UGFN1000E Course outline

UGFN1000E - In Dialogue with Nature – 2020-2021 - Term 2

Online teaching and learning

COURSE OUTLINE

➢ About the Course

 Lectures
 Tutorials
 Course Description
 Learning Outcomes
 Texts and textbook
➢ Assessment
 Assessment Scheme
 Grade calculation
➢ Teaching Schedule
➢ To Do
 Weekly Routine
 Useful
• Consultation
➢ Learning Resources
 Tutorial worksheets
 Pre-lecture material
 Reading guides
 PASS – Peer Assisted Study Sessions
 ILC workshops for essay writing
 Online Study Questions
 Mobile App: Dianable
 Helpful micromodules
➢ Academic Honesty
➢ Appendix with Assessment Rubrics

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ABOUT THE COURSE

Lecturer:
Dr. Klaus Colanero klaus.colanero@cuhk.edu.hk
Hui Yeung Shing Building 7/F, Room 702
Course homepage: https://blackboard.cuhk.edu.hk (UGFN1000E In Dialogue With Nature)
There are two online course pages: one for the Course Material, UGFN1000E In Dialogue
With Nature, and one for the Online Discussions, UGFN1000-ET01/ET04 DISCUSSION BOARD
2020-21 T2.
Medium of instruction: English

Lectures:
Class Time Venue
UGFN1000E Fr 1:30PM - 2:15PM https://cuhk.zoom.us/j/99383317787?
pwd=RW9mOHcvYk5JYWZ6RTlQN0NOcF
RYQT09

Lectures are a fundamental part of the course. They complement the tutorials. Some of the
concepts and explanations in the lectures cannot be repeated during the tutorials for time reasons.
As a consequence, low attendance to lectures implies lower learning and lower chances to
write a good essay.
The lectures will focus on explaining specific passages of the texts which are particularly
relevant for the tutorial discussions.

Tutorials:
Groups Time Venue
UGFN1000 ET01 Mo 2:30PM - 4:15PM https://cuhk.zoom.us/j/93251348533?
pwd=YTVPYzNVUVdaOUxPQXhUMTJ1MzR
yUT09
UGFN1000 ET02 Mo 4:30PM - 6:15PM https://cuhk.zoom.us/j/94828251027?
pwd=dEwydzhTaTlrVnM0cGlFMk5mNlQ3Z
z09
UGFN1000 ET03 Tue 10:30AM - 12:15PM https://cuhk.zoom.us/j/95715312086?
pwd=ZDJrTzRTYzFmRXM0cmtYVHpSL1Vl
UT09
UGFN1000 ET04 Tue 2:30PM - 4:15PM https://cuhk.zoom.us/j/96720386094?
pwd=VG5leFlMaXZzbEJCN0NTbG84RE94
dz09

You MUST attend the tutorial you have registered in.

Missing more than three tutorial sessions after the Add/Drop period may result in failing

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 UGFN1000E Course outline

the course (ask the lecturer for details).

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 UGFN1000E Course outline

Course description:
This course is an intellectual pursuit across various natural sciences including the two most
fundamental ones, physical and biological sciences. Ancient Greek philosophers took the lead in
exploring the physical world and the world of life with reason and hence laid the foundations of
natural science. This human enquiry into Nature leads to a reflection on the human understanding of
Nature and the humans’ place in Nature.

From the writings and stories of great scientists selected from influential literatures, students can
gain a general understanding of the concepts and methodology of science, and of how scientists
relate their academic pursuit to contemporary life, thereby developing their own perspectives on
scientific issues.  Students will be required to read, discuss and write about a wide range of texts in
philosophy, science and its history. Emphasis will be placed on students’ capacity to respond critically
to these texts in written as well as oral presentations. Through these learning activities, students are
expected to develop a lifelong capacity and enthusiasm to continue such dialogues with science
texts in the future.

