INTEGRATED SCIENCE

It is the union of science, mathematics, and technology that forms the scientific endeavor and that makes it so successful. The study of science as an intellectual and social endeavor--the application of human intelligence to figuring out how the world works--should have a prominent place in any curriculum that has science literacy as one of its aims. (American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy: Project 2061. New York: Oxford University Press. p. 3)

Course Description:

This course is tailored for nonscience majors. We will examine the development of major scientific concepts and theories that are the basis of study in the distinct science disciplines. Scientific concepts will be placed in a social context by exploring the relationships between science, technology and society. This course satisfies the General University Requirement for laboratory science in the Teacher Education Program.

Recommended and Required Reading Materials and Texts:

Lab notebook (required)

    Fortey, R. (1998). Life; A natural history of the first four billion years of life on Earth. New York:Knopf. (recommended)

    Moore, P. (1995). Teach yourself astronomy. Lincolnwood, IL: NTC Publishing. (recommended)

   Hazen,R. M. & Trefil, J. (1991). Science matters: Achieving science literacy. Doubleday: New York, NY. (required)

    Sagan, C. (1997). Billions and billions. New York: Random House. (required)

Selected articles will be posted online, placed on reserve at the Consortium Library, or be made available at the Education Department front desk. Recommended web sites for study will be posted to the online forum for each theme.

Objectives:

In light of the increasing importance placed on science literacy for all people, while completing SC100 - Integrated Science, students will increase their abilities to:

Learning as Knowledge

• Become familiar with basic science concepts and theories.
• Define terms associated with science literacy.
• Describe the scientific processes used in problem investigation and solving.
• Identify a variety of resources available for science literacy development.

• Employ inquiry, observation, hypothesizing, data collection and communication to identify, investigate and solve problems.
• Incorporate science, mathematics and technology in problem solving situations.
• Exemplify several science concepts, including cause and effect, systems, scale, and change, in a manner that builds upon prior experiences, knowledge, and skills while overcoming misconceptions.
• Explore the natural environment to examine, explain and demonstrate basic science concepts.

• Demonstrate a commitment to improving science literacy for oneself and society.
• Become team members in examining and investigating science, mathematics, technology and their interactions with society.
• Develop a contagious excitement about how the world works.
• Commit to utilizing technology as a tool for enhancing science literacy.

Grade Evaluation: Your final grade will be based on attendance/participation, weekly journals, unit tests, lab write-ups, a special topic presentation, a personal project, and a final exam.

Interaction/Participation: Interaction will be counted as part of your grade. Because we will do a number of class activities, interaction and participation is important for both continuity and to fulfill the goals of the course. One absence is allowed. Excessive absenteeism may result in your withdrawal from the course. Typically, students who miss four classes will be withdrawn.

Weekly Journal: Each Friday, a review from a scientific source is due. This source can be a journal article, book, video, television or radio program, movie, World Wide Web site or public lecture. The review must be 1-2 pages long and include an overview and your personal reaction to the chosen event. Your information source must be sited. A list of appropriate journals and web sites is available from your instructors. In addition, you will reflect on the previous weeks' teaching and learning.

Unit assessments: There will be four unit assessments that cover each of the four major topics of the course. Each will consist of individual, paired and whole class exercises. Missed quizzes will receive a grade of zero unless prior arrangements have been made.

• Some activities will be held off campus.
• A formal write up will be required for lab and field experiences.
• Each write up will be due two class meetings following the experience.
Special Topic Presentation: All students will give a presentation with a classmate on topics suggested by NASA's Earth Orbiting Systems posters or other NASA online materials. In addition, education majors will give a science demonstration/lesson at a local K-8 school or in an informal science education setting.

Personal Project: Each student will conduct an experiment of their own making. It will be submitted in writing (in proper lab format) by the end of the session. Each student will present his or her findings to the class during the last 2 weeks of class in an online presentation.

Final Assessment: You will be given a final assessment to include individual, paired and whole class activities that require higher level thinking skills to demonstrate science literacy regarding the topics addressed in the course.

Grades
 

The assumption is made that students are mature, adult learners. Those who do not participate in  learning activities are responsible for their own make-up work. Students are responsible for adhering to APU academic policies as stated in handbook, the APU catalog and related materials. As stated in the University catalog "cheating on examination, plagiarism, or submitting the work of others as one's own are specific examples of prohibited conduct". Students who engage in such activity will be subject to disciplinary measures, which may include failure in the course or expulsion from the University. If you think there is any reason you may need reasonable accommodations to meet the expectations of this course as indicated in this syllabus, please inform the instructors as soon as possible after the first class meeting.

Report any special needs that require the attention and consideration of the instructor as early in the course as possible.