Forgotten Contributions of Huygens in Today Teaching and Learning
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A Brief Tour Into the History of Gravity: from Emocritus to Einstein
American Journal of Space Science 1 (1): 33-45, 2013 ISSN: 1948-9927 © 2013 Science Publications doi:10.3844/ajssp.2013.33.45 Published Online 1 (1) 2013 (http://www.thescipub.com/ajss.toc) A Brief Tour into the History of Gravity: From Emocritus to Einstein Panagiotis Papaspirou and Xenophon Moussas Department of Physics, Section of Astrophysics, Astronomy and Mechanics, University of Athens, Athens, Greece ABSTRACT The History of Gravity encompasses many different versions of the idea of the Gravitational interaction, which starts already from the Presocratic Atomists, continues to the doctrines of the Platonic and Neoplatonic School and of the Aristotelian School, passes through the works of John Philoponus and John Bouridan and reaches the visions of Johannes Kepler and Galileo Galilei. Then, the major breakthrough in the Theory of Motion and the Theory of Gravity takes place within the realm of Isaac Newton’s most famous Principia and of the work of Gottfried Leibniz, continues with the contributions of the Post- newtonians, such as Leonhard Euler, reaches the epoch of its modern formulation by Ernst Mach and other Giants of Physics and Philosophy of this epoch, enriches its structure within the work of Henry Poincare and finally culminates within the work of Albert Einstein, with the formulation of the Theory of Special Relativity and of General Relativity at the begin of the 20th century. The evolution of the Theory of General Relativity still continues up to our times, is rich in forms it takes and full of ideas of theoretical strength. Many fundamental concepts of the Epistemology and the History of Physics appear in the study of the Theory of Gravity, such as the notions of Space, of Time, of Motion, of Mass, in its Inertial, Active Gravitational and Passive Gravitational form, of the Inertial system of reference, of the Force, of the Field, of the Riemannian Geometry and of the Field Equations. -
Newton.Indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag
omslag Newton.indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag. 1 e Dutch Republic proved ‘A new light on several to be extremely receptive to major gures involved in the groundbreaking ideas of Newton Isaac Newton (–). the reception of Newton’s Dutch scholars such as Willem work.’ and the Netherlands Jacob ’s Gravesande and Petrus Prof. Bert Theunissen, Newton the Netherlands and van Musschenbroek played a Utrecht University crucial role in the adaption and How Isaac Newton was Fashioned dissemination of Newton’s work, ‘is book provides an in the Dutch Republic not only in the Netherlands important contribution to but also in the rest of Europe. EDITED BY ERIC JORINK In the course of the eighteenth the study of the European AND AD MAAS century, Newton’s ideas (in Enlightenment with new dierent guises and interpre- insights in the circulation tations) became a veritable hype in Dutch society. In Newton of knowledge.’ and the Netherlands Newton’s Prof. Frans van Lunteren, sudden success is analyzed in Leiden University great depth and put into a new perspective. Ad Maas is curator at the Museum Boerhaave, Leiden, the Netherlands. Eric Jorink is researcher at the Huygens Institute for Netherlands History (Royal Dutch Academy of Arts and Sciences). / www.lup.nl LUP Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 1 Newton and the Netherlands Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 2 Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. -
Introduction
Introduction Queen's College, the predecessor of Rutgers University, was the eighth college to be founded in the American colonies. The early colonial colleges were founded to meet the emerging needs for an educated clergy, and to provide education to other leaders of the community. The religious leaders of the colonies were foremost in the movements to establish these colleges. Although denominational sponsorship was critical to the founding and early support of the colleges, there were generally no religious tests for students, and the colleges were chartered by the colonies. Leaders of the Puritan Congregational Church founded Harvard College in 1636 with a bequest of £400 from the Massachusetts Bay Colony. The College was organized and named Harvard College in 1639, and chartered in 1650. The traditional list of colonial colleges that followed Harvard College begins with William and Mary College, which was founded in 1693 by leaders of the Anglican Episcopal Church, followed by Yale College, which was founded in 1701 by leaders of the Puritan Congregational Church. The College of Philadelphia (later University of Pennsylvania) was founded in 1740 by Benjamin Franklin and other leading citizens of Philadelphia, and had the weakest religious connections of the colonial colleges. The College of New Jersey (later Princeton College) was founded in 1746 by leaders of the Presbyterian Church, King's College (later Columbia College) was founded in 1754 by leaders of the Anglican Episcopal Church, and the College of Rhode Island (later Brown College) was founded in 1764 by leaders of the Baptist Church. 