Supplementary course description

What is the course about?
1) Learning what are the natural constraints to our pursuit of a good life and a good society;
2) Learning how to work with nature in pursuit of a good life and a good society.
In particular, through the reading, analysis, and discussion of a number of selected texts, we will:
(a) refine our idea of nature; understand how it is affected by our values, and how it affects
our view of the world;
(b) clarify why the acquisition of knowledge is such a dominant aspect of our dialogue with
nature and how it interacts with our values;
(c) examine how our human values affect the way we interact with nature.
In short, the course, implicitly and explicitly, reflects on the interaction between Nature,
knowledge and values.
Such a reflection will allow to achieve the following five official learning outcomes.

Official learning outcomes:

By the end of the course, students should be able to:
1. comprehend and discuss science-related texts;
2. identify the essential characteristics of how human beings view Nature;
3. formulate informed personal views on the societal implications of scientific explorations;
4. relate the developments in natural sciences highlighted in the course to contemporary
human condition;
5. evaluate the scopes of application, achievement and limitations of highlighted scientific
methods using multiple perspectives.

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Texts and textbook:

You MUST have the textbook, no matter whether new or second hand.
The textbook, In Dialogue with Nature, revised Second Edition, is available at the campus
bookstore or online in the form of digital course pack (you should have received an email with
instructions on how to obtain it).
Both Second Edition AND revised Second Edition are accepted.
Textbook content and core readings:
The book is composed of 3 parts:
1) Human exploration of the physical universe
2) Human exploration of the world of life
3) Our understanding of human understanding

STUDENTS ARE REQUIRED TO READ THE ASSIGNED TEXTS BEFORE ATTENDING THE TUTORIAL
SESSIONS (except for the first tutorial).

Notice that the order in which the texts will be read is different from the book order. Here is the
reading order we will adopt:

➢ The dialogue with nature before the modern scientific revolution – Searching good
and meaning in nature:
 Text 1a-1b - Plato’s metaphysics and epistemology (Mention of Euclid/Text 11);
 Text 2 - Aristotle’s metaphysics, epistemology and physics;
 Text 9 - Science and Nature in China;
➢ The modern scientific revolution – Redefining the scope of our search:
 Text 3a and selections from Galilei's letter to Duchess Christina and Newton's General
Scholium (available on Blackboard) – The new way of studying nature;
 Text 10a-10b - Development of science and historical factors in China and elsewhere;
➢ The dialogue with nature after the modern scientific revolution – New challenges
and opportunities in our search for good and meaning with nature:
 Text 4 - Theory of evolution by natural selection;
 Text 5 Ch.1 (Ch.2 optional) - Genetics, evolution, and human values;
 Text 7 (Text 11 optional) - Beauty and usefulness in science (Mention of Euclid/Text 11);
 Text 8 - Science and the nature of the human mind;
➢ Our dialogue with nature in practice – choices, scientific knowledge, and
responsibility:
 Text 6 – Scientific knowledge, our values, and nature.

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ASSESSMENT
See APPENDIX for Overall Grade Descriptors.

Assessment scheme:
1. Five Quizzes (only the best four are counted for the grade) 24%
2. One Short reflective essay (“Reflective Journal” - in English: ~800 words, due 26 15%
February 2021)
3. One Longer reflective essay (“Term Paper” - in English: ~1400 words, due 3 May 35%
2021)
4. Participation (14% performance in class (rescaled on the attendance); 6% Analysis of 26%
one text with in-class sharing; 6% three online discussions)
Attending the tutorials is compulsory!!
Marked Short Reflective Essays will be returned by Monday, 29 March 2021.
Marked Longer Reflective Essays will be returned the same day the final grades are
released.

Quizzes
Each quiz consists of 7 Multiple Choice Questions.
The questions are based on one or two texts (students are informed in advance about which
texts).
The quizzes are held on Fridays, at the beginning of the lecture time slot.
The quizzes are to be completed on Blackboard while present in the Zoom class with the camera on.
The time available to complete the quiz is 10 minutes.
You are allowed to use the textbook or other reference material.

Reflective essays (short and longer): see Essays Rubric in the Appendix.
The last day for submission of the Short Reflective Essay is Friday, 26 February 2021.
See the Guidelines on UGFN Blackboard (See also the Online Micro-Modules for Reflective Essay
Writing: https://www.ilc.cuhk.edu.hk/workshop/GE/ReflectiveWriting).
The last day for submission of the Longer Reflective Essay is Monday, 3 May 2021.
See the Guidelines on UGFN Blackboard (See also the Online Micro-Modules for Reflective Essay
Writing: https://www.ilc.cuhk.edu.hk/workshop/GE/ReflectiveWriting).

