UGFN1000E Course outline

UGFN1000E - In Dialogue with Nature 2014-2015 Summer Term

ABOUT THE COURSE
Lecturer:
Dr. Klaus Colanero
klaus.colanero@cuhk.edu.hk
Room 702
Hui Yeung Shing Building 7/F
Course homepage: http://elearn.cuhk.edu.hk (CU e-Learning System)
Attendance is compulsory.
Tutorials:
Groups
UGFN1000 EA (English)
UGFN1000 EB (English)
Lecture:
Groups
UGFN1000 EA (English)
UGFN1000 EB (English)

Time
Tue, Fri 9:30AM - 11:15AM
Tue, Fri 2:30PM - 4:15PM

Venue
Esther Lee Bldg 305
Esther Lee Bldg 305

Time
Tue, Fri 11:30AM - 12:15PM
Tue, Fri 4:30PM - 5:15PM

Venue
Esther Lee Bldg 305
Esther Lee Bldg 305

Course description:
Humans have long been curious about Nature. In the West, ancient Greek philosophers took the lead in
exploring the physical world and the world of life with reason and hence laid the foundations of modern science.
Scientists discovered physical laws, the laws governing life and even ways of controlling life. Implications of
these discoveries force the humankind to re-assess their understanding of human understanding. On the oriental
side of the globe, Chinese philosophers developed a different view of Nature. The comparison between Western
and Chinese views will contribute to our understanding of both.
This course invites students to explore how the humankind investigated, understood and changed Nature, to
study and compare the development of science in Western and Chinese cultures, and to reflect on the humans
place in Nature. Students will be required to read, discuss and write about a wide range of texts in philosophy,
science and its history. Reading materials will be selected from influential literatures. Emphasis will be placed on
students capacity to respond critically to these texts in written as well as oral presentations.
Learning outcomes:
1) To be able to comprehend and discuss science-related texts.
2) To identify the essential characteristics of how human beings view Nature.
3) To formulate informed personal views on the societal implications of scientific explorations.
4) To relate the developments in natural sciences highlighted in the course to contemporary human condition.
Textbook: The textbook, In Dialogue with Nature, Second Edition, is available at the campus bookstore as the
semester begins. The price is $ ?.

Page 1/8

UGFN1000E Course outline

ASSESSMENT
Assessment scheme:
1. Quizzes (the best 4 out of 6)
24%
2. 1 reflective journal (English: 600-800 words)
15%
3. 1 term paper (English: 1300-1500 words)
35%
4. Participation (10% in-class participation; 6% attendance; 2%
26%
presentation; 2% special merit; 6% online discussion)
Attendance at the tutorials is compulsory!!
The last day for submission of the Reflective Journal is Saturday 30 May 2015.
The last day for submission of the Term Paper (the final essay) is Sunday 28 June 2015.
How I give marks for Participation (20% of total course marks).
Attendance (6/20):
No more than 1 justified absence: 6 points
2 justified absences: 5 points
1 not justified absence, or 1 justified + 1 not justified absences : 4 points
3 justified absences: 3 points
4 justified absences, or 2 justified + 1 not justified absences, or 2 not justified absences: 2 points
5 justified absences, or 3 justified + 1 not justified absences: 1 point
All other cases: 0 points
Absences during the ADD/DROP period do not carry mark deductions, but I will award 1 EXTRA POINT
to those students who are present at all tutorials.
Special merit (2/20):
For example regular attendance of the Friday's lecture, or constant constructive contribution in class, or several
excellent comments or questions with regard to the topics, or consistency (a mark of 5/7 or above in all quizzes)
etc....
Presentation (2/20):
Short group presentation on one of the Texts.

Page 2/8

UGFN1000E Course outline

Performance in class (10/20):

For this I use the method proposed in the appendix of this article:
Kristine S. Bruss, Improving Classroom Discussion: A Rhetorical Approach, The Journal of General Education
Vol. 58, No. 1, 2009.
http://muse.jhu.edu/journals/journal_of_general_education/v058/58.1.bruss.html
You can also find it at the end of the present document for your convenience.
I will modify it slightly for assigning marks to "A", "B", "C", "D" etc...
For example I will distinguish D from F.
I will probably (but I may refine my choice) assign marks as follows:
A = 10
B=8
C=6
D=4
F=0
(If you find it easier to understand, you can refer to the following rubric, which, according to my
experience, provides an assessment consistent with the Bruss method:
- punctuality: 1/4,
- consistency in engagement: 1/4,
- initiative: 1/4,
- preparation: 1/4)

Page 3/8

UGFN1000E Course outline

TEACHING SCHEDULE:
See the file Teaching_timetable_2014-2015_SUMMER.pdf on Blackboard.
Deadlines:
The last day for submission of the Reflective Journal is Saturday 30 May 2015.
The last day for submission of the Term Paper (the final essay) is Sunday 28 June 2015.
TO DO
Weekly routine
1) Reading assignment (essential for tutorial and quiz! This is your individual job).
2) Tutorial class.
3) Lecture on Friday.
4) Continuous assessment (in turn: quiz, reflective journal, and online discussion).
5) Check your university email account everyday!
Useful
- Browse the course resources on Blackboard UGFN1000E.
- Consultation time: any time, better after email notice, at HYS Bldg., 7th floor OR every Thursday, 16:3019:00, at the Libray Learning Garden (Refreshment corner).

Page 4/8

UGFN1000E Course outline

COURSE CONTENT AND CORE READINGS:

The course is composed of 3 parts:
1) Human exploration of the physical universe
2) Human exploration of the world of life
3) Our understanding of human understanding
STUDENTS ARE REQUIRED TO READ THE CORE TEXTS BEFORE ATTENDING THE
TUTORIAL SESSIONS.
Part I. Human Exploration of the Physical Universe
Core questions/issues

Texts

Core readings

What is true and what is real?

Plato, Republic / translated by C.D.C. Reeve.

Book VII (Verses 514-517)

Indianapolis: Hackett Publishing, 2004. (JC71 .P513

2004)
David C. Lindberg, The Beginnings of
Western Science, 2nd edition. The
University of Chicago Press, 2007.
(Q124.95 .L55 2007)
How did people handle the

David C. Lindberg, The Beginnings of Western

Chapter 3 (Para. 1-41),

facts/phenomena they knew?

Science, 2nd edition. The University of Chicago

Chapter 12 (Para. 1-2, 33-55)

Press, 2007. (Q124.95 .L55 2007)

What is scientific

I. Bernard Cohen, The Birth of a New Physics. W. W.

understanding?

Norton & Company, 1985.

Chapter 7 (Para. 1-25, 62-63)

Isaac Newton, The Principia / A new

Translation by I. Bernard Cohen and Anne
Whitman. University of California Press,
1999. (QA803 .N413 1999)

Part II. Human Exploration of the World of Life

Core questions/issues

Texts

Core readings

What are the laws of life?

Charles Darwin, The Origin of Species, 1st Edition.

Chapter 4 (Para. 1-6, 9-18, 39-46, 50-63,

(Natural selection)

(Full text available online: http://darwin-

68-71)

online.org.uk/)
What is the code of life? (The

James D. Watson, DNA: The Secret of Life. New

Chapter 1 (Para. 1-36),

discovery of DNA)

York: Alfred A. Knopf, 2003. (QH437 .W387 2003)

Chapter 2 (whole).

What impacts does manipulation

Rachel Carson, Silent Spring. Boston: Houghton

Chapter 6

of life bring?

Mifflin, 1962. (QH545.P4 C38 1962)

Page 5/8

UGFN1000E Course outline

Part III. Our Understanding of Human Understanding

Core questions/issues

Texts

Core readings

What are the limit of scientific

Henri Poincar, The Value of Science: Essential Writings

Science and Method, Chapters I and

method and mathematics?

of Henri Poincar New York: Modern Library, 2001.

III.

(Q175 .P7815213 2001)

What is human mind?

Eric R. Kandel, In Search of Memory: The Emergence of

Chapter 4 (Para. 1-9),

a New Science of Mind. New York: W. W. Norton &

Chapter 28 (whole)

Company, 2006. (WZ100 .K33 2006)

What do Chinese know about

Joseph Needham, The Shorter Science and Civilisation in

Nature? (Yin, Yang and five

China Vol. 1. Cambridge: Cambridge University Press,

elements)

1978.

What has the scientific

Nathan Sivin, Why the Scientific Revolution Did Not

revolution revolutionized?

Take Place in China or Didnt it?

Web version: (revised 2005.8.24)

Chapter 10 (Para. 1-3, 13-42)

Whole paper

http://ccat.sas.upenn.edu/~nsivin/scirev.pdf

1975
(English translation available in the
textbook)
What makes the modern

William Dunham, The Mathematical Universe: An

science so unique?

Alphabetical Journey Through the Great Proofs,

Chapter G

Problems, and Personalities. New York: Wiley & Sons,

1994. (QA21 .D785 1994)
Euclid, Elements / translated by
Thomas L. Heath.
Web version:
http://www.perseus.tufts.edu

Page 6/8

UGFN1000E Course outline

LEARNING RESOURCES
- Online study questions (
http://www.cuhk.edu.hk/oge/gef/studyqs/nature/interactive)
- Mobile App: DiaNable
An e-Learning mobile app (version 1.0) has been launched. It serves as a reading companion for students to
enhance their comprehension of the texts and self-evaluate their understanding of the texts. As an initial trial, the
app includes 4 texts only, namely Text 2: Lindberg, Text 3: Cohen-Newton, Text 4: Darwin, and Text 7: Poincar.
Three steps to download the mobile app:
1.

Enter https://campusapps.itsc.cuhk.edu.hk/store/

2.

Input your Student/Staff ID and CWEM Password

3.

Install DiaNable to your mobile phone (Android Version and iPhone/iPod/iPad Version are available)

- Peer Assisted Study Sessions (PASS):

PASS consists of one-hour, non-compulsory study sessions which are held every week and led by PASS
Leaders, who are former GEF students.
After you have attended the lecture and read the text over the weekend, you may develop some questions that
you would like to discuss with other studentsPASS is a good opportunity to do so. After attending PASS, you
will gain a deeper understanding of the texts and be better prepared for tutorial discussion.
PASS sessions are conducted in different languages. Please check your CUHK webmail or News Forum on
eLearn for details.
You are strongly encouraged to join at least some sessions. Afterwards you may become yourself a PASS
leader!
- Independent Learning Centre (ILC)
The Independent Learning Centre, in collaboration with teachers of the GE Foundation Program, offers
workshops specifically designed to help you deal with the writing requirements of UGFH and UGFN. The
workshops are available in Cantonese, Putonghua and English.

ACADEMIC HONESTY AND PLAGIARISM!!!

IF IN DOUBT, ASK THE TEACHER!
Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary
guidelines and procedures applicable to breaches of such policy and regulations. Details can be found here:
http://www.cuhk.edu.hk/policy/academichonesty/
The University places great emphasis on student academic honesty. A short video clip (in three different
versions Cantonese, Mandarin, and English) introducing students to the notions of plagiarism and academic
honesty is therefore available:
http://www.cuhk.edu.hk/clear/tnl/acad_honesty.html
Page 7/8

UGFN1000E Course outline

Appendix to Bruss article: Discussion Participation An Evaluation Guide

Minimal preparation for classroom discussion requires that you read, think about, and bring to class the text; be
prepared to discuss the text; and show respect for other participants. The following guidelines differentiate
contributors in the following areas: mastery of material, quality of ideas, effectiveness of argumentation, and
general impression.
"A" Contributor
Contributions in class reflect exceptional preparation as evidenced by frequent authoritative and/or creative
use of textual/material evidence.
Ideas offered are always substantive (i.e., unusually perceptive, original, and/or synthetic) and provide one or
more major insights as well as direction for the class. [End Page 43]
Agreements and/or disagreements are well substantiated and persuasively presented.
If this person were not a member of the class, the quality of discussion would be diminished markedly.
"B" Contributor
Contributions in class reflect thorough preparation as evidenced by competent and occasionally authoritative
and/or creative reference to textual/ material evidence.
Ideas offered are usually substantive and provide good insights and sometimes direction for the class.
Agreements and/or disagreements are fairly well substantiated and/or sometimes persuasive.
If this person were not a member of the class, the quality of discussion would be diminished.
"C" Contributor
Contributions in this class reflect satisfactory preparation as evidenced by at least some acquaintance with
textual/material evidence.
Ideas offered are sometimes substantive and provide generally useful insights but seldom offer a new
direction for discussion.
Sometimes insightful disagreements and agreements are voiced with little to no substantiation.
If this person were not a member of the class, the quality of discussion would be diminished somewhat.
"DF" Contributor
Contributions in class reflect inadequate preparation.
Ideas are seldom substantive and provide few if any insights and never a constructive direction for the class.
Integrative comments and effective challenges are absent.
If this person were not a member of the class, valuable airtime would be saved.
Nonparticipant
Little or nothing contributed in class; hence, there is not an adequate basis for evaluation.
If this person were not a member of the class, the quality of discussion would not be changed. [End Page 44]
Said persons need to leave this category and move into a contributor category.
This is a slightly modified version of a guide credited to John Tyler of Brown University, Richard Murnane of
Harvard, and others (http://www.brown.edu/Departments/Italian_Studies/dweb/pedagogy/particip-assessm.shtml).

End

Page 8/8