scholarly journals Einstein’s 1905 Paper on E=mc2

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Patrick Moylan ◽  
James Lombardi ◽  
Stephen Moylan
Keyword(s):  
Special Relativity ◽  
History Of Science ◽  
Max Planck ◽  
Circular Reasoning ◽  
Simple Treatment ◽  
Keywords History Of Science ◽  
History Of

It is well-known that Einstein’s first paper on E=mc2 as published in the Annalen der Physik in 1905 is problematic in that it suffers from the error of circular reasoning. This means that it uses as one of its premises a statement which is equivalent to the conclusion of the paper, namely, that E=mc2. This difficulty with the paper has been pointed out by many writers including Max Planck, Herbert Ives, Max Jammer and also biographers of Einstein including Gerald Holton and Arthur I. Miller. Unfortunately, the derivation is repeated today as being correct without any mention of the above criticisms of it. In view of this it seems to us worthwhile to have a clear and as simple as possible explanation of the logical difficulties associated with Einstein’s 1905 derivation, and it is to this end that this paper is written. Herewith we present a very simple treatment of the problem which makes absolutely clear the logical difficulties in Einstein’s first published work on E=mc2. KEYWORDS: History of Science; Origins of Special Relativity

scholarly journals ELECTRO METALLURGICA BRASILEIRA: HISTÓRIA DA CIÊNCIA E DA TÉCNICA COMO OBJETO DE ESTUDO E DE ENSINO

2019 ◽  
Vol 20 ◽  
pp. 330-344
Author(s):  
Marcelo Luis de Brino ◽  
Pedro Wagner Gonçalves ◽  
Daniel Ferraz Chiozzini ◽  
Natalina Aparecida Laguna Sicca
Keyword(s):  
Science Teaching ◽  
History Of Science ◽  
Scientific Development ◽  
Industrial Technology ◽  
Curricular Integration ◽  
Iron And Steel ◽  
The Past ◽  
Keywords History Of Science ◽  
History Of ◽  
Coffee Farmers

Resumo Este trabalho considera a História da Ciência como campo multidimensional que pode contribuir para interconectar diferentes disciplinas por meio da integração curricular. O ponto de partida do ensino e da aprendizagem contextualizados foi a história da Electro Metallurgica Brasileira, foi um empreendimento que reuniu cafeicultores e ações governamentais para criar uma siderúrgica em Ribeirão Preto, interior de São Paulo na década de 1920. A história dessa usina mostra os desafios e as tomadas de decisão diante das controvérsias tecnológicas da época quanto ao uso de alto forno elétrico, melhor combustível e redutor (carvão mineral ou vegetal), bem como a localização da siderúrgica. Dois engenheiros (João Pandiá Calógeras e Luis Felipe Gonzaga de Campos) com forte formação geológica e metalúrgica tiveram papel de importante na definição e orientação de políticas de desenvolvimento industrial mas divergiam quanto às melhores opções para criar a siderurgia nacional. A discussão dessas controvérsias ajuda a compreender que o desenvolvimento científico não é progressivo, nem linear embora esteja vinculado a necessidades tecnológicas e econômicas. Palavras-chave: História da Ciência, Ensino de Ciências, História da Técnica, siderurgia, História do Brasil AbstractHistory of science is a multidimensional area of knowledge in order to connect different disciplines upon a curricular integration. The point of start to situate the teaching and the learning is the technological history of the iron and steel enterprise of Ribeirao Preto steelworks happened in 1920’s years. The coffee farmers and government authorities promoted the effort to create the steelworks in the county of the country. The challenge was to choose by the kind of industrial technology. That time, researchers disagreed about the place, the technique, the kind of fuel which would be used with better utility. Two engineers with a strong geological and metallurgical formation exemplified the technological controversies: João Pandiá Calógeras and Luis Felipe Gonzaga de Campos. They advocated differently on electrical furnace, kind of steel conversor, as well as the place of the enterprise. The main findings shows up the history of science helps to understand the challenges of the past and the controversial side of scientific development. Keywords: history of science, teaching of sciences, history of technic, iron manufacture, history of Brazil

scholarly journals Alfred Russel Wallace na Amazônia e a Construção de uma Ideia: seus estudos na distribuição dos animais como uma ferramenta no ensino de biologia

2020 ◽  
Vol 21 ◽  
pp. 144-157
Author(s):  
Emerson Barão Rodrigues Soldado ◽  
Jairo José Matozinho Cubas ◽  
Ana Maria Alfonso-Goldfarb
Keyword(s):  
High School ◽  
High School Students ◽  
Natural Selection ◽  
History Of Science ◽  
Species Range ◽  
Range Limit ◽  
School Students ◽  
Alfred Russel Wallace ◽  
Keywords History Of Science ◽  
History Of

ResumoAlfred Russel Wallace (1823-1913), naturalista inglês conhecido por seus estudos sobre a seleção natural, teve sua primeira expedição na Amazônia. De 1848 a 1852, observou e descreveu fauna, flora, geologia e grupos humanos que ali habitavam e abordou a temática da distribuição dos animais, apontando os limites de alcance das espécies e sua relação com o meio. O objetivo deste trabalho foi analisar, a partir de livros e artigos relativos ao período, como essa noção do limite de alcance das espécies foi abordado por Wallace e sua importância para a formulação de conceitos biogeográficos e de seleção natural. Houve ainda a construção e aplicação de uma sequência didática no ensino de biologia. Com o material analisado, apresentou-se para os estudantes um processo de construção de uma ideia, valendo-se de textos originais. A sequência didática iniciou-se com alunos do Ensino Médio, lendo trechos escritos por Wallace, com passagens que descrevem o limite de alcance de espécies amazônicas. Em seguida, tiveram que formular hipóteses sobre tais observações. Posteriormente, houveram aulas sobre o histórico do pensamento evolutivo e conceitos de seleção natural. Na finalização, incentivou-se os estudantes a refletirem sobre o processo de construção de ideias na ciência, de forma contextualizada e participativa. Verificou-se que os estudos de Wallace colaboram de forma relevante para o ensino da evolução e história da ciência, apontando a necessidade de novas abordagens nesse tema.Palavras-chave: História da ciência; Alfred Russel Wallace; Amazônia; distribuição de animais; ensino de biologia. Abstract(Alfred Russel Wallace (1823-1913), an English naturalist known for his studies on natural selection, had his first expedition to the Amazon. From 1848 to 1852, he observed and described fauna, flora, geology and human groups who lived there and addressed the issue of distribution of animals, pointing out the limits of range of the species and its relationship with the environment. The objective of this study was to analyze, from books and articles for the period, as this notion of species range limit was approached by Wallace and its importance for the development of biogeographic concepts and natural selection. There was also the construction and application of a didactic sequence in the teaching of biology. With the material analyzed, was presented to the students a process of constructing an idea, using original texts. The didactic sequence began with high school students, reading excerpts written by Wallace, with passages that describe the limits of the range of Amazonian species. They then had to formulate hypotheses about such observations. Later, there were classes on the history of evolutionary thinking and concepts of natural selection. Upon completion, students were encouraged to reflect on the process of constructing ideas in science in a contextualized and participatory manner. It was verified that the studies of Wallace collaborate in a relevant way for the teaching of the evolution and history of science, pointing out the necessity of new approaches in this subject. Keywords: History of science; Alfred Russel Wallace; Amazônia; distribution of animals; teaching of biology

scholarly journals Fundamental Questions

2021 ◽  
Keyword(s):  
History Of Science ◽  
Broad Spectrum ◽  
Art History ◽  
Basic Research ◽  
Research Association ◽  
Max Planck ◽  
Gender Research ◽  
History Of ◽  
Max Planck Society ◽  
First Time

For the first time, the Max Planck Society is publishing an anthology on gender research, "Fundamental Questions". Thanks to the broad spectrum of disciplines and cultures represented in the Research Association, the authors, who come from various institutes, present their findings in numerous fields of research: law, art history, history of science, neuroscience and computer science. The approaches, topics, issues and methodology of the collected contributions are equally diverse. This diversity shows in the best possible way that the integration of the gender perspective is beneficial not only for applied science and development, but also for basic research. With contributions by Dr. Laura A. Bechthold, Elifcan Celebi, Dr. Marina Chugunova, Dr. Luisa Stella de Oliveira Coutinho Silva, Svenja Friess, Ph.D. Giorgia Gastaldon, Dr. Lisa Hanstein, Dr. Philine Helas, Prof. Karin Hoisl, Ph.D. Michael E. Rose, Esra Sarioglu, Isabel Valera and Dr. Ulla Weber.

scholarly journals Os valores geoéticos e a relutância na consideração de novas ideias: o caso da Deriva Continental de Wegener

2019 ◽  
Vol 20 ◽  
pp. 685-694
Author(s):  
Alexandra Cardoso
Keyword(s):  
Eighteenth Century ◽  
History Of Science ◽  
Continental Drift ◽  
Scientific Development ◽  
Educational Resource ◽  
Keywords History Of Science ◽  
History Of ◽  
Integral Development ◽  
Explanatory Mechanism ◽  
Case Based

Resumo A Deriva Continental de Wegener surge num período em que o imobilismo e o contracionismo geológicos eram as ideias maioritariamente aceites no que diz respeito à interpretação da história da Terra. A hipótese de Wegener, contrária às referidas teorias, desencadeou uma das maiores controvérsias da história das geociências. Na primeira metade do século XVIII, a falta de um mecanismo explicativo dos movimentos horizontais da crusta foi a crítica mais recorrente ao seu trabalho. No entanto, tal não justifica totalmente a desconsideração da hipótese de Wegener pela maior parte da comunidade científica da época. Ideias inovadoras e revolucionárias, como as que caracterizam a Deriva Continental, são, geralmente, acompanhadas de reações de preconceito e rejeição. Estas reações, documentadas diversas vezes ao longo da história da ciência, afiguram-se como barreiras difíceis de ultrapassar, afetando o desenvolvimento científico. Atualmente, encontram-se em estudo uma série de valores geoéticos que deverão pautar a conduta dos geocientistas no exercício da sua profissão e que incluem a compreensão e respeito pelas diferentes ideias dos pares. No presente trabalho, desenvolveu-se um recurso educativo, segundo a metodologia de ensino baseado em casos, com a pretensão de contribuir para a compreensão do caráter provisório da ciência e para a consciencialização acerca dos valores geoéticos que devem estar na base de um íntegro desenvolvimento das geociências. Palavras-chave: história da ciência; geoética; ensino baseado em casos. Abstract Wegener's Continental Drift arises at a time when geological immobilism and contractionism were the most widely accepted ideas regarding the interpretation of Earth's history. Wegener's hypothesis, contrary to these theories, unleashed one of the biggest controversies in the history of geosciences. In the first half of the eighteenth century, the lack of an explanatory mechanism for the horizontal movements of the crust was the most recurrent criticism concerning his work. However, this does not fully justify the disregard of Wegener's hypothesis by most of the scientific community at the time. Innovative and revolutionary ideas, such as those that characterize the Continental Drift, are usually accompanied by reactions of prejudice and rejection. These reactions, documented several times throughout the history of science, appear as barriers that are difficult to overcome, affecting scientific development. Currently, several geoethical values that should guide the conduct of the geoscientists in the exercise of their profession are being studied and they include the understanding and respect for the different ideas of others. In the present work, an educational resource has been developed, according to the methodology of case-based teaching, with the aim of contributing to the understanding of the provisional nature of science and to the awareness of the geoethical values that must be the basis of an integral development of geosciences. Keywords: history of science; geoethics; case-based teaching

Tracing the Movement of Knowledge across Vast Distances and Long Temporal Spans

Transfers ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 75-86
Author(s):  
Pamela H. Smith
Keyword(s):  
Early Modern ◽  
History Of Science ◽  
Research Group ◽  
Modern World ◽  
Max Planck ◽  
Beliefs And Values ◽  
The Social ◽  
Key Concepts ◽  
History Of ◽  
Trade And Exchange

A research group at the Max Planck Institute for the History of Science on “Itineraries of Materials, Recipes, Techniques, and Knowledge in the Early Modern World” held a series of workshops (2014–2015) on the movement of knowledge (materials, techniques, objects) across Eurasia, resulting in an edited volume. Participants articulated a framework of “entangled itineraries,” “material complexes,” and “nodes of convergence” by which historians might follow routes of knowledge-making extending over very long distances and/or great spans of time. The key concepts are (1) “material complex” denoting the constellation of substances, practices, techniques, beliefs, and values that accrete as knowledge around materials; (2) the “relational field,” the social, intellectual, economic, emotional domain formed by a “node of convergence”—often a hub of trade and exchange—within which a material complex crystalizes; and (3) “itineraries,” or the routes taken by materials through which they stabilize and/ or transform.

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