Theory of the Earth's Shape


Book Description

Theory of the Earth's Shape considers the physical-mathematical problems raised by the determination of the form of the planet, thereby making a significant contribution to the technological scientific literature in this field. This book is organized into six parts encompassing 29 chapters. The first part, entitled Physical Geodesy, presents the theory of the determination of the gravitational field, in the definition of which preference was given to the method of expansion in spherical harmonics recommended by the International Union of Geodesy and Geophysics in establishing the international "Geodetic Reference System 1967". Part II deals with the principal aspects of Ellipsoidal Geodesy, such as the methods of solving the geodetic problems on the reference ellipsoid. Part III considers the main problems associated with Astro-geodetic Triangulation, particularly with the conception of materialization and the necessary measurements as the required adjustment procedures. This part also provides approaches regarding the controlled analysis of angular measurements and the description of some original calculation and measurement methods. Part IV concerns one of the methods of determining the spatial coordinates of the geodetic points in a unitary system, such as the three-dimensional geodesy, which has had more concrete applications since the launching of the Earth's first artificial satellites. Part V describes the methods for determining the terrestrial ellipsoid and the geoid, as well as the conventional methods and the methods of Dynamical Geodesy. Part VI discusses the geodetic methods for the determination of the movements of the Earth's crust, along with an overall examination of the theoretical and practical aspects which in principle constitute the object of such activities.




New Theory of the Earth


Book Description

Theory of the Earth is an interdisciplinary advanced textbook on the origin, composition, and evolution of the Earth's interior: geophysics, geochemistry, dynamics, convection, mineralogy, volcanism, energetics and thermal history. This is the only book on the whole landscape of deep Earth processes which ties together all the strands of the subdisciplines. It is a complete update of Anderson's Theory of the Earth (1989). It includes many new sections and dozens of new figures and tables. As with the original book, this new edition will prove to be a stimulating textbook on advanced courses in geophysics, geochemistry, and planetary science, and supplementary textbook on a wide range of other advanced Earth science courses. It will also be an essential reference and resource for all researchers in the solid Earth sciences.




The Lithosphere


Book Description

Presenting a coherent synthesis of lithosphere studies, this book covers a range of geophysical methods (seismic reflection, refraction, and receiver function methods; elastic and anelastic seismic tomography; electromagnetic and magnetotelluric methods; thermal, gravity and rheological models), complemented by petrologic and laboratory data on rock properties. It also provides a critical discussion of the uncertainties, assumptions, and resolution issues that are inherent in the different methods and models of the lithosphere. Multidisciplinary in scope, global in geographical extent, and covering a wide variety of tectonics settings across 3.5 billion years of Earth history, this book presents a comprehensive overview of lithospheric structure and evolution. It is a core reference for researchers and advanced students in geophysics, geodynamics, tectonics, petrology, and geochemistry, and for petroleum and mining industry professionals.







One Hundred Proofs That the Earth Is Not a Globe


Book Description

Much may be gathered, indirectly, from the arguments in these pages, as to the real nature of the Earth on which we live and of the heavenly bodies which were created for us. The reader is requested to be patient in this matter and not expect a whole flood of light to burst in upon him at once, through the dense clouds of opposition and prejudice which hang all around. Old ideas have to be gotten rid of, by some people, before they can entertain the new; and this will especially be the case in the matter of the Sun, about which we are taught, by Mr. Proctor, as follows: “The globe of the Sun is so much larger than that of the Earth that no less than 1,250,000 globes as large as the Earth would be wanted to make up together a globe as large as the Sun.” Whereas, we know that, as it is demonstrated that the Sun moves round over the Earth, its size is proportionately less. We can then easily understand that Day and Night, and the Seasons are brought about by his daily circuits round in a course concentric with the North, diminishing in their extent to the end of June, and increasing until the end of December, the equatorial region being the area covered by the Sun’s mean motion. If, then, these pages serve but to arouse the spirit of enquiry, the author will be satisfied.




Chinese Studies in the History and Philosophy of Science and Technology


Book Description

The articles in this collection were all selected from the first five volumes of the Journal of Dialectics of Nature published by the Chinese Academy of Sciences between 1979 and 1985. The Journal was established in 1979 as a comprehensive theoretical publication concerning the history, philosophy and sociology of the natural sciences. It began publication as a response to China's reform, particularly the policy of opening to the outside world. Chinese scholars began to undertake distinctive, original research in these fields. This collection provides a cross-section of their efforts during the initial phase. To enable western scholars to understand the historical process of this change in Chinese academics, Yu Guangyuan's `On the Emancipation of the Mind' and Xu Liangying's `Essay on the Role of Science and Democracy in Society' have been included in this collection. Three of the papers included on the philosophy of science are discussions of philosophical issues in cosmology and biology by scientists themselves. The remaining four are written by philosophers of science and discuss information and cognition, homeostasis and Chinese traditional medicine, the I Ching (Yi Jing) and mathematics, etc. Papers have been selected on the history of both classical and modern science and technology, the most distinctive of which are macro-comparisons of the development of science in China and the west. Some papers discuss the issue of the demarcation of periods in the history of science, the history of ancient Chinese mathematics, astronomy, metallurgy, machinery, medicine, etc. Others discuss the history of modern physics and biology, the history of historiography of science in China and the history of regional development of Chinese science and technology. Also included are biographies of three post-eighteenth-century Chinese scholars, Li Shanlan (1811-1882), Hua Hengfang (1833–1902), and Cai Yuanpei (1868–1940), who contributed greatly to the introduction of western science and scholarship to China. In addition, three short papers have been included introducing the interactions between Chinese scholars and three great western scientists, Niels Bohr, Norbert Wiener, and Robert A. Millikan.




Terra Firma


Book Description

Includes bibliographical references and index




The Problem of the Earth's Shape from Newton to Clairaut


Book Description

This book investigates, through the problem of the earth's shape, part of the development of post-Newtonian mechanics by the Parisian scientific community during the first half of the eighteenth century. In the Principia Newton first raised the question of the earth's shape. John Greenberg shows how continental scholars outside France influenced efforts in Paris to solve the problem, and he also demonstrates that Parisian scholars, including Bouguer and Fontaine, did work that Alexis-Claude Clairaut used in developing his mature theory of the earth's shape. The evolution of Parisian mechanics proved not to be the replacement of a Cartesian paradigm by a Newtonian one, a replacement that might be expected from Thomas Kuhn's formulations about scientific revolutions, but a complex process instead involving many areas of research and contributions of different kinds from the entire scientific world. Greenberg both explores the myriad of technical problems that underlie the historical development of part of post-Newtonian mechanics, which have only been rarely analyzed by Western scholars, and embeds his technical discussion in a framework that involves social and institutional history politics, and biography. Instead of focusing exclusively on the historiographical problem, Greenberg shows as well that international scientific communication was as much a vital part of the scientific progress of individual nations during the first half of the eighteenth century as it is today.







A Framework for K-12 Science Education


Book Description

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.