Galilei-1632 Dialogue Concerning the Two Chief World Systems
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Une Catalogne Indepéndante? European Geopolitics and The
TEMPORARY EXHIBIT European Geopolitics and the Spanish Civil War (1936-1939) ENGLISH Democratic Memorial June 2017 “Une Catalogne indépendante”? European Geopolitics and the Spanish Civil War (1936-1939) Temporary Exhibit · Democratic Memorial · June 2017 1. EXHIBITION SCRIPT 0 . «Une Catalogne indépendante»? European Geopolitics and the Spanish Civil War (1936-1939) 1. What never was. The crude realpolitik of international relations 2. The radical transformation of the map of Europe between World War I and II. 1919-1945 2.1. New borders, new countries 2.2.The idea of Europe 2.3. Diplomacy: A game? 2.4. Calling on France 3. Catalonia existed in the world; the world was present in Catalonia. 3.1. Catalonia as a subject 3.2. The Italian view. Mussolini’s policy of Mediterranean power 3.3. Foreigners in Catalonia 3.4. Barcelona was also a city of diplomats. 3.5. Barcelona, a great city of the Western Mediterranean. 4. A Catalan Maginot line? The importance of the third French front in a European war 4.1. The Pyrenees, the importance of the southern border to France 4.2. Franco before Stalin! Fear of communism. 4.3. The port of Barcelona, a desirable location 4.4. A View from Catalonia 5. A real debate amidst rumours. Catalan independence in an international Spanish Civil War 5.1. Madrid’s fate determines the future of Catalonia 5.2. A de facto independence 5.3. Catalonia or Spain, an unresolved dilemma (May 1937 - April 1939) 6. Why didn’t it occur? “Une Catalogne indépendante”? European Geopolitics and the Spanish Civil War (1936-1939) Temporary Exhibit · Democratic Memorial · June 2017 0 . -
Galileo Galilei Introduction Galileo Galilei (1564–1642) Was One of The
Galileo Galilei Introduction Galileo Galilei (1564–1642) was one of the most significant figures of the Scientific Revolution. Galileo was involved in nearly all fields of natural philosophy, including astronomy, mathematics, and what we now term “physics.” He is rightly considered one of the founders of modern physics and astronomy, and one of the main originators of the modern scientific method. Galileo’s study of motion became the foundation for Newton’s laws of motion and the principles of inertia and gravity. His astronomical studies were instrumental in supporting the heliocentric model of the solar system first propounded by Copernicus. He should also be credited with making experimentation the basis of scientific study, and with the use of mathematics as the fundamental means for expressing and validating the findings of experimental investigation. Galileo’s application of mathematics to experimental results has become one of the most important aspects of modern science. Galileo made important improvements to the telescope, which enabled him to make great advances in astronomical observation. His observations emboldened him to become the most important advocate of Copernicanism—the astronomical system created by Nicolaus Copernicus (1473–1543)—and his support ultimately ushered in the Copernican revolution in astronomy. Copernicus had devised a heliocentric model in which he posited that the Earth revolved around the sun (in perfect circles). Contrary to the Ptolemaic system and Christian cosmology, Copernicus positioned the sun as a fixed center around which Mercury, Venus, Earth, Mars, Jupiter, and Saturn orbited. Furthermore, Copernicus posited the diurnal rotation of the Earth on its own axis in addition to its annual revolutions around the sun. -
The Harper Anthology of Academic Writing
The Harper P\(\·::�·::::: ...:.:: .� : . ::: : :. �: =..:: ..·. .. ::.:·. · ..... ·.' · .· Anthology of . ;:·:·::·:.-::: Academic Writing S T U D E N T A U T H 0 R S Emily Adams Tina Herman Rosemarie Ruedi Nicole Anatolitis Anna Inocencio Mary Ellen Scialabba Tina Anatolitis Geoff Kane Jody Shipka Mario Bartoletti David Katz Susan Shless Marina Blasi Kurt Keifer Carrie Simoneit Jennifer Brabec Sherry Kenney Sari Sprenger Dean Bushek Kathy Kleiva Karen Stroehmann Liz Carr Gail Kottke Heather To llerson Jennifer Drew-Steiner Shirley Kurnick Robert To manek Alisa Esposito Joyce Leddy Amy To maszewski Adam Frankel James Lee Robert Van Buskirk Steve Gallagher Jan Loster Paula Vicinus Lynn Gasier Martin Maney Hung-Ling Wan Christine Gernady Katherine Marek Wei Weerts ·:-::::·:· Joseph L. Hazelton Philip Moran Diana Welles Elise Muehlhausen Patty Werber Brian Ozog Jimm Polli Julie Quinlan Santiago Ranzzoni Heidi Ripley I S S U E V I I 1 9 9 5 The Harper Anthology of Academic Writing Issue VII 1995 \Y/illiam Rainey Harper College T h e Harper Anthology Emily Adams "Manic Depression: a.k.a. Bipolar Disorder" Table (Psychology) 1 Nicole Anatolitis, Tina Anatolitis, Lynn Gasier and Anna Inocencio "Study Hard" of (Reading) 7 Mario Bartoletti "Zanshin: Perfect Posture" Contents (English) 8 Marina Blasi "To Parent or Not to Parent ... That Is the Question (English) 11 Jennifer Brabec "Nature Journal" (Philosophy) 15 Dean Bushek "A Piece of My Life" (English) 17 Liz Carr "Betrayal" (English) 20 Jennifer Drew-Steiner "First Exam: Question Four" (Philosophy) 24 Alisa Esposito "The Trouble with Science" (English) 25 Adam Frankel "Form, Subject, Content" (Art) 27 Table of Contents Steve Gallagher Joyce Leddy "Galileo Galilei" "Is Good Design A Choice?" (Humanities) 28 (Interior Design) 62 Christine Gernady James Lee "Stresses of Office Work, Basic Causes "Scientific Integrity" and Solutions" (Physics) 63 (Secretarial Procedures) 34 Jan Loster Joseph L. -
Grade 7 Work Packet
Grade 7 Work Packet Student Name:_____________________________ Dear Student, The work in this packet will help you continue to practice what you have been learning in school. We recommend that you complete the assignments for each subject based on the schedule below. You can use the Table of Contents on the next page to quickly move through the packet. Packets are due completed to your teacher when you return to school. Thank You, Teaching and Learning Team Day Assignments Day 1/2 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Earth’s Structure Reading and Questions Day 3/4 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Changing Earth Reading and Questions Day 5/6 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Energy Transformation Reading and Questions Day 7/8 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Thermal Energy Transfer Part 1 Day 9/10 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Thermal Energy Transfer Part 2 1 Table of Contents: ● ELA Day 1/2……………………………………………………………………………………….Page 3 ● Math Day 1/2………………………………………………………………………………………Page 6 ● Science Day 1/2…………………………………………………………………………………..Page 11 ● ELA Day 3/4……………………………………………………………………………………….Page 16 ● Math Day 3/4………………………………………………………………………………………Page 24 ● Science Day 3/4…………………………………………………………………………………..Page 29 ● ELA Day 5/6……………………………………………………………………………………….Page 35 ● Math -
Galileo's Search for the Laws of Fall
Phys. Perspect. 21 (2019) 194–221 Ó 2019 Springer Nature Switzerland AG 1422-6944/19/030194-28 https://doi.org/10.1007/s00016-019-00243-y Physics in Perspective What the Middle-Aged Galileo Told the Elderly Galileo: Galileo’s Search for the Laws of Fall Penha Maria Cardozo Dias, Mariana Faria Brito Francisquini, Carlos Eduardo Aguiar and Marta Feijo´ Barroso* Recent historiographic results in Galilean studies disclose the use of proportions, graphical representation of the kinematic variables (distance, time, speed), and the medieval double distance rule in Galileo’s reasoning; these have been characterized as Galileo’s ‘‘tools for thinking.’’ We assess the import of these ‘‘tools’’ in Galileo’s reasoning leading to the laws of fall (v2 / D and v / t). To this effect, a reconstruction of folio 152r shows that Galileo built proportions involving distance, time, and speed in uniform motions, and applied to them the double distance rule to obtain uniformly accelerated motions; the folio indicates that he tried to fit proportions in a graph. Analogously, an argument in Two New Sciences to the effect that an earlier proof of the law of fall started from an incorrect hypothesis (v µ D) can be recast in the language of proportions, using only the proof that v µ t and the hypothesis. Key words: Galileo Galilei; uniformly accelerated fall; double distance rule; theorem of the mean speed; kinematic proportions in uniform motions. Introduction Galileo Galilei stated the proof of the laws of fall in their finished form in the Two New Sciences,1 published in 1638, only a few years before his death in 1642, and shortly before turning 78. -
Galileo's Assayer
University of Nevada, Reno Galileo's Assayer: Sense and Reason in the Epistemic Balance A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History. by James A Smith Dr. Bruce Moran/Thesis Advisor May 2018 c by James A Smith 2018 All Rights Reserved THE GRADUATE SCHOOL We recommend that the thesis prepared under our supervision by JAMES A. SMITH entitled Galileo's Assayer: Sense and Reason in the Epistemic Balance be accepted in partial fulfillment of the requirements for the degree of MASTER OF ARTS Bruce Moran, Ph.D., Advisor Edward Schoolman, Ph.D., Committee Member Carlos Mariscal, Ph.D., Committee Member Stanislav Jabuka, Ph.D., Graduate School Representative David W. Zeh, Ph.D., Dean, Graduate School May, 2018 i Abstract Galileo's The Assayer, published in 1623, represents a turning point in Galileo's philo- sophical work. A highly polemical \scientific manifesto," The Assayer was written after his astronomical discoveries of the moons of Jupiter and sunspots on a rotating sun, but before his mature Copernican work on the chief world systems (Ptolemaic versus Copernican). The Assayer included major claims regarding the place of math- ematics in natural philosophy and how the objects of the world and their properties can be known. It's in The Assayer that Galileo wades into the discussion about the ultimate constituents of matter and light, namely, unobservable particles and atoms. Galileo stressed the equal roles that the senses and reason served in the discovery of knowledge, in contradistinction to Aristotelian authoritarian dogma that he found to hinder the processes of discovery and knowledge acquisition. -
Thermometer 1 Thermometer
Thermometer 1 Thermometer Developed during the 16th and 17th centuries, a thermometer (from the Greek θερμός (thermo) meaning "warm" and meter, "to measure") is a device that measures temperature or temperature gradient using a variety of different principles.[1] A thermometer has two important elements: the temperature sensor (e.g. the bulb on a mercury thermometer) in which some physical change occurs with temperature, plus some means of converting this physical change into a numerical value (e.g. the scale on a mercury thermometer). A clinical mercury-in-glass thermometer There are many types of thermometer and many uses for thermometers, as detailed below in sections of this article. Temperature While an individual thermometer is able to measure degrees of hotness, the readings on two thermometers cannot be compared unless they conform to an agreed scale. There is today an absolute thermodynamic temperature scale. Internationally agreed temperature scales are designed to approximate this closely, based on fixed points and interpolating thermometers. The most recent official temperature scale is the International Temperature Scale of 1990. It extends from 0.65 K (−272.5 °C; −458.5 °F) to approximately 1358 K (1085 °C; 1985 °F). Thermometer Thermometer 2 Development Various authors have credited the invention of the thermometer to Cornelius Drebbel, Robert Fludd, Galileo Galilei or Santorio Santorio. The thermometer was not a single invention, however, but a development. Philo of Byzantium and Hero of Alexandria knew of the principle that certain substances, notably air, expand and contract and described a demonstration in which a closed tube partially filled with air had its end in a container of water.[2] The expansion and contraction of the air caused the position of the water/air interface to move along the tube. -
2-Minute Stories Galileo's World
OU Libraries National Weather Center Tower of Pisa light sculpture (Engineering) Galileo and Experiment 2-minute stories • Bringing worlds together: How does the story of • How did new instruments extend sensory from Galileo exhibit the story of OU? perception, facilitate new experiments, and Galileo and Universities (Great Reading Room) promote quantitative methods? • How do universities foster communities of Galileo and Kepler Galileo’s World: learning, preserve knowledge, and fuel • Who was Kepler, and why was a telescope Bringing Worlds Together innovation? named after him? Galileo in Popular Culture (Main floor) Copernicus and Meteorology Galileo’s World, an “Exhibition without Walls” at • What does Galileo mean today? • How has meteorology facilitated discovery in the University of Oklahoma in 2015-2017, will History of Science Collections other disciplines? bring worlds together. Galileo’s World will launch Music of the Spheres Galileo and Space Science in 21 galleries at 7 locations across OU’s three • What was it like to be a mathematician in an era • What was it like, following Kepler and Galileo, to campuses. The 2-minute stories contained in this when music and astronomy were sister explore the heavens? brochure are among the hundreds that will be sciences? Oklahomans and Aerospace explored in Galileo’s World, disclosing Galileo’s Compass • How has the science of Galileo shaped the story connections between Galileo’s world and the • What was it like to be an engineer in an era of of Oklahoma? world of OU during OU’s 125th anniversary. -
Galileo's Two New Sciences: Local Motion
b. Indeed, notice Galileo’s whole approach here: put forward a hypothesis, develop a mathe- matical theory yielding striking predictions that are amenable to quasi-qualitative tests! c. But the experiments were almost certainly too difficult to set up in a way that would yield meaningful results at the time G. Mersenne's Efforts and the Lacuna: 1633-1647 1. Mersenne, perhaps provoked by a remark in Galileo's Dialogue, sees a different way of bridging any lacuna in the evidence for claims about free-fall: measure the distance of fall in the first second -- in effect g/2 -- the constant of proportionality in s î t2 a. Galileo's remark: objects fall 4 cubits in first sec, which Mersenne knew to be way too small b. Galileo himself calls attention to a lacuna in the argument for the Postulate in the original edition of Two New Sciences [207] c. If stable value regardless of height, and if it yields reasonable results for total elapsed times, then direct evidence for claim that free fall uniformly accelerated 2. Fr. Marin Mersenne (1588-1648) a professor of natural philosophy at the University of Paris, a close friend of Gassendi and Descartes, and a long time correspondent and admirer of Galileo's a. Deeply committed to experimentation, and hence naturally tried to reproduce Galileo's exper- iments, as well as to conduct many further ones on his own, in the process discovering such things as the non-isochronism of circular pendula b. Relevant publications: Les Méchanique de Galilée (1634), Harmonie Universelle (1636), Les nouevelles pensées de Galilée (1639), Cogitata Physico-Mathematica, Phenomena Ballistica (1644), and Reflexiones Physico-Mathematica (1647) c. -
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere A Constellation of Rare Books from the History of Science Collection The exhibition was made possible by generous support from Mr. & Mrs. James B. Hebenstreit and Mrs. Lathrop M. Gates. CATALOG OF THE EXHIBITION Linda Hall Library Linda Hall Library of Science, Engineering and Technology Cynthia J. Rogers, Curator 5109 Cherry Street Kansas City MO 64110 1 Thinking Outside the Sphere is held in copyright by the Linda Hall Library, 2010, and any reproduction of text or images requires permission. The Linda Hall Library is an independently funded library devoted to science, engineering and technology which is used extensively by The exhibition opened at the Linda Hall Library April 22 and closed companies, academic institutions and individuals throughout the world. September 18, 2010. The Library was established by the wills of Herbert and Linda Hall and opened in 1946. It is located on a 14 acre arboretum in Kansas City, Missouri, the site of the former home of Herbert and Linda Hall. Sources of images on preliminary pages: Page 1, cover left: Peter Apian. Cosmographia, 1550. We invite you to visit the Library or our website at www.lindahlll.org. Page 1, right: Camille Flammarion. L'atmosphère météorologie populaire, 1888. Page 3, Table of contents: Leonhard Euler. Theoria motuum planetarum et cometarum, 1744. 2 Table of Contents Introduction Section1 The Ancient Universe Section2 The Enduring Earth-Centered System Section3 The Sun Takes -
A Phenomenology of Galileo's Experiments with Pendulums
BJHS, Page 1 of 35. f British Society for the History of Science 2009 doi:10.1017/S0007087409990033 A phenomenology of Galileo’s experiments with pendulums PAOLO PALMIERI* Abstract. The paper reports new findings about Galileo’s experiments with pendulums and discusses their significance in the context of Galileo’s writings. The methodology is based on a phenomenological approach to Galileo’s experiments, supported by computer modelling and close analysis of extant textual evidence. This methodology has allowed the author to shed light on some puzzles that Galileo’s experiments have created for scholars. The pendulum was crucial throughout Galileo’s career. Its properties, with which he was fascinated from very early in his career, especially concern time. A 1602 letter is the earliest surviving document in which Galileo discusses the hypothesis of pendulum isochronism.1 In this letter Galileo claims that all pendulums are isochronous, and that he has long been trying to demonstrate isochronism mechanically, but that so far he has been unable to succeed. From 1602 onwards Galileo referred to pendulum isochronism as an admirable property but failed to demonstrate it. The pendulum is the most open-ended of Galileo’s artefacts. After working on my reconstructed pendulums for some time, I became convinced that the pendulum had the potential to allow Galileo to break new ground. But I also realized that its elusive nature sometimes threatened to undermine the progress Galileo was making on other fronts. It is this ambivalent nature that, I thought, might prove invaluable in trying to understand crucial aspects of Galileo’s innovative methodology. -
A New Vision of the Senses in the Work of Galileo Galilei
Perception, 2008, volume 37, pages 1312 ^ 1340 doi:10.1068/p6011 Galileo's eye: A new vision of the senses in the work of Galileo Galilei Marco Piccolino Dipartimento di Biologia, Universita© di Ferrara, I 44100 Ferrara, Italy; e-mail: [email protected] Nicholas J Wade University of Dundee, Dundee DD1 4HN, Scotland, UK Received 4 December 2007 Abstract. Reflections on the senses, and particularly on vision, permeate the writings of Galileo Galilei, one of the main protagonists of the scientific revolution. This aspect of his work has received scant attention by historians, in spite of its importance for his achievements in astron- omy, and also for the significance in the innovative scientific methodology he fostered. Galileo's vision pursued a different path from the main stream of the then contemporary studies in the field; these were concerned with the dioptrics and anatomy of the eye, as elaborated mainly by Johannes Kepler and Christoph Scheiner. Galileo was more concerned with the phenomenology rather than with the mechanisms of the visual process. His general interest in the senses was psychological and philosophical; it reflected the fallacies and limits of the senses and the ways in which scientific knowledge of the world could be gathered from potentially deceptive appearances. Galileo's innovative conception of the relation between the senses and external reality contrasted with the classical tradition dominated by Aristotle; it paved the way for the modern understanding of sensory processing, culminating two centuries later in Johannes Mu« ller's elaboration of the doctrine of specific nerve energies and in Helmholtz's general theory of perception.