Senate Document #22 1985-86 GENERAL EDUCATION DOCUMENT 4 Department of Physics Proposal I: The 5-hour General Education Course The Department of Physics would like to modify its one-semester introductory physics course, PHYS 105 Contemporary Physics, in order to make it suitable for the 5-hour general education requirement. The current course (discontinued due to lack of students and faculty) is listed in the catalog as PHYS 105 Contemporary Physics (4) A survey course with laboratory covering the fundamentals of mechanics, heat, light, sound, electricity, atomic and nuclear physics, and their applications in today's society. Prerequisite: MATH 163 or equivalent. Modify the above to read PHYS 105 Contemporary Physics (5) A survey course with laboratory covering the fundamentals of mechanics, heat, light, sound, electricity and magnetism, atomic and nuclear physics, and their application in today's society. Prerequisite: MATH XXX (the 4-hour general education course at the level of college algebra emphasizing word problems) or equivalent. The three changes consist of: 1) changing the course from 4 hours to 5 hours, 2) adding magnetism along with electricity, necessary for a complete survey of physics at the introductory level. 3) replacing the old prerequisite, MATH 163 College Algebra, with the equivalent and more appropriate general-education algebra course. Recommended Text for PHYS 105: Jay Boleman, Physics An Introduction (Prentice Hall, Englewood Cliffs, NJ, 1985). Chapter 1: Motion Chapter 15: Heat, Climate and Life Chapter 2: Changing Directions Chapter 16: Waves and Matter Chapter 3: The Laws of Motion Chapter 17: Sound Chapter 4: Understanding Forces Chapter 18: Electric Charge Chapter 5: Momentum Chapter 19: Moving Charge Chapter 6: Energy Chapter 20: Magnetism Chapter 7: Gravity and Tides Chapter 21: Electricity and Magnetism Chapter 8: Rotational Motion Chapter 22: Electromagnetic Radiation Chapter 9: Atoms and Molecules Chapter 23: Properties of Light Chapter 10: Solids Chapter 24: Light and Atoms Chapter 11: Liquids Chapter 25: The Wave Nature of Particles Chapter 12: Gases Chapter 26: Special Relativity Chapter 13: Temperature and Matter Chapter 27: The Nucleus Chapter 14: Heat Energy in Motion Chapter 28: Fission, Fusion, and Our Energy Future Satisfying the Senate General Education Guidelines 1) Laboratory - PHYS 105 includes a laboratory. 2) Historical Development of the Science - This course discusses the overall historical development of physics, including: a) Mechanics - Newton's Laws (1600's) b) Heat and Thermodynamics (1700-1900) c) Light - Particle Model (1600's), Wave Model (1700-1900), Wave/Particle (1900's) d) Electricity and Magnetism - Laws (1700-1850), Complete Theory (late 1800's) e) Modern Physics - Relativity (1905), Quantum Theory (1925) 3) Explicitly Employ and Discuss the Scientific Method - The scientific method is "lived" and "experienced" constantly in all introductory laboratory-based physics courses. For each weekly laboratory experiment, the student addresses in laboratory reports: i) Objective (overall aim of the specific investigation) ii) Theory (the hypothesis) iii) Experiment (method of observation, the equipment) iv) Data (gathered during observation) v) Analysis/Conclusion (verification of the hypothesis, experimental error, accuracy, etc.) The departmental rules concerning laboratory are: i) The minimum number of laboratory experiments to be performed in any introductory physics course is 9. ii) If a student fails to complete any 1 of the minimum labs, the student FAILS the ENTIRE course. iii) Students repeating an introductory course must repeat ALL of the minimum labs. The Departmental rules reflect the importance of the practice of the scientific method by the student in the laboratory. 4) Must be interdisciplinary where feasible - Glancing over the chapters of recommended text, it is evident that material is interdisciplinary, where possible. a) Topics Common to Chemistry i) Chapter 9: Atoms and Molecules ii) Chapter 10: Solids iii) Chapter 11: Liquids iv) Chapter 12: Gases v) Chapter 24: Light and Atoms b) Topics Common to Atmospheric Science and Biology i) Chapter 15: Heat, Climate and Life c) Topics Common to Environmental Science i) Chapter 28: Fission, Fusion and our Energy Future 5) May not be Designed as the First Course in a Sequence Taken by Majors- PHYS 105 is totally unsuitable for majors, as is premedical physic PHYS 111 and PHYS 112, because of the lack of calculus. The sequence appropriate for the physics major is PHYS 221/222, a calculus-based introductory physics sequence. General Education Document #5 RE: Department of Chemistry Proposal: Five-hour General Education Course in