There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses.' Hobson uses Jon Miller's definition of science literacy, which has two components: first, "a basic knowledge of key scientific concepts," and second, "an understanding of the process of science."2 In preparing to teach our course for non-science students, I found that the majority of textbooks and courses focus on the first component. However, I wanted a lab-centered course that would give students hands-on practice doing science. I describe in this article a course I designed and implemented at Wabash College that focused on teaching students "the process of science." The course was titled "Adventures in Physics: Mythbusters" and was based loosely on the popular Discovery Channel show "MythBusters."3
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