book_volume
stringclasses 3
values | book_title
stringclasses 1
value | chapter_number
stringlengths 1
2
| chapter_title
stringlengths 5
79
| section_number
stringclasses 9
values | section_title
stringlengths 4
93
| section_text
stringlengths 868
48.5k
|
|---|---|---|---|---|---|---|
1 | 1 | Atoms in Motion | 1 | Introduction | This two-year course in physics is presented from the point of view that you, the reader, are going to be a physicist. This is not necessarily the case of course, but that is what every professor in every subject assumes! If you are going to be a physicist, you will have a lot to study: two hundred years of the most rapidly developing field of knowledge that there is. So much knowledge, in fact, that you might think that you cannot learn all of it in four years, and truly you cannot; you will have to go to graduate school too! Surprisingly enough, in spite of the tremendous amount of work that has been done for all this time it is possible to condense the enormous mass of results to a large extent—that is, to find laws which summarize all our knowledge. Even so, the laws are so hard to grasp that it is unfair to you to start exploring this tremendous subject without some kind of map or outline of the relationship of one part of the subject of science to another. Following these preliminary remarks, the first three chapters will therefore outline the relation of physics to the rest of the sciences, the relations of the sciences to each other, and the meaning of science, to help us develop a “feel” for the subject. You might ask why we cannot teach physics by just giving the basic laws on page one and then showing how they work in all possible circumstances, as we do in Euclidean geometry, where we state the axioms and then make all sorts of deductions. (So, not satisfied to learn physics in four years, you want to learn it in four minutes?) We cannot do it in this way for two reasons. First, we do not yet know all the basic laws: there is an expanding frontier of ignorance. Second, the correct statement of the laws of physics involves some very unfamiliar ideas which require advanced mathematics for their description. Therefore, one needs a considerable amount of preparatory training even to learn what the words mean. No, it is not possible to do it that way. We can only do it piece by piece. Each piece, or part, of the whole of nature is always merely an approximation to the complete truth, or the complete truth so far as we know it. In fact, everything we know is only some kind of approximation, because we know that we do not know all the laws as yet. Therefore, things must be learned only to be unlearned again or, more likely, to be corrected. The principle of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific “truth.” But what is the source of knowledge? Where do the laws that are to be tested come from? Experiment, itself, helps to produce these laws, in the sense that it gives us hints. But also needed is imagination to create from these hints the great generalizations—to guess at the wonderful, simple, but very strange patterns beneath them all, and then to experiment to check again whether we have made the right guess. This imagining process is so difficult that there is a division of labor in physics: there are theoretical physicists who imagine, deduce, and guess at new laws, but do not experiment; and then there are experimental physicists who experiment, imagine, deduce, and guess. We said that the laws of nature are approximate: that we first find the “wrong” ones, and then we find the “right” ones. Now, how can an experiment be “wrong”? First, in a trivial way: if something is wrong with the apparatus that you did not notice. But these things are easily fixed, and checked back and forth. So without snatching at such minor things, how can the results of an experiment be wrong? Only by being inaccurate. For example, the mass of an object never seems to change: a spinning top has the same weight as a still one. So a “law” was invented: mass is constant, independent of speed. That “law” is now found to be incorrect. Mass is found to increase with velocity, but appreciable increases require velocities near that of light. A true law is: if an object moves with a speed of less than one hundred miles a second the mass is constant to within one part in a million. In some such approximate form this is a correct law. So in practice one might think that the new law makes no significant difference. Well, yes and no. For ordinary speeds we can certainly forget it and use the simple constant-mass law as a good approximation. But for high speeds we are wrong, and the higher the speed, the more wrong we are. Finally, and most interesting, philosophically we are completely wrong with the approximate law. Our entire picture of the world has to be altered even though the mass changes only by a little bit. This is a very peculiar thing about the philosophy, or the ideas, behind the laws. Even a very small effect sometimes requires profound changes in our ideas. Now, what should we teach first? Should we teach the correct but unfamiliar law with its strange and difficult conceptual ideas, for example the theory of relativity, four-dimensional space-time, and so on? Or should we first teach the simple “constant-mass” law, which is only approximate, but does not involve such difficult ideas? The first is more exciting, more wonderful, and more fun, but the second is easier to get at first, and is a first step to a real understanding of the first idea. This point arises again and again in teaching physics. At different times we shall have to resolve it in different ways, but at each stage it is worth learning what is now known, how accurate it is, how it fits into everything else, and how it may be changed when we learn more. Let us now proceed with our outline, or general map, of our understanding of science today (in particular, physics, but also of other sciences on the periphery), so that when we later concentrate on some particular point we will have some idea of the background, why that particular point is interesting, and how it fits into the big structure. So, what is our overall picture of the world? |
|
1 | 2 | Basic Physics | 1 | Introduction | In this chapter, we shall examine the most fundamental ideas that we have about physics—the nature of things as we see them at the present time. We shall not discuss the history of how we know that all these ideas are true; you will learn these details in due time. The things with which we concern ourselves in science appear in myriad forms, and with a multitude of attributes. For example, if we stand on the shore and look at the sea, we see the water, the waves breaking, the foam, the sloshing motion of the water, the sound, the air, the winds and the clouds, the sun and the blue sky, and light; there is sand and there are rocks of various hardness and permanence, color and texture. There are animals and seaweed, hunger and disease, and the observer on the beach; there may be even happiness and thought. Any other spot in nature has a similar variety of things and influences. It is always as complicated as that, no matter where it is. Curiosity demands that we ask questions, that we try to put things together and try to understand this multitude of aspects as perhaps resulting from the action of a relatively small number of elemental things and forces acting in an infinite variety of combinations. For example: Is the sand other than the rocks? That is, is the sand perhaps nothing but a great number of very tiny stones? Is the moon a great rock? If we understood rocks, would we also understand the sand and the moon? Is the wind a sloshing of the air analogous to the sloshing motion of the water in the sea? What common features do different movements have? What is common to different kinds of sound? How many different colors are there? And so on. In this way we try gradually to analyze all things, to put together things which at first sight look different, with the hope that we may be able to reduce the number of different things and thereby understand them better. A few hundred years ago, a method was devised to find partial answers to such questions. Observation, reason, and experiment make up what we call the scientific method. We shall have to limit ourselves to a bare description of our basic view of what is sometimes called fundamental physics, or fundamental ideas which have arisen from the application of the scientific method. What do we mean by “understanding” something? We can imagine that this complicated array of moving things which constitutes “the world” is something like a great chess game being played by the gods, and we are observers of the game. We do not know what the rules of the game are; all we are allowed to do is to watch the playing. Of course, if we watch long enough, we may eventually catch on to a few of the rules. The rules of the game are what we mean by fundamental physics. Even if we knew every rule, however, we might not be able to understand why a particular move is made in the game, merely because it is too complicated and our minds are limited. If you play chess you must know that it is easy to learn all the rules, and yet it is often very hard to select the best move or to understand why a player moves as he does. So it is in nature, only much more so; but we may be able at least to find all the rules. Actually, we do not have all the rules now. (Every once in a while something like castling is going on that we still do not understand.) Aside from not knowing all of the rules, what we really can explain in terms of those rules is very limited, because almost all situations are so enormously complicated that we cannot follow the plays of the game using the rules, much less tell what is going to happen next. We must, therefore, limit ourselves to the more basic question of the rules of the game. If we know the rules, we consider that we “understand” the world. How can we tell whether the rules which we “guess” at are really right if we cannot analyze the game very well? There are, roughly speaking, three ways. First, there may be situations where nature has arranged, or we arrange nature, to be simple and to have so few parts that we can predict exactly what will happen, and thus we can check how our rules work. (In one corner of the board there may be only a few chess pieces at work, and that we can figure out exactly.) A second good way to check rules is in terms of less specific rules derived from them. For example, the rule on the move of a bishop on a chessboard is that it moves only on the diagonal. One can deduce, no matter how many moves may be made, that a certain bishop will always be on a red square. So, without being able to follow the details, we can always check our idea about the bishop’s motion by finding out whether it is always on a red square. Of course it will be, for a long time, until all of a sudden we find that it is on a black square (what happened of course, is that in the meantime it was captured, another pawn crossed for queening, and it turned into a bishop on a black square). That is the way it is in physics. For a long time we will have a rule that works excellently in an overall way, even when we cannot follow the details, and then some time we may discover a new rule. From the point of view of basic physics, the most interesting phenomena are of course in the new places, the places where the rules do not work—not the places where they do work! That is the way in which we discover new rules. The third way to tell whether our ideas are right is relatively crude but probably the most powerful of them all. That is, by rough approximation. While we may not be able to tell why Alekhine moves this particular piece, perhaps we can roughly understand that he is gathering his pieces around the king to protect it, more or less, since that is the sensible thing to do in the circumstances. In the same way, we can often understand nature, more or less, without being able to see what every little piece is doing, in terms of our understanding of the game. At first the phenomena of nature were roughly divided into classes, like heat, electricity, mechanics, magnetism, properties of substances, chemical phenomena, light or optics, x-rays, nuclear physics, gravitation, meson phenomena, etc. However, the aim is to see complete nature as different aspects of one set of phenomena. That is the problem in basic theoretical physics, today—to find the laws behind experiment; to amalgamate these classes. Historically, we have always been able to amalgamate them, but as time goes on new things are found. We were amalgamating very well, when all of a sudden x-rays were found. Then we amalgamated some more, and mesons were found. Therefore, at any stage of the game, it always looks rather messy. A great deal is amalgamated, but there are always many wires or threads hanging out in all directions. That is the situation today, which we shall try to describe. Some historic examples of amalgamation are the following. First, take heat and mechanics. When atoms are in motion, the more motion, the more heat the system contains, and so heat and all temperature effects can be represented by the laws of mechanics. Another tremendous amalgamation was the discovery of the relation between electricity, magnetism, and light, which were found to be different aspects of the same thing, which we call today the electromagnetic field. Another amalgamation is the unification of chemical phenomena, the various properties of various substances, and the behavior of atomic particles, which is in the quantum mechanics of chemistry. The question is, of course, is it going to be possible to amalgamate everything, and merely discover that this world represents different aspects of one thing? Nobody knows. All we know is that as we go along, we find that we can amalgamate pieces, and then we find some pieces that do not fit, and we keep trying to put the jigsaw puzzle together. Whether there are a finite number of pieces, and whether there is even a border to the puzzle, is of course unknown. It will never be known until we finish the picture, if ever. What we wish to do here is to see to what extent this amalgamation process has gone on, and what the situation is at present, in understanding basic phenomena in terms of the smallest set of principles. To express it in a simple manner, what are things made of and how few elements are there?
|
|
1 | 2 | Basic Physics | 2 | Physics before 1920 | It is a little difficult to begin at once with the present view, so we shall first see how things looked in about 1920 and then take a few things out of that picture. Before 1920, our world picture was something like this: The “stage” on which the universe goes is the three-dimensional space of geometry, as described by Euclid, and things change in a medium called time. The elements on the stage are particles, for example the atoms, which have some properties. First, the property of inertia: if a particle is moving it keeps on going in the same direction unless forces act upon it. The second element, then, is forces, which were then thought to be of two varieties: First, an enormously complicated, detailed kind of interaction force which held the various atoms in different combinations in a complicated way, which determined whether salt would dissolve faster or slower when we raise the temperature. The other force that was known was a long-range interaction—a smooth and quiet attraction—which varied inversely as the square of the distance, and was called gravitation. This law was known and was very simple. Why things remain in motion when they are moving, or why there is a law of gravitation was, of course, not known. A description of nature is what we are concerned with here. From this point of view, then, a gas, and indeed all matter, is a myriad of moving particles. Thus many of the things we saw while standing at the seashore can immediately be connected. First the pressure: this comes from the collisions of the atoms with the walls or whatever; the drift of the atoms, if they are all moving in one direction on the average, is wind; the random internal motions are the heat. There are waves of excess density, where too many particles have collected, and so as they rush off they push up piles of particles farther out, and so on. This wave of excess density is sound. It is a tremendous achievement to be able to understand so much. Some of these things were described in the previous chapter. What kinds of particles are there? There were considered to be $92$ at that time: $92$ different kinds of atoms were ultimately discovered. They had different names associated with their chemical properties. The next part of the problem was, what are the short-range forces? Why does carbon attract one oxygen or perhaps two oxygens, but not three oxygens? What is the machinery of interaction between atoms? Is it gravitation? The answer is no. Gravity is entirely too weak. But imagine a force analogous to gravity, varying inversely with the square of the distance, but enormously more powerful and having one difference. In gravity everything attracts everything else, but now imagine that there are two kinds of “things,” and that this new force (which is the electrical force, of course) has the property that likes repel but unlikes attract. The “thing” that carries this strong interaction is called charge. Then what do we have? Suppose that we have two unlikes that attract each other, a plus and a minus, and that they stick very close together. Suppose we have another charge some distance away. Would it feel any attraction? It would feel practically none, because if the first two are equal in size, the attraction for the one and the repulsion for the other balance out. Therefore there is very little force at any appreciable distance. On the other hand, if we get very close with the extra charge, attraction arises, because the repulsion of likes and attraction of unlikes will tend to bring unlikes closer together and push likes farther apart. Then the repulsion will be less than the attraction. This is the reason why the atoms, which are constituted out of plus and minus electric charges, feel very little force when they are separated by appreciable distance (aside from gravity). When they come close together, they can “see inside” each other and rearrange their charges, with the result that they have a very strong interaction. The ultimate basis of an interaction between the atoms is electrical. Since this force is so enormous, all the plusses and all minuses will normally come together in as intimate a combination as they can. All things, even ourselves, are made of fine-grained, enormously strongly interacting plus and minus parts, all neatly balanced out. Once in a while, by accident, we may rub off a few minuses or a few plusses (usually it is easier to rub off minuses), and in those circumstances we find the force of electricity unbalanced, and we can then see the effects of these electrical attractions. To give an idea of how much stronger electricity is than gravitation, consider two grains of sand, a millimeter across, thirty meters apart. If the force between them were not balanced, if everything attracted everything else instead of likes repelling, so that there were no cancellation, how much force would there be? There would be a force of three million tons between the two! You see, there is very, very little excess or deficit of the number of negative or positive charges necessary to produce appreciable electrical effects. This is, of course, the reason why you cannot see the difference between an electrically charged or uncharged thing—so few particles are involved that they hardly make a difference in the weight or size of an object. With this picture the atoms were easier to understand. They were thought to have a “nucleus” at the center, which is positively electrically charged and very massive, and the nucleus is surrounded by a certain number of “electrons” which are very light and negatively charged. Now we go a little ahead in our story to remark that in the nucleus itself there were found two kinds of particles, protons and neutrons, almost of the same weight and very heavy. The protons are electrically charged and the neutrons are neutral. If we have an atom with six protons inside its nucleus, and this is surrounded by six electrons (the negative particles in the ordinary world of matter are all electrons, and these are very light compared with the protons and neutrons which make nuclei), this would be atom number six in the chemical table, and it is called carbon. Atom number eight is called oxygen, etc., because the chemical properties depend upon the electrons on the outside, and in fact only upon how many electrons there are. So the chemical properties of a substance depend only on a number, the number of electrons. (The whole list of elements of the chemists really could have been called $1$, $2$, $3$, $4$, $5$, etc. Instead of saying “carbon,” we could say “element six,” meaning six electrons, but of course, when the elements were first discovered, it was not known that they could be numbered that way, and secondly, it would make everything look rather complicated. It is better to have names and symbols for these things, rather than to call everything by number.) More was discovered about the electrical force. The natural interpretation of electrical interaction is that two objects simply attract each other: plus against minus. However, this was discovered to be an inadequate idea to represent it. A more adequate representation of the situation is to say that the existence of the positive charge, in some sense, distorts, or creates a “condition” in space, so that when we put the negative charge in, it feels a force. This potentiality for producing a force is called an electric field. When we put an electron in an electric field, we say it is “pulled.” We then have two rules: (a) charges make a field, and (b) charges in fields have forces on them and move. The reason for this will become clear when we discuss the following phenomena: If we were to charge a body, say a comb, electrically, and then place a charged piece of paper at a distance and move the comb back and forth, the paper will respond by always pointing to the comb. If we shake it faster, it will be discovered that the paper is a little behind, there is a delay in the action. (At the first stage, when we move the comb rather slowly, we find a complication which is magnetism. Magnetic influences have to do with charges in relative motion, so magnetic forces and electric forces can really be attributed to one field, as two different aspects of exactly the same thing. A changing electric field cannot exist without magnetism.) If we move the charged paper farther out, the delay is greater. Then an interesting thing is observed. Although the forces between two charged objects should go inversely as the square of the distance, it is found, when we shake a charge, that the influence extends very much farther out than we would guess at first sight. That is, the effect falls off more slowly than the inverse square. Here is an analogy: If we are in a pool of water and there is a floating cork very close by, we can move