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NS 241 Philosophy & History of Science
Williams, Donald L.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

NS 241 Philosophy & History of Science

Semester

FA 2011 HO

Faculty

Williams, Donald L.

Title

Associate Professor of Biology

Degrees/Certificates

BA, Kansas Wesleyan University, Biology and Secondary Education
MA, Western State College, Biology
Ed. D., Ball State University, Science (Biology)

Office Location

Home Campus, SC114b

Office Hours

M-W, 3-4 pm; T-R, 9-11 am & 1-2 pm

Daytime Phone

816-584-6516

E-Mail

don.williams@park.edu

Web Page

http://captain.park.edu/dwilliams/

Semester Dates

August 15–December 9, 2011

Class Days

-M-W---

Class Time

1:30-2:45 PM

Prerequisites

None

Credit Hours

3


Textbook:
 

These books are available in the Park University Book store as well as from a variety of online book sellers such as Amazon.com under the books section at very low costs plus shipping.  These books may also be available both in a digital format as well as a rental option.  Again, consult the Park University Bookstore for more details.

  • Bragg, M. 1998. On Giants' shoulders. Holder & Stoughton, A Division of Hodder Headline PLC, London. ISBN: 0-340-71260-0                       
  • Haber, L. 1970. Black pioneers of science and invention. Harcourt Brace and Company, San Diego, CA. ISBN: 0-156-208566-1
  • Perrone, B., H. H. Stockel, and V. Krueger. 1989. Medicine women, curanderas, and women doctors. University of Oklahoma Press, Norman, OK. ISBN: 0-8061-2512-8
  • Watson, J. D. 1968 (1996, renewed). The double helix. Simon & Schuster, New York.
  • Weatherford, J. 1988. Indian givers. Fawcett Columbine, New York. ISBN: 0-449-90496-2

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
NS 241 Cultural & Historial Aspects of the Scientific Endeavor (MGE) A history of science is presented in terms of the multi-cultural aspects of our scientific heritage. Focus is upon the nature of scientific inquiry and the social factors affecting the participation of diverse groups of individuals in the advancement of science. 3:0:3

Educational Philosophy:
 

In this class, the instructor will attempt to create an interactive learning environment utilizing lectures, class discussions, homework, exams, quizzes, various technologies, minimal laboratory activities, and guest speakers (when appropriate and available). Each student is expected to participate within the structure of the course via discussion and debate of his/her views and personal beliefs (see Class Participation Guidelines). Critical thinking and skepticism are the cornerstones of science and the foundations to uncovering the truth about the natural world. Course topics will be presented and discussed with these foundations in mind. It is the belief of this instructor that everyone can understand and utilize scientific principles, and that science can be fun; therefore, this course will be taught from these premises. This instructor has an “open door” policy towards students. Please feel free to come in or call if you have any questions concerning course items or college life in general.

Learning Outcomes:
  Core Learning Outcomes

  1. Explain the nature of scientific inquiry and the scientific method;
  2. Demonstrate scientific experimentation as a problem-solving method via directed laboratory experiences;
  3. Discuss the multicultural nature of both historic and present day scientific endeavors (gained via readings and course projects);
  4. Demonstrate the use of Science Literacy, Critical Literacy, and Values Literacy via written and oral presentations.


Core Assessment:

CORE ASSESSMENT ASIGNMENT: Op-Ed Poster Display (or Editorial Page

Written Essay)

ASSIGNMENT ISSUES: Opinion-Editorial (Op-Ed) Poster Display (or Editorial Page

Written Essay)

o To discuss, in an opinion-editorial format, an historical &/or current controversial scientific issue chosen from the course;

o To identify and elaborate both sides of an historical &/or current controversial scientific issue;

o To relate the cultural and/or historical aspects of the chosen topic to current social norms;

o To include, at a minimum, 5 references formatted in the Harvard Method (name, date).

o To include, at a minimum, 2 references from personal interviews of scientists, experts, and/or individuals having a connection to the topic.

o To be formatted in the style of a newspaper Op-Ed Page with: a) two major sections being the Pro (in favor) essay and a Con (against) essay; b) side-bar articles/essays on related topics taken from or enhancing concepts found within the main essays; c) a summary/conclusion essay. This is to be on a poster display suitable for public viewing.

Link to Class Rubric

Class Assessment:
 

Text assignments, lectures, and lab topics will follow the syllabus schedule as much as possible. (This instructor reserves the right to change or alter the schedule if necessary.) The following items will be used during the teaching of this course to assess student learning. Each item will be given a point value and the student’s grade will be determined via a percentage completion of that value.

