...perfect ideas (i.e., built stuff), the outcome, in the material world, must be imperfect. [Socrates taught of metaphysics, the study of what is real versus what we think is real but isn’t.] Aristotle (384 B.C.E. – 322 B.C.E.) – Greek philosopher and mathematician and a student of Plato. Credited when the early teaching of the scientific method (questioning, predicting outcomes, classifying/ organizing data, drawing conclusions founded in logic). Aristotle taught of the Universe existing in two realms. The Terrestrial Realm consisted of all material objects. All material objects, or matter, were made of combinations of the four elements (earth, air, fire, and water). Matter was classified by common physical properties (density, hot vs. cold, wet vs. dry). Comets were thought to be atmospheric phenomena, and part of the Terrestrial Realm (changes in the tail of a comet can be observed). The Celestial Realm consisted of everything in the heavens – stars, planets, etc. – and the fifth element, the “luminiferous aether.” The fifth element, according to Aristotle, was a transparent, solid but flowing, mysterious substance responsible for holding up the objects in the Celestial Realm and keeping them rotating around a central earth. Claudius Ptolemy (90 C.E....
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...Age of Reason WH 2 Unit II Scientific Knowledge (epistemology) – Past philosophers, tradition, Church authorities Early cosmology (See attached) – See attached – Heliocentric – Geocentric Scientific Method – Integrating observations – Limitations (Why, moral, limited by sin) Big Names (Astronomy) – Nicolaus Copernicus (1473-1543) – Heliocentricism (what's the big deal?) – Johannes Kepler (1571-1630) – Eliptical orbits – Galileo Galilei (1564-1642) – Worked with new instruments – pendulums & telescopes – Isaac Newton (1642-1727) – Everything – Newton's Rules (see attached) In your book – Chemistry – Medicine 1 Age of Reason WH 2 Unit II 2 Age of Reason WH 2 Unit II Use of Reason (look it up) • Solves all problems (look at Kant “What is Enlightenment) • Provided new approaches to learning • Rationalism Two major schools of thought (at the time) • Inductive ◦ Roger Bacon • Deductive ◦ Rene Descartes 3 Age of Reason WH 2 Unit II Kinds of philosophies • Dualism ◦ Mind and Body are different ◦ Binary oppositions- Two fundamental principals for everything ▪ Not monism • Pantheism ◦ Promoted by Spinoza ▪ 'Deus sive Natura' (God or Nature) We are part of Nature as a whole whose order we follow... A substance cannot be produced from anything else : it will therefore be its own cause, that is, its essence necessarily involves existence, or existence...
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...was Copernicus’ final work explaining the heliocentric view of the universe. “The 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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...“Response on the Anthropic Principle” The Anthropic Principle, formally proposed at a conference in Poland by Brandon Carter in 1973, is a theory that strongly suggests that humanity holds a special place in the Universe. This topic has become widely discussed and debated topic among scientists. Two branches of the theory are the strong anthropic principle (SAP) and the weak anthropic principle (WAP). The SAP states, “The Universe must have those properties which allow life to develop within it at some stage in its history” (www.physics.sfsu.edu). This branch of the anthropic principle has commonly been used in the argument for intelligent design (ID), which puts forth the proposition that a designer is responsible for the balance of the laws of mathematics and physics that ultimately hold our universe together. The WAP says, “The observed values of all physical and cosmological quantities are not equally probable but they take on the values restricted by the requirement that there exist sites where carbon-based life can evolve and by the requirement that the Universe be old enough for it to have already done so” (www.physics.sfsu.edu). This is simply saying that if people were not here to observe and if the universe did not work as it does, then we could not ask why we are here and why the universe works like it does. Although the SAP and WAP are somewhat different, ultimately they both appear to agree that human life is special given all of the circumstances it takes for us...