it “directly” by pushing the water with another cork. If you looked only at the two corks, all you would see would be that one moved immediately in response to the motion of the other—there is some kind of “interaction” between them. Of course, what we really do is to disturb the water; the water then disturbs the other cork. We could make up a “law” that if you pushed the water a little bit, an object close by in the water would move. If it were farther away, of course, the second cork would scarcely move, for we move the water locally. On the other hand, if we jiggle the cork a new phenomenon is involved, in which the motion of the water moves the water there, etc., and waves travel away, so that by jiggling, there is an influence very much farther out, an oscillatory influence, that cannot be understood from the direct interaction. Therefore the idea of direct interaction must be replaced with the existence of the water, or in the electrical case, with what we call the electromagnetic field. The electromagnetic field can carry waves; some of these waves are light, others are used in radio broadcasts, but the general name is electromagnetic waves. These oscillatory waves can have various frequencies. The only thing that is really different from one wave to another is the frequency of oscillation. If we shake a charge back and forth more and more rapidly, and look at the effects, we get a whole series of different kinds of effects, which are all unified by specifying but one number, the number of oscillations per second. The usual “pickup” that we get from electric currents in the circuits in the walls of a building have a frequency of about one hundred cycles per second. If we increase the frequency to $500$ or $1000$ kilocycles ($1$ kilocycle${}=1000$ cycles) per second, we are “on the air,” for this is the frequency range which is used for radio broadcasts. (Of course it has nothing to do with the air! We can have radio broadcasts without any air.) If we again increase the frequency, we come into the range that is used for FM and TV. Going still further, we use certain short waves, for example for radar. Still higher, and we do not need an instrument to “see” the stuff, we can see it with the human eye. In the range of frequency from $5\times10^{14}$ to $10^{15}$ cycles per second our eyes would see the oscillation of the charged comb, if we could shake it that fast, as red, blue, or violet light, depending on the frequency. Frequencies below this range are called infrared, and above it, ultraviolet. The fact that we can see in a particular frequency range makes that part of the electromagnetic spectrum no more impressive than the other parts from a physicist’s standpoint, but from a human standpoint, of course, it is more interesting. If we go up even higher in frequency, we get x-rays. X-rays are nothing but very high-frequency light. If we go still higher, we get gamma rays. These two terms, x-rays and gamma rays, are used almost synonymously. Usually electromagnetic rays coming from nuclei are called gamma rays, while those of high energy from atoms are called x-rays, but at the same frequency they are indistinguishable physically, no matter what their source. If we go to still higher frequencies, say to $10^{24}$ cycles per second, we find that we can make those waves artificially, for example with the synchrotron here at Caltech. We can find electromagnetic waves with stupendously high frequencies—with even a thousand times more rapid oscillation—in the waves found in cosmic rays. These waves cannot be controlled by us. |
|
1 | 3 | The Relation of Physics to Other Sciences | 1 | Introduction | Physics is the most fundamental and all-inclusive of the sciences, and has had a profound effect on all scientific development. In fact, physics is the present-day equivalent of what used to be called natural philosophy, from which most of our modern sciences arose. Students of many fields find themselves studying physics because of the basic role it plays in all phenomena. In this chapter we shall try to explain what the fundamental problems in the other sciences are, but of course it is impossible in so small a space really to deal with the complex, subtle, beautiful matters in these other fields. Lack of space also prevents our discussing the relation of physics to engineering, industry, society, and war, or even the most remarkable relationship between mathematics and physics. (Mathematics is not a science from our point of view, in the sense that it is not a natural science. The test of its validity is not experiment.) We must, incidentally, make it clear from the beginning that if a thing is not a science, it is not necessarily bad. For example, love is not a science. So, if something is said not to be a science, it does not mean that there is something wrong with it; it just means that it is not a science. |
|
1 | 3 | The Relation of Physics to Other Sciences | 2 | Chemistry | The science which is perhaps the most deeply affected by physics is chemistry. Historically, the early days of chemistry dealt almost entirely with what we now call inorganic chemistry, the chemistry of substances which are not associated with living things. Considerable analysis was required to discover the existence of the many elements and their relationships—how they make the various relatively simple compounds found in rocks, earth, etc. This early chemistry was very important for physics. The interaction between the two sciences was very great because the theory of atoms was substantiated to a large extent by experiments in chemistry. The theory of chemistry, i.e., of the reactions themselves, was summarized to a large extent in the periodic chart of Mendeleev, which brings out many strange relationships among the various elements, and it was the collection of rules as to which substance is combined with which, and how, that constituted inorganic chemistry. All these rules were ultimately explained in principle by quantum mechanics, so that theoretical chemistry is in fact physics. On the other hand, it must be emphasized that this explanation is in principle. We have already discussed the difference between knowing the rules of the game of chess, and being able to play. So it is that we may know the rules, but we cannot play very well. It turns out to be very difficult to predict precisely what will happen in a given chemical reaction; nevertheless, the deepest part of theoretical chemistry must end up in quantum mechanics. There is also a branch of physics and chemistry which was developed by both sciences together, and which is extremely important. This is the method of statistics applied in a situation in which there are mechanical laws, which is aptly called statistical mechanics. In any chemical situation a large number of atoms are involved, and we have seen that the atoms are all jiggling around in a very random and complicated way. If we could analyze each collision, and be able to follow in detail the motion of each molecule, we might hope to figure out what would happen, but the many numbers needed to keep track of all these molecules exceeds so enormously the capacity of any computer, and certainly the capacity of the mind, that it was important to develop a method for dealing with such complicated situations. Statistical mechanics, then, is the science of the phenomena of heat, or thermodynamics. Inorganic chemistry is, as a science, now reduced essentially to what are called physical chemistry and quantum chemistry; physical chemistry to study the rates at which reactions occur and what is happening in detail (How do the molecules hit? Which pieces fly off first?, etc.), and quantum chemistry to help us understand what happens in terms of the physical laws. The other branch of chemistry is organic chemistry, the chemistry of the substances which are associated with living things. For a time it was believed that the substances which are associated with living things were so marvelous that they could not be made by hand, from inorganic materials. This is not at all true—they are just the same as the substances made in inorganic chemistry, but more complicated arrangements of atoms are involved. Organic chemistry obviously has a very close relationship to the biology which supplies its substances, and to industry, and furthermore, much physical chemistry and quantum mechanics can be applied to organic as well as to inorganic compounds. However, the main problems of organic chemistry are not in these aspects, but rather in the analysis and synthesis of the substances which are formed in biological systems, in living things. This leads imperceptibly, in steps, toward biochemistry, and then into biology itself, or molecular biology. |
|
1 | 3 | The Relation of Physics to Other Sciences | 3 | Biology | Thus we come to the science of biology, which is the study of living things. In the early days of biology, the biologists had to deal with the purely descriptive problem of finding out what living things there were, and so they just had to count such things as the hairs of the limbs of fleas. After these matters were worked out with a great deal of interest, the biologists went into the machinery inside the living bodies, first from a gross standpoint, naturally, because it takes some effort to get into the finer details. There was an interesting early relationship between physics and biology in which biology helped physics in the discovery of the conservation of energy, which was first demonstrated by Mayer in connection with the amount of heat taken in and given out by a living creature. If we look at the processes of biology of living animals more closely, we see many physical phenomena: the circulation of blood, pumps, pressure, etc. There are nerves: we know what is happening when we step on a sharp stone, and that somehow or other the information goes from the leg up. It is interesting how that happens. In their study of nerves, the biologists have come to the conclusion that nerves are very fine tubes with a complex wall which is very thin; through this wall the cell pumps ions, so that there are positive ions on the outside and negative ions on the inside, like a capacitor. Now this membrane has an interesting property; if it “discharges” in one place, i.e., if some of the ions were able to move through one place, so that the electric voltage is reduced there, that electrical influence makes itself felt on the ions in the neighborhood, and it affects the membrane in such a way that it lets the ions through at neighboring points also. This in turn affects it farther along, etc., and so there is a wave of “penetrability” of the membrane which runs down the fiber when it is “excited” at one end by stepping on the sharp stone. This wave is somewhat analogous to a long sequence of vertical dominoes; if the end one is pushed over, that one pushes the next, etc. Of course this will transmit only one message unless the dominoes are set up again; and similarly in the nerve cell, there are processes which pump the ions slowly out again, to get the nerve ready for the next impulse. So it is that we know what we are doing (or at least where we are). Of course the electrical effects associated with this nerve impulse can be picked up with electrical instruments, and because there are electrical effects, obviously the physics of electrical effects has had a great deal of influence on understanding the phenomenon. The opposite effect is that, from somewhere in the brain, a message is sent out along a nerve. What happens at the end of the nerve? There the nerve branches out into fine little things, connected to a structure near a muscle, called an endplate. For reasons which are not exactly understood, when the impulse reaches the end of the nerve, little packets of a chemical called acetylcholine are shot off (five or ten molecules at a time) and they affect the muscle fiber and make it contract—how simple! What makes a muscle contract? A muscle is a very large number of fibers close together, containing two different substances, myosin and actomyosin, but the machinery by which the chemical reaction induced by acetylcholine can modify the dimensions of the muscle is not yet known. Thus the fundamental processes in the muscle that make mechanical motions are not known. Biology is such an enormously wide field that there are hosts of other problems that we cannot mention at all—problems on how vision works (what the light does in the eye), how hearing works, etc. (The way in which thinking works we shall discuss later under psychology.) Now, these things concerning biology which we have just discussed are, from a biological standpoint, really not fundamental, at the bottom of life, in the sense that even if we understood them we still would not understand life itself. To illustrate: the men who study nerves feel their work is very important, because after all you cannot have animals without nerves. But you can have life without nerves. Plants have neither nerves nor muscles, but they are working, they are alive, just the same. So for the fundamental problems of biology we must look deeper; when we do, we discover that all living things have a great many characteristics in common. The most common feature is that they are made of cells, within each of which is complex machinery for doing things chemically. In plant cells, for example, there is machinery for picking up light and generating glucose, which is consumed in the dark to keep the plant alive. When the plant is eaten the glucose itself generates in the animal a series of chemical reactions very closely related to photosynthesis (and its opposite effect in the dark) in plants. In the cells of living systems there are many elaborate chemical reactions, in which one compound is changed into another and another. To give some impression of the enormous efforts that have gone into the study of biochemistry, the chart in Fig. 3–1 summarizes our knowledge to date on just one small part of the many series of reactions which occur in cells, perhaps a percent or so of it. Here we see a whole series of molecules which change from one to another in a sequence or cycle of rather small steps. It is called the Krebs cycle, the respiratory cycle. Each of the chemicals and each of the steps is fairly simple, in terms of what change is made in the molecule, but—and this is a centrally important discovery in biochemistry—these changes are relatively difficult to accomplish in a laboratory. If we have one substance and another very similar substance, the one does not just turn into the other, because the two forms are usually separated by an energy barrier or “hill.” Consider this analogy: If we wanted to take an object from one place to another, at the same level but on the other side of a hill, we could push it over the top, but to do so requires the addition of some energy. Thus most chemical reactions do not occur, because there is what is called an activation energy in the way. In order to add an extra atom to our chemical requires that we get it close enough that some rearrangement can occur; then it will stick. But if we cannot give it enough energy to get it close enough, it will not go to completion, it will just go part way up the “hill” and back down again. However, if we could literally take the molecules in our hands and push and pull the atoms around in such a way as to open a hole to let the new atom in, and then let it snap back, we would have found another way, around the hill, which would not require extra energy, and the reaction would go easily. Now there actually are, in the cells, very large molecules, much larger than the ones whose changes we have been describing, which in some complicated way hold the smaller molecules just right, so that the reaction can occur easily. These very large and complicated things are called enzymes. (They were first called ferments, because they were originally discovered in the fermentation of sugar. In fact, some of the first reactions in the cycle were discovered there.) In the presence of an enzyme the reaction will go. An enzyme is made of another substance called protein. Enzymes are very big and complicated, and each one is different, each being built to control a certain special reaction. The names of the enzymes are written in Fig. 3–1 at each reaction. (Sometimes the same enzyme may control two reactions.) We emphasize that the enzymes themselves are not involved in the reaction directly. They do not change; they merely let an atom go from one place to another. Having done so, the enzyme is ready to do it to the next molecule, like a machine in a factory. Of course, there must be a supply of certain atoms and a way of disposing of other atoms. Take hydrogen, for example: there are enzymes which have special units on them which carry the hydrogen for all chemical reactions. For example, there are three or four hydrogen-reducing enzymes which are used all over our cycle in different places. It is interesting that the machinery which liberates some hydrogen at one place will take that hydrogen and use it somewhere else. The most important feature of the cycle of Fig. 3–1 is the transformation from GDP to GTP (guanosine-di-phosphate to guanosine-tri-phosphate) because the one substance has much more energy in it than the other. Just as there is a “box” in certain enzymes for carrying hydrogen atoms around, there are special energy-carrying “boxes” which involve the triphosphate group. So, GTP has more energy than GDP and if the cycle is going one way, we are producing molecules which have extra energy and which can go drive some other cycle which requires energy, for example the contraction of muscle. The muscle will not contract unless there is GTP. We can take muscle fiber, put it in water, and add GTP, and the fibers contract, changing GTP to GDP if the right enzymes are present. So the real system is in the GDP-GTP transformation; in the dark the GTP which has been stored up during the day is used to run the whole cycle around the other way. An enzyme, you see, does not care in which direction the reaction goes, for if it did it would violate one of the laws of physics. Physics is of great importance in biology and other sciences for still another reason, that has to do with experimental techniques. In fact, if it were not for the great development of experimental physics, these biochemistry charts would not be known today. The reason is that the most useful tool of all for analyzing this fantastically complex system is to label the atoms which are used in the reactions. Thus, if we could introduce into the cycle some carbon dioxide which has a “green mark” on it, and then measure after three seconds where the green mark is, and again measure after ten seconds, etc., we could trace out the course of the reactions. What are the “green marks”? They are different isotopes. We recall that the chemical properties of atoms are determined by the number of electrons, not by the mass of the nucleus. But there can be, for example in carbon, six neutrons or seven neutrons, together with the six protons which all carbon nuclei have. Chemically, the two atoms C$^{12}$ and C$^{13}$ are the same, but they differ in weight and they have different nuclear properties, and so they are distinguishable. By using these isotopes of different weights, or even radioactive isotopes like C$^{14}$, which provide a more sensitive means for tracing very small quantities, it is possible to trace the reactions. Now, we return to the description of enzymes and proteins. Not all proteins are enzymes, but all enzymes are proteins. There are many proteins, such as the proteins in muscle, the structural proteins which are, for example, in cartilage and hair, skin, etc., that are not themselves enzymes. However, proteins are a very characteristic substance of life: first of all they make up all the enzymes, and second, they make up much of the rest of living material. Proteins have a very interesting and simple structure. They are a series, or chain, of different amino acids. There are twenty different amino acids, and they all can combine with each other to form chains in which the backbone is CO-NH, etc. Proteins are nothing but chains of various ones of these twenty amino acids. Each of the amino acids probably serves some special purpose. Some, for example, have a sulfur atom at a certain place; when two sulfur atoms are in the same protein, they form a bond, that is, they tie the chain together at two points and form a loop. Another has extra oxygen atoms which make it an acidic substance, another has a basic characteristic. Some of them have big groups hanging out to one side, so that they take up a lot of space. One of the amino acids, called proline, is not really an amino acid, but imino acid. There is a slight difference, with the result that when proline is in the chain, there is a kink in the chain. If we wished to manufacture a particular protein, we would give these instructions: put one of those sulfur hooks here; next, add something to take up space; then attach something to put a kink in the chain. In this way, we will get a complicated-looking chain, hooked together and having some complex structure; this is presumably just the manner in which all the various enzymes are made. One of the great triumphs in recent times (since 1960), was at last to discover the exact spatial atomic arrangement of certain proteins, which involve some fifty-six or sixty amino acids in a row. Over a thousand atoms (more nearly two thousand, if we count the hydrogen atoms) have been located in a complex pattern in two proteins. The first was hemoglobin. One of the sad aspects of this discovery is that we cannot see anything from the pattern; we do not understand why it works the way it does. Of course, that is the next problem to be attacked. Another problem is how do the enzymes know what to be? A red-eyed fly makes a red-eyed fly baby, and so the information for the whole pattern of enzymes to make red pigment must be passed from one fly to the next. This is done by a substance in the nucleus of the cell, not a protein, called DNA (short for desoxyribose nucleic acid). This is the key substance which is passed from one cell to another (for instance sperm cells consist mostly of DNA) and carries the information as to how to make the enzymes. DNA is the “blueprint.” What does the blueprint look like and how does it work? First, the blueprint must be able to reproduce itself. Secondly, it must be able to instruct the protein. Concerning the reproduction, we might think that this proceeds like cell reproduction. Cells simply grow bigger and then divide in half. Must it be thus with DNA molecules, then, that they too grow bigger and divide in half? Every atom certainly does not grow bigger and divide in half! No, it is impossible to reproduce a molecule except by some more clever way. The structure of the substance DNA was studied for a long time, first chemically to find the composition, and then with x-rays to find the pattern in space. The result was the following remarkable discovery: The DNA molecule is a pair of chains, twisted upon each other. The backbone of each of these chains, which are analogous to the chains of proteins but chemically quite different, is a series of sugar and phosphate groups, as shown in Fig. 3–2. Now we see how the chain can contain instructions, for if we could split this chain down the middle, we would have a series $BAADC\ldots$ and every living thing could have a different series. Thus perhaps, in some way, the specific instructions for the manufacture of proteins are contained in the specific series of the DNA. Attached to each sugar along the line, and linking the two chains together, are certain pairs of cross-links. However, they are not all of the same kind; there are four kinds, called adenine, thymine, cytosine, and guanine, but let us call them $A$, $B$, $C$, and $D$. The interesting thing is that only certain pairs can sit opposite each other, for example $A$ with $B$ and $C$ with $D$. These pairs are put on the two chains in such a way that they “fit together,” and have a strong energy of interaction. However, $C$ will not fit with $A$, and $B$ will not fit with $C$; they will only fit in pairs, $A$ against $B$ and $C$ against $D$. Therefore if one is $C$, the other must be $D$, etc. Whatever the letters may be in one chain, each one must have its specific complementary letter on the other chain. What then about reproduction? Suppose we split this chain in two. How can we make another one just like it? If, in the substances of the cells, there is a manufacturing department which brings up phosphate, sugar, and $A$, $B$, $C$, $D$ units not connected in a chain, the only ones which will attach to our split chain will be the correct ones, the complements of $BAADC\ldots$, namely, $ABBCD\ldots$ Thus what happens is that the chain splits down the middle during cell division, one half ultimately to go with one cell, the other half to end up in the other cell; when separated, a new complementary chain is made by each half-chain. Next comes the question, precisely how does the order of the $A$, $B$, $C$, $D$ units determine the arrangement of the amino acids in the protein? This is the central unsolved problem in biology today. The first clues, or pieces of information, however, are these: There are in the cell tiny particles called ribosomes, and it is now known that that is the place where proteins are made. But the ribosomes are not in the nucleus, where the DNA and its instructions are. Something seems to be the matter. However, it is also known that little molecule pieces come off the DNA—not as long as the big DNA molecule that carries all the information itself, but like a small section of it. This is called RNA, but that is not essential. It is a kind of copy of the DNA, a short copy. The RNA, which somehow carries a message as to what kind of protein to make goes over to the ribosome; that is known. When it gets there, protein is synthesized at the ribosome. That is also known. However, the details of how the amino acids come in and are arranged in accordance with a code that is on the RNA are, as yet, still unknown. We do not know how to read it. If we knew, for example, the “lineup” $A$, $B$, $C$, $C$, $A$, we could not tell you what protein is to be made. Certainly no subject or field is making more progress on so many fronts at the present moment, than biology, and if we were to name the most powerful assumption of all, which leads one on and on in an attempt to understand life, it is that all things are made of atoms, and that everything that living things do can be understood in terms of the jigglings and wigglings of atoms. |
