critical thinking problem 5.1 (algo) the effect of adjustments

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.1: Critical Reading

• Last updated
• Save as PDF
• Page ID 103166

Reading for Understanding

Reading is a much harder skill to master than we think, and many instructors take this for granted when assigning academic material. We forget how hard it is to read and actually understand information that might be completely new to us.

The next bit of reading is an excerpt from the book, Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. I included it here because it really defines reading and how learning to read critically will help you become a better researcher. 

Read: Excerpt from chapter 2: The Reading Apprenticeship Framework

Read, Re-read, Read Again

Reading critically takes skill and time. In order to really grasp hard material, it's recommended that you read it at least three times:

• Read for an Overview - Read quickly, to get a general picture of the writer's purpose (central arguments), methods, and conclusions. The author is not going to explicitly spell everything out for you - it's up to you to figure out what the information is about.
• Read for Understanding - Once you have a general idea, read a second time more carefully to gain a critical, thoughtful understanding of the key points. Think about what the author is presenting - do they provide evidence and do you find the arguments convincing? (Use some of your evaluation skills here.)
• Read for Note Taking and Summary - As you read a third time, begin to take brief notes about arguments, evidence, conclusions, or questions you still have.

Identifying Key Points and Arguments

Step one is relatively easy - this is how we read most everything. We skim through an article or online post to get the general meaning and an overview. Steps two and three become more difficult. When looking for key points and arguments, you are trying to determine how (or even if) you will use the source for your own research.

There are some places that commonly contain this type of information so these sections might be good places to start.

If it's an academic journal article, it often includes an abstract. this is a one to two paragraph summary of the article that might include a research question, information on research subjects, and a very quick summary of findings. It is an excellent place to look to determine whether the research article is going to help you further your arguments.

Introduction

The purpose of the introduction to any piece that has one is to give information about what the reader can expect from the source as a whole. There are different types of introductions, including forewords and prefaces that may be written by the author of the book or by someone else with knowledge of the subject. Introductory sections can include background information on why the topic was chosen, background on the author’s interest in the topic, context pertaining to why the topic is important, or the lens through which the topic will be explored. Knowing this information before diving in to the body of the work will help you understand the author’s approach to the topic and how it might relate to the approach you are taking in your own research.

Table of Contents

Most of the time, if your source is a book or an entire website, it will be divided into sections that each cover a particular aspect of the overall topic. It may be necessary to read through all of these sections in order to get a “big picture” understanding of the information being discussed or it may be better to concentrate only on the areas that relate most closely to your own research. Looking over the table of contents or menu will help you decide whether you need the whole source or only pieces of it.

List of References

If the source you’re using is research-based, it should have a list of references that usually appears at the end of the document. Reviewing these references will give you a better idea of the kind of work the author put into their own research. Did they put as much work into evaluating their sources as you are? Can you tell from the citations if the sources used were credible? When were they published? Do they represent a fair balance of perspectives or do they all support a limited point of view? What information does the author use from these sources and in what way does he or she use that information? Use your own research skills to spy on the research habits of others to help you evaluate the source.

Taking Notes about a Text

Note taking is sometimes referred to as annotating. Annotating simply means to take notes about the text you are reading. Some people hand-write directly on the document, some people hand-write separate notes on another piece of paper or in a notebook, and some people type up notes - you should do what feels best to you. There is research that shows that hand-writing notes with a good old fashioned paper and pen will help you retain more information than note taking on a computer ( Goodwin, 2018 ). 

Strategies for Connecting Reading and Writing

If you want to become a critical reader, you need to get into a habit of writing as you read. You also need to understand that complex texts cannot be read just once. Instead, they require multiple readings, the first of which may be a more general one during which you get acquainted with the ideas presented in the text, its structure and style. During the second and any subsequent readings, however, you will need to write, and write a lot. The following are some critical reading and writing techniques which active readers employ as they work to create meanings from texts they read.

