An overview of the Scientific Revolution to go with lesson plans on the subject at the History Teaching Institute at Ohio State University
http://hti.osu.edu/scientificrevolution/lesson_plans
Eighteenth Century France
What was the Enlightenment?
Ideas that originated during the Enlightenment
WHAT EVENTS WERE CATALYSTS FOR THE ENLIGHTENMENT?
OTHER CAUSES OF THE ENLIGHTENMENT
The Scientific Revolution (16th and 17th century)
Bacon’s Scientific Method
Isaac Newton
18th century Enlightenment – The Age of Reason
THE INFLUENCE OF THE ENLIGHTENMENT
Art and Culture - Module 10 - Reformation and Counter-ReformationRandy Connolly
Tenth module for GNED 1201 (Aesthetic Experience and Ideas). This one mainly covers the Reformation and Counter-Reformation of the 16th and early 17th Century. It also covers aesthetic responses to the Reformation, especially Caravaggio and Bernini.
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
Eighteenth Century France
What was the Enlightenment?
Ideas that originated during the Enlightenment
WHAT EVENTS WERE CATALYSTS FOR THE ENLIGHTENMENT?
OTHER CAUSES OF THE ENLIGHTENMENT
The Scientific Revolution (16th and 17th century)
Bacon’s Scientific Method
Isaac Newton
18th century Enlightenment – The Age of Reason
THE INFLUENCE OF THE ENLIGHTENMENT
Art and Culture - Module 10 - Reformation and Counter-ReformationRandy Connolly
Tenth module for GNED 1201 (Aesthetic Experience and Ideas). This one mainly covers the Reformation and Counter-Reformation of the 16th and early 17th Century. It also covers aesthetic responses to the Reformation, especially Caravaggio and Bernini.
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
Chapter 1 - Our Picture of the UniverseChapter 2 - Space and.docxcravennichole326
Chapter 1 - Our Picture of the Universe
Chapter 2 - Space and Time
Chapter 3 - The Expanding Universe
Chapter 4 - The Uncertainty Principle
Chapter 5 - Elementary Particles and the Forces of Nature
Chapter 6 - Black Holes
Chapter 7 - Black Holes Ain't So Black
Chapter 8 - The Origin and Fate of the Universe
Chapter 9 - The Arrow of Time
Chapter 10 - Wormholes and Time Travel
Chapter 11 - The Unification of Physics
Chapter 12 - Conclusion
Glossary
Acknowledgments & About The Author
FOREWARD
I didn’t write a foreword to the original edition of A Brief History of Time. That was done by Carl Sagan. Instead,
I wrote a short piece titled “Acknowledgments” in which I was advised to thank everyone. Some of the
foundations that had given me support weren’t too pleased to have been mentioned, however, because it led to
a great increase in applications.
I don’t think anyone, my publishers, my agent, or myself, expected the book to do anything like as well as it did.
It was in the London Sunday Times best-seller list for 237 weeks, longer than any other book (apparently, the
Bible and Shakespeare aren’t counted). It has been translated into something like forty languages and has sold
about one copy for every 750 men, women, and children in the world. As Nathan Myhrvold of Microsoft (a
former post-doc of mine) remarked: I have sold more books on physics than Madonna has on sex.
The success of A Brief History indicates that there is widespread interest in the big questions like: Where did
we come from? And why is the universe the way it is?
I have taken the opportunity to update the book and include new theoretical and observational results obtained
since the book was first published (on April Fools’ Day, 1988). I have included a new chapter on wormholes
and time travel. Einstein’s General Theory of Relativity seems to offer the possibility that we could create and
maintain wormholes, little tubes that connect different regions of space-time. If so, we might be able to use
them for rapid travel around the galaxy or travel back in time. Of course, we have not seen anyone from the
A Brief History of Time - Stephen Hawking
file:///C|/WINDOWS/Desktop/blahh/Stephen Hawking - A brief history of time/A Brief History in Time.html (1 of 2) [2/20/2001 3:13:58 AM]
future (or have we?) but I discuss a possible explanation for this.
I also describe the progress that has been made recently in finding “dualities” or correspondences between
apparently different theories of physics. These correspondences are a strong indication that there is a complete
unified theory of physics, but they also suggest that it may not be possible to express this theory in a single
fundamental formulation. Instead, we may have to use different reflections of the underlying theory in different
situations. It might be like our being unable to represent the surface of the earth on a single map and having to
use different maps in different regions. This would be a revolution in our v ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Understanding a “Paradigm Shift” What is this? What else is this? What had to happen to shift your perspective? “ I see a bird.” “I see a rabbit!”
5. Paradigm Shift “ Paradigm ” = Greek word for pattern “ Normal Science ” = the standard paradigm “ Anomalies ” = things that cannot be explained by normal science “ Paradigm Shift ” = a new paradigm is created to account for anomalies from The Structure of Scientific Revolutions (1962) by Thomas Kuhn Kuhn is an Ohio boy! (He’s from Cincinnati)
12. Anima Mundi (The Soul of the World) illustration by Johann de Bry in Robert Fludd’s book Utriusque Cosmi Historia (1617) 1. What do you see? 2. What is the point of view of the author?
13.
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15. Nicolaus Copernicus 1473 - 1543. Poland. Priest, mathematician & astronomer. Heliocentric model. On The Revolutions of the Heavenly Spheres (1543)
16. What was Nicolaus Copernicus’ intent in writing these words? Source: Nicolaus Copernicus, Polish priest and astronomer, dedication to Pope Paul III in his book, On The Revolution Of The Heavenly Spheres (1543) The learned and the unlearned alike may see that I shrink from no man’s criticism. It is to your Holiness rather than to anyone else that I have chosen to dedicate these studies of mine. In this remote corner of the earth in which I live, you are regarded as the most eminent by virtue of the dignity of your Office, and because of your love of letters and science. You, by your influence and judgement, can readily hold the slanders from biting. Mathematics are for mathematicians, and they, if I be not wholly deceived, will hold that my labors contribute even to the well being of the church.
17. Nicolaus Copernicus What were the anomalies? What was the paradigm shift? Why was this shift so dangerous? How did Copernicus protect himself?
18. Tycho Brahe 1546-1601. Denmark (then Sweden). Mapped the stars. Documented a new star or “nova.” Observatory at Uraniborg.
19. Johannes Kepler 1571-1630. German (But spent much time in Prague, Austria & Uraniborg as Brahe’s understudy). Developed laws of planetary motion . Astronomia Nova , 1609
20.
21. Johannes Kepler Kepler abandoned his perfect circle model and discovered that an ellipse (an oval shape with two foci) could precisely predict planetary movement
22. Let’s Have Carl Sagan Explain It! As you watch consider: 1. What did Kepler have to give up to make his discovery and why was this so difficult? 2. What could Kepler NOT explain about his ellipses? Who would make this discovery and what would this ‘thing’ be called? Click HERE for video clip on YouTube.
23. What did we learn from Carl Sagan? 1. What did Kepler have to give up to make his discovery and why was this so difficult? 2. What could Kepler NOT explain about his ellipses? Who would make this discovery and what would this ‘thing’ be called?
24. Johannes Kepler What were the anomalies? What was the paradigm shift? Could Kepler have accomplished this without Brahe?
34. Galileo Galilei Dialog Concerning Two Chief World Systems (1632) Written & published in Italian. Geocentric model presented by “Simplicio,” a straw-man
35. René Descartes 1596-1650. French. Philosopher & Mathematician
36. What is Descartes attempting to achieve as a philosopher? Source: Rene Descartes, French philosopher, Meditations on First Philosophy . 1639 Some years ago I was struck by how many false things I had believed, and by how doubtful was the structure of beliefs that I had based on them. I realized that if I wanted to establish anything in the sciences that was stable and likely to last, I needed – just once in my life – to demolish everything completely and start again from the foundations. It looked like an enormous task...
37. What is Descartes attempting to achieve as a philosopher? Source: Rene Descartes, French philosopher, Meditations on First Philosophy . 1639 Whatever I have accepted until now as most true has come to me through my senses. But occasionally I have found that they have deceived me, and it is unwise to trust completely those who have deceived us even once. ...[h]ow can I doubt that these hands or this whole body are mine? To doubt such things I would have to liken myself to brain-damaged madmen who are convinced they are kings when really they are paupers, or say they are dressed in purple when they are naked, or that they are pumpkins, or made of glass. Such people are insane, and I would be thought equally mad if I modeled myself on them.
41. Francis Bacon 1561-1626. English. Philosopher, writer, statesman. The New Atlantis (1627) What does the illustration reflect about Bacon’s vision of science and humanity?
42.
43. Isaac Newton 1643-1727. English. Reflecting Telescope Theory of Light & Color Calculus (Disputed with Leibnitz) Three Laws of Motion Gravity
44. Isaac Newton The Principia (1687) Provides the formulas for the mechanics of the universe
45. Isaac Newton The Principia (1687) How does Isaac Newton’s Principia relate to our ability to go to leave the Earth’s atmosphere and explore outer space? Newton’s Third Law In Action!
46. This is Isaac Newton’s most famous quote. What does it reflect about his personality? Source: Isaac Newton. English Scientist. Letter to Robert Hooke. February 5, 1676 “ What Descartes did was a good step. You have added much several ways, and especially in taking the colours of thin plates into philosophical consideration. If I have seen a little further it is by standing on the shoulders of Giants.”
47. Now, Consider the Robert Hooke had many physical deformities, including a very small stature, and had recently criticized Newton’s theory of light. Source: Isaac Newton. English Scientist. Letter to Robert Hooke. February 5, 1676 “ What Descartes did was a good step. You have added much several ways, and especially in taking the colours of thin plates into philosophical consideration. If I have seen a little further it is by standing on the shoulders of Giants.”
48. Newton’s Cultural Impact To what extent were Newton’s discoveries a paradigm shift? How did Newton change the way people thought about the world and universe? How did Newton change the way people feel about the world and universe?
49. Newton’s Cultural Impact Nature and Nature's laws lay hid in night: God said, "Let Newton be!" and all was light. -Alexander Pope (1688-1744). English Poet. Epitaph intended for Isaac Newton
50. Newton’s Cultural Impact “ Not long ago, a distinguished company were discussing the trite and frivolous question, who was the greatest man,--Caesar, Alexander, Tammerlane, or Cromwell? Some one answered that without doubt is was Isaac Newton. And rightly: for it was him who masters our minds by the force of truth, and not to those who enslave them by violence, that we owe our reverence.” -Voltaire (1694-1778). French writer. “ Letters on the English” (1734)
51. Eventually SOMEBODY will discover anomalies in the Newtonian model of the universe, as well. Another paradigm shift will occur.
52. Your Free Response Question. Assess the impact of the Scientific Revolution on religion and philosophy from the period of 1550-1750. You will need to demonstrate knowledge from both the lecture and the text to effectively answer the question.
Editor's Notes
Thomas Kuhn used this image to demonstrate “Paradigm Shift”
The Structure of Scientific Revolutions (1962) by Thomas Kuhn was a fundamental text in historiography. The ideas here can help students think critically about the events of the scientific revolution in a progressive fashion. Students also get introduced to an important historian.
Tell the students the joke, which is an allegory of the Scientific Revolution. Have the students interpret it. The Joke: Three monks were sitting together in their monastery one afternoon when one of them asked, “I wonder how many teeth a horse has?” The First Monk said, “We should consult the Holy Father in Rome! The Pope is the source of all truth and wisdom. He represents the voice of God on Earth.” The Second Monk said, “Oh, no! We should consult the Bible! It is the word of God.” The Third Monk said, “I’ve got an idea! Let’s all walk over to old man Jones’ farm down the street. He’s got a whole team of horses! We could open the mouth of each and count how many each has. If there’s any variation, we can study the jaws and discuss what we see and why a certain horse has more or less teeth than the others. We can reach a conclusion that’s based on what we discover through our investigation.” The first two monks looked quizzically at the third… and then killed him.
Tell the students the joke, which is an allegory of the Scientific Revolution. Have the students interpret it. The Joke: Three monks were out in a field one fine afternoon when one of them asked, “I wonder how many teeth a horse has?” The First Monk said, “We should consult the local bishop who knows receives all of the wisdom from the pope in Rome. The represents the voice of God on Earth. He will know.” The Second Monk said, “Oh, no! We should consult the Bible! It is the direct word of God. We can learn all of the wisdom of the universe in there.” The Third Monk said, “I’ve got an idea! Let’s all walk over to old man Jacques’ farm down the street. He’s got a whole team of horses! We could open the mouth of each and count how many each has. If there’s any variation, we can study the jaws and discuss what we see and why a certain horse has more or less teeth than the others. We can reach a conclusion that’s based on what we discover through our investigation.” The first two monks looked quizzically at the third… and then killed him.
Image is of the Library of Alexandria, where Greek ideas were housed until its destruction by Christians who identified it as a pagan temple in the 4th century AD.
Important information about Aristotle. He was an ancient Greek philosopher and scientist He wrote books on just about everything. He developed a unified world view. Later, many of his ideas were adopted by the Church The elements (from heaviest to lightest) Earth, Water, Wind, Fire, Quintessence (the 5th element, the stuff of stars. luminous. Fire goes up to reach quintessence.) Finite universe based upon globes within globes. The circle is a flawless shape. Contributed to the Greek idea of “Cosmos.”
Important ideas He used the Aristotelian idea of spheres within spheres to develop his model of the universe. “ Crystalline Celestial Spheres” He explained the movement of “the travelers” or “planets” with great accuracy for that time.
The Greeks identified “travelers” among the stars. They were stars that would move more quickly and erratically across the night sky. The Greek word for traveler is “planet.” Ptolemy could explain the strange behavior of planets in his geocentric by proposing that the planets travel in smaller circles--epicycles--as well as an orbit. It was complicated, but it did predict the movements of the planets relatively well (although not perfectly) and it was a model still based on the perfect shape of a circle.
This is an “Emblematic Image” providing the dominant world view. It contains elements that we could consider both “scientific/secular” and “non-scientific/faith-based” images fused into one. Have students consider the name of the piece as well as the images.
Nicholas Copernicus. Students should focus on his faith: he was a catholic priest. Students should consider why a priest would concern himself with astronomy, considering monks were the literate. Students should look at the late age in life in which Copernicus published. Students should briefly interpret the diagram Define Heliocentric
Tycho Brahe was a protestant in Denmark who believed in the geocentric model . He documented a new star (Nova=new). We would call it today a supernova (which is actually an old star that explodes). But when something new appeared in the heavens, it challenged the idea of perfect, unchangeable crystaline spheres. The King of Denmark granted him is own island, Øresund , upon which he built his own observatory. He was one of the richest men in Europe. An aristocrat. Students might consider a monarch’s motivation to support science and grant such a man aristocratic privileges. he spent 30 years mapping the movement of the stars. He was not mathematically savvy enough to develop formulas to match the patterns. He lived a rather extravagant and fun lifestyle, partying quite a bit. He died from complications after his bladder exploded, from holding it for so long during a dinner with the royal family. It would have been impolite to excuse himself from the table.
Kepler was a math and science teacher in Austria. His students hated him because he was so boring. Kepler was obsessed with developing a mathematical formula to explain the movement of the stars. He believed in the Copernican view. He moved in with Brahe at Uraniborg. He did not appreciate Brahe’s decadent lifestyle. He demanded the star maps, but Brahe withheld all of them, knowing that Kepler was so mathematically smart that he would find the formula and would outshine him. Brahe did surrender the maps at the very end of his life. Kepler then discovered the formula for the movement of stars. He discovered that they travelled in an ellipse.
Bruno was an interesting man. He was a priest, scientist and eventually became a genuine neo-pagan heretic. He was the first man to be tried and executed for the copernican view. Bruno became read and appreciated Copernicus at about the same time that he read about the ancient Egyptians and their sun worship. He saw the development of science and the re-emergence of ancient paganism as a synchronicitous event. He became a neo-pagan scientist, worshipping the sun. He also studied the ancient ideas of atoms and of “eternity.” The ptolemaic/aristotelian universe was limited. When the church first denounced him, they gave him plenty of chances to recant. He refused. He endured torture and imprisonment. He still refused to recant. Eventually, he was sentenced to death by being burned at the stake. It was because of Bruno that the church, which had been rather tolerant of the copernican view, felt obliged to defend itself against such heresy. This would obviously affect Galileo and others. Consider: Martin Luther first denounced the Copernican world view by stating that the ultimate truth is in the bible, and the bible says that at the battle of Jericho, God held the sun in place (he didn’t stop the rotation of the earth) to prolong daylight so that Joshua could win the battle. It was protestants who first denounced the Copernican system. This changes with Bruno.
Have students identify the images that relate to Galileo. Telescope=the technology that allowed Galileo and anybody who used it to witness first hand the truth of the Copernican system. Dropping objects of the tower of Pisa (probably an apocryphal story)=Galileo is considered among the first scientist to test his methods to validate what the scientific truth is. This is a physical test, not just a logical or mathematical proof.
Because of the telescope... Galileo identified four of Jupitors moons and documented their orbits over time. This provided evidence that the earth and Jupiter were similar planets, but that Jupiter had more moons. Largely, this discovery filled people’s wonder about the universe and what else is out there. It still can today: with a regular telescope and a clear sky: you can stay out all night and watch the moons of jupiter make almost a complete orbit, as Galileo diagramed in the left image. It still fills people with awe.
The moon image is very important: 1. The features are very terrestrial looking. This again affirmed that the objects in the heavens are not perfect. 2. The shadows on the moon corresponded with the Copernican model of the position of the sun and earth relative to the moon. It was debated if celestial bodies give off their own light or if they just reflected light. This demonstrated clearly that light was reflected off of moons and planets. Only stars give off light... which also meant that stars are all like our sun, which could have other planets, and perhaps other life like ours. The Copernican worldview was again affirmed and the church’s threatened.
Importance of physical testing. We are changing how we define “truth.” It’s not just from authority, philosophy or math.
(The activity has nothing to do with the Magritte painting, which is just there for fun effect.) For the skepticism activity, I put a chair in the front of the room. I ask the students whether or not the chair exists. I ask them to prove it. I ask the students if they can say for certain that they are not hallucinating the chair or if they are not dreaming or if they were not comatose due to an accident earlier in the day and that their brains were just making up this experience entirely. Once they declare that there is no way of being certain of this, I say that Descartes would concur. But that Descartes discovered.... (next slide)
The one thing that Descartes couldn’t doubt was his own thinking. “You cannot think that you are not thinking, for to do so is itself an act of thinking.” This is Descartes ‘First Philosophy’ and building block. Descartes builds upon this saying that God is good and is not a deceiver (only the devil is a deceiver) and that God would not want to fool us, and so most of what we perceive is reliable. BUT.... truth is in thought. Mathematics, therefore, is the language of god! It’s pure and infallible as opposed to the rest of the transient, physical world.
Descartes came up with the idea of a Cartesian plane by watching a fly buzz around a room. He thought that if you could freeze the fly at various instants, it was a certain distance away from the ceiling, floor and walls. You could map the route of the fly if you could develop such coordinates. Hence, the Cartesian plan was born! Students should be very familiar with this from their math classes. The idea that math can map reality is one that Newton would draw from heavily!
Bacon was employed by both Queen Elizabeth and James I. Bacon was different from Descartes and very similar to Galileo in his focus on experimental science rather than theoretical mathematics
In The New Atlantis, a novel, Bacon describes how a utopia can be created with the help of science. We can harness nature and get it to work for us, rather than threatening us. This picture reflects that. I like to ask students if Bacon would be pleased if he visited the world today. I also like asking students if his fundamental theory is correct: Does science produce a utopia? Why or why not?
Newton developed so much by a relatively young age.
But his greatest achievement was the “Principia” which offered a unifying worldview that explained the mechanics of everything. We now know how things move!
New
This gives the impression that Newton was a very humble and reverent man. Nothing could be further from the truth. He rarely made public appearances or shared his ideas. He couldn’t handle criticism. There is also some evidence that he was homosexual, which also might account for his reclusiveness.
This letter was supposed to be an “apology” letter after Hooke and Newton had thrown some jabs at each other. But even in the apology, we see Newton’s final jab in speaking of ‘giants’ to a dwarf. This famous statement, taken in this new context, better reveals Newton’s character. For more on this story, see John Gribbin’s “The Scientists” pages 163-164.