Less well known were Dr. Besides being a physicist, he was at various times a repairer of radios, a picker of locks, an artist, a dancer, a bongo player, and even a decipherer of Mayan Hieroglyphics. Perpetually curious about his world, he was an exemplary empiricist. We just put those materials which are accessible on the web. Jee slides encourage students to purchase from original sources. You can read our privacy policy and contact us.
January 27, March 16, January 8, The pdfs of some of the books in this series is not working. Can you please solve the problem as soon as possible.
Any way i love these books in this series. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Download Narayana Mathematics Study Materials pdf. Volume II. Volume III. This content was uploaded by our users and we assume good faith they have the permission to share this book.
Your email address will not be published. Home what about your life you how for and read the book free pdf quotes with love movie. Feynman For more than thirty years, Richard P. Timeless, and collectible, these tapes will serve as a comprehensive library of essential physics by a legend in science. File Name: feynman lectures on physics volume 4 pdf free download. The Feynman Lectures on Physics All volumes pdf. Publisher's Summary.
Word search puzzles with hidden messages. History behind rudolph the red nosed reindeer. Marry an ugly woman song. Also, I had never presented the subject this way before, so the lack of feedback was particularly serious.
I now believe the quantum mechanics should be given at a later time. Maybe I'll have a chance to do it again someday. Then I'll do it right. The reason there are no lectures on how to solve problems is because there were recitation sections. Although I did put in three lectures in the first year on how to solve problems, they are not included here.
Also there was a lecture on inertial 4 guidance which certainly belongs after the lecture on rotating systems, but which was, unfortunately, omitted.
The fifth and sixth lectures are actually due to Matthew Sands, as I was out of town. The question, of course, is how well this experiment has succeeded. My own point of view—which, however, does not seem to be shared by most of the people who worked with the students—is pessimistic. I don't think I did very well by the students.
When I look at the way the majority of the students handled the problems on the examinations, I think that the system is a failure. Of course, my friends point out to me that there were one or two dozen students who—very surprisingly —understood almost everything in all of the lectures, and who were quite active in working with the material and worrying about the many points in an excited and interested way. These people have now, I believe, a first-rate background in physics—and they are, after all, the ones I was trying to get at.
But then, "The power of instruction is seldom of much efficacy except in those happy dispositions where it is almost superfluous. I think one way we could help the students more would be by putting more hard work into developing a set of problems which would elucidate some of the ideas in the lectures. Problems give a good opportunity to fill out the material of the lectures and make more realistic, more complete, and more settled in the mind the ideas that have been exposed.
I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher—a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned.
But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal. Perhaps my lectures can make some contribution. Perhaps in some small place where there are individual teachers and students, they may get some inspiration or some ideas from the lectures.
Perhaps they will have fun thinking them through—or going on to develop some of the ideas further. Feynman at the California Institute of Technology during the academic year ; it covers the first year of the two-year introductory course taken by all Caltech freshmen and sophomores, and was followed in 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 course 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.
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. 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 The 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!
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.
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