Caltech Catalog 2012-2013

189 BIN I NE BICHNOLO California Institute of Technology Pasadena, California 91125 Caltech Catalog 2012 - 2013 Caltech Catalog 2012-2013 2012-13 Caltech Catalog California Institute of Technology Pasadena, California 91125 (626) 395-6811 September 2012 The mission of the California Institute of Technology is to expand human knowledge and benefit society through research integrated with education. We investigate the most challenging, fundamental problems in science and technology in a singularly collegial, interdisciplinary atmosphere, while educating outstanding students to become creative members of society. While every effort has been made to ensure that this catalog is accurate and up to date, it may include typographical or other errors. The Institute reserves the right to change its policies, rules, regulations, requirements for graduation, course offerings, and any other contents of this catalog at any time. You can view the Caltech Catalog online at http://catalog.caltech.edu/. Please note that the contents of websites that link to online course entries are not part of the official catalog Cover: Lance R. Hayashida 2 CONTENTS 1. General Information 12 19 28 29 35 36 39 39 40 40 44 52 Introduction Historical Sketch Buildings and Facilities Undergraduate Research Student Life Student Health Career Development Caltech Alumni Association International Student Programs Auditing Courses Grades and Grading Notices and Agreements Institute Policies 2. Areas of Study and Research 93 97 Aerospace Applied and Computational Mathematics 99 Applied Mechanics 99 Applied Physics 101 Astrophysics 103 Behavioral and Social Neuroscience 104 Biochemistry and Molecular Biophysics 105 Bioengineering 107 Biology 108 Biotechnology 109 Chemical Engineering 110 Chemistry 113 Civil Engineering 114 Computation and Neural Systems 115 Computer Science 117 Control and Dynamical Systems 118 Electrical Engineering 123 Energy Science and Technology Contents 123 Environmental Science and Engineering 127 Geological and Planetary Sciences 129 History and Philosophy of Science 129 Humanities 130 Independent Studies Program 130 Information Science and Technology 131 Materials Science 132 Mathematics 133 Mechanical Engineering 134 Physics 137 Social Science 3. Information for Undergraduate Students 141 Admission to the Freshman Class 145 Admission to Upper Classes bu Transfer 148 Study Abroad 156 ROTC 156 Registration Regulations 159 165 Scholastic Requirements Undergraduate Expenses 170 189 198 Prizes Graduation Requirements, All Options 4. Information for Graduate Students 264 275 282 284 Graduate Policies and Procedures General Requirements for Graduate Degrees Graduate Expenses Financial Assistance 287 Prizes 293 Special Regulations of Graduate Options 5. Courses 371 General Information 372 Aerospace 380 Anthropology 381 Applied and Computational Mathematics 387 389 394 397 403 Applied Mechanics Applied Physics Art History Astrophysics Biochemistry and Molecular Biophysics 404 409 420 Bioengineering Biology Business Economics and Management 423 428 438 440 Chemical Engineering Chemistry Civil Engineering Computation and Neural Systems 445 456 Computer Science Control and Dynamical Systems 459 463 473 Economics Electrical Engineering Energy Science and Technology 474 476 485 Engineering (General) English English as a Second Language 486 Environmental Science and Engineering 491 492 495 Film Freshman Seminars Geological and Planetary Sciences 509 History 519 History and Philosophy of Science 528 532 Humanities Independent Studies Program 532 Information Science and Technology 533 Languages 537 Law 538 Materials Science 541 Mathematics 549 Mechanical Engineering 556 Music 558 Performance and Activities 560 Philosophy 564 Physical Education 569 Physics 578 Political Science 581 Psychology 582 Social Science 6. Trustees, Administration, and Faculty 591 591 595 598 Officers Board of Trustees Administrative Officers Faculty Officers and Committees 601 Staff of Instruction and Research 637 Officers and Faculty 690 Index 3 Contents 4 ACADEMIC CALENDAR 2012-13 FIRST TERM 2012 Septemation tudent orientation September 23-30 New student check-in and orientation October 1 Beginning of instruction -8 a.m. October 2 October 19 October 31-November 6 Midterm examination period November 12 Midterm deficiency notices due- 9 a.m. November 21 Last day for dropping courses, exercising pass/fail option, and changing sections November 22-23 Thanksgiving (Institute holiday) November 26-December 6 Registration for second term, 2012-13 November 30 Last day for admission to candidacy for the degrees of Master of Science and Engineer November 26 Faculty meeting 4 p.m. December 7 Last day of classes Last day to register for second term 2012-13, without a $50 late fe December 8-11 Study period December 12*-14 Final examinations, first term, 2012-13 December 14 End of first term, 2012-13 December 15-January 6 Winter recess *First due date for final examinations Academic Calendar December 19 Instructors' final grade reports due- December 24-25 Christmas (Institute holiday) December 26-28 Special release days December 31 Christmas (Institute holiday) SECOND TERM 2013 Twears Day (Institute holiday) January 7 Beginning of instruction- -8 a.m. January 8 Undermon ACademic Sea ards. January 21 Martin Luther King Day (Institute holiday) fanuary 2 Lat a trading ours. 'ebruary 6-1 Midterm examination perio February 18 Presidents' Day (Institute holiday) February 25 Faculty meeting 4 p.m. February 27 Last day for dropping courses, exercising pass/ fail option, and changin section Keristration forth 1 term, 2012-11 March 13 Last day of classes Last day to register for third term 2012-13, without a $50 late fe March 14-17 Study period March 18*-20 Final nations, second term, March 20 End of second term, 2012-13 March 21-31 Spring recess March 27 Instrators final grade reports due THIRD TERM 2013 April 1 Beginning of instruction-8 a.m. incompletes May 1-7 Midterm examination period May 13 Midterm deficiency notices due-Last day for seniors to remove conditions and incompletes May 22 Last day pr drap ong cou ase hanging sections May 23-June? Registration for first term, 2013-14, and for summer research May 27 Memorial Day (Institute holiday) May 31 Last day of classes-seniors and grad- uate students Judy period for seniors and graduate students *First due date for final examinations Fune 5*-7 Last day of classes-undergraduates Last day to register for first term, 2013-14. without a $50 late fee Tune 8-11 Study period for undergraduate June 10 Instructors' final grade reports due for se aiors and graduate students- June 12 Undergraduate Academic Standards and Honors Committee-9 a.m. urriculum Committee—10 a.I aculty meeting—2 p.i Zune 12*-14 Final examinations for undergraduates third term, 2013-14 Commencement—10 a.m. End of third term. 2012-13 June 19 Instrucer ala grade reports due for June 26 Undergrono codemic Star ras July 4-5 Independence Day (Institute holiday) September 2 Labor Day (Institute holiday) FIRST TERM 2013-14 September 18-20 International student orientation September 22-29 New-student check-in and orientation September 30 Beginning of instruction-8 a.m. October 1 Underraonor Commit Stand ards 5 Academic Calendar CALFORNIAGNSTTUTE OF TEO NOLOGY DEL MAR BLVD. FIE BROAD 97" ③我9w。 Campus Directory Map EMERGENCY TELEPHONE SECURITY STATION FIRST AID STATION SHELTER SITE EMERGENCY OPERATIONS CENTER 1I MORARE )) 9- Updated April 2011 Campus Map Campus Building Directory Buildings by Name 20 E San Pasqual (Caltech 50 E San Pasqual (Caltech Y Ann 293 S Chester (Child Care Center) 295 S Hill 305 S Hill (Music House) 315 S Hill (SFCC) 315 S Wilson (CAPSI-Educt'l Outreach) 320 S Michigan (Campus Programs Annex) 330 S Chester (Campus Programs Office) 330 S Michigan Ave (Audio Visual Annex) 332 S Michigan (Campus Ticket Office) 345 S Hill (Alumni House) 345 S Michigan (Tolman-Bacher House) 355 S Holliston (Steele House) 363 S Hill (Einstein Papers House) 375 S Wilson (Prufrock House) 505 S Wilson (Tyson House) 515 S Wilson (Credit Union/Prkg/Sec) 525 S Wilson (U.S. Geological Survey) 535 S Wilson (Fitzhugh House) 551 S Wilson (Investment Office) 565 S Wilson (Audit Svcs & Inst Comp) Alles Laboratory Annenberg Ctr for Info Sci and Tech (IST) Arms Laboratory Athenaeum Avery House Baxter Hall Beckman Auditorium Beckman Behavioral Biology Beckman Institute Blacker House Braun Athletic Center Braun House Braun Laboratories Bridge Annex Bridge Laboratory - East Bridge Laboratory - West Broad Café Broad Center for the Biological Sciences Brown Gymnasium Cahill Ctr for Astrosci and Astrophys Catalina Graduate Housing Central Engineering Services (CES) Central Plant Chandler Dining Hall (Chandler Café) Chem Storage (Solvent Storage) Church Laboratory Crellin Laboratory Dabney Hall Dabney House Bldg No Map Grid Buildings by Name Bldg No Map Grid 56 62 Zt86L9T 70 71 122 13 68 13A 92 97 127 94 63 39 65 42 64 28 16 25 E4 E4 D1 E1 QM这好2c2n2azrz：288 D3 A3 A4 A4 A4 A4 A4 A4 B4 D3 B4 E4 91 76 74 60 B3-C3 B3 E4 B5 E3 75 34 33E 33W 96C 96 B4 B4 B3 B3 B5 17 B5 100-120 A2-A3 85的0E62m35“s8 阳88 D3B5D4B4B4B40404 Downs Laboratory Facilities/Facilities Management Financial Services Firestone Laboratory Fleming House Gates Annex Guggenheim Laboratory Human Resources/Facilities Information Mgmt Sys & Scs (IMSS) Jorgensen Laboratory Karman Laboratory Keck Laboratories Kellogg Radiation Laboratory 15505726458410804678 Kerckhoff Annex Kerckhoff Laboratories Lauritsen Laboratory LIGO Linde+Robinson Laboratory Lloyd House Marks House Mead Laboratory Millikan Library Moore Laboratory 47 83 38 27A 27 48 69 24 54 89 73 32 93 Morrisroe Astroscience Laboratory (IPAC) 22 Mudd Laboratories - North Mudd Laboratories - South 21 Noyes Laboratory 72 Page House 53 Parking Structure 1 (South Wilson) 124 Parking Structure 2 (Wilson Avenue) 123 Parking Structure 3 (California Avenue) 126 Parking Structure 4 (Holliston Avenue) Parsons-Gates Hall of Administration 66 31 Powell-Booth Laboratory Recycling Center 79 125 Ricketts House 59 Ruddock House 55 Satellite Utility Plant 66B Schlinger Lab for Chem and Chem Engr Sherman Fairchild Library 20 43 36 41 stude Lates center Student Services, Center for Synchrotron Laboratory Thomas Laboratory Transportation & Grounds Operations 57B 86 49 44 82 Undergraduate Admissions/Financial Aid 90 Watson Laboratories Winnett Center 51 Young Health and Counseling Center C4 8刀80功80刀姐加加180 B4 B4 D4 D3 B4 D4-E4 E3 B4 C3 B5 B4 B4 B3 D4 A3 A3 B5 E3 B4 D3 B2 E4 E4 E3 B3 カカカカ B5 D3 D4 E3 D4 C4 D3 E3 C3-D3 D4 C5 Campus Directory Section One 8 General Information General Information INTRODUCTION People who follow the news in science and engineering are often astonished the first time they see Caltech. Unadorned signs mark the borders of a campus that is just half a mile across. Inside, gar-dens, fountains, and cate patios till sunny spaces between historic buildings. The small, park-like campus comes as a surprise, given Caltech's record of world-changing discoveries and inventions and the luminaries educated here. Behind the gracious old façades-and several striking contemporary ones—are some of the world's most advanced laboratories. In addition, faculty and students develop and use facilities around the world and in space. They founded NASA's Jet Propulsion Laboratory (PL), which is administered by Caltech and is an inte gral partner in research. JPL enables the nation to explore space for the benefit of humankind by developing robotic space missions. Caltech also manages major collaborations such as a new Department of Energy research hub to work toward artificial photosynthesis and an observatory called LIGO that involves some 500 scientists worldwide in the effort to directly detect ripples in spacetime. Faculty and students design instruments and experiments on the world's particle accelerators, seismic networks, pollution-research aircraft, deep-ocean submersibles, and ground- and space-based observatories studying Earth, the planets, and the cosmos. Caltech students and faculty pioneered the fields of molecular biology, geochemistry, aerospace, earthquake engineering, and astrophysics, to name just a few. They developed the principles of jet flight, key tenets of seismology (including the Richter scale), methodologies for integrated circuit design, empirical and laboratory approaches for economics and political science, and technology to view and study chemical reactions at the atomic level as they occur. They discovered fundamental building blocks of matter, the nature of chemical bonds, the specializations of the left and right brain hemispheres, the role played by chromosomes in heredity, the age of Earth, the origin of elements by reactions in stars, and the geometry of the universe. The effect of Caltech's dedication to fundamental research combined with enabling technologies is evident in the more than 2,000 U.S. patents Caltech has obtained since 1980, outstripping other universities on a per capita basis. Forty to fifty Caltech inventions are commercially licensed each year. Since 1995, faculty and students have created more than 120 start-up companies. And these numbers-and the contributions to science and society mentioned above-do not touch on the accomplishments of alumni who have left Caltech for diverse careers around the world. Catech's history of achievement stems from the caliber of people who choose to come here and from their ready access to other superb scholars and to cutting-edge facilities. When undergradu- Introduction 10 ates arrive, they have the opportunity-sometimes for the first time in their lives— to discuss with passion exciting, challenging problems in science, math, and engineering with people who can respond in kind. Many work side by side with faculty in the labs before their first year is out. Together, faculty and students stretch themselves intellectually, moving ahead fast and sometimes leaving whole new fields in their wakes. The following pages offer an overview of Caltech's aims and programs and a brief history of how it evolved into one of the world's major research institutions. They list Nobel Prizes that faculty and alumni have received, introduce the campus and its facili-ties, and discuss educational opportunities and student life. Mission, Educational Objectives, and Structure The mission of the California Institute of Technology (Caltech) is to expand human knowledge and benefit society through research integrated with education. We investigate the most challenging, fundamental problems in science and technology in a singularly collegial, interdisciplinary atmosphere, while educating outstanding students to become creative members of society. Caltech provides an outstanding education that prepares students to become world leaders in science, engineering, academia, business, and public service. The Institute aims for these educational outcomes: • Graduates can analyze, synthesize, and communicate ideas. • Graduates demonstrate integrity, personal and professional responsibility, and respect for others. • Bachelor of Science graduates can identify, analyze, and solve challenging problems within and across science and engineering disciplines. • Bachelor of Science graduates can apply their analytic skills to other areas of knowledge and understand issues important in our society. • Master of Science graduates can apply advanced knowledge in a specialized area in preparation for their professional careers. • Doctor of Philosophy graduates can independently identify, analyze, and solve fundamental research problems with breadth and depth. Caltech is an independent, privately supported university. It has six academic divisions: Biology; Chemistry and Chemical Engineering, Engineering and Applied Science; Geological and Planetary Sciences; the Humanities and Social Sciences; and Physics, Mathematics and Astronomy. Undergraduate Program Undergraduates earn Bachelor of Science (B.S.) degrees, with options (majors) available in applied and computational mathemat- General Information ics; applied physics; astrophysics; bioengineering; biology; business economics and management; chemical engineering; chemistry; computer science; economics; electrical engineering; engineering and applied science; English; geobiology; geochemistry; geology; geophysics; history; history and philosophy of science; independent studies; mathematics; mechanical engineering; philosophy; physics; planetary science; and political science. A Caltech education includes not just the depth of an option, but also breadth in the basic sciences, humanities, and social science. Required courses in biology, chemistry, humanities, mathematics, physics, and the social sciences expose students to diverse intellectual pursuits and help prepare students for the interdisciplinary nature of contemporary research in science and technology. Caltech has offered more than 275 humanities and social science courses, and most students take more than the number required. Students also take three or more terms of physical education, and 80 percent participate in an organized intramural/recreational competition each year-one of the highest participation rates in the country. Thirty percent participate in intercollegiate athletics. Most students select an option near the end of their first year, begin to specialize during their second year, and concentrate on their chosen fields in the third and fourth years. Some students participate in overseas programs at other major research universities in their junior or senior years. Throughout their education, students have opportunities to do hands-on research, and they often design their own faculty-mentored summer research projects (see SURF details on page 28). Premedical students may gain clinical experience via joint programs with four renowned hospitals. Caltech offers students many academic options and opportunities for personal growth, and also offers unequaled training in rigorous thinking, scientific methodology, and creative problem solv-ing. That training, the company of like minds, and Caltech's collaborative ethic prepare students to take leadership roles in research, academia, and industry, and to find lifelong satisfaction in their work and friendships. To learn more, see www.admissions.caltech.edu. Graduate Program Caltech offers graduate students rigorous research training and a strong, flexible curriculum of course work. Graduate students make up more than half of the student body. Graduate options include aerospace; applied and computational mathematics; applied mechanics; applied physics; astrophysics; behavioral and social neuroscience; biochemistry and molecular biophysics; bioengineering; biology; chemical engineering; chem-istry; civil engineering; computation and neural systems; computer science; control and dynamical systems; electrical engineering; environmental science and engineering; geobiology; geochemistry; 11 Introduction 12 geology; geophysics; planetary science; materials science; mathe-matics; mechanical engineering; physics; and social science. Jointly engaged with faculty to complete innovative research at the forefront of each of these fields, graduate students sustain Caltech's atmosphere of intellectual curiosity and creative activity. Caltech offers courses leading to the degree of Master of Science (M.S.), which normally involves one year of graduate work; the degree of Engineer in certain fields, with a minimum of two years; and the degree of Doctor of Philosophy (Ph.D.). To learn more, see www.gradoffice.caltech.edu. Postdoctoral and Senior Postdoctoral Scholars* More than 500 early-career scientists and engineers conduct research at Caltech as postdoctoral scholars. In addition, the Jet Propulsion Laboratory (administered by Caltech) hosts postdoctoral scholars whose studies cover many aspects of earth, planetary, astro-physical, and technology research. All scholars work under the supervision of professorial faculty members or JPL researchers. * Information for newly appointed postdoctoral scholars is available through Human Resources (www.hr.caltech.edu/postdoc) and the Caltech Postdoctoral Association (www.cpa.caltech.edu). Upon arrival, scholars should call a postdoctoral-scholar specialist in HR (626-395-6586) to make appointments to activate their positions. In virtually all circumstances, postdoctoral scholars must have earned a doctorate from a duly accredited institution. HISTORICAL SKETCH The California Institute of Technology developed from a local manual arts school established in Pasadena in 1891 by the Honorable Amos G. Throop. Initially founded as Throop University, it was later renamed Throop Polytechnic Institute. Known as the California Institute of Technology since 1920, it has long enjoyed the support of the citizens of Pasadena. As early as 1908, the Board of Trustees had as members Dr. Norman Bridge, Arthur H. Fleming, Henry M. Robinson, J. A. Culbertson, C. W. Gates, and Dr. George Ellery Hale. These men dedicated their time, their minds, and their fortunes to transform a modest vocational school into a university capable of attracting to its faculty some of the world's most eminent scholars and scientists. George Ellery Hale, astronomer and first director of the Mount Wilson Observatory, foresaw the development in Pasadena of a distinguished institution of engineering and scientific research. Hale knew that modern, well-equipped laboratories were essential to such an institution's development, but he stressed to his fellow trustees that the focus was on men, not machines. "We must not forget," he wrote in 1907, "that the greatest engineer is not the General Information man who is trained merely to understand machines and apply formulas, but is the man who, while knowing these things, has not failed to develop his breadth of view and the highest qualities of his imagination. No creative work, whether in engineering or in art, in literature or in science, has been the work of a man devoid of the imaginative faculty." The realization of these aims meant specializing, so the trustees decided in 1907 to discontinue the elementary school, the business school, the teacher-training program, and the high school, leaving only a college of science and technology that conferred Bachelor of Science degrees in electrical, mechanical, and civil engineering. In 1910 Throop Polytechnic Institute moved from its crowded quarters in the center of Pasadena to a new campus of 22 acres on the southeastern edge of town, the gift of Arthur H. Fleming and his daughter Marjorie. The president, Dr. James A. B. Scherer, and his faculty of 16 members opened the doors to 31 students that September. When, on March 21, 1911, Theodore Roosevelt delivered an address at Throop Institute, he declared, "I want to see institutions like Throop turn out perhaps ninety-nine of every hundred students as men who are to do given pieces of industrial work better than any one else can do them; I want to see those men do the kind of work that is now being done on the Panama Canal and on the great irrigation projects in the interior of this country—and the one-hundredth man I want to see with the kind of cultural scientific training that will make him and his fellows the matrix out of which you can occasionally develop a man like your great astronomer, George Ellery Hale." It would have surprised Roosevelt to know that within a decade the little Institute, known from 1913 as Throop College of Technology, would have again set its sights higher, leaving to others the training of more efficient technicians and concentrating its own efforts on Roosevelt's "hundredth man." On November 29, 1921, the trustees declared it to be the express policy of the Institute to pursue scientific research of the greatest importance and at the same time "to continue to conduct thorough courses in engineering and pure science, basing the work of these courses on exceptionally strong instruction in the fundamental sciences of mathematics, physics, and chemistry; broadening and enriching the curriculum by a liberal amount of instruction in such subjects as English, history, and economics; and vitalizing all the work of the Institute by the infusion in generous measure of the spirit of research." Three men were responsible for the change in the Institute. George Ellery Hale still held to his dream. Arthur Amos Noyes, professor of physical chemistry and former acting president of the Massachusetts Institute of Technology, served part of each year from 1913 to 1919 as professor of general chemistry and as research associate; then, in 1919, he resigned from MIT to devote himself full-time to Throop as director of chemical research. In a similar way Robert Andrews Millikan began, in 1916-17, to spend 13 Historical Sketch 14 a few months a year at Throop as director of physical research. Shortly after the school was renamed in 1920, Scherer resigned as president. In 1921, when Dr. Norman Bridge agreed to provide a research laboratory in physics, Millikan resigned from the University of Chicago and became administrative head of the Institute as well as director of the Norman Bridge Laboratory. The great period of the Institute's life began, then, under the guidance of three men of vision-Hale, Noyes, and Millikan. They were distinguished research scientists who soon attracted graduate students. In 1920 the enrollment was nine graduate students and 359 undergraduates with a faculty of 60; a decade later there were 138 graduate students, 510 undergraduates, and a faculty of 180. At the present time there are over 900 undergraduates, 1,200 graduate stu-dents, and some 300 professorial faculty and 700 postdoctoral fellows. The Institute also attracted financial support from individuals, corporations, and foundations. In January 1920 the endowment had reached half a million dollars. In February of that year, it was announced that $200,000 had been secured for research in chemistry and a like amount for research in physics. Other gifts followed from trustees and friends who could now feel pride in the Institute as well as hope for its future. The Southern California Edison Company provided a high-voltage laboratory with the million-volt Sorensen transformer. Philanthropic foundations bearing the names of Carnegie, Rockefeller, and Guggenheim came forth with needed help when new departments or projects were organized. In 1923 Millikan received the Nobel Prize in Physics. He had attracted to the Institute such men as Charles Galton Darwin, Paul Epstein, and Richard C. Tolman. The first Ph.D. was awarded in 1920. In 1924, the degree was awarded to nine candidates. It was inevitable that the Institute would expand upon its fields; it could not continue to be merely a research and instructional center in physics, chemistry, and engineering. But the trustees pursued a cautious and conservative policy, not undertaking to add new departments except when the work done in them would be at the same high level as that in physics and chemistry. In 1925 a gift of $25,000 from the Carnegie Corporation of New York made possible the opening of a department of instruction and research in geology. A seismological laboratory was constructed, and Professors John P. Buwalda and Chester Stock came from the University of California to lead the work in the new division. That same year, William Bennett Munro, chairman of the division of history, government, and economics at Harvard, joined the Institute faculty. Offerings in economics, history, and literature were added to the core of undergraduate instruction. In 1928 Caltech began its program of research and instruction in biology. Thomas Hunt Morgan became the first chairman of the new Division of Biology and a member of Caltech's Executive Council. Under Morgan's direction, the work in biology developed rapidly, especially in genetics and biochemistry. Morgan received the Nobel Prize in 1933. General Information The Guggenheim Graduate School of Aeronautics was founded at Caltech in the summer of 1926, and a laboratory was built in 1929, but courses in theoretical aerodynamics had been given at the Institute for many years by professors Harry Bateman and Paul Epstein. As early as 1917, the Throop Institute had constructed a wind tunnel in which, the catalog boasted, constant velocities of 4 to 40 miles an hour could be maintained, "the controls being very sensitive." The new program, under the leadership of Theodore von Kármán, included graduate study and research at the level of the other scientific work at the Institute, and what is now known as GALCIT (Graduate Aerospace Laboratories at the California Institute of Technology) was soon a world-famous research center in aeronautics. In 1928, George Ellery Hale and his associates at the Mount Wilson Observatory developed a proposal for a 200-inch telescope and attracted the interest of the General Education Board of the Rockefeller Foundation in providing $ó million for its construction. The board proposed that the gift be made, and Caltech agreed to be responsible for the construction and operation. The huge instrument was erected on Palomar Mountain and began operation in 1948. Teaching and research in astronomy and astrophysics thus became a part of the Caltech program. From the summer of 1940 until 1945, Caltech devoted an increasingly large part of its personnel and facilities to furthering the national defense and war effort. Caltech's work during this period fell mainly into two categories: special instructional programs and weapons research. The research and development work was carried out, for the most part, under nonprofit contracts with the Office of Scientific Research and Development. Rockets, jet propulsion, and antisubmarine warfare were the chief fields of endeavor. The Jet Propulsion Laboratory in the upper Arroyo Seco continues, under Institute management, to conduct a large-scale program of research for the National Aeronautics and Space Administration and other agencies in the science and technology of robotic space exploration. In the 1950s, in response to the growing technological component and complexity of societal problems, the Institute began to expand the fields in which it had substantial expertise. In the late 1960s and early 1970s, the Institute added to its faculty several economists and political scientists who initiated theoretical and applied studies of interdisciplinary issues. A graduate program in social sciences was added in 1972. Caltech students could now engage their talents in the development of the basic scientific aspects of economics and political science, and begin to use the principles from these sciences together with those from the physical sciences to formulate and address public policies. In 1945 Robert A. Millikan retired as chairman of the Executive Council, but he served as vice chairman of the Board of Trustees until his death in 1953. Dr. Lee A. DuBridge became president of Caltech on September 1, 1946. Formerly chairman of the physics department and dean of the faculty at the University of Rochester, Historical Sketch 15 16 he came to the Institute after working for five years as wartime director of the MIT Radiation Laboratory-and remained for 22 years. DuBridge was also committed to the concept of a small, select institution offering excellence in education. Facts and figures are only part of the story, but the statistical record of change during the DuBridge administration indicates how he held to that con-cept. The 30-acre campus of 1946 grew to 80 acres; the $17 million endowment grew to more than $100 million; the faculty of 260 became 550; the number of campus buildings increased from 20 to 64; and the budget went from something less than $8 million to $30 million. But enrollment remained relatively constant. In 1946 the total number of students, graduate and undergraduate, was 1,391. In 1968, the year DuBridge left, it was 1,492. Dr. Harold Brown came to Caltech as president in 1969. A physicist who had received his Ph.D. from Columbia in 1949, he had succeeded Dr. Edward Teller as director of the University of California's Lawrence Radiation Laboratory in Livermore in 1960. President Lyndon Johnson named Brown Secretary of the Air Force in 1965, and he came to the Institute from that office. Six new campus buildings were dedicated under Brown's administra-tion, and a major development campaign for $130 million was under way when he resigned in 1977 to become Secretary of Defense under President Carter. Dr. Marvin L. Goldberger was appointed president in 1978. He had received his B.S. at the Carnegie Institute of Technology (now Carnegie Mellon University) and his Ph.D. at the University of Chicago. He came to Caltech from Princeton University, where he was the Joseph Henry Professor of Physics. Among the major accomplishments of the Goldberger administration were the addition of three new laboratories, the acquisition of a $70 million grant for construction of the W. M. Keck Observatory to house the world's most powerful optical telescope, and a $50 million pledge for the establishment of the Beckman Institute. Goldberger resigned in 1987 to become director of the Institute for Advanced Study in Princeton, New Jersey. In the fall of 1987, Dr. Thomas E. Everhart became president, coming to Caltech from his position as chancellor at the University of Illinois at Urbana-Champaign. Everhart graduated magna cum laude with an A.B. in physics from Harvard, received his M.Sc. in applied physics from UCLA, and earned a Ph.D. in engineering from Cambridge University. He had gained international recognition for his work in the development of electron microscopy, and he had also done research on electron beams as applied to the analysis and fabrication of semiconductors. Everhart retired as president in October 1997, but he retains a faculty position as emeritus professor of electrical engineering and applied physics. During his tenure in office, he oversaw construction of the Keck Observatory in Hawaii, the Moore Laboratory of Engineering, Avery House, the Braun Athletic Center, the Sherman Fairchild General Information Library, and the Beckman Institute, and he directed the successful completion of a $350 million campaign for Caltech. In October 1997, Dr. David Baltimore assumed the presidency of the Institute. One of the world's leading biologists, he received the 1975 Nobel Prize for his work in virology. Previously the Ivan R. Cottrell Professor of Molecular Biology and Immunology at MIT and founding director of its Whitehead Institute for Biomedical Research, Baltimore had also served as president of Rockefeller University, where he earned his doctorate in 1964. He played a pivotal role in creating a consensus on national science policy regarding recombinant DNA research, served as chairman of the National Institutes of Health (NIH) AIDS Vaccine Research Committee, and in 1999 was awarded the National Medal of Science by President Clinton. In late 2006, Baltimore stepped down from the Caltech presi-dency, returning to his research as the Institute's Millikan Professor of Biology. During his administration, he successfully completed a $100 million campaign to support biological research, resulting in the construction of the Broad Center for the Biological Sciences. He also launched a $1.4 billion comprehensive campaign. By the time he returned to his lab, the campaign was near completion: three new laboratories had been funded, and the Thirty-Meter Telescope had passed its conceptual design review phase. Dr. Jean-Lou Chameau became Caltech's eighth president on September 1, 2006. The former provost and vice president for academic affairs at the Georgia Institute of Technology, he was also a Georgia Research Alliance Eminent Scholar and the Hightower Professor, and he earlier served as dean of the Georgia Tech College of Engineering, the largest in the country. Chameau had focused on making Georgia Tech a worldwide model for interdisciplinary education and research, innovation, and entrepreneurship, and for the promotion of these activities as a catalyst for economic development. He received his undergraduate education in France and his Ph.D. in civil engineering from Stanford University. His particular interests include sustainable technology, environmental geotechnology, soil dynamics, earthquake engineering, and liquefaction of soils. Since coming to the Institute, Chameau has overseen the conclusion of the largest fund-raising campaign in Caltech's history and the construction of the Cahill Center for Astronomy and Astrophysics, the Annenberg Center for Information Science and Technology, and the Schlinger Laboratory for Chemistry and Chemical Engineering. Known for his commitment to developing multidisciplinary talent in faculty and students, Chameau has placed strong emphasis on improving the educational experience at Caltech, on increasing diversity, and on fostering research, entre-preneurial, and international opportunities for faculty and students. As Caltech has developed in effectiveness and prestige, it has attracted a steady flow of gifts for buildings, endowment, and current operations, in particular during the last campaign. In 17 Historical Sketch 18 addition, substantial grants and contracts from the federal government and private sources support many research activities. Caltech has more than 22,000 living alumni all over the world, many of them eminent in their fields of engineering, science, law, medicine, academe, and entrepreneurship. Caltech Nobel Laureates Robert A. Millikan Thomas Hunt Morgan Carl D. Anderson, B.S. '27, Ph.D. '30 Edwin M. McMillan, B.S. '28, M.S. '29 Linus Pauling, Ph.D. '25 William Shockley, B.S. '32 George W. Beadle Donald A. Glaser, Ph.D. '50 Rudolf Mössbauer Charles H. Townes, Ph.D. '39 Richard Feynman Murray Gell-Mann Max Delbrück * David Baltimore Renato Dulbecco Leo James Rainwater, B.S. '39 Howard M. Temin, Ph.D. '60 William N. Lipscomb, Ph.D. '46 Robert W. Wilson, Ph.D. '62 Roger W. Sperry Kenneth G. Wilson, Ph.D. '61 William A. Fowler, Ph.D. '36 * Rudolph A. Marcus Edward B. Lewis, Ph.D. '42 Douglas D. Osheroff, B.S. '67 Robert C. Merton, M.S. '67 * Ahmed H. Zewail Leland H. Hartwell, B.S. '61 Vernon L. Smith, B.S. '49 * Hugh David Politzer * Robert H. Grubbs * In residence General Information Physics Physiology or Medicine Physics Chemistry Chemistry Peace Prize Physics Physiology or Medicine Physics Physics Physics Physics Physics Physiology or Medicine Physiology or Medicine Physiology or Medicine Physics Physiology or Medicine Chemistry Physics Physiology or Medicine Physics Physics Chemistry Physiology or Medicine Physics Economics Physiology or Medicine Economics Chemistry 1923 1933 1936 1951 1954 1962 1956 1958 1960 1961 1964 1965 1969 1969 1975 1975 1975 1975 1976 1978 1981 1982 1983 1992 1995 1996 1997 1999 2001 2002 2004 2005 BUILDINGS AND FACILITIES On-Campus Buildings Gates and Crellin Laboratories of Chemistry: first unit, 1917; second unit, 1927; third unit, 1937. The first two units were the gifts of Messrs. C. W. Gates and P. G. Gates of Pasadena; the third unit was the gift of Mr. and Mrs. E. W. Crellin of Pasadena. Gates (first unit), which was retired after suffering extensive damage in the 1971 earthquake, was rebuilt in 1983 as the Parsons-Gates Hall of Administration. The Arnold and Mabel Beckman Laboratory of Chemical Synthesis, 1986, occupying portions of Crellin Laboratory (as well as portions of Church Laboratory for Chemical Biology), was built with funds provided by the Arnold and Mabel Beckman Foundation. Norman Bridge Laboratory of Physics: first unit, 1922; second unit, 1924; third unit, 1925. The gift of Dr. Norman Bridge of Los Angeles, president of the Board of Trustees, 1896-1917. High Voltage Research Laboratory, 1923. Built with funds provided by the Southern California Edison Company. Retired in 1959 with basic research completed and rebuilt in 1960 as the Alfred P. Sloan Laboratory of Mathematics and Physics. Dabney Hall, 1928. The gift of Mr. and Mrs. Joseph B. Dabney of Los Angeles. A major renovation completed in 2004 was made possible by gifts from alumnus Capt. Tyler Matthew; alumnus Roger Davisson and his wife, Marjorie; alumnus William F. Horton and his wife, Glenna Berry-Horton; a distribution from the estate of alumnus George F. Smith; and a collective gift by the Caltech Associates. William G. Kerckhoff Laboratories of the Biological Sciences: first unit, 1928; second unit, 1939; annex, 1948. The gift of Mr. and Mrs. William G. Kerckhoff of Los Angeles. He was a trustee in 1928. Guggenheim Aeronautical Laboratory, 1929. Built with funds provided by the Daniel Guggenheim Fund for the Promotion of Aeronautics. A major renovation completed in 2008 was made possible by many private supporters, including Distinguished Alumnus Joe Charyk and his wife, Edwina; Distinguished Alumnus Allen Puckett and his wife, Marilyn; and alumnus Gordon Cann, through his estate. Athenaeum, 1930. A clubhouse for the teaching, research, and administrative staffs of the Institute and the Huntington Library, Art Collections, and Botanical Gardens, for the Associates of the 19 Buildings and Facilities 20 California Institute of Technology, and for others who have demonstrated their interest in advancing the objectives of the Institute. The gift of Mr. and Mrs. Allan C. Balch of Los Angeles. He was president of the Board of Trustees, 1933-43. Undergraduate Houses, 1931. With the support of many individ-uals, including alumni Alexander Lidow, Richard Beatty, and Ray Sidney, these houses were restored. They reopened in 2007. Blacker House. The gift of Mr. and Mrs. R. R. Blacker of Pasadena. Dabney House. The gift of Mr. and Mrs. Joseph B. Dabney of Los Angeles. Fleming House. Built with funds provided by some 20 donors and named in honor of Mr. Arthur H. Fleming of Pasadena, president of the Board of Trustees, 1917-33. Ricketts House. The gift of Dr. and Mrs. Louis D. Ricketts of Pasadena. W. K. Kellogg Radiation Laboratory, 1932. The gift of Mr. W. K. Kellogg of Battle Creek, Michigan. Linde + Robinson Laboratory for Global Environmental Science, 1932 and 2011. The former Henry M. Robinson Laboratory of Astrophysics (1932) was built with funds provided by the International Education Board and the General Education Board, and named in honor of Mr. Henry M. Robinson of Pasadena, member of the Board of Trustees, 1907-37, and of the Executive Council of the Institute. An extensive renovation transformed the building into the Linde + Robinson Laboratory for Global Environmental Science (2011), renamed in honor of a contribution by Vice Chair of the Board of Trustees and alumnus Ronald K. Linde and his wife, Maxine. Charles Arms Laboratory of the Geological Sciences, 1938. The gift of Mr. and Mrs. Henry M. Robinson of Pasadena, in memory of Mrs. Robinson's father, Mr. Charles Arms. Seeley W. Mudd Laboratory of the Geological Sciences, 1938. The gift of Mrs. Seeley W. Mudd of Los Angeles, in memory of her husband. Franklin Thomas Laboratory of Engineering: first unit, 1945; second unit, 1950. Funds for the first unit were allocated from the Eudora Hull Spalding Trust with the approval of Mr. Keith Spalding, trustee. Named in honor of Dean Franklin Thomas, professor of civil engineering and first chair of the Division of Engineering, 1924-45. Alumni Swimming Pool, 1954. Provided by the Alumni Fund through contributions from the alumni of the Institute. General Information Scott Brown Gymnasium, 1954. Built with funds provided by the trust established by Mr. Scott Brown of Pasadena and Chicago, who was a member and director of the Caltech Associates. Norman W. Church Laboratory for Chemical Biology, 1955. Built with funds provided through a gift and bequest by Mr. Norman W. Church of Los Angeles, who was a member of the Caltech Associates. Eudora Hull Spalding Laboratory of Engineering, 1957. Built with funds allocated from the Eudora Hull Spalding Trust. Archibald Young Health Center, 1957. The gift of Mrs. Archibald Young of Pasadena, in memory of her husband, who was a life member and officer of the Caltech Associates, 1926-56. Physical Plant Building and Shops, 1959. Built with funds provided by many donors. Gordon A. Alles Laboratory for Molecular Biology, 1960. Built with the gift of Dr. Gordon A. Alles of Pasadena, an Institute research associate in biology, an alumnus, and a member of the Caltech Associates, 1947-63; and with funds provided by the National Institutes of Health, Health Research Facilities Branch. Undergraduate Houses, 1960. Built with funds provided by the Lloyd Foundation and other donors. Lloyd House. Named in memory of Mr. Ralph B. Lloyd and his wife, Mrs. Lulu Hull Lloyd, of Beverly Hills. He was a member of the Board of Trustees, 1939-52. Page House. Named in honor of Mr. James R. Page of Los Angeles, a member of the Board of Trustees, 1931-62, and chairman, 1943-54. Ruddock House. Named in honor of Mr. Albert B. Ruddock of Santa Barbara, a member of the Board of Trustees, 1938-71, and chairman, 1954-61. Harry Chandler Dining Hall, 1960. The gift of the Chandler family, the Pfaffinger Foundation, and the Times Mirror Company of Los Angeles. W. M. Keck Engineering Laboratories, 1960. The gift of the W. M. Keck Foundation and the Superior Oil Company of Los Angeles. Alfred P. Sloan Laboratory of Mathematics and Physics, 1960. Formerly the High Voltage Research Laboratory, 1923. Rebuilt it 960 with funds provided by the Alfred P. Sloan Foundatior 21 Buildings and Facilities 22 Graduate Houses, 1961: Braun House. Built with funds provided by the trustees of the Carl F Braun Trust Estate, in his memory. Marks House. The gift of Dr. David X. Marks of Los Angeles. Kármán Laboratory of Fluid Mechanics and Jet Propulsion, 1961. The gift of the Aerojet-General Corporation, named in honor of Dr. Theodore von Kármán, professor of aeronautics at the Institute, 1929-49. Firestone Flight Sciences Laboratory, 1962. The gift of the Firestone Tire and Rubber Company. Winnett Student Center, 1962. The gift of Mr. P. G. Winnett of Los Angeles, a member of the Board of Trustees, 1939-68. Winnett houses the Caltech Store, the Red Door Café, and Caltech Wired. Beckman Auditorium, 1964. The gift of Dr. Arnold O. and Mabel Beckman of Corona del Mar. The late Dr. Beckman, an alumnus, was an Institute faculty member from 1928 to 1939. He joined the Board of Trustees in 1953, was chairman, 1964-74, and was chairman emeritus until his death in 2004. Harry G. Steele Laboratory of Electrical Sciences, 1965. Built with funds provided by the Harry G. Steele Foundation and the National Science Foundation. Central Engineering Services Building, 1966. Robert A. Millikan Memorial Library, 1967. Built with a gift from Dr. Seeley G. Mudd and named in honor of Dr. Robert Andrews Millikan, director of the Bridge Laboratory of Physics and chair of the Executive Council of the Institute, 1921-45. Arthur Amos Noyes Laboratory of Chemical Physics, 1967. Built with funds provided by the National Science Foundation and Mr. Chester F. Carlson, an alumnus, and named in honor of Dr. Arthur Amos Noyes, director of the Gates and Crellin Laboratories of Chemistry and chair of the Division of Chemistry and Chemical Engineering, 1919-36. Central Plant, 1967. George W. Downs Laboratory of Physics and Charles C. Lauritsen Laboratory of High Energy Physics, 1969. The Downs wing was built with funds provided by Mr. George W. Downs and the National Science Foundation. The Lauritsen wing was built with Atomic Energy Commission funds and named in honor of Dr. Charles C. Lauritsen, a member of the Institute faculty, 1930-68. General Information Keith Spalding Building of Business Services, 1969. Named in honor of Mr. Keith Spalding, Caltech trustee, 1942-61. Donald E. Baxter, M.D., Hall of the Humanities and Social Sciences, 1971. Built with funds provided by Mrs. Delia B. Baxter of Atherton and named in honor of her late husband, Donald E. Baxter, M.D. Additional funds were given by the U.S. Department of Health, Education and Welfare. Dr. and Mrs. Simon Ramo provided funds for the completion of Ramo Auditorium within the hall. Dr. Ramo is a life member of the Board of Trustees. The Earle M. Jorgensen Laboratory of Information Science, 1971. Built with the gift of Mr. and Mrs. Earle M. Jorgensen, with additional funds provided by the Booth-Ferris Foundation and other private donors. Mr. Jorgensen was a member of the Board of Trustees, 1957-99. The Mabel and Arnold Beckman Laboratories of Behavioral Biology, 1974. The gift of Dr. Arnold O. and Mabel Beckman of Corona del Mar. The late Dr. Beckman was chairman emeritus of the Board of Trustees. Seeley G. Mudd Building of Geophysics and Planetary Science, 1974. Built with funds provided by Dr. Seeley G. Mudd, Mrs. Roland Lindhurst, Mr. and Mrs. Ross McCollum, Mr. and Mrs. Henry Salvatori, and the U.S. Department of Health, Education and Welfare. Clifford S. and Ruth A. Mead Memorial Undergraduate Chemistry Laboratory, 1981. Built with funds allocated from the Clifford S. and Ruth A. Mead Memorial Building Fund. Thomas J. Watson, Sr., Laboratories of Applied Physics, 1982. Built with funds provided by the Watson family and other private donors. Thomas J. Watson, Jr., was a member of the Board of Trustees, 1961-92. Braun Laboratories in Memory of Carl F and Winifred H Braun, 1982. Built with funds provided by the Braun family, other private donors, and the National Cancer Institute. Various members of the Braun family have served on Caltech's Board of Trustees. Parsons-Gates Hall of Administration, 1983. Formerly Gates Laboratory of Chemistry, 1917. Rebuilt in 1983 with funds provided by the Ralph M. Parsons Foundation and the James Irvine Foundation. Athletic Facility, 1984. Built with funds provided by the Carl F Braun Trust and the Braun Foundation. 23 Buildings and Facilities 24 Catalina Graduate Apartment Complex, 1984, 1986, 1988. Four of the buildings have been named for Max and Ruth Alcorn, Frank and Elizabeth Gilloon, Fred and Marvis Maloney, and William C. and Verna Rockefeller, honoring their generosity to Caltech. Infrared Processing and Analysis Center, 1986. Renamed the David W. Morrisroe Astroscience Laboratory, 1995. Second-floor addition built with funds provided by the late Dr. Arnold O. Beckman, chairman emeritus of the Board of Trustees. Wilson Avenue North Parking Structure, 1987. Beckman Institute, 1989. Built with funds provided by the Arnold and Mabel Beckman Foundation and other private donors. The late Dr. Arnold O. Beckman was chairman emeritus of the Board of Trustees. Braun Athletic Center, 1992. Built with funds provided by the Braun family. Holliston Avenue Parking Structure/Satellite Utility Plant, 1993. The Gordon and Betty Moore Laboratory of Engineering, 1996. Built with funds provided by Dr. and Mrs. Gordon Moore Or. Moore is an alumnus and chairman emeritus of the Board o Trustees. Betty Moore is an honorary life trustee. Avery House, 1996. Built with funds provided by Mr. R. Stanton Avery, who was a member of the Board of Irustees from 1971 until his death in 1997. He had been chairman, 1974-85, and chairman emeritus since 1986. Sherman Fairchild Library of Engineering and Applied Science, 1997. Built with funds provided by the Sherman Fairchild Foundation. Space Infrared Telescope Facility Science Center, 1998. Renamed the Spitzer Space Telescope Science Center, 2003. Located within the Keith Spalding Building of Business Services. Powell-Booth Laboratory for Computational Science, 1999. Formerly the Willis H. Booth Computing Center, 1963, constructed with support from the Booth-Ferris Foundation and the National Science Foundation. Renovated in 1999 with grants from the Charles Lee Powell Foundation, the National Science Foundation, and the Booth-Ferris Foundation. Wilson Avenue South Parking Structure, 1999. General Information Center for Student Services, the Keck Wing, 2000. Originally the Keck Graduate House, built with funds provided by the William M. Keck, Jr., Foundation, 1961. Center for Student Services, the Mosher-Jorgensen Wing, 2002. Originally the Mosher-Jorgensen Graduate House, built with funds provided by Mr. Samuel B. Mosher and Mr. Earle M. Jorgensen, both of Los Angeles. Mr. Jorgensen was a member of the Board of Trustees, 1957-99. Financial Services Building, 2000. Broad Center for the Biological Sciences, 2002. Made possible by a lead gift from Eli and Edythe Broad. Eli Broad is a member of the Board of Trustees. California Parking Structure, 2005. Cahill Center for Astronomy and Astrophysics, 2009. Made possible by a lead gift from Charles Cahill in honor of his late wife, Aníko Dér Cahill, and by gifts from trustee and alumnus Fred Hameetman and his wife, Joyce, alumnus Michael Scott, and other private individuals and foundations. Walter and Leonore Annenberg Center for Information Science and Technology, 2009. Built with a lead gift from the Annenberg Foundation and with funds provided by Life Trustee Stephen Bechtel, Jr., and other private donors. Warren and Katharine Schlinger Laboratory for Chemistry and Chemical Engineering, 2010. Built with funds provided by alumnus Warren Schlinger and his wife, Katharine, a former Caltech employee, along with other private donors. Off-Campus Facilities William G. Kerckhoff Marine Biological Laboratory, 1930, Corona del Mar. Rehabilitated with funds provided by the National Science Foundation in 1966. Jet Propulsion Laboratory (PL), 1944, 4800 Oak Grove Drive, Pasadena. Administered by the Institute; owned and supported by the National Aeronautics and Space Administration. Palomar Observatory, 1948, San Diego County. Site of the 200-inch Hale Telescope (1948) and the 48-inch Schmidt telescope (1949), built by the Institute with funds from the Rockefeller Foundation. The Schmidt was named the Samuel Oschin Telescope in 1987 in honor of benefactor Samuel Oschin of Los Angeles. 25 Buildings and Facilities 26 Owens Valley Radio Observatory, 1958, Big Pine. Built with funds provided by the Winnett Foundation, the Office of Naval Research, the National Science Foundation, and the Oscar G. and Elsa S. Mayer Charitable Trust. Big Bear Solar Observatory, 1969, Big Bear Lake. Built with funds provided by the National Science Foundation and the Max C. Fleischmann Foundation of Nevada. (Operated by the New Jersey Institute of Technology.) Caltech Submillimeter Observatory (CSO), 1986, Mauna Kea, Hawaii. Built with funds provided by the National Science Foundation and the Kresge Foundation. W. M. Keck Observatory, Keck I (1991), Keck II (1996); Mauna Kea, Hawaii. Built with funds provided by the W. M. Keck Foundation. Site of the two 10-meter Keck Telescopes. Georgina and William Gimbel Building, Caltech Submilli-meter Observatory, 1996, Hilo, Hawaii. Built with funds provided by Mr. and Mrs. William Gimbel, members of the Caltech Associates. Laser Interferometer Gravitational-Wave Observatory (LIGO), 1999, Hanford, Washington, and Livingston, Louisiana. Built with funds provided by the National Science Foundation. Beckman Institute Opening its doors in 1990, the Beckman Institute has been a major addition to Caltech. The mission of the scientists working there is to invent new methods, materials, and instrumentation for fundamental research in biology and chemistry that will open the way for novel applications of scientific discoveries to human needs. Center for Advanced Computing Research The mission of the Center for Advanced Computing Research (CACR) is to ensure that Caltech is at the forefront of computational science and engineering (CSE). CSE is the practice of computer-based modeling, simulation, and data analysis for the study of scientific phenomena and engineering designs. Computer modeling and simulation make it possible to investigate regimes that are beyond current experimental capabilities and to study phenomena that cannot be replicated in laboratories, such as the evolution of the universe. The results often suggest new experiments and theories. Computation is also essential for processing the flood of high-dimensional data generated by modern instruments. CACR provides an environment that cultivates multidisciplinary collaborations. CACR researchers take an applications-driven approach and currently work with Caltech research groups in aerospace engineering, applied mathematics, astronomy, biology, General Information engineering, geophysics, materials science, and physics. The center's staff have expertise in data-intensive scientific discovery, physics-based simulation, scientific software engineering, visualization techniques, novel computer architectures, and the design and operation of large-scale computing facilities. CACR also administers Caltech's Predictive Science Academic Alliance Center, the Center for Integrative Study of Cell Regulation, and Caltech's efforts for the Virtual Astronomical Observatory. For more infor-mation, visit http://www.cacr.caltech.edu. Libraries Caltech Library (CL) consists of several locations from which staff provide a high level of information service to support and facilitate the research and educational programs of the Institute. The library's policies and many resources are accessible from the CL website at http://library.caltech.edu. CL operates out of five locations: 1. The Astrophysics Library in Cahill Lab 2. Dabney Library of the Humanities, which contains literature, art, philosophy, European history, Asian history, and ancient history monographs, as well as music CD collections 3. The Geology Library in North Mudd, with an extensive map collection 4. Millikan Memorial Library, which houses collections in biology, chemistry, mathematics, physics, and social sciences, plus government documents and humanities journals. Millikan is also the home of the library administration and DocuServe, which includes interlibrary loan. 5. The Sherman Fairchild Library of Engineering and Applied Science (SFL), which supports environmental, aerospace, chemi-cal, and mechanical engineering, plus applied physics and applied mathematics. SFL also houses several student-developed special collections, among them the ASCIT DVD collection, the Leisure Reading Collection, and the Sustainability Collection. SFL is the site of several group study rooms and the Information Commons and is open 24/7. CL subscribes to over 27,000 journals and holds over 725,000 print volumes. It has extensive collections of technical reports, government documents, and maps. The library catalog (http://clas.caltech.edu) includes records of print and electronic materials, and active links to e-books and e-journals. Special services available through CL include document delivery, interlibrary loans, digitizing and archiving technical report collections and other research papers, and maintaining the Institute's archive of theses. Archives and Special Collections The Archives and Special Collections preserve and make accessible the institutional records, personal papers, oral histories, documents, photographs, historic apparatus, and audiovisual media that tell Caltech's history. Unique research collections in the history of science Buildings and Facilities 27 28 and technology, including rare books, manuscripts, and artifacts, are available to the campus community for instructional and research purposes, as well as to qualified non-campus users by appointment All users are requested to phone ahead to be sure of staff assistance. The Archives and Special Collections reading room is open to users Monday through Friday, 8:30 a.m. to 4 p.m., with a one-hour lunch recess from 12 p.m. to 1 p.m. A collection overview and other pertinent information is available at the Archives web-site, http://www.archives.caltech.edu. UNDERGRADUATE RESEARCH The Institute otters the opportunity for qualitied students to engage in research early in their careers under the supervision of a faculty member. There are four principal avenues for undergraduate research: the senior thesis, the Summer Undergraduate Research Fellowships (SURF) program, research courses for academic credit, and research for pay under a faculty member's grant or contract. Students may combine these options but may not receive both pay and credit at the same time for the same piece of work. The senior thesis involves original research under the mentorship of a faculty member, then documenting the methodology and accomplishments in scholarly form, and finally oral presentation of the results to an examination committee. This integrated effort develops research, writing, and presentation skills that together provide an excellent preparation for future graduate studies and/or professional life. Since senior thesis requirements vary by option, individual option representatives should be consulted. The Summer Undergraduate Research Fellowships (SURF) program provides continuing undergraduate students the opportunity to work on an individual research project in a tutorial relationship with a mentor, usually a member of the Caltech/JPL research community, but occasionally a faculty member at another college or university. Students write research proposals in collaboration with their mentors. Proposals and recommendations are reviewed by the SURF administrative committee, and awards are made on the basis of reviewer recommendation and available funding. The work is carried out during a 10-week period in the summer. Students may attend weekly seminars presented by members of the Caltech faculty and JPL technical staff and may participate in professional development workshops. At the conclusion of the summer, SURFers submit a written report describing the project, methods, and results of their work. On the third Saturday of October, students make oral presentations of their projects at SURF Seminar Day. About 20 percent of the students publish their work in the open scientific literature. In 2012, SURF students received awards of $6,000. Applications are available online at http://www.surf.caltech.edu and are due in mid-February. Awards General Information are announced in early April. To be eligible, students must be continuing undergraduates and have a cumulative GPA of at least 2.0. Students must complete the third quarter at Caltech (or at another school under a program approved by a dean). Students must be eligible for fall term registration as of the end of the June Undergraduate Academic Standards and Honors (UASH) Committee reinstatement meeting and must not be on medical leave or under disciplinary sanction. For further information regarding this program, contact the Student-Faculty Programs Office, 330 Center for Student Services, (626) 395-2885, sfp@caltech.edu. Visit the Student-Faculty Programs website at http://www.sfp.caltech.edu. Most options also offer undergraduate research courses in order to encourage research participation; students should consult listings and descriptions of opportunities. Students registering for a research course during the summer do not have to pay tuition. STUDENT LIFE 29 Undergraduate Student Houses Seven of the eight undergraduate student houses are situated on both sides of the Olive Walk near the southeastern end of the cam-pus. The original four-Blacker, Dabney, Fleming, and Ricketts-were built in 1931 from the plans of Mr. Gordon B. Kaufmann, in the Mediterranean style to harmonize with the adjacent Athenaeum. The other three, designed by Smith, Powell and Morgridge, were completed in 1960, and are named Lloyd, Page, and Ruddock. Each of the houses is a separate unit with its own dining room and lounge, providing accommodations for between 65 and 100 students, depending on the house. Each has its own elected off-cers; a long history of self-governance gives students a great deal of influence over their living environments. There are four Residential Life Coordinators (RLCs) in campus housing, situated in different houses. An RLC is a specially trained full-time university employ-ee, specializing in college student development, community build-ing, counseling, and crisis intervention. The RLCs work with the Resident Associates (RAs) on programming and overall student wellness. The RLCs also assist Housing with the management and daily operations of the houses. They are a fantastic resource and are usually just a few steps away. Each house has one or more Resident Associates, who are typically graduate students. In addition to the student houses, the Institute maintains three apartment buildings, Marks/Braun House, and a number of off-campus houses. Typically two or three students share an apartment. Depending upon size, the off-campus houses have a capacity of four to ten stu-dents. These residences are all within a short walk of the campus Student Life 30 and offer students greater privacy, a different life-style, and the opportunity to prepare their own meals. Application for rooms in student housing may be made through Institute Housing, Mail Code 160-86, California Institute of Technology, Pasadena, CA 91125, or at http://www.housing.caltech.edu. Mail is delivered daily to the student mailboxes. Students should use their mailbox number, California Institute of Technology, Pasadena, CA 91126, to facilitate handling of mail at the campus post office. Avery House Made possible by a gift from trustee R. Stanton Avery, this innovative residential complex was designed by Moore, Ruble, Yudell and completed in September 1996. Located at the north end of the campus, Avery House has a Residential Life Coordinator and two Resident Associates and rooms for about 124 undergraduates and 12 graduate students, in addition to two faculty apartments. Its dining facilities, meeting rooms, lounges, and library are designed to encourage intormal taculty-student interaction and to attract all members of the campus community to join in this interaction. Avery House hosts programs and social events that facilitate involvement between residents, faculty in residence, and the Avery associate. The Student Activities Center The SAC is located in the basement of the south undergraduate housing complex and is open for student use 24 hours a day. The SAC provides office space for the officers of the undergraduate student government, working space for student publica-tions, rehearsal space for musical activities, and space for many other student-oriented functions. Whether students are interested in music, publications, student government, gaming, photography, or simply finding a room for their group to meet in, the SAC will probably have what is needed. The center also houses the South House laundry room and has several club rooms, a small library, a shop, and a movie screening room-most are open 24 hours. Interhouse Activities The president of each undergraduate house represents that house on the Interhouse Committee (IHC). The IHC exists to ensure that conflicts between houses do not develop and to deal with matters that affect the houses in general. In conjunction with the athletics department, the IC conducts two intramural sports programs: the Interhouse and Discobolus trophy competitions. (These are described below under Athletics.) General Information Faculty-Student Relations Faculty-student coordination and cooperation with regard to campus affairs are secured through the presence of students on faculty com-mittees, by faculty-student conferences, and by other mechanisms. Freshman Advisers Each member of the freshman class is assigned a faculty adviser. The adviser follows the freshman's progress and provides advice on any questions or problems that the freshman may have. Option Advisers Each member of the three undergraduate upper classes is assigned an option adviser, a faculty member in the option in which the student is enrolled. The adviser takes an interest in the student's selection of courses and progress toward a degree, and, eventually, in assisting the student toward satisfactory placement in industry or in graduate school. Normally, the association between student and adviser is established before the beginning of the sophomore year and continues through graduation. Athletics Caltech supports a well-rounded program of competitive athletics. As a member of NCAA Division III and the Southern California Intercollegiate Athletic Conference, Caltech carries out intercollegiate competition in nine men's sports and eight women's sports, against teams from Chapman, Claremont-Mudd-Scripps, La Verne, Occidental, Pomona-Pitzer, Cal Lutheran, Redlands, and Whittier. Individual athletes and teams who distinguish themselves in conference competition earn the privilege of participating in NCAA regional and national championships. Caltech also sponsors vigorous club sports programs and intramural competition. Club sports include ultimate Frisbee and soc-cer. Intramural competition consists of residence house teams battling for championships (and bragging rights) in flag football, soc-cer, dodgeball, ultimate Frisbee, basketball, volleyball, and softball. Twenty-five percent of Caltech undergraduates participate in intercollegiate athletics, and over 80 percent participate in some form of organized athletic competition each year. Outdoor athletic facilities include an all-weather running track, a soccer field, a baseball diamond, eight tennis courts, and two 25-yard swimming pools. Indoor facilities include two full-size gymnasiums for basketball, volleyball, and badminton; four racquetball courts; two squash courts; a 4,000-square-foot weight room; and a large multipurpose room for dance/aerobics, fencing, and martial arts. ASCIT The undergraduate student body forms the membership of a corporation known as the Associated Students of the California Institute of Technology, Inc., or ASCIT. Governed by a board of Student Life 31 32 directors consisting of nine elected officers, it is involved in many aspects of student life, overseeing publication of the student news-paper, a directory, the yearbook, a research-opportunities hand-book, a course review, and a literary magazine. Besides overseeing many student publications and coordinating activities and policies, the ASCIT Board of Directors administers the corporation's finances. ASCIT sponsors a wide variety of special-interest clubs and programs, such as the student shop and the Students for the Exploration and Development of Space (SEDS) The student government is active in campus affairs. The student members of each standing faculty committee ensure that undergraduate opinion is considered seriously. Excellent informal relations between students and faculty and between students and administration promote mutual concern and goodwill. Student-faculty conferences are held every other year and serve a very useful purpose in promoting cooperation and communication. Graduate Student Council The Graduate Student Council (GSC) is the student governing body for graduate students at Caltech. The GSC is made up of a steering committee, a board of directors, and representatives from each option. The GSC provides funding for student clubs, publishes a monthly newsletter, and organizes and subsidizes various campus events. Annual events include activities during new student orientation, teaching and mentoring awards, and the Everhart Lecture Series, which honors outstanding graduate-student researchers and presenters. If you are interested in getting involved in the GSC, please contact the Graduate Office at gradofc@caltech.edu. Honor System The Honor System, embodied in the phrase "No member shall take unfair advantage of any other member of the Caltech community," is the fundamental principle of conduct for all students. More than merely a code applying to conduct in examinations, it extends to all phases of campus life. It is the code of behavior governing scholastic and extracurricular activities, relations among students, and relations between students and faculty. The Honor System is the outstanding tradition of the student body, which accepts full responsibility for its operation. The Board of Control, which is composed of elected student representatives, is charged with monitoring the Honor System for undergraduates. The Graduate Honor Council (GHC) is charged with investigating violations for graduate students. The Conduct Review Committee, composed of students, faculty, and staff, also considers cases involving the Honor System and Institute policies for undergraduate students. The Dean of Graduate Studies, or his designee, also considers cases involving the Honor System and Institute Policies for graduate students. Suspected violations are reported to the appropriate board or office, which conducts investi- General Information gations and hearings with strict confidentiality. If necessary, recommendations for actions are made to the appropriate person. Student Body Publications The publications of the student body include a weekly paper, The California Tech; an undergraduate research journal, CUR7; a literary magazine, The Totem; a student handbook, the little t, which gives a survey of student activities and organizations and serves as a campus directory; a yearbook, The Big T; an annual review of the quality of teaching in the various courses, The Clue; and an undergraduate research opportunities handbook, UROH. These publica-tions, staffed entirely by students, provide an opportunity for interested students to obtain valuable experience in creative writ-ing, photography, artwork, reporting and editing, advertising, and business management. Performing and Visual Arts Activities The Institute provides qualified directors and facilities for various choral music groups, a concert band, a jazz band, a symphony orchestra (jointly with Occidental College), numerous chamber music ensembles, guitar classes, a theater program, and a variety of art classes. These activities are centered in the Music and Theater Arts houses on Hill Avenue along the eastern edge of campus. Performances are held mainly in Dabney Lounge and Ramo Auditorium. Student Societies and Clubs The Institute has more than 70 societies and clubs covering a wide range of interests. The American Chemical Society, the American Institute of Chemical Engineers, the American Society of Mechanical Engineers, and the Society of Women Engineers all maintain active student branches. There is a chapter of the National Society of Black Engineers, and the Caltech Latino Association of Students in Engineering and Science is a chapter of the Society of Hispanic Engineers. The Institute has a chapter (California Beta) of Tau Beta Pi, the national scholarship honor society of engineering colleges. Each year the Tau Beta Pi chapter elects to membership students from the highest-ranking eighth of the junior class and the highest fifth of the senior class. Special interests and hobbies are provided for by a broad and constantly changing spectrum of clubs, some informal but most formally recognized by Caltech through either ASCIT or the Graduate Student Council. Student Shop The student shop is housed in the Physical Plant complex. It is equipped by the Institute, largely through donations, and is operated by the students. Here qualified students may work on private 33 Student Life 34 projects that require tools and equipment not otherwise available. All students are eligible to apply for membership in the student shop; applications are acted on by a governing committee of stu-dents. Members not proficient in power tools are limited to hand tools and bench work; however, instruction in power tools is given as needed. Yearly dues are collected to provide for maintenance and replacement. The Caltech Y The Caltech Y is a unique nonprofit organization on campus. Founded by students for students, the Y challenges the Caltech community to see the world with a broader perspective and a deeper understanding of social issues. Through community service projects, outdoor adventures, social activities, and cultural events, the Y encourages students to become active participants during their years here. The Caltech Y helps students plan events, meetings, and initiatives on campus and provides the resources and equipment needed for successful programs. Some of the many Y-sponsored activities include the Y hike in the California Sierras, Alternative Spring Break, Make-a-Difference-Day, World Fest, the Social Activism Speaker Series, and the D.C. Science Policy Trip. The Y also provides services to the Caltech community, such as low-cost rentals on camping equipment, discounted tickets, and much more. Religious Life In addition to several groups active on campus such as the Caltech Christian Fellowship and Hillel, houses of worship of many different denominations are within walking distance or are only a short drive from campus. Public Events Beckman and Ramo Auditoriums serve as the home of the professional pertorming arts program on the Caltech campus. Each year, more than 50 lectures, outreach programs, performing arts events and films are presented at Caltech. Tickets, often with discounts available, are offered to Caltech students for all events in Beckman and Ramo Auditoriums. Caltech Store The Caltech Store is located on the ground floor of the Winnett Student Center. Owned and operated by the Institute, the store serves the students, faculty, and staff, carrying a stock of Caltech authors' books and other books, insignia merchandise, gift items, and school supplies. Located within the store are the Red Door Café and Caltech Wired computer store. The Red Door Café provides various types of coffee drinks and juices, along with other food items. Caltech Wired provides computers (including hardware and supporting software and instructional materials) that support Caltech's educational and research functions. General Information STUDENT HEALTH Medical Examination Before initial registration, each applicant is required to submit a Report of Medical History and Physical Examination form that is sent at the time of notification of admission. Students who have been absent from the Institute for one term or more may also be required to submit this report. Student Health Services The Archibald Young Health Center provides the following services for undergraduate and graduate students and their spouses enrolled in the Spouse Program: (1) office consultation and treatment of most medical problems by physicians and nurse practitioners (physician visits by appointment only and at prescribed hours); (2) referral to specialists; (3) laboratory tests and some radiology tests as ordered by the medical staff; (4) women's health services, including annual Pap and contraceptive needs; (5) sexual health concerns, including HIV and STD screening; (6) routine medications, common vaccinations, prescription drugs, and other supplies at cost. A variety of health education handouts are also available. For more information, visit the Health Center's website at http://www.healthcenter.caltech.edu. Student Counseling Service A staff of mental health professionals provides individual, group, and crisis counseling to undergraduates and graduates at no cost. Students are seen at the Counseling Center with various concerns, such as depression, stress, grief, relationship difficulties, and self-esteem issues, among others. The center also offers workshops and training on psychologically related topics, a health-education pro-gram, psychiatric consultation, and referrals to other professionals in the community. Counseling sessions are confidential. Health Education As a joint service of the Counseling and Health centers, the health educator offers health education programs designed to enhance students' personal development and academic achievement. Program topics include stress management, general health and wellness, nutrition, alcohol and other drug use, and sexual health. Confidential drop-in counseling hours are available. For additional information, visit http://www.healtheducation.caltech.edu. Student Health Insurance In addition to services provided by the Health and Counseling centers, all currently enrolled degree-seeking Caltech students are enrolled in a comprehensive medical insurance plan through 35 Student Health 36 Caltech. Students have the option to waive Caltech's medical coverage provided they show proof of other adequate coverage. The Caltech student health plan covers (with deductible and copay) hospital and surgical costs, as well as the cost of outpatient treatment for injury, illness, and psychotherapy. Students may continue coverage under the Caltech student health plan during the entire time they are enrolled as degree-seeking Caltech students. Medical Coverage of Dependents A student's spouse and all unmarried dependent children under 19 years of age are eligible to purchase coverage under the medical insurance plan. In addition, student spouses may enroll for a modest fee in a plan that makes them eligible for all services offered at the Health Center. Children are not eligible for these services. Applications for dependents' insurance should be made at the time of registration for any one school term. Rates for dependents' coverage are available at the Benefits Office in Human Resources. Medical Responsibility of the Student The responsibility for securing adequate medical attention in any contingency, whether emergency or not, is solely that of the student, whether the student is residing on or off campus. Apart from providing the opportunity for consultation and treatment at the Health Center as already described, the Institute bears no responsibility for providing medical attention. Any expenses incurred in securing advice and attention in any case are entirely the responsibility of the student, except as already specified. Students should carry their medical insurance cards with them at all times. If they are covered under the Caltech student health plan, they should contact the student health plan insurance carrier to inquire about reimbursement for services received. If they are covered under another plan, they should contact their service provider for details on coverage and reimbursement of services. CAREER DEVELOPMENT Career Services The Career Development Center (CDC) provides assistance to students in the areas of career planning and employment. Assistance is available in areas such as career choice, résumé prepa-ration, interviewing, graduate school application, and job search strategies. Career and vocational interest tests can also be taken or the recommendation of one of the career counseling staff mem-bers. General Information All students are encouraged to visit and make use of the Career Development Center early in their student careers. General Information Walk-In Counseling Several days a week, students can "walk in" to consult with a career counselor without an appointment. This allows students to deal with time-sensitive or quickly answered concerns without having to make an appointment. CDC Online and the CDC Library The CDC's website contains information about the center's programs and activities, as well as links to career, educational, and employment resources nationwide (http://www.career.caltech.edu). Students can schedule appointments for career counseling, register and post resumes for online recruiting, view work-study or tutoring job postings online. The CDC library contains information on graduate, and protessional schools, employers, career options and job hunting skills. Graduate and Professional School Advising The CDC provides advice on applying to Ph.D. and master's programs in the sciences or applied sciences, economics, medicine, public health, environmental sciences, business, law, and other fields. Workshops and individual advising are available on the graduate school admissions process, essay writing, and related top-ics. The CDC's library and website have helpful resources. Pre-Health Careers Advising Students planning to apply to medical, dental, veterinary, or pharmaceutical graduate school have access to a wide range of advising services through the CDC. Students can obtain relevant medical research experience through the Caltech summer preceptorship program, which has placements with hospitals in the LA area. The pre-health advisor is available to work with students throughout the process from freshman year to graduation. Students planning to apply to graduate school or professional graduate degrees are encouraged to plan ahead and to utilize the resources of the CDC in making choices about and implementing choices related to graduate studies. On-Campus Recruiting Program Through the on-campus recruiting program, employment interviews Are are arranged by the CDC with companies that seek full-time employees pursuing B.S., M.S., Eng., or Ph.D. degrees. Many firms also recruit students for summer internships or jobs. All stu-dents, Caltech postdoctoral scholars, and recent alumni are eligible to participate. Career Fairs Each year two career fairs are organized by the CDC and held in October and January. 37 Career Development 38 A diverse range of companies send representatives to campus to talk to Caltech undergraduates, graduate students, and postdoctoral scholars about permanent employment, summer jobs, or internship opportunities with students. Many firms hold information sessions and conduct on-campus interviews. Work-Study and Employment Listings Job listings are maintained in the Career Library and through Techerlink Network for students seeking full-time, part-time (including tutoring positions), or work-study employment. Part-time employment provides students with the opportunity to help finance their education and to gain relevant work experience. One popular online resource is Caltech's tutoring service, through which Caltech students are hired to work as paid tutors for students attending high school in the local area. (See also the student employment section on page 180.) Summer Internships and Jobs Students are encouraged to establish a relationship with the CDC staff during the fall term to start the summer job process. The CDC website has a special section on internships, many firms recruit on campus or at the career fairs for interns, or list positions on Techerlink, the CDC online job listing resource. Students may wish to confer with a career counselor to develop a plan to find summer work that will support or complement long-term career objectives. The CDC provides job-search assistance, including résumé preparation advice, mock interview training, and advice on evaluating job offers. Many employers, eager to hire Caltech students, provide or supplement transportation and housing as part of their summer employment package. Employment Experience of Recent Graduates Each year the CDC surveys graduating students' future plans. Over several years, approximately 50 percent of undergraduates are accepted to graduate school programs, 30 percent accept employ-ment, 10 percent have not accepted offers yet, and 10 percent pursue unconventional options, such as part-time work, part-time school, travel, a year off, etc. At the M.S. level, about 85 percent continue in graduate school, and the remainder accept employ-ment. Of those receiving the Ph.D. degree, about 50 percent accept postdoctoral, faculty or other academic/research positions, about 40 percent accept positions outside of academia, and 10 percent pursue other options. Caltech graduates who accept industry positions consistently receive salaries in the top quartile nationally. General Information CALTECH ALUMNI ASSOCIATION The mission of the Association is to promote the interests of Caltech in setting a world standard of academic excellence by strengthening the ties of goodwill and communication between the Institute, its alumni, and current students, and by maintaining programs to serve alumni needs. These programs include Alumni College, a two-day lecture series focused on one theme, with Caltech faculty as featured speakers; • Seminar Day, a day of lectures, exhibits, and social events held on campus; reunions by class year and student house; travel/study programs worldwide; regional events around the world, many of which feature Caltech faculty. The Association also supports student activities and organiza-tions, and provides contact between alumni and students. Alumni volunteers play an important role for the Association by serving as networking resources to other alumni and to current students. Benefits of membership in the Alumni Association include a subscription to Engineering & Science magazine, an alumni e-mail account, discounts at the Caltech Bookstore, and more. For more information, please see http://alumni.caltech.edu. INTERNATIONAL STUDENT PROGRAMS 39 As the definitive immigration resource for international students, the Office of International Student Programs (ISP) is responsible for advising students on all immigration-related matters, such as visa acquisition, employment authorization, extensions of stay, and more. In addition, ISP provides programs that assist international students and their dependents in adjusting to life in the United States. ISP plans and promotes events that celebrate international education and cultures of the world, address cross-cultural adjustment, and provide opportunities for international students to establish a sense of community at Caltech. Prior to the fall term, ISP hosts International Student Orientation to provide a comprehensive introduction to academic and social life at Caltech and in the United States. All incoming international students are required to participate. Please contact ISP at isp@caltech.edu for more information on current programs, or visit ISP online at www.international.caltech.edu. International Student Programs AUDITING COURSES 40 Persons not regularly enrolled in the Institute may audit courses if they obtain the consent of the instructor in charge of the course, and the dean of undergraduate students or dean of graduate studies, as appropriate, and pay the required fee (contact the Bursar's Office for audit fee). The fees are nonrefundable. Auditing fees for nonacademic staff members may be covered by the Institute Tuition Support Plan. Auditing cards may be obtained in the Registrar's Office. Regularly enrolled students and members of the faculty are not charged for auditing. Auditing cards are not required, but the instructor's consent is necessary in all cases. No grades for auditors are reported to the Registrar's Office, and no official record is kept of the work done. GRADES AND GRADING All permanent grades recorded for freshmen during the first and second terms they are enrolled will be either P, indicating "passed," or F, indicating "failed." The temporary grade of I ("incomplete") may be used as it is for other students. The temporary grade of E may be given to freshmen as described below for other students. It may also be used in a continuing course if the performance of the freshman concerned is not significantly below the current passing level, and if the student is maintaining a steady and substantial improvement; an E given for this reason will be automatically changed to a P if the freshman earns a P for the following term, and will change to an F if the student receives an F for the following term. The grade may not be used in this way for two successive terms nor for the last term of the course. If a first-quarter or second-quarter freshman is enrolled in a course in which the instructor gives letter grades, the registrar will record P for all passing grades. No grades given to a freshman during the first and second quarter in which they are enrolled will be used in computing the cumulative grade-point average. For all students beyond the first and second quarters of their freshman year, graduate and undergraduate, letter grades will ordinarily be used to indicate the character of the student's work: A, excellent; B, good; C, satisfactory; D, poor; E, conditional; F, failed; I, incomplete. P may also be used as described below under Pass/Fail Grading. In addition, grades of A+ and A-, B+ and B-, C+ and C-, and D+ may be used. In any situation in which no grade is reported, the grade shall be assumed to be F. At their discretion, instructors may give students who have not completed their work for a course by the end of the term a grade General Information of E. The grade E indicates deficiencies that may be made up without repeating the course. If the instructor does not specity a date on the grade report sheet for completion of the work, students receiving an E will have until Add Day of the following term to complete their work for that course. Instructors may, however, require the work for the course to be completed by an earlier date. If a student receives an E and does not complete the work by the date specified by the instructor or by Add Day, the grade will be changed to an F. Adequate time must be afforded to instructors to grade the work and to submit the final grade to the registrar. It is the responsibility of a student receiving an E to confirm that the registrar has recorded the terms for satisfying the completion of the work in the course. With the written permission of the instructor, a student may extend the E grade past Add Day of the following term, but doing so will cause an additional E grade to be registered. Each additional extension of the E will be until the date specified by the instructor or until Add Day of the following term, but in each case will require the written permission of the instructor and the registering of an additional E grade. After an undergraduate student has been awarded the grade of E six times, he or she is not eligible to receive E grades in any subsequent term. A petition for an E in a subsequent term may be approved by the Undergraduate Academic Standards and Honors (UASH) Committee in an exceptional case. Such a petition requires the support of the instructor and the dean or associate dean of students. The grade I is given only in case of sickness or other emergency that justifies noncompletion of the work at the usual time. It is given at the discretion of the instructor, after approval by the dean or associate dean of students or the dean of graduate studies. The time period within which the grade of I is to be made up should be indicated on the grade sheet, or students receiving an I will have until Add Day of the following term to complete their work for the course. As in the case of the E grade, the grade of I shall not be considered in calculating a student's grade-point average. Students receiving grades of E or I should consult with their instructors not later than the beginning of the next term in residence as to the work required and the time allowed. This time should, in most cases, coincide with the date fixed in the calendar for removal of conditions and incompletes (Add Day), and in fact if no other time is specified, this date will be assumed. Further, under no circumstances may the time for the completion of the work be extended for more than three terms in residence after the end of the term in which the grade of E or I was given. At the end of the specified time, unless there is a written request from the instructor to the contrary, or in any event at the time of graduation or at the end of three terms in residence, whichever occurs first, all E's and 41 Grades and Grading 42 I's not otherwise reported will be changed to F. Grades of E and I shall not be considered in calculating a student's grade-point average. Failed means that no credit will be recorded for the course. The units, however, count in computing the student's grade-point average, unless the course was taken on a pass/fail basis. He or she may register to repeat the subject in a subsequent term and receive credit without regard to the previous grade, the new grade and units being counted as for any other course, but the original F and units for the course remain on the record. An F, once recorded, will be changed to a passing grade only on the basis of error. Such a change may be made only with the approval of the Undergraduate Academic Standards and Honors Committee or of the Graduate Studies Committee, whichever has jurisdiction. Petitions by undergraduate students for late drops (i.e., requests to drop a course after Drop Day) will be considered by the UASH Committee. If approved, a W (standing for "withdrawn") will be recorded on the student's transcript in place of a grade for that course. W's will not be included in the computation of the student's grade-point average. Courses will be expunged from the student's record only in exceptional circumstances, at the discretion of the UASH Committee. Each course at the Institute is assigned a number of units corresponding to the total number of hours per week devoted to that subject, including classwork, laboratory, and the normal outside preparation. Credits are awarded as shown in the table below. Grade-Point Average: Grade-point average is computed by dividing the total number of credits earned in a term or an academic year by the total number of units taken in the corresponding period. Units for which a grade of F has been received are counted, even though the course may have subsequently been repeated. Grades of P or F obtained in courses graded on a pass/fail basis are not included in computing grade-point average. No. of Units B- C- D+ A4812 4913 51ILt~ B4371013 B3691215 17 16 20 1 8 17 T0I6849stEzI d 1068L9S+E I 2 6 24 22 18 647b1Z619T8118sg 99IZ6191bZ164S乙 20819t加Zl018gtz3 81 41sIa1Zt0I84sg乙 5191Z1684stg I 30 28 26 23 21 35 32 29 24 39 36 33 30 43 37 1233 48 4044 40 4E£E General Information 12 52 48 44 40 36 32 28 24 20 16 12 13 56 52 48 43 39 35 30 26 22 17 13 14 61 56 51 47 42 37 33 28 23 19 14 55 50 45 40 20 15 15 65 60 35 30 25 Pass/Fail Grading: The following regulations apply: First-quarter and second-quarter freshmen receive pass/fail grades in all courses by virtue of their classification as freshmen by an admissions committee or, for students whose status after the first year is uncertain, by the Undergraduate Academic Standards and Honors Committee. All other students, undergraduate and graduate, in courses with numbers under 200 will receive letter grades unless the course is designated "graded pass/fail" or unless, when it is allowed, the student files with the Registrar's Office a completed Pass/Fail Course Selection Card not later than the last day for dropping courses. In courses with numbers 200 or greater that are not designated either "graded pass/fail" or "letter grades only," the instructor may decide separately for each student what class of grades to use. All research courses shall be designated "graded pass/fail." All reading courses, seminar courses, or other courses that do not have a formal class structure shall be designated "graded pass/fail" unless the option secures an exemption from the Curriculum Committee or the Graduate Studies Committee and from the Faculty Board. A grade on the pass/fail system should be P if it would have been a D or better on the letter grade system. (Note that there is no D- grade.) The standards of failure in courses in which only pass/fail grades are used should be the same as they would be if the course were letter graded. Any instructor may, at his or her discretion, specify prior to registration that his or her course, if not classified by the above regulations, is to be graded on a "letter grades only" basis or is to be graded pass/fail only, subject to possible 43 ing the term, it is changed for everyone.) Each term, any student may select, subject to such requirements as may be imposed by the student's option, two elective courses in which he or she is to be graded on a pass/fail basis if it is not designated as "letter grades only" and is not specifically required for the degree in his or her option. To make this election, a completed Pass/Fail Course Selection Card must be submitted to the Registrar's Office on or before the last day for dropping courses that term. This election may be reversed or reinstated at any time before the deadline. Grades and Grading 44 The election must be approved and the card signed by the student's adviser. The instructor must be notified and should sign the card to indicate that this has been done; the instructor must allow any eligible student to make this election. Of the units offered to satisfy the requirements for the Bachelor of Science degree, no more than 90 may be in courses graded pass/fail because of the student's election. Procedures for Resolving Disputes over Grading At Caltech, the instructor has full responsibility for assigning grades to students enrolled in a course. On occasion, a student may not understand how a grade was determined and may seek further information. The student should first meet with the instructor or teaching assistant to discuss the grade. If after doing so the student believes the grade is unjustified or capricious, the following procedures are available. Before the end of the term following the term when the grade was issued, the student should contact the academic mediator, appointed by the provost, who will work with the student and instructor to resolve the problem. If the mediation effort is unsatisfactory to the student, he or she may request a formal review by an appropriate executive officer or academic officer. The executive officer will review the case and report the decision in writing to the student. If the executive officer decides that a change of grade is warranted, or if the student requests a further appeal, these shall be requested of the division chair. At the discretion of the division chair, a committee may be appointed to review the case. The committee members should interview everyone involved in the case (the student, the course instructor, the teaching assistant, and anyone else with relevant information), and make a written recommendation to the division chair. Only the division chair can authorize the registrar to enter a new grade in the student's transcript. NOTICES AND AGREEMENTS Academic Records of Veterans The Institute maintains a written record of a student's previous education. This is part of the student's official transcript, and included on this is a summary of any prior college-level education. A true copy of a transcript of college-level work at other institutions is maintained as part of the student's record. The amount of credit granted for prior training is indicated on the student's official transcript and, where this results in the shortening of a required training period in the case of a veteran, the Veterans Administration is notified. The Institute's official transcript for each student shows the progress that student is making at the Institute. There is a record General Information of each course enrolled in each term with a grade recorded for the course. The total number of units earned is kept so that the record will show continued progress toward the degree sought. The final grades are recorded at the end of each term of the school year, and the accumulative permanent record has on it grades for all subjects taken at the Institute. No student is allowed to enroll repeatedly in a course and withdraw without penalty. If a student enrolls in a course, he or she is expected to complete the course or receive a failing grade unless he or she withdraws from the course prior to the deadline for dropping courses. All students must maintain a minimum load equivalent to 12 quarter hours each term; no student may drop courses that would bring him or her below this level of effort. At any time when the student falls below the required number of units, fails to receive satisfactory grades, or engages in unsatisfactory conduct, the record is marked to indicate this, and the student is forbidden to continue at the Institute. The grading system of the Institute is A (excellent) to F (failed). An A is equivalent to 4.0 and an F to 0.0. A student must maintain a grade-point average of 1.4 in any term and at least 1.9 in each full year in order to be able to enroll in a successive term at the Institute. A minimum 1.9 overall grade-point average is required for graduation. A student who drops below the required averages (1.4 for a given term or 1.9 for the year) is dismissed and must petition for reinstatement. A student may be reinstated by the Undergraduate Academic Standards and Honors Committee and, if so, is required to earn a 1.9 GPA during the immediately following term. The Veterans Administration is notified when a veteran is academically dismissed or is making unsatisfactory progress toward a degree. Since the Institute requires all students to carry a minimum full load that corresponds to 12 quarter hours each term, any student who finishes a term in good standing is considered to have made satisfactory progress. If a student withdraws from a course before the final date for withdrawal, no grade is given in that course. The time spent in school counts, however, and the student may be considered to have not made satisfactory progress in the event of such withdrawal. In order to withdraw from any course, a student must submit a withdrawal card. This shows the date on which the student was last in official attendance in that course. If a student reenrolls in that course and successfully completes it, that fact will be noted on his or her official transcript. Access to Student Records The Institute maintains educational records for each student that include name, address, student identification number (including Social Security number), information on parents, guardian, and spouse, general information on academic status at the Institute, previous school data, results of standardized admissions examina-tions, courses previously taken or being taken, credits, and grades. 45 Notices and Agreements 46 Applicants for financial aid have an additional file holding those records. The Family Education Rights and Privacy Act (FERPA) and Caltech policy afford students certain rights as well as establish limitations with respect to student education records. These rights and limitations are as follows: 1. The registrar of the Institute is responsible for maintaining all educational records, except for those involving financial aid. Caltech permits disclosure of educational records, without consent of the student, to Institute officials with legitimate educational interests in them. An Institute official is a person employed by the Institute in an administrative, super- has contracted (such as an attorney, auditor, consultants, contractors, or collection agent), a person serving on the Board of Trustees, or a student serving on an official com-mittee, such as a disciplinary or grievance committee, or assisting another Institute official in pertorming his or her tasks. An Institute official has a legitimate educational interest if he or she needs to review an education record in order to fulfill his or her professional responsibility. They are available to the registrar, provost, president, general counsel, vice president for development and institute relations, vice president for student affairs, dean of graduate studies, dean of students, director of financial aid, and faculty of the Institute and to their respective staffs for the normal academic and business purposes of the Institute. Records involving financial aid are maintained by the director of financial aid, and are available to the director and staff, to the dean of graduate studies and staff, to the Faculty Committee on Scholarships and Financial Aid, and to the Faculty Committee on Graduate Study, for the purpose of granting and administering the Institute's financial aid program. Except as authorized by federal or state law or regulation, none of these educational records nor any personally identifiable information contained therein, other than directory information (see below), will be made available to anyone else, other than the student, without the written consent of that student. Where consent is required and given, the stu-dent, upon request, will receive a copy of the records to be released. The Institute will keep a record, available to the student and kept with his or her file, of all persons and orga-nizations, other than those authorized within the Institute, requesting or obtaining access to the files, except when records have been produced in response to a grand-jury subpoena or other subpoena issued for a law-enforcement purpose and the court or issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed. General Information 2. Students are allowed access to their educational records as follows: A student may inspect his or her academic transcript during normal working hours. To see other records, the student must provide a written request to the registrar or to the director of financial aid or to the dean of graduate studies or to the dean of students, or their deputies, as appropriate. A mutually convenient time will be arranged within 10 working days after receipt of the request for the student to examine the records in his or her file. At that time the student may examine all educational records in the file with the exception of those specifically exempted by Part 99 of Title 34 of the Code of Federal Regulations. The student may obtain copies of any of the records available to him or her; the cost will be $10 plus 25 cents per page. If a student believes the educational records relating to the student contains information that is inaccurate, misleading, or in violation of the student's rights of privacy, the student may ask the Institute to amend the record. The Institute will decide whether to amend the records as requested within a reasonable time after receiving the request. If the registrar, or the director of financial aid, or the dean of graduate studies, or the dean of students, or their deputies, do not agree to amend any item contained or not contained in the educational records, the student will be informed of the decision and of his or her right to a hearing. The student may submit a written request to the vice president for student affairs or his/her designee for a hearing to challenge the content of the records on the grounds that the information contained in the records is inaccurate, misleading or in violation of the privacy rights of the student. The vice president for student affairs or his/her designee will schedule such a hearing within a reasonable time after receipt of the request and will notify the student at a time reasonably in advance of the hearing of its date, time, and place. The student will be afforded a full and fair opportunity to present evidence relevant to the issues raised and may be assisted or represented by individuals of his or her choice at his or her own expense, including an attorney. The decision of the vice president or designee will be in writing, will be rendered within a reasonable time after the conclusion of the hearing, and will be final. This decision will be based solely upon the evidence presented at the hearing and will include a summary of the evidence and of the reasons for the decision. If, as a result of the hearing, the Institute decides that the information is inaccurate, misleading, or otherwise in violation of the privacy rights of the student, the Institute shall amend the records accordingly, and so inform the student in writing. However, if, as a result of the hearing, the Institute decides that the information is not inaccurate, misleading, or otherwise in 47 Notices and Agreements 48 4. violation of the privacy rights of a student, it shall inform the student of the right to place in the educational records a statement commenting on the information in the records and/or setting forth any reasons for disagreeing with the decision of the Institute. The Institute considers the following to be directory infor-mation: a student' name, UID, addresses (permanent, campus and local/off-campus, and e-mail), associated telephone listings, ID photograph, date and place of birth, major field of study, year in school, current enrollment status, expected date of graduation, name of academic adviser, participation in officially recognized activities and sports, weight and height if a member of an athletic team, dates of atten-dance, degrees and awards received, thesis title, home town, and most recently attended educational agency or institution. Directory information may be made available to requestors at the Institute's discretion. Any student may, however, have part or all of this information withheld by notifying the registrar in writing no later than 30 days atter the commencement of classes in the academic year. That information will then be withheld for the balance of that academic year. If the information is to be withheld in subsequent years, new requests must be filed A student will not be required to waive any rights regarding access to educational records. However, a student may voluntarily waive right of access to confidential statements made by third parties respecting admission to educational agencies or institutions, applications for employment, or the receipt of an honor or honorary recognition. In case of wai-ver, the confidential statements will be used solely for the purposes for which they were specifically intended, and the student will, upon request, be notified of the names of all persons making such confidential statements. If a student should desire to so waive right of access, so as to facilitate the obtaining of a confidential statement of this nature, he or she should contact the registrar for the necessary form. The Institute reserves the right to destroy from time to time any and all educational records that it maintains on a stu-dent, except to the extent that the law requires their maintenance for a longer period of time. However, where access to records has been requested, no destruction of those records will be allowed to take place until such access has been granted or denied. Students who believe their rights under FERPA may have been violated may file a complaint with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue SW, Washington D.C. 20202-4605. General Information Transcripts of Records A student, or former student, may request that official transcripts of his or her records be forwarded to designated institutions or individuals. Requests should be filed at the Registrar's Office at least five days before the date on which the transcripts are to be mailed. Accreditations and Authorizations The California Institute of Technology is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges, 985 Atlantic Ave., Ste. 100, Alameda, CA 94501; (510) 748-9001. In addition, the Institute is authorized by the California State Department of Education, Office of Private Postsecondary Education, to operate as a private postsecondary educational institution and, by the same agency, to train veterans in the programs of the Veterans Administration. The Engineering Accreditation Commission of ABET, Inc. (111 Market Place, Suite 1050, Baltimore, MD 21202-4012; 410-347-7700), has accredited Caltech's B.S. programs in chemical engineering, in electrical engineering, and in mechanical engi-neering. Further, the Committee on Professional Training of the American Chemical Society has approved Caltech's B.S. program in chemistry. The documents describing these accreditations and authorizations are on file and may be inspected in the Registrar's Office and the Provost's Office; the office of the Division of Engineering and Applied Science also has the documentation for ABET. Student Problem Resolution Process Caltech provides a variety of routes, most of them informal, by which students may bring complaints to consideration and resolu-tion. For example, in academic matters, students may begin with faculty-student conversations that may extend to the deans, the option representatives, the division chairs, the registrar, or to various committees having faculty and student members. Non-acade-mic matters can be dealt with informally by student leaders, resident associates, the residence life coordinators, the deans, and other student affairs offices. The Graduate Student Council (GSC) and the Associated Students of the California Institute of Technology (ASCIT) may become involved in some complaints, and sometimes ad hoc groups are formed to make recommenda-tions. The Problem-Resolution Process (Process) is intended to deal with complaints by currently enrolled students for which reasonable efforts by the available informal routes have not lead to an acceptable resolution and which do not fall within the jurisdiction of other Policies or the Honor System. The first step in this Process is for the student to consult with 49 Notices and Agreements 50 the appropriate deans. One of the deans will then determine if this issue falls under this Process and, if appropriate, will appoint a mediator to help resolve the issue. If the student's issue involves a decision or action of a dean, the vice president of student affairs will appoint a mediator to help resolve the issue. The mediator will assist the student in trying to work out the problem. If the student is not satisfied with the results, the student may file a written notice of appeal to the vice president for student affairs. The decision of the vice president is final. Student Patent and Computer Software Agreement The California Institute of Technology (Caltech) has the responsibility to see that inventions made and computer software developed at Caltech, including the Jet Propulsion Laboratory (PL) and other facilities owned or managed by Caltech, be used for the public benefit, be administered in such a way as to avoid cause for criticism of Caltech, and meet Caltech's contractual obligations to others. It is Caltech's policy to share profits made from its licensing of inventions and computer software with the inventors and authors of such inventions and computer software. In order to clarify this situation and to protect the rights of both the student and Caltech, each student at Caltech is asked to sign this agreement. In view of the patent and copyright policies of Caltech in force at this date and as may from time to time be amended, and in consideration for my use of Institute facilities and equipment, and the other advantages accruing under this agree-ment, I hereby agree as follows: 1. Caltech retains all rights in inventions and computer software generated by me while a student at Caltech, including the Jet Propulsion Laboratory (PL) and other facilities owned or managed by Caltech, subject to the following exceptions. 2. When I generate computer software or written work at Caltech in connection with the educational program of Caltech, such as in course work, homework, theses, and pub-lications, I retain ownership of copyright rights, but hereby grant to Caltech an irrevocable royalty-free nonexclusive license, with the right to grant sublicenses, for educational and research purposes, and when generated at JPL or any Caltech managed facility that so requires, I hereby grant the US Government a royalty-free nonexclusive license to use for purposes for or on behalf of the US Government. 3. In addition, when I conceive inventions or write computer software entirely on my own time without using Caltech's equipment, facilities (other than such incidental use as is permitted under Caltech policy) or proprietary information, and without the use of any Caltech funds (regardless of the ori- General Information gin of such funds, whether internal, industry, Government or other), I shall retain all rights to such inventions or computer software, except for those inventions or computer software that relate to Caltech's actual or demonstrably anticipated research or development. 4. I agree to assign, and hereby do assign, to Caltech all rights to and interest in inventions and computer software made or written as described in paragraphs 1 through 3, apart from those retained by me, and all copyrights, patent applications and patents relating thereto; to execute all papers required to apply for, obtain, maintain, issue and enforce such copyright registrations, patents and applications; and to provide reasonable assistance regarding such copyrights, patents and patent applications, including testifying in any interference proceeding or litigation relating thereto. Expenses for the copyright and patent application assistance shall be borne entirely by Caltech. I agree to notify my advisor and Caltech's Office of Technology Transfer promptly of any discovery, innovation or invention that I conceived or first actually reduced to practice, or computer software I write, which are assignable as described in paragraph 4 above. For work done at JPL, or any Caltech managed facility that so requires, I agree to have all scientific and technical publications reviewed prior to public release to ensure compliance with U.S. export control laws and to protect intellectual property rights. I understand that if Caltech receives funds from the licensing of computer software, patent applications or patents assigned to it by me pursuant to this agreement, in excess of unreim-bursed expenses associated with obtaining, maintaining and enforcing such copyrights and patents, I shall share in these funds according to the established Institute policy, procedures and practice in effect on the date that the patent application is filed or the computer software is completed in the same manner as a member of the academic staff and other employees. I understand that Caltech relies on the foregoing agreement when it enters into contracts with others and obligates itself with respect to inventions or computer software made or written in the course of research conducted at Caltech. Notwithstanding the above, nothing in this agreement is to be interpreted as abridging any rights I may have as an employee for inventions developed in my own time under Section 2870 of the California Labor Code. Student Retention and Persistence Rates Most undergraduates enter Caltech at the freshman level. Of the 222 freshmen enrolled during the 2010-11 academic year, 213 51 Notices and Agreements 52 reenrolled in the first term of the 2011-12 academic year and are progressing, yielding a persistence rate of 96 percent. Of the 234 freshmen enrolled during the 2005-06 academic year, 202 graduated by June 2011, yielding a graduation rate for this group of 87 percent. At the graduate level, most students enter Caltech to pursue either the degree of Master of Science or Doctor of Philosophy or, occasionally, both. Of the 208 entering graduate students enrolled in a Ph.D. program during the 2010-11 academic year, 202 reen-rolled in the first term of the 2011-12 academic year and are making satisfactory academic progress, resulting in a persistence rate of 97 percent. Of the 28 entering graduate students enrolled in M.S. programs during the 2010-11 academic year, 8 completed requirements for a terminal M.S. degree within one year; an additional 16 reenrolled in the first term of the 2011-12 academic year with 13 making satisfactory progress toward a higher degree. INSTITUTE POLICIES Acceptable Use of Electronic Information Resources Caltech provides electronic information resources (including, but not limited to, computers, computer accounts and services, net-works, software, electronic mail services, electronic information sources, video and voice services, servers, web pages, and related services) to assist members of the Institute community in the pursuit of education and research. This policy, in conjunction with other applicable Caltech policies, sets forth the acceptable use of all Caltech electronic information resources owned or managed by Caltech, and describes the rights and responsibilities of the Institute and of faculty, staff, students, and other members of the Institute community with respect to use of these resources. Electronic information resources are intended to be used to carry out the legitimate business of the Institute, although some incidental personal use is permitted. Faculty, staff, students, and other members of the Institute community ("users") who use campus electronic information resources should be guided by the Institute's Honor System, which prohibits any member of the Institute community from taking unfair advantage of any other member of the Caltech community. In addition, users who use the Institute's electronic information resources assume responsibility for their appropriate use and agree to comply with all relevant Institute policies and all applicable local, state, and federal laws. Users of Institute electronic information resources may not use these resources for inappropriate or unauthorized purposes. Some examples of inappropriate use are: sending a communication or General Information using electronic information resources, including web pages, that discriminate against or illegally harass, defame, offend, or threaten individuals or organizations, or to engage in other illegal conduct or conduct that violates Institute policy; destruction of or damage to equipment, software, or data belonging to others; disruption or unauthorized monitoring of electronic communications; interference with use of Institute systems; violations of computer security systems; unauthorized use of accounts, access codes, or identification numbers; use of facilities in ways that intentionally impede the legitimate computing activities of others; use of facilities for commercial purposes; use for political or lobbying activities that jeopardize the Institute's tax exempt status and, therefore, violate Institute policy; violation of copyrights, software license agree-ments, patent protections and authorizations, or protections on proprietary or confidential information; unauthorized use of Caltech's trademarks; violating copyright laws by downloading and sharing files; violations of privacy; academic dishonesty; sending chain mail; spamming; downloading, viewing, and/or sharing of materials in violation of the Institute's harassment policies (http://cit.hr.caltech.edu/policies/policies-main.html); intrusion into computer systems to alter or destroy data or computer programs (e.g., hacking or cracking); or sending communications that attempt to hide the identity of the sender or represent the sender as someone else. Password capabilities and other safeguards are provided to members of the Caltech community in order to safeguard electronic messages, data, files, and other records (including computer files and records, electronic mail, and voice mail) from unauthorized use. In addition, the Institute will routinely follow up on systems and/or accounts that appear to be compromised or are in the process of being compromised. However, these sateguards are not intended to provide contidentiality from the Institute with respect to personal messages or files stored on Institute systems. Electronic information resources are Institute property. Users should not have an expectation of privacy with respect to their use of Institute electronic information resources or data, files, or other records gener-ated, stored, or maintained on Institute resources. The Institute may routinely examine network transmission patterns such as source/destination, address/port, flags, packet size, packet rate, and other indicia of traffic on the servers. While the Institute will not, as a routine matter, review the content of electronic messages or other data, files, or records generated, stored, or maintained on Institute electronic information systems, the Institute retains the right, within its discretion, to inspect, review, or retain the content of electronic messages and other data, files, or records generated, stored, or maintained by users at any time without prior notification, for legitimate Institute reasons. These legitimate reasons include, but are not limited to, responding to lawful subpoenas or court orders, investigating misconduct and determining compli- 53 Institute Policies 54 ance with Institute policies, and locating electronic messages, data, files, or other records. Users should also understand that electronic messages, data, files, and other records generated, stored, or maintained on Institute electronic information systems may be electronically accessed, reconstructed, or retrieved even after they have been deleted. Institute access to the content of electronic mail, data, files, or other records generated, stored, or maintained by any member of the Caltech community may only be requested 1) by the provost for faculty; 2) by the associate vice president for human resources for employees; and 3) by the vice president for student affairs for stu-dents. In all cases, Institute access requires prior consultation with the Office of the General Counsel. The use of Institute electronic information resources is a privi-lege, not a right, and the Institute may revoke this privilege, or decline to extend this privilege, at any time. Inappropriate use of Institute resources may result in administrative discipline up to and including separation from the Institute. Suspected illegal acts involving Institute electronic information services may be reported to state and federal authorities, and may result in prosecution by those authorities. Any questions concerning the appropriate use of any of the Institute's electronic information resources or relevant Institute policies should be directed to the provost, the chief information officer, the associate vice president for human resources, the dean of students, or the dean of graduate studies. Accommodations for Disabilities It is the Institute's policy and practice of Caltech to comply fully with the Americans with Disabilities Act, the Rehabilitation Act (Section 504), and other applicable federal, state, and local laws to ensure equal opportunity for qualified persons with known disabili-ties. The Institute does not discriminate based on disability, and is committed to ensuring that there is no unlawful discrimination in any of its programs, services, activities, and terms and conditions of employment. As required by law, the Institute will provide reasonable accommodations to qualified individuals with known disabilities including students, faculty, staff, and job applicants, so long as such accommodation does not create an undue hardship for the Institute. Individuals who believe they need a reasonable accommodation should contact the following Institute representatives. It is the responsibility of the Institute's administration and fac- ulty to ensure the Institute's compliance with this policy. The following individuals have been designated as contacts regarding disability issues, including requests for accommodation: Students: Associate Dean of Students, Barbara Green (626) 395-6351 General Information Staff: Campus Executive Director for Human Resources, April White Castañeda (626) 395-8167 JPL: Human Resources Consultant, Arlene Cass (818) 354-9750 Faculty: Administrator, Provost's Office, Jean Grinols (626) 395-6129 Alcohol Use at Student Events I. Basic Principles Caltech is committed to providing its students, faculty, and staff with an environment that promotes safe and responsible social interaction. The Institute's concern over the illicit use and the abuse of alcohol and drugs results from the serious health hazards caused by substance abuse and from the potential legal penalties for those convicted of unlawful use, possession, or distribution of these sub-stances, and by the ways in which alcohol and drugs adversely affect the campus environment. All members of the Caltech community should be familiar with and adhere to the Institute's policy on substance abuse. Please refer to http://cit.hr.caltech.edu/ policies/policies-main.html for the complete text of the policy. Caltech's primary approach to preventing substance abuse is to educate its students regarding the medical and psychological hazards of abuse and to increase student sensitivity to the ways in which substance abuse interferes with the rights and privileges of others. The Institute encourages the future growth of a community where substance abuse is not condoned and where those with related abuse problems are provided with assistance. The Caltech community, guided by the Honor Code, is founded on trust, respect, and responsibility. These principles apply to all aspects of Caltech life, including alcohol and substance use and abuse. Caltech has a long-standing tradition of students acting responsibly and refraining from actions that are damaging to others or to the Institute. Individuals are expected to take responsibility for their own conduct and to comply with state and federal laws as well as with Institute policy and the Honor Code. II. Caltech Policy on Controlled Substances and Alcohol The Institute maintains a drug-free workplace and campus. The use, possession, cultivation, manufacture, sale, or transfer of illegal drugs is prohibited. The illegal use of other drugs or prescriptions is also prohibited. Members of the Caltech community are expected to act lawfully with respect to the possession and consumption of alcoholic beverages. Possession and consumption of alcohol by 55 Institute Policies 56 individuals under 21 is prohibited. It is a violation of Caltech's policy to serve, share, or pass alcohol to anyone under 21. Anyone who is intoxicated, regardless of age, may not be served. All members of the Caltech community, including students, are prohibited from returning to work in an experimental lab after having consumed alcohol. Consumption of alcoholic beverages in public areas outside residences, such as walkways, building steps and porches, and green spaces (e.g., the Olive Walk, the Millikan Pond area, the Court of Man), is not permitted regardless of the drinker's age unless the event is registered. Planning Student Events at Caltech Caltech recognizes that student parties and activities are an important part of campus life. The information provided here is intended to help minimize the risks associated with sponsoring a party, and to help individuals and organizations plan and execute a safe, healthy, fun, and problem-free event. Event planners are encouraged to consult with the assistant vice president for student life, the dean or associate dean of students, or the dean or associate dean of graduate studies prior to the party so that the respective office can work with planners in arranging their event. Planning Requirements These requirements apply to events taking place in an Institute common area (any area outside of an individual's apartment or private room). Examples of common areas include house lounges, dining rooms, and courtyards, the Catalina recreation room, Dabney Lounge, etc. These planning requirements do not apply to activities that take place in private rooms within student residences or student apartments. Such locales are governed by applicable laws and conditions of the housing contract. All student events at which alcohol will be served (including official campus functions, registered events, and private parties) must adhere to the following guidelines: • In order to use Institute funds (including house dues, club funding, and student government funding) for an even where alcohol is served, prior authorization must be received from the assistant vice president for student life, the dean or associate dean of students, or the dean or associate dean of graduate studies. • Events where alcohol is served may be open only to members of the Caltech community and their invited personal guests. • Events should not promote the inappropriate or excessive use of alcohol. • One student must fill out the event registration form as the event host on behalf of the sponsoring organization, signitying that the organization agrees to abide by Caltech procedures and applicable law. General Information • Professional bartenders are required at any event where alcohol is served and participants under the legal drinking age are present. Professional bartenders may also be required at the discretion of the Institute if circumstances so require. A current driver's license with a picture, a state-issued identification card, or a passport is the acceptable means of age verification. • A bartender may not serve alcohol to any individual who is under 21 years of age or to anyone who is intoxicated. A bartender may not serve more than one drink to one person at any one time. • Alcoholic and nonalcoholic beverages must be free and provided in quantities determined by the proportion of guests above and below the legal drinking age. An adequate supply of quality nonalcoholic beverages must be provided through out the duration of the party. Alcohol may not be served if nonalcoholic beverages run out. Food must also be available throughout the duration of the event. • Campus security must be present at any registered even where alcohol is served unless the assistant vice president for student life, the dean or associate dean of students, or the dean or associate dean of graduate studies grants an excep- • All events must conclude by the time governed by Institute policy, which is 2:00 a.m. The bar must be closed at 2:00 a.m., and security will be present to assist in the process. This may include removing remaining alcohol to a designated secure location. • An accessible shared supply of alcohol may not be held by houses, individuals, or clubs. This includes, but is not limited to, unregistered kegs, trash-can punches, and beer fridges. • Any drinking game or any other activity that promotes the rapid and/or excessive consumption of alcoholic beverages is not permitted. To determine whether your event must be registered, access the undergraduate event registration form or the graduate registration form on the Student Affairs website. Federal and State Law Caltech abides by federal and state laws in regard to the use of illegal drugs and alcohol. It is a criminal offense • To use, possess, cultivate, manufacture, sell, or transfer illegal drugs, or to illegally use other drugs or prescriptions • For any person under the age of 21 to consume, purchase, or • To provide any alcoholic beverage to a person under the age of 21 • To provide any alcoholic beverage to an obviously intoxicated person • To be under the influence of alcohol in a public place and 57 Institute Policies 58 unable to exercise care for one's own safety or that of others • To operate equipment or vehicles after consuming alcohol or • To have in oue's possession or to use false evidence of age and identity to purchase alcohol A student's eligibility for federal financial aid may be suspended if the student is convicted, under federal or state law, of an offense involving the possession or sale of illegal drugs. Liability While the law regarding civil liability is complex, it is important to know that under some circumstances student houses, event spon-sors, bartenders, or others might be held legally liable for the consequences of serving alcohol to underage drinkers or to obviously intoxicated persons. Persons could be sued and potentially found personally liable for damages to any injured party or parties. Institute-Imposed Consequences for Policy Violation Caltech will impose sanctions on individuals and organizations that violate this policy. These sanctions and penalties will depend on the severity of the offense. The penalties can be imposed by the dean or associate dean of students, dean of graduate studies, assistant vice president for student life, the Conduct Review Committee, the Board of Control, the Graduate Review Board, and the vice president for student affairs. For undergraduate violations, the Routing Committee (made up of the chair of the Board of Control, the student cochair of the Conduct Review Committee, assistant vice president for student life, and the dean of students) determines who will hear the case. For graduate stu-dents, the dean of graduate studies and the chair of the Graduate Review Board will meet to determine who has jurisdiction over the case. Penalties can include expulsion from the Institute and referral to civil authorities for prosecution for violations of the law. A student who is found to be selling or providing illegal drugs can be suspended or expelled from the Institute, even for a first offense. In addition to suspension or expulsion, other sanctions may include the following: • Verbal and written warnings • Organizing an educational program for peers • Community service • The completion of an appropriate rehabilitation program • Social probation for an individual or a group • Persona non grata status • Suspension from housing • Attending a substance-abuse awareness program Houses and student organizations that flagrantly or frequently violate the policy will have restrictions placed on parties, events, and/or other social activities. An event may be closed immediately, or other interventions may be taken to correct the violation. General Information Disciplinary action may be invoked entirely apart from any civil or criminal penalties that the student might incur. Students should understand that inebriation is never an excuse for misconduct-that a student's careless or willful reduction, through the use of alcohol or other intoxicants, of his or her own ability to think clearly, exercise good judgment, and respond to rational intervention may invoke more stringent penalties than otherwise might be levied. Recent legislation allows institutions of higher education to contact parents when their adult children violate a school's alcohol or drug policy. If it is a possibility that students' behavior with respect to alcohol and drugs presents a danger to themselves and/or others, Caltech may inform parents. Such a determination will be made by the deans or the assistant vice president for student life, in consultation with other offices as necessary. III. Alcohol Safety When planning an event where alcohol will be served, it is important to be aware of the need to implement a plan to promote the health and safety of your guests. Caltech's alcohol policy and programs are intended to encourage its community members to make responsible decisions about the use of alcoholic beverages, and to promote safe, legal, and healthy patterns of social interaction. As an event host or as a participant, it is important to be educated regarding signs of intoxication, signs and symptoms of alcohol poisoning, and management of high-risk guests. In order to manage high-risk guests, the following is a list of suggested Dos and Don'ts: Do Be friendly but firm Be assertive and nonjudgmental Make sure you have others close by for support Use the guest's friends as your allies Offer guests an alternative to drinking; this will allow the guest to "save face" and feel in control Be aware of possible aggression; try to get the person away from the crowd and distracted from possible sources of anger Don't Be angry or obnoxious Back down or change your mind Hesitate to call your RA or Security Take statements personally or get into a shouting match Touch anyone without good reason; if someone attacks you, only use enough force to restrain them Embarrass the guest; others observing the situation may feel a need to intervene or retaliate 59 Institute Policies 60 icodi intoxica bilan do i con ee between is erical sign sof intoxication include • Talking loudly, then very softly • Rambling or irrational speech • Acting aggressively or belligerently • Spilling drinks • A decrease in coordination, e.g., missing the mouth while attempting to drink In contrast, the signs and symptoms of alcohol poisoning are more severe and dangerous. There is no way to sober someone up quick- • Unconsciousness or semiconsciousnes: • Slow breathing — eight breaths or less a minut • Cold, clammy, pale, or bluish skin • No response to sounds, pinching, prodding, or poking What to Do: • Telephone ext. 5000 or 395-5000 immediately • Stay with the person until help arrives • Observe the person's vital signs (level of consciousness, breathing rate, color of skin) • Prevent choking by rolling the person onto his or her side In cases of intoxication and/or alcohol poisoning, the primary concern is for the health and safety of the persons involved. Individuals are strongly encouraged to call for medical assistance for themselves or for a friend/acquaintance who is dangerously intoxi-cated. No student seeking medical treatment for an alcohol or drug-related overdose will be subject to discipline for the sole violation of using or possessing alcohol or drugs. A staff member may follow up with the student after the incident to determine his or her health and welfare. Counseling and Treatment Students who believe they may have an alcohol or drug problem are strongly encouraged to seek assistance through resources available at the Institute. Students should seek aid through the Health and Counseling centers, the health educator, the deans, or the assistant vice president for student life. Such contacts will be kept confidential, except as required by law or the immediate health, safety, or security of the individual or others. Resources You can always contact your RA and health advocate. Additional resources include Security ext. 5000 General Information Student Health Center Counseling Center Health Educator Huntington Hospital Emergency Room 395-6393 395-8331 395-2961 397-5111 Fire Safety It is the policy of the California Institute of Technology to comply with all applicable laws, regulations, codes, and standards in regard to fires, fire safety, and fire protection. The Institute recognizes that campus fire safety is vitally important to the Institute community, and thus is committed to maintaining a safe environment for facul-ty, staff, students, and other members of the Institute community. The purpose of the Institute policy on fire safety is to provide guidelines for establishing and maintaining fire safety procedures with respect to the undergraduate and graduate student houses and dormitories (student living areas or student housing) at the Institute. Please refer to http://www.studaff.caltech.edu/policies.htm for the complete text of the policy. Firearms and Other Dangerous Materials No one is allowed to maintain, possess, transport, or use any firearms, including BB, pellet, or paintball guns, or replicas that could be mistaken for real guns, or other weapons, including martial arts weapons, hunting knives, fireworks, ammunition, explo-sives, dangerous chemicals, or highly flammable materials (e.g., gasoline) on Institute property, including off-campus facilities. The use or threatened use of any knife as a weapon is also prohibited. Mural Policy Murals or anything that goes on walls or ceilings in the shared spaces of Caltech's resident houses should not involve offensive material, which includes language or images that reasonable persons would find offensive, that would reasonably interfere with other residents' enjoyment of the facility, and/or that violate Caltech's nondiscrimination or unlawful harassment policies or other Caltech policies. Examples of offensive material include language or images that are racist or sexist or that are derogatory on the basis of national origin, disability, age, religion, or sexual orien-tation. Graffiti or anything else that makes the houses look deteriorated or degraded is also not acceptable. Students must notify the Housing Office in advance of the intention to put up a mural and of its proposed location. Neither the Housing Office nor Student Activities and Programs (Student Life) will bear the cost of removal if a mural is put up without consultation or differs from the submitted design in ways that make it inappropriate. All murals must comply with the mural policy and be approved following the guidelines stated in the mural policy. For full mural policy text, see http://www.housing.caltech.edu/undergrad/mural_policy.asp. 61 Institute Policies 62 Missing Students Missing student policy and procedure have been established to assist in locating Caltech students living in on-campus housing who, based on the facts and circumstances known to Caltech, the Institute has determined to be missing. Please refer to http://www.studaff.caltech.edu/policies.htm for the complete text of the policy. Nondiscrimination and Equal Employment Opportunity Caltech is committed to equal opportunity for all persons without regard to sex, race, creed, color, religion, national origin, ancestry, age, marital status, pregnancy, gender, gender expression, gender identity, sexual orientation, genetic information, status as disabled veteran, or other eligible veteran, for otherwise qualified individuals with a disability, or any other condition protected by the state and federal law. It is the policy of Caltech to provide a work and academic environment free of discrimination as required by federal and state law, including Title IX which prohibits discrimination based on sex in Caltech's educational programs and activities. Discrimination is an act or communication that interferes with an individual's or a group's ability to participate fully in the Caltech community on the basis of any protected condition or characteris-tic. Consistent with this policy and federal and state law, sex dis-crimination, including sexual harassment and sexual violence will not be tolerated at Caltech. Caltech will take all reasonable steps to eliminate discrimination, harassment, and sexual violence in its work and academic environment. Caltech is an equal employment and affirmative action employer and will, whenever possible, actively recruit and include for employment members of minority groups, females, disabled veter-ans, other eligible veterans, and otherwise qualified persons with disabilities. Caltech will hire, transfer, and promote based on the qualifications of the individual to ensure equal consideration and fair treatment of all. All other employment actions, such as work assignments, appointments, compensation, evaluations, training, benefits, layoffs, and terminations are governed by this policy. Personnel actions will be reviewed to ensure adherence to this pol-icy. The Provost has been designated as the Equal Employment Coordinator for faculty, the Director of Employee & Organizational Development for campus staff, the Associate Deans of Students for undergraduate students, the Dean of Graduate Studies for graduate students, and the Director for Human Resources at the Jet Propulsion Laboratory for employees assigned there. The Associate Dean of Graduate Studies has been designated as Caltech's Title IX Coordinator. She can be reached at (626) General Information 395-3132, email: thunt@caltech.edu, or at her office 230 Center for Student Services. Inquiries concerning the interpretation and application of this policy should be referred to the appropriate designated individual. Management is responsible for monitoring decisions regarding personnel actions to ensure that these decisions are based solely on the individual's merit, and on legitimate, nondiscriminatory job requirements for the position in question and the reasonableness of any necessary accommodations for persons with a disability. Anyone who witnesses or experiences conduct he/she believes to be in violation of this policy is urged to contact any of the above mentioned coordinators, the individuals identified in Caltech's harassment policy, the Caltech Employee & Organization Development office or JPL Employee Relations Group immediate-ly. Complaints, including complaints under Title IX, will be investigated promptly using the Procedures Regarding Unlawful Harassment. Individuals who violate this policy may be subject to disciplinary action up to and including termination or expulsion. In addition, an employee who believes he or she has been subject to harassment or discrimination has the right to file a complaint with the Federal Equal Employment Opportunity Commission (http://www.eeoc.gov/) or the California Department of Fair Employment and Housing (http://www.dfeh.ca.gov/), which have the authority to remedy violations. Students may file complaints with the U.S. Department of Education Office for Civil Rights at (415) 486-5555 (or ocr.sanfrancisco@ed.gov) or (800) 421-3481 (or OCR@ed.gov). To ensure equal employment opportunity and nondiscrimina-tion, each member of the Caltech community must understand the importance of this policy and his/her responsibilities to contribute to its success. Sexual Violence All members of the Caltech community have the right to be treat-ed, and the responsibility to treat others, with dignity and respect. These principles are fundamental to the educational and intellectual mission of Caltech. Consistent with these principles, it is the policy of Caltech to provide a work and academic environmental free of sexual violence. This applies to all students, faculty, staff, postdoctoral scholars, and others participating in Caltech's educational programs and activities, whether those take place in Caltech facilities, at an event sponsored by Caltech at another location, or elsewhere. Sexual violence is a form of sexual harassment and is prohibited by Title IX of the Education Code. Caltech will not tolerate sexual violence, and is committed to educating the community in ways to prevent sexual violence. All forms of sexual violence are considered to be serious offenses. Caltech actively encourages the reporting of sexual violence, and is committed to responding promptly to, and thoroughly investigat- 63 Institute Policies 64 ing, all complaints of sexual violence. Caltech will take reasonable steps to remedy the effects and prevent recurrence of the behavior. Overt or covert acts of retaliation, reprisal, interference, discrimi-nation, intimidation or harassment against an individual or group for exercising its rights under this policy will be subject to prompt and appropriate corrective action. Individuals who violate this policy may be subject to disciplinary action up to and including termination or expulsion. A broad range of behaviors can be classified as sexual violence. Sexual violence can be committed by individuals of any gender, and can occur between individuals of the same gender or different gen-ders, strangers or acquaintances, and people involved in intimate or sexual relationships. Sexual violence is defined as physical sexual acts perpetrated forcibly and/or against a person's will, or where the person is incapable of giving consent. Sexual violence includes sexual assault (rape), forced sodomy, forced oral contact, statutory rape, sexual assault with an object, sexual battery, intimate partner violence, sexual coercion, and threat of sexual assault. The Provost has been designated as the coordinator for complaints against faculty, the Director of Employee & Organizational Development (EOD) for campus staff and postdoctoral scholars, the Dean of Undergraduate Studies for undergraduate students, the Dean of Graduate Studies for graduate students, and the Director for Human Resources at the Jet Propulsion Laboratory (PL) for employees assigned there. The Associate Dean of Graduate Studies has been designated as Caltech's Title IX Coordinator. She can be reached at (626) 395-3132, email: fhunt@caltech.edu, or at her office 230, Center for Student Services. Anyone who witnesses or experiences conduct that he/she believes to be in violation of this policy is urged to contact any of the above-mentioned offices, or the offices listed as resources below. Complaints, including complaints under Title IX of the Education Code, will be investigated promptly using the Procedures Regarding Sexual Violence. Consent Consent is a crucial component of the Caltech policy. Consent is the voluntary, informed, uncoerced agreement through words and/or actions, which a reasonable person would interpret as a willingness to participate in mutually agreed upon sexual activity. Sexual activity should only occur when all participants willingly and affirmatively choose to engage in particular acts. Consent once given may be withdrawn at any time. Consent cannot be inferred from silence, passivity or lack of active resis-tance. Consent cannot be inferred from consent to a prior or different activity. If consent is withdrawn, the other party must immediately stop whatever sexual activity is occurring. Being intoxicated or otherwise impaired does not diminish one's responsibility to obtain consent. General Information Indications that consent is not present include, but are not lim- ited to: • A verbal "no" (no matter how indecisive) or resistance (no matter how passive). • When physical force is used, or when there is a reasonable belief of the threat of physical force. • When any kind of coercion is present. • When a person is legally incapable of making an intentional decision to participate in a sexual activity, including being unconscious, asleep, incapacitated by drugs or alcohol or due to an intellectual or other disability. What to Do if Sexual Violence Has Occurred If you are the victim of sexual violence, you are encouraged to seek immediate medical, psychological, and support/advocacy services provided by campus and/or community services. If emergency response is required and you are on campus, please call campus security at (626) 395-5000. If off campus, please call the Pasadena Police Department at (626) 744-4241 or other appropriate police department. Sexual violence can be a traumatic experience. Therefore, members of the Caltech community may access the following offices for confidential support. Caltech staff and postdoctoral scholars may contact the Staff and Faculty Consultation Center (SFCC), while undergraduate and graduate students may access the Student Counceling Center or the Caltech Cener for Diversity, and for JPL employees, the Employee Assistance Program. Professionals in these offices will listen and help identify options and next steps. They can also help you decide what plan of action feels most comfortable. Talking to any of these individuals does not constitute reporting an incident to Caltech. Although they are not involved in Caltech's formal response to an incident, or possible legal action, staff members in each of these offices are available to provide support to the complainant and/or the respondent as he or she moves through the steps related to either or both of these processes. Staff in these offices may be able to help you develop a clear statement that contains all of the relevant information regarding your complaint, or may recommend that you speak with another campus office for additional specialized services or resources. Because sexual violence may involve physical trauma and is a crime, the person assaulted is urged to seek medical treatment as soon as possible. Medical treatment is available at the Student Health Center, Huntington Memorial Hospital emergency room, a private physician, or through other community resources. Please note that the hospital and certain health-care providers have an obligation to inform the police. You can choose whether or not to disclose information to the police or to file a civil or criminal complaint. If you desire further information concerning this 65 Institute Policies 66 procedure, please contact the Student Counseling Center, the Caltech Center for Diversity, or the Staff and Faculty Consultation Center. Any member of the Caltech community who has experienced sexual violence is strongly encouraged to immediately report the incident to Caltech as well as local enforcement. Resources Caltech's Title IX Coordinator (626) 395-3132, or fhunt@caltech.edu Office: 230 Center for Student Services Campus Resources: Campus Security Student Counseling Center Caltech Center for Diversity Staff and Faculty Consultation (626) 395-5000 (626) 395-8331 (students) (626) 395-3221, (626) 395-5772 (626) 395-8108 (students) (626) 395-8360 (faculty, staff, and postdoctoral scholars) JPL Resources: JPL Security Employee Assistance Program Other Resources: Pasadena Police Department Huntington Hospital ER (818) 393-3333 (818) 354-3680 (employees) (626) 744-4241 (626) 397-5111 In addition, employees have the right to file a complaint with the Federal Equal Employment Opportunity Commission or the California Department of Fair Employment and Housing, which have the authority to remedy violations. Students may file complaints with the U.S. Department of Education, Office for Civil Rights, (415) 486-5555, ocr.sanfrancisco@e.gov or (800) 421-3481, OCR@ed.gov. Procedures Regarding Sexual Violence Procedures for Filing Complaints of Sexual Violence A student, faculty, staff member, postdoctoral scholar, or other individual participating in any Caltech educational programs or activities who has experienced sexual violence is strongly encouraged to immediately report the incident to Caltech as well as local law enforcement. If you would like support and guidance in filing a complaint, please contact the Caltech Center for Diversity, the Staff and Faculty Consultation Center (SFCC), the Title IX Coordinator, one of the undergraduate or graduate Deans, Employee & Organization Development (EOD) in Human Resources, the Chief of Security, the Director of Security Operations, or the Director for Human Resources at JPL. Students may also file complaints with the U.S. Department of Education, General Information Office of Civil Rights, which can be reached at (415) 486-5555 or ocr.santrancisco@ed.gov or (800) 421-3481 or OCR@ed.gov. Protection of the Complainant and Respondent For the purpose of this procedure, a complainant is the person filing a complaint; and the respondent is the person responding to the complaint. Caltech will take measures to protect the rights of both the complainant and the respondent as appropriate. Retaliation against any member of the Caltech community who reports an incident of sexual violence is strictly prohibited. Overt or covert acts of retaliation, reprisal, interference, discrimination, intimidation or harassment against an individual or group for exercising its rights under this procedure will be subject to prompt and appropriate corrective action. The designated administrator taking the complaint will ask the complainant questions to assess whether there is a threat to the complainant and/or other members of the community and take appropriate action to protect the complainant and/or others as needed If interim safety measures, administrative changes and/or academic changes are needed in order to protect the rights of either party, they will be made by the appropriate administrators. These changes should be discussed with the appropriate parties: Provost, EOD Director, Dean, Associate Deans, or Director for Human Resources at JPL. Changes might include transfer of supervisory or evaluative responsibility regarding grading, supervision, tenure review, letters of recommendation, changes to office assignments and/or counseling. For students, these changes might include the complainant's option to avoid contact with the respondent, and changes to classes and/or housing. When taking steps to separate a complainant and respondent, Caltech will endeavor to minimize the burden on the complainant. Care will be taken to protect both parties with the greatest degree of confidentiality. Each party may have an advisor or support person present when reporting, o1 responding to, sexual violence. However, the proceeding is an internal Caltech function; therefore, the presence of legal counsel is not permitted by anyone during the conduct of these procedures. Filing a Complaint A member of the Caltech community who wishes to file a complaint of sexual violence should do so as soon as possible after the assault, although complaints may be filed at any time. Complaints can be made orally or in writing. Complaints should be brought to the attention of one of the following individuals: Caltech's Title IX Coordinator Campus: Provost Vice Provosts 67 Institute Policies 68 Deans Student Affairs Directors Master of Student Houses Director of Employee & Organizational Development ("Director of EOD" or "EOD Director") Employee Relations Consultants Associate Vice President for Human Resources Division Chairs Division Administrators JPL: Director for Human Resources Deputy Director for Human Resources Employee Relations Manager Employee Relations Consultants These individuals will ensure that the complaint reaches the appropriate investigating office. If the respondent is a student, the complaint will be forwarded to the Dean of Students or Dean of Graduate Studies, respectively; if a campus staff member or a postdoctoral scholar, to the EOD Director; if a faculty member, to the Provost; and if a JPL employee, to the Director for Human Resources at JPL. Investigative Procedures Caltech has put in place the following process to ensure that all investigations of sexual violence are handled promptly, thoroughly and impartially: • Formal complaints of harassment can be made orally or in writing; but if made orally, should in the end be put in writ-ing. • As soon as practicable after a complaint is received, the Dean of Students office or the Dean of Graduate Studies office, the Provost's office, EOD office, or the JPL Human Resources office, will initiate an investigation into the com-plaint. The Caltech investigation will occur independently from any legal/criminal proceedings that may take place. • The purpose of the investigation is to determine the facts relating to the complaint. • All parties involved will receive a fair process and be treated with care and respect. • The individuals involved in the investigation will respect the privacy of the complainant, respondent, and that of all parties involved while conducting a thorough review of the complaint. • The investigator should be from the same area as the respondent. For example, if a student makes a complaint against a faculty member, a representative appointed by the Provost's office will lead the investigation. If a student files a General Information complaint against another student, a representative appointed by the appropriate Student Affairs office will lead the investigation. Individuals who conduct investigations will be trained in how to conduct investigations. • Caltech will investigate all complaints consistent with its obligations under applicable law. For complaints solely covered by Title IX of the Education Code, when meeting with the complainant, the investigators) will seek consent to proceed with the investigation. If the complainant requests confidentiality or asks that the complaint not be pursued, Caltech still will take all reasonable steps to investigate and respond to the complaint consistent with the request for confidentiality or request not to pursue an investigation. If the complainant refuses to have their name disclosed to the respondent, the investigators) will explain that Caltech's ability to respond may be limited. If the complaint includes allegations that may constitute a possible crime, the investi-gators) will notify the complainant of their right to file a criminal complaint. • The respondent will be notified within a reasonable time after the complaint is filed. • The complainant and respondent will be informed of the relevant procedures, and may object to the suitability of the investigators) by notifying the appropriate Caltech official in writing • Caltech's Sexual Violence and Unlawful Harassment Policies will be reviewed with both parties and copies will be provided to them. • The complainant and respondent will be informed that Caltech will not tolerate retaliation, will take steps to prevent retaliation, and will take strong responsive action if retaliation occurs. The complainant and respondent will be advised to notify Caltech immediately of any retaliation that occurs. They should immediately notify any of the individuals to whom a complaint can be made if anyone associated with the matter is under continuing threat or is being subject to retaliation. • The investigators) will summarize for the respondent the evidence in support of the complaint to allow the respondent the opportunity to reply. • The investigation will remain confidential to the extent possible and all parties will be advised to maintain confidentiali-ty. Caltech administrators will be informed on a need to know basis. Caltech will take reasonable and appropriate efforts to preserve the complainant's and the respondent's privacy and protect the confidentiality of information. However, because of laws relating to reporting and other state and federal laws, Caltech cannot guarantee confiden-tiality, except where the report of sexual violence is made to 69 Institute Policies 70 a confidential resource. • The complainant and respondent will be given equal opportunity to present their cases separately to the investigators), to suggest others who might be interviewed, and to present other evidence. Subsequently, the investigators) can, if appropriate, interview other parties to reach findings and conclusions. • All parties who participate in investigative interviews may submit written statements. Investigatory meetings will not be recorded. • Both parties will be kept informed of the status of the inves-tigation. • An investigation should be completed as soon as practicable, usually within 60 days from the beginning of the investiga-tion. • Investigative files are confidential and will be maintained in the appropriate administrator's office. • If required for fairness or practical necessity, exceptions to or modification of these procedures can be made by the Provost, Dean or Associate Deans, EOD Director, or Director for Human Resources at JPL. Exceptions must be made in writing and notice provided to both the complainant and respondent. Other administrative issues regarding the conduct of the investigation will be decided by the Provost, Dean (s), EOD director, or Director for Human Resources at JPL, as needed. Findings and Recommendations The investigators) will use a preponderance of the evidence standard in making their determination. A preponderance of the evidence means that it is more likely than not that the sexual violence occurred. When the investigators) is presented with two different but plausible versions of the incident, credibility determinations may affect the outcome. The investigators) will make a recommendation to the relevant Dean, Provost, EOD Director, or Director for Human Resources at JPL, as appropriate, within 15 days of the completion of the investigation, regarding the charges and the appropriate conse-quences, including disciplining of the respondent, steps to prevent the reoccurrence of any sexual violence, and to correct any discriminatory effects on the complainant and others, if appropriate. The conclusions that the investigation might reach include, but are not limited to, the following possibilities. In each case, the investi-gators) should summarize the evidence that supports the conclu-sion. 1. A violation of Caltech's sexual violence policy occurred. 2. Inappropriate behavior occurred, but did not constitute a violation of Caltech's policy on sexual violence. 3. The charges were not supported by the evidence. General Information 4. The charges were brought without any basis or without a reasonable, good faith belief that a basis existed. Resolution As soon as practicable after receiving the investigative findings, the Dean of Students office, the Dean of Graduate Studies office, the Provost's office, the EOD office, or JPL Human Resources office, as appropriate, will inform both parties of the outcome of the investigation in writing, concurrently, within seven (7) days after receiving the recommendation. Any sanctions imposed against the respondent will be disclosed consistent with applicable law, including FERPA, Title IX of the Education Code, and the Clery Act. Individuals who have been found to have violated Caltech's pol- icy on sexual violence may be subject to disciplinary action. Discipline can include, but is not limited to, the following: • Verbal counseling/training • A formal written warning placed in the respondent's file • Suspension of the right to accept new graduate students or postdoctoral scholars • Transfer of advisees and/or removal from positions of administrative responsibility • Removal from student housing • Removal from a supervisory position • Enforced leave of absence/suspension • Termination of employment or permanent dismissal • Expulsion If the respondent was not found to have violated Caltech's policy on sexual violence, but the investigation concludes that he or she violated another Caltech policy, or committed some other wrongful or improper act, appropriate sanctions will be imposed. Effective corrective action may also require remedies for the complainant and/or the broader student population. Appeal Appeals must be in writing and submitted within 30 days of notification of the decision. The appeal must be on the grounds of improper procedure, an arbitrary decision based on evidence in the record or new evidence that was unavailable at the time of the investigation. designee (for staff and postdoctoral scholars), the Vice President for Student Affairs or designee (for students), or Director for Human Resources at JPL or designee. Both the complainant and the respondent will be informed, in writing, of the outcome of the appeal. 