Question: In which book did Feynman talk about the Manhattan project?

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".

Answer: The Pleasure of Finding Things Out

<hl> Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out . <hl> He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in <hl> The Pleasure of Finding Things Out <hl>. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in <hl> The Pleasure of Finding Things Out <hl> .


Question: What was his reasoning in helping make the atomic bomb?

Answer: possibility of Nazi Germany developing the bomb before the Allies

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. <hl> He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. <hl> He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the <hl> possibility of Nazi Germany developing the bomb before the Allies <hl> was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".


Question: After feeling guilty for helping make an atomic bomb, Feynman went through what mental disorder?

Answer: depression

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. <hl> Later he describes this period as a " depression ". <hl>

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "<hl> depression <hl>".

Later he describes this period as a " <hl> depression <hl> ".


Question: What did Feynman think of his part in making the bomb after Germany had been defeated?

Answer: error on his part

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. <hl> He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. <hl> In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".

Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an <hl> error on his part <hl> not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a "depression".


Question: Where did Feynman receive a job after getting his PhD?

Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Answer: University of Wisconsin–Madison

<hl> Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. <hl> The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Following the completion of his PhD in 1942, Feynman held an appointment at the <hl> University of Wisconsin–Madison <hl> as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."


Question: Feyman received a letter to return to teaching from whom?

Answer: Dean Mark Ingraham

Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. <hl> In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. <hl> His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from <hl> Dean Mark Ingraham <hl> of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."


Question: Which year did Feyman complete his PhD?

Answer: 1942

<hl> Following the completion of his PhD in 1942 , Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. <hl> The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Following the completion of his PhD in <hl> 1942 <hl>, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Following the completion of his PhD in <hl> 1942 <hl> , Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics.


Question: Where did Feynman spend his time during his contract at UW?

Answer: Manhattan project

Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. <hl> The appointment was spent on leave for his involvement in the Manhattan project . <hl> In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin–Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the <hl> Manhattan project <hl>. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, "It's great to be back at the only university that ever had the good sense to fire me."

The appointment was spent on leave for his involvement in the <hl> Manhattan project <hl> .


Question: At which college did Feyman turn down a job?

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

Answer: Institute for Advanced Study

<hl> After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. <hl> Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

After the war, Feynman declined an offer from the <hl> Institute for Advanced Study <hl> in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.


Question: Where did Feyman accept a job after the war?

Answer: Cornell University

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. <hl> Feynman followed Hans Bethe, instead, to Cornell University , where Feynman taught theoretical physics from 1945 to 1950. <hl> During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to <hl> Cornell University <hl>, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

Feynman followed Hans Bethe, instead, to <hl> Cornell University <hl> , where Feynman taught theoretical physics from 1945 to 1950.


Question: Which colleague did Feynman follow to Cornell?

Answer: Hans Bethe

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. <hl> Feynman followed Hans Bethe , instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. <hl> During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed <hl> Hans Bethe <hl>, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

Feynman followed <hl> Hans Bethe <hl> , instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950.


Question: His work at Cornell helped contribute to his what?

Answer: Nobel Prize–winning work

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. <hl> His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work , yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities. <hl>

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his <hl> Nobel Prize–winning work <hl>, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

His work during this period, which used equations of rotation to express various spinning speeds, proved important to his <hl> Nobel Prize–winning work <hl> , yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.


Question: Why did Feynman go through a depression?

Answer: destruction of Hiroshima by the bomb

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. <hl> During a temporary depression following the destruction of Hiroshima by the bomb produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. <hl> One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.

After the war, Feynman declined an offer from the Institute for Advanced Study in Princeton, New Jersey, despite the presence there of such distinguished faculty members as Albert Einstein, Kurt Gödel and John von Neumann. Feynman followed Hans Bethe, instead, to Cornell University, where Feynman taught theoretical physics from 1945 to 1950. During a temporary depression following the <hl> destruction of Hiroshima by the bomb <hl> produced by the Manhattan Project, he focused on complex physics problems, not for utility, but for self-satisfaction. One of these was analyzing the physics of a twirling, nutating dish as it is moving through the air. His work during this period, which used equations of rotation to express various spinning speeds, proved important to his Nobel Prize–winning work, yet because he felt burned out and had turned his attention to less immediately practical problems, he was surprised by the offers of professorships from other renowned universities.


Question: The Institute of Advanced Study and which other university colluded together to get Feynman a position?

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.

Answer: Princeton University

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. <hl> Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca. <hl>

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and <hl> Princeton University <hl> jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.


Question: Why did Feynman decide to turn down an offer from the Institute of Advanced Study?

Answer: no teaching duties

<hl> Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties : Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. <hl> Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were <hl> no teaching duties <hl>: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were <hl> no teaching duties <hl> : Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells.


Question: Where did Feynman receive much inspiration?

Answer: students

<hl> Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. <hl> Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that <hl> students <hl> were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.


Question: Ultimately Feynman decided to take a job at which college?

Answer: California Institute of Technology

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. <hl> Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca. <hl>

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the <hl> California Institute of Technology <hl> (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca.


Question: In which city did Feynman find himself affixing tire chains?

Answer: Ithaca

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. <hl> Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in Ithaca . <hl>

Despite yet another offer from the Institute for Advanced Study, Feynman rejected the Institute on the grounds that there were no teaching duties: Feynman felt that students were a source of inspiration and teaching was a diversion during uncreative spells. Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in <hl> Ithaca <hl>.

Because of this, the Institute for Advanced Study and Princeton University jointly offered him a package whereby he could teach at the university and also be at the institute.[citation needed] Feynman instead accepted an offer from the California Institute of Technology (Caltech)—and as he says in his book Surely You're Joking Mr. Feynman!—because a desire to live in a mild climate had firmly fixed itself in his mind while he was installing tire chains on his car in the middle of a snowstorm in <hl> Ithaca <hl> .


Question: Which nickname did Feynman receive?

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".

Answer: Great Explainer

<hl> Feynman has been called the " Great Explainer ". <hl> He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".

Feynman has been called the "<hl> Great Explainer <hl>". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".

Feynman has been called the " <hl> Great Explainer <hl> ".


Question: Feynman believed that if a topic was not easily accessible to freshmen than it was not yet what?

Answer: fully understood

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. <hl> His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood . <hl> Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet <hl> fully understood <hl>. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".

His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet <hl> fully understood <hl> .


Question: In a lecture, Feynman said that what had to exist?

Answer: antiparticles

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. <hl> In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone". <hl>

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that <hl> antiparticles <hl> must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone".


Question: Antiparticles had to exist because if particles only were of positive energy, they would not be in what?

Answer: light cone

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. <hl> In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called " light cone ". <hl>

Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "<hl> light cone <hl>".

In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called " <hl> light cone <hl> ".


Question: What did Feynman produce that help in understanding calculations between particles in space and time?

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

Answer: Feynman diagrams

<hl> He also developed Feynman diagrams , a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. <hl> This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

He also developed <hl> Feynman diagrams <hl>, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

He also developed <hl> Feynman diagrams <hl> , a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons.


Question: What is the name of the antimatter counterpart of electrons?

Answer: positrons

<hl> He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons . <hl> This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, <hl> positrons <hl>. This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, <hl> positrons <hl> .


Question: Where did Feynman paint his diagrams?

Answer: his van

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. <hl> Feynman painted Feynman diagrams on the exterior of his van . <hl>

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. This device allowed him, and later others, to approach time reversibility and other fundamental processes. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of <hl> his van <hl>.

Feynman painted Feynman diagrams on the exterior of <hl> his van <hl> .


Question: What did Feynman digrams allow him and others to do?

Answer: approach time reversibility and other fundamental processes

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. <hl> This device allowed him, and later others, to approach time reversibility and other fundamental processes . <hl> Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

He also developed Feynman diagrams, a bookkeeping device that helps in conceptualizing and calculating interactions between particles in spacetime, including the interactions between electrons and their antimatter counterparts, positrons. This device allowed him, and later others, to <hl> approach time reversibility and other fundamental processes <hl>. Feynman's mental picture for these diagrams started with the hard sphere approximation, and the interactions could be thought of as collisions at first. It was not until decades later that physicists thought of analyzing the nodes of the Feynman diagrams more closely. Feynman painted Feynman diagrams on the exterior of his van.

This device allowed him, and later others, to <hl> approach time reversibility and other fundamental processes <hl> .


Question: What model did Murray Gell-Mann develop?

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

Answer: quark model

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. <hl> The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. <hl> The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the <hl> quark model <hl> developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.


Question: What model did Feynman produce to complement the quark model?

Answer: parton model

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. <hl> Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model . <hl> The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the <hl> parton model <hl>. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

Feynman attempted an explanation of the strong interactions governing nucleons scattering called the <hl> parton model <hl> .


Question: Quarks were thought of as what in the 1960s?

Answer: not real particles

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". <hl> In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles , as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. <hl> The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, <hl> not real particles <hl>, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, <hl> not real particles <hl> , as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real.


Question: Which scientist experimented with blasting alpha particles at the nuclei of gold?

Answer: Ernest Rutherford

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. <hl> The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford 's <hl> experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to <hl> Ernest Rutherford <hl>'s experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.

The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to <hl> Ernest Rutherford <hl> 's


Question: After the fifth quark was discovered, Feynman said what had to also exist?

Answer: sixth quark

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. <hl> Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark , which was discovered in the decade after his death. <hl>

From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as "put-ons". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a <hl> sixth quark <hl>, which was discovered in the decade after his death.

Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a <hl> sixth quark <hl> , which was discovered in the decade after his death.


Question: Where did Feynman find success before moving to quantum gravity

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

Answer: quantum electrodynamics

<hl> After the success of quantum electrodynamics , Feynman turned to quantum gravity. <hl> By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

After the success of <hl> quantum electrodynamics <hl>, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

After the success of <hl> quantum electrodynamics <hl> , Feynman turned to quantum gravity.


Question: What did Feynman investigate while working on quantum gravity?

Answer: consequences of a free massless spin 2 field

After the success of quantum electrodynamics, Feynman turned to quantum gravity. <hl> By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field , and derived the Einstein field equation of general relativity, but little more. <hl> The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the <hl> consequences of a free massless spin 2 field <hl>, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

By analogy with the photon, which has spin 1, he investigated the <hl> consequences of a free massless spin 2 field <hl> , and derived the Einstein field equation of general relativity, but little more.


Question: What equation did Feyman derive?

Answer: Einstein field equation of general relativity

After the success of quantum electrodynamics, Feynman turned to quantum gravity. <hl> By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity , but little more. <hl> The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the <hl> Einstein field equation of general relativity <hl>, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory.

By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the <hl> Einstein field equation of general relativity <hl> , but little more.


Question: Which parts of the Yang-Mills theories did Feynman help explain?

Answer: QCD and the electro-weak theory

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. <hl> The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, QCD and the electro-weak theory . <hl>

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, <hl> QCD and the electro-weak theory <hl>.

The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories, for example, <hl> QCD and the electro-weak theory <hl> .


Question: What did Feynman's discoveries help explain?

Answer: Yang–Mills theories

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. <hl> The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang–Mills theories , for example, QCD and the electro-weak theory. <hl>

After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the <hl> Yang–Mills theories <hl>, for example, QCD and the electro-weak theory.

The computational device that Feynman discovered then for gravity, "ghosts", which are "particles" in the interior of his diagrams that have the "wrong" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the <hl> Yang–Mills theories <hl> , for example, QCD and the electro-weak theory.


Question: Which society was Feynman elected to?

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Answer: Royal Society

<hl> Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. <hl> At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Feynman was elected a Foreign Member of the <hl> Royal Society <hl> (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.


Question: After 3 years at Caltech what lectures did Feynman produce?

Answer: The Feynman Lectures on Physics

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. <hl> After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics . <hl> He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became <hl> The Feynman Lectures on Physics <hl>. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

After three years devoted to the task, he produced a series of lectures that eventually became <hl> The Feynman Lectures on Physics <hl> .


Question: Why did publisher change the cover picture on Feynman's book?

Answer: connections to drugs and rock and roll

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. <hl> Concerned over the connections to drugs and rock and roll that could be made from the image <hl> , the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the <hl> connections to drugs and rock and roll <hl> that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.


Question: In his book, Feynman was shown playing what instrument?

Answer: drums

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. <hl> Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. <hl> The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing <hl> drums <hl> in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.


Question: What was the name of the book Feynman wrote over light and matter?

Answer: The Character of Physical Law, QED: The Strange Theory of Light and Matter

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. <hl> Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter , Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation. <hl>

Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including <hl> The Character of Physical Law, QED: The Strange Theory of Light and Matter <hl>, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.

Many of his lectures and miscellaneous talks were turned into other books, including <hl> The Character of Physical Law, QED: The Strange Theory of Light and Matter <hl> , Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.