Colgate Core Curriculum: Scientific Perspectives

Colgate University
Liberal Arts Core Curriculum:

"Scientific Perspectives on the World"

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CORE 101: Energy and Sustainability
B. Parks
Fossil fuels, which were deposited on Earth over hundreds of millions of years, will largely be exhausted over the course of a few hundred years. As the public has become aware of how quickly non-renewable resources are being used, sustainability has become a goal. This class will focus on energy use as the impediment to sustainability that will probably have the greatest impact on the American lifestyle in coming years. We will learn what the scientific method can tell us about this coming revolution. How is quantitative knowledge helpful in discovering problems and formulating policy, and what are its limitations? We will focus on energy use in the home, completing a class project in which we measure the energy use in a house in Hamilton and determine how it could be powered from sustainable energy sources. We will discuss what, if anything, should be done to promote a national transition to sustainable energy sources. We may also discuss how energy is used in other areas that affect our lives, including transportation, industry, and agriculture.
CORE 102: Viruses: Intimate Enemies and Useful Tools
M. Kainz
Viruses are responsible for a number of diseases in humans, animals, and plants, which range from nuisances (e.g., the common cold) to scourges (e.g., AIDS, Ebola Fever). Viruses are sub-cellular parasites that either directly use host cell functions or subvert those functions to complete the virus lifecycle. Conventional drug therapy approaches are of limited effectiveness against viral diseases, because compounds that disrupt key viral processes can also affect essential functions in the host cell. Therefore, it is important to understand, in detail, the steps of the infection process for a particular virus-host combination to devise sustainable control strategies. In this course, students study examples of various virus “lifestyles,” how diseases are determined to be caused by viruses, how viruses are spread and how they persist in nature, approaches to control of viruses and viral diseases, and potential uses of viruses as therapeutic agents and biopesticides. Students also discuss the social and economic impact of viral diseases and their treatment. Throughout the course, students learn about the scientific method of investigation.
CORE 103: Remote Sensing of the Environment
D. McCay
Remote sensing is the art and science of obtaining information about a phenomenon through a device that is not in contact with the object. The remote sensing process involves collection and analysis of data about energy reflected from or emitted by an object. Remote sensing is used to better understand, measure, and monitor features and human activities on Earth. After an introduction to the interplay among science, technology, and remote sensing, students examine the development of remote sensing technology. Students then focus on the physical principles upon which remote sensing is based, explore the basic tools of photography and photograph interpretation, and consider the principles of acquiring and interpreting data collected by non-photographic sensors. Throughout the semester, students consider how remote sensing has improved our understanding of biophysical processes and use a case-study approach to demonstrate the theoretical underpinnings. Finally, consideration is given to the ethical implications of remote sensing.
CORE 104: Shifting Boundaries of Science and Law
C. Henke
If a researcher makes a billion dollars selling cells from your spleen, do you deserve a cut? Should a scientist be allowed to patent an oil slick-eating microorganism? Who counts as an "expert" witness? According to the U.S. Supreme Court, the answers are "no," "yes," and "it depends," and each of these decisions has brought the domains of science and law together in complex and often conflicting ways. This course explores the interaction of science and law in the context of twentieth- and twenty first-century U.S. society, drawing on a number of legal decisions and policy issues. Students will gather and present data for both a "mock trial" and a "mock policy hearing," submitting papers based on their experiences in these projects and in relation to the course materials.
CORE 105: The Science and Potential Implications of Nanotechnology
G. Geier
Imagine machines the size of a molecule that can perform surgery without an incision, that can store tremendous quantities of data, that are powered by energy from the sun, or that can rearrange the atoms of grass to make a T-bone steak. Such is the hope and the hype of nanotechnology. Although the term nanotechnology is used in a variety of ways, this class will focus on the science and implications of devices constructed from molecules rather than from bulk materials (e.g. copper wire). Both scientific and sensationalist visions of nanotechnology will be critically examined. In addition, practical and ethical implications of this emerging technology will be debated.
CORE 106: The Eye: From Light to Vision
E. Galvez
This course will examine the eye from various points of view in the sciences: the physics of light and image formation, the physics, chemistry and biology of light detection by cells, the physiology of the human eye and the visual cortex, and the psychology of vision and perception. Class activities will include hands-on experimentation and algeba-level mathematics. Discussion and projects will include other ways nature finds to see.
CORE 107: Conserving Nature
T. McCay
Natural resources are things of worth that were not made by humans and include forests, streams, soils, and wild animals. The interests of a growing human population are increasingly at odds with the conservation of these resources. In this course, we explore the scientific and ethical basis for the conservation and management of natural resources. The scientific perspective is illustrated with exercises involving data collection, analysis, and interpretation. We use both scientific and ethical analyses to better understand conservation issues and appreciate the advantages and limitations of the scientific approach to learning.
CORE 108: The Science of Art
P. Jue
How has scientific and technological innovation influenced works of art, artistic expression and media? Conversely, has artistic expression fueled technological development? How are scientific methods used to determine the age and authenticity of works of art? Students explore the science of light and color, the chemistry of pigments and their binders, and the material science of art media. In addition to lectures and discussions, students participate in small group projects (lab experiments) using scientific reasoning and problem solving skills to investigate the chemistry of art. The course focuses on the visual arts (mostly painting) of the Western (European) world, but considers the artistic expression of other cultures as well. High school chemistry is beneficial, but not a requirement for the course.
CORE 109: Genes and Human Fate
D. McHugh
Genetics is one of the fastest growing fields of science, and, with the entire human genome now known, the potential impact of genetics is stronger than ever before. This course focuses on how genes record human history and dictate human fate, how scientists are struggling with whether they can or should tinker with genetic destiny, and how the growth of genetic information and technology affects everyone’s life every day. Topics that are explored include the social and ethical implications of patenting genes, gene therapy, genetic screening, cloning, and defining diversity at the genetic level.
CORE 110: Discovering Biology
N. Pruitt
How do we know what we know about life on earth? This course looks at some of the major questions that have informed our understanding of the living world over the past 150 years. We begin with perhaps the oldest biological question of all: Why are there so many living things? We show how Charles Darwin’s brilliant answer forms the foundation for much of modern biology. By following the path of discovery leading from Darwin, we learn about a devout monk named Gregor Mendel, a feisty chemist named Louis Pasteur, two brash young scientists named Watson and Crick, and many more. Along the way, we study the great diversity of life, what fuels the living world, how organisms adapt to change, and aspects of how they interact with each other and the physical environment. Our approach is student-active and hands-on; we work together to unravel a few of the mysteries of life. This course is intended for students who are interested in biology but probably will not choose to concentrate in the life sciences.
CORE 111: Drugs, Brain, and Behavior
S. Kraly
Drugs used recreationally and medicinally can have physiological and behavioral consequences that are important to both the individual and society. The processes in brain and nervous system which mediate drug-induced effects on behavior and physiology are examined with emphasis on the strategies and methods used to evaluate scientifically the effects of drugs.
CORE 112: Social Life: The Paradox of Cooperative Behavior
K. Ingram
If survival of the fittest is the law of the land, why are so many animals (including humans) compelled to live in cooperative, complex societies? Cooperative behavior among organisms is recognized as one of the major transitions in evolutionary biology. Seeming to defy the selfish laws of natural selection, the evolutoin of social behavior has facinated biologists, psychologists, sociologist, philosopers, and economists alike. In this course, student first explore the basic foundations of sociobiology, the study of social behavior in animals, and solve the paradox of how cooperative behaviors can evolve by natural selection. Using detailed case studies from organisms sas diverse as dolphins, birds, ants, and humans, we discuss the mechanisms driving social interactions and the ecological and evolutionary consequeces of cooperative behavior. Case studies include both classical ethological studies and cutting-edge research in animal behavior. Students discuss the philosophical, ethical, and political controversey that erupted with the emergence of sociobiology in the 1970s -- a debate that is still smoldering today -- and explore the application of social behavior principles to human behavior and the organization of human societies.
