# 2010-11 Undergraduate Index A-Z

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### Mathematics [clear]

Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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Algebra to Algorithms
Richard Weiss |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | We rely on mathematics as a powerful language for understanding the natural world and technology. Mathematical models allow predictions of complex systems, and modern computing has both magnified the power of those models and helped shape new models that increasingly influence our lives. Computer science, as a constructive branch of mathematics, relies on mathematics for its culture and language of problem solving, and it also enables the construction of both deterministic and statistical mathematical models. Patterns that appear in the natural world and are expressed in mathematical models can also be applied to the visual arts. We rely on mathematics as a powerful language for understanding the natural world and technology. Mathematical models allow predictions of complex systems, and modern computing has both magnified the power of those models and helped shape new models that increasingly influence our lives. Computer science, as a constructive branch of mathematics, relies on mathematics for its culture and language of problem solving, and it also enables the construction of both deterministic and statistical mathematical models. Patterns that appear in the natural world and are expressed in mathematical models can also be applied to the visual arts. In this program, we will explore connections between mathematics, computer science, the natural sciences, and graphic arts. We will develop mathematical abstractions and the skills needed to express, analyze and solve problems arising in the sciences. In addition, we will explore how to program interesting visual shapes using simple geometry. The regular work of the program will include seminars, lectures, problem solving workshops, programming labs, problem sets, and seminar papers. The emphasis will be on fluency in mathematical and statistical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, algorithms, programming and problem solving, with seminar readings about the role of mathematics in modern education and society. This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences or the arts. | college algebra, introductory computer programming, problem solving, and mathematics and computing in society. | Richard Weiss | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Algebraic Thinking
Miranda Elliott Rader |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | Algebraic Thinking develops problem solving and critical thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry and data analysis. Collaborative learning is emphasized. | Miranda Elliott Rader | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||

Algebraic Thinking
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | FFall | Algebraic Thinking develops problem solving and critical thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry and data analysis. Collaborative learning is emphasized. | Vauhn Foster-Grahler | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Algebraic Thinking
Miranda Elliott Rader |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | Algebraic Thinking develops problem solving and critical thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry and data analysis. Collaborative learning is emphasized. | Miranda Elliott Rader | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Art, New Media, and the Science of Perception
Richard Weiss and Naima Lowe computer science mathematics media studies moving image physics psychology visual arts Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | What is an image? How do we form them? What factors influence our perception of images? How are the history and practices of New Media related to social and cultural phenomena surrounding robotics, cybernetics, and networked culture? Cybernetics and reproducible images emerged almost simultaneously in the Western world and became markers of the post-modern era. The result was a rich interaction that developed between art, video and photography, robotics and image processing. The culture and history of New Media, visual perception and cognitive science will form the landscape for our explorations. In this program, we will investigate how images are formed and how we perceive them, as well as the theoretical underpinnings of reproducible images and the history of New Media. Both cultural and technological aspects will guide our examination of the entire sequence of events from how images are produced in a camera to how we perceive and react to images as informed by both our personal and social experiences. We will explore digital and non-digital images and image processing, as well as the cognitive science of how our eyes and brain process patterns of light. In the fall, we will study the concepts of editing, video production and photography, as well as the influences of culture and technology on art, printed media and electronic media in the age of the Internet. Robotics and image processing will lead us to geometric optics and color. Students will learn how to work with digital and non-digital images, image reproduction, the pinhole camera model, lenses, filtering images, and programming a simple mobile robot to take pictures. In winter, we will continue to develop and expand much of the work we started in the fall. We will expand our view of robotics to include more general, computer processor-based interactive art and the cognitive science of visual perception. Winter quarter will culminate in public presentations of student projects that integrate our studies. | video production, media arts, computer science, mathematics, and cognitive science. | Richard Weiss Naima Lowe | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||

