SCIENCE
I t was Richard Feynman’s outrageous and scintillating method of teaching that earned him legendary status among students and professors of physics. From 1961 to 1963, Feynman delivered a series of lectures at the California Institute of Technology that revolutionized the teaching of physics around the world. Six Easy Pieces, taken from these famous Lectures on Physics, represent the most accessible material from the series.
In these classic lessons, Feynman introduces the general reader to the following topics: atoms, basic physics, energy, gravitation, quantum mechanics, and the relationship of physics to other topics. With his dazzling and inimitable wit, Feynman presents each discussion with a minimum of jargon. Filled with wonderful examples and clever illustrations, Six Easy Pieces is the ideal introduction to the fundamentals of physics by one of the most admired and accessible physicists of modern times.

“The essence of physics and Feynman. No jargon, just ideas, excitement, and the

straight dope. And real answers, like ‘we don’t know.’ ”

—Stephen Wolfram

The late Richard P. Feynman (1918–1988) was Richard Chace Tolman Professor of Theoretical Physics at the California Institute of Technology. He was awarded the 1965 Nobel Prize for his work on the development of quantum field theory. He was also one of the most famous and beloved figures of the twentieth century, both in physics and in the public arena.

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Richard P. Feynman six easy pieces

“The most original mind of his generation.” —Freeman Dyson
Richard P. Feynman
6six easy pieces
Essentials of Physics Explained by Its Most B r i l l i a n t Te a c h e r

5.5 x 8.25” B: 7/16”
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SIX EASY PIECES

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A l s o b y R i c h a r d P. F e y n m a n
The Character of Physical Law Elementary Particles and the Laws of Physics: The 1986 Dirac Memorial Lectures (with Steven Weinberg)
Feynman Lectures on Computation (edited by Anthony J. G. Hey and Robin Allen) Feynman Lectures on Gravitation (with Fernando B. Morinigo and William G. Wagner; edited by Brian Hatfield)
The Feynman Lectures on Physics (with Robert B. Leighton and Matthew Sands) The Meaning of It All: Thoughts of a Citizen-Scientist
Photon-Hadron Interactions Perfectly Reasonable Deviations from the Beaten Track:
The Letters of Richard P. Feynman The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman QED: The Strange Theory of Light and Matter Quantum Mechanics and Path Integrals (with A. R. Hibbs)
Six Not-So-Easy Pieces: Einstein’s Relativity, Symmetry, and Space Time
Statistical Mechanics: A Set of Lectures Surely You’re Joking, Mr. Feynman!
Adventures of a Curious Character (with Ralph Leighton) The Theory of Fundamental Processes
What Do You Care What Other People Think? Further Adventures of a Curious Character (with Ralph Leighton)

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SIX EASY PIECES
Essentials of Physics Explained by Its Most Brilliant Teacher
R I C H A R D P. F E Y N M A N
with
Robert B. Leighton
and
Matthew Sands
Introduction by
Paul Davies
A Member of the Perseus Books Group New York

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Copyright © 1963, 1989, 1995, 2011 by the California Institute of Technology Published by Basic Books, A Member of the Perseus Books Group All text and cover photographs are courtesy of the Archives, California Institute of Technology. All rights reserved. Printed in the United States of America. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information, address Basic Books, 387 Park Avenue South, New York, NY 10016-8810. Books published by Basic Books are available at special discounts for bulk purchases in the United States by corporations, institutions, and other organizations. For more information, please contact the Special Markets Department at the Perseus Books Group, 2300 Chestnut Street, Suite 200, Philadelphia, PA 19103, or call (800) 810-4145, ext. 5000, or e-mail special.markets@perseusbooks.com. Library of Congress Control Number: 2010941330 ISBN: 978-0-465-02527-5 E-book ISBN: 978-0-465-02529-9 10 9 8 7 6 5 4 3 2 1

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CONTENTS
Publisher’s Note vii Introduction by Paul Davies ix Special Preface xix Feynman’s Preface xxv ONE: Atoms in Motion 1 Introduction 1 Matter is made of atoms 4 Atomic processes 10 Chemical reactions 15 TWO: Basic Physics 23 Introduction 23 Physics before 1920 27 Quantum physics 33 Nuclei and particles 38 THREE: The Relation of Physics to Other Sciences 47 Introduction 47 Chemistry 48 Biology 49 Astronomy 59 Geology 61 Psychology 63 How did it get that way? 64
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Contents
FOUR: Conservation of Energy 69
What is energy? 69 Gravitational potential energy 72 Kinetic energy 80 Other forms of energy 81
FIVE: The Theory of Gravitation 89
Planetary motions 89 Kepler’s laws 90 Development of dynamics 92 Newton’s law of gravitation 94 Universal gravitation 98 Cavendish’s experiment 104 What is gravity? 107 Gravity and relativity 112
SIX: Quantum Behavior 115
Atomic mechanics 115 An experiment with bullets 117 An experiment with waves 120 An experiment with electrons 122 The interference of electron waves 124 Watching the electrons 127 First principles of quantum mechanics 133 The uncertainty principle 136
Index 139

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PUBLISHER’S NOTE
Six Easy Pieces grew out of the need to bring to as wide an audience as possible a substantial yet nontechnical physics primer based on the science of Richard Feynman. We have chosen the six easiest chapters from Feynman’s celebrated and landmark text, The Feynman Lectures on Physics (originally published in 1963), which remains his most famous publication. General readers are fortunate that Feynman chose to present certain key topics in largely qualitative terms without formal mathematics, and these are brought together for Six Easy Pieces.
We would like to thank Paul Davies for his insightful introduction to this newly formed collection. Following his introduction we have chosen to reproduce two prefaces from The Feynman Lectures on Physics, one by Feynman himself and one by two of his colleagues, because they provide context for the pieces that follow and insight into both Richard Feynman and his science.
Finally, we would like to thank the California Institute of Technology’s Physics Department and Institute Archives, in particular Dr. Judith Goodstein, and Dr. Brian Hatfield, for his outstanding advice and recommendations throughout the development of this project.
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INTRODUCTION
There is a popular misconception that science is an impersonal, dispassionate, and thoroughly objective enterprise. Whereas most other human activities are dominated by fashions, fads, and personalities, science is supposed to be constrained by agreed rules of procedure and rigorous tests. It is the results that count, not the people who produce them.
This is, of course, manifest nonsense. Science is a people-driven activity like all human endeavor, and just as subject to fashion and whim. In this case fashion is set not so much by choice of subject matter, but by the way scientists think about the world. Each age adopts its particular approach to scientific problems, usually following the trail blazed by certain dominant figures who both set the agenda and define the best methods to tackle it. Occasionally scientists attain sufficient stature that they become noticed by the general public, and when endowed with outstanding flair a scientist may become an icon for the entire scientific community. In earlier centuries Isaac Newton was an icon. Newton personified the gentleman scientist—well connected, devoutly religious, unhurried, and methodical in his work. His style of doing science set the standard for two hundred years. In the first half of the twentieth century Albert Einstein replaced Newton as the popular scientist icon. Eccentric, dishevelled, Germanic, absent-minded, utterly absorbed in his work, and an archetypal abstract thinker, Einstein changed the way that physics is done by questioning the very concepts that define the subject.
Richard Feynman has become an icon for late twentieth-century ix

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physics—the first American to achieve this status. Born in New York in 1918 and educated on the East Coast, he was too late to participate in the Golden Age of physics, which, in the first three decades of this century, transformed our worldview with the twin revolutions of the theory of relativity and quantum mechanics. These sweeping developments laid the foundations of the edifice we now call the New Physics. Feynman started with those foundations and helped build the ground floor of the New Physics. His contributions touched almost every corner of the subject and have had a deep and abiding influence over the way that physicists think about the physical universe.
Feynman was a theoretical physicist par excellence. Newton had been both experimentalist and theorist in equal measure. Einstein was quite simply contemptuous of experiment, preferring to put his faith in pure thought. Feynman was driven to develop a deep theoretical understanding of nature, but he always remained close to the real and often grubby world of experimental results. Nobody who watched the elderly Feynman elucidate the cause of the Challenger space shuttle disaster by dipping an elastic band in ice water could doubt that here was both a showman and a very practical thinker.
Initially, Feynman made a name for himself from his work on the theory of subatomic particles, specifically the topic known as quantum electrodynamics or QED. In fact, the quantum theory began with this topic. In 1900, the German physicist Max Planck proposed that light and other electromagnetic radiation, which had hitherto been regarded as waves, paradoxically behaved like tiny packets of energy, or “quanta,” when interacting with matter. These particular quanta became known as photons. By the early 1930s the architects of the new quantum mechanics had worked out a mathematical scheme to describe the emission and absorption of photons by electrically charged particles such as electrons. Although this early formulation of QED enjoyed some limited success, the theory was clearly flawed. In many cases calculations gave inconsistent and even infinite answers to well-posed physical questions.

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It was to the problem of constructing a consistent theory of QED that the young Feynman turned his attention in the late 1940s.
To place QED on a sound basis it was necessary to make the theory consistent not only with the principles of quantum mechanics but with those of the special theory of relativity too. These two theories come with their own distinctive mathematical machinery, complicated systems of equations that can indeed be combined and reconciled to yield a satisfactory description of QED. Doing this was a tough undertaking, requiring a high degree of mathematical skill, and was the approach followed by Feynman’s contemporaries. Feynman himself, however, took a radically different route—so radical, in fact, that he was more or less able to write down the answers straightaway without using any mathematics!
To aid this extraordinary feat of intuition, Feynman invented a simple system of eponymous diagrams. Feynman diagrams are a symbolic but powerfully heuristic way of picturing what is going on when electrons, photons, and other particles interact with each other. These days Feynman diagrams are a routine aid to calculation, but in the early 1950s they marked a startling departure from the traditional way of doing theoretical physics.
The particular problem of constructing a consistent theory of quantum electrodynamics, although it was a milestone in the development of physics, was just the start. It was to define a distinctive Feynman style, a style destined to produce a string of important results from a broad range of topics in physical science. The Feynman style can best be described as a mixture of reverence and disrespect for received wisdom.
Physics is an exact science, and the existing body of knowledge, while incomplete, can’t simply be shrugged aside. Feynman acquired a formidable grasp of the accepted principles of physics at a very young age, and he chose to work almost entirely on conventional problems. He was not the sort of genius to beaver away in isolation in a backwater of the discipline and to stumble across the profoundly new. His special talent was to approach essentially mainstream topics in an idiosyncratic way. This meant eschewing

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existing formalisms and developing his own highly intuitive approach. Whereas most theoretical physicists rely on careful mathematical calculation to provide a guide and a crutch to take them into unfamiliar territory, Feynman’s attitude was almost cavalier. You get the impression that he could read nature like a book and simply report on what he found, without the tedium of complex analysis.
Indeed, in pursuing his interests in this manner Feynman displayed a healthy contempt for rigorous formalisms. It is hard to convey the depth of genius that is necessary to work like this. Theoretical physics is one of the toughest intellectual exercises, combining abstract concepts that defy visualization with extreme mathematical complexity. Only by adopting the highest standards of mental discipline can most physicists make progress. Yet Feynman appeared to ride roughshod over this strict code of practice and pluck new results like ready-made fruit from the Tree of Knowledge.
The Feynman style owed a great deal to the personality of the man. In his professional and private life he seemed to treat the world as a hugely entertaining game. The physical universe presented him with a fascinating series of puzzles and challenges, and so did his social environment. A lifelong prankster, he treated authority and the academic establishment with the same sort of disrespect he showed for stuffy mathematical formalism. Never one to suffer fools gladly, he broke the rules whenever he found them arbitrary or absurd. His autobiographical writings contain amusing stories of Feynman outwitting the atom-bomb security services during the war, Feynman cracking safes, Feynman disarming women with outrageously bold behavior. He treated his Nobel Prize, awarded for his work on QED, in a similar take-it-or-leaveit manner.
Alongside this distaste for formality, Feynman had a fascination with the quirky and obscure. Many will remember his obsession with the long-lost country of Tuva in Central Asia, captured so delightfully in a documentary film made near the time of his death.

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His other passions included playing the bongo drums, painting, frequenting strip clubs, and deciphering Mayan texts.
Feynman himself did much to cultivate his distinctive persona. Although reluctant to put pen to paper, he was voluble in conversation, and loved to tell stories about his ideas and escapades. These anecdotes, accumulated over the years, helped add to his mystique and made him a proverbial legend in his own lifetime. His engaging manner endeared him greatly to students, especially the younger ones, many of whom idolized him. When Feynman died of cancer in 1988 the students at Caltech, where he had worked for most of his career, unfurled a banner with the simple message: “We love you Dick.”
It was Feynman’s happy-go-lucky approach to life in general and physics in particular that made him such a superb communicator. He had little time for formal lecturing or even for supervising Ph.D. students. Nevertheless he could give brilliant lectures when it suited him, deploying all the sparkling wit, penetrating insight, and irreverence that he brought to bear on his research work.
In the early 1960s Feynman was persuaded to teach an introductory physics course to Caltech freshmen and sophomores. He did so with characteristic panache and his inimitable blend of informality, zest, and offbeat humor. Fortunately, these priceless lectures were saved for posterity in book form. Though far removed in style and presentation from more conventional teaching texts, The Feynman Lectures on Physics were a huge success, and they excited and inspired a generation of students across the world. Three decades on, these volumes have lost nothing of their sparkle and lucidity. Six Easy Pieces is culled directly from The Feynman Lectures on Physics. It is intended to give general readers a substantive taste of Feynman the Educator by drawing on the early, nontechnical chapters from that landmark work. The result is a delightful volume—it serves both as a primer on physics for nonscientists and as a primer on Feynman himself.
What is most impressive about Feynman’s carefully crafted exposition is the way that he can develop far-reaching physical notions from the most slender investment in concepts, and a

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minimum in the way of mathematics and technical jargon. He has the knack of finding just the right analogy or everyday illustration to bring out the essence of a deep principle, without obscuring it in incidental or irrelevant details.
The selection of topics contained in this volume is not intended as a comprehensive survey of modern physics, but as a tantalizing taste of the Feynman approach. We soon discover how he can illuminate even mundane topics like force and motion with new insights. Key concepts are illustrated by examples drawn from daily life or antiquity. Physics is continually linked to other sciences while leaving the reader in no doubt about which is the fundamental discipline.
Right at the beginning of Six Easy Pieces we learn how all physics is rooted in the notion of law—the existence of an ordered universe that can be understood by the application of rational reasoning. However, the laws of physics are not transparent to us in our direct observations of nature. They are frustratingly hidden, subtly encoded in the phenomena we study. The arcane procedures of the physicist—a mixture of carefully designed experimentation and mathematical theorizing—are needed to unveil the underlying lawlike reality.
Possibly the best-known law of physics is Newton’s inverse square law of gravitation, discussed here in Chapter Five. The topic is introduced in the context of the solar system and Kepler’s laws of planetary motion. But gravitation is universal, applying across the cosmos, enabling Feynman to spice his account with examples from astronomy and cosmology. Commenting on a picture of a globular cluster somehow held together by unseen forces, he waxes lyrical: “If one cannot see gravitation acting here, he has no soul.”
Other laws are known that refer to the various nongravitational forces of nature that describe how particles of matter interact with each other. There is but a handful of these forces, and Feynman himself holds the considerable distinction of being one of the few scientists in history to discover a new law of physics, pertaining to the way that a weak nuclear force affects the behavior of certain subatomic particles.

