Artist-Engineers' Apprenticeship and Galileo

Total Page:16

File Type:pdf, Size:1020Kb

Artist-Engineers' Apprenticeship and Galileo GALILEO ENGINEER BOSTON STUDIES IN THE PHILOSOPHY OF SCIENCE VOLUME 269 Editors ROBERT S. COHEN, Boston University JÜRGEN RENN, Max Planck Institute for the History of Science KOSTAS GAVROGLU, University of Athens Editorial Advisory Board THOMAS F. GLICK, Boston University ADOLF GRÜNBAUM, University of Pittsburgh SYLVAN S. SCHWEBER, Brandeis University JOHN J. STACHEL, Boston University MARX W. WARTOFSKY†, (Editor 1960–1997) For further volumes: http://www.springer.com/series/5710 GALILEO ENGINEER by MATTEO VALLERIANI Max Planck Institute for the History of Science Berlin, Germany 123 Matteo Valleriani Max Planck Institute for the History of Science Boltzmannstr. 22 14195 Berlin Germany [email protected] Dissertation zur Erlangung des Doktorgrades an der Philosophischen Fakultät I der Humboldt Universität zu Berlin. ISBN 978-90-481-8644-0 e-ISBN 978-90-481-8645-7 DOI 10.1007/978-90-481-8645-7 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2010922899 © Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Carlo de Bonardis (17th century). Scientist undertaking an experiment. Oil painting (Bona Castellotti, Gamba et al. 1999/2000, 141) Contents Foreword: The Historical Epistemology of Mechanics .......... xi Jürgen Renn Introduction ................................. xv Part I War and Practice 1 Artist-Engineers’ Apprenticeship and Galileo ............. 3 The Political and Economic Context . .................. 3 The Education of Artist-Engineers . .................. 7 Galileo’sApprenticeship......................... 12 FromtheApprenticeshiptotheWorkshopviatheUniversity...... 15 TheBuzzoftheWorkshop........................ 19 2 Instruments and Machines ....................... 21 Galileo’s Balance Sheet . ....................... 24 The Production and Organization of the Workshop ............ 26 The Military Compass ........................... 27 The Reduction Compass . ....................... 38 TheSurveyingCompass......................... 39 OtherInstrumentsandTools....................... 41 Lenses................................... 41 Glass Production . ............................ 48 Adapting the Telescope for other Optical Devices ............ 53 Mirrors.................................. 60 Machine for Pounding Gunpowder . .................. 66 Machine for Lifting Heavy Weights . .................. 67 Water Lifting Machine . ....................... 68 Galileo as a Military Engineer ...................... 69 3 Galileo’s Private Course on Fortifications ............... 71 TheStructureoftheBusiness....................... 72 Mathematics for the Military Art . .................. 75 Military Architecture ........................... 77 Artillery Powered by Gunpowder . .................. 86 vii viii Contents La sfera .................................. 89 The Science of Machines . ....................... 91 Compounds of Simple Machines to Multiply Force . ........ 104 Compound Machines Useful in the Fortress . ............. 108 The Art of War and the Materiality of Machines ............. 112 Part II Practice and Science 4 The Knowledge of the Venetian Arsenal ................ 117 Dating Galileo’s Work on the Science of Materials ............ 120 The Key Question of the Machine Makers . ............. 120 Galileo’s Cantilever Model . ....................... 122 The Origins of the Renaissance Engineers’ Cantilever Model . .... 124 Galileo at the Arsenal: The Aristotelian Nautical Questions . .... 132 Did the Venetian Arsenal Employ Galileo? . ............. 138 Galileo’s Apprenticeship as a Proto .................... 140 Galileo’s Masterpiece: The Oar Model .................. 150 Did Galileo Become a Proto?....................... 152 5 Pneumatics, the Thermoscope and the New Atomistic Conception of Heat ........................... 155 The Thermoscope . ............................ 158 The Emergence of the Thermoscope . .................. 160 From the Thermoscope to the Thermometer . ............. 165 Empirical Data Provided by the Thermoscope . ............. 169 The Reception of Ancient Pneumatics .................. 172 Galileo as a Pneumatic Engineer . .................. 178 The Functioning of the Thermoscope . .................. 181 Galileo’sDoctrineofHeat........................ 186 The Generation of a Heat Doctrine . .................. 190 Part III The Engineer and the Scientist 6 Was Galileo an Engineer? ........................ 193 RevolutionoftheArtofWar....................... 193 Galilei in the Current of Warfare . .................. 197 Beyond Engineering ............................ 199 The Aristotelian Engineer . ....................... 203 Generation of Knowledge . ....................... 206 Engineer-Scientists ............................ 207 Sources: Galileo’s Correspondence ..................... 213 NotesontheTranslations......................... 