Students explore electromagnetism and engineering concepts using optimization techniques to design an efficient magnetic launcher. Groups start by algebraically solving the equations of motion for the velocity at the time when a projectile leaves a launcher. Then they test three different launchers, in which the number of coils used is different, measuring the range and comparing the three designs. Based on these observations, students record similarities and differences and hypothesize on the underling physics. They are introduced to Faraday's law and Lenz's law to explain the physics behind the launcher. Students brainstorm how these principals might be applied to real-world engineering problems.

Magnetostatics, origin of magnetism in materials, magnetic domains and domain walls, magnetic anisotropy, reversible and irreversible magnetization processes; hard and soft magnetic materials and magnetic recording. Special topics: magnetism of thin films, surfaces and fine particles; transport in ferromagnets, magnetoresistive sensors, and amorphous magnetic materials.

Students learn about magnets and how they are formed. They investigate the properties of magnets and how engineers use magnets in technology. Specifically, students learn about magnetic memory storage, which is the reading and writing of data information using magnets, such as in computer hard drives, zip disks and flash drives.

This lesson ties the preceding lessons together and brings students back to the grand challenge question on MRI safety. During this lesson, students focus on the logistics of magnetic resonance imaging as well as the MRI hardware. Students can then integrate this knowledge with their acquired knowledge on magnetic fields to solve the challenge question.

In this activity, students will learn about the Richter Scale for measuring earthquakes. The students will make a booklet with drawings that represent each rating of the Richter Scale.

This art history video discussion examines Rene Magritte's "The Treachery of Images" (Ceci n'est pas une pipe), 1929 (LACMA).

This seminar provides intensive study of exciting texts by four influential American authors. In studying paired works, we can enrich our sense of each author's distinctive methods, get a deeper sense of the development of their careers, and shake up our preconceptions about what makes an author or a work "great." Students will get an opportunity to research an author in depth, as well as making broader comparisons across the syllabus.

Global exploration in the eighteenth and nineteenth centuries radically changed Western science, orienting philosophies of natural history to more focused fields like comparative anatomy, botany, and geology. In the United States, European scientific advances and home-grown ventures like the Wilkes Exploring Expedition to Antarctica and the Pacific inspired new endeavors in cartography, ethnography, zoology, and evolutionary theory, replacing rigid models of thought and classification with more fluid and active systems. They inspired literary authors as well. This class will examine some of the most remarkable of these authors--Herman Melville (Moby-Dick and "The Encantadas"), Henry David Thoreau (Walden), Sarah Orne Jewett (Country of the Pointed Firs), Edith Wharton (House of Mirth), Toni Morrison (A Mercy), among others--in terms of the subjects and methods they adopted, imaginatively and often critically, from the natural sciences.

In 1667, John Milton published what he intended both as the crowning achievement of a poetic career and a justification of God's ways to man: an epic poem which retold and reimagined the Biblical story of creation, temptation, and original sin. Even in a hostile political climate, Paradise Lost was almost immediately recognized as a classic, and one fate of a classic is to be rewritten, both by admirers and by antagonists. In this seminar, we will read Paradise Lost alongside works of 20th century fantasy and science fiction which rethink both Milton's text and its source.

Close study of a limited group of writers. Instruction and practice in oral and written communication. Topic for Fall: Willa Cather. Topic for Spring: Oscar Wilde and the 90s. From Course Home Page: This seminar provides intensive study of texts by two American authors (Herman Melville, 1819-1891, and Toni Morrison, 1931-) who, using lyrical, radically innovative prose, explore in different ways epic notions of American identity. Focusing on Melville's Typee (1846), Moby-Dick (1851), and The Confidence-Man (1857) and Morrison's Sula (1973), Beloved (1987), Jazz (1992), and Paradise (1998), the class will address their common concerns with issues of gender, race, language, and nationhood. Be prepared to read deeply (i.e. a small number of texts with considerable care), to draw on a variety of sources in different media, and to employ them in creative research, writing, and multimedia projects.

Close study of a limited group of writers. Instruction and practice in oral and written communication. Topic for Fall: Willa Cather. Topic for Spring: Oscar Wilde and the 90s. At this distance Oscar Wilde seems not only to be on the threshold between centuries and between cultural-systems: in many ways he seems to be the threshold. His aesthetics look backwards to the aestheticism of Pater and the moral sensibility of Ruskin, and they look forward to Modernism. His antecedents are 18th century playwrights, and he opened a path of irony and structural self-reflexivity that leads to Beckett and Tom Stoppard. He was Irish but achieved his great successes in England. Arguably, his greatest success was his greatest public failure: in his scandalous trials he shaped 20th century attitudes toward homosexuality and toward theatricality and toward performativity. His greatest performance was the role of "Oscar Wilde": in that sense he taught the 20th century how to be itself.

