Module Title: Great Astronomers in History
Module Code: AA1066 Module Level 1
Module Tutor: Paul Marston
Module Size: Standard Contact: 0
Pre-requisites: none Lecture: None
Tutorial: Phone & email
Co-requisites None
This module presents an
analysis of key astronomers and their discoveries in the period from ancient
Greece until 1900. Through this, it aims to promote understanding both of the
nature of historical study, and the nature and dynamics of scientific discovery
in its cultural context. To better
achieve its aims the module will focus on some key individuals and issues in
astronomy. Its aim is insight rather
than comprehensiveness.
The module is aimed at those with a general
interest in astronomy, to encourage them to take a broader perspective on their
interest, and at those with an interest in history to encourage them to expand
into the history of science. No previous knowledge of the subject is assumed,
but students are normally expected to have GCSE English or equivalent.
History as a human account of what happened, which therefore involves perspective. Selection and perspective and the limits of historical subjectivity. Science also involving ‘ways of seeing’ not simple accretion of fact. The fascination of the history of science: combining cultural influence and interaction with observational results.
The presocratic foundational elements:
Ionian naturalism, Pythgoreanism, and rationalism as enduring approaches within
science. Platonism: mathematics, permanence, ideal forms and the unrealiabity
of observation. Tradition of ‘saving the phenomena’. Aristotelianism:
common sense, observation and mechanics as an approach to science. The
implausibility of the heliocentric system of Aristarchus. The Almagest and the
legacy of Ptolemy.
Cultural background of Copernicus and what he would have studied. The character and motivation of Copernicus, and the stages in revealing his theory. The actual system of Copernicus – what was on offer? The influence of Copenicus.
The life of a Great Dane. Tycho’s system and empiricism – the missing parallax. The legacy of observation.
Kepler:
genius, mystic, Lutheran and myopic astronomer. The regular solids: refocus
from position to shape of orbit. ‘Sleepwalking’ to an elliptical orbit. The
three laws – embedded in mysticism. The new physics of a sun driven system. The
invention of gravity and science fiction. Kepler: unique genius.
Background
of ‘the wrangler’. Being most famous for what you never did. Galileo and the Jesuits: sunspots and monkey
planets. Letter to the Grand Duchess and Bellarmine’s response. The Dialogue on
the Two Systems: structure, argument, invalidity and datedness. Trial and
judgement: myth and reality. Galileo’s real legacy.
Background
of Cambridge. Telescope observation and the transit of Venus. Extension of
Kepler’s laws, and the scale of the solar system.
Background:
Horrocks, Halley, Flamsteed, and Descartes. Newton’s life and interest: first
modern scientist or last magician? Mathematical keys to all knowledge. Elements
of Newtonian theory: rules of reasoning + inverse-law gravity + inertia, +
calculus = Kepler’s laws? Newton and Descartes. Newton and Hooke. Newton and
Leibniz. Reflecting telescopes. The
legacy of Newtonianism. Laplace and the completion of the process.
Musician
and instrument-maker extraordinaire. The telescope and the observatory.
Concepts of the galaxy and stellar evolution. Theory, assumption and
observation in Herschel’s thought. Inhabitable sun. John’s Herschel and Earl of
Ross continue the tradition.
The
discovery of Neptune and Uranus the observers and the theoretical work of Adams
and Leverrier. Theory guiding observation.
Kirchoff
and the new role of spectrum analysis. Kelvin, assumptions, the earth’s age and
the sun’s history. The controversy with Darwinists,
Plurality
and the Whewell-Brewster debate. Lowell and his early work. The canals of Mars:
mistaken paradigm or delusion?
Students will learn via self-study, supported by detailed distance
learning material supplied by the Department according to a Course Schedule.
Each student will receive Course Notes and a Workbook containing
the assessed coursework, comprehensive bibliography and guidance in preparing
essays and book reviews. To complete essays students will need to be able to
critically compare and assess materials from diverse sources, including
relevant reprints of original sources (in translation if appropriate).
Supplementary materials will be available on the course website.
Tutorial support will be provided by e-mail, on-line discussion groups
and telephone.
Students will be able to:
·
demonstrate some understanding of the nature of historical study as
applied to science and the need to avoid ‘hindsight’ with concepts not
available to contemporaries
·
write a coherent, researched essay on the subject matter
·
demonstrate some understanding of the paradigmatic nature of science,
and the dynamics of the development of scientific ideas
·
demonstrate an awareness of the context in which key astronomers
operated and developments in astronomy in the period up to 1900.
Assessment will be by course work only and there is no examination.
There are two shorter equally weighted items of coursework and an
essay.
Examples of the assessment are:
1. A book review (of
1000-1500 words) weighted 25%
2. Role Play Letter (of
1000-1500 words) weighted 25%
3. Essay (of
3000-3500 words) weighted 50%
It is not necessary to pass
each item of coursework individually provided that the essay has been attempted
and the overall module mark is 40% or more.
In addition to the Course
Notes provided, the recommended text for an overview of astronomical history is
Cambridge Illustrated
History of Astronomy by Michael Hoskin (1997) Cambridge University
Press, ISBN 0 521 41158 0,
To get a feel of the earlier
figures Arthur Koestler’s The Sleepwalkers (1959) is readable and fairly
accurate. To write an essay, however, is it inappropriate to rely only on a
core text, and a supplementary list will be issued from which students may
select additional reading for their essay.
Last Updated: 13 September 2000