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 2020-2021

### Physics

#### Time to Tinker

##### Open , Small Lecture—Spring

Do you enjoy designing and building things? Do you have lots of ideas for things that you wished existed but do not feel you have enough technical knowledge to create it yourself? This course is meant to provide an introduction to tinkering, with a focus on learning the practical physics behind basic mechanical and electronic components while providing the opportunity to build things yourself. The course will have one weekly meeting with the whole class and three smaller workshop sessions to work on team-based projects. (You are expected to choose one of the three workshop sessions to attend weekly). The course will be broken down into multiple units, including: the engineering design process, tools and materials, basic electronics, introduction to Arduino, basic mechanics, and 3D printing. There will be weekly readings and assignments, and each unit will include a small group project to demonstrate the new skills that you have acquired. For a semester-long, team-based conference project, your team will create an engineered piece that will be exhibited and presented, as well as write a report reflecting on the design, desired functionality, and individual contributions that led to the finished product.

###### Faculty

#### 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 the 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.

###### Faculty

#### Classical Mechanics (Calculus-Based General Physics)

##### Open , Seminar—Fall

*Permission of the instructor is required. Students are encouraged to have completed one semester of calculus as a prerequisite. It is strongly recommended that students who have not completed a second semester of calculus enroll in Calculus II, as well. 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. 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, as well as in weekly laboratory meetings.

###### Faculty

#### Electromagnetism and Light (Calculus-Based General Physics)

##### Intermediate , Seminar—Spring

*Students are encouraged to have completed 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 and weekly laboratory meetings will incorporate technology-based, exploratory, and problem-solving activities.

###### Faculty

## Previous Courses

#### Resonance and Its Applications

##### Intermediate , Seminar—Spring

This is a lab-based course designed to teach students critical advanced laboratory skills while exploring the fascinating phenomenon of resonance and its many applications. The course will be broken into three main units: mechanical resonators, electronic resonators, and quantum mechanical resonators. Resonators are physical systems that undergo periodic motion and react quite dramatically to being driven at particular frequencies (like the opera singer hitting just the right note to break a wine glass). These systems are very common in everyday life, as well as inside many important technological devices. Each unit will explore a particular application of resonance (e.g., building an AM radio receiver for electronic resonance and using our benchtop NMR system to explore quantum mechanical resonance). Although some class time will be spent going over the relevant theory, the majority of the class time will be spent designing and doing experiments using advanced lab equipment, analyzing data using Jupyter (iPython) notebooks, and reporting the results using LaTeX. For conference work, students are encouraged to develop their own experimental question, design their own experiment to answer that question, do the experiment, analyze the data, and present their findings at the Science and Mathematics Poster Session.

###### Faculty

###### Related Disciplines

#### Electromagnetism and Light (Calculus-Based General Physics)

##### Intermediate , Seminar—Spring

*Students are encouraged to have completed 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 and weekly laboratory meetings will incorporate technology-based, exploratory, and problem-solving activities.

###### Faculty

###### Related Disciplines

#### Classical Mechanics (Calculus-Based General Physics)

##### Open , Seminar—Fall

*Permission of the instructor is required. Students are encouraged to have completed one semester of calculus as a prerequisite. It is strongly recommended that students who have not completed a second semester of calculus enroll in Calculus II, as well. 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 pre-medical 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, as well as in weekly laboratory meetings.

###### Faculty

###### Related Disciplines

#### 20th-Century Physics Through Three Pivotal Papers

##### Intermediate , Seminar—Fall

*Prerequisites: 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.

###### Faculty

###### Related Disciplines

#### 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.