Tag Archives: science literacy

Thomas Henry Huxley to Samuel Wilberforce on Charles Darwin

[Replying to Bishop Samuel Wilberforce in their debate on Charles Darwin’s theory of evolution, Oxford, England, 30 June 1860:] “A man has no reason to be ashamed of having an ape for his grandfather. If there were an ancestor whom I should feel shame in recalling it would rather be a man—a man of restless and versatile intellect—who, not content with an equivocal success in his own sphere of activity, plunges into scientific questions with which he has no real acquaintance, only to obscure them with an aimless rhetoric, and distract the attention of his hearers from the real point at issue by eloquent digressions and skilled appeals to religious prejudice.”

Quoted in Leonard Huxley, Life and Letters of Thomas Henry Huxley (1900)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Word Root Exercise: Tax/o

Here is a worksheet on the Greek word root tax/o. It means, simply, arrangement. So of course you’ll find this root at the base of words like taxonomy and syntax–both included on this document. However, you’ll also find on this document some scientific words, e.g. geotaxis, phyllotaxis, and thermotaxis, that are not exactly part of the vernacular.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Robert Oppenheimer

Moving along on this run I’m on this morning, here is a reading on Robert Oppenheimer along with its attendant vocabulary-building and comprehension worksheet. He’s always been a figure who interested me–mostly for the crisis of conscience he suffered for what he unleashed on the world.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Word Root Exercise: Syn-, Sym-, Syl-, Sys-

Alright, here is a worksheet on the Greek word roots syn-,sym-,syl-, and sys-. They mean, simply, together and same. These are fertile roots in English, and they give us words like symbiosis, symmetry, synchronize, synergy, and synthesis. All of those words are included in this document. Other common words growing from this root, such as synonym, are not here–but as students learn roots, they will recognize syn means together and same, and will be most of the way to defining the word.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Solar System

Here is a reading on the solar system along with its accompanying vocabulary-building and comprehension worksheet. This is a short reading with the standard eight-by-eight (i.e. eight vocabulary words to define, eight comprehension questions ) worksheet that I composed for all these readings.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Word Root Exercise: Spor/o, Spori

Moving along this morning, here is a worksheet on the Greek word roots spor/o and spori. These mean spore and to sow. What does one sow? Why seeds, of course, and even though that doesn’t turn up so simply as the definition in the standard lexicon of Mark’s Text Terminal, Merriam-Webster’s Collegiate Dictionary, 11th Edition, a spore is basically a seed.

Anyway, this root sprouts such scientific nouns as sporophyll, sporozoan, and zoospore.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Illuminism

Illuminism: A pseudoscientific movement of mystics and visionaries in the 18th century which influenced literature in the 19th century. At first inspired by Christian doctrines, illuminists sought to live according to the Gospel and to regenerate their souls by direct contact with the divine. They also, however, believed in spiritism, magnetism, alchemy, and magic and professed to invoke the invisible and the arcane. Among the more famous illuminists were Swedenborg, who conversed with the dead; Lavater a believer in black magic , who thought to contact God by magnetism; Claude de Saint Martin (“the unknown philosopher”), who sought to hasten the coming of Christ by meditation and prayer; Mesmer (see MESMERISM); the Comte de Saint-Germain, who pretended to be several hundred years old and to possess the elixir of eternal life; Franz Joseph Gall, who founded the pseudoscience of phrenology, the study of the relationship of skull shape to character traits; and the famous “Count” Alessandro di Cagliostro, a charlatan who performed feats of magic and alchemy, founded a secret Masonic sect, and narrowly escaped death at the hands of the Inquisition. A reaction against 18-century rational philosophies, illuminism under many names (e.g. millenarianism, syncretism, neopaganism, pythagorism, theosophy, etc.) influenced some writers of the romantic period. It revived a sense of religious exaltation and created, or recreated, a need for the infinite merged with a sense of the inner life.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Spectrum

“spectrum: Arrangement according to wavelength (or frequency) of electromagnetic radiation. The visible, ‘rainbow’ spectrum is a portion of the electromagnetic spectrum that is visible as light to the human eye. Some sources emit only certain wavelengths and produce and emission spectrum of bright lines with dark spaces between. Such line spectra are characteristic of the elements that emit the radiation. A band spectrum consists of groups of wavelengths so close together that the lines appear to form a continuous band. Atoms and molecules absorb certain wavelengths and so remove them from a complete spectrum; the resulting absorption spectrum contains dark lines or bands at these wavelengths.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Radioactive Waste

OK, last but not least this morning, and because I started watching the HBO series Chernobyl, here is a Cultural Literacy worksheet on radioactive waste. This is a full-page document with a five-sentence reading (two of them longish compounds) and six comprehension questions. Like the aforementioned television show, this worksheet is both compelling and cheerless.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Alexander Graham Bell

If you can use them, here are a reading on Alexander Graham Bell with its accompanying vocabulary-building and comprehension worksheet. There’s not much to day beyond that–other than for the right student, this may well be high-interest material.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.