Science on the Edge

E3, 2006-2007

Syllabus

 

Introduction

As technology advances, seemingly without a breath, the cutting edge of science moves further and further towards the limits of our imagination. In this course we will examine the boundary between far out science and science fiction. We will examine some new and revolutionary ideas, as well as enjoy some stories that raise new and revolutionary possibilities.

 

Essential Question

What are the limits of human possibility?

 

Activities

The chief activity of this course will be seminar discussions based around texts. In addition, we will watch and discuss some movies, artwork, etc. Also, students will work on stories, essays, and artwork to be collected into a class literary journal.

Assessment

The grade in this course will be determined by a combination of assignments as follows:

Seminar Discussion

Every seminar is evaluated using our discussion rubric (enclosed with this syllabus). The total and average of your discussion grades from each seminar gives your total seminar grade.

 

Story

Each student in this class will write a science fiction story for our class literary journal. The stories we will be writing will not be short stories, however, but short-short stories, or "flash stories". These are stories of minimal length (250 to 1000 words) that pack maximum impact. We will discuss methods for writing flash stories, practice a few in class, and ultimately each student will produce one flash story which they feel worthy of publication. Your flash stories should relate to our class readings in some fashion, although the connection does not have to be obvious or explicit.

Some websites that discuss flash stories:

 

http://www.writing-world.com/fiction/shorts.shtml

http://teenwriting.about.com/gi/dynamic/offsite.htm?site=http://www.scifi.com/scifiction/periodictable.html

http://www.thewindjammer.com/smfs/newsletter/html/hotflashes.html

http://scrivenerspen.org/shorts.asp

 

 

 

 

Essay

In addition to your flash story, you will create a flash essay to accompany it in the literary magazine. The flash essay is an explanation of the scientific facts discussed in your story, but again, in a very brief (250-1000 words) format. We will discuss how this format will work and ways to create flash essays. Your essay for publication must connect with your flash story.

 

Artwork

Finally, to accompany your flash story and your flash essay, you need a flash artwork. This is a small sketch, visual, collage, or other artwork that is designed to accompany your story.

In summary, the assignments and values of the assignments in this class are as follows:

Seminar                                                                         75%

Flash Story                                                                10%

            Flash Essay                                                               10%

            Flash Artwork                                                                       5%

TOTAL                                                                      100%

 

Reading List (not complete)

 

The Great Mambo Chicken and the Transhuman Condition

Einstein's Dreams

How to Build a Time Machine

Various Short Stories              Asimov, Bester, Brown, etc.

Brave New World

The Stars My Destination

 

 

 

 

 

 

 

Guidelines for Discussion

 

The following is a list of basic guidelines that we will use during discussion. Please refer to these guidelines as we move through the class. You will notice that the guidelines are directly related to the evaluation rubric that I have enclosed with this syllabus.

 

1. The goal of every seminar is to maximize the chances for every participant to reach new insights, gain new understandings, and draw connections.

 

2. Every seminar has as its focus an object, be it a text, a painting, a musical work, or some other item. In each seminar we will analyze and interpret the text (etc.), and all discussions will take place in reference to the text (etc.) Ideas introduced in seminar must be referenced to specific passages in the text (etc.) through citations and references.

 

3. Questioning is the basic tool that we will utilize in seminars. The teacher will begin each session with an opening question, one that is designed to encourage further inquiry, deeper analysis, and careful thought. Participants are always encouraged to raise new questions, as long as they bear on the text at hand.

 

4. Because asking questions is such a central aspect of seminar, listening must also be a central aspect. Participants are expected to listen carefully to the statements, questions, and arguments of their peers. Participants should attempt to verify their understanding of what other participants are saying, and should respond thoughtfully.

 

5. Participants are expected to answer clearly, succinctly, and appropriately. Metaphors may be used, but discussion should not center on the metaphor, but the text that the metaphor is about. Participants are not expected to share every thought, question, or fact that they have - sharing should be a considered act, based on the flow of conversation, the text at hand, and how much the individual has already spoken.

 

6. Participants are expected to be polite. Participants do not interrupt, tease, mock, use sarcasm, or otherwise denigrate what another has said. This includes gestures, facial expressions, and other non-verbal communication as well. Participants should engage the ideas of their peers carefully, gently, and respectfully, with an open mind, and in the spirit of community learning.

 

7. It is traditional in a seminar setting to refer to your peers by their last name, i.e. "Mr. Buzzard, Ms. Smith, Miss Jones".

 

8. The role of the teacher is somewhat different in the seminar setting. A teacher is an equal member of the learning community, whose chief tasks are evaluation and moderating. Remarks are to be directed at the group, or at an individual, if in response to something they have said, and not at the teacher. The teacher will begin each seminar with an opening question, and will track the time. The teacher is the authority when it comes to behavior, and has the power to reprimand or exclude a participant who does not follow the guidelines.

 

9. There is no eating in seminar. Beverages are allowed, but please open them before the beginning of discussion, and sip quietly.

 

10. If you must leave the discussion for any reason, it is polite to wait until the current speaker has completed his or her thought. Leave quietly. If you are returning, return quietly.

 

Skill \ Level	C – Satisfactory	C + / B – Improving	B + / A – Quality	A + Notable	PTS	Earned
Referencing Text	Student stays on topic and speaks to the topics and issues raised in the text. Student demonstrates through conversation that they have read the text.	Student refers to text in order to make a point. Student uses an example from the text, refers to a certain scene or conversation, etc.	Student directly refers to text (giving location, page #, etc.) and reads the text aloud in discussion. Student addresses the topics raised in the text without digressing into their own topics.	Student demonstrates familiarity with the text, and uses multiple references, both direct and indirect, to build arguments.
Politeness	Student does not interrupt. Student does not engage in side conversation.	Student is attentive and focused on the speaker.	Student shows with eyes, body, and posture that they are focused and interested in the conversation.	Student extends opportunities for quieter seminar members to talk.
Participation and Quantity of Conversation	Student speaks in almost every seminar. Student does not speak excessively (i.e. not consistently more than anyone else).	Student is a continuing presence in seminar dialogue – not merely providing the occasional disconnected remark. Student avoids defensive conversation (promotes the best ideas as opposed to taking personal stake in their own idea.) Student does not continue to speak once their point is made. Student refrains from leaving tail-end comments hanging.	Student demonstrates ability to self-censor. Student demonstrates an ability to listen without feeling required to respond. Student does not have to be prompted for additional information. Student is a regular and appropriately restrained participant. Student is able to take in ideas and evaluate them objectively. Student makes clear points with a minimum of explanation and additional verbiage.	Student is a regular and active member in seminar conversation. Student demonstrates ability to select speech for appropriateness and quality. Student makes clear, concise contributions.
Asking Questions	Student is able to ask questions that clarify another student's statement, or that request additional information where needed.	Student is able to ask probing questions that cause another student to think more deeply about what they have said.	Student is able to ask questions that shed new light on what another student has said, or questions that get to the essence of another student's point.	Student is able to ask quality clarifying and probing questions on a consistent basis.
Understanding and Appreciating Different Perspectives	Student is able to express personal opinions. Student recognizes that other points of view are possible.	Student is able to describe aspects of other perspectives and points of view. Student can enumerate qualities of a differing point of view.	Student is able to defend and address a multiplicity of perspectives. Student is able to play "devil's-advocate" where appropriate.	Student combines and synthesizes perspectives of other students. Student mediates between ideas. Student is able to develop new and daring perspectives and to express them clearly.
Communicates Effectively	Student speaks audibly and clearly.	Student expresses whole thoughts and complete perspectives. Student provides the listener with necessary information to understand the thoughts expressed.	Student is able to prior-organize statements before making them. Student does not repeat their points, except where this is necessary for clarification or emphasis.	Student is able to be convincing of others with their own expressed thoughts. Student style of presentation clarifies and enhances the content of their statements.

                                                                                                                                                                                                   Total:

Student Name:  ______________________________            Reading: __________________ Date: _________

 

Skill \ Level	C – Satisfactory				C + / B – Improving			B + / A – Quality				A + Notable				PTS
Referencing Text	On topic, demonstrates knowledge of the book.			14	Refers to specific scenes or events in the text.		16	Direct referencing, reading quotes aloud. Text is the focal point of the student's remarks.			18	Student demonstrates familiarity with text through multiple references that build arguments.			20
Politeness	Student does not interrupt. Student does not engage in side conversation.		9		Student is attentive and focused on the speaker.		11	Student shows with eyes, body, and posture that they are focused and interested in the conversation.			13	Student extends opportunities for quieter seminar members to talk.			15
Participation and Quantity of Conversation	Student speaks at least once and ideally more. Student does not hog conversation all the time.	14			Student is a continuing presence in seminar. Student avoids defensive conversation. Student is concise while being complete.		16	self-censor, listening without feeling required to respond.  Makes points with minimum of explanation and verbiage.		18		Student is a regular and active member, demonstration selectiveness and effectiveness.		20
Asking Questions	Student asks clarifying questions or gets additional information when needed.	9			Student is able to ask probing questions that force a speaker to ponder more deeply.	11		questions that shed new light on what another student has said, or questions that get to the essence of another student's point.	13			Student is able to ask quality clarifying and probing questions on a consistent basis.	15
Understanding and Appreciating Different Perspectives	Student is able to express personal opinions. Student recognizes that other points of view are possible.	9			Student is able to describe aspects of other perspectives and points of view. Student can enumerate qualities of a differing point of view.	11		Student is able to defend and address a multiplicity of perspectives. Student is able to play "devil's-advocate" where appropriate.	13			Combines and synthesizes perspectives of other students. Student mediates between ideas. Student is able to develop new and daring perspectives and to express them clearly.	15
Communicates Effectively	Student speaks audibly and clearly.	9			Whole thoughts and complete perspectives. Student provides the listener with necessary information to understand the thoughts expressed.	11		Prior-organize statements before making them. Student does not repeat their points, except where this is necessary for clarification or emphasis.	13			Convincing of others with their own expressed thoughts. Student style of presentation clarifies and enhances the content of their statements.	15

                                                                                                                                                                                                   Total: