Moving relative to what?

Telling reference systems apart, through a ship and its passengers (B3.1).

Lesson 3 of 3 4 of 5 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to distinguish between reference systems, inertial and non-inertial, with respect to the real and apparent forces acting within them. The museum offers one historical debate in which a ship under way served as the example for asking what moves relative to what; the forces, the equations and the definitions are for your class. The medieval authors argue about whether the Earth could move without our noticing; they do not distinguish inertial from non-inertial frames or speak of apparent forces. 1

Curriculum expectations, with their official codes

  • B3.1 distinguish between reference systems (inertial and non-inertial) with respect to the real and apparent forces acting within such systems […]

The lesson

Moving relative to what?

In each description ask who is moving and who is at rest, and what each observer sees when a stone is dropped or thrown. Then ask which descriptions would change if the ship sped up or turned.

Go deeper

See how a question about a ship changes. Anton Heinen traces the inquiry to Aristotle's analysis of motion in the Physics, where the ship concerns the cause of motion rather than its relativity. Muslim astronomers of the thirteenth to sixteenth centuries shifted it toward relative motion: the ship relative to its passengers or the shores 2. In astronomical works connected with the Maragha observatory, the ship sailing on a sea or river, carrying passengers who move about on it as on firm ground, became a standard example in discussing "accidental motion", and then the possibility of the earth's rotation about its axis 3 2. Heinen's own reason for tracing the debate is a variant in one copy of al-Suyuti's al-Hay'a al-saniyya, which denies that the earth moves like a ship on the ocean 4 3. Read the record for who is at rest and who moves in each telling.

Two views

Were the astronomers around al-Suyuti ready to change their minds? Heinen concludes that al-Suyuti's contemporaries were still open to new ideas, and that common notions of astronomy and geography could be shaken by sharper reasoning and better observation. Against this, he says, al-Suyuti's book reinstated the early views and won popularity 5. The record calls this Heinen's academic assessment, and the museum adds no verdict.

How do we know?

Everything here is Heinen's reading. He did not find the ship in al-Tusi's Tadhkira, but did in al-Tusi's contemporary Najm al-Din al-Katibi al-Qazwini, who discussed the earth's motion in Hikmat al-ayn 2. He found its most thorough treatment in Qutb al-Din al-Shirazi's Nihayat al-idrak fi dirayat al-aflak 2 6. A generation after al-Suyuti, Gars al-Din al-Halabi devoted a chapter of his Tanbih al-naqqad to the subject, defending the older view of the spheres' motion, while elsewhere in the book rejecting the equant and the eccentric deferent 7 8. The record does not report that any of these authors speaks of inertial or non-inertial frames.

Think about it

Heinen concludes that al-Suyuti's contemporaries were open to new ideas, yet al-Suyuti's book, which reinstated the early views, won popularity. Does a book's popularity show what its readers believed, and how would you answer the objection that the same readers may have valued it for other reasons?

Into the museum

Try this

Read about the ship analogy in Islamic astronomy. This exercise is your class's own physics, not something the record contains: describe a stone thrown upward from the point of view of a passenger on the ship and of a person on the shore.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

Not in this lesson. Look again at the cards above.

In your own words: what does The earth's rotation and the ship analogy in Islamic astronomy have to do with this lesson?

Compare with the card

A ship and its passengers. Anton Heinen traces how astronomers of the thirteenth to the sixteenth century used a ship, with passengers moving about it as on firm ground, as a standard example for accidental motion and the earth's possible rotation. Al-Jurjani judged two usual objections, a stone thrown upward and birds and arrows, insufficient, since the air might move with the earth; he then reaffirmed the earth's rest on other grounds. Relative to what is a passenger at rest?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Science
  2. 2. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 26
  3. 3. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 25
  4. 4. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 24
  5. 5. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 33
  6. 6. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 27
  7. 7. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 31
  8. 8. Anton M. Heinen, Islamic Cosmology: A Study of as-Suyuti's al-Hay'a as-saniya fi l-hay'a as-sunniya (Beirut, 1982), p. 32
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