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De Morgan Newsletter 2019

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De Morgan Newsletter 2019 De Morgan Association Newsletter 2019/20 Contents Letter from the Editor ..................................................................................... 3 Letter from the Head of Department .............................................................. 3 British Society Of Rheology Annual Award 2019 ............................................. 5 De Morgan Association Dinner ....................................................................... 6 What Biology Can Do For Maths ..................................................................... 8 4th Floor Opening .......................................................................................... 14 ICDEA 2019 .................................................................................................... 16 Inaugural Lecture – Professor Yiannis Petridis ................................................ 18 Susan Brown Day – International Women’s Day ............................................. 20 STEM for Britain ............................................................................................. 22 April Colloquium 2019 .................................................................................... 24 Wikithon ........................................................................................................ 25 Thomas Harriot - England's leading mathematical scientist before Newton .... 26 Chalkdust ....................................................................................................... 30 Scaling, PDEs and Iceberg Melting .................................................................. 32 Institute for Mathematical and Statistical Sciences (IMSS) Events 2019 .......... 38 The Michael Singers ....................................................................................... 39 Awards .......................................................................................................... 40 Staff and Graduate Student Awards ............................................................... 41 Undergraduate and MSc Prizes ...................................................................... 42 PhD Scholarships and Prizes ........................................................................... 43 PhD Awards .................................................................................................... 44 New Academic Staff ....................................................................................... 45 Alumni Careers ............................................................................................... 47 In Memoriam - Professor Yaroslav Kurylev ..................................................... 48 2 LETTERS FROM THE EDITOR AND THE HEAD OF DEPARTMENT >ĞƩĞƌĨƌŽŵƚŚĞĚŝƚŽƌ >ĞƩĞƌĨƌŽŵƚŚĞ,ĞĂĚŽĨĞƉĂƌƚŵĞŶƚ WƌŽĨĞƐƐŽƌ,ĞůĞŶtŝůƐŽŶ WƌŽĨĞƐƐŽƌdĞĚ:ŽŚŶƐŽŶ /͛ŵǁƌŝƟŶŐƚŚŝƐĂƌƟĐůĞƐŝƫŶŐĂƚŚŽŵĞ͕ǁŚĞƌĞ LLastast yyear'sear's aannualnnual dinnerdinner ofof thethe DeDe 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ƐƐĞŶĚƵƐĂƌƟĐůĞƐĂŶĚƉŚŽƚŽŐƌĂƉŚƐĨŽƌĨƵƚƵƌĞĞŶĚƵƐĂƌƟĐůĞƐĂŶĚƉŚŽƚŽŐƌĂƉŚƐĨŽƌĨƵƚƵƌĞ ĂŶĚŽƚŚĞƌƐĂǁĞĞŬŝŶĚƵƌĂƟŽŶ͕ĂůůƚŽďĞ ĞĞĚŝƟŽŶƐ͘ĚŝƟŽŶƐ͘ ƚĂŬĞŶƌĞŵŽƚĞůLJ͘tĞŚĂĚƚŽǁƌŝƚĞƋƵĞƐƟŽŶƐ ƚŚĂƚǁŽƵůĚƐƟůůĚŝƐƟŶŐƵŝƐŚĚŝīĞƌĞŶƚƐƚƵĚĞŶƚƐ //ƐƐƵĞϮϳƐƐƵĞϮϳ even though they had access to their notes, ::ƵůLJϮϬϮϬƵůLJϮϬϮϬ ĂŶĚƚĞdžƚŬƐ͕ǁŚŝůĞƐŽůǀŝŶŐƚŚĞŵʹĂŶĚ LJĞƚƌĞŵĂŝŶĨĂŝƌƐŽƚŚĂƚĂůůƐƚƵĚĞŶƚƐĐŽƵůĚ ĚŝƚŽƌ͗WƌŽĨĞƐƐŽƌdĞĚ:ŽŚŶƐŽŶ ĚĞŵŽŶƐƚƌĂƚĞǁŚĂƚƚŚĞLJŚĂǀĞůĞĂƌŶƚ͘dŚŝƐǁĂƐ ƐƐŽĐŝĂƚĞĚŝƚŽƌ͗ĚƌŝĂŶŶĂDŝĐŬŝĞǁŝĐnj ĂƐƵďƐƚĂŶƟĂůĐŚĂůůĞŶŐĞĨŽƌƵƐ͕ĂŶĚ/͛ŵƌĞĂůůLJ ƉƌŽƵĚŽĨƚŚĞǁĂLJŵLJĐŽůůĞĂŐƵĞƐƌŽƐĞƚŽŝƚ͘ ĞĚŝƚŽƌͺŶĞǁƐůĞƩĞƌΛŵĂƚŚ͘ƵĐů͘ĂĐ͘ƵŬ tĞĂůƐŽďƌŽƵŐŚƚŝŶĂ͞ŶŽĚĞƚƌŝŵĞŶƚ͟ƉŽůŝĐLJʹ ĂƐĚŝĚŵĂŶLJŽƚŚĞƌŝŶƐƟƚƵƟŽŶƐʹĞŶƐƵƌŝŶŐƚŚĂƚ ΛDĂƚŚĞŵĂƟĐƐh> ĂŶLJĮŶĂůLJĞĂƌƐƚƵĚĞŶƚǁŚŽǁŽƵůĚŚĂǀĞďĞĞŶ ŝŶĂĚǀĞƌƚĞŶƚůLJĚŝƐĂĚǀĂŶƚĂŐĞĚďLJŽƵƌŶĞǁ͕ ƵŶƚƌŝĞĚĂƐƐĞƐƐŵĞŶƚƐǁŽƵůĚďĞĂǁĂƌĚĞĚƚŚĞ 3 LETTER FROM THE HEAD OF DEPARTMENT ĚĞŐƌĞĞƚŚĂƚƚŚĞŝƌƉƌĞǀŝŽƵƐĨŽƌŵƐƵŐŐĞƐƚĞĚ Ăƚ/ŵƉĞƌŝĂůŽůůĞŐĞ͖ƚŚĞŶĞdžƚĂƉƉŽŝŶƚĞĞ;Ă ƚŚĞLJǁŽƵůĚŐĞƚ͘ ƉƵƌĞŵĂƚŚĞŵĂƟĐŝĂŶƚŚŝƐƟŵĞͿŝƐƌEŝŬŽŶ <ƵƌŶŽƐŽǀ͘&ŝŶĂůůLJ͕ǁĞůĂƵŶĐŚĞĚĂŶĞǁƐĞŶŝŽƌ KĨĐŽƵƌƐĞ͕ŽƵƌƌĞƐƉŽŶƐĞƚŽŽǀŝĚͲϭϵŚĂƐŶŽƚ 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ŚĞůƉŝŶŐĂŶĂůLJƐĞƚŚĞŝƌƌĞĂůͲƟŵĞĚĂƚĂƚŽ ďĂĚůLJĂīĞĐƚĞĚďLJŽǀŝĚͲϭϵ͘ƵƚǁĞŚĂǀĞƚŽ ƵŶĚĞƌƐƚĂŶĚƉƌĂĐƟĐĞ͖ĂŶĚǁŝƚŚE,^^ĐŽƚůĂŶĚ ůŽŽŬƚŽƚŚĞĨƵƚƵƌĞ͕ĂŶĚ/ŚŽƉĞǁĞǁŝůůĐŽŵĞ ƚŽŚĞůƉĚĞƐŝŐŶĐŽŶƚĂĐƚƚƌĂĐŝŶŐĨŽƌƚŚĞƉŽƐƚͲ ŽƵƚŽĨƚŚŝƐŶŽƚũƵƐƚǁŝƚŚŶĞǁƚĞĐŚŶŝĐĂůƐŬŝůůƐ͕ ůŽĐŬĚŽǁŶƉĞƌŝŽĚ͘DĂŶLJŽƚŚĞƌŵĞŵďĞƌƐŽĨ ďƵƚĂůƐŽĂĚŝīĞƌĞŶƚǀŝĞǁŽŶǁĂLJƐŽĨǁŽƌŬŝŶŐ͕ ƚŚĞĚĞƉĂƌƚŵĞŶƚƐŝŐŶĞĚƵƉĨŽƌƚŚĞŶĂƟŽŶĂů ĂĚĞĞƉĞƌĂƉƉƌĞĐŝĂƟŽŶŽĨƚŚĞƚĞĂĐŚŝŶŐ ŵŽĚĞůůŝŶŐĞīŽƌƚ͕ZDW͕ĐŽŽƌĚŝŶĂƚĞĚďLJƚŚĞ ƉƌŽĨĞƐƐŝŽŶ;ĨŽƌƚŚŽƐĞŽĨƵƐǁŚŽĂƌĞƉĂƌĞŶƚƐͿ ZŽLJĂů^ŽĐŝĞƚLJ͘ ĂŶĚʹũƵƐƚƉĞƌŚĂƉƐʹǁŝƚŚƚŚĞƐĂƟƐĨĂĐƟŽŶŽĨĂ ũŽďǁĞůůĚŽŶĞ͘ ďƐŽůƵƚĞůLJƚŚĞůĂƐƚƚŚŝŶŐ/ĚŝĚďĞĨŽƌĞůĞĂǀŝŶŐ ƚŚĞĚĞƉĂƌƚŵĞŶƚĨŽƌŵĂŶLJŵŽŶƚŚƐǁĂƐƚŽ ŚŽůĚŝŶƚĞƌǀŝĞǁƐĨŽƌůĞĐƚƵƌĞƐŚŝƉƐŝŶƉƵƌĞ ŵĂƚŚĞŵĂƟĐƐ͘dŚĞƐĞǁĞƌĞƉŽƐƐŝďůLJƚŚĞ ůĂƐƚƉŽƐƚƐƚŽďĞĂƉƉƌŽǀĞĚŝŶƚŚĞǁŚŽůĞŽĨ h>ďĞĨŽƌĞƚŚĞŽǀŝĚƐŚƵƚĚŽǁŶ͕ĂŶĚ/͛ŵ ĚĞůŝŐŚƚĞĚƚŚĂƚƌĂƌŝŽĞƌĂůĚŽ͕ƌ^ŚŽŚĂŵ >ĞƚnjƚĞƌĂŶĚƌůĞdžĞLJWŽŬƌŽǀƐŬŝLJǁŝůůĂůůũŽŝŶ ƵƐŽǀĞƌƚŚĞƐƵŵŵĞƌ͘tĞǁĞůĐŽŵĞĂůůƚŚƌĞĞŽĨ ƚŚĞŵĂƐŽƵƌĐŽůůĞĂŐƵĞƐ͘ We had a good year for research ĂƉƉŽŝŶƚŵĞŶƚƐƚŽŽ͘KƵƌůŝīŽƌĚ&ĞůůŽǁ͕ ĂƉƉůŝĞĚŵĂƚŚĞŵĂƟĐŝĂŶƌZƵďĠŶWĠƌĞnj ĂƌƌĂƐĐŽ͕ŵŽǀĞĚŽŶƚŽĂƉĞƌŵĂŶĞŶƚƉŽƐƚ 4 BRITISH SOCIETY OF RHEOLOGY ANNUAL AWARD 2019 ƌŝƟƐŚ^ŽĐŝĞƚLJŽĨZŚĞŽůŽŐLJŶŶƵĂů ŇƵŝĚƐǁŚŝĐŚŝƐƚŚĞĮƌƐƚƚŽďĞĂďůĞƚŽĐĂƉƚƵƌĞ ǁĂƌĚϮϬϭϵ ƵŶƐƚĞĂĚLJĞīĞĐƚƐĂƐǁĞůůĂƐƚŚĞďĞŚĂǀŝŽƵƌ ƵŶĚĞƌŐĞŶĞƌĂůŇŽǁĐŽŶĚŝƟŽŶƐ͘ dŚĞƌŝƟƐŚ^ŽĐŝĞƚLJŽĨZŚĞŽůŽŐLJ;^ZͿ ǀĞƌLJƌĞĐŝƉŝĞŶƚŽĨƚŚĞ^ZŶŶƵĂůǁĂƌĚ ŐĂǀĞŝƚƐŶŶƵĂůǁĂƌĚϮϬϭϵƚŽŽƵƌ,ĞĂĚ ǁƌŝƚĞƐĂƐƵŵŵĂƌLJŽĨƚŚĞŝƌĂǁĂƌĚůĞĐƚƵƌĞ ŽĨĞƉĂƌƚŵĞŶƚ͕WƌŽĨĞƐƐŽƌ,ĞůĞŶtŝůƐŽŶ͘ ĨŽƌƚŚŽƐĞ^ZŵĞŵďĞƌƐǁŚŽĐŽƵůĚŶ͛ƚďĞ dŚŝƐĂǁĂƌĚƌĞĐŽŐŶŝƐĞƐƚŚĞĐŽŶƚƌŝďƵƟŽŶ ƚŚĞƌĞ͕ǁŚŝĐŚŝƐƉƵďůŝƐŚĞĚŝŶƚŚĞ^ZƵůůĞƟŶ͘ of a UK researcher to rheology, either dŚŝƐLJĞĂƌƚŚĞƐƉƌŝŶŐĞĚŝƟŽŶŽĨƚŚĞƵůůĞƟŶ͕ directly through their research or through ĐŽŶƚĂŝŶŝŶŐ,ĞůĞŶ͛ƐĂƌƟĐůĞ͕ǁĂƐŵĂĚĞĨƌĞĞůLJ ĚŝƐƟŶŐƵŝƐŚĞĚƐĞƌǀŝĐĞƚŽƚŚĞ^ZŝƚƐĞůĨ͘/Ŷ ĂǀĂŝůĂďůĞƚŽĂůů;ŶŽƚũƵƐƚ^ZŵĞŵďĞƌƐͿʹƐŽŝĨ ,ĞůĞŶ͛ƐĐĂƐĞŝƚǁĂƐĂĐŽŵďŝŶĂƟŽŶŽĨƚŚĞƚǁŽ͘ LJŽƵǁĂŶƚƚŽƌĞĂĚŵŽƌĞ͕ŝƚ͛ƐŚĞƌĞ͗ ,ĞƌƌĞƐĞĂƌĐŚŽǀĞƌƚŚĞůĂƐƚϮϱLJĞĂƌƐŚĂƐďĞĞŶ ŚƩƉƐ͗ͬͬǁǁǁ͘ďƐƌ͘ŽƌŐ͘ƵŬͬĂƌƟĐůĞͬĨƌĞĞͲ ŽŶĂƌĂŶŐĞŽĨĚŝīĞƌĞŶƚƚŽƉŝĐƐǁŝƚŚŝŶƌŚĞŽůŽŐLJ ďƵůůĞƟŶͲϮϱͬ;ƉĂŐĞϱͿ͘ ;ĚĞĮŶĞĚĂƐƚŚĞĚĞĨŽƌŵĂƟŽŶĂŶĚŇŽǁŽĨ ŵĂƩĞƌ͕ĂŶĚŶŽǁŐĞŶĞƌĂůůLJǀŝĞǁĞĚĂƐƚŚĞ WƌŽĨĞƐƐŽƌ,ĞůĞŶtŝůƐŽŶ ƐĐŝĞŶĐĞŽĨŚŽǁĐŽŵƉůĞdžŵĂƚĞƌŝĂůƐďĞŚĂǀĞͿ͖ 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  • Thomas Harriot: Father of Modern Notation
    Biddix 1 THOMAS HARRIOT: FATHER OF MODERN NOTATION A RESEARCH PAPER SUBMITTED TO DR. SLOAN DESPEAUX DEPARTMENT OF MATHEMATICS WESTERN CAROLINA UNIVERSITY BY LAYLA BIDDIX Biddix 2 Students learn mathematical symbolism early in their education. Any third grader can convey with ease the meanings of “+”, “-“, “=”, “<”, and “>” when asked about these symbols. However, these same students are rarely ever taught the origins of the symbols that they utilize with nearly every mathematical equation that they encounter. Most of these students will never be taught that several of these symbols were created and used by mathematician and astronomer Thomas Harriot. Although little is known of Thomas Harriot, his influence on mathematics is prevalent even at the most basic levels of mathematical manipulations. There exist many suggestions for why Harriot created symbols for his mathematical works, but no concrete reasoning for why Harriot began using symbolism in his mathematics is known. The mixed reaction from his mathematic colleagues and the fact that Harriot did the majority of his work in the early 1600s without the use of a printing press, make it extraordinary that many of the symbols Harriot utilized and the notation in which he wrote in his mathematical manuscripts are still in use today. Harriot always had a knack for symbolism. Harriot’s work with symbolism began with his creation of his own alphabet based on the Algonquian language.1 After spending time and forming a friendship with an Algonquian Indian that some of Harriot’s friends had kidnapped from what is now known as North Carolina, he began writing a language based on what he learned from his new Indian friend.2 This new language included a branch of mathematics, in which he represented powers and roots using cossic or algebraic numbers.
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    STEP-BY-STEP LANGUAGE INSTITUTE (84) (28) 6292-8721 https://stepbystepcorp.com Thomas Harriot The Discovery of Refraction A. When light travels from one medium to another, it generally bends, or refracts. The law of refraction gives us a way of predicting the amount of bending. Refraction has many applications in optics and technology. A lens uses refraction to form an image of an object for many different purposes, such as magnification. A prism uses refraction to form a spectrum of colors from an incident beam of light. Refraction also plays an important role in the formation of a mirage and other optical illusions. The law of refraction is also known as Snell’s Law, named after Willobrord Snell, who discovered the law in 1621. Although Snell’s sine law of refraction is now taught routinely in undergraduate courses, the quest for it spanned many centuries and involved many celebrated scientists. Perhaps the most interesting thing is that the first discovery of the sine law, made by the sixteenth-century English scientist Thomas Harriot (1560-1621), has been almost completely overlooked by physicists, despite much published material describing his contribution. B. A contemporary of Shakespeare, Elizabeth I, Johannes Kepler and Galilei Galileo, Thomas Harriot (1560-1621) was an English scientist and mathematician. His principal biographer, J.W. Shirley, was quoted saying that in his time he was “England’s most profound mathematician, most imaginative and methodical experimental scientist”. As a mathematician, he contributed to the development of algebra, and introduced the symbols of “>” and “<“ for “more than” and “less than.” He also studied navigation and astronomy.
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  • Science and Patronage in Early Modern England – a Preliminary Study
    Stephen Pumfrey scipat.doc Last printed: 7.7.04 3:24 PM p. 1 Science and patronage in early modern England – a preliminary study. Stephen Pumfrey and Frances Dawbarn (University of Lancaster, U.K.) (Currently copyright of the authors. Not to be cited without permission. A version to be published in History of Science vol. 41 [1993]).) 1. Introduction. In the last fifteen years our understanding of the development of late Renaissance and early modern science has been transformed by the application of patronage studies to the production of natural knowledge. As historians of other forms of cultural production, from high art to popular theatre, from confessional apologetics to country houses, had long been aware, patronage was ubiquitous in sixteenth and seventeenth century Europe.1 Courtly, aristocratic, ecclesiastical and, increasingly, mercantile patrons provided most of the positions for men (and some women) with intellectual and practical skills but limited socio-economic autonomy. These clients’ careers, the cultural and material goods they produced, even the nature of the professions they pursued, depended upon the complex sets of interests that structured the field of patron-client relations. Such also was the dependence of most English makers of natural knowledge during the period of this study, 1570-1625. It was especially true of those working outside universities, ranging from elevated court physicians and philosophers through projectors and private tutors to more humble mathematical and mechanical practitioners. The sociological turn in the history of science transformed the significance of patronage. If the disciplinary frameworks, material practices and intellectual content of forms of natural knowledge were strongly shaped by the cultural and institutional contexts in which they were developed then, potentially, early modern systems of patronage not only sustained but also 1 There is an extensive literature on patronage other than of natural knowledge.
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  • Thomas Harriot on the Coinage of England LSE Research Online URL for This Paper: Version: Published Version
    Thomas Harriot on the coinage of England LSE Research Online URL for this paper: http://eprints.lse.ac.uk/100503/ Version: Published Version Article: Biggs, Norman (2019) Thomas Harriot on the coinage of England. Archive for History of Exact Sciences, 73 (4). pp. 361-383. ISSN 0003-9519 https://doi.org/10.1007/s00407-019-00228-w Reuse This article is distributed under the terms of the Creative Commons Attribution (CC BY) licence. This licence allows you to distribute, remix, tweak, and build upon the work, even commercially, as long as you credit the authors for the original work. More information and the full terms of the licence here: https://creativecommons.org/licenses/ [email protected] https://eprints.lse.ac.uk/ Archive for History of Exact Sciences https://doi.org/10.1007/s00407-019-00228-w Thomas Harriot on the coinage of England Norman Biggs1 Received: 12 April 2019 © The Author(s) 2019 Abstract Thomas Harriot was the finest English mathematician before Isaac Newton, but his work on the coinage of his country is almost unknown, unlike Newton’s. In the early 1600s Harriot studied several aspects of the gold and silver coins of his time. He investigated the ratio between the values of gold and silver, using data derived from the official weights of the coins; he used hydrostatic weighing to determine the com- position of the coins; and he studied the methods used to calculate how metals should be combined in order to produce the required standard of purity. This work required not only arithmetical skill, but also great insight into the relationships between the various quantities, and here his ‘greate invention of algebra’ played its part.
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  • Birth of a Colony North Carolina Guide for Educators Act III—The Roanoke
    Birth of a Colony North Carolina Guide for Educators Act III—The Roanoke Voyages, 1584–1590 Birth of a Colony Guide for Educators Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Use this study guide to enhance students’ understanding of the ideas and information presented in the video. The guide is organized according to the video’s five acts. Included for each act are a synopsis, a vocabulary list, discussion questions, and lesson plans. Going over the vocabulary with students before watching the video will help them better understand the film’s content. Discussion questions will encourage students to think critically about what they have viewed. Lesson plans extend the subject matter, providing more information or opportunity for reflection. The lesson plans follow the new Standard Course of Study framework that takes effect with the 2012–2013 school year. With some adjustments, most of the questions and activities can be adapted for the viewing audience. Birth of a Colony was developed by the North Carolina Department of Cultural Resources, in collaboration with UNC-TV and Horizon Productions. More resources are available at the website http://www.unctv.org/birthofacolony/index.php. 2 Act III—The Roanoke Voyages, 1584–1590 Act III of Birth of a Colony presents the story of England’s attempts to settle in the New World. Queen Elizabeth enlisted Sir Walter Raleigh to launch an expedition “to inhabit and possess” any lands not already claimed by Spain or France.
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  • THOMAS HARRIOT (1560 – July 2, 1621) by HEINZ KLAUS STRICK, Germany
    THOMAS HARRIOT (1560 – July 2, 1621) by HEINZ KLAUS STRICK, Germany The only thing known about THOMAS HARRIOT, who enrolled at Oxford University at the age of 17, is that he came from a humble background (his father was called plebeian). In 1580 he took his bachelor's exam and went to London. There he joined WALTER RALEIGH in 1583, who had contributed to the subjugation of Ireland as leader of an English company and since then had worked as an advisor to Queen ELIZABETH I's court. RALEIGH, knighted by the Queen in 1585, had the ambitious goal of founding colonies in the New World. (drawings © Andreas Strick) HARRIOT was his most important employee in the preparation of the expeditions: his duties included training the captains and officers in the latest navigation techniques, the optimal design and equipment of the ships, the selection of the seafarers and, last but not least, the dealing with the accounts of the project. During this time, HARRIOT wrote a (lost) manuscript, which described, among other things, how latitude could be determined from the positions of the sun and the North Star. The settlement of Roanoke Island (located in today's North Carolina) founded on the first expedition had to be abandoned the following year. It is not certain whether HARRIOT himself took part in this expedition. From a second expedition he brought extensive notes on the language and habits of the indigenous people. In his report, he recommended the importation of tobacco that he got to know on site. It took decades before a colony was founded, because initially Spanish warships could prevent permanent settlement.
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  • Thomas Harriot: a Lost Pioneer
    Thomas Harriot: A lost pioneer © 1997−2009, Millennium Mathematics Project, University of Cambridge. Permission is granted to print and copy this page on paper for non−commercial use. For other uses, including electronic redistribution, please contact us. March 2009 Features Thomas Harriot: A lost pioneer by Anna Faherty It's International Year of Astronomy and all eyes are on Galileo Galilei, whose astronomical observations 400 years ago revolutionised our understanding of the Universe. But few people know that Galileo wasn't the first to build a telescope and turn it on the stars. That honour falls to a little−known mathematician called Thomas Harriot, who might have become a household name, had he bothered to publish his results. This article is a tour of his work. Thomas Harriot: A lost pioneer 1 Thomas Harriot: A lost pioneer This portrait was once believed to be of Thomas Harriot, but modern evidence indicates that it is probably not him. When the prestigious Royal Society was established in 1660, it quickly launched a seven year search for the lost papers of Thomas Harriot, a London mathematician and empirical scientist who had died decades before. The quest failed, but when the papers finally came to light a century later, they included a system of symbolic algebra, workable binary numbers, the sine law of refraction and detailed telescopic observations of the Moon and sunspots: all mathematical and scientific firsts. While Harriot's intellectual achievements had been gathering dust, much of his pioneering work was discovered by others, so his name never made it into the history books.
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