Outline

Overview

This Unit of Study explores the very nature of science and how it is practised. Using contemporary and historical scientific examples, the unit looks into whether a sharp line can be drawn between science and non-science, and what criteria can be used to distinguish science from pseudoscience. Various tools of science will be examined philosophically and historically, including theories, models, explanations, data analysis and concepts. The unit also looks into the ways in which science is a social process, with an emphasis on values, biases, and the institutionalized organization of science. To complete this broad overview, topics such as science denialism (not accepting various bodies of scientific knowledge) and scientism (valuing science above all other knowledge systems) will also be addressed.

Unit details and rules

Academic unit	History and Philosophy of Science Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	HPSC2101 or HPSC2901 or HPSC1901
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Maureen O'Malley, maureen.omalley@sydney.edu.au
Guest lecturer(s)	Gemma Smart, gemma.smart@sydney.edu.au
Lecturer(s)	Anson Fehross, anson.fehross@sydney.edu.au
Tutor(s)	Eamon Little, eamon.little@sydney.edu.au
Tutor(s)	Angelica Breviario, angelica.breviario@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Critical exegesis Precis	20%	Week 03 Due date: 05 Feb 2023 at 23:59 Closing date: 15 Feb 2023	700-800 words
Outcomes assessed:
Assignment	Essay plan Outline of essay	15%	Week 04 Due date: 12 Feb 2023 at 23:59 Closing date: 22 Feb 2023	500 words
Outcomes assessed:
Assignment	Essay Research essay	35%	Week 06 Due date: 25 Feb 2023 at 23:59 Closing date: 07 Mar 2023	1800-2000 words
Outcomes assessed:
Participation	Tutorial participation 80% attendance required	10%	Weekly	1 hour
Outcomes assessed:
Assignment	Weekly Online Exercise Minimum of 5 posts out of 6 must be completed.	20%	Weekly	150-250 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessement can be found on Canvas, along with rubrics for both written work and participation.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

Please note that a grading rubric for submitted assessments and a grading rubric for participation are provided on Canvas.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 stipulate that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded. However, a unit of study may prohibit late submission or waive late penalties only if expressly stated below.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1.1. Introduction to Course and What is Philosophy of Science?	Lecture (2 hr)
	1.2. Tools and concepts	Lecture (2 hr)
	1.3. Empiricism/Rationalism/Inductivism	Lecture (2 hr)
	Content Week 1	Tutorial (2 hr)
Week 02	2.1. How to Write a Philosophy Paper	Lecture (1 hr)
	2.2. Problems of confirmation	Lecture (2 hr)
	2.3. Karl Popper's falsificationism	Lecture (2 hr)
	2.4. Responses: Alternative views on Demarcation: Lakatos and Thagard	Lecture (1 hr)
	Content week 2	Tutorial (2 hr)
Week 03	3.1. Thomas Kuhn's revolution	Lecture (2 hr)
	3.2. Responses to Kuhn	Lecture (2 hr)
	3.3. Rationality and Theory Change	Lecture (2 hr)
	Content week 3	Tutorial (2 hr)
Week 04	4.1. Sociology of scientific knowledge	Lecture (2 hr)
	4.2. Values, Objectivity, and Social Critiques of Science	Lecture (2 hr)
	4.3. Ethics and Science	Block teaching (2 hr)
	Content week 4	Tutorial (2 hr)
Week 05	5.1. Relativism and anti-realism	Lecture (2 hr)
	5.2. Realism and experiment	Lecture (2 hr)
	5.3. Scientific Explanation	Lecture (2 hr)
	Content week 5	Tutorial (2 hr)
Week 06	6.1. Laws of nature	Lecture (2 hr)
	6.2. Case Studies	Lecture (2 hr)
	6.3. TBD	Lecture (2 hr)
	Content week 6	Tutorial (2 hr)

Attendance and class requirements

Attendance:

Attending at least 80% of tutorials is mandatory (note: in practice, this means students can miss a maximum of one tutorial).
Lecture attendance is strongly recommended. It will be offered live, in person and recorded. It will be very difficult to do well in the course without close attention to some form of the lecture. Questions and comments from students are encouraged throughout the lecture.

Participation:

10% of the assessment for this unit of study is based on participation.
Participation is based upon individual contributions to tutorial discussions and activities, and/or contributions made to each weekly discussion board.

Tutorials (in person and Zoom)

To accrue marks in tutorials you must participate. You are expected to:

Discuss the readings having read them before class.
Discuss the themes from the week’s lectures having attended them, or watched the recordings.
Show a willingness to respectfully participate with discussions.
Attend the set tutorial on time.
Stay for the entire tutorial.

Tutors will discuss participation marks and how to accumulate them with students.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand philosophical and historical discussions of science and critically assess arguments in these areas
LO2. write clear and well-organized responses to philosophical and historical discussions of science, and develop your own views on these issues
LO3. relate general philosophical and historical ideas about science to particular examples of scientific work.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

- Greater clarity on expectations for participation marks has been provided, including a scale. - An essay marking rubric is being used, and provided to students.