Participation break-out (26% of total course marks):

Analysis of one text with in-class sharing (6%):
- Choose one of the texts in our textbook.
- Before the tutorial corresponding to that text, you need to answer the following questions (on
Blackboard → Text Analysis).

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 UGFN1000E Course outline

Answer briefly the following questions (one or two sentences for each answer may be enough, or
even point form answers):

1a) What are FOR YOU the most interesting points of the text and why you find them

interesting?

1b) What are the passages that you find unclear, or confusing, or puzzling? Why?

2a) What assumptions or beliefs about nature can be found implicitly or explicitly in the text?

2b) What issues about human knowledge of nature are discussed or implied in the text?

2c) What matters of value/value judgements (if any) are present explicitly or implicitly in the

text?

2d) What relationships do you find in the text between assumptions/beliefs about nature,

knowledge, and values?

2e) What concept or information from the text you consider relevant (i.e. applicable) in our

life/society?

Online discussions (6%):

Three online discussions: simple web forum on UGFN Blackboard. Each forum will remain open for
at least one week. To be announced in due time (see also the Teaching Schedule on UGFN Blackboard
for the week of the Online Discussions). The length of the contribution to the online discussion does
not make a difference for the points awarded, as long as the contribution is not meaningless.
Performance in class (14%):
see Participation Rubric in the Appendix.
Attendance:
Attending the tutorials is compulsory!!
Missing more than three tutorial sessions after the Add/Drop period may result in failing the
course (ask the lecturer for details).
Absences are taken into account to rescale the “performance in class” mark which will be
multiplied by [no. of tutorials attended AFTER ADD/DROP period]/[total no. of course
tutorials AFTER ADD/DROP period].
Absences during the ADD/DROP period do not carry mark deductions, but absence usually affects
performance in assignments.

How I calculate the final grade:

a) I award a grade for each assessment component (for quizzes and essays I also show
equivalent points);
b) I assign numbers from 10 to 100 to the ten passing grades, from D to A respectively;

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c) I take the weighed average of the numbers associated with the four components (22%
Participation+18%Quizzes+20%RJ+40%TP);
d) the resulting number indicates the final grade based on the following association (which can be
fine-tuned in agreement with the other UGFN lecturers): 8-14 → D; 15-24 → D+;….; 77-86 → B+; 87-
92 → A-; 93-100 → A.

TEACHING SCHEDULE:
For a week by week teaching schedule, including schedule of quizzes, see the file “Teaching
Schedule” on Blackboard UGFN1000E In Dialogue With Nature –> COURSE OUTLINE

TO DO
Weekly routine
STUDENTS ARE REQUIRED TO READ THE ASSIGNED TEXTS BEFORE ATTENDING THE
TUTORIAL SESSIONS.
1) Read the Pre-lecture Notes;
2) Attend the lecture on Friday (necessary for learning and good essay writing);
3) Read the assigned text (necessary for tutorial and quiz. This is your main individual job!);
4) Read the tutorial questions and prepare your answers before joining the online tutorial;
5) Attend the tutorial class;
6) Complete the assessment tasks (in turn: quizzes, text analysis, reflective essays, and online
discussions).
Check your university email account everyday!

Useful
- Browse the course resources on Blackboard UGFN1000E 2020-21 T2.
- Consultation:
- “any time”, after email notice ( klaus.colanero@cuhk.edu.hk ), by videoconference (or at HYS
Bldg., 7th floor, with mask and distancing), OR
- after the tutorial class, OR
- on Friday, after the lecture.

LEARNING RESOURCES
- Tutorial worksheets
You are expected to give a look at the worksheets before attending class, so that you will
have already an idea of the questions we will address and the tutorial will be more effective.

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The worksheets will be uploaded every weekend to the corresponding folder on Blackboard.