1 History of Physics and Astronomy Some elements of physics and astronomy were taught in the colonial colleges from the time they opened. -
What's the Problem with the Cosmological Constant?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Philsci-Archive What’s the problem with the cosmological constant? Mike D. Schneider∗y Abstract The “Cosmological Constant Problem” (CCP) is widely considered a crisis in contemporary theoretical physics. Unfortunately, the search for its resolution is hampered by open disagreement about what is, strictly, the problem. This disagreement stems from the observation that the CCP is not a problem within any of our current theories, and nearly all of the details of those future theories for which the CCP could be made a problem are up for grabs. Given this state of affairs, I discuss how one ought to make sense of the role of the CCP in physics and generalize some lessons from it. ∗To contact the author, write to: Mike D. Schneider, Department of Logic and Philosophy of Science, University of California, Irvine; e-mail: [email protected]. yI would like to thank James Owen Weatherall and Erik Curiel for their steering comments on earlier drafts of this paper. I am also grateful for the many questions and comments from members of the Southern California Philosophy of Physics reading group, as well as for the positive reception of the paper at the Philosophy of Logic, Math, and Physics graduate student conference at the Rotman Institute of Philosophy at Western University. Finally, I am indebted to Jeffrey Barrett, JB Manchak, Hannah Rubin, Kyle Stanford, and John Earman, as well as to an anonymous reviewer and an editor for pushing me to make my punchlines clearer. -
Galileo's Contribution to Mechanics
Loyola University Chicago Loyola eCommons Physics: Faculty Publications and Other Works Faculty Publications 5-4-2017 Galileo's Contribution to Mechanics Asim Gangopadhyaya Loyola University Chicago, [email protected] Follow this and additional works at: https://ecommons.luc.edu/physics_facpubs Part of the History of Science, Technology, and Medicine Commons, and the Physics Commons Recommended Citation Gangopadhyaya, Asim, "Galileo's Contribution to Mechanics" (2017). Physics: Faculty Publications and Other Works. 49. https://ecommons.luc.edu/physics_facpubs/49 This Book Chapter is brought to you for free and open access by the Faculty Publications at Loyola eCommons. It has been accepted for inclusion in Physics: Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. © Wipf and Stock Publishers 2017 WHERE HAVE ALL THE HEAVENS GONE? . Science and Religion, 400 B. C.toA.D.i550; From Aristotle to Copernicus. Greenwood Guides to Science and Religion. Westport, CT: Greenwood, 2004. Land, Barbara. The Telescope Makers: From Galileo to the Space Age. New York; Crowell, 1968. Lindberg, David C. The Beginnings of Western Science: The European Scientific Tradition in Philosophical, Religious, and Institutional Context, Prehistory to A.D. 1450. 2nd ed. Chicago: University of Chicago Press, 2007. "Galileo, the Church, and the Cosmos." In When Science and 5 Christianity Meet, edited by David C. Lindberg and Ronald L. Numbers, 33-60. Chicago: University of Chicago Press, 2003. Lindberg, David C, and Ronald L. Numbers. When Science and Christianity Galileo's Contribution to Mechanics Meet. -
A Short History of Physics (Pdf)
A Short History of Physics Bernd A. Berg Florida State University PHY 1090 FSU August 28, 2012. References: Most of the following is copied from Wikepedia. Bernd Berg () History Physics FSU August 28, 2012. 1 / 25 Introduction Philosophy and Religion aim at Fundamental Truths. It is my believe that the secured part of this is in Physics. This happend by Trial and Error over more than 2,500 years and became systematic Theory and Observation only in the last 500 years. This talk collects important events of this time period and attaches them to the names of some people. I can only give an inadequate presentation of the complex process of scientific progress. The hope is that the flavor get over. Bernd Berg () History Physics FSU August 28, 2012. 