Governor's Schools for the Sciences and Engineering
Classes
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The Governor's School for the Sciences Morning Core Course (All students register for this course) University Studies 210 - The Logic of Science (3 hours) The course provides the foundation for scientific reasoning by establishing the core logical tools for scientific logic. These tools involve an introduction to formal logic proper and the difference between formal logic and scientific induction. The tools of scientific induction will include an analysis of the traditional problem of induction, the inductive justification of induction, the probability calculus, Bayes’s theorem, the kinds of probability, and the application of scientific inductive logic to the core sciences: biology, chemistry, earth science, and physics. The principles of statistics and statistical reasoning will also be discussed and applied to relevant problems in science. Students will be assigned regular problem sets aimed at training students to do the logical work of science. Since science is a public endeavor, the students will also have assignments in technical, scientific writing as well as learning to create scientific content designed for the World Wide Web. As part of learning to use the World Wide Web the students will be taught the basics of the unix computer operating system and the HTML programing language. There will also be a cumulative final exam where students will have to demonstrate a mastery of the methods of scientific logic and their application. Course Instructors: Dr. Christopher Pynes will teach the Logic of Science. Dr. Pynes is an Assistant Professor of Philosophy at Western Illinois University who earned his Ph.D. in philosophy from Florida State University in 2003. Writing instruction will be directed by Dr. Donna Sherwood. Computer instruction will be directed by Lila Holt. Course Links: Writing Scientifically, Writing Scientifically For The Web
Students will choose one of the following elective afternoon specialty courses. Although these are the courses planned at this time, there may be last minute changes. Courses will be offered in biology, chemistry, mathematics and physics and a final list will be sent to all invited students.
Biology as a research domain and as a body of knowledge is central to the human enterprise: biological knowledge helps us to understand ourselves. Biological understanding and technologies also contribute directly to solving problems and improving our lives in numerous important ways. At the same time biological understanding and technology are often controversial and contentious. Biology offers insights into questions of what it means to be human that often run counter to long established modes of thought, and the phenomenal power of emerging biological technologies obliges us to confront perennial ethical questions (and poses new ones). The task of integrating biological understanding into our collective world views and grappling with the enormous power of biological technologies even requires us to confront basic questions of knowledge itself: What do we think we know, how do we know it, how reliable is what we think we know? Using readings from current and past literature, case studies, and student direct research we will explore current topics in biology and their societal relevance. Specific topics for in-depth exploration will be drawn from such areas as global climate change and biological conservation, human genomic technology, biotechnology in medicine, agriculture, and industry, biomedical research ethics, and whatever interesting and important topics that might strike our fancy. The course will be interactive and will require several brief written position papers. Foremost the course requires a desire to grapple with important and challenging ideas and engage others in discussions and explorations of issues. Course Instructor: Dr. Stan Guffey is a lecturer in the Division of Biology. His interests include biological conservation, speciation, southern Appalachian biodiversity, history and philosophy of science, and helping people explore and appreciate the wonders of life.
While chemical reactions sometimes occur following the mixture of exotic substances in glassware that resembles abstract art, chemistry is also vitally important in day-to-day life. For example, in a typical household pantry, there is a wide range of chemicals (such as acids, bases, fats, and mixtures), but these items are typically labeled vinegar, baking soda, olive oil, or baking powder. In fact, many children make their first scientific discovery in the kitchen by examining the effervescent neutralization reaction between NaHCO3 and HC2H3O2. Sometimes reactions such as this one between baking soda and vinegar are chemically simple, yet impressive. In other cases, the chemistry that occurs in cooking can be rather complex; for instance, what exactly is happening when a steak is grilled? Many diet plans vilify carbohydrates and celebrate that steak, but what is it about carbohydrates that leads to their exclusion? America’s obsession with weight has led to an explosion in the number of fad diets and dietary substitutes (e.g. aspartame and Olestra®) that may or may not have any relationship to what scientists know about the biochemistry of the human body and its digestive system. In this inquiry-based course, we will examine some basic chemical concepts as they relate to the science of food – both its preparation and consumption. Topics range from acid/base properties and inorganic reactions to the implications of fats in the diet. We will also explore a significant amount of organic chemistry when we discuss flavors, colors, and smells and when we examine the relationship between chemical structure and function. The classroom and laboratory activities will be integrated and the extensive hands-on laboratory will take advantage of a computer-based data acquisition system recently acquired by the Department of Chemistry. Perhaps we will even do some cooking. (Although not in the lab, of course!) Some high school chemistry is recommended for students choosing this specialty course. Course Instructor: Dr. Chrystal Bruce (B.S., UT-Chattanooga; Ph.D. University of North Carolina at Chapel Hill) is an assistant professor of chemistry at Erskine College and an alumna of the Tennessee Governor’s School for the Sciences. She is thrilled to be returning to teach the chemistry section of Governor’s School. Her research interests are in the area of computational biochemistry.
