Crustal layering, simplicity, and the oil industry: The alteration of an epistemic paradigm by a commercial environment

This paper proposes that the gradual alteration of the predominant epistemic paradigm in crustal seismology in the interwar period—namely, simplicity—came about because of the strong influence of a particular commercial environment, i.e. the oil industry. I begin by demonstrating the interwar predominance of Jeffreys’ ‘simplicity postulate’ and his probabilistic epistemology, highlighting the espousal by several seismologists (Bullen, Stoneley, Byerly), whose crustal models drew on mathematical idealisations. Next, I demonstrate that the renunciation of simplicity in the 1930s came about too quickly, and, above all, too heterodoxically to have been the result of new geological evidence. Rather, I argue, the paradigm shift among seismologists was a result of the significant rise in seismic exploration generated by the oil industry. Driven by market demands, American petroleum companies pioneered new technologies, organised research initiatives, and trained young geophysicists who, through the fusion of experimentalism and field experience, brought about fundamental progress in earthquake seismology. Remarkably, historians of science have almost entirely failed to recognise the interwar primacy of the simplicity paradigm as well as its subsequent renunciation. More importantly, they have failed to acknowledge the role the oil industry played in contributing to this renunciation and to the development of new paradigms in seismology.     

Understanding as explanatory knowledge: The case of Bjorken scaling

In this paper, we develop and refine the idea that understanding is a species of explanatory knowledge. Specifically, we defend the idea that S understands why p if and only if S knows that p, and, for some q, S’s true belief that q correctly explains p is produced/maintained by reliable explanatory evaluation. We then show how this model explains the reception of James Bjorken’s explanation of scaling by the broader physics community in the late 1960s and early 1970s. The historical episode is interesting because Bjorken’s explanation initially did not provide understanding to other physicists, but was subsequently deemed intelligible when Feynman provided a physical interpretation that led to experimental tests that vindicated Bjorken’s model. Finally, we argue that other philosophical models of scientific understanding are best construed as limiting cases of our more general model.     

平面运动实验平台的开发与应用

分析了平面运动的数学模型和模拟实验平台的基本结构,简述了利用Authorware制作模拟实验平台的基本技术和制作过程,列举了模拟实验平台在平抛运动中的应用实例。     

大学物理实验课程改革初探

大学物理实验课程是一门系统而全面的理论与实践相结合的科学实验基础教育课程。通过分析目前大学物理实验课程教学的现状,结合实际工作,通过教学大纲的改进,教学方法的创新以及考核方法的完善,激发学生的能动性,培养学生的创新能力,进而使实验教学质量不断提高。     

用计算机多媒体辅助物理教学研究

介绍了常用CAI课件的制作软件及CAI课件的设计与制作方法,最后讨论了在物理类CAI课件制作过程中应注意的一些问题.     

中学物理建模方法及对学生建模能力培养

文章分析归纳了中学物理的建模方法,并结合教学实践就如何培养学生的建模能力,进行了分析探讨,从理论和实践上对教学活动提出了建议.     

大学物理教学中几个问题的思考

就多年从事大学物理教学的体会，择要谈谈我们对大学物理教学中若干问题的思考，相信这对改进大学物理教学，提高教学质量能起到抛砖引玉的作用。     

微尺度下古瓷鉴定的物理学和化学基础研究

以化学和物理学为基础,通过现代科技手段观察和比较古陶瓷与新陶瓷釉面上的气泡、风化现象、分相和析晶现象、表现裂纹和微小伤痕,鉴定古陶瓷的年代和真伪.     

工科物理实验课程教学改革与实践

分析了大学物理实验课程的教学现状,对大学物理实验从教学观念、教学内容、实验方法、管理体系、实验室的对外开放和课程考核办法等提出了改革措施并付诸于教学实践。通过实践培养了学生的创新能力,有效地提高和培养了学生发现问题、分析问题和解决问题的能力。     

注重物理实验教学,培养学生科学实验能力

针对目前实验教学中存在的问题，通过转变物理实验教学方法，充实教学内容，调动学生实验积极性，对培养学生的科学实验能力进行了探索和实践。