Calculated Fiction
Steven Hendricks and Brian Walter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | -Hamlet Mathematical principles can provide the basis for creative writing, from the chance operations that generated the quote above to plot structures, themes, content, and even style. Author Italo Calvino views writing as a combinatorial game, an all but random process of associations and layers of implications that can lead to great works of literature as surely as nonsense. Calvino and others reveal that writing guided by abstract principles, particularly mathematical concepts and constraints, can lead to some of the most wondrous and provocative work. Jorge Luis Borges's stories provide numerous examples. In , the narrator attempts to describe a location from which all places can be seen simultaneously: "Mystics, faced with the same problem, fall back on symbols: to signify the godhead, one Persian speaks of a bird that somehow is all birds; Alanus De Insulis, of a sphere whose center is everywhere and circumference is nowhere; Ezekiel, of a four-faced angel, who at one and the same time moves east and west, north and south." Works like not only reflect mathematical concepts but also give them flesh, rendering those abstractions poetic and tangible. Informed by the work of writers such as Borges and Calvino, we will construct fictional narratives that reflect or are governed by mathematical concepts. Students will be introduced to a wide range of mathematical and literary principles and practices. Using those tools, students will produce creative works rigorous in their literary content and thorough in their mathematical precision and depth. The program will also include book seminars, short papers, and workshops in literature, writing, and mathematics. Readings will introduce students to relevant historical and philosophical ideas, numerous examples of writing that fuses math and literature, and provocative mathematical concepts. Coursework will emphasize foundations and skill development in mathematics, creative writing, critical reading, argumentative writing, and literary theory. | mathematics, literature, fiction writing and literary theory. | Steven Hendricks Brian Walter | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Calculus I
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | WWinter | This course will provide a rigorous treatment of differential calculus appropriate for students who are planning to teach mathematics or engage in further study in mathematics, science, or economics. In particular we will cover concepts, techniques, and applications of differentiation including related rates and optimization. We will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||

Calculus I and II
Allen Mauney |
Program | FR - SRFreshmen - Senior | 6, 12 | 06 12 | Day | SuSummer | Calculus I and II is a complete first-year calculus class in eight weeks. All of the appropriate ideas and techniques of calculus are covered from numerical, symbolic, graphical, and verbal points of view. The emphasis of the class is to learn content in context and to connect the subject to broader topics. Group work and presentations are essential to the class. This class is ideal for students going on to study the physical sciences and for teachers. | Allen Mauney | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||

Calculus II
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SSpring | This course will provide a rigorous treatment of integral calculus appropriate for students who are planning to teach mathematics or engage in further study in mathematics, science, or economics. In particular we will cover concepts, techniques, and applications of integration including area, arc length, volume and distribution functions. We will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Computability and Language Theory
Sheryl Shulman, Jeffrey Gordon and Neal Nelson Signature Required: Winter Spring |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The computer is a tremendously useful tool. Is there anything it can't do? Through studying topics in advanced computer science, this program will explore what computers can do, how we get them to do it, and what computers still can't do. It is designed for advanced computer science students and students with an interest in both mathematics and computer science. Topics covered will include formal computer languages, systems of formal logic, computability theory, and programming language design and implementation. Students will also study a functional programming language, , learn the theoretical basis of programming languages and do an in-depth comparison of the properties and capabilities of languages in the four primary programming paradigms: functional, logic, imperative, and object-oriented. Program seminars will explore selected advanced topics in logic, language theory and computability. Topics will be organized around three interwoven themes. The theme will cover the theoretical basis of language definitions, concluding with a study of what is computable. The theme will cover traditional logic systems and their limits, concluding with some non-traditional logic systems and their applications to computer science. In the theme we will study both the theoretical basis and practical implementation of programming language definitions by comparing the implementations of the four programming language paradigms. Students will have an opportunity to conclude the program with a major project, such as a definition and implementation of a small programming language. | computability theory, computer science, education, formal language theory, mathematical logic, mathematics, and programming language design. | Sheryl Shulman Jeffrey Gordon Neal Nelson | Sophomore SO Junior JR Senior SR | Fall | ||

Computer Science Foundations
Sheryl Shulman, Jeffrey Gordon and Neal Nelson computer science consciousness studies mathematics Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | SSpring | The goal of this program is to learn the intellectual concepts and skills that are essential for advanced work in computer science. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in a liberal arts computer science curriculum. In both quarters the program content will be organized around four interwoven themes. The theme covers concepts and structures of computing systems from digital logic to operating systems. The theme concentrates on learning how to design and code programs to solve problems. The theme helps develop mathematical reasoning, theoretical abstractions and problem solving skills needed for computer scientists. The theme explores social, historical or philosophical topics related to science and technology. Students who take the program Data and Information: Computational Linguistics in fall quarter, or who have equivalent experience, will be well prepared for this program. | computer science and mathematics, including computer programming, discrete mathematics, algorithms, data structures, computer architecture, and topics in technology and society. | Sheryl Shulman Jeffrey Gordon Neal Nelson | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||

