Merideth Frey

Merideth Frey

Undergraduate Discipline

Physics

BA, Wellesley College. PhD, Yale University. Past research in novel magnetic resonance imaging (MRI) techniques for 3D imaging of solids and using optical magnetometry for low-field nuclear magnetic resonance (NMR). Current research involves building a low-field magnetic resonance setup to explore cross-disciplinary MR applications and develop new MR techniques at low magnetic fields. Previously taught courses at Wesleyan University and Princeton University, including helping develop investigative science learning environment physics labs. SLC, 2016–

Undergraduate Courses 2018-2019

Physics

Time to Tinker

Open , Seminar—Spring

Do you enjoy designing and building things? Do you have lots of ideas about things that you wished existed but do not feel you have enough technical knowledge to create it yourself? This course is meant to give an introduction to tinkering, with a focus on learning the practical physics behind basic mechanical and electronic components and providing the opportunity to build things yourself. We will have weekly, three-hour workshops in the physics lab, along with individual biweekly conference meetings. The course will be broken down into multiple units, including tools of the trade, mechanics, 3D printing, simple electronics, introduction to Arduino, and the engineering design process. Each unit will include a small group project to demonstrate the new skills that you have acquired. In addition, there will be weekly homework assignments, where you will need to create or bring in something related to the topic at hand. For your individual conference project, you will be developing your own engineered piece, with a report on its design and desired function, as well as any necessary material required for others to replicate the results (within desired copyright restrictions).

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Electromagnetism and Light (Calculus-Based General Physics)

Intermediate , Seminar—Spring

Prerequisites: Completion of Classical Mechanics or equivalent, along with Calculus II or equivalent.

This is the follow-on course to Classical Mechanics, where we will be covering waves, geometric and wave optics, electrostatics, magnetostatics, and electrodynamics. We will use the exploration of the particle and wave properties of light to bookend our discussions and ultimately finish our exploration of classical physics with the hints of its incompleteness. Seminars will incorporate discussion, exploratory, and problem-solving activities. In addition, the class will meet weekly to conduct laboratory work.

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Classical Mechanics (Calculus-Based General Physics)

Open , Seminar—Fall

Permission of the instructor is required. Students must have completed one semester of calculus as a prerequisite. It is strongly recommended that students who have not completed the second semester of calculus enroll in Calculus II, as well. Classical Mechanics or equivalent, along with Calculus II or equivalent, is highly recommended in order to take Electromagnetism and Light (Calculus-Based General Physics) in the spring.

Calculus-based general physics is a standard course at most institutions; as such, this course will prepare you for more advanced work in physical science, engineering, or the health fields. (Alternatively, the algebra-based Introduction to Mechanics will also suffice for premedical students). The course will cover introductory classical mechanics, including kinematics, dynamics, momentum, energy, and gravity. Emphasis will be placed on scientific skills, including: problem-solving, development of physical intuition, scientific communication, use of technology, and development and execution of experiments. The best way to develop scientific skills is to practice the scientific process. We will focus on learning physics through discovering, testing, analyzing, and applying fundamental physics concepts in an interactive classroom and in weekly laboratory work.

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Previous Courses

First-Year Studies: It's About Time

Open , FYS—Year

This seminar will explore the topic of time from a wide variety of viewpoints—from the physical to the metaphysical to the practical. We will seek the answers to questions such as: What is time? How do we perceive time? Why does time appear to flow only in one direction? Is time travel possible? How can I make the most use of my time? We will discuss Stephen Hawking’s A Brief History of Time, explore the perception of time across cultures and eras, construct an appreciation of the arrow of time by designing and building a Rube Goldberg machine, as well as learn some useful time-management skills. Time stops for no one, but we will pause to appreciate its uniqueness.

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20th-Century Physics Through Three Pivotal Papers

Intermediate , Seminar—Spring

Students must have completed one year of general physics and one year of calculus.

This course takes an in-depth look at three pivotal papers in 20th-century physics pertaining to special relativity and fundamental interpretations of quantum mechanics that transformed and defined our way of thinking in modern science. In this seminar-style class, we will deeply read, dissect, and discuss these three primary sources. In the process, we will together derive the predictions of special relativity; debate the various interpretations of quantum mechanics revolving around the famous Einstein, Podolsky, Rosen (EPR) paradox; and explore experiments meant to test our fundamental understanding of quantum mechanics.

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Chaos

Open , Seminar—Fall

This course introduces the beautiful world of nonlinear and chaotic dynamics and also provides the mathematical and numerical tools to explore the astounding patterns that can arise from these inherently unpredictable systems. We shall see how chaos emerges from fairly simple nonlinear dynamical systems, utilize numerical methods to simulate the dynamics of chaotic systems, and explore characteristics of chaos using iterated maps, bifurcation diagrams, phase space, Poincaré sections, Lyapunov exponents, and fractal dimensions. Class time will oscillate between presentation of new material and workshops for hands-on exploration. Students are encouraged to build and/or analyze their own chaotic system as potential conference projects. No previous programming experience is required, and all relevant mathematical concepts will be introduced.

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