Third Trimester:
Science of the Mind
Spring 2008 The Science of the Mind
11th-12th Grade Class with
Amir & Beth
We are about to embark on an exciting trimester of science activity and exploration that will involve studying the human brain. The goal of the Science of the Mind course is to explore the nature and working of the mind in a way that will hopefully help us find meaning, flourish and grow. We will be exploring some/all of the following topics through reading, laboratory exercises, interviews with experts and hopefully a large number of field trips:
- Self exploration—we will embark on experiential exercises to challenge the way you observe the world and how your mind works—can you believe everything you see/hear? What is reality?
- Group process—in pairs and small groups we will discuss how we construct reality. Do you see what I see? Do you ‘see’ from the perspective of “I” or “we”?
- Philosophy—we will look at Eastern & Western literature and philosophy that will help broaden your perspective on the mind and consciousness. Authors may include: Plato, Ken Wilber and others. We hope to explore meditation, trances, ‘day dreaming, brain wandering, etc.
- Science—we will study the fascinating and complicated cutting-edge neuroscience, cognitive psychology and studies that are currently happening in universities nearby, and the technology of brain scanning/research and the ethical dilemmas associated with brain research.
- Individual/Group Projects and Final Presentation Topics may include:
Free will
Attention
Memory
Gender
Love
Emotion
Pleasure
Pain
Addiction
Sleep & Dreams
God and the Soul
Music
What is expected of me for this course?
Curiosity: Why? Why ask why? Why not? Science is about being curious, problem solving and learning how to ask good questions and seek their answers. You should come to class with and active mind and a spirit of curiosity that will guide your scientific inquiry.
Conduct: We expect everyone to contribute to a positive learning environment by being respectful of others, sharing ideas, listening to others and taking responsibility for your own learning
Effort: All students are expected to do their best work, engage themselves in activities and discussions, complete assigned work on time and come to class prepared to learn.
Homework: We expect your work to reveal good thought and effort. Anything more than a day late will result in a lower grade. Assignments must be completed to receive credit for the course. Students are asked to either email or hand in the assignment directly following the study hall. Work that is late but handed in that day (after class) will automatically drop a grade. If students are unable to attend after-school study hall, please reschedule with me 24-hours PRIOR to the assigned day.
Notebooks: Each student needs to keep some form of notebook that should be organized and contain all of the following: 1) class notes; 2) lab notes and data; 3) handouts 4) any other relevant science work.
Scribe: In order to establish a routine for our class times, you can expect to be class 'scribe' a few times throughout the trimester. Duties for scribes include: coming to class and checking in with Beth, copying the class agenda and putting it in the class binder, recording who is absent from class, and as handouts are distributed, collecting extras for those students who are absent.
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Materials Needed 
- 3 ring binder—this is a must, if you cannot get one, please come to me or drop me a note/email ASAP
- Paper for your binder
- Pen and Pencil—EVERYDAY! I recommend that you have a little pouch or pen/pencil case, this helps you stay organized.
- Daily Planner
Assessment :You will be assessed through a variety of projects and activities, some of which will include but are not limited to: creating and completing your learning journals, daily homework assignments, participating in class discussions and activities, and an extensive final project
Knowledge
Knowledge and understanding
Application of knowledge
Making connections
Critical Thinking
Creative Thinking/Expression
Questioning and Inquiry
Problem Solving and Decision Making
Personal Development
Respect for self as a learner
Organization
Work Completion
Communication
Writing
Verbal Expression
Listening
Presenting in a variety of formats
Community Involvement
Collaboration
Respect for others and the environment
Tentative Week by Week Overview
(please note: weeks are subject to change)
Week 1 Introduction to the Course, scope and sequence/fieldtrips, Introduce Final Project |
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Week 2 What is a healthy brain? Dissection, Harvard brain lab, evolution of the brain, 3-part brain, what is the brain? What parts are associated with various functions, historical neuroscience (Finneus Gadge), basic technology (fMRI, etc.), What is the Mind? What is the relationship between mind/brain, Ken Wilber 4 quadrants, Parable of the Cave. |
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Week 3: Attention: Ritalin, meditation, ADD, ADHD, Landmark College Visit, memory, experience of spirituality, sleep? |
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Week 4 Emotion: Love and Sex Why do we fall in love? What is love? Happiness/unhappiness, Romance is an Illusion, Why we flirt, searching for love… |
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Week 5 Practice, Addiction, Neuroplasticity, Music & Brain/Creativity…Bring in your favorite music, describe how it makes you feel. Adi this week? Aba this week? |
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Week 6 Final Project (sleep/dreams, morality, what is consciousness, humor, geniuses, Autism/other diseases, intelligence (what is intelligence), |
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Week 7: TBA |
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Thursday, April 17th: |
Last day of class |
Friday, April 18th: |
NO SCHOOL |
Second Trimester:
Electricity and Magnetism
Experimenting with the Van de Graaff Machine!
