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Pasadena , United States admin booksdrive. Electromagnetic Radiation Electromagnetism Radiation The dipole radiator Interference. Interference Electromagnetic waves Energy of radiation Sinusoidal waves Two dipole radiators The mathematics of interference.
Diffraction The resultant amplitude due to n equal oscillators The diffraction grating Resolving power of a grating The parabolic antenna Colored films; crystals Diffraction by opaque screens The field of a plane of oscillating charges. The Origin of the Refractive Index The index of refraction The field due to the material Dispersion Absorption The energy carried by an electric wave Diffraction of light by a screen.
Radiation Damping. Light Scattering Radiation resistance The rate of radiation of energy Radiation damping Independent sources Scattering of light. Polarization The electric vector of light Polarization of scattered light Birefringence Polarizers Optical activity The intensity of reflected light Anomalous refraction. Color Vision The human eye Color depends on intensity Measuring the color sensation The chromaticity diagram The mechanism of color vision Physiochemistry of color vision.
Mechanisms of Seeing The sensation of color The physiology of the eye The rod cells The compound insect eye Other eyes Neurology of vision. Quantum Behavior Atomic mechanics An experiment with bullets An experiment with waves An experiment with electrons The interference of electron waves Watching the electrons First principles of quantum mechanics The uncertainty principle.
The Relation of Wave and Particle Viewpoints Probability wave amplitudes Measurement of position and momentum Crystal diffraction The size of an atom Energy levels Philosophical implications. The Kinetic Theory of Gases Properties of matter The pressure of a gas Compressibility of radiation Temperature and kinetic energy The ideal gas law. The Principles of Statistical Mechanics The exponential atmosphere The Boltzmann law Evaporation of a liquid The distribution of molecular speeds The specific heats of gases The failure of classical physics.
This edition has been designed for ease of reading on devices of any size or shape; text, figures and equations can all be zoomed without degradation. Volume I. Volume II. Volume III. Feynman's Messenger Lectures. Lecture Recordings Lecture Photos The lectures form only part of the complete course. The whole group of students gathered in a big lecture room twice a week to hear these lectures and then they broke up into small groups of 15 to 20 students in recitation sections under the guidance of a teaching assistant.
In addition, there was a laboratory session once a week. The special problem we tried to get at with these lectures was to maintain the interest of the very enthusiastic and rather smart students coming out of the high schools and into Caltech. They have heard a lot about how interesting and exciting physics is—the theory of relativity, quantum mechanics, and other modern ideas.
By the end of two years of our previous course, many would be very discouraged because there were really very few grand, new, modern ideas presented to them. They were made to study inclined planes, electrostatics, and so forth, and after two years it was quite stultifying. The problem was whether or not we could make a course which would save the more advanced and excited student by maintaining his enthusiasm. The lectures here are not in any way meant to be a survey course, but are very serious.
I thought to address them to the most intelligent in the class and to make sure, if possible, that even the most intelligent student was unable to completely encompass everything that was in the lectures—by putting in suggestions of applications of the ideas and concepts in various directions outside the main line of attack.
For this reason, though, I tried very hard to make all the statements as accurate as possible, to point out in every case where the equations and ideas fitted into the body of physics, and how—when they learned more—things would be modified. I also felt that for such students it is important to indicate what it is that they should—if they are sufficiently clever—be able to understand by deduction from what has been said before, and what is being put in as something new.
When new ideas came in, I would try either to deduce them if they were deducible, or to explain that it was a new idea which hadn't any basis in terms of things they had already learned and which was not supposed to be provable—but was just added in.
At the start of these lectures, I assumed that the students knew something when they came out of high school—such things as geometrical optics, simple chemistry ideas, and so on. I also didn't see that there was any reason to make the lectures 3 in a definite order, in the sense that I would not be allowed to mention something until I was ready to discuss it in detail.
There was a great deal of mention of things to come, without complete discussions. These more complete discussions would come later when the preparation became more advanced. Examples are the discussions of inductance, and of energy levels, which are at first brought in in a very qualitative way and are later developed more completely.
At the same time that I was aiming at the more active student, I also wanted to take care of the fellow for whom the extra fireworks and side applications are merely disquieting and who cannot be expected to learn most of the material in the lecture at all.
For such students I wanted there to be at least a central core or backbone of material which he could get. Even if he didn't understand everything in a lecture, I hoped he wouldn't get nervous. I didn't expect him to understand everything, but only the central and most direct features.
It takes, of course, a certain intelligence on his part to see which are the central theorems and central ideas, and which are the more advanced side issues and applications which he may understand only in later years.
In giving these lectures there was one serious difficulty: in the way the course was given, there wasn't any feedback from the students to the lecturer to indicate how well the lectures were going over. This is indeed a very serious difficulty, and I don't know how good the lectures really are. The whole thing was essentially an experiment. And if I did it again I wouldn't do it the same way—I hope I don't have to do it again!
I think, though, that things worked out—so far as the physics is concerned—quite satisfactorily in the first year. In the second year I was not so satisfied. In the first part of the course, dealing with electricity and magnetism, I couldn't think of any really unique or different way of doing it—of any way that would be particularly more exciting than the usual way of presenting it. So I don't think I did very much in the lectures on electricity and magnetism.
At the end of the second year I had originally intended to go on, after the electricity and magnetism, by giving some more lectures on the properties of materials, but mainly to take up things like fundamental modes, solutions of the diffusion equation, vibrating systems, orthogonal functions, But since it was not planned that I would be giving these lectures again, it was suggested that it might be a good idea to try to give an introduction to the quantum mechanics—what you will find in Volume III.
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