Phosphors and Phosphorus in Early Danish Natural Philosophy
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Hidden Nature, the Startling Insights of Viktor Schauberger
Contents Foreword by David Bellamy 11 Introduction 13 Part One: An Alternative Worldview 1. Schauberger's Vision 25 The water wizard 26; Log flumes 29; Water, source of life 31; Motion is crucial 32; Temperature controls 34; Evolution 34; Balance 35; Implosion 35; The visionary 36. 2. Different Kinds of Energy 39 Subtle energies 39; Schauberger's worldview 39; Why the mystery? 40; Degrees of energy 41; The vortex as the key to creative evolution 42; Energies as creative process 43; Spiritual science 44; Different dimensions 45; Changing octaves 47. 3. The Attraction and Repulsion of Opposites 49 The Sun as a fertilizing entity 49; Polarities 51; Opposites working towards balance 52; Gravity and levity 53. 4. Nature's Patterns and Shapes 55 Sound as resonance 55; Resonance is about qualities 58; Plants have perception and memory 59; Cymatics 60; Patterns and shapes 61; Patterns in motion 62; Rhythms within the solar system 62; The confrontation of two geometric systems 63; Sacred geometry 64; The golden mean 66; The magic of the egg form 67. Part Two: How the World Works 5. Energy Production 73 The inefficiency of modern technology 73; Entropy and ectropy 74; Scientific 'laws' 74; Energy pollution 75; The choice before us 77; Energy defines quality 79; The creative energy vortex 80. 6. Motion — the Key to Balance 85 We use the wrong form of motion 85; The 'original' motion 87; Types of motion 89. 7. The Atmosphere and Electricity 93 Earth's atmosphere 94; Electricity 96; The terrestrial biocondenser 97; Earth as an accumulator of energy 99; Electricism and magnetism 100; Storms, water vapour and climate 101. -
Deep Lights Lesson Plan
Bioluminescence 2009: ocean Living Light on the Deep Sea Floor Expedition Deep Lights www.oceanexplorer.noaa.gov Focus Light-producing processes and organisms in deep-sea environments Grade Level 7-8 (Life Science/Physical Science) Focus Question Image credit: NOAA. How do deep-sea organisms produce light in deep ocean environments? Learning Objectives ] Students will be able to compare and contrast chemiluminescence, bioluminescence, fluorescence, phosphorescence, and triboluminescence. ] Given observations on materials that emit light under certain Image credit: NOAA. conditions, students will be able to infer whether the light- producing process is chemiluminescence, fluorescence, phosphorescence, or triboluminescence. ] Students will be able to explain three ways in which the ability to produce light may be useful to deep-sea organisms. Materials @ Ultraviolet lamp (see Extensions) Image credit: NOAA. @ Materials for demonstrating fluorescence, phosphorescence, chemiluminescence, and triboluminescence; see “Learning Procedure” Step 1b and “Extensions” for a partial list of suppliers @ Watch glasses, petri dishes, bottle caps, or similar containers to hold small samples of solid materials @ Clear glass 50 ml beakers, graduated cylinders, or similar containers for liquid materials @ Plastic sandwich bags, two for each student group @ Pliers; one for each student group, or groups may share Image credit: NOAA. @ One or more large cardboard cartons to provide a darkened space for viewing materials under ultraviolet light, if the classroom -
Triboluminescence and Triboelectrification by the Motion of Mercury Over Glass Coated with Scintillator Dyes
