Physics, History, and the German Atomic Bomb. This paper examines the German concept of a nuclear weapon during National Socialism and the Second World War. Zusammenfassung: Physik, Geschichte und die deutsche Atombombe. Dieser Aufsatz untersucht die deutsche Vorstellung einer nuklearen Waffe während des Nationalsozialismus und des Zweiten Weltkrieges.

Despite the scientific revolutions of the twentieth century, mechanistic explanations show a striking methodological continuity from early modern science to current scientific practice. They are rooted in the traditional method of analysis and synthesis, which was the background of Galileo’s resolutive-compositive method and Newton’s method of deduction from the phenomena. In early modern science as well as in current scientific practice, analysis aims at tracking back from the phenomena to the principles, i.e., from wholes to parts, and from effects to (...) causes. Vice versa, synthesis aims at explaining the phenomena from the parts and their interactions. Today, mechanistic explanations are atomistic in a generalized sense. They have in common to explain higher-level phenomena in terms of lower-level components and their causal actions or activities. In quantum physics, the lower-level components are subatomic particles, and the causes are their quantum interactions. After the quantum revolution, the approach continues to work in terms of the sum rules which hold for conserved properties of the parts and the whole. My paper focuses on the successes and limitations of this approach, with a side glance at the recent generalization of mechanistic explanations in cognitive neuroscience. (shrink)

"Blurb & Contents" This collection of the finest recent articles from Physics Today is a fascinating chronicle of the people and events shaping modern science and society. Includes profiles, personal memoirs, and histories of important institutions and organizations. Among the more than 60 contributors are such distinguished figures as Murray Gell-Mann, Robert Hofstadter, Irving Langmuir, Abraham Pais, Norman Ramsey, Emilio Segre, and Victor Weisskopf.

The history of physics ranges from antiquity to modern string theory. Since early times, human beings have sought to understand the workings of nature--why unsupported objects drop to the ground, why different materials have different properties, and so forth. The emergence of physics as a science, distinct from natural philosophy, began with the scientific revolution of the 16th and 17th centuries when the scientific method came into vogue. Speculation was no longer acceptable; research was required. The beginning of (...) the 20th century marks the start of a more modern physics. Physicists began to study the atom, with its electrons and its nucleus. Then they began to look at the fundamental question of the forces that hold the nucleus together and the particles that account for the natural forces. This book approaches the history of physics from a biographical point of view, considering people to be more interesting than things, and the combination of the two more interesting than the sum of the individual parts. After a brief overview of classical and modern physics, 336 one-page biographies of individuals who have made significant contributions to the field of physics are presented. (shrink)

Presents a history of physics, discussing atoms and elements, radiation and speed of light, and energy fields and forces.

How does the physics we know today-- a highly professionalized enterprise, inextricably linked to government and industry-- link back to its origins as a liberal art in ancient Greece? What is the path that leads from the old philosophy of nature and its concern with humankind's place in the universe to modern massive international projects that hunt down fundamental particles and industrial laboratories that manufacture marvels? John Heilbron's fascinating history of physics introduces us to Islamic astronomers and mathematicians, (...) calculating the size of the earth whilst their caliphs conquered much of it; to medieval scholar-theologians investigating light; to Galileo, Copernicus, Kepler, and Newton, measuring, and trying to explain, the universe. We visit the 'House of Wisdom' in 9th-century Baghdad; Europe's first universities; the courts of the Renaissance; the Scientific Revolution and the academies of the 18th century; the increasingly specialized world of 20th and 21st century science. Highlighting the shifting relationship between physics, philosophy, mathematics, and technology-- and the implications for humankind's self-understanding-- Heilbron explores the changing place and purpose of physics in the cultures and societies that have nurtured it over the centuries. (shrink)