Can we get the florescent bulb to light?
Course Overview
All 11th and 12th graders are taking this trimester-long core science course. We will learn the basics of electricity, from charge to electrostatics to fields to current, voltage, and resistance to curcuits to generators and motors. We will then undertake a major electrical engineering design challenge. We will also study energy generation in our country and the alternatives available.
Text: Conceptual Physics by Paul Hewitt 
Science Notebooks: We are going to be using well organized notebooks to keep track of the work for this science class. Your notebook should be a 3-ring binder where you have as the first page your table of contents, and as you add to the notebook, you will fill out the table so that you can easily access work throughout the course. It is important that you have these notebooks with you everyday. I will be reviewing your notebooks periodically. Here are some basic tips:
- Don’t store work in the pockets; all papers should be hole-punched and placed in order.
- Date all materials before putting them into the notebook (handouts, class notes, assignments, projects, etc.)
- Place this course syllabus on the second page after the table of contents.
- If you’re taking notes, make a note in your notes when the instructor gives you a handout related to that material and file that handout immediately after that page of notes.
- Use colored pieces of paper to indicate changes in units/chapters/etc. (Especially good for when you’re switching between different subject areas within science).
- All graded work should be filed as soon as it is handed back and added to the table of contents.
Work Completion Policy:
1. “Work Completion” has its own individual line on the report card. Late or incomplete work will result in a lower grade on this line.
2. Individual assignments will be used as evidence of attainment of course learning outcomes. Incomplete or missing work will result in lower (or failing) grades in those outcomes.
3. Work that is more than one day late may result in the student being assigned study hall (lunch or afternoon) until the work is complete.
4. When a pattern of late or incomplete work is evident, parents will be contacted. If problems completing work continue, an SST meeting will be arranged to discuss an action plan to resolve the problem.
5. Late work will not be accepted after the end of the course. In extenuating cases, a student may petition the teacher for an extension.
6. Incomplete work may result in not passing the course which could lead to not passing science for the year.
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First Trimester: Zoology
4 Week Science Elective (9/4-10/4 and 10/8-11/2)
Description of the Course
Inspired by the work of great scientists like E.O. Wilson and Jane Goodall, I decided to offer a 4-week elective in Zoology. We will explore thefollowing topics:
- Zoology Overview—history of Classification, taxonomy, speciation, natural selection, evolution, coevolution, and adaptations.
- Endangered Species—natural history of specific species, conservation and research efforts
- Role of zoos in our culture and how that has changed over the years.
Our numerous in-class explorations include individual and group projects, formal lecture-type presentations, research, film reviews and individual/group presentations.
Goals
By the end of the course, it is our goal that each of you will:
- Understand the fundamentals of Zoological Science (listed above)
- Appreciate the implications associated with threats to wildlife on our planet, the issues involving endangered species, and have a broad concept of current conservation efforts.
- Apply our Knowledge: How can we inform the public about these important zoological concepts through avenues such as exhibit design, board games, children’s books, educational ventures, films and newspaper/magazine articles.
