费恩曼物理学讲义 第1卷（英文影印版）
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- 作者： Richard P. Feynman, Robert B. Leighton, Matthew Sands [作译者介绍]
- 丛书名： 费恩曼物理学讲义
- 出版社：世界图书出版公司
- ISBN：7506272474
- 上架时间：2006-3-14
- 出版日期：2004 年11月
- 开本：大16开
- 页码：400
- 版次：1-1
- 所属分类：
物理 > 总论 > 综合
教材 > 研究生/本科/专科教材 > 理学 > 物理
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内容简介回到顶部↑
this book is based upon a course of lectures in introductory physics given by prof. r. p. feynman at the california institute of technology during the academic year 1961-62; it covers the first year of the two-year introductory course taken by all caltech freshmen and sophomores, and was followed in 1962-63 by a similar series covering the second year. the lectures constitute a major part of a fundamental revision of.the introductory course, carried out over a four-year period. .
the need for a basic revision arose both from the rapid development of physics in recent decades and from the fact that entering freshmen have shown a steady increase in mathematical ability as a result of improvements in high school mathematics course content. we hoped to take advantage of this improved mathematical background, and also to introduce enough modern subject matter to make the coarse challenging, interesting, and more representative of present-day physics. ...
the need for a basic revision arose both from the rapid development of physics in recent decades and from the fact that entering freshmen have shown a steady increase in mathematical ability as a result of improvements in high school mathematics course content. we hoped to take advantage of this improved mathematical background, and also to introduce enough modern subject matter to make the coarse challenging, interesting, and more representative of present-day physics. ...
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本书提供作译者介绍
Feynman et al,Thees are the lectures in physics that I gave last year and the year before to the freshman and sophomore classes at Caltech.The lectures are,of course,not verbatim-they have been edited,sometimes extensively and sometimes lessso.The lectures form only part of the complete courese.The whole group of 180students gathered in a big lecture room twice a week to hear these lectres and then they broke up into small groups of 15 to 20 stud.. << 查看详细
目录回到顶部↑
chapter 1. atoms in motion .
1-1 introduction 1-1
1-2 matter is made of atoms 1-2
1-3 atomic processes 1-5
1-4 chemical reactions 1-6
chapter 2. basic physics
2-1 introduction 2-i
2-2 physics before 1920 2-3
2-3 quantum physics 2-6
2-4 nuclei and particles 2-8
chapter 3. the relation of physics to other sciences
3-1 introduction 3-1
3-2 chemistry 3-1
3-3 biology 3-2
3-4 astronomy 3-6
3-5 geology 3-7
3-6 psychology 3-8
3-7 how did it get that way ? 3-9
chapter 4. conservation of energy
4-1 what is energy? 4-1
1-1 introduction 1-1
1-2 matter is made of atoms 1-2
1-3 atomic processes 1-5
1-4 chemical reactions 1-6
chapter 2. basic physics
2-1 introduction 2-i
2-2 physics before 1920 2-3
2-3 quantum physics 2-6
2-4 nuclei and particles 2-8
chapter 3. the relation of physics to other sciences
3-1 introduction 3-1
3-2 chemistry 3-1
3-3 biology 3-2
3-4 astronomy 3-6
3-5 geology 3-7
3-6 psychology 3-8
3-7 how did it get that way ? 3-9
chapter 4. conservation of energy
4-1 what is energy? 4-1
前言回到顶部↑
This book is based upon a course of lectures in introductory physics given by Prof. R. P. Feynman at the California Institute of Technology during the academic year 1961-62; it covers the first year of the two-year introductory course taken by all Caltech freshmen and sophomores, and was followed in 1962-63 by a similar series covering the second year. The lectures constitute a major part of a fundamental revision of.the introductory course, carried out over a four-year period.
The need for a basic revision arose both from the rapid development of physics in recent decades and from the fact that entering freshmen have shown a steady increase in mathematical ability as a result of improvements in high school mathematics course content. We hoped to take advantage of this improved mathematical background, and also to introduce enough modern subject matter to make the coarse challenging, interesting, and more representative of present-day physics. .
In order to generate a variety of ideas on what material to include and how to present it, a substantial number of the physics faculty were encouraged to offer their ideas in the form of topical outlines for a revised course. Several of these Were presented and were thoroughly and critically discussed. It was agreed almost at once that a basic revision of the course could not be accomplished either by merely adopting a different textbook, or even by writing one ab initio, but that the new course should be centered about a set of lectures, to be presented at the rate of two or three per week; the appropriate text material would then be produced as a secondary operation as the course developed, and suitable laboratory experiments would also be arranged to fit the lecture material. Accordingly, a rough outline of the course was established, but this was recognized as being incomplete, tentative, and subject to considerable modification by whoever was to bear the responsibility for actually preparing the lectures.
