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NS 241 Philosophy & History of Science
Ryberg, Patricia E.


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 2012 HO

Faculty

Ryberg, Patricia E.

Office Location

SC 113B

Office Hours

Tuesday 10:00-11:00; Wednesday 11:00-12:00; by appointment

Daytime Phone

(816) 584-6882

E-Mail

patricia.ryberg@park.edu

Semester Dates

August 20 - December 14, 2012

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Credit Hours

3


Textbook:
Losee, J. 2001. A historical introduction to the Philosophy of Science. Oxford University Press, New York, NY, 328 pgs. ISBN-10: 0798700555, ISBN-13: 978-0198700555 Course work will be primarily based on lecture material provided by the professor and subsequent articles assigned to the class.

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 Philosophy and History of Science: 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

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:
  All Park University courses must include a core assessment that measures the relevant or “Core” Departmental Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.   Assessment items will include:

1. Lecture exams (3 @ 100 pts. Each = 300 pts. Total)

2. Class Participation (50 pts. Total)

3. Quizes (100 pts. Total)

4. Project Oral Presentation (100 pts.)

5. Project Written Presentation (150 pts.)

            a. First Draft (25 pts.)

            b. Second Draft (125 pts)

6. Comprehensive Final Exam (300 pts.)

Total # of points available = 1000 pts.

All of the above will follow the syllabus schedule as much as possible. (This instructor reserves the right to change or alter the schedule if necessary.) 

Grading Scale:

A = 90% and higher

B = 80 – 89%

C = 70 – 79%

D = 60 – 69%

F = 59% and below

Grading:

Exams: Lecture exams may consist of multiple choice, 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.

Oral and Written Presentation: A presentation to the class and a corresponding written report on a topic agreed upon by the student and professor.

Make-ups: All graded material cannot be made up. Emergencies involving missed exams and assignments will be handled on a case-by-case basis (see University attendance policies).

Extra credit: No Extra Credit will be available for this course.

Classroom Rules of Conduct:

Late assignments 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. 

Course Topic/Dates/Assignments:
 

Week

Topics

Other

Aug 20–Aug 24

Introduction;

Philosophy of Science


Aug 27–Aug 31

Western Science; The Scientific Method


Sept 3 – Sept 7

Early Social & Scientific Thought

 

Sept 10 –Sept 13

Early Social & Scientific Thought

EXAM #1

Sept 17 –Sept 21

Early Non-Western Science

 

Sept 24 –Sept 28

Early Non-Western Science

1. Class Presentations Thursday

2. 1st Draft of Written Project

Oct 1–Oct 5

The Age of Darwin


Oct 8–Oct 12

The Age of Darwin

EXAM #2

Oct 15–Oct 19

FALL BREAK

FALL BREAK

Oct 22–Oct 26

19th Century Science


Oct 29–Nov 2

19th Century Non-traditional Science

 

Nov 5–Nov 9

The Atomic Revolution

EXAM #3

Nov 12–Nov 16

The Atomic Revolution

 

Nov 19–Nov 23

Early 20th century minorities

1. Class Presentations Tuesday

2. No Class Thursday

Nov 26–Nov 30

Civil Rights/Women’s Movement

Class Presentations Thursday

Dec 3–Dec 7

Today and the Future

Written Presentations Due Fri

Dec 10–Dec 14

FINALS WEEK

FINAL: THURSDAY DECEMBER 13: 8:00–10:00

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 95-96

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 95

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 98

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:8/16/2012 7:36:34 PM