How does the physics we know today-- a highly professionalized enterprise, inextricably linked to government and industry-- link back to its origins as a liberal art in ancient Greece? What is the path that leads from the old philosophy of nature and its concern with humankind's place in the universe to modern massive international projects that hunt down fundamental particles and industrial laboratories that manufacture marvels? John Heilbron's fascinating history of physics introduces us to Islamic astronomers and mathematicians, (...) calculating the size of the earth whilst their caliphs conquered much of it; to medieval scholar-theologians investigating light; to Galileo, Copernicus, Kepler, and Newton, measuring, and trying to explain, the universe. We visit the 'House of Wisdom' in 9th-century Baghdad; Europe's first universities; the courts of the Renaissance; the Scientific Revolution and the academies of the 18th century; the increasingly specialized world of 20th and 21st century science. Highlighting the shifting relationship between physics, philosophy, mathematics, and technology-- and the implications for humankind's self-understanding-- Heilbron explores the changing place and purpose of physics in the cultures and societies that have nurtured it over the centuries. (shrink)

Blurb & Contents Readings from Physics Today With over 300 photographs and illustrations, this volume is a valuable library reference, a useful supplementary text for a wide range of courses, and stimulating leisure reading for physicists and non- physicists alike.

Presents a history of physics from the dawn of science to the present through coverage of one hundred scientific breakthroughs in the discipline, including force and inertia, hidden heat, the Doppler effect, cloud chambers, and string theory.

Our understanding of nature, and in particular of physics and the laws governing it, has changed radically since the days of the ancient Greek natural philosophers. This book explains how and why these changes occurred, through landmark experiments as well as theories that - for their time - were revolutionary. The presentation covers Mechanics, Optics, Electromagnetism, Thermodynamics, Relativity Theory, Atomic Physics and Quantum Physics. The book places emphasis on ideas and on a qualitative presentation, rather than on (...) mathematics and equations. Thus, although primarily addressed to those who are studying or have studied science, it can also be read by non-specialists. The author concludes with a discussion of the evolution and organization of universities, from ancient times until today, and of the organization and dissemination of knowledge through scientific publications and conferences. (shrink)

In the history of science, the birth of classical chemistry and thermodynamics produced an anomaly within Newtonian mechanical paradigm: force and acceleration were no longer citizens of new cited sciences. Scholars tried to reintroduce them within mechanistic approaches, as the case of the kinetic gas theory. Nevertheless, Thermodynamics, in general, and its Second Law, in particular, gradually affirmed their role of dominant not-reducible cognitive paradigms for various scientific disciplines: more than twenty formulations of Second Law—a sort of indisputable intellectual wealth—are (...) conceived after 1824 Sadi Carnot’s original statement and a multitude of entropy functions are proposed after 1865 Clausius’ former definition. Furthermore, at the end of nineteenth century, thermodynamics extended its cognitive domain to chemistry. Mainly thanks to Gibbs, a brand new discipline—chemical thermodynamics or physical chemistry—gradually affirmed its role inside the scientific community. This paper reports the former results of collaborative research program in the History and Epistemology of Science as well as Nature of Science Teaching aimed at retracing the foundations of the physical chemistry. Specifically, the research is structured in three parts: historical-epistemic reflections on fundamental thermodynamic concepts and principles—such as reversible process, heat, temperature, thermal equilibrium and Clausius’ Second Law—that play a structural role inside modern physical chemistry; panoramic overview on the entropy, whose polysemy makes it one of the most demanding concepts for scholars, teachers and students while approaching thermodynamics; conceptualization of chemical equilibrium as complex entity according to the dual epistemological approach offered by Gibbs’ thermodynamic model and the kinetic standpoint by Guldberg and Waage. In particular, the present work details an original reading of thermodynamic principles with the aim of setting forth a rationalized multidisciplinary substrate whereon the foundational concepts of reversible process and thermal equilibrium can be set. (shrink)