1726 J. Electrochem. Soc.: SOLID-STATE SCIENCE AND TECHNOLOGY December 1973 Acknowledgment 2. J. R. Brown and J. H. O'Donnell, Macromolecules, 5, 109 (1972). The authors would like to recognize R. D. Heiden- 3. M. J. Bowden and L. F. Thompson, J. Appl. Poly- reich and E. D. Feit for helpful discussions and C. M. mer Sci., In press. Melliar-Smith for supplying the tungsten substrate. 4. R. Glang and L. V. Gregor, in "Handbook of Thin Film Technology," L. I. Maissel and R. Glang, Manuscript submitted March 8, 1973; revised manu- Editors, Chap. 7, McGraw-Hill, Book Company, script received July 25, 1973. New York (1970). 5. M. Hatzakis, This Journal, 116, 1033 (1971). Any discussion of this paper will appear in a Discus- 6. J. M. Shaw and J. A. Amick, RCA Rev., 31, 306 sion Section to be published in the June 1974 JOURNAL. (1970). 7. L. F. Thompson, E. D. Feit, C. M. Melliar-Smith, REFERENCES and R. D. Heidenreich, J. Appl. Phys., In press. 1. S. Magdo, M. Hatzakis, and Ch. Ting, IBM J. Res. 8. R. D. Heidenreich, E. D. Felt, L. F. Thompson, and Develop., 15, 446 (1970). C. M. Melliar-Smith, ibid., In press. Triboluminescence and Triboelectrification by the Motion of Mercury Over Glass Coated with Scintillator Dyes Csaba P. Keszthelyi* and Allen J. Bard** Department of Chemistry, The University o] Texas at Austin, Austin, Texas 78712 ABSTRACT The conversion of mechanical energy into electrical energy and light (triboelectrification and triboluminescence) by the movement of mercury over glass surfaces coated with scintillator compounds was investigated. -
Mouth-Lighting.Pdf
Chemistry Mouth Lightning Primary Audience: All Ages Description: Participants will make observations about triboluminescence using Wintergreen Lifesavers. Keywords: Triboluminescence, Bioluminescence, Cold Light Concepts: • Light can be produced without heat. • Light produced without heat is called "cold light" • Cold light can be produced by crushing certain materials. • Some materials can absorb ultraviolet light, which we cannot see, and reemit it as light waves we can see. Materials: • Wintergreen Lifesavers • Pliers (optional) • Sugar Cubes (optional) Instructions: For this experiment, I'm going to give you some candy. Since the candy is part of the experiment, I want you to promise me that you won't eat the candy until I explain how to do the experiment. Okay?? Great! Each of you will get two pieces of candy. One to use in while you are in this workshop and one to take home, so you can do this experiment again after you get home! Be certain you give this bit of information before you hand out the candy! Does everyone have two pieces of candy now? Then you need to put one in your carrying bag, and carefully hold on to the other one for just a little while longer. Don't put it in your mouth just yet, because if it gets wet, the experiment won't work. If you hands are sweaty, hold the candy between your thumb and forefinger, like this. When we get ready to do this experiment, you are going to put the candy in your mouth just a little to the side, with the widest part of the candy between your teeth, like this. -
Surface Distribution and X-Ray Emission from Scotch Tape
Surface Distribution and X-Ray Emission From Scotch Tape by Kelly McGuire A senior thesis submitted to the Department of Physics in partial fulfillment of the requirements for the degree of Bachelor of Science Department of Physics Brigham Young University – Idaho July – 2012 BRIGHAM YOUNG UNIVERSITY – IDAHO DEPARTMENT APPROVAL of a senior thesis submitted by Kelly McGuire This thesis has been reviewed by the research committee and senior thesis coordinator/advisor and has been found to be satisfactory. Date David Oliphant, Senior Thesis Coordinator/Advisor Date Kevin Kelley, Committee Member Date Ryan Nielson, Committee Member Date Stephen Turcotte, Department Chair 1 ABSTRACT SURFACE DISTRIBUTION AND X-RAY EMISSION FROM SCOTCH TAPE Kelly McGuire Department of Physics Bachelor of Physics Triboluminescence is an optical phenomenon in which light is generated when certain materials are pulled apart, ripped or rubbed, and through the breaking of chemical bonds. This observable effect is not fully understood; however, a few strongly supported hypotheses are being developed to model the triboluminescent event. It is believed that the separation and ionization of electrical charges is the foundation for the creation of the observed light and x-rays (figure1). FIG. 1 Triboluminescent Light Time dependence of x-ray production and physical surface distribution was the primary focus of my research. This research will help in the development and support of current hypotheses, and may become the foundation for other theories in the future. Other research teams such as Putterman’s UCLA group believe that finding a definite mechanism for the x-ray emission of this type will allow them to harness the energy more efficiently, which in turn will be used in applications such as medical devices 2 to destroy tumors with bursts of x-rays. -
