This highly-regarded text provides a comprehensive introduction to modern particle physics. Extensively rewritten and updated, this 4th edition includes developments in elementary particle physics, as well as its connections with cosmology and astrophysics. As in previous editions, the balance between experiment and theory is continually emphasised. The stress is on the phenomenological approach and basic theoretical concepts rather than rigorous mathematical detail. Short descriptions are given of some of the key experiments in the field, and how they have influenced our thinking. Although most of the material is presented in the context of the Standard Model of quarks and leptons, the shortcomings of this model and new physics beyond its compass (such as supersymmetry, neutrino mass and oscillations, GUTs and superstrings) are also discussed. The text includes many problems and a detailed and annotated further reading list.

Brings together a broad range of essential science information. Both fundamental and advanced concepts are presented in table, glossaries and summaries for quick memory refreshers at all levels.

The study of nonlinear dynamical systems has exploded in the past 25 years, and Robert L. Devaney has made these advanced research developments accessible to undergraduate and graduate mathematics students as well as researchers in other disciplines with the introduction of this widely praised book. In this second edition of his best-selling text, Devaney includes new material on the orbit diagram fro maps of the interval and the Mandelbrot set, as well as striking color photos illustrating both Julia and Mandelbrot sets. This book assumes no prior acquaintance with advanced mathematical topics such as measure theory, topology, and differential geometry. Assuming only a knowledge of calculus, Devaney introduces many of the basic concepts of modern dynamical systems theory and leads the reader to the point of current research in several areas.

The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.