# data[].attributes.body
By using one piece of meat that is treated or sealed, and then another piece of meat that is uncovered. By repeating this experiment multiple times, we can see that only the uncovered meat develops worms, but also there is eggs which flies came form. As for the covered meat there will always be no worms.

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Does Ravi’s method of drawing conclusions about history mimic the scientific method that she discusses in the article? How is her historical method the same as the scientific method, and how is it different?

Drawing conclusions with enough evidence allows you to have proof, which allows you to observe and experiment different discoveries. Without evidence your not trustworthy and the statement is basically non beneficial. Her historic method is the same as scientific method because they both consist of the four rules of the scientific revolution. They can both be found in the bible.

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How did scientists such as Copernicus and Redi help usher in the Age of Enlightenment?

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How did scientists such as Copernicus and Redi help usher in the Age of Enlightenment?

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They contributed to establishing reason, evidence, and proof as central in human thought. They helped to usher in the Age of Enlightenment and a reliance on observation and experimentation over religion to study and explain

the natural world.

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What technique, which is now the gold standard for scientific proof, did the author use to help prove that worms do not come from decaying bodies?

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What technique, which is now the gold standard for scientific proof, did the author use to help prove that worms do not come from decaying bodies?

# data[].attributes.body
By using one piece of meat that is treated or sealed, and then another piece of meat that is uncovered. By repeating this experiment multiple times, we can see that only the uncovered meat develops worms, but also there is eggs which flies came form. As for the covered meat there will always be no worms.

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How do the excerpts from Copernicus’s “The Earth Moves” reflect the steps of the scientific process?

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How do the excerpts from Copernicus’s “The Earth Moves” reflect the steps of the scientific process?

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"Copernicus is telling us that he is looking for an explanation of how the Universe is structured and how the planets and stars move and rotate perhaps to create seasons

on Earth. He says that he started by looking at “traditional mathematical doctrine” to see how math explained the rotation pattern of the planets (“heavenly bodies”). It’s interesting that he mentions God, the “most perfect Architect,” as the one who “made” the Universe. So he’s not really considering how the Universe came to be, just how it functions, or how the planets and stars operate in relation to one another. He states that he then read through all the philosophers he could find who wrote about the pattern of how planets move these would be examples of my steps 1 and 2. His sources of evidence come from a Byzantine bishop and a Greek biographer and historian. It’s interesting that neither of these persons is a scientist, even though they seemed to be writing about what we now call the Solar System".

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What are the steps that made the “Scientific Revolution” more of a revolution of thought processes rather than just a discovery of more scientific information?

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What are the steps that made the “Scientific Revolution” more of a revolution of thought processes rather than just a discovery of more scientific information?

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1. Read and discuss different theories about a phenomenon

(for example, whether the Sun is the center of the Universe or not).

2. Draw on different sources of evidence from past philosophers

or scientists to formulate one’s own theory or hypothesis.

3. Conduct experimentation to observe the phenomenon.

4.Draw conclusions based on all of this evidence.

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How did Europeans have an advantage in the sixteenth century when it came to new knowledge?

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How did Europeans have an advantage in the sixteenth century when it came to new knowledge?

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"Europeans certainly did not invent science, but the conditions that existed at the turn of the sixteenth century enabled them to amass a great deal of knowledge, synthesize it in new ways, and distribute it throughout the European world. This reinforces Christian’s “Rule 3” of collective learning: the unequal distribution of information and knowledge led to unequal development around the world. The European Scientific Revolution is certainly a case where the collection and formation of new knowledge led to an unequal distribution of power in the centuries that followed".

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What are David Christian’s rules of collective learning?

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What are David Christian’s rules of collective learning?

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-Collective learning increases when more people are connected.
-Collective learning increases when there is greater diversity within a network.
-Uneven distributions of information produce uneven distributions of

power and wealth.