3. 3
Science: Both Knowledge and Process
• Systematized body of knowledge
• Process whereby man seeks to
understand the world and the universe
through scientific theories proven by
experiments
• A set of tools and systematic methods for
studying the natural world through
observation and experimentation. Or
more simply, science is a way of exploring
and understanding the physical world.
5. Knowledge
It is a statement about what you accept as
sufficiently “real” to allow you to take action
upon and thereby live your life.
Examine this statement: “Dragons are real”.
What does YOUR KNOWLEDGE tell you?
6. Belief Knowledge
• Knowledge about the world is inherent and
unique in each human being.
• It is attained by individual revelation.
Is it open to testing, observation or
quantification?
8. Research Knowledge
• Gathering knowledge is universal.
• Based on a protocol to allow one to select between alternative
observations or hypothesis.
What could have been mistaken on dragons?
JOVENAL V. DELA CRUZ, JR. CHED GET PNU MINDANAO
9. Research Knowledge
• Research Knowledge requires that:
O All observations be repeatable
O By more than (and different) observers
O All hypothesis (guesses) are Falsifiable.
O Involves natural phenomena.
Research knowledge does not claim FACT. It claims logical circumstantial explanations in light
of the requirements of the mentioned requirements.
10. Research Knowledge
• Ancient times--- Where did life come from?
• RESULT – several false theorems
• BUT: they weren’t stupid, simply limited
Do not say “this is true”, rather “this is the most likely
explanation in light of existing knowledge”.
12. Research Knowledge
• living things came forth from nonliving things because the
nonliving material contained pneuma, or "vital heat“ –
Aristotle
• libraries be placed facing eastwards to benefit from
morning light, but not towards the south or the west as
those winds generate bookworms. - Vitruvius,
a Roman architect
• Christian supports SG - "Let the waters bring forth
abundantly the moving creature that hath life" (Genesis
1:20) as discussed by Augustine of Hippo
• growing a willow for five years and showing it increased
mass while the soil showed a trivial decrease in comparison.
Jan Baptist van Helmont
• performed a series of experiments on boiled broths. John
Needham
Spontaneous generation
13. Research Knowledge
• Francisco Redi – one of the pioneers
who conducted experiment that
disproved SP.
• Lazzaro Spallanzani - improved the
experiment of the John Needham
• Loius Pasteur - further improved the
set up of Spallanzani.
14. What is the goal of science?
• The goal of science is – UNDERSTANDING
• Phenomena: things that happen in the world.
• Identify relationships and characteristics
• Predict summaries and conclusions
• Derive knowledge and facts
1. Problems
2. Needs
3. Curiosity
Anchored on
the root causes
of Science
15. What then is a fact?
• Belief Knowledge
> The spirit of the individual who believes.
• Research Knowledge
> the methodology of observation and testing allows one to choose
one “fact” over another.
16. Belief vs Research Knowledge
Research
Knowledge
Belief Knowledge
Even when you
have tons of
evidence, doubt
what you see
Even without a
single piece of
evidence, believe in
what you can’t see.
17. How Research becomes Scientific Knowledge
• Doing research is not necessarily a
contribution to a body of
knowledge unless peer reviewed
and published.
• science becomes knowledge by
publication of research results.
20. Case Study: Mimicry
OBSERVATION >>> QUESTION: What is it for?
Scarlet King Snake (non venomous)
Eastern Coral Snake (non venomous)
JOVENAL V. DELA CRUZ, JR. CHED GET PNU MINDANAO
21. Case Study: Mimicry
QUESTION: What is it for? >>> HYPOTHESIS:
Deception?
• Mimicry allows the non-poisonous snake to
avoid being eaten because predators avoid its
poisonous counterpart.
• Warning coloration called aposematism
JOVENAL V. DELA CRUZ, JR. CHED GET PNU MINDANAO
22.
23. Hypothesis
• A hypothesis is a proposed explanation for a
phenomenon.
• a supposition or proposed explanation made
on the basis of limited evidence as a starting
point for further investigation.
• For a hypothesis to be a scientific hypothesis,
the scientific method requires that one can
test it.
79. A Brief History of Time
How to understand “time” in the study of history
80. Understanding Time
•“Time” is resistant to simple definition
•We cannot see it, hear it, smell it, or taste it but
we can feel its effects
•Our bodies age, trees grow, homework is due
81. Understanding Time
• Our study of history has to begin with a look at time
• “History” begins as an account of the “past”
• Events that took place yesterday, happened in the “past”
• Today is the present; tomorrow is the future
• But when tomorrow comes, what was once the future will be the
present, and eventually the past
83. Understanding Timelines
To help us visualize time we use what is called a timeline
We divide the timeline
into segments to show a
particular year
The number of divisions and
their “time distance” depends
on our purpose
2009
2008 2010
2011
2007
84. Understanding Timelines
• For historians, timelines help visualize events relative
to one another
• By placing events on a timeline we can “see” when
they happened
• Timelines help us develop a sense of order of the past
85. Understanding Timelines
Let’s create a historical timeline. First we draw a line and divide it in
the middle
0
We’re going to label this point as
the IMAGINARY year of zero
88. Understanding Timelines
0
So how do we know if it is year 100 to the left of zero or year
100 to the right of zero?
100
100 200
200
89. Understanding Timelines
0
To avoid this problem, historians agree that the imaginary year zero
refers to the birth of Jesus Christ
100
100 200
200
So years to the left are referred to as
“Before Christ” or “B.C.”
And years to the right, “Anno Domini” or
“A.D.” (“in the year of our Lord”)
90. Understanding Timelines
• The divisions B.C. and A.D were obviously developed by
Christian historians
• To be more sensitive to non-Christians, a more neutral
system was developed
• “B.C.” become BCE (before common era)
• “A.D.” becomes CE (common era)
91. Understanding Timelines
0
Now we can use the line to locate dates and visualize their
place in “history”
120 AD – Roman Empire
at its height
323 BC – Death of Alexander the
Great
93. Time Divisions
•Historians also think about time in groups of
years
•10 years is a decade
•100 years is a century
•1000 years is a millennium
94. Time Divisions
• Historians also refer to groups of years according to a
shared pattern of human life during that time
• This time is called an “era” or an “age”
• Often times these periods do not have a definite
beginning or end point
95. Time Divisions
• From the evidence recovered by scientists, we believe that
humans beings began using a metal known as bronze around
3000 BC
• We also believe the use of iron appeared around 1500 BC
• Therefore the period between 3000 BC and 1500 BC is known
as the Bronze Age
96. Time Divisions
• The year 1555 is in what century?
• In what year did the 19th century begin?
98. Time Divisions
Rules
If you have the YEAR
and you want to know
the CENTURY
Look at the 1st digit for three-digit years
(323) or the 1st and 2nd digits for four-
digit years (1555)
ADD 1 to that number and that’s
the century
323: 3 +1 = 4th century !
1555: 15 +1 = 16th century !
99. Time Divisions
Rules
If you have the century
and you want to know
what year it began
Take the century (19th)
Subtract 1 and add two zeros to that
number and that’s the first year of
that century
19 – 1 = 18 1800 first year of 19th c.
104. Time Between Dates
0 First count back from 2019 to 0 –
how many years?
2019 AD
1200 BC (target)
Now count back from 1200 to 0
….
Now just add the two: 1200 + 2019 = 3219
0
106. Time to Practice
• How many years ago was…..
1. The beginnings of agriculture (8,000 BC)?
2. The beginning of the Bronze Age (3,000 BC)?
3. Christianity become the official religion of the Roman Empire (380
AD)?
4. How many years between the end of WW I (1918) and the
beginning of WWII (1939)?
108. Making the Connections…
• Church and Pope supreme over Kings and Governments
• Emphasis put on spiritual life and getting into heaven
Middle Ages
• Bubonic Plague gets people thinking about enjoying life
• Emphasis now on secularism rather than spiritualism
Renaissance
• Advent of printing press allows new ideas to spread
• Corrupt nature of the Church is exposed, reforms demanded
• Monarchs begin to take the power that the Church is losing
Reformations
109. • Emphasis now put on reason rather than faith
• People began to apply these principles to their own
lives and governments
Scientific
Revolution
• Took the ideas and principles of the Scientific
Revolution and applied it to society
Enlightenment
• Ideas of the Enlightenment and Scientific Revolution
influenced the people to demand a change from their
oppressive monarchs and they fought for this change
Absolutism and
Upcoming
Revolutions
110. Aim: How did The Scientific Revolution change the
way people thought about the world?
112. To find meanings and seek answers to many
questions:
PHILOSOPHY
alternative solutions to certain
phenomena
RELIGION
rationalize the origins of life and all
lifeless forms
113. The idea of SCIENTIFIC REVOLUTION
16th to 19th Centuries
YUHROFFFFF
EUROPE
