ࡱ>  $%` UbjbjNN .(,,4xxx8, npppppp$!h!$|nnV@ bux~`(2<0 %%%$, $P x, P x  EMBED Equation.DSMT4  NATURAL SCIENCES Natural science courses deal with the physical universe, the testable principles that govern its operations, its life forms, and its natural, measurable phenomena. One primary purpose of these courses is to promote an awareness of the methods of scientific inquiry and the power of scientific inquiry to describe the natural world. Emphasis is on understanding and applying the scientific method, which promotes a sense of discovery, fosters critical analysis, and encourages an understanding of the relationships between science and other human activities. A GE natural science course should exhibit the same methods and skills used by scientists when seeking an understanding of the uncertainty and complexity of the natural world. A successful GE natural science course must promote in students: N1. an understanding of the scientific method, including its attributes and limitations. N2. the ability to make judgments regarding the validity of scientific evidence. N3. an understanding of the relationship between hypothesis, experiment, fact, theory and law. N4. the ability to use inductive and deductive reasoning. N5. the practice of thinking critically, including evaluating ideas and contrasting opinions. N6. the ability to evaluate, use and communicate scientific data. N7. an introduction to current scientific theories within the field of study. N8. experience with laboratory activities using lab techniques consistent with those employed within the discipline. N9. experience applying recognized scientific methodology in laboratory activities.* Additional criteria thought to enhance a natural science course include any of the following: N10. an appreciation of the contributions of science to modern life. N11. an appreciation of the contributions to science of diverse people and cultures. N12. an understanding of the interdependence of humans and their environment. N13. a recognition of how human behavior has altered the environment. N14. a sense of the history of science and the ideas and experiments that have led to our present understanding. Be advised that the following criteria for a GE lab are consistent with a definition provided by the National Research Council, 2005 Laboratory experiences provide opportunities for students to interact directly with the material world (or with data drawn from the material world), using the tools, data collection techniques, models, and theories of science. This definition includes student interaction with astronomical databases, genome databases, databases of climatic events over long time periods, and other large data sets derived directly from the material world. It does not include student manipulation or analysis of data created by a teacher to simulate direct interaction with the material world. For example, if a physics teacher presented students with a constructed data set on the weight and [the] required pulling force for boxes pulled across desks with different surfaces and asked them to analyze these data, the students problem-solving activity would not constitute a laboratory experience in the committees definition. * To accomplish these goals a laboratory course must emphasize the methods of scientific inquiry by engaging students in: NL1. Observation and collection of data through direct interaction with the material world. NL2. Use of tools, data collection techniques, models and theories of science most prevalent in relevant research laboratories. NL3.Data may be from large data sets derived directly from the material world, but may not