213 Galileo to G. Contarini in Venice. Padova, March 22, 1593 . .... 214 G. Contarini to Galileo in Padova. Venice, March 28, 1593 . .... 216 Galileo to A. Mocenigo in Venice. Padova, January 11, 1594 . .... 219 G. Sagredo to Galileo in Padova. Venice, January 17, 1602 . .... 221 Contents ix G. Sagredo to Galileo in Padova. Venice, August 23, 1602 ........ 222 Galileo to A. de’ Medici in Florence. Padova, February 11, 1609 .... 223 G. Bartoli to B. Vinta in Florence. Venice, September 26, 1609 . .... 225 M. Hastal to Galileo in Florence. Prague, August 24, 1610 . .... 226 D. Antonini to Galileo in Florence. Brussels, February 4, 1612 . .... 227 G. Sagredo to Galileo in Florence. Venice, June 30, 1612 ........ 229 G. Sagredo to Galileo in Florence. Venice, May 9, 1613 . ........ 231 G. Sagredo to Galileo in Florence. Venice, July 27, 1613 ........ 233 G. Sagredo to Galileo in Florence. Venice, August 24, 1613 . .... 234 G. B. Baliani to Galileo in Florence. Genoa, April 4, 1614 ........ 238 G. F. Sagredo to Galileo in Florence. Venice, February 7, 1615 . .... 239 G. F. Sagredo to Galileo in Florence. Venice, March 15, 1615 . .... 241 G. F. Sagredo to Galileo in Florence. Venice, April 11, 1615 . .... 244 B. Castelli to Galileo in Florence. Pisa, May 24, 1617 . ........ 248 Galileo to Leopold of Austria in Innsbruck. Florence, May 23, 1618 . 250 G. F. Sagredo to Galileo in Florence. Morocco, August 4, 1618 . .... 252 G. F. Sagredo to Galileo in Florence. Venice, August 18, 1618 . .... 255 G. F. Sagredo to Galileo in Bellosguardo. Venice, October 27, 1618 . 256 G. F. Sagredo to Galileo in Florence. Venice, November 3, 1618 .... 257 G. F. Sagredo to Galileo in Florence. Venice, December 22, 1618 .... 259 G. F. Sagredo to Galileo in Bellosguardo. Venice, March 30, 1619 . 260 G. C. Lagalla to Galileo in Florence. Rome, July 30, 1621 ........ 263 G. B. Guazzaroni to Galileo in Aquasparta. Todi, April 20, 1624 .... 264 Galileo to F. Cesi in Rome. Bellosguardo, September 23, 1624 . .... 266 G. di Guevara to Galileo in Florence. Teano, November 15, 1627 .... 268 A. Arrighetti to Galileo in Siena. Florence, September 25, 1633 . .... 270 Galileo to A. Arrighetti in Florence. Siena, September 27, 1633 . .... 273 N. Aggiunti to Galileo in Florence. Pisa, February 22, 1634 . .... 274 F. Micanzio to Galileo in Florence. Venice, July 8, 1634 . ........ 276 A. de Ville to Galileo in Arcetri. Venice, March 3, 1635 . ........ 277 F. Micanzio to Galileo in Florence. Venice, December 1, 1635 . .... 284 B. Cavalieri to Galileo in Arcetri. Bologna, March 11, 1636 . .... 285 Galileo to L. Reael in Amsterdam. Arcetri, June 5, 1637 . ........ 288 Galileo to F. Micanzio in Venice. Arcetri, November 20, 1637 . .... 295 Credits .................................... 297 References .................................. 299 Galileo’sWorks.............................. 299 PrimaryLiterature............................. 301 Secondary Literature ........................... 306 Name Index .................................. 315 Illustration Index .............................. 319 Foreword: The Historical Epistemology of Mechanics Jürgen Renn The historical epistemology of mechanics studies the long-term development of mechanical knowledge. Mechanical knowledge concerns material bodies in time and space, their motions, and the forces that cause or resist such motions. Mechanical knowledge enables us to predict how bodies change their position with time as long as we know their current state and the forces acting upon them. Mechanical knowledge of this kind played a special role in the process of transformation from natural philosophy to modern science. Natural philos- ophy from its very inception in the works of Aristotle constructed conceptual systems to represent pictures of the world as a whole. But, in contrast to such global intentions, the origins of mechanical knowledge have to be sought in the much more down-to-earth practical activities of achieving the specific tasks of everyday life. Over a long historical period, the development of mechanical knowledge and its transmission from one generation to the next remained an inherent dimension of such activities, unrelated to any cognitive
Recommended publications
  • Hunting the White Elephant. When and How Did Galileo
    MAX-PLANCK-INSTITUT FÜR WISSENSCHAFTSGESCHICHTE Max Planck Institute for the History of Science PREPRINT 97 (1998) Jürgen Renn, Peter Damerow, Simone Rieger, and Michele Camerota Hunting the White Elephant When and how did Galileo discover the law of fall? ISSN 0948-9444 1 HUNTING THE WHITE ELEPHANT WHEN AND HOW DID GALILEO DISCOVER THE LAW OF FALL? Jürgen Renn, Peter Damerow, Simone Rieger, and Michele Camerota Mark Twain tells the story of a white elephant, a present of the king of Siam to Queen Victoria of England, who got somehow lost in New York on its way to England. An impressive army of highly qualified detectives swarmed out over the whole country to search for the lost treasure. And after short time an abundance of optimistic reports with precise observations were returned from the detectives giving evidence that the elephant must have been shortly before at that very place each detective had chosen for his investigations. Although no elephant could ever have been strolling around at the same time at such different places of a vast area and in spite of the fact that the elephant, wounded by a bullet, was lying dead the whole time in the cellar of the police headquarters, the detectives were highly praised by the public for their professional and effective execution of the task. (The Stolen White Elephant, Boston 1882) THE ARGUMENT In spite of having been the subject of more than a century of historical research, the question of when and how Galileo made his major discoveries is still answered insufficiently only. It is mostly assumed that he must have found the law of fall around the year 1604 and that only sev- 1 This paper makes use of the work of research projects of the Max Planck Institute for the History of Science in Berlin, some pursued jointly with the Biblioteca Nazionale Centrale in Florence, the Istituto e Museo di Storia della Scienza, and the Istituto Nazionale die Fisica Nucleare in Florence.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Galilei-1632 Dialogue Concerning the Two Chief World Systems
    Galileo di Vincenzo Bonaulti de Galilei ([ɡaliˈlɛːo ɡaliˈlɛi]; 15 February 1564 – 8 January 1642) was an Italian astronomer, physicist and engineer, sometimes described as a polymath, from Pisa. Galileo has been called the "father of observational astronomy", the "father of modern physics", the "father of the scientific method", and the "father of modern science". Galileo studied speed and velocity, gravity and free fall, the principle of relativity, inertia, projectile motion and also worked in applied science and technology, describing the properties of pendulums and "hydrostatic balances", inventing the thermoscope and various military compasses, and using the telescope for scientific observations of celestial objects. His contributions to observational astronomy include the telescopic confirmation of the phases of Venus, the observation of the four largest satellites of Jupiter, the observation of Saturn's rings, and the analysis of sunspots. Galileo's championing of heliocentrism and Copernicanism was controversial during his lifetime, when most subscribed to geocentric models such as the Tychonic system. He met with opposition from astronomers, who doubted heliocentrism because of the absence of an observed stellar parallax. The matter was investigated by the Roman Inquisition in 1615, which concluded that heliocentrism was "foolish and absurd in philosophy, and formally heretical since it explicitly contradicts in many places the sense of Holy Scripture". Galileo later defended his views in Dialogue Concerning the Two Chief World Systems (1632), which appeared to attack Pope Urban VIII and thus alienated him and the Jesuits, who had both supported Galileo up until this point. He was tried by the Inquisition, found "vehemently suspect of heresy", and forced to recant.
    [Show full text]
  • On the Isochronism of Galilei's Horologium
    IFToMM Workshop on History of MMS – Palermo 2013 On the isochronism of Galilei's horologium Francesco Sorge, Marco Cammalleri, Giuseppe Genchi DICGIM, Università di Palermo, [email protected], [email protected], [email protected] Abstract − Measuring the passage of time has always fascinated the humankind throughout the centuries. It is amazing how the general architecture of clocks has remained almost unchanged in practice to date from the Middle Ages. However, the foremost mechanical developments in clock-making date from the seventeenth century, when the discovery of the isochronism laws of pendular motion by Galilei and Huygens permitted a higher degree of accuracy in the time measure. Keywords: Time Measure, Pendulum, Isochronism Brief Survey on the Art of Clock-Making The first elements of temporal and spatial cognition among the primitive societies were associated with the course of natural events. In practice, the starry heaven played the role of the first huge clock of mankind. According to the philosopher Macrobius (4 th century), even the Latin term hora derives, through the Greek word ‘ώρα , from an Egyptian hieroglyph to be pronounced Heru or Horu , which was Latinized into Horus and was the name of the Egyptian deity of the sun and the sky, who was the son of Osiris and was often represented as a hawk, prince of the sky. Later on, the measure of time began to assume a rudimentary technical connotation and to benefit from the use of more or less ingenious devices. Various kinds of clocks developed to relatively high levels of accuracy through the Egyptian, Assyrian, Greek and Roman civilizations.
    [Show full text]
  • Recieved Notice Today That It Did Not Go Through
    Scientists are People, Too: Biographies of Astronomical Scientists as a Literary Introduction to the Heliocentric Theory Autry McMorris Welch Middle School INTRODUCTION The Setting and Objectives One of the teaching tools that teachers often use is to take advantage of their students’ prior knowledge. This allows students to connect with the author or subject. Many students have had astronomical awareness or experiences as simple as Aristotle’s in 320 BC – that the Earth must be round because it casts a crescent shape on the moon. For me, it was an incidental thing that I sometimes noticed the moon out in the mornings and evenings when I walked my dogs. Almost as a type of entertainment, I started to anticipate where the moon would be positioned on my next walk. I found myself exhilarated as I could correctly anticipate its position. The key for me was that the moon was moving west, but because of the Earth’s rotation, it appeared to be moving east. At that moment, I shared an icon of truth with the great masters. Astronomy is very complex, to say the least. Some students, aware of their limitations, would not begin to broach the subject except from a non-threatening position. What if an introductory course were to be available that introduced the periphery of the subject? What if selected writings, biographies, autobiographies, theories and the like were a part of a curriculum to superimpose our literary devices of today on great works that were written hundreds of years ago? Copernicus described himself somewhat as candid and clear enough that both the unlearned as well as the learned might see that he was not seeking to flee from the judgment of any man, even if someone provided a guard against the bites of slanderers, the proverb holds that there is no medicine for the bite of a sycophant.
    [Show full text]
  • How Does the Thermometer Work?
    How Does the Thermometer Work? How Does the Thermometer Work? A thermometer is a device that measures the temperature of things. The name is made up of two smaller words: "Thermo" means heat and "meter" means to measure. You can use a thermometer to tell the temperature outside or inside your house, inside your oven, even the temperature of your body if you're sick. One of the earliest inventors of a thermometer was probably Galileo. We know him more for his studies about the solar system and his "revolutionary" theory (back then) that the earth and planets rotated around the sun. Galileo is said to have used a device called a "thermoscope" around 1600 - that's 400 years ago!! The thermometers we use today are different than the ones Galileo may have used. There is usually a bulb at the base of the thermometer with a long glass tube stretching out the top. Early thermometers used water, but because water freezes there was no way to measure temperatures less than the freezing point of water. So, alcohol, which freezes at temperature below the point where water freezes, was used. The red colored or silver line in the middle of the thermometer moves up and down depending on the temperature. The thermometer measures temperatures in Fahrenheit, Celsius and another scale called Kelvin. Fahrenheit is used mostly in the United States, and most of the rest of the world uses Celsius. Kelvin is used by scientists. Fahrenheit is named after the German physicist Gabriel D. Fahrenheit who developed his scale in 1724.
    [Show full text]
  • Sources: Galileo's Correspondence
    Sources: Galileo’s Correspondence Notes on the Translations The following collection of letters is the result of a selection made by the author from the correspondence of Galileo published by Antonio Favaro in his Le opere di Galileo Galilei,theEdizione Nazionale (EN), the second edition of which was published in 1968. These letters have been selected for their relevance to the inves- tigation of Galileo’s practical activities.1 The information they contain, moreover, often refers to subjects that are completely absent in Galileo’s publications. All of the letters selected are quoted in the work. The passages of the letters, which are quoted in the work, are set in italics here. Given the particular relevance of these letters, they have been translated into English for the first time by the author. This will provide the international reader with the opportunity to achieve a deeper comprehension of the work on the basis of the sources. The translation in itself, however, does not aim to produce a text that is easily read by a modern reader. The aim is to present an understandable English text that remains as close as possible to the original. The hope is that the evident disadvantage of having, for example, long and involute sentences using obsolete words is compensated by the fact that this sort of translation reduces to a minimum the integration of the interpretation of the translator into the English text. 1Another series of letters selected from Galileo’s correspondence and relevant to Galileo’s practical activities and, in particular, as a bell caster is published appended to Valleriani (2008).
    [Show full text]