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

This book brings together a broad spectrum of authors, both from inside and from outside Cuba, who describe the development of Cuba's scientific system from the colonial period to the present. It is a unique documentation of the self-organizing power of a local scientific community engaged in scientific research on an international level. The first part includes several contributions that reconstruct the different stages of the history of physics in Cuba, from its beginnings in the late colonial era to (...) the present. The second part comprises testimonies of Cuban physicists, who offer lively insights from the perspective of the actors themselves. The third part presents a series of testimonies by foreign physicists, some of whom were directly involved in developing Cuban physics, in particular in the development of teaching and research activities in the early years of the Escuela de Física. The fourth part of the volume deals with some of the issues surrounding the publishing of scientific research in Cuba. Cuba's recent history and current situation are very controversial issues. Little is known about the development and status of higher education and scientific research on the island. However, Cuba has one of the highest proportions in the world of people with a university degree or doctorate and is known for its highly developed medical system. This book focuses on a comprehensive overview of the history of the development of one specific scientific discipline: physics in Cuba. It traces the evolution of an advanced research system in a developing country and shows a striking capacity to link the development of modern research with the concrete needs of the country and its population. A little known aspect is the active participation of several "western" physicists and technicians during the 1960s, the role of summer schools, organized by French, Italian, and other western physicists, as well as the active collaboration with European universities.<. (shrink)

In this article, I argue that the interpretation of Kant's a priori in Marburg neo-Kantianism involved a historiographical problem concerning the Platonic interpretation of the history of exact sci...

The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused interviews (...) these teachers describe and evaluate the challenges of planning and conducting HPS-based physics lessons using collaboratively developed HPS teaching materials. The teachers highlight a number of obstacles to the implementation of HPS specific to this approach: finding and adapting HPS teaching material, knowing and using instructional design principles for HPS lessons, presenting history in a motivating way, dealing with students’ problematic ideas about the history of science, conducting open-ended historical classroom investigations in the light of known historical outcomes, using historical investigations to teach modern science concepts, designing assessments to target HPS-specific learning outcomes, and justifying the HPS-approach against curriculum and colleagues. Teachers' perceived demands point out critical aspects of pedagogical content knowledge necessary for confident, comfortable and effective teaching of HPS-based science. They also indicate how HPS teacher education and the design of curricular materials can be improved to make implementing HPS into everyday teaching less demanding. (shrink)

This paper presents a method for investigating counterfactual histories of science. A central notion to our theory of science are "advances" , which are units passed among scientists and which would be conserved in passing from one possible history to another. Advances are connected to each other by nets of causal influence, and we distinguish strong and weak influences. Around sixty types of advances are grouped into ten classes. As our case study, we examine the beginning of the Old Quantum (...) Theory, using a computer to store and process historical information. We describe four plausible possible histories, along with six other implausible ones. (shrink)

Quantum mechanics is humanity's finest scientific achievement. It explains why the sun shines and how your eyes can see. It's the theory behind the LEDs in your phone and the nuclear hearts of space probes. Every physicist agrees quantum physics is spectacularly successful. But ask them what quantum physics means, and the result will be a brawl. At stake is the nature of the Universe itself. What does it mean for something to be real? What is the role (...) of consciousness in the Universe? And do quantum rules apply to very small objects like electrons and protons, but not us? In What is Real?, Adam Becker brings to vivid life the brave researchers whose quest for the truth led them to challenge Bohr: David Bohm, who picked up Einstein's mantle and sought to make quantum mechanics deterministic, all while being hounded by the forces of McCarthyism; Hugh Everett, who argued that everything, big and small, must be governed by the same rules; and John Bell, who went to great lengths to eradicate the power of the god-like observer from the core of quantum physics. And they paid dearly, their reputations, careers, and sometimes lives ruined completely. But history has been kinder to them than their contemporaries were. As Becker shows, the brave intellectual giants have inspired a growing army of physicists and philosophers intent both on making a philosophically more satisfying theory of the universe and a more useful one as well. A gripping story of some of humanity's greatest ideas and the high cost with which many have pursued them, What is Real? is intellectual history at its passionate best. (shrink)

This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational philosophy and (...) the value of physical education and/or sport; philosophical positions that have impacted the historical development of sport and physical education; the history of women in sport and physical education; the role and scope of sport and physical education in Ancient Greece and Rome; the Ancient Olympic Games; the relationship between sport and religion in ancient and modern times; the theoretical and professional development of physical education; the rise of sport in modern America; the history and politics of the modern Olympic Games; and the contributions of men, women, and social movements to the development of sport and physical education from ancient times to the modern era. (shrink)

The concept of similar systems arose in physics, and appears to have originated with Newton in the seventeenth century. This chapter provides a critical history of the concept of physically similar systems, the twentieth century concept into which it developed. The concept was used in the nineteenth century in various fields of engineering, theoretical physics and theoretical and experimental hydrodynamics. In 1914, it was articulated in terms of ideas developed in the eighteenth century and used in nineteenth century (...) mathematics and mechanics: equations, functions and dimensional analysis. The terminology physically similar systems was proposed for this new characterization of similar systems by the physicist Edgar Buckingham. Related work by Vaschy, Bertrand, and Riabouchinsky had appeared by then. The concept is very powerful in studying physical phenomena both theoretically and experimentally. As it is not currently part of the core curricula of STEM disciplines or philosophy of science, it is not as well known as it ought to be. (shrink)

It is a trite and often lamented fact that every academic discipline suffers from the malady of overspecialization and expertise. Who, in his scholarly experience, has not encountered technical gibberish and the jargon of the pundit? The contributors to this work have aUempted to remove the artifi­ cial barriers between these respective disciplines. The purpose of this volume is to explore the ever present links between logic, physical reality, and history. Indeed there are not two or three or four cuItures: (...) there is only one culture; our generation has lost its awareness of this. Though serious, it is not tragic. All we need is to free ourselves from the fetters of mere "technicalese" and search for a comprehensive interpretation of logical and physical theories. His'torians, logicians, physicists - all are banded in one common enterprise, namely in their desire to weave an enlightened fabric of human knowledge. It is a current, and perhaps weJcome, trend in philosophie inquiry to de-psychologize systems, methods, and theories. However, there is an equally fashionable tendency to minimize or even eschew the historical aspects of logical and physical theories, and analogously, there is a deep­ seated mistrust among physicists and cosmologists against the seemingly pure abstractions of logical formalisms. (shrink)

A Brief History of Time: From the Big Bang to Black Holes is a popular-science book on cosmology (the study of the origin and evolution of the universe) by British physicist Stephen Hawking. It was first published in 1988. Hawking wrote the book for readers who have no prior knowledge of the universe and people who are interested in learning.

These are but just some of the stories covered in this entertaining book that deals with the history of physics from the end of the 19th-century to about 1930.Quips, Quotes and Quanta (2nd Edition) is unique in that it contains anecdotes on ...

Here, I lay the foundations of a high-level ontology of particulars whose structuring principles differ radically from the 'continuant' vs. 'occurrent' distinction traditionally adopted in applied ontology. These principles are derived from a new analysis of the ontology of “occurring” or “happening” entities. Firstly, my analysis integrates recent work on the ontology of processes, which brings them closer to objects in their mode of existence and persistence by assimilating them to continuant particulars. Secondly, my analysis distinguishes clearly between processes and (...) events, in order to make the latter abstract objects of thought (alongside propositions). Lastly, I open my ontological inventory to properties and facts, the existence of which is commonly admitted. By giving specific roles to these primitives, the framework allows one to account for static and dynamic aspects of the physical world and for the way that subjects conceive its history: facts account for the life of substances (physical objects and processes), whereas events enable cognitive subjects to account for the life story of substances. (shrink)

This book recounts a few ingenious attempts to derive physical theories by reason only, beginning with Descartes' geometric construction of the world, and finishing with recent derivations of quantum mechanics from natural axioms.

Aristotelian, classical, and quantum physics are compared and contrasted in light of Jacob Klein’s account of the algebraicization of thought and the resultingdetachment of mind from world, even as human problem-solving power is greatly increased. Two fundamental features of classical physics are brought out: species-neutrality, which concerns the relation between the intelligible and the sensible, and physico-mathematical secularism, which concerns the question of the difference between mathematical objects and physical objects, and whether any differences matter. In contrast to (...) Aristotelian physics, which is species-specific, classical physics is species-neutral. In contrast to both Aristotelian and quantum physics, classical physics assumes that any differences between mathematical objects and physical objects make no difference for the conduct of physics. Aristotle’s act and potency, and Heisenberg’s uncertainty principle are discussed as counterexamples to the physico-mathematical secularism of classical physics. The algebraicization of thought in conjunction with the disposition and program for the mastery of nature leads to the homogenization of heterogeneities in both mathematics and physics, and, therewith, to confusion concerning the meaning of human being and our place in the whole. (shrink)

