GSC (General Science) 158 Instructor: Dr. Arthur Alt
History of Science Dept. of Natural Sciences
Office: Physics lab, 127B
Science Building
Office Hours: as posted or
By appointment
SYLLABUS
HISTORY OF SCIENCE
1. Objectives of the Course:
This course is designed to reveal to the student the fundamental concepts in the subject matters of science, including physical, life, and earth and space sciences, to be a magnificent overview for both the science and non-science major of the wondrous advances, over the ages, of science that have dramatically changed our understanding of how nature acts. The emphasis will be on non-mathematical approaches. The basic concepts of science and technology, emphasizing the unifying concepts of science will be developed around the history and nature of science. The development of inquiry processes scientists use in discovery of new knowledge will be stressed. In addition, perspectives will be presented on science in personal and social issues, in order to build a base for scientific literacy. Critical thinking, in scientific contexts, using case studies of competing hypotheses in the history of science, as well as examples from borderline science and medicine, religion, and politics, will be a major focus. Stress will be also be placed on creative generation of alternative hypotheses and their winnowing by critical scrutiny.
History of Science has the following in common with other courses that fill core requirements in Intellectual Inquiry:
Honors the cumulative wisdom of human inquiry, past and present, as a means of enriching the future; and developing the student’s ability to pursue truth and knowledge.
Encourages the ability to think critically and creatively, to be able to analyze situations and proposals accurately, identify issues, and evaluate alternate position
Emphasizes the cultural differences and similarities found throughout scientific development over time, and how such developments are in tune with the development of technology and cultural/societal issues.
Encourages students of science to communicate clearly and effectively in multiple models of discourse, including written, oral, and other means of presentation of information. Such expressions will be used to identify problems and articulate appropriate solutions, to ask questions and challenge authority, or be challenged, in a rational manner.
Emphasizes a wide spectrum of scientific, technological, and societal themes in the context of their historical origins, development, and impact on the human race through time.
The view of knowledge presented will use numerous modes of inquiry, including Written Expression, Scientific Evaluation, Philosophical Discussions, Historical Conflicts, and Aesthetic Appreciation. The acquisition and discovery of knowledge will be emphasized, particularly in regards to analytical and critical thinking. In all cases, the learner is the prime motivating factor – materials are meant to be challenging, stimulating, thought provoking, and require the student to become the focus of discovery, pushing the responsibility of learning on his/her shoulders. Since all the students at the university are adults, they will be treated with respect, share in the building of the optional course content, and be allowed to determine, within basic parameters, the grade that will be awarded upon completion.
The primary means of presentation will be lecture-discussion-activities, with a wide variety of hands-on demonstrations of the processes of science, and the application the Scientific Method of investigation and discovery. As a requirement, the student will become familiar with the established tools pertinent to the various
fields. Included, and as a tool for establishing a grade, will be use of visual and graphical aides, in various forms (i.e. slides, overheads, use of computer programs, etc.). Students will be expected to become conversant with the technological capabilities and methodologies of the library system, particularly the computerized systems. Lastly, students will be expected to participate fully in the laboratory exercises designed to complement the topics being covered in the classroom discussions.
Course Objectives:
By the end of the course, each student will be expected to be conversant with
a) the scientific method as applied to solving problems in any frame of reference;
b) the basic history of the fundamental scientific disciplines, physical, biological, and earth sciences;
c) the origin, evolution, and general characteristics of the universe and it’s large-scale component members, such as stars and galaxies;
d) the origin and subsequent evolution of the earth and the associated features such as the oceans and atmospheres;
e) the atomic nature of matter and its possible interactions in the universe;
f) the nature of life, the fundamental cellular theorem of biology, and the biochemistry of living forms on earth;
g) the development of technology and it’s effects on the historical evolution of cultures and societies since the dawn of the age of man;
h) the basic tools of the scientist, including mechanical tools, and the thought processes involved in problem-solving, critical analysis, and analytical reasoning.
1. J. Trefil – The Sciences
2. B. Silver – The Ascent of Science
3. C. Wynn – Quantum Leaps in the Wrong Direction
Additional readings for projects will be passed out in class.
This lecture-laboratory-discussion course will be structured to cover a host of areas, including all the physical sciences, biological sciences, earth and space sciences, general development of technology, and the history of science – along with assorted additional –ologies, istries, and –ions. The topics listed are the basic ones to be covered – we will deal with substantially more than listed here. Laboratories will complement the topics being studied.
Topics
1. The Nature of Real Science in the Universe (in which we will investigate the rise and use of the Scientific method, from the early Greeks to modern times, and delve into areas including: the nature of reality; seeing the visible and invisible universe; the electromagnetic spectrum; energy and it’s formation; basic laws of motion controlling everything; universal gravitation and the four forces of nature; thermodynamics and fierce storms; the rise of technology; and the wacky, dangerous world of pseudosciences.
2. Modern Atomic Theory (in which we will tune into the rhythms of atoms and deal with: quantum world reality; the structure and ultimate make-up of atoms and nuclei; quarks and their wonderful counterparts; the strange world of chemistry; building up the Periodic table; the extraordinary chemistry of inorganic elements; miracles of carbon compounds; states of matter, both normal and extreme; radioactive materials and properties of matter; tremendous technological developments in chemistry and physics; great figures in chemical history.
3. Creation Theory for the ordered Universe (in which we will attempt to unravel the mysteries of: the origin of the universe; the properties of stars; life cycles of stars, from birth to spectacular death throes; energy generation from nuclear fusion and fission; formation of stars and planetary systems; the search for extraterrestrial planets; weird objects in the universe; technology of astronomy in modern life; pioneers of astronomy.
4. Modern Plate Tectonics Theory (in which we investigate the earth and all it’s magnificent parts, including: the earth compared to the other planets of the solar system; the dynamics of earth structures; earthquakes, volcanoes, and the wandering continents today; origins of rocks and the rock cycle; origins of atmospheres and oceans; cycles controlling the planetary environment; fundamentals of meteorology; basic oceanography; what technology has to do with it; famous investigators of earth science phenomena.
5. Cellular Theory of Life ( in which we probe the mysteries of life, including: defining what life is in reality; the basic building components of the cell; realms of the molecular building blocks (proteins, fats, carbohydrates); chemical factories within the cells; technology of cells and modern medicine; personages of repute; great problems and social concerns
6. Modern Synthetic Theory of Evolution (in which we conclude our spectacular investigations with the search for the secrets of the survival of life, including: basic Mendelian genetics; the discovery of DNA; genetic codes and hidden by-ways; genetic engineering, cancers, and multitudinous diseases; chemical evolution of life; biological evolution and the wonders of mutations; forces and processes of evolution; the great story of life’s history over 4 billion years; dinosaurs and other great beasties the search for Extraterrestrials; famous and infamous people in the struggle for Evolution; creationists and other misguided persons.
7. The Eternal Frontier (in which we sum up, as possible, with the problems confronting humanity, including: genetic engineering, cloning, and career enhancement; ozone holes; acid rain; greenhouse effects; the battle between technological development and social consciousness; the war against science and advancement of technology; politics and scientific reality; future trends; the endless development of science – will be the future be brighter?)
IV. Grading (a topic near and dear to the heart of all students)
Not having any specific desire to see students panic over exams or such grading trivia, the procedure will be much more flexible, within reason, here. There are two sets of projects: those that are required (with appropriate due dates), and those available for extra work (in case you flub one or more of the required works). Beside each project listed there is given a possible score. For example, an essay dealing with a travel trip is worth 20 points, if done correctly, less depending on how it is done. For each project that involves a report, with the exception of a term paper, the length is to be no less than three, no more than five, typed, double-spaced pages.
All projects, except as noted, are due the last week of class – this is so I will have a chance to return them to you, and let you know where you stand in terms of grades. Keep your own scores on the accompanying sheet. I don’t use a curve – the breakdown for grades is:
1000 points – A
900 points - B
650 points - C
Anything else gives you an “F”
(also, see Rules of the Game at the end in regards to “F”s and Incomplete grades)
Also, note the projects listed are not all inclusive – if you can dream up another idea for study, see me, and I will set a point total for it. Use your imagination in doing your reports – I don’t penalize you for incorrect answers if you can back it up scientifically. Finally, note there is a wide range of topics. Please don’t attempt to get all your points from one area – this will not be appreciated, since you are supposed to get a grasp on the entire subject matter. Spread yourself around!
CHEERS!
