Science and History Applications

For Science:

• Challenge students to review the site, particularly Lillian's page and Rina's page as well as the guestbook entries to identify those which offer different potential solutions/scenarios to the key problem construct "Who was Mona Lisa ?" Have students weigh the evidence for each hypothesis/solutions/scenarios offered for the question. Then have them come up with their own solutions which they justify in light of the available evidence and/or lack of evidence.

• Have students research the extent to which Lillian's graphics detection methodologies are congruent with or accepted as valid inquiry science detection. Student might also contact online art history experts and science researchers to have them examine Lillian's case. They can provide their professional takes on her research.

• Students could develop a scale of scientific reliability vs. narrative interest. They then could place the different perspectives on Mona Lisa's identity on the scales. Beyond the core construct and overlying theme of the web site students can also review the Codex Comes to Kennedy project which focused on a modern day application of Leonardo's use of the journal as a scientific investigation tool. After they review the online student samples they can then create their own observation journals focused on a teacher initiated, curriculum related, problem constructs.

• Students may wish to consider the extent to which Morphing can or should be used as a presentation mode for study of evolution plant growth, the aging process, etc. They can then adapt this captivating mode of presentation for their science reports and observation studies.

• Have the students developed scripts or scenarios in which Lillian or Rina travel back in time to Leonardo's Studio to actually observe Leonardo painting Mona Lisa. Obviously each research and or author will view the painting according to her personal theory.

• Challenge students to consider whose interpretation is historically more valid and justify their response with respect to the available evidence. Have them weigh the historic evidence. They can then vote for the case which is most persuasive to a historian.

• Remind them that sometimes available evidence is insufficient to allow for an historian to formulate a conclusive judgment.

• Perhaps this is why the enigma of Mona Lisa has held its sway for over 500 years.

• Students should come out of this activity with the realization that there are many mysteries in history for which various solutions are posited, but none are ever agreed upon.

• Have student research other mysteries in history like this one, which has long fascinated historians and the general public.

• Have students consider the ways in which the 15th century anticipated 20th century developments ideas and heros.

• Set them off on a scavenger hunt on the web site to identify any hero reference, to other personalities in other historic ages, inspired by Leonardo.
  They will find Arthur C. Clarke.

• For further information consult the following pages.
  • Scientific Inquiry
  • Science Links
  • Health and Nutrition
  • Social Studies Links
  • Leonardo My Hero
  • Codex Comes to Kennedy
  • Multi-Lingual Musical Postcards