|
1 | 4 | Conservation of Energy | 1 | What is energy? | In this chapter, we begin our more detailed study of the different aspects of physics, having finished our description of things in general. To illustrate the ideas and the kind of reasoning that might be used in theoretical physics, we shall now examine one of the most basic laws of physics, the conservation of energy. There is a fact, or if you wish, a law, governing all natural phenomena that are known to date. There is no known exception to this law—it is exact so far as we know. The law is called the conservation of energy. It states that there is a certain quantity, which we call energy, that does not change in the manifold changes which nature undergoes. That is a most abstract idea, because it is a mathematical principle; it says that there is a numerical quantity which does not change when something happens. It is not a description of a mechanism, or anything concrete; it is just a strange fact that we can calculate some number and when we finish watching nature go through her tricks and calculate the number again, it is the same. (Something like the bishop on a red square, and after a number of moves—details unknown—it is still on some red square. It is a law of this nature.) Since it is an abstract idea, we shall illustrate the meaning of it by an analogy. Imagine a child, perhaps “Dennis the Menace,” who has blocks which are absolutely indestructible, and cannot be divided into pieces. Each is the same as the other. Let us suppose that he has $28$ blocks. His mother puts him with his $28$ blocks into a room at the beginning of the day. At the end of the day, being curious, she counts the blocks very carefully, and discovers a phenomenal law—no matter what he does with the blocks, there are always $28$ remaining! This continues for a number of days, until one day there are only $27$ blocks, but a little investigating shows that there is one under the rug—she must look everywhere to be sure that the number of blocks has not changed. One day, however, the number appears to change—there are only $26$ blocks. Careful investigation indicates that the window was open, and upon looking outside, the other two blocks are found. Another day, careful count indicates that there are $30$ blocks! This causes considerable consternation, until it is realized that Bruce came to visit, bringing his blocks with him, and he left a few at Dennis’ house. After she has disposed of the extra blocks, she closes the window, does not let Bruce in, and then everything is going along all right, until one time she counts and finds only $25$ blocks. However, there is a box in the room, a toy box, and the mother goes to open the toy box, but the boy says “No, do not open my toy box,” and screams. Mother is not allowed to open the toy box. Being extremely curious, and somewhat ingenious, she invents a scheme! She knows that a block weighs three ounces, so she weighs the box at a time when she sees $28$ blocks, and it weighs $16$ ounces. The next time she wishes to check, she weighs the box again, subtracts sixteen ounces and divides by three. She discovers the following: \begin{equation} \label{Eq:I:4:1} \begin{pmatrix} \text{number of}\\ \text{blocks seen} \end{pmatrix}+ \frac{(\text{weight of box})-\text{$16$ ounces}}{\text{$3$ ounces}}= \text{constant}. \end{equation}
\begin{align} \begin{pmatrix} \text{number of}\\ \text{blocks seen} \end{pmatrix}&+ \frac{(\text{weight of box})-\text{$16$ ounces}}{\text{$3$ ounces}}\notag\\[1ex] \label{Eq:I:4:1} &=\text{constant}. \end{align} There then appear to be some new deviations, but careful study indicates that the dirty water in the bathtub is changing its level. The child is throwing blocks into the water, and she cannot see them because it is so dirty, but she can find out how many blocks are in the water by adding another term to her formula. Since the original height of the water was $6$ inches and each block raises the water a quarter of an inch, this new formula would be: \begin{align} \begin{pmatrix} \text{number of}\\ \text{blocks seen} \end{pmatrix}&+ \frac{(\text{weight of box})-\text{$16$ ounces}} {\text{$3$ ounces}}\notag\\[1ex] \label{Eq:I:4:2} &+\frac{(\text{height of water})-\text{$6$ inches}} {\text{$1/4$ inch}}= \text{constant}. \end{align}
\begin{align} \begin{pmatrix} \text{number of}\\ \text{blocks seen} \end{pmatrix}&+ \frac{(\text{weight of box})-\text{$16$ ounces}} {\text{$3$ ounces}}\notag\\[1ex] &+\frac{(\text{height of water})-\text{$6$ inches}} {\text{$1/4$ inch}}\notag\\[2ex] \label{Eq:I:4:2} &=\text{constant}. \end{align} In the gradual increase in the complexity of her world, she finds a whole series of terms representing ways of calculating how many blocks are in places where she is not allowed to look. As a result, she finds a complex formula, a quantity which has to be computed, which always stays the same in her situation. What is the analogy of this to the conservation of energy? The most remarkable aspect that must be abstracted from this picture is that there are no blocks. Take away the first terms in (4.1) and (4.2) and we find ourselves calculating more or less abstract things. The analogy has the following points. First, when we are calculating the energy, sometimes some of it leaves the system and goes away, or sometimes some comes in. In order to verify the conservation of energy, we must be careful that we have not put any in or taken any out. Second, the energy has a large number of different forms, and there is a formula for each one. These are: gravitational energy, kinetic energy, heat energy, elastic energy, electrical energy, chemical energy, radiant energy, nuclear energy, mass energy. If we total up the formulas for each of these contributions, it will not change except for energy going in and out. It is important to realize that in physics today, we have no knowledge of what energy is. We do not have a picture that energy comes in little blobs of a definite amount. It is not that way. However, there are formulas for calculating some numerical quantity, and when we add it all together it gives “$28$”—always the same number. It is an abstract thing in that it does not tell us the mechanism or the reasons for the various formulas. |
|
1 | 4 | Conservation of Energy | 2 | Gravitational potential energy | Conservation of energy can be understood only if we have the formula for all of its forms. I wish to discuss the formula for gravitational energy near the surface of the Earth, and I wish to derive this formula in a way which has nothing to do with history but is simply a line of reasoning invented for this particular lecture to give you an illustration of the remarkable fact that a great deal about nature can be extracted from a few facts and close reasoning. It is an illustration of the kind of work theoretical physicists become involved in. It is patterned after a most excellent argument by Mr. Carnot on the efficiency of steam engines.1 Consider weight-lifting machines—machines which have the property that they lift one weight by lowering another. Let us also make a hypothesis: that there is no such thing as perpetual motion with these weight-lifting machines. (In fact, that there is no perpetual motion at all is a general statement of the law of conservation of energy.) We must be careful to define perpetual motion. First, let us do it for weight-lifting machines. If, when we have lifted and lowered a lot of weights and restored the machine to the original condition, we find that the net result is to have lifted a weight, then we have a perpetual motion machine because we can use that lifted weight to run something else. That is, provided the machine which lifted the weight is brought back to its exact original condition, and furthermore that it is completely self-contained—that it has not received the energy to lift that weight from some external source—like Bruce’s blocks. A very simple weight-lifting machine is shown in Fig. 4–1. This machine lifts weights three units “strong.” We place three units on one balance pan, and one unit on the other. However, in order to get it actually to work, we must lift a little weight off the left pan. On the other hand, we could lift a one-unit weight by lowering the three-unit weight, if we cheat a little by lifting a little weight off the other pan. Of course, we realize that with any actual lifting machine, we must add a little extra to get it to run. This we disregard, temporarily. Ideal machines, although they do not exist, do not require anything extra. A machine that we actually use can be, in a sense, almost reversible: that is, if it will lift the weight of three by lowering a weight of one, then it will also lift nearly the weight of one the same amount by lowering the weight of three. We imagine that there are two classes of machines, those that are not reversible, which includes all real machines, and those that are reversible, which of course are actually not attainable no matter how careful we may be in our design of bearings, levers, etc. We suppose, however, that there is such a thing—a reversible machine—which lowers one unit of weight (a pound or any other unit) by one unit of distance, and at the same time lifts a three-unit weight. Call this reversible machine, Machine $A$. Suppose this particular reversible machine lifts the three-unit weight a distance $X$. Then suppose we have another machine, Machine $B$, which is not necessarily reversible, which also lowers a unit weight a unit distance, but which lifts three units a distance $Y$. We can now prove that $Y$ is not higher than $X$; that is, it is impossible to build a machine that will lift a weight any higher than it will be lifted by a reversible machine. Let us see why. Let us suppose that $Y$ were higher than $X$. We take a one-unit weight and lower it one unit height with Machine $B$, and that lifts the three-unit weight up a distance $Y$. Then we could lower the weight from $Y$ to $X$, obtaining free power, and use the reversible Machine $A$, running backwards, to lower the three-unit weight a distance $X$ and lift the one-unit weight by one unit height. This will put the one-unit weight back where it was before, and leave both machines ready to be used again! We would therefore have perpetual motion if $Y$ were higher than $X$, which we assumed was impossible. With those assumptions, we thus deduce that $Y$ is not higher than $X$, so that of all machines that can be designed, the reversible machine is the best. We can also see that all reversible machines must lift to exactly the same height. Suppose that $B$ were really reversible also. The argument that $Y$ is not higher than $X$ is, of course, just as good as it was before, but we can also make our argument the other way around, using the machines in the opposite order, and prove that $X$ is not higher than $Y$. This, then, is a very remarkable observation because it permits us to analyze the height to which different machines are going to lift something without looking at the interior mechanism. We know at once that if somebody makes an enormously elaborate series of levers that lift three units a certain distance by lowering one unit by one unit distance, and we compare it with a simple lever which does the same thing and is fundamentally reversible, his machine will lift it no higher, but perhaps less high. If his machine is reversible, we also know exactly how high it will lift. To summarize: every reversible machine, no matter how it operates, which drops one pound one foot and lifts a three-pound weight always lifts it the same distance, $X$. This is clearly a universal law of great utility. The next question is, of course, what is $X$? Suppose we have a reversible machine which is going to lift this distance $X$, three for one. We set up three balls in a rack which does not move, as shown in Fig. 4–2. One ball is held on a stage at a distance one foot above the ground. The machine can lift three balls, lowering one by a distance $1$. Now, we have arranged that the platform which holds three balls has a floor and two shelves, exactly spaced at distance $X$, and further, that the rack which holds the balls is spaced at distance $X$, (a). First we roll the balls horizontally from the rack to the shelves, (b), and we suppose that this takes no energy because we do not change the height. The reversible machine then operates: it lowers the single ball to the floor, and it lifts the rack a distance $X$, (c). Now we have ingeniously arranged the rack so that these balls are again even with the platforms. Thus we unload the balls onto the rack, (d); having unloaded the balls, we can restore the machine to its original condition. Now we have three balls on the upper three shelves and one at the bottom. But the strange thing is that, in a certain way of speaking, we have not lifted two of them at all because, after all, there were balls on shelves $2$ and $3$ before. The resulting effect has been to lift one ball a distance $3X$. Now, if $3X$ exceeds one foot, then we can lower the ball to return the machine to the initial condition, (f), and we can run the apparatus again. Therefore $3X$ cannot exceed one foot, for if $3X$ exceeds one foot we can make perpetual motion. Likewise, we can prove that one foot cannot exceed $3X$, by making the whole machine run the opposite way, since it is a reversible machine. Therefore $3X$ is neither greater nor less than a foot, and we discover then, by argument alone, the law that $X=\tfrac{1}{3}$ foot. The generalization is clear: one pound falls a certain distance in operating a reversible machine; then the machine can lift $p$ pounds this distance divided by $p$. Another way of putting the result is that three pounds times the height lifted, which in our problem was $X$, is equal to one pound times the distance lowered, which is one foot in this case. If we take all the weights and multiply them by the heights at which they are now, above the floor, let the machine operate, and then multiply all the weights by all the heights again, there will be no change. (We have to generalize the example where we moved only one weight to the case where when we lower one we lift several different ones—but that is easy.) We call the sum of the weights times the heights gravitational potential energy—the energy which an object has because of its relationship in space, relative to the earth. The formula for gravitational energy, then, so long as we are not too far from the earth (the force weakens as we go higher) is \begin{equation} \label{Eq:I:4:3} \begin{pmatrix} \text{gravitational}\\ \text{potential energy}\\ \text{for one object} \end{pmatrix}= (\text{weight})\times(\text{height}). \end{equation} It is a very beautiful line of reasoning. The only problem is that perhaps it is not true. (After all, nature does not have to go along with our reasoning.) For example, perhaps perpetual motion is, in fact, possible. Some of the assumptions may be wrong, or we may have made a mistake in reasoning, so it is always necessary to check. It turns out experimentally, in fact, to be true. The general name of energy which has to do with location relative to something else is called potential energy. In this particular case, of course, we call it gravitational potential energy. If it is a question of electrical forces against which we are working, instead of gravitational forces, if we are “lifting” charges away from other charges with a lot of levers, then the energy content is called electrical potential energy. The general principle is that the change in the energy is the force times the distance that the force is pushed, and that this is a change in energy in general: \begin{equation} \label{Eq:I:4:4} \begin{pmatrix} \text{change in}\\ \text{energy} \end{pmatrix}= (\text{force})\times \begin{pmatrix} \text{distance force}\\ \text{acts through} \end{pmatrix}. \end{equation} We will return to many of these other kinds of energy as we continue the course. The principle of the conservation of energy is very useful for deducing what will happen in a number of circumstances. In high school we learned a lot of laws about pulleys and levers used in different ways. We can now see that these “laws” are all the same thing, and that we did not have to memorize $75$ rules to figure it out. A simple example is a smooth inclined plane which is, happily, a three-four-five triangle (Fig. 4–3). We hang a one-pound weight on the inclined plane with a pulley, and on the other side of the pulley, a weight $W$. We want to know how heavy $W$ must be to balance the one pound on the plane. How can we figure that out? If we say it is just balanced, it is reversible and so can move up and down, and we can consider the following situation. In the initial circumstance, (a), the one pound weight is at the bottom and weight $W$ is at the top. When $W$ has slipped down in a reversible way, (b), we have a one-pound weight at the top and the weight $W$ the slant distance, or five feet, from the plane in which it was before. We lifted the one-pound weight only three feet and we lowered $W$ pounds by five feet. Therefore $W=\tfrac{3}{5}$ of a pound. Note that we deduced this from the conservation of energy, and not from force components. Cleverness, however, is relative. It can be deduced in a way which is even more brilliant, discovered by Stevinus and inscribed on his tombstone.2 Figure 4–4 explains that it has to be $\tfrac{3}{5}$ of a pound, because the chain does not go around. It is evident that the lower part of the chain is balanced by itself, so that the pull of the five weights on one side must balance the pull of three weights on the other, or whatever the ratio of the legs. You see, by looking at this diagram, that $W$ must be $\tfrac{3}{5}$ of a pound. (If you get an epitaph like that on your gravestone, you are doing fine.) Let us now illustrate the energy principle with a more complicated problem, the screw jack shown in Fig. 4–5. A handle $20$ inches long is used to turn the screw, which has $10$ threads to the inch. We would like to know how much force would be needed at the handle to lift one ton ($2000$ pounds). If we want to lift the ton one inch, say, then we must turn the handle around ten times. When it goes around once it goes approximately $126$ inches. The handle must thus travel $1260$ inches, and if we used various pulleys, etc., we would be lifting our one ton with an unknown smaller weight $W$ applied to the end of the handle. So we find out that $W$ is about $1.6$ pounds. This is a result of the conservation of energy. Take now the somewhat more complicated example shown in Fig. 4–6. A rod or bar, $8$ feet long, is supported at one end. In the middle of the bar is a weight of $60$ pounds, and at a distance of two feet from the support there is a weight of $100$ pounds. How hard do we have to lift the end of the bar in order to keep it balanced, disregarding the weight of the bar? Suppose we put a pulley at one end and hang a weight on the pulley. How big would the weight $W$ have to be in order for it to balance? We imagine that the weight falls any arbitrary distance—to make it easy for ourselves suppose it goes down $4$ inches—how high would the two load weights rise? The center rises $2$ inches, and the point a quarter of the way from the fixed end lifts $1$ inch. Therefore, the principle that the sum of the heights times the weights does not change tells us that the weight $W$ times $4$ inches down, plus $60$ pounds times $2$ inches up, plus $100$ pounds times $1$ inch has to add up to nothing: \begin{equation} \label{Eq:I:4:5} -4W+(2)(60)+(1)(100)=0,\quad W=\text{$55$ lb}. \end{equation}
