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<h1>Physics Links</h1>
<ul>
<h3><a name=">General</a></h3>
<h4><a name ="physed">General physics education resources</a></h4>
<li>San Francisco's <a
href="http://www.exploratorium.edu">Exploratorium</a> is one of the top
science museums in the world. Their web site includes tons of information
about various aspects of science, including inquiry based learning
activities and web-based lessons.
<li><a
href="http://www-hpcc.astro.washington.edu/scied/physics.html">PhysicsEd:
Physics Education Resources</a> maintained by Alan Cairns, links to a wide
variety of resources including e-texts, demos, research, journals &
suppliers.
<li><a href="http://www.alcyone.com/max/physics/index.html">Eric Max
Francis's Physics Page</a> and his <a
href="http://www.alcyone.com/max/links/index.html">Links Page</a>
<li>The Physics wing of the <a
href="http://www.nobel.se/physics/index.html">Nobel e-Museum</a> describe
the research of the physics Nobel Laureates which won them the prize.
<li><a href="http://math.ucr.edu/home/baez/physics/faq.html">The Usenet
Physics FAQ</a> is a collection of answers to frequently asked questions
on the Usenet newsgroup <a href="news:sci.physics">sci.physics</a>.
<li>Bruce Bryson has adapted the rather famous film/book <a
href="http://www.wordwizz.com/pwrsof10.htm">The Powers of Ten</a> by
Philip and Phyllis Morrison and the office of Charles & Ray Eames. It
teaches about scientific notation and length scales in the univese from
tiny quarks to the most distant quasars by zooming in and out from a
patch of skin on the hand of a sleeping man in a park.
<li>Garth Huber has collected a small number of <a
href="http://lafite.phys.uregina.ca/sparro/huber/eclectic.html">Physics-
Related Quotations</a> culled mostly from science fiction novels.
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<li>Glenn Elert has compiled a <a
href="http://hypertextbook.com/facts/index-topics.shtml">Physics Factbook</a>
from contributions of his students. Such facts include measurements of
quantities used in typical physics problems gathered from real-life sources.
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<li>The Science Page collects a number of <a
href="http://www.sciencepage.org/lessons.htm">Science Lesson Plans, Labs,
and Activities</a> aimed at the K-12 level.
<font color="red"><b><i>New!</i></b></font> 3/2/03
<h4><a name="history">Physics history</a></h4>
<li>Here is a rather detailed <a
href="http://www.weburbia.com/pg/historia.htm">Physics Time-Line</a>.
<li>Michael Faraday (1791-1867) was a briliant experimentalist, perhaps best known
for his contributions to the unification of the electric and magnetic
forces and for developing the concept of a field model of forces. Here
are collected his <a
href="http://www.fordham.edu/halsall/mod/1859Faraday-forces.html">Lectures
on the Forces of Matter</a> presented at the Royal Institution in 1859.
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<li>UCLA's physics department has a nice site on the <a
href="http://www.physics.ucla.edu/~cwp/">Contributions of 20th Century
Women to Physics</a>
<li>Mitchell C. Brown has assembled a number of profiles of <a
href="http://www.princeton.edu/~mcbrown/display/faces.html">African
Americans in the Sciences</a> both present and past and by no means
exhaustive.
<li>Offline
<ul>
<li>Gamow, George <i>The Great Physicists from Galileo to Einstein</i>,
Dover Publications, New York, 1961. George Gammow was both a great physicist
and a great popularizer of physics. These two books (particularly the second one)
also include personal anecdotes of the author's experience with a number of the
quantum era physicists. The first book, despite the title, also includes a chapter
and scattered bits here and there on pre-Galilean physics, featuring Archemedes
in particular.
<li>Gamow, George <i>Thirty Years That Shook Physics: The Story of Quantum
Theory</i>, Dover Publications, New York, 1966.
<li>Purrington, Robert D. <i>Physics in the Nineteenth Century</i>, Rutgers
University Press, New Brunswick, New Jersey, 1997.
<li>Shamos, Morris H. <i>Great Experiments in Physics: Firsthand Accounts
from Galileo to Einstein</i>, Dover Publications, New York, 1959.
</ul>
<h4><a name="courses">Online courses, textbooks and problems</a></h4>
<li>Kenneth Kohler's e-book <a
href="http://www.rwc.uc.edu/koehler/biophys/text.html">College Physics for
Students of Biology and Chemestry</a>
<li>Burley, Carrington, Kobes and Kunstatter present a series of <a
href="http://theory.uwinnipeg.ca/physics/index.html">Introductory Physics
Notes</a> for a non-calculus based physics course covering classical
mechanics, electromagnetism, light, and some modern physics. Included
here are sample problems with solutions.
<li>The World Lecture Hall's <a
href="http://www.utexas.edu/world/lecture/phy/">Physics</a> pages link to
a number of course sites online.
<li>Glenbrook South Physics Department presents a number of online
tutorials on sundry physics topics in classical mechanics, waves, and optics
in their <a
href="http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html">Physics
Classroom</a>, all presented at the High School, non-calculus based level.
<font color="red"><b><i>New!</i></b></font> 3/2/03
<li>The Community Learning Network (CLN) collects a number of <a
href="http://www.cln.org/subjects/physics_inst.html">Instructional Materials
in Physics</a> including both on-site curricular materials grouped by topic
and links to off-site physics resources.
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<li>Aimed at 8th and 9th grade students, <a
href="http://www.textbookleague.org/65expl.htm">Science Insights: Exploring
Matter and Energy</a> could use some editing.
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<li>A non-calculus based textbook used by a number of high schools, is
<a href="http://www.glencoe.com/sec/science/physics/index2.php?yr=99">Glencoe
Science Physics: Principles & Problems</a> Their support page includes
interactive practice quizzes, additional sample problems, links and monthly
news articles sorted by chapter.
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<li>Serway and Faughn's <a
href="http://www.brookscole.com/cgi-brookscole/course_products_bc.pl?fid=M2&topic_code=&discipline_number=13&product_isbn_issn=003023798X">
College Physics</a> is a non-calculus based text, but is more mathematically rigorous
than Glencoe's text. This site by the publisher includes resources for the student
and instructor for working with the 5th edition. Resources for other editions are
also available <a href="http://info.brookscole.com/serway/">here</a>. As well
as being suitable for non-science majors in college, this text is useful at the
high-school level as well.
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<h4><a name="pros">Professional organizations and journals></a></h4>
<li><a href="http://www.aip.org">The American Institute of Physics</a>
(AIP) is the primary profesional organization for physicists in the
United States of America.
<li><a href="http://www.aapt.org">The American Association of Physics
Teachers</a> (AAPT) is the primary profesional organization for physics
teachers in the U.S.A., be they teaching at the undergraduate, high
school, or graduate level.
<li>The <a
href="http://www.aip.org/education/sps/sps.htm">Society of Physics
Students</a> (SPS) is a member organization of the AIP
and is "open to any person interested in physics, promotes the
professional development of students, and the professional contributions
that students make to the professional community and to society."
<li><a href="http://www.physicstoday.org">Physics Today</a> is a monthly
magazine published by the American Institute of Physics. Its articles are
generally at the same level of difficulty as those found in Scienific
American. While of particular interest to physicists, and undergraduates
who are considering physics as a career or major, interested high school
students will find many worthwhile articles within as well.
<li><a href="http://www.physicsweb.org">PhysicsWeb</a> is associated
with the UK magazine PhysicsWorld and presents a number of physics related
news articles, several links, and job search services (centered around
Europe).
<li><a
href="http://www.doe.mass.edu/frameworks/archive/sci96/sciencetoc.html">State
of Massachusetts Science & Technology Curriculum Framework</a> for K-12.
<h4>Collections of articles on miscellaneous physics topics</h4>
<li>The physics department at the University of Toronto presents a <a
href="http://www.upscale.utoronto.ca/GeneralInterest/GeneralInterest.html"
>Physics Virtual Bookshelf</a>, a series of articles on a number of
physics topics presented primarily at a conceptual level, with a minimal
amount of math involved. Appropriate for high school and above.
<li>Prof. Martin Goldman et al. at the University of Colorado present <a
href="http://www.colorado.edu/physics/2000/cover.html">Physics 2000</a>, a
collection of articles and interactive applets on electromagnetic waves,
quantum mechanics, atomic physics, and high-tech devices such as
television, lasers, microwave ovens, and liquid crystal displays (LCDs).
Much of this is written at the middle to high-school level, without the
use of algebra or calculus. Some algebra is involved in a number of
articles and some calculus oriented articles have been announced as in the
works.
<li>Here are collected a number of articles of <a
href="http://www.servtech.com/public/wkimler/humor/humor.html">Physics
Humor</a>
<li>If you don't have the proper units attached to your measurements,
no one will know what your measurements really mean. Prior to the development
of the metric system approximately 200 years ago, a wide variety of units were
used throughout the world. A number of <a
href="http://www.unc.edu/~rowlett/units/custom.html">Customary Units</a> continue
to be used in the English system in the U.S.A. outside of the scientific community.
In this page, Russ Howett collects and explains the development of and relationships
between sundry traditional English units of measurement.
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<h3><a name="classmech">Classical Mechanics</a></h3>
Classical Mechanics is the branch of physics first codified by Isaac
Newton, built on a foundation laid by Galileo. It works out quite well
so long as the velocities involved are much less than the speed of light
in a vacuum, when relativity kicks in, or if you try to specify the
momentum and position or energy and time of an object so closely that
quantum uncertainty becomes important. Most everyday situations involving
forces, mass, and energy, can be adequately described using classical
mechanics.
<li>In addition to his astronomical discoveries and his popularization of
the telescope as an astronomical instrument, Galileo Galilei (1564-1642) is
credited with uncovering the law of inertia as well as recognizing that near the
surface of the Earth all bodies fall at the same rate of acceleration. In
addition, he recognized that an object's velocity is dependent upon the frame
of reference of the observer, and that the motion of an object could be
described separately in vertical, and two horizontal dimensions, thus
developing the concept of Galilean relativity. Rice University's <a
href="http://es.rice.edu/ES/humsoc/Galileo/">Galileo Project</a> details
much of his history.
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<li>Suggesting that there might be a law of conservation of great physicists,
Isaac Newton was born in the year Galileo died. Newton (1642-1713) assembled
the basis of much of classical mechanics in his <a
href="http://www.marxists.org/reference/subject/philosophy/works/en/newton.htm">
Mathematical Principles of Natural Philosophy</a> (1687) other copies can be
found <a href="http://pnarae.com/phil/main_phil/total/newton1.htm">here</a>
and <a href="http://lib.zju.edu.cn/classics/newton.htm">here</a> and
<a href="http://members.tripod.com/~gravitee/">here</a> wherein he decribes
the relationships between forces, mass and acceleration as well as describes
the nature of the force of univeral gravitation.
All of these are English translations of the original Latin <i>Principia</i>.
Newton was notorious for developing his briliant ideas about mathematics
and physics and then not publishing them until much later. Many of the
concepts embeded in the Principia were developed by Newton while away from
Cambridge during the plague years of 1665-1666. His reticence to publish
earlier helped lead to a number of conflicts concerning priority between
Newton and his contemporaries such as Leibnitz, Hooke, and Huygens.
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<li>Eric Ludlum maintains <a href="http://www.siege-engine.com/">Siege
Engine.com</a> - a site centered around a Massachusetts group which
designs and opperates catapults, trebuchets, and the like. Perfect
for projectile motion, torque, potential energy and other mechanics
problems.
<li>One nifty area of the Exploratorium site mentioned above is this
section on <a
href="http://www.exploratorium.edu/skateboarding/index.html">Skateboard
Science</a>
<li>A number of specifications of the power, angular velocities, and
torques of automobile, airplane, and boat motors can be found online.
One such place is Marine Turbine Technologies' <a
href="http://marineturbine.com/outboard/default.htm">Turbine Outboard
Propulsion<a> page.
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<h3><a name="classem">Classical Electromagnetism</a></h3>
Electricity and magnetism had known of to one degree or another since ancient
times. The Greeks recorded that the rubbing of amber with wool caused that wool
to be attracted to the amber as far back as 600 BCE.
<li><a href="http://es.rice.edu/ES/humsoc/Galileo/People/gilbert.html">
William Gilbert</a> (1544-1603), physician to Queen Elizabeth published
one of the earliest scientific studies on magnetism <i>De Magnete</i>.
He also studied and classified a number of materials that were capable of
holding electrostatic charges when rubbed - testing more than the traditional
amber and jet. This page is a brief biography from the Galileo Project.
