bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some Aspects of Molecular Physics
Authors: Levelt J. M. H. 
Published: August 2005

It is shown how the results of compressibility measurements in gases and liquids lead to the hypothesis of molecular interaction, and how details about this interaction may be obtained from the experimental data for the equation of state. The reasons for the molecular interaction are found in the laws of electrostatics and quantum mechanics.
The problems the molecular physicist is interested in are threefold. He wants to understand molecular interaction from first principles, he tries to get information about this interaction from a variety of experiments, and he seeks to understand a large group of experimental observations once the interaction of the molecules is known. For the solution of the second and third problem it is usually necessary to link the macroscopic observables to the microscopic molecular properties; although this has been possible in some instances, the general problem cannot be solved.
Thermonuclear Reactions
Authors: Thomson George P. 
Published: August 2005

The possibility of extracting energy in a controlled manner from the nuclei of deuterium holds out the hope of a permanent solution of the problem of the supply of energy. It involves heating the gas to temperatures in the 100-million degree range. The outstanding difficulty is to prevent the heat escaping. Inevitable loss by radiation can be accepted. Loss by conduction must be greatly reduced. This means using magnetic fields.
Among the methods that have been tried to contain a plasma, three are: the pinch discharge in which a large current is passed through the rarified deuterium in a torus; containment by magnetic mirrors in which the diamagnetic character of the plasma is used to exclude it from regions of high magnetic field; Spitzer's stellerator in which gas is contained by re-entrant lines of force due to currents outside the vessel which holds it.
Difficulties arise in all cases; for the pinch discharge and to some extent the stellerator, these are due to some of the many forms of instability which can affect plasma in magnetic fields ; for the magnetic mirrors to the poor containment at relatively low temperatures and to difficulties of injection. No method has yet been successful, but all these are very hopeful.
A Look at the “Continental Classroom”
Authors: Randall Robert H. 
Published: August 2005

This article comprises a set of three independent reviews of the 1958–1959 television presentation of a course in modern physics at about the college freshman level. There is a short introduction to the reviews by Robert H. Randall, Chairman of the Visual Aids Committee of the AAPT, pointing out the part played in the production by Dr. Harvey White, the chief lecturer, and also noting the occasional appearance of a number of prominent guest speakers. The joint sponsorship of the program is also described.
The three appraisals are supplied by Myron C. McCay of the University of Chattanooga, Truly C. Hardy of the City College, New York City, and Alan T. Wager of Arizona State University. In general, all three reviews pay tribute to the careful and effective handling of the subject matter by Dr. White and to the stimulation afforded by the presence of guest speakers. The lack of opportunity for discussion, inevitable with a television presentation, is stressed. A number of the guest speakers, in the view of the reviewers, spoke at too high a level. The course has apparently appealed to a large group of viewers well outside academic walls. In general, the venture is considered well worth the effort.
Creative Thinking and Experimenting
Authors: Crane H. R. 
Published: August 2005

The assumption is made that creative thinking, like playing tennis or bridge, is an activity rather than a phenomenon; that it can be cultivated through coaching and practice. An individual's ability at creative thought is not fixed in the same sense that the size of his feet are fixed. Therefore, the method which is often used for fostering it in the schools, namely, sorting out the creative thinkers and giving them special opportunities, meets only a part of the problem. A discussion of the creative process is given, with examples from the writings of Poincaré and others, followed by some words of advice which can be passed on to students.
Experimental science projects are discussed, with particular reference to those which are entered in science fairs. A sharp distinction is drawn between projects which are scientific investigations and those which are demonstrations. The former follows the pattern of question, hypothesis, experiment, modified hypothesis, etc. More new questions are raised than are answered, and the true flavor of research is tasted. The project which merely demonstrates a scientific process or principle may be a good teacher of facts, but it does not provide the experience of finding an answer by the scientific method. Some examples of the two types of projects are described.
On the Origins of the Special Theory of Relativity
Authors: Holton Gerald 
Published: August 2005

Einstein's early work on relativity theory is found to be related to his other work at that time (e.g., in subject matter and style). In addition to this element of internal continuity one finds also—as a key to a new evaluation of the significance of Einstein's contribution—an external continuity with the classic, Newtonian tradition governing restrictions on permissible hypotheses. On the other hand, Einstein's work is shown to have been, in important respects, more independent of other contemporary work in this field than has recently been proposed.
These continuities and discontinuities are set forth to make the point that philosophical studies of scientific work should proceed on historically valid ground. Some guiding principles are indicated for dealing with conflicting source materials for such studies.
On Maximizing the Information Obtained from Science Examinations, Written and Oral
Authors: Platt John R. 
Published: August 2005

A written examination is regarded as a “mapping function” to map student abilities onto a numerical scale. The principles of construction for producing maximum information are examined, with somewhat unconventional conclusions about the best gradation and scoring of problems. Increased length t of an exam probably decreases the errors of discrimination between students no faster than t−12 at best.
An oral examination is regarded as a “search path” to locate the boundaries of a student's knowledge. It is less reliable than a written exam partly because of personal biases and fluctuations and partly because an efficient search plan is so rarely agreed upon and followed by oral committee members. Some common pitfalls are listed and some more efficient search procedures are suggested.
Cooperative Venture in the Philosophy of Science
Authors: Clancy Edward P. 
Published: August 2005

The current trend in the teaching of science, with its increasing emphasis on the broader aspects of physical understanding, demands a deeper appreciation of the structure of science. At present, however, most scientists tend to shun the philosophical implications of their subject, and their students suffer thereby.
It is usually the case that only a large university can command the services of a philosopher of science. This article describes a way in which a college found it possible to provide undergraduate training in the philosophy of science, by using cooperatively the services of a philosopher, a physiologist, and a physicist.
Development of the Kinetic Theory of Gases. VI. Viscosity
Authors: Brush Stephen G. 
Published: August 2005

This article reviews the development of theories of transport phenomena by Maxwell, Boltzmann, Chapman, and Enskog, and their application to the calculation of the viscosity coefficient. Maxwell's original mean-free-path theory for hard spheres (1860) was refined by Tait, Sutherland, Rayleigh, and Jeans, but suffered from inherent limitations because the velocity-distribution function in a nonuniform gas was unknown.
Maxwell (1866) and Boltzmann (1872) proposed more general methods for dealing with transport processes in gases; these methods form the basis of the modern theory. However, Maxwell and Boltzmann did not manage to solve their equations except in a few special cases. It was not until half a century later that Chapman (1916) and Enskog (1917) independently succeeded in determining the velocity-distribution function to an accuracy sufficient for the calculation of transport coefficients for any assumed force law. The extension of the theory to dense gases of hard spheres was accomplished by Enskog (1922), who obtained an expression for the viscosity coefficient similar to one proposed by Jäger (1900).
Synchronization of Pendulum Clocks with the Help of Signals Taken from a Quartz-Crystal Clock
Authors: Ments M. v. 
Published: August 2005

A great number of good pendulum clocks have an accuracy of between ±0.1 and ±0.5 sec/day. This figure does not compare very well with the accuracy of a fairly good quartz-crystal clock, which can be of the order of 0.01 sec/day and better. Besides, setting a pendulum clock in the case that the difference in time is a fraction of its period is rather tedious.
A method will be described by which a pendulum clock is locked into synchronization by energizing a pair of electromagnets (put at some critical places along the orbit of the pendulum) with special signals taken from a quartz-crystal clock.
Resource Letter FC-1 on the Evolution of the Electromagnetic Field Concept
Authors: Scott William T. 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters; supported by a grant from the National Science Foundation.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangment of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter FC-1, and enclose a stamped return envelope.
Resource Letter F-1 on Friction
Authors: Rabinowicz Ernest 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters; supported by a grant from the National Science Foundation.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter F-1 and enclose a stamped return envelope.
Resource Letter ME-1 on the Mössbauer Effect
Authors: Wertheim G. K. 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete;in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College,Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate(junior, senior) level; and the letter A indicates advanced material principally suited for senior,graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter ME-1, and enclose a stamped return envelope.
Resource Letter SO-1 on the Kinematics and Dynamics of Satellite Orbits
Authors: Blitzer Leon 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter SO-1, and enclose a stamped return envelope.
Institutional Influences in the Graduate Training of Eminent Physicists
Authors: Siebring B. R. 
Published: August 2005

