other hand, a neutron star has about the same mass as our Sun, so why is its g billions of times greater? Discussion Questions A What is wrong with the following definitions of g?
How would the use and interpretation of large and small, positive and negative values be different for a as opposed to acar ad? C Two people stand on the edge of a cliff.
As they lean over the edge, one person throws a rock down, while the other throws one straight up with an exactly opposite initial velocity. Compare the speeds of the rocks on impact at the bottom of the cliff. When I took physics in high school, I got the impression that positive signs of acceleration indicated speeding up, while negative accelerations represented slowing down, i. Such a definition would be inconvenient, however, because we would then have to say that the same downward tug of gravity could produce either a positive or a negative acceleration.
In the example of the person falling from a bridge, I assumed positive velocity values without calling attention to it, which meant I was assuming a coordinate system whose x axis pointed down. Its slope is always negative. In the left half of the graph, there is a negative slope because the positive velocity is getting closer to zero.
On the right side, the negative slope is due to a negative velocity that is getting farther from zero, so we say that the ball is speeding up, but its velocity is decreasing! Numerical calculation of a negative acceleration example 4. Even though the ball is speeding up, it has a negative acceleration. After all, physics is supposed to use operational definitions, ones that relate to the results you get with actual measuring devices.
Consider an air freshener hanging from the rear-view mirror of your car. When you speed up, the air freshener swings backward. Suppose we define this as a positive reading.
But what if you put the car in reverse and start speeding up backwards? Because the positive and negative signs of acceleration depend on the choice of a coordinate system, the acceleration of an object under the influence of gravity can be either positive or negative. Acceleration with a change in direction of motion example 5.
A person kicks a ball, which rolls up a sloping street, comes to a halt, and rolls back down again. The ball has constant acceleration. The ball is initially moving at a velocity of 4. At the end, it has sped back up to the same speed it had initially, but in the opposite direction.
What was its acceleration? By giving a positive number for the initial velocity, the statement of the question implies a coordinate axis that points up the slope of the hill. The acceleration was no different during the upward part of the roll than on the downward part of the roll. The velocity does change, from a positive number to a negative number.
Discussion Questions A A child repeatedly jumps up and down on a trampoline. Discuss the sign and magnitude of his acceleration, including both the time when he is in the air and the time when his feet are in contact with the trampoline. She does not throw it.
She simply sticks it out of the car, lets it go, and watches it against the background of the sky, with no trees or buildings as reference points. Does its speed ever appear to her to be zero? What acceleration does she observe it to have: is it ever positive? What would her enraged father answer if asked for a similar description of its motion as it appears to him, standing on the ground?
C Can an object maintain a constant acceleration, but meanwhile reverse the direction of its velocity? D Can an object have a velocity that is positive and increasing at the same time that its acceleration is decreasing? Discussion question B.
E Figure j shows a refugee from a Picasso painting blowing on a rolling water bottle. The arrow inside the bottle shows which direction it is going, and a coordinate system is shown at the bottom of each figure. In each case, figure out the plus or minus signs of the velocity and acceleration. A skydiver example 6. The graphs in figure k show the results of a fairly realistic computer simulation of the motion of a skydiver, including the effects of air friction.
The x axis has been chosen pointing down, so x is increasing as she falls. The solution is shown in figure l. She therefore has an acceleration almost as great as g. An object with zero acceleration, i. A straight line has no curvature. Figure m shows some examples. Since the relationship between a and v is analogous to the relationship between v and x, we can also make graphs of acceleration as a function of time, as shown in figure n.
A object in free fall, with no friction. A continuation of example 6, the skydiver. B Explain how each set of graphs contains inconsistencies. In fact, no physical law predicts a definite velocity as a result of a specific phenomenon, because velocity cannot be measured in absolute terms, and only changes in velocity relate directly to physical phenomena. The unfortunate thing about this situation is that the definitions of velocity and acceleration are stated in terms of the tangent-line technique, which lets you go from x to v to a, but not the other way around.
Notice that the quantities being multiplied are the width and the height of the shaded rectangle — or, strictly speaking, the time represented by its width and the velocity represented by its height.
The total distance is thus 60 m, which corresponds to the total area under the graph. Each rectangle on the graph paper is 1. If you needed better accuracy, you could use graph paper with smaller rectangles.