2 / 25 Physics From Acient Greek: \Nature". Broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves. The universe is commonly defined as the totality of everything that exists or is known to exist. In many ways, physics stems from acient greek philosophy and was known as \natural philosophy" until the late 18th century. Bernd Berg () History Physics FSU August 28, 2012. 3 / 25 Ancient Physics: Remarkable people and ideas. Pythagoras (ca. 570{490 BC): a2 + b2 = c2 for rectangular triangle: Leucippus (early 5th century BC) opposed the idea of direct devine intervention in the universe. He and his student Democritus were the first to develop a theory of atomism. Plato (424/424{348/347) is said that to have disliked Democritus so much, that he wished his books burned. -
Example 6.1 the Conical Pendulum a Small Ball of Mass M Is Suspended from a String of Length L
Example 6.1 The Conical Pendulum A small ball of mass m is suspended from a string of length L. The ball revolves with constant speed v in a horizontal circle of radius r as shown in the figure. (Because the string sweeps out the surface of a cone, the system is known as a conical pendulum.) Find an expression for v. Example 6.2 How Fast Can It Spin? A puck of mass 0.500 kg is attached to the end of a cord 1.50 m long. The puck moves in a horizontal circle as shown in the figure. If the cord can withstand a maximum tension of 50.0 N, what is the maximum speed at which the puck can move before the cord breaks? Example 6.3 What Is the Maximum Speed of the Car? A 1500-kg car moving on a flat, horizontal road negotiates a curve as shown in the figure. If the radius of the curve is 35.0 m and the coefficient of static friction between the tires and dry pavement is 0.523, find the maximum speed the car can have and still make the turn successfully. Example 6.4 The Banked Roadway A civil engineer wishes to redesign the curved roadway in Example 6.3 in such a way that a car will not have to rely on friction to round the curve without skidding. In other words, a car moving at the designated speed can negotiate the curve even when the road is covered with ice. Such a road is usually banked, which means that the roadway is tilted toward the inside of the curve as seen in the figure. -
Circular Motion Review KEY 1. Define Or Explain the Following: A
Circular Motion Review KEY 1. Define or explain the following: a. Frequency The number of times that an object moves around a circle in a given period of time. b. Period The amount of time needed for an object to move once around a circular path. c. Hertz The standard unit of frequency. 1 cycle/second (or 1 revolution per second) d. Centripetal Force The centrally directed force that causes an object’s tangential velocity to change direction as it moves around a circle. e. Centrifugal Force The imaginary outward force which you feel as you go around a turn in a car. This “force” is a consequence of you being accelerating and your brain interpreting your tendency to move in a straight line as a force. 2. Which of the following is NOT a property of Centripetal Force? a. It is unbalanced b. It always has a real source c. It is directed outward from the center of the circle d. Its magnitude is proportional to mass e. Its magnitude is proportional to the square of speed f. Its magnitude is inversely proportional to the radius of the circle g. It is the amount of force required to turn a particular object in a particular circle 3. If an object is swung by a string in a vertical circle, explain two reasons why the string is most likely to break at the bottom of the circle. 1. The string tension needs to overcome the weight of the object to provide the needed centripetal force. 2. The object is moving the fastest at the bottom unless some force keeps the object at a constant speed as it moves around the circle. -
A Cultural History of Physics
Károly Simonyi A Cultural History of Physics Translated by David Kramer Originally published in Hungarian as A fizika kultûrtörténete, Fourth Edition, Akadémiai Kiadó, Budapest, 1998, and published in German as Kulturgeschichte der Physik, Third Edition, Verlag Harri Deutsch, Frankfurt am Main, 2001. First Hungarian edition 1978. CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2012 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Printed in the United States of America on acid-free paper Version Date: 20111110 International Standard Book Number: 978-1-56881-329-5 (Hardback) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowl- edged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. -
AP Physics 1 Investigation 3: Circular Motion How Do You Determine the Period of a Conical Pendulum?
AP Physics 1 Investigation 3: Circular Motion How do you determine the period of a conical pendulum? Central Challenge In this investigation, students use a toy that executes motion in a conical pendulum to study circular motion. Given only a meterstick and a stopwatch, they must design a procedure and make measurements to predict the period of motion of the conical pendulum. Background 1 INVESTIGATIONS AP PHYSICS A conical pendulum consists of an object moving in uniform circular motion at the end of a string of negligible mass (see Figure 1). A free-body diagram of the object is shown in Figure 2. represents the tension in the string and the gravitational force on the object is where m is the object’s mass and g is the acceleration due to gravity. Figure 1 Figure 2 The circular motion of the object is in the horizontal plane, so the horizontal component of the tension is serving as the centripetal force. Since there is no vertical motion of the object, the vertical component of the tension is equal to the gravitational force on the object. In equation form: Return to Table of Contents 77 © 2015 The College Board AP Physics 1 Investigation 3 where R is the radius of the object’s motion, v is the speed, and is the angle the string makes with the vertical, as shown in Figure 1. Combining these equations we get: The speed of an object in circular motion is given by where T is the period of the circular motion. Substituting this relationship into the equation above and rearranging we get . -
Conical Pendulum
Conical pendul um – measuring g Number 13573 0-EN Topic Me ch ani cs , two -dimensional motion Version 201 7-02-17 / HS Type Student exercise Suggested for grade 11 -12 p. 1/4 Objective To determine the acceleration due to gravity by means of a conical pendulum. Principle We use a conical pendulum in this experiment. The bob performs a circular motion under the influence of the tension of the string and the force of gravity. The angle between these two forces is read on the fly on the graduated scale on the conical pendulum. The orbital period can be found with a stopwatch or with a photogate. From the measured quantities, g can be calculated. Equipment (See Detailed List of Equipment at the last page) 207010 Conical pendulum 202550 gear motor DC power supply Stand material SpeedGate – or Photogate and timer (– or Stopwatch) Frederiksen Scientific A/S Tel. +45 7524 4966 [email protected] Viaduktvej 35 · DK-6870 Ølgod Fax +45 7524 6282 www.frederiksen.eu 135730-EN Conical pendulum – measuring g p. 2/4 Setup A stable setup can be made by e.g. two table clamps and three steel rods. If you use the front and rear edges of the table the pendulum bob doesn’t have to move beyond the table top. To use a photogate for period measurements, fasten a small cardboard wing between the gear motor and the conical pendulum (see image on page 1). On a SpeedGate, select Period and Mean Period . With the motor at rest, place the string in the middle groove at the bottom of the holder; the graduated scale can now be used for adjusting the axle to a vertical position. -
Teaching Teachers the Conceptual History of Physics
1 Teaching Teachers the Conceptual History of Physics Peter Garik School of Education, Boston University, Boston, MA 02215 [email protected] Luciana Garbayo Department of Philosophy, University of Texas at El Paso, TX 79968 [email protected] Yann Benétreau-Dupin Center for Philosophy and History of Science, Boston University, Boston, MA 02215 Department of Philosophy, University of Western Ontario, London, Canada, N6A 3K7 [email protected] Charles Winrich School of Education, Boston University, Boston, MA 02215 [email protected] Andrew Duffy Department of Physics, Boston University, Boston, MA 02215 [email protected] Nicholas Gross Department of Astronomy, Boston University, Boston, MA 02215 [email protected] Manher Jariwala Department of Physics, Boston University, Boston, MA 02215 [email protected] Published in Science & Culture, Book of Proceedings, 11th International IHPST and 6th Greek History, Philosophy and Science Teaching Joint Conference, 1-5 July 2011, Thessaloniki, Greece. 2 Introduction Over the past seven years, we have taught the conceptual history of physics (CHOP) as part of courses aimed at the professional development of physics teachers. To do this, we developed pedagogical methods to teach the CHOP consistent with the accepted best practices of reform based teaching of science (Lawson et al., 2002). These practices rely on extensive student interaction in drawing conclusions and use of the instructor principally as a facilitator for classroom discussion. The courses we teach are taken by (1) teachers teaching physics outside of their content field who need to earn certification in physics, (2) certified physics teachers who need graduate credit to maintain their license, and (3) physics teachers seeking to deepen their pedagogical content knowledge.