71 Institute Policies 72 Further Complaints The complainant should immediately notify the Title IX Coordinator, or for campus the Provost or Division Chair, Dean or Associate Deans, EOD Director or the Director for HR at JPL, if any retaliatory action occurs. In such cases, the complainant has the right to file another complaint. Title IX Title IX of the Education Amendments of 1972 is a comprehensive federal law that prohibits discrimination on the basis of sex in any federally tunded education program or activity. Inquiries concerning the Institute's policies, compliance with applicable laws, statutes, and regulations (such as Title IX and Section 504), and complaints may be directed to Title IX coordinator, Felicia Hunt (associate dean of graduate studies), (626) 395-3132. Inquiries and complaints may also be directed to the U.S. Department of Education Office for Civil Rights at (415) 486-5555 (or ocr.sanfrancisco@ed.gov) or (800) 421-3481 (or OCR@ed.gov). No member of the Caltech community will be retaliated against for making a good-faith report of alleged harassment or for participating in an investiga-tion, proceeding, or hearing conducted by Caltech, or by a state or federal agency. Unlawful Harassment It is the policy of Caltech to provide a work and academic environment free of unlawful harassment ("harassment") and retaliation. Harassment is the creation of a hostile or intimidating environment in which inappropriate conduct, because of its severity and/or persistence, is likely to interfere significantly with an individual's work or education, or affect adversely an individual's living condi-tions. Harassment in any form, based on sex, race, color, age, national origin, disability, religion, gender, gender expression, gender identity, sexual orientation, or any other characteristic protected by state or federal laws, is prohibited, as are all forms of sexual intimidation exploitation, and violence. All fac-ulty, students, staff, postdoctoral scholars and others participating in Caltech's educational programs and activities should be aware that Caltech will not tolerate any conduct that constitutes unlawful harassment or retaliation. Caltech promptly and thoroughly investigates complaints of harassment, and takes appropriate action, including disciplinary measures, when warranted. Caltech also takes prompt action when notified about harassment by third parties such as nonemployees, vendors, or contractors. Faculty, students, staff, postdoctoral scholars and third parties are responsible for maintaining an appropriate environment for study and work. This includes conducting themselves in a professional manner, actively discouraging harassment, taking appropriate corrective action to prevent and eliminate harassment and General Information reporting all situations that appear to involve harassment. Caltech requires that any employee who is responsible for directing or supervising other Caltech employees participate in training regarding unlawful harassment, including sexual harassment, at least every two years. Faculty, students, staff, postdoctoral scholars and others participating in Caltech's educational programs and activities have the right at any time to raise the issue of harassment without fear of retaliation. Caltech policy prohibits retaliation against an individual for making a good-faith report of alleged harassment. Any fac-ulty, student staff, postdoctoral scholar or other individual participating in Caltech's educational programs and activities who feels that he or she has been harassed should review the Procedures Regarding Unlawful Harassment attached to this Policy and available at http://cit.hr.caltech.edu/policies/policies-main.html and immediately bring the matter to the attention of his or her supervisor or any of the individuals listed below. They will handle matters brought to their attention with sensitivity and discretion. Caltech's Title IX Coordinator Campus: Provost Vice Provosts Deans Student Affairs Directors Master of Student Housing Director of Employee & Organization Development Employee Relations Consultants Associate Vice President for Human Resources Division Chairs Division Administrators JPL: Director for Human Resources Deputy Director for Human Resources Employee Relations Manager Employee Relations Consultants Individuals also may report harassment anonymously by con- tacting the Caltech Hotline at (626) 395-8787. Caltech also offers members of the Caltech community the choice of seeking confidential counseling outside Caltech's formal mechanisms for resolving unlawful harassment complaints. These confidential counseling services are intended for the personal benefit of the individual and offer a setting where various courses of action can be explored. Those seeking this type of assistance should check with the offices listed below, each of which has its own mandate and guidelines for providing services: Student Counseling Center Staff and Faculty Consultation Center Caltech Center for Diversity 73 Institute Policies 74 Information on unlawful harassment is also available in the offices of Caltech's Title IX Coordinator, and from the Caltech Center for Diversity, Staff and Faculty Consultation Center, Student Affairs, Resident Associates, and Employee & Organization Development at campus, and from Employee Relations and the Employee Assistance Program at JPL. Any member of the Caltech community who believes he or she has been a witness to or a target of harassment or retaliation is urged to report promptly the facts of the incidents) to any of the above offices. Delay in reporting may impede Caltech's ability to take appropriate action. In addition, an employee who believes he or she has been harassed has the right to file a complaint with the federal Equal Employment Opportunity Commission or the California Department of Fair Employment and Housing which have the authority to remedy violations. Students also may file complaints with the U.S. Department of Education Office for Civil Rights (OCR@ed.gov). No member of the Caltech community will be retaliated against for making a good-faith report of alleged harassment or for participating in an investigation, proceeding, or hearing conducted by Caltech, or by a state or federal agency. Procedures Regarding Unlawful Harassment Unlawful Harassment Unlawful harassment (harassment) is the creation of a hostile or timidainy aniron pensin we, is inapy ropriate con dig, because with an individual's work or education, or affect adversely an individual's living conditions. Abusive or harassing behavior, whether verbal or physical, which demeans, intimidates, threatens, or injures another because of his or her personal characteristics or beliefs, is subject to Caltech's disciplinary process. Examples of personal characteristics or beliefs include sex, race, ethnicity, linked to these personal characteristics or beliefs. These types of behavior may be dealt with through the student disciplinary process or through supervisory intervention, including the Caltech progressive disciplinary process. Harassment must be distinguished from behavior which, even though unpleasant or disconcerting, is appropriate to the carrying out of certain instructional, advisory, or supervisory responsibilities or is objectively reasonable under the circumstances. Similarly, instructional responsibilities require appropriate latitude for pedagogical decisions concerning the topics discussed and the methods General Information used to draw students into discussion and full participation. There are, however, obligations of civility and respect for others that underlie rational discourse. Behavior evidently intended to dishonor such characteristics as race, gender, gender expression, gender identity, national origin or ethnic group, religious belief, sexual orientation, age, or disability is contrary to the pursuit of inquiry and education and may be discriminatory harassment violative of law. Some examples of incidents that may constitute unlawful harassment are: • An adviser tells a minority student not to take a certain course because the adviser says that other minority students have had difficulty in the course. • A disabled individual is not included in an off-site outing because of lack of mobility. • A supervisor assigns only menial tasks to a minority staff member whose job and qualifications merit more complex work. • An older employee is disciplined for insubordination when the same conduct is tolerated from younger employees. • A student tells a racially offensive joke within a study group session with other students. • Downloading or viewing pornography that is seen by others. However, in order to make an accurate judgment as to whether such incidents are unlawful, the full context in which the actions were taken or statements made must be considered. Conduct of this type, therefore, will prompt an investigation, since subjecting someone to harassment or requiring submission to it as a condition of employment, evaluation, compensation, or advancement is a serious offense. Sexual Harassment Sexual harassment is unlawful, violating Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Code, and California state law. Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, when: 1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or education. 2. Submission to or rejection of such conduct by an individual is used as the basis for decisions affecting that individual. 3. Such conduct has the purpose or effect of unreasonably interfering with an individual's performance or creating an intimidating, hostile, or offensive environment. Sexual harassment by peers, coworkers, managers or third parties such as nonemployees, vendors, or contractors is a form of prohibited sex discrimination where the objectionable conduct cre- 75 Institute Policies 76 ates a hostile educational or work environment. All individuals are protected against sex harassment regardless of gender. Moreover, sexual harassment is prohibited regardless of the sex of the harass-er, e.g., even where the harasser and the person being harassed are members of the same sex. Some examples of conduct that may constitute harassment are: • Unwanted sexual advances. • Offering employment or research benefits in exchange for sexual favors. • Making or threatening reprisals after a negative response to sexual advances. • Making sexual gestures, or displaying sexually suggestive objects, pictures, cartoons, posters, calendars, or computer screens. • Downloading, viewing, and/or sharing of pornography. • Making or using derogatory comments, epithets, slurs, or jokes of a sexual nature. • Verbal sexual advances or propositions. • Using Caltech resources (including electronic resources) or time to create or obtain sexually explicit materials that are not directly related to legitimate business of Caltech. • Verbal abuse of a sexual nature, graphic commentaries about an individual's body, sexually degrading words used to describe an individual, suggestive or obscene letters, notes, electronic mail messages, or invitations. • Unwelcome, intentional, and/or repeated touching of a sexual nature. • Stalking. • Ostracizing individuals from group activities because of their sex or because they objected to harassing behavior. Even when relationships are consensual, care must be taken to eliminate the potential for harassment or other conflicts. It is not acceptable to treat other employees, who are not in the consensual relationship, less tavorably. Caltech practice, as well as more general ethical principles, prohibits individuals from evaluating the work or academic pertormance of those with whom they have amorous and/or sexual relationships, or trom making hiring, salary, or similar decisions. Upon learning about such a relationship, the supervisors), dean(s), or division chairs) has the authority and responsibility to review and remedy, any direct administrative or academic relationship between the involved individuals. When a consensual personal relationship arises and a power differential exists, consent may not be considered a defense in a claim that Caltech's unlawful harassment policy has been violated. The individual in the relationship with greater power will be held responsible General Information Investigations Caltech is firmly committed to resolving allegations of harassment fairly and quickly. To ensure that open and forthright dialog occurs, attorneys are not permitted to accompany individuals during interviews, nor are interview sessions recorded in any manner. Those interviewed are always entitled to submit a written statement if they so choose or to consult with others regarding the interview, keeping in mind that these proceedings must be kept as confidential as possible. Procedures for Investigating and Resolving Unlawful Harassment Complaints at Caltech I. Basic Principles Caltech is committed to maintaining a work and academic environment for all members of the Caltech community that is tree of unlawful harassment, including sexual harassment. A crucial part of Caltech culture is respect for one another. As stated in the Caltech Honor Code, no member of the Caltech community should take unfair advantage of another member of the community. Caltech also is dedicated to the free exchange of ideas and to intellectual development as part of the campus milieu. Harassment, as defined by Caltech's policy on unlawful harassment, is neither legal nor a proper exercise of academic freedom. This policy is not intended to stifle vigorous discussion, debate, or freedom of expression generally, or to limit teaching methods. Harassment compromises the tradition of intellectual freedom and the trust placed in the members of the Caltech community. Caltech provides resources that address unlawful harassment including sexual harassment. Law and Caltech policy also prohibit retaliation against an individual for reporting unlawful harassment or participating in harassment investigations. Copies of Caltech's nondiscrimination, unlawful harassment, and other policies are available from Caltech's Title IX Coordinator, the Human Resources Office, any Student Affairs office, Dean's offices, the Caltech Center for Diversity, the Staff and Faculty Consultation Center, and the Provost's Office on campus and from Human Resources at JPL. Policies are also published in the Caltech Catalog and on the Caltech Human Resources website (http://cit.hr.caltech.edu/policies/policies-main.html). These policies and procedures identify appropriate people on campus and at JPL to contact with complaints. II. Procedures A member of the Caltech community, who believes he or she has been subjected to harassment, including sexual harassment, should review the Institute's policy. There are several courses of action available to address the problem, each with different consequences 77 Institute Policies 78 and implications with respect to confidentiality and resultant action. These options are not mutually exclusive. The complainant may choose which course to follow and may submit a formal complaint at any time. Informal Options An individual who believes that he or she has been harassed may choose to resolve his or her concerns informally. In general, the goal of the informal options is to quickly end offending behavior without utilizing disciplinary action. Third parties with an official status at Caltech, such as faculty, managers, or supervisors, are expected to follow up with the complainant to make sure that the issue has indeed been resolved. Mutually agreeable administrative changes are sometimes possible to ease an uncomfortable situation. Complainants should consider at the outset whether such changes might be desirable. Informal options include: • Talking personally with the offending individual, or writing a letter asking him or her to stop. This is a personal step taken solely among the relevant parties. • Speaking to members of the Student Counseling Center, the Staff and Faculty Consultation Center, or the Caltech Center for Diversity on campus and the Employee Assistance Program at JPL. Such conversations are confidential and are not communicated to individuals within or outside the Caltech. • Resolving the complaint informally with the help of a third party who has a faculty, supervisory, or managerial position at Caltech. The goal here is also to allow the parties to resolve complaints without an investigation and without elevating the complaint within Caltech. However, a person in one of these official positions is obligated to follow up to be sure the situation has been resolved. This action might include referring the complaint to an appropriate individual within Caltech or sharing some of this information with other persons holding positions of responsibility at Caltech. • Individuals are not required to try to resolve their concerns informally before making a formal complaint. Formal Complaints A formal complaint is a request that Caltech take action. The complainant may file a formal complaint by reporting the offending conduct to individuals holding any of the following positions: Caltech's Title IX Coordinator; for campus: Provost, Vice Provosts), Dean(s), Associate Dean, Director of Employee & Organizational Development (EOD), Employee Relations Consultant, Student Affairs Director, Master of Student Houses, Division Chair, and Division Administrator; for JPL: Director for Human Resources, Deputy Director for Human Resources, Employee Relations Manager and Employee Relations Consultants General Information or other JPL Managers. The complaint is then taken to the Provost, Director of EOD, or Dean (s) as appropriate (for faculty, postdoctoral scholars and staff, and students, respectively) at campus or the Employee Relations Manager at PL. I his individual initiates an investigation, described more tully below. Formal complaints of harassment can be made orally or in writing. Caltech may initiate an investigation about an incident if it becomes aware that inappropriate conduct may have occurred. Caltech also will not delay its investigation of complaints of inappropriate conduct because of a law enforcement investigation. Concerns about possible harassment may also be reported anonymously by calling the Caltech compliance hotline at (626) 395-8787 or by submitting a compliance hotline contact form (http://asic.caltech.edu/contact). Protection of Complainant and Respondent For purposes of this procedure, a complainant is the person filing a complaint; and the respondent is the person responding to the complaint. Caltech will take measures to protect the rights of both the complainant and the respondent as appropriate. Retaliation against any member of the Caltech community who reports an incident of unlawful harassment is strictly prohibited. Overt or covert acts of reprisal, interference, discrimination, intim-idation, or harassment against an individual or group for exercising his or her rights under Caltech's harassment policy will be subject to appropriate and prompt corrective action. If interim safety measures, administrative and/or academic changes are needed in order to protect the rights of either party, they will be made by the appropriate administrators. These changes should be discussed with the appropriate parties: Provost, EOD Director, Dean, Associate Deans or Director for Human Resources at JPL. Changes might include transfer of supervisory or evaluative responsibility regarding grading, supervision, tenure review, or letters of recommendation, changes to office assignments and/or counseling. For students, changes might include the complainant's option to avoid contact with the respondent, and changes to classes and/or housing. When taking steps to separate a complainant and respondent, Caltech will endeavor to minimize the burden on the complainant. Care will be taken to protect both parties with the greatest degree of confidentiality. Each party may have an adviser or support person present when reporting, or responding to, claims of harassment. However, the proceeding is an internal Caltech function and, therefore, the presence of legal counsel is not permitted by anyone during the conduct of these procedures. 79 Institute Policies 80 Details of Formal Complaint Process Caltech has put in place the following process to ensure that all investigations of harassment are handled promptly, thoroughly, and impartially: • Formal complaints of harassment can be made orally or in writing; but if made orally should, in the end, be put in writ- • Complaints should be brought to the attention of one of the following individuals: Caltech's Title IX Coordinator; for campus: Provost, Deans, Associate Deans, Director of EOD, Employee Relations Consultants, Student Affairs Directors, Division Chairs, or Division Administrators; for JPL: Director for Human Resources, Deputy Director for Human Resources, Employee Relations Manager, Employee Relations Consultants or other JPL Managers. They will ensure that complaints reach the Provost, the EOD Director, or the Dean(s) at campus and the Employee Relations Manager at JPL, as appropriate. • The purpose of the investigation is to determine the facts relating to the complaint. • All parties involved will receive a fair process and be treated with care and respect. • The Caltech investigation will occur independently from any legal/criminal proceedings that may take place. • The individuals involved in the investigation will respect the privacy of the complainant, respondent, and that of all parties involved while conducting a thorough review of the complaint. • The investigator should be from the same areas as the respondent. For example, if a student makes a complaint against a faculty member, a representative appointed by the Provost's office will lead the investigation. If a student files a complaint against another student, a representative appointed by the appropriate Student Affairs office will lead the investigation. Individuals who conduct investigations are trained in how to conduct investigations and are trained in various aspects of harassment. • Within a reasonable length of time the respondent will be notified of the nature of the complaint, and an investigation will begin. If administrative changes are needed to protect the rights of the complainant or respondent during the investigation, the appropriate administrators shall see that they are made. • Caltech will investigate all complaints consistent with its obligations under applicable law. For complaints solely covered by Title IX of the Education Code, when meeting with the complainant, the investigator(s) will seek consent to proceed with the investigation. If the complainant requests confidentiality or asks that the complaint not be pursued, General Information Caltech still will take all reasonable steps to investigate and respond to the complaint consistent with the request for confidentiality or request not to pursue an investigation. If the complainant refuses to have their name disclosed to the respondent, the investigators) will explain that Caltech's ability to respond may be limited. If the complaint includes allegations that may constitute a possible crime, the investi-gators) will notify the complainant of their right to file a criminal complaint. • The complainant and respondent will be informed of the relevant procedures, and may object to the suitability of the investigators) by notifying the appropriate Caltech official in writing. • Caltech's Nondiscrimination and Equal Employment Opportunity (EEO), Unlawful Harassment, and Sexual Violence policies will be reviewed with both parties and copies will be provided to them. • The complainant and respondent will be informed that Caltech will not tolerate retaliation, will take steps to prevent retaliation, and will take strong responsive action if retaliation occurs. The complainant and respondent will be advised to notify Caltech immediately if any retaliation occurs. They should immediately notify any of the individuals to whom a complaint can be made if anyone associated with the matter is under continuing threat or is being subjected to retaliation. • The investigators) will summarize for the respondent the evidence in support of the complaint to allow the respondent to opportunity to reply. • The investigation will be treated as confidential to the extent possible and all parties will be advised to maintain confiden-tiality. Caltech administrators will be informed on a need to know basis. Caltech will make reasonable and appropriate efforts to preserve the complainant's and respondent's privacy and protect the confidentiality of information. However, because of laws relating to reporting and other state and federal laws, Caltech cannot guarantee confidentiality, except where the report of harassment is made to a confidential • The complainant and respondent will be given equal opportunity to present their case separately to the investigators), to suggest others who might be interviewed, and to present other evidence. Subsequently, the investigator(s) can, if appropriate, interview other parties to reach findings and conclusions. • All parties who participate in investigative interviews may submit written statements. Investigatory meetings will not be recorded. 81 Institute Policies 82 • Both parties will be kept informed of the status of the inves-tigation. • All formal complaints will be investigated within a reasonable length of time after the complaint has been made, normally within 60 days. An individual, a committee, or an outside consultant may conduct the investigation. • Investigative files are confidential and will be maintained in the appropriate administrator's office. • Exceptions to or modification of these procedures can be made by the Provost, Dean or Associate Deans, or Director of EOD at campus or by the Employee Relations Manager at JPL, if required for fairness or practical necessity. Exceptions must be made in writing and notice provided to both the complainant and respondent. Other administrative issues regarding the conduct of the investigation will be decided by the Provost, Dean(s), and Director of EOD at campus or by the Employee Relations Manager at JPL, as needed Findings and Recommendations The investigators) will use the preponderance of evidence standard in determining whether prohibited harassment occurred. A preponderance of the evidence means that it is more likely than not that the harassment occurred. When the investigators) is presented with two different but plausible versions of the incident, credibility determinations may affect the outcome. The investigators) will make a recommendation to the relevant Dean, Provost, EOD Director, or Director for Human Resources at JPL, as appropriate, within 15 days of the completion of the investigation, regarding the charges and the appropriate conse-quences, including disciplinary action against the respondent, and steps to prevent the reoccurrence of any harassment and to correct any discriminatory effects on the complainant and others, if appro-priate. The conclusions that the investigation might reach include, but are not limited to, the following possibilities. In each case the investigators) should summarize the evidence that supports the conclusion. 1. A violation of Caltech's Nondiscrimination and EEO, Unlawful Harassment or Sexual Violence policies occurred. 2. Inappropriate behavior occurred, but did not constitute a violation of Caltech's policies on discrimination, harassment, and/or sexual violence. For example, the respondent improperly used the power of his or her position, used poor judg-ment, or violated applicable standards of ethical behavior. 3. The charges were not supported by the evidence. 4. The charges were brought without any basis or without a reasonable, good faith belief that a basis existed. Resolution General Information As soon as practicable after receiving the findings of the investiga-tors), management or administration shall review the findings with the dean(s), managers), division chairs) and others as necessary. Within 7 (seven) days after receiving the recommendation, both the complainant and respondent shall be informed in writing, con-currently, of the results and their right to appeal. Any sanctions imposed against the respondent will be disclosed consistent with applicable law, including FERPA, Title IX of the Education Code, and the Clery Act. If a violation of Caltech's Nondiscrimination and EEO, harassment or sexual violence policies has occurred, appropriate sanctions will be imposed if possible. Depending on the severity of the case and role at Caltech, possible sanctions include, but are not limited to: • Verbal counseling/training • A formal written warning placed in the respondent's file • Suspension or expulsion • Suspension of the right to accept new graduate students or postdoctoral scholars • Transfer of advisees and/or removal from positions of administrative responsibility • Removal from student housing • Removal from a supervisory position • Enforced leave of absence/suspension • Termination of employment or permanent dismissal If the respondent was not found to have violated Caltech policy on harassment, but the investigation concludes that he or she violated another Caltech policy, or committed some other wrongful or improper act, appropriate sanctions will be imposed. Effective corrective action may also require remedies for the complainant and/or the broader student population. Appeals Appeals must be in writing and submitted within 30 days of notification of the decision. The appeal must be on the grounds of improper procedure, an arbitrary decision based on evidence in the records or new evidence that was unavailable at the time of the investigation. Appeals by a faculty member of decisions or actions by the Provost that affect academic freedom and tenure can be made to the Faculty Committee on Academic Freedom and Tenure, as indicated in Chapter 4 of the Faculty Handbook. Other appeals for faculty can be made to the Provost. Student appeals can be made to the Vice President for Student Affairs or his or her designee. Staff and postdoctoral scholar appeals can be made to the Associate Vice President for Human Resources or his or her 83 Institute Policies 84 designee at campus or to the Employee Relations Manager at JPL. Further Complaints The complainant should immediately notify the Title IX Coordinator, or for campus, the Provost or Division Chair, Dean or Associate Deans, or Director of EOD or the Employee Relations Manager at JPL, if the corrective action does not end the harassment, or if any retaliatory action occurs. In such cases, the complainant has the right to file another complaint. Whistleblower It is important to the Institute that employees disclose violations or potential violations of law or serious breaches of conduct without the fear of retaliation. Caltech policy prohibits retaliation against an individual who makes a good-faith disclosure of suspected wrongtul conduct. Any individual who engages in retaliation in violation of this policy will be subject to disciplinary action up to and including termination or expulsion. As employees of the Institute, each of us is responsible for making sure his or her conduct fully complies with all laws and regulations as well as Institute policies. The Institute expects employees with knowledge of specific acts that s/he reasonably believes violate the law or Institute policy to disclose those acts to an appropriate Institute official. If an employee believes s/he has been the subject of retaliation for making a good-faith disclosure, s/he is encouraged to contact her/his supervisor or one of the following offices: Human Resources, JPL Ethics Office, Audit Services and Institute Compliance, or the Office of General Counsel. Anyone with questions or concerns regarding inappropriate or improper activities within the Institute may use one of the anonymous reporting mechanisms outlined below: Web Hotline: http://asic.caltech.edu/hotline.htm Telephone Hotline: (626) 395-8787 or toll free (888) 395-8787 Interoffice Mail: Audit Services and Institute Compliance MC 250-64 U.S. Mail: Audit Services and Institute Compliance 565 S. Wilson Avenue, Pasadena, CA 91106 JPL Ethics Line: (818) 354-9999 or toll free (866) GO-JPLEO Conflicts of Interest Policy The mission of the California Institute of Technology (Caltech) is to expand human knowledge and benefit society through research integrated with education. In pursuit of this mission, Caltech strives for the highest level of integrity and public confidence. Caltech's integrity rests on the personal integrity of each of us who is called upon to act on behalf of the Institute. Caltech is committed to ensuring that decisions made on its behalf reflect the highest General Information ethical standards and that its research and instruction remain a rigorous and open inquiry, unencumbered by conflicts of interest, real or perceived, that might affect the sound judgment of the trustees, officers, senior management, faculty, students and staff. Each of us, therefore, is responsible for identifying and resolving conflicts between personal and Institutional interests. We each must act in the best interests of the Institute and refrain from taking part in any transaction where we do not believe in good faith that we can act impartially. Individual conflicts of interest may affect the Institute's trustees, officers, faculty, or staff. An individual conflict of interest is a situation that may compromise an individual's professional judgment in carrying out Institute business due to an external relationship that directly or indirectly affects the interest of the individual or an immediate family member. Each situation that presents a potential for conflict of interest must be fully disclosed to the Institute, and managed or eliminated before moving forward. Conflicts of interest also include conflicts of commitment which are situations in which external activities, either paid or unpaid, interfere with an employee's primary obligation and commitment to the Institute. In academic research, the term conflict of interest refers especially to situations in which financial or other personal considerations may compromise, or may have the appearance of compromis-ing, an investigator's professional judgment in conducting or reporting research. The bias can affect collection, analysis, and interpretation of data, hiring of staff, procurement of materials, sharing of results, choice of protocol, and the use of statistical methods. Conflicts of interest can affect all scholarly fields. Caltech has established these conflict of interest policies and procedures that apply to all Caltech employees, including faculty, to ensure compliance with Caltech's ethical standards as well as with the laws, rules, and regulations that govern Institute activities, while fostering and sustaining an environment of openness and integrity. Individual Conflicts of Interest The broad principles in this policy encompass a variety of situa-tions, many of which do not fall into patterns for which specific guidelines may be established. Conflicts of interest inevitably arise from time to time in everyday business life; some may appear to be inconsequential or may even be advantageous to the Institute. It is important, however, that all employees make timely disclosure of any such conflict of interest. Each employee should apply his or her sense of integrity and common sense to disclose any circumstances that are, may become, or may give the appearance of a possible conflict of interest. Supplementing this broad policy statement are the following rules to be observed on specific matters: 1. Each employee has a duty to act in the best interest of the Institute and avoid actions that would call into question the integrity of the employee or the Institute. 85 Institute Policies 86 2. An employee who has directly or through family or business connections, a material interest in suppliers of goods or ser-vices, or an interest in contractors or potential contractors with the Institute, should not act on behalf of the Institute in any transaction involving that interest. No employee should participate in the selection, award, or administration of a contract with any party with whom he/she is negotiating regarding potential employment or any arrangement concerning potential employment. 3. An employee should avoid outside employment or business activity involving obligations which may conflict or appear to conflict with Institute interests, including its interest in the full- or part-time services of any staff member (i.e. a conflict of commitment). Outside employment, director-ships, consulting or similar arrangements, other than with government entities, must be disclosed to the Division Chair for faculty, the staff member's supervisor and the Associate Vice President for Human Resources (HR) for campus staff and the JPL Ethics office and HR office for JPL staff. 4. To avoid the appearance of a conflict of interest, an employee should provide full disclosure of any business or financial enterprise or activity in which he/she is involved which might influence, or might appear to influence, his/her official decisions or actions on Institute matters. 5. An employee should refrain from personal activities that include, but are not limited to, the purchase or sale of secu-rities, real property, or other goods or services in which he/she could use or might appear to have the opportunity to use, for personal gain, confidential information or special knowledge gained as a result of his/her relationship with the Institute. 6. An employee should refrain from unauthorized disclosure of non-public information concerning the Institute. 7. No employee should make unauthorized use of Institute resources for his/her personal benefit or for the benefit of any other person. Incidental personal use of resources is authorized by the Institute. See Institute Policy on Acceptable Use of Electronic Information Resources, page 52, or http://hr.caltech.edu/policies/Policies/CITPolicy EInfo.pdf, and JPL Rules! 8. It is sound practice to discourage gifts and favors from people with whom the Institute has a business relationship. Personal gifts of more than nominal value should be tactfully declined or returned to avoid any appearance or suggestion of improper influence. Any employee involved in awarding General Information or administering contracts using federal or other government funds should keep in mind that state and federal law contain prohibitions against soliciting or accepting gratuities, favors or anything of monetary value from contractors or potential contractors. 9. Any employee doing business on behalf of the Institute with specific vendors should refrain from participating on leisure trips with representatives of those vendors. Such trips are not appropriate, even when a staff employee pays a fee to the vendor to participate in such trips. 10.No employee should act in any Institute matter involving a member of his/her immediate family including, but not limited to, matters affecting family members' employment or evaluation or advancement in the Institute, without first making full disclosure. See Policy on Conflict of Interest Disclosure. Such disclosure should include the nature of the hia relati action on such fact or entert: limitate family includes spouse or domestic partner and children. Any employee who believes that his/her conduct or activities may or may appear to conflict with these guidelines or activities or otherwise create a conflict of interest, should make an appropriate dis-closure. You may also report possible conflicts of interest by calling the Compliance Hotline at 626-395-8787 or submitting a compliance hotline form (http://asic.caltech.edu/contact). JPL employees should consult Laboratory requirements, and seek guidance and/or report possible conflicts of interest by contacting the JPL Ethics Office. Additional Faculty Responsibilities It is acknowledged that, in their wider roles as academicians and professionals, the faculty may be subject to conflicts of interest that are not necessarily financial and that are not within the scope of a policy that is designed to address conflicts of interest in the 87 established by the Faculty Handbook. Faculty members must be aware of potential conflicts to ensure an open and productive environment for research and teaching. Conflicts of interest may arise when faculty members have the opportunity to influence the Institute's business decisions or when outside relationships may or may appear to compromise the integrity of decisions made as teachers and researchers. A faculty member's general commitment to the Institute requires that the member perform his/her responsibilities to the Institute and appropriately use his/her own judgment Institute Policies 88 in deciding whether to engage in a variety of extramural activities, within the confines set forth in the Faculty Handbook. As a result, the Institute relies on its faculty to be alert to the possible effect of outside activities on the integrity of his/her decisions and on his/her ability to fulfill his/her obligations to the Institute. Accordingly, in addition to the conflict rules set forth above, the following guidance is provided for faculty: 1. Some activities and interests are unlikely to lead to serious conflicts of interest and do not require disclosure. An example is a faculty member's entitlement to royalties or honoraria for published scholarly works and other writings or occasional lectures. Likewise, no serious conflicts arise when a faculty members serves as a consultant to a government agency, receives royalties under Institute royalty-sharing policies or owns equity in a business solely for the faculty member's consulting activities. 2. Disclosure to the Division Chair is mandatory if the faculty member directs students into a research area and, as a result, the faculty member intends to realize financial gain. An example is a research area within the ambit of a business in which the faculty member has a significant ownership interest or which employs the faculty member as a consultant. Any involvement of undergraduates, graduate students or post-doctoral scholars in the outside professional activities of the faculty member directing the student's research must be specifically approved in advance by the Division Chair. The student must also sign the written disclosure to signify understanding of the issues involved. 3. Disclosure to the Division Chair is mandatory if the faculty member has a significant interest in a business under circumstances that link the fortunes of the business to the faculty member's research. 4. Disclosure to the Division Chair is required if the faculty member is to receive sponsored support for research from a business for which the faculty member is a consultant, or in which the faculty member has a significant financial interest. Conflict of Interest Requirements Imposed by Federal Sponsors The National Science Foundation (NSF) and Public Health Services (PHS) have issued specific rules regarding the disclosure of significant financial interests and the management of financial conflicts of interest as a condition for submitting proposals and accepting awards of financial support from these agencies. Members of the Caltech Community proposing or working on any activity funded by NSF or PHS (including the National Institutes of Health) are required to comply with Caltech's Policy and Procedures for Managing Conflict of Interest Requirements Imposed by Federal Sponsors: (http://researchcompliance.caltech.edu/documents/40-fedaward-coi.pdf) General Information Institutional Conflicts of Interest Policy Institutional conflicts of interest differ from individual conflicts of interest. An institutional conflict of interest is a situation in which the research, teaching, outreach, or other activities of the Institute may be compromised because of an external financial or business relationship held by the Institute that may bring financial gain to the Institute. Institutional Conflicts of Interest The Institute has many legitimate interests that may at times con-flict. Management of institutional conflicts of interest is by its very nature more complex than that of individual conflicts of interest. External relationships to sponsors and supporters of the institution, the local community's acceptance of economic development activi-ties, the institution's obligations as a charitable organization receiving preferential tax treatment, and the institution's perception of its teaching, research, and academic missions all impact how potential conflicts of interest are managed. The examples and issues presented below do not necessarily constitute inappropriate conflicts of interest. Each situation must be judged on the facts and merits of the relationship with an eye to what reasonable individuals outside the Institute might consider to be appropriate. Any activity, financial and/or operational, that may bring into question the Institute's reputation, integrity, and objectivity should be considered for possible conflicts of interest. The following are examples of potential situations that may give rise to institutional conflicts of interest: 1. Significant gifts to the Institute from a commercial sponsor of research may raise questions about the influence of the company on Caltech's research programs and how they are managed. Similar concerns arise when individual companies sponsor research or provide significant consulting income to a significant number of faculty members within a single academic division. Gifts or promise of gifts, in exchange for favorable terms on a technology license or a first look at intellectual property may also pose a problem. 2. The acquisition of goods and services for the Institute represents a large portion of Caltech's expenditures. Purchasing goods and services from companies that sponsor research at the Institute, or who are licensees of Institute technology, may raise issues similar to those raised by large gifts from commercial sponsors. A potential institutional conflict of interest exists simply by the Institute having a license agreement with, or an equity position in, a company sponsoring a taculty member's research. In these situations, there may be, or may appear to be, a bias to accept terms and conditions that would facilitate the company's success. 89 Institute Policies 90 Reporting Institutional Conflicts of Interest If you identify a situation that appears to be an Institutional Conflict of Interest, you should report the situation to either the Vice President for Business & Finance or to the Provost on campus or to the Associate Director for Business at JPL. You may also make a report by calling the campus Compliance Hotline at 626-395-8787 or submitting a compliance hotline form (http://asic.cal-tech.edu/contact), or the JPL Ethics Office at 818-354-6338. General Information Section Two Areas of Study and Research 92 Areas of Study and Research AEROSPACE The Guggenheim Aeronautical Laboratory, the Kármán Laboratory of Fluid Mechanics and Jet Propulsion, and the Firestone Flight Sciences Laboratory form the Graduate Aerospace Labora-tories, widely known as GALCIT. In this complex are housed the solid mechanics, impact mechanics, and deployable space structures laboratories, the hypersonics and hydrodynamics facilities, the explosion dynamics and detonation physics laboratories, and the Joe and Edwina Charyk Laboratory of Bioinspired Design and Biopropulsion, as well as the various disciplines making up the broad field known as aerospace. Areas of Research Aerospace has evolved at Caltech from a field of basic research and engineering, primarily related to the development of the air-plane, into a wide discipline encompassing a broad spectrum of basic as well as applied problems in fluid dynamics and mechanics of solids and materials. Educational and research thrusts include the application of mechanics to various aspects of space exploration and to the study of biosystems and biopropulsion. Research at GALCIT has traditionally pioneered exploration of areas that have anticipated subsequent technological demands. This tradition places a high premium on in-depth understanding of fields both closely and remotely related to the behavior of fluids, solids, combustion, materials, and structures, such as physics, applied and computational mathematics, earthquake physics, atmospheric studies, materials science, micro- and optoelectronics, microflu-idics, bioinspired design, biomedical devices, and even astrophysics. GALCIT students are known and sought after for their broad yet intense education and for their ability to deal with new and challenging problems. Major areas of experimental, theoretical, and numerical research currently pursued by aerospace students at Caltech are briefly described below. • Physics of Fluids. Fluid dynamics as a discipline is as much a part of physics as of engineering. Physics of fluids refers to research in areas closer to applied physics than to direct technical appli-cations. Present active research includes studies in gas dynamics and hypervelocity flows, diffraction and focusing of shock waves, detonation waves, shock-induced Rayleigh-Taylor and Richtmeyer-Meshkov instabilities, transient supersonic jets, the development of laser-scattering diagnostic techniques for fluid-flow measurements, the study of structures and mechanics in transition and turbulence, studies of two-phase flows and turbulent mixing, and experimental manipulation and control of wall-bounded flows for improved flow characteristics, such as reduction of drag, noise, and structural loading. Aerospace 93 94 • Physics of Solids and Mechanics of Materials. Mechanics of materials research involves both the quasi-static and dynamic characterization of the mechanical behavior and failure of solids. In order to understand materials for applications in a wide range of structures germane to aerospace as well as other engineering disciplines, both the physical foundations of that behavior and the mathematical or numerical representation of such behavior needs to be understood. Accordingly, studies involve material response at both the macroscopic (continuum) scales and the micro- and nanoscales. Of interest are the typical engineering metals, multiphase (composite) materials, polymers and ceram-ics, thin film materials used in microelectronic and optoelectronic applications, soft tissue mechanics of materials, and active materials used in structural actuation and controls. Other areas of active research include the study of highly nonlinear dynamics in solids, multiscale acoustic metamaterials, and nondestructive evaluation/structural health monitoring of structures. • Space Technology. The goal of industrial utilization and exploration of space requires that one addresses a wide range of engineering problems. Examples of research activities include lightweight structures for large aperture systems, in-space manufac-turing, material and structural behavior in extreme temperature and radiation environments, spacecraft shielding against hyper- planetary atmospheres, in-space propulsion, guidance, navigation and control, and launch-vehicle performance and safety. Opportunities exist for research in collaboration with the Jet Propulsion Laboratory. • Computational Solid Mechanics. Computational solid mechanics addresses phenomena ranging from the atomistic scale, e.g., nanoindentation, to the structural scale, e.g., fracture of aircraft or spacecraft components, modeling of large space structures or even dynamic fragmentation phenomena accompanying hyper-velocity impact. It provides an indispensable tool for understanding the relation between structure and mechanical properties of materials, for predicting the efficiency of such industrial processes as machining and metal forming, and for assessing the safety of such structures as airplanes, spacecraft, automobiles, and bridges. The goals and objectives of this activity are to provide a state-of-the-art environment for the development of numerical methods in solid mechanics, to provide the computational resources required for large-scale simulations in solid mechanics, and to serve as an instructional facility for advanced courses. • Computational and Theoretical Fluid Dynamics. Many of the fluid dynamics phenomena studied experimentally at GALCIT are Areas of Study and Research also being investigated by numerical simulation and by theoretical analysis. Present active research areas in computational and theoretical techniques include direct numerical simulation, particle methods for flow simulation, new algorithms and subgrid-scale models for compressible and incompressible flows, large-eddy simulation methods, flows with shocks and driven by shocks, analytical and computational techniques for turbulence structure diagnostics, analysis of turbulent mixing dynamics, high-explosive interactions with deformable boundaries, and detailed chemical reaction kinetics in flames and detonations. • Mechanics of Fracture. An active effort is being made to understand mechanisms in a wide range of fracture problems. Aspects that are studied include quasi-static and dynamic crack growth phenomena in brittle and plastically deforming solids, polymers and advanced composites, as well as fatigue and failure of adhesive bonds. Research areas adjunct to dynamic fracture studies are those of dynamic localization in metals and of failure in frictional interfaces. These include the study of shear rupture phenomena in both coherent and incoherent interfaces. The dynamic failure of modern composite and layered materials and the phenomenon of earthquake rupture growth along geological faults have motivated these studies. • Aeronautical Engineering and Propulsion. Research in the aeronautical engineering area includes studies of airplane trailing vortices and separated flows at high angles of attack. Research work in the propulsion area has centered on the fluid dynamic problems associated with combustion, solid propellant rocket motor instabilities, fluid dynamics and optimization of scram-jets, and pulse detonation engines. • Biomechanics of Fluids and Solids. The kinematics and dynamics of fluid flows in biological systems are studied in experiments, numerical simulations, and theoretical analyses. These flows are often characterized by unsteady vortex dynamics, coupled fluid interactions with flexible material surfaces, non-Newtonian fluid behavior, and, in some cases, compressibility. Areas of active research include animal swimming and flying, cardiovascular fluid dynamics and hemodynamics, the mechanics of mor-phing/active deformable surfaces for flow control, and biologically inspired design of engineering systems. • Technical Fluid Mechanics. These areas are related to a variety of modern technological problems and, in addition, to the traditional aeronautical problems of drag, wing stall, and shear flow mixing. Additional areas of activity include bluff-body aerodynamics, fluid-structure interaction, turbulent combus-tion, laminar diffusion flames and their instabilities, explosions, hydrodynamics and two-phase flows, interaction of vorticity with free-surface, cardiac flows, swimming and flying, and active and passive control of transition and turbulence. Aerospace 95 96 Acoustics problems studied include jet noise, combustion noise, and instabilities such as the generation of organ pipe oscillations in large burners of electric generating plants. • Fluid Mechanics, Control, and Materials. The effects of boundary conditions on turbulence characteristics and general flow physics, scaling and controllability, interdisciplinary methods based on developments in materials science and control tech-niques. Manipulation of canonical and simple model flows to probe fundamental issues of flow physics and control. Development of smart, biomimetic boundaries. Development of practical control and measurement techniques and devices. Experimental study of wall-bounded turbulence for scalability of control from the lab to large-scale applications. • Mechanics of Lightweight Space Structures. Current efforts in the field of next-generation deployable space structures aim to increase reliability and also lower fabrication and assembly costs by moving toward structures that consist of only a small number of separate pieces able to undergo large elastic deforma-tions. These elastic-stored-energy structures return to their original, unstressed configuration when they are released in orbit. The design of these structures requires accurate structural models that incorporate geometry change and contact effects in sufficient detail to capture the actual behavior that is observed in ground tests. Local and global instabilities are often observed during folding/deployment, and their effects can also be very important. Ultimately, validation against space-based experiments will be pursued for a selected number of structural con-figurations. In parallel to these studies, thermomechanical constitutive models for ultrathin composite materials for these novel deployable space structures are being developed. Extensive studies of the deployment, elastic, and viscoelastic stability of stratospheric balloons are also being conducted. Physical Facilities The Graduate Aerospace Laboratories contain a diversity of experimental facilities in support of the programs described above. Low-speed wind tunnels include the John W. Lucas Adaptive Wall Tunnel, the Merrill Wind Tunnel, which can be operated by a single person, and special-purpose flow facilities. Both a high-speed water tunnel (100 feet per second) and a free-surface water tunnel are housed in the hydrodynamics laboratory; they are used for studies of acoustics, laminar-turbulent flow transition, and the structure of turbulent shear flows. Smaller water channels and a tow tank for studies of wave motion and flow visualization are also available. For investigations of high-speed flows, there is a Ludwieg tube, a supersonic shear layer facility, and the T5 shock tunnel for studying hypervelocity gas flows up to 7 km/s. Shock tubes and other special facilities are available for the study of Areas of Study and Research extreme temperatures, shock waves, deflagrations, detonations, acoustics, and combustion at variable pressure conditions. A 40-meter tilting water flume and wave generation facility is available for studies of small-scale, self-propelled vehicle prototypes, fluid dynamic energy conversion, and environmental flow studies. The solid and structural mechanics laboratories contain standard as well as special testing facilities for research related to air-craft, deployable space structures, and failure/fracture behavior of materials under static and dynamic loads, including three servo-hydraulic facilities, two of which operate on a "tension/torsion" mode, and a nanoindenter. A range of digital and film high-speed cameras offering recording at rates up to 100 million frames per second are available for the study of fast phenomena, such as wave propagation, hypervelocity impact, and the mechanics of static and dynamic fracture. Dynamic testing facilities include specialized electromagnetic loading devices (stored energy ~120 kJ), a drop weight tower, split Hopkinson bars (axial/torsional), and plate impact apparatus. Diagnostic devices include full-field interferometric and high-speed temperature measurements, both for static and dynamic applications. Other specialized facilities include a Class One clean room area that houses microelectronic wafer inspection metrology tools, and the Small Particle Hypervelocity Impact Facility (SPHIF) jointly operated with JPL, which is capable of launching micrometeoroid serogate particles at speeds up to 8 km/s. Facilities are available for scanning microscopy (AFM, STM) and electromechanical characterization of materials. State-of-the-art electronic instrumentation is being developed and used. Extensive use is made of computer systems for real-time control of experiments, for data acquisition, processing, and stor-age, and for digital image processing. Computational facilities include powerful workstations, on-campus high-performance computing machines, and remote supercomputers such as those generally available at NSF, NASA, and DOE centers. Graphics workstations are available to support research in computational fluid dynamics and solid mechanics. APPLIED AND COMPUTATIONAL MATHEMATICS 97 An interdisciplinary program of study in applied and computational mathematics that leads to the Ph.D. degree is offered by the Computing & Mathematical Sciences department. In addition to various basic and advanced courses taught by the applied and computational mathematics faculty, broad selections are available in mathematics, physics, engineering, and other areas. Students ar expected to become proficient in some special physical or non-mathematical field. A subject minor in applied computation is offered jointly with the computer science option. Applied and Computational Mathematics 98 In addition to the applied and computational mathematics fac-ulty, professors from other disciplines such as mathematics, physics, engineering, and biology supervise research and offer courses of special interest. The applied and computational mathematics group has access to supercomputers and concurrent com-puters. Library facilities are excellent, comprising all the journals, a complete general library, and a special research library in engineering and applied science. The present graduate program is one leading mainly to the Ph.D. degree. The curriculum consists of two types of courses: those that survey the methods used in applied and computational mathematics, and those that have a special applied and computational mathematics flavor and represent active research interests of the members of the faculty. Among the latter have been wave motion, perturbation theory, fluid mechanics, optimization, stochastic processes, wavelet analysis, signal processing, numerical analysis, computational electromagnetism, and computational fluid dynamics. Through study outside of applied and computational mathematics, each student is expected to become competent in some special physical or nonmathematical field. In this way, subjects for research appear naturally, and a broad educational program is provided The group primarily interested in applied and computational mathematics currently consists of approximately 25 students and eight professors. Also, each year many distinguished visitors come either to present lectures or remain in residence for large parts of the academic year. Areas of Research Research is particularly strong in theoretical and computational fluid mechanics, theoretical and computational materials science, computational electromagnetism, numerical analysis, ordinary and partial differential equations, multi-scale analysis, geometric inte-gration, integral equations, linear and nonlinear wave propagation, methods, stability theory, variational methods, approximation the-ory, uncertainty quantification, randomized algorithms, optimiza-tion, statistical estimation, computational harmonic analysis, stochastic processes, signal and imaging processing, inverse prob-lems, mathematical biology, large-scale scientific computing, an Areas of Study and Research APPLIED MECHANICS Areas of Research Advanced instruction and research leading to degrees of Master of Science and Doctor of Philosophy in applied mechanics are offered in such fields as elasticity; plasticity; wave propagation in solid media; mechanics of quasi-static and dynamic fracture; dynamics and vibrations; finite element analysis; and stability, control, and system identification of mechanical and structural systems. Research studies in these areas that illustrate current interests include linear and nonlinear random vibrations of uncertain dynamical systems; structural dynamics and control for earthquake and wind loads; linear and nonlinear problems in static and dynamic elasticity, plasticity, and viscoelasticity; computational mechanics; mechanics of time-dependent fracture; chaotic behavior of dynamical systems; and material instabilities and phase transformations in solids. Physical Facilities In addition to the regular facilities in the Division of Engineering and Applied Science, which include extensive computing facilities, certain special facilities have been developed in connection with applied mechanics activities. The vibration laboratory is equipped with a good selection of modern laboratory apparatus and instrumentation for experimental research in shock and vibration, and the earthquake engineering research laboratory contains specialized equipment for vibration tests of buildings, dams, and other structures, and for the recording and analysis of strong-motion earthquakes. The solid mechanics laboratory located in the Graduate Aeronautical Laboratories contains extensive testing equipment for the study of fracture and structural failure. Excellent computing facilities are available through the campus computing network and in the specialized centers of various research groups. APPLIED PHYSICS This option was instituted in 1970 in order to provide an interdi-visional program for undergraduate and graduate students at Caltech interested in the study of both pure and applied physics. The small size of Caltech, coupled with its strength in the basic sciences and engineering, has made it possible for faculty and students to pursue wide-ranging interests in the application of modern physics to technology. Research efforts in applied physics tend to be driven by both a fundamental understanding of the physical principles underlying applications, devices, or processes and a strong motivation to use this knowledge to invent new Applied Physics 99 100 experimental designs, techniques, materials, or technologies. Core and affiliate faculty spanning several divisions on campus participate in instruction and research leading to B.S., M.S., and Ph.D degrees in applied physics. This program is designed for undergraduate and graduate students who wish to expand their training beyond the study of fundamental physics to include research and development of real-world applications. This program helps develop a solid foundation in physics through introductory courses in classical physics, classical electrodynamics, quantum mechanics, thermodynamics, statistical mechanics, and mathematical physics. More advanced training is provided through course work in solid state physics, electromagnetic wave propagation, opto-electronic materials and devices, transport phenomena in hydrodynamic systems, plasma physics, biological physics, semiconductor principles and devices, quantum electronics, and advanced condensed matter physics including superfluidity, superconductivity, low dimensional electronic systems, and topological insulators. Students are encouraged early on to develop strong experimental skills for advanced laboratory work, including familiarity with numerical computation for data and image analysis and software packages for instrument automation. There exist many learning opportunities along these lines, from courses in micro-fabrication and advanced physics laboratory work to independent work with various research groups. Undergraduate students in applied physics are therefore often presented with numerous opportunities for developing their research interests into junior or senior thesis projects leading to publication. Physical Facilities Research in applied physics covers a broad spectrum of activities distributed across campus. Instructional and research activities of the core faculty are housed in the Thomas J. Watson, Sr., Laboratories of Applied Physics, a 40,000-square-foot building with state-of-the-art research laboratories, a central microfabrica-tion facility, faculty and student offices, and a conference room and instructional classroom, all nestled around a beautiful courtyard with a fountain pool. Additional research laboratories and faculty and student offices are located in the Harry G. Steele Laboratory of Electrical Sciences, built in 1965 with funds from the Harry G. Steele Foundation and the National Science Foundation. The building, which is connected by an overhead bridge to the Watson Laboratories, conveniently also houses the new Kavli Nanosci-ence Institute. Areas of Study and Research ASTROPHYSICS Caltech is one of the world's preeminent centers of astronomical research. This is due to the combination of excellent human resources with premier observational facilities and computational infrastructure. Fundamental discoveries in astronomy and astrophysics are a part of Caltech's past, present, and future. Students from either the astronomy or the physics options are best prepared to undertake research with faculty in the Cahill Center for Astronomy and Astrophysics. Students from related options such as planetary science, computer science, applied physics, and electrical engineering are also welcome. Areas of Research Astronomy and astrophysics are synonymous at Caltech. Caltech scientists and students are involved in many frontier areas of research, and have been known to open new ones. Research techniques include observations, theory, numerical simulation, laboratory astrophysics, and detector development. Projects and groups often bridge between these areas of inquiry. Topics of current research interest include: observational cosmology and the nature of dark matter and dark energy; studies of the cosmic microwave background; galaxy formation and evolution; quasars and other active galactic nuclei and radio sources; studies of the dynamics and composition of galaxies and clusters; physics and evolution of the intergalactic medium; interstellar matter; local star and planet formation; extrasolar planetary systems; the structure of the Galaxy; globular clusters; stellar abundances; super-novae, gamma-ray bursts, and other types of cosmic explosions and transient phenomena; neutron stars and black holes; accretion disks; digital sky surveys and virtual observatory; numerical general relativity; and many others. Research in planetary and Solar system astronomy is often pursued in cooperation with groups in the Division of Geological and Planetary Sciences. New types of astronomical detectors, that can revolutionize various areas of astronomical research, are developed by groups in physics along with colleagues at JPL. In addition to maintaining a leading numerical general relativity group, Caltech theorists also use some of the top high-perfor-mance computing facilities for simulations of supernova explosions, merging black holes, cosmic structure formation, etc. Caltech played a key role in the development of the Virtual Observatory framework that unifies a growing number of data archives, and is now leading the development of novel tools for knowledge discovery in massive and complex data sets. Astrophysics 101 102 History and Current Science at Observational Facilities Observational astronomy is pursued both from the ground-based sites and from space-based platforms. Caltech operates, or has access to an unprecedented, comprehensive set of observational facilities, spanning the entire electromagnetic spectrum. Caltech is also playing a key role in opening a new window on the universe, the gravitational wave sky. Historically, Caltech's pioneering role in astronomy started with Palomar Observatory (about 190 km from campus), funded by the Rockefeller Foundation. The first telescope on the mountain was an 18-inch Schmidt telescope built by Fritz Zwicky, and used to conduct pioneering sky surveys for supernovae, potential planetary hazard asteroids, etc. The 200-inch Hale Telescope, constructed through 1930's and 1940's, has been used to make many historical, fundamental discoveries ever since its commissioning in 1948, including the discovery of quasars, and many studies of stellar populations, galaxies, intergalactic medium, etc., and it continues to produce excellent science. Novel detectors and instruments were developed there, e.g., the first astronomical CCDs and infrared detectors. It is now used for pioneering advances in adaptive optics in addition to optical and infrared spectroscopy. The 48-inch Samuel Oschin Telescope has made possible complete surveys of the northern sky, initially with photographic plates (includ-ing the historic POSS-I and POSS-II surveys, now converted to a digital form), and more recently with large format CCD array cameras (NEAT, Palomar-Quest, and Palomar Transient Factory surveys). The 60-inch telescope has been robotized, and is generally used for the monitoring of transient sources. In the 1990's, funded mainly by the Keck Foundation, Caltech and University of California constructed two 10-m telescopes on Mauna Kea, Hawaii. The W. M. Keck Observatory produced many recent discoveries in the fields of galaxy formation and evo-lution, intergalactic medium, extrasolar planets, cosmic gamma-ray bursts, etc. Caltech is now a partner in the development of the Thirty-Meter Telescope (TMT), the first of the next generation of extremely large optical/infrared telescopes. At much longer wavelengths, Caltech operates the Owens Valley Radio Observatory (OVRO) in a radio-quiet location about 400 km from Pasadena, near Big Pine, California. Its facilities include a 40-meter telescope, a five-element interferometer for solar studies, and a 5.5-meter telescope dedicated to observations of polarized radio emission from the galaxy. These facilities operate at meter wavelengths. The Combined Array for Research in Millimeter-wave Astronomy (CARMA) is a joint project between Caltech, the University of California, the University of Illinois, the University of Maryland, and the University of Chicago. It consists of 23 antennas located in an isolated area in the Inyo mountains. The high-precision telescopes are used at millimeter wavelengths to: map the distribution of interstellar gas and dust around evolved Areas of Study and Research stars and in star-forming regions of our own and other galaxies, study the SZ distortions of the cosmic microwave background, and enable detailed studies of the sun and planetary atmospheres. The Chajnantor Observatory, at an altitude of 5,080 m in the Chilean Andes, is the site of the Cosmic Background Imager, which is used for cosmic microwave background (CMB) studies, and will also be the site of the QU Imaging Experiment (QUIET) and the Clover experiment, both of which aim at very high sensitivity polarized microwave background studies. Caltech astronomers have also conducted CMB studies with balloon-borne instruments in Antarctica, and with space missions, currently the Planck. The Caltech 10-meter Submillimeter Observatory, located on Mauna Kea, Hawaii, was completed in 1986 and has been engaged in the study of the chemistry and physics of planets and cool regions of the interstellar medium. For the future, Caltech is a scope parserin the development, to be capro sed m tele- tude on Cerro Chajnantor in northern Chile. CCAT will combine high sensitivity, a wide field of view, and a broad wavelength range to provide an unprecedented capability for deep, large-area, multicolor submillimeter surveys and targeted studies. On the space observations front, Caltech hosts NASA's Spitzer Science Center (SSC) and Infrared Processing and Analysis Center (IPAC), which are principal national archives for astronomy. Caltech scientists lead or actively participate in a number of astrophysics missions, currently including the Spitzer Space Telescope, the GALEX ultraviolet mission (now operated by Caltech), and the recent NuSTAR hard X-ray mission. There are also close connections with Jet Propulsion Laboratory (PL), that designs and operates a number of NASA's scientific missions. Finally, Caltech astronomers are major users of the Hubble Space Telescope, Chandra, Fermi, Herschel, Planck, etc. Back on the ground, Caltech is a major partner in the development and operation of the world's first gravitational wave observa-tory, Laser Interferometer Gravitational-wave Observatory (LIGO). Exciting new discoveries are expected as we open this BEHAVIORAL AND SOCIAL NEUROSCIENCE The Institute offers an interdisciplinary program of study in neuro- ences. At present, members from the biology, computation and Behavioral and Social Neuroscience 103 104 neural systems, social sciences, and humanities groups participate in research and training in this area. Areas of Research This program is characterized by interdisciplinary research at the frontier of neuroscience, psychology, economics, and political sci-ence. Examples of research topics of interest include the following: • Computational and neurobiological foundations of simple • Computational and neurobiological basis of economic and political decision making. • Affective neuroscience. • Neurobiological basis of social behavior in human and animal models. • Neurobiological basis of moral judgment and decision making. • Applications of neuroscience to economics and political science Physical Facilities Research in this area is carried out in multiple laboratories spanning a wide range of experimental techniques-from behavioral experiments to single unit neurophysiology. Researchers also have access to two state-of-the-art facilities: the Caltech Brain Imaging Center, which contains various human and animal brain scanners, and the Social Science Experimental Laboratory, which contains state-of-the-art facilities for conducting behavioral economic experiments of group and market interactions. BIOCHEMISTRY AND MOLECULAR BIOPHYSICS Biochemistry and molecular biophysics has been established as an interdisciplinary program, at the interface of biology, chemistry, and physics, that seeks to understand the chemistry of life. Thus, biochemists and molecular biophysicists study the atomic structure and folding of biopolymers; their interactions with each other and with small molecules; and the roles of particular biopolymers and biopolymer assemblies in cellular physiology. The basic building block of life is the cell; the intellectual focus of modern biochemistry and molecular biophysics is to understand how individual pares inar, bitchery als their wide sectysit of dunctions. In principles through which the individual components of cells combine in an orderly self-association to produce their form, their function, and their dynamic behavior. Areas of Research General areas of research represented within the option include signal transduction, cell cycle, DNA and RNA structure and Areas of Study and Research metabolism, control of gene transcription during development, electron transport proteins and bioenergetics, biological catalysis, macromolecular structure, membrane proteins, and biotechnology and biomolecular engineering. More specific examples of biological phenomena currently under study include the transduction of signals received by cell surface receptors into an appropriate response, as in chemotaxis or transmission of signals across synapses in the nervous system; the replication of DNA; the biochemical networks that control initiation and termination of cell division; the controlled transcription of DNA sequences in the genome into RNA and the processing of this RNA into mRNA and the subsequent translation into protein; the molecular mechanisms controlling the differentiation of precursor cells into specialized cells such as neurons, lymphocytes, and muscle cells; the mechanisms by which synaptic transmission in the brain is regulated during thinking and the formation of memories; the processes, driven by fundamental principles of chemical bonding and molecular energetics, by which a given linear sequence of amino acids folds into a specific three-dimensional structure in the appropriate cellular environ-ment; how electrons move within a cell to accomplish the many redox reactions necessary for life; how light is harvested by photo-pigments and is perceived in vision; the function of integral membrane proteins in energy and signal transduction processes; and the mechanisms by which enzymes both efficiently and specifically catalyze biochemical interconversions. This fundamental understanding of the molecular basis of biological processes provides a powerful base for the development of applications in medicine, including biotechnology and rational drug design, and in the chemical industry, where nucleic acids, proteins, and their analogs are now being used in the development of chemical systems for novel applications, and where mutagenesis and selection systems are used to produce novel materials. BIOENGINEERING Bioengineering research at Caltech focuses on the application of engineering principles to the design, analysis, construction, and manipulation of biological systems, and on the discovery and application of new engineering principles inspired by the properties of biological systems. Areas of Research • Biodevices (Burdick, Hajimiri, Heath, Ismagilov, Pine, Roukes, Siapas, Tai, Yang) BioNEMS, BioMEMS, laboratories-on-a-chip including microflu-idic systems, neural networks, microscopes, and diagnostics, novel measurement principles, neural interfaces and prostheses. Bioengineering 105 106 • Bioimaging (Fraser, Gharib, Guo, Meyerowitz, Pierce, Yang) Biophotonics, advanced imaging technologies, computational image analysis, noninvasive biomedical imaging, single-molecule technologies, tlow-tield imaging technologies, in situ amplitication. • Bioinspired Design (Gharib, Hajimiri, Ismagilov, Murray, Tirrell) Engineering physiological machines, engineering self-powered technologies, control systems, synthetic heteropolymers, and self-healing circuits and systems. • Biomechanics (Bhattacharya, Gharib, Guo, Phillips, Roukes) Molecular and cellular biophysics, cardiovascular mechanics, muscle and membrane mechanics, physiology and mechanics of flapping flight, multicellular morphodynamics, cell-biomaterial inter-actions. • Biomedical Engineering (Burdick, Davis, Fraser, Gharib, Hajimiri, Heath, Ismagilov, Pierce, Roukes, Siapas, Yang) Neural prosthetics, molecular imaging during surgery, BioNEMS diagnostics, on-chip diagnostic laboratories, nanoparticle drug delivery, locomotion rehabilitation, and portable point-of-care diagnostic devices. • Cell and Tissue Engineering (Elowitz, Fraser, Gharib, Guo, Ismagilov, Tirrell) Multicellular morphodynamics, principles of feedback between tissue mechanics and genetic expression, nonnatural protein biomaterials, cell-biomaterial interactions, developmental patterning. • Molecular Programming (Murray, Pierce, Rothemund, Winfree) Abstractions, languages, algorithms, and compilers for programming nucleic acid function, molecular information processing, molecular complexity theory, free energy landscapes, metastable systems, self-assembly across length scales, algorithmic self-assembly, synthetic molecular motors, in vitro and in vivo nucleic acid circuits. • Synthetic Biology (Arnold, Elowitz, Ismagilov, Murray, Pierce, Rothemund, Tirrell, Winfree) Principles of biological circuit design, genetic circuits, protein engineering, noncanonical amino acids, nucleic acid engineering, rational design, directed evolution, metabolic engineering, biofuels, biocatalysts, elucidation of systems biology principles using synthetic systems. • Systems Biology (Doyle, Elowitz, Guo, Heath, Ismagilov, Lester, Meyerowitz, Murray, Phillips, Sternberg) Roles of circuit architecture and stochasticity in cellular decision making, feedback, control, and complexity in biological networks, multicellular morphodynamics, principles of developmental circuitry including signal integration and coordination, spatial pat-terning, and organ formation, principles of feedback between tissue mechanics and genetic expression, neural development, and dis-ease. Areas of Study and Research BIOLOGY Recent dramatic progress in our understanding of the nature of life has revolutionized the science of biology. Applications of the methods, concepts, and approaches of modern mathematics, physics, chemistry, and information science are providing deep insight into basic biological problems such as the manner in which genes and viruses replicate themselves; the control of gene expression in cells; the regulation of cellular activity; the mechanisms of growth and development; and the nature and interactions of nerve activity, brain function, and behavior. Qualified experimental and computational biologists will find opportunities for challenging work in basic research as well as in medicine and in biotechnology. Because of the eminent position of the California Institute of Technology in both the physical and biological sciences, students at the Institute have an unusual opportunity to be introduced to modern biology. Areas of Research Research (and graduate work leading to the Ph.D. degree) is chiefly in the following fields: biochemistry, biophysics, cell biolo-gy, developmental biology, genetics, genomics and computational biology, immunology, molecular biology, neurobiology, and structural biology. Biochemical methodology plays an important role in many of these fields, and there is extensive interaction with related programs in biochemistry within the Division of Chemistry and Chemical Engineering, including the biochemistry and molecular biophysics option. The programs in cellular, molecular, and developmental biology are based upon approaches derived from biochemistry, bio-physics, and genetics that offer new possibilities for expanded insight into long-standing problems. Neurobiology is a major area of emphasis within the Division of Biology. A comprehensive program of research and instruction in neurobiology has been formulated to span from molecular and cellular neurobiology to the study of animal and human behavior, including the computational modeling of neural processes. A geobiology option is described in the geological and plane- tary sciences section. Physical Facilities The campus biological laboratories are housed in seven buildings: the William G. Kerckhoff Laboratories of the Biological Sciences, the Gordon A. Alles Laboratory for Molecular Biology, the Norman W. Church Laboratory for Chemical Biology, the Mabel and Arnold of Behavioral Biology, the Braun Laboratories in Memory of Carl F and Winifred H Braun, the Beckman Institute, and the Broad Center for the Biological Sciences. They contain Biology 107 108 classrooms and undergraduate laboratories, as well as research laboratories where both undergraduate and graduate students work in collaboration with faculty members. Special facilities include rooms for the culturing of mutant types of Drosophila, a monoclonal antibody production facility, a fluorescence-activated cell sorter facility, scanning and transmission electron microscopes, a confocal microscope facility, a magnetic resonance imaging center, a transgenic mouse facility, a high I our expresen in pund micro cray analysis facility, and About 50 miles from Pasadena, in Corona del Mar, is the William G. Kerckhoff Marine Laboratory. This laboratory provides facilities for research in cellular and molecular biology using marine animals, and for collecting and maintaining these animals. BIOTECHNOLOGY Biotechnology is a growing area of interdisciplinary research with a long tradition at Caltech. It includes a wide range of research opportunities in the Division of Biology, the Division of Chemistry and Chemical Engineering, and the Division of Engineering and Applied Science. Areas of emphasis include the development and application of new methods and instruments for studying a spectrum of biological problems ranging from the structure, function, and chemistry of key macromolecules such as proteins and DNA to the imaging of cellular processes or the complex problems of neural systems. Other programs focus on the creation, study, and use of novel microorganisms and proteins, combining classical and molecular genetic approaches with modern chemistry and engineering science. New challenges in data analysis and molecular modeling bring together research in biology and chemistry with computer science and applied and computational mathematics. Research in these areas leading to the Ph.D. may be pursued by entry into one of the relevant graduate options in the divisions listed above. The interdisciplinary nature of biotechnology often includes course work and research collaborations that embrace more than one division. Each graduate option specifies the emphasis of the educational program and its degree requirements. Excellent facilities for biotechnology research are available in each of the participating divisions. For example, the Beckman Institute provides extraordinary resources for development and application of new instruments and methods. Areas of Study and Research CHEMICAL ENGINEERING The chemical engineering faculty teach and conduct research on fundamental chemical, biological, and transport processes and their application in understanding, designing, and controlling a broad spectrum of complex chemical, biochemical, and environmental processes. The faculty and students utilize their analytical skills and laboratory resources to study diverse processes and to synthesize new materials. The combination of engineering principles, chem-istry, biology, physics, and mathematics that characterizes chemical engineering at Caltech enables students and faculty to contribute to the solution of a wide range of critical problems and to aid in creating new areas of science and technology. Areas of Research Many different research areas are offered to students seeking the degrees of Master of Science or Doctor of Philosophy in chemical engineering. Particular research fields emphasized in the department include the following: • Biological Design and Engineering. Engineering of proteins and metabolic pathways by computational and laboratory evolution approaches. Biocatalysis for sustainable "green" production of pharmaceuticals and specialty chemicals. Engineering organisms to convert biomass to fuels and chemicals. • Fluid Mechanics and Transport Processes. Mechanics of polymeric liquids, microstructured fluids, colloidal dispersions, and suspensions and granular media. Transport in heterogeneous media. • Polymer Physics and Chemistry. Molecular understanding of polymer melt rheology. Optical properties of polymer blends. Dynamic modeling of polymer structure and rheology. Synthesis of tailored polymers by chemical and biological means. • Biomaterials. Synthesis and properties of organic materials designed for use in living systems. Therapeutic modification of existing systems. • Cellular Engineering. Quantitative analysis and redesign of molecular events governing cell behavior. • Catalysis and Biocatalysis. Synthesis of molecular sieves and organic-inorganic hybrid materials. Synthesis of inorganic membranes for gas separations and catalysis. Biological routes to the synthesis of chemicals. • Complex networks of reactions, cell, and organisms. Studies of microbial communities in environment and interactions of microbial communities with their human host. • Microfluidics. Science of single molecules, crystals, and cells. Fundamental studies of fluid flow and interfacial phenomena. Applications to diagnostic and therapeutic problems in Global Health. Chemical Engineering 109 110 • Electronic Materials and Devices. Plasma processing of semicon-ductors, pattern etching and deposition. Modeling and simulation of pattern-dependent effects. Chemical reaction dynamics of plasma-surface interactions. • Microplasmas. Sources of reactive radicals and ions at high pres-sures. Microreactors for gas conversion/pollutant destruction. Synthesis of nanocrystals. VUV-excimer radiation emitters. • Nanotechnology. Aerosol synthesis of nanoparticles for microelectronic and photovoltaic applications. Nanoprobes, nano-mechanics, nanofluidics. Crystallization in carbon nanotube cavities. Synthesis and characterization of quantum dots and nanostructural materials. Environmental consequences of nanotechnology. • Environmental Chemical Engineering. Physics and chemistry of atmospheric gases and aerosols, bioaerosols, climate change. • Aerosols and Colloids. Nucleation and growth of particles. Particle formation and reactions. Structure and properties of colloidal dispersions. Aerosol and colloidal particle characterization. • Applied Mathematics and Computational Physics. Supercomputer applications in fluid mechanics and environmental modeling. Concurrent computing. Asymptotic analyses of transport processes. • Physics of Complex Fluids. Structures, phase transitions, and dynamics of polymers, liquid crystals, surfactant solutions, and suspensions. • Materials for Energy Technologies. Electrochemistry of fuel cells. Ion transport through solids. Design of thermoelectric materials. Physical Facilities The chemical engineering laboratories, mainly housed in the Eudora Hull Spalding Laboratory of Engineering and the Warren and Katharine Schlinger Laboratory for Chemistry and Chemical Engineering, are well equipped. The facilities include experimental reactors, computational facilities, NMR spectrometers, and numerous special research equipment for molecular simulations, DNA synthesis, and electronic, optical, and chemical measurements. CHEMISTRY Caltech offers exciting opportunities for study and research at the frontiers of chemical science. With approximately 30 faculty, the chemistry program provides depth in the traditional areas of chemistry-organic and inorganic chemistry, chemical physics, theoretical chemistry, and chemical biology. Research areas include chemical synthesis and catalysis, chemical dynamics and reaction Areas of Study and Research mechanisms, biochemistry, bioinorganic, bioorganic, and biophysical chemistry, and materials chemistry. Chemical research at Caltech is also highly interdisciplinary, mirroring the increasing importance of molecular understanding in many fields of science. Active interactions exist between chemistry and other disciplines at Caltech, especially applied physics, biology, chemical engineering, environmental science, geological and planetary sciences, and materials science. Major initiatives are fostering broad collaborations in energy and environment, molecular medicine, and nanomaterials. Teaching is an important component of the chemistry option. Caltech has trained generations of chemists who have become leaders in academia, industry, and government, through undergraduate and graduate programs that are designed to encourage the greatest possible amount of freedom, creativity, and flexibility. Areas of Research Caltech has a long and continuing reputation for excellence in fundamental chemistry in molecular structure and the nature of chemical bonding. Much of the current research in chemistry is directed at establishing and manipulating the mechanisms of reactions of fundamental chemical and biological significance. Programs in chemical physics emphasize studies of molecular dynamics and structure using techniques that include femtosecond lasers, molecular beams, ultra-high sensitivity spectroscopy, and mass spectrometry, while novel methods such as ultrafast electron diffraction and force-detected magnetic resonance are being developed and applied to systems of increasing complexity. Interdisciplinary research includes the development of powerful approaches to fabricate, assemble, and utilize nanometer-scale structures; spectroscopy and fundamental chemical mechanisms of reactions in Earth and planetary atmospheres, star formation, and interstellar chemistry; the dynamics of phase transitions; and novel methods in mass spectrometry. Catalysis by transition metals represents a central area of research in the inorganic and organometallic areas. Current research interests include the uses of transition metal complexes as homogeneous and heterogeneous catalysts for polymer synthesis, solar energy conversion and storage, and methane and water oxida-tion. Reactions of molecules on surfaces are an important focus, especially on semiconductors. Research in bioorganic and bioinor-ganic chemistry includes the chemical basis of synaptic transmission by ion channels; investigations of molecular recognition and sequence-specific ligand binding to DNA; DNA-mediated charge transport; and design of artificial transcription activators. Chemical synthesis, a key part of much of the research described above, is the primary research goal of several groups, and includes projects aimed at the synthesis of complex organic molecules of importance in biology and human medicine. These efforts include development of new and synthetically useful chemical Chemistry 111 112 transformations mediated by novel organic and transition metal-based catalysts. The division has an exceptional program in polymer science, with emphasis on the development of strategies and methodologies for the synthesis of designed polymers using chemical-and biological-based approaches. The theoretical chemistry program ranges from fundamental studies of electron transfer to excited states and reaction dynamics of small molecules, to simulations of biological systems and materials. In these studies, theoretical techniques are being developed to provide detailed understanding of electron transfer processes, proton transfer reactions, energy randomization processes within molecules, and the dynamics of reacting systems. Computer simulations are addressing ever more complex systems, ranging from metals and superconductors to soft materials and biomolecules. Research in biochemistry and molecular biology within the chemistry division exists within the larger framework of biochemical studies at Caltech, and includes crystallographic and spectroscopic analyses of macromolecule structures; studies on the design, fold-ing, and stability of macromolecules; the mechanisms of enzyme catalysis and allosteric transitions; interactions between proteins and nucleic acids; macromolecular assemblies mediating replication, transcription, and protein biosynthesis; the mechanism and functional role of protein glycosylation; and mechanisms of ion and electron transport in biological membranes. Physical Facilities The laboratories of chemistry consist of eight units providing space for about 25 research groups, including 300 graduate students and postdoctoral research fellows. Crellin and Gates laboratories house several research groups, the divisional instrumentation facilities, and the divisional administrative offices. Synthetic research groups occupy the Arnold and Mabel Beckman Laboratory of Chemical Synthesis and Church laboratories. The Braun Laboratories and the Broad Center for the Biological Sciences house biochemical groups and are shared with the Division of Biology. The Arthur Amos Noyes Laboratory of Chemical Physics is one of the major research facilities for chemical physics and inorganic chemistry and is adjoined by the Clifford S. and Ruth A. Mead Memorial Undergraduate Chemistry Laboratory. Chemistry groups recently oined several chemical engineering colleagues in the new Warre nd Katharine Schlinger Laboratory for Chemistry and Chemica Engineering. A number of resource centers serving researchers of the division are located in the Beckman Institute. Areas of Study and Research CIVIL ENGINEERING Civil engineering includes the research, development, planning, design, and construction associated with the infrastructure of the built environment. Dealing with the function and safety of such facilities as buildings, bridges, pipelines, dams, power plants, and harbors, it is concerned with the protection of the public against natural hazards such as earthquakes, winds, floods, landslides, water waves, and fires. Recent advances in technology, the escalation of urban prob-lems, and the exploration of space have broadened the applications of civil engineering, increasing the scope of research. New problems have presented special challenges to the civil engineer well-trained in the fundamentals of his or her profession. For this reason, in the advanced study of civil engineering at the Institute, the application of fundamental scientific principles and mathematics is emphasized for the solution of engineering problems. Areas of Research Graduate work leading to advanced degrees lies chiefly in the following fields: structural engineering and structural dynamics; earthquake engineering; applied mechanics; geotechnical engineer-ing; aerospace structures; and environmental engineering (see also environmental science and engineering). In the past few years, graduate students and members of the faculty have pursued a variety of research programs, including the analysis of structures subjected to earthquakes and other dynamic loadings; optimal perfor-mance-based structural design; system identification and control of structures; structural health monitoring; the use of finite element methods for structural analysis; seismic risk and structural reliability; earthquake early warning systems; mechanics of soil and other granular materials; and mechanics of space structures. Students whose interests are in environmental problems may enroll for graduate degrees in either civil engineering or environmental science and engineering. Physical Facilities Civil engineering activities are housed in two buildings: the Franklin Thomas Laboratory, which contains the earthquake engineering research laboratory and the vibration laboratory; and the W. M. Keck Engineering Laboratories, which contains the environmental science and engineering laboratories. Excellent computing facilities are available through the campus computing network and in the specialized computing centers of various research groups. Seismic instrumentation networks include the Southern California Seismic Network and the Community Seismic Network. Civil Engineering 113 114 COMPUTATION AND NEURAL SYSTEMS What does the brain compute? How does it do it? And why? Faculty and students in the CNS option study how information is acquired and processed by the brain. They are also interested in designing machines that are adaptable, intelligent, and autonomous. The unifying theme of the program is the study of the relationship between the physical structure of a computational system (synthetic or natural hardware), the dynamics of its operation and its interaction with the environment, and the computations that it carries out. Areas of interest include coding and computation in networks of neurons, sensory systems (vision, audition, olfaction), learning and memory, control and motor behavior, and planning and decision making. Thus, CNS is an interdisciplinary option that benefits from, and integrates, multiple traditional areas of expertise: molec-ular, cellular, neural, and systems biology, electrical and mechanical engineering, computer science, psychology, and cognition, applied mathematics, and physics. Faculty in the program belong to the Division of Biology, Division of Engineering and Applied Science, Division of Physics, Mathematics and Astronomy, and Division of the Humanities and Social Sciences. They have an interest in developing conceptual frameworks and analytical approaches for tackling seemingly disparate problems that share a common deep structure at the computational level. Students in the program will partake of a wide-rang-ing curriculum that will promote a broad understanding of neuro-biology, sensory psychology, cognitive science, computational hardware and software, and information theory. Areas of Research Areas of research include the neuron as a computational device; the theory of collective neural circuits for biological and machine computations; algorithms and architectures that enable efficient fault-tolerant parallel and distributed computing; learning theory and systems, pattern recognition, information theory, and computational complexity; computational modeling and analysis of information processing in biochemical and neural networks; the design and use of synthetic macromolecules as computational devices; light and magnetic resonance imaging of cell lineages, cell migrations, and axonal connections in the forming nervous system; learning, plasticity, and memory; experimental and modeling studies of localization and recognition by sensory systems (vision, olfaction, audition) in insects and vertebrates on the basis of electrophysiology, psychophysics, and functional imaging techniques; multiunit recordings in behaving animals; neuroprosthetic devices and recording methods in animals and humans; imaging and stimulation Areas of Study and Research of cortical areas in humans and other primates using functional MRI, TMS, and tDCS; decision making, attention, awareness, emotion, and consciousness in the primate brain using a combination of neurophysiological, psychophysical, and computer modeling techniques; cognitive psychology; and the study of evolution in natural and artificial systems. COMPUTER SCIENCE Although computing is a ubiquitous tool in all areas of study and research at Caltech, computer science focuses on the theory and technology of computation itself: it is truly the study of information, and of the structures that communicate, store, and process information. Whether these structures are expressed in hardware and called machines, in software and called programs, or in nature or society, the fundamental concepts are similar. Students of the computer science option within the Computing & Mathematical Sciences department at Caltech do not specialize along traditional lines that divide hardware and software, systems and applications, or theory and experiment. Rather, a unified approach to the design and analysis of computing structures is taken both in courses and in research. Unlike the study of physical and natural sciences, the objects of study by computer scientists are artificial systems; that is, structures that are purposefully designed, taking into account physical limitations of the real world and fundamental requirements of the computation itself. Thus, design assumes a role equal in importance to analysis and is a term found frequently in the curriculum and research. Design is not only a creative activity but is also formal and systematic. Managing the great complexity of useful systems requires a representation of computations amenable to both mathematical treatment and implementation. Areas of Research Research and advanced courses leading to the Ph.D. degree in computer science are concentrated in the following areas: VLSI systems; quantum and molecular computation; computer architecture; parallel and distributed computation; theory of computation; intormation theory; machine learning and computational finance; computer vision; computer graphics; discrete differential geometry; computer-aided design; and networking. Research projects frequently involve work in several of these areas, with both theoretical and experimental aspects, as well as connections with such fields as mathematics, physics, biology, economics, and electrical engineering. Crosscutting themes include: • Physical Implementation of Computations. Computations must ultimately be implemented in some physical medium (e.g., semiconductor electronics, DNA self-assembly, quantum states of Computer Science 115 116 elementary particles, molecular electronics). Developing robust disciplines, abstractions, and methodologies that allow the design of reliable computing substrates has been a focus of the option since its inception. Caltech has been a leader in the early development, engineering, and design of very large scale integrated (VLSI) circuits. Beyond VLSI, efforts are under way to understand quantum, biomolecular, and molecular electronic substrates as possible media for future computing machines. As was the case with semiconductor electronics, Caltech computing can draw on the world-class expertise of its biology, physics, and chemistry departments as it tackles the many challenging opportunities that these new substrates present. • Systematic Design. A key theme in the Caltech computer science option is the systematic design of systems at all levels. This theme shows up in the design of numerical algorithms for physical simulation and computer graphics, design of concurrent and distributed systems, abstractions for physical computing substrates, design of learning systems, design of programming languages, automated optimization of computations for both software and hardware implementation, as well as control and optimization of networks. The success of computer systems has allowed the building of systems of unprecedented scale and complexity. These systems can only be understood and managed if we carefully contain the complexity involved. We can only hope to create and optimize efficient computing artifacts by systematically defining and exploring their design space. This does not say that system design is not a creative endeavor, but rather that careful design allows us to expose the places where creativity is most needed, and to carefully assess the impact of new ideas and techniques. • Concurrency. The physical world is highly parallel. Caltech computer science has embraced concurrency as a fundamental feature of computing systems from its inception. Within the option, parallelism is a theme at all levels, from physical circuits through tightly coupled, concurrent multiprocessors, through distributed systems, up to Internet-wide computing systems and beyond. Disciplines and systematic design for defining and managing the potentially complex interactions in parallel systems is a key focus. • Robust Modeling of Physical Systems. Caltech computer science also has a unique focus in developing rigorous and robust models of the physical world. These models are mathematically and physically sound, often derived from differential geometric principles, and serve as a basis for computer graphics and vision research, as well as the simulation of mechanical, optical, and biological systems. • Theory. A key component of systematic design is a strong theoretical understanding, which provides a basis for synthesis, analysis, and verification. The theory of computation focuses on deep mathematical problems, many of which have substantial Areas of Study and Research technological impact. Theory is not relegated to a single group at Caltech, but rather forms an integral part of all disciplines. As such, it has a strong connection to actual practice in each domain. Theory in computer science at Caltech also includes traditional areas such as complexity algorithms, theories of numerical computation, optimization, probability, and game theory. • Interdisciplinary Research. Computation enables better control and understanding of the physical world— two ubiquitous themes at Caltech. Computer simulations, modeling, and analysis are now key enablers, allowing all fields of science to advance rapidly. Modern mechanical and aeronautical systems are enabled by vast computational processing for sensing and control. Furthermore, insights into computational management of information helps us understand information processing issues in natural systems (e.g., cells and neurons) and build hypothetical models that advance our understanding of natural cognition. Economic analyses play an important role in the design of computing systems and, in addi-tion, research on information systems impacts business and economics. These relations provide many opportunities for scholars in computer science to work closely with colleagues throughout Caltech. The Information Science and Technology (IST) initiative facilitates and promotes such interdisciplinary research (see http://www.ist.caltech.edu). Physical Facilities The computer science option has excellent computing facilities ranging from high-performance workstations to multiprocessors and supercomputers. The Computing & Mathematical Sciences department maintains a large computer lab open to students and offers a large collection of software for a wide range of applications. Students have easy access to state-of-the-art equipment. The Institute libraries maintain a large collection of journals in computer science and related fields. CONTROL AND DYNAMICAL SYSTEMS Some of the most exciting interactions between mathematics and uncertain, multivariable, and nonlinear dynamical systems. While changing technology has made control and dynamical systems theory increasingly relevant to a much broader class of problems, the interdisciplinary nature of this area means that it no longer has a natural home exclusively or even primarily within any one of the traditional engineering disciplines. The CDS option, as part of the Control and Dynamical Systems 117 118 Computing & Mathematical Sciences department, is designed to meet the challenge of educating students both in the mathematical methods of control and dynamical systems theory and their applications to problems in engineering and science. Faculty and students in CDS are active in a number of research areas. The primary theoretical areas of research include stochastic and nonlinear dynamical systems, multiscale modeling, optimal and decentralized control, system identification and estimation theory, Bayesian modeling and analysis, uncertainty quantification, and communications and information theory. Active applications include networking and communication systems, embedded systems and formal verification, robotics and autonomy, molecular and systems biology, integrative biology, human physiology, economic and financial systems, computing systems, physics of fluids, quantum mechanics, seismology and earthquake engineering, and space systems. ELECTRICAL ENGINEERING Electrical engineering at Caltech emphasizes both electronics and systems. Closely allied with computation and neural systems, applied physics, bioengineering, computer science, and control and dynamical systems, it offers students the opportunity for study and research, both theoretical and experimental, in a wide variety of subjects, including wireless systems, quantum electronics, modern optics, biophotonics, MEMS/NEMS, solid-state materials and devices, power electronics, energy systems, control theory, nanoscale systems, signal processing, data compression, and communications. Areas of Research and Physical Facilities Substantial experimental laboratory facilities, housed mainly in the Moore Laboratory of Engineering, are associated with each of the research fields described on the following pages. • Quantum Electronics and Optical Communication (Yariv)— Research in this group is addressing the fundamental issues of the interaction of atomic systems and coherent electromagnetic, usually optical, fields and the application of the resulting understanding to demonstrating, in the laboratory, devices and systems central to optical data transmission. Current projects involve slow-light propagation in coupled-resonator systems and semiconductor laser phase control by electronic means, and new generation of swept-frequency lasers for optical radar and imaging. The group is heavily involved in micro- and nano-processing technologies to fabricate the relevant devices. The group has maintained a long tradition of spawning optical communication com-panies. Areas of Study and Research • Communications and Signal Processing (Effros, Hassibi, Ho, Low, Vaidyanathan)-Theoretical and computer experimental work in a wide range of information, communication, and signaling problems. Current research emphases are in error control cod-ing, modulation, and capacity calculations for channels that occur in communication networks, multiuser mobile and cellular radio, and deep-space communications; network communica-tions, including multicasting, distributed operation, network security; access, spectral sharing, dynamic channel allocation, and multiuser detection in wireless systems; multiple-antenna systems and space-time codes; information content and data compression; applications of neural networks to communication and signal processing problems; traffic modeling, routing, congestion control, network architecture, and energy efficiency of computing and information systems; and design and simulation of single-rate and multirate digital filters and filter banks to minimize the number of computational operations for a given accuracy. Digital filter banks, subband coding, wavelet trans-forms, multidimensional multirate signal processing. Possibilities exist for joint work with microsystems, wireless communication, digital signal processing, and data compression. • Control (Doyle) -Theoretical research is conducted in all aspects of control, with emphasis on robustness, multivariable and nonlinear systems, and optimal control. Theoretical developments are tested using the latest in computer and experimental facilities in a wide variety of application areas. Opportunities on campus, at Caltech's Jet Propulsion Laboratory, with industrial sponsors, and at NASA laboratories include control problems associated with large flexible space structures, refinery systems, flight control, robotics, control of unsteady flows, and various other aerospace and process control applications. • Wireless Sensing and Communications (Hajimiri)-Circuits and system design for wireless communication using integrated circuit technology, fully integrated silicon-based millimeter-wave circuits and phased array transceivers, novel modulation techniques using integrated electromagnetic structures, high-frequency integrated power generation, equalization for wireline communications, and multimode reconfigurable systems. This area of research also includes analysis and design of communication building blocks, such as monolithic low-noise amplifiers (LNA), active and passive mixers, local oscillators and frequency synthesizers, frequency dividers and multipliers, power ampli-fiers, integrated filters, intermediate frequency amplifiers, and baseband digital signal processing. • Learning Systems and Computational Finance (Abu-Mostafa)— The Learning Systems Group at Caltech studies the theory, algorithms, and applications of automated learning. The theory Electrical Engineering 119 120 of learning uses mathematical and statistical tools to estimate the information (data and hints) needed to learn a given task, and the computational aspects of learning. The algorithms deal with learning mechanisms in different models, such as neural networks, and different learning protocols. The applications of learning are very diverse. The group has emphasized computational finance applications, where learning is used in financial forecasting, risk analysis, and derivative pricing. Other recent applications include pattern recognition and medical diagnosis. • Smart Grids and Energy Supplies (Chandy, Doyle, Low, Rutledge, Wierman)-All aspects of smart grids, including analysis, design, and deployment of information and communication technologies in power networks, integration of renewable and distributed gen-eration, power flow analysis and optimization, demand response, electricity market design, and energy efficiency of data centers. Emphasis is on the interplay between theory, algorithms, proto-typing, and experimental studies to maximize their potential impact. Assessment of future supplies of oil, gas, and coal, and the implications for alternative energy sources for future climate. • MEMS/NEMS Sensors and Actuators (Tai, Choo)—We exercise VLSI, MEMS, and nanotechnologies to build miniature devices. Current research projects have a lot of biomedical applications, including integrated biochips, microfluidic chips, cancer chips, stem-cell chips, bloodcount chips, smart skins, neuroprobes, retinal implants and spinal cord implants, etc. Hands-on fabrication of high-level integration is specially emphasized for our students in the Caltech MEMS laboratory. • Digital Signal Processing (Hassibi, Vaidyanathan) -Theoretical and computer-oriented work on a wide variety of problems in digital signal processing. Multirate systems and filter banks, wavelets, filter design, quantization in signal processors, adaptive signal processing, statistical signal processing, robust filter-ing, multidimensional multirate systems, and wavelet trans-forms. Digital filter banks, digital communication systems, multidimensional multirate signal processing. Image processing, digital halftoning, and denoising. Compressive sensing and applications, sparse signal recovery and applications. • Computational Vision (Perona) -Theoretical and experimental research on the computational principles underlying vision processes. Psychophysics and modeling of the human visual sys-tem. Theory and applications of computer vision. Current emphasis on visual object recognition; vision-based human-machine interfaces; perception and modeling of human and animal behavior. Areas of collaboration include learning theory, computer graphics, neurophysiology, psychology, applied prob-ability, robotics, geometry, and signal processing. • Nanofabrication and Design of Ultrasmall Devices (Scherer, Choo) - High-resolution lithography and dry etching allow the miniaturization of structures to below 10 nanometers. Using these tech- Areas of Study and Research niques, ultrasmall optical, magnetic, and fluidic structures can be constructed. Current research includes the design and fabrication of nanocavity lasers; photonic-crystal waveguides and modulators; nanomagnet arrays; nonmechanical oscillators; and microfluidic pumps, valves, and networks on biochips. • Distributed Information Systems (Bruck)-Research on synthetic and natural distributed information systems, including information systems in storage and communications (the synthetic part) and the development of abstractions for the analysis and design of biological regulatory networks (the natural part). The information systems work includes developing efficient array codes for increased reliability of RAID storage systems, schemes for representing information in magnetic recording and optical communications, and methods for representing and protecting information in flash memories. The mathematics of biology-related work includes the development of a calculus for representing computation in gene regulatory networks: for example, demonstrating for the first time that an approximate general computation can be achieved using a finite set of chemical reac-tions, provided that they operate in a stochastic manner. Past projects include the RAIN (Reliable Array of Independent Nodes) project. The RAIN technology resulted in a spin-off company called Rainfinity (acquired in 2005 by EMC), which focused on software products for the management of network information systems. • Network Information Theory (Effros)-Theoretical analysis and practical design of algorithms for efficiently representing and communicating information in network systems. Current work focuses on the development of computational tools for bounding the performance of large network systems. Tools useful to these investigations include information theory, probability the-ory, graph theory, optimization, and signal processing. Possible areas of collaboration include networking, distributed comput-ing, communications, wireless communications, controls, and digital signal processing. • Integrated Circuits (Emami, Hajimiri)-Analysis, design, simula-tion, verification, and testing of integrated circuits for various applications, such as high-speed and wireless communications, wireless local-area networks, highly stable frequency sources, distributed integrated circuit design techniques for ultrahigh speed silicon-based circuits, system and circuit design for multi-band systems, single-chip spectrum analyzers, performance limitation of A/D and D/A data converters, and robust circuit-design techniques. Projects also include millimeter-wave sili-con-based circuits and arrays, self-healing circuits, high frequency power generation in CMOS, analysis and design of distributed circuits, multimode reconfigurable systems, as well as modeling of the effect of substrate and supply noise in large Electrical Engineering 121 122 integrated circuits and design techniques to minimize their effect, examination of integrated passive structures and their fundamental performance limits, and noise modeling in ampli-fiers, mixers, and oscillators. More information can be found at http://www.chic.caltech.edu and http://www.mics.caltech.edu/ • Networking (Doyle, Ho, Low, Wierman)-Control and optimization of communication and cyber-physical networks such as the Internet and power networks. Current research focuses on fundamental issues in network architecture; network coding, including management and security issues; network storage; and green IT. • Wireless Communications (Hassibi)-Theoretical research on link, system, and network aspects of wireless communications. Current areas of interest include time-varying channel model-ing; capacity computations for wireless channels; channel esti-mation, identification, and equalization; multiple-antenna systems and diversity techniques; space-time codes; modulation techniques; channel access and spectral sharing through various TDMA, FDMA, CDMA, and hybrid techniques; multiuser detection and interference cancellation; dynamic channel alloca-tion; models and performance analysis of wireless networks; ad hoc networks; signal processing for wireless. The research encompasses various areas of information theory, coding theory, stochastic processes, statistical and adaptive signal processing, and network theory. • Biophotonics (C. Yang)-Experimental research on imaging and extraction of information from biological targets through the use of light. Current areas of interest include optofluidics, needle endoscopy, phase conjugation-based turbidity suppres-sion, optical coherence tomography, multiphoton imaging, quadrature homodyne interferometry, and microscopy. More information can be found at http://www.biophot.caltech.edu. • Mixed-Signal Engineering (Emami) —Design and implementation of high-performance analog and digital circuits for wireline and optical data communications, chip-to-chip and on-chip sig-naling, clock generation and distribution, synchronization, and equalization. Low-power, high-bandwidth analog-to-digital and digital-to-analog converters. Circuits and micro-electronics for biomedical applications such as neural implants, sensing systems and drug delivery. Tools and design methodologies for mixed-signal circuits and systems, with the emphasis on modeling and understanding of the fundamental limits and physical proper-ties. • Integrated Biosensors (Hajimiri) —Use of intergrated circuits for novel detection techniques of biological matters using various sensing modes (e.g., electrical, magnetic, optical) and leveraging the complexity of silicon-based integrated circuits to create state-of-the-art sensitivity for such sensors for a variety of bio- Areas of Study and Research molecules, such as DNA and proteins. This area also includes analysis of the dynamics and kinetics of such sensors for a variety of applications, including microarrays, point-of-care sensors, and other medical equipment. ENERGY SCIENCE AND TECHNOLOGY The useful transformation of energy from one form to another drives the engine of civilization. Access to plentiful, inexpensive, and environmentally benign resources would free nations to pursue their greatest human and economic potential. In the modern era, the appetite for energy is convoluted, with a recognition of diminishing fossil fuel resources and of dramatic negative impacts on global climate. The interdisciplinary program in Energy Science and Technology (EST) aims to foster revolutionary methods of harnessing carbon-free energy sources while advancing related technologies in carbon sequestration and further drawing connections to policy and economic considerations. The program brings together traditional topics in thermodynamics and kinetics with modern topics in biomolecular engineering, charge and mass trans-port, and photoelectrochemistry. Faculty and students in the EST program are drawn trom a broad range of academic options, including materials science, chemistry, applied physics, chemical engineering, mechanical engineering, and environmental science and engineering. Areas of emphasis reflect this breadth of disciplines and include photovoltaics, photoelectrochemical cells, bio-fuels, fuel cells, batteries, thermoelectrics, hydrogen generation and storage, and nuclear energy. ENVIRONMENTAL SCIENCE AND ENGINEERING Research and teaching in the ESE program span the large scales of global climate variations, the local scales of urban air pollution, and the microscales of microbial ecosystems. Reflecting the interdisciplinary nature of the ESE program, it unites scientists and engineers from Caltech's Division of Geological and Planetary Sciences, Division of Engineering and Applied Science, and Division of Chemistry and Chemical Engineering. Jointly they address, for example, how climate has varied in the past and how it may change in the future, how biogeochemical cycles and chemical reactions control the composition of the atmosphere and local air quality as well as the Earth's global energy balance, and how more efficient and effective ways of producing biofuels or remediating toxic waste can be found. The methods employed in research pro- Environmental Science and Engineering 123 124 jects include laboratory studies of fundamental chemical and biological processes; field studies of microbial ecology and of atmospheric chemistry; and computational and theoretical studies of chemical and physical processes on molecular to global scales. Students enter the ESE program with diverse backgrounds, from the basic sciences of physics, chemistry, and biology to applied science and engineering fields. The curriculum emphasizes interdisciplinary knowledge and is broad, yet it is flexible so that different backgrounds and focus areas can be accommodated. Areas of Research • Atmospheric Chemistry and Air Pollution. Atmospheric chemistry affects the composition of the atmosphere, properties of clouds, and local air quality. Research areas include cloud chemistry, aerosol chemistry and physics, trace gas photochemistry, and emission sources and transport and reaction pathways of organic species. The methods employed include laboratory studies of aerosol formation and of chemical reactions in the atmosphere; field campaigns with aircraft operated by ESE faculty; satellite missions carried out in collaboration with the Jet Propulsion Laboratory; and theoretical and modeling studies of tropospheric chemistry and the carbon cycle. • Environmental Chemistry and Technology. Environmental chemistry and technology research in ESE addresses fundamental questions in heterogeneous atmospheric chemistry (e.g., chemistry of clouds, fogs, and haze aerosols), in aquatic chemistry, in oxidation and reduction chemistry and technology, in semiconductor photocatalysis, and in hydrogen production from sunlight via electrochemical water splitting. • Dynamics of Climate. Climate dynamics research in ESE addresses fundamental questions about how Earth's climatic features are maintained, how they have varied in the past, and how they may change in the future. Research includes the large-scale dynamics of the atmosphere and oceans, the hydrologic cycle and how it responds to climate changes, monsoon dynamics, and the dynamics of the Southern Ocean. Methods employed include theoretical and modeling studies, analyses of observational data, and field campaigns to collect oceanographic data. • Biogeochemistry and Climates of the Past. Biogeochemical research in ESE finds application at scales ranging from microbial ecosystems to the global carbon cycle. Current research interests include the marine carbon cycle and its geochemical record in organic matter and carbonate minerals; microbial recycling of nutrients and carbon; and development and use of geochemical proxies for understanding the ancient environment, including its climate. • Environmental Microbiology. Microorganisms are the primary drivers of global biogeochemical cycles and represent the most abundant and diverse forms of life on Earth. They catalyze crit- Areas of Study and Research ical biological transformation processes such as nitrogen fixa-tion, oceanic primary productivity, and methane cycling. Microbial ecosystem research within ESE is focused on understanding microbial processes in terrestrial, marine, and extreme ecosystems. Research areas span a range of topics and field sites, including the study of lignocellulose degradation by termite gut microbiota, anaerobic cycling of carbon, nitrogen, and sulfur in microbial mats and sediments, and methane cycling in the ocean. Physical Facilities ESE laboratories and facilities are housed in the Linde + Robinson Laboratory for Global Environmental Science and in other nearby buildings of Caltech's Division of Geological and Planetary Sciences. The laboratories are equipped with a wide variety of state-of-the-art instruments. • The Environmental Analysis Center (EAC) houses analytical instrumentation, for research that ranges from analyzing pollutants in groundwater to dating fossils. Its equipment includes instruments for electrochemistry, plasma emission mass spec-trophotometry, gas chromatography, high-performance liquid chromatography, fluorescence spectroscopy, infrared spectrome-try, gas chromatography-mass spectrometry, total organic carbon analysis, and electrophoresis and electrical particle size analysis. Scientists from across the Institute use the EAC for cutting-edge analytical studies. • The Atmospheric Chemistry and Aerosol Laboratory is designed for studies of the photochemical reactions of gaseous and particulate pollutants. In two reaction chambers (28 m3 each)—the first of their kind when they were built-the chemical reactions that produce urban smog and atmospheric particles are investigated under precisely controllable conditions. They have revealed how the particles that make up smog form in the atmosphere. Research results obtained with them have been instrumental in designing effective air quality policies. They continue to be invaluable in studies of air pollution. • The High-Precision Spectroscopy Laboratory is housed in a quiet room-a room with specially designed acoustic and electromagnetic insulation. Acoustic foam blocks sound waves and copper cladding around the entire room blocks electromagnetic waves. The noise-free environment allows us to achieve exquisite precision in laser measurements of radiative properties of greenhouse gases, aerosols, and atmospheric trace constituents: the properties of single molecules can be measured. The measurements are the basis for climate models and for planning satellite missions to measure the composition of the atmosphere from • In the Laboratory for Atmospheric Chemical Physics, the interactions of light with molecules in the atmosphere are investigated Environmental Science and Engineering 125 126 to elucidate how pollution forms and to measure the atmospheric concentration of aerosols and greenhouse gases. Techniques are developed for the global monitoring of the atmosphere from mobile ground-based laboratories and from space-based instruments. • In the Environmental Chemistry and Technology Laboratory, collimated sunlight from the Linde + Robinson solar telescope is focused into photolysis reactors, where artiticial photosynthesis processes are developed to convert water and carbon dioxide into energetic fuels. Additionally, the chemical nature of the air-water interface is studied, and new technologies are developed for storing electric energy in novel lithium-air batteries and for treating water, for example, by photovoltaically powered electrolysis or ultrasonically induced cavitation. • The Geochemistry Clean Room is designed for trace metal analysis in an entirely metal-free environment. It has air cleansed of almost all particles, to be able to measure with high precision tiny traces of metals and radioactive isotopes found in ocean water and embedded in corals and in stalagmites. These measurements reveal information about how climate has varied in Earth's past and how carbon cycles between the biosphere, the atmosphere, and the oceans. The Clean Room is supported by a plasma mass spectrometry instrument room that contains two multi-collector instruments and a quadrapole instrument. The facility also contains a wet chemistry laboratory for the processing and analysis of environmental samples. • The Biogeochemistry Laboratories provide capabilities for analyzing the structure, abundance, and isotopic composition of organic materials in environmental samples, ranging from organisms to sediments to rocks. Instrumentation includes gas chromatograph-mass spectrometers, isotope-ratio mass spectrometers with capabilities for bulk and compound-specific analysis, a spectroscopic water isotope analyzer, and a combustion elemental analyzer. • In the Environmental Microbiology Laboratories, the diversity and metabolic activities of microorganisms from terrestrial and marine ecosystems are characterized through cultivation, microscopic imaging, metagenomics, and molecular and isotopic analysis. Instrumentation includes anaerobic chambers, platforms for performing microfluidics-based analyses of the nucleic acid contents of environmental single cells, capillary sequencers, quantitative PCR, epifluorescence microscopes, and CAMECA secondary ion mass spectrometers (7f Geo and nanoSIMS 50L) available through the Center for Microanalysis. Additionally, Caltech collaborates with the Naval Postgraduate School's Center for Interdisciplinary Remotely Piloted Aircraft Studies (Monterey, California). This center operates research aircraft for atmosphere science studies, including a Twin Otter Areas of Study and Research aircraft that carries state-of-the-art instruments to measure atmospheric aerosol and cloud properties in situ. Faculty, stu-dents, and staff in the ESE program also have access to the supercomputer facility of the Division of Geological and Planetary Sciences, where they carry out simulations of dynamical processes in the atmosphere and oceans and of chemical reactions and transport processes affecting atmospheric chem-istry. GEOLOGICAL AND PLANETARY SCIENCES Students and faculty in the Division of Geological and Planetary Sciences study Earth and the planets to understand their origin, constitution, and development, and the effect of the resulting physical and chemical environments on the history of life and on humanity. The approach to these problems relies strongly on the basic sciences. Programs of study and research are pursued in environmental science and engineering, geology, geobiology, geo-chemistry, geophysics, and planetary science. The curriculum is flexible so that students with degrees in biology, chemistry, engi-neering, or physics may carry out graduate work within the division, and interdisciplinary studies are encouraged. Southern California provides an excellent natural laboratory for the study of geology, tectonics, and earthquakes. Current advances in understanding the dynamic motions of Earth's interior have opened new opportunities for the study of crustal motions and earthquakes. Historic records of seismic activity are put into long-term perspective by studies of surface and bedrock geology. The dynamics and geometry of crustal movements are studied on local, regional, and global scales in order to understand the evolution of continents, subduction zones, and mid-ocean ridges. The division maintains active field programs in diverse areas in North America and throughout the world. The events that shaped Earth can be identified by studying the structure of rocks and their chemical and isotopic compositions. The absolute chronology of Earth and solar system history can be established by measurements of radioactive isotopes. These geological events have been intimately associated with the origin and evolution of life on Earth. The field of geobiology uses both geological and genetic evidence to examine the impact of life on Earth and the impact of geological conditions on biology. The field of geochemistry includes studies of radiogenic and stable isotopes, petrology, chemical oceanography, and atmospheric chemistry. These tools are applied to the origins of igneous and metamorphic rocks, evidence of past climate change, tracing anthropogenic influences on Earth, and the structure of planetary interiors. The comparative study of the other planets- their atmospheres, sur- Geological and Planetary Sciences 127 128 faces, and internal structures-is important in our understanding of Earth and its place in the cosmos. The early history of the solar system can be approached by studies of extraterrestrial materials, including lunar samples, interplanetary dust grains, and meteorites. Physical Facilities The division is housed in four adjacent buildings, which are well equipped for modern instruction and laboratory work. They contain several seminar rooms and a library as well as student and faculty offices. Numerous computers are distributed throughout the division, including a facility for geographic information systems and remote sensing. Many efforts within the division-related geodetic, geological, and seismological investigation and monitoring of plate boundary regions are coordinated through the Caltech Tectonics Observatory. The division operates a 512-node (4096-core) supercomputer used by students and faculty for Earth and planetary science studies. Rock and mineral collections and sample preparation areas are available. There are modern laboratories equipped with a scanning electron microscope and electron micro-probe; a variety of plasma-source, gas-source, thermal emission, and secondary ion mass spectrometers; tunable laser spectrometers; high-temperature furnaces and high-pressure apparatus including piston-cylinder, multi-anvil, diamond anvil, and shock-wave facilities. Our most advanced analytical tools are operated by our Center for Cosmochemical and Geochemical Microanalysis. Cooperation with other departments on campus, such as materials science and environmental science and engineering, provides access to additional instrumentation for sample preparation and analysis. A laboratory for molecular geobiology specializes in the culturing and the biochemical and genetic study of anaerobic bacteria. A sensitive magnetometer facility is designed for the study of both biomagnetism and paleomagnetics. The Seismological Laboratory, housed in the GPS division, operates the Southern California Seismic Network jointly with the U.S. Geological Survey. The network records and analyzes real-time earthquake data from more than 380 seismic stations located across Southern California. Data from the network are available for research via the Southern California Earthquake Data Center. The Jet Propulsion Laboratory, NASAs lead center for planetary exploration, is located seven miles from campus and is administered by the Institute. Students and faculty participate in JPL activities through joint research, instrument development, mission opera-tions, and data analysis. In addition, Caltech owns and operates several optical and radio observatories that are used partly for planetary research. Active programs of planetary studies are pursued at the Owens Valley Radio Observatory, Palomar Mountain, and the Keck Telescopes and, in the near future, the Thirty-Meter Telescope project. Areas of Study and Research HISTORY AND PHILOSOPHY OF SCIENCE The program in history and philosophy of science is devoted to the study of the historical evolution and philosophical underpinnings of the physical and biological sciences. Work in history and philosophy of science may be pursued as an undergraduate option, a graduate minor, or on a course-by-course basis. Historical research in the program includes the origins of experimental practice, the social and institutional contexts of sci-ence, the origins and applications of quantitative methods, specific developments since antiquity in physics, biology, and chemistry, as well as biographical and comparative studies. Philosophical research in the program deals with issues in causation, explanation, scientific inference, the foundations of probability and decision theory, philosophy of mind, psychology and neuroscience, and scientific fraud and misconduct. 129 HUMANITIES English at Caltech spans the major periods of American and British writing. Students can pursue interests ranging from Shakespeare and a survey of drama to romantic and modern poetry; from early fiction to the postmodern novel. History at Caltech examines the Western and non-Western past to understand the evolution of culture, science, institutions, and behavior. Courses span the medieval, Renaissance, and modern periods; the United States, Europe, and Asia; and special topics such as radicalism and demography. In certain courses, quantitative methods drawn from the social sciences are applied to historical studies. Philosophy is concerned with the most fundamental issues involving the nature of the world and of human knowledge, values, and judgment. At Caltech, particular emphasis is placed on philosophy of the natural and social sciences, scientific inference, moral and political philosophy, and philosophy of mind, psychology, and the neurosciences. Members of the faculty have a variety of other interests, including philosophical logic, moral psychology, and the history of philosophy. Courses in English, film history, and philosophy are given at both introductory and advanced levels. A variety of courses in classical and modern European languages and in music and art history are available. Art history classes make use of the resources of the Huntington Library, Art Collections, and Botanical Gardens; the Los Angeles County Museum of Art; and other museums in the area. Humanities 130 Areas of Research The English faculty, interested in new approaches to studying their subject, engage in research into the relationships between literature and the pictorial arts, literature and history, and the material production of literature. Research in history covers a wide range of historical fields and methodologies. Topics include an examination of the development of racial attitudes and behavior in the 19th-century United States; the history of the physical and biological sciences and of science in relationship to society; history and film; and political and economic development in early modern Europe. A number of faculty carry out research and teaching in the interrelated subjects of science, ethics, and public policy. Research in philosophy includes work in philosophy of science, philosophy of mind, history of philosophy, ethics, the evolution of cognition, and political philosophy. INDEPENDENT STUDIES PROGRAM Independent studies offer an educational alternative for undergraduates whose goals cannot be satisfied with a normal undergraduate option. The student gathers a three-person faculty committee, representing at least two divisions of the Institute, and chooses his or her own scholastic requirements under this committee's super-vision. Approval must also be obtained from the Curriculum Committee, a standing committee of the faculty. The independent studies program has no facilities of its own. Areas of study and research may be selected from any part of the Institute. (For a complete description, see page 250.) INFORMATION SCIENCE AND TECHNOLOGY Information science and technology (IST) is a multidivisional research area that includes participants from the biology, chemistry and chemical engineering, engineering and applied science, humanities and social sciences, and physics, mathematics and astronomy divisions. Areas of emphasis include networking and distributed systems, neuromorphic engineering and sensory-based machines, quantum computation and communications, molecular electronics and biochemical computing, biological circuit design, information flow in economic and social systems, and mathematical foundations of information. Areas of Study and Research Physical Facilities IST is mainly centered around the Annenberg Center for Information Science and Technology and the Moore Laboratory. Research centers associated with IST include the Lee Center for Advanced Networking, the Center for Neuromorphic Systems Engineering, the Center for Biological Circuit Design, the Center for the Mathematics of Information, the Center for the Physics of Information, and the Social and Information Science Laboratory. MATERIALS SCIENCE Materials scientists study relationships between the properties of materials and their internal structure, and how this structure can be con-trolled. The field of materials science at the California Institute of Technology emphasizes fundamental issues in metals, oxides, semicon-ductors, ceramics, and composites. Additional faculty in electrical engi-neering, applied physics, and chemistry are also concerned with semiconductors and superconductors. Work in polymers is carried out in aerospace engineering, chemistry, and chemical engineering. Areas of Research The current areas of research by the materials science faculty include a wide variety of nontraditional materials, many far removed from their equilibrium thermodynamic states. Examples of such materials include metallic glasses, metal-matrix composites, energy-storage materials, nanostructured materials, proton-conducting solid acids and perovskites, and materials for electronic devices. The physical characteristics of interest span a wide range of mechanical, thermo-dynamic, electrical, magnetic, and electrochemical properties. Materials science is a cross-disciplinary field, and graduate students in the materials science option can perform their thesis research with a supervisor or cosupervisor in a different option at Caltech. Physical Facilities Research by the faculty, graduate students, and a few advanced undergraduates is conducted in the W. M. Keck Laboratory, the Steele Laboratory, and frequently in the Kavli Nanoscience Institute (KNI), located in the subbasement of the Steele building. Microfabrication facilities in the KNI include standard thin-film deposition techniques, a lithography bay, and an etch bay, as well as an electron-beam and laser writers and a suite of nanocharacterization tools, such as focused ion beams (FIB), scanning electron microscopes (SEM), a nanoprobe, and a transmission electron microscope (TEM). Material-preparation facilities include equipment for physical vapor deposition under ultra-high vacuum conditions, melting, casting, and rapid solidification, equipment for the processing of ceramic powders, and high-energy ball milling. Facilities for the characterization of materials include an Materials Science 131 132 extensive array of X-ray diffraction instruments including a single crystal diffractometer, X-ray powder diffractometers with high-per-formance, position-sensitive detectors, impedance spectrometers for transport and dielectric measurements, Mössbauer spectrometers, differential scanning calorimeters and differential thermal analyzers, thermogravimetric analyzers, and several test systems for the measurement of mechanical properties. A microscopy facility has been built around an FEI Tecnai TF30 300-keV transmission electron microscope with high resolution and analytical capabilities. In addition to the equipment within materials science, a wide range of mechanical and microstructural characterization facilities including mechanical testers, nanoindenters, an in-situ mechanical deformation instrument, SEMentor, AFM, and an electrical probe tester are available elsewhere at Caltech. MATHEMATICS Areas of Research Students in mathematics have the opportunity to work in many fields of current research. The main active areas of research by the faculty include the following: • Algebra. Finite group theory, algebraic groups, representation theory, symmetric functions, algebraic K-theory. • Algebraic Geometry. Moduli spaces, birational geometry, Hodge theory, Calabi-Yau varieties, arithmetic geometry. • Analysis. Classical real and complex analysis, harmonic analysis, functional analysis and operator theory, orthogonal polynomials; complex, smooth, and random dynamical and Hamiltonian systems, fractals, integrable systems, partial differential equations. • Combinatorics. Combinatorial designs and matrix theory, coding theory, extremal set theory. • Geometry and Topology. Low-dimensional topology, hyperbolic geometry, geometric group theory and foliations; symplectic geometry and topology, topological gauge theory, knot theory, and their interface with theoretical physics. • Mathematical Logic. Set theory and its interactions with analysis, combinatorics, dynamical systems, and model theory. • Mathematical Physics. Schrödinger operators, random matrices. Noncommutative Geometry. • Number Theory. Algebraic number theory, automorphic forms, Shimura varieties, Galois representations, and L-functions. Physical Facilities The mathematics department occupies three floors of the Sloan Laboratory of Mathematics and Physics. In addition to offices for the faculty and graduate students, there are classrooms, a lecture hall, a computer lab, and a lounge for informal gatherings of the students and staff. The mathematics library is housed nearby in the Millikan Library. Areas of Study and Research MECHANICAL ENGINEERING Mechanical engineering at Caltech explores the boundaries between traditional disciplines of science and engineering in order to develop a fundamental understanding of interdisciplinary challenges and create advanced technology to address contemporary problems. Mechanical engineering encompasses three broad areas: (1) mechanics of materials, (2) systems and control, and (3) thermal sciences and fluid dynamics. The educational program in mechanical engineering prepares students for research and professional practice in an era of rapidly advancing technology. It combines a strong background in the basic and engineering sciences with emphasis on addressing the critical technological challenges of the day. It strives to develop professional independence, creativity, leadership, and the capacity for continuing professional and intellectual growth. Areas of Research • Mechanics of Materials. Studies in the field of mechanics of materials emphasize a fundamental understanding of mechanical behavior and failure of materials as well as its applications. Areas of interest include static and dynamic deformation and failure of homogeneous and heterogeneous solids, mechanical behavior of nanostructures, active materials, microstructure characterization and evolution, thin films, micro-electro-mechanical systems (MEMS), composites, fracture and frictional sliding of solids, earthquake source processes, seismo-mechanics, geomechanics, and granular media. Most problems emphasize bridging temporal and spatial scales and development of advanced analytical, com-putational, or experimental techniques. • Systems and Control. This area combines a broad range of mechanical engineering fields, including control systems, dynam-ics, kinematics, and mechanical design, as well as cross-discipli-nary areas such as signal processing, computer control, engineering computation, electromechanical design, micro-electro-mechanical systems (MEMS) design, and bioengineering. General areas of interest include control theory, estimation theo-ry, decision theory, and robotics. • Thermal Sciences and Fluid Dynamics. This area encompasses experimental and computational research in fluid dynamics, heat and mass transfer, thermodynamics, and combustion. Specific research areas include Stokesian dynamics, granular materials, cavitation and multiphase flow, turbulent combustion, explosion dynamics, and flow-generated sound. Applications cover a range of scales from molecular to high Reynolds number flows, and include constitutive modeling of colloidal dispersions, micro/nanofluidic systems including Marangoni and thermocapil-lary forcing in thin liquid films, formation of pollutants from Mechanical Engineering 133 134 combustion to hydrocarbon fuels, instabilities of complex, reacting flows, and high-speed flows with shock waves. Interdisciplinary activities in the group include research on geophysical phenomena, biomedical devices, bio-inspired propulsion, and application of control theory to fluid mechanics. Physical Facilities Students and faculty in mechanical engineering conduct research in laboratory facilities in a number of areas, including design and pro-totyping, flow visualization, heat transfer, robotics, bio/nano-mechanics, nano-mechanical testing, seismo-mechanics, biomolecu-lar circuits, autonomous vehicles, explosion dynamics, T5 hyperve-locity flow, and geomechanics. A number of High Performance Computing (HPC) clusters are available, including both CPU- and GPU-based architectures. Kavli Nanoscience Institute (KNI) is utilized for micro- and nano-fabrication, testing, and characterization. PHYSICS Areas of Research Students in physics will find opportunities for research in a number of areas where members of the faculty are currently active, including those listed below. Physics research at Caltech is often done in collaboration with scientists in the departments of applied physics, astrophysics, planetary science, engineering, chemistry, biology, and other departments, as well as with collaborators at other universities and laboratories. Additional research programs and more detailed information can be found on the Caltech physics department website. • Experimental Elementary Particle Physics. Activities in elementary particle physics are aimed primarily at finding physics beyond the Standard Model. Experimental efforts employ hadronic colliders, ete- colliders, and neutrino beams at several international facilities. Current experiments include the Large Hadron Collider at CERN, which is searching for the Higgs boson and physics beyond the Standard Model; the MINOS and Nona experiments at Fermilab, studying long baseline neutrino interactions; the BABAR and follow-up experiments, searching for new physics in CP-violating and other rare processes in B meson and t lepton decays. • Theoretical Elementary Particle Physics. The particle theory group studies the unification of interactions based on string theory, the detailed properties of hadrons described by QCD, the quantum properties of black holes, the foundations of cosmology, including dark matter and dark energy, and other aspects of mathematical physics. Areas of Study and Research • Nuclear Physics. The interests of the nuclear group include understanding the detailed properties of neutrinos and performing precision nuclear measurements to search for physics beyond the Standard Model. Neutrino oscillations are investigated at off-campus facilities using accelerators and antineutrinos produced in reactors to provide detailed information on the relative neutrino masses and mixing properties. Precision measurements of neutron decay allow sensitive searches for new physics, while measurements of the neutron electric dipole moment may help explain the dominance of matter over antimatter in the universe. • Observational Astrophysics. Research in this area covers a broad range of topics using observational tools covering the entire electromagnetic spectrum. The high-energy astrophysics group at the Space Radiation Laboratory (SRL) uses X-ray and gamma-ray detectors aboard spacecraft and balloons to investigate energetic processes from compact astrophysical objects, including gamma-ray bursts from neutron-star and black-hole systems, supernova and hypernova dynamics, and the development of stars and galaxies in the early universe. The cosmic ray group at SRL uses data from a variety of spacecraft to study the composition of energetic particles arriving from the sun, the local interstellar medium, and beyond, in order to understand the origin and acceleration of energetic particles in space. The ultraviolet astronomy group uses satellite observations, such as from the GALEX spacecraft, to explore the ultraviolet sky. Studies include the birth and death of stars, galaxy dynamics and evolution, and other areas. The submillimeter astronomy group studies star formation, interstellar gas, galaxies, and quasars using the Caltech Submillimeter Observatory and other facilities. An active program is also under way to develop new superconducting detector technologies for use at these wavelengths, in collaboration with scientists at the Jet Propulsion Laboratory. The infrared astronomy group studies a host of astrophysical phenomena using Caltech's Palomar Observatory, the twin 10-meter optical telescopes at the Keck Observatory, and observations from the Spitzer Space Telescope. Caltech also manages the Spitzer Science Center on campus. • Theoretical Astrophysics. The TAPIR (Theoretical Astrophysics Including Relativity) group carries out research on an ever-changing list of topics, including high-energy astrophysics and the physics of black holes and neutron stars, gravitational-wave astrophysics, cosmology, the formation of stars and galaxies in the early universe, and general relativity. • Cosmology. The observational cosmology group explores the structure and dynamics of the early universe using precise Physics 135 136 measurements of the cosmological microwave background radiation from detectors on the ground, on balloons, and on spacecraft. Efforts to directly detect dark matter are also under way. These experiments include an active program of detector development in collaboration with scientists at the Jet Propulsion Laboratory. Theoretical studies seek to understand the large-scale structure of the universe, including the physical nature of dark matter and dark energy. • Gravitational-wave Astronomy. Observations from the LIGO and LISA projects seek to use gravitational radiation to study a variety of astrophysical sources. Theoretical studies are aimed at developing sensitive data analysis techniques and calculating G-wave signals from sources such as coalescing black holes and neutron stars. • Condensed-Matter Physics. Areas of interest include correlated electron systems, 2-D matter, phase transitions, atomic and excitonic Bose condensation, nanomechanical and nanoelectronic systems, biosensors, quantum electromechanics, phonon physics, high-temperature superconductivity, graphene and carbon nanotube systems, quantum entanglement, dynamics of disordered systems, chaos, pattern formation, and systems far from equilibrium. Resources include numerous labs in the Caltech physics department, at the Kavli Nanoscience Institute at Caltech, and at the Jet Propulsion Laboratory. • Quantum Optics and Information. Research on campus and at the Institute for Quantum Information at Caltech includes studies of the nature of quantum computation and quantum information, cavity quantum electrodynamics, algorithms and error correction rechnican in harnese on improve the guily, tra suasiom, and processing of information. Physical Facilities The physics and astrophysics departments and laboratories are mainly housed in six buildings on campus: the Norman Bridge Laboratory, the Alfred P. Sloan Laboratory of Mathematics and Physics, the W. K. Kellogg Radiation Laboratory, the George W. Downs Laboratory of Physics, the C. C. Lauritsen Laboratory of High Energy Physics, and the Cahill Center for Astronomy and Astrophysics. Off-campus astronomical facilities include Palomar Observatory, the Keck Observatories, Owens Valley Radio Observatory, the Caltech Submillimeter Observatory, the Combined Array for Research in Millimeter-wave Astronomy (CARMA), and the Laser Interferometer Gravitational-Wave Observatory (LIGO). Areas of Study and Research SOCIAL SCIENCE The social science program at Caltech is highly interdisciplinary, integrating economics, political science, quantitative history, law, anthropology, and psychology. It makes extensive use of mathematical modeling, laboratory experiments, and econometric techniques. Social science at Caltech strongly emphasizes the understanding and analysis of the relationships between individual incentives, political and economic institutions, and public policy. Areas of Research Caltech social scientists are leaders in the field of laboratory experimentation. They have focused upon the behavior and design of auctions and auction-like mechanisms, public goods provision, interpersonal bargaining, and committee decision making. Considerable laboratory experimentation also focuses upon the workings of financial markets, and seeks to elucidate basic principles that underlie the pricing of assets, trading, and information aggregation in these markets. Many of these experiments are conducted through the use of networked computers in the William D. Hacker Social Science Experimental Laboratory. In recent years, new avenues of experimentation in social science have emerged with advances in neuroscience. Utilizing fMRI brain-imaging, eye-tracking, and other measurement technologies, research at Caltech has begun to explore the neural foundations of decision making in game theoretic and market settings. The real world provides another setting for experimental research, and Caltech social scientists have conducted game theoretic-based experiments involving a wide variety of subjects, ranging from urban Americans to African villagers. In the area of economic theory, research at Caltech has played a major role in the design of new institutions that more efficiently allocate resources and provide public goods. There has also been considerable research at Caltech on developing better theoretical and statistical models of individual choice behavior. Political scientists at Caltech focus primarily upon quantitative analyses of voting, legislative behavior, and public policy. They draw heavily upon techniques and approaches used in a variety of other disciplines, such as economics, statistics, and legal studies. During the past decade Caltech faculty members have been active contributors to the Voting Technology Project, a joint Caltech-MIT research effort that evaluates the performance and reliability of U.S. balloting technology, registration systems, and election administration. Caltech political scientists have also pioneered techniques for the detection of vote fraud and other election anomalies. As in the case of economics and political science, historical research conducted at Caltech employs mathematical modeling and Social Science 137 sophisticated statistical techniques to attack a wide range of historical questions. These include the development of capital markets in Europe, the impact of racial discrimination in the United States, the causes of recurrent financial crises in capitalist economies, and the determinants of economic growth. 