Dyer, Frank and William Tallman. (1991). Physics in Action. Toronto: Harcourt Brace Jovanovich.
The level of reading and use of mathematics in this text make it most suitable for students who find that the sciences are difficult to understand. Investigations are included in the text. The number and depth of the concepts discussed is limited. Some supplementation for Physics 30 topics is necessary.
Hewitt, Paul. (1992). Conceptual Physics. Don Mills, ON: Addison-Wesley.
This text develops the concepts of light, sound, heat, mechanics and electricity with virtually no emphasis on mathematical analysis. As such it is useful for students who are having difficulty reading and understanding conventional texts. It may be useful for introducing these concepts to all students, before proceeding a vigorous mathematical treatment of the topics.
The Teaching Guide, Next Time Questions, and Concept Development Exercises are supplementary resources which provide teachers with good support for classroom activities. These would be especially valuable for first time physics teachers or teachers with little physics background.
Martindale, D.E. et al. (1987). Fundamentals of Physics: An Introductory Course. Toronto: D.C. Heath.
This text, which has been one of the authorized texts for many years, gives excellent support to the curriculum. It is especially strong in its discussion of the applications of physics concepts. Laboratory investigations are included in the text. Martindale and his co-authors are Ontario science educators.
Martindale, D.E. et al. (1986). Fundamentals of Physics: A Senior Course. Toronto: D.C. Heath.
This text is most appropriate for average to gifted students, or for enrichment of topics. As in Martindale's other books, laboratory investigations are included in the text.
Martindale, D.E. et al. (1992). Heath Physics. Toronto: D.C. Heath.
This text is a synthesis of Fundamentals of Physics: An Introductory Course and Fundamentals of Physics: A Senior Course, printed in four colours for the American market. It incorporates the best aspects of both of the original Canadian texts. Laboratory investigations in the incorporated in the text.
Wolfe, T.J.E. et al. (1989). Physics Today 1. Scarborough, ON: Prentice-Hall.
The strength of this text is in its discussion of the applications of physical principles and its chapter-end suggestions of investigations for student research. The text includes laboratory investigations. Some supplementation for Physics 30 topics is necessary.
Zitzewitz, Paul W. and Robert Neff. (1992). Merrill Physics: Principles and Problems. Westerville,OH: Glencoe/McGraw-Hill.
This colourful text has excellent teacher support materials. Worthy of special note are booklets entitled Physics Skills, Critical Thinking, Supplemental Lessons, Enrichment, and Reteaching.
Teacher's Notes:
Conceptual Physics and Merrill Physics: Principles and Problems have laboratory manuals that are separate from the texts. Merrill Physics: Principles and Problems has some activities incorporated into the text. Notations such as "Lab activity, page 28" refer to activities from the text. For all other resources, the activities are incorporated into the text.