Falling Bodies: the Obvious, the Subtle, and the Wrong1
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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
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. -
On the Infinite in Leibniz's Philosophy
On the Infinite in Leibniz's Philosophy Elad Lison Interdisciplinary Studies Unit Science, Technology and Society Ph.D. Thesis Submitted to the Senate of Bar-Ilan University Ramat-Gan, Israel August 2010 This work was carried out under the supervision of Dr. Ohad Nachtomy (Department of Philosophy), Bar-Ilan University. Contents א.……………………………….…………………………………………Hebrew Abstract Prologue…………………………………………………………...………………………1 Part A: Historic Survey Methodological Introduction…………………………………………………………..15 1. Aristotle: Potential Infinite………………………………………………………….16 2. Thomas Aquinas: God and the Infinite………………………………………..…….27 3. William of Ockham: Syncategorematic and Actual Infinite……………………..….32 4. Rabbi Abraham Cohen Herrera: Between Absolute Unity and Unbounded Multitude………………………………………………………………………..….42 5. Galileo Galilei: Continuum Constructed from Infinite Zero's………………………49 6. René Descartes: Infinite as Indefinite…………………………………………….…58 7. Pierre Gassendi: Rejection of the Infinite…………………………………………...69 8. Baruch Spinoza: Infinite Unity…………………………………………………...…73 9. General Background: Leibniz and the History of the Infinite……………………....81 Summary…………………………………………………………………………….…94 Part B: Mathematics Introduction…………………………………………………………………………….99 1. 'De Arte Combinatoria' as a Formal Basis for Thought: Retrospective on Leibniz's 1666 Dissertation………………………………………………………………....102 2. Leibniz and the Infinitesimal Calculus……………………………………….……111 2.1. Mathematical Background: Mathematical Works in 16th-17th Centuries…..111 2.2. Leibniz's Mathematical Development…………………………………….…127 -
Curriculum Overview Physics/Pre-AP 2018-2019 1St Nine Weeks
Curriculum Overview Physics/Pre-AP 2018-2019 1st Nine Weeks RESOURCES: Essential Physics (Ergopedia – online book) Physics Classroom http://www.physicsclassroom.com/ PHET Simulations https://phet.colorado.edu/ ONGOING TEKS: 1A, 1B, 2A, 2B, 2C, 2D, 2F, 2G, 2H, 2I, 2J,3E 1) SAFETY TEKS 1A, 1B Vocabulary Fume hood, fire blanket, fire extinguisher, goggle sanitizer, eye wash, safety shower, impact goggles, chemical safety goggles, fire exit, electrical safety cut off, apron, broken glass container, disposal alert, biological hazard, open flame alert, thermal safety, sharp object safety, fume safety, electrical safety, plant safety, animal safety, radioactive safety, clothing protection safety, fire safety, explosion safety, eye safety, poison safety, chemical safety Key Concepts The student will be able to determine if a situation in the physics lab is a safe practice and what appropriate safety equipment and safety warning signs may be needed in a physics lab. The student will be able to determine the proper disposal or recycling of materials in the physics lab. Essential Questions 1. How are safe practices in school, home or job applied? 2. What are the consequences for not using safety equipment or following safe practices? 2) SCIENCE OF PHYSICS: Glossary, Pages 35, 39 TEKS 2B, 2C Vocabulary Matter, energy, hypothesis, theory, objectivity, reproducibility, experiment, qualitative, quantitative, engineering, technology, science, pseudo-science, non-science Key Concepts The student will know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. The student will know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. -
Systematic Errors in High-Precision Gravity Measurements by Light-Pulse Atom Interferometry on the Ground and in Space
Systematic errors in high-precision gravity measurements by light-pulse atom interferometry on the ground and in space Anna M. Nobili,1, 2 Alberto Anselmi,3 and Raffaello Pegna1 1Dept. of Physics \E. Fermi", University of Pisa, Largo B. Pontecorvo 3, 56127 Pisa, Italy 2INFN (Istituto Nazionale di Fisica Nucleare), Sezione di Pisa, Largo B. Pontecorvo 3, 56127 Pisa, Italy 3Thales Alenia Space Italia, Strada Antica di Collegno 253, 10146 Torino, Italy (Dated: February 18, 2020) We focus on the fact that light-pulse atom interferometers measure the atoms' acceleration with only three data points per drop. As a result, the measured effect of the gravity gradient is system- atically larger than the true one, an error linear with the gradient and quadratic in time almost unnoticed so far. We show how this error affects the absolute measurement of the gravitational acceleration g as well as ground and space experiments with gradiometers based on atom inter- ferometry such as those designed for space geodesy, the measurement of the universal constant of gravity and the detection of gravitational waves. When atom interferometers test the universality of free fall and the weak equivalence principle by dropping different isotopes of the same atom one laser interrogates both isotopes and the error reported here cancels out. With atom clouds of different species and two lasers of different frequencies the phase shifts measured by the interferometer differ by a large amount even in absence of violation. Systematic errors, including common mode acceler- ations coupled to the gravity gradient with the reported error, lead to hard concurrent requirements {on the ground and in space{ on several dimensionless parameters all of which must be smaller than the sought-for violation signal. -