138 Areas of Study and Research 139 Section Three Information for Undergraduate Students 140 Undergraduate Information The undergraduate program leads to a four-year Bachelor of Science degree. Admitted students matriculate in the fall term only. Caltech does not have a summer session or part-time program and cannot consider you if you already have a bachelor's degree from another college, university, or the equivalent. If you have matriculated at any college, university, or the equivalent in a program leading to any degree, you will probably be required to apply as a transfer student and should read the requirements in the section titled "Transfer Admissions." ADMISSION TO THE FRESHMAN CLASS Students are admitted to the freshman class on the basis of strong stademic pilly in the in rigmas course el rese preparato SAT or ACT, and one SAT science subject test and the SAT mathematics level 2 test; teacher and counselor evaluations; personal characteristics; a demonstrated interest in math, science, or engineering; and information provided on the application. Applying Information on the application process can be found on the admissions office website at http://www.admissions.caltech.edu. Students are encouraged to apply online through the Common Application. For further information on admission, please call (626) 395-6341 or e-mail ugadmissions@caltech.edu. To be considered for admission, applications to the freshman class must be submitted online or postmarked by January 3. Early Action The Early Action application process requires that the completed application be postmarked or submitted online by November 1. Under this application plan, students will be notified in mid-December of the admission decision. Students admitted under Early Action have until May 1 to make their commitment to attend. High School Requirements Students are expected to prepare for Caltech by successfully completing the following curriculum: Four years of mathematics (including calculus) One year of physics One year of chemistry Three years of English (four years recommended) One year of U.S. history/government (waived for international students) Freshman Admission 141 142 Standardized Exams Applicants are required to take the following standardized tests by the October test series for Early Action consideration, and by the December test series for Regular Decision consideration: SAT or ACT SAT mathematics level 2 One of the following SAT subject tests: Biology, Chemistry, or Physics TOEFL (for international applicants) Information regarding the College Board examinations can be found in the Bulletin of Information, which may be obtained without charge at most high schools, or by contacting the College Board, 45 Columbus Avenue, New York, NY 10023-6992; (609) 771-7600; sat@info.collegeboard.org; or http://www.college board.com. For ACT, 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168; 319) 337-1270; http://www.act.org. Essays The essays, which are required as a part of the application, are intended to provide students the opportunity to communicate their interests, experiences, and background. Since Caltech is interested in learning about each applicant, the essays are viewed as an important part of the admission decision process. Evaluations Two evaluations and a Secondary School Report are required. One must be from a math or science teacher, and one from a humanities or social science teacher (see the instructions in the application). A Secondary School Report must be filled out by the applicant's high-school counselor or other school official. Additional Material Descriptions of research projects and hands-on science and engineering experience are helpful, as is material that demonstrates experiences outside math and science. Additional material should be identified with name and date of birth. Acceptance Caltech is a National Association for College Admissions Counseling member and therefore agrees to comply with the candidate's reply date of May 1. Places in the entering class will not be held after May 1. Early Action applicants will be informed of their status in mid-December, and Regular Decision applicants will be informed by April 1. Deferral of Entrance For reasons of travel or work, Caltech will consider requests from admitted students for a one-year deferral of entrance. Students Undergraduate Information who request a deferment must submit a written request stating the purpose of postponement. Advanced Placement, International Baccalaureate, and College Credit Caltech encourages all prospective undergraduate applicants to prepare by challenging themselves with the most rigorous course of study available, including the Advanced Placement (AP) and International Baccalaureate (IB) programs. However, college credit for Al or IB classes is not automatic. Course credit and/or placement in an accelerated program is sometimes granted as deemed appropriate by the department faculty. The awarding of Caltech course credit takes place at the time of registration each fall. Biology Biology majors who have passed Bi 8 and Bi 9 are considered to have met the core requirement of Bi 1. Chemistry For those students who qualify for advanced placement in chem-istry, the Institute requirement of 15 units of Ch 1 ab can be satisfied by completing with passing grades two terms of (i) Ch 21 abc (9 units each term), or (ii) Ch 41 abc (9 units each term). The student's qualifications for advanced placement in chemistry will only be determined by the performance on a placement examination to be administered in the summer prior to registration. Similarly, qualified students, with the instructor's consent, are allowed to substitute either Ch 8 or Ch/ChE 9 for the "core" chemistry laboratory requirement (Ch 3 a). English/Writing All incoming students (freshmen and transfers) must submit a placement essay to determine whether they are adequately prepared for the substantial writing component that is part of all freshman humanities courses. Most new students participate in a web-based version of this assessment, which is usually conducted in early June. A makeup assessment is held just before fall classes begin. Based on results of this writing assessment, students may be required to take En 1 a or En 2 before enrolling in a freshman humanities class. (En 1 ab and En 2 count for general Institute credit only.) During the first week of classes, students will be required to produce an in-class writing sample to confirm the initial placement. Mathematics During the summer before the freshman year, entering freshmen are asked to take a diagnostic exam in basic calculus that will determine which students will be placed in a special section of Ma 1 a for those with less complete preparation, and later take Ma 1 d; and if they are interested in advanced placement, they may also Freshman Admission 143 144 take an examination to determine whether they will begin the mathematics core sequence at an advanced level. Normally, an entering freshman takes Ma 1 abc, Calculus of One and Several Variables and Linear Algebra. This course covers the calculus of functions of one and several variables; infinite series; vector algebra; basic and advanced linear algebra; derivatives of vector functions, multiple integrals, line and path integrals; and theorems of Green and Stokes. The course is divided into a lecture part and a recitation part that focuses mainly on problem-solving. Students in need of additional problem-solving practice may be advised to take Ma 8 (in addition to Ma 1 a) in the first quarter. Physics The required freshman physics course, Ph 1 abc, is considerably more rigorous than most advanced placement work, and entering freshmen are encouraged to take Ph 1. A test is administered during the summer to aid in the organization of Ph 1; students who have performed particularly well can discuss the possibilities for advanced placement with the physics representative during orientation. A second test may then be required. Changes to the Core Curriculum for 2013-14 The Institute has approved changes to the Core Curriculum for the incoming class entering in 2013 and would like to announce those changes in advance to prospective students. The Core Curriculum will be 219 units with three terms each of mathematics and physics. During the academic year 2012-13, departments and divisions will decide which courses in 2nd year mathematics and physics are best suited to meet the specific needs of a particular option and will become option requirements. Please see Appendix A on page 588 for more details. These changes will be applicable to freshman and transfer applicants for the fall term of 2013. Students entering in the fall of 2012 will follow the current core requirements described on page 199. New Student Orientation All freshmen and transfer students are expected to attend the New Student Orientation as a part of the regular registration procedure. The orientation takes place the week prior to the beginning of classes. A large number of faculty members and upperclass student leaders participate, helping to introduce the new student to the Caltech community. The orientation period provides an opportunity for the new student to become acquainted with the campus, the Honor System governing personal conduct, and other aspects of life at Caltech. In addition, he or she can meet classmates, upper-class students, and faculty. Undergraduate Information ADMISSION TO UPPER CLASSES BY TRANSFER Transfer Admissions Caltech admits transfer students for the fall term only. We require Academic Preparation The following is a list of the Caltech core curriculum, taken by all Caltech students during their first two years. It is expected that transfer students will have had exposure to mathematics and science courses on a comparable level prior to entry to Caltech. Any of th ollowing core courses that have not been covered by incomin ransfer students must be taken upon matriculation to Caltecl There are no specific topics expected to have been covered il humanities and social science classes An evaluation of each transfer student's written English is required prior to registration and may result in an additiona course requirement. Freshman courses: Mathematics 1 abc Physics 1 abc Chemistry 1 ab Chemistry 3 a or 3 x Biology 1, 1 x, 8, or 9 Humanities and Social Science electives Menu science class (see page 200; can be taken freshman or sophomore year) Sophomore courses: Mathematics 2 ab Physics 2 ab or Physics 12 abc Additional laboratory science Humanities and Social Science electives Eligibility Criteria for Admission The Institute admits to its sophomore and junior classes a small number of students who have excellent records at other institutions of collegiate rank and who perform satisfactorily on the Caltech Transfer Admissions Entrance Examinations. Admission to Upper Classes by Transfer 145 146 • Students must have completed their secondary school education, and have subsequently enrolled at a college or university and earned credit, in order to be considered for transter admission. • Transfer students are not admitted to the senior year at Caltech • Students who have already completed a bachelor's degree in any subject are not eligible for transfer. Standardized Test Requirements Transfer applicants are not required to submit SAT scores. The Test of English as a Foreign Language (TOEFL) is required of ranster app have fo pplicants whose native language is no english ord wh years or more. The TOEFL should be taken by the February test Evaluation of Written English All entering transfer students will be required to undergo an evaluation of their written English prior to enrolling. Transfer Admissions Entrance Examinations All applicants are required to take Caltech Transfer Admissions Entrance Examinations in mathematics and physics. Further instructions are included with the Caltech Transfer Application. Transfer of Credit The courses for which transfer applicants will receive credit, and the corresponding class standing, will be determined at the time of enrollment. Faculty members review each course submitted for credit on an individual basis. It is not possible, therefore, to answer examinations may be required before the question of credit is finally determined. Graduation Requirements Admitted transfer students must meet the following requirements in order to receive a Caltech Bachelor of Science degree. • Tuition for the baccalaureate degree is based on 12 terms of residence regardless of unit load each term or if a student completes graduation requirements a terms) early. The 12-term tuition requirement is separate from and in addition to any other degree requirements. Students who are admitted as transfer students or 3/2 students may be granted advanced standing and tuition credit for academic work accepted in transfer to Caltech. However, transfer and 3/2 students must enroll for a minimum of six terms at Caltech. Any exceptions must be approved by the undergraduate dean and the provost. • Regardless of the amount of credit awarded upon matriculation, transfer students must spend at least two years (six terms) in residence at Caltech. Students must also earn at least 216 units Undergraduate Information at Caltech, not including courses taken to satisfy math and science core curriculum requirements. • Students must take, or have taken the equivalent of, all core curriculum courses. • Students must satisfy all of their chosen option's degree require-ments. Transfer students may choose from among all Caltech undergraduate options. Changes to the Core Curriculum for 2013-14 The Institute has approved changes to the Core Curriculum for the incoming class entering in 2013 and would like to announce those changes in advance to prospective students. The Core Curriculum will be 219 units with three terms each of mathematics and physics. During the academic year 2012-13, options and divisions will decide which courses in 2nd year mathematics and physics are best suited to meet the specific needs of a particular option and will become option requirements. Please see Appendix A on page 588 for more details. These changes will be applicable to freshman and transfer applicants for the fall term of 2013. Students entering in the fall of 2012 will follow the current core requirements described on page 199. Admissions Application Applications are available September 1. Completed applications should be received by the Office of Undergraduate Admissions by February 15. Applicants will be notified of the decisions of the Admissions Committee in early May. Intormation on the application process can be tound on the admissions oftice website at http://www.admissions.caltech.edu. Students are encouraged to apply online through the Common Application. For further information on admission, please call (626) 395-6341 or e-mail ugadmissions@caltech.edu. The 3/2 Dual Degree Plan Caltech invites students from a select group of liberal arts colleges to transfer to Caltech upon completion of their junior year. After their liberal arts college. Students may transfer into any of the Caltech options. Students from the following institutions are eligible to apply to the 3/2 program: Bowdoin College (ME) Bryn Mawr (PA) Grinnell College (IA) Haverford College (PA) Mt. Holyoke College (MA) Ohio Wesleyan University (OH) Pomona College (CA) Reed College (OR) Spelman College (GA) Admission to Upper Classes by Transfer 147 148 Oberlin College (OH) Occidental College (CA) Wesleyan University (CT) Whitman College (WA) Applications and a program description are available from the 3/2 liaison at each of the liberal arts college partners and from the Caltech Office of Undergraduate Admissions. The deadline for submission of 3/2 applications and support materials is April 1. Admission to the 3/2 program is not guaranteed and will be determined by the Caltech Faculty Upperclass Admissions Committee. Students applying should have a record of superior academic achievement at their home institutions, and strong letters of recommendation from their 3/2 liaison and an additional faculty member. They must have completed a minimum of one year of calculus-based physics and mathematics (two years are recommended), including multivariable calculus and differential equations, and one year of chemistry. Exchange Programs Exchange programs exist with Occidental College and Art Center College of Design, permitting Caltech students to receive credit for courses taken at these colleges. Students from these colleges also may receive credit for courses taken at the Institute. Tuition payments are not required, but the student may have to pay any special fees. The student must obtain approval from the instructor of the exchange course. Exchange courses taken by Caltech students must have prior approval by the student's option, by the division providing courses most similar to the proposed course, and by the registrar. Students wishing to take such courses should obtain the appropriate form at the Registrar's Office, get the required signatures as above, and return it to the registrar. Freshmen at Caltech ordinarily cannot participate in this exchange. STUDY ABROAD Study abroad allows students to gain a firsthand experience of life in countries abroad, while also gaining a broader exposure to the sciences, engineering, economics/management, the social sciences, and humanities. Students who study abroad develop an international viewpoint that transfers to their education at Caltech and to their graduate study and future career regardless of the field they pursue professionally. Please see the Financial Aid section of this catalog for details on applying for and eligibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that these amounts can be considered when funding is calculated. Undergraduate Information Additional information, including application procedures and exact deadline dates, is available from the Fellowships Advising and Study Abroad Office at http://www.fasa.caltech.edu. Cambridge Scholars Program The Caltech Cambridge Scholars Program offers qualified juniors and seniors the opportunity to spend a fall or winter term at the University of Cambridge in England. Students are hosted by and live in one of the Cambridge Colleges participating in the pro-gram. The participating colleges are Corpus Christi, Pembroke, St. Catharine's, and St. John's. Students pay Caltech room, board, tuition, and other standard Caltech fees for the term. There may be a small supplemental charge for room and tuition. The supplement varies yearly depending on prices and the exchange rate. Students are admitted into one Cambridge department in the biological sciences, physical sciences, computer sciences, mathe-matics, engineering, or economics to take classes within the tripos, i.e., subject, offered by that department. Students may only take courses in one tripos unless special permission is granted, and this is usually granted by Cambridge if a student needs a course to fulfill a Caltech option requirement. Students will find more information on the tripos structure and Cambridge University in the Fellowships Advising and Study Abroad Office or at http://www.cam.ac.uk. During the term at Cambridge, students take the equivalent of at least 36 Caltech units, usually four Cambridge courses, but may take five in most cases. The exact number of courses depends on Cambridge departmental requirements. For their classes, students receive a minimum of 36 Caltech units that can be used for general or option credit or to fulfill other Institute course requirements. Note that the final number of units and whether the units can be used to fulfill departmental requirements will be determined after faculty review upon a student's return to Caltech. Caltech students have the use of all Cambridge facilities and are matriculated into the university for the term. A minimum 3.2 GPA is required to apply. Eligible sophomores and juniors interested in either the fall or winter term should apply by the January deadline for the next academic year. Further information, including application procedures, more about Cambridge University, and exact deadline date, is available from the Fellowships Advising and Study Abroad Office at http://www.fasa.caltech.edu. Please see the Financial Aid section for details on applying for and eligibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that these amounts can be considered when funding is calculated. Study Abroad 149 150 Copenhagen Scholars Program The Caltech Copenhagen Scholars Program offers qualified juniors and seniors the opportunity to spend the fall at the University of Copenhagen (KU) or the Danish Technical University (DTU). At KU students may concentrate in the physical sciences, mathematics, biological sciences, or economics. At DTU students can take courses in engineering or the applied sciences as well as the sciences, e.g., chemistry, physics, and math. Students live in a modern kollegiet (dormitory) with Danish students. There is a supplemental charge for the room because the Copenhagen semester is 15 weeks long plus one week of fall vaca-tion. The supplement varies yearly depending on prices and the exchange rate. There is no board plan, but each kollegiet has a well-equipped kitchen, and students may cook for themselves or with the other students on the hall. Aside from the supplemental room charge, all students pay standard board and tuition, but should budget additional funds for food due to the length of the semester. Note that while students pay Caltech board fees, the board fee is used to spend on food while in Copenhagen. Students can cook in their kollegiet or eat out. Caltech fees are due by the normal fall due date. Both KU and DTU are on a semester system, and Caltech students attend from around August 25 to mid-December. Students have a one-week vacation in mid-October, and many use this vacation week to travel in Denmark or Europe. DTU students attend a one-week orientation the last week of August, and students going to KU have an advising and orientation period the last week of August. Students take two to four courses in their Caltech option or a closely related subject and a course in the Danish language. Students attending Copenhagen University are required to take the course in Danish culture but may substitute or take in addition a course taught in English on subjects such as the Danish monarchy, Danish architecture, Danish film, or the Vikings, depending on what is offered that fall. Students who will be studying primarily at DTU are required to take the Danish-language course and may audit or take for credit a course in Danish culture or take one of the courses noted above. The Danish-culture course, in addition to weekly lec-tures, offers field trips to interesting cultural and historical sites in the city and surrounding area. All upper-level undergraduate or beginning graduate-level courses at KU and DTU can be taught in English. More information can be found at http://www.dtu.dk or http://www.ku.dk. For this work, students receive a minimum of 36 Caltech units that can be used for general or option credit or to fulfill other Institute course requirements. Note that the final number of units and whether the units can be used to fulfill departmental requirements will be determined after faculty review upon a student's return to Caltech. Undergraduate Information Students can enroll in an optional three-week-long Danish-language course in August. There is no charge for this course. This course is not required, but all students are required to take Danish language during the fall semester for credit. A minimum 3.0 GPA is required to apply. Eligible sophomores and juniors should apply by the January deadline for the fall semester at KU or DTU. Further information, including application procedures and exact deadline dates, is available from the Fellowships Advising and Study Abroad Office: http://www.fasa.caltech.edu. Please see the Financial Aid section for details on applying for and elibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that these amounts can be considered when funding is calculated. École Polytechnique Scholars Program The cole Polytechnique Scholars Program offers qualified juniors and seniors the opportunity to spend the fall, winter, or spring term at the cole Polytechnique, which is located outside of Paris in the town of Palaiseau, about 40 minutes by train from Paris. Note that the winter and spring terms can only be attended in years that do not oyerlap with Caltech term dates and only with the permission of École Polytechnique and Caltech. In addition, seniors may not attend the spring term if they plan to graduate in June. The École Polytechnique (the "Polytechnic School"), often referred to by the nickname "X," is the foremost French grande école of engineering (according to French and international rank-ings). Founded in 1794 and initially located in the Latin Quarter in central Paris, it was moved to Palaiseau in 1976. It is one of the oldest and most prestigious engineering schools in the world, with a very selective entrance exam. As one of the world's foremost establishments in science education, the Ecole Polytechnique trains graduates who become outstanding scientists, engineers, researchers, managers, and politicians. At École Polytechnique, students can take courses in engineering or the applied sciences as well as the sciences, e.g., chemistry, physics, and math, as these are also taught. Students can also take classes in the social sciences and humanities. Two classes must be in the student's Caltech option in science, engineering, or economics and two classes can be taken in other subjects or in the student's option. All classes are taught in French, and all discussions, assign-ments, and exams are in French. Students must have very good ability in speaking, reading, and writing French before applying for this pro-gram. Students will continue to take French at their level while at Ecole Polytechnique. École Polytechnique has different academic schedules depending on the year of study. Caltech students who study at École Study Abroad 151 152 Polytechnique for a term (usually the fall) during their junior or senior year can only select classes from the third year of the École Polytechnique curriculum, and all classes must be selected from this year's curriculum. Note that the second-year classes are not allowed, as this year goes from the fall through January and then has a second semester versus two terms. The third-year specialized curriculum has a schedule that corresponds closely to Caltech's three-term system, and students must take all classes from the third-year curriculum. These classes are equivalent to 100-level classes at Caltech. For further information, go to this URL and scroll down to the third-year specialized education section: http://www.polytechnique.edu/page.php?MID=216. A minimum 3.3 GPA is required to apply. Eligible sophomores and juniors apply to study during their junior or senior year by the Caltech internal deadline, which is usually in January. Note that students must be nominated by Caltech in order to apply and cannot apply without going through the internal Caltech nomination process, which is run by the Fellowships Advising and Study Abroad Office. Only this office can provide the required nomination. Each year application specifics will be provided to sophomores and juniors in the fall. Students will be required to complete both Caltech Study Abroad Proposal and Forms and complete the École Polytechnique application forms as well as undergoing a formal assessment of French skills by Caltech's French instructor. Please see the Financial Aid section for details on applying for and elibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that these amounts can be considered when funding is calculated. Edinburgh Scholars Program The Caltech Edinburgh Scholars Program offers qualified juniors and seniors the opportunity to spend the fall at the University of Edinburgh. The University of Edinburgh is on a semester system, and Caltech students attend from mid-September to mid-December. All students are required to attend a weeklong orientation held the week before classes start. All students live in university dormitories or flats, which are within walking distance from the George Square (humanities and social sciences) and the King's Buildings (the science and engineering campus). The university operates a free shuttle bus from the George Square campus to the King's Buildings campus. Students pay Caltech room, board, tuition, and other standard Caltech fees for the term. There is a supplemental charge for housing due to the longer length of the term. The supplement varies yearly depending on prices and the exchange rate. Students are admitted into one of Edinburgh's academic departments in the College of Science and Engineering. Note that students cannot be admitted into the economics department Undergraduate Information because that is in the College of Humanities and Social Sciences, but they can take 20 credits in that department. Students whose option is BEM or economics may be allowed in an urgent situation to take 40 credits in economics in order to fulfill BEM or economics option requirements. Students take a minimum of 60 Edinburgh credits per semester and a maximum of 80 credits, but no more than five courses. Students will take a minimum of 40 credits in their option or another science or engineering subject and can take 20 credits (one course) in the College of Humanities and Social Sciences. Note that 60 credits is the standard courseload, but most Caltech students take 70 to 80 credits. Note that at least 36 Caltech units must be taken. dures and exact deadline dates, is available from the Fellowships Advising and Study Abroad Office: http://www.fasa.caltech.edu. Please see the Financial Aid section for details on applying for and elibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that these amounts can be considered when funding is calculated. London Scholars Program The Caltech London Scholars Programs offers qualified juniors and seniors the opportunity to spend the fall at University College London, which is located in the lovely Bloomsbury area of London. University College London (UCL) is on a semester sys-tem, and Caltech students attend UCL's autumn semester from about the third week of September to mid-December. All students are required to attend an orientation (Wednesday evening through Friday/Saturday) the week before the semester begins. All students live in a UCL dormitory, which is located a short walk or short bus ride from the academic buildings of the UCL campus. Students pay Caltech room, board, tuition, and other standard Caltech fees for the term. There is a supplemental charge for housing/board due to the longer length of the term. The supplement varies yearly depending on prices and the exchange rate. Students are admitted into one of UCL's academic departments in the physical, life, or engineering sciences and must take two UCL/30 ECTS (European Credit Transfer System) credits. Students are required by UCL to take at least 50 percent of their classes in their Admitting Department. Usually the Admitting Department is in a subject area that most closely corresponds to the student's Caltech option, but there is some leeway in this provided the student has the background to be admitted to the department in question. Note that students can be admitted to two departments in the life, physical, and engineering courses and take at least 25 percent of their classes in each. However, dual admis- Study Abroad 153 154 sion is only available if there is a compelling reason, e.g., double-option students who need to fulfill a course requirement. The remaining 50 percent of classes can either be taken in the Admitting Department, another department in the sciences or engineering, or the humanities and social sciences with the exception of the English literature department, which does not admit visiting students, even those with majors in English literature. Note that there are ample opportunities to take literature courses from a number of departments that offer literature classes, e.g., Slavonic and East European studies, Classics, Scandinavian studies, European cultural studies, Hebrew and Jewish studies, French, etc. Note that these departments offer classes taught in translation and in the foreign language. A typical UCL semester class is 7.5 ECTS or 5 ECTS credits in the sciences or life sciences. In engineering subjects, a one-semes-ter class is typically 2.5 UCL/3.75 ECTS credits. Caltech students must take 30 ECTS credits/2 CL units during their semester at UCL. This would be equivalent to 36 to 45 Caltech units. UCL classes can be used for general or option credit or for humanities or social science credit. Note that the final number of units and whether the units can be used to fulfill departmental requirements will be determined after faculty review upon a student's return to Caltech. Note that students can be admitted into the economics department as a secondary department. Such students must take at least 50 percent of their classes in their primary department in the phys-ical, life, or engineering sciences and at least 25 percent of classes in economics. Only students with a secondary admission to economics may take upper-level economics classes. Note that students can take up to two first- or second-year courses in the economics department without a formal dual admission. A minimum 3.0 GPA is required to apply. Eligible sophomores and juniors apply by the January deadline for the fall semester at UCL. Further information, including application procedures and exact deadline dates, is available from the Fellowships Advising and Study Abroad Office. Please see the financial aid section for details on applying for and eligibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student in his or her financial aid budget so that they can be considered when funding is calculated. Melbourne Scholars Program The Caltech Melbourne Scholars Programs offers qualified juniors and seniors the opportunity to spend the summer/fall at the University of Melbourne, which is located in the exciting city of Melbourne, Australia. Melbourne is on a semester system, and Caltech students attend Melbourne's second semester from the second week of July to the end of November. Since Melbourne is in Undergraduate Information the Southern Hemisphere, the university's first semester starts in July and crosses over both the Caltech winter and spring terms. Therefore, students attend Melbourne's second semester, which corresponds better to Caltech's fall semester. All students are required to attend an orientation that takes place at the University of Melbourne the week before the semester begins. Students live in a residence hall, which is located a short walk from the academic buildings of the campus. The hall of residence, RMIT Village, has a suite setup and offers amenities such as a 15-meter outdoor swimming pool and lounge area, barbecue area, workout gym (with plasma TV, cross trainers, free weights, tread-mills, exercise bikes, etc.), café, lounge, and laundry. There is also a new e-library that offers computers and printers as well as group and individual study rooms. Students share a suite with another student (bedroom, bath-room/shower, kitchenette, living room). Students pay Caltech room, board, tuition, and other standard Caltech fees for the term. There is a supplemental charge for housing/board due to the longer length of the Melbourne semester. In some years there could be a supplemental tuition charge. The supplement varies yearly depending on prices and the exchange rate. Students take four classes at Melbourne. Each class is worth 12.5 Melbourne credit points. Of the four classes, students must take two classes related to their option at Caltech and may take up to two outside of their subject, including the humanities and social sciences. Students are eligible to take one class as a research class in an area related to their option. The Melbourne credit load would be equivalent to 36 to 45 Caltech units. Melbourne classes can be used for general or option credit or for humanities or social science credit. Note that the final number of units and whether the units can be used to fulfill departmental requirements will be determined after faculty review upon a student's return to Caltech. A minimum 3.0 GPA is required to apply. Eligible sophomores and juniors apply by the fall deadline for the second semester starting in July. Further information, including application procedures and exact deadline dates, is available from the Fellowships Advising Please see the financial aid section for details on applying for and eligibility for financial aid related to study abroad. Note that supplemental charges and travel should be listed by the student ir his or her financial aid budget so that they can be considered wher Study Abroad 155 156 ROTC Air Force Reserve Officer Training Corps (AFROTC) offers three-and four-year programs leading to a commission as a second lieutenant in the United States Air Force. The AFROTC program is open to almost all students pursuing baccalaureate degrees. Classes consist of one hour of academics and two hours of leadership laboratory per week for freshmen and sophomores, and three hours of ued at up to 100 percent of annual tuition, along with a nontaxable monthly stipend. By agreement through the Air Force, Caltech students enroll in Air Force ROTC classes at the University of Southern California, California State University San Bernardino, Loyola Marymount University, or the University of California, Los Angeles. You do not need to be a student at any of these colleges to attend AFROTC on their campuses. For more information, contact the Department of Aerospace Studies at afrotcdet060@rotc.usc.edu or call (213) 740-2670 or visit http://www.usc.edu/afrotc. No military commitment is incurred until entering the junior year of the program or receipt of a scholarship after the freshman year. The Army ROTC program at USC offers four-, three-, and two-year full-tuition scholarships up to $43,000 a year. In addition, the program pays all contracted cadets a stipend of $3,500 to $5,000 a year and an annual book allowance of another $1200. High-school students need to apply for the four-year scholarship during the fall of their senior year, and no later than November 15. All Caltech students interested in an Army ROTC three- or two-year on-campus scholarship need to apply early in their spring semester, and no later than March 15, for the next academic year. Completion of the program leads to a commission as a Second Lieutenant in one of 14 occupational branches in the Regular Army, Army Reserve, or the National Guard. These scholarship provisions are subject to change, and interested students are encouraged to contact the Department of Military Science at the University of Southern California for further information: PED 110, Los Angeles, CA 90089, (213) 740-1850. REGISTRATION REGULATIONS Procedures Students must register on the dates specified in the academic calendar. Students are not registered until they have both • enrolled in an approved list of courses, and Undergraduate Information • are current with the Bursar's Office. All undergraduate students with an outstanding Bursar's bill balance of $300 or more and graduate students with a Bursar's bill balance of $1,500 or more will have a hold placed on their registration for the subsequent quarter the day before online registration opens. The hold will be released once students have paid their bill or worked out a satisfactory payment plan with the Bursar's Office. Any student who has not completed both phases of registration within one week after the first day of classes will be removed from the Institute rolls. Students are required to maintain continuity of registration until the requirements for the Bachelor of Science degree are fulfilled, except in the case of an approved undergraduate student sabbatical. If continuity is broken by withdrawal, reinstatement is required before academic work may be resumed Changes in Registration All changes in registration must be reported to the Registrar's Office by the student prior to the published deadlines. A grade of F will be given in any course for which a student registers and which he or she does not either complete satisfactorily or drop. A course is considered dropped when a drop card is completed and returned to the Registrar's Office. A student may not at any time withdraw from a course that is required for graduation in his or her option, without permission of the registrar. A student may not add a course after the last day for adding courses, or withdraw from a course after the last date for dropping courses, without the approval of the Undergraduate Academic Standards and Honors (UASH) Committee. Registration for added courses is complete when an add card, signed by the instructor and the student's adviser, has been filed in the Registrar's Office. No credit will be given for a course for which a student has not properly registered. The responsibility for submitting drop cards and add cards to the Registrar's Office before the deadlines for dropping or adding courses each term rests entirely with the student. Failure to fulfill the responsibility because of oversight or ignorance is not sufficient grounds to petition for permission to drop or add course: after the deadline. It is the policy of the UASH Committee that no petitions for the retroactive dropping or adding of courses will be considered except under very extenuating circumstances. Humanities Drop Policy Students who do not attend the first class of the term will be automatically dropped from the class. Students who notify the instructor in advance of their inability to attend the first class may remain enrolled in the class at the instructor's discretion. 157 Registration Regulations 158 Academic Advisement Students will be assigned freshmen advisers, and later option advis-ers, who will guide students to resources about the curriculum, graduation requirements, and Institute policies and procedures. Through the academic advising experiences at Caltech, students will develop an educational plan for successfully achieving their goals and select courses each quarter to progress toward fulfilling that educational plan. Undergraduate students are required to meet with their adviser at least once a year. Failure to meet at least once prior to the start of Spring term will result in a hold placed on the student's record which will prevent them from registering online. Summer Research or Summer Reading Qualified undergraduate students who are regular students at the Institute are permitted to engage in research or reading during the summer, but in order to receive academic credit the student must have the approval of his or her division and must complete the registration process for such summer work before June 1. An undergraduate may not receive payment for research carried out for academic credit. Students who are registered for summer research or reading will not be required to pay tuition for the units. A student may apply up to 18 units of summer research per summer and 36 units in total toward Institute graduation requirements. The Institute recognizes that students may want to take advantage of paid internships that provide unique off-campus educational opportunities that integrate and enhance the classroom experience. Students are encouraged to explore and discuss such opportunities with their academic adviser and the dean or associate dean of students. If appropriate, the adviser and dean or associate dean can approve such internships as integral to a Caltech educational experience. There is no academic credit for such work. The internships should commence after the end of the third term and end prior to the resumption of classes in the fall. Undergraduate Student Sabbatical An undergraduate student sabbatical must be sought by written petition, which must be accompanied by a completed withdrawal card. The dean or associate dean of students may grant a sabbatical provided (a) the student is in good standing, in other words does not have to meet special academic requirements as a result of reinstatement, (b) the sabbatical is for one year or less, although special circumstances can be considered, and (c) the sabbatical extends over a period that includes at least one full term. The dean or associate dean may also grant a leave for medical reasons provided the petition is recommended by the senior director of health and counseling services. Return from a leave for medical reasons also requires the recommendation of the senior director of Undergraduate Information health and counseling services, and the final approval of the dean or the associate dean. A student returning from a leave for medical reasons will maintain the same academic standing that he or she had previously. Involuntary Leave The dean of students may place a student on an involuntary leave if persuaded by the evidence that such action is necessary for the protection of the Institute community or for the personal safety or welfare of the student involved. The withdrawal card may state a specific date after which the student may return or it may be indefinite as to term. The dean of students may stipulate conditions that must be met before the student may return. These conditions might include a letter of recommendation from the senior director of health and counseling services. A decision by the dean to place a student on involuntary leave is subject to automatic review within seven days by the vice president for student affairs (or his or her designee). Withdrawal from the Institute Formal separation from the Institute is effected by filing a completed withdrawal card in the dean of students office to be forwarded to the registrar and other appropriate offices. The effective date of a withdrawal is entered by the dean or associate dean of students. A student leaving the Institute at any time during the term without filing a formal withdrawal card will not be considered withdrawn. In such a case, any grades reported by the instructors will be recorded on the official transcript, and the grade of F will be recorded for all other courses. A student who withdraws, or is absent for a term (or longer), without an approved undergraduate student sabbatical must petition for reinstatement to return to the Institute. Return from involuntary leave requires approval through the dean of students office. Reinstatement rules are listed under scholastic requirements. If the withdrawal occurs after Add Day of any term, a W (standing for "withdrawn" will be recorded on the student's transcript for all courses in which the student is enrolled. A grade of W is not included in the computation of the student's grade-point average. The record will also indicate whether an undergraduate student sabbatical was granted SCHOLASTIC REQUIREMENTS All undergraduates are required to meet certain scholastic standards as outlined subsequently. Scholastic Requirements 159 160 Eligibility for Registration Eligibility to register is determined by the student's record as of the first day of classes of the term in which registration is sought. Undergraduates who register for programs that make it appear that they are no longer candidates for a B.S. degree or who are not making satisfactory academic progress may be refused further registration by the Undergraduate Academic Standards and Honors (UASH) Committee. Freshmen are ineligible to register for subsequent terms • if they have accumulated 24 or more units of E or F, exclusive of PE; • if they have accumulated three or more course grades of E or F, exclusive of PE; • if, in any term of their freshman year following a reinstatement, they obtain six or more units of E or F, exclusive of PE. Ineligible freshmen must petition the UASH Committee for reinstatement if they wish to continue as students. The dean of students or associate dean may act on a petition if (i) it is the student's first ineligibility and ii) the student has received fewer than 42 units of E or F, exclusive of PE. For other petitions, action must be taken by the UASH Committee. Undergraduate students, except first- and second-term freshmen, are ineligible to register for another term • if they fail during any one term to obtain a grade-point average of at least 1.4, or if they receive 27 or more units of E or F, exclusive of PE, during any one term; • if they fail to obtain a grade-point average of at least 1.9 for the academic year, or if they accumulate 45 or more units of E or F, exclusive of PE, over the academic year (students who have completed at least three full terms of residence at the Institute and have been registered for their senior year shall no longer be subject to the requirement that they make a grade-point average of at least 1.9 for the academic year-seniors must, however, receive a grade-point average of at least 1.4 and receive fewer than 27 units of E or F each term); • if they have completed fewer than 36 units in the previous term and fewer than 99 units in the previous three terms in residence; • if, once reinstated, they fail to complete a full load of at least 36 units in the following term with a grade-point average of at least 1.9. If a late grade makes a student ineligible after the start of the next term, the official transcript shall show the ineligibility and a rein-statement. If the late grade is reported to the registrar before midterm deficiency notices are due for the subsequent term, the student shall be held to the requirement as above to complete a full load of at least 36 units with a grade-point average of at least 1.9. Undergraduate Information If a late grade received on or before the last day for adding classes makes a reinstated student eligible, the ineligibility and the reinstatement will be removed from the student's record. No student ineligible to register on the first day of classes will be permitted to register unless a petition for reinstatement has been submitted and acted upon. Students ineligible for registration because of failure to meet the requirements stated in the preceding paragraphs may submit a petition to the UASH Committee for reinstatement, giving any reasons that may exist for their previous unsatisfactory work and stating any new conditions that may lead to better results. Each such petition will be considered on its merits. For the first such ineligibility, the petition may be acted on by the dean of undergraduate students, after consultation with the student and examination of the record. At the dean's discretion, such cases may be referred to the UASH Committee for action. All subsequent reinstatements must be acted upon by the Committee. A second reinstatement by UASH will be granted only under exceptional conditions. Departmental and Option Regulations Selection of Option By the middle of the third term, freshmen must notify the Registrar's Office of their selection of an option in engineering, humanities, social sciences, or science to be pursued in subsequent years. Upon the selection of an option, a freshman will be assigned an adviser in that option, whose approval must then be obtained for registration for the following year. Undergraduate students may request to add an approved minor to their program of study. The request for a minor must be approved by the option representatives of the student's option and proposed minor. A plan must be presented which meets the minimum requirements for both the option and the minor, but the option representatives may impose additional requirements as well. The approved request must be submitted to the registrar before the start of the senior year. Undergraduate students may be allowed to major in two options for the Bachelor of Science degree. In order to do so the student must present a rationale for the double option and a plan of study leading to completion of the degree in four years. The plan, and any substantive modifications, must be approved by a committee composed of the option representatives of the two options. The plan must meet the minimum requirements for both options as set forth in this catalog, but the committee may impose additional requirements as well. The approved plan should be submitted to the registrar during the sophomore year, but in any case no later than the start of the senior year. The student will then be assigned an adviser by each option. Consult the registrar for appropriate procedures. 161 Scholastic Requirements 162 Continuing in an Option Students whose grade-point averages are less than 1.9 at the end of an academic year in a specific group of subjects designated by their department or option may, at the discretion of their department, be refused permission to continue the work of that option. Such disbarment does not prevent the students from continuing in some other option or from taking additional courses to raise their average in their original option. Students without an option will fall under the direct jurisdiction of the dean of students. Students may remain without an option for no more than one year. Change of Option An undergraduate in good standing at the Institute shall be permitted to transfer into any option of his or her choice provided he or she has (a) a 1.9 GPA in subjects required for graduation in that option or in a specific group of subjects designated by that option or (b) permission of the option representative or committee. A change of option is effected by obtaining a Change of Option petition from the Registrar's Office. The completed petition must then be signed by the option representative for the new option (who will assign a new adviser), and filed with the Registrar's Office. Institute regulations require that a student who has made normal progress at the Institute be able to change options at any time up to the end of the sophomore year without penalty either as to time until graduation or as to excessive unit requirements in any term. Term Examinations Term examinations will be held in all subjects unless the instructor in charge of any subject shall arrange otherwise. No student will be exempt from these examinations. When conflicts exist in a student's schedule, it is the student's responsibility to report the conflict to the instructor in charge of one of the conflicting examinations and make arrangements for another time. Satisfactory Academic Progress A student will be declared ineligible to register if he or she has completed fewer than 36 units in the previous term and has completed fewer than 99 units in his or her three most recent terms in residence. Graduation Requirement To qualify for graduation a student must complete the prescribed work in one of the options with a passing grade in each required subject and with a grade-point average of 1.9. A grade of F in an elective course need not be made up, provided the student has received passing grades in enough other accepted units to satisfy the minimum total requirements of the option. Tuition for the baccalaureate degree is based on 12 terms of residence regardless of unit load each term or if a student com- Undergraduate Information pletes graduation requirements a term(s) early. The 12-term tuition requirement is separate from and in addition to any other degree requirements. Students who graduate early will continue to be billed for the 12 terms. Any exceptions must be approved by the dean and the provost. Students who are admitted as transfer students or 3/2 students may be granted advanced standing and tuition credit for academic work accepted in transfer to Caltech. However, transfer and 3/2 students must enroll for a minimum of six terms at Caltech. Candidacy for the Bachelor's Degree A student must file with the registrar a declaration of candidacy for the degree of Bachelor of Science on or before the first Monday of November preceding the date on which he or she expects to receive the degree. All subjects required for graduation, with the exception of those for which the candidate is registered during the last term of his or her study, must be completed and the grade recorded by the second Monday of May preceding commencement. Graduation in the Normally Prescribed Time Any undergraduate student who fails to complete the requirements for graduation at the end of 12 terms must petition the Undergraduate Academic Standards and Honors Committee for approval to register for further work each term. Requirement for a Second Bachelor of Science Degree Under exceptional circumstances, a student may be permitted to return to study for a second Bachelor of Science degree. To receive this permission, the student must petition the Curriculum Committee. If the petition is approved, the student must then register for three consecutive terms of additional study, completing in each term at least 36 units, and must meet all the requirements for graduation in the second option. If additional time is needed to complete the degree, the student must also petition the Undergraduate Academic Standards and Honors Committee for an extension. A student admitted for a second Bachelor of Science degree in a particular option may not change to another option without first submitting a new petition to the Curriculum Committee and receiving the explicit approval of that committee. Graduation with Honor Students who have achieved a high scholastic standing or who have carried out creative research of high quality may be recommended to the faculty for graduation with honor by the Undergraduate Academic Standards and Honors Committee. The Committee shall consider for graduation with honor those students who have achieved an overall grade-point average of 3.5 and others who, on Scholastic Requirements 163 164 the basis of exceptional creativity, have been recommended to the Committee by a faculty member or by a division or option of the Institute. Excess of or Fewer Than Normal Units (Overloads and Underloads) An overload is defined as registration for more than 54 units by an upperclassman or more than 51 units by a freshman. Classroom and laboratory courses are to be limited to 45 units for freshmen for the first two terms and the remaining six units should be used for frontier ("pizza") courses, PE, PA, or research. An underload is registration for fewer than 36 units. A student who wishes to carry an overload in any term must obtain the approval of his or her adviser and of the dean or associate dean of students. Petitions for overloads will not be accepted later than the last day for adding classes in any term. Underloads for freshmen, sophomores, and juniors must be approved by the dean or associate dean. Seniors may take an underload by presenting for the registrar's approval a senior under-load petition and a course plan for graduation the following June, provided that the plan does not require an overload in any term. Incoming students who begin school in the Fall 2012 and under-load will not receive a tuition reduction, only a financial aid reduc-tion. Allowance and Transfer of Credit Transfer of Credit from Other Institutions Regularly enrolled students who want to obtain credit for college courses taken elsewhere should have a copy of the transcript of their work sent to the Registrar's Office. The student should then obtain an Allowance of Credit form from the Registrar's Office and take this, with the transcript, to the representative of the option in which credit is desired. Credit will be granted when this form, with the appropriate signatures, is returned to the office. Allowance of Credit in the Humanities and Social Sciences In general, Caltech students should fulfill Caltech course requirements by taking courses at Caltech. Students are expected to have a well-reasoned educational goal for taking classes elsewhere. The only exceptions are transfer students admitted to advanced stand-ing. Credit for comparable work done at other institutions with similar academic standards is not granted automatically. Students who wish to take courses elsewhere (whether on leave, in the summer, or during the academic year) should consult, in advance, with the executive officer for the humanities or the executive officer for the social sciences, or their designees, to minimize any misunderstanding regarding the nature of credit they may receive. Upon completion of the course, the student must obtain an Allowance of Credit form from the registrar, obtain the signed Undergraduate Information approval of the executive officer, or his or her designee, for transfer credit, and return the completed form to the Registrar's Office. The executive officers are the final authority in the allowance of Guidelines and specific information about allowance of credit are available from the Division of the Humanities and Social Sciences. Other Allowances of Credit Except for transfer credit and credit based on Caltech placement exams upon admission, credit will not be granted for Caltech courses in which the student is not officially enrolled, except in special circumstances by arrangement with the instructor. Such arrangements must be approved by the Curriculum Committee, and the student must petition the Committee before the work is undertaken. UNDERGRADUATE EXPENSES For freshmen and transfer students applying for admission, there is a $65 application fee. This fee is nonrefundable. Housing contracts must be submitted to the assistant director of housing-occupancy by the date specified in the instructions accompanying the contract. Expense Summary 2012-13 General: General deposit Orientation fee Tuition ' This charge is made only once during residence at the Institute. Other: Student fees. Room (contract price) Board (5 days/week) Additional meal allowance (est.). Books and supplies (est.) Personal expenses (est.). $ 100.00' ..500.00' .38,085.00 $ 38,685.00 $ 1,503.00 6,798.002 .5,286.00 .1,413.00 .1,323.00 .1,974.00 2 The housing/room rate is calculated based on the weighted average of all available undergraduate on-campus housing options. Undergraduate Expenses 165 166 The tuition and fees charge for all students is payable in full before the first day of classes unless the student enrolls in the Direct Cost Three Payment Plan through the Bursar's Office. The fee to enroll in the plan is $25.00 per term. Enrollment in the Direct Cost Three Payment Plan must be completed by August 10, 2013. Fees are subject to change at the discretion of the Institute. Tuition for the baccalaureate degree is based on 12 terms of residence regardless of unit load each term or if a student completes graduation requirements a terms) early. The 12 term tuition requirement is separate from and in addition to any other degree requirements. Students who graduate early, prior to 12 terms, will continue to be billed tuition for the full 12 terms. In addition, aid may not be disbursed to a student to cover tuition if they are no longer attending classes. Refunds and Fees Refunds and Repayments For all students, the institutional charges, e.g., tuition and room and board, will be prorated according to the amount of time the student spent in academic attendance before withdrawing from the Institute before the end of the sixth week of the term. These prorated charges will be compared to the payments received on behalf of the student, and the Institute will determine whether the student is entitled to a refund or owes additional funds to Caltech. For students receiving funds from federal Title IV, from Caltech, and/or from state programs, the Institute will follow federal and other applicable regulations to determine the amount of all program funds the student has earned at the time of withdrawal. In general, the amount of financial aid earned is based on the amount of time the student has spent in academic attendance. If the amount of aid disbursed to the student is greater than the amount the student has earned, unearned funds must be returned. If the amount the student was disbursed is less than the amount the student earned, the student will be eligible to receive a postwith-drawal disbursement. Determining the Student's Last Date of Attendance or Withdrawal Date: The Office of the Registrar is responsible for obtaining requests for withdrawal from the undergraduate or graduate dean and for processing official withdrawals. In order to calculate the refund or repayment, Caltech will establish the student's withdrawal date. This date is one of the following: the date that the student began the withdrawal process prescribed by Caltech; the date the student otherwise provided official notification to the registrar (written or oral) of his or her intent to withdraw; Undergraduate Information • the midpoint of the academic term if no official notification is provided; • the date determined by the registrar if there are special circumstances (illness, accident, grievous personal loss); or • the date the registrar determines the student has not returned from an approved student sabbatical or if the student does not qualify for a sabbatical. Academically Related Activities that Determine Academic Attendance: The Institute may use the last date of attendance at an academically related activity as the student's withdrawal date. This may occur if a student begins the withdrawal process and then attends an academically related activity after that date. Caltech considers an academically related activity to include the following: • attendance at a lab • attendance at a lecture completing a quiz and/or test participation in a study session academic counseling session academic advisement session turning in a class assignment Determining the Return of Federal Funds: The Financial Aid Office and/or the Graduate Office will calculate the federal funds that must be returned to the appropriate federal accounts. If a student withdraws from the Institute prior to the first day of classes for the period of enrollment, Caltech will return 100 percent of the student's federal financial aid in accordance with federal procedures, as well as Caltech and/or state grants or aid. If a student withdraws any time after the first day of classes for the period of enrollment, the Institute will perform the following: Determine the percentage of the payment period that the student completed. If the student completed more than 60 percent of the period, he or she earned 100 percent of the aid for the period. If the student completed 60 percent or less, the percentage of the period completed is the percentage of aid earned. This percentage is determined by dividing the number of days attended in the period of enrollment by the total days in the period. Apply the earned percentage to the amount of aid actually disbursed and the amount that could have been disbursed ("earned aid"). Subtract earned aid from aid that was actually disbursed. This results in the amount of unearned aid to be returned. The Financial Aid Office and/or the Graduate Office (as appropriate) will allocate the return of funds back to the student aid programs in the following order: 1. Federal Direct Unsubsidized Stafford Loan Program 2. Federal Direct Subsidized Stafford Loan Program Undergraduate Expenses 167 168 3. Federal Perkins Loan Program 4. Federal Direct PLUS Loan Program 3. Federal Pell Grant Program 6. Federal SEOG Program 7. Other Title IV programs Any remaining refund will be returned to the other state, institu-tional, or private student assistance utilized. Federal Work Study is not included in any of these calculations. Appeals on Refunds: Any questions or problems related to refunds should be directed to the Bursar's Office. For further information on refunds and repayments, contact the Financial Aid Office, the Graduate Office, or the Bursar's Office. Incoming students who begin in the Fall 2012 academic term or hereafter and register for less than 36 units ("Underload") will no eceive a reduction of tuition. Full tuition will be charged t underloading students' accounts, and applicable financial aid will be reduced, in underload situations. Dropping a Course: Students who are not enrolled full-time as of the last day to add courses will have their aid revised. Generally, students enrolling less than three-fourths time will have an increased work award. Additional information is available in the Financial Aid Office. Refund upon Withdrawal: When a student, for whatever reason, withdraws from Caltech during an academic term, a refund of tuition as well as room and board, if applicable, is calculated. The amount of refund is determined by how much of the term has elapsed. If the student is a recipient of student financial assistance, that assistance, if applicable, will be reduced as a result of his or her withdrawal. Recent federal legislation determines the amount of refund for recipients of federal Title IV student assistance. It is the purpose of this section to inform students of the financial implications of withdrawal. If the student is not a recipient of federal financial aid, the Institute's refund policy returns any refund of tuition or room and board first to the programs from which assistance has been received (1.e., scholarships, Caltech gift assistance). Any amount remaining will then be returned to the student. The non-Title IV portion will be distributed as appropriate, first to outside agencies, as required, then to the Caltech grant, scholarship, or loan, depending on the composition of the aid package. These distributions will occur as credits to the appropriate aid funds and charge(s) to the student's Caltech account. If the student is the recipient of federal Title IV student assis-tance, any refund must then be applied first to the federal aid programs) in the prescribed order listed on page 167. In the event that a student's disbursed financial aid exceeds the direct costs on the student's personal account, a credit balance will Undergraduate Information result. Withdrawal will result in the reversal or repayment of the resulting credit balance. General Deposit Each new student is required at his or her first registration to make a general deposit of $100, to cover possible loss and/or damage of Institute property. Upon graduation or withdrawal from the Institute, any remaining balance of the deposit will be applied to the student's outstanding balance or refunded if there is no unpaid balance. Fees for Late Registration Registration is not complete until the student has enrolled in a program approved by his or her adviser and has paid tuition and other fees. A penalty fee of $50 is assessed for failure to register within five days of the scheduled dates. Fees for Late Payment A $50 late penalty may be charged by the Bursar's Office for failure to clear a past-due account within fourteen days of the beginning of instruction. Honor System Matters Monies owed to the Institute resulting from a Board of Control decision may be collected through the Bursar's Office, at the request of the dean of students. Special Fees Students taking the Summer Field Geology course (Ge 120 ab) should consult with the division about travel and subsistence arrangements and costs. Unpaid Bills All bills owed the Institute must be paid when due. Any student whose bills are past due may be refused registration for the following term. All undergraduate students with an outstanding bursar's bill balance of $300 or more will have a hold placed on their registration for the subsequent term the day before online registration opens. The hold will be released once students have paid their bill at the Bursar's Office. Official transcripts and diplomas will not be released until the bursar account is paid in full. Caltech ID Card Charges If an undergraduate student owes more than $300 at the end of the term, the student's ID card will be deactivated on the seventh day of the following term and he or she will be unable to charge any new purchases. Cards will be reactivated once students have paid their bill at the Bursar's Office. Undergraduate Expenses 169 170 FINANCIAL AID Caltech believes that qualified students who wish to attend the Institute should not be prevented from doing so for financial rea-sons. Although the Institute expects students and families to finance the cost of education to the fullest extent possible, the Institute will make every effort to assist those who need help, including those whose financial circumstances change during the year. Demonstrated financial need is the difference between the annual cost of attending Caltech and the amount the student and parents can reasonably be expected to contribute toward those costs. Costs include actual tuition, student fees, room and board, an allowance for meals not covered in the board contract, books and supplies, and personal expenses. For U.s. citizens or eligible noncitizens who reside in the United States, Canada, Mexico, or Guam, costs include a travel allowance designed to (partially) offset the cost of two round-trips from a student's home during the academic year, and a travel allowance based on airfare for two round-trips. Caltech's estimate of a family's ability to contribute is determined annually in accordance with nationally established guidelines. Eligibility for each type of assistance varies, depending upon the source of funds. Assistance offered by Caltech includes federal, state, and institutional grants, subsidized part-time jobs, and low-interest loans. U.S. citizens or eligible noncitizens (as defined in the Free Application for Federal Student Aid [FAFSA]) may apply for state and federally funded programs. International students may apply for institutionally funded programs. Students should not wait to be accepted for admission to Caltech before applying for financial aid. With the exception of international students, applications for admission are evaluated separately from requests for financial aid. Students with complete financial aid applications on file will be considered for all applicable types of need-based assistance. A renewal application must be submitted each year. In addition to direct financial assistance, information is available, upon request, about education payment plans and financial-planning resources. (For information on non-need-based scholarships and prizes, see pages 189-198.) All students who believe they will need assistance to attend Caltech are encouraged to submit financial aid applications. The Financial Aid Office staff is happy to talk with students and their families at any time to explain the application process, Caltech's computations, and available programs. For further information on the determination of financial need and on application procedures, as well as on financial aid awards and programs, contact the Financial Aid Office, California Institute of Technology, Mail Code 20-90, Pasadena, CA 91125; call (626) 395-6280; or visit the Caltech Financial Aid Office website at http://www.finaid. caltech.edu. Undergraduate Information How to Apply for Financial Aid Slightly different procedures and deadlines exist for each category of students applying for financial aid. Detailed descriptions of these procedures and priority due dates for prospective and continuing students may be found on the Caltech Financial Aid Office website at http://www.finaid.caltech.edu. Application Process for Caltech and Federal Financial Aid for Entering Students (U.S. Citizens and Eligible Noncitizens) The following materials are needed to apply for all financial aid funds administered by the Caltech Financial Aid Office. We realize that you may not have access to your completed 2012 federal income tax information by the priority due dates and ask that you complete the application based on the best estimates available. CSS/Financial Aid PROFILE Application: Register for the 2013-14 CSS/Financial Aid PROFILE after October 1, 2012. Designate "California Institute of Technology" as one of the recipients by using Caltech's CSS Code, 4034. Due dates: Applicants must register for the CSS/Financial Aid PROFILE by December 15, 2012. Regular Decision applicants must submit the completed PROFILE application by January 15, 2013. Note: Early Action applicants must register for the CSS/Financial Aid PROFILE by October 15, 2012, and must submit the completed PROFILE application by November 15, 2012. Free Application for Federal Student Aid (FAFSA): The 2013-14 FAFSA will be available on January 1, 2013, at www.fafsa.ed.gov. File the FAFSA and designate "California Institute of Technology" as the recipient by using Caltech's Undergraduate Federal Code Number, 001131. Due date: March2, 2013. IRS Data Retrieval: When completing the FAFSA you will be asked for parent and student tax information, select the option to view and transfer your 2012 Tax Information from the IRS. Please visit the Caltech Financial Aid website for more details. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 Parents' and Students' Federal Income Tax Return: Parents and students must submit 2012 Federal Income Tax Returns (including all schedules and W-2s) before eligibility for financial aid can be determined. Applicants will be sent an e-mail from the College Board with instructions on how to submit their tax returns using the Institutional Documentation Service (IDOC). Financial Aid 171 172 Log in to the IDOC site at https://idoc.collegeboard.com/idoc/ index.jsp, download and complete the IDOC cover sheet, and submit your 2012 federal income tax return, all schedules, all W-2 forms, and all other required documents directly to the College Board. If you or your parents own corporations, partnerships, or trusts, please include copies of those tax returns (Forms 1041, 1065, 1120, 1120S, K-1). If you or your parents) did not and will not file a federal income tax return, please complete the Parent or Student Certification of Nonfiling. Please attach copies of W-2 or 1099 forms (if applicable) to the Parent or Student Certification of Nonfiling. Use the IDOC Cover Sheet to submit this form and all other required documents directly to the College Board along with your IDOC cover sheet. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 Verification Worksheet: All students and parents must complete and sign the 2013-14 Verification Worksheet, available at http://www.finaid.caltech.edu. Use the IDOC cover sheet to submit the appropriate worksheet directly to the College Board. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 All students must complete the 2013-14 Caltech Supplemental Application, available at http://www.finaid.caltech.edu. Use the IDOC cover sheet to submit this form directly to the College Board. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 CSS Noncustodial PROFILE Application: If your parents are divorced, separated, or never married, your noncustodial parent will need to complete the 2013-14 CSS Noncustodial PROFILE Application. After your CSS/Financial Aid PROFILE application is processed, you will receive an e-mail from the College Board with instructions on how to submit this information. Once you have your login information, your noncustodial parent can access the application at http://www.finaid.cal- tech.edu. Due date: Undergraduate Information Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 Child Support Paid Verification Statement: Complete this form if either of your parents reported paying child support in 2012 on the 2013-14 FAFSA. Use the IDOC Cover Sheet to submit this form directly to the College Board. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 CSS Business/Farm Supplement: If you or either of your parents is self-employed or owns a business or farm, you will need to submit the 2013-14 CSS Business/Farm Supplement, available at the Caltech Financial Aid Office website. You will receive an e-mail from the College Board with instructions on how to submit this form and other required tax documents using the Institutional Documentation Service (IOC). Log in to the IDOC site to get your IDOC cover sheet. Use the IDOC cover sheet to submit this form and all other required documents directly to the College Board. Due date: Early Action Due Date: March 2, 2013 Regular Action Due Date: March 16, 2013 Continuing Students Due Date: April 20, 2013 Caltech Scholarship Data Form: Complete the 2013-14 Caltech Scholarship Data Form to be considered for named and endowed scholarships. Entering students will not be issued a Caltech ID number—required for the form— until sometime in June 2013. Due date: Continuing Students Due Date: April 20, 2013 Freshman Due Date: July 15, 2013 International Applicants If you are applying for admission as a freshman for the fall of 2013 and are not a citizen or permanent resident of the United States at the time of your application for admission, you will need to refer to the Caltech Financial Aid Office website at http://www.finaid caltech.edu for instructions for applying for financial aid. International applicants who do not apply for financial aid by published deadlines, or who are denied aid for their first year at Caltech, are not eligible for need-based financial aid for any other academic period while they are undergraduates at the Institute (with the exception of citizens of Canada and Mexico). Those with Financial Aid 173 174 financial aid offers will be eligible to apply for assistance in subsequent years. All eligible students must reapply for aid each year. International students are required to complete the CSS/Financial Aid profile. This online application has been modified to collect family income and asset information from international students. Students will need to register for the PROFILE service online at www.collegeboard.com by December 15, 2012, and indicate the colleges) to which they will be applying. (Students can also visit Education USA Advising Centers, which are located around the world, to register online.) Students will then receive a personalized PROFILE application at www.college-board.com that should be completed and submitted by February 1, 2013. Please refer to the complete application instructions provided on the Caltech Financial Aid Office website at http://www.finaid.caltech.edu. Types of Aid Available There are three basic categories of financial aid that may be awarded. 1. Grants and scholarships represent "gift aid," which does not need to be repaid. In general, a Caltech scholarship is awarded based on financial need. Caltech named and/or endowed scholarships are considered to be based on need and merit. If you qualify for a state or federal grant, this grant would be included in your financial aid package. 2. Federal Work-Study or Caltech Work-Study represents student employment funds that have been allocated for you to earn during the academic year. Summer Caltech Work-Study represents funds that have been allocated for you to earn during the sum-mer. While a work-study award is not a guarantee of employ-ment, Caltech generally has more opportunities for student employment than it has students interested in working. 3. Low-interest educational loans: Students are generally offered Federal Perkins Loans or Caltech/Institute loans. Students may be awarded Federal Direct Stafford Loans if they request them. Caltech Scholarships Awarded to students with demonstrated financial need. Recipients scholarships are also need-based, but many have a merit compo-nent. Recipients of named and/or endowed scholarships are often selected after their initial financial aid offer based on scholarship-pecific eligibility. These scholarships are almost always used t eplace some or all of the recipient's Caltech scholarship. Th Financial Aid Office makes every attempt to renew these scholar-ships, contingent upon the recipients continuing to meet the specific eligibility criteria. Undergraduate Information Federal Grants Federal Pell Grant Awarded to exceptionally needy undergraduate students who are seeking their first bachelor's degree. Amounts are set by the federal government based on need and enrollment status. In 2012-13, awards ranged from $555 to $5,550 for full-time students; awards for part-time students are set in proportion to their enrollment, i.e., three-quarter time, half-time, less than half-time. Recipients must be in good academic standing. Federal Supplemental Educational Opportunity Grant Awarded to undergraduates with demonstrated need who are seeking their first bachelor's degree. Priority goes to full-time Pell Grant recipients. Recipients must be in good academic standing. Awards cannot exceed $4,000 per year. State Grants Cal Grant A Provides tuition and fee assistance to undergraduate California residents seeking their first bachelor's degree. Awarded on the basis of cumulative grade-point average and financial need. Qualifying students can receive up to $9,708, renewable for up to four years. Continuing Cal Grant recipients must maintain good academic standing in addition to financial need. They are not required to resubmit verification of their grade-point average for renewal. Cal Grant B Provides a living-allowance stipend and tuition/fee assistance to undergraduate California residents seeking their first bachelor's degree. Awards are based on cumulative grade-point average and high financial need. Recipients are generally from disadvantaged economic or educational backgrounds. Awards for first-year students provide up to $1,551 for books and living expenses. When renewed or applied beyond the first year, awards also include tuition and fee assistance of up to $9,708. Continuing Cal Grant recipients must maintain good academic standing in addition to financial need. They are not required to resubmit verification of their grade-point averages for renewal. Other State Grants Other states, such as Pennsylvania, Vermont, and Rhode Island, may offer grant assistance to their residents who plan to attend Caltech. Students are encouraged to contact their respective state post-secondary agencies for specific eligibility and renewal criteria. Financial Aid 175 176 Educational Loans An educational loan is a serious financial obligation and must be repaid. You should carefully consider the repayment obligation before you accept educational loans. Loans can be an invaluable resource for many students and their families in financing a college education. Students can postpone paying a portion of their educational costs until they complete their education or leave school. The repayment period on most loans can extend up to 10 years after graduation or leaving school. Graduating with educational debt is a fairly common experience for students. At Caltech, however, the average educational indebtedness at graduation is significantly lower than the national average for students attending four-year private and public colleges. Over the last several years, the average for Caltech graduates has been among the lowest in the nation for four-year colleges. Federal Perkins Loans Awarded to students based on financial need. The maximum amount an eligible student may borrow is $5,500 per award year if he or she has not successfully completed a program of undergraduate education ($8,000 per year for graduate students). The maximum aggregate amount that may be borrowed is $11,000 for any student who has not yet completed two years of undergraduate work; $27,500 for an undergraduate student who has completed two years of undergraduate work and is pursuing an undergraduate degree; and $60,000 for a graduate student, including loans borrowed as an undergraduate. The aggregate loan limits include only the unpaid principal. Perkins Loans carry an annual interest rate of 5 percent. Interest does not accrue while the borrower is enrolled in school at least half-time, during the grace period (the time before which the borrower must begin or resume repaying a loan), or during authorized deferments. The borrower is responsible for paying the interest that accrues on the loan during repayment or forbearance (a temporary postponement of payments). Loans are repayable over a period of up to 10 years and have a nine-month initial grace period. Your monthly payment amount will depend on the size of your debt and the length of your repayment period. The minimum monthly payment is $40. The William D. Ford Federal Direct Loan Program This program offers eligible students and parents the opportunity to borrow money directly from the federal government to help pay the cost of attendance at Caltech. The U.S. Department of Education makes loans, through Caltech, directly to students and/or parents. The Institute will use the loan(s) to pay your tuition/fees and other direct charges such as room and board, and give the student any remaining money for indirect costs. Undergraduate Information Students and/or parents make their repayments directly to the tederal government. Direct loans include 1. The Federal Direct Stafford Loan Program; 2. The Federal Direct Parent PLUS Loan Program; 3. The Federal Direct Graduate PLUS Loan Program; and 4. The Federal Direct Consolidation Loan Program. Federal Direct Stafford Loan There are two types of Federal Direct Stafford Loans: subsidized and unsubsidized. The federal government pays the interest on subsidized loans while the borrower is enrolled at least half-time and during authorized periods of deferment. The interest on unsubsidized loans begins to accrue immediately upon disbursement and is generally capitalized (added to the amount borrowed) when the borrower is no longer enrolled at least half-time. Eligibility for subsidized Stafford Loans is based on financial need as demonstrated by the FAFSA. Students who do not demonstrate sufficient need or whose need is met may borrow unsubsi-dized Stafford Loans provided their total financial aid, including the Stafford Loan, does not exceed the total estimated cost of attendance. Dependent undergraduate students (excluding students whose parents cannot borrow Parent PLUS loans) may borrow Stafford Loan amounts not to exceed an annual total of • $5,500 for first-year students, with no more than $3,500 in subsidized Stafford; • $6,500 for second-year students, with no more than $4,500 in subsidized Stafford; and • $7,500 for third- and fourth-year students, with no more than $5,500 in subsidized Stafford. Independent undergraduate students and dependent undergraduate students whose parents are unable to borrow Parent PLUS loans may borrow additional unsubsidized Stafford Loan amounts not to exceed an annual total of • $9,500 for first-year students, with no more than $3,500 in subsidized Stafford; • $10,500 for second-year students, with no more than $4,500 in subsidized Stafford; and • $12,500 for third- and fourth-year students, with no more than $5,500 in subsidized Stafford. Graduate students may borrow Stafford Loan amounts not to exceed an annual total of $20,500, with no more than $8,500 in subsidized Stafford. The maximum outstanding total subsidized and unsubsidized Stafford Loan debt is • $31,000 for dependent undergraduate students, with no more than $23,000 in subsidized Stafford; 177 Financial Aid 178 • $57,500 for independent undergraduate students (or for dependent undergraduate students whose parents do not quality for PLUS loans), with no more than $23,000 of this aggregate amount in the form of subsidized loans; and • $138,500 for graduate students (including loans for undergraduate study), with no more than $65,500 of this aggregate in the form of subsidized loans. Stafford Loan interest rates: • The interest rate on a subsidized and unsubsidized Stafford Loans disbursed for enrollment periods that begin after July 1, 2012 and before June 30, 2013 is currently scheduled to be fixed at 6.8% for undergraduate students. • The interest rate on subsidized Stafford Loans disbursed for enrollment periods that began after July 1, 2011, and before June 30, 2012, is fixed at 3.4% for undergraduate students. • The interest rate on subsidized Stafford Loans disbursed for enrollment periods that began after July 1, 2010, and before June 30, 2011, is fixed at 4.5% for undergraduate students. • The interest rate on subsidized Stafford Loans disbursed for enrollment periods that began after July 1, 2009, and before June 30, 2010, is fixed at 5.6% for undergraduate students. • The interest rate on subsidized Stafford Loans disbursed for enrollment periods that began after July 1, 2008, is fixed at 6.0% for undergraduate students. • The interest rate on unsubsidized Stafford Loans disbursed for enrollment periods that began after July 1, 2006, is fixed at 6.8% for both undergraduate and graduate students. • The interest rate for subsidized and unsubsidized Stafford Loans disbursed for enrollment periods that began before July 1, 2006, is variable and will be adjusted each year on July 1, though it will never exceed 8.25% for both undergraduate and graduate students.' To offset the federal government's cost of the program, the borrower must pay an up-front origination fee of the principal amount of the loan. For all loans originated July 1, 2010 and later, there is a 1% origination fee assessed per loan. The maximum repayment period under this program is 10 years, not including authorized periods of deferment. Direct Stafford Loans have a six-month grace period that starts the day after the borrower gradu-ates, leaves school, or drops below half-time enrollment. Repayment begins when the grace period ends. Determents are available for new borrowers during at least half-time enrollment at an eligible institution; during periods of academic study in approved graduate fellowship or rehabilitation programs; and for periods of unemployment and economic hardship. ' Interest rates for enrollment periods that begin on or after July 1, 2011, can be found at http://studentaid.ed.gov/PORTALSWebApp/students/english/FFEL_DL_InterestRates.jsp. Undergraduate Information Applications for Federal Direct Stafford Loans are available on the Caltech Financial Aid Office website. Complete information on Stafford Loan deferments and repayment options is also available from the Financial Aid Office. Federal Parent PLUS Loan Parent PLUS loans are available to the parents or stepparents of dependent undergraduate students. These credit-based loans are not based on federal need or subsidized by the government, but students must file a FAFSA in order for their parents to qualify for a Parent PLUS loan. The interest rate on Parent PLUS loans disbursed for enrollment periods that began after July 1, 2006 fixed at 7.9 percent. Interest is charged on Direct Parent PLUS loans during all periods, beginning on the date of the loan's first disbursement. There is no annual limit to the amount that can be borrowed through the Parent PLUS loan program. In general, parents may borrow the difference between the cost of the student's education and any other financial aid received. PLUS loans may also be used to pay for all or part of the expected family con-tribution. In addition to the interest, parents pay a loan fee of 4 percent of the principal amount of each Direct Parent PLUS loan received. For Parent PLUS loans that are first disbursed on or after July 1, 2008, parent borrowers have the option of deferring repayment based on the enrollment status of the dependent student on whose behalf a Direct PLUS loan was obtained. Specifically, Parent PLUS loan borrowers may defer repayment • while the dependent student on whose behalf the loan was obtained is enrolled on at least a half-time basis, and • during the six-month period after the dependent student on whose behalf the loan was obtained ceases to be enrolled on at least a half-time basis. If a Parent PLUS loan borrower does not request a deferment, the first payment on the loan will be due within 60 days after the loan is fully disbursed Applications for Federal Direct Parent PLUS loans are available on the Caltech Financial Aid Office website. Applications must be submitted to the Financial Aid Office for eligibility certification. Complete information on Parent PLUS loan deferments and repayment options is also available from the Financial Aid Office. Federal Student Aid Ombudsman The Federal Student Aid Ombudsman works with student loan borrowers to informally resolve loan disputes and problems. The office of the ombudsman helps borrowers having problems with the following federal loans: direct loans (subsidized and unsubsi-dized Direct Stafford Loans, Direct PLUS loans, and Direct Consolidation Loans); Federal Family Education Loans (subsidized and unsubsidized Stafford Loans, FFEL PLUS loans, and FFEL Consolidation Loans); guaranteed student loans, SLS loans, and Financial Aid 179 180 Federal Perkins Loans. If a student needs the assistance of the ombudsman in order to resolve disputes or problems, he or she may contact the office at U.S. Department of Education, FSA Ombudsman, 830 First St., NE, Washington D.C. 20202-5144; (202) 377-3800 or (877) 557-2575; fsaombudsmanoffice@ed.gov; or visit the website at http://www.ombudsman.ed.gov. Caltech Loans Awarded to students who are not eligible for or who may have used their eligibility for Federal Perkins Loans. Generally, no interest is charged and no repayment of principal is required while a student maintains a continuous course of study at Caltech. Like the Federal Perkins Loan program, repayment on Caltech loans begins nine months after graduation, leaving school, or less than half-time enrollment. Caltech loans carry an annual interest rate of 5 per-cent. More specific information is provided on the promissory note and the disclosure statement provided to students prior to disbursement of the loan. Other loans/emergency loans may be available to students regardless of their eligibility for financial aid. The Hoover Loan Fund enables students to borrow small sums of money to cover unforeseen emergencies. These loans are usually payable within the same academic year and are administered by the dean of students on a case-by-case basis. Additional information and applications may be obtained from the dean of students office. The Caltech Y also has a no-interest, 30-day emergency-loan program. Maximum loans are $50. Additional information and applications may be obtained from the Caltech Y. Student Employment Work programs provide students with a double incentive-to earn money to help with college expenses while gaining valuable job experience. Student employment opportunities are generally available to all Caltech students, even those who have not applied for financial aid or qualified for need-based aid. Students should go to Career Development Center website to see relevant job listings. Note that students are discouraged from working more than 16 hours per week and must seek the approval of the dean of students to do so. First-year students may not work during fall term. Students can expect to earn at least the California state minimum wage of $8 per hour. Compensation rates will vary based on the position, a student's skills, and previous work experience. Please note that undergraduate students who serve as teaching assistants may only have one assignment per term of up to 12 hours per week. Undergraduate Information Federal Work-Study Awarded to domestic students who have demonstrated financial need through their submission of the FAFSA, this federally funded program provides part-time employment to eligible students. Most Caltech students are awarded $2,000 in Federal Work-Study (FWS). Some students may be awarded less. Since entering students are not permitted to work on-campus in the fall term and can only work in the winter and spring terms, student employment awards for entering students are limited to $1,350 in their first year. Employment awards will increase to the standard student employment amount offered to continuing students after the first year. The maximum amount of FWS wages that a student may earn is determined by his or her financial need. Students have the option to move all or a portion of their loan or student employment from one program to the other at any time during the academic year until April 26, 2013. Please go to the work-study page on the Caltech Financial Aid Office website (http://www.finaid.caltech.edu/workstudy) for additional information about student employment at Caltech. Caltech Work-Study The Caltech Work-Study Program is funded by the Institute and is designed to provide part-time employment for international students who have demonstrated financial need, and other students who do not qualify for the Federal Work-Study Program. The Caltech Work-Study Program is limited to on-campus employment or student employment positions at the Jet Propulsion Laboratory. The program's regulations parallel the Federal Work-Study Program's regulations. Financial Aid When Studying Abroad Caltech provides student financial aid (in the form of grants, schol-arships, and loans) to those undergraduates with demonstrated financial need who desire to participate in the Institute-sponsored Caltech Cambridge Scholars Program, Caltech Copenhagen Scholars Program, Caltech Edinburgh Scholars Program, Ecole Polytechnique Scholars Program, Caltech London Scholars Program, or Melbourne Scholars Program. Enrollment in a study-abroad program approved for credit by Caltech will be considered enrollment at the Institute, for the purpose of applying for and receiving federal student financia assistance. To be eligible for consideration in Caltech's study-abroad programs, students must be in good academic standing, as defined in the Caltech Catalog and as certified by the Institute's registrar. They must also meet the minimum GPA requirement as outlined in the information provided by the Fellowships Advising and Study Abroad Office. In addition, students selected to be Financial Aid 181 182 Cambridge, Copenhagen, Ecole Polytechnique, Melbourne, or University College London scholars will be provided a memo of understanding outlining the terms of their study-abroad participa-tion. (For more information on study abroad, see page 148.) Costs include but are not limited to tuition, fees, room, board, additional meals not covered by a board contract, books, supplies, personal expenses, and a standard transportation allowance from the student's home to Caltech. Transportation expenses related to the student's travel between Caltech and the study-abroad institution are the responsibility of the student; financial aid recipients may be offered interest-free Institute loans to cover study-abroad travel expenses. Students will have their expected family contribution and financial package calculated in the same manner as other students. Students studying abroad are subject to the standard Caltech policy of a maximum of 12 terms of eligibility for financial aid. Cambridge, Copenhagen, University College London, École Polytechnique, University of Edinburgh, and Melbourne University candidates must meet all financial aid priority deadlines and eligibility requirements to receive aid. It is the student's responsibility to ensure that all necessary documents are filed and complete with regard to their application for financial aid. Cambridge, Copenhagen, University College London, École Polytechnique, University of Edinburgh, and University of Melbourne scholars will continue to be considered for available federal, state, Caltech grant, scholarship, and loan funds. The Fellowships Advising and Study Abroad Office will make the necessary arrangements with the Bursar's Office to ensure that scholars who may be eligible for funds in excess of the direct charges to the Institute receive those funds prior to their departure. Other Resources A number of both local and national organizations offer outside scholarships to continuing students throughout the year, some of these regardless of need. The student newspaper, the California Tech, announces eligibility criteria for several such scholarships. Those relevant to undergraduate students will also be posted in the Scholarship News section of the Caltech Financial Aid Office web-site. Such scholarships can also often be found with the help of a search service. We recommend Fast Web (www.fastweb.com); NextStudent (www.nextstudent.com); College Board Fund Finder (https://bigfuture.collegeboard.com); and College Answer (www.collegeanswer.com). (For more information on scholarship services, go to http://www.finaid.org.) Outside scholarships acquired by students are considered, by federal regulation, to be a resource available during the academic year. Caltech's policy is to use outside scholarships to replace the student employment and/or loan components of the financial aid package. For entering students, we generally replace student Undergraduate Information employment first. For continuing students, loans are generally replaced first. Only if the total outside scholarships exceeds the student employment and/or loan that would have been included in your financial aid package will it be necessary to reduce Caltech scholarship. In general, a student's total financial aid, including outside assistance, cannot exceed his or her demonstrated financial need. Under no circumstances can a student's total financial aid, including Caltech merit scholarships, exceed their estimated cost of attendance. Financial Aid Disbursement Most financial aid funds are credited directly to your student account and are applied first to institutional charges for the current term. Funds are credited no earlier than 10 days prior to the first day of the term. Aid that can be credited directly to your account will be credited when you have • completed and returned your award letter; provided all required documents for the aid programs you have been awarded; • made satisfactory academic progress; • enrolled in at least the minimum number of credits for the financial aid programs you have been awarded; • completed all necessary loan documents and, for first-time Direct Stafford Loan borrowers, completed the online Entrance Interview. If the disbursement of your aid results in a credit balance, any aid awarded in excess of institutional charges will be paid to the student as a refund. Refunds must be requested by the account holder. Requests may be made by e-mail, telephone, or in person at the Bursar's Office. Prior to receiving funds, it may be necessary to fill out and sign a refund form. Refunds can be obtained in cash or by check. A maximum refund of $500 cash per day can be received from the Bursar's Office cashier. Refund checks are requested by the Bursar's Office and issued by Accounts Payable. This usually takes five working days from the day of request. Outside scholarships are usually disbursed in the form of a check and must be handled according to the sponsor's specifica-tions. If the funds are sent to the Financial Aid Office or the Bursar's Office, they will be credited to your account. Again, if the crediting of any outside scholarship results in a credit balance on your account, you may request that the credit balance be refunde o you. Federal regulations allow Caltech to credit financial aic funds to your account for payment of tuition, fees, and room and board charges. You must give the Bursar's Office written authorization to keep a credit balance on your account from one term to the next term during the academic year. Federal guidelines prohibit keeping a credit balance from one academic year to the next. If you complete your financial aid file late in the term, resulting in the Financial Aid 183 184 late disbursement of your financial aid funds, you may be subject to late fees assessed by the Bursar's Office. Cal Grant B stipend payments will be credited to your tuition account unless you contact the Financial Aid Office in person within the first three weeks of the term to make alternate arrange-ments. Again, if the crediting of any financial aid results in a credit balance on your account, you may request that the credit balance be refunded to you. In general, loans are disbursed in three installments, one at the beginning each term. For most Caltech students who are enrolled for the full academic year, this means that one-third of their loan(s) will be disbursed at the beginning of the fall term, another at the beginning of the winter term, and the final third at the beginning of the spring term. Students whose loan periods are for one term receive their entire disbursement at the beginning of that term. If you work through either the Federal Work-Study or the Caltech Work-Study program, you will be paid by check through the biweekly Caltech payroll system. Checks are normally distributed at your actual work site. Since financial aid is generally awarded on the assumption of full-time enrollment, it is possible that some or all of your aid will need to be adjusted if your enrollment status results in a reduction in your tuition for a term. If you withdraw or drop below half-time enrollment after the last day for adding classes for a term, you may be required to repay all or a portion of the aid that has already been credited to your account. You must inform the Financial Aid Office if you take a leave of absence or change your enrollment subsequent to receiving your financial aid. Cal Grant recipients who take a leave of absence are advised to contact the California Student Aid Commission (www.csac.ca.gov) and submit a form to remain eligible for the program. You have the right to cancel your loans) anytime before disbursement and up to 14 days after disbursement. Satisfactory Academic Progress Federal and state regulations governing student financial aid programs require the institute to ensure that each student who is receiving financial aid maintains Satisfactory Academic Progress (SAP) toward his or her degree. The SAP check occurs after grades are posted at the end of each term. Failure to meet the standards of satisfactory academic progress may disqualify a student from additional federal, state, and institutional financial aid. A student can appeal the non-satis-factory academic progress status and be placed on warning, probation or continued on probation for financial aid purposes. Satisfactory Academic Progress Requirements Freshmen are considered not to be making satisfactory academic progress Undergraduate Information • if they have accumulated 24 or more units of E or F, exclusive of PE; • if they have accumulated three or more course grades of E or F, exclusive of PE; • if, in any term of their freshman year following a reinstate-ment, they obtain six or more units of E or F, exclusive of PE. Undergraduate students, except first- and second-term freshmen, are considered not to be making satisfactory academic progress • if they fail during any one term to obtain a grade-point average of at least 1.4, or if they receive 27 or more units of E or F, exclusive of PE, during any one term; • if they fail to obtain a grade-point average of at least 1.9 for the academic year, or if they accumulate 45 or more units of E or E, exclusive of PE, over the academic year (students who have completed at least three full terms of residence at the Institute and have been registered for their senior year shall no longer be subject to the requirement that they make a grade-point average of at least 1.9 for the academic year— seniors must, however, receive a grade-point average of at least 1.4 and receive fewer than 27 units of E or F each term); • if they have completed fewer than 36 units in the previous term and fewer than 99 units in the previous three terms in residence; if, once reinstated, they fail to complete a full load of at least 36 units in the following term with a grade-point average of at least 1.9. Financial Aid Warning With the implementation of this new SAP policy starting Fall 2011, students who are found not to be making satisfactory academic progress at the end of an academic term will be placed on financial aid warning. A student may continue to receive financial aid for one term while on financial aid warning status. Students should use this opportunity to re-establish SAP. Financial Aid Probation Students who fail to make satisfactory academic progress after their term of financial aid warning will be ineligible to register and ineligible for financial aid. Students may appeal this status as outlined in the Catalog. Ineligible freshmen must petition the UASH Committee for reinstatement if they wish to continue as students and continue to receive financial aid. The dean of students or associate dean may act on a petition if (i) it is the student's first ineligibility and (ii) the student has received fewer than 42 units of E or F, exclusive of PE. For other petitions, action must be taken by the UASH Committee. Financial Aid 185 186 Undergraduate students, except first- and second-term fresh-men, may submit a petition to the UASH Committee for reinstate-ment, giving any reasons that may exist for their previous unsatisfactory work and stating any new conditions that may lead to better results. Each such petition will be considered on its merits. For the first such ineligibility, the petition may be acted on by the dean of undergraduate students, after consultation with the student and examination of the record. At the dean's discretion, such cases may be referred to the UASH Committee for action. All subsequent reinstatements must be acted upon by the Committee. Students who are reinstated as a result of their appeal/petition for reinstatement will be placed on financial aid probation and may receive financial aid for an additional academic term. Continued on Financial Aid Probation Students who fail to make satisfactory academic progress after a term on financial aid probation will be ineligible to register and ineligible for federal and state financial aid. These students may appeal this status as outlined above and in the Catalog. Students who are reinstated as a result of their appeal/petition for reinstatement will be continued on financial aid probation. These students will be ineligible for federal and state aid. They will continue to be eligible for up to three additional terms of institutional aid but their scholarship eligibility will be reduced in each term the student is continued on financial aid probation. Financial Aid Suspension Student who fail to make satisfactory academic progress after being continued on financial aid probation for three additional terms will be ineligible for federal, state, and institutional financial aid, even if they are subsequently reinstated by the UASH Committee, until such time as they make satisfactory academic progress. Maximum Time Frame for Receiving Aid A student has a limited time frame to complete all degree requirements and remain eligible for financial aid. As defined by federal regulations, the maximum time frame is 150 percent of the published program length for degree completion. To qualify for a Bachelor of Science degree, students must complete a minimum of 486 units (515 units for chemical engineering) ? 486 × 150% = 729 maximum attempted units (515 x 150% = 772 maximum attempted units for chemical engineering) An "attempted" unit is defined as any unit that a student remains enrolled in AFTER the Add Period, including units the student withdraws from each term. Units that a student is retroactively enrolled in after the Add Period are considered attempted units. Undergraduate Information Class Level For financial aid purposes, undergraduate students are classified according to the number of units earned and the number of terms in residence at Caltech. Both these criteria must be satisfied for class-level eligibility. Students are regarded as freshmen until eligible for sophomore status, and as sophomores, juniors, or seniors it they meet the corresponding criteria set below. Units earned arc defined as units completed with a passing grade. Classification Sophomore Junior Senior Minimum Units Earned 108 216 324 Minimum Terms in Residence 3 6 Part-Time Enrollment (Underloads) Starting with the undergraduate cohort entering Fall 2012, undergraduate students who underload in a term will be charged full-time tuition but their financial aid, including outside scholarships, will be adjusted as indicated on the Financial Aid Website based on the actual number of units students are enrolled in as of Add Day. The Institute will charge students for a minimum of 12 terms of full-time tuition, or the prorated equivalent based on their classification at the time they begin their enrollment, even if they complete their degree requirements early. Students may NOT receive scholarship assistance for any term in which they are not enrolled at least half-time. Students may petition the Dean of Students Office for exceptions to the tuition policy, NOT the financial aid policy. Underloads Underloads and Financial Aid: The Impact of Less than Full-time Enrollment Any student who wishes to carry fewer than 36 units in any given term must petition for an underload. Underloads must be approved by the Dean of Students Office. Underloads for graduating seniors must be approved by the Registrar. Petitions are available online and in the Deans' Office Students enrolled half-time (taking 18 to 26 units) will be expected to work additional hours during the academic year, as well as to accept a reduction in the tuition, books and supplies allowance of their college expense bud-get. The following information summarizes the impact of less than full-time enrollment. 3/4 Time Full-time enrollment is defined in the Caltech Catalog as 36 units. Students enrolling less than full-time, taking between 27 to 35 units, are considered enrolled 3/4 time. The impact to their finan- 187 Financial Aid 188 cial aid is usually a reduction to their grant, in the same amount as the reduction in their tuition. Federal Pell Grant recipients will have their Federal Pell award reduced according to federal regula-tions. The Financial Aid Office will revise the student's budget for financial aid purposes to reflect the reduction in tuition charged and then revise the student's aid (grant eligibility) to reflect the reduction in need. 1/2 Time Half-time enrollment is defined as enrolling in 18 to 26 units. In this situation, the Financial Aid Office will revise the tuition amount on the budget for financial aid purposes and also reduce the student's books and supplies allowance to one half of the standard amount for that term. The student's aid is adjusted to reflect the reduced tinancial aid eligibility. Federal Pell Grant recipients will have their Pell award reduced according to federal regulations. The Financial Aid Office will revise the student's budget for financial aid purposes and then revise the student's aid (grant eligibility) to reflect the reduction in need. Less than 1/2 Time Less than 1/2 time enrollment is defined as taking fewer than 18 units. Tuition is revised for financial aid purposes. As indicated in the Caltech Catalog, the minimum tuition charge is 10 units per term. The books and supplies allowance is reduced to 1/4 for that term. The student's aid is reduced based on the reduced costs. Federal Pell Grant recipients will have their Pell award reduced according to federal regulations. More importantly, the student becomes ineligible for Caltech grant aid for that term; the student will only be eligible for Caltech work study and loan assistance. If the student is enrolled less than half time, the grace period on any student loan (Federal Perkins loan, CIT loan, Institute loan and Federal Stattord loan) will begin. In addition, a student/family is no longer eligible for Federal PLUS or Stafford loans during periods of less than 1/2 time enrollment. Effect on Outside Scholarships In all of the above categories, the Financial Aid Office also checks to see if a student has an outside scholarship that requires continuous full-time enrollment. If a scholarship donor requires full time enrollment, the Financial Aid Office is required to return the scholarship money for that term to the donor. If this occurs, the student is encouraged to contact the donor directly to review and, possibly, appeal the agency's policy. Special Note to Seniors Often, Caltech Seniors only need to complete a few units in order to fulfill graduation requirements, and, as a result, underload in their final term. Seniors should be aware that their cost of atten- Undergraduate Information dance and aid during terms when they underload will be adjusted based on their less than full-time enrollment status. For more details on the impact of underloading, seniors are encouraged to check with the Financial Aid Office. Questions Students with questions regarding underloads should discuss their individual circumstances with a Financial Aid Counselor. PRIZES Tom Apostol Award for Excellence in Teaching in Mathematics In 2010, the mathematics option set up the Apostol Teaching Award named in honor of Tom Apostol, who was a great teacher at Caltech for over 50 vears. The three to five awards are given each year to recognize excellence in teaching by mathematics graduate and undergraduate teaching assistants. Robert P. Balles Caltech Mathematics Scholars Award An annual prize is awarded to the mathematics major entering his or her senior year who has demonstrated the most outstanding performance in mathematics courses completed in the student's first three years at Caltech. The executive officer for mathematics, in consultation with the faculty, determines the recipient. The prize is made possible by a gift from Mr. Robert P. Balles. Mabel Beckman Prize The Mabel Beckman Prize is given in memory of Mrs. Beckman's many years of commitment to Caltech's educational and research programs. The prize is awarded to an undergraduate woman who, upon completion of her junior or senior year at Caltech, has achieved academic excellence and demonstrated outstanding leadership skills, a commitment to personal excellence, good character, and a strong interest in the Caltech community. This prize is given at commencement. Eric Temple Bell Undergraduate Mathematics Research Prize In 1963 the department of mathematics established an undergraduate mathematics research prize honoring the memory of Professor Eric Temple Bell, and his long and illustrious career as a research mathematician, teacher, author, and scholar. His writings on the lives and achievements of the great mathematicians continue to inspire many hundreds of students at Caltech and elsewhere. A prize is awarded annually to one or more juniors or seniors for outstanding original research in mathematics, the winners being Prizes 189 190 selected by members of the mathematics faculty. The funds for this prize come from winnings accumulated over the years by Caltech undergraduate teams competing in the William Lowell Putnam Mathematics Contest, an annual nationwide competition. Bhansali Prize in Computer Science The Bhansali Prize was established in 2001 by Vineer Bhansali (B.S. '87, M.S. '87) in memory of his grandfather, Mag Raj Bhansali. The prize and honorarium are awarded to an undergraduate student for outstanding research in computer science in the current academic year. Awardees are selected by a committee of computer science faculty. Amasa Bishop Summer Study Abroad Prize This prize is awarded to one or more freshmen, sophomores, or juniors to fund summer study abroad in an organized program with the aim of gaining exposure to foreign language and international issues or cultures, including global issues in the sciences and engineering. Marcella and Joel Bonsall Prize for Technical Writing The Marcella and Joel Bonsall Prize for Technical Writing was established by the late Marcella Bonsall to encourage SURF students to develop excellent technical writing skills. Mentors may nominate their students' papers for consideration. A faculty committee recommends the winning papers. Up to five prizes may be awarded annually. Richard G. Brewer Prize in Physics The Richard G. Brewer Prize is awarded to the freshman with the most interesting solutions to the Physics 11 "hurdles," in recognition of demonstrated outstanding intellectual promise and creativity at the very beginning of his or her Caltech education. The award is a stipend that will support the student for the summer while he or she works on an independent Physics 11 project. This award is made possible by a gift from Dr. Richard G. Brewer, a Caltech alumnus who received his B.S. degree in chemistry in 1951. Fritz B. Burns Prize in Geology This prize is awarded to an undergraduate who has demonstrated both academic excellence and great promise of future contributions in the fields represented by the Division of Geological and Planetary Sciences. Bonnie Cashin Prize for Imaginative Thinking This prize, established in 1997 by Bonnie Cashin, is awarded each year to the entering freshman who has written the most imaginative essays in the Application for Freshman Admission. The Freshman Undergraduate Information Admissions Committee will nominate awardees to the vice provost, who will approve the selection. The award may be shared if there is more than one deserving student in a particular year. Donald S. Clark Memorial Awards From a fund contributed by the Caltech Alumni Association, annual awards are made to two juniors in engineering options. The award recognizes service to the campus community and a grade-point average equal to or greater than that required for graduation with honor. The awards honor the work of Professor Clark, class of 1929, both in the field of engineering and in his service to the Alumni Association. Deans' Cup and Student Life and Master's Award Two or more awards, selected by the deans, the assistant vice president for student life, and the master of student houses, respectively, are presented to undergraduates whose concern for their fellow students has been demonstrated by persistent efforts to improve the quality of undergraduate life and by effective communication with members of the faculty and administration. Doris Everhart Service Award The Doris Everhart Service Award is given annually to an undergraduate who has actively supported and willingly worked for organizations that enrich not only student life, but also the campus and/or community as a whole, and who has, in addition, exhibited care and concern for the welfare of students on a personal basis. The award was made possible by Sally V. Ridge and was established to honor Doris Everhart. Richard P. Feynman Prize in Theoretical Physics This prize was established through gifts in memory of Richard P. Feynman and the senior class gift of the class of 1989. It is awarded annually to a senior student on the basis of excellence in theoretical physics. The prize consists of a cash award and a copy of the three-volume set The Feynman Lectures on Physics. Haren Lee Fisher Memorial Award in Junior Physics Mr. and Mrs. Colman Fisher established the Haren Lee Fisher Memorial Award in Junior Physics in memory of their son. The General Electric Foundation also contributed to the fund under the matching plan of their Corporate Alumnus Program. A prize will be awarded annually to a junior physics major, who is selected by a physics faculty committee as demonstrating the greatest promise of future contributions to physics. Prizes 191 192 Henry Ford II Scholar Awards Henry Ford II Scholar Awards are funded under an endowment provided by the Ford Motor Company Fund, a nonprofit organization supported primarily by contributions from the Ford Motor Company. Each award will be made annually either to the engineering student with the best academic record at the end of the third year of undergraduate study, or to the engineering student with the best first-year record in the graduate program. The chair of the Division of Engineering and Applied Science names the recipient. Jack E. Froehlich Memorial Award The family and friends of the late Jack E. Froehlich, who did his undergraduate and graduate work at Caltech and was later the project manager for Explorer I for the Jet Propulsion Laboratory, established a prize fund that provides an award to a junior in the upper five percent of his or her class who shows outstanding promise for a creative professional career. The student is selected by the deans and the Undergraduate Academic Standards and Honors Committee. George W. and Bernice E. Green Memorial Prize The George W. and Bernice E. Green Memorial Prize was established in 1963 with contributions given in memory of George W. Green, who for 15 years served on the staff of the Caltech business office and was vice president for business affairs from 1956 to 1962. The prize is awarded annually to an undergraduate student in any class for original research, an original paper or essay, or other evidence of creative scholarship beyond the normal requirements of specific courses. The student is selected by the deans and the Undergraduate Academic Standards and Honors Committee. David M. Grether Prize in Social Science The prize rewards outstanding performance and creativity by a Caltech undergraduate who completes one of the social science options. The prize is funded by Susan G. Davis in recognition of David M. Grether's contributions to econometrics and experimental economics and his service to the Division of the Humanities and Social Sciences. The prize is awarded annually by a committee of social science faculty. Lucy Guernsey Service Award Awarded to one or two students who have provided exceptional service to the Caltech Y and/or the community, are involved with service projects, have demonstrated leadership in community and volunteer service efforts, and who exemplify a spirit of service. Established by the Caltech Y ExComm in honor of Lucy Guernsey, the Y's executive director from 1989 to 1991. Undergraduate Information Arie f. Haagen-Smit Memorial Fund The Arie J. Haagen-Smit Memorial Award was established in 1977 to honor the memory of the pioneering bioorganic chemist who discovered the chemical constituents of smog. Dr. Haagen-Smit was a member of the Caltech faculty for 40 years, and his family and friends have arranged for a prize to be given at the end of the sophomore or junior year to a student in biology or chemistry who has shown academic promise and who has made recognized contributions to Caltech. The selection is made by a committee of representatives from the biology and chemistry divisions, and the deans. Frederic W. Hinrichs, fr., Memorial Award The Board of Trustees of the California Institute of Technology established the Frederic W. Hinrichs, Jr., Memorial Award in memory of the man who served for more than 20 years as dean and professor at the Institute. In remembrance of his honor, courage, and kindness, the award bearing his name is made annually to the senior who throughout his or her undergraduate years at the Institute has made the greatest contribution to the student body and whose qualities of character, leadership, and responsibility have been outstanding. At the discretion of the deans, more than one award, or none, may be made in any year. This award is given at commencement. Alexander P. and Adelaide F. Hixon Prize for Writing The Hixon Prize for Writing was established in 2000 by Alexander P. and Adelaide F. Hixon. The prize will be awarded annually to an undergraduate student for the best composition in a freshman humanities course. The prize is administered by the writing center, and the winner will be chosen by a committee from the humanities division. The George W. Housner Prize for Academic Excellence and Original Research The George W. Housner prize is given annually to a senior in the upper 20 percent of his or her class who has demonstrated excellence in scholarship and in the preparation of an outstanding piece of original scientific research. The student is selected by the deans and the Undergraduate Academic Standards and Honors Committee. At the discretion of the dean, more than one award may be made in any year. The prize, presented at commencement, consists of a cash award and a certificate. This prize is made possible by a gift from George W. Housner, Carl F Braun Professor of Engineering, Emeritus. Bibi Jentoft-Nilsen Memorial Award Family and friends of Bibi Jentoft-Nilsen, class of 1989, have provided this award in her memory. The cash award of $500 is for an Prizes 193 194 upperclass student who exhibits outstanding qualities of leadership and who actively contributes to the quality of student life at Caltech. Scott Russell Johnson Undergraduate Mathematics Prize This prize is awarded to the best graduating mathematics major. The prize may be split between two students. In deciding on the winner, special consideration will be given to independent research done as a senior thesis or SURF project. The executive officer for mathematics, in consultation with the faculty, determines the recipi-ent. The prize is made possible by a gift from Steve and Rosemary Johnson in memory of Scott Johnson, B.S. '83. D. S. Kothari Prize in Physics This prize was established in 1998 in memory of Dr. D. S. Kothari, who received his Ph.D. under Lord Rutherford in 1933, and subsequently made significant contributions in theoretical astrophysics and science education. The award is given each year to a graduating senior in physics who has produced an outstanding research project during the past year. Margie Lauritsen Leighton Prize From a fund established by Dr. Fay Ajzenberg-Selove and Dr. Walter Selove, the departments of physics and astrophysics will annually award the Margie Lauritsen Leighton Prize to one or two undergraduate women who are majoring in physics or astrophysics, and who have demonstrated academic excellence. The prize consists of a cash award and will be made at the end of the sophomore year. Mechanical Engineering Award Awarded to a candidate for the degree of Bachelor of Science in mechanical engineering whose academic performance has demonstrated outstanding original thinking and creativity as judged by a faculty committee appointed each year by the Executive Officer for Mechanical Engineering. The prize consists of a citation and a cash award. Harry Leiter Memorial Mechanical Engineering Prize Awarded to a candidate for the degree of Bachelor of Science in mechanical engineering who has demonstrated extraordinary creativity as judged by a faculty committee appointed each year by the executive officer for mechanical engineering. The prize consists of a citation and a cash award. This prize is made possible by a gift from Dr. Symme Leiter. Library Friends' Senior Thesis Prize This prize was established in 2010 to recognize senior theses that exemplify research and the effective use of library resources. An hon- Undergraduate Information orarium accompanies the citation. The thesis is an extensive, independent written work produced during the senior year, usually within a senior thesis course series. The university librarian and Friends of the Caltech Libraries oversee evaluation and make recommendations to the Undergraduate Academic Standards and Honors Committee for final selection. An oral presentation may be request-ed. At the discretion of the Friends of the Caltech Libraries, more than one award, or none, may be made in any year. This award is given at commencement. Mari Peterson Ligocki (B.S.'81) Memorial Fund This award is made to one student who, through his or her personal character, has improved the quality of student life at Caltech. It recognizes the student who provides quiet support and kind encouragement to peers. This fund was established by Mr. José F. Helú Jr. (B.S. '79) to honor the memory of Mari Peterson Ligock1, who possessed these qualities. The award consists of dinner for two at the recipient's choice of a fine restaurant, and a grant toward any project or cause of the recipient's choosing. It may be seed money for a project in any tield, whether science-related or not. Gordon McClure Memorial Communications Prize This prize is awarded to undergraduate students for excellence in written and oral communication skills. Awards will be given in the following fields: English, history, and philosophy. Mary A. Earl McKinney Prize in Literature The Mary A. Earl McKinney Prize in Literature was established in 1946 by Samuel P. McKinney, M.D., of Los Angeles. Its purpose is to promote proficiency in writing. The terms under which it is given are decided each year by the literature faculty. It may be awarded for essays submitted in connection with regular literature classes, or awarded on the basis of a special essay contest. Galina D. Moller Memorial Fund for Women The Galina D. Moller Memorial Fund was established to honor Dr. Galina Moller (M.S. '74, Ph.D. '80), an alumna who was keenly aware of the special challenges encountered by professional women. The fund provides support for activities related to study, research, or professional development of undergraduate women. For example, the funds could help defray the cost of attending a conference or seminar. The deans will allocate the funds as appropriate. Robert L. Noland Leadership Award The Robert L. Noland Leadership Award is a cash award for upperclass students who exhibit qualities of outstanding leadership. The kind of leadership to be recognized is most often expressed in Prizes 195 196 personal actions that have helped other people and that have inspired others to fulfill their leadership capabilities. The scholarship was set up by Ametek in 1978 in honor of its president, Robert L. Noland, a Caltech alumnus. Two or more awards are generally made each year. Rodman W. Paul History Prize The Rodman W. Paul History Prize was established in 1986 by some of his many colleagues and friends to honor Professor Paul's 35 years of teaching and research at the Institute. The prize is awarded annually to a junior or senior who has shown unusual interest in and talent for history. Doris S. Perpall SURF Speaking Prize Robert C. Perpall (B.S. '52, M.S. '56) endowed this prize in memory of his late wife, Doris S. Perpall, to encourage students to prepare excellent SURF presentations. SURF Seminar Day is the first round of the Perpall Speaking Competition. The best presentations in each session are nominated for advancement to a second round, held in November. The final round is held in January. Three prizes are awarded annually. Howard Reynolds Memorial Prize in Geology The Howard Reynolds Memorial Prize in Geology is awarded to a sophomore or junior who demonstrates the potential to excel in the field of geology, and who actively contributes to the quality of student life at Caltech. Herbert 7. Ryser Scholarships The Herbert J. Ryser Scholarships were established in 1986 in memory of H. J. Ryser, who was professor of mathematics at Caltech from 1967 to 1985. Professor Ryser contributed greatly to combinatorial mathematics and inspired many students with his carefully planned courses. The scholarships are given on the basis of merit, preferably in pure mathematics. Recipients are selected by the executive officer for mathematics after consulting the faculty. San Pietro Travel Prize This prize is awarded to one or more sophomores, juniors, or seniors to fund an adventurous and challenging summer experience that expands the recipient's cultural horizons and knowledge of the world. Richard P. Schuster Memorial Prize This award is made from a fund established by family, friends, an colleagues of Richard P. Schuster, Jr., a graduate of Caltech anc the Institute's director of development at the time of his death. Undergraduate Information The recipient is a junior or senior in chemistry or chemical engi-neering; selection is based on financial need and a demonstration of academic promise. Eleanor Searle Prize in Law, Politics, and Institutions The Eleanor Searle Prize was established in 1999 by friends and colleagues to honor Eleanor Searle, who was the Edie and Lew Wasserman Professor of History at Caltech. The prize will be awarded annually to an undergraduate or graduate student whose work in history or the social sciences exemplifies Eleanor Searle's interests in the use of power, government, and law. Renuka D. Sharma Prize and Award in Chemistry This prize was established in 2009 by Prof. Brahama D. Sharma, in memory of his daughter Renuka D. Sharma, to be given to the sophomore who has demonstrated outstanding performance in chemistry during his or her freshman year. The prize was donated to encourage scholastic achievement early in a student's career and is administered by the Division of Chemistry and Chemical Engineering. Don Shepard Award Relatives and friends of Don Shepard, class of 1950, have provided this award in his memory. The award is presented to a student, the basic costs of whose education have already been met but who would find it difficult, without additional help, to engage in extracurricular activities and in the cultural opportunities afforded by the community. The recipients- freshmen, sophomores, and juniors-are selected on the basis of their capacity to take advantage of and to profit from these opportunities, rather than on the basis of their scholastic standing. Hallett Smith Prize The Hallett Smith Prize was established in 1997 to commemorate Professor Smith's long career as one of this century's most distinguished Renaissance scholars. The cash prize is given annually by the literature faculty to the student who writes the finest essay on Shakespeare. Paul Studenski Memorial Fund Prize This travel grant is awarded to a Caltech undergraduate who would benefit from a period away from the academic community in order to obtain a better understanding of self and his or her plans for the future. The recipient is selected by the Caltech Y Studenski Committee. Frank Teruggi Memorial Award The Frank Teruggi Memorial Award was established in 1998 by friends and classmates of the late Frank Teruggi, a Caltech under- 197 Prizes 198 graduate who was murdered in Chile in 1973 during the military coup led by Augusto Pinochet. The annual award honors the spirit of Frank's life, especially "in the areas of Latin American studies, radical politics, creative radio programming, and other activities aimed at improving the living conditions of the less fortunate." Morgan Ward Prize The Morgan Ward Prize was established by the department of mathematics in 1963 to honor the memory of Professor Morgan Ward in recognition of his long service to mathematics and to the Institute. The competition is open only to freshmen and sopho-mores. An entry consists of a mathematical problem together with a solution or a significant contribution toward a solution. One or more winners are selected by a faculty committee acting on the advice of student judges. Each prize is tunded by the same source used to sponsor the Eric Temple Bell Prize. Fredrick 7. Zeigler Memorial Award The Fredrick J. Zeigler Memorial Award was established in 1989 to honor Fredrick J. Zeigler, a member of the class of 1976 and an applied mathematics major. The award is given to a pure or applied mathematics student in his or her sophomore or junior year selected by the faculty in pure and applied mathematics. The award recognizes excellence in scholarship as demonstrated in class activities or in the preparation of an original paper or essay in any subject area. Note: Prizes and awards may be subject to federal and state income tax. GRADUATION REQUIREMENTS, ALL OPTIONS To qualify for a Bachelor of Science degree at the Institute, students below, mast saig the add in refue mens lit couns listed undergraduate options; must complete a minimum of 486 units (515 units for chemical engineering); and must achieve a grade-point average of not less than 1.9. Students must also register for the appropriate number of units that results in normal progress toward a B.S. degree. Tuition for the baccalaureate degree is based on 12 terms of residence regardless of unit load each term or if a student completes graduation requirements a terms) early. The 12-term tuition requirement is separate from and in addition to any other degree requirements. Students who are admitted as transfer students or 3/2 students may be granted advanced standing and tuition credit for academic work accepted in transfer to Caltech. However, transfer Undergraduate Information and 3/2 students must enroll for a minimum of six terms at Caltech. Any exceptions must be approved by the undergraduate dean and the provost. Under normal circumstances the core and option requirements for the B.S. degree are those stated in the catalog published in the first year of a student's enrollment at Caltech. Faculty actions or decisions taken through the Faculty Board and the relevant faculty committees may occasionally result in changes to these require-ments. In the event of exceptional circumstances, changes in an individual student's graduation requirements may be sought by petition to the relevant Faculty Representatives) through procedures administered by the registrar. Questions should be addressed to the registrar. Students must register for the Institute requirements in the year specified, unless they have previous credit. If for some reason they are not able to complete the requirements during the proper year, they must register at the earliest possible opportunity. (The Curriculum Committee may in unusual cases excuse undergraduate students from any of the following Institute or option requirements upon presentation of petitions.) The Institute unit system is described in the opening para- graphs of section five of this catalog. Core Institute Requirements, All Options A Caltech education requires not just the depth of an option, but also considerable breadth in basic science, humanities, and social science. Caltech's core curriculum prepares students for the interdisciplinary nature of contemporary research in science and technology. This encourages a culture of problem solving, collabo-ration, and communication while providing valuable experience in all fields of science. Significant study in the humanities and social sciences is an important component of Caltech's core curriculum, giving alumni the ability to navigate the societal, political, and economic factors that influence, and are influenced by, their work The following requirements are applicable to incoming freshmen for 2012-13. Some information for continuing students has been provided as footnotes, but guidance on special cases must be sought. Courses used to satisfy core requirements may not be used to satisfy option electives. The Institute has approved changes to the Core Curriculum for the incoming class entering in 2013. If you are interested, the details may be found in Appendix A on page Course 1. Freshman Mathematics (Ma 1 abc). 2. Sophomore Mathematics (Ma 2 ab) Units .27 18 Graduation Requirements 199 200 3. Freshman Physics (Ph 1 abc). 4. Sophomore Physics (Ph 2 ab or Ph 12 abc') 5. Freshman Chemistry (Ch 1 ab) 6. Freshman Biology (Bi 1 or Bi 1 x) 27 .18 .15 ...9 7. Menu Class (currently Ay 1, Ch/APh 2, ESE 1, EST 2, Ge 1, IST 1, or IST 4). 8. Freshman Chemistry Laboratory (Ch 3 a)3 9. Additional Introductory Laboratory . 10. Scientific Writing 11. Humanities Courses (as defined below).. 12. Social Sciences Courses (as defined below) 13. Additional Humanities and Social Sciences Courses. 14. Physical Education .9 6 6 3 36 36 36 .9 ' Students taking Ph 12 a but not Ph 12 c must take one term in statistical physics or thermodynamics from the list: Ph 2 b, APh 17 a, Ch 21 c, Ch 24 b, or ME 18 a. 2 Bi 8 or Bi 9 are acceptable alternatives to Bi 1 or Bi 1 x for students with a strong background in biology. Students who earned a 5 on the AP Biology exam may also petition the biology option representative to take a higher-level biology course of nine or more unit. to fulfill the biology core requirement. 3 This requirement can also be met by completing Ch 3 x, Ch 4 a, Ch 8, or Ch/ChE 9. 4 This requirement may be met either by taking a course approved by the student's option to satisfy this requirement, or by taking En 84. Menu Classes Menu classes are specifically designed for breadth. The intent of the menu class requirement is to introduce students to a subject that they did not plan to study. In many cases, it is the only class in that subject that they ever take; in other cases, they may decide to take more classes in that subject as a result. Students cannot take a menu class in a subject that they have already taken classes in or in their current option. This requirement must be completed by the end of sophomore year. Introductory Laboratory Requirement All students are required to take at least 12 units of laboratory work in experimental science during their freshman and sophomore years. Ch 3 a (6 units) or Ch 3 & (6 units) shall be taken during the freshman year. The additional 6 units must be chosen from one of the following: APh/EE 9 ab (6 units), APh 24 (6 units), Bi 10 (6 units), Ch 4 ab (9 units), Ch 8 (9 units), Ch/ChE 9 (9 units), EE/ME 7 (6 units), Ge 116 (6 units), Ph 3 (6 units), Ph 5 (9 units), Ph 8 bc (6 units), or a more advanced laboratory. Computational laboratory courses may not be used to satisfy this requirement. Humanities and Social Sciences Requirements All students must complete satisfactorily 108 units in the Division of the Humanities and Social Sciences. Of these, 36 must be in the humanities (art, English, film, history, history and philosophy of science, humanities, music, and philosophy) and 36 in the social sciences (anthropology, business economics and management, eco- Undergraduate Information nomics, law, political science, psychology, social science), in each case divided equally between introductory and advanced courses. The remaining 36 may be drawn from humanities and social sci-ences, including HSS tutorial courses. They may not include BEM 102. They may not include reading courses unless credit has been granted by petition to the humanities or social science faculty. In general, no more than 18 units of freshman humanities may be counted toward the 108-unit requirement. Entering freshmen are required to take two terms of freshman humanities; that is, humanities courses numbered 20 or below in the Catalog. These classes introduce students to the basic issues in the three core disciplines of English, history, and philosophy. Successful completion of two terms of freshman humanities is a prerequisite for all humanities courses, except for foreign languages. It is not a prerequisite, however, for introductory social sciences. The freshman humanities classes may be taken in any two terms of the freshman year. Other humanities courses numbered 30 or greater are open only to students who have fulfilled the freshman humanities requirement. To encourage breadth, students will have to take their two freshman humanities classes in different disciplines, the disciplines being English, history, and philosophy. A student must take 18 units of advanced humanities courses as well. The classes that count as advanced humanities courses are those numbered 90 or above in art history, English, film, history, history and philosophy of science, humanities, music, and philoso-phy. Courses used to fulfill the advanced humanities requirement must be taken for grades. Courses taken on a pass/fail basis will not fulfill the requirement. While beginning, intermediate, and advanced language courses do not count toward the 36-unit humanities requirement, every term receives credit toward the final 36 units of the 108-unit requirement in HSS, except for courses in a student's native language. Since writing is a crucial skill, all humanities courses, with the exception of some foreign languages and courses numbered between 29 and 90, require at least 4,000 words of composition. Instructors give extensive feedback on written work and help students improve their prose. As entering students may not be fully prepared for the writing in freshman humanities, all freshmen and transfer students take a writing assessment before the beginning of the fall term. On the basis of this assessment, some students may be required to pass En 1 ab or En 2 before entering either freshman or advanced humanities classes. Students are required to take two introductory social science courses and 18 units of related advanced undergraduate social science courses. Courses used to fulfill the advanced social science requirement must be taken for grades. Courses taken on a pass/fail basis will not fulfill the requirement. The introductory social science Graduation Requirements 201 202 courses must be drawn from the following list: either An 22 or An 23, Ec 11, Law 33, PS 12, either Psy 15, Psy 16, or Psy 20, SS 13. The 18 units of advanced undergraduate social science courses (numbered 100 and above), in fields following at least one of their introductory courses, must be taken as indicated below: Introductory Course An 22 or 23 Ec 11 Following Course advanced anthropology advanced economics or BEM (except BEM 102) Law 33 PS 12 Psy 15, 16, or 20 SS 13 advanced law advanced political science advanced psychology advanced economics or political science, or BEM (except BEM 102) For instance, a student who has taken An 22 and Ec 11 may use 18 units of advanced anthropology courses, or 18 units of advanced economics, or 9 units of advanced anthropology and 9 units of advanced economics to fulfill the advanced social science requirement. Physical Education Requirement Before graduation, each undergraduate is required to successfully complete 9 units of physical education. This requirement may be satisfied entirely or in part by participation in intercollegiate athletics, or successful completion of physical-education class course work. All grades are issued pass/fail. A maximum of 6 units per term may be applied toward graduation requirements, with the total not to exceed 36 units. Participation as a bona fide member of an intercollegiate team for the period covered by the sport in a given term satisfies the requirement for that term. A broad program of instruction is provided each term. Late registration is permitted during the first week of each term, provided there is space available and with permission of the instructor. Standards for evaluation of student performance will be clearly defined at the beginning of each class. Scientific Writing Requirement The scientific writing requirement can be satisfied by taking an appropriate course offered by any division, or by taking En 84. All options also require a three-unit course in oral communication. Some options combine these two requirements into one course. At the discretion of the option, the scientific writing requirement can be satisfied by three units of additional work associated with a senior thesis, focused on effective written scientific communication. Undergraduate Information Options Requirements Oral Written ÄCM, APh, BE, CS, EE, EAS, ME E 1ї Ay Ay 30 Ay 31 Bi Bi 24 same or CNS/Bi/Ph 107 BEM, Ec, PS BEM/Ec/SS 20 same ChE ChE 126 Ch/ChE 91 Ch Ch 90™ Ch/ChE 9i CNS E 10 E IT OF CNS/B/Ph 107 En, HI, HPS, PI En 84 same GPS Ge 109 Ge 13 Ma Ma 10 Ma Ti Ph Ph 70 same or CNS/Bi/Ph 107 203 Typical First-Year Course Schedule, All Options Differentiation into the various options begins in the second year. Units per term Ist 2nd 3rd Ma 1 abc Ph 1 abc Ch 1 ab Bi 1 Ch 3 a 9 9 9 6 9 9 9 0 6 or 6 or 6 9 9 9 PE Physical education+ 3 3 3 x-Except for the minimum laboratory unit requirement, the number of units chosen here is optional. If a student chooses no electives except physical education and takes the minimum permissible laboratory courses, the total unit requirement will usually be in the range of 39 to 45. First- and second-term freshmen will be limited to 45 units of classroom and laboratory courses. A total load—including electives—of more than 48 units per term is considered a heavy load. Loads of more than 51 units for freshmen or 54 units for upperclass students require approval by the dean of stu-dents. Graduation Requirements 204 1 This course is offered in each of the three terms. Students may also take Ch 3 x. 2 The additional 6 units must be chosen from one of the following: APh/EE 9 ab (6 units). APh 24 (6 units), Bi 10 (6 units), Ch 4 ab (9 units), Ch 8 (9 units), Ch/ChE 9 (9 units), EE/ME 7 (6 units), Ge 116 (6 units), Ph 3 (6 units), Ph 5 (9 units), Ph 8 bc (6 units) or a more advanced laboratory course. 3 Students must take a menu course in their freshman or sophomore year. These courses are offered third quarter only. It is also possible to take one of these courses as an elective. Menu courses currently include Ay 1, Ch/APh 2, ESE 1, EST 2, Ge 1, IST 1 or IST 4. 4 Three terms (9 units) of PE are required for the B.S. degree. Students need not elect to take the required PE in the freshman year. It may be taken in any three terms before graduation. Other First-Year Courses In addition to the required core classes described on the previous pages, freshmen are encouraged to participate in freshman seminar classes, frontier classes, research tutorials and other research opportunities. Starting in the 2011-12 academic year, Caltech began offering a series of freshman seminars in which 10 to 15 freshmen and a faculty member explore in depth an exciting topic in the lab, around a table, or in the field. There will be eight offerings on a wide range of topics, including earthquakes, the Large Hadron Collider, and the physics of music. These courses can be found on page 492. Caltech also offers a series of "frontier courses" that involve a weekly presentation by a faculty member on a topic of current research. These courses often meet at lunch time and serve pizza; hence, students often refer to the courses as "pizza courses." The frontier courses are an opportunity for students to meet the Caltech faculty and to hear about state-of-the-art research projects for the summer or academic year. There are a total of 10 frontier courses offered for freshmen in biology, chemistry, physics, geology and planetary sciences, engineering, computer science, applied and computational mathematics, chemical engineering, bioengi-neering, and electrical engineering. Currently there are three "research tutorials" for freshmen: one in physics, one in biology, and one in chemistry. These tutorials have many of the same features as the freshman seminars. In physics, the research tutorial includes approximately seven freshmen and extends over three academic terms plus the summer. The purpose is to demonstrate how research opportunities arise, are evaluated, and are tested, and how the ideas that survive develop in larger projects. In biology and chemistry, the tutorials are offered in the winter and spring quarters and involve small group discussions on special areas or problems in biology, biotechnology, and chemistry. More than 80 percent of Caltech students participate in research at some point in their academic career. Students may embark on research activities by registering for research credits with a faculty member, by working in a laboratory for pay during the summer or academic year, by completing a senior thesis, or by participating in Caltech's Summer Undergraduate Research Undergraduate Information Fellowship (SURF) program. The SURF program is described on page 28. Aerospace Minor The aerospace minor is intended to supplement one of Caltech's undergraduate degrees and is designed for students who wish to broaden their knowledge beyond their normal major or who may ing" added to their transcripts. Ae Minor Requirements 1. Complete Ae 105 abc. 2. Complete a second three-term 100-level Ae class, chosen from Ae 101 abc, 102 abc, 103 abc, 104 abc, 121 abc, Ae/Ge/ME 160 ab, or 27 units of selected Ae courses approved by the minor adviser. All Ae courses to be applied to fulfill the aerospace minor requirements must be taken for grades, and students must maintain an average grade of B or higher for all courses with no individual grade lower than a C. Courses that are used to satisfy the aerospace minor cannot be used to satisfy course requirements in the major options. Courses taken as part of the aerospace minor are counted toward the total 486-unit Institute graduation require-ments. A typical course sequence would be to take Ae 105 abc and the second Ae course in the senior year. Applied and Computational Mathematics Option The undergraduate option in applied and computational mathematics within the Computing & Mathematical Sciences department is for those students who want to combine their basic studies in mathematics with considerable involvement in applications. This program is designed to give students a thorough training in fundamental computational and applied mathematics and to develop their research ability in a specific application field. The fields of application include a wide range of areas such as fluid mechanics, materials science, and mathematical biology, engineering applications, image processing, and mathematical finance. The training essential for future careers in applied mathematics in academia, national laboratories, or in industry is provided, especially when combined with graduate work, by successful completion of the requirements for an undergraduate degree in applied and computational mathe-matics. The program is similar in general outline to the mathematics option, with additional requirements to ensure a balance between courses that develop mathematical concepts and courses that show the interplay of these concepts with a variety of applications. Complete programs will be worked out with faculty advisers. Graduation Requirements/Applied and Computational Mathematics 205 206 Double Majors Students interested in simultaneously pursuing a degree in a second option must fulfill all the requirements of the ACM option. Courses may be used to simultaneously fulfill requirements in both options. However, it is required that students have at least 63 units of ACM courses numbered 101 and above that are not simultaneously used for fulfilling a requirement of the second option, e. g., requirement 2 in ACM must be fulfilled using courses that are not simultaneously used for fulfilling a requirement of the second option. To enroll in the program, the student should meet and discuss his/her plans with the option representative. In general, approval is contingent on good academic performance by the student and demonstrated ability for handling the heavier course load. Option Requirements 1. Ma 108 ab, ACM 104, ACM 95 abc, ACM 106 abc, and E 10. 2. An approved sequence of three one-quarter courses to be selected from the following: ACM 101, ACM 105 or Ma110a, ACM 113, ACM 114, ACM 116, ACM/ESE 118, ACM 126 ab, ACM 201 ab, ACM 210 ab, ACM 216, ACM 217, Ae/ACM/ME 232 abc, ACM 270. 3. A three-term sequence from the following (or an option repre-sentative-approved three-term combination totaling at least 27 units): Ma 5 abc, Ma/CS 6 abc, Ma 109 abc, Ma 110 abc, Ma 120 abc, Ma 121 abc, EE/Ma 126 ab, EE/Ma/CS 127, CS/EE/Ma 129 abc. 4. One 27-unit 100-or-higher-level course in science or engineering not in ACM or Ma and approved by the student's adviser. 5. Passing grades must be obtained in a total of 486 units, including the courses listed above. Courses satisfying option requirements must be taken for grades (except when courses are only available P/F) and passed with a grade of C- or higher. Typical Course Schedule Units per term 1st 2nd 3rd Second Year Ma 2 ab Sophomore Mathematics Ph 2 ab Sophomore Physics ACM 95 abc Intro. Methods of Applied Math. ACM 11 Intro. to Matlab and Mathematica HSS electives Electives 12 9 12 - - 12 45 9 9 48 9 27 48 Undergraduate Information Third Year Ma 108 ab ACM 104 HSS electives Electives! Fourth Year 1st 2nd 3rd Classical Analysis Linear Algebra and Applied Operator Theory 9 ACM 106 abc Intro. Methods of Comput. Math. 9 18 27 45 45 45 1st 2nd 3rd 36 27 27 45 36 36 HSS electives Electives! ' See items 2, 3, and 4 under option requirements. Double Major Policy Students interested in simultaneously pursuing a degree in a sec nd option must fulfill all the requirements of the ACM option Courses may be used to simultaneously fulfill requirements in both options. However, it is required that students have at least 63 units of ACM courses numbered 101 and above that are not simultaneously used for fulfilling a requirement of the second option, e. g., requirement 2 in ACM must be fulfilled using courses that are not simultaneously used for fulfilling a requirement of the second option. To enroll in the program, the student should meet and discuss his/her plans with the option representative. In general, approval is contingent on good academic performance by the student and demonstrated ability for handling the heavier course load. Applied Physics Option The applied physics option is designed to extend knowledge of the principles of pure physics to applications pertinent to applied physics or engineering. Research in applied physics typically centers on problems of technological concern. The applied physics option draws its faculty from the Divisions of Physics, Mathematics and Astronomy; Engineering and Applied Science; Chemistry and Chemical Engineering; and Geological and Planetary Sciences. The interdisciplinary nature of this option allows a flexibility and range in curriculum, appropriate to the student's particular research interests, that may result in a mixture of courses and research in different divisions. Specific subject areas of interest in the program cover a broad spectrum of physics related to important fields of technology. Photonics areas include multiwavelength fiber telecommunications, integrated microphotonic and nanophotonic devices, holographic data processing and storage, and optical approaches to quantum computation. Solid-state materials and device work is focused on nanostructured materials and devices, wide bandgap semiconduc- Graduation Requirements/Applied Physics 207 208 tors and heterostructures for optoelectronics, photovoltaics, novel memory devices, and spin-dependent transport. Biophysics topics include single-molecule-scale studies of the mechanics of DNA, proteins, and their assemblies. Plasma-physics research is concentrated on spheromak plasmas for fusion application, plasma processes occurring in the sun, and the dynamics of pure electron plasmas. Transport in fluids spans processes at low and high Reynolds numbers, including micro/nanofluidic, optofluidic, or biofluidic devices, optical trapping in fluids, dissipation behavior in cantilever arrays, pattern formation and phase separation in thin-films or bulk layers, cellular, pulmonary, ocular, or cardiovascular flows, thin-film patterned growth by chemical vapor deposition and etching, convection-diffusive problems, aeronautical flows, combustion, etc. The undergraduate curriculum attempts to reflect and maintain a close relationship with the various disciplines. This facilitates a transition to or from any of these, if at any time in the student's course of study and research this would be considered beneficial. Any student whose grade-point average is less than 1.9 at the end of the academic year in the subjects listed below under option requirements may be refused permission to continue work in this option. Option Requirements 1. E 10 and E 11. E 11 can be satisfied by three units of additional work associated with the senior thesis (APh 78 or 79), or by taking En 84 or Ph 70. 2. Any three of the following: APh/EE 9 b, APh 24, Ph 3, Ph 5, Ph 6, or Ph 7. 3. Ph 12 ab and APh 17 c or Ph 12 c, Ph 106 abc, and Ph 125 ab or Ch 125 ab. 4. ACM 95 abc. 5. Either APh 78 abc, or one term of APh 77 and one term of any of the following: APh 77, Ph 77, EE 91, Ch 6, Ae/APh 104 bc, and MS 90. Any substitutions or additions require prior approval of the option representative. eepseen of APh courses 6. One additional three-term sequence of APh courses numbered over 100, which must include one of the following complete sequences: APh 101 abc, APh/MS 105 abc, 114 abc, APh/Ph 115 and APh/Ph/Ae 116, APh/EE 130, 131, and 132, APh 156 abc, 161, 162 plus additional one-term course, APh/EE 183, or APh 190 abc. Note that APh 100 and APh 200 do not satisfy this requirement. Any substitutions or additions require prior approval of the option representative. 7. Passing grades must be earned in a total of 486 units, including the courses listed above. No course in fulfillment of option requirements may be taken on a pass/fail basis. Undergraduate Information Typical Course Schedule Second Year Ph 2 ab Ma 2 ab APh 17 abc Sophomore Physics Sophomore Mathematics HSS electives Laboratory electives! Thermodynamics Other electives Units per term Ist 2nd 3rd 9 9 51 9 51 27 51 Third Year Ph 125 ab Quantum Mechanics APh 110 abc Topics in Applied Physics ACM 95 abc Intro. Methods of Applied Math. HSS electives Other electives 2 12 18 50 9 12 18 50 NI 12 27 50 Fourth Year APh 78 abc or APh 77 Ph 106 abc Senior Thesis, Experimental? 9 Laboratory in Applied Physics? 9 Topics in Classical Physics Electives? HSS electives Other electives 9 9 18 54 54 9 54 " See item 2, option requirements. 2. Se em 6, option requiremen. Suggested Electives Students are encouraged to obtain a well-rounded course of study ursuant to the B.S. degree in applied physics. The option repr entative and/or undergraduate adviser will gladly assist studen in choosing appropriate elective courses. Students ultimately interested in pursuing an advanced degree in applied physics or related fields are encouraged to complete a senior thesis project through APh 78 or 79. Astrophysics Option With the goal of understanding the physical processes that govern the universe, its constituents, and their origins and evolution astronomy uses the apparatus and methodology of physics to gather and interpret data. Theoretical work and technology development round out astrophysics. In what follows, we use the terms "astron-omy" and "astrophysics" interchangeably. Graduation Requirements/ Astrophysics 209 210 The astrophysics option is designed to give the student an understanding of the basic facts and concepts of astronomy today, to stimulate his or her interest in research, and to provide a basis for graduate work in astronomy/astrophysics. The sequence Ay 20, 21 constitutes a solid introduction to modern astrophysics and may be taken either sophomore or junior year, with more advanced courses (Ay 101, 102, plus Ay electives) taken in the junior and senior years. It is desirable for a student to gain as broad a background as possible in related fields of science and engineering. Attention is called to the fact that any student whose grade-point average is less than 1.9 at the end of an academic year in the subjects listed in the Division of Physics, Mathematics and Astronomy may, at the discretion of his or her department, be refused permission to continue the work in this option. Option Requirements 1. Ay 20, 21, 101, 102, 30 or 141, 31, Ph 125 ab, and Ph 106 abc. 2. Ph 3 plus any two of Ph 5, Ph 6, Ph 7, or Ay 105. APh 23 and 24 taken as a pair may be substituted for one of these labs. 3. 63 additional units of Ay or Ph courses. 4. 27 additional units of science or engineering electives, of which 18 must be outside the Division of Physics, Mathematics and Astronomy. Core classes (see pages 199-200) or other introduc-tory-level courses such as CS 1 do not count toward fulfillment of this requirement. 5. Passing grades must be earned in a total of 486 units, including the courses listed above. Courses satisfying requirements 1, 2, and 3 must be taken for grades unless they are pass/fail only. Typical Course Schedule Second Year Ph 12 abc Sophomore Physics or Ph 2 ab and Ph lab Ma 2 ab Sophomore Mathematics Ay 20 Basic Astronomy and the Galaxy Ay 21 Galaxies and Cosmology Ay 30 Intro. to Modern Research Physics Laboratory ACM 95 abc Intro. Methods of App. Math. HSS electives 1st Units per term 2nd 9 10 9 9 3 12 51 3rd Third Year Ph 125 abc Ph 106 abc Ay 101 Ay 105 Quantum Mechanics Topics in Classical Physics The Physics of Stars Astronomy Instrumentation Lab - 12 9 49 9 11 - - 12 36 - - - 10 Undergraduate Information Fourth Year Ay 31 Ay 102 Ay 78 HSS electives Astronomy, physics, or APh electives Written Communication Physics of the Interstellar Medium Astronomy, physics, or APh electives Electives 9 9 9 9-12 9-15 9-15 47-50 36-42 46-52 3 - 9 18-24 9-15 15-21 45-51 45-51 45-51 An ability to present one's work is vital to a successful career in research and teaching. Ay 30 satisfies the oral communications requirement, but for further development, students are also urged to sign up for Ay 141 in their junior and senior years. Ay 31 satisfies the written communication requirement. Students are encouraged (but not required) to undertake research leading to a senior thesis; credit for this work is provided through Ay 78. Non-thesis research credits may be earned through Ay 142 with a maximum of 9 units per term. Computational skills may be acquired through Ph 20-21, Ay 117, Ay 190, ACM 106, or equivalent classes. Suggested Electives The student may elect any course offered in any division in a given term, provided that he or she has the necessary prerequisites for that course. The following courses are useful to work in various fields of astronomy and astrophysics: ACM 95, ACM 106, APh 23/24, Ay 104, Ay 105, Ay 117, Ay 121-127, Ay 190, Ch 125, EE 45, EE 91, EE/Ae 157, Ge/Ay 11 c, Ge 103, Ge/Ch 128, Ge 131, Ge/Ay 132, 133, 137, Ma 4, Ma 112, ME 18 ab, ME 19 ab, Ph 20-22, Ph 77, 101, 127, 129, 136, 199 (this is not necessarily a complete list). Bioengineering Option The undergraduate bioengineering option provides a foundation for graduate studies in the application of engineering principles to the design, analysis, construction, and manipulation of biological systems, and in the discovery and application of new engineering principles inspired by the properties of biological systems. Undergraduate research is encouraged both during the academic year and through participation in summer research programs. Students should present a plan for satisfying all degree requirements to their academic adviser by the end of the third term of the second year. Students with a grade-point average lower than 1.9 will not be allowed to continue in the option except with special permission from the option representative. Graduation Requirements/Bioengineering 211 212 Option Requirements 1. BE 1; BE 159; BE/APh 161; ChE/BE 163; BE/CS/CNS/Bi 191 a. 2. Experimental methods: B1 1 x; BE/EE 189 a; ChE 130. 3. Biology and chemistry: Bi 8; Bi 9; Ch 25; Ch 41 a; Bi/Ch 110. One advanced biology course selected from Bi/Ch 111, Bi/Ch 113, Bi 114, Bi 117, Bi 122, Bi 145 ab, Bi/CNS 150, BE 150. Students may pass out of Bi 8 and Bi 9 via placement exams administered by the biology option. 4. Mathematical and computational methods: ACM 95 abc; CDS 110 a or ChE 105; 9 units selected from CS 1, CS 2, CS 3. 5. 36 units of BE electives (selected from the elective lists below or approved by the student's academic adviser). 6. Communication: E 10; E 11. 7. Courses satisfying option requirements must be taken for grades (except when courses are only available P/F) and passed with a grade of C- or higher. Passing grades must be earned in a total of 486 units. BE Electives BE 98, BE 141, BE 150, BE/Bi 152, BE 153, BE 157, BE/APh 162, Bi/CNS 162, Bi/BE 177, Bi 180, BE/APh/Ph 181, BE/EE 189 b, BE/CS/CNS/Bi 191 b, EE/BE 166, EE/BE 185, Bi/BE 227, Ae/BE 242, BE/Ae 243. Other Relevant BE-Approved Electives Biodevices: EE 112, EE 113, EE 114 ab, APh/EE 9 ab, EE 45, EE 111, EE 151 Biomechanics: ME 19 ab, ME 35 abc, ME 71, Ae/APh/CE/ME 101 abc, Ae/APh/CE/ME 102 abc, Ae/APh 104 abc Synthetic biology: CS 21, Ch 24, ChE/Ch 148, ChE/Ch 164, ChE/Ch 165 Typical Course Schedule First Year Ma 1 abc Ph 1 abc Ch 1 ab Ch 3 a Bi 1 x BE 1 9 - - Units per term Ist 2nd 3rd Freshman Mathematics 9 Freshman Physics General Chemistry 6 Fundamental Techniques of Experimental Chemistry - The Great Ideas of Biology: An Introduction Through Experimentation - 9 Frontiers in Bioengineering - Introductory HSS courses 9 9 9 Physical education 3 30 37 39 Undergraduate Information Second Year Ma 2 ab Ph 2 ab Ch 41 a Ch 25 Bi 8 Bi 9 Sophomore Mathematics Sophomore Physics Organic Chemistry Introduction to Biophysical Introduction to Molecular Biology General and BE electives Physical education Ist Units per term 2nd 3rd 9 9 - 9 - 9 - Third Year ACM 95 abc Introductory Methods of Applied Mathematics Bi/Ch 110 Introduction to Biochemistr ChE/BE 163 Introduction to Biomolecular E 10 Computational methods requirement General and BE electives Technical seminar presentations ChE 130 Biomolecular Engineering Laboratory 42-45 42-45 42-45 Units per term 1st Ind 3rd 12 12 12 12 213 - 9 42-45 42-45 42-45 1st Units per term 2nd 3rd Fourth Year CDS 110 a or ChE 105 BE/EE 189 a BE/CS/- CNS/Bi 191 a BE 159 Introductory Control Theory or Dynamics and Control of 12 Biomolecular Computation Signal Transduction and Biomechanics General and BE Electives Advanced biology and biology lak - - x E11 42-45 42-45 42-45 Graduation Requirements/Biology 214 Biology Option The undergraduate option in biology is designed to build on a solid foundation in mathematics and physical science by providing an introduction to the basic facts, concepts, problems, and methodologies of biological science. The option serves as a basis for graduate study in any field of biology or for admission to the study of medicine. Instruction is offered in the form of participation in the ongoing research programs of the division, as well as in formal course work. Course work emphasizes the more general and fundamental properties of living organisms, and areas of current research interest, rather than the traditional distinct fields within the life sciences. The division encourages undergraduate participation in its research program and believes that research participation should be a part of each student's program of study. Students may elect to prepare an undergraduate thesis (Bi 90). Research opportunities may be arranged with individual faculty members, or guidance may be obtained from a student's individual faculty adviser in the division or from the biology undergraduate student adviser. The requirements listed below for the biology option are minimal requirements. An adequate preparation for graduate work in biology will normally include additional elective research or course work in biology and/or advanced course work in other sciences or in mathematics. Flexibility to accommodate varied individual scientific interests, within the broad scope of biology, is achieved through the provision of elective courses, arrangements for individual research (Bi 22), and tutorial instruction (Bi 23). In addition, arrangements may be made to take courses at neighboring institutions in fields of biology that are not represented in our curriculum. Premedical Program The undergraduate course for premedical students is essentially the same as that for biology students and is intended as a basis for later careers in research as well as in the practice of medicine. It differs in some respects from premedical curricula of other schools; however, it has been quite generally accepted as satisfying admission requirements of medical schools. It is recommended that all students contemplating application to medical school consult with the premed adviser at the Career Development Center or Professor David Chan in the Division of Biology. Option Requirements 1. Bi 8, Bi 9, Bi 117, Bi 122, Bi/CNS 150, and Ch 41 abc. 2. One advanced laboratory course chosen from Bi 123, Bi/CNS 162, Bi 180, Bi 227, or at least 12 units of independent research such as Bi 22. Undergraduate Information 3. Two courses chosen from Bi/Ch 110, 111, 113, and/or Bi/Ch 132. 4. Scientific writing requirement met by taking Bi 24 (six units), CNS/Bi/Ph 107 (nine units), or by taking any other writing course such as E 11 (three units), En 84 or Ge 13 (three units) plus oral presentation at SURF Seminar Day or equivalent, with option representative approval. 5. None of the courses satisfying requirements 1-4 may be taken pass/fail, except Bi 22 and Bi 180. 6. A total of 146 units of biology must be taken and passed (Bi 1, Bi 2, and Bi 10 cannot be counted toward this total), including at least 6 additional bio classes which satisfy the following: a. Distribution requirement: These additional courses must be drawn from at least two of the following course "tracks" defined below. b. At least four of these additional courses (including courses drawn from at least two tracks) must be taken for letter grades. c. At least two of these additional graded courses (from different tracks) must be for at least nine units. 7. Passing grades must be earned in a total of 486 units, including the courses listed above. Biology Tracks Individual classes may be relevant to more than one track, but classes cannot be double-counted toward the distribution require-ment. Courses included in the general option requirements that provide logical background for these tracks are indicated in parentheses; however, these cannot be counted toward the distribution requirement. a. Biochemistry and molecular biology (Bi 8, Bi 9) Bi/Ch 110, 111, 113, 132 (if not taken to satisfy item 3; no double-counting) Bi 129, BMB/Bi/Ch 170 abc, Bi 189, Bi/Ch 206 Note: Ch 24 and Ch 7 or Ch 145 are also recommended for students interested in this track. b. Genetics (Bi 8, Bi 115, Bi 122) Bi 123, 129, 180, 188, 190, 206 Microbial biology subtrack: ESE/Bi 166, ESE/Bi 168 with Bi 180 c. Developmental biology and evolution (Bi 117, Bi 122) Bi 123, Bi/CNS 157, Bi/CNS 158, Bi 182, 188, 190, 204, 214 d. Neurobiology (Bi/CNS/Psy 150) Bi 152, 156, 157, 162, 186, 202, 216, 217, Bi/CNS 184, Graduation Requirements/Biology 215 216 Bi/CNS 220, CNS/Bi 176 Behavior/psychology subcluster: CNS/SS/Psy/Bi 102 ab, CNS/Bi/Psy 120, 131, Bi/CNS 220, Bi 152, Bi 156, 176, 216, 217, CNS/Bi 256 e. Computational and systems biology (Bi/CNS/Psy 150) Ay/Bi 199, Bi/CNS 184, Bi/CNS 220, CNS/Bi/SS/Psy 176, CNS/Bi/EE/CS 186, CNS/Bi/Ph/CS 187, BE/CS/CNS/Bi 191 ab, CNS/Bi 221, CNS/Bi 247, CNS/Bi 256 CS programming courses are highly recommended for those interested in this track. f. Organismal Bi 114, 115, 129, 145 ab, 157, 158, 188, 202, 214 g. Cell biology (B1 9) Bi 113 if not taken to satisfy requirement item 3, 115, 129 Bi 145 ab, 189 h. Interdisciplinary, technology approaches BE/CS/CNS/Bi 191, Bi 177, 206, 227 Planning the Biology Course Schedule Course requirements for biology are designed to be met by students taking Bi 8 and Bi 9 starting in their second year. However, many students interested in biology elect to take these courses in their first year. Students may place out of the option requirement to take Bi 8 or Bi 9 by passing an exam and then earning a passing grade in Bi/Ch 111 or Bi/Ch 113, respectively, instead. The exam for placing out of Bi 8 and Bi 9 is given in the fall term of freshman year and is open to students who have scored a 5 on the advanced placement exam in biology, or who have an unusually strong background in biology, e.g., substantial research experience. Bi 10 is not required for the biology option but is commonly taken by biology students to meet the Institute introductory laboratory requirement. Bi 123 is not required but is recommended for students planning to take any additional courses in genetics. Prerequisites listed for individual biology courses are advisory, not compulsory. They indicate the kind of background that is assumed for the work level of the course. In general they may be waived with the instructor's permission. Ch 24 and Ch 25 are strongly recommended for students interested in postgraduate work in biology, as most graduate programs expect entering students to have taken a course in physical chemistry. Additional courses of potential interest to biology majors include Ge 11 b, BE/APh 161, BE 163, and advanced geobiology courses. Undergraduate Information Typical Course Schedule 9 - 9 9 6 9 - Units per term Ist 2nd 3rd Second Year HSS electives 9 Ma 2 ab Sophomore Mathematics Ph 2 ab Sophomore Physic 9 Ch 41 abc Organic Chemistry Introduction to Molecular Biology - Bi 9 - Bi 10 Cell Biology Laboratory Electives 0-6 9-18 45-51 45-51 42-51 Third Year HSS electives 9 Bi 117 Developmental Biology Bi/Ch 110 Intro. to Biochemistry 12 Bi 122 Genetics Bi 123 Genetics Laboratory 12 Ch 24, 25 Introduction to Biophysical Chemistry Electives 15-21 15-21 27-33 45-51 54-60 45-51 Fourth Year HSS electives Bi 24 Technical Communication - Bi/CNS 150 Neurobiology 10 Electives 23-26 3642 3642 48-51 45-51 45-51 9 9 - Business Economics and Management Option The business economics and management (BEM) option provide students with the analytical tools to operate successfully in a moder volatile business environment. The emphasis is on strategy, design (markets, organizations, networks), finance, and law in a free-market competitive or strategic situation, as well as in a highly politicized environment. Today's business environment is complex; the required courses in this option are therefore highly analytical. The formal nature of the required courses can be complemented by case-study courses. For more information, go to http://www.hss.caltech.edu/ss. Option Requirements 1. Ec 11, PS/Ec 172, BEM/Ec/SS 20 (or a similar writing/oral presentation course), BEM 102, Law 33. 2. BEM 103, BEM 104, and BEM 105. 3. ACM/ESE 118 or Ec 122. 4. Five courses, to be chosen from the menu (may be taken 217 Graduation Requirements/Business Economics and Management 218 pass/fail): BEM courses (excluding the ones listed under [1] and [2] above), Ec 105, 106, 116, 121 ab, 122, 123, 129, 130, 132, 135, 145, Ec/PS 160 abc, PS 12, PS/Ec 173, Psy 15, Psy 20, ACM 113, ACM 116, Ma 112 a, Law 133, 134, 135. Other courses with permission of BEM option representative. 5. 45 additional units of science (including anthropology, economics, political science, psychology, social science), mathematics, and engineering courses; this requirement cannot be satisfied by courses listed as satisfying the introductory laboratory requirement or by any course with a number less than 10 (may be taken pass/fail). 6. Passing grades must be earned in a total of 486 units, including all courses used to satisfy the above requirements. Typical Course Schedule Units per term Ist 2nd 3rd Second Year Ma 2 ab Ph 2 ab Ec 11 BEM 102 Law 33 PS/Ec 172 Sophomore Mathematics Sophomore Physics Menu course Introduction to Economics Introduction to Accounting Introduction to the Law Noncooperative Games Electives! 9 9 9 9 - - - 27 45 Third Year BEM 103 BEM 104 BEM 105 ACM/ ESE 118 Introduction to Finance Options Method in Apied Statistics Electives - 45 9 - 9 27 45 -9 27 45 27 45 - - - - 45 45 - 45 45 Fourth Year BEM/Ec/SS 20 Scientific Writing Electives! 45 45 39 45 ' See option requirements 4 and 5. Chemical Engineering Option The chemical engineering option is designed to prepare its students for either graduate study or research and development work in industry. This is accomplished by providing broad and rigorous raining in the fundamentals of chemical engineering while maintaining a balance between classroom lectures and laboratory expe- Undergraduate Information rience. The program also strives to develop in each student self-reliance, creativity, professional ethics, an appreciation of the societal impact of chemical engineering, and an understanding of the importance of continuing intellectual growth. Chemical engineering involves applications of chemistry, physics, mathematics, and, increasingly, biology and biochemistry. In addition to these disciplines, the chemical engineering curriculum includes the study of applied and computational mathematics, fluid mechanics, heat and mass transfer, thermodynamics, chemical kinetics and chemical reactor design, and process control. Because of this broad-based foundation that emphasizes basic and engineering sciences, chemical engineering is perhaps the broadest of the engineering disciplines. Because many industries utilize some chemical or physical transformation of matter, the chemical engineer is much in demand. He or she may work in the manufacture of inorganic products (ceramics, semiconductors, and other electronic materi-als); in the manufacture of organic products (polymer fibers, films, coatings, pharmaceuticals, hydrocarbon tuels, and petrochemicals); in other process industries; or in the biotechnology, pharmaceuti-cal, or biomedical industries. Chemical engineering underlies most of the energy field, including the efficient production and utilization of coal, petroleum, natural gas, and newer technologies such as biofuels, fuel cells, and solar energy conversion technologies. Air and water pollution control and abatement and the study of climate change, its impacts, and its mitigation are also within the domain of expertise of chemical engineers. The chemical engineer may also enter the field of biochemical engineering, where applications range from the utilization of microorganisms and cultured cells, to enzyme engineering and other areas of emerging biotech-nology, to the manufacture of foods, to the design of artificial human organs. Key educational objectives of our chemical engineering curriculum are to prepare students for professional practice at the forefront of chemical engineering or for graduate school, and to become leaders in engineering, science, academia, business, and public service in a continually changing world. To do this, the curriculum focuses on developing an ability to synthesize and apply knowledge from the many subjects studied to the design of sys-tems, components, processes, or experiments, subject to technical, economic, environmental, and/or social constraints. Problems illustrating the design process are integrated into the core courses. The senior laboratories integrate design with the construction and experimental evaluation of a system, process, or component. Freshman and sophomore students normally take the core courses in mathematics, physics, chemistry, and biology (Ma 1 abc, Ma 2 ab, Ph 1 abc, Ph 2 ab, Ch 1 ab, and Bi 1). They take the sophomore chemistry labs (Ch 3 a [or Ch 3 x] and Ch/ChE 9). Graduation Requirements/Chemical Engineering 219 220 They also take the second-year organic chemistry course (Ch 41 abc) and the basic chemical engineering courses (ChE 62 and ChE 63 ab), and applied and computational mathematics (ACM 95 abc). It is strongly recommended that they also take a course in computer programming (e.g., CS 1, CS 11, or ACM 11). Undergraduate research is emphasized, and students are encouraged, even in the freshman year, to participate in research with the faculty. In order to obtain a basic intellectual background, all students take courses in the fundamentals of chemical engineering through the junior year. During the junior and senior years, students diversify into one of four tracks (biomolecular, environ-mental, materials, or process systems), where they pursue concentrated study in their chosen area of chemical engineering. An optional senior thesis provides an opportunity to pursue independent research and design in lieu of one of the senior laboratories. Attention is called to the fact that any student whose grade-point average is less than 1.9 at the end of an academic year in the subjects listed under the Division of Chemistry and Chemical Engineering may, at the discretion of the faculty in this division, be refused permission to continue the work in this option. Option Requirements 1. Ch/ChE 9, Ch 21 a, 1, Ch 21 b' (or Ch 24)', Ch 41 abc, ChE 62, ChE 63 ab, Ch/ChE 91 (or En 84), ACM 95 abc, ChE 101, ChE 103 abc, ChE 105, ChE 126, three science/engineering electives (two if ChE 90 ab is selected), and one of Ec 11, BEM 102, or BEM 1032. 