• Underline interesting and important places in the text : Underline words, sentences, and passages that stand out, for whatever reason. Underline the key arguments that you believe the author of the text is making as well as any evidence, examples, and stories that seem interesting or important. Don’t be afraid to “get it wrong.” There is no right or wrong here. The places in the text that you underline may be the same or different from those noticed by your classmates, and this difference of interpretation is the essence of critical reading.
• Take notes : Take notes on the margins. If you do not want to write on your book or journal, attach post-it notes with your comments to the text. Do not be afraid to write too much. This is the stage of the reading process during which you are actively making meaning. Writing about what you read is the best way to make sense of it, especially, if the text is difficult. Do not be afraid to write too much. This is the stage of the reading process during which you are actively making meaning. Writing about what you read will help you not only to remember the argument which the author of the text is trying to advance (less important for critical reading), but to create your own interpretations of the text you are reading (more important).
• Keep a double entry journal : Many writers like double-entry journals because they allow us to make that leap from summary of a source to interpretation and persuasion. To start a double-entry journal, divide a page into two columns. As you read, in the left column write down interesting and important words, sentences, quotations, and passages from the text. In the right column, right your reaction and responses to them. Be as formal or informal as you want. Record words, passages, and ideas from the text that you find useful for your paper, interesting, or, in any, way striking or unusual. Quote or summarize in full, accurately, and fairly. In the right-hand side column, ask the kinds of questions and provide the kinds of responses that will later enable you to create an original reading of the text you are working with and use that reading to create your own paper
• Don't give up : If the text you are reading seems too complicated or “boring,” that might mean that you have not attacked it aggressively and critically enough. Complex texts are the ones worth pursuing and investigating because they present the most interesting ideas. Critical reading is a liberating practice because you do not have to worry about “getting it right.” As long as you make an effort to engage with the text and as long as you are willing to work hard on creating a meaning out of what you read, the interpretation of the text you are working with will be valid.

In the video that's linked below, the instructor is addressing an English class as she explains how to annotate a text. Many of the tips and suggestions she gives can apply to any type of critical reading for research. Take note of the suggestions she offers when annotating (underlining, highlighting, making notes in the margins). You'll be asked to annotate a source this week so you should decide what methods are most effective for you.

Video: Annotating Text by Katie Cranfill.

Guiding Questions

As you take notes - you should be having a conversation with the text - this is called "talking to the text" and it will help you better understand what you're reading. This is also a time to pick out those pieces of the source that are going to help answer your research question or support your thesis.

Reading critically means you are analyzing the logic of the article and/or chapter or section of a book. We'll be getting more into logical arguments next week. For now, here are some questions or prompts you can use to analyze logic while talking to the text:

• What is the main purpose of this article or chapter/section?
• What are the key questions the author is addressing?
• What is the most important information in this article or chapter/section and how can I use this to support my research and thesis?
• What are the main conclusions in this article or chapter/section? Can I use them to support my thesis?

In this series of videos, I go through some of the steps I've outlined in the reading this week to give you an example of how one might "talk to the text."

You will be challenged this week to practice "talking to the text" with one of your sources. You'll share your findings with me in an assignment and with your small-group.

Video One: Reading for an Overview

Click on the image to access the link to open the video in a new tab.

Video Two: Reading for Understanding

Video Three: Reading to Annotate (Taking Notes)

Another Example of Talking to the Text

Zoe Fisher is a librarian at Pierce College in Washington. She is using a popular-type source (magazine article) to model talking to the text using the reader apprenticeship model .

All of the notes she makes could potentially become ideas she might use and pull out in a research assignment or other writing project.

If you're curious, the article she is reading and talking to is: Jabr, F. (2013). Why the Brain Prefers Paper. Scientific American , 309 (5), 48. 

Original sources used to create content (also licensed under CC BY-NC 4.0 unless otherwise noted):

Cranfill, K. (2014). Annotating text [Video file].  https://youtu.be/JZXgr7_3Kw4 [NOT LICENSED UNDER CC - FREELY ACCESSIBLE ON YOUTUBE]

Dalsheim, J. (2017). Tips for reading. https://docs.google.com/document/d/1fTl674DT4QmjDLnYGeabJEi63I3JzS5MDqbgg0Oz21c/edit

Evaluate: Assessing your research process & findings. (2016). In G. Bobish & T. Jacobson (Eds.), The information literacy user's guide. Milne Publishing. https://milnepublishing.geneseo.edu/the-information-literacy-users-guide-an-open-online-textbook/chapter/evaluate-assessing-your-research-process-and-findings/

