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Syllabus Integrated Science III- Life Science- NSCI 3003/7003 Fall 2005

334 Natural Science Center 5:30-7:40 M W

Dr. Barbara Baumstark (Biology), Dr. John Wilson (Physics and Astronomy), Dr. Pamela Burnley (Geology) Dr. Jyotsna Thota (Chemistry), Dr. Nydia Hanna (Science Education)

Course Website: http://scied.gsu.edu/Hanna/nsci/

Course Description: Foundation concepts in Life Science with integrated laboratory. Emphasis on connections to geology, physics, astronomy and chemistry.

Course Focus: The Integrated Science Sequence is a collaborative effort between the College of Arts and Sciences and the College of Education at Georgia State University and comprises the science concentration for middle school teachers with a major or minor in science. Science forms a seamless web of knowledge about the universe. An understanding of basic science concepts will be necessary in our scientific and technologically rich societies of the future. This three semester integrated sequence of courses for middle school teachers encompasses physics, astronomy, chemistry, geology, and biology while emphasizing the overarching principles of science and their application to real-world situations. Each semester highlights the main concepts of two disciplines of science, while incorporating examples and general principles of the whole of science through the study of the applied theme of science "in and around your home". The theme serves two important functions; first to make the relevance of science to the student's daily lives unmistakable and second to provide an alternative structure and context in which the science content can be integrated. The development of the theme has been an ongoing project for two years by the Science STEP committee consisting of representatives from Biology, Chemistry, Geology, Physics, Astronomy and Science Education. Science STEP is dedicated to designing a curriculum based on National Science Education Standards and that will align with Georgia Performance Standards for Middle Grades.

Course Objectives: This course is designed to provide a substantial body of science background for middle school teachers. The course objectives are linked to the GPS for Georgia Teachers in each of the three areas of middle school science: life, physical and earth science . Please see the Agenda for the GPS associated with the course.

Required Textbook:

"Exploring the Way Life Works: The Science of Biology",
by Mahlon Hoagland, Bert Dodson, and Judith Hauck, c. 2001, Jones and Bartlett, Pubs., ISBN #076371688X

Course Requirements:There are several aspects of the course which will be required. These are as follows:

1. Sign in to the course website at http://scied.gsu.edu/Hanna/nsci/ Go to the Bulletin Board and place an introductory greeting about yourself and what you find interesting in science.
2. Participate in the online discussions about science (Burning Questions) in the WebCT portion.
3. Develop the Integrated Science Portfolio-3 elements for 3003, 4 elements for 7003..
4. Design, do and evaluate your Authentic Science Project.
5. Take the traditional assessments- quizzes and final.
6. Complete the laboratory activities and Praxis Practice.  

Authentic Science Project

Design and conduct an authentic scientific investigation on a research question of your choice. This project will be similar to a science fair project with a presentation at the end of the semester in front of the class and instructors. Complete instructions on the timeline for your project will be given in class. Many middle schools are involved in the Science Fairs of this state, and it will be advantageous for you as a teacher to know what it is like to design and implement a project of your own before you facilitate middle schoolers in their projects. Specific components of this project are due on dates specified in class. Professors will be available for advice and assistance on research according to the topic of interest. All research projects must be approved by the faculty. This is a 9 week experience and students are expected to complete all work on the project outside of class. Projects are graded on a rubric.

Grading and Assessments

Assessment of your performance in this course will be determined by a combination of methods. Your participation and products from assignments will be evaluated by the instructors. The overall assessment of your progress will also include an evaluation of your Integrated Science portfolio. Grade percentages as follows:

Laboratory activities and assignments	20 %
Integrated Science Portfolio	15 %
Quiz 1	15 %
Quiz 2	15 %
Final Exam	20 %
Class Participation and Attendance	5 %
Authentic Science Project	10 %

7003 students will have additional test questions on quizzes and exams.

Attendance Policy Please refer to the University's statement on attendance. Because much learning in the field of science is experiential, good attendance is critical to understanding concepts presented in class. All proposed absences must be communicated to the instructor. The instructor reserves the right to deduct 5 points from the final grade for class absences.