rely exclusively on student manipulation or analysis of data created by a teacher to simulate direct interaction with the material world. NL4. Analysis and interpretation of data. NL5. Formulation and testing of hypotheses. NL6. Communicating effectively through oral and/or written work. NL7. A minimum of one collaborative activity. NL8. A minimum of one lab unit or the equivalent of 33 hours of laboratory instruction per quarter. * Additional criterion thought to enhance a natural science lab include any of the following: NL9. Keep accurate and complete experimental records. NL10. Perform quantitative and qualitative measurements. NL11. Interpret experimental results and draw reasonable conclusions. NL12. Analyze data statistically and assess the reliability of results. NL13. Critically evaluate the design of an experiment. NL14. Design experiments to test hypotheses. NL15. Work effectively in small groups and teams.     DRAFT DRAFT DRAFT 11/14/2008 Attending: Chris, Kathy A., Kathleen D., Karen, Gillian, Marc, Marnie, Frank, Allison ,7 ; T !o7rs5̵ߩ|unfbfbfbfbh~jh~U h|`_hvG h} hvG hMZhvG5B*nHphtH hwhvGhvG hvG5>**nٱ󱹳*Աٱ-󱹳5B*Աٱ%?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry Feu!Data WordDocument.(ObjectPool bueu_1290927420FbubuOle ObjInfo1Table% ՜.+,D՜.+,|8 hp  De Anza College   ' @Please note that numbers in parentheses refer to the list of cr TitleHSummaryInformation( %DocumentSummaryInformation8CompObj q 6> MTWinEqns u@.u)G  FMicrosoft Office Word Document MSWordDocWord.Document.89qOh+'00 HT t   @Please note that numbers in parentheses refer to the list of crKathleen E. Duncan Normal.dotFaculty Staff2Microsoft Office Word@@`V@.u@.u)GVT$m yy &" WMFC ؇اl UT#m EMFا` 8      Rp@"Arial3&z Arialication Da$ 0$ LN0$ dv%   Tl, UUAČA,L XDRAFT00-)(TT @UUAČA L P 7TlAUUAČAAL XDRAFT00-)(TTUUUAČAL P 7TlV3UUAČAVL XDRAFT00-)(TT4UUAČA4L P TTUUAČAL P $! " Rp@"Arial3&z Arial$ $ = $ $ 0$ LN0$ dv%  T,UUAČA, L `11/14/2008  TTWUUAČAL P [TlWUUAČAXL XAtten T,TUUAČAPL ding: Chris, Kathy A., Kathleen D., Karen, Gillian, Marc, Marnie, Frank, Allison            !  # #    TTUkUUAČAUL P  TT,BAUUAČA,8L P Rp@"Arial@̪0 P g Sq q ($ +0  O0$ @̪0̪0F0 0  3&z Arial@$ 0@$ LN0X$ dv%  ! F(GDIC+AS}!b K!b      ,C &9!% %     Rp@"Arial !"%wS008$ X0 08$ hr  l0!"00!0w0<hr $ l0hr }!0\"$ ^Zw$ p$w" !"dv%       % % 0 % K% % " % ( " " FGDIC" % TTRMh}UUAČARtL P Rp@"Arial/ 0\ˮ00 03&z Arial  5- 0Pˮ0P $ 0$ LN0$ dv%  % T,{UUAČA,L lNATURAL SCIENCES  % TT|UUAČAL P TT|UUAČAL P $ T,UUAČA,nL (Natural science courses deal with the physical universe, the testable principles that govern its operations,                            T,  UUAČA,6L its life forms, and its natural, measurable phenomena.    $     $  $ TT  UUAČA L P TTI UUAČA,L One primary purpose of these courses is to !  #        TT, B:UUAČA,2L PpTC :UUAČAC2iL romote an awareness of the methods of scientific inquiry and the power of scientific inquiry to describe $      $                     T,<jUUAČA,bfL the natural world. Emphasis is on understanding and applying the scientific method, which promotes a      #               $    $    Tt,lUUAČA,1L sense of discovery, fosters critical analysis, an   &" WMFC gا        TlAUUAČA3L d encourages an understanding of the relationships              T,GUUAČA,`L between science and other human activities. A GE natural science course should exhibit the same        $     !           $  T,UUAČA,fL methods and skills used by scientists when seeking an understanding of the uncertainty and complexity $                         $    Tx,*UUAČA,"L \of the   T*UUAČA"L hnatural world.    TT*UUAČA"L P  TT,,BZUUAČA,RL P  % T8,[UUAČA,'L A successful GE natural science course    !      Rp@ ArialK 2d|!z$ $ 5- 0Pˮ0P 5- 00P 3&z Arial$ ;'<\$ 0$ 0$ LN0$ dv% % TdZyUUAČAL Tmust%'% Ldyd!??% ( % Tz[ UUAČAzL x promote in students: $      TT [ UUAČA L P  T`,lUUAČA,L TN1. TTmUUAČAmL P 0TD]UUAČATL an understanding of the scientific method, including its attributes and limitations.         $          #   TT^UUAČA^L P lTTUUAČAL P ! "  T`,lUUAČA,L TN2. TTmUUAČAmL P 0TUUAČALL the ability to make judgments regarding the validity of scientific evidence.     $ $              TTUUAČAL P TTUUAČAL P ! "  TX,`UUAČA,L PN3TTalUUAČAaL P. TTmUUAČAmL P 0ThUUAČAZL an understanding of the relationship between hypothesis, experiment, fact, theory and law.                $     TT 6UUAČA L P ! "  T`,lIUUAČA,AL TN4. TTmIUUAČAmAL P 0TVIUUAČAA5L the ability to use inductive and deductive reasoning.             TTWIUUAČAWAL P TTIUUAČAAL P ! "  T`,KlyUUAČA,qL TN5. TTmKyUUAČAmqL P 0TdKyUUAČAqYL the practice of thinking critically, including evaluating ideas and contrasting opinions.                        &" WMFC Gا TTKyUUAČAqL P TTKyUUAČAqL P ! "  T`,{lUUAČA,L TN6. TTm{UUAČAmL P 0Tl{UUAČAL Xthe a  T{UUAČA8L bility to evaluate, use and communicate scientific data.        #$        TT{UUAČAL P TT{UUAČAL P ! "  T`,lUUAČA,L TN7. TTmUUAČAmL P 0TqUUAČAIL an introduction to current scientific theories within the field of study.                    TTrUUAČArL P ! "  T`,l UUAČA,L TN8. TTm UUAČAmL P 0T UUAČAeL experience with laboratory activities using lab techniques consistent with those employed within the                     $      ! "  T T9UUAČA1 L ddiscipline.    TTU j9UUAČAU1L P ! "  T`,;liUUAČA,aL TN9. TTm;iUUAČAmaL P 0T,;DiUUAČAaPL experience applying recognized scientific methodology in laboratory activities.*          $         TTD;iUUAČADaL P TT;iUUAČAaL P ! "  TT,kBUUAČA,L P ! "  Tt,UUAČA,\L Additional criteria thought to enhance a natural science course include any of the following                     TTUUAČAL P: TTUUAČAL P ! "  Td,UUAČA,L TN10. TTUUAČAL P TUUAČA?L an appreciation of the contributions of science to modern life.             #  TTUUAČAL P TTUUAČAL P ! "  Td,)UUAČA,!L TN11. TT)UUAČA!L P T`)UUAČA!L Tan  T;)UUAČA!ML appreciation of the contributions to science of diverse people and cultures.                    TT<)UUAČA<!L P TT)UUAČA!L P ! "  Td,*XUUAČA,PL TN12. TT*XUUAČAPL P T* XUUAČAPHL an understanding of the interdependence of humans and their environment.         $     $ TT*#XUUAČAPL P ! "  Td,ZUUAČA,L TN13. TTZUUAČAL P TZdUUAČA@L a recognition of how h&" WMFC 'اuman behavior has altered the environment.     $        $ TTeZzUUAČAeL P ! "  T,3UUAČA,L N14. a sense of the history         T4EUUAČA4FL of science and the ideas and experiments that have led to our present         $        ! "  TTUUAČAL P %TUUAČAL hunderstanding.   TTUUAČAL P ! "  TT,PUUAČA,L P %! "  T,HUUAČA,@nL (Be advised that the following criteria for a GE lab are consistent with a definition provided by the National              !                  ! "  T,JxUUAČA,pL xResearch Council, 2005  TTJxUUAČApL P ! "  TT,zBUUAČA,L P ! "  T LUUAČA#L Laboratory experiences provide oppo      TMUUAČAMDL rtunities for students to interact directly with the material world                 $     ! "  TUUAČAcL (or with data drawn from the material world), using the tools, data collection techniques, models,       $  $                 $  ! "  Td 8UUAČA0YL and theories of science. This definition includes student interaction with astronomical                      $  T 8UUAČA0 L ddatabases,   ! "  T9gUUAČA_aL genome databases, databases of climatic events over long time periods, and other large data sets $       $      $           ! "  TiUUAČAhL derived directly from the material world. It does not include student manipulation or analysis of data      $  $           $           ! "  TTUUAČA,L created by a teacher to simulate direct inte       $      T UUAČA L raction with the material world.     $     TTUUAČAL P TUUAČAL For example, if a physics  $     ! "  TuUUAČA`L teacher presented students with a constructed data set on the weight and [the] required pulling &" WMFC ا                         ! "  T' UUAČA bL force for boxes pulled across desks with different surfaces and asked them to analyze these data,                 #       ! "  T`) W UUAČAO L Tthe T) +W UUAČAO L p students problem     $TT,) 9W UUAČA,O L P-T:) W UUAČA:O EL solving activity would not constitute a laboratory experience in the                    ! "  TY 9 UUAČA L |committee s definition.##      TT:Y O UUAČA: L P ! "  TT, 7 UUAČA, L P TT8 N UUAČA8 L P ! "  % TT, ; UUAČA, L P*TT< Q UUAČA< L P T`R  UUAČAR .L To accomplish these goals a laboratory course  $         % Td  UUAČA L Tmust%'% Ld   d!??% ( % Tl  UUAČA 0L emphasize the methods of scientific inquiry by $   $         ! "  % TR  UUAČAR L `engaging   % T|   UUAČA  L \students% Tl  UUAČA L X in:  TT  UUAČA L P ! "  T, G UUAČA,? L tNL1. Observation an !   T G UUAČA? HL d collection of data through direct interaction with the material world.                $     TT G UUAČA? L P ! "  T,I w UUAČA,o iL NL2. Use of tools, data collection techniques, models and theories of science most prevalent in relevant             $        $      ! "  Tx / UUAČA L xresearch laboratories.    TT0x F UUAČA0 L P ! "  T, ( UUAČA, 7L NL3.Data may be from large data sets derived directly f   $  $           T'  UUAČA' L |rom the material world, #  $     T  UUAČA L pbut may not rely  $    ! "  T  UUAČA L hexclusively on    T8 c UUAČA RL student manipulation or analysis of data created by a teacher to simulate direct   $                  $     ! "  T$ 6 UUAČA. $L interaction with the material world.   &WMFCا     $     TT )6 UUAČA. L P ! "  TD,8 f UUAČA,^ )L NL4. Analysis and interpretation of data.            TT8 'f UUAČA^ L P ! "  T<,h % UUAČA, (L NL5. Formulation and testing of hypothes  $        T`&h \ UUAČA& L Tes. TT]h s UUAČA] L P ! " % 6 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 6  .@"Arial- 2 >XDRAFTn 2 > I2 >?DRAFTn 2 > I2 >&DRAFTn 2 >g I, 2 > I ,'@"Arial-2 MX 11/14/2008 2 M I2 MAttenn2 MPding: Chris, Kathy A., Kathleen D., Karen, Gillian, Marc, Marnie, Frank, Allison        2 Mq I 2 [X I@"Arial-,,--.  @"Arial-.-----'"System-'''- 2 mc I@"Arial--#2 {XNATURAL SCIENCES     - 2 { I 2 { I 2 XnNatural science courses deal with the physical universe, the testable principles that govern its operations, \2 X6its life forms, and its natural, measurable phenomena.    2 z IM2 ~, One primary purpose of these courses is to    2 XpI2 _iromote an awareness of the methods of scientific inquiry and the power of scientific inquiry to describe n   2 Xfthe natural world. Emphasis is on understanding and applying the scientific method, which promotes a      U2 X1sense of discovery, fosters critical analysis, anmX2 R3d encourages an understanding of the relationships n2 X`between science and other human activities. A GE natural science course should exhibit the same     2 Xfmethods and skills used by scientists when seeking an understanding of the uncertainty and complexity   2 Xof the s 2 znatural world. 2  I 2 X I-F2 X'A successful GE natural science course s @ Arial--2 2must - @ !2--,2 P promote in students:   2  I2 XN1.  2 k I2 yTan understanding of the scientific method, including its attributes and limitations.   2 ( Ik 2  I,'2 #XN2.  2 #k I}2 #yLthe ability to make judgments regarding the validity of scientific evidence.   2 # I 2 # I,'2 1XN3  2 1g.I 2 1k I2 1yZan understanding of the relationship between hypothesis, experiment, fact, theory and law.  2 1a I,'2 ?XN4.  2 ?k I[2 ?y5the ability to use inductive and deductive reasoning.. 2 ? I' 2 ? I,'2 MXN5.  2 Mk I2 MyYthe practice of thinking critically, including evaluating ideas and contrasting opinions.. 2 M? IT 2 M I,'2 \XN6.  2 \k I2 \ythe ae_2 \8bility to evaluate, use and communicate scientific data.  2 \ I 2 \ I,'2 jXN7.  2 jk Iy2 jyIan introduction to current scientific theories within the field of study.c  2 j I,'2 xXN8.  2 xk I2 xyeexperience with laboratory activities using lab techniques consistent with those employed within the   ,'2 y discipline. 2  I,'2 XN9.  2 k I2 yPexperience applying recognized scientific methodology in laboratory activities.*  2 ! Ir 2  I,' 2 X I,'2 X\Additional criteria thought to enhance a natural science course include any of the following 2 ?:I 2 B I,'2 XN10.  2 r Ij2 y?an appreciation of the contributions of science to modern life.  2  I 2  I,'2 XN11.  2 r I2 yan 2 Mappreciation of the contributions to science of diverse people and cultures. s 2  Iu 2  I,'2 XN12.  2 r Iw2 yHan understanding of the interdependence of humans and their environment.   2  I,'2 XN13.  2 r Ik2 y@a recognition of how human behavior has altered the environment.    2  I,'72 XN14. a sense of the history t2 Fof science and the ideas and experiments that have led to our present  ,' 2 y I 2 understanding. 2  I,' 2 X I ,'2 XnBe advised that the following criteria for a GE lab are consistent with a definition provided by the National    ,',2 .XResearch Council, 2005   2 . I,' 2 <X I,'@2 Ky#Laboratory experiences provide oppoq2 KBDrtunities for students to interact directly with the material world  ,'2 Yyc(or with data drawn from the material world), using the tools, data collection techniques, models, e      ,'2 gyYand theories of science. This definition includes student interaction with astronomical i 2 gH databases, ,'2 tyagenome databases, databases of climatic events over long time periods, and other large data sets ,   ,'2 yhderived directly from the material world. It does not include student manipulation or analysis of data    ,'M2 y,created by a teacher to simulate direct inte ;2 _ raction with the material world.    2  I22 For example, if a physics  ,'2 y`teacher presented students with a constructed data set on the weight and [the] required pulling   ,'2 ybforce for boxes pulled across desks with different surfaces and asked them to analyze these data,  ,'2 ythe&2  students problem 2 -Is2 Esolving activity would not constitute a laboratory experience in the ,'.2 ycommittees definition.  2  I,' 2 X I 2 [ I,'- 2 X*I 2 ] IP2 c.To accomplish these goals a laboratory course  -2 cmust - @ !c--S2 0 emphasize the methods of scientific inquiry by   ,'-2 c engaging -2 students-2  in: n 2  I,'(2 XNL1. Observation ani  w2 Hd collection of data through direct interaction with the material world.  2 7 I,'2 XiNL2. Use of tools, data collection techniques, models and theories of science most prevalent in relevant o    ,',2 yresearch laboratories. 2  I,'^2 +X7NL3.Data may be from large data sets derived directly f.   /2 +rom the material world,    %2 +but may not rely w ,' 2 9yexclusively on2 9R student manipulation or analysis of data created by a teacher to simulate direct   ,'A2 Gy$interaction with the material world.   2 G2 I,'I2 UX)NL4. Analysis and interpretation of data.  2 U1 I,'G2 cX(NL5. 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