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Chapter 13 the Scientific Revolution California Standards History-Social Science 7.10 Students analyze the historical developments ofthe Scien­ tific Revolution and its lasting effect on religious, political, and cultural institutions. English-Language Arts Speaking 7.2.4b Describe the points in support of the argument and employ well-articulated evidence. Reading 7.2.0 Students read and understand grade-level­ appropriate material. A Defense One of Europe's greatest scientists, Galileo Galilei, has been arrested and is being put on trial for contradicting Church teachings. You think he's innocent, and you've been hired to defend Galileo to the court. As you read this chapter, you will gather information that you ca_n use to give a short speech in the scientist's defense. Copernicus publishes his theory of CHAPTER the sun-centered EVENTS solar system. WORLD EVENTS ..., video series Watch the video to under­ stand the impact of the Renaissance and Reformation. c.1590 1609 Sir Isaac Zacharias Galileo uses Newton Janssen his telescope publishes invents the to study Principia microscope. planets. Mathematic a. 1620 1690 The Mayflower Construction John Locke sets sail for begins on the argues North America. Taj Mahal in that people India. have certain natural rights. Focus on Themes This chapter will discuss the whose ideas are respected and admired even today. advances in science and technology made during They and other scientists like them have greatly the Scientific Revolution. As you read this chapter influenced society and culture, not just in Europe you will learn about such great scientists as Nicolaus but around the world. Think how much different our Copernicus, Galileo, and Isaac Newton- scientists lives would be without science! Comparing and Contrasting Historical Facts Focus on Reading Comparing and contrasting facts, ideas, or Add itional reading support concepts is a good way to learn more about them. That's one reason histo­ can be found in the rians use comparison and contrast to explain people and events in history. ltlter~ti"~ Understanding Comparison and Contrast To compare is to look s ,, for likenesses, or similarities. To contrast is to look for differences. Some­ ~ times writers point out similarities and differences. Other times you have ,eaderand ltudyGuid to look for them yourself. You can use a diagram like this one to keep track of similarities and differences as you read . Science Clues for Comparison-Contrast Writers sometimes signal com­ Before the After the parisons or contrasts with words like these: Scientific Scientific Comparison-similarly, like, in Revolution Revolution the same way, too Differences Similarities Differences Contrast- however, unlike, but, • Based on Biblical • Attempt to learn • Based on careful while, although, in contrast and church more about the observation and use ~---- teachings world of reason • No organized • People tried to • Scientific method method for research learn more about for research the sun and • Not very wide- pi"";!' • Very widespread spread or popular and popular 352 CHAPTER 13 You Try It! Chapter 13 Section 1 The following passage is from the chapter you are about to read. Scientific Revolution (p. 354) Read this passage looking for what two things are being compared science (p. 355) and contrasted. theories (p. 355) Ptolemy (p. 356) Nicolaus Copernicus rationalists (p. 356) alchemy (p. 357) Copernicus was familiar with Ptolemy's From theories and writings. Ptolemy had written Chapter Section 2 that the earth was the center of the universe 13, pages Nicolaus Copernicus (p. 359) 359-360 Tycho Bra he 360) and that the sun and other planets orbited, (p. Johannes Kepler (p. 360) or circled around, the earth. For 1,400 years, Galileo Galilei (p. 361) people accepted this belief as fact. Sir Isaac Newton (p. 362) As Copernicus studied the movements barometer (p. 363) of the planets, however, what Ptolemy stat­ ed made less and less sense to him. If the Section 3 planets were indeed orbiting the earth, they Francis Bacon (p. 364) would have to be moving in very complex Rene Descartes (p. 365) patterns. scientific method (p. 365) So Copernicus tried a different explana­ hypothesis (p. 366) tion for what he observed in the sky. Coper­ nicus asked, What if the planets actually Academic Vocabulary orbited the sun? Suddenly, complex patterns Success in school is related to knowing academic vocabulary"­ weren't necessary to make sense of what the words that are frequently used Copernicus observed. Instead, simple cir­ in school assignments and discus­ sions. In this chapter, you will learn cular orbits would account for the planets' the following academic words: movements. logical (p. 355) procedure (p. 365) principles (p. 366) After you read the passage, answer the following questions. 1. What two figures does this passage compare? 2. What is one way in which Ptolemy and Copernicus were similar? What is one way in which they were different? 3. Draw a diagram like the one on the previous page comparing Ptolemy and Copernicus. How will your information be arranged? As you read Chapter 13, look for 4. Why do you think the aut~or organized this passage as a examples of text arranged as comparis~n and contrast? comparisons and contrasts. THE SCIENTIFIC REVOLUTION,--353 If YOU were there ... Main Ideas You are a student in Germany in the early 1500s. You love to 1. The Scientific Revolution watch the changing phases of the moon and draw the star pat­ marked the birth of modern science. terns at different times of year. You've asked your teachers many 2. The roots of the Scientific questions: Why does the moon hang in the sky? Why do the stars Revolution can be traced to ancient Greece, the Muslim move? But their answers don't seem convincing to you. world, and Europe. -,. -. How can you find the answers to your questions? The Big Idea Europeans drew on earlier ideas to develop a new way of ~ gaining knowledge about the BUILDING BACKGROUND In the 1500s, Europe was undergoing natural world. dramatic changes. The Renaissance was well under way. During the Renaissance, great advances were made in art, writing, and educa­ .I Key Terms and People tion. The stage was set for another revolution in thinking. Scientific Revolution, p. 354 -~j science, p. 355 theories, p. 355 The Birth of Modern Science Ptolemy, p. 356 rationalists, p. 356 During the 1500s and 1600s, a handful of brilliant individuals alchemy, p. 357 laid the foundations for science as we know it today. <;orne his­ torians consider the development of modern scien\..e the most important event in the intellectual history of humankind. A Revolution in Thinking The series of events that led to the birth of modern science is called the Scientific Revolution. It occurred between-about 1540 and 1700. Why would the birth of science be called a "revolu­ tion"? The answer is that science was a radical new idea. It was a completely different way of looking at the world. Before the Scientific Revolution, most educated people who studied the world took guidance from the explanations given by ~ authorities like ancient Greek writers and Catholic Church offi­ ~ 7.10.1 Discuss the roots of the Scientific Revolution (e.g., Greek cials. After the Scientific Revolution, educated people placed more rationalism; Jewish, Christian, and importance on what they observed and less on what they" were Muslim science; Renaissance human­ ism; new knowledge from global told. They gained knowledge by observing the world around them exploration). and coming up with logical explanations for what they saw. 354· CHAPTER 13 Understanding Science As you can see, scientific knowledge is Science is a particular way of gaining knowl­ based on observations, facts, and logical edge . about the world. In fact, the word ideas, or theories, about them. Before the science comes from a Latin word meaning Scientific Revolution, this method of gain­ "knowledge" or "understanding." ing knowledge was uncommon. Science starts with observation. Sci­ l;~f;1•1@fiii!U:• Finding Main Ideas What entists observe, or look at, the world. By was the Scientific Revolution? observing the world they can identify facts about it. A famous scientist once said, "Sci­ ence is built up with facts, as a house is with Roots of the Revolution stones. But a collection of facts is no more a science than a pile of stones is a house." Some of the main ideas of science had So scientists do more than identify been expressed long before the Scientific facts. They use logic to explain the facts Revolution. In fact, some of the basic ideas they have observed. The explanations sci­ of science are ancient. entists develop based on these facts are called theories. Greek Thinkers Theories are not accepted on faith. Many Greek thinkers expressed ideas that, They must be tested to see if they are true. today, we would call scientific. The great Scientists design experiments to test their philosopher Aristotle, for example, wrote theories. If the experiments keep showing about astronomy, geography, and many that the theory makes sense, the theory is other fields. But his greatest contribution ACADEMIC kept. If the experiments do not support the to science was the idea that people should VOCABULARY logical theory, scientists try a new theory. In this observe the world carefully and draw reasoned, well way, scientists learn more about the world. logical conclusions about what they see. thought out Philosophers like Plato and Aristotle used reason and logic to understand the world. Pythagoras studied numbers and believed that things could be predicted and measured. Scholars of lhree Faiths • Muslim preser­ vation and study of ancient texts • Jewish study of Greek ideas and religion • Christian study of Greek ideas and religion Greek Ideas • Importance of observation, logic, and rational thought • Basic theories about astronomy, geography, and mathematics THE GRANGER COLLEGION, NEW YORK The use of observation and logic, as you into Latin, which was read in Europe.
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