Chapter 36 Physics For Scientists And Engineers 6Th Ed
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1、Reaching out for World HealthIn this century, there have been more gains in public health than in the entire previous history of humankind. Many of the major achievements are due principally to science and scientists—John Snow, Louis Pasteur, Robert Koch, and many others rescued civilization from the dark ages of fear of the unknown and the dread shadow of diseases such as cholera and plague. More recently, the conscience and concern of scientists have often been driving forces in advancing health, enhancing the development of new tools, and stimulating international research and control of major global health problems. Consider an example that spans most of this century: poliomyelitis. Its discovery as an infectious disease, the amplification of the virus in tissue culture, the development of killed and live attenuated vaccines, the strategy for their use through an expanded program of vaccination, the introduction of national immunization days, and recent research into improved safety and monitoring methods have all led to an approaching milestone in global public health—the worldwide eradication of polio.However, there is little reason for complacency. Victories are often temporary. Our microbial enemies are incredibly adept at developing new defenses and weaponry and at jumping to new species to create new emerging infections. The very progress of our civilization can threaten our health; for example, transportation technology moves millions of people around the world every day, facilitating the spread of epidemics. And political and economic mismanagement can increase the deprivation of populations; today, less than 10% of the global research and development budget is used to address the largest disease burden, which is found among the poorer populations of the world, and we have no effective vaccines against major scourges such as malaria and AIDS.How can current and future challenges be met? Research is crucial. It is also essential that scientists from different specialities approach problems in an interdisciplinary way. This is a call for talented young scientists from many branches of knowledge to reach out to improve world health and for science policy-makers in governments, agencies, foundations, and industry to underwrite their mission. The stunning pace of change in the health sciences and their engagement with other disciplines such as informatics, chemistry, physics, and social science provide a new opportunity for health in the 21st century. This call is not only for scientists and policy-makers in the industrialized world but also, and perhaps more important, for those in the developing world. The potential, passion, and perception of scientists close to the major problems of world health need to be tapped. This is especially true as the distance between the laboratory and the field continues to shrink rapidly, providing the best-ever scientific opportunity to address global health needs. We should make deliberate use of it, bearing in mind that investment in health is investment in development.Research networks that span national borders will provide essential support for intensified public health efforts. In this context, I welcome the Multilateral Initiative for Malaria (MIM) research.* The efforts by MIM to accelerate capacity buildin g in Africa will be a cornerstone for the “Roll Back Malaria” program on that continent.† Indeed, research will be an integral part of all World Health Organization (WHO) programs, strategically placed to make a difference where it matters most: on the ground.I will put great emphasis on the scientific underpinning of policy in a renewed WHO. I intend to establish a separate function, devoted to health information and the development of evidence-based policy. WHO will be a leading advocate for health. In addition to the scientific evidence required for policy setting, WHO will gather information on the needs of researchers and on advances made in research. These will be reported to decision-makers around the world. Health ministers need little convincing, but WHO will remind presidents, prime ministers, finance ministers, and science ministers that they are health ministers themselves, key to bringing the science of health to bear on the well-being of their people. Our message will be that healthy people help build healthy economies.2、On KnowledgeAs far back as I can remember, the acquisition of knowledge xViias been a prized commodity2 in my family. My father never finished high school3: In 1932, the loss of his own father required that my dad—then 14 years old, the oldest of 5 children, and not yet having completed the seventh grade4一take on5 the role of breadwinner. My mom was the “educated one” in the family, since she had completed the seventh grade, shortly after which difficult economic situations in her own family required her assistance in the family boarding house6, relegating school to7 the category of “less necessary”.After several years of successfully selling vegetables off a truck8 on local street corners, Dad parlayed his industriously generated profits9 into a small delicatessen, which became the source of our family sustenance throughout the launching of all four sons into the world. Although each of us worked in the deli10 as soon as we were old enough to provide any meaningful service (usually beginning about age 7 or 8), Dad,s consistent message was KEducation, boys: That’s what will make your path the most secure.11 Knowledge is the key …knowledge. Don’t end up slicing12 salami for the rest of your life like your dad!” Neither of my p arents ever took a course13 in calculus, or music lessons, or dancing lessons, or any of the many other extracurricular activities for which they had had to struggle to provide for me and my three brothers during our growing-up years.If Dad ever read a novel,I don’t recall it. Mostly, he was so tired at the end of the day (the deli’s hours were 8 am to 11pm Monday through Saturday; Sunday, 9 am to 10 pm) that he would fall asleep in a chair in the living room with the newspaper folded on his lap14. Mom was an avid reader, and she shared her suggestions about good books for me to read. She was an enthusiastic supporter of my growing appreciation of literature, reviewing my grade school book reports15 with glowing approbation. Although it was delivered in distinctly different flavors, reverence for knowledge is what both of my parents shared, and they poured it generously into their children.I have been an academic physician16 for a long, long time~ more than 30 years. Even though I still delight in learning, and in observing the progress of medicine and science, and even though the persistent counsel of my long-departed parents17 to seek knowledge stays with me to this day18,sometimes I,too, need a reminder, which I found can arrive in an unexpected way.I often give educational presentations to colleagues. On one particular occasion recently, I was scheduled to present a dinner lecture19 at a very large continuing medical education meeting in California20. I had considered attending a morning lecture en titled “Hypogonadism in the Midlife Male”,but when I saw the start time was 6:30 am, I reconsidered. Nonetheless, because I was in California, but live in Florida21,1 woke up at 5 am anyway, so I decided, “What theheck.22 I’ll go!”When I entered the au ditorium about 6:15 am, I took a seat next to a very, well, “noticeable” gentleman. I would23 guess him to be about 45 years old; he was bald, with numerous prominent tattoos, and dressed in some sort of camouflage-fatigue outfit24... not the typical “look” for a physician. We didn’t speak, both of us paying some attention to the handout notes25 about the soon- to-begin presentation. Promptly at the conclusion of the lecture, I hurried out to the next lecture.My own presentation at this CME26 course was scheduled for 6:30 pm. When I entered the lecture hall, on my way to the podium, who did I see but27 the same guy who had been sitting next to me earlier that morning. Intending to enjoy some collegial teasing28, I blurted out29,“What are you doing here? Didn’t I see you here at the crack of dawn30? You must have gotten up at 4 in the morning just to get here. You must know just about everything by now!”The man turned toward me and smiled graciously. In a very heavy accent he said, “Learning is a privilege. In my country, one cannot always learn all the things one would wish to know. Learning is a privilege”I don’t remember what I said in response; maybe I just nodded. But as his words sank in31,I was feeling a strong sense of nostalgic reminiscence about similar words from my parents. Sometimes, living in a land of such plenty32, we don't remember to appreciate it. You know the sort of feeling that you experience when you’ve just gotten over33 a head cold34 and can finally breathe normally again, and you feel an intense appreciation of how nice it is to just be able to breathe normally?35 This colleague reminded me how easy it is to take for granted all of the opportunities36 we have for learning and for sharing knowledge. His words struck home37 in such a way that I had to take a mental step back38 and acknowledge my own need to reawaken my appreciation for the privilege of learning.Perhaps it is reverence for knowledge that has fostered so many of my happy years of teaching medicine.39 And in medicine, one has the luxurious pleasure of being surrounded by many others who share that reverence. But sometimes, despite our reverence for knowledge, we forget; in a land of intellectual plenty40,ifs good to be reminded from time to time: Learning is a privilege.4、In a Wordwith the advent of managed care in the United States, the conversation over the direction of medicine (as an industry and as a practice2) has become laden with3 terms heretofore unfamiliar to the majority of health care professionals. These business concepts may be relatively new to the discourse concerning health care,but they have long been standard fare4 in the discussion of effective corporate management5,specifically with respect to W. E. Deming’s6 precepts of “total quality improveme nt7”. These precepts have been widely applied to systems of health care, with what have been reported as beneficial results. Borrowing from the language of corporate management has provided a new way to articulate age-old frustrations of patients with existing systems of care delivery and has helped to point the way toward improving care with a variety of forward- thinking and laudable concepts, such as improving overall patient satisfaction8, reducing the use of unnecessary procedures or tests, and restructuring payment schedules9 to reward those who emphasize preventive, rather than reparative, interventions. Opening the doors of the clinic to the bearers of corporate culture has not been an entirely pleasant experience, however. At timesthey have behaved like rude guests, pointing out flaws in the ways their hosts are conducting business. The interface between those in pinstripes10 and those in white laboratory Pcoats has thus been less than perfect, as is evidenced11 not only by our different ideals and conceptual constructs12, but also in the very language13 used to communicate them. Consider, for example, the supplanting of the traditional titles used by medical professionals to describe themselves, by newer, more business- adapted terms* In an earlier era, medical professionals were known as “physicians” or “doctors' In managed care parlance, “physician” and “doctor” have largely been cast aside for14 the more generic “provider”,ostensibly because its broader meaning encompasses a wider variety of givers of services, including not only medical doctors but nurse practitioners, midwives, and various other allied health professionals. In the vernacular of modern medical care,however, it is perhaps most often used as part of the emerging initialism “PCP”,de noting “primary care provider”,or the person responsible for the majority of the patient’s routine medical care.So much for35 what potentially has been gained by the new jargon. A brief etymologic reflection might intimate a sense of what potentially has been lost.According to philologists, the word fisitien entered the English language in the early 14th century. Derived from the Old French fisique, it denoted a practitioner of the “art of healing”. The Latin word for doctor meant “teacher”; an agent noun of the verb1<s docere^ it meant “to show, to teach, or to appear right17” and carried a connotation of8 that which19 was “seemly,fitting, and decent”. Thus, the ideals conveyed by the words “physician” and “doctor” are integral components of what it mea ns to be a medical professional. “Provider' on the other hand, bears considerably less communicative treasure20. Borrowed from the Latin providere, it means simply “to prepare or supply”. This is accurate enough, but seems rather bland when compared with21the image,proffered by the words “physician,,and “doctor”,of one who shows and teaches22, through the healing art,the way to make things seemly, fitting, and decent23. Thus, the introduction of the term “provider”,while giving the advantage of4 easily invoking a multidisciplinary team, has offered the possibility of5 diluting identification with a professional ideal as old as the practice of medicine and the language used to describe it.Similar changes have occurred with respect to the words used to denote the recipient of medical care. The word typically used for this person has been “patient”. Borrowed from the Old French pacienty the Middle English pacyent indicated a “suffering or sick person under medical treatment”;it carried a connotation of someone who endured pain calmly. The vernacular of managed care has produced two labels for this person. The first,“client”,has what might be considered a relatively appropriate origin. The Anglo-French clyent denoted “one who followed another” or, more literally, “one who leaned on another”. Its meaning in Middle English, however, was restricted to a person who engages the services of a lawyer, and then broadened to include any person who was willing to pay for a good or a service. It would seem that the later, more commercial meaning of “client” is intended by many who invoke it in the discussion of managed care. This conclusion is supported by the increasing use of another term for the patient, the “customer”. Although terms such as “customer satisfaction” h ave provided an impetus for much-needed improvements in the delivery of health care, through the implementation of the concepts of total quality improvement, one wonders if this bargain were not of a Faustian nature26. To gain the stimulus of thinking in terms of customer satisfaction, we have considered cashing in the concept of one who endures suffering for27 one who pays a fee* I am reminded of the wordsof an anonymous surgeon: “Every time a doctor calls a patient a ‘customer,,an angel dies/5 Now there are doubtless28 some who would say these linguistic changes are coincidental, a mere by-product of the advent of a more visible business interest in the commerce and practice of medicine. Perhaps. But it is more likely that they represent an important shift in the ways society in general29一and the medical profession in particular—views the roles of physicians, patients, and the interrelationships between and among them. The philosopher Martin Heidegger30 claimed that “language is the house of Being31”. If he was right, then language is more than a system of codified representation32 of objects, subjects, and concepts, and words are more than auditory cues,serving a merely nominative function. Language is, rather, a storehouse of information about not only the subjects of our words, but our sharpest mental constructs33 and deepest emotional attitudes toward them. It therefore serves a descriptive, or revelatory, function. A final function of language exceeds the realm of the nominative or descriptive34 and enters the provenance of the normative.35 Thus, our words not only indicate what we perceive reality to be; they point to what we think it should be.36Language bears secrets that we are too obtuse or too careful to declare openly. To the astute listener’ however, these secrets are made manifest. As such37, language should describe as accurately and as completely as possible. Therein lies38 the chief difficulty with many of the words that have emerged in the jargon of managed care. They say much that is true, and even say some things that previously we have not been able to articulate quite as clearly. In the final analysis39, however, they do not say enough,40 A physician is a provider, and a patient is a customer, at least in theory. But they are~or should be一more than either of these latter terms imply. Is the distinction important? I submit that41 it is. No father would dream of introducing his progeny at a dinner party as “the chief administrator of lawn care and household waste management for our family” or “my favorite participant in the sport of soccer” or even as “the product of the combination of my genetic material and his mother’s”. Although these titles may convey truthful, and meaningful, information, they do not convey the wealth of concepts and images implied by the simpler, more elegant “my son”.So long as there are ill persons and those who desire to make a career of2 helping them to become well, there will be debate concerning the most effective means of providing health for the receivers of care and compensation for the givers of care. Managed care has brought to that debate the promise of new, more efficient ways to engage in the commerce of medicine. It should not, however, neglect the development of appropriate ways of perceiving the practice of medicine. Whether it does will depend not only on the input of managerial experts but, more importantly, on the contribution of medical professionals who are the inheritors of a living tradition of professional excellence43 and of the rich language used to convey that tradition. Ultimately it is we, the “doctors”,who will decide how we will identify ourselves and our patients, and who will thus determine the timbre of the debate. We may choose to acquiesce to the shifting currents of sociopolitical verbiage and to drift into44 espousing only the concepts it represents. For myself, however, I would like to strive for45 an ideal a bit more noble than becoming an efficient “planner” or “supplier”. Although I may seldom reach it, I would like to stretc h myself toward46 the model of one who “shows and teaches, through the healing art, the way to make things seemly, fitting, and decent”. This is because a patient, by whatever name he or she is called47,remains more than one who is willing to pay for a good or a service. He or she remains one who suffers pain and has presented that pain to those of us in the medical profession that it might, perchance,be alleviated.5、Bridging Science and SocietyThe theme of this year's Annual Meeting of the American Association for the Advancement of Science (AAAS) seems especially timely: Bridging Science and Society. Virtually every major issue now confronting society has a science and technology component, and this means that “the need for general scientific understanding by the public has never been larger, and the penalty for scientific illiteracy never harsher.”