Hipparchus's Table of Chords
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COPYRIGHT NOTICE: for COURSE PACK and Other PERMISSIONS
COPYRIGHT NOTICE: Jean-Louis and Monique Tassoul: A Concise History of Solar and Stellar Physics is published by Princeton University Press and copyrighted, © 2004, by Princeton University Press. All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher, except for reading and browsing via the World Wide Web. Users are not permitted to mount this file on any network servers. For COURSE PACK and other PERMISSIONS, refer to entry on previous page. For more information, send e-mail to [email protected] Chapter One The Age of Myths and Speculations And God said, Let there be light, and there was light. —Genesis 1:3 For thousands of years men have looked up into the star-filled night sky and have wondered about the nature of the “fixed” stars as opposed to that of the five planets wandering among the constellations of the zodiac. The daily course of the sun, its brilliance and heat, and the passing of the seasons are among the central problems that have concerned every human society. Undoubtedly, the appearance of a comet or a shooting star, the passing phenomena of clouds and rain and lightning, the Milky Way, the changing phases of the moon and the eclipses—all of these must have caused quite a sense of wonder and been the source of endless discussions. Faced with this confusing multiplicity of brute facts, beyond their physical power to control, our ancestors sought to master these unrelated phenomena symbolically by picturing the universe in terms of objects familiar to them so as to make clear the unfamiliar and the unexplained. -
1 Timeline 2 Geocentric Model
Ancient Astronomy Many ancient cultures were interested in the night sky • Calenders • Prediction of seasons • Navigation 1 Timeline Astronomy timeline • ∼ 3000 B.C. Stonehenge • 2136 B.C. First record of solar eclipse by Chinese astronomers • 613 B.C. First record of Halley’s comet by Zuo Zhuan (China) • ∼ 270 B.C. Aristarchus proposes Earth goes around Sun (not a popular idea at the time) • ∼ 240 B.C. Eratosthenes estimates Earth’s circumference • ∼ 130 B.C. Hipparchus develops first accurate star map (one of the first to use R.A. and Dec) 2 Geocentric model The Geocentric Model • Greek philosopher Aristotle (384-322 B.C.) • Uniform circular motion • Earth at center of Universe Retrograde Motion • General motion of planets east- ward • Short periods of westward motion of planets • Then continuation eastward How did the early Greek philosophers make retrograde motion consistent with uniform circular motion? 3 Ptolemy Ptolemy’s Geocentric Model • Planet moves around a small circle called an epicycle • Center of epicycle moves along a larger cir- cle called a deferent • Center of deferent is at center of Earth (sort of) Ptolemy’s Geocentric Model • Ptolemy invented the device called the eccentric • The eccentric is the center of the deferent • Sometimes the eccentric was slightly off center from the center of the Earth Ptolemy’s Geocentric Model • Uniform circular motion could not account for speed of the planets thus Ptolemy used a device called the equant • The equant was placed the same distance from the eccentric as the Earth, but on the -
Great Inventors of the Ancient World Preliminary Syllabus & Course Outline
CLA 46 Dr. Patrick Hunt Spring Quarter 2014 Stanford Continuing Studies http://www.patrickhunt.net Great Inventors Of the Ancient World Preliminary Syllabus & Course Outline A Note from the Instructor: Homo faber is a Latin description of humans as makers. Human technology has been a long process of adapting to circumstances with ingenuity, and while there has been gradual progress, sometimes technology takes a downturn when literacy and numeracy are lost over time or when humans forget how to maintain or make things work due to cataclysmic change. Reconstructing ancient technology is at times a reminder that progress is not always guaranteed, as when Classical civilization crumbled in the West, but the history of technology is a fascinating one. Global revolutions in technology occur in cycles, often when necessity pushes great minds to innovate or adapt existing tools, as happened when humans first started using stone tools and gradually improved them, often incrementally, over tens of thousands of years. In this third course examining the greats of the ancient world, we take a close look at inventions and their inventors (some of whom might be more legendary than actually known), such as vizier Imhotep of early dynastic Egypt, who is said to have built the first pyramid, and King Gudea of Lagash, who is credited with developing the Mesopotamian irrigation canals. Other somewhat better-known figures are Glaucus of Chios, a metallurgist sculptor who possibly invented welding; pioneering astronomer Aristarchus of Samos; engineering genius Archimedes of Siracusa; Hipparchus of Rhodes, who made celestial globes depicting the stars; Ctesibius of Alexandria, who invented hydraulic water organs; and Hero of Alexandria, who made steam engines. -
