诺贝尔奖获得者全书【1963年】【物理学奖】
【获奖类别】物理学奖【获奖年代】1963年
【获得情况】维格纳（Eugene Paul Wigner），梅耶（Maria Goeppert Mayer）和詹森（Johannes Hans Daniel Jensen）
[img]http://nobelprize.org/physics/laureates/1963/wigner.jpg[/img]
维格纳（Eugene Paul Wigner）
1902年11月17日出生于匈亚利的布达佩斯
1995年9月8日逝世
[img]http://nobelprize.org/physics/laureates/1963/mayer.jpg[/img]
梅耶（Maria Goeppert Mayer）
1906年6月28日出生在德国卡托维兹（现属波兰）
1972年2月21日逝世
[img]http://nobelprize.org/physics/laureates/1963/jensen.jpg[/img]
詹森（Johannes Hans Daniel Jensen）
1907年6月25日出生在德国汉堡
1973年逝世
【获奖理由】1963年诺贝尔物理学奖授予美国物理学家维格纳(Eugene Paul Wigner,1902-1995)，以表彰他对原子核和基本粒子理论，特别是通过基本对称原理的发现和应用所作出的贡献；另一半授予美国物理学家玛丽·戈佩特－迈耶夫人(Maria Goeppert-Mayer，1906-1972)和德国物理学家延森(J.Hans.D.Jensen)，以表彰他们在发现核壳层结构方面所作的贡献。
【研究成果】1927年，维格纳指出原子的两类不同能级来自于描述原子的波函数在空间反射变换下具有不变性。这种对称性很快在原子光谱分析中得到了利用，后来又被应用于原子核物理和粒子物理，进一步发展成为一条普遍规律——宇称守恒定律。现在人们知道，宇称守恒定律仅在强相互作用和电磁相互作用中适用，在弱相互作用中并不适用。维格纳将高深莫测的群论应用于量子力学，并以群论为基础，发展了原子的能级理论。在将群论应用于原子物理学的研究中，他发现核子之间存在一种非电磁性的作用力——核力，它比电磁力强，正是这种作用力使核子结合在一起，但当核子之间的距离大于0.5×10-12厘米时，这种力就很快消失。他的这一发现使人们对原子核的认识进入一个崭新的阶段。维格纳和塞茨对固体中电子波函数的处理方法为固体物理学奠定了基础。维格纳将群论成功地应用于原子物理学，成绩卓著，为原子物理理论，同时也为原子核与基本粒子理论的发展作出了巨大贡献。
20世纪30年代，人们发现，当质子和（或）中子的数目是所谓的“幻数”（即2、8、20、28、50、82、和126）时，这些质子和（或）中子在原子核中都形成特别稳定的结构。由于原子核的液滴模型无法解释这些幻数，人们便试图按照波尔和泡利对元素周期律的成功解释去类似地理解这些幻数，即假定核子（质子和中子的统称）都在一共同力场中的轨道上运动，这些轨道按所谓的壳层排列，幻数就代表与下一个壳层截然分开的完整壳层所能填充的核子的数目。然而，这种解释只对轻核才是成功的。1948年初，梅耶和詹森同时独立地建立了使壳层模型易于被人们接受的观念。他们的关键想法是：当核子的自旋方向与它绕原子核中心旋转的方向相同或相反时，核子的能量是不同的，每个核子的自旋和轨道角动量之间都存在着使这两个矢量趋于平行的强耦合。梅耶和詹森合作证明了这些幻数是如何与壳层模型中具有最大稳定性的核相对应的，并在1955年合作出版了《原子核壳层结构基本理论》一书。在这本书中，他们证明了幻核及其邻近核应该具有某些特殊性质，例如，幻核捕获慢中子的几率较小。他们还预言了核的角动量值以及在角动量值较大的区域人们应能发现大量的同质异能素。后来，实验证实了他们的这些预言。
【获奖感言】 寻求用漂亮的方程式来描述基本理论已成为物理学中导致重大发现的实用工具。这不仅在于数学所具有的美学，而且经验表明只有这样的理论才能获得长久的成功。维格纳曾经问道：“为什么数学会超乎常理地有效呢？”这很值得深思。
【其它事件】汤川的父亲是地质学家小川琢治，汤川秀树为第三子。小川琢治长子小川芳树是冶金学者，次子贝塚茂树是东方史学者，而四子小川环树是中国文学研究者。
研究文献原文存放：
Eugene Paul Wigner，the collected works of Eugene Paul Wigner
梅耶，詹森，原子核壳层结构基本理论，1955
维格纳，梅耶和詹森 的讲演稿（Prize Lecture）已经上传到：
邮箱地址：[email]yljnoble@126.com[/email]
密码：yalvjiang
获奖者的获奖演讲：
Eugene Wigner – Banquet Speech
Eugene Wigner's speech at the Nobel Banquet in Stockholm, December 10, 1963
I wish to thank first in the names of Drs. Maria Goeppert Mayer and Jensen, as well as in my own name, for the honor we received and for the beautiful celebration, for the truly heart-warming festivities, which we all enjoyed. We are all deeply grateful. However, new gratitude should never efface old ones and I wish to say at this occasion a few words on a subject about which we think little when young but which we appreciate increasingly when we reflect on our intellectual development. I mean our indebtedness to our teachers.
Man's knowledge has become man's knowledge rather than individual knowledge because he has developed codes in which sound signals correspond to objects and actions and he can learn one of these codes early in life in some mysterious way. Hence, people can communicate their knowledge and teach each other. Much of what we know, and most of the science which we know, was taught to us in this way. This process may be called manifest teaching-learning. Much can be said about this, in fact much has been said about it, but this is not my concern this evening.
What I wish to draw attention to is how much of our interest in science, and how much of our attitude toward science, we owe to our teachers. My own history begins in the high-school in Hungary where my mathematics teacher, Ratz, gave me books to read and evoked in me a sense for the beauty of his subject. I can not mention all to whom I am indebted but I do wish to mention the inspiration received from Polanyi. He taught me, among other things, that science begins when a body of phenomena is available which shows some coherence and regularities, that science consists in assimilating these regularities and in creating concepts which permit expressing these regularities in a natural way. He also taught me that it is this method of science rather than the concepts themselves (such as energy) which should be applied to other fields of learning.
We have not only teachers who are older than we, we learn also from contemporaries and younger colleagues. The contemporary from whom I learned most - in fact immensely much - was von Neumann but that was mostly mathematics. In leadership a young man at that time, Ray Herb, was my tutor. My scientific attitudes were greatly influenced also by students - some of whom had a more mature outlook than I. Perhaps I better not mention names lest they ask for a return of the tuition fee. To all of them I am deeply grateful, as we are to you for all that we have experienced today. 信箱进不去啊 ？ [s:47] 看看! 路过啊..看看啊 [s:103]
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