Although the area-under-the-curve technique can be applied to any graph, no matter how complicated, it may be laborious to carry out, and if fractions of rectangles must be estimated the result will only be approximate.
In the special case of motion with constant acceleration, it is possible to find a convenient shortcut which produces exact results. Although I have derived the equation using a figure that shows a positive vo , positive a, and so on, it still turns out to be true regardless of what plus and minus signs are involved. Another useful equation can be derived if one wants to relate the change in velocity to the distance traveled. This is useful, for instance, for finding the distance needed by a car to come to a stop.
Saving an old lady example 7. You are trying to pull an old lady out of the way of an oncoming truck. Starting from rest, how much time is required in order to move her 2 m? Solved problem: A stupid celebration page , problem Solved problem: Dropping a rock on Mars page , problem Solved problem: The Dodge Viper page , problem Solved problem: Half-way sped up page , problem 22 Section 3.
B In chapter 1, I gave examples of correct and incorrect reasoning about proportionality, using questions about the scaling of area and volume. Compared to the massive economic and scientific payoffs of satellites and space probes, human space travel has little to boast about after four decades.
Sending people into orbit has just been too expensive to be an effective scientific or commercial activity. The downsized and over-budget International Space Station has produced virtually no scientific results, and the space shuttle program now has a record of two catastrophic failures out of missions.
Within our lifetimes, we are probably only likely to see one economically viable reason for sending humans into space: tourism! No fewer than three private companies are now willing to take your money for a reservation on a two-to-four minute trip into space, although none of them has a firm date on which to begin service.
Within a decade, a space cruise may be the new status symbol among those sufficiently rich and brave. Travel agents will probably not emphasize the certainty of constant spacesickness. Our inner ear, which normally tells us which way is down, tortures us when down is nowhere to be found. Effects of long space missions Worse than nausea are the health-threatening effects of prolonged weightlessness.
The Russians are the specialists in long-term missions, in which cosmonauts suffer harm to their blood, muscles, and, most importantly, their bones. The effects on the muscles and skeleton appear to be similar to those experienced by old people and people confined to bed for a long time. Everyone knows that our muscles get stronger or weaker depending on the amount of exercise we get, but the bones are likewise adaptable. Normally old bone mass is continually being broken down and replaced with new material, but the balance between its loss and replacement is upset when people do not get enough weightbearing exercise.
The main effect is on the bones of the lower body. It is also not known whether the effect can be suppressed via diet or drugs. The other set of harmful physiological effects appears to derive from the redistribution of fluids. Normally, the veins and arteries of the legs are tightly constricted to keep gravity from making blood collect there. The only immediate result is an uncomfortable feeling of bloatedness in the upper body, but in the long term, a harmful chain of events is set in motion.
Since astronauts have extra fluid in their heads, the body thinks that the over-all blood volume has become too great. It responds by decreasing blood volume below normal levels. This increases the concentration of red blood cells, so the body then decides that the blood has become too thick, and reduces the number of blood cells.
In missions lasting up to a year or so, this is not as harmful as the musculo-skeletal effects, but it is not known whether longer period in space would bring the red blood cell count down to harmful levels.
Reproduction in space For those enthralled by the romance of actual human colonization of space, human reproduction in weightlessness becomes an issue. The space station does not rotate to provide simulated gravity. The completed station will be much bigger.
Green plants, fungi, insects, fish, and amphibians have all gone through at least one generation in zerogravity experiments without any serious problems.
In many cases, animal embryos conceived in orbit begin by developing abnormally, but later in development they seem to correct themselves. However, chicken embryos fertilized on earth less than 24 hours before going into orbit have failed to survive.
Since chickens are the organisms most similar to humans among the species investigated so far, it is not at all certain that humans could reproduce successfully in a zero-gravity space colony.
Acceleration and Free Fall Simulated gravity If humans are ever to live and work in space for more than a year or so, the only solution is probably to build spinning space stations to provide the illusion of weight, as discussed in section 9.
Space enthusiasts have proposed entire orbiting cities built on the rotating cylinder plan. Section More on Simulated Gravity For more information on simulating gravity by spinning a spacecraft, see section 9.
Biological Effects of Weightlessness 3. The other main branch of calculus, integral calculus, has to do with the area-under-the-curve concept discussed in section 3.