CORE 113: How to Build a Baby: A Developmental Science Approach to the Nature-Nurture Debate
S. Kelly
If you were a highly developed, extraterrestrial scientist with advanced technology to engineer organisms from other planets, how would you build a human baby? What kind of brain would you design? What kind of social, emotional, and cognitive predispositions would you include? What kind of environment would you provide? To answer these questions, you must determine what is innate and what is learned in human development. Although this "nature-nurture question" can be traced back to ancient philosophers (right here on Earth!), modern-day science has made great strides in exploring (and reformulating) this question. In this class, we will first explore some pop-culture approaches to this issue. Then, we will briefly trace the history of the debate to its foundations in classical and modern philosophy. Finally, we will compare these philosophical and pop-culture perspectives to modern-day scientific approaches. We will do this through primary and secondary readings, class discussions, and group presentations. In the end, it is my hope that you will discover that the answers to the nature-nurture question are not on a planet far, far away-but rather, the answers are closer to home than they ever have been.
CORE 114: Ecology, Ethics, and Wilderness
P. Pinet
This course explores the ways in which modern science, employing abstractions, logic, and quantification, effectively describes the workings of the natural world and provides a framework for considering new ethical relationships among humans, nonhumans, and the nonliving world. The course examines the ways in which scientific concepts, such as deep geologic time and Earth history, biological evolution and co-evolution, and ecosystem dynamics can inform humans about radical moral stances (e.g. biocentrism, deep ecology). Also, the course investigates whether a scientific perspective in and of itself is sufficient to resolve pressing environmental problems, most of which are the outcome of complex social, economic, political, philosophical, and historical forces that operate on regional and global scales.
CORE 115: Why Things Happen
S. Malin
This course traces the history of notions of causality in order to ask whether contemporary physics implies an indeterministic universe in contrast to Newton’s deterministic model. Readings are drawn from Aristotle, Epicurus, the Stoics, Plotinus, Newton, Planck, Schrödinger, and others. An experiment to find the probability distribution of a mechanical device and a simulation of a current experiment in quantum physics are performed.
CORE 116: Critical Analysis of Health Issues: AIDS
J. Yoshino
The course examines the epidemiology of AIDS in the United States, and in the students’ hometowns. The readings introduce students to the history, politics, science, and public health issues of the disease. Students examine their perceptions about AIDS by collecting and analyzing articles from their local newspapers after obtaining the demographic breakdown of the AIDS cases in their hometowns. Correlative statistics are used to determine what factor (race, income, educational attainment, etc.) correlates with the incidence of AIDS. Lastly, the students develop public policy statements for the prevention and treatment of AIDS in their hometowns.
CORE 117: Music Perception and Cognition
J. Swain
This course introduces students to the cross-disciplinary field of the psychology of music and the scientific methods of studying the perception and cognition of music. The focus is on tone perception: pitch, color, melody, and tonality (key). What makes us hear a high violin note and not a low guitar note? Are there perceptual laws for good tunes? Is there a scientific basis for musical expressivity? These are some of the questions that may be discussed. The course evaluates the respective contributions of musicians and psychologists to this field and looks at experimental methods of data collection and competing theories. No formal training in music or psychology is necessary.
CORE 118: Gems
R. April
Gems and precious stones have been the objects of fascination and delight for thousands of years. They have been worn as adornments and amulets to bring their wearer strength and invincibility, good health and luck, love and wisdom. Gems have been portrayed as having magical powers, and the desire to own these crystalline droplets of beauty has led to murder and intrigue, theft and deception, wars and suffering. This course will examine the origin, history, myths and lore of diamonds, rubies, sapphires and emeralds, as well as a score of other precious stones. We will study their chemical, physical, crystallographic and optical properties, how they form and where they are found. We will discuss and reflect on why it is that these exquisitely rare and beautiful objects of nature are so desirable and coveted by humankind. We will assess the cost in environmental degradation and human lives exacted to extract gems from the earth's crust, and we will read about the brutal history and mysterious ways of the diamond business. Finally, we will discuss and evaluate New Age claims for crystal healing, crystal balls, and crystals used as amulets and talismans.
CORE 119: Ecology and the Quality of the Environment
R. Fuller
A mix of interlocking problems is reaching crisis levels on our planet, which is the only home for us and a rich diversity of other life forms. The bad news is the growing evidence that we are depleting the Earth’s natural capital at unprecedented and accelerated rates by living in ways that are eventually unsustainable. This seminar introduces students to a variety of ecological principles that explain the nature of the environment. Topics include human population dynamics, matter and energy resources, ecosystems, and others. The master ecological concepts are applied to current world environmental problems to help explain water pollution, hazardous waste disposal, renewable and nonrenewable resources, etc. Environmental degradation and pollution are approached from an ecological perspective, but students also search environmental ethics and economic and political aspects for potential solutions.
CORE 120: Earth Resources
W. Peck
Management of the Earth’s energy, mineral, and water resources is a subject of ongoing controversy and debate. This debate revolves around two related issues: the diminishing supply of some resources and the environmental cost of resource extraction and energy production. This course examines the origin and geologic setting of Earth resources, and how these factors influence resource exploration, extraction, and use. Environmental and economic aspects of resource extraction will be explored. We will examine the public debate about resource management and conservation, and the roles of politics and the media in shaping this debate. This course will emphasize student-led discussions of case studies dealing with current resource-related topics. The purpose of this course is to create a framework in which resource issues can be evaluated, integrating the scientific and social issues inherent in resource development.
CORE 121: The Monument Mathematics
K. Valente
Imagine constructing a monument that would stand forever as a testimonial to the highest achievements of the mind and reason. For more than 2,000 years contributions were made to an elaborate monument called Mathematics. It was not until the nineteenth century that the pedestal on which this great work stood began to crumble under the weight of creative production. What is the monument Mathematics? On what foundation does this grand design rest? Can it be tarnished by time, and what is the cost of its construction? This course considers these and other questions in an examination of the history and philosophy of mathematics focusing on the nineteenth and early twentieth centuries. The traditional computation-based lecture format is abandoned in order to facilitate discussions about the nature of mathematical thought that are not often included in standard courses. The course has been offered with an Extended Study component in London and Manchester.
CORE 122: Life in the Universe: A Cosmic Perspective
T. Balonek
This course examines the historical debate on the concept of whether extraterrestrial life exists. We examine what astronomy and physics tell us about the origin and evolution of the Universe, the production of elements that make up living matter on Earth, the evolution of stars like the Sun, and the formation of solar systems. We examine the astronomical, geological, chemical, and biological conditions that were responsible for the origin and evolution of life on Earth, and speculate about the possibility of life on other planets in our solar system or on planets around other stars. How would we detect the presence of life on other planets in our solar system; in our galaxy? The development of intelligent life and the possibility of contact between civilizations is examined.
CORE 123: Scientific Investigations of the Animal Mind
R. Braaten
Is it possible to comprehend the minds of other species? Can we communicate with other animals? Do they have anything to say? In 1859 the publication of Darwin’s The Origin of Species set the stage for the scientific investigation of animal minds. In this course we study both scientific and nonscientific approaches to the study of thinking and emotion in animals. We contemplate what researchers from the nineteenth century to the present hoped to learn by studying the minds of animals. We consider their successes and failures, particularly evaluating the search for a “missing link” between the minds of humans and other animals. Students conduct their own research on animal cognition.
CORE 124: Cells & Human Development
K. Belanger
The fusion of sperm and egg cells to form a single-celled zygote is the initial step in development in most multicellular organisms. In humans, repeated divisions of this single fertilized egg are responsible for the production of more than 70 trillion cells of greater than 200 different types. In this course we will examine how a fertilized egg undergoes division, how the "stem cells" produced by these divisions become determined to become cells of a particular type, and how these determined cells finally differentiate into the highly specialized cells comprising most tissues and organs. As we examine this process, we will also explore the relationship between cells and development patterns, and investigate how genetic and environmental factors can influence (and alter) cell fate. Biological, social, and ethical aspects of the human manipulation of development will also be considered, including examination of such topics as "cloning" by nuclear transfer, reproductive technology, stem cells, and gene therapy.
CORE 125: The Causes of War
M. Henehan
What causes war? What are the conditions of peace? These are some of the oldest questions in civilization. Yet until recently they have not been studied scientifically. The purpose of this course is to teach students how to think scientifically about the causes, expansion, and consequences of war, as well as the factors associated with peace. Students are introduced to the scholarly literature on the causes of war and its research methods. The main focus of the course is on factors that increase the probability of war, including the role of territorial disputes, alliances, inter-state rivalry, arms races, and escalation. Students learn how to read scholarly quantitative research and conduct elementary data analysis. The logic of scientific inquiry and its application to a major social problem are treated in detail.
