Monday 16 November 2015

A JOURNEY THROUGH THE LIFE HISTORY BLAISE PASCAL

BLAISE PASCAL


Born                     : June 19, 1623, Clermont-Ferrand, France
Nationality           :  French
Religion                :  Ronal Catholic
Era                       :  17th Century Philosophy
School                  :  Jansenism Proto-Existentialism
Main Interest        : Theology, Physics, Mathematics
Notable Ideas       : Pascal’s Wager
  Pascal’s Triangle
  Pascal’s Law
  Pascal’s Theorem
Died                     : August 19, 1662, Paris, France

INTRODUCTION
Blaise Pascal was a French physicist, inventor, mathematician, writer and philosopher.  He was a child prodigy who was educated by his father, a tax collector in Rouen.  Pascal's earliest work was in the natural and applied sciences where he made important contributions to the study of fluids, and clarified the concepts of pressure and vacuum by generalizing the work of Evangelista Torricelli.  Pascal also wrote in defense of the scientific method.
In 1642, while still a teenager, he started some pioneering work on calculating machines.  After three years of effort and fifty prototypes, he built 20 finished machines over the following ten years, establishing him as one of the first two inventors of the mechanical calculator.
Pascal had poor health, especially after his 18th year, and his death came just two months after his 39th birthday.


EARLY LIFE AND EDUCATION
Pascal was born in Clermont-Ferrand, which is in France's Auvergne region.  He lost his mother, Antoinette Begon, at the age of three.  His father, Étienne Pascal who also had an interest in science and mathematics, was a local judge and member of the "Noblesse de Robe". Pascal had two sisters, the younger Jacqueline and the elder Gilberte.
In 1631, five years after the death of his wife Étienne Pascal moved with his children to Paris.  The newly arrived family soon hired Louise Delfault, a maid who eventually became an instrumental member of the family.  Étienne, who never remarried, decided that he alone would educate his children, for they all showed extraordinary intellectual ability, particularly his son Blaise.  The young Pascal showed an amazing aptitude for mathematics and science.

Particularly of interest to Pascal was a work of Desargues on conic sections.  Following Desargues' thinking, the 16-year-old Pascal produced, as a means of proof, a short treatise on what was called the "Mystic Hexagram", Essai pour les coniques ("Essay on Conics") and sent it first serious work of mathematics to Père Mersenne in Paris; it is known still today as Pascal's theorem.  It states that if a hexagon is inscribed in a circle, then the three intersection points of opposite side lie on a line (called the Pascal line).
Pascal's work was so precocious that Descartes was convinced that Pascal's father had written it. When assured by Mersenne that it was, indeed, the product of the son and not the father, Descartes dismissed it with a sniff:  "I do not find it strange that he has offered demonstrations about conics more appropriate than those of the ancients," adding, "but other matters related to this subject can be proposed that would scarcely occur to a 16-year-old child."
In 1642, in an effort to ease his father's endless, exhausting calculations, and recalculations, of taxes owed and paid.  Pascal, not yet 19, constructed a mechanical calculator capable of addition and subtraction, called Pascal's calculator or the Pascaline.  Of the eight Pascalines known to have survived, four are held by the Musée des Arts et Métiers in Paris and one more by the Zwinger museum in Dresden, Germany, exhibit two of his original mechanical calculators.  Pascal continued to make improvements to his design through the next decade, and he refers to some 50 machines that were built to his design.


Pascal continued to influence mathematics throughout his life.  In 1653 he described a convenient tabular presentation for binomial coefficients, now called Pascal's triangle.  He defines the numbers in the triangle by recursion: Call the number in the (m + 1)th row and (n + 1)th column tmn.
Then tmn = tm–1,n + tm,n–1, for m = 0, 1, 2, ... and n = 0, 1, 2, ... The boundary conditions are tm,−1 = 0, t−1,n = 0 for m = 1, 2, 3, ... and n = 1, 2, 3, ... The generator t00 = 1. Pascal concludes with the proof.
tmn = (m+n) (m+n-1)….. (m+1)/n(n-1)…..1
After a religious experience in 1654, Pascal mostly gave up work in mathematics.
CONTRIBUTIONS TO THE PHYSICAL SCIENCES
Pascal's work in the fields of the study of hydrodynamics and hydrostatics centered on the principles of hydraulic fluids.  His inventions include the hydraulic press and the syringe.  He proved that hydrostatic pressure depends not on the weight of the fluid but on the elevation difference.  He demonstrated this principle by attaching a thin tube to a barrel full of water and filling the tube with water up to the level of the third floor of a building.  This caused the barrel to leak, in what became known as Pascal's barrel experiment.
By 1646, Pascal had learned of Evangelista Torricelli's experimentation with barometers. Having replicated an experiment that involved placing a tube filled with mercury upside down in a bowl of mercury, Pascal questioned what force kept some mercury in the tube and what filled the space above the mercury in the tube. At the time, most scientists contended that, rather than a vacuum, some invisible matter was present. This was based on the Aristotelian notion that creation was a thing of substance, whether visible or invisible; and that this substance was forever in motion. Furthermore, "Everything that is in motion must be moved by something,"Aristotle declared.  Therefore, to the Aristotelian trained scientists of Pascal's time, a vacuum was an impossibility. How so? As proof it was pointed out:

·        Light passed through the so-called "vacuum" in the glass tube.

·        Aristotle wrote how everything moved, and must be moved by something.
·        Therefore, since there had to be an invisible "something" to move the light through the glass tube, there was no vacuum in the tube. Not in the glass tube or anywhere else. Vacuums – the absence of any and everything – were simply an impossibility.

