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A great triumph of twentieth-century physics， the theory of quantum mechanics， is now nearly 40 years old， yet we have generally beegiving our students their introductory course iphysics (for many students， their last) with hardly more thaa casual allusioto this central part of our knowledge of the physical world. We should do better by them. These lectures are aattempt to present them with the basic and essential ideas of the quantum mechanics ia way that would， hopefully， be comprehensible. The approach you will find here is novel， particularly at the level of a sophomore course， and was c***idered very much aexperiment. After seeing how easily some of the students take to it， however， I believe that the experiment was a success. There is， of course， room for improvement， and it will come with more experience ithe classroom. What you will find here is a record of that first experiment. .

Ithe two-year sequence of the FeynmaLectures oPhysics which were givefrom September 1961 through May 1963 for the introductory physics course at Caltech， the concepts of quantum physics were brought iwhenever they were necessary for aunderstanding of the phenomena being described. Iaddition， the last twelve lectures of the second yea***ere giveover to a more coherent introductioto some of the concepts of quantum mechanics. It became clear as the lectures drew to a close， however， that not enough time had beeleft for the quantum mechanics. As the material was prepared， it was continually discovered that other important and interesting topics could be treated with the elementary tools that had beedeveloped. There was also a fear that the too brief treatment of the Schrodinge***ave functiowhich had beeincluded ithe twelfth lecture would not provide a sufficient bridge to the more conventional treatments of many books the students might hope to read. It was therefore decided to extend the series with seveadditional lectures; they were giveto the sophomore class iMay of 1964. These lectures rounded out and extended somewhat the material developed ithe earlier lectures.

CHAPTER1.QUANTUM BEH***IOR.

CHAPTER2.THE RELATION OF W***E AND PARTICLE VIEWPOINTS

CHAPTER3.PROBABILITY AMPLITUDES

CHAPTER4.IDENTICAL PARTICLES

CHAPTER5.SPI NONE

CHAPTER6.SPIN ONE-HtLF

CHAPTER7.THE DEPENDENCE OFAMPLITUDES ON TIME

CHAPTER8.THE HnMILTONIAN MATRIX

CHAPTER9.THE AMMONIA MASER

CHAPTER10.OTHER TwO-STATE SYSTEMS

CHAPTER11.MoPE TwO-STATE SYSTEMS

CHAPTER12.THE HYPERFINE SPLITTING IN HYDROGEN

CHAPTER13.PROPAGATION IN A CRYSTAL LATTICE

CHAPTER14.SEMICONDUCTORS

CHAPTER15.THE INDEPENDENT PARTICLE APPROXIMATION

CHAPTER16.THE DEPENDENCE OF AMPLITUDES ON POSITION

CHAPTER17.SYMMETRY AND CONSERVATION LAWS

CHAPTER18.ANGULAR MOMENTUM

CHAPTER19.THE HYDROGEN ATOM AND THE PERIODIC TABLE

CHAPTER20.OPERATORS

CHAPTER21.THE SCHRtDINGER EQUATION IN A CLASSICAL CONTEXT:A SEMINARONSUPERCONDUCTIVITY

FEYNMANSEPILOGUE

APPENDIX

INDEX

Feynmaet al,Thees are the lectures iphysics that I gave last year and the year before to the freshmaand sophomore classes at Caltech.The lectures are,of course,not verbatim-they have beeedited,sometimes extensively and sometimes lessso.The lectures form only part of the complete courese.The w*** group of 180students gathered ia big lecture room twice a week to hear these lectres and thethey broke up into small groups of 15 to 20 students irecitatiosecti*** under the guidance of a teaching assistant.Iaddition,there was a laboratory sessioonce a week.

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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 *** “c***tant-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.

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A great triumph of twentieth-century physics, the theory of quantum mechanics, is now nearly 40 years old, yet we have generally been giving our students their introductory course in physics (for many students, their last) with hardly more than a casual allusion to this central part of our knowledge of the physical world. We should do better by them. These lectures are an attempt to present them with the basic and essential ideas of the quantum mechanics in a way that would, hopefully, be comprehensible. The approach you will find here is novel, particularly at the level of a sophomore course, and was c***idered very much an experiment. After seeing how easily some of the students take to it, however, I believe that the experiment was a success. There is, of course, room for improvement, and it will come with more experience in the classroom. What you will find here is a record of that first experiment. .

In the two-year sequence of the Feynman Lectures on Physics which were given from September 1961 through May 1963 for the introductory physics course at Caltech, the concepts of quantum physics were brought in whenever they were necessary for an understanding of the phenomena being described. In addition, the last twelve lectures of the second yea***ere given over to a more coherent introduction to some of the concepts of quantum mechanics. It became clear as the lectures drew to a close, however, that not enough time had been left for the quantum mechanics. As the material was prepared, it was continually discovered that other important and interesting topics could be treated with the elementary tools that had been developed. There was also a fear that the too brief treatment of the Schrodinge***ave function which had been included in the twelfth lecture would not provide a sufficient bridge to the more conventional treatments of many books the students might hope to read. It was therefore decided to extend the series with seven additional lectures; they were given to the sophomore class in May of 1964. These lectures rounded out and extended somewhat the material developed in the earlier lectures.