GE150 Survey of the Sciences [Onsite]

GE150
Survey of the Sciences
[Onsite]
Course Description:
This survey course is designed to familiarize the student with the methods of rational inquiry and
problem solving in the physical sciences. Students will explore a selection of topics in the
scientific fields including physics, chemistry, biology and earth science to develop basic
scientific literacy and the ability to critically analyze issues of science.
Prerequisite(s) and/or Corequisite(s):
None.
Credit hours: 4
Contact hours: 40 (40 Theory Hours)
Survey of the Sciences
Syllabus
Syllabus: Survey of the Sciences
Instructor:
________________________________________
Office hours: ________________________________________
Class hours: ________________________________________
Major Instructional Areas:
1. Introduction to Conceptual Integrated Science
2. The Scientific Method
3. Basic Concepts in Physics
4. Basic Concepts in Chemistry
5. Basic Concepts in Biology
6. Basic Concepts in Microbiology
7. Basic Concepts in Earth Science
8. Application of Problem-Solving Techniques to the Selected Sciences
9. Exercise of Quantitative Skills: Employing Basic Mathematics and Elementary Algebra
Course Objectives:
1. Illustrate the significance of scientific literacy in our daily lives.
2. Describe the introductory concepts of physics.
3. Describe the introductory concepts of chemistry.
4. Describe the basic concepts of biology.
5. Describe the basic concepts of microbiology.
6. Describe introductory concepts of earth science.
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Survey of the Sciences
Syllabus
7. Apply problem-solving techniques, using applied basic mathematics and elementary algebra,
to the selected natural sciences.
8. Analyze scenarios that interrelate different natural sciences.
9. Develop a project that offers a possible solution to a simple everyday issue related to the
natural sciences.
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Date: 4/19/2010
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Syllabus
SCANS Objectives:
SCANS is an acronym for Secretary’s Commission on Achieving Necessary Skills. The
committee, created by the National Secretary of Labor in the early 1990s, created a list of skills
and competencies that the committee feels are necessary for employees to function in a hightech job market.
1. Develop and reinforce critical-thinking processes.
2. Retrieve and organize data from various sources: computerized databases, reference books,
and periodicals.
3. Allocate time and energy for completing projects in a timely manner.
4. Express opinions and ideas on positions taken on issues related to the natural sciences.
5. Demonstrate the ability to utilize the Internet for resource materials as well as the electronic
library available through the ITT Tech Virtual Library.
Course Outline
Unit
Activities
1—Introduction to
Science: It’s
Really Not That
Scary!

2—Motion
Content Covered:
Conceptual Integrated Science:
o
Chapter 1, “About Science,” pp. 1–13

Writing Assignment: 1

Read from Conceptual Integrated Science:
o
Chapter 2, “Describing Motion,” pp. 17–33
o
Chapter 3, “Newton’s Laws of Motion,” pp. 36–44

Exercises: 1 and 2

Writing Assignment: 1

Course Project Part 1: Start
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Syllabus
Unit
Activities
3—Momentum,
Energy, and
Gravity

4—Heat and
Waves
5—Rocks and
Minerals
6—Matter and
Chemical Bonds
Read from Conceptual Integrated Science:
o
Chapter 4, “Momentum and Energy,” pp. 57–74
o
Chapter 5, “Gravity,” pp. 78–79

Exercises: 1 and 2

Quiz: 1

Writing Assignment: 1

Read from Conceptual Integrated Science:
o
Chapter 6, “Heat,” pp. 98–116
o
Chapter 8, “Waves—Sound and Light,” pp. 142–144

Exercise: 1

Writing Assignment: 1

Course Project Part 1: Submit

Read from Conceptual Integrated Science:
o
Chapter 23, “Rocks and Minerals,” pp. 531–555

Quiz: 1

Writing Assignment: 1

Read from Conceptual Integrated Science:
o
Chapter 11, “Investigating Matter,” pp. 217–240

Exam: 1

Writing Assignment: 1
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Survey of the Sciences
Unit
7—Chemical
Reactions
8—The Cell
Syllabus
Activities

Course Project Part 2: Start

Read from Conceptual Integrated Science:
o
Chapter 12, “The Nature of Chemical Bonds,” pp.
241–264
o
Chapter 13, “Chemical Reactions,” pp. 265–276

