DOCSLIB.ORG

Galileo and the Moons of Jupiter: Exploring The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Galileo and the Moons of Jupiter: Exploring The Science education projects Image courtesy of NASA Galileo and the moons of Jupiter: exploring the night sky of 1610 Physics Mathematics ICT Simple harmonic motion Uniform circular motion Arcsine function Physics History of astronomy Ages 17+ Jupiter and the Galilean This article suggests a new moons were photographed in enquiry-based way of 1979 by spacecraft Voyager 1 teaching simple harmonic and assembled into this col- motion: students use their lage. They are in their relative knowledge of mathematics, positions but not to scale. physics and information and communication tech- nology to characterise the motion of Jupiter’s moons. They collect data from a Carla Isabel Ribeiro explains how software programme, pro- cess it and then plot graphs, mathematics can be used to study particularly of sine and arc- sine functions, to calculate Jupiter’s moons – and how students the moons’ orbital periods. can do the same. The interdisciplinary nature of the article serves to make science more enjoyable. In addition, the activity devel- ops soft skills such as the n a January night in 1610, “… I should disclose and Galileo Galilei looked at Ju- presentation of results and piter through his telescope publish to the world the communication. By join- ing an international project, and saw what he thought were three occasion of discovering and O the students would have the stars near the planet. He continued his observations for about two months, observing four PLANETS, opportunity to share their and over this time realised that there never seen from the very results not only with other members of their class but were actually four ‘stars’, which beginning of the world up changed their position around Jupiter. with students from different Galileo concluded that the ‘stars’ were to our own times….” countries. Corina Toma, Computer in fact planets orbiting Jupiter – the Galileo Galilei in Sidereus Medicean planets, as he named them Science High School at the time, but which are now known Nuncius (Starry Messenger; “Tiberiu Popoviciu” Cluj as the Galilean moons in honour of 1610) Napoca, Romania REVIEW their discoverer (figure 1, page 42). www.scienceinschool.org Science in School I Issue 25 : Winter 2012 I 41 Figure 1: Jupiter and the Galilean moons Io, Europa, Ganymede, and Callisto (Jupiter is not on the same scale as the satellites.) Public domain image; image source: Wikimedia Commons Wikimedia Public domain image; image source: Image courtesy of NASA Planetary Photojournal This discovery of Galileo’s forms right when he claimed that the ‘stars’ the basis of a project that I devised near Jupiter were in fact the planet’s for my 12th-grade physics students satellites. To do this, students col- (17–18 years old) when teaching the lect data about the movement of the topic of simple harmonic motion. The moons using a computer simulation, project builds on a similar activity I and then show that this movement developed earlier, about the motion of has the characteristics of simple har- the Galilean moon Io (Ribeiro, 2012). monic motion, with Jupiter as the cen- Portrait of Galileo Galilei The current project is enquiry-based, tre. At the end of the project, students (Justus Sutermans, 1636) and aims to engage students with a produce a report (a document or pres- rich variety of scientific processes – entation) to describe their findings from exploring historical contexts to and the whole process – and, ideally, to approach it. I spent four months obtaining and analysing experimental share this with students from other working on the project with my stu- results and communicating their con- countries so they can learn to commu- dents, but if you do not have time clusions to others. nicate scientific work internationally. to run the whole project with your The aim of the project is for your The duration of the project will vary students, you could select individual students to prove that Galileo was depending on how the teacher decides activities from it. Image courtesy of Nicola Graf Displacement Period A A Amplitude Time B B C C Figure 2: Plotting the motion of an object attached to a spring against time produces a sine wave. 42 I Science in School I Issue 25 : Winter 2012 www.scienceinschool.org Science education projects Public domain image; image source: Wikimedia Commons Figure 4: The 16th century geocentric model of the cosmos, depicted in Bartolomeu Velho’s Cosmographia (1568) Physics Image courtesy of Carla Isabel Ribeiro Simple harmonic motion and A ment appears to be SHM, due to the uniform circular motion projection of their UCM around the planet onto our direction of vision Simple harmonic motion (SHM) is (figure 3). (The orbits are slightly ec- the term used to describe regular peri- centric, but only to a small degree, so Jupiter Jupiter’s odic motions such as the swinging of the moons can be considered to have a moon a pendulum or the oscillations of an circular orbit and to move at constant object attached to a spring. Plotting a speed.) graph of these motions (distance from the central point against time) pro- Cosmology in Galileo’s time duces the characteristic form of a sine Galileo’s observations of Jupiter’s wave (figure 2). moons were made during a time of SHM can be interpreted as a projec- scientific transition, from the geocen- tion onto one axis of an object that is tric (Earth-centred; figure 4) model of B moving with a uniform circular mo- Aristotle and the Catholic Church to tion (UCM). For example, imagine an the heliocentric (Sun-centred) model. object moving in a circle in a horizon- Galileo, of course, was to take up Time tal plane. If we view this from the side the heliocentric model explicitly some at ‘eye level’ (equivalent to projection years later, in a direct challenge to onto the x axis), we see a to-and-fro Catholic doctrine. However, his tel- motion exactly the same as that of an escopic observations, published in oscillating object attached to a spring. his book Sidereus Nuncius (Starry Mes- Figure 3: The movement of one of the Only when viewing the motion from senger) in 1610, were already causing Galilean moons around Jupiter: A) as seen from above the orbit plane and B) above would we see the movement as friction by contradicting the teachings as seen from Earth (viewed parallel to circular. of Aristotle. In Aristotle’s model, eve- the orbit plane). The black dots represent This relationship between SHM and rything in the cosmos orbits Earth – so the Galilean moon’s positions at equal UCM can be applied to the Galilean the idea of moons orbiting the planet intervals of time. moons as seen from Earth: their move- Jupiter was at odds with this. www.scienceinschool.org Science in School I Issue 25 : Winter 2012 I 43 Images courtesy of Stellarium The project step by step from Starry Messengerw1, in which Step 1: 17th century cosmology Galileo describes his observations and conclusions. Ask your students to research the cosmological ideas that were current Step 2: choose the planetarium A in early 17th century Europe. What software effect might they have had on Galileo, You will need to download the free- his investigations and conclusions? ware planetarium programme Stel- Students should also read excerpts lariumw2 or a similar simulation. Then Images courtesy of Stellarium divide your students into four groups, and assign each group to one of the four Galilean moons (Io, Callisto, Ganymede or Europa). Step 3: tracking Jupiter’s moons B A Ask your students to use Stellarium to investigate the position of their moon over time: in a table, each group should record the displacement (x) – the distance of their moon from the centre of Jupiter – at a succession of times (t). They will also need to find the maximum displacement (A) of the moon from the planet’s centre. Measurements should be taken at B intervals that differ between the four A moons, depending on their distance to the planet and, therefore, their orbital period. The students should use trial and error to find the most appropriate interval for their moon. Their aim is to obtain at least 10 measurements, one Figure 5: Simulation with the freeware of which should be A. programme Stellarium of Jupiter and its For example, Io is the moon that is moons Europa (A) and Io (B). closest to Jupiter, which means it or- bits most quickly. If the students take their measurements at 1 h intervals, Step 4: testing Galileo’s the data will not be sufficient; 15 min conclusion intervals would be more appropriate. The fourth and most complicated For one of the more distant Galilean step is for students to show that Gali- moons, 15 min intervals would result leo was right when he concluded that in more data than is necessary, so a the SHM he observed is produced by longer interval should be used. a moon’s UCM around its planet. To find the centre of the planet on To find the orbital period T of their Stellarium, your students can use the moon, the students will need the red marks around Jupiter (figure 5) to mathematical equation for SHM: draw two lines that cross at its centre. x = A x sin(w t +j) (1) To find the distance from that point to where w is the angular frequency Images of Jupiter and the Galilean moons the moon being studied, they can ei- and j is a constant (the phase con- on 7, 8, 10 and 11 January 1610 as ther use an image programme or print stant), together with the equation link- simulated by the freeware programme off the screenshots and measure the w T Stellarium.
Load more

Recommended publications
  • The Jesuits and the Galileo Affair Author(S): Nicholas Overgaard Source: Prandium - the Journal of Historical Studies, Vol
    Early Modern Catholic Defense of Copernicanism: The Jesuits and the Galileo Affair Author(s): Nicholas Overgaard Source: Prandium - The Journal of Historical Studies, Vol. 2, No. 1 (Spring, 2013), pp. 29-36 Published by: The Department of Historical Studies, University of Toronto Mississauga Stable URL: http://jps.library.utoronto.ca/index.php/prandium/article/view/19654 Prandium: The Journal of Historical Studies Vol. 2, No. 1, (2013) Early Modern Catholic Defense of Copernicanism: The Jesuits and the Galileo Affair Nicholas Overgaard “Obedience should be blind and prompt,” Ignatius of Loyola reminded his Jesuit brothers a decade after their founding in 1540.1 By the turn of the seventeenth century, the incumbent Superior General Claudio Aquaviva had reiterated Loyola’s expectation of “blind obedience,” with specific regard to Jesuit support for the Catholic Church during the Galileo Affair.2 Interpreting the relationship between the Jesuits and Copernicans like Galileo Galilei through the frame of “blind obedience” reaffirms the conservative image of the Catholic Church – to which the Jesuits owed such obedience – as committed to its medieval traditions. In opposition to this perspective, I will argue that the Jesuits involved in the Galileo Affair3 represent the progressive ideas of the Church in the early seventeenth century. To prove this, I will argue that although the Jesuits rejected the epistemological claims of Copernicanism, they found it beneficial in its practical applications. The desire to solidify their status as the intellectual elites of the Church caused the Jesuits to reject Copernicanism in public. However, they promoted an intellectual environment in which Copernican studies – particularly those of Galileo – could develop with minimal opposition, theological or otherwise.
    [Show full text]
  • Galileo and Bellarmine
    The Inspiration of Astronomical Phenomena VI ASP Conference Series, Vol. 441 Enrico Maria Corsini, ed. c 2011 Astronomical Society of the Pacific Galileo and Bellarmine George V. Coyne, S.J. Vatican Observatory, Vatican City State Abstract. This paper aims to delineate two of the many tensions which bring to light the contrasting views of Galileo Galilei and of Cardinal Robert Bellarmine with respect to the Copernican-Ptolemaic controversies of the 16th and 17th centuries: their respective positions on Aristotle’s natural philosophy and on the interpretation of Sa- cred Scripture. Galileo’s telescopic observations, reported in his Sidereus Nuncius, were bringing about the collapse of Aristotle’s natural philosophy and he taught that there was no science in Scripture. 1. Introduction This paper investigates the tensions between two of the principal protagonists in the controversies involved in the birth of modern science, Galileo Galilei and Cardinal Robert Bellarmine, and how they were resolved or not in a spirit of accommodation. Bellarmine’s fellow Jesuits at the Roman College confirmed Galileo’s Earth-shaking observations, reported in his Sidereus Nuncius. Aristotle’s physics was crumbling. Would Aristotelian philosophy, which was at the service of theology, also collapse? Controversies over the nature of sunspots and of comets seemed to hold implications for the very foundations of Christian belief. Some Churchmen saw the threat and faced it with an astute view into the future; others, though pioneers as scientists, could not face the larger implications of the scientific revolution to which they with Galileo con- tributed. Much of what occurred can be attributed to the strong personalities of the individual antagonists and Bellarmine will prove to be one of the most important of those personages.
    [Show full text]
  • Article De Fond, Réalisation
    ARTICLE DE FOND, RÉA LISATION QUATOR PLANETIS CIRCUM IOVIS : MEDICEA SIDERA Pierre Le Fur (MPSI, Institut Supérieur d'Électronique et du Numérique Toulon, formateur académique en astronomie –Nice) Résumé : Suivons les traces de Galilée en étudiant ses observations sur les quatre satellites médicéens de Jupiter telles qu’elles furent décrites dans le "sidereus nuncius". Nous montrerons qu’à partir de ces relevés on peut retrouver certaines lois ignorées du savant Toscan. Enfin nous proposerons la construction d’un "Jovilab" qualitatif, sorte de tables d’éphémérides de positions de ces quatre satellites. Si, en l’an de grâce 2009, nous souhaitons fêter quasi impossible à déterminer, aurait été dignement l’Année Mondiale de l’Astronomie, immédiate par simple différence entre l’heure la lecture de " sidereus nuncius ", œuvre solaire locale et cette "heure universelle jo- étincelante de Galileo Galilei, s’impose à nous. vienne"; cela aurait constitué une deuxième Elle constitue l’allumette déclenchant l’incendie révolution, moins intellectuelle mais économi- qui embrasa la physique aristotélicienne et ses quement et militairement exceptionnelle. partisans religieux. Les observations récoltées par Galilée pendant Cette œuvre peut être facilement consultée sur les années qui suivirent la publication de le site de l’Université de Strasbourg à "sidereus nuncius " lui permettront d’obtenir un l’adresse [10]. La force et la simplicité de cet outil de prévisions de la position de ces ouvrage apparaît d’emblée, même si l’on ignore satellites : le Jovilab. tout du latin… Les gravures intégrées au texte Je vous propose de suivre les traces de Galilée ; nous suggèrent autant le contenu des d’examiner ses observations médicéennes ; de découvertes décrites par Galilée que le génie de montrer comment on peut retrouver certaines son interprétation.
    [Show full text]
  • C:\Data\WP\F\200\Catalogue Sections\Aaapreliminary Pages.Wpd
    Jonathan A. Hill, Bookseller, Inc. 325 West End Avenue, Apt. 10B New York City, New York, 10023-8145 Tel: 646 827-0724 Fax: 212 496-9182 E-mail: [email protected] Catalogue 200 Proofs Science, Medicine, Natural History, Bibliography, & Much More Introduction & Selective Subject Index on Following Pages Introduction TWO HUNDRED CATALOGUES in thirty-three years: more than 35,000 books and manuscripts have been described in these catalogues. Thousands of other books, including many of the most important and unusual, never found their way into my catalogues, having been quickly sold before their descriptions could appear in print. In the last fifteen years, since my Catalogue 100 appeared, many truly exceptional books passed through my hands. Of these, I would like to mention three. The first, sold in 2003 was a copy of the first edition in Latin of the Columbus Letter of 1493. This is now in a private collection. In 2004, I was offered a book which I scarcely dreamed of owning: the Narratio Prima of Rheticus, printed in 1540. Presenting the first announcement of the heliocentric system of Copernicus, this copy in now in the Linda Hall Library in Kansas City, Missouri. Both of the books were sold before they could appear in my catalogues. Finally, the third book is an absolutely miraculous uncut copy in the original limp board wallet binding of Galileo’s Sidereus Nuncius of 1610. Appearing in my Catalogue 178, this copy was acquired by the Library of Congress. This is the first and, probably the last, “personal” catalogue I will prepare.
    [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]
  • The University of North Carolina at Asheville “A
    The University of North Carolina at Asheville “A Great Event, and Even Greater for its Consequences:” Re-examining the Metanarrative of the Galileo Affair A Senior Thesis Submitted to the Faculty of the Department of History in Candidacy for the Degree of Bachelor of Arts in History by William Voit Asheville, North Carolina 21 November, 2003 2 “I urge theologians, scientists, and historians, motivated by a spirit of sincere collaboration, to deepen an examination of the Galileo case, and in a loyal recognition of errors, from whatsoever side they come, put an end to the mistrust to which this affair still gives rise in many minds.” 1 On November 10, 1979, Pope John Paul II spoke these words to the Pontifical Academy of Sciences. 2 In this address, he attempted to mend wounds opened 350 years before by the famous trial of Galileo Galilei, an incident that has come to be known as the Galileo Affair. Galileo’s life and his conflict with the Roman Catholic Church are often cited as the prime example in the metanarrative, or important historical theme, of the “science versus faith” conflict in modern civilization. However, in the attempt to force Galileo into this framework, the personal religious statements of the eminent scientist are often ignored. In order to gain a complete understanding of Galileo’s role in the metanarratives of the early modern age, one must first examine the historiographical data about Galileo, and then follow the development of his relationship with the Church throughout his life. 3 By examining the religious statements of Galileo and his interaction with the Church, one will discover that the Galileo Affair speaks less about the conflict between faith and science, and more about the conflict within a faith, a conflict over scriptural interpretation.
    [Show full text]
  • Shown Above Are Galileo's Sketches of the Moon, Pleiades, and Moons of Jupiter
    2/3/2020 MyOpenMath Assessment Sidereus Nuncius Wikipedia permalink/921426383 Shown above are Galileo's sketches of the Moon, Pleiades, and moons of Jupiter. Sidereus Nuncius (usually Sidereal Messenger, also Starry Messenger or Sidereal Message) is a short astronomical treatise (or pamphlet) published in New Latin by Galileo Galilei on March 13, 1610.[1] It was the first published scientific work based on observations made through a telescope , and it contains the results of Galileo's early observations of the imperfect and mountainous Moon , the hundreds of stars that were unable to be seen in either the Milky Way or certain constellations https://www.myopenmath.com/assessment/showtest.php 2/6 2/3/2020 MyOpenMath Assessment with the naked eye, and the Medicean Stars (later Galilean moons) that appeared to be circling Jupiter .[2] [3] The Latin word nuncius was typically used during this time period to denote messenger; however, it was also (though less frequently) rendered as message. Though the title Sidereus Nuncius is usually translated into English as Sidereal Messenger, many of Galileo's early drafts of the book and later related writings indicate that the intended purpose of the book was "simply to report the news about recent developments in astronomy, not to pass himself off solemnly as an ambassador from heaven."[4] Therefore, the correct English translation of the title is Sidereal Message (or often, Starry Message). Telescope: The first telescopes appeared in the Netherlands in 1608 when Middelburg spectacle- maker Hans Lippershey tried to obtain a patent on one.[6] By 1609 Galileo had heard about it and built his own improved version.
    [Show full text]
  • Maurice Finocchiaro Discusses the Lessons and the Cultural Repercussions of Galileo’S Telescopic Discoveries.” Physics World, Vol
    MAURICE A. FINOCCHIARO: CURRICULUM VITAE CONTENTS: §0. Summary and Highlights; §1. Miscellaneous Details; §2. Teaching Experience; §3. Major Awards and Honors; §4. Publications: Books; §5. Publications: Articles, Chapters, and Discussions; §6. Publications: Book Reviews; §7. Publications: Proceedings, Abstracts, Translations, Reprints, Popular Media, etc.; §8. Major Lectures at Scholarly Meetings: Keynote, Invited, Funded, Honorarium, etc.; §9. Other Lectures at Scholarly Meetings; §10. Public Lectures; §11. Research Activities: Out-of-Town Libraries, Archives, and Universities; §12. Professional Service: Journal Editorial Boards; §13. Professional Service: Refereeing; §14. Professional Service: Miscellaneous; §15. Community Service §0. SUMMARY AND HIGHLIGHTS Address: Department of Philosophy; University of Nevada, Las Vegas; Box 455028; Las Vegas, NV 89154-5028. Education: B.S., 1964, Massachusetts Institute of Technology; Ph.D., 1969, University of California, Berkeley. Position: Distinguished Professor of Philosophy, Emeritus; University of Nevada, Las Vegas. Previous Positions: UNLV: Assistant Professor, 1970-74; Associate Professor, 1974-77; Full Professor, 1977-91; Distinguished Professor, 1991-2003; Department Chair, 1989-2000. Major Awards and Honors: 1976-77 National Science Foundation; one-year grant; project “Galileo and the Art of Reasoning.” 1983-84 National Endowment for the Humanities, one-year Fellowship for College Teachers; project “Gramsci and the History of Dialectical Thought.” 1987 Delivered the Fourth Evert Willem Beth Lecture, sponsored by the Evert Willem Beth Foundation, a committee of the Royal Netherlands Academy of Sciences, at the Universities of Amsterdam and of Groningen. 1991-92 American Council of Learned Societies; one-year fellowship; project “Democratic Elitism in Mosca and Gramsci.” 1992-95 NEH; 3-year grant; project “Galileo on the World Systems.” 1993 State of Nevada, Board of Regents’ Researcher Award.
    [Show full text]
  • On Sunspots Ih Mohmjinm GALILEO GALILEI & CHRISTOPH SCHEINER
    On Sunspots ih mohmjinm GALILEO GALILEI & CHRISTOPH SCHEINER Translated & introduced by Eileen Reeves & Albert Van Helden The University of Chicago Press :: Chicago & London Eileen Reeves is professor of comparative literature at Princeton University. Albert Van Helden is professor of the history of science at the University of Utrecht and the transla- tor of Galileo’s Sidereus Nuncius, also published by the University of Chicago Press. Th e University of Chicago Press, Chicago 60637 Th e University of Chicago Press, Ltd., London © 2010 by Th e University of Chicago All rights reserved. Published 2010 Printed in the United States of America 19 18 17 16 15 14 13 12 11 10 1 2 3 4 5 ISBN-13: 978-0-226-70715-0 (cloth) ISBN-10: 0-226-70715-6 (cloth) ISBN-13: 978-0-226-70716-7 (paper) ISBN-10: 0-226-70716-4 (paper) Library of Congress Cataloging-in-Publication Data Galilei, Galileo, 1564–1642. On sunspots / Galileo Galilei and Christoph Scheiner ; translated and introduced by Eileen Reeves and Albert Van Helden. p. cm. Includes bibliographical references and index. Summary: “A history of the controversy over sunspots with translations of the letters contained in Galileo’s Istoria e dimostrazioni intorno alle macchie solari e loro accidenti. Th e material that was added during the printing of the Istoria, the dedication, preface, laudatory poems, and the note from the printer to introduce Scheiner’s tracts, have been added in an appendix.” Provided by publisher. ISBN-13: 978-0-226-70715-0 (cloth : alk. paper) ISBN-10: 0-226-70715-6 (cloth : alk.
    [Show full text]
  • A Priori and a Posteriori : Two Approaches to Heliocentrism
    chapter 6 A priori and a posteriori: Two Approaches to Heliocentrism One could consider the earliest reception of De revolutionibus to be concluded with the publication of Mysterium cosmographicum, an ambitious attempt to reaffirm the reality of heliocentrism which signaled its author, the young Kepler, as one of the most promising and original mathematical and philo- sophical minds of his time. He did not embrace the geo-heliocentric “third way” of Ursus and Brahe, and would later reject the infinitist viewpoint of Bruno and his followers. Rather, he reassessed the Copernican system from a completely new perspective. After a period of intense astronomical observa- tions (the approach supported by Landgrave Wilhelm IV and Brahe as well as by Mästlin and Magini), Kepler claimed that it was possible to grasp the design of the heavens from an a priori perspective. His intention was, in fact, to unveil the archetypal reasons for the planetary order rooted in Divine Providence. He called this hidden astronomical truth, in Latin, the mysterium cosmographi- cum, i.e. the cosmic secret. An important aspect of his speculations was the project of unifying mathematical and physical astronomy, which he would especially develop in Astronomia nova (1609) and in Harmonice mundi (1619). On the other hand, Galileo’s telescopic discoveries, first communicated in Sidereus nuncius (1610), strengthened the heliocentric cause by bringing new data that were not reconcilable with either Ptolemaic geocentrism or with the Aristotelian principle that the heavens are unalterable. The Copernican alliance between Kepler and Galileo was in many respects a historical contingency, since they came to support the heliocentric system for different reasons and starting from very different conceptions of science.
    [Show full text]
  • Writing the Next Galileo, a Children's Musical
    Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 2014 Writing The exN t Galileo, a Children's Musical Joseph Domencic Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Domencic, J. (2014). Writing The exN t Galileo, a Children's Musical (Master's thesis, Duquesne University). Retrieved from https://dsc.duq.edu/etd/492 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. WRITING THE NEXT GALILEO, A CHILDREN’S MUSICAL A Thesis Submitted to the Graduate Division of the Mary Pappert School Music Duquesne University In partial fulfillment of the requirements for the degree of Master of Music: Major in Music Technology By Joseph Domencic August 2014 Copyright by Joseph Domencic 2014 WRITING THE NEXT GALILEO, A CHILDREN’S MUSICAL By Joseph Domencic Approved July 10, 2014 ________________________________ ________________________________ Lynn Emberg Purse, M. M. Judith Bowman, Ph.D. Associate Professor of Music Technology Professor of Music Education & Music Area Chair of Electronic Composition Technology (Committee Chair) (Committee Member) ________________________________ ________________________________ William E. Purse, M. M. Stephen Benham, Ph.D. Professor of Music Technology Director of Graduate Studies (Committee Member) Associate Professor of Music Education ________________________________ Edward Kocher, Ph.D. Dean, Mary Pappert School of Music Professor of Music iii ABSTRACT WRITING THE NEXT GALILEO, A CHILDREN’S MUSICAL By Joseph Domencic August 2014 Thesis supervised by Lynn Emberg Purse This thesis details my process in writing the book, music and lyrics to a one-act children’s musical entitled The Next Galileo; it also includes an analysis of key aspects of the work.
    [Show full text]
  • Sidereus Nuncius a Page by Page Translation
    Sidereus Nuncius A page by page translation Based on the version by Edward Stafford Carlos Rivingtons London 1880 Newly edited and corrected by Peter Barker Byzantium Press Oklahoma City 2004 Notes on the translation. My aim has been (0 restore page breaks, paragraphs, and emphatic capitals, so that the interested reader may easily locate the corresponding Latin in Galileo's original text. Given the differences in grammar between Latin and English it has seldom been possible (0 locate page breaks at corresponding words; I have generally chosen a clear phrase which the reader may use to connect the translation and the Latin text. I have also corrected several mistranslations and anachro­ nisms, and restored a lost figure at the foot of folio 21, but I have not corrected errors in Galileo's original fig­ ures. On the last line of folio 5 Galileo mistakenly gives the Earth's distance from the Moon as 60 diameters; this is an error in units. The accepted distance in Galileo's day was sixty times the radius of the earth, or 60 semi-diam­ eters. This error has been corrected by hand in the copy reproduced here and duly noted on the equivalent page of the translation. A corresponding change required on the reverse of folio 6 was not made in the original but has been noted in [he translation. Galileo provides a number of informative page headings. These have also been reproduced here, using capital let­ ters. In [he figures showing Jupiter's satellites, 'Ori.' stands for 'Oriens' meaning 'East' , and 'Occ.' stands for 'Occidens' meaning 'West.'
    [Show full text]