Francis A. Gangemi
Ohio Northern University Ada, Ohio 45810
Realistic Objectives in Physical Science Courses
Physical science courses which are diluted or truncated versions of courses originally intended for science majors have, in our experience, proven most unsatisfactory when presented to the nonscience major. Consequently, we have attempted to design a physical science course with the nonscience major specifically in mind, and more suited to his needs, background, and expectations. The course is structured with a view toward fulfilling the following three objectives which we feel are both realistic and extremely important for the student of today. Our first objective concerns the technical content of the course. The most basic and fundamental principles of physical science are presented in as nonmathematical a manner as possible. Lest the student get a distorted view, the role of measurement and the quantitative aspects involved are carefully discussed. Our emphasis, however, is on the qualitative features of the basic laws rather than the quantitative. Secondly, a t convenient places in our development of the technical material, the extremely important role which existing physical theories play in the formation of new theories is discussed. We attempt to show how, in the evolutionary and dynamical processes which constitute the body of scientific knowledge, there must be a very healthy respect for tradition as well as a cautious optimism toward the novel. The object in all this is, of course, to stress the generally smooth historical continuity which characterizes the growth and development of the body of physical science. Finally, our third objective is to instill an awareness of the profound and sometimes far reaching consequences of the use and the abuse of science. There are without question serious implications in every aspect of life resulting from science and its application. Our purpose here is to lead the student to the realization that he must be aware of these implications if he is to
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function in an enlightened and wise manner in 20th Century society. During the past two years, we have taught a number of physical science courses with the objectives described ahove as guide lines. Class presentations, home work, and term paper assignments were chosen with the stated objectives specifically in mind. Private consultations during office hours frequently were used to stress some of the more culhral aspects of our study. Even the examinations greatly deemphasized the purely technical content of the course in favor of the implications of science. I n our overall estimation, on the basis of experience with roughly 400 students in a number of different physical science courses, we have found what we can perhaps optimistically interpret as encouraging signs. The courses presented as described ahove appear to be more acceptable to the nonscience students. Our most recent efforts in presenting the restructured physical science courses seemed to be quite effective in destroying unfavorable attitudes of indifference or hostility which many students brought with them into the course. I n many instances, we felt that the students had come away with a growing realization of the ramifications of science in various phases of life other than the purely scientific, and this we feel is of extreme importance today. Admittedly, it is quite difficult to assess the success of a course. The criteria are vague and tenuous, and unfortunately quite subjective. We trust then that we will he forgiven for offering something as unscientific as a feeling or impression as evidence. Nevertheless, it is the best that we can do here. I n this instance we feel quite confident that we are a t last on the right track in presenting a course of this kind. A significant number of students have expressed essentially this idea to us, and ultimately perhaps, they are the best judges in this regard.
