 | Study programme 2022-2023 | Français | |
 | Science and Society | ||
Programme component of Master's in Computer Science (MONS) (day schedule) à la Faculty of Science |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| US-M1-SCINFO-020-M | Optional UE | BROCORENS Patrick | S817 - Chimie des matériaux nouveaux |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 0 | 0 | 0 | 0 | 2 | 2.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| S-CHIM-017 | Science and Society | 15 | 0 | 0 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Master communication techniques.
- Communicate, both orally and in writing, their findings, original proposals, knowledge and underlying principles, in a clear, structured and justified manner.
- Adapt their communication to a variety of audiences.
- Develop and integrate a high degree of autonomy.
- Aquire new knowledge independently.
- Pursue further training and develop new skills independently.
- Develop and integrate a high degree of autonomy to evolve in new contexts.
- Apply scientific methodology.
- Demonstrate thoroughness, independence, creativity, intellectual honesty, and ethical values.
Learning Outcomes of UE
To explain the role of societal and psychological factors in the evolution of sciences; To identify the interactions between sciences, technology, and natural resources and limits, and how these interactions influence the evolution of human societies and populations; To evaluate the potential of transdisciplinary and interdisciplinary research to solve the current challenges for the society.
UE Content: description and pedagogical relevance
Many beliefs in scientific models, in the role of technological advances, our dreams and expectations, are related to "visions of the world", which we inherit and continue building throughout life. As a result of these dynamics, visions change. Here, we explain how different scientific "visions of the world" emerged with time, and how they influenced the society. Then, we expose an ecological interpretation of the success of Mankind, which relativizes the role of technological and social advances: we follow the human being in his conquest of natural resources, and of the knowledge necessary to use them; we analyze the nature and properties of growth, and the possible consequences for the future of Mankind; we analyze the energetic and climatic constraints that are present in our society. We then expose possible evolution of the scientific research to solve current challenges, via transdisciplinary and interdisciplinary approaches.
Prior Experience
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| S-CHIM-017 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| S-CHIM-017 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| S-CHIM-017 | Not applicable |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| S-CHIM-017 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| S-CHIM-017 | T. S. Kuhn, La structure des révolutions scientifiques W. R. Catton, Overshoot, the Ecological Basis of Revolutionary Change D. Meadows, J. Randers, and D. Meadows, Limits to Growth: the 30-year update M. K. Hubbert, Techniques of Prediction with Application to the Petroleum Industry M. K. Hubbert, On the Nature of Growth |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| S-CHIM-017 | Authorized |
Term 2 Assessment - type
| AA | Type(s) and mode(s) of Q2 assessment |
|---|---|
| S-CHIM-017 |
|
Term 2 Assessment - comments
| AA | Term 2 Assessment - comments |
|---|---|
| S-CHIM-017 | The evaluation of the student is made based on two tasks: - a summary of a few pages about one of the themes discussed during the lessons - a presentation of 20 minutes, followed by 10 minutes of discussion, about a technological innovation, with a main focus on non-scientific aspects (political, economical, social,...). This innovation can be one that has been developed a long time ago and is well-documented (fixing atmospheric nitrogen to produce fertilizers, the discovery of the chemical elements and the development of their uses) or it can be a new one, with controversial or poorly known impacts (artificial intelligence, connected smart objects). |
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| S-CHIM-017 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| S-CHIM-017 | The evaluation of the student is made based on two tasks: - a summary of a few pages about one of the themes discussed during the lessons - a presentation of 20 minutes, followed by 10 minutes of discussion, about a technological innovation, with a main focus on non-scientific aspects (political, economical, social,...). This innovation can be one that has been developed a long time ago and is well-documented (fixing atmospheric nitrogen to produce fertilizers, the discovery of the chemical elements and the development of their uses) or it can be a new one, with controversial or poorly known impacts (artificial intelligence, connected smart objects). The subjects proposed by the student can be the same as those of Q2. |