SCIENCE SYLLABI

SCIENCE SYLLABI

Collected in Conjunction with the

2011 Pre-Conference Workshop Session on Science in GLS

Environmental Science (Kyle Forinash, Indiana University Southeast) Environmental Sustainability for Society (James E. Hollenbeck, Indiana University Southeast) Evolution, Genetics, and Race (Andrew Schnabel, Indiana University South Bend) Evolution in the 21st Century (Andrew Schnabel, Indiana University South Bend) Finding Science, Technology and Society in Science Fiction (James E. Hollenbeck, Indiana University Southeast) Genetics and Human Affairs (M.V. Shaw, University of Southern Indiana) Issues in Evolution (G. Sam Sloss, Indiana University Southeast) Milestones of Modern Science (Pedro Bernal, Rollins College) The Nature of Evidence (Henry P. Scott, Indiana University South Bend) Philosophy and Science of Yoga (Ghansham Manwani, Indiana University Southeast) Readings in Contemporary Science and Mathematics (Mark D. Krahling, University of Southern Indiana) Science, Technology, and Society for a Changing World (James E. Hollenbeck, Indiana University Southeast)

Kyle Forinash Indiana University Southeast

Syllabus for LBST-D 503/HON H307, Environmental Science Seminar Fall '09

Instructor: Dr. K. Forinash Class Meeting: MW 4:15-5:30 PM Room: CV 103 References. Assignment Page (will be updated weekly). Suggestion box (for comments, suggestions, gripes about the physics program at IUS).

Course description for D503/H307

The purpose of this course is to look at the application of physical principles to environmental issues. In particular we will try to understand some of the limits placed by scientific laws on humankind's use of environmental resources, energy resources in particular. Although some mathematics will be used in the course, students will not be responsible for mathematical applications on tests or quizzes. Most assignments will be answered in the form of essays and students are encouraged to discuss their answers will other students.

Topics we will discuss:

1. Based on current estimates of energy resources and energy consumption, what can expect about future energy resources and consumption?

Status of current sources of energy? Who uses how much energy? (Relative amounts used by various populations, industries?) What are the known available reserves? How are projected reserves determined? What is the current status of alternative energy sources such as solar heating, solar

electric, geothermal, wind, nuclear, etc. What is the estimated possible total contribution of alternative sources? Projections for the future: when will we have to switch from petroleum to something

else?

2. Where can we 'save' energy?

What are the limits to energy efficiency imposed by the laws of thermodynamics? Given the current energy content of gasoline, that is the theoretical maximum gas mileage

possible? What is the efficiency of various heat engines? (Gas, electric, Stirling) Why are fuel cells not subject to the same efficiency rules as heat engines? Where are the biggest savings in recycling and why?

What are some reasonable estimates of the amount of energy that can be 'saved' by improvements in efficiency?

Projections for the future: best case/worst case.

3. What do we know about global warming?

What is the difference between weather and climate? What is blackbody radiation? What is the greenhouse effect? What would cause a global effect? What remote sensing data do we have access to and how is it gathered? What is the evidence that there is global warming (radio-isotope dating methods)? How does the current warming trend fit in with natural temperature fluctuations on a

geological time scale? What is the difference between a weather model and a climate model? How accurate are current numerical climate models? What is the evidence that the current warming is caused by humans? What effect on human activity would a 3 degree Celsius temperature rise cause?

4. What is pollution and how do we deal with it?

What is noise pollution? How do we quantify pollution flow rates in solids, liquids and gasses? What should be done with radioactive wastes? What are the relative risks of various pollutants (e.g. natural versus human made)? What is radon and how should it be dealt with? Is there away to avoid thermal pollution?

5. How do we asses risk?

What factors are involved in risk assessment? What psychological factors are involved? What is a fault tree analysis? Which is more risky, A or B?

Grading:

If there are only a few students (as I anticipate) the course will be run something like a seminar. Your grade will be determined in the following way:

An assignment will be made for each week of class (you are responsible for the assignment even if you do not attend class - see the assignment page). The assignments may consist of an article or book chapter to read, one or more homework problems, a web site to visit and take notes on or a combination of the above.

A discussion of the assignment will take place at the two class meetings with each student presenting what they have learned regarding the assignment. Your contribution to the discussion will constitute 20% of your grade- please come prepared to answer

questions and contribute information on the assignment (I will be asking you questions, not presenting new information- it is presumed that you can get the core information on your own).

The week following the discussion you will hand in the assignment for the previous week. The handed in assignment may take the form of a short summary essay, problem solutions or contributions to be posted on the Environmental Physics Web page (graphs, definitions or discussions). In some cases your assignment may be a detailed calculation (using referenced sources) based on a homework problem. These will be graded and constitute 60% of your grade.

Just before Thanksgiving I will hand out a take home final, due on the day of the final. This will be a project which will require you to summarize many of the topics we will discuss during the semester. You may consult any source you wish, including other students (but please be aware that students can be expelled from IU for plagiarism so use your own words and/or reference directly quoted material). The final will count as 20% of your grade.

Some of the material we will be using will come from chapters of a book I am writing. Extra credit can be obtained by a) Finding significant errors in the material handed out and/or b) Finding original source material which is included in the book. Please do NOT distribute the chapters to anyone else- they are copywrited.

I am putting the grades on Oncourse, please check and make sure I am not making any mistakes.

Go To: IUS Physics Top Page.

Contact Dr. K. Forinash, for comments/suggestions/corrections. Environmental Science Seminar Syllabus http://homepages.ius.edu/kforinas/D503/D503.html There are links on the above page to these: http://homepages.ius.edu/kforinas/D503/Assignments.html http://homepages.ius.edu/kforinas/ClassRefs/EnviroRefs.html

Spring Semester 2011

Environmental Sustainability for Society LBST D 307 Science # 20414

4 credits Dr. James Hollenbeck, Ph. D.

Office: LF 247 Phone 812.941.2360 Email: [email protected]

Environmental sustainability is interdisciplinary study of how society understands environmental science and how it is effected by impacts cultural, political, historical, economic and ethical decisions. Human activities have changed the types and rates of processes occurring throughout the planet. Understanding the near‐term and long‐term effects of these actions on the quality of the environment requires a broad view of the science on how earth functions without human intervention, and how society has changed these functions to support itself. This course will include selected readings, discussions, case studies, and laboratory experience in microclimates. Texts:

Collapse: How Societies Choose to Fail or Suceed (2005). Diamond, Jared. Penguin Publisher. NY. ISBN: 0‐670‐03337‐5 (hc) or 978‐0‐14‐303655‐5 (pbk).

Numerous selected readings will be introduced throughout the course. LEARNING GOALS

Upon the successful completion of this course, you will be able to:

1. Explain how human impact on the earth has changed through history and why environmental concerns have recently become so prominent;

2. Describe the major environmental challenges facing modern societies and the trade‐offs these challenges pose;

3. Describe the scientific principles underlying basic phenomena of environmental changes;

4. Assess the technologies associated with major environmental problems and the technologies that may aid in solving these problems;

5. Distinguish between the environmental impacts of industrial and developing societies; 6. Explain why different types of societies perceive environmental problems differently and pursue

different solutions; 7. Describe the ethical considerations involved in planning future environmental legislation and

policies from multiple perspectives.

CORE CONCEPTS

To achieve the goals of this course, you will master the following core concepts:

1. Environmental problems;

2. Scientific principles and concepts;

3. Human population, resources, and sustainability;

4. Environmental quality and pollution;

5. Sustaining biodiversity and cities;

6. Environment and society.

Disability Accommodation: Students who have a disability that requires accommodation in the classroom should contact the Coordinator of Services for Students with Disabilities, early in the course so that their learning needs may be appropriately met. The student will need to provide documentation of the disability and if testing is needed, recommendations can be provided from the Office of Services for Students with Disabilities. Additional information about the Office of Services for Students with Disabilities may be obtained at http://www.ius.edu/SSDis/homepage.htm . Daily Expectations:

Students will be expected to arrive to class with the topic of the day read in advance. We will review the read materials, view class presentations and break into “action –inquiry’ groups to investigate the presentation ideas. Students will be expected to maintain a notebook in which they will record their work and thoughts of the activities in class. The instructor will evaluate the notebook at the end of the session and return it. Students may record their observations, class assignments electronically.

Assessment:

You will be graded on the work assigned and completed.

You will be expected to try out the activities, be inquisitive and develop projects that you could

use in your situation, the activities will be evaluated and part of the grade.

Your grade will be determined by a summation of all earned points in the class divided by the

total of possible points that are available in the class.

Schedule: (subject to change).

Key: (HO) handout; ( AC) Activity; (PPt) power Point

Date Topic Special Notes (Assignments

and Readings for next week).

Jan. 18 Course Introduction, Review of Syllabi.

Tragedy of the Commons. (AC).

Read and POMS:

Diamond 1‐25.

Handout: Energy Issue 9.

Bringing the World to the U.S.

Environmental Sustainability. (PPt)

a. Define.

b. Historical development of environmental

sustainability.

POMS Discussion

Standard of Living. McConnell

and Abel. (2008).

Environmental Issues: An

Introduction to Sustainability.

Pearson Prentice Hall. NJ

Jan 25 Environmental Capital (PPt)

The Dust Bowl, A man‐made disaster. PBS Video

followed with discussion.

POMS and Discuss:

Diamond pp. 1‐25 and Energy Issue 9. Bringing

the World to the U.S. Standard of Living.

McConnell and Abel. (2008). Environmental

Issues: An Introduction to Sustainability. Pearson

Prentice Hall. NJ

Assign: Read and POMS:

(HO) Goodland, R. (1995). the

Concept of Environmental

Sustainability. Annual Review

of Ecology and Systematics,

Vol. 26. (1995) pp.1‐24.

Diamond, pp. 27‐77. Under

Montana’s Big Sky.

Feb. 1 Geographic Luck Today, the theory of "geographic luck” in the reading and Part 1 of Guns, Germs and Steel will be examined and analyzed. Learning the basics about Jared Diamond's theory, students will explore how the location, natural resources, and the native species and climate provided in certain geographic regions led these civilizations to become more profitable, stronger, and more powerful than others around them. Additionally, the importance of cultivating specific crops and the domestication of certain animals species and how these two advances led to significant advantages that advanced technology and built significant wealth and power in the world. (Ppt) Plant and Animal Domestication.

Read and POMS:

Diamond, pp. 79‐136

Chapter 2 Twilight at Easter

and Chapter 3. The Last

People Alive: Pitcairn and

Henderson Islands.

