Galileo, Viviani and the tower of Pisa

Segre, Michael

doi:10.1016/0039-3681(89)90018-6

Cited by 20 publications

(7 citation statements)

References 8 publications

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“…Laboratory tests probe effects from sub-millimetre scales to a few hundred metres. Galileo's experiments on weights dropped from the Leaning Tower of Pisa [366] are one example of a laboratory-scale test. The torsion balance experiments of Cavendish and Eötvös [367], and their modern versions [368][369][370][371], are another.…”

Section: Testing the Gravitational Interactionsmentioning

confidence: 99%

“…Mass equivalence Galileo [366,473] Eöt-Wash Group [371] Confirmed Eötvös [367] Lunar Laser Ranging [343] MICROSCOPE [474] STEP [475] Galileo Galilei satellite [476] Gravitational time Eddington solar eclipse [4] Quantum interference of atoms [477] Confirmed dilation [478] Pound-Rebka experiment [479] ACES [480] Space-borne hydrogen masers [481] Galileo 5 and 6 satellites [344] Einstein Gravity Explorer [482] Precession of orbits Orbit of Mercury (Einstein [3]) Binary pulsar observations [483][484][485] Confirmed Solar System and extrasolar planets [337,402] De Sitter precession Gravity Probe B [486] Binary pulsars [487] Confirmed Lunar laser ranging [488][489][490] Improved lunar laser ranging [491,492] Binary pulsars [493,494] Lense-Thirring precession Gravity Probe B [486] LARASE [495] Confirmed LARES [420,421,496] Laboratory tests [497] Solar System bodies [339] Binary pulsars [420,421] Black holes [478,496,…”

Section: Milestones Current Future and Proposed Experiments Statusmentioning

confidence: 99%

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General Relativity and Cosmology: Unsolved Questions and Future Directions

2016

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Abstract:For the last 100 years, General Relativity (GR) has taken over the gravitational theory mantle held by Newtonian Gravity for the previous 200 years. This article reviews the status of GR in terms of its self-consistency, completeness, and the evidence provided by observations, which have allowed GR to remain the champion of gravitational theories against several other classes of competing theories. We pay particular attention to the role of GR and gravity in cosmology, one of the areas in which one gravity dominates and new phenomena and effects challenge the orthodoxy. We also review other areas where there are likely conflicts pointing to the need to replace or revise GR to represent correctly observations and consistent theoretical framework. Observations have long been key both to the theoretical liveliness and viability of GR. We conclude with a discussion of the likely developments over the next 100 years.

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Section: Testing the Gravitational Interactionsmentioning

confidence: 99%

Section: Milestones Current Future and Proposed Experiments Statusmentioning

confidence: 99%

General Relativity and Cosmology: Unsolved Questions and Future Directions

2016

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“…The teaching of such topics as nuclear weapons was hotly debated (see Wellington 1982). physics we found teachers most interested in historical description of Galileo's work (Matthews 1989, Segre 1989) and in the possible reasons for the scientific revolution not taking place in China (Needham 1954-).…”

Section: Physics Educationmentioning

confidence: 99%

Physics teaching, professional development and a socially critical ideology

Cross

Ormiston‐Smith

1996

Journal of Curriculum Studies

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“…The influence of impediments i.e., causal factors which affect the process under study in ways not at present of interest, is eliminated or lessened sufficiently that it may be ignored (McMullin, 1985, p. 265). In order to 'prove' his law of free fall, Galileo should have presented empirical evidence to his contemporaries by demonstrating that bodies of different weight (but of the same material) fall at the same rate. If the leaning tower of Pisa mythical experiment (Segre, 1989) was ever conducted, it would have shown Galileo to be wrong. According to Pascual-Leone (1978), a leading cognitive psychologist, empirical computation of the value of s (distance) as a function of the variable t (time), 'where vacuum and other simplifying assumptions are not satisfied' (emphasis added, p. 28), would lead to a rejection of Galileo's law of free fall, in very much the same way as Piaget's theory is rejected on empirical grounds.…”

mentioning

confidence: 99%

A Rationale for Mixed Methods (Integrative) Research Programmes in Education

Níaz

2008

Journal of Philosophy of Education

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Recent research shows that research programmes (quantitative, qualitative and mixed) in education are not displaced (as suggested by Kuhn) but rather lead to integration. The objective of this study is to present a rationale for mixed methods (integrative) research programs based on contemporary philosophy of science (Lakatos, Giere, Cartwright, Holton, Laudan). This historical reconstruction of episodes from physical science (spanning a period of almost 300 years, 17th to 20th century) does not agree with the positivist image of science. Quantitative data (empirical evidence) by itself, does not facilitate progress (despite widespread belief to the contrary), neither in the physical sciences nor in the social sciences (education) A historical reconstruction shows that both Piaget and Pascual‐Leone's research programs in cognitive psychology, follow the Galilean idealisation quite closely, similar to the research programs of Newton, Mendeleev, Einstein, Thomson, Rutherford, Millikan and Perl in the physical sciences. This relationship does not imply that researchers in education have to emulate research in the physical sciences. A major argument in favor of mixed methods (integrative) research programs is that it provides a rationale for hypotheses, theories, guiding assumptions and presuppositions to compete and provide alternatives. Similar to the physical sciences, this proliferation of hypotheses leads to controversies and rivalries, and thus facilitates the decision making process of the scientific community. It is concluded that mixed methods research programs (not paradigms) in education can facilitate the construction of robust strategies, provided we let the problem situation (as studied by practicing researchers) decide the methodology.

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Galileo, Viviani and the tower of Pisa

Cited by 20 publications

References 8 publications

General Relativity and Cosmology: Unsolved Questions and Future Directions

General Relativity and Cosmology: Unsolved Questions and Future Directions

Physics teaching, professional development and a socially critical ideology

A Rationale for Mixed Methods (Integrative) Research Programmes in Education

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