Course Offerings

A list of all 2017-18 SLP Courses is available here.

Astronomy

  • ASTR 121    The Solar System
  • ASTR 122    The Birth and Death of Stars
  • ASTR 123    Galaxies and the Expanding Universe

Biology

  • BI 122    Introduction to Human Genetics
  • BI 123    Cancer Biology
  • BI 131    Introduction to Evolution
  • BI 132    Animal Behavior
  • BI/CH 140M    Science, Policy, and Biology
  • BI 150    The Ocean Planet
  • BI 160    From Brains to Intelligent Machines
  • BI 212    General Biology II: Organisms
  • BI 322    Cell Biology
  • BI 357    Marine Biology
  • BI/CH/GEOL/PHYS 407/507    Seminar: Teaching Science
  • BI 410    Applied Science Communication
  • BI 484    Molecular Evolution

College of Arts and Sciences

  • CAS 101H    Reacting to the Past
  • CAS 409    Practicum Science Literacy Program Scholar

Chemistry

  • CH 111    Intro to Chemical Principles
  • CH 114    Green Product Design
  • BI/CH 140M    Science, Policy, and Biology
  • CH/PHYS 157M    Information, Quantum Mechanics, and DNA
  • CH 221    General Chemistry I
  • CH 222    General Chemistry II
  • CH 223    General Chemistry III
  • BI/CH/GEOL/PHYS 407/507    Seminar: Teaching Science

Geology

  • GEOL 101    Earth’s Dynamic Interior
  • GEOL 103    Evolving Earth
  • GEOL 110    People, Rocks, and Fire
  • GEOL/PHYS 156M    Scientific Revolutions
  • BI/CH/GEOL/PHYS 407/507    Seminar: Teaching Science
  • GEOL 462     Environmental Geomechanics

Honors College

  • HC 207H    How Marine Organisms Work
  • HC 207H    Evolution
  • HC 209H    Paleontology of Oregon
  • HC 441H    Bread 101
  • HC 441H    Quantum Mechanics for Everyone
  • HC 441H    Scientific Revolutions
  • HC 441H    Tibetan Plateau
  • HC 441H    Bioinspired Design

Human Physiology

  • HPHY 102    Exercise and Wellness
  • HPHY 111    Science of Sex
  • HPHY 112    The Science of Health

Journalism

  • J 463/563    Reporting Science

Physics

  • PHYS 101    Essentials of Physics
  • PHYS 152    Physics of Sound and Music
  • PHYS 155    Physics Behind the Internet
  • GEOL/PHYS 156M    Scientific Revolutions
  • PHYS/CH 157M    Information, Quantum Mechanics, and DNA
  • PHYS 161    Physics of Energy and the Environment
  • PHYS 162    Solar and Renewable Energies
  • PHYS 163    Nanoscience and Society
  • PHYS 171    The Physics of Life
  • PHYS 181    Quantum Mechanics for Everyone
  • PHYS 204    Introductory Physics Lab
  • PHYS 205    Introductory Physics Lab
  • PHYS 206    Introductory Physics Lab
  • PHYS 251    Foundations of Physics I
  • PHYS 252    Foundations of Physics I
  • PHYS 253    Foundations of Physics I
  • BI/CH/GEOL/PHYS 407/507    Seminar: Teaching Science
  • PHYS 410/510    Writing Science
  • PHYS 413    Mechanics, Electricity, and Magnetism

Psychology

  • PSY 407    NeuroEducation

Astronomy

ASTR 121    The Solar System
Over the past 20 years there has been an explosion in our understanding of the contents, formation and evolution of the Solar System, mainly due to numerous NASA missions and probes. The study of the characteristics of the other planets has provided tremendous insight and understanding of Earth and the changes under our influence. This course, specifically designed for non-science students, will explore the science behind our exploration of the Solar System providing students with a background to be able to make informed choices as citizens and voters on issues related to our environment and the future of science research.

Instructor(s): Scott Fisher (Physics)
4 credits
Term(s) offered: Fall 2013, Fall 2014, Winter 2015, Spring 2015
Syllabus

Back to Top


ASTR 122    Birth & Death of Stars
Our star, the Sun, is the source of all the energy necessary to sustain life on our world. Students will study the birth, evolution and death of stars in the Milky Way galaxy, with a particular emphasis on the underlying science behind stellar and galactic evolution, the observational aspect to astronomy and our knowledge of how the Universe operates. The interplay between technology (telescopes, space observatories) and knowledge gained about the stars is a key theme to the course.

Instructor(s): Scott Fisher (Physics)
4 credits
Term(s) offered:  Winter 2014, Spring 2014, Fall 2015, Fall 2016, Spring 2017, Fall 2017, Spring 2018
Syllabus

Back to Top


ASTR 123    Galaxies and the Expanding Universe
Astronomy 123 introduces students to the structure and evolution of our galaxy and the Universe. Galaxies similar to the Milky Way, and those much different, are studied, leading to an understanding of the position of our galaxy in the vast Universe. The course includes an introduction to the theories of the forces of nature as they pertain to this study. The place of humankind in the Universe is examined. The search for extraterrestrial life is discussed.

Instructor(s): Scott Fisher (Physics)
4 credits
Term(s) offered: Spring 2013
Syllabus

Back to Top


Biology

BI 122    Introduction to Human Genetics
Why are some genetic diseases more prevalent in some parts of the world? Why might one want to use cells from umbilical cord blood to heal a sick sibling? What dangers might be associated with insurance companies obtaining knowledge of the genetic predisposition of individuals to have various diseases?

Students will investigate inherited traits in humans, and other topics in human genetics and human medicine through activities, lectures and discussion groups. Students will study genetic variation in humans at the level of the gene, proteins made by genes, cells that utilize those proteins, individuals, and populations of individuals. Topics of human health that have ethical implications will be emphasized. The course assumes no previous knowledge of biology or chemistry but will introduce basic concepts relevant to human genetics.

Instructor(s): Kryn Stankunas (Biology), Amy Connolly (Biology)
4 credits
Term(s) offered: Fall 2014, Winter 2015, Winter 2016, Spring 2018
Syllabus

Back to Top


BI 123    Biology of Cancer
We tend to think of cancer as a single disease that affects many different tissues or organs. However, cancer is really a collection of over one hundred diseases that show various clinical manifestations, but have similar underlying causes and effects: the normal genetic controls of cell division malfunction, allowing a cell to undergo unbridled proliferation. Students will explore the underlying genetic causes of cancer; factors, including lifestyle choices that increase cancer risk; the detection and diagnosis of cancers; and contemporary therapies to mitigate or cure cancers. Finally, the detection and diagnosis of various cancers, how our natural immune defenses respond to cancerous cells, and the therapies to cure or mitigate cancer, both traditional and experimental will be explored.