Chemistry The Department of Chemistry proffers the following description of an introductory chemistry course designed to be appropriate for partial satisfaction of the General Education Requirements (as adopted by the Faculty Senate, April 11, 1985) in Natural Science. Chemistry 105 Modern Aspects of General Chemistry (5) An introductory general chemistry course with laboratory covering such topics as the historical development of modern chemical thought and the role of chemistry in a modern industrial society in addition to such fundamentals as atomic structure, periodicity of elements, nuclear chemistry, chemical bonding, interaction of elements and compounds, thermochemistry, kinetics, gases, liquids, solids, reactions in water, acids and bases, oxidation-reduction reactions, introduction to organic chemistry and biochemistry. Less quantitatively rigorous, but broader in scope than Chemistry 141, 142. Lecture: 3 hours; recitation: 1 hour; laboratory: 3 hours. Prerequisite: Math XXX (the four-hour general education course at the level of college algebra emphazing word problems) or equivalent. Overview/Rationale of Chemistry 105 It is expected that this course will evolve gradually over a period of years. However, it is also expected that this course will be taught at approximately the same level and with roughly the same scope as illustrated by Chemistry Decoded, Leonard W. Fine, Oxford University Press, 1976. Attached is a proposed "typical" Syllabus for Chemistry 105 that is a modified table of contents from this particular text (modified to explicitly include historical perspectives of chemistry and science, in general, which, it is anticipated, will be interwoven throughout the course). Although, this text may not, in fact, be the text finally adopted for Chemistry 105 (depending upon who teaches the course), it very nicely illustrates the desired approach to the course. The first units are devoted to discussions of the historical development of chemistry as a science within the context of the "scientific method" stressing chemistry as an experimental, evolving human activity (appropriate resources for discussion, here and throughout the course, on experimentation as the basis upon which modern science rests are Great Scientific Experiments: Twenty Experiments that Changed Our View of the World, Rom Harre, Oxford University Press, 1983, and Laws of Nature, R.E. Peieris, Schribners, 1956). In addition, the first units cover atoms, matter, and energy in the universe of our experience, and the techniques, computations and language of science. Gases, liquids, solids and solutions are discussed from the chemical point of view. Atomic and molecular structure and the nature of the chemical bond are presented. There is a unit on the chemistry of the nucleus. Descriptions of the chemical environment, both inorganic and organic, as well as biochemical, follow in succeeding units. Each unit opens with a short series of statements or comments, referred to as Perceptions and Deceptions, designed to stimulate, provoke, or otherwise subtlely lead the student into the lessons of the unit in a way that the student will find comfortable, perhaps even fun. Most of the units include historical perspectives relevant to that particular unit and the units conclude with a fair number of Questions to Answer--Problems to Solve. It is the philosophy of the Department of Chemistry faculty and of most chemists in academia that chemistry as an intellectual discipline cannot be learned, even in rudimentary form, without problem solving, i.e., a "doing" activity. Current topics relevant to text and lecture coverage will be introduced into the course with outside required reading. It is expected that extensive use will be made of audio-visual aids and tested demonstrations. Although the laboratory experiments to be conducted in Chem 105 have not yet been finalized, a suggested list of experiments has been included as an indication of the types of experiments that will be conducted. As a final statement in the Overview/Rationale, it should be noted that the goal of this course is not to produce, ultimately, working scientists, but rather to produce individuals with an enhanced ability to render reasoned decisions on scientific issues which affect their lives and with an enhanced appreciation of what science in general, and chemistry, in particular, can and cannot do. Explicit Description of Compliance of Chemistry 105 to the Senate General Education Guidelines for the Natural Science Requirement 1. Inclusion of a laboratory. Chem 105 includes a weekly laboratory with selected experiments designed to be interesting, to reinforce lecture material and to be chemically substantive. 