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Informationen zum Autor Walter Lewin taught the three core classes in physics at MIT for more than thirty years and made major discoveries in the area of X-ray astronomy. His physics lectures have been the subject of great acclaim, including a 60 Minutes feature, stories in the New York Times, Washington Post, Boston Globe, Newsweek and US News and World Report. They have also been top draws on YouTube and iTunes University. He was awarded three prizes for excellence in undergraduate teaching. He has published more than 450 scientific articles, and his honors and awards include the NASA Award for Exceptional Scientific Achievement, the Alexander von Humboldt Award, and a Guggenheim Fellowship. He became a corresponding member of the Royal Netherlands Academy of Arts and Sciences and Fellow of the American Physical Society in 1993. He lives in Cambridge, Massachusetts. Warren Goldstein is a professor of history and chair of the History Department at the University of Hartford. A prizewinning historian, essayist, and journalist, he has had a lifelong fascination with physics. His writing has appeared in the New York Times, Washington Post, Boston Globe, Chicago Tribune and many other national periodicals. His prior books include Playing for Keeps: A History of Early Baseball and William Sloane Coffin, Jr.: A Holy Impatience . Klappentext A largely autobiographical account of the author's life as one who fell in love first with physics and then with teaching physics to students. Leseprobe For the Love of Physics CHAPTER 1 From the Nucleus to Deep Space It’s amazing, really. My mother’s father was illiterate, a custodian. Two generations later I’m a full professor at MIT. I owe a lot to the Dutch educational system. I went to graduate school at the Delft University of Technology in the Netherlands, and killed three birds with one stone. Right from the start, I began teaching physics. To pay for school I had to take out a loan from the Dutch government, and if I taught full time, at least twenty hours a week, each year the government would forgive one-fifth of my loan. Another advantage of teaching was that I wouldn’t have to serve in the army. The military would have been the worst, an absolute disaster for me. I’m allergic to all forms of authority—it’s just in my personality—and I knew I would have ended up mouthing off and scrubbing floors. So I taught math and physics full time, twenty-two contact hours per week, at the Libanon Lyceum in Rotterdam, to sixteen-and seventeen-year-olds. I avoided the army, did not have to pay back my loan, and was getting my PhD, all at the same time. I also learned to teach. For me, teaching high school students, being able to change the minds of young people in a positive way, that was thrilling. I always tried to make classes interesting but also fun for the students, even though the school itself was quite strict. The classroom doors had transom windows at the top, and one of the headmasters would sometimes climb up on a chair and spy on teachers through the transom. Can you believe it? I wasn’t caught up in the school culture, and being in graduate school, I was boiling over with enthusiasm. My goal was to impart that enthusiasm to my students, to help them see the beauty of the world all around them in a new way, to change them so that they would see the world of physics as beautiful, and would understand that physics is everywhere, that it permeates our lives. What counts, I found, is not what you cover, but what you uncover. Covering subjects in a class can be a boring exercise, and students feel it. Uncovering the laws of physics and making them see through the equations, on the other hand, demonstrates the process of d...