Additional information

A note on intensive classes

Each lecture block is 3 hours long (including breaks) corresponding to a week of class during normal semester. These lectures are not mandatory. Having said this, it is highly recommended that you either attend in person or watch the lecture as it goes out live as this is your opportunity to ask questions, engage in the discussion and so on. This is especially important in intensive classes, as the course is packed into only a few weeks. I impress upon you: at least watch the lectures. It’s very easy to get lost early on otherwise.

How to ask questions about the course

Raise questions during the lecture (via chat or in person).
Bring up issues and questions in the tutorial.
Email your convenor.

Student email

It is your responsibility to regularly check your University of Sydney email account or establish a forwarding address on the Sydney system, because this is the primary means of contact for us with you and more generally for the University about your unit of study. If something goes wrong for you because you have not accessed your university email account you will not be excused. Ensure that all replies are sent from your USYD email address.

Also be sure to check into the discussion board regularly for class announcements.

Discussion board

The course discussion board is where you should first post whatever questions you may have about the course (whether about content or administration) before emailing the coordinator. In addition the Canvas site will contain answers to Frequently Asked Questions (FAQs) about the course, as well as tips regarding assignments, etc.

It is important that you understand that February Intensive is actually quite intense (as the name implies), and you should be ready for a lot of information to be packed into not very much time. So, we suggest that you pay attention to the following:

Tips for surviving intensive classes

Watch or attend each and every lecture and be prepared to ask questions. We are covering a lot of ground very quickly, which carries the risk that you could get lost just as quickly. If you are unsure of something, or confused by an argument/topic, ask when it occurs to you rather than waiting to ask later.
Use the discussion board frequently. As noted above, the coordinator will be posting on there relatively regularly, and check it several dozen times per day. If you have any questions or thoughts about the course content or administration, this is where you should place it rather than emailing your tutor etc. It is a valuable resource that you should address.
Ensure that you do all the required readings before class, and consider reading recommend sources should you have the time. We know that there is a lot of content to cover, and this can seem daunting, but keep in mind that intensive courses cover the same amount of material as ordinary courses—they are just run in a shorter timeframe. The University expects that every course worth 6 credit points should require the same amount of work, regardless of the length of the semester. Furthermore, there is a good chance you won’t be able to understand the lectures without having done the readings.
Engage with the course, and spend time doing extra reading. As noted below, there will be supplementary readings available, and we suggest that you read beyond these. To do well in this course you should be reading as much as possible!
Don’t fall behind! The danger with intensive classes is that if you fall behind early you will remain behind the whole time. Keep on top of the readings, lectures and tutorials and you should do just fine.

A note on absent fails

Something you may not be aware of is the University policy regarding Absent Fails (AFs). Despite the name, this rule does not apply only in those cases where you do not attend the requisite classes for the course. To be clear, the rules apply to you under the following circumstances (as drawn from University policy):

Students will be graded an Absent Fail (AF) on their academic record if they fail to:

submit a formal request to withdraw or discontinue – not to count as failure (DC) by the relevant census date.
complete an exam or submit an assessment task by the prescribed due date.
satisfactorily attempt all assessment tasks set out in their units of study
meet the minimum class attendance requirement.

The following is worth reiterating: you must attempt all assessment tasks set in this class. You cannot do only a few of the assignments and expect to pass—all assessment tasks (essays/exegesis and participation) must be honestly attempted before the cut-off date. If you do not attempt all assessment tasks in this class you will receive an absent fail. Also note that it is not the job of the coordinator to chase you up and let you know that you are risking an AF. It is your responsibility.

Problems with grading

If you believe that your work has been graded unfairly or otherwise improperly, you should in the first instance contact Anson Fehross. Please see the HPS Canvas portal for details of the HPS remarking policy and follow them carefully. Bear in mind that all remarking is done ‘blind’ (i.e. the person doing the remarking does not know the original mark nor the name of the student). This means you could end up with a lower mark than the one you began with.

If you want to appeal your mark after this process, please see: https://canvas.sydney.edu.au/courses/7114/pages/coursework-studies

A note on websites

Note that you are expected to use scholarly sources for your assignments. More specifically, you must use peer-reviewed sources. It is for this reason that the only website you go to is the Stanford Encyclopaedia of Philosophy (https://plato.stanford.edu). This is a genuinely peer reviewed resource, and is very useful for getting an in-depth analysis of issues in philosophy, as well as finding articles/books that relate to the topics in class. All other websites (up to, and including, the BBC, Wikipedia, Hansard and Senate inquiries, the Internet Encyclopaedia of Philosophy, the New Advent Catholic Encyclopaedia, and so on) do not qualify as academic sources for this class. This is because they do not exhibit the standards of academic rigour exemplified by the peer review process.

Of course, some exceptions exist.

First, you can go to news websites to find real-life examples of cases that may help illustrate your points. E.g. you might look up recent advances in AI science to help illustrate a point.

Second, if your argument relies upon empirical premises, you are well advised to find some evidence that supports your claim, which may be in the media or other sites. You still should be sure that the statistics or evidence you cite are reliable, as you will have to provide some evidence as to why we should take the evidence the way you suggest. For example, if you make a claim that scientists do not exhibit dogmatic beliefs about their methodologies, you should have some sort of study that actually demonstrates that finding.

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

HPSC1001: What is this Thing Called Science?

Intensive February, 2023 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect