Big Bangs and Little Green Men:
Thinking
Critically About the Universe and Its Origins
Credit for
Astronomy 101 and Philosophy 115
Spring 2009
T & TH 10:35-3:20 CCC 351
David Shapiro John VanLeer
Office: 149 Office: 145
Phone: 425-352-8118 Phone: 425-352-8157
Email: dshapiro@cascadia.edu Email: jvanleer@cascadia.edu
Office Hrs: M/W 1:30-2:30 & by appt. Office Hrs: T/TH 1:30-2, by appt or email
Web site http://faculty.cascadia.edu/jvanleer/
Course Overview
This
learning community is a course in how to think about weird (and not-so-weird)
things; it uses the study of astronomy and related topics as a way to explore
what counts as a good reason for believing something to be true. It is a course in critical thinking as
applied to claims and phenomena that many people find hard to either justify or
refute. A central theme of the course is
the scientific method: how does science proceed in the production of knowledge
and how does that method differ from other methods of producing and justifying
beliefs? We will spend a good deal of
time looking into both scientific and theological claims about the origin of
the universe; in doing so, we will compare the epistemological differences
between creationist and evolutionary theory.
Students
should expect to immerse themselves in activities and laboratories which will
allow them to gather scientific information directly related to the topics of
study. They will read, write, and speak
regularly. They will work individually
and collaboratively. Students will
become enlightened in all aspects of the environment in which they live. It is also hoped that students will develop a
sense of pride in their new understanding and a feeling of community with all
members of the class. That combination
of intellectual pride and community will make the class both an enjoyable and
memorable component of a lifetime of learning.
Ultimately, students can expect to come out of this class with a deeper
understanding of astronomy, of what counts as a good reason for believing
something to be true, and an improved ability to evaluate arguments, both in
science and in their day-to-day lives.
Texts,
·
Bennett, Jeffrey, Donahue, Megan, Schneider, Nicholas, & Voit, Mark, The
Cosmic Perspective (5th
edition)
·
Items on e-reserve https://eres.bothell.washington.edu/eres/coursepage.aspx?cid=1129&page=docs
You need a UWNet ID to access this; you can get this online if you
don’t have one yet. We will offer
assistance in class if this is new to you
Learning Outcomes:
As you are probably already aware, all of Cascadia’s courses are designed with four governing
outcomes: Learn Actively; Think Critically, Creatively,
and Reflectively; Communicate with Clarity and Originality; and Interact in
Diverse and Complex Environments.
These outcomes are woven throughout Big
Bangs and Little Green Men, and
are offered in the following statements.
Students who successfully complete the course will be able to:
·
Gather evidence and develop
theories about the dimensions and physical properties of the universe,
including its origins.
·
Use personally and
professionally collected data and information to critically evaluate scientific
and pseudoscientific models and theories.
·
Apply scientifically-proven
models to predict future astronomical occurrences and achieve new levels of
understanding as to the nature of space and time.
·
Recognize fallacious reasoning in their
own work and the works of others and be able to fix or avoid such fallacies in
their own reasoned arguments.
·
Collaborate to critically
evaluate and discuss evidence and determine how it pertains to proposed models,
theories, and case studies related to astronomy and science in general.
·
Communicate their findings
using oral, written, and graphic communication styles with the assistance of a
variety of contemporary technological resources.
Course Concepts and Themes
Some of the key concepts and themes students must understand in order
to achieve the intended outcomes include:
· Scientific Method
· Theory
· Hypothesis
· Model
· Argument
· Evidence
· Critical Evaluation
· Induction
· Deduction
· Hypothetical Reasoning
· Validity
· Measurement
· Proof
· Possibility
· Paradigm
· Bias
· Competing Worldviews
· Reasonable
· Confirmation Bias
· Representativeness Heuristic
· Knowledge and Belief
· Justification vs. Explanation
· Logic terms: truth, falsity, validity, invalidity, soundness, cogency
Academic Success and Classroom Dignity
The best way to succeed in
this class is to attend every class and participate with vigor. The classroom experience itself is part of
the course material, and ultimately, your physical presence, your listening,
and your active participation make this course happen. Thus, being prepared for class not only means
having done the reading but also, first, sharing your thoughts on the material
and, second, engaging in critical discussion of the reading and our commentary
on that reading.
This class is a learning
community. Our community works best when
it is conducted with respect for differing ideas and learning styles. This will enable us to engage in discussions
fairly and constructively. Respect for
our community also includes arriving on time, remaining for the entire class,
and not being disruptive or distracting to others (such as using cell phones).
Academic Honesty:
“The College regards acts of academic dishonesty,
including such activities as plagiarism, cheating and/or/violations of
integrity in information technology, as very serious offenses. In the event
that cheating, plagiarism or other forms of academic dishonesty are discovered,
each incident will be handled as deemed appropriate. Care will be taken that
students' rights are not violated and that disciplinary procedures are
instituted only in cases where documentation or other evidence of the
offense(s) exists. A description of all such incidents shall be forwarded to
the Vice President for Student Success, where a file of such occurrences will
be maintained. The vice president may institute action against a student
according to the college's disciplinary policies and procedures as described in
the Student Handbook.”