V. Projects
Required:
Mind maps - there will be one map/chapter from Trefil’s The Sciences book. Use the two examples at the end of the syllabus as a guide. Be inventive, but be sure your map covers all the important concepts in the chapter in sufficient detail that you could give an hour talk on the chapter from your map. Please note arrows and colorization requirements. This is not an outline! Due date = one week after chapter is completed in class. Maximum of 10 points per chapter. Total points = 250.
Reader Reflection paper – you are to read the book by Wynn and write a 3-5 page paper on the neat science you discovered in the work. Emphasize the material you find fascinating, and why. Due date = 3rd week of class. Points = 50.
Pseudo-science essay – this is an extended paper (6-8 pages) on one of the topics presented as pseudosciences in class. Using at least 4 references, you are to argue why that topic is, or is not, lacking in scientific validity -–and why people still swarm to believe it. Due date – end of semester. Total point value = 100.
Virtual museum trip – this will be a tour, on the computer, through one of the wonderful museums on planet Earth that have set up guided discoveries via the Internet. Your task will be to tour the site, and write a reflection paper on the neat and wondrous things you discovered there. Due date – end of semester. Total point value = 50.
Scavenger Hunt – unlike a real hunt, this one will be done in Silver’s book, The Ascent of Science. All answers will be found in that reference. Use the accompanying answer sheet for your answers. The only requirement is to work alone! Due date – last week of class. Total point value = 100.
Technology Project – this will entail you writing a 5-8-page work on what you consider the most important technological development leading to the present day. You need to briefly cover the history, personages involved, and reasons for your choice. Due date – last week of class. Total point value = 100.
Final (or set of 20 brief essay questions) – 200 points
In-class projects - to make this class much more fascinating, there will be numerous activities performed during class meetings. These include, but aren’t limited to, games (such as Jeopardy, Science Feud, Football), imaginative drawings, great debates, team challenges, etc. These will go on throughout the semester. Total point value = 200.
Class Handouts (Great Planetary Murder Mystery, Alien Exchange, etc.)
Power Point presentation – this will be turned in, or, as an option for any extra 50 points, can be presented in class. It will involve you making a Power Point presentation for one chapter from the principle text. I will furnish a guide on how to do it for those not familiar with the tool on the computer. Due date – end of the semester. Total points = 75.
For discussion: replacement of required projects with others, including mid-term exam, coloring books, travel diary, computer Internet research, collections, etc.
Extra-credit Work
For all additional work, you may do a total of five (5) projects, essays, etc. for the possible points – these are due the first day of final exam week. Remember, these are totally optional – do what you want, but remember to back up all your ideas with facts and data, not just emotions or feelings.
1. take-home essays – 10 points
2. Book reviews-reflection papers – 20 points
3. Planetarium trip – 25 points
4. Science museum trip – 25 points
5. Collage – 20 points
6. Film reviews – 20 points
7. Magazine reviews – 10 points
8. Personalities/ History – 20 points
9. Term paper – 50 points
10. Imagination topics – various to be agreed on with instructor
11. Sneaky quizzes – 5 points (but count against you as negative points)
So, in reality, you can lose quite a few points on the mandatory items and still get an “A” because there are variable bonus points available for your convenience and hard work!.
No curve is used, in the respect that you are judged how well you do on an accumulative basis, not necessarily against your fellow students (I want you to enjoy learning some science, not worrying how other geniuses study!). So work together, pull ideas from each other, be inventive together (except for on the Scavenger Hunt, of course).
Final note – class participation is not mandatory (you are adults, and I intend to treat you as such – see Rules of the Game). However, if you do not take an active part (such as listening to the lectures, playing the games, or conversing once in a blue moon with the instructor), it is guaranteed your grade will suffer – past classes have shown that those taking part always seem to learn faster, and can focus better on the relevant aspects of the class.
If you have questions, please do not hesitate to ask, either during class or later. When my office door is open, just walk in, even if it’s not regular office hours.
Cheers – and I hope you enjoy this fascinating, spectacular, magnificent, stupendous, and simply wondrous ramble through the hallowed (and not-so-sacred) halls of science, technology, mankind and his cohorts.
RULES OF THE GAME
So there will be no false misconceptions about what is expected of you from this class, be aware of the following rules/requirements that I will be placing upon you during this semester. Remember, for this class, the motto is always:
Don’t try: Don’t give it your best shot: JUST DO IT!
I expect you to develop, if you haven’t done so already, the abilities of creativity, critical analysis, information synthesis, problem-solving, and rational reasoning (based on scientific data, not emotions, religion, or pseudo-science nonsense). We’ll use about 20 such learning tools in the class – I expect you to learn each one and how to apply it! Above all else, I’m a firm believer that learning should be fun, an experience well worth repeating, for your entire life. If this isn’t, let me know (that does not include you concluding there’s too much work, or it’s too hard, etc.).
1. I appreciate students greatly, and I expect to be friends of the vast majority. But you cannot pass by making friends with me – if you don’t do the work expected, you won’t pass!
2. The class is your responsibility – don’t fight it! You need to be prepared to work alone, with another, and in teams – so if you’re bashful, shy, introverted, don’t expect that to last if you plan to get through the class successfully. One of the best ways to learn is through team interaction – you’re expect to participate as an active member of the team – you get nothing for being laid-back and letting others do all the work!
3. Attendance: you will not be penalized for missing classes. However, what is covered you are responsible for – and if you miss a quiz, lab, activity, be aware that those points count negative towards your grade (unless you have a phenomenal excuse! (See next rule). In other words, I expect 100% attendance, 100% of the time, with no major exceptions.
4. There will be no make-up exams, quizzes, labs, etc. unless you have made arrangements ahead of time, and have a valid excuse (i.e. 2 broken arms, brain surgery, kidnapped by aliens - your kitten ran away is not an adequate excuse!).
5. You missa de class, you finda the notes – don’t ask me for them (that is if you can find someone gullible enough to lend them to you).
6. For the duration, you belong to Me – this is not a Pass-or-Fail class, so everyone that makes it passes. There is no choice in this – set your mind so you will pass or go find another class to loaf in!).
7. This class is about results. Most people use circumstances as reasons not to have positive results – it’s always someone else’s fault. Not here – you are totally responsible for your grade, your actions, and your success!
8. There are no loopholes – I don’t believe the universe gives 2nd chances! (see next rule)
9. There will be no incompletes given at all unless absolute disaster falls (you not being able to finish your work on time isn’t a disaster – you just think it is!).
10. I don’t grade on a curve, but any evidence of cheating, copying, plagiarism, getting papers from other classes, etc. will get you an automatic “F”. Same goes for laboratory write-ups. Since no curve is used, you pick the grade by what work you’re willing to do – you’re not competing with other super-geniuses in the class, so help each other!
11. YOUR DISASTER ISN’T MINE – don’t ask!
12. For me, the defining definition of adulthood = responsibility. You have only one real choice: you can be free or you can be cattle. A free man or woman doesn’t survive – he or she challenges everything and anything. As a side-note, you are responsible for your own homework. It is due on the date due, not later – for each day late, 20% of the possible points will be lost.
13. Due to prior years, I’m not loaning anything, so research elsewhere. Also, if I find you borrowed from the library without borrowing correctly, you will receive a definite “F”.
14. Since this is a science class, be forewarned: the National Inquirer, all magazines of that same category, and the Bible, are not acceptable references. I expect you to cultivate an open mind in this class, but not so open your brains fall out!
15. DO NOT CALL ME AT HOME. (that will cost you 20 points and a nasty dialogue with my wife). Call or come in during office hours – if you have to, we’ll schedule some other time. Also, if I’m with someone else, respect their privacy and don’t barge in (I don’t like to be rude, but I will if necessary to make you aware of your actions).
16. I do not accept homework via e-mail, nor am I responsible for your trying to contact me via the Interneet. Either do it in person or over the phone.
17. Last point – in class, I’m the boss (at least nominally). If you want to argue, great- I expect debate and controversy over the entire semester or you aren’t doing your readings. If you want to be nauseating, or a troublemaker, be prepared to be ejected! Rudeness will definitely act against you in class performance points.
Now, despite all that, I expect this to be an enjoyable learning experience, filled with challenges and meaningful activities you can carry away with you. The success of the course is totally up to you -–if you feel something is going wrong, speak up! The only way classes get better is by constructive criticism that is followed up on – I can’t tell if I’m doing something wrong unless students tell me it isn’t working right – so don’t be bashful. I’ve yet to murder a student for making critical evaluation comments (perfect murder schemes are just to darn hard to come by). But, again be forewarned – if you just like to whine, note the sign:
Whiners please use the cliff exit!