- Pre-lecture material
Pre-lecture notes with background information and main points of the texts are made available in
the corresponding Blackboard folder.
Slides of past lectures (lectures that did not necessarily focus on the text) are also available as an
optional resource.
The lectures will focus on explaining specific passages of the texts which are particularly
relevant for the tutorial discussions. The lecturer's comments on and explanations of the
selected passages will not be uploaded to Blackboard because they are in a format meant for oral
interactive delivery.

- Reading guides (optional)

Available for each text in the corresponding Blackboard folder.

- EXTRA RESOURCES
- Peer Assisted Study Sessions (PASS):
PASS (Peer Assisted Study Sessions) consists of one-hour voluntary group study sessions held
weekly between the lecture and the tutorials. They are led by “PASS Leaders” who are former
students that excelled at the GEF courses and also understand the struggles typically faced by
students. PASS allows students to learn from each other to develop effective reading
strategies, consolidate understanding of the texts and reinforce key concepts in a relaxed and
supportive environment. PASS also enables students to think critically and independently so that
students can be better prepared for tutorials and assignments. Please visit the PASS@GEF
website for details, updates and sign-up (http://www.cuhk.edu.hk/oge/pass).
You are strongly encouraged to join at least some sessions. Afterwards you may become
yourself a PASS leader!
PASS for UGFN1000E: Every Friday, at 2:30pm (after the lecture). The Zoom link is
available on Blackboard.
PASS leader: Sven Zajonz

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- Independent Learning Centre (ILC):

The Independent Learning Centre, in collaboration with teachers of the GE Foundation Program,
offers workshops specifically designed to help you deal with the writing requirements of UGFH and
UGFN. The workshops are available in Cantonese, Mandarin, and English.

Writing Workshops Online Registration:

https://webapp.itsc.cuhk.edu.hk/ras/restricted/eventlist?id=14

    Cantonese Putonghua English

Reflective Live Workshop Jan 29, 2021 (Fri) Jan 28, 2021 Jan 27, 2021 (Wed)
Journal (via ZOOM) (Thu)
Writing 4:30 – 6:15 pm 4:30 – 6:15 pm
4:30 – 6:15 pm
   
 

Online micro- http://www.ilc.cuhk.edu.hk/go/GEWriting http://www.ilc.cuhk.edu.hk/go/

modules AND GERJMM
complementary (*CWEM needed, watch BEFORE attending
workshop (via the workshop)  
ZOOM)
UGFH: Feb 23 (Tue) UGFH: Feb 25 (Thu) *The complementary writing
workshop is not available.
4:30 – 6:15 pm 4:30 – 6:15 pm

   

UGFN: Feb 26 (Fri) UGFN: Feb 24

(Wed)
4:30 – 6:15 pm
4:30 – 6:15 pm
 
 

Term Live Workshop Apr 16, 2021 (Fri) Apr 15, 2021 Apr 14, 2021 (Wed)
Paper (via ZOOM) (Thu)
Writing 4:30 – 6:15 pm 4:30 – 6:15 pm
4:30 – 6:15 pm
 

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- Online study questions ( http://www.cuhk.edu.hk/oge/gef/studyqs/nature/interactive )

- Mobile App: DiaNable

The app serves as a reading companion for students to enhance their comprehension of the texts
and self-evaluate their understanding of the texts. Three steps to install the mobile app:
1. Enter https://campusapps.itsc.cuhk.edu.hk/store/ (or type ‘cuhk app store’ in Google)
2. Input your Student/Staff ID and CWEM Password
3. Install DiaNable on your mobile device (Android Version and *iPhone/iPod/iPad Versions are
available)
* There is a security alert from IOS 9 which requires user to accept and trust the App.  Please refer to
the following webpage and try the steps: https://support.apple.com/en-hk/HT204460

- Supplementary micromodules for UGFN1000:

Micro-modules are supplementary courseware for “In Dialogue with Nature” that you can found on
our dedicated website on KEEP. There are two main aims for these micro-modules. One is to explain
the key concepts in our texts more thoroughly. Another, is to deepen and broaden the horizons of the
core issues raised in the texts. You can access the micro-modules by:

1) Login to KEEP at https://keep.edu.hk/ using your CUHK email address and CWEM password.