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High-energy particle physics was the jewel in the crown of postwar science, at once awesome and glamorous, with its huge accelerator machines and seemingly unending list of newly discovered subatomic particles. Feynman’s research was directed mostly toward making sense of the results of this enterprise. A great unifying theme among particle physicists has been the role of symmetry and conservation laws in bringing order to the subatomic zoo.
As it happens, many of the symmetries known to particle physicists were familiar already in classical physics. Chief among these are the symmetries that arise from the homogeneity of space and time. Take time: apart from cosmology, where the big bang marked the beginning of time, there is nothing in physics to distinguish one moment of time from the next. Physicists say that the world is “invariant under time translations,” meaning that whether you take midnight or midday to be the zero of time in your measurements, it makes no difference to the description of physical phenomena. Physical processes do not depend on an absolute zero of time. It turns out that this symmetry under time translation directly implies one of the most basic, and also most useful, laws of physics: the law of conservation of energy. This law says that you can move energy around and change its form but you can’t create or destroy it. Feynman makes this law crystal clear with his amusing story of Dennis the Menace who is always mischievously hiding his toy building blocks from his mother (Chapter Four).
The most challenging lecture in this volume is the last, which is an exposition on quantum physics. It is no exaggeration to say that quantum mechanics had dominated twentieth-century physics and is far and away the most successful scientific theory in existence. It is indispensable for understanding subatomic particles, atoms and nuclei, molecules and chemical bonding, the structure of solids, superconductors and superfluids, the electrical and thermal conductivity of metals and semiconductors, the structure of stars, and much else. It has practical applications ranging from the laser to the microchip. All this from a theory that at first sight—and second sight—looks absolutely crazy! Niels Bohr, one of the founders of

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quantum mechanics, once remarked that anybody who is not shocked by the theory hasn’t understood it.
The problem is that quantum ideas strike at the very heart of what we might call commonsense reality. In particular, the idea that physical objects such as electrons or atoms enjoy an independent existence, with a complete set of physical properties at all times, is called into question. For example, an electron cannot have a position in space and a well-defined speed at the same moment. If you look for where an electron is located, you will find it at a place, and if you measure its speed you will obtain a definite answer, but you cannot make both observations at once. Nor is it meaningful to attribute definite yet unknown values for the position and speed to an electron in the absence of a complete set of observations.
This indeterminism in the very nature of atomic particles is encapsulated by Heisenberg’s celebrated uncertainty principle. This puts strict limits on the precision with which properties such as position and speed can be simultaneously known. A sharp value for position smears the range of possible values of speed and vice versa. Quantum fuzziness shows up in the way electrons, photons, and other particles move. Certain experiments can reveal them taking definite paths through space, after the fashion of bullets following trajectories toward a target. But other experimental arrangements reveal that these entities can also behave like waves, showing characteristic patterns of diffraction and interference.
Feynman’s masterly analysis of the famous “two-slit” experiment, which teases out the “shocking” wave-particle duality in its starkest form, has become a classic in the history of scientific exposition. With a few very simple ideas, Feynman manages to take the reader to the very heart of the quantum mystery, and leaves us dazzled by the paradoxical nature of reality that it exposes.
Although quantum mechanics had made the textbooks by the early 1930s, it is typical of Feynman that, as a young man, he preferred to refashion the theory for himself in an entirely new guise. The Feynman method has the virtue that it provides us with a vivid picture of nature’s quantum trickery at work. The idea is that the

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path of a particle through space is not generally well defined in quantum mechanics. We can imagine a freely moving electron, say, not merely traveling in a straight line between A and B as common sense would suggest, but taking a variety of wiggly routes. Feynman invites us to imagine that somehow the electron explores all possible routes, and in the absence of an observation about which path is taken we must suppose that all these alternative paths somehow contribute to the reality. So when an electron arrives at a point in space—say a target screen—many different histories must be integrated together to create this one event.
Feynman’s so-called path-integral, or sum-over-histories approach to quantum mechanics, set this remarkable concept out as a mathematical procedure. It remained more or less a curiosity for many years, but as physicists pushed quantum mechanics to its limits— applying it to gravitation and even cosmology—so the Feynman approach turned out to offer the best calculational tool for describing a quantum universe. History may well judge that, among his many outstanding contributions to physics, the path-integral formulation of quantum mechanics is the most significant.
Many of the ideas discussed in this volume are deeply philosophical. Yet Feynman had an abiding suspicion of philosophers. I once had occasion to tackle him about the nature of mathematics and the laws of physics, and whether abstract mathematical laws could be considered to enjoy an independent Platonic existence. He gave a spirited and skillful description of why this indeed appears so but soon backed off when I pressed him to take a specific philosophical position. He was similarly wary when I attempted to draw him out on the subject of reductionism. With hindsight, I believe that Feynman was not, after all, contemptuous of philosophical problems. But, just as he was able to do fine mathematical physics without systematic mathematics, so he produced some fine philosophical insights without systematic philosophy. It was formalism he disliked, not content.
It is unlikely that the world will see another Richard Feynman. He was very much a man of his time. The Feynman style worked

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well for a subject that was in the process of consolidating a revolution and embarking on the far-reaching exploration of its consequences. Postwar physics was secure in its foundations, mature in its theoretical structures, yet wide open for kibitzing exploitation. Feynman entered a wonderland of abstract concepts and imprinted his personal brand of thinking upon many of them. This book provides a unique glimpse into the mind of a remarkable human being.

September 1994

Paul Davies

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SPECIAL PREFACE
(from The Feynman Lectures on Physics)
Toward the end of his life, Richard Feynman’s fame had transcended the confines of the scientific community. His exploits as a member of the commission investigating the space shuttle Challenger disaster gave him widespread exposure; similarly, a best-selling book about his picaresque adventures made him a folk hero almost of the proportions of Albert Einstein. But back in 1961, even before his Nobel Prize increased his visibility to the general public, Feynman was more than merely famous among members of the scientific community—he was legendary. Undoubtedly, the extraordinary power of his teaching helped spread and enrich the legend of Richard Feynman.
He was a truly great teacher, perhaps the greatest of his era and ours. For Feynman, the lecture hall was a theater, and the lecturer a performer, responsible for providing drama and fireworks as well as facts and figures. He would prowl about the front of a classroom, arms waving, “the impossible combination of theoretical physicist and circus barker, all body motion and sound effects,” wrote The New York Times. Whether he addressed an audience of students, colleagues, or the general public, for those lucky enough to see Feynman lecture in person, the experience was usually unconventional and always unforgettable, like the man himself.
He was the master of high drama, adept at riveting the attention of every lecture-hall audience. Many years ago, he taught a course in Advanced Quantum Mechanics, a large class comprised of a few
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registered graduate students and most of the Caltech physics faculty. During one lecture, Feynman started explaining how to represent certain complicated integrals diagrammatically: time on this axis, space on that axis, wiggly line for this straight line, etc. Having described what is known to the world of physics as a Feynman diagram, he turned around to face the class, grinning wickedly. “And this is called THE diagram!” Feynman had reached the denouement, and the lecture hall erupted with spontaneous applause.
For many years after the lectures that make up this book were given, Feynman was an occasional guest lecturer for Caltech’s freshman physics course. Naturally, his appearances had to be kept secret so there would be room left in the hall for the registered students. At one such lecture the subject was curved-space time, and Feynman was characteristically brilliant. But the unforgettable moment came at the beginning of the lecture. The supernova of 1987 had just been discovered, and Feynman was very excited about it. He said, “Tycho Brahe had his supernova, and Kepler had his. Then there weren’t any for 400 years. But now I have mine.” The class fell silent, and Feynman continued on. “There are 1011 stars in the galaxy. That used to be a huge number. But it’s only a hundred billion. It’s less than the national deficit! We used to call them astronomical numbers. Now we should call them economical numbers.” The class dissolved in laughter, and Feynman, having captured his audience, went on with his lecture.
Showmanship aside, Feynman’s pedagogical technique was simple. A summation of his teaching philosophy was found among his papers in the Caltech archives, in a note he had scribbled to himself while in Brazil in 1952:
First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.
What came to Feynman by “common sense” were often brilliant twists that perfectly captured the essence of his point. Once, during

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a public lecture, he was trying to explain why one must not verify an idea using the same data that suggested the idea in the first place. Seeming to wander off the subject, Feynman began talking about license plates. “You know, the most amazing thing happened to me tonight. I was coming here, on the way to the lecture, and I came in through the parking lot. And you won’t believe what happened. I saw a car with the license plate ARW 357. Can you imagine? Of all the millions of license plates in the state, what was the chance that I would see that particular one tonight? Amazing!” A point that even many scientists fail to grasp was made clear through Feynman’s remarkable “common sense.”
In 35 years at Caltech (from 1952 to 1987), Feynman was listed as teacher of record for 34 courses. Twenty-five of them were advanced graduate courses, strictly limited to graduate students, unless undergraduates asked permission to take them (they often did, and permission was nearly always granted). The rest were mainly introductory graduate courses. Only once did Feynman teach courses purely for undergraduates, and that was the celebrated occasion in the academic years 1961 to 1962 and 1962 to 1963, with a brief reprise in 1964, when he gave the lectures that were to become The Feynman Lectures on Physics.
At the time there was a consensus at Caltech that freshman and sophomore students were getting turned off rather than spurred on by their two years of compulsory physics. To remedy the situation, Feynman was asked to design a series of lectures to be given to the students over the course of two years, first to freshmen, and then to the same class as sophomores. When he agreed, it was immediately decided that the lectures should be transcribed for publication. That job turned out to be far more difficult than anyone had imagined. Turning out publishable books required a tremendous amount of work on the part of his colleagues, as well as Feynman himself, who did the final editing of every chapter.
And the nuts and bolts of running a course had to be addressed. This task was greatly complicated by the fact that Feynman had only a vague outline of what he wanted to cover. This meant that

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no one knew what Feynman would say until he stood in front of a lecture hall filled with students and said it. The Caltech professors who assisted him would then scramble as best they could to handle mundane details, such as making up homework problems.
Why did Feynman devote more than two years to revolutionize the way beginning physics was taught? One can only speculate, but there were probably three basic reasons. One is that he loved to have an audience, and this gave him a bigger theater than he usually had in graduate courses. The second was that he genuinely cared about students, and he simply thought that teaching freshmen was an important thing to do. The third and perhaps most important reason was the sheer challenge of reformulating physics, as he understood it, so that it could be presented to young students. This was his specialty, and was the standard by which he measured whether something was really understood. Feynman was once asked by a Caltech faculty member to explain why spin 1/2 particles obey Fermi-Dirac statistics. He gauged his audience perfectly and said, “I’ll prepare a freshman lecture on it.” But a few days later he returned and said, “You know, I couldn’t do it. I couldn’t reduce it to the freshman level. That means we really don’t understand it.”
This specialty of reducing deep ideas to simple, understandable terms is evident throughout The Feynman Lectures on Physics, but nowhere more so than in his treatment of quantum mechanics. To aficionados, what he has done is clear. He has presented, to beginning students, the path integral method, the technique of his own devising that allowed him to solve some of the most profound problems in physics. His own work using path integrals, among other achievements, led to the 1965 Nobel Prize that he shared with Julian Schwinger and Sin-Itero Tomanaga.
Through the distant veil of memory, many of the students and faculty attending the lectures have said that having two years of physics with Feynman was the experience of a lifetime. But that’s not how it seemed at the time. Many of the students dreaded the class, and as the course wore on, attendance by the registered students started dropping alarmingly. But at the same time, more and

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more faculty and graduate students started attending. The room stayed full, and Feynman may never have known he was losing some of his intended audience. But even in Feynman’s view, his pedagogical endeavor did not succeed. He wrote in the 1963 preface to the Lectures: “I don’t think I did very well by the students.” Rereading the books, one sometimes seems to catch Feynman looking over his shoulder, not at his young audience, but directly at his colleagues, saying, “Look at that! Look how I finessed that point! Wasn’t that clever?” But even when he thought he was explaining things lucidly to freshmen or sophomores, it was not really they who were able to benefit most from what he was doing. It was his peers—scientists, physicists, and professors—who would be the main beneficiaries of his magnificent achievement, which was nothing less than to see physics through the fresh and dynamic perspective of Richard Feynman.
Feynman was more than a great teacher. His gift was that he was an extraordinary teacher of teachers. If the purpose in giving The Feynman Lectures on Physics was to prepare a roomful of undergraduate students to solve examination problems in physics, he cannot be said to have succeeded particularly well. Moreover, if the intent was for the books to serve as introductory college textbooks, he cannot be said to have achieved his goal. Nevertheless, the books have been translated into ten foreign languages and are available in four bilingual editions. Feynman himself believed that his most important contribution to physics would not be QED, or the theory of superfluid helium, or polarons, or partons. His foremost contribution would be the three red books of The Feynman Lectures on Physics. That belief fully justifies this commemorative issue of these celebrated books.

April 1989

David L. Goodstein Gerry Neugebauer California Institute of Technology

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FEYNMAN’S PREFACE
(from The Feynman Lectures on Physics)
These 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 less so. The lectures form only part of the complete course. The whole group of 180 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
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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 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 fea-

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tures. 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, . . . developing the first stages of what are usually called “the mathematical methods of physics.” In retrospect, I think that if I were doing it again I would go back to that original idea. 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.
It is perfectly clear that students who will major in physics can wait until their third year for quantum mechanics. On the other hand, the argument was made that many of the students in our course study physics as a background for their primary interest in other fields. And the usual way of dealing with quantum mechanics makes that subject almost unavailable for the great majority of

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students because they have to take so long to learn it. Yet, in its real applications—especially in its more complex applications, such as in electrical engineering and chemistry—the full machinery of the differential equation approach is not actually used. So I tried to describe the principles of quantum mechanics in a way which wouldn’t require that one first know the mathematics of partial differential equations. Even for a physicist I think that is an interesting thing to try to do—to present quantum mechanics in this reverse fashion—for several reasons which may be apparent in the lectures themselves. However, I think that the experiment in the quantum mechanics part was not completely successful—in large part because I really did not have enough time at the end (I should, for instance, have had three or four more lectures in order to deal more completely with such matters as energy bands and the spatial dependence of amplitudes). 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 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 in-

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terested 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.” (Gibbon)
Still, I didn’t want to leave any student completely behind, as perhaps I did. 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.

June 1963

Richard P. Feynman

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Introduction
This two-year course in physics is presented from the point of view that you, the reader, are going to be a physicist. This is not necessarily the case of course, but that is what every professor in every subject assumes! If you are going to be a physicist, you will have a lot to study: two hundred years of the most rapidly developing field of knowledge that there is. So much knowledge, in fact, that you might think that you cannot learn all of it in four years, and truly you cannot; you will have to go to graduate school too! Surprisingly enough, in spite of the tremendous amount of work that has been done for all this time it is possible to condense the enormous mass of results to a large extent—that is, to find laws which summarize all our knowledge. Even so, the laws are so hard to grasp that it is unfair to you to start exploring this tremendous subject without some kind of map or outline of the relationship of one part of the subject of science to another. Following these preliminary remarks, the first three chapters will therefore outline the relation of physics to the rest of the sciences, the relations of the sciences to each other, and the meaning of science, to help us develop a “feel” for the subject. You might ask why we cannot teach physics by just giving the basic laws on page one and then showing how they work in all possible circumstances, as we do in Euclidean geometry, where we
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state the axioms and then make all sorts of deductions. (So, not satisfied to learn physics in four years, you want to learn it in four minutes?) We cannot do it in this way for two reasons. First, we do not yet know all the basic laws: there is an expanding frontier of ignorance. Second, the correct statement of the laws of physics involves some very unfamiliar ideas which require advanced mathematics for their description. Therefore, one needs a considerable amount of preparatory training even to learn what the words mean. No, it is not possible to do it that way. We can only do it piece by piece.
Each piece, or part, of the whole of nature is always merely an approximation to the complete truth, or the complete truth so far as we know it. In fact, everything we know is only some kind of approximation, because we know that we do not know all the laws as yet. Therefore, things must be learned only to be unlearned again or, more likely, to be corrected.
The principle of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific “truth.” But what is the source of knowledge? Where do the laws that are to be tested come from? Experiment, itself, helps to produce these laws, in the sense that it gives us hints. But also needed is imagination to create from these hints the great generalizations—to guess at the wonderful, simple, but very strange patterns beneath them all, and then to experiment to check again whether we have made the right guess. This imagining process is so difficult that there is a division of labor in physics: there are theoretical physicists who imagine, deduce, and guess at new laws, but do not experiment; and then there are experimental physicists who experiment, imagine, deduce, and guess.
We said that the laws of nature are approximate: that we first find the “wrong” ones, and then we find the “right” ones. Now, how can an experiment be “wrong”? First, in a trivial way: if something is wrong with the apparatus that you did not notice. But these things are easily fixed, and checked back and forth. So without

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snatching at such minor things, how can the results of an experiment be wrong? Only by being inaccurate. For example, the mass of an object never seems to change: a spinning top has the same weight as a still one. So a “law” was invented: mass is constant, independent of speed. That “law” is now found to be incorrect. Mass is found to increase with velocity, but appreciable increases require velocities near that of light. A true law is: if an object moves with a speed of less than one hundred miles a second the mass is constant to within one part in a million. In some such approximate form this is a correct law. So in practice one might think that the new law makes no significant difference. Well, yes and no. For ordinary speeds we can certainly forget it and use the simple constant-mass law as a good approximation. But for high speeds we are wrong, and the higher the speed, the more wrong we are.
Finally, and most interesting, philosophically we are completely wrong with the approximate law. Our entire picture of the world has to be altered even though the mass changes only by a little bit. This is a very peculiar thing about the philosophy, or the ideas, behind the laws. Even a very small effect sometimes requires profound changes in our ideas.
Now, what should we teach first? Should we teach the correct but unfamiliar law with its strange and difficult conceptual ideas, for example the theory of relativity, four-dimensional space-time, and so on? Or should we first teach the simple “constant-mass” law, which is only approximate, but does not involve such difficult ideas? The first is more exciting, more wonderful, and more fun, but the second is easier to get at first, and is a first step to a real understanding of the first idea. This point arises again and again in teaching physics. At different times we shall have to resolve it in different ways, but at each stage it is worth learning what is now known, how accurate it is, how it fits into everything else, and how it may be changed when we learn more.
Let us now proceed with our outline, or general map, of our understanding of science today (in particular, physics, but also of other

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sciences on the periphery), so that when we later concentrate on some particular point we will have some idea of the background, why that particular point is interesting, and how it fits into the big structure. So, what is our overall picture of the world?
Matter is made of atoms
If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generations of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis (or the atomic fact, or whatever you wish to call it) that all things are made of atoms—little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied.
To illustrate the power of the atomic idea, suppose that we have a drop of water a quarter of an inch on the side. If we look at it very closely we see nothing but water—smooth, continuous water. Even if we magnify it with the best optical microscope available— roughly two thousand times—then the water drop will be roughly forty feet across, about as big as a large room, and if we looked rather closely, we would still see relatively smooth water—but here and there small football-shaped things swimming back and forth. Very interesting. These are paramecia. You may stop at this point and get so curious about the paramecia with their wiggling cilia and twisting bodies that you go no further, except perhaps to magnify the paramecia still more and see inside. This, of course, is a subject for biology, but for the present we pass on and look still more closely at the water material itself, magnifying it two thousand times again. Now the drop of water extends about fifteen miles across, and if we look very closely at it we see a kind of teeming, something which no longer has a smooth appearance—it looks something like a crowd at a football game as seen from a very great

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distance. In order to see what this teeming is about, we will magnify it another two hundred and fifty times and we will see something similar to what is shown in Fig. 1-1. This is a picture of water magnified a billion times, but idealized in several ways. In the first place, the particles are drawn in a simple manner with sharp edges, which is inaccurate. Secondly, for simplicity, they are sketched almost schematically in a two-dimensional arrangement, but of course they are moving around in three dimensions. Notice that there are two kinds of “blobs” or circles to represent the atoms of oxygen (black) and hydrogen (white), and that each oxygen has two hydrogens tied to it. (Each little group of an oxygen with its two hydrogens is called a molecule.) The picture is idealized further in that the real particles in nature are continually jiggling and bouncing, turning and twisting around one another. You will have to imagine this as a dynamic rather than a static picture. Another thing that cannot be illustrated in a drawing is the fact that the particles are “stuck together”—that they attract each other, this one pulled by that one, etc. The whole group is “glued together,” so to speak. On the other hand, the particles do not squeeze through each other. If you try to squeeze two of them too close together, they repel.
The atoms are 1 or 2 ¥ 10–8 cm in radius. Now 10–8 cm is called an angstrom (just as another name), so we say they are 1 or 2 angstroms (Å) in radius. Another way to remember their size is this: if an apple is magnified to the size of the earth, then the atoms in the apple are approximately the size of the original apple.
Now imagine this great drop of water with all of these jiggling particles stuck together and tagging along with each other. The water keeps its volume; it does not fall apart, because of the attraction of the molecules for each other. If the drop is on a slope, where it can move from one place to another, the water will flow, but it does not just disappear—things do not just fly apart—because of the molecular attraction. Now the jiggling motion is what we represent as heat: when we increase the temperature, we increase the motion. If we heat the water, the jiggling increases and the volume between the atoms increases, and if the heating continues there

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Figure 1-1
comes a time when the pull between the molecules is not enough to hold them together and they do fly apart and become separated from one another. Of course, this is how we manufacture steam out of water—by increasing the temperature; the particles fly apart because of the increased motion.
In Fig. 1-2 we have a picture of steam. This picture of steam fails in one respect: at ordinary atmospheric pressure there certainly would not be as many as three in this figure. Most squares this size would contain none—but we accidentally have two and a half or three in the picture (just so it would not be completely blank). Now in the case of steam we see the characteristic molecules more clearly than in the case of water. For simplicity, the molecules are drawn so that there is a 120° angle between the hydrogen atoms. In actual fact the angle is 105°3', and the distance between the center of a hydrogen and the center of the oxygen is 0.957 Å, so we know this molecule very well.
Let us see what some of the properties of steam vapor or any other gas are. The molecules, being separated from one another, will bounce against the walls. Imagine a room with a number of tennis balls (a hundred or so) bouncing around in perpetual motion. When they bombard the wall, this pushes the wall away. (Of course we would have to push the wall back.) This means that the gas exerts a jittery force which our coarse senses (not being ourselves magnified a billion times) feel only as an average push. In order to confine a gas we must apply a pressure. Figure 1-3 shows a standard

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Figure 1-2 vessel for holding gases (used in all textbooks), a cylinder with a piston in it. Now, it makes no difference what the shapes of water molecules are, so for simplicity we shall draw them as tennis balls or little dots. These things are in perpetual motion in all directions. So many of them are hitting the top piston all the time that to keep it from being patiently knocked out of the tank by this continuous banging, we shall have to hold the piston down by a certain force, which we call the pressure (really, the pressure times the area is the force). Clearly, the force is proportional to the area, for if we increase the area but keep the number of molecules per cubic centimeter the same, we increase the number of collisions with the piston in the same proportion as the area was increased.
Now let us put twice as many molecules in this tank, so as to double the density, and let them have the same speed, i.e., the same
Figure 1-3

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temperature. Then, to a close approximation, the number of collisions will be doubled, and since each will be just as “energetic” as before, the pressure is proportional to the density. If we consider the true nature of the forces between the atoms, we would expect a slight decrease in pressure because of the attraction between the atoms, and a slight increase because of the finite volume they occupy. Nevertheless, to an excellent approximation, if the density is low enough that there are not many atoms, the pressure is proportional to the density.
We can also see something else: If we increase the temperature without changing the density of the gas, i.e., if we increase the speed of the atoms, what is going to happen to the pressure? Well, the atoms hit harder because they are moving faster, and in addition they hit more often, so the pressure increases. You see how simple the ideas of atomic theory are.
Let us consider another situation. Suppose that the piston moves inward, so that the atoms are slowly compressed into a smaller space. What happens when an atom hits the moving piston? Evidently it picks up speed from the collision. You can try it by bouncing a ping-pong ball from a forward-moving paddle, for example, and you will find that it comes off with more speed than that with which it struck. (Special example: if an atom happens to be standing still and the piston hits it, it will certainly move.) So the atoms are “hotter” when they come away from the piston than they were before they struck it. Therefore all the atoms which are in the vessel will have picked up speed. This means that when we compress a gas slowly, the temperature of the gas increases. So, under slow compression, a gas will increase in temperature, and under slow expansion it will decrease in temperature.
We now return to our drop of water and look in another direction. Suppose that we decrease the temperature of our drop of water. Suppose that the jiggling of the molecules of the atoms in the water is steadily decreasing. We know that there are forces of attraction between the atoms, so that after a while they will not be able to jiggle so well. What will happen at very low temperatures is

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indicated in Fig. 1-4: the molecules lock into a new pattern which is ice. This particular schematic diagram of ice is wrong because it is in two dimensions, but it is right qualitatively. The interesting point is that the material has a definite place for every atom, and you can easily appreciate that if somehow or other we were to hold all the atoms at one end of the drop in a certain arrangement, each atom in a certain place, then because of the structure of interconnections, which is rigid, the other end miles away (at our magnified scale) will have a definite location. So if we hold a needle of ice at one end, the other end resists our pushing it aside, unlike the case of water, in which the structure is broken down because of the increased jiggling so that the atoms all move around in different ways. The difference between solids and liquids is, then, that in a solid the atoms are arranged in some kind of an array, called a crystalline array, and they do not have a random position at long distances; the position of the atoms on one side of the crystal is determined by that of other atoms millions of atoms away on the other side of the crystal. Figure 1-4 is an invented arrangement for ice, and although it contains many of the correct features of ice, it is not the true arrangement. One of the correct features is that there is a part of the symmetry that is hexagonal. You can see that if we turn the picture around an axis by 60°, the picture returns to itself. So there is a symmetry in the ice which accounts for the six-sided appearance of snowflakes. Another thing we can see from Fig. 1-4 is why ice
Figure 1-4

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shrinks when it melts. The particular crystal pattern of ice shown here has many “holes” in it, as does the true ice structure. When the organization breaks down, these holes can be occupied by molecules. Most simple substances, with the exception of water and type metal, expand upon melting, because the atoms are closely packed in the solid crystal and upon melting need more room to jiggle around, but an open structure collapses, as in the case of water.
Now although ice has a “rigid” crystalline form, its temperature can change—ice has heat. If we wish, we can change the amount of heat. What is the heat in the case of ice? The atoms are not standing still. They are jiggling and vibrating. So even though there is a definite order to the crystal—a definite structure—all of the atoms are vibrating “in place.” As we increase the temperature, they vibrate with greater and greater amplitude, until they shake themselves out of place. We call this melting. As we decrease the temperature, the vibration decreases and decreases until, at absolute zero, there is a minimum amount of vibration that the atoms can have, but not zero. This minimum amount of motion that atoms can have is not enough to melt a substance, with one exception: helium. Helium merely decreases the atomic motions as much as it can, but even at absolute zero there is still enough motion to keep it from freezing. Helium, even at absolute zero, does not freeze, unless the pressure is made so great as to make the atoms squash together. If we increase the pressure, we can make it solidify.
Atomic processes
So much for the description of solids, liquids, and gases from the atomic point of view. However, the atomic hypothesis also describes processes, and so we shall now look at a number of processes from an atomic standpoint. The first process that we shall look at is associated with the surface of the water. What happens at the surface of the water? We shall now make the picture more complicated— and more realistic—by imagining that the surface is in air. Figure 1-5 shows the surface of water in air. We see the water molecules

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Figure 1-5 as before, forming a body of liquid water, but now we also see the surface of the water. Above the surface we find a number of things: First of all there are water molecules, as in steam. This is water vapor, which is always found above liquid water. (There is an equilibrium between the steam vapor and the water which will be described later.) In addition we find some other molecules—here two oxygen atoms stuck together by themselves, forming an oxygen molecule, there two nitrogen atoms also stuck together to make a nitrogen molecule. Air consists almost entirely of nitrogen, oxygen, some water vapor, and lesser amounts of carbon dioxide, argon, and other things. So above the water surface is the air, a gas, containing some water vapor. Now what is happening in this picture? The molecules in the water are always jiggling around. From time to time, one on the surface happens to be hit a little harder than usual, and gets knocked away. It is hard to see that happening in the picture because it is a still picture. But we can imagine that one molecule near the surface has just been hit and is flying out, or perhaps another one has been hit and is flying out. Thus, molecule by molecule, the water disappears—it evaporates. But if we close the vessel above, after a while we shall find a large number of molecules of water amongst the air molecules. From time to time, one of these vapor molecules comes flying down to the water and gets stuck again. So we see that what looks like a dead, uninteresting thing— a glass of water with a cover, that has been sitting there for perhaps

