Early Japanese Leyden Jars and Air Pumps
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1 the History of Vacuum Science and Vacuum Technology
1 1 The History of Vacuum Science and Vacuum Technology The Greek philosopher Democritus (circa 460 to 375 B.C.), Fig. 1.1, assumed that the world would be made up of many small and undividable particles that he called atoms (atomos, Greek: undividable). In between the atoms, Democritus presumed empty space (a kind of micro-vacuum) through which the atoms moved according to the general laws of mechanics. Variations in shape, orientation, and arrangement of the atoms would cause variations of macroscopic objects. Acknowledging this philosophy, Democritus,together with his teacher Leucippus, may be considered as the inventors of the concept of vacuum. For them, the empty space was the precondition for the variety of our world, since it allowed the atoms to move about and arrange themselves freely. Our modern view of physics corresponds very closely to this idea of Democritus. However, his philosophy did not dominate the way of thinking until the 16th century. It was Aristotle’s (384 to 322 B.C.) philosophy, which prevailed throughout theMiddleAgesanduntilthebeginning of modern times. In his book Physica [1], around 330 B.C., Aristotle denied the existence of an empty space. Where there is nothing, space could not be defined. For this reason no vacuum (Latin: empty space, emptiness) could exist in nature. According to his philosophy, nature consisted of water, earth, air, and fire. The lightest of these four elements, fire, is directed upwards, the heaviest, earth, downwards. Additionally, nature would forbid vacuum since neither up nor down could be defined within it. Around 1300, the medieval scholastics began to speak of a horror vacui, meaning nature’s fear of vacuum. -
Discovering Electricity
THE LEYDEN JAR 0. THE LEYDEN JAR - Story Preface 1. EARLY PIONEERS 2. EARLY EXPERIMENTS 3. THE LEYDEN JAR 4. LIGHTNING in a BOTTLE 5. ELECTRICITY and the TORPEDO FISH 6. MEET GALVANI and VOLTA 7. WHAT MAKES a FROG'S LEG TWITCH? 8. THE WORLD'S FIRST BATTERY 9. THE END and BEGINNING of an ERA In 1746, while visiting Professor Pieter van Musschenbroek’s lab in Leiden (The Netherlands), Andreas Cuneus (a Dutch lawyer, scientist and erstwhile Professor’s assistant) received an extremely powerful shock. This artist’s conception depicts Cuneus, in the lab, attempting to condense electricity in a glass of water. When he tried to pull the wire out of the water, Cuneus was stunned by the magnitude of the shock he received (since it was much worse than that produced by an electrostatic generator, seen on the right side of the drawing). It took him two days to recover. The illustration is Figure 382, at page 570 of Elementary Treatise on Natural Philosophy, Part 3: Electricity and Magnetism, by Augustin Privat Deschanel (translated and edited by J. D. Everett), published in New York, during 1876, by D. Appleton and Co. Online via Google Books. Early experimenters, trying to understand electricity, wondered about its properties: If electricity flows (like water), could it be stored (like water)? Since glass is an insulator, could electricity be stored in a glass jar? If we pour water into a glass jar, then we position a metal wire into the water-containing jar - hooked, at the top, to a Hauksbee electrostatic generator - what would happen? Pieter Van Musschenbroek (a Professor working at Leiden University, in The Netherlands) was particularly keen to store electricity. -
Companion to "Physics of Gases and Phenomena of Heat"
A Companion to „Physics of gases and the phenomena of heat” Slides 2–13 - discovery of the atmospheric pressure. In 1644 the Italian mathematician Evangelista Torricelli, who was a student of Galileo, performed his famous experiment with a tube filled with mercury (called quicksilver at that time). However, he described it only in a private letter to his friend Michelangelo Ricci. Because of that information of Torricelli’s results was very slowly disseminated throughout Europe. In July 1647 similar experiment was performed independently in Warsaw by Valeriano Magni, an Italian monk and scholar who was in the service of the king of Poland. The small brochure with the description of the experiment which Magni published in Warsaw in September of the same year was the first publication on the subject (see Slide 3, lower left picture). Torricelli suspected that the weight of the mercury column in his tube was balanced by the pressure of air in our atmosphere. However, a convincing experimental proof of that hypothesis was needed. French scholar Blaise Pascal planned the experiment (Slides 5-6), which was performed by his brother-in-law Florin Périer (Slides 7-11). One must admire care with which Périer did his task: he prepared two identical tubes with mercury, left one set in the town, and took the second set to performe multiple measurements during climbing the mountain Puy-de-Dôme near Clermont. One must also admire the excitation of experimenters when they had seen changes of the height of mercury column with the elevation. Having learned from Périer about the extent of the effect Pascal was able to repeat it in Paris. -
Newton.Indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag
omslag Newton.indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag. 1 e Dutch Republic proved ‘A new light on several to be extremely receptive to major gures involved in the groundbreaking ideas of Newton Isaac Newton (–). the reception of Newton’s Dutch scholars such as Willem work.’ and the Netherlands Jacob ’s Gravesande and Petrus Prof. Bert Theunissen, Newton the Netherlands and van Musschenbroek played a Utrecht University crucial role in the adaption and How Isaac Newton was Fashioned dissemination of Newton’s work, ‘is book provides an in the Dutch Republic not only in the Netherlands important contribution to but also in the rest of Europe. EDITED BY ERIC JORINK In the course of the eighteenth the study of the European AND AD MAAS century, Newton’s ideas (in Enlightenment with new dierent guises and interpre- insights in the circulation tations) became a veritable hype in Dutch society. In Newton of knowledge.’ and the Netherlands Newton’s Prof. Frans van Lunteren, sudden success is analyzed in Leiden University great depth and put into a new perspective. Ad Maas is curator at the Museum Boerhaave, Leiden, the Netherlands. Eric Jorink is researcher at the Huygens Institute for Netherlands History (Royal Dutch Academy of Arts and Sciences). / www.lup.nl LUP Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 1 Newton and the Netherlands Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 2 Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. -
Introduction to the Principles of Vacuum Physics
1 INTRODUCTION TO THE PRINCIPLES OF VACUUM PHYSICS Niels Marquardt Institute for Accelerator Physics and Synchrotron Radiation, University of Dortmund, 44221 Dortmund, Germany Abstract Vacuum physics is the necessary condition for scientific research and modern high technology. In this introduction to the physics and technology of vacuum the basic concepts of a gas composed of atoms and molecules are presented. These gas particles are contained in a partially empty volume forming the vacuum. The fundamentals of vacuum, molecular density, pressure, velocity distribution, mean free path, particle velocity, conductivity, temperature and gas flow are discussed. 1. INTRODUCTION — DEFINITION, HISTORY AND APPLICATIONS OF VACUUM The word "vacuum" comes from the Latin "vacua", which means "empty". However, there does not exist a totally empty space in nature, there is no "ideal vacuum". Vacuum is only a partially empty space, where some of the air and other gases have been removed from a gas containing volume ("gas" comes from the Greek word "chaos" = infinite, empty space). In other words, vacuum means any volume containing less gas particles, atoms and molecules (a lower particle density and gas pressure), than there are in the surrounding outside atmosphere. Accordingly, vacuum is the gaseous environment at pressures below atmosphere. Since the times of the famous Greek philosophers, Demokritos (460-370 B.C.) and his teacher Leukippos (5th century B.C.), one is discussing the concept of vacuum and is speculating whether there might exist an absolutely empty space, in contrast to the matter of countless numbers of indivisible atoms forming the universe. It was Aristotle (384-322 B.C.), who claimed that nature is afraid of total emptiness and that there is an insurmountable "horror vacui". -
CEU Department of Medieval Studies
ANNUAL OF MEDIEVAL STUDIES AT CEU VOL. 17 2011 Edited by Alice M. Choyke and Daniel Ziemann Central European University Budapest Department of Medieval Studies 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 without the permission of the publisher. Editorial Board Niels Gaul, Gerhard Jaritz, György Geréby, Gábor Klaniczay, József Laszlovszky, Marianne Sághy, Katalin Szende Editors Alice M. Choyke and Daniel Ziemann Technical Advisor Annabella Pál Cover Illustration Beltbuckle from Kígyóspuszta (with kind permission of the Hungarian National Museum, Budapest) Department of Medieval Studies Central European University H-1051 Budapest, Nádor u. 9., Hungary Postal address: H-1245 Budapest 5, P.O. Box 1082 E-mail: [email protected] Net: http://medievalstudies.ceu.hu Copies can be ordered at the Department, and from the CEU Press http://www.ceupress.com/order.html ISSN 1219-0616 Non-discrimination policy: CEU does not discriminate on the basis of—including, but not limited to—race, color, national or ethnic origin, religion, gender or sexual orientation in administering its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. © Central European University Produced by Archaeolingua Foundation & Publishing House TABLE OF CONTENTS Editors’ Preface ............................................................................................................ 5 I. ARTICLES AND STUDIES .......................................................... -
“Child in a Strange Country” Traveling Exhibit Section 4: Scientific Study
American Printing House for the Blind “Child in a Strange Country” Traveling Exhibit Section 4: Scientifi c Study Graphic Proofs Submittal 09.05.12 11-261 American Printing House for the Blind – Traveling Exhibit Graphic Elevation Not to Scale Final Size: Size: Final Description:SectionGraphic 4:Scientifi Exhibit Traveling theBlind – Housefor Printing 11-261 American 35.4375” x78” 35.4375” Scientifi c Study Study c Much of Helen Keller’s initial science education Boston, where blind students used the most was experiential. In Tuscumbia, she explored modern scientifi c teaching tools. She explored the natural world by touch, with her teacher stuffed animals, seashells, and models of encouraging her curiosity. The garden, a fl owers and plants. She also learned by fi shbowl fi lled with tadpoles, and a table using a popular series of tactile pictures of of seashells were her laboratory. animals and plants created by Martin Kunz In October 1889, Helen sat in on classes in (1847-1923), director of a school for the blind zoology and botany at the Perkins School in in Illzach, Germany. “We chase butterfl ies, and sometimes we catch one. Then we sit down under a tree, or in the shade of a bush, and talk about it. Afterwards, if it has survived the lesson, we let it go; but usually its life and beauty are sacrifi ced on the altar of learning.” — Anne Sullivan, 1887 FPO Photo courtesy New England Historic Genealogical Society Revised Scienti — 09-05-12 11-261 Schultz ExhibitConcept “Child inaStrange Country” Traveling American PrintingHousefortheBlind fi c Study Graphic Proof Package 03 c Study GraphicProof SC.01 – Intro Final Size: Size: Final Description:SectionGraphic 4:Scientifi Exhibit Traveling theBlind – Housefor Printing 11-261 American 35.4375” x78” 35.4375” Exploring the Natural World c Study c Whenever possible, science teachers introduced their students who were blind to natural specimens they could explore by touch. -
History of Thermodynamics Consequences of the Laws Of
International Journal of Pure and Applied Mathematics Volume 119 No. 12 2018, 1675-1683 ISSN: 1314-3395 (on-line version) url: http://www.ijpam.eu Special Issue ijpam.eu CONCEPTS OF THERMODYNAMICS Dr.N.Selvi1, Dr. P.Sugumar2 Associate Professor 1 2 Department of Physics, BIST, BIHER, Bharath University, Chennai. [email protected] The branch of science called thermodynamics deals with systems that are able to transfer thermal energy into at least one other form of energy (mechanical, electrical, etc.) or into work. The laws of thermodynamics were developed over the years as some of the most fundamental rules which are followed when a thermodynamic system goes through some sort of energy change. History of Thermodynamics The history of thermodynamics begins with Otto von Guericke who, in 1650, built the world's first vacuum pump and demonstrated a vacuum using his Magdeburg hemispheres[1-6]. Guericke was driven to make a vacuum to disprove Aristotle's long-held supposition that 'nature abhors a vacuum'. Shortly after Guericke, the English physicist and chemist Robert Boyle had learned of Guericke's designs and, in 1656[7-13], in coordination with English scientist Robert Hooke, built an air pump. Using this pump, Boyle and Hooke noticed a correlation between pressure, temperature, and volume[14-19]. In time, Boyle's Law was formulated, which states that pressure and volume are inversely proportional. Consequences of the Laws of Thermodynamics The laws of thermodynamics tend to be fairly easy to state and understand ... so much so that it's easy to underestimate the impact they have[20-25]. -
A Comedy of Scientific Errors BOVINES
SACRED A COMEDY OF SCIENTIFIC ERRORS BOVINES DOUGLAS ALLCHIN, DEPARTMENT EDITOR William Shakespeare may well have foreshadowed the modern television experiment with balm, groundsel, and spinach. All modified the air to sitcom. His comic misadventures were expertly crafted. In A Comedy of support sustained burning. Animals, too, could breathe longer in the Errors, for example, twins (with twin servants), each separated at birth, treated air. Plants, Priestley had found, could restore the “goodness” of converge unbeknownst to each other in the same town. Mistaken iden- the air depleted by respiration or combustion. American correspondent tity leads to miscommunication. More mistaken identity follows, with Benjamin Franklin immediately perceived the global implications: plants more misdelivered messages and yet more misinterpretations. Hilarious help restore the atmosphere that humans and other animals foul. The consequences ensue. It is a stock comedic formula in modern entertain- system ensures our survival. That view fit neatly with Priestley’s religious ment. A character first makes an unintentional error. Then ironically, in belief in an intentionally designed (and rational) natural world. It was a trying to correct it, things only get laughably worse. remarkable discovery. For this and other work on airs, the Royal Society Science, we imagine, is safeguarded against such embarrassing in 1772 awarded Priestley the Copley Medal, then the most prestigious episodes. In the lore of scientists, echoed among teachers, science is honor in science. “self-correcting.” Replication, in particular, ensures that errors are Others were eager to build on Priestley’s discovery about plants and exposed for what they are. Research promptly returns to its fruitful tra- the restoration of air. -
Development of Preservice Biology Teachers‟ Skills in the Causal Process Concerning Photosynthesis
Journal of Education and Training Studies Vol. 7, No. 4; April 2019 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com Development of Preservice Biology Teachers‟ Skills in the Causal Process Concerning Photosynthesis Arzu Saka Correspondence: Arzu Saka, Trabzon University, Fatih Faculty of Education, Trabzon, 61335,Turkey. Received: February 12, 2019 Accepted: March 7, 2019 Online Published: March 11, 2019 doi:10.11114/jets.v7i4.4022 URL: https://doi.org/10.11114/jets.v7i4.4022 Abstract Photosynthesis is the most effective cycle and sustainable natural process known in nature. Students who learn the subject of photosynthesis well will also make better sense of other issues such as environmental problems, the state of the atmosphere, greenhouse gases, climate changes, carbon footprints and conservation of forests. The aim of this study is to present an example of a worksheet that investigates the skill levels possessed by preservice teachers‟ in the causal process, and also to examine their ability to write a photosynthesis equation by means of a history-based approach that also includes reading skills. The study was conducted with the action research method. The study sample consisted of a total of 71 preservice biology teachers. At the first stage, before the implementation of the worksheet, 34 teacher candidates from within the sample were asked a question with a diagram summarising the photosynthesis process. At the second stage, all the prospective teachers were asked for the skill levels they possessed in the causal process to be assessed via implementation of the worksheet. The answers given by the preservice teachers in the defining variables section in particular make up the least answered section of the worksheet. -
Lorentz – Function Follows Form and Theory Leads to Experiment
Cover Page The handle http://hdl.handle.net/1887/22522 holds various files of this Leiden University dissertation. Author: Weiss, Martin Paul Michael Title: The masses and the muses : a history of Teylers Museum in the Nineteenth Century Issue Date: 2013-11-27 The Masses and the Muses A History of Teylers Museum in the Nineteenth Century Front cover: The Oval Room, drawing by Johan Conrad Greive, 1862 (Teylers Museum, Haarlem, DD042b) Back cover: The First Art Gallery, drawing by Johan Conrad Greive, 1862 (Teylers Museum, Haarlem, DD042d) The Masses and the Muses A History of Teylers Museum in the Nineteenth Century Proefschrift ter verkrijging van de graad van Doctor aan de Universiteit Leiden, op gezag van de Rector Magnificus prof. mr. C.J.J.M. Stolker, volgens besluit van het College voor Promoties te verdedigen op woensdag 27 november 2013 klokke 15.00 uur door Martin Paul Michael Weiss geboren te Hannover in 1985 Promotiecommissie Prof. Dr. F.H. van Lunteren (promotor, Universiteit Leiden) Prof. Dr. D. van Delft (Universiteit Leiden) Prof. Dr. P.J. ter Keurs (Universiteit Leiden) Dr. D.J. Meijers (Universiteit van Amsterdam) Prof. dr. W.W. Mijnhardt (Universiteit Utrecht) Prof. Dr. H.J.A. Röttgering (Universiteit Leiden) Prof. Dr. L.T.G. Theunissen (Universiteit Utrecht) Dr. H.J. Zuidervaart (Huygens Instituut voor Nederlandse Geschiedenis) Prof. Dr. R. Zwijnenberg (Universiteit Leiden) Acknowledgements This PhD was not written in isolation. Throughout the course of this project I received an unquantifiable amount of support – intellectual, financial and moral – from innumerable colleagues and friends. Some of them I hope to be able to acknowledge here. -
Vacuum in the 17Th Century and Onward the Beginning of Experimental Sciences Donald M
HISTORY CORNER A SHORT HISTORY: VACUUM IN THE 17TH CENTURY AND ONWARD THE BEGINNING OF Experimental SCIENCES Donald M. Mattox, Management Plus Inc., Albuquerque, N.M. acuum as defined as a space with nothing in it (“perfect Early Vacuum Equipment vacuum”) was debated by the early Greek philosophers. The early period of vacuum technology may be taken as the V The saying “Nature abhors a vacuum” (horror vacui) is gener- 1640s to the 1850s. In the 1850s, invention of the platinum- ally attributed to Aristotle (Athens ~350 BC). Aristotle argued to-metal seal and improved vacuum pumping technology al- that vacuum was logically impossible. Plato (Aristotle’s teach- lowed the beginning of widespread studies of glow discharges er) argued against there being such a thing as a vacuum since using “Geissler tubes”[6]. Invention of the incandescent lamp “nothing” cannot be said to exist. Hero (Heron) of Alexandria in the 1850s provided the incentive for development of indus- (Roman Egypt) attempted using experimental techniques to trial scale vacuum technology[7]. create a vacuum (~50 AD) but his attempts failed although he did invent the first steam engine (“Heron’s steam engine”) and Single-stroke Mercury-piston Vacuum Pump “Heron’s fountain,” often used in teaching hydraulics. Hero It was the latter part of 1641 that Gasparo Berti demonstrated wrote extensively about siphons in his book Pneumatica and his water manometer, which consisted of a lead pipe about 10 noted that there was a maximum height to which a siphon can meters tall with a glass flask cemented to the top of the pipe “lift” water.