Science should tell us what the world is like. However, realist interpretations of physics face many problems, chief among them the pessimistic meta induction. This book seeks to develop a realist position based on process ontology that avoids the traditional problems of realism. Primarily, the core claim is that in order for a scientific model to be minimally empirically adequate, that model must describe real experimental processes and dynamics. Any additional inferences from processes to things, substances or objects are (...) not warranted, and so these inferences are shown to represent the locus of the problems of realism. The book then examines the history of physics to show that the progress of physical research is one of successive eliminations of thing interpretations of models in favor of more explanatory and experimentally verified process interpretations. This culminates in collections of models that cannot coherently allow for thing interpretations, but still successfully describe processes. (shrink)

This engaging book presents the history of the development of the science of electromagnetism through the lives of two of its founders. The first seven chapters of this seventeen-chapter book belong to Michael Faraday, the story of whose rise to scientific prominence from an unprivileged background is eternally appealing. Chapters eight through fifteen belong to James Clerk Maxwell, a truly great scientist whose name should be better known than it is. The book’s penultimate chapter introduces the “Maxwellians”—the Britons Oliver Heaviside, (...) Oliver Lodge, and George Francis Fitzgerald and their German colleague, Heinrich Hertz—and describes their achievements building on Maxwell’s and Faraday’s contributions. The final chapter takes us from Michelson and Morley’s 1887 experiment disproving the existence of the aether to Einstein’s annus mirabilis of 1905, in which, among other achievements, he explained the photoelectric effect, predicted the photon, and pub .. (shrink)

Zusammenfassung: Fehlinterpretierte Dokumente und ignorierte physikalische Fakten: Die Geschichte von,Hitlers Atombombe‘ muss korrigiert werden. Warum haben die deutschen Physiker während des Zweiten Weltkriegs keine Atombombe entwickelt? Seit mehr als 25 Jahren sind sich die Historiker einig, dass die deutschen Physiker wussten, wie eine Atombombe gebaut werden muss, dass aber ein Programm wie das amerikanische Manhattan‐Projekt zu ihrer Realisierung in Deutschland, erst recht während des Krieges, unmöglich war. Eine genaue Analyse aller erhaltenen Original‐Dokumente über die Arbeit an der Atombombe während des,Dritten (...) Reichs‘ zeigt jedoch erhebliche Fehler der Autoren durch unvollständige Analyse der Dokumente, falsches Verständnis naturwissenschaftlicher Erläuterungen und Ignorieren physikalischer Fakten. Es wird nachgewiesen, dass die deutschen Physiker bis zum Ende des Krieges nicht bemerkt hatten, dass eine Atombombe nur mit schnellen Neutronen realisiert werden kann. Nur Heisenberg hatte das richtige Prinzip spät erkannt, es aber nicht eindeutig kommuniziert und auch in keiner Weise physikalisch vertieft. Die physikalisch korrekte Interpretation der Dokumente zeigt, dass die deutschen Physiker während des Krieges erfolglos versuchten, einen Reaktor zu entwickeln, der auch eine Voraussetzung für den Bau einer Plutonium‐Bombe gewesen wäre. Aber sie wussten nicht, wie eine Bombe realisiert werden kann, weil sie nie an einer realistischen Theorie der Atombombe gearbeitet hatten. Summary: Misinterpreted Documents and Ignored Physical Facts: The History of ‘Hitler's Atomic Bomb’ needs to be corrected. Why have the German physicists not developed an atomic bomb during World War II? For more than 25 years, the historians agree that they knew how to build the bomb, but that a bomb‐development programme of the size of the US‐Manhattan‐Project would not have been possible in wartime Germany. A detailed analysis of all preserved documents on the German atomic bomb research during the ‘Third Reich’, however, reveals considerable mistakes by the authors due to incomplete analysis of documents, misinterpretations of scientific explanations and ignoring of physical facts. It is shown that until the end of the war the German physicists did not know that an atomic bomb can only be made with fast neutrons, except Heisenberg, who, however, discovered it rather late, did not communicate it clearly and did not study any bomb physics. The physically correct interpretation of the documents reveals that the German physicists worked unsuccessfully on a reactor, which would have been a prerequisite for a plutonium bomb. But they did not know how to build a bomb because they never worked on a realistic bomb theory. (shrink)

The Association of Philosophy and History of Science in the South Cone is a non-profit academic association, founded on May 5th, 2000, in Quilmes, Argentina, at the closing ceremony of the 2nd Meeting of Philosophy and History of Science in the South Cone. The creation of this Association was the result of the interest to deepen and strengthen the exchange between the researchers in Philosophy and History of Science from the countries of the South Cone, from the two first meetings (...) that took place in Porto Alegre and Quilmes onwards. Since then, there have been biennial meetings organized as its responsibility. The main aim of AFHIC is to contribute to a better understanding of science from a philosophical as well as a historical point of view in the Spanish and Portuguese-speaking countries, especially in those which belong to the American South Cone, promoting a space for reflection, exchange, discussion, communication, and dissemination of such an understanding. This volume is - with minor changes - the English version of Fisica: Estudos Filosofi cos e Historicos. It is composed of refereed and, in some cases, opportunely modifi ed contributions made by members of the Association of Philosophy and History of Science in the South Cone, some of them who are unfortunately no longer among us. Pablo Lorenzano Director of AFHIC's Book Series. (shrink)

The paper takes up Bell's “Everett theory” and develops it further. The resulting theory is about the system of all particles in the universe, each located in ordinary, 3-dimensional space. This many-particle system as a whole performs random jumps through 3N-dimensional configuration space – hence “Tychistic Bohmian Mechanics”. The distribution of its spontaneous localisations in configuration space is given by the Born Rule probability measure for the universal wavefunction. Contra Bell, the theory is argued to satisfy the minimal desiderata for (...) a Bohmian theory within the Primitive Ontology framework. TBM's formalism is that of ordinary Bohmian Mechanics, without the postulate of continuous particle trajectories and their deterministic dynamics. This “rump formalism” receives, however, a different interpretation. We defend TBM as an empirically adequate and coherent quantum theory. Objections voiced by Bell and Maudlin are rebutted. The “for all practical purposes”-classical, Everettian worlds exist sequentially in TBM. In a temporally coarse-grained sense, they quasi-persist. By contrast, the individual particles themselves cease to persist. (shrink)

Discussions on indeterminism in physics focus on the possibility of an open future, i.e. the possibility of having potential alternative future events, the realisation of one of which is not fully determined by the present state of affairs. Yet, can indeterminism affect also the past, making it open as well? We show that by upholding principles of finiteness of information one can entail such a possibility. We provide a toy model that shows how the past could be fundamentally indeterminate, (...) while also explaining the intuitive (and observed) asymmetry between the past—which can be remembered, at least partially—and the future—which is impossible to fully predict. (shrink)

For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact (...) on the teachers of including the conceptual history of physics in the professional development courses. The teachers report greater confidence in their knowledge of the history of physics, that they reflect on this history for their teaching, and that they use of the history of physics for their classroom instruction. In this paper, we provide examples of our activities, the rationale for their design, and discuss the outcomes for the teachers of the instruction. (shrink)

v. 1 Making special relativity -- v. 2. Making general relativity -- v. 3. Physical science and the language of war -- v. 4. Quantum histories.

A course, ‘Physics, history and society’, has been taught primarily to college freshmen since 1972. Disciplinary lines are sharply drawn, thereby teaching the subject in the same fashion as research is done. The course is about the way physics and history became disciplines and how they have developed, as well as about the rhetoric of physics/history. The main topics are the physicist's/historian's personality as it is related to his work. The history of physics is used to (...) show how a scientist's personality is related to his work. The nature of physics and history is taught as a preliminary to other courses in these subjects. (shrink)