Syllabus

 

Hon 101(48)  Mythbusters and the Scientific Method

 

Instructors:  Dr. Craig Curtis, Department of Political Science

                   Dr. Leah E. Adams-Curtis, Associate Dean for Social Sciences at Illinois Community College

 

Instructor Office Hours and Contact Information:  Dr. Curtis will hold office hours in his office (Br. 486) on MW from 1:30 to 2:45 pm, T TH from 9 to 11 am.  His office phone is 677-2492.  His e-mail is rcc@bradley.edu.  Dr. Adams-Curtis can be best reached via e-mail ladamscurtis@icc.edu or by phone in her office (220B) on the East Peoria Campus of Illinois Central College at 694-5787.

 

Meeting times:  Monday 6 to 6:50 pm, Bradley Hall, room 222

 

Text:  Wynn, Charles M. and Arthur W. Wiggins.  2001.  Quantum Leaps in the Wrong Direction:  Where Real Science Ends . . . and Pseudoscience Begins.  Washington, DC:  Joseph Henry Press.

 

Course Description:  This course is intended to help students understand the scientific method.  It is a science class in the sense that the focus is on understanding science as an epistemology, as an approach to learning.  It is different from the traditional “hard” science courses in that the focus is not on what we know, but on how we know it.  We will try to make this fun by using a popular television show as fodder for our lessons.  That show is Mythbusters.

 

The class will consist of discussions of materials from the book as well as of episodes of Mythbusters.  You will each have the opportunity to present your ideas on how well the myths on your episode of the show were tested.

 

Evaluation:  The grades in this course will be based on five criteria:

 

  1. Class attendance – 10%
  2. Report on progress of Mythbuster’s analysis – 10%
  3. A communication to Adam and Jaime suggesting a myth for them to test or providing feedback on a myth that they have tested. – 5%
  4. Completion of a reflection essay on the scientific method – 25%
  5. Completion of a review essay containing an analysis of one episode of Mythbusters – 50%

 

Course Outline

 

Day 1  (Jan 28) – Introduction and Housekeeping chores

 

Day 2  (Feb 4) – What is science? Text, pages vii to 48

 

Day 3  (Feb 11) – UFOs, Text, pages 49-70

 

Day 4  (Feb 18) – Out-of-body experiences and astrology, Text, pages 71-120

 

Day 5  (Feb 25) – Creationism, Text, pages 121-144

 

Day 6  (Mar 3) – ESP, Text, pages 145-190

 

Day 7  (Mar 10) – Student Reports

 

Day 8  (Mar 24) – Student reports

          Reflection Essays on Science due

 

Day 9  (Mar 31) – Student reports

 

 

Day 10  (Apr 7) – Student reports

 

 

Day 11  (Apr 14) – Student reports

 

 

Day 12  (Apr 21) -- Student reports

 

 

Day 13  (Apr 28) – Student reports

 

 

Day 14  (May 5) – Dinner at the Curtis’s

          Turn in Mythbuster’s Analyses

 

 

Description of Reflection Essay on Science

 

          Each of you is expected to turn in a 3 to 5 page printed essay in response to one of the following:

 

Item A:  Read two essays, one written by a member of the Institute for Creation Research (“The Scientific Case Against Evolution,” by Henry M. Morris, Ph.D.) and one written by a member of the National Center for Science Education (“Why Teach Evolution,” by Andrew J. Petto,. Ph.D.).  Make an argument that science and religion are not inherently in conflict.

 

Item B:  Read two essays, one written by a member of the Institute for Creation Research (“The Scientific Case Against Evolution,” by Henry M. Morris, Ph.D.) and one written by a member of the National Center for Science Education (“Why Teach Evolution,” by Andrew J. Petto,. Ph.D.).  Make an argument that science and religion are inherently in conflict.

 

A Suggestion for Adam and Jaime

 

Each of you will be required to submit a suggestion of a myth that Adam and Jaime should test on a future episode or provide feedback regarding a myth that they have already tested.  CC that to Dr. Curtis.  The place to post that suggestion is < http://dsc.discovery.com/fansites/mythbusters/talk/talk.html>.  Alternatively, you can e-mail Jaime at mythbusters@m5industries.com.

 

Description of the Mythbusters Analysis

 

Each one of you will be assigned an episode of the popular TV show Mythbusters.  The DVDs from the Discovery Store come with multiple episodes per disk, so you will have to pair up with someone and share.  Your task will be to critique the use of the scientific methods employed in your episode.  You will need to write a 5 to 7 page essay containing the following elements:

 

1.                 The title of the episode

2.                 A description of the myths tested

3.                 The methods used by Jaime and Adam or the build team to test those myths

4.                 The flaws in the methods chosen

5.                 Suggested improvements in the experimental methods employed by Jaime and Adam or the build team.

 

Each episode contains more than one myth.  Your essay should analyze two myths from the chosen episode.  If your episode contains more than two, you can choose which ones to critique.

 

From the class session before Spring Break until the end of the semester, we will begin each class with progress reports from you regarding your analysis of your episode of the show.  Each report should be two or three minutes, after which there will be time for feedback from the class.  Three students can report each day.  We will circulate a sign up sheet early in the semester so you will know when you are to report.  These reports are a chance for you to get feedback from your peers before you write you your final analysis.