Schoenbach, R., Greenleaf, C. & Murphy, L. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms, 2nd ed. Jossey-Bass. [NOT LICENSED UNDER CC - USED WITH PERMISSION FROM THE PUBLISHER]

Zemilansky, P. (2016). Research and critical reading. J. Kepka (Ed.) In Oregon writes open writing text . https://openoregon.pressbooks.pub/oregonwrites/

Goodwin, B. (2018). The magic of writing stuff down: Is the pen mightier than the laptop? Educational Leadership, 75 (7), 78-79. http://www.ascd.org/publications/educational-leadership.aspx

Paul, R. & Elder, L. (2016). The miniature guide to critical thinking concepts and tools, 7th ed. Foundation for Critical Thinking.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5: Module 5- Thinking and Analysis

• Last updated
• Save as PDF
• Page ID 59371
• Lumen Learning
• 5.1: Why It Matters- Thinking and Analysis
• 5.2: Outcome- Patterns of Thought
• 5.3: Text- Thinking About Thought
• 5.4: Outcome- Critical Thinking Skills
• 5.5: Text- Logic
• 5.6: Text- Problem-Solving
• 5.7: Text- Evaluating Information
• 5.8: Text- Developing Yourself as a Critical Thinker
• 5.9: Outcome- Creative Thinking Skills
• 5.10: Text- Creative Thinking in Your Education
• 5.11: Text- Solving Problems Creatively
• 5.12: Outcome- Thinking with Technology
• 5.13: Text- Technology for College Learning
• 5.14: Text- Using Technology
• 5.15: Text- Online Learning
• 5.16: Text- Communicating with Technology
• 5.17: Text- Researching with Technology
• 5.18: Putting It Together- Thinking and Analysis
• 5.19: Assignment- Critical Thinking Skills
• 5.20: Assignment- Creative Thinking Skills
• 5.21: Assignment- Thinking With Technology

Find what you need to study

5.7 Introduction to Thinking and Problem Solving

4 min read • december 22, 2022

Haseung Jun

Sadiyya Holsey

So, we just went over memory, but how do we actually think and problem solve? 🤔

Problem Solving

There are two different ways by which you could solve problems:

An algorithm is a step by step method that guarantees to solve a particular problem.  

If you lost your phone📱, the algorithm might look like this: 

Remember where you put the phone last. If you don’t, go to the next step. ⤵️

Retrace your steps. If you can’t, go to the next step.⤵️

Call your phone to determine the location.

Algorithms are process oriented 🔄

Heuristics 

A heuristic is also known as a “rule of thumb.” Using heuristic is a quick way to solve a problem 💨 , but is usually less effective than using an algorithm (more error prone). Heuristics also involve using trial and error ❌

An example of a heuristic would be trying to find the x value that makes this equal true: 3x+6=24. You might plug in multiple x values until you determine the x value that works. 

Heuristics are the opposite of algorithms and are more result oriented. We use our mental set , schemas , prototypes , and concepts automatically when using heuristics .

How would you solve 3x624 using an algorithm?

Instead of using a heuristic and just plugging in answers till you find the right one, you could also solve this problem step by step using an algorithm . The steps may look like this:

Subtract 6 on both sides: 3x=18

Divide by 3 on both sides: x=6

You use a mixture of these two when taking a test and overall in everyday life activities🏃🍳.

Trial and Error

Trial and error is when you try to solve a problem multiple times using multiple methods. If you try to solve a problem one time using one method, the next time you solve it, you may use a different method. This process is repeated until a solution is reached.

Image Courtesy of Giphy .

How do we think?

A mental set is when individuals try to solve a problem the same way all the time because it has worked in the past. However, that doesn’t mean this problem solving method is applicable to the problem at hand or will work for other people. Having a mental set makes it harder to solve problems. Similarly, fixation is the inability to look at a problem with a different perspective.

Intuition is colloquially known as a “gut feeling.” It is sensing something without a direct reason and basically an automatic thought💾

When problem-solving and making difficult decisions, our brain intuits for us.