  • Video tapes, Power Point slides, etc. will be used to enhance and clarify concepts when such materials are available. Written responses, using designated answer sheets or discussion questions, to these items will be expected. 
  • Two major exams, a midterm and a final, will be given according to the printed schedule. Concepts covered on exams may not have been fully addressed in lecture but may come from reading assignments, etc. It is the student’s responsibility to have text assignments fully studied.
  • Lecture quizzes.
  • Outside reading to enhance one’s own understanding is encouraged.   Specific articles may be assigned by the instructor on a periodic basis.
  • Whenever possible, community resource persons may give presentations and/or field trips may be taken. 

Grading:
 

The following areas will be used in determining the student’s over-all grade for this course.

  • All work will be scored on a point basis with the student’s grade being

            calculated as a % of the total possible points assigned.

  • List of course assignments:  (specific guidelines for these can be found on Dr. Williams' web site at http://captain.park.edu/dwilliams/
    • Unit Exams (2) @ 100 pts                                            200   pts.
    • Class participation & attendance*                                  50   pts.
    • Critical Analysis Paper* (2 @ 25 pts.)                           50   pts.
    • Group Classroom Presentation*                                   100   pts.
    • Jeopardy Questions*    (6 @ 8 pts.)                              48   pts.
    • Reading cards* (83 @ 2 pts.)                                      166   pts.
    • In-class projects, quizzes, etc.                                      200   pts.
    • Op-Ed Poster presentation*                                        200   pts.

(core assessment assignment)                           

                                                                        Total 1000  pts.

* See quidelines below.

  • Grading Scale:

A = 90.0% and higher

B = 80.0%

C = 70.0%

D = 60.0%

F = less than 60.0%

Exams: Exams will consist of multiple choice, matching, short answer, and essay questions.

Quizzes: Lecture quizzes will not be announced; questions will be multiple choice or one-word answer and will test on material from the previous few classes and text readings for the current class.

Assignments: Unless the instructor explicitly states otherwise, all papers, lab write-ups, and any other out-of-class assignments must be typed (double-spaced, 12 point, left justified, in plain text) and stapled in the upper left corner. 

Make-ups: Emergencies involving missed exams and assignments will be handled on a case-by-case basis (see attendance policies, above).

Extra credit: There will be no extra credit for this course. Please do not ask for any.

Late Submission of Course Materials:
 

All assignments are due by the end of the class period on their due date. Late assignments will not be accepted and will receive a grade of zero. An absence from the session at which an assignment is due does not exempt one from the assignment due date; it is the student’s responsibility to get assignments to the professor on or before the due date, especially in the case of excused absences as mentioned, above. Emergency situations that can be documented will be handled on a case by case basis with the instructor. 

Classroom Rules of Conduct:
 

The classroom is a place for learning and intellectual development for all in attendance; therefore,

  • CD players, IPods, cellular phones, beepers, and other communication devices are not welcome where they may disrupt the learning process. Please be respectful of the professor and your peers by turning off such devices or not bringing them to the class. Laptop computers are allowed, if that is your typical note-taking style.
  • Students suspected to be under the influence of drugs or alcohol will be removed from the class and reported to the Provost and Vice President for Academic Affairs.
  • Disruptive behavior (as deemed by the instructor) during class time may result in removal of the student from the class for the day and the student will be considered absent. Multiple disruptions over the semester may lead to dismissal of the student from the class and a subsequent failing grade being given for the course.
  • Computers make writing and revising much easier and more productive. Students must recognize, though, that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
 

 

NS241

PHILOSOPHY & HISTORY OF SCIENCE

 (LEGE)

FALL, 2010

 

COURSE SCHEDULE

WEEK:

CLASS SESSION:

DISCUSSION

TOPICS & ACTIVITIES

ASSIGNMENT(S)

DUE

1

M

Intro., syllabus, overview of course

Begin reading Bragg

W

“The Black Box” lab activity

Lab answer sheets

2

M

Critical Thinking and Assessment Lecture;

1st Critical Analysis Essay Assignment

W

The World of Science and

The Nature of Science Lecture

3

M

The Scientific Method Lecture; Estimation, Measurement, etc.

W

M & M lab activity

M & M Lab answer sheets

4

M

Labor Day Vacation-no class

W

Milestones in Science Lecture

Bragg reading cards due (13 including intro.)

Begin reading Watson

5

M

“The Best Mind Since Einstein” or    Who is Richard Feynman?

Video & discussion

Video discussion questions page

W

The Day After Trinity, video & discussion

Video discussion questions page

6

M

The Manhattan Project; Who does science? Has science made the world a better place?

