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Course: LSAT > Unit 1
Lesson 10: Reading Comprehension - Worked Examples- Law passage overview | Cosmic Justice (paired passages)
- Main point | Law passage | Cosmic Justice
- Recognition | Law passage | Cosmic Justice
- Inferences about views | Law passage | Cosmic Justice
- Inferences about info | Law passage | Cosmic Justice
- Principles | Law passage | Cosmic Justice
- Analogies | Law passage | Cosmic Justice
- Law passage overview | Copyright
- Main point | Law passage | Copyright
- Purpose of reference | Law passage | Copyright
- Applying to new contexts | Law passage | Copyright
- Humanities passage overview | Music (paired passages)
- Main point 1 | Humanities passage | Music
- Main point 2 | Humanities passage | Music
- Recognition | Humanities passage | Music
- Inferences about views | Humanities passage | Music
- Principles and analogies | Humanities passage | Music
- Additional evidence | Humanities passage | Music
- Primary purpose | Humanities passage | Music
- Science passage overview | The Sun
- Recognition 1 | Science passage | The Sun
- Recognition 2 | Science passage | The Sun
- Organizing info | Science passage | The Sun
- Inferences about views 1 | Science passage | The Sun
- Inferences about views 2 | Science passage | The Sun
- Inferences about views 3 | Science passage | The Sun
- Inferences about info | Science passage | The Sun
- Social science passage overview | Wool
- Main point | Social science passage | Wool
- Recognition 1 | Social science passage | Wool
- Recognition 2 | Social science passage | Wool
- Inferences about info | Social science passage | Wool
- Inferences about attitudes | Social science passage | Wool
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Science passage overview | The Sun
Watch a demonstration of one way to use active reading strategies to approach a science passage on the LSAT.
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Video transcript
- [Instructor] Here's a science passage from the reading comprehension section. In this video, as I mark up the passage, I'm gonna pay special
attention to words like but, however, yet, and although, because they're gonna
tell me that an important contrast is about to be discussed. I'll also try to call
out the most important claims and conclusions in the passage, as well as the different points of view of the various people who are mentioned. At the end of the video I'm
gonna sum up the entire passage and recap some of those
annotation techniques and how they might help us
as we approach the questions. Okay, let's go. In the early 1900s, most
astronomers mistakenly believed that 66% of the sun's substance was iron. Okay so, mistaken belief
that 66% of the substance, of the sun's substance was iron. As a graduate student at
Harvard University in the 1920s, okay that's when we're talking about, Cecilia Payne, later a
professor of astronomy there, argued pioneeringly
that the sun is instead composed largely of hydrogen and helium. Her claim, though
substantiated by the evidence and later uniformly accepted, encountered strong resistance among professional astronomers. So that's our introduction,
she has a claim that encountered strong resistance among professional astronomers. So she had some trouble
getting her ideas accepted. The orthodox view that
the sun was mainly iron was buttressed by the knowledge that Earth and all known asteroids contain iron. Also, the evidence from
spectroscopy, what's that, a technique used to identify chemicals by the distinctive spectral properties of the light patterns they emit when heated to incandescence. Okay the evidence from spectroscopy, was generally taken to show that iron was the predominant element in the sun. Okay so, that evidence is
supporting the argument for iron. But how could a body
composed largely of iron generate the huge energy
output of the sun? Okay that's a big question that
people are trying to answer. The eminent British physicist Lord Kelvin had hypothesized that the sun
was continuously contracting, and that the resulting
compression had raised the temperature of the
sun's materials sufficiently to account for its enormous heat. Okay so Lord Kelvin had a theory, it was the contraction and the compression that raised the temperature
of the sun's materials to account for the heat. But, however, given the usual
assumptions about sun's size and rate of contraction, it
followed that the sun's age would be about 20 million years; evidence from the fossil record, however, strongly suggested that
the sun had warmed Earth for billions of years. Billions of years, millions not so much. The fossil record tells
us that it was billions. For Payne, this meant
that the iron hypothesis had to be reexamined,
together with the extensive spectroscopic data alleged to support it. So she didn't believe that the iron hypothesis
could possibly be right, and so she wanted to look at
the spectroscopic data again. Preliminary examination
of the spectroscopic data convinced Payne that they lent themselves to multiple readings. Okay, she's on a case. She's found some evidence. She suspected that preconceptions
about the sun's makeup as being mainly iron might have led to skewed interpretations of that data, and this led her to subject the data to rigorous critical scrutiny and review. So she thinks that
preconceptions led people to interpret it in a certain way. Analyzed without
preconceptions, she found, the data could be consistently
read as indicating that, while it does indeed contain
iron, okay there's some iron, along with other elements found on Earth, 90% of the sun is hydrogen and most of the remainder is helium. Okay, so she is reinterpreting the data and she thinks it's
consistently telling us that it's hydrogen and helium, not iron. Most astronomers at the time dismissed Payne's interpretation, and some sought to explain
it away simply by claiming that what she had examined was data about the sun's outer surface
rather than its interior. So, most astronomers
dismissed her interpretation. They said, you know,
you have a mistake here, you're probably looking at something else. Absent a generally
accepted explanation of how hydrogen and helium could
produce the sun's energy, Payne's findings could not easily override her contemporaries' preconceptions. We now know, we now know,
it's not the 20s anymore, we now know that the
sun's heat is generated through nuclear fusion: the sun's gravitational
force compresses together atoms of hydrogen, causing
a nuclear reaction. So the compression, Kelvin
was right about that, but it was compressing the hydrogen which caused the nuclear reaction. This reaction produces
enormous amounts of energy, while forming helium and other elements. But, there's another
but, but this process, so well charted today that even elementary physics textbooks discuss it, was inadequately understood in the 1920s. The process wasn't
understood in the 1920s. The emergence of that understanding, which relied on Einstein's equation governing the relationship
between mass and energy, eventually provided strong
confirmation of Payne's results. So, Einstein's equation
governing the relationship between mass and energy, finally vindicated Payne and her results. Okay so thanks Einstein. Okay so that's the
passage, let's just see how we might be able to sum the passage up. It helps to sum it up in your own words so that you really know you have control of what's going on in the passage. Cecilia Payne took a close look at the spectroscopic data from the sun and concluded that it showed that the sun was made up mostly of hydrogen and helium. There's a little bit of iron, but mostly hydrogen and helium. The spectroscopic data
supported this conclusion, but because the process of nuclear fusion wasn't understood at the time, no one could explain how a sun
made of hydrogen and helium could generate all that heat. Other scientists didn't believe it, they were all convinced that
the sun was made of iron, including Lord Kelvin, whose
theory was that the gravity of all that iron is gotta
be squeezing it so tightly that that alone, that
compression generates heat. Payne was finally vindicated
when fusion was discovered, nuclear fusion was discovered. So basically the passage's main point is about Payne's theory, and how it eventually came to be accepted. This passage is a really good example of competing scientific narratives. Sometimes, it'll be a
they say, I say situation in which the author makes an argument that conflicts with
other people's theories, and sometimes the author
will showcase two or more competing theories about the same thing. You also may find that the passage charts a chronological development
of scientific consensus, or maybe their lack of consensus in a certain area of scientific inquiry. That's about it, we've
summed it up in our head and are ready to go to the
questions, let's do it.