As we learn and grow, our intuition does, too. Our learned associations surface as this gut feeling that we have because of how we know the world works around us 🌎

Insight was discovered by Wolfgang Kohler. It occurs when an individual has an all-of the sudden understanding when solving a problem or learning something. It's that light bulb💡 moment!

Inductive Reasoning

Reasoning from something specific to something general, which puts your thought into concepts and groups.

Deductive Reasoning

Reasoning from something general to something specific. Think of mind-maps: you have one central idea in the middle (general) and then branch out into specific ideas.

These are usually more logical 🤔

Image Courtesy of Kristjan Pecanac .

Did you ever wonder how we get our creativity and to the extent to which it exists? Being creative is having the ability to produce ideas that are valuable. That's it; we're all creative in our own way.

There are five components of creativity 📸:

Expertise —The more knowledge we have, the more ideas we build. Knowledge is the foundation of every idea that comes about.

Generally, greater intelligence leads to a higher creativity 🎭 According to the threshold theory, a certain level of intelligence is necessary for creative work. However, it's not necessary sufficient, meaning other factors play in when it comes to creativity .

Imaginative thinking skills —In order to be creative, you must be open-minded and see things in different ways. These skills also include being able to make connections and recognize patterns in ideas.

A venturesome personality —Be willing to take risks, explore ideas, and try new things! 🧗

Intrinsic Motivation —This is to be driven by your interests and the will to explore for your own satisfaction.

A creative environment —All the above help fuel your creativity , but creativity can't exist without a supportive environment🌲

There are two different ways of thinking:

Convergent Thinking

This is the more logical way of thinking, in which we narrow the solutions to a problem till we find the best one. Convergent thinking is used in IQ and intelligence tests.

Divergent Thinking

The more creative way of thinking! You can think of this as brainstorming and diverging into different directions of thought. Rather than finding the best solution, divergent thinkers expand the number of solutions.

Divergent thinkers have a much easier time when problem solving since they have more of an open mind to trying different solutions.

Key Terms to Review ( 17 )

Creative Environment

Imaginative Thinking Skills

Intrinsic Motivation

Venturesome Personality

Stay Connected

© 2024 Fiveable Inc. All rights reserved.

AP® and SAT® are trademarks registered by the College Board, which is not affiliated with, and does not endorse this website.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

16.1 – Problems of Work Adjustment

• How do you recognize the symptoms of stress in yourself and in others?

Failure to adjust to work represents a major problem in industry today. It has been estimated that between 80 and 90 percent of industrial accidents are caused by personal factors. 1  Turnover, absenteeism, drug abuse, alcoholism, and sabotage remain relatively permanent fixtures of most contemporary work organizations. To the extent that individuals are unable to adjust to work, we would expect them to persist in counterproductive behavior.

W. S. Neff has identified five types of people who have problems adjusting to work. He suggests that each of the five types represents a “clinical picture of different varieties of work psychopathology”: 2

• Type I:  People who lack motivation to work. These individuals have a negative conception of the work role and choose to avoid it.
• Type II:  People whose predominating response to the demand to be productive is fear or anxiety.
• Type III:  People who are characterized predominantly by open hostility and aggression.
• Type IV:  People who are characterized by marked dependency. These people often exhibit the characteristic of helplessness. They are constantly seeking advice from others and are unable to initiate any action on their own.
• Type V:  People who display a marked degree of social naïveté. These individuals lack perception when it comes to the needs and feelings of others and may not realize that their behavior elicits reactions from and has an effect on others. Typically, these individuals are socially inept and unaware of appropriate behavior in ordinary social situations.

Several important points follow from this analysis. First, note that failure to adjust to a normal job or work schedule does not automatically imply that an individual is lazy or stupid. Several deeply ingrained psychological problems keep people from making normal adjustments in many cases. Second, note that only one of the five types (Type I) exhibits a motivational problem. Managers must look beyond motivation for answers to the psychopathology of work. One type (Type V) exhibits a form of personality disorder, or at least social immaturity. But the remaining three types—those exhibiting anxiety, aggression, or dependency—all have problems relating not only to personality, but more importantly, to how the nature of the job affects that personality. In fact, anxiety, aggression, and dependency are major factors inherent in stressful jobs in organizations. Hence, it seems that at least three of the five reasons for failure to adjust to work relate to the extent to which the job is experienced as stressful and causes the individual to want to withdraw.