Feb.8 Energy Sustainability Energy Issue 7. Oil and Natural Gas. McConnell and Abel. (2008). Environmental Issues: An Introduction to Sustainability. Pearson Prentice Hall. NJ. Energy Issue 8. Coal. McConnell and Abel. (2008). Environmental Issues: An Introduction to

(HO)Lundberg, The

Inconvenient truth about: An

Inconvenient Truth”.

(HO) Rudolph, An

Inconvenient Truth about

Science Education.

Sustainability. Pearson Prentice Hall. NJ. Energy Issue 10. Sustainable Energy. McConnell and Abel. (2008). Environmental Issues: An Introduction to Sustainability. Pearson Prentice Hall. NJ.

(HO).

Feb. 15 Global Climate Change. Resources for Environmental Literacy. NSTA Press. (2007). Students will research and respond to each question listed. 1. What is the difference between weather and

climate? 2. How does the Earth gain and lose heat? 3. What causes the Earth’s climate to change? 4. What are the hypothetical consequences of

climate change? 5. If climate change is occurring, what can be

done about it?

Inconvenient Truth. We will watch and critique this Academy Award winning PowerPoint by Al Gore and examine the science, misconceptions and message of this documentary. Analysis of Inconvenient Truth. Evaluate and discuss if the movie, Inconvenient Truth and the Day after Tomorrow .


Diamond, pp. 136‐157.

Chapters 4 and 5.

Anzai and Mayans.

Feb. 22 Iceland, Greenland and Vinland.



Chapters 6‐8. The Vikings

March. 1 Mid‐Term Assignment Due

Discussion of the Vikings



Chapters 9 Opposite Paths to

Success.

March. 8

The world and Thomas Malthus



Chapters 10. Malthus in

Africa.

Chapter 11. One Island, Two

histories.

March. 9

Agricultural Sustainability and poverty.



Chapters 12. China

Assign for reading and POMs (3‐4) for each article.

Agricultural sustainability and

intensive production

practices, Nature 418, 671‐677

(8 August 2002)

doi:10.1038/nature01014.

Reducing Food Poverty by Increasing Agricultural Sustainability in Developing Countries. Agriculture, Ecosystems and Environment 95 (2003) 217–234

March 22 Spring Break

March 29 Discussion of POMS Issue 19. Soils and Sustainable Societies. McConnell and Abel. (2008). Environmental Issues: An Introduction to Sustainability. Pearson Prentice Hall. NJ. Issues 18. Global Grain Studies. McConnell and Abel. (2008). Environmental Issues: An Introduction to Sustainability. Pearson Prentice Hall. NJ.



Chapters 14. Why do Some

Societies make Disasterous

Decisions?

Chapter 15. Big Business and

the Environment.

April 5 Discussion of POMS

Presentation of case studies. See appendix.



Chapters 13. Mining Australia

April 18 Discussion of POMS

The Shell Island Resort Simulation.

We will divide into the six focus groups and do research for the needed information for the first half of the class and then hold a simulated public hearing on The Shell Island Resort by the focus groups



Chapters 16. The world as a

Polder.

April 25 (Meet at the site). Lab: Human Population Ecology: Demographics. Fairview Cemetery, 800 East St, New Albany. We will work in groups of three and record the data in field to bring back to the lab for analysis. Each group will present an oral summary of their work and a written report of no more than eight to ten pages (including charts and tables). Meet back at LF 255 to tabulate and assemble the data for a report to be presented next week.


Palmer, a. et. al. (2009) Does Ratification of Human‐Rights Treaties Have Effects on Population Health? The Lancet. Vol. 373. June 6, 2009.

May 3 End of Finals‐ Class Presentations over Final

Project.

“Nothing is as terrible to see as ignorance in action.” Johann Wolfgang von Goethe

Research Project

In the last week, you will present to the class a powerpoint presentation over a 10‐12 page research paper on environmental sustainability. In the third week, topics will be approved by the instructor and you will prepare your research. You may use appropriate internet resources if they are cited appropriately.

RESEARCH PAPER For guidance in how to prepare a research paper, consult APA Publication Manual. Appendix 1 will assist you in your selection of a topic and how to write your research paper. As you prepare your research paper you also will want to be mindful of the following guidelines:

Your topic must be related to the chosen book and must be approved by your instructor before submitting a final project;

You must cite the sources of all ideas, facts and information used that are not your own, even if you have put the information into your own words. Failure to do so is plagiarism, even if the oversight is unintentional. See APA Publication Manual for a detailed explanation of proper APA documentation format;

Supporting your thesis is central to the task of writing a research paper. In scholarly writing, you are not merely copying information from another author, but using evidence to support the contentions drawn from your findings and critical analysis of related literature;

All research papers must be word‐processed, double‐spaced, with 11‐ or 12‐point font and one‐inch margins. Your instructor will specify other requirements such as length, number of sources, and how current the publications from which you draw your references must be;

You must retain at least one copy of your final research project in case the first copy is lost or misplaced. We recommend that you also retain your research notes and rough notes so that if a question arises as to an actual source and its location, you will be able to address that question in a timely manner.

Grading Criteria for Research Paper Appropriate format 5%

Clear objectives and thesis 10%

Logical development of body and thesis 45%

Proper grammar, spelling, syntax, and punctuation 10%

Sufficient depth of research 15%

Appropriate application of APA guidelines 15%

TOTAL 100%

1. Coming up with a topic: "YIKES! I have no idea what to write about!!"

Daydream. Relax and let your mind wander around the general topic area of your course (Choose an environment that is quiet and peaceful.) Resist the urge to control your thoughts; let them go down any path they choose‐‐that great idea may be just around the corner!

Brainstorm. Get together with a friend or two and talk about the assignment. Speak freely without criticism. Follow and build on ideas (no matter how crazy or stupid they may sound) using each other's thoughts. Many winners have come out of what initially seemed like a silly idea.

Ask Questions. At the next social gathering, meeting, presentation, etc. you find yourself at, ask an open‐ended question about your subject and then listen for a possible paper topic in the conversations that follow.

Think "Out of the Box." Take your general subject and turn it on its head. Take it out of context or into a different environment. What pictures or consequences (i.e. ideas!) come to mind?

Open Your Eyes and Ears. Use current events to help spark an idea. Listen to a news radio station with point/counterpoint conversations; read several newspapers you normally don't subscribe to; browse through the periodical section of your school's library. What world events are happening that may present an interesting angle for a paper?

Try "Clustering." Write your general topic down in the center of a piece of paper. Then start writing (in a word or two) anything that comes to mind even remotely associated to your topic. Scribble words all over the paper. When you've finished, take time to read what you've written and think about the connections.

IMPORTANT: When refining your idea, be specific. You can't write about "The Trees of North America" in just a four or five page paper, but you could address "Commercial Products Derived from the Mighty Oak‐‐Is It Worth the Sacrifice?"

2. Getting Started:"I have an idea, but now what?"

Use "Clustering" Again. This time write down your paper title (it's okay to be a bit general at this point‐you can refine after your outline is done) in the middle of the page. Again, scribble down anything associated with the topic that comes to mind. When you're finished, go back over the paper and circle in blue ink all related topics, such as everything related to the products made from wood. In red ink, circle other related phrases‐‐this might include how long it takes to grow an oak tree, the rate that oak trees are currently being harvested, or how many trees it takes to make a product. Then use black ink to circle yet another group of words that appear connected‐‐maybe solutions, action steps, congressional addresses, etc.. Continue grouping your words and phrases until all the logical ones are circled. Name the connection for each group and you will have the rough body of an outline for your paper!

Try "Free Writing." Another idea for getting started on your paper is to just start writing‐‐anything. Just start putting words down on paper. Don't try to control the sentences; don't worry about grammar; don't even be concerned about it making sense. Just write. Eventually, your ideas will start to flow together and a first draft (albeit rough) will develop.

Talk It Out. Once you have an idea for a paper, sometimes just talking, either to a friend or even out loud, about your subject content will jump‐start the creative juices. Talk about what you already know about the topic, what you'd like to know, what is common knowledge, anticipated questions, etc. Eventually, your format, or outline, will begin to take shape, or if it doesn't,

Used with permission from Environmental Science: A Global Concern, 7/e William P. Cunningham, University of Minnesota, Mary Ann Cunningham, Vassar College and Barbara Woodworth Saigo, St. Cloud State University

perhaps you need a different angle to your topic. Who Is Your Audience? If you pretend that your paper is a speech‐‐who might your audience

be? Injecting some of your own convictions (written into a thesis statement, or introduction, and then supported by facts, evidence, and/or examples) can really add interest to an otherwise bland paper. For example, if your "speech" on "Commercial Products Derived from the Mighty Oak‐‐Is It Worth the Sacrifice?" is directed to the National Association of Environmental Science Educators, it would certainly be a different presentation than one for furniture retailers, wouldn't it?

It's as Easy as 1, 2, 3. There is a saying that summarizes what you are trying to accomplish in setting up a logical format for your paper: "1. Tell 'em what you're going to tell 'em. 2. Tell 'em. 3. Tell 'em what you told 'em." Translated, this means: 1. Introduction, including an interesting opening and your thesis statement (the specific point of your paper). 2. Body, including several sub‐points that support or explain your thesis statement (be sure to include facts, examples, and/or quotes). 3. Conclusion, including a restatement of your thesis and usually a reference to, or a creative little touch that ties in with your opening sentence(s). Most instructors will also require a bibliography that lists the sources for your research and the data used in the body of your paper.

3. The final version:"Okay, I have a rough draft, but how do I finish it?"

Let Your Computer Help. Before you go any further, it's time to clean your paper up. If you've typed it in a word‐processing program, let the computer help. Run the document through Spell‐Checker, and any other grammar‐based software programs available to you.

Walk Away. If you haven't put off the assignment until the final hour (shame on you), put the project away for an evening and take your mind completely off of the topic. In the morning, reread it with a fresh perspective‐‐you'll be surprised at what pops off the paper at you!

Ask a Friend. Recruit a volunteer to read your paper and give you honest feedback. Welcome their comments and criticism, recognizing that the subject content is so close to you now that there may be things that you are overlooking, or areas that really could use improvement.

Use Your Professor. Most instructors would be happy to read a rough draft and offer suggestions for your final paper, and what better input could you ask for in terms of meeting the assignment?