<font color="red"><b><i>New!</i></b></font> 3/4/03
<li>Otto von Guericke is most famous for demonstrating the forces resulting
from atmospheric pressure by creating a partial vacuum within the Magdeburg
sphere and failing to uncouple the hemispheres, even with teams of horses, before
air was returned to the interior of the sphere. He's also credited with developing
what may be the <a href="http://www.thebakken.org/artifacts/Guericke.htm">first
electrostatic generator</a> in 1672, which operated by spining a ball of sulfer against
a pad.
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<li><a href="http://chem.ch.huji.ac.il/~eugeniik/history/du_fay.html">Charles
Du Fay</a> (1698-1739) is credited with being the first to classify electrical charge
into two fluids: the resinous (which resulted from rubbing substances like amber) and
the vitreous (which resulted from rubbing substances like glass) and noting that like
fluids repeled, while opposing fluids attracted.
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<li>Pieter van Musschenbroek at the University of Leyden in the Netherlands invented
a way to store electrical charge in 1745 in a device which became known as the
<a href="http://chem.ch.huji.ac.il/~eugeniik/instruments/archaic/leyden_jars.htm">
Leyden Jar</a>. These devices were the first capacitors, and an array of them, just
like an array of artilery, became known as a battery.
<font color="red"><b><i>New!</i></b></font> 3/4/03
<li>The <a href="http://home.houston.rr.com/molerat/ind3.htm">Bizarre Leyden
Jar</a> page explains how to construct your own Leyden jar. As does this <a
href="http://www.alaska.net/~natnkell/leyden.htm">Leyden jar</a> page.
<font color="red"><b><i>New!</i></b></font> 3/12/03
<li>Twyla Kitts's <a href="http://www.mos.org/learn_more/ed_res/cheapbook/leyden/">
Leyden Jar</a> page descibes an elementary and middle school level lab for making
the devices with pie plates.
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<li>In the 1780's <a href="http://www.thiel.edu/digitalelectronics/people/Coulomb/Charles%20de%20Coulomb.htm">
Charles Augustin de Coulomb</a> performed experiments with the torsion pendulum which
enabled him to calculate the strength of the electrostatic force. Coulomb's
experimental design was copied by Henry Cavendish for his "weighing of the Earth"
experiment, which determined the size of the gravitational constant "G" from Newton's
law of universal gravitation. This page was written by J.J. O'Connor & E F Robinson.
<font color="red"><b><i>New!</i></b></font> 3/12/03
<li>Another page on <a href="http://www.geocities.com/bioelectrochemistry/coulomb.htm">
Coulomb</a> can be found here.
<font color="red"><b><i>New!</i></b></font> 3/12/03
<li>Between 1799 and 1800, <a
href="http://www.italian-american.com/volta.htm">Count Alessandro Volta</a> (1745-1827)invented the voltaic pile,
essentially a series of capacitors, which was the forerunner of the modern electric
battery. Another article on Volta can be found at <a href="http://www.newadvent.org/cathen/15503a.htm">
The Catholic Encyclopedia</a>, with yet another at <a
href="http://www.ideafinder.com/history/inventors/volta.htm">The Idea Factory</a>
<font color="red"><b><i>New!</i></b></font> 3/12/03
<h3><a name="thermo">Thermodynamics</a></h3>
Thermodynamics is the study of the affects of internal energy on a system.
This includes the study of temperature and of entropy. Entropy is a
measure of the disorder in a system. A system with low entropy might have
all of its components near one particular energy state. A system with
high entropy would have its components in a wide distribution of energy
states. A neatly organized room is in a state of low entropy. A desk
whose contents are distributed haphazardly about it, with only a few items
in their assigned places (socks in a sock drawer for example), would be in
a state of high entropy. Modern thermodynamics is highly dependent on
mathematical tools from statistics.
<li>Following Boyle's Law, the Law of Charles & Gay-Lussac, The Ideal
Gas Law (PV=nRT)is most students' introduction to topic of thermodynamics.
this Java-based <a
href="http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm">Gas Law
Program</a> by Kirk Haines, John Gelder, and Michael Abraham presents a
cross-sectional view of piston enclosing a particle model of an ideal
gas model of a helium, neon mixture. The user is able to vary the
pressure, temperature, volume, and number densities and watch how the
other quantities change, and how the speed distribution of the particles
varies.
<font color="red"><b><i>New!</i></b></font> 3/2/03
<li>The <a
href="http://www.maxwellian.demon.co.uk/index.html">Maxwellian Demon</a>
site contains a number of articles and links relating to thermodynamics
and its relation to information theory.
<li>Here's an explaination of <a
href
="http://www.chem.uci.edu/education/undergrad_pgm/applets/bounce/demon.htm"
>Maxwell's Demon</a> and The Second Law of Thermodynamics.
<li>Tim Graham is the attributed author of a creative, humorous answer
to the exam question: <a
href="http://www.pinetree.net/humor/thermodynamics.html">Is
Hell Exothermic or Endothermic?</a>
<h3><a name="waves">Vibrations and Waves</a></h3>
<li>Thomas Young in 1801 demonstrated that light behaves as a wave in
his famous Double-Slit interference experiment. In that experiment, Young
placed a a source of light behind a pinhole, and alowed that light to enter
two slits or pinholes in a barrier beyond. Those slits acted as new sources
of light. Because light acts as a wave, when a crest from one source
overlaps a crest from the other, the light there adds together and is
brighter. Similarly, when a trough overlaps a trough, the light adds together
and is brighter. But when a trough from one source overlaps a crest from
the other, the two waves cancel each other out and the region is dimmer.
This results in an alternating bright-dark pattern of <i>interference
fringes</i> on any screen placed beyond the two slits. The spacing of the
fringes is dependent on the wavelength of the light and the the spacing
of the slits. This <a
href="http://www.ece.gatech.edu/research/ccss/education/Java/1998.Winter/Projects/pierce-woods/project/">
Young's Double Slit Applet</a> allows you to examine the results of such
an experiment while varying all of the parameters. No math shown, although
the parameter dimensions are listed. Young's experiment caused the physics
community to consider light as waves rather than as Newton's corpuscular
particles - until the dawn of quantum mechanics when we realized that
light behaves as both a wave and a particle. At that time it was also
realized that electrons and other particles could behave like waves
when they went through their own Double-slit interference experiments.
<li>Joseph Alward collects a number of nice diagrams showing <a
href="http://sol.sci.uop.edu/~jfalward/lightinterference/lightinterference.html">
Light Interference</a>. Uses algebra and trigonometry.
<h3><a name="relativity">Relativity</a></h3>
Albert Einstein's 1905 theory of special relativity describes how
objects behave as they move faster and faster, approaching, but never
reaching the speed of light. It also shows how an objects energy and its
rest mass (mass when not moving) are proportional to each other and relies
on the speed of light being observed as the same by everyone - regardless
of what velocities they may be moving relative to each other. Einstein's
1915 expansion to that theory, general relativity, describes how the
masses of objects can be seen as bending the fabric of space and time and
that bending is responsible for the effects of gravity - both on objects
with mass, and on light.
<li><a
href="http://www.geocities.com/ResearchTriangle/System/8956/Bondi/intro.htm">Bondi
K-Calculus</a> - a method of deriving the effects of Special Relativity,
using only basic math.
<li><a
href="http://math.ucr.edu/home/baez/physics/relativity.html">Usenet
Relativity FAQ</a>
<li>Jason W. Hinson's <a
href="http://www.physics.purdue.edu/~hinson/ftl/index.html">Relativty and
FTL (Faster than Light) Travel Homepage</a>
<li><a href="http://www.modernrelativity.com/">Modern Relativity</a> is
a collection of pages on General Relativity. While many of these pages
have a fair amount of qualitative description, they also rely on
multivariable calculus and differential equations.
(undergraduate-graduate level)
<li>Sean M. Carroll's <a
href="http://pancake.uchicago.edu/~carroll/notes/">Lecture Notes on
General Relativity</a> derived from a graduate level course and with
related links.
<h3><a name="qm">Quantum Mechanics</a></h3>
If relativity is the physics of the very large, quantum mechanics is the
physics of the very small. Quantum mechanics gets its name from the
observation that there is not a continuous spectrum of energy levels of
such things as electrons surrounding atoms or protons and neutrons within
the nucleii of such atoms. Rather, electrons can only change their
potential energy in bursts of discrete "quanta" or packets. These jumps
correspond to the energy of a photon, a quantum of light, released when
the electorn's energy drops or absorbed to make the electron's energy
rise. They must be those specific values, no less.<p>
In the first half of the 20th century, the foundations of quantum
mechanics were laid out. These included the discovery that particles can
behave like waves and that light, thought to behave more like a wave, can
also behave like a particle. In addition quantum mechanics shows that it
is impossible to pin down how fast and in what direction a particular
particle at a particular location is moving - there must always be a
certain level of uncertainty in such a measurement. There is a similar
uncertainty in a particle's energy and the time that it has that energy.
