Freshman seminar that focuses\u00a0on making the most of immersion experiences in scientific research \u2013 emphasizing the pursuit of discovery that sparks the curiosity and passion of scientists; typical enrollment is 4-8.\u00a0Syllabus<\/a>\u00a0(spring 2019).<\/p>\n Introductory physics course with\u00a0topics and examples chosen to increase relevance for pre-med and life science students; typical\u00a0enrollment is\u00a060-120. Previously numbered Phys113A\/B.<\/p>\n Syllabus<\/a>\u00a0and schedule of topics<\/a>\u00a0for first semester (fall 2014).<\/span> Why teach a life-science-specific intro physics course?<\/strong> Required course for undergraduate physics majors\u00a0that focuses on presenting one’s research orally and in writing; typical enrollment is 10-15.\u00a0Syllabus<\/a>\u00a0(fall 2018).<\/p>\n Graduate core course for physics PhD students; typical enrollment is 12-25. Previously numbered Phys341.\u00a0Syllabus (spring 2012)<\/a><\/p>\nPhys1501\/1502 – Introductory\u00a0Physics for the Life Sciences<\/h4>\n
\nSyllabus<\/a>\u00a0and schedule of topics<\/a>\u00a0for second semester (spring 2017).<\/span>
\nEquation sheets:\u00a0Key Eqns Fall<\/a>;\u00a0 Key Eqns Spring<\/a><\/span><\/p>\n
\nA year of introductory physics is required of almost all undergraduate life science majors and has been an expected entry on the transcripts of medical school applicants for decades. Unfortunately, many students don\u2019t see any relevance of physics to the biological sciences; they instead simply see the course as a hurdle they must clear. Worse yet, student attitudes regarding the relevance of physics typically decline with instruction (Redish, Saul et al. 1998; Perkins, Adams et al. 2005; Perkins, Gratny et al. 2006). A related and widely recognized problem is the tendency among both professors and students to keep the fundamental concepts and abstractions essential to one field, e.g., physics, tightly confined to its own intellectual box (Meredith and Redish 2013). If we can avert this tendency, as Phys 1501 and 1502 are trying to do, then opportunities abound to apply the reasoning toolkits developed in physics and biology to synthesize knowledge and solve new problems.<\/p>\n<\/h4>\n
Phys3600 –\u00a0Seminar in Presenting Physics Research<\/h4>\n
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Phys8040 – Statistical Mechanics<\/h4>\n
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Phys8124 – Physical Measurements of Biological Systems<\/h4>\n