Plagiarism Policy:

You may be wondering why we make such a big deal about plagiarism. One might be tempted to think of plagiarism as a harmless, “victimless” crime; since its only obvious impact is to allow a student to earn grades they do not “deserve”. However, it is not a victimless crime at all. The first victim of plagiarism is the student who plagiarizes in our class. We are here to help students learn to be better writers, thinkers, scholars and teachers. The student who plagiarizes, denies themselves the feedback that they need to learn and grow. The second group of victims is other students in the class who turn in original work that suffers in comparison to plagiarized material. As instructors we try hard not to compare one student’s work with another. However, if we allowed ourselves to unquestioningly accept plagiarized material as an authentic measure of our student’s capabilities there would be a tendency to raise our expectations. Finally, the most important and vulnerable victims are middle school students who could find themselves being taught by a substandard teacher – one who cannot write or think well enough to teach students how to think or write.
Using turnitin as a technical helper, we will work with students so that they understand what plagiarism is and how not to commit it. In all but the most extreme cases (see below), we will use grades rather than campus disciplinary measures to discourage students from plagiarizing. An understanding of what plagiarism is and how to identify it are considered part of the content of this course; this knowledge may be tested on an exam.

Our plagiarism policy:

1. All portfolio elements must be submitted to Turnitin.com.
2. Turnitin reports are evaluated by instructors but not given to students. We are not interested in educating committed cheaters on how to “game the system”.
3. An element containing plagiarized material will receive a zero along with feedback on the type of revision needed to fix the problem. Students will be given every chance to revise their work as long as it is turned in before the final portfolio deadline.
4. An element that contains borderline plagiarism (paraphrasing that is too close to a source etc.) may receive a reduced grade for failure to demonstrate comprehension of the topic matter.
5. An element that consists in large part of quoted material may receive a reduced grade for failure to demonstrate comprehension even though the material is properly quoted and cited (see rubrics).
6. Any element that has earmarks of severe and deliberate plagiarism (falsified citations, element is totally plagiarized etc.) will be grounds for disciplinary measures as described in the academic honesty policy.

This syllabus provides a general plan for the course. Deviations may be necessary.

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Integrated Science Portfolio- Portfolio assessment has become a widely cited technique for obtaining a rich demonstration of the skills that students have acquired, and it is often implied that portfolio assessment provides different types of information from that obtained from standardized tests. In Science Education, portfolios have been applied in student assessment, prospective science teacher education programs, and the assessment of practicing science teachers.The portfolio will synthesize all work you have accomplished in the course. You will choose the elements from the list of approved projects or activities that will either focus on a single discipline in science, or address the integrated aspect of the sciences. You will be required to choose two elements in addition to the required Burning Question element.The best grades go to students who demonstrate comprehension through writing in their own words.

All elements of the portfolio must have the text portion submitted to Turn It In. Instructions will be given in class and on the website.

Due Dates: One element of your choice will be due for feedback and initial grade on October 5.

A second element will be due for feedback and initial grade on November 16

The third element and revised elements, will be due on December 7

7003 sudents must complete an additional element-due on December 7.