American institutions were compared as doctorate sources of eminent physicists. Three criteria were used as recognitions of eminence of physics doctorate graduates. These were Fellowship in American Physical Society (1962), membership in the physics division of the National Academy of Science (1948–1960) and the Nobel Award.
It was found that the graduate training of the Fellows of American Physical Society (1962) was widely diffused over a large portion of the institutions granting doctorates in physics. However, a small group of institutions provided the doctorate training for the majority of the Fellows.
Universities were ranked by the percentage of (1930–49) physics doctorates who became Fellows of the American Physical Society in 1962. The top eight institutions were found to be Princeton, Carnegie, Rochester, Indiana, Harvard, Columbia, and Minnesota.
Doctorate granting institutions were also compared as employers of eminent physicists.
Outline of a Course in Plasma Physics
Authors:   Plasma Physics Study Group
Published: August 2005

This outline is part of an educational experiment initiated by the Commission on College Physics. The Commission has undertaken to highlight the need of college curriculum development in various areas of modern physics. One of these areas is the field of plasma physics. Difficulties in preparing a course in this particular field result from the fact that it has grown from fairly disparate areas of physics, including gas discharges, magnetohydrodynamics, and fusion physics. Synthesis of these various fields into a single course in plasma physics has not taken place spontaneously throughout the country and to look into this problem, the Commission set up a Plasma Physics Study Group to advise it as to what should be done. After considerable discussion, the Study Group decided to run a small working conference to prepare a course outline. This Working Group convened at MIT for a week during the summer of 1962 at which time the members of the group lectured to each other on those areas of their particular competence and at a level commensurate with the training of senior undergraduates in physics and electrical engineering. The notes prepared at that time, and subsequently edited in great detail, have been brought together in the form of the present outline.
The Study Group wanted to differentiate clearly between a finished textbook and an outline designed to guide teachers in preparing a course. This outline clearly bears the marks of this decision. It is not a finished production and it is not supposed to be. Rather than spend the large amount of time and labor necessary to produce a book, it is felt that a detailed outline, rapidly produced and circulated, would have more effect in persuading teachers to introduce plasma physics courses than might be the result of a carefully edited and maturely polished textbook. We hope that this type of effort is successful in stimulating a maximum number of teachers to use this outline material.
The next step in this experiment to introduce such a course with the maximum speed and efficiency is to await positive feedback by teachers who use this material in actual classroom teaching. The Commission would like to know not only about courses of this nature which are being taught, but would like further to receive criticisms and suggestions for improvement of this course outline. Please address your suggestions and criticisms to the Chairman of the Plasma Physics Study Group, Professor Sanborn C. Brown, Department of Physics, Massachusetts Institute of Technology, Cambridge 39, Massachusetts.
The Microcanonical Ensemble
Authors: Tobolsky Arthur V. 
Published: August 2005

In the usual development of quantum statistical mechanics the microcanonical ensemble is introduced in order to present the basic postulates of this subject with utmost clarity. However practical calculations of elementary problems using the microcanonical ensemble directly are seldom carried out. Either the method of the most probable distribution is introduced, or the canonical ensemble is introduced. Both of these methods require the development of further mathematical and physical concepts.
It is shown here that very elementary methods can be used to develop the thermodynamic properties of monatomic crystals and the “corrected” Boltzmann monatomic gas directly from the basic concepts of the microcanonical ensemble.
For more complex problems, it is shown that the microcanonical ensemble emphasizes the relation between basic concepts in statistical mechanics and certain unsolved problems in the theory of numbers.
Resource Letter MOP-1 on Masers (Microwave through Optical) and on Optical Pumping
Authors: Moos H. W. 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters; supported by a grant from the National Science Foundation.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York, New York 10017. When ordering, request Resource Letter MOP-1 and enclose a stamped return envelope. A small booklet containing reprints of some of the fundamental references will soon be available for purchase from the American Institute of Physics.
Resource Letter NMR-EPR-1 on Nuclear Magnetic Resonance and Electron Paramagnetic Resonance
Authors: Norberg R. E. 
Published: August 2005

Prepared at the request of the AAPT Committee on Resource Letters; supported by a grant from the National Science Foundation.
This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter in some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Such communications should be sent to Professor Arnold Arons, Chairman, Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts.
Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study.
Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York, New York 10017. When ordering request Resource Letter NMR-EPR-1 and enclose a stamped return envelope.