PASCAL’S DEATH
In 1662, Pascal's illness became more violent, and his emotional condition had severely worsened since his sister's death.  Aware that his health was fading quickly, he sought a move to the hospital for incurable diseases, but his doctors declared that he was too unstable to be carried.  In Paris on 18 August 1662, Pascal went into convulsions and received extreme unction.  He died the next morning, his last words being "May God never abandon me," and was buried in the cemetery of Saint-Étienne-du-Mont.
LEGACY
In honor of his scientific contributions, the name Pascal has been given to the SI unit of pressure, to a programming language, and Pascal's law and as mentioned above, Pascal's triangle and Pascal's wager still bear his name.



WORKS
·        Experiences nouvelles touchant le vide (1647)
·        Traité du triangle arithmétique [Treatise on the arithmetic triangle] (1653)
·        Lettres provinciales [The provincial letters] (1656–57)
·        De l'Esprit géométrique [On the geometrical spirit] (1657 or 1658)
·        Écrit sur la signature du formulaire (1661)
·        Pensées [Thoughts] (incomplete at death)
REFERENCE

www.wikipedia.org.in

POWER POINT PRESENTATION - MENDELEEV PERIODIC TABLE











SCIENCE ALBUM - CONSERVATION OF ENERGY












HOW TO INTRODUCE A TOPIC - FORCE







Teacher showed a video and asked the students to observe it.


Teacher told the students that for opening the door and moving the cart the boy pushed and pulled it. So, by pushing and pulling we can move objects and this push or pull we applied is known as force, also when the boy applied force on the ball he was able to change the shape of the ball and to stop the ball. Let us study about it in detail.


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INNOVATIVE LESSON PLAN




Curriculum Statement
Pupil develop factual knowledge, conceptual knowledge and procedural knowledge regarding the topic and its role in our daily life through observation, discussion, experimentation and evaluation by questioning and participating in practical work and group discussion.
Content Analysis
Terms:  Acceleration
Facts:
v The velocity of a departing train from the station goes on increasing.
v When both magnitude and direction changes acceleration will be there.
v The velocity of a train approaching the station decreases gradually.
v The unit of velocity is m/sec.
v The unit of time is sec.
Concept:
v The rate of change of velocity is acceleration. Unit-m/sec2.
v Negative acceleration is termed as retardation.
Learning Outcomes in Terms of Specification
Remember:
a)     Recalling various aspects about Motion.
b)    Recognize the concept about Motion.
Understand
a)     Explain the concept Motion.
b)    Understand the concept Motion.
Apply:
a)     Doing activities on Motion.
Analysis:
a)     Focusing the idea of Motion.
Evaluation:
a)     The pupil judges on the concept Motion.
Create:
The pupils generate new idea about Motion.
Process Skill:                 Observation, Discussion, and experimentation.
Teaching Learning Resources
Teaching aids:              Textbook, source book.
Learning aids:             
Pre-requisites:                Students know about

Learning Process
Expected Response
Presentation of the Problem
Distance and displacement are brothers. Their common friend is time. Speed is the friend of distance and time.  Velocity is the friend of displacement and time. They all met in a party. There comes acceleration and here begins their likely conversation.

Acceleration:  Hey, happy to see you all here.

Distance:  Hii, how are you?

Acceleration: Fine, hey look you and displacement are looking almost same.  Are you both related?

Distance: Yes he is my brother. Actually he is the measure of change of position of an object in a particular direction.

Acceleration: Oh, that means you both have same unit i.e. metre.

Displacement: yes, Actually we look almost same but we are different in calculation. But in one situation we both read the same. Can you guess it?

Acceleration: If an object travels in a straight line then distance and displacement will be the same, isn’t it?

Distance: Meet our common friend time.

Acceleration: I know him, Iam also his friend.

Displacement: Meet velocity, he is time’s and my friend.

Velocity: Hii, acceleration.

Acceleration: oh, so you are displacement in unit time.

Velocity: Yes, and my unit is m/sec.

Distance: Also Time and me have a friend, speed. Meet him.

Speed: Nice to meet you acceleration.

Acceleration: Oh, so you are distance in unit time

Speed: Yes, and my unit is m/sec.

Acceleration: So, like distance and displacement, speed and velocity looks same.

Speed: Yes actually we are related to each other.

Acceleration:  And the truth is that I also have some relation with you, isn’t it velocity?

Velocity: Yes, you are the rate of change of velocity.

Acceleration: hmmm…. My unit is m/sec2.

Speed: What is change in velocity, I can’t understand?

Velocity: That is Final velocity-initial velocity.

Distance: So, there is a possibility of change in velocity, isn’t it?

Acceleration: Yes if the final velocity is less than initial velocity then it is retardation.

Speed: is there any chance to see you both?

Acceleration: It is difficult but when a train approaches a station , velocity decreases at the time I becomes Retardation, and when the train departs from the station, velocity increases and I becomes acceleration.

Speed: So your look changes according to changes occur.

Acceleration: yes.

Distance: So, we all are related to each other and hence we form a family isn’t it?

Acceleration: Yes, so, our family name is “motion”.

All of them: so, we all come under the same family. That is “Motion Family”.

Teacher asked the students, does you understand the conversation?

Consolidated response

YES

Teacher asked the students to do the activity

Activity-1

Discussion Points

1.     Rate of change of velocity is _____.
2.     Unit of acceleration is______.
3.     Negative acceleration is______.
4.     Does velocity affect acceleration?

Consolidated Response

1.     Acceleration.
2.     m/s2.
3.     Retardation
4.     Yes.

After analyzing the class teacher ends the class with a review.


The students will be interested.











































































































Students will do the activity.

Review
1.     Define acceleration?
2.     What is the unit of acceleration?
3.     Define retardation?
Follow-up Activities
Assignment

Write a note on “Motion Family”