CORE 126: Western Medicine, Past and Present: Models of Sickness, Healing, and Health
V. McMillan
This course examines the emergence of contemporary Western medical science as a means of understanding the nature of scientific inquiry and its impact on the human condition. The course focuses on how healing practices have evolved in the context of how we conceptualize the human body and its functioning. How do we recognize “good health”? How do we define “disease”? What metaphors or analogies have been used by doctors, past and present, to explain our bodies function? How have these conceptual tools informed (or impeded) effective diagnosis and treatment? Students address these questions through readings, class discussions, and laboratory activities. The course concludes by considering the impact of medicine on society and the individual.
CORE 127: From the Atkins Diet to the Kyoto Treaty: Science, the News Media, and You
E. Woods
Many of the important issues that confront our society, from health-related concerns to environmental protection, are scientific at their core, and our society relies almost exclusively on the news media for information about them. However, a lot can happen to scientific data on its way to becoming a headline. Politicians, industries, and other groups have a stake in our perception of scientific issues and can potentially influence the content and presentation of news. In addition to providing the scientific background necessary to approach these topics, this course dissects the forces that control our perception of scientific news and provides strategies for obtaining more detailed information. This course comprises a series of self-contained units that each focus on a single issue and may include such disparate topics as the Atkins diet, the Kyoto Protocol, nanotechnology, the human genome project, and space exploration, as well as some of the students' choosing. Each unit begins with a general introduction to the underlying science, moves on to explore social, political, and economic aspects, and culminates with a writing assignment or class-wide participatory event. Students also have the opportunity to collect experimental data to further emphasize the difference between empirical facts and the information that often reaches the news.
CORE 128: Biotechnology and the New Genetics
B. Hoopes
The advent of recombinant DNA technology in the 1970s initiated a scientific revolution in areas as diverse as forensics, agriculture, and medicine. The pace of new technology has continued to increase since that time, forcing the average citizen to consider the potential benefits and risks and the ethical issues related to the use of this technology. This course explores the scientific basics of the technology used in creating recombinant DNA molecules and “transgenic” animals and plants, the current and potential uses of this technology in agriculture and medicine, and the ethical and societal issues raised by the uses of biotechnology.
CORE 129: Juggling Science and Judeo-Christian Thought
E. Nolan
Just as a juggler balances attention between the hand and the eye, so too the scientist with a faith in God must balance the methodological and philosophical views of naturalism. In this class students explore how science can approach questions of origins, as well as consider the limitations of the scientific methodology. They also consider the misuse of scientific data. The scientific content of the course focuses on chemical and biochemical origins, and makes use of computer animations and a lab experience in which students stew up some primordial soup.
CORE 130: The Atlantis Debate
J. Godwin
Have advanced civilizations existed before our own? This course examines the evidence for and against, including the geological analysis of the Sphinx and the knowledge supposedly encoded in prehistoric structures. The will to believe and the thirst for mythic reassurance also contribute to the debate. The course aims to develop impartiality and critical skills based on scientific methods. There are some experiments in pre-technological science and mathematics.
CORE 131: Space and Time: A Scientific Perspective
S. Malin
Einstein’s theories of special and general relativity revolutionized our understanding of space and time. In this course, students examine the ideas and, to some extent, the formalism of these theories, as well as their experimental and observational verifications. The level of math required does not exceed high-school algebra.
CORE 132: Climate Change and Human History
A. Leventer
As the recent “Global Warming Summit” made clear, anthropogenic activity has the potential to dramatically alter global climate. The increased introduction of greenhouse gases, sulfate aerosols, and dust through human activities may result in a variety of regional responses, including warming and cooling, changes in precipitation and drought patterns, and rising sea level. Climate change as a force driving human history, however, is not unique to the twentieth century. The primary objectives of this course are (1) to present case studies that demonstrate the strong role of climate in driving human evolution, adaptation, and societies; and (2) to assess the relationship between climate forcing and man with a view toward understanding the potential consequences of modern anthropogenic impacts.