Exercises: 1 and 2

Writing Assignment: 1

Read from Conceptual Integrated Science:
o

Read from Microbiology:
o
9—Metabolism,
Microorganisms,
and the Immune
System
Chapter 15, “The Basic Unit of Life—The Cell,” pp.
319–339
Chapter 5, “Microbial Metabolism,” pp. 26–70

Exercise: 1

Writing Assignment: 1

Course Project Part 2: Submit

Course Project Part 3: Start

Read from Microbiology:
o
Chapter 1, “A Brief History of Microbiology,” pp. 1–25
o
Chapter 5, “Microbial Metabolism,” pp. 26–70
o
Chapter 6, “Microbial Growth,” pp. 71–98
o
Chapter 7, “The Control of Microbial Growth,” pp. 99–125
o
Chapter 10, “Classification of Microorganisms,” pp.
126–155
o
Chapter 16, “Innate Immunity: Nonspecific Defenses of
the Host,” pp. 156–183
o
Chapter 17, “Adaptive Immunity: Specific Defenses of
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Unit
Syllabus
Activities
the Host,” pp. 184–207

Quiz: 1

Writing Assignment: 1
10—The Brain and 
Organ Systems of
the Human Body
11—Tying It All
Together: Course
Review
Read from Conceptual Integrated Science:
o
Chapter 19, “Human Biology I—Control and
Development,” pp. 429–452
o
Chapter 20, “Human Biology II—Care and Maintenance,”
pp. 453–461

Writing Assignment: 1

Exam: 2

Course Project Part 3: Submit
Instructional Methods
“Survey of the Sciences” is intended to be a fun course that motivates you to explore the
marvels of science. In terms of content, the course intends to explain basic concepts of the
natural sciences and enable you to apply basic mathematical skills. Another important aspect of
the course is its emphasis on describing how various natural sciences work in synchrony.
The strategies detailed in this section explain how the content objectives of the course will be
achieved while retaining the focus on its fun aspect.
In-class time will be utilized as follows:
o
Concept Explanation through Interesting Activities and Learning Objects: To
achieve the content objectives of the course, your instructor will explain various key
concepts using interesting, but simple, experiments or demonstrations. In addition,
he or she will use multimedia files, referred to as learning objects, wherever
appropriate. In all units, except Unit 11, concept explanation will account for nearly
50 percent of in-class time.
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o
Syllabus
Concept Application : To help you appreciate how scientific concepts can be applied
to explain everyday phenomena, the course employs a combination of one or more
of the following tools:
• Group activities and simple experiments
• Mathematical exercises
• Group discussions
• Activities based on interactive learning objects
Concept application is designed to account for nearly 25 percent of in-class time.
o
Evaluation of Key Concepts : The course has exams and quizzes to help you and
your instructor track your progress through the course. There will be two exams with
20–30 multiple choice questions based on the five natural sciences covered in this
course.
o
Exercise of Quantitative Skills: The course includes quizzes to assess your comfort
with employing basic mathematics and elementary algebra to solve scientific
problems. These quizzes will also prepare you for the post-requisite courses.
Homework assignments in this course consist of:
o
Writing Assignments : The Writing Assignments are based on hands-on experience
and simple scientific experiments that test your conceptual knowledge and comfort
with application of the scientific method and problem-solving techniques.
o
Course Project: The Course Project will involve application of knowledge of the
natural sciences covered in this course, problem-solving techniques, the scientific
method, and conceptual integrated science.
Instructional Materials and References
Student Textbook Package
Textbook: Hewitt, Paul G., Suzanne Lyons, John Suchocki, and Jennifer Yeh. Conceptual
Integrated Science. San Francisco, CA: Pearson Education, Inc., 2007.
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Bauman, Robert and Gerard Tortora, et al. Microbiology. Boston, MA: Pearson Education, Inc.,
2007.
CD-ROM: Dunning, Jeremy. Learning Objects for Survey of Sciences. Boston, MA: Pearson
Education, Inc., 2007.
The “Learning Objects” CD-ROM will accompany Conceptual Integrated Science.
The learning objects are brief activities that explain and apply various concepts covered in this
course.
References
ITT Tech Virtual Library
Log on to the ITT Tech Virtual Library at http://www.library.itt-tech.edu/ to access online
books, journals, and other reference resources selected to support ITT Tech curricula.
Books
You may click “Books” or use the “Search” function on the home page to find the
following books.
ITT Tech Virtual Library> Books> Ebrary:

Alpha Development Group Staff. Complete Idiot’s Guide to Einstein’s
Universe. Indianapolis, IN: Alpha Books, 1999.

