Language of Science

Leer, David Van. "Hawthorne s alchemy The language of science in "The Scarlet Letter"." In Nature transfigured Science and literature, 1700-1900, eds. John Christie and Sally Suttleworth, 102-120. Manchester Manchester Univ P, 1989. 

I want to acknowledge all the contributors who made this book possible. Their insights, examples and personal accounts move beyond the sometimes dry language of science, turning this volume into an interesting and fascinating book to read. 

Science has become a part of our lives. Applications of science have provided us many benefits, and a better quality of life. The world today uses a language which has a lot of science in it. Without knowing, we use many words and phrases derived from science. We are also becoming conscious of our environment as well as our economy. Science has much to do with both these aspects. It is, therefore, important to learn the language of science. Children and adults alike have to know the rudiments of science and must be able to use the language of science where necessary. They must be able to apply the lessons learnt from science in daily life. 

Pawley, J.B. 1995. Handbook of Biological Confocal Microscopy (The Language of Science). New York Plenum. 

In addition to water, there are millions of different kinds of matter in the universe. The dust specks suspended in the air, the air itself, your chair, this textbook, your pen, your classmates, your teacher, and you—all these are examples of matter. In the language of science, matter is anything that has mass and volume (takes up space). In the rest of this chapter, you will examine some key concepts related to matter. You have encountered these concepts in previous studies. Before you continue, complete the Checkpoint activity to see what you recall and how well you recall it. As you proceed through this chapter, assess and modify your answers. 

We must have an appreciation for the problems of our curator colleagues and work in collaboration with them. We hope they in turn will be concerned for and become knowledgeable in matters of preservation. It is not necessary for either curator or conservator to become a scientist, but understanding the concepts, methods, and language of science will help them both not only to work with scientists but also to know how to ask the right kind of questions or define with precision the particular problems they may wish them to investigate. The more precise the definition of the problem, the more likelihood there is that the questions will lead to answers that can be relevant to actual conservation practice. 

Dantzig, Tobias. Number The Language of Science. The Macmillan Company, New York. 1959. 

Mathematics, in the very broadest sense, is the systematic study of relationships in the physical world and relationships between symbols which need not pertain to the real world. In relation to the world, mathematics is the language of science. It operates within the laws and constraints of science as it examines physical phenomena. Unlike science, however, mathematics has no constraints. So in relation to symbols, mathematics can be considered a pure mental activity which is capable of generating new concepts within the mind unrelated to anything that presently exists. 

Dantzig, Tobias. Number, the Language of Science. Garden City, NY Doubleday and Co., 1954. 

In forming the nomenclature of any science, two distinct requirements must be kept in view. .. a convenient general language. .. for everyday use and what may be termed the legal language of science. . . where terms are strictly defined to have an exact and generally recognized value. 

It has been endeavoured that the nomenclature adopted in this work should be conformable to the present language of science, divested of as much of its prolixity as can be done consistently with clearness and distinctness. It is conceded that the essential properties of names ought to be expressiveness, brevity and dissimilarity. Where these qualities can be preserved without too great a departure from language previously in use, they afford the best grounds of a convenient and intelligible nomenclature. 

Mammino L. (2000). Rigour as a pedagogical tool. In Seepe S. and Dowling D. (Eds.), The Language of Science. Johannesburg Vyviia Publishers, 52-71. 

In order to intensify a sense of inner voice, some writers will make use of a poetic narration. Others will use the language of passion, in preference to the language of science. The dialogue would include words such as love," "want," and "possess" rather than "respect," "conclude," and "contain." Whatever the approach, the writer chooses language that emphasizes intimacy, feelings, sharing, and insight. 

L. Tondl Problems of Semantics. A Contribution to the Analysis of the Language of Science. 

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