In short, don’t cheat. Don’t download papers from the Internet and
try to pass them off as your own. If you
draw upon someone else’s materials for your ideas, make sure to cite your
source. If you have any questions about
what constitutes a breach of academic integrity, please ask us. If you’re feeling so overwhelmed by school
and other responsibilities that cheating seems like the only way out, please
talk to us. Accommodations can be
made. In education, what really matters
is the process, not the outcome. If you
turn in work without having done the work, you’ve missed the whole point. It’s
not the case that if you cheat, you’re only cheating yourself; (you’re also
cheating your fellow students, your instructors, and really, the whole
educational system); but you’re mostly cheating yourself. So,
don’t do it.
And be aware that any infractions of the
Academic Honesty policy will be dealt with quickly and aggressively.
Students with Disabilities:
If
you have or suspect you have a disability and need an accommodation please
contact Disability Support Services at 352-8383 or at rloftis@cascadia.edu, or visit the DSS office, room 130E in
the Kodiak Corner/Student Services office to schedule an appointment. Services and accommodations through DSS
are not retroactive.
Other Policies:
Additional policies regarding acceptable use of information technology,
drugs and alcohol, privacy, student rights, and student code of conduct can
also be found in the Handbook or online at
http://www.cascadia.ctc.edu/EnrollmentServices/studentrights.asp.
Become familiar with these policies and reference as necessary. And if you have any questions about them,
please don’t hesitate to ask us.
Assessments and Grading:
Students
will be assessed in a variety of ways.
These will include an article analysis, classroom exercises and
discussion, laboratories, homework, a multimedia project and presentation,
quizzes, independent
essay questions, and mid-term and final exams. They are outlined below. Additional information will be made available
in the future.
All
assignments will be graded on a scale of 0 – 100%. However, they will be weighted individually
for calculation of the final grade.
1) Article analysis (10%): One article analysis will be assigned during
the quarter. The student will select an
article from a reliable magazine or journal, read and digest the information,
and write a 3-4 page review. The article must be approved by the
instructor. The review will include
some brief summaries, but should focus on a critical analysis of how the
article was written, its scientific legitimacy, and its value to the
public. The review should be written
intelligently and with appropriate grammatical correctness.
2) Short argumentative/persuasive
essays: (15%)
You will write 4 short (2-3 pages) papers in which you will stake out a
position on a topic and defend your view with good reasons. Typically, you will need to clearly state
your thesis, support it, consider objections to your view, and respond to those
objections clearly.
3) In-class
exercises/discussions: (10%)You will often participate in classroom
activities that will be graded for participation. An engaged participation in the activity
earns full credit; you can count on at least one such activity a week; it’s
additional incentive (should you need it) to show up and participate in class.
4) Portfolio of scientific
inquiries / laboratories (20%): Scientific inquiries and
labs are investigations, using scientific methodologies, of phenomena related
to topics studied during the course. The
inquiries vary in nature, as do the products which will be assessed. Products may include graphs, data sets,
analyses of data, diagrams, observational records, etc. All products should be executed with
precision and neatly organized in a portfolio that will be assessed toward the
end of the quarter. Some elements may be
posted to your e-portfolio.
5) Quizzes (5%): Quizzes will be brief, multiple choice
assessments designed to give the student feedback on their knowledge attainment
before the mid-term and final exams.
There will be approximately four quizzes during the quarter, and each
will be about 15 questions. All will be
announced. No make-ups.
6) Mid-term (15%): The mid-term examination will be
multiple-choice and will be designed to test knowledge and conceptual
understanding of material covered in the first half of the course. Prior arrangements must be made for
alternative scheduling.
7) Final exam (10%): The final examination will be multiple-choice
and will be designed to test knowledge and conceptual understanding of material
covered in the second half of the course.
Prior arrangements must be made for alternative scheduling.
8) Final project (15%): A final project designed to weave the major
themes of the learning community together will be required at the end of the
course. The project will be authentic
and performance based. Specific details
will be made available as the course proceeds.
