History Weblecture for Review I
|This Unit's||Homework Page||History Lecture||Science Lecture||Lab||Parents' Notes|
Be sure that you can identify the following major contributors with their scientific theories, and explain the importance of certain non-scientific texts and artifacts to the history of science. For each person on this list, you should know roughly when they lived (which century), their nationality, their contribution to science, and their relationship to others on the list. For example, Aristotle was a pupil of Plato, and the teacher and partner of Theophrastus; he also drew on the discoveries of the Milesian materialists like Thales and the theories of Eudoxus and Empedocles in forming his world view.
Now is the time to review the introductory unit discussion of study methods, and practice them diligently as you review the materials in units 34-49.
Study suggestion for people: make a timeline table! Organize the entries in first-to-last order by dates. This will help you identify early philosophers whose ideas might influence those who came later.
|Person or work||Period||Location||Contribution and Importance of Contribution||Influence or other Notes|
|John Dalton||fluent 1800-1820||England||Chemist who reintroduced atomic theory, formulated laws of conservation of matter||Established laws of multiple combinations, whole-number ratios used to balance chemical reactions|
|Charles Darwin||fluent 1850-1870||England||Wrote Origins of Species outlining theory of evolution and natural selection||Influenced modern evolutionists; but did NOT influence Gregor Mendel!|
Other ways to study this information: make flash cards, have your parents or siblings drill you. Write a biography entry on the Natural Science Glossary (extra credit) with the information you can find on the individuals below.
The second part of the exam will ask you to put information together to draw conclusions about what happened, or why something that should logically have followed, didn't apparently happen.
The following are sample essay questions on historical topics we have covered, with some suggestions on how to tackle the topic. These are suggestions only; you might come up with something equally good. Just be sure to ground your claims in concrete examples drawn from the material we covered.
At least one question on the exam will be drawn from this list. Remember that an "essay" answer has several well-organized paragraphs that introduce your main point, describe two or more actual examples to support your point, and draw a good conclusion. One sentence does not (in this case) an essay answer make!
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