The book you are holding tells about physics in a new way. The new approach, which can be called energetic, avoids the problems of conventional physics teaching. There are two problems with classical physics teaching. Firstly, there has been a centuries-old tradition of teaching physics not as a system of modern knowledge about various types of energy, but as a history of individual observations and discoveries that are not always interconnected. The second problem follows from the first – redundancy of terms. Take electricity, for example. Electricity was studied by Ampere, Faraday, Ohm and other outstanding scientists. Along with their discoveries, such concepts as electromotive force, potential difference, voltage and other proprietary terms entered physics. Of course, we must honor the contributions of geniuses to science. But from the point of view of modern physics, we are talking about the same quantity, measured in volts. To measure these values, three different instruments are not needed; one voltmeter is enough. Why do modern authors still pretend that a 21st century schoolchild does not watch TV or know a computer? The “Electricity” section traditionally begins with a story about the ancient Greeks, who polished amber with a cloth and received electric sparks. Yes, a hundred years ago this was news for a worker who was admitted to the workers' faculty without exams. But this is of no interest to a modern schoolchild who plays the electric guitar and assembles an amplifier himself. The proposed physics course is based on the concept of energy, since the main task of physics is the search for new types of energy. Everyone agrees that energy is not a vector. This means that when deriving equations, you can do without vector algebra. This makes physics more understandable, since ordinary algebra is much simpler than vector algebra.