TEACHING COMPUTATIONAL PHYSICS ASA LABORATORY SEQUENCE

Sktang

Description

• cours - matière potentielle : mathematical methods
• cours - matière potentielle : on numerical methods
• cours - matière potentielle : list
• cours magistral - matière potentielle : course
• cours magistral
• cours - matière : physics - matière potentielle : physics
• cours magistral - matière potentielle : about the physics
• cours - matière potentielle : work

TEACHING COMPUTATIONAL PHYSICS AS A LABORATORY SEQUENCE Ross L. Spencer Department of Physics and Astronomy Brigham Young University Provo, Utah 84602 Abstract The undergraduate curriculum in most physics departments is so full that adding new courses is difficult, but the training of an undergraduate physics student is greatly enhanced by learning computational methods. The standard method of addressing this need at most universities is to offer one 3-credit hour computational physics course, either early on as an introduction, or later, when it can address more advanced problems.

• computational methods throughout the undergraduate curriculum
• power of linear algebra
• physics ideas
• symbolic algebra commands
• computational methods
• topics
• physics
• programming
• students
• course

Sujets

• Course
• Cours magistral
• Physics
• Oregon State University
• University

Informations

• Publié par: seyn
• Nombre de lectures: 21
• Langue: English

Extrait

CURE 2020 Outline of European Cultural Histories (Semester 2, 201112) Instructor: NickChu (HYS 410; [e-mail]; 3943 4389) Tutor: TangKin Ling ([e-mail]) Time: Fri1:303:15 pm Place: SB239 Language: Cantonese Eplatform: Moodle Learning Incomes Knowledge incomes Key themes and issues related to Renaissance, The Enlightenment, Romanticism and Modernism; Aspects of globalizing culture in relation to the European past; Cultural theories and styles in related social life, arts, literature, architecture, and philosophies. Skills incomes Good contextualized historical knowledge in analyzing contemporary, local cultural happenings;  Literacy in different styles of literary, visual and ideological expressions;  Ability in drawing on a number of disciplinary origins within areas of the arts, humanities and social sciences to appreciate the richness and the usefulness of interdisciplinary approach;  Sensitivity in the general spirit of the time. Attitude incomes  Intercultural sensitivity and appreciation of European cultural past;  Respect for cultural inheritance. This is a course designed to offer a foundational as well as historical overview of key aspects in the European culture since the Renaissance. We are going to look into four significant cultural movements, the Renaissance, the Enlightenment, Romanticism and Modernism, which have contributed to the formation of„western‟identity, and for that matter key tenet of the globalizing culture today. Particular attention will be paid to areas of social life, arts, literature, architecture and philosophical ideas in these movements, and to topics of transformation in human subject and mind, as well as in

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critical reflection on the organization of social life. Assessment This is an attempt to go back to old school (to me). Special emphasis will be placed on reading and discovery in group. In each tutorial session, you are required to read all prescribed article(s) beforehand, and engage in group discussion. Some of them may involve quiz. Student performance in each session will be vigourously assessed. There will be a final examination for this course. Let us see how all these work out… The Chinese University of Hong Kong places very high importance on honesty in academic work submitted by students, and adopts a policy ofzero toleranceon cheating and plagiarism. Any related offence will lead to disciplinary action including termination of studies at the University. You must submit your midterm paper to the Webpage of“VeriGuide”(( ).http://www.cuhk.eud.hk/veriguide) 維誠 Reading & Engagement40% Final Examination60% Essential Texts Childs, Peter (2000),Modernism. London: Routledge. Day, Aidan (1996),Romanticism. London: Routledge. Kirkpatrick, Robin (2002),European Renaissance—14001600. Harlow: Pearson Education. O‟Hara, Kiera (2010),The Enlightenment. Oxford: Oneworld. Lecture Outline Jan 13Introduction: A Journey into the interior…and out Renaissance Jan 20Overview: The transitional period Jan 27Chinese New Year: No lecture Feb 3Arts and Learning Feb 10NeoPlatonism and the Rise of Humanism

