• Develop critical thinking skills
• Build interpersonal and communication skills
• Gain experience in self-evaluation
• Increase appreciation for the natural world we live in
• Form a base for higher level science classes
• Become a life-long learner

Students are expected to conduct themselves properly during class.
There are only five rules in class:

1. Mutual respect for the rights and property of other, with no put-downs.
2. Attentive listening (do not interfere with the educational process)
3. Use all equipment properly, including computers.
4. Come on time, prepared and willing to learn.
5. Move about the class at the appropriate times in an appropriate manner.

Goal #1 - Develop critical thinking skills.

• Critical thinking is the disciplined process of actively conceptualizing, analyzing, and applying information gathered from observation or communication as a guide to action. In other words, critical thinking attempts to intellectually figure something out.
• 35 Strategies to improve critical thinking.
• The following are the elements of reasoning upon which thinking skills are measured. A defect in any of these areas is a possible source of problems in your reasoning.
  1. What is the purpose or goal?
     • Whenever you reason, you reason to some end.
     • Is your purpose clear?
     • Is your purpose significant or trivial?
     • Is your purpose realistic?

  2. What is the question or problem to be solved?
     • Whenever you attempt to reason something out, there is at least one question or problem at issue.
     • Can you state the question or problem in a clear and relevant way?
     • Do you understand the process required for settling the question or solving the problem?
     • How will you know when the question is answered or the problem solved?

  3. What is your point of view or frame of reference?
     • Whenever you reason, you must reason within some point of view or frame of reference.
     • Is your point of view too narrow or too broad?
     • Is your point of view flexible and fair?
     • Is your point of view based on false or misleading information?

  4. What evidence is your reasoning based on?
     • Whenever you reason, there is some phenomena about which you are reasoning.
     • Is your evidence gathered and reported clearly, fairly, and accurately?
     • Is your data relevant?
     • Is the information adequate for achieving your purpose?

  5. What concepts, theories, or principles is your reasoning based on?
     • All reasoning uses some ideas or concepts.
     • Do you have a complete understanding of the theories involved or is your understanding merely superficial?
     • Are the concepts used in your reasoning clear ones?
     • Are your ideas relevant to the issue at hand?

  6. What assumptions have you made?
     • All reasoning must begin somewhere, must take some things for granted.
     • Are your assumptions clear and justifiable?
     • Are your assumptions crucial or extraneous?
     • Are your assumptions consistent or contradictory?

  7. What are the further implications or consequences of your reasoning?
     • No matter where you stop your reasoning, there will always be further implications and consequences.
     • Have you identified significant and realistic implications of your reasoning?
     • Have you communicated the implications of your views clearly and precisely enough to permit your thinking to be evaluated by the validity of those implications?

  8. What inferences have you made?
     • Reasoning proceeds by steps - "because this is so, that also is so".
     • Are the inferences you draw clear?
     • Are the inferences you draw justifiable?
     • Are the conclusions you draw consistent?

Goal #2 - Build interpersonal and communication skills.

• Group work will be expected in this class, both on short assignments during one class period and longer projects.
• It is the responsibility of every member of the group to pull their own weight and see that others in the group do the same.
• Every group member is capable of providing leadership and is expected to set a good example.
• You are expected to learn to read information analytically. In other words, you are expected to read and think about the information until you understand it.
• Learn to summarize what you have read and put it into your own words. When you can do this, you understand what you have read.
• You are expected to share your views and ideas in class discussion.
• Learn to ask directed questions to help you understand concepts better.
• Regular writing assignments will be made. Become proficient in this form of communication.
• Verbal presentations will be expected from time to time. Become proficient in this form of communication.

Goal #3 - Gain experience in self-evaluation.

• Each step in your thinking process is subject to self-assessment. Always question your own thinking, making sure that you are staying on track.
• Do not move to another step in your project until you have completed the current step to the best of your ability.
• Keep your stated goal for the assignment always in mind.
• When an assignment is completed, use the class "standard for the assignment" to evaluate it.
• Complete your assignments early, giving yourself enough time to evaluate the final product and improve the weaknesses you identify before the assigned deadline.
• Understand the basic academic standards for grading listed below:
  • Grade of A
    • The grade of A implies excellence in thinking skills and performance.
    • The work is not only clear and precise, but demonstrates the student's insight as well.
    • The work demonstrates the student's desire to go above and beyond what is required.
    • The student consistently raises important questions, recognizes key assumptions, and uses language in keeping with educated usage.
    • The work displays excellent reasoning and problem-solving skills consistent with a high level of intellectual excellence.
    • The student demonstrates insight into self-evaluation.

  • Grade of B
    • The grade of B implies sound thinking skills and performance.
    • The work is clear and precise, but does not demonstrate depth of insight.
    • The work demonstrates the student's desire to do what is required to the best of their ability.
    • The student shows some weakness in recognizing important questions, key assumptions, and using language in keeping with educated usage.
    • The work displays sound reasoning and problem-solving skills consistent with a competent level of intellectual performance.
    • The student shows competence in self-evaluation.

  • Grade of C
    • The grade of C implies average success in thinking skills and performance.
    • The work is inconsistently clear, displays some depth of insight and some consistent competence.
    • The work shows that the student is satisfied with meeting the average requirements.
    • The student consistently misses important questions, key assumptions, and uses language that is not in keeping with educated usage.
    • The work displays inconsistent reasoning and problem-solving skills.
    • The student is inconsistent in self-evaluation.

  • Grade of D
    • The grade of D implies poor thinking skills and performance.
    • The work indicates that the student tries to get through the course by means of rote recall, attempting to acquire knowledge by memorization rather than through comprehension and understanding.
    • The work shows that the student is not concerned with meeting the minimum requirements.
    • The student shows lack of interest in important questions, key assumptions, and in using language that is in keeping with educated usage.
    • The work displays lack of critical thinking skills and shows thinking that is typically unclear and poorly reasoned.
    • The student has problems with self-evaluation.

  • Grade of F
    • The grade of F implies incompetent thinking skills and performance.
    • The work does not demonstrate understanding of even the basic terms.
    • The student demonstrates no obvious effort to be successful with an assignment.
    • The student is not honest in self-evaluation.

Goal #4 - Increase appreciation for the natural world.

• The complexity of the universe is revealed through the combination of all science classes.
• Students learn that everything in their daily lives involves the scientific principles of chemistry, physics, and biology.
• A combination of research and lab experiences help students understand that all things on Earth are special in some way.
• Students gain an understanding of the relationships between all living things.
• Students examine man's role in our biosphere, identifying good and bad influences and ways to improve.

Goal #5 - Form a base for higher level science classes.

• Students learn that science is a never ending search for truth. Truth is based on our understanding of facts. If our understanding changes or the known facts change, then our truth will also change.
• Students learn that while there is a basic "language" of science, every scientific discipline has its own vocabulary that must be used.
• A greater understanding of scientific principles is required each year.
• Study skills must improve each year to keep up with greater expectations.
• Students gain confidence that they can solve problems on their own.
• Students stop looking for the "right answer" and learn to look for the "best answer".

Goal #6 - Become a life-long learner.

• Students learn that the world we live in is a changing one. Knowledge is expanding at an increasing rate and we can no longer be successful in life by memorizing a set of facts to be used the rest of our lives.
• Students gain confidence in their ability to research information and evaluate resources to find the most current information.
• Students understand the power of the Internet to provide access to information on any topic.