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twenty years—really contains a dynamic and interesting phenomenon which is going on all the time. To our eyes, our crude eyes, nothing is changing, but if we could see it a billion times magnified, we would see that from its own point of view it is always changing: molecules are leaving the surface, molecules are coming back.
Why do we see no change? Because just as many molecules are leaving as are coming back! In the long run “nothing happens.” If we then take the top of the vessel off and blow the moist air away, replacing it with dry air, then the number of molecules leaving is just the same as it was before, because this depends on the jiggling of the water, but the number coming back is greatly reduced because there are so many fewer water molecules above the water. Therefore there are more going out than coming in, and the water evaporates. Hence, if you wish to evaporate water turn on the fan!
Here is something else: Which molecules leave? When a molecule leaves it is due to an accidental, extra accumulation of a little bit more than ordinary energy, which it needs if it is to break away from the attractions of its neighbors. Therefore, since those that leave have more energy than the average, the ones that are left have less average motion than they had before. So the liquid gradually cools if it evaporates. Of course, when a molecule of vapor comes from the air to the water below there is a sudden great attraction as the molecule approaches the surface. This speeds up the incoming molecule and results in generation of heat. So when they leave they take away heat; when they come back they generate heat. Of course when there is no net evaporation the result is nothing—the water is not changing temperature. If we blow on the water so as to maintain a continuous preponderance in the number evaporating, then the water is cooled. Hence, blow on soup to cool it!
Of course you should realize that the processes just described are more complicated than we have indicated. Not only does the water go into the air, but also, from time to time, one of the oxygen or nitrogen molecules will come in and “get lost” in the mass of water molecules, and work its way into the water. Thus the air dissolves in the water; oxygen and nitrogen molecules will work their way

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into the water and the water will contain air. If we suddenly take the air away from the vessel, then the air molecules will leave more rapidly than they come in, and in doing so will make bubbles. This is very bad for divers, as you may know.
Now we go on to another process. In Fig. 1-6 we see, from an atomic point of view, a solid dissolving in water. If we put a crystal of salt in the water, what will happen? Salt is a solid, a crystal, an organized arrangement of “salt atoms.” Figure 1-7 is an illustration of the three-dimensional structure of common salt, sodium chloride. Strictly speaking, the crystal is not made of atoms, but of what we call ions. An ion is an atom which either has a few extra electrons or has lost a few electrons. In a salt crystal we find chlorine ions (chlorine atoms with an extra electron) and sodium ions (sodium atoms with one electron missing). The ions all stick together by electrical attraction in the solid salt, but when we put them in the water we find, because of the attractions of the negative oxygen and positive hydrogen for the ions, that some of the ions jiggle loose. In Fig. 1-6 we see a chlorine ion getting loose, and other atoms floating in the water in the form of ions. This picture was made with some care. Notice, for example, that the hydrogen ends of the water molecules are more likely to be near the chlorine ion, while near the sodium ion we are more likely to find the oxygen end, because the
Figure 1-6

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Figure 1-7 sodium is positive and the oxygen end of the water is negative, and they attract electrically. Can we tell from this picture whether the salt is dissolving in water or crystallizing out of water? Of course we cannot tell, because while some of the atoms are leaving the crystal other atoms are rejoining it. The process is a dynamic one, just as in the case of evaporation, and it depends on whether there is more or less salt in the water than the amount needed for equilibrium. By equilibrium we mean that situation in which the rate at which atoms are leaving just matches the rate at which they are coming back. If there is almost no salt in the water, more atoms leave than return, and the salt dissolves. If, on the other hand, there are too many “salt atoms,” more return than leave, and the salt is crystallizing.
In passing, we mention that the concept of a molecule of a substance is only approximate and exists only for a certain class of substances. It is clear in the case of water that the three atoms are actually stuck together. It is not so clear in the case of sodium chloride in the solid. There is just an arrangement of sodium and chlorine ions in a cubic pattern. There is no natural way to group them as “molecules of salt.”
Returning to our discussion of solution and precipitation, if we increase the temperature of the salt solution, then the rate at which

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atoms are taken away is increased, and so is the rate at which atoms are brought back. It turns out to be very difficult, in general, to predict which way it is going to go, whether more or less of the solid will dissolve. Most substances dissolve more, but some substances dissolve less, as the temperature increases.
Chemical reactions
In all of the processes which have been described so far, the atoms and the ions have not changed partners, but of course there are circumstances in which the atoms do change combinations, forming new molecules. This is illustrated in Fig. 1-8. A process in which the rearrangement of the atomic partners occurs is what we call a chemical reaction. The other processes so far described are called physical processes, but there is no sharp distinction between the two. (Nature does not care what we call it, she just keeps on doing it.) This figure is supposed to represent carbon burning in oxygen. In the case of oxygen, two oxygen atoms stick together very strongly. (Why do not three or even four stick together? That is one of the very peculiar characteristics of such atomic processes. Atoms are very special: they like certain particular partners, certain particular directions, and so on. It is the job of physics to analyze why each one wants what it wants. At any rate, two oxygen atoms form, saturated and happy, a molecule.)
Figure 1-8

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The carbon atoms are supposed to be in a solid crystal (which could be graphite or diamond*). Now, for example, one of the oxygen molecules can come over to the carbon, and each atom can pick up a carbon atom and go flying off in a new combination— “carbon-oxygen”—which is a molecule of the gas called carbon monoxide. It is given the chemical name CO. It is very simple: the letters “CO” are practically a picture of that molecule. But carbon attracts oxygen much more than oxygen attracts oxygen or carbon attracts carbon. Therefore in this process the oxygen may arrive with only a little energy, but the oxygen and carbon will snap together with a tremendous vengeance and commotion, and everything near them will pick up the energy. A large amount of motion energy, kinetic energy, is thus generated. This of course is burning; we are getting heat from the combination of oxygen and carbon. The heat is ordinarily in the form of the molecular motion of the hot gas, but in certain circumstances it can be so enormous that it generates light. That is how one gets flames.
In addition, the carbon monoxide is not quite satisfied. It is possible for it to attach another oxygen, so that we might have a much more complicated reaction in which the oxygen is combining with the carbon, while at the same time there happens to be a collision with a carbon monoxide molecule. One oxygen atom could attach itself to the CO and ultimately form a molecule, composed of one carbon and two oxygens, which is designated CO2 and called carbon dioxide. If we burn the carbon with very little oxygen in a very rapid reaction (for example, in an automobile engine, where the explosion is so fast that there is not time for it to make carbon dioxide) a considerable amount of carbon monoxide is formed. In many such rearrangements, a very large amount of energy is released, forming explosions, flames, etc., depending on the reactions. Chemists have studied these arrangements of the atoms, and found that every substance is some type of arrangement of atoms.
* One can burn a diamond in air.

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To illustrate this idea, let us consider another example. If we go into a field of small violets, we know what “that smell” is. It is some kind of molecule, or arrangement of atoms, that has worked its way into our noses. First of all, how did it work its way in? That is rather easy. If the smell is some kind of molecule in the air, jiggling around and being knocked every which way, it might have accidentally worked its way into the nose. Certainly it has no particular desire to get into our nose. It is merely one helpless part of a jostling crowd of molecules, and in its aimless wanderings this particular chunk of matter happens to find itself in the nose.
Now chemists can take special molecules like the odor of violets, and analyze them and tell us the exact arrangement of the atoms in space. We know that the carbon dioxide molecule is straight and symmetrical: O—C—O. (That can be determined easily, too, by physical methods.) However, even for the vastly more complicated arrangements of atoms that there are in chemistry, one can, by a long, remarkable process of detective work, find the arrangements of the atoms. Figure 1-9 is a picture of the air in the neighborhood of a violet; again we find nitrogen and oxygen in the air, and water vapor. (Why is there water vapor? Because the violet is wet. All plants transpire.) However, we also see a “monster” composed of carbon atoms, hydrogen atoms, and oxygen atoms, which have picked a certain particular pattern in which to be arranged. It is a much more complicated arrangement than that of carbon dioxide;
Figure 1-9

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in fact, it is an enormously complicated arrangement. Unfortunately, we cannot picture all that is really known about it chemically, because the precise arrangement of all the atoms is actually known in three dimensions, while our picture is in only two dimensions. The six carbons which form a ring do not form a flat ring, but a kind of “puckered” ring. All of the angles and distances are known. So a chemical formula is merely a picture of such a molecule. When the chemist writes such a thing on the blackboard, he is trying to “draw,” roughly speaking, in two dimensions. For example, we see a “ring” of six carbons, and a “chain” of carbons hanging on the end, with an oxygen second from the end, three hydrogens tied to that carbon, two carbons and three hydrogens sticking up here, etc.
How does the chemist find what the arrangement is? He mixes bottles full of stuff together, and if it turns red, it tells him that it consists of one hydrogen and two carbons tied on here; if it turns blue, on the other hand, that is not the way it is at all. This is one of the most fantastic pieces of detective work that has ever been done—organic chemistry. To discover the arrangement of the atoms in these enormously complicated arrays the chemist looks at what happens when he mixes two different substances together. The physicist could never quite believe that the chemist knew what he was talking about when he described the arrangement of the atoms. For about twenty years it has been possible, in some cases, to look at such molecules (not quite as complicated as this one, but some which contain parts of it) by a physical method, and it has been possible to locate every atom, not by looking at colors, but by measuring where they are. And lo and behold!, the chemists are almost always correct.
It turns out, in fact, that in the odor of violets there are three slightly different molecules, which differ only in the arrangement of the hydrogen atoms.
One problem of chemistry is to name a substance, so that we will know what it is. Find a name for this shape! Not only must the name

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Figure 1-10 The substance pictured is a-irone.
tell the shape, but it must also tell that here is an oxygen atom, there a hydrogen—exactly what and where each atom is. So we can appreciate that the chemical names must be complex in order to be complete. You see that the name of this thing in the more complete form that will tell you the structure of it is 4-(2, 2, 3, 6 tetramethyl5-cyclohexenyl)-3-buten-2-one, and that tells you that this is the arrangement. We can appreciate the difficulties that the chemists have, and also appreciate the reason for such long names. It is not that they wish to be obscure, but they have an extremely difficult problem in trying to describe the molecules in words!
How do we know that there are atoms? By one of the tricks mentioned earlier: we make the hypothesis that there are atoms, and one after the other results come out the way we predict, as they ought to if things are made of atoms. There is also somewhat more direct evidence, a good example of which is the following: The atoms are so small that you cannot see them with a light microscope—in fact, not even with an electron microscope. (With a light microscope you can only see things which are much bigger.) Now if the atoms are always in motion, say in water, and we put a big ball of something in the water, a ball much bigger than the atoms, the ball will jiggle around—much as in a push ball game, where a great big ball is pushed around by a lot of people. The people are pushing in various directions, and the ball moves around the field in an irregular fashion. So, in the same way, the “large ball” will move because of

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the inequalities of the collisions on one side to the other, from one moment to the next. Therefore, if we look at very tiny particles (colloids) in water through an excellent microscope, we see a perpetual jiggling of the particles, which is the result of the bombardment of the atoms. This is called the Brownian motion.
We can see further evidence for atoms in the structure of crystals. In many cases the structures deduced by x-ray analysis agree in their spatial “shapes” with the forms actually exhibited by crystals as they occur in nature. The angles between the various “faces” of a crystal agree, within seconds of arc, with angles deduced on the assumption that a crystal is made of many “layers” of atoms.
Everything is made of atoms. That is the key hypothesis. The most important hypothesis in all of biology, for example, is that everything that animals do, atoms do. In other words, there is nothing that living things do that cannot be understood from the point of view that they are made of atoms acting according to the laws of physics. This was not known from the beginning: it took some experimenting and theorizing to suggest this hypothesis, but now it is accepted, and it is the most useful theory for producing new ideas in the field of biology.
If a piece of steel or a piece of salt, consisting of atoms one next to the other, can have such interesting properties; if water—which is nothing but these little blobs, mile upon mile of the same thing over the earth—can form waves and foam, and make rushing noises and strange patterns as it runs over cement; if all of this, all the life of a stream of water, can be nothing but a pile of atoms, how much more is possible? If instead of arranging the atoms in some definite pattern, again and again repeated, on and on, or even forming little lumps of complexity like the odor of violets, we make an arrangement which is always different from place to place, with different kinds of atoms arranged in many ways, continually changing, not repeating, how much more marvelously is it possible that this thing might behave? Is it possible that that “thing” walking back and forth in front of you, talking to you, is a great glob of these atoms

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in a very complex arrangement, such that the sheer complexity of it staggers the imagination as to what it can do? When we say we are a pile of atoms, we do not mean we are merely a pile of atoms, because a pile of atoms which is not repeated from one to the other might well have the possibilities which you see before you in the mirror.

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BASIC PHYSICS
Introduction
In this chapter, we shall examine the most fundamental ideas that we have about physics—the nature of things as we see them at the present time. We shall not discuss the history of how we know that all these ideas are true; you will learn these details in due time. The things with which we concern ourselves in science appear in myriad forms, and with a multitude of attributes. For example, if we stand on the shore and look at the sea, we see the water, the waves breaking, the foam, the sloshing motion of the water, the sound, the air, the winds and the clouds, the sun and the blue sky, and light; there is sand and there are rocks of various hardness and permanence, color and texture. There are animals and seaweed, hunger and disease, and the observer on the beach; there may be even happiness and thought. Any other spot in nature has a similar variety of things and influences. It is always as complicated as that, no matter where it is. Curiosity demands that we ask questions, that we try to put things together and try to understand this multitude of aspects as perhaps resulting from the action of a relatively small number of elemental things and forces acting in an infinite variety of combinations. For example: Is the sand other than the rocks? That is, is the sand perhaps nothing but a great number of very tiny stones? Is the moon a great rock? If we understood rocks, would we also understand the
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sand and the moon? Is the wind a sloshing of the air analogous to the sloshing motion of the water in the sea? What common features do different movements have? What is common to different kinds of sound? How many different colors are there? And so on. In this way we try gradually to analyze all things, to put together things which at first sight look different, with the hope that we may be able to reduce the number of different things and thereby understand them better.
A few hundred years ago, a method was devised to find partial answers to such questions. Observation, reason, and experiment make up what we call the scientific method. We shall have to limit ourselves to a bare description of our basic view of what is sometimes called fundamental physics, or fundamental ideas which have arisen from the application of the scientific method.
What do we mean by “understanding” something? We can imagine that this complicated array of moving things which constitutes “the world” is something like a great chess game being played by the gods, and we are observers of the game. We do not know what the rules of the game are; all we are allowed to do is to watch the playing. Of course, if we watch long enough, we may eventually catch on to a few of the rules. The rules of the game are what we mean by fundamental physics. Even if we knew every rule, however, we might not be able to understand why a particular move is made in the game, merely because it is too complicated and our minds are limited. If you play chess you must know that it is easy to learn all the rules, and yet it is often very hard to select the best move or to understand why a player moves as he does. So it is in nature, only much more so; but we may be able at least to find all the rules. Actually, we do not have all the rules now. (Every once in a while something like castling is going on that we still do not understand.) Aside from not knowing all of the rules, what we really can explain in terms of those rules is very limited, because almost all situations are so enormously complicated that we cannot follow the plays of the game using the rules, much less tell what is going to happen next. We must, therefore, limit ourselves to the more basic question

