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Essential Mathematical Methods for the Physical Sciences, by K. F. Riley, M. P. Hobson
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The mathematical methods that physical scientists need for solving substantial problems in their fields of study are set out clearly and simply in this tutorial-style textbook. Students will develop problem-solving skills through hundreds of worked examples, self-test questions and homework problems. Each chapter concludes with a summary of the main procedures and results and all assumed prior knowledge is summarized in one of the appendices. Over 300 worked examples show how to use the techniques and around 100 self-test questions in the footnotes act as checkpoints to build student confidence. Nearly 400 end-of-chapter problems combine ideas from the chapter to reinforce the concepts. Hints and outline answers to the odd-numbered problems are given at the end of each chapter, with fully-worked solutions to these problems given in the accompanying Student Solutions Manual. Fully-worked solutions to all problems, password-protected for instructors, are available at www.cambridge.org/essential.
- Sales Rank: #505134 in Books
- Brand: Brand: Cambridge University Press
- Published on: 2011-03-28
- Original language: English
- Number of items: 1
- Dimensions: 9.69" h x 1.54" w x 7.44" l, 4.35 pounds
- Binding: Hardcover
- 843 pages
- Used Book in Good Condition
Review
"Problem solving skills can only be developed by solving problems, and here students can gorge on many stimulating problems ... this book can be recommended as [a] thorough, readable, mathematical methods textbook for undergraduates on a par with the book of Boas. As Paul Dirac said "God used beautiful mathematics in creating the world", and students will not go far wrong by beginning their journey into mathematical physics here."
C. A. Downing, Contemporary Physics
About the Author
K. F. Riley read mathematics at the University of Cambridge and proceeded to a Ph.D. there in theoretical and experimental nuclear physics. He became a Research Associate in elementary particle physics at Brookhaven, and then, having taken up a lectureship at the Cavendish Laboratory, Cambridge, continued this research at the Rutherford Laboratory and Stanford; in particular he was involved in the experimental discovery of a number of the early baryonic resonances. As well as having been Senior Tutor at Clare College, where he has taught physics and mathematics for over 40 years, he has served on many committees concerned with the teaching and examining of these subjects at all levels of tertiary and undergraduate education. He is also one of the authors of 200 Puzzling Physics Problems.
M. P. Hobson read natural sciences at the University of Cambridge, specialising in theoretical physics, and remained at the Cavendish Laboratory to complete a Ph.D. in the physics of star-formation. As a Research Fellow at Trinity Hall, Cambridge, and subsequently an Advanced Fellow of the Particle Physics and Astronomy Research Council, he developed an interest in cosmology, and in particular in the study of fluctuations in the cosmic microwave background. He was involved in the first detection of these fluctuations using a ground-based interferometer. Currently a University Reader at the Cavendish Laboratory, his research interests include both theoretical and observational aspects of cosmology, and he is the principal author of General Relativity: An Introduction for Physicists. He is also a Director of Studies in Natural Sciences at Trinity Hall and enjoys an active role in the teaching of undergraduate physics and mathematics.
Most helpful customer reviews
4 of 4 people found the following review helpful.
Don't even consider buying this
By a s
This book is singularly unhelpful. I purchased it because it is required for a class I am taking, but have it found it utterly useless for understanding any of the material it purports to cover. I have had to consult multiple outside sources - other books, websites, programs, people, and even notes from other classes - for every single topic this book is supposed to cover - just to understand what the problems at the end of the chapter are even asking the reader to attempt to do.
There are two purposes of a textbook: 1) to aid the reader in understanding the material's use, significance, and background and 2) to supply sample problems for the reader to practice and test their understanding of that first objective.
In the first objective this textbook has failed utterly in every way. There is virtually no explanation of the usage of any of the material being covered except in off-handed comments such as "this is important in the physical sciences." There is no explanation or proof of most of the theorems, formulae, and other concepts. Lastly, it is simply void of practical, actionable examples clearly showing how to use the material and situations in which to apply it. Instead it regularly skips over most steps of the examples, with implications that certain things are possible to do and yet never giving an explanation as to how to do them.
As a result, while the book supplies an ample number of problems at the end of each chapter, they are utterly incomprehensible to anyone who has been using only this textbook, making them completely unusable without consultation of outside sources.
If a textbook cannot stand on its own, and if it cannot enhance the reader's understanding of the material, it has failed.
If you are a hobbyist or independent learner, do not buy this book; it will not help you.
If you are a Professor or other Instructor, I implore you not to use this book for your classes; it will not help your students.
If you are, like me, a graduate student who is stuck using this book, I recommend for your own sake that you try to convince your Instructor to use a different one. Otherwise, I am sorry that you have to share my fate.
3 of 3 people found the following review helpful.
Not Meant for Learning
By Alex
Bought it as a required text for class. Not only is it unhelpful, it is demeaning. Never before have I had a textbook say "From this, clearly..." Imagine if a professor said that to their students, "Clearly...anything..." No teaching tool should ever suggest that something is obvious; it's like telling the learner that they are dumb if they don't just get it.
As noted by others, examples skip steps. Show me the steps that get to the solution so I can understand; don't draw abstract conclusions from the problem without any explanation.
Furthermore, the chapter questions are not slanted for learning and applying new skills. They are abstract, and I frequently find myself devoting a significant amount of time to figuring out what a question is asking before I am able to approach solving it.
If any professors read this review while on the market for a textbook for their upcoming class and need an example of what not to choose, look no further.
9 of 11 people found the following review helpful.
It follows that... / It is obvious that...
By R. Hall
The book is ridden with the two phases that title this review. The book isn't awful, I've seen worse. It is, by no means, the best though. I used other books and online resources as much as possible for my mathematical methods class.
To elaborate, the book shows you the first steps of a proof or solution: A ~~~ B ~~~ C ... "now it is obvious that" C ~~~~~ Z. What the heck!? Where are steps D through Y!?!? That might be obvious for a mathematician but this college engineering major is super lost!
Such was my relationship with this book. Use at your own risk!
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