CORE 133: Science Confronts Magic and the Paranormal
A. Aveni
Our question is: given that we live in a logical, rationally based world, why is belief in the paranormal so widespread? Beginning with a historical perspective, this course deals with ways in which the nature of scientific inquiry is both similar to and different from various paranormal pursuits both in perceived methodology and in subject matter. We want to assess science’s criticism of magic — particularly New Age magic — first by carrying out student-designed experiments that reveal the likelihood that claimed paranormal phenomena might occur, and second, by contrasting approaches to the paranormal with the nature of scientific explanation. Subject areas include clairvoyance, palmistry, astrology, alchemy, gematria and other Cabalistic beliefs, ESP, spiritualism, channeling, crystal gazing, and other late-twentieth-century occult beliefs. The class also explores how the media and Hollywood portray both science and the paranormal. We end with readings and discussion on how science has reacted to criticisms being leveled at it by both the parapsychologists and the established disciplines outside science in the academic world.
CORE 134: The Sixth Extinction
C. Soja
The fossil record reveals that our planet has experienced five cataclysmic events, or mass extinctions, which in each instance had a profound effect on the Earth’s history by redirecting the course of evolution. As detectives attempting to solve the world’s greatest murder mysteries, students of this course examine when each of these catastrophic events occurred, what caused ecosystems and evolutionary processes to be disrupted, why and where biological diversity was greatly diminished, and who survived to begin the evolutionary repair of life during subsequent recovery and radiation phases. In the final part of the course, students use their knowledge of these past events to hypothesize about and investigate the severity of the Sixth Extinction, which many scientists believe is already underway as a result of a relatively recent and formidable evolutionary force, Homo sapiens. The course addresses modern conservation practices and specific actions that hope to enhance the future existence of a biologically diverse planet.
CORE 135: The History of Life
C. Soja
This course studies within an environmental and tectonic context the evolution of life on Earth from its origin to the present. Discussions link the most important evolutionary events in the Earth’s past, from the Cambrian radiation, transition to life on land, and the Permian and Cretaceous mass extinctions, to dramatic physical and climatic changes occurring on our planet. Perspectives on primates and the place of humans in the history of life are final themes of the course. (Not open to students who have taken GEOL 215.)
CORE 136: Critical Analysis of Health Issues: Cancer
G. Gogel
This course examines cancer as a disease and as a public health issue. The readings concern the epidemiology of cancer, research to discover causes of cancer, research to discover treatments of cancer, psychological responses to life-threatening illness, and methods for preventing cancer. In workshops, students study the logic and methods used by scientists to identify the causes of cancer and to formulate methods of treatment and prevention. The workshops include analysis of statistical correlations between cancer incidence and suspected causes. Finally, students examine in detail a suspected cause of cancer, a treatment for cancer, a method of prevention, or a topic related to personal responses to life-threatening illness, and present their findings in a poster session.
CORE 137: The Malleability of Human Memory: Science, Pseudoscience, and Alternative Approaches
D. Johnson
Are people really subjected to indescribable horrors only to “forget” everything about the traumatic event for a decade or more? Currently there is a debate raging between psychological scientists and nonscientists, and indeed within the scientific community itself, about the validity of “repressed memories.” One component of this debate is whether or not the scientific method is the correct approach to take in attempting to address this phenomenon. In this course, we consider the repressed memory debate from scientific and nonscientific vantages, with careful consideration of what it means to say an endeavor is scientific. In addition to spending significant time learning about the scientific method and covering readings from the scientific literature, throughout the course we read and analyze popular-press books that have repressed memory at their core, covering topics such as alien abduction and repressed childhood sexual abuse.
CORE 138: The Advent of the Atomic Bomb
K. Harpp
This course examines the scientific evolution of nuclear weapons and the historical context in which they were developed. World War II made urgent the exploitation of atomic power for military purposes. Topics include the scientific thought that made harnessing nuclear power possible, the political pressure that shaped that process, the ramifications of the bomb for science and politics during and immediately after the war, and the subsequent impact of nuclear bomb use on the population and the environment. The course includes consideration of post-WWII developments of nuclear weapons, weapons testing, and nuclear power generation, with an emphasis on their environmental impact.