|
4.0-3.9 |
A |
|
3.8-3.5 |
A- |
|
3.4-3.2 |
B+ |
|
3.1-2..9 |
B |
|
2.8-2.5 |
B- |
|
2.4-2.2 |
C+ |
|
2.1-1.9 |
C |
|
1.8-1.5 |
C- |
|
1.4-1.2 |
D+ |
|
1.1-0.9 |
D |
|
0.8-0.7 |
D- |
|
0.0-0.6 |
F |
|
100% - 96% = 4.0 |
83% = 2.8 |
71% = 1.6 |
|
95% - 94% = 3.9 |
82% = 2.7 |
70% = 1.5 |
|
93% = 3.8 |
81% = 2.6 |
69% - 68% = 1.4 |
|
92% = 3.7 |
80% = 2.5 |
67% - 66% = 1.3 |
|
91% = 3.6 |
79% = 2.4 |
65% = 1.2 |
|
90% = 3.5 |
78% = 2.3 |
64% = 1.1 |
|
89% = 3.4 |
77% = 2.2 |
63% = 1.0 |
|
88% = 3.3 |
76% = 2.1 |
62% = 0.9 |
|
87% = 3.2 |
75% = 2.0 |
61% = 0.8 |
|
86% = 3.1 |
74% = 1.9 |
60% = 0.7 |
|
85% = 3.0 |
73% = 1.8 |
<60% = 0 |
|
84% = 2.9 |
72% = 1.7 |
|
Your grade should not
be a mystery to you at any point during or after the course. If you have any questions about how you are
doing, please don’t hesitate to ask.
Proposed Schedule:
This schedule is a plan, not
a contract written in stone. It is
subject to change if necessary to support our collaborative learning
process. You will all be notified of any
changes.
|
Week |
Date(s) |
Topics and |
Topics and |
|
1, |
3/31 |
Topic: · Introduction to Critical Thinking · Just-So Stories (handouts) · Weird Readings (handouts) |
Topic: · The Science of Astronomy · Chapter
3 |
|
1, day 2 |
4/2 |
Topic: ·
What do
I believe and why? · Ariely, Dan, “The effect of expectations” · Ariely, Dan, “The power of price” · Diestler, Sherry, “Fair Mindedness” |
Topic: · The Celestial Sphere v. The Universe · Chapters 1 & 2 |
|
2 |
4/7-4/9 |
Topics: ·
Arguments
and Reasoning · Schick, Theodore, “Arguments good, bad, and weird” · Descartes,
“Discourse on Method” · Plato,
excerpt from the Timaeus Assignment(s) Due: · Short Paper #1 |
Topic: Motion, Energy &
Gravity Readings: · Chapter 4 |
|
3 |
4/14-16 |
Topic: ·
Fallacies
and Bad Reasoning · Vaugh, Lewis, “Faulty Reasoning” · Shulman, Max, Love is a Fallacy · Schick, Chapter 2 |
Topic: · Light & Matter · Chapter 5 Assessment: · Quiz 1 |
|
4 |
4/21-23 |
Topic: ·
Theories
of Knowledge · Plato, selection from the Republic · Gettier, “Is Justified True Belief Knowledge?” · Meiland, Jack, “What ought we to believe?” Assignment(s) Due: · Short
Paper #2 |
Topic: · Our Planetary System · Chapter 7 |
Proposed Schedule (cont.)
|
5 |
4/28-30 |
Topic: ·
Personal
Experience and Truth ·
Pseudo
Science and Science · Hines, “Pseudoscience and the Paranormal” · Mlodinow, Leonard, “Illusions of Patterns and patterns of illusion” |
Topic: · Formation of the Solar System Chapter
8 Assessment: Quiz 2 |
|
6 |
5/5-7 |
Topic: · What Should I Believe Is Real? · Brafman, Ori, and Rom Brafman, “The Bipolar epidemic and the chameleon effect.” · Hurley, Ch. 9.6 “Science and Superstition” Assignment(s) Due: · Short Paper #3 |
Topic: · Planets Selections
from Chapters 9-13 Assessment: Midterm
Exam |
|
7 |
5/12-14 |
Topic: ·
Scientific
Method/Induction · Schick, “Science and Its Pretenders” · Hurly,
· Salmon, Wesley; “An Encounter with David Hume” |
Topic: · Our Sun and Other Stars Chapters
14 & 15 |
|
8 |
5/19-21 |
Topic: · Application of the Scientific Method · Sheldrake, Rupert (all selections) Assignments Due: · Short Paper #4 |
Topic: · Star Evolution Selections
from Chapters 16-18 |
|
9 |
5/26-28 |
· Evolution and Creationism · Solomon, Robert, “Spirituality, Religion, and Science” · Dawkins, Robert, “The Blind Watchmaker” · Behe, Michael, “The Concept of Gradual Evolution is Flawed” · Ruse, Michael, “New Creationists and Their Discredited Arguments” |
Topic: · Astrobiology Chapter
24 Assessment: Quiz
3 |
|
10 |
6/2-6/4 |
· Evolution and Creationism · Moore, John, “From Genesis to Genetics” (eres) · DeLoria, Vine, “Evolution, Creationism, and Other Myths” · Plantinga, Alvin, “Creation and Evolution: A Modest Proposal” · Pennock, Robert, “A Reply to Plantinga’s Modest Proposal” |
Topic: · Origins of Space and Time Chapters
S3 & 23 Assessment: Portfolios Due |
|
11 |
6/9-6/11 |
Topic: · Final Projects |
Assessment: Final
Exam |