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The Enlightenment Feb 17Overview: the Rise of Paganism Feb 24Reason and Humanity Mar 2Reason and Society Romanticism Mar 9Overview: Reflexivity Mar 16Artistic geniuses and the human mind Mar 23Critique of the social reality Modernism Mar 30Overview: Certainty and uncertainty Apr 6Public Holiday: No lecture Apr 13Art for art‟s sake? Apr 20Sources of the self Tutorial Outline You must be well prepared while coming to the tutorials. During tutorial we share reading and explore its implications. Week 5Bruni (13701444),„Funeral Oration;‟Pico della Mirandola (14631494),„Oration on the Dignity of Man‟ Week 7Kant,„What is Enlightenment?‟and Condorcet, „The future progress of human mind.‟ Week 9O‟Hare,„Political Theory and the Road to Revolution,‟inThe Enlightenment. Week 11Day,„Introduction,‟inRomanticism; Wordsworth, Selection from Book 1 ofThe Prelude Week 13Williams,„Art and Society,‟inCulture and Society Week 15Childs,„Introduction,‟inModernism Additional References Abrams, M.H. (1971),The Mirror and the Lamp: Romantic theory and the critical tradition. Oxford: OUP; (1973),Natural Supernaturalism: Tradition and revolution in Romantic literature. NY: Norton. Auerback, Erich 1953),Mimesis: The Representation of Reality in Western Literature.

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New Jersey: Princeton University Press. Trans. Trask, W. R. Beck, U., Giddens, A, & Lash, S. (1994),Reflective Modernity. Oxford: Polity. Boyne, Roy (2001),Subject, Society and Culture. London: Sage. Burckhardt, Jacob (1958),The Civilization of the Renaissance in Italy. NY.: Harper and Row;《義大利的文 藝復興》。台北：黎明文 化事業。羅漁譯。 Burke, Peter (1991),„Reflections on the Origins of Cultural History,‟Pittcock, Joan H. & Wear, Andrew ed.,Interpretation and Cultural History. London: Macmillan. pp. 524/ Carroll, John (1993),Humanism: The wreck of western culture. London: Fontana. Elmer, P., Webb, N. & Wood, R. ed. (2000),The Renaissance in Europe: An Anthology.New Haven: Yale University Press in association with Open University. Heller, Agnes (1999),A Theory of Modernity. Malden, Mass.: Blackwell. Hugo, Howard E. ed. (1957),The Portable Romantic Reader. NY.: Viking Press. Huizinga, Johan (1996),The Autumn of the Middle Ages. Chicago: Chicago University Press. Trans. Payton, Rodney J. & Mammitzsch, Ulrich. Gay, Peter (1966),The Enlightenment: The rise of modern paganism; (1969)The Enlightenment: The science of freedom; (2008)Modernism: the lure of heresy:: from Baudelaire to Beckett and beyond. NY: Norton. Gombrich, E.H. (1996),The Essential Gombrich. London: Phaidon Press. Izenberg, Gerald N. (1992),Impossible Individuality: Romanticism, Revolution, and the Origins of Modern Selfhood, 17871802. New Jersey: Princeton University Press. Krakmnick, Isaac ed. (1995),The Portable Enlightenment Reader. NY.: Penguin Books. Löwy, Michael & Sayre, Robert (2001),Romanticism against the Tide of Modernity. Durham: Duke University Press. Middleton, Tim ed. (2003),Modernism: Critical concepts in literary and cultural studies. London: Routledge. 5 volumes. Open University (1979),The Age of Enlightenment, vol. 1. NY.: Barnes & Noble Books; Eliot, S. & Stern, B. ed. (1979),The Age of Enlightenment, vol.2. Berks: Ward Lock Educational in association with OUP. Taylor, Charles (1989),Sources of the Self. Cambridge: CUP. Williams, Raymond (1958),Culture and Society. London: Hogarth Press.

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