CORE 139: Methods and Issues in Cryptology
L. Sanchis
Cryptography is the practice of encrypting or encoding messages and information in order to hide their contents from eavesdroppers. Its beginnings can be traced back to ancient civilizations. Efforts to break codes in order to uncover the hidden messages have developed into the science of cryptanalysis. Together, cryptography and cryptanalysis make up what is called cryptology. Throughout history cryptology has played an important although necessarily hidden role in politics, diplomacy, and war. It has acquired renewed significance in the past several years due to its crucial role in the effort to preserve the privacy of messages and transactions sent through the Internet. This course provides an overview of cryptology and its various aspects. The course examines several classic ciphers, as well as more modern cryptographic methods such as the data encryption standard (DES) and public key cryptography. Mathematical concepts are developed as needed. Computer work includes the use of spreadsheets to experiment with some simple enciphering and statistical analysis of encoded text. The course also examines some of the history of cryptology, its social and political implications, and recent developments affecting computer security.
CORE 140: Language and Cognition
N. Stolova
What is the relationship between language and cognition? To answer this question this course explores the interrelation between verbal expression and such cognitive faculties as bodily experience, imagination, memory, categorization, and abstract thought. The study of language as a cognitive phenomenon is a relatively new discipline. It originated in the late 1970s and early 1980s. Since then, cognitive linguistics has been a rapidly growing field which has both benefited from and contributed to its allied disciplines of cognitive psychology, cognitive anthropology, and cognitive neuroscience. The course begins by examining the advantages and shortcomings of the cognitive perspective on the different levels of language (e.g. sounds, words, sentences, texts, etc.). Several specific issues are considered in-depth including: Do people who speak different languages perceive the surrounding space differently? How do grammatical structures emerge? How "to run a mile," "to run a company," "to run for president," can all be part of the meaning of the verb "to run"? Students explore the connections of cognitive linguistics with the related fields that are broadly referred to as the "cognitive sciences." No background in linguistics is required, but interest in linguistics is expected.
CORE 142: Contemporary Issues in Computer Science
P. Mulry
This course provides an introduction to contemporary concepts, models, and issues in computer science. Topics introduced are chosen from: the nature and limits of computation, algorithms and their applications, machine intelligence, logic and system design, coding, cryptography, and other topics. The course relates these topics to contemporary experience by examining associated ethical, legal, social, and political issues such as privacy in the electronic age, software reliability, information access, technological overload, and electronic piracy. Class format includes lecture, working with and testing of concepts, and class discussion. Students also use the Internet as a tool to complete a final group research project. No computer experience is required for this course, and it cannot be counted toward a concentration in computer science. This course is also listed as COSC 150.
CORE 143: Introduction to Statistics
Staff
This course introduces students to statistical thinking by examining data collected to solve real-world problems. A wide range of applications is considered. Topics include experimental design, descriptive statistics, the normal curve, correlation and regression, probability theory, sampling, the central limit theorem, estimation, hypothesis testing, paired observations, and the chi-square test. Particular emphasis is given to the models that underlie statistical inference. Students are expected to have had three years of secondary school mathematics. Note: This course is not open to students who have either received credit for or are currently enrolled in MATH 316 or ECON 302. This course is also listed as MATH 102.
CORE 144: Understanding Oppression: The Psychology of Prejudice
L. Reid
The United States was founded on the proposition that all men [sic] are created equal. Nevertheless, over 200 years later, systematic disparities in economic, social, and physical well-being still exist between Whites and people of color and between men and women. This course explores psychological influences that contribute to prejudice and oppression by majority groups and how the experience of prejudice and oppression can shape the psychology of minority groups. The focus of the course is on Black-White relations in the United States, but gender relations and relations involving immigrants and other racial and ethnic groups are also considered. The course adopts a scientific perspective, begins with an overview of the scientific method and scientific reasoning, and incorporates hands-on activities. The links between scientific evidence and social policy, and current controversial issues are also explored.