Rubric for Presentations

Score 4 3 2 1

1. Content/ information

accurate and concise; all relevant information is presented completely; clearly describes all principles involved; gives accurate history of application or theory

information is accurate; relevant information is present with some details missing; states all principles involved & describes most; gives brief history

information has some errors; most of the relevant information is present; states some of the principles covered; no history

major errors in information presented; not all relevant information presented; names a few or none of the principles involved; no history

2.Presentation

makes eye contact; speaks knowledgeably without referring to notes; involves fellow students; clear well modulated voice

some eye contact; little need to reference notes; some involvement with fellow students; varies voice at times

no eye contact; uses notes frequently; very little involvement with fellow students; rarely varies voice

avoids looking at audience; reads notes; no involvement with fellow students; speaks in a monotone

3. Visual Aids (models, diagrams etc.)

aid used in the presentation is neat and organized; provides excellent support to the presentation making the words more easily understood

aid is used but as such is messy (globs of glue, dirty/crumpled, dirty, pieces of tapes, etc); provides good support for the presentation

visual aid is messy and poorly organized; adds little support to the presentation

no visual aids used

4.Creativity keeps other students interested throughout

some students appear distracted at times during the presentation

fails to capture and maintain interest of all students

fails to capture student interest at any time

5.Organization

presentation follows a logical pattern; smooth transitions between sections

presentation follows a logical pattern; only a few rough points

presentation not given in a logical sequence but some organization present; transitions are abrupt

presentation lacks organization; speaker appears to move randomly from one idea to the next

6.Understanding of the Topic

presenter conveys an excellent understanding

presenter conveys a good understanding of the material

Presenter lacks a complete understanding.

presenter has a poor understanding of the material

Liberal Studies D503 Science Seminar: Evolution, Genetics, and Race

Course Syllabus and Schedule Meeting place and time: Wednesday, 7-9:30 pm, NS 300 Instructor: Andrew Schnabel (NS 134E, 520-4413, [email protected]) Office hours: Tuesdays 10 am - noon; Wednesdays 3-5 pm, or by appointment Textbook: Molnar S (2006) Human Variation: Races, Types, and Ethnic Groups, 6th ed. Pearson Prentice Hall, Upper Saddle River, New Jersey. Course description This course is designed to help students understand the concept of human races from an evolutionary and genetic standpoint and to study some of the current debates about the genetics of race. The course will begin with a history of the idea of race in biology and instruction in the basics of genetics evolutionary theory, and human evolution. We will then examine several controversies surrounding the genetics of race, including racial identification, race and health, race and sports, and race and IQ. The primary goals of the course are thus twofold: (i) to instruct students in the basics of evolutionary theory and modern genetics; and (ii) to explore how scientific information has been and still is applied or misapplied to a controversial societal issue. Grading Final grades will be based on the percentage of the total possible points: 90% = A; 80-89% = B; 70-79% = C; 60-69% = D; <60% = F. Points will come from Class attendance and participation (10 pts/class) Homework assignments (TBA) Short writing assignments/quizzes (10 pts each) Mid-term exam (50 pts) Final exam (100 pts) Attendance Because we meet only 15 times, it is very important that you make every possible effort to attend every class for the entire time period. Every class will count up to 10 pts towards your final grade, and we will have short writing assignments and/or quizzes at the beginning of each class. Final grades will be lowered two notches (e.g., A to B+) if you miss more than 2 classes. Reading assignments For a science course, this seminar has a heavy reading load. The text is not large, but some of it is very dense. We will be supplementing the text with material from other sources (see Bibliography of possible sources). These additional reading materials will be available from the reference desk in Schurz library and/or online through various sources. You will also be required to read material that you find for specific assignments. Note: It is very important that each student complete the readings for each week. Much of the course will be devoted to discussions of readings, so if you have not come to class prepared, then

you will not be able to participate fully. As an incentive to complete the readings, you will be required to contribute your comments to a discussion forum on one or more topics each week via Oncourse. Your contributions to the forum must be completed by the Tuesday before class or they will not be awarded any points. Disabilities If you have a disability and need assistance, special arrangements can be made to accommodate most needs. Contact Eric Wagenfeld, Director of Disabled Student Services (Administration Building, room 149, telephone number 520-4832), as soon as possible to work out the details. Once Mr. Wagenfeld has provided you with a letter attesting to your needs for modification, bring the letter to Dr. Schnabel. Religious accommodation If any student will require academic accommodations for a religious observance, please provide Dr. Schnabel with a written request to consider a reasonable modification for that observance by the end of the second week of the course. Contact Dr. Schnabel after class, during office hours, or by individual appointment to discuss the issue. If after discussion no consensus is reached, either party or both should seek the advise of the Dean, and if no consensus is reached, then the advice of the Vice Chancellor of Academic Affairs (VCAA). Either the instructor or the student may appeal the VCAA’s decision to the Office of Affirmative Action within ten business days of the determination.

Withdrawals Anyone who withdraws by Feb. 6 is automatically given a grade of W. Thereafter, you must receive permission from Dr. Schnabel and from your advisor. You will be assigned a grade of W, if you are passing the course at that point, or an F, if you are not. March 27 is the last date that you will be allowed to withdraw. Withdrawal after this date requires extraordinary circumstances. Poor performance in a course is not considered grounds for a late withdrawal.

Plagiarism and other forms of cheating

Indiana University's policies regarding cheating and plagiarism apply to all work in this course (see Code of Student Rights, Responsibilities, and Conduct). Cheating or plagiarism on one or more exam or homework questions will result in a score of 0 for the entire exam or homework. Discovery of cheating or plagiarism on more than one assignment or exam will result in an F grade for the course.

Tentative Course Schedule Date Class topic Reading/Activities

Jan. 11 Course introduction Short pre-test of genetic & evolutionary knowledge

18 History of race as a scientific concept 1. Molnar, Ch. 1 2. Zack 3. Gould, Ch. 3

25 Quick course in genetics 1: Genes, alleles & Mendel’s laws of inheritance

1. Molnar, Ch. 2 & 3

Feb. 1 Quick course in genetics 2: Genes, DNA, and proteins

1. Molnar, Ch. 2 & 3

8 Quick course in evolution 1: Basic concepts and mechanisms

1. Molnar, Ch. 2 2. Lewin, pp. 3-45

15 Quick course in evolution 2: Evolutionary trees and human evolution

1. Lewin, pp. 101-125, 401-421

22 DNA fingerprinting lab 1: DNA isolation and PCR amplification of a human gene

1. TBA

March 1 SPRING BREAK – NO CLASS March 8 Mid-term Exam (one hour)

DNA fingerprinting lab 2: Electrophoresis and identification of genotypes

1. TBA

15 Sally Hemings/Thomas Jefferson & Personalized genetic histories

1. Molnar, Ch. 5 2. TBA

22 Traits of complex inheritance 1: Introduction & skin color variation

1. Molnar, Ch. 7 2.

29 Traits of complex inheritance 2: Heritability and IQ; The Bell Curve controversy

1. Molnar, Ch. 7 2. Devlin et al., pp. 20-87

April 5 The Bell Curve cont.; Race, genetics, and health 1

1. Devlin et al., pp. 20-87

12 Race, genetics, and health 2 1. Molnar, Ch. 9 2. TBA

19 Race, genetics, and sport 1 1. Redfern 2. Hoberman 3. Entine

26 Race, genetics, and sport 2 1. TBA Bibliography of possible readings

Brownlee C (2005) Code of many colors: can researchers see race in the genome? Science News, 167, 232-234.

Cavalli-Sforza LL (2000) Genes, Peoples, and Languages. North Point Press, New York, NY.

Cavalli-Sforza LL, Cavalli-Sforza F (1995) The Great Human Diasporas: The History of Diversity and Evolution. Addison-Wesley, Reading, MA.

Entine J (2000) Taboo: Why Black Athletes Dominate Sports and Why We’re Afraid to Talk about It. PublicAffairs (Perseus Book Group), New York, NY.

Devlin B , Fienberg SE, Resnick DP, Roeder K (1997) Intelligence, Genes, and Success: Scientists Respond to The Bell Curve. Springer-Verlag, New York, NY.

Diamond J (1999) Guns, Germs, and Steel: The Fates of Human Societies. W. W. Norton & Company, New York, NY.

Foster EA, Jobling MA, Taylor PG, Donnelly P, de Knijff P, Mieremet R, Zerjal T, Tyler-Smith C (1998) Jefferson fathered slave’s last child. Nature, 396, 27-276 + The Thomas Jefferson paternity case. Letters to Nature, 397, 32.

Fox Keller E (2000) The Century of the Gene. Harvard University Press, Cambridge, MA.

Fraser S (1995) The Bell Curve Wars: Race Intelligence, and the Future of America.

Freeman H (1998) The meaning of race in science - considerations for cancer research. Cancer, 82, 219-225.

Gould SJ (1996) The Mismeasure of Man. W. W. Norton & Company, New York, NY.

Harmon A, Blacks pin hope on DNA to fill slavery’s gaps in family trees. The New York Times, July 25, 2005.

Herrnstein R (September 1971) IQ. Atlantic Monthly, pp. 43-64.

Herrnstein R, Murray C (1994) The Bell Curve: The Reshaping of American Life by Difference in Intelligence. Free Press, New York, NY.

Hoberman J (1997) Darwin’s Athletes: How Sport has Damaged Black America and Preserved the Myth of Race. Houghton Mifflin, New York, NY.

Jablonski NG, Chaplin G (2000) The evolution of human skin coloration. Journal of Human Evolution, 39, 57-109.

Jablonski NG, Chaplin G (2003) Skin deep. Scientific American, 13, 72-79.

Lewin R, Foley RA (2004) Principles of Human Evolution, 2nd ed. Blackwell Science Ltd, Oxford, UK.

Nature Genetics (Nov. 2004 Supplement) - An entire issue devoted to race and the human genome.

Parra FC (2003) Color and genomic ancestry in Brazilians. Proceedings of the National Academy of Science, 100, 177-182.

Redfern P, Do Kenyans fro Nandi Hills have ‘speed’ genes? Daily Nation (Kenya), December 4, 2000.

Relethford JH (2000) Human skin color diversity is highest in sub-Saharan African populations. Human Biology, 12, 773-780.

Shriver MD, Kittles RA (2004) Genetic ancestry and the search for personalized genetic histories. Nature Reviews, 5, 611-618.

Zack N (2006) Thinking about Race, 2nd ed. Thomson Wadsworth, Belmont, CA.

