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Fall 2000 Natural and Mathematical Sciences (E105)
E105 Gravity, the Great Attractor:
Evolution of Planets, Stars, and Galaxies (3 cr.) Lugger
The force of gravity acting between all particles in the universe causes the
formation and evolution of planets, stars, galaxies, and other astrophysical
systems. This course will focus on current astrophysical approaches to
understanding the past history, present nature, and future lives and deaths of
these objects. The historical context of modern science will be considered. The
role of the scientific method in solving astrophysical problems will be
emphasized. Students will be encouraged to develop the reasoning skills used by
scientists in formulating theories based on observational data, making
predictions, and testing and revising their models. The material covered will
reflect the fact that modern astronomy is a quantitative physical science. While
the approach will not be overly mathematical, some high school-level algebra and
scientific notation will be used. Problem solving skills will be developed
through in-class exercises, homework assignments, a short paper, and a computer
exercise. There will be three in-class midterm exams, a comprehensive final
exam, and eight in-class quizzes. Readings will include the astronomy textbook
and articles from Scientific American, Sky and Telescope, Astronomy, and Discover.
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E105 Neural Bases of Human Behavior (3 cr.) Sengelaub
Neuroscience, which involves the study of the brain and nervous system, is currently one
of the most popular and interesting fields of science and is widely recognized as a
critical frontier in science and medicine. This course will introduce you to this exciting
field, emphasizing the research strategies and problem-solving techniques employed in
understanding how the brain and nervous system are involved in the production and regulation
of human behavior. The focus will not be on the often bewildering array of neuroscience
information, but rather on the motivations behind the gathering of this
information, the failures and successes experienced, and what directions
neuroscience will likely take in future.
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E105 Earthquakes and Volcanoes (3
cr.) Merino/Ripley
This course, intended primarily for non-science majors, offers
an introduction to the most exciting—and terrifying—manifestations of the
dynamic processes that are continually reshaping our planet: earthquakes and
volcanic eruptions. The course will present a general overview of these violent
natural catastrophes, examining their fundamental causes, documentation of
earthquake and volcanic phenomena, the wide range of secondary effects—such as
landslides, mudflows, and tsunamis (tidal waves)—that are triggered by quakes
and eruptions, and the societal response to these natural disasters. The class
will also focus on aspects of earthquakes and volcanic activity that are related
to critical public policy issues of our time: energy and mineral resources,
global climate change, nuclear arms control, and natural hazard reduction.
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E105 How does it Work? The Physics of Medical
Imaging (3 cr.) Ogren
The main goals of the course are to present the underlying physics of the
modern techniques used for medical diagnostic imaging. This will be done by
focusing on the following imaging techniques: Ultrasound, X-rays, CAT scans-
Computed Axial Tomography, PET- positron Emission Tomography, and MRI-Magnetic
Resonance Imaging. This course will be
taught as a lecture course. However, there will be some aspects of a discussion
section since the students will have small group interactions. Part of the small
group interaction will involve planning and carrying out lecture demonstrations.
Students will keep written journals, which will be stored as WWW documents. One
year of high school algebra and trigonometry is recommended.
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E105 Darwinian Medicine (3 cr.) Jamison
Darwinian medicine may be defined as the application of modern evolutionary
theory to considerations of human health and illness. Also called
“evolutionary” medicine it represents the intersection of medical knowledge
and practice with disciplines such as human biology, medical anthropology,
psychology and physiology. This course will begin with an examination of
both the evolutionary and medical explanatory models for human health and
illness. It will proceed through a series of topics designed to show the
breadth of impact that evolutionary theory may have on our lives today. A
persistent theme will be the difference between proximate or immediate causes of
disease (the medical model) and the possibility that there may also be ultimate
or very long-term causes best understood through an evolutionary interpretation.
One goal of the course is to demonstrate the utility of the scientific method in
suggesting answers to complex questions such as mentioned above. How do
scientists from diverse disciplines use data to support their arguments?
What does it mean to test an hypothesis? A second goal of this course is
to try to emphasize those situations and conditions of health (or illness) that
appear to require both proximate and ultimate explanations rather than simply
one or the other. In reality, it is the complex interplay of genes,
environment, and human behavior that affects much of our health and illness
experience today. A third goal of this course is to reduce the fear or
uneasiness that many students feel towards data (numbers) that appear in tables
or graphs in material that they are reading. We will devote time to the
presentation and discussion of data and how the numbers can be interpreted and
used to bolster or challenge an argument.
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E105 Patterns in Sound (Gierut)
What is a possible human language? In this course, we will explore this
question by focusing specifically on the sound system of language. The sound
system will be the vehicle through which we will confront several broad and
fundamental problems in the study of language. These include questions about the
universal properties of language, the range of variation in language, the way in
which language is acquired, the potential for language change, and the social
implications of the study of language, with emphasis on health, science, and
technology. In addressing each problem, we will consider the scientific methods
that have been developed, the issues that have sparked debate, and the
theoretical, methodological, and applied challenges that remain unsolved. Course
requirements include readings, participation, short essays, and exams.
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E105 Agricultural Biotechnology: Scientific,
Social, and Ecological Aspects (3 cr.) Wagner
Biotechnology is defined as the means or ways of manipulating life forms to
provide desirable products for man’s use. Biotechnology has profoundly
affected the way food is produced. However, the ramifications of biotechnology
extend far beyond its agronomic intentions. As a result, agricultural
biotechnology has become a highly controversial subject. There are several goals
of this course. The first is to understand the scientific basis of agricultural
biotechnology, with emphasis on genetic engineering. The second is to identify
the impact of biotechnology on agriculture, society and the environment. The
third is to identify and evaluate the risks and benefits of biotechnology. The
fourth is to develop the skills for retrieving and evaluating information about
a controversial technological issue. The fifth is to synthesize information into
a comprehensive and balanced paper on a controversial technological issue.
Information will be presented in a lecture/ discussion format and will be
instructor and student led. There will be several guest lecturers. Student
performance will be based on quizzes, an oral presentation, a paper and class
participation. Students will work individually and in groups.
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E105 Good Genes, Bad Genes(Hanratty, P.)
Have you ever wondered why you have red hair and freckles or why heart
disease or cancer seem to "run" in certain families; whether we will
eventually be able to use gene therapy to cure genetic disorders such as cystic
fibrosis or sickle cell anemia, or what impact this explosion of genetic
engineering may have upon our society? These are some of the issues we will
address in the course. The course will have a two-fold focus. First, we will
introduce students to the basic concepts of human genetics, discuss a number of
human genetic disorders and the ways in which they arise, and examine the impact
that genetic engineering and recombinant DNA technology are having on the
diagnosis, treatment and possible cure of some of these disorders. Second, we
will consider the impact of human genetics on society. We will examine some of
the misconceptions that have surrounded the inheritance of genetic traits and
disorders in other times and societies. We will at look some of the attempts
that have been made to "control" human heredity, including the
eugenics movement, mandatory sterilization and marriage laws, and the successes
and failures of genetic screening programs. We will also consider the Human
Genome project and the impact it may have upon our society, both positive and
negative. Finally, we will consider some of the legal and bio-ethical issues
being raised as a result of the rapid explosion of genetic technology.
Students will be encouraged to become active participants in the learning
process. In addition to being exposed to new concepts in lecture, they will have
an opportunity to discuss issues raised in class, interact with guest lecturers,
and express their thoughts in the form of short essays. Outside the lecture,
students will participate in a collaborative learning group once a week.
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