...Final Paper Albert Einstein and Isaac Newton were both very influential figures concerning science. They both discovered ground breaking things in the physics world. Albert Einstein was a German-born theoretical physicist who developed the general theory of relativity. This is one of the biggest parts of physics alongside with quantum mechanics. Sir Isaac Newton was an English physicist and mathematician who are commonly referred to as one of the most influential scientists of all time as well as a key figure in the scientific revolution. Newton formulated the laws of motion and the universal gravitation that dominated scientists’ view of the physical universe for over the next three centuries. He also has demonstrated that the motion of objects on the Earth and that the celestial bodies could be described by the same principles. When he was deriving Kepler’s laws of planetary motion from his mathematical description of gravity, Newton removed any of the people’s last doubts about the validity of the model of the cosmos that was heliocentric. Near the start of Albert Einstein’s career he was beginning to think that Newtonian mechanics was no longer enough to reconcile the laws of classical mechanics with the laws of the electromagnetic field. While he was doing this it led him to his special theory of relativity. Thus he realized that the principle of relativity could also be extended to the gravitational fields, and this sparked his subsequent theory of gravitation in 1916...
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...Isaac Newton not only influenced his own generation by inspiring others to think similar to him, but he also had a major impact on the generations to come, including ours. For instance, the current society we live in uses Newton’s laws everyday. One way these are used in our society are through cars, planes, and any other means of travel. Isaac’s first law of motion states that “an object will remain at rest or in uniform motion in a straight line unless acted upon by an external force.”(Nave 2) Since this is proven to be a true statement, society has adapted to this in ways of transportation. For example, seat belts are included in every car to stop a person from flying out of their seat in case of a crash. The seat belt is used as an “external...
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...trouble was that nothing he could say or do made people feel they were living on a moving, spinning planet” (Gingerich & MacLachlan, 2005, p. 111) The four major contributors to the development of modern astronomy after Copernicus were Johannes Keppler, Galileo Galilei, Isaac Newton and Albert Einstein. Keppler defended the Copernican system in developing the three laws of planetary motion. Kepler’s First, Second and Third Laws are 1. The orbit of every planet is an ellipse with the sun at a focus. 2. A line joining a planet and the sun sweeps out equal areas during equal intervals of time. 3. The square of the orbital period of a planet is directly proportional to the cube of the semi-major axis of its orbit. ("Johannes Kepler Facts, Quotes, Laws of Planetary Motion, Astronomy, Information", n.d., p. 1) Galileo in some cases is given credit to creating the telescope but in fact, he vastly improved them. His telescope was the first to see the craters of the moon. He also spotted the four moons of Jupiter (now known as Galilean moons). Galileo strongly believed in the Copernican system and was punished by the Catholic Church and labeled a heretic for not believing in the geocentric view. Isaac Newton invented calculus and developed the theory of the universal...
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...The photo is of a 44.5 Newton (10 pounds) weight being lifted using the biceps brachii mucle of the arm. It is taken in the Rudolf Fitness Center at Gonzaga University. Many physics concepts come together in the simple motion of lifting a weight, even if its relatively lightweight. Each muscle in the arm must work individually in order to collectively achieve a motion. I will explain the torque produced by each muscle and how that contributes to the force and velocity needed to lift something. This motion also includes moment arms and vector addition to account for the forearm arm moving about the axis of rotation in the elbow. Physics can be used to calculate how much force the biceps generate to lift a certain amount of weight. This picture...
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...quality of living; the world owes it all to math. As children grow up and are taught mathematics in countries all over the world; they are all being taught the same language. Math is the universal language of the world and math has changed the world from the time of the Egyptians to the present day era of technology. Mathematicians like Nicolaus Copernicus gave the world the truth of the universe with heliocentrism, while Isaac Newton gave the world the modern laws of physics. Mathematics has even paved its way into music with each beat of music being timed by numbers. Math is everywhere and people with brilliant minds can use mathematics to contribute to the world in very positive ways. One such way is the science of forensics. Without math, forensics could not exist. As population growth increases at an alarming rate, people have to find ways of holding people accountable for unlawful behavior. Forensic science has allowed civilization to evolve and become less barbaric and move towards factual based evidence when solving crimes against nature. Forensic science measures facts involving a crime and figure out the truth behind those measurements. Whether it is the skid marks from a vehicle collision or blood splatter analysis; mathematics is the reason why this can be done. Forensics have paved the way to a better justice system providing factual based evidence based upon math laws that are accepted as truth. The study of ballistics and the trajectory of bullets is a crucial element...
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...era. The Renaissance means “rebirth” and during this time in the 14th and 16th century, a lot of people made observations and questioned their beliefs, and it opened up a window to mathematics, science, and the natural world. This took place in Europe mainly northern Italy which influenced the Scientific Revolution. Scientist developed new technology and theories, based on observation, and the natural world. Although scientists faced hardship in terms of government opposition, religious disagreement, and gender stereotype, Scientist created great advances in the 16th and 17th centuries. The government opposition, mainly monarchies in...
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...any country in her last 10,000 years of history. It is the only society in the world which has never known slavery. India was the richest country on Earth until the time of the British in the early 17th Century Robert Clive’s personal wealth amassed from the blunder of Bengal during 1750’s was estimated at around £401,102 It has been estimated that the total amount of treasure that the British looted from India had already reached £1,000,000,000 (£1Billion) by 1901. Taking into consideration interest rates and inflation this would be worth close to $1,000,000,000,000 ($1Trillion) in real-terms today. 2. Vedic Civilization Indus & Saraswati Civilizations Rise of Jainism and Buddhism Mauryan Period Golden Age of Indian Arts & Sciences Muslim Invasions The Mughal Empire Portuguese Invasion The British East-India Company The British Empire India's Freedom Struggle Independence Modern India 2020 Vision A Brief History of Time 3. India India invented the Number System. Zero was invented by Aryabhatta . The place value system, the decimal system was developed in India in 100 BC. Aryabhatta was the first to explain spherical shape, size ,diameter, rotation and correct speed of Earth in 499 AD. The World's first university was established in Takshila in 700 BC. Students from all over the World studied more than 60 subjects. The University of Nalanda built in the 4th century was one of the greatest achievements of ancient India in the field of education. Sanskrit is considered...
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...one, anyone who knows about our solar system can thank the three old dogs. Well, they’re not dogs at all, and at their time they weren’t old but in our time their long gone. Of course, I am speaking about Ptolemy, Copernicus, and Kepler. Funny thing is each one of them challenged and changed their predecessor's work, for the better of course, but we will get to that later. We have these three men to thank for a whole lot of new tricks. To name a few would be, our solar system, the way we form our maps, and we can’t forget the numerous mathematical formulas used to make ideas come to life. In this research paper, we will touch base on the lives of three great astronomers and the tricks they have taught us. We will also see how astronomers of today contribute to our everyday lives. Some say that our first astronomer was a great astronomer. Other say, “Ptolemy was the only great astronomer of Roman Alexandria.” (Brown, 2016) It’s all a matter of opinion, but what we cannot deny was Ptolemy was a great astronomer of his time and today. We do not know much about Ptolemy’s personal life. What we do know about him came from his work. He was born around 85ce in Egypt to a Greek family even though he bore a roman name. To say Ptolemy was diverse is an understatement. He was also diverse in his studies being he was a mathematician, geographer, and astrologer. We know he was a Roman citizen, due to his name, which was most likely given to an ancestor and carried down. We know...
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...LEONARD MLODINOW A Briefer History of Time The Drunkard’s Walk: How Randomness Rules Our Lives Euclid’s Window: The Story of Geometry from Parallel Lines to Hyperspace Feynman’s Rainbow: A Search for Beauty in Physics and in Life FOR CHILDREN The Last Dinosaur (with Matt Costello) Titanic Cat (with Matt Costello) The Grand Design The Grand Design The Grand Design The Grand Design Copyright © 2010 by Stephen W. Hawking and Leonard Mlodinow Original art copyright © 2010 by Peter Bollinger All rights reserved. Published in the United States by Bantam Books, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. Cartoons by Sidney Harris, copyright © Sciencecartoonsplus.com BANTAM BOOKS and the rooster colophon are registered trademarks of Random House, Inc. eISBN: 978-0-553-90707-0 www.bantamdell.com v3.0 The Grand Design The Grand Design The Grand Design The Grand Design E EACH EXIST FOR BUT A SHORT TIME, and in that time explore but a small part of the whole universe. But humans are a curious species. We wonder, we seek answers. Living in this vast world that is by turns kind and cruel, and gazing at the immense heavens above, people have always asked a multitude of questions: How can we understand the world in which we find ourselves? How does the universe behave? What is the nature of reality? Where did all this come from? Did the universe need a creator? Most of us do not spend most of our...
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...Heraclitus . . . . . . . . . . . . . . . . . . . 14 The Scholastics St Anselm . . . . . . . . . . . . . . . . . . 48 St Thomas Aquinas . . . . . . . 50 John Duns Scotus . . . . . . . . . 52 William of Occam . . . . . . . . . 54 The Liberals Adam Smith . . . . . . . . . . . . . . 106 Mary Wollstonecraft . . . . 108 Thomas Paine . . . . . . . . . . . . . 110 Jeremy Bentham . . . . . . . . . 112 John Stuart Mill . . . . . . . . . . 114 Auguste Comte . . . . . . . . . . . 116 The Eleatics Parmenides of Elea . . . . . . . 16 Zeno of Elea . . . . . . . . . . . . . . . 18 The Age of Science Nicolaus Copernicus . . . . . . 56 Niccolò Machiavelli . . . . . . . 58 Desiderus Erasmus . . . . . . . . 60 Thomas More . . . . . . . . . . . . . . 62 Francis Bacon . . . . . . . . . . . . . . 64 Galileo Galilei . . . . . . . . . . . . . 66 Thomas Hobbes . . . . . . . . . . . . 68 Sir Isaac Newton . . . . . . . . . . 70 The Evolutionists Charles Darwin . . . . . . . . . . . 118 Henri Louis Bergson . . . . 120 A. N. Whitehead . . . . . . ....
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...Section A: Basic Microbiology 1 SCOPE AND HISTORICAL DEVELOPMENTS IN MICROBIOLOGY “Science contributes to our culture in many ways, as a creative intellectual activity in its own right, as a light which has served to illuminate man’s place in the uni-verse, and as the source of understanding of man’s own nature” —John F. Kennedy (1917–63) The President of America The bacterium Escherichia coli INTRODUCTION AND SCOPE MICROBIOLOGY is a specialized area of biology (Gr. bios-life+ logos-to study) that concerns with the study of microbes ordinarily too small to be seen without magnification. Microorganisms are microscopic (Gr. mikros-small+ scopein-to see) and independently living cells that, like humans, live in communities. Microorganisms include a large and diverse group of microscopic organisms that exist as single cell or cell clusters (e.g., bacteria, archaea, fungi, algae, protozoa and helminths) and the viruses, which are microscopic but not cellular. While bacteria and archaea are classed as prokaryotes (Gr. pro-before+ karyon-nucleus) the fungi, algae, protozoa and helminths are eukaryotes (Gr. eu-true or good+ karyon-nucleus). Microorganisms are present everywhere on earth, which includes humans, animals, plants and other living creatures, soil,water and atmosphere. Microorganisms are relevant to all of our lives in a multitude of ways. Sometimes, the influence of microorganisms on human life is beneficial, whereas at other times, it is detrimental. For example...
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...Wallace College Spring Semester 2011 Monday – Wednesday 10:00 – 11:15 am Room 139 Wilker Faculty Richard Heckathorn The materials for this course were organized and edited by Richard Heckathorn using materials from a program called Operation Physics and includes materials developed by him. The original OPERATION PHYSICS activity sequence to improve physics teaching and learning in upper elementary and middle schools was funded by the National Science Foundation. Original Material Copyright 1992 by American Institute of Physics Materials edited and photoduplicated with permission. FORCES & MOTION INTRODUCTION WORKSHOP LEADER’S TOPIC INFORMATION INTRODUCTION TO FORCES & MOTION An understanding of force and motion is fundamental to the study of almost all other physics-related topics. Yet it is a topic often overlooked or only cursorily introduced in elementary and middle school science, even though it is a topic typically identified for inclusion in the curriculum for these grades. A primary reason for this is that many teachers do not feel comfortable about their own understanding of the topic. Consequently, this may be the most needed of all of the OPERATION PHYSICS workshops. This workshop leader’s notebook is divided into two parts: PART ONE Motion Part One begins by introducing participants to the concepts of space and time. These concepts are then used in describing simple...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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...10个题目，形式为（1长+2短+1逻辑 or 4短+1逻辑）。 Exercise 15-24：我们将近年来考试中出现的文章和老GRE中极为接近现行出题风格的文章编排为后10个Exercise，每个Exercise 13个题目左右，形式为（1长+1短+2逻辑）。 练习方法： 建议大家第一遍做能够限时练习，按照考试的要求每个Exercise的大致难度和应该用的时间都标在了前面。没做完6个exercise可以做一个回顾总结，将文章反复做一遍，总结单词，长难句，文章的出题规律，句子之间的关系。 答案显示方法： 如果你打印出来练习：参考答案见P 页 如果你在电脑上练习：windows 系统：Ctrl+Shift+8；Mac系统：Command+8 Exercise 1. 20min While most scholarship on women’s employment in the United States recognizes that the Second World War (1939–1945) dramatically changed the role of women in the workforce, these studies also acknowledge that few women remained in manufacturing jobs once men returned from the war. But in agriculture, unlike other industries where women were viewed as temporary workers, women’s employment did not end with the war. Instead, the expansion of agriculture and a steady decrease in the number of male farmworkers combined to cause the industry to hire more women in the postwar years. Consequently, the 1950s saw a growing number of women engaged in farm labor, even though rhetoric in the popular media called for the return of women to domestic life. 1. It can be inferred from the passage that the manufacturing and agricultural sectors in the United States following the Second World War differed in which of the following respects? B A. The rate of expansion in...
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