2. Historical development of the science. The historical development of chemistry is addressed briefly in the initial units, is systematically introduced as Historical Perspectives within the units throughout the course and is also interwoven into specific lecture topics throughout the course. 3. Explicitly employ and discuss the scientific method. The scientific method is explicitly discussed in the initial units within the context of discussing chemistry as an experimental activity. It is further employed in virtually every experiment conducted in the laboratory. For each weekly laboratory experiment, the student must explicate in the form of a laboratory report: A. Objective (statement of the reason for conducting the experiment). B. Theory (hypotheses involved in the experiment(s)). C. Description of experiment (observations, methods of investigation). D. Data acquisition (again, observation and experimental measurement). E. Analysis/conclusions (verification of hypothesis, conjecture on experimental error, possible suggestions of new hypotheses). 4. Must be interdisciplinary where feasible. By its very nature, an introductory chemistry course is interdisciplinary, particularly with physics (e.g., it is a well-documented observation that a course in highschool physics better prepares a student for a university-level general chemistry course than does a highschool course in chemistry). More specifically, referring to the accompanying "typical" syllabus, areas common to chemistry and other disciplines include: A. Areas common to chemistry and physics: 1. Units 3 and 8 on atomic structure. 2. Units 4 and 6 on kinetic molecular motion, Newton's laws of motion, energy, heat, thermochemistry and the gaseous state of matter. 3. Unit 9 on radioactivity and nuclear concepts. 4. Unit 5 on the solid state. 5. Unit 7 on batteries, electrolytic cells and Faraday. B. Areas common to chemistry and biology: 1. Unit 12 on nitrogen fixation and the nitrogen cycle. 2. Unit 14 is entirely biologically oriented. C. Areas common to environmental science and chemistry: 1. Unit 11 on water pollution. 2. Unit 12 on air pollution, smog and acid rain. 3. Unit 13 on chlorinated organic compounds in the environment. D. Areas common to other disciplines: 1. Unit 1 on chemistry as a humanity. 2. Unit 5 on symmetry in art and chemistry. 5. May not be designed as the first course in a sequence take by majors. Chemistry 105 is not at all appropriate as a first course for chemistry majors. Chemistry 141 and 142 are explicitly required as the first courses for both B.A. and B. S. degrees in chemistry. (it is expected that the General Chemistry Honors Course, yet to be approved and established, will also satisfy this chemistry requirement). General Education Document #6 Proposal for a 5-hour course in Biology: The Biology department requests the approval of the following course as satisfying the first component of the general education Natural Science requirement: Biology 105 Principles of Biology. To consist of 3 hours of lecture, 3 hours of laboratory, and 1 hour of presentation each week. The hour of presentation would be a large group meeting of all Biology 105 sections for the purpose of viewing films, hearing special lectures, and taking examinations. Included with our request is a proposed topical outline for this course and a discussion of its adherence to the criteria set down in the general education document. 105 Principles of Biology (5) An introduction to ideas fundamental to an understanding of contemporary biology (cell theory, genetics, evolution, and ecology). Course Outline PRINCIPLES OF BIOLOGY Biology 105 I. Cells as the Fundamental Units of Life 1. Characteristics of life 2. THERMODYNAMIC'S CONSTRAINTS ON LIFE PROCESSES 3. CHEMISTRY IN LIFE a. ATOMIC STRUCTURE b. MOLECULAR BONDING c. IMPORTANT MOLECULES 1) WATER 2) CARBOHYDRATES 3) LIPIDS 4) PROTEINS 5) NUCLEIC ACIDS 4. Discovery of cells a. HISTORICAL DEVELOPMENT OF THE MICROSCOPE b. ELEMENTARY OPTICS OF THE LIGHT MICROSCOPE 5. Cells as adaptations to attain a large size a. PHYSICAL AND CHEMICAL PROBLEMS OF BEING UNICELLULAR AND LARGE b. cells as a solution to these problems 6. Cell structure a. THE HISTORICAL DEVELOPMENT OF MEMBRANE MODELS b. membrane functions 1) controlling permeability 2) enzyme positioning 3) recognition between cells 4) compartmentalization c. intracellular membrane systems d. non-membranous organelles 7. Cell division a. cell replication b. reductive cell division, a prelude to sex II. Genetics 1. HISTORICAL CONCEPTS ABOUT INHERITANCE 2. WHO WAS GREGOR MENDEL, AND WHY DID HE SUCCEED? * 3. Mendel's Laws a. principle of segregation b. principle of independent assortment 4. Other inheritance