* Today, science and technology are receiving unprecedented financial and policy support worldwide, as more countries invest in science and science education with the belief that these investments will enhance economic strength and improve the lives of their citizens. In the United States, the current national leadership frequently focuses on science, science education, and science-based policy-making. As well, the U.S. National Science Board just reported in Science Indicators 2010 that the general citizenry continues to hold scientists in high regard, second only to firefighters in prestige. But this confidence and prestige depend on a belief in the integrity and credibility of science, as well as in the scientific community's ability to help solve global problems. A spate of recent incidents has threatened the public's trust and argues that greater attention is essential to maintaining a strong bridge between science and the rest of society.The ability of science to deliver on its promise of practical and timely solutions to the world's problems does not depend solely on research accomplishments but also on the receptivity of society to the implications of scientific discoveries. That receptivity depends on the public's attitude about what science is finding and on how it perceives the behavior of scientists themselves. The past decade saw substantial tension in the science/society relationship emerge when scientific advances and theories conflicted with certain cultural values or religious beliefs. Much of the turmoil surrounding the teaching of evolution in public schools, for example, derives from conflict between a modern understanding of evolution and religious beliefs in creation. Likewise, objections to embryonic stem cell research arise from the belief of some religions that life begins at the moment of conception. These kinds of tensions are best addressed by engaging with the public on the issues and seeking common ground whenever possible. This approach requires scientists to listen and respond to the public's concerns and to educate their fellow citizens about scientific advances. Public engagement is increasingly being facilitated by governmental and nongovernmental institutions, and it has become a high priority for many individual scientists around the world. A focus on creating a genuine dialogue has consistently been more productive than unidirectional attempts at “public education” about science.Inappropriate behavior by scientists also weakens the bridge between science and society, at times to a degree out of proportion to the incidents. Widely publicized examples of scientific misconduct, or even mere accusations of misconduct, can tarnish the image and diminish the credibility of the entire scientific enterprise. Likewise, undisclosed conflicts of interest, whether real or apparent, can call into question the integrity of the whole scientific community. Scientists also jeopardize the credibility of science by overinterpreting or misstating scientific facts. Recent examples include misinformation on the prospects of Himalayan glaciers and the effects of climate change there, and newly discovered problems with a 1998 report linking vaccines to autism. These types of revelations are highly problematic for policy-makers, the public, and the scientific community. Every such case should be investigated, with a follow-up public explanation. Scientists should not tolerate threats to the integrity of science, whether they come from outside the scientificcommunity or from within it.The scientific community can strengthen the bridge between science and society by ensuring vigorous enforcement of scientific behavioral norms and standards, aggressively focusing on problems of global importance, and actively engaging with the public. As scientists and policy-makers convene in San Diego this week at the AAAS meeting, we all should commit to pursuing these goals.6、The Architecture of EthicsPICTURE A SMALL, one-room cottage in the forest. Then watch as successive generations build onto it, gradually adding rooms. Eventually somebody adds a second story. The building design becomes more complex but the structure's functionality and versatility increases. Later a third story is added. This brings new structural problems but also new possibilities for added functionality. While these possibilities are being exploited, some visionaries are already dreaming of adding a fourth floor.We can use this as an analogy to illustrate a central feature of the moral standards and ethical principles that we humans follow in our dealings with each other and with society as a whole. These principles constitute a structure of interlocking behavioral guidelines that have been growing organically since our ancestors first became human, if not earlier. These standards and principles didn't descend to us from on high as some revealed truth from an intelligent being greater than ourselves. We worked them out through a long and arduous evolutionary process marked by many wrong turns and much social discord. Indeed, the structure is still imperfect and we continue trying to make improvements.This understanding of the source of moral systems is expressed succinctly in Humanist Manifesto III, where it says: "Ethical values are derived from human need and interest as tested by experience."So let's look again at that one-room cottage. Long before our remote ancestors became sapient--while they were still at the Homo erectus stage or even further back on the evolutionary tree--they were social animals, not solitary predators like the great cats. The social unit at first consisted of little more than an extended family. Small bands scattered widely across the savannah subsisted on a mixture of hunting and gathering. To survive at all, the individuals in these wandering bands had to trust each other. Rules evolved that governed each individual's behavior toward other members of the group. An embryonic Golden Rule began to take shape: share the food and other good things, and share the hardships with other members of the group: "One for all and all for one." We are a team and we stick together.For several million years the ancestors of these hunter-gatherers had evolved physically, mostly in response to changes in the physical environment. Bipedalism and increased brain size had led to an increase in the number of years during which the child required parental supervision, which in turn encouraged the practice of monogamy and some limited expansion in the use of verbal symbols. Eventually our ancestral primates evolved into physically modern humans as a new species we call Homo sapiens emerged. That threshold was crossed about 150,000 years ago.The evolutionary pace accelerated during the next 100,000 years. People learned that multi-family tribes could hunt bigger game and survive environmental stress better than the old family-based units. The Golden Rule developed a few bylaws. Our cottage developed a few more rooms. But the rules that governed the behavior of these archaic humans were mostly instinctive, not learned. In technical terms, our social instincts continued for the most part to co-evolve with our physical evolution. Nobody saw fit to build a second story on our structure.Why? Because instinctive application of the Golden Rule only works when everybody in the social unit knows everybody else, as is still the case in small, isolated villages. This makes it difficult for a cheater to violate the accepted behavioral guidelines without getting caught. Minor violations will be noticed and controlled by group disapproval, while in extreme cases the cheater can be expelled. In archaic times the population was spread so thinly that people had very little occasion to meet and interact with outsiders, so cheaters normally had no place else to go. Ergo, very few cheaters, and the system worked without police or other formal instruments of coercion.About fifty thousand years ago everything changed. Language burst its former bounds and enabled people to think in abstractions, even to imagine things that didn't exist in the physical world around them. After a gestation period of a hundred thousand years our human ancestors began to think like we do. It was a truly Promethean transition. We have been special ever since.This critically important milestone in our evolution had all sorts of consequences that intersected with each other in profoundly important ways. People asked questions for the first time and, in an attempt to answer them, imagined divinity. Enter religion. People developed much more efficient ways ofgleaning a living from the environment and radiated out to quickly populate the habitable world. They also began to cooperate in larger groups and formed confederations of tribes.Then, about 10,000 years ago, some of them switched from hunting and gathering to agriculture and animal husbandry, and their numbers multiplied explosively. Now the need for cooperation on a much grander scale became acute. Many of the older in-groups, the village-sized units, coalesced and came under one ruler. New sets of behavioral guidelines were needed--to govern relations between governors and the governed, for example, or to manage trade and commerce.The ancient sense of in-group versus out-group, of "us versus them" was still part of the human heritage, part of human nature. The trick was to build on it and expand its coverage. People needed the ability to tell whether that stranger on the other side of the mountain was really an alien "them" or just another member of "us" that lived too far away to be known personally. Cultural markers evolved to meet this need, such as dialects, religious affiliations, and conventions in dress and manners. Culturally identified in-groups became the norm, the basic template for human social organization.Kingdoms and empires followed. The ground floor of our building was still intact but a second。
推荐几本热力学与统计物理外文教材?
