This book describes in detail the various theories on the shape of the Earth from classical antiquity to the present day and examines how measurements of its form and dimensions have evolved throughout this period. The origins of the notion of the sphericity of the Earth are explained, dating back to Eratosthenes and beyond, and detailed attention is paid to the struggle to establish key discoveries as part of the cultural heritage of humanity. In this context, the roles played by the Catholic Church and the philosophers of the Middle Ages are scrutinized. Later contributions by such luminaries as Richer, Newton, Clairaut, Maupertuis, and Delambre are thoroughly reviewed, with exploration of the importance of mathematics in their geodetic enterprises. The culmination of progress in scientific research is the recognition that the reference figure is not a sphere but rather a geoid and that the earth’s shape is oblate. Today, satellite geodesy permits the solution of geodetic problems by means of precise measurements. Narrating this fascinating story from the very beginning not only casts light on our emerging understanding of the figure of the Earth but also offers profound insights into the broader evolution of human thought.

Geodesy (the measurement of the size and shape of the earth), fascinating since the time of Erathosenes, became a basic science for the space program. Irene Fischer was a leader in the construction of the World Geodetic System (has an Earth reference ellipsoid named in her honor) when it was still being done by surveyors, piecing together terrestrial, gravitational and astronomical data. By the 1970s, satellite geodesy and marine geodesy were just coming into their own. Using her career, Fischer revels in explaining how the science unfolded, and how misunderstandings occur across scientific fields, e.g., why the "standard ocean" and the geoid do not easily translate across the fields of oceanography and geodesy. Her account should appeal to those writing the history of women in science. Government science, too, is less well studied than academic science even though some fields, such as geodesy, were always government led. Fischer provides food for thought, as well, to those who claim to study the management of science in bureaucratic settings different from those of industry or academia. Peppered among these themes are Fischer's solutions to historical mysteries such as why Columbus' used a figure for the size of the earth's circumference that was so much smaller than Erastothenes' or Posidonius' (with the added benefit of making it easier to persuade his patrons).

``Every map is a tool, a product of human effort and creativity, that represents some aspects of our world or universe ... [This] course was powered by the belief that by exploring the mathematical ideas involved in creating and analyzing maps, students would see how mathematics could help them to understand and explain their world.'' -from the Preface Portraits of the Earth exemplifies the AMS's mission to bring the power and vitality of mathematical thought to the nonexpert. It isdesigned to teach students to think logically and to analyze the technical information that they so readily encounter every day. Maps are exciting, visual tools that we encounter on a daily basis: from street maps to maps of the world accompanying news stories to geologic maps depicting theunderground structure of the earth. This book explores the mathematical ideas involved in creating and analyzing maps, a topic that is rarely discussed in undergraduate courses. It is the first modern book to present the famous problem of mapping the earth in a style that is highly readable and mathematically accessible to most students. Feeman's writing is inviting to the novice, yet also interesting to readers with more mathematical experience. Through the visual context of maps andmapmaking, students will see how contemporary mathematics can help them to understand and explain the world. Topics explored are the shape and size of the earth, basic spherical geometry, and why one can't make a perfect flat map of the planet. The author discusses different attributes that maps can have anddetermines mathematically how to design maps that have the desired features. The distortions that arise in making world maps are quantitatively analyzed. There is an in-depth discussion on the design of numerous map projections-both historical and contemporary-as well as conformal and equal-area maps. Feeman looks at how basic map designs can be modified to produce maps with any center, and he indicates how to generalize methods to produce maps of arbitrary surfaces of revolution. Also includedare end-of-chapter exercises and laboratory projects. Particularly interesting is a chapter that explains how to use MapleR add-on software to make maps from geographic data points. This book would make an excellent text for a basic undergraduate mathematics or geography course and would beespecially appealing to the teacher who is interested in exciting visual applications in the classroom. It would also serve nicely as supplementary reading for a course in calculus, linear algebra, or differential geometry. Prerequisites include a solid grasp of trigonometry and basic calculus. RWaterloo Maple, Inc., Ontario, Canada.

Describes the early 18th-century expedition of scientists sent by France and Spain to colonial Peru to measure the degree of equatorial latitude, which could resolve the debate between whether the earth was spherical or flattened at the poles.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.