Again there is a concept, a notation, and a bag of tricks for doing things symbolically rather than graphically. For instance, if you take the derivative of the function x t , you get the function v t , and if you integrate the function v t , you get x t back again.
In other words, integration and differentiation are inverse operations. This is known as the fundamental theorem of calculus. On an unrelated topic, there is a special notation for taking the derivative of a function twice.
The acceleration, for instance, is the second i. The notation is not meant, however, to suggest that t is really squared. A general term for the phenomenon of attraction between things having mass.
The attraction between our planet and a human-sized object causes the object to fall. Notation a. The acceleration of objects in free fall varies slightly across the surface of the earth, and greatly on other planets. This definition has the advantage that a force in a given direction always produces the same sign of acceleration. Draw plots of its position versus time, velocity versus time, and acceleration versus time.
Include its whole motion, starting from the moment it is dropped, and continuing while it falls through the air, passes through the water, and ends up at rest on the bottom of the pond. Do your work on photocopy or a printout of page Draw plots of its horizontal position, velocity, and acceleration as functions of time, starting while it is inside the cannon and has not yet been fired, and ending when it comes to rest.
There is not any significant amount of friction from the air. Although the ball may rise and fall, you are only concerned with its horizontal motion, as seen from above. At the bottom of the fall, the cord brings the person up short. Presumably the person bounces up a little. Problem 3. Problems 5 A ball rolls down the ramp shown in the figure, consisting of a curved knee, a straight slope, and a curved bottom. Explain your answers.
Assume there is no air friction or rolling resistance. Newtonian Physics for Babies: Ferrie, Chris:. With a tongue-in-cheek approach that adults will love, this installment of the Baby University board book series is the perfect way to introduce basic concepts to even the youngest scientists.
Skip to the beginning of the images gallery. Autor: Chris Ferrie; Kategorie. Rocket Science for Babies Baby University. Everyday low prices and free delivery on eligible orders. Written by an expert, Newtonian Physics for Babies is a colorfully simple introduction to Newton's laws of motion.
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Community Reviews. Showing Average rating 4. Rating details. More filters. Sort order. Start your review of Newtonian Physics for Babies. Jul 06, Jen rated it liked it Shelves: bookexpo I wasn't as fond of this one as the Rocket Science for Babies book. I guess the concepts in Newtonian physics are more complex, because it seemed less simply explained. It didn't seem to cover all three laws, though they were listed at the end, but listed in not simple for a child to understand language.
I still don't get the second law! But I'm not a physics gal. Biology, ALL over that. Physics, you get a rather blank, if hopeful stare from me. But I'm trying. These cute little books are a good I wasn't as fond of this one as the Rocket Science for Babies book. These cute little books are a good start, but I'm not sure how much a child would get from this one. Still, exposure is better than nothing. You never know what will spark that "aha! Best to get them when they are young and their brain is growing at a fantastic rate!
Worth a look-see if nothing else. Mar 29, Emily rated it liked it. Sep 26, Bronwyn rated it really liked it Shelves: reads , title-j-r , author-a-i , reads , math-and-science-and-adjacent , comic-picture , read-multiple-times , read-to-my-son , kids-ya , by-men.
Sep 27, Kelly rated it really liked it Shelves: library-book , childrens-picture-books. This is a board book. In simple terms it explains Newtonian Physics. However, I still found it a bit deep. Cute all the same. Aug 21, Sarah rated it really liked it Shelves: j-ya , nonfiction. I picked up these picture book ARCs Rocket science for babies, General relativity for babies, and Newtonian physics for babies for my expected nephew while at Digipalooza.
The illustrations are very simple with tons of white space, and very short, bold sentences, one per page. The design is very good. I like that these might help parents think about using more science terminology with young children. Why is the sky blue? This series is ideal for adults like me who are not conversant with the world of physics. Our almost four month old seems to like the bright colours. This library copy is bilingual in both English and Chinese.
I appreciate the colour coding in the text that matches the illustrations p. I've read it at least three times and almost get the concept. Maybe babies are smarter than me? May 16, Susan rated it really liked it Shelves: picture-books , non-fiction , board-books. I kind of rolled my eyes at these when I first saw them at the library, but then I read this one and was pleasantly surprised. The design is really good! Simple and interesting with good colors. Great for baby to look at and fun for the three year old too.
He really liked the optical physics one because it has rainbows in it and he learned some new words he can repeat endlessly.
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