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Phys 101: Introduction to Astronomy (without Lab)
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People of every time and culture have studied the skies, named the arrangements of stars and used the apparent motions of the sun and moon to mark time. This course, designed for the non-scientist, surveys the known contents of the universe with the objective of giving the student familiarity with them. The dynamic natures of celestial objects are also explored by study of their motions, interactions and evolutions. To foster appreciation for the methods of science, attention is given to western culture's slow path toward understanding the cosmos and our place within it. The night laboratory offers the opportunity for actual naked eye, binocular and telescopic observations along with experiments and planetarium experiences designed to clarify astronomical processes, coordinates and motions. There is no prerequisite for this course which satisfies the natural science distribution requirement (NSC). There is no lab component for this course.
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102: Introduction to Astronomy (with Lab)
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People of every time and culture have studied the skies,
named the arrangements of stars and used the apparent motions of the sun and
moon to mark time. This course, designed for the non-scientist, surveys the
known contents of the universe with the objective of giving the student familiarity
with them. The dynamic natures of celestial objects are also explored by study
of their motions, interactions and evolutions. To foster appreciation for the
methods of science, attention is given to western culture's slow path toward
understanding the cosmos and our place within it. The night laboratory offers
the opportunity for actual naked eye, binocular and telescopic observations
along with experiments and planetarium experiences designed to clarify astronomical
processes, coordinates and motions. There is no prerequisite for this course
which satisfies the natural science distribution requirement (NSC).
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103, 104: College Physics I & II
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This course is designed to provide a general survey of physics.
It emphasizes the relationship between basic physical principles and observations,
both in the laboratory and in everyday events around us. It covers topics in
mechanics, wave phenomena, electricity and magnetism, and modern physics. The
mathematical level of presentation assumes elementary algebra and basic trigonometry.
While it serves as the appropriate physics course for students in the life sciences,
it is designed to be accessible to all who have an interest in the subject.
It can be used to fulfill the natural science distribution requirement (NSC). One
laboratory period per week in addition to class work.
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105: Energy
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This course explores the nature of energy, its application in modern society, and a variety of issues associated with that use. The course covers the physical principles of energy in general, and of electrical energy, electromagnetic (optical) energy, nuclear energy, and thermodynamics in particular. Applications and related issues will include the role of energy in society, fossil fuels, electric power plants, and other sources of energy. This course makes extensive use of elementary algebra, particularly the use of scientific notation. There are no prerequisites for this course, which can be used to fulfill the natural science distribution requirement (NSC). Also offered as Environmental Studies 105.
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110: The Scientific Revolution
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This course covers the development of scientific thought
in the period 1500-1725. It examines the changing views of nature in the fields
of anatomy and physiology, astronomy, and physics. Although the primary focus
is on specific scientific developments, they are discussed with the context
of concurrent social, economic and religious changes. There are no prerequisites
for this course, which can be used to fulfill the science studies distribution requirement (SST).
Also offered as History
110.
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112: Global Climate
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Climate is perhaps the single most important and pervasive
factor controlling global ecosystems and human well being. This interdisciplinary
course examines global climate from an historical perspective, beginning with
the formation of the solar system and continuing through geologic time to the
present. Topics covered include the development of the atmosphere; the workings
of the global "heat engine" of atmosphere, oceans, and continents; evidence
for past climate change; causes of global climate change; the effects of climate
change on human evolution, and the effects of human evolution on the global
climate system. This is a team-taught studio lab course satisfying the natural
science distribution requirement (NSC). Also offered as Geology 112
and Environmental Studies 112.
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120: Physics & Perception of Music
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Music is an interaction between the production of sound and the listeners’ perceptive abilities. In this course, the physical details of the production and perception of “musical” sound and their interaction will be explored. In a hands-on, experiment-based course, the physics of sound vibrations and waves, the overtone series, the workings of the human ear, the construction of various types of musical instruments, methods of sound recording (both analog and digital), and other topics will be explored. This course satisfies the natural science distribution requirement (NSC). Also offered as Music 120.
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121: New Wave Physics
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In this course we look at the variety of ways physicists
have described light and electrons, beginning with Young's wave theory of light
and Newton's laws applied to electrons as matter. We then follow the path begun
by Einstein and completed by Schrödinger and Heisenberg, in which light
and matter can each, in a seeming paradox, behave as a wave and as a particle.
The topic raises question of wide interest, including how physicists view the
reality which surrounds us. The weekly laboratory allows students to experience
the richness of some of the phenomena of interest in modern physics. The only
mathematics used is basic algebra. There is no prerequisite for this course,
which satisfies the natural science distribution requirement (NSC).
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148: Special Topics
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The
content of this course is determined by the instructor. Previous topics have dealt with Physics & Perception of Music.
Phys
148 – Science of Vision (Spring 2008): Have you ever thought about just how amazing the eye and the phenomenon of vision are? Our eyes can detect light at the level of single photons, distinguish objects only tens of microns across, and focus on objects both very far away and very close. How do we do this? How did early scientists manage to figure out how the eye works? In this course we will study the early history of optics and vision, including the contributions of Arabic scholars. We will learn some basic concepts of physics, including light and color, optics and lasers, in order to understand how our eyes work. But vision is not just physics – it's also biology, chemistry and psychology, and so we will also study elements of the biophysics of vision such as photoreceptors and excitable cells and the psychology of perception. We will finally look at visual disorders, new technologies for diagnosing and treating visual disorders, and the possible connections between visual disorders and art. This course has no prerequisites. We will use algebra and scientific notation, but no more advanced mathematics.
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151, 152: University Physics
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A general study of mechanics, thermal physics, waves, electricity
and magnetism, optics, and modern physics presented at the level of elementary
calculus, paralleling the material of Physics 103, 104 but in greater depth.
Physics 151 and 152 are prerequisite to all courses in the department numbered
300 and higher and are recommended for all students majoring in the physical
sciences. One laboratory period per week in addition to class work. Prerequisite:
at least one year of high school physics, Physics 103, 104,
or permission of instructor. Corequisite: Math 135,
136.
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221, 222: Modern Physics
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A systematic study of the new idea and discoveries that have
transformed physics in the 20th century. Topics include special relativity,
atomic structure, wave-particle duality, basic quantum mechanics, solid-state
physics, nuclear structure, and elementary particles. One laboratory per week
in addition to class work. Prerequisites: Math 136
and Physics 104 or 152.
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247, 248: Special Topics
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The content of this course is determined by the instructor. Topics have included optics, astrophysics, an examination of general relativity and quantum field theory, molecular & cellular biophysics, the biophysics of sensory systems, molecular biophysics, membrane & nerve biophysics, and Science: Good, Bad and Bogus.
Phys 247 – Introduction to Biophysics (Fall 2008): Biophysics is both the study of physical processes in biological systems, and also the use of physical techniques to study biological problems. This course will introduce biophysics from both directions. We will look at the physics of membranes, ion channels, nerve transmission, photoreceptors, muscle contraction and cell motility. For these systems, the physical properties (electrical, optical and mechanical) tell us how the biology works. Then we will turn to the applications of spectroscopy and x-ray diffraction in determining the structures of biological macromolecules, using the methods of physics to probe biological structures. We will conclude with an examination of mathematical algorithms used in bioinformatics that measure the similarity of gene sequences or predict protein structures from gene sequences. Now that many gene sequences are available in public domain databases, the structures (deduced from the sequences) can be screened to decide which proteins to select for further study in the laboratory. Prerequisites: Phys 104 or Phys 152 are required; Biology 102 and Math 135 are recommended.
Phys 248 – The Nuclear World (Spring 2008): Are nuclear weapons fundamentally different than conventional weapons? If they are, how did we allow them to become such a central part of our political world? In this course we will examine the confluence of history and science that led from the discovery of nuclear fission to the first atomic weapons and beyond, to issues of the use and control of nuclear materials today. We will use both historical documents and simple scientific experiments to help us understand some of the complexities of the nuclear world. No prerequisites. Also offered as History 248.
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289: Independent Study
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The content of this course is determined by the instructor.
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307: Classical Mechanics
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A formal presentation of the principles of Newtonian mechanics
at the intermediate level. Dynamics of particles and rigid bodies, resonance,
rotating reference frames, planetary motion, wave motion, and LaGrange's equations.
Prerequisites: Physics 152, Mathematics 205.
Corequisite: Physics/Mathematics 333 or permission of instructor.
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308: Electricity and Magnetism
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A formal study of electricity and magnetism leading to Maxwell's
equations and A.C. circuits. One laboratory period per week involving electronics,
instrumentation, computer techniques for acquiring data and controlling experiments,
and data analysis. Prerequisites: Physics 152, Physics/Mathematics
333 or permission of instructor.
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311: 19th and 20th Century Science
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In this course we examine a few of the major scientific developments
of the 19th and 20th centuries in some detail. Topics
include evolution, genetics, and a synthesis of the two; the wave theory of
light and special relativity; the discovery of the atomic and nuclear structure
of matter; and the Manhattan Project. We also examine the various ways historians
of science go about constructing the stories they write as well as some of the
historiographic issues they face. This course satisfies the science studies distribution requirement (SST). Also offered as History 311.
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315: Gender & Science
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This course is an upper-level seminar-style course on the
relationships between gender issues and science. Many kinds of questions can
be asked about gender and science: questions regarding the social context of
science with respect to gender issues; questions regarding the historical development
of science and how the changing roles of women in society have affected science;
and questions regarding the epistemological and ethical implications of these
changing relationships. Two of the most important ongoing issues raised by the
study of gender and science are: (1) If there has been gender bias in scientific
practice, has this affected the content of scientific knowledge, and if so,
in what ways? (2) If there has been gender bias in the practice of science,
are there important ethical problems resulting from this bias? By exploring
these questions and issues, we will be able to consider how science might better
be a method of understanding in a democratic society. Prerequisite: One
of the following: Philosophy 100,
101,
102,
103,
202,
Gender
Studies 103 or permission of the instructor. This course satisfies the science studies distribution requirement (SST). Also offered as
Philosophy 315
and Gender
Studies 315.