Gautreau, Ronald. Schaum’s Outline of Modern Physics. NY: McGraw-Hill
Professional Book Group, 1999.

Gibilisco, Stan. Physics Demystified. NY: McGraw-Hill Professional, 2002.

Kakalios, James. Physics of Superheroes. NY: Penguin Group, USA
Incorporated, 2005.

Patch, Kimberly, and Smalley, Eric, eds. Physics: Applications from the
Edge of Science. Technology Research News, 2002.
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
Goldberg, David E. Schaum’s Easy Outline Beginning Chemistry. New
York: McGraw-Hill Trade, 2003.

Miller, Bob. Bob Miller’s Basic Math and Pre-Algebra for the Clueless.
New York: McGraw-Hill Trade, 2002.

Gibilisco, Stan. Everyday Math Demystified. New York: McGraw-Hill
Professional Publishing, 2004.

Lightman, Alan. Discoveries: The Great Breakthroughs in 20th Century
Science. New York: Knopf Publishing Group, 2005.

Christophorou, L. G. Place of Science in a World of Values and Facts.
New York: Kluwer Academic Publishers, 2001.

Gower, Barry. Scientific Method: A Historical and Philosophical
Introduction. New York: Routledge, 1996.

Henry, John. The Scientific Revolution and the Origins of Modern
Science. 2nd ed. New York: Palgrave Macmillan, 2001.

Pokras, Sandy, Michael Crisp, Francine L Ruvolo. Team Problem Solving.
Revised ed. Course Technology Crisp, 1994.

Rozakis, Laurie E. Schaum's Quick Guide to Writing Great Research
Papers. New York: McGraw-Hill Professional Book Group, 1999.

Fried, George H., and George J. Hademenos. Schaum's Easy Outline:
Biology. New York: McGraw-Hill Professional Book Group, 2001.

Jenkins, Stephen H. How Science Works: Evaluating Evidence in Biology
and Medicine. New York: Oxford University Press, Incorporated, 2004.

Mayr, Ernst. What Makes Biology Unique?: Considerations on the
Autonomy of a Scientific Discipline. Cambridge, UK: Cambridge
University Press, 2004.

Stansfield, William D., Jaime S. Colome, and Raul J. Cano. Schaum's
Easy Outline Molecular and Cell Biology. New York: McGraw-Hill Trade,
2003.
Periodicals
You may click “Periodicals” or use the “Search” function on the home page to find
the following periodicals.
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
Periodicals> ProQuest Science Journals> Physics Today

Periodicals> ProQuest Science Journals> Chemical and Engineering
News

Periodicals> ProQuest Science Journals> Nature Chemical Biology

Periodicals> ProQuest Science Journals> Science News

Periodicals> ProQuest Science Journals> Scientific American

Periodicals> ProQuest Science Journals> Popular Science

Periodicals> ProQuest Science Journals> Discover
Reference Resources
You may click “Reference Resources” or use the “Search” function on the home
page to find the following reference resources.
• Reference Resources > Physics

Fear of Physics

The Mechanical Universe…and Beyond

NIST Fundamental Physical Constants

Physics: Demonstration Lab

Physics Web

PhysLink: Physics and Astronomy Online

PSIGate: Physics Gateway
• Reference Resources> Mathematics

Math.com

The Math Forum

The Math Page

Mathematical Atlas
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
Mathematics Help Central

MathWorld

WebMath
Syllabus
• Reference Resources> Science

National Science Foundation

New Scientist

OSTI Science and Technology Resources

PBS: Scientific American Frontiers Video Archive

Science.gov

ScienceDaily Magazine

Scientific American

Online Conversion.com

Martindale’s Calculators On-line Center
• Reference Resources> Encyclopedias

AccessScience

Britannica Online

CIA World Factbook

Country Profiles

Encyclopedia Smithsonian

How Stuff Works

Portals to the World
• Reference Resources> Almanacs
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
Information Please Almanac

Fast Facts
Syllabus
• Reference Resources> Study Skills

Mind Tools: Essential Skills

Ten Traps of Studying

Prentice Hall’s Student Success Site

Study Guides and Strategies

Study Skills

Study Skills Self Help Information
Learning Guides
You may click “Learning Guides” or use the “Search” function on the home page
to find the following learning guides.