The true nature of mathematics is the study of the properties and interactions of objects and ultimately the making of general deductions about these objects. Abstraction is the key to relating mathematical objects to our common experiences and proof is the key to making and verifying the deductions. In this course, we will study the process of making these abstractions and learn how to create and write mathematical proofs by making abstractions and doing lots of proofs. We'll start with a foundation in logic, and then move to set theory, functions and relations, induction, the field axioms, and properties of the real numbers.. This course enhances future math courses and creates a firm foundation for further study in mathematics, computer science, the sciences and engineering. A student choosing this specialty should be taking a rigorous high school math courses and have completed geometry and 2 years of algebra. They should have solid algebra and general math skills. Outside of class they should enjoy solving problems and understanding why things work. They should also be prepared to have their understanding of mathematics challenged; this course is not like any high school math course. Course Instructor: Dr. Chuck Collins (B.S., Texas A&M University; Ph.D., University of Minnesota) is an Associate Professor of Mathematics at UT, where he teaches a wide range of courses from Calculus to graduate seminars in Numerical Analysis. His main mathematical interests are in developing mathematical models of real-world situations and then determining how to best solve the resulting problems efficiently on a computer. Recent projects involved looking at the role of hunting in maintaining stable bear populations and devising methods for flat-mapping the surface of the human brain. Course Website: Intro to Abstract Math — Mathematics 300
Modern Physics focuses on the exciting developments in physics during the 20th century. It is a map of the reality of the world around us on the microscopic scale. In this course students explore the world of atoms, nuclei, and elementary particles. The laws of quantum mechanics, which predict the behavior of these particles, seem puzzling, because our intuition has been build up in a way that ignores quantum mechanical behavior. Students having a mathematical background in high-school algebra and trigonometry and a having taken a high-school physics or physical science course can successfully complete the course. Emphasis is placed on conceptual understanding. Topics covered include the behavior of light, the essential features of quantum mechanics, atomic and molecular structure, the conduction of electricity in solids, nuclear physics, and elementary particles and cosmology. The course uses a textbook and interactive, web-based class modules. Lectures, demonstrations, experiments and computer simulation are part of the course. Visits of research facilities at the University of Tennessee and ORNL introduce students to the latest exciting developments in various areas of physics. The course carries 4 semester hours of credit. Scores on homework assignments, lab reports, exams, and extra credit assignments determine a student’s final grade. For details check the syllabus for the course at http://electron6.phys.utk.edu/phys240. Course Instructor: Professor Marianne Breinig was certified as a teacher of mathematics and physics in 1972 and received a Ph.D. in Physics from the University of Oregon in 1979. She joined the physics faculty at the University of Tennessee in 1981. She focuses her research efforts in the areas of Atomic, Molecular, and Optical Physics and Physics Teaching and Instructional Technology. She has developed interactive, web-based teaching tools for physics education and totally web-based and web-enhanced undergraduate and graduate physics courses. Course Website: Modern Physics — Physics 240
The Governor's School for Engineering The Governor’s School for Engineering will introduce students to a wide variety of engineering disciplines and provide the opportunity to learn and apply problem-solving methods that are common to all engineering disciplines. It will focus on engineering design through hands-on projects that integrate applied mathematics, science and computer tools. In addition, students will receive an in-depth introduction to the field of biomedical engineering, with a study of human physiology including examples of how engineering problem solving, analytical, and computational models produce solutions to biomedical problems. Students should have a strong preparation in mathematics and sciences. Prior completion of a course in biology is desirable. Students will register for the following three courses.
The study of human physiology, with an emphasis on making engineering decisions, and the development of analytical and computational models. Course Instructor: To be determined
Introduction to the engineering profession and disciplines. Introduction to engineering problem solving and design through individual and team projects. Oral and written reports.
Introduction to computer applications used in engineering problem solving and communications. Introduction to programming concepts including conditional statements and looping; the development and implementation of logic flow diagrams. Course Instructor for EF 153 and EF 105:: Mr. William R. Schleter (B.S. Mechanical Engineering, University of Missouri, Rolla) is an Instructor in the Engineering Fundamentals Division at the University of Tennessee where he teaches subjects such as Engineering Graphics, Computer Aided Design, Programming, Statics, and Dynamics. Mr. Schleter's special interests include teaching, computer graphics, programming, sports of all kinds, and, most importantly, his wife and two daughters. Course website: Engineering Fundamentals — Engineering Fundamentals 153/105
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