Download The Origins of the Scientific Revolution

SSMM20.book Page 566 Monday, February 28, 2005 1:41 PM
Se ct i on
Section
1
1
Standards-Based Instruction
The Origins
of the Scientific Revolution
Reading Preview
Standards at a Glance
Students have already learned about the
flowering of knowledge during the
Renaissance and the Age of Exploration.
In this section, students will continue to
explore the changes taking place in
Europe following the end of the Middle
Ages. The changes will focus on developments in the field of science.
Section Focus Question
What were the origins of the
Scientific Revolution?
H-SS 7.10.1 Discuss the roots
of the Scientific Revolution
(e.g., Greek rationalism;
Jewish, Christian, and Muslim
science; Renaissance
humanism; new knowledge
from global exploration).
H-SS 7.10.2 Understand
the significance of the new
scientific theories (e.g., those
of Copernicus, Galileo, Kepler,
Newton) and the significance
of new inventions (e.g., the
telescope, microscope,
thermometer, barometer).
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Renewed interest in science during the Renaissance, plus a spirit of
humanism, new ideas inspired by the Age of
Exploration, and the invention of new scientific
tools, gave rise to the Scientific Revolution.)
■
Have students discuss the statements in
pairs or groups of four and then mark
their worksheets again. Use the Idea
Wave technique (TE p. T38) to call on
students to share their group’s perspectives. Students will return to these worksheets later.
566 Chapter 20
Key Terms and People
rationalism (RASH uhn uhl ihz
uhm), p. 566
microscope (M¯ kruh skohp),
p. 569
barometer (buh RAHM uh ter),
p. 569
E-LA Reading 7.1.3
learned about the flowering of knowledge during the Renaissance and Age of Exploration. In this section, you will see how
this learning sparked new interest in science beginning in the
1500s. The result was a period of great advances in science
known as the Scientific Revolution.
Ancient and Medieval Science
Ancient Greek scientific
thinking was preserved by
Islamic scholars and later
blended with Christian beliefs.
The Scientific Revolution had its roots in the ancient and
medieval worlds. The ancient Greeks began the study of the
natural world, which we call science. They asked questions
such as, what is the physical world made of? Why do heavenly
objects move? In the past, people had turned to religion for
answers. However, the Greeks tried to answer these questions
using logic and reason. They took an approach called rationalism. Rationalism is the belief that knowledge can be gained
through the use of reason.
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements true or false.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 102
■
High-Use Words
factor (FAK tuhr), p. 567
L2
Remind students that the Renaissance was
a time of rediscovering ancient learning
and that the Age of Exploration was a time
of new discoveries about the world. Introduce the concepts of the Scientific Revolution and of rationalism by having students
predict how this climate of learning and
discovery might affect scientific thinking
and fields of inquiry. Write students’ predictions on the board; then, after they have
read Section 1, have them review and comment on the predictions.
Set a Purpose
Clarify With Contrast When
you come across an unfamiliar
word, study the words and
sentences around it.
Sometimes, you will find
contrast clues. These clues
may help you clarify the
meaning of a term by
explaining what it does not
mean. Signal words, such as
not, but, or however, may
help you find contrast clues.
Vocabulary Builder
Background Knowledge In earlier chapters, you
Prepare to Read
Build Background
Knowledge
Reading Skill
566 Chapter 20 Revolutions in Thought
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Using Multiple Learning Styles Have
students read the text of Section 1 as they
listen to the SE on Audio CD. Pause the
CD after each subsection and discuss students’ questions or comments. If possible,
provide students with a copy of the CD to
work with independently in the school’s
resource center.
L1 Special Needs
Using a Reading Aid Suggest to students
that they use a ruler as an aid for keeping
their place as they read.
SE on Audio CD, Chapter 20
Islamic Science With the fall of the
Roman Empire, interest in Greek rationalism
and science declined in Europe. However,
Greek learning was preserved in the Islamic
world. Muslim and Jewish scholars translated
Greek writings into Arabic and Latin.
Muslim scholars contributed new ideas, as
well. For example, a Muslim mathematician
developed a new branch of mathematics he
called al-jabr. We know it today as algebra.
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format. Please see the teacher's edition of your
textbook for this image.
Teach
Ancient and Medieval
Science and Science
During the Renaissance
H-SS 7.10.1, 7.10.2
Instruction
■
Medieval View of the Universe In
the 1200s, European scholars began to study
the writings of Greek and Islamic science.
Thomas Aquinas, for example, worked to
blend ancient science with Christian teachings. The result was a view of the universe
that put Earth at the center of all things.
The idea of an Earth-centered universe
was based on the writings of the Greek philosopher Aristotle. He divided the universe
into a lower and higher realm, or area. Earth makes up the
lower realm. It sits without moving at the center of the universe. Earth is heavy, imperfect, and changeable. The higher
realm is made up of the heavenly bodies that move around
Earth. This realm is light, perfect, and unchanging.
This view of the universe fit well with Christian beliefs.
The Church taught that God had put Earth at the center of the
universe because it was the home of God’s most important
creation—humankind.
High-Use Words Before teaching this
section, preteach the high-use word
factor using the strategy on TE p. 565.
Key Terms Following the instructions
on p. 7, have students create a See It–
Remember It chart for the key terms in
this section.
Muslim Scholars
Muslim scholars preserved much
Greek learning. They also made
their own advances in a variety
of fields. Here, Muslim scientists
gather in an observatory to study
the heavens. Critical
Thinking: Interpret Images
What details in this picture
show the advanced knowledge
of that time?
Which idea of the ancient Greeks was adopted by the
Christian Church?
Science During the Renaissance
During the Renaissance, some scholars began to investigate
the natural world for themselves. Three important factors
inspired this renewed interest in science.
Humanism The first factor was the spirit of humanism. During the Middle Ages, scholars thought the purpose of science was
to confirm religious truth. Renaissance humanists, in contrast, were
willing to challenge accepted beliefs, even those of religion.
L2
Vocabulary Builder
During the Renaissance, new
inventions helped spark a
renewed interest in science.
Vocabulary Builder
factor (FAK tuhr) n. thing that
influences or causes a situation
Section 1 The Origins of the Scientific Revolution
■
Have students read Ancient and Medieval Science, using the Structured Silent
Reading strategy (TE p. T36).
■
Ask: How are the ancient and medieval
conclusions about Earth’s place in the
universe alike? (Both ancient and medieval scholars reached the same conclusion—
that Earth was at the center of the universe.)
How were their methods for reaching
this conclusion different? (The Greeks
tried to use logic and reason. The Church
attempted to blend science and its understanding of Christian teachings.)
■
Have students read Science During the
Renaissance. Remind students to look
for support of the main idea.
■
At this point, display the color transparency, Leonardo’s Anatomical Drawings.
Discuss the detail of the drawings in
particular, asking how such drawings
helped Leonardo make more realistic
sculpture and paintings. (Knowledge of
how muscles work helps an artist depict both
form and movement.)
Color Transparencies, Leonardo’s Anatomical
Drawings
567
History Background
Influential Aristotle Like Leonardo da
Vinci, who was born many centuries later,
Aristotle (384–322 B.C.) was interested in a
broad range of human knowledge. His
studies included astronomy, physics,
meteorology, chemistry, zoology, botany,
mathematics, philosophy, literature,
speech, logic, government, and politics.
Aristotle was the first thinker to suggest
that each field of study, such as chemistry
or physics, must have its own set of axioms, or laws by which it operated; he also
insisted that logic be the foundation of any
field of study.
Answers
Interpret Images The scholars are using a
globe and scientific instruments to aid in
their study.
the view that Earth was at the
center of the universe
Chapter 20 Section 1 567
SSMM20.book Page 568 Monday, February 28, 2005 1:41 PM
Instruction (continued)
L2
■
After students have read about humanism, ask: What influence did humanism have on the scientific revolution?
(Possible answer: Humanists valued study
and intellect, and both are necessary for
scientific advancement. Humanists also valued individual achievement.)
■
Discuss what students read about global
exploration in Chapter 19. Ask: How
did the Age of Exploration encourage
further scientific thought? (Possible
answers: Scientists now had new plants and
animals to learn about; they could read and
listen to eyewitness accounts about the peoples and places of the Americas. They could
travel across the Atlantic themselves to
engage in scientific study.)
■
Many students probably have used one
of the scientific tools discussed in the
subsection New Tools for Science and
the chart. Invite them to share their
experiences and tell how they learned
more about the world by using these
tools.
Independent Practice
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
Interactive Reading and Notetaking Study Guide, Chapter 20, Section 1
(Adapted version also available.)
New Interest in Science
During the Renaissance,
interest in science increased.
Three factors helped inspire
this rebirth of scientific activity.
Critical Thinking: Analyze
Cause and Effect How did
humanism, exploration, and
new inventions create
conditions for the Scientific
Revolution?
Monitor Progress
Tell students to fill in the last column of the
Reading Readiness Guide. Probe for what
they learned that confirms or invalidates
each statement.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 102
Humanists also valued individual scholarship and
admired genius. One of the most famous Renaissance geniuses
was Leonardo da Vinci. He studied the human body with the
eye of a scientist. With that knowledge, he created paintings
that are still considered masterpieces.
Global Exploration The second factor that helped
renew interest in science was the Age of Exploration. During
the 1400s and 1500s, Europeans began to explore new lands in
the Americas, Africa, and Asia. Explorers returned home with
unfamiliar plants and animals.
These discoveries showed the limitations of ancient and
medieval science. Europeans realized that there was much more
to the world than the ancient scholars had ever imagined.
New Tools for Science The third factor that helped
E-LA 7.1.3 Clarify
With Contrast
Which words in this
paragraph provide a contrast
clue that helps clarify the
meaning of pockmarked?
What does it mean?
spark new interest in science was the invention of new scientific tools. One such tool was the telescope. It increased people’s ability to see distant objects. With the telescope, scientists
were able to see the planets and stars much more clearly. They
learned that the moon was pockmarked with craters, not
smooth as it appeared to the naked eye.
568 Chapter 20 Revolutions in Thought
Universal Access
Answers
Analyze Cause and Effect Humanism
fostered an interest in human knowledge;
exploration and new tools helped expose
scholars to possibilities they never knew
existed.
Reading Skill The words not
smooth provide a contrast clue. Pockmarked
means rough, pitted.
568 Chapter 20
L1 English Language Learners
L1 Less Proficient Readers
Expanding Vocabulary Skills Have students look up the origins of the words
microscope, telescope, barometer, and thermometer in a dictionary that includes etymologies as well as definitions. Students
should note the Greek roots from which
the words derive. Learning the origins of
these words will help students not only
remember what the words mean in
English but also help them to understand
unfamiliar but related words (such as
microphone and telephone). After students
have found the words’ derivations, have
them work together on a poster that shows
drawings or pictures of all four tools, with
definitions written underneath.
Another important invention was the microscope. A
microscope is a device that uses a lens to magnify objects.
Using this tool, scientists could see the details of small objects
such as insects or even blood cells. Both of these instruments
uncovered worlds never before seen by human eyes.
Two other new tools helped scientists make accurate measurements. The first was the thermometer. With a thermometer,
scientists could measure the temperature of gases and
liquids. They could study how these materials changed as they
got hotter and colder.
The second new measurement tool was the barometer. A
barometer is an instrument that measures changes in air
pressure. Using a barometer, scientists learned that changes in
air pressure over time were related to changes in the weather.
Assess and Reteach
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Section
Quiz, p. 115
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 20, Section 1
Reteach
What inventions helped early scientists see the world
in new ways?
about factors that sparked a renewed interest in science. In the
next section, you will learn how this new interest led to the
beginnings of modern science.
Extend
1 Check Your Progress
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-7201
H-SS: 7.10.1, 7.10.2; E-LA: 7.1.3
Comprehension
and Critical Thinking
1. (a) Explain How was Greek
learning preserved?
(b) Evaluate Information
Explain how Aristotle’s ideas
contributed to the view that
Earth was the center of the
universe.
2. (a) Recall What three factors helped renew interest in
science?
(b) Draw Conclusions
How might new inventions
lead to new scientific
knowledge?
Reading Skill
3. Clarify With Contrast Use
contrast to clarify the meaning of declined: Interest in
Greek science declined in
Europe, but Islamic scholars
kept the knowledge alive.
Vocabulary Builder
Read each sentence. If the sentence is true, write yes and
explain why. If it is not true,
write no and explain why.
4. Renaissance scientists could
use a microscope to examine
very small objects.
5. Barometers enabled scientists
to measure temperature.
Writing
6. Read this excerpt from a persuasive speech. Then, correct
the grammatical mistakes.
The invention of new observation tools were the most
important factors in the start of
the Scientific Revolution.
Humanism and exploration
they helped to generate interest in science. Without these
tools, however, peoples interest in science would had soon
past.
Section 1 The Origins of the Scientific Revolution
Section 1 Check Your Progress
1. (a) Muslim and Jewish scholars translat-
ed Greek writings into Arabic and Latin.
(b) Aristotle believed that the universe
consisted of Earth, which sits at the
center without moving, and its surrounding heavenly bodies, which move
around it.
2. (a) the spirit of humanism, global explo-
ration, and the invention of new scientific tools
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
(Adapted version available.)
Looking Back and Ahead In this section, you learned
Section
L2
569
(b) Possible answer: The inventions
enabled people to make new observations, thus adding to the body of scientific knowledge.
3. Stating that Islamic scholars kept study-
ing Greek works shows that decline
means “less frequently” or “decreases.”
4. Yes. Microscopes are used to study
small objects.
5. No: Barometers measure changes in air
L3
Have students choose one of the following
scientific tools: microscope, telescope,
barometer, or thermometer. Instruct students to research when this tool was
invented, who invented it, and how other
scientists and inventors have changed and
improved it over time. Students researching the same tools can pool their findings
and create illustrated timelines or other
presentations that trace the history of each
tool to the present day.
Writing Rubrics Share rubrics with students before they make their corrections.
Score 1 Corrections eliminate only a
few errors and may introduce new
errors.
Score 2 Corrections eliminate several
errors but also may introduce new
errors.
Score 3 Corrections eliminate most
of the errors without introducing any
new ones.
Score 4 Corrections eliminate all of
the errors without introducing any
new ones.
6. In the first sentence the phrase were the
most important factors should read was
the most important factor. In the second
sentence, remove the word they. The last
sentence should read, Without these tools,
people’s interests soon would have passed.
Answer
the telescope, microscope,
thermometer, and barometer
pressure, not temperature.
Chapter 20 Section 1 569