Light Producing Sugar
LOVEFOOD LOVE SCIENCE 02: light producing sugar LOVE FOOD LOVE SCIENCE: Light-producing sugar What you need: • sugar cubes • pliers • a very, very dark room What to do: For this experiment, you will be crushing sugar in the dark • Place your pliers and lumps of sugar where you can easily find them in the dark (it may even be worthwhile to practice crushing sugar before you switch off the lights) • Turn off the light and wait at least two minutes – be patient, your eyes need time to adjust to the 02 darkness • Carefully crush a lump of sugar in your pliers • Watch carefully... What you may notice: Hopefully, you should see little flashes of blue light as you crush the sugar The science behind it all: The phenomenon you This energy builds and builds are witnessing is called until you let it go and the rubber Beyond the science: triboluminescence. band shoots back, releasing all When you crush a lump of the energy that it took to stretch Triboluminescence is alteration of electric charge sugar, you are fracturing sugar it in the first place. This is very related to piezoelectricity, distribution when the molecule crystals. Although the sugar similar to what’s happening with the ability of certain materials is squeezed or stretched. molecules form an orderly the sugar crystals. to produce electricity when Asymmetric, piezoelectric arrangement, the crystals are under mechanical stress materials are more likely to slightly asymmetric. This allows When the two charges (squeezed, rubbed, etc) due be triboluminescent than positive and negative charges to eventually shoot back together to the separation of positive symmetric ones. -
10 Heterocycles and Supramolecular Chemistry
Heterocycles in Life and Society Heterocycles in Life and Society: An Introduction to H eterocyclic Chemistry, Biochemistry and Applications , Second Edition. Alexander F . P ozhars kii, Anatoly T. S oldatenkov and A lan R . K atritzky. © 2011 John Wiley & Sons, Ltd. Published 2011 by John Wiley & Sons, Ltd. ISBN: 978-0-470-71411-9 Heterocycles in Life and Society An Introduction to Heterocyclic Chemistry, Biochemistry and Applications Second Edition by ALEXANDER F. POZHARSKII Soros Professor of Chemistry, Southern Federal University, Russia ANATOLY T. SOLDATENKOV Professor of Chemistry, Russian People’s Friendship University, Russia ALAN R. KATRITZKY Kenan Professor of Chemistry, University of Florida, Gainesville, USA A John Wiley & Sons, Ltd., Publication This edition first published 2011 c 2011 John Wiley & Sons, Ltd Registered office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom For details of our global editorial offices, for customer services and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com. The right of the author to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. -
Sources in the Development of Mathematics
This page intentionally left blank Sources in the Development of Mathematics The discovery of infinite products by Wallis and infinite series by Newton marked the beginning of the modern mathematical era. The use of series allowed Newton to find the area under a curve defined by any algebraic equation, an achievement completely beyond the earlier methods of Torricelli, Fermat, and Pascal. The work of Newton and his contemporaries, including Leibniz and the Bernoullis, was concentrated in math- ematical analysis and physics. Euler’s prodigious mathematical accomplishments dramatically extended the scope of series and products to algebra, combinatorics, and number theory. Series and products proved pivotal in the work of Gauss, Abel, and Jacobi in elliptic functions; in Boole and Lagrange’s operator calculus; and