Instructor(s): Alan Kelly (Biology)
4 credits
Term(s) offered: Winter 2014, Winter 2015, Winter 2016, Winter 2017
Syllabus

BI 123 course uses Twitter to enhance learning.
https://twitter.com/UO_BI123

Back to Top


BI 131    Introduction to Evolution
The course is divided into three modules. In the first third, students will cover human-caused evolution. For example, we show how humans are causing microbes to become antibiotic resistant and how hunting and fishing are causing animals to become smaller. We will also discuss how the process of domesticating animals and plants (artificial selection) is analogous to how evolution works in nature (natural selection). In the second third, we go deeper into the mechanisms that cause evolution (mutation, natural selection, genetic drift, and migration). In the final third of the class, we cover human evolution, from the origins of humans to the consequences of disease for human evolution.  An important part of the course is the term project, which includes a short individually written paper and a group presentation.

Instructor(s): Gabe Yospin (Biology)
4 credits
Term(s) offered: Winter 2016

Back to Top


BI 132    Introduction to Animal Behavior
We will explore behaviors found in a variety of animals and mechanisms behind them, how they develop, their evolutionary history, and what functions they might serve. Hands-on activities allow us to ask questions about animal behavior and design experiments to search for answers. Examples will be used to illustrate concepts in animal behavior and serve to develop an appreciation for the many interesting things that animals do to survive and reproduce. We will also examine the methods with which scientists study these behaviors. Students will better understand how science works and become comfortable evaluating scientific information, a skill required by all people whether or not they pursue a career in the sciences.

Instructor(s): Debbie Schlenoff (Biology)
4 credits
Term(s) offered: Spring 2014, Fall 2014, Fall 2015, Fall 2016, Fall 2017
Syllabus

Back to Top


BI/CH 140M    Science, Policy, and Biology
Students will assess how policy decisions affect the types of research that can be conducted, and the potential ramifications for human health and the environment. The course will be topical, based around items of particular interest in the news. Topics may include stem cells, genetically modified foods, human genetic testing, trans-fats, spread of E. coli in the food supply, the basis of scientific controversies, or other current biological issues.  Because the underlying biology of topics covered by this course are derived from biological and biochemical research, students may register for either Biology or Chemistry credit.

Instructor(s): Andy Berglund (Chemistry and Biochemistry), Leslie Coonrod (Biology), Judith Eisen (Biology), Elly Vandegrift (Biology)
4 credits
Term(s) offered: Winter 2012, Winter 2013, Winter 2014, Winter 2015, Winter 2016, Spring 2017
Syllabus

Article about this course.
http://scilit.uoregon.edu/about-us/news/#BI140_News

Back to Top


BI 150    The Ocean Planet
Much marine life is easily observed from shore – if one pays attention. Using field trips to the Oregon coast early in the course, and then facilitated use of field guides and discussion, the course will introduce the general foundations of marine biology, and help students discover the natural world, and their own ability to absorb it and learn about it, even if they are not scientists. Students will work in groups to develop case studies on topics such as oil spills and oil spill response, marine reserves, management of fisheries, and oceans and human health. Students will learn foundations of marine biology and scientific reasoning and methodology and information that may also be relevant to solving environmental problems.

Instructor(s): Michelle Wood (Biology)
4 credits
Term(s) offered: Spring 2014, Spring 2015, Winter 2017, Fall 2017
Syllabus

Back to Top


BI 160    From Brains to Intelligent Machines
A course designed for non-science majors to understand how the brain acquires information and drives behavior, and how scientists and engineers attempt to replicate these abilities in computers and artificial intelligence systems.  Students will be introduced to the process of scientific reasoning and use those skills to discuss the neural processes behind learning, memory, decision-making, and thinking.  Parallels will be made between the way the brain and computers process information and perform computations.  Students will grapple with questions such as:  What happens if our intelligent machines become too intelligent?  What are the implications to society of intelligent machines and technologies for interfacing brains and machines?

Instructor(s): Santiago Jaramillo (Biology)
4 credits
Term(s) offered: Spring 2017, Spring 2018
Syllabus

Back to Top


BI 212    General Biology II: Organisms
This course is about the development and physiology of plants and animals and focuses on those aspects of physiology that seem to be universal across the enormous range of organisms that have evolved on our planet. We cover the topics of temperature regulation and the constraints imposed by temperature on organism level adaptations, mechanisms of short and long range transport in plants and animals and the constraints that geometry and the nature of diffusion impose on body plans, plant and animal nutrition (including the biology of appetite and the remarkable complexity of soil). We study the five senses and optical illusions by way of the nervous system, and the mechanisms by which plants seem to act as though they had a brain as they respond to various features of light. We cover the topic of development, by which single celled zygotes become complex and diverse organisms with a special emphasis on the genetics of development. Throughout we investigate the roles of natural selection on the physiological features of plants and animals.

Instructor(s): Mark Carrier (Biology)
4 credits
Term(s) offered: Winter 2015, Spring 2015, Winter 2016, Spring 2016, Winter 2017, Spring 2017, Winter 2018, Spring 2018
Syllabus


BI 322    Cell Biology
The cell is an amazing, complex and dynamic unit of life. This course explores various aspects of how eukaryotic cells carry out their many basic functions while interacting with their environment. Students learn how defects at the cellular level lead to disease states, examine the primary literature, and consider experimental design and analysis. By the end of the course, students can model the dynamic nature of cellular processes, explain the function of organelles, communicate how defects at the cellular level lead to disease states and could be targeted for specific therapies, develop testable hypotheses based on provided information, design experiments to test hypotheses, and analyze and interpret provided data.