Concerning the mechanism by which the course would finally be brought to life, several plans were considered. These plans were mostly rather similar, involving a cooperative effort by N staff members who would share the total burden symmetrically and equally: each man would take responsibility for I/N of the material, deliver the lectures, and write text material for his part. However, the unavailability of sufficient staff, and the difficulty of maintaining a uniform point of view because of differences in personality and philosophy of individual participants, made such plans seem unworkable.
The realization that we actually possessed the means to create not just a new and different physics course, but possibly a unique one, came as a happy inspiration to Professor Sands. He suggested that Professor R. P. Feynman prepare and deliver the lectures, and that these be tape-recorded. When transcribed and edited, they would then become the textbook for the new course. This is essentially the plan that was adopted.
It was expected that the necessary editing would be minor, mainly consisting of supplying figures, and checking punctuation and grammar; it was to be done by one or two graduate students on a part-time basis. Unfortunately, this expectation was short-lived. It was, in fact, a major editorial operation to transform the verbatim transcript into readable form, even without the reorganization or revision of lhe subject matter that was sometimes required. Furthermore, it was not a job for a technical editor or for a graduate student, but one that required the close attention of a professional physicist for from ten to twenty hours per lecture! ..
The difficulty of the editorial task, together with the need to place the material in the hands of the students as soon as possible, set a strict limit upon the amount of "polishing" of the material that could be accomplished, and thus we were forced to aim toward a preliminary but technically correct product that could be used immediately, rather than one that might be considered final or finished. Because of an urgent need for more copies for our students, and a heartening interest on the part of instructors and students at several other institutions, we decided to publish the material in its preliminary form rather than wait for a further major revision which might never occur. We have no illusions as to the completeness, smoothness, or logical organization of the material; in fact, we plan several minor modifications in the course in the immediate future, and we hope that it will not become static in form or content.
In addition to the lectures, which constitute a centrally important part of the course, it was necessary also to provide suitable exercises to develop the students' experience and ability, and suitable experiments to provide first-hand contact with the lecture material in the laboratory. Neither of these aspects is in as ad- vanced a state as the lecture material, but considerable progress has been made. Some exercises were made up as the lectures progressed, and these were expanded and amplified for use in the following year. However, because we are not yet satisfied that the exercises provide sufficient variety and depth of application of the lecture material to make the student fully aware of the tremendous power being placed at his disposal, the exercises are published separately in a less permanent form in order to encourage frequent revision.
A number of new experiments for the new course have been devised by Professor H. V. Neher. Among these are several which utilize the extremely low friction exhibited by a gas bearing: a novel linear air trough, with which quantitative measurements of one-dimensional motion, impacts, and harmonic motion can be made, and an air-supported, air-driven Maxwell top, with which accelerated rotational motion and gyroscopic precession and nutation can be studied. The development of new laboratory experiments is expected to continue for a considerable period of time.
The revision program was under the direction of Professors R. B. Leighton, H. V. Neher, and M. Sands. Officially participating in the program were Professors R. P. Feynman, G. Neugebauer, R. M. Sutton, H. P. Stabler,* F. Strong, and R. Vogt, from the division of Physics, Mathematics and Astronomy, and Professors T. Caughey, M. Plesset, and C. H. Wilts from the division of Engineering Science. The valuable assistance of all those contributing to the revision program is gratefully acknowledged. We are particularly indebted to the Ford Foundation, without whose financial assistance this program could not have been carried out. ...
ROBERT B. LEIGHTON
July, 1963
* 1961-62, while on leave from Williams College, Williamstown, Mass.
The need for a basic revision arose both from the rapid development of physics in recent decades and from the fact that entering freshmen have shown a steady increase in mathematical ability as a result of improvements in high school mathematics course content. We hoped to take advantage of this improved mathematical background, and also to introduce enough modern subject matter to make the coarse challenging, interesting, and more representative of present-day physics. .
In order to generate a variety of ideas on what material to include and how to present it, a substantial number of the physics faculty were encouraged to offer their ideas in the form of topical outlines for a revised course. Several of these Were presented and were thoroughly and critically discussed. It was agreed almost at once that a basic revision of the course could not be accomplished either by merely adopting a different textbook, or even by writing one ab initio, but that the new course should be centered about a set of lectures, to be presented at the rate of two or three per week; the appropriate text material would then be produced as a secondary operation as the course developed, and suitable laboratory experiments would also be arranged to fit the lecture material. Accordingly, a rough outline of the course was established, but this was recognized as being incomplete, tentative, and subject to considerable modification by whoever was to bear the responsibility for actually preparing the lectures.