CORE 145: Puzzling over Patterns: Discovering Properties of Symmetry
E. Hart
The work of the artist M.C. Escher, the structure of molecules and crystals, and kinship systems in various societies are only a few of the phenomena that involve symmetry. The mathematics of symmetry is a beautiful subject involving very few formulas. This course consists of three concurrent parts. First, in each class meeting students work in groups to explore patterns and to discover properties of symmetry for themselves, thereby engaging in the process used by mathematicians to discover new theorems. Students record in journals the examples tried and discoveries made. Second, class discussions and research papers are based on readings about the occurrence of symmetry and symmetry breaking in the sciences, art, dance, and more. Finally, each student completes an individual project in which a personal interest can be explored. The course is intellectually demanding, but the only prerequisites are the ability to think logically and the will to work at a question long enough to get beyond initial frustration to the joy of discovery. It is this joy that keeps mathematicians doing mathematics.
CORE 146: The Good Life: Perspectives from Psychological Science
R. Shiner
Throughout history, men and women have been captivated by questions of what constitutes the good life and how such a life can be cultivated. What is the nature of human happiness, joy, and pleasure? How can altruism be encouraged? Are some people simply born more content or more kind than other people? Are material wealth, spiritual practice, or outward achievement related to happiness? This course surveys contemporary psychological research addressing these enduring questions. Students are introduced to a variety of psychological methods and apply these methods through hands-on demonstrations. Throughout the course, students are helped to recognize the unique strengths and limitations of the scientific method for approaching questions such as these, and students are encouraged to articulate their own emerging views on what constitutes a life worth living.
CORE 147: The Way the Web Works
T. Parks
How big is the Web? How fast is it growing? Why is it so hard to find things on the Web? This course addresses these and other questions. Students build Web pages and use Web crawlers to conduct experiments on the Web. Readings for this course span over 50 years of scientific literature on the origins and structure of the Web, the limitations of search engines, and other topics.
CORE 148: Darwin's "Universial Acid"
Jeff Baldani
Darwinian theory has been likened to "universal acid," a mythical substance so powerful that it eats its way through any container or attempt to contain it. This course examines the far-reaching consequences of Darwinian theory for attempts to understand human nature and human identity. We begin with an overview of Darwinian theory with an emphasis on how mindless algorithmic processes can give rise to complex organisms and behavior and an overview of the game theory and statistical concepts needed to understand the literature on evolution and human behavior. We then turn to broad issues concerning human identity and culture: whether humans are "blank slates" or whether there is an evolved human nature; how altruistic behavior and morality might have evolved under pressures from natural selection; and the nature of (and our misconceptions about) motherhood and how mothers' behavior has been molded by selection pressures. Throughout the course we pay particular attention to the intersection of philosophy and empirical data.
CORE 149: The Scientific Study of Willpower
R. Conti
Willpower allows people to delay gratification, resist temptations, and reach challenging long-term goals. This course is devoted to the study of this unique human capacity to regulate our own behavior. Students explore the psychological mechanisms underlying willpower from a scientific perspective. While reading relevant theoretical and empirical work, students test the ideas under study through laboratory exercises. Discussions explore the broader implications of research findings and apply these principles to the self-regulatory challenges that we face every day. Assignments focus on developing strong writing and scientific reasoning skills, and gaining useful insight into our own motivational tendencies. A final research project allows students to investigate empirically an original idea on the nature of willpower.
CORE 149: Linguistics: Data, Theory and Experiments
A.D. Nakhimovsky, Y. Hirata
Language is by far the most important means of communication among humans and the central cognitive ability separating us from the rest of the animal kingdom. Linguistic activity is all-pervasive and forms the foundation of all other high-level symbolic activities. At the same time, many aspects of this activity remain deeply mysterious. How did the language ability come about? Why is it that children learn their first language with such ease, while most adults have great difficulties learning a second one? How is it possible to learn such a complex set of rules in such a short time, on the basis of a very small corpus of data, much of it grammatically incorrect? How do we manage to disambiguate multiply ambiguous sentences, in real time, without even noticing the ambiguities? Can languages be regulated the way social activities are, or do they evolve according to their own laws, the way natural phenomena evolve according to the laws of science? These and other questions form the subject matter of the field of linguistics and are explored in this course.