Glossary Glossary
Glossary Glossary Albedo A measure of an object’s reflectivity. A pure white reflecting surface has an albedo of 1.0 (100%). A pitch-black, nonreflecting surface has an albedo of 0.0. The Moon is a fairly dark object with a combined albedo of 0.07 (reflecting 7% of the sunlight that falls upon it). The albedo range of the lunar maria is between 0.05 and 0.08. The brighter highlands have an albedo range from 0.09 to 0.15. Anorthosite Rocks rich in the mineral feldspar, making up much of the Moon’s bright highland regions. Aperture The diameter of a telescope’s objective lens or primary mirror. Apogee The point in the Moon’s orbit where it is furthest from the Earth. At apogee, the Moon can reach a maximum distance of 406,700 km from the Earth. Apollo The manned lunar program of the United States. Between July 1969 and December 1972, six Apollo missions landed on the Moon, allowing a total of 12 astronauts to explore its surface. Asteroid A minor planet. A large solid body of rock in orbit around the Sun. Banded crater A crater that displays dusky linear tracts on its inner walls and/or floor. 250 Basalt A dark, fine-grained volcanic rock, low in silicon, with a low viscosity. Basaltic material fills many of the Moon’s major basins, especially on the near side. Glossary Basin A very large circular impact structure (usually comprising multiple concentric rings) that usually displays some degree of flooding with lava. The largest and most conspicuous lava- flooded basins on the Moon are found on the near side, and most are filled to their outer edges with mare basalts. -
Mathematical Discourse in Philosophical Authors: Examples from Theon of Smyrna and Cleomedes on Mathematical Astronomy
Mathematical discourse in philosophical authors: Examples from Theon of Smyrna and Cleomedes on mathematical astronomy Nathan Sidoli Introduction Ancient philosophers and other intellectuals often mention the work of mathematicians, al- though the latter rarely return the favor.1 The most obvious reason for this stems from the im- personal nature of mathematical discourse, which tends to eschew any discussion of personal, or lived, experience. There seems to be more at stake than this, however, because when math- ematicians do mention names they almost always belong to the small group of people who are known to us as mathematicians, or who are known to us through their mathematical works.2 In order to be accepted as a member of the group of mathematicians, one must not only have mastered various technical concepts and methods, but must also have learned how to express oneself in a stylized form of Greek prose that has often struck the uninitiated as peculiar.3 Be- cause of the specialized nature of this type of intellectual activity, in order to gain real mastery it was probably necessary to have studied it from youth, or to have had the time to apply oneself uninterruptedly.4 Hence, the private nature of ancient education meant that there were many educated individuals who had not mastered, or perhaps even been much exposed to, aspects of ancient mathematical thought and practice that we would regard as rather elementary (Cribiore 2001; Sidoli 2015). Starting from at least the late Hellenistic period, and especially during the Imperial and Late- Ancient periods, some authors sought to address this situation in a variety of different ways— such as discussing technical topics in more elementary modes, rewriting mathematical argu- ments so as to be intelligible to a broader audience, or incorporating mathematical material di- rectly into philosophical curricula. -
15 Famous Greek Mathematicians and Their Contributions 1. Euclid
15 Famous Greek Mathematicians and Their Contributions 1. Euclid He was also known as Euclid of Alexandria and referred as the father of geometry deduced the Euclidean geometry. The name has it all, which in Greek means “renowned, glorious”. He worked his entire life in the field of mathematics and made revolutionary contributions to geometry. 2. Pythagoras The famous ‘Pythagoras theorem’, yes the same one we have struggled through in our childhood during our challenging math classes. This genius achieved in his contributions in mathematics and become the father of the theorem of Pythagoras. Born is Samos, Greece and fled off to Egypt and maybe India. This great mathematician is most prominently known for, what else but, for his Pythagoras theorem. 3. Archimedes Archimedes is yet another great talent from the land of the Greek. He thrived for gaining knowledge in mathematical education and made various contributions. He is best known for antiquity and the invention of compound pulleys and screw pump. 4. Thales of Miletus He was the first individual to whom a mathematical discovery was attributed. He’s best known for his work in calculating the heights of pyramids and the distance of the ships from the shore using geometry. 5. Aristotle Aristotle had a diverse knowledge over various areas including mathematics, geology, physics, metaphysics, biology, medicine and psychology. He was a pupil of Plato therefore it’s not a surprise that he had a vast knowledge and made contributions towards Platonism. Tutored Alexander the Great and established a library which aided in the production of hundreds of books. -