\begin{equation} \begin{gathered} -4W+(2)(60)+(1)(100)=0,\\[.5ex] W=\text{$55$ lb}. \end{gathered} \label{Eq:I:4:5} \end{equation} Thus we must have a $55$-pound weight to balance the bar. In this way we can work out the laws of “balance”—the statics of complicated bridge arrangements, and so on. This approach is called the principle of virtual work, because in order to apply this argument we had to imagine that the structure moves a little—even though it is not really moving or even movable. We use the very small imagined motion to apply the principle of conservation of energy. |
|
1 | 4 | Conservation of Energy | 3 | Kinetic energy | To illustrate another type of energy we consider a pendulum (Fig. 4–7). If we pull the mass aside and release it, it swings back and forth. In its motion, it loses height in going from either end to the center. Where does the potential energy go? Gravitational energy disappears when it is down at the bottom; nevertheless, it will climb up again. The gravitational energy must have gone into another form. Evidently it is by virtue of its motion that it is able to climb up again, so we have the conversion of gravitational energy into some other form when it reaches the bottom. We must get a formula for the energy of motion. Now, recalling our arguments about reversible machines, we can easily see that in the motion at the bottom must be a quantity of energy which permits it to rise a certain height, and which has nothing to do with the machinery by which it comes up or the path by which it comes up. So we have an equivalence formula something like the one we wrote for the child’s blocks. We have another form to represent the energy. It is easy to say what it is. The kinetic energy at the bottom equals the weight times the height that it could go, corresponding to its velocity: $\text{K.E.}= WH$. What we need is the formula which tells us the height by some rule that has to do with the motion of objects. If we start something out with a certain velocity, say straight up, it will reach a certain height; we do not know what it is yet, but it depends on the velocity—there is a formula for that. Then to find the formula for kinetic energy for an object moving with velocity $V$, we must calculate the height that it could reach, and multiply by the weight. We shall soon find that we can write it this way: \begin{equation} \label{Eq:I:4:6} \text{K.E.}=WV^2/2g. \end{equation} Of course, the fact that motion has energy has nothing to do with the fact that we are in a gravitational field. It makes no difference where the motion came from. This is a general formula for various velocities. Both (4.3) and (4.6) are approximate formulas, the first because it is incorrect when the heights are great, i.e., when the heights are so high that gravity is weakening; the second, because of the relativistic correction at high speeds. However, when we do finally get the exact formula for the energy, then the law of conservation of energy is correct. |
|
1 | 4 | Conservation of Energy | 4 | Other forms of energy | We can continue in this way to illustrate the existence of energy in other forms. First, consider elastic energy. If we pull down on a spring, we must do some work, for when we have it down, we can lift weights with it. Therefore in its stretched condition it has a possibility of doing some work. If we were to evaluate the sums of weights times heights, it would not check out—we must add something else to account for the fact that the spring is under tension. Elastic energy is the formula for a spring when it is stretched. How much energy is it? If we let go, the elastic energy, as the spring passes through the equilibrium point, is converted to kinetic energy and it goes back and forth between compressing or stretching the spring and kinetic energy of motion. (There is also some gravitational energy going in and out, but we can do this experiment “sideways” if we like.) It keeps going until the losses—Aha! We have cheated all the way through by putting on little weights to move things or saying that the machines are reversible, or that they go on forever, but we can see that things do stop, eventually. Where is the energy when the spring has finished moving up and down? This brings in another form of energy: heat energy. Inside a spring or a lever there are crystals which are made up of lots of atoms, and with great care and delicacy in the arrangement of the parts one can try to adjust things so that as something rolls on something else, none of the atoms do any jiggling at all. But one must be very careful. Ordinarily when things roll, there is bumping and jiggling because of the irregularities of the material, and the atoms start to wiggle inside. So we lose track of that energy; we find the atoms are wiggling inside in a random and confused manner after the motion slows down. There is still kinetic energy, all right, but it is not associated with visible motion. What a dream! How do we know there is still kinetic energy? It turns out that with thermometers you can find out that, in fact, the spring or the lever is warmer, and that there is really an increase of kinetic energy by a definite amount. We call this form of energy heat energy, but we know that it is not really a new form, it is just kinetic energy—internal motion. (One of the difficulties with all these experiments with matter that we do on a large scale is that we cannot really demonstrate the conservation of energy and we cannot really make our reversible machines, because every time we move a large clump of stuff, the atoms do not remain absolutely undisturbed, and so a certain amount of random motion goes into the atomic system. We cannot see it, but we can measure it with thermometers, etc.) There are many other forms of energy, and of course we cannot describe them in any more detail just now. There is electrical energy, which has to do with pushing and pulling by electric charges. There is radiant energy, the energy of light, which we know is a form of electrical energy because light can be represented as wigglings in the electromagnetic field. There is chemical energy, the energy which is released in chemical reactions. Actually, elastic energy is, to a certain extent, like chemical energy, because chemical energy is the energy of the attraction of the atoms, one for the other, and so is elastic energy. Our modern understanding is the following: chemical energy has two parts, kinetic energy of the electrons inside the atoms, so part of it is kinetic, and electrical energy of interaction of the electrons and the protons—the rest of it, therefore, is electrical. Next we come to nuclear energy, the energy which is involved with the arrangement of particles inside the nucleus, and we have formulas for that, but we do not have the fundamental laws. We know that it is not electrical, not gravitational, and not purely kinetic, but we do not know what it is. It seems to be an additional form of energy. Finally, associated with the relativity theory, there is a modification of the laws of kinetic energy, or whatever you wish to call it, so that kinetic energy is combined with another thing called mass energy. An object has energy from its sheer existence. If I have a positron and an electron, standing still doing nothing—never mind gravity, never mind anything—and they come together and disappear, radiant energy will be liberated, in a definite amount, and the amount can be calculated. All we need know is the mass of the object. It does not depend on what it is—we make two things disappear, and we get a certain amount of energy. The formula was first found by Einstein; it is $E=mc^2$. It is obvious from our discussion that the law of conservation of energy is enormously useful in making analyses, as we have illustrated in a few examples without knowing all the formulas. If we had all the formulas for all kinds of energy, we could analyze how many processes should work without having to go into the details. Therefore conservation laws are very interesting. The question naturally arises as to what other conservation laws there are in physics. There are two other conservation laws which are analogous to the conservation of energy. One is called the conservation of linear momentum. The other is called the conservation of angular momentum. We will find out more about these later. In the last analysis, we do not understand the conservation laws deeply. We do not understand the conservation of energy. We do not understand energy as a certain number of little blobs. You may have heard that photons come out in blobs and that the energy of a photon is Planck’s constant times the frequency. That is true, but since the frequency of light can be anything, there is no law that says that energy has to be a certain definite amount. Unlike Dennis’ blocks, there can be any amount of energy, at least as presently understood. So we do not understand this energy as counting something at the moment, but just as a mathematical quantity, which is an abstract and rather peculiar circumstance. In quantum mechanics it turns out that the conservation of energy is very closely related to another important property of the world, things do not depend on the absolute time. We can set up an experiment at a given moment and try it out, and then do the same experiment at a later moment, and it will behave in exactly the same way. Whether this is strictly true or not, we do not know. If we assume that it is true, and add the principles of quantum mechanics, then we can deduce the principle of the conservation of energy. It is a rather subtle and interesting thing, and it is not easy to explain. The other conservation laws are also linked together. The conservation of momentum is associated in quantum mechanics with the proposition that it makes no difference where you do the experiment, the results will always be the same. As independence in space has to do with the conservation of momentum, independence of time has to do with the conservation of energy, and finally, if we turn our apparatus, this too makes no difference, and so the invariance of the world to angular orientation is related to the conservation of angular momentum. Besides these, there are three other conservation laws, that are exact so far as we can tell today, which are much simpler to understand because they are in the nature of counting blocks. The first of the three is the conservation of charge, and that merely means that you count how many positive, minus how many negative electrical charges you have, and the number is never changed. You may get rid of a positive with a negative, but you do not create any net excess of positives over negatives. Two other laws are analogous to this one—one is called the conservation of baryons. There are a number of strange particles, a neutron and a proton are examples, which are called baryons. In any reaction whatever in nature, if we count how many baryons are coming into a process, the number of baryons3 which come out will be exactly the same. There is another law, the conservation of leptons. We can say that the group of particles called leptons are: electron, muon, and neutrino. There is an antielectron which is a positron, that is, a $-1$ lepton. Counting the total number of leptons in a reaction reveals that the number in and out never changes, at least so far as we know at present. These are the six conservation laws, three of them subtle, involving space and time, and three of them simple, in the sense of counting something. With regard to the conservation of energy, we should note that available energy is another matter—there is a lot of jiggling around in the atoms of the water of the sea, because the sea has a certain temperature, but it is impossible to get them herded into a definite motion without taking energy from somewhere else. That is, although we know for a fact that energy is conserved, the energy available for human utility is not conserved so easily. The laws which govern how much energy is available are called the laws of thermodynamics and involve a concept called entropy for irreversible thermodynamic processes. Finally, we remark on the question of where we can get our supplies of energy today. Our supplies of energy are from the sun, rain, coal, uranium, and hydrogen. The sun makes the rain, and the coal also, so that all these are from the sun. Although energy is conserved, nature does not seem to be interested in it; she liberates a lot of energy from the sun, but only one part in two billion falls on the earth. Nature has conservation of energy, but does not really care; she spends a lot of it in all directions. We have already obtained energy from uranium; we can also get energy from hydrogen, but at present only in an explosive and dangerous condition. If it can be controlled in thermonuclear reactions, it turns out that the energy that can be obtained from $10$ quarts of water per second is equal to all of the electrical power generated in the United States. With $150$ gallons of running water a minute, you have enough fuel to supply all the energy which is used in the United States today! Therefore it is up to the physicist to figure out how to liberate us from the need for having energy. It can be done. |
|
1 | 5 | Time and Distance | 1 | Motion | In this chapter we shall consider some aspects of the concepts of time and distance. It has been emphasized earlier that physics, as do all the sciences, depends on observation. One might also say that the development of the physical sciences to their present form has depended to a large extent on the emphasis which has been placed on the making of quantitative observations. Only with quantitative observations can one arrive at quantitative relationships, which are the heart of physics. Many people would like to place the beginnings of physics with the work done 350 years ago by Galileo, and to call him the first physicist. Until that time, the study of motion had been a philosophical one based on arguments that could be thought up in one’s head. Most of the arguments had been presented by Aristotle and other Greek philosophers, and were taken as “proven.” Galileo was skeptical, and did an experiment on motion which was essentially this: He allowed a ball to roll down an inclined trough and observed the motion. He did not, however, just look; he measured how far the ball went in how long a time. The way to measure a distance was well known long before Galileo, but there were no accurate ways of measuring time, particularly short times. Although he later devised more satisfactory clocks (though not like the ones we know), Galileo’s first experiments on motion were done by using his pulse to count off equal intervals of time. Let us do the same. We may count off beats of a pulse as the ball rolls down the track: “one … two … three … four … five … six … seven … eight …” We ask a friend to make a small mark at the location of the ball at each count; we can then measure the distance the ball travelled from the point of release in one, or two, or three, etc., equal intervals of time. Galileo expressed the result of his observations in this way: if the location of the ball is marked at $1$, $2$, $3$, $4$, … units of time from the instant of its release, those marks are distant from the starting point in proportion to the numbers $1$, $4$, $9$, $16$, … Today we would say the distance is proportional to the square of the time: \begin{equation*} D\propto t^2. \end{equation*} The study of motion, which is basic to all of physics, treats with the questions: where? and when? |
|
1 | 5 | Time and Distance | 2 | Time | Let us consider first what we mean by time. What is time? It would be nice if we could find a good definition of time. Webster defines “a time” as “a period,” and the latter as “a time,” which doesn’t seem to be very useful. Perhaps we should say: “Time is what happens when nothing else happens.” Which also doesn’t get us very far. Maybe it is just as well if we face the fact that time is one of the things we probably cannot define (in the dictionary sense), and just say that it is what we already know it to be: it is how long we wait! What really matters anyway is not how we define time, but how we measure it. One way of measuring time is to utilize something which happens over and over again in a regular fashion—something which is periodic. For example, a day. A day seems to happen over and over again. But when you begin to think about it, you might well ask: “Are days periodic; are they regular? Are all days the same length?” One certainly has the impression that days in summer are longer than days in winter. Of course, some of the days in winter seem to get awfully long if one is very bored. You have certainly heard someone say, “My, but this has been a long day!” It does seem, however, that days are about the same length on the average. Is there any way we can test whether the days are the same length—either from one day to the next, or at least on the average? One way is to make a comparison with some other periodic phenomenon. Let us see how such a comparison might be made with an hour glass. With an hour glass, we can “create” a periodic occurrence if we have someone standing by it day and night to turn it over whenever the last grain of sand runs out. We could then count the turnings of the glass from each morning to the next. We would find, this time, that the number of “hours” (i.e., turnings of the glass) was not the same each “day.” We should distrust the sun, or the glass, or both. After some thought, it might occur to us to count the “hours” from noon to noon. (Noon is here defined not as 12:00 o’clock, but that instant when the sun is at its highest point.) We would find, this time, that the number of “hours” each day is the same. We now have some confidence that both the “hour” and the “day” have a regular periodicity, i.e., mark off successive equal intervals of time, although we have not proved that either one is “really” periodic. Someone might question whether there might not be some omnipotent being who would slow down the flow of sand every night and speed it up during the day. Our experiment does not, of course, give us an answer to this sort of question. All we can say is that we find that a regularity of one kind fits together with a regularity of another kind. We can just say that we base our definition of time on the repetition of some apparently periodic event. |
|
1 | 5 | Time and Distance | 3 | Short times | We should now notice that in the process of checking on the reproducibility of the day, we have received an important by-product. We have found a way of measuring, more accurately, fractions of a day. We have found a way of counting time in smaller pieces. Can we carry the process further, and learn to measure even smaller intervals of time? Galileo decided that a given pendulum always swings back and forth in equal intervals of time so long as the size of the swing is kept small. A test comparing the number of swings of a pendulum in one “hour” shows that such is indeed the case. We can in this way mark fractions of an hour. If we use a mechanical device to count the swings—and to keep them going—we have the pendulum clock of our grandfathers. Let us agree that if our pendulum oscillates $3600$ times in one hour (and if there are $24$ such hours in a day), we shall call each period of the pendulum one “second.” We have then divided our original unit of time into approximately $10^5$ parts. We can apply the same principles to divide the second into smaller and smaller intervals. It is, you will realize, not practical to make mechanical pendulums which go arbitrarily fast, but we can now make electrical pendulums, called oscillators, which can provide a periodic occurrence with a very short period of swing. In these electronic oscillators it is an electrical current which swings to and fro, in a manner analogous to the swinging of the bob of the pendulum. We can make a series of such electronic oscillators, each with a period $10$ times shorter than the previous one. We may “calibrate” each oscillator against the next slower one by counting the number of swings it makes for one swing of the slower oscillator. When the period of oscillation of our clock is shorter than a fraction of a second, we cannot count the oscillations without the help of some device which extends our powers of observation. One such device is the electron-beam oscilloscope, which acts as a sort of microscope for short times. This device plots on a fluorescent screen a graph of electrical current (or voltage) versus time. By connecting the oscilloscope to two of our oscillators in sequence, so that it plots a graph first of the current in one of our oscillators and then of the current in the other, we get two graphs like those shown in Fig. 5–2. We can readily determine the number of periods of the faster oscillator in one period of the slower oscillator. With modern electronic techniques, oscillators have been built with periods as short as about $10^{-12}$ second, and they have been calibrated (by comparison methods such as we have described) in terms of our standard unit of time, the second. With the invention and perfection of the “laser,” or light amplifier, in the past few years, it has become possible to make oscillators with even shorter periods than $10^{-12}$ second, but it has not yet been possible to calibrate them by the methods which have been described, although it will no doubt soon be possible. Times shorter than $10^{-12}$ second have been measured, but by a different technique. In effect, a different definition of “time” has been used. One way has been to observe the distance between two happenings on a moving object. If, for example, the headlights of a moving automobile are turned on and then off, we can figure out how long the lights were on if we know where they were turned on and off and how fast the car was moving. The time is the distance over which the lights were on divided by the speed. Within the past few years, just such a technique was used to measure the lifetime of the $\pi^0$-meson. By observing in a microscope the minute tracks left in a photographic emulsion in which $\pi^0$-mesons had been created one saw that a $\pi^0$-meson (known to be travelling at a certain speed nearly that of light) went a distance of about $10^{-7}$ meter, on the average, before disintegrating. It lived for only about $10^{-16}$ sec. It should be emphasized that we have here used a somewhat different definition of “time” than before. So long as there are no inconsistencies in our understanding, however, we feel fairly confident that our definitions are sufficiently equivalent. By extending our techniques—and if necessary our definitions—still further we can infer the time duration of still faster physical events. We can speak of the period of a nuclear vibration. We can speak of the lifetime of the newly discovered strange resonances (particles) mentioned in Chapter 2. Their complete life occupies a time span of only $10^{-24}$ second, approximately the time it would take light (which moves at the fastest known speed) to cross the nucleus of hydrogen (the smallest known object). What about still smaller times? Does “time” exist on a still smaller scale? Does it make any sense to speak of smaller times if we cannot measure—or perhaps even think sensibly about—something which happens in a shorter time? Perhaps not. These are some of the open questions which you will be asking and perhaps answering in the next twenty or thirty years. |
|