patterns a. linkage b. crossing over c. multiple alleles d. co-dominance e. inheritance of gender f. sex linkage * 5. Discovering a connection between genetics and proteins * 6. Which part of the chromosome is important? * 7. THE, NOT ENTIRELY NICE, QUEST FOR THE STRUCTURE OF DNA 8. Development of the "Central Dogma" 9. REPLICATION, TRANSCRIPTION, TRANSLATION III. Evolution 1. HUMAN INTEREST IN ORIGINS 2. PRE-DARWINIAN VIEWS OF ORIGINS 3. DEVELOPMENT OF THE DARWIN/WALLACE THEORY 4. Natural selection as a mechanism 5. Other forces effecting evolution a. gene flow b. genetic drift 6. speciation via natural selection * 7. EVIDENCE FOR EVOLUTION * 8. EVIDENCE AGAINST SLOW EVOLUTION 9. punctuated equilibrium IV. Ecology 1. Competition as natural selection in action a. population interactions 1. competition 2. predation 3. symbiosis b. population/community/ecosystem structure c. ENERGY NEED AS A SELECTION PRESSURE d. NUTRIENT CYCLING 2. Ecological succession a. primary succession b. secondary successsion c. DISRUPTIONS OF SUCCESSIONAL SERIES 3. INSULTS TO THE ENVIRONMENT a. POLLUTION AS TOO MUCH OF A GOOD THING b. TOXIC SUBSTANCES AND BIOLOGICAL MAGNIFICATION c. WHAT'S A NUCLEAR WINTER? This course will include a 3 hour per week laboratory that will coordinate with the topics in the lecture, but will emphasize exposure to the diversity of living organisms. The topics in caps are by their nature interdisciplinary, relying upon chemistry, physics, atmospheric science, history and social sciences. The topics preceded by an asterisk offer an opportunity to discuss, and provide examples of, methods of scientific inquiry. GENERAL EDUCATION DOCUMENT #7 Proposal for Three Credit Course for the Natural Science Requirement for General Education 105 Introduction to Meteorology (3) A non-technical treatment of the fundamentals of weather and weather forecasting, geared for the general student. We propose ATMS 105, Introduction to Meteorology, as a course to fulfill the three credit portion of the Natural Science Requirement for General Education. We believe the course as presently offered would meet the criteria for the three-credit course. Meteorology combines physics, chemistry, and biology. Meteorology, the science of the atmosphere, is interdisciplinary by nature. The atmosphere is a fluid and, as such, is governed by the laws of thermodynamics and kinematics. Thus, the atmosphere follows the basic laws of physics. The atmosphere is also composed of molecules of various gases. Thus, chemistry is also involved in any introductory meteorology course. The composition and origin of the atmosphere, the Ideal Gas Laws, and basic fluid flow are all dealt with in a non-mathematical approach in this course. The human consequences of weather events add a social dimension to the course. Meteorology is a science involving many disciplines. Corrolary Proposal (Change Catalog p. 66): Add, at the end of the description of Meterology 106: "Needed to fulfill natural science requirement for [add the following] for students enrolled at the University prior to August 1986." GENERAL EDUCATION DOCUMENT #8 Proposal: Environmental Studies Courses to be included in the Revised General Education Curriculum Below are two course proposals from the Environmental Studies Program which are being submitted for inclusion in the new General Education Curriculum. Both courses are for three (3) credit hours and are interdisciplinary in design. One is titled "Introduction to Environmental Science." This course has been offered each semester since the inception of the Environmental Studies Program and has an approved catalog number (ES130) and description. The other is titled "Introduction to Energy and Environmental Issues." This is a new course. The suggested catalog course number is ES140 and a suggested course description is included in the attached document. Course Proposal: 130 Introduction to Environmental Science (3) The biological, chemical, physical and societal implications of man's impact on the environment with consideration of selected contemporary problems. In keeping with the need for both breadth and depth in an undergraduate's general education science experience, I propose that ES 130, Introduction to Environmental Science, be included in the General Education Program. This course purposely approaches environmental issues from an interdisciplinary perspective. Information from the diverse fields of biology, chemistry, physics, sociology, economics, management, public policy and atmospheric science are integral to the basic understanding and resolution of the complex environmental problems facing modern society today. An analysis of the disciplinary content of the text currently used