Implementing Eratosthenes' Discovery in the Classroom: Educational
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas Decamp, C. de Hosson To cite this version: Nicolas Decamp, C. de Hosson. Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention. Science and Education, Springer Verlag, 2012, 21 (6), pp.911-920. 10.1007/s11191-010-9286-3. hal-01663445 HAL Id: hal-01663445 https://hal.archives-ouvertes.fr/hal-01663445 Submitted on 18 Dec 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Sci & Educ DOI 10.1007/s11191-010-9286-3 Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas De´camp • Ce´cile de Hosson Ó Springer Science+Business Media B.V. 2010 Abstract This paper presents a critical analysis of the accepted educational use of the method performed by Eratosthenes to measure the circumference of Earth which is often considered as a relevant means of dealing with issues related to the nature of science and its history. This method relies on a number of assumptions among which the parallelism of sun rays. The assumption of sun rays parallelism (if it is accurate) does not appear spontaneous for students who consider sun rays to be divergent. -
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates Bruce Eastwood and Gerd Graßhoff Contents 1 Introduction . 1 2 The Beginnings in Carolingian Europe . 1 2.1 Astronomy and Computus before 800 . 1 2.2 Schools and Texts . 3 2.3 Diagrams and the Study of Texts . 7 2.4 Dynamics of Diagrams: Calcidius and Pliny . 7 2.5 Dynamics of Diagrams: Martianus Capella . 21 3 Qualitative Theory in the High and Later Middle Ages . 29 3.1 Dynamics of Diagrams: Construction of a Planetary The- ory............................ 29 3.2 The Capellan Tradition through the Fifteenth Century . 32 4 Merging Two Traditions: The Sixteenth Century . 37 1 INTRODUCTION Through three distinct periods from ca. 800 to ca. 1600 we find that European as- tronomers were concerned with questions about the planets that involved the dis- cussion and invention of models without quantitative expression. This qualitative tradition was first developed in the ninth century in the course of studying ancient Latin texts on cosmology and astronomy. The diagrams, used to represent different phenomena and aspects of planetary motion, continued as long as they were found useful for teaching, for exposing questions, or for proposing theoretical positions. The history of this tradition of planetary diagrams indicates a constant concern for qualitative theory and the co-existence of both qualitative and quantitative plane- tary theory after the introduction of the Greco-Arabic mathematical tradition of planetary astronomy in twelfth-century Europe. In the sixteenth century the same qualitative tradition continued as a source for approaches to new phenomena and problems. 2 THE BEGINNINGS IN CAROLINGIAN EUROPE 2.1 ASTRONOMY AND COMPUTUS BEFORE 800 From the sixth century to the twelfth century in Western Europe there was no direct influence of Greek works in the exact sciences. -
Ptolemy's Almagest
Ptolemy’s Almagest: Fact and Fiction Richard Fitzpatrick Department of Physics, UT Austin Euclid’s Elements and Ptolemy’s Almagest • Ancient Greece -> Two major scientific works: Euclid’s Elements and Ptolemy’s “Almagest”. • Elements -> Compendium of mathematical theorems concerning geometry, proportion, number theory. Still highly regarded. • Almagest -> Comprehensive treatise on ancient Greek astronomy. (Almost) universally disparaged. Popular Modern Criticisms of Ptolemy’s Almagest • Ptolemy’s approach shackled by Aristotelian philosophy -> Earth stationary; celestial bodies move uniformly around circular orbits. • Mental shackles lead directly to introduction of epicycle as kludge to explain retrograde motion without having to admit that Earth moves. • Ptolemy’s model inaccurate. Lead later astronomers to add more and more epicycles to obtain better agreement with observations. • Final model hopelessly unwieldy. Essentially collapsed under own weight, leaving field clear for Copernicus. Geocentric Orbit of Sun SS Sun VE − vernal equinox SPRING SS − summer solstice AE − autumn equinox WS − winter solstice SUMMER93.6 92.8 Earth AE VE AUTUMN89.9 88.9 WINTER WS Successive passages though VE every 365.24 days Geocentric Orbit of Mars Mars E retrograde station direct station W opposition retrograde motion Earth Period between successive oppositions: 780 (+29/−16) days Period between stations and opposition: 36 (+6/−6) days Angular extent of retrograde arc: 15.5 (+3/−5) degrees Immovability of Earth • By time of Aristotle, ancient Greeks knew that Earth is spherical. Also, had good estimate of its radius. • Ancient Greeks calculated that if Earth rotates once every 24 hours then person standing on equator moves west to east at about 1000 mph. -
