Leighton and Rochus Vogt in recitation sections of the Feynman Lectures course at Caltech. Gottlieb and Ralph Leighton co-authored Feynman's Tips on Physics, which includes four of Feynman's freshman lectures which had not been included in the main text (three on problem solving, one on inertial guidance), a memoir by Matthew Sands about the origins of the Feynman Lectures on Physics, and exercises (with answers) that were assigned to students by Robert B. They were finally located, restored, and made available as Feynman's Lost Lecture: The Motion of Planets Around the Sun. In March 1964, Feynman appeared once again before the freshman physics class as a lecturer, but the notes for this particular guest lecture were lost for a number of years. The publisher has released a table showing the correspondence between the books and the CDs. For the CD release, the order of the lectures was rearranged from that of the original texts. Īddison-Wesley also released in CD format all the audio tapes of the lectures, over 103 hours with Richard Feynman, after remastering the sound and clearing the recordings. Various errata were issued, which are now available online. The original set of books and supplements contained a number of errors, some of which rendered problems insoluble. Some of the problems are sophisticated and difficult enough to require an understanding of advanced topics, such as Kolmogorov's zero–one law. The problem sets were first used in the 1962-1963 academic year, and were organized by Robert B. Goodstein and Neugebauer also stated that, “it was 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”, and that his "gift was that he was an extraordinary teacher of teachers".Īddison-Wesley published a collection of exercises and problems to accompany The Feynman Lectures on Physics. Co-author Matthew Sands, in his memoir accompanying the 2005 edition, contested this claim. In a special preface to the 1989 edition, David Goodstein and Gerry Neugebauer claimed that as time went on, the attendance of registered undergraduate students dropped sharply but was matched by a compensating increase in the number of faculty and graduate students. While the two-year course (1961–1963) was still underway, rumors of it spread throughout the physics research and teaching community. As a result, some physics students find the lectures more valuable after they have obtained a good grasp of physics by studying more traditional texts, and the books are sometimes seen as more helpful for teachers than for students. Feynman was targeting the lectures to students who, “at the end of two years of our previous course, very discouraged because there were really very few grand, new, modern ideas presented to them”. The Feynman lectures were written “to maintain the interest of very enthusiastic and rather smart students coming out of high schools and into Caltech”. Feynman himself stated in his original preface that he was “pessimistic” with regard to his success in reaching all of his students. The Feynman Lectures are considered to be one of the most sophisticated and comprehensive college-level introductions to physics. Although Feynman's most valuable technical contribution to the field of physics may have been in the field of quantum electrodynamics, the Feynman Lectures were destined to become his most widely-read work. Aware of the fact that this would be a historic event, Caltech recorded each lecture and took photographs of each drawing made on the blackboard by Feynman.īased on the lectures and the tape recordings, a team of physicists and graduate students put together a manuscript that would become The Feynman Lectures on Physics. Feynman readily agreed to give the course, though only once. Thus, it was decided to reconfigure the first physics course offered to students at Caltech, with the goal being to generate more excitement in the students. It was thought the courses were burdened by an old-fashioned syllabus and the exciting discoveries of recent years, many of which had occurred at Caltech, were not being taught to the students. At the same time that Feynman was at the pinnacle of his fame, the faculty of the California Institute of Technology was concerned about the quality of the introductory courses for undergraduate students. In particular, it was his work in quantum electrodynamics for which he was awarded the 1965 Nobel Prize in physics. Feynman the “Great Explainer”: The Feynman Lectures on Physics found an appreciative audience beyond the undergraduate community.īy 1960, Richard Feynman’s research and discoveries in physics had resolved a number of troubling inconsistencies in several fundamental theories.
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