Buy
contact us
more info
A A A
SUMMARY
MATHJAX

Dear Reader,

There are several reasons you might be seeing this page. In order to read the online edition of The Feynman Lectures on Physics, javascript must be supported by your browser and enabled. If you have have visited this website previously it's possible you may have a mixture of incompatible files (.js, .css, and .html) in your browser cache. If you use an ad blocker it may be preventing our pages from downloading necessary resources. So, please try the following: make sure javascript is enabled, clear your browser cache (at least of files from feynmanlectures.caltech.edu), turn off your browser extensions, and open this page:

http://www.feynmanlectures.caltech.edu/I_01.html

If it does not open, or only shows you this message again, then please let us know:

This type of problem is rare, and there's a good chance it can be fixed if we have some clues about the cause. So, if you can, after enabling javascript, clearing the cache and disabling extensions, please open your browser's javascript console, load the page above, and if this generates any messages (particularly errors or warnings) on the console, then please make a copy (text or screenshot) of those messages and send them with the above-listed information to the email address given below.

By sending us information you will be helping not only yourself, but others who may be having similar problems accessing the online edition of The Feynman Lectures on Physics. Your time and consideration are greatly appreciated.

Best regards,
Mike Gottlieb
mg@feynmanlectures.info
Editor, The Feynman Lectures on Physics New Millennium Edition

Foreword

Robert Leighton

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 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. 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 1/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 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!

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 advanced 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,1 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
(Photograph by Tom Harvey. Copyright © California Institute of Technology)
  1. 1961–62, while on leave from Williams College, Williamstown, Mass.