Instructor(s): Nicola Barber (Biology)
4 credits
Term(s) offered: Winter 2018

Back to Top


BI 357    Marine Biology
This course introduces the diversity of marine organisms and ecosystems, including coral reefs, kelp forests, the open ocean, and the deep sea. It also explores the role of the oceans in climate change and biogeochemical cycles, new methods of ocean exploration, and current issues in marine conservation and fisheries. Emphasis in laboratory is placed on invertebrate organisms commonly found on the Oregon Coast, with some creatures from tropical waters included for contrast. Each lecture period is unique, with some formal lectures, some video and a variety of student-led problem-solving exercies and presentations. Students also develop personal projects that are an important part of the course grade. A required field trip forms the basis for an exercise in scientific writing and laboratory observation of live animals forms the basis for a lab notebook. The course grade is based on participation, personal project, exams, field trip reports, and lab notebook.

Instructor(s): Michelle Wood (Biology), Kelly Sutherland (Biology)
4 credits
Term(s) offered: Winter 2016, Winter 2017
Syllabus

Back to Top


BI/CH/GEOL/PHYS 407/507    Seminar: Teaching Science
We will read, discuss, and apply a variety of techniques from science education literature to improve science education. Students will be active participants in the exploration of scientific teaching. Using concepts and information introduced in class, students will develop and teach an activity to be used in an undergraduate science course.

Instructor(s): Elly Vandegrift (Biology), Mark Carrier (Biology)
2 credits
Term(s) offered: Spring 2013 (as BI 407/507 only), Spring 2014, Winter 2016
Syllabus

Back to Top


BI 410    Applied Science Communication
The ability to communicate your research in an effective and coherent way is critical to your success as a scientist.  A profound scientific result is useless if it can’t be conveyed to a broader audience.  Yet, many of us struggle with this essential, practical skill.  Communicating well takes practice.  In this class we will take an applied approach to communicating science—you will bring your research in the form of written work, graphics and slides and we will work together on improving it.  We will practice the fundamentals of writing, speaking, and making graphics to convey your ideas to your audience in an interesting, accessible way; along the way you’ll be gaining a set of tools that you can apply in your academic career and beyond.

Instructor(s): Kelly Sutherland (Biology)
4 credits
Term(s) offered: Winter 2016
Syllabus

Back to Top


BI 484    Molecular Evolution
In this course we explore how evolution occurs on a molecular scale. Guided largely by discussion of primary research, students will gain an understanding of the forces and mechanisms by which genes, genomes, and proteins change over time. As an upper level course, students will both assimilate and apply knowledge in molecular evolution to evaluate and propose new areas of investigation in the field. We will cover classical studies as well as recent research using cutting-edge genetic and molecular approaches. Topics include mutation, genetic drift, tests of natural selection, molecular phylogenetics, evolutionary genomics, evolution of protein function, gene regulation, and chromosome evolution.

Instructor(s): Matt Barber (Biology)
4 credits
Prereq: BI 320 or BI 380
Term(s) offered: Winter 2018

Back to Top


CAS

CAS 101H    Charles Darwin, the Copley Medal and the Rise of Naturalism, 1861-64Kansas 1999: Evolution and Creation Science, Climate Change in Copenhagen
Reacting to the Past” (RTTP) consists of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students, and grade their oral and written work. The Curriculum seeks to draw students into the past, promote engagement with big ideas, and improve intellectual and academic skills. See http://reacting.barnard.edu/.

Instructor(s): Elly Vandegrift (Biology) and William Rossi (English)
4 credits
Prerequisite:  Course is open to students enrolled in the College Scholars program   Intro Chemical Principles
Term(s) offered: Winter 2016
Syllabus

Back to Top


CAS 409    Practicum Science Literacy Program Scholars
In this practicum, Undergraduate Science Literacy Program Scholars will help co-teach general education science courses with direct supervision from a faculty mentor. Students will be paired with a faculty mentor and Graduate SLP Fellow in a teaching team. Students will attend a weekly science education journal club to explore theories of science education and help develop and implement classroom activities and assessments to support student learning.
Instructor(s): Elly Vandegrift (Biology)
Application for program
Syllabus

Back to Top


Chemistry

CH 111    Intro Chemical Principles
Take a moment and look around you. Chemistry is everywhere in our modern society—providing adequate food, clothing and shelter to designing cleaner and more efficient sources of energy, developing new materials for modern medical diagnostics and pharmaceuticals, and creating new modes of communication and data storage. It’s truly amazing how the behavior of atoms, molecules, and ions determines the world we have to live in, our shapes and sizes, and even how we feel on a given day. CH 111 is an introductory chemistry course designed for students with a limited background in chemistry. In addition to lectures, there will be classroom activities, demonstrations and study assignments designed to help you develop the critical thinking skills necessary for a successful chemical adventure.

Instructor(s): Mark Lonergan (Chemistry and Biochemistry), Brandi Baldock (Chemistry)
4 credits
Term(s) offered: Fall 2012, Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017, Summer 2017
Syllabus

Watch a series of screencasts developed for this course introducing basic chemical concepts.
https://www.youtube.com/playlist?list=PLV88ZmvwupLxYeHuPO8Fsqt3RgwR7BtPm

Back to Top


CH 114    Green Product Design
This course illustrates how chemists play a central role in developing the knowledge and tools for society, to meet our basic needs for new materials, energy, clean water and food and to address the important challenges of protecting human health and the environment. This course focuses on integrating green chemistry with product design, journalism and communications and sustainable business practices and takes a systems approach to designing greener consumer products. You will gain the knowledge and critical thinking skills necessary to analyze technical challenged facing you today and in the future.

Instructor(s): Julie Haak (Chemistry)
4 credits
Term(s) offered: Fall 2017
Syllabus

Back to Top


BI/CH 140M    Science, Policy, and Biology
Students will assess how policy decisions affect the types of research that can be conducted, and the potential ramifications for human health and the environment. The course will be topical, based around items of particular interest in the news. Topics may include stem cells, genetically modified foods, human genetic testing, trans-fats, spread of E. coli in the food supply, the basis of scientific controversies, or other current biological issues.  Because the underlying biology of topics covered by this course are derived from biological and biochemical research, students may register for either Biology or Chemistry credit.

Instructor(s): Andy Berglund (Chemistry and Biochemistry), Leslie Coonrod (Biology), Judith Eisen (Biology), Elly Vandegrift (Biology)
4 credits
Term(s) offered: Winter 2012, Winter 2013, Winter 2014, Winter 2015
Syllabus

Back to Top


CH/PHYS 157M    Information, Quantum Mechanics, and DNA
What is information, and how is it measured? How is information stored in and transferred between biological molecules? How does this relate to compressing music files onto a compact disk or into an mp3 format? Students will explore how the concept of information in physics describes complex systems such as gases and liquids, how a theory of information improved communications technology (including computer and Internet technology), and how DNA encodes complex molecular processes leading to life and heredity. This is an interdisciplinary course focusing on the atomic and molecular basis of the DNA molecule and how this molecule stores and transfers information. Students may register for either a Chemistry or Physics credit.