in this course will be illustrative of the interdisciplinary content of the subject. In some instances aspects of all of these disciplines are necessary to understand the complexity of problems such as acid deposition or hazardous wastes. Biology 40% Chemistry 20% Sociology 14% Physics (as applied to engineering) 10% Economics/Management 7% Atmospheric Sciences 5% Public Policy 4% Attached is a detailed course syllabus providing lecture content, objectives and general classroom policy. As should be obvious from examining the syllabus this course will add breadth and perspective to an undergraduate's general science background. This course is currently available to all students on campus as a general elective. ES 130 INTRODUCTION TO ENVIRONMENTAL SCIENCE DESCRIPTION This course seeks to make students aware of the environmental consequences of modern technology by investigating to what degree various technological systems conflict with basic ecological principles. OBJECTIVES After completion of this course students should: 1. Understand basic ecological concepts and laws 2. Be able to assess the environmental consequences of a number of post-World War II technologies and their ecosystem perturbations. 3. Understand the current conflicts between environmental protection and technological development. 4. Be aware of the complexity and difficulty of seeking solutions to such global problems as world hunger, resource scarcity, rapid population growth, and pollution. CONTENT AND METHODS The course will consist of lectures, readings, films, and class discussions related to a variety of current environmental issues. Typical issues would include the impact of chemicals and other synthetic materials in our environment, causes and consequences of air pollution, water pollution, and noise pollution; land disposal of various toxic substances; and impacts of human development on wildlife and land and water resources. Constructive-action (i.e., participating in focusing attention on an issue through action) will be an important aspect of the course. ES 140 Introduction to Energy and Environmental Issues An introduction to the critical role of energy in contemporary society. The course provides an overview of energy fundamentals, and examination of the connections to environment and economics, a review of energy sources, uses, and systems, and explorations for balanced energy programs and policies. Course Objectives 1. To provide an overview and understanding of the energy-related issues of our contemporary society. 2. To provide a fundamental base of knowledge about energy sources, energy uses, and energy systems. 3. To examine interrelationships among energy, environment, economics, and people, politics and policy. 4. To provide a review of the historic context of our present energy situation. 5. To promote creative thinking about solutions for energy-related problems. 6. To encourage student interest in more specific energy/environment-related courses. 7. To enable the student to make more energy-conscious choices in the market place. Course Justification This course is designed to explore the wide-ranging dimensions of our energy situation by focusing on the nature and character of our energy demand--the tasks that need to be accomplished, the nature and character of our existing and potential energy supply--the various energy resources that are and will be utilized to meet demand, and the nature and character of the interrelationships among energy and environmental quality, economic growth, social structure, political decisions, technological advances, and national security. Because of the multi-dimensional character of our energy problems and solutions, the course is designed to be multi-disciplinary in nature. The disciplines of physics, sociology, economics, and environmental science will be integrated in the course through readings, general lectures, and specific invited guest lecturers from those disciplines. The justification for this course lies, then, in the necessity of endowing the student with an awareness of our current energy situation--how we got here, the options and paths for the future, and the interconnections energy has with other segments of our society. Energy is the fundamental basis of everything and all actions of human beings and nature. The nature of our social and physical environment is shaped by the ways various energy resources are utilized. and just as energy use influences society, so society--its values, is cultural nature, its economic structure, its political systems, its technological base, and its public and private institutions--influences energy demand, and which energy resources and systems will be used to meet that