2. Completion of a track (biomolecular, environmental, process systems, or materials), each consisting of eight science or engineering courses (72 units, including 63 units of engineering courses). Students should inform the executive officer of their track choice by the beginning of the spring quarter of the sophomore year by providing a planned schedule for completion of all degree requirements. Requirements for the tracks are as follows. a. Biomolecular track: ChE/BE 163, Bi/Ch 110, [ChE 130 or ChE 90 ab], and five additional bioengineering or biochemical engineering electives (45 units). ChE 118 and/or ChE 120 may be elected provided the design project undertaken contains a significant biological component. b. Environmental track: two of the core ESE courses [ESE 101, 102, and 103], [ChE 128 or ChE 90 ab, five additional ESE or related courses (45 units). ChE 118 and/or ChE 120 may be elected provided the design project undertaken contains a significant environmental component. c. Process systems track: ChE 118, ChE 120, [ChE 128 or ChE 90 ab], five engineering electives (45 units). d. Materials track: ChE 128 or ChE 90 ab; one course on materials synthesis or processing selected from Ch/ChE 1473, Undergraduate Information ChE 1153, or MS 133; at least one course on the physical basis of structure and properties selected from Ch 120, ChE/Ch 1483, MS 115 ab, MS/APh 120, MS/APh 122, or MS 131; and five additional chemical engineering or materials science elective courses (45 units) selected from CHE 118, ChE 120, ChE/Ch 1553, ChE/Ch 164, ChE/Ch 165, or any MS course. 3. Passing grades must be earned in all courses required by the Institute and the option. None of the courses satistying option requirements may be taken pass/fail. 4. Passing grades must be earned in a total of 515 units, including courses listed above. ' May be taken in junior or senior year. 2 These 9 units partially satisfy the Institute requirements in humanities and social sciences. 3 Given in alternate years. Typical Course Schedule Units per term Ist 2nd 3rd Second Year Ma 2 ab Ph 2 ab Ch/ChE 9 Sophomore Mathematics Sophomore Physics Chemical Synthesis and Characterization for Chemical Engineering Ch 41 abc ChE 62 ChE 63 ab Organic Chemistry chemical Pricen Thermodynamics ACM 95 abc Intro. Methods of Applied Math. HSS electives 9 - - 9 9 9 48 12 - 48 12 48 Third Year ChE 103 abc ChE 101 ChE 105 Ch/ChE 91 Transport Phenomena Chemical Reaction Engineerin; Dynamics and Control of Chemica Scientific Writing 9 9 - Ec 11, BEM 102, or BEM 103 HSS electives - 3 9 9 9 9 9 45 18 48 18 45 Fourth Year ChE 126 Ch 21 ab? - 45 45 9 9 45 221 Chemical Engineering Lab 9 ChE, Ch, track courses, and electives! 9 9 Physical Chemistry 9 Science or Engineering electives 9 HSS electives 9 Electives 9 See option requirements Ch 24 a can be substituted for Ch 21 l Graduation Requirements/Chemical Engineering 222 Chemistry Option Study in the chemistry option leads, especially when followed by graduate work, to careers in teaching and research at colleges and universities, in research for government and industry, in the operation and control of manufacturing processes, and in management and development positions in the chemical industry. A first-year general chemistry course is taken by all freshman students. The emphasis is on fundamental principles and their use in systematizing descriptive chemistry. To satisfy the Institute chemistry requirement, students may substitute at least two terms from Ch 21 ab or Ch 24 or Ch 41 ab for Ch 1 ab only after passing the chemistry placement exam. Exceptions will be granted only by petition to the chemistry curriculum and undergraduate studies committee. Students who did not pass the placement exam may take Ch 1 and Ch 41 simultaneously, but Ch 1 ab must be passed to satisfy the Institute chemistry requirement. The one-term required laboratory course (Ch 3 a) presents basic principles and techniques of synthesis and analysis and develops the laboratory skills and precision that are fundamental to experimental chemistry. The laboratory in the following two terms (Ch 4 ab), normally taken concurrently with Ch 41, introduces the student to methods of synthesis, separation, and instrumental analysis used routinely in research. Qualified students, with the instructor's consent, are allowed to substitute either Ch 4 a, Ch 8, or Ch/ChE 9 for the core requirement of Ch 3 a. Freshmen intending to major in chemistry are encouraged to take Ch 10 abc, which provides an introduction to research activities and opportunities in chemistry for undergraduates. Beyond the freshman year, each student in the chemistry option, in consultation with his or her adviser, selects a suitable course of study under the supervision of the division. The requirements of the option are listed below. A student wishing to deviate from these requirements should submit an alternate curriculum, with justifica-tions, for consideration by his or her adviser and the Chemistry Curriculum and Undergraduate Studies Committee. The chemistry option representative should be consulted for the future scheduling of courses not offered during the current academic year. Undergraduates in the option must also take chemistry courses below the 100 level for a letter grade with the exception of the following courses, which are only offered on a pass/fail basis: Ch 1, Ch 3 a, Ch 90, and, if taken during the first or second terms of the freshman year, Ch 4 ab, Ch 21 ab, Ch 24, and Ch 41 ab. Senior Thesis Students attempting a senior thesis in the chemistry option must complete the following requirements. 1. Three terms (27 units) of Ch 82 are to be completed during the junior and/or senior year of study; continued work from Undergraduate Information research experiences prior to the commencement of the senior thesis is encouraged 2. At the time of registering for the first term of Ch 82, the candidate will submit a short (five-page) proposal delineating his/her project for approval by the research mentor and the Chemistry Curriculum and Undergraduate Studies Committee (CUSC). 3. The candidate will present a short progress report (maximum of five pages) at the end of each of the first two terms of Ch 82, describing the current status of the research work and any results obtained. Upon evidence of satisfactory effort, the student will be allowed to continue his/her senior thesis. 4. A thesis of approximately 20 pages (excluding figures and refer-ences) will be presented to the mentor and the CUSC at the end of the third term of Ch 82. An oral thesis defense will be arranged by the CUSC. The thesis must be approved by both the research mentor and the CUSC. 5. Upon approval by the research mentor and the CUSC, the Ch 91 requirement for graduation may be satisfied by the written thesis and the progress reports from the first two quarters of Ch 82. If the thesis is being completed during the spring quarter of the senior year, a draft of the thesis is to be submitted by Add Day. Double Majors For students simultaneously pursuing a degree in a second option, courses taken as required courses for that option can also be counted as chemistry electives (requirement 3, below) where appropri-ate. However, courses that count toward the electives requirement in the other option cannot simultaneously be counted toward satisfying the elective requirement in chemistry. The courses listed below would constitute a common core for many students in the option. Any student of the chemistry option whose grade-point average is less than 1.9 will be admitted to the option for the following year only with the special permission of the Division of Chemistry and Chemical Engineering. Option Requirements 1. Ch 14 (or ESE 142), Ch 21 abc (or Ch 21 a, Ch 24, and Ch 25), Ch 41 abc, Ch 90. 2. A minimum of five terms of laboratory work chosen from Ch 4 ab, Ch 5 ab, Ch 6 ab, Ch 7, Ch 10 c (if taken freshman or sophomore year), Ch 15, and Bi 10. 3. A minimum of five terms of advanced chemistry electives (which must total at least 45 units) taken for a letter grade from chemistry course offerings at the 100 and 200 level, including cross-listed offerings, but excluding Ch 180 and Ch 280. 4. Passing grades must be earned in the courses that constitute the approved program of study, including those listed above. None Graduation Requirements/Chemistry 223 224 of the courses satisfying option requirements may be taken pass/fail. 5. Passing grades must be earned in a total of 486 units, including courses listed above.' " No more than 27 units of Ch 80 will count toward the 486-unit requirement. Typical Course Schedule Units per term 1st 2nd 3rd Second Year Ch 41 abc Ma 2 ab Ph 2 ab Ch 4 ab Sophomore Mathematics 9 9 9 9 Ch 14 Chemical Equilibrium and Analysis Electives 18.21 45-48 2-12 21-24 45-48 45-48 Third Year Ch 5 a or Ch 5b Ch 15 Advanced Techniques of Synthesis and Analysis Chemical Equilibrium and Analysis Laboratory Ch 21 abc Physical Chemistry or Ch 21 a, Ch 24, Ch 25 Ch 90 Oral Presentation Ch/ChE 91 Scientific Writing Electives 12 - 10 3 17-29 21-36 45-48 45-48 3 33-36 45-48 Fourth Year Ch 6 a or Ch6 b or Ch 7 Physical and Biophys. Chemistry Lab 10 Advanced Experim. Methods in Bioorganic Chemistry Electives 9 45-48 35-48 26-48 45-48 45-48 45-48 This typical program is not specifically required for graduation in the option, nor is it in any sense a complete program. Students are expected to work out individual programs suitable for their interests and professional goals in consultation with their advisers. Several representative programs, including sets of possible electives, are shown below. These may well approximate choices by students who intend to do graduate work in conventional areas of chemistry. Undergraduate Information Suggested Representative Courses of Study for Those Intending Graduate Work in Particular Areas of Chemistry Second Year Third Year Fourth Year Inorganic Chemistry Ch 4 ab, Ch 5 a, Ch 41 abc, Ch 102, Ch 21 abc, Ma 2 ab, Ph 2 ab, HSS elective, other elective Ch 5 b, Ch 14, Ch electives), Ch laboratory, Ch 80, Ch 90, Ch/ChE 91, HSS elective Ch 6 a or 6 b, Ch electives, Ch 80, HSS elective Chemical Physics Ch 4 ab, Ch 21 abc, Ch 6 ab, Ch 14, Ma 2 ab, Ph 2 ab, HSS elective Ch laboratory, Ch 41 abc, Ch elective(s), Ch 80, Ch 90, ACM 95 abc, Ch/ChE 91, HSS elective Ch 125 abc, Ch electives, Ch 80. HSS elective Organic Chemistry Ch 4 ab, Ch 5 a, Ch 41 abc, Ch 102, Ch 14, Ch 21 abc, Ma 2 ab, Ph 2 ab, other elective Ch electives, Ch laboratory, Ch 80, Ch 90, Ch/ChE 91, HSS elective Ch 6 a or Ch 6 b, Ch electives, Ch 80, HSS elective Biochemistry Ch 4 ab, Bi 10, Ch 41 abc, Bi 9, Maz ab, Ph 2 ab, Ch laboratory, Ch 7, Ch 14, Ch 21 a, Ch 24, Ch 25 (or Ch 21 bc), Ch 80 (or Bi 22), Ch 90, Ch/ChE 91, Bi/Ch 110, Bi/Ch 111, Bi/Ch 113, Bi 10, HSS elective Ch 6 a or 6 b, , Ch (Bi) electives, Ch 80 (or Bi 22), HSS elective Computer Science Option and Minor Study in the computer science option within the Computing & Mathematical Sciences department emphasizes rigor and creativity, and is good preparation either for graduate study followed by a research career, or for a variety of professional or entrepreneurial occupations. The option introduces students to the mathematical and engineering foundations of the discipline. It provides considerable flexibility in course selection, together with a capstone project giving an opportunity for independent work in an area of the student's choice. Individual programs will be worked out in consultation with faculty advisers (the materials at www.cs.caltech.edu/academics/undergrad_study.html may be helpful for this purpose). Any student in the computer science option whose grade-point average is less than 1.9 at the end of the academic year in the subjects listed in the option requirements may be refused permission to continue work in the option. Graduation Requirements/Computer Science 225 226 Double Majors Students interested in simultaneously pursuing a degree in a second option must fulfill all the requirements of the computer science option. Courses may be used to simultaneously fulfill requirements in both options. However, it is required that students have at least 63 units of computer science courses numbered 80abc, 81abc, or 114 and above that are not simultaneously used for fulfilling a requirement of the second option, i.e., requirement 3 in computer science must be fulfilled using courses that are not simultaneously used for fulfilling a requirement of the second option. To enroll in the program, the student should meet and discuss his/her plans with the option representative. In general, approval is contingent on good academic performance by the student and demonstrated ability for handling the heavier course load. Option Requirements 1. CS 1; CS 2; CS 4; Ma/CS 6 a or Ma 121 a; CS 11; CS 21 or CS/EE/Ma 129 a; CS 24; CS 38; E 10, E 11. 2. One of the following: a. An undergraduate thesis (CS 80 abc) supervised by a CS faculty member. b. A project in computer science, mentored by the student's academic adviser or a sponsoring faculty member. The sequence must extend at least two quarters and total at least 18 units of CS 81 abc. c. Any of the following three-quarter sequences involving a large project in their last quarter. Each of the sequences is expected to be available yearly, with the exception of sequence vi. i. Databases: CS 121, CS 122, CS 123. ii. VLSI: Either of the three-term sequences CS/EE 181 abc or CS 185 abc. iii. Networking & Distributed Systems: Either CS 141 c or CS/EE 145 combined with two courses chosen from CS 141 ab, CS/EE 143, and CS/EE 144. iv. Learning & Vision: At least three courses chosen from ME/CS 132 a, EE/CNS/CS 148 ab, CS/CNS/EE 154, 155, 156 ab, 159, CNS/Bi/EE/CS 186, CNS/Bi/Ph/CS 187, including at least one of 156 b, 148 b, and 159. v. Graphics: CS/CNS 174 and two other CS 17 x courses. 3. A total of 63 CS units that are not applied to requirement 1, and that are either numbered CS 114 and above or are in satisfaction of requirement 2. 4. In addition to the above requirements, 36 units in Ma, ACM, or CS; 18 units in EAS or Ma; and 9 units not labeled PE or PA. 5. Units used to fulfill the Institute core requirements do not count toward any of the option requirements. Pass/fail grading cannot be elected for courses taken to satisfy option requirements. Passing grades must be earned in a total of 486 units, including all courses used to satisfy the above requirements. Undergraduate Information Typical Course Schedule Second Year Ph 2 ab Ma 2 ab CS 1 CS 2 CS 4 Ma/CS 6 a CS 21 CS 24 CS 38 Units per term 1st 2nd 3rd Sophomore Physics 9 9 Sophomore Mathematics 9 Intro. to Programming Methods' - Fundamentals of Computer Program. - 9 9 - 9 ntro. to Computing System - - 9 introduction to Aleorithm. - 9 HSS electives 9 - 9 Other electives - 9 45 45 36 - - - - - Third Year CS courses 9 CS project 9 9 HSS electives 9 E 10 Technical Seminar Presentations 3 Fourth Year EAS/Ma courses 6- -9 Other electives 9 45 45 39 CS courses - HSS electives 18 EAS/Ma courses Other electives 18 18 45 36 36 "Commonly taken during the fresbman year. Computer Science Minor The computer science minor is intended to supplement one of Caltech's undergraduate degrees and is designed for students who wish to broaden their knowledge beyond their normal major or who may wish to pursue a graduate program involving computer science. Students completing the computer science minor requirements will have the phrase "minor in computer science" added to their transcripts. Minor Requirements Computer Science Minor Requirements 1. CS 1; CS 2; either Ma/CS 6a or Ma 121; and CS 11. 2. CS 24; CS 38; and either CS 21 or CS/EE/Ma 129 a. 3. 9 CS units numbered 114 or above that are not applied to requirement 2. Graduation Requirements/Computer Science 227 228 Courses taken as part of the computer science minor are count- ed toward the total 486 units needed for Institute graduation requirements. A typical course sequence is to take CS 1 and CS 11 during treshman year; Ma/CS 6a and Cs 2 during sophomore year; Cs 2. or CS/EE/Ma 129, and CS 24 during junior year; and then to take CS 38 and one upper-level CS elective during senior year. Control and Dynamical Systems Minor Control and dynamical systems (CDS) may be pursued as a minor concentration by undergraduates who are taking degrees in science, mathematics, or engineering. The CDS minor is intended to supplement one of Caltech's normal undergraduate degrees and is designed for students who wish to broaden their knowledge beyond their normal major or who may wish to pursue a graduate program involving control or dynamical systems. Students completing the minor requirements below in CDS will have the phrase "minor in control and dynamical systems" added to their transcripts and their graduating degree materials. CDS Minor Requirements 1. Complete CDS 110 a and CDS 140 a. 2. Complete nine additional units in CDS courses, chosen from CDS 110 b, 140 b, or 150. 3. Complete a three-term senior thesis approved by the CDS faculty. All CDS courses to be applied to fulfill the CDS minor requirements must be taken for grades, and students must obtain a grade of B or higher. The senior thesis requirement may be satisfied by completing a three-term senior thesis in the student's major option but on CDS subject matter, with the approval of the thesis topic by the CDS option representative, or by taking CDS 90 abc. Courses that are used to satisfy the CDS minor cannot be used to satisfy course requirements in the major options, with the exception that CDS 110 a may be used in EAS options where this is part of their requirements (e.g., ChE, EE, ME) and the senior thesis requirement may be used to satisfy requirements for major options that require a senior thesis. Courses taken as part of the CDS minor are counted toward the total 486 units needed for Institute graduation requirements. A typical course sequence would be to take either CDS 110 a or CDS 140 a in the junior year, followed by the remaining courses and the senior thesis in the senior year. Alternatively, it is possible to take all requirements in the senior year. In addition to the requirements above, CS 1 and CS 2 are highly recommended. Undergraduate Information Economics Option The economics option provides students with an understanding of the basic principles underlying the functioning of economic institutions. It offers a modern and quantitative approach to economics seldom available to undergraduates. The emphasis on economic principles and modern methodology provides students with an excellent preparation for graduate study in economics or for professional study in the fields of business, law, or economics. The option is sufficiently flexible that students can combine their pursuit of economics with studies in engineering, mathematics, or science. The core of the option consists of an economic theory component, a data analysis component, an applied microeconomic component, and a macroeconomic/growth component. Students are strongly encouraged to supplement this core with additional electives in economics, political science, and mathematics. Option Requirements 1. Ec 11 and BEM/Ec/SS 20. 2. Theory: Ec 121 ab and PS/Ec 172. 3. Data analysis: one of Ma 112 a or ACM/ESE 118, followed by Ec 122. 4. Applied microeconomics: one of Ec 105, BEM/Ec 118, Ec 133, Ec 135, or Ec 145. 5. Macroeconomics and growth: one of Ec 123, Ec/SS 129, 130, or Ec 140. 6. 45 additional units of advanced economics and social science courses. (Courses that are used to fulfill the Institute advanced social science requirement [courses numbered 100 and above] will also count toward this requirement.) Students may also take classes from the following list in partial fulfillment of this requirement: any BEM course except BEM 102; ACM 113, ACM 116. Students who take both Ma 112 a and ACM 118 may count one of them under requirement 3 and the other one for this requirement. 7. 45 additional units of advanced science, social science, mathe-matics, and engineering courses. The requirement cannot be satisfied by any course with a number less than 100. 8. Passing grades must be earned in a total of 486 units, including all courses used to satisfy the above requirements. Typical Course Schedule Second Year Ma 2 ab Ph 2 ab - - 229 Units per term Ist 2nd 3rd Sophomore Mathematics 9 Sophomore Physics 9 Menu Course - Graduation Requirements/Economics Ec 11 PS 12 Introduction to Economics Introduction to Political Science Electives Third Year Ec 105 Ec 121 ab PS/Ec 172 Ec 122 Ec 123 Ma 112 a Industrial Organization Theory of Value Game Theory Econometrics Macroeconomics Statistics Electives! Sb659 45 1 18 6-6-61 22-- --66 45 LZ-6-6- 45 81-6 LZ-- SbLZ6- 230 Fourth Year BEM/Ec/SS 20 Scientific Writing Electives! ' See option requirements 5 and 6. Electrical Engineering Option The objective of the undergraduate program in Electrical Engineering at Caltech is to produce graduates who will attain careers and higher education that ultimately lead to leadership roles in academia, industry and government in areas of rapidly advancing interdisciplinary technology related to telecommunica-tions, solid-state, information, computer and electrical systems. The program prepares its students for either graduate study, entrepreneurial careers, or research and development work in government or industrial laboratories. It inspires them to undertake careers and professional practices that provide an opportunity to address the pressing technological needs of society. It accomplishes this by building on the core curriculum to provide a broad and rigorous exposure to the fundamentals (e.g., math, science, and engi-neering) of electrical engineering. EE's other program objectives are multiple. The program strives to maintain a balance between classroom lectures and laboratory and design experience, and it emphasizes the problem formulation, system-design, and solving skills that are essential to any engineering discipline. The program also strives to develop in each student self-reliance, creativity, teamwork ability, professional ethics, communication skills, and an appreciation of the importance of contemporary issues and lifelong intellectual growth. For interested students, there are opportunities to conduct research with a faculty member. Students electing this option will normally choose to take APh/EE 9 ab as a freshman-year elective and the introductory seminar EE 1. The formal study of electrical engineering begins in the sophomore year with circuits and systems, EE 44; digital electron- Undergraduate Information ics, EE/CS 51, 52; semiconductor sensors and actuators, EE 40; the theory and laboratory practice of analog circuits, EE 45; and then a course on feedback control systems, EE 113 or CDS 110 a. The junior year features the fundamentals of signals and systems and digital signal processing, EE 111; probability and random processes, ACM/EE 116; an introduction to analog and digital communica-tons, Et 160; electromagnetic engineering, EE 151; and an analog electronics laboratory, EE 90. In the senior year, the student will be asked to demonstrate his or her ability to formulate and carry out a design project through independent research or either a senior the-sis, EE 80 abc, or two courses selected from the senior project design laboratory, EE 91 ab, EE/CS 53, and CS/EE/ME 75 c. In addition, the student, especially in the senior year, will have a significant opportunity to take elective courses that will allow him/her to explore earlier topics in depth, or to investigate topics that have not been covered previously. (See the "suggested electives" section, page 233. A student whose interests lie in the electrical sciences but who wishes to pursue a broader course of studies than that allowed by the requirements of the electrical engineering option may elect the engineering and applied science option. Attention is called to the fact that any student who has a grade-point average less than 1.9 at the end of the academic year in the subjects listed under electrical engineering may be refused permission to continue work in this option. Double Majors The electrical engineering option allows interested students to declare electrical engineering as one of the majors in a double major pursuit. To enroll in the program, the student should meet and discuss his/her plans with the option representative. In general, approval is contingent on good acadamic performance by the student and demonstrated ability for handling the heavier course load For students simultaneously pursuing a degree in a second option, courses taken as required courses for that option can also be counted as EE electives where appropriate. However, courses that count toward the electives requirement in the other option cannot be simultaneously counted toward satisfying the elective requirement in EE. To qualify for an EE degree, the student would need to complete all option requirements. Option Requirements 1. EE 1, APh/EE 9 ab, E 10, E 11, EE 40, 44, 45, EE/CS 51, 52, EE 90, 111, 151, and 160. 2. ACM 95 ab, ACM/EE 116. 3. EE 113 or CDS 110 a. 4. One term of EE 91. Graduation Requirements/Electrical Engineering 231 232 5. EE 80 abc, or a sequence consisting of CS/EE 143, 144, 145, or a sequence consisting of BE/EE 189 ab, or one course selected from an additional term of EE 91, EE/CS 53, EE 119 c, and CS/EE/ME 75 c (note that CS/EE/ME 75 ab does not satisfy this requirement). 6. In addition to the above courses, 27 units selected from any EE course numbered over 100, or any cross-listed courses numbered over 100 that include EE in the listing. . Passing grades must be earned in a total of 486 units, including ourses listed above Typical Course Schedule! Units per term 1st 2nd 3rd Second Year - Schedule 1 Ph 2 ab Sophomore Physics 9 9 Ma 2 ab Sophomore Mathematics 9 - HSS electives! EE 40 Introduction to Semiconductors and Sensors - - EE 44 Circuits and Systems 9 - - EE 45 Electronics Laboratory 12 - EE 113 Feedback and Control Systems 12 EE/CS 51 Principles of Microprocessor Systems 12 - - EE/CS 52 Microprocessor Systems Laboratory 12 - Electives - 9 48 51 39 Second Year - Schedule 2 Ph 2 ab Ma 2 ab Sophomore Physics 9 - Sophomore Mathematics 9 - EE 40 HSS electives 9 Introduction to Semiconductors and Sensors - EE 44 Circuits and Systems 9 - EE 45 EE 113 Electronics Laboratory 12 - Feedback and Control Circuits 12 ACM 95 ab Intro. Methods of Applied Math. 12 Z- Electives - - 9 48 39 Third Year - Schedule 1 E 10 Technical Seminar Presentations E 11 Written Technical Communication ACM 95 ab Intro. Methods of Applied Math. ACM/EE 116 Intro. to Stochastic Processes EE 151 EE 90 EE 160 Communication-System Fundamentals 3 - 12 9 9 - 9 - -_ 42 -- -3 12 - 9 - - 42 - 9 - - 9 - 18 36 Undergraduate Information Third Year - Schedule 2 E 10 E 11 EE/CS 51 EE/CS 52 3 - 12 - 3 12 9 - - 9 9 EE 151 EE 111 EE 90 EE 160 9 Electives 9 - - - 42 - 9 9 - 42 18 36 Fourth Year (for project) HSS electives! EE 91 ab? Experimental Projeces in Electronic EE electives Electives 9 9 9 12 O. 39 18 36 , 18 36 Fourth Year (for thesis) HSS electives! EE 91 ab? Experimental Projects in Electronic Circuits EE 80 Senior Thesis EE electives Electives 9 9 12 9 3 42 9 36 ' See Institute requirements for specific rules regarding humanities and social sciences. 2 See option requirements 4 and 5. 9 9 36 First-year students interested in electrical engineering should take IPh/EE 9 ab, which is an EE option requirement (though it neer not be taken freshman year) Suggested elective courses for the second, third, and fourth year for various specializations within electrical engineering are given below. Students interested in other areas of specialization or interdisciplinary areas are encouraged to develop their own elective program in consultation with their faculty adviser. Bioengineering Second Year: Bi 9, Bi 10, APh 17 abc. Third and Fourth Year: Bi/Ch 110, Bi/Ch 113, BE 141, EE/BE 166, EE/BE 185, CNS/Bi/EE/CS 186, CNS/CS/EE 188, BE/EE 189 ab. Communications and Signal Processing Second Year: Selected from APh 17 abc, APh 23, APh 24, EE/CS 53. Third and Fourth Year: EE 112, EE/Ma 126 ab, 127 ab, EE 128 ab, 161, 163 ab, 164, 167, EE/APh 131, APh/EE 130, 132, Ma 112 a. Graduation Requirements/Electrical Engineering 233 234 Control Second Year: APh 17 abc. Third and Fourth Year: CDS 110 ab, and selections from EE 112, EE 128 ab, EE 164. Electronic Circuits Second Year: EE 113, CDS 101, APh/EE 183. Third and Fourth Year: EE 114 ab, 124, 125, 153, EE 119 abc, CS/EE 181 abc, and selections from EE 112, CS 185 abc, EE/APh 180, EE 119, EE 160, EE 128 ab. Microwave and Radio Engineering Second Year: APh 23, APh 24, APh 17 abc. Third and Fourth Year: EE 153, EE/Ae 157 ab, EE 114 ab, EE/APh 131, APh/EE 130, 132, APh/EE 183. Optoelectronics Second Year: APh 23, APh 24, APh 17 abc. Solid-State Electronics and Devices Second Year: APh 17 abc. Third and Fourth Year: APh/EE 183, and selections from APh 105 abc, APh 114 ab, EE 153, EE/BE 185, EE 187. Engineering and Applied Science Option The engineering and applied science (EAS) option offers students the opportunity for study in a wide variety of challenging areas of science and technology and includes concentrations in computation and neural systems, environmental science and engineering, and materials science. In addition, the EAS option offers students the possibility of designing a customized course of study that has breadth, depth, and rigor similar to the concentrations listed The aim of the EAS option is to prepare students for research and professional practice in an era of rapidly advancing interdisciplinary technology. The program builds on the core curriculum to combine individual depth of experience and competence in a particular chosen engineering specialty, and a strong background in the basic and engineering sciences, with laboratory and design, culminating in a capstone design experience. It strives to develop professional independence, creativity, leadership, and the capacity for continuing professional and intellectual growth. The first year of the four-year course of study leading to a Bachelor of Science degree is common for all students of the Institute, although freshman elective subjects are available as an introduction to various aspects of engineering and applied science. At the end of the first year, students who elect the EAS option are assigned advisers as close to their expressed field of interest as pos- Undergraduate Information sible, and together with their advisers they develop programs of study for the next three years. Beyond the Institute-wide requirements of physics, mathematics, and humanities, the EAS option requires one year of applied and computational mathematics and a prescribed number of units selected from a wide variety of engineering and applied science courses. Engineering design (synthe-sis), as distinct from analysis, is considered an essential part of every engineer's capability. Advisers will expect students to select a sufficient number of courses that place emphasis on design. Any student in the EAS option whose grade-point average is less than 1.9 at the end of the academic year in the subjects listed in the option requirements may be refused permission to continue to work in the EAS option. Option Requirements Students who have elected the EAS option must either choose one of the approved areas of concentration (see item 6 a below), or by the end of the third term of the sophomore year submit a written proposed customized course of study and obtain approval for it from the EAS option oversight committee (see item 6 b below). The course of study must include each of the following elements: 1. Demonstration of computer programming competency by taking CS 1, or by taking an approved alternative course, or by passing a placement exam administered by the computer science option by first term of sophomore year. 2. a. 27 units of advanced EAS courses with the prefixes Ae, ACM, AM, APh, BE, CE, CNS, CS, CDS, EE, ESE, MS, or ME; and b. 27 additional units of either advanced EAS courses or advanced science courses offered by the biology, CCE, GPS, or PMA divisions. 3. a. 9 units of laboratory courses taken from the following list: APh 77 bc, Ae/APh 104 bc, CE 95, CE 180, CS/CNS 171, 173, and 174, EE 45, EE/CS 52, 53, 54, EE 90, EE 91 ab, ESE 159, MS 90, MS 125, ME 72 ab, ME 90 bc, ME 96; and b. 9 units of additional laboratory courses either from the list in 3 a or from EAS courses with the word "laboratory" in the title, but excluding those courses for which freshman laboratory credit is allowed. 4. ACM 95 abc or Ma 108 abc or Ma 109 abc. None of these course sequences may be taken pass/fail. 5. E 10 or equivalent; E 11 or equivalent. 6. Courses used to satisfy requirements 1-5 above must also satisfy a depth requirement, which must be met by either: Graduation Requirements/Engineering and Applied Science 235 236 a. the concentration requirements listed below for one of the following disciplines: computation and neural systems, environmental science and engineering, and materials science, or b. a customized schedule of requirements that is similarly rigorous to 6 a, has both breadth and depth, and that includes a senior thesis or capstone design project, such as, but not restricted to, EE 80 abc, CS 80 abc, ME 90 abc, or two terms chosen from EE 91 ab and EE/CS 53. To select this alternative, the student must submit a written proposal to, and obtain the approval of, the EAS option oversight committee. This approval must be obtained by the end of the third term of the sophomore year. (Note: Students who meet the depth requirement by satisfying one of the five concentration requirements listed in 6 a will have both the EAS option and the name of the concentration listed on their transcript, while students who satisfy the depth requirement using 6 b will have only the EAS option listed on their transcript.) 7. At least 117 units of EAS courses not including those used to satisfy requirements 3, 4, and 5 above. Concentrations marked with a dagger (t) in the list below include sufficient EAS courses to automatically satisfy this requirement; concentrations marked with an asterisk (*), and also the customized schedule given in 6 b, do not do so, in which case students will have to select sufficient additional EAS courses to bring the total to 117 units. Courses in ChE count toward this requirement. 8. All concentrations and the customized schedule of requirements described in 6 b shall include a major design experience. 9. Passing grades must be earned in at least 486 units, including those listed in requirements 1-8 above. Discipline Concentration Requirements (to satisfy requirements 6 a and 8 above) Computation and Neural Systems* CNS 100, Bi/CNS 150, CNS/Bi/Ph/CS 187, CNS/Bi/EE/CS 186, CNS/CS/EE 188 (or IST 4), EE 111, CDS 101, Bi 8 (or Bi 9). CS 2 is required in addition to CS 1 for the CNS concentration. In addition, the laboratory course Bi/CNS 162 is required. The project for CNS/Bi/EE/Cs 186 shall be organized as a design pro- Environmental Science and Engineeringt Thermodynamics (ChE 63 ab or ME 18 ab), transport processes (ChE 103 abc or ME 19 ab), environmental laboratory (ESE 159); a total of 4 courses covering all three of the areas of environmental chemistry (ESE 142, ESE/Ge/Ch 171, 172, or ESE/Ch/Ge 175), environmental physics (ESE 101, ESE 102, 130-138, ESE/Ge 139, Undergraduate Information or ChE/ESE 158), and environmental biology (ESE 103, ESE/Bi 166, or ESE/Bi 168); ESE 90 (senior thesis), 18 units. ESE 159 satisfies requirement 8. Substitution of courses may be approved at the discretion of the concentration representative, provided they meet the overall EAS requirements. Materials Sciencet APh 17 ab or ChE 63 ab or ME 18 ab, MS 115 ab, MS 90, and three terms of MS 78 (senior thesis, which includes a major design experience). In addition, the student shall complete 45 units from the following list of restricted electives: ME 35 abc, APh 105 abc, APh 114 abc, APh/EE 130, APh/EE 183, Ch 120 ab, Ch 121 ab, Ch 125 abc, Ch/ChE 147, ChE/Ch 148, CS 11, Ge 114 ab, MS 105, MS/APh 120, 122, MS 125, 131, 133, 142, Ph 125 abc. Substitution of courses may be approved at the discretion of the concentration representative, provided they meet the overall EAS requirements. Typical Course Schedules Second Year Ma 2 ab Ph 2 ab - Third Year Units per term 1st 2nd 3rd Sophomore Mathematics Sophomore Physics HSS electives Electives 18 18 36 45 45 45 ACM 95 abc or Ma 108 abc or Ma 109 abc 12 12 12 HSS electives Electives 24 24 24 45 45 45 Technical Seminar Presentations 3 HSS electives Electives 33 33 33 42 45 42 237 Fourth Year E 10 First Year First Term CS 1 Second Term CS 2 Bi 8 Third Term Elective Second Year CNS 100 EE 111 Elective Elective Typical Course Schedules by Concentration Variation of the course schedule from these examples should be made in consultation with the student's academic adviser and must satisfy the discipline concentration requirements listed above. Computation and Neural Systems Bi/CNS 150 Graduation Requirements/Engineering and Applied Science 238 Third Year CDS 101 ACM 95 a CNS 186' ACM 95 b CNS 188 Fourth Year CNS 187 E 10 "Offered biannually. Environmental Science and Engineering First Term First Year CS 1 Second Year ChE 63 a or ME 18 a Engineering elective Third Year ACM 95 a ChE 103 a or ME 19 a ESE core Fourth Year ESE core Materials Science Second Year Third Year Second Term Ch 3 ChE 63 bor ME 18 b Engineering elective ACM 95 b ChE 103 b or ME 19 b ESE core ESE 90 E 10 First Term Second Term APh 17 a APh 17 b MS 115 a MS 115 b ACM 95 a ACM 95 b Restricted elective Restricted elective Bi/CNS 162' ACM 95 c Elective Third Term ESE 1 Engineering elective ACM 95 c ChE 103 c ESE Core ESE lab ESE 90 ESE lab Third Term Restricted elective or MS 90 ACM 95 c Restricted elective or MS 90 MS 78 c MS 133 Fourth Year MS 78 a MS 131 MS/APh 120 MS 78 b E 10 English Option and Minor The option in English provides students with a broad education in English and American literatures, their historical contexts, and different approaches to their study. During the senior year, English writing a substantial research paper. This paper provides the most important means for evaluating a major's progress in the rigorous study of English. The English option provides excellent prepara- Undergraduate Information tion for students seeking careers in law, business, administration, and medicine. The emphasis on writing critical essays helps scientists and engineers develop the communication skills necessary for success in their fields. All students are assigned an adviser who will help them select the courses best suited to their needs, including courses in fields such as history that may be relevant for work in the English option. Students will be expected to consult their adviser before registering for each quarter's work. It is recommended that English majors take at least one English or related course per term. Those who are preparing for graduate work in English should take more than the minimum requirements listed below, and should be prepared to take courses in several periods of English and Americar literature. All courses to be counted toward the option in English must be taken for grades except for a freshman humanities course in English when taken in the first two quarters of the freshman year. Option Requirements 1. En 99 ab. 2. 81 additional units of English courses numbered 99 and above. 27 of these units must include one course in British literature, one course in American literature, and one course in literature before 1850 (En 114, 116, 122, 125, 129). Courses cannot be counted twice in meeting these distribution requirements. Up to nine units of Hum/En 5, Hum/En 6, or Hum/En 7 and/or up to nine units of En 98 may be substituted for up to 18 of the remaining 54 English units. Students may also substitute courses in foreign literature (in the original or in translation) and/or, with authorization of the adviser, related humanities courses numbered above 99, for up to 18 of the remaining 54 English units. 3. 54 additional units of science, mathematics, and engineering courses. This requirement cannot be satisfied by courses listed as satisfying the introductory laboratory requirement or by a course with a number less than 10. 4. Passing grades must be earned in a total of 486 units, including the courses listed above. English Minor Requirements The English minor is designed for students who want to pursue concentrated study in English and/or American literature, without the extensive course work and the senior thesis required by the English option. English minors must take 72 units of English courses. These units may include one freshman humanities course; they may also include one directed reading course (En 98). Students wishing to do a minor in English must declare a minor with the English option representative. All courses to be counted toward the option in English must be taken for grades except for a freshman humani- Graduation Requirements/English 239 240 ties course in English when taken in the first two quarters of the freshman year. Students completing the English minor requirements will have the phrase "minor in English" added to their tran-scripts. 1. 72 units of English courses numbered 99 or above. 2. Nine units of Hum/En 5, Hum/En 6, or Hum/En 7 may be substituted for any nine of the 72 units required for the minor. 3. Nine units of En 98 may be substituted for any nine of the 72 units required for the minor. Environmental Science and Engineering Minor The ESE minor is intended to supplement one of Caltech's undergraduate degrees. It is designed for students who wish to broaden their studies beyond their major to include environmental science and engineering. Students completing the ESE minor requirements will have the phrase "minor in environmental science and engineering" added to their transcripts. ESE Minor Requirements 1. Complete 27 units of ESE 1, 101, 102, or 103 2. Complete 27 additional units of ESE courses (which may include up to 18 units of research under ESE 90, including the required written report). Except for research courses, all ESE courses to be applied to tulfill the minor requirements must be taken for grades, and students must maintain a minimum grade average of B- in this ESE coursework. Courses that are used to satisfy the ESE minor requirements cannot be used to satisfy course requirements in the major. Geology, Geobiology, Geochemistry, Geophysics, and Planetary Science Options The aim of this undergraduate program is to provide thorough training in the geological and planetary sciences and, wherever possible, to integrate these studies with courses in mathematics, physics, chemistry, and biology taken during the student's earlier years at the Institute. Active involvement in research, particularly during the summer, is encouraged. For geologists, field work is important because it provides firsthand experience with geological phenomena that can never be satisfactorily grasped or understood solely from classroom or laboratory treatment. Options are offered n geology, geobiology, geochemistry, geophysics, and planetar cience. Electives permit students to follow lines of special interes in related scientific and engineering tields. T'hose who do well in the basic sciences and at the same time have a compelling curiosity about the earth and the other planets are likely to find their niche Undergraduate Information in these options, especially if they enjoy grappling with complex problems involving many variables. Most students majoring in the earth and planetary sciences now pursue further training at the graduate level. Under the geobiology option, a student can be associated with either the biology or the GPS division. This association formally will only affect which course the students elect to satisfy the Institute-wide oral presentation requirement; all other geobiology option requirements are independent of GPS or biology affiliation. In practice, however, we expect that students' affiliation with one division or another will significantly shape their choice of elective courses. For students beginning their junior year, it is possible to complete the requirements for geochemistry, geophysics, and planetary science options within two years, but there are benefits from starting with the Ge 11 sequence in the sophomore year. Because Ge 120 ab may not be offered every year, students in the geology option may also need to take Ge 106 and Ge 120 a in spring term of their sophomore year in order to prepare for Ge 120 b the following summer. Passing grades must be earned in a total of 486 units, including courses listed below. Any student whose grade-point average in science and mathematics courses is less than 1.9 at the end of an academic year may be refused permission to register in the geological and planetary science options. Double Majors For students simultaneously pursuing a degree in a second option, courses taken as required courses for that option can also be counted as Ge electives where appropriate. However, courses that count toward the electives requirement in the other option cannot simultaneously be counted toward satisfying the elective requirement in GPS. Option Requirements Geology Option Requirements 1. Ge 11 ab, Ge/Ay 11 c or Ge 11 d, Ge 13, 109. 2. ACM 95 abc or a full-year chemistry sequence (Ch 41 abc or Ch 21 abc) and either Ge 108 or ACM/ESE 118. 3. Ge 106, 112, 114 ab, 115 abc, 120 ab. 4. Ge 116 and 111 ab; or Ge 125 and Ge 11 d'. 5. 15 units of elective courses in Ge or cross-listed with Ge. ' If Ge 11 d is used to satisfy requirement 4, students must take Ge/Ay 11 c to satisfy requirement 1. Graduation Requirements/Geological and Planetary Sciences 241 242 Units per term Ist 2nd 3rd Second Year Ge 11 abc Ge 109 Ge 106 Ph 2 ab Ma 2 ab Intro. to Earth and Planetary Sciences Scientific Writing Oral Presentation Intro. to Structural Geology Field Geology Intro.' Sophomore Physics Sophomore Mathematics HSS electives 9 - 9 9 3 - 9 9 9 36 - 9 9 6 - 36 39 Summer Ge 120 b Field Geology Camp' 18 Third Year ACM 95 abc Intro. Methods of Applied Math. Sedimentology and Stratigraphy Ge 114 ab Ge 115 abc Option 1: Ge 111 ab and Ge 116 Petrology and Petrography Applied Geophysics Analytical Techniques HSS electives Z1 12 12 -- 12 12 - 6 12 - 45 39-27 42-33 Fourth Year Option 2: Ge 125 and Ge 11d Geomorphology Geophysics Geology electives HSS electives 12 - - - 9 18-30 6- 9-18 9 15 ' Ge 120 ab is taught in alternate years. Some cohorts of students will take this course in their third vear and the summer following Geobiology Option Requirements 1. Ge 11 ab, Ge/Ay 11 c, Ge 13, 109. 2. Ch 41 abc and Bi/Ch 110. 3. Bi 8-10, 117, 122, ESE/Bi 166, Ge 114 a, Ge/ESE 170, Ge 112. 4. 9 units of geobiology electives from the following list: Bi 123, 180, Ch 4 ab, 5 ab, 15, Ge 121 ab. 5. 27 units of geobiology electives in geology, biology, chemistry, and/or environmental engineering to be chosen in consultation with adviser from the list in 4 (above) or from the following list: Ge 11 d, 40, 41 abc, 100 abc, 106, 114 b, 115 abc, 116, 120 ab, 121 ab, 124 ab, 140, 142, Ge/ESE 149, Ge/B1 244, 246, BMB/Bi/Ch 170, Bi 22, 24, 90 abc, Bi/Ch 111, 113, Bi 115, Undergraduate Information 123, Bi/CNS 150, Bi 152, Bi/CNS 158, Bi 180, 182, 188, 190, 204, Bi/CNS 216, ESE 142, ESE 101-103, 152, ESE/Ge/Ch 171, 172, 175, Ch 4 ab, 5 ab, 7, 14, 15, 21 abc, 24, 25, 112, 145, 146, 154 ab, 212; Occidental College Ge 365. Second Year Ge 11 abc Ge 13 Ge 109 Bi 8 Bi 9 Bi 10 Ph 2 ab Ma 2 ab Intro. to Earth and Planetary Sci. Scientific Writing Oral Presentation ntroduction to Molecular Biolog Cell Biolog HSS electives 1st Units per term 2nd 3rd 9 9 - 9 3 3 - 9 - - - _- 36 9 45 9 39 Third Year ESE/Bi 166 Microbial Physiology Ge 114 a Mineralogy Ch 41 abc Organic Chemistry Ge/ESE 170 Microbial Ecology HSS electives Geobiology electives 243 6- - 9 27 Fourth Year Bi/Ch 110 Bi 117 Bi 122 Ge 112 Intro. to Biochemistry Developmental Biology Sedimentology and Stratigraphy HSS electives Geobiology electives 45 12 - 9 12 9 42 6- 6- - 9 9 9 36 27 - - 18 27 Geochemistry Option Requirements 1. Ge 11 ab and either Ge/Ay 11 c or Ge 11 d, Ge 13, Ge 109. 2. ACM 95 abc or (Ch 41 abc and ACM/ESE 118) or (Ch 21 abc and ACM/ESE 118). 3. Geochemistry students must take a total of 105 units from the core geochemistry list and the geochemistry elective list, including at least three courses from the core geochemistry list'. Core geochemistry: Ge 114 ab', 140, Ch 41 a, 21 a, ESE/Ge/Ch 171, Ge/ESE 149, Ge 116. • Geochemistry electives: Ch 41 bc, 21 bc, 4 ab, 6 ab, 8, 14, 15, 102, Ch/ChE 9, ChE 63 ab, ESE 142, Ge/ESE 143, ESE 103, Ge/ESE 154, ESE 159, Graduation Requirements/Geological and Planetary Sciences 244 ESE/Ge/Ch 172, 175, Ge 106, 115 abc, 120 ab, 127, 128, 191, 212, 214, 215, 232, 236, Ge/Ay 132, APh 17 abc, MS 105, 115 ab, 125, 131, 133, MS/ME 161. 'Any units from either Ch 41 or Ch 21 that are used to satisfy requirement 2 may not be used to satisfy requirement 3. 2 Students must take both Ge 114 a and Ge 114 b to count as one core geochemistry course. Units per term Ist 2nd 3rd Second Year Ge 11 abc Ge 13 Ge 109 Ph 2 ab Ma 2 ab Intro. to Earth and Planetary Sci. Scientific Writing Oral Presentation Geochemistry core or electives Sophomore Physics Sophomore Mathematics HSS electives Third Year ACM 95 abc Intro. Methods of Applied Math. HSS electives Geochemistry core or electives 9 9 - - 9 3 3 9 9 45 45 33 12 9 18 39 18 39 12 18 39 Fourth Year HSS electives Geochemistry electives 18 18 18 Geophysics Option Requirements 1. Ge 11 ab, Ge/Ay 11 c, Ge 13, 109. 4. 27 units of physics or mechanics electives: any non-GPS course numbered 100 or greater, relevant to the option and approved by the option representative, including ME 65, 66, AM 125 abc, Ae/Ge/ME 160, Ph 106 abc. 5. 36 units of geophysics electives (selected in consultation with adviser): Ge 161-168, Ge 211, 200-level courses. Units per term 1st 2nd 3rd Second Year Ge 11 abo Ge 13 Ge 109 Ph 2 ab Ma 2 ab Intro. to Earth and Planetary Sciences Scientific Writing Oral Presentation Sophomore Physics Sophomore Mathematics HSS electives 9 - 3 3 9 36 36 24 Undergraduate Information Third Year Ge 111 ab Ge 11 d Fourth Year Physics or mechanics electives 9 9 9 HSS electives Applied Geophysics Seminar 9 9 9 Geophysics 18 33 27 Geophysics electives HSS electives 18 18 9 9 9 27 27 18 Planetary Science Option Requirements 1. Ge 11 ab, Ge/Ay 11 c, Ge 13, 109. 2. ACM 95 abc. 3. 27 units of advanced science courses selected from Ae/APh/CE/ME 101 abc, Ae/Ge/ME 160 ab, Ch 21 abc, Ph 101, 106 abc, 125 abc, which must include two consecutive terms of one of the multiterm courses. 4. 63 units selected from Ge 11 d, 102, Ge/Ch 128, Ge 131, Ge/Ay 132, Ge/Ay 133, ESE 101-103, Ge 150, 151, ESE 130, ESE/Ge 139. 5. 27 units of additional science and engineering courses (selected in consultation with adviser and planetary science option repre-sentative), appropriate Ge courses, any of the courses listed above, or any of the following: ACM 101, ACM/ESE 118, ME 35 abc, APh 17 abc, Ay 20, 21, 101, 102, ChE 63 ab, Ch 6 ab, CS 1-3, Ma 112 ab, ME 18 ab, 19 ab, 65, 66, AM 125 abc. Units per term 1st 2nd 3rd Second Year Ge 11 abc Ge 13 Ge 109 Ph 2 ab Ma 2 ab Intro. to Earth and Planetary Sci. Scientific Writing Oral Presentation Sophomore Physics Sophomore Mathematics HSS electives 9 - - 9 3 3 - 9 36 9 36 24 Third Year ACM 95 abc Intro. Methods of Applied Math. HSS electives Advanced science Planetary science 12 12 9 18 48 39 12 9 9 9 39 Fourth Year HSS electives Planetary science Additional science and engineering 9 9 27 27 27 245 Graduation Requirements/Geological and Planetary Sciences 246 GPS Minor Requirements The GPS minor is intended for non-GPS undergraduates to supplement a major degree with knowledge of earth and planetary science. Students completing the GPS minor will have the phrase "minor in Geological and Planetary Sciences" added to their tran-script. Any student interested in a minor in GPS is urged to contact any option representative in the division. 1. Ge 11 a and Ge 11 b. 2. One of Ge 11 c or Ge 11 d. 3. 27 units of 100-level or higher GPS courses, excluding Ge 108 and Ge 109. History Option and Minor The history option allows students to study past societies and their development in more depth than can be done within the limits of the Institute humanities requirements. With the guidance of a faculty member in history, students taking the option explore the range of human experience, in the realms of politics, culture, reli-gion, and economics, that lies outside the realm of science and tech-nology. They also learn the critical reading and thinking skills, and the facility in writing, that are central to the historical enterprise. The history option thus provides students with an important supplement to the scientific training and technical skills they acquire in other courses and options. In addition, it offers excellent preparation for careers in business, administration, law, journalism, or public affairs, as well as a solid foundation for graduate work in history. History majors must take at least 99 units of history courses (including freshman humanities) during their four years as under-graduates. Of these, 27 must be in the senior tutorial (H 99 abc). All courses to be counted toward the history option must be taken for grades except for a freshman humanities course in history when taken in the first two quarters of the freshman year. Each history major will choose an area of concentration in consultation with his or her adviser and the history option repre-sentative. These areas might include, but are not restricted to, fields such as ancient history, medieval Europe, early-modern Europe, modern Europe, Russian history, American history pre-1865, American history post-1865, early-modern history of science, modern history of science, or economic history. He or she must take 63 units of courses in this area; 27 of these units must be in the senior tutorial H 99 abc. The senior tutorial will culminate in a research paper. Each student must take the remaining 36 units of history required by the option in areas other than the area of concentra-tion, again defined in consultation with his or her adviser and the history option representative. These areas may include not only fields within the discipline of history proper, but also useful cognate fields such as economics, political science, anthropology, law, English, or a foreign language. Undergraduate Information A student considering the history option when he or she comes to Caltech will be well advised to take one course from Hum/H 1, 2, 3, or 4. In the sophomore year, the student should take upper-level history courses, but this is also a good time to pursue the study of English or philosophy, to begin or continue a foreign language, and to do introductory work in the social sciences. A student will normally make a commitment to an area of concentration early in the junior year. At the beginning of the senior year, a history major will enroll in H 99 abc with a faculty member in his or her area of concentration. The first term of this course will be devoted to preparation, the second to research, and the third to the writing of a substantial research paper. Option Requirements 1. H 99 abc. 2. 72 additional units of history courses numbered 99 or above. Up to nine units of Hum/H 1, 2, 3, or 4 and/or up to nine units of H 98 may be substituted for up to 18 of these units. 3. 63 of the total history units, including H 99 abc, must be in an area of concentration, as defined in consultation with the student's adviser and the history option representative. 4. 36 of the total history units must be in an area or areas other than the area of concentration, as defined in consultation with the student's adviser and the history option representative. H 99 abc may not be used to fulfill this requirement. 5. 54 additional units of science, mathematics, and engineering courses. This requirement cannot be satisfied by courses listed as satisfying the introductory laboratory requirement or by menu courses. 6. Three units of oral communication. En 84 satisfies this requirement, as do oral communication courses offered by other options. 7. Passing grades must be earned in a total of 486 units, including the courses listed above. History Minor Requirements The history minor is designed for students who want to pursue concentrated study in history without the extensive course work and the senior thesis required by the history option. History minors must take 72 units of history courses. These units may include one treshman humanities course; they may also include one directed reading course (H 98). All courses to be counted toward the history minor must be taken for grades except for a freshman humanities course in history when taken in the first two quarters of the freshman year. Students wishing to do a minor in history must declare a minor with the history option representa-tive. Students completing the history minor requirements will have the phrase "minor in history" added to their transcripts. Graduation Requirements/History 247 248 1. 72 units of history courses numbered 99 or above. 2. Nine units of Hum/H 1, 2, 3, or 4 may be substituted for any nine of the 72 units required for the minor. 3. Nine units of H 98 may be substituted for any nine of the 72 units required for the minor. History and Philosophy of Science Option and Minor The option in history and philosophy of science (HPS) provides students with a broad education in the historical and philosophical issues arising in connection with science and technology. Students take courses addressing fundamental questions about scientific concepts and practice, such as the following: Tò what extent was the scientific revolution revolutionary? What is a scientific explanation and how do scientists go about constructing and justitying one? How have conceptions of scientific experimentation changed over time? How and why did modern physics (or chemistry or biology) emerge in the form that it did? How should the theory of evolution inform our conception of the modern mind and brain? What role can the neurosciences be expected to play in solving the "mind-body" problem? The option thus aims to give students a broad basic understanding of the ways in which science is practiced and the ways in which that practice has changed over time. It is designed to complement the regular curriculum at Caltech, offering students the opportunity to enlarge upon and to contextu-alize the strong technical skills they acquire in other courses and options. The HPS option provides excellent preparation for students going into law, business, medicine, and public affairs, as well as solid preparation for graduate work in the history and/or philosophy of science. In addition, and because of its emphasis on essay writing and the formulation of complex philosophical and historical arguments, it aids budding scientists and engineers in developing the writing and communication skills that are increasingly vital today. Option Requirements 1. Hum/H/HPS 10, HPS 102 ab, HPS/Pl 120, and HPS 103 (normally for 9 quarters). HPS 102 b fulfills the Institute scientific writing requirement. 2. Three advanced courses in the history of science, chosen from HPS/H offerings with a course number of 98 or higher (see note 2). 3. Tie dancin courses in phil suhy scien chase from note 2). 4. 45 units of courses in science, mathematics, and engineering. This requirement cannot be satisfied by courses listed as satisfy- Undergraduate Information ing the introductory laboratory requirement or by a course with a number less than 10. 5. Passing grades must be earned in a total of 486 units, including all courses used to satisfy the above requirements. Explanatory Notes 1. It is desirable that students enter the option in their sophomore year. However, students may also enter the option in their junior year if they can complete the option's requirements in time for graduation. 2. No more than nine units of HPS 98 may be counted toward the HPS major. Typical Course Schedule First Year It is recommended that students intending to follow the HPS option take Hum/H/HPS 10 as one of their freshman humanities courses. Students making the decision to take this option in their capy s postel in tuld yeke Hum//HPS 10 and iPS/RI 120 as Units per term Ist 2nd 3rd Second Year Ma 2 ab Sophomore Mathematics Sophomore Physics Introduction to History of Science HPS/PI 120' Introduction to Philosophy of Science Advanced HPS/history Public Lecture Series 9 9 9 - - 9 -- 9 Ec 11 or PS 12 Introductory Social Science Other electives Third Year HPS 103 I- 9 46 1 - T- 8I- 9 1 9 46 27 46 Public Lecture Series Advanced HPS/history Advanced HPS/philosophy Science, math, engineering Advanced social science? Other electives 1 9 1 18 46 9 - 18 46 - 18 46 Fourth Year HPS 103 Public Lecture Series HPS 102 ab' Senior Research Seminar Advanced social science? 1 1 12 1 12 9 Graduation Requirements/History and Philosophy of Science 249 250 Science, math, engineering Other electives 27 46 18 40 18 40 Note: Not all required courses are offered each term; students should consult the current catalog to determine which terms required courses are being offered, and should construct their course plan for the year accordingly. 'If not taken in first year; otherwise one additional HIPS or elective. 2 It is recommended that students choose their advanced social science electives from among courses that will enlarge their perspective on topics related to HPS (e.g., Ec/SS 129, Ec/SS 130, Psy 101, Psy 125, Psy/CNS 130, PS 120, PS 121, PS 122, An 22). 3 HPS 102 ab may be taken in any two consecutive terms in the senior year. Students should coordinate with their HPS adviser to determine their course schedule History and Philosophy of Science Minor Requirements The minor in history and philosophy of science (HPS) is designed for students who want to pursue concentrated study in HPS without the extensive course work and the senior thesis required by the HPS option. HPS minors must complete 72 units of HIPS courses. These may include Hum/H/HPS 10 and up to nine units of advanced reading in HPS (HPS 98). Freshman humanities courses other than Hum/H/HPS 10 may not be counted toward an HPS minor. Students wishing to do a minor in HPS must declare a minor with the HPS option representative. Those completing the HPS minor requirements will have the phrase "minor in history and philosophy of science" added to their transcripts. 1. 72 units of HPS courses numbered 99 or above. 2. Nine units of HPS 98 may be substituted for any nine of the 72 units required for the minor. 3. Nine units of Hum/H/HPS 10 may be substituted for any nine of the 72 units required for the minor. Independent Studies Program The Independent Studies Program (ISP) is an undergraduate option that allows the student to create his or her own scholastic requirements, under faculty supervision, and to pursue positive educational goals that cannot be achieved in any of the other available options. A student's program may include regular Caltech courses, research courses, courses at other schools, and independent study courses (item 5, next page). In scope and depth, the program must be comparable to a normal undergraduate program, but it need not include all of the specific courses or groups of courses listed in the formulated Institute requirements for undergraduates. The Curriculum Committee, a standing committee of the faculty, has overall responsibility for the program. In addition, each student has his or her own committee of three advisers, two of whom must be professorial faculty. Application material may be obtained at the Registrar's Office or from the dean of students. Undergraduate Information Administrative Procedures and Guidelines 1. An interested student must recruit three individuals, representing at least two divisions of the Institute, who approve of his or her plans and agree to act as an advisory "committee of three." The committee of three forms the heart of the program and bears the chief responsibility for overseeing the student's progress. The chair and one other member must be on the professorial staff. The third member may be any qualified individual, such as a postdoctoral fellow, graduate student, or faculty member of another institution. 2. The student must submit a written proposal to the dean of students, endorsed by the committee of three, describing his or her goals, reasons for applying, and plan of study for at least the next year. If persuaded that the proposal is sound and workable, the dean endorses it and passes it on to the Curriculum Committee. This committee, in turn, reviews the proposal and, if it is acceptable, assumes responsibility for oversight of the program. 3. To implement the program, a written contract is now drawn up between the student, the committee of three, and the Curriculum Committee. This contract includes the agreed-upon content of the student's program and the methods for ascertaining satisfactory progress for those parts of the student's program that are not standard Institute courses. This contract may of course be amended, but any amendments must be approved by the committee of three and the Curriculum Committee. Copies of each student's contract and of all amendments thereto, along with all ISP records for each student and his or her transcript, are kept in the permanent files of the Registrar's Office. Passing grades must be earned in a total of 486 units. 4. The progress of each student in the ISP is monitored each quarter by the registrar, and any deviations from the terms of the contract are reported to the chair of the Curriculum Committee. Standards for acceptable progress and for satisfactory completion of the terms of the contract are the responsibility of the Curriculum Committee. When the Committee is satisfied that the terms of the contract have been fulfilled by the student, it recommends the student to the faculty for graduation. 5. A plan of study may include special ISP courses to accommodate individual programs of study or special research that falls outside ordinary course offerings. In order that credit be received for an ISP course, a written course contract specifying the work to be accomplished, time schedule for progress reports and completed work, units of credit, and form of grading must be agreed upon by the instructor, the student, and the committee of three, and submitted to the registrar prior to initiating the work in the course. ISP courses are recorded on the Graduation Requirements/Independent Studies 251 252 student's transcript in the same manner as are other Caltech courses. 6. ISPs are intended for multiyear programs. Accordingly, the curriculum committee urges students contemplating an ISP to submit their petition during their second year and will not normally consider such petitions any later than the first term of the student's third year. Mathematics Option The four-year undergraduate program in mathematics leads to the degree of Bachelor of Science. The purpose of the undergraduate option is to give students an understanding of the broad outlines of modern mathematics, to stimulate their interest in research, and to prepare them for later work, either in pure mathematics or allied sciences. Unless students have done very well in mathematics courses in their freshman and sophomore years, they should not contemplate specializing in mathematics. Since the more interesting academic and industrial positions open to mathematicians require training beyond a bachelor's degree, students who intend to make mathematics their profession must normally plan to continue with graduate study. Some students use their background in mathematics as an entry to other fields, such as physics, computer science, statistics, economics, business, finance, medicine, or law. The schedule of courses in the undergraduate mathematics option is flexible. It enables students to adapt their programs to their needs and mathematical interests and gives them the opportunity to become familiar with creative mathematics early in their careers. In particular, students are encouraged to consider courses in areas such as applied and computational mathematics, physics, finance, economics, control and dynamical systems, computer science, electrical engineering, and computation and neural systems. During each term of their junior and senior years, students normally take 18 units of courses in mathematics or applied and computational mathematics, including the required courses Ma 108 abc and 109 abc. Any course listed under applied and computational mathematics is regarded as an elective in mathematics and not as an elective in science, engineering, or humanities. Those who have not taken Ma 5 as sophomores must do so as juniors. Overloads in course work are strongly discouraged; students are advised instead to deepen and supplement their course work by independent reading A student whose grade-point average is less than 1.9 at the end of the academic year in the subjects under mathematics and applied and computational mathematics may, at the discretion of the department, be refused permission to continue work in the mathematics option. Undergraduate Information Option Requirements 1. Ma 5 abc, Ma 10, Ma 108 abc, Ma 109 abc. 2. Ma/CS 6 a or Ma 121 a. 3. Ma/CS 6 c or Ma 116 a or Ma/CS 117 a. 4. 45 additional units in Ma or ACM numbered 90 or above (other than Ma 98). Courses in other options with high mathematical content may be used to fulfill this requirement with the approval of the executive officer for mathematics. Of these 45 units, at most 18 can be in ACM or other courses outside Ma. 5. Math majors must take two quarters (18 units) of a single course, chosen from the Ma course listings with numbers between 110 and 190, inclusive. (In years where one of these courses is given as a one-term course only, it cannot be used to satisfy this requirement.) These two quarters may be used to meet requirements 2, 3, or 4. 6. Unlike courses satistying requirements 4 and 5, which may be taken pass/fail, none of the courses satisfying requirements 1-3 may be taken on a pass/fail basis. 7. Passing grades must be earned in a total of 486 units, including the courses listed above. Typical Course Schedule Units per term Ist 2nd 3rd Second Year Ma 2 ab Ph 2 ab Ma 5 abc Sophomore Mathematics Sophomore Physics Introduction to Abstract Algebra HSS electives Electives! 9 253 9 45 27 45 Third Year Ma 10 Ma 108 abc Ma/CS 6 ac Oral Presentation Classical Analysis Introduction to Discrete Mathematics HSS electives Electives! 45 3 9 18 48 27 45 18 45 Fourth Year Ma 109 abc Introduction to Geometry and Topology HSS electives Electives! 9 27 45 9 9 27 45 27 45 ' Includes menu course (second year, if not taken in freshman year). Also must include courses to meet option requirements 4, 5. Graduation Requirements/Mathematics 254 Mechanical Engineering Option The objective of the undergraduate program in Mechanical Engineering at Caltech is to produce graduates who will attain careers and higher education that ultimately lead to leadership roles in academia, industry and government in areas of rapidly advancing interdisciplinary technology related to fluid, solid, thermal and mechanical systems. The program prepares students for graduate school and professional practice and inspires them to undertake careers that provide an opportunity to address the pressing technological needs of society. Specifically, the program builds on Caltech's core curriculum to combine individual depth of experience and competence in a particular chosen mechanical engineering specialty with a strong background in the basic and engineering sci-ences. It maintains a balance between classroom lectures and laboratory and design experience, and emphasizes the problem-for-mulation and solving skills that are essential to any engineering discipline. The program also strives to develop in each student self-reliance, creativity, leadership, professional ethics, and the capacity for continuing professional and intellectual growth. For interested students, there are opportunities to conduct research with a faculty member. The outcome of the undergraduate program is to prepare the student to build on a fundamental education in physics, mathe-matics, chemistry and biology and to apply those principles to the solution of open ended engineering problems; to design, analyze, measure, and evaluate fluid, thermal and mechanical systems; to work effectively as part of a team; to communicate effectively; to apply ethical considerations; and to understand the broader impacts of engineering developments, including societal, cultural and environmental concerns. Mechanical engineering is the branch of engineering that is generally concerned with understanding forces and motion, anc their application to solving problems of interest to society. The field includes aspects of thermodynamics, fluid and solid mechan-ics, mechanisms, materials, and energy conversion and transfer, and involves the application of physics, mathematics, chemistry, and increasingly, biology and computer science. Importantly, the field also emphasizes the process of formulation, design, opti-mization, manufacture, and control of new systems and devices. Technical developments in the last decade have established the importance of interdisciplinary engineering and science, and as a result, new technical disciplines within mechanical engineering have emerged. These new areas build on an understanding of the tundamental behavior of physical systems; however, the tocus of this work is at the interfaces between traditional disciplines. Examples of the new disciplines include: micro- and nano-mechanical systems, simulation and synthesis, integrated complex distributed systems, and biological engineering. Undergraduate Information Mechanical engineers can be found in many fields including automotive, aerospace, materials processing and development, power production, consumer products, robotics and automation, semiconductor processing, and instrumentation. Mechanical engineering can also be the starting point for careers in bioengi-neering, environmental and aeronautical engineering, finance, and business management. The mechanical engineering option is accredited by the Engineering Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012, (410) 347-7700. At the end of the first year, students who elect the mechanical engineering option are assigned advisers as close to their expressed field of interest as possible, and together they develop programs of study for the next three years. A student whose interests relate to mechanical engineering, but who wishes to pursue a broader course of study than that allowed by the requirements below, may elect the engineering and applied science option. Attention is called to the fact that any student whose grade-point average is less than 1.9 at the end of the academic year in the required courses listed below may be refused permission to continue work in this option. Option Requirements 1. E 10, E 11. 2. ACM 95 abc. 3. 9 units from ACM 11, CS 1, CS 2, CS 11, EE/CS 51, Ph 20-22. 4. ME 35 abc, 18 ab, 19 ab, 71, 170, ME 65 or MS 115 b, and CDS 110 a. 5. 9 units of ME 96 and 9 units of additional engineering labora-tory' (such as CS/EE/ME 75 abc, MS 90, ME 72 b), or an experimental senior thesis (ME 90 abc). 6. In addition to the above courses, 27 units selected from Ae/APh/CE/ME 101 abc, Ae/AM/CE/ME 102 abc, Ae/ME 120 ab, AM/CE 151 ab, CS/EE/ME 75 abc, CDS 110 b, CDS 140, EE/BE 185, E/ME 103, E/ME 105 ab, EST/EE/ME 109 ab, ME 66, 72 a (only if ME 72 b is completed), 90 abc, 91 abc, 115 ab, 118, 119 ab, MS 115 a, or an advanced engineering course approved in advance by the mechanical engineering fac- 7. A design project. This requirement may be fulfilled by taking one of the following: ME 72 ab, E/ME 105 ab, CS/EE/ME 75 abc. When appropriate, students may also seek consent from the ME undergraduate option representative and the student's adviser to fulfill this requirement by taking ME 90 abc, ME 91 abc, or another suitable project course. 8. Units fulfilling requirements 5, 6, and 7 need not be unique. For example, E/ME 105 ab fulfills requirement 7 and counts as 9 units towards requirement 6, and ME 72 ab fulfills require- Graduation Requirements/Mechanical Engineering 255 256 ment 7 and counts as 9 units towards each of requirements 5 9. None of the courses satisfying requirements through 7 may be taken pass/fail, unless they are only offered pass/fail. 10. Passing grades must be earned in a total of 486 units, including courses listed above. 'Excluding courses for which freshman laboratory credit is allowed. Typical Course Schedule Units per term Ist 2nd 3rd Second Year Ma 2 ab Sophomore Mathematics Ph 2 ab Sophomore Physics HSS electives Menu class - ME 35 abc Statics and Dynamics ME 18 ab ME 71 - 99 Troducin to Einginering Design - - 36 45 45 Third Year ACM 95 abc Intro. Methods of Applied Math. 12 12 12 ME 19 ab E 10 Fluid Mechanics 9 HSS electives 9 Elective 9 Laboratory - - 9 Technical Seminar Presentation E 11 Fourth Year Written Technical Communication 3 - 36 39 39 ME 65 Mechanics of Materials 9 CDS 110 a Introductory Control Theory 12 - ME 96 Mechanical Engineering Lab HSS electives 9 ME electives Electives 18 18 48 36 36 - - - - Suggested Electives Elective courses for the third and fourth year should be selected in consultation with the student's faculty adviser to pursue an interdisciplinary topic or a specialization of interest to the student. Such specializations include micro- or nanomechanical systems, simulation and synthesis, integrated complex distributed systems, kinematics, dynamics, fluid mechanics, solid mechanics, mechanical systems, control systems, engineering design, thermal systems, energy systems, combustion, or biological engineering. Undergraduate Information Philosophy Option and Minor The philosophy option provides students with a broad education in philosophy. The courses in the philosophy option concentrate in four major areas: philosophy of science; philosophy of mind, brain, and behavior; history of philosophy; and moral and political philosophy. The option is designed to complement the scientific curriculum at Caltech, to provide students with new perspectives on the material they learn in their science courses, and to enable them to bring their technical skills and scientific learning to traditional problems in philosophy. In addition, the philosophy option focuses on the development of rigor in argument, as well as clarity in written and oral communication. The philosophy curriculum will provide interested students with a solid foundation for graduate work in philosophy. In addition, the analytical and communication skills learned in the philosophy option provide an excellent foundation for careers in law, business, medicine, and scientific research. Philosophy majors must take at least 99 units of philosophy courses during their four years as undergraduates. These must include 18 units of Pl 90 ab, to be taken in any two consecutive terms in the senior year. The 99 units may include nine units of either Hum/Pl 8 or Hum/Pl 9, nine units of Pl 98, and up to 18 units of study in related disciplines. Depending on their interests, philosophy majors may be on political philosophy or philosophy of neuroscience will be expected to have the appropriate political science or neuroscience background. Students whose primary interest lies in the philosophy of science-particularly in the philosophy of particular sciences such as physics or biology-will have their intellectual interests best served by taking classes in both the history and philosophy of science. Such students are encouraged to pursue the HPS option; or, if they choose the philosophy option, they may be required to take some history of science courses toward their 99-unit requirement. Students considering the philosophy option will be well advised to take either Hum/Pl 8 or Hum/Pl 9 as one of their freshman humanities courses. From the sophomore year onward, they should plan on taking one philosophy course per term, culminating in two terms of Pl 90 ab in the senior year. Students in Pl 90 ab work with a taculty adviser to write a 10,000-12,000 word paper on a topic of mutual interest. Senior theses are expected to be of a high standard and to form the basis of students' applications to graduate study in philosophy, should they so desire. Option Requirements 1. Pl 90 ab. 2. 63 units of advanced philosophy courses, numbered 99 or Graduation Requirements/Philosophy 257 258 above. (Up to nine units of Hum/Pl 8 or Hum/Pl 9 and/or up to nine units of Pl 98 may be substituted for up to 18 of these advanced units.) 3. 18 units of advanced philosophy courses numbered 99 or above, or advanced non-philosophy courses that are closely related to the student's area(s) of philosophical interest. (Students wishing to count non-philosophy courses toward their option requirements must obtain prior approval from the philosophy option representative or their adviser. Students will normally not be permitted to satisfy this requirement with core courses.) 4. 54 units of science, mathematics, and engineering courses in addition to the core. This requirement cannot be satisfied by core or menu courses, or by courses listed as satisfying the introductory laboratory requirement. Students are strongly encouraged to choose their additional courses in areas that complement their philosophy studies. 5. Passing grades must be earned in a total of 486 units, including the courses listed above. Philosophy Minor Requirements The minor in philosophy is designed for students who want to pursue concentrated study in philosophy without the extensive course work and the senior thesis required by the philosophy option. Philosophy minors must complete 72 units of philosophy courses. These units may include nine units of Hum/Pl 8 or Hum/Pl 9 and/or nine units of reading in philosophy (Pl 98). Students wishing to do a minor in philosophy must declare a minor with the philosophy option representative. Students completing the philosophy minor requirements will have the phrase "minor in philosophy" added to their transcripts. 1. 72 units of philosophy courses numbered 99 or above. 2. Nine units of Pl 98 may be substituted for any nine units of the 72 required for the minor. 3. Nine units of either Hum/Pl 8 or Hum/Pl 9 (not both) may be substituted for any nine units of the 72 required for the minor. Physics Option The physics option offers instruction in the fundamentals of modern physics and provides a foundation for graduate study, which is generally necessary for a career in basic research. Many individuals have also found that the physics program forms an excellent basis for future work in a variety of allied fields. While all Caltech students must take the five terms of introductory courses, an intensive version of the sophomore course (waves, quantum mechanics, and statistical mechanics) is offered for those planning further study in physics. The required junior-level courses give a thorough treatment of fundamental principles. Elective Undergraduate Information courses taken during the junior and senior years allow students to explore their particular interests. Some electives offer broad surveys, while others concentrate on particular fields of current research. A choice of laboratory courses is offered at several levels. Students are encouraged to become active participants in research on campus. Academic credit for physics work done outside of the classroom can be awarded in a variety of ways. Students must maintain a grade-point average of 1.9 or better each year in the subjects listed under this division to remain in the physics option. Option Requirements The first three requirements should be completed by the end of the second year. In planning a program, note that Ph 6 and Ph 7 are each offered only once per year, in the second and third terms, respectively. 1. Ph 3. 2. Ph 61 or APh 24. 3. Ph 7. 4. 27 units of Ph 78, or 18 units of Ph 77, or 9 units of Ph 77 and 9 units from APh 77 or Ay 105. 5. Ph 70.2 6. Ph 106. 7. Ph 125. 1 Some laboratory courses from other options have considerable physics content, and students wishing to satisfy this requirement with such a course may petition the Physics Undergraduate Committee for approval. 2 Other communication courses (e.g., E 10, Ay 30, Ma 10) may be substituted for Ph 70. Required Electives 1. 90 units, in addition to the above, of any of the following: any Ph, Ay, or APh course numbered 100 or above, or any of Ph 5, Ph 78, Ph 79, ACM 95, ACM 101, Ma 5, Ma 108, up to 12 units of Ph 20-22, or up to 10 units of Ay 20-21. Nine units toward the 90-unit requirement will be given for taking three terms of Ph 77. Students are encouraged to take ACM 95 as part of this requirement. The pass/fail option cannot be exercised on any courses used for this requirement, with the excep tion of ACM 95. No more than 9 units of Ph 171-173 may apply toward this requirement without permission from the Physics Undergraduate Committee. In individual cases, this committee may allow other courses with substantial physics content to apply toward the requirement; seniors must submit their petitions for this purpose before the first day of third term. 2. Nine units of science or engineering electives outside of Ph, APh, Ma, and ACM. These units are in addition to the required core science electives. 3. Passing grades must be earned in a total of 486 units, including the courses listed above. Graduation Requirements/Physics 259 260 Typical Course Schedule Units per term 1st 2nd 3rd Second Year Ph 12 Waves, Quantum Physics, and Statistical Mechanics 9 9 9 Ma 2 ab Sophomore Mathematics - ACM 95 abc HSS and/or PE electives 15 Physics laboratory Intro. Methods of Applied Math. 12 12 12 Core science elective - 9 45 48 48 Third Year Ph 106 abc Topics in Classical Physics 9 9 Ph 125 abc Quantum Mechanics 9 HSS and/or PE electives 9 Fourth Year Ph 77 abc Electives 18 18 18 45 45 45 Advanced Physics Laboratory Ph 70 Adamed Wisin Comuication 18 18 18 Electives 18 HSS and/or PE electives 9 45 48 45 Political Science Option The political science option provides students with training in the substance and methods of modern political science, including the analysis of representative democracy, electoral institutions, the allocation of public goods, and regulatory behavior. The option emphasizes formal tools like game theory, social choice theory, and formal political theory along with quantitative methodologies to test those theories. In addition, the option encourages original research. The design of the political science option ensures that students will be well suited to pursue careers in government or the private sector, as well as to pursue graduate work in political science. Option Requirements 1. PS 12, PS 132, Ec 122. 2. Four political science courses from the list: PS 120, 123, 126, 130, 135, PS/SS 139, PS 141, Law/PS/H 148 ab, PS/Ec 172. 3. PS 99 ab 4. 36 additional units in advanced political science, economics, law, social science, psychology, or history. 5. 36 additional units in advanced social science, science, engineer-ing, or mathematics. Undergraduate Information 6. Passing grades must be earned in a total of 486 units, including all courses used to satisfy the above requirements. Typical Course Schedule Second Year PS 12 PS 132 Ec 122 Third Year Fourth Year PS 99 ab Units per term 1st 2nd 3rd Introduction to Political Science Formal Theories in Political Science Econometrics Electives 9--6 27 45 45 Political science electives' Electives 18 18 18 27 27 45 45 45 Research in Political Science Political science electives! Electives 8- 18 18 45 - - 45 27 18 18 45 1 See option requirements 2, 4, 5. Structural Mechanics Minor This minor is intended to supplement one of Caltech's undergraduate degrees and is designed for students who wish to broaden their knowledge beyond their normal major, especially for those who wish to join the structural engineering profession after graduation or pursue a graduate degree in structural mechanics or structural engineering. Students completing the structural mechanics minor requirements will have the phrase "minor in structural mechanics" added to their academic transcripts Minor Requirements The student must complete 54 units of classes selected from Ae/AM/CE 102 abc, AM/CE 151 ab, and CE 160 ab, and obtain a grade of B- or higher. Courses taken as part of the structural mechanics minor are counted toward the total 486-unit Institute graduation requirement. Graduation Requirements/Structural Mechanics 261 Section Four Information for Graduate Students 262 Graduate Information The Institute offers graduate work leading to the degrees of Master of Science and Doctor of Philosophy. In addition, it offers the following intermediate degrees: Aerospace Engineer, and Electrical Engineer. The academic work of the Institute is organized into six divi-sions: Biology; Chemistry and Chemical Engineering; Engineering and Applied Science; Geological and Planetary Sciences; the Humanities and Social Sciences; and Physics, Mathematics and Astronomy. Graduate work at the Institute is further organized into graduate options, which are supervised by those professors whose interests and research are closely related to the area of the option, within the administrative jurisdiction of one or more of the divisions. The graduate student working for an advanced degree in one of the graduate options is associated with an informal group of those professors who govern the option, other faculty including research associates and fellows, and other graduate students working for similar degrees. A faculty member serves as the representative for an option. The option representative provides consultation on academic programs, degree requirements, financial aid, etc., and provides general supervision to graduate students in the option. The Committee on Graduate Studies, which includes the option repre-sentatives, elected members of the faculty at large, and graduate students appointed by the Graduate Student Council, exercises supervision over the scholastic requirements established by the faculty for all advanced degrees, provides policy guidance to the dean of graduate studies, and certifies all candidates for graduate degrees to the faculty for their approval. The option representatives for 2012-13 are as follows: Aerospace Prof. B. McKeon Applied and Computational Mathematics Prof. H. Owhadi Applied Mechanics Profs. N. Lapusta and J. Hall Applied Physics Prof. S. Troian Astrophysics Prof. C. Hirata Behavioral and Social Neuroscience Prof. F. Echenique Biochemistry and Molecular Biophysics Prof. D. Rees Bioengineering Prof. N. Pierce Biology Prof. B. Hay Chemical Engineering Prof. K. Giapis Chemistry Prof. M. Okumura Civil Engineering Prof. J. Hall Computation and Neural Systems Prof. S. Shimojo Computer Science Prof. C. Umans Control and Dynamical Systems Prof. R. Murray Electrical Engineering Prof. A. Hajimiri Graduate Information 263 264 Environmental Science and Engineering seological and Planetary Sciences Materials Science Mathematics Mechanical Engineering Physics Social Science Prof. J. Leadbetter Prof. R. Claytor rof. S. Haile Prof. A. Kechris Prof. N. Lapusta Prof. F. Porter Prof. F. Echenique GRADUATE POLICIES AND PROCEDURES Admission to Graduate Standing Application An application for admission can be completed electronically at http://www.gradoffice.caltech.edu. Admission will be granted only to a limited number of students of superior ability, and application should be made by the posted deadlines. Completed applications are due in the Graduate Office between December 15 and January 15. Please refer to http://www.gradoffice.caltech.edu for specific deadlines. Some options will review an application received after the deadline, but that applicant may be at a disadvantage in the allocation of financial assistance or in the priority for admission. In general, admission to graduate standing is effective for enrollment only at the beginning of the next academic year. The California Institute of Technology encourages applications from members of groups underrepresented in science and engineering, including women. Applicants will automatically be considered for financial aid; no additional application is required. To be admitted to graduate standing, an applicant must in general have received a bachelor's degree representing the completion of an undergraduate course in science or engineering equivalent to one of the options offered by the Institute. He or she must, moreover, have attained such a scholastic record and present such recommendations as to indicate fitness to pursue, with distinction, advanced study and research. Admission sometimes may have to be refused solely on the basis of limited facilities in the option concerned. Required Tests The verbal, quantitative, and writing components of the Graduate Record Examination are required by all graduate options, and subject scores are required by some options as part of the application for graduate admission. International Students In order to be admitted for graduate study, students trom non-English-speaking countries are expected to read, write, and speak English and comprehend the spoken language. Although not Graduate Information required for admission, it is important to demonstrate a strong capability in English prior to admission to Caltech, as it is one of the criteria for admission and financial aid. In addition, to be a candidate for an advanced degree, the student must have acquired the power of clear and forceful self-expression in both oral and written English. Applicants whose first or native language is not English are required to take a test of English proficiency as part of the application procedure. These tests are given at centers throughout the world, on several dates each year. Caltech recognizes scores from the Educational Testing Service (TOEFL), Pearson Test of English Academic (PTE Academic), and from the Cambridge Examinations and the International English Language Testing System (IELTS). Applicants should arrange for the results of these tests to be sent to the Office of the Dean of Graduate Studies (Graduate Office) prior to the application deadline (institutional code 4034). The testing schedules for and information on the TOEFL may be obtained by writing to TOEFL, Educational Testing Service, Princeton, NJ 08540. They are also available online at http://www.toefl.org. The testing schedules for and information on the IELTS exam may be obtained by writing to The British Council, Bridgewater House, 58 Whitworth Street, Manchester M1 6BB, United Kingdom. They are also available online at http://www.ielts.org. It is strongly recommended that students who do not achieve a high score on these tests, or who have little opportunity to communicate in English, make arrangements for intensive work during the summer preceding their registration. All international students are tested upon arrival at Caltech and, if found to be seriously deficient in their ability to communicate in English, must take special courses in English as a Second Language (ESL). Visiting Student Appointments Visiting student forms may be obtained from the Graduate Office and must, before submission to the dean of graduate studies, include appropriate documentation and carry the recommendation of the option representative and the Caltech faculty host. Visiting students are categorized into two main classifications. Special Students Students who hold a bachelor's degree or the equivalent may, in exceptional cases, be admitted as special graduate students to carry out full-time studies at the Institute. This status is restricted to students who are registered in, or are on sabbatical from, an advanced degree program at another institution and who need to make use of resources available at Caltech. Admission requires sponsorship by a Caltech faculty member, and application should be made directly to the dean of graduate studies, following the visiting student instruc- Graduate Policies and Procedures 265 266 tions that may be obtained from the Graduate Office website (http://www.gradottice.caltech.edu/admissions). Special students will not be considered to be working toward a Caltech degree, and courses taken under this program cannot be used to fulfill the requirements for a Caltech degree. Registration as a special student does not count toward the minimum residency requirement for an advanced degree. Special students must be registered for a minimum of 36 units each term and may enroll in research and/or courses, which may be transferred to their home institution. Special students are eligible for Caltech benefits as defined by their enrollment status, and those students who receive a salary will be billed for tuition and tuition remission will be deducted from the supporting grant. Special students who do not receive a Caltech salary will be billed the minimum tuition rate. (For current rates, see the expense summary on page 283.) Special Student appointments are allowed for one year, renewable each year up to a maximum of three years. Visiting Student Researchers In exceptional cases, students from other universities may visit Caltech to carry out research under the direction of a Caltech faculty member. This status is ordinarily restricted to those students who will not be enrolled at Caltech and are registered in, or are on sabbatical from, an advanced degree program at another institution and who need to make use of resources available at Caltech. Admission requires sponsorship by a Caltech faculty member, and application should be made directly to the dean of graduate studies, following the visiting student instructions that may be obtained from the Graduate Office website (http://www.gradoffice.caltech.edu/admissions). Visiting student researchers will not receive academic credit from Caltech, are not eligible to receive a salary through the Institute payroll, and are not eligible for Caltech benefits. Visiting student researchers are required to provide proof of insurance for the duration of the visit, and they may be reimbursed for research-related expenses, but it is the Caltech faculty member's responsibility to ensure that the supporting grant can be used for such purposes and that there are no restrictions on spending. Visiting student researchers are required to check in with the Registrar's Office upon arrival to obtain a Caltech identification card. (Students receiving a salary and requiring academic credit should be appointed as special students; see the special students section on page 265.) This status is limited to short-term visits of one year or less, with no extensions. Exchange Programs Some academic options have formal exchange programs that they have arranged with other institutions. Exchange students must have a visiting student appointment, and the type of appointment Graduate Information will depend on the agreement negotiated for the particular exchange program. These programs are administered by the option, and application should be made directly to the dean of graduate studies by completing a special form provided for this purpose that may be obtained from the Graduate Office website (http://www.gradoffice.caltech.edu/admissions). Graduate Residence One term of residence shall consist of one term's work of not fewer than 36 units of advanced work in which a passing grade is record-ed. Advanced work is defined as study or research in courses whose designated course number is 100 or above. If fewer than 36 units are successfully carried, the residence will be regarded as short by the same ratio, but the completion of a greater number of units in any one term will not be regarded as increasing the residence. In general, the residency requirements are as follows: for Master of Science, a minimum of three terms (one academic year) of graduate work; for Aerospace Engineer, Civil Engineer, Electrical Engineer, and Mechanical Engineer, a minimum of six terms (two academic years) of graduate work; and for Doctor of Philosophy, a minimum of nine terms (three academic years) of graduate work. Registration Graduate students are required to register for each term of resi-dence, whether they are attending a regular course of study, carrying research, doing independent reading, writing a thesis, or utilizing any other academic service or campus facility. A graduate student must be registered for 36 or more units to be classified as a full-time student, but course loads greater than 45 units are more common. A graduate student who registers for less than 36 units, or who undertakes activities related to the Institute aggregating more than 62 hours per week (in class, research, and teaching assistantship units), must receive approval from the dean of graduate studies. Petition forms for this purpose may be obtained from the Graduate Office's website and must carry the recommendation of the option representative of the student's major option before submission to the dean of graduate studies. Graduate students register during a two-week period each quar-ter. A late registration fee of $50 is assessed for failure to register on time. Graduate students with a bursar's bill balance of $1,500 or more will have a hold placed on their registration for the subsequent term the day before online registration opens. The hold will be released once students have paid their bill or worked out a satisfactory payment plan with the Bursar's Office. Before registering, students should consult with members of the option in which they are taking their major work to determine the studies that they can pursue to the best advantage. An adviser is Graduate Policies and Procedures 267 268 assigned to each entering graduate student by the option represen-tative. In most options, a new adviser is assigned when the student begins research. Only members of the professorial faculty may serve as advisers. With the approval of the dean of graduate stud-ies, any graduate student whose work is not satisfactory may be refused registration at the beginning of any term by the division in which the student is doing his or her major work In registering for research, students should indicate the name of the instructor in charge, and should consult with him or her to determine the number of units to which the proposed work corre-sponds. At the end of the term, the instructor in charge may decrease the number of units for which credit is given if he or she feels that the progress of the research does not justify the full number originally registered for. Students will not receive credit for courses unless they are properly registered. The students themselves are charged with the responsibility of making certain that all grades to which they are entitled have been recorded All changes in registration must be reported, on drop or add cards, to the Registrar's Office by the student. Such changes are governed by the last dates for adding or dropping courses as shown on the academic calendar on pages 4 and 5. A student may not withdraw from or add a course after the last date for dropping or adding courses without his or her option's consent, written approval from the instructor of the relevant course, and the approval of the dean of graduate studies. If the withdrawal occurs after Add Day of any term, a W (stand-ing for "withdrawn") will be recorded on the student's transcript for all courses in which the student is enrolled. A grade of W is not included in the computation of the student's grade-point average. Academic Year and Summer Registration Most courses are taught during the three 12-week quarters that make up the academic year. However, doctoral-level students are required to continue their research throughout the summer quar-ter. They are entitled to at least two weeks' annual vacation (in addition to Institute holidays), but they should arrange their vacation schedules with their research advisers early in each academic year. Any questions should be referred to the dean of graduate studies. All students in residence must be registered. There is no tuition charge for summer research units. To maintain full-time student status, 36 units must be taken in the summer quarter. Sabbatical Graduate students are required to maintain their admission status until all requirements for a degree are fulfilled, whether by continuity of registration or on the basis of an approved sabbatical. A Graduate Information sabbatical for medical or other reasons may be approved for up to one year at a time. An approved sabbatical indicates that the student can return to the option at the end of the sabbatical. A sabbatical for medical reasons requires a petition to the dean of graduate studies, supported by a physician, prior to reinstatement. In general, international students cannot take a sabbatical without jeopardizing their visa status. Students who hold nonimmigrant visas must meet with an adviser in the International Student Programs Office to determine the impact that a sabbatical will have on their immigration status. Detached duty status continues registration for a student doing research at another location, such as a national facility, for an extended period. Reduced duty status continues registration for student who cannot carry a full load due to medical disability including pregnancy. Graduate students who become pregnant during their studies are provided a minimum of six weeks of paid leave with full benefits and another six weeks of family bonding leave without pay but maintaining full benefits. Family bonding leave without pay is available to the partner, if the partner is a graduate student at Caltech. The paid and unpaid leaves are intended to cover normal pregnancy and childbirth. If a longer leave is required due to medical complications, a six-month extension of leave beyond the 12 weeks may be taken as a medical leave with approval of the dean of graduate studies. Petition forms for an approved sabbatical, or detached or reduced duty status, may be obtained from the Graduate Office's website and must, before submission to the dean of graduate stud-ies, carry the recommendations of the student's option representative and, where appropriate, the thesis adviser. In case of a lapse in admission status, readmission must be sought before academic work may be resumed or requirements for the degree completed. Registration is required for the quarter in which the thesis defense is undertaken, with the exception of the first week of each quarter, but is not normally allowed beyond the last date of the quarter. Approval of the dean of graduate studies is required for any student seeking to enroll for subsequent terms following the thesis defense. The dean of graduate studies may place a graduate student on involuntary sabbatical if persuaded by the evidence that such an action is necessary for the protection of the Institute community or for the personal safety or welfare of the student involved. Such a decision by the dean is subject to automatic review within seven days by the vice president for student affairs. Guidelines for Graduate Student Advising The relationship between a faculty adviser and graduate student should be founded on mutual respect and open communication. Graduate Policies and Procedures 269 270 Advisers and students should discuss the nature of their working relationship early and continue this discussion throughout their period of collaboration to ensure mutually understood and compatible expectations. These discussions should be frequent and work situations. Both the student and adviser have the obligation to initiate meetings as necessary to ensure the success of the relationship. After achieving candidacy, each Ph.D. student should be assigned a thesis advising committee of three or more faculty members. This committee should meet informally at least once a year beginning in the fourth year of graduate study. The graduate student-faculty adviser relationship should be guided by norms of fairness and professionalism. Both faculty and graduate students should avoid relationships that conflict with their respective roles and duties at Caltech. Both are bound by the prevailing policies prohibiting discrimination and harassment (pages 62-63 and 72-84). Concerns relating to academic or work situations should be raised promptly between the persons directly involved, and handled informally if possible. Both students and advisers have the responsibility to raise and address concerns and conflicts promptly, honestly, and in a manner that conforms with academic integrity and professionalism. Caltech policy requires that students' concerns be addressed fairly and promptly, and prohibits retaliation or discrimination against students for appropriately voicing or raising a concern. If a problem remains unresolved or if direct discussion is not possible, a student can seek assistance from division officers (e.g., option representatives) or the graduate deans. At any time, a student may request that discussions remain confidential. For more details about sources of assistance, consult the graduate option regulations (pages 293-369) and the Student Problem Resolution Process (page 49). Part-Time Programs Part-time graduate study programs at the Institute are for graduate students who cannot devote full time to their studies and are allowed to register only under special arrangements with a sponsoring orga-nization, and such students are subject to the following rules: Degree Programs • Applicants for the part-time program must submit a regular application form accompanied by a detailed plan for meeting the course requirements for the degree. • Any research work done for academic credit shall be supervised by a Caltech faculty member. Graduate Information • In general, students admitted to the part-time program are required to take at least 27 units of graduate course work or research work each term during the first academic year. • Any option at the Institute retains the right to not participate in the program or to accept it under more stringent conditions. Nondegree Programs Caltech employees, both campus and JPL, are eligible to apply to take one or more graduate courses for credit. Participants in this program will not be considered to be working toward a Caltech degree, in contrast to the part-time program for graduate degrees described above, and courses taken under this program cannot be used to fulfill the requirements for a Caltech degree. At least one month prior to the start of the term, the employee should have an initial discussion with the option representative of the option in which the course is to be taken. Application should be made to the Graduate Office by completing the special form provided for this purpose, and providing a transcript of academic work and one letter of recommendation. The employee must meet the prerequisites for the course, and must obtain the written permission of the instructor. The decision on admission to take each course will be made by the course instructor and the option repre-sentative, with final approval by the dean of graduate studies. Taking an additional course at a later time will require full reappli-cation. It is the employee's responsibility to arrange a revised work schedule with the appropriate supervisor. Approval of the employee's supervisor is required. Part-time nondegree students are subject to the Honor System (see page 32) and are under the purview of the dean of graduate studies. They may take only courses numbered 100 or higher. Research courses are excluded from the program. For courses in which a letter grade is offered, these students may not register to receive a pass/fail grade in the course, nor can credit for the course be obtained by examination. The option may limit the number of nondegree students admitted to any one course. Conflict of Interest and Commitment of Graduate Students The Institute has a long-standing philosophy that all graduate students should be given the opportunity to be completely focused on graduate studies and research. This is one of the unique aspects of Caltech's graduate school and a key factor in the high level of productivity and accomplishment by our graduate students. To enable this, the faculty and Institute provide financial aid in the form of fellowships, tuition scholarships, graduate teaching, and research 271 Graduate Policies and Procedures 272 assistantships. The stipend and salary levels for students are modest out sutticient for economical students to live debt-tree during thei raduate studies. I'he financial support provided by the Institute and the requirements for continuous enrollment also enable almost enrolled full-time, year-round, until they complete their degree program. In addition, graduate students should not accept employ- outside of the Institute that creates a conflict of commitment with their full-time, degree-seeking status. Exceptions There are some very limited exceptions to this policy. The Institute encourages extracurricular activities that provide service to the community and do not impact the student's academic progress or full-time status. The Institute also recognizes that some students desire to gain experience as instructors or work in an educational or research setting outside of Caltech. Outside Employment With the permission of the dean of graduate studies, students may accept limited-duration, part-time employment for these purposes (see Financial Assistance, page 284). Students must declare to the dean of graduate studies all external funding, including fellowships, awards, or employment, part- or full-time, which supports their academic activities/research. The Institute may adjust Institute financial aid allocated accordingly to maintain the stipend within the Institute guidelines and to recover tuition from outside sources whenever possible. A student's financial aid and/or Institute salary may be reduced if the income is significant, and in the case of long-term, unreported employment activities, the student may be asked to repay financial aid. Students may not hold a position of line responsibility in an outside enterprise for pay or profit. Students must have the approval of their adviser, the option representative, and the dean of graduate studies in order to engage in any outside employment activities. International students on a visa are further required to consult with the office of International Student Programs to determine eligibility. Students must provide official documentation of the financial award or salary, as well as submit a request to the Graduate Office (petitions can be downloaded at http://www.grad-office.caltech.edu/current/petitions) before accepting any employ-ment. Permission to engage in outside employment is contingent on the student maintaining satisfactory academic progress as determined by the dean of graduate studies in consultation with the adviser and option representative. Graduate Information Non-Paid Activities Students must have the approval of their adviser, the option repre-entative, and the dean of graduate studies in order to engage in 01 continue in any outside activities wherein the time committed to those activities may impact the student's progress toward completion of his or her degree. Leave of Absence Students who work full-time off campus in a commercial organization are advised to take a leave of absence (non-medical sabbatical). They will not be enrolled during this time, and the "clock" will stop on their graduate career. Taking a leave of absence in order to work requires the endorsement of the adviser and permission of the dean of graduate studies. A leave of absence is always required when the job is not research-related. Students who need to stop their studies to address health issues should take a medical leave of absence, which requires the endorsement of the health and coun seling centers as well as the permission of the dean of graduate studies. Detached Duty In some cases, a student may be employed by a laboratory or research institute but still engaged in research directly related to his or her degree program. Another situation is that a student may be invited to be a visiting researcher at another university, or the student may need to be working with a faculty member who has left Caltech and is working at another institution. Students may also be away from campus to participate in internships at commercial organizations as part of their research program. Students may go on detached duty rather than on leave of absence if the adviser and dean of graduate studies approve and there is documentation of an internship or research program and appropriate mentoring. The student should submit the documentation and a petition form to the Graduate Office (petitions can be downloaded at http://www.gradoffice.caltech.edu/current/peti-tions). Students on detached duty are still enrolled as full-time stu-lents but are in residence at another location. They may be paic y Caltech or through another organization. It is the student': responsibility to continue to be registered and in full-time status while on detached duty. Detached duty petitions are usually only valid for a limited time, less than one year, and can be renewed upon request. Consulting and Other Entrepreneurial Activities Graduate students are sometimes approached to perform paid con-ulting or are inspired to be entrepreneurs. In these cases, student lave to be exceptionally careful not to create conflicts of commit ment or conflicts of interest through these activities. Students con- Graduate Policies and Procedures 273 274 sidering these activities should familiarize themselves with the Caltech policies on conflict of interest, outside employment or business activity, and the Caltech ethics handbook. Students may not engage in any consulting activities that interfere with their primary graduate student activities of learning and research. Scrupulous care must be taken to ensure that Caltech's name and its letterhead are used neither directly in any correspondence between the student and the company the student wishes to consult for, nor in any reports that student may submit to the compa- Of particular concern are students consulting or accepting employment from a company in which their adviser or other Caltech faculty member directing a student's research has a significant interest or is a paid consultant. In such cases, the division chair must approve any student involvement in the activities performed for the company. The student must submit a written dis-closure, and a conflict management plan will be put in place. Graduate students should not enter into any consulting or employment agreement with intellectual property encumbrances or confidentiality provisions that are in conflict with the student's commitments to Caltech or that may compromise progress toward his/her thesis. Please refer to www.gradoffice.caltech.edu/policies/conflict for any outside activity or agreements, this should be discussed with the Graduate Office and, if necessary, the Office of Research Compliance and the Office of the General Counsel. Working at Special Laboratories • Students who desire to take advantage of the unique opportunities available at one of the special laboratories (e.g., JPL) for Ph.D. thesis work may be allowed to do so, provided that they maintain good contact with academic life on campus, and the laboratory involved commits support for the duration of the thesis research, and provided that all Caltech graduate thesis research carried out at a special laboratory is under the supervision of Caltech faculty members. • A student's request to carry out thesis work at a special laboratory should be formally endorsed by the appropriate committee of his or her option and by the special laboratory, on a petition submitted through the option representative to the dean of graduate studies. The special laboratory should recognize its commitment of special equipment or any other resources required for the thesis work. Approval by the special laboratory should also indicate that the thesis topic is a sensible one, and that it is not likely to be preempted by the laboratory. • A student may take similar advantage of unique opportunities at Graduate Information a corporate or governmental research and development facility under the same conditions, providing that there exists a formal written agreement between the R&D facility and the student's thesis adviser, and that advance written approval is obtained from the dean of graduate studies. Such curricular practical training may in some cases involve full-time employment at the laboratory for a limited period of time for the purpose of engaging in the essential data collection that is integral to a student's doctoral dissertation. Typically, such students who are not in a local laboratory are placed on detached duty status. • Employment by a special laboratory of a graduate student for work not connected with his or her thesis should be regarded as equivalent to other outside employment. Exchange Program with Scripps Institution of Oceanography An exchange program has been established with the Scripps Institution of Oceanography (SIO), University of California, San Diego, permitting Caltech graduate students to enroll in and receive credit for graduate courses offered by SIO. Arrangements should be made through the student's major option and the Graduate Office. The student must obtain the advance approval of the instructors of courses to be taken at SIO. In some cases, when it is in the best interests of the student, arrangements may be made for the student to be temporarily in full-time residence at SIO. Thesis research done partly at SIO may be arranged directly by the student's option and the staff of appropriate research laboratories at SIO, without the necessity of enrolling for SIO courses designated for research; in this case the student will continue to be under the supervision of his or her Caltech thesis adviser and will enroll for Caltech research units. GENERAL REQUIREMENTS FOR GRADUATE DEGREES Degree of Master of Science The Master of Science degree is a professional degree designed to prepare a student for teaching, for further graduate studies, or for more advanced work in industry. Detailed requirements are based primarily on professional studies, and the program should be planned in consultation with the faculty in the appropriate disci-pline. Under normal circumstances, the requirements for the M.S. degree can be completed in one academic year. A student who enters the Institute holding a master's degree from another institution will not normally be awarded a second Degree Requirements 275 276 master's degree in the same field. A student may not normally be awarded two master's degrees from the Institute. Special regulations for the master's degree are listed under each graduate option. Several options do not offer an M.S. degree except in special circumstances. Residence and Units of Graduate Work Required. At least one academic year of residence at the Institute and a minimum of 135 units of graduate work at the Institute subsequent to the baccalaureate degree are required for the master's degree. Included in these units are at least 27 units of free electives or of required studies in the humanities numbered 100 or above. Courses taken while enrolled as a Caltech undergraduate student in excess of the bachelor's degree requirements may be counted toward the master's degree requirements with the approval of the academic option representative and the dean of graduate studies. To qualify for a master's degree, a student must complete the work indicated in the section on special regulations for his or her option with a grade-point average for the approved M.S. candidacy courses of at least 1.9. In special cases, with the approval of the instructor, option rep-resentative, and the dean of graduate studies, courses taken elsewhere before enrollment at the Institute may be offered in place of specifically required courses. An examination may be required to determine the acceptability of such courses. Course credit, if grant-ed, shall not count toward the 135-unit and residency require- Joint B.S./M.S. Degree. In exceptional cases, undergraduate students may pursue a joint B.S./M.S. program of study. Several options do not allow a joint B.S./M.S. degree. Students should contact the graduate option representative to find out if the joint B.S./M.S. degree is possible in a particular option. Such students must follow the normal procedures for admission to the M.S. program in the option of their choice. Students attending courses or carrying out research toward an M.S. degree before completion of their B.S. degree requirements will be considered as undergraduate students and will not be eligible for graduate financial aid, graduate housing, or other graduate student privileges. Admission to M.S. Candidacy. Before the midpoint of the first term of the academic year in which the student expects to receive the degree, he or she should file in the Graduate Office an application for admission to candidacy for the degree desired. On the M.S. candidacy form, the student must submit a proposed plan of study, which must have the approval of his or her option representative and, if a thesis is required, of his or her research adviser. Some options require a thesis or research report in addition to course requirements. The thesis or research report must be approved by the research adviser no later than two weeks before the degree is to be conferred. This approved plan of study will constitute the requirements for the degree. Any modifications must Graduate Information be approved by the option representative, and the plan of study resubmitted to the Graduate Office at least two weeks before com-mencement. Students enrolled for the joint B.S./M.S. program must complete a minimum of 486 units for the B.S. program and a minimum of 135 units for the M.S. program with no overlapping of courses. Engineer's Degree Engineer's degrees are awarded in aerospace, and electrical engi-neering. The work for an engineer's degree must consist of advanced studies and research in the field appropriate to the degree desired. It must conform to the special requirements established for that degree and should be planned in consultation with the members of the faculty concerned. Students who have been admitted to the terminal master's degree and wish to pursue further studies leading toward either the engineer's or the doctor's degree must file a new petition (and in some cases must file a new application) to continue graduate work toward the desired degree. Students who have received an engineer's degree will not in general be admitted for the doctor's degree. Residence. At least six terms of graduate residence subsequent to a baccalaureate degree equivalent to that given by the Institute are required for an engineer's degree. Of these, at least the last three terms must be at Caltech. It must be understood that these are minimum requirements, and students must often count on spending a somewhat longer time on graduate work. To qualify for an engineer's degree, a student must complete the work prescribed by his or her supervising committee with a grade-point average of at least 1.9. Research work and the preparation of a thesis must constitute no fewer than 55 units. More than 55 units may be required by certain options, and the student should determine the particular requirements of his or her option when establishing a program. Admission to Candidacy. Before the midpoint of the first term of the academic year in which the student expects to receive the degree, he or she must file in the Graduate Office an application for admission to candidacy for the degree desired. Upon receipt of this application, the dean of graduate studies, in consultation with the chair of the appropriate division, will appoint a committee of three members of the faculty to supervise the student's work and to certify its satisfactory completion. One of the members of the committee must be in a field outside the student's major field of study. The student should then consult with this committee in planning the details of his or her work. The schedule of work as approved by the committee shall be entered on the application form and shall then constitute a requirement for the degree. Changes in the schedule will not be recognized unless initialed by the proper authority. No course that appears on the approved schedule and for which the Degree Requirements 277 278 applicant is registered may be removed after the last date for dropping courses, as listed in the Catalog (see Academic Calendar, pages 4 and 5). The student will be admitted to candidacy for the degree when the supervising committee certifies (a) that all the special requirements for the desired degree have been met, with the exception that certain courses of not more than two terms in length may be taken after admission to candidacy; (b) that the thesis research has been satisfactorily started and can be finished at the expected date; (c) that the candidate demonstrates competence in oral and written English. Admission to candidacy must be obtained by the midpoint of the term in which the degree is to be granted. Thesis. At least two weeks before the degree is to be conferred, each student is required to submit to the dean of graduate studies two copies of his or her thesis in accordance with the regulations that govern the preparation of doctoral dissertations. These regulations may be obtained from the Graduate Office. The candidate must obtain written approval of the thesis by the chair of the division and the members of the supervising committee, on a form obtained from the Graduate Office. The use of "classified" research as thesis material for any degree will not be permitted. Exceptions to this rule can be made only under special circumstances, and then only when approval is given by the dean of graduate studies before the research is undertaken. Examination. At the discretion of the option in which the degree is desired, a final examination may be required. This examination would be conducted by a committee appointed by the candidate's supervising committee. Degree of Doctor of Philosophy The degree of Doctor of Philosophy is conferred by the Institute primarily in recognition of breadth of scholarship, depth of research, and the power to investigate problems independently and efficiently, rather than for the completion of definite courses of study through a stated period of residence. The work for the degree must consist of research and the preparation of a thesis describing it, and of systematic studies of an advanced character, primarily in science or engineering. In addition, the candidate must have acquired the power of clear and forceful self-expression in both oral and written English. Subject to the general supervision of the Committee on Graduate Study, the student's work for the degree of Doctor of Philosophy is specifically directed by the division in which he or she has chosen the major subject. Each student should consult his or her division concerning special divisional and option requirements. Admission. With the approval of the dean of graduate studies, students are admitted to graduate standing by the option in which they choose their major work toward the doctorate degree. In Graduate Information some cases, applicants for the doctorate degree may be required to complete requirements for the master's degree first; however, this is not a general prerequisite for the doctorate degree. Students who have received an engineer's degree will not, in general, be admitted for the doctorate degree. A student who holds a Ph.D. degree from another institution will not normally be admitted to graduate standing at Caltech to pursue a second Ph.D. degree. A student will not normally be awarded two Ph.D. degrees from the Institute. Minor Programs of Study. The Institute does not require a minor for the Ph.D. degree, but the individual options may have minor requirements as part of their requirements for the major. A student may undertake a minor program of study in most options as specified in this catalog under the section "Special Regulations of Graduate Options." Completion of a minor program of study is recognized on the Ph.D. diploma by the statement '...and by additional studies constituting a minor in [name of option]." . minor program of studv should be at a level of studv in th minor substantially bevond that typically acquired by students a part of their major requirements. Most options require 45 units or more, including at least one 200-level course and a coherent program of the supporting 100-level courses. The faculty of the minor option may approve a proposed minor program on the basis of overall class performance and/or by an oral examination. Detailed requirements for minor options are listed under the individual options. Students cannot use courses required by their major option in fulfillment of the minor requirement. Residence. At least nine terms (three academic years) of residence subsequent to a baccalaureate degree equivalent to that given by the Institute are required for the doctorate degree. Of this, at least one year must be in residence at the Institute. It should be understood that these are minimum requirements, and students must usually count on spending a somewhat longer time in residence. A student whose undergraduate work has been insufficient in amount or too narrowly specialized, or whose preparation in his or her special field is inadequate, must count upon spending increased time in work for the degree. However, no student will be allowed to continue work toward the doctorate degree for more than five academic years of graduate residence, without a petition approved by the dean of graduate studies. This petition must include a plan and schedule for comple-tion, agreed upon and signed by the student, the research adviser, and the option representative. Registration. Continuity of registration must be maintained until all requirements for the doctorate degree have been completed, with the exception of summer terms and authorized sabbaticals. Registration is required for the quarter in which the thesis defense is undertaken. Degree Requirements 279 280 Admission to Candidacy. On the recommendation of the chair of the division concerned, the dean of graduate studies will admit a student to candidacy for the degree of Doctor of Philosophy after the student has been admitted to work toward the doctorate degree and has been in residence at least one term thereafter; has initiated a program of study approved by the major option and, if needed, by the minor option; has satisfied by written or oral examination the several options concerned, or otherwise shown that he or she has a comprehensive grasp of the major and minor subjects and of subjects fundamental to them; has demonstrated the ability for clear and forceful self-expression in both oral and written English; and has shown ability in carrying on research in a subject approved by the chair of the division concerned. Option regulations concerning admission to candidacy are given in a later section. Members of the Institute staff of rank higher than that of assistant professor are not admitted to candidacy for a higher degree. A form to apply for admission to candidacy can be obtained from the Graduate Office website. Please refer to http://www.grad-office.caltech.edu/current/forms. Depending upon option regula-tions, candidates will either be assigned a candidacy committee by the option representative or must independently select appropriate members to serve on the examination committee. An examination committee should consist of a minimum of four voting members, three of whom must be Caltech faculty. Exceptions to this rule must be approved by the dean of graduate studies in advance of the candidacy examination. The student should ensure that all members of the examining committee are available during the examination period and that they are willing to provide timely and appropriate feedback. Admission to candidacy must be obtained before the close of the second term in which the degree is to be con-ferred. The student is responsible for seeing that admission is secured at the proper time. A student not admitted to candidacy by the end of the third academic year of graduate residence at the Institute must petition the dean of graduate studies for permission to register for further work. After achieving candidacy, each Ph.D. student should be assigned a thesis advising committee of three or more faculty members. This committee should meet informally at least once a year beginning in the fourth year of graduate study. Candidacy (and permission to register) may be withdrawn by formal action of the option from a student whose research is not satisfactory, or for other compelling reasons. However, the option must petition through its division chair to the dean of graduate studies before taking such action. Final Examination. Each doctoral candidate shall undergo broad oral examination on the major subject, the scope of the thesis, and its significance in relation to the major subject. The examination, subject to the approval of the dean of graduate studies, may be taken after admission to candidacy whenever the candidate is pre- Graduate Information pared; however, it must take place at least three weeks before the degree is to be conferred The examination may be written in part, and may be subdivided into parts or given all at one time at the discretion of the options concerned. The student must petition for this examination, on a form obtained from the Graduate Office, not less than two weeks before the date of the examination. An examination committee should consist of a minimum of four voting members, three of whom must be Caltech faculty. Exceptions to this rule must be approved by the dean of graduate studies in advance of the defense. Thesis. The candidate is to provide a draft copy of his or her completed thesis to the members of the examining committee at least two weeks before the final oral examination. The date of the examination and the composition of the examining committee will not be approved by the dean of graduate studies until the thesis is submitted in completed form, i.e., ready for review by the dean, the members of the examining committee, and the Graduate Office proofreader. Registration is required for the term in which the thesis defense is undertaken, but is not normally allowed beyond the last date of the term. Approval of the dean of graduate studies is required for any student seeking to enroll for subsequent terms following the thesis defense. A student may petition the dean of graduate studies for reduced tuition charges if the student supplies a copy of the thesis, schedules the examination, and submits the necessary petitions for the Ph.D. examination prior to 5:00 p.m. on the third Friday of the term in which the examination will be taken. The last date for submission of the final, corrected thesis to the dean of graduate studies is the fifth week of the succeeding term if the candidate defended his or her thesis during the previous summer or the first or second terms; or two weeks before the degree is to be conferred if the candidate defended his or her thesis during the month of May. It is required that all doctoral candidates submit an electronic copy of their dissertation, which the Caltech Library System will then archive and make available online, as part of the Networked Digital Library of Theses and Dissertations (NDLTD), an international organization that allows researchers to globally search a database of electronic theses and dissertations. For special option regulations concerning theses, see specific graduate options. Before uploading the final, corrected thesis, the candidate must obtain approval of the thesis by the chair of his or her division and the members of the examining committee, on a form that can be obtained on the Graduate Office website. Plese refer to http://www.gradoffice.caltech.edu/current/forms. With the approval of the option concerned, a portion of the thesis may consist of one or more articles published jointly by the candidate and members of the Institute staff or other coauthors. In any case, however, a substantial portion of the thesis must be the candidate's own exposition of his or her own work. Degree Requirements 281 282 The use of "classified" research as thesis material for any degree is not permitted. Exceptions to this rule can be made only under special circumstances, and then only when approval is given by the dean of graduate studies before the research is undertaken. obanguition the diction fre, reportie filess may be fully by the candidate. GRADUATE EXPENSES The tuition and fees charge for all students registering for graduate work is currently $39,480 per academic year, payable at the begin-ung of each term, fall (10/1/12), winter (1/7/13), and spring 4/1/13). Graduate students who cannot devote full time to their studies are allowed to register only under special circumstances. Students desiring permission to register for fewer than 36 units must therefore petition on the form available from the Graduate Office. The payment of tuition by graduate students is required (a) without reference to the character of the work by the student, which may consist of research, independent reading, or writing a thesis or other dissertation, as well as attendance at regular classes; (b) without reference to the number of terms in which the student has already been in residence; and (c) without reference to the status of the student as an appointee of the Institute, except that members of the academic staff of rank of instructor or higher are not required to pay tuition. Unpaid Bills. All bills owed the Institute must be paid when due. Any student whose bills are past due may be refused registration for the following term. Graduate students with a bursar's bill balance of $1,500 or more will have a hold placed on their transcripts and on their registration for the subsequent term the day before online registration opens. The hold will be released once students have paid their bill with the Bursar's Office. Official transcripts and diplomas will not be released until the bursar's account is paid in Caltech ID Card Charges. If a graduate student owes more than $1,500 at the end of the term, the student's ID card will be deactivated on the seventh day of the following term and they will be unable to charge any new purchases. Cards will be reactivated once students have paid their bill in full with the Bursar's Office. Graduate Information Expense Summary 2012-13 General: Tuition and fees Other: $39,480.00 $1,198.00 Books and supplies (approx.) Room: Avery House Avery House single room Avery House suite room Plus Avery meal plan $678.00 per month $712.00 per month $875.00 per term (M-F) Catalina apartments 4 bedroom apt. $535.00 per person per month (plus utilities) 2 bedroom apt. $635.00 per person per month (plus utilities) 1 bedroom apt. $1,077.00 per apt. per month (plus utilities) Contact Bursar's Office for audit fee. Fees are subject to change at the discretion of the Institute. Fees for Late Registration. Registration is not complete until the student has registered for a program approved by his or her adviser and has paid tuition and other fees. A penalty fee of $50 is assessed for failure to register within five days of the scheduled dates. Honor System Matters. Monies owed to the Institute resulting from a disciplinary matter may be collected through the Bursar's Office, at the request of the Office of Graduate Studies. Housing Facilities. The Catalina Central complex provides approximately 152 single rooms in four-bedroom furnished units. Another, Catalina North, has 156 single rooms in two-bedroom furnished units, and Catalina South has 78 single rooms in two-bedroom furnished units, and 29 one-bedroom furnished units. These apartments are also available to married students. In addition, there are 12 spaces for graduate students in Avery House, an innovative residential community of faculty, undergraduates, and graduate students (see page 30). Rates for housing vary, depending upon the accommodations http://www.housing.caltech.edu. The Institute also owns a limited number of apartments and single-family houses that are available for rental, on a lease basis, to single or married graduate students or graduate students with families. Because of limited availability, there is a waiting list for these properties. For additional information and sign-up forms, go to http://www.housing.caltech.edu. Students preferring to live in non-Institute housing typically pay approximately $550-$600 per month in rent for a shared apartment, and somewhat more for a private apartment. Please Graduate Expenses 283 284 note that the Institute cannot make negotiations for individual housing off campus. Dining Facilities. Graduate students are granted the privilege of joining the Athenaeum (faculty club), which affords the possibility of contact with fellow graduate students and with others using the Athenaeum, including the Associates of Caltech, distinguished visitors, and members of the professional staffs of the Huntington Library and the California Institute of Technology. The Chandler Dining Hall, located on the campus, is open Monday through Friday. Breakfast, lunch, and snacks are servec cafeteria style. Café at Broad is open for lunch and dinner, Monday through Friday. Health Services. Health services available to graduate students are explained in section one of this catalog. FINANCIAL ASSISTANCE Caltech offers in each of its options a number of fellowships, tuition scholarships, and graduate assistantships. In general, tuition scholarships may be for full or partial tuition charges; assistantships provide stipends; and fellowships often provide both tuition scholarship awards and stipends. Graduate assistants are eligible to be considered for special tuition awards. Appointments to fellowships, scholarships, and assistantships are decided yearly by the student's academic option. Graduate students receiving any form of financial award from the Institute are required to report to the dean of graduate studies any financial aid from other sources. With prior written approval from the dean of graduate studies, students may be allowed to accept outside employment if the time commitment does not interfere with their graduate studies. The number of hours per week spent on outside employment must be reported to the dean of graduate studies. Graduate Assistantships Graduate assistants help with teaching, laboratory work, or perform research of a character that affords useful academic experience while permitting a full academic schedule of courses. The specific research and teaching obligations of graduate assistants are agreed upon with the adviser. Caltech graduate students often receive a combination of teaching and research assistantships; however, the total work commitment cannot exceed 20 hours per week during the academic year. Summer appointments can be greater, with assignments up to 40 hours per week. A graduate student who undertakes activities related to the Institute aggregating more than 62 hours per week (in Graduate Information class, research assistantship, and teaching assistantship hours) must petition the dean of graduate studies. Graduate assistant stipends are based on four separate 12-week quarters, resulting in a 48-week pay period, paid on the last pay period of the month. Students are also entitled to two weeks of annual vacation and Institute holidays. Students should prearrange their vacation schedule with their adviser and, when appropriate, may arrange longer or shorter appointments depending upon departmental policy and the arrangements agreed upon between the adviser and the student. In addition, when necessary, graduate assistants may arrange for short-term medical leave (including parental leave). Any questions should be referred to the dean of graduate studies. Teaching Assistantships A full teaching assistantship usually requires 12 to 15 hours per week to be devoted to teaching and to the related activities of class preparation, grading, and consulting with students. In general, teaching obligations are confined to the 12 weeks of the academic terms, excluding summer. A student may not, without advance permission from the dean of graduate studies, be a teaching assistant for a course in which he or she is enrolled and receive credit. Only teaching assistants with good oral English are permitted to teach sections. Students may demonstrate competence by passing the English proficiency screening during orientation, enrolling in and passing ESL 101, or subsequently scoring at least 50 on the standardized NTS (National Testing Service) SPEAK test before admission to candidacy. All teaching assistants are required to attend teaching-assistant training before payment can be processed. Training sessions occur in the first week of the fall term, typically during orientation, and at least once per term for continuing students, including undergraduate students with teaching responsibilities. Teaching assistants must familiarize themselves with Caltech's policy on harassment (see page 72-84). Classes should foster academic achievement in a "hassle-free" environment. Teaching assistants should not attempt to date a student in their class, and should disqualify themselves from teaching a section in which a spouse or current partner is enrolled. Research Assistantships Research assistantships typically are 15 to 20 hours per week during the academic year, but can be as much as 40 hours per week during the summer. The specific duties are decided upon by the adviser. Financial Assistance 285 286 Graduate Scholarships, Fellowships, and Research Funds Students are strongly encouraged to apply for scholarships and tel- tuition and/or stipends to graduate students of exceptional ability. Loans Several types of loans are available to graduate students. Lo quality or anv of these. : on a ma thes sa stucter mut iconstrate in ahead at stud; for which he or she is enrolled. Application forms and further information are available from the Financial Aid Office. Satisfactory Academic Progress In order to continue in a degree program and to receive financial aid at Caltech, graduate students must maintain satisfactory academic progress toward completion of their degree. Continuity of registration must be maintained until all requirements for the degree being sought have been completed, with the exception of authorized sabbaticals. The Master of Science degree requires at least one academic year of residence at the Institute and a minimum of 135 units of graduate work with a grade-point average of at least 1.9. Under normal circumstances a master's degree requires a minimum of three academic terms (one year) and cannot take more than two years without a petition approved by the dean of graduate studies. The engineer's degree must consist of advanced studies and research in the field appropriate to the degree desired. At least six terms (two years) of graduate residence are required with a minimum 1.9 overall grade-point average. The engineer's degree cannot take more than three years to complete without a petition approved by the dean of graduate studies. For the doctorate degree, at least nine terms (three years) of residence are required, but the necessary study and research typically require five or more years. The work for the degree consists of research and the preparation of a thesis describing it, and of systematic studies of an advanced character, primarily in science or engineering. The requirements for each degree include special regulations established by each option and detailed in the Institute catalog for the year of initial registration. Many options require a C grade or better in particular courses or groups of courses. Hence, a limited number of courses may be repeated while still maintaining a status of satisfactory academic progress and would count toward the 36-unit-per-term requirement. A full-time graduate student must register for (and complete) 36 units per term, including the summer Graduate Information term. Approval of the dean of graduate studies is required before dropping any course that brings a student below 36 units. The treatment of incomplete grades and withdrawals is specified on pages 40-42. Satisfactory academic progress is checked each academic term by the Graduate Office. The special regulations for the options typically include the completion of specific courses, oral and/or written examinations, petitions, research requirements, etc., by specific times. Satisfactory academic progress is judged by the options against these regu-lations, and revocation of permission to register may be recommended by the option to the dean of graduate studies prior to or in response to the student's petition for admission to candidacy. Further, even after admission to candidacy, the candidacy (and permission to register) may be withdrawn by formal action of an option for a student whose research is not satisfactory, or for other compelling reasons. However, the option must petition through its division chair to the dean of graduate studies before taking such action. A doctoral student who has not been admitted to candidacy by the beginning of the fourth year must petition the dean of graduate studies for permission to register for further work. In addition, no doctoral student will be allowed to register for a sixth year without approval of a petition by the dean of graduate studies This petition must include a plan and schedule for completion, agreed upon and signed by the student, the thesis advising commit-tee, and the option representative. Petitions approved by the option and the dean of graduate studies reinstate student eligibility for all financial aid. Refund and Repayment Policy Caltech has established an equitable refund policy for students who find it necessary to withdraw or take a sabbatical from the Institute. Students who officially withdraw or take a sabbatical from the Institute during an academic term may receive a tuition refund (see pages 166-169). Students living in Caltech housing may also be eligible for a partial refund from the Housing Office. When granting refunds to financial aid recipients or graduate assistants, it is Caltech's policy to return the refund, in most cases, to the original account. PRIZES Tom Apostol Award for Excellence in Teaching in Mathematics In 2010, the mathematics option set up the Apostol Teaching Award in honor of Tom Apostol, who was a great teacher at Caltech for over 50 years. Three to five awards are given each year to recognize excellence in teaching by our graduate and undergraduate teaching assistants. Prizes 287 288 Charles D. Babcock Award The Charles D. Babcock Award recognizes a student whose achievements in teaching (or other ways of assisting students) have made a significant contribution to the aeronautics department. The criteria for the award selection are as follows: The award can be made as unscheduled support for a graduate student associated with aeronautics, e.g., for travel to a technical meeting for professional advancement. All aeronautics-associated students are eligi-ble, with preference given to those in the structures and solid mechanics group. The award may be made yearly, as merited. The timing of the award will be as special recognition warrants. The Charles D. Babcock Award was established in 1992 in memory of Charles D. Babcock, who was professor of aeronautics and applied mechanics until 1987; he served aeronautics as option representative and the Institute as vice provost. William F. Ballhaus Prize A prize will be awarded for an outstanding doctoral dissertation in manus, to be glete hy the Wean tie fauly; This award is a California Institute of Technology alumnus who received his Ph.D. in aeronautics in 1947. Bohnenblust Travel Grants in Mathematics Special grants may be awarded to outstanding graduate students in mathematics to enable them to travel in the United States or abroad to further their mathematical education. The mathematics faculty established these awards in 1978 to honor H. F. Bone urt, cho mat Calich, a profes of graduate madis Application forms and further details are available in the mathematics office, 253 Sloan. Rolf D. Bubler Memorial Award in Aeronautics An award is made annually to a student in the aeronautics master's program whose academic performance was exemplary and who shows high potential for future achievements at Caltech. The Rolf D. Buhler Memorial Award in Aeronautics was established in 1990 in memory of Rolf Buhler, a 1952 graduate of GALCIT and professor of space flight at the Technical University of Stuttgart in Germany. W. P. Carey d Co., Inc., Prizes in Applied Mathematics Prizes will be awarded by a faculty committee in applied mathematics for outstanding doctoral dissertations. If there is no appropriate candidate, then the awardee can be chosen from pure math. These awards have been made possible by gifts from William Polk Carey and from W. P. Carey & Co., Inc. Graduate Information Centennial Prize for the Best Thesis in Mechanical and Civil Engineering Awarded each year to a candidate for the degree of Doctor of Philosophy in applied mechanics, civil engineering, or mechanical engineering whose doctoral thesis is judged to be the most origina and significant by a faculty committee appointed annually by the executive officer for mechanical and civil engineering. The prize consists of a citation and a cash award and was established with gifts from alumni following the Mechanical Engineering Centennial Celebration in 2007. Richard Bruce Chapman Memorial Award A prize will be awarded annually to a graduate student who has distinguished himself or herself in research in the field of hydrody-namics. Bruce Chapman was awarded an M.S. from Caltech in 1966 and a Ph.D. in 1970, both in engineering science. This award has been established in his memory by his family and friends. Milton and Francis Clauser Doctoral Prize An annual prize is awarded to the Ph.D. candidate whose research is judged to exhibit the greatest degree of originality as evidenced by its potential for opening up new avenues of human thought and endeavor as well as by the ingenuity with which it has been carried out. The Milton and Francis Clauser Doctoral Prize is made possible by gifts from the family and friends of these twin alumni, who received bachelor's degrees in physics in 1934, master's degrees in mechanical engineering in 1935, and doctor's degrees in aeronautics in 1937. Donald Coles Prize in Aeronautics The Donald Coles Prize will be awarded to the graduating Ph.D. student in aeronautics whose thesis displays the best design of an experiment or the best design for a piece of experimental equipment. Demetriades-Tsafka-Kokkalis Prize in Biotechnology or Related Fields Awarded annually to a Ph.D. candidate for the best thesis, publica-tion, or discovery in biotechnology or related fields at the Institute in the preceding 12 months. Winners are selected by the bioengineering faculty. This award has been made possible by a gift from Anna Kokkalis Demetriades and Sterge T. Demetriades, Eng. '58. Demetriades-Tsafka-Kokkalis Prize in Entrepreneurship or Related Fields Awarded annually for the best business plan or proposal, start-up hesis, publication, discovery, or related efforts by students) i1 Prizes 289 290 entrepreneurship or related fields at the Institute in the preceding 12 months. This prize is made possible by a gift from Anna Kokkalis Demetriades and Sterge T. Demetriades, Eng. '58. Demetriades-Tsafka-Kokkalis Prize in Environmentally Benign Renewable Energy Sources or Related Fields Awarded annually to a Ph.D. candidate for the best thesis, publica- Demetriades-Tsafka-Kokkalis Prize in Nanotechnology or Related Fields Awarded annually to a Ph.D. candidate for the best thesis, publica-lost, ur disce prein ding echology, This pra feld at possible by a gift from Anna Kokkalis Demetriades and Sterge T. Demetriades, Eng. '58. Demetriades-Tsafka-Kokkalis Prize in Seismo-Engineering, Prediction, and Protection Awarded annually to a Ph.D. candidate for the best thesis, publica-tion, or discovery in seismo-engineering, prediction, and protection in the preceding 12 months. Winners are selected by the seis-mo-engineering faculty. The prize is made possible by a gift from Anna Kokkalis Demetriades and Sterge T. Demetriades, Eng. '58. Constantin G. Economou Memorial Prize Awarded to a chemical engineering graduate student distinguished by outstanding research accomplishments and exemplary attitude while fulfilling candidacy requirements for the Ph.D. degree. Everhart Distinguished Graduate Student Lecture Series The Everhart Lecture Series 1s a torum to encourage interdiscipl1-nary interaction among graduate students and faculty, to share ideas about recent research developments, problems, and contro-versies, and to recognize the exemplary presentation and research abilities of Caltech's graduate students. Lecturers discuss scientific topics at a level suitable for graduate students and faculty from all fields while addressing current research issues. Each fall, three graduate-student lecturers are selected to present their work as part of the Everhart Lecture Series based on each student's dynamic speaking skills, which capture the attention of and convey research material clearly to a diverse technical audience; ability to communicate his or her research field's broader importance; and impact on the scientific community through his or her research. Speakers receive an honorarium and recognition at graduation. Graduate Information Lawrence L. and Audrey W. Ferguson Prize Awarded to the graduating Ph.D. candidate in biology who has produced the outstanding Ph.D. thesis for the past year. Henry Ford II Scholar Awards The Henry Ford II Scholar Awards are funded under an endowment provided by the Ford Motor Company Fund. Each award will be made annually either to the engineering student with the best academic record at the end of the third year of undergraduate study, or to the engineering student with the best tirst-year record in the graduate program. The chair of the Division of Engineering and Applied Science names the student to receive the award. Graduate Deans' Award for Outstanding Community Service This award is made annually to a Ph.D. candidate who, throughout his or her graduate years at the Institute, has made great contributions to graduate life and whose qualities of leadership and responsibility have been outstanding. Hans G. Hornung Prize This prize is awarded for the best oral Ph.D. defense presentation by a student advised by an aerospace faculty member. The committee to determine the winner is made up of current aerospace engineering students who attend the talks in order to make their rec-ommendation. Scott Russell Johnson Prize for Excellence in Graduate Study in Mathematics Four prizes will be given to continuing graduate students for excellence in one or more of the following: extraordinary progress in research, excellence in teaching, or excellent performance as a first-year graduate student. The executive officer for mathematics, in consultation with the faculty, determines the recipients. The prize is made possible by a gift from Steve and Rosemary Johnson in memory of Scott Johnson, B.S. '83. Scott Russell Johnson Graduate Dissertation Prize in Mathematics A prize is awarded for the best graduate dissertation in mathemat-ics. The prize may be split between two students. The executive officer for mathematics, in consultation with the faculty, selects the recipient. The prize is made possible by a gift from Steve and Rosemary Johnson in memory of Scott Johnson, B.S. '83. Abdul Kalam Prize in Aerospace Engineering This prize is awarded to a student in the aerospace engineering master's program whose academic performance is exemplary and who shows high potential for future achievements. Prizes 291 292 John O. Ledyard Prize for Graduate Research in Social Science The prize rewards the best third- year paper by a graduate student in Social Science or Behavioral Neuroscience. The prize is funded by Susan G. Davis in recognition of John O. Ledyard's dedication to developing graduate students as independent researchers and his service to the Division of the Humanities and Social Sciences. The prize is awarded annually by a committee of social science faculty. Lemelson-MIT Caltech Student Prize The Lemelson-MIT Caltech Student Prize is awarded to a Caltech senior or graduate student who has created or improved a product or process, applied a technology in a new way, redesigned a system, or in other ways demonstrated remarkable inventiveness. Students gain invaluable exposure to the science, business, and investment communities through participation in this competition. The Herbert Newby McCoy Award A cash award is made annually to a graduate student in chemistry to acknowledge an "outstanding contribution to the science of chemistry." The awardee is chosen by a faculty committee, based on solicited nominating packages, and the award-winning research is presented in a formal divisional seminar given by the awardee. The McCoy award was established in 1965 as a result of a bequest of Mrs. Ethel Terry McCoy to honor her husband, who did pioneering work in the chemistry of rare earths and was associated with Caltech through collaboration with chemists Linus Pauling and Howard Lucas. Eleanor Searle Prize in Law, Politics, and Institutions The Eleanor Searle Prize was established in 1999 by friends and colleagues to honor Eleanor Searle. The prize is awarded annually to an undergraduate or graduate student whose work in history or the social sciences exemplifies Eleanor Searle's interests in the use of power, government, and law. Ernest E. Sechler Memorial Award in Aeronautics An award is made annually to an aeronautics student who has made the most significant contribution to the teaching and research efforts of the Graduate Aerospace Laboratories of the California Institute of Technology (GALCIT), with preference given to students working in structural mechanics. The Ernest E. Sechler Memorial Award in Aeronautics was established in 1980 in memory of Ernest E. Sechler, who was one of the first graduates of GALCIT and who then served as a GALCIT faculty member for 46 years. Throughout his career, Sechler was the faculty adviser for aeronautics students. In addi-tion, he made many contributions to structural mechanics in areas ranging from aeronautics to the utilization of energy resources. Graduate Information A prize is awarded annually to a graduate student in physics for outstanding progress in research as demonstrated by an excellent performance on the oral Ph.D. candidacy exam. John S. Stemple was a Caltech physics graduate student when he died; a memoria fund was established from contributions made by the communit of Falls Church, Virginia, John's hometown. Charles Wilts Prize Awarded for outstanding independent research in electrical engineering leading to a Ph.D Note: Prizes and awards may be subject to federal and state income tax. SPECIAL REGULATIONS OF GRADUATE OPTIONS Aerospace Aims and Scope of the Graduate Program The Institute offers graduate programs in aerospace leading to the degrees of Master of Science in Aeronautics or Space Engineering, Aerospace Engineer, and Doctor of Philosophy. The programs are designed to provide intense education in the foundations of the aeronautical and space sciences, with emphasis on research and analytical, computational, and experimental methods. Entering graduate students should have a thorough background in undergraduate mathematics, physics, and engineering science. Applicants or graduate study are also required to submit Graduate Record Examination scores with their applications. In working toward a degree in aerospace, a student may pursue major study in one of the following areas: physics of fluids, physics of solids and mechanics of materials, structural mechanics, space technology, computational solid mechanics, computational and theoretical fluid dynamics, aeronautical engineering and propul-sion, biomechanics of fluids and solids, technical fluid mechanics, control of aerospace systems and materials. While research and course work in the aerospace option at the Institute cover a very broad range of subjects, a choice of one of the above fields allows students to focus their activities while taking advantage of the flexibility offered by the breadth of interests of the Graduate Aerospace Laboratories (GALCIT). A student with an interest in energy-related subjects will find many suitable courses and research projects of particular use. Subjects of major importance in the efficient use of energy, such as turbulent mixing, drag reduction, and flexible lightweight structures, have historically been the focus of research activity in the aerospace option. Special Regulations/ Aerospace 293 294 In consultation with his or her adviser, a student will design a rogram of study in one of the above tields, consisting of the tun lamental courses prescribed in the regulations for the separat degrees listed below, and of electives selected from the list of aero-space-related courses. Examinations, Committees, and Student Responsibilities To help the student achieve satisfactory progress in his or her academic pursuits, the aerospace faculty provides for the following committee and individual support. Upon beginning the first year of the aerospace program, each student is assigned a faculty (course) adviser whose research field matches the interests of the student as described in the student's statement of purpose in his or her admissions application. In order to pursue studies beyond the master's degree and toward the degree of Ph.D., a student has to select and be accepted by a research adviser. Students wishing to pursue studies leading to the Ph.D. must select and be accepted by a research adviser and are required to pass a qualifying examination in the first term of the second year. Having passed the qualifying examination, the student pursues research under the supervision of the research adviser until he or she is ready to enter candidacy for the Ph.D. At this point, a four-member Candidacy Examination Committee that includes the student's research adviser is assembled and administers a Candidacy Examination to ensure the student has the appropriate knowledge and tools to successfully complete his or her chosen research activities. The Candidacy Committee is chaired by a faculty member other than the research adviser. The Candidacy Examination is generally administered in the beginning of the third year of residence but in any case must be successfully completed by the end of that year. Conferral of the Ph.D. degree is contingent on satisfactorily passing the thesis examination before a committee consisting of four examiners, which may, but does not need to, have the same constitution as the Candidacy Committee. Degree Programs in Aerospace Master's Degree in Aeronautics and Master's Degree in Space Engineering The master's degree program in aeronautics or space engineering is a one-year program that provides advanced training in the areas of aeronautics or aerospace beyond that covered in a four-year undergraduate program. The program consists of a set of five core courses (see details below). There is no research requirement, nor is a thesis required to obtain the degree. Admission. Students with a baccalaureate degree equivalent to that given by the Institute are eligible to seek admission to work toward the master's degree in aeronautics. Students are asked to Graduate Information submit course transcripts and letters of recommendation as well as GRE scores and evidence of English language proficiency as detailed in the graduate application. It should be noted that the graduate program at GALCIT is primarily focused on Ph.D.-level research and so priority in admission is given to those who plan to ultimately perform Ph.D.-level research Course Requirements. A program of study consists of courses totaling at least 138 units; of these, at least 84 units must be in the following subject areas: • Fluid mechanics: 27 units • Solid/structural mechanics: 27 units • Mathematics or applied mathematics: 27 units • Aerospace engineering seminar: 3 units An additional 27 units are required as follows: • a course in experimental techniques and laboratory work for the master's degree in aeronautics, or • a course in space engineering for the master's degree in space engineering. For both the aeronautics and space engineering master's degrees, the remaining 27 units of electives are to be chosen from courses at Caltech that support the broader goals of the respective programs, subject to the approval of the option representative. Students must have a proposed program approved by their adviser prior to registration for the first term of work toward the degree. Admission to More Advanced Degrees Students who successfully complete the requirements for the master's degree and who wish to pursue the more advanced degrees of Aerospace Engineer or Ph.D. must file a petition to continue work toward the desired degree. All students working for the engineer's degree or the Ph.D. degree are expected to register for and attend one of the advanced seminars (Ae 208 abc or Ae/AM 209 abc). Degree of Aerospace Engineer The degree of Aerospace Engineer is considered to be a terminal degree for the student who desires advanced training more highly specialized than the master's degree permits, but with less emphasis on research than is appropriate for the Ph.D. degree. Admission. Students with a Master of Science degree equivalent to that given by the Institute may seek admission to work for the engineer's degree. It should be noted that the graduate program at GALCIT is primarily focused on Ph.D.-level research and so priority in admission is given to those who plan to ultimately perform Ph.D.-level research Program Requirements. The degree of Aerospace Engineer is awarded after satisfactory completion of at least 138 units of graduate work equivalent to the Master of Science program described above, plus at least 135 additional units of advanced graduate work. This latter program of study and research must consist of: Special Regulations/ Aerospace 295 296 • not less than 60 units of research in aerospace (Ae 200); • three units of an advanced seminar such as Ae 208; and • satisfactory completion (with a grade of C or better, or Pass) of at least 27 units of aerospace courses numbered Ae 200 or higher, or CE/Ae/AM 108, Ae/ME 120, and Ae/Ge/ME 160, excluding research and seminars. A proposed program conforming to the above regulations must be approved by the student's adviser prior to registration for the first term of work toward the degree. A thesis is required based on a research program and may consist of the results of a theoretical and/or experimental investigation or may be a comprehensive literature survey combined with a critical analysis of the state of the art in a particular field. No student will be allowed to continue to work toward the degree of Aerospace Engineer for more than six terms of graduate residence beyond the baccalaureate degree (not counting summer registrations) except by permission after petition to the aerospace faculty. Degree of Doctor of Philosophy Admission. Students with a baccalaureate degree equivalent to that given by the Institute are eligible to seek admission to work toward the degree of doctor of philosophy (Ph.D.) in aeronautics or space engineering. Students are asked to submit course transcripts and letters of recommendation as well as GRE scores and evidence of English language proficiency as detailed in the graduate application. The courses required for the master's degree must without exception be completed in one year. Course Requirements. The course requirements for the first year of the Ph.D. degree are identical to those of the master's degree. All students admitted to graduate study for the Ph.D. degree with a baccalaureate degree equivalent to that given by the Institute must, without exception, undertake in their first year a course of study that would qualify them for the master's degree described above. The student may elect to receive the master's degree at the end of their first year after completion of these courses. Research adviser. Students wishing to pursue studies leading to the Ph.D. must select and be accepted by a research adviser by the end of their first year of study and prior to taking the qualifying examination described below. Qualifying Examination. After the first year of graduate study, the student must pass a qualifying examination. The objective of the qualifying examination is to determine if the student is properly prepared and qualified to pursue problems typical of Ph.D.-level research. The exam will cover the following subjects: • Fluid mechanics (Ae/APh/CE/ME 101 abc) • Solid mechanics (Ae/AM/CE/ME 102 abc) • Mathematics (ACM 100 abc) Graduate Information The material covered in these examinations is at the same general level and breadth as covered in the corresponding first-year cours-es. The examinations are offered during one week in the first half of the first term, in the second year of graduate residence at the Institute. A student is examined orally on all three of these topics. In the event of an unsatisfactory performance, the examining faculty members may permit a repeat examination in the appropriate top-ics. The repeat examination must be scheduled prior to finals week of the second term and must be completed before the end of the third term of the same year. Candidacy. To be recommended for candidacy for the Ph.D. in aerospace, the applicant must • have satisfactorily completed at least 138 units of graduate work equivalent to the above Master of Science program; • pass, with a grade of C or better, 27 units of graduate-level ACM courses beyond ACM 95/100; and • complete (with a grade of C or better, or Pass) at least 45 units of aerospace courses numbered Ae 200 or higher, or Ae/ME 120 and Ae/Ge/ME 160, excluding research and seminars. In addition to fulfilling these course requirements, the applicant must pass a candidacy examination in the second or third year of residence at the Institute but in any case no later than the third quarter of the third year of residency. This examination aims at determining whether the student is successful in integrating formal course work into a mature understanding of fundamental engineering concepts, and at demonstrating his or her professional competence in applying these concepts to the problems being addressed in the course of their Ph.D. research. Minor. No minor is required for the Ph.D. degree. Students are, however, encouraged to take advanced courses appropriate to their particular interests. Foreign Languages. The student is encouraged to discuss with his or her adviser the desirability of studying foreign languages, but there is no formal foreign language requirement for the Ph.D. Thesis and Final Examination. Before graduation, each candidate is required to give a public seminar presenting the results of his or her thesis research. For final examination and thesis completion, see also the general degree requirements and the section on Examinations, Committees, and Student Responsibilities regarding aerospace starting on page 294. Subject Minor A student majoring in a field other than aerospace may, with the approval of the option representative, elect aerospace as a subject minor. A minimum of 54 units in subjects acceptable to the aerospace faculty is required. Special Regulations/Aerospace 297 298 Problem and Grievance Resolution within Aerospace Students may pursue several avenues for redress concerning personal and academic problems that may arise during their residency. Should a student not wish to discuss the relevant issues with their adviser, the option representative and/or the director are always available to meet with the student. In addition, two ombudspersons are available, one at the student and one at the faculty level. The student representative is elected annually by the aerospace graduate students at or after the Information Session, which is part of Ae 150 a. In the event that the student representative has completed his or her Ph.D. studies before the election date and left the Institute, the student organizer for Ae 150 may be his or her replacement. A faculty member chosen by the aerospace faculty acts as an ombudsperson available for student contact. The names of the current student and faculty ombudspersons are available in the aerospace office. Educational Exchange Program with Ecole Polytechnique An educational exchange program is offered by the Aerospace option with Ecole Polytechnique (EP). In this exchange program, students selected for participation from Caltech will enroll for one year at EP. Correspondingly, students selected for the program from EP will enroll for one year at Caltech. To be eligible to par-ticipate, Aerospace students must have completed one full year of study (for Caltech students this is equivalent to the requirements for the MS degree) and agree that they will spend one full year at EP. First year (G1) graduate students students enrolled in Caltech's doctoral aerospace program will be apprised of the opportunity to participate in an educational exchange program at the masters level at EP. The students) will be selected by the Aerospace faculty from the pool of students who express interest in this program. Caltech students will follow their first (master's) year at Caltech, and their second year in the second year masters (M2) program at EP. For details of EP's program consult their web pages at http://www.enseignement.polytechnique.fr/mecanique/Master- 2007.htm Caltech students must fulfill the requirements of their first year program and receive their Caltech MS diploma prior to proceeding to EP. Caltech students must register at Caltech during the year spent at Ecole Polytechnique and enroll in the special course Ae 240 - Educational exchange at Ecole Polytechnique. This ensures that they maintain their standing as enrolled graduate students at Caltech. It is implied that classes taken at one institution cannot duplicate classes already taken at the other institution. The expectation is that Caltech students will return to Caltech after completing the EP program and continue with their doctoral studies at Caltech. Caltech students should be prepared to take the qualifying exams in the fall term when they return from EP. Graduate Information Caltech students participating in the Caltech/EP educational exchange program will be considered to be on detached duty from Caltech while at EP. A detached duty agreement will be executed for each student that spells out the terms and requirements for the detached duty. Applied and Computational Mathematics Aims and Scope of the Graduate Program Caltech's Computing & Mathematical Sciences department offers an interdisciplinary program of graduate study in applied and computational mathematics leading to the Ph.D. degree. This program is designed to give students a thorough training in fundamental computational and applied mathematics and to develop their research ability in a specific application field. The fields of application include a wide range of areas such as fluid mechanics, materials science, and mathematical biology, engineering applications, image processing, and mathematical finance. The training essential for future careers in applied mathematics in academia, national laboratories, or in industry is provided by completion of the requirements for a Ph.D. degree in applied and computational mathematics. The research areas and interests of the applied and computational mathematics faculty cover a broad spectrum, including nonlinear dynamics, computational biology, numerical analysis and scientific computing, computational and theoretical fluid mechanics, theoretical materials science, multiscale computations and homogenization theory, computational methods for electromagnetics and acoustics, statistics, signal and image processing, probability theory and stochastic analysis, and dynamical systems and geometric mechanics. As reflected by the faculty research activities, there is a strong emphasis on computational methods for solving challenging problems arising from engineering and scientific applications. Reflecting the interdisciplinary nature of the program, several different groups, in addition to the applied and computational mathematics faculty, contribute to the teaching and supervision of research. Students in applied and computational mathematics are expected to combine their basic mathematical studies with deep nvolvement in some field of application. Basic general courses ar isted specifically under applied and computational mathematics and these are to be supplemented, according to the student's interest, from the whole range of Institute courses in specific areas of physics, biology, engineering, etc 1 regular colloquium provides the opportunity for visitors faculty, and students to discuss current research. Admission. Each new graduate student admitted to work for the Ph.D. in applied and computational mathematics is given an informa interview on Thursday or Friday of the week preceding the beginning of instruction for the fall term. The purpose of this interview is to ascertain the preparation of the student and assist him or her Special Regulations/ Applied and Computational Mathematics 299 300 in mapping out a course of study. The work of the student during the first year will usually include some independent reading and/or Course Requirements. All ACM students are required to take a total of 18 nine-unit courses at the graduate level (or the equivalent of 162 units) during their graduate study at Caltech. Among these 18 courses, the following core courses, typically taken during the student's first year of study, are required: ACM 101, ACM 104, ACM 105 or Ma 110a, ACM 106 abc, ACM 116, and an application elective course. The application elective course in the first year is selected, with the recommendation of the student's advis-er, from among a wide range of courses offered by an outside option within the Institute. In the second and third years, students are expected to take graduate-level courses appropriate to their chosen research area. The remaining 81 units would normally include graduate-level ACM or CDS courses such as ACM 113, 201 abc, 210 abc, 216, 217, CDS 140 ab, 202, etc., as deemed appropriate to the student's research program, and which must be selected in consultation with the student's research adviser. Students who have already taken some of the required courses may use them to satisfy the course requirements, even though the units may not be used to satisfy the total unit requirement for the Ph.D. degree. In addition, the student is required to enroll in ACM 290 for each quarter that he or she is in residence. Master's Degree Entering graduate students are normally admitted for the Ph.D. program. The master's degree may be awarded in exceptional cases. Of the 135 units of graduate work required by Institute regulations, at least 81 units of advanced graduate work should be in applied mathematics. Degree of Doctor of Philosophy The Candidacy Examination. In order to be recommended for candidacy, the student must, in addition to satistying the general Institute requirements, pass an oral or written candidacy examination administered by a faculty committee. This examination is offered during one week at the end of the first year of graduate residence at the Institute, typically near the beginning of the fall term. The material covered in this examination is based on the three core sequences described above. For students who have already taken the required courses before coming to Caltech, the examination can also be based on the substituted courses taken in the first year. Advising and Thesis Supervision. Upon passing the candidacy examination (usually by the end of the second year), the student is required to choose a thesis supervisor who assumes the major responsibility in supervising the Ph.D. thesis. At the same time, an advising committee consisting of three faculty members is formed to help oversee the advising process. This committee should be Graduate Information formed no later than the third year of graduate study. The student's supervisor is part of this committee, but does not chair the committee. The student is encouraged to meet with the committee members informally for advice or suggestions. Joint supervision between two faculty members is also possible, as is seeking a thesis adviser outside the core applied and computational mathematics option, although in this case it is mandatory that an applied mathematics faculty member be nominated as a co-adviser. Should a disagreement of any kind occur between the student and his or her supervisor as regards the timely completion of the thesis, the student is encouraged to direct his or her concerns to the committee chair. If this is not workable, the student should feel free to consult with the option representative, the executive officer, or an applied and computational mathematics faculty member of the student's choice. If the student's concerns cannot be resolved through consultation with these individuals, the student is encouraged to pursue resolution of his or her concerns through other channels as outlined in Student Problem Resolution Process on page 49. Submission of Thesis. On or before the first Monday in April of the year in which the degree is to be conferred, a candidate for the degree of Ph.D. in applied and computational mathematics must deliver a typewritten or printed copy of the completed thesis to his or her research supervisor. Final Examination. The final oral examination is held within four weeks after the submission of the thesis. The examination covers the thesis and related areas. Subject Minor in Applied and Computational Mathematics The group of courses must differ markedly from the major subject of study, and must include 54 units of advanced courses in applied mathematics and must not be simultaneously used for fulfilling a requirement of the second option. The qualifying courses exclude ACM95/100, although some flexibility is allowed depending upon the option of origin. The student must pass an oral examination whose subject is directly related to the material covered in the qualifying courses. This oral examination will be waived if the student has received a grade of A in every course. Applied Mechanics Applied mechanics research and study are offered through the Department of Mechanical and Civil Engineering and are oriented toward the Ph.D. degree. Only in exceptional cases is there admission to the M.S. program as a final degree objective. Master's Degree The M.S. degree may be awarded after completing 138 units of the equired courses. All courses must be taken for a grade except for courses offered only on a pass/fail basis. Required courses must be Special Regulations/Applied Mechanics 301 302 passed with a grade of at least C. The courses must be numbered 100 or higher, and are typically part of those used to satisty th Ph.D. requirements in applied mechanic: and at least 81 units of graduate-level courses in AM, CE, and ME. Students who have not had ACM 100 abc or its equivalent will be required to include ACM 100 abc in their program. A maximum of applied mechanics. Degree of Doctor of Philosophy Study and research programs for the Ph.D. degree are individually requirements for the Ph.D. degree are described in the section on degree requirements. Approximately two years of course work are required, and two or more additional years are usually needed for preparation of the thesis. See the Admission to Candidacy section below for details. Advising and Thesis Supervision. An interim adviser is appointed for each student upon admission to a graduate degree in applied mechanics. The interim adviser will serve as the primary mentor It is the responsibility of the student to find a research adviser within three terms of graduate residence at Caltech. In consultation with the adviser, the student must form a Ph.D. thesis advisory committee within one year of graduate residence at Caltech. The committee shall consist of at least three members of the Caltech professorial faculty, with at least two members from the faculty in mechanical and civil engineering. The committee shall meet as requested by the student. Further, the committee shall meet annually to review progress and to approve the registration of the student beyond the fifth year of graduate residence at Caltech. The thesis adviser and thesis advisory committee provide the majority of mentoring to the student. In addition, the option representative and other members of the faculty are always available to provide advice and mentoring on any aspect of research, progress toward the Ph.D., future careers, and other aspects of life in graduate school and as a professional scientist. Admission to or Continuation in Ph.D. Status. Newly admitted students, those continuing study toward the Ph.D. degree in applied mechanics, and other graduate students wishing to become eligible for study toward this degree must make satisfactory progress in their academic studies each year, as judged by their thesis advisory committee. Graduate Information Admission to Candidacy. To be recommended for candidacy for the Ph.D. degree in applied mechanics, the student must, in addition to the general Institute requirements, meet the following: • Obtain the agreement of a professorial faculty member to serve as his or her academic and research adviser and form a three-member thesis advisory committee. • Successfully complete at least 54 units of research and demonstrate satistactory research progress. • Pass with a grade of at least C a minimum of 54 units of course work categorized as breadth. Breadth means courses not closely related to your thesis research. Courses are arranged in consultation with the adviser and approved by the thesis advisory committee. • Pass with a grade of at least C a minimum of 54 units of course work categorized as depth. Depth means courses closely related to your thesis research. Courses are arranged in consultation with the adviser and approved by the thesis advisory committee. • Pass with a grade of at least C an additional 27 units of course work in advanced mathematics, such as AM 125 abc or a substitute acceptable to the thesis advisory committee. ACM 100 does not satisfy this requirement. • Pass AM/CE/ME 150 abc in each of the first two academic years in residence at Caltech. • Pass both subject and research components of the oral candidacy examination before the end of the second year of graduate academic residence at the Institute. Registration Beyond Fifth Year of Graduate Residence. The annual approval of the thesis advisory committee is necessary for registration beyond the fifth year of graduate residence at Caltech. Thesis and Final Examination. The thesis examination will be given after the thesis has been formally completed. This examination will be a defense of the doctoral thesis and a test of the candidate's knowledge in the specialized field of research. The format of the examination can be chosen by the student, in consultation with his or her research adviser, from the following two options: (i) a public seminar presented by the candidate, with an open question period, followed by a private examination by the examining com-mittee, or (ii) a private presentation to the examining committee followed by the examination, with a public seminar on another date. The examining committee shall consist of a minimum of four voting members, at least three of whom must be Caltech faculty, and at least two of whom must be faculty in mechanical and civil engineering. The thesis defense committee shall be chaired by a committee member who is not the student's adviser. Special Regulations/Applied Mechanics 303 304 Subject Minor A graduate student majoring in another branch of engineering, or another division of the Institute, may elect applied mechanics as a subject minor, with the approval of the faculty in the Department of Mechanical and Civil Engineering and the faculty in the student's major field. The group of courses shall differ markedly from the major subject of study or research, and shall consist of at least 54 units of courses approved by the faculty in Department of Mechanical and Civil Engineering. Applied Physics Aims and Scope of the Graduate Program The faculty in applied physics anticipate that a professional in the field will be able to solve problems of a physical nature by using a ombination of analysis, engineering tools, and technologica novation. Graduate study in applied physics at Caltech is there fore designed to cover considerable ground in sufficient depth to prepare the student broadly for any technical challenge that lies ahead. Completion of core preparatory classes during the first two years is normally followed by an additional three years of independent and original research culminating in the Ph.D. The goals of this program are to develop competence in a chosen field of specialization; to develop tools with which to assess problems outside one's field of specialization; to develop sufficient strength in the physical sciences for self-education beyond formal training; and to cultivate the motivation and foresight to become a productive and influential leader. As such, the graduate program in applied physics is strictly a doctoral program; students seeking a terminal master's degree should not apply. Degree of Doctor of Philosophy In preparation for the candidacy exam, which must be taken prior to the start of the third year in residence, the student must obtain a minimum of 135 units from the following list of core courses: Ph 106; Ph/APh/Ch 125; ACM 101 or AM 125 or Ph 129; APh/MS 105 or Ph 127; and one additional three-term sequence, which may include Ae/APh/CE/ME 101, APh 114, APh/Ph 115 and APh/Ph/Ae 116, Ph 156, or BE/APh 161/162. All first-year graduate students are also required to attend the weekly seminar class, APh 110 ab, to learn about ongoing research projects with the applied physics option. Students wishing to substitute more advanced material for the courses listed above must obtain prior approval from the option representative. In preparation for candi-dacy, students are also strongly encouraged to sample more advanced courses in their subfield of interest, including but not limited to MS/APh 122, APh 130, APh 131, APh 132, Ph 135, Ph 136, EE/APh 180, APh/EE 183, APh 190, and Ph/APh 223. The student's research adviser or the option representative can be con- Graduate Information sulted for additional recommendations. No more than 27 units of research in APh 200 may be counted toward this limit. Only courses in which the student has obtained a grade of C or higher can be counted toward this sum. To be recommended for candidacy to the doctoral program, a student must satisfactorily complete the three requirements below: • Demonstrate competency in the following basic areas of physics and engineering at the level indicated: 1. Classical Physics: Mechanics and Electromagnetism (Ph 106) 2. Quantum Mechanics (Ph/APh/Ch 125) 3. Mathematical Methods (ACM 101 or AM 125 or Ph 129) 4. Statistical Physics and Thermodynamics (APh/MS 105 or Ph 127) 5. Biophysics or Fluid Physics or Plasma Physics or Solid-State Physics (Ae/APh/CE/ME 101, APh 114, APh/Ph 115 and APh/Ph/Ae 116, APh 156 or BE/APh 161 and The student will also be expected to demonstrate proficiency for clear and precise self-expression both in oral and written English. • Oral examination. This examination must be taken before the beginning of the student's third year in residence. The student will be expected to deliver a half-hour oral presentation describing his/her research to date and to answer questions related to this work. This portion of the examination will be followed by a more open-ended discussion to test general proficiency in various subfields of applied physics. Students who fail the oral examination on their first attempt will be given additional guidelines for further study and an opportunity to retake the examination a second and final time if the committee so recommends. Should a student fail the oral examination a second time, he/she cannot continue with doctoral studies leading to the Ph.D. Upon recommendation of the examining committee, however, the student may be granted a terminal master's degree. • Research proposal. The student must have selected a thesis adviser and have completed a minimum of 18 units of research activity under his/her direction by the end of the second year in residence. At the oral examination, the student will discuss the research topic of choice, describe progress to date, and present a research plan for further study. Students whose research component is deemed insufficient or unsatisfactory will be asked to retake the candidacy exam a second time. Students who fulfill these three requirements will have successfully completed the candidacy exam and will receive a master's degree in applied physics. Special Regulations/Applied Physics 305 306 Thesis and Final Examination. The candidate shall undergo a broad oral examination in the tield, to include the subspecialty represented by the thesis and the significance of its findings to the field. This oral examination will be administered at least two weeks after the doctoral thesis has been presented in final form so that the examining committee has sufficient time to review its content. This examination must be taken at least three weeks prior to the date on which the degree will be officially conferred Subject Minor Graduate students majoring in other fields may elect a minor in applied physics. In addition to general Institute requirements, the student must complete with a grade of B- or higher 81 units of courses in applied physics above the 100 level, excluding APh 200. Students cannot use courses required by their major option in tul-fillment of this requirement. Students interested in a minor must receive prior approval from the option representative in applied physics, who will review and approve the proposed course of study. It is recommended that this course of study include advanced courses spanning different subfields of applied physics. Astrophysics Aims and Scope of the Graduate Program With the goal of understanding the physical processes that govern the universe, its constituents, and their evolution, astronomy uses the apparatus and methodology of physics to gather and interpret data. Theoretical work and technology development round dole of physics to gathe out astrophysics. In what follows, we use the terms "astronomy" and "astrophysics" interchangeably. The primary aim of the graduate astrophysics program at Caltech is to prepare students for creative and productive careers in astrophysical research. I'he astrophysics program emphasizes independent research by graduate students, who are free to pursue study in virtually any area of astrophysics. The opportunity exists to take advantage of the many observational facilities owned and operated by Caltech (see page 102). Admission. Incoming students should have a strong background in physics, and although a good preparation in astronomy is help-ful, this is not required for admission to the graduate program. All applicants, including those from foreign countries, are requested to submit Graduate Record Examination scores for verbal and quantitative aptitude tests and the advanced test in physics. Master's Degree While the option does not offer a master's degree program in itself, students who fulfill the general Institute requirements for such a degree, and the specific option requirements (see below), can receive a master's degree, either en route to a final Ph.D. Graduate Information degree if admitted to candidacy, or as a terminal degree if the candidacy requirements are not met. The choice of astronomy and other science elective courses must be approved by the option representative. At least 36 units of the 135 units must be selected from Ay 121-127. The courses Ph 106, Ph 125, and Ph 129 may be required of those students whose previous training in some of these subjects proves to be insuffi-cient. At least 27 units of advanced courses in fields other than astronomy are required. Degree of Doctor of Philosophy Astrophysics Program. The student's proposed overall program of study must be approved by the option representative during the first year. The following are required of all students for candidacy: Ay 121, Ay 123, Ay 124, Ay 125, Ay 126, and Ay 127. The student should take these courses in the first year. Students must also take at least one term of Ay 122 unless exempted. Also required are research and reading projects. Credit for this work will be given under courses Ay 142 and Ay 143. The above courses must be passed with a grade of B- or better. Physics Program. The student's program during the first two years of graduate study should include at least 36 units of physics courses, exclusive of Ph 106, Ph 125, and Ph 129, and should include Ph 136 a and Ph 136 b, unless specifically exempted. Cross-listed courses (e.g., Ph/Ay) in general do not count toward the physics units requirement, unless specifically allowed by prior consultation between the student, the instructor, and the student's option representative. This requirement may be reduced on written approval for students who take substantial numbers of units in Ph 106, Ph 125, and Ph 129. Students in radio astronomy may substitute an advanced course in electrical engineering or applied mechanics for up to nine units of the required 36 units of physics. Theoretical astrophysics students should include at least 54 units of physics courses in their programs. Students in planetary physics may substitute appropriate advanced courses in geophysics and geochemistry. All the above courses must be passed with a grade of C or better, or a P upon prior written permission from the option representative to take the course pass/fail Other Requirements. An ability to explain concepts and to verbally present one's work is vital to a successful career in research and/or teaching. To this end, all graduate students in astrophysics are required to serve as teaching assistants during their second year, and to make oral presentations as part of the course Ay 141, required of all students in their second year and all subsequent years. The Minor. It is recommended that students take a subject minor in physics. Other fields in which subject minors are taken include geology or engineering, depending on the student's field of specialization. Special Regulations/Astrophysics 307 308 Language Requirement. Although the department believes that ‹nowledge of foreign languages is generally useful, there 1s n ormal foreign-language requirement. However, graduate student for whom English is a second language may be required to demonstrate fluency in oral and written English at the time of their candidacy exam. The examining committee will administer a test when this is deemed necessary. Admission to Candidacy. To be recommended for candidacy for the Ph.D. degree in astrophysics, a student must, in addition to meeting the general Institute requirements: • complete satisfactorily 36 units of research (Ay 142) or reading (Ay 143); pass satisfactorily, or by special examination, the required astrophysics course (see above); • pass a general oral examination (see below); pass a thesis-related examination (see below); complete the physics course requirement (see above); satisfy a teaching requirement (at least one term as a GTA); fulfill the language requirement if applicable (see above); and be accepted for thesis research by a member of the faculty. In fall of their second year, all students are required to take a general oral candidacy examination. Students will be examined on the substance and status of, as well as their performance on, a research project, which should be started not later than the summer following the first year. They will further be examined on their broad understanding of current topics in, and fundamentals of, astrophysics. Both of these aspects of the examination are intended to evaluate the candidate's aptitude for a research career in astrophysics. In addition, at the discretion of the executive officer, students who have not done well in one, or at most two, areas covered in the Ay 120 course series during their first year will be retested in these areas during the examination. Students must pass all of the aspects of this examination, as judged by the faculty committee conducting it, in order to continue in the Ph.D. program. Students who do not meet the minimum grade requirements in the Ay 121-127 series, or who do not pass the general candidacy examination described above, will not be able to continue in the Ph.D. program. They may receive a terminal master's degree, provided that they fulfill the requirements for it (see above). Advising and Thesis Supervision. By the summer of their first year, students should be spending most of their time on research. During their first two years, students are free to work with any faculty they wish, on one or more projects. However, by the summer of their second year at the latest, they should have defined a thesis project and been accepted by a faculty research adviser for that project (in cases where the thesis involves multiple projects, a second faculty adviser may supervise part of the research, but one must be selected as primary adviser). An oral candidacy exam Graduate Information dealing with the student's proposed thesis research should be taken before the end of the third year. The date and time of the exam are the responsibility of the student to arrange. The examining committee is chosen by the executive officer in consultation with the student's adviser. It will stand until the final examination, and be charged with ensuring that satisfactory progress toward the Ph.D. is being made. If the candidate does not pass the oral candidacy exam, then the examining committee may at its discretion offer the candidate a second oral examination. This examination must be successfully completed by the end of the third term of the third year. After the oral candidacy exam, the adviser and the student together have primary responsibility for the student's progress and career development. To ensure that these remain on course, both student and adviser must submit annual progress reports to the executive officer (or in the case of a conflict of interest, to the astrophysics option representative or the division chair). If at any stage the student, the adviser, or the executive officer feels that there are serious problems developing, they may consult in confidence with the astrophysics option representative, the executive officer, or the division chair. They may also request a meeting of the oral candidacy exam committee or seek the advice or help of other faculty members. Students may also seek confidential advice and help from the Counseling Center and the Ombuds Office. Final Examination. A final draft of the thesis must be submitted at least six weeks before the commencement at which the degree is to be conferred. At least two weeks after submission of the thesis, the student will be examined orally on the scope of his or her thesis and its relation to current research in astrophysics. The examination will be conducted by a committee selected in the same way as the oral candidacy committee. The examination should occur before the end of the fifth year. Typical Timeline Year 1: Ay 121, Ay 123-127; at least three advanced physics courses; reading and independent study. Begin research. Year 2: Early fall-general oral candidacy examination. Research projects; select thesis and adviser. Fulfill teaching requirement. Complete 36 units of physics (54 for theorists); Ay 122 if applicable; optional advanced astronomy courses. Ay 141. Year 3: Take oral candidacy exam on thesis before end of second term. Annual report from student and adviser. Ay 141. Year 4: Annual report from student and adviser. Ay 141. Year 5: Annual report from student and adviser. Ay 141. Complete Ph.D. thesis before end of year 5. Final oral examination. Special Regulations/ Astrophysics 309 310 Subject Minor The program for a subject minor in astrophysics must be approved by the department before admission to candidacy. In addition to general Institute requirements, the student must complete satisfactorily, with a grade of C or better, 45 units in advanced courses in astronomy. Behavioral and Social Neuroscience Aims and Scope of the Graduate Program The application of neuroscientific methods to the social sciences is a new frontier at the intersection of the social and natural sciences Caltech is one of the few places in the world with deep expertise in neuroscience, behavioral economics, and political science. We have built bridges with faculty members in other divisions who are leading researchers in neuroscience. For these reasons, we are in a unique position to train Ph.D. students in this new interdisciplinary area. Students in the behavioral and social neuroscience (BSN) program receive in-depth training both in neuroscience and rigorous social science methods, and thus will be in a position to make significant research contributions at the intersection of the two disciplines. Master's Degree Entering graduate students are admitted to the Ph.D. program, and will earn the M.S. degree after successful completion of 135 units of course work. The program does not admit students who plan to obtain an M.S. degree only, but a student who does not go on to achieve a Ph.D. may leave with a terminal master's degree. Admission. Admission to the Caltech Ph.D. program is highly competitive, and those who are admitted have excellent GRE scores, impressive academic records as undergraduates, and highly supportive letters of recommendation. Entering students are expected to have a strong background in mathematics, and to have completed courses in calculus at the levels of Ma 2, linear algebra, and mathematical statistics. Course Program. The program is designed to enable students to earn their Ph.D. in five years, although it is sometimes possible to finish in four years. During their initial three years in the program, students are expected to acquire competence in the core areas of neuroscience, statistics and econometrics, and either economics or political institutions/political behavior. The fourth and fifth years focus on research and writing, culminating in a dissertation und the granting of a Ph.D. The first-vear curriculum consists of the following requirec course work: decision theory, game theory, and social choice (SS 201 abc), econometrics (SS 222 abc), behavioral and social neuroscience (CNS/SS/Psy/Bi 102 ab), neurobiology (Bi/CNS 150), compu- Graduate Information tational neuroscience (CNS/Bi/Ph/CS 187), plus lab rotations 1-3 (with the third lab rotation completed during the summer). Courses are primarily nine units each, so students must register for at least 36 units each quarter. In order to make satisfactory progress, students must complete each class with a grade of B or better. Students should meet with the director of graduate studies (DGS) at least once a quarter to discuss their program and the progress they are making, and to address any difficulties that they might be encountering. The second-year curriculum consists of the following required course work: completion of the course sequences in foundations of economics (SS 205 abc) or political institutions and political behavior (SS 202 abc), as well as the graduate writing seminar (SS 281). Following the 36-unit requirement per term, the remaining units each term will be achieved by taking SS 300. Students must receive an average grade of B or better for course work or a pass for SS 300. During each of the first and second quarters of the third-year curriculum, students take 15 units of research in social science (SS 300), supervised by their primary adviser, and at least two other graduate social science courses. In the third quarter, students must enroll in at least one advanced social science course along with 24 units of SS 300. Beginning in their third year and in all subsequent years, all students should also enroll in the three-unit graduate student seminar (SS 282) every quarter. Every student must make a presentation in this class at least once a year. The SS 300 and SS 282 courses are all taken on a pass-fail basis. The fourth year is a yearlong thesis workshop, which means students need to register for 33 units of SS 300 and three units of the graduate student seminar SS 282, all on a pass-fail basis. on obtaining a job (or a postdoctoral position) and on completing and defending their dissertation. Early in the first term, students need to complete a job-market paper, practice presenting that paper at an optionwide seminar, and assemble and mail job applications. Progress Review Leading to Candidacy At the end of the third quarter of the first year, students are required to take written preliminary examinations in theoretical foundations of social science (SS 201 abc) and econometrics (SS 222 abc). Each part requires three to four hours to complete. The exams are written by the instructors of the first-year course sequences, but are graded by the entire social science faculty. The results given are honors, pass, and fail. Students must achieve at least a pass in both parts. Failure to do so may lead to termination from the program, but the faculty may also decide to give students vho fail the opportunity to retake any or all parts of the exam sefore the beginning of the second year Special Regulations/Behavioral and Social Neuroscience 311 312 By the end of the second year, students must also satisfactorily complete and pass the prelim corresponding to either microeconomics (SS 205 abc) or political science (SS 202 abc), depending on which sequence they select to take. Again, each part requires three to four hours to complete. The exams are written by the instructors of the second-year course sequences but are graded by the entire social science faculty. The results given are honors, pass, and fail. Students must achieve at least a pass in both parts. Failure to do so may lead to termination from the program, but the faculty may also decide to give students who fail the opportunity to retake any or all parts of the exam before the beginning of the third year. Also, by the end of their second year, students are required to submit a research paper (which may be coauthored) to the DGS after having it approved by their two-person committee. During the spring quarter of the second year, students should enroll in SS 300, a seminar devoted to work on their second-year paper, and SS 281, which focuses on scholarly writing and presentation. The primary adviser and second committee member will monitor and evaluate the progress on the second-year paper. If the two faculty reviewers find that a student's second-year paper is satisfactory, the student advances to the third year. If they do not, the social science faculty as a whole will decide whether or not the paper is satis-factory. If they decide it is not, they may also vote to terminate the student from the program. Third-year students must write a research paper (which may be coauthored), submit it to the DGS, and present it to the faculty by the end of the third quarter. The paper and the presentation must demonstrate to the faculty that the student is capable of undertaking original research and presenting it to a scholarly audience. Ideally, the third-year paper leads directly into dissertation research, but it is not a requirement that this be the case. After the completion of the third-year paper presentation, the social science faculty evaluates the student's overall performance and research potential. This review is based primarily upon the third-year paper, but the faculty also verifies that the student has satisfactorily completed all previous requirements. If this evaluation is favorable, the student is recommended for candidacy for the Ph.D. At this point, the student needs to file candidacy papers with the dean of graduate studies. If this evaluation is unfavorable, the student may be terminated from the program. Organization of the Thesis Committee. By February 1, second-year students should have decided upon the general area in which they intend to pursue research and should therefore select a primary adviser whose work is related to their research interests. The adviser must be a faculty member in behavioral and social neuroscience at Caltech. The primary adviser will serve as chair of their dissertation committee. It is possible to change advisers if a student's research interests change. A second committee member, who should Graduate Information be a faculty member in either BSN or in social science, should be chosen by June 1 of the second year. By the end of the third year, all students, in consultation with their advisers, should select a third committee member. This choice should be based on the content of ongoing dissertation research. It is not necessary that the third member be responsible for the full breadth of research covered by the dissertation, and in many cases the third member is selected to provide specialized help, e.g., in econometrics. Committee members may be chosen from outside the social science faculty, but such choices must be approved by the DGS. Also by April 1 of the fourth year, students are required to have finalized the membership of their thesis committee. The committee consists of four members, one of whom is assigned by the chair of the Division of the Humanities and Social Sciences. Two members of the committee must be members of the social science faculty, and the committee must include at least one member of the social science faculty who does not specialize in neuroscience. Ph.D. Degree Requirements Satisfactory progress during the fourth and fifth years toward completion of the Ph.D. consists of the following. By October 15 of the fourth year, a dissertation prospectus must be developed that outlines the proposed dissertation and sets a tentative schedule indicating when the various components of the dissertation are expected to be completed. This prospectus must be approved by the adviser and the second and third committee members before it is filed with the DGS. Also, by April 1 of the fourth year, all students are required to convene a thesis proposal seminar with their adviser and other committee members. In this seminar, they are to report on the current status of their dissertation research and outline a plan and timeline for completing it. Students and their committee should thus reach a clear, mutual understanding as to what additional work needs to be done to complete and to successfully defend their dissertation. While the committee chair/adviser is primarily responsible for monitoring progress on the dissertation, students also need to consult regularly with the other members of their committee and keep them informed as to the progress they are making and any problems they are encountering. It is also expected that in the fall of their fifth year, students will present an option-wide seminar in order to prepare for the job market. After the dissertation has been completed, students, in consultation with their adviser, must schedule the oral defense. Students must provide a written copy of their dissertation to the DGS at least two weeks prior to the oral defense date. The dissertation is expected to represent publishable, original research with a coherent theme. Successful completion implies that the faculty has certified that the student is a trained, professionally knowledgeable, and potentially productive scholar in his or her chosen area of work. Special Regulations/Behavioral and Social Neuroscience 313 314 Biochemistry and Molecular Biophysics Aims and Scope of the Graduate Program An integrated approach to graduate study in biochemistry and molecular biophysics has been organized primarily by the Division of Biology and the Division of Chemistry and Chemical Engineering. The curriculum is designed to provide a broad background in biochemistry and biophysics of macromolecules and molecular assemblies, in addition to an appropriate depth of knowledge in the field selected for the Ph.D. thesis research. Admission. The option in biochemistry and molecular biophysics is open to students with undergraduate degrees in biochemistry siology, chemistry, biophysics, physics, engineering, and relatec areas. All applicants for admission, including those from foreign countries, are required to submit the verbal, quantitative, and analytical scores for the Graduate Record Examination and are also strongly urged to submit the results of an advanced test in a scientific field. Applicants whose native language is not English are required to submit results of the TOEFL exam and, after admis-sion, are required to satisfy the English language requirements of the Institute. Master's Degree Students are not normally admitted to work toward the M.S. degree. In special circumstances, the M.S. degree may be awarded, provided Institute requirements are met. In general, the degree is not conferred until the end of the second year of residence. Degree of Doctor of Philosophy The Option Graduate Study Committee will counsel and oversee the student's progress upon admission to the graduate program. In the first year of graduate study, the course requirement consists of I sequence of three core courses covering the biochemistry an iophysics of macromolecules and molecular assemblie (BMB/Ch/Bi 170 abc). These courses will expose the student to contemporary issues in biochemistry and molecular biophysics, and to the tools and methods that are essential for research in this area. Research advisers are normally selected at the end of the first year. In consultation with their adviser, students are expected to take three additional advanced courses of nine or more units in the first and second years that are appropriate for their particular research interests. Laboratory Rotations. In consultation with the Option Graduate Study Committee and individual professors, students will choose three laboratories in which to do short research projects during their first year of residence. These laboratory rotations are designed to provide the student with an introduction to different areas of biochemistry and molecular biophysics. It is possible to waive some or all of the rotations by petitioning the Option Graduate Study Committee. Graduate Information Admission to Candidacy. By the end of the sixth term of residency, the student will take an oral examination to assess mastery of the field of biochemistry and to evaluate research progress. As part of this examination, each student will submit a written research report summarizing the progress in their research, and an original research proposition in a field outside the student's chosen field of research. A candidacy examination committee will be assembled by the Option Graduate Study Committee to administer the examination. When the student advances to candidacy upon successful completion of the exam, this committee will become the thesis advisory committee and will meet with the student once a year to evaluate research progress. This committee will also serve as the Ph.D. thesis examination committee. Thesis and Final Examination. Thesis research will be carried out under the direction of one or more faculty members in the biochemistry and molecular biophysics option. The thesis defense will consist of a thesis seminar, followed by an examination by the Ph.D. thesis committee. Bioengineering Aims and Scope of the Graduate Program Bioengineering research at Caltech focuses on the application of engineering principles to the design, analysis, construction, and manipulation of biological systems, and on the discovery and application of new engineering principles inspired by the properties of biological systems. Areas of research emphasis include: biodevices, bioimaging, bioinspired design, biomechanics, biomedical engi-neering, cell and tissue engineering, molecular programming, synthetic biology, and systems biology. The goal of the doctoral program is to prepare students to become leading scientists and engineers in academia and industry. Master's Degree Students are not admitted to work toward the M.S. degree. In special circumstances, the M.S. degree may be awarded, provided Institute requirements are met. Degree of Doctor of Philosophy In addition to satisfying the general Institute requirements, candidates for a Ph.D. in bioengineering at Caltech must satisfy the following requirements. Course Requirements. Coursework requirements provide maximum flexibility in building on undergraduate training and complementing the research activities of each student. Students take six electives (one-quarter courses totaling at least 54 units; grade of B or higher in each course) selected in consultation with the student's advisor and the option representative. To maximize the opportunity for research during the early stages of the graduate career, Special Regulations/Bioengineering 315 316 coursework may be spread over the first and second years. Examples of relevant electives include: Biodevices, bioimaging, and biomedical engineering electives AM/CE 151 ab, APh 109, APh/EE 130, APh/EE 132, BE/APh/Ph 181, BE/EE 189 ab, Bi/BE 177, Bi/BE 227, EE/APh 131, EE/BE 166, EE/BE 185, EE 187, Ph 106 abc, Ph/EE 118. Biomechanics and bioinspired design electives Ae/APh/CE/ME 101abc, Ae/BE 242, ChE 103abc, ChE 151ab, ChE 174, Ae/AM/CE/ME 102abc, ChE/Ch 164, Ph 127abc, BE 159, BE/Ae 243. Synthetic biology, systems biology, molecular programming, and cell and tissue engineering electives BE 150, BE/Bi 152, BE 153, BE 157, BE 159, BE/APh 161, Bi 117, Bi 145ab, ChE/BE 163, BE/CS/CNS/Bi 191ab, ChE 130. Biology electives BE 150, BE 151, BE/Bi 152, Bi/Ch 110, Bi/Ch 111, Bi/Ch 113, Bi 114, Bi 115, Bi 117, Bi 118, Bi 122, Bi 129, Bi 145 ab, BE/Bi 152, BE 153, BE 157, BE 159, BE/APh 161, Bi/CNS 150. Math electives ACM 100 abc, ACM/EE 116, ACM/ESE 118, AM 125 abc, ChE 105, CDS 110 ab, CDS 140 ab. To assist in the selection of a research area, to foster interactions vithin the entering class, and to discuss ethical guidelines for sci entific research, first-year students participate in three discussion courses totaling 9 units: current research topics in Caltech bioengineering labs (BE 167; 1st term); reading the bioengineering literature (BE 168; 2nd term); responsible conduct of research (Bi 252; 3rd term). Research. The flexibility of the coursework requirements enables research to be the primary activity from the very first term in resi-dence. Students are encouraged to do two or more research rotations during the first year to sample research activities in multiple labs before selecting a Ph.D. adviser. Rotations are arranged by contacting individual faculty. Adviser Selection. Each student must select a Ph.D. adviser by the end of the spring term of the first academic year. Advisers may be any Caltech faculty member working in an area related to bio-engineering. First Year Conversation. Before the end of the spring term of the first year in residence, each student meets with a faculty committee for a discussion of first-year progress and second-year plans. The Graduate Information committee must be composed of three faculty, plus the Ph.D. advisers), including a minimum of two Bioengineering faculty. The student will give a brief presentation on research progress and future plans, as well as discuss fundamentals related to the research area. Admission to Candidacy. By the end of the spring term of the second year in residence, each student must complete the coursework requirement, prepare a candidacy report, and pass an oral candidacy exam. The report should be brief, describing research progress to date and outlining plans for the remaining doctoral research. The candidacy report should be submitted to the committee members one week before the oral exam. The committee must be composed of three faculty, plus the advisers), including a minimum of two Bioengineering faculty. The oral candidacy exam will include presentation of research progress, presentation of a proposed outline for the thesis, and questioning on fundamentals related to the research area. Students that complete the coursework requirement, prepare a candidacy report, and pass the oral candidacy exam will be recommended for candidacy. Students that are not admitted to candidacy by the end of the second year in residence will not be permitted to register in subsequent terms except with special permission from the option representative. Thesis Examination. A final oral examination will be given after the thesis has been formally completed. The exam will consist of a public research presentation followed by a private defense with an exam committee. The committee must be composed of three facul-ty, plus the advisers), including a minimum of two Bioengineering faculty. The thesis examination will be a defense of the doctoral thesis and a test of the candidate's knowledge in his or her specialized field of research. Biology Aims and Scope of the Graduate Program Graduate students in biology come with very diverse undergraduate preparation-majors in physics, chemistry, mathematics, or psychology, as well as in biology and its various branches. The aims of the graduate program are to provide, for each student, individual depth of experience and competence in a particular chosen major specialty; perception of the nature and logic of biology as a whole; sufficient strength in basic science to allow continued self-education after formal training has been completed and thus to keep in the forefront of changing fields; and the motivation to serve his or her field productively through a long career. In accordance with these aims, the graduate study program in biology includes the following parts: (a) the major program, which is to provide the student with early and intense original research experience in a self-selected subject of biology, supplemented with advanced course work and independent study in this subject; and Special Regulations/Biology 317 318 (b) a program of course work designed to provide well-rounded and integrated training in biology and the appropriate basic sciences, which is adjusted to special interests and needs. An individual program will be recommended to each student in a meeting with the student's advisory committee (see below). The Division of Biology does not encourage applications from students who have pursued undergraduate study in biology at the Institute, because the broader perspective to be gained from graduate study in a different setting is considered to be essential for the full development of each student's potential. Exceptions to this policy may be considered by the faculty of the division if there are circumstances that indicate that it would be in the best interests of a student to pursue graduate study at the Institute. Admission. Applicants are expected to meet the following minimal requirements: mathematics through calculus, general physics, organic chemistry, physical chemistry (or the equivalent), and elementary biology. Students with deficient preparation in one or more of these categories may be admitted but required to remedy their deficiencies in the first years of graduate training, with no graduate credit being granted for such remedial study. This will usually involve taking courses in the categories in which the student has deficiencies. In certain instances, however, deficiencies may be corrected by examinations following independent or supervised study apart from formal courses. Furthermore, the program in biology is diverse, and in particular fields such as psychobiology and experimental psychology, or in interdisciplinary programs, other kinds of undergraduate preparation may be substituted for the general requirements listed above. When feasible, visits to the campus for personal interviews will be arranged before a final decision for admission is made. Graduate Record Examinations (verbal, quantitative, and an advanced test in any science) are required of applicants for graduate admission intending to major in biology. Applicants are encouraged to take these examinations and request that the scores be transmitted to Caltech, in November or earlier, to ensure unhurried consideration of their applications. Master's Degree The biology division does not admit students for work toward the M.S. degree. In special circumstances the M.S. degree may be awarded, provided Institute requirements are met. In general the degree is not conferred until the end of the second year of resi-dence. The degree does not designate any of the disciplines of the division, but is an M.S. in biology. The 135 units required by the Institute must include Bi 250 ab and Bi 252. Degree of Doctor of Philosophy Major Subjects of Specialization. A student may pursue major work leading to the doctoral degree in any of the following sub- Graduate Information jects: genetics; cellular biology and biophysics; immunology; cellular and molecular neurobiology; integrative neurobiology; developmental biology; and molecular biology and biochemistry. At gradu-ation, a student may choose whether the degree is to be awarded in biology or in the selected major subject. As part of their Ph.D. program, students may complete a minor in another graduate option, in accordance with the regulations of that option. Students should consult with their advisory committee in planning such a program. Initial Advisory Committee. At the start of the first year of study, incoming students meet with the option representative or faculty members) specified by the option representative. The purpose of this meeting is to assist the student in organizing laboratory rota-tions, and to discuss what additional course work is desirable in light of the student's past record. Rotations. The major initial responsibility of each student is to explore the various research possibilities available at Caltech before settling into a laboratory for their thesis research. Students are free to rotate in any laboratory at Caltech, not just those in the biology division. First-year students should carry out a minimum of two laboratory rotations; three rotations are recommended. It is generally expected that rotations will last a full academic quarter; however, exceptions can be granted with the advance permission of the professor. Choice of laboratory should be made by July 1 of the first year except in extraordinary circumstances. This requirement can be waived by the option representative. Formal Classes. During the first year of graduate studies, students are required to take a course on responsible conduct of research (Bi 252), as well as any two courses of a three-term series (Bi 250 abc) that covers the breadth of fields represented in biology at Caltech. During each year that they are matriculated in the Ph.D. program, students are required to take Bi 251 abc (Biolunch). Students will be required to present their thesis research in Biolunch during their second and fourth years of study. In addition to these fixed requirements, during their time at Caltech all students must take one additional 200-series or upper-division 100-series course offered by the biology division. Students may fulfill this requirement by taking three terms of Bi 250 abc. Teaching. All students are to serve as teaching assistants for one quarter per year they are in residence, up through the fourth year. Admission to Candidacy. The qualifying exam process that a student must complete to be admitted to candidacy is divided into two parts-an oral defense of the proposed thesis research and a written test of competency in the student's chosen area of research. The Oral Exam. During winter quarter of the second year, a student is to set up a thesis proposal examining committee and prepare a proposal focused on the research project that they expect to pursue for their thesis research. The proposal is detended by the Special Regulations/Biology 319 320 student in an oral presentation in front of the thesis proposal examining committee by the end of June. (Although it is anticipated that this exam will be completed by June of the second year, it can be delayed until August of the third year if the option representative agrees.) The examining committee comprises four faculty members, at least three of whom should hold full or joint professorial appointments in the Division of Biology. One of the members of the committee is appointed as chair. The chair of the thesis examining committee must be a Caltech faculty member other than the student's adviser. The adviser can, but need not be, a member of the examining committee. The members of the thesis proposal examining committee must certify passage of this exam. In the event that there is inadequate evidence of the capacity to do research, the student may be allowed to petition to re-take the oral exam at a later time. However, in cases where the committee deems it unlikely that the student will be able to pass a subsequent attempt, the student may be advised to leave the program. In any event, a student cannot remain in the program beyond August of the third year without having successfully completed the requirements for admission to candidacy, except in extraordinary circumstances and with the approval of the option representative and the dean of graduate studies. The Written Exam. The written qualifying examination is taken in June of the student's second year in the division. Each student chooses one of the following subjects as a major: cellular and molecular neurobiology; developmental biology; genetics; immunology; molecular biology, biochemistry, and cell biology; or systems neu-robiology. The exam chair for that major designs a program of study that culminates in the written exam. M.D./Ph.D. students are not required to take the written test of competency unless their adviser specifies that this is required. Once a student has successfully completed the oral exam and written exam, he or she can apply to be admitted to candidacy. According to Institute regulations, this application process must be completed by the end of the third year of graduate study. Thesis Advisory Committee Meetings. Once a student has been formally admitted to candidacy, he or she is to pick a thesis advisory committee (TAC). This committee is often the same as the thesis proposal exam committee, but that need not be the case. The thesis adviser must be a member of the TAC. The TAC typically has five members. At least three must be protessorial faculty who hold a full or joint appointment in the biology division, and at least tour must be Institute professorial faculty. It is expected that students who have been admitted to candidacy will meet with the TAC once a year for the remainder of their time at Caltech. Students who fail to meet with their TAC in any one year may be deemed to not be maintaining satisfactory progress toward the Ph.D. degree and will Graduate Information be prevented from registering for the subsequent academic year. Maintaining Satisfactory Progress. It is the policy of the biology option that a graduate student who is making satisfactory progress toward a Ph.D. degree can expect to continue as a registered student with full financial support. To be deemed as making satisfactory progress, a student is expected to fulfill the expectations listed below. In the event that satisfactory progress is not being made, a student can petition to receive the M.S. degree, for which they must have successfully completed one full year of graduate study. Requirements for satisfactory progress include: • Completion of the first-year course requirements during the first year. • Joining a laboratory in which a student will perform thesis research before the end of the first year in residence. • Passing the oral and written parts of the qualifying examination and completing admission to candidacy before the start of the year. Holding a thesis advisory committee meeting in each subsequent year of studies, and having the thesis committee verify that satisfactory progress is being made. • Serving as a teaching assistant for one quarter of each academic year spent in residence through fourth year. • Completing Ph.D. studies by the end of the fifth year. In the event that the student, option representative, and adviser are in agreement, it is possible to make exceptions to the above uidelines and remain in good standing. Extension of thesis work seyond the end of the fifth year requires that the student petitior the dean of graduate studies for permission to register for the sixth year. Extensions beyond the sixth year will be allowed only in unusual circumstances. Once a student has passed admission to candidacy, the responsibility for assessing satisfactory progress lies largely with the student's thesis advisory committee. If a majority of the committee deems that a student is not making satisfactory progress, the student is at risk of being removed from the program at any time at the discretion of the option representative. Examination Committee. Requirements for the Ph.D. thesis and examination are determined by the Ph.D. examination committee that is appointed by the dean of graduate studies for each degree candidate. This committee is usually the same as the thesis advisory committee, but this need not be the case. The composition of the committee must be approved by the option representative. The committee usually has five members. At least three must be professorial faculty who hold a full or joint appointment in the biology division, and at least four must be Institute professorial faculty. Thesis and Final Examination. The thesis and associated publications are expected to demonstrate that the student has learned how to conceive, plan, and execute experimental and/or theoretical Special Regulations/Biology 321 322 work that reveals new biological information. In addition, it must reveal a deep, broad, and rigorous understanding of the area of research to which the thesis is relevant. ng committee, chairman, and option representative, the candidat ollects the copies and comments for correction. At this time, th principally the work of the thesis, and according to Institute regulations must be held at least two weeks before the degree is the Institute library. Caltech-UCLA Medical Scientist Training Program (MSTP) A joint program between Caltech and the UCLA Medical School has been established for the granting of the M.D./Ph.D. degree. Students do their preclinical and clinical work at UCLA, and their Ph.D. work with any member of the Caltech faculty, including the biology, chemistry, and engineering and applied science divisions. Admission to this joint program is made through the usual UCLA MSTP process, checking a box indicating interest in the Caltech option. Students will be accepted into the joint program, funds permitting. The M.D. degree would be from UCLA and the Ph.D. would be awarded by Caltech. Ph.D. studies involving collaborations between laboratories at both institutions could lead to a joint degree with both schools being cited. The current directors of the UCLA MSTP are Dr. Steve Smale and Dr. Kelsey Martin, and Caltech professors Sarkis Mazmanian and Paul H. Patterson are associate directors. For more informa-tion, see http://mstp.healthsciences.ucla.edu. Caltech-USC M.D./Ph.D. Program A joint program between Caltech and the USC (Keck) Medical School has been established for the granting of the M.D./Ph.D. degree. Students do their preclinical and clinical work at USC, and their Ph.D. work with any member of the Caltech faculty. Admission to this joint program is made through the usual USC process, checking a box indicating interest in the Caltech option. Students will be accepted into the joint program, funds permitting. The M.D. degree would be from USC and the Ph.D. would be awarded by Caltech. The current director of the USC M.D./Ph.D. program is Dr. Robert Chow, and Caltech professor Sarkis Mazmanian is the associate director. For more information, see http://www.keck.usc.edu/Education/Degrees_and_Programs/MD_ Program/MD_PHD_Program.aspx. Graduate Information Subject Minor A student majoring in another division of the Institute may, with the approval of the biology division, elect a subject minor in any of the subjects listed above under major subjects of specialization. Requirements for such a minor are determined by the faculty committee designated for each subject. A minor program in biology is also available to students of other divisions. Such a program shall consist of 45 units of upper division course work in the biology division, with each course passed with a grade of C or better. Approval of each program must be obtained from the biology graduate option representative. A student majoring in another division who elects a subject minor in biology may, if desired, arrange to have the minor designated as biology, rather than with the name of the specific minor subject. Chemical Engineering Aims and Scope of the Graduate Program The general objective of the graduate work in chemical engineering is to produce individuals who are exceptionally well trained to apply mathematics, the physical, chemical, and biological sciences, and engineering to the understanding of systems involving chemical reactions and transport phenomena and to the development of new processes and materials. The program also strives to develop in each student self-reliance, creativity, professional ethics, and an appreciation of the societal impact of chemical engineering and the importance of continuing intellectual growth. Admission. It is expected that each applicant for graduate study in chemical engineering will have studied mathematics, physics, chemistry, biology, and chemical engineering to the extent that these subjects are covered in the required undergraduate courses at Caltech. In case the applicant's training is not equivalent, admission may be granted but the option may prescribe additional work in these subjects before recommending him or her as a candidate for a degree. Master's Degree Course Requirements. At least 135 units of course work must be completed in order to satisfy the Institute requirements. These units must include ChE 151 ab, ChE 152, ChE/Ch 165, 18 additional units of advanced courses in chemical engineering, 27 units of science or engineering electives, and 18 units of general elec-tives. Finally, the M.S. requirements include at least 27 units of research, ChE 280, which represents two terms of research under the supervision of a chemical engineering faculty member or a two-term industrial research or development project performed with a member of the faculty in cooperation with professional staff at a local industrial laboratory. At least three weeks before the end of the final term of residence, a research report on the work per- Special Regulations/Chemical Engineering 323 324 formed under ChE 280 must be submitted to a designated member of the taculty, who will ask that it be read and approved by two members of the faculty. In addition, the fulfillment of the research report requirement must be signed off by a designated faculty nember on the M.s. candidacy form and a final copy of the esearch report submitted to the Graduate Office no later than tw weeks before the degree is to be conferred. Doctoral students who have been admitted to candidacy can use their approved candidacy report to satisfy the research report requirement of the M.S. degree. Degree of Doctor of Philosophy The work leading to the Ph.D. degree prepares students for careers in universities and in the research laboratories of industry and government. Usually the first year of graduate work is principally devoted to course work in chemical engineering and related subjects. Time is also devoted during this period to the choice and initiation of a research project. During the second year, the student is expected to spend at least half time on research, and to complete the course work and candidacy requirements. Admission. Upon arrival at Caltech, each prospective Ph.D. student will meet in consultation with members of the faculty so that they may evaluate the level of the student's preparation with respect to that expected at the Ph.D. level in the areas of kinetics, thermodynamics, and transport phenomena. These consultations are held to help the student set up a course program for the first year of study. A written copy of the recommendations will be entered into each student's permanent file. Research Adviser. During the first term, the faculty meets with the first-year grad students to propose topics for Ph.D. research. Following these meetings, the students are expected to meet individually with the various faculty members to discuss proposed research and generally obtain information for choosing a research adviser. At the end of the first term, each student is required to submit three faculty names, listed in order of preference. Every possible effort will be made to accommodate the student's first choice, subject to an opening in the desired research group, availability of necessary funding, etc. The final decision will be made by the chemical engineering faculty in consultation with the students. Oral Qualifying Exam. Each student is required to take a subject qualitying examination at the beginning of the second quarter in residence, the purpose of which is to examine expertise in kinetics, thermodynamics, and transport phenomena. The intended level of the exam is approximately that of the corresponding undergraduate courses at Caltech. Students who fail one or more of the three subjects may be permitted, by approval of the chemical engineering faculty, to repeat the examination on the failed subject immediately after the spring term. The format and topics of the examination are distributed to the first-year students at the beginning of the fall quarter. Graduate Information Course Requirements. Students are required to take ChE 151 ab, ChE 152, ChE/Ch 164, ChE/Ch 165, and an additional course from a designated list, selected in consultation with his/her adviser. Each student is required to complete either a subject minor, or a general program of courses outside chemical engineering consisting of at least 54 units. The choice of the 54 units is subject to certain guidelines and restrictions included in the chemical engineering graduate studies guide. The general program of courses must be approved in advance by the option representative. It is intended that the courses chosen should constitute some integrated program of study rather than a randomly chosen collection of courses outside chemical engineering. Within these guidelines, the only course specifically excluded is research in another option. A grade of C or better is required in any course, and a grade-point average of at least 3.0 is expected. The requirements for a subject minor in any option are listed in this catalog. Candidacy Report/Examination. Before the end of the spring quarter of the second year of residence, each student must submit a written progress report on his or her research for approval by a specially constituted candidacy committee consisting of faculty members familiar with his or her general area of research. An oral examination is subsequently held by this committee to evaluate the student's ability to carry out research at the Ph.D. level. A student who fails to satisfy the candidacy requirements by the end of the second year in graduate residence will not be allowed to register in a subsequent term except by special permission of the option and the dean of graduate studies. Admission to Candidacy. To be admitted to candidacy, the student must have passed the qualifying and candidacy examinations, must have had the candidacy report approved, and must have submitted an approved list of courses already taken or to be taken. Thesis Review Committee. After a student passes the second-year candidacy exam, a faculty committee known as the thesis review committee will be appointed to review periodically the student's progress. Usually, the thesis review committee will include members of the candidacy committee, and will be appointed by the option representative based upon the student's recommendations. This committee will meet with the student before fall registration each year, either as a group or individually, to review progress, suggest improvements in research, etc. In order to expedite the review, the student should submit a two- or three-page concise outline of progress and of proposed future research to each member of his or her committee before the annual review meeting. Final Examination and Thesis. See pages 278-282 and the option graduate studies guide for regulations concerning final examinations and theses. A copy of the corrected thesis is to be submitted to the chemical engineering graduate secretary for the chemical engineering library. Special Regulations/Chemical Engineering 325 326 The final examination will include the candidate's oral presenta- tion and detense of his or her Ph.D. thesis. All Ph.D. students are required to perform a minimum of 18 term-hours of chemical engineering graduate teaching assistantship (GTA) duties during their studies. GTA duties will normally be assigned after the first year in residence. Serving as TA for classes outside chemical engineering may be allowed at the discretion of the option representative. Subject Minor Graduate students electing a subject minor in chemical engineering must complete 54 units of graduate courses in chemical engineering that are approved by the chemical engineering faculty. The 54 units will consist of no more than 18 units from ChE 101, 103 abc, 105, 118, and 120, and at least 36 units from ChE 151 ab, ChE 152, ChE/Ch 164, ChE/Ch 165, and a list of chemical engineering courses provided by the option representative. A 3.0 GPA is required for the courses taken. Graduate Studies Adviser, Option Representative, and Chemical Engineering Graduate Studies Committee. During graduate studies, students will interact with several members of the chemical engineering faculty. The most intensive interaction will be with the research adviser, who will advise on all aspects of Ph.D. research and course work and will approve various formal requirements. Each student will be assigned a graduate mentor to provide additional perspective on the student's progress and on any problems that may arise. The student will also interact with the members of the thesis review committee, as discussed earlier. In addition, they will interact with the option representative and the graduate studies adviser. During the first year, the graduate studies adviser will advise the students about choice of research adviser, choice of courses, and Ph.D. qualifying exams. The option representative is responsible for GRA (graduate research assistantship) or GTA (graduate teaching assistantship) assignments, beyond the first year, and for approval of the Candidacy and Thesis Review Committees and other formal requirements for the M.S. and Ph.D. degrees. Students may contact either of these two faculty members regarding any questions or problems. In a case where the relationship between a student and his or her research adviser becomes strained and the student desires advice or help from other faculty, he or she should consult with the Chemical Engineering Graduate Studies Committee, consisting of the option representative, the graduate studies adviser, and the option executive officer. Additional Information Additional information about graduate study requirements and procedures is provided in the chemical engineering graduate studies guide, distributed annually to first-year chemical engineering graduate students. Graduate Information Chemistry Aims and Scope of the Graduate Program The graduate program in chemistry emphasizes research. This emphasis reflects the Institute's traditional leadership in chemical research and the conviction that has permeated the Division of Chemistry and Chemical Engineering from its founding, that participation in original research is the best way to awaken, develop, and give direction to creativity. Soon after a new graduate student arrives in the laboratories, he or she attends a series of orientation seminars that introduce students to the active research interests of the staff. Students then talk in detail with each of several staff members whose fields attract them, eventually settle upon the outlines of a research problem that interests them, and begin research upon it early in the first year. Students can elect to do research that crosses the boundaries of traditionally separate areas of chemistry, for in this relatively compact division, they are encouraged to go where their scientific curiosity drives them. A thesis that involves more than one adviser is not uncommon, and interdisciplinary programs with biology, physics, geology, chemical engineering, and environmental science and engineering science are open and encouraged. An extensive program of seminars will enable students to hear of and discuss notable work in chemical physics, organic chemistry, inorganic chemistry and electrochemistry, organometallic chemistry, and biochemistry and molecular biophysics. Graduate students are also encouraged to attend seminars in other divisions. Course Program A student is required to complete at least five courses, each being nine units or more, in science or engineering. At least one course must be in a field substantially outside the research area of the stu-dent. Courses may be either inside or outside the chemistry option, must be numbered 100 or greater, and must be taken on a letter-??grade basis unless the course is offered with only the pass/fail option. The student should discuss, with his or her advisor, which courses best serve his or her individual needs. The program of courses must be approved by the research advisor and by the Chemistry Graduate Study Committee. Master's Degree Students are not ordinarily admitted to graduate work leading to an M.S. degree. Under special circumstances, and with prior approval of the Graduate Study Committee, a master's degree can be obtained. All master's programs for the degree in chemistry must include at least 45 units of chemical research and at least 45 units of advanced courses in science. The remaining electives may be satisfied by advanced work in any area of mathematics, science or engineering, or by chemical research. Two copies of a satisfacto- Special Regulations/Chemistry 327 328 ry thesis describing this research, including a one-??page digest or summary of the main results obtained, must be submitted to the divisional graduate secretary at least 10 days before the degree is to be conferred. In addition, the fulfillment of the thesis requirement must be signed off by a designated faculty member on the M.S. candidacy form and a final copy of the thesis submitted to the Graduate Office no later than two weeks before the degree is to be conferred. The copies of the thesis should be prepared according to the directions formulated by the dean of graduate studies and should be accompanied by a statement of approval of the thesis. signed by the advisor directing the research and by the chair of the Chemistry Graduate Study Committee. B.S./M.S. Joint Degree Under special circumstances, exceptional undergraduate students may be awarded a joint B.S./M.S. degree in Chemistry. Students with demonstrated academic excellence may petition the Chemistry Graduate Studies Committee and the Chemistry Curriculum and Undergraduate Studies Committee. Petitions should be submitted no later than Add Day of the Fall of their Graduate Option Representative as early as possible. They must M.S. degrees; no courses can satisfy B.S. and M.S. degree requirements simultaneously. Coursework for the M.S. portion of the degree must be passed with a grade point average of 3.0 or better. Students must have a minimum of 27 units of research Ch182, and a minimum of 27 units of further research (Ch 80, 82, 180 or 182). In addition to the submission of a Master's Thesis, the student is expected to satisfy all requirements for Ch 182, including an oral thesis defense in their final year. Degree of Doctor of Philosophy Candidacy. To be recommended for candidacy for the doctor's degree in chemistry, in addition to demonstrating an understanding and knowledge of the fundamentals of chemistry, a student must give satisfactory evidence of proficiency at a high level in the primary field of interest, as approved by the division. This is accomplished by an oral candidacy examination, which must be held during or before the fifth term of graduate residence (excluding summer terms). The candidacy committee shall consist of three members of the chemistry faculty. The committee should be considered as a resource for the student for the remainder of his or her studies. At the candidacy examination, a student is asked to demonstrate scientific and professional competence and promise by discussing a research report and propositions as described below. The research report should describe progress and accomplishments to date and plans for future research. Two original research Graduate Information propositions, or brief scientific theses, must accompany the report, and at least one must be well removed from the student's field of research. These propositions should reflect his or her breadth of familiarity with the literature, originality, and ability to pose and and propositions must be in the hands of the examining committee one week before the examination. The result of the candidacy examination may be either (a) pass, (b) fail, or (c) conditional. Conditional status is granted when the committee decides that deficiencies in a student's research report, propositions, or overall progress can be remedied in a specific and relatively brief period of time. In order to change conditional to pass status, the student must correct the indicated deficiencies or in some cases schedule a new examination the following term. He or she must be admitted to candidacy at least three terms before the final oral examination. A student cannot continue in graduate work in chemistry (nor can financial assistance be continued) past the end of the sixth term of residence without being admitted to candidacy, except by petitioning the division for special permission. This permission, to be requested by a petition submitted to the Graduate Study Committee stating a proposed timetable for correction of deficiencies, must be submitted before registration for each subsequent term (including the summer following the sixth term of residence) until admission to candidacy is achieved. Language Requirement. There is no formal foreign language requirement for the Ph.D. in chemistry. However, the division believes strongly in the professional importance to chemists of a knowledge of foreign languages and encourages their study prior to graduate work or while in graduate school. Thesis Research Progress. Before the thirteenth term of graduate residence (excluding summer terms), the student will be expected o demonstrate satistactory progress in the course of thes esearch. To this end. an informal meeting with the Ph.D. thesi committee will be held, at which time the student will present an oral summary of research completed to date as well as an outline of future research plans. The thesis committee will generally consist of the original candidacy committee plus an additional member of the faculty. Following the presentation, an appropriate timetable for completion of the degree requirements will be discussed and agreed upon. If the student has not progressed sufficiently, completion of the Ph.D. may be considered inappropriate. Length of Graduate Residence. Any graduate student who anticipates a need to register for a sixteenth academic term must request a meeting of his or her thesis committee and present a petition for permission to register that includes a plan of action for the period of the requested registration and a specific date for the completion of the degree requirements. This petition must be approved by the chair of the Chemistry Graduate Study Special Regulations/Chemistry 329 330 Committee and, in cases where financial support is an issue, also by the executive officer or division chair, before it is forwarded to the dean of graduate studies. Financial support of graduate students who are required to petition to register will not normally be provided through teaching assistantships. Failure to complete the degree requirements by the date specified in the petition would require the entire approval process to be repeated. Thesis and Final Examination. The final examination will consist in part of the oral presentation and defense of a brief résumé of the student's research and in part of the defense of a set of propositions he or she prepares. Three original research propositions are required. No more than one of these may be a carryover from the candidacy examination, and at least one must be well removed from the field of research. Each proposition shall be stated explicitly and the argument presented in writing with adequate documentation. The propositions should display originality, breadth of interest, and soundness of training; a student will be judged on the selection and formulation of the propositions as well as on the defense of them. Formulating a set of propositions should begin early in the course of graduate study. To emphasize the importance of these propositions, there will be a separate examination on the three propositions by the Ph.D. thesis committee. This examination on the propositions is normally taken atter the thesis research progress meeting, but must be held before the end of the fifth year of residence, and not less than 10 weeks in advance of the final doctoral examination. A copy of the propositions, along with suitable abstracts, must be submitted to the examining committee and to the division graduate secretary not less than two weeks before the propositions examination. These propositions must be acceptable to the committee before the final doctoral examination can be scheduled A copy of the thesis must be submitted to each member of the thesis committee not less than two weeks before the final doctoral examination. A copy of the thesis should also be submitted to the Graduate Office for proofreading three weeks prior to the final doctoral examination. One reproduced copy of the thesis, corrected after proofreading, is to be submitted to the division graduate secretary for the divisional library. Two final copies (one on Permalife paper) are to be submitted to the Graduate Office. Subject Minor Graduate students in other options taking chemistry as a subject minor will be assigned a faculty adviser in chemistry by the Chemistry Graduate Study Committee. In consultation with this adviser, the student will work out an integrated program of courses, including at least 45 units of formal course work at the 100 level or above. This program must be approved by the Chemistry Graduate Study Committee, and a grade of C or better in each course in the approved program will be required. Graduate Information Civil Engineering Aim and Scope of the Graduate Program Civil engineering research and study are offered through the Department of Mechanical and Civil Engineering and are oriented toward the Ph.D degree. Only in exceptional cases is there admission to the M.S. program as the final degree objective. The aim of the graduate program in civil engineering at Caltech is to prepare students for research and protessional practice. The program combines individual depth of experience and competence in a particular chosen major specialty. The program strives to develop professional independence, creativity, leadership, and the capacity for continuing professional and intellectual growth. Research groups in civil engineering are small, creating an environment where students work closely and collaboratively with the faculty. Original research is an essential component of the graduate program. Independent and critical thinking is encouraged by participating in seminars and by discussions with faculty members. Interdisciplinary research is com-mon, crossing traditional boundaries between disciplines as new needs emerge. Areas of research include but are not limited to seismic early warning, characterization of near-source seismic ground motion, earthquake loss-estimation, soil-structure interaction, mechanics of soil and other granular materials, nonlinear finite element analysis of civil structures, structural health monitoring, and mechanics of space structures. Preparation for the Graduate Program. Students who have not specialized in civil engineering as undergraduates, as well as those who have, may be admitted for graduate study. As preparation for advanced study and research, a good four-year undergraduate program in mathematics and the sciences may be substituted for a four-year undergraduate engineering course, with the approval of the faculty. The qualifications of each applicant will be considered individually, and, after being enrolled, the student will arrange his or her program in consultation with a member of the faculty. Master's Degree Normally only students who expect to pursue the Ph.D. degree and who do not already have an M.S. degree in civil engineering will be admitted to the M.S. degree program. The M.S. degree may be awarded after completing 138 units of the required courses. Ill courses must be taken for a grade except for courses oftere‹ only on a pass/fail basis. Required courses must be passed with : grade of at least C. The courses must be numbered 100 or higher, and are typically part of those used to satisfy the Ph.D. requirements in civil engineering. The program must include three units of AM/CE/ME 150 abc and at least 81 units of graduate-level courses in CE and AM. Students who have not had ACM 100 abc or its equivalent will be required to include ACM 100 abc in their Special Regulations/Civil Engineering 331 332 program. A maximum of 27 research units can be used. The M.S. degree program must be approved by the student's adviser and the option representative for civil engineering Degree of Doctor of Philosophy Study and research programs for the Ph.D. degree are individually lanned to fit the interests and background of the student. A comprehensive research project resulting in an original contribution t the field which is documented by a thesis is required. Institute requirements for the Ph.D. degree are described in the section on degree requirements. Approximately two years of course work are equired, and two or more additional years are usually needed fo preparation of the thesis. See the Admission to Candidacy sectior below for details. Advising and Thesis Supervision. An interim adviser is appointed for each student upon admission to a graduate degree in civil engineering. The interim adviser will serve as the primary mentor until the student finds a research adviser. It is the responsibility of the student to find a research adviser within three terms of graduate residence at Caltech. In consultation with the adviser, the student must form a Ph.D. thesis advisory committee within one year of graduate residence at Caltech . The committee shall consist of at least three members of the Caltech professorial faculty, with at least two members from the faculty in mechanical and civil engineering. The committee shall meet as requested by the student. Further, the committee shall meet annually to review progress and to approve the registration of the student beyond the fifth year of graduate residence at Caltech. The thesis adviser and thesis advisory committee provide the majority of mentoring to the student. In addition, the option representative and other members of the faculty are always available to provide advice and mentoring on any aspect of research, progress toward the Ph.D., future careers, and other aspects of life in graduate school and as a professional scientist or engineer. Admission to or Continuation in Ph.D. Status. Newly admitted stu-dents, those continuing to study toward the Ph.D. degree in civil engineering, and other graduate students wishing to become eligible for study toward this degree must make satisfactory progress in their academic studies each year, as judged by their thesis advising committee. Admission to Candidacy. To be recommended for candidacy for the Ph.D. degree in civil engineering, the student must, in addition to meeting the general Institute requirements, do the fol-lowing: • Obtain the agreement of a professorial faculty member to serve as his or her academic and research adviser and form a three-member thesis advisory. • Successfully complete at least 54 units of research and demonstrate satisfactory research progress. Graduate Information • Pass AM/CE/ME 150 abc in each of the first two academic years in residence at Caltech. • Pass with a grade of at least C a minimum of 54 units of course work categorized as breadth. Breadth means courses not closely related to your thesis research. Courses are arranged in consultation with the adviser and approved by the thesis advisory committee. • Pass with a grade of at least C a minimum of 54 units of additional course work categorized as depth. Depth means courses closely related to your thesis research. Courses are arranged in consultation with the adviser and approved by the thesis advisory committee. • Pass with a grade of at least C an additional 27 units of course work in advanced mathematics, such as AM 125 abc or a substitute acceptable to the thesis advisory committee. ACM 100 does not satisfy this requirement. • Pass both subject and research components of the oral candidacy examination before the end of the second year of graduate academic residence at Caltech. Registration Beyond the Fifth Year. The annual approval of the thesis advisory committee is necessary for registration beyond the fifth year of graduate residence at Caltech. Thesis and Final Examination. The thesis examination will be given after the thesis has been formally completed. This examination will be a defense of the doctoral thesis and a test of the candidate's knowledge in the specialized field of research. The format of the examination can be chosen by the student, in consultation with his or her research adviser, from the following two options: (i) a public seminar presented by the candidate, with an open question period, followed by a private examination by the examining com-mittee, or (ii) a private presentation to the examining committee followed by the examination, with a public seminar on another date. The examining committee shall consist of a minimum of four voting members, at least three of whom must be Caltech faculty, and at least two of whom must be faculty in mechanical and civil engineering. The thesis defense committee shall be chaired by a committee member who is not the student's adviser. Subject Minor A graduate student majoring in another branch of engineering, or in another division of the Institute, may elect civil engineering as subject minor, with the approval of the faculty in the Departmen of Mechanical and Civil Engineering and the faculty in the student's major field. The group of courses shall differ markedly from the major subject of study or research, and shall consist of at least 54 units of courses approved by the faculty in the Department of Mechanical and Civil Engineering. Special Regulations/Civil Engineering 333 334 Computation and Neura Systems Aims and Scope of the Graduate Program An integrated approach to graduate study combining computation and neural systems is organized jointly by the Division of Biology, the Division of Engineering and Applied Science, and the Division of the Humanities and Social Sciences. This curriculum is designed to promote a broad knowledge of aspects of molecular, cellular, and systems biology, cognitive neuroscience, computational biology and computational neuroscience, information and learning the-ory, emergent or collective systems, and computer science and electrical engineering in conjunction with an appropriate depth of knowledge in the particular field of the thesis research. For more details, see http://www.cns.caltech.edu. Admission. Ideal applicants will have a Bachelor of Science an interest in understanding the brain and/or in autonomous intelligent systems. All applicants are strongly encouraged to submit their Graduate Record Examination (GRE) verbal and quantitative scores. Advisory Committee and TA Requirement. An advisory committee of three CNS faculty members is constituted for each student by the CNS admissions committee upon admission to the program. The faculty in whose lab the student is staying first chairs this com-mittee. The advisory committee meets with the student when he or she arrives, guides and approves first-year course choices, and answers questions and offers advice about the program and the way of life in CNS. The CNS faculty are available to students during the year for formal and/or informal discussions. It is expected that each graduate student will serve as a teaching assistant in one or two CNS courses during his or her residency at Caltech as part of the Ph.D. graduation requirement. Master's Program Only students who expect to pursue the Ph.D. degree will be admitted to the option. The master's degree may be awarded in exceptional cases. The awarding of this degree requires fulfilling the Institute requirements for a master's degree, satistying the option breadth requirements (see following section), the completion of a master's thesis, and receiving from a candidacy examination oral committee a recommendation for awarding the degree. Laboratory Rotations. Mandatory rotations through research groups (labs) provide a unique opportunity for the student to experience the CNS culture. lo broaden the student's knowledge and to provide familiarity with different techniques and ways of thinking or doing research, each student should carry out three 12-week laboratory rotations (one per term) during the first year, and should engage in research. During each rotation, the student is Graduate Information expected to take part in the life and routine of the lab by attending lab meetings, participating in research projects and discussions with members of the lab, and meeting monthly with the faculty of that lab to discuss science. Course Requirements. Six nine-unit courses are required during the first year: CNS/Bi/Ph/CS 187, either Bi 9 or equivalent, or Bi/CNS 150, a neurobiology or modeling course, a math course, and two other CNS, Bi, EE, ACM, or Ph courses (for example, a schedule of CNS/Bi/Psy 120, CNS/Bi/EE/CS 186, CNS 187, Bi/CNS 150, and CS/CNS/EE 156 satisfies this requirement) CNS students are required to take two additional classes: the one-unit survey course CNS 100, and the four-unit course Bi 252. These eight courses must be taken for letter grades. Students are free to take additional classes, and a research adviser may require that a student take a specific, complementary course as a requirement for joining his or her lab. Candidacy. Four faculty, including the three taculty in whose labs rotations have been done, should be on the student's candidacy exam committee. At the end of the first year, the student is expected to decide on a research group and begin work there. The first summer is thus expected to be spent entirely on research in that lab. To be recommended for candidacy you are required to pass two tests: the general knowledge exam, and the research and candidacy exam. These exams are supervised by the CNS option repre-sentative. The general knowledge exam satisfies the breadth requirement. A list of about 100 questions, grouped by category, is available at http://www.cns.caltech.edu, providing a clear idea of the scope of knowledge that each student is expected to know well. Students are encouraged to organize working and discussion groups to prepare for this exam; the format and implementation of such a system, however, is left to the students. This is an oral exam with the four faculty (including the heads of the student's three rotation labs and one other chosen for "breadth," of whom one can be from outside Caltech). It should be scheduled by the student (who contacts the committee members) to take place during the last six weeks of the third term of year one. For the exam, the student must answer questions (from more than one category) taken from the list, which is modified each year. (The exam can be retaken after three months.) The research and candidacy exam satisfies the depth require-ment. During year two, the student is expected to produce a piece of work of a quality sufficient to be presented at a professional meeting. (The objective of this description is to offer a way to calibrate the level of expected research achievement and involvement. Professional acceptance of the abstract or paper is not a requirement for passing candidacy.) This work is presented in an oral exam in spring term of year two, before the same exam committee Special Regulations/Computation and Neural Systems 335 336 (if possible) that conducted part one of the exam. The exam focuses yeahusive, be restarch accomplished and/s laned) During expected to present a high standard (quality, originality) of research at the time of this second part of the candidacy exam. Subject Minor Students majoring in other fields may take a subject minor in CNS, provided the program is supervised by a CNS adviser, is approved by the CNS option representative, and consists of 45 units, including Bi/CNS 150, CNS/Bi/Ph/CS 187, Bi 252, and other CNS cross-listed classes. A subject minor is not required for the Ph.D. degree in CNS. Computational Science and Engineering Aims and Scope of the Minor Computational science and engineering (CSE) may be pursued as a subject minor by graduate students who are pursuing Ph.D. degrees in any option. The CSE minor is intended to supplement one of Caltech's graduate degrees and is designed for students who wish to broaden their knowledge of CSE beyond their major field of study. The CSE minor is also intended to recognize graduate students' interest in and dedication to CSE as demonstrated by the successful completion of a program of study in the field. Completion of the CSE minor program of study will be recognized on the Ph.D. diploma by the statement, " ..and by additional studies constituting a minor in Computational Science and Engineering." Requirements. To receive the CSE minor, graduate students must fulfill the following requirements. • 18 units (two terms) from the following list: ACM 106 abc, ACM 113, ACM/CS 114, ACM/ESE 118, ACM 126 ab, ACM 210 abc, ACM 216. • 18 units (two terms) from the following list: CS/EE/Ma 129 abc, CS 138 abc, CS 139 abc, CS 150, CS/CNS/EE 156 a. • 9 units (one term) from the list: Ae/AM/CE/ME 214 abc, Ae/AM/ME 232 ab, Ay 199, Ch 121 ab, GE 263, Ph/CS 219 abc. All courses to be applied toward the CSE minor requirements must be taken on a graded basis, and students must obtain a grade of B or higher in all courses. Courses that are used to satisfy the CSE minor cannot be used to satisfy course requirements in the major options unless absolutely required by the option. Courses taken as part of the CSE minor are counted toward the total number of units required for the completion of the Ph.D. degree. CSE Minor Administration The CSE minor is administered by an oversight committee consisting of three faculty members reporting to the chair of the Graduate Information engineering and applied science division. In consultation with their advisers and, if needed, with the CSE Oversight Committee, students formulate a program of approved courses individually tailored to each student's background and needs, with the objective that the student achieve a level of competence in specific subjects relevant to CSE. Students must petition the CSE Oversight Committee for approval of their program of study. Upon completion of the program of study, the CSE Oversight Committee will verify that the CSE minor requirements have been fulfilled. Computer Science Aims and Scope of the Graduate Program Graduate study in computer science within the Computing & Mathematical Sciences department is oriented principally toward Ph.D. research. The course work and thesis requirements for the M.S. degree are a required part of the Ph.D. program. There is no admission to the M.S. program as the degree objective. However, Caltech undergraduates wishing to continue an undergraduate research project after completing their B.S., leading to an M.S. degree, may apply in their junior or senior years for admission to the joint B.S./M.S. degree program (see page 276). Students interested in this option should have a faculty sponsor, and should consult with the option representative. Students entering the graduate program with an M.S. degree from another school may transfer credit for course work as appro-priate. A student may petition the option representative to have a prior M.S. thesis or equivalent accepted in lieu of a Caltech M.S. thesis; no Caltech M.S. will be granted in this case. The Ph.D. program requires a minimum of three academic years of residence. The M.S. should be completed within the first two years. Students must maintain high academic standards during their graduate residence. A student's Ph.D. research must exhibit originality in the formulation, analysis, and solution of a problem that is significant to the field of study. The option representative and executive officers are available to discuss concerns regarding academic progress. Master's Degree There are five requirements to fulfill for the M.S. in computer science: • Total units. Completion of a minimum of 135 units of courses numbered 100 or greater, including M.S. thesis research (CS 180). The student will consult with the adviser to ensure balance in the course work. • Advanced courses in computer science. Completion of a minimum of 54 units of CS courses numbered 100 or greater in addition to units earned for reading, research, projects, and the M.S. thesis. Special Regulations/Computer Science 337 338 • Units outside computer science. Completion of a minimum of 27 units outside computer science. Courses jointly listed with computer science cannot be used to fulfill this requirement. • Breadth. Toward the end of the first year, all incoming students must successfully pass a diagnostics exam administered by the faculty. Its purpose is to ensure a solid and broad knowledge in computer science, and/or to direct the students to necessary courses and reading. • M.S. thesis. At the end of the second year, students must have completed a minimum of 45 units of CS 180, had their M.S. thesis approved by a computer science faculty member, obtained the signature of a designated computer science faculty member on the M.S. candidacy form, and submitted a copy of the M.S. thesis to the Graduate Office no later than two weeks before the degree is to be conferred. Degree of Doctor of Philosophy Candidacy. To be recommended for candidacy, a student must have completed the M.S. program, have entered upon a course of research approved by his or her thesis adviser, and have passed a candidacy oral examination. The candidacy oral examination is administered by a committee that consists of four faculty, is approved by the option representative, and is chaired by the adviser. The examination ascertains the student's breadth and depth of preparation for research in the chosen area. The examination should be taken within the first three years of graduate study. Advising and Thesis Supervision. In order to facilitate close supervision and a highly research-oriented environment, each student is admitted directly to an adviser and research group. A course of study is determined in consultation with the adviser. Occasionally students will be admitted into more than one group. Changes in affiliation may occur with the common consent of the student and the new adviser. Students meet regularly with their adviser throughout their time at Caltech, and are encouraged to do the same with other members of the faculty. Thesis and Final Examination. A final oral examination will be scheduled and given after the Ph.D. thesis has been submitted for review to the student's adviser and thesis committee; the latter onsists of at least four faculty approved by the option representative nd is chaired by the adviser. The thesis examination is a defense o the thesis research and a test of the candidate's knowledge in his or her specialized fields. Subject Minor in Computer Science A subject minor is not required for the Ph.D. degree in computer science. However, students majoring in other fields may take a subject minor in computer science, provided the program is super- Graduate Information vised by a computer science faculty adviser, is approved by the computer science option representative, and consists of 45 units sufficiently removed from the student's major program of study. Control and Dynamical Systems Aims and Scope of the Graduate Program The option in control and dynamical systems (CDS) is open to students with an undergraduate degree in engineering, mathematics, or science. The qualifications of each applicant will be considered individually, and, after being enrolled, the student will arrange his or her program in consultation with a member of the faculty. In some cases the student may be required to make up undergraduate deficiencies in engineering science courses. The CDS option, as part of the Computing & Mathematical Sciences department, emphasizes the interdisciplinary nature of modern theory of dynamical systems and control. The curriculum is designed to promote a broad knowledge of mathematical and experimental techniques in dynamical systems theory and control. In addition to taking courses in the CDS option, students must select a focus area (see below). Master's Degree Students will be admitted to the option who expect to pursue the Ph.D. degree. The master's degree may be awarded in exceptional cases. The awarding of this degree requires fulfilling the Institute requirements for a master's degree, satisfying the focus requirements, and receiving a recommendation for awarding of the degree from the candidacy oral examination committee. Degree of Doctor of Philosophy Institute requirements for the Ph.D. degree are described in the section on degree requirements. Approximately two years of course work are required, and two or more years are usually needed for preparation of the dissertation. Admission to Candidacy. To be recommended for candidacy for the Ph.D. degree in control and dynamical systems, the student must, in addition to meeting the general Institute requirements, do the following: • Complete the following courses: ACM/EE 116; CDS 140a or Ma 147 ab; and any two of the following: ACM 104/CDS 201, ACM 105, ACM 113 or ACM/CDS 202 • Complete the focus requirement, consisting of at least 27 units in a particular area outside of CDS. Courses taken to satisfy the focus must represent a coherent program of advanced study in the chosen area. Possible areas include biological systems, computer science, environmental science, fluid dynamics, information and communications, networking, robotics, and space systems. The program of Special Regulations/Control and Dynamical Systems 339 340 study must be approved by the student's counseling committee and the option representative. • Complete an additional 45 units in CDS or other advanced courses in systems theory, dynamical systems, and/or applied mathematics. Prepare a research progress report. . Pass an oral examination on the major subjects. The oral examination is normally taken before the end of the second year of graduate academic residence at the Institute. Advising and Thesis Supervision. Upon admission, each student is assigned an adviser in the option and a committee of three members, chaired by the adviser, which will approve the initial course of study by the student. A qualifying exam given during the first year of study will be used to evaluate the student's preparation for continued study. The adviser will be replaced by a research adviser, and the initial committee replaced by a (possibly identical) candidacy committee, when the direction of specialization is determined, not later than the beginning of the second year. The candidacy exam is normally taken toward the end of the second year. The candidacy committee will be the judge of the completion of the engineering focus requirement, necessary before advancement to candidacy. The student's candidacy committee may be reconstituted as the thesis committee after the candidacy exam has been successfully completed. At the early stages of thesis preparation, the student's thesis committee will meet as needed, but at least yearly, to advise the student of his or her progress and to deal with any problems that might have arisen. A final oral examination will be given after the thesis has been formally completed. The thesis examination will be a defense of the doctoral thesis and a test of the candidate's knowledge in the specialized field of research. Normally this defense will consist of a one-hour public lecture followed by an examination of the thesis by the thesis committee. Subject Minor A student majoring in another option at the Institute may elect a subject minor in control and dynamical systems. He or she must obtain approval from the CDS faculty of a course of study containing at least 54 units of advanced courses with a CDS listing. Electrical Engineering Aims and Scope of the Graduate Program Award of the Bachelor of Science degree may be followed by graduate study leading to the Master of Science degree in electrical engineering, and the more advanced degrees of Electrical Engineer or Doctor of Philosophy. Because admission to graduate studies in electrical engineering at Caltech is extremely competitive, the Graduate Information Admissions Committee attempts to select those applicants it judges both best qualified and best suited for the graduate program. Applicants should submit Graduate Record Examination scores. Master's Degree Normally, the master's degree in electrical engineering is completed in one academic year. T'he principal critera for evaluating applicants for the MSEE are the excellence of their preparation for the math- and physics-oriented nature of Caltech's graduate courses, and the judgment of the Admissions Committee on their ability to successfully pursue and benefit from the course program. The Institute does not normally admit an applicant to the master's degree in a field in which the applicant already has a master's degree from another U.S. institution. Financial aid is seldom offered to those who intend to complete their graduate work with a master's degree. A joint B.S./M.S. degree is not available in electrical engineering. 135 units (100 or above except some specially petitioned humanities courses) are required as approved by the electrical engineering graduate student adviser. No more than 30 units of pass/fail grades may be counted toward this requirement. Units toward this are not transferable from other schools. At least 54 units of EE letter-graded courses (courses listed or cross-listed as EE) labeled 100 or above and not counting EE 191 or EE 291 are required. EE 105 abc, Electrical Engineering Seminar, is also required. Students are urged to consider including a humanities course in the remaining free electives. Students who have been admitted to the M.S.-only program must reapply if they are interested in the Ph.D. program. Degree of Electrical Engineer The engineer's degree may be awarded in exceptional cases. The awarding of this degree requires fulfilling the Institute requirements for an engineer's degree and receiving a recommendation for its awarding from the candidacy oral examination committee. Degree of Doctor of Philosophy As a rule, applicants who wish to undertake research work leading to a degree of Doctor of Philosophy in electrical engineering are admitted initially only for the MSEE. They are, however, evaluated according to additional criteria, the most important of which is the applicant's interest in and potential for research in one of the areas described below. The statement of purpose required as part of the application should clearly address this match. Considerable weight is also given to the opinions expressed in the applicant's letters of recommendation. During the Ph.D. applicant's master's degree year, evaluation continues. It is based in part on performance in courses and in part Special Regulations/Electrical Engineering 341 342 on a one-hour oral presentation scheduled early in the second quarter. As the year progresses, the electrical engineering faculty get to know the student, and the student makes contact with the professor in his or her area of research interest. Upon acceptance into a research group, the student begins research work and defers receiving the master's degree until formal admission into the Ph.D. program. Before the end of his or her second academic year of graduate study, the student normally takes the Ph.D. qualifying oral examination. This must, however, be done no later than the end of the third academic year. Ph.D. applicants who already hold a master's degree in electrical engineering from another U.S. institution may be admitted directly to the Ph.D. program, but must provide sufficient information to obtain advance acceptance into a research group. Financial aid available to a Ph.D. applicant includes teaching assistantships and fellowships. TA duties consist of grading papers or lab instruction but not classroom lecturing. A fellowship may be supplemented by a teaching assistantship, and either or both include a full tuition scholarship. Tuition scholarships alone are not available. If financial aid is not requested, or if the box on the application form labeled "willing to come without aid" is checked, information on the source of funds for each year of intended graduate study must be included. Candidacy. To be recommended for candidacy for the doctor's degree, the applicant must satisfy the following requirements (and pass the Ph.D. qualifying oral examination) no later than the end of the third academic year: Complete 18 units of research in his or her field of interest. Obtain approval of a course of study consisting of at least 135 units of advanced courses in electrical engineering or the related subjects approved by the Ph.D. advisor, with at least 54 units of letter-graded EE courses numbered 100 or above (not counting EE 191 or EE 291). Only up to 27 units in research (e.g., EE 291) may be counted in this total. No more than 30 units of pass/fail grades may be counted toward this requirement. The courses taken to satisfy the math requirement below and courses taken to fulfill the Master of Science degree requirement may be included to satisfy this requirement. Units toward this requirement are not transferable from other schools. Pass 27 units of mathematics courses, as approved by the student's research adviser, with letter grade no lower than C. Pass a qualifying oral examination covering broadly the major field. Students are strongly encouraged to do this before the end of the second year of residency. Ph.D. Committee. The Ph.D. qualifying oral exam and the final defense exam are conducted by committees that are set up by the student and approved by the option representative. Members of these Ph.D. committees also serve as second or backup mentors in Graduate Information cases where such additional advising and problem solving are appropriate. Thesis and Final Examination. The candidate is required to take a final oral examination covering the doctoral thesis and its significance in and relation to his or her major field. This final examination will be given no less than two weeks after the doctoral thesis has been presented in final form, and before its approval. This examination must be taken at least four weeks before the commencement at which the degree is to be granted. Advising and Thesis Supervision. Periodic meetings between the advising faculty and the graduate student are an integral part of the Ph.D. program. These meetings should be at sufficiently frequent intervals, as determined by the student and adviser. Students are also encouraged to meet with other members of the Ph.D. com-mittee, the option representative, the executive officer, or Caltech's ombudsperson to discuss problems relating to satisfactory progress. Subject Minor A student majoring in another option at the Institute may elect a subject minor in electrical engineering. He or she must obtain approval from the electrical engineering faculty of a course of study containing at least 45 units (over the 100 level) of advanced courses with an EE listing (excluding EE 191 and 291). At least 36 of these should be for letter grades no lower than C. Freshman classes cannot be counted toward this. Environmental Science and Engineering Aims and Scope of the Graduate Program The ESE graduate program trains doctoral students to solve fundamental problems in environmental science and engineering. The problems cut across traditional disciplinary boundaries and span space scales ranging from global to local. Students are trained to acquire a broad base of knowledge of environmental systems, including Earth's atmosphere, oceans, and biosphere. They deepen their knowledge in one or more focus areas, culminating in research leading to a Ph.D. thesis. Reflecting the interdisciplinary nature of research in the ESE program, the program unites faculty from the divisions of Geological and Planetary Sciences, Engineering and Applied Science, and Chemistry and Chemical Engineering. Admission. Applicants for admission to the ESE program should have undergraduate preparation in science, engineering, or mathe-matics. Admission is limited to students intending to pursue the Ph.D. degree. All applicants are required to submit scores for the Graduate Record Examination (GRE) General Test. Applicants from non-English-speaking nations are additionally required to submit results for the Test of English as a Foreign Language (TOEFL). Special Regulations/Environmental Science and Engineering 343 344 Advising. An academic adviser is appointed for each incoming student to assist in designing his or her academic program. The research adviser is chosen by mutual agreement of the student and adviser during the second year of graduate study, after passing the Ph.D. qualifying examination. The thesis advisory committee (TAC), consisting of four Caltech faculty members including the research adviser, should be constituted and meet with the student soon after the student passes the qualifying examination; thereafter, it should meet with the student annually to review progress and provide guidance and support. Committee membership may be changed if the student's research interests change. The TAC gen rally serves to approve the student's advancement to candidacy it may also serve as the examining committee for the final thesis defense. Master's Degree Students enrolled in the Ph.D. program may be awarded a master's degree if they have satisfied the basic Institute requirement of 135 units of work in courses numbered 100 or higher. These courses must include those specifically required in the ESE Ph.D. pro-gram. Degree of Doctor of Philosopby For the Ph.D. degree, the student must (1) satisfy the course requirements, (2) pass the qualifying examination, (3) advance to candidacy, and (4) complete a thesis and successfully defend it in a final oral examination. Course Requirements. During their first year, students, in consultation with their academic advisers, must design a program of graduate study that includes a minimum of 135 units of graduate work to be completed before the end of their third year. The course program should take into account the students' individual backgrounds and focus areas, educate them broadly in fundamental questions and methods of contemporary environmental science and engineering, and prepare them for their research. The course program must include the core courses ESE 101, 102, and 103. Attendance at the weekly research seminars (ESE 104 and 110 abc) is required for first-year students and is expected of all graduate students. All students are expected to have knowledge of methods of applied mathematics and statistics on the level of courses such as Ge 108 and ACM/ESE 118. In cases of unusual preparation, students may petition to substitute a similar but more advanced course for one of the required courses. Additionally, students are required to take 36 units of elective courses from the following menu: • Environmental Biology: ESE/Bi 166, ESE/Bi 168, Ge/ESE 170; Graduate Information • Environmental Chemistry: ESE 142, ESE/Ge/Ch 171, ESE/Ch/Ge 175; • Environmental Physics: ESE 130-138, ESE/Ge 139, Ge/ESE 150. The 36 units of elective courses must include courses from at least two of the above three groups. The remaining units of graduate work can be fulfilled by a combination of elective courses in ESE or related disciplines, reading or laboratory courses (ESE 100), and research (ESE 105, 300). Of the total required 135 units, no more than 45 units may be in research. No more than 27 research units may be taken during the first year of graduate study. Exceptions may be granted by petition. Ph.D. Qualifying Examination. The Ph.D. qualifying examination must be taken during the first term of the student's second year of residency. This examination consists principally of an oral defense of two research propositions, each advised by a different faculty member. Written abstracts must be submitted for both propositions, and one of them must be described in the form of a research report or proposal. The qualifying exam also covers the material of the ESE core courses and of the elective courses the student has taken. In preparation for the qualifying examination, students are encouraged to register for nine units of research (ESE 105) in their second and third terms of residency. Advancement to Candidacy. Students advance to candidacy by obtaining approval of a written Ph.D. thesis proposal from their Thesis Advisory Committee. Advancement to candidacy is expected to occur before the end of the third year of residency. Thesis and Final Examination. Copies of the completed thesis must be provided to the examining committee two weeks before the final oral examination. The final oral examination focuses on the work of the thesis and, according to Institute regulations, must be held at least two weeks before the degree is conferred. Students majoring in another option at the Institute may elect a subject minor in environmental science and engineering. They must obtain approval from the ESE Academic Officer for a course of study containing at least 45 units of advanced ESE courses. Geological and Planetary Sciences Aims and Scope of the Graduate Program Students in the Division of Geological and Planetary Sciences study the earth and planets to understand their origin, constitution, and development, and the effect of the resulting physical and chemical characteristics on the history of life, on the environment, and on humanity. Broad training in the fundamental sciences enriched by more specialized course work within the division forms Special Regulations/Geological and Planetary Sciences 345 346 the basis of the educational program. Students are encouraged to work with complex and often incomplete data sets, to undertake research in natural settings such as in the field or at sea, and to use the many modern laboratory facilities available within the division. Programs of study and research are pursued in environmental science and engineering, geology, geobiology, geochemistry, geo-physics, and planetary science. The curriculum is flexible so that students with diverse degrees in science and engineering may carry out graduate work within the division. Interdisciplinary studies are encouraged and students may carry out academic and research programs within and between different divisions. The obiective is to train students for future employment in academic research, government, and industry. Division Requirements. For a Ph.D. degree, the student must 1) pass the qualifying oral examination, 2) satisfy course requirements of the division and of an option, and 3) complete a thesis and successfully defend it in a final oral examination. Recommendation to the Dean of Graduate Studies for admission to candidacy occurs after the student has satisfied the first two requirements and has been accepted for thesis research by a division faculty member, who then becomes the student's thesis adviser. Admission and Entrance Procedures. Only students who intend to work full-time toward the Doctor of Philosophy (Ph.D.) degree are admitted. The application submission deadline for the GPS Division is January 1. The admission process follows Institute reg-ulations. Applicants are required to submit Graduate Record Examination (GRE) scores for the general test. Individual option requirements for GRE subject tests are specified below: Environmental Science and Engineering-Not required. Geobiology-Submit the scores for any subject test. Geochemistry-Strongly recommended but not required. Geology-Not required. Geophysics-Not required Planetary Science-Strongly recommended but not required. Applicants from non-English-speaking nations are required to submit Test of English as a Foreign Language (TOEFL) scores. Based on their applications and interests, students enter one of the major subject options of the division and are given an academic adviser who is a professorial faculty member associated with the option. The six options are environmental science and engineer-ing, geobiology, geochemistry, geology, geophysics, and planetary science. Students may later change options, but must first obtain approval from the new option. Each student must plan to satisfy the requirements for the Ph.D. degree in one option. Entering students in the week preceding the beginning of instruction for the first term meet with their option representatives to discuss their preparation in the basic sciences and select a series of courses that will best prepare them for research in their chosen field while meeting the requirements set forth below. Graduate Information First-year graduate students are encouraged to register for at least nine units of research (Ge 297) in each term of residence. The primary objective is to communicate to the students the excitement of discovery based on original investigations and to provide a broad scope of research aims. An important byproduct can be the formulation of propositions for the Ph.D. qualifying oral examination or orientation toward Ph.D. research. Advising and Thesis Supervision. The option representative for each incoming student will act as the academic adviser in the first term. An academic adviser will be assigned by the start of second term. This appointed adviser will continue as mentor with broad responsibility for a student's academic welfare throughout the graduate program. During the second year, after passing the qualifying examination, each student should identify a professor as thesis adviser, who will normally provide a graduate research assistantship and the opportunity for continuing research. In consultation with the two faculty advisers, each student then forms a Thesis Advisory Committee (TAC), composed of at least four Caltech professors (chaired by the academic adviser). External scientists closely involved in the student's research may also be appointed. Members of the TAC serve as advisers, counselors, and resources, and its membership may be changed if a student's research interests The thesis advisory committee meets with the student at least once each year for a progress review, and informally whenever the student needs or requests assistance or guidance. In addition, the faculty members in each option have their own systems for annual evaluations of student progress. A few months before completion of the thesis dissertation, the thesis examining committee will be chosen, usually including the members of the thesis advisory committee. All students are urged to consult with division faculty in the following sequence if they have any problems: thesis and academic advisers, thesis advisory committee, option representative, academic officer, and division chair. If these division personnel cannot resolve a problem, then the student should turn to Institute offices. Master's Degree Students enrolled in the Ph.D. program may be awarded a master's degree when they have satisfied the basic Institute requirement of 135 units. These courses must be numbered 100 or higher, and must be part of those used to satisfy the Ph.D. requirement in one of the options of the division. Specifically required are Ge 109 and two courses from the list Ge 101, Ge 102, Ge 103, Ge 104, or ESE 101. An application for admission to candidacy for an M.S. degree must be submitted to the Graduate Office according to the academic calendar in the Caltech Catalog (see pages 4-5). Special Regulations/Geological and Planetary Sciences 347 348 Doctoral Degree Division Requirements. For a Ph.D. degree, the student must 1) pass the qualifying oral examination, 2) satisfy course requirements of the division and of an option, and 3) complete a thesis and successfully defend it in a final oral examination. Admission to candidacy occurs after the student has satisfied the first two requirements and has been accepted for thesis research by a division faculty member, who then becomes the student's thesis adviser. The qualifying examination consists of oral and written defense of two research propositions, supplemented by a written description of one of them. Students are encouraged to consult with various faculty members concerning their ideas on propositions, but the material submitted must represent the work of the student. There must be a different faculty member associated with each of the two propositions. The exam is normally taken early in the first term of the second year of residence and is administered by the qualifying examination committee, which has members from the six options of the division. A more detailed outline of the qualifying examination is available on the division website. Before the end of the second year, the thesis advisory committee will be selected, as outlined above. The division encourages students to engage in research early in their graduate careers. Students making normal progress will submit papers to refereed journals that have been approved by a faculty member of the division. Doctoral candidates must complete a thesis and submit it in final form by May 10 of the year in which the degree is to be conferred. The final oral examination for the doctorate by the thesis examining committee will be scheduled no sooner than two weeks following submission of the thesis (approved by the thesis adviser) and, in conformity with Institute regulations, it must be scheduled at least two weeks before the degree is to be conferred. Candidates are expected to publish the major results of their thesis work. The published papers should have a California Institute of Technology address. Published papers may be included in the thesis. By the end of the first academic year (third term): submission by the student of (1) tentative titles of propositions for review by the qualifying examination committee and (2) a list of courses planned to satisfy the Ph.D. requirement, for review by the option. By the end of the second academic year: (1) passage of oral exam; (2) approval by the option of courses planned to satisfy candidacy requirements; (3) submission of a tentative thesis topic and adviser, and thesis advisory committee. By the end of the third academic year: (1) satisfactory completion of course requirements; (2) satisfactory completion of other requirements including selection of thesis topic and adviser, and thesis advisory committee; (3) admission to candidacy. A student Graduate Information who has not been admitted to candidacy by the end of the third year will need permission of the academic officer to register. By the end of the fourth academic year: satisfactory progress toward completion of thesis. After completing the fifth academic year, the student must formally petition to register for each subsequent year. Financial aid will normally not be extended beyond the sixth year. The student's program and progress will be reviewed annually by his or her option and by the thesis advisory committee. In cases where, in the opinion of the faculty in the option, the student is clearly not showing adequate progress, they may recommend to the division chair that the student be denied permission to continue in the Ph.D. program based upon their overall assessment of the student's performance. Basic Division Course Requirement. During the first year, every graduate student will take two of the seven basic introductory courses Ge 101-104 and ESE 101-103, in areas in which the student has not had substantial training. Also required is one term of Ge 109. These should be completed during the first year. Throughout their graduate careers, students are expected to attend departmental seminars and seminar courses led by visiting scien-tists. Requirements of the Major Subject Options Geobiology. In addition to the general Institute and basic division requirements, candidates for the Ph.D. degree in geobiology must successfully complete a minimum of 90 units at the 100 or greater level, including Ge 104; either Bi/Ch 110 or ACM/ESE 118; and two courses from each of the following three subject menus: Geology: Ge 106 ab, 112, 114 ab, 124. Chemistry: ESE 142, Ge/ESE 143, 149, Ge 140, ESE/Ge/Ch 171, 172. Biology: ESE/Bi 166, 168, Ge/ESE 170, Bi 117, ESE 103. Other classes may be substituted for these menu requirements with the approval of the option representative. A student with substantial prior experience in geobiology (e.g., an M.S. degree) may use prior course work to substitute up to 45 of these units with the approval of the geobiology option representative. All students must have a basic knowledge of organic chemistry at the level of Ch 41 a. This requirement may be met by previous course work or through successful completion of this class. Geochemistry. In addition to general Institute and basic division requirements, candidates for the Ph.D. degree in geochemistry are required to demonstrate an understanding of the field through a total of 90 units of course work at the 100 level or higher spread over four of the subdisciplines offered in the option: petrology/ mineralogy, isotope geochemistry, cosmochemistry, water chemistry/oceans, atmospheres, and biogeochemistry. A student with substantial prior experience in some of the subdisciplines may Special Regulations/Geological and Planetary Sciences 349 350 use prior course work to substitute for up to 45 of these units with the approval of the geochemistry option representative. In the oral candidacy exam, the student will be subject to examination in all four of the chosen subdisciplines. All students must have a basic knowledge of chemistry at the level of Ch 21 and mathematics at the level of Ge 108. Geology. The geology option requirements are (1) two of Ge 102, 103, 104, or ESE 101, which also satisfy the basic division requirement; (2) 36 units in 100-level science or engineering courses taken outside the GPS division, or in courses cross-listed with other divisions. Ch 21 abc may be included as part of these units, and other courses below the 100 level may be included at the discretion of the option representative. Students with a focus in planetary geology may use 100-level planetary science courses to fill this requirement; (3) 36 units of advanced field geology, in the form of three terms of Ge 121 abc taken from three different instructors; (4) an additional 18 units of 100- or 200-level courses within the GPS division. Courses that cannot be used to satisfy these requirements include research and reading courses, and certain courses constituting basic preparation in the field of geology, such as Ge 106, Ge 112, Ge 114 ab, and Ge 115 abc. A grade of C or better is required for all course work that satisfies these require-ments. Knowledge of basic physics, mathematics, and data analysis at the level of Ge 108 and ACM/ESE 118 is required of all Ph.D. candidates in geology. Students entering the geology option with a master's degree in a science or mathematics may be exempt from up to 45 units at the discretion of the option representative (exemptions from advanced field geology must be granted by the GPS field committee) Geopbysics. In addition to general Institute and basic division requirements, candidates for the Ph.D. degree in geophysics must successfully complete the following course requirements: two of Ge 101, 103, 104, or ESE 101; either Ae/Ge/ME 160 ab, APh 105 ab, MS 115 ab, or a subject equivalent; three of Ge 161, Ge 162, Ge 163, or Ge 164, and Ge 111 ab; and the choice between a minor in any field at Caltech or five additional 100- or 200-level science or mathematics courses. It is highly recommended that these courses be taken in the first year. To complete the course requirements, students have the choice between a minor in any field (for example, computational science and engineering, http://www.cse.caltech.edu) or five additional 100- or 200-level science or math courses. Students may substitute another course for a required course if they can demonstrate to an option representative that they have already had the material in the required course. Planetary Science. In addition to general Institute and basic division requirements, candidates for the Ph.D. degree in planetary science must satisfy the following course requirements: Ge 101, Ge 102, and courses in planetary formation and dynamics (Ge/Ay 133), planetary atmospheres (Ge 150), planetary interiors (Ge 131), Graduate Information and planetary surfaces (Ge 151). In addition, students shall successfully complete 45 units of 100-level or higher courses in a coherent field of specialization. This requirement may be satisfied by completion of a subject minor or through a set of courses chosen in consultation with and approved by the adviser and the option rep-resentative. All candidates are expected to possess knowledge of physics and mathematics at the level of Ph 106 and ACM 95. This requirement may be met by previous course work or through successful completion of these classes. Subject Minor A student may, with the approval of the Division of Geological and Planetary Sciences, elect a minor in any one of the major subjects listed above. Such a subject minor will include at least 45 units in courses at the 100 level or higher. Normally, a member of the division faculty will participate in the student's oral thesis defense. History The program for a subject minor in history must be approved by the executive officer for the humanities before the admission to candidacy. In addition to meeting general Institute requirements, the student must complete satisfactorily, with a grade of C or better, 45 units in advanced courses in history. History and Philosophy of Science Graduate students in science, mathematics, or engineering may take a minor in history and philosophy of science (HPS). The graduate minor is devoted to the study of the historical evolution and philosophical underpinnings of the physical and biological sciences. Historical work in the minor includes the origins of experimental practice, the social and institutional contexts of science, the origins and applications of quantitative methods, specific developments since antiquity in physics, biology, and chemistry, as well as biographical and comparative studies. Philosophical research deals with issues in causation, explanation, scientific inference, the foundations of probability and decision theory, philosophy of mind and psychology, philosophy of neuro-science, and scientific fraud and misconduct. The minor thus fosters the acquisition of broad knowledge about the scientific enterprise and related foundational problems, as well as more detailed analysis of the progress of and philosophical problems in particular branches of science. It is a valuable supplement to a technical degree since it helps equip students to understand the nature of scientific progress and to grapple with the conceptual basis of science and its wider ramifications. Students who successfully complete the HPS minor will be recognized with official credit for the achievement on their transcripts. Special Regulations/History and Philosophy of Science 351 352 Requirements. Graduate students who take an HPS minor are expected to complete Hum/H/HPS 10, HPS 102 ab, HPS/PI 120, at least three units of HIPS 103, and 18 units of additional work in Materials Science Aims and Scope of the Graduate Program The graduate program is designed to give students an understanding of general phenomena in synthesis-structure-property relationships in all materials, plus a detailed understanding of phenomena for at least one particular class of materials. After completing the Ph.D. program, students have pursued careers in teaching and research at colleges and universities, in research for government and industry, in the operation and control of manufacturing processes, and in management and development positions in the materials industry. Students may enter the graduate program in materials science with undergraduate preparation in physics, chemistry, engineering, or materials science. Students interested in terminating their graduate study at the master's level are not normally admitted. Students in the Ph.D. program are required to complete a set of core courses, pass an oral candidacy examination, complete a thesis describing original research in materials science or a related field, and publicly defend their thesis work Master's Degree Each student is assigned to a member of the faculty who will serve as the student's adviser. The adviser and option representative for materials science will approve his or her course of study. Study for the degree of Master of Science in materials science will ordinarily require three terms of courses. The courses shall be chosen from the list of core courses below, although 27 units of research (MS 200 or equivalent) may be substituted for 27 units of lecture or laboratory courses. Completion of 138 units of these courses within two years with no grade less than a C constitutes the academic requirements for the M.S. degree. Core Courses 1. MS 131, MS/APh 120, MS 133. 2. APh/MS 105 ab or ChE/Ch 164 and ChE/Ch 165, MS 106. 3. Two quarters of courses focused on specific materials, such as APh 114 ab; Ch/ChE 147, ChE/Ch 148; Ge 114, Ge 214. 4. Two quarters of courses focused on internal interactions in materials, such as Ph 125 ab, Ch 125 ab; Ae/AM/CE 102 abc or Ae/Ge/ME 160 ab; Ch 120 a; Ch 121 ab. 5. 18 units of courses comprising either the third terms of the sequences taken in 3 and 4 above, or other courses Graduate Information appropriate for the student's research interests, such as MS 125, 142, MS/EST 143, MS/ME 161, 162. 6. Mathematics at the level expected of research in the student's field. This may be satisfied by the courses ACM 100 or ACM 106, AM 125 abc, or ACM 101, or Ph 129 abc, or may be waived at the discretion of the student's adviser and option representative. 7. Ms 110 abc (2 units) or APh 110 (4 units) or E 150 abc (2 units), seminar. Degree of Doctor of Philosopby Residency. Work toward the degree of Doctor of Philosophy in naterials science requires a minimum of three years following th ompletion of the bachelor's degree or equivalent Language Requirement. There is no language requirement for the Ph.D. degree. Minor. No minor is required for the Ph.D. degree. Students are, however, encouraged to take advanced courses appropriate to their particular interests. Advising and Thesis Supervision. In the first year, each student must choose a research adviser who will have primary responsibility for supervising the student's course program and research. The important adviser-advisee relationship requires effort from both parties, and some general expectations are outlined earlier in this section of the catalog. Admission to or Continuation in Ph.D. Status. To be advanced to candidacy for the doctor's degree, the student must satisfy three requirements: a. Courses. To continue in the graduate program, the student must maintain a B- average for each term. Advancement to candidacy requires the successful completion of the program listed under "Core Courses" above. Alternatively, if the student has taken equivalent courses elsewhere, he or she may prove competency to the instructor of the equivalent course at the Institute and request a waiver of the required course. Oral Candidacy Examination. The student will prepare a brief presentation on a topic in his or her proposed area of research. The core of the examination is based on the student's course work and how it is related to the topic of the presentation. This examination should be taken no later than the end of the student's second year of residence. Research Competence. The student must have a doctoral research adviser, and must have completed at least 18 units of MS 200. Thesis and Final Examination. The candidate is required to take a final oral examination covering the doctoral thesis and its significance in and relation to his or her major field. It will consist of a public thesis seminar and an associated oral examination on the Special Regulations/Materials Science 353 354 thesis and related fields. This examination will be held at least two weeks after the doctoral thesis has been presented in its final form, and prior to its approval. This examination must be taken at least four weeks before the commencement at which the degree is to be granted. Subject Minor A student majoring in another option at the Institute may elect a Mathematics Aims and Scope of the Graduate Program The principal aim of the graduate program is to develop the student's ability to do original research in mathematics. Independent and critical thinking is fostered by direct contact with faculty members. (An indication of the current research interests of the faculty begins on page 132.) Faculty advisers help students plan their programs of study leading to a Ph.D. in mathematics. Entering students are advised by the director of the Ph.D. program, who assists them in selecting appropriate courses, depending upon their previous studies. Course Program. The graduate courses are listed in section five. The three core courses-Ma 110 in analysis, Ma 120 in algebra, and Ma 151 in geometry and topology-are required of all graduate students unless excused by the director of the Ph.D. program. Students are expected to complete these core courses in preparation for the qualifying examinations (see below), usually in the first year. (Entering students are allowed to take a qualifying examination in September or October in order to demonstrate knowledge of one or more of the core areas. By passing the examination, they are excused from taking the corresponding course.) In addition, students are required to complete nine quarters of other advanced mathematics courses, at least two of which are in discrete mathematics: combinatorics, complexity, and computability, or logic and set theory. Unless these nine course quarters are given pass/fail only, they must be taken for grades. Reading and research do not normally qualify to meet these requirements. Under special circumstances (e.g., finishing the degree in three years), exceptions to these requirements may be granted by the director of the Ph.D. program. Beginning no later than the second year, students will be expected to begin independent research work and will be strongly encouraged to participate in seminars. Graduate Information Master's Degree Entering graduate students are admitted directly to the Ph.D. program, since the Institute does not offer a regular program in mathematics leading to the master's degree. A master's degree may be awarded in exceptional circumstances either as a terminal degree or preliminary to the Ph.D. Sufficiently advanced undergraduates may be admitted to graduate standing to pursue a master's degree simultaneously with the bachelor's program. The recipient of a master's degree will be expected to take 135 units in advanced mathematics (numbered 110 and higher). Unless the student has placed out of some of them, these must include Math 110, 120, and 151 (the basic courses in analysis, algebra, and geometry). Reading and/or research courses may only be included in this 135 units if approved by the executive officer for mathemat-ics. The general Institute requirements specify that the recipient of a master's degree must have taken at least 135 units of graduate work as a graduate student at the Institute, including at least 81 units of advanced graduate work in mathematics. This advanced work is interpreted as work with a course number greater than 109 and may include a master's thesis. Degree of Doctor of Philosophy Qualifying Examinations. Qualifying examinations in the three core areas—analysis, algebra, and geometry/topology—are oftered in October and June. These examinations emphasize mastery of the basic concepts and theorems and the ability to apply them to specific cases. Students are required to take and pass two of the three examinations, and for the one not taken, to complete the corresponding core course with a grade of B or better. Normally, the examination requirements are completed at the end of the first year or the beginning of the second. Summer Study. Although there are no courses given in the summer, graduate students are expected to carry out studies and research in their chosen area of mathematics. In the summer after the first year, they will work under the guidance of a faculty member to investigate a possible area for their thesis research. Thesis Adviser. It is expected that by the fall quarter of the second year, students will find a member of the faculty who agrees to serve as their thesis adviser. The progress of all continuing students is assessed by the faculty each fall, and students will consult with their advisers about their progress and planning of their studies and research. Students receive help and advice not only from their thesis adviser and other faculty mentors, but also whenever needed from the director of the Ph.D. program, and the executive officer. (See also the section with guidelines for graduate student advising on page 269.) 355 Special Regulations/Mathematics 356 Admission to Candidacy. Before the end of their third year, students are expected to finish the process of applying for admission to candidacy for the Ph.D. degree. This formal step requires completion of the requirements for qualifying examinations and core courses, as well as a satisfactory oral presentation to a committee of faculty members. The presentation will describe both the general area of the student's proposed thesis research and the specific problem or problems to be addressed. A written summary of the presentation, typically 3-10 pages, must be given to the committee members at least one week before the presentation. The student and his or her adviser will arrange the formation of this committee, which will have three members, including the adviser. Thesis and Final Examination. On or before the first Monday in May of the year in which the degree is to be conferred, candidates for the degree of Doctor of Philosophy must deliver copies of their theses to their advisers, to the Graduate Office, and to the members of the committee that will conduct the final oral xamination on the thesis. The examination must be held at leas hree weeks before the date on which the degree will be conferre and at least two weeks after the delivery of the copies of the thesis. Subject Minor Students majoring in other fields may take a subject minor in mathematics. Minor programs must include 54 units of advanced work approved by a representative of the mathematics department, who will ensure that the work represents a concentrated study in one or more of the main fields of mathematics. A special oral examination in the subject minor will be given soon after completion of the minor program. Travel Grants Special funding is available to graduate students to attend conferences and workshops in the United States or abroad (see Bohnenblust Travel Grants on page 288). Mechanical Engineering Aims and Scope of the Graduate Program The aim of the graduate program in mechanical engineering is to prepare students for research and professional practice in an era of rapidly advancing interdisciplinary technology. The program combines individual depth of experience and competence in a particular chosen major specialty with a strong background in the basic and engineering sciences. It strives to develop professional inde-pendence, creativity, leadership, and the capacity for continuing professional and intellectual growth. The degrees of Doctor of Philosophy and Master of Science are offered. The program emphasizes Ph.D.-level study and research. Graduate Information Only in exceptional cases is there admission to the Master of Science program as the final degree objective. Mechanical engineering research and study are offered through the Department of Mechanical and Civil Engineering. Admission. As preparation for advanced study and research, entering graduate students are expected to have a thorough background in undergraduate mathematics, physics, and engineering. An outstanding four-year undergraduate program in mathematics and sciences may provide a suitable background as well. The qualifications of each applicant will be considered individually, and, after being enrolled, the student will arrange his or her program in consultation with a member of the faculty. Master's Degree The degree of Master of Science in mechanical engineering will be awarded upon request to mechanical engineering Ph.D. students who have fulfilled the required program for the Master of Science degree. Only in exceptional cases is there admission to the M.S. program as a final degree objective. A minimum of 138 units of courses numbered 100 or above, that meet the distribution requirements listed below, must be passed with a grade of at least C for completion of the master's degree in mechanical engineering. All units must be taken for grades, except for courses offered only on a pass/tail basis. Each student's program must be approved by his or her adviser and the option representative in mechanical engineering. Required Program • Graduate mechanical engineering core (54 units). These units should provide a solid base for the student's engineering interest. The courses should be selected from the list for Areas 1-3 of the mechanical engineering Ph.D. require- • Mathematics, engineering, and research electives (54 units). Students who have not taken the equivalent of ACM 100 abc are required to take ACM 100 abc for 36 units. Courses may be taken in Ae, AM, ACM, ME, JP, MS, EE, ESE, APh, CDS, CS, ChE, and CNS. Students are encouraged to take research units, ME 300, up to a maximum of 27. • Free electives (27 units). These units may be selected from any course with a number of 100 or greater, except that research units may not be included. • Graduate Engineering Seminar, AM/CE/ME 150 abc (3 units). Degree of Doctor of Philosophy The Ph.D. degree in mechanical engineering is focused on research. Study and research programs for the Ph.D. degree are individually planned to fit the interests and background of the stu- Special Regulations/Mechanical Engineering 357 358 dent. A comprehensive research project resulting in an original contribution to the field documented by a dissertation is required. A minimum of three academic years in residence are required by the Institute. Typically, four or more years are needed for the completion of course work and thesis research. Advising and Thesis Supervision. An interim adviser is appointed for each student upon admission to a graduate degree in mechanical engineering. The interim adviser will serve as the primary mentor until the student finds a research adviser. It is the responsibility of the student to find an academic and research adviser within three terms of graduate residence at Caltech. In consultation with the adviser, the student must form a Ph.D. dissertation supervision committee within one year of graduate residence at Caltech. This committee shall consist of at least three members of the Caltech professorial faculty, with at least two members from the faculty in mechanical and civil engineering. The committee shall meet as requested by the student. Further, the committee shall meet annually to review progress and to approve the registration of the student beyond the fifth year of graduate residence at Caltech. The adviser and the thesis supervision committee provide the majority of mentoring to the student. In addition, the option representative and other members of the faculty are always available to provide advice and mentoring on any aspect of research, progress toward the Ph.D., future careers, and other aspects of life in graduate school and as a professional scientist. Admission to Candidacy. To be recommended for candidacy for the Ph.D. degree in mechanical engineering, the student must, in addition to meeting the general Institute requirements, do the fol-lowing: • Obtain the agreement of a professorial faculty member to serve as his or her academic and research adviser and form a dissertation supervision committee. • Successfully complete at least 54 units of research and demonstrate satisfactory research progress. • Pass with a grade of at least C a minimum of 18 units of course work in any three core mechanical engineering subjects spanning at least two broad areas listed below. These 54 units may also be used in the student's program for the master's degree. Examples of suitable courses are given ir Area 1 Fluid Mechanics (Ae/APh/CE/ME 101 abc) Mechanics of Structures and Solids (Ae/AM/CE/ME 102 abc) Continuum Mechanics of Solids and Fluids (Ae/Ge/ME 160 ab) Area 2 Thermodynamics and Statistical Mechanics (ME 118, APh 105 ab, Ch/ChE 164, Ch/ChE 165, Ch 166) Graduate Information Heat and Mass Transfer (ME 119 ab) Combustion (ME 120 ab Energy (EST/EE/ME 109 ab) Area 3 Dynamical Systems (AM/CE 151 ab or CDS 140 ab) Mechanical Systems and Design (ME 115 ab) Controls (CDS 110 ab, CDS 212) The student may petition the mechanical engineering taculty to accept alternate subjects or areas. These changes should retain core mechanical engineering knowledge and represent sufficient breadth. The petition must be submitted to the option representative and approved before the student registers for the course. • Pass with a grade of at least C an additional 54 units in engineering or science (with a course number above 100) that pertain to the student's specialty and are approved by the dissertation supervision committee. • Pass with a grade of at least C 27 units of advanced courses in mathematics or applied mathematics chosen in consultation with the adviser from the following list: ACM 101 or higher, AM 125, CDS 201, CDS 202, Ma 108 or higher, Ph 129. The requirement in mathematics is in addition to the requirements above. • Pass AM/CE/ME 150 abc, Graduate Engineering Seminar, in each of the first two academic years in residence at Caltech. • Pass both subject and research components of the oral candidacy examination. If the student has chosen a subject minor, an examination on the subject of that program may be included at the request of the discipline offering the subject minor. The oral candidacy examination must be taken before the end of the second year of graduate academic residence at the Institute. The requirement of a minimum grade of C will be waived for an advanced course which is offered only pass/fail. The faculty will evaluate the student's research progress, class performance, adviser's input, and oral candidacy exam results to determine whether a student will be admitted to candidacy for the Ph.D. degree. Registration Beyond Fifth Year of Graduate Residence. The annual approval of the Ph.D. dissertation supervision committee is necessary for registration beyond the fifth year of graduate residence at Caltech. Thesis and Final Examination. The thesis examination will be given after the thesis has been formally completed. This examination will be a defense of the doctoral thesis and a test of the candi- Special Regulations/Mechanical Engineering 359 360 date's knowledge in the specialized field of research. The format of the examination can be chosen by the student, in consultation with his or her research adviser, from the following two options: (i) a public seminar presented by the candidate, with an open question period, followed by a private examination by the examining com-mittee, or (ii) a private presentation to the examining committee followed by the examination, with a public seminar on another date. The examining committee shall consist of a minimum of fou voting members, at least three of whom must be Caltech faculty, and at least two of whom must be faculty in mechanical and civil engineering. The thesis defense committee shall be chaired by a committee member who is a Caltech professorial faculty member and not the student's adviser. Subject Minor A student majoring in another branch of engineering or another division of the Institute may, with the approval of the faculty in mechanical and civil engineering and the faculty in his or her major field, elect mechanical engineering as a subject minor. The program of courses must differ markedly from the major subject of study or research, and must consist of at least 54 units of advanced courses approved by the faculty in mechanical and civil engineer- 1ng Physics Aims and Scope of the Graduate Program I'he physics option offers a program leading to the degree of Doctor of Philosophy. This program prepares students for careers in scientific research or research combined with teaching, and so its most important part is independent research. Courses are offered that give a broad treatment of both fundamental physics and specialized physics research topics. These are intended both to help a beginning graduate student prepare for research and to broaden an advanced student's knowledge of physics. Caltech research opportunities include elementary particle physics, nuclear physics, cosmic-ray, gamma-ray, and X-ray astronomy, submillimeter astronomy, condensed-matter physics, atomic/molecular/optical physics, quantum optics, applied physics, gravitational physics, cosmology, astrophysics, mathematical physics, biophysics, and theoretical physics. A Master of Science degree may be awarded upon completion of a program of courses. Students are not normally admitted to work toward the M.S. in physics unless they are also working toward a Ph.D. Admission. Application forms for admission to graduate standing and for financial assistance can be obtained from the Office of the Dean of Graduate Studies, California Institute of Technology, Pasadena, CA 91125, or can be downloaded from http://www.grad- Graduate Information office.caltech.edu. Completed applications should reach the Graduate Office by January 15. Applicants are strongly advised to take the Graduate Record Examination (GRE) and the Advanced Physics Test. Information can be obtained from the Educational Testing Service, 20 Nassau Street, Princeton, NJ 08540 (http://www. ets.org). Placement Examinations. Students admitted to work for an advanced degree in physics are required to take placement exami-nations, typically given the Monday of general orientation week before the student's first term of graduate study. These informal exams are used as a guide in selecting the proper course of study. The exams cover material in classical mechanics, electromagnet-ism, quantum mechanics, statistical mechanics, and mathematical physics. In general, they will be designed to test whether the student possesses an understanding of general principles and the ability to apply these to concrete problems, rather than detailed informational knowledge. The results of the placement exams are not formally recorded as a part of the student's record. In cases in which there is a clear basis for ascertaining the status of the entering graduate student, the placement exams may be waived Master's Degree A Master of Science degree in physics will be awarded, upon request, to physics Ph.D. students who have completed the oral and written candidacy examinations. Alternatively, a master's degree will be awarded to any Caltech graduate student in good standing upon satistactory completion of a program approved by the option representative that fulfills the following requirements: Ph 125 abc 27 units (If this course, or its equivalent, was taken as part of an undergraduate program, it may be replaced by 27 units of any quantum-mechanics-based course.) Physics electives 81 units These must be selected from Ph 103, Ph 105, Ph 118, Ph 127, Ph 129, Ph 135, Ph 136, or physics courses numbered 200 or above. Other electives 27 units These must be graduate courses from physics or any other option, including the humanities. Substitutions of other graduate courses in place of the above requirements must be approved by the option representative. In exceptional cases, undergraduate students may receive concurrent B.S./M.S. degrees if the above requirements are met in addition to the relevant B.S. requirements, upon approval from the Physics Graduate Committee, the graduate admissions committee, 361 Special Regulations/Physics 362 and the physics executive ofticer. Such students must produce a detailed petition demonstrating accomplishments that would warrant normal admission to the physics graduate program. Degree of Doctor of Philosophy In addition to the general Institute requirements for a Ph.D., the particular requirements for a doctorate in physics include admission to candidacy as described below, writing a thesis that describes the results of independent research, and passing a final oral examination based on this thesis and research. Physics graduate students may exercise the pass/fail option on any and all courses taken. Admission to Candidacy. Tò be recommended for Ph.D. candida-cy, a student must pass two terms of Physics Seminar (Ph 242), pass written candidacy examinations covering basic physics, satisfy the Advanced Physics requirements described below, and pass an oral candidacy examination. These requirements are designed to ensure that students have an adequate preparation in the basic tools of physics, as well as a broad general knowledge of advanced Basic Physics Requirement. To be admitted to candidacy, physics students must demonstrate proficiency in all areas of basic physics, including classical mechanics (including continuum mechanics), electricity and magnetism, quantum mechanics, statistical physics, optics, basic mathematical methods of physics, and the physical origin of everyday phenomena. A solid understanding of these fundamental areas of physics is considered essential, so proficiency will be tested by written candidacy examinations. No specific course work is required for the basic physics requirement, but some students may benefit from taking several of the basic graduate courses, such as Ph 106, Ph 125, and Ph 127. A syllabus describing the exam contents will be available, and students are encouraged to study independently for the exams, rather than taking a heavy load of basic physics courses. The written exams are offered at frequent intervals, typically once per term, and the separate sections may be taken at different times. This flexible scheduling of the written exams allows students to prepare for the exams while simultaneously learning about research areas, either through advanced courses, reading courses, or participation in a research group. Advanced Physics Requirement. In addition to demonstrating a proficiency in basic physics, students must also establish a broad understanding of modern physics through study in six of the following eight areas of advanced physics: 1. elementary particle physics 2. nuclear physics 3. atomic/molecular/optical physics 4. condensed-matter physics 5. gravitational physics 6. astrophysics Graduate Information 7. mathematical physics 8. interdisciplinary physics (e.g., biophysics, applied physics, chemical physics) The advanced physics requirement can be fulfilled by passing exams in the separate areas, or by passing courses. Each area is meant to be covered by the equivalent of a one-term course. There will be a list of course substitutions for each of the areas, which will include courses outside of physics. Other courses may be substituted with permission from the Physics Graduate Committee. Oral Candidacy Exam. This exam is primarily a test of the candidate's suitability for research in his or her chosen field. The chair of the examination committee will be the professor the student plans to do research with, and normally the student will have already begun research (Ph 172 or Ph 173) on a definite topic with that professor. The examination will cover the student's research work and its relation to the general field of specialization. Before being allowed to take this exam, a student must have satisfied all the other requirements for admission to candidacy. Research Requirements. There are no specific research require-ments, but in general a substantial effort is required to master the techniques in a given field and carry out a significant piece of original research. Students are strongly advised to start doing part-time research as soon as possible, and to carry it on in parallel with formal course work, taking reading and research units (Ph 171-173) prior to being admitted to candidacy. Typically, students continue graduate study and research for about two years after admission to candidacy. Scheduling. Although students are encouraged to begin doing research soon after arriving at Caltech, they should also try to complete the requirements for candidacy as quickly as possible before focusing completely on a particular research area. Thus Ph 242 should be taken by all students in their first year of graduate study. The written candidacy exams should be attempted by the end of a student's first year of study, and be passed by the end of the second year. The Advanced Physics requirements should also be completed by the end of the second year, but may be extended into the third year depending on the availability of specific courses. If these deadlines are not met, a student must petition the Physics Graduate Committee before registration for subsequent terms will be allowed. Advising and Thesis Supervision. After taking the placement exams described above, physics graduate students meet with the chair of the admissions committee to decide on a first-year course schedule. At this time it is appropriate for students, especially those admitted with GRAs, to consult with the admissions chair, the option representative, the executive officer, and/or individual faculty members to select a tentative research group, if this hasn't already occurred over the summer. At any time, a student may consult with the option representative concerning such matters as Special Regulations/Physics 363 364 advising and switching research groups. When the student is ready to form his or her candidacy committee, this is done in consultation with the executive officer. This committee, besides examining the student's knowledge of his or her chosen field, will consider the appropriateness and scope of the proposed thesis research. Supervision of the thesis research is the responsibility of the thesis adviser, and the student should maintain close contact with his or her adviser. In some circumstances, such as interdisciplinary work with an adviser from another department, a special committee may be formed to follow the progress of the research as well. The Minor. A minor is not required, but a student may elect to pursue a minor in another option. Language Requirements. There are no language requirements for a Ph.D. in physics. Thesis and Final Examination. A final oral examination will be given not less than two weeks after the thesis has been presented in final form. This examination will cover the thesis topic and its relation to the general body of knowledge of physics. The candidate is responsible for completing the thesis early enough to allow the fulfillment of all division and Institute requirements, with due regard for possible scheduling conflicts. Subject Minor Students desiring a subject minor in physics should discuss their proposed program with the chair of the Physics Graduate Committee. Forty-five units are required for approval of a subject minor in physics. Physics courses with numbers over 100 will be allowed for the subject minor. At least 18 of the 45 units must be chosen from the physics electives list (see list under Master's Degree in this section), excluding Ph 129 and any specific courses in physics required for the student's major program. An oral exam may be required by the Physics Graduate Committee. This exam will include both academic topics and topics on current physics research areas. The oral exam may be waived if at least one term of Ph 242 has been taken successfully, or if all 45 units are in letter-graded (not pass/fail) courses. Social Science Aims and Scope of the Graduate Program The Caltech Ph.D. program in social science is designed to produce scholars who are well grounded in the theoretical perspectives, the quantitative techniques, and the experimental methods of economics and political science. Graduates of the program work in departments of economics, political science, or public policy, or in business schools at major universities. Others have taken positions as economic analysts, program evaluators, and planners in both the public and private sectors. In addition, a special pro- Graduate Information gram enables students to obtain joint degrees in social science from Caltech and in law from other nearby universities. Graduates of this joint program teach in law schools, practice law, and hold other positions in academia and government. Master's Degree Entering graduate students are admitted to the Ph.D. program, and will earn the M.S. degree after successful completion of 135 units of course work. The program does not admit students who plan to obtain an M.S. degree only, but a student who does not go on to achieve a Ph.D. may leave with a terminal master's degree. Admission. Admission to the Caltech Ph.D. program is highly competitive, and those who are admitted have excellent GRE scores, impressive academic records as undergraduates, and highly supportive letters of recommendation. Entering students are expected to have a strong background in mathematics, and to have completed courses in calculus at the levels of Ma 2, linear algebra, and mathematical statistics. A course in real analysis is also highly desirable. Students are expected to take additional mathematics courses when relevant to their research. Course Program. The program is designed to enable students to earn their Ph.D. in five years, although it is sometimes possible to finish in four years. During their initial two years in the pro-gram, students are expected to acquire competence in the core areas of economics, analytical politics, and econometrics. In the third year, students are expected to begin their dissertation research while they continue to acquire skills. The fourth and fifth years are devoted to research and writing, culminating in the Ph.D. dissertation and the granting of a Ph.D. The first-year curriculum consists of the following four three-quarter course sequences: decision theory, game theory, and social choice (SS 201 abc); political institutions and political behavior (SS 202 abc); foundations of economics (SS 205 abc), and econometrics (SS 222 abc). All courses are nine units each, so students must register for at least 36 units each quarter. In order to make satisfactory progress, students must complete each class with a grade of B or better. The director of graduate studies (DGS) reviews each student's progress at the end of every quarter. Second-year courses provide additional training in various sub-fields of social science and are designed to teach students how to conduct independent research. Many courses are designated as "workshop" courses, which are coordinated two- or three-quarter sequences in particular subfields. The sequential workshop courses are designed to provide the skills and knowledge that students need to conduct independent research and to effectively present their findings. In these courses, instructors may require a paper or project to be completed by the end of each quarter, but they may instead have students submit a more substantial paper at the end of Special Regulations/Social Science 365 366 the course sequence. Students are expected to take at least two workshop course sequences. These should be chosen in consultation with faculty members working in the area in which the student wishes to do thesis research. Workshop courses that are offered every year include Foundations of Political Economy (SS 210 abc), Advanced Economic Theory (SS 211 abc), Applications of Microeconomic Theory (SS 212 abc), Identification Problems in the Social Sciences (SS 227 abc), American Politics (SS 231 abc), and Experimental Methods of Political Economy (SS 260 abc). Courses that are offered frequently, but not necessarily every year, include Financial Economics (SS 213 abc), Advanced Topics in Econometric Theory (SS 223 abc), Theoretical and Quantitative Dimensions of Historical Development (SS 229 abc), and Historical and Comparative Perspectives in Political Analysis (SS 232 abc). Students who choose to pursue economic theory may fulfill workshop course requirements by taking a sequence of courses in mathematics, such as Classical Analysis (Ma 108), Analysis (Ma 110), Probability Theory (Ma 144), or Convex Analysis and Economics (Ec 181). As in the first year, all classes offered for grades must be completed with a grade of B or better. SS 300 must be completed with a grade of pass. Students may take independent reading and study courses, but during the second year such courses do not count toward the 36-units-per-quarter require- ment. During the spring quarter of the second year, students should enroll in SS 300, a seminar devoted to work on their second-year paper, and the Graduate Social Science Writing Seminar (SS 281), which focuses on scholarly writing and presentation. SS 300 is taken on a pass/fail basis. By the end of the second year, each student is required to submit a research paper to the DGS. This paper must be approved by two members of the Caltech social science faculty. During the first and second quarters of their third year, students take 15 units of Research in Social Science (SS 300), supervised by their primary adviser, and at least two other nine-unit courses. In the third quarter, students must enroll in at least one nine-unit course along with 24 units of SS 300. Beginning in their third year and in all subsequent years, all students should also enroll in the three-unit graduate student seminar (SS 282) every quarter. Every student must make a presentation in this class at least once a year. SS 300, and SS 282 are all taken on a pass/fail basis. Beginning in their third year and in all subsequent years, all students should also enroll in the three-unit graduate student seminar (SS 282) every quarter. Every student must make a presentation in this class at least once a year. SS 300 and SS282 are all taken on a pass/fail basis. The fourth year is a yearlong thesis workshop, which means students need to register for 33 units of SS 300 and three units of the graduate student seminar SS 282, all on a pass/fail basis. Graduate Information During their fifth and final year in the program, students focus on obtaining a job and on completing and defending their dis-sertation. Early in the first term, students need to complete a job-market paper, practice presenting that paper, and assemble and mail job applications. Progress Review Leading to Candidacy. At the end of the third quarter of the first year, students are required to take a written preliminary examination which has four components, each corresponding to one of the four course sequences of the first-year curriculum. The results given are honors, pass, and fail. Students must achieve at least a pass in all four parts of the exam. Failure to do so may lead to termination from the program, but the faculty may also decide to give students who fail the opportunity to retake any or all parts of the exam before the beginning of the second year. Students must complete a research paper, which can be co-authored, by the end of the spring term of the second year. The DGS will appoint two faculty members, normally their primary adviser and second committee member, to monitor and evaluate progress on the second-year paper. If the two faculty reviewers find that a student's second-year paper is satisfactory, the student advances to the third year. If they do not, the social science faculty as a whole will decide whether or not the paper is satisfactory. If they decide it is not, they may also vote to terminate the student from the program. Third-year students must write a research paper and present it to the faculty by the end of the third quarter. The paper cannot be coauthored, but should be worked on in consultation with and under the direction of the student's adviser. The paper and the presentation must demonstrate to the taculty that the student is capable of undertaking original research and presenting it to a scholarly audience. Ideally the third-year paper leads directly into dissertation research, but it is not a requirement that this be the case. After the completion of the third-year paper presentation, the social science faculty evaluates the student's overall performance and research potential. This review is based primarily upon the third-year paper, but the faculty also verifies that the student has satisfactorily completed all previous requirements. If this evaluation is favorable, the student is recommended for candidacy for the Ph.D. At this point students need to file candidacy papers with the dean of graduate studies. If the evaluation is unfavorable, the student may be terminated from the program. Organization of Thesis Committee. By February 1 of their second year, students should have decided upon the general area of social science in which they intend to pursue research and should therefore select a primary adviser whose work is related to their research interests. The adviser must be a member of the social science faculty at Caltech. The primary adviser will serve as chair of Special Regulations/Social Science 367 368 the student's dissertation committee. It is possible to change advisers if a student's research interests change. A second committee member, who must also be a member of the social science faculty, should be chosen by June 1 of the second year. By the end of the third year, all students, in consultation with their advisers, should select a third committee member. This choice should be based on the content of ongoing dissertation research. It is not necessary that the third member be responsible for the full breadth of research covered by the dissertation, and in many cases the third member is selected to provide specialized help, e.g., in econometrics. Committee members may be chosen from outside the social science faculty, but such choices must be approved by the DGS. Students who are close to completing their dissertation must notify the division chairman, who will select a fourth member of the committee. The fourth member may be a member of the social science faculty, but may also come from outside the division or from another university. If the fourth member of the committee is from another university, the division will cover the cost of travel to and from Caltech for the oral defense. Degree of Doctor of Philosophy By November 1 of the fourth year, all students are required to provide the DGS with a dissertation prospectus that reviews the relevant literature, outlines the student's proposed dissertation work, and presents a tentative schedule detailing when components of the dissertation are expected to be completed. This prospectus must be approved by the adviser and the second and third committee members in the fall of the fourth year and must be filed with the DGS By April 1 of the fourth year, all students are required to convene a thesis proposal seminar with their adviser and other committee members. In this seminar, they are to report on the current status of their dissertation research and outline a plan and timeline for completing it. Students and their committee should thus reach a clear, mutual understanding as to what additional work needs to be done to complete and to successfully defend their dissertation. While the committee chair/adviser is primarily responsible for monitoring progress on the dissertation, students also need to consult regularly with the other members of their committee and keep them informed as to the progress they are making and any problems they are encountering. It is also expected that in the fall of their fifth year, students will present an option-wide seminar in order to prepare for the job market. After the dissertation has been completed, students, in consultation with their adviser, must schedule the oral defense. Students must provide a written copy of their dissertation to the DGS at least two weeks prior to the oral defense date. The dissertation is expected to represent publishable, original research with a Graduate Information coherent theme. Successful completion implies that the faculty has certitied that the student is a trained, professionally knowl-edgeable, and potentially productive scholar in his or her chosen area of work. 369 Section Five Courses 370 Courses Courses numbered below 100 are taken primarily by undergraduate students. Those numbered from 100 to 199 are taken by both undergraduates and graduates, and those numbered 200 and above are taken primarily by graduate students. The school year is divided into three terms. The number of units assigned in any term to any subject represents the number of hours spent in class, in laboratory, and estimated to be spent in preparation per week. In the following schedules, figures in parentheses denote hours in class (first figure), hours in laboratory (second figure), and hours of outside preparation (third figure). At the end of the seventh week of each term, a list of courses to be offered the following term is published by the Registrar's Office. On the day of registration (see Academic Calendar), an updated and revised course schedule is published announcing the courses, class hours, and room assignments for the term. Students may not schedule two courses taught at the same time. Abbreviations Ae Aerospace ESL English As a Second An ACM Aptialogy Language ESE Environmental Science Computational and Engineering Mathematics F Film AM Applied Mechanics FS Freshman Seminar APh Applied Physics Ge Geological and Planetary Art Art History Sciences Ay Astrophysics H History BMB Biochemistry and HPS History and Philosophy Molecular Biophysics of Science BE Bioengineering Hum Humanities Bi BEM ISP Independent Studies Business Economics an Program anagemen IST Information Science and ChE Chemical Engineering Technology Ch CE L Languages Civil Engineering Law Law CNS Computation and Neural MS Materials Science CS Systems Ma Mathematics Computer Science ME Mechanical Engineering CDS Control and Dvnamical Mu Music Ec Systems PA Performance and Activities Economics Pl Philosophy EE EST Electrical Engineering PE Physical Education Energy Science anc Ph Physics PS Political Science E Psy Psychology En English Social Science 371 SS Courses 372 AEROSPACE Ae 100. Research in Aerospace. Units to be arranged in accordance with work accomplished. Open to suitably qualified undergraduates and first-year graduate students under the direction of the staff. Credit is based on the satisfactory completion of a substantive research report, which must be approved by the Ae 100 adviser and by the option representa-tive. Ae/APh/CE/ME 101 abc. Fluid Mechanics. I units (3-0-6); first, second, third terms. Prerequisites: APh 17 or ME 18, and ME 19 or equiva-lent, ACM 95/100 or equivalent (may be taken concurrently). Fundamentals of fluid mechanics. Microscopic and macroscopic properties of liquids and gases; the continuum hypothesis; review of thermodynamics; general equations of motion; kinematics; stresses; constitutive relations; vorticity, circulation; Bernoulli's equation; potential flow; thin-airfoil theory; surface gravity waves; buoyancy-driven flows; rotating flows; viscous creeping flow; viscous boundary layers; introduction to stability and turbulence; quasi one-dimensional compressible flow; shock waves; unsteady compressible flow; and acoustics. Instructors: Pullin, Dimot- Ae/AM/CE/ME 102 abc. Mechanics of Structures and Solids. 9 units (3-0-6); first, second, third terms. Prerequisite: ME 35 abc or equiva-lent. Static and dynamic stress analysis. Two- and three-dimensional theory of stressed elastic solids. Analysis of structural elements with applications in a variety of fields. Variational theorems and approximate solutions, finite elements. A variety of special topics will be discussed in the third term such as, but not limited to, elastic stability, wave propa-gation, and introductory fracture mechanics. Instructors: Bhattacharya, Ravichandran. Ae/APh 104 abc. Experimental Methods. 9 units (3-0-6) first term; (1-3-5) second, third terms. Prerequisites: ACM 95/100 abc or equivalent (may be taken concurrently), Ae/APh/CE/ME 101 abc or equivalent (may be taken concurrently). Lectures on experiment design and implementa-tion. Measurement methods, transducer fundamentals, instrumenta-tion, optical systems, signal processing, noise theory, analog and digital electronic fundamentals, with data acquisition and processing systems. Experiments (second and third terms) in solid and fluid mechanics with emphasis on current research methods. Instructor: McKeon. Ae 105 abc. Aerospace Engineering. I units (3-0-6); first, second, third terms. Prerequisites: APh 17 or ME 18 and ME 19 or equivalent. Part a: Introduction to spacecraft systems and subsystems, mission design, fundamentals of orbital and rocket mechanics, launch vehicles and space environments; JPL-assisted design exercise; spacecraft mechani-cal, structural, and thermal design; numerical modeling, test validation. Part b: Introduction to guidance, navigation, and control (GNC), measurement systems, Kalman filtering, system analysis, simulation, statisti- Courses cal error analysis, case studies of JPL GNC applications; preliminary discussion and setup for team project leading to system requirements review. Part c: Team project leading to preliminary design review and critical design review. Instructors: Pellegrino, Davis, Kim. CE/Ae/AM 108 ab. Computational Mechanics. I units (3-0-6). For course description, see Civil Engineering Ae 115 ab. Spacecraft Navigation. 9 units (3-0-6); first, second terms. Prerequisite: CDS 110 a. This course will survey all aspects of modern spacecraft navigation, including astrodynamics, tracking systems for both low-Earth and deep-space applications (including the Global Positioning System and the Deep Space Network observables), and the statistical orbit determination problem (in both the batch and sequential Kalman filter implementations). The course will describe some of the scientific applications directly derived from precision orbital knowledge, such as planetary gravity field and topography modeling Numerous examples drawn from actual missions as navigated at JPL will be discussed. Not offered 2012-13. APh/Ph/Ae 116. Physics of Thermal and Mass Transport in Hydrodynamic Systems. 12 units (3-0-9). For course description, see Applied Physics. Ae/ME 120 ab. Combustion Fundamentals. I units (3-0-6); second, third terms. Prerequisite: ME 119 a or equivalent. The course will cover thermodynamics of pure substances and mixtures, equations of state, chemical equilibrium, chemical kinetics, combustion chemistry, transport phenomena, and the governing equations for multicomponent gas mixtures. Topics will be chosen from non-premixed and premixed flames, the fluid mechanics of laminar flames, flame mechanisms of combustion-generated pollutants, and numerical simulations of multi-component reacting flows. Instructor: Blanquart. Ae 121 abc. Space Propulsion. 9 units (3-0-6); each term. Open to all graduate students and to seniors with instructor's permission. Modern aspects of rocket, electrical, and nuclear propulsion systems and the principles of their application to lifting, ballistic, and spaceflight trajectories. Combustion and burning characteristics of solid and liquid propellants, liquid-propellant fuel systems, and combustion instability. Fundamentals of electric propulsion including ion thrusters, MHD, Hall effect, and arcjets. Introduction to spacecraft station-keeping, stability, and control. Instructor: Polk. Ae 150 abc. Aerospace Engineering Seminar. 1 unit; first, second, third terms. Speakers from campus and outside research and manufacturing organizations discuss current problems and advances in aerospace engineering. Graded pass/fail. Instructor: McKeon. EE/Ae 157 ab. Introduction to the Physics of Remote Sensing. 9 units (3-0-6). For course description, see Electrical Engineering. Aerospace 373 374 Ae 159. Space Optical System Engineering. I9 units (3-0-6); second term. Prerequisites: Ph 2, EE/Ae 157, or equivalent; APh 23 desirable. Introduction to optical system engineering for remote sensing from space will be presented. End-to-end optical systems are discussed within the framework of the 10 scientific/technical disciplines required to build a successful system: optical engineering, physical optics of materials, solid-state physics/detectors, mechanics and mechanisms engineer-ing, wavefront sensing and control, structures and dynamics, thermal engineering, spacecraft engineering, psychology of vision and software processing of images, and end-to-end system validation and calibration. Emphasis will be on the development of optical engineering tools. Not offered 2012-13. Ae/Ge/ME 160 ab. Continuum Mechanics of Fluids and Solids. 9 units (3-0-0); first, second terms. Elements of Cartesian tensors. Configurations and motions of a body. Kinematics-study of deforma-tions, rotations and stretches, polar decomposition. Lagrangian and Eulerian strain velocity and spin tensor fields. Irrotational motions, rigid motions. Kinetics-balance laws. Linear and angular momentum, force, traction stress. Cauchy's theorem, properties of Cauchy's stress. Equations of motion, equilibrium equations. Power theorem, nominal (Piola-Kirchoff) stress. Thermodynamics of bodies. Internal energy, heat flux, heat supply. Laws of thermodynamics, notions of entropy, absolute temperature. Entropy inequality (Clausius-Duhem). Examples of special classes of constitutive laws for materials without memory. Objective rates, corotational, convected rates. Principles of materials frame indifference. Examples: the isotropic Navier-Stokes fluid, the iso-tropic thermoelastic solid. Basics of finite differences, finite elements, and boundary integral methods, and their applications to continuum mechanics problems illustrating a variety of classes of constitutive laws. Instructor: Ortiz. Ae/CE 165 ab. Mechanics of Composite Materials and Structures. 9 units (2-2-5); first, second terms. Prerequisite: Ae/AM/CE/ME 102 a or ME 65. Introduction and fabrication technology, elastic deformation of composites, stiffness bounds, on- and off-axis elastic constants for a lamina, elastic deformation of multidirectional laminates (lamination theory, ABD matrix), effective hygrothermal properties, mechanisms of yield and failure for a laminate, strength of a single ply, failure models, splitting and delamination. Experimental methods for characterization and testing of composite materials. Design criteria, application of design methods to select a suitable laminate using composite design oftware, hand layup of a simple laminate and measurement of its stiff less and thermoe lastic coeffcients. Not offered 2012-13 Ae 200. Advanced Research in Aerospace. Units to be arranged. Ae.E or Ph.D. thesis level research under the direction of the staff. A written research report must be submitted during finals week each term. Ae 201 ab. Advanced Fluid Mechanics. 9 units (3-0-6); first, second term. Prerequisites: Ae/APh/CE/ME 101 abc or equivalent; AM 125 abc Courses or ACM 101 (may be taken concurrently). Foundations of the mechanics of real fluids. Basic concepts will be emphasized. Subjects covered will include a selection from the following topics: physical properties of real gases; the equations of motion of viscous and inviscid fluids; the dynamical significance of vorticity; vortex dynamics; exact solutions; motion at high Reynolds numbers; hydrodynamic stability; boundary layers; flow past bodies; compressible flow; subsonic, transonic, and supersonic flow; shock waves. Not offered 2012-13. Ae 204 ab. Technical Fluid Mechanics. 9 units (3-0-6); second, third terms. Prerequisite: Ae/APh/CE/ME 101 abc or equivalent. External and internal flow problems encountered in engineering, for which only empirical methods exist. Turbulent shear flow, separation, transition, three-dimensional and nonsteady effects. Basis of engineering practice in the design of devices such as mixers, ejectors, diffusers, and control valves. Studies of flow-induced oscillations, wind effects on structures, vehicle aerodynamics. Not offered 2012-13. Ae 208 abc. GALCIT Colloquium. 1 unit; first, second, third terms. A seminar course in fluid, solid, space, and bio mechanics. Weekly lectures on current developments are presented by staff members, graduate students, and visiting scientists and engineers. Graded pass/ fail. Instructors: Kochman, Pullin. Note: The following courses, with numbers greater than 209, are one-, two-, or three-term courses offered to interested students. Depending on conditions, some of the courses may be taught as tutorials or reading courses, while others may be conducted more formally. Ae/AM/MS/ME 213. Mechanics and Materials Aspects of Fracture. I units (3-0-6); second term. Prerequisites: Ae/AM/CE/ME 102 abc (concurrently) or equivalent and instructor's permission. Analytical and experimental techniques in the study of fracture in metallic and nonmetallic solids. Mechanics of brittle and ductile fracture; connections between the continuum descriptions of fracture and micromechanisms. Discussion of elastic-plastic fracture analysis and fracture criteria. Special topics include fracture by cleavage, void growth, rate sensitiv-ity, crack deflection and toughening mechanisms, as well as fracture of nontraditional materials. Fatigue crack growth and life prediction techniques will also be discussed. In addition, "dynamic" stress wave dominated, failure initiation growth and arrest phenomena will be cov-ered. This will include traditional dynamic fracture considerations as well as discussions of failure by adiabatic shear localization. Not offered 2012-13. Ae/AM/CE/ME 214 abc. Computational Solid Mechanics. 9 units (3-0-6); first, second, third terms. Prerequisites: AM 125 abc or equivalent; ACM 100 abc or equivalent; CE/AM/Ae 108 abc or equivalent or instructor's permission; Ae/AM/CE/ME 102 abc or equivalent; Ae/Ge/ME 160 ab desirable or taken concurrently. Introduction to the use of numerical methods in the solution of solid mechanics and materials problems. 375 Aerospace 376 First term: geometrical representation of solids. Automatic meshing. Approximation theory. Interpolation error estimation. Optimal and adaptive meshing. Second term: variational principles in linear elastic-ity. Finite element analysis. Error estimation. Convergence. Singu-larities. Adaptive strategies. Constrained problems. Mixed methods. Stability and convergence. Variational problems in nonlinear elasticity. Consistent linearization. The Newton-Rahpson method. Bifurcation analysis. Adaptive strategies in nonlinear elasticity. Constrained finite deformation problems. Contact and friction. Third term: time integra-tion. Algorithm analysis. Accuracy, stability, and convergence. Operator splitting and product formulas. Coupled problems. Impact and friction. Subcycling. Space-time methods. Inelastic solids. Constitutive updates. Stability and convergence. Consistent linearization. Applications to finite deformation viscoplasticity, viscoelasticity, and Lagrangian modeling of fluid flows. Not offered 2012-13. Ae/AM/ME 215. Dynamic Behavior of Materials. I units (3-0-6); first term. Prerequisites: ACM 100 abc or AM 125 abc; Ae/AM/CE/ME 102 abc. Fundamentals of theory of wave propagation; plane waves, wave guides, dispersion relations; dynamic plasticity, adiabatic shear banding; dynamic fracture; shock waves, equation of state. Not offered 2012-13. Ae 220. Theory of Structures. I units (3-0-6); first term. Prerequisite: Ae/AM/CE/ME 102 abc. Fundamentals of buckling and stability, total potential energy and direct equilibrium approaches; classification of instabilities into snap-through type and bifurcation type; rigid-elastic structures, eigenvalues, and eigenvectors of stiffness matrix; elastic structures; approximate estimates of buckling load; Rayleigh quotient; lateral buckling of columns: Euler strut, imperfections, Southwell plot, beam-columns, stability coefficients, buckling of frames; elasto-plastic buckling: tangent-modulus, double-modulus, Shanley's analysis; lateral-torsional buckling of beams; buckling of plates; buckling of cylindrical shells. Instructor: Pellegrino. Ae/CE 221. Space Structures. 9 units (3-0-6); second term. This course examines the links between form, geometric shape, and structural performance. It deals with different ways of breaking up a continuum, and how this affects global structural properties; structural concepts and preliminary design methods that are used in tension structures and deployable structures. Geometric foundations, polyhedra and tessel-lations, surfaces; space frames, examples of space frames, stiffness and structural efficiency of frames with different repeating units; sandwich plates; cable and membrane structures, form-finding, wrinkle-free pneumatic domes, balloons, tension-stabilized struts, tensegrity domes; deployable and adaptive structures, coiled rods and their applications, flexible shells, membranes, structural mechanisms, actuators, concepts for adaptive trusses and manipulators. Instructor: Pellegrino. Ae/AM/ME 223. Plasticity. 9 units (3-0-6); first term. Prerequisite: Ael AM/CE/ME 102 abc or instructor's permission. Theory of dislocations in Courses crystalline media. Characteristics of dislocations and their influence on the mechanical behavior in various crystal structures. Application of dislocation theory to single and polycrystal plasticity. Theory of the inelastic behavior of materials with negligible time effects. Experimental background for metals and fundamental postulates for plastic stress-strain relations. Variational principles for incremental elastic-plastic problems, uniqueness. Upper and lower bound theorems of limit analysis and shakedown. Slip line theory and applications. Additional topics may include soils, creep and rate-sensitive effects in metals, the thermodynamics of plastic deformation, and experimental methods in plasticity. Instructor: Andrade. Ae/AM/ME 225. Special Topics in Solid Mechanics: Linear and nonlinear waves in periodic media. I units (3-0-6); second term. Prerequisite: Ae/AM/CE/ME 102 abc or permission of the instructor. The course will cover the basic principles of linear and nonlinear wave propagation in periodic media. It will introduce examples of periodic structural configurations at different length-scales and their relation to wave propagation. The course will cover the fundamental mathematical principles used to describe linear wave propagation and will describe the fundamentals of weakly nonlinear and highly nonlinear approaches. Selected recent scientific advancements in the dynamics of periodic media will also be discussed. Not offered 2012-13. Ae 228. Computational Mechanics Simulations Using Par-ticles. 9 units (3-0-6); first term. Prerequisites: Ae/AM/CE/ME 214 or equivalent or Ae/ACM/ME 232 or equivalent, ACM 104, ACM 105, or equivalent. Particle simulations of continuum and discrete systems. Advances in molecular, mesoscopic, and macroscale simulations using particles, identification of common computing paradigms and challenges across disciplines, discretizations and representations using particles, fast summation algorithms, time integrators, constraints, and multires-olution. Exercises will draw on problems simulated using particles from diverse areas such as fluid and solid mechanics, computer graphics, and nanotechnology. Not offered 2012-13. Ae/ACM/ME 232 abc. Computational Fluid Dynamics. 9 units (3-0-6); first, second, third terms. Prerequisites: Ae/APh/CE/ME 101 abc or equivalent; ACM 100 abc or equivalent. Development and analysis of algorithms used in the solution of fluid mechanics problems. Numerical analysis of discretization schemes for partial differential equations including interpolation, integration, spatial discretization, systems of ordinary differential equations; stability, accuracy, aliasing, Gibbs and Runge phenomena, numerical dissipation and dispersion; boundary conditions. Survey of finite difference, finite element, finite volume and spectral approximations for the numerical solution of the incompressible and compressible Euler and Navier-Stokes equations, including shock-capturing methods. Instructors: Colonius, Koumoutsakos, Aerospace 377 378 Ae 233. Hydrodynamic Stability. I units (3-0-6); first, second term. Prerequisite: Ae/APh/CE/ME 101 abc or equivalent. Laminar-stability theory as a guide to laminar-turbulent transition. Rayleigh equation, instability criteria, and response to small inviscid disturbances. Discussion of Kelvin-Helmholtz, Rayleigh-Taylor, Richtmyer-Meshkov, and other instabilities, for example, in geophysical flows. The Orr-Sommerfeld equation, the dual role of viscosity, and boundary-layer stability. Modern concepts such as pseudomomentum conservation laws and nonlinear stability theorems for 2-D and geophysical flows. Weakly nonlinear stability theory and phenomenological theories of turbulence. Not offered 2012-13. Ae 234. Hypersonic Aerodynamics. 9 units (3-0-6); first term. Prere-wisites: Ae/APh/CE/ME 101 abc or equivalent, AM 125 abc, or instructor's permission. An advanced course dealing with aerodynamic problems of flight at hypersonic speeds. Topics are selected from hypersonic small-disturbance theory, blunt-body theory, boundary layers and shock waves in real gases, heat and mass transfer, testing facilities and experi-ment. Not offered 2012-13. Ae 235. Rarefied Gasdynamics. 9 units (3-0-6); third term. Molecular description of matter; distribution functions; discrete-velocity gases. Kinetic theory: free-path theory, internal degrees of freedom. Boltzmann equation: BBGKY hierarchy and closure, H theorem, Euler equations, Chapman-Enskog procedure, free-molecule flows. Collisionless and transitional flows. Direct simulation Monte Carlo methods. Applica-tions. Not offered 2012-13. Ae 237 ab. Nonsteady Gasdynamics. I units (3-0-6); first, second terms. Part a: dynamics of shock waves, expansion waves, and related discontinuities in gases. Adiabatic phase-transformation waves. Interaction of waves in one- and two-dimensional flows. Boundary layers and shock structure. Applications and shock tube techniques. Part b: shock and detonation waves in solids and liquids. Equations of state for hydrodynamic computations in solids, liquids, and explosive reaction products. CJ and ZND models of detonation in solids and liquids. Propagation of shock waves and initiation of reaction in explosives. Interactions of detonation waves with water and metals. Not offered 2012-13. Ae 239 ab. Turbulence. I units (3-0-6); second, third terms. Prerequisites: Ae/APh/CE/ME 101 abc; AM 125 abc or ACM 101. Reynolds-averaged equations and the problem of closure. Statistical description of turbulence. Homogeneous isotropic turbulence and structure of fine scales. Turbulent shear flows. Physical and spectral models. Subgrid-scale modeling. Turbulent mixing. Structure of low and high Reynolds number wall turbulence. Not offered 2012-13.. Ae 240. Special Topics in Fluid Mechanics. Units to be arranged; first term. Subject matter changes depending upon staff and student interest. (1) Educational exchange at Ecole Polytechnique. Students participating in the Ecole Polytechnique educational exchange must register Courses for 36 units while they are on detached duty at Ecole Polytechnique. For further information refer to the graduate option information for Aerospace. Instructor: TBD. Ae 241. Special Topics in Experimental Fluid and Solid Mechan-ics. 9 units (3-0-6); second term. Prerequisite: Ae/APh 104 or equivalent or instructor's permission. Energy from wind and sea. Not offered 2012-13. Ae/BE 242. Biological Flows: Propulsion. I units (3-0-6); second term. Prerequisite: Ae/APh/CE/ME 101 abc or equivalent or ChE 103 a. Physical principles of unsteady fluid momentum transport: equations of motion, dimensional analysis, conservation laws. Unsteady vortex dynamics: vorticity generation and dynamics, vortex dipoles/rings, wake structure in unsteady flows. Life in moving fluids: unsteady drag, added-mass effects, virtual buoyancy, bounding and schooling, wake capture. Thrust generation by flapping, undulating, rowing, jetting. Low Reynolds number propulsion. Bioinspired design of propulsion devices. Not offered 2012-13. BE/Ae 243. Biological Flows: Transport and Circulatory Systems. 9 units (3-0-6). For course description, see Bioengineering Ae 244. Mechanics of Nanomaterials. I units (3-0-6); second term. Basics of the mechanics of nanomaterials, including the physical and chemical synthesis/processing techniques for creating nanostructures and their relation with mechanical and other structural properties. Overview of the properties of various types of nanomaterials including nanostructured metals/ceramics/composites, nanowires, carbon nano-tubes, quantum dots, nanopatterns, self-assembled colloidal crystals, magnetic nanomaterials, and biorelated nanomaterials. Innovative experimental methods and microstructural characterization developed for studying the mechanics at the nanoscale will be described. Recent advances in the application of nanomaterials in engineering systems and patent-related aspects of nanomaterials will also be covered. Open to undergraduates with instructor's permission. Instructor: Daraio. Ae/CDS/ME 251 ab. Closed Loop Flow Control. 9 units; (3-0-6 a, 1-3-5-b); second, third term. Prerequisites: ACM 100abc, Ae/APh/CE/ME 101abc or equivalent. This course seeks to introduce students to recent developments in theoretical and practical aspects of applying control to flow phenomena and fluid systems. Lecture topics in the second term drawn from: the objectives of flow control; a review of relevant concepts from classical and modern control theory; high-fidelity and reduced-order modeling; principles and design of actuators and sen-sors. Third term: laboratory work in open- and closed-loop control of boundary layers, turbulence, aerodynamic forces, bluff body drag, combustion oscillations and flow-acoustic oscillations. Instructors: Colonius, McKeon. ME/Ge/Ae 266 ab. Dynamic Fracture and Frictional Faulting. 9 units (3-0-6). For course description, see Mechanical Engineering. 379 Aerospace 380 ANTHROPOLOGY An 22. Introduction to Sociocultural Anthropology. 9 units (3-0-6); second, third terms. Introduction to anthropological theory. Exploration of the diversity of human culture. Examination of the relationship between ecology, technology, and subsistence, patterns of marriage and residence, gender and sexual division of labor, reproduction, kinship, and descent. Links between economic complexity, population, social stratification, political organization, law, religion, ritual, and warfare are traced. Ethnic diversity and interethnic relations are surveyed. The course is oriented toward understanding the causes of cross-cultural variation and the evolution of culture. Instructor: Ensminger. An 23. Human Evolution. 9 units (3-0-6); second term. Introduction to human evolution, which is essential for understanding our species. Natural selection, sexual selection, genetics, systematics, behavioral ecology, and life history theory are covered. The order Primates is surveyed. Primary emphasis is on the hominid fossil and archeological record. Behavior, cognition, and culture of nonhuman primates and hu-mans, as well as physical variation in present-day humans, is examined Instructor: Staff. Not offered 2012-13. An 101. Selected Topics in Anthropology. Units to be determined by arrangement with the instructor; offered by announcement. Topics to be determined by instructor. Not offered 2012-13. An/PS 127. Corruption. I units (3-0-6); third term. Prerequisites: AN 22 or PS 12. Corruption taxes economies and individuals in both the developing and the developed world. We will examine what corruption means in different places and contexts, from grand financial scandals to misappropriation of development funds, ethnic patronage, and the theft of elections. How do we measure it? What are its costs and social consequences? What are its correlates? Does freedom of information matter? Students will read across a range of topics, and write an in-depth research paper on one topic. Limited enrollment. Instructor: Ensminger. An 135. Primate Behavior. 9 units (3-0-6); third term. This course will examine how natural selection has shaped the social organization, life histories, reproductive strategies, social behavior, and cognitive abilities of nonhuman primates. It will review natural and sexual selection, examine the ecological and social pressures that shape primate behavior, and consider the role these principles play in shaping modern human behavior. Instructor: Staff. Not offered 2012-13. An/SS 142. Caltech Undergraduate Culture and Social Organi-zation. I units (3-0-6); third term. Prerequisite: instructor's permission. Students in this class will help develop hypotheses, methods, and background information for the design of a new class to be offered in subsequent years, which will seek to pose and empirically test ques- Courses tions related to cultural and social aspects of the Caltech undergraduate experience. Central to this project will be an examination of the theory of social networks and the role they play in the academic and social experience. Other qualitative and quantitative methods for future data gathering will also be designed. Not offered 2012-13. An 150. The Caltech Project. I units (3-0-6). Prerequisites: An 22 or permission of instructor. Hands-on immersion in a social scientific research project examining the Caltech undergraduate community. Core data collection includes a social network analysis and a rich array of socio-demographic data from the actual Caltech student body. Students will develop research design skills by writing and revising a 3000 word research proposal modeled on the NSF format. This unique data set allows us to address questions as diverse as: the impact of social networks upon academic performance, the origin and extent of socio-cultural differences across houses, and the diffusion of moral, political, academic, and religious values. Not offered 2012-13. APPLIED AND COMPUTATIONAL MATHEMATICS ACM 10. Introduction to Applied and Computational Mathemat-ics. 1 unit (I-0-0); first term. This course will introduce the research areas of the ACM faculty through weekly overview talks by the faculty aimed at first-year undergraduates. This course should be a useful introduction to ACM for those interested in possibly majoring in the option. Graded pass/fail. Instructor: Schröder. ACM 11. Introduction to Matlab and Mathematica. 6 units (2-2-2); first term. Prerequisites: Ma 1 abc, Ma 2 ab. CS 1 or prior programming experience recommended. Matlab: basic syntax and development environ-ment; debugging; help interface; basic linear algebra; visualization and graphical output; control flow; vectorization; scripts, and functions; fle i/o; arrays, structures, and strings; numerical analysis (topics may include curve fitting, interpolation, differentiation, integration, optimi-zation, solving nonlinear equations, fast Fourier transform, and ODE solvers); and advanced topics (may include writing fast code, paral-lelization, object-oriented features). Mathematica: basic syntax and the notebook interface, calculus and linear algebra operations, numerical and symbolic solution of algebraic and differential equations, manipulation of lists and expressions, Mathematica programming (rule-based, functional, and procedural) and debugging, plotting, and visualization. The course will also emphasize good programming habits and choosing the appropriate language/software for a given scientific task. Instructor: Staff. ACM 95/100 abc. Introductory Methods of Applied Mathematics. 12 units (4-0-8); first, second, third terms. Prerequisites: Ma 1 abc, Ma 2 ab (may be taken concurrently), or equivalents. First term: complex analysis: analyticity, Laurent series, singularities, branch cuts, contour integra- Applied and Computational Mathematics 381 382 tion, residue calculus. Second term: ordinary differential equations. Linear initial value problems: Laplace transforms, series solutions. Linear boundary value problems: eigenvalue problems, Fourier series, Sturm-Liouville theory, eigenfunction expansions, the Fredholm alternative, Green's functions, nonlinear equations, stability theory, Lyapunov functions, numerical methods. Third term: linear partial differential equations: heat equation separation of variables, Fourier transforms, special functions, Green's functions, wave equation, Laplace equation, method of characteristics, numerical methods. Instructors: Pierce, Meiron, Hou. ACM 101. Methods of Applied Mathematics I. 9 units (3-0-6); second term. Prerequisite: ACM 95/100 ab or equivalent. Analytical methods for the formulation and solution of initial and boundary value problems for ordinary differential equations. Basic topics in dynamics in Euclidean space, including equilibria, stability, Lyapunov functions, periodic solu-tions, Poincaré-Bendixon theory, and Poincaré maps. Additonal topics may include attractors, structural stability and simple bifurcations, including Hopf bifurcations. Taught concurrently with CDS 140 a and AM 125 b. Instructor: Murray, MacMynowski. ACM 104. Linear Algebra and Applied Operator Theory. 9 units (3-0-6); first term. Prerequisite: ACM 100 abc or instructor's permission. Linear spaces, subspaces, spans of sets, linear independence, bases, dimensions; linear transformations and operators, examples, nullspace/ kernel, range-space/image, one-to-one and onto, isomorphism and in-vertibility, rank-nullity theorem; products of linear transformations, left and right inverses, generalized inverses. Adjoints of linear transforma-tions, singular-value decomposition and Moore-Penrose inverse; matrix representation of linear transformations between finite-dimensional linear spaces, determinants, multilinear forms; metric spaces: examples, limits and convergence of sequences, completeness, continuity, fixed-point (contraction) theorem, open and closed sets, closure; normed and Banach spaces, inner product and Hilbert spaces: examples, Cauchy-Schwarz inequality, orthogonal sets, Gram-Schmidt orthogonaliza-tion, projections onto subspaces, best approximations in subspaces by projection; bounded linear transformations, principle of superposition for infinite series, well-posed linear problems, norms of operators and matrices, convergence of sequences and series of operators; eigenvalues and eigenvectors of linear operators, including their properties for self-adjoint operators, spectral theorem for self-adjoint and normal opera-tors; canonical representations of linear operators (finite-dimensional case), including diagonal and Jordan form, direct sums of (generalized) eigenspaces. Schur form; functions of linear operators, including expo-nential, using diagonal and Jordan forms, Cayley-Hamilton theorem. Taught concurrently with CDS 201. Instructor: Beck. ACM 105. Applied Real and Functional Analysis. 9 units (3-0-6); second term. Prerequisite: ACM 100 abc or instructor's permission. Lebesgue integral on the line, general measure and integration theory; Lebesgue integral in n-dimensions, convergence theorems, Fubini, Tonelli, and Courses the transformation theorem; normed vector spaces, completeness, Banach spaces, Hilbert spaces; dual spaces, Hahn-Banach theorem, Riesz-Frechet theorem, weak convergence and weak solvability theory of boundary value problems; linear operators, existence of the adjoint. Self-adjoint operators, polar decomposition, positive operators, unitary operators; dense subspaces and approximation, the Baire, Banach-Steinhaus, open mapping and closed graph theorems with applications to differential and integral equations; spectral theory of compact opera-tors; LP spaces, convolution; Fourier transform, Fourier series; Sobolev spaces with application to PDEs, the convolution theorem, Friedrich's mollifiers. Not offered 2012-13. ACM 106 abc. Introductory Methods of Computational Math-ematics. I units (3-0-6); first, second, third terms. Prerequisites: Ma 1 abc, Ma 2 ab, ACM 11, ACM 95/100 abc or equivalent. The sequence covers the introductory methods in both theory and implementation of numerical linear algebra, approximation theory, ordinary differential equations, and partial differential equations. The course covers methods such as direct and iterative solution of large linear systems; eigenvalue and vector computations; function minimization; nonlinear algebraic solvers; preconditioning; time-frequency transforms (Fourier, wavelet, etc.); root finding; data fitting; interpolation and approximation of functions; numerical quadrature; numerical integration of systems of ODEs (initial and boundary value problems); finite difference, element, and volume methods for PDEs; level set methods. Programming is a significant part of the course. Instructors: Hou, Luo. ACM 113. Introduction to Optimization. 9 units (3-0-6); second term. Prerequisites: ACM 95/100 abc, ACM 11, 104 or equivalent, or instructor's permission. Unconstrained optimization: optimality conditions, line search and trust region methods, properties of steepest descent, conjugate gradient, Newton and quasi-Newton methods. Linear programming: optimality conditions, the simplex method, primal-dual interior-point methods. Nonlinear programming: Lagrange multipliers, optimality conditions, logarithmic barrier methods, quadratic penalty methods, augmented Lagrangian methods. Integer programming: cutting plane methods, branch and bound methods, complexity theory, NP complete problems. Instructor: Tropp. ACM/CS 114. Parallel Algorithms for Scientific Applications. 9 units (3-0-6); second term. Prerequisites: ACM 11, 106 or equivalent. Introduction to parallel program design for numerically intensive scientific applications. Parallel programming methods; distributed-memory model with message passing using the message passing interface; shared-memory model with threads using open MP, CUDA; object-based models using a problem-solving environment with parallel objects. Parallel numerical algorithms: numerical methods for linear algebraic systems, such as LU decomposition, QR method, CG solvers; parallel implementations of numerical methods for PDEs, including finite-difference, finite-element; particle-based simulations. Perfor- Applied and Computational Mathematics 383 384 mance measurement, scaling and parallel efficiency, load balancing strategies. Not offered 2012-13. ACM/EE 116. Introduction to Stochastic Processes and Modeling. 9 units (3-0-6); first term. Prerequisite: Ma 2 ab or instructor's permission. Introduction to fundamental ideas and techniques of stochastic analysis and modeling. Random variables, expectation and conditional expec-tation, joint distributions, covariance, moment generating function, central limit theorem, weak and strong laws of large numbers, discrete time stochastic processes, stationarity, power spectral densities and the Wiener-Khinchine theorem, Gaussian processes, Poisson processes, Brownian motion. The course develops applications in selected areas such as signal processing (Wiener filter), information theory, genetics, queuing and waiting line theory, and finance. Instructor: Tropp. ACM/ESE 118. Methods in Applied Statistics and Data Analysis. 9 units (3-0-6); second term. Prerequisite: Ma 2 or another introductory course in probability and statistics. Introduction to fundamental ideas and techniques of statistical modeling, with an emphasis on conceptual understanding and on the analysis of real data sets. Simple and multiple regression: estimation, inference, model checking. Analysis of variance, comparison of models, model selection. Principal component analysis. Linear discriminant analysis. Generalized linear models and logistic regression. Resampling methods and the bootstrap. Instructor: Simons. ACM 126 ab. Wavelets and Modern Signal Processing. I units (3-0-6); second, third terms. Prerequisites: ACM 11, 104, ACM 105 or undergraduate equivalent, or instructor's permission. The aim is to cover the interactions existing between applied mathematics, namely applied and computational harmonic analysis, approximation theory, etc., and statistics and signal processing. The Fourier transform: the continuous Fourier transform, the discrete Fourier transform, FFT, time-frequency analysis, short-time Fourier transform. The wavelet transform: the continuous wavelet transform, discrete wavelet transforms, and orthogonal bases of wavelets. Statistical estimation. Denoising by linear filtering. Inverse problems. Approximation theory: linear/nonlinear approximation and applications to data compression. Wavelets and algorithms: fast wavelet transforms, wavelet packets, cosine packets, best orthogonal bases matching pursuit, basis pursuit. Data compression. Nonlinear estimation. Topics in stochastic processes. Topics in numerical analysis, e.g., multigrids and fast solvers. Not offered 2012-13. AM/ACM 127. Calculus of Variations. 9 units (3-0-6) For course description, see Applied Mechanics. Ma/ACM 142. Ordinary and Partial Differential Equations. 9 units (3-0-6). For course description, see Mathematics. Ma/ACM 144 ab. Probability. 9 units (3-0-6). For course description, see Mathematics. Courses ACM 190. Reading and Independent Study. Units by arrangement. Graded pass/fail only. ACM 201 ab. Partial Differential Equations. 12 units (4-0-8); first, second terms. Prerequisite: ACM 11, 101 abc or instructor's permission. Fully nonlinear first-order PDEs, shocks, eikonal equations. Classification of second-order linear equations: elliptic, parabolic, hyperbolic. Well-posed problems. Laplace and Poisson equations; Gauss's theorem, Green's function. Existence and uniqueness theorems (Sobolev spaces methods, Perron's method). Applications to irrotational flow, elasticity, electrostatics, etc. Heat equation, existence and uniqueness theorems, Green's function, special solutions. Wave equation and vibrations. Huy-gens' principle. Spherical means. Retarded potentials. Water waves and various approximations, dispersion relations. Symmetric hyperbolic systems and waves. Maxwell equations, Helmholtz equation, Schrödinger equation. Radiation conditions. Gas dynamics. Riemann invariants. Shocks, Riemann problem. Local existence theory for general symmetric hyperbolic systems. Global existence and uniqueness for the inviscid Burgers' equation. Integral equations, single- and double-layer potentials. Fredholm theory. Navier-Stokes equations. Stokes flow, Reynolds number. Potential flow; connection with complex variables. Blasius formulae. Boundary layers. Subsonic, supersonic, and transonic flow. Instructor: Bruno. ACM/CDS 202. Geometry of Nonlinear Systems. I units (3-0-6); third term. Prerequisites: CDS 201 or AM 125 a. Basic differential geom-try, oriented toward applications in control and dynamical systems lopics include smooth manifolds and mappings, tangent and norma bundles. Vector fields and flows. Distributions and Frobenius's theo-rem. Matrix Lie groups and Lie algebras. Exterior differential forms, Stokes' theorem. Instructor: Murray. ACM 210 ab. Numerical Methods for PDEs. I units (3-0-6); second, third terms. Prerequisite: ACM 11, 106 or instructor's permission. Finite difference and finite volume methods for hyperbolic problems. Stability and error analysis of nonoscillatory numerical schemes: i) linear convection: Lax equivalence theorem, consistency, stability, conver-gence, truncation error, CFL condition, Fourier stability analysis, von Neumann condition, maximum principle, amplitude and phase errors, group velocity, modified equation analysis, Fourier and eigenvalue stability of systems, spectra and pseudospectra of nonnormal matrices, Kreiss matrix theorem, boundary condition analysis, group velocity and GKS normal mode analysis; ii) conservation laws: weak solutions, entropy conditions, Riemann problems, shocks, contacts, rarefactions, discrete conservation, Lax-Wendroff theorem, Godunov's method, Roe's linearization, TVD schemes, high-resolution schemes, flux and slope limiters, systems and multiple dimensions, characteristic boundary conditions; iii) adjoint equations: sensitivity analysis, boundary conditions, optimal shape design, error analysis. Interface problems, level set methods for multiphase flows, boundary integral methods, fast summation algorithms, stability issues. Spectral methods: Fourier Applied and Computational Mathematics 385 386 spectral methods on infinite and periodic domains. Chebyshev spectral methods on finite domains. Spectral element methods and h-p refine-ment. Multiscale finite element methods for elliptic problems with multiscale coefficients. Not offered 2012-13. ACM 216. Markov Chains, Discrete Stochastic Processes and Applications. 9 units (3-0-6); second term. Prerequisite: ACM/EE 116 or equivalent. Stable laws, Markov chains, classification of states, ergodic-ity, von Neumann ergodic theorem, mixing rate, stationary/equilibrium distributions and convergence of Markov chains, Markov chain Monte Carlo and its applications to scientific computing, Metropolis Hastings algorithm, coupling from the past, martingale theory and discrete time martingales, rare events, law of large deviations, Chernoff bounds. Instructor: Owhadi. ACM 217 ab. Advanced Topics in Stochastic Analysis. 9 units (3-0-6); third term. Prerequisite: ACM 216 or equivalent. The topic of this course changes from year to year and is expected to cover areas such as stochastic differential equations, stochastic control, statistical estimation and adaptive filtering, empirical processes and large deviation techniques, concentration inequalities and their applications. Examples of selected topics for stochastic differential equations include continuous time Brownian motion, Ito's calculus, Girsanov theorem, stopping times, and applications of these ideas to mathematical finance and stochastic control. Instructors: Beck, Owhadi. Ae/ACM/ME 232 abc. Computational Fluid Dynamics. I units (3-0-6). For course description, see Aerospace. ACM 256 ab. Special Topics in Applied Mathematics. 9 units (3-0-6); first term. Prerequisite: ACM 101 or equivalent. Introduction to finite element methods. Development of the most commonly used method-continuous, piecewise-linear finite elements on triangles for scalar elliptic partial differential equations; practical (a posteriori) error estimation techniques and adaptive improvement; formulation of finite element methods, with a few concrete examples of important equations that are not adequately treated by continuous, piecewise-linear finite el-ements, together with choices of finite elements that are appropriate for those problems. Homogenization and optimal design. Topics covered include periodic homogenization, G- and H-convergence, Gamma-convergence, G-closure problems, bounds on effective properties, and optimal composites. Instructor: Farrell; Part b not offered 2012-13. ACM 257. Special Topics in Financial Mathematics. 9 units (3-0-6); third term. Prerequisite: ACM 95/100 or instructor's permission. A basic knowledge of probability and statistics as well as transform methods for solving PDEs is assumed. This course develops some of the techniques of stochastic calculus and applies them to the theory of financial asset modeling. The mathematical concepts/tools developed will include introductions to random walks, Brownian motion, quadratic variation, and Ito-calculus. Connections to PDEs will be made by Feynman-Kac Courses theorems. Concepts of risk-neutral pricing and martingale representation are introduced in the pricing of options. Topics covered will be selected from standard options, exotic options, American derivative securities, term-structure models, and jump processes. Not offered 2012-13. ACM 270. Advanced Topics in Applied and Computational Math-ematics. Hours and units by arrangement; third term. Advanced topics in applied and computational mathematics that will vary according to student and instructor interest. May be repeated for credit. Instructor: Chandrasekaran. ACM 290 abc. Applied and Computational Mathematics Colloquium. 1 unit; first, second, third terms. A seminar course in applied and computational mathematics. Weekly lectures on current developments are presented by staff members, graduate students, and visiting scientists and engineers. Graded pass/fail only. ACM 300. Research in Applied and Computational Mathematics. Units by arrangement. APPLIED MECHANICS Ae/AM/CE/ME 102 abc. Mechanics of Structures and Solids. 9 units (3-0-6). For course description, see Aerospace. CE/Ae/AM 108 ab. Computational Mechanics. 9 units (3-0-6). For course description, see Civil Engineering AM 125 abc. Engineering Mathematical Principles. 9 units (3-0-6); first, second, third terms. Prerequisite: ACM 95/100 abc. Topics include linear spaces, operators and matrices, integral equations, variational prin-ciples, ordinary and partial differential equations, stability, perturbation theory, stochastic system analysis and Bayesian updating. Applications to problems in engineering and science are stressed. Instructor: Beck. AM/ACM 127. Calculus of Variations. I units (3-0-6); third Term. Prerequisites: ACM 95/100. First and second variations; Euler-Lagrange equation; Hamiltonian formalism; action principle; Hamilton-Jacobi theory; stability; local and global minima; direct methods and relax-ation; isoperimetric inequality; asymptotic methods and gamma con-vergence; selected applications to mechanics, materials science, control theory and numerical methods. Instructor: Bhattacharya. AM/CE/ME 150 abc. Graduate Engineering Seminar. 1 unit; each term; first, second and third terms. Students are required to attend a graduate seminar, in any division, each week of each term. Students not registered for the M.S. and Ph.D. degrees must receive the instructor's permission. Graded pass/fail. Instructor: Staff. Applied Mechanics 387 388 AM/CE 151 ab. Dynamics and Vibration. 9 units (3-0-6); first, second terms. Equilibrium concepts, conservative and dissipative systems, Lagrange's equations, differential equations of motion for discrete single and multi degree-of-freedom systems, natural frequencies and mode shapes of these systems (Eigen value problem associated with the governing equations), phase plane analysis of vibrating systems, forms of damping and energy dissipated in damped systems, response to simple force pulses, harmonic and earthquake excitation, response spectrum concepts, vibration isolation, seismic instruments, dynamics of continuous systems, Hamilton's principle, axial vibration of rods and membranes, transverse vibration of strings, beams (Bernoulli-Euler and Timoshenko beam theory), and plates, traveling and standing wave solutions to motion of continuous systems, Rayleigh quotient and the Rayleigh-Ritz method to approximate natural frequencies and mode shapes of discrete and continuous systems, frequency domain solutions to dynamical systems, stability criteria for dynamical systems, and introduction to nonlinear systems and random vibration theory. Instructor: AM/ME 165 ab. Elasticity. 9 units (3-0-6); second, third terms. Prereg-uisites: Ae/Ge/ME 160 a and registered in Ae/Ge/ME 160 b. Fundamental concepts and equations of elasticity. Linearized theory of elastostatics and elastodynamics: basic theorems and special solutions. Finite theory of elasticity: constitutive theory, semi-inverse methods. Variational methods. Applications to problems of current interest. Not offerec 2012-13. AM 200. Special Problems in Advanced Mechanics. Hours and units by arrangement. By arrangement with members of the staff, properly qualified graduate students are directed in independent studies in mechanics. Ae/AM/MS/ME 213. Mechanics and Materials Aspects of Fracture. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/CE/ME 214 abc. Computational Solid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/ME 215. Dynamic Behavior of Materials. I units (3-0-6). For course description, see Aerospace. Ae/AM/ME 223. Plasticity. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/ME 225. Special Topics in Solid Mechanics. Units to be arranged. For course description, see Aerospace. AM 250. Research in Applied Mechanics. Hours and units by arrange-ment. Research in the field of applied mechanics. By arrangement with members of the staff, properly qualified graduate students are directed in research. Courses APPLIED PHYSICS Ch/APh 2. Introduction to Energy Sciences. I units (4-0-5). For course description, see Chemistry. APh/EE 9 ab. Solid-State Electronics for Integrated Circuits. 6 units (2-2-2); first, second terms; six units credit for the freshman laboratory requirement. Prerequisite: Successful completion of APh/EE 9 a is a prerequisite for enrollment in APh/EE 9 b. Introduction to solid-state electronics, including physical modeling and device fabrication. Topics: semiconductor crystal growth and device fabrication technology, carrier modeling, doping, generation and recombination, pn junction diodes, MOS capacitor and MOS transistor operation, and deviations from ideal behavior. Laboratory includes computer-aided layout, and fabrication and testing of light-emitting diodes, transistors, and inverters. Students learn photolithography, and use of vacuum systems, furnaces, and device-testing equipment. Instructor: Scherer. APh 17 abc. Thermodynamics. 9 units (3-0-6); first, second, third terms. Prerequisites: Ma 1 abc, Ph 1 abc. Introduction to the use of thermodynamics and statistical mechanics in physics and engineer-ing. Entropy, temperature, and the principal laws of thermodynamics. Canonical equations of state. Applications to cycles, engines, phase and chemical equilibria. Probability and stochastic processes. Kinetic theory of perfect gases. Statistical mechanics. Applications to gases, gas degen-eration, equilibrium radiation, and simple solids. Not offered 2012-13. APh majors are required to take Ph 12 instead APh 23. Demonstration Lectures in Optics. 6 units (2-0-4); second term. Prerequisite: Ph 1 abc. This course cover fundamentals of optics with emphasis on modern optical applications, intended to exhibit basic optical phenomena including interference, dispersion, birefringence, diffraction, and laser oscillation, and the applications of these phenomena in optical systems employing two-beam and multiple-beam interferometry, Fourier-transform image processing, holography, electro-optic modulation, and optical detection and heterodyning. System examples to be selected from optical communications, radar, and adaptive optical systems. Instructor: Yu. APh 24. Introductory Modern Optics Laboratory. 6 units (0-4-2); third term. Prerequisite: APh 23. Laboratory experiments to acquaint students with the contemporary aspects of modern optical research and technology. Experiments encompass many of the topics and concepts covered in APh 23. Instructor: Yu. APh 77 bc. Laboratory in Applied Physics. I units (0-9-0); second, third terms. Selected experiments chosen to familiarize students with laboratory equipment, procedures, and characteristic phenomena in plasmas, fluid turbulence, fiber optics, X-ray diffraction, microwaves, Applied Physics 389 390 high-temperature superconductivity, black-body radiation, holography, and computer interfacing of experiments. Instructor: Bellan. APh 78 abc. Senior Thesis, Experimental. 9 units (0-9-0); first, second, third terms. Prerequisite: instructor's permission. Supervised experimental research, open only to senior-class applied physics majors. Requirements will be set by individual faculty member, but must include a written report. The selection of topic must be approved by the Applied Physics Option Representative. Not offered on a pass/fail basis. Final grade based on written thesis and oral exam. Instructor: Staff. APh 79 abc. Senior Thesis, Theoretical. I units (0-9-0); first, second, third terms. Prerequisite: instructor's permission. Supervised theoretical research, open only to senior-class applied physics majors. Requirements will be set by individual faculty member, but must include a written report. The selection of topic must be approved by the Applied Physics Option Representative. Not offered on a pass/fail basis. Final grade based on written thesis and oral exam This course cannot be used to satisfy the laboratory requirement in APh. Instructor: Staff. APh 100. Advanced Work in Applied Physics. Units in accordance with work accomplished. Special problems relating to applied physics, arranged to meet the needs of students wishing to do advanced work. Primarily for undergraduates. Students should consult with their advisers before registering. Graded pass/fail. Ae/APh/CE/ME 101 abc. Fluid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Ae/APh 104 abc. Experimental Methods. 9 units (3-0-6 first term; 1-3-5 second, third terms). For course description, see Aerospace. APh/MS 105 abc. States of Matter. 9 units (3-0-6); first, second, third terms. Prerequisite: APh 17 abc or equivalent. A survey emphasizing unifying concepts, such as order parameters, scaling laws, quasi-particle excitations, and correlation functions. Topics: long-range ordered states such as crystals, superfluids, and ferromagnets; phase transitions; critical phenomena; ideal classical and degenerate gases; theory of liquids; band theory of solids; fluctuations; noise. Part c taught concurrently with MS 106. Students may not receive credit for both MS 106 and APh/MS 105 c. Instructors: Johnson, Fultz. APh 109. Introduction to the Micro/Nanofabrication Lab. I units (0-6-3); first, second, third terms. Introduction to techniques of micro-and nanofabrication, including solid-state, optical, and microfluidic devices. Students will be trained to use fabrication and characterization equipment available in the applied physics micro- and nanofabrication lab. Topics include Schottky diodes, MOS capacitors, light-emitting diodes, microlenses, microfluidic valves and pumps, atomic force microscopy, scanning electron microscopy, and electron-beam writing. Instructor: Ghaffari. Courses APh 110. Topics in Applied Physics. 2 units (2-0-0); first, second terms. A seminar course designed to acquaint advanced undergraduates and first-year graduate students with the various research areas represented in the option. Lecture each week given by a different member of the APh faculty, who will review his or her field of research. Graded pass/ fail. Instructor: Bellan. APh 114 abc. Solid-State Physics. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 125 abc or equivalent. Introductory lecture and problem course dealing with experimental and theoretical problems in solid-state physics. Topics include crystal structure, symmetries in sol-ids, lattice vibrations, electronic states in solids, transport phenomena, semiconductors, superconductivity, magnetism, ferroelectricity, defects, and optical phenomena in solids. Instructors: Atwater, Schwab. APh/Ph 115. Physics of Momentum Transport in Hydrodynamic Systems. 12 units (3-0-9); first term. Prerequisites: ACM 95 or equiva-lent. Contemporary research in many areas of physics requires some knowledge of the principles governing hydrodynamic phenomena such as nonlinear wave propagation, symmetry breaking in pattern forming systems, phase transitions in fluids, Langevin dynamics, micro- and optofluidic control, and biological transport at low Reynolds number. This course offers students of pure and applied physics a self-contained treatment of the fundamentals of momentum transport in hydrodynamic systems. Mathematical techniques will include formalized dimensional analysis and rescaling, asymptotic analysis to identify dominant force balances, similitude, self-similarity and perturbation analysis for examining unidirectional and Stokes flow, pulsatile flows, capillary phe-nomena, spreading films, oscillatory flows, and linearly unstable flows leading to pattern formation. Students must have working knowledge of vector calculus, ODEs, PDEs, complex variables and basic tensor analysis. Advanced solution methods will be taught in class as needed. Second term is APh/Ph/Ae 116. Instructor: Troian. APh/Ph/Ae 116. Physics of Thermal and Mass Transport in Hydrodynamic Systems. 12 units (3-0-9); second term. Prerequisites: ACM 95 or equivalent and APh/Ph 115 or equivalent. Contemporary research in many areas of physics requires some knowledge of how momentum transport in fluids couples to diffusive phenomena driven by thermal or concentration gradients. This course will first examine processes driven purely by diffusion and progress toward description of systems governed by steady and unsteady convection-diffusion and reaction-dif-fusion. Topics will include Fickian dynamics, thermal transfer in Peltier devices, Lifshitz-Slyozov growth during phase separation, thermocouple measurements of oscillatory fields, reaction-diffusion phenomena in biophysical systems, buoyancy driven flows, and boundary layer forma-tion. Students must have working knowledge of vector calculus, ODEs, PDEs, complex variables and basic tensor analysis. Advanced solution methods such as singular perturbation, Sturm-Liouville and Green's function analysis will be taught in class as needed. First term is APh/Ph 115. Instructor: Troian. Applied Physics 391 392 MS/APh 120. Diffraction and Structure. I units (3-0-6). For course description, see Materials Science. MS/APh 122. Diffraction and Structure of Materials. 12 units (3-3- 6). For course description, see Materials Science. APh/EE 130. Electromagnetic Theory. I units (3-0-6); first term. This course reviews EM theory and optical concepts that are frequently encountered. EM theory: tensor matrix, kDB space, Poynting theorem. Dispersion and absorption. Reflection at an interface. Nonlinear optics. Polarization: Jones matrix and Stokes vectors. Ray tracing: ABCD matrix, optical aberrations. Noise. Diffraction. Interferometry: system design, homodyne, heterodyne, spectral domain analysis. Not offered 2012-13. EE/APh 131. Optical Wave Propagation. 9 units (3-0-6). For course description, see Electrical Engineering. APh/EE 132. Optoelectronic Materials and Devices. 9 units (3-0-6); third term. Interaction of light and matter, spontaneous and stimulated emission, laser rate equations, mode-locking, Q-switching, semiconductor lasers. Optical detectors and amplifiers; noise characterization of optoelectronic devices. Propagation of light in crystals, electro-optic effects and their use in modulation of light; introduction to nonlinear optics. Optical properties of nanostructures. Not offered 2012-13. APh 150. Topics in Applied Physics. Units to be arranged; first term. Content will vary from year to year, but at a level suitable for advanced undergraduate or beginning graduate students. Topics are chosen according to the interests of students and staff. Visiting faculty may present portions of this course. Instructor: Schwab. APh 156 abc. Plasma Physics. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 106 abc or equivalent. An introduction to the principles of plasma physics. A multitiered theoretical infrastructure will be developed consisting of the Hamilton-Lagrangian theory of charged particle motion in combined electric and magnetic fields, the Vlasov kinetic theory of plasma as a gas of interacting charged particles, the two-fluid model of plasma as interacting electron and ion fluids, and the magnetohydrodynamic model of plasma as an electrically conducting fluid subject to combined magnetic and hydrodynamic forces. This infrastructure will be used to examine waves, transport processes, equi-librium, stability, and topological self-organization. Examples relevant to plasmas in both laboratory (fusion, industrial) and space (magneto-sphere, solar) will be discussed. Instructor: Bellan. BE/APh 161. Physical Biology of the Cell. 12 units (3-0-9). For course description, see Bioengineering. BE/APh 162. Physical Biology Laboratory. 12 units (0-6-6). For course description, see Bioengineering. Courses EE/APh 180. Nanotechnology. 6 units (3-0-3). For course description, see Electrical Engineering. BE/APh/Ph 181. Biological Interfaces, Transduction, and Sensing. 9 units (3-0-6). For course description, see Bioengineering. APh/EE 183. Physics of Semiconductors and Semiconductor De-vices. 9 units (3-0-6); third term. Principles of semiconductor electronic structure, carrier transport properties, and optoelectronic properties relevant to semiconductor device physics. Fundamental performance aspects of basic and advanced semiconductor electronic and optoelec-tronic devices. Topics include energy band theory, carrier generation and recombination mechanisms, quasi-Fermi levels, carrier drift and diffusion transport, quantum transport. Instructor: Atwater. APh 190 abc. Quantum Electronics. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 125 or equivalent. Generation, manipula-tions, propagation, and applications of coherent radiation. The basic theory of the interaction of electromagnetic radiation with resonant atomic transitions. Laser oscillation, important laser media, Gaussian beam modes, the electro-optic effect, nonlinear-optics theory, second harmonic generation, parametric oscillation, stimulated Brillouin and Raman scattering. Other topics include light modulation, diffraction of light by sound, integrated optics, phase conjugate optics, and quantum noise theory. Instructor: Vahala, Yariv. APh 200. Applied Physics Research. Units in accordance with work ac-complished. Offered to graduate students in applied physics for research or reading. Students should consult their advisers before registering. Graded pass/fail. Ph/APh 223 abc. Advanced Condensed-Matter Physics. 9 units (3-0-6). For course description, see Physics. APh 250. Advanced Topics in Applied Physics. Units and term to be arranged. Content will vary from year to year; topics are chosen according to interests of students and staff. Visiting faculty may present portions of this course. Instructor: Staff APh 300. Thesis Research in Applied Physics. Units in accordance with work accomplished. APh 300 is elected in place of APh 200 when the student has progressed to the point where his or her research leads directly toward a thesis for the degree of Doctor of Philosophy. Ap-proval of the student's research supervisor and department adviser or registration representative must be obtained before registering. Graded pass/fail. 393 Applied Physics 394 ART HISTORY Art 11. Selected Topics in Art History. 9 units (3-0-6); offered by announcement. Instructor: Staff. Art 23. Major Figures in Art. 9 units (3-0-6); first term. A course devoted to the study of a single artist of world importance, the name of the artist to be announced prior to registration. This study, grounded in the artist's life and, where possible, his/her writings, will analyze and interpret his/her major works in chronological sequence in their artistic and historic contexts, and attempt, by close aesthetic examination, to account for their greatness-and, sometimes, their failure. Not offered 2012-13. Art 46. The Age of the Great Cathedrals. 9 units (3-0-6); third term. A study of the arts of Western Europe from the disintegration of the Roman Empire circa A.D. 476, to the 14th century. The diverse historical forces at work during this long period produced a correspondingly varied art. Emphasis will be on the later Middle Ages, circa 1200-1350, a period marked by a synthesizing of inherited traditions into a comprehensive whole. Major monuments of architecture, such as the cathedrals of Notre Dame, Chartres, Reims, Cologne, Strasbourg, and Westminster, as well as sculpture, illuminated manuscripts, mosaics, panel painting, and stained glass will be examined within the aesthetic and social framework of countries as culturally diverse as France, Italy, Germany, Spain, and Britain. Not offered 2012-13. Art 49. From Van Eyck to Rembrandt: Northern European Art, 1400-1650. 9 units (3-0-6); third term. A survey of artistic developments in Northern Europe and Spain from the late Middle Ages through the Renaissance and baroque periods. The course will focus upon the complexity of northern art, from its origins in the still forceful medieval culture of 15th-century Flanders, to its confrontation with Italian Renaissance humanism in the 16th century. The effects of this cultural synthesis and the eventual development of distinct national schools of painting in the 17th century are examined through the works of the period's dominant artists, including Van Eyck, Dürer, Holbein, Velázquez, Rubens, Hals, and Rembrandt. Not offered 2012-13. Art 50. Baroque Art. 9 units (3-0-6); first term. A survey of the arts of painting, sculpture, and architecture from the late l6th century to the late 18th century. A confident and optimistic age, the baroque fostered the rise of national schools that produced artistic giants like Bernini, Caravaggio, Rubens, Rembrandt, Velázquez, Claude, Poussin, Tiepolo, and Guardi. The masterpieces of these and other artists reflect the wide variety of baroque art and will be studied within the context of certain commonly held ideals and of the differing economic, political, and religious systems that characterized the period. Not offered 2012-13. Courses Art 51. European Art of the 18th Century: From the Rococo to the Rise of Romanticism. 9 units (3-0-6); third term. The course will encompass 18th-century European painting, sculpture, architecture, and the decorative arts. During this period a variety of styles and subjects proliferated in the arts, as seen in the richly diverse works of artists such as Watteau, Boucher, Chardin, Fragonard, Tiepolo, Canaletto, Hogarth, Gainsborough, Blake, David, Piranesi, and Goya, which reflect a new multiplicity in ways of apprehending the world. Not offered 2012-13. Art 52. British Art. 9 units (3-0-6), third term. A survey course on British painting, sculpture, and architecture in the 17th, 18th, and 19th centuries. By examining the works of well-known British artists such as Hogarth, Blake, Gainsborough, Reynolds, Constable, and Turner, the class will focus on the multiplicity of styles and themes that developed in the visual arts in Britain from 1740 to 1840 and are part of the wider artistic phenomenon known as romanticism. This introduction to the British visual arts will be enriched by several class meetings in the Huntington Art Gallery. Instructor: Bennett. Art 55. Art of the 19th Century. 9 units (3-0-6); third term. A survey of 19th-century art with an emphasis on French and English art between ca. 1770 and 1880. This course will focus on issues including competing conceptions of the public for art, the rise of photography, the development of the avant-garde, and the place of art in urban culture. Not offered 2012-13. Art 66. Ancient Art: From the Pyramids to the Colosseum. 9 units (3-0-6); second term. A survey of the art of the earliest civilization of the ancient near east and Mediterranean from the Bronze Age to A.D. 300. The major monuments-architectural, sculptural, and pictorial-of Mesopotamia, Egypt, the Aegean, Greece, and Rome will be examined as solutions to problems of form and function presented by communal political, economic, and religious life. Emphasis will be placed on the creation of Greco-Roman art, the foundation of the Western artistic tradition. Not offered 2012-13. Art 67. Italian Renaissance Art. 9 units (3-0-6); first term. A basic study of the greatest achievements of Italian painting, sculpture, and architecture in the 15th and 16th centuries. Masterpieces by a succession of artists such as Giotto, Masaccio, Brunelleschi, Donatello, Alberti, the Bellini, Leonardo da Vinci, Michelangelo, Raphael, Titian, Veronese, and others will be examined for their formal beauty and power, and studied as manifestations of individual genius in the context of their time and place: Italy, fragmented politically, yet at the peak of its cultural dominance. Not offered 2012-13. Art 68. Modern Art. 9 units (3-0-6); third term. An in-depth survey of international painting and sculpture of the first half of the 20th century. Crucial movements, among them fauvism, German expressionism, cubism, dadaism, surrealism, and American abstraction and realism Art History 395 396 between the two world wars, will be studied, and masterworks by a number of major artists of this period (e.g., Picasso, Matisse, Nolde, Duchamp, Magritte, Hopper) will be closely examined. Not offered 2012-13. Art/H 69. Modernism in the Visual Arts, 1850-1945. 9 units (3-0- 6); second term. This course examines European and American painting, sculpture, photography, and other visual arts from 1850 to the mid-twentieth century. An era encompassing many diverse and significant developments in modern art, this period includes Impressionism, Post-Impressionism, Symbolism, Expressionism, Cubism, Dada, Surrealism, and Abstract Expressionism. Artworks from these movements will be studied in light of their social, cultural, and political contexts, with particular attention paid to issues of gender and representation, and to the different forms of abstraction developed and theorized by early twentieth-century painters. The class will also focus on the relationships of colonialism, urbanism, rising industrialism, and international conflict to the visual culture of the period. Instructor: Anderson. Art 70. Traditions of Japanese Art. 9 units (3-0-6), first term. An introduction to the great traditions of Japanese art from prehistory through the Meiji Restoration (1868-1912). Students will examine major achievements of sculpture, painting, temple architecture, and ceramics as representations of each artistic tradition, whether native or adapted from foreign sources. Fundamental problems of style and form will be discussed, but aesthetic analysis will always take place within the conditions created by the culture. Instructor: Wolfgram. Art 71. Arts of Buddhism. 9 units (3-0-6); third term. An examination of the impact of Buddhism on the arts and cultures of India, Southeast Asia, China, Korea, and Japan from its earliest imagery in the 4th century B.C.E. India through various doctrinal transformations to the Zen revival of 18th-century Japan. Select monuments of Buddhist art, including architecture, painting, sculpture, and ritual objects, will serve as focal points for discussions on their aesthetic principles and for explorations into the religious, social, and cultural contexts that underlie their creation. Not offered 2012-13. E/H/Art 89. New Media Arts in the 20th and 21st Centuries. 9 units (3-0-6). For course description, see Engineering. H/Art 119. Art Worlds. 9 units (3-0-6). For course description, see History. Art/H 155. Making and Knowing in Early Modern Europe. 9 units (3-0-6); first term. This course examines interactions between art, science, and technological innovation in Europe and its colonies ca. 1500-1750. It will explore influential arguments that have linked the growth of empiricism in the sciences to naturalism in early modern visual art. Major topics may include the place of artistic training in scientific discovery, the "maker's knowledge" tradition, and relations of Courses mind to body in early modern visual culture. Objects and images from local collections will be central to analysis. Not offered 2012-13. Art 169. The Arts of Dynastic China. 9 units (3-0-6); first term. A survey of the development of Chinese art in which the major achievements in architecture, sculpture, painting, calligraphy, and ceramics will be studied in their cultural contexts from prehistory through the Manchu domination of the Qing Dynasty (1644-1911). Emphasis will be placed on the aesthetic appreciation of Chinese art as molded by the philosophies, religions, and history of China. Not offered 2012-13. Art/H 183. Spectacle: From the Court Masque to the Great Exhibition of 1851. 9 units (3-0-6); first term. This course examines the ways in which spectacle has been used in early modern and nine-teenth-century Europe. Drawing on aesthetic writings about the impact of size and scale on audiences, but also examining historical accounts of the workings of spectacle on spectators, it looks at a number of case studies focusing on the technologies spectacles employed, the sites at which they were staged, the purposes and aims of their creators, and the controversies they engendered. Topics covered include English court masques, the rituals of absolute monarchy (especially those of Louis XIV), the changing presentation of plays and works of art, the public exhibition of torture, punishment, and human dissection, cabinets of curiosity and scientific demonstrations, religious, civic, and political ritual commemoration, the development of mixed media, panoramas and dioramas, and the staging of international exhibitions. Instructor: Brewer. ASTROPHYSICS Ay 1. The Evolving Universe. I units (3-3-3); third term. This course is intended primarily for freshmen not expecting to take more advanced astronomy courses and will satisfy the menu requirement of the Caltech core curriculum. Introduction to modern astronomy that will illustrate the accomplishments, techniques, and scientific methodology of contemporary astronomy. The course will be organized around a set of basic questions, showing how our answers have changed in response to fresh observational discoveries. Topics to be discussed will include telescopes, stars, planets, the search for life elsewhere in the universe, supernovae, pulsars, black holes, galaxies and their active nuclei, and the Big Bang. There will be a series of laboratory exercises intended to highlight the path from data acquisition to scientific interpretation. Students will also be required to produce a term paper on an astronomical topic of their choice and make a short oral presentation. In addition, a field trip to Palomar Observatory will be organized. Not offered on a pass/fail basis. Instructor: Scoville. Ge/Ay 11 c. Planetary Sciences. I units (3-0-6). For course descrip-tion, see Geological and Planetary Sciences. Astrophysics 397 398 Ay 20. Basic Astronomy and the Galaxy. 10 units (3-1-6); first term. Prerequisites: Ma 1 abc, Ph 1 abc or instructor's permission. The electromagnetic spectrum and basic radiative transfer; ground and space observing techniques; "pictorial Fourier description" of astrophysical optics; Kepler's laws; exoplanets; stellar masses, distances, and motions; the birth, structure, evolution, and death of stars; the structure and dynamics of the Galaxy. Lessons will emphasize the use of order-of-magnitude calculations and scaling arguments in order to elucidate the physics of astrophysical phenomena. Short labs will introduce astronomical measurement techniques. Instructor: Johnson. Ay 21. Galaxies and Cosmology. 9 units (3-0-6); second term. Pre-requisites: Ma 1 abc, Ph 1 abc or instructor's permission. Cosmological models and parameters, extragalactic distance scale, cosmological tests; constituents of the universe, dark matter, and dark energy; thermal history of the universe, cosmic nucleosynthesis, recombination, and cosmic microwave background; formation and evolution of structure in the universe; galaxy clusters, large-scale structure and its evolution; galaxies, their properties and fundamental correlations; formation and evolution of galaxies, deep surveys; star formation history of the universe; quasars and other active galactic nuclei, and their evolution; structure and evolution of the intergalactic medium; diffuse extragalactic backgrounds; the first stars, galaxies, and the reionization era. Instructor: Djorgovski. Ay 30. Introduction to Modern Research. 3 units (2-0-1); second term. Weekly seminar open to declared Ay majors at the discretion of the instructor; nonmajors who have taken astronomy courses may be admitted. Course is intended for sophomores and juniors. This seminar is held in faculty homes in the evening and is designed to encourage student communication skills as they are introduced to faculty members and their research. Each week a student will review a popular-level article in astronomy for the class. Graded pass/fail. Instructor: Readhead Ay 31. Writing in Astronomy. 3 units (1-0-2); third term. This course is intended to provide practical experience in the types of writing expected of professional astronomers. Example styles include research proposals, topical reviews, professional journal manuscripts, and articles for popular magazines such as Astronomy or Sky and Telescope. Each student will adopt one of these formats in consultation with the course instructor and write an original piece. An outline and several drafts reviewed by both a faculty mentor familiar with the topic and the course instructor are required. This course is most suitable for juniors and seniors. Fulfills the Institute scientific writing requirement. Instructor: Hillenbrand Ay 40. Topics in Modern Astrophysics. 6 units (2-0-4); third term. Prerequisite: Ay 20. May be repeated for credit. The course covers the process of star formation from both observational and theoretical perspectives. Topics include star-forming regions, physical processes in molecular clouds, core collapse and protostars, premain sequence stars, Courses the impact of star formation upon environment, theoretical evolutionary models, primordial accretion disks, formation of planetary systems, circumstellar debris disks, star formation on galactic scales. Not offered 2012-13. Ay 43. Reading in Astronomy and Astrophysics. Units in accordance with work accomplished, not to exceed 3. Course is intended for students with a definite independent reading plan or who attend regular (bi-weekly) research and literature discussion groups. Instructor's permission required. Graded pass/fail. Instructor: Staff. Ay 78 abc. Senior Thesis. 9 units. Prerequisite: To register for this course, the student must obtain approval of the astronomy option representative and the prospective thesis adviser. Previous SURF or independent study work can be useful experience. Course is open to senior astronomy majors only. Research must be supervised by a faculty member. Students wishing assistance in finding an adviser and/or a topic for a senior thesis are invited to consult with the astronomy option representative. The student will work with an advisor to formulate a research project, conduct original research, present new results, and evaluate them in the context of previously published work in the field. The first two terms are graded pass/fail and the grades are then changed at the end of the course to the appropriate letter grade for all three terms. In order to receive a passing grade for second term, a work plan and a preliminary thesis outline must be submitted. The written thesis of 20-100 pages must be completed and approved by the adviser and the option representative before the end of the third term. Instructor: Staff. Ay 101. Physics of Stars. 11 units (3-2-6); first term. Prerequisite: Ay 20 is recommended. Physics of stellar interiors and atmospheres. Properties of stars, stellar spectra, radiative transfer, line formation. Stellar structure, stellar evolution. Nucleosynthesis in stars. Stellar oscillations. Instructor: Hillenbrand. Ay 102. Physics of the Interstellar Medium. I units (3-0-6); third term. Prerequisite: Ay 20 is recommended. An introduction to observations of the inter-stellar medium and relevant physical processes. The structure and hydrodynamic evolution of ionized hydrogen regions associated with massive stars and supernovae, thermal balance in neutral and ionized phases, star formation and global models for the interstellar medium. Instructor: Ott. Ay/Ph 104. Relativistic Astrophysics. I units (3-0-6); second term. Pre-requisites: Ph 1, Ph 2 ab. This course is designed primarily for junior and senior undergraduates in astrophysics and physics. It covers the physics of black holes and neutron stars, including accretion, particle acceleration and gravitational waves, as well as their observable consequences: (neutron stars) pulsars, magnetars, X-ray binaries, gamma-ray bursts; (black holes) X-ray transients, tidal disruption and quasars/active galaxies and sources of gravitational waves. Interested students are encouraged to take Ay 125. Instructor: Phinney. Astrophysics 399 400 Ay 105. Optical Astronomy Instrumentation Lab. 10 units (0-6-4); third term. Prerequisite: Ay 20. An opportunity for astronomy and physics undergraduates (juniors and seniors) to gain firsthand experience with the basic instrumentation tools of modern optical and infrared astronomy. The 10 weekly lab experiments are expected to include radiometry measurements, geometrical optics, optical aberrations and ray tracing, spectroscopy, fiber optics, CCD electronics, CCD characterization, photon counting detectors, vacuum and cryogenic technology, and stepper motors and encoders. Not offered 2012-13 Ay 111 ab. Introduction to Current Astrophysics Research. 3 units; second, third terms. This course is intended primarily for first-year Ay graduate students, although participation is open and encouraged. Students are required to attend seminar-style lectures given by astrophysics faculty members, describing their research, to attend the weekly astronomy colloquia, and to follow these with additional readings on the subject. At the end of each term, students are required to summarize in oral or written form (at the discretion of the instructor), one of the covered subjects that is of most interest to them. Instructor: Readhead. Ay 117. Statistics and Data Analysis in Astronomy. 9 units (3-0-6); second term. Prerequisites: CS 1 and instructors permission. In modern as-tronomy, vast quantities of data are often available to researchers. The challenge is converting this information into meaningtul knowledge about the universe. The primary focus of this course is the development of a broad and general tool set that can be applied to the student's own research. We will use case studies from the astrophysical literature as our guide as we learn about common pitfalls, explore strategies for data analysis, understand how to select the best model for the task at hand, and learn the importance of properly quantifying and reporting the level of confidence in one's conclusions. We will have weekly homework assignments, much of which will be done in class in a collaborative work environment. Instructor: Johnson. Ay 119. Methods of Computational Science. 9 units (3-0-6); third term. Open to graduate and upper-division undergraduate students in all options. Practical computational science methods useful in disciplines dealing with large and/or complex data sets. Topics include: Scientific databases and archives; data mining and exploration; data visualization techniques; practical techniques for physical modeling, including numerical and stochastic models; data sharing over networks, Web services, computational and data grids; design and understanding of scientific computational systems and experiments, and good software practices. Not offered 2012-13. Ay 121. Radiative Processes. I units (3-0-6); first term. Prerequisite: Ph 125 or equivalent (undergraduates). The interaction of radiation with matter: radiative transfer, emission, and absorption. Compton pro-cesses, coherent emission processes, synchrotron radiation, collisional excitation, spectroscopy of atoms and molecules. Instructors: Ott, Hallinan. Courses Ay 122 ab. Astronomical Measurements and Instrumentation. 9 units (3-0-6); first, second terms. Prerequisite: Ph 106 or equivalent. Measurement and signal analysis techniques throughout the electromagnetic spectrum with focus on infrared, optical, and ultraviolet techniques (a), on radio through submillimeter techniques (b), and on X-ray through gamma-ray techniques (c; not offered 2012-13). Telescopes, optics, detectors, radiometers, photometry, spectroscopy. Active/adaptive optics. Interferometers/arrays. Imaging devices and image processing. Antennae, receivers, mixers, and amplifiers. Space telescopes. Probability and statistics as relevant to astronomical mea-surement. Some lab work and observatory field trips. Instructors: (a) Steidel, Djorgovski; (b) Readhead, Hallinan. Ay 123. Structure and Evolution of Stars. 9 units (3-0-6); first term. Prerequisites: Ay 101; Ph 125 or equivalent (undergraduates). Thermo-dynamics, equation of state, convection, opacity, radiative transfer, stellar atmospheres, nuclear reactions, and stellar models. Evolution of low- and high-mass stars, supernovae, and binary stars. Instructors: J. Cohen, Kulkarni. Ay 124. Structure and Dynamics of Galaxies. 9 units (3-0-6); second term. Prerequisites: Ay 21; Ph 106 or equivalent (undergraduates). Stellar dynamics and properties of galaxies; kinematics and dynamics of our galaxy; spiral structure; stellar composition, masses, and rotation of external galaxies; star clusters; galactic evolution; binaries, groups, and clusters of galaxies. Instructor: Steidel. Ay 125. High-Energy Astrophysics. 9 units (3-0-6); third term. Pre-requisites: Ph 106 and Ph 125 or equivalent (undergraduates). High-energy astrophysics, Big Bang cosmology, the final stages of stellar evolution; supernovae, binary stars, accretion disks, pulsars; extragalactic radio sources; active galactic nuclei; black holes. Instructor: Kulkarni. Ay 126. Interstellar and Intergalactic Medium. I units (3-0-6); second term. Prerequisite: Ay 102 (undergraduates). Physical processes in the interstellar medium. Ionization, thermal and dynamic balance of interstellar medium, molecular clouds, hydrodynamics, magnetic fields, HIl regions, supernova remnants, star formation, global structure of interstellar medium. Instructors: Scoville, Sargent. Ay 127. Cosmology and Galaxy Formation. 9 units (3-0-6); third term. Prerequisites: Ay 21; Ph 106 or equivalent (undergraduates). Cos-mology; extragalactic distance determinations; relativistic cosmological models; galaxy formation and clustering; thermal history of the universe, microwave background; nucleosynthesis; cosmological tests. Instructors: Djorgovski, Hirata. Ge/Ay 132. Atomic and Molecular Processes in Astronomy and Planetary Sciences. I units (3-0-6). For course description, see Geological and Planetary Sciences. 401 Astrophysics 402 Ge/Ay 133. The Formation and Evolution of Planetary Systems. 9 units (3-0-6). For course description, see Geological and Planetary Sciences. Ge/Ay 137. Planetary Physics. 9 units (3-0-6). For course description, see Geological and Planetary Sciences. Ay 141 abc. Research Conference in Astronomy. 3 units (1-0-2); first, second, third terms. Oral reports on current research in astronomy, providing students an opportunity for practice in the organization and presentation of technical material. A minimum of two presentations will be expected from each student each year. In addition, students are encouraged to participate in a public-level representation of the same material for posting to an outreach website. This course fulfills the option communication requirement and is required of all astronomy graduate students who have passed their preliminary exams. It is also recommended for astronomy seniors. Graded pass/fail. (a) Cohen, Hal-linan; (b) Hillenbrand, Johnson; (c) Scoville, Steidel . Ay 142. Research in Astronomy and Astrophysics. Units in accordance with work accomplished. The student should consult a member of the department and have a definite program of research outlined. Approval by the student's adviser must be obtained before registering. 36 units of Ay 142 or Ay 143 required for candidacy for graduate students. Graded pass/fail. Ay 143. Reading and Independent Study. Units in accordance with work accomplished. The student should consult a member of the department and have a definite program of reading and independent study outlined. Approval by the student's adviser must be obtained before registering. 36 units of Ay 142 or Ay 143 required for candidacy for graduate students. Graded pass/fail. Ge/Ay 159. Planetary Evolution and Habitability. I units (3-0-6). For course description, see Geological and Planetary Sciences. Ay 190. Computational Astrophysics. I units (3-0-6); second term. Prerequisites: Ph 20-22 (undergraduates). Introduction to essential numerical analysis and computational methods in astrophyics and astrophysical data analysis. Basic numerical methods and techniques; N-body simulations; fluid dynamics (SPH/grid-based); MHD; radiation transport; reaction networks; data analysis methods; numerical relativ-ity. Not offered 2012-13. Ay 211. Contemporary Extragalactic Astronomy. 9 units (3-0-6); second term. Prerequisites: Ay 123, Ay 124, and Ay 127. Topics in extragalactic astronomy and cosmology, including observational probes of dark matter and dark energy; cosmological backgrounds and primordial element abundances; galaxy formation and evolution, including assembly histories, feedback and environmental effects; physics of the intergalactic medium; the role of active galactic nuclei; galactic structure and Courses stellar populations; future facilities and their likely impact in the field Not offered 2012-13. Ay 215. Seminar in Theoretical Astrophysics. I units (3-0-6); second term. Course for graduate students and seniors in astronomy and planetary science. Students will be required to lead some discussions. Topic will be selected based on student interest. Not offered 2012-13. Ay 218. Extrasolar Planets. 9 units (3-0-6); third term. Close to 500 planets have been identified in orbit around normal stars. Astronomers are now embarking on understanding the statistics of extrasolar planet populations and characterizing with great precision individual planets, namely, determining their masses, radii, and in some cases, diagnosing their atmospheres. The course will review the state of extrasolar plan-ets, take up case studies, and anticipate findings. Not offered: 2012-13. Ay 219. Element Abundances from the Big Bang to the Present. 9 units (3-0-6); third term. Prerequisites: Ay 121, 123, 124, 126. Survey of the formation of the elements in the universe as a function of cosmic time. Review of the determination of abundances in meteor-ites, stars, H Il regions, and in interstellar and intergalactic gas using the electromagnetic spectrum from radio waves to X rays. Theory of nucleosynthesis in stars, supernovae and the Big Bang, including the s- and r-processes and explosive nucleosynthesis. Particular attention will be paid to the theory and observation of element synthesis in the "First Stars" in the universe. Emphasis will be placed on the connection between element synthesis, the initial mass function of star formation, and galactic evolution, including the role of galactic winds. Not offered 2012-13. BIOCHEMISTRY AND MOLECULAR BIOPHYSICS BMB/Bi/Ch 170 abc. Biochemistry and Biophysics of Macromolecules and Molecular Assemblies. I units (3-1-5); first, second, third terms. Prerequisite: Bi/Ch 110. First term: detailed analysis of the structures of the four classes of biological molecules and the forces that shape them. Introduction to molecular biological and visualization techniques. Second term: basic principles of modern biophysical and structural methods to interrogate macromolecules from the atomic to cellular levels, including X-ray crystallography, NMR spectroscopy, molecular dynamics, electron and light microscopy, AFM, single molecule techniques, and systems biological simulations. Third term: detailed analysis of specific macromolecular machines and systems that illustrate the principles and biophysical methods taught in the first two terms. Instructors: Clemons, Jensen, Shan, Hoelz,staff. BMB/Ch 178. Enzyme Kinetics and Mechanisms. I units (3-0- 6); first term. Prerequisite: Bi/Ch 110 or equivalent. Discussion of the energetic principles and molecular mechanisms that underlie enzymes' 403 Biochemistry and Molecular Biophysics 404 enormous catalytic proficiency and exquisite specificity. Practical kinetics sections discuss how to infer molecular mechanisms from rate/equi-librium measurements and their application to more complex biological systems, and include steady-state and pre-steady-state kinetics, and kinetics at the single molecule level. Instructor: Shan. BMB/Ch 202 abc. Biochemistry Seminar Course. 1 unit; first, second, third terms. A course that includes a seminar on selected topics from outside faculty on recent advances in biochemistry. Students will participate in the seminar along with a formal discussion section with visiting faculty. Instructor: Clemons. Bi/BMB 251 abc. Current Research in Cellular and Molecular Biology. 1 unit. For course description, see Biology. BMB 278. Fundamentals of Molecular Genetics. 9 units (3-0-6); third term. Principles and mechanisms of DNA repair and replication, transcription and splicing, and protein synthesis. Not offered 2012-13. BMB 299. Graduate Research. Units to be arranged; first, second, third terms. Students may register for research units after consultation with their adviser. BIOENGINEERING BE 1. Frontiers in Bioengineering. 1 unit; second term. A weekly seminar series by Caltech faculty providing an introduction to research directions in the field of bioengineering. Graded pass/fail. Instructor: Pierce. FS/BE 5. Freshman Seminar: Introduction to Biomechanics. 6 units (2-0-4). For course description, see Freshman Seminar BE 98. Undergraduate Research in Bioengineering. Variable units, as arranged with the advising faculty member; first, second, third terms. Undergraduate research with a written report at the end of each term; supervised by a Caltech faculty member, or coadvised by a Caltech faculty member and an external researcher. Graded pass/fail. Instructor: Staff. BE 141. Biomaterials: Science and Engineering. I units (3-0-6); second term. Prerequisites: Ph 2 ab or Ph 12 abc, Ch 1 ab, Ch 3 a, or instructor's permission. MS 115 ab recommended. Lectures and experiments demonstrating the bulk and surface properties of materials; review of the major classes of materials—metals, ceramics, polymers—with a view to their relevance to the biomedical field. Special materials and processes of relevance will also be discussed, e.g., hydrogels, fabrics, thin films, bioresorbable and bioerodible materials, cardiac jelly, etc. Proteins, cells, tissues and their interactions with materials; key concepts in Courses reactions between host materials and implants, including inflammation, coagulation, and tumorigenesis. Testing and degradation of biomateri-als, material applications in medicine and dentistry, especially orthope-dic, cardiovascular, ophthalmologic, oral and maxillofacial implants, and artificial organs. Instructor: Ravi. BE 150. Systems Biology. 9 units (3-0-6); second term. Prerequisites: None. Quantitative studies of cellular and developmental systems in bi-ology, including the architecture of specific genetic circuits controlling microbial behaviors and multicellular development in model organisms. Specific topics include chemotaxis, multistability and differentiation, biological oscillations, stochastic effects in circuit operation, as well as higher-level circuit properties such as robustness. Organization of transcriptional and protein-protein interaction networks at the genomic scale. Topics are approached from experimental, theoretical and computational perspectives. Instructors: Elowitz, Murray. BE 151. Bioengineering Principles and Practice in Molecular Biology. I units (3-0-6); first term. Prerequisites: None. This course will explore the bioengineering principles and developments that drive new avenues of research in molecular biology. We will review the basic principles of current research approaches, dissect the protocols, equipment and chemistry that enable these approaches, and discuss how they impose the existing limitations on performance. Students will be expected to engage in more reading on one of the approaches and develop strategies for implementing improvements. A written and oral presentation of the area under study will be required Areas to be investigated will be drawn from DNA sequencing, RNA analysis, genomic approaches, flow cytometry, and array technologies. Instructor: Lansford. BE/Bi 152. Bioengineering Principles and Practice in Cell Physi-ology. I units (3-0-6); second term. Prerequisites: None. T'his course will explore our current knowledge based on the fundamental properties of nerves and synapses, and present the bioengineering principles and developments that drive new avenues of research in cell physiology. We will present the tools used for making current research measure-ments, dissect the protocols, equipment, and physics that enable the approaches, and discuss the current limitations that limit performance. Students will be expected to engage in one of the technologies and develop a greater understanding in both written and oral presentations to the class. Areas to be investigated will be drawn from electrophysiology, single channel recording, imaging with indicator dyes, and screening technologies. Not offered 2012-13. BE 153. Case Studies in Systems Physiology. 9 units (3-0-6); third term. Prerequisites: Bi 8, Bi 9, or equivalent. This course will explore the process of creating and validating theoretical models in systems biology and physiology. It will examine several macroscopic physiological systems in detail, including examples from immunology, endocrinol-ogy, cardiovascular physiology, and others. Emphasis will be placed on Bioengineering 405 406 understanding how macroscopic behavior emerges from the interaction of individual components. Instructor: Petrasek BE 157. Modeling Spatiotemporal Pattern Formation in Complex Biological Systems. 9 units (3-0-6); second term. Prerequisites: Bi 8, Bi 9, ACM 95 abc, and Ph 2 b or Ph 12 c or Ch 25. This course describes how to use statistical mechanics and nonlinear dynamics to model self-organized spatiotemporal pattern formation and transition kinetics in complex biological systems. These phenomena include Turing patterns in morphogenesis, oscillations by excitation-relaxation dynamics in cell signaling networks, and the propagation of traveling waves observed in action potentials and collective cell migration. This course emphasizes the construction of phenomenological models for stochastic nonlinear behavior in biological systems, including derivation of the corresponding Turing analysis, Langevin equation, Fokker-Planck equation, and Kramer theory. Instructor: Guo. BE 159. Signal Transduction and Biomechanics in Eukaryotic Cell Morphogenesis. 9 units (3-0-6); third term. Prerequisites: Bi 8, Bi 9, ACM 95 abc. This course examines the mechanical and biochemical pathways that govern eukaryotic cell morphogenesis. Topics include embryonic pattern formation, cell polarization and migration in tissue development and regeneration. Biomechanics will be treated at the molecular, cellular, and multicellular levels of organization. In addition to providing background material on cytoskeletal biomechanics and intra/intercellular signaling in cell-matrix and cell-cell interactions, the course will emphasize the interplay between mechanical and biochemical pathways in tissue morphogenesis and homeostasis. Current understanding of malignant transformation will be briefly described, as well. The course will briefly introduce appropriate modeling techniques and tools such as fabrication and optical approaches to the quantitative study of morphogenesis. Instructor: Guo. BE/APh 161. Physical Biology of the Cell. 12 units (3-0-9); second term. Prerequisites: Ph Zab and ACM 9Sabc, or background in differential equations and statistical and quantum mechanics, or instructor's written permission. Physical models applied to the analysis of biological structures ranging from individual proteins and DNA to entire cells. Topics include the force response of proteins and DNA, models of molecular motors, DNA packing in viruses and eukaryotes, mechanics of mem-branes, and membrane proteins and cell motility. Instructor: Phillips. BE/APh 162. Physical Biology Laboratory. 12 units (0-6-6); second term. Prerequisites: concurrent enrollment in BE/APh 161; limited to juniors and seniors who have completed the required BE courses. This laboratory course accompanies BE/APh 161 and is built around experiments that amplify material covered in that course. Particular topics include background on techniques from molecular biology, mechanics of lipid bilayer vesicles, DNA packing in viruses, fluorescence microscopy of cells, experiments on cell motility, and the construction of genetic networks. Not offered 2012-13. Courses ChE/BE 163. Introduction to Biomolecular Engineering. 9 units (3-0-6). For course description, see Chemical Engineering. EE/BE 166. Optical Methods for Biomedical Imaging and Diagnosis. 9 units (3-1-5). For course description, see Electrical Engineering. BE 167. Research Topics in Bioengineering. 1 unit; first term. Introduction to current research topics in Caltech bioengineering labs. Graded pass/fail. Instructor: Pierce. BE 168. Reading the Bioengineering Literature. 4 units (1-0-3); second term. Prerequisites: None. Participants will read, discuss, and critique papers on diverse topics within the bioengineering literature. Instruc-tor: Winfree. Bi/BE 177. Principles of Modern Microscopy. I units (3-0-6). For course description, see Biology. BE/APh/Ph 181. Biological Interfaces, Transduction, and Sensing. 9 units (3-0-6); third term. Prerequisites: APh 105, Ph129 or equivalent (students without a background in statistical physics are still encouraged to take the course— additional tutorial sessions will be arranged as needed). Basic physics and chemical physics of interfaces between the fundamental realm of biology-molecules and cells— and the physical world. The course centers on processes that are essential for transduction to energy domains in which modern sensors operate. Information transfer from the biological realm to optical, electronic, and mechanical domains will be considered. Particular attention will be paid to both the sensitivity and the kinetics of transduction processes, and to how fluctuations affect and ultimately impose fundamental limits on such interactions. Instructor: Roukes. EE/BE 185. MEMS Technology and Devices. 9 units (3-0-6). For course description, see Electrical Engineering. BE/EE 189 ab. Design and Construction of Biodevices. 12 units (3-6-3) second term; 9 units (0-9-0) third term. Prerequisite: ACM 95 ab (for BE/EE 189 a); BE/EE 189 a (for BE/EE 189 b). Part a, students will design and implement biosensing systems, including a pulse monitor, a pulse oximeter, and a real-time polymerase-chain-reaction incubator. Students will learn to program in LABVIEW. Part b is a student-ini-tiated design project requiring instructor's permission for enrollment. Enrollment is limited to 24 students. BE/EE 189 a is an option require-ment; BE/EE 189 b is not. Instructor: Yang. BE/CS/CNS/Bi 191 ab. Biomolecular Computation. I units (3-0-6) second term; (2-4-3) third term. Prerequisite: none. Recommended: ChE/BE 163, CS 21, CS 129 ab, or equivalent. This course investigates computation by molecular systems, emphasizing models of computation based on the underlying physics, chemistry, and organization of biologi- 407 Bioengineering 408 cal cells. We will explore programmability, complexity, simulation of and reasoning about abstract models of chemical reaction networks, molecular folding, molecular self-assembly, and molecular motors, with an emphasis on universal architectures for computation, control, and construction within molecular systems. If time permits, we will also discuss biological example systems such as signal transduction, genetic regulatory networks, and the cytoskeleton; physical limits of computa-tion, reversibility, reliability, and the role of noise, DNA-based computers and DNA nanotechnology. Part a develops fundamental results; part b is a reading and research course: classic and current papers will be discussed, and students will do projects on current research topics. Instructor: Winfree. BE 200. Research in Bioengineering. Units and term to be arranged. By arrangement with members of the staff, properly qualified graduate students are directed in bioengineering research. Bi/BE 227. Methods in Modern Microscopy. 12 units (2-6-4). For course description, see Biology. BE 240. Special Topics in Bioengineering. Units and term to be ar-ranged. Topics relevant to the general educational goals of the bioengineering option. Graded pass/fail. Ae/BE 242. Biological Flows: Propulsion. 9 units (3-0-6). For course description, see Aerospace. BE/Ae 243. Biological Flows: Transport and Circulatory Systems. 9 units (3-0-6); third term. Prerequisite: Ae/APh/CE/ME 101 abc or equivalent or ChE 103 a. Internal flows: steady and pulsatile blood flow in compliant vessels, internal flows in organisms. Fluid dynamics of the human circulatory system: heart, veins, and arteries (microcirculation). Mass and momentum transport across membranes and endothelial layers. Fluid mechanics of the respiratory system. Renal circulation and circulatory system. Biological pumps. Not offered 2012-13. BE 262. Physical and Synthetic Biology Boot Camp. 9 units (1-8-0); bird term. This course provides an intensive research introduction t urrent projects in physical and synthetic biology. Projects are base on current research directions in participating labs, including those of visiting biologists invited for the course. Representative classes of experiments include quantitative fluorescent microscopy of cell and organelle dynamics, single-cell measurement of genetic expressio levels during development, and design and construction of biologica circuits in microbes. Graded pass/fail. Not offered 2012-13. Courses BIOLOGY Bi 1. Principles of Biology. 9 units (4-0-5); third term. Advances in biotechnology have driven unprecedented integration across the hierarchy of biology, from molecules to ecosystems, as well as the integration of biology with other sciences, including geology, physics, chemistry and mathematics. The design of this biology course seeks to provide introductory students with a strong foundation built on a set of basic principles that will provide students with the intellectual tools for critical thinking in the discipline. Because the microbial world has been critical in all aspects of biology, from the environmental to human health, throughout the evolution of the biosphere, a microbiological perspective will form the nucleus around which each major topic will be developed. Specifically, we will discuss key concepts in cellular and molecular biology (e.g. cytoskeletal elements, transcription, transla-tion), ecology, evolution, and metabolism (e.g. biosynthesis and energy generation) by providing examples from the microbial world. Instruc-tor: Newman. Bi 1 x. The Great Ideas of Biology: An Introduction through Experimentation. I units (0-6-3); third term. Introduction to concepts and laboratory methods in biology. Molecular biology techniques and advanced microscopy will be combined to explore the great ideas of biology. This course is intended for nonbiology majors and will satisfy the freshman biology course requirement. Limited enrollment. Instruc-tor: Phillips. Bi 2. Current Research in Biology. 3 units (1-0-2); first term. Intended for students considering the biology option; open to freshmen. Current research in biology will be discussed, on the basis of reading assigned in advance of the discussions, with members of the divisional faculty. Graded pass/fail. Instructor: Elowitz. Bi 8. Introduction to Molecular Biology: Organization and Expression of Genetic Information. 9 units (4-0-5); second term. This course and its sequel, Bi 9, cover biology at the molecular and cellular levels. Bi 8 emphasizes genomic structure and mechanisms involved in the organization and regulated expression of genetic infor-mation. The focus is on the ways that the information content of the genome is translated into distinctive, cell type specific patterns of gene expression and protein function, with special attention to the problems of gene regulation in complex multicellular organisms. Assignments will include critical dissections of papers from current research literature and individual oral presentations by students to the class on specific topics. Instructor: Rothenberg. Bi 9. Cell Biology. 9 units (3-0-6); third term. Continues coverage of biology at the cellular level, begun in Bi 8. Topics: cytoplasmic structure, membrane structure and function, cell motility, and cell-cell Biology 409 410 recognition. Emphasis on both the ultrastructural and biochemical approaches to these topics. Instructors: Aravin, Deshaies. Bi 10. Cell Biology Laboratory. 6 units (1-3-2); third term. Prerequi-site: Bi 8; designed to be taken concurrently with Bi 9. Introduction to basic methods in cell and molecular biological research, including polymerase chain reaction, molecular cloning, expression and purification of recombinant fusion proteins in bacteria, enzymology, and gel electrophoresis of proteins and nucleic acids. Instructor: Deshaies. FS/Bi 13. In Search of Memory. 6 units (2-0-4). For course descrip-tion, see Freshman Seminar. Bi 22. Undergraduate Research. Units to be arranged; first, second, third terms. Special problems involving laboratory research in biology; to be arranged with instructors before registration. Graded pass/fail. Instruc-tor: Staff. Bi 23. Biology Tutorial. 3 or 6 units; second, third terms. Small group study and discussion in depth of special areas or problems in biol-ogy, involving regular tutorial sections with instructors. Usually given winter and/or spring terms. To be arranged with instructors before registration. Graded pass/fail. Instructor: Huang. Bi 24. Technical Communication for Biologists. 6 units (2-0-4); first term. This course offers instruction and practice in writing and speaking relevant to professional biologists working in research, teach-ing, and/or medical careers. Students may write a paper for a scientific journal, based on their previous research and mentored by a faculty member. Alternatively, students may produce a variety of brief writing assignments with a range of audiences and purposes. Oral presentations will be based on writing produced in the course, with feedback from instructors and peers. Fulfills the Institute scientific writing requirement. Not offered 2012-13. Bi 90 abc. Undergraduate Thesis. 12 or more units per term; first, second, third terms. Prerequisites: 18 units of Bi 22 (or equivalent research experience) in the research area proposed for the thesis, and instructor's permission. Intended to extend opportunities for research provided by Bi 22 into a coherent individual research project, carried out under the supervision of a member of the biology faculty. Normally involves three or more consecutive terms of work in the junior and senior years. The student will formulate a research problem based in part on work already carried out, evaluate previously published work in the field, and present new results in a thesis format. First two terms graded pass/fail; final term graded by letter on the basis of the completed thesis. Instructor: Bjorkman. CNS/SS/Psy/Bi 102 ab. Brains, Minds, and Society. 9 units (3-0-6). For course description, see Computation and Neural Systems. Courses CNS/Bi/Ph 107. Writing about Scientific Research. 9 units (3-0-6). For course description, see Computation and Neural Systems. Bi/Ch 110. Introduction to Biochemistry. 12 units (4-0-8); first term. Prerequisite: Ch 41 abc or instructor's permission. Lectures and recitation introducing the molecular basis of life processes, with emphasis on the structure and function of proteins. Topics will include the derivation of protein structure from the information inherent in a genome, biological catalysis, the intermediary metabolism that provides energy to an organism, and the use of DNA manipulations, cloning, and expression of proteins in foreign hosts to study protein structure and function. Instructors: Richards, Biochemistry faculty. Bi/Ch 111. Biochemistry of Gene Expression. 12 units (4-0-8); second term. Prerequisites: Bi/Ch 110; Bi 8 and Bi 122 recommended. Lectures and recitation on the molecular basis of biological structure and function. Emphasizes the storage, transmission, and expression of genetic information in cells. Specific topics include DNA replication, recombination, repair and mutagenesis, transcription, RNA processing, and protein synthesis. Instructors: Campbell, Parker. Bi/Ch 113. Biochemistry of the Cell. 12 units (4-0-8); third term. Prerequisites: Bi/Ch 110; Bi 9 recommended. Lectures and recitation on the biochemistry of basic cellular processes in the cytosol and at the cell surface, with emphasis on signal transduction, membrane trafficking, and control of cell division. Specific topics include cell-cell signaling, control of gene expression by cell surface molecules, tumorigenesis, endocytosis, exocytosis, viral entry, and cell cycle regulation. Instruc-tors: Chan, Hoelz. Bi 114. Immunology. I units (3-0-6); second term. Prerequisites: Bi 8, Bi 9, Bi 122 or equivalent, and Bi/Ch 110 recommended. The course will cover the molecular and cellular mechanisms that mediate recognition and response in the mammalian immune system. Topics include cellular and humoral immunity, the structural basis of immune recognition, antigen presentation and processing, developmental regulation of gene rearrangement, biochemistry of lymphocyte activation, lymphokines and the regulation of cellular responses, T and B cell development, and mechanisms of tolerance. Instructor: Mazmanian. Bi 115. Attack and Repulsion: Viruses and their Hosts. I units (3-0-6); third term. The course will introduce the chemistry and biology of viruses, emphasizing their diverse replication strategies. It will then focus on mechanisms used by viruses to multiply in the face of host defenses. It will also discuss cancer-inducing viruses. The course will mainly consider mammalian viruses but will also discuss aspects of plant and bacterial viruses. Given in alternate years; not offered 2012-13. Bi 117. Developmental Biology. I units (3-0-6); second term. Pre-requisites: Bi 8 and Bi 9. A survey of the development of multicellular organisms. Topics will include the beginning of a new organism Biology 411 412 (fertilization), the creation of multicellularity (cellularization, cleavage), reorganization into germ layers (gastrulation), induction of the nervous system (neurulation), and creation of specific organs (organogenesis). Emphasis will be placed on the molecular mechanisms underlying morphogenetic movements, differentiation, and interactions during de-velopment, covering both classical and modern approaches to studying these processes. Instructor: Bronner. Bi 118. Morphogenesis of Developmental Systems. 6 units (2-0-4); first term. Prerequisites: Bi 8 and Bi 9, and at least one of the following: Bi 117, Bi 122, Bi 129, Bi 145, or Bi 182 (or equivalents). Lectures on and discussion of how cells, tissues, and organs take shape: the influence of force on cell shape change; cell migration including chemotaxis and collective cell movement; adhesion/deadhesion during migration; the relationship between cell migration and metastasis; and a review/ overview of general signaling principles and embryonic development of invertebrate and vertebrate animals. Instructor: Stathopoulos. Given in alternate years; offered 2012-13. CNS/Bi/Psy 120. The Neuronal Basis of Consciousness. 9 units (4-0-5). For course description, see Computation and Neural Systems. Bi 122. Genetics. I units (3-0-6); first term. Prerequisite: Bi 8 or Bi 9, or instructor's permission. Lecture and discussion course covering basic principles of genetics. Instructor: Hay. Bi 123. Genetics Laboratory. 12 units (2-8-2); second term. Prerequisite: Bi 122. Laboratory exercises illustrating the principles of genetics, with emphasis on Mendelian inheritance in multicellular eukaryotes, including Drosophila melanogaster and Caenorhabditis elegans. Given in alternate years; not offered 2012-13. Bi 129. Biology of Cancer. 9 units (3-0-6); second term. The first part of the course will concern the basic biology of cancer, covering oncogenes, tumor suppressors, tumor cell biology, metastasis, tumor angiogenesis, and other topics. There will also be a section on cancer genetics, which will primarily be taught from primary literature and journal reviews. The last part of the course will concern treatments, including chemotherapy, anti-angiogenic therapy, and immunotherapy. Textbook: The Biology of Cancer (2006) by Robert Weinberg. Instructor: Zinn. Given in alternate years; offered 2012-13. CNS/Psy/Bi 131. The Psychology of Learning and Motivation. 9 units (3-0-6). For course description, see Computation and Neural Systems. Bi/Ch 132. Biophysics of Macromolecules. I units (3-0-6); first term Recommended prerequisite: Bi/Ch 110. Structural and functional aspects of nucleic acids and proteins, including hybridization; electrophoretic behavior of nucleic acids; principles and energetics of folding of polypeptide chains in proteins; allostery and cooperativity in protein action; Courses enzyme kinetics and mechanisms; and methods of structure determina-tion, such as X-ray diffraction and magnetic resonance. Structure and function of metalloenzymes. Instructors: Beauchamp, Cai. Bi 145. Tissue and Organ Physiology. 9 units (4-0-5); first term. Prerequisites: Bi 8, 9, 110, 117. Bi 110 may be taken concurrently. Reviews of embryology, anatomy, and histology, as well as in-depth discussion of cellular physiology (from a control and digital logic perspective). Topics will include building from cell function to tissues, hematologic, connective tissue, musculoskeletal physiology, and integration of these tissue functions into the function of the cardiovascular system, in an organ-based fashion, with pulmonary, renal, gastrointestinal, hepato-biliary, neuroendocrine, and reproductive physiology. Specific topics in advanced physiology, including cardiovascular and pulmonary physiol-ogy, exercise, nutrition, congenital abnormalities, selected topics in pathophysiology. Instructor: Tydell. Bi/CNS 150. Introduction to Neuroscience. 10 units (4-0-6); first term. Prerequisites: Bi 8, 9, or instructors' permission. General principles of the function and organization of nervous systems, providing both an overview of the subject and a foundation for advanced courses. Topics include the physical and chemical bases for action potentials, synaptic transmission, and sensory transduction; anatomy; development; sensory and motor pathways; memory and learning at the molecular, cellular, and systems level; and the neuroscience of brain diseases. Instructors: Adolphs, Lester. BE/Bi 152. Bioengineering Principles and Practice in Cell Physiology. 9 units (3-0-6). For course description, see Bioengineering. Bi 156. Molecular Basis of Behavior. 9 units (3-0-6); second term. Pre-requisite: Bi 150 or instructor's permission. A lecture and discussion course on the neurobiology of behavior. Topics may include biological clocks, eating behavior, sexual behavior, addiction, mental illness, and neurode-generative diseases. Given in alternate years; not offered 2012-13. Bi/CNS 157. Comparative Nervous Systems. 9 units (2-3-4); third term. An introduction to the comparative study of the gross and microscopic structure of nervous systems. Emphasis on the vertebrate nervous system; also, the highly developed central nervous systems found in arthropods and cephalopods. Variation in nervous system structure with function and with behavioral and ecological specializations and the evolution of the vertebrate brain. Instructor: Allman. Given in alternate years; offered 2012-13. Bi/CNS 158. Vertebrate Evolution. 9 units (3-0-6); third term. An integrative approach to the study of vertebrate evolution combining comparative anatomical, behavioral, embryological, genetic, paleonto-logical, and physiological findings. Special emphasis will be given to: (1) the modification of developmental programs in evolution; (2) homeostatic systems for temperature regulation; (3) changes in the life cycle Biology 413 414 governing longevity and death; (4) the evolution of brain and behavior. Given in alternate years; not offered 2012-13. Bi/CNS 162. Cellular and Systems Neuroscience Laboratory. 12 units (2-7-3); third term. Prerequisite: Bi 150 or instructor's permission. A laboratory-based introduction to experimental methods used for electrophysiological studies of the central nervous system. Through the term, students investigate the physiological response properties of neurons in insect and mammalian brains, using extra- and intracellular recording techniques. Students are instructed in all aspects of experimental procedures, including proper surgical techniques, electrode fabrication, stimulus presentation, and computer-based data analysis. Graded pass/fail. Instructor: Staff. ESE/Bi 166. Microbial Physiology. 9 units (3-1-5). For course description, see Environmental Science and Engineering. ESE/Bi 168. Microbial Metabolic Diversity. 9 units (3-0-6). For course description, see Environmental Science and Engineering. BMB/Bi/Ch 170 abc. Biochemistry and Biophysics of Macromolecules and Molecular Assemblies. I units (3-1-5). For course descrip-tion, see Biochemistry and Molecular Biophysics. CNS/Bi/SS/Psy 176. Cognition. 12 units (6-0-6). For course descrip-tion, see Computation and Neural Systems. Bi/BE 177. Principles of Modern Microscopy. I units (3-0-6); second term. Lectures and discussions on the underlying principles behind digital, video, differential interference contrast, phase contrast, confocal, and two-photon microscopy. The course will begin with basic geometric optics, characteristics of lenses and microscopes, and principles of accurate imaging. Specific attention will be given to how different imaging elements such as filters, detectors, and objective lenses contribute to the final image. Course work will include critical evaluation of published images and design strategies for simple optical systems. Emphasis in the second half of the course will be placed on the analysis and presentation of two- and three-dimensional images. No prior knowledge of microscopy will be assumed. Instructor: Staff. Bi/Ge 180. Methods in Molecular Genetics. 12 units (2-8-2); first term. Prerequisites: Bi 122, Bi 10, or instructor's permission. An introduction to current molecular genetic techniques including basic microbiological and molecular biological procedures, phage display, bacterial two-hybrid system, protein purification, sequencing, and genomics. The first half of the course involves structured experiments designed to demonstrate the various techniques. The second half is devoted to individual research projects in which the techniques are applied to original studies on an interesting, but not well studied, organism. Graded pass/ fail. Instructor: Bertani. Courses Bi 182. Gene Regulation Systems and the Control of Embryonic Development. 6 units (2-0-4); second term. Prerequisites: Bi 8 and at least one of the following: Bi 111, Bi 114, or Bi 122 (or equivalents). This course will cover the principles of developmental gene regulation in animals with emphasis on causal mechanism; theory, solution, and explanatory power of gene regulatory networks and how they are directly encoded in the genome; regulatory mechanisms underlying embryonic and postembryonic processes of development. Specific examples will be drawn mainly from sea urchin and Drosophila, but comparative treatment of other modes of development will be included. Given in alternate years; not offered 2012-13. Bi/CNS 184. The Primate Visual System. 9 units (3-1-5); third term. This class focuses on the primate visual system, investigating it from an experimental, psychophysical, and computational perspective. The course will focus on two essential problems: 3-D vision and object recognition. Topics include parallel processing pathways, functional specialization, prosopagnosia, object detection and identification, invariance, stereopsis, surface perception, scene perception, naviga-tion, visual memory, multidimensional readout, signal detection theory, oscillations, and synchrony. It will examine how a visual stimulus is represented starting in the retina, and ending in the frontal lobe, with a special emphasis placed on mechanisms for high-level vision in the parietal and temporal lobes. The course will include a lab component in which students design and analyze their own MRI experiment. Instruc-tor: Tsao. Given in alternate years; offered 2012-13. Bi/CNS 185. Large Scale Brain Networks. 9 units (3-0-6); third term. This class will focus on understanding what is known about the large-scale organization of the brain, focusing on the mammalian brain. What large scale brain networks exist and what are their principles of function? How is information flexibly routed from one area to another? What is the function of thalamocortical loops? We will examine large scale networks revealed by anatomical tracing, functional connectivity studies, and mRNA expression analyses, and explore the brain circuits mediating complex behaviors such as attention, memory, sleep, multi-sensory integration, decision making, and object vision. While each of these topics could cover an entire course in itself, our focus will be on understanding the master plan--how the components of each of these 415 will discuss the communication through coherence hypothesis, smal world networks, and sparse coding. Instructor: Tsao. Given in alternat years, offered 2013-14. CNS/Bi/EE/CS 186. Vision: From Computational Theory to Neuronal Mechanisms. 12 units (4-4-4). For course description, see Computation and Neural Systems. Biology 416 CNS/Bi/Ph/CS 187. Neural Computation. 9 units (3-0-6). For course description, see Computation and Neural Systems. Bi 188. Human Genetics and Genomics. 6 units (2-0-4); third term. Prerequisite: Bi 122; or graduate standing and instructor's permis-sion. Introduction to the genetics of humans. Subjects covered include variability, and human evolution. Instructor: Wold. Given in alternate years; offered 2012-13. Bi 189. The Cell Cycle. 6 units (2-0-4); third term. Prerequisites: Bi 8 and Bi 9. The course covers the mechanisms by which eukaryotic cells control their duplication. Emphasis will be placed on the biochemical processes that ensure that cells undergo the key events of the cell cycle in a properly regulated manner. Instructor: Dunphy. Bi 190. Advanced Genetics. 6 units (2-0-4); third term. Prerequisites: Bi 122. Lectures and discussions covering how genetic analysis is used to solve biological problems. Emphasis is on genetic and genome-scale approaches used in model organisms such as yeast, flies, worms, and mice to elucidate the function of genes, genetic pathways and genetic networks. Instructor: Sternberg. Given in alternate years; offered 2012-13. BE/CS/CNS/Bi 191 ab. Biomolecular Computation. 9 units. For course description, see Bioengineering. Bi 199. Introduction to MATLAB for Biologists. 6 units (3-0-3); second term. This hands-on course provides an introduction to MATLAB'S structure and syntax, writing of functions and scripts, image analysis, and data visualization. Instructor: Kennedy. Bi 202. Neurobiology of Disease. 9 units (3-0-6); first term. Prerequi-site: Bi 150 or instructor's permission. This course will cover the cellular and molecular basis of diseases of the nervous system, as well as current and future therapeutic approaches. These diseases include disorders of abnormal protein structure (Alzheimer's, Huntington's, Parkinson's, prion), autoimmunity (multiple sclerosis), developmental disorders of cognition and social communication (schizophrenia, autism, Fragile X, Rett syndrome), epilepsy, stroke and depression. Genetic and environmental etiologies will be explored, and animal models will be compared to the human condition. The role of the reward system in addiction will also be discussed. Instructor: Patterson. Given in alternate years; offered 2012-13. Bi 204. Evolution of the Animal Body Plan. 6 units (2-0-4); third term. Prerequisite: Bi 182 or equivalent. Qualified undergraduates are welcome. Evolution of animal forms will be considered mechanistically in terms of change in the genomic regulatory programs underlying the developmental ontogeny of these forms, but within the frame- Courses work provided by current concepts of animal phylogeny. Evolutionary mechanisms will be considered, as well, with respect to the real-time paleontological record and the changing conditions of Earth's environment through geological time. Principles emerging from the system biology of regulatory evolution will be emphasized. Instructor: Davidson. Bi 206. Biochemical and Genetic Methods in Biological Research. 6 units (2-0-4); third term. Prerequisite: graduate standing or instructor's permission. This course will comprise in-depth discussions of selected methods in molecular biology and related fields. Given the enormous range of techniques available to a molecular biologist nowadays, the course will focus on a subset of these methods that includes recent and highly promising techniques, with an emphasis on their robustness and general applicability. Instructor: Varshavsky. Bi 214. Hematopoiesis: A Developmental System. 6 units (2-0-4); third term. Prerequisite: Bi 114, or Bi 182, or Bi 117 plus Bi/Ch 111, or graduate standing. An advanced course with lectures and seminar pre-sentations, based on reading from the current literature. The characteristics of blood cells offer unique insights into the molecular basis of lineage commitment and the mechanisms that control the production of diverse cell types from pluripotent precursors. The course will cover the nature of stem cells, the lineage relationships among differentiated cell types, the role of cytokines and cytokine receptors, apoptosis and lineage-specific proliferation, and how differentiation works at the level of gene regulation and regulatory networks. Roles of prominent regulatory molecules in hematopoietic development will be compared with their roles in other developmental systems. Emphasis will be on explanation of cellular and system-level phenomena in terms of molecular mechanisms. Instructor: Rothenberg. Given in alternate years; offered 2012-13. Bi/CNS 216. Behavior of Mammals. 6 units (2-0-4); first term. A course of lectures, readings, and discussions focused on the genetic, physiological, and ecological bases of behavior in mammals. A basic knowledge of neuroanatomy and neurophysiology is desirable. Given in alternate years; not offered 2012-13. Bi/CNS 217. Central Mechanisms in Perception. 6 units (2-0-4); first term. Reading and discussions of behavioral and electrophysi-ological studies of the systems for the processing of sensory information in the brain. Instructor: Allman. Given in alternate years; offered 2012-13. CNS/Bi 221. Computational Neuroscience. I units (4-0-5). For course description, see Computation and Neural Systems. Bi/CNS 220. Genetic Dissection of Neural Circuit Function. 6 units (2-0-4); second term. This advanced course will discuss the emerg ing science of neural "circuit breaking" through the application of mo 417 Biology 418 lecular genetic tools. These include optogenetic and pharmacogenetic manipulations of neuronal activity, genetically based tracing of neuronal connectivity, and genetically based indicators of neuronal activity. Both viral and transgenic approaches will be covered, and examples will be drawn from both the invertebrate and vertebrate literature. Interested students who have little or no familiarity with molecular biology will be supplied with the necessary background information. Lectures and student presentations from the current literature. Instructor: Anderson. Bi/BE 227. Methods in Modern Microscopy. 12 units (2-6-4); second term. Prerequisites: Bi/BE 177 or a course in microscopy. Bi 177 may be taken concurrently with this course. Discussion and laboratory-based course covering the practical use of the confocal microscope, with special attention to the dynamic analysis of living cells and embryos. Course will begin with basic optics, microscope design, Koehler illumination, and the principles of confocal microscopy. After introductory period, the course will consist of semi-independent weeklong modules organized around different imaging challenges. Early modules will focus on three-dimensional reconstruction of fixed cells and tissues, with particular attention being paid to accurately imaging very dim samples. Later modules will include time-lapse confocal analysis of living cells and embryos, including Drosophila, zebra fish, chicken, and s embryos. Dynamic analysis will emphasize the use of fluorescent proteins. No prior experience with confocal microscopy will be assumed; however, a basic working knowledge of microscopes is highly recommended. Preference is given to graduate students who will be using confocal microscopy in their research. Instructor: Staff. Ch/Bi 231. Advanced Topics in Biochemistry. 6 units (2-0-4). For course description, see Chemistry. Ge/Bi 244. Paleobiology Seminar. 6 units (3-0-3). For course description, see Geological and Planetary Sciences. Ge/Bi 246. Molecular Geobiology Seminar. 6 units (2-0-4). For course description, see Geological and Planetary Sciences. CNS/Bi 247. Cerebral Cortex. 6 units (2-0-4). For course descrip-tion, see Computation and Neural Systems. Bi 250 a. Topics in Molecular and Cellular Biology. 9 units (3-0-6); first term. Prerequisite: graduate standing. Lectures and discussion covering research methods, logic, techniques and strategies, fundamental and general principles of modern biology, and unsolved problems. Students will learn to critique papers on molecular biology, cell biology, and genetics. Instructor: Prober. Bi 250 b. Topics in Systems Biology. 9 units (3-0-6); second term. Prerequisite: graduate standing. The class will focus on quantitative studies of cellular and developmental systems in biology. It will examine the architecture of specific genetic circuits controlling microbial behaviors Courses and multicellular development in model organisms. The course will approach most topics from both experimental and theoretical/compu-tational perspectives. Specific topics include chemotaxis, multistability and differentiation, biological oscillations, stochastic effects in circuit operation, as well as higher-level circuit properties such as robustness. The course will also consider the organization of transcriptional and protein-protein interaction networks at the genomic scale. Instructor: Elowitz. Bi/CNS 250 c. Topics in Systems Neuroscience. I units (3-0-6); third term. Prerequisite: graduate standing. The class focuses on quantitative studies of problems in systems neuroscience. Students will study classical work such as Hodgkin and Huxley's landmark papers on the ionic basis of the action potential, and will move from the study of interacting currents within neurons to the study of systems of interacting neurons. Topics will include lateral inhibition, mechanisms of motion tuning, local learning rules and their consequences for network structure and dynamics, oscillatory dynamics and synchronization across brain circuits, and formation and computational properties of topographic neural maps. The course will combine lectures and discus-sions, in which students and faculty will examine papers on systems neuroscience, usually combining experimental and theoretical/model-ing components. Instructor: Siapas. Bi/BMB 251 abc. Current Research in Cellular and Molecular Biology. 1 unit. Prerequisite: graduate standing. Presentations and discussion of research at Caltech in biology and chemistry. Discussions of responsible conduct of research are included. Instructors: Sternberg, Hay. Bi 252. Responsible Conduct of Research. 4 units (2-0-2); third term. This lecture and discussion course covers relevant aspects of the responsible conduct of biomedical and biological research. Topics include guidelines and regulations, ethical and moral issues, research misconduct, data management and analysis, research with animal or human subjects, publication, conflicts of interest, mentoring, and professional advancement. T'his course is required of all trainees supported on the NIH training grants in cellular and molecular biology and neuroscience, ng risin as. Undergraduates de other graduate sud enrictor. permission. Graded pass/fail. Instructors: Meyerowitz, Sternberg, staff. SS/Psy/Bi/CNS 255. Topics in Emotion and Social Cognition. 9 units (3-0-6). For course description, see Social Science. CNS/Bi 256. Decision Making. 6 units (2-0-4). For course descrip-tion, see Computation and Neural Systems. Bi 270. Special Topics in Biology. Units to be arranged; first, second, third terms. Students may register with permission of the responsible faculty member. 419 Biology 420 CNS/Bi 286 abc. Special Topics in Computation and Neural Systems. Units to be arranged. For course description, see Computation and Neural Systems. Bi 299. Graduate Research. Units to be arranged; first, second, third terms. Students may register for research units after consultation with their adviser. BUSINESS ECONOMICS AND MANAGEMENT BEM/Ec/SS 20. Scientific Writing and Oral Presentation in the Social Sciences. 6 units (2-0-4); second term. This class provides the opportunity for students to improve their written and oral presentation skills in the social sciences. Students should come prepared with complete drafts of papers from another course or a SURF project, which they will substantially revise and improve in a style typical of peer-reviewed journals in their discipline. These papers must be the students' original work and must be papers with social science content. An initial introduction to the art of scientific writing will be provided by the staff of the Hixon Writing Center. In addition, each student will work closely with an HSS mentor whose own research is close to the student's paper topic. Fulfills the Institute scientific writing requirement and the option oral presentation requirement for HSS majors. Instructors: Yariv, Daley. BEM 102. Introduction to Accounting. 9 units (3-0-6); first, second terms. An introduction to accounting in business. Topics include financial accounting, cost accounting. Instructor: Wang. BEM 103. Introduction to Finance. I units (3-0-6); first term. Prereq-uisite: Ec 11 required. An introduction to corporate finance. Economic theory is used to study asset valuation and financial decision making in business. Topics include financial decision making under certainty, introduction to valuation of risky assets (stocks and bonds), the corporate investment decision, dividend policy, and the corporate financing decision. Instructor: Bossaerts. BEM 104. Investments. I units (3-0-6); third term. Prerequisites: Ec 11, BEM 103, some familiarity with statistics. Examines the theory of financial decision making and statistical techniques useful in analyzing financial data. Topics include portfolio selection, equilibrium security pricing, empirical analysis of equity securities, fixed-income markets, market efficiency, and risk management. Instructor: Gillen. BEM 105. Options. 9 units (3-0-6); second term. Prerequisites: BEM 103, some familiarity with statistics. Ec 11 recommended. An introduction to modern option pricing theory. The focus is the valuation of contingent claims. Both American and European options are considered. The binomial and Black-Scholes option pricing models are derived. The Courses theory is also applied to risky debt and portfolio choice. Instructor: J. Zhang BEM 106. Competitive Strategy. I units (3-0-6); second term. Prereq-uisite: Ec 11. This course develops concepts appropriate for formulating strategy in a competitive environment, using a combination of case analysis and lectures. The course covers differentiation strategies, positioning to neutralize incumbency advantages, the product life cycle, organizational design as competitive strategy, signaling, cooperation strategies, pricing and price discrimination as competitive strategy, strategic use of option theory, and the war of attrition. Instructor Snowberg. BEM 107. Advanced Corporate Finance: Governance, Transact-ing, and Valuation. 9 units (3-0-6); third term. Prerequisite: BEM 103. This course builds on the concepts introduced in BEM 103 and applies them to current issues related to the financial management, regulation, and governance of both ongoing corporations and new start-up com-panies. The fundamental theme is valuation. The course discusses how valuation is affected by, among others, the role of directors, regulation of mergers and acquisitions, and management incentives. Instructor: Cornell. BEM 109. Fixed-Income and Credit-Risk Derivatives. I units (3-0-6); third term. Prerequisite: BEM 105. An introduction to the models of interest rates and credit/ default risk. The focus is on continuous time models used in Wall Street practice for pricing and hedging fixed income securities. Two main models for credit risk are considered: structural and reduced form. Instructor: J. Zhang. BEM 110. Venture Capital. 9 units (3-0-6); second term. Prerequisites: BEM 101, 103. An introduction to the theory and practice of venture capital financing of start-ups. This course covers the underlying economic principles and theoretical models relevant to the venture investment process, as well as the standard practices used by industry and detailed examples. Topics include: The history of VC; VC stages of financing; financial returns to private equity; LBOs and MBOs; people versus ideas; biotech; IPOs; and CEO transitions. Instructor: Camerer. BEM 111. Quantitative Risk Management. 9 units (3-0-6); second term. Prerequisites: ACM/ESE 118, BEM 105, or Ma 112. An introduction to financial risk management. Concepts of Knightian risk and uncertainty; coherent risk; and commonly used metrics for risk. Techniques for estimating equity risk; volatility; correlation; interest rate risk; and credit risk are described. Discussions of fat-tailed (leptokurtic) risk, scenario analysis, and regime-switching methods provide an introduction to methods for dealing with risk in extreme environments. Instructor: Winston. BEM 113. Financial Markets Laboratory. I units (3-3-3); second term. Prerequisite: BEM 103. Financial economics is rather abstract and 421 Business Economics and Management 422 mathematical, and its value is difficult to ascertain from merely observing real-world financial markets, which operate in a complex environment where many key variables either remain unobserved or cannot be measured reliably. In this class, students will learn about the theories of asset pricing, options, investments performance evaluation, corporate finance, and banking/insurance through participation in a series of online market games. Grading will be based on a mixture of trading performance, written and oral reports. Instructor: Bossaerts. BEM 116. Advanced Business Strategy for Technology. 9 units (3-0-6); third term. Prerequisite: BEM 106. This course develops tools to determine strategy for firms facing rapid technological change, great uncertainty, low marginal costs and high fixed costs of production, and short product life cycles. The focus is on firms with high levels of human capital (so-called high-tech firms). Special attention is paid to the product life cycle, patent strategy, pricing, and hiring and retention of talented individuals. Working in teams, students will be asked to formulate strategy in real business situations. Not offered 2012-13. BEM/Ec 118. Environmental Economics. I units (3-0-6); first term. Prerequisite: Ec 11 or equivalent. This course provides a survey from the perspective of economics of public policy issues regarding the management of natural resources and the protection of environmental quality. The course covers both conceptual topics and recent and current applications. Included are principles of environmental and resource economics, management of nonrenewable and renewable resources, and environmental policy with the focus on air pollution problems, both local problems (smog) and global problems (climate change). Instruc-tor: Ledyard. BEM/PS 126. Business and Public Policy. 9 units (3-0-6); first term. Prerequisites: PS 12, Ec 11 or equivalent. This class studies the relationships among business, government, and interest groups as strategic actors in the nonmarket environment. Methods of influencing public policy are analyzed using the tools of modern political theory and economics frameworks. Topics may include media, private collective action, international business, and corporate social responsibility. Two written assignments will be collected and graded each week. Not offered 2012-13 BEM/Ec 146. Organization Design. I units (3-0-6); first term. Pre-requisite: Ec 11. An introduction to the analysis, design, and management of organizations with an emphasis on incentives and information. Principles from economics, political science, and game theory will be applied to problems in project and team management, in organizational computing, and in allocating and pricing shared facilities. Instructor: Camerer. BEM/Ec 185. Political Economy of Corporate Governance. 9 units (3-0-6); third term. Prerequisites: PS/Ec 172. The course covers issues of how firms are organized. Topics include the distribution of power and Courses returns among shareholders, managers, and other stakeholders; the role of law, public policy, and financial markets in constraining or enabling firms to solve the problems they face; the interaction between history, financial market structure, and the ownership of very large firms. Each student is expected to write two substantial papers - drafts will be read by instructor and revised by students. Instructor: Rosenthal. BEM 190. Undergraduate Research Project. Units to be arranged; any term. Prerequisites: BEM 103, 106, and instructor's permission. This course offers advanced undergraduates the opportunity to pursue research on a business problem individually or in small groups. Graded pass/fail. CHEMICAL ENGINEERING Ch/ChE 9. Chemical Synthesis and Characterization for Chemical Engineering. 9 units (1-6-2). For course description, see Chemistry. ChE 10. Introduction to Chemical Engineering. 1 unit (1-0-0); second term. A series of weekly seminars given by chemical engineering faculty or an outside speaker, on a topic of current research. Topics will be presented at an informal, introductory level. Graded pass/fail. ChE 62. Separation Processes. 9 units (3-0-6); first term. Equilibrium staged separations. Membrane separations. Absorption. Distillation. Liquid-liquid extraction. Introduction to mass transfer. Instructor: Seinfeld. ChE 63 ab. Chemical Engineering Thermodynamics. 9 units (3-0-6); second, third terms. A comprehensive treatment of classical thermodynamics with engineering and chemical applications and an introduction to statistical thermodynamics. First and second laws. Applications to closed and open systems. Equations of state. Ther-mochemical calculations. Properties of real fluids. Power generation and refrigeration cycles. Multicomponent systems, excess proper-ties, fugacities, activity coefficients, and models of nonideal solutions. Chemical potential. Phase and chemical reaction equilibria. Introductory statistical thermodynamics. Instructors: Tirrell, Ismagilov. ChE 80. Undergraduate Research. Units by arrangement. Research in chemical engineering offered as an elective in any term other than in the senior year. Graded pass/fail. ChE 90 ab. Senior Thesis. 9 units (0-4-5); first, second, third terms. A research project carried out under the direction of a chemical engineering faculty member. The project must contain a significant design com-ponent. Students must submit a proposal by the beginning of the first term of the thesis for review and approval. A grade will not be assigned prior to completion of the thesis, which normally takes two terms. A P 423 Chemical Engineering 424 grade will be given for the first term and then changed to the appropriate letter grade at the end of the course. Ch/ChE 91. Scientific Writing. 3 units (2-0-1). For course descrip-tion, see Chemistry. ChE 101. Chemical Reaction Engineering. 9 units (3-0-6); second term. Prerequisites: ChE 62 and ChE 63 ab, or instructor's permission. Elements of chemical kinetics and chemically reacting systems. Homogeneous and heterogeneous catalysis. Chemical reactor analysis. Instruc-tor: Arnold. ChE 103 abc. Transport Phenomena. 9 units (3-0-6); first, second, third terms. Prerequisite: ACM 95/100 abc or concurrent registration, or instructor's permission. A rigorous development of the basic differential equations of conservation of momentum, energy, and mass in fluid sys-tems. Solution of problems involving fluid flow, heat transfer, and mass transfer. Instructors: Staff, Kornfield, Davis. ChE 105. Dynamics and Control of Chemical Systems. 9 units (3-0-6); third term. Prerequisites: ChE 101 and ACM 95 abc or concurrent registration, or instructor's permission. Analysis and design of dynamic chemical systems, spanning biomolecular networks to chemical process-ing. Topics include control strategies for regulating dynamic perfor-mance, formulation of mechanistic and empirical models, linear analysis of feedback systems, introduction to multivariate control. Instructor: Seinfeld. ChE 112. Design, Invention, and Fundamentals of Microfluidic Systems. 9 units (3-0-6); second term. Prerequisites: ChE 101, ChE 103 abc, or instructor's permission. This course combines two parts. First, it will cover fundamental aspects of kinetics, mass-transport, and fluid physics that are relevant to microfluidic systems. Second, it will cover the process of using the understanding of fundamentals to design microfluidic systems that address challenges in Global Health, with an emphasis on students' inventive contributions and creativity. This course will require active participation. Instructor: Ismagilov. ChE 114. Solid State NMR Spectroscopy For Materials Chem-istry. 