Ethics of Science
Good Science, Bad Science: The Ethics of the Pursuit of Knowledge
Think every new piece of scientific information is a good thing for humanity? – Vonnegut
There is nothing either good or bad, but thinking makes it so. – Shakespeare
Overview
The purpose of this project is for students to explore and formulate opinions about science and the nature of the pursuit of knowledge through an investigation of the Essential Questions. Students will learn about past scientific inventions, discoveries, and research studies and their contributions to human welfare as instruments of both good will and evil intentions. In small groups, students will then research a scientific issue or study that is currently under debate and use what they have learned about past issues to brainstorm possible extreme outcomes and the effect of the outcomes on individuals, communities, and the world at large. They will come to a consensus on the nature and value of the research study and present their findings in a live, creative performance on the evening of Festival del Sol on March 21.
Essential Questions
Products
I. Group presentation about past discovery/invention (50 points)*
1. In groups of 3-4, you will give a 6-8 minute PowerPoint or Prezi presentation about an assigned discovery or invention that was used for purposes other than originally intended.
2. Your presentation will need to include and you will be evaluated on the depth and quality of your discussion about the following items :
3. Group presentations will be in class on Monday, February 11.
II. Report about current scientific controversy (25 points)*
1. You will choose a topic on a controversial scientific field of research that is currently being undertaken either in the U.S. or abroad. There must be debate over the research of an ethical or philosophical nature. This is not to say necessarily that the line of inquiry is unethical or not worthwhile, just that the ethics or worthiness of the study may be under question by certain groups.
2. Do some preliminary research before you finalize your topic, as some controversies are easier to understand and find resources for than others. Discuss your choice with Ms. Aliza to make sure you have chosen a suitable topic. You may use one of the topics from the list below or choose one of your own. Don’t be afraid to take risks with your topic!
Cloning
Humanoid robotics
Pesticides/herbicides
Food additives
Immunization
Pharmacogenomics
Gene therapy
Suicide seeds
Stem cell research
Genetic engineering
Nanotechnology
Drones (UAVs)
3. The issue is to be individually researched. You will write a short two-page report summarizing the issue. Your report should include the following information:
5. ALL resources and references should be properly cited in MLA format.
6. Short reports will be due at 5 pm on Monday, February 18 in the “Short Reports” folder in Google Drive.
III. Three (3) short stories about scientific controversy (25 points each)*
1. You will write three short stories, in Vonnegut’s style or your own, to help you brainstorm for your group’s creative performance for Festival del Sol. Each story will capture a snapshot of the future as a result of the scientific controversy that you researched. You must:
IV. Creative performance (100 points)*
1. You will work in groups to transform one of the short stories into a thought-provoking creative performance for Festival del Sol.
2. Your creative performance must address the studied current scientific controversy and the Essential Questions. In particular, you must answer the question: How do truly “great” discoveries contribute to humanity and to knowledge? Which is more important? You must also a) choose a side either in favor or in opposition to the controversy that will be clearly portrayed in your performance or b) be purposely ambiguous as to the value of the controversy in a manner that causes the audience to think deeply and attempt to form an opinion themselves.
3. Your creative performance may take on the form of a play, skit, a hybrid of dialogues/monologues, etc. It is up to your group to decide how the short story will be presented. I encourage you to come up with a creative plan that answers the Essential Question but doesn’t necessarily fit this structure. If there is something else your group would like to do, come talk to me.
4. Performances will be the evening of Festival del Sol on Thursday, March 21.
*Point values refer to quality of products produced and do not reflect points earned for drafts, checkpoints, other process items, etc.
Timeline and Milestones
Project Work Time
This project will take approximately six weeks. It will be launched on Thursday, February 7th and commence on Thursday, March 21st (HTHCV Festival del Sol). You will be allowed:
Due Dates
Readings and Films
1. Selections from Welcome to the Monkey House by Kurt Vonnegut. You will read and participate in Socratic Seminars on “Tomorrow and Tomorrow and Tomorrow” and “Report on the Barnhouse Effect” by Kurt Vonnegut to stimulate an exploration of the Essential Questions. In particular, we will talk about who owns the “rights” to knowledge, whether scientists should be concerned about or held accountable for their research, and if science should be conducted in the interest of humanity or the pursuit of knowledge.
2. Selections from Soylent Green (1973), Good Will Hunting (1997) and I, Robot (2004)
3. Gattaca, 1997
Think every new piece of scientific information is a good thing for humanity? – Vonnegut
There is nothing either good or bad, but thinking makes it so. – Shakespeare
Overview
The purpose of this project is for students to explore and formulate opinions about science and the nature of the pursuit of knowledge through an investigation of the Essential Questions. Students will learn about past scientific inventions, discoveries, and research studies and their contributions to human welfare as instruments of both good will and evil intentions. In small groups, students will then research a scientific issue or study that is currently under debate and use what they have learned about past issues to brainstorm possible extreme outcomes and the effect of the outcomes on individuals, communities, and the world at large. They will come to a consensus on the nature and value of the research study and present their findings in a live, creative performance on the evening of Festival del Sol on March 21.
Essential Questions
- Is knowledge inherently good or evil?
- To what extent should scientists be concerned about the possible consequences of their research, inventions and discoveries?
- Should scientists be held accountable for their research, inventions and discoveries?
- How can scientists be agents of change in the pursuit of knowledge?
- How do truly “great” discoveries contribute to humanity and to knowledge? Which is more important?
Products
I. Group presentation about past discovery/invention (50 points)*
1. In groups of 3-4, you will give a 6-8 minute PowerPoint or Prezi presentation about an assigned discovery or invention that was used for purposes other than originally intended.