Liberal Studies D503 Science Seminar: Evolution in the 21st Century

Course Syllabus and Schedule Meeting place and time: Tuesday, 7-9:30 pm, NS 376 Instructor: Andrew Schnabel (NS 134E, 237-4413, [email protected]) Office hours: Mondays 1-3 pm; Thursdays 10 am - noon, or by appointment Textbooks: Pigliucci M (2002) Denying Evolution: Creationism, Scientism, and the Nature of Science. Sunderland, MA: Sinauer Associates. Nesse RM, Williams GC (1996) Why We Get Sick: The New Science of Darwinian Medicine. New York: Vintage Books. Course description The theory of evolution, first elucidated by Charles Darwin almost 150 years ago, continues to be regarded as one of the greatest intellectual breakthroughs of recorded history. The key to its greatness lies in the theory's explanatory power and relevance to all areas of science that study the workings and behavior of living organisms, including humans. The power of evolutionary thinking has also influenced a number of other fields of study, but is still under-appreciated within several scientific disciplines. The fact of evolution itself, quite apart from the theory that surrounds it, continues to be controversial for many people. The main goals of this course are to help students gain an appreciation for the power of an evolutionary view of life, to improve the students' understanding of the strengths and limitations of science, to teach students the difference between science and pseudoscience, and to promote critical thinking about scientific issues. The course will begin with a discussion of the nature of scientific enquiry, and will then move on to the history of evolutionary thought, the basics of evolutionary theory, and the evidence supporting that theory. In this section of the course, we will specifically address creationist objections to evolution, including discussions of recent successful and unsuccessful attempts to limit or censor the teaching of evolution in public schools. The remainder of the course will be spent on selected topics related to the application of evolutionary theory. These topics may include, but are not limited to, evolution of antibiotic resistance, mother-offspring conflicts, evolution of language, sociobiology and the evolution of behavior, transgenic organisms, and genetic algorithms in computing. Grading Final grades will be based on the percentage of the total possible points: 90% = A; 80-89% = B; 70-79% = C; 60-69% = D; <60% = F. This class will have no tests. Points will come from Class attendance and participation (10 pts/class) Discussion forum responses (10 pts/week) Evolution/Creation debate (50 pts) Written assignments (TBA) Oral presentations (50 pts) Term paper (100 pts)

Total points = 500-550 Attendance Because we meet only 15 times, it is very important that you make every possible effort to attend every class for the entire time period. Every class will count up to 10 pts towards your final grade, and final grades will be lowered two notches (e.g., A to B+) if you miss more than 2 classes. Reading assignments For a science course, this seminar has a heavy reading load. In addition to the two small texts required for the course, you will also be reading numerous other articles, chapters, and material from websites. These additional reading materials will be available from the reference desk in Schurz library and/or online through various sources. You will also be required to read material that you find for specific individual projects. Note: It is very important that each student complete the readings for each week. Much of the course will be devoted to discussions of readings, so if you have not come to class prepared, then you will not be able to participate fully. As an incentive to complete the readings, you will be required to contribute your comments to a discussion forum on one or more topics each week via Oncourse. Your contributions to the forum must be completed by the Monday before class or they will not be awarded any points. Disabilities If you have a disability that may require assistance or accommodation, or if you have questions related to note takers, readers, accommodations for testing, etc., please speak with Dr. Schnabel as soon as possible. Students may also call Disabled Student Services (237-4479) for additional information about services available at IUSB.

Withdrawals Anyone who withdraws by Feb. 9 is automatically given a grade of W. Thereafter, you must receive permission from Dr. Schnabel and from your advisor. You will be assigned a grade of W, if you are passing the course at that point, or an F, if you are not. March 29 is the last date that you will be allowed to withdraw. Exceptions are made if you are physically unable to complete the course (e.g., illness, job change), but exceptions are not granted because you don't like your grades.

Plagiarism and other forms of cheating

Indiana University's policies regarding cheating and plagiarism apply to all work in this course (see Code of Student Rights, Responsibilities, and Conduct). Cheating or plagiarism on one or more assignment will result in a score of 0 for the assignment. Discovery of cheating or plagiarism on more than one assignment will result in an F grade for the course.

Tentative Course Schedule

Date Class topic Reading/Activities

Jan. 13 Course introduction; What is evolution?

The nature of scientific enquiry - What is science? How does science work?

Demonstration of scientific reasoning

20 Intro to evolutionary biology: basic mechanisms of evolutionary change

1. Allen and Baker 2. Bryson

Simulations of evolution

27 Intro to evolutionary biology: the origin of species & reconstructing evolutionary history

3. Darwin

Learning to construct and read evolutionary trees

Feb. 3 Evidence for evolution I 4. Futuyma; Pigliucci

10 Evidence for evolution II; Creationist objections

Pigliucci

12 Darwin's birthday International Darwin Day (http://www.darwinday.org/)

17 Creationist objections Pigliucci

24 Evolution vs. creation debate Pigliucci

March 2 SPRING BREAK – NO CLASS

9 Current topics - Darwinian medicine Nesse and Williams

16 Current topics - Darwinian medicine Nesse and Williams

23 Current topics - Student presentations TBA


April 6 Current topics - Student presentations TBA



27 Current topics - Student presentations TBA; Term papers due

1. The nature and logic of science, pp. 33-86 from Allen G, Baker J (2001) Biology: Scientific

Process and Social Issues. Fitzgerald Science Press: Bethesda, Maryland. 2. Darwin's singular notion, pp. 381-396, from Bryson B (2003) A Short History of Nearly

Everything. Broadway Books: New York. 3. On the Origin of Species (1859), pp. 156-215, from Glick TF, Kohn D, eds. (1996) On

Evolution: The Development of the Theory of Natural Selection.

4. The fossil record, pp. 68-97,258-263, from Futuyma DJ (1995) Science on Trial: The Case for Evolution. Sinauer Associates: Sunderland, Massachusetts.

MLS/Honors Seminar

Finding Science, Technology and Society in Science Fiction James E. Hollenbeck, School of Education

Office LF 247, Email: [email protected] Telephone: 812.941.2360

REQUIRED TEXTBOOKS: Mary Shelly Frankenstein H.G. Wells The War of the Worlds Jean Aurel Clan of the Cave Bear Ray Bradbury Fahrenheit 451

Sidney Perkowitz Hollywood Science

COURSE DESCRIPTION: What can properly be called "science fiction" (as opposed to fantasy) has existed since the

beginning of the Age of Science. Scientists have used fiction to explain and explore their

science, and professional writers have used science to extend the limits of fiction. However, like

fraternal twins, science and science fiction often reflect each other imperfectly. This course will

examine the sometimes-uneasy relationship between the two. It will investigate several perennial

questions about the genre.

How good is the science in any given work of sci‐fi, given the scientific knowledge of the

author's time?

Can sci‐fi writers ever really anticipate the science of the future?

Is there a relationship between the quality of the science and the quality of the

narrative, or must one be sacrificed for the other?

Is there a difference between the work of a sci‐fi writer and of a scientist writing sci‐fi?

The course will span the age of Science, from the 19th century to the present, including work by,

Bradbury, Crichton, Shelly, and Wells. Students will study the history of science by learning

what the authors could have known and will explore the nature of narrative and the similarities

and differences between scientific and fictive discourse. The themes of the writers will be

compared to the socio-political conditions of the writer’s time and their vision of the future

where appropiated.

This course will also take advantage Sidney Perkowitz’s Hollywood Science it will

explain how these novels have taken the print to a complete new genesis of interpretation and re-

interpretation in society Multimedia resources and presentations of the required readings and

films will be a required component of this course.

This course will address concepts in the natural sciences of biology, chemistry,

physiology, physics and psychology of humans, against the background of literature and film.

Human behavior and response to the sciences presented by the authors will be examined in

regards to the human experience of the social sciences. The works will be analyzed in their

historical context and revisited to today’s cultural experience. This multidisciplinary course will

integrate a holistic study on science, technology and society breaking down the barriers that C.P.

Snow envisioned in 1959 of the “Two Cultures” in an interdisciplinary learning environment.

Specific Class Mechanics

The class will be conducted as a seminar. We are all students of the arguments of the scholars

we are reading, and we will all be trying to give their writings the most sympathetic and

insightful interpretations we can.

For each class meeting, all students will be required to turn in a brief, one‐page response paper

to one of the assigned readings. For each class meeting, at least one student will be required to

make a presentation on an assigned reading utilizing informational technology.

All students are expected to participate actively in class discussions.

Students will present in the spring Indiana Research Symposium. Your presentation will be

equal to the academic weight of a semester exam.

There will be a number of short quizzes, a research paper suitable for publication in an

undergraduate journal, formal presentation and a final exam.

Cell phone policy The use of cell phones or other hand-held communication devices in the classroom is distracting

and disrespectful to the professor and other students and is thus prohibited. Students who do not

refrain from texting in class will be asked to leave the room and will receive an unexcused

absence with loss of credit for in class activities.

Academic honesty & integrity By becoming an IUS student, you have agreed to abide by the Academic Integrity pledge (“…to

pursue the highest ideals of academic life… to be honest…”) which means that you will not

cheat, fabricate information, plagiarize, be fraudulent or damage others’ work in this or any

course. In addition, maintaining a high level of academic integrity includes respecting others and

learning how to disagree with ideas while not being disagreeable with people. These ideals serve

as the code of conduct for this course. Any student who violates this pledge and code of

academic integrity will be subjected to any due consequences following the definitions, policies

and procedures described in the University Catalog. You are encouraged to work and study with

your classmates, both in and out of the classroom. However, plagiarism of a fellow student or

other source is expressly forbidden (see the University Statement on Plagiarism in the IUS

Catalog). Don’t plagiarize!

Academic support services If you are a student with a disability and you wish to receive academic accommodations for any

aspect of this course, you must first register with Disability Support Services on the second

floor of the University Center in the Center for Academic Development. All students wishing to

receive accommodations must inform the professor and have required forms in process at least

one week in advance of the date for which accommodations are sought.

And the Writing Center:

The Writing Center encourages all students to seek feedback on writing projects for any class at

any stage of development. We are open six days a week, with extended evening hours in the

Library on Wednesdays and Thursdays. Our two locations (KV 208 and the Library) are staffed

with trained consultants ready to engage in one-on-one conversations about writing concerns

and questions. Our web site lists our hours and contains many other helpful tools: e-mail a

question, podcasts with advice on basic writing and writing in specific disciplines, videos about

The Writing Center services, citation guidelines, additional online resource links, and an

abundance of information about anything that has to do with writing at IU Southeast. We do

offer email assistance on a limited basis, but we encourage students to visit the center in person

whenever possible. Our goal is to make stronger writers; no appointment is necessary, so come

and talk with us early and often each semester.

Web site: http://www.ius.edu/writingcenter/

E-mail: [email protected]

Telephone: (812) 941-2498 Writing Center. REQUIREMENTS: Class Participation: 30 points Reading Quizzes: 100 points Midterm Exam: 50 points Research Project: 50 points Paper 50 points Presentation—10% Final Exam: 50 points final

POLICIES: Other than unannounced quizzes, all required work for the course must be submitted in order for students to get a passing grade. Late work will not be accepted unless students arrange it with me well in advance. I reserve the right not to accept late work.

Grades

Grades do NOT reflect the amount of work or effort done in a course but achievements and results. The instructor’s role is, in part, that of a coach trying to help students improve their performance so that they can earn and deserve good grades. Classroom integrity demands that we all remember than an A signifies excellence, a B good, a C satisfactory, and a D poor. There is no curve in this class, so in theory it is possible for everyone to earn an A. At the same time, if some students clearly stand out over others in the quantity and quality of their productivity, it would be unjust to assign everyone an A.

Grades will be determined on the basis of five factors:

a. Class participation, both in person and online b. Writing assignments, both online and in hardcopy c. Research assignments. d. Midterm and final exams

Rubrics for assessment of in‐class participation

High quality (A participation): Low quality (C or lower):

Assignments are regular and well-spaced across the semester

Assignments are mostly at one time, often at the end of the semester, or only sporadically

Strong on reasoned arguments Mainly opinions, unsupported

Factual statements and well-reasoned arguments Emotional statements

Include interactions by responding to others and to comments that others make

Only one’s own views, without responding to others

Concise and well organized Long winded and/or disorganized

Largely grammatical, mostly spelled correctly, and adequately paragraphed

Grammatically weak, often misspelled, with run-on paragraphs

Two Important Qualifiers

1. Quizzes and exams are not subject to makeups. If a quiz or exam has to be missed for some good reason, it may be excused but not made up.

2. Classroom integrity and intellectual honesty are important issues. Plagiarism is a serious offense that will result in course failure.

EXPLANATIONS:

Leading Class Discussion: Once during the semester, each student will be part of a small group of two or three assigned to lead the class discussion on the reading for the day. Assignments will be made early in the course. General class participation throughout the semester will be a factor in the final grade, as well, especially for borderline grades.

Reading Quizzes: Students will be given standard reading quizzes on the content of the reading on any given day.

Midterm Exam: The midterm exam will consist of both objective questions and a short essay, covering both the reading and lectures on the history of science and literature.

Research Project: Every student will be required to read a work of science fiction not on the syllabus, write a research paper, and give a class presentation on the research of approximately 10 minutes. See the Project Description at the end of the syllabus.

Final Exam: The final exam will follow the same model as the midterm and will be comprehensive.

PAPER/RESEARCH PROJECT Each student will read a science fiction book (novel or short story collection) outside the course reading list, research the biography of the writer and the scientific and literary context of the work, and write a 10‐15 page paper that analyzes the book’s quality in terms of both science and literature. The paper will be based on an extensive bibliography utilizing primary resources

as well as current scholarship. Nevertheless, the finished product should concentrate on the original analysis of the student. The topic should be narrowly defined and focus on a specific aspect of the material we cover in this course. Because students may not have undertaken a project of this nature in some time, we will devote some class time to general hints about research techniques, and students will confer frequently with the instructor. Students will provide an interpretation and criticism of the relevancy of the author’s work to applications of science, technology and society today. Students can choose from the list below or can pick a different work as long as they clear it in advance with me. Each student will give a class presentation of approximately 10 minutes that summarizes the research and analysis in the paper. Since everyone will give a presentation, each student will do a different book. There will be a sign up deadline early in the semester. BOOK LIST:

1. Robert Louis Steven, The Strange Case of Dr. Jeckyll and Mr. Hyde

2. Jonathon Swift, Gulliver’s Travel.

3. Sebastien Mercier, Memoirs of the Year Two Thousand Five Hundred

4. Jules Verne, Off on a Comet OR Journey to the Center of the Earth

5. Any fiction works H.G. Wells, except War of the Worlds

6. Any fiction work by Isaac Asimov

7. Fred Hoyle, A for Andromeda

8. Larry Niven, Flatlander

9. Any fiction work by Arthur Clarke

10. Any fiction work by Ray Bradbury, except Fahrenheit 451.

11. Any fiction work by Michael Crichton.

12. Kurt Vonnegut, Slaughterhouse 5, or Breakfast of Champions.

13. Jean Aurel, Earth’s Children Series.

14. Orson Scott Card.

15. Vonda N McIntyre, Dreamsnake

16. Ursula Le Guin,

17. Margaret Atwood

18. Philip Roth.

Schedule

Date/Week Assignment Resources

Week 1 What is science, and science fiction? Definition of Biology and cellular theory. View Frankenstein DVD Assign Frankenstein

HO: What is Science Fiction?

2 Discussion on Frankenstein and Shelly. View Outbreak Assign War of the Worlds

3 Discussion of the Search for ET View War of the Worlds.

4 Discussion about H.G. Wells and Jules Verne. Jules Verne’s contributions and the Voyage to the Moon (French). Assign Hollywood Science by Perkowitz.

5 Discussion of Perkowitz. Students will select one film or television series and present to the class its merits in science and value as entertainment on Feb 16 based on Perkowitz’s discussion,

HO: Ray Bradbury: F 451 Misinteprtreted…

6 Presentation on Perkowitz. Required length is 8‐10 minutes Assign Fahrenheit 451

HO: Does the Technology of Orwell’s 1984 Exist? Beschizza HO: Orwells’s Prophetic novel‐1984.

7 Hand out Mid‐Term Discuss Orwell handouts. View Fahrenheit 451

8 Mid Term Due Discussion of Fahrenheit 451 and the science fiction authors Bradbury, Orwell, Huxley, View Soylent Green.

9 Nova: Time Travel

View “The Time Machine” H.G. Wells. Turn in on March 30, A Brief Essay on the Probability of Time Travel”

HO: How Special Relativity Works. Zavisa. HO: Time Travel Insititue

Spring Break

10 Assign Clan of the Cave Bear Discussion of the principles of evolution. Due: A Brief Essay on the Probability of Time Travel”

HO: The Human Experience Collection.

11 Evolution of Humans. Discuss the Handouts Lab Demonstration on gel electrophoresis and DNA Identification.

Lab Kit for GE and DNA Analysis.

12 View Clan of the Cave Bear

13 Research Papers and Research Project Presentations Take Home Finals given to the class.

14 Final Take Home Due.

LBST680/BIOL ST691 GENETICS AND HUMAN AFFAIRS MV SHAW SC1267

Fall 2008 Thurs 6:00-8:45 SC2115 [email protected] McC: DNA: Promise and Peril Rik: Human Genetics:Concepts and Applications Linda L. McCabe and Edward McCabe Ricki Lewis. 8th edition. McGraw-Hill. 2008. University of California Press. 2008 ISBN: 978-0-07-299539-8 ISBN: 978-0-520-25187-8

Tentative Syllabus Ver3.0 Sep 04 Getting Acquainted. Expectations. Connections. Rik ch1 Key genetic terms, processes, founders and trailblazers. Genetics: Classical, Molecular, Population and Evolutionary Sep 11 Strengthening the Foundation Central Dogma; DNA, RNA, Protein. Rik ch9,10 Major processes; Replication, Transcription, Translation, Mutation Rik ch12 Gamete formation. Patterns of Inheritance. Rik pp42-50,69-78,116-119 Sep 18 Genetic Screening McC ch8,15 PGD (preimplantation gene diagnosis). Prenatal tests. Rik p13,19,89,320 Newborn screening. Carrier testing . . Rik p69,77,393,421-3 Presymptomatic testing. Cancer predisposition testing. Rik pp239-246 Sep 25 Gene Therapy/Gene Enhancement/Gene Doping McC ch14 Strategies. Successes and Failures. Rik p1,338-9,393-9 SCID. OTC. huGH. LDL Myostatin. Belgian Blues. Rik pp379-408,383 Oct 02 Gene Patents McC ch9 Familial breast cancer, Canavan Disease. PXE. Iceland Health Sector Data Base. Rik pp277,364-367,376-7 Debate: Stakeholder Perspectives. p393,408 Oct 09 EXAM. Genetic Discrimination. Privacy. McC ch10 Employment. Insurance. Marriageability. GINA: Genetic Information Nondiscrimination Act. Slaugher; Collins

Oct 16 Epigenetics: DNA is Not Destiny McC ch1,3,16 Genetic Determinism – Are we our DNA? Ghosts in Your Genes – transgenerational effects. Underlying mechanisms. Epigenome. Rik pp121-127,204 Oct 23 Genomes and Genomics McC ch2,4 Genome projects – Haemophilus influenzae to Homo sapiens. Rik pp202-4,206-7,438 DNA sequencing strategies – HGP/Collins & Celera/Venter Rik pp430-436 What’s learned? What’s ahead? Rik pp436-440 Oct 30 Politics and Government in Genetic History Rik p171 Book Critiques and Topic Presentations. Lysenko – Russia, agriculture and inheriting acquired characteristics Eugenics - US, sterilization & immigration laws. Nazi Germany. Rik p171,319-322 Atomic radiation & its effects - Japan, Three-mile Island, Chernobyl Rik p221 Nov 06 The $1000 Genome. Personal DNA Testing. McC ch15 GWA – common, complex diseases and risk factors. Rik pp388-389 SNPS and the HapMap. Personalized medicine. Pharmacogenomics Rik pp439-440 High-speed sequencing and the 1000 human genomes project. Nov 13 Longevity and Aging Rik pp61-64 Charlie Rose Science Series #3. Nova Science Now. Book Critiques and Topic Presentations. Nov 20 Hands-on DNA Analysis. Put on your lab coat!. Handouts Restriction digestion of DNA. Rik pp379-380 Prepare agarose gels. Load and electrophorese DNA in gels. Photodocument and analyze results. Npv 27 Thanksgiving Dec 04 Book Critiques and Topic Presentations. Dec 11 DNA and the Law McC ch7 DNA forensics – autosomes Y-chromosome, mitochondria Rik p265,270-278 Methods. Legal and public policy issues. The Innocence Project. Dec 18 Final Exam

Evaluation Pts (Tentative) Grade Scale A = 90-100% Midterm Exam - 100 pts B+= 87-89% Debate - 50 pts B = 80-86% Book Critiques - 100 pts C+= 77-79% Research Topic - 100 pts C = 70-76% Participation/Zest -100 pts D = 60% Oral presentation - 50 pts Short assignments -0-100 pts Final Exam - 100 pts 600-700 pts Each class member will participate in the debate, write a book critiques, write a research paper, and give one oral presentation. The latter may be either from the book critique or the research paper. Engagement in class discussion is expected. Candidate books for the book reviews are listed in a three page supplement. The books on reserve in Rice Library are denoted as §. The others are in my personal library, may be borrowed, and are located in the Genetics lab in SC1250 across the hallway from the Biology Office. Some of the books are available at local booksellers or at www.BN.com at reasonable cost. Some are also available as used books on the internet at even more reasonable cost. I prefer my own copy so that I can make margin notes. If you are interested in a book not on the list please check with me to see if it is appropriate.