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... perihelion, Tropic of Cancer, Tropic of Capricorn. 10. Explain why we have phases of the moon, what the different phases of the moon look like to an Earth observer, and how much time is takes to go between each phases. 11. Which of the following have the greatest frequency of occurrence: lunar eclipse or solar eclipse? 12. True or False: An observer on Earth can see the entire surface of the moon over 365 day period. Support your answer with reasoning from the textbook and Mastering Astronomy. 13. Explain an eclipse of the moon and sun occur. 14. Why were the following individuals important to astronomy? Ptolemy, Brahe, Kepler, Newton, Copernicus, Eratosthenes. 15. Why do the ancient Greeks get a lot of attention for their contributions to science? 16. What were the major observations made by Galileo that were used to advance astronomy of the time? 17. Can you apply an understanding of Kepler’s Laws to astronomical principles stated in your textbook...
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...Daimyo… Bushido The Closing of Japan Nobunaga vs. Hideyoshi Matthew Perry Chapter 11: London on September 2, 1666-the great fire destroyed it. Francis Bacon-leading advocate of the empirical method Inductive reasoning Empirical method Rene Descartes Deductive reasoning Deism Johannes Kepler-had made detailed records of the movements of the planets, substantiating Copernicus’s theory that the cosmos was heliocentric (sun-centered), not geocentric (earth-centered) Galileo Galilei-improved the design and magnification of the telescope Geocentric Heliocentric The law of falling bodies (gravity) Pope Urban VIII Giordano Bruno Isaac Newton-computed the law of universal gravitation in a precise mathematical equation, demonstrating that each and every object exerts an attraction to a greater or lesser degree on all other objects The Industrial Revolution Lunar Society-a group of prominent manufactures,inventors,and naturalists met in and around Birmingham each month on the night of the full moon to discuss,chemistry,,medicine,gases,electricity,and every subject that may contribute to the fruitful society. Thomas Hobbes-argued in Leviathan that the people needed to submit to the authority of a ruler to prevent anarchy. The social contract gives up individual sovereignty in exchange for protection from depravity. Absolutism Social contract John Locke-argued that a ruler has limited authority; if the ruler fails to protect the people’s rights, then the people...
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...The British Society for the Philosophy of Science The Nature of Philosophical Problems and Their Roots in Science Author(s): K. R. Popper Source: The British Journal for the Philosophy of Science, Vol. 3, No. 10 (Aug., 1952), pp. 124-156 Published by: Oxford University Press on behalf of The British Society for the Philosophy of Science Stable URL: http://www.jstor.org/stable/685553 . Accessed: 13/09/2013 04:37 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Oxford University Press and The British Society for the Philosophy of Science are collaborating with JSTOR to digitize, preserve and extend access to The British Journal for the Philosophy of Science. http://www.jstor.org This content downloaded from 58.27.243.214 on Fri, 13 Sep 2013 04:37:15 AM All use subject to JSTOR Terms and Conditions THE NATURE OF PHILOSOPHICAL PROBLEMS AND THEIR ROOTS IN SCIENCE * K. R. POPPER I IT was after some hesitation that I decided to take as my point of departurethe present position of English philosophy. For I believe...
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...search for truth, but adversaries. To illustrate, several years ago I had a debate with a philosopher of science at Simon Fraser University in Vancouver , Canada, on the question “Are Science and Religion Mutually Irrelevant?” When I walked onto the campus, I saw that the Christian students sponsoring the debate had advertised it with large banners and posters proclaiming “Science vs. Christianity.” The students were perpetuating the same sort of warfare mentality that Andrew Dickson White proclaimed over a hundred years ago. What has happened, however, in the second half of this century is that historians and philosophers of science have come to realize that this supposed history of warfare is a myth. As Thaxton and Pearcey point out in their recent book The Soul of Science, for over 300 years between the rise of modern science in the 1500’s and the late 1800s the relationship between science and religion can best be described as an alliance. Up until the late 19th century, scientists were typically Christian believers who saw no conflict between their science and their faith—people like Kepler, Boyle, Maxwell, Faraday, Kelvin, and others. The idea of a warfare between science and religion is a relatively recent invention of the late 19th century,...
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...The Grand Design ALSO BY STEPHEN HAWKING A Brief History of Time A Briefer History of Time Black Holes and Baby Universes and Other Essays The Illustrated A Brief History of Time The Universe in a Nutshell FOR CHILDREN George’s Secret Key to the Universe (with Lucy Hawking) George’s Cosmic Treasure Hunt (with Lucy Hawking) ALSO BY 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...
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...HISTORY NOTES- Filled with silliness and inside jokes, enjoy at your leisure :) If something is in [] brackets, it is only written in there for our pleasure, ignore it if you are looking for actual information. Key: • 7: The Renaissance and Reformation- 1350-1600 UMSUniversal o Georgio Vasari- Rinascita=rebirth (like Renaissance) painter/architect Male Suffrage o Individualism: People sought to receive personal credit for achievements, unlike medieval ideal of “all glory goes to god” Names Ideas o Renaissance: Began in Italian city-states, a cause de invention of the printing press, laid way for Protestant Reformation Events Books/Texts Italy: City states, under HRE (Holy Roman Empire) o For alliances: old nobility vs. wealthy merchants FIGHT P-Prussia Popolo: third class, “the people”, wanted own share of wealth/power R-Russia A-Austria Ciompi Revolts: 1378 Florence, Popolo were revolting [eew], brief period of control over government B-Britain Milan taken over by signor (which is a tyrant) • o Under control of the Condottiero (mercenary) Sforza- Significant because after this, a few wealthy families dominated Venice (e.g. Medici) Humanism: Francesco Petrarch (Sonnets), came up with term “Dark Ages”, began to study classical world of rhetoric and literature Cicero: Important Roman, provided account of collapse of Roman Republic [like Edward Gibbon], invented Ciceronian style: Latin style of writing which humanists ...
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...SENIOR SECONDARY COURSE PHYSICS 1 (CORE MODULES) Coordinators Dr. Oum Prakash Sharma Sh. R.S. Dass NATIONAL INSTITUTE OF OPEN SCHOOLING A-25, INSTITUTIONAL AREA, SECTOR-62, NOIDA-201301 (UP) COURSE DESIGN COMMITTEE CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Maidan Garhi, Delhi MEMBERS Prof. A.R. Verma Former Director, National Physical Laboratory, Delhi, 160, Deepali Enclave Pitampura, Delhi-34 Dr. Naresh Kumar Reader (Rtd.) Deptt. of Physics Hindu College, D.U. Dr. Oum Prakash Sharma Asstt. Director (Academic) NIOS, Delhi Prof. L.S. Kothari Prof. of Physics (Retd.) Delhi University 71, Vaishali, Delhi-11008 Dr. Vajayshree Prof. of Physics IGNOU, Maidan Garhi Delhi Sh. R.S. Dass Vice Principal (Rtd.) BRMVB, Sr. Sec. School Lajpat Nagar, New Delhi-110024 Dr. G.S. Singh Prof. of Physics IIT Roorkee Sh. K.S. Upadhyaya Principal Jawahar Navodaya Vidyalaya Rohilla Mohammadabad (U.P.) Dr. V.B. Bhatia Prof. of Physics (Retd.) Delhi University 215, Sector-21, Faridabad COURSE DEVELOPMENT TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. V.B. Bhatia 215, Sector-21, Faridabad Prof. B.B. Tripathi Prof. of Physics (Retd.), IIT Delhi 9-A, Awadhpuri, Sarvodaya Nagar Lucknow-226016 Sh. K.S. Upadhyaya Principal Navodaya Vidyalaya Rohilla Mohammadabad, (U.P.) Dr. V.P. Shrivastava Reader (Physics) D.E.S.M., NCERT, Delhi EDITORS TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. B.B. Tripathi Prof...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...www.GetPedia.com Click on your interest section for more information : Acne q Advertising q Aerobics & Cardio q Affiliate Revenue q Alternative Medicine q Attraction q Online Auction q Streaming Audio & Online Music q Aviation & Flying q Babies & Toddler q Beauty q Blogging, RSS & Feeds q Book Marketing q Book Reviews q Branding q Breast Cancer q Broadband Internet q Muscle Building & Bodybuilding q Careers, Jobs & Employment q Casino & Gambling q Coaching q Coffee q College & University q Cooking Tips q Copywriting q Crafts & Hobbies q Creativity q Credit q Cruising & Sailing q Currency Trading q Customer Service q Data Recovery & Computer Backup q Dating q Debt Consolidation q Debt Relief q Depression q Diabetes q Divorce q Domain Name q E-Book q E-commerce q Elder Care q Email Marketing q Entrepreneur q Ethics q Exercise & Fitness q Ezine Marketing q Ezine Publishing q Fashion & Style q Fishing q Fitness Equipment q Forums q Game q Goal Setting q Golf q Dealing with Grief & Loss q Hair Loss q Finding Happiness q Computer Hardware q Holiday q Home Improvement q Home Security q Humanities q Humor & Entertainment q Innovation q Inspirational q Insurance q Interior Design & Decorating q Internet Marketing q Investing q Landscaping & Gardening q Language q Leadership q Leases & Leasing q Loan q Mesothelioma & Asbestos Cancer q Business Management q Marketing q Marriage & Wedding q Martial Arts ...
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...Business Ethics (Supplementary Lecture Notes) Mr. Joel C. Porras “Watch your thoughts, they become words. Watch your words, they become actions. Watch your actios, they become habits. Watch your habits, they become character. Watch your character, they beconme your destiny.” ANONYMOUS Preliminary Notions: A. Etymological: The word ethics comes from the Greek word “ethos” ,meaning : custom, a habitual way of acting character, a meaning that the Latin terms “mos” , “moris” also connote. Among the Greeks , “ethics” meant what concerns human conduct/human action. B. Descriptive: Largely a concern of cultural anthropologists and sociologists. Its task is to describe how some person, members of a culture or society address all sorts of moral issues, what customs they have, and so, how they are accustomed to behave. C. Met-ethics: Concerns itself with the meanings of moral terms: like good and bad, right and wrong, duties and rights, etc. Hence the concern is with the understanding of the use of these terms, their logical forms and the objects to which they refer. Sometimes the concern of meta-ethicist is even more fundamental: What is the possibility of moral philosophy. D. Normative: Ethics is normative, not in the way that logic is, namely. With regard to the correctness of our thinking, but with regard to the goodness of our living, the right orientation of our existence. It is a practical science, not simply because it treats human action,...
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...SpringerBriefs in Physics Editorial Board Egor Babaev, University of Massachusetts, USA Malcolm Bremer, University of Bristol, UK Xavier Calmet, University of Sussex, UK Francesca Di Lodovico, Queen Mary University of London, London, UK Maarten Hoogerland, University of Auckland, New Zealand Eric Le Ru, Victoria University of Wellington, New Zealand James Overduin, Towson University, USA Vesselin Petkov, Concordia University, Canada Charles H.-T. Wang, The University of Aberdeen, UK Andrew Whitaker, Queen’s University Belfast, UK For further volumes: http://www.springer.com/series/8902 Péter Hraskó Basic Relativity An Introductory Essay ´ Emeritus Professor at University of Pecs, Hungary 123 Péter Hraskó University of Pécs H-7633 Pécs Szántó Kovács János u. 1/b Hungary e-mail: peter@hrasko.com ISSN 2191-5423 ISBN 978-3-642-17809-2 DOI 10.1007/978-3-642-17810-8 Springer Heidelberg Dordrecht London New York Ó Péter Hraskó 2011 e-ISSN 2191-5431 e-ISBN 978-3-642-17810-8 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be...
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