Crushed Diced Tomatoes

COURSE OF EDUCATIONAL TECHNOLOGIES AND TEACHING

Prof. M. Banzato - Tutor Cl. Arcolin

AA 2007/2008

WebQuest

" The Navigation and the Scientific Revolution"

Fabio Lanza

address FIM matr. R09288

Introduction

2. Task

3. How

4. Resources

   0. Resources for all

   1. Group overview

   2. Group latitude

   3. Group ephemeris

   4. Group watches

5. Rating

6. Conclusion

1. INTRODUCTION

Recipients. A fifth class of a traditional high school.

Theme . Between early 1600 and early 1700 the design and impact on the world of Europeans have changed very fast and deep. In addition to great personalities such as Galileo Galilei, Johannes Kepler, Isaac Newton, Christiaan Huygens, who have already experienced in the courses of physics and philosophy from previous years, there have been many lesser-known people such as John Harrison who made a strong contribution to this change, trying to solve a problem is very simple but crucial: to determine the longitude of a point on the Earth.

Trying to understand what drives this economic problem was related, you can reconstruct what was the urgent need for a strong development in astronomy and the birth of physics quite different from that of Aristotle, more will understand this need as well, after many centuries has been resubmitted, and what new solutions are now available to all (the famous GPS). You will understand why the whole of Europe was awaiting news of new scientists, and as the echo of the findings had come to circle the world in a few years.

To enter the topic you propose to impersonate you in a group of young and promising students Venetians of the early eighteenth century: in particular, students who, to pay for studies and entertainment, grant the request of an owner who wants to get out of the Venetian routes of the Mediterranean to begin a direct trade with the New World and wants to know all the ways to make the point on the map.

Programming. This activity is part of the course of astronomical geography, with a contribution in the technical-mathematical faculty of Physics and Mathematics, also in terms of hours. The activity should take place in the first quarter.

Project. This work will be conducted by searching text and graphic material relating to the subject, from reading some paper materials proposed. The work will be divided into groups: one group will focus on the problem of determining the latitude, and each of the other groups will focus on a method for determining longitude.

At the end of your search will produce a written report in Italian (moderno!) for the owner Venice, when a part of the setting of the problem and propose as the end or what are the best (for the time).

2. TASK

This work will take to bring it to the problems that you're probably not ever put your teachers and maybe since the primary there have pointed out, perhaps to focus on the solutions adopted, some going through the notions .

You will work in groups and then there will be a time of union of the material by a cross section consisting of one representative from each of the initial groups.

The work group will initially focus on the strands of the problem that you will receive the Benchmark (see below section 4. RESOURCES.) Among the groups there is a group that presides over the initial setting of the problem: This group will start work earlier than others and will have a slightly different way from those of other groups. Each group will write a text accompanied by pictures and drawings.

The final group of representatives will do the job of collating and harmonization of parts written by the initial groups and take final decisions on the best methods.

3. PROCEDURE

Each initial group will be composed of at least 4 people.

1. A coordinator who will act as a link between those working on the text material and illustrations, the coordinator will act as a spokesman against other groups and the teacher's initials, then the member will participate in the final group ;

2. two or more people will be looking for books that explain the concepts and techniques;

3. a person to do the research by illustrations or any of its production (graphics, scanned from paper).

The organization and writing of the material will be discussed in groups and shared between all the components.

The initial groups are 4:

1. a particular group that will address the setting of the problem, in particular the definition of a longitude reference to the notion of local time and universal time.

2. a group will focus on the problem of determining the latitude at sea;

3. group will focus on the method of determining longitude by the ephemeris, or predictions of astronomical phenomena such as eclipses of Jupiter's moons, eclipses Moon and Sun, the Moon's position with respect to reference stars;

4. group will focus on the method of determining longitude by the clocks.

The special group will start working before the other three groups to give them a reference on the basics of the problem and the notations and terminology to be adopted.

The final group, consisting of the coordinators of the initial groups will be divided in the following roles:

1. a general coordinator who will in particular the harmonization of the stylistic and conceptual material of the various groups;

2. two people evaluate the pros and cons of the proposed methods and relazionino on them;

3. a person who is concerned with aspects of the material composition of the text.

4. RESOURCES

4.0. Resources for all

Some resources are common to all groups in that it can be recommended to all members of each group for the classification problems. This material also serves as the final group.

Bibliography

• Text books for Physics of the third and fourth years.

• The textbook for Astronomical Geography.

• Dava Sobel, Longitude , Rizzoli, BUR Essays, 1999

• Gabriele Vanin, Manual astronomy, the polygraph, 2003

• Giuliano Romano, Introduction to Astronomy , Muzzio, Padova, 2004

• A. Sambo, Problems of Spherical Astronomy and Theoretical , Biroma, Galliera Veneta (PD), 1990

Programs astronomical calculation and simulation [all free and open source material]

• Gnuplot [all operating systems] http://www.gnuplot.info

• Maxima [all operating systems] http://maxima.sourceforge.net

• Stellarium [all operating systems] http:/ / www.stellarium.org / en

• KStars [Linux, Windows via Cygwin] http://edu.kde.org/kstars

4.1. Group overview

sitography

• http://www.vialattea.net/eratostene/longitudine.html

• http://www.vialattea.net/eratostene/latitudine/index.html

• http://www.vialattea.net/eratostene/altezza/index.html

• http://www.matematicamente.it/approfondimenti/astronomia/determinazione_della_latitudine_e_della_longitudine_di_un_luogo_200709091563/

4.2 Group N

sitography

• http://quadrantisolari.uai.it/articoli/art6.htm

• http://www.lfns.it/wyp2005 / projects / udine / udine_pordenone.htm

4.3. Group ephemeris

Bibliography

• Magazines astronomy: Astronomy ; Coelum ; New Orion ; The Stars.

sitography

• http://www.vialattea.net/eratostene/giove/index.html

4.4. Group watches

Film

• Longitude, [tit. orig. Longitude ], directed by Peter Jones, Green Umbrella production for BBC and WGBH, UK, 1999.

sitography

• http://www.lalimonaia.pisa.it/news/longitud.doc.htm

• http://www.vialattea.net/eratostene/cosmimetria/app/eqtempo doc.htm-

5. RATING

The evaluation will have three phases.

1. A self-assessment on your work individually and as a group. This is an opportunity to reflect on how you put in front of a work and in front of your companions in this regard will be given a questionnaire by the teacher.

2. An evaluation of the final, but this is an opportunity to see how difficult it is to reach a collective work of a certain quality, the evaluation will also occur for specific parts, and therefore provide a useful comparison with self-evaluations of the early stages; on this questionnaire will be provided by the teacher.

3. An evaluation of the teacher of the individual parts of the final seconds of the 5 parameters listed below, which will be given scores from 0 to 3 points, for a total of 15 points:

• cooperation, understanding, sense accountability, compliance with the terms of the group;

• selection and processing of information;

• contents belonging to the theme and examples of key nodes of the discourse;

• specific use of language and mathematical instruments; grammatical and morpho-syntactic; correctness of the mathematical considerations;

• coherence, originality and usefulness of their products.

6. CONCLUSION

The research we have undertaken has led you to consider the relationship between scientific knowledge and technical-economic issues and social issues. Even disciplines "universal" such as astronomy and physics effects have indeed very "special" about the history of peoples and the rise and decline of states. The major players in the Scientific Revolution Seventeenth and eighteenth centuries were all very close to the commercial and economic power and well aware of the immediate consequences of their discoveries. Scientists from this time onwards started a stable social position in society as a whole, and not just in short, more or less "enlightened". This historical case can be compared with the current push towards management by satellites in orbit of civilian life on the planet. It is no coincidence that one of the strongest instances of friction in recent years between the United States of America and Europe, is the will the latter to acquire a GPS (Global Positioning System ) independent of the original Department of Defense: the project "Galileo", just happened.