Remarkable Physicists from Galileo to Yukawa
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Vector Mechanics: Statics
PDHOnline Course G492 (4 PDH) Vector Mechanics: Statics Mark A. Strain, P.E. 2014 PDH Online | PDH Center 5272 Meadow Estates Drive Fairfax, VA 22030-6658 Phone & Fax: 703-988-0088 www.PDHonline.org www.PDHcenter.com An Approved Continuing Education Provider www.PDHcenter.com PDHonline Course G492 www.PDHonline.org Table of Contents Introduction ..................................................................................................................................... 1 Vectors ............................................................................................................................................ 1 Vector Decomposition ................................................................................................................ 2 Components of a Vector ............................................................................................................. 2 Force ............................................................................................................................................... 4 Equilibrium ..................................................................................................................................... 5 Equilibrium of a Particle ............................................................................................................. 6 Rigid Bodies.............................................................................................................................. 10 Pulleys ...................................................................................................................................... -
Knowledge Assessment in Statics: Concepts Versus Skills
Session 1168 Knowledge Assessment in Statics: Concepts versus skills Scott Danielson Arizona State University Abstract Following the lead of the physics community, engineering faculty have recognized the value of good assessment instruments for evaluating the learning of their students. These assessment instruments can be used to both measure student learning and to evaluate changes in teaching, i.e., did student-learning increase due different ways of teaching. As a result, there are significant efforts underway to develop engineering subject assessment tools. For instance, the Foundation Coalition is supporting assessment tool development efforts in a number of engineering subjects. These efforts have focused on developing “concept” inventories. These concept inventories focus on determining student understanding of the subject’s fundamental concepts. Separately, a NSF-supported effort to develop an assessment tool for statics was begun in the last year by the authors. As a first step, the project team analyzed prior work aimed at delineating important knowledge areas in statics. They quickly recognized that these important knowledge areas contained both conceptual and “skill” components. Both knowledge areas are described and examples of each are provided. Also, a cognitive psychology-based taxonomy of declarative and procedural knowledge is discussed in relation to determining the difference between a concept and a skill. Subsequently, the team decided to focus on development of a concept-based statics assessment tool. The ongoing Delphi process to refine the inventory of important statics concepts and validate the concepts with a broader group of subject matter experts is described. However, the value and need for a skills-based assessment tool is also recognized. -
Galileo Galilei Introduction Galileo Galilei (1564–1642) Was One of The
Galileo Galilei Introduction Galileo Galilei (1564–1642) was one of the most significant figures of the Scientific Revolution. Galileo was involved in nearly all fields of natural philosophy, including astronomy, mathematics, and what we now term “physics.” He is rightly considered one of the founders of modern physics and astronomy, and one of the main originators of the modern scientific method. Galileo’s study of motion became the foundation for Newton’s laws of motion and the principles of inertia and gravity. His astronomical studies were instrumental in supporting the heliocentric model of the solar system first propounded by Copernicus. He should also be credited with making experimentation the basis of scientific study, and with the use of mathematics as the fundamental means for expressing and validating the findings of experimental investigation. Galileo’s application of mathematics to experimental results has become one of the most important aspects of modern science. Galileo made important improvements to the telescope, which enabled him to make great advances in astronomical observation. His observations emboldened him to become the most important advocate of Copernicanism—the astronomical system created by Nicolaus Copernicus (1473–1543)—and his support ultimately ushered in the Copernican revolution in astronomy. Copernicus had devised a heliocentric model in which he posited that the Earth revolved around the sun (in perfect circles). Contrary to the Ptolemaic system and Christian cosmology, Copernicus positioned the sun as a fixed center around which Mercury, Venus, Earth, Mars, Jupiter, and Saturn orbited. Furthermore, Copernicus posited the diurnal rotation of the Earth on its own axis in addition to its annual revolutions around the sun. -
Galileo in Rome Galileo in Rome
Galileo in Rome Galileo in Rome The Rise and Fall of a Troublesome Genius William R. Shea and Mariano Artigas Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi São Paulo Shanghai Taipei Tokyo Toronto Copyright © 2003 by Oxford University Press, Inc. First published by Oxford University Press, Inc., 2003 198 Madison Avenue, New York, New York 10016 www.oup.com Issued as an Oxford University Press paperback, 2004 ISBN 0-19-517758-4 (pbk) Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. The Library of Congress has catalogued the cloth edition as follows: Artigas, Mariano. Galileo in Rome : the rise and fall of a troublesome genius / Mariano Artigas and William R. Shea. p. cm. Includes bibliographical references and index. ISBN 0-19-516598-5 1. Galilei, Galileo, 1564-1642—Journeys—Italy—Rome. 2. Religion and science—History—16th century. 3. Astronomers—Italy—Biography. I. Shea, William R. II. Title. QB36.G2 A69 2003 520'.92—dc21 2003004247 Book design by planettheo.com 9 8 7 6 5 4 3 2 1 Printed in the United States of America on acid-free paper CONTENTS ACKNO W L E D G E M E N T S vii I N TRO D U C TIO N ix CHA P TER O N E Job Hunting and the Path -
Galileo and Einstein Text for Physics 109, Fall 2009
Galileo and Einstein Text for Physics 109, Fall 2009 Michael Fowler, UVa Physics 8/21/2009 2 TABLE OF CONTENTS 1 INTRODUCTION: WHAT IS THIS COURSE ABOUT? ......................................................... 12 1.1 Some Basic Ideas .......................................................................................................................... 12 1.2 Babylonians and Greeks ................................................................................................................ 12 1.3 Greek Classics Come to Baghdad................................................................................................... 12 1.4 Monasteries and Universities ....................................................................................................... 13 1.5 Galileo .......................................................................................................................................... 13 1.6 Newton ......................................................................................................................................... 13 1.7 From Newton to Einstein .............................................................................................................. 13 1.8 What about Other Civilizations? ................................................................................................... 14 1.9 Plan of the Course ......................................................................................................................... 14 2 COUNTING IN BABYLON ........................................................................................................... -
Catholic Christian Christian
Religious Scientists (From the Vatican Observatory Website) https://www.vofoundation.org/faith-and-science/religious-scientists/ Many scientists are religious people—men and women of faith—believers in God. This section features some of the religious scientists who appear in different entries on these Faith and Science pages. Some of these scientists are well-known, others less so. Many are Catholic, many are not. Most are Christian, but some are not. Some of these scientists of faith have lived saintly lives. Many scientists who are faith-full tend to describe science as an effort to understand the works of God and thus to grow closer to God. Quite a few describe their work in science almost as a duty they have to seek to improve the lives of their fellow human beings through greater understanding of the world around them. But the people featured here are featured because they are scientists, not because they are saints (even when they are, in fact, saints). Scientists tend to be creative, independent-minded and confident of their ideas. We also maintain a longer listing of scientists of faith who may or may not be discussed on these Faith and Science pages—click here for that listing. Agnesi, Maria Gaetana (1718-1799) Catholic Christian A child prodigy who obtained education and acclaim for her abilities in math and physics, as well as support from Pope Benedict XIV, Agnesi would write an early calculus textbook. She later abandoned her work in mathematics and physics and chose a life of service to those in need. Click here for Vatican Observatory Faith and Science entries about Maria Gaetana Agnesi. -
Laboratory Manual Physics 166, 167, 168, 169
Laboratory Manual Physics 166, 167, 168, 169 Lab manual, part 2 For PHY 167 and 169 students Department of Physics and Astronomy HERBERT LEHMAN COLLEGE Spring 2018 TABLE OF CONTENTS Writing a laboratory report ............................................................................................................................... 1 Introduction: Measurement and uncertainty ................................................................................................. 3 Introduction: Units and conversions ............................................................................................................ 11 Experiment 1: Density .................................................................................................................................... 12 Experiment 2: Acceleration of a Freely Falling Object .............................................................................. 17 Experiment 3: Static Equilibrium .................................................................................................................. 22 Experiment 4: Newton’s Second Law .......................................................................................................... 27 Experiment 5: Conservation Laws in Collisions ......................................................................................... 33 Experiment 6: The Ballistic Pendulum ......................................................................................................... 41 Experiment 7: Rotational Equilibrium ........................................................................................................ -
GEORG OHM - Ω Physicist and Mathematician
GEORG OHM - Ω Physicist and Mathematician The start Georg Simon Ohm was born on 16th of March 1789 in Erlangen in Germany and died on 6th of July 1854 in Munich, Germany. He was born into a Protestant family and was the son of Johann Wolfgang Ohm and Maria Elizabeth Beck. The family had seven children, but only three survived: Georg, his younger brother Martin and his sister Elizabeth Barbara. His mother died when Georg was only 10 years old. Education Georg and Martin were taught by their father who brought them to a high standard in mathematics, physics, chemistry and philosophy. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen where he hardly received any scientific education. After the Gymnasium, he was sent to Switzerland as his father was concerned that his son was wasting his educational opportunity. In September 1806 Ohm accepted a position as a mathematics teacher in a school in Gottstadt. Ohm restarted his mathematical studies, left his teaching post in March 1809 and became a private tutor in Neuchâtel. For two years he carried out his duties as a tutor while he followed private studies of mathematics. Then in April 1811 he returned to the University of Erlangen. Teaching Ohm received his doctorate from the University of Erlangen on October 25, 1811. He immediately joined the faculty there as a lecturer in mathematics but left after three semesters because of unpromising prospects. He could not survive on his salary as a lecturer. He had a few more teaching jobs after that and unhappy with his job, Georg began writing an elementary textbook on geometry as a way to prove his abilities. -
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. -
The Astronomers Tycho Brahe and Johannes Kepler
Ice Core Records – From Volcanoes to Supernovas The Astronomers Tycho Brahe and Johannes Kepler Tycho Brahe (1546-1601, shown at left) was a nobleman from Denmark who made astronomy his life's work because he was so impressed when, as a boy, he saw an eclipse of the Sun take place at exactly the time it was predicted. Tycho's life's work in astronomy consisted of measuring the positions of the stars, planets, Moon, and Sun, every night and day possible, and carefully recording these measurements, year after year. Johannes Kepler (1571-1630, below right) came from a poor German family. He did not have it easy growing Tycho Brahe up. His father was a soldier, who was killed in a war, and his mother (who was once accused of witchcraft) did not treat him well. Kepler was taken out of school when he was a boy so that he could make money for the family by working as a waiter in an inn. As a young man Kepler studied theology and science, and discovered that he liked science better. He became an accomplished mathematician and a persistent and determined calculator. He was driven to find an explanation for order in the universe. He was convinced that the order of the planets and their movement through the sky could be explained through mathematical calculation and careful thinking. Johannes Kepler Tycho wanted to study science so that he could learn how to predict eclipses. He studied mathematics and astronomy in Germany. Then, in 1571, when he was 25, Tycho built his own observatory on an island (the King of Denmark gave him the island and some additional money just for that purpose). -
Einstein Conspiracy Was the Start of the 20Th Century’S Attempt to Cover up the UFO Mystery and All Its Related Topics
Article One Article Two Article Three Article Four References E-mail the Author Home Roger Anderton © 2000 DESIGN: SOLAR-FLAIR.COM WWI was started by Germany because it was being surrounded by countries it perceived as enemies, and thought before its enemies united that ‘attack first was the best kind of defence’. Germany lost WWI in 1919 in the same year as Einstein became a world famous scientist. As is human nature, when failure occurs a scapegoat must be blamed. The ordinary people looked for a scape goat and thought the blame lay with pacifists that it perceived as being unpatriotic i.e. did not contribute their fair share in helping the war effort. This opinion is of course erroneous but due to human emotion, people like to perceive matters in simplistic manners like this. It was unfortunate that a large number of pacifists were Jews. This reawakened latent anti-Semitism, the ordinary German person ignored the fact that the majority of Jews had been patriotic and concentrated its hatred against the few Jews who wanted peace not war. As is human nature, erroneous irrational thinking was applied and all the Jews were blamed for what a few Jews erroneously have been perceived as having done. Einstein was a pacifist, and a Jew. In 1919 he had become famous and had made himself a big target for a hate campaign that was conducted against him. This hate campaign eventually led to the formation of the Nazis, and Hitler used the momentum of this movement to gain power, and start WWII. -
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere A Constellation of Rare Books from the History of Science Collection The exhibition was made possible by generous support from Mr. & Mrs. James B. Hebenstreit and Mrs. Lathrop M. Gates. CATALOG OF THE EXHIBITION Linda Hall Library Linda Hall Library of Science, Engineering and Technology Cynthia J. Rogers, Curator 5109 Cherry Street Kansas City MO 64110 1 Thinking Outside the Sphere is held in copyright by the Linda Hall Library, 2010, and any reproduction of text or images requires permission. The Linda Hall Library is an independently funded library devoted to science, engineering and technology which is used extensively by The exhibition opened at the Linda Hall Library April 22 and closed companies, academic institutions and individuals throughout the world. September 18, 2010. The Library was established by the wills of Herbert and Linda Hall and opened in 1946. It is located on a 14 acre arboretum in Kansas City, Missouri, the site of the former home of Herbert and Linda Hall. Sources of images on preliminary pages: Page 1, cover left: Peter Apian. Cosmographia, 1550. We invite you to visit the Library or our website at www.lindahlll.org. Page 1, right: Camille Flammarion. L'atmosphère météorologie populaire, 1888. Page 3, Table of contents: Leonhard Euler. Theoria motuum planetarum et cometarum, 1744. 2 Table of Contents Introduction Section1 The Ancient Universe Section2 The Enduring Earth-Centered System Section3 The Sun Takes