Data and Information: Computation and Language
Sheryl Shulman, Jeffrey Gordon and Neal Nelson communications computer science language studies mathematics philosophy |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | Have you ever wondered how web searches work? It is often claimed that one can successfully search for web sites, maps, blogs, images...just by entering a few "key words". How do they do it? More generally, how can computers be programmed to interpret texts and data? This program will bring together faculty and students with interest and expertise in language and computer science with the goal of exploring these questions: When we (or Google's computers) read a text, how do we (or they) understand what the text means? We humans bring to our reading of the text three critical things: 1) knowledge of the language in which the text is written—its grammar and the meanings of the words, and how words are put together into sentences and paragraphs, 2) our understanding of how the world works and how humans communicate, and 3) our natural human intelligence. Even with these abilities, however, we often misinterpret text (or data) or are faced with too much information. The help a computer gives us, however, is sometimes different from how we naturally think about the words, images, maps or other information that we encounter. In this program we will explore how to use computing to understand language. Although the task is complex, an understanding of the abstract structure, logic and organization of language will guide us to successful computational processing of the more complex human languages. In logic, our work will include looking at the structure of words, sentences, and texts (syntax) as well as their meanings (semantics and reasoning). We will examine the underlying grammatical structure of language and its close connection to computing and computer programming. In addition, we will learn to program in Python and study how computers are used to "understand" texts and data. Lectures, seminar and case studies will examine how to make data from text and text or meaning from data. | computer science, formal language study, mathematics, library science, information science and web development. | Sheryl Shulman Jeffrey Gordon Neal Nelson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Field Ecology
Dylan Fischer and Alison Styring biology botany ecology environmental studies field studies mathematics natural history sustainability studies zoology Signature Required: Winter Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This year-long program will focus on intensive group and individual field research on current topics in ecology. Students will be expected to intensively use the primary literature and student-driven field research to address observations about ecological composition, structure and function in natural environments. Students will participate in field trips to sites in the Pacific Northwest and the Southwest (U.S.). Students will be expected to develop multiple independent and group research projects in local forests in the south Puget Sound, the Evergreen campus forest reserve, national forests, national parks, state forests and other relevant natural settings. During each quarter, we will work as a community to develop and implement multiple field projects based on: 1) rapid observation and field data collection and analysis workshops; 2) participation in large multi-year studies based in Washington and more distant field sites; and 3) student originated short and long-term studies. In fall quarter, students will focus on field sampling, natural history, library research and scientific writing skills to develop workable field data collection protocols for field trips. In the winter, students will learn to analyze ecological data using a variety of laboratory and statistical analytical approaches, and they will further refine their research and scientific writing skills through the development of research proposals for team-designed field projects that will be implemented during spring quarter. In spring quarter, students will demonstrate their research, natural history and analytical skills via group and individual research projects. Student manuscripts will be "crystallized" through a series of intensive multi-day paper-writing workshops in which group and individual papers will be produced. Research projects will also be formally presented by groups and individuals in the final weeks of the quarter at a public research exposition. Finally, all written research projects will be reviewed by external experts, revised and bound together in a single printed journal-format volume. Specific topics of study will include community and ecosystem ecology, plant physiology, forest structure, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, insect-plant interactions, disturbance ecology, and the broad fields of bio-complexity and ecological interactions. We will emphasize identification of original field research problems in diverse habitats, experimentation, data analyses, oral presentation of findings, and writing in journal format. | biology, botany, ecology, environmental studies, field ecology, forest ecology, ornithology, and zoology. | Dylan Fischer Alison Styring | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||

Forensics and Criminal Behavior
Rebecca Sunderman, Andrew Brabban and Toska Olson biochemistry biology chemistry communications mathematics sociology |
Program | FR - SOFreshmen - Sophomore | 16 | 16 | Day | FFall | WWinter | SSpring | Why is crime such a central focus in modern American society? How is a crime scene analyzed? How are crimes solved? How can we prevent violent crime and murder? This program will integrate sociological and forensic science perspectives to investigate crime and societal responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal behavior. In addition, we will consider theories of criminology and deviant behavior, and will explore how social scientists can help identify offenders through criminal profiling and forensic psychology. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology, pathology and physics. We will study evidentiary techniques for crime scene analysis, such as the examination of fingerprints, DNA, blood spatter, fibers, glass fractures and fragments, hairs, ballistics, teeth, bones and body remains. This program will utilize hands-on laboratory and field approaches to the scientific methods used in crime scene investigation. Students will learn to apply analytical, quantitative and qualitative skills to collect and interpret evidence. Students can expect seminars, labs, lectures, guest speakers and workshops along with both individual and group project work. | criminalistics, criminology, education, forensic science, science, and sociology. | Rebecca Sunderman Andrew Brabban Toska Olson | Freshmen FR Sophomore SO | Fall | ||

Geometry
Neal Nelson |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. | geometry, mathematics education | Neal Nelson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||

Geometry in Sacred Art and Architecture
Allen Mauney |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | For millennia, rigorous logic, exact procedures, and modeling the physical world have been essential elements of geometry. But geometry has also been used to provide symbols and tools to study the metaphysics of unity, beauty, polarity, harmony, and infinity. Students in this class will explore mathematics in the classic liberal arts tradition by collecting and analyzing data, verifying propositions, and connecting quantitative and qualitative aspects of the world. (Credit awarded in geometry.) | Allen Mauney | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Individual Study: Mathematics, Computer Science
Brian Walter Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 4 | 04 | Day | SSpring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or Computer Science are invited to present a proposal to Brian Walter for Spring Quarter 2011. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. | mathematics and computer science. | Brian Walter | Sophomore SO Junior JR Senior SR | Spring | ||||

Introduction to Natural History
John Longino and David McAvity biology botany ecology environmental studies field studies mathematics natural history zoology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | The scientific study of nature is carried out with a combination of descriptive natural history and quantitative analysis. We will develop skills in both areas by exploring the major terrestrial habitats of western Washington and carrying out short field problems that introduce statistical approaches to natural history description. Readings and lectures will cover introductory concepts in biodiversity studies, ecology, and evolutionary biology. Workshops will emphasize the scientific process, statistical methods and probability models as they apply to natural history. We will take one-day field trips to visit shrub steppe, alpine and coastal forest habitats. Evaluation will be based on exams, written assignments and a field journal. | biology, environmental science, mathematics, and natural history. | John Longino David McAvity | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Introduction to Statistics and Research Design
Ralph Murphy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | This class introduces students to key elements of research design and basic statistical analysis. The course emphasizes the importance of developing clear research questions and the selection of statistical methods to evaluate data collected. Descriptive and inferential statistical tests, such as sampling, normal distributions, probability, chi square, correlation and regression, and tests of hypothesis are covered. Students will develop a clear conceptual understanding of quantitative reasoning and the ability to correctly interpret findings. Meets statistics prerequisite for MES and MPA programs at Evergreen. | Ralph Murphy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||

Math for Elementary Teachers
Sheryl Shulman |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics. | mathematics, teaching | Sheryl Shulman | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||

MatheMagics
Paul McCreary |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | Each student will begin working where their current skill level is. Appropriate skill levels for the course include algebra, calculus, and any in between. We will directly confront the fears and phobias that many of us feel and help to move beyond those fears. All students will support each other and also receive tutoring help from other students in the class. Because different texts will be used for different students, please contact the instructor before purchasing a text. This course will count towards requirements for becoming elementary, middle, or high school teachers. Students registering for 4 credits will attend only 10a-1p Tue/Wed and 10a-noon Thu. | science, technology, mathematics, teaching | Paul McCreary | Mon Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||

Meaning, Math and Motion
Krishna Chowdary and Rachel Hastings linguistics mathematics physics Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | This challenging program is an integrated introduction to linguistics, mathematics and physics. We invite serious students of various backgrounds who are interested in reading, writing, communicating and calculating in order to become quantitatively literate citizens. Students will be supported in developing a firm background in physics, mathematics and linguistics at the college level, and becoming prepared for further work in these areas. We believe any area of inquiry involves entering into a previously ongoing conversation. Quoting a charming articulation by Kinsman (a mathematician-turned-oceanographer, in the preface to ): "To the beginner, science is a conversation that has been in progress for a very long time. Science resembles the babble at a party; some of the participants are euphoric, some saturnine, some quarrelsome, and some inspired beyond their usual capacity. Whatever else happens, the conversation cannot proceed systematically or at the level of humdrum sobriety. Some scientists wander from group to group, while others remain fixed. Some groups talk about similar things, and occasionally conversations pass from one group to another. You have arrived in the middle of the party." Our collective work is to catch up on the conversation, which means being deliberate about how we calculate and convince, speak and write, listen and read, and also means acquiring the science content and process skills required to judge what is being argued. In addition to learning science content and process skills, mathematics and physics studies will be supported by applying techniques of linguistic analysis which help to illuminate the conventions and assumptions upon which the conversation relies. The study of linguistics will be deepened by using scientific texts as case studies for identifying and analyzing linguistic conventions. For example, we may study the source and nature of unstated assumptions, conventions of scientific logic, the nature and role of definitions in scientific inquiry, and the linguistic conventions found in different kinds of scientific texts. This program is designed for students with high school math who are ready for pre-calculus, but requires no prior preparation in linguistics or physics. It is intended for students serious about understanding language, improving their writing, and learning physics and mathematics, including calculus. The work will be intensive in both science and language, and students should expect to spend over 50 hours per week engaged with material. Students will participate in seminar, labs, workshops and lectures. Students will perform linguistic analyses of texts, do weekly problem sets in all areas that combine concepts, calculations and communication, and write about linguistics, math and physics. Quizzes and exams will be among the methods used to assess student learning. In fall quarter, we will study pre-calculus and begin calculus. In winter, we will continue the study of differential calculus and move on to integral calculus. In physics, topics will include mechanics and electromagnetism (algebra- and then calculus-based) over the two quarters. In linguistics, we will study principles of pragmatics, semantics and discourse analysis in both quarters. | education, linguistics, mathematics, physics, quantitative literacy, and writing. | Krishna Chowdary Rachel Hastings | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||

Methods of Mathematical Physics
EJ Zita astronomy mathematics philosophy of science physics Signature Required: Winter Spring |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | A close examination of the complex and varied world around us reveals a high degree of underlying order. Our goal as scientists is to understand and explain this order. Mathematics is the language created (or discovered) to describe the order observed in physics. The goal of this advanced program is to introduce the mathematical language we use to describe and create physical models of our natural world, and to better understand both. To that end, we will study a number of key physical theories and systematically develop the mathematical tools that we need to understand them. We plan to begin, in fall quarter, with a review of series, complex numbers and linear equations, including matrixes, concentrating on their applications to physics, such as rotations, circuits and the simultaneous solution of linear equations. We will continue with ordinary and partial differential equations, with applications to classical mechanics, including oscillators, waves, Laplace's equation, Poisson's equation, and other fundamental examples in physics. Students will plan research projects in teams. In winter, we plan to connect differentiation with integration via vector analysis (applications in electromagnetism), Fourier Series (applications to waves, e.g. acoustic oscillations on the Sun and at the Big Bang), and variational calculus. We will go deeper into areas begun in fall. For example, we would like to take vector analysis deeper into tensor analysis, with applications such as general relativity. Students will carry out their research projects in teams. In spring, students may continue with a full-time study of electromagnetism and vector calculus, or may continue independent contract work on their research projects in teams. Students might also have the option to begin a study of thermodynamics and statistical mechanics. Students will be encouraged to present their research at a regional professional physics meeting. Our program work will consist of lectures, tutorials, group workshops, student presentations, computer labs, seminars on the philosophy and history of physics and mathematics, essays and responses to essays. Teamwork within an integrated learning community will be emphasized, 1) for best learning practices, and 2) to model work within mature scientific communities. | chemistry, education, engineering, history, mathematics, philosophy, and physics. | EJ Zita | Sophomore SO Junior JR Senior SR | Fall | ||

Modern Models of Motion
David McAvity and Rachel Hastings |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | In the first half of the 20th century there was a remarkable revolution in physics that gave birth to new ways of thinking about the physical laws of the universe. Newtonian ideas of a deterministic, clockwork universe of absolute time and space gave way to a strange new world of quantum mechanics and relativity. These new models describing the motion and interaction of particles at all scales raised as many questions as they answered, and we are still grappling with the consequences today. This program will provide a mathematical introduction to the laws of quantum physics and relativity. We will start with some of the key issues in classical physics that lead to the changes in physics and will end with look at some of the remaining problems confronting modern physics today. The main topics in physics we will cover are special relativity, quantum theory, and some topics in cosmology and particle physics. We will learn topics in calculus relevant to this study, including an introduction to differential equations and infinite series. The program will also include individual student projects and seminar discussions on the history and philosophy of modern physics. Student entering this program should have a confident grasp of the usual material in the first two quarters of calculus-based physics and the first two quarters of calculus. | mathematics, physics, chemistry and engineering. | David McAvity Rachel Hastings | Sophomore SO Junior JR Senior SR | Spring | ||||

Natural Order
David McAvity |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | The natural world is filled with a wonderful variety of forms and is shaped and transformed by complex interactions. Careful observation reveals that behind this complexity is an underlying order. The order manifests itself as spatial arrangements, such as spirals in shells, branching in rivers and hexagonal cells in beehives, and in temporal sequences, such as in patterns of growth, the interference of waves, and the motion of planets. In this program we will investigate the physical constraints and simple mathematical rules that make sense of this order. We will also explore the conditions under which this order is lost in the transition to chaos and randomness. The program will be structured around two main approaches to investigating order. First we will use nature as a guide to learn the mathematical methods for describing the patterns we see. Then we will learn the physical laws that give rise to order, from the clockwork universe of Newtonian dynamics to the strange world of quantum mechanics. In support of this study we will also learn how to model these natural phenomena by programming computer simulations. This program is introductory in nature and is well suited to students who want to investigate the mathematical and physical underpinnings of natural phenomena. Students of all background are welcome, but everyone should be prepared to spend a full quarter working with quantitative material in a spirit of curiosity and engaged inquiry. This program would serve as a good introduction and preparation for some of our foundation programs in mathematics and the sciences and for students interested in becoming teachers. | teacher education, mathematics, and science. | David McAvity | Mon Mon Tue Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||

Operating Systems Lab Intern
Rip Heminway and Sheryl Shulman Signature Required: Fall |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance. | computer science and technology. | Rip Heminway Sheryl Shulman | Junior JR Senior SR | Fall | ||

Physics and Calculus: Finding Order in the Physical World
Mario Gadea |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening | WWinter | SSpring | Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant hands-on laboratory experience to make predictions and explore some of these models. During winter quarter, we will cover introductory topics in physics and calculus through small-group discussions, interactive lectures, and hands-on laboratory investigations. During spring quarter, we will continue with the study of calculus and algebra-based physics. Through our study of physics, we will learn about change, models, and the process for constructing models. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, and many others. This program will cover many of the traditional topics of both a first-year calculus sequence and a first-year physics sequence. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each. | mathematics, physics, engineering, energy, and education. | Mario Gadea | Tue Thu | Sophomore SO Junior JR Senior SR | Winter | ||

Precalculus I
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | WWinter | This course will begin to prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. The course will include an in-depth study of linear, quadratic, exponential and logarithmic functions. Emphasis will be placed on collaborative learning, data analysis, and approaching problems algebraically, numerically, graphically, and verbally. | Vauhn Foster-Grahler | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||

Precalculus I
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | FFall | This course will begin to prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. The course will include an in-depth study of linear, quadratic, exponential and logarithmic functions. Collaborative learning, data analysis and approaching problems algebraically, numerically, graphically, and verbally will be emphasized. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Precalculus II
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SSpring | Pre-calculus II is problem-solving-based overview of functions that model change. This course will continue to prepare students for calculus and more advanced study in mathematics. Students should enter the class with a good knowledge of precalculus I (multiple representations of linear, quadratic, exponential, and logarithmic functions). The course will include an in-depth study of, trigonometric and rational functions in addition to parametric equations, polar coordinates and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized. | Vauhn Foster-Grahler | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Quantitative Research Design and Statistics
Tyrus Smith |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course will explore various approaches to applying quantitative reasoning and statistics to perform data analysis. Course content will focus on increasing students' understanding of quantitative research design and linking methods of data collection to procedures for data analysis in the social sciences. Within this context, students will demonstrate the ability to correctly calculate and interpret descriptive and inferential statistics. This includes learning how to select and apply statistical tests for the proper situations. Statistical tests introduced in this course include the t-test, correlation, and regression. Student work will consist of in-class workshops, take-home assignments, and computer exercises. | Tyrus Smith | Mon Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||

Statistics and Research Methods for Psychology and Other Social Sciences
Carrie Margolin |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||

Statistics I
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | This course is intended as an introduction to statistics. It is understood that the student has little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||

Statistics I (A)
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||

Statistics I (A)
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | This course is intended as an introduction to statistics. It is understood that the student has limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Statistics I (A)
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Statistics I (B)
Allen Mauney |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | This course is intended as an introduction to statistics. It is understood that the student has limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Allen Mauney | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Statistics I (B)
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||

Statistics I (B)
Allen Mauney |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | Allen Mauney | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||||

Statistics II
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class. | Alvin Josephy | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||

Statistics II
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability distributions and move on to analytical methods including hypothesis testing. In this context, the class will work with several distributions (e.g. t, chi square, F, and the normal distribution) and with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts and will prepare a small presentation using the concepts from the class. | Alvin Josephy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||

Statistics II
Alvin Josephy |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class. | Alvin Josephy | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Tutoring Math and Science Across Significant Differences
Vauhn Foster-Grahler |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | SSpring | Tutoring Math and Science Across Significant Differences will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center. | Vauhn Foster-Grahler | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||

Undergraduate Research in Scientific Inquiry with D. McAvity
David McAvity biology computer science mathematics Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background | theoretical biology, computer science, mathematics. | David McAvity | Sophomore SO Junior JR Senior SR | Fall | ||

Undergraduate Research in Scientific Inquiry with R. Weiss
Richard Weiss computer science mathematics physics Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science and mathematics) has several ongoing projects in computer architecture, vision, robotics, artificial intelligence and security. One of his projects in computer vision is recovering three-dimensional information from multiple images. He is also interested in applying machine learning to visual recognition problems, including facial expressions. One of the computer architecture problems that he has worked on is the simulation of hardware faults and techniques for fault correction. In addition, he is open to working with students who have their own ideas for projects in these and related areas. | Richard Weiss | Sophomore SO Junior JR Senior SR | Fall | |||

With Liberty and Justice for Whom?
Barbara Laners, Arlen Speights, Erin Ceragioli, Anthony Zaragoza, Dorothy Anderson, Mingxia Li, Artee Young, Paul McCreary, Tyrus Smith, Gilda Sheppard and Peter Bacho biology community studies ecology education environmental studies health history law and public policy leadership studies mathematics media studies political science sociology sustainability studies writing |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The faculty and students will embark upon a thorough study of the origins and current status of justice in American society. From an interdisciplinary perspective, we will consider various definitions and theories of justice, review the way justice is carried out in different settings and historical periods and examine the possibility of achieving truly just social institutions. Topics to be considered include: social and environmental justice, just political and economic systems, criminal justice, just healthcare and educational access, representations of justice in media, as well as concepts of equity, fairness and equality. By the end of the academic year we will be able to offer concrete recommendations as to the steps necessary to achieve justice for all in our society. The theme for quarter is . We will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore the concept of justice as it is explicated in theory, history and practice. The concept will be analyzed from both the perspectives of the legal system and moral teachings. In seminars, we will read and analyze texts dealing with issues that have historically raised questions of whether justice was achieved. Students will examine their personal experiences with justice issues by constructing an autobiographical memoir. Our work will be supplemented with a series of courses designed to assure literacy with words, numbers and images. Students will have the opportunity to hone their skills in critical reasoning, research and the use of multimedia and computers. quarter's theme is . We will look at specific contemporary societal issues in justice viewed from a variety of institutional perspectives, most notably justice in education, health care, law, science, government and politics. Students will investigate specific justice issues of interest with the purpose of identifying a particular problem, defining its dimensions, determining its causes and establishing action plans for its remedy. In the , the theme will progress to This final quarter will be devoted to the design and implementation of projects aimed at addressing the issues of injustice identified in the winter quarter. Seminar groups will combine their efforts to undertake actual programs aimed at assisting the community in righting a current injustice or providing greater justice for the community. The projects may take the form of educational events, publications, multimedia presentations or art installations, to help the community find higher levels of justice. Courses will assist in the successful implementation and evaluation of the student group activities. | advocacy, art and art history, bioethics, biology, community development, counseling, critical thinking, composition, education, environmental science, history, law and public policy, literature, mathematics and statistics, multimedia and arts production, organizational leadership, political economy, public administration, public health, research methodology, quantitative reasoning, social sciences, social work, and sustainability. | Barbara Laners Arlen Speights Erin Ceragioli Anthony Zaragoza Dorothy Anderson Mingxia Li Artee Young Paul McCreary Tyrus Smith Gilda Sheppard Peter Bacho | Junior JR Senior SR | Fall |