Examines the significance of Bruno's arguments from a scientific viewpoint. It is felt that even when correct in their conclusions, Bruno's scientific'' arguments do not exhibit any understanding of scientific reasoning or purpose. (DF)

Describes a two-semester physics course developed at the University of Alberta, Canada to present the development of some of the major theories in physics and their interaction with the prevailing cultures, religions, and philosophies. (HM)

Presents the author's recollections of the emergence of the new quantum theory and his associations with such men as Oskar Klein, Niels Bohr, Frederick Hund, Werner Heisenberg, J. J. Thomson, and others. (GS)

Discusses how Volta's concept of electromotive force seems to be forgotten. A comparison of the concepts of potential difference and electromotive force is also included. (HM)

Using the example of Hans Christian Oersted's (1777-1851) discovery that magnetic fields surround currents as a focal point, it suggests, by using different historical examples, that science and history be brought together in a kind of conjunction for scholarly research and classroom purposes, for both scientists and nonscientists. (SK)

Discusses Benjamin Franklin's contributions to science, particularly electricity. (SL)

Reports on the work of the scientist Laplace in the field of cosmogony. Provides insight to thinking that led to five forms of a theory which ignored known astronomical facts. (CP)

A study of the concepts of relativity and quantum physics through the work of Bohr and Einstein is the basis for this upper level course for nonscience students. Along with their scientific philosophies, the political and moral theories of the scientists are studied. (CP)

Discusses Einstein's views on the role of Michelson-Morley, Fizeau, and Miller experiments in the development of relativity and his attitude toward the theories of new quantum mechanics. Indicates that Einstein's opposition to quantum mechanics is beyond dispute. (CC)

Presents Galileo's case against Aristotle's description of freely falling bodies, and discusses possible alternative interpretations of Aristotle's view. (MLH)

Discusses the life and work of Copernicus and his impact on the development of the scientific enterprise. Concludes that his treatise provides some indications of the nature of science and of the scientific mind in the centuries to follow. (CC)

Presents sixteen questions designed to measure the level of scientific and historical knowledge that professors, researchers, and students possess in the area of physics and the arms race. (CC)

Schrodinger-Einstein correspondence reveals the fact that deBroglie's doctoral thesis provided Schrodinger with much of the background and inspiration that enabled him to invent wave mechanics. (GA)

Describes Fraunhofer's scientific career as a glass and lens maker, a discoverer of dark lines in the solar spectrum, a corrector of lens aberration, and investigator of diffraction. Gives biographical data and anecdotes. Includes a bibliography, mainly of German sources. (GH)