Instructor(s): Michael Raymer (Physics), Marina Guenza (Chemistry)
4 credits
Term(s) offered: Spring 2012, Winter 2013, Winter 2014
Syllabus

Back to Top


CH 221    General Chemistry I
Chemistry is the study of matter and the changes that it undergoes. It is a science that is central to our understanding of the natural world and it serves as a foundation for all other scientific disciplines. The General Chemistry sequence, beginning with CH 221, is designed for science majors and pre-professional students, and provides an introduction to the experimental and theoretical foundations of chemistry. Upon successful completion of this first course in the sequence, students will have an understanding of the basic scientific measurement system, chemical calculations, the components of matter, the use of formulas and equations in relation to chemical calculations, the major classes of chemical reactions, heat changes associated with chemical reactions and atomic structure. Interwoven throughout the sequence will be an emphasis on development of the problem solving skills fundamental for success in future science courses. Concurrent CH 227 or 237 recommended.
Instructor(s); Tom Greenbowe (Chemistry), Deborah Exton (Chemistry), Brandi Baldock (Chemistry)
4 credits
Prereq: high school chemistry; pre- or coreq: MATH 111
Term(s) offered: Fall 2015, Fall 2016, Winter 2017, Fall 2017
Syllabus

Back to Top


CH 222    General Chemistry II
Chemistry is the study of matter and the changes that it undergoes. It is a science that is central to our understanding of the natural world and it serves as a foundation for all other scientific disciplines.The second course in the sequence, CH 222, is designed for science majors and pre-professional students, and provides an introduction to the experimental and theoretical foundations of chemistry. Upon successful completion of CH 222, students will have an understanding of molecular structure and chemical bonding, the properties of gases, liquids and solids, changes of physical state, solutions and solubility, and reaction rates. Interwoven throughout the sequence will be an emphasis on development of the problem solving skills fundamental for success in future science courses.
Concurrent CH 227 or 237 recommended.
Instructor(s); Tom Greenbowe (Chemistry), Deborah Exton (Chemistry), Brandi Baldock (Chemistry)
4 credits
Term(s) offered: Winter 2016, Winter 2017, Spring 2017
Syllabus

Back to Top


CH 223    General Chemistry III

Third term of the three-term university chemistry sequence: thermodynamics, equilibrium, electrochemistry, nuclear chemistry. Lectures. Students cannot receive credit for both CH 223 and 226H.
Prerequisite: CH 222 or 225H and MATH 112. Concurrent CH 229 or 239 recommended.

Instructor(s): Tom Greenbowe (Chemistry), Deborah Exton (Chemistry), Brandi Baldock (Chemistry)
4 credits
Term(s) offered: Spring 2015, Spring 2017
Syllabus

Back to Top


Geology

GEOL 101    Earth’s Dynamic Interior
We will build understanding of how past societies adapted to widespread and often dramatic changes in their foods and fuels, and more importantly, how our current society can learn from their successes and failures in addressing contemporary global energy questions. Principles of thermodynamics, geology, and ecology establish a scientific context for consideration of coal and petroleum formation, the dilemmas faced by ancient agricultural societies, the usefulness of fossil fuels in creating mechanical energy and the resulting explosion of growth in the Industrial Revolution, and the transformation of industrialized societies into city-dwelling populations. These considerations lead us to the present day, in which developed societies utterly depend on fossil energy, limits to petroleum and impending climate change are widely acknowledged, and volatile debates pit environmental preservation against natural gas, oil, and coal extraction.

Instructor(s): Alan Rempel (Earth Sciences)
4 credits
Term(s) offered: Fall 2017

Back to Top


GEOL 103    Evolving Earth
We will explore the geological history of the Earth with an emphasis on biological evolution, the fossil record, and factors involved in maintaining habitable surface environments. We will also discuss the geological time scale, geological maps and sections, and fossil recognition in the field and hands-on laboratories. We start with theories of the origin of the universe and solar system and proceeds through major events in the evolution of surface environments such as the oxygenation of the atmosphere, the evolutionary radiation of marine invertebrates, the rise of plants on land, major extinctions of trilobites and dinosaurs, and the evolution of humans and other mammals. Students will learn about carbon and sulfur cycles,icehouse, and greenhouse global paleoclimatic regimes and how they regulate the Earth’s air and water.

Instructor(s): Edward Davis (Earth Sciences)
4 credits
Term(s) offered: Spring 2014, Winter 2016, Spring 2018
Syllabus

Back to Top


GEOL 110    People, Rocks, & Fire
We will build understanding of how past societies adapted to widespread and often dramatic changes in their foods and fuels, and more importantly, how our current society can learn from their successes and failures in addressing contemporary global energy questions. Principles of thermodynamics, geology, and ecology establish a scientific context for consideration of coal and petroleum formation, the dilemmas faced by ancient agricultural societies, the usefulness of fossil fuels in creating mechanical energy and the resulting explosion of growth in the Industrial Revolution, and the transformation of industrialized societies into city-dwelling populations. These considerations lead us to the present day, in which developed societies utterly depend on fossil energy, limits to petroleum and impending climate change are widely acknowledged, and volatile debates pit environmental preservation against natural gas, oil, and coal extraction.

Instructor(s): Alexandra Rempel (Environmental Studies), Alan Rempel (Earth Sciences)
4 credits
Term(s) offered: Spring 2013, Spring 2014, Winter 2016, Fall 2016
Syllabus

Oregon Daily Emerald video featuring the SLP course GEOL 110.

Back to Top


GEOL/PHYS 156M    Scientific Revolutions
This course, designed for non-science students, will examine scientific revolutions that have dramatically altered the ways in which we view the world. Our discussions will provide non-technical explorations of major concepts (including quantum mechanics, evolution, plate tectonics, and chaos theory) central to a diverse group of scientific disciplines. Topics will be explored through discussions and group activities focusing on understanding what these revolutions were, and what views they superseded. Students will gain an understanding of how science generates questions and defines the questions it investigates, while considering scientific revolutions in their respective historical contexts. We will also explore the technological and societal consequences of these revolutions to understand the role of scientific discoveries in shaping our lives.