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. -
LIGO: the Search for the Gravitational Wave Sky
LIGO: The Search for the Gravitational Wave Sky • Science • LIGO status • UO in LIGO R Frey Oct 2008 1 General Relativity • Grav ity as a “fic titious f orce” Gravity can be “removed” in a special ref. frame -- free fall • Einstein took this as a clue that gravity is really caused by the structure of spacetime • Postulates of General Relativity (Einstein ca. 1915): Equivalence of inertial and gravitational mass There is no physics experiment which can distinguish between a gravitational field and an accelerating reference frame • An elevator at rest in earth’s gravity (g=9.8 m/s2) • An elevator accelerating upward with a= 9. 8 m/s2 • What this means extends special relativity to non-zero acceleration GitGravity re-dibddescribed as curva ture o f space time • A test particle (or light) in free fall follows a “straight” geodesic R Frey Oct 2008 2 General Relativity (contd) SdiiSome predictions: Gravity influences both mass and energy • e.g. bending of light in regions with gravitational field • 1919 Eddington; Gravitational lensing: Einstein Cross Many small deviations from Newtonian gravity in “weak” fields • Gravitational “redshift” (e.g. clocks on satellites are faster) • Perihelion advance of mercury • Global Positioning System would not work without GR corrections “Strong” field effects 2 • Black holes; Rs = 2GM/c Spacetime structure of universe – evolution of spacetime from Big Bang • the “bi g s tre tc h” And gravitational radiation (gravitational waves) R Frey Oct 2008 3 GWs in GR R Frey Oct 2008 4 The 4 Forces of Nature -
Albert Einstein's Key Breakthrough — Relativity
{ EINSTEIN’S CENTURY } Albert Einstein’s key breakthrough — relativity — came when he looked at a few ordinary things from a different perspective. /// BY RICHARD PANEK Relativity turns 1001 How’d he do it? This question has shadowed Albert Einstein for a century. Sometimes it’s rhetorical — an expression of amazement that one mind could so thoroughly and fundamentally reimagine the universe. And sometimes the question is literal — an inquiry into how Einstein arrived at his special and general theories of relativity. Einstein often echoed the first, awestruck form of the question when he referred to the mind’s workings in general. “What, precisely, is ‘thinking’?” he asked in his “Autobiographical Notes,” an essay from 1946. In somebody else’s autobiographical notes, even another scientist’s, this question might have been unusual. For Einstein, though, this type of question was typical. In numerous lectures and essays after he became famous as the father of relativity, Einstein began often with a meditation on how anyone could arrive at any subject, let alone an insight into the workings of the universe. An answer to the literal question has often been equally obscure. Since Einstein emerged as a public figure, a mythology has enshrouded him: the lone- ly genius sitting in the patent office in Bern, Switzerland, thinking his little thought experiments until one day, suddenly, he has a “Eureka!” moment. “Eureka!” moments young Einstein had, but they didn’t come from nowhere. He understood what scientific questions he was trying to answer, where they fit within philosophical traditions, and who else was asking them. -
Part 629 – Glossary of Landform and Geologic Terms
Title 430 – National Soil Survey Handbook Part 629 – Glossary of Landform and Geologic Terms Subpart A – General Information 629.0 Definition and Purpose This glossary provides the NCSS soil survey program, soil scientists, and natural resource specialists with landform, geologic, and related terms and their definitions to— (1) Improve soil landscape description with a standard, single source landform and geologic glossary. (2) Enhance geomorphic content and clarity of soil map unit descriptions by use of accurate, defined terms. (3) Establish consistent geomorphic term usage in soil science and the National Cooperative Soil Survey (NCSS). (4) Provide standard geomorphic definitions for databases and soil survey technical publications. (5) Train soil scientists and related professionals in soils as landscape and geomorphic entities. 629.1 Responsibilities This glossary serves as the official NCSS reference for landform, geologic, and related terms. The staff of the National Soil Survey Center, located in Lincoln, NE, is responsible for maintaining and updating this glossary. Soil Science Division staff and NCSS participants are encouraged to propose additions and changes to the glossary for use in pedon descriptions, soil map unit descriptions, and soil survey publications. The Glossary of Geology (GG, 2005) serves as a major source for many glossary terms. The American Geologic Institute (AGI) granted the USDA Natural Resources Conservation Service (formerly the Soil Conservation Service) permission (in letters dated September 11, 1985, and September 22, 1993) to use existing definitions. Sources of, and modifications to, original definitions are explained immediately below. 629.2 Definitions A. Reference Codes Sources from which definitions were taken, whole or in part, are identified by a code (e.g., GG) following each definition. -
Gravity and Projectile Motion
Do Now: What is gravity? Gravity Gravity is a force that acts between any 2 masses. Two factors affect the gravitational attraction between objects: mass and distance. What direction is Gravity? Earth’s gravity acts downward toward the center of the Earth. What is the difference between Mass and Weight? • Mass is a measure of the amount of matter (stuff) in an object. • Weight is a measure of the force of gravity on an object. • Your mass never changes,no matter where you are in the universe. But your weight will vary depending upon the force of gravity pulling down on you. Would you be heavier or lighter on the Moon? Gravity is a Law of Science • Newton realized that gravity acts everywhere in the universe, not just on Earth. • It is the force that makes an apple fall to the ground. • It is the force that keeps the moon orbiting around Earth. • It is the force that keeps all the planets in our solar system orbiting around the sun. What Newton realized is now called the Law of Universal Gravitation • The law of universal gravitation states that the force of gravity acts between all objects in the universe. • This means that any two objects in the universe, without exception, attract each other. • You are attracted not only to Earth but also to all the other objects around you. A cool thing about gravity is that it also acts through objects. Free Fall • When the only force acting on an object is gravity, the object is said to be in free fall. -
Galileo Galilei by Beatrix Mccrea Galileo Galilei Was an Italian Physicist, Engineer, and Astronomer Bestknown for Disc
3/24/2019 Galileo Galilei - Google Docs Galileo Galilei By Beatrix McCrea Galileo Galilei was an Italian physicist, engineer, and astronomer bestknown for discovering the four largest moons on Jupiter and his theory of gravity. His theory of gravity stated that if a bowling ball and a feather dropped at the same time in space they would land at the same time. He also invented the thermometer and an astronomical telescope. Galileo Galilei was born to Vincenzo Galilei and Giulia Ammanniti in Piza, Italy on February 15, 1564. He was the first of six children. There were two things that happened which led Galileo to find that he loved math and science. On The Famous People the text states “the first incident happened in 1581 when he first noticed that a chandelier despite swinging in small and large arcs took almost the same time to return to the first position.” The other incident was when he accidentally attended a geometry lecture. Both these incidents made Galileo find his love for science. Galileo discovered the four largest moons on Jupiter. On Biography.com it says Galileo Galilei was best known for discovering Jupiter and it’s four biggest moons. The names were Io, Europa, Ganymede, and Callisto. They were discovered by Galileo in January of 1610. Galileo used a better version of the telescope that made him made to see the four moons. Galileo Galilei had a very popular theory of gravity, that if there was no air resistance (like in space) you would drop a bowling ball and a feather and they would land at the exact same time. -
Free Fall Misconceptions: Results of a Graph Based Pre-Test of Sophomore Civil Engineering Students
European J of Physics Education Volume 5 Issue 3 2014 Montecinos Free Fall Misconceptions: Results of A Graph Based Pre-Test of Sophomore Civil Engineering Students Alicia M. Montecinos MDCE Group, Science Faculty Pontificia Universidad Católica de Valparaíso, Avenida Universidad 330 Curauma, Valparaíso, Chile [email protected] (Received: 16.05. 2014, Accepted: 13.08.2014) Abstract A partially unusual behaviour was found among 14 sophomore students of civil engineering who took a pre test for a free fall laboratory session, in the context of a general mechanics course. An analysis contemplating mathematics models and physics models consistency was made. In all cases, the students presented evidence favoring a correct free fall acceleration model, whilst their position component versus time, and velocity component versus time graphs revealed complex misconceptions both on the physical phenomenon and it’s implicit mathematics consistency. The last suggests an inability to make satisfactory connections through definitions between graphed variables. In other words, evidence strongly suggests that students are perfectly able to memorize the free fall acceleration model, whilst not understanding it’s significance at any level. This small study originated the develope and validation of a tutorial on free fall graphs for position, velocity and acceleration models, as part of a following cross-universities major project. Keywords: Misconception, Free-Fall, Graph, Model Introduction It is well known that free fall misconceptions are extremely common in all our students, whether they are majoring in science or not. Free fall can be addressed through energy, force or kinematics. A comprehensive paper review on the gravity force misconceptions was generously investigated by Kavanagh and Sneider (2007).