1 | 5 | Time and Distance | 4 | Long times | Let us now consider times longer than one day. Measurement of longer times is easy; we just count the days—so long as there is someone around to do the counting. First we find that there is another natural periodicity: the year, about $365$ days. We have also discovered that nature has sometimes provided a counter for the years, in the form of tree rings or river-bottom sediments. In some cases we can use these natural time markers to determine the time which has passed since some early event. When we cannot count the years for the measurement of long times, we must look for other ways to measure. One of the most successful is the use of radioactive material as a “clock.” In this case we do not have a periodic occurrence, as for the day or the pendulum, but a new kind of “regularity.” We find that the radioactivity of a particular sample of material decreases by the same fraction for successive equal increases in its age. If we plot a graph of the radioactivity observed as a function of time (say in days), we obtain a curve like that shown in Fig. 5–3. We observe that if the radioactivity decreases to one-half in $T$ days (called the “half-life”), then it decreases to one-quarter in another $T$ days, and so on. In an arbitrary time interval $t$ there are $t/T$ “half-lives,” and the fraction left after this time $t$ is $(\tfrac{1}{2})^{t/T}$. If we knew that a piece of material, say a piece of wood, had contained an amount $A$ of radioactive material when it was formed, and we found out by a direct measurement that it now contains the amount $B$, we could compute the age of the object, $t$, by solving the equation \begin{equation*} (\tfrac{1}{2})^{t/T}=B/A. \end{equation*} There are, fortunately, cases in which we can know the amount of radioactivity that was in an object when it was formed. We know, for example, that the carbon dioxide in the air contains a certain small fraction of the radioactive carbon isotope C$^{14}$ (replenished continuously by the action of cosmic rays). If we measure the total carbon content of an object, we know that a certain fraction of that amount was originally the radioactive C$^{14}$; we know, therefore, the starting amount $A$ to use in the formula above. Carbon-14 has a half-life of $5000$ years. By careful measurements we can measure the amount left after $20$ half-lives or so and can therefore “date” organic objects which grew as long as $100{,}000$ years ago. We would like to know, and we think we do know, the life of still older things. Much of our knowledge is based on the measurements of other radioactive isotopes which have different half-lives. If we make measurements with an isotope with a longer half-life, then we are able to measure longer times. Uranium, for example, has an isotope whose half-life is about $10^9$ years, so that if some material was formed with uranium in it $10^9$ years ago, only half the uranium would remain today. When the uranium disintegrates, it changes into lead. Consider a piece of rock which was formed a long time ago in some chemical process. Lead, being of a chemical nature different from uranium, would appear in one part of the rock and uranium would appear in another part of the rock. The uranium and lead would be separate. If we look at that piece of rock today, where there should only be uranium we will now find a certain fraction of uranium and a certain fraction of lead. By comparing these fractions, we can tell what percent of the uranium disappeared and changed into lead. By this method, the age of certain rocks has been determined to be several billion years. An extension of this method, not using particular rocks but looking at the uranium and lead in the oceans and using averages over the earth, has been used to determine (within the past few years) that the age of the earth itself is approximately $4.5$ billion years. It is encouraging that the age of the earth is found to be the same as the age of the meteorites which land on the earth, as determined by the uranium method. It appears that the earth was formed out of rocks floating in space, and that the meteorites are, quite likely, some of that material left over. At some time more than five billion years ago, the universe started. It is now believed that at least our part of the universe had its beginning about ten or twelve billion years ago. We do not know what happened before then. In fact, we may well ask again: Does the question make any sense? Does an earlier time have any meaning? |
|
1 | 5 | Time and Distance | 5 | Units and standards of time | We have implied that it is convenient if we start with some standard unit of time, say a day or a second, and refer all other times to some multiple or fraction of this unit. What shall we take as our basic standard of time? Shall we take the human pulse? If we compare pulses, we find that they seem to vary a lot. On comparing two clocks, one finds they do not vary so much. You might then say, well, let us take a clock. But whose clock? There is a story of a Swiss boy who wanted all of the clocks in his town to ring noon at the same time. So he went around trying to convince everyone of the value of this. Everyone thought it was a marvelous idea so long as all of the other clocks rang noon when his did! It is rather difficult to decide whose clock we should take as a standard. Fortunately, we all share one clock—the earth. For a long time the rotational period of the earth has been taken as the basic standard of time. As measurements have been made more and more precise, however, it has been found that the rotation of the earth is not exactly periodic, when measured in terms of the best clocks. These “best” clocks are those which we have reason to believe are accurate because they agree with each other. We now believe that, for various reasons, some days are longer than others, some days are shorter, and on the average the period of the earth becomes a little longer as the centuries pass. Until very recently we had found nothing much better than the earth’s period, so all clocks have been related to the length of the day, and the second has been defined as $1/86{,}400$ of an average day. Recently we have been gaining experience with some natural oscillators which we now believe would provide a more constant time reference than the earth, and which are also based on a natural phenomenon available to everyone. These are the so-called “atomic clocks.” Their basic internal period is that of an atomic vibration which is very insensitive to the temperature or any other external effects. These clocks keep time to an accuracy of one part in $10^9$ or better. Within the past two years an improved atomic clock which operates on the vibration of the hydrogen atom has been designed and built by Professor Norman Ramsey at Harvard University. He believes that this clock might be $100$ times more accurate still. Measurements now in progress will show whether this is true or not. We may expect that since it has been possible to build clocks much more accurate than astronomical time, there will soon be an agreement among scientists to define the unit of time in terms of one of the atomic clock standards. |
|
1 | 6 | Probability | 1 | Chance and likelihood | “Chance” is a word which is in common use in everyday living. The radio reports speaking of tomorrow’s weather may say: “There is a sixty percent chance of rain.” You might say: “There is a small chance that I shall live to be one hundred years old.” Scientists also use the word chance. A seismologist may be interested in the question: “What is the chance that there will be an earthquake of a certain size in Southern California next year?” A physicist might ask the question: “What is the chance that a particular geiger counter will register twenty counts in the next ten seconds?” A politician or statesman might be interested in the question: “What is the chance that there will be a nuclear war within the next ten years?” You may be interested in the chance that you will learn something from this chapter. By chance, we mean something like a guess. Why do we make guesses? We make guesses when we wish to make a judgment but have incomplete information or uncertain knowledge. We want to make a guess as to what things are, or what things are likely to happen. Often we wish to make a guess because we have to make a decision. For example: Shall I take my raincoat with me tomorrow? For what earth movement should I design a new building? Shall I build myself a fallout shelter? Shall I change my stand in international negotiations? Shall I go to class today? Sometimes we make guesses because we wish, with our limited knowledge, to say as much as we can about some situation. Really, any generalization is in the nature of a guess. Any physical theory is a kind of guesswork. There are good guesses and there are bad guesses. The theory of probability is a system for making better guesses. The language of probability allows us to speak quantitatively about some situation which may be highly variable, but which does have some consistent average behavior. Let us consider the flipping of a coin. If the toss—and the coin—are “honest,” we have no way of knowing what to expect for the outcome of any particular toss. Yet we would feel that in a large number of tosses there should be about equal numbers of heads and tails. We say: “The probability that a toss will land heads is $0.5$.” We speak of probability only for observations that we contemplate being made in the future. By the “probability” of a particular outcome of an observation we mean our estimate for the most likely fraction of a number of repeated observations that will yield that particular outcome. If we imagine repeating an observation—such as looking at a freshly tossed coin—$N$ times, and if we call $N_A$ our estimate of the most likely number of our observations that will give some specified result $A$, say the result “heads,” then by $P(A)$, the probability of observing $A$, we mean \begin{equation} \label{Eq:I:6:1} P(A)=N_A/N. \end{equation} Our definition requires several comments. First of all, we may speak of a probability of something happening only if the occurrence is a possible outcome of some repeatable observation. It is not clear that it would make any sense to ask: “What is the probability that there is a ghost in that house?” You may object that no situation is exactly repeatable. That is right. Every different observation must at least be at a different time or place. All we can say is that the “repeated” observations should, for our intended purposes, appear to be equivalent. We should assume, at least, that each observation was made from an equivalently prepared situation, and especially with the same degree of ignorance at the start. (If we sneak a look at an opponent’s hand in a card game, our estimate of our chances of winning are different than if we do not!) We should emphasize that $N$ and $N_A$ in Eq. (6.1) are not intended to represent numbers based on actual observations. $N_A$ is our best estimate of what would occur in $N$ imagined observations. Probability depends, therefore, on our knowledge and on our ability to make estimates. In effect, on our common sense! Fortunately, there is a certain amount of agreement in the common sense of many things, so that different people will make the same estimate. Probabilities need not, however, be “absolute” numbers. Since they depend on our ignorance, they may become different if our knowledge changes. You may have noticed another rather “subjective” aspect of our definition of probability. We have referred to $N_A$ as “our estimate of the most likely number …” We do not mean that we expect to observe exactly $N_A$, but that we expect a number near $N_A$, and that the number $N_A$ is more likely than any other number in the vicinity. If we toss a coin, say, $30$ times, we should expect that the number of heads would not be very likely to be exactly $15$, but rather only some number near to $15$, say $12$, $13$, $14$, $15$, $16$, or $17$. However, if we must choose, we would decide that $15$ heads is more likely than any other number. We would write $P(\text{heads})=0.5$. Why did we choose $15$ as more likely than any other number? We must have argued with ourselves in the following manner: If the most likely number of heads is $N_H$ in a total number of tosses $N$, then the most likely number of tails $N_T$ is $(N-N_H)$. (We are assuming that every toss gives either heads or tails, and no “other” result!) But if the coin is “honest,” there is no preference for heads or tails. Until we have some reason to think the coin (or toss) is dishonest, we must give equal likelihoods for heads and tails. So we must set $N_T=N_H$. It follows that $N_T=$ $N_H=$ $N/2$, or $P(H)=$ $P(T)=$ $0.5$. We can generalize our reasoning to any situation in which there are $m$ different but “equivalent” (that is, equally likely) possible results of an observation. If an observation can yield $m$ different results, and we have reason to believe that any one of them is as likely as any other, then the probability of a particular outcome $A$ is $P(A)=1/m$. If there are seven different-colored balls in an opaque box and we pick one out “at random” (that is, without looking), the probability of getting a ball of a particular color is $\tfrac{1}{7}$. The probability that a “blind draw” from a shuffled deck of $52$ cards will show the ten of hearts is $\tfrac{1}{52}$. The probability of throwing a double-one with dice is $\tfrac{1}{36}$. In Chapter 5 we described the size of a nucleus in terms of its apparent area, or “cross section.” When we did so we were really talking about probabilities. When we shoot a high-energy particle at a thin slab of material, there is some chance that it will pass right through and some chance that it will hit a nucleus. (Since the nucleus is so small that we cannot see it, we cannot aim right at a nucleus. We must “shoot blind.”) If there are $n$ atoms in our slab and the nucleus of each atom has a cross-sectional area $\sigma$, then the total area “shadowed” by the nuclei is $n\sigma$. In a large number $N$ of random shots, we expect that the number of hits $N_C$ of some nucleus will be in the ratio to $N$ as the shadowed area is to the total area of the slab: \begin{equation} \label{Eq:I:6:2} N_C/N=n\sigma/A. \end{equation} We may say, therefore, that the probability that any one projectile particle will suffer a collision in passing through the slab is \begin{equation} \label{Eq:I:6:3} P_C=\frac{n}{A}\,\sigma, \end{equation} where $n/A$ is the number of atoms per unit area in our slab. |
|
1 | 6 | Probability | 2 | Fluctuations | We would like now to use our ideas about probability to consider in some greater detail the question: “How many heads do I really expect to get if I toss a coin $N$ times?” Before answering the question, however, let us look at what does happen in such an “experiment.” Figure 6–1 shows the results obtained in the first three “runs” of such an experiment in which $N=30$. The sequences of “heads” and “tails” are shown just as they were obtained. The first game gave $11$ heads; the second also $11$; the third $16$. In three trials we did not once get $15$ heads. Should we begin to suspect the coin? Or were we wrong in thinking that the most likely number of “heads” in such a game is $15$? Ninety-seven more runs were made to obtain a total of $100$ experiments of $30$ tosses each. The results of the experiments are given in Table 6–1.1 Looking at the numbers in Table 6–1, we see that most of the results are “near” $15$, in that they are between $12$ and $18$. We can get a better feeling for the details of these results if we plot a graph of the distribution of the results. We count the number of games in which a score of $k$ was obtained, and plot this number for each $k$. Such a graph is shown in Fig. 6–2. A score of $15$ heads was obtained in $13$ games. A score of $14$ heads was also obtained $13$ times. Scores of $16$ and $17$ were each obtained more than $13$ times. Are we to conclude that there is some bias toward heads? Was our “best estimate” not good enough? Should we conclude now that the “most likely” score for a run of $30$ tosses is really $16$ heads? But wait! In all the games taken together, there were $3000$ tosses. And the total number of heads obtained was $1493$. The fraction of tosses that gave heads is $0.498$, very nearly, but slightly less than half. We should certainly not assume that the probability of throwing heads is greater than $0.5$! The fact that one particular set of observations gave $16$ heads most often, is a fluctuation. We still expect that the most likely number of heads is $15$. We may ask the question: “What is the probability that a game of $30$ tosses will yield $15$ heads—or $16$, or any other number?” We have said that in a game of one toss, the probability of obtaining one head is $0.5$, and the probability of obtaining no head is $0.5$. In a game of two tosses there are four possible outcomes: $HH$, $HT$, $TH$, $TT$. Since each of these sequences is equally likely, we conclude that (a) the probability of a score of two heads is $\tfrac{1}{4}$, (b) the probability of a score of one head is $\tfrac{2}{4}$, (c) the probability of a zero score is $\tfrac{1}{4}$. There are two ways of obtaining one head, but only one of obtaining either zero or two heads. Consider now a game of $3$ tosses. The third toss is equally likely to be heads or tails. There is only one way to obtain $3$ heads: we must have obtained $2$ heads on the first two tosses, and then heads on the last. There are, however, three ways of obtaining $2$ heads. We could throw tails after having thrown two heads (one way) or we could throw heads after throwing only one head in the first two tosses (two ways). So for scores of $3$-$H$, $2$-$H$, $1$-$H$, $0$-$H$ we have that the number of equally likely ways is $1$, $3$, $3$, $1$, with a total of $8$ different possible sequences. The probabilities are $\tfrac{1}{8}$, $\tfrac{3}{8}$, $\tfrac{3}{8}$, $\tfrac{1}{8}$. The argument we have been making can be summarized by a diagram like that in Fig. 6–3. It is clear how the diagram should be continued for games with a larger number of tosses. Figure 6–4 shows such a diagram for a game of $6$ tosses. The number of “ways” to any point on the diagram is just the number of different “paths” (sequences of heads and tails) which can be taken from the starting point. The vertical position gives us the total number of heads thrown. The set of numbers which appears in such a diagram is known as Pascal’s triangle. The numbers are also known as the binomial coefficients, because they also appear in the expansion of $(a+b)^n$. If we call $n$ the number of tosses and $k$ the number of heads thrown, then the numbers in the diagram are usually designated by the symbol $\tbinom{n}{k}$. We may remark in passing that the binomial coefficients can also be computed from \begin{equation} \label{Eq:I:6:4} \binom{n}{k}=\frac{n!}{k!(n-k)!}, \end{equation} where $n!$, called “$n$-factorial,” represents the product $(n)(n-1)(n-2)\dotsm(3)(2)(1)$. We are now ready to compute the probability $P(k,n)$ of throwing $k$ heads in $n$ tosses, using our definition Eq. (6.1). The total number of possible sequences is $2^n$ (since there are $2$ outcomes for each toss), and the number of ways of obtaining $k$ heads is $\tbinom{n}{k}$, all equally likely, so we have \begin{equation} \label{Eq:I:6:5} P(k,n)=\frac{\tbinom{n}{k}}{2^n}. \end{equation} Since $P(k,n)$ is the fraction of games which we expect to yield $k$ heads, then in $100$ games we should expect to find $k$ heads $100\cdot P(k,n)$ times. The dashed curve in Fig. 6–2 passes through the points computed from $100\cdot P(k,30)$. We see that we expect to obtain a score of $15$ heads in $14$ or $15$ games, whereas this score was observed in $13$ games. We expect a score of $16$ in $13$ or $14$ games, but we obtained that score in $15$ games. Such fluctuations are “part of the game.” The method we have just used can be applied to the most general situation in which there are only two possible outcomes of a single observation. Let us designate the two outcomes by $W$ (for “win”) and $L$ (for “lose”). In the general case, the probability of $W$ or $L$ in a single event need not be equal. Let $p$ be the probability of obtaining the result $W$. Then $q$, the probability of $L$, is necessarily $(1-p)$. In a set of $n$ trials, the probability $P(k,n)$ that $W$ will be obtained $k$ times is \begin{equation} \label{Eq:I:6:6} P(k,n)=\tbinom{n}{k}p^kq^{n-k}. \end{equation} This probability function is called the Bernoulli or, also, the binomial probability. |
|
