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Investigations in Bioscience and Biotechnology
This course is full for 2009. This course is similar to the Topics in Bioscience and Biotechnology course in that students will get a brief overview of the range of fields and kinds of research that takes place in bioscience and biotechnology at Stanford, spanning the sciences, engineering, and medicine. Students are then placed in sections where they will pursue in-depth study in a particular area. In past years, sections have included microbiology, neurobiology, biomedical technology, biomechanics, medical device design, cancer biology, and others. Similar fields will be represented in 2009. In each case, students learn general methodologies and principles for study and research in the biosciences while getting a glimpse of advanced research and exciting developments in the specific area of their section. Because this course is one week longer than the Topics in Bioscience and Biotechnology course, students have the opportunity for deeper study in their particular area. The course may include guest lectures and course-related field trips, and each section will include laboratory work and assignments.
Session 2E (July 13 - August 8)
Prerequisite(s): Completion of one year of high school biology required, two years of biology not required but will be helpful.
Age and grade requirements: 10th or 11th grade in Spring 2009, and age 15 - 17 on July 13, 2009.
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Investigations in Engineering
This course is full for 2009. This course is similar to the Topics in Engineering course; however, it allows students to pursue a specialized field of engineering in greater depth. Although the fields of engineering are diverse and varied, they share common principles and methodologies. This course begins with an introduction to engineering research and practice through a general overview of the engineering fields and an introduction to engineering methodology through a team design project. These activities take place in the first week of the course, and they introduce students to the principles of visualization, prototyping, design, collaboration, creative process, testing and analysis. Starting in the second week of the course, students will be split into sections, each in a different field of engineering. Three areas of engineering will be represented, each taught by an instructor with expertise and research experience in the field, and students will be placed in just one section for the remainder of the course. In past summers, sections have included mechanical engineering, aeronautical engineering, chemical engineering, materials science, product design, mechatronics, and other fields. Students will be involved in hands on projects such as building robots in the mechatronics section or radio-controlled gliders in the aeronautics section. In addition to seeing general engineering principles as they are applied in a specific field, students will be introduced to the theory including the applications of mathematics, physics and other sciences. The course may include guest lectures and course-related field trips.
Session 2E (July 13 - August 8)
Prerequisite(s): Mathematics through geometry and intermediate algebra required. Courses in pre-calculus and physics are not required but will be helpful.
Age and grade requirements: 10th or 11th grade in Spring 2009, and age 15 - 17 on July 13, 2009.
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Quantum Mechanics
This course is intended for students who have had exposure to physics but yearn to discover more about the modern aspects of physics. Richard Feynman said, "I think I can safely say that nobody today understands quantum physics." While many would agree with this statement in principle, there is no doubt that quantum mechanics is one of the most precise scientific theories ever developed. Its impact is felt every day; it is estimated that 30 percent of the U.S. gross national product stems from inventions based on quantum physics. It is becoming clear that quantum physics is no longer an esoteric topic to be learned in graduate school, but a necessity for many areas of research like chemistry, communication technologies, engineering, and even biological studies. Many of the mysterious aspects of quantum mechanics have been recently explored experimentally, confirming that the quantum world is vastly different from our everyday experience. In this course, students explore the origins and development of the theory, followed by a thorough study of its bizarre implications in light of recent experiments. Finally, the impact and applications of quantum mechanics will be explored, as a way of relating this theory to the real world around us.
Session 2E (July 13 - August 8)
Prerequisite(s): A course in precalculus. Students should have completed introductory or AP-level physics courses in mechanics and electricity and magnetism (Note: some courses in 'physical science' do not cover enough physics to satisfy this requirement)
Age and grade requirements: 10th or 11th grade in Spring 2009, and age 15 - 17 on July 13, 2009.
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Theory of Relativity
At the end of the 19th century, many thought that physics was nearly complete. The classical theory of mechanics, Maxwell's theory of electromagnetism, optics, and statistical mechanics could explain most phenomena. However, a few discrepancies between observation and theory remained. Utilizing ingenious thought experiments, Einstein completely reformulated how space and time were viewed. His new theory of special relativity (1905) is a surprisingly simple theory that provides explanations for some of the aforementioned discrepancies. In this course, a more modern, more geometric view is followed, allowing students to pursue challenging problems in many areas of physics. Once the special theory has been mastered, the inclusion of gravity introduces the general theory of relativity. This theory, dating from 1917 and providing a much more mathematically sophisticated account, is presented in a simplified manner that bypasses the formal mathematics yet emphasizes the geometric nature of the theory. The last portion of the course covers such special topics as black holes and cosmology. The program includes visits to facilities at Stanford conducting related research, such as the Stanford Linear Accelerator (SLAC) and Gravity Probe B. This course is not a survey course; it provides a rigorous introduction to these theories allowing a sophisticated discussion of current topics. Emphasis is placed on solving challenging quantitative problems.
Session 1 (June 21 - July 10)
Prerequisite(s): Students should have completed one year of algebra and a dedicated, introductory, high-school-level course in physics covering mechanics (note that some 'physical science' courses do not cover enough physics to satisfy this pre-requisite).
Age and grade requirements: 10th or 11th grade in Spring 2009, and age 15 - 17 on June 21, 2009.
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Topics in Bioscience and Biotechnology
This course is full for 2009. Cutting-edge research in bioscience and biotechnology draws upon ideas and methods from a broad range of academic disciplines spanning the sciences, engineering and medicine. This course includes a brief overview of the range of fields and kinds of research which takes place in bioscience and biotechnology at Stanford; however, the main content of the program is centered on in-depth study in a specific field. Three areas of bioscience and biotechnology will be represented, and early in the course students are placed in a single section led by an instructor who does research in the particular field. In past years, sections have included microbiology, neurobiology, biomedical technology, biomechanics, medical device design, cancer biology, and others. Similar fields will be represented in 2009. In each case, students learn general methodologies and principles for study and research in the biosciences while getting a glimpse of advanced research and exciting developments in the specific area of their section. The course may include guest lectures and course-related field trips, and each section will include a lab component.
Session 1 (June 21 - July 10)
Prerequisite(s): Completion of one year of high school biology.
Age and grade requirements: 9th or 10th grade in Spring 2009, and age 14 - 16 on June 21, 2009.
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Topics in Engineering
This course is full for 2009. Although the fields of engineering are diverse and varied, they share common principles and methodologies. This course begins with an introduction to engineering research and practice through a general overview of the engineering fields and an introduction to engineering methodology through a team design project. These activities take place in the first week of the course, and they introduce students to the principles of visualization, prototyping, design, collaboration, creative process, testing and analysis. Starting in the second week of the course, students will be split into sections, each in a different field of engineering. Three areas of engineering will be represented, each taught by an instructor with expertise and research experience in the field, and students will be placed in just one section for the remainder of the course. In past summers, sections have included mechanical engineering, aeronautical engineering, chemical engineering, materials science, product design, mechatronics, and other fields. Students will be involved in hands on projects such as building robots in the mechatronics section or radio-controlled gliders in the aeronautics section. In addition to seeing general engineering principles as they are applied in a specific field, students will be introduced to the theory including the applications of mathematics, physics and other sciences. The course may include guest lectures and course-related field trips.
Session 1 (June 21 - July 10)
Prerequisite(s): Mathematics including geometry and algebra required. Courses in pre-calculus and physics are not required but will be helpful.
Age and grade requirements: 9th or 10th grade in Spring 2009, and age 14 - 16 on June 21, 2009.
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