Application of logistic analysis to the history of physics

Recently, two analyses have tried to put technological progress in a larger context. One interpretation hypothesizes that technological progress is likely to continue at increasingly higher rates of change. Another interpretation, which includes data from the beginning of the universe to the present, suggests that the universe is approaching a transition point in a logistic development of complexity. This logistic development is similar to the way ideas or products diffuse in a population, i.e., the rate of discovery in a field of knowledge is proportional to the amount discovered and the amount to be discovered. To test a part of this hypothesis, a leading indicator field (fundamental physics) was identified and the events in the history of this field were analyzed. Twelve subfields were identified and grouped into six stages. Each stage seemed to demonstrate a logistic-like development. By analyzing both the median time of development and the characteristic time of development of these stages, the overall development of this one field was found to suggest logistic development. These data seem to indicate that development in fundamental physics is slowing down, with at least one subfield beyond string physics yet to be developed. The data tend to support the hypothesis that a knowledge field can develop logistically.     

互动教学在原子核物理中的运用

原子核物理课程是核技术专业的一门极其重要的专业基础课程.原子核物理作为一门理论课程,学生普遍反映枯燥无味.为改变现状将采用多种形式的互动教学方式,来提高学生对原子核物理理论的理解和掌握.实践证明该方法可以培养学生的学习兴趣,充分调动学生的积极性,在实际教学中,获得了良好的教学效果.     

大学物理实验与学生动手能力的培养

物理实验是一门实验性课程,培养动手能力是物理实验课的基本任务和根本要求,可以通过激发学生兴趣,增强教学针对性,分阶段教学和改革实验课教学等多种途径来培养学生的动手能力。     

Statistical Regularity and Free Will: L.A.J. Quetelet and P.A. Nekrasov

In the 19th century, causes of empirically observed stability of averages in settings relating to human behaviour were a topic of intense discussion in western Europe. This followed an extensive study of empirical stability by the founder of modern statistics (and of the International Statistical Institute) L.A.J. Quetelet, published in 1835, in what he called "Social Physics". The eminent mathematician of strong probabilistic and philosophical inclination and Russian Orthodox religious belief, P.A. Nekrasov, took up and modified Quetelet's Social Physics in 1902, with (social) independence seen as prime cause of statistical regularity. Our paper focuses on the role free will plays in the statistical writings of Quetelet and of Nekrasov. The work of the latter has remained little known in general, mainly for politico-ideological reasons.     

物理学在经济系统研究中的应用

运用物理学的理论和方法,对由大量非同质组分组成、相互间有很强作用、具有剧烈涨落、处于非平衡动力学过程中的经济系统进行分析和研究。     

产业创新驱动发展中的基础研究主体

基础研究是产业创新发展的重要驱动力。基于德温特专利数据，通过对美国物理学领域13个类别各前500个专利权人的数据分析表明，公司是最主要创新主体，这种现象有其合理性。相较于美国，中国公司虽然也是主要专利权人，但其占比相对偏低，而高校和科研院所占比明显偏高。推动产业创新发展，中国要更加重视基础研究在产业创新发展中的作用，充分凸显公司在基础研究领域的主体地位。     

大学物理多媒体教学中引入讨论课的探索

在大学物理课程多媒体教学中我们引入了讨论课。实践证明这种教学模式能最大限度地激发学生的学习兴趣,增强学生的学习能力,同时也提高了教学质量和教师自身的水平。     

提高物理实验教学质量的几点建议

随着高等院校对教学改革的深入,物理实验教学课时越来越少,而物理实验自身所涉及的知识面相对较广,所以必须对物理实验教学体制和方式进行相应的调整。本文以提高学生自主学习的能力、锻炼学生的动手能力、开发学生的创造能力为目的,对物理实验课程的教学提出了几点建议。     

麦克斯韦方程组的哲学思想探讨

一般对麦克斯韦方程组的理解仅仅在形式上和它的物理意义,与其它学科的联系探讨较少。本文对麦克斯韦方程组的物质性、对称性、协变性、统一性、和谐性方面的哲学问题进行全面系统的探讨。     

大学物理实验与学生动手能力的培养

物理实验是一门实验性课程,培养动手能力是物理实验课的基本任务和根本要求,可以通过激发学生兴趣,增强教学针对性,分阶段教学和改革实验课教学等多种途径来培养学生的动手能力。