Essential Highlights of the History of Fluid Mechanics
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Atomic History Project Background: If You Were Asked to Draw the Structure of an Atom, What Would You Draw?
Atomic History Project Background: If you were asked to draw the structure of an atom, what would you draw? Throughout history, scientists have accepted five major different atomic models. Our perception of the atom has changed from the early Greek model because of clues or evidence that have been gathered through scientific experiments. As more evidence was gathered, old models were discarded or improved upon. Your task is to trace the atomic theory through history. Task: 1. You will create a timeline of the history of the atomic model that includes all of the following components: A. Names of 15 of the 21 scientists listed below B. The year of each scientist’s discovery that relates to the structure of the atom C. 1- 2 sentences describing the importance of the discovery that relates to the structure of the atom Scientists for the timeline: *required to be included • Empedocles • John Dalton* • Ernest Schrodinger • Democritus* • J.J. Thomson* • Marie & Pierre Curie • Aristotle • Robert Millikan • James Chadwick* • Evangelista Torricelli • Ernest • Henri Becquerel • Daniel Bernoulli Rutherford* • Albert Einstein • Joseph Priestly • Niels Bohr* • Max Planck • Antoine Lavoisier* • Louis • Michael Faraday • Joseph Louis Proust DeBroglie* Checklist for the timeline: • Timeline is in chronological order (earliest date to most recent date) • Equal space is devoted to each year (as on a number line) • The eight (8) *starred scientists are included with correct dates of their discoveries • An additional seven (7) scientists of your choice (from -
Physics of Gases and Phenomena of Heat Evangelista Torricelli (1608-1647)
Physics of gases and phenomena of heat Evangelista Torricelli (1608-1647) ”...We have made many vessels of glass like those shown as A and B and with tubes two cubits long. These were filled with quicksilver, the open end was closed with the finger, and they were then inverted in a vessel where there was quicksilver C; then we saw that an empty space was formed and that nothing happened in the vessel when this space was formed; the tube between A and D remained always full to the height of a cubit and a quarter and an inch high... Water also in a similar tube, though a much longer one, will rise to about 18 cubits, that is, as much more than quicksilver does as quicksilver is heavier than water, so as to be in equilibrium with the same cause which acts on the one and the other...” Letter to Michelangelo Ricci, June 11, 1644 Evangelista Torricelli (1608-1647) ”We live immersed at the bottom of a sea of elemental air, which by experiment undoubtedly has weight, and so much weight that the densest air in the neighbourhood of the surface of the earth weighs about one four-hundredth part of the weight of water...” Letter to Michelangelo Ricci, June 11, 1644 In July 1647 Valeriano Magni performed experiments on the vacuum in the presence of the King of Poland at the Royal Castle in Warsaw Blaise Pascal (1623-1662) ”I am searching for information which could help decide whether the action attributed to horror vacui really results from it or perhaps is caused by gravity and the pressure of air. -
Ancient Egyptian Irrigation
A Drop in the Bucket – Ancient Egyptian Irrigation Author Mimi Milliken Grade Level 6 Duration 3 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA GEOGRAPHY Element 5: Environment Reading Human-environment and Society Integration of Knowledge and interactions are essential 14. How human actions Ideas aspects oF human liFe in all modify the physical 6.RI.7 Integrate information societies. environment presented in different media or 6.G2.1 Compare diverse ways 15. How physical systems formats (e.g., visually, people or groups of people have affect human systems quantitatively) as well as in impacted, modified, or adapted to 16. The changes that words to develop a coherent the environment of the Eastern occur in the meaning, use, understanding of a topic or Hemisphere. distribution, and issue. Examining human population importance of resources Writing and movement helps Production and Distribution of individuals understand past, NEXT GENERATION OF Writing present, and Future conditions SCIENCE STANDARDS 6.W.4 Produce clear and on Earth’s surFace. NEXT GENERATION coherent writing in which the 6.G3.1 Analyze how cultural and OF SCIENCE development, organization, and environmental characteristics STANDARDS style are appropriate to task, affect the distribution and MS-ETS1-2. Evaluate purpose, and audience. movement of people, goods, and competing design ideas. solutions using a SCIENCE 6.G3.2 Analyze the influence of systematic process to LiFe Science location, use of natural resources, determine how well they 6.L2U1.14 Construct a model catastrophic environmental meet the criteria and that shows the cycling of matter events, and technological constraints of the problem. -
Robotics/Principles of Technology (Semester Course)
Robotics/Principles of Technology (Semester Course) Course Description Robotics/Principles of Technology is aligned with the NGSS standards and was developed based upon the interest of students. Through the use of technology, engineering and robotics, the course stresses problem‐solving skills in a real world setting. Students will be given tasks and will need to design and construct various projects. Students will work independently as well as in pairs, small groups and large groups. Both verbal and written communication of ideas will be emphasized. The course is designed to motivate the student of all ability levels to participate in real‐world scenarios utilizing engineering and robotic concepts to problem solve through hand on activities. Robotics/Principles of Technology encompass STEM principles in a variety of in‐class and out‐of‐class learning activities designed to teach the student about careers in technology, engineering, robotics and science. Suggested Course Sequence: History of Robotics (2 weeks) Careers in STEM (1 week) Design in Engineering & Technology (2‐3 weeks) Getting Started in Robotics (3‐4 weeks) Space Exploration Robotics (6‐7 weeks) Design & Build a Robot (3 weeks) ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS Unit Overview Content Area: Robotics/Principles of Technology Unit Title: History of Robots Grade Level: 11‐12 Unit Summary: This unit will cover the development of robotics over time. Students will research how robotics has evolved over time. Interdisciplinary Connections: History 6.1.4.C.17 6.1.4.C.16 English RT.11‐12.9 RT.11‐12.10 WHST.11‐12.2B Technology 8.1.12.E.1 8.2.12.A.3 8.2.12.C.2 21st Century Themes and Skills: ‐ CRP2 Apply appropriate academic and technical skills. -
ARE DRONES a FORCE for GOOD? How Drones Are Being Used to Benefit Society
BRIEF FOOD AND DRINK CULTURE GEAR SPORTS STYLE WOMEN HOME > BANNER- HOME > MAGAZINE ARE DRONES A FORCE FOR GOOD? How drones are being used to benefit society By Matthew Priest Words: Max Mueller NEWSLETTER SUBSCRIPTION Get the lowdown on the week ahead to your inbox, together with reviews, exclusive competitions and the occasional funny list. Enter Your Email SUBSCRIBE MOST POPULAR THIS WEEK Read Shared Galleries HOW TO BULK UP LIKE A RUGBY PLAYER Drones usually feature in the news due to their controversial use as weapons of war or, more prosaically, for their use as fun but largely impractical toys. But what if the technology could be used to help the environment or save lives? This month, the UAE is again promoting the humanitarian use of drones with a $1 million competition that features the best designs from around the world. Here is a bird’s eye view of the technology and its pitfalls, in the Middle East and beyond. *** WHAT I’VE LEARNT: FLAVIO BRIATORE Fukushima Daiichi nuclear power station, April 10, 2015. Four years after the March 2011 meltdown, a stream of images is being recorded inside reactor No 1, one of three that was badly damaged after the plant was hit by a devastating tsunami. As the remote-controlled robot crawls through debris, the on-board searchlight struggles to penetrate a thick dust cloud. It also has to navigate charred concrete girders coated in solidified molten metal that now resemble warped stalactites. CESARO: 8 THINGS WE’VE At the bottom of the video screen is a digital display of the radiation exposure. -
Named Units of Measurement
Dr. John Andraos, http://www.careerchem.com/NAMED/Named-Units.pdf 1 NAMED UNITS OF MEASUREMENT © Dr. John Andraos, 2000 - 2013 Department of Chemistry, York University 4700 Keele Street, Toronto, ONTARIO M3J 1P3, CANADA For suggestions, corrections, additional information, and comments please send e-mails to [email protected] http://www.chem.yorku.ca/NAMED/ Atomic mass unit (u, Da) John Dalton 6 September 1766 - 27 July 1844 British, b. Eaglesfield, near Cockermouth, Cumberland, England Dalton (1/12th mass of C12 atom) Dalton's atomic theory Dalton, J., A New System of Chemical Philosophy , R. Bickerstaff: London, 1808 - 1827. Biographical References: Daintith, J.; Mitchell, S.; Tootill, E.; Gjersten, D ., Biographical Encyclopedia of Dr. John Andraos, http://www.careerchem.com/NAMED/Named-Units.pdf 2 Scientists , Institute of Physics Publishing: Bristol, UK, 1994 Farber, Eduard (ed.), Great Chemists , Interscience Publishers: New York, 1961 Maurer, James F. (ed.) Concise Dictionary of Scientific Biography , Charles Scribner's Sons: New York, 1981 Abbott, David (ed.), The Biographical Dictionary of Scientists: Chemists , Peter Bedrick Books: New York, 1983 Partington, J.R., A History of Chemistry , Vol. III, Macmillan and Co., Ltd.: London, 1962, p. 755 Greenaway, F. Endeavour 1966 , 25 , 73 Proc. Roy. Soc. London 1844 , 60 , 528-530 Thackray, A. in Gillispie, Charles Coulston (ed.), Dictionary of Scientific Biography , Charles Scribner & Sons: New York, 1973, Vol. 3, 573 Clarification on symbols used: personal communication on April 26, 2013 from Prof. O. David Sparkman, Pacific Mass Spectrometry Facility, University of the Pacific, Stockton, CA. Capacitance (Farads, F) Michael Faraday 22 September 1791 - 25 August 1867 British, b. -
Nanotechnology, Ethics and Policy Education: Research and Pedagogy: Selected Bibliography
Association for Practical and Professional Ethics Conference Presentation, March 2013 NSF Nanotechnology Undergraduate Education grant (#EEC-1138257) focused on creating interdisciplinary modules about the social, ethical, environmental, and economic impact of nanotechnology for all students at the Colorado School of Mines. (For an overview of the project plan, see NanoSTEP: Nano-Science, Technology, Ethics and Policy Poster Presentation to NSF EEC conference March 2012 ) Dr. Corinne Packard, a professor in the department of Metallurgical and Materials Engineering who works with solar cell nanomaterials, was the PI. The team of Co-PIs and Senior Personnel were drawn from the multidisciplinary Liberal Arts and International Studies department which is responsible for delivering core courses in humanities and social sciences. The first part of the project was a module for the freshman ethics and writing course, Nature and Human Values, which included a common lecture and reading assignments and different course activates and discussions about the risks and benefits of the technology. (See Workshop and Module Design—Part 1—Nature and Human Values). The second part of the project was a module for the sophomore-level course, Human Systems, a history of sociological, religious, political, and economic systems. For this course, the focus of the module was on policy and international relations in technology development. (See Workshop and Module Design—Part 2—Human Systems). We disseminated our work at several conferences and to universities in China and Spain, but most notably contributed a panel discussion with several team members at APPE 2013 in San Antonio (See Association for Practical and Professional Ethics 2013 Conference Presentations). -
Planning of Nuclear Power Systems
ASKO VUORINEN Planning of Nuclear Power Systems To Save the Planet Ekoenergo Oy August, 2011 The nuclear power could generate 27 % of electricity by 2050 and 34 % by 2075. Nuclear electricity generation can make the biggest change in reducing greenhouse gas emissions and it would be possible to limit the global temperature increase to 2 degrees Celsius by the year 2100. 1 Copyright © 2011 Ekoenergo Oy Lokirinne 8 A 25, 02320 Espoo, Finland Telephone (+358) 440451022 The book is available for internet orders www.optimalpowersystems.com Email (for orders and customer service enquires): [email protected] All rights reserved. No part of this publication may be reproduced, stored in retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, scanning or otherwise, except under terms of copyright, without the permission in writing of the Publisher. Requests to the publisher should be addressed to Ekoenergo Oy, Lokirinne 8 A 25, 02320 Espoo, Finland or emailed to [email protected]. Comments to the author can be sent directly to [email protected]. Cover page: the Planet and Atoms. Created by my son Architect Teo-Tuomas Vuorinen 2 Table of Contents PREFACE ....................................................................................................................................................................... 13 .ACKNOWLEDGEMENTS .............................................................................................................................................. -
Irrigation of World Agricultural Lands: Evolution Through the Millennia
water Review Irrigation of World Agricultural Lands: Evolution through the Millennia Andreas N. Angelakιs 1 , Daniele Zaccaria 2,*, Jens Krasilnikoff 3, Miquel Salgot 4, Mohamed Bazza 5, Paolo Roccaro 6, Blanca Jimenez 7, Arun Kumar 8 , Wang Yinghua 9, Alper Baba 10, Jessica Anne Harrison 11, Andrea Garduno-Jimenez 12 and Elias Fereres 13 1 HAO-Demeter, Agricultural Research Institution of Crete, 71300 Iraklion and Union of Hellenic Water Supply and Sewerage Operators, 41222 Larissa, Greece; [email protected] 2 Department of Land, Air, and Water Resources, University of California, California, CA 95064, USA 3 School of Culture and Society, Department of History and Classical Studies, Aarhus University, 8000 Aarhus, Denmark; [email protected] 4 Soil Science Unit, Facultat de Farmàcia, Universitat de Barcelona, 08007 Barcelona, Spain; [email protected] 5 Formerly at Land and Water Division, Food and Agriculture Organization of the United Nations-FAO, 00153 Rome, Italy; [email protected] 6 Department of Civil and Environmental Engineering, University of Catania, 2 I-95131 Catania, Italy; [email protected] 7 The Comisión Nacional del Agua in Mexico City, Del. Coyoacán, México 04340, Mexico; [email protected] 8 Department of Civil Engineering, Indian Institute of Technology, Delhi 110016, India; [email protected] 9 Department of Water Conservancy History, China Institute of Water Resources and Hydropower Research, Beijing 100048, China; [email protected] 10 Izmir Institute of Technology, Engineering Faculty, Department of Civil -
Rudi Mathematici
Rudi Mathematici Y2K Rudi Mathematici Gennaio 2000 52 1 S (1803) Guglielmo LIBRI Carucci dalla Somaja Olimpiadi Matematiche (1878) Agner Krarup ERLANG (1894) Satyendranath BOSE P1 (1912) Boris GNEDENKO 2 D (1822) Rudolf Julius Emmanuel CLAUSIUS Due matematici "A" e "B" si sono inventati una (1905) Lev Genrichovich SHNIRELMAN versione particolarmente complessa del "testa o (1938) Anatoly SAMOILENKO croce": viene scritta alla lavagna una matrice 1 3 L (1917) Yuri Alexeievich MITROPOLSHY quadrata con elementi interi casuali; il gioco (1643) Isaac NEWTON consiste poi nel calcolare il determinante: 4 M (1838) Marie Ennemond Camille JORDAN 5 M Se il determinante e` pari, vince "A". (1871) Federigo ENRIQUES (1871) Gino FANO Se il determinante e` dispari, vince "B". (1807) Jozeph Mitza PETZVAL 6 G (1841) Rudolf STURM La probabilita` che un numero sia pari e` 0.5, (1871) Felix Edouard Justin Emile BOREL 7 V ma... Quali sono le probabilita` di vittoria di "A"? (1907) Raymond Edward Alan Christopher PALEY (1888) Richard COURANT P2 8 S (1924) Paul Moritz COHN (1942) Stephen William HAWKING Dimostrare che qualsiasi numero primo (con (1864) Vladimir Adreievich STELKOV l'eccezione di 2 e 5) ha un'infinita` di multipli 9 D nella forma 11....1 2 10 L (1875) Issai SCHUR (1905) Ruth MOUFANG "Die Energie der Welt ist konstant. Die Entroopie 11 M (1545) Guidobaldo DEL MONTE der Welt strebt einem Maximum zu" (1707) Vincenzo RICCATI (1734) Achille Pierre Dionis DU SEJOUR Rudolph CLAUSIUS 12 M (1906) Kurt August HIRSCH " I know not what I appear to the world, -
The Evolution of Engineering Materials
Paper ID #20611 The Evolution of Engineering Materials Dr. Amber L. Genau, University of Alabama at Birmingham Dr. Amber Genau is an assistant professor in the Materials Science and Engineering Department at the University of Alabama at Birmingham. She received her B.S. and M.S. from Iowa State University and Ph.D. from Northwestern University, all in materials engineering. Before coming to UAB, Dr. Genau spent two years as a guest scientist at the German Aerospace Center in Cologne, Germany, working on metal solidification and microstructural characterization. She is particularly interested in broadening participation in engineering and providing international experiences and perspectives to undergraduate students. c American Society for Engineering Education, 2017 The Evolution of Engineering Materials Abstract This paper describes the development of an upper level engineering elective entitled “The Evolution of Engineering Materials.” The course considers how the discovery of new materials and the ability of process materials in new ways has influenced the course of history, shaping both human societies and their surrounding environments, from the Stone Age to the Modern Era. Students become familiar with a variety of still-relevant technical content through the consideration of historical activity, from smelting and coking to polymerization reactions and cross linking. The course addresses a variety of ABET outcomes while also supporting the development of global competency through an increased appreciation of world history. Although this course was developed for and taught in the context of a three-week study abroad trip to Europe, the engaging and accessible nature of the content could also make it valuable as a service course for non-engineering majors. -
The Wright Stuff
1203cent.qxd 11/13/03 2:19 PM Page 1 n a chilly North Carolina edge. It is likely that this informa- Omorning 100 years ago, two tion became the basis for the design brothers from Dayton, Ohio, at- of their early gliders. It also led them tempted a feat others considered im- to contact Octave Chanute, an possible, and their success changed American engineer who was the world. leading the way for experiments in Today we take air travel for aeronautics. granted, and rarely give a second thought to our capability to fly liter- Three problems ally anywhere in the world. But one The Wrights realized from the be- hundred years ago, the endeavors ginning that they had to solve three of the Wrights and other aeronau- problems: tical pioneers were widely viewed • Balance and control. as foolhardy. Although some of the THE WRIGHT • Wing shape and resulting lift. world’s most creative minds were • Application of power to the converging on a solution to the flight structure. problem, well-respected scientists STUFF: Of the three, they correctly recog- such as Lord Kelvin thought flight Materials in the Wright Flyer nized that balance and control were impossible. the least understood and probably In fact, Simon Newcomb, pro- The flight of the Wright Flyer was the most critical. To solve that fessor of mathematics and as- the “first in the history of the world problem, they turned to gliding ex- tronomy at Johns Hopkins Univer- periments. sity and vice-president of the in which a machine carrying a man National Academy of Sciences, had had raised itself by its own power The 1900 glider declared only 18 months before the into the air in full flight, had sailed After a few preliminary experi- successful flight at Kitty Hawk, forward without reduction of speed, ments with small kites, they built “Flight by machines heavier than air and had finally landed at a point as their first glider in 1900.