Portfolio Rubric

Element	Description
Burning Questions (required element)	Keep a log of "burning questions" about science and science topics as we go through the course. These may include questions you think of when out of class or at home. They may involve observations you make about scientific or technological items in your home. In addition, take the challenge and find out the answer to a burning question that was not answered in class or the book. Then find activities and information resources (internet included) about the topic that you think will help you teach the topic to students in the future. Your element will include all 3 of these pieces: 1. Burning question Log- a list of your burning questions throughout the semester. You are required to compose at least one burning question a week. You may choose to post your burning questions on the Bulletin board of the website. The purpose of the online posting is to stimulate discussion about science among the class members. When posting your question- place the topic of the question in the subject line. 2. One of your burning questions answered in your own words and at the college level, with references correctly cited. This answer must be in depth and be more than 2-3 pages of text. 3. Annotated list of resources for when you teach about this question/topic. Identify content resources and then annotate the entry with a short paragraph summarizing what is in the resource and how you would use the resource in your classroom.
From Elvis to You	Elvis Presley’s official date of death is listed as August 16, 1977 (of course, there are many individuals who believe he is still alive). Unbeknown to most of his followers, an exceedingly sensitive scientific instrument* set up at his bedside in Graceland happened to record his last breath, and showed that one of the carbon atoms in the dinner steak he had eaten on July 21 was expelled just as he died. By coincidence, this instrument has just revealed that the same carbon atom is currently residing in a protein within the connective tissues of your vocal chord. Suggest how this carbon atom might have traveled from Elvis to you. Include in your analysis a discussion of the places it might have gone to, as well as the molecules and metabolic pathways it might have encountered on its way. Feel free to be creative and imaginative. As long as you base your atom’s journey on factual information, you may use fiction, poetry, rap, drama, or any other literary medium you think is appropriate. Just be sure to craft your statements in a way that is logically organized and follows generally conventional grammatical rules. *such an instrument has not yet been designed, but for the purposes of this exercise, you can assume that it already exists.
Life in a Leaf Pile	Investigate the variety of plants and animals in your immediate environment through an analysis of the components of a leaf pile. Use a dichotomous key to identify your organisms and prepare a summary that includes your data, diagrams of each specie you found, a brief description of the specie, and an analysis of the leaf pile as an ecosystem. Additional information in Handout.
Bioethics	During class, you will be presented with certain hypothetical scenarios that involve questions in bioethics. You will be asked to read a short description of the scenario and then, within a group, discuss the dilemma it raises. A spokesman for your group will then be asked to present a brief statement summarizing the responses of group members, and the pros and cons of acting on each response. Choose one of the scenarios and write a thoughtful analysis that carefully addresses the arguments for or against a specific course of action. Then decide as to the course of action you would take if faced with the problem, and justify your decision. You may discuss the problem with classmates, friends, family members, or anyone else if you wish; you are also encouraged to check the literature on bioethics for responses by "experts" to help you arrive at your decision. Your discussion should be 500-1000 words in length, neatly typed, grammatically correct, and scientifically accurate.
Animals in the News	In class, Dr. Baumstark will pass around a hat containing the taxonomical names of various animals, all of whom exhibit some form of behavior that has recently brought them to the attention of scientists or the general public. The name you pick from the hat will be "your" animal. Beneath your animal's name will be a website to help you get started. The website will contain an article explaining scientists' interest in this particular animal. To complete the assignment, submit a 4-6 page double-spaced typewritten review that includes the following points: 1. A general description of the animal that includes the following: The taxonomical group to which the animal belongs (This can be presented in table or chart form) Identify the animal's close relatives in the text to orient the reader. The animal's general appearance. Describe any physical characteristics that distinguish it from other closely related species. The animal's natural habitat. Describe any changes in habitat that have influenced the size of its population. Be sure to note whether or not the animal is on the endangered species list. The animal's position within its habitat, e.g. as a predator, herbivore, etc. 2. The specific behavior patterns (which can include social behavior, mating behavior and/or parenting behavior) that has brought this animal to the attention of scientists and/or the public at large. Explain how this behavior affects the animal's position within its own population and its relationship to its ecosystem.
Molecular Menu	The Molecular Menu portfolio element is an investigation into the nutritional value of the food you eat through biochemical analysis. 1. Keep a 10 day record of your typical food intake. Record the number of grams, % of each by weight, and the number of calories for each of the following types of compounds: a.Protein b.Fats o Trans-fats (LDL’s) o Poly unsaturated fats (HDL’s) c.Carbohydrates o Whole grain o Simple sugars o Processed carbohydrates o Whole grain carbohydrates d. At least 4 vitamins 2. Create a table of each food category by grams and number of calories. 3. Investigate the typical diet of a person like you in a developing, or 3rd world country. 4. Make a table that compares and contrasts the two diets in terms of nutritional value and caloric intake. 5. Write a commentary on the nutritional value of your diet and the needs that it meets. How do you rate your energy demands? Does your diet meet or exceed those demands? 6. Compare your own typical diet to that of your compatriot in another country. How does this diet meet, exceed, or fall short of his or her energy demands? 7. Include illustrations, diagrams, or graphs.

 

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