Spring 2015 Graduate Course: PHYS 5V48.002.15S (Modern Techniques in Biophysics)
Course Description: This course is intended for graduate students who would like to learn or pursue research in biophysics or biomedical physics in general. Topics include the major physical techniques used in modern biophysics: nuclear magnetic resonance (NMR), electron paramagnetic resonance (EPR), magnetic resonance imaging (MRI), mass spectrometry, transmission electron microscopy (TEM), fluorescence spectroscopy, Raman spectroscopy, and hyperpolarized magnetic resonance. For more information, please check the course details at the UT Dallas website: http://coursebook.utdallas.edu/phys5v48.002.15s
Course topics (Spring 2015): Week 1 Jan 13 L1 Introduction to Biophysics Jan 15 L2 NMR: basic spin physics Week 2 Jan 20 L3 NMR: spin-echo, T1 and T2 Relaxation Jan 22 L4 NMR: Bio-molecular applications I Homework #1 Week 3 Jan 26 L5 NMR: Bio-molecular applications II Jan 30 L6 EPR: basic principles Week 4 Feb 2 L7 EPR: Spin Hamiltonian and Calculations Feb 6 L8 EPR: applications in biology Week 5 Feb 9 L9 MRI: basic principles Feb 13 L10 MRI: pulse sequences Week 6 Feb 16 L11 MRI: TR, TE and Tissue Contrast Feb 20 L12MRI: k-space and image reconstruction Week 7 Feb 23 L13 MRI: Gradient ECHO, fast spin echo imaging, echo planar MRI Feb 27 L14 MRI: In vivo MR spectroscopic imaging Week 8 Mar 2 Earth's field MRI Mar 6 Earth's field MRI:hands-on Week 9 Mar 9 L15 REVIEW Mar 13 L16 MIDTERM EXAM Week 10 SPRING BREAK Mar 16-21 Week 11 Mar 23 L17 Mass Spectrometry: introduction Mar 27 L18 Mass Spec: MALDI/FT-ICR/TOF Week 12 Mar 30 L19 Mass Spec: Tandem and other techniques Apr 3 L21 Transmission Electron Microscopy Week 12 Apr 6 L22 Transmission Electron Microscopy Apr 10 L23 Raman spectroscopy: introduction Week 13 Apr 13 L24 Raman spectroscopy: optical principles Apr 17 L25 Raman spectroscopy: surface-enhanced Raman spectroscopy in biology Week 14 Apr 20 L26 Hyperpolarization: basic principles Apr 24 L27 Hyperpolarization: mechanisms Week 15 Apr 27 L28 Hyperpolarization: biomedical applications May 1,4,8 REVIEW Week 16 May 11 FINAL exam |
Homeworks:
Homework 1: due January 22, 2015
Homework 2: due January 30, 2015
Homework 3: due February 13, 2015
Homework 4: due February 20, 2015
Homework 5: due March 6, 2015
Homework 6: due April 3, 2015
Homework 7: due April 10, 2015
Homework 8: due April 20, 2015
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Physics: a teaching statement
by Lloyd L. Lumata
I first became enamored with physics when I was in my senior high school where I encountered Paul Hewitt's Conceptual Physics. This book was special and still is because it explains physics with real life examples in a fun way. I guess the one that really got me to understand and like physics was the plethora of Hewitt Drew'it cartoons in the book--the pictorial appeal plus the fun discussion associated with it encouraged me to master the concepts and explain the physical laws with confidence. Thereafter I have learned to associate the concepts with algebraic calculations and whatnot, then the calculations scaled up to calculus and differential equations, and quantum theories in grad school. This is how I became a physicist where I now contribute, in my own little ways, new knowledge to the scientific community.
My main teaching strategy, as depicted above, is putting an emphasis on conceptual mastery first and/or side-by-side with calculations. Whether it's teaching undergraduate general physics or graduate subject courses like J.D. Jackson's Classical Electrodynamics, I believe that a firm conceptual grasp of the physical principles is of paramount importance before delving into calculations and memorize a bunch of equations. By making the concepts crystal clear to the students, I believe that the students will see the story behind the equations and surmount the complexity of mathematics. Physics is a very interesting subject and I will always try to advertize physics as a science that can be traced to all aspects of modern technology, a tool for understanding the fascinating occurrences in nature. I intend to discuss physics with clarity and enthusiasm.
Teaching, for me, is more than just the transmission of knowledge to the students. An excellent teacher encourages creative thinking and active participation of the students, creating an environment where the enthusiasm in the subject matter is mutual. Excellent teaching requires looking through the esoteric and grabbing the essential concepts and presenting the ideas in a transparent, illuminating way. In order to impart knowledge effectively, my teaching style should be adaptive to the strengths and needs of the students. Preparation and planning are key aspects to cover the essential topics for the academic period and address the more challenging topics that need further elucidation. In addition, I believe in the power of lecture demonstrations to entice the students to relate physical principles with actual examples. A great teacher encourages active participation of the students in the discussion because physics students are not meant to be mere spectators, rather the students should be the main players in class discussion.
As a scientist, I believe that part of my duty is to impart the scientific knowledge to future generations as I create new knowledge from research. Teaching a class or training undergraduate and graduate students is an excellent opportunity to fulfill this obligation. In the bigger picture, science and technology is an integral part of the high standard of living that this nation enjoys and I will be proud to be a part of the team that sustains its growth by educating and training the young minds while simultaneously contributing to scientific innovation.
At the end of the day, the greatest reward that a teacher can get is to see students getting excited about learning the next lesson or chapter.
I first became enamored with physics when I was in my senior high school where I encountered Paul Hewitt's Conceptual Physics. This book was special and still is because it explains physics with real life examples in a fun way. I guess the one that really got me to understand and like physics was the plethora of Hewitt Drew'it cartoons in the book--the pictorial appeal plus the fun discussion associated with it encouraged me to master the concepts and explain the physical laws with confidence. Thereafter I have learned to associate the concepts with algebraic calculations and whatnot, then the calculations scaled up to calculus and differential equations, and quantum theories in grad school. This is how I became a physicist where I now contribute, in my own little ways, new knowledge to the scientific community.
My main teaching strategy, as depicted above, is putting an emphasis on conceptual mastery first and/or side-by-side with calculations. Whether it's teaching undergraduate general physics or graduate subject courses like J.D. Jackson's Classical Electrodynamics, I believe that a firm conceptual grasp of the physical principles is of paramount importance before delving into calculations and memorize a bunch of equations. By making the concepts crystal clear to the students, I believe that the students will see the story behind the equations and surmount the complexity of mathematics. Physics is a very interesting subject and I will always try to advertize physics as a science that can be traced to all aspects of modern technology, a tool for understanding the fascinating occurrences in nature. I intend to discuss physics with clarity and enthusiasm.
Teaching, for me, is more than just the transmission of knowledge to the students. An excellent teacher encourages creative thinking and active participation of the students, creating an environment where the enthusiasm in the subject matter is mutual. Excellent teaching requires looking through the esoteric and grabbing the essential concepts and presenting the ideas in a transparent, illuminating way. In order to impart knowledge effectively, my teaching style should be adaptive to the strengths and needs of the students. Preparation and planning are key aspects to cover the essential topics for the academic period and address the more challenging topics that need further elucidation. In addition, I believe in the power of lecture demonstrations to entice the students to relate physical principles with actual examples. A great teacher encourages active participation of the students in the discussion because physics students are not meant to be mere spectators, rather the students should be the main players in class discussion.
As a scientist, I believe that part of my duty is to impart the scientific knowledge to future generations as I create new knowledge from research. Teaching a class or training undergraduate and graduate students is an excellent opportunity to fulfill this obligation. In the bigger picture, science and technology is an integral part of the high standard of living that this nation enjoys and I will be proud to be a part of the team that sustains its growth by educating and training the young minds while simultaneously contributing to scientific innovation.
At the end of the day, the greatest reward that a teacher can get is to see students getting excited about learning the next lesson or chapter.
FSU Teaching award (2008)
Program for Instructional Excellence (PIE) Associate, 2008
--part of organizing team for the Fall and Spring FSU teaching conferences for new TAs; conducted seminars to train new teaching assistants of the FSU Department of Physics. FSU Teaching award (2007)
Program for Instructional Excellence (PIE) Associate, 2007
--in-charge of training new teaching assistants of the Department of Physics at Florida State University. |
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Program for Instructional Excellence (FSU, 2008)
The PIE Associates: me, 4th from the left.