It has been wisely observed that “if, under stress, a man goes all to pieces, he will probably be told to pull himself together. It would be more effective to help him identify the pieces and to understand why they have come apart.” 3  This is the role of the contemporary manager in dealing with stress. Managers cannot simply ignore the existence of stress on the job. Instead, they have a responsibility to understand stress and its causes.

We will explore the topic of work-related stress in several stages, first examining major organizational and personal influences on stress, then considering several outcomes of stress, and finally exploring methods for coping with stress on the job. Throughout, emphasis will be placed on how stress and its consequences affect people at work and what role managers can play in attempting to minimize the effects of stress on both the individual and the organization. We will make liberal use of practical examples, and, as usual, you will be given an opportunity to evaluate yourself on several aspects of stress and wellness in organizations.

Work-Related Stress

For our purposes here,  stress  will be defined as a physical and emotional reaction to potentially threatening aspects of the environment. This definition points to a poor fit between individuals and their environments. Either excessive demands are being made, or reasonable demands are being made that individuals are ill-equipped to handle. Under stress, individuals are unable to respond to environmental stimuli without undue psychological and/or physiological damage, such as chronic fatigue, tension, or high blood pressure. This damage resulting from experienced stress is usually referred to as  strain .

Before we examine the concept of work-related stress in detail, several important points need to be made. First, stress is pervasive in the work environment. 4  Most of us experience stress at some time. For instance, a job may require too much or too little from us. In fact, almost any aspect of the work environment is capable of producing stress. Stress can result from excessive noise, light, or heat; too much or too little responsibility; too much or too little work to accomplish; or too much or too little supervision.

Second, it is important to note that all people do not react in the same way to stressful situations, even in the same occupation. One individual (a high-need achiever) may thrive on a certain amount of job-related tension; this tension may serve to activate the achievement motive. A second individual may respond to this tension by worrying about her inability to cope with the situation. Managers must recognize the central role of individual differences in the determination of experienced stress.

Often the key reason for the different reactions is a function of the different interpretations of a given event that different people make, especially concerning possible or probable consequences associated with the event. For example, the same report is required of student A and student B on the same day. Student A interprets the report in a very stressful way and imagines all the negative consequences of submitting a poor report. Student B interprets the report differently and sees it as an opportunity to demonstrate the things she has learned and imagines the positive consequences of turning in a high-quality report. Although both students face essentially the same event, they interpret and react to it differently.

Third, all stress is not necessarily bad. Although highly stressful situations invariably have dysfunctional consequences, moderate levels of stress often serve useful purposes. A moderate amount of job-related tension not only keeps us alert to environmental stimuli (possible dangers and opportunities), but in addition often provides a useful motivational function. Some experts argue that the best and most satisfying work that employees do is work performed under moderate stress. Some stress may be necessary for psychological growth, creative activities, and the acquisition of new skills. Learning to drive a car or play a piano or run a particular machine typically creates tension that is instrumental in skill development. It is only when the level of stress increases or when stress is prolonged that physical or psychological problems emerge.

General Adaptation Syndrome

The general physiological response to stressful events is believed to follow a fairly consistent pattern known as the  general adaptation syndrome . 5  General adaptation syndrome consists of three stages (see  Exhibit 16.1 ). The first stage,  alarm,  occurs at the first sign of stress. Here the body prepares to fight stress by releasing hormones from the endocrine glands. During this initial stage, heartbeat and respiration increase, blood sugar level rises, muscles tense up, pupils dilate, and digestion slows. At this stage the body prepares basically for a “fight or flight” response. That is, the body prepares to either get away from the threat or to combat it. Following this initial shock, the body moves into the second stage,  resistance.  The body attempts to repair any damage and return to a condition of stability and equilibrium. If successful, physical signs of stress will disappear. If the stress continues long enough, however, the body’s capacity for adaptation becomes exhausted. In this third stage,  exhaustion,  defenses wear away, and the individual experiences a variety of stress-related illnesses, including headaches, ulcers, and high blood pressure. This third stage is the most severe and presents the greatest threat both to individuals and to organizations.