Instructor(s): Raghu Parthasarathy (Physics), Samantha Hopkins (Earth Sciences)
4 credits
Term(s) offered:  Fall 2012, Winter 2016
Syllabus

See also HC 441H Scientific Revolutions

Back to Top


GEOL 462    Environmental Geomechanics 

Application of fluid and solid mechanics to understanding processes in the earth and environmental sciences.

Instructor(s): Alan Rempel (Earth Sciences)
4 credits
Term(s) offered:  Winter 2018

Back to Top


Honors College

HC 207H    How Marine Organisms Work
A beautiful and stunning diversity of organisms live beneath the ocean’s surface along the Oregon coast. How do these organisms perform and ultimately, survive, in the marine environment? In this course we will use a biomechanics approach (study of biological solids and fluids) to understand how body shape, material properties and movement influence interactions with the physical environment and with other organisms. We will focus at the organism-scale and, in particular, on interactions with the fluid environment (e.g. how water movement influences predation). Through field trips, laboratory studies, discussions, and team projects we will become familiar with local marine organisms and use quantitative tools to understand organism performance and adaptation.

Instructor(s): Kelly Sutherland (Biology)
4 credits
Term(s) offered: Fall 2016
Syllabus

Back to Top


HC 207H     Evolution
A great deal of recent controversy has centered on the teaching of evolution. Why is this topic so controversial? What is the evidence for evolution? How does it work? Does a belief in evolution necessitate a religious outlook? We will address these questions and more, focusing on the science of evolution and how it informs us about the scientific process in general. We will consider evolution from the perspectives of molecular biology, ecology, paleontology, microbiology, and geology. Along the way, we’ll learn something about the role of controversy in advancing scientific knowledge and the role politics plays in the advance of science, and that science plays in public life.

Instructor(s): Samantha Hopkins (Earth Sciences)
4 credits
Term(s) offered: Winter 2017
Syllabus

Back to Top


HC 209H     Paleontology of Oregon
Native Oregonians know that this state is fortunate enough to have an incredible fossil record, and one that has been historically very important.  We will use the study of the history of life as recorded in Oregon’s fossil record to understand scientific thinking and the process of science.  Our study will range from the formation of the actual land of Oregon via plate tectonics, to the importance of the fossil record of Oregon to our understanding of the interaction between organisms and their environments, to the role of humans in the extinction of mammoths and saber-toothed cats, to the evolutionary origins of marine vertebrates such as sharks, whales, ichthyosaurs, and dolphins.  Students will learn the basics of geology, evolutionary biology, and paleontology through the lens of the fossil record in our own backyard.

Instructor(s): Samantha Hopkins (Earth Sciences)
4 credits
Term(s) offered: Winter 2017
Syllabus

Back to Top


HC 441H    Bread 101
Bread is a very complex medium, looking nothing like the original seed of grain from which it originates. Yet when we mix a few simple ingredients we are able to induce a transformation that results in an edible, highly nourishing, staple food product crucial for sustenance in many cultures. In “Bread 101,” students will explore with a team of faculty from the sciences and humanities the energy requirements, biomedical and biochemical aspects, and local and sociopolitical context of bread production. Students will read and discuss a variety of primary and secondary literature related to wheat production, the microbiological, chemical, and physical processes that transform wheat into bread, the energy cost of this transformation, and cultural implications of bread production. There will likely be a field trip and guest speakers. Course work will include active discussions, short essays, problem sets, and larger projects.

Instructor(s): Elly Vandegrift (Biology), Jennifer Burns Bright (English), Miriam Deutsch (Physics), Judith Eisen (Biology), Karen Guillemin (Biology)
4 credits
Term(s) offered: Spring 2014
Syllabus

Articles about this course:
http://around.uoregon.edu/content/national-food-association-honors-teaching-approach-uos-bread-101
http://around.uoregon.edu/content/clark-honors-college-course-bread-dough-did-rise
http://www.oregonquarterly.com/bread-101

Blogs about this course:

http://eggsasparagus.blogspot.com/search/label/bread

http://fairmountmarket.blogspot.com/search/label/sourdough

https://culinariaeugenius.wordpress.com/2014/04/13/bread-101/

Back to Top


HC 441H    Quantum Mechanics for Everyone
Quantum mechanics (QM) is the theory of nature at its most fundamental level. Although the fruits of our understanding of QM, such as lasers and computers, are familiar technologies, the inner working of atoms and the behavior of electrons and photons are anything but familiar. This course treats the most important ideas of QM, using only basic algebra and geometry. Students will learn about the experiments that led to the creation of QM, explore the theoretical ideas of QM, and learn about modern applications such as quantum cryptography and quantum teleportation. The course employs active, inquiry-based teaching methods to improve creative and critical reasoning. Students will learn through hands-on in-class activities, including experimenting with lasers.

Instructor(s): Michael Raymer (Physics)
4 credits
Term(s) offered: Spring 2014

Back to Top


HC 441H    Scientific Revolutions
This course, designed for non-science students, will examine scientific revolutions that have dramatically altered the ways in which we view the world. Our discussions will provide non-technical explorations of major concepts (including quantum mechanics, evolution, plate tectonics, and chaos theory) central to a diverse group of scientific disciplines. Topics will be explored through discussions and group activities focusing on understanding what these revolutions were, and what views they superseded. Students will gain an understanding of how science generates questions and defines the questions it investigates, while considering scientific revolutions in their respective historical contexts. We will also explore the technological and societal consequences of these revolutions to understand the role of scientific discoveries in shaping our lives.

Instructor(s): Raghu Parthasarathy (Physics), Samantha Hopkins (Earth Sciences)
4 credits
Term(s) offered: Winter 2011
Syllabus

See also GEOL/PHYS 156M Scientific Revolutions

Back to Top


HC 441H    Tibetan Plateau
In this class, we will study the geologic origins of Central Asia’s unusual geologic structures, and the implications of its unique geologic properties for ongoing geologic and biological processes. We’ll take a look at why this area is so different from everywhere else on earth, and what we can learn about natural processes from the study of this extreme geology. We’ll also tie the geological and biological features of this region to some of the sociopolitical implications of this dynamic area. Class activities will primarily feature discussion of primary literature, mostly in natural science but with some forays into the social sciences. Grades will be based on class participation, written analysis of the papers we read, and a term project that includes both a research paper and a short in-class presentation.

Instructor: Samantha Hopkins (Honors College and Earth Sciences)
4 credits
Term(s) offered: Spring 2015
Syllabus

Back to Top


 

HC 441H    Bioinspired Design
In this class, we will study the topic of bioinspired design, the investigation of principles and functions found in biological organisms and systems. This cross-disciplinary, creative area of study can help us develop a mechanistic understanding of the natural world and can also lead to exciting new technologies. Class activities will primarily feature discussion of primary literature, mostly in natural science but with some forays into the social sciences. Grades will be based on class participation, written analysis of the papers we read, and a term project that includes both a research paper and a short in-class presentation.

Instructor(s): Kelly Sutherland
4 credits
Term(s) offered: Spring 2018

Back to Top


Human Physiology

HPHY 102    Exercise and Wellness
Processes affecting physical activity and exercise from infancy through elder adulthood. Topics include physiological, sensory-motor, and cognitive factors across the life span. Causes of U.S. mortality and morbidity have changed dramatically in the last one hundred years. Compared to infectious diseases at the turn of last century, lifestyle factors contribute to the vast majority of premature death and disease. In this course, students will consider the extent to which exercise, diet, drug and sexual choices impact immediate and long-range health. While examining the public impact of health choices such as physical activity, fad diets, and tobacco use, students will also be encouraged to integrate course concepts of disease prevention into their personal practices. The course begins with an overview of on adaptation physical exercise. Questions addressed include the extent to which strength training, cardio-respiratory training, flexibility training and ergogenic aids facilitate health promotion and disease prevention. This is followed with coverage of dietary and nutrition questions related to weight management, disordered eating and health concerns surrounding special or fad diets. Finally, issues surrounding stress and sexual health choices are examined. Referencing the Health Center Survey, the health status and practices of University of Oregon students will be compared to national data on variety of controllable and non-controllable health risk factors. Great emphasis will be placed on critical examination of health messages, fads, and misconceptions and that abound in popular culture. The course format is lecture and small group discussion. This course satisfies a group requirement for SCIENCE. No prereqs. Open to all majors.

Instructor(s): Robin Hopkins (Human Physiology)
4 credits
Term(s) offered: Fall 2015
Syllabus

Back to Top


HPHY 111    Science of Sex
The anatomy and physiology of sex, with assignments and discussions designed to develop scientific literacy This 100-level course has been designed for non-science majors fulfilling their science group-satisfying requirement. The objectives of the course are to 1) empower non-science majors with the tools that science literacy offers them to answer questions about their own health and wellness and 2) provide students with the resources to better understand human anatomy and physiology as it relates to sexual function. The course will include daily preparatory assignments that set the stage for active learning in the classroom. In addition, each student will pursue a unique topic and then design and conduct their own mini-research project, concluding with dissemination of their findings to the class. The course will use science journalist Mary Roach’s book “Bonk: the curious coupling of science and sex” as a scaffolding and beginning point for further exploration. This course willinclude frank, open and scientific discussions on topics that are often ignored due to culture stigma, but have a great impact on human health and wellness. Students should come prepared for lively, light-hearted, brazen, direct, scientifically accurate and interesting preparatory assignments and discussions on the anatomy and physiology of human sexual function.

Instructor(s): Sierra Dawson (Human Physiology), Josh Mangum (Human Physiology)
4 credits
Term(s) offered: Summer 2014, Summer 2015, Summer 2016, Summer 2017
Syllabus

Back to Top


HPHY 112 (formerly HPHY 199)    The Science of Health
Causes of U.S. mortality and morbidity have changed dramatically in the last one hundred years. Compared to infectious diseases at the turn of last century, lifestyle factors contribute to the vast majority of premature death and disease. In this course, students will consider the extent to which exercise, diet, drug and sexual choices impact immediate and long-range health. While examining the public impact of health choices such as physical activity, fad diets, and tobacco use, students will also be encouraged to integrate course concepts of disease prevention into their personal practices. Great emphasis will be placed on critical examination of health messages, fads, and misconceptions and that abound in popular culture. The course format is lecture and small group discussion. This course satisfies a group requirement for SCIENCE and is open to all majors.

Instructor(s): Robin Hopkins (Human Physiology)
4 credits
Term(s) offered: Fall 2016, Winter 2018

Back to Top


Journalism

J 463/563    Special Topics: Reporting Science
The course, open to journalism majors and undergrad and graduate students in the natural sciences, will be taught by Jon Palfreman, KEZI Distinguished Professor of Broadcast Journalism. Admission to the course is by instructor consent. There are 16 slots. This course is about reporting and communicating science. Working in teams and individually, students will report on scientific research going on at the U of O and OSU. During class time, we will host sessions with visiting scientists and celebrated science journalists, and share exemplary examples of science journalism. Interested students should send a one paragraph statement to Jon Palfreman (please include ID number), detailing their academic history and reasons for taking this course.

Instructor(s): Jon Palfreman (Journalism)
4 credits
Term(s) offered: Fall 2013

Back to Top


Physics

PHYS 101    Essentials of Physics
This course focuses on mechanics, a subject that is the foundation of all of physics. The first third of the course will be spent investigating the kinematic concepts of force, mass, acceleration, velocity and displacement. The next third will deal with dynamical phenomena described in terms of momentum, work, and energy. The course concludes by discussing Newtonian gravitation and satellite and planetary.  The course is primarily conceptual in nature, using high school algebra to help illuminate the underlying physical phenomena.

Instructor(s): Eric Corwin (Physics)
4 credits
Term(s) offered: Winter 2016

Back to Top


PHYS 152    Physics of Sound and Music
This course explores the science of sounds and music all around us. Through demonstrations and class activities students will explore the science behind waves, resonance, overtones, enclosures (e.g. instruments) to amplify and focus waves, human hearing, pitch, musical temperament, and simple electronics. The material is especially useful to students interested in music creation and performance, recording, sound synthesis, and optimization of room and auditorium acoustics. We will also apply these concepts to specific families of instruments. Descriptions involve elementary math and simple algebra. Students will leave the course able to apply these concepts to their everyday experiences with sound and music.

Instructor(s): Daniel Steck (Physics), Michael Raymer (Physics)
4 credits
Term(s) offered: Fall 2012, Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017
Syllabus

Back to Top


PHYS 155    Physics Behind Internet
We will explore the Internet as a network of millions of computers capable of exchanging data files containing information. The technology that makes this possible is the result of the efforts of tens of thousands of physicists, engineers, and computer scientists over more than a hundred years. The development of the Internet is an amazing story of the transformation of fundamental physics discoveries into practical systems. We will introduce the physical concepts that explain how information is stored, transmitted, processed, and retrieved.

Instructor(s): Benjamin McMorran (Physics), Michael Raymer (Physics), Eric Corwin (Physics)
4 credits
Term(s) offered: Fall 2012Spring 2014Fall 2015, Spring 2017

Back to Top


GEOL/PHYS 156M    Scientific Revolutions
This course, designed for non-science students, will examine scientific revolutions that have dramatically altered the ways in which we view the world. Our discussions will provide non-technical explorations of major concepts (including quantum mechanics, evolution, plate tectonics, and chaos theory) central to a diverse group of scientific disciplines. Topics will be explored through discussions and group activities focusing on understanding what these revolutions were, and what views they superseded. Students will gain an understanding of how science generates questions and defines the questions it investigates, while considering scientific revolutions in their respective historical contexts. We will also explore the technological and societal consequences of these revolutions to understand the role of scientific discoveries in shaping our lives.

Instructor(s): Raghu Parthasarathy (Physics), Samantha Hopkins (Earth Sciences)
4 credits
Term(s) offered: Fall 2012, Fall 2013

See also HC 441H Scientific Revolutions

Back to Top


CH/PHYS 157M    Information, Quantum Mechanics, and DNA
What is information, and how is it measured? How is information stored in and transferred between biological molecules? How does this relate to compressing music files onto a compact disk or into an mp3 format? Students will explore how the concept of information in physics describes complex systems such as gases and liquids, how a theory of information improved communications technology (including computer and Internet technology), and how DNA encodes complex molecular processes leading to life and heredity. This is an interdisciplinary course focusing on the atomic and molecular basis of the DNA molecule and how this molecule stores and transfers information. Students may register for either a Chemistry or Physics credit.

Instructor(s): Michael Raymer (Physics), Marina Guenza (Chemistry)
4 credits
Term(s) offered: Winter 2013

Back to Top


PHYS 161    Physics of Energy and Environment
Students will learn what energy is, how it is transformed from one form to another (for example, from fossil fuels to electrical energy), and how it is used.  We will focus especially on the role of energy in our everyday lives and the environmental consequences of global energy consumption, most notably climate change and its impact on our future. Using principles of physics we will explore why major changes in our energy consumption habits will be required during our lifetimes and what some of the alternatives might be.

Instrutor(s): Raghuveer Parthasarathy (Physics)
4 credits
Term(s) offered: Winter 2014, Winter 2015, Winter 2016, Winter 2017, Fall 2017
Syllabus

Parthasarathy, R. (2012). Cars and Kinetic Energy — Some Simple Physics with Real-World Relevance. The Physics Teacher, 50, 395-397.
http://scitation.aip.org/content/aapt/journal/tpt/50/7/10.1119/1.4752039

Back to Top


PHYS 162    Solar and Renewable Energies
Students will explore current technical choices for electricity and transportation fuels. We will look at sources of alternative and renewable electricity generation such as wind, solar technologies, geothermal turbines, ocean wave devices, and ocean thermal electric conversion. We will also deal with the viability and feasibility of biorefining (e.g. grains based ethanol, cellulosic ethanol, biodiesel, algae production of biofuels) as an effective replacement for gasoline as our main transportation fuel. Issues of over consumption and the vital role that energy conservation plays for the immediate future will also be discussed.

Instructor(s): Dean Livelybrooks (Physics), Raghuveer Parthasarathy (Physics)
4 credits
Term(s) offered: Winter 2016, Winter 2017, Winter 2018
Syllabus

Back to Top


PHYS 163    Nanoscience and Society
We see the promise of Nanotechnology everywhere—from cosmetics for human wrinkles, to real-life DNA robots engineered to target and kill cancer cells. Students will understand how physical properties of matter change with scale by exploring applications of core scientific theories in Nanotechnology with examples from biomedical applications, advanced soldier technologies, and materials engineering. In addition to its great promise, Nanotechnology may also harbor hazards. While learning to distinguish between scientific fact and futuristic fiction, we will examine issues such as the ethics of creating new materials, environmental hazards and required containment of nanoparticles, and regulations that must exist for Nanotech to live up to its promise.

Instructor(s): Miriam Deutsch (Physics)
4 credits
Term(s) offered: Winter 2014

Back to Top


PHYS 171    The Physics of Life
What are you made of? This simple question both puzzles and fascinates scientists. It is easy to list you “components” – cells, bones, muscles, etc. – but this is neither interesting nor illuminating. What is it about your flesh that makes you “squishy?” Would you be better off with a skeleton of wood rather than bone? If you shrank a whale to the size of a bacterium, could it swim the same way? These questions bring together concepts from a variety of disciplines, mixing together biology, chemistry, and physics. Students will explore topics in biophysics and biomaterials using readings, discussions, and hands-on activities to study the physical properties of biological materials, as well as the constraints these properties place on living organisms.

Instructor(s): Raghu Parthasarathy (Physics), Eric Corwin (Physics)
4 credits
Term(s) offered: Spring 2011, Spring 2013, Spring 2014Fall 2014, Winter 2015, Fall 2015, Fall 2016, Winter 2018

Back to Top


PHYS 181    Quantum Mechanics for Everyone
Quantum mechanics (QM) is the theory of nature at its most fundamental level. Although the fruits of our understanding of QM, such as lasers and computers, are familiar technologies, the inner working of atoms and the behavior of electrons and photons are anything but familiar. This course treats the most important ideas of QM, using only basic algebra and geometry. Students will learn about the experiments that led to the creation of QM, explore the theoretical ideas of QM, and learn about modern applications such as quantum cryptography and quantum teleportation. The course employs active, inquiry-based teaching methods to improve creative and critical reasoning. Students will learn through hands-on in-class activities, including experimenting with lasers.

Instructor(s): Michael Raymer (Physics)
4 credits
Term(s) offered: Fall 2016, Fall 2017
Syllabus

Back to Top


PHYS 204   Introductory Physics Lab
In this introductory physics lab, students will engage with a practical exploration of the principles studied in general-physics lecture. Students apply measurement and analysis methods to experiments in mechanics, waves, sound, thermodynamics, electricity and magnetism, optics, and modern physics.

Instructor(s): Billy Scannell (Physics)
2 credits
Prereq/coreq: PHYS 201
Term(s) offered:

Back to Top


PHYS 205   Introductory Physics Lab
In this continuation of PHYS 204, students will engage with a practical exploration of the principles studied in general-physics lecture. Students apply measurement and analysis methods to experiments in mechanics, waves, sound, thermodynamics, electricity and magnetism, optics, and modern physics.

Instructor(s): Billy Scannell (Physics)
2 credits
Prereq/coreq: PHYS 202
Term(s) offered: Winter 2018

Back to Top


PHYS 206   Introductory Physics Lab
In this continuation of PHYS 204 and PHYS 205, students will engage with a practical exploration of the principles studied in general-physics lecture. Students apply measurement and analysis methods to experiments in mechanics, waves, sound, thermodynamics, electricity and magnetism, optics, and modern physics.

Instructor(s): Billy Scannell (Physics)
2 credits
Prereq/coreq: PHYS 203
Term(s) offered: Spring 2018

Back to Top


PHYS 251    Foundations of Physics I
This course will focus on Newton’s theory of motion and its applications. The first few weeks cover units and dimension, one and two-dimensional kinematics, derivatives, and vectors. The next few weeks introduce Newton’s theory of motion and techniques for applying these concepts to predict the outcomes of simplified problems in mechanics, such as determining the motion of objects subject to constant forces. The next topic is Newton’s theory of gravitation, including an introduction to planetary motion. This is followed by the formulation and application of the great conservation principles of classical physics: energy and momentum. Rotational dynamics, including torque and angular momentum is the next subject. The last topic of the term is the application of these principles to the special case of mechanical equilibrium, the stability conditions for structures, and the strength of materials. This is the first term of the first-year, calculus-based, introductory physics sequence. This sequence is intended for all students seeking a major in the sciences or in engineering

Instructor(s): Ben McMorran (Physics)
Co-requisite: MATH 251
Prerequisite: MATH 112 or equivalent
Term(s) offered: Fall 2014, Fall 2015

Back to Top


PHYS 252    Foundations of Physics I
This term focuses primarily on the physics of oscillations and waves, with specific applications to mechanics, sound, and optics. Other topics include fluids and strength of materials. The course uses a variety of active learning techniques for instruction. This is the second term of the first-year, calculus-based, introductory physics sequence. This sequence is intended for all students seeking a major in the sciences or in engineering.

Instructor(s):  Ben McMorran (Physics)
Co-requisite: MATH 253 or equivalent
Prerequisite: PHYS 251
Term(s) offered: Winter 2015

Back to Top


PHYS 253    Foundations of Physics I
This term is devoted to the subject of electricity and magnetism. We will learn about electrostatics, electrical current and power, magnetic fields, and electrodynamics. The course uses a variety of active learning techniques for instruction. This is the third term of the first-year, calculus-based, introductory physics sequence. This sequence is intended for all students seeking a major in the sciences or in engineering.

Instructor(s):  Ben McMorran (Physics)
Co-requisite:  MATH 252 or equivalent
Prerequisite: PHYS 252
Term(s) offered: Spring 2015

Back to Top


PHYS 301    Physicists’ View of Nature
Quantum Mechanics for Everyone: This course is intended for non-science majors—students with little or no physics background, but a good aptitude for high-school-level science and math. Quantum mechanics is the theory of nature at its most fundamental level. Although the fruits of our understanding of quantum mechanics, such as lasers and computers, are familiar technologies, the inner working of atoms and the behavior of electrons and photons are anything but familiar. Students will learn about the experiments that led to the creation of QM, explore the theoretical ideas of quantum mechanics, and learn about modern applications such as quantum cryptography and quantum computing.

Instructor(s): Michael Raymer (Physics)
4 credits
Prereq: WR 122
Term(s) offered: Fall 2015

Back to Top


PHYS 410/510    Writing Science
Clear writing is clear thinking.  As a scientist, you are a professional writer, so clear writing is essential both to communicating your science and to doing your science.  In Physics 410/510 Writing Science, we believe that good science comes from good writing, and one cannot exist without the other.  Writing is not the act which occurs after the experiments are finished and the data is analyzed, but instead good writing drives the science, good writing is part of the fabric of the scientific process.  Good science writing is good science.  Good science writing helps you pick, plan, and examine experiments that matter, and it helps you figure out how your findings will transform our understanding of nature.

In Writing Science, you will learn to make your science come alive through vivid storytelling.  The course will help you develop practical and structured writing skills useful for undergraduate and PhD theses, scholarships and grants (e.g. NSF GRFP), and popular scientific reporting.  Furthermore, Writing Science will help you integrate science writing into well-motivated, inspired science.  The techniques developed in Writing Science will also be applied to other areas of communication, including to oral presentations, posters, and non-scientific writing.  Although Writing Science is most appropriate for undergraduate and graduate students who are actively engaged in scientific research, all students are welcome.

Instructor(s): Benjamín Alemán (Physics)
4 credits
Prereq: WR 122
Term(s) offered: Spring 2017

Back to Top


PHYS 413 Mechanics, Electricity and Magnetism
In this continuation of PHYS 412, students continue the study of classical electricity and magnetism. Students will use the tools of vector calculus to solve for the static and dynamic properties of electromagnetic fields. PHYS 413 includes time-independent current distributions (magnetostatics), magnetic properties of matter, and initial coverage of fully time-dependent problems. By the end of the course, students will be able to analyze complex problems cutting across multiple domains of physics, communicate physics concepts orally and in writing, and understand principles and concepts of electricity and magnetism.

Instructor(s): Stephanie Majewski (Physics)
4 credits
Prereq: PHYS 412
Term(s) offered: Winter 2018

Back to Top


Psychology

PSY 407    NeuroEducation
This course focuses on mechanics, a subject that is the foundation of all of physics. The first third of the course will be spent investigating the kinematic concepts of force, mass, acceleration, velocity and displacement. The next third will deal with dynamical phenomena described in terms of momentum, work, and energy. The course concludes by discussing Newtonian gravitation and satellite and planetary.  The course is primarily conceptual in nature, using high school algebra to help illuminate the underlying physical phenomena.

Instructor(s): Lauren O’Neil (Psychology)
3 credits
Term(s) offered: Fall 2016, Fall 2017

Back to Top