2. Your presentation will need to include and you will be evaluated on the depth and quality of your discussion about the following items :
- Context/background of the scientist and discovery/invention (5 pts). Who discovered or invented it? When/where? What was s/he researching? What has happening in the world at that time that made the research important or necessary?
- Pertinent chemical names, formulas and reactions (10 pts). What are the common and chemical names of your invention/discovery? What is its molecular formula and molecular structure? You should include both 1) a Lewis or bond-line structure and 2) a ball-and-stick model of the molecular structure.
- Actual uses and alignment with the scientist’s initial intentions and line of inquiry (15 pts) What was the original purpose of the research, or what was the scientist looking for or trying to understand when it was discovered? Was it invented on purpose? What did the research end up being used for? Did the actual uses of the research agree with what the scientist wanted?
- Fallout and consequences, including influence on the overall body of scientific knowledge and impact on society, humanity, politics, etc. (15 pts). What is the big picture influence of the research and its uses? How did the research or use affect the way we view each other, science, knowledge, etc.? Why should we care that this research was carried out?
- Group collaboration, professionalism, presentation skills (5 pts). Did every group member participate equally, in either the creation or delivery of the presentation? Were all group members professional in their conduct and knowledgeable of the subject? Did you make eye contact with your audience, maintain good posture, and speak clearly and confidently?
3. Group presentations will be in class on Monday, February 11.
II. Report about current scientific controversy (25 points)*
1. You will choose a topic on a controversial scientific field of research that is currently being undertaken either in the U.S. or abroad. There must be debate over the research of an ethical or philosophical nature. This is not to say necessarily that the line of inquiry is unethical or not worthwhile, just that the ethics or worthiness of the study may be under question by certain groups.
2. Do some preliminary research before you finalize your topic, as some controversies are easier to understand and find resources for than others. Discuss your choice with Ms. Aliza to make sure you have chosen a suitable topic. You may use one of the topics from the list below or choose one of your own. Don’t be afraid to take risks with your topic!
Cloning
Humanoid robotics
Pesticides/herbicides
Food additives
Immunization
Pharmacogenomics
Gene therapy
Suicide seeds
Stem cell research
Genetic engineering
Nanotechnology
Drones (UAVs)
3. The issue is to be individually researched. You will write a short two-page report summarizing the issue. Your report should include the following information:
- Background of the issue
- Scientific ideas or concepts involved in the issue
- The different perspectives of the controversy
- How the issue may affect society
- Why is the research important to science/the greater knowledge base?
5. ALL resources and references should be properly cited in MLA format.
6. Short reports will be due at 5 pm on Monday, February 18 in the “Short Reports” folder in Google Drive.
III. Three (3) short stories about scientific controversy (25 points each)*
1. You will write three short stories, in Vonnegut’s style or your own, to help you brainstorm for your group’s creative performance for Festival del Sol. Each story will capture a snapshot of the future as a result of the scientific controversy that you researched. You must:
- Write one story in which the scientific research you studied was used for peaceful purposes.
- Write one story in which the scientific research you studied was used for destruction and warfare.
- Write a third story of your choice (good or bad outcome).
- Explore at least one of the Essential Questions.
- Showcase a clear opinion about the nature of the research or be purposefully ambiguous as to cause the audience to ponder the value of the research.
IV. Creative performance (100 points)*
1. You will work in groups to transform one of the short stories into a thought-provoking creative performance for Festival del Sol.
2. Your creative performance must address the studied current scientific controversy and the Essential Questions. In particular, you must answer the question: How do truly “great” discoveries contribute to humanity and to knowledge? Which is more important? You must also a) choose a side either in favor or in opposition to the controversy that will be clearly portrayed in your performance or b) be purposely ambiguous as to the value of the controversy in a manner that causes the audience to think deeply and attempt to form an opinion themselves.
3. Your creative performance may take on the form of a play, skit, a hybrid of dialogues/monologues, etc. It is up to your group to decide how the short story will be presented. I encourage you to come up with a creative plan that answers the Essential Question but doesn’t necessarily fit this structure. If there is something else your group would like to do, come talk to me.
4. Performances will be the evening of Festival del Sol on Thursday, March 21.
*Point values refer to quality of products produced and do not reflect points earned for drafts, checkpoints, other process items, etc.
Timeline and Milestones
Project Work Time
This project will take approximately six weeks. It will be launched on Thursday, February 7th and commence on Thursday, March 21st (HTHCV Festival del Sol). You will be allowed:
- 1 hour of class time to prepare for your group presentation: Friday, 2/8
- 1 hour of class time to conduct research for your short report: Tuesday, 2/12
- 1 hour of class time to write your short report: Wednesday, 2/13
- 2 hours of class time for peer critiques of short stories 1 and 2: Wednesday, 2/20 and Thursday, 2/21.
Due Dates
- Group presentations: Monday, 2/11
- Short report due: Monday, 2/18
- Short stories due: Wednesday, 2/20; Thursday, 2/21; Friday, 2/22
- Logistics and performance plan due: Friday, 3/8
- Final performance on Thursday, 3/21
Readings and Films
1. Selections from Welcome to the Monkey House by Kurt Vonnegut. You will read and participate in Socratic Seminars on “Tomorrow and Tomorrow and Tomorrow” and “Report on the Barnhouse Effect” by Kurt Vonnegut to stimulate an exploration of the Essential Questions. In particular, we will talk about who owns the “rights” to knowledge, whether scientists should be concerned about or held accountable for their research, and if science should be conducted in the interest of humanity or the pursuit of knowledge.
2. Selections from Soylent Green (1973), Good Will Hunting (1997) and I, Robot (2004)
3. Gattaca, 1997