Types of Stress: Frustration and Anxiety

There are several different ways to categorize stress. However, from a managerial perspective, it is useful to focus on only two forms: frustration and anxiety.  Frustration  refers to a psychological reaction to an obstruction or impediment to goal-oriented behavior. Frustration occurs when an individual wishes to pursue a certain course of action but is prevented from doing so. This obstruction may be externally or internally caused. Examples of people experiencing obstacles that lead to frustration include a salesperson who continually fails to make a sale, a machine operator who cannot keep pace with the machine, or even a person ordering coffee from a machine that fails to return the correct change. The prevalence of frustration in work organizations should be obvious from this and other examples.

Whereas frustration is a reaction to an obstruction in instrumental activities or behavior,  anxiety  is a feeling of inability to deal with anticipated harm. Anxiety occurs when people do not have appropriate responses or plans for coping with anticipated problems. It is characterized by a sense of dread, a foreboding, and a persistent apprehension of the future for reasons that are sometimes unknown to the individual.

What causes anxiety in work organizations? Hamner and Organ suggest several factors:

“Differences in power in organizations which leave people with a feeling of vulnerability to administrative decisions adversely affecting them; frequent changes in organizations, which make existing behavior plans obsolete; competition, which creates the inevitability that some persons lose ‘face,’ esteem, and status; and job ambiguity (especially when it is coupled with pressure). To these may be added some related factors, such as lack of job feedback, volatility in the organization’s economic environment, job insecurity, and high visibility of one’s performance (successes as well as failures). Obviously, personal, nonorganizational factors come into play as well, such as physical illness, problems at home, unrealistically high personal goals, and estrangement from one’s colleagues or one’s peer group.” 6

CONCEPT CHECK

• What are the 5 types of people identified by W. S. Neff?
• What is work related stress?

Source contents: Principles of Management and Organizational Behavior . Please visit OpenStax for more details: https://openstax.org/subjects/view-all

Introduction to Management and Organizational Behavior Copyright © by OpenStax is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Critical Thinking Items

5.1 vector addition and subtraction: graphical methods.

True or False—A person is following a set of directions. He has to walk 2 km east and then 1 km north. He takes a wrong turn and walks in the opposite direction for the second leg of the trip. The magnitude of his total displacement will be the same as it would have been had he followed directions correctly.

5.2 Vector Addition and Subtraction: Analytical Methods

5.3 projectile motion.

• Object 1 will hit the ground 3.2 s after object 2.
• Object 1 will hit the ground 2.1 s after object 2.
• Object 1 will hit the ground at the same time as object 2.
• Object 1 will hit the ground 1.1 s after object 2.

An object is launched into the air. If the y-component of its acceleration is 9.8 m/s 2 , which direction is defined as positive?

• Vertically upward in the coordinate system
• Vertically downward in the coordinate system
• Horizontally to the right side of the coordinate system
• Horizontally to the left side of the coordinate system

5.4 Inclined Planes

• μ k < 0.2
• μ k > --> 0.2

5.5 Simple Harmonic Motion

Two springs are attached to two hooks. Spring A has a greater force constant than spring B. Equal weights are suspended from both. Which of the following statements is true?

• Spring A will have more extension than spring B.
• Spring B will have more extension than spring A.
• Both springs will have equal extension.
• Both springs are equally stiff.
• The spring on the left will oscillate faster than spring on the right.
• The spring on the right will oscillate faster than the spring on the left.
• Both the springs will oscillate at the same rate.
• The rate of oscillation is independent of the force constant.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute Texas Education Agency (TEA). The original material is available at: https://www.texasgateway.org/book/tea-physics . Changes were made to the original material, including updates to art, structure, and other content updates.

Access for free at https://openstax.org/books/physics/pages/1-introduction

• Authors: Paul Peter Urone, Roger Hinrichs
• Publisher/website: OpenStax
• Book title: Physics
• Publication date: Mar 26, 2020
• Location: Houston, Texas
• Book URL: https://openstax.org/books/physics/pages/1-introduction
• Section URL: https://openstax.org/books/physics/pages/5-critical-thinking-items

© Jan 19, 2024 Texas Education Agency (TEA). The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.