物理學基础：精确解析与重要定理概览

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CONTENTS

37-2 The Postulates 1023

37-3 Measuring an Event 1024

37-4 The Relativity of Simultaneity 1025

37-5 The Relativity of Time 1027

37-6 The Relativity of Length 1031

37-7 The Lorentz Transformation 1035

37-8 Some Consequences of the Lorentz Equations 1037

37-9 The Relativity of Velocities 1039

37-10 Doppler Effect for Light 1040

37-11 A New Look at Momentum 1042

37-12 A New Look at Energy 1043

REVIEW & SUMMARY 1048 QUESTIONS 1049 PROBLEMS 1050

38 PHOTONS AND MATTER WAVES 1057

38-1 What Is Physics? 1057

38-2 The Photon, the Quantum of Light 1057

38-3 The Photoelectric Effect 1059

38-4 Photons Have Momentum 1062

38-5 Light as a Probability Wave 1065

38-6 Electrons and Matter Waves 1067

38-7 Schrödinger’s Equation 1071

38-8 Heisenberg’s Uncertainty Principle 1073

38-9 Barrier Tunneling 1074

REVIEW & SUMMARY 1077 QUESTIONS 1077 PROBLEMS 1078

39 MORE ABOUT MATTER WAVES 1083

39-1 What Is Physics? 1083

39-2 String Waves and Matter Waves 1083

39-3 Energies of a Trapped Electron 1084

39-4 Wave Functions of a Trapped Electron 1088

39-5 An Electron in a Finite Well 1091

39-6 More Electron Traps 1093

39-7 Two- and Three-Dimensional Electron Traps 1095

39-8 The Bohr Model of the Hydrogen Atom 1096

39-9 Schrödinger’s Equation and the Hydrogen Atom 1099

REVIEW & SUMMARY 1106 QUESTIONS 1107 PROBLEMS 1108

40 ALL ABOUT ATOMS 1112

40-1 What Is Physics? 1112

40-2 Some Properties of Atoms 1112

40-3 Electron Spin 1115

40-4 Angular Momenta and Magnetic Dipole Moments 1115

40-5 The Stern–Gerlach Experiment 1118

40-6 Magnetic Resonance 1120

40-7 The Pauli Exclusion Principle 1121

40-8 Multiple Electrons in Rectangular Traps 1121

40-9 Building the Periodic Table 1124

40-10 X Rays and the Ordering of the Elements 1127

40-11 Lasers and Laser Light 1131

40-12 How Lasers Work 1132

REVIEW & SUMMARY 1135 QUESTIONS 1136 PROBLEMS 1137

41 CONDUCTION OF ELECTRICITY

IN SOLIDS 1142

41-1 What Is Physics? 1142

41-2 The Electrical Properties of Solids 1142

41-3 Energy Levels in a Crystalline Solid 1143

41-4 Insulators 1144

41-5 Metals 1145

41-6 Semiconductors 1150

41-7 Doped Semiconductors 1152

41-8 The p-n Junction 1154

41-9 The Junction Rectifier 1156

41-10 The Light-Emitting Diode (LED) 1157

41-11 The Transistor 1159

REVIEW & SUMMARY 1160 QUESTIONS 1161 PROBLEMS 1162

42 NUCLEAR PHYSICS 1165

42-1 What Is Physics? 1165

42-2 Discovering the Nucleus 1165

42-3 Some Nuclear Properties 1168

42-4 Radioactive Decay 1174

42-5 Alpha Decay 1177

42-6 Beta Decay 1180

42-7 Radioactive Dating 1183

42-8 Measuring Radiation Dosage 1184

42-9 Nuclear Models 1184

REVIEW & SUMMARY 1187 QUESTIONS 1188 PROBLEMS 1189

43 ENERGY FROM THE NUCLEUS 1195

43-1 What Is Physics? 1195

43-2 Nuclear Fission: The Basic Process 1196

43-3 A Model for Nuclear Fission 1199

43-4 The Nuclear Reactor 1202

43-5 A Natural Nuclear Reactor 1206

43-6 Thermonuclear Fusion: The Basic Process 1207

43-7 Thermonuclear Fusion in the Sun and Other Stars 1209

43-8 Controlled Thermonuclear Fusion 1211

REVIEW & SUMMARY 1213 QUESTIONS 1213 PROBLEMS 1214

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PREFACE

WHY I WROTE THIS BOOK

Fun with a big challenge.That is how I have regarded physics since the day when Sharon, one of the

students in a class I taught as a graduate student, suddenly demanded of me, “What has any of this

got to do with my life?” Of course I immediately responded, “Sharon, this has everything to do with

your life—this is physics.”

She asked me for an example. I thought and thought but could not come up with a single one.That

night I began writing the book The Flying Circus of Physics (John Wiley & Sons Inc., 1975) for

Sharon but also for me because I realized her complaint was mine. I had spent six years slugging my

way through many dozens of physics textbooks that were carefully written with the best of pedagog-

ical plans, but there was something missing. Physics is the most interesting subject in the world

because it is about how the world works, and yet the textbooks had been thoroughly wrung of any

connection with the real world. The fun was missing.