Physics Tutorials

Assessing the Credibility of Online Sources

Evaluating the Quality of Information on the Internet

Student Research Guides>Digital Books

Student Research Guides>Electronics Sources

Student Research Guides>Research Papers
Other References
The following resources can be found outside of the ITT Tech Virtual Library, whether
online or in hard copy.
Web sites
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
“General Chemistry Online”
http://antoine.frostburg.edu/chem/senese/101/index.shtml (June 28, 2007).

“About.com Chemistry”
http://Chemistry.about.com/ (June 28, 2007).

“Rocks and Minerals”
http://edtech.kennesaw.edu/web/rocks.html (June 28, 2007).

“Science for Changing World”
http://infotrek.er.usgs.gov/pubs (June 28, 2007).

“How Does our Mind Work?”
http://nobelprize.org (June 28, 2007).

“Structure of the Earth”
http://scign.jpl.nasa.gov/learn/plate1.htm (June 28, 2007).

“Minerals”
http://webminerals.com/ (June 28, 2007).

“Rocks and Minerals”
http://wrgis.wr.usgs.gov/docs/parks/rxmin/index.html (June 28, 2007).

“Human Mind and Body”
http://www.bbc.co.uk/science/humanbody/body (June 28, 2007).

“Cells Alive”
http://www.cellsalive.com (June 28, 2007).

“Conceptual Physics”
http://www.conceptualPhysics.com (June 28, 2007).

“Committee for Skeptical Inquiry”
http://www.csicop.org (June 28, 2007).

“Entropy”
http://www.entropylaw.com (June 28, 2007).
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“About Temperature”
http://www.eo.ucar.edu/skymath/tmp2.html (June 28, 2007).

“Experience Math and Science”
http://www.explorelearning.com (June 28, 2007).

“Fear of Physics”
http://www.fearofPhysics.com (June 28, 2007).

“How Stuff Works”
http://www.howstuffworks.com (June 28, 2007).

“National Science Foundation”
http://www.nsf.gov (June 28, 2007).

“Pearson Custom Link”
http://www.pearsoncustom.com/link/ (June 28, 2007).

“The Physics Classroom”
http://www.Physicsclassroom.com (June 28, 2007).

“Advancing the Chemical Sciences”
http://www.rsc.org/chemsoc (June 28, 2007).

“Learning Science Just Got Easier”
http://www.sciencemaster.com (June 28, 2007).

“Science News Online”
http://www.sciencenews.org (June 28, 2007).

“The Second Law of Thermodynamics”
http://www.secondlaw.com (June 28, 2007).

“Oracle Think Quest”
http://www.thinkquest.org/library (June 28, 2007).

“The Periodic Table”
http://www.webelements.com (June 28, 2007).
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All links to Web references outside of the ITT Tech Virtual Library are always subject to
change without prior notice.
©ITT Educational Services, Inc.
Date: 4/19/2010
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Syllabus
Course Evaluation and Grading
Evaluation Criteria
The final grades will be based on the following categories:
CATEGORY
WEIGHT
Writing Assignments
30%
Exams
25%
Course Project
30%
Quizzes
5%
Exercises
10%
Total
100%
Grade Conversion Table
The final grades will be calculated from the percentages earned in the course, as follows:
A
90–100%
4.0
B+
85–89%
3.5
B
80–84%
3.0
C+
75–79%
2.5
C
70–74%
2.0
D+
65–69%
1.5
D
60–64%
1.0
F
<60%
0.0
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Date: 4/19/2010
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Syllabus
(End of Syllabus)
©ITT Educational Services, Inc.
Date: 4/19/2010