In addition when ever we try to pin down whether a thing is acting more
like a wave or a particle or where exactly it is and where it's moving,
the way we go about making our check will change the experiment. Because
we're making the observation, that will change the outcome.<p>
<li>Tom from the Queen Mary University of London presents a series of
pages describing the dual wave-particle natures of light and things we
usually think of as particles like electrons in this <a
href="http://www.qmw.ac.uk/~zgap118/">Wave Particle Duality</a> site. The
text is mostly concept oriented with a little algebra and has several
questions scattered throughout.
<li>David Harrison of the University of Toronto describes the <a
href="http://www.upscale.utoronto.ca/GeneralInterest/Harrison/SternGerlach/SternGerlach.html"
>Stern-Gerlach Experiment</a> which, in 1922 established electron spin
polarization. He also describes the use of Stern-Gerlach apparati in
correlation experiments
<h3><a name="nuke">Nuclear and Particle Physics</a></h3>
<li><a href="http://www.lbl.gov/nsd/education/ABC/index.html">The ABC's
of Nuclear Science</a>
<li><a href="http://www.cpepweb.org/">Contemporary Physics Education
Project</a>
<li><a href="http://fusioned.gat.com/home.html">General Atomics Fusion
Group Educational Home Page</a>
<li>The Particle Data Group of Lawrence Berkeley National Laboratory's
<a href="http://particleadventure.org/">Particle Adventure</a>
<li>The Stanford Linear Accelerator (SLAC)'s <a
href="http://www2.slac.stanford.edu/vvc/contents.html">Virtual Visitor
Center</a> includes a large section describing particle theory, mostly at
a conceptual level, with some algebra. Some familiarity with physics is
helpful here, such as knowledge of the concepts of force, momentum and
energy. Otherwise, it is appropriate for high school students and above.
<li>Northwestern University's <a
href="http://www.nwu.edu/research-safety/rad/radwor/index.htm">Radiation
Safety Handbook</a>
<h3><a name="guts">GUTs, TOEs, String Theory and M-Brane Theory</a></h3>
GUTs are Grand Unification Theories - theories which unite the four
fundamental forces of Electromagnetism, and the Weak and Strong
Nuclear forces. TOEs are Theories of Everything - which unite those three
forces with the force of Gravity. If these forces behave as if they are
the same force, it appears that they do so only at very high energies,
which makes experimental verification of GUTs rather difficult. Currently
there is solid experimental evidence verifying Electroweak theories -
those which unify Electromagnetism with the Weak nuclear force.
Superstring theory, aka string theory, is currently the best candidate for
a working GUT & TOE, but the energies that would be required to verify it
are cosmologically large, far exceeding that of any accelerator we could build
in the forseable future. String theory also incorporates the earlier
Supersymmetry theory (SUSY), versions of which continue to evolve
independently of string theory.
<li>Kenneth Koehler presents this <a
href="http://www.rwc.uc.edu/koehler/qg/qg.html">Quantum Gravity Concept Map</a>.
<font color="red"><b><i>New!</i></b></font> 3/2/03
<li>David Wagner presents <a
href="http://hep-www.colorado.edu/~wagner/susynlc/susynlc.html">Introduction
to Supersymmetry at the NLC</a> the Next Linear Collider at Colorado
University.
<li>John Pierre's <a
href="http://www.physics.ucsb.edu/~jpierre/strings/">Superstrings! String
Theory Home Page</a>
<li><a href="http://superstringtheory.com/">The Official String Theory
Web Site</a>
<li>Offline
<ul>
<li>Perhaps the best source for the interested layperson on string
theory is:<br>
Greene, Brian <i>The Elegant Universe: Superstrings, Hidden
Dimensions, and the Quest for the Ultimate Theory</i>, W. W. Norton &
Company, New York, 1999. Reading Level: High School & above.
</ul>
<h3><a name="astro">Astrophysics, Space Science, Planetary Science and Cosmology</a></h3>
<li>See my <a
href="astro.html">Astrophysics, Space
Science, Planetary Science and Cosmology</a> page.
</ul>
<hr>
last updated 3/2/03<br>
<a href="index.html">Christopher B. Siren</a>
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