Circle Theorems
Circle theorems A LEVEL LINKS Scheme of work: 2b. Circles – equation of a circle, geometric problems on a grid Key points • A chord is a straight line joining two points on the circumference of a circle. So AB is a chord. • A tangent is a straight line that touches the circumference of a circle at only one point. The angle between a tangent and the radius is 90°. • Two tangents on a circle that meet at a point outside the circle are equal in length. So AC = BC. • The angle in a semicircle is a right angle. So angle ABC = 90°. • When two angles are subtended by the same arc, the angle at the centre of a circle is twice the angle at the circumference. So angle AOB = 2 × angle ACB. • Angles subtended by the same arc at the circumference are equal. This means that angles in the same segment are equal. So angle ACB = angle ADB and angle CAD = angle CBD. • A cyclic quadrilateral is a quadrilateral with all four vertices on the circumference of a circle. Opposite angles in a cyclic quadrilateral total 180°. So x + y = 180° and p + q = 180°. • The angle between a tangent and chord is equal to the angle in the alternate segment, this is known as the alternate segment theorem. So angle BAT = angle ACB. Examples Example 1 Work out the size of each angle marked with a letter. Give reasons for your answers. Angle a = 360° − 92° 1 The angles in a full turn total 360°. = 268° as the angles in a full turn total 360°. -
Alexander Jones Calendrica I: New Callippic Dates
ALEXANDER JONES CALENDRICA I: NEW CALLIPPIC DATES aus: Zeitschrift für Papyrologie und Epigraphik 129 (2000) 141–158 © Dr. Rudolf Habelt GmbH, Bonn 141 CALENDRICA I: NEW CALLIPPIC DATES 1. Introduction. Callippic dates are familiar to students of Greek chronology, even though up to the present they have been known to occur only in a single source, Ptolemy’s Almagest (c. A.D. 150).1 Ptolemy’s Callippic dates appear in the context of discussions of astronomical observations ranging from the early third century B.C. to the third quarter of the second century B.C. In the present article I will present new attestations of Callippic dates which extend the period of the known use of this system by almost two centuries, into the middle of the first century A.D. I also take the opportunity to attempt a fresh examination of what we can deduce about the Callippic calendar and its history, a topic that has lately been the subject of quite divergent treatments. The distinguishing mark of a Callippic date is the specification of the year by a numbered “period according to Callippus” and a year number within that period. Each Callippic period comprised 76 years, and year 1 of Callippic Period 1 began about midsummer of 330 B.C. It is an obvious, and very reasonable, supposition that this convention for counting years was instituted by Callippus, the fourth- century astronomer whose revisions of Eudoxus’ planetary theory are mentioned by Aristotle in Metaphysics Λ 1073b32–38, and who also is prominent among the authorities cited in astronomical weather calendars (parapegmata).2 The point of the cycles is that 76 years contain exactly four so-called Metonic cycles of 19 years. -
Theon of Alexandria and Hypatia
CREATIVE MATH. 12 (2003), 111 - 115 Theon of Alexandria and Hypatia Michael Lambrou Abstract. In this paper we present the story of the most famous ancient female math- ematician, Hypatia, and her father Theon of Alexandria. The mathematician and philosopher Hypatia flourished in Alexandria from the second part of the 4th century until her violent death incurred by a mob in 415. She was the daughter of Theon of Alexandria, a math- ematician and astronomer, who flourished in Alexandria during the second part of the fourth century. Information on Theon’s life is only brief, coming mainly from a note in the Suda (Suida’s Lexicon, written about 1000 AD) stating that he lived in Alexandria in the times of Theodosius I (who reigned AD 379-395) and taught at the Museum. He is, in fact, the Museum’s last attested member. Descriptions of two eclipses he observed in Alexandria included in his commentary to Ptolemy’s Mathematical Syntaxis (Almagest) and elsewhere have been dated as the eclipses that occurred in AD 364, which is consistent with Suda. Although originality in Theon’s works cannot be claimed, he was certainly immensely influential in the preservation, dissemination and editing of clas- sic texts of previous generations. Indeed, with the exception of Vaticanus Graecus 190 all surviving Greek manuscripts of Euclid’s Elements stem from Theon’s edition. A comparison to Vaticanus Graecus 190 reveals that Theon did not actually change the mathematical content of the Elements except in minor points, but rather re-wrote it in Koini and in a form more suitable for the students he taught (some manuscripts refer to Theon’s sinousiai).