1st Critical Analysis Paper due today.

W

The Manhattan Project; Who does science? Has science made the world a better place? (finish from Monday)

7

M

The Story of DNA video & discussion

Video discussion questions page;

Watson reading cards due (30, includes epilogue);

Begin reading Haber.

W

Photo 51 video & discussion

Video discussion questions page

8

M

Central Dogma of DNA, RNA, & Protein Synthesis Lec. Notes;

Jeopardy cards due

W

Exam #1 Review

Haber reading cards due (13)

Begin reading Perrone.

XXXXX

Fall Break (Oct. 8-16)

XXXXXXXX

9

M

Midterm Exam;

2nd Critical Analysis Paper assignment

& Group Presentation discussed

W

Women in Science Lecture

10

M

Lise Meitner video & discussion

Video discussion questions page

W

Minorities in Science;

Poster Assignment discussed

Perrone reading cards due (19); Begin reading Weatherford

11

M

Black, Hispanic, Native American, & Asian Scientists & Innovators Lecture

W

“Lost City of the Incas”

video and discussion

Video discussion questions page

12

M

Group Presentations (3)

W

Group Presentations (3)

13

M

Ethics & Science Lecture

W

Ethics & Science Lecture (cont’d); Community Resource Assignment

14

M

Biomedical Revolution

& the Liberal Arts;

Community Resource Assignment

2nd Critical Analysis Paper due today.

W

Poster Presentations & Discussions

15

M

Poster Presentations & Discussions

W

Review for Exam #2;

Community Resource Assignment presentations

Weatherford reading cards due (14)

16

M

Exam #2

(Wednesday 12/7,  1-3 p.m.); 
 
Community Resource Assignment presentations (if necessary)

This schedule is a work in progress. The professor retains the right to adjust the above in any way he deems necessary throughout the course. Text reading assignment dates and exam dates are firm. No makeup will be allowed for reading cards not turned in on dates assigned.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96
It is the opinion of this instructor that class performance directly relates to class attendance.  Regular attendance is imperative.  The attendance policy as printed, above, will be followed as a minimum requirement.  Attendance will be taken each class session; unexcused and/or excessive absences (more than 5) will result in a lowered course grade of at least one letter grade.  For excused absences due to illness, emergencies, scheduled field trips, university sanctioned sports trips, etc. it is the student's responsibility to communicate such with the instructor well in advance of the absence for assignment makeup, etc.  Due to the truncated nature of the summer schedule, missing even a day of class constitutes a substantial portion of the course.  Do all that you can to BE IN ATTENDANCE AT ALL CLASS SESSIONS.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
In the Conclusion essay, identify and discuss 4 (or more if others are apparent) of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
In the Conclusion essay, identify and discuss a min. of 3 of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
In the Conclusion essay, identify and discuss 1-2 of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
No assignment issues identified or discussed. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
6 or more sources referenced 5 sources referenced (min. 3 books &/or journals; 2 internet) 1-4 sources referenced No sources referenced. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Identify and discuss 6 or more assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
Identify and discuss 3-5 assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
Identify and discuss 1-2 assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
No assignment issues identified or discussed. 
Application                                                                                                                                                                                                                                                
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Effectively incorporates 6 or more sources to support thesis. Effectively incorporates 3-5 sources to support thesis. Effectively incorporates 3-5 sources to support thesis. Effectively incorporates 3-5 sources to support thesis. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No terminology/factual errors noted. 1-3 terminology/factual errors. 4-5 terminology/factual errors. 6 or more terminology/factual errors. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No errors in writing conventions.
-Harvard Method of citation, -references,
-written in third person,
-past tense,
-correct spelling, and grammar 
1 to 3 errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar 
4-6 errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar. 
7 or more errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar. 
Values Literacy                                                                                                                                                                                                                                            
Outcomes
3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrates mastery of 3 or more of the following components of the Values literacy:
-Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
-Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
-Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
-Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them. 
Demonstrates mastery of 2 of the following components of the Values literacy:
-Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
-Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
-Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
-Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them. 
Demonstrates mastery of one of the following components of the Values literacy:
§9 Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
§10 Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
§11 Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
§12 Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them.
 
No evidence of mastery of the components of the Values literacy. 
Science Literacy                                                                                                                                                                                                                                           
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Demonstrates mastery of 3 or more of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community.
 
Demonstrates mastery of 2 of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community.
 
Demonstrates mastery of one of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community. 
No evidence of mastery of the components of the Science literacy. 

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Last Updated:8/2/2011 4:02:00 PM