2) Search for “UGFN” or enter this link: https://moodle.keep.edu.hk/course/view.php?id=113

3) Self-enrol into the course for the first time with this self-enrolment key: ugfn1000

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ACADEMIC HONESTY AND PLAGIARISM!!!

IF IN DOUBT, ASK THE TEACHER!

Attention is drawn to University policy and regulations on honesty in academic work, and to the
disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details
can be found here:
http://www.cuhk.edu.hk/policy/academichonesty/
The University places great emphasis on student academic honesty. A short video clip (in
three different versions – Cantonese, Mandarin, and English) introducing students to the notions of
plagiarism and academic honesty is therefore available:
http://www.cuhk.edu.hk/clear/tnl/acad_honesty.html

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APPENDIX
Overall Grade Descriptors
A / A- Introspective performance: Outstanding performance on all (or
almost all) learning outcomes. Students demonstrate:
-thorough understanding and critical interpretation and application
of the course material;
-substantial evaluation of scientific ideas or theories from multiple
perspectives with the support of relevant information;
-well-informed judgment/personal views;
-perceptive reflections on issues concerned
B+ / B / B- General performance: Substantial performance on some learning
outcomes which compensates for less satisfactory performance on
others. Students demonstrate:
-adequate understanding and appropriate interpretation and
application of the course material;
-good evaluation of scientific ideas or theories from multiple
perspectives with the support of relevant information;
-informed judgment/personal views;
-unbiased reflections on issues concerned

C+ / C / C- Inconsistent performance: Satisfactory performance on some

learning outcomes with a few weaknesses. Students demonstrate:
-basic understanding of the course material;
-attempts to evaluate scientific ideas and theories but with
omissions of some crucial perspectives and information;
-inadequately supported judgment/personal views on most
occasions;
-tendentious reflections on issues concerned

D+ / D Incompetent performance: Barely satisfactory performance on a

number of learning outcomes. Students demonstrate:
-limited evidence of comprehending the course material;
-major difficulties in evaluating scientific ideas and theories from
appropriate perspectives and identifying appropriate information;
-mostly unfounded judgment/personal views;
-superficial reflections on issues concerned

F Failed performance: Unsatisfactory performance on the majority

of learning outcomes, OR failure to meet specified assessment
requirement. Students demonstrate:
-confusion over or fundamental misrepresentation of the course

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 UGFN1000E Course outline

material;
-very little or no intention to evaluate different scientific ideas or
theories;
-very little or no attempt to formulate personal views;
-very little or no attempt to reflect on issues concerned

†
Adapted and modified from “University of Surrey Grade Descriptors: Undergraduate Programmes”; website:
https://www.surrey.ac.uk/cead/resources/documents/University_of_Surrey_Grade_Descriptors.pdf
‡
Adapted and modified from “Grade Descriptors at HKU”: website: https://www.cetl.hku.hk/grade-descriptors

Essays Grading Rubric

Grade A Grade B Grade C Grade D Grade F
Higher level Use and  Comprehensiv  Adequate  Insufficient  Little  Confusion
thinking (75) understand e and understanding understanding understanding over or
ing of the accurate fundamental
texts understanding misrepresent
ation of the
text content
Evaluate  Arguments  On most  Flaws in some  Obvious flaws  Digressive;
and are correct, occasions arguments, in some avoid or
integrate well arguments inadequately arguments, misinterpret
information elaborated are correct, elaborated and/ lack of the essay
and evidenced adequately or evidenced elaboration or topic
elaborated  Provides stated without
 Provides and insufficient necessary
insightful evidenced aspects relevant evidence  Provides
aspects  Provides to the problem  Provides irrelevant
relevant to the adequate and limited aspects aspects to
problem and aspects inadequately relevant to the the problem
demonstrates relevant to the demonstrates problem and
their problem and their fails to
interrelations demonstrates interrelations demonstrate
their their
interrelations interrelations