Issues in Evolution

LBST D503 (28323) & HON H307 (28324)

Instruc tor G. Sam Sloss, Ph.D. E-m ail [email protected] Phone 941-2278 Fax: 941-2591 Offic e Crestview 125 Office Hours 3:00 to 4:00 P.M. on Tues & Thurs & by appointment Classroom Library 230 Tim e 6:00 - 8:30 P.M. Thursday evenings

Te xtb o o ks Darwin’s Armada by Iain McCalman The Age of Empathy by Franz deWaal Your

Inner Fish by Neil Shubin Monkey Girl by Edward Humes Through a Window by Jane Goodall

Week Topic Assignments

Goals and Objective of Issues in Evolution

This course introduces students to the basic theories and evidence related to human evolution and how our evolutionary heritage impacts our lives. Additionally, we examine the political and religious controversies surrounding the theory. Upon completion of the course, students should have a better understanding of:

The general principles of evolutionary theory How genes and the environment interact How our evolutionary heritage influences human behavior patterns How humans use evolved social skills to form and maintain relationships The religious and political issues in the evolution debate. The implications of modern genetic knowledge and technology for the future of our species Class format - Students are expected to have read the weekly assignments prior to class. By noon,

prior to each class, students are to post a short comment on the weekly forum about the readings.

Sept 1 Introduction to course McCalman: Prologue & Part One; Sloss & Andersen: Darwin’s Legacy 8 In the Beginning McCalman: Parts Two - Five

15 Evolution Basics Shubin: Chapters 1; Watson & Crick: Molecular Structure of Nucleic Acid 22 Evolution Basics Shubin: Chs 6 - 11 & Epilogue; Radetsky: Gut Thinking; Pap e r to p ic d u e 29 Cousins Goodall: Chapters 1 -10

Oct 6 Cousins: Part II Goodall: Chapters 11 - Appendix II 13 Social Relationships De Waal: Chapters 1 - 4: Sloss: Evolution & Sociology 20 Morals: The Golden Rule De Waal: Chapters 5, 6 & 7 27 Fundamentalist uprising Humes: Prologue & Part I; Blake: Revisionaries

Nov 3 What Creationists Believe Humes: Part II; Pap e r p ro g re s s re p o rt is d u e 10 The Trial Humes: Part III & Epilogue; Ge n e s is Exe rc is e d u e 17 The Good & Evil of

Evolution? Harmon: The DNA Age; Specter: Darwin’s Surprise; Sloss: Success of Science; Bartlett & Steele: Monsanto: Harvest of Fear

24 Thanksgiving No class Dec 1 To be announced Po w e rPo in t p re s e n tatio n s d u e - First day of presentations

8 Student Presentations Re s e arc h p ap e rs are d u e - Second day of presentations 15 Wrap-up Wh at I le arn e d p ap e rs are d u e Mo n d ay (th e 12th at n o o n )

These posts need to include the 3 to 5 most important points from the reading and 1 to 3 questions about them. These posts will help you with your papers so take the serious and do them regularly.

About the readingsThe readings were chosen to give you a broad interdisciplinary overview of the

topic. The readings are not technical but were written for a public audience. The authors of these books are some of the top scientists in the evolutionary theory (Shubin, Goodall, and de Waal), one won a Pulitzer prize (Humes) for another work, and the other is a distinguished historian (McCalman). The Oncourse PDF readings include a most famous paper by Watson & Crick, a couple by science writers, and three of my published articles on the topic.

Grades - Grades will be based on a research paper (40% paper; 10% PowerPoint presentation), what I learned paper (30%); class participation (20%). Final grades are determined by the following formula:

A: 92%; A-: 90 - 91%; B+: 87-89%; B: 80 - 86%; C - 70 - 79%; D - 60 - 69 %; F - below 60%

Research paper is to include the following elements: 1. The topic is to be on personal genetic trait (or that of a family member). 2. You paper should include a few pages on the genetic aspects of this trait. 3. The primary focus of the paper needs to be on how this genetic trait interacts with the social environment. a. How the genetic trait influences social interaction b. The role social interaction plays in the expression of this trait 4. Your research for this paper should be from reputable academic sources a. Personal experiences should be used as supporting or disconfirming examples of what your basic research found. b. The paper should reference empirical research to support the general ideas and contentions in your paper. 5. Your paper will describe the interaction between your genetic trait and social behaviors from the perspectives of the assigned readings. a. I’m not so much interested in what you think or “feel” about the issue except as it is relevant to opinions of experts in the field. The object of this paper is see yourself through the eyes of our authors. b. You should work most of the assigned readings into your paper. 6. Keep in mind that this is an interdisciplinary class using perspectives from both the natural (largely biology) and the social (largely sociology) sciences. 7. Expected paper length is approximately 15 pages (12 pt font; inch margins, double spaced) not counting references and appendices. You will not be penalized for exceeding the page limit but if you do, take some time to edit it carefully. Most early drafts can be edited by about 60% without losing information.

For example, you might select something as basic as height (tall or short), handedness, or hair color. Your paper would address the genetic survival value of that trait and the literature associated with aspects of the characteristic. Do blonds have more fun? Do lefties really die sooner? Do tall people earn more money? Is there a prejudice toward this trait?

nd

Paper Topic is due September 22 . This is a to include 1) Your topic; 2) a preliminary outline; and 3) an annotated bibliography with 3 to 5 references.

rd

Progress report is due November 3 . This report is to include 1) a revised outline; 2) an introduction; 3) two to three pages of text (from any part of the paper); 4) a reference page.

st

Final PowerPoint is due December 1 . All students should be prepared to present this day

Final Paper is due December 8 th.

Oral/PowerPoint Presentations are based on your papers. You will be allocated 15 to 20 minutes for your PowerPoint presentation. Make good use of graphs, charts, and photos.

What I Learned Paper begins with the questionnaire you filled out the first night of class.

How well you did on that will in no way impact your grade. It is merely a starting point for you to see how your knowledge has changed. The key to this paper is to show me that your read and understood (not necessarily agreed with) the assigned readings. In this paper, you need to show where your early views/knowledge were consistent and inconsistent with the evidence and interpretations of the authors in our assigned readings. Expected paper length is about 8-pages not including references and appendices (your original paper should be included as an appendix). If you are writing something much larger, take some time to edit it. I have found most first drafts can be edited by about 60% without losing information.

Class Participation grades are somewhat subjective, but I will try my best to be fair. What I will be looking for is whether or not you come to class prepared and participate in the class discussion. You can show me you are prepared in two ways. First, regularly post your reading notes and questions to the class forums by noon on class days (see above under Class Format). Second, contribute to the class discussions. Keep in mind that talking is not necessarily the same as contributing. Your comments need to stay on topic, deal with the assigned readings, and not deteriorate into a “talk radio” format.

On occasion, I will post a special forum question or exercise. Currently, there is only one (see below) for

November 10th. These will be short and related to the readings.

Genesis exercise -Read Genesis 1 & 2. From that those chapters, list possible testable hypotheses. For each hypotheses, describe how the Biblical statement compares to scientific theory and data. Bring these to class as hard copy. Keep your digital copy for later posting to a class forum.

LBST D503 - The Nature of Evidence Fall 2009

Instructor: Henry P. Scott, Ph.D., Associate Professor of Physics Office: Northside Hall, Room 345 Telephone: (574) 520-5527 Office Hours: TW 10:00 - 11:15 a.m., or by appointment Email Address: [email protected] Course Description: In this course we will examine how evidence is utilized in the decision-making process of both individuals (expert and layman) and society at large. We will begin by discussing recent critiques that much of our society is not, however, rational. It is important to recognize, of course, that such an indictment implies that some are indeed able to make sound judgements based on, in many cases, exceedingly complicated and potentially contradictory lines of evidence. These people are generally referred to as experts, and we will consider what expertise actually entails and the potential for its misuse (whether or not intentionally). Along the way we will consider case studies from the sciences, such as biological evolution and global warming. We will broadly discuss relevant evidence, the existence and relative value of expert consensus and its acceptance or rejection by subsets of society. Additionally, students will choose case studies of their own to investigate in greater detail. Assessment: Students share in the responsibility for instruction in a seminar course such as this. The primary instructor responsibility is to select readings that establish course themes. The corresponding student responsibility is to carry out the assigned readings and be prepared to share in the discussion of these readings during class. Over the first ten weeks we will read the books listed below, in their entirety, in addition to articles that I will provide, and our class time will primarily used to discuss the readings. Additionally, students will be required to develop a case study of their own, write a term paper about it, and lead a group discussion about the topic during our last five class meetings. Student case studies should investigate how evidence is defined, collected and utilized to rationally judge the topic, and provide an assessment of how effectively that process has been carried out. 35% -- Participation in class discussion of assigned readings 25% -- Written reflections on weekly readings 30% -- Term paper on individual case study (8-12 pages) 10% -- Facilitation of a class discussion on individual case study

Book List: 1) The Age of American Unreason by Susan Jacoby, Vintage Publishing, 2009. ISBN: 978-1400096381 2) Predictably Irrational, The Hidden Forces That Shape Our Decisions by Dan Ariely, Harper, 2009. ISBN: 978-0061854545 3) Rethinking Expertise by Harry Collins and Robert Evens, University of Chicago Press, 2009. ISBN: 978-0226113616 4) Trust Us, We're Experts: How Industry Manipulates Science and Gambles with Your Future by Sheldon Rampton and John Stauber, Tarcher Publishing, 2002. ISBN: 1585421391

Indiana University Southeast Master of Liberal Studies

Graduate Seminar LBST-D 503 Philosophy and Science of Yoga

Course Information Goal:

Discover yogic lifestyle as a supplement to modern medicine, an alternative to preventive health, and personal development, both physical and mental.

Objectives: The course will include study of the medical and scientific evidence in support of yoga. The philosophy and science behind the ancient yogic practices will be studied as well. The course will explore general yogic procedures for improvement of health. At the start of the semester, every student will be engaged in study and research to develop a personal practice plan, considering and identifying any problems they might currently, or even potentially, have. A diligent physical and mental practice for 10-12 weeks will be an important component of the course. Personal health data will be collected and recorded at the start and at the end of the practice, so that the effectiveness of the personal practice can be assessed. Before the end of the semester, students will be involved in analyzing their recorded health data statistically, presenting their inferences to the class.