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of the rules of the game. If we know the rules, we consider that we “understand” the world.
How can we tell whether the rules which we “guess” at are really right if we cannot analyze the game very well? There are, roughly speaking, three ways. First, there may be situations where nature has arranged, or we arrange nature, to be simple and to have so few parts that we can predict exactly what will happen, and thus we can check how our rules work. (In one corner of the board there may be only a few chess pieces at work, and that we can figure out exactly.)
A second good way to check rules is in terms of less specific rules derived from them. For example, the rule on the move of a bishop on a chessboard is that it moves only on the diagonal. One can deduce, no matter how many moves may be made, that a certain bishop will always be on a red square. So, without being able to follow the details, we can always check our idea about the bishop’s motion by finding out whether it is always on a red square. Of course it will be, for a long time, until all of a sudden we find that it is on a black square (what happened, of course, is that in the meantime it was captured, another pawn crossed for queening, and it turned into a bishop on a black square). That is the way it is in physics. For a long time we will have a rule that works excellently in an overall way, even when we cannot follow the details, and then sometime we may discover a new rule. From the point of view of basic physics, the most interesting phenomena are of course in the new places, the places where the rules do not work—not the places where they do work! That is the way in which we discover new rules.
The third way to tell whether our ideas are right is relatively crude but probably the most powerful of them all. That is, by rough approximation. While we may not be able to tell why Alekhine moves this particular piece, perhaps we can roughly understand that he is gathering his pieces around the king to protect it, more or less, since that is the sensible thing to do in the circumstances. In the same way, we can often understand nature, more or less, without

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being able to see what every little piece is doing, in terms of our understanding of the game.
At first the phenomena of nature were roughly divided into classes, like heat, electricity, mechanics, magnetism, properties of substances, chemical phenomena, light or optics, x-rays, nuclear physics, gravitation, meson phenomena, etc. However, the aim is to see complete nature as different aspects of one set of phenomena. That is the problem in basic theoretical physics today—to find the laws behind experiment; to amalgamate these classes. Historically, we have always been able to amalgamate them, but as time goes on new things are found. We were amalgamating very well, when all of a sudden x-rays were found. Then we amalgamated some more, and mesons were found. Therefore, at any stage of the game, it always looks rather messy. A great deal is amalgamated, but there are always many wires or threads hanging out in all directions. That is the situation today, which we shall try to describe.
Some historic examples of amalgamation are the following. First, take heat and mechanics. When atoms are in motion, the more motion, the more heat the system contains, and so heat and all temperature effects can be represented by the laws of mechanics. Another tremendous amalgamation was the discovery of the relation between electricity, magnetism, and light, which were found to be different aspects of the same thing, which we call today the electromagnetic field. Another amalgamation is the unification of chemical phenomena, the various properties of various substances, and the behavior of atomic particles, which is in the quantum mechanics of chemistry.
The question is, of course, is it going to be possible to amalgamate everything, and merely discover that this world represents different aspects of one thing? Nobody knows. All we know is that as we go along, we find that we can amalgamate pieces, and then we find some pieces that do not fit, and we keep trying to put the jigsaw puzzle together. Whether there are a finite number of pieces, and whether there is even a border to the puzzle, are of course un-

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known. It will never be known until we finish the picture, if ever. What we wish to do here is to see to what extent this amalgamation process has gone on, and what the situation is at present, in understanding basic phenomena in terms of the smallest set of principles. To express it in a simple manner, what are things made of and how few elements are there?
Physics before 1920
It is a little difficult to begin at once with the present view, so we shall first see how things looked in about 1920 and then take a few things out of that picture. Before 1920, our world picture was something like this: The “stage” on which the universe goes is the three-dimensional space of geometry, as described by Euclid, and things change in a medium called time. The elements on the stage are particles, for example the atoms, which have some properties. First, the property of inertia: if a particle is moving it keeps on going in the same direction unless forces act upon it. The second element, then, is forces, which were then thought to be of two varieties: First, an enormously complicated, detailed kind of interaction force which held the various atoms in different combinations in a complicated way, which determined whether salt would dissolve faster or slower when we raise the temperature. The other force that was known was a long-range interaction—a smooth and quiet attraction—which varied inversely as the square of the distance, and was called gravitation. This law was known and was very simple. Why things remain in motion when they are moving, or why there is a law of gravitation, was, of course, not known.
A description of nature is what we are concerned with here. From this point of view, then, a gas, and indeed all matter, is a myriad of moving particles. Thus many of the things we saw while standing at the seashore can immediately be connected. First the pressure: this comes from the collisions of the atoms with the walls or whatever; the drift of the atoms, if they are all moving in one

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direction on the average, is wind; the random internal motions are the heat. There are waves of excess density, where too many particles have collected, and so as they rush off they push up piles of particles farther out, and so on. This wave of excess density is sound. It is a tremendous achievement to be able to understand so much. Some of these things were described in the previous chapter.
What kinds of particles are there? There were considered to be 92 at that time: 92 different kinds of atoms were ultimately discovered. They had different names associated with their chemical properties.
The next part of the problem was, what are the short-range forces? Why does carbon attract one oxygen or perhaps two oxygens, but not three oxygens? What is the machinery of interaction between atoms? Is it gravitation? The answer is no. Gravity is entirely too weak. But imagine a force analogous to gravity, varying inversely with the square of the distance, but enormously more powerful and having one difference. In gravity everything attracts everything else, but now imagine that there are two kinds of “things,” and that this new force (which is the electrical force, of course) has the property that likes repel but unlikes attract. The “thing” that carries this strong interaction is called charge.
Then what do we have? Suppose that we have two unlikes that attract each other, a plus and a minus, and that they stick very close together. Suppose we have another charge some distance away. Would it feel any attraction? It would feel practically none, because if the first two are equal in size, the attraction for the one and the repulsion for the other balance out. Therefore there is very little force at any appreciable distance. On the other hand, if we get very close with the extra charge, attraction arises, because the repulsion of likes and attraction of unlikes will tend to bring unlikes closer together and push likes farther apart. Then the repulsion will be less than the attraction. This is the reason why the atoms, which are constituted out of plus and minus electric charges, feel very little

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force when they are separated by appreciable distance (aside from gravity). When they come close together, they can “see inside” each other and rearrange their charges, with the result that they have a very strong interaction. The ultimate basis of an interaction between the atoms is electrical. Since this force is so enormous, all the plusses and all minuses will normally come together in as intimate a combination as they can. All things, even ourselves, are made of fine-grained, enormously strongly interacting plus and minus parts, all neatly balanced out. Once in a while, by accident, we may rub off a few minuses or a few plusses (usually it is easier to rub off minuses), and in those circumstances we find the force of electricity unbalanced, and we can then see the effects of these electrical attractions.
To give an idea of how much stronger electricity is than gravitation, consider two grains of sand, a millimeter across, thirty meters apart. If the force between them were not balanced, if everything attracted everything else instead of likes repelling, so that there were no cancellations, how much force would there be? There would be a force of three million tons between the two! You see, there is very, very little excess or deficit of the number of negative or positive charges necessary to produce appreciable electrical effects. This is, of course, the reason why you cannot see the difference between an electrically charged and an uncharged thing—so few particles are involved that they hardly make a difference in the weight or size of an object.
With this picture the atoms were easier to understand. They were thought to have a “nucleus” at the center, which is positively electrically charged and very massive, and the nucleus is surrounded by a certain number of “electrons” which are very light and negatively charged. Now we go a little ahead in our story to remark that in the nucleus itself there were found two kinds of particles, protons and neutrons, almost of the same weight and very heavy. The protons are electrically charged and the neutrons are neutral. If we have an atom with six protons inside its nucleus, and this is surrounded

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by six electrons (the negative particles in the ordinary world of matter are all electrons, and these are very light compared with the protons and neutrons which make nuclei), this would be atom number six in the chemical table, and it is called carbon. Atom number eight is called oxygen, etc., because the chemical properties depend upon the electrons on the outside, and in fact only upon how many electrons there are. So the chemical properties of a substance depend only on a number, the number of electrons. (The whole list of elements of the chemists really could have been called 1, 2, 3, 4, 5, etc. Instead of saying “carbon,” we could say “element six,” meaning six electrons, but of course, when the elements were first discovered, it was not known that they could be numbered that way, and secondly, it would make everything look rather complicated. It is better to have names and symbols for these things, rather than to call everything by number.)
More was discovered about the electrical force. The natural interpretation of electrical interaction is that two objects simply attract each other: plus against minus. However, this was discovered to be an inadequate idea to represent it. A more adequate representation of the situation is to say that the existence of the positive charge, in some sense, distorts, or creates a “condition” in space, so that when we put the negative charge in, it feels a force. This potentiality for producing a force is called an electric field. When we put an electron in an electric field, we say it is “pulled.” We then have two rules: (a) charges make a field, and (b) charges in fields have forces on them and move. The reason for this will become clear when we discuss the following phenomena: If we were to charge a body, say a comb, electrically, and then place a charged piece of paper at a distance and move the comb back and forth, the paper will respond by always pointing to the comb. If we shake it faster, it will be discovered that the paper is a little behind, there is a delay in the action. (At the first stage, when we move the comb rather slowly, we find a complication which is magnetism. Magnetic influences have to do with charges in relative motion, so magnetic forces and electric forces can really be attributed to one field, as two

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different aspects of exactly the same thing. A changing electric field cannot exist without magnetism.) If we move the charged paper farther out, the delay is greater. Then an interesting thing is observed. Although the forces between two charged objects should go inversely as the square of the distance, it is found, when we shake a charge, that the influence extends very much farther out than we would guess at first sight. That is, the effect falls off more slowly than the inverse square.
Here is an analogy: If we are in a pool of water and there is a floating cork very close by, we can move it “directly” by pushing the water with another cork. If you looked only at the two corks, all you would see would be that one moved immediately in response to the motion of the other—there is some kind of “interaction” between them. Of course, what we really do is to disturb the water; the water then disturbs the other cork. We could make up a “law” that if you pushed the water a little bit, an object close by in the water would move. If it were farther away, of course, the second cork would scarcely move, for we move the water locally. On the other hand, if we jiggle the cork a new phenomenon is involved, in which the motion of the water moves the water there, etc., and waves travel away, so that by jiggling, there is an influence very much farther out, an oscillatory influence, that cannot be understood from the direct interaction. Therefore the idea of direct interaction must be replaced with the existence of the water, or in the electrical case, with what we call the electromagnetic field.
The electromagnetic field can carry waves; some of these waves are light, others are used in radio broadcasts, but the general name is electromagnetic waves. These oscillatory waves can have various frequencies. The only thing that is really different from one wave to another is the frequency of oscillation. If we shake a charge back and forth more and more rapidly, and look at the effects, we get a whole series of different kinds of effects, which are all unified by specifying but one number, the number of oscillations per second. The usual “pickup” that we get from electric currents in the circuits in the walls of a building has a frequency of about one hundred cycles per

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Table 2-1 The Electromagnetic Spectrum.
second. If we increase the frequency to 500 or 1000 kilocycles (1 kilocycle = 1000 cycles) per second, we are “on the air,” for this is the frequency range which is used for radio broadcasts. (Of course it has nothing to do with the air! We can have radio broadcasts without any air.) If we again increase the frequency, we come into the range that is used for FM and TV. Going still further, we use certain short waves, for example for radar. Still higher, and we do not need an instrument to “see” the stuff, we can see it with the human eye. In the range of frequency from 5 ¥ 1014 to 1015 cycles per second our eyes would see the oscillation of the charged comb, if we could shake it that fast, as red, blue, or violet light, depending on the frequency. Frequencies below this range are called infrared, and above it, ultraviolet. The fact that we can see in a particular frequency range makes that part of the electromagnetic spectrum no more impressive than the other parts from a physicist’s standpoint, but from a human standpoint, of course, it is more interesting. If we go up even higher in frequency, we get x-rays. X-rays are nothing but very high-frequency light. If we go still higher, we get gamma rays. These two terms, x-rays and gamma rays, are used al-

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most synonymously. Usually electromagnetic rays coming from nuclei are called gamma rays, while those of high energy from atoms are called x-rays, but at the same frequency they are indistinguishable physically, no matter what their source. If we go to still higher frequencies, say to 1024 cycles per second, we find that we can make those waves artificially, for example with the synchrotron here at Caltech. We can find electromagnetic waves with stupendously high frequencies—with even a thousand times more rapid oscillation— in the waves found in cosmic rays. These waves cannot be controlled by us.
Quantum physics
Having described the idea of the electromagnetic field, and that this field can carry waves, we soon learn that these waves actually behave in a strange way which seems very unwavelike. At higher frequencies they behave much more like particles! It is quantum mechanics, discovered just after 1920, which explains this strange behavior. In the years before 1920, the picture of space as a three-dimensional space, and of time as a separate thing, was changed by Einstein, first into a combination which we call spacetime, and then still further into a curved space-time to represent gravitation. So the “stage” is changed into space-time, and gravitation is presumably a modification of space-time. Then it was also found that the rules for the motions of particles were incorrect. The mechanical rules of “inertia” and “forces” are wrong—Newton’s laws are wrong—in the world of atoms. Instead, it was discovered that things on a small scale behave nothing like things on a large scale. That is what makes physics difficult—and very interesting. It is hard because the way things behave on a small scale is so “unnatural”; we have no direct experience with it. Here things behave like nothing we know of, so that it is impossible to describe this behavior in any other than analytic ways. It is difficult, and takes a lot of imagination.
Quantum mechanics has many aspects. In the first place, the

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idea that a particle has a definite location and a definite speed is no longer allowed; that is wrong. To give an example of how wrong classical physics is, there is a rule in quantum mechanics that says that one cannot know both where something is and how fast it is moving. The uncertainty of the momentum and the uncertainty of the position are complementary, and the product of the two is bounded by a small constant. We can write the law like this: Dx Dp $ '/2, but we shall explain it in more detail later. This rule is the explanation of a very mysterious paradox: If the atoms are made out of plus and minus charges, why don’t the minus charges simply sit on top of the plus charges (they attract each other) and get so close as to completely cancel them out? Why are atoms so big? Why is the nucleus at the center with the electrons around it? It was first thought that this was because the nucleus was so big; but no, the nucleus is very small. An atom has a diameter of about 10–8 cm. The nucleus has a diameter of about 10–13 cm. If we had an atom and wished to see the nucleus, we would have to magnify it until the whole atom was the size of a large room, and then the nucleus would be a bare speck which you could just about make out with the eye, but very nearly all the weight of the atom is in that infinitesimal nucleus. What keeps the electrons from simply falling in? This principle: If they were in the nucleus, we would know their position precisely, and the uncertainty principle would then require that they have a very large (but uncertain) momentum, i.e., a very large kinetic energy. With this energy they would break away from the nucleus. They make a compromise: they leave themselves a little room for this uncertainty and then jiggle with a certain amount of minimum motion in accordance with this rule. (Remember that when a crystal is cooled to absolute zero, we said that the atoms do not stop moving, they still jiggle. Why? If they stopped moving, we would know where they were and that they had zero motion, and that is against the uncertainty principle. We cannot know where they are and how fast they are moving, so they must be continually wiggling in there!)
Another most interesting change in the ideas and philosophy

