Phoenix science series

This book is designed to help biologists who must create their own illustrations and artists who are confronted with unfamiliar biological subjects. The author, an experienced biological illustrator, gives practical instructions and advice on the consideration of size and of printing processes, choice of materials, methods for saving time and labor, drawing techniques, lettering methods, and mounting and packing the finished illustrations. She explains how to produce clear and attractive charts, graphs, and maps, so essential to science publications. Though this primer does not cover photographic techniques, it does include advice on retouching, cropping, and mounting photographs and on using photographs of biological subjects as aids in drawing. This second edition is updated to reflect the many technological changes in art materials and printing processes that have occurred since the book's first publication, and it includes an entirely new chapter on planning, designing, and mounting the poster presentations that have become an essential part of conferences held by scientific societies. Also included are the requirements and conventions peculiar to biological illustration and a bibliography of useful reference works.

The lecture notes presented here in facsimile were prepared by Enrico Fermi for students of his course at the University of Chicago in 1954. They are vivid examples of Fermi's unique ability to lecture simply and clearly on the most essential aspects of quantum mechanics. At the close of each lecture, Fermi created a single problem for his students. These challenging exercises were not included in Fermi's notes but were preserved in the notes of his students. This second edition includes a set of Fermi's assigned problems as compiled by a former student, Robert A. Schluter.

When first published posthumously in 1963, this book presented a radically different approach to the teaching of calculus. In sharp contrast to the methods of his time, Otto Toeplitz did not teach calculus as a static system of techniques and facts to be memorized. Instead, he drew on his knowledge of the history of mathematics and presented calculus as an organic evolution of ideas beginning with the discoveries of Greek scholars, such as Archimedes, Pythagoras, and Euclid, and developing through the centuries in the work of Kepler, Galileo, Fermat, Newton, and Leibniz.