MLS Program Director: Dr. Finkel, Deborah G., [email protected], (812) 941-2668 Course Director: Mr. Manwani, Ghansham M., [email protected], (812)941-2678 Course Volunteers:

Medical Assessment: Students at IUS school of Nursing:

McKay, Marian A., MSN, EdD, ARNP, [email protected] (812) 941-2340

Medical consultation and advice: Dr. Bhanu A. Thakar, M.D. (812)282-0443 Dr. Vipul D. Brahmbhatt, M.D. (812)288-6660

Pre-requisites: The course itself does not have any pre-requisites. Being in good health is

recommended, but not necessary. The students will be strongly encouraged to minimize the intake of meat, bringing it down to occasional poultry, fish, and no red meat. But these choices will in no way reflect the grades. The dress code guidelines should be observed.

Class meeting time and location: Mondays and Wednesdays from 4:15 to 5:30PM at OG-069 Office Hours: 3:15 PM to 4:00PM at OG-069, or by appointment. Teaching Assistant: Not available as of yet. Dress code: Loose and comfortable t-shirt, and pants or lounge pants are recommended for

freedom of movement as well as modesty. Gentlemen should wear snug underwear and ladies a sports bra. No shorts, skirts, or sleeveless shirts will be allowed. The t-shirt should be plain without any kinds of prints.

Accessories: Each student must be properly dressed and bring to every class meeting a yoga mat and a blanket. Eating should stop at around noon, so that the practice can start with an empty stomach. No fluids should be taken one hour before the class meeting.

Tentative Course Content: 1) Personal but not necessarily anonymous Survey – To be used to elaborate a personal practice plan

2) Yogic techniques(kriyas) comprising, but not limited to: These will comprise the Personal

Practice(PP) and Class Practice(CP)

Deep breathing – connect body and mind with cosmic energy

Asanas (Diverse Body Stretches ) – let your body enable itself to accept more oxygen

Partner yoga – bring personal and emotional well‐being

Nutrition– purify the physical body

Meditation – improve concentration

Mantra Recitation(Devotional singing) – convey clarity in thought

3) Definition, philosophy and science behind the practice of yoga (PSY)

4) Class practice (CP) – The course director will design kriyas from item #2, and announce, explain,

demonstrate and practice them during the class meetings. All students should participate. These

may or may not be included in personal practice plan, depending upon the limitations of the

physical body and the mental state of the practitioner.

5) Personal practice plan (PPP) – Each individual student, depending upon the state of their mind and

body, and with the consent of the course director, will design their own practice. This personal

practice will be executed diligently at home for at least 30 minutes a day every day.

6) Assessment of personal and class practice at the end of the semester – Each student will be engaged

and elaborate a paper on data analysis and inference of the personal health data collected at the

beginning and end of the semester

Tentative Course Schedule

Meeting Week Class Activity Activity due

1 - Aug. 23, 25

CP and demonstrations by the instructor to help student develop PP

2 - Sep. 30, 01 CP & Students developing

and their PPP

3 - Sep. LD, 08 CP & PPP development Test #1

4 - Sep. 13, 15 === Partner Yoga 5 - Sep. 20, 22 === Turn-in PPP 6 - Oct. 27, 29 Test #2(PSY) 7 - Oct. 04, 06 PPP Demo (PPD) Presentation of PPP 8 - Oct. 11, 13 === == 9 - Oct. 18, 20 === =

10 - Oct. 25, 27 Test #3(PSY)

11 - Nov. 01, 03 === Presentation and research paper

turn in on PIY 12 - Nov. 08, 10 === 13 - Nov. 15, 17 Consent of Instructor

14 - - Nov. 22,23 Thanksgiving

15 - Dec 29, 01 Christmas Celebration Presentation and turn in on

PHA

Wednesday, Dec 8th

Final Exam at the class meeting time. Details TBA

Performance Evaluation and grading policy:

Benefits in Yoga can be experienced by strict disciple and diligent practice. The attendance in the class meeting is highly recommended, will be recorded and marked. Students are expected to participate actively in all class activities, firstly develop a personal practice plan, and then practice every day regularly. The final letter grade will be assigned according to the following policy, how the difficulties are overcome, and challenges are met.

Attendance 10% 5 Projects 50% 03 Tests 30% Final Examination 10%

Grading scale:

>96 A; >92 A-; >88 B+; >84 B; >80 B-; >76 C+; >72 C; >68 C-; >64 D; and <=64 is F. Projects:

1 – Delineate and turn in personal practice plan (PPP) (50 points) 2 – Present PPP to the class - demonstrations (PPD) (50 points) 3 – Personal health assessment presentation (PHA) (50 points) 4 – Personal interests in Yoga presentation (PIY) (50 points) Students will pick a topic of their choice, depending upon their personal/professional

interests, hobbies, field of study and choose how yoga can be applied) (50 points) 5 – Barso Rey Megha(Group warm-up practice 50 points)

Test #1 by September 8th, tentative material (not limited to): (50 points)

1-Doing Yoga Safely (Part Two, chapter #5, Timothy McCall’s textbook) 2-Avoiding Common Yoga Injuries (Appendix 1, Timothy McCall’s textbook)

Test #2 by September 29th, tentative material (not limited to): (100 points)

1 - Yoga as Medicine (Part One, chapter #1, Timothy McCall’s textbook) 2 - The Science of Yoga (Part One, chapter #2, Timothy McCall’s textbook) 3 - Bringing a Yogic Perspective to Your Health Care (Part One, chapter #4, Timothy

McCall’s textbook) 4 - Getting Started and Keeping It Going (Part Two, chapter #7, Timothy McCall’s

textbook)

Test #3 by October 25th, tentative material (not limited to): (50 points)

What is Yoga? (Part I, Introduction, Light on Yoga text by BKS Iyengar)

Body in Action by Sarah Key; selected sections TBA Bibliography: 1) http://www.theyogainstitute.org/book_cyclopaedia_one.htm (ISBN: 81-85-053-19-7)

Cyclopedia VOL. 1, YOGA - All about asanas and 100 more topics of yoga. Published by The Yoga Institute, Santacruz, Mumbai - India

2) http://www.theyogainstitute.org/book_cyclopaedia_two.htm 3) http://www.theyogainstitute.org/book_cyclopaedia_three.htm 4) http://www.drmccall.com/YogaAsMedicine.html (ISBN: 978-0-553-38406-2

YOGA as medicine, The yogic perscriptoins for health and healing by Timothy McCall, M.D. Published by Bantam Dell

5) http://www.sarahkey.com/catalogue.cfm?pageID=9&productcategoryID=2&productID=9 (ISBN: 1-74114-118-4) You can keep your joints young - The body in Action, by Sarah Key, Published by Allen & Unwin.

6) http://www.bksiyengar.com/Modules/Referen/Books/book.htm ( click "Light on Yoga") ( ISBN: 81-7223-501-1 ) Light on Yoga, The classic guide to yoga by BKS Iyengar, published by HarperCollins

7) http://www.bodyandbreath.com/Book.htm (click on Book)(ISBN: 0-9707006-0-1) Anatomy of Hatha Yoga, A Manual for Students, Teachers and Practitioners, by Dr. H. David Coulter, Publishe by Body and Breath.

Course Outline - Tentative LBST 609 Readings in Contemporary Science and Mathematics Fall 2011

I. Course Description

This course is designed to introduce students who are not necessarily scientists to literature about modern science and mathematics. Students will select, read, report and discuss books from reading lists provided by the instructor in all areas of science and mathematics. This course is an elective course for the Master of Arts in Liberal Studies and Master of Science in Education programs.

Readings will be assigned from the course texts during the first eight weeks of the course. Seminar discussions of the assigned readings will follow each week’s assignments. Before spring break, students will select at least two books from distinct scientific fields from a course reading list. Students will read the books they have chosen. Following spring break, each student will prepare a written report and deliver an oral presentation on the books they have read.

II. Instructor Mark D. Krahling

Office Office Phone Email Home Phone Chemistry

Department Office SC 2261 464-1712 [email protected] 618-382-2620 464-1701

III. Course Information A. Lecture/Discussion Tues 6:00 – 8:45 P.M. ED 2103 B. Textbooks Seeing Farther, Bill Bryson, Editor, (SF)

Richard Dawkins, Modern Science Writing, (RD) General Science Reference Books: Natalie Angier, The Canon (NA) or

Bill Bryson, A Short History of Nearly Everything (BB)

C. Science Notebook / Journal / Sketchbook D. Attendance

Lecture attendance is expected and class attendance is taken weekly. E. Course Evaluation / Grading Distribution points Course Notebook / Class Participation 9% Science Concept Map/Model 6% Essays (4) 32% Lab Proposal 8% Lab Essay 10% Summary Paper 15% Final Presentation 10% Final Exam 10%

IV. Topics - Order of topics subject to change

Lecture #

Reading Assignment

1 11 Jan ‘11

What is science? Lab Notebook/Journal

Essay 1 Science/Writing

2 18 Jan ‘11

Scientists at work “G. Ferry, X-Ray Visions: Structural Biologists & Social Action …” p 250, (SF) N. Stephenson, “Atoms of Cognition: Metaphysics … Royal Society,” p 82, (SF) M. Perutz, “A Passion for Crystals,” p 168, (RD) D Hofstader, “from Godel, Escher, Bach…” p 371, (RD) “The Stone-Breakers” Chapter 5, p63 (BB) “Into the Troposphere” Chapter 17 p 255 (BB) “The Richness of Being,” Chapter 23, (BB)

Notebooks 1

3 25 Jan ‘11

Chemistry - Elements & Compounds – Krahling P. Ball, “Making Stuff: From Bacon to Bakelite,” p 294, (SF) Primo Levi, ‘Carbon’, from The Periodic Table. P 383 (RD) “Chemistry,” Ch 5, p 121, (NA) “Elemental Matters”, Ch 7, BB “Getting the Lead Out,” Ch 10, BB “The Bounding Main,” Ch 18, BB

Essay 2 Scientists

4 1 Feb ‘11

Where Stuff comes From - Dr. Kent Scheller, Astrophysicist Brian Greene, “from The Elegant Universe,” p336 (RD) Steven Hawking, “from A Brief History of Time,” p 342 (RD) Margaret Wertheim, “Lost in Space: …Crisis of …Cosmology,” p 58 (BB) Paul Davies, “Just Typical: Our Changing Place …,” p 320 (BB)

“Lost in the Cosmos,” Chapt 1 – 3, BB

Notebooks 2

5 8 Feb ‘11

Biology 1 – Evolutionary Biology - Dr. Jim Bandoli, Biologist “The Rise of Life,” Chap 19, p287 BB “Small World,” Chap 20, p302 BB “Life Goes On,” Chap 21, p321 BB “Darwin’s Singular Notion,” Chap 25, p381 BB

Proposals Due

6 15 Feb ‘11

Proposal Reviews Applied Science: Technology, Medicine & Engineering

7 22 Feb ‘11

Essay 3

8 1 Mar ‘11

Chemistry – Reactions & Synthesis – Dr. Shelly Blunt – Organic Chemist Biology 2– Cellular / Molecular Biology - Dr. Marlene Shaw – Microbiologist “Cells,” Chap 24, p371 BB “The Stuff of Life,” Chap 26, p 397 BB Handouts Proposal Reviews

Proposal Reviews

8 Mar ‘11 Spring Break 9

15 Mar ‘11 A Universe of Numbers - Math – Dr. Adrian Gentle – Tentative

“The Measure of Things,” Chapter 4, BB Science Map

10

22 Mar ‘11 Origins, Notebooks 3

11 29 Mar ‘11

6-7 Great Graphs Marlene Shaw Annual Biology Lecture Dr. John M. Butler, Beyond CSI, Forensic DNA Mitchell Auditorium, 7 PM

Essay 4

12 6 Apr ‘11

Geology – Dr. Jim Durbin – Tentative “The Earth Moves,” p173, BB “Bang,” p189, BB “The Fire Below,” p207, BB “Dangerous Beauty,” p224, BB

Lab Day Preparation

Final Report Due

13 13 Apr ‘11

Lab Day Lab Report = Essay 5

14 20 Apr ‘11

Semester Presentations/ On Being a Skeptic - Dr. Tom Pickett

15 27 Apr ‘11

Semester Presentations

4 May ‘11 Final Wk

Final Exam – Tuesday Night

Fall 2011

Educ: Q 450/550: Science, Technology, and Society (STS) for a Changing World. 4:15pm ‐5:30pm LF 255

Dr. James E. Hollenbeck, Ph. D. Office: 247 Life Science Building

Phone: 812.941.2360

Email:[email protected]

Required Texts.

Copp, N.H. and Zanella, A.W. (1996). Discovery, Innovation, and Risk. MIT Press, Cambridge, MA.

Course Description

This class will examine the critical perspectives on the social aspects of science and technology

in our lives, in the world around us, and throughout history. Issues include economic development, the

environment, communications, and war.

Introductory Note

The rise of modern science and technology has presented a series of challenges to society. In

the 1500s and 1600s (with the Scientific Revolution led by such figures as Galileo, Bacon, Descartes, and

Newton) and again in the 1800s (with Darwin) conflicts arose between science and religion; these

conflicts have continued into the present. In the late 1700s and 1800s (with the Industrial Revolution led

by inventors such as Watt) special problems arose for economics and politics; these problems have been

resolved by neither capitalism, socialism, nor democracy. The 20th century saw the advent of nuclear

weapons, electronic computers, and biotechnologies — followed by 21st century globalization — have

only intensified multiple challenges that range across issues of personal belief and social justice to

nuclear risk, environmental pollution, cultural integrity, and self‐identify. Issues of professional ethics

and responsibility among scientists and engineers, as well as science and technology policy, are further

dimensions of STS studies.

Science, Technology, and Society (STS) is the study of the social, political, economic, and cultural

aspects of science and technology, both in America and abroad. It is central to a liberal arts education,

and is excellent preparation for future graduate study or employment opportunities. Science and

technology have become increasingly important components of our world, changing the ways we live,

work, and think. The well‐being of individuals, nations, and, ultimately, our Earth depends in part on

techno‐scientific developments that are part of the process shaping both the social fabric and the

natural environment.

Goal

To develop an informed appreciation of the problematic character of the relations between science,

technology, and society

Objectives

After taking this course, students should be able

to give an account of the development of STS relationships

to give an account of the interdisciplinary STS studies field as a scholarly activity

to compare and contrast different approaches to the analysis of STS relationships

Assess critically different assumptions (including their own) about relations between science,

technology, and society.

General Course Requirements

The general approach will be the reading, writing, and discussion of a series of basic works in the STS

studies field.

Specific Class Mechanics

The class will be conducted as a seminar. We are all students of the arguments of the scholars we are

reading, and we will all be trying to give their writings t insightful interpretations we can as we study the

interrelationship between science, technology and society.

All students are expected to participate actively in class discussions.

Attend class; it does influence your grade.

There will be a number of short response papers, a formal research paper (using the APA system)

and a formal presentation.

STS Resources

1. Brockman, J. (1995). The Third Culture: Beyond the Scientific Revolution. Simon & Schuster. New

York, New York

2. Carson, Rachel (1962) Silent Spring. Chapters: 1, 2, and 17.

3. Copp, N. and Zanella, (1996). Discovery, Innovation, and Risk. MIT Press, Cambridge, MA.

4. Cutcliffe, Stephen H. 2000). Ideas, Machines, and Values: An Introduction to Science,

Technology, and Society Studies. Rowman and Littlefield, Lanham, MD:

5. Friedman, Thomas, (2005). The World is Flat. Farrar, Straus and Giroux, New York.

6. Hollenbeck, J.E."Making Interdisciplinary Courses Work with Constructivism and

Science, Technology and Society (STS)", The College Quarterly, Spring 2006 Vol. 9 No. 2.

Seneca College, Ontario, Canada .

7. Hollenbeck, J.E. and Reiter, W.S. Linking the Two Worlds: Science and Art for

Understanding, The College Quarterly, Fall 2005 Vol. 8 No. 4. Seneca College, Ontario,

Canada.

8. Jarman, R. and McClune, (2007). Developing Scientific Literacy. MacGraw Hill –Open

University Press. Berkshire, England.

9. Kuhn, Thomas (1996) The Structure of Scientific Revolutions, 3th Ed, Chapters 1, 2 and Postscript.

University of Chicago Press. Chicago, Ill.

10. Smith, M.R. and Marx, L. (1994). Does Technology Drive History? MIT Press, Cambridge, MA.

11. Snow, C.P. (1959) Two Cultures and Scientific Revolutions. Rede Lecture, Cambridge University,

UK.

12. Winner, L. Upon Opening the Black Box and Finding It Empty: Social Constructivism and the

Philosophy of Technology. Science, Technology, & Human Values, Vol. 18, No. 3 (Summer, 1993),

pp. 362‐378

13. Yager, R. (1990).The science/technology/society movement in the United States: Its origins,

evolution, and rationale. Social Education, 54 (4), 198‐201.

Course Schedule:

HO. Handout, Ppt. powerpoint

Date

(week of)

Topics Resources

Aug.29 Science, Technology, and Society. Critical perspectives on the social aspects of science and technology in our lives, in the world around us, and throughout history. The Nature of Science, Introduction of POMs.

Ppt. ‘What is STS and problem based learning? Francis Bacon Karl Popper Thomas Kuhn Selected Handouts.

Sept. 7 History of Science. A survey of the social, intellectual, and institutional development of science in America from colonial times to the present. Topics include scientists' roles in government, education, and industry; science in war; women in science; and the emergence of America as a leading scientific nation. POMS over Selected handouts.

Ppt. History of Science.

Sept.12 Science, Technology, and Discovery Science Joins Engineering. POMS Discussion on the Nature of Science. Copp and Zanella. p. 1

Copp and Zanella. p. 1

Sept. 26 Hollenbeck p.1 Introduction: Analyzing Issues in Science and Technology and discussion. POMs Telegraphy: The Beginnings.. POMS. Copp and Zanella. p. 1

Hollenbeck 1, 15. Copp and Zanella, p. 13

Oct. 3 Science, Technology, and Politics The origins of and contemporary issues in U.S. science and technology policy development, focusing on federal policy issues associated with the civil space program, advances in biomedicine, information technology, and intellectual property created by federally funded research. Wedneday: The Flying Machine Problem: The Wright Stuff. POMs

Selected topics to be distributed on October 6. Students will examine and lead a five minute , a presentation five minute discussion with question and answer session October 17

Oct. 10 Research Methods‐ APA review and Online resources

Oct. 17 Monday –Presentations of the First American Industrial Revolution. Wednesday: Hydroelectric Power: The Irony of Los Angeles POMS. Copp and Zanella p.36

Copp and Zanella p.36

Oct. 24 Science, Technology and Innovation Fossil Fuels, Steam Power, and Electricity: LA Revisited. POMs Copp and Zanella p. 129

Copp and Zanella p. 129.

Oct. 31 Gasoline: From Waste Product to Fuel. Copp and Zanella POMS 146. Final paper topic discussion and selection.

Copp and Zanella p. 146.

Nov. 7 Mid‐Term Exam November 2. Bridge Design: Concrete Aesthetics. Copp and Zanella POMS 192

Copp and Zanella p. 192

Nov. 14 Science, Technology, and Risk Risk and Acceptability for Society, Pintos and Titantics. Discussion over Science and Risk Toothpick Bridge Building Competition.( HO)

Selected Readings.

Nov. 21 Vaccines Good Intentions Are Not Enough. Copp and Zanella POMS 245 Ppt. What Happen to the 2009 Pandemic?

Copp and Zanella p. 245. Hollenbeck ppt.

Nov. 28 The Greenhouse Effect: Revolution Involves Risk. Copp and Zanella POMS 289. Atomic Power: Difficulty in Estimating Cancer Risk Copp and Zanella. POMS 321.

Copp and Zanella p. 289. Copp andZanella p. 321.

Dec. 5 Ten minute Class presentation over your paper see attached rubric on Appendix 1.You will have 8 minutes to present, and two to three minutes to answer questions. Papers are Due at your presentation. (December, 7th actually)

Dec. 12

Finals! In class comprehensive written performance.

Final Project 450/550

Select a topic in Science, Technology and Society (STS) and research and prepare an 8‐10

page typed paper in an APA annotated format with a title page and reference page. This paper

must include appropriate charts, graphs, and diagrams. You must have a minimum of 7‐10

resources, only three may be internet. Be sure to document and list your retrieval date. Be sure

to use the resources (journals in the stacks). Original source material will greatly enhance your

understanding of your topic as you cross reference with other sources. Use charts, tables and

illustrations when you can. This is paper that should be able to be presented in an

undergraduate journal. Your paper must include the social and historical impact of you topic as

it relates to science, technology and society.

You will present your paper to the class on December 5 and 7 in a 10 minute

presentation. You will be expected to deliver a summary of your research, use the PowerPoint

or overhead project to assist your presentation. Any charts, graphs, and diagrams should be

incorporated in your presentation. You will be allow ten minutes for you presentation and

questions. DO NOT PASS 10 minutes! You will lose 10 point.

We will use the rubric on page 10 of your syllabi for assessment for both your paper and

presentation.

The topic that you choose must relate to the field of science, technology and society and

should be interdisciplinary in scope. Remember, choose a topic of personal interest that ties the

scope of this class and that you are interested in.

SCIENCE SYLLABI

Documents