9 units (3-3-3); second Term. Prerequisites: Ch 21abc or instructor's permission. Principles and applications of solid state NMR spectroscopy will be addressed with focus on structure and dynamics characterization of organic and inorganic solids. Topics include basic principles of NMR phenomena in solid state, high resolution techniques such as magic angle spinning (MAS), cross-polarization (CP) MAS, Double Rotation (DOR) and multiple-quantum MAS (MQMAS) for half integer quadrupole nuclei, and multiple pulse experiments for dipolar decoupling and recoupling, which expect to cover MR methods that are routinely employed in studies of organic and inorganic materials chemistry. Hands-on experience will be provided via laboratory course on solid NMR spectrometers. Instructor: Hwang. Courses ChE 115. Electronic Materials Processing. I units (3-0-6); third term. Prerequisites: ChE 63 ab, ChE 103 abc, ChE 101, or instructor's permission. After a brief introduction to solid-state concepts, materials, and devices relevant to electronic applications, the course will cover the prevalent growth and etching techniques used in processing of electronic materials. Emphasis is on the underlying physical and chemical principles. Crystal and thin film growth techniques to be covered include physical and chemical vapor deposition, liquid-phase epitaxy, molecular beam epitaxy, and plasma-assisted deposition. Property altering processes such as diffusion, oxidation, and doping are also in-cluded. Plasma etching is introduced with emphasis on determining key parameters that control the ion energy and flux to the wafer surface. Key techniques for thin film analysis and characterization are briefly discussed. Instructor: Giapis. Given in alternate years; offered 2012-13. ChE 118. Introduction to the Design of Chemical Systems. I units (3-0-6); second term. Prerequisites: ChE 63 ab, ChE 101, ChE 103 abc, ChE 126, or instructor's permission. Short-term, open-ended projects that require students to design a chemical process or product. Each team generates and filters ideas, identifies use cases and objectives, evaluates and selects a design strategy, develops a project budget, schedules milestones and tasks, and writes a proposal with supporting documenta-tion. Each project must meet specified requirements for societal impact, budget, duration, person hours, environmental impact, safety, and ethics. Instructor: Vicic. ChE 120. Optimal Design of Chemical Systems. I units (1-6-2); third term. Prerequisites: ChE 63 ab, ChE 101, ChE 103 abc, ChE 126, or instructor's permission. Short-term, open-ended projects that require students to design and build a chemical process or manufacture a chemical product. Each team selects a project after reviewing a collection of proposals. Students use chemical engineering principles to design, build, test, and optimize a system, component, or product that fulfills specified performance requirements, subject to constraints imposed by budget, schedule, logistics, environmental impact, safety, and ethics. Instructor: Vicic. ChE 126. Chemical Engineering Laboratory. 9 units (1-6-2); first term. Prerequisites: ChE 63 ab, ChE 101, ChE 103, ChE 105, or instructor's permission. Short-term projects that require students to work in teams to design systems or system components. Projects typically include unit operations and instruments for chemical detection. Each team must identify specific project requirements, including performance specifi-cations, costs, and failure modes. Students use chemical engineering principles to design, implement, and optimize a system (or component) that fulfills these requirements, while addressing issues and constraints related to environmental impact, safety, and ethics. Students also learn professional ethics through the analysis of case studies. Instructor: Chemical Engineering 425 426 ChE 128. Chemical Engineering Design Laboratory. I units (1-6-2); second term. Prerequisites: ChE 63 ab, ChE 101, ChE 103, or instructor's permission. Short-term, open-ended research projects targeting chemical processes in microreactors. Projects include synthesis of chemical products or materials, detection and destruction of environmental pollutants, and other gas phase conversions. Each student is required to construct and troubleshoot his/her own microreactor, then experimentally evaluate and optimize independently the research project using chemical engineering principles. Where possible, cost analysis of the optimized process is performed. Instructors: Vicic, Giapis. ChE 130. Biomolecular Engineering Laboratory. I units (1-5-3); third term. Prerequisites: ChE 63 ab, ChE 101 (may be taken concurrently) or instructor's permission. Design, construction, and characterization of engineered biological systems that will be implemented in bacteria, yeast, and cell-free systems. Research problems will fall into the general areas of biomolecular engineering and synthetic biology. Emphasis will be on projects that apply rational and evolutionary design strategies toward engineering biological systems that exhibit dynamic, logical, or programmed behaviors. Instructors: Tirrell, Vicic. Ch/ChE 140 ab. Principles and Applications of Semiconductor Photoelectrochemistry. 9 units (3-0-6). For course description, see Chemistry. Ch/ChE 147. Polymer Chemistry. 9 units (3-0-6). For course description, see Chemistry. ChE/Ch 148. Polymer Physics. 9 units (3-0-6); third term. An introduction to the physics that govern polymer structure and dynamics in liquid and solid states, and to the physical basis of characterization methods used in polymer science. The course emphasizes the scaling aspects of the various physical properties. Topics include conformation of a single polymer chain under different solvent conditions; dilute and semi-dilute solutions; thermodynamics of polymer blends and block copolymers; rubber elasticity; polymer gels; linear viscoelasticity of polymer solutions and melts; glass transition and crystallization. Given in alternate years; not offered 2012-13. ChE 151 ab. Physical and Chemical Rate Processes. 12 units (3-0-9); first, second terms. The foundations of heat, mass, and momentum transfer for single and multiphase fluids will be developed Governing differential equations; laminar flow of incompressible fluids at low and high Reynolds numbers; forced and free convective heat and mass transfer, diffusion, and dispersion. Emphasis will be placed on physical understanding, scaling, and formulation and solution of boundary-value problems. Applied mathematical techniques will be developed and used throughout the course. Instructor: Brady. ChE 152. Heterogeneous Kinetics and Reaction Engineering. 9 units (3-0-6); first term. Prerequisite: ChE 101 or instructor's permission. Courses Survey of heterogeneous reactions and reaction mechanisms on metal and oxide catalysts. Characterization of porous catalysts. Reaction, dif-fusion, and heat transfer in heterogeneous catalytic systems. Instructor: ChE/Ch 155. Chemistry of Catalysis. 9 units (3-0-6); third term. Discussion of homogeneous and heterogeneous catalytic reactions, with emphasis on the relationships between the two areas and their role in energy problems. Topics include catalysis by metals, metal oxides, zeo-lites, and soluble metal complexes; utilization of hydrocarbon resources; and catalytic applications in alternative energy approaches. Not offered 2012-13. ChE/ESE 158. Aerosol Physics and Chemistry. 9 units (3-0-6); second term. Open to graduate students and seniors with instructor's permis-sion. Fundamentals of aerosol physics and chemistry; aerodynamics and diffusion of aerosol particles; condensation and evaporation; thermodynamics of particulate systems; nucleation; coagulation; particle size distributions; optics of small particles. Instructor: Flagan. ChE/BE 163. Introduction to Biomolecular Engineering. 9 units (3-0-6); first term. Prerequisites: Bi/Ch 110 or instructor's permission. The course introduces rational design and evolutionary methods for engineering functional protein and nucleic acid systems. Rational design topics include molecular modeling, positive and negative design paradigms, simulation and optimization of equilibrium and kinetic properties, design of catalysts, sensors, motors, and circuits. Evolutionary design topics include evolutionary mechanisms and tradeoffs, fitness landscapes, directed evolution of proteins, and metabolic pathways. Some assignments require programming (MATLAB or Python). Instructors: Arnold, Pierce. ChE/Ch 164. Introduction to Statistical Thermodynamics. I units (3-0-6); second term. Prerequisite: Ch 21 abc or instructor's permission. An introduction to the fundamentals and simple applications of statistical thermodynamics. Foundation of statistical mechanics; partition functions for various ensembles and their connection to thermodynamics; fluctuations; noninteracting quantum and classical gases; heat capacity of solids; adsorption; phase transitions and order parameters; linear response theory; structure of classical fluids; computer simulation methods. Instructors: Wang, Miller. ChE/Ch 165. Chemical Thermodynamics. 9 units (3-0-6); first term. Prerequisite: ChE 63 ab or instructor's permission. An advanced course emphasizing the conceptual structure of modern thermodynamics and its applications. Review of the laws of thermodynamics; thermodynamic potentials and Legendre transform; equilibrium and stability condi-tions; metastability and phase separation kinetics; thermodynamics of single-component fluid and binary mixtures; models for solutions; phase and chemical equilibria; surface and interface thermodynamics; electrolytes and polymeric liquids. Instructor: Wang. Chemical Engineering 427 428 ChE 174. Special Topics in Transport Phenomena. I units (3-0-6); third term. Prerequisites: ACM 95/100 and ChE 151 ab or instructor's permission. May be repeated for credit. Advanced problems in heat, mass, and momentum transfer. Introduction to mechanics of complex fluids; physicochemical hydrodynamics; microstructured fluids; colloidal dispersions; microfluidics; selected topics in hydrodynamic stability theory; transport phenomena in materials processing. Other topics may be discussed depending on class needs and interests. Instructor: TBA. ChE 280. Chemical Engineering Research. Offered to Ph.D. candidates in chemical engineering. Main lines of research now in progress are covered in detail in section two. CHEMISTRY Ch 1 ab. General Chemistry. 6 units (3-0-3) first term; 9 units (4-0-5) second term. Lectures and recitations dealing with the principles of chemistry. First term: electronic structure of atoms, periodic properties, ionic substances, covalent bonding, Lewis representations of molecules and ions, shapes of molecules, Lewis acids and bases, Bronsted acids and bases, hybridization and resonance, bonding in solids. Second term: chemical equilibria, oxidation and reduction, thermodynamics, kinetics, introduction to organic chemistry and the chemistry of life. Graded pass/fail. Instructors: Lewis, Reisman, Blake. Ch/APh 2. Introduction to Energy Sciences. I units (4-0-5); third term. Prerequisites: Ch 1 ab, Ph 1 ab, Ma 1 ab. Energy production and transduction in biological, chemical, and nuclear reactions. Bioenerget-ics: energy sources and storage; components of biological energy flows: pumps, motors, and solar cells; circuitry of biological energy flows and biological energy transduction pathways. Chemistry of energy production and utilization: fossil fuel utilization and energy conversion pathways; artificial photosynthesis, solar cells, and solar energy conver-sion. Principles of nuclear energy production: nuclear energy decay processes, fission and fusion reactions, and reactor principles. Not offered on a pass/fail basis. Satisfies the menu requirement of the Caltech core curriculum. Not offered 2012-13. Ch 3 a. Fundamental Techniques of Experimental Chemistry. 6 units (1-3-2); first, second, third terms. Introduces the basic principles and techniques of synthesis and analysis and develops the laboratory skills and precision that are fundamental to experimental chemistry. Freshmen who have gained advanced placement into Ch 41 or Ch 21, or who are enrolled in Ch 10, are encouraged to take Ch 3 a in the fall term. Graded pass/fail. Instructor: Mendez. Ch 3 x. Experimental Methods in Solar Energy Conversion. 6 units (1-3-2); first, second, third terms. Introduces concepts and laboratory methods in chemistry and materials science centered on the theme of Courses solar energy conversion and storage. Students will perform experiments involving optical spectroscopy, electrochemistry, laser spectroscopy, nanoparticle synthesis, photochemistry, and photoelectrochemistry, culminating in the construction and testing of dye-sensitized solar cells. Instructor: Mendez. Ch 4 ab. Synthesis and Analysis of Organic and Inorganic Com-pounds. 9 units (1-6-2). Prerequisites: Ch 1 (or the equivalent) and Ch 3 a or Ch 3 x. Ch 4 a is a prerequisite for Ch 4 b. Previous or concurrent enrollment in Ch 41 is strongly recommended. Introduction to methods of synthesis, separation, purification, and characterization used routinely in chemical research laboratories. Ch 4 a focuses on the synthesis and analysis of organic molecules; Ch 4 b focuses on the synthesis and analysis of inorganic and organometallic molecules. Ch 4 a, second term; Ch 4 b, third term only. Instructor: Mendez. Ch 5 ab. Advanced Techniques of Synthesis and Analysis. Ch 5 a 12 units (1-9-2), second term; Ch 5 b 9 units (1-6-2), first term. Prerequi-site: Ch 4 ab. Ch 102 strongly recommended for Ch 5 b. Modern synthetic chemistry. Specific experiments may change from year to year. Experiments illustrating the multistep syntheses of natural products (Ch 5 a), coordination complexes, and organometallic complexes (Ch 5 b) will be included. Methodology will include advanced techniques of synthesis and instrumental characterization. Terms may be taken independently. Instructors: Grubbs (a), Agapie (b). Ch 6 ab. Physical and Biophysical Chemistry Laboratory. 10 units (1-6-3); second, third terms. Prerequisites: Ch 1, Ch 4 ab, and Ch 21 or Ch 24 or equivalents (may be taken concurrently). Introduction to modern physical methods in chemistry and biology. Techniques include laser spectroscopy, microwave spectroscopy, electron spin resonance, nuclear magnetic resonance, mass spectrometry, F'T-IR, fluorescence, X-ray diffraction, scanning probe microscopies, and UHV surface methods. The two terms can be taken in any order. Instructors: Beauchamp, Weitekamp. Ch 7. Advanced Experimental Methods in Bioorganic Chemistry. 9 units (1-6-2); third term. Prerequisites: Ch 41 abc, and Bi/Ch 110, Ch 4 ab. Enrollment by instructor's permission. Preference will be given to students who have taken Ch 5 a or Bi 10. This advanced laboratory course will provide experience in the powerful contemporary methods for polypeptide and oligonucleotide synthesis. Experiments will address nucleic acid and amino acid protecting group strategies, biopolymer assembly and isolation, and product characterization. A strong emphasis will be placed on understanding the chemical basis underlying the successful utilization of these procedures. In addition, experiments to demonstrate the application of commercially available enzymes for useful synthetic organic transformations will be illustrated. Instructor: Hsieh-Wilson. Ch 8. Experimental Procedures of Synthetic Chemistry. 9 units (1-6-2); first term. Prerequisites: Ch 1 ab and Ch 3 a or Ch 3 x. Previous or Chemistry 429 430 concurrent enrollment in Ch 41 is strongly recommended. Introduction to the synthesis of organic and organometallic compounds, and to methods of separation, purification, and spectroscopic characterization used in chemical research. Instructor: Mendez. Ch/ChE 9. Chemical Synthesis and Characterization for Chemical Engineering. I units (1-6-2); third term. Prerequisites: Ch 1 ab and Ch 3 a or Ch 3 x. Previous or concurrent enrollment in Ch 41 is strongly recom-mended. Instruction in synthesis, separation, purification, and physical and spectroscopic characterization procedures of model organic and inorganic materials, with emphasis on chemical reactions such as po-lymerization, catalysis, and light absorption and emission. Enrollment priority given to chemical engineering majors. Instructor: Mendez. Ch 10 abc. Frontiers in Chemistry. 3 units (2-0-1) first, second terms; 8 units (1-6-1) third term; Open for credit to freshmen and sophomores. Prereg-uisites: Ch 10 c prerequisites are Ch 10 ab, Ch 3 a or Ch 3 x, and either Ch 1 ab, Ch 41 ab, or Ch 21 ab, and instructor's permission. Ch 10 ab is a weekly seminar by a member of the chemistry department on a topic of current research; the topic will be presented at an informal, introductory level. The other weekly session will acquaint students with the laboratory techniques and instrumentation used on the research topics. Ch 10 c is a research-oriented laboratory course, which will be supervised by a chemistry faculty member. Weekly class meetings will provide a forum for participants to discuss their research projects. Graded pass/fail. Instructors: Dervan, Hoelz. Ch 14. Chemical Equilibrium and Analysis. 6 units (2-0-4); third term. A systematic treatment of ionic equilibria in solution. Topics covered include acid-base equilibria in aqueous and nonaqueous solutions, complex ion formation, chelation, oxidation-reduction reactions, and some aspects of reaction mechanisms. Instructors: Richards, Shahgholi. Ch 15. Chemical Equilibrium and Analysis Laboratory. 10 units (0-6-4); first term. Prerequisites: Ch 1 ab, Ch 3 a or Ch 3 x, Ch 14, or instructor's permission. Laboratory experiments are used to illustrate modern instrumental techniques that are currently employed in industrial and academic research. Emphasis is on determinations of chemical composition, measurement of equilibrium constants, evaluation of rates of chemical reactions, and trace-metal analysis. Instructor: Dalleska. Ch 21 abc. Physical Chemistry. 9 units (3-0-6); first, second, third terms. Prerequisites: Ch 1 ab, Ph 2 ab, Ma 2 ab. Atomic and molecular quantum mechanics, spectroscopy, thermodynamics, statistical mechan-ics, and chemical kinetics. Instructors: Okumura, Cai, Miller. Ch 24. Introduction to Biophysical Chemistry: Spectroscopy. 9 units (3-0-6); second term. Prerequisites: Ma 1 abc, Ph 1 abc, Ph 2 ab or Ph 12 a, and Ch 21 a or Ph 12 b. Develops the basic principles of the interaction of light with matter, including spectroscopic and scattering Courses methods of macromolecular structure determination, with emphasis on biochemical and biophysical applications. Instructor: Heath. Ch 25. Introduction to Biophysical Chemistry: Thermodynamics. 9 units (3-0-6); third term. Prerequisites: Ma 1 abc, Ph 1 abc and Ph 2 ab; Ch 21 a and Ch 24 recommended. Develops the basic principles of solution thermodynamics, transport processes, and reaction kinetics, with emphasis on biochemical and biophysical applications. Instructor: Rees. Ch 41 abc. Organic Chemistry. I units (3-0-6); first, second, third terms. Prerequisite: Ch 1 ab or instructor's permission. The synthesis, struc-tures, and mechanisms of reactions of organic compounds. Instructors: Grubbs, Dervan, Stoltz. Ch 80. Chemical Research. Offered to B.S. candidates in chemistry. Units in accordance with work accomplished. Prerequisite: consent of research supervisor. Experimental and theoretical research requiring a report containing an appropriate description of the research work. Ch 81. Independent Reading in Chemistry. Units by arrangement. Prerequisite: instructor's permission. Occasional advanced work involving reading assignments and a report on special topics. No more than 12 units in Ch 81 may be used as electives in the chemistry option. Ch 82. Senior Thesis Research. 9 units; first, second, third terms. Prerequisite: instructor's permission. Three terms of Ch 82 are to be completed during the junior and/or senior year of study. At the end of the third term, a thesis of approximately 20 pages (excluding figures and references) will be presented to the mentor and the Chemistry Curriculum and Undergraduate Studies Committee. An oral thesis defense will be arranged by the CUSC. The thesis must be approved by both the research mentor and the CUSC. The first two terms of Ch 82 will be taken on a pass/fail basis, and the third term will carry a letter grade. Instructor: Rees. Ch 90. Oral Presentation. 3 units (2-0-1); second term. Training in the techniques of oral presentation of chemical and biochemical topics. Practice in the effective organization and delivery of technical reports before groups. Graded pass/fail. Instructors: Zewail, Bikle. Ch/ChE 91. Scientific Writing. 3 units (2-0-1); first, second, third term. Training in the writing of scientific research papers for chemists and chemical engineers. Fulfills the Institute scientific writing requirement. Instructors: Parker, Flagan, Richards. Ch 102. Introduction to Inorganic Chemistry. 9 units (3-0-6); third term. Prerequisite: Ch 41 ab. Structure and bonding of inorganic species with special emphasis on spectroscopy, ligand substitution processes, oxidation-reduction reactions, and biological inorganic chemistry. Letter grades only. Instructor: Agapie, Peters. Chemistry 431 432 Bi/Ch 110. Introduction to Biochemistry. 12 units (4-0-8). For course description, see Biology. Bi/Ch 111. Biochemistry of Gene Expression. 12 units (4-0-8). For course description, see Biology. Ch 112. Inorganic Chemistry. 9 units (3-0-6); first term. Prerequisite: Ch 102 or instructor's permission. Introduction to group theory, ligand tield theory, and bonding in coordination complexes and organo-transition metal compounds. Systematics of synthesis, bonding, and reactivities of commonly encountered classes of transition metal com-pounds. Instructor: Bercaw. Bi/Ch 113. Biochemistry of the Cell. 12 units (4-0-8). For course description, see Biology. ChE 114. Solid State NMR Spectroscopy For Materials Chem-istry. 9 units (3-3-3); second term. Prerequisites: Ch 21 abc or instructor's permission. Principles and applications of solid state NMR spectroscopy will be addressed with focus on structure and dynamics characterization of organic and inorganic solids. Topics include basic principles of NMR phenomena in solid state, high resolution techniques such as magic angle spinning (MAS), cross-polarization (CP) MAS, Double Rotation (DOR) and multiple-quantum MAS (MQMAS) for half integer quadrupole nuclei, and multiple pulse experiments for dipolar decoupling and recoupling, which expect to cover NMR methods that are routinely employed in studies of organic and inorganic materials chemistry. Hands-on experience will be provided via laboratory course on solid NMR spectrometers. Instructor: Hwang. Ch 117. Introduction to Electrochemistry. 9 units (3-0-6); second term. Discussion of the structure of electrode-electrolyte interface, the mechanism by which charge is transferred across it, and experimental techniques used to study electrode reactions. Topics change from year to year but usually include diffusion currents, polarography, coulom-etry, irreversible electrode reactions, the electrical double layer, and kinetics of electrode processes. Instructor: Lewis. Ch 120 ab. Nature of the Chemical Bond. 9 units, part a (3-0-6), part b (1-1-7); part a, second term and part b, third term . Prerequisite: general exposure to quantum mechanics (e.g., Ch 21 a). Modern ideas of chemical bonding, with an emphasis on qualitative concepts useful for predictions of structures, energetics, excited states, and properties. Part a: The quantum mechanical basis for understanding bonding, structures, energetics, and properties of materials (polymers, ceramics, metals alloys, semiconductors, and surfaces), including transition metal and or-anometallic systems with a focus on chemical reactivity. The emphasis is on explaining chemical, mechanical, electrical, and thermal properties of materials in terms of atomistic concepts. Part b: The student does an individual research project using modern quantum chemistry computer Courses programs to calculate wavefunctions, structures, and properties of real molecules. Instructor: Goddard Ch 121 ab. Atomic-Level Simulations of Materials and Molecules. Ch 121 a: 9 units (3-0-6) third term; Ch 121 b (1-1-7) first term. Prereg-visite: Ch 21 a or Ch 125 a. Atomistic-based methods for predicting the structures and properties of molecules and solids and simulating the dynamical properties. The course will highlight theoretical foundations and applications of atomistic simulations to current problems in such areas as biological systems (proteins, DNA, carbohydrates, lipids); polymers (crystals, amorphous systems, copolymers); semiconductors (group IV, I-V, surfaces, defects); inorganic systems (ceramics, zeo-lites, superconductors, and metals); organometallics, and catalysis (het-erogeneous and homogeneous). Part a covers the basic methods with hands-on applications to systems of interest using modern software. All homework and exams emphasize computer-based solutions. Part b: each student selects a research project and uses atomistic simulations to solve it. Instructor: Goddard. Ch 122. Structure Determination by X-ray Crystallography. 9 units (3-0-6); first term. Prerequisite: Ch 21 abc or instructor's permission. Methods for solving the crystal structures of organic and inorganic molecules, peptides, nucleic acids, and proteins. Topics include sym-metry, space groups, diffraction by crystals, the direct and reciprocal lattice, powder diffraction, Patterson and direct methods for phase determination, isomorphous replacement phasing for macromolecules, and structure refinement. Not offered 2012-13. Ch 125 abc. The Elements of Quantum Chemistry. 9 units (3-0-6); first, second, third terms. Prerequisite: Ch 21 abc or an equivalent brief introduction to quantum mechanics. A first course in molecular quantum mechanics consisting of a quantitative treatment of quantum mechanics with applications to systems of interest to chemists. The basic elements of quantum mechanics, the electronic structure of atoms and molecules, the interactions of radiation fields and matter, scattering theory, and reaction rate theory. Instructors: McKoy (a), Weitekamp (b). Part c not offered 2012-13. Ch 126. Molecular Spectra and Molecular Structure. 9 units (3-0-6); third term. Prerequisite: Ch 21 and Ch 125 a taken concurrently, or instructor's permission. Quantum mechanical foundations of the spectroscopy of molecules. Topics include quantum theory of angular momen-tum, rovibrational Hamiltonian for polyatomic molecules, molecular symmetry and permutation-inversion groups, electronic spectroscopy, interaction of radiation and matter. Not offered 2012-13. Ge/Ch 127. Nuclear Chemistry. 9 units (3-0-6). For course descrip-tion, see Geological and Planetary Sciences. Ge/Ch 128. Cosmochemistry. 9 units (3-0-6). For course description, see Geological and Planetary Sciences. Chemistry 433 434 Bi/Ch 132. Biophysics of Macromolecules. 9 units (3-0-6). For course description, see Biology. Ch 135 ab. Chemical Dynamics. 9 units (3-0-6); part a, second term. Prerequisites: Ch 21 abc and Ch 41 abc, or equivalent, or instructor's permis-sion. Part a: introduction to the dynamics of chemical reactions. Topics include scattering cross sections, rate constants, intermolecular po-tentials, reactive scattering, nonadiabatic processes, statistical theories of unimolecular reactions, and the application of laser and molecular beam techniques to the study of reaction mechanisms. Part b: the quantum description of chemical reactions. The scattering matrix. The calculation of reaction cross sections, probabilities, and rate constants. Collision lifetimes and resonances. Classical trajectories. The two terms can be taken independently. Instructor: Marcus, Okumura. Part b not offered 2012-13. Ch/ChE 140 ab. Principles and Applications of Semiconductor Photoelectrochemistry. 9 units (3-0-6); second, third terms. Prerequisite: APh/EE 9 ab or instructor's permission. The properties and photoelectro-chemistry of semiconductors and semiconductor/liquid junction solar cells will be discussed. Topics include optical and electronic properties of semiconductors; electronic properties of semiconductor junctions with metals, liquids, and other semiconductors, in the dark and under illumination, with emphasis on semiconductor/liquid junctions in aqueous and nonaqueous media. Problems currently facing semiconductor/ liquid junctions and practical applications of these systems will be highlighted. Instructor: Lewis. Ch 143. NMR Spectroscopy for Structural Identification. I units (3-0-6); first term. Prerequisites: Ch 41 abc. This course will address both one-dimensional and two-dimensional techniques in NMR spectroscopy which are essential to elucidating structures of organic and organometallic samples. Dynamic NMR phenomena, multinuclear, paramagnetic and NOE effects will also be covered. An extensive survey of multipulse NMR methods will also contribute to a clear understanding of two-dimensional experiments. (Examples for Varian NMR instrumentation will be included.) Not offered 2012-13. Ch 144 ab. Advanced Organic Chemistry. I units (3-0-6); first term. Prerequisite: Ch 41 abc; Ch 21 abc recommended. An advanced survey of selected topics in modern physical organic chemistry. Topics vary from year to year and may include structural and theoretical organic chemistry; molecular recognition/supramolecular chemistry; reaction mechanisms and the tools to study them; reactive intermediates; materials chemistry; pericyclic reactions; and photochemistry. Instructor: Dougherty (a). Part b not offered 2012-13. Ch 145. Bioorganic Chemistry of Proteins. I units (3-0-6); second term. Prerequisite: Ch 41 abc; Bi/Ch 110 recommended. An advanced survey of current and classic topics in bioorganic chemistry/chemical biology. The content will vary from year to year and may include the Courses structure, tunction, and synthesis of peptides and proteins; enzyme catalysis and inhibition; carbohydrates and glycobiology; chemical genet-ics; genomics and proteomics; posttranslational modifications; chemical tools to study cellular dynamics; and enzyme evolution. Instructor: Hsieh-Wilson. Ch 146. Bioorganic Chemistry of Nucleic Acids. 9 units (3-0-6); third term. Prerequisite: Ch 41 ab. The course will examine the bioor-ganic chemistry of nucleic acids, including DNA and RNA structures, molecular recognition, and mechanistic analyses of covalent modification of nucleic acids. Topics include synthetic methods for the construction of DNA and RNA; separation techniques; recognition of duplex DNA by peptide analogs, proteins, and oligonucleotide-directed triple helical formation; RNA structure and RNA as catalysts (ribozymes). Not offered 2012-13. Ch/ChE 147. Polymer Chemistry. 9 units (3-0-6); second, third term. Prerequisite: Ch 41 abc. An introduction to the chemistry of polymers, including synthetic methods, mechanisms and kinetics of macromolecule formation, and characterization techniques. Not offered 2012-13. ChE/Ch 148. Polymer Physics. 9 units (3-0-6). For course descrip-tion, see Chemical Engineering. Ch 153 ab. Advanced Inorganic Chemistry. 9 units (3-0-6); second, third terms. Prerequisites: Ch 112 and Ch 21 abc or concurrent registration. Ch 153 a: Topics in modern inorganic chemistry. Electronic structure, spectroscopy, and photochemistry with emphasis on examples from the modern research literature. Ch 153 b: Applications of physical methods toward the characterization of inorganic and bioinorganic species. A range of spectroscopic approaches will be covered. Instructors: Gray, Winkler (a); Peters (b). Ch 154 ab. Organometallic Chemistry. 9 units (3-0-6); second, third terms. Prerequisite: Ch 112 or equivalent. A general discussion of the reaction mechanisms and the synthetic and catalytic uses of transition metal organometallic compounds. Second term: a survey of the elementary reactions and methods for investigating reaction mecha-nisms. Third term: contemporary topics in inorganic and organometallic synthesis, structure and bonding, and applications in catalysis. Instructors: Bercaw. Part b not offered 2012-13. ChE/Ch 155. Chemistry of Catalysis. 9 units (3-0-6). For course description, see Chemical Engineering. ChE/Ch 164. Introduction to Statistical Thermodynamics. I units (3-0-6). For course description, see Chemical Engineering. ChE/Ch 165. Chemical Thermodynamics. I units (3-0-6). For course description, see Chemical Engineering. Chemistry 435 436 Ch 166. Nonequilibrium Statistical Mechanics. 9 units (3-0-6); third term. Prerequisite: Ch 21 abc or equivalent. Transport processes in dilute gases; Boltzmann equation; Brownian motion; Langevin and Fokker-Planck equations; linear response theory; time-correlation functions and applications; nonequilibrium thermodynamics. Instructor: Marcus. BMB/Bi/Ch 170 abc. Biochemistry and Biophysics of Macromolecules and Molecular Assemblies. I units (3-1-5). For course descrip-tion, see Biochemistry and Molecular Biophysics. ESE/Ge/Ch 171. Atmospheric Chemistry I. 9 units (3-0-6). For course description, see Environmental Science and Engineering. ESE/Ge/Ch 172. Atmospheric Chemistry II. 3 units (3-0-0). For course description, see Environmental Science and Engineering. ESE/Ch/Ge 175. Environmental Organic Chemistry. I units (3-0-6). For course description, see Environmental Science and Engineering. BMB/Ch 178. Enzyme Kinetics and Mechanisms. 9 units (3-0-6). For course description, see Biochemistry and Molecular Biophysics. Ch 180. Chemical Research. Units by arrangement. Offered to M.S. candidates in chemistry. Graded pass/fail. Ch 182. Senior Thesis Research. 9 units (1-6-2); first, second, third terms. Prerequisites: instructor's permission. Three terms of Ch 82/182 are to be completed during the junior and/or senior year of study. Ch 182 is taken only by students pursuing a joint B.S./M.S. degree in Chemis-try. At the end of the third term, students enrolled in Ch 82 will present a thesis of approximately 20 pages (excluding figures and references) to the mentor and the Chemistry Curriculum and Undergraduate Studies Committee. The thesis must be approved by both the research mentor and the CUSC. Students enrolled in Ch 182 will present a Masters Thesis, as described in requirements for the Masters degree. An oral thesis defense will be arranged by the CUSC in the third term for all enrollees. The first two terms of Ch 82/182 will be taken on a pass/fail basis, and the third term will carry a letter grade. Instructor: Rees. BMB/Ch 202 abc. Biochemistry Seminar Course. 1 unit. For course description, see Biochemistry and Molecular Biophysics. Ch 212. Bioinorganic Chemistry. I units (3-0-6); third term. Prerequi-sites: Ch 112 and Bi/Ch 110 or equivalent. Current topics in bioinorganic chemistry will be discussed, including metal storage and regulation, metalloenzyme structure and reactions, biological electron transfer, metalloprotein design, and metal-nucleic acid interactions and reac-tions. Not offered 2012-13. Courses Ch 213 abc. Advanced Ligand Field Theory. 12 units (1-0-11); first, second, third terms. Prerequisite: Ch 21 abc or concurrent registration. A tutorial course of problem solving in the more advanced aspects of ligand field theory. Recommended only for students interested in detailed theoretical work in the inorganic field. Instructors: Gray, staff Ch 224. Advanced Topics in Magnetic Resonance. I units (2-0-7); third term. Prerequisite: Ch 125 abc or Ph 125 abc or concurrent registration or equivalent; Ch 122 b or equivalent. A detailed presentation of some of the important concepts in magnetic resonance unified by the spin density operator formalism. Topics will include both classic phenomena and recent development, especially in solid-state and two-dimensional NMR. Not offered 2012-13. Ch 227 ab. Advanced Topics in Chemical Physics. 9 units (3-0- 6); third term. Prerequisite: Ch 125 abc or Ph 125 abc or equivalent. The general quantum mechanical theory of molecular collisions will be presented in detail. Quasi-classical, semi-classical, and other approxi-mations. Applications to inelastic and reactive molecule-molecule and inelastic electron-molecule collisions. Instructor: Heath (a). Part b not offered 2012-13. Ch 228. Dynamics and Complexity in Physical and Life Sciences. 9 units (3-0-6); third term. This course is concerned with the dynamics of molecular systems, with particular focus on complexity, the elementary motions that lead to functions in chemical and biological assemblies. It will address principles of dynamics as they relate to the nature of the chemical bond. An overview of modern techniques, such as those involving lasers, NMR, and diffraction, for unraveling dynamics in complex systems. Applications from areas of physics, chemistry, and biology-from coherence and chaos to molecular recognition and self-assembly. Instructor: Zewail. Ch/Bi 231. Advanced Topics in Biochemistry. 6 units (2-0-4); third term. Transcriptional regulation in eukaryotes. Topics: the subunit structure of eukaryotic RNA polymerases and their role in transcriptional reactions; the composition of eukaryotic promoters, including regulatory units; general and specific transcription factors; developmental regulatory circuits and factors; structural motifs involved in DNA binding and transcriptional initiation and control. Not offered 2012-13. Ch 242 ab. Chemical Synthesis. I units (3-0-6); first, second terms. Prerequisite: Ch 41 abc. An integrated approach to synthetic problem solving featuring an extensive review of modern synthetic reactions with concurrent development of strategies for synthesis design. Part a will focus on the application of modern methods of stereocontrol in the construction of stereochemically complex acyclic systems. Part b will focus on strategies and reactions for the synthesis of cyclic systems. Instructor: Reisman (a), Virgil, Stoltz (b). 437 Chemistry 438 Ch 247. Organic Reaction Mechanisms. I units (3-0-6); second term. Prerequisites: Ch 41 abc, Ch 242 a recommended. This course will discuss and uncover useful strategies and tactics for approaching complex reaction mechanisms prevalent in organic reactions. Topics include: cycloaddition chemistry, rearrangements, radical reactions, metal-cata-lyzed processes, photochemical reactions among others. Recommended only for students interested in advanced study in organic chemistry or related fields. Not offered 2012-13. Ch 250. Advanced Topics in Chemistry. Units and term to be arranged. Content will vary from year to year; topics are chosen according to interests of students and staff. Visiting faculty may present portions of this course. Not offered 2012-13. Ch 280. Chemical Research. Hours and units by arrangement. By arrangement with members of the faculty, properly qualified graduate students are directed in research in chemistry. CIVIL ENGINEERING CE 90 abc. Structural Analysis and Design. I units (3-0-6); first, second, third terms. Prerequisite: ME 35 abc. Structural loads; influence lines for statically determinate beams and trusses; deflection of beams; moment area and conjugate beam theorems; approximate methods of analysis of indeterminate structures; slope deflection and moment distribution techniques. Generalized stiffness and flexibility analyses of indeterminate structures. Design of selected structures in timber, steel, and reinforced concrete providing an introduction to working stress, load and resistance factor, and ultimate strength approaches. In each of the second and third terms a design project will be undertaken involving consideration of initial conception, cost-benefit, and optimization aspects of a constructed facility. Not offered 2012-13. CE 100. Special Topics in Civil Engineering. Units to be based upon work done, any term. Special problems or courses arranged to meet the needs of first-year graduate students or qualified undergraduate students. Graded pass/fail. Ae/APh/CE/ME 101 abc. Fluid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/CE/ME 102 abc. Mechanics of Structures and Solids. 9 units (3-0-6). For course description, see Aerospace. CE/Ae/AM 108 ab. Computational Mechanics. 9 units (3-0-6); first, second terms. Prerequisite:Ae/AM/ME/CE 102abc or Ae/GE/ME 160ab, or instructor's permission. Numerical methods and techniques for solving initial boundary value problems in continuum mechanics (from heat conduction to statics and dynamics of solids and structures). Finite dif- Courses ference methods, direct methods, variational methods, finite elements in small strains and at finite deformation for applications in structural mechanics and solid mechanics. Solution of the partial differential equations of heat transfer, solid and structural mechanics, and fluid mechanics. Transient and nonlinear problems. Computational aspects and development and use of finite element code. Instructors: Dennis Kochmann. CE/ME 112 ab. Hydraulic Engineering. I units (3-0-6); second, third terms. Prerequisites: ME 19 or equivalent; ACM 95/100 or equivalent (may be taken concurrently). A survey of topics in hydraulic engineering: open channel and pipe flow, subcritical/critical flow and the hydraulic jump, hydraulic structures (weirs, inlet and outlet works, dams), hydraulic machinery, hydrology, river and flood modeling, solute transport, sediment mechanics, groundwater flow. Not offered 2012-13. AM/CE/ME 150 abc. Graduate Engineering Seminar. 1 unit; each term. For course description, see Applied Mechanics. AM/CE 151 ab. Dynamics and Vibrations. 9 units (3-0-6). For course description, see Applied Mechanics. CE 160 ab. Structural and Earthquake Engineering. I units (3-0-6); second, third terms. Matrix structural analysis of the static and dynamic response of structural systems, Newmark time integration, Newton-Raphson iteration methodology for the response of nonlinear systems, stability of iteration schemes, static and dynamic numerical analysis of planar beam structures (topics include the development of stiff-ness, mass, and damping matrices, material and geometric nonlinearity effects, formulation of a nonlinear 2-D beam element, uniform and nonuniform earthquake loading, soil-structure interaction, 3-D beam element formulation, shear deformations, and panel zone deformations in steel frames, and large deformation analysis), seismic design and analysis of steel moment frame and braced frame systems, steel member behavior (topics include bending, buckling, torsion, warping, and lateral torsional buckling, and the effects of residual stresses), reinforced concrete member behavior (topics include bending, shear, torsion, and PMM interaction), and seismic design requirements for reinforced concrete structures. Instructor: Krishnan. ME/CE 163. Mechanics and Rheology of Fluid-Infiltrated Porous Media. 9 units (3-0-6). For course description, see Mechanical Engi-neering. Ae/CE 165 ab. Mechanics of Composite Materials and Structures. 9 units (2-2-5). For course description, see Aerospace. CE 180. Experimental Methods in Earthquake Engineering. 9 units (1-5-3); third term. Prerequisite: AM/CE 151 abc or equivalent. Laboratory work involving calibration and performance of basic transducers suitable for the measurement of strong earthquake ground 439 Civil Engineering 440 motion, and of structural response to such motion. Study of principal methods of dynamic tests of structures, including generation of forces and measurement of structural response. Not offered 2012-13. CE 181 ab. Engineering Seismology. I units (3-0-6); second, third terms. Characteristics of potentially destructive earthquakes from the engineering point of view. Theory of seismometers, seismic waves in a continuum, plane waves in layered media, surface waves, basin waves, site effects, dynamic deformation of buildings, seismic sources, earthquake size scaling, earthquake hazard calculations, rupture dynamics. Not offered 2012-13. CE 200. Advanced Work in Civil Engineering. 6 or more units as arranged; any term. Members of the staff will arrange special courses on advanced topics in civil engineering for properly qualified graduate students. The following numbers may be used to indicate a particular area of study. Ae/AM/CE/ME 214 abc. Computational Solid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Ae/CE 221. Space Structures. 9 units (3-0-6). For course description, see Aerospace. CE/Ge/ME 222. Earthquake Source Processes, Debris Flows, and Soil Liquefaction: Physics-based Modeling of Failure in Granular Media. 6 units (2-0-4); third term. A seminar-style course focusing on granular dynamics and instabilities as they relate to geophysical hazards such as fault mechanics, debris flows, and liquefaction. The course will consist of student-led presentations of active research at Caltech and discussions of recent literature. Instructor: Lapusta. CE 300. Research in Civil Engineering. Hours and units by arrangement. Research in the field of civil engineering. By arrangements with members of the staff, properly qualified graduate students are directed in research. COMPUTATION AND NEURAL SYSTEMS CNS 100. Introduction to Computation and Neural Systems. 1 unit; first term. I'his course is designed to introduce undergraduate and first-year CNS graduate students to the wide variety of research being undertaken by CNS faculty. Topics from all the CNS research labs are discussed and span the range from biology to engineering. Graded pass/fail. Instructor: Koch. CNS/SS/Psy/Bi 102 ab. Brains, Minds, and Society. 9 units (3-0-6); second, third terms. Prerequisites: Bi/CNS 150 and CNS/Bi/Ph/CS 187, or instructor's permission. Introduction to the computations made Courses by the brain during economic and social decision making and their neural substrates. First quarter: Signal detection theory. Unconscious and conscious processing. Emotion and the somatic marker hypothesis. Perceptual decision making. Reinforcement learning. Goal and habit learning. Facial processing in social neuroscience. Second quarter: Optimal Bayesian decision making and prospect theory. Standard and behavioral game theory. Evolution and group decision making. Collective decision making by animals. Exploration. Risk learning. Probabilistic sophistication. Instructors: Adolphs, Bossaerts, Camerer, O'Doherty. Part b not offered 2012-13. Psy/CNS 105 ab. Frontiers in Neuroeconomics. 5 units (1.5-0-3.5). For course description, see Psychology. CNS/Bi/Ph 107. Writing about Scientific Research. I units (3-0-6); second term. This will be a hands-on course in which students learn how to write a long essay or a book explaining complex scientific research. The course will focus on learning to write clearly and compellingly, to rewrite and edit, and, especially, to find one's own writing voice. In the first part of the course, students will read, analyze, and critique published works, including some early drafts of well-known books. To-gether, we will study different writing styles; how chapters, articles, and books are structured; and basic narrative techniques and their execu-tion. In the second part of the course students will select a cutting-edge scientific research topic to write about and produce a book chapter on that topic. Students' works-in-progress will be analyzed each week in class. The finished chapters will be included in a manuscript for a book one might call The Caltech Student's Guide to the Most Awesome Cutting Edge Science, 2012. Limited enrollment. Instructor: Mlodinow. CNS/SS/Psy 110 abc. Cognitive Neuroscience Tools. 5 units (1.5-0-3.5). This course covers tools and statistical methods used in cognitive neuroscience research. Topics vary from year to year depending on the interests of the students. Recent topics include statistical modeling for MRI data, experimental design for MRI, and the preprocessing of MRI data. Not offered 2012-13. CNS/Bi/Psy 120. The Neuronal Basis of Consciousness. 9 units (4-0-5); third term. What are the correlates of consciousness in the brain? The course provides a framework for beginning to address this question using a reductionist point of view. It focuses on the neurophysiology of the primate visual system, but also discusses alternative approaches more suitable for work with rodents. Topics to be covered include the anatomy and physiology of the primate's visual system (striate and extrastriate cortical areas, dorsal/ventral distinction, visual-frontal connections), iconic and working memory, selective visual at-tention, visual illusions, clinical studies (neglect, blind sight, split-brain, agnosia), direct stimulation of the brain, delay and trace associative conditioning, conscious and unconscious olfactory processing, and philosophical approaches to consciousness. Not offered 2012-13. 441 Computation and Neural Systems 442 Psy/CNS 130. Introduction to Human Memory. 9 units (3-0-6). For course description, see Psychology. CNS/Psy/Bi 131. The Psychology of Learning and Motivation. 9 units (3-0-6); second term. This course will serve as an introduction to basic concepts, findings, and theory from the field of behavioral psychology, covering areas such as principles of classical conditioning, blocking and conditioned inhibition, models of classical conditioning, instrumental conditioning, reinforcement schedules, punishment and avoidance learning. The course will track the development of ideas from the beginnings of behavioral psychology in the early 20th century to contemporary learning theory. Not offered 2012-13. EE/CNS/CS 148 ab. Selected Topics in Computational Vision. 9 units (3-0-6). For course description, see Electrical Engineering. Bi/CNS 150. Introduction to Neuroscience. 10 units (4-0-6). For course description, see Biology. CS/CNS/EE 154. Artificial Intelligence. 9 units (3-3-3). For course description, see Computer Science. CS/CNS/EE 155. Probabilistic Graphical Models. 9 units (3-3-3). For course description, see Computer Science. CS/CNS/EE 156 ab. Learning Systems. 9 units (3-0-6). For course description, see Computer Science. Bi/CNS 157. Comparative Nervous Systems. 9 units (2-3-4). For course description, see Biology. Bi/CNS 158. Vertebrate Evolution. 9 units (3-0-6). For course description, see Biology. CS/CNS/EE 159. Projects in Machine Learning and AI. 9 units (0-0-9). For course description, see Computer Science. Bi/CNS 162. Cellular and Systems Neuroscience Laboratory. 12 units (2-7-3). For course description, see Biology. CS/CNS 171. Introduction to Computer Graphics Laboratory. 12 units (3-6-3). For course description, see Computer Science. CS/CNS 174. Computer Graphics Projects. 12 units (3-6-3). For course description, see Computer Science. CNS/Bi/SS/Psy 176. Cognition. 12 units (6-0-6); third term. The cornerstone of current progress in understanding the mind, the brain, and the relationship between the two is the study of human and animal cognition. This course will provide an in-depth survey and analysis of behavioral observations, theoretical accounts, computational models, Courses patient data, electrophysiological studies, and brain-imaging results on mental capacities such as attention, memory, emotion, object repre-sentation, language, and cognitive development. Instructor: Shimojo; offered 2012-13. CNS 180. Research in Computation and Neural Systems. Units by arrangement with faculty. Offered to precandidacy students. Bi/CNS 184. The Primate Visual System. 9 units (3-1-5). For course description, see Biology. Bi/CNS 185. Large Scale Brain Networks. I units (3-0-6). For course description, see Biology. CNS/Bi/EE/CS 186. Vision: From Computational Theory to Neuronal Mechanisms. 12 units (4-4-4); second term. Lecture, labora-tory, and project course aimed at understanding visual information processing, in both machines and the mammalian visual system. The course will emphasize an interdisciplinary approach aimed at understanding vision at several levels: computational theory, algorithms, psychophysics, and hardware (i.e., neuroanatomy and neurophysiology of the mammalian visual system). The course will focus on early vision processes, in particular motion analysis, binocular stereo, brightness, color and texture analysis, visual attention and boundary detection. Students will be required to hand in approximately three homework assignments as well as complete one project integrating aspects of mathematical analysis, modeling, physiology, psychophysics, and engi-neering. Given in alternate years; not offered 2012-13. CNS/Bi/Ph/CS 187. Neural Computation. 9 units (3-0-6); first term. Prerequisites: familiarity with digital circuits, probability theory, linear algebra, and differential equations. Programming will be required. This course investigates computation by neurons. Of primary concern are models of neural computation and their neurological substrate, as well as the physics of collective computation. Thus, neurobiology is used as a motivating factor to introduce the relevant algorithms. Topics include rate-code neural networks, their differential equations, and equivalent circuits; stochastic models and their energy functions; associative memory; supervised and unsupervised learning; development; spike-based computing; single-cell computation; error and noise tolerance. Instructor: Perona. CNS/CS/EE 188. Topics in Computation and Biological Systems. 9 units (3-0-6); second term. Prerequisite: Ma 2 or IST 4. Advanced topics related to computational methods in biology. Topics might change from year to year. Examples include spectral analysis techniques and their applications in threshold circuits complexity and in computational learning theory. The role of feedback in computation. The logic of computation in gene regulation networks. The class includes a project that has the goal of learning how to understand, criticize, and present the ideas and results in research papers. Not offered 2012-13. 443 Computation and Neural Systems 444 BE/CS/CNS/Bi 191 ab. Biomolecular Computation. 9 units. For course description, see Bioengineering. Bi/CNS 216. Behavior of Mammals. 6 units (2-0-4). For course description, see Biology. Bi/CNS 217. Central Mechanisms in Perception. 6 units (2-0-4). For course description, see Biology. Bi/CNS 220. Genetic Dissection of Neural Circuit Function. 6 units (2-0-4). For course description, see Biology. CNS/Bi 221. Computational Neuroscience. I units (4-0-5); third term. Prerequisite: Bi/CNS 150 or instructor's permission. Lecture and discussion aimed at understanding computational aspects of information processing within the nervous system. The course will emphasize single neurons and how their biophysical properties relate to neuronal coding i.e., how information is actually represented in the brain at the level of action potentials. Lopics include biophysics of single neurons, signal detection and signal reconstruction, information theory, population coding and temporal coding in sensory systems of invertebrates and in the primate cortex. Students are required to hand in three homework assignments, discuss one set of papers in class, and participate in the debates. Not offered 2012-13. CNS/Bi 247. Cerebral Cortex. 6 units (2-0-4); second term. Prereq-uisite: Bi/CNS 150 or equivalent. A general survey of the structure and function of the cerebral cortex. Topics include cortical anatomy, functional localization, and newer computational approaches to understanding cortical processing operations. Motor cortex, sensory cortex (visual, auditory, and somatosensory cortex), association cortex, and limbic cortex. Emphasis is on using animal models to understand human cortical function and includes correlations between animal studies and human neuropsychological and functional imaging literature. Instruc-tor: Andersen. Given in alternate years; offered 2012-13. Bi/CNS 250 b. Topics in Systems Neuroscience. I units (3-0-6). For course description, see Biology. CNS/SS 251. Human Brain Mapping: Theory and Practice. I units (2-1-6); second term. A course in functional brain imaging. An overview of contemporary brain imaging techniques, usefulness of brain imaging compared to other techniques available to the modern neuroscientist. Review of what is known about the physical and biological bases of the signals being measured. Design and implementation of a brain imaging experiment and analysis of data (with a particular emphasis on fMRI). Instructor: O'Doherty. CS/CNS/EE 253. Special Topics in Machine Learning. 9 units (3-3- 3). For course description, see Computer Science. Courses SS/Psy/Bi/CNS 255. Topics in Emotion and Social Cognition. 9 units (3-0-6). For course description, see Social Science. CNS/Bi 256. Decision Making. 6 units (2-0-4); third term. This special topics course will examine the neural mechanisms of reward, decision making, and reward-based learning. The course covers the anatomy and physiology of reward and action systems. Special emphasis will be placed on the representation of reward expectation; the interplay between reward, motivation, and attention; and the selection of actions. Links between concepts in economics and the neural mechanisms of decision making will be explored. Data from animal and human studies collected using behavioral, neurophysiological, and functional magnetic resonance techniques will be reviewed. Given in alternate years; not offered 2012-13. CNS 280. Research in Computation and Neural Systems. Hours and units by arrangement. For graduate students admitted to candidacy in computation and neural systems. CNS/Bi 286 abc. Special Topics in Computation and Neural Systems. Units to be arranged. First, second, third terms. Students may register with permission of the responsible faculty member. COMPUTER SCIENCE CS 1. Introduction to Computer Programming. I units (3-4-2); first term. A course on computer programming emphasizing the program design process and pragmatic programming skills. It will use the Python programming language and will not assume previous programming experience. Material covered will include data types, variables, as-signment, control structures, functions, scoping, compound data, string processing, modules, basic input/output (terminal and file), as well as more advanced topics such as recursion, exception handling and object-oriented programming. Program development and maintenance skills including debugging, testing, and documentation will also be taught. Assignments will include problems drawn from fields such as graphics, numerics, networking, and games. At the end of the course, students will be ready to learn other programming languages in courses such as CS 11, and will also be ready to take more in-depth courses such as CS 2 and CS 4. Instructor: Vanier. CS 2. Introduction to Programming Methods. 9 units (2-4-3); second term. Prerequisite: CS 1 or equivalent. CS 2 is a challenging course in programming languages and computer science, emphasizing modes of algorithmic expression. The course will include such topics as performance analysis of algorithms; proofs of program correctness; recursive and higher-order procedures; data structures, including lists, trees, graphs, and arrays; objects and abstract data types. The course Computer Science 445 446 includes weekly laboratory exercises and written homework covering the lecture material and program design. Instructor: Barr, Desbrun. CS 3. Introduction to Software Engineering. I units (2-4-3); third term. Prerequisite: CS 2 or equivalent. CS 3 is an advanced introduction to the fundamentals of computer science and software engineering methodology. Topics will be chosen from the following: abstract data types; object-oriented models and methods; logic, specification, and program composition; abstract models of computation; probabilistic al-gorithms; nondeterminism; distributed algorithms and data structures. The weekly laboratory exercises allow the students to investigate the lecture material by writing nontrivial applications. Instructor: Staff CS 4. Fundamentals of Computer Programming. 9 units (3-4-2); second term. Prerequisite: CS 1 or instructor's permission. This course gives students the conceptual background necessary to construct and analyze programs, which includes specifying computations, understanding evaluation models, and using major programming language constructs (functions and procedures, conditionals, recursion and looping, scoping and environments, compound data, side effects, higher-order functions and functional programming, and object-oriented programming). It emphasizes key issues that arise in programming and in computation in general, including time and space complexity, choice of data representa-tion, and abstraction management. This course is intended for students with some programming background who want a deeper understanding of the conceptual issues involved in computer programming. Instructor: Vanier. Ma/CS 6 abc. Introduction to Discrete Mathematics. I units (3-0-6). For course description, see Mathematics. CS 9. Introduction to Computer Science Research. 1 unit (1-0-0); first term. This course will introduce the research areas of the computer science faculty, through weekly overview talks by the faculty aimed at first-year undergraduates. Others may wish to take the course to gain an understanding of the scope of the field. Graded pass/fail. Instructor: Umans. CS 11. Computer Language Shop. 3 units (0-3-0); first, second, third terms. Prerequisite: CS 1 or instructor's permission. A self-paced lab that provides students with extra practice and supervision in transferring their programming skills to a particular programming language; the course can be used for any language of the student's choosing, subject to approval by the instructor. A series of exercises guide the student through the pragmatic use of the chosen language, building his or her familiarity, experience, and style. More advanced students may propose their own programming project as the target demonstration of their new language skills. CS 11 may be repeated for credit of up to a total of nine units. Instructors: Pinkston, Vanier. Courses CS 21. Decidability and Tractability. I units (3-0-6); second term. Prerequisite: CS 2 (may be taken concurrently). This course introduces the formal foundations of computer science, the fundamental limits of computation, and the limits of efficient computation. Topics will include automata and Turing machines, decidability and undecidability, reductions between computational problems, and the theory of NP-completeness. Instructor: Umans. CS 24. Introduction to Computing Systems. 9 units (3-3-3); third term. Prerequisites: Familiarity with C equivalent to having taken the CS 11 C track. Basic introduction to computer systems, including hardware-software interface, computer architecture, and operating systems. Course emphasizes computer system abstractions and the hardware and software techniques necessary to support them, including virtualization (e.g., memory, processing, communication), dynamic resource manage-ment, and common-case optimization, isolation, and naming. Instruc-tor: Pinkston. CS 38. Introduction to Algorithms. 9 units (3-0-6); third term. Prerequisites: CS 2; Ma/CS 6 a or Ma 121 a; and CS 21 or CS/EE/Ma 129 a. This course introduces techniques for the design and analysis of efficient algorithms. Major design techniques (the greedy approach, divide and conquer, dynamic programming, linear programming) will be introduced through a variety of algebraic, graph, and optimization problems. Methods for identifying intractability (via NP-completeness) will be discussed. Instructor: Schulman. EE/CS 51. Principles of Microprocessor Systems. 12 units (4-5-3). For course description, see Electrical Engineering. EE/CS 52. Microprocessor Systems Laboratory. 12 units (1-11-0). For course description, see Electrical Engineering. EE/CS 53. Microprocessor Project Laboratory. 12 units (0-12-0). For course description, see Electrical Engineering. CS/EE/ME 75 abc. Introduction to Multidisciplinary Systems Engineering. 3 units (2-0-1), 6 units (2-0-4), or 9 units (2-0-7) first term; 6 units (2-3-1), 9 units (2-6-1), or 12 units (2-9-1) second term; 12 units (2-9-1), 15 units (2-12-1), or 18 units (2-15-1), with instructor's permission, third term. This course presents the fundamentals of modern multidisciplinary systems engineering in the context of a substantial design project. Students from a variety of disciplines will conceive, design, implement, and operate a system involving electrical, informa-tion, and mechanical engineering components. Specific tools will be provided for setting project goals and objectives, managing interfaces between component subsystems, working in design teams, and tracking progress against tasks. Students will be expected to apply knowledg rom other courses at Caltech in designing and implementing specific subsystems. During the first two terms of the course, students will attend project meetings and learn some basic tools for project design, 447 Computer Science 448 while taking courses in CS, EE, and ME that are related to the course project. During the third term, the entire team will build, document, and demonstrate the course design project, which will differ from year to year. Freshmen must receive permission from the lead instructor to enroll. Instructors: Hunt, Atwater, Murray. CS 80 abc. Undergraduate Thesis. I units; first, second, third terms. Prerequisite: instructor's permission, which should be obtained sufficiently early to allow time for planning the research. Individual research project, carried out under the supervision of a member of the computer science faculty (or other faculty as approved by the computer science undergraduate option representative). Projects must include significant design effort. Written report required. Open only to upperclass students. Not offered on a pass/fail basis. Instructor: Staff. CS 81 abc. Undergraduate Projects in Computer Science. Units are assigned in accordance with work accomplished. Prerequisites: Consent of supervisor is required before registering. Supervised research or development in computer science by undergraduates. The topic must be approved by the project supervisor, and a formal final report must be presented on completion of research. This course can (with approval) be used to satisfy the project requirement for the CS major. Graded pass/fail. Instructor: Staff. CS 90. Undergraduate Reading in Computer Science. Units are assigned in accordance with work accomplished. Prerequisites: Consent of supervisor is required before registering. Supervised reading in computer science by undergraduates. The topic must be approved by the reading supervisor, and a formal final report must be presented on completion of the term. Graded pass/fail. Instructor: Staff. CS 101 abc. Special Topics in Computer Science. Units in accordance with work accomplished; offered by announcement. Prerequisites: CS 21 and CS 38, or instructor's permission. The topics covered vary from year to year, depending on the students and staff. Primarily for undergraduates. CS 102 abc. Seminar in Computer Science. 3, 6, or 9 units as arranged with the instructor. Instructor's permission required. CS 103 abc. Reading in Computer Science. 3, 6, or 9 units as arranged with the instructor. Instructor's permission required. ACM/CS 114. Parallel Algorithms for Scientific Applications. 9 units. For course description, see Applied and Computational Mathematics. CS 116. Reasoning about Program Correctness. I units (3-0-6); first term. Prerequisite: CS 1 or equivalent. This course presents the use of logic and formal reasoning to prove the correctness of sequential and concurrent programs. Topics in logic include propositional logic, basics of first-order logic, and the use of logic notations for specifying Courses programs. The course presents a programming notation and its formal semantics, Hoare logic and its use in proving program correctness, predicate transformers and weakest preconditions, and fixed-point theory and its application to proofs of programs. Not offered 2012-13. Ma/CS 117 abc. Computability Theory. 9 units (3-0-6). For course description, see Mathematics. CS 118. Logic Model Checking for Formal Software Verification. 9 units (3-3-3); second term. An introduction to the theory and practice of logic model checking as an aid in the formal proofs of correctness of concurrent programs and system designs. The specific focus is on automata-theoretic verification. The course includes a study of the theory underlying formal verification, the correctness of programs, and the use of software tools in designs. Not offered 2012-13. CS 119. Reliable Software: Testing and Monitoring. I units (3-3-3); third term. Prerequisites: CS 1 or equivalent; CS 116 and CS 118 are recommended. The class discusses theoretical and practical aspects of software testing and monitoring. Topics include finite state machine testing algorithms, random testing, constraint-based testing, coverage measures, automated debugging, logics and algorithms for runtime monitoring, and aspect-oriented approaches to monitoring. Emphasis is placed on automation. Students will be expected to develop and use software testing and monitoring tools to develop reliable software systems. Not offered 2012-13. CS 121. Introduction to Relational Databases. I units (3-0-6); first term. Prerequisites: CS 1 or equivalent. Introduction to the basic theory and usage of relational database systems. It covers the relational data model, relational algebra, and the Structured Query Language (SQL). The course introduces the basics of database schema design and covers the entity-relationship model, functional dependency analysis, and normal forms. Additional topics include other query languages based on the relational calculi, data-warehousing and dimensional analysis, writing and using stored procedures, working with hierarchies and graphs within relational databases, and an overview of transaction processing and query evaluation. Extensive hands-on work with SQL databases. Instructor: Pinkston. CS 122. Database System Implementation. I units (3-3-3); second term. Prerequisites: CS2, CS38, CS 121 and familiarity with Java, or instructor's permission. This course explores the theory, algorithms, and approaches behind modern relational database systems. Topics include file storage formats, query planning and optimization, query evaluation, indexes, transaction processing, concurrency control, and recovery. Assignments consist of a series of programming projects extending a working relational database, giving hands-on experience with the topics covered in class. The course also has a strong focus on proper software engineering practices, including version control, testing, and documen-tation. Instructor: Pinkston. 449 Computer Science 450 CS 123. Projects in Database Systems. 9 units (0-0-9); third term. Prerequisites: CS121 and CS122. Students are expected to execute a substantial project in databases, write up a report describing their work, and make a presentation. Instructor: Pinkston. EE/Ma/CS 127. Error-Correcting Codes. 9 units (3-0-6). For course description, see Electrical Engineering. CS/EE/Ma 129 abc. Information and Complexity. 9 units (3-0-6), first and second terms; (1-4-4) third term. Prerequisite: basic knowledge of probability and discrete mathematics. A basic course in information theory and computational complexity with emphasis on fundamental concepts and tools that equip the student for research and provide a foundation for pattern recognition and learning theory. First term: what information is and what computation is; entropy, source coding, Turing machines, uncomputability. Second term: topics in information and complexity; Kolmogorov complexity, channel coding, circuit complexity, NP-completeness. Third term: theoretical and experimental projects on current research topics. Not offered 2012-13. ME/CS 132 ab. Advanced Robotics: Navigation and Vision. 9 units (3-6-0). For course description, see Mechanical Engineering. Ec/CS 133. Electricity Markets. 9 units (3-0-6). For course description, see Economics. EE/CS/EST 135. Power System Analysis. 9 units (3-0-6). For course description, see Electrical Engineering. CS 138 abc. Computer Algorithms. 9 units (3-0-6); first, second, third terms. Prerequisites: CS 21 and CS 38, or instructor's permission. Design and analysis of algorithms. Techniques for problems concerning graphs, Hows, number theory, string matching, data compression, geometry, linear algebra and coding theory. Optimization, including linear pro-gramming. Randomization. Basic complexity theory and cryptography. Not offered 2012-13. CS 139 abc. Concurrency in Computation. I units (3-0-6); first, second, third terms. Prerequisites: CS 21 and CS 38, or instructor's permis-sion. Design and verification of concurrent algorithms. Topics: different models of concurrent computations; process synchronization by shared variables and synchronization primitives; distributed processes communicating by message exchange; the concepts of synchronization, indivisible actions, deadlock, and fairness; semantics and correctness proofs; implementation issues; and application to VLSI algorithm design. Parallel machine architecture issues include mapping a parallel algorithm on a network of processors, and classical parallel algorithms and their complexity. Not offered 2012-13. CS 141 abc. Distributed Computation Laboratory. I units (3-3-3); first, second terms. Prerequisites: CS 3, CS 21 and CS 38, or instructor's Courses permission. This laboratory course deals with the systematic design and implementation of high-contidence scalable networks of commun1-cating objects that discover other objects, configure themselves into collaborating groups of objects, and adapt to their environment. Teams of students explore theories and methods of implementation to obtain predictability and adaptability in distributed systems. Each team of students is expected to submit a research paper at the end of the third term, schedule demonstrations periodically, and maintain documents describing their project status. Instructor: Chandy; Part c not offered 2012-13. CS/EE 143. Communication Networks. I units (3-3-3); first term. Prerequisites: Ma 2 ab, CS 24 and CS 38, or instructor permission. This course introduces the basic mechanisms and protocols in communication networks, and mathematical models for their analysis. It covers topics such as digitization, switching, switch design, routing, error control (ARQ), congestion control, layering, queuing models, optimization models, basics of protocols in the Internet, wireless networks, and optical networks. Instructor: Low. CS/EE 144. Ideas behind the Web. 9 units (3-0-6); second term. Pre-requisites: Ma 2 ab, CS 24 and CS 38, or instructor permission. The Web is an essential part of our lives, and we all depend on it every day, but do you really know what makes it work? This course studies the "big" ideas behind the Web: How do search engines work? How can search engines make so much money from putting ads next to their search results? Are there ways to prevent spammers from accumulating lots of e-mail addresses? What does the Web actually look like? How big is the Web? For all these questions and more, the course will provide a mixture of both mathematical models and real-world, hands-on labs. Instructor: Wierman. CS/EE 145. Projects in Networking. I units (0-0-9); third term. Prerequisites: Either CS/EE 144 or CS 141 b in the preceding term, or instructor permission. Students are expected to execute a substantial project in networking, write up a report describing their work, and make a presentation. Instructors: Chandy, Low, Wierman. CS/EE 146. Advanced Networking. 9 units (3-3-3); second term. Prerequisites: CS/EE 143 or instructor's permission. This is a research-oriented course meant for undergraduates and beginning graduate students who want to learn about current research topics in networks such as the Internet, power networks, social networks, etc. The topics covered in the course will vary, but will be pulled from current research topics in the design, analysis, control, and optimization of networks, protocols, and Internet applications. Usually offered in alternate years. Not offered 2012-13. CS/EE 147. Network Performance Analysis. I units (3-0-6); third term. Prerequisite: Ma 2 ab is required. CS/EE 143, CS/EE 144, and ACM 116 are recommended. When designing a network protocol, distrib- Computer Science 451 452 uted system, etc., it is essential to be able to quantify the performance impacts of design choices along the way. For example, should we invest in more buffer space or a faster processor? One fast disk or multiple slower disks? How should requests be scheduled? What dispatching policy will work best? Ideally, one would like to make these choices before investing the time and money to build a system. This class will teach students how to answer this type of "what if" question by introducing students to analytic performance modeling, the tools necessary for rigorous system design. The course will focus on the mathematical tools of performance analysis (which include stochastic modeling, scheduling theory, and queueing theory) but will also highlight applications of these tools to real systems. Usually offered in alternate years. Instructor: Wierman. EE/CNS/CS 148 ab. Selected Topics in Computational Vision. 9 units (3-0-6). For course description, see Electrical Engineering. CS 150. Probability and Algorithms. I units (3-0-6); second term. Prerequisites: CS 38 a and Ma 5 abc. Elementary randomized algorithms and algebraic bounds in communication, hashing, and identity testing. Game tree evaluation. Topics may include randomized parallel com-putation; independence, k-wise independence and derandomization; rapidly mixing Markov chains; expander graphs and their applications; clustering algorithms. Not offered 2012-13. CS 151. Complexity Theory. 12 units (3-0-9); third term. Prerequi-sites: CS 21 and CS 38, or instructor's permission. This course describes a diverse array of complexity classes that are used to classify problems according to the computational resources (such as time, space, random-ness, or parallelism) required for their solution. The course examines problems whose fundamental nature is exposed by this framework, the known relationships between complexity classes, and the numerous open problems in the area. Instructor: Umans. CS 153. Current Topics in Theoretical Computer Science. I units (3-0-6); second term. Prerequisites: CS 21 and CS 38, or instructor's permis-sion. May be repeated for credit, with permission of the instructor. Students in this course will study an area of current interest in theoretical computer science. The lectures will cover relevant background material at an advanced level and present results from selected recent papers within that year's chosen theme. Students will be expected to read and present a research paper. Instructor: Schulman. CS/CNS/EE 154. Artificial Intelligence. 9 units (3-3-3); first term. Prerequisites: Ma 2 b or equivalent, and CS 1 or equivalent. How can we build systems that perform well in unk nown environments and unforeseen situations? How can we develop systems that exhibit "intelligent" behavior, without prescribing explicit rules? How can we build systems that learn from experience in order to improve their performance? We will study core modeling techniques and algorithms from statistics, op-timization, planning, and control and study applications in areas such as Courses sensor networks, robotics, and the Internet. The course is designed for upper-level undergraduate and graduate students. Not offered 2012-13. CS/CNS/EE 155. Probabilistic Graphical Models. I units (3-3-3); second term. Prerequisite: background in algorithms and statistics (CS/CNS/ EE 154 or CS/CNS/EE 156 a or instructor's permission). Many real-world problems in Al, computer vision, robotics, computer systems, computational neuroscience, computational biology, and natural language processing require one to reason about highly uncertain, structured data, and draw global insight from local observations. Probabilistic graphical models allow addressing these challenges in a unified framework. These models generalize approaches such as hidden Markov models and Kal-man filters, factor analysis, and Markov random fields. In this course, we will study the problem of learning such models from data, performing inference (both exact and approximate), and using these models for making decisions. The techniques draw from statistics, algorithms, and discrete and convex optimization. The course will be heavily research-oriented, covering current developments such as probabilistic relational models, models for naturally combining logical and probabilistic infer-ence, and nonparametric Bayesian methods. Not offered 2012-13. CS/CNS/EE 156 ab. Learning Systems. I units (3-0-6); first term. Prerequisites: Ma 2 and CS 2, or equivalent. Introduction to the theory, algorithms, and applications of automated learning. How much information is needed to learn a task, how much computation is involved, and how it can be accomplished. Special emphasis will be given to unifying the different approaches to the subject coming from statistics, function approximation, optimization, pattern recognition, and neural networks. Part a Instructor: Abu-Mostafa; Part b Not offered 2012-13. CS/CNS/EE 159. Projects in Machine Learning and Al. 9 units (0-0-9); third term. Prerequisites: Two terms from the "Learning & Vision" project sequence. Students are expected to execute a substantial project in Al and/or machine learning, write up a report describing their work, and make a presentation. Not offered 2012-13. CS/CNS 171. Introduction to Computer Graphics Laboratory. 12 units (3-6-3); first term. Prerequisites: Ma 2 and extensive programming experience. This course introduces the basic ideas behind computer graphics and its fundamental algorithms. Topics include graphics input and output, the graphics pipeline, sampling and image manipulation, three-dimensional transformations and interactive modeling, basics of physically based modeling and animation, simple shading models and their hardware implementation, and fundamental algorithms of scientific visualization. Students will be required to perform significant implementations. Instructor: Barr. CS/CNS 174. Computer Graphics Projects. 12 units (3-6-3); third term. Prerequisites: Ma 2 and CS/CNS 171 or instructor's permission. This laboratory class offers students an opportunity for independent work covering recent computer graphics research. In coordination with the Computer Science 453 454 instructor, students select a computer graphics modeling, rendering, in-teraction, or related algorithm and implement it. Students are required to present their work in class and discuss the results of their implementation and any possible improvements to the basic methods. May be repeated for credit with instructor's permission. Instructor: Barr. CS 176. Introduction to Computer Graphics Research. I units (3-3-3); second term. Prerequisite: CS/CNS 171, or 173, or 174. The course will go over recent research results in computer graphics, covering subjects from mesh processing (acquisition, compression, smooth-ing, parameterization, adaptive meshing), simulation for purposes of animation, rendering (both photo- and nonphotorealistic), geometric modeling primitives (image based, point based), and motion capture and editing. Other subjects may be treated as they appear in the recent literature. The goal of the course is to bring students up to the frontiers of computer graphics research and prepare them for their own research. Not offered 2012-13. CS 177. Discrete Differential Geometry: Theory and Applica-tions. 9 units (3-3-3); first term. Topics include, but are not limited to, discrete exterior calculus; Whitney forms; DeRham and Whitney complexes; Morse theory; computational and algebraic topology; discrete simulation of thin shells, fluids, electromagnetism, elasticity; surface parameterization; Hodge decomposition. Instructors: Desbrun, Schröder. CS 179. GPU Programming. 9 units (3-3-3); third term. Prerequisites: Working knowledge of C. Some experience with computer graphics algorithms preferred, but not required. The use of Graphics Processing Units for computer graphics rendering is well known, but their power for general parallel computation is only recently being explored. Parallel algorithms running on GPUs can often achieve up to 100x speedup over similar CPU algorithms. This course covers programming techniques for the Graphics processing unit, focusing on visualization and simulation of various systems. Labs will cover specific applications in graphics, mechanics, and signal processing. The course will introduce the OpenGL Shader Language (GLSL) and nVidia's parallel computing architecture, CUDA. Labwork will require extensive programming. Instructor: Barr. CS 180. Master's Thesis Research. Units (total of 45) are determined in accordance with work accomplished. CS/EE 181 abc. VLSI Design Laboratory. 12 units (3-6-3); first, second terms. Digital integrated system design, with projects involving the design, verification, and testing of high-complexity CMOS micro- design and analysis tools; and electrical and pertormance consider-ations. Each student is required in the first term to complete individually the design, layout, and verification of a moderately complex Courses integrated circuit. Advanced topics second and third terms include self-timed design, computer architecture, and other topics that vary year by year. Projects are large-scale designs done by teams. Instructor: Martin; Part c not offered 2012-13. CS 185 abc. Asynchronous VLSI Design Laboratory. I units 3-3-3); first, second, third terms. Prerequisite: CS 139. The design o ligital integrated circuits whose correct operation is independent o delays in wires and gates. (Such circuits do not use clocks.) Emphasis is placed on high-level synthesis, design by program transformations, and correctness by construction. The first term introduces delay-insensitive design techniques, description of circuits as concurrent programs, circuit compilation, standard-cell layout and other computer-aided design tools, and electrical optimizations. The second term is reserved for advanced topics, and for the presentation and review of mid-size projects, which will be fabricated in CMOS or GaAs technologies, and tested. Not offered 2012-13. CNS/Bi/EE/CS 186. Vision: From Computational Theory to Neuronal Mechanisms. 12 units (4-4-4). For course description, see Computation and Neural Systems. CNS/Bi/Ph/CS 187. Neural Computation. 9 units (3-0-6). For course description, see Computation and Neural Systems. CNS/CS/EE 188. Topics in Computation and Biological Systems. 9 units (3-0-6). For course description, see Computation and Neural Systems. BE/CS/CNS/Bi 191 ab. Biomolecular Computation. 9 units. For course description, see Bioengineering. Ph/CS 219 abc. Quantum Computation. 9 units (3-0-6); first, second third terms. For course description, see Physics. SS/CS 241 ab. Introduction to Social and Information Sciences. 9 units (3-0-6). For course description, see Social Science. CS/CNS/EE 253. Special Topics in Machine Learning. 9 units (3-3-3). Prerequisite: CS/CNS/EE 154 or CS/CNS/EE 156 a or instructor's permission. This course is an advanced, research-oriented seminar in machine learning and Al meant for graduate students and advanced undergraduates. The topics covered in the course will vary, but will always come from the cutting edge of machine learning and Al research. Examples of possible topics are active learning and optimized information gathering, Al in distributed systems, computational learning theory, machine learning applications (on the Web, in sensor networks and robotics). Instructor: Staff. CS 274 abc. Topics in Computer Graphics. 9 units (3-3-3); first, second, third terms. Prerequisite: instructor's permission. Each term will 455 Computer Science 456 focus on some topic in computer graphics, such as geometric modeling, rendering, animation, human-computer interaction, or mathematical foundations. The topics will vary from year to year. May be repeated for credit with instructor's permission. Not offered 2012-13. CS 280. Research in Computer Science. Units in accordance with work accomplished. Approval of student's research adviser and option adviser must be obtained before registering. CS 282 abc. Reading in Computer Science. 6 units or more by arrangement; first, second, third terms. Instructor's permission required. CS 286 abc. Seminar in Computer Science. 3, 6, or 9 units, at the instructor's discretion. Instructor's permission required. CONTROL AND DYNAMICAL SYSTEMS CDS 90 abc. Senior Thesis in Control and Dynamical Systems. 9 units (0-0-9); first, second, third terms. Prerequisite: CDS 110 ab or CDS 140 ab (may be taken concurrently). Research in control and dynamical systems, supervised by a Caltech faculty member. The topic selection is determined by the adviser and the student and is subject to approval by the CDS faculty. First and second terms: midterm progress report and oral presentation during finals week. Third term: completion of thesis and final presentation. Not offered on a pass/fail basis. Instructor: Murray. CDS 101. Design and Analysis of Feedback Systems. 6 units (2-0-4); first term. Prerequisites: Ma 1 and Ma 2 or equivalents. An introduction to feedback and control in physical, biological, engineering, and information sciences. Basic principles of feedback and its use as a tool for altering the dynamics of systems and managing uncertainty. Key themes throughout the course will include input/output response, modeling and model reduction, linear vs. nonlinear models, and local vs. global behavior. This course is taught concurrently with CDS 110 a, but is intended for students who are interested primarily in the concepts and tools of control theory and not the analytical techniques for design and synthesis of control systems. Instructors: Murray, Mac-Mynowski. CDS 110 ab. Introductory Control Theory. 12 units (3-0-9) first, 9 units (3-0-6) second terms. Prerequisites: Ma 1 and Ma 2 or equivalents; ACM 95/100 may be taken concurrently. An introduction to analysis and design of feedback control systems, including classical control theory in the time and frequency domain. Modeling of physical, biological, and information systems using linear and nonlinear differential equations. Stability and performance of interconnected systems, including use of block diagrams, Bode plots, the Nyquist criterion, and Lyapunov functions. Robustness and uncertainty management in feedback systems Courses through stochastic and deterministic methods. Introductory random processes, Kalman filtering, and norms of signals and systems. The first term of this course is taught concurrently with CDS 101, but includes additional lectures, reading, and homework that is focused on analytical techniques for design and synthesis of control systems. Instructor: Mur-ray, MacMynowski, Burdick. CDS 140 ab. Introduction to Dynamics. I units (3-0-6); second, third terms. Prerequisites: ACM 95/100 ab or equivalent. Basics topics in dynamics in Euclidean space, including equilibria, stability, Lyapunov functions, periodic solutions, Poincaré-Bendixon theory, Poincaré maps. Attractors and structural stability. Introduction to simple bifurcations and eigenvalue crossing conditions. Discussion of bifurcations in applications, invariant manifolds, the method of averaging and singular perturbation theory. Additional topics may include Hamiltonian and Lagrangian systems. Instructors: Murray, MacMynowski, Staff. CDS 150. Stochastic System Analysis and Bayesian Updating. 9 units (3-0-6); third term. Recommended prerequisite: ACM/EE 116. This course focuses on a probabilistic treatment of uncertainty in modeling a dynamical system's input-output behavior, including propagating uncertainty in the input through to the output. It covers the foundations of probability as a multi-valued logic for plausible reasoning with incomplete information that extends Boolean logic, giving a rigorous meaning for the probability of a model for a system. Approximate analytical methods and efficient stochastic simulation methods for robust system analysis and Bayesian system identification are covered. Topics include: Bayesian updating of system models based on system time-his-tory data, including Markov Chain Monte Carlo techniques; Bayesian model class selection with a recent information-theoretic interpretation that shows why it automatically gives a quantitative Ockham's razor; stochastic simulation methods for the output of stochastic dynamical systems subject to stochastic inputs, including Subset Simulation for calculating small "failure" probabilities; and Bayes filters for sequential estimation of system states and model parameters, that generalize the Kalman filter to nonlinear dynamical systems. Instructor: Beck. CDS 190. Independent Work in Control and Dynamical Sys-tems. Units to be arranged; first, second, third terms; maximum two terms. Prerequisite: CDS 110 ab or CDS 140 ab. Research project in control and dynamical systems, supervised by a CDS faculty member. CDS 201. Linear Algebra and Applied Operator Theory. 9 units (3-0-6); first term. Linear spaces, subspaces, spans of sets, linear independence, bases, dimensions; linear transformations and opera-tors, examples, nullspace/kernel, range-space/image, one-to-one and onto, isomorphism and invertibility, rank-nullity theorem; products of linear transformations, left and right inverses, generalized inverses. Adjoints of linear transformations, singular-value decomposition and Moore-Penrose inverse; matrix representation of linear transformations between finite-dimensional linear spaces, determinants, multilinear 457 Control and Dynamical Systems 458 forms; metric spaces: examples, limits and convergence of sequences, completeness, continuity, fixed-point (contraction) theorem, open and closed sets, closure; normed and Banach spaces, inner product and Hilbert spaces: examples, Cauchy-Schwarz inequality, orthogonal sets, Gram-Schmidt orthogonalization, projections onto subspaces, best approximations in subspaces by projection; bounded linear transforma-tions, principle of superposition for infinite series, well-posed linear problems, norms of operators and matrices, convergence of sequences and series of operators; eigenvalues and eigenvectors of linear opera-tors, including their properties for self-adjoint operators, spectral theorem for self-adjoint and normal operators; canonical representations of linear operators (finite-dimensional case), including diagonal and Jordan form, direct sums of (generalized) eigenspaces. Schur form; functions of linear operators, including exponential, using diagonal and Jordan forms, Cayley-Hamilton theorem. Taught concurrently with ACM 104. Instructor: Beck. ACM/CDS 202. Geometry of Nonlinear Systems. I units (3-0-6); third term. For course description, see Applied and Computational Mathematics. CDS 205. Geometric Mechanics. I units (3-0-6); third term. Prereq-uisites: CDS 202, CDS 140. The geometry and dynamics of Lagrangian and Hamiltonian systems, including symplectic and Poisson mani-folds, variational principles, Lie groups, momentum maps, rigid-body dynamics, Euler-Poincaré equations, stability, and an introduction to reduction theory. More advanced topics (taught in a course the following year) will include reduction theory, fluid dynamics, the energy momentum method, geometric phases, bifurcation theory for mechanical systems, and nonholonomic systems. Not offered 2012-13. CDS 212. Introduction to Modern Control. 9 units (3-0-6); first term. Prerequisites: ACM 95/100 abc or equivalent; CDS 110 ab or equiva-lent. Introduction to modern control systems with emphasis on the role of control in overall system analysis and design. Examples drawn from throughout engineering and science. Open versus closed loop control. State-space methods, time and frequency domain, stability and stabilization, realization theory. Time-varying and nonlinear models. Uncertainty and robustness. Instructor: Doyle. CDS 213. Robust Control. 9 units (3-0-6); third term. Prerequisites: CDS 212, CDS 201. Linear systems, realization theory, time and frequency response, norms and performance, stochastic noise models, robust stability and performance, linear fractional transformations, uncertainty modeling. Instructor: Doyle. Ae/CDS/ME 251 ab. Closed Loop Flow Control. 9 units; (3-0-6 a, 1-3-5-b). For course description, see Aerospace. Courses CDS 270. Advanced Topics in Systems and Control. Hours and units by arrangement. Topics dependent on class interests and instructor. May be repeated for credit. CDS 280. Advanced Topics in Geometric Mechanics or Dynamical Systems Theory. Hours and units by arrangement. Prereg-uisite: instructor's permission. Topics will vary according to student and instructor interest. Examples include chaotic transport theory, invariant manifold techniques, multidimensional geometric perturbation theory, the dynamics of coupled oscillators, rigid-body dynamics, numerical methods in dynamical systems theory. May be repeated for credit. Not offered 2012-13. CDS 300 abc. Research in Control and Dynamical Systems. Hours and units by arrangement. Research in the field of control and dynamical systems. By arrangement with members of the staff, properly qualified graduate students are directed in research. Instructor: Staff. ECONOMICS Ec 11. Introduction to Economics. 9 units (3-2-4); first, second terms. An introduction to economic methodology, models, and institutions. Includes both basic microeconomics and an introduction to modern approaches to macroeconomic issues. Students are required to participate in economics experiments. Instructors: Plott, Rangel. BEM/Ec/SS 20. Scientific Writing and Oral Presentation in the Social Sciences. 6 units (2-0-4). For course description, see Business Economics and Management. Ec 98 abc. Senior Research and Thesis. Prerequisite: instructor's permission. Senior economics majors wishing to undertake research may elect a variable number of units, not to exceed 12 in any one term, for such work under the direction of a member of the economics faculty. Ec 101. Selected Topics in Economics. Units to be determined by arrangement with the instructor; offered by announcement. Topics to be determined by instructor. Instructors: Staff, visiting lecturers. Ec 105. Industrial Organization. 9 units (3-0-6); first term. Prereg-visites: Ec 11 or equivalent. A study of how technology affects issues of market structure and how market structure affects observable economic outcomes, such as prices, profits, advertising, and research and development expenditures. Emphasis will be on how the analytic tools developed in the course can be used to examine particular industries-especially those related to internet commerce-in detail. Each student is expected to write one substantial paper. Instructor: Shum. 459 Economics 460 Ec 106. Topics in Applied Industrial Organization. I units (3-0-6); first term. Prerequisite: Ec 11; Ec 116 recommended. Topics include simulation of mergers in oligopolistic industries, valuation of intellectual property, price setting and concentration in the pharmaceutical market, and statistical analysis of combined tobacco and asbestos exposure. A term paper will be required. Not offered 2012-13. Ec/Psy 109 ab. Frontiers in Behavioral Economics. 5 units (1.5-0-3.5); third term. Prerequisite: Ec 11. Behavioral economics studies agents who are biologically limited in computational ability, willpower and pure self-interest. An important focus is how those limits interact with economic institutions and firm behavior. This reading-driven course will cover new papers that are interesting and draw attention to a topic of importance to economics. Readings will cover lab and field experiments, axiomatic models of behavioral phenomena, and welfare. Each weekly discussion will begin with a 10-minute overview, then an inspection of the paper's scientific machinery, judge whether its conclusions are justified, and speculate about the scope of its generalizability. It should help students as referees and as writers. Assignments are two 1000-word summary-critiques. Instructor: Camerer. Ec 116. Contemporary Socioeconomic Problems. 9 units (3-0-6). Prerequisites: Ec 11 and PS 12 or equivalents. An analytical investigation of the economic aspects of certain current social issues. Topics: the economics of education, medical-care systems, urban affairs, and the welfare system. Not offered 2012-13. BEM/Ec 118. Environmental Economics. I units (3-0-6). For course description, see Business Economics and Management. Ec 121 ab. Theory of Value. 9 units (3-0-6); first, second terms. Prereq-uisites: Ec 11 and Ma 2 (may be taken concurrently). A study of consumer preference, the structure and conduct of markets, factor pricing, measures of economic efficiency, and the interdependence of markets in reaching a general equilibrium. Instructor: Saito. Ec 122. Econometrics. I units (3-0-6); first term. Prerequisite: Ma 112 a. The application of statistical techniques to the analysis of economic data. Instructor: Sherman. Ec 123. Macroeconomics. 9 units (3-0-6); third term. Prerequisite: Ec 11 and modest ability to program in Matlab or Mathematica. The role of time and uncertainty in understanding the behavior of economic aggregates such as investment, employment, and price levels. Emphasis is on representative-agent recursive equilibrium models. Topics include practical dynamic programming; job search, matching, and unemploy-ment; asset pricing; monetary and fiscal policy; and taxation and insur-ance. Not offered 2012-13. Ec/SS 124. Introduction to Empirical Process Methods. 9 units (3-0-6); second term. Prerequisite: Ec 122. Standard estimators (e.g., Courses maximum likelihood estimators) of parameters in econometric models optimize smooth criterion functions. Inference is typically based on asymptotic approximations which exploit smoothness. New estimators have been developed that optimize non-smooth criterion functions, and for which standard analysis does not apply. This course develops tools needed to do asymptotic inference with such estimators-moment maximal inequalities for empirical processes (standardized averages). We show how to apply these methods to analyze various recent estima-tors. Instructor: Sherman. Ec/SS 129. Economic History of the United States. 9 units (3-0-6); second term. Prerequisites: Ec 11 or SS 13. An examination of certain analytical and quantitative tools and their application to American economic development. Each student is expected to write two substantial papers - drafts will be read by instructor and revised by students. Instructor: Rosenthal. Ec/SS 130. Economic History of Europe from the Middle Ages to the Industrial Revolution. I units (3-0-6); third term. Prerequisites: Ec 11 or SS 13. Employs the theoretical and quantitative techniques of economics to help explore and explain the development of the European cultural area between 1000 and 1850. Topics include the rise of commerce, the demographic transition, the industrial revolution, and changes in property rights and capital markets. Each student is expected to write nine weekly essays and a term paper. Not offered 2012-13. Ec 131. Market Design. 9 units (3-0-6); first term. Prerequisites: Ec 11 or equivalent. This course studies the design of markets, focusing on efficient organization, and the incentives created, both for the parties involved in the exchange and the agent providing the exchange platform. Applications include single-sided auctions, quote- and order-driven double auctions, combinatorial auctions, private markets such as dark pools. Students will be asked to identify a resource allocation and information extraction problem that could efficiently be solved with markets. They will be given access to double auction software facilitating implementation. Work in teams of two will be allowed. The project should lead to a 3000 word report. Not offered 2012-13. Ec 132. Auctions. I units (3-0-6). Prerequisite: Ec 11. The course covers basic topics in auction theory (private and common value auctions, revenue equivalence, reserve prices, budget constraints, risk aversion, etc.) and discusses more advanced theory such as mechanism design, multi-unit auctions, and interdependent valuations. Experimental studies of auctions will be reviewed where appropriate. The course will also discuss practical considerations that arise when designing auctions to sell licenses in a particular industry. Not offered 2012-13. Ec/CS 133. Electricity Markets. I units (3-0-6); first term. Prerequisites: Ec 11 or Ec 172. This in depth introductory course provides an overview of the industry focusing on the linkages between power system engineer-ing, markets, and regulatory policy. We will analyze the fundamentals of Economics 461 462 various electricity markets including locational marginal pricing, bilateral, day-ahead, real-time, capacity, emissions markets and risk markets. We will identify the basic components, design, and operation of electric power systems. We will examine how markets should be designed to be consistent with the engineering fundamentals of electric power systems. We will discuss sensors, metering devices, communication, and computation required to enable markets to functions. Not offered 2012-13. Ec 135. Economics of Uncertainty and Information. I units (3-0-6); first term. Prerequisites: Ec 11, Ma 2b. An analysis of the effects of uncertainty and information on economic decisions. Included among the topics are individual and group decision making under uncertainty, expected utility maximization, insurance, financial markets and speculation, product quality and advertisement, and the value of information. Instructor: Agranov. Ec 140. Economic Progress. 9 units (3-0-6); second term. Prerequisites: Ec 11 and Ma 2; Ec 122 recommended. This course examines the contemporary literature on economic growth and development from both a theoretical and historical/empirical perspective. Topics include a historical overview of economic progress and the lack thereof; simple capital accumulation models; equilibrium/planning models of accumu-lation; endogenous growth models; empirical tests of convergence; the measurement and role of technological advancement; and the role of trade, institutions, property rights, human capital, and culture. Instructor: Border. Ec 145. Public Finance. 9 units (3-0-6). Prerequisite: Ec 11 or equiva-lent. An intermediate-level course on the economics of the public sector. Material is chosen from welfare economics, public expenditure theory and practice, taxation theory and practice, federalism, and public choice theory. Not offered 2012-13. BEM/Ec 146. Organization Design. I units (3-0-6). For course description, see Business Economics and Management. Ec/PS 160 abc. Laboratory Experiments in the Social Sciences. 9 units (3-3-3); first, second, third terms. Section a required for sections b and c. An examination of recent work in laboratory testing in the social sciences with particular reference to work done in social psychology, economics, and political science. Students are required to design and conduct experiments. Instructor: Plott. PS/Ec 172. Game Theory. 9 units (3-0-6). For course description, see Political Science. PS/Ec 173. Cooperation and Social Behavior. I units (3-0-6). For course description, see Political Science. Ec 181. Convex Analysis and Economic Theory. 9 units (3-0-6); first term. Prerequisites: Ma 2 ab, Ec 121 a. Introduction to the use of convex analysis in economic theory. Includes a rigorous discussion of separat- Courses ing hyperplane theorems, continuity and differentiability properties of convex and concave functions, support functions, subdifferentials, Fenchel conjugacy, saddle-point theory, theorem of the alternative, and linear programming. Emphasis is on the finite-dimensional case, but infinite-dimensional spaces will be discussed. Applications to the theory of cost and production functions, decision theory, and game theory. Instructor: Border. BEM/Ec 185. Political Economy of Corporate Governance. I units (3-0-6). For course description, see Business Economics and Manage- ment. Ec 190. Undergraduate Research. Units to be arranged; any term. Pre-requisite: advanced economics course and instructor's permission. This course offers advanced undergraduates the opportunity to pursue research in economics. Graded pass/fail. Instructor: Staff. ELECTRICAL ENGINEERING EE 1. Introduction to Electrical Engineering Seminar. 1 unit, second term. Required for EE undergraduates. Weekly seminar given by faculty in the department broadly describing different areas of electrical engineering: circuits and VLSI, communications, control, devices, images and vision, information theory, learning and pattern recognition, MEMS and micromachining, networks, electromagnetics and opto-electronics, RF and microwave circuits and antennas, robotics and signal processing, and specifically, research going on at Caltech. Instructor: Staff. EE 5. Introduction to Embedded Systems. 6 units (2-3-1); thira term. This course is intended to give the student a basic understanding of the major hardware and software principles involved in the specification and design of embedded systems. Topics include basic digital logic, CPU and embedded system architecture, and embedded systems programming principles (events, user interfaces, and multitasking). The class is intended for students who wish to gain a basic understanding of embedded systems or for those who would like an introduction to the material before taking EE/CS 51/52. Graded pass/fail. Instructor: George. EE/ME 7. Introduction to Mechatronics. 6 units (2-3-1); second term. Mechatronics is the multi-disciplinary design of electro-mechanical sys-tems. This course is intended to give the student a basic introduction to such systems. The course will focus on the implementations of sensor and actuator systems, the mechanical devices involved and the electrical circuits needed to interface with them. The class will consist of lectures and short labs where the student will be able to investigate the concepts discussed in lecture. Topics covered include motors, piezoelectric devices, light sensors, ultrasonic transducers, and navigational sensors Electrical Engineering 463 464 such as accelerometers and gyroscopes. Graded pass/fail. Instructor: George. APh/EE 9 ab. Solid-State Electronics for Integrated Circuits. 6 units (2-2-2). For course description, see Applied Physics. EE 40. Introduction to Semiconductors Devices. I units (3-0-6); third term. Prerequisites: APh/EE 9 ab, Ma 2, Ph 2. This course provides an introduction to semiconductors and semiconductor sensors. The fundamental physics of semiconductor electronics and devices will be emphasized, together with their applications. Devices that will be discussed include photoconductors, diodes, transistors, CCDs, MOS/ MOSFET/MOS imagers, temperature sensors, magnetic sensors, ther-moelectricity, piezoresistivity, piezoelectrics, etc. Instructor: Tai EE 44. Circuits and Systems. 9 units (3-0-6); first term. Prerequisites: Ph1 abc, should be taken concurrently with Ma 2 a and Ph 2 a. Fundamentals of circuits and network theory, circuit elements, linear circuits, terminals and port presentation, time-domain response, nodal and mesh analysis, sinusoidal response, introductory frequency domain analysis, transfer functions, poles and zeros, time and transfer constants, network theorems, introduction to state-space. Instructor: Hajimiri. EE 45. Electronics Laboratory. 12 units (3-3-6); second term. Prerequi-sites: EE 44. Fundamentals of electronic circuits and systems. Lectures on diodes, transistors, small-signal analysis, frequency- domain analysis, application of Laplace transform, gain stages, differential signaling operational amplifiers, introduction to radio and analog communicatior systems. Laboratory sessions on transient response, steady-state sinu-soidal response and phasors, diodes, transistors, amplifiers. Instructor: Emami. EE/CS 51. Principles of Microprocessor Systems. 12 units (4-5-3); first term. The principles and design of microprocessor-based computer systems. Lectures cover both hardware and software aspects of microprocessor system design such as interfacing to input and output devices, user interface design, real-time systems, and table-driven software. The homework emphasis is on software development, especially interfacing with hardware, in assembly language. Instructor: George. EE/CS 52. Microprocessor Systems Laboratory. 12 units (1-11-0); second term. Prerequisite: EE/CS 51 or equivalent. The student will design, build, and program a specified microprocessor-based system. This structured laboratory is organized to familiarize the student with electronic circuit construction techniques, modern development facilities, and standard design techniques. The lectures cover topics in microprocessor system design such as display technologies, interfacing with analog systems, and programming microprocessors in high-level languages. Instructor: George. Courses EE/CS 53. Microprocessor Project Laboratory. 12 units (0-12-0); first, second, third terms. Prerequisites: EE/CS 52 or equivalent. A project laboratory to permit the student to select, design, and build a micro-processor-based system. The student is expected to take a project from proposal through design and implementation (possibly including PCB fabrication) to final review and documentation. May be repeated for credit. Instructor: George. CS/EE/ME 75 abc. Introduction to Multidisciplinary Systems Engineering. 3 units (2-0-1) first term; 3-6 units second term; 12 units (2-9-1) or up to 18 units (2-15-1) third term. For course description, see Computer Science. EE 80 abc. Senior Thesis. 9 units; first, second, third terms. Prerequisite: instructor's permission, which should be obtained during the junior year to allow sufficient time for planning the research. Individual research project, carried out under the supervision of a member of the electrical engineering or computer science faculty. Project must include significant design effort. Written report required. Open only to senior electrical engineering, computer science, or electrical and computer engineering majors. Not offered on a pass/fail basis. Instructor: Potter. EE 90. Analog Electronics Project Laboratory. 9 units (1-8-0); third term. Prerequisites: EE 40 and EE 45. A structured laboratory course that gives the student the opportunity to design and build a simple analog electronics project. The goal is to gain familiarity with circuit design and construction, component selection, CAD support, and debugging techniques. Instructor: Megdal. EE 91 ab. Experimental Projects in Electronic Circuits. Units by arrangement; first, second terms. 12 units minimum each term. Prereg-uisite: EE 45. Recommended: EE/CS 51 and 52, and EE 114 ab (may be taken concurrently). Open to seniors; others only with instructor's permission. An opportunity to do advanced original projects in analog or digital electronics and electronic circuits. Selection of significant projects, the engineering approach, modern electronic techniques, demonstration and review of a finished product. DSP/microprocessor development support and analog/digital CAD facilities available. Text: literature references. Instructor: Megdal. EE 99. Advanced Work in Electrical Engineering. Units to be arranged. Special problems relating to electrical engineering will be arranged. For undergraduates; students should consult with their advisers. Graded pass/fail. EE 105 abc. Electrical Engineering Seminar. 1 unit; first, second, third terms. All candidates for the M.S. degree in electrical engineering are required to attend any graduate seminar in any division each week of each term. Graded pass/fail. Instructor: Hassibi. Electrical Engineering 465 466 EST/EE/ME 109. Energy: Supply and Demand. I units (3-0-6.) For course description, see Energy Science and Technology. EE 111. Signals, Systems, and Transforms. I units (3-0-6); first term. Prerequisites: Ma 1, Ma 2. EE 45 recommended. An introduction to continuous and discrete time signals and systems. Study of the Fourier transform, Fourier series, the Laplace transtorm, Z-transforms, and the fast Fourier transform as applied in electrical engineering. Various types of systems, with emphasis on linear and time invariant systems. Transfer functions, difference and differential equations, state space representations, system realizations with block diagrams, and analysis of transient and steady state responses. Sampling theorems for analog to digital conversion. Instructor: Vaidyanathan. EE 112. Introduction to Digital Signal Processing. 9 units (3-0-6); second term. Prerequisite: EE 111 or equivalent. Fundamentals of digital signal processing, digital representations, analog to digital conversions, fast Fourier transformation, digital filtering, filter structures, quantization and stability analysis, roundoff noise calculations, and applications in various areas. Instructor: Vaidyanathan. Given in alternate years; offered 2012-13. EE 113. Feedback and Control Circuits. 12 units (4-4-4); third term. Prerequisite: EE 45 or equivalent. This class studies the design and implementation of feedback and control circuits. The course begins with an introduction to basic feedback circuits, using both op amps and transistors. These circuits are used to study feedback principles, including circuit topologies, stability, and compensation. Following this, basic control techniques and circuits are studied, including PID (Proportion-al-Integrated-Derivative) control, digital control, and fuzzy control. There is a significant laboratory component to this course, in which the student will be expected to design, build, analyze, test, and measure the circuits and systems discussed in the lectures. Instructor: George. EE 114 ab. Analog Circuit Design. 12 units (4-0-8); first, second terms. Prerequisites: EE 45 or equivalent, EE 114 a or equivalent. Analysis and design of analog circuits at the transistor level. Emphasis on intuitive design methods, quantitative performance measures, and practica circuit limitations. Circuit performance evaluated bv hand calculations and computer simulations. Recommended for seniors and graduate students. First term deals with continuous time and amplitude signals; physics of bipolar and MOS transistors, low-frequency behavior of single-stage and multistage amplifiers, current sources, active loads, differential amplifiers, operational amplifiers, and supply and temperature independent biasing. Second term covers high-frequency response of amplifiers, feedback in electronic circuits, stability of feedback amplifiers, and noise in electronic circuits. A number of the following topics will be covered each year: translinear circuits, switched capacitor circuits, data conversion circuits (A/D and D/A), continuous-time GiC filters and phase locked loops. Not offered 2012-13. Courses EE 115 ab. Micro-/Nano-scales Electro-Optics. 9 units (3-0-6); first, third terms. Prerequisites: a: introductory electromagnetic class; APh 23 or APh 24. b: EE 151, EE 115a or consent of the instructor. The two-part course will cover various electro-optical phenomena and devices in the micro-/nano-scales. In Part A, we will discuss basic properties of light, imaging, aberrations, eyes, detectors, lasers, micro-optical components and systems, scalar diffraction theory, interference/interferometers, ho-lography, waveguides, introduction to plasmonics and photonic crystals. In Part B, we will study advanced, more recent developments in micro-l nano-scale electro-optics. Topics include photonic crystals, plasmonics, metal optics, nanoscale detectors/lasers/switches/modulators, super-resolution imaging, near-field scanning microscopy, and various Raman techniques including surface-enhanced Raman scattering (SERS). Topics may vary. Instructor: Choo. ACM/EE 116. Introduction to Stochastic Processes and Model-ing. I units (3-0-6). For course description, see Applied and Computational Mathematics. Ph/EE 118. Low-Noise Electronic Measurement. 9 units (3-0-6). For course description, see Physics. EE 119 abc. Advanced Digital Systems Design. I units (3-3-3) first, second term; 9 units (1-8-0) third term; first, second, third terms. Prerequi-site: EE/CS 52 or CS/EE 181 a or CS 24. Advanced digital design as it applies to the design of systems using PLDs and ASICs (in particular, gate arrays and standard cells). The course covers both design and implementation details of various systems and logic device technolo-gies. The emphasis is on the practical aspects of ASIC design, such as timing, testing, and fault grading. Topics include synchronous design, state machine design, ALU and CPU design, application-specific parallel computer design, design for testability, PALs, FPGAs, VHDL, standard cells, timing analysis, tault vectors, and fault grading. Students are expected to design and implement both systems discussed in the class as well as self-proposed systems using a variety of technologies and tools. Instructor: George. EE 124. Mixed-mode Integrated Circuits. I units (3-0-6); third term. Prerequisite: EE 45 a or equivalent. Introduction to selected topics in mixed-signal circuits and systems in highly scaled CMOS technologies. Design challenges and limitations in current and future technologies will be discussed through topics such as clocking (PLLs and DLLs), clock distribution networks, sampling circuits, high-speed transceiv-ers, timing recovery techniques, equalization, monitor circuits, power delivery, and converters (A/D and D/A). A design project is an integral part of the course. Instructor: Emami. EE 125. Digital Electronics and Design with FPGAs and VHDL. 9 units (3-6-0); third term. Prerequisite: basic knowledge of digital electronics. Study of programmable logic devices (CPLDs and FPGAs). Detailed study of the VHDL language, with basic and advanced applications. Electrical Engineering 467 468 Review and discussion of digital design principles for combinational-logic, combinational-arithmetic, sequential, and state-machine circuits. Detailed tutorials for synthesis and simulation tools using FPGAs and VHDL. Wide selection of complete, real-world fundamental advanced projects, including theory, design, simulation, and physical implementa-tion. All designs are implemented using state-of-the-art development boards. Instructor: Pedroni. EE/Ma 126 ab. Information Theory. I units (3-0-6); first, second terms. Prerequisite: Ma 2. Shannon's mathematical theory of communi-cation, 1948-present. Entropy, relative entropy, and mutual information for discrete and continuous random variables. Shannon's source and channel coding theorems. Mathematical models for information sources and communication channels, including memoryless, first-order Markov, ergodic, and Gaussian. Calculation of capacity and rate-distortion functions. Kolmogorov complexity and universal source codes. Side information in source coding and communications. Network information theory, including multiuser data compression, multiple access channels, broadcast channels, and multiterminal networks. Discussion of philosophical and practical implications of the theory. This course, when combined with EE 112, EE/Ma/CS 127, EE 161, and/or EE 167 should prepare the student for research in information theory, coding theory, wireless communications, and/or data compres-sion. Instructor: Effros. EE/Ma/CS 127. Error-Correcting Codes. 9 units (3-0-6); third term. Prerequisites: Ma 2. This course develops from first principles the theory and practical implementation of the most important techniques for combating errors in digital transmission or storage systems. Topics include algebraic block codes, e.g., Hamming, BCH, Reed-Solomon (in-cluding a self-contained introduction to the theory of finite fields); and the modern theory of sparse graph codes with iterative decoding, e.g. LDPC codes, turbo codes, fountain coding. Emphasis will be placed on the associated encoding and decoding algorithms, and students will be asked to demonstrate their understanding with a software project. Instructor: Ho. EE 128 ab. Selected Topics in Digital Signal Processing. I units (3-0-6); second, third terms. Prerequisites: EE 111 and EE 160 or equivalent required, and EE 112 or equivalent recommended. The course focuses on several important topics that are basic to modern signal processing. Topics include multirate signal processing material such as decima-tion, interpolation, filter banks, polyphase filtering, advanced filtering structures and nonuniform sampling, optimal statistical signal processing material such as linear prediction and antenna array processing, and signal processing for communication including optimal transceivers. Not offered 2012-13. CS/EE/Ma 129 abc. Information and Complexity. 9 units (3-0-6) first, second terms; (1-4-4) third term. For course description, see Computer Science. Courses APh/EE 130. Electromagnetic Theory. I units (3-0-6). For course description, see Applied Physics. EE/APh 131. Optical Wave Propagation. I units (3-0-6); second term. This course focuses on optical wave propagation and related applica-tions. Topics to be covered include Huygens' principle, Fourier optics, Gaussian waves, imaging, gratings, spectroscopy, interterometry, Fabry-Perot cavities, coherence, holography, femtosecond optics, dispersion, Kramers-Kronig relation, Mie scattering theory, photonic band gaps, and near-field imaging. Instructor: Crosignani. APh/EE 132. Optoelectronic Materials and Devices. 9 units (3-0-6). For course description, see Applied Physics. EE/CS/EST 135. Power System Analysis. 9 units (3-0-6); second term. Prerequisites: EE 44, Ma 2a, or equivalent. Phasor representation, 3-phase transmission system, per-phase analysis; power system model-ing, transmission line, transformer, generator; network matrix, power flow solution, optimal power flow; Swing equation, stability, protection; demand response, power markets. Instructor: Low. CS/EE 143. Communication Networks. I units (3-3-3). For course description, see Computer Science. CS/EE 144. Ideas behind the Web. 9 units (3-0-6). For course de-scription, see Computer Science. CS/EE 145. Projects in Networking. 9 units (0-0-9). For course description, see Computer Science. CS/EE 146. Advanced Networking. 9 units (3-3-3). For course de-scription, see Computer Science. CS/EE 147. Network Performance Analysis. 9 units (3-0-6). For course description, see Computer Science. EE/CNS/CS 148 ab. Selected Topics in Computational Vision. 9 units (3-0-6); first, third terms. Prerequisites: undergraduate calculus, linear ilgebra, geometry, statistics, computer programming. The class will focu n an advanced topic in computational vision: recognition, vision-base navigation, 3-D reconstruction. The class will include a tutorial introduction to the topic, an exploration of relevant recent literature, and a project involving the design, implementation, and testing of a vision system. Instructor: Perona. Part a not offered 2012-13; Part b offered 2012-13. EE 150. Topics in Electrical Engineering. Units to be arranged; terms to be arranged. Content will vary from year to year, at a level suitable for advanced undergraduate or beginning graduate students. Topics will be chosen according to the interests of students and staff. Visiting faculty Electrical Engineering 469 470 may present all or portions of this course from time to time. Instructor: Staff. EE 151. Electromagnetic Engineering. I units (3-0-6); second term. Prerequisite: EE 45. Foundations of circuit theory— electric fields, magnetic fields, transmission lines, and Maxwell's equations, with engineering applications. Instructor: Yang. EE 153. Microwave Circuits and Antennas. 12 units (3-2-7); third term. Prerequisite: EE 45. High-speed circuits for wireless communica-tions, radar, and broadcasting. Design, fabrication, and measurements of microstrip filters, directional couplers, low-noise amplifiers, oscilla tors, detectors, and mixers. Design, fabrication, and measurements o1 wire antennas and arrays. Instructor: Antsos. CS/CNS/EE 154. Artificial Intelligence. I units (3-3-3). For course description, see Computer Science. CS/CNS/EE 155. Probabilistic Graphical Models. 9 units (3-3-3). For course description, see Computer Science. CS/CNS/EE 156 ab. Learning Systems. 9 units (3-0-6). For course description, see Computer Science. EE/Ae 157 ab. Introduction to the Physics of Remote Sensing. 9 units (3-0-6); first, second terms. Prerequisite: Ph 2 or equivalent. An overview of the physics behind space remote sensing instruments. Topics include the interaction of electromagnetic waves with natural surfaces, including scattering of microwaves, microwave and thermal emission from atmospheres and surfaces, and spectral reflection from natural surfaces and atmospheres in the near-infrared and visible regions of the spectrum. The class also discusses the design of modern space sensors and associated technology, including sensor design, new observation techniques, ongoing developments, and data interpretation. Examples of applications and instrumentation in geology, planetology, oceanogra-phy, astronomy, and atmospheric research. Instructor: van Zyl. Ge/EE/ESE 157 c. Remote Sensing for Environmental and Geological Applications. 9 units (3-3-3). For course description, see Geological and Planetary Sciences. CS/CNS/EE 159. Projects in Machine Learning and Al. 9 units (0-0-9). For course description, see Computer Science. EE 160. Communication-System Fundamentals. 9 units (3-0-6); second term. Prerequisite: EE 111. Laws of radio and guided transmission, noise as a limiting factor, AM and FM signals and signal-to-noise ratio, sampling and digital transmission, errors, information theory, error correction. Emphasis will be on fundamental laws and equations and their use in communication-system designs, including voice, video, and data. Instructor: Hassibi. Courses EE 161. Wireless Communications. 9 units (3-0-6); third term. Prerequisite: EE 160. This course will cover the fundamentals of wireless channels and channel models, wireless communication techniques, and wireless networks. Topics include statistical models for time-varying narrowband and wideband channels, fading models for indoor and outdoor systems, macro- and microcellular system design, channel access and spectrum sharing using TDMA, FDMA, and CDMA, time-varying channel capacity and spectral efficiency, modulation and coding tor wireless channels, antenna arrays, diversity combining and multiuser detection, dynamic channel allocation, and wireless network architectures and protocols. Instructor: Hassibi. Given in alternate years; offered 2012-13. EE 163 ab. Communication Theory. I units (3-0-6); second, third terms. Prerequisites: EE 111; ACM/EE 116 or equivalent. Mathematical models of communication processes; signals and noise as random processes; sampling; modulation; spectral occupancy; intersymbol inter-ference; synchronization; optimum demodulation and detection; signal-to-noise ratio and error probability in digital baseband and carrier communication systems; linear and adaptive equalization; maximum likelihood sequence estimation; multipath channels; parameter estima-tion; hypothesis testing; optical communication systems. Instructors: Ho, Srinivasan. EE 164. Stochastic and Adaptive Signal Processing. 9 units (3-0-6); third term. Prerequisite: ACM/EE 116 or equivalent. Fundamentals of linear estimation theory are studied, with applications to stochastic and adaptive signal processing. Topics include deterministic and stochastic least-squares estimation, the innovations process, Wiener filtering and spectral factorization, state-space structure and Kalman filters, array and fast array algorithms, displacement structure and fast algorithms, robust estimation theory and LMS and RLS adaptive fields. Given in alternate years; not offered 2012-13. EE/BE 166. Optical Methods for Biomedical Imaging and Di-agnosis. 9 units (3-1-5); second term. Prerequisite: EE 151 or equivalent. Topics include Fourier optics, scattering theories, shot noise limit, energy transitions associated with fluorescence, phosphorescence, and Raman emissions. Study of coherent anti-Stokes Raman spectroscopy (CARS), second harmonic generation and near-field excitation. Scatter-ing, absorption, fluorescence, and other optical properties of biological tissues and the changes in these properties during cancer progression, burn injury, etc. Specific optical technologies employed for biomedical research and clinical applications: optical coherence tomography, Raman spectroscopy, photon migration, acousto-optics (and opto. acoustics) imaging, two photon fluorescence microscopy, and second-and third-harmonic microscopy. Instructor: Yang. Given in alternate years; offered 2012-13. EE 167. Data Compression. I units (3-0-6); third term. Prerequisite: EE/Ma 126 or instructor's permission. An introduction to the basic results, Electrical Engineering 471 472 both theoretical and practical, of data compression. Review of relevant background from information theory. Fixed model and adaptive Huffman and arithmetic codes. The Lempel-Ziv algorithm and its variants. Scalar and vector quantization, including the Lloyd-Max quantizers, and the generalized Lloyd algorithm. Transform coding. Karhuenen-Loeve and discrete cosine transforms. The bit allocation problem. Subband coding. Practical algorithms for image and video compression. Not offered 2012-13. EE/APh 180. Nanotechnology. 6 units (3-0-3); second term. This course will explore the techniques and applications of nanofabrication and miniaturization of devices to the smallest scale. It will be focused on the understanding of the technology of miniaturization, its history and present trends towards building devices and structures on the nanometer scale. Examples of applications of nanotechnology in the electronics, communications, data storage and sensing world will be de-scribed, and the underlying physics as well as limitations of the present technology will be discussed. Instructor: Scherer. CS/EE 181 abc. VLSI Design Laboratory. 12 units (3-6-3). For course description, see Computer Science. APh/EE 183. Physics of Semiconductors and Semiconductor De-vices. I units (3-0-6). For course description, see Applied Physics. EE/BE 185. MEMS Technology and Devices. 9 units (3-0-6); third term. Prerequisite: APh/EE 9 ab, or instructor's permission. Micro-electro-mechanical systems (MEMS) have been broadly used for biochemical, medical, RF, and lab-on-a-chip applications. This course will cover both MEMS technologies (e.g., micro- and nanofabrication) and devices. For example, MEMS technologies include anisotropic wet etching, RIE, deep RIE, micro/nano molding and advanced packaging. This course will also cover various MEMS devices used in microsensors and actuators. Examples will include pressure sensors, accelerometers, gyros, FR filters, digital mirrors, microfluidics, micro total-analysis system, biomedical implants, etc. Instructor: Tai; offered 2012-13. CNS/Bi/EE/CS 186. Vision: From Computational Theory to Neuronal Mechanisms. 12 units (4-4-4). For course description, see Computation and Neural Systems. EE 187. VLSI and ULSI Technology. 9 units (3-0-6); third term. Prerequisites: APh/EE 9 ab, EE/APh 180 or instructor's permission. This course is designed to cover the state-of-the-art micro/nanotechnolo-gies for the fabrication of ULSI including BJT, CMOS, and BiCMOS. Technologies include lithography, diffusion, ion implantation, oxida-tion, plasma deposition and etching, etc. Topics also include the use of chemistry, thermal dynamics, mechanics, and physics. Not offered 2012-13. Courses CNS/CS/EE 188. Topics in Computation and Biological Systems. 9 units (3-0-6). For course description, see Computation and Neural Systems. BE/EE 189 ab. Design and Construction of Biodevices. 12 units (3-6-3) first term; 9 units (0-9-0) second term. For course description, see Bioengineering. EE 226. Advanced Information and Coding Theory. I units (3-0-6); first term. A selection of topics in information theory and coding theory not normally covered in EE/Ma 126 ab or EE/Ma/CS 127. These topics include constrained noiseless codes, constructive coding theorems for erasure channels, density evolution, repeat-accumulate and related codes, and network coding. Not offered 2012-13. EE 243 abc. Quantum Electronics Seminar. 6 units (3-0-3); first, second, third terms. Advanced treatment of topics in the field of quantum electronics. Each weekly seminar consists of a review and discussion of results in the areas of quantum electronics and optoelectronics. Not offered 2012-13. CS/CNS/EE 253. Special Topics in Machine Learning. 9 units (3-3- 3). For course description, see Computer Science. EE 291. Advanced Work in Electrical Engineering. Units to be ar-ranged. Special problems relating to electrical engineering. Primarily for graduate students; students should consult with their advisers ENERGY SCIENCE AND TECHNOLOGY EST 2. Energy and Society. 9 units (3-2-4); third term. Prerequisites: Ph lab, Ma lab, Ch lab. A discussion of where our energy comes from and how we use it. Resources of oil, coal, natural gas, oil sands, and shale gas. Alternative energy sources: hydroelectric, nuclear, wind, geothermal, solar photovoltaic, and solar thermal. Combustion, steam engines, gas turbines, internal-combustion engines, fuel cells and batteries. The electricity grid and transmission lines, agriculture and biofuels, freight and passenger transportation, and heating and lighting of buildings. Not offered on a pass/fail basis. Satisfies the menu requirement of the Caltech core curriculum. Instructor: Rutledge. EST/EE/ME 109. Energy: Supply and Demand. I units (3-0-6); first term. Prerequisites: Ph 1 abc, Ch 1 ab and Ma 1 ab. Modeling and forecasting. Fossil-fuel supplies: oil, coal, natural gas, oil sands, and shale gas. Combustion, internal combustion engines, gas and stean turbines. Alternatives: nuclear, hydro, wind, solar, and geothermal Electricity and transmission lines, agriculture and biofuels, passenger and freight transportation, lighting and heating. Energy policy: Energy Science and Technology 473 474 building codes, hydrofracking, air pollution and climate. Not Offered 2012-13. EE/CS/EST 135. Power System Analysis. 9 units (3-0-6). For course description, see Electrical Engineering. MS/EST 143. Solid-State Electrochemistry for Energy Storage and Conversion. I units (3-0-6). For course description, see Materials Science. EST/MS/ME 199. Special Topics in Energy Science and Technology. Units to be arranged. Subject matter will change from tern o term depending upon staff and student interest, but will generall, center on modes of energy storage and conversion. Instructor: Staff. ENGINEERING (GENERAL) E 2. Frontiers in Engineering and Applied Science. 1 unit; first term. Open for credit to freshmen and sophomores. Weekly seminar by a member of the EAS faculty to discuss his or her area of engineering and group's research at an introductory level. The course can be used to learn more about different areas of study within engineering and applied science. Graded pass/fail. Instructor: Rosakis. E 10. Technical Seminar Presentations. 3 units (1-0-2); first, second, third terms. (Seniors required to take E 10 are given priority in registration. NOTE: Those who neither preregister nor attend the organizational meeting may not be permitted to enroll.) Guidance and practice in organizing and preparing topics for presentation and in speaking with the help of visual aids, including whiteboards, overhead projectors, and video projectors. Instructor: Fender. E 11. Written Technical Communication in Engineering and Applied Science. 3 units (1-0-2); second, third terms. This class provides the opportunity for students to gain experience in technical writing in engineering and applied science. Students will choose a technical topic of interest, possibly based on a previous research or course project, and write a paper in a form that would be appropriate as an engineering report, a technical conference paper, or a peer-reviewed journal paper. The topic of ethical considerations for engineers and scientists as they arise in the publication and peer review process will also be discussed A Caltech faculty member, a postdoctoral scholar, or technical staff member serves as a technical mentor for each student, to provide feedback on the content and style of the report. Fulfils the Institute scientifi writing requirement. Instructors: Pierce, Readhead. E/H/Art 89. New Media Arts in the 20th and 21st Centuries. 9 units (3-0-6); second term. Prerequisites: none. This course will examine artists' work with new technology, fabrication methods and media from Courses the late 19th Century to the present. Major artists, exhibitions, and writings of the period will be surveyed. While considering this historical and critical context, students will create their own original new media artworks using technologies and/or fabrication methods they choose. Possible approaches to projects may involve robotics, electron-ics, computer programming, computer graphics, mechanics and other technologies. Students will be responsible for designing and fabricating their own projects. Topics may include systems in art, the influence of industrialism, digital art, robotics, telematics, media in performance, interactive installation art, and technology in public space. Artists studied may include Eadweard Muybridge, Marcel Duchamp, Vladmir Tatlin, John Cage, Jean Tinguely, Stelarc, Survival Research Laboratories, Lynne Hershman Leeson, Edwardo Kac, Natalie Jeremenjenko, Heath Bunting, Janet Cardiff and others. Instructors: Hillary Mushkin. E 102. Entrepreneurial Development. 9 units (3-0-6); third term. An introduction to the basics of getting a high-technology business started, including early-stage patent, organizational, legal, and financing issues; growing a company; taking a company public; and mergers and acquisi-tions. Lectures include presentations by invited experts in various specialties and keynote guest lecturers of national stature in technology start-ups. Instructor: Pickar. E/ME 103. Management of Technology. 9 units (3-0-6); third term. A course intended for students interested in learning how rapidly evolving technologies are harnessed to produce useful products. Students will work through Harvard Business School case studies, supplemented by lectures to elucidate the key issues. There will be a term project. The course is team-based and designed for students considering working in companies (any size, including start-ups) or eventually going to business school. Topics include technology as a growth agent, financial fundamentals, integration into other business processes, product development pipeline and portfolio management, learning curves, risk assessment, technology trend methodologies (scenarios, projections), motivation, rewards and recognition. Industries considered will include electronics (hardware and software), aerospace, medical, biotech, etc. E 102 and E/ME 105 are useful but not required precursors. Not offered 2012-13. E/ME 105 ab. Product Design for the Developing World. I units (3-2-4); first, second terms. This course emphasizes products for the Developing World - for those people at the bottom of the pyramid. The current focus is on India. The class teaches product design methodologies informed by the special circumstances of the customers. Technologies are often indigenous or local and not "high tech". Issues of sustainability in the business sense as well as the engineering sense are included, as are cultural concerns. We particularly emphasize ultra-low cost manufacturing as well as ergonomic design. Prototyping is an important part of the course with the second quarter devoted to building and testing engineering prototypes in India. The class is characterized by mixed international teams in collaboration with St Gits University in Engineering (General) 475 476 Kerala, India. All lectures are teleconferenced between both locations. To further broaden the experience, students from Art Center College of Design also participate. Some students will go on a pre-trip to India in early September to meet their future teammates and perform research on peoples' needs, choosing potential issues to address when the class commences, though this is not a requirement. Instructor: Pickar. E 120. Data Visualization Projects. 6 units (2-0-4); third term. This course will provide students with a forum for discussing and working through challenges of visualizing students' data using techniques and principles from graphic design, visual art, and visual practices in science and engineering. Working together, we will help create and edit students' graphics and other visual forms of data to improve understand-ing. We will consider the strengths and weaknesses of communicating information visually in drawing, design and diagramming forms such as flow charts, brainstorming maps, graphs, illustrations, movies, anima-tion, as well as public presentation materials, depending on the needs of students' projects. Our approach will be derived from design principles outlined by Edward Tufte and others. The course is targeted towards students across disciplines using visual display and exploration in re-search. There is no pre-requisite, but students should be competent in acquiring and processing data. Instructors: Hillary Mushkin. E 150 abc. Engineering Seminar. 1 unit; each term. All candidates for the M.S. degree in applied mechanics, electrical engineering, materials science, and mechanical engineering are required to attend any graduate seminar in any division each week of each term. Graded pass/fail. Instructor: Fultz. ENGLISH En 1 a. English Composition for ESL Writers. 9 units (3-0-6 or 4-0-5); first term. An introduction to English composition for students whose first language is not English and who need focused instruction before taking a freshman humanities course. This course offers fundamental strategies for composing Huent standard written English anc or constructing academic arguments. Students are assigned to En 1: based on a writing assessment that is required of all incoming students. Not available for credit toward the humanities-social science requirement. Instructor: Daley. En 1 b. English Composition for ESL Writers. I units (3-0-6 or 4-0-5); second term. Continuation of En 1 a for students who need additional instruction before taking a freshman humanities course. Not available for credit toward the humanities-social science requirement. Instructor: S. Hall. En 2. Introduction to College Writing. 9 units (2-2-5); first term. A course in developing forceful academic essays, for students who need Courses more focused attention to writing before entering freshman humanities courses. It emphasizes analytic and argumentative writing and critical reading. The class features small seminar discussions and weekly conferences with the instructor. Students are assigned to En 2 based on a writing assessment that is required of all incoming students. Not available for credit toward the humanities-social science requirement Instructors: S. Hall, Daley. En 3. Tutorial in Writing. 3 units (1-2-0); second term. Prerequisites: Simultaneous registration in a freshman humanities course. Individualized instruction for students who need extra support for writing in the humanities. Not available for credit toward the humanities-social science requirement. Not offered 2012-13. Hum/En 5. Major British Authors. I units (3-0-6). For course description, see Humanities. Hum/En 6. American Literature and Culture. 9 units (3-0-6). For course description, see Humanities. Hum/En 7. Modern European Literature. I units (3-0-6). For course description, see Humanities. F/En 30. Introduction to Film. 9 units (3-0-6). For course descrip-tion, see Film. En 84. Writing About Science. I units (3-0-6); second, third terms. Instruction and practice in writing about science and technology for general audiences. The course considers how to convey complex technical information in clear, engaging prose that nonspecialists can understand and appreciate. Readings in different genres (e.g., magazine and newspaper journalism, reflective essays, case studies, populariza-tions) raise issues for discussion and serve as models for preliminary writing assignments and for a more substantial final project on a topic of each student's choice. Includes oral presentation. Satisfies the Institute scientific writing requirement and the option oral communication requirement for humanities majors. Instructor: S. Hall. En 85. Writing Poetry. 9 units (3-0-6); third term. Students will develop their poetic craft by creating poems in a variety of forms. The lecturer will provide guidance and direction, supervise class discussions of students' works, and assign outside reading as needed. Students may apply one term of En 85, 86, 87, 88, and 89 to the additional HSS requirements, and all other courses in this series will receive Institute credit. Instructor: J. Hall. En 86. Fiction and Creative Nonfiction Writing. I units (3-0-6); second term. The class is conducted as a writing workshop in the short-story and personal essay/memoir form. Modern literary stories and essays are discussed, as well as the art and craft of writing well, aspects of "the writing life," and the nature of the publishing world today. Stu- 477 English 478 dents are urged to write fiction or nonfiction that reflects on the nature of lite. Humor is welcome, although not genre tiction such as formula romance, horror, thrillers, fantasy, or sci-fi. Students may apply one term of En 85, 86, 87, 88, and 89 to the additional HSS requirements, and all other courses in this series will receive Institute credit. Instruc-tor: Gerber. En 87. Introduction to Screenwriting. I units (3-0-6); offered by an-nouncement. The course will focus on format, structure and basic story elements of a feature length screenplay. Students will read samples of successful screenplays, discuss their own ideas, learn how to formulate an outline, and be given exercises to help them develop their first act. Students may apply only one term of En 85, 86, or 87 to the 108 unit HSS requirements. Additional courses in this series will receive Institute credit toward graduation. Instructor: Yamashita. En 89. Writing The News - Journalistic Writing. I units (3-0-6); first term. This class will explore journalistic writing - that is, writing that pays careful attention to fact, accuracy, and precision. It will also examine other aspects of the craft, such as theme, scene, character and, as an equally important result, storytelling. We will begin by examining how traditional print journalism offers up the news through newspapers - their structure, rules, process and presentation. We'll spend time on new media, its process and principles. Then, we'll use the knowledge gained to look at longer-form journalistic writing and at what has become known as literary journalism. Students will produce numerous stories and other writing during the class, including profiles, issues, and reviews. Several of these will be for publication in The California Tech. There may be visits by professional journalists and off-campus excursions, including an outing to the Los Angeles Times. Instructor: Kipling. En 98. Reading in English. I units (1-0-8). Prerequisite: instructor's permission. An individual program of directed reading in English or American literature, in areas not covered by regular courses. Instructor: Staff. En 99 ab. Senior Tutorial for English Majors. I units (1-0-8). Students will study research methods and write a research paper. Required of students in the English option. Instructor: Staff. En 113 ab. Shakespeare's Career. 9 units (3-0-6); first, third terms. A survey of Shakespeare's career as a dramatist. The first term will study his comedies and histories; the second, his tragedies and tragicomedies. Students will need to read one play per week. Instructor: Pigman. En 114 ab. Shakespeare. I units (3-0-6); second term. A close study of Shakespeare's plays with an emphasis on his language, dramatic struc-tures, characters, and themes. Each term will concentrate on a detailed consideration of three or four of Shakespeare's major plays. The first term is not a prerequisite for the second. Not offered 2012-13. Courses En 116. Milton and the Epic Tradition. I units (3-0-6); third term. Epic poetry is a competitive and self-referential genre. Virgil imitates and revises Homer, Dante makes Virgil his guide through hell and most of purgatory before leaving him behind, and Milton transforms the entire epic tradition. Since Milton's engagement with and criticism of the epic are essential elements of Paradise Lost and Paradise Regained, we will focus on his dialogue with Homer, Virgil, and Dante and their differing conceptions of heroism. Not offered 2012-13. En 118. Classical Mythology. 9 units (3-0-6); first, third terms. Why did the Greeks and Romans remain fascinated with the same stories of gods and demigods for more than a thousand years? On the other hand, how did they adapt those stories to fit new times and places? Starting with the earliest Greek poems and advancing through classical Athens, Hellenistic Alexandria, and Augustan Rome, we consider the history of writing poetry as a history of reading the past; the course also serves as an excellent introduction to ancient literary history at large. Readings may include Homer's 'Odyssey,' Hesiod, Aeschylus, Euripides, Apollonius Rhodius, Ovid, and Seneca. Instructor: Haugen. En 119. Displacement. 9 units (3-0-6); first term. The literary fascination with people who change places, temporarily or permanently, over a short distance or across the globe, in works dating from our lifetimes and from the recent and the remote past. How readily can such stories be compared, how easy is it to apply traditional categories of literary evaluation, and, in the contemporary world, how have poetry and prose fictions about migration survived alongside other media? 21st-century works will receive considerable attention; other readings may include Virgil, Swift, Flaubert, Mann, Achebe, Nabokov, Didion, Morrison. Not offered 2012-13. En 121. Literature and Its Readers. I units (3-0-6); first term. The course will investigate readers who have made adventurous uses of their favorite works of literature, from Greek antiquity through the 20th century. Sometimes those readers count, at least temporarily, as literary critics, as when the philosopher Aristotle made Sophocles' Oedipus the King the central model in his wildly successful essay on the literary form of tragedy. Other readers have been even more experimental, as when Sigmund Freud, studying the same play, made the "Oedipus complex" a meeting point for his theory of psychology, his vision of human societies, and his fascination with literary narrative. It will discuss some basic questions about the phenomenon of literary reading. Does a book have a single meaning? Can it be used rightly or wrongly? Not offered 2012-13. En 122. Early History of the Novel. 9 units (3-0-6); third term. The realistic novel is a surprising, even experimental moment in the history of fiction. How and why did daily life become a legitimate topic for narrative in the 18th century? The realistic turn clearly attracted new classes of readers, but did it also make the novel a better vehicle for commenting on society at large? Why were the formal conven- English 479 480 tions of realistic writing so tightly circumscribed? Authors may include Cervantes, Defoe, Richardson, Fielding, Sterne, Walpole, Boswell, and Austen. Not offered 2012-13. En 123. The 19th-Century English Novel. 9 units (3-0-6); third term. A survey of the 19th-century novel from Austen through Conrad, with special emphasis upon the Victorians. Major authors may include Austen, Shelley, Dickens, Eliot, Thackeray, Gaskell, Brontë, Collins, Trollope, Stoker, Hardy. Not offered 2012-13. En 124. 20th-Century British Fiction. 9 units (3-0-6); third term. A survey of the 20th-century British and Irish novel, from the modernist novel to the postcolonial novel. Major authors may include Conrad, Joyce, Woolf, Forster, Lawrence, Orwell, Amis, Lessing, Rushdie. Not offered 2012-13. En 125. British Romantic Literature. I units (3-0-6); second term. A selective survey of English writing in the late 18th and early 19th centuries. Major authors may include Blake, Wordsworth, Coleridge, Byron, Keats, Percy Shelley, Mary Shelley, and Austen. Particular attention will be paid to intellectual and historical contexts and to new understandings of the role of literature in society. Instructor: Gilmartin. En 126. Gothic Fiction. 9 units (3-0-6); third term. The literature of horror, fantasy, and the supernatural, from the late 18th century to the present day. Particular attention will be paid to gothic's shifting cultural imperative, from its origins as a qualified reaction to Enlightenment rationalism, to the contemporary ghost story as an instrument of social and psychological exploration. Issues will include atmosphere and the gothic sense of space; gothic as a popular pathology; and the gendering of gothic narrative. Fiction by Walpole, Shelley, Brontë, Stoker, Poe, Wilde, Angela Carter, and Toni Morrison. Film versions of the gothic may be included. Instructor: Gilmartin. En 128. Modern and Contemporary Irish Literature. I units (3-0-6); third term. The development of Irish fiction, poetry, and drama from the early 20th-century Irish literary renaissance, through the impact of modernism, to the Field Day movement and other contemporary developments. Topics may include the impact of political violence and national division upon the literary imagination; the use of folk and fairy-tale traditions; patterns of emigration and literary exile; the challenge of the English language and the relation of Irish writing to British literary tradition; and recent treatments of Irish literature in regional, postcolonial, and global terms. Works by Joyce, Yeats, Synge, Friel, O'Brien, Heaney, Boland, and others. Not offered 2012-13. En 129. Enlightenment Fiction. I units (3-0-6); second term. What was the fate of fiction in an Age of Reason? Historians have questioned whether a conventional sense of the Enlightenment adequately accounts for European culture in the 18th century, and the literary imagination can seem particularly unsuited to generalizations about Courses progress, optimism, reason, and social order. This course will consider experimental narratives and philosophical satires from the English and Continental tradition, as well as early Romantic responses to the Enlightenment. Readings may include Defoe, Sterne, Voltaire, Diderot, Mary Shelley, Hoffman, and fairy tales from the brothers Grimm. Not offered 2012-13. En 131. Poe's Afterlife. I units (3-0-6); second term. This course focuses on Edgar Allan Poe and the considerable influence his works have had on other writers. Authors as diverse as Charles Baudelaire, Jules Verne, Jorge Luis Borges, Vladimir Nabokov, John Barth, and Philip Roth have used Poe's stories as departure points for their own work. We shall begin by reading some of Poe's s classic short stories, including "The Narrative of Arthur Gordon Pym," "The Purloined Letter," and others. We shall then explore how and why Poe's stories have been so important for authors, despite the fact that his reputation as a great American writer, unlike Hawthorne's and Melville's, for example, is a relatively recent phenomenon. Not offered 2012-13. En 132. American Literature Until the Civil War. 9 units (3-0-6); first term. The course will analyze the literature of this period, from the Puritans through Melville, to determine how various writers understood their relationship to a new world of seemingly unlimited possibility. Authors covered may include Mary Rowlandson, Benjamin Franklin, Hannah Foster, Harriet Jacobs, Emerson, Thoreau, Harriet Beecher Stowe, Hawthorne, and Melville. Not offered 2012-13. En 133. 19th-Century American Women Writers. 9 units (3-0-6), second term. This course will analyze many of the most popular novels written in the 19th century. How might we account for their success in the 19th century and their marginalization (until recently) in the 20th century? Why were so many of these texts "sentimental"? How might we understand the appeal of "sentimental" literature? What are the ideological implications of sentimentalism? Authors may include Stowe, Warner, Cummins, Alcott, Phelps, Fern, etc. Not offered 2012-13. En 134. The Career of Herman Melville. I units (3-0-6), third term. The course will focus on Melville's works from Typee through Billy Budd. Special emphasis will be placed on Melville's relations to 19th-century American culture. Not offered 2012-13. En 136. The Fiction of Charles Dickens. 9 units (3-0-6). An overview of the Great Inimitable's fiction, concentrating on four texts representative of different phases of his novel-writing career and their relationship to the changing world of Victorian Britain: Oliver Twist, Dombey and Son, Bleak House, Our Mutual Friend. Not offered 2012-13. En 137. African American Literature. 9 units (3-0-6); second term. This course analyzes some of the great works of American literature written by African Americans. This body of writing gives rise to two crucial questions: How does African American literature constitute a English 481 482 literary tradition of its own? How is that tradition inextricable from American literary history? From slave narratives to Toni Morrison's Beloved, from the Harlem Renaissance to Alice Walker, from Ralph Ellison to Walter Mosley, African American literature has examined topics as diverse and important as race relations, class identification, and family life. We shall analyze these texts not only in relation to these cultural issues, but also in terms of their aesthetic and formal contribu-tions. Not offered 2012-13. En 138. Twain and His Contemporaries. I units (3-0-6); third term. This course will study the divergent theories of realism that arose in the period after the Civil War and before World War I. Authors covered may include Howells, James, Charlotte Perkins Gilman, Twain, Sarah Orne Jewett, Jacob Riis, Stephen Crane, and W. E. B. DuBois. Not offered 2012-13. En 141. James and Wharton. 9 units (3-0-6); first term. The course covers selected novels, short fiction, and nonfiction writings of friends and expatriates Henry James and Edith Wharton. It will consider formal questions of style and genre as well as the literature's preoccupation with describing and defining American modernity, despite the authors' shared ambivalence toward their native country. Students will read as many as, but no more than, five novels. Texts covered may include The Portrait of a Lady, Daisy Miller, The Ambassadors, selections from The Decoration of Houses, The House of Mirth, The Custom of the Country, and The Age of Innocence. Not offered 2012-13. En 145. American Ethnic Literature. I units (3-0-6); second term. From the idea of the melting pot to contemporary debates about mul-ticulturalism, the costs and benefits of assimilation have been crucial to understanding what it means to be American in the twentieth and twen-ty-first centuries. We will be reading novels, autobiographies, sociology, and other texts that describe the struggles of newcomers to adapt to an alien culture while also, often, trying to negotiate a meaningful relation to their native culture. Authors covered may include Anzia Yezierska, Maxine Hong Kingston, Frank Chin, Richard Rodriguez, Philip Roth, and T. C. Boyle. Not offered 2012-13. En/F 160 ab. Introduction to Classical Hollywood Film. 9 units (3-0-6); first, second terms. This course introduces students to Hollywood films and filmmaking during the classical period, from the coming of sound through the '50s. It will cover basic techniques and vocabulary of film analysis, as we learn to think of films as texts with distinctive formal properties. Topics include the rise and collapse of the studio system, technical transformations (sound, color, deep focus), genre (the musical, the melodrama), cultural contexts (the Depression, World War II, the Cold War), audience responses, and the economic history of the film corporations. Terms may be taken independently. Part a covers the period 1927-1940. Part b covers 1941-1960. Instructor: Jurca. Courses En 180. Special Topics in English. I units (3-0-6). See registrar's announcement for details. Instructor: Staff. En 181. Hardy: The Wessex Novels. 9 units (3-0-6); third term. This course will examine the body of work that the late Victorian novelist Thomas Hardy published under the general title The Wessex Novels, that is, the sequence of works from Far from the Madding Crowd to Jude the Obscure. The six main novels will be read critically to give a sense of the totality of this greatest British regional novelist's achievement. Instruc-tor: Gilmore. En 182. Literature and the First Amendment. I units (3-0-6); second term. "Freedom of speech," writes Benjamin Cardozo in Palko v. Connecticut (1937), "is the matrix, the indispensable condition, of nearly every other form of freedom." We will go inside the matrix, focusing on how it has affected the books we read. This is not a course in constitutional law or political philosophy, but an opportunity to examine how American literary culture has intersected with law and politics. We will investigate the ways in which the meanings of "freedom," what it entails, and who is entitled to it have changed over time. Possible topics include the obscenity trials surrounding Allen Ginsberg's Howl and James Joyce's Ulysses, crackdowns on anti-war propagandists, and the legal battle between Hustler publisher Larry Flynt and televangelist and Moral Majority cofounder Jerry Falwell. Instructor: Hunter. En 183. Victorian Crime Fiction. I units (3-0-6); first term. In 19th-century Britain, for the first time in human history, more of a nation's citizens came to live in urban areas than in rural ones. This result of the Industrial Revolution produced many effects, but in the fiction of the period, one of the most striking was an obsession with the problem of crime. Victorian authors filled their novels with murder, prisons, poisonings, prostitution, criminals, and the new figure of the detective; in this class we will look at the social history, publishing developments, and formal dilemmas that underlay such a response. Authors studied may include Dickens, Collins, Braddon, Conan Doyle, Chesterton, and Conrad, among others. Instructor: Gilmore. En 184. Literary Biography. 9 units (3-0-6); third term. This course is devoted to The Life of Samuel Johnson (1791), one of the strang est biographies and indeed one of the strangest books in Englisi literature. Johnson, a respected poet and the best-known critic of his time, was also famous for editing Shakespeare, publishing biographies of earlier poets, and compiling a mammoth dictionary of English. James Boswell, his much younger admirer, obsessively recorded Johnson's conversation and gathered documents of his life in an effort to produce a real, unvarnished, and unprecedented kind of biography. In addition to The Life, we examine some of Johnson's own works, poetry by other contemporaries, Boswell's diaries, and other relevant sources. The aim is to understand the literary culture English 483 484 of eighteenth-century England by means of one focused and particularly rich case study. Not offered 2012-13. En 185. Dickens and the Dickensian. I units (3-0-6). The adjective "Dickensian" makes an almost daily appearance in today's newspapers, magazines, and other media sources. It is used to describe everything from outrageous political scandals, to Bollywood musicals, to multi-plot novels. But what does the word really mean? And what part of Charles Dickens's output does it refer to? This class will consider some of Dickens's most famous works alongside a series of contemporary novels, all critically described in "Dickensian" terms. The main concern will be equally with style and form, and 19th-century and present-day circumstances of production (e.g., serialization, mass production, Web publication, etc.). Authors considered (aside from Dickens) may include Richard Price, Zadie Smith, Monica Ali, and Jonathan Franzen. Not offered 2012-13. En 186. The Novel of Education. I units (3-0-6); first term. What does it mean to be educated? This class will consider this question via a series of novels that take us from secondary school to the university, and from the nineteenth century to the present. Concentrating on British literature, with its compelling tendency to focalize historical anxieties about class, race and social reform through depictions of formal schooling practices, we too will consider these issues as we enter classrooms and eavesdrop on faculty conversations. At the same time, there will be ample scope to engage with more abstract questions about power, pedagogy, and alienation, and we will use our reading's rich stock of schoolyard bullies, boarding school mean girls, struggling scholars and power-mad protessors as the concrete anchor for such considerations. Authors read may include Dickens, Bronte, Waugh, Amis, Spark, Lodge, Ishiguro and Zadie Smith. Not offered 2012-13. En 187. Introduction to Medieval English Literature. 9 units 3-0-6; first. This course offers a tour of major (as well as some minor) genres and works written in Britain prior to 1500. Far from a literary "dark age," the Middle Ages fostered dramatic experiments in narrative form, bequeathing to modern literature some of its best-loved genres and texts. We will practice reading in Middle English— the language of Chaucer and his contemporaries-while we concentrate on the following questions: how did these texts circulate among readers? How do they establish their authority? What kinds of historical and cultural currents to they engage? Texts may include the lives of saints, the confessions of sinners, drama, lyrics, romances, selections from Chaucer's Canterbury Tales, and Malory's Morte Darthur. Readings will be in Middle and modern English. Instructor: Jahner. En 188. Medieval Romance. 9 units (3-0-6); second term. The medieval term romanz designated both a language, French, and a genre, romance, dedicated to the adventures of knights and ladies and the villains, monsters, magic, and miles that stood in their way. This course explores key examples from the twelfth through the fifteenth centuries, Courses while also examining evolutions in the form. We will consider how romances figured love and desire as well as negotiated questions of law, territory, and cultural difference. Authors and texts may include Chrétien de Troyes, Marie de France, Gawain and the Green Knight, Arthurian legends, outlaw tales, and hagiography. Readings will be in modern English translation, with Old French and Middle English available for the adventurous. Instructor: Jahner. En/H 193. Cervantes, Truth or Dare: Don Quixote in an Age of Empire. 9 units (3-0-6); third term. Studies Cervantes's literary mas-terpiece, Don Quixote, with a view to the great upheavals that shaped the early modern world: Renaissance Europe's discovery of America; feudalism's demise and the rise of mass poverty; Reformation and Counter-Reformation; extermination of heretics and war against infi-dels; and the decline of the Hapsburg dynasty. The hapless protagonist of Don Quixote calls into question the boundaries between sanity and madness, truth and falsehood, history and fiction, objectivity and individual experience. What might be modern, perhaps even revolutionary, in Cervantes's dramatization of the moral and material dilemmas of his time? Conducted in English. Instructor: Wey-Gómez. En/H 197. American Literature and the Technologies of Read-ing. I units (3-0-6); third term. This course explores the material forms of American literature from the colonial era through the nineteenth century. We will study how and by whom books and other kinds of texts were produced, and how these forms shaped and were shaped by readers' engagement with them. Possible topics include the history of such printing technologies as presses, types, paper, ink, binding, and illustra-tion; the business of bookmaking and the development of the publishing industry; the rise of literary authorship; the career of Benjamin Franklin; print, politics, and the American Revolution; and manuscript culture. Instructor: C. Hunter ENGLISH AS A SECOND LANGUAGE Please see pages 264-265 for requirements regarding English compe-tency. All of the following courses are open to international graduate students only. ESL 101. Oral Communication and Pronunciation. 3 units (3-0-0); first term. Communication and pronunciation in spoken Eng-lish. Development of pronunciation, vocabulary, listening comprehen-sion, and accuracy and fluency in speaking. Aspects of American culture will be discussed. The first term is required for all first-year international students designated by the ESL screening process. Passing the class is based on attendance and effort. Graded pass/fail. Instructor: Geasland. English as a Second Language 485 486 ESL 107. Introductory Writing and Oral Presentation. Noncredit; offered by announcement; third term. The exploration of ideas in both oral and written English is crucial in a variety of academic settings. Whether writing a thesis or term paper, undertaking an oral exam, or presenting at a conference or seminar, the organization of ideas is central, of course, but the details of formatting, grammar, logic, word choice and delivery are a close second. This course includes frequent in-class oral presentations by students based on their current research interests, followed by detailed critiques of pronunciation and style and ample opportunity for practice to develop both English confidence and delivery skills. The writing portion of the course includes classroom exercises and editing practice will be based on student writing samples. Here, also, the emphasis will be on content, logic, formatting and grammar, work choices, as well as punctuation. The goals of the course include improvement of confidence and presentation skills, and the ability to communicate clearly and concisely in both oral and written English. Enrollment is limited, with priority given to graduate students. Instruc-tor: Geasland. ENVIRONMENTAL SCIENCE AND ENGINEERING ESE 1. Introduction to Environmental Science and Engineer-ing. 9 units (3-0-6); third term. Prerequisites: Ph 1 ab, Ch 1 ab, and Ma 1 ab. An introduction to the array of major scientific and engineering issues related to environmental quality on a local, regional, and global scale. Fundamental aspects of major environmental problems will be addressed with an overall focus on the dynamic interplay among the atmosphere, biosphere, geosphere, and hydrosphere. Underlying scientific principles based on biology, chemistry, and physics will be presented. Engineering solutions to major environmental problems will be explored. Not offered on a pass/fail basis. Satisfies the menu requirement of the Caltech core curriculum. Instructor: Leadbetter. ESE 90. Undergraduate Laboratory Research in Environmental Science and Engineering. Units by arrangement; any term. Approval of research supervisor required prior to registration. Independent research on current environmental problems; laboratory or field work is required. A written report is required for each term of registration. Graded pass/ fail. Instructor: Staff. ESE 100. Special Problems in Environmental Science and Engi-neering. Up to 12 units by arrangement; any term. Prerequisites: instructor's permission. Special courses of readings or laboratory instruction. Graded pass/fail. Instructor: Staff. ESE 101. Earth's Atmosphere. I units (3-0-6); first term. Composition of the atmosphere. Radiative transfer and the greenhouse effect. Scattering and absorption by gases, clouds, and aerosols. Feedbacks due to water vapor, clouds, ice, and vegetation. Transports of energy and Courses momentum and their effects on the surface climate. Chemical reactions in the atmosphere affecting atmospheric ozone and air quality. Instruc-tor: Ingersoll. ESE 102. Earth's Oceans. 9 units (3-0-6); first term. Fundamentals of ocean dynamics: Ekman layers, wind-driven gyres, boundary currents, and overturning circulations. Oceanographic observational methods and phenomenology of the distribution of temperature, salinity, and tracers. Ocean biology and chemistry: simple plankton population models, Redfield ratios, air-sea gas exchange, productivity and respira-tion, weathering inputs, and carbon cycle basics. Fundamentals of past climate changes. Geochemical methods of inferring past ocean behav-ior, and changes of ocean circulations over Earth's history. Instructor: Adkins. ESE 103. Earth's Biogeochemical Cycles. 9 units (3-0-6); second term. Global cycles of carbon, nitrogen and sulfur. Photosynthesis, respiration and net primary production. Soil formation, erosion, and carbon storage. Ecosystem processes, metrics, and function. Nutrient supply and limitation. Microbial processes underlying weathering, decomposi-tion, and carbon remineralization. Stable isotope tracers in the carbon and hydrologic cycles. The human footprint on the Earth. Instructor: Wenberg. ESE 104. Current Problems in Environmental Science and Engineering. 1 unit; first term. Discussion of current research by ESE graduate students, faculty, and staff. Instructor: Staff. ESE 105. Research in Environmental Science and Engineer-ing. Units by arrangement; any term. Prerequisite: instructor's permission. Exploratory research for first-year graduate students and qualified undergraduates. Graded pass/fail. Instructor: Staff. ESE 110 abc. Seminar in Environmental Science and Engineering. 1 unit; first, second, third terms. Seminar on current developments and research in environmental science and engineering. Graded pass/fail. Instructor: Adkins. ACM/ESE 118. Methods in Applied Statistics and Data Analysis. 9 units (3-0-6). For course description, see Applied and Computational Mathematics. ESE 130. Atmosphere Dynamics. 9 units (3-0-6); second term. Prereq-visites: ESE 101 or instructor's permission. Introduction to the physical balances and dynamical mechanisms govIntroduction to the dynamic. of large-scale flows in the atmosphere. Governing equations and approximations that describe these rotation and stratification dominatec flows. Topics include: conservation laws, equations of state, geostrophic and thermal wind balance, vorticity and potential vorticity dynamics, shallow water dynamics, atmospheric waves. Instructor: Bordoni. Environmental Science and Engineering 487 488 ESE 131. Physical Oceanography. I units (3-0-6); second term. Pre-requisite: ESE 102 or instructor's permission. Introduction to the physical balances and dynamical mechanisms governing ocean circulations. Topics include: Overview of observation systems; wind-driven planetary gyres and western boundary currents; buoyancy-driven circulations and abyssal flow; energetics of ocean circulations and combined effects of wind and buoyancy driving; meridional overturning circulations; thermocline models; mesoscale eddies; equatorial waves and response to wind driving at the equator; El Niño and the Southern Oscillation. Instructor: Thompson. ESE 132. Tropical Atmosphere Dynamics. I units (3-0-6); third term. Prerequisite: ESE 130 or instructor's permission. Phenomenological description of tropical atmospheric circulations at different scales, and theories or models that capture the underlying fundamental dynam-ics, starting from the large-scale energy balance and moving down to cumulus convection and hurricanes. Topics to be addressed include: large-scale circulations such as the Hadley, Walker, and monsoonal circulations, the intertropical convergence zone, equatorial waves, convectively coupled waves, and hurricanes. Given in alternate years; not offered 2012-13. ESE 133. Large-scale Atmosphere Dynamics. 9 units (3-0-6); third term. Prerequisite: ESE 130 or instructor's permission. Introduction to the global-scale fluid dynamics of the atmosphere, beginning with an analysis of classical models of instabilities in atmospheric flows and leading to currently unsolved problems. Topics include barotropic Rossby waves and barotropic instability; the quasigeostrophic two-layer model and baroclinic instability; conservation laws for wave quantities and wave-mean flow interaction theory; turbulent fluxes of heat and momentum; geostrophic turbulence; genesis of zonal jets; Hadley cell dynamics. The course focuses on Earth's atmosphere but treats the circulation of Earth's atmosphere as part of a continuum of possible planetary circulations. Instructor: Bordoni. ESE 134. Cloud and Boundary Layer Dynamics. I units (3-0-6); third term. Prerequisite: ESE 130 or instructor's permission. Introduction to the dynamics of clouds and atmospheric boundary layers, from a phenomenological overview of cloud and boundary layer morphologies to closure theories for turbulence and convection. Topics include similarity theories for neutral and thermally stratified boundary layers; dry convective boundary layers; mixed-layer models; stably stratified boundary layers; moist thermodynamics and stability; stratocumulus and trade-cumulus boundary layers; shallow cumulus convection and deep convection. Given in alternate years; offered 2012-13. Instructor: Schneider. ESE 137. Southern Ocean Dynamics. 9 units (3-0-6); third term. Prerequisite: ESE 131 or instructor's permission. This course focuses on the impact of Southern Ocean dynamics on the global climate. Topics include: water mass formation and modification processes, the South- Courses ern Ocean meridional overturning circulation, surface mixed-layer dynamics, wave-mean flow interactions and transport in the Antarctic Circumpolar Current, topographic interactions and small-scale mixing, the Southern Ocean's response to changing climate conditions, continental shelf/slope dynamics, interactions with the cryosphere. Given in alternate years, not offered 2012-13. ESE 138. Ocean Turbulence and Wave Dynamics. 9 units (3-0-6); third term. Prerequisite: ESE 131 or instructor's permission. Introduction to the dynamics of ocean mixing and transport with a focus on how these processes feed back on large-scale ocean circulation and climate. Topics include: vorticity and potential vorticity dynamics, planetary and topographic Rossby waves, inertia-gravity waves, mesoscale eddies, turbulent transport of tracers, eddy diffusivity in turbulent flows, fron-togenesis and submesoscale dynamics, diapycnal mixing. This course will also include a discussion of observational techniques for measuring mesoscale and small-scale processes in the ocean. Given in alternate years; not offered 2012-13. ESE/Ge 139. Atmospheric Radiation. 9 units (3-0-6); third term. Prerequisite: ESE 101 or instructor's permission. The basic physics of absorption and scattering by molecules, aerosols, and clouds. Theory of radiative transfer. Band models and correlated-k distributions and scattering by cloud and aerosol particles. Solar insolation, thermal emission, heating rates, and applications to climate and remote sensing. Instructor: Yung. ESE 142. Aquatic Chemistry. 9 units (3-0-6); third term. Prerequisite: Ch 1 or instructor's permission. This course will cover selected aspects of the chemistry of natural and engineered aquatic systems. Lectures cover basic principles of physical-organic and physical-inorganic chemistry relevant to the aquatic environment under realistic conditions. Specific topics that are covered include the principles of equilibrium chemistry in natural water, acid-base chemistry of inorganic and organic acids including aquated carbon dioxide, metal-ligand chemistry, ligand substitution kinetics, kinetics and mechanisms of organic and inorganic redox reactions, photochemical transformations of chemical com-pounds, biochemical transformations of chemical compounds in water and sediments, heterogeneous surface reactions and catalysis. Thermo-dynamic, kinetics and reaction mechanisms are emphasized. Instructor: Hoffmann. Ge/ESE 143. Organic Geochemistry. 9 units (3-2-4). For course description, see Geological and Planetary Sciences. Ge/ESE 149. Marine Geochemistry. 9 units (3-0-6). For course description, see Geological and Planetary Sciences. Ge/ESE 150. Planetary Atmospheres. I units (3-0-6). For course description, see Geological and Planetary Sciences. Environmental Science and Engineering 489 490 Ge/ESE 154. Readings in Paleoclimate. 3 units (1-0-2). For course description, see Geological and Planetary Sciences. Ge/ESE 155. Paleoceanography. I units (3-0-6). For course descrip-tion, see Geological and Planetary Sciences. Ge/EE/ESE 157 c. Remote Sensing for Environmental and Geological Applications. I units (3-3-3). For course description, see Geological and Planetary Sciences. ChE/ESE 158. Aerosol Physics and Chemistry. 9 units (3-0-6). For course description, see Chemical Engineering. ESE/Bi 166. Microbial Physiology. 9 units (3-1-5); first term. Recommended prerequisite: one year of general biology. A course on growth and functions in the prokaryotic cell. Topics covered: growth, transport of small molecules, protein excretion, membrane bioenergetics, energy metabolism, motility, chemotaxis, global regulators, and metabolic integration. Instructor: Leadbetter. ESE/Bi 168. Microbial Metabolic Diversity. 9 units (3-0-6); second term. Prerequisites: ESE 142, ESE/Bi 166. A course on the metabolic diversity of microorganisms. Basic thermodynamic principles governing energy conservation will be discussed, with emphasis placed on photosynthesis and respiration. Students will be exposed to genetic, genomic, and biochemical techniques that can be used to elucidate the mechanisms of cellular electron transfer underlying these metabolisms. Instructor: Newman. Ge/ESE 170. Microbial Ecology. 9 units (3-2-4). For course descrip-tion, see Geological and Planetary Sciences. ESE/Ge/Ch 171. Atmospheric Chemistry I. 9 units (3-0-6); third term. Prerequisite: Ch 1 or equivalent. A detailed course about chemical transformation in Earth's atmosphere. Kinetics, spectroscopy, and thermodynamics of gas-phase chemistry of the stratosphere and troposphere; sources, sinks, and lifetimes of trace atmospheric species; stratospheric ozone chemistry; oxidation mechanisms in the tropo-sphere. Instructors: Seinfeld, Wennberg. ESE/Ge/Ch 172. Atmospheric Chemistry II. 3 units (3-0-0); first term. Prerequisite: ESE/Ge/Ch 171 or equivalent. A lecture and discussion course about active research in atmospheric chemistry. Potential topics include halogen chemistry of the stratosphere and troposphere; aerosol formation in remote environments; coupling of dynamics and photo-chemistry; development and use of modern remote-sensing and in situ instrumentation. Graded pass/fail. Not offered 2012-13. ESE/Ch/Ge 175. Environmental Organic Chemistry. I units (3-0-6); second term. A detailed analysis of the important chemical reactions and physicochemical processes governing the behavior and fate of Courses organic compounds in the surface and subsurface aquatic environments. The course is focused on physical organic chemistry relevant to natural waters. Fundamental aspects of thermodynamics, kinetics, mechanisms, and transport are stressed. Instructor: Hoffmann. ESE 180. Environmental Policy. 9 units (3-0-6); second term. An introduction to environmental policy and analysis, with an emphasis on global environmental issues and policies. Using environmental policy cases, the course includes examination of the historical context for contemporary environmental policy issues, the role of government, science and the public in policy making, and the ethical dimensions of policy choices. Topics also include policy process models, environmental policy approaches, and frameworks for evaluation. Instructor: Carmichael. ESE 200. Advanced Topics in Environmental Science and Engi-neering. Units by arrangement; any term. Course on contemporary topics in environmental science and engineering. Topics covered vary from year to year, depending on the interests of the students and staff. ESE 300. Thesis Research. For other closely related courses, see listings under Chemistry, Chemical Engineering, Civil Engineering, Mechanical Engineering, Biology, Geological and Planetary Sciences, Economics, and Social Science. FILM F/En 30. Introduction to Film. 9 units (3-0-6). This course examines film as an art and as an institution from 1895 through the present. Students will acquire the basic vocabulary and techniques of film analysis, focusing on questions of form (mise-en-scène, cinematography, editing, sound) and narrative, as well as an understanding of the historical development of the medium with an emphasis on the American, European, and Asian contexts. Topics will include the early cinema of illusion, the actuality film, the transition to sound, the Hollywood star system, Italian neorealism, the French New Wave, Dogma 95, and Hong Kong action cinema. Not offered 2012-13. F/Hum 32. Humanities on Film. 3 units (1-1-1); offered by announce-ment. A course centered around a series of films (usually five) screened as part of the Caltech film program. Students will be required to attend prefilm lectures and postfilm discussions, to do some reading, and to produce a short paper. L/F 104. French Cinema. 9 units (3-0-6). For course description, see Languages. Film 491 492 L/F 109. Introduction to French Cinema from Its Beginning to the Present. I units (3-0-6). For course description, see Languages. H/F 131. History on Film. 9 units (2-2-5). For course description, see History. H/F 132. Nations/Cultures on Film: Japan. 9 units (2-2-5). For course description, see History. H/F 133. Topics in Film History. 9 units (2-2-5). For course descrip-tion, see History. H/F 134. The Science Fiction Film. 9 units (2-2-5). For course description, see History. H/F 136. Ethnic Visions. 9 units (2-2-5). For course description, see History. En/F 160 ab. Introduction to Classical Hollywood Film. 9 units (3-0-6). For course description, see English. FRESHMAN SEMINAR FS 1. Freshman Seminar: Cosmic Explosions and Their Multi-Messenger Signals. 6 units (2-0-4); first term. This seminar will discuss the physics and astrophysics of explosive astrophysical events from both a theoretical and observational point of view. Course meetings will be a mixture of discussions, overview presentations assembled by the students and presentations by expert scientists at a generally accessible level. Freshmen only; limited enrollment. Not offered 2012-13. FS 2. Freshman Seminar: The Origins of Ideas. 6 units (2-0-4); first term. Why do we have 60 minutes in an hour? Why do we use a fork or chopsticks when we eat? Why do we have music? Why do we have sports? The goal of the class is to learn how to enjoy ignorance, be curious and try and discover the origin and the evolutionary processes that led to the ideas and artifacts that are a part of our life. The class is collaborative and interactive: You will teach as much as you will learn - you will learn as much as you will teach. Most importantly, you will realize the fun in discovery and the joy of human interaction. Freshmen only; limited enrollment. Not offered 2012-13. FS 3. Freshman Seminar: Cosmic Discovery. 6 units (2-0-4); first term. This seminar will address a general question: How are new discoveries made in astronomy? Unlike in most sciences, we cannot study astronomical objects in a laboratory - all we can do is to observe them from a large distance. Moreover, most of them evolve on time scales vastly larger than the human lifetime. So, how do we reach a convincing and reliable physical understanding of cosmic phenomena? What Courses assumptions do we make in interpreting the astronomical observations? What is the role of technological advances in opening new domains for discovery? What are the natural limitations of our measurements? We will illustrate the scientific discovery process in astronomy with numerous historical and recent examples. Freshmen only; limited enrollment. Not offered 2012-13. FS/Ph 4. Freshman Seminar: Physics of the Large Hadron Col-lider. 6 units (2-0-4); third term. This course will review the science goals of the Large Hadron Collider at CERN, along with elementary particle theory and the new physics that may be discovered at the LHC, including: the Higgs boson, supersymmetry, particle dark matter, extra dimensions, mini black holes, etc. We will study the latest publications from LHC experiments and examine prospects for discoveries in the years to come. Freshmen only; limited enrollment. Instructor: Weinstein. FS/BE 5. Freshman Seminar: Introduction to Biomechanics. 6 units (2-0-4); third term. Freshmen only; limited enrollment. This course is an introduction to the application of engineering principles from solid and fluid mechanics to the study of biological systems. The course emphasizes the organismal, rather than the molecular, level of complexity. It draws on a wide array of biological phenomena from animals and plants, and is not intended as a technical introduction to medically related biomechanics. Topics include scaling and heuristic modeling of biological systems; fundamental properties of biological solids and fluids; viscoelasticity; drag and locomotion; biological pumps; and biology-inspired engineering. Textbook: Life's Devices: The Physical World of Animals and Plants by Steven Vogel. Given in alternate years; not offered 2012-13. FS 6. Freshman Seminar: The Mind. 6 units (2-0-4); second term. What is the mind? How do thoughts, feelings and experiences arise from the activity of the brain? How have various disciplines approaches this topic, including philosophy, psychology, and neuroscience? And how can we best investigate it? Do animals have minds? Could we engineer synthetic minds? This course will engage a small group of students in readings and discussion on these topics, include discussions with guest faculty, and include visits to select laboratories at Caltech. Freshmen only, limited enrollment. Instructor: Adolphs. FS/Ph 9. Freshman Seminar: The Science of Music. 6 units (2-0-4); second term. This course will focus on the physics of sound, how musical instruments make it, and how we hear it, including readings, discus-sions, demonstrations, and student observations using sound analysis software. In parallel we will consider what differentiates music from other sounds, and its role psychically and culturally. Students will do a final project of their choice and design, with possibilities including a book review, analysis of recordings of actual musical instruments, or instrument construction and analysis. Freshmen only; limited enrollment. Instructor: Politzer. Freshman Seminar 493 494 FS/Ph 11 abc. Freshman Seminar: Research Tutorial. 6 units (2-0- 4); second, third terms of freshman year and first term of sophomore year. A small number of students will be offered the opportunity to enroll in this tutorial, the purpose of which is to demonstrate how research ideas arise, and are evaluated and tested, and how those ideas that survive are developed, This is accomplished by doing individual, original projects. There will be weekly group meetings and individual tutorial meetings with the instructor. Support for summer research at Caltech between freshman and sophomore years will be automatic for those students making satisfactory progress. Graded pass/fail. Freshmen only; limited enrollment. Instructor: Tombrello. FS/Ph/Bi 13. Freshman Seminar: In Search of Memory. 6 units (2-0-4); first term. An exploration of brain function based on weekly readings in an autobiographical account by a Nobel Prize willing neu-robiologist. No lectures. Each week there will be reading from chapters of the book plus relevant research papers, discussing trail-blazing neuroscience experiments. Instructor: Pine. FS/Ph 14. Freshman Seminar: Albatrosses, Beetles and Cetaceans. 6 units (2-0-4); first term. A quantitative study of some examples of physics applied to macrobiota, including flight (the range of the alba-tross), surface tension and walking on water (the world of insects), and acoustics (how whales communicate). In addition to learning the art of physical estimation, scaling, and the value of dimensionless numbers, this course offers the opportunity to appreciate who to apply otherwise abstract physics to everyday experience. In addition to problem sets, each student will be expected to research a specific example and present findings to the rest of the class. Freshmen only; limited enrollment. Instructor: Stevenson. FS/Ge 15. Freshman Seminar: San Gabriel Mountains. 6 units (2-0-4); third term. The San Gabriel Mountains form an impresive backdrop for the Caltech campus. This seminar will explore the natural and cultural history of these nearby yet not widely known mountains. Some of the topics to be considered include: geology and origin of the range; native Americans and the settlement history of our region; water resources, floods and debris flows; the Mt. Wilson telescope and its construction; the cycle of fire in chaparral country, and the diverse habitats of the range. One or more partial-day field trips are planned. Enrollment limited to 12. Instructor: Farley. FS/Ge 16. Freshman Seminar: Earthquakes. 6 units (2-0-4); first term. We all live with earthquakes, but despite ongoing scientific ef-forts, scientists have not been able to predict them. What have they tried, and why hasn't it worked? During this freshman seminar, participants will review our current understanding of the earthquake process, the efforts that have been made in earthquake prediction, real-time response to earthquakes, and advances in earthquake preparation in Southern California. We will go on a 1-day trip off campus to visit local faults. Freshmen only; limited enrollment. Instructor: Stock. Courses GEOLOGICAL AND PLANETARY SCIENCES Geology, Geobiology, Geochemistry, Geophysics, Planetary Science Ge 1. Earth and Environment. 9 units (3-3-3); third term. An introduction to the ideas and approaches of earth and environmental sciences, including both the special challenges and viewpoints of these kinds of science as well as the ways in which basic physics, chemistry, and biology relate to them. In addition to a wide-ranging lecture-oriented component, there will be a required field trip component (two weekend days). The lectures and topics cover such issues as solid earth structure and evolution, plate tectonics, oceans and atmospheres, climate change, and the relationship between geological and biological evolution. Not offered on a pass/fail basis. Instructor: Asimow. Satisfies the menu requirement of the Caltech core curriculum. Ge 10. Frontiers in Geological and Planetary Sciences. 2 units (2-0-0); second term. The course may be taken multiple times. Weekly seminar by a member of the Division of Geological and Planetary Sciences or a visitor to discuss a topic of his or her current research at an introductory level. The course is designed to introduce students to research and research opportunities in the division and to help students find faculty sponsors for individual research projects. Graded pass/fail. Instructors: Farley, Clayton. Ge 11 a. Introduction to Earth and Planetary Sciences: Earth as a Planet. I units (3-3-3); first term. Systematic introduction to the physical and chemical processes that have shaped Earth as a planet over geological time, and the observable products of these processes - rock materials, minerals, land forms. Geophysics of Earth. Plate tectonics; earthquakes; igneous activity. Metamorphism and metamorphic rocks. Rock deformation and mountain building. Weathering, erosion, and sedimentary rocks. Evolution of land forms in response to wind, water, ice, and tectonic processes. The causes and recent history of climate change. The course includes one three-day field trip and a weekly laboratory section focused on the identification of rocks and minerals and the interpretation of topographic and geological maps. Although Ge 11 abcd is designed as a sequence, any one term may be taken as a standalone course. Instructor: Eiler. Ge 11 b. Introduction to Earth and Planetary Sciences: Earth and the Biosphere. 9 units (3-3-3); second term. Prerequisite: Ch 1 a. Systematic introduction to the origin and evolution of life and its impact on the oceans, atmosphere, and climate of Earth. Topics covered include ancient Earth surface environments and the rise of atmospheric oxygen. Microbial and molecular evolution, photosynthesis, genes as fossils. Banded iron stones, microbial mats, stromatolites, and global glacia-tion. Biological fractionation of stable isotopes. Numerical calibration of the geological timescale, the Cambrian explosion, mass extinctions, and human evolution. The course usually includes one major field trip and laboratory studies of rocks, fossils, and geological processes. 495 Geological and Planetary Sciences 496 Although Ge 11 abcd is designed as a sequence, any one term may be taken as a standalone course. Biologists biologists are particularly welcome. Instructors: Fischer, Kirschvink. Ge/Ay 11 c. Introduction to Earth and Planetary Sciences: Planetary Sciences. 9 units (3-0-6); third term. Prerequisites: Ma 1 ab, Ph 1 ab. A broad introduction to the present state and early history of the solar system, including terrestrial planets, giant planets, moons, asteroids, comets, and rings. Earth-based observations, observations by planetary spacecraft, study of meteorites, and observations of extrasolar planets are used to constrain models of the dynamical and chemical processes of planetary systems. Although Ge 11 abcd is designed as a sequence, any one term may be taken as a standalone course. Physicists and astronomers are particularly welcome. Instructor: Ingersoll Ge 11 d. Introduction to Earth and Planetary Sciences: Geophys-ics. I units (3-0-6); second term. Prerequisites: Ch 1, Ma 2 a, Ph 2 a. An introduction to the geophysics of the solid earth; formation of planets; structure and composition of Earth; interactions between crust, mantle and core; surface and internal dynamics; mantle convection; imaging of the interior; seismic tomography. Although Ge 11 abcd is designed as a sequence, any one term can be taken as a standalone course. Instruc-tors: Clayton, Gurnis. Ge 13. Scientific Writing Tutorial in the Geological and Planetary Sciences. 3 units (1-0-2); third term. Offered by announcement only. This class provides the opportunity for students to gain experience in writing a substantial paper in the style typical of peer-reviewed journals, such as Annual Reviews of Earth and Planetary Sciences, Geology, Science, or Na-ture. Grading will be evaluated jointly by each student's adviser and the course instructor. Fulfills the Institute scientific writing requirement. Instructors: Kirschvink, staff. FS/Ge 15. Freshman Seminar: San Gabriel Mountains. 6 units (2-0- 4). For course description, see Freshman Seminar. Ge 40. Special Problems for Undergraduates. Units to be arranged; any term. This course provides a mechanism for undergraduates to undertake honors-type work in the geologic sciences. By arrangement with individual members of the staff. Graded pass/fail. Ge 41 abc. Undergraduate Research and Bachelor's Thesis. Units to be arranged; first, second, third terms. Guidance in seeking research opportunities and in formulating a research plan leading to preparation of a bachelor's thesis is available from the GPS option representatives. Graded pass/fail. Ge 101. Introduction to Geology and Geochemistry. 12 units (4-0-8); first term. Prerequisite: graduate standing or instructor's permission. A broad, high-level survey of geology and geochemistry with emphasis on quantitative understanding. Historical deduction in the geological Courses and planetary sciences. Plate tectonics as a unifying theory of geology. Igneous and metamorphic processes, structural geology and geomor-phology; weathering and sedimentary processes. Nucleosynthesis and chemical history of the solar system; distribution of the elements in the earth; isotopic systems as tracers and clocks; evolution of the biosphere; global geochemical and biogeochemical cycles; geochemical constraints on deep Earth structure. One mandatory three-day field trip, selected laboratory exercises, and problem sets. Instructor: Asimow. Ge 102. Introduction to Geophysics. I units (3-0-6); second term. Prerequisites: Ma 2, Ph 2, or Ge 108, or equivalents. An introduction to the physics of the earth. The present internal structure and dynamics of the earth are considered in light of constraints trom the gravitationa and magnetic fields, seismology, and mineral physics. The fundamentals of wave propagation in earth materials are developed and applied to inferring Earth structure. The earthquake source is described in terms of seismic and geodetic signals. The following are also considered: the contributions that heat-flow, gravity, paleomagnetic, and earthquake mechanism data have made to our understanding of plate tectonics, the driving mechanism of plate tectonics, and the energy sources of mantle convection and the geodynamo. Instructor: Clayton, Gurnis. Ge 103. Introduction to the Solar System. 9 units (3-0-6); third term. Prerequisite: instructor's permission. Formation and evolution of the solar system. Interiors, surfaces, and atmospheres. Orbital dynamics, chaos, and tidal triction. Cratering. Comets and asteroids. Extrasolar planetary systems. Instructor: Ingersoll. Ge 104. Introduction to Geobiology. 9 units (3-0-6); first term. Prerequisite: instructor's permission. Lectures about the interaction and coevolution of life and Earth surface environments. We will cover essential concepts and major outstanding questions in the field of geo-biology, and introduce common approaches to solving these problems. Topics will include biological fractionation of stable isotopes; history and operation of the carbon and sulfur cycles; evolution of oxygenic photosynthesis; biomineralization; mass extinctions; analyzing biodiversity data; constructing simple mathematical models constrained by isotope mass balance; working with public databases of genetic infor-mation; phlyogenetic techniques; microbial and molecular evolution Instructor: Fischer. Ge 106. Introduction to Structural Geology. 9 units (3-0-6); second term. Prerequisite: Ge 11 ab. Description and origin of main classes of deformational structures. Introduction to continuum mechanics and its application to rock deformation. Interpretation of the record of deformation of the earth's crust and upper mantle on microscopic, mesoscopic, and megascopic scales. Introduction to the tectonics of mountain belts. Instructor: Avouac. Ge 108. Applications of Physics to the Earth Sciences. 9 units (3-0-6); first term. Prerequisites: Ph 2 and Ma 2 or equivalent. An inter- 497 Geological and Planetary Sciences 498 mediate course in the application of the basic principles of classical physics to the earth sciences. Topics will be selected from: mechanics of rotating bodies, the two-body problem, tidal theory, oscillations and normal modes, diffusion and heat transfer, wave propagation, electro-and magneto-statics, Maxwell's equations, and elements of statistical and fluid mechanics. Instructor: Brown. Ge 109. Oral Presentation. 3 units (1-0-2); third term. Practice in the effective organization and delivery of reports before groups. Successful completion of this course is required of all candidates for degrees in the division. Graded pass/fail. Instructors: Bikle, Rossman. Ge 110. Geographic Information System for Geology and Planetary Sciences. 3 units (0-3-0); first term. Formal introduction to modern computer-based geospatial analysis. Covers methods and applications of Geographic Information Systems (GIS) in Earth and planetary sciences in the form of practical lab exercises using the ArcGIS software package and a variety of geo-referenced data (Digital Elevation Models, geodetic measurements, satellite images, geological maps). Instructor: Avouac. Ge 111 ab. Applied Geophysics Seminar and Field Course. 6 units (3-3-0); second term. Prerequisite: instructor's permission. I units (0-3-6); spring break, third term. Prerequisite: Ge 111 a. An introduction to the theory and application of basic geophysical field techniques consisting of a comprehensive survey of a particular field area using a variety of methods (e.g., gravity, magnetic, electrical, GPS, seismic studies, and satellite remote sensing). The course will consist of a seminar that will discuss the scientific background for the chosen field area, along with the theoretical basis and implementation of the various measurement techniques. The 4-S-day field component will be held in spring break, and the data analysis component is covered in Ge 111 b. May be repeated for credit with an instructor's permission. Instructors: Clayton, Simons. Ge 112. Sedimentology and Stratigraphy. 12 units (3-5-4); first term. Prerequisite: Ge 11 ab. Systematic analysis of transport and deposition in sedimentary environments and the resulting composition, texture, and structure of both clastic and chemical sedimentary rocks. The nature and genesis of sequence architecture of sedimentary basins and cyclic aspects of sedimentary accumulation will be introduced. Covers the formal and practical principles of definition of stratigraphic units, correlation, and the construction of a geologic timescale. Field trip and laboratory exercises. Not offered 2012-13. Ge 114 a. Mineralogy. 9 units (3-4-2); first term. Atomic structure, composition, physical properties, occurrence, and identifying characteristics of the major mineral groups. The laboratory work involves the characterization and identification of important minerals by their physical and optical properties. Instructor: Rossman. Courses Ge 114 b. Mineralogy Laboratory. 3 units (0-2-1); first term. Prerequi-site: concurrent enrollment in Ge 114 a or instructor's permission. Additional laboratory studies of optical crystallography and the use of the petro-graphic microscope. Instructor: Rossman. Ge 115 a. Petrology and Petrography: Igneous Petrology. 6 units (3-0-3); second term. Prerequisite: Ge 114 ab. Study of the origin, occur-rence, tectonic significance and evolution of igneous rocks with emphasis on use of phase equilibria and geochemistry. Instructor: Stolper. Ge 115 b. Petrology and Petrography: Metamorphic Petrology. 6 units (3-0-3); third term. Prerequisite: Ge 115 a. The mineralogic and chemical composition, occurrence, and classification of metamorphic rocks; interpretation of mineral assemblages in the light of chemical equilibrium and experimental studies. Discussion centers on the use of metamorphic assemblages to understand tectonic, petrologic, and geochemical problems associated with convergent plate boundaries and intrusion of magmas into the continental crust. Instructor: Eiler. Ge 115 c. Petrology and Petrography: Petrography Laboratory. 6 units (0-4-2); third term. Prerequisites: Ge 115 a and concurrent enrollment in Ge 115 b. Laboratory exercises dealing with examination of igneous and metamorphic rocks in hand-sample and with the petrographic microscope. Instructor: Staff. Ge 116. Analytical Techniques Laboratory. 6 units (1-4-1); second term. Prerequisites: Ge 114 a or instructor's permisson. Methods of quantitative laboratory analysis of rocks, minerals, and fluids in geological and planetary sciences. Consists of five intensive two-week modules covering scanning electron microscopy (imaging, energy-dispersive X-ray spectroscopy, electron backscatter diffraction); the electron microprobe (wavelength-dispersive X-ray spectroscopy); X-ray powder diffraction; optical, infrared, and Raman spectroscopy; and plasma source mass spectrometry for elemental and radiogenic isotope analysis. Satisfies the Institute core requirement for an additional introductory laboratory course. Instructors: Asimow, Jackson, Rossman, Farley. Ge 120 a. Field Geology: Introduction to Field Geology. 6 units (1-5-0); third term. Prerequisite: Ge 11 ab, Ge 106 (may be taken concurrently with Ge 106). A comprehensive introduction to methods of geological field mapping through laboratory exercises in preparation for summer field camp. Laboratory exercises introduce geometrical and graphical techniques in the analysis of geologic maps. Field trips introduce methods of geological mapping. Given in alternate years; not offered 2012-13. Ge 120 b. Field Geology: Summer Field Camp. 18 units (0-18-0); summer. Prerequisite: Ge 120 a or instructor's permission. Intensive three-week field course in a well-exposed area of the southwestern United States covering techniques of geologic field observation, documenta- 499 Geological and Planetary Sciences 500 tion, and analysis. Field work begins immediately following Commencement Day in June. Given in alternate years; not offered 2012-13. Ge 121 abc. Advanced Field Geology. 12 units (0-9-3); first, second, third terms. Prerequisites: Ge 120 or equivalent, or instructor's permission. Field mapping and supporting laboratory studies in topical problems related to the geology of the southwestern United States. Course provides a breadth of experience in igneous, metamorphic, or sedimentary rocks or geomorphology. Multiple terms of 121 may be taken more than once for credit if taught by different instructors. Instructors: Wernicke (a), Kirschvink (b), Saleeby (c) Ge 124 a. Paleomagnetism and Magnetostratigraphy. 6 units (0-0-6); third term. Application of paleomagnetism to the solution of problems in stratigraphic correlation and to the construction of a high-precision geological timescale. A field trip to the southwest United States or Mexico to study the physical stratigraphy and magnetic zona-tion, followed by lab analysis. Instructor: Kirschvink. Given in alternate years; offered 2012-13. Ge 124 b. Paleomagnetism and Magnetostratigraphy 9 units (3-3- 3); third term. Prerequisite: Ge 11 ab. The principles of rock magnetism and physical stratigraphy; emphasis on the detailed application of paleomagnetic techniques to the determination of the history of the geomagnetic field. Instructor: Kirschvink. Given in alternate years; offered 2012-13. Ge 125. Geomorphology. 12 units (3-5-4); first term. Prerequisite: Ge 11 a or instructor's permission. A quantitative examination of landforms, runoff generation, river hydraulics, sediment transport, erosion and de-position, hillslope creep, landslides and debris flows, glacial processes, and submarine and Martian landscapes. Field and laboratory exercises are designed to facilitate quantitative measurements and analyses of geomorphic processes. Instructor: Lamb. Given in alternate years; offered 2012-13. Ge 126. Topics in Earth Surface Processes. 6 units (2-0-4); second term. A seminar-style course focusing on a specific theme within geomorphology and sedimentology depending on student interest. Potential themes could include river response to climate change, bedrock erosion in tectonically active mountain belts, or delta evolution on Earth and Mars. The course will consist of student-led discussions centered on readings from peer-reviewed literature. Instructor: Lamb. Ge/Ch 127. Nuclear Chemistry. I units (3-0-6); first term. Prerequi-site: instructor's permission. A survey course in the properties of nuclei, and in atomic phenomena associated with nuclear-particle detection. Topics include rates of production and decay of radioactive nuclei; interaction of radiation with matter; nuclear masses, shapes, spins, and moments; modes of radioactive decay; nuclear fission and energy gen-eration. Given in alternate years; not offered 2012-13. Courses Ge/Ch 128. Cosmochemistry. 9 units (3-0-6); third term. Prerequisite: instructor's permission. Examination of the chemistry of the interstellar medium, of protostellar nebulae, and of primitive solar-system objects with a view toward establishing the relationship of the chemical evolution of atoms in the interstellar radiation field to complex molecules and aggregates in the early solar system. Emphasis will be placed on identifying the physical conditions in various objects, timescales for physical and chemical change, chemical processes leading to change, observational constraints, and various models that attempt to describe the chemical state and history of cosmological objects in general and the early solar system in particular. Not offered 2012-13. Ge 131. Planetary Structure and Evolution. I units (3-0-6); third term. Prerequisite: instructor's permission. A critical assessment of the physical and chemical processes that influence the initial condition, evolution, and current state of planets, including our planet and planetary satellites. Topics to be covered include a short survey of condensed-matter physics as it applies to planetary interiors, remote sensing of planetary interiors, planetary modeling, core formation, physics of ongoing differentiation, the role of mantle convection in thermal evolution, and generation of planetary magnetic fields. Instructor: Stevenson. Ge/Ay 132. Atomic and Molecular Processes in Astronomy and Planetary Sciences. 9 units (3-0-6); first term. Prerequisite: instructor's permission. Fundamental aspects of atomic and molecular spectra that enable one to infer physical conditions in astronomical, planetary, and terrestrial environments. Topics will include the structure and spectra of atoms, molecules, and solids; transition probabilities; photoioniza-tion and recombination; collisional processes; gas-phase chemical reactions; and isotopic fractionation. Each topic will be illustrated with applications in astronomy and planetary sciences, ranging from planetary atmospheres and dense interstellar clouds to the early universe. Instructor: Blake. Given in alternate years; offered 2012-13. Ge/Ay 133. The Formation and Evolution of Planetary Systems. 9 units (3-0-6); first term. Review current theoretical ideas and observations pertaining to the formation and evolution of planetary systems. Topics to be covered include low-mass star formation, the protoplan-etary disk, accretion and condensation in the solar nebula, the formation of gas giants, meteorites, the outer solar system, giant impacts, extrasolar planetary systems. Instructor: Knutson. Ge 136 abc. Regional Field Geology of the Southwestern United States. 3 units (1-0-2); first, second, or third terms, by announcement. Prerequisite: Ge 11 ab or Ge 101, or instructor's permission. Includes approximately three days of weekend field trips into areas displaying highly varied geology. Each student is assigned the major responsibility of being the resident expert on a pertinent subject for each trip. Graded pass/fail. Instructor: Kirschvink. 501 Geological and Planetary Sciences 502 Ge/Ay 137. Planetary Physics. 9 units (3-0-6); third term. Prerequisites: Ph 106 abc, ACM 95/100 abc. Solar-system dynamics, with emphasis on slow changes in the orbit and rotation rates of planets and satellites. Topics: tidal friction, resonant orbits and rotation rates, gravitational fields of planets and satellites, dynamics of polar wandering, continental drift, and planetary rings. Instructors: Brown, Knutson. ESE/Ge 139. Atmospheric Radiation. 9 units (3-0-6). For course description, see Environmental Science and Engineering. Ge 140 a. Stable Isotope Geochemistry. I units (3-0-6); second term. An introduction to the principles and applications of stable isotope systems to earth science, emphasizing the physical, chemical and biological processes responsible for isotopic fractionation, and their underlying chemical-physics principles. Topics include the kinetic theory of gases and related isotopic fractionations, relevant subjects in quantum mechanics and statistical thermodynamics, equations of motion of charged particles in electrical and magnetic fields (the basis of mass spectrom-etry), the photochemistry of isotopic species, and applications to the earth, environmental and planetary sciences. Instructor: Eiler. Taught in odd years; alternates with Ge 140b. Offered 2012-13. Ge 140 b. Radiogenic Isotope Geochemistry. 9 units (3-0-6); second term. An introduction to the principles and applications of radiogenic isotope systems in earth science. Topics to be covered include radioactive decay phenomena, geochronometry, isotopes as tracers of solar system and planetary evolution, extinct radioactivities, and cosmogenic isotopes. Instructor: Farley. Taught in even years; alternates with Ge 140a. Not offered 2012-13. Ge/ESE 143. Organic Geochemistry. 9 units (3-2-4); first term. Prerequisite: Ch 41 a or equivalent. Main topics include the analysis, properties, sources, and cycling of natural organic materials in the environment, from their production in living organisms to burial and decomposition in sediments and preservation in the rock record. Specific topics include analytical methods for organic geochemistry, lipid structure and biochemistry, composition of organic matter, factors controlling organic preservation, organic climate and CO2 proxies, diagenesis and catagenesis, and biomarkers for ancient life. A laboratory component (three evening labs) teaches the extraction and analysis of modern and ancient organic biomarkers by GC/MS. Class includes a mandatory one-day (weekend) field trip to observe the Monterey For-mation. Instructor: Sessions. Given in alternate years; offered 2012-13. Ge 145. Isotope-Ratio Mass Spectrometry. I units (1-4-4); first term. This class provides a hands-on introduction to the construction and operating principles of instrumentation used for isotope-ratio mass spectrometry. The class is structured as a 1-hour lecture plus 4-hour lab each week examining the major subsystems of an IRMS, including vacuum systems, ionization source, mass analyzer, and detector. Laboratories involve hands-on deconstruction and re-assembly of a retired Courses IRMS instrument to examine its components. Course is limited to 6 students at the discretion of the instructor, with preference given to graduate students using this instrumentation in their research. Instruc-tor: Sessions. Ge/ESE 149. Marine Geochemistry. 9 units (3-0-6); third term. Prerequisites: ESE 102. Introduction to chemical oceanography and sediment geochemistry. We will address the question "Why is the ocean salty?" by examining the processes that determine the major, minor, and trace element distributions of seawater and ocean sediments. Topics include river and estuarine chemistry, air/sea exchange, nutrient uptake by the biota, radioactive tracers, redox processes in the water column and sediments, carbonate chemistry, and ventilation. Instructor: Adkins. Given in alternate years; offered 2012-13. Ge/ESE 150. Planetary Atmospheres. 9 units (3-0-6); second term. Prerequisites: Ch 1, Ma 2, Ph 2, or equivalents. Origin of planetary at-mospheres, escape, and chemical evolution. Tenuous atmospheres: the moon, Mercury, and outer solar system satellites. Comets. Vapor-pres-sure atmospheres: Triton, Io, and Mars. Spectrum of dynamical regimes on Mars, Earth, Venus, Titan, and the gas giant planets. Instructor: Ingersoll. Ge 151. Fundamentals of Planetary Surfaces. 9 units (3-3-3); first term. Review of surface histories and processes responsible for the formation and modification of the surfaces of the terrestrial planets and the Jovian satellites. Topics: exogenic surface processes, including impact, gravitational degradation, atmospheric modification of surfaces by wind and water, and the direct interaction of surfaces with plasmas; endogenic modification of surfaces by tectonics and volcanism; surface histories of Mercury, Venus, the moon, and Mars; the surfaces of icy bodies. Not offered 2012-13. Ge/ESE 154. Readings in Paleoclimate. 3 units (1-0-2); second term. Prerequisite: instructor's permission. Lectures and readings in areas of current interest in paleoceanography and paleoclimate. Instructor: Adkins. Ge/ESE 155. Paleoceanography. 9 units (3-0-6); third term. Prereq-uisites: ESE 102. Evaluation of the data and models that make up our current understanding of past climates. Emphasis will be placed on a historical introduction to the study of the past ten thousand to a few hundred thousand years, with some consideration of longer timescales. Evidence from marine and terrestrial sediments, ice cores, corals, and speleothems will be used to address the mechanisms behind natural climate variability. Models of this variability will be evaluated in light of the data. Topics will include sea level and ice volume, surface temperature evolution, atmospheric composition, deep ocean circulation, tropical climate, ENSO variability, and terrestrial/ocean linkages. Instructor: Adkins. Given in alternate years; not offered. 2012-13. 503 Geological and Planetary Sciences 504 Ge 156. Topics in Planetary Surfaces. 6 units (3-0-3). Offered by announcement only. Reading about and discussion of current understanding of the surface of a selected terrestrial planet, major satellite, or asteroid Important "classic" papers will be reviewed, relative to the data that are being returned from recent and current missions. May be repeated for credit. Ge/EE/ESE 157 c. Remote Sensing for Environmental and Geological Applications. 9 units (3-3-3); third term. Use of different parts of the electromagnetic spectrum (visible, ultraviolet, infrared, and radio wavelengths) for interpretation of physical and chemical characteristics of the surfaces of Earth and other planets. Topics: interaction of light with materials, spectroscopy of minerals and vegetation, atmospheric removal, image analysis, classification, and multi-temporal studies. This course is complementary to EE 157ab with additional emphasis on applications for geological and environmental problems, using data acquired from airborne and orbiting remote sensing platforms. Students will work with digital remote sensing datasets in the laboratory and there will be one field trip. Instructor: Ehlmann. Ge/Ay 159. Planetary Evolution and Habitability. 9 units (3-0-6); second term. Photochemistry of planetary atmospheres, comparative planetology, atmospheric evolution. What makes Earth habitable? Remote sensing of extrasolar planets, biosignatures. Instructor: Yung. Given in alternate years; offered 2012-13. Ae/Ge/ME 160 ab. Continuum Mechanics of Fluids and Solids. 9 units (3-0-6). For course description, see Aerospace. Ge 161. Plate Tectonics. 9 units (3-0-6); first term. Prerequisite: Ge 11 ab or equivalent. Geophysical and geological observations related to plate tectonic theory. Instantaneous and finite motion of rigid plates on a sphere; marine magnetic and paleomagnetic measurements; seismicity and tectonics of plate boundaries; reference frames and absolute plate motions. Interpretations of geologic data in the context of plate tecton-ics; plate tectonic evolution of the ocean basins. Instructor: Stock. Ge 162. Seismology. 9 units (3-0-6); second term. Prerequisite: ACM 95/100 abc or equivalent. Review of concepts in classical seismology. Topics to be covered: basic theories of wave propagation in the earth, instrumentation, Earth's structure and tomography, theory of the seismic source, physics of earthquakes, and seismic risk. Emphasis will be placed on how quantitative mathematical and physical methods are used to understand complex natural processes, such as earthquakes. Instructor: Ampuero. Ge 163. Geodynamics. 9 units (3-0-6); third term. Prerequisite: Ae/Gel ME 160 ab. Quantitative introduction to the dynamics of the earth, including core, mantle, lithosphere, and crust. Mechanical models are developed for each of these regions and compared to a variety of data sets. Potential theory applied to the gravitational and geomagnetic Courses fields. Special attention is given to the dynamics of plate tectonics and the earthquake cycle. Instructor: Gurnis. Ge 164. Mineral Physics. 9 units (3-0-6); second term. Prerequisites: Ge 11 ad or equivalent, or instructor's permission. Introduction to the mineral physics of Earth's interior. Topics covered: mineralogy and phase transitions at high pressures and temperatures; elasticity and equations of state; vibrational, electronic, and transport properties; application of mineral physics data to Earth and planetary interiors. Instructor: Jackson. Ge 165. Geophysical Data Analysis. 9 units (3-0-6); first term. Prerequisites: basic linear algebra and Fourier transforms. Introduction to modern digital analysis: discrete Fourier transforms, Z-transforms, filters, deconvolution, auto-regressive models, spectral estimation, basic statistics, 1-D wavelets, model fitting via singular valued decomposi-tion. Not offered 2012-13. Ge 167. Tectonic Geodesy. 9 units (3-0-6); third term. An introduction to the use of modern geodetic observations (e.g., GPS and InSAR) to constrain crustal deformation models. Secular velocity fields, coseis-mic and time-dependent processes; volcano deformation and seasonal loading phenomena. Basic inverse approaches for parameter estimation and basic temporal filtering algorithms. Instructor: Simons. Ge 168. Crustal Geophysics. 9 units (3-0-6); third term. Prerequisite: ACM 95/100 or equivalent, or instructor's permission. The analysis of geophysical data related to crust processes. Topics include reflection and refraction seismology, tomography, receiver functions, surface waves, and gravity. Instructor: Clayton. Ge 169 abcd. Readings in Geophysics. 6 units (3-0-3); first, second, third, fourth terms. Reading courses are offered to teach students to read critically the work of others and to broaden their knowledge about specific topics. Each student will be required to write a short summary of each paper that summarizes the main goals of the paper, to give an assessment of how well the author achieved those goals, and to point out related issues not discussed in the paper. Each student will be expected to lead the discussion on one or more papers. The leader will summarize the discussion on the papers) in writing. A list of topics offered each year will be posted on the Web. Individual terms may be taken for credit multiple times without regard to sequence. Instructor: Staff. Ge/ESE 170. Microbial Ecology. 9 units (3-2-4); third term. Prereg-visite: ESE/Bi 166. Structural, phylogenetic, and metabolic diversity of microorganisms in nature. The course explores microbial interactions, relationships between diversity and physiology in modern and ancient environments, and influence of microbial community structure on bio-geochemical cycles. Introduction to ecological principles and molecular approaches used in microbial ecology and geobiological investigations. Not offered 2012-13. 505 Geological and Planetary Sciences 506 ESE/Ge/Ch 171. Atmospheric Chemistry I. 9 units (3-0-6) For course description, see Environmental Science and Engineering. ESE/Ge/Ch 172. Atmospheric Chemistry II. 3 units (3-0-0). For course description, see Environmental Science and Engineering. ESE/Ch/Ge 175. Environmental Organic Chemistry. 9 units (3-0-6). For course description, see Environmental Science and Engineering. Ge 177. Active Tectonics. 12 units (3-3-6); third term. Prerequisites: Ge 112 and Ge 106 or equivalent. Introduction to techniques for identifying and quantitying active tectonic processes. Geomorphology, stratig-raphy, structural geology, and geodesy applied to the study of active faults and folds in a variety of tectonic settings. Relation of seismicity and geodetic measurements to geologic structure and active tectonics processes. Review of case studies of selected earthquakes. Given in alternate years; not offered 2012-13. Bi/Ge 180. Methods in Molecular Genetics. 12 units (2-8-2). For course description, see Biology. Ge 190. The Nature and Evolution of the Earth. Units to be arranged. Offered by announcement only. Advanced-level discussions of problems of current interest in the earth sciences. Students may enroll for any or all terms of this course without regard to sequence. Instructor: Staff. Ge 191. Special Topics in Geochemistry: Radiogenic Isotopes Seminar. 6 units (3-0-3); second term. Prerequisites: Ge 140 or permission of instructor. The course deals with advanced topics in radiogenic isotope geochemistry and builds on Ge 140, addressing unconventional applications of radioisotopes as well as treating several conventional radiogenic systems in more detail. Each unit begins with a lecture on the history of the system followed by guided discussion of current developments. Special topics include the history of radiogenic isotope geochemistry at Caltech, U-series dating of sediments, high precision U-Pb and 40Ar/39Ar geochronology, and heavy noble gases. Instructor: Farley. Ge 192. Special Topics in the Geological Sciences. Units to be arranged. Offered by announcement only. Advanced-level discussions of problems of current interest in the geological sciences. Students may enroll for any or all terms of this course without regard to sequence. Instructor: Staff. Ge 193. Special Topics in Geophysics. Units to be arranged. Offered by announcement only. Advanced-level discussions of problems of current interest in geophysics. Students may enroll for any or all terms of this course without regard to sequence. Instructor: Staff. Courses Ge 194. Special Topics in the Planetary Sciences. Planetary Discussion Group. 3 units (1-1-1); first term. This course will provide an interactive environment for students to discuss topics in the literature about observations and theory related to planets, both within the Solar System and around other stars in the Galaxy. Topics covered include planet formation, detection/characterization of exoplanets, observations of Solar System bodies, dynamical modeling, planetary interiors and atmospheric dynamics. Instructors: Johnson, Brown. Ge 195. Special Topics in Field Geology. Units to be arranged; Offered by announcement. Field experiences in different geological settings. Supporting lectures will usually occur before and during the field experi-ence. This course will be scheduled only when special opportunities arise. Class may be taken more than once. Instructor: Staff. Ge 196. Special Topics in Atmospheres and Oceans. Units to be arranged. Offered by announcement only. Advanced-level discussions of problems of current interest in atmospheric and ocean sciences. Instructor: Staff. Ge 197. Special Topics in Geobiology. Units to be arranged; second term. Advanced-level discussions of problems of current interest in the geobiological sciences. Students may enroll for any or all terms of the course without regard to sequence. Instructor: Dawson. Ge 211. Applied Geophysics II. Units to be arranged. Prerequisite: instructor's permission. Intensive geophysical field experience in either marine or continental settings. Marine option will include participation in a student training cruise, with several weeks aboard a geophysical research vessel, conducting geophysical measurements (multibeam bathymetry, gravity, magnetics, and seismics), and processing and interpreting the data. Supporting lectures and problem sets on the theoretical basis of the relevant geophysical techniques and the tectonic background of the survey area will occur before and during the training cruise. The course might be offered in a similar format in other isolated situations. The course will be scheduled only when opportunities arise and this usually means that only six months' notice can be given. Auditing not permitted. Class may be taken more than once. Instructors: Stock, Clayton, Gurnis. Ge 212. Thermodynamics of Geological Systems. 9 units (3-0-6); first term. Prerequisites: Either Ch 21 abc, Ge 115 a, or equivalents. Chemical thermodynamics as applied to geological and geochemical problems. Classical thermodynamics, including stability criteria, homogeneous and heterogeneous equilibria, equilibria subject to generalized constraints, equations of state, ideal and non-ideal solutions, redox systems, and electrolyte conventions. Brief discussion of statistical foundations and an introduction to the thermodynamics of irreversible processes. Given in alternate years; not offered 2012-13. 507 Geological and Planetary Sciences 508 Ge 214. Spectroscopy of Minerals. I units (3-0-6); third term. Pre-requisites: Ge 114 a, Ch 21 ab, or instructor's permission. An overview of the interaction of minerals with electromagnetic radiation from gamma rays to microwaves. Particular emphasis is placed on visible, infrared, Raman, and Mössbauer spectroscopies as applied to mineralogical problems such as phase identification, chemical analysis, site popula-tions, and origin of color and pleochroism. Instructor: Rossman. Given in alternate years; offered 2012-13. Ge 215. Topics in Advanced Petrology. 12 units (4-0-8); first term. Prerequisite: Ge 115 ab or instructor's permission. Lectures, readings, seminars, and/or laboratory studies in igneous or metamorphic petrol-ogy, paragenesis, and petrogenesis. The course may cover experimental, computational, or analytical methods. Format and content are flexible according to the needs of the students. Given in alternate years; not offered 2012-13. CE/Ge/ME 222. Earthquake Source Processes, Debris Flows, and Soil Liquefaction: Physics-based Modeling of Failure in Granular Media. 6 units (2-0-4); third term. For course description, see Civil Engineering. Ge 232. Chemistry of the Solar System. 9 units (3-0-6); first term. Prerequisites: instructor's permission. The isotopic and elemental compositions of extraterrestrial materials provide clues to conditions, events, and processes during the formation of the solar system. Specific topics include: solar elemental and isotopic compositions; chronology from short-lived nuclei; the unique role of volatile elements; pre-solar grains from meteorites; chondritic meteorite components as clues to solar nebula and asteroid evolution; interplanetary and comet coma dust; asteroidal igneous rocks; overview of lunar materials. Given in alternate years; offered 2012-13. Instructor: Burnett. Ge/Bi 244. Paleobiology Seminar. 6 units (3-0-3); third term. Critical reviews and discussion of classic investigations and current research in paleoecology, evolution, and biogeochemistry. Instructor: Kirschvink. Ge/Bi 246. Molecular Geobiology Seminar. 6 units (2-0-4); second term. Recommended preparation: ESE/Bi 166. Critical reviews and discussion of classic papers and current research in microbiology and geomi-crobiology. As the topics will vary from year to year, it may be taken multiple times. Given in alternate years; not offered 2012-13. Ge 261. Advanced Seismology. I units (3-0-6); third term. Continuation of Ge 162 with special emphasis on particular complex problems; includes generalizations of analytical methods to handle nonplanar structures and methods of interfacing numerical-analytical codes in two and three dimensions; construction of Earth models using tomographic methods and synthetics. Requires a class project. Instructor: Helmberger. Courses Ge 263. Computational Geophysics. 9 units (3-0-6); second term. Prerequisites: introductory class in geopbysics, class in partial differential equations, some programming experience. Finite-difference, pseudo-spectral, finite-element, and spectral-element methods will be presented and applied to a number of geophysical problems including heat flow, deformation, and wave propagation. Students will program simple versions of methods. Instructors: Clayton, Gurnis, Ampuero. Given in alternate years; offered 2012-13. ME/Ge/Ae 266 ab. Dynamic Fracture and Frictional Faulting. 9 units (3-0-6). For course description, see Mechanical Engineering. Ge 268. Mantle Dynamics. I units (3-0-6); first term. Prerequisites: Ge 163 and Ge 263. Analysis of mantle dynamics and connection with surface processes, especially plate tectonics. Selected problems will be examined, including the mechanics of subduction, mantle plumes, mantle convection, convective mixing, thermal evolution, and inter pretation of seismic tomography. Term project using numerical models required. Given in alternate years; not offered 2012-13. Ge 270. Continental Tectonics. 9 units (3-0-6); first term. Prerequi-sites: ACM 95/100 or ACM 113; Ge 11 ab, Ge 106, Ge 162, or Ge 161. The nature of nonplate, finite deformation processes in the evolution of the continental lithosphere, using the Alpine orogen as an example. Rheological stratification; isostatic and flexural response to near-vertical loads; rifting and associated basin development; collision and strike-slip tectonics; deep crustal processes. Given in alternate years; not offered 2012-13. Ge 277. Active Tectonics Seminar. 6 units (2-0-4); second term. Discussion of key issues in active tectonics based on a review of the litera-ture. The topic of the seminar is adjusted every year based on students' interest and recent literature. Instructor: Avouac. Ge 297. Advanced Study. Units to be arranged. Ge 299. Thesis Research. Original investigation, designed to give and to it enterd fires to she de easies for higher degres, HISTORY Hum/H 1 ab. East Asian History. 9 units (3-0-6). For course descrip-tion, see Humanities. Hum/H 2. American History. 9 units (3-0-6). For course description, see Humanities. History 509 510 Hum/H 3 a. European Civilization: The Classical and Medieval Worlds. 9 units (3-0-6). For course description, see Humanities. Hum/H 3 b. European Civilization: Early Modern Europe. I units (3-0-6). For course description, see Humanities. Hum/H 3 c. European Civilization: Modern Europe. 9 units (3-0- 6). For course description, see Humanities. Hum/H 4 a. Civilization, Science, and Archaeology: Before Greece: The Origins of Civilization in Mesopotamia. 9 units (3-0- 6). For course description, see Humanities. Hum/H 4 b. Civilization, Science, and Archaeology: The Development of Science from Babylon through the Renaissance. I units (3-0-6). For course description, see Humanities. Hum/H 4 c. Civilization, Science, and Archaeology: The Origins of Polytheism and Monotheism in Ancient Egypt, Mesopotamia, and Israel and the Nature of Religious Belief. 9 units (3-0-6). For course description, see Humanities. Hum/H/HPS 10. Introduction to the History of Science. I units (3-0-6). For course description, see Humanities. Hum/H/HPS 11. History of Astronomy and Cosmology. 9 units (3-0-6). For course description, see Humanities. H 40. Reading in History. Units to be determined for the individual by the division. Elective, in any term. Reading in history and related subjects, done either in connection with the regular courses or independently, but under the direction of members of the department. A brief written report will usually be required. Graded pass/fail. Not available for credit toward humanities-social science requirement. Art/H 69. Modernism in the Visual Arts, 1850-1945. 9 units (3-0- 6). For course description, see Art. E/H/Art 89. New Media Arts in the 20th and 21st Centuries. 9 units (3-0-6). For course description, see Engineering. H 98. Reading in History. I units (1-0-8). Prerequisite: instructor's permission. An individual program of directed reading in history, in areas not covered by regular courses. Instructor: Staff. H 99 abc. Research Tutorial. 9 units (1-0-8). Prerequisite: instructor's permission. Students will work with the instructor in the preparation of a research paper, which will form the basis of an oral examination. Instructor: Staff. Courses H 108 a. The Early Middle Ages. 9 units (3-0-6); first term. This course is designed to introduce students to the formative period of Western medieval history, roughly from the fourth through the tenth centuries. It will emphasize the development of a new civilization from the fusion of Roman, Germanic, and Christian traditions, with a focus on the Frankish world. The course focuses on the reading, analysis, and discussion of primary sources. Not offered 2012-13. H 108 b. The High Middle Ages. 9 units (3-0-6); second term. This course is designed to introduce students to European history between 1000 and 1400. It will provide a topical as well as chronological examination of the economic, social, political, and religious evolution of western Europe during this period, with a focus on France, Italy, England, and Germany. The course emphasizes the reading, analysis, and discussion of primary sources. Not offered 2012-13. H 109. Medieval Knighthood. 9 units (3-0-6); fist term. This course tells the story of the knight from his beginnings in the early Middle Ages, through his zenith in the 11th, 12th, and 13th centuries, to his decline and transformation in the late medieval and early modern peri-ods. The course treats the knight not simply as a military phenomenon but also as a social, political, religious, and cultural figure who personified many of the elements that set the Middle Ages apart. Instructor: W. Brown. H 110. Saints, Sinners, and Sexuality in the Medieval World. 9 units (3-0-6); third term. This course will investigate medieval conceptions of sanctity, transgression, and appropriate behavior for men and women. We will examine institutions as well as individuals, and explore real situations as well as the imaginary realms created in romances and manuscript marginalia. From the earliest Christian martyrs to Joan of Arc, we will investigate a wide range of sources—literary, artistic, and documentary-to get at the often contradictory but always fascinating intersections of faith, gender, and the forbidden in the medieval world. Not offered 2012-13. H 111. The Medieval Church. 9 units (3-0-6); first term. This course takes students through the history of the medieval Christian Church in Europe, from its roots in Roman Palestine, through the zenith of its power in the high Middle Ages, to its decline on the eve of the Refor-mation. The course focuses on the church less as a religion (although it will by necessity deal with some basic theology) than as an institution that came to have an enormous political, social, cultural, and economic impact on medieval life, and for a brief time made Rome once more the mistress of Europe. Not offered 2012-13. H 112. The Vikings. 9 units (3-0-6); third term. This course will take on the Scandinavian seafaring warriors of the 8th-11th centuries as a historical problem. What were the Vikings, where did they come from, and how they did they differ from the Scandinavian and north German pirates and raiders who preceded them? Were they really the horned- 511 History 512 helmeted, bloodthirsty barbarians depicted by modern popular media and by many medieval chronicles? What effect did they have in their roughly two centuries of raiding and colonization on the civilizations of medieval and ultimately modern Europe? Not offered 2012-13. H 115 abc. British History. 9 units (3-0-6); first, second, third terms. The political and cultural development of Great Britain from the early modern period to the twentieth century. H 115 a covers the Reformation and the making of a Protestant state (1500-1700). H 115 b examines the Enlightenment and British responses to revolutions in France and America (1700-1830). H 115 c is devoted to the Victorian and Edwardian eras (1830-1918). H 115 a is not a prerequisite for H 115 b; neither it nor H 115 b is a prerequisite for H 115 c. Not offered 2012-13. H 116. Studies in Narrative: History, Fiction, and Storytelling. 9 units (3-0-6); second term. This course examines the fraught relationship between historical and literary narratives, two interdependent but often opposed forms of storytelling. It will look at works that raise the issue of veracity and storytelling, including fictions like Graham Swift's Waterland, films such as Kurosawa's Rashomon, and the "historical novel-las" in Simon Schama's book Dead Certainties. It will also investigate in some detail the works of American, French, and Italian historians who have tried to solve this problem by turning to so-called microhistory. Not offered 2012-13. H 118. Histories of Collecting. I units (3-0-6); second term. This course examines the history and theory of collecting, concentrating on collectors, collections, and collecting in the West since the Renaissance. It will include field trips to collections around Los Angeles, including the Huntington Art Gallery and the Museum of Jurassic Technology, and the examination of issues such as forgery and the workings of art markets. Not offered 2012-13. H/Art 119. Art Worlds. 9 units (3-0-6); third term. Among theorists and practitioners of art, the "art world" has come to be seen as a central force in the production of contemporary art. But what is the art world? When and how did it come to assume this remarkable impor-tance? Drawing on resources including social history, philosophical aesthetics, artists' writings and anthropological theory, this course will examine crucial moments in the formation and changing conception of the art world. Topics include the relation of art worlds to the valua-tion, collecting, and market for art; the ambivalent relations of the art world to artistic avant-gardes; and the comparative strength of the art world's position in the age of 21st-century globalization. Objects from local collections, and local collections themselves, will be central to the analysis. The course will include a number of field trips as well as presentations by contemporary artists. Not offered 2012-13. H 120. Epidemics in American History. I units (3-0-6); third term. This course is intended to offer students a broad overview of the his- Courses tory of epidemic disease in the United States from the Revolutionary War until 1920, with a particular emphasis on politics, law, and social relations. In other words, it is concerned with the ways that various groups of people (victims of disease, potential victims, medical person-nel, agents of the government, etc.) reacted to the outbreak of virulent diseases. This course is designed to illustrate various changes over time, from the forms of medical treatment to the role of governmental bureaucracies in the regulation of public health. Instructor: Schoeppner. H 121. American Radicalism. I units (3-0-6); offered by announcement. The course will cover a number of radical social, political, and artistic movements in 20th-century America. A focus on the first two decades of the century will center around the poet, journalist, and revolutionary John Reed and his circle in Greenwich Village. Topics will include their involvement with artistic experimentation, the Industrial Workers of the World, the Mexican Revolution, the Russian Revolution, and the movements for birth control and against American involvement in World War I. Other areas of concentration will be the Great Depression of the '30s, with its leftist political and labor actions, and the freewheeling radicalism of the '60s, including the anti-Vietnam protests, Students for a Democratic Society, and the ethnic struggles for social and political equality. Some reference will be made to the antiglobalization movements of today. Not offered 2012-13. H 122. Household and Family Forms over Time. 9 units (3-0-6); first term. This course examines the wide variety of family forms and household structures in past societies, as well as the social, cultural, institutional, and economic variables that influenced them. The course focuses mainly on Europe from about 1600 to the present, as this is the area for which most research has been done, but there will be some discussion of other parts of the world, including Asia, Africa, and North and South America. Special attention is given to comparisons among different societies. Instructor: Dennison. H/SS 124. Problems in Historical Demography. 9 units (3-0-6); second term. Birth, marriage, and death-the most basic events in people's lives-are inextricably linked to larger economic and social phenomena. An understanding of these basic events can thus shed light on the economic and social world inhabited by people in the past. In this course students will be introduced to the sources and methods used by historical demographers to construct demographic measures for past populations. In addition, the course will cover a broad range of problems in historical demography, including mortality crises, fertility control, infant mortality, and the role of economic and social institutions in demographic change. While the emphasis is on societies in the past, there will be some discussion of modern demographic trends in various parts of the world. Instructor: Dennison, Jennings. H 130. Postmodern History. 9 units (3-0-6); second term. In recent years some historians have experimented with new and innovative ways of telling the past—on the printed page, using film and video, and on History 513 514 the Internet. The course will focus on these new approaches to historical presentation and knowledge. Students will read, watch, and interact with various examples of these innovative historical works. They will also be exposed to the critiques of traditional historical writing from philosophers, literary critics, and postmodern theorists, which provide intellectual underpinning for experimenting with new forms of history. Not offered 2012-13. H/F 131. History on Film. 9 units (2-2-5); third term. An investigation into the variety of ways history has been and can be represented on the screen. Some terms the focus will be a specific historical period or nation; other terms the focus will be the nature of film as a medium for history and biography. The class will include weekly screenings of films as well as weekly discussion sections. Not offered 2012-13 H/F 132. Nations/Cultures on Film: Japan. 9 units (2-2-5); third term. Based upon the premise that a great deal of the history and culture of a nation is inscribed in the dramatic features its film makers produce, the course will each term focus on a single nation and/or cul-ture. Each week there will be a screening, supplemented by appropriate readings dealing with history, culture, and film analysis. During the two hour weekly seminar, students will be expected to discuss the film and the readings, while the instructor will provide additional background material and introduce them to the language of cinema. Possible topics include the United States, Japan, Russia, France, Spain, Germany, and Italy. On occasion the class may deal with particular periods in history (e.g. the Italian Renaissance, Imperial Rome) or with cultures that cross national boundaries, such as the Arab World or Latin America. Students will be expected to write short papers after most screenings and one formal term paper. Not offered 2012-13. H/F 133. Topics in Film History. 9 units (2-2-5); offered by an-nouncement. The course will focus each term on one kind of motion picture- either a film genre, or films made by an individual director, or from a single nation or region of the world or particular historical era. Included are weekly screenings, readings on film, a weekly discussion meeting, and a term paper. Not offered 2012-13. H/F 134. The Science Fiction Film. 9 units (2-2-5); third term. This course will introduce students to some of the classic works of the science fiction film from the earliest days of cinema until the present. It will analyze aesthetic, historical, and social documents, and will show that such films, while describing alternative, hypothetical, and futurist worlds, also serve as a commentary upon and/or a critique of contemporary (to the film) historical, social, political, and ideological systems and attitudes. Not offered 2012-13. H 135. War, Conquest, and Empires. I units (3-0-6); third term. This course will use historical examples of war and conquest and ask why some periods of history were times of warfare and why certain countries developed a comparative advantage in violence. The examples will Courses come from the history of Europe and Asia, from ancient times up until World War I, and the emphasis throughout will be on the interplay between politics, military technology, and social conditions. Instructor: Hoffman. H/F 136. Ethnic Visions. 9 units (2-2-5); offered by announcement. In recent decades, directors from ethnic minorities that are often un- or misrepresented in mainstream Hollywood films have been making dramatic features depicting the history, problems, and prospects of their own communities. This course will feature a selection of such films by directors from African, Latino, Asian, Muslim, and European American ethnic groups, with an eye toward assessing the similarities and differences in the processes of immigration, acculturation, and Americaniza-tion. Not offered 2012-13. H/L 142. Perspectives on History through Russian Literature. 9 units (3-0-6), second term. The Russian intelligentsia registered the arrival of modern urban society with a highly articulate sensitivity, perhaps because these changes— industrialization, the breakdown of traditional hierarchies and social bonds, the questioning of traditional beliefs— came to Russia so suddenly. This gives their writings a paradigmatic quality; the modern dilemmas that still haunt us are made so eloquently explicit in them that they have served as models for succeeding generations of writers and social critics. T'his course explores these writings (in English translation) against the background of Russian society, focusing especially on particular works of Chekhov, Dostoevsky, Goncharov, Tolstoy, and Turgenev. Instructor: Dennison. Law/PS/H 148 ab. The Supreme Court in U.S. History. I units (3-0-6). For course description, see Law. Art/H 155. Making and Knowing in Early Modern Europe. 9 units (3-0-6). For course description, see Art History. HPS/H 156. The History of Modern Science. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 158. The Scientific Revolution. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 159. The Cold War and American Science. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 160 ab. Einstein and His Generation: The History of Modern Physical Sciences. I units (3-0-6). For course description, see History and Philosophy of Science. H 161. Selected Topics in History. I units (3-0-6); offered by announcement. Instructors: Staff, visiting lecturers. History 515 516 HPS/H 162. Social Studies of Science. I units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 166. Historical Perspectives on the Relations between Science and Religion. I units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 167. Experimenting with History/Historic Experiment. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 168. History of Electromagnetism and Heat Science. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 169. Selected Topics in the History of Science and Technology. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 170. History of Light from Antiquity to the 20th Century. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 171. History of Mechanics from Galileo through Euler. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 172. History of Mathematics: A Global View with Close-ups. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H/PI 173. History of Chemistry. 9 units (3-0-6). For course description, see History and Philosophy of Science. HIPS/H 174. Early Greek Astronomy. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 175. Matter, Motion, and Force: Physical Astronomy from Ptolemy to Newton. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 178. Galileo's Astronomy and Conflicts with the Church. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 179. Cambridge Scientific Minds: How We See Them; How They See Themselves. 9 units (3-0-6). For course description, see History and Philosophy of Science. Courses HPS/H 180. Physics and Philosophy from the Scientific Revolution to the 20th Century. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 181. Evidence, Measurement, and the Uses of Data in the Early Modern Period. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/H 182. See and Tell: 3-D Models for the Visualization of Complex Concepts From the 16th Century to Modern Times. 9 units (3-0-6). For course description, see History and Philosophy of Science. Art/H 183. Spectacle: From the Court Masque to the Great Exhibition of 1851. 9 units (3-0-6). For course description, see Art History. H/HPS 185. Angels and Monsters: Cosmology, Anthropology, and the Ends of the World. I units (3-0-6); second term. This course explores late medieval European understandings of the origins, struc-ture, and workings of the cosmos in the realms of theology, physics, astronomy, astrology, magic, and medicine. Attention is given to the position of humans as cultural creatures at the intersection of nature and spirit; as well as to the place of Christian Europeans in relation to non-Christians and other categories of outsiders within and beyond Europe. We will examine the knowledge system that anticipated racial-izing theories in the West. Instructor: Wey-Gomez. HPS/H 186. The Sciences in the Romantic Era. 9 units (3-0-6). For course description, see History and Philosophy of Science. H 187. The Constitution in the Early Republic. 9 units (3-0-6); first term. This course will trace many of the major constitutional debates that occurred during the first half-century of U.S. History. We will look to the courts, to the legislatures, to Presidents, and to constitutional theorists of the Early Republic to gain insight into how the first generations of Americans understood their Constitution and the governments and rights it recognized. During this formative period, Americans contemplate the location of sovereignty in a federated republic, the rights and privileges of citizenship, and the role of judicial review in a democratic society. Though we will remain firmly entrenched in the period before the Civil War, we will find that many of the issues that created constitutional strife two centuries ago are still relevant to the constitutional questions of today. Not offered 2012-13. H 188. Origins of the US Civil War. 9 units (3-0-6); first term. The purpose of this course is to investigate the various causes of the US Civil War. Students will be exposed to prevailing interpretations, which rely mostly on national frames of reference when identifying the eco-nomic, political, and constitutional causes of the Sectional Crisis and War. Half of the term will be devoted to these themes. Subsequently, History 517 518 we will be spending the second half of the term examining recent scholarship that examines the international factors on the brewing Sectional Crisis, from the ramifications of British Emancipation to the fluctuating global cotton market. During the last week, we will discuss these interpretative differences and identify possible avenues of synthesis. Students will leave the course with a thorough understanding of the causes of the Civil War and an introduction to transnational influences on American historical development. Instructor: Schoeppner. HPS/H 189. Biology and Society. 9 units (3-0-6); second term. For course description, see History and Philosophy of Science. HPS/H 190. Nuclear War in History, Fiction, and Memory. 9 units (3-0-6); third term. For course description, see History and Philosophy of Science. H 191. Perspectives on History through German Literature. 9 units (3-0-6); second term. Industrialization, economic growth, and democracy came to Germany much later than to England and France, and the forms they took in Germany were filtered through the specific institutional character of Central Europe. German-speaking writers and intellectuals saw these trends from the perspective of indigenous intellectual traditions, and the resulting collisions of values and priorities largely shaped European and American social, political, and literary debates for much of the nineteenth and twentieth centuries. This course explores these writings (in English translation) against the historical background of Central European society, focusing on particular works of Goethe, Hoffmann, Heine, Nietzsche, Kafka, Rilke, and Mann. Not offered 2012-13. H 192. The Crusades. 9 units (3-0-6); second term. This course will introduce students to the series of religiously motivated European invasions of the Middle and Near East that began at the end of the eleventh century and that led to the creation of Latin Christian principalities in Palestine. Though the crusading movement came to embroil much of Europe itself, the course will focus strictly on the military expeditions to what the Crusaders called the Holy Land, and the history of the Crusader states up to the point of their destruction at the end of the thirteenth century. The course will be guided by the following ques-tions: how did medieval Christianity justify wars of aggression against foreign peoples and religions? What motivated western Europeans to leave their homes and march into a hostile environment, where they often faced impoverishment if not death and where maintaining a Christian presence was a constant struggle? How did they manage to erect stable political entities in alien territory that lasted as long as they did, and how did they have to adapt their own culture to do so? Finally, how did the native peoples of the regions the Crusaders invaded and conquered-Muslim but also Christian and Jewish — perceive the Cru-saders? How did the Crusaders' presence affect life in a region whose populations had their own ancient histories and patterns of life? Not offered 2012-13. Courses En/H 193. Cervantes, Truth or Dare: Don Quixote in an Age of Empire. 9 units (3-0-6). For course description, see English. H/HPS 194. Travels, Travelers, and Travel Tales: 1700-1900. 9 units (3-0-6); third term. This course explores the different and changing forms of travel and its representations in the 18th and 19th centu-ries. It will examine travels within Europe, in the Middle East and Asia, in Africa and the Pacific, in order to look at different sorts of travel from varying points of view, including travel as recreation, the collection and interpretation of scientific data, the control of resources, and the epistemological claims that underwrite imperialism. Recent critical writings on travel narrative and travel fiction will supplement historical travel texts and images, which may include the Paris Academy's exploration of Peru, Cook's travels to the Pacific, and Darwin's voyage on the Beagle. Instructor: Brewer and Huebner. H 195. Medicine, Magic, and Miracle: Healing in the Medieval West. 9 units (3-0-6); second term. This course explores the options and strategies that sufferers had in the later Middle Ages for healing various illnesses. By considering healing methods for illnesses like infertility, paralysis, fever, gout, anxiety, plague, and lovesickness among others, we can see how medicine, magic, and miracle overlapped and differed for patients and practitioners. This course also allows us to explore the emergence of university-trained medical practitioners as an option for more than just the nobility and the interactions between various kinds of practitioners at a time that had far fewer separations between medicine and religion. Not offered 2012-13. H 196. Dante's Inferno. I units (3-0-6); second term. One of the seminal works of Western culture, Dante Alighieri's "Inferno" is an essential text for any educated soul. This course, part historical inquiry and part literary analysis, will present a structured reading of the first third of his Divine Comedy, "Inferno". Over ten weeks we will explore the depths of human sins and Dante's commentary on them as we journey through hell along with Dante and Virgil. Students will be introduced to the process and practice of reading Dante— the lectura dantis-and will investigate the late medieval world that gave rise to Dante and his masterwork. Not offered 2012-13. En/H 197. American Literature and the Technologies of Reading. 9 units (3-0-6); second term. For course description, see English. HPS/H 198. Print In a Global Context, 14th to 19th Centuries. 9 units (3-0-6). For course description, see History and Philosophy of Science. H 201. Reading and Research for Graduate Students. Units to be determined for the individual by the division. 519 History 520 HISTORY AND PHILOSOPHY OF SCIENCE Hum/H/HPS 10. Introduction to the History of Science. I units (3-0-6). For course description, see Humanities. Hum/H/HPS 11. History of Astronomy and Cosmology. 9 units (3-0-6). For course description, see Humanities. HPS 98. Reading in History and Philosophy of Science. 9 units (1-0-8). Prerequisite: instructor's permission. An individual program of directed reading in history and philosophy of science, in areas not covered by regular courses. Instructor: Staff. HPS 102 ab. Senior Research Seminar. 12 units (2-0-10). Offered in any two consecutive terms, by arrangement with HPS faculty. Under the guidance of an HPS faculty member, students will research and write a focused research paper of 15,000 words (approximately 50 pages). Work in the first term will comprise intensive reading in the relevant literature and/or archival or other primary source research. In the second term, students will draft and revise their paper. Open to seniors in the HPS option and to others by special permission of an HPS faculty member. Instructor: Staff. HPS 103. Public Lecture Series. 1 unit; first, second, third terms. Student attend four lectures, featuring speakers from outside Caltech, on topics in the history and philosophy of science. Students may choose from a variety of regularly scheduled HPS lectures, including HPS seminars, Harris lectures, and Munro seminars (history or philosophy of science only). Graded on attendance. Not available for credit toward the humanities-social science requirement. Graded pass/ fail. Instructors: Visiting lecturers. HPS 104. Forbidden Knowledge. 9 units (3-0-6). When and how has the notion of freedom of knowledge and teaching in science emerged? What kinds of restrictions have been placed on scientists, their publications and institutions? Who restrained scientific knowledge of what sorts; for what reasons; and how successfully? These questions will be addressed by looking at some canonical cases in the history of science, such as Copernicus and Galileo. But we will also move into more recent history, discussing work on the atomic bomb, genetic engineering, and global warming. Not offered 2012-13. HPS 105. Science and Literature. I units (3-0-6); second term. This course explores the relationships between the sciences and the humani-ties, from the point of view of literary-scientific interactions. Issues to be addressed include the "Two Cultures" debate over the years: Huxley vs. Arnold in the late 19th century; Snow vs. Leavis in the mid 20th century; the Science Wars of the late 20th century. Problems of representing scientific content in literary works and the consequences of examining scientific writing from a literary perspective will also be Courses addressed. Readings will be drawn from a variety of genres, including novels, short stories, poetry, essays, and scientific texts. Instructor: HPS/PI 120. Introduction to Philosophy of Science. 9 units (3-0- 6); first term. An introduction to fundamental philosophical problems concerning the nature of science. Topics may include the character of scientific explanation, criteria for the conformation and falsification of scientific theories, the relationship between theory and observation, philosophical accounts of the concept of "law of nature," causation, chance, realism about unobservable entities, the objectivity of science, and issues having to do with the ways in which scientific knowledge changes over time. Instructor: Glynn. HPS/Pl 121. Causation and Explanation. I units (3-0-6); first term. An examination of theories of causation and explanation in philosophy and neighboring disciplines. Topics discussed may include probabilistic and counterfactual treatments of causation, the role of statistical evidence and experimentation in causal interence, and the deductive-nomological model of explanation. The treatment of these topics by important figures from the history of philosophy such as Aristotle, Descartes, and Hume may also be considered. Not offered 2012-13. HPS/Pl 122. Probability, Evidence, and Belief. 9 units (3-0-6); first term. Philosophical and conceptual issues arising from the study of probability theory and how it relates to rationality and belief. Topics discussed may include the foundations and interpretations of probabil-ity, arguments for and against the view that we ought to have personal degrees of belief, rational change in beliefs over time, and the relationship between probability and traditional epistemological topics like evidence, justification, and knowledge. Instructor: Velasco. HPS/Pl 124. Philosophy of Space and Time. 9 units (3-0-6); third term. This course will focus on questions about the nature of space and time, particularly as they arise in connection with physical theory. Topics may include the nature and existence of space, time, and motion; the relationship between geometry and physical space (or space-time); entropy and the direction of time; the nature of simultaneity; and the possibility of time travel. Not offered 2012-13. HPS/PI 125. Philosophical Issues in Quantum Physics. 9 units (3-0-6); second term. This course will focus on conceptual issues that arise within quantum physics. Topics may include determinism and indeter-minism; Einstein's critiques of quantum theory; the interpretation of quantum measurement; and quantum logic. Not offered 2012-13. HPS/Pl 128. Philosophy of Mathematics. 9 units (3-0-6); third term. An examination of conceptual issues that arise in mathematics. The sorts of issues addressed may include the following: Are mathematical objects such as numbers in some sense real? How do we obtain knowledge of the mathematical world? Are proofs the only legitimate 521 History and Philosophy of Science 522 source of mathematical knowledge? What is the relationship between mathematics and the world? How is it possible to apply abstract theory to the world? Views of major historical figures such as Plato, Hume, Kant, and Mill, as well as of contemporary writers are examined. The course will also examine philosophical issues that arise in particular areas of mathematics such as probability theory and geometry. Instructor: Hitchcock. HPS/Pl 129. Introduction to Philosophy of Biology. 9 units (3-0-6); first term. Philosophical and conceptual issues relating to the biological sciences. Topics covered may include the logical structure of evolutionary theory, units of selection, optimization theory, the nature of species, reductionism, teleological and functional reasoning, and ethical issues arising from contemporary biological research. Not offered 2012-13. HPS/Pl 130. Philosophy and Biology. 9 units (3-0-6); second term. A selection of philosophical issues arising in the biological sciences. Topics will vary by term. The focus for 2012-2013 is Probability, Causa-tion, and Laws in Biology. Questions to be examined include whether natural selection, drift, migration, etc. can be considered "forces" or "causes" of evolution, how to interpret probabilistic claims that appear in fitness models or in other kinds of ecology or evolution models, and what constitutes acceptable biological explanations and how this relates to the question of whether there are any biological laws. Instructor: Velasco. HPS/PI 132. Introduction to Philosophy of Mind and Psychology. 9 units (3-0-6); offered by announcement. An introduction to the mind-body problem. The course attempts, from the time of Descartes to the present, to understand the nature of the mind and its relation to the body and brain. Topics to be addressed may include dualism, behavior-ism, functionalism, computationalism, neurophilosophy, consciousness and qualia, scientific psychology vs. "folk" psychology, the nature of emotion, knowledge of other minds. Not offered 2012-13. HPS/PI 133. Philosophy and Neuroscience. I units (3-0-6); second term. This course will examine the impact of recent advances in neuroscience on traditional philosophical problems. Topics may include the nature of free will in light of work on the neural basis of decision making; the nature of consciousness, knowledge, or learning; the mind/ brain from the perspective of neural computation; and the neural foundations of cognitive science. Instructor: Quartz. HPS/Pl 134. Current Issues in Philosophical Psychology. 9 units (3-0-6); second, third terms. An in-depth examination of one or more issues at the intersection of contemporary philosophy and the brain and behavioral sciences. Topics may include the development of a theory of mind and self-representation, theories of representation and neural coding, the nature of rationality, the nature and causes of psychopa- Courses thology, learning and innateness, the modularity of mind. Not offered 2012-13. HPS/PI 138. Human Nature and Society. I units (3-0-6). This course will investigate how assumptions about human nature shape political philosophy, social institutions, and social policy. The course will begin with a historical perspective, examining the work of such political philosophers as Plato, Locke, Rousseau, and Marx, along with such psychologists as Freud and Skinner. Against this historical perspec-tive, it will then turn to examine contemporary views on human nature from cognitive neuroscience and evolutionary psychology and explore their potential implications for political philosophy and social policy. Among topics to be discussed will be the nature of human sociality and cooperation; economic systems and assumptions regarding production and consumption; and propaganda, marketing, and manipulation. Not offered 2012-13. HPS/H 156. The History of Modern Science. 9 units (3-0-6); third term. Selected topics in the development of the physical and biological sciences since the 17th century. Not offered 2012-13. PI/HPS 157. Leibniz vs. Newton: Philosophers at War. 9 units (3-0- 6). For course description, see Philosophy. HPS/H 158. The Scientific Revolution. 9 units (3-0-6); first term. The birth of modern Western science from 1400 to 1700. The course examines the intellectual revolution brought about by the contributions of Copernicus, Galileo, Descartes, Kepler, Newton, and Harvey, and their relation to major political, social, and economic developments. Instructor: Iliffe. HPS/H 159. The Cold War and American Science. 9 units (3-0-6); second term. This course examines the growth of science in America after World War II, and its relation to Cold War geopolitics. Topics will include the growth of the American research university; the establishment and role of the national laboratory system; the role of federal funding agencies including ONR, NSF, NIH, and DARPA; and the impact of geopolitical considerations and priorities on scientific research and knowledge. Not offered 2012-13 HPS/H 160 ab. Einstein and His Generation: The History of Modern Physical Sciences. 9 units (3-0-6); second term. An exploration of the most significant scientific developments in the physical sciences, structured around the life and work of Albert Einstein (1879-1955) with particular emphasis on the new theories of radiation, the structure of matter, relativity, and quantum mechanics. While using original Einstein manuscripts, notebooks, scientific papers, and personal cor-respondence, we shall also study how experimental and theoretical work in the sciences was carried out; scientific education and career patterns; personal, political, cultural, and sociological dimensions of science. Not offered 2012-13. History and Philosophy of Science 523 524 HPS/H 162. Social Studies of Science. 9 units (3-0-6), third term. A comparative, multidisciplinary course that examines the practice of science in a variety of locales, using methods from the history, sociol-ogy, and anthropology of scientific knowledge. Topics covered include the high-energy particle laboratory as compared with a biological one; Western as compared to non-Western scientific reasoning; the use of visualization techniques in science from their inception to virtual real-ity; gender in science; and other topics. Instructor: Feingold. HPS/H 166. Historical Perspectives on the Relations between Science and Religion. 9 units (3-0-6); second term. The course develops a framework for understanding the changing relations between science and religion in Western culture since antiquity. Focus will be on the ways in which the conceptual, personal, and social boundaries between the two domains have been reshaped over the centuries. Questions to be addressed include the extent to which a particular religious doctrine was more or less amenable to scientific work in a given period, how scientific activity carved an autonomous domain, and the roles played by scientific activity in the overall process of secularization. Instructor: Feingold HPS/H 167. Experimenting with History/Historic Experiment. 9 units (3-0-6); third term. This course uses a combination of lectures with hands-on laboratory work to bring out the methods, techniques, and knowledge that were involved in building and conducting historical experiments. We will connect our laboratory work with the debates and claims made by the original discoverers, asking such questions as how experimental facts have been connected to theories, how anomalies arise and are handled, and what sorts of conditions make historically for good data. Typical experiments might include investigations of refraction, laws of electric force, interference of polarized light, electromagnetic induction, or resonating circuits and electric waves. We will reconstruct instrumentation and experimental apparatus based on a close reading of original sources. Instructor: Buchwald. HPS/H 168. History of Electromagnetism and Heat Science. 9 units (3-0-6); offered by announcement. This course covers the development of electromagnetism and thermal science from its beginnings in the early 18th century through the early 20th century. Topics covered include electrostatics, magnetostatics, electrodynamics, Maxwell's field theory, the first and second laws of thermodynamics, and statistical mechanics as well as related experimental discoveries. Not offered 2012-13. HPS/H 169. Selected Topics in the History of Science and Technology. 9 units (3-0-6); offered by announcement. Instructors: Staff, visiting lecturers. HPS/Pl 169. Selected Topics in Philosophy of Science. I units (3-0-6); offered by announcement. Instructors: Staff, visiting lecturers. Courses HPS/H 170. History of Light from Antiquity to the 20th Century. 9 units (3-0-6); second term. A study of the experimental, mathemati-cal, and theoretical developments concerning light, from the time of Ptolemy in the 2nd century A.D. to the production of electromagnetic optics in the 20th century. Instructor: Buchwald. HPS/H 171. History of Mechanics from Galileo through Euler. 9 units (3-0-6); second term. Prerequisite: basic Caltech physics course. This course covers developments in mechanics, as well as related aspects of mathematics and models of nature, from just before the time of Galileo through the middle of the 18th century, which saw the creation of fluid and rotational dynamics in the hands of Euler and others. Not offered 2012-13. HPS/H 172. History of Mathematics: A Global View with Close-ups. 9 units (3-0-6); offered by announcement. The course will provide students with a brief yet adequate survey of the history of mathematics, characterizing the main developments and placing these in their chronological, cultural, and scientific contexts. A more detailed study of a few themes, such as Archimedes' approach to infinite processes, the changing meanings of "analysis" in mathematics, Des-cartes' analytic geometry, and the axiomatization of geometry c. 1900; students' input in the choice of these themes will be welcomed. Not offered 2012-13. HPS/H/Pl 173. History of Chemistry. 9 units (3-0-6); first term. This course examines developments in chemistry from medieval alchemy to the time of Lavoisier. It will examine the real content of alchemy and its contributions to modern science, as well as how to decode its bizarre language; chemistry's long quest for respect and academic status; the relations of chemistry with metallurgy, medicine, and other fields; and the content and development of the chemical theories and the chemical laboratory and its methods. Not offered 2012-13. HPS/H 174. Early Greek Astronomy. 9 units (3-0-6); third term. The course will highlight the background and some of the landmarks in the evolution of Greek astronomy from its tentative beginnings in the 5th century B.C., to its culmination in the work of Ptolemy in the 2nd century A.D. Not offered 2012-13. HPS/H 175. Matter, Motion, and Force: Physical Astronomy from Ptolemy to Newton. I units (3-0-6); second term. The course will examine how elements of knowledge that evolved against significantly different cultural and religious backgrounds motivated the great scientific revolution of the 17th century. Not offered 2012-13. HPS/H 178. Galileo's Astronomy and Conflicts with the Church. 9 units (3-0-6); second term. Galileo's discoveries with the telescope and arguments for the heliocentric theory radically transformed the System of the World, as it was called, and resulted in his being brought before the Inquisition, the most famous single event in the history of science. 525 History and Philosophy of Science 526 The readings will be Galileo's Sidereal Messenger, Letters on Sunspots, The Assayer, Dialogue on the Two Great Systems of the World, and documents concerned with Galileo's conflicts with the Church in 1616 and 1633. Not offered 2012-13. HPS/H 179. Cambridge Scientific Minds: How We See Them; How They See Themselves. I units (3-0-6). Cambridge University has long been a world center for science. Using biography, autobiogra-phy, novel, and historical studies, this course will examine and analyze the thought of Newton, Darwin, Maxwell, Watson, Crick, and Hawk-ing. Not offered 2012-13. HPS/H 180. Physics and Philosophy from the Scientific Revolution to the 20th Century. 9 units (3-0-6). This course will examine the interplay between the theoretical understanding of physical nature and the philosophical definition of reliable knowledge. It will investigate this intellectual interplay in the work of Galileo, Descartes, Newton, Hume, Maxwell, and Einstein. Not offered 2012-13. HPS/H 181. Evidence, Measurement, and the Uses of Data in the Early Modern Period. I units (3-0-6). From treatises about geography and astronomy to the history of plants and animals, early modern Natural philosophy provided an astonishingly broad background of research agendas. The course will examine the manner in which observations were carried out and evidence weighed, both in university settings and in the tield. lopics to be addressed include the changing perceptions regarding the reliability of the senses; the contribution of instruments to accumulation of reliable knowledge; the standardization of data and its presentation; and the emergence of new argumentative strategies. Not offered 2012-13. HPS/H 182. See and Tell: 3-D Models for the Visualization of Complex Concepts from the 16th century to modern times. I units (3-0-6); first term. Early modern artists and scholars of all disciplines routinely built three-dimensional objects in order to represent complex concepts and appearances. Some rendered visible abstract formulas in geometrical forms like the movement of the stars; others schematized complex work-flows like drainage systems, or the geographical conditions on Earth; still others proposed costly projects, such as the cupola of St. Peter in Rome, on the basis of a model. These models-many of which still survive-were constructed according to precise rules and regulations, as well as personal taste. The course will offer an introduction to the significance of three-dimensional models in the early modern period, and the manner in which they were crafted and used by artists, physicians, and natural philosophers. Instructor: Going. PI/HPS 183. Bioethics. 9 units (3-0-6). For course description, see Philosophy. PI/HPS 184. Science, Ethics, and Public Policy. 9 units (3-0-6). For course description, see Philosophy. Courses H/HPS 185. Angels and Monsters. 9 units (3-0-6). For course de-scription, see History. HPS/H 186. The Sciences in the Romantic Era. I units (3-0-6); third term. This course aims at introducing students to problems, meth-ods, and resources in European science during the era of Romanticism (c. 1780-1830). The Romantic movement embraced the sciences as well as literature, theology, and the arts, and sought to unite them into a comprehensive program of understanding nature based on experimentation and speculative philosophy. Scientists of the Romantic era have addressed fundemental concerns about scientific manipulations of nature that have, in a different form, resurfaced in the later part of the 20th century. Romanticism addresses major themes in the self-aware-ness of scientists and their perception in society, and it contributed to the emergence of new research fields and scientific institutions to accommodate nationalistic claims. Instructor: Huebner. HPS/Pl 188. The Evolution of Cognition. I units (3-0-6); second term. By many measures, Homo sapiens is the most cognitively sophisticated animal on the planet. Not only does it live in a huge variety of habitats, and not only has it transformed its environment in unprecedented ways, but it is also responsible for such cultural artifacts as language, science, religion, and art. These are achievements that other species, however successful they may be in other respects, have not accomplished. This course investigates the cognitive, behavioral, and environmental bases for humans' surprising cultural dominance of our planet. Possible topics include the evolution of language, the evolution of morality, the evolution of religion, the evolution of coop-eration, and the advent of technology, math, science, and the Internet. Contact the instructor to find out what the topic in any given term is. Not offered 2012-13. HPS/H 189. Biology and Society. 9 units (3-0-6); second term. Studies the ethical, social, and legal challenges posed by biotechnology in the United States, focusing on the connection between the biological sciences and society throughout the twentieth century. We consider the "nature vs. culture" debates during this period; the influence of eugenics on U.S. governmental policies on immigration and sterilization; The Human Genome Project and the concept of genetic privacy, the effects of gene patenting on research, and the ways in which molecular biology has challenged traditional notions of race; the politics and ethics of genetically modified organisms; the religious and political implications of human embryonic stem cell research; and, finally, the role that the HIV/AIDS epidemic has played in transforming the concepts of diagnosis and therapeutics, intellectual property, doctor-patient relationship, and patient activism. Not offered 2012-13 HPS/H 190. Nuclear War in History, Fiction, and Memory. 9 units (3-0-6); third term. We have already experienced several nuclear wars, starting with the end of World War II and continuing through the test detonation of some 2,000 nuclear weapons in the Cold War. Nuclear History and Philosophy of Science 527 528 war - real or imagined - was a large part of geopolitics, military think-ing, and global culture in the latter half of the 20th century. Using a variety of historical texts, including tilms, music, and art, this class explores how nuclear war, starting with the U.S. bombing of Japan in 1945, has been understood and presented by historians, fiction writers, musicians, and film makers. Not offered 2012-13. PI/HPS 191. Biomedical Ethics. 9 units (3-0-6). For course descrip-tion, see Philosophy. H/HPS 194. Travels, Travelers, and Travel Tales: 1700-1900. 9 units. For course description, see History. HPS/H 198. Print In a Global Context, 14th to 19th Centuries. 9 units (3-0-6); third term. New types of media came into being during the 14th and 15th centuries, leading eventually to a revolution of communication from the l6th century, with the coming of the printing press. This course offers an advanced approach to the variety and power of media, by following text culture in a global perspective before and after the introduction of the printing press by Johannes Gutenberg in the second half of the 15th century. Important issues concern the role of paper, the techniques of producing books and newspapers or pamphlets, the function of illustrations, and finally practices of selling, reading and manipulating information all over the world. The course covers print cultures in Asia, The Ottoman Empire, the Mediterranean, Northern Europe, and the Atlantic World. Instructor: Goeing HUMANITIES Hum/H 1 ab. East Asian History. 9 units (3-0-6); offered by announcement. Late imperial values, institutions, and behaviors and their evolution in the 19th and 20th centuries. Hum/H 1 a will deal largely with China, and Hum/H 1 b with Japan. The readings will consist of selected thematic texts as well as a chronological textbook. Each term is independent of the other, and students will normally take only one of the two terms. Not offered 2012-13. Hum/H 2. American History. 9 units (3-0-6); first term. Among the major events, trends, and problems of our country's history are the American Revolution, the framing and development of the Constitu-tion, wars, slavery and emancipation, ethnic and gender relations, immigration, urbanization, westward conquest, economic fluctuations, changes in the sizes and functions of governments, foreign relations, class conflicts, domestic violence, and social and political movements. Although no one course can treat all of these themes, each freshman American history course will deal with two or more of them. How have American historians approached them? What arguments and evidence have scholars offered for their interpretations and how can we choose Courses between them? In a word, what can we know about our heritage? Instructor: Schoeppner, Kousser. Hum/H 3 a. European Civilization: The Classical and Medieval Worlds. I units (3-0-6); offered by announcement. Will survey the evolution of Mediterranean and European civilization from antiquity through the end of the Middle Ages. It will emphasize the reading and discussion of primary sources, especially but not exclusively literary works, against the backdrop of the broad historical narrative of the periods. The readings will present students with the essential characteristics of various ancient and medieval societies and give students access to those societies' cultural assumptions and perceptions of change. Not offered 2012-13. Hum/H 3 b. European Civilization: Early Modern Europe. 9 units (3-0-6); offered by announcement. Will survey the evolution of European civilization from the 14th century to the early 19th century. The topics covered will depend on the individual instructor, but they will include some of the major changes that transformed Western civilization in the early modern period, such as the Renaissance, the Reformation, the rise of sovereign states and the concomitant military revolution, the Scientific Revolution and the Enlightenment, and the French and industrial revolutions. Readings will include major works from the period, as well as studies by modern historians. Instructors: Brewer, Jennings, Gomez, Hoffman. Hum/H 3 c. European Civilization: Modern Europe. 9 units (3-0- 6); offered by announcement. Will introduce students to major aspects of the politics and culture of modernity that have profoundly transformed Western society and consciousness from the French Revolution to the contemporary era. A variety of historical, literary, and artistic works will be used to illuminate major social, intellectual, and cultural movements. The focus will be on significant and wide-ranging historical change (e.g., the industrial revolution, imperialism, socialism, fascism); on cultural innovation (e.g., modernism, impressionism, cubism); and on the work of significant thinkers. Instructors: Kormos-Buchwald, Dennison. Hum/H 4 a. Civilization, Science, and Archaeology: Before Greece: The Origins of Civilization in Mesopotamia. 9 units (3-0- 6); offered by announcement. This course will introduce students to the early development of civilization in Mesopotamia and Egypt from 4000 B.C.E. through 1000 B.C.E. Origins of agriculture and writing, the evolution of the city, and the structures of the Mesopotamian economy and social order will be discussed. Comparison with contemporary developments in Egypt during the Old and Middle Kingdoms may include a reading of Gilgamesh from 3000 B.C.E. and of the Egyptian Tale of Sinuhe. The course concludes with a discussion of life during the late Bronze Age. Focus will be on life as it was lived and experienced by many groups in pre-classical antiquity rather than on kings and dynasties. Instructor: J. Buchwald. 529 Humanities 530 Hum/H 4 b. Civilization, Science, and Archaeology: The Development of Science from Babylon through the Renaissance. I units (3-0-6); offered by announcement. Connections in antiquity between astrology and astronomy, early theories of light, Islamic science, new concepts of knowledge during the European Middle Ages and Renais-sance, the early laboratory, the development of linear perspective, the origins of the Copernican and Keplerian systems of astronomy, and the science of Galileo. Not offered 2012-13. Hum/H 4 c. Civilization, Science, and Archaeology: The Origins of Polytheism and Monotheism in Ancient Egypt, Mesopotamia, and Israel and the Nature of Religious Belief. 9 units (3-0-6); offered by announcement. The civilizations of Egypt and Mesopotamia gave rise to complex forms of religious practices connected to the social order, moral behavior, and the afterlife. The course examines the origins of concepts of moral death and of sin as a violation of cosmic order in antiquity, the nature of polytheism, and the manner in which monotheism arose out of it. In addition to historical analyses the course includes readings by anthropologists who have studied cult structures as well as contemporary theories by evolutionary psychologists. Not offered 2012-13. Hum/En 5. Major British Authors. 9 units (3-0-6); offered by an-nouncement. This course will introduce students to one or more of the genres of English literature, including poetry, drama, and prose fiction, by studying major authors from different periods. Sometimes the course will cover a wide range of authors, while at others it will concentrate on a few. Authors might include Chaucer, Shakespeare, Milton, Austen, George Eliot, or Joyce. Instructors: Gilmore, Haugen, Pigman, Jahner. Hum/En 6. American Literature and Culture. 9 units (3-0-6); offered by announcement. Studies of American aesthetics, genres, and ideas from the birth of the nation to the present. Students will be introduced to the techniques of formal analysis. We will consider what constitutes evidence in relation to texts and how to develop a persuasive interpre-tation. Topics may include Nature's Nation, slavery and its aftermath, individualism and the marketplace, the "New Woman," and the relation between word and image. Instructors: Hunter, Weinstein, Jurca. Hum/En 7. Modern European Literature. I units (3-0-6); offered by announcement. An introduction to literary analysis through a sustained exploration of the rise and aftermath of modernism. What was the modernist revolt of the early 20th century, how did it challenge literary tradition and existing social forms, and to what extent have we inherited a world remade by modernism? While the course will focus on British and Continental literature, writers from other parts of the world whose work closely engages the European tradition may also be considered. Authors may include Flaubert, James, Conrad, Joyce, Woolf, Kafka, Borges, Yeats, and Eliot. Instructor: Gilmartin, Gilmore. Courses Hum/Pl 8. Right and Wrong. I units (3-0-6); offered by announcement. This course addresses questions such as: Where do our moral ideas come from? What justifies them? How should they guide our conduct, as individuals and as a society? What kind of person should one aspire to be? Topics the course may deal with include meta-ethical issues (e.g., What makes an action right or wrong? When is one morally responsible for one's actions? How should society be organized?) and normative questions (e.g., Is eating meat morally acceptable? What should we tolerate and why? What are society's obligations toward the poor?). In addition, the psychological and neural substrates of moral judgment and decision making may be explored. The course draws on a variety of sources, including selections from the great works of moral and political philosophy (e.g., Aristotle's Nichomachean Ethics, Hobbes's Leviathan, Kant's Groundings for a Metaphysics of Morals, and Rawls's A Theory of Justice), contemporary discussions of particular moral issues, and the science of moral thought. Instructors: Cowie, Quartz. Hum/Pl 9. Knowledge and Reality. I units (3-0-6); offered by announcement. The theme of this course is the scope and limitations of rational belief and knowledge. Students will examine the nature of reality, the nature of the self, the nature of knowledge, and how we learn about the natural world. Students will be introduced to these issues through selections from some of the world's greatest philosophical works, including Descartes's Meditations, Pascal's Pensées, Hume's Enquiry Concerning Human Understanding, Berkeley's Principles of Human Knowledge, and Kant's Prolegomena to any Future Metaphysics. A variety of more contemporary readings will also be assigned. Instructors: Manning, Hitchcock, Velasco. Hum/H/HPS 10. Introduction to the History of Science. 9 units (3-0-6); offered by announcement. Major topics include the following: What are the origins of modern Western science, when did it emerge as distinct from philosophy and other cultural and intellectual produc-tions, and what are its distinguishing features? When and how did ob-servation, experiment, quantification, and precision enter the practice of science? What were some of the major turning points in the history of science? What is the changing role of science and technology? Using primary and secondary sources, students will take up significant topics in the history of science, from ancient Greek science to the 20th-century revolution in physics, biology, and technology. Hum/H/HPS 10 may be taken for credit toward the additional 36-unit HSS requirement by HPS majors and minors who have already fulfilled their freshman humanities requirement and counts as a history course in satisfying the freshman humanities breadth requirement. Instructors: Huebner, Feingold. Hum/H/HPS 11. History of Astronomy and Cosmology. 9 units (3-0-6); offered by announcement. A consideration of the entire history of astronomy and cosmology, the oldest of all the sciences, from antiquity to the late 20th century, from the Babylonians to the Big Bang The course will be devoted to repeating the procedures used in earlier 531 Humanities astronomy and working directly with the primary sources. Not offered 2012-13. F/Hum 32. Humanities on Film. 3 units (1-1-1). For course descrip-tion, see Film. Hum 119. Selected Topics in Humanities. 9 units (3-0-6); offered by announcement. Instructors: Staff, visitors. INDEPENDENT STUDIES PROGRAM Students who have chosen to enter the Independent Studies Program contract specifying the work to be accomplished and the time schedule for reports on progress and for work completed. The units of credit and form of grading are decided by mutual agreement between the instruc-tor, the student, and his or her advisory committee. See page 250 for complete details. INFORMATION SCIENCE AND TECHNOLOGY 532 IST 1. Introduction to Information. 9 units (3-0-6); third term. This course offers an introduction to the modern study of information, addressing fundamental questions about information representation, transmission, and learning. Questions considered include: What is information, and how should we represent it for storage and transmis-sion? What does it mean to represent information efficiently? Is there a "shortest possible" description? Can we hope to communicate reliably in a noisy world? How much information can be transmitted, and what are the strategies by which we can improve reliability? What does it mean for a machine to learn? How much data must be observed to achieve reliable learning? Not offered on a pass/ fail basis. Satisfies the menu requirement of the Caltech core curriculum. Not offered 2012-13. IST 4. Information and Logic. 9 units (3-0-6); third term. The course explains the key concepts at the foundations of computing with physical substrates, including representations of numbers, Boolean algebra as an axiomatic system, Boolean functions and their representations, composition of functions and relations, implementing functions with circuits, circuit complexity, representation of computational processes with state diagrams, state diagrams as a composition of Boolean functions and memory, and the implementation of computational processes with finite state machines. The basic concepts covered in the course are connected to advanced topics like programming, computability, logic, complexity Courses theory, information theory, and biochemical systems. Not offered on a pass/fail basis. Satisfies the menu requirement of the Caltech core curriculum. Not offered 2012-13. LANGUAGES L 60 ab. German Literature in Translation. I units (3-0-6). First term: "Tales of Hollywood", German exile literature 1933-45; second term: German literature of the 19th century-Biedermeier, young Germany, realism, and naturalism. Not offered 2012-13. L 102 abc. Elementary French. 9 units (3-0-6); first, second, third terms. The course uses French in Action, a multimedia program, and emphasizes the acquisition of fundamental skills: oral ability, com-prehension, writing, and reading. Students are evaluated on the basis of quizzes and compositions (1/3), midterm and final (1/3), and class participation (1/3). The course is mainly designed for students with no previous knowledge of French. Students who have had French in secondary school or college must consult with the instructor before registering. Instructor: Orcel. L 103 abc. Intermediate French. 9 units (3-0-6); first, second, third terms. Prerequisites: L 102 abc or equivalent. The first two terms feature an extensive grammar review and group activities that promote self- expression. Op-Ed articles and a series of literary texts provide a basis for classroom discussion and vocabulary expansion. Several short written compositions are required. The third term is designed to further develop an active command of the language. A variety of 19th- and 20th-century short stories are discussed in class to improve comprehension and oral proficiency. Students are expected to do an oral presentation, to write four short compositions, and a final paper. Instructors: Orcel, Merrill. L/F 104. French Cinema. 9 units (3-0-6); first term. Prerequisite: L 103 abc or equivalent. A critical survey of major directors, genres, and movements in French cinema. Particular attention is devoted to the development of film theory and criticism in France and their relation to film production. The course may also focus on problems of transposition from literature to cinema. The course includes screenings of films by Melies, Dulac, Clair, Renoir, Carné, Pagnol, Cocteau, Bresson, Tati, Truffaut, Godard, Resnais, Lelouch, Malle, Pialat, Rohmer, and Varda. Students are expected to write three 5-page critical papers. Conducted in French. Not offered 2012-13. L 105 ab. Topics in French Culture and Literature. I units (3-0-6); second term. L 105 a and L 105 b taught in alternate years. Prerequisite: L 103 abc or equivalent. Part a: 20th-century French literature. Part b: Contemporary France. Conducted in French. Offered for advanced humanities credit. Instructor: Orcel. 533 Languages 534 L 106 abc. Elementary Japanese. 9 units (5-0-4); first, second, third terms. Prerequisites: Section a is required for sections b and c. Emphasis on oral-aural skills, and understanding of basic grammar. Immediate introduction of the native script - hiragana, katakana - and gradual introduction to 300 to 500 characters. Instructor: Hirai. L 107 abc. Intermediate Japanese. 10 units (5-1-4); first, second, third terms. Prerequisite: L 106 abc or equivalent. Continued instruction and practice in conversation, building up vocabulary, and understanding complex sentence patterns. The emphasis, however, will be on developing reading skills. Recognition of approximately 1,000 characters. Not offered on a pass/fail basis. Instructor: Hirata. L 108 ab. Advanced Japanese. 10 units (3-1-6); first, second terms. Prerequisite: L 107 abc or equivalent. Developing overall language skills. Literary and newspaper readings. Technical and scientific translation. Improvement of listening and speaking ability so as to communicate with Japanese people in real situations. Recognition of the 1,850 "general-use characters." Not offered on a pass/fail basis. Instructor: Hirata. L/F 109. Introduction to French Cinema from Its Beginning to the Present. 9 units (3-0-6); first term. This course will introduce students to the artistic style and the social, historical, and political content of French films, starting with Méliès and the Lumière brothers and working through surrealism and impressionism, 1930s poetic realism, the Occupation, the New Wave, the Cinema du look, and the contemporary cinema. The class will teach students to look at film as a medium with its own techniques and formal principles. Conducted in English. Instructor: Orcel. L 110 abc. Elementary Spanish. 9 units (3-0-6); first, second, third terms. Grammar fundamentals and their use in understanding, speaking, reading, and writing Spanish. Exclusively for students with no previous knowledge of Spanish. Instructors: Garcia, Arjona. L 112 abc. Intermediate Spanish. I units (3-0-6); first, second, third terms. Prerequisite: L 110 abc or equivalent. Grammar review, vocabulary building, practice in conversation, and introduction to relevant history, literature, and culture. Literary reading and writing are emphasized in the second and third terms. Students who have studied Spanish elsewhere must consult with the instructor before registering. Instruc-tor: Arjona. L 114 abc. Spanish and Latin American Literature. I units (3-0-6); first, second, third terms. Prerequisite: L 112 abc or equivalent. First and second terms: study of literary texts from the Spanish American and Spanish traditions, their cultural and historical relevance, covering all periods, with emphasis on contemporary authors. Third term: contemporary topics in literature and/or film of the Hispanic world. Conducted in Spanish. Instructor: Garcia. Courses L 130 abc. Elementary German. I units (3-0-6); first, second, third terms. Grammar fundamentals and their use in aural comprehension, speaking, reading, and writing. Students who have had German in secondary school or college must consult with the instructor before registering. Instructor: Aebi. L 132 abc. Intermediate German. 9 units (3-0-6); first, second, third terms. Prerequisite: L 130 abc or equivalent. Reading of short stories and plays, grammar review, aural and oral drills and exercises, expansion of vocabulary, and practice in reading, writing, and conversational skills. Second and third terms will emphasize written expression, technical/ scientific translation, and literary readings. Students who have studied German elsewhere must consult with the instructor before registering Instructor: Aebi. L 140 abc. German Literature. I units (3-0-6). Prerequisite: L 132 c or equivalent (two years of college German), or instructor's permission. Reading and discussion of works by selected 12th-21st-century authors, current events on Internet/TV, exposure to scientific and technical writing, business communication. Viewing and discussion of German-language films. Conducted in German. Not offered 2012-13. H/L 142. Perspectives on History through Russian Literature. 9 units (3-0-6). For course description, see History. L 152 ab. French Literature in Translation: Classical and Modern. 9 units (3-0-6); third term. First term: French classical literature of the 17th and 18th centuries; third term: reading and discussion of works by selected 19th- and 20th-century authors. The approach is both historical and critical. Conducted in English, but students may read the French originals. Film versions of the texts studied may be included. Instructor: Merrill. L 162. Spanish and Latin American Literature in Translation. 9 units (3-0-6); offered by announcement. This class is an introduction to the literary masterworks of the Hispanic tradition from the loth to the 20th centuries. Readings and discussions are in English, but students may read Spanish originals. Instructor: Staff. L 167 abc. Latin Literature. 9 units (3-0-6); first, third terms. Prereg-uisite: three years of high-school Latin. Major works of Latin literature, usually one per term. No work will be studied more than once in four years, and students may repeat the course for credit. Not offered 2012-13. L 170 abc. Introduction to Chinese. 10 units (4-1-5); first, second, third terms. An introductory course in standard Chinese (Mandarin) designed for students with no previous knowledge of the language. The course introduces the fundamentals of Chinese, including pronuncia-tion, grammar, and Chinese characters, emphasizing the four basic language skills: listening, speaking, reading, and writing. By the end of the 535 Languages 536 three-term sequence, students will have acquired knowledge of basic rules of grammar and the ability to converse, read, and write on simple topics of daily life, and will have command of more than 800 Chinese compounds and 700 characters. Instructor: Wang. L 171 abc. Elementary Chinese. I units (5-0-4); first, second, third terms. Prerequisite: placement exam results or instructor's permission. A fast-paced course for students who have had prior exposure to the language. Students are introduced to the basic principles of written and oral communication. Emphasis will be placed on consolidating basic gram-mar, and developing the ability to use the language creatively in talking about oneself and in dealing with daily situations within a Chinese cultural context. Instructor: Ming. L 172 abc. Intermediate Chinese. 10 units (4-1-5); first, second, third terms. Prerequisite: L 170 abc or L 171 abc or equivalent. A course designed to meet the personal interests and future professional goals of students who have had one year of elementary modern Chinese. Students will learn new vocabulary, sentence patterns, idiomatic expres-sions, and proverbs, as well as insights into Chinese society, culture, and customs. Instructor: Wang L 173 ab. Advanced Chinese. 10 units (3-1-6); first, second terms. Pre-requisite: L 172 abc or equivalent. A course designed to further develop overall language proficiency through extensive reading of selected texts representing a wide variety of styles and genres, including newspapers and magazines, visual materials, and a selection of works of major modern writers. Classes are conducted primarily in Chinese. Instructor: Ming. L 174. Topics in Chinese Literature. I units (3-0-6); third term. Prerequisite: instructor's permission. Reading and discussion of representative Chinese works from the l6th century to the present, including contemporary works from China, Taiwan, and Hong Kong. Conducted in Chinese. Students are expected to examine literary works in light of their sociopolitical and historical contexts. Instructor: Ming. L 175. French Conversation. 6 units (3-0-3); third term. Prerequisites: L 102 abc and L 103 abc or equivalent. Intense training in oral expression, pronunciation, vocabulary, listening comprehension and fluency. The class is designed for students planning to attend Ecole Polytechnique. Discussion materials and guest lectures will focus on technical language to prepare students for their classes in math and science. Taught in French. Enrollment limited to 12. L 175 can be repeated for credit since the content is never the same (different speakers, different articles discussed in class) Instructor: Orcel Courses LAW Law 33. Introduction to the Law. 9 units (3-0-6); first term. An introduction to Anglo-American law from both the legal and the social-scientific points of view. Subject can vary from year to year. Available for introductory social science credit. Instructor: McCaffery. Pl/Law 99. Causation and Responsibility. 9 units (3-0-6). For course description, see Philosophy. Law 134. Law and Technology. 9 units (3-0-6); third term. A sophisticated introduction to and exploration of the intersection of science and the law, focusing on the intellectual property system and the various means by which the conduct and products of scientific research are regulated. The course will analyze and compare American, internation-al, and theoretical alternative systems, in part by means of economics modeling. The latter portion of the course will explore particular scientific areas in depth (examples include the human genome project; the Internet and cyberspace; the law of the sea; and outer-space explora-tion). Some background in law and economics helpful. Graded written work includes two problem sets, a midterm and a final using essay and short answer formats. Instructor: McCaffery. Law 135. History of Anglo-American Law. 9 units (3-0-6); second term. An introductory survey of English law from medieval to modern times, with discussion of parallel and divergent developments in the United States. Topics include the constitution: constraints on the king, Magna Carta, the rise of parliamentary democracy, the role of courts, written versus unwritten constitutions, the U.S. Constitution; law mak-ing: statutes and the doctrine of precedent; fact finding: trial by battle and by ordeal, the development of the jury trial; civil justice: common law, equity, contract, and property law; criminal justice: private and public prosecution, star chamber, defendants' rights, criminal sanc-tions; family law and the changing legal status of women. Not offered 2012-13. Law 136. Tax Law and the Democratic State. 9 units (3-0-6); second term. Prerequisites: Ec 11 or PS12. An introduction to the role of tax in society. This course provides an overview of the U.S. tax system and the historical and political factors that influenced its development. This course will examine several key legal concepts that shape the federal income tax system as well as issues related to democracy and taxation, tax and inequality, tax and economic growth, and tax and globaliza-tion. It will also look at current tax reform proposals. Each student will be expected to complete three essays during the quarter. Not offered 2012-13. Law/PS/H 148 ab. The Supreme Court in U.S. History. I units (3-0-6); second, third terms. The development of the Supreme Court, its doctrines, personalities, and role in U.S. history through analyses of 537 Law 538 selected cases. The first half of the course, which is a prerequisite for the second half but may also be taken by itself, will deal with such topics as federalism, economic regulation, political rights, and free speech. The second half will cover such issues as the rights of the accused, equal protection, and privacy. Instructor: Kousser. MATERIALS SCIENCE MS 78 abc. Senior Thesis. 9 units; first, second, third terms. Prerequi-site: instructor's permission. Supervised research experience, open only to senior materials science majors. Starting with an open-ended topic, students will plan and execute a project in materials science and engineering that includes written and oral reports based upon actual results, synthesizing topics from their course work. Only the first term may be taken pass/fail. Instructor: Staff. MS 90. Materials Science Laboratory. I units (1-6-2); third term. An introductory laboratory in relationships between the structure and properties of materials. Experiments involve materials processing and characterization by X-ray diffraction, scanning electron microscopy, and optical microscopy. Students will learn techniques for measuring mechanical and electrical properties of materials, as well as how to optimize these properties through microstructural and chemical control. Independent projects may be pertormed depending on the student's interests and abilities. Instructor: Staff. MS 100. Advanced Work in Materials Science. The staff in materials science will arrange special courses or problems to meet the needs of students working toward the M.S. degree or of qualified undergraduate students. Graded pass/fail for research and reading. Instructor: Staff. APh/MS 105 abc. States of Matter. 9 units (3-0-6). For course de-scription, see Applied Physics. MS 106. Phase Transformations. I units (3-0-6); third term. Prereq-uisite: APh 105 b or ChE/Ch 164, or instructor's permission. Thermodynamics and kinetics of phase transitions. Phase diagrams for unmixing and ordering. Effects of nucleation and kinetic constraints on phase transformations. Origins of energy, entropy, and pressure effects in solid-solid phase transformations. Spinodal decomposition, ordering by concentration waves, martensite. Taught concurrently with APh/MS 105 c. Students may not receive credit for both MS 106 and APh/MS 105c. Instructor: Fultz. MS 110 abc. Materials Research Lectures. I unit; first, second, third terms. A seminar course designed to introduce advanced undergraduates and graduate students to modern research in materials science. Instruc-tor: Snyder. Courses Ms 115 ab. Fundamentals of Materials Science. I units (3-0-6); furst, second terms. Prerequisite: Ph 2. An introduction to the structure and properties of materials and the processing routes utilized to optimize properties. All major classes of materials are covered, including metals, ceramics, electronic materials, composites, and polymers. In the first term, emphasis is on the relationships between chemical bonding, crystal structure, thermodynamics, phase equilibria, microstructure, and properties. In the second term, generic processing and manufacturing methods are presented for each class of materials with particular focus on the influence of these processes on mechanical properties. Emphasis is placed on the basic materials science behind each processing method, covering such topics as thermodynamics, diffusion, kinetics of phase transformations, and microstructure development. Instructors: Haile, Staff. Part b not offered 2012-13. MS/APh 120. Diffraction and Structure. I units (3-0-6); first term. Prerequisites: graduate standing or instructor's permission. Content is identical to MS/APh 122 but without the laboratory exercises. Instructor: Fultz. MS/APh 122. Diffraction, Imaging, and Structure. 12 units (3-3-6); second term. Principles of electron and X-ray diffraction, with applications for characterizing materials. Topics include scattering of electrons, X rays, and neutrons by atoms. Instrumentation for diffractometry and transmission electron microscopy. Kinematical theory of diffraction: effects of strain, size, disorder, and temperature. Crystal defects and their characterization. Autocorrelation functions in solids, and introduction to dynamical theory. A weekly laboratory complements the lectures. Not offered 2012-13. MS 125. Advanced Transmission Electron Microscopy. 9 units (1-6-2); third term. Prerequisite: MS 132. Diffraction contrast analysis of crystalline defects. Phase contrast imaging. Physical optics approach to dynamical electron diffraction and imaging. Microbeam methods for diffraction and imaging. Chemical analysis by energy dispersive X-ray spectrometry and electron energy loss spectrometry. Not offered 2012-13. MS 131. Structure and Bonding in Materials. 9 units (3-0-6); second erm. Prerequisite: graduate standing or introductory quantum mechanics tomic structure, hybridization, molecular orbital theorv. dependenc of chemical bonding on atom configurations. Covalency, ionicity, electronegativity. Madelung energy. Effects of translational periodicity on electron states in solids. Band structures of group IV semiconduc-tors; transition metals and ferromagnetism. Structural features of materials such as point defects, dislocations, disclinations, and surfaces. Structures of defects calculated with the embedded atom method. Instructor: Staff. MS 133. Kinetic Processes in Materials. 9 units (3-0-6); third term. Prerequisite: APh 105 b or ChE/Ch 164, or instructor's permission. Kinetic Materials Science 539 540 master equation, uncorrelated and correlated random walk, diffusion. Mechanisms of diffusion and atom transport in solids, liquids, and gases. Coarsening of microstructures. Nonequilibrium processing of materials. Instructors: Greer, Kornfield. MS 142. Application of Diffraction Techniques in Materials Science. 9 units (2-3-4); third term. Prerequisite: MS 120 or instructor's permission. Applications of X-ray and neutron diffraction methods to the structural characterization of materials. Emphasis is on the analysis of polycrystalline materials but some discussion of single crystal methods is also presented. Techniques include quantitative phase analysis, crystalline size measurement, lattice parameter refinement, internal stress measurement, quantification of preferred orientation (texture) in mate-rials, Rietveld refinement, and determination of structural features from small angle scattering. Homework assignments will focus on analysis of diffraction data. Samples of interest to students for their thesis research may be examined where appropriate. Not offered 2012-13. MS/EST 143. Solid-State Electrochemistry for Energy Storage and Conversion. I units (3-0-6); third term. Prerequisites: MS 115 a or MS 131, or instructor's permission. Thermodynamics and kinetics of ion and electron transport in solids, with emphasis on processes in electrolyte and electrode materials used in energy storage and conversion. Treatment of electroanalytical characterization techniques including a.c. impedance spectroscopy, voltammetry, and d.c. polarization meth-ods. Application areas include fuel cells, electrochemical gas separation membranes, batteries, supercapacitors, and hydrogen storage materials. Instructor: Haile. MS 150 abc. Topics in Materials Science. Units to be arranged; first, second, third terms. Content will vary from year to year, but will be at a level suitable for advanced undergraduate or graduate students. Topics are chosen according to the interests of students and faculty. Visiting faculty may present portions of the course. Instructor: Staff. MS/ME 161. Imperfections in Crystals. I units (3-0-6); third term. Prerequisite: graduate standing or MS 115 a. The relation of lattice defects to the physical and mechanical properties of crystalline solids. Introduction to point imperfections and their relationships to transport properties in metallic, covalent, and ionic crystals. Kroeger-Vink nota-tion. Introduction to dislocations: geometric, crystallographic, elastic, and energetic properties of dislocations. Dislocation reactions and interactions including formation of locks, stacking faults, and surface effects. Relations between collective dislocation behavior and mechanical properties of crystals. Introduction to computer simulations of dis-locations. Grain boundaries. The structure and properties of interfaces in solids. Emphasis on materials science aspects of role of defects in electrical, morphological, optical, and mechanical properties of solids. Not offered 2012-13. Courses MS/ME 162. Mechanical Behavior of Materials. 9 units (3-0-6); second term. Introduction to the mechanical behavior of solids, emphasizing the relationships between microstructure, defects, and mechanical properties. Elastic, anelastic, and plastic properties of crystalline and amorphous materials. Polymer and glass properties: viscoelasticity, flow, and strain-rate dependence. The relationships between stress, strain, strain rate, and temperature for deformable solids. Application of dislocation theory to strengthening mechanisms in crystalline solids. The phenomena of creep, fracture, and fatigue, and their controlling mechanisms. Instructor: Greer. EST/MS/ME 199. Special Topics in Energy Science and Technology. Units to be arranged. For course description, see Energy Science and Technology. MS 200. Advanced Work in Materials Science. The staff in materials science will arrange special courses or problems to meet the needs of advanced graduate students. Ae/AM/MS/ME 213. Mechanics and Materials Aspects of Fracture. 9 units (3-0-6). For course description, see Aerospace. ME/MS 260 abc. Micromechanics. 12 units (3-0-9). For course description, see Mechanical Engineering. MS 300. Thesis Research. MATHEMATICS Ma 1 abc. Calculus of One and Several Variables and Linear Algebra. 9 units (4-0-5); first, second, third terms. Prerequisites: high-school algebra, trigonometry, and calculus. Special section of Ma 1 a, 12 units (5-0- 7). Review of calculus. Complex numbers, Taylor polynomials, infinite series. Comprehensive presentation of linear algebra. Derivatives of vector functions, multiple integrals, line and path integrals, theorems of Green and Stokes. Ma 1 b, c is divided into two tracks: analytic and practical. Students will be given information helping them to choose a track at the end of the fall term. There will be a special section or sections of Ma 1 a for those students who, because of their background, require more calculus than is provided in the regular Ma 1 a sequence. These students will not learn series in Ma 1 a and will be required to take Ma 1 d. Instructors: Omar, Ramakrishnan, Mantovan, Aschbacher, Ni, Kechris. Ma 1 d. Series. 5 units (2-0-3); second term only. Prerequisite: special section of Ma 1 a. This is a course intended for those students in the special calculus-intensive sections of Ma 1 a who did not have complex numbers, Taylor polynomials, and infinite series during Ma 1 a. It may Mathematics 541 542 not be taken by students who have passed the regular Ma 1 a. Instruc-tor: Staff. Ma 2 ab. Differential Equations, Probability and Statistics. I units (4-0-5); first, second terms. Prerequisite: Ma 1 abc. Ordinary differential equations, probability, statistics. Instructors: Marcolli, Makarov, Border. Ma 4. Introduction to Mathematical Chaos. I units (3-0-6); third term. An introduction to the mathematics of "chaos." Period doubling universality, and related topics; interval maps, symbolic itineraries, stable/unstable manitold theorem, strange attractors, iteration of complex analytic maps, applications to multidimensional dynamics systems and real-world problems. Possibly some additional topics, such as Sark-ovski's theorem, absolutely continuous invariant measures, sensitivity to initial conditions, and the horseshoe map. Instructor: Lee. Ma 5 abc. Introduction to Abstract Algebra. 9 units (3-0-6); first, sec-ond, third terms. Introduction to groups, rings, fields, and modules. The first term is devoted to groups and includes treatments of semidirect products and Sylow's theorem. The second term discusses rings and modules and includes a proof that principal ideal domains have unique factorization and the classification of finitely generated modules over principal ideal domains. The third term covers field theory and Galois theory, plus some special topics if time permits. This course it to be taught concurrently with Ma 105. Instructors: Flach, Mantovan, Jorza. Ma/CS 6 abc. Introduction to Discrete Mathematics. 9 units (3-0-6); first, second, third terms. Prerequisite: for Ma/CS 6 c, Ma/CS 6 a or Ma 5 a or instructor's permission. First term: a survey emphasizing graph theory, algorithms, and applications of algebraic structures. Graphs: paths, trees, circuits, breadth-first and depth-first searches, colorings, matchings. Enumeration techniques; formal power series; combinatorial interpretations. Topics from coding and cryptography, including Hamming codes and RSA. Second term: directed graphs; networks; combinatorial optimization; linear programming. Permutation groups; counting nonisomorphic structures. Topics from extremal graph and set theory, and partially ordered sets. Third term: elements of comput-ability theory and computational complexity. Discussion of the P=NP problem, syntax and semantics of propositional and first-order logic. Introduction to the Gödel completeness and incompleteness theorems. Instructors: Omar, Wilson, Williams. Ma 7. Number Theory for Beginners. 9 units (3-0-6); third term. Some of the fundamental ideas, techniques, and open problems of basic number theory will be introduced. Examples will be stressed. Topics include Euclidean algorithm, primes, Diophantine equations, including an + bn = cn and a2 - db2 = A+1, constructible numbers, composition of binary quadratic forms, and congruences. Instructor: Ramakrishnan. Ma 8. Problem Solving in Calculus. 3 units (3-0-0); first term. Prereg-uisite: simultaneous registration in Ma 1 a. A three-hour per week hands- Courses on class for those students in Ma 1 needing extra practice in problem solving in calculus. Instructor: Staff. Ma 10. Oral Presentation. 3 units (2-0-1); first term. Open for credit to anyone. Freshmen must have instructor's permission to enroll. In this course, students will receive training and practice in presenting mathematical material before an audience. In particular, students will present material of their own choosing to other members of the class. There may also be elementary lectures from members of the mathematics faculty on topics of their own research interest. Instructor: Mantovan. Ma 11. Mathematical Writing. 3 units (0-0-3); third term. Freshmen must have instructor's permission to enroll. Students will work with the instructor and a mentor to write and revise a self-contained paper dealing with a topic in mathematics. In the first week, an introduction to some matters of style and format will be given in a classroom setting. Some help with typesetting in lex may be available. Students are encouraged to take advantage of the Hixon Writing Center's facilities. The mentor and the topic are to be selected in consultation with the instructor. It is expected that in most cases the paper will be in the style of a textbook or journal article, at the level of the student's peers (mathematics students at Caltech). Fulfills the Institute scientific writing requirement. Not offered on a pass/fail basis. Instructor: Wilson. Ma 17. How to Solve It. 4 units (2-0-2); first term. There are many problems in elementary mathematics that require ingenuity for their solution. This is a seminar-type course on problem solving in areas of mathematics where little theoretical knowledge is required. Students will work on problems taken from diverse areas of mathematics; there is no prerequisite and the course is open to freshmen. May be repeated for credit. Graded pass/fail. Instructor: Staff. Ma 91 a. Homological Algebra. 9 units (3-0-6); first term. Prerequisite: Ma 5 or instructor's permission. This course will be a first introduction to homological algebra, covering generalities on additive and abelian categories; the category of complexes, and the long exact sequence of cohomology; cones and homotopies; the homotopic category of com-plexes; projective and injective resolutions, and the derived category; derived functors; double complexes; spectral sequences; and further topics as time permits. Not offered 2012-13. Ma 92 abc. Senior Thesis. 9 units (0-0-9); first, second, third terms. Prerequisite: Tò register, the student must obtain permission of the mathematics undergraduate representative, Richard Wilson. Open only to senior mathematics majors who are qualified to pursue independent reading and research. This research must be supervised by a faculty member. The research must begin in the first term of the senior year and will normally follow up on an earlier SURF or independent reading project. Two short presentations to a thesis committee are required: the first at the end of the first term and the second at the midterm week of the third term. A draft of the written thesis must be completed and 543 Mathematics 544 distributed to the committee one week before the second presentation. Graded pass/fail in the first and second terms; a letter grade will be given in the third term. Ma 98. Independent Reading. 3-6 units by arrangement. Occasionally a reading course will be offered after student consultation with a potential supervisor. Topics, hours, and units by arrangement. Graded pass/ fail. Ma 104. Elliptic Curves. 9 units (3-0-6); second term. Prerequisites: Ma 5, Ma 3, or equivalents. The ubiquitous elliptic curves will be analyzed from elementary, geometric, and arithmetic points of view. Possible topics are the group structure via the chord-and-tangent method, the Nagel-Lutz procedure for finding division points, Mordell's theorem on the finite generation of rational points, points over finite fields through a special case treated by Gauss, Lenstra's factoring algorithm, integral points. Other topics may include diophantine approximation and complex multiplication. Not offered 2012-13. Ma 105 abc. Introduction to Abstract Algebra. I units (3-0-6); first, second, third terms. Introduction to groups, rings, fields, and modules. The first term is devoted to groups and includes treatments of semi-direct products and Sylow's theorem. The second term discusses rings and modules and includes a proof that principal ideal domains have unique factorization and the classification of finitely generated modules over principal ideal domains. The third term covers field theory and Galois theory, plus some special topics if time permits. This course it to be taught concurrently with Ma 5. Instructors: Flach, Mantovan, Jorza. Ma 108 abc. Classical Analysis. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 2 or equivalent, or instructor's permission. May be taken concurrently with Ma 109. First term: structure of the real num-bers, topology of metric spaces, a rigorous approach to differentiation in R". Second term: brief introduction to ordinary differential equa-tions; Lebesgue integration and an introduction to Fourier analysis. Third term: the theory of functions of one complex variable. Instruc-tors: C. Marx, Demirel. Ma 109 abc. Introduction to Geometry and Topology. I units (3-0-6); first, second, third terms. Prerequisites: Ma 2 or equivalent, and Ma 108 must be taken previously or concurrently. First term: aspects of point set topology, and an introduction to geometric and algebraic methods in topology. Second term: the differential geometry of curves and surfaces in two- and three-dimensional Euclidean space. Third term: an introduction to differentiable manifolds. Transversality, differential forms, and further related topics. Instructors: Markovic, Ni, Baba. Ma 110 abc. Analysis, I. 9 units (3-0-6); first, second, third terms. Pre-requisite: Ma 108 or previous exposure to metric space topology, Lebesgue mea-sure. First term: integration theory and basic real analysis: topological spaces, Hilbert space basics, Fejer's theorem, measure theory, measures Courses as functionals, product measures, LP-spaces, Baire category, Hahn-Banach theorem, Alaoglu's theorem, Krein-Millman theorem, count-ably normed spaces, tempered distributions and the Fourier transform. Second term: basic complex analysis: analytic functions, conformal maps and fractional linear transformations, idea of Riemann surfaces, elementary and some special functions, infinite sums and products, entire and meromorphic functions, elliptic functions. Third term: harmonic analysis; operator theory. Harmonic analysis: maximal functions and the Hardy-Littlewood maximal theorem, the maximal and Birkoff ergodic theorems, harmonic and subharmonic functions, theory of H-spaces and boundary values of analytic functions. Operator theory: compact operators, trace and determinant on a Hilbert space, orthogonal polynomials, the spectral theorem for bounded operators. If time allows, the theory of commutative Banach algebras. Instructors: Simon, Ma 111 a. Analysis, I. 9 units (3-0-6); third term. Prerequisites: Ma 110 or instructor's permission. This course will discuss advanced topics in analysis, which vary from year to year. Topics from previous years include potential theory, bounded analytic functions in the unit disk, probabilistic and combinatorial methods in analysis, operator theory, C*-algebras, functional analysis. The third term will cover special functions: gamma functions, hypergeometric functions, beta/Selberg integrals and $q$-analogues. Time permitting: orthogonal polynomials, Painlev l'e transcendents and/or elliptic analogues Instructor: Chipe- Ma 112 ab. Statistics. 9 units (3-0-6); second term. Prerequisite: Ma 2 a probability and statistics or equivalent. The first term covers general methods of testing hypotheses and constructing confidence sets, including regression analysis, analysis of variance, and nonparametric methods. The second term covers permutation methods and the bootstrap, point estimation, Bayes methods, and multistage sampling. Instructor: Alberts. Ma 116 abc. Mathematical Logic and Axiomatic Set Theory. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 5 or equivalent, or instructor's permission. Propositional logic, predicate logic, formal proofs, Gödel completeness theorem, the method of resolution, elements of model theory. Computability, undecidability, Gödel incompleteness theorems. Axiomatic set theory, ordinals, transfinite induction and recursion, iterations and fixed points, cardinals, axiom of choice. Not offered 2012-13. Ma/CS 117 abc. Computability Theory. I units (3-0-6); first, second, third terms. Prerequisite: Ma 5 or equivalent, or instructor's permission. Various approaches to computability theory, e.g., Turing machines, recursive functions, Markov algorithms; proof of their equivalence. Church's thesis. Theory of computable functions and effectively enumerable sets. Decision problems. Undecidable problems: word problems for groups, solvability of Diophantine equations (Hilbert's 10th problem). Rela- Mathematics 545 546 tions with mathematical logic and the Gödel incompleteness theorems. Decidable problems, from number theory, algebra, combinatorics, and logic. Complexity of decision procedures. Inherently complex problems of exponential and superexponential difficulty. Feasible (polynomial time) computations. Polynomial deterministic vs. nondeterministic algorithms, NP-complete problems and the P = NP question. Instruc- tors: Kechris, Sokic. Ma 118. Topics in Mathematical Logic: Geometrical Paradoxes. 9 units (3-0-6); second term. Prerequisite: Ma 5 or equivalent, or instructor's permission. This course will provide an introduction to the striking paradoxes that challenge our geometrical intuition. Topics to be discussed include geometrical transformations, especially rigid motions; free groups; amenable groups; group actions; equidecomposability and invariant measures; Tarski's theorem; the role of the axiom of choice; old and new paradoxes, including the Banach-Tarski paradox, the Laczkovich paradox (solving the Tarski circle-squaring problem), and the Dougherty-Foreman paradox (the solution of the Marczewski problem). Not offered 2012-13. Ma 120 abc. Abstract Algebra. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 5 or equivalent. Undergraduates who have not taken Ma 5 must have instructor's permission. Basic theory of groups, rings, mod-ules, and fields, including free groups; Sylow's theorem; solvable and nilpotent groups; factorization in commutative rings; integral exten-sions; Wedderburn theorems; Jacobson radical; semisimple, projective, and injective modules; tensor products; chain conditions; Galois theory; cyclotomic extensions; separability; transcendental extensions. Instruc-tors: Tian, Hedayatazadeh, Flach. Ma 121 abc. Combinatorial Analysis. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 5. A survey of modern combinatorial mathematics, starting with an introduction to graph theory and ex-tremal problems. Flows in networks with combinatorial applications. Counting, recursion, and generating functions. Theory of partitions. (0, 1)-matrices. Partially ordered sets. Latin squares, finite geometries, combinatorial designs, and codes. Algebraic graph theory, graph embedding, and coloring. Instructors: Wilson, Rains, Omar. Ma 122 abc. Topics in Group Theory. 9 units (3-0-6); first, second, third terms. Topics to be decided by instructor. Not offered 2012-13. Ma 123. Classification of Simple Lie Algebras. 9 units (3-0-6); third term. Prerequisite: Ma 5 or equivalent. This course is an introduc-ion to Lie algebras and the classification of the simple Lie algebra. ›ver the complex numbers. This will include Lie's theorem, Engel' theorem, the solvable radical, and the Cartan Killing trace form. The classification of simple Lie algebras proceeds in terms of the associated reflection groups and a classification of them in terms of their Dynkin diagrams. Not offered 2012-13. Courses Ma 125. Elliptic Curves. I units (3-0-6); second term. Prerequisites: Ma 5, Ma 3, or equivalents. The ubiquitous elliptic curves will be analyzed from elementary, geometric, and arithmetic points of view. Possible topics are the group structure via the chord-and-tangent method, the Nagel-Lutz procedure for finding division points, Mordell's theorem on the finite generation of rational points, points over finite fields through a special case treated by Gauss, Lenstra's factoring algorithm, integral points. Other topics may include diophantine approximation and complex multiplication. Not offered 2012-13. EE/Ma 126 ab. Information Theory. 9 units (3-0-6). For course description, see Electrical Engineering. EE/Ma/CS 127. Error-Correcting Codes. 9 units (3-0-6). For course description, see Electrical Engineering. CS/EE/Ma 129 abc. Information and Complexity. 9 units (3-0-6) first, second terms; (1-4-4) third term. For course description, see Computer Science. Ma 130 abc. Algebraic Geometry. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 120 (or Ma 5 plus additional reading). Plane curves, rational functions, affine and projective varieties, products, local properties, birational maps, divisors, differentials, intersection numbers, schemes, sheaves, general varieties, vector bundles, coherent sheaves, curves and surfaces. Instructor: Graber. Ma 132 c. Topics in Algebraic Geometry. 9 units (3-0-6); third term. Prerequisites: Ma 130 or instructor's permission. This course will cover advanced topics in algebraic geometry that will vary from year to year. This year, the topic will be deformation theory. Not offered 2012-13. Ma 135 ab. Arithmetic Geometry. I units (3-0-6); first, second terms. Prerequisite: Ma 130. The course deals with aspects of algebraic geometry that have been found useful for number theoretic applications. Topics will be chosen from the following: general cohomology theories (étale cohomology, flat cohomology, motivic cohomology, or p-adic Hodge theory), curves and Abelian varieties over arithmetic schemes, moduli spaces, Diophantine geometry, algebraic cycles. Not offered 2012-13 Ma/ACM 142. Ordinary and Partial Differential Equations. I units (3-0-6); first, second terms. Prerequisite: Ma 108; Ma 109 is desirable. The mathematical theory of ordinary and partial differential equations, including a discussion of elliptic regularity, maximal principles, solubility of equations. The method of characteristics. Instructors: Kreuger, Chipeniuk. Ma/ACM 144 ab. Probability. 9 units (3-0-6); first, second terms. Overview of measure theory. Random walks and the Strong law of large numbers via the theory of martingales and Markov chains. Characteris- Mathematics 547 548 tic functions and the central limit theorem. Poisson process and Brown-ian motion. Topics in statistics. Not offered 2012-13. Ma 145 abc. Introduction to Unitary Group Representations. 9 units (3-0-6); first, second, third terms. The study of representations of a group by unitary operators on a Hilbert space, including finite and compact groups, and, to the extent that time allows, other groups. First term: general representation theory of finite groups. Frobenius's theory of representations of semidirect products. The Young tableaux and the representations of symmetric groups. Second term: the Peter-Weyl theorem. The classical compact groups and their representation theory. Weyl character formula. Third term: Quantum Groups. Not offered 2012-13. Ma 147 abc. Dynamical Systems. 9 units (3-0-6); first, second, third terms. Prerequisites: Ma 108, Ma 109, or equivalent. First term: real dynamics and ergodic theory. Second term: Hamiltonian dynamics. Third term: complex dynamics. Instructors: Makarov, Lee. Ma 148 abc. Topics in Mathematical Physics. 9 units (3-0-6); first, second, third terms. This course covers a range of topics in mathematical physics. The content will vary from year to year. Topics covered will include some of the following: Lagrangian and Hamiltonian formalism of classical mechanics; mathematical aspects of quantum mechanics: Schroedinger equation, spectral theory of unbounded operators, representation theoretic aspects; partial differential equations of mathematical physics (wave, heat, Maxwell, etc.); rigorous results in classical and/or quantum statistical mechanics; mathematical aspects of quantum field theory; general relativity for mathematicians. First term: geometric theory of quantum information and quantum entanglement based on information geometry and entropy. Only offered first term 2012-13 Instructor: Marcolli. Ma 151 abc. Algebraic and Differential Topology. 9 units (3-0-6); first, second, third terms. Prerequisite: Ma 109 abc or equivalent. A basic graduate core course. Fundamental groups and covering spaces, homol-ogy and calculation of homology groups, exact sequences. Fibrations, higher homotopy groups, and exact sequences of fibrations. Bundles, Eilenberg-Maclane spaces, classifying spaces. Structure of differentiable manifolds, transversality, degree theory, De Rham cohomology, spectral sequences. Instructors: Markovic, Liu. Ma 157 ab. Riemannian Geometry. I units (3-0-6); first, second terms. Prerequisite: Ma 151 or equivalent, or instructor's permission. Part a: basic Riemannian geometry: geometry of Riemannian manifolds, connections, curvature, Bianchi identities, completeness, geodesics, exponential map, Gauss's lemma, Jacobi fields, Lie groups, principal bundles, and characteristic classes. Part b: basic topics may vary from year to year and may include elements of Morse theory and the calculus of variations, locally symmetric spaces, special geometry, comparison Courses theorems, relation between curvature and topology, metric functionals and flows, geometry in low dimensions. Instructors: Baba, Wu. Ma 160 abc. Number Theory. I units (3-0-6); first, second, third terms. Prerequisite: Ma 5. In this course, the basic structures and results of algebraic number theory will be systematically introduced. Topics covered will include the theory of ideals/divisors in Dedekind domains, Dirichlet unit theorem and the class group, p-adic fields, ramifica-tion, Abelian extensions of local and global fields. Instructors: Flach, Hedayatzadeh, Jorza. Ma 162. Topics in Number Theory. 9 units (3-0-6); first, third terms. Prerequisite: Ma 160. The course will discuss in detail some advanced topics in number theory, selected from the following: Galois repre-sentations, elliptic curves, modular forms, L-functions, special values, automorphic representations, p-adic theories, theta functions, regula-tors. Instructor: Ramakrishnan, Hedayatazadeh. Ma 191 abc. Selected Topics in Mathematics. 9 units (3-0-6); first, second, third terms. Each term we expect to give between 0 and 6 (most often 2-3) topics courses in advanced mathematics covering an area of current research interest. These courses will be given as sections of 191. Students may register for this course multiple times even for multiple sections in a single term. The topics and instructors for each term and course descriptions will be listed on the math option website each term prior to the start of registration for that term. Instructor: Staff SS/Ma 214. Mathematical Finance. 9 units (3-0-6). For course description, see Social Science. Ma 290. Reading. Hours and units by arrangement. Occasionally, advanced work is given through a reading course under the direction of an instructor. Ma 390. Research. Units by arrangement. See also the list of courses in Applied and Computational Mathematics. MECHANICAL ENGINEERING Additional advanced courses in the field of mechanical engineering may be found listed in other engineering options such as aerospace engineering, applied mechanics, applied physics, control and dynamical EE/ME 7. Introduction to Mechatronics. 6 units (2-3-1). For course description, see Electrical Engineering 549 Mechanical Engineering 550 ME 18 ab. Thermodynamics. I units (3-0-6); second, third terms. Prerequisites: Ph 1 and Ph 2 (may be taken concurrently). An introduction to classical thermodynamics with engineering applications. First term includes the first and second laws; closed and open systems; properties of a pure substance; availability and irreversibility; generalized thermodynamic relations. Second term emphasizes applications: gas and vapor power cycles; propulsion; mixtures; combustion and thermochemistry; chemical equilibrium. Instructors: Minnich, Hunt. ME 19 ab. Fluid Mechanics. 9 units (3-0-6); second, third terms. Pre-requisites: Ma 2, Ph 1 abc. Properties of fluids, basic equations of fluid mechanics, theorems of energy, linear and angular momentum. Euler's equations, inviscid potential flow, surface waves, airfoil theory. Navier-Stokes equations, vorticity and vorticity transport. Flow of real fluids, similarity parameters, flow in ducts. Boundary layer theory for laminar and turbulent flow, transition to turbulence. Drag, lift, and propulsion. Instructor: Hall. ME 35 abc. Statics and Dynamics. I units (3-0-6); first, second, third terms. Prerequisites: Ma 1 abc, Ph 1 abc. Introduction to statics and dynamics of rigid and deformable bodies. Equilibrium of force systems, principle of virtual work, distributed force systems, friction, static analysis of rigid and deformable structures, kinematics, particle dynamics, rigid-body dynamics, dynamics of deformable systems, and vibrating systems. Instructors: Lapusta, Andrade, Daraio. ME 65. Mechanics of Materials. 9 units (3-0-6); first term. Prereq-uisites: ME 35 abc, Ma 2 ab. Introