Forces and Fields, the Concept of Action at a Distance in the History of Physics

Hesse, Mary; Scott, William C.

doi:10.1119/1.1969706

Cited by 41 publications

(50 citation statements)

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“…뿐만 아니라, 19세기 에테르(ether)를 대체하는 개념인 장(field)도 원 거리 작용 문제를 해소하는 과정에서 나타났다 (Hesse, 1962;Nersessian, 1984). 토성의 공전궤도를 나타낸다고 생각하였다 (Cushing, 1998;Ferguson, 2013 (Harman, 1980;Mahon, 2003).…”

Section: ⅱ 연구 설계 및 방법unclassified

Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts

Jho¹

2014

Journal of The Korean Association For Research In Science Educa

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The convergence and consilience in education (hereafter, interdisciplinary education) is receiving great attention from societies. This study aims to investigate the works of scientists and artists who have intended to combine science with the arts in the modern era, to take into account the socio-philosophical setbacks during the period, and to suggest pedagogical implications of science education as interdisciplinary education. The concept of interdisciplinary education stems from Plato's thought, idea, as a comprehensive and invariant truth. The renaissance, full of enrichment about scientific achievement, was based on Neo-Platonism pursuing holistic-synthetic approach. During the time, scientists presented in this study tried to find comprehensive principles and borrow useful method from the arts. In such a context, scientists not only made use of the arts for expression of scientific knowledge, but also drew conclusion by analogical reasoning between science and the arts. Artists, as well, relied upon anatomy and optics especially, to elaborate linear perspective and even developed their own scientific knowledge through personal experience. Hence, contemporary science education should encourage students to hold a holistic viewpoint about science and the arts, articulate explicit goals and outcomes as interdisciplinary education, implement meta-disciplinary instruction about science and the arts, and develop assessment framework for collaborative learning. There may be good examples for inter-disciplinary education as listed: illustrating scientific ideas through the arts and vice versa, organizing collaborative works and evaluations criteria for them, and stressing problem solving on a daily basis.

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Section: ⅱ 연구 설계 및 방법unclassified

Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts

Jho¹

2014

Journal of The Korean Association For Research In Science Educa

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“…Os efeitos magnéticos também seriam produzidos por linhas de força magnética, com propriedades semelhantes a essas ( [17], § §3266-8, 3280, 3294-5; ver também [18]). Porém, a partir da descoberta do efeito magneto-óptico 7 , Faraday passou a considerar que as 4 Hesse [11] apresenta uma boa descrição histórica e análise filosófica da tensão existente entre a idéia de ação direta a distância e a idéia de campo (que corresponde exatamenteà suposição de que há um intermediário responsável pelas forças), nesse período.…”

Section: Oéter E O Eletromagnetismounclassified

A dinâmica relativística antes de Einstein

Martins

2005

Rev. Bras. Ensino Fís.

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A maioria dos resultados da dinâmica relativística já havia sido obtida antes do artigo de Einstein de 1905. A partir do eletromagnetismo, já haviam sido obtidas relações entre massa e velocidade, e massa e energia. Esses desenvolvimentos foram devidos a uma crença generalizada noéter como sendo uma realidade física capaz de produzir forças e que era dotado de propriedades mecânicas como massa, energia e momento. Este artigo descreve o desenvolvimento dessas idéias e compara os resultados obtidos pelos partidários doéter com as propostas de Einstein. Palavras-chave: teoria da relatividade, Albert Einstein, dinâmica relativística, história da física.Most of the results of relativistic dynamics had already been obtained before Einstein's 1905 paper. Relations between mass and velocity, and mass and energy, had already been obtained from electromagnetic theory. Those developments were due to a widespread belief in the ether as a physical reality, that could produce forces and was endowed with mechanical properties such as mass, energy and momentum. This paper describes the development of those ideas and compares the results obtained by the ether partisans and Einstein's proposals. Keywords: relativity theory, Albert Einstein, relativistic dynamics, history of physics. IntroduçãoCostuma-se pensar que a teoria da relatividade especial foi criada por Albert Einstein, em 1905. No entanto, quando Einstein era uma criança e ainda não sabia ler nem escrever, já se discutia um dos principais efeitos relativísticos: a influência da velocidade na massa.Muitos resultados importantes da teoria da relatividade foram obtidos antes de 1905, por Lorentz, Poincaré e outros pesquisadores. Esse fatoé bem conhecido pelos historiadores da ciência 2 , mas geralmenteé desconhecido pelos físicos. O objetivo deste artigoé proporcionar uma compreensão daquilo que já havia sido feito antes de Einstein, dando o devido crédito aos muitos físicos que contribuíram para a criação de uma dinâmica relativística e comparando esses resultadosàs propostas do próprio Einstein.E impossível discutir neste artigo tudo o que havia sido feito antes de Einstein. Vamos abordar apenas alguns aspectos relacionados com a relação entre massa e energia, deixando de lado o desenvolvimento da cinemática relativística (as transformações de Lorentz e suas conseqüências) e do eletromagnetismo relativista.E impossível compreender o estado da física no final do século XIX sem tratar sobre oéter. Atualmente temos uma visão totalmente negativa a respeito doéter. Esse conceito parece ser o "vilão da história" -algo que não precisaria nunca ter surgido e que, graças a Einstein, foi expelido da física. Mas seria totalmente anacrônico tentar descrever a evolução da dinâmica relativística sem falar noéter 3 . Assim, vamos iniciar o artigo mostrando qual era a motivação histórica para aceitar a existência dessa entidade. Depois, será descrito o desenvolvimento da dinâmica doéter, com a atribuição de propriedades mecânicas (como energia e momento) a essa entidade, e como isso lev...

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“…381 In time the stress-field throughout space became fundamental; the field was not to be explained in terms of matter, matter was rather a particular modification of the field. 382 Sugiyama describes Tyndall's model of the constitution of materials and the importance of the aggregation of small parts into a mass with different proximity in different directions, therefore producing an 'elective polarity' of the mass; it was the molecular arrangement which was crucial. Thomson, by contrast, imagined small magnetic elements each of which had anisotropy to produce that in a whole mass.…”

Section: Polarity Matter and Forcementioning

confidence: 99%

John Tyndall and the Early History of Diamagnetism

Jackson

2014

Annals of Science

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Summary John Tyndall, Irish-born natural philosopher, completed his PhD at the University of Marburg in 1850 while starting his first substantial period of research into the phenomenon of diamagnetism. This paper provides a detailed analysis and evaluation of his contribution to the understanding of magnetism and of the impact of this work on establishing his own career and reputation; it was instrumental in his election as a Fellow of the Royal Society in 1852 and as Professor of Natural Philosophy at the Royal Institution in 1853. Tyndall's interactions and relationships with Michael Faraday, William Thomson, Julius Plücker and others are explored, alongside his contributions to experimental practice and to emerging theory. Tyndall's approach, challenging Faraday's developing field theory with a model of diamagnetic polarity and the effect of magnetic forces acting in couples, was based on his belief in the importance of underlying molecular structure, an idea which suffused his later work, for example in relation to the study of glaciers and to the interaction of substances with radiant heat.

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Forces and Fields, the Concept of Action at a Distance in the History of Physics

Cited by 41 publications

References 0 publications

Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts

Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts

A dinâmica relativística antes de Einstein

John Tyndall and the Early History of Diamagnetism

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