What does the Genesis story of creation and temptation tell us about gender, about heterosexuality, and about the origins of evil? What is the nature of God, and how can we account for that nature in a cosmos where evil exists? When is rebellion justified, and when is authority legitimate? These are some of the key questions that engaged the poet John Milton, and that continue to engage readers of his work.

Subject studies important examples of the literary form that, between the beginning of the eighteenth century and the end of the nineteenth century, became an indispensable instrument for representing modern life, in the hands of such writers as Defoe, Richardson, Fielding, Sterne, Burney, Austen, Scott, Dickens, the Bront%s, Eliot, Hardy, and Conrad. The class alternates between eighteenth and nineteenth century topics, and may be repeated for credit with instructor's permission.

In this class, you will read, think about, and (I hope) enjoy important examples of what has become one of the most popular literary genres today, if not the most popular: the novel. Some of the questions we will consider are: Why did so many novels appear in the eighteenth century? Why were they‰ŰÓand are they‰ŰÓcalled novels? Who wrote them? Who read them? Who narrates them? What are they likely to be about? Do they have distinctive characteristics? What is their relationship to the time and place in which they appeared? How have they changed over the years? And, most of all, why do we like to read them so much?

This subject traces the history of the European novel by studying texts that have been influential in connection with two interrelated ideas. 1) When serious fiction deals with matters of great consequence, it should not deal with the actions of persons of consequence--kings, princes, high elected officials and the like--but rather with the lives of apparently ordinary people and the everyday details of their social ambitions and desires. To use a phrase of Balzac's, serious fiction deals with "what happens everywhere". 2) This idea sometimes goes with another: that the most significant representations of the human condition are those dealing with persons who try to compel society to accept them as its destined agent, despite their absence of high birth or inheritance.

Intensive close study and analysis of historically significant media "texts" that have been considered landmarks or have sustained extensive critical and scholarly discussion. Such texts may include oral epic, story cycles, plays, novels, films, opera, television drama and digital works. Emphasizes close reading from a variety of contextual and aesthetic perspectives. Syllabus varies each year, and may be organized around works that have launched new modes and genres, works that reflect upon their own media practices, or on stories that migrate from one medium to another. At least one of the assigned texts are collaboratively taught, and visiting lectures and discussions are a regular feature of the subject.

Emphasis on the analytical reading of lyric poetry in England and the United States. Syllabus usually includes Shakespeare's sonnets, Donne, Keats, Dickinson, Frost, Eliot, Marianne Moore, Lowell, Rich, and Bishop. This subject is an introduction to poetry as a genre; most of our texts are originally written in English. We read poems from the Renaissance through the 17th and 18th centuries, Romanticism, and Modernism. Focus will be on analytic reading, on literary history, and on the development of the genre and its forms; in writing we attend to techniques of persuasion and of honest evidenced sequential argumentation. Poets to be read will include William Shakespeare, Queen Elizabeth, William Wordsworth, John Keats, T.S. Eliot, Langston Hughes, Sylvia Plath, Elizabeth Bishop, and some contemporary writers.

This is the second in a series of majoręs biology classes covering the principles of biology. The course is an integrated study of basic concepts concerning animal biology emphasizing animal evolution, diversity, phylogeny and a comparative look at general principles of animal form and function. This course is a lab science class and students will be required to participate in weekly lab activities and document their lab work for successful course completion.

Biol & 213 is the third course of a year-long series of biology courses for Biology majors. The first third of the course surveys prokaryotes, protists, fungi, and plants, focusing on diversity, evolution, and life cycles from an evolutionary perspective. We will then describe plant anatomy, physiology, growth, responses to the environment, and reproduction, emphasizing flowering plants. We will finish with ecology, focusing on population, and community ecology and expanding outward to ecosystems and the introduction of biodiversity and conservation.

This course is the first in a three-course sequence that introduces biology in preparation for advanced study in areas of biological science such as medicine, dentistry, cell biology, microbiology, or veterinary medicine. Biol& 211 introduces students to cellular structure and function. Major topics studied include: energy capture and utilization, cellular reproduction, inheritance, genetic mutation, protein synthesis, gene expression, and biotechnology.