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317: Instrumentation Lab
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This course is designed to introduce students to a variety
of instrumentation used in the physics lab. Computer techniques for acquiring
data and controlling experiments are taught. A primary goal of this lab is
to foster a spirit of independence in the student researcher. Each student
will complete an
independent project. Corequisite: Physics/Mathematics 333 or
permission of the instructor.
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318: Electronics Lab
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This course is designed to teach basic electronics. Students
learn enough in this course to put together simple circuits such as voltage
dividers, filters and amplifiers. A primary goal of this lab is to foster a
spirit of independence in the student researcher. Each student will complete
an independent project. Prerequisite:
Physics 152 and Math 136.
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333: Mathematical Methods of Physics
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Important problems in the physical sciences and engineering
often require powerful mathematical methods for their solution. While this course
provides an introduction to these methods and emphasizes their application to
problems drawn from diverse areas of classical and modern physics, careful attention
is paid to the mathematical formalism. Some representative topics may include
the integral theorems of Green, Gauss, and Stokes; Fourier and Laplace transforms;
selected techniques from the theory of ordinary and partial differential equations;
and calculus of variations with applications to Lagrangian mechanics. Prerequisite:
Physics 152, Math 205.
Also offered as Math 333.
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348: Special Topics
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The content of this course is determined by the instructor.
Previous topics have included solid state physics, and the foundations of
scientific inquiry.
Phys 348 – Foundations of Scientific Inquiry (Spring
2005): In this seminar we will explore the historical contexts of
scientific discovery, the process of scientific inquiry, the specific methodologies
that distinguish the different scientific disciplines, and the interconnections
among those disciplines. The course is intended for juniors and seniors majoring
in one of the sciences or mathematics, and minoring in education, and is specifically
designed to prepare prospective teachers who will be expected to teach required
content on the “Foundations of Scientific Inquiry” in New York State’s secondary
curriculum. Each student will assemble a working history (both internal to
the science and external) of their own discipline, and design strategies for
incorporating the history and methodology of the discipline into the content
of the course they intend to teach. Also offered as Education 348
and 566.
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357: Topics in the History of Technology
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Two themes in the history of technology are traced through
selected episodes: the uses of fire and the art of building. They range in time
from prehistory to the near present and deal with such processes as plaster-burning,
metal-smelting, pottery, and glass-making; with structures in stone like the
Egyptian pyramids, the classical Greek temples and the medieval Gothic cathedrals;
with the taming of fire to provide motive power in place of muscles; and with
the replacement of stone by steel as the building material of strength. There
is no prerequisite, but registration is limited to juniors and seniors. Also
offered as History 357.
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401, 402: Quantum Mechanics
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Intended for physics majors preparing for graduate study
in physics and closely related areas, this course applies methods of advanced
analysis to quantum mechanics and other topics. Prerequisite: Physics 307,
308, or permission of the department.
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403, 404: Topics in Advanced Physics
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Seminars, projects or participation in faculty research designed
to meet individual needs of advanced students. Offered on demand. Prerequisite:
Physics 307, 308, or permission of the
department.
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448: Special Topics
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The content of this course is determined by the instructor.
Previous topics have included Gender & Science.
Phys
451, 452, 453, 454:
Seminar in Contemporary Physics
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A weekly seminar in which both students and faculty present
reports on currently active fields or research in physics. Representative topics
are solar neutrinos, high-temperature superconductivity, the search for gravity
waves, chaos, and fractals. Up to four semesters of enrollment are permitted
at one-half course unit per semester. Prerequisite: Physics 222
or permission of instructor.
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468: SYE: Senior Research
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The content of this course is determined by the instructor.
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489, 490: SYE: Advanced Laboratory
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This laboratory course for physics majors consists of an
individual project selected from an area of common interest between the student
and one of the faculty members. A written report of the project is defended
at an oral presentation. Prerequisite or corequisite: Physics 308
or permission of the department.
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498: SYE: Honors Research
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The content of this course is determined by the instructor.
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566: Special Topics (Graduate Level)
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The content of this course is determined by the instructor.
Phys 566 – Foundations of Scientific Inquiry (Fall
2004): This course, which is cross-listed in Physics and Education,
is intended for juniors and seniors majoring in one of the sciences or
mathematics, and minoring in education. It is specifically designed to
prepare teachers whose high school students will be tested in the New
York State Content Specialty Tests on "Foundations of Scientific Inquiry." The
test questions typically cover the connections among various disciplines
of science, the historical contexts of scientific discovery, the process
of scientific inquiry, and the specific methodologies of each discipline.
The course will be taught in a seminar format in which each student will
assemble a working history (both internal to the science and external)
of their own discipline, and design strategies for incorporating the history
and methodology of the discipline into the content of the course they
intend to teach. Students will be expected to present parts of these lessons
to their peers.
Return
To SLU Physics
| Revised:
26 Mar 2008
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Canton, NY 13617
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