Proposal for UNIV 1301: Scientific Revolutions

Fall 2003

 

 

This section of UNIV 1301 is directed at science and engineering students in a CircLES cluster who are enrolled in the developmental Mathematics course MATH 0310. A considerable number of these students will also be enrolled in a developmental English course or an ESOL course.

 

The class will investigate the history of two of the major revolutions in scientific thought. As a first example, the students will learn about the concepts of velocity and acceleration and the scientific revolution in physics that started during the Renaissance, leading from a geocentric model of the universe to a heliocentric model, and culminating in the birth of classical mechanics.

 

In the second half of the course we will investigate some of the basic concepts of population biology and afterwards study the scientific revolution in biology during the second half of the 19th century, which led to a basic understanding of the evolutionary process as well as classical genetics, and the interaction between these two theories.

 

Using Excel spreadsheets modeling discrete dynamical systems will allow the instructor to discuss the mathematical concepts needed without relying on algebraic skills the students might still be lacking.

 

As their first assignment, students will read an excerpt from Bob Moses: “Radical Equations", leading to a discussion on such diverse topics as the civil rights movement in the United States, the impact of technology on society during the last forty years and society's need at the beginning of the third millennium for an ever increasing number  of “knowledge workers".

 

 

Goal 1.

 

  • The theme will stress the importance of mathematics within science and engineering while allowing students to strengthen their mathematical skills in an informal context.
  • The course will familiarize students with academic policies and requirements as well as the academic expectations set forth by UTEP and the Colleges of Science and Engineering. A guest speaker will address the issue of academic honesty.

 

Goals 2 and 3.

 

  • Students will regularly engage in small group activities during class designed to strengthen their quantitative reasoning and critical thinking skills.
  • Students will meet with the library liaison early in the semester to learn about the resources the UTEP library has to offer.
  • Groups of three to four students will prepare a PowerPoint presentation about an eminent scientist or engineer such as Ptolemy, Newton, Darwin, Mendel, Heaviside, et al. Students will utilize both “traditional" library sources and the Internet to find resources for their presentation.
  • In addition, each student will read a popular science or engineering book and write a book review about the book of their choice.
  • The mandatory class textbook David Ellis: “Becoming a Master Student" will help students to acquire the necessary skills to survive in college. The instructional team will put particular emphasis on time management skills, and note and test taking strategies. The students will take the time-management module developed by the University Studies department.
  • Students will meet once during the semester with the instructor and once with the peer facilitator to discuss their progress in the transition from high school to college and to discuss their career choices.
  • All students will be required to obtain a UTEP email address, and submit one of their homework assignments via email.

 

Goals 4 and 5.

 

  • Each student will use the career goal clarification software “Pinpoint".
  • Students will be informed about and encouraged to join one of the numerous student organizations in the Colleges of Science and Engineering.
  • Each student will be required to write a resume.
  • Students will attend UTEP's Career Expo and two other cultural, social or intellectual events on campus (such as the “Pandemonium” steel drum concert).