san diego state university
Natural
Science 100
Course Syllabus
Course Syllabus
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A measurement with relatively small indeterminate error is said to have high precision. A measurement with small indeterminate error and small determinate error is said to have high accuracy. Precision does not necessarily imply accuracy. A precise measurement may be inaccurate if it has a determinate error.
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.
Communicating Scientifically
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.
Acting Responsibly
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.
| Knowledge |
• observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter • Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. |
| Comprehension |
• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences • Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend |
| Application |
• use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge • Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover |
| Analysis |
• seeing patterns • organization of parts • recognition of hidden meanings • identification of components • Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer |
| Synthesis |
• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions • Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite |
| Evaluation |
• compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity • Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize |
Critical thinking is the development of cohesive and logical reasoning patterns.---Stahl and Stahl
• 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
Course
Structure
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
Human sensors
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?
3
Multiple Choice Tests
Hewitt - Open Book - Knowledge And
Comprehension Aquisition
100 points each
3
Online Homework Assignments
Supplemental
readings: Bryson,
Greene, Rothschild, etc.
Questions to be answered by students and input online.
Students will need access to a computer. Students will
use Critical Thinking and Reading skills to answer questions
based upon the supplemental readings.
100 points each
Comprehensive
Final
100 points
Total Points 700