in Cayley, Sylvester, and Hilbert’s invariant theory. Series and products still play a critical role in the mathematics of today. Consider the conjectures of Langlands, including that of Shimura-Taniyama, leading to Wiles’s proof of Fermat’s last theorem. Drawing on the original work of mathematicians from Europe, Asia, and America, Ranjan Roy discusses many facets of the discovery and use of infinite series and products. He gives context and motivation for these discoveries, including original notation and diagrams when practical. He presents multiple derivations for many important theorems and formulas and provides interesting exercises, supplementing the results of each chapter. Roy deals with numerous results, theorems, and methods used by students, mathematicians, engineers, and physicists. Moreover, since he presents original math- ematical insights often omitted from textbooks, his work may be very helpful to mathematics teachers and researchers. -
The Icelandic Copernicans
The Global and the Local: The History of Science and the Cultural Integration of Europe. nd Proceedings of the 2 ICESHS (Cracow, Poland, September 6–9, 2006) / Ed. by M. Kokowski. Einar H. Guðmundsson *, Eyjólfur Kolbeins **, Thorsteinn Vilhjálmsson *** The Icelandic Copernicans (1) Introduction For geographical reasons it took some time for Copernican heliocentrism to become known and gain support in Iceland. Probably the first news of it broke on Iceland in the 16th century but it was not until the late 18th century that the Copernican Revolution was finished in Denmark and Iceland. This electronic paper is an abridged version of a longer paper to be printed in the Polish journal Organon.1 Here the focus is on the 16th–18th century Icelandic scholars who learned about Copernicanism abroad and imported it to Iceland. We only outline the background, such as the general story of Copernicanism in Europe and in particular at the University of Copenhagen (UC). The most important sources for the paper are disputations in Latin, written by Icelanders at the UC and printed, albeit in small numbers. The subject has not been systematically studied until now, mainly due to the scarcity of combined knowledge of Latin and astronomical cosmology. (2) The Copernican revolution The gradual dissemination of Copernican cosmology in Europe involved the interplay of computational advantages, various novel celestial discoveries, discussions on the nature of gravity and inertia, etc. It is not so strange that this process took time. Thus, it took 100–150 years to collect the data and ideas which by hindsight seem necessary for the new theory to be completely convincing for people thinking in a scientific way. -
Constructions of a Square and a Regular Pentagon Only with a Compass
CONSTRUCTIONS OF A SQUARE AND A REGULAR PENTAGON ONLY WITH A COMPASS FERDIÁNOVÁ Veraˇ (CZ), BRANNY Michael (CZ) Abstract. In 1797, Lorenzo Mascheroni proved that a compass used for constructions has the equal power as using a ruler altogether with the compass. Therefore, it is possible to construct all ruler-and-compass constructions only with the compass itself. The aim of this article is not to prove the theorem but to introduce interesting constructions of a square and a regular pentagon. Keywords: Mascheroni construction, square, regular pentagon Mathematics subject classification: Primary 51N05; Secondary 01A50, 97G80 1 Introduction Constructional and descriptive geometry are integral parts of university studies of the future Maths teachers, engineers, constructors and architects. Students must be able to interconnect and apply geometric knowledge and use their imagination. [6] The ruler-and-compass constructions (some- times called Euclidean constructions) and their slight modifications are taught as a part of construc- tional geometry. However, there are other methods equal to Euclidean constructions, using differ- ent means. One of them are Mascheroni constructions which allow only the use of a compass. Lorenzo Mascheroni was an important Italian mathematician and even Napoleon himself was im- pressed with Mascheroni’s work at that time. The most important part of his work is the so-called Mohr-Mascheroni Theorem, stating that every geometric construction carried out by a compass and a ruler can be done without a ruler. An indication of the theorem can be found in Euclidia Danu- bis, a book by Georg Mohr. Another proof based on a circle inversion, was created by Adler [1] or Kostovskii [3]. -
Intendd for Both
A DOCUMENT RESUME ED 040 874 SE 008 968 AUTHOR Schaaf, WilliamL. TITLE A Bibli6graphy of RecreationalMathematics, Volume INSTITUTION National Council 2. of Teachers ofMathematics, Inc., Washington, D.C. PUB DATE 70 NOTE 20ap. AVAILABLE FROM National Council of Teachers ofMathematics:, 1201 16th St., N.W., Washington, D.C.20036 ($4.00) EDRS PRICE EDRS Price ME-$1.00 HC Not DESCRIPTORS Available fromEDRS. *Annotated Bibliographies,*Literature Guides, Literature Reviews,*Mathematical Enrichment, *Mathematics Education,Reference Books ABSTRACT This book isa partially annotated books, articles bibliography of and periodicalsconcerned with puzzles, tricks, mathematicalgames, amusements, andparadoxes. Volume2 follows original monographwhich has an gone through threeeditions. Thepresent volume not onlybrings theliterature up to material which date but alsoincludes was omitted in Volume1. The book is the professionaland amateur intendd forboth mathematician. Thisguide canserve as a place to lookfor sourcematerials and will engaged in research. be helpful tostudents Many non-technicalreferences the laymaninterested in are included for mathematicsas a hobby. Oneuseful improvementover Volume 1 is that the number ofsubheadings has more than doubled. (FL) been 113, DEPARTMENT 01 KWH.EDUCATION & WELFARE OffICE 01 EDUCATION N- IN'S DOCUMENT HAS BEEN REPRODUCED EXACILY AS RECEIVEDFROM THE CO PERSON OR ORGANIZATION ORIGINATING IT POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY CD REPRESENT OFFICIAL OFFICE OfEDUCATION INt POSITION OR POLICY. C, C) W A BIBLIOGRAPHY OF recreational mathematics volume 2 Vicature- ligifitt.t. confiling of RECREATIONS F DIVERS KIND S7 VIZ. Numerical, 1Afironomical,I f Antomatical, GeometricallHorometrical, Mechanical,i1Cryptographical, i and Statical, Magnetical, [Htlorical. Publifhed to RecreateIngenious Spirits;andto induce them to make fartherlcruciny into tilde( and the like) Suut.tm2. -
Stanford Univ., Calif. School Mathematics Study Group
DOCEIBINT NESOME ID 175 691 SE 028 679 MINOR Schaaf, Villiam L., Ed. TITLE Reprint Series: Mascheroni Constructions. RS-4. INSTITUTION Stanford Univ., Calif. School Mathematics Study Group. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE VOTE For related documents, see SE 028 676-690 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Curriculum: *Enrichment: *Geometric Concepts: *Gecmetry: *Instruction: Mathematics Educaticn: Secondary Education: *Sacondary School Mathematics: Supplementary Reading Materials IDENTIFIERS *Geometric Ccnstzuctions: *School Mathematics Study Group ABSTRACT This is one in a series of SMSG supplementary and enrichment pamphlets for high school students. This series makes available expcsitory articles which appeared in a variety of mathematical periodicals. Topics covered include:111 a forerunner of Mascheroni:(2) Mascheroni constzuctions: and (3) can we outdo Bascheroni. (MP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS U S DEPARTMENT OP NEALTA EDUCATION A WELFARE MATERIAL. HAS SEEN DRANTED BY NATIONAL INSTITUTE OP EDUCATION SIAS TH,,,Do( ,,N41 SOHAS thIN REPRO. Du( I D I PEA( TL Y PS ItCIvItY hROfr. A THE PE &iv-DN. 1.)la 014f.APVIZAT,OPVOR,GIN AT Air.IPC),ISITS W vF h ON OPINIONS S TATE l") SM1 POI t v RE PRE SENT Oh I If !Al NA ToNAt INST titE (:); TO THE EDUCATIONAL RESOURCES DIJ( A T IP POSI T ION OW Poi it. INFORMATION CENTER (ERIC)," 0 1967 by The Board 4 Trustees of the Weed Stanford bilaN Unisenity All rights resersed Printed in the United Swale of America Financial support for the School MathematicsStudy Group has been provided by the National Science Foundation.