demand. Clearly, energy problems are more than physical phenomena or engineering difficulties; they touch virtually every aspect of our society--human values and social make-up, social, economic, environmental, technological, and political structures and characteristics. Energy is definitely related to everything else. There is general agreement that the era of abundant and cheap fossil fuels is over and that continuing dependence on foreign energy sources and domestic centralized energy systems could threaten our national security. But the shape and direction of our country's energy future remain a matter of controversy and public debate. In part, this is because there are several different sets of alternatives or "paths" which may be followed toward a solution of our current energy problems. It is also because each path involves different techological, social, economic, environmental, and political costs, risks, and benefits. Today's energy decisions will ultimately affect the overall future of our society and the quality of each individual's life. General Education Document #9 Department of Physics Proposal II: Two 3-hour General Education Course The Department of Physics would like its current offerings PHYS 101 LIGHT AND VISUAL PHENOMENA PHYS 102 THE PHYSICS OF SOUND AND MUSIC to satisfy the new 3-hour science general education requirement. Rationale 1) These courses satisfy the Senate General Education Guidelines: "These courses need not include a laboratory but must be interdisciplinary in content." 2) Each course has a theme (LIGHT and SOUND) which is basic to physics, and serves as a foundation for a rich variety of interdisciplinary applications. The interdisciplinary profile of each course is sketched below. LIGHT Physics: Waves, Physical Laws (Optics) Applications (Microscopes, Telescopes, Cameras, etc.) Chemistry: Atoms, Molecules, and Spectra Biology: The Human Eye, Visual Problems (Myopia, Retinal Burns, Color Blindness, etc.) Psychology: Perceiving Light and Color (Trichromaticity, Contrast Effects, etc.) Art: Color in Art (Physical Laws of Color Mixing, Pigments, Paint) SOUND Physics: Waves, Physical Laws (Acoustics), Applications (Microphones, Speakers, Records, etc.) Chemistry: Temperature, Pressure, and the Speed of Sound in Solids, Liquids and Gases. Biology: The Human Ear and Voice Audiology and Hearing Problems (Outer Ear, Middle Ear, Inner Ear) Psychology: Perceiving Sound (Place Theory of Hearing, Timbre, Masking, etc.) Music: Sound in Music (Physical Laws of Resonance in Instruments) Detailed course outlines, arranged by the above subject headings, are attached. 3) These courses are rich in lecture/demonstrations. Over the years that these courses have been taught, the Department has acquired a considerable amount of demonstrations/slides in order to give a strong experimental component to the course. While there is no laboratory per se, the student is exposed during each class to the interaction of theory and experimental observation. General Education Document 10 Department of Chemistry Proposal: Three-Hour General Education Course in Science CHEMISTRY 103 Chemistry for Changing Times (3). We live in a chemical world--a world of nuclear wastes, dwindling petroleum reserves, drugs, biocides, food additives, fertilizers, detergents, plastics and pollutants. Knowledge of chemistry is presented to help the student better understand the benefits and hazards of this world and to enable the student to make intelligent decisions in the future. Current topics in chemistry will be presented so that students will incorporate in their lives a sense of how chemists approach and solve problems and an appreciation for chemistry as an open-ended learning experience that will continue throughout their lives. Prerequisites: None. RATIONALE: The General Education Requirements adopted by the Faculty Senate on April 11, 1985, states that, "Students must take one three-hour course chosen from biology, chemistry, physics, atmospheric sciences, environmental studies, or special topics courses. These courses need not include a laboratory but must be interdisciplinary enough in scope for science majors to satisfy this requirement." "...The second course is designed to provide breadth and perspective. ...Courses may be developed in biology, chemistry or physics that meet the goals of the three-hour requirement." The course proposed above will be expressly designed to provide breadth and perspective, with material drawn from several sciences, including environmental sciences, atmospheric sciences, biology, physics, pharmaceutical chemistry, nuclear chemistry, etc. A "typical" topics outline for the course illustrates the interdisciplinary thrust of the proposed course. "TYPICAL" TOPICS IN CHEMISTRY" 1. Chemistry: A Scienc for all Seasons 2. Atoms: Are they for real? 3. Atomic Structure: Images of the Invisible 4. The Nucleus: Getting to the Heart of Water 5. Chemical Bonds: The Ties that Bind 6. Names, Formulas, and Equations: You Too, Can Speak Chemistry 7. Acids and Bases: Please Pass the Protons 8. Oxidation and Reduction: Burn and Unburn 9. Chemistry of the Earth: The Materials Crunch 10. Carbon and Hydrocarbons: A Storehouse of Energy 11. Organic Chemistry: Some Hors d'Oeuvres 12. Energy: The Chemical Century 13. Energy for the Future: After Fossil and Fissile Fuels Fizzle 14. Polymers: Giants among Molecules 15. Farm Chemistry: Food for a Hungry World 16. Food: Those Incredible Edible Chemicals 17. Food Additives: Bane or Blessing? 18. Water: To Drink and to Dump Our Wastes In 19. Air: Breath of Life...or Death? 20. Household Chemicals: Helps and Hazards 21. Cosmetics: The Chemistry of Charm 22. Body Chemistry: Drugs--From Colds to Cancer 23. Chemistry of the Mind: Remedies and Recreation 24. Chemical Toxicology: Hemlock, Anyone? General Education Document #11 Proposal for 3 hour General Education Course in Biology: The Biology Department requests the approval of four courses as satisfying the General Education Natural Science requirement for 3 credit courses. Biology 106. The History of Biological Thought Biology 107. Principles of Biological Evolution Biology 108. Human Biology Biology 109. Current Issues in Biology Course Descriptions The History of Biological Thought Biology 106 Description: A chronological survey of the development of the principal ideas in biology, their reliance upon previous work and consequences for the growth of the discipline. Rationale: Much is known about how life operates and how it got to be the way it is. It is, however, important to understand the process by which we got here, since it is the process, and not the information, that is essentially scientific. Study of the characters and events that have shaped biological thought enhances an awareness of the humaness of the endeavor of science while promoting increased competence in the information of the discipline. Thorough discussion of important experiments in biology will be a critical course strategy. Elements of mathematics, physics, chemistry, geology, history, sociology, and psychology will necessarily be included in this course. Principles of Biological Evolution Biology 107 Description: An introduction to the basic principles of evolution, presenting an account of the scope and significance of biological evolution. Rationale: Evolutionary theory did not begin with Darwin, nor has it been completed yet. As the most profoundly disturbing, and illuminating, idea in biology it lends itself particularly well to a wide range of topics from geological evidence to legal arguments in our courts. Topics range from the history of evolutionary thought to consideration of genetic therapy, gene engineering, and creationism. Elements of chemistry, astronomy, atmospheric science, geology, physics, sociology, statistics, and psychology will be included in the course material. Human Biology Biology 108 Description: A study of the form, function and behavior of humans in light of their evolutionary heritage. Rationale: The human is the most studied yet least understood organism on earth. No other organism possesses as much control over its environment and destiny. To make informed decisions about ourselves and the environment to which we are bound it is essential that we understand as much as we can about our biology and our potential to alter, irrevocably, ecosphere and ourselves. Topics of discussion will include growth, development, physiology, and behavior as well as the impact of human activities on the environment. Elements of chemistry, physics, psychology, political science, and sociology are essential to understanding humans as organisms. Current Issues in Biology Biology 109 Description: An investigation of the scientific background, biological, but with broad human impact. Three topics will usually be covered, providing the scientific background (biology, chemistry, etc.) leading to informed interpretation of the human impact. specific topics may vary in future semesters. Elements of chemistry, physics, psychology, philosophy, and sociology will be drawn together in the discussion of contemporary events in biology. General Education Document #21 Majors in the natural sciences (Biology, Physics, Chemistry, Atmospheric Sciences, Environmental Studies) may meet the three-hour interdisciplinary natural science requirement by taking six or more hours of course work in one or more natual sciences outsideof their major.