结构。
这两个分支的研究内容涉及到热力学定律、热力学过程、热力学平衡、热力学势、热力学函数、统计力学、量子统计、玻尔兹曼方程等方面。
对于学习物理学的学生来说,热力学与统计物理是必修的课程,而选择一本好的外文教材对于学习这两个分支的知识非常重要。
下面,我将推荐几本热力学与统计物理的外文教材,希望能够帮助大家更好地学习这两个分支的知识。
1.《Thermal Physics》这本教材是由Charles Kittel和Herbert Kroemer合作编写的,是热力学和统计物理方面的经典教材之一。
该教材详细介绍了热力学和统计物理的基本概念、定律和公式,并通过大量的例题和习题来帮助学生理解和掌握相关知识。
该教材还涉及了热力学和统计物理在其他物理学领域中的应用,如固体物理、凝聚态物理、光学等。
2.《Statistical Mechanics》这本教材是由R.K. Pathria和Paul D. Beale合作编写的,是统计物理方面的经典教材之一。
该教材介绍了统计物理的基本概念、理论和应用,包括热力学极限、配分函数、热力学势、统计力学中的量子理论、相变等方面。
该教材还涉及了统计物理在其他物理学领域中的应用,如凝聚态物理、高能物理、生物物理等。
3.《Introduction to Modern Statistical Mechanics》这本教材是由David Chandler编写的,是统计物理方面的著名教材之一。
该教材介绍了统计物理的基本概念、理论和应用,包括热力学极限、配分函数、热力学势、统计力学中的量子理论、相变等方面。
该教材还涉及了统计物理在其他物理学领域中的应用,如凝聚态物理、高能物理、生物物理等。
该教材的特点是注重对物理概念的阐述和理解,同时也涉及了一些现代统计物理的前沿研究内容。
4.《Thermal Physics: Thermodynamics and Statistical Mechanics for Scientists and Engineers》这本教材是由Robert Floyd Sekerka编写的,是热力学和统计物理方面的著名教材之一。
ap物理2学教材
ap物理2学教材"AP Physics 2" 是美国大学理事会(College Board)推出的高中先修课程之一,主要关注电磁学和热力学等主题。
由于该考试的内容涉及多个方面,没有一本特定的教材是标准的。
然而,有一些常用的教材可能会涵盖"AP Physics 2"的大部分内容。
以下是一些建议的教材:1."Physics for Scientists and Engineers: A Strategic Approachwith Modern Physics" by Randall D. Knight:•该教材非常全面,同时涵盖了电磁学和热力学的主题。
它以现代物理学的角度探讨这些概念,适用于高中和大学物理学学习。
2."University Physics with Modern Physics" by Hugh D. Youngand Roger A. Freedman:•这本教材也是一本广泛使用的物理学教材,覆盖了AP Physics 2的相关主题。
它结合了理论与实践,对电磁学和热力学等内容有深入的阐述。
3."Physics: Principles with Applications" by Douglas C.Giancoli:•该教材以清晰的语言和实用的例子阐述物理学原理,适合那些想要深入了解电磁学和热力学的学生。
4."Physics for Scientists and Engineers" by Paul A. Tipler andGene Mosca:•这本教材强调物理学的理论和应用,对AP Physics 2的考试内容提供了广泛的覆盖。
5."Fundamentals of Physics" by David Halliday, Robert Resnick,Jearl Walker:•这是一本经典的物理学教材,覆盖了广泛的主题,包括电磁学和热力学。
物理学科外语教学参考书
物理学科外语教学参考书1. "Physics for Scientists and Engineers" by Paul A. Tipler and Gene Mosca,这本教材是物理学的经典教材之一,用简洁明了的语言介绍了物理学的基本原理和概念,适合初学者。
2. "Conceptual Physics" by Paul G. Hewitt,这本教材以概念为基础,强调对物理学原理的理解,而非数学推导。
它使用简单的语言和图表,适合初学者和非专业学生。
3. "University Physics" by Hugh D. Young and Roger A. Freedman,这本教材是大学物理学的标准教材,涵盖了广泛的物理学主题,包括力学、电磁学、光学和量子力学等。
它提供了详细的解释和数学推导,适合高级学习者。
4. "Fundamentals of Physics" by David Halliday, Robert Resnick, and Jearl Walker,这本教材以清晰的语言和丰富的插图介绍了物理学的基本原理。
它强调概念理解和实际应用,并提供了大量的例题和习题。
5. "Introduction to Electrodynamics" by David J.Griffiths,这本教材专注于电动力学领域,提供了深入的理论和数学推导。
它适合对电磁学感兴趣的学生和专业学者。
除了这些教材,还有一些辅助教材和参考书可以帮助学生更好地学习物理学的外语。
例如,词汇和术语手册、练习册、解题指南等。
此外,还可以利用互联网资源,如学术论文、视频教程和在线课程,来扩展和深化对物理学的外语学习。
总结起来,物理学科外语教学参考书应该根据学习者的水平和需求来选择。
这些参考书提供了不同难度和深度的内容,帮助学习者全面理解物理学的概念和原理,并提高他们的外语能力。
应用现代物理解决科学与工程问题_Physics for Scientists and Engineers with Modern Physics (9th Ed)(gnv
4.3 Projectile Motion 85
The y component of
velocity is zero at the y peak of the path.
Байду номын сангаас
The x component of velocity remains
constant because
vy i
vy
SvB
Svi
B
y direction.
In Section 4.2, we stated that two-dimensional motion with constant accelera-
tion can be analyzed as a combination of two independent motions in the x and y
of a projectile that leaves the origin with a velocity Sv i. The velocity vector Sv changes with time in
both magnitude and direction.
美国大学常用课本
美国⼤学常⽤课本我来说⼀些美国college⽐较流⾏的课本,因为本⼈是理⼯科,上的⼤学也是很⼀般的,不过没吃过猪⾁也见过猪跑啊。
顶尖⼤学的课本名单还是能找到的。
很多希望学习英⽂,或是由⾄于留学美国的⾼中,⼤学⽣可以参考⼀下是否在同⼀⽔平上。
⼀般来说美国的college students必须要上⼀些GE课程,就是general course。
包含必修的微积分(看看看,⾛到哪⾥都跑不掉的)现在很流⾏的课本是james stewart 的calculus. 这本书应⽤⼴泛,且长盛不衰,版本到第五版了,价格也随之飙升到156美⼑,前⼀阵南加州有⼀个学⽣游⾏,就是专门重点抗议这本书出了第五版,且涨了27块钱。
随之的,就连初级微积分(precalculus)都是stewart出的。
这本书很厚,上千页,包含了同济版的所有内容就我看来(我也不熟悉同济版,我当初⽤的是变态的交通⼤学版)。
从最初的极限,求导,积分,⽆穷级数,到多重积分,常微积分。
尤其是对于⼀些偏枝很是强调,⽐如说物理应⽤,球⾯柱⾯坐标应⽤,,另外对求复杂积分的难度有要求。
另外淡化了极限的理论定义,主要以应⽤为主。
但是写得⾮常详尽,该有的例题都有了,(都让⼈觉得罗嗦了),课后习题多的让⼈⼿抽筋。
不过我的看法是,只要国内的微积分能学好,这本微积分并不算难。
(因为理论性的东西少,可能还简单不少)。
流⾏的好处是,本书要想下载,只要到emule上⼀搜,乌央乌央的。
给出详细内容:Hardcover: 1368 pagesPublisher: Brooks Cole; 5 edition (December 24, 2002)Language: EnglishISBN: 053439339XProduct Dimensions: 10.3 x 8.5 x 2.1 inchesShipping Weight: 6.1 pounds另⼀本是偏理论性的,caltech,MIT都骄傲的宣称他们使⽤此书,Apostol的calculus and linear algebra,是将为积分与线性代数结合在⼀起的。
三天学习计划清单
三天学习计划清单Time: 9:00 AM - 12:00 PMSubject: MathematicsGoals:- Review algebraic expressions and equations- Solve a set of practice problems for linear equations- Study the properties and applications of exponents and logarithmsResources:- Textbook: "Mathematics for High School Students"- Online tutorials and practice problemsActivities:- Start with a quick review of algebraic expressions and equations to refresh the basic concepts- Go through a set of practice problems for linear equations to improve problem-solving skills- Dive into the properties and applications of exponents and logarithms to gain a deeper understanding of the topicTime: 1:00 PM - 3:00 PMSubject: BiologyGoals:- Understand the basics of cellular structure and function- Learn about the different types of cells and their functions- Explore the stages of cell division and its significanceResources:- Textbook: "Biology: The Study of Life"- Online lectures and interactive diagramsActivities:- Start by understanding the basics of cellular structure and function through the textbook and online resources- Study the different types of cells and their functions to expand the knowledge of cell biology- Explore the stages of cell division and its significance in the growth and development of organismsTime: 3:30 PM - 6:00 PMSubject: HistoryGoals:- Study the causes and consequences of World War I- Analyze the political, social, and economic impacts of the war- Understand the Treaty of Versailles and its effects on the post-war world Resources:- Textbook: "World History: The Modern Era"- Documentaries and historical archivesActivities:- Study the causes and consequences of World War I to gain a comprehensive understanding of the war's events- Analyze the political, social, and economic impacts of the war on different countries and societies- Understand the significance of the Treaty of Versailles and its effects on the post-war worldDay 2Time: 9:00 AM - 12:00 PMSubject: ChemistryGoals:- Review the basic concepts of chemical bonding- Understand the properties and behavior of elements in the periodic table- Study the principles of chemical reactions and stoichiometryResources:- Textbook: "Chemistry: The Central Science"- Interactive simulations and virtual labsActivities:- Review the basic concepts of chemical bonding to solidify the understanding of molecular structures- Understand the properties and behavior of elements in the periodic table for a comprehensive knowledge of the periodic trends- Study the principles of chemical reactions and stoichiometry through interactive simulations and virtual labs for a hands-on learning experienceTime: 1:00 PM - 3:00 PMSubject: LiteratureGoals:- Study the themes and symbols in a selected novel- Analyze the character development and plot structure- Discuss the literary techniques used by the authorResources:- Novel: "To Kill a Mockingbird" by Harper Lee- Literary criticism and analysis articlesActivities:- Study the themes and symbols in "To Kill a Mockingbird" to understand the deeper message of the novel- Analyze the character development and plot structure to gain insights into the author's storytelling techniques- Discuss the literary techniques used by Harper Lee to appreciate the artistic and literary value of the novelTime: 3:30 PM - 6:00 PMSubject: PhysicsGoals:- Understand the principles of motion and forces- Study the laws of thermodynamics and their application- Explore the concept of energy and its conservationResources:- Textbook: "Physics for Scientists and Engineers"- Online tutorials and demonstrationsActivities:- Understand the principles of motion and forces to gain a fundamental understanding of mechanics- Study the laws of thermodynamics and their application in various physical phenomena - Explore the concept of energy and its conservation to understand the fundamental principles of physicsDay 3Time: 9:00 AM - 12:00 PMSubject: Foreign Language (Spanish)Goals:- Review basic vocabulary and grammar rules- Practice conversation and listening skills- Watch Spanish movies or TV shows for immersionResources:- Language learning app: Duolingo- Conversation practice with a language partner- Spanish media for immersionActivities:- Review basic vocabulary and grammar rules through language learning app and online resources- Practice conversation and listening skills with a language partner to improve fluency- Watch Spanish movies or TV shows for immersion and cultural understandingTime: 1:00 PM - 3:00 PMSubject: Computer ScienceGoals:- Learn about algorithms and data structures- Study the principles of object-oriented programming- Practice coding exercises and projectsResources:- Online courses and tutorials- Coding platforms for practice exercisesActivities:- Learn about algorithms and data structures to improve problem-solving skills in computer science- Study the principles of object-oriented programming for a deep understanding of software development- Practice coding exercises and projects to apply the theoretical knowledge into practical applicationsTime: 3:30 PM - 6:00 PMSubject: GeographyGoals:- Study the physical and human geography of a selected region- Understand the environmental and cultural factors shaping the region- Analyze the impact of globalization on the region's economy and societyResources:- Textbook: "World Regional Geography"- Geographic information systems (GIS) and satellite imageryActivities:- Study the physical and human geography of a selected region to gain a comprehensive understanding of its landscape and culture- Understand the environmental and cultural factors shaping the region to appreciate its unique characteristics- Analyze the impact of globalization on the region's economy and society for a deeper insight into the interconnected worldIn conclusion, the three-day study plan encompasses a diverse range of subjects and activities to foster a holistic learning experience. Each day is carefully structured to cover different topics and engage in various learning resources, providing a well-rounded educational journey. Through this intensive study plan, one can build a strong foundation in each subject and develop essential skills for academic and personal growth.。
撞击力计算公式详解
撞击力计算公式详解撞击力(也称为冲力)是指物体受到外力作用时产生的力量大小。
在物理学中,撞击力的计算公式可以通过动量定理得出。
动量定理是指当物体受到外力作用时,物体的动量会发生变化,动量变化的大小等于物体所受到的外力与外力作用时间的乘积。
根据动量定理,可以将撞击力表示为:撞击力= Δ动量/ Δ时间其中,Δ动量表示物体动量的变化,Δ时间表示外力作用的时间。
撞击力通常可以通过以下方式计算:1. 直接使用动量变化进行计算:撞击力= m * Δv / Δt其中,m表示物体的质量,Δv表示物体速度的变化,Δt表示外力作用的时间。
2. 使用牛顿第二定律进行计算:撞击力 = m * a其中,m表示物体的质量,a表示物体所受到的加速度大小。
3. 使用动能定理进行计算:撞击力= Δ(1/2 * m * v^2) / Δd其中,Δ(1/2 * m * v^2)表示物体动能的变化,Δd表示外力作用的距离。
参考内容:1. Serway, R. A., & Jewett, J. W. (2014). Physics for scientists and engineers with modern physics. Cengage Learning.2. Halliday, D., Resnick, R., & Krane, K. (2013). Physics, Volume 1 (10th Edition). Wiley.3. Tipler, P. A., & Mosca, G. (2007). Physics for Scientists and Engineers (6th Edition). WH Freeman and Company.以上参考内容是一些物理学教材,其中有关力学部分详细介绍了撞击力的计算方法和相关公式。
这些教材内容丰富,通俗易懂,并且提供了大量的例题和习题,有助于读者深入理解撞击力的计算原理和应用。
大学物理英语教材推荐哪个
大学物理英语教材推荐哪个大学物理教材推荐在大学物理学习的过程中,选择一本适合自己的物理教材是非常重要的。
好的物理教材不仅能够提供系统化的知识结构,还能激发学生的学习兴趣,帮助他们深入理解物理学的核心概念和原理。
在当前的物理教材市场上,有很多不同版本的物理教材可供选择。
本文将介绍几本优秀的大学物理英语教材,并分析其特点和优势,以帮助大学生在选择中作出明智的决策。
1. University Physics(大学物理)由美国著名物理学家Young和Freedman合著的《大学物理》是一本经典的物理教材。
该教材被广泛使用于世界各大学的物理学专业。
其特点是完整而深入的内容,结构严谨,逻辑性强。
《大学物理》集中介绍了经典力学、电磁学、热学和量子力学等物理学的关键概念和原理。
此外,该教材提供了大量的练习题和例题,帮助学生巩固所学知识,并提供了习题解答和详细的数学推导过程,便于学生在自主学习中获取反馈。
另外,该教材使用了丰富的插图和实例,以更加生动形象的方式阐述物理学的概念和原理。
2. Fundamentals of Physics(物理学基础)《物理学基础》是由德国物理学家Halliday,Resnick和Walker合著的一个物理教材系列。
其主要特点是注重物理学的基本概念和原理,并强调数学与物理学的结合。
该教材系统地介绍了经典物理学、电磁学、热学、光学和量子力学等各个领域的知识。
它的优势在于严谨的逻辑结构和强调物理学基本原理的教学风格。
此外,该教材还提供了大量的习题和案例分析,帮助学生理解和应用物理学知识。
3. Physics for Scientists and Engineers(科学家和工程师的物理学)由美国物理学家Serway和Jewett合著的《科学家和工程师的物理学》是一本广泛用于大学物理课程的教材。
它强调将物理学应用于科学和工程领域,并提供了大量的实际应用案例。
该教材分为多个卷册,每册分别涵盖了力学、电磁学、热学和光学等领域的内容。
PhysicsForScientistsAndEngineers8thEditionPDF
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法布里珀罗基模共振英文
法布里珀罗基模共振英文The Fabryperot ResonanceOptics, the study of light and its properties, has been a subject of fascination for scientists and researchers for centuries. One of the fundamental phenomena in optics is the Fabry-Perot resonance, named after the French physicists Charles Fabry and Alfred Perot, who first described it in the late 19th century. This resonance effect has numerous applications in various fields, ranging from telecommunications to quantum physics, and its understanding is crucial in the development of advanced optical technologies.The Fabry-Perot resonance occurs when light is reflected multiple times between two parallel, partially reflective surfaces, known as mirrors. This creates a standing wave pattern within the cavity formed by the mirrors, where the light waves interfere constructively and destructively to produce a series of sharp peaks and valleys in the transmitted and reflected light intensity. The specific wavelengths at which the constructive interference occurs are known as the resonant wavelengths of the Fabry-Perot cavity.The resonant wavelengths of a Fabry-Perot cavity are determined bythe distance between the mirrors, the refractive index of the material within the cavity, and the wavelength of the incident light. When the optical path length, which is the product of the refractive index and the physical distance between the mirrors, is an integer multiple of the wavelength of the incident light, the light waves interfere constructively, resulting in a high-intensity transmission through the cavity. Conversely, when the optical path length is not an integer multiple of the wavelength, the light waves interfere destructively, leading to a low-intensity transmission.The sharpness of the resonant peaks in a Fabry-Perot cavity is determined by the reflectivity of the mirrors. Highly reflective mirrors result in a higher finesse, which is a measure of the ratio of the spacing between the resonant peaks to their width. This high finesse allows for the creation of narrow-linewidth, high-resolution optical filters and laser cavities, which are essential components in various optical systems.One of the key applications of the Fabry-Perot resonance is in the field of optical telecommunications. Fiber-optic communication systems often utilize Fabry-Perot filters to select specific wavelength channels for data transmission, enabling the efficient use of the available bandwidth in fiber-optic networks. These filters can be tuned by adjusting the mirror separation or the refractive index of the cavity, allowing for dynamic wavelength selection andreconfiguration of the communication system.Another important application of the Fabry-Perot resonance is in the field of laser technology. Fabry-Perot cavities are commonly used as the optical resonator in various types of lasers, providing the necessary feedback to sustain the lasing process. The high finesse of the Fabry-Perot cavity allows for the generation of highly monochromatic and coherent light, which is crucial for applications such as spectroscopy, interferometry, and precision metrology.In the realm of quantum physics, the Fabry-Perot resonance plays a crucial role in the study of cavity quantum electrodynamics (cQED). In cQED, atoms or other quantum systems are placed inside a Fabry-Perot cavity, where the strong interaction between the atoms and the confined electromagnetic field can lead to the observation of fascinating quantum phenomena, such as the Purcell effect, vacuum Rabi oscillations, and the generation of nonclassical states of light.Furthermore, the Fabry-Perot resonance has found applications in the field of optical sensing, where it is used to detect small changes in physical parameters, such as displacement, pressure, or temperature. The high sensitivity and stability of Fabry-Perot interferometers make them valuable tools in various sensing and measurement applications, ranging from seismic monitoring to the detection of gravitational waves.The Fabry-Perot resonance is a fundamental concept in optics that has enabled the development of numerous advanced optical technologies. Its versatility and importance in various fields of science and engineering have made it a subject of continuous research and innovation. As the field of optics continues to advance, the Fabry-Perot resonance will undoubtedly play an increasingly crucial role in shaping the future of optical systems and applications.。
【大学】哈佛大学大学物理学第三版教材评介2
【关键字】大学哈佛大学《大学物理学》(第三版)教材评介张立彬(南开大学外国教材中心;天津300071)尹炜恺(南开大学物理科学学院;天津300071;美国宾州里海大学物理系)[内容摘要] 通过对哈佛大学理工科物理教材《大学物理学》的评介与分析,建议国内编写同类教材时参考该书的风格特色:图片精美,颜色鲜明;语言风格多样,吸引读者;知识点全面,理论和实际结合;强调根底理论,结合前沿科学研究;及时更新,增加内容;循序渐进,权威人士编写等。
[关键词] 哈佛大学;理工科教材;大学物理学;教材评介;借鉴与启示《Physics for Scientists & Engineers》(Third Edition)(大学物理学)是美国哈佛大学课程编号为6053的课程“Physical Scienc es 2. Mechanics, Elasticity, Fluids, and Diffusion”(物理学2.力学,弹性,流体,扩散)所选用的教材。
《Physics for Scientists & Engineers》(Third Edition)由前言、正文、附录、索引四部分组成。
其中正文共45章,544页。
本书的作者是美国加州大学伯克利分校的DouglasC. Giancoli教授。
[1]一、出版与作者情况《Physics for Scientists & Engineers》(Third Edition)一书由Prentice Hall(普伦蒂斯·霍尔)出版社出版。
Prentice Hall出版社位于美国的新泽西州。
全书正文544页,附录32页,附录以公式和参数为主。
本书是由Douglas C. Giancoli教授于2000年撰著的。
Douglas C. Giancoli是美国加州大学伯克利分校的教授,撰写了很多和大学物理学相关的书籍。
比如,大学物理学的前三版、大学物理实验、物理学原理及应用、学生物理手册、袖珍指南和物理习题集等。
哈佛大学《大学物理学》(第三版)教材评介
哈佛大学《大学物理学》(第三版)教材评介张立彬(南开大学外国教材中心;天津 300071)尹炜恺(南开大学物理科学学院;天津 300071;美国宾州里海大学物理系)[内容摘要] 通过对哈佛大学理工科物理教材《大学物理学》的评介与分析,建议国内编写同类教材时参考该书的风格特色:图片精美,颜色鲜明;语言风格多样,吸引读者;知识点全面,理论和实际结合;强调基础理论,结合前沿科学研究;及时更新,增加内容;循序渐进,权威人士编写等。
[关键词] 哈佛大学;理工科教材;大学物理学;教材评介;借鉴与启示《Physics for Scientists & Engineers》(Third Edition)(大学物理学)是美国哈佛大学课程编号为6053的课程“Physical Sciences 2. Mechanics, Elasticity, Fluids, and Diffusion”(物理学2.力学,弹性,流体,扩散)所选用的教材。
《Physics for Scientists & Engineers》(Third Edition)由前言、正文、附录、索引四部分组成。
其中正文共45章,544页。
本书的作者是美国加州大学伯克利分校的Douglas C. Giancoli教授。
[1]一、出版与作者情况《Physics for Scientists & Engineers》(Third Edition)一书由Prentice Hall(普伦蒂斯·霍尔)出版社出版。
Prentice Hall出版社位于美国的新泽西州。
全书正文544页,附录32页,附录以公式和参数为主。
本书是由Douglas C. Giancoli教授于2000年撰著的。
Douglas C. Giancoli是美国加州大学伯克利分校的教授,撰写了很多和大学物理学相关的书籍。
比如,大学物理学的前三版、大学物理实验、物理学原理及应用、学生物理手册、袖珍指南和物理习题集等。
ap物理2学教材
ap物理2学教材以下是一些可供参考的AP物理2学教材:1. "AP Physics 2 Essentials: An APlusPhysics Guide" by Dan Fullerton这本书是一本非常实用的教材,涵盖了所有AP物理2课程的主题,包括电学、光学、原子和核物理、热力学和流体力学。
该书还包括丰富的练习题和答案,以帮助学生深入理解这些概念。
2. "Physics for Scientists and Engineers with Modern Physics" by Douglas C. Giancoli这本教材是一本经典的物理教材,已经使用了多年。
它不仅涵盖了AP物理2课程的主题,还包括了现代物理的最新发展。
这本书包含大量的练习题和答案,以及详细的解释和图表,以帮助学生掌握复杂的概念。
3. "Physics: Principles with Applications" by Douglas C. Giancoli这本教材是AP物理2课程的分级教材,旨在为学生提供一个全面的物理知识体系,并帮助他们解决实际问题。
该书使用生动的插图和实例,以帮助学生理解最复杂的概念,并包含了许多练习题和答案,以帮助他们检验自己的理解。
4. "University Physics with Modern Physics" by Hugh D. Young and Roger A. Freedman这本教材是一本非常全面的书籍,涵盖了物理学的各个方面,包括AP物理2课程中的所有主题。
该书突出了物理学的现代化和应用性,包含大量的图表、图像和练习题,以帮助学生深入理解概念和解决问题。
5. "Serway and Jewett's Physics for Scientists and Engineers with Modern Physics" by Raymond A. Serway and John W. Jewett这本教材也是一本经典的物理教材,已经使用多年。
声子玻尔兹曼方程参考书籍
声子玻尔兹曼方程参考书籍声子玻尔兹曼方程是描述固体中声子传播的重要方程。
它在固体材料的热传导、声子输运和热电性能研究中起着关键作用。
针对这一主题,有许多优秀的参考书籍可供借鉴和阅读。
本文将介绍几本经典的声子玻尔兹曼方程参考书籍。
1. "Phonons: Theory and Experiments" by Vyacheslav V. Khavronin and Igor Ya. Polishchuk这本书是声子理论与实验研究方面的经典著作,为读者提供了良好的理论基础,并详细介绍了声子的产生、传播和相互作用。
书中对声子晶格理论、声子谱和热导率等内容进行了深入阐述,同时结合实验结果对理论进行了验证。
该书对声子玻尔兹曼方程的解析方法和数值模拟也进行了介绍,是学习声子输运研究的重要参考。
2. "Thermal Physics of the Solid State" by Stephen R. Elliott这本书着重介绍了固体材料的热物理性质,其中包括声子玻尔兹曼方程的基本原理和应用。
作者通过清晰的数学描述和实例展示了声子的统计性质、散射机制和输运过程。
此外,该书还对声子的热导率、声学和光学性质进行了深入讨论,有助于读者理解声子玻尔兹曼方程在固体热传导中的应用。
3. "Introduction to Solid State Physics" by Charles Kittel这本经典教材是固态物理学领域的权威之作,对声子理论有很好的覆盖。
作者在书中详细介绍了声子晶格理论、波动性质和统计力学等基本概念,有助于理解声子玻尔兹曼方程的基本原理。
此外,该书还深入讨论了声子的电声耦合和声子输运的实验技术,对声子研究提供了广泛的知识背景。
4. "Thermal Physics: Thermodynamics and Statistical Mechanics for Scientists and Engineers" by Robert Floyd Sekerka这本书是热物理学领域的经典教材,其中包含了声子玻尔兹曼方程相关的内容。
840物理教学论参考书目
840物理教学论参考书目
当涉及到物理教学论的参考书目时,有许多经典和权威的著作
可以供参考。
以下是一些我建议的书目:
1. "Physics for Scientists and Engineers" by Serway and Jewett 这本书是物理学家和工程师的经典教材,涵盖了广泛的主题,从力学到热力学再到电磁学和光学。
2. "Teaching Physics with the Physics Suite" by Edward
F. Redish 这本书专注于教学方法和策略,以及如何使用现代技术
和教学工具来提高学生对物理学的理解。
3. "Teaching High School Physics" by Rex W. Rice 这本书
专门针对高中物理教学,涵盖了课程设计、实验室活动和教学策略
等方面。
4. "Matter and Interactions" by Ruth W. Chabay and
Bruce A. Sherwood 这本书强调了基于计算机模拟和实验的物理教
学方法,可以帮助学生更好地理解物理原理。
5. "Teaching Introductory Physics" by Arnold B. Arons
这本书深入探讨了如何在大学或高中水平教授物理学的挑战和机会,以及如何引导学生建立坚实的物理概念。
这些书目涵盖了物理教学论的多个方面,从教学方法到课程设
计再到学习策略等等。
希望这些书目能够为您提供一些参考和启发。
科学与物理实验作文英语
科学与物理实验作文英语标题,The Significance of Scientific and Physics Experiments。
Science and physics experiments are invaluable tools in the quest for knowledge and understanding of the natural world. Through experimentation, scientists explore the fundamental principles governing the universe and develop technologies that shape our daily lives. In this essay, we will delve into the importance of scientific and physics experiments, examining their role in advancing human understanding and technological progress.First and foremost, scientific experiments provide empirical evidence to support or refute hypotheses. By designing controlled experiments, scientists can isolate variables and observe their effects on a system. This empirical approach allows researchers to test theoretical predictions and refine scientific theories. For example, in the field of physics, experiments such as the Michelson-Morley experiment provided crucial evidence for the theory of relativity, revolutionizing our understanding of space and time.Moreover, scientific experiments drive technological innovation by providing insights into natural phenomenathat can be harnessed for practical applications. Many groundbreaking inventions, from the steam engine to the laser, have their roots in scientific experimentation. By uncovering the underlying principles governing physical phenomena, scientists can develop new technologies that improve our quality of life and drive economic growth.Furthermore, scientific experiments play a vital rolein education by providing hands-on learning experiences for students. Through experimentation, students can apply theoretical knowledge to real-world situations, deepening their understanding of scientific concepts. Additionally, conducting experiments fosters critical thinking and problem-solving skills, empowering students to tackle complex challenges in both scientific and non-scientific domains.In addition to their educational value, scientific experiments also contribute to the advancement of human health and well-being. Medical research relies heavily on experimentation to develop new treatments and therapies for various diseases. Clinical trials, for example, are a form of scientific experiment designed to evaluate the safety and efficacy of new drugs or medical procedures. Without experimentation, medical progress would be severely hindered, and many life-saving treatments would remain undiscovered.Moreover, scientific experiments have far-reaching implications for environmental sustainability and conservation. By studying the natural world through experimentation, scientists can better understand ecological systems and develop strategies to mitigate environmental degradation. For example, experiments measuring carbon emissions and their impact on climate change have informed policies aimed at reducing greenhouse gas emissions and preserving biodiversity.In conclusion, scientific and physics experiments are essential tools for advancing human knowledge, driving technological innovation, and addressing societal challenges. By providing empirical evidence, fostering education, and facilitating technological progress, experiments play a central role in the scientific enterprise. As we continue to push the boundaries of scientific inquiry, experimentation will remain indispensable in our quest to unlock the mysteries of the universe and improve the human condition.I hope this essay meets your expectations! If you have any specific aspects you'd like to focus on or any particular experiments you'd like to include, feel free to let me know.。
英语介绍爱因斯坦发现相对论高中英语作文
英语介绍爱因斯坦发现相对论高中英语作文Title: Einstein's Discovery of the Theory of RelativityAlbert Einstein is widely known as one of the greatest scientists of all time. His most famous and groundbreaking discovery is the Theory of Relativity, which revolutionized the way we understand the universe. This theory, first published in 1905, has had a profound impact on the fields of physics and astronomy, and continues to be a cornerstone of modern science.Einstein's journey towards discovering the Theory of Relativity began in the late 19th century when he was a young physicist working as a patent clerk in Switzerland. He had always been fascinated by the nature of light and how it interacted with matter, leading him to develop his special theory of relativity. This theory proposed that the laws of physics are the same for all observers, regardless of their relative motion, and that the speed of light is the same for all observers in a vacuum.Einstein's special theory of relativity was just the beginning of his revolutionary ideas. In 1915, he published his general theory of relativity, which extended the principles of the special theory to include gravity. According to the general theory ofrelativity, gravity is not a force that acts at a distance, but rather a curvature of spacetime caused by the presence of mass and energy.The general theory of relativity has had a wide range of implications for our understanding of the universe. One of the most famous predictions of the theory is the existence of black holes, regions of spacetime where the gravitational pull is so strong that nothing, not even light, can escape. Black holes have since been observed and studied by astronomers, confirming Einstein's theory.Einstein's Theory of Relativity has also had practical applications in our everyday lives. GPS systems, for example, rely on the principles of relativity to accurately determine the positions of satellites in orbit around the Earth. Without this correction, GPS systems would quickly become inaccurate.In conclusion, Albert Einstein's discovery of the Theory of Relativity has fundamentally changed our understanding of the universe. His groundbreaking ideas have had a lasting impact on the fields of physics and astronomy, and continue to be a source of inspiration for scientists around the world. Einstein's work serves as a reminder of the power of human imagination and the importance of pushing the boundaries of knowledge.。
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(f) Q36.7
For M < 1 , we have the reverse of part (e), requiring p > 2 f .
Using the same analysis as in Question 36.6 except f < 0 . (a) (b) (c) (d) (e) (f) Never. Always. Never, for light rays passing through the lens will always diverge. Always. Never. Always.
Chapter 36
347
Q36.8
We assume the lens has a refractive index higher than its surroundings. For the biconvex lens in 1 1 − are positive and f > 0 . For the Figure 36.27(a), R1 > 0 and R 2 < 0 . Then all terms in n − 1 R1 R 2 other two lenses in part (a) of the figure, R1 and R 2 are both positive but R1 is less than R 2 . Then 1 1 > and the focal length is again positive. R1 R 2
Q36.3
Q36.4
Q36.5
345
346 Q36.6
Image Formation
For definiteness, we consider real objects ( p > 0 ). (a) For M = − q 1 1 1 to be negative, q must be positive. This will happen in = − if p > f , if the q f p p object is farther than the focal point. q to be positive, q must be negative. p 1 1 1 From = − we need p < f . q f p
36
Image Formation
CHAPTER OUTLINE
36.1 Images Formed by Flat Mirrors 36.2 Images Formed by Spherical Mirrors 36.3 Images Formed by Refraction 36.4 Thin Lenses 36.5 Lens Aberrations 36.6 The Camera 36.7 The Eye 36.8 The Simple Magnifier 36.9 The Compound Microscope 36.10 The Telescope
q>p
1 1 < q p 2 1 > p f p<2f .
−q > p
1 1 1 = − p f q
q < −p
1 >0 f
we may require q < 0 , since then gives 1 1 > − as required p q
−p > q.
For q < 0 in
1 1 1 = − we need p< f. q f p Thus the overall condition for an enlarged image is simply p < 2 f .
a fFGH
IJ K
For the biconcave lens and the plano-concave lens in Figure 36.27(b), R1 < 0 and R 2 > 0 . Then 1 1 − and the focal length is negative. For the middle lens in part (b) both terms are negative in R1 R 2 1 1 of the figure, R1 and R 2 are both positive but R1 is greater than R 2 . Then < and the focal R1 R 2 length is again negative. Q36.9 Q36.10 Both words are inverted. However OXIDE has up-down symmetry whereas LEAD does not. An infinite number. In general, an infinite number of rays leave each point of any object and travel in all directions. Note that the three principal rays that we use for imaging are just a subset of the infinite number of rays. All three principal rays can be drawn in a ray diagram, provided that we extend the plane of the lens as shown in Figure Q36.10.
O
F
F
I
FIG. Q36.10 Q36.11 Q36.12 In this case, the index of refraction of the lens material is less than that of the surrounding medium. Under these conditions, a biconvex lens will be diverging. Chromatic aberration arises because a material medium’s refractive index can be frequency dependent. A mirror changes the direction of light by reflection, not refraction. Light of all wavelengths follows the same path according to the law of reflection, so no chromatic aberration happens. This is a convex mirror. The mirror gives the driver a wide field of view and an upright image with the possible disadvantage of having objects appear diminished. Your brain can then interpret them as farther away than the objects really are. As pointed out in Question 36.11, if the converging lens is immersed in a liquid with an index of refraction significantly greater than that of the lens itself, it will make light from a distant source diverge. This is not the case with a converging (concave) mirror, as the law of reflection has nothing to do with the indices of refraction.
(b)
For M = −
(c) (d) (e)
For a real image, q must be positive. As in part (a), it is sufficient for p to be larger than f. For q < 0 we need p < f . For M > 1 , we consider separately q If M = − < −1, we need p M < −1 and M > 1 . q >1 or p or From 1 1 1 + = , p q f or Now if − q >1 p or 1 1 1 + > p p f p <f 2 or or or with or
ANSWERS TO QUESTIONS
Q36.1 The mirror shown in the textbook picture produces an inverted image. It actually reverses top and bottom. It is not true in the same sense that “Most mirrors reverse left and right.” Mirrors don’t actually flip images side to side—we just assign the labels “left” and “right” to images as if they were real people mimicking us. If you stand face to face with a real person and raise your left hand, then he or she would have to raise his or her right hand to “mirror” your movement. Try this while facing a mirror. For sake of argument, let’s assume you are facing north and wear a watch on your left hand, which is on the western side. If you raise your left hand, you might say that your image raises its right hand, based on the labels we assign to other people. But your image raises its western-side hand, which is the hand with the watch.