Robert Hatch

SUBTOPIC: 

Background for Understanding the Enlightenment

OBJECTIVES:

The students will:

1. distinguish between observation and interpretation
2. understand the observations and interpretations of historically significant scientists
3. understand how perspective (in time and space) affects observations and interpretations of the significant scientists

Background Information

This is a series of lesson plans intended to be interspersed in the science class in order to prepare for studying the Age of Enlightenment. Laboratory work will vary according to discipline and age level of students. In addition to the academic objectives, this activity will set the stage for cooperative learning by introducing group work the second day of class.

ACTIVITY #1:

Making Observations and Interpretations

           15 minutes

MATERIALS:   

A NON-SCIENTIFIC FILM WITH A STORY LINE DEVELOPED IN A NATURAL SETTING  i.e. “Survival.” US Park Service. [*a film depicting four rescue efforts]

PROCEDURE:

1. Choose 10 minutes of the film to show.
   1. First, show the film without audio and have students make as many observations as possible during the film. Do NOT explain what you mean by observation. Do NOT show the ending. Assign the following homework:

    

   2. Observe the sky as much as possible during the next 24 hours and record your observations. Pay attention to the position and appearance of objects in the sky, time of day and your position on Earth.
2. During the next class period, divide students into 4 groups of 6 each and have each group compile a list of observations based on the film.
3. Have a spokesperson read each list.
4. Discuss the difference between an observation and an interpretation.
5. Have each group eliminate any interpretations and explain to the class why only observations may be used. The groups should explain to the class what conclusion they believe the film will have. Make the same assignment as in procedure #1.

ACTIVITY #2:

The Conclusion

           30 minutes

PROCEDURE:

1. Show the film used in activity #1 with audio. Discuss the differences in interpretations that the sense of hearing produces. Make the same assignment as in activity #1, procedure #1.

ACTIVITY #3:

Color Illusions

            1 class period

PROCEDURE:

1. Show many optical illusions (see bibliography) and have students write what they see. 
2. Divide students into groups of 6 each. Groups should agree on what they saw.

 

3. Present again the illusions and discuss why differences exist. 
4. Show a large yellow circle using and overhead projector or construct one on paper with a white background. Ask for observations, then show blue, red and green circles. The class will agree that all but color-blind people see the colored circles. 
5. Now ask that they stare at one circle for 1-3 minutes. Quickly remove it. Most will see a different color. 
6. Discuss how visual receptors, after becoming too tired to see one color, eliminate the color from white light. This is why only the other colors can be seen after a certain amount of time. Relate this to becoming acclimated to certain odors. Discuss the difficulties in making accurate observations. Make the same assignment as before.

ACTIVITY #4:

Comparing Observations

            2 class periods

PROCEDURE:

1. Divide into 4 groups of 6 each.
2. Compare sky observations and make a summary which you may read to the class. Discuss the concept that the “ancients” and we have basically the same visual opportunities to observe the sky.
3. Briefly present the Ptolemaic, Copernican and Tychonic observations (see bibliography) as examples. Discuss anything in student observations that disproves or proves the view of Ptolemy, Copernicus or Tycho Brahe.