I have packed a lot of real-world physics into this HRW book, connecting it with the new edition

of The Flying Circus of Physics.Much of the material comes from the HRW classes I teach,where I

can judge from the faces and blunt comments what material and presentations work and what do

not. The notes I make on my successes and failures there help form the basis of this book. My mes-

sage here is the same as I had with every student I’ve met since Sharon so long ago: “Yes, you can

reason from basic physics concepts all the way to valid conclusions about the real world, and that

understanding of the real world is where the fun is.”

I have many goals in writing this book but the overriding one is to provide instructors with tools

by which they can teach students how to effectively read scientific material, identify fundamental

concepts, reason through scientific questions, and solve quantitative problems. This process is not

easy for either students or instructors. Indeed, the course associated with this book may be one of

the most challenging of all the courses taken by a student. However, it can also be one of the most

rewarding because it reveals the world’s fundamental clockwork from which all scientific and engi-

neering applications spring.

Many users of the eighth edition (both instructors and students) sent in comments and suggestions

to improve the book.These improvements are now incorporated into the narrative and problems

throughout the book. The publisher John Wiley & Sons and I regard the book as an ongoing project

and encourage more input from users. You can send suggestions, corrections, and positive or negative

comments to John Wiley & Sons or Jearl Walker (mail address: Physics Department, Cleveland State

University, Cleveland, OH 44115 USA; or email address: physics@wiley.com; or the blog site at

www.flyingcircusofphysics. com). We may not be able to respond to all suggestions, but we keep and

study each of them.

LEARNINGS TOOLS

Because today’s students have a wide range of learning styles, I

have produced a wide range of learning tools, both in this new edi-

tion and online in WileyPLUS:

ANIMATIONS of one of the key figures in each chapter.

Here in the book, those figures are flagged with the

swirling icon. In the online chapter in WileyPLUS,a mouse click

begins the animation. I have chosen the figures that are rich in

information so that a student can see the physics in action and

played out over a minute or two instead of just being flat on a

printed page. Not only does this give life to the physics, but the ani-

mation can be repeated as many times as a student wants.

VIDEOS I have made well over 1000 instructional

videos, with more coming each semester. Students can

watch me draw or type on the screen as they hear me talk about a

solution, tutorial, sample problem, or review, very much as they

xvii

Animation

halliday_fm_extended_hr1.qxd 26-01-2010 13:11 Page xvii

would experience were they sitting next to me in my office

while I worked out something on a notepad. An instruc-

tor’s lectures and tutoring will always be the most valuable

learning tools, but my videos are available 24 hours a day,

7 days a week, and can be repeated indefinitely.

• Video tutorials on subjects in the chapters. I chose the

subjects that challenge the students the most, the ones that

my students scratch their heads about.

• Video reviews of high school

math, such as basic algebraic manip-

ulations, trig functions, and simulta-

neous equations.

• Video introductions to math, such as vector multiplication, that will be new

to the students.

• Video presentations of every Sample Problem in the textbook chapters

(both 8e and 9e). My intent is to work out the physics, starting with the Key

Ideas instead of just grabbing a formula. However, I also want to demonstrate

how to read a sample problem, that is, how to read technical material to learn

problem-solving procedures that can be transferred to other types of problems.

• Video solutions to 20% of the end-of chapter problems. The availability and

timing of these solutions are controlled by the instructor. For example, they

might be available after a homework deadline or a quiz. Each solution is not

simply a plug-and-chug recipe. Rather I build a solution from the Key Ideas to

the first step of reasoning and to a final solution. The student learns not just

how to solve a particular problem but how to tackle any problem, even those

that require physics courage.

• Video examples of how to read data from graphs (more than simply read-

ing off a number with no comprehension of the physics).

READING MATERIAL I have written a large number of reading

resources for WileyPLUS.

• Every sample problem in the textbook (both 8e and 9e) is available online

in both reading and video formats.

• Hundreds of additional sample problems. These are available as stand-

alone resources but (at the discretion of the instructor) they are also linked

out of the homework problems. So, if a homework problem deals with, say,

forces on a block on a ramp, a link to a related sample problem is provided.

However, the sample problem is not just a replica of the homework problem

and thus does not provide a solution that can be merely duplicated without

comprehension.

• GO Tutorials for 10% of the end-of-chapter homework problems. In

multiple steps, I lead a student through a homework problem, starting

with the Key Ideas and giving hints when wrong answers are submitted.

However, I purposely leave the last step (for the final answer) to the student

so that they are responsible at the end. Some online tutorial systems trap a student when wrong

answers are given, which can generate a lot of frustration. My GO Tutorials are not traps, because at

any step along the way, a student can return to the main problem.

• Hints on every end-of-chapter homework problem are available online (at the discretion of the

instructor). I wrote these as true hints about the main ideas and the general procedure for a solution,

not as recipes that provide an answer without any comprehension.

EVALUATION MATERIALS Both self-evaluations and instructor evaluations are available.

• Reading questions are available within each online section. I wrote these so that they do

not require analysis or any deep understanding; rather they simply test whether a student has read the

GO Tutorial

Video Review

xviii

PREFACE

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