san diego state university
Natural Science 100
Office Hours: MWF 10-11 AM
|Introduction to concepts and processes in science intended to show why science is essential to a liberal education by recognizing relationships with other areas of knowledge such as philosophy, literature, fine arts, and economics. Emphasis varies with instructor.|
I'm completely in favor of the separation of Church and State. My idea is that these two institutions screw us up enough on their own, so both of them together is certain death. --- George Carlin
|Science is not for scientists only. Science belongs to everyone. We are all scientists. We all wonder about the Universe. We all discover Nature's many intricate and fascinating patterns. This is your world. This class is intended to challenge student intellect. It is not intended to memorize facts or to perform well on tests. Knowledge of the process of science in our world is not only a requirement but also a necessity.|
Student Learning Outcomes
Students investigate to answer questions about the natural and technological world using reflection and analysis to prepare a plan; to collect, process and interpret data; to communicate conclusions; and to evaluate their plan, procedures and findings.
Students communicate scientific understanding to different audiences for a range of purposes.
Science in Daily Life
Students select and apply scientific knowledge, skills and understandings across
a range of contexts in daily life.
Students make decisions that include ethical consideration of the impact of the processes
and likely products of science on people and the environment.
Science in Society
Students understand the nature of science as a human activity.
|Learning Skills and Bloom's Taxonomy|
|Critical Thinking Skills|
Critical thinking is deciding rationally what to or what not to believe---Stephen Norris
|Attributes of a critical thinker:|
• asks pertinent questions
• assesses statements and arguments
• is able to admit a lack of understanding or information
• has a sense of curiosity
• is interested in finding new solutions
• is able to clearly define a set of criteria for analyzing ideas
• is willing to examine beliefs, assumptions, and
opinions and weigh them against facts
• listens carefully to others and is able to give feedback
• sees that critical thinking is a lifelong process of self-assessment
• suspends judgment until all facts have been gathered and considered
• looks for evidence to support assumption and beliefs
• is able to adjust opinions when new facts are found
• looks for proof
• examines problems closely
• is able to reject information that is incorrect or irrelevant
|Ferrett, S. Peak Performance (1997)|
|more: Critical Thinking on the Web|
Evolution of the Universe
Students will begin their studies with the very beginning of the Universe, the Big Bang. What was created at the Big Bang, is the age of the universe, is the age of all particles. How did the evolution in scientific thought develop from Aristotle to Einstein.
The Evolution of the Earth
The formation of the Solar System and the earth. The Hadean earth and the evolution of life on earth from a physical sconce perspective.
The Evolution of the Mind
How do we think in this discipline? How do we organize knowledge,
add to the knowledge base, recognize and test new knowledge?
What is our philosophical base? How do we approach questions
of ethics? With what theoretical questions are we most concerned?
2. How do we use knowledge in the discipline? How do we apply what we know? How do we recognize unmet needs? How does this discipline make the world a better place? With what other disciplines do we interact?
3. What stimulates our enthusiasm? How do people in our discipline rejuvenate our interest or intellectual involvement? What are our greatest accomplishments and loftiest goals? What makes the discipline a worthwhile field of study?
|Requirements and Grading|
Multiple Choice Tests
Online Homework Assignments