The Story of Science Aristotle Leads the Way Newton at the Center

139 Pages·2009·7.71 MB·English

Teaching Materials for Joy Hakim’s
The Story of Science
Aristotle Leads the Way
Chapters 10, 13, and 17
Newton at the Center
Chapters 4, 9, and 13
Excerpted from Teacher’s Quest Guides by The Johns Hopkins University
Published by Smithsonian Books

With Science Notes by Juliana Texley
Supported by the National Science Teachers Association
Table of Contents
3 A Note from Joy Hakim
5 Introduction: Resources for Integration and Implementation
7 Aristotle Leads the Way Teacher and Student Materials
9 Chapter 10, “Getting Atom”
22 Science Notes
25 Chapter 13, “Aristarchus Got It Right—Well, Almost!”
44 Science Notes
48 Chapter 17, “Archimedes’ Claw”
76 Science Notes
80 Newton at the Center Teacher and Student Materials
82 Chapter 4, “Tycho Brahe: Taking Heaven’s Measure”
104 Science Notes
108 Chapter 9, “Moving the Sun and the Earth”
124 Science Notesl
127 Chapter 13, “What’s the Big Attraction?”
136 Science Notes
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A Note from Joy Hakim
In schools, science is often taught as a body of knowledge—a set of facts and equations. But all
that is just a consequence of scientific activity.
Science itself is something else, something both more profound and less tangible. It is an at-
titude, a stance towards measuring, evaluating and describing the world that is based on skepti-
cism, investigation and evidence. The hallmark is curiosity; the aim, to see the world as it is…
And it is not something taught so much as acquired during a training in research or by keeping
company with scientists.
—Olivia Judson, New York Times, December 2, 2008
(http://judson.blogs.nytimes.com/2008/12/02/back-to-reality)
“Keeping company with scientists”? How do we do that in a classroom?
We can read stories of the great scientists. We can watch them make mistakes. We can suffer their
frustrations. We can experience the scientific process. We can exult when they triumph.
Writing these books let me keep company with some remarkable minds. Those were years (yes,
it took several years) when I lived with Tycho Brahe and Johannes Kepler and Isaac Newton and a
cluster of fascinating scientists who were laying foundations for the nuclear and electronic revolu-
tions to come.
Galileo, a superstar teacher, filled my room with his dynamism. No wonder the Church felt threat-
ened. I was awed.
Newton was a strange cuss. Thinking of his unhappy childhood almost made me weep. (Some
of your students may relate.) Brahe, arrogant and brilliant, had a sister who may have been equally
talented, but the times didn’t celebrate women. (Her story might best be told in a novel.)
James Clerk Maxwell, a scientist we all should know (but hardly anyone does), gave us four equa-
tions that made Einstein and 20th century physics possible. I learned to love the guy.
And then there was William Thomson, Britain’s Lord Kelvin, a mathematician and physicist who
directed the laying of the first successful transatlantic cable (and became rich), was an expert on
thermodynamics (heat), and was one the most respected scientists of his time. People listened when
he spoke, and near the end of the 19th century Thomson made the following statements:
Radio has no future.
X-rays will prove to be a hoax.
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No balloon and no aeroplane will ever be practically successful.
But his biggest goof came in 1900 when he famously said:
There is nothing new to be discovered in physics now. All that remains is more and more pre-
cise measurement.
It’s easy to laugh, but, in 1900, we all would have listened and probably agreed. (Umm, there’s a
lesson there.)
Lord Kelvin lived long enough (until 1907) to understand that x-rays weren’t a hoax and, curious
scientist that he was, he actually had a hand x-rayed. But he didn’t live long enough to learn that the
20th century was the greatest era in physics ever, and that it was filled with new discovery after new
discovery. We now talk of Lord Kelvin’s physics as “classical science.”
I came to understand, writing these books, that when it comes to ideas and hypotheses, scientists
can be as wrong as anyone else. And, of course, the best of them know that. Keep company with
scientists and you’ll understand that today’s certainties may be disproved in the future. Yes, good
science is rooted in skepticism, and curiosity, and also hard work.
I hope you’ll notice the links to the arts and politics of the time. Science does not exist in isolation
from the greater society.
My books attempt to trace the scientific journey—the questions, the answers, the wrong turns,
the productive paths, the exciting breakthroughs—during some of the most creative periods in world
history. I believe they tell a remarkable tale. As to their place in the schoolroom? Well, they represent
a new sort of teaching book, meant to replace the outmoded memorize-the-facts kind of book. My
intent is to train information-age readers and to help make scientific literacy a part of everyone’s
intellectual backpack. I expect my readers to question, to read other sources, to do coordinated ex-
periments and research, and to begin to think like scientists.
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Introduction:
Resources for Integration and Implementation
The Story of Science is an adventure to be shared. Walking in the footsteps of the giants of natural
philosophy (as it was once called) is an exciting journey at every age and for every age. By repeating
and extending some of the classic inquiries that marked milestones on the path, we can reexperience
the thinking that transformed the lives of humans for all time.
This is a story that has been repeated around the world, in many ways and through many
ages. As we share the history of science with our students, we often tell that story through the
lens of Western civilization. But we know that 800 years ago the astronomers of Peru plotted
the transit of Venus more accurately than any European. The genetic engineers in Mesoamerica
were far more advanced in crossbreeding plants than Gregor Mendel could have dreamed. The
Japanese were doing calculus before Newton, and the best doctors in the world were working
in Moorish Spain. It was merely historical coincidence that spread the insights of European
science across the globe faster and in a more lasting way than in any other time or place. The
printing press, the universities, even simple technologies like paper and soap, all contributed to
a synergy of logic and creativity we call the Renaissance. Where many of the brilliant leaps on
other continents had raised the level of science knowledge in civilizations, only to be forgotten,
the sequence of discoveries that began in Europe about the 14th century became part of a con-
tinuous, well-traveled road to progress. The story of Newton and those upon whose shoulders
he stood became the “story of science” for his time and ours. While some civilizations took a
few steps forward, then slowed or stopped, others moved forward and never looked back. Com-
munication technologies made science both lasting and more productive.
That’s why Joy Hakim’s groundbreaking series is so important. The books in this series relate
important leaps for humankind in the context of societal changes and the history of the period. Her
characteristically vibrant prose entices readers to understand not only the scientific content but the
context in which that content was developed and disseminated. The methods of science are interwo-
ven with the words on every page, just waiting for hands-on, minds-on exploration.When we look at
science in a multidimensional way, presenting a variety of activities and ways of knowing, we open
its doors to many more students. We hope that you will lure not only logical-sequential thinkers like
Aristotle and Galileo but creative da Vincis, plodding Brahes, and even antisocial Keplers to science.
Who knows what lights you’ll ignite!
In honor of this International Year of Astronomy, Smithsonian Books, Johns Hopkins University,
and the National Science Teachers Association have collaborated to provide sample supplementary
materials to support The Story of Science. We provide examples of the types of innovative ideas and
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activities from which professionals might develop a program that meets the needs of all students.
Here you will find three selected chapters from the great material developed by a team at Johns Hop-
kins University, accompanied by supplementary electronic resources developed especially for the
National Science Teachers Association.
Both the Johns Hopkins activities and the electronic resources from NSTA have been selected
for ease of implementation and involve a minimum of expensive equipment. Wherever possible,
mathematics, geography, language arts, and history notes are included so that the text can easily be
shared and linked with other teachers in the learning community. The three learning units for each
of the first two books in the series provide suggestions for a course that could be implemented for
as long as a school year, using the Hakim text as a foundation, or could be mixed and matched to
integrate this material with your standard textbook or with other subjects in your school’s program.
How education professionals make use of these ideas in their inquiry-based and integrated programs
will be up to them.
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Teaching Materials for Joy Hakim’s
The Story of Science
Aristotle Leads the Way
Chapters 10, 13, and 17
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Pages 9–21, 25–43, 48–75 are excerpted from:
Teachers’ Quest Guide to accompany The Story of Science: Aristotle Leads the Way
by Joy Hakim
Curriculum authors: Cora Heiple Teter and Maria Garriott
You Be the Scientist Activities: Juliana Texley
Artwork by Erin Pryor Gill
Cover Design by Brian Greenlee, Johns Hopkins Design & Publications
Interior Design by Jeffrey Miles Hall, ION Graphic Design Works
Johns Hopkins University
Center for Social Organization of Schools
Talent Development Middle Grades Program
Douglas MacIver, Ph.D., Director
This work was supported in part by grants and contracts from the Institute of Education Sciences,
U.S. Department of Education. The opinions expressed herein do not necessarily reflect the views
of the department.
© 2007 The Johns Hopkins University
For more information about the Aristotle Leads the Way Teacher’s and Student’s Quest Guides,
please contact Laura Slook, [email protected], 414-217-2422.
Pages 22–24, 44–47,76–79 are credited as follows:
NATIONAL SCIENCE TEACHERS ASSOCIATION
Francis Q. Eberle, PhD, Executive Director
David Beacom, Publisher
Copyright © 2009 by the National Science Teachers Association.
All rights reserved.
NSTA is committed to publishing material that promotes the best in inquiry-based science educa-
tion. However, conditions of actual use may vary, and the safety procedures and practices described
in this book are intended to serve only as a guide. Additional precautionary measures may be re-
quired. NSTA and the authors do not warrant or represent that the procedures and practices in this
book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors
disclaim any liability for personal injury or damage to property arising out of or relating to the use
of this book, including any of the recommendations, instructions, or materials contained therein.

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may reproduce a single NSTA book chapter for classroom- or noncommercial, professional-develop-
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and permissions policies.
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teacher — chapter 10
“Getting Atom”
Theme
“Colors, sweetness, bitterness, these exist
by convention; in truth there are atoms and
the void.…”
Democritus
(ca. 460 – ca. 370 B.C.E.)
Goal
Students will understand that ancient Greek
philosophers developed a remarkably advanced
atomic theory. Centuries would pass before sci-
entists would further develop atomic theory.
Who?
Democritus — a fifth-century-B.C.E. Greek
philosopher who believed that atoms were the
smallest particles of matter
Epicurus — a fourth-century-B.C.E. Greek phi-
”Poor Democritus! Imagine having to wait
losopher who believed in atoms and that they “Poor Democritus! Imagine having to wait
e2ig,h2t0ee0n yheuandrrse dto y eparrso tvoe p ryooveu y’oreu’ rrei grighhtt!!””
are constantly in motion
Socrates — a fifth-century-B.C.E. Greek phi-
losopher who studied the human soul and told
Where?
followers to “know thyself”; taught Plato
Aristotle — a fourth-century-B.C.E. Greek Thrace — country west of the Black Sea, birth-
scientist/philosopher; did not believe in atoms place of Democritus
Leucippus — fifth-century-B.C.E. Greek phi-
When?
losopher who conceived idea of atoms as solid,
indestructible, constantly moving particles
460 B.C.E. — birth of Democritus, who devel-
oped an early atomic theory
What?
Groundwork
atom — according to Democritus, the basic build-
ing block of life; small particles that make up every-
• Read chapter 10, “Getting Atom” in The Story
thing in the universe and can’t be cut or destroyed
of Science: Aristotle Leads the Way.
convention — agreement or custom • Gather the following materials:
void — an empty space or nothingness; the op- For the teacher
posite of matter transparency masters
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teacher — chapter 10
Scientists Speak: Democritus (page 16) ancient scientists—face in trying to prove
Professor Quest cartoon #9 (page 17) a theory of atoms?
For the classroom
2) Students browse through chapter 10 to look
photocopy of
at illustrations and sidebars. Ask students
Scientists Speak: Democritus (page 16)
to pose any additional questions for their
For each team reading based on the theme quotation and
two clear plastic cups their brief browsing.
hot and cold water
3) Write students’ questions on chart paper or
a few drops of food coloring
on the chalkboard.
Consider the Quotation 4) Explain that Democritus was born around
460 B.C.E., approximately 100 years after Py-
1) Direct students’ attention to the theme quo- thagoras. While Pythagoras believed that ev-
tation by Democritus at the beginning of this erything in the universe could be explained
section under “Theme.” through mathematics, Democritus sought
to understand the universe by developing
2) Ask students to paraphrase this quotation
a theory of the smallest universal building
from Democritus, assisting them with un-
block of life—something he called atoms.
familiar vocabulary, to be sure they under-
stand its meaning. 5) Direct students’ attention to the map on page
87 in The Story of Science: Aristotle Leads
3) Write student versions on chart paper or the
the Way to locate Thrace. Students pair read
chalkboard.
chapter 10 to discover Democritus’s hypoth-
4) Tell students that in the chapter they will esis of atoms
read today, “Getting Atom,” they will learn
6) Students revisit the questions posed earlier
about an ancient Greek who developed a
in class. Class discussion should include
remarkably accurate theory of atoms nearly
most of the following points.
2,500 years ago.
Democritus, an ancient Greek philoso-
5) Display the transparency Scientists Speak:
pher who lived in approximately 400
Democritus and tape the photocopy to the
B.C.E., and his teacher Leucippus be-
chalkboard. Ask students to prepare during
lieved that everything in the universe
their reading and discussions to put words
is made of atoms. They believed these
in Democritus’s mouth.
basic building blocks of life were the
smallest substances in the universe,
Directed Reading
were hard and solid, were perpetually
in motion, and couldn’t be cut up or
Read to find out about Democritus’s theory
destroyed. After Democritus, however,
of atoms
the theory of atoms was not advanced
1) Discuss with students the chapter title, “Get- because ancient Greek philosophers
ting Atom.” Ask students the following ques- lacked the technology to prove or further
tions to stimulate interest. explore this concept. They turned in-
stead to the study of human emotions
• What is an atom?
and thought. Socrates and his student
• When did scientists first propose a theory
Plato turned from physical science to
of atoms?
a study of the human soul. Aristotle,
• What obstacles did scientists—especially Plato’s pupil, never believed in atoms.
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