Concerning the mechanism by which the course would finally be brought to life, several plans were considered. These plans were mostly rather similar, involving a cooperative effort by N staff members who would share the total burden symmetrically and equally: each man would take responsibility for I/N of the material, deliver the lectures, and write text material for his part. However, the unavailability of sufficient staff, and the difficulty of maintaining a uniform point of view because of differences in personality and philosophy of individual participants, made such plans seem unworkable.
The realization that we actually possessed the means to create not just a new and different physics course, but possibly a unique one, came as a happy inspiration to Professor Sands. He suggested that Professor R. P. Feynman prepare and deliver the lectures, and that these be tape-recorded. When transcribed and edited, they would then become the textbook for the new course. This is essentially the plan that was adopted.
It was expected that the necessary editing would be minor, mainly consisting of supplying figures, and checking punctuation and grammar; it was to be done by one or two graduate students on a part-time basis. Unfortunately, this expectation was short-lived. It was, in fact, a major editorial operation to transform the verbatim transcript into readable form, even without the reorganization or revision of lhe subject matter that was sometimes required. Furthermore, it was not a job for a technical editor or for a graduate student, but one that required the close attention of a professional physicist for from ten to twenty hours per lecture! ..
The difficulty of the editorial task, together with the need to place the material in the hands of the students as soon as possible, set a strict limit upon the amount of "polishing" of the material that could be accomplished, and thus we were forced to aim toward a preliminary but technically correct product that could be used immediately, rather than one that might be considered final or finished. Because of an urgent need for more copies for our students, and a heartening interest on the part of instructors and students at several other institutions, we decided to publish the material in its preliminary form rather than wait for a further major revision which might never occur. We have no illusions as to the completeness, smoothness, or logical organization of the material; in fact, we plan several minor modifications in the course in the immediate future, and we hope that it will not become static in form or content.
In addition to the lectures, which constitute a centrally important part of the course, it was necessary also to provide suitable exercises to develop the students' experience and ability, and suitable experiments to provide first-hand contact with the lecture material in the laboratory. Neither of these aspects is in as ad- vanced a state as the lecture material, but considerable progress has been made. Some exercises were made up as the lectures progressed, and these were expanded and amplified for use in the following year. However, because we are not yet satisfied that the exercises provide sufficient variety and depth of application of the lecture material to make the student fully aware of the tremendous power being placed at his disposal, the exercises are published separately in a less permanent form in order to encourage frequent revision.
A number of new experiments for the new course have been devised by Professor H. V. Neher. Among these are several which utilize the extremely low friction exhibited by a gas bearing: a novel linear air trough, with which quantitative measurements of one-dimensional motion, impacts, and harmonic motion can be made, and an air-supported, air-driven Maxwell top, with which accelerated rotational motion and gyroscopic precession and nutation can be studied. The development of new laboratory experiments is expected to continue for a considerable period of time.
The revision program was under the direction of Professors R. B. Leighton, H. V. Neher, and M. Sands. Officially participating in the program were Professors R. P. Feynman, G. Neugebauer, R. M. Sutton, H. P. Stabler,* F. Strong, and R. Vogt, from the division of Physics, Mathematics and Astronomy, and Professors T. Caughey, M. Plesset, and C. H. Wilts from the division of Engineering Science. The valuable assistance of all those contributing to the revision program is gratefully acknowledged. We are particularly indebted to the Ford Foundation, without whose financial assistance this program could not have been carried out. ...
ROBERT B. LEIGHTON
July, 1963
* 1961-62, while on leave from Williams College, Williamstown, Mass.
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发表于：2009-9-20 17:35:00
世图出版社英文影印版的理论物理教材朗道系列和费曼系列的印刷质量是很糟糕的，图书出版商试图通过这种方式来提高利润事实上是非常不明智的。我曾多次去书店翻阅这两套教材，但是始终没有买下来，因为看了印刷质量后实在很痛心也很愤怒。我想很多喜欢朗道和费曼的朋友都会有同感，这简直是对原书作者的不敬。出版商错就错在他们不了解这两套教材在每一个热爱物理学的人心中的地位，这绝不是普通的教科书！事实上，价格不是大问题，对于这种书最好出精装本，在有质量保证的条件下，即便价格高，我相信销量也会很好。当然，世图也有很多外文书印刷质量还是很不错的，真希望世图在再次影印这两套教材时能保证质量。
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