Conceptual  Demonstrates  Demonstrates  Demonstrates  Repeats and  No intention

ize original insightful good inadequate restates to give
ideas interpretation interpretation interpretation of keywords from interpretation
of the texts of the texts the texts the texts with of the texts
no
 Substantially  Difficulties in interpretation
articulates the  Articulates the articulating the  Little or no
problem to a problem to a problem to a  Fails to evidence to
broader broader broader articulate the articulate the
perspective or perspective or perspective or problem to a problem to a
generalizes it generalizes it generalizes it to broader broader
to other to other other contexts perspective or perspective
contexts contexts generalizes it or
to other generalizes it
contexts to other
contexts

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 UGFN1000E Course outline

Address a  Arguments  Most  Arguments  An  A conclusion

thesis and strongly arguments weakly support unsupported or is missing or
create support the adequately the conclusion invalid dogmatic
relevant conclusion support the and/or are conclusion
conclusion and in accord conclusion inconsistent with
with the paper and in accord the paper thesis
s
thesis with the paper
thesis
Reflection  Well-informed  Informed  Inadequately  Superficial, far-  No or little
and/or personal personal supported fetched personal
personal views or views or personal views reflection or views or
views perceptive unbiased or ordinary personal views reflection
reflection reflection reflection

Presentation Language  Distinctively  Generally fluent  Inadequate in  A lack of  Errors form a

(25) fluent and and clear fluency and fluency and series of
clear clarity clarity obstacle to
 Minor errors in the reader’s
 Free from or a grammar  Some errors in  Riddled with comprehensi
few errors in grammar and errors in on
grammar  Good at word word usage grammar and
usage word usage
 Excellent in
word usage

Format  A standard  Minor deviation  Obvious deviation  Major deviation  Confusion in

structure from the from the standard from the structure
(Alternatively: standard structure standard
A clear and structure structure
appropriate  Some citations  On most
structure that  Citations are are incomplete or  Some citations occasions
helps reader's adequate and inaccurate are incomplete citation is
understanding) clear on most or inaccurate missing
occasions

 Clear and
accurate
citations
wherever
necessary

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 UGFN1000E Course outline

Tutorial Participation Rubric

Grade A Grade B Grade C Grade D Grade F
Articulation and  Arguments and  Most of the time  Some  Some  Shows
Communication views are clearly arguments and arguments and arguments serious
and fluently views are clearly views are and views are difficulties in
articulated and fluently identified but occasionally articulating
articulated shows identified but arguments
difficulties in shows and views,
articulating them difficulties in and the
articulating meaning is
 Attentively listens  Most of the time them rarely clear
to others’ attentively listens  Does not
presentation, as to others’  Occasionally  Frequently listen or pay
indicated by presentation; distracted from distracted attention
comments that and occasionally the discussion from the when others
build on others’ initiates discussion; are
views; and always contributions. occasionally presenting;
initiates involved with frequently
contributions side activities involved with
disruptive to side
the activities
discussions disruptive to
or obstruct
the
discussions
Intellectual  Consistently  Shows a  Shows basic  Shows limited/  Does not
Performance demonstrates a sufficient understanding minimal attend class,
thorough understanding of of course understanding or
understanding of course materials materials of course demonstrate
course materials materials s little or no
understandin
g of course
 Always provides  Occasionally  Comments are  Paraphrases materials
insightful analyses; provides new reasonably relevant
raises new insight and constructive concepts only;  No intention
perspectives raises new occasionally to give
and/or critical perspectives makes contribution
points that and/or critical attempts to
advances and points that provide
deepens advances and comments
discussions deepens
discussions

References:
1. ‘Rubric for Assessing Student Participation” (Elderly Center for Teaching Excellence); website:
www.cmu.eu/teaching/assessment
2. “Grade Descriptors at HKU”; website: https://www.cetl.hku.hk/grade-descriptors
3. “Grading Class Participation” (UNSW, Sydney); website: https://teaching.unsw.edu.au/assessing-classroom-
participation

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Quizzes Grading Rubric

Grade A Grade B Grade C Grade D Grade F
Understanding of  Most key  The key  The key  Little knowledge  Confusion over
the text concepts of the concepts of the concepts of the about the key the key
text are grasped text are grasped text are grasped concepts of the concepts of the
accurately. with minor with obvious texts text
omission. omission.

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