1 | 6 | Probability | 3 | The random walk | There is another interesting problem in which the idea of probability is required. It is the problem of the “random walk.” In its simplest version, we imagine a “game” in which a “player” starts at the point $x=0$ and at each “move” is required to take a step either forward (toward $+x$) or backward (toward $-x$). The choice is to be made randomly, determined, for example, by the toss of a coin. How shall we describe the resulting motion? In its general form the problem is related to the motion of atoms (or other particles) in a gas—called Brownian motion—and also to the combination of errors in measurements. You will see that the random-walk problem is closely related to the coin-tossing problem we have already discussed. First, let us look at a few examples of a random walk. We may characterize the walker’s progress by the net distance $D_N$ traveled in $N$ steps. We show in the graph of Fig. 6–5 three examples of the path of a random walker. (We have used for the random sequence of choices the results of the coin tosses shown in Fig. 6–1.) What can we say about such a motion? We might first ask: “How far does he get on the average?” We must expect that his average progress will be zero, since he is equally likely to go either forward or backward. But we have the feeling that as $N$ increases, he is more likely to have strayed farther from the starting point. We might, therefore, ask what is his average distance travelled in absolute value, that is, what is the average of $\abs{D}$. It is, however, more convenient to deal with another measure of “progress,” the square of the distance: $D^2$ is positive for either positive or negative motion, and is therefore a reasonable measure of such random wandering. We can show that the expected value of $D_N^2$ is just $N$, the number of steps taken. By “expected value” we mean the probable value (our best guess), which we can think of as the expected average behavior in many repeated sequences. We represent such an expected value by $\expval{D_N^2}$, and may refer to it also as the “mean square distance.” After one step, $D^2$ is always $+1$, so we have certainly $\expval{D_1^2}=1$. (All distances will be measured in terms of a unit of one step. We shall not continue to write the units of distance.) The expected value of $D_N^2$ for $N>1$ can be obtained from $D_{N-1}$. If, after $(N-1)$ steps, we have $D_{N-1}$, then after $N$ steps we have $D_N=D_{N-1}+1$ or $D_N=D_{N-1}-1$. For the squares, \begin{equation} \label{Eq:I:6:7} D_N^2= \begin{cases} D_{N-1}^2+2D_{N-1}+1,\\[2ex] \kern{3.7em}\textit{or}\\[2ex] D_{N-1}^2-2D_{N-1}+1. \end{cases} \end{equation} In a number of independent sequences, we expect to obtain each value one-half of the time, so our average expectation is just the average of the two possible values. The expected value of $D_N^2$ is then $D_{N-1}^2+1$. In general, we should expect for $D_{N-1}^2$ its “expected value” $\expval{D_{N-1}^2}$ (by definition!). So \begin{equation} \label{Eq:I:6:8} \expval{D_N^2}=\expval{D_{N-1}^2}+1. \end{equation} We have already shown that $\expval{D_1^2}=1$; it follows then that \begin{equation} \label{Eq:I:6:9} \expval{D_N^2}=N, \end{equation} a particularly simple result! If we wish a number like a distance, rather than a distance squared, to represent the “progress made away from the origin” in a random walk, we can use the “root-mean-square distance” $D_{\text{rms}}$: \begin{equation} \label{Eq:I:6:10} D_{\text{rms}}=\sqrt{\expval{D^2}}=\sqrt{N}. \end{equation} We have pointed out that the random walk is closely similar in its mathematics to the coin-tossing game we considered at the beginning of the chapter. If we imagine the direction of each step to be in correspondence with the appearance of heads or tails in a coin toss, then $D$ is just $N_H-N_T$, the difference in the number of heads and tails. Since $N_H+N_T=N$, the total number of steps (and tosses), we have $D=2N_H-N$. We have derived earlier an expression for the expected distribution of $N_H$ (also called $k$) and obtained the result of Eq. (6.5). Since $N$ is just a constant, we have the corresponding distribution for $D$. (Since for every head more than $N/2$ there is a tail “missing,” we have the factor of $2$ between $N_H$ and $D$.) The graph of Fig. 6–2 represents the distribution of distances we might get in $30$ random steps (where $k=15$ is to be read $D=0$; $k=16$, $D=2$; etc.). The variation of $N_H$ from its expected value $N/2$ is \begin{equation} \label{Eq:I:6:11} N_H-\frac{N}{2}=\frac{D}{2}. \end{equation} The rms deviation is \begin{equation} \label{Eq:I:6:12} \biggl(N_H-\frac{N}{2}\biggr)_{\text{rms}}=\tfrac{1}{2}\sqrt{N}. \end{equation} According to our result for $D_{\text{rms}}$, we expect that the “typical” distance in $30$ steps ought to be $\sqrt{30} \approx 5.5$, or a typical $k$ should be about $5.5/2 = 2.75$ units from $15$. We see that the “width” of the curve in Fig. 6–2, measured from the center, is just about $3$ units, in agreement with this result. We are now in a position to consider a question we have avoided until now. How shall we tell whether a coin is “honest” or “loaded”? We can give now at least a partial answer. For an honest coin, we expect the fraction of the times heads appears to be $0.5$, that is, \begin{equation} \label{Eq:I:6:13} \frac{\expval{N_H}}{N}=0.5. \end{equation} We also expect an actual $N_H$ to deviate from $N/2$ by about $\sqrt{N}/2$, or the fraction to deviate by \begin{equation*} \frac{1}{N}\,\frac{\sqrt{N}}{2}=\frac{1}{2\sqrt{N}}. \end{equation*} The larger $N$ is, the closer we expect the fraction $N_H/N$ to be to one-half. In Fig. 6–6 we have plotted the fraction $N_H/N$ for the coin tosses reported earlier in this chapter. We see the tendency for the fraction of heads to approach $0.5$ for large $N$. Unfortunately, for any given run or combination of runs there is no guarantee that the observed deviation will be even near the expected deviation. There is always the finite chance that a large fluctuation—a long string of heads or tails—will give an arbitrarily large deviation. All we can say is that if the deviation is near the expected $1/2\sqrt{N}$ (say within a factor of $2$ or $3$), we have no reason to suspect the honesty of the coin. If it is much larger, we may be suspicious, but cannot prove, that the coin is loaded (or that the tosser is clever!). We have also not considered how we should treat the case of a “coin” or some similar “chancy” object (say a stone that always lands in either of two positions) that we have good reason to believe should have a different probability for heads and tails. We have defined $P(H)=\expval{N_H}/N$. How shall we know what to expect for $N_H$? In some cases, the best we can do is to observe the number of heads obtained in large numbers of tosses. For want of anything better, we must set $\expval{N_H}=N_H(\text{observed})$. (How could we expect anything else?) We must understand, however, that in such a case a different experiment, or a different observer, might conclude that $P(H)$ was different. We would expect, however, that the various answers should agree within the deviation $1/2\sqrt{N}$ [if $P(H)$ is near one-half]. An experimental physicist usually says that an “experimentally determined” probability has an “error,” and writes \begin{equation} \label{Eq:I:6:14} P(H)=\frac{N_H}{N}\pm\frac{1}{2\sqrt{N}}. \end{equation} There is an implication in such an expression that there is a “true” or “correct” probability which could be computed if we knew enough, and that the observation may be in “error” due to a fluctuation. There is, however, no way to make such thinking logically consistent. It is probably better to realize that the probability concept is in a sense subjective, that it is always based on uncertain knowledge, and that its quantitative evaluation is subject to change as we obtain more information. |
|
1 | 6 | Probability | 4 | A probability distribution | Let us return now to the random walk and consider a modification of it. Suppose that in addition to a random choice of the direction ($+$ or $-$) of each step, the length of each step also varied in some unpredictable way, the only condition being that on the average the step length was one unit. This case is more representative of something like the thermal motion of a molecule in a gas. If we call the length of a step $S$, then $S$ may have any value at all, but most often will be “near” $1$. To be specific, we shall let $\expval{S^2}=1$ or, equivalently, $S_{\text{rms}}=1$. Our derivation for $\expval{D^2}$ would proceed as before except that Eq. (6.8) would be changed now to read \begin{equation} \label{Eq:I:6:15} \expval{D_N^2}=\expval{D_{N-1}^2}+\expval{S^2}=\expval{D_{N-1}^2}+1. \end{equation} We have, as before, that \begin{equation} \label{Eq:I:6:16} \expval{D_N^2}=N. \end{equation} What would we expect now for the distribution of distances $D$? What is, for example, the probability that $D=0$ after $30$ steps? The answer is zero! The probability is zero that $D$ will be any particular value, since there is no chance at all that the sum of the backward steps (of varying lengths) would exactly equal the sum of forward steps. We cannot plot a graph like that of Fig. 6–2. We can, however, obtain a representation similar to that of Fig. 6–2, if we ask, not what is the probability of obtaining $D$ exactly equal to $0$, $1$, or $2$, but instead what is the probability of obtaining $D$ near $0$, $1$, or $2$. Let us define $P(x,\Delta x)$ as the probability that $D$ will lie in the interval $\Delta x$ located at $x$ (say from $x$ to $x+\Delta x$). We expect that for small $\Delta x$ the chance of $D$ landing in the interval is proportional to $\Delta x$, the width of the interval. So we can write \begin{equation} \label{Eq:I:6:17} P(x,\Delta x)=p(x)\,\Delta x. \end{equation} The function $p(x)$ is called the probability density. The form of $p(x)$ will depend on $N$, the number of steps taken, and also on the distribution of individual step lengths. We cannot demonstrate the proofs here, but for large $N$, $p(x)$ is the same for all reasonable distributions in individual step lengths, and depends only on $N$. We plot $p(x)$ for three values of $N$ in Fig. 6–7. You will notice that the “half-widths” (typical spread from $x=0$) of these curves is $\sqrt{N}$, as we have shown it should be. You may notice also that the value of $p(x)$ near zero is inversely proportional to $\sqrt{N}$. This comes about because the curves are all of a similar shape and their areas under the curves must all be equal. Since $p(x)\,\Delta x$ is the probability of finding $D$ in $\Delta x$ when $\Delta x$ is small, we can determine the chance of finding $D$ somewhere inside an arbitrary interval from $x_1$ to $x_2$, by cutting the interval in a number of small increments $\Delta x$ and evaluating the sum of the terms $p(x)\,\Delta x$ for each increment. The probability that $D$ lands somewhere between $x_1$ and $x_2$, which we may write $P(x_1 < D < x_2)$, is equal to the shaded area in Fig. 6–8. The smaller we take the increments $\Delta x$, the more correct is our result. We can write, therefore, \begin{equation} \label{Eq:I:6:18} P(x_1 < D < x_2)=\sum p(x)\,\Delta x=\int_{x_1}^{x_2}p(x)\,dx. \end{equation}
\begin{equation} \begin{gathered} P(x_1 < D < x_2)=\sum p(x)\Delta x\\[1ex] =\int_{x_1}^{x_2}p(x)\,dx. \end{gathered} \label{Eq:I:6:18} \end{equation}
The area under the whole curve is the probability that $D$ lands somewhere (that is, has some value between $x=-\infty$ and $x=+\infty$). That probability is surely $1$. We must have that \begin{equation} \label{Eq:I:6:19} \int_{-\infty}^{+\infty}p(x)\,dx=1. \end{equation} Since the curves in Fig. 6–7 get wider in proportion to $\sqrt{N}$, their heights must be proportional to $1/\sqrt{N}$ to maintain the total area equal to $1$. The probability density function we have been describing is one that is encountered most commonly. It is known as the normal or Gaussian probability density. It has the mathematical form \begin{equation} \label{Eq:I:6:20} p(x)=\frac{1}{\sigma\sqrt{2\pi}}\,e^{-x^2/2\sigma^2}, \end{equation} where $\sigma$ is called the standard deviation and is given, in our case, by $\sigma=\sqrt{N}$ or, if the rms step size is different from $1$, by $\sigma=\sqrt{N}S_{\text{rms}}$. We remarked earlier that the motion of a molecule, or of any particle, in a gas is like a random walk. Suppose we open a bottle of an organic compound and let some of its vapor escape into the air. If there are air currents, so that the air is circulating, the currents will also carry the vapor with them. But even in perfectly still air, the vapor will gradually spread out—will diffuse—until it has penetrated throughout the room. We might detect it by its color or odor. The individual molecules of the organic vapor spread out in still air because of the molecular motions caused by collisions with other molecules. If we know the average “step” size, and the number of steps taken per second, we can find the probability that one, or several, molecules will be found at some distance from their starting point after any particular passage of time. As time passes, more steps are taken and the gas spreads out as in the successive curves of Fig. 6–7. In a later chapter, we shall find out how the step sizes and step frequencies are related to the temperature and pressure of a gas. Earlier, we said that the pressure of a gas is due to the molecules bouncing against the walls of the container. When we come later to make a more quantitative description, we will wish to know how fast the molecules are going when they bounce, since the impact they make will depend on that speed. We cannot, however, speak of the speed of the molecules. It is necessary to use a probability description. A molecule may have any speed, but some speeds are more likely than others. We describe what is going on by saying that the probability that any particular molecule will have a speed between $v$ and $v+\Delta v$ is $p(v)\,\Delta v$, where $p(v)$, a probability density, is a given function of the speed $v$. We shall see later how Maxwell, using common sense and the ideas of probability, was able to find a mathematical expression for $p(v)$. The form2 of the function $p(v)$ is shown in Fig. 6–9. Velocities may have any value, but are most likely to be near the most probable value $v_p$. We often think of the curve of Fig. 6–9 in a somewhat different way. If we consider the molecules in a typical container (with a volume of, say, one liter), then there are a very large number $N$ of molecules present ($N\approx10^{22}$). Since $p(v)\,\Delta v$ is the probability that one molecule will have its velocity in $\Delta v$, by our definition of probability we mean that the expected number $\expval{\Delta N}$ to be found with a velocity in the interval $\Delta v$ is given by \begin{equation} \label{Eq:I:6:21} \expval{\Delta N}=N\,p(v)\,\Delta v. \end{equation} We call $N\,p(v)$ the “distribution in velocity.” The area under the curve between two velocities $v_1$ and $v_2$, for example the shaded area in Fig. 6–9, represents [for the curve $N\,p(v)$] the expected number of molecules with velocities between $v_1$ and $v_2$. Since with a gas we are usually dealing with large numbers of molecules, we expect the deviations from the expected numbers to be small (like $1/\sqrt{N}$), so we often neglect to say the “expected” number, and say instead: “The number of molecules with velocities between $v_1$ and $v_2$ is the area under the curve.” We should remember, however, that such statements are always about probable numbers. |
|
1 | 6 | Probability | 5 | The uncertainty principle | The ideas of probability are certainly useful in describing the behavior of the $10^{22}$ or so molecules in a sample of a gas, for it is clearly impractical even to attempt to write down the position or velocity of each molecule. When probability was first applied to such problems, it was considered to be a convenience—a way of dealing with very complex situations. We now believe that the ideas of probability are essential to a description of atomic happenings. According to quantum mechanics, the mathematical theory of particles, there is always some uncertainty in the specification of positions and velocities. We can, at best, say that there is a certain probability that any particle will have a position near some coordinate $x$. We can give a probability density $p_1(x)$, such that $p_1(x)\,\Delta x$ is the probability that the particle will be found between $x$ and $x+\Delta x$. If the particle is reasonably well localized, say near $x_0$, the function $p_1(x)$ might be given by the graph of Fig. 6–10(a). Similarly, we must specify the velocity of the particle by means of a probability density $p_2(v)$, with $p_2(v)\,\Delta v$ the probability that the velocity will be found between $v$ and $v+\Delta v$. It is one of the fundamental results of quantum mechanics that the two functions $p_1(x)$ and $p_2(v)$ cannot be chosen independently and, in particular, cannot both be made arbitrarily narrow. If we call the typical “width” of the $p_1(x)$ curve $[\Delta x]$, and that of the $p_2(v)$ curve $[\Delta v]$ (as shown in the figure), nature demands that the product of the two widths be at least as big as the number $\hbar/2m$, where $m$ is the mass of the particle. We may write this basic relationship as \begin{equation} \label{Eq:I:6:22} [\Delta x]\cdot[\Delta v]\geq\hbar/2m. \end{equation} This equation is a statement of the Heisenberg uncertainty principle that we mentioned earlier. Since the right-hand side of Eq. (6.22) is a constant, this equation says that if we try to “pin down” a particle by forcing it to be at a particular place, it ends up by having a high speed. Or if we try to force it to go very slowly, or at a precise velocity, it “spreads out” so that we do not know very well just where it is. Particles behave in a funny way! The uncertainty principle describes an inherent fuzziness that must exist in any attempt to describe nature. Our most precise description of nature must be in terms of probabilities. There are some people who do not like this way of describing nature. They feel somehow that if they could only tell what is really going on with a particle, they could know its speed and position simultaneously. In the early days of the development of quantum mechanics, Einstein was quite worried about this problem. He used to shake his head and say, “But, surely God does not throw dice in determining how electrons should go!” He worried about that problem for a long time and he probably never really reconciled himself to the fact that this is the best description of nature that one can give. There are still one or two physicists who are working on the problem who have an intuitive conviction that it is possible somehow to describe the world in a different way and that all of this uncertainty about the way things are can be removed. No one has yet been successful. The necessary uncertainty in our specification of the position of a particle becomes most important when we wish to describe the structure of atoms. In the hydrogen atom, which has a nucleus of one proton with one electron outside of the nucleus, the uncertainty in the position of the electron is as large as the atom itself! We cannot, therefore, properly speak of the electron moving in some “orbit” around the proton. The most we can say is that there is a certain chance $p(r)\,\Delta V$, of observing the electron in an element of volume $\Delta V$ at the distance $r$ from the proton. The probability density $p(r)$ is given by quantum mechanics. For an undisturbed hydrogen atom $p(r)=Ae^{-2r/a}$. The number $a$ is the “typical” radius, where the function is decreasing rapidly. Since there is a small probability of finding the electron at distances from the nucleus much greater than $a$, we may think of $a$ as “the radius of the atom,” about $10^{-10}$ meter. We can form an image of the hydrogen atom by imagining a “cloud” whose density is proportional to the probability density for observing the electron. A sample of such a cloud is shown in Fig. 6–11. Thus our best “picture” of a hydrogen atom is a nucleus surrounded by an “electron cloud” (although we really mean a “probability cloud”). The electron is there somewhere, but nature permits us to know only the chance of finding it at any particular place. In its efforts to learn as much as possible about nature, modern physics has found that certain things can never be “known” with certainty. Much of our knowledge must always remain uncertain. The most we can know is in terms of probabilities. |
|
1 | 7 | The Theory of Gravitation | 1 | Planetary motions | In this chapter we shall discuss one of the most far-reaching generalizations of the human mind. While we are admiring the human mind, we should take some time off to stand in awe of a nature that could follow with such completeness and generality such an elegantly simple principle as the law of gravitation. What is this law of gravitation? It is that every object in the universe attracts every other object with a force which for any two bodies is proportional to the mass of each and varies inversely as the square of the distance between them. This statement can be expressed mathematically by the equation \begin{equation*} F=G\,\frac{mm'}{r^2}. \end{equation*} If to this we add the fact that an object responds to a force by accelerating in the direction of the force by an amount that is inversely proportional to the mass of the object, we shall have said everything required, for a sufficiently talented mathematician could then deduce all the consequences of these two principles. However, since you are not assumed to be sufficiently talented yet, we shall discuss the consequences in more detail, and not just leave you with only these two bare principles. We shall briefly relate the story of the discovery of the law of gravitation and discuss some of its consequences, its effects on history, the mysteries that such a law entails, and some refinements of the law made by Einstein; we shall also discuss the relationships of the law to the other laws of physics. All this cannot be done in one chapter, but these subjects will be treated in due time in subsequent chapters. The story begins with the ancients observing the motions of planets among the stars, and finally deducing that they went around the sun, a fact that was rediscovered later by Copernicus. Exactly how the planets went around the sun, with exactly what motion, took a little more work to discover. Beginning in the sixteenth century there were great debates as to whether they really went around the sun or not. Tycho Brahe had an idea that was different from anything proposed by the ancients: his idea was that these debates about the nature of the motions of the planets would best be resolved if the actual positions of the planets in the sky were measured sufficiently accurately. If measurement showed exactly how the planets moved, then perhaps it would be possible to establish one or another viewpoint. This was a tremendous idea—that to find something out, it is better to perform some careful experiments than to carry on deep philosophical arguments. Pursuing this idea, Tycho Brahe studied the positions of the planets for many years in his observatory on the island of Hven, near Copenhagen. He made voluminous tables, which were then studied by the mathematician Kepler, after Tycho’s death. Kepler discovered from the data some very beautiful and remarkable, but simple, laws regarding planetary motion. |
|
1 | 7 | The Theory of Gravitation | 2 | Kepler’s laws | First of all, Kepler found that each planet goes around the sun in a curve called an ellipse, with the sun at a focus of the ellipse. An ellipse is not just an oval, but is a very specific and precise curve that can be obtained by using two tacks, one at each focus, a loop of string, and a pencil; more mathematically, it is the locus of all points the sum of whose distances from two fixed points (the foci) is a constant. Or, if you will, it is a foreshortened circle (Fig. 7–1). Kepler’s second observation was that the planets do not go around the sun at a uniform speed, but move faster when they are nearer the sun and more slowly when they are farther from the sun, in precisely this way: Suppose a planet is observed at any two successive times, let us say a week apart, and that the radius vector1 is drawn to the planet for each observed position. The orbital arc traversed by the planet during the week, and the two radius vectors, bound a certain plane area, the shaded area shown in Fig. 7–2. If two similar observations are made a week apart, at a part of the orbit farther from the sun (where the planet moves more slowly), the similarly bounded area is exactly the same as in the first case. So, in accordance with the second law, the orbital speed of each planet is such that the radius “sweeps out” equal areas in equal times. Finally, a third law was discovered by Kepler much later; this law is of a different category from the other two, because it deals not with only a single planet, but relates one planet to another. This law says that when the orbital period and orbit size of any two planets are compared, the periods are proportional to the $3/2$ power of the orbit size. In this statement the period is the time interval it takes a planet to go completely around its orbit, and the size is measured by the length of the greatest diameter of the elliptical orbit, technically known as the major axis. More simply, if the planets went in circles, as they nearly do, the time required to go around the circle would be proportional to the $3/2$ power of the diameter (or radius). Thus Kepler’s three laws are:
Each planet moves around the sun in an ellipse, with the sun at one focus.
The radius vector from the sun to the planet sweeps out equal areas in equal intervals of time.
The squares of the periods of any two planets are proportional to the cubes of the semimajor axes of their respective orbits: $T\propto a^{3/2}$.
|
|
1 | 7 | The Theory of Gravitation | 3 | Development of dynamics | While Kepler was discovering these laws, Galileo was studying the laws of motion. The problem was, what makes the planets go around? (In those days, one of the theories proposed was that the planets went around because behind them were invisible angels, beating their wings and driving the planets forward. You will see that this theory is now modified! It turns out that in order to keep the planets going around, the invisible angels must fly in a different direction and they have no wings. Otherwise, it is a somewhat similar theory!) Galileo discovered a very remarkable fact about motion, which was essential for understanding these laws. That is the principle of inertia—if something is moving, with nothing touching it and completely undisturbed, it will go on forever, coasting at a uniform speed in a straight line. (Why does it keep on coasting? We do not know, but that is the way it is.) Newton modified this idea, saying that the only way to change the motion of a body is to use force. If the body speeds up, a force has been applied in the direction of motion. On the other hand, if its motion is changed to a new direction, a force has been applied sideways. Newton thus added the idea that a force is needed to change the speed or the direction of motion of a body. For example, if a stone is attached to a string and is whirling around in a circle, it takes a force to keep it in the circle. We have to pull on the string. In fact, the law is that the acceleration produced by the force is inversely proportional to the mass, or the force is proportional to the mass times the acceleration. The more massive a thing is, the stronger the force required to produce a given acceleration. (The mass can be measured by putting other stones on the end of the same string and making them go around the same circle at the same speed. In this way it is found that more or less force is required, the more massive object requiring more force.) The brilliant idea resulting from these considerations is that no tangential force is needed to keep a planet in its orbit (the angels do not have to fly tangentially) because the planet would coast in that direction anyway. If there were nothing at all to disturb it, the planet would go off in a straight line. But the actual motion deviates from the line on which the body would have gone if there were no force, the deviation being essentially at right angles to the motion, not in the direction of the motion. In other words, because of the principle of inertia, the force needed to control the motion of a planet around the sun is not a force around the sun but toward the sun. (If there is a force toward the sun, the sun might be the angel, of course!) |
|
1 | 7 | The Theory of Gravitation | 4 | Newton’s law of gravitation | From his better understanding of the theory of motion, Newton appreciated that the sun could be the seat or organization of forces that govern the motion of the planets. Newton proved to himself (and perhaps we shall be able to prove it soon) that the very fact that equal areas are swept out in equal times is a precise sign post of the proposition that all deviations are precisely radial—that the law of areas is a direct consequence of the idea that all of the forces are directed exactly toward the sun. Next, by analyzing Kepler’s third law it is possible to show that the farther away the planet, the weaker the forces. If two planets at different distances from the sun are compared, the analysis shows that the forces are inversely proportional to the squares of the respective distances. With the combination of the two laws, Newton concluded that there must be a force, inversely as the square of the distance, directed in a line between the two objects. Being a man of considerable feeling for generalities, Newton supposed, of course, that this relationship applied more generally than just to the sun holding the planets. It was already known, for example, that the planet Jupiter had moons going around it as the moon of the earth goes around the earth, and Newton felt certain that each planet held its moons with a force. He already knew of the force holding us on the earth, so he proposed that this was a universal force—that everything pulls everything else. The next problem was whether the pull of the earth on its people was the “same” as its pull on the moon, i.e., inversely as the square of the distance. If an object on the surface of the earth falls $16$ feet in the first second after it is released from rest, how far does the moon fall in the same time? We might say that the moon does not fall at all. But if there were no force on the moon, it would go off in a straight line, whereas it goes in a circle instead, so it really falls in from where it would have been if there were no force at all. We can calculate from the radius of the moon’s orbit (which is about $240{,}000$ miles) and how long it takes to go around the earth (approximately $29$ days), how far the moon moves in its orbit in $1$ second, and can then calculate how far it falls in one second.2 This distance turns out to be roughly $1/20$ of an inch in a second. That fits very well with the inverse square law, because the earth’s radius is $4000$ miles, and if something which is $4000$ miles from the center of the earth falls $16$ feet in a second, something $240{,}000$ miles, or $60$ times as far away, should fall only $1/3600$ of $16$ feet, which also is roughly $1/20$ of an inch. Wishing to put this theory of gravitation to a test by similar calculations, Newton made his calculations very carefully and found a discrepancy so large that he regarded the theory as contradicted by facts, and did not publish his results. Six years later a new measurement of the size of the earth showed that the astronomers had been using an incorrect distance to the moon. When Newton heard of this, he made the calculation again, with the corrected figures, and obtained beautiful agreement. This idea that the moon “falls” is somewhat confusing, because, as you see, it does not come any closer. The idea is sufficiently interesting to merit further explanation: the moon falls in the sense that it falls away from the straight line that it would pursue if there were no forces. Let us take an example on the surface of the earth. An object released near the earth’s surface will fall $16$ feet in the first second. An object shot out horizontally will also fall $16$ feet; even though it is moving horizontally, it still falls the same $16$ feet in the same time. Figure 7–3 shows an apparatus which demonstrates this. On the horizontal track is a ball which is going to be driven forward a little distance away. At the same height is a ball which is going to fall vertically, and there is an electrical switch arranged so that at the moment the first ball leaves the track, the second ball is released. That they come to the same depth at the same time is witnessed by the fact that they collide in midair. An object like a bullet, shot horizontally, might go a long way in one second—perhaps $2000$ feet—but it will still fall $16$ feet if it is aimed horizontally. What happens if we shoot a bullet faster and faster? Do not forget that the earth’s surface is curved. If we shoot it fast enough, then when it falls $16$ feet it may be at just the same height above the ground as it was before. How can that be? It still falls, but the earth curves away, so it falls “around” the earth. The question is, how far does it have to go in one second so that the earth is $16$ feet below the horizon? In Fig. 7–4 we see the earth with its $4000$-mile radius, and the tangential, straight line path that the bullet would take if there were no force. Now, if we use one of those wonderful theorems in geometry, which says that our tangent is the mean proportional between the two parts of the diameter cut by an equal chord, we see that the horizontal distance travelled is the mean proportional between the $16$ feet fallen and the $8000$-mile diameter of the earth. The square root of $(16/5280)\times8000$ comes out very close to $5$ miles. Thus we see that if the bullet moves at $5$ miles a second, it then will continue to fall toward the earth at the same rate of $16$ feet each second, but will never get any closer because the earth keeps curving away from it. Thus it was that Mr. Gagarin maintained himself in space while going $25{,}000$ miles around the earth at approximately $5$ miles per second. (He took a little longer because he was a little higher.) Any great discovery of a new law is useful only if we can take more out than we put in. Now, Newton used the second and third of Kepler’s laws to deduce his law of gravitation. What did he predict? First, his analysis of the moon’s motion was a prediction because it connected the falling of objects on the earth’s surface with that of the moon. Second, the question is, is the orbit an ellipse? We shall see in a later chapter how it is possible to calculate the motion exactly, and indeed one can prove that it should be an ellipse,3 so no extra fact is needed to explain Kepler’s first law. Thus Newton made his first powerful prediction. The law of gravitation explains many phenomena not previously understood. For example, the pull of the moon on the earth causes the tides, hitherto mysterious. The moon pulls the water up under it and makes the tides—people had thought of that before, but they were not as clever as Newton, and so they thought there ought to be only one tide during the day. The reasoning was that the moon pulls the water up under it, making a high tide and a low tide, and since the earth spins underneath, that makes the tide at one station go up and down every $24$ hours. Actually the tide goes up and down in $12$ hours. Another school of thought claimed that the high tide should be on the other side of the earth because, so they argued, the moon pulls the earth away from the water! Both of these theories are wrong. It actually works like this: the pull of the moon for the earth and for the water is “balanced” at the center. But the water which is closer to the moon is pulled more than the average and the water which is farther away from it is pulled less than the average. Furthermore, the water can flow while the more rigid earth cannot. The true picture is a combination of these two things. What do we mean by “balanced”? What balances? If the moon pulls the whole earth toward it, why doesn’t the earth fall right “up” to the moon? Because the earth does the same trick as the moon, it goes in a circle around a point which is inside the earth but not at its center. The moon does not just go around the earth, the earth and the moon both go around a central position, each falling toward this common position, as shown in Fig. 7–5. This motion around the common center is what balances the fall of each. So the earth is not going in a straight line either; it travels in a circle. The water on the far side is “unbalanced” because the moon’s attraction there is weaker than it is at the center of the earth, where it just balances the “centrifugal force.” The result of this imbalance is that the water rises up, away from the center of the earth. On the near side, the attraction from the moon is stronger, and the imbalance is in the opposite direction in space, but again away from the center of the earth. The net result is that we get two tidal bulges. |
|
1 | 7 | The Theory of Gravitation | 5 | Universal gravitation | What else can we understand when we understand gravity? Everyone knows the earth is round. Why is the earth round? That is easy; it is due to gravitation. The earth can be understood to be round merely because everything attracts everything else and so it has attracted itself together as far as it can! If we go even further, the earth is not exactly a sphere because it is rotating, and this brings in centrifugal effects which tend to oppose gravity near the equator. It turns out that the earth should be elliptical, and we even get the right shape for the ellipse. We can thus deduce that the sun, the moon, and the earth should be (nearly) spheres, just from the law of gravitation. What else can you do with the law of gravitation? If we look at the moons of Jupiter we can understand everything about the way they move around that planet. Incidentally, there was once a certain difficulty with the moons of Jupiter that is worth remarking on. These satellites were studied very carefully by Rømer, who noticed that the moons sometimes seemed to be ahead of schedule, and sometimes behind. (One can find their schedules by waiting a very long time and finding out how long it takes on the average for the moons to go around.) Now they were ahead when Jupiter was particularly close to the earth and they were behind when Jupiter was farther from the earth. This would have been a very difficult thing to explain according to the law of gravitation—it would have been, in fact, the death of this wonderful theory if there were no other explanation. If a law does not work even in one place where it ought to, it is just wrong. But the reason for this discrepancy was very simple and beautiful: it takes a little while to see the moons of Jupiter because of the time it takes light to travel from Jupiter to the earth. When Jupiter is closer to the earth the time is a little less, and when it is farther from the earth, the time is more. This is why moons appear to be, on the average, a little ahead or a little behind, depending on whether they are closer to or farther from the earth. This phenomenon showed that light does not travel instantaneously, and furnished the first estimate of the speed of light. This was done in 1676. If all of the planets pull on each other, the force which controls, let us say, Jupiter in going around the sun is not just the force from the sun; there is also a pull from, say, Saturn. This force is not really strong, since the sun is much more massive than Saturn, but there is some pull, so the orbit of Jupiter should not be a perfect ellipse, and it is not; it is slightly off, and “wobbles” around the correct elliptical orbit. Such a motion is a little more complicated. Attempts were made to analyze the motions of Jupiter, Saturn, and Uranus on the basis of the law of gravitation. The effects of each of these planets on each other were calculated to see whether or not the tiny deviations and irregularities in these motions could be completely understood from this one law. Lo and behold, for Jupiter and Saturn, all was well, but Uranus was “weird.” It behaved in a very peculiar manner. It was not travelling in an exact ellipse, but that was understandable, because of the attractions of Jupiter and Saturn. But even if allowance were made for these attractions, Uranus still was not going right, so the laws of gravitation were in danger of being overturned, a possibility that could not be ruled out. Two men, Adams and Le Verrier, in England and France, independently, arrived at another possibility: perhaps there is another planet, dark and invisible, which men had not seen. This planet, $N$, could pull on Uranus. They calculated where such a planet would have to be in order to cause the observed perturbations. They sent messages to the respective observatories, saying, “Gentlemen, point your telescope to such and such a place, and you will see a new planet.” It often depends on with whom you are working as to whether they pay any attention to you or not. They did pay attention to Le Verrier; they looked, and there planet $N$ was! The other observatory then also looked very quickly in the next few days and saw it too. This discovery shows that Newton’s laws are absolutely right in the solar system; but do they extend beyond the relatively small distances of the nearest planets? The first test lies in the question, do stars attract each other as well as planets? We have definite evidence that they do in the double stars. Figure 7–6 shows a double star—two stars very close together (there is also a third star in the picture so that we will know that the photograph was not turned). The stars are also shown as they appeared several years later. We see that, relative to the “fixed” star, the axis of the pair has rotated, i.e., the two stars are going around each other. Do they rotate according to Newton’s laws? Careful measurements of the relative positions of one such double star system are shown in Fig. 7–7. There we see a beautiful ellipse, the measures starting in 1862 and going all the way around to 1904 (by now it must have gone around once more). Everything coincides with Newton’s laws, except that the star Sirius A is not at the focus. Why should that be? Because the plane of the ellipse is not in the “plane of the sky.” We are not looking at right angles to the orbit plane, and when an ellipse is viewed at a tilt, it remains an ellipse but the focus is no longer at the same place. Thus we can analyze double stars, moving about each other, according to the requirements of the gravitational law. That the law of gravitation is true at even bigger distances is indicated in Fig. 7–8. If one cannot see gravitation acting here, he has no soul. This figure shows one of the most beautiful things in the sky—a globular star cluster. All of the dots are stars. Although they look as if they are packed solid toward the center, that is due to the fallibility of our instruments. Actually, the distances between even the centermost stars are very great and they very rarely collide. There are more stars in the interior than farther out, and as we move outward there are fewer and fewer. It is obvious that there is an attraction among these stars. It is clear that gravitation exists at these enormous dimensions, perhaps $100{,}000$ times the size of the solar system. Let us now go further, and look at an entire galaxy, shown in Fig. 7–9. The shape of this galaxy indicates an obvious tendency for its matter to agglomerate. Of course we cannot prove that the law here is precisely inverse square, only that there is still an attraction, at this enormous dimension, that holds the whole thing together. One may say, “Well, that is all very clever but why is it not just a ball?” Because it is spinning and has angular momentum which it cannot give up as it contracts; it must contract mostly in a plane. (Incidentally, if you are looking for a good problem, the exact details of how the arms are formed and what determines the shapes of these galaxies has not been worked out.) It is, however, clear that the shape of the galaxy is due to gravitation even though the complexities of its structure have not yet allowed us to analyze it completely. In a galaxy we have a scale of perhaps $50{,}000$ to $100{,}000$ light years. The earth’s distance from the sun is $8\tfrac{1}{3}$ light minutes, so you can see how large these dimensions are. Gravity appears to exist at even bigger dimensions, as indicated by Fig. 7–10, which shows many “little” things clustered together. This is a cluster of galaxies, just like a star cluster. Thus galaxies attract each other at such distances that they too are agglomerated into clusters. Perhaps gravitation exists even over distances of tens of millions of light years; so far as we now know, gravity seems to go out forever inversely as the square of the distance. Not only can we understand the nebulae, but from the law of gravitation we can even get some ideas about the origin of the stars. If we have a big cloud of dust and gas, as indicated in Fig. 7–11, the gravitational attractions of the pieces of dust for one another might make them form little lumps. Barely visible in the figure are “little” black spots which may be the beginning of the accumulations of dust and gases which, due to their gravitation, begin to form stars. Whether we have ever seen a star form or not is still debatable. Figure 7–12 shows the one piece of evidence which suggests that we have. At the left is a picture of a region of gas with some stars in it taken in 1947, and at the right is another picture, taken only $7$ years later, which shows two new bright spots. Has gas accumulated, has gravity acted hard enough and collected it into a ball big enough that the stellar nuclear reaction starts in the interior and turns it into a star? Perhaps, and perhaps not. It is unreasonable that in only seven years we should be so lucky as to see a star change itself into visible form; it is much less probable that we should see two! |
|
1 | 7 | The Theory of Gravitation | 6 | Cavendish’s experiment | Gravitation, therefore, extends over enormous distances. But if there is a force between any pair of objects, we ought to be able to measure the force between our own objects. Instead of having to watch the stars go around each other, why can we not take a ball of lead and a marble and watch the marble go toward the ball of lead? The difficulty of this experiment when done in such a simple manner is the very weakness or delicacy of the force. It must be done with extreme care, which means covering the apparatus to keep the air out, making sure it is not electrically charged, and so on; then the force can be measured. It was first measured by Cavendish with an apparatus which is schematically indicated in Fig. 7–13. This first demonstrated the direct force between two large, fixed balls of lead and two smaller balls of lead on the ends of an arm supported by a very fine fiber, called a torsion fiber. By measuring how much the fiber gets twisted, one can measure the strength of the force, verify that it is inversely proportional to the square of the distance, and determine how strong it is. Thus, one may accurately determine the coefficient $G$ in the formula \begin{equation*} F=G\,\frac{mm'}{r^2}. \end{equation*} All the masses and distances are known. You say, “We knew it already for the earth.” Yes, but we did not know the mass of the earth. By knowing $G$ from this experiment and by knowing how strongly the earth attracts, we can indirectly learn how great is the mass of the earth! This experiment has been called “weighing the earth” by some people, and it can be used to determine the coefficient $G$ of the gravity law. This is the only way in which the mass of the earth can be determined. $G$ turns out to be \begin{equation*} 6.670\times10^{-11}\text{ newton}\cdot\text{m}^2/\text{kg}^2. \end{equation*} It is hard to exaggerate the importance of the effect on the history of science produced by this great success of the theory of gravitation. Compare the confusion, the lack of confidence, the incomplete knowledge that prevailed in the earlier ages, when there were endless debates and paradoxes, with the clarity and simplicity of this law—this fact that all the moons and planets and stars have such a simple rule to govern them, and further that man could understand it and deduce how the planets should move! This is the reason for the success of the sciences in following years, for it gave hope that the other phenomena of the world might also have such beautifully simple laws. |
|
1 | 7 | The Theory of Gravitation | 7 | What is gravity? | But is this such a simple law? What about the machinery of it? All we have done is to describe how the earth moves around the sun, but we have not said what makes it go. Newton made no hypotheses about this; he was satisfied to find what it did without getting into the machinery of it. No one has since given any machinery. It is characteristic of the physical laws that they have this abstract character. The law of conservation of energy is a theorem concerning quantities that have to be calculated and added together, with no mention of the machinery, and likewise the great laws of mechanics are quantitative mathematical laws for which no machinery is available. Why can we use mathematics to describe nature without a mechanism behind it? No one knows. We have to keep going because we find out more that way. Many mechanisms for gravitation have been suggested. It is interesting to consider one of these, which many people have thought of from time to time. At first, one is quite excited and happy when he “discovers” it, but he soon finds that it is not correct. It was first discovered about 1750. Suppose there were many particles moving in space at a very high speed in all directions and being only slightly absorbed in going through matter. When they are absorbed, they give an impulse to the earth. However, since there are as many going one way as another, the impulses all balance. But when the sun is nearby, the particles coming toward the earth through the sun are partially absorbed, so fewer of them are coming from the sun than are coming from the other side. Therefore, the earth feels a net impulse toward the sun and it does not take one long to see that it is inversely as the square of the distance—because of the variation of the solid angle that the sun subtends as we vary the distance. What is wrong with that machinery? It involves some new consequences which are not true. This particular idea has the following trouble: the earth, in moving around the sun, would impinge on more particles which are coming from its forward side than from its hind side (when you run in the rain, the rain in your face is stronger than that on the back of your head!). Therefore there would be more impulse given the earth from the front, and the earth would feel a resistance to motion and would be slowing up in its orbit. One can calculate how long it would take for the earth to stop as a result of this resistance, and it would not take long enough for the earth to still be in its orbit, so this mechanism does not work. No machinery has ever been invented that “explains” gravity without also predicting some other phenomenon that does not exist. Next we shall discuss the possible relation of gravitation to other forces. There is no explanation of gravitation in terms of other forces at the present time. It is not an aspect of electricity or anything like that, so we have no explanation. However, gravitation and other forces are very similar, and it is interesting to note analogies. For example, the force of electricity between two charged objects looks just like the law of gravitation: the force of electricity is a constant, with a minus sign, times the product of the charges, and varies inversely as the square of the distance. It is in the opposite direction—likes repel. But is it still not very remarkable that the two laws involve the same function of distance? Perhaps gravitation and electricity are much more closely related than we think. Many attempts have been made to unify them; the so-called unified field theory is only a very elegant attempt to combine electricity and gravitation; but, in comparing gravitation and electricity, the most interesting thing is the relative strengths of the forces. Any theory that contains them both must also deduce how strong the gravity is. If we take, in some natural units, the repulsion of two electrons (nature’s universal charge) due to electricity, and the attraction of two electrons due to their masses, we can measure the ratio of electrical repulsion to the gravitational attraction. The ratio is independent of the distance and is a fundamental constant of nature. The ratio is shown in Fig. 7–14. The gravitational attraction relative to the electrical repulsion between two electrons is $1$ divided by $4.17\times10^{42}$! The question is, where does such a large number come from? It is not accidental, like the ratio of the volume of the earth to the volume of a flea. We have considered two natural aspects of the same thing, an electron. This fantastic number is a natural constant, so it involves something deep in nature. Where could such a tremendous number come from? Some say that we shall one day find the “universal equation,” and in it, one of the roots will be this number. It is very difficult to find an equation for which such a fantastic number is a natural root. Other possibilities have been thought of; one is to relate it to the age of the universe. Clearly, we have to find another large number somewhere. But do we mean the age of the universe in years? No, because years are not “natural”; they were devised by men. As an example of something natural, let us consider the time it takes light to go across a proton, $10^{-24}$ second. If we compare this time with the age of the universe, $2\times10^{10}$ years, the answer is $10^{-42}$. It has about the same number of zeros going off it, so it has been proposed that the gravitational constant is related to the age of the universe. If that were the case, the gravitational constant would change with time, because as the universe got older the ratio of the age of the universe to the time which it takes for light to go across a proton would be gradually increasing. Is it possible that the gravitational constant is changing with time? Of course the changes would be so small that it is quite difficult to be sure. One test which we can think of is to determine what would have been the effect of the change during the past $10^9$ years, which is approximately the age from the earliest life on the earth to now, and one-tenth of the age of the universe. In this time, the gravity constant would have increased by about $10$ percent. It turns out that if we consider the structure of the sun—the balance between the weight of its material and the rate at which radiant energy is generated inside it—we can deduce that if the gravity were $10$ percent stronger, the sun would be much more than $10$ percent brighter—by the sixth power of the gravity constant! If we calculate what happens to the orbit of the earth when the gravity is changing, we find that the earth was then closer in. Altogether, the earth would be about $100$ degrees centigrade hotter, and all of the water would not have been in the sea, but vapor in the air, so life would not have started in the sea. So we do not now believe that the gravity constant is changing with the age of the universe. But such arguments as the one we have just given are not very convincing, and the subject is not completely closed. It is a fact that the force of gravitation is proportional to the mass, the quantity which is fundamentally a measure of inertia—of how hard it is to hold something which is going around in a circle. Therefore two objects, one heavy and one light, going around a larger object in the same circle at the same speed because of gravity, will stay together because to go in a circle requires a force which is stronger for a bigger mass. That is, the gravity is stronger for a given mass in just the right proportion so that the two objects will go around together. If one object were inside the other it would stay inside; it is a perfect balance. Therefore, Gagarin or Titov would find things “weightless” inside a space ship; if they happened to let go of a piece of chalk, for example, it would go around the earth in exactly the same way as the whole space ship, and so it would appear to remain suspended before them in space. It is very interesting that this force is exactly proportional to the mass with great precision, because if it were not exactly proportional there would be some effect by which inertia and weight would differ. The absence of such an effect has been checked with great accuracy by an experiment done first by Eötvös in 1909 and more recently by Dicke. For all substances tried, the masses and weights are exactly proportional within $1$ part in $1{,}000{,}000{,}000$, or less. This is a remarkable experiment. |
|
1 | 8 | Motion | 1 | Description of motion | In order to find the laws governing the various changes that take place in bodies as time goes on, we must be able to describe the changes and have some way to record them. The simplest change to observe in a body is the apparent change in its position with time, which we call motion. Let us consider some solid object with a permanent mark, which we shall call a point, that we can observe. We shall discuss the motion of the little marker, which might be the radiator cap of an automobile or the center of a falling ball, and shall try to describe the fact that it moves and how it moves. These examples may sound trivial, but many subtleties enter into the description of change. Some changes are more difficult to describe than the motion of a point on a solid object, for example the speed of drift of a cloud that is drifting very slowly, but rapidly forming or evaporating, or the change of a woman’s mind. We do not know a simple way to analyze a change of mind, but since the cloud can be represented or described by many molecules, perhaps we can describe the motion of the cloud in principle by describing the motion of all its individual molecules. Likewise, perhaps even the changes in the mind may have a parallel in changes of the atoms inside the brain, but we have no such knowledge yet. At any rate, that is why we begin with the motion of points; perhaps we should think of them as atoms, but it is probably better to be more rough in the beginning and simply to think of some kind of small objects—small, that is, compared with the distance moved. For instance, in describing the motion of a car that is going a hundred miles, we do not have to distinguish between the front and the back of the car. To be sure, there are slight differences, but for rough purposes we say “the car,” and likewise it does not matter that our points are not absolute points; for our present purposes it is not necessary to be extremely precise. Also, while we take a first look at this subject we are going to forget about the three dimensions of the world. We shall just concentrate on moving in one direction, as in a car on one road. We shall return to three dimensions after we see how to describe motion in one dimension. Now, you may say, “This is all some kind of trivia,” and indeed it is. How can we describe such a one-dimensional motion—let us say, of a car? Nothing could be simpler. Among many possible ways, one would be the following. To determine the position of the car at different times, we measure its distance from the starting point and record all the observations. In Table 8–1, $s$ represents the distance of the car, in feet, from the starting point, and $t$ represents the time in minutes. The first line in the table represents zero distance and zero time—the car has not started yet. After one minute it has started and has gone $1200$ feet. Then in two minutes, it goes farther—notice that it picked up more distance in the second minute—it has accelerated; but something happened between $3$ and $4$ and even more so at $5$—it stopped at a light perhaps? Then it speeds up again and goes $13{,}000$ feet by the end of $6$ minutes, $18{,}000$ feet at the end of $7$ minutes, and $23{,}500$ feet in $8$ minutes; at $9$ minutes it has advanced to only $24{,}000$ feet, because in the last minute it was stopped by a cop. That is one way to describe the motion. Another way is by means of a graph. If we plot the time horizontally and the distance vertically, we obtain a curve something like that shown in Fig. 8–1. As the time increases, the distance increases, at first very slowly and then more rapidly, and very slowly again for a little while at $4$ minutes; then it increases again for a few minutes and finally, at $9$ minutes, appears to have stopped increasing. These observations can be made from the graph, without a table. Obviously, for a complete description one would have to know where the car is at the half-minute marks, too, but we suppose that the graph means something, that the car has some position at all the intermediate times. The motion of a car is complicated. For another example we take something that moves in a simpler manner, following more simple laws: a falling ball. Table 8–2 gives the time in seconds and the distance in feet for a falling body. At zero seconds the ball starts out at zero feet, and at the end of $1$ second it has fallen $16$ feet. At the end of $2$ seconds, it has fallen $64$ feet, at the end of $3$ seconds, $144$ feet, and so on; if the tabulated numbers are plotted, we get the nice parabolic curve shown in Fig. 8–2. The formula for this curve can be written as \begin{equation} \label{Eq:I:8:1} s=16t^2. \end{equation} This formula enables us to calculate the distances at any time. You might say there ought to be a formula for the first graph too. Actually, one may write such a formula abstractly, as \begin{equation} \label{Eq:I:8:2} s=f(t), \end{equation} meaning that $s$ is some quantity depending on $t$ or, in mathematical phraseology, $s$ is a function of $t$. Since we do not know what the function is, there is no way we can write it in definite algebraic form. We have now seen two examples of motion, adequately described with very simple ideas, no subtleties. However, there are subtleties—several of them. In the first place, what do we mean by time and space? It turns out that these deep philosophical questions have to be analyzed very carefully in physics, and this is not so easy to do. The theory of relativity shows that our ideas of space and time are not as simple as one might think at first sight. However, for our present purposes, for the accuracy that we need at first, we need not be very careful about defining things precisely. Perhaps you say, “That’s a terrible thing—I learned that in science we have to define everything precisely.” We cannot define anything precisely! If we attempt to, we get into that paralysis of thought that comes to philosophers, who sit opposite each other, one saying to the other, “You don’t know what you are talking about!” The second one says, “What do you mean by know? What do you mean by talking? What do you mean by you?,” and so on. In order to be able to talk constructively, we just have to agree that we are talking about roughly the same thing. You know as much about time as we need for the present, but remember that there are some subtleties that have to be discussed; we shall discuss them later. Another subtlety involved, and already mentioned, is that it should be possible to imagine that the moving point we are observing is always located somewhere. (Of course when we are looking at it, there it is, but maybe when we look away it isn’t there.) It turns out that in the motion of atoms, that idea also is false—we cannot find a marker on an atom and watch it move. That subtlety we shall have to get around in quantum mechanics. But we are first going to learn what the problems are before introducing the complications, and then we shall be in a better position to make corrections, in the light of the more recent knowledge of the subject. We shall, therefore, take a simple point of view about time and space. We know what these concepts are in a rough way, and those who have driven a car know what speed means. |
|
1 | 8 | Motion | 2 | Speed | Even though we know roughly what “speed” means, there are still some rather deep subtleties; consider that the learned Greeks were never able to adequately describe problems involving velocity. The subtlety comes when we try to comprehend exactly what is meant by “speed.” The Greeks got very confused about this, and a new branch of mathematics had to be discovered beyond the geometry and algebra of the Greeks, Arabs, and Babylonians. As an illustration of the difficulty, try to solve this problem by sheer algebra: A balloon is being inflated so that the volume of the balloon is increasing at the rate of $100$ cm³ per second; at what speed is the radius increasing when the volume is $1000$ cm³? The Greeks were somewhat confused by such problems, being helped, of course, by some very confusing Greeks. To show that there were difficulties in reasoning about speed at the time, Zeno produced a large number of paradoxes, of which we shall mention one to illustrate his point that there are obvious difficulties in thinking about motion. “Listen,” he says, “to the following argument: Achilles runs $10$ times as fast as a tortoise, nevertheless he can never catch the tortoise. For, suppose that they start in a race where the tortoise is $100$ meters ahead of Achilles; then when Achilles has run the $100$ meters to the place where the tortoise was, the tortoise has proceeded $10$ meters, having run one-tenth as fast. Now, Achilles has to run another $10$ meters to catch up with the tortoise, but on arriving at the end of that run, he finds that the tortoise is still $1$ meter ahead of him; running another meter, he finds the tortoise $10$ centimeters ahead, and so on, ad infinitum. Therefore, at any moment the tortoise is always ahead of Achilles and Achilles can never catch up with the tortoise.” What is wrong with that? It is that a finite amount of time can be divided into an infinite number of pieces, just as a length of line can be divided into an infinite number of pieces by dividing repeatedly by two. And so, although there are an infinite number of steps (in the argument) to the point at which Achilles reaches the tortoise, it doesn’t mean that there is an infinite amount of time. We can see from this example that there are indeed some subtleties in reasoning about speed. In order to get to the subtleties in a clearer fashion, we remind you of a joke which you surely must have heard. At the point where the lady in the car is caught by a cop, the cop comes up to her and says, “Lady, you were going $60$ miles an hour!” She says, “That’s impossible, sir, I was travelling for only seven minutes. It is ridiculous—how can I go $60$ miles an hour when I wasn’t going an hour?” How would you answer her if you were the cop? Of course, if you were really the cop, then no subtleties are involved; it is very simple: you say, “Tell that to the judge!” But let us suppose that we do not have that escape and we make a more honest, intellectual attack on the problem, and try to explain to this lady what we mean by the idea that she was going $60$ miles an hour. Just what do we mean? We say, “What we mean, lady, is this: if you kept on going the same way as you are going now, in the next hour you would go $60$ miles.” She could say, “Well, my foot was off the accelerator and the car was slowing down, so if I kept on going that way it would not go $60$ miles.” Or consider the falling ball and suppose we want to know its speed at the time three seconds if the ball kept on going the way it is going. What does that mean—kept on accelerating, going faster? No—kept on going with the same velocity. But that is what we are trying to define! For if the ball keeps on going the way it is going, it will just keep on going the way it is going. Thus we need to define the velocity better. What has to be kept the same? The lady can also argue this way: “If I kept on going the way I’m going for one more hour, I would run into that wall at the end of the street!” It is not so easy to say what we mean. Many physicists think that measurement is the only definition of anything. Obviously, then, we should use the instrument that measures the speed—the speedometer—and say, “Look, lady, your speedometer reads $60$.” So she says, “My speedometer is broken and didn’t read at all.” Does that mean the car is standing still? We believe that there is something to measure before we build the speedometer. Only then can we say, for example, “The speedometer isn’t working right,” or “the speedometer is broken.” That would be a meaningless sentence if the velocity had no meaning independent of the speedometer. So we have in our minds, obviously, an idea that is independent of the speedometer, and the speedometer is meant only to measure this idea. So let us see if we can get a better definition of the idea. We say, “Yes, of course, before you went an hour, you would hit that wall, but if you went one second, you would go $88$ feet; lady, you were going $88$ feet per second, and if you kept on going, the next second it would be $88$ feet, and the wall down there is farther away than that.” She says, “Yes, but there’s no law against going $88$ feet per second! There is only a law against going $60$ miles an hour.” “But,” we reply, “it’s the same thing.” If it is the same thing, it should not be necessary to go into this circumlocution about $88$ feet per second. In fact, the falling ball could not keep going the same way even one second because it would be changing speed, and we shall have to define speed somehow. Now we seem to be getting on the right track; it goes something like this: If the lady kept on going for another $1/1000$ of an hour, she would go $1/1000$ of $60$ miles. In other words, she does not have to keep on going for the whole hour; the point is that for a moment she is going at that speed. Now what that means is that if she went just a little bit more in time, the extra distance she goes would be the same as that of a car that goes at a steady speed of $60$ miles an hour. Perhaps the idea of the $88$ feet per second is right; we see how far she went in the last second, divide by $88$ feet, and if it comes out $1$ the speed was $60$ miles an hour. In other words, we can find the speed in this way: We ask, how far do we go in a very short time? We divide that distance by the time, and that gives the speed. But the time should be made as short as possible, the shorter the better, because some change could take place during that time. If we take the time of a falling body as an hour, the idea is ridiculous. If we take it as a second, the result is pretty good for a car, because there is not much change in speed, but not for a falling body; so in order to get the speed more and more accurately, we should take a smaller and smaller time interval. What we should do is take a millionth of a second, find out how far the car has gone, and divide that distance by a millionth of a second. The result gives the distance per second, which is what we mean by the velocity, so we can define it that way. That is a successful answer for the lady, or rather, that is the definition that we are going to use. The foregoing definition involves a new idea, an idea that was not available to the Greeks in a general form. That idea was to take an infinitesimal distance and the corresponding infinitesimal time, form the ratio, and watch what happens to that ratio as the time that we use gets smaller and smaller and smaller. In other words, take a limit of the distance travelled divided by the time required, as the time taken gets smaller and smaller, ad infinitum. This idea was invented by Newton and by Leibniz, independently, and is the beginning of a new branch of mathematics, called the differential calculus. Calculus was invented in order to describe motion, and its first application was to the problem of defining what is meant by going “$60$ miles an hour.” Let us try to define velocity a little better. Suppose that in a short time, $\epsilon$, the car or other body goes a short distance $x$; then the velocity, $v$, is defined as \begin{equation*} v=x/\epsilon, \end{equation*} an approximation that becomes better and better as the $\epsilon$ is taken smaller and smaller. If a mathematical expression is desired, we can say that the velocity equals the limit as the $\epsilon$ is made to go smaller and smaller in the expression $x/\epsilon$, or \begin{equation} \label{Eq:I:8:3} v=\lim_{\epsilon\to0}\frac{x}{\epsilon}. \end{equation} We cannot do the same thing with the lady in the car, because the table is incomplete. We know only where she was at intervals of one minute; we can get a rough idea that she was going $5000$ ft/min during the $7$th minute, but we do not know, at exactly the moment $7$ minutes, whether she had been speeding up and the speed was $4900$ ft/min at the beginning of the $6$th minute, and is now $5100$ ft/min, or something else, because we do not have the exact details in between. So only if the table were completed with an infinite number of entries could we really calculate the velocity from such a table. On the other hand, when we have a complete mathematical formula, as in the case of a falling body (Eq. 8.1), then it is possible to calculate the velocity, because we can calculate the position at any time whatsoever. Let us take as an example the problem of determining the velocity of the falling ball at the particular time $5$ seconds. One way to do this is to see from Table 8–2 what it did in the $5$th second; it went $400-256=144$ ft, so it is going $144$ ft/sec; however, that is wrong, because the speed is changing; on the average it is $144$ ft/sec during this interval, but the ball is speeding up and is really going faster than $144$ ft/sec. We want to find out exactly how fast. The technique involved in this process is the following: We know where the ball was at $5$ sec. At $5.1$ sec, the distance that it has gone all together is $16(5.1)^2=416.16$ ft (see Eq. 8.1). At $5$ sec it had already fallen $400$ ft; in the last tenth of a second it fell $416.16-400=16.16$ ft. Since $16.16$ ft in $0.1$ sec is the same as $161.6$ ft/sec, that is the speed more or less, but it is not exactly correct. Is that the speed at $5$, or at $5.1$, or halfway between at $5.05$ sec, or when is that the speed? Never mind—the problem was to find the speed at $5$ seconds, and we do not have exactly that; we have to do a better job. So, we take one-thousandth of a second more than $5$ sec, or $5.001$ sec, and calculate the total fall as \begin{equation*} s=16(5.001)^2=16(25.010001)=400.160016\text{ ft}. \end{equation*}
\begin{gather*} s=16(5.001)^2=16(25.010001)\\[.5ex] =400.160016\text{ ft}. \end{gather*} In the last $0.001$ sec the ball fell $0.160016$ ft, and if we divide this number by $0.001$ sec we obtain the speed as $160.016$ ft/sec. That is closer, very close, but it is still not exact. It should now be evident what we must do to find the speed exactly. To perform the mathematics we state the problem a little more abstractly: to find the velocity at a special time, $t_0$, which in the original problem was $5$ sec. Now the distance at $t_0$, which we call $s_0$, is $16t_0^2$, or $400$ ft in this case. In order to find the velocity, we ask, “At the time $t_0+(\text{a little bit})$, or $t_0+\epsilon$, where is the body?” The new position is $16(t_0+\epsilon)^2=16t_0^2+32t_0\epsilon+16\epsilon^2$. So it is farther along than it was before, because before it was only $16t_0^2$. This distance we shall call $s_0+(\text{a little bit more})$, or $s_0+x$ (if $x$ is the extra bit). Now if we subtract the distance at $t_0$ from the distance at $t_0+\epsilon$, we get $x$, the extra distance gone, as $x=32t_0\cdot\epsilon+16\epsilon^2$. Our first approximation to the velocity is \begin{equation} \label{Eq:I:8:4} v=\frac{x}{\epsilon}=32t_0+16\epsilon. \end{equation} The true velocity is the value of this ratio, $x/\epsilon$, when $\epsilon$ becomes vanishingly small. In other words, after forming the ratio, we take the limit as $\epsilon$ gets smaller and smaller, that is, approaches $0$. The equation reduces to, \begin{equation*} v\,(\text{at time $t_0$})=32t_0. \end{equation*} In our problem, $t_0=5$ sec, so the solution is $v=$ $32\times5=$ $160$ ft/sec. A few lines above, where we took $\epsilon$ as $0.1$ and $0.001$ sec successively, the value we got for $v$ was a little more than this, but now we see that the actual velocity is precisely $160$ ft/sec. |
End of preview. Expand
in Dataset Viewer.
- Downloads last month
- 59