Human Life & The Universe

Human Life & The Universe





Juli Moore

Dr. Iris Totten

Kansas State University

Overview



 Introduction

 Center for the Understanding Origins

 Human Life & the Universe

 Acknowledgments

The Center for the

Understanding of Origins



 Est. 2004

 Takes a multi-

disciplinary approach to

addressing issues of

origins

Human Life & the Universe



 Designed to address humanistic and

scientific issues of origins of universe, Earth,

life, and language.

 Multi-disciplinary approach

 Total enrollment

– 22 students

 Pre-requisites

Course overview



 Supplemental assignments

 Exam/quizzes

 Pre-post attitudinal surveys

 Questionnaire

Teaching Objectives



 Philosophy – Define scientific boundaries

 Physics – Explain origin of universe

 Geology – Explain origin of earth, evolution, and

history of life



 Biology – Explain Population genetics,

evolutionary mechanics, and speciation



 English - Define role of literature in science

How successful was this

class?

Pre & Post-Attitudinal Surveys



 Science attitudes and beliefs

 37 questions

– 10 questions (Likert Scale)

– 27 questions True/False

 12 participants

 Results

– Per discipline

Science can study the supernatural.

1-totally agree, 2-agree, 3-neutral, 4-disagree, 5-totally disagree





6









5









4

Likert Scale 1-5









pre-survey

3

post-survey









2









1









0

1 2 3 4 5 6 7 8 9 10 11 12

students

Philosophy?



 Intelligent design is a scientific 50% same

theory. (T/F) 100% correctly

 Scientific theories can be tested

alone, without assuming the truth of 58% same

other theories one does not wish to 92% correctly

directly test. (T/F)

 Theories can be proven. (Likert) 50% same

67% agree

 All ad-hoc hypotheses are false.

(T/F) 50% same

58% correctly

Physics?



 The idea that the universe is finite is 67% same

logically inconsistent. (T/F) 67% correct

 The atoms we are made of were 58% same

once in stars. (T/F) 67% correct

 We cannot do experiments on stars 58% same

but astronomy is nevertheless a

science. (T/F) 58% correct

 The universe began with a huge 67% same

explosion. (T/F) 25% correct

Geology?



 The acceptance of a very ancient and 58% same

complex Earth history preceded the 92% correct

acceptance of evolution.(T/F)

 The long progressive history of life, 58% same

was first reconstructed by those who 92% correct

accepted evolution. (T/F)

 The geological time scale is based on 75% same

the theory of evolution. (T/F) 92% correct

 The fossil record supports the idea that 75% same

all organisms evolved from a common 83% correct

ancestor. (T/F)

Biology?



 Evolution is a process and natural 100% same

selection is one of the forces that drive 92% correct

it. (T/F)

50% same

 Evolution is a study of history and 58% correct

therefore is not directly testable.(T/F)

 Mutations are the source of all genetic 58% same

variation on which natural selection 17% correct

acts. (T/F)

English?



 Science can give us answers about 8% same

morality. (Likert) 92% disagree

 Literature and the Arts have nothing to 42% same

do with science. (Likert) 92% disagree

 Michael Crichton’s Jurassic Park proves 67% same

cloning should not be done. (T/F)

75% correct

 George Gordon, Lord Byron was an

early astronomer. (T/F) 58% same

75% correct

Opportunities to grow.



 Theories/ad hoc hypothesis

 Origin of the universe

 Geological time scale and fossil record

 Evolution, mutations, and natural selection

 Literary application to science

Students thoughts?

Questionnaire



 Have you learned about what science is and

is not from this class?

– Strong philosophy support

– Reflected in survey results

 Have you learned the most accurate and

current scientific story for the origin of the

universe, the earth and life as a result of this

course?

– Strong physics support?

– How question was worded?

Questionnaire cont.



 Has this course affected your understanding

of how science relates to society and

religion?

– Multi-discipline approach prevailed

 Critical thinkers

 Broadened awareness about science/religion

 Limits of science

 Still doesn’t believe the scientific theories

 Benefited from multiple professors

Class Overview



 All would recommend class to a friend.

– Pre-requisites (science background)

 Student suggestions

– More debate

– Better testing

– Address misconceptions

– Paper instead of comprehensive final

– demanding

Response to overall experience



 Enjoyable

 Interesting

 Offered new perspectives

 Challenging

 Overwhelmed

 Frustrated

Rank academic difficulty



 Philosophy  47% demanding but doable



 Physics  40% demanding but doable



 Geology  56% just right



 Biology  61% just right



 English  50% just right

Successful?



93% agree that it is important for

them to know about science in

their daily life.

Teaching Objectives



 Philosophy – Define scientific boundaries

 Physics – Explain origin of universe

 Geology – Explain origin of earth, evolution, and

history of life



 Biology – Explain Population genetics,

evolutionary mechanics, and speciation



 English - Define role of literature in science

Conclusion



 Multi-disciplinary approach works!!!

 Focus on teaching opportunities

 Students perspectives

 Continue classroom assessments

Acknowledgements



 The Center for Understanding Origins

 Dr. Iris Totten – Geology

 Dr. Keith Miller – Geology

 Dr. Oliver Weaver – Physics

 Dr. Linda Brigham – English

 Dr. Bruce Glymour – Philosophy

 Dr. Srinivas Kambhampati -- Biology