Materials

• Drawing of Copernicus’s and Kepler’s views of the universe
• Text/other reading
• Internet (or print) access to resources on Copernicus, Galileo, Kepler, Newton, Hubble telescope, Harvey

Instructional Activities

NOTE: The following Web resources may be helpful in teaching this session:

• “The Copernican Model: A Sun-Centered Solar System.” <http://csep10.phys.utk.edu/astr161/lect/retrograde/copernican.html>.
• “Johannes Kepler.” Information on Kepler and Galileo. <http://es.rice.edu/ES/humsoc/Galileo/People/kepler.html>.
• “William Harvey: On The Motion of the Heart And Blood In Animals, 1628.” <http://www.fordham.edu/halsall/mod/1628harvey-blood.html>.
• “Isaac Newton.” <http://scienceworld.wolfram.com/biography/Newton.html>.

1. Divide the class into groups of 3 or 4 students. Display the following names on the board or overhead, and instruct each group to research what each individual contributed to the foundation of the scientific revolution:
   • Nicolaus Copernicus
   • Johannes Kepler
   • Galileo Galilei
   • Isaac Newton
   • William Harvey
   
   Student responses might include the following:
   • Copernicus's heliocentric theory based on observation (empiricism) changed the belief that the earth is the center of the universe to the knowledge that the sun is at the center of the universe. This use of reasoning and observation are important components of the scientific method. Copernicus, however, thought the orbits of the planets were perfect concentric circles and realized that this was not correct.
   
   NOTE TO TEACHER: Draw on the board or allow a student to illustrate Copernicus's version of the universe. An alternative activity could be to allow each student to complete this task as the teacher monitors.
   
   • Kepler, using mathematics, proved that the orbits were elliptical and not concentric. This use of math as proof is an important component of the scientific method.
   
   NOTES TO TEACHER:
   – Display a drawing of Kepler's vision of the universe on the board or overhead and compare it to Copernicus' version.
   – Direct students to arrange themselves in the classroom to illustrate both Copernicus’s and Kepler's version of the universe.
   
   • Galileo used the telescope to support the proof of the heliocentric theory. An important component of the scientific theory is proving a hypothesis.
   
   
2. Direct students to compare these discoveries with those of the current Hubble telescope. Ask them if they think the Hubble telescope is changing our concept of the universe. Also, encourage students to suggest ways the heliocentric theory impacted society at the time of the Scientific Revolution.
   • One response may be that the heliocentric theory made people feel less secure. Another may be that it challenged their accepted beliefs. In addition, the new theory caused the Church to feel threatened.
   • Newton developed the process known as the scientific method and used it to develop his universal laws of gravity. Newton’s development of his gravity laws within a paradigm illustrates the concept of the scientific method.
   
   
3. Ask students if they know the universal laws of gravity. Review the concepts with them. (Remind them that they do not need to know this for this course). Ask students to work in small groups to determine the effect of these laws on science of that time. Also, ask students to suggest ways the development of the scientific method affected society during that time period. Possible answers may include the following:
   • Discovery of the laws of gravity led to less superstition, more discoveries, better education, and concern by the Church.
   • William Harvey's discovery of blood circulation was an important breakthrough in the medical field. It also illustrates the inductive and deductive components of the scientific method.
   
   
4. Ask students to explain why Harvey was interested in this area of science and to suggest what to impact his discovery had on later discoveries.
   
   
5. Locate an illustration of the Copernican universe. (NOTE: Illustrations can be located on the Internet at sites such as <http://csep10.phys.utk.edu/astr161/lect/retrograde/copernican.html>.) Ask students to explain how the illustration reflects the Copernican universe.