CRCB
Chapter 10
Textbook Marking
Summary
Textbook marking can be very beneficial to students and can aid in learning. It is a way of marking, highlighting and underlining text in order to differentiate things that are important. The three basic markings you should make in your textbook should identify the main idea, important details, and vocabulary. Margin cues are symbols or notations written in the margins indicating what was marked and why. A list of common margin cues symbols used are “def” for Vocabulary/Definitions, “MI” for Main idea and “ID” for Important detail. You can develop your on personalized system as long as it is consistent and works for you.
CRCB
Exercise 10a
Identifying What’s Important.
Read the following excerpt, and highlight (bold) the main ideas and underline the major supporting details. Circle (italicize) the word clues that helped you identify the major supporting details.
What Do Scientists Do?
Scientists collect scientific data, or facts, by making observations and taking measurements, but this is not the main purpose of science. As French scientist Henri Poincare put it, “Science is built up of facts, but a collection of facts is no more science than a heap of stones is a house.”
Scientists try to describe what is happening in nature by organizing data into a generalization or scientific law. Thus, scientific data are stepping stones to a scientific law, a description of the orderly behavior observed in nature – a summary of what we find happening in nature over and over in the same way. For example, after making thousands of measurements involving changes in matter, chemists concluded that in any physical change (such as converting liquid water to water vapor) or any chemical change (such as burning coal) no matter is created or destroyed. This summary of what we always observe in nature is called the law of conservation of matter, as discussed in more detail later in this chapter.
Scientists then try to explain how or why things happen the way a scientific law describes them. For example, why does the law of conservation of matter work? To answer such questions, investigators develop a scientific hypothesis, an educated guess that explains a scientific law or certain scientific facts. More than 2,400 years ago Greek philosophers proposed that all matter is composed of tiny particles called atoms, but they had no experimental evidence to back up their atomic hypothesis. Scientists, also develop and use various types of scientific models to simulate complex processes and systems. Many are mathematical models that are run and tested using computers.
Chapter 10
Textbook Marking
Summary
Textbook marking can be very beneficial to students and can aid in learning. It is a way of marking, highlighting and underlining text in order to differentiate things that are important. The three basic markings you should make in your textbook should identify the main idea, important details, and vocabulary. Margin cues are symbols or notations written in the margins indicating what was marked and why. A list of common margin cues symbols used are “def” for Vocabulary/Definitions, “MI” for Main idea and “ID” for Important detail. You can develop your on personalized system as long as it is consistent and works for you.
CRCB
Exercise 10a
Identifying What’s Important.
Read the following excerpt, and highlight (bold) the main ideas and underline the major supporting details. Circle (italicize) the word clues that helped you identify the major supporting details.
What Do Scientists Do?
Scientists collect scientific data, or facts, by making observations and taking measurements, but this is not the main purpose of science. As French scientist Henri Poincare put it, “Science is built up of facts, but a collection of facts is no more science than a heap of stones is a house.”
Scientists try to describe what is happening in nature by organizing data into a generalization or scientific law. Thus, scientific data are stepping stones to a scientific law, a description of the orderly behavior observed in nature – a summary of what we find happening in nature over and over in the same way. For example, after making thousands of measurements involving changes in matter, chemists concluded that in any physical change (such as converting liquid water to water vapor) or any chemical change (such as burning coal) no matter is created or destroyed. This summary of what we always observe in nature is called the law of conservation of matter, as discussed in more detail later in this chapter.
Scientists then try to explain how or why things happen the way a scientific law describes them. For example, why does the law of conservation of matter work? To answer such questions, investigators develop a scientific hypothesis, an educated guess that explains a scientific law or certain scientific facts. More than 2,400 years ago Greek philosophers proposed that all matter is composed of tiny particles called atoms, but they had no experimental evidence to back up their atomic hypothesis. Scientists, also develop and use various types of scientific models to simulate complex processes and systems. Many are mathematical models that are run and tested using computers.
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