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of science brought about by quantum mechanics is this: it is not possible to predict exactly what will happen in any circumstance. For example, it is possible to arrange an atom which is ready to emit light, and we can measure when it has emitted light by picking up a photon particle, which we shall describe shortly. We cannot, however, predict when it is going to emit the light or, with several atoms, which one is going to. You may say that this is because there are some internal “wheels” which we have not looked at closely enough. No, there are no internal wheels; nature, as we understand it today, behaves in such a way that it is fundamentally impossible to make a precise prediction of exactly what will happen in a given experiment. This is a horrible thing; in fact, philosophers have said before that one of the fundamental requisites of science is that whenever you set up the same conditions, the same thing must happen. This is simply not true; it is not a fundamental condition of science. The fact is that the same thing does not happen, that we can find only an average, statistically, as to what happens. Nevertheless, science has not completely collapsed. Philosophers, incidentally, say a great deal about what is absolutely necessary for science, and it is always, so far as one can see, rather naive, and probably wrong. For example, some philosopher or other said it is fundamental to the scientific effort that if an experiment is performed in, say, Stockholm, and then the same experiment is done in, say, Quito, the same results must occur. That is quite false. It is not necessary that science do that; it may be a fact of experience, but it is not necessary. For example, if one of the experiments is to look out at the sky and see the aurora borealis in Stockholm, you do not see it in Quito; that is a different phenomenon. “But,” you say, “that is something that has to do with the outside; can you close yourself up in a box in Stockholm and pull down the shade and get any difference?” Surely. If we take a pendulum on a universal joint, and pull it out and let go, then the pendulum will swing almost in a plane, but not quite. Slowly the plane keeps changing in Stockholm, but not in Quito. The blinds are down,

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too. The fact that this happened does not bring on the destruction of science. What is the fundamental hypothesis of science, the fundamental philosophy? We stated it in the first chapter: the sole test of the validity of any idea is experiment. If it turns out that most experiments work out the same in Quito as they do in Stockholm, then those “most experiments” will be used to formulate some general law, and those experiments which do not come out the same we will say were a result of the environment near Stockholm. We will invent some way to summarize the results of the experiment, and we do not have to be told ahead of time what this way will look like. If we are told that the same experiment will always produce the same result, that is all very well, but if when we try it, it does not, then it does not. We just have to take what we see, and then formulate all the rest of our ideas in terms of our actual experience.
Returning again to quantum mechanics and fundamental physics, we cannot go into details of the quantum-mechanical principles at this time, of course, because these are rather difficult to understand. We shall assume that they are there, and go on to describe what some of the consequences are. One of the consequences is that things which we used to consider as waves also behave like particles, and particles behave like waves; in fact everything behaves the same way. There is no distinction between a wave and a particle. So quantum mechanics unifies the idea of the field and its waves, and the particles, all into one. Now it is true that when the frequency is low, the field aspect of the phenomenon is more evident, or more useful as an approximate description in terms of everyday experiences. But as the frequency increases, the particle aspects of the phenomenon become more evident with the equipment with which we usually make the measurements. In fact, although we mentioned many frequencies, no phenomenon directly involving a frequency has yet been detected above approximately 1012 cycles per second. We only deduce the higher frequencies from the energy of the particles, by a rule

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which assumes that the particle-wave idea of quantum mechanics is valid.
Thus we have a new view of electromagnetic interaction. We have a new kind of particle to add to the electron, the proton, and the neutron. That new particle is called a photon. The new view of the interaction of electrons and photons that is electromagnetic theory, but with everything quantum-mechanically correct, is called quantum electrodynamics. This fundamental theory of the interaction of light and matter, or electric field and charges, is our greatest success so far in physics. In this one theory we have the basic rules for all ordinary phenomena except for gravitation and nuclear processes. For example, out of quantum electrodynamics come all known electrical, mechanical, and chemical laws: the laws for the collision of billiard balls, the motions of wires in magnetic fields, the specific heat of carbon monoxide, the color of neon signs, the density of salt, and the reactions of hydrogen and oxygen to make water are all consequences of this one law. All these details can be worked out if the situation is simple enough for us to make an approximation, which is almost never, but often we can understand more or less what is happening. At the present time no exceptions are found to the quantum-electrodynamic laws outside the nucleus, and there we do not know whether there is an exception because we simply do not know what is going on in the nucleus.
In principle, then, quantum electrodynamics is the theory of all chemistry, and of life, if life is ultimately reduced to chemistry and therefore just to physics because chemistry is already reduced (the part of physics which is involved in chemistry being already known). Furthermore, the same quantum electrodynamics, this great thing, predicts a lot of new things. In the first place, it tells the properties of very high-energy photons, gamma rays, etc. It predicted another very remarkable thing: besides the electron, there should be another particle of the same mass, but of opposite charge, called a positron, and these two, coming together, could annihilate each other with the emission of light or gamma rays.

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(After all, light and gamma rays are all the same; they are just different points on a frequency scale.) The generalization of this, that for each particle there is an antiparticle, turns out to be true. In the case of electrons, the antiparticle has another name—it is called a positron, but for most other particles, it is called anti-so-and-so, like antiproton or antineutron. In quantum electrodynamics, two numbers are put in and most of the other numbers in the world are supposed to come out. The two numbers that are put in are called the mass of the electron and the charge of the electron. Actually, that is not quite true, for we have a whole set of numbers for chemistry which tells how heavy the nuclei are. That leads us to the next part.
Nuclei and particles
What are the nuclei made of, and how are they held together? It is found that the nuclei are held together by enormous forces. When these are released, the energy released is tremendous compared with chemical energy, in the same ratio as the atomic bomb explosion is to a TNT explosion, because, of course, the atomic bomb has to do with changes inside the nucleus, while the explosion of TNT has to do with the changes of the electrons on the outside of the atoms. The question is, what are the forces which hold the protons and neutrons together in the nucleus? Just as the electrical interaction can be connected to a particle, a photon, Yukawa suggested that the forces between neutrons and protons also have a field of some kind, and that when this field jiggles it behaves like a particle. Thus there could be some other particles in the world besides protons and neutrons, and he was able to deduce the properties of these particles from the already known characteristics of nuclear forces. For example, he predicted they should have a mass of two or three hundred times that of an electron; and lo and behold, in cosmic rays there was discovered a particle of the right mass! But it later turned out to be the wrong particle. It was called a μ-meson, or muon.

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However, a little while later, in 1947 or 1948, another particle was found, the π-meson, or pion, which satisfied Yukawa’s criterion. Besides the proton and the neutron, then, in order to get nuclear forces we must add the pion. Now, you say, “Oh great!, with this theory we make quantum nucleodynamics using the pions just like Yukawa wanted to do, and see if it works, and everything will be explained.” Bad luck. It turns out that the calculations that are involved in this theory are so difficult that no one has ever been able to figure out what the consequences of the theory are, or to check it against experiment, and this has been going on now for almost twenty years!
So we are stuck with a theory, and we do not know whether it is right or wrong, but we do know that it is a little wrong, or at least incomplete. While we have been dawdling around theoretically, trying to calculate the consequences of this theory, the experimentalists have been discovering some things. For example, they had already discovered this m-meson or muon, and we do not yet know where it fits. Also, in cosmic rays, a large number of other “extra” particles were found. It turns out that today we have approximately thirty particles, and it is very difficult to understand the relationships of all these particles, and what nature wants them for, or what the connections are from one to another. We do not today understand these various particles as different aspects of the same thing, and the fact that we have so many unconnected particles is a representation of the fact that we have so much unconnected information without a good theory. After the great successes of quantum electrodynamics, there is a certain amount of knowledge of nuclear physics which is rough knowledge, sort of half experience and half theory, assuming a type of force between protons and neutrons and seeing what will happen, but not really understanding where the force comes from. Aside from that, we have made very little progress. We have collected an enormous number of chemical elements. In the chemical case, there suddenly appeared a relationship among these elements which was unexpected, and which is embodied in the periodic table of Mendeléev. For example, sodium and

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potassium are about the same in their chemical properties and are found in the same column in the Mendeléev chart. We have been seeking a Mendeléev-type chart for the new particles. One such chart of the new particles was made independently by Gell-Mann in the USA and Nishijima in Japan. The basis of their classification is a new number, like the electric charge, which can be assigned to each particle, called its “strangeness,” S. This number is conserved, like the electric charge, in reactions which take place by nuclear forces.
In Table 2-2 are listed all the particles. We cannot discuss them much at this stage, but the table will at least show you how much we do not know. Underneath each particle its mass is given in a certain unit, called the Mev. One Mev is equal to 1.782 ¥ 10–27 gram. The reason this unit was chosen is historical, and we shall not go into it now. More massive particles are put higher up on the chart; we see that a neutron and a proton have almost the same mass. In vertical columns we have put the particles with the same electrical charge, all neutral objects in one column, all positively charged ones to the right of this one, and all negatively charged objects to the left.
Particles are shown with a solid line and “resonances” with a dashed one. Several particles have been omitted from the table. These include the important zero-mass, zero-charge particles, the photon and the graviton, which do not fall into the baryon-mesonlepton classification scheme, and also some of the newer resonances (K*, φ, η). The antiparticles of the mesons are listed in the table, but the antiparticles of the leptons and baryons would have to be listed in another table which would look exactly like this one reflected on the zero-charge column. Although all of the particles except the electron, neutrino, photon, graviton, and proton are unstable, decay products have been shown only for the resonances. Strangeness assignments are not applicable for leptons, since they do not interact strongly with nuclei.
All particles which are together with the neutrons and protons are called baryons, and the following ones exist: There is a “lambda,” with a mass of 1115 Mev, and three others, called sigmas, minus,

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Table 2-2 Elementary Particles.

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neutral, and plus, with several masses almost the same. There are groups or multiplets with almost the same mass, within 1 or 2 percent. Each particle in a multiplet has the same strangeness. The first multiplet is the proton-neutron doublet, and then there is a singlet (the lambda), then the sigma triplet, and finally the xi doublet. Very recently, in 1961, even a few more particles were found. Or are they particles? They live so short a time, they disintegrate almost instantaneously, as soon as they are formed, that we do not know whether they should be considered as new particles, or some kind of “resonance” interaction of a certain definite energy between the Λ and π products into which they disintegrate.
In addition to the baryons the other particles which are involved in the nuclear interaction are called mesons. There are first the pions, which come in three varieties, positive, negative, and neutral; they form another multiplet. We have also found some new things called K-mesons, and they occur as a doublet, K+ and K0. Also, every particle has its antiparticle, unless a particle is its own antiparticle. For example, the π– and the π+ are antiparticles, but the π0 is its own antiparticle. The K– and K+ are antiparticles, and the K0 and K0 . In addition, in 1961 we also found some more mesons or maybe mesons which disintegrate almost immediately. A thing called ω which goes into three pions has a mass 780 on this scale, and somewhat less certain is an object which disintegrates into two pions. These particles, called mesons and baryons, and the antiparticles of the mesons are on the same chart, but the antiparticles of the baryons must be put on another chart, “reflected” through the charge-zero column.
Just as Mendeléev’s chart was very good, except for the fact that there were a number of rare earth elements which were hanging out loose from it, so we have a number of things hanging out loose from this chart—particles which do not interact strongly in nuclei, have nothing to do with a nuclear interaction, and do not have a strong interaction (I mean the powerful kind of interaction of nuclear energy). These are called leptons, and they are the following:

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there is the electron, which has a very small mass on this scale, only 0.510 Mev. Then there is that other, the μ-meson, the muon, which has a mass much higher, 206 times as heavy as an electron. So far as we can tell, by all experiments so far, the difference between the electron and the muon is nothing but the mass. Everything works exactly the same for the muon as for the electron, except that one is heavier than the other. Why is there another one heavier; what is the use for it? We do not know. In addition, there is a lepton which is neutral, called a neutrino, and this particle has zero mass. In fact, it is now known that there are two different kinds of neutrinos, one related to electrons and the other related to muons.
Finally, we have two other particles which do not interact strongly with the nuclear ones: one is a photon, and perhaps, if the field of gravity also has a quantum-mechanical analog (a quantum theory of gravitation has not yet been worked out), then there will be a particle, a graviton, which will have zero mass.
What is this “zero mass”? The masses given here are the masses of the particles at rest. The fact that a particle has zero mass means, in a way, that it cannot be at rest. A photon is never at rest; it is always moving at 186,000 miles a second. We will understand more what mass means when we understand the theory of relativity, which will come in due time.
Thus we are confronted with a large number of particles, which together seem to be the fundamental constituents of matter. Fortunately, these particles are not all different in their interactions with one another. In fact, there seem to be just four kinds of interaction between particles which, in the order of decreasing strength, are the nuclear force, electrical interactions, the beta-decay interaction, and gravity. The photon is coupled to all charged particles and the strength of the interaction is measured by some number, which is 1/137. The detailed law of this coupling is known, that is quantum electrodynamics. Gravity is coupled to all energy, but its coupling is extremely weak, much weaker than that of electricity. This law is also known. Then there are the so-called weak decays—beta decay,

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which causes the neutron to disintegrate into proton, electron, and neutrino, relatively slowly. This law is only partly known. The socalled strong interaction, the meson-baryon interaction, has a strength of 1 in this scale, and the law is completely unknown, although there are a number of known rules, such as that the number of baryons does not change in any reaction.
Table 2-3 Elementary Interactions.
This, then, is the horrible condition of our physics today. To summarize it, I would say this: outside the nucleus, we seem to know all; inside it, quantum mechanics is valid—the principles of quantum mechanics have not been found to fail. The stage on which we put all of our knowledge, we would say, is relativistic space-time; perhaps gravity is involved in space-time. We do not know how the universe got started, and we have never made experiments which check our ideas of space and time accurately, below some tiny distance, so we only know that our ideas work above that distance. We should also add that the rules of the game are the quantum-mechanical principles, and those principles apply, so far as we can tell, to the new particles as well as to the old. The origin of the forces in nuclei leads us to new particles, but unfortunately
* The “strength” is a dimensionless measure of the coupling constant involved in each interaction ( means “of the order”).

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they appear in great profusion and we lack a complete understanding of their interrelationship, although we already know that there are some very surprising relationships among them. We seem gradually to be groping toward an understanding of the world of subatomic particles, but we really do not know how far we have yet to go in this task.

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3
THE RELATION OF PHYSICS TO OTHER SCIENCES
Introduction
Physics is the most fundamental and all-inclusive of the sciences, and has had a profound effect on all scientific development. In fact, physics is the present-day equivalent of what used to be called natural philosophy, from which most of our modern sciences arose. Students of many fields find themselves studying physics because of the basic role it plays in all phenomena. In this chapter we shall try to explain what the fundamental problems in the other sciences are, but of course it is impossible in so small a space really to deal with the complex, subtle, beautiful matters in these other fields. Lack of space also prevents our discussing the relation of physics to engineering, industry, society, and war, or even the most remarkable relationship between mathematics and physics. (Mathematics is not a science from our point of view, in the sense that it is not a natural science. The test of its validity is not experiment.) We must, incidentally, make it clear from the beginning that if a thing is not a science, it is not necessarily bad. For example, love is not a science. So, if something is said not to be a science, it does not mean that there is something wrong with it; it just means that it is not a science.
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Chemistry
The science which is perhaps the most deeply affected by physics is chemistry. Historically, the early days of chemistry dealt almost entirely with what we now call inorganic chemistry, the chemistry of substances which are not associated with living things. Considerable analysis was required to discover the existence of the many elements and their relationships—how they make the various relatively simple compounds found in rocks, earth, etc. This early chemistry was very important for physics. The interaction between the two sciences was very great because the theory of atoms was substantiated to a large extent by experiments in chemistry. The theory of chemistry, i.e., of the reactions themselves, was summarized to a large extent in the periodic chart of Mendeléev, which brings out many strange relationships among the various elements, and it was the collection of rules as to which substance is combined with which, and how, that constituted inorganic chemistry. All these rules were ultimately explained in principle by quantum mechanics, so that theoretical chemistry is in fact physics. On the other hand, it must be emphasized that this explanation is in principle. We have already discussed the difference between knowing the rules of the game of chess and being able to play. So it is that we may know the rules, but we cannot play very well. It turns out to be very difficult to predict precisely what will happen in a given chemical reaction; nevertheless, the deepest part of theoretical chemistry must end up in quantum mechanics.
There is also a branch of physics and chemistry which was developed by both sciences together, and which is extremely important. This is the method of statistics applied in a situation in which there are mechanical laws, which is aptly called statistical mechanics. In any chemical situation a large number of atoms are involved, and we have seen that the atoms are all jiggling around in a very random and complicated way. If we could analyze each collision, and be able to follow in detail the motion of each molecule, we

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might hope to figure out what would happen, but the many numbers needed to keep track of all these molecules exceed so enormously the capacity of any computer, and certainly the capacity of the mind, that it was important to develop a method for dealing with such complicated situations. Statistical mechanics, then, is the science of the phenomena of heat, or thermodynamics. Inorganic chemistry is, as a science, now reduced essentially to what are called physical chemistry and quantum chemistry: physical chemistry to study the rates at which reactions occur and what is happening in detail (How do the molecules hit? Which pieces fly off first?, etc.), and quantum chemistry to help us understand what happens in terms of the physical laws.
The other branch of chemistry is organic chemistry, the chemistry of the substances which are associated with living things. For a time it was believed that the substances which are associated with living things were so marvelous that they could not be made by hand, from inorganic materials. This is not at all true—they are just the same as the substances made in inorganic chemistry, but more complicated arrangements of atoms are involved. Organic chemistry obviously has a very close relationship to the biology which supplies its substances, and to industry, and furthermore, much physical chemistry and quantum mechanics can be applied to organic as well as to inorganic compounds. However, the main problems of organic chemistry are not in these aspects, but rather in the analysis and synthesis of the substances which are formed in biological systems, in living things. This leads imperceptibly, in steps, toward biochemistry, and then into biology itself, or molecular biology.
Biology
Thus we come to the science of biology, which is the study of living things. In the early days of biology, the biologists had to deal with the purely descriptive problem of finding out what living things there were, and so they just had to count such things as the hairs

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of the limbs of fleas. After these matters were worked out with a great deal of interest, the biologists went into the machinery inside the living bodies, first from a gross standpoint, naturally, because it takes some effort to get into the finer details.
There was an interesting early relationship between physics and biology in which biology helped physics in the discovery of the conservation of energy, which was first demonstrated by Mayer in connection with the amount of heat taken in and given out by a living creature.
If we look at the processes of biology of living animals more closely, we see many physical phenomena: the circulation of blood, pumps, pressure, etc. There are nerves: we know what is happening when we step on a sharp stone, and that somehow or other the information goes from the leg up. It is interesting how that happens. In their study of nerves, the biologists have come to the conclusion that nerves are very fine tubes with a complex wall which is very thin; through this wall the cell pumps ions, so that there are positive ions on the outside and negative ions on the inside, like a capacitor. Now this membrane has an interesting property; if it “discharges” in one place, i.e., if some of the ions were able to move through one place, so that the electric voltage is reduced there, that electrical influence makes itself felt on the ions in the neighborhood, and it affects the membrane in such a way that it lets the ions through at neighboring points also. This in turn affects it farther along, etc., and so there is a wave of “penetrability” of the membrane which runs down the fiber when it is “excited” at one end by stepping on the sharp stone. This wave is somewhat analogous to a long sequence of vertical dominoes; if the end one is pushed over, that one pushes the next, etc. Of course this will transmit only one message unless the dominoes are set up again; and similarly in the nerve cell, there are processes which pump the ions slowly out again, to get the nerve ready for the next impulse. So it is that we know what we are doing (or at least where we are). Of course the electrical effects associated with

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this nerve impulse can be picked up with electrical instruments, and because there are electrical effects, obviously the physics of electrical effects has had a great deal of influence on understanding the phenomenon.
The opposite effect is that, from somewhere in the brain, a message is sent out along a nerve. What happens at the end of the nerve? There the nerve branches out into fine little things, connected to a structure near a muscle, called an endplate. For reasons which are not exactly understood, when the impulse reaches the end of the nerve, little packets of a chemical called acetylcholine are shot off (five or ten molecules at a time) and they affect the muscle fiber and make it contract—how simple! What makes a muscle contract? A muscle is a very large number of fibers close together, containing two different substances, myosin and actomyosin, but the machinery by which the chemical reaction induced by acetylcholine can modify the dimensions of the muscle is not yet known. Thus the fundamental processes in the muscle that make mechanical motions are not known.
Biology is such an enormously wide field that there are hosts of other problems that we cannot mention at all—problems on how vision works (what the light does in the eye), how hearing works, etc. (The way in which thinking works we shall discuss later under psychology.) Now, these things concerning biology which we have just discussed are, from a biological standpoint, really not fundamental, at the bottom of life, in the sense that even if we understood them we still would not understand life itself. To illustrate: the men who study nerves feel their work is very important, because after all you cannot have animals without nerves. But you can have life without nerves. Plants have neither nerves nor muscles, but they are working, they are alive, just the same. So for the fundamental problems of biology we must look deeper; when we do, we discover that all living things have a great many characteristics in common. The most common feature is that they are made of cells, within each of which is complex machinery for doing things chemically.

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In plant cells, for example, there is machinery for picking up light and generating sucrose, which is consumed in the dark to keep the plant alive. When the plant is eaten the sucrose itself generates in the animal a series of chemical reactions very closely related to photosynthesis (and its opposite effect in the dark) in plants.
In the cells of living systems there are many elaborate chemical reactions, in which one compound is changed into another and another. To give some impression of the enormous efforts that have gone into the study of biochemistry, the chart in Fig. 3-1 summarizes our knowledge to date on just one small part of the many series of reactions which occur in cells, perhaps a percent or so of it.
Here we see a whole series of molecules which change from one to another in a sequence or cycle of rather small steps. It is called the Krebs cycle, the respiratory cycle. Each of the chemicals and each of the steps is fairly simple, in terms of what change is made in the molecule, but—and this is a centrally important discovery in biochemistry—these changes are relatively difficult to accomplish in a laboratory. If we have one substance and another very similar substance, the one does not just turn into the other, because the two forms are usually separated by an energy barrier or “hill.” Consider this analogy: If we wanted to take an object from one place to another, at the same level but on the other side of a hill, we could push it over the top, but to do so requires the addition of some energy. Thus most chemical reactions do not occur, because there is what is called an activation energy in the way. In order to add an extra atom to our chemical requires that we get it close enough that some rearrangement can occur; then it will stick. But if we cannot give it enough energy to get it close enough, it will not go to completion it will just go partway up the “hill” and back down again. However, if we could literally take the molecules in our hands and push and pull the atoms around in such a way as to open a hole to let the new atom in, and then let it snap back, we would have found another way, around the hill, which would not require extra energy,

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Figure 3-1 The Krebs cycle. and the reaction would go easily. Now there actually are, in the cells, very large molecules, much larger than the ones whose changes we have been describing, which in some complicated way hold the smaller molecules just right, so that the reaction can occur easily. These very large and complicated things are called enzymes. (They were first called ferments, because they were originally discovered in the fermentation of sugar. In fact, some of the first reactions in the cycle were discovered there.) In the presence of an enzyme the reaction will go.
An enzyme is made of another substance called protein. Enzymes are very big and complicated, and each one is different, each being built to control a certain special reaction. The names of the enzymes are written in Fig. 3-1 at each reaction. (Sometimes the same enzyme may control two reactions.) We emphasize that the enzymes themselves are not involved in the reaction directly. They do not

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change; they merely let an atom go from one place to another. Having done so, the enzyme is ready to do it to the next molecule, like a machine in a factory. Of course, there must be a supply of certain atoms and a way of disposing of other atoms. Take hydrogen, for example: there are enzymes which have special units on them which carry the hydrogen for all chemical reactions. For example, there are three or four hydrogen-reducing enzymes which are used all over our cycle in different places. It is interesting that the machinery which liberates some hydrogen at one place will take that hydrogen and use it somewhere else.
The most important feature of the cycle of Fig. 3-1 is the transformation from GDP to GTP (guanosine-di-phosphate to guanosinetri-phosphate) because the one substance has much more energy in it than the other. Just as there is a “box” in certain enzymes for carrying hydrogen atoms around, there are special energy-carrying “boxes” which involve the triphosphate group. So, GTP has more energy than GDP and if the cycle is going one way, we are producing molecules which have extra energy and which can go drive some other cycle which requires energy, for example the contraction of muscle. The muscle will not contract unless there is GTP. We can take muscle fiber, put it in water, and add GTP, and the fibers contract, changing GTP to GDP if the right enzymes are present. So the real system is in the GDP-GTP transformation; in the dark the GTP which has been stored up during the day is used to run the whole cycle around the other way. An enzyme, you see, does not care in which direction the reaction goes, for if it did it would violate one of the laws of physics.
Physics is of great importance in biology and other sciences for still another reason, that has to do with experimental techniques. In fact, if it were not for the great development of experimental physics, these biochemistry charts would not be known today. The reason is that the most useful tool of all for analyzing this fantastically complex system is to label the atoms which are used in the reactions. Thus, if we could introduce into the cycle some

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carbon dioxide which has a “green mark” on it, and then measure after three seconds where the green mark is, and again measure after ten seconds, etc., we could trace out the course of the reactions. What are the “green marks”? They are different isotopes. We recall that the chemical properties of atoms are determined by the number of electrons, not by the mass of the nucleus. But there can be, for example in carbon, six neutrons or seven neutrons, together with the six protons which all carbon nuclei have. Chemically, the two atoms C12 and C13 are the same, but they differ in weight and they have different nuclear properties, and so they are distinguishable. By using these isotopes of different weights, or even radioactive isotopes like C14, which provide a more sensitive means for tracing very small quantities, it is possible to trace the reactions.
Now, we return to the description of enzymes and proteins. All proteins are not enzymes, but all enzymes are proteins. There are many proteins, such as the proteins in muscle, the structural proteins which are, for example, in cartilage and hair, skin, etc., that are not themselves enzymes. However, proteins are a very characteristic substance of life: first of all they make up all the enzymes, and second, they make up much of the rest of living material. Proteins have a very interesting and simple structure. They are a series, or chain, of different amino acids. There are twenty different amino acids, and they all can combine with each other to form chains in which the backbone is CO-NH, etc. Proteins are nothing but chains of various ones of these twenty amino acids. Each of the amino acids probably serves some special purpose. Some, for example, have a sulfur atom at a certain place; when two sulfur atoms are in the same protein, they form a bond, that is, they tie the chain together at two points and form a loop. Another has extra oxygen atoms which make it an acidic substance; another has a basic characteristic. Some of them have big groups hanging out to one side, so that they take up a lot of space. One of the amino acids, called proline, is not really an amino acid, but imino acid. There is a slight

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difference, with the result that when proline is in the chain, there is a kink in the chain. If we wished to manufacture a particular protein, we would give these instructions: put one of those sulfur hooks here; next, add something to take up space; then attach something to put a kink in the chain. In this way, we will get a complicatedlooking chain, hooked together and having some complex structure; this is presumably just the manner in which all the various enzymes are made. One of the great triumphs in recent times (since 1960) was at last to discover the exact spatial atomic arrangement of certain proteins, which involve some fifty-six or sixty amino acids in a row. Over a thousand atoms (more nearly two thousand, if we count the hydrogen atoms) have been located in a complex pattern in two proteins. The first was hemoglobin. One of the sad aspects of this discovery is that we cannot see anything from the pattern; we do not understand why it works the way it does. Of course, that is the next problem to be attacked.
Another problem is how do the enzymes know what to be? A red-eyed fly makes a red-eyed fly baby, and so the information for the whole pattern of enzymes to make red pigment must be passed from one fly to the next. This is done by a substance in the nucleus of the cell, not a protein, called DNA (short for deoxyribonucleic acid). This is the key substance which is passed from one cell to another (for instance, sperm cells consist mostly of DNA) and carries the information as to how to make the enzymes. DNA is the “blueprint.” What does the blueprint look like and how does it work? First, the blueprint must be able to reproduce itself. Secondly, it must be able to instruct the protein. Concerning the reproduction, we might think that this proceeds like cell reproduction. Cells simply grow bigger and then divide in half. Must it be thus with DNA molecules, then, that they too grow bigger and divide in half? Every atom certainly does not grow bigger and divide in half! No, it is impossible to reproduce a molecule except by some more clever way.
The structure of the substance DNA was studied for a long time, first chemically to find the composition, and then with x-rays

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to find the pattern in space. The result was the following remarkable discovery: The DNA molecule is a pair of chains, twisted upon each other. The backbone of each of these chains, which are analogous to the chains of proteins but chemically quite different, is a series of sugar and phosphate groups, as shown in Fig. 3-2. Now we see how the chain can contain instructions, for if we could split this chain down the middle, we would have a series BAADC . . . and every living thing could have a different series. Thus perhaps, in some way, the specific instructions for the manufacture of proteins are contained in the specific series of the DNA.
Attached to each sugar along the line, and linking the two chains together, are certain pairs of cross-links. However, they are not all of the same kind; there are four kinds, called adenine, thymine, cytosine, and guanine, but let us call them A, B, C, and D. The interesting thing is that only certain pairs can sit opposite each other, for example A with B and C with D. These pairs are put on the two chains in such a way that they “fit together,” and have a strong energy of interaction. However, C will not fit with A, and B will not fit with C; they will only fit in pairs, A against B and C against D. Therefore if one is C, the other must be D, etc. Whatever the letters may be in one chain, each one must have its specific complementary letter on the other chain.
What then about reproduction? Suppose we split this chain in two. How can we make another one just like it? If, in the substances of the cells, there is a manufacturing department which brings up phosphate, sugar, and A, B, C, D units not connected in a chain, the only ones which will attach to our split chain will be the correct ones, the complements of BAADC . . . , namely, ABBCD . . . Thus what happens is that the chain splits down the middle during cell division, one half ultimately to go with one cell, the other half to end up in the other cell; when separated, a new complementary chain is made by each half-chain.
Next comes the question, precisely how does the order of the A, B, C, D units determine the arrangement of the amino acids in the

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Figure 3-2 Schematic diagram of DNA. protein? This is the central unsolved problem in biology today. The first clues, or pieces of information, however, are these: There are in the cell tiny particles called ribosomes, and it is now known that that is the place where proteins are made. But the ribosomes are not in the nucleus, where the DNA and its instructions are. Something seems to be the matter. However, it is also known that little molecule pieces come off the DNA—not as long as the big DNA molecule that carries all the information itself, but like a small section of it. This is called RNA, but that is not essential. It is a kind of copy of the DNA, a short copy. The RNA, which somehow car-

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ries a message as to what kind of protein to make goes over to the ribosome; that is known. When it gets there, protein is synthesized at the ribosome. That is also known. However, the details of how the amino acids come in and are arranged in accordance with a code that is on the RNA are, as yet, still unknown. We do not know how to read it. If we knew, for example, the “lineup” A, B, C, C, A, we could not tell you what protein is to be made.
Certainly no subject or field is making more progress on so many fronts at the present moment than biology, and if we were to name the most powerful assumption of all, which leads one on and on in an attempt to understand life, it is that all things are made of atoms, and that everything that living things do can be understood in terms of the jigglings and wigglings of atoms.
Astronomy
In this rapid-fire explanation of the whole world, we must now turn to astronomy. Astronomy is older than physics. In fact, it got physics started by showing the beautiful simplicity of the motion of the stars and planets, the understanding of which was the beginning of physics. But the most remarkable discovery in all of astronomy is that the stars are made of atoms of the same kind as those on the earth.*
* How I’m rushing through this! How much each sentence in this brief story contains. “The stars are made of the same atoms as the earth.” I usually pick one small topic like this to give a lecture on. Poets say science takes away from the beauty of the stars—mere globs of gas atoms. Nothing is “mere.” I too can see the stars on a desert night, and feel them. But do I see less or more? The vastness of the heavens stretches my imagination—stuck on this carousel my little eye can catch onemillion-year-old light. A vast pattern—of which I am a part—perhaps my stuff was belched from some forgotten star, as one is belching there. Or see them with the greater eye of Palomar, rushing all apart from some common starting point when they were perhaps all together. What is the pattern, or the meaning, or the why? It does not do harm to the mystery to know a little about it. For far more

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How was this done? Atoms liberate light which has definite frequencies, something like the timbre of a musical instrument, which has definite pitches or frequencies of sound. When we are listening to several different tones we can tell them apart, but when we look with our eyes at a mixture of colors we cannot tell the parts from which it was made, because the eye is nowhere near as discerning as the ear in this connection. However, with a spectroscope we can analyze the frequencies of the light waves and in this way we can see the very tunes of the atoms that are in the different stars. As a matter of fact, two of the chemical elements were discovered on a star before they were discovered on the earth. Helium was discovered on the sun, whence its name, and technetium was discovered in certain cool stars. This, of course, permits us to make headway in understanding the stars, because they are made of the same kinds of atoms which are on the earth. Now we know a great deal about the atoms, especially concerning their behavior under conditions of high temperature but not very great density, so that we can analyze by statistical mechanics the behavior of the stellar substance. Even though we cannot reproduce the conditions on the earth, using the basic physical laws we often can tell precisely, or very closely, what will happen. So it is that physics aids astronomy. Strange as it may seem, we understand the distribution of matter in the interior of the sun far better than we understand the interior of the earth. What goes on inside a star is better understood than one might guess from the difficulty of having to look at a little dot of light through a telescope, because we can calculate what the atoms in the stars should do in most circumstances.
One of the most impressive discoveries was the origin of the en-
marvelous is the truth than any artists of the past imagined! Why do the poets of the present not speak of it? What men are poets who can speak of Jupiter if he were like a man, but if he is an immense spinning sphere of methane and ammonia must be silent?

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ergy of the stars, that makes them continue to burn. One of the men who discovered this was out with his girlfriend the night after he realized that nuclear reactions must be going on in the stars in order to make them shine. She said, “Look at how pretty the stars shine!” He said, “Yes, and right now I am the only man in the world who knows why they shine.” She merely laughed at him. She was not impressed with being out with the only man who, at that moment, knew why stars shine. Well, it is sad to be alone, but that is the way it is in this world.
It is the nuclear “burning” of hydrogen which supplies the energy of the sun; the hydrogen is converted into helium. Furthermore, ultimately, the manufacture of various chemical elements proceeds in the centers of the stars, from hydrogen. The stuff of which we are made was “cooked” once, in a star, and spit out. How do we know? Because there is a clue. The proportion of the different isotopes—how much C12, how much C13, etc., is something which is never changed by chemical reactions, because the chemical reactions are so much the same for the two. The proportions are purely the result of nuclear reactions. By looking at the proportions of the isotopes in the cold, dead ember which we are, we can discover what the furnace was like in which the stuff of which we are made was formed. That furnace was like the stars, and so it is very likely that our elements were “made” in the stars and spit out in the explosions which we call novae and supernovae. Astronomy is so close to physics that we shall study many astronomical things as we go along.
Geology
We turn now to what are called earth sciences, or geology. First, meteorology and the weather. Of course the instruments of meteorology are physical instruments, and the development of experimental physics made these instruments possible, as was explained before. However, the theory of meteorology has never been satisfactorily

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worked out by the physicist. “Well,” you say, “there is nothing but air, and we know the equations of the motions of air.” Yes we do. “So if we know the condition of air today, why can’t we figure out the condition of the air tomorrow?” First, we do not really know what the condition is today, because the air is swirling and twisting everywhere. It turns out to be very sensitive, and even unstable. If you have ever seen water run smoothly over a dam, and then turn into a large number of blobs and drops as it falls, you will understand what I mean by unstable. You know the condition of the water before it goes over the spillway; it is perfectly smooth; but the moment it begins to fall, where do the drops begin? What determines how big the lumps are going to be and where they will be? That is not known, because the water is unstable. Even a smooth moving mass of air going over a mountain turns into complex whirlpools and eddies. In many fields we find this situation of turbulent flow that we cannot analyze today. Quickly we leave the subject of weather, and discuss geology!
The question basic to geology is, what makes the earth the way it is? The most obvious processes are in front of your very eyes, the erosion processes of the rivers, the winds, etc. It is easy enough to understand these, but for every bit of erosion there is an equal amount of something else going on. Mountains are no lower today, on the average, than they were in the past. There must be mountain-forming processes. You will find, if you study geology, that there are mountain-forming processes and volcanism, which nobody understands but which is half of geology. The phenomenon of volcanoes is really not understood. What makes an earthquake is, ultimately, not understood. It is understood that if something is pushing something else, it snaps and will slide—that is all right. But what pushes, and why? The theory is that there are currents inside the earth—circulating currents, due to the difference in temperature inside and outside—which, in their motion, push the surface slightly. Thus if there are two opposite circulations next to each other, the matter will collect in

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the region where they meet and make belts of mountains which are in unhappy stressed conditions, and so produce volcanoes and earthquakes.
What about the inside of the earth? A great deal is known about the speed of earthquake waves through the earth and the density of distribution of the earth. However, physicists have been unable to get a good theory as to how dense a substance should be at the pressures that would be expected at the center of the earth. In other words, we cannot figure out the properties of matter very well in these circumstances. We do much less well with the earth than we do with the conditions of matter in the stars. The mathematics involved seems a little too difficult, so far, but perhaps it will not be too long before someone realizes that it is an important problem, and really works it out. The other aspect, of course, is that even if we did know the density, we cannot figure out the circulating currents. Nor can we really work out the properties of rocks at high pressure. We cannot tell how fast the rocks should “give”; that must all be worked out by experiment.
Psychology
Next, we consider the science of psychology. Incidentally, psychoanalysis is not a science: it is at best a medical process, and perhaps even more like witch-doctoring. It has a theory as to what causes disease—lots of different “spirits,” etc. The witch doctor has a theory that a disease like malaria is caused by a spirit which comes into the air; it is not cured by shaking a snake over it, but quinine does help malaria. So, if you are sick, I would advise that you go to the witch doctor because he is the man in the tribe who knows the most about the disease; on the other hand, his knowledge is not science. Psychoanalysis has not been checked carefully by experiment, and there is no way to find a list of the number of cases in which it works, the number of cases in which it does not work, etc.

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The other branches of psychology, which involve things like the physiology of sensation—what happens in the eye, and what happens in the brain—are, if you wish, less interesting. But some small but real progress has been made in studying them. One of the most interesting technical problems may or may not be called psychology. The central problem of the mind, if you will, or the nervous system, is this: when an animal learns something, it can do something different than it could before, and its brain cell must have changed too, if it is made out of atoms. In what way is it different? We do not know where to look, or what to look for, when something is memorized. We do not know what it means, or what change there is in the nervous system, when a fact is learned. This is a very important problem which has not been solved at all. Assuming, however, that there is some kind of memory thing, the brain is such an enormous mass of interconnecting wires and nerves that it probably cannot be analyzed in a straightforward manner. There is an analog of this to computing machines and computing elements, in that they also have a lot of lines, and they have some kind of element, analogous, perhaps, to the synapse, or connection of one nerve to another. This is a very interesting subject which we have not the time to discuss further—the relationship between thinking and computing machines. It must be appreciated, of course, that this subject will tell us very little about the real complexities of ordinary human behavior. All human beings are so different. It will be a long time before we get there. We must start much further back. If we could even figure out how a dog works, we would have gone pretty far. Dogs are easier to understand, but nobody yet knows how dogs work.
How did it get that way?
In order for physics to be useful to other sciences in a theoretical way, other than in the invention of instruments, the science in question must supply to the physicist a description of the object in

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a physicist’s language. They can say “why does a frog jump?,” and the physicist cannot answer. If they tell him what a frog is, that there are so many molecules, there is a nerve here, etc., that is different. If they will tell us, more or less, what the earth or the stars are like, then we can figure it out. In order for physical theory to be of any use, we must know where the atoms are located. In order to understand the chemistry, we must know exactly what atoms are present, for otherwise we cannot analyze it. That is but one limitation, of course.
There is another kind of problem in the sister sciences which does not exist in physics; we might call it, for lack of a better term, the historical question. How did it get that way? If we understand all about biology, we will want to know how all the things which are on the earth got there. There is the theory of evolution, an important part of biology. In geology, we not only want to know how the mountains are forming, but how the entire earth was formed in the beginning, the origin of the solar system, etc. That, of course, leads us to want to know what kind of matter there was in the world. How did the stars evolve? What were the initial conditions? That is the problem of astronomical history. A great deal has been found out about the formation of stars, the formation of elements from which we were made, and even a little about the origin of the universe.
There is no historical question being studied in physics at the present time. We do not have a question, “Here are the laws of physics, how did they get that way?” We do not imagine, at the moment, that the laws of physics are somehow changing with time, that they were different in the past than they are at present. Of course they may be, and the moment we find they are, the historical question of physics will be wrapped up with the rest of the history of the universe, and then the physicist will be talking about the same problems as astronomers, geologists, and biologists.
Finally, there is a physical problem that is common to many fields, that is very old, and that has not been solved. It is not the

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problem of finding new fundamental particles, but something left over from a long time ago—over a hundred years. Nobody in physics has really been able to analyze it mathematically satisfactorily in spite of its importance to the sister sciences. It is the analysis of circulating or turbulent fluids. If we watch the evolution of a star, there comes a point where we can deduce that it is going to start convection, and thereafter we can no longer deduce what should happen. A few million years later the star explodes, but we cannot figure out the reason. We cannot analyze the weather. We do not know the patterns of motions that there should be inside the earth. The simplest form of the problem is to take a pipe that is very long and push water through it at high speed. We ask: to push a given amount of water through that pipe, how much pressure is needed? No one can analyze it from first principles and the properties of water. If the water flows very slowly, or if we use a thick goo like honey, then we can do it nicely. You will find that in your textbook. What we really cannot do is deal with actual, wet water running through a pipe. That is the central problem which we ought to solve someday, and we have not.
A poet once said, “The whole universe is in a glass of wine.” We will probably never know in what sense he meant that, for poets do not write to be understood. But it is true that if we look at a glass of wine closely enough we see the entire universe. There are the things of physics: the twisting liquid which evaporates depending on the wind and weather, the reflections in the glass, and our imagination adds the atoms. The glass is a distillation of the earth’s rocks, and in its composition we see the secrets of the universe’s age, and the evolution of stars. What strange array of chemicals are in the wine? How did they come to be? There are the ferments, the enzymes, the substrates, and the products. There in wine is found the great generalization: all life is fermentation. Nobody can discover the chemistry of wine without discovering, as did Louis Pasteur, the cause of much disease. How vivid is the claret, pressing its existence into the consciousness that watches it! If our small

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minds, for some convenience, divide this glass of wine, this universe, into parts—physics, biology, geology, astronomy, psychology, and so on—remember that nature does not know it! So let us put it all back together, not forgetting ultimately what it is for. Let it give us one more final pleasure: drink it and forget it all!

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4
CONSERVATION OF ENERGY
What is energy?
In this chapter, we begin our more detailed study of the different aspects of physics, having finished our description of things in general. To illustrate the ideas and the kind of reasoning that might be used in theoretical physics, we shall now examine one of the most basic laws of physics, the conservation of energy. There is a fact, or if you wish, a law, governing all natural phenomena that are known to date. There is no known exception to this law—it is exact so far as we know. The law is called the conservation of energy. It states that there is a certain quantity, which we call energy, that does not change in the manifold changes which nature undergoes. That is a most abstract idea, because it is a mathematical principle; it says that there is a numerical quantity which does not change when something happens. It is not a description of a mechanism, or anything concrete; it is just a strange fact that we can calculate some number and when we finish watching nature go through her tricks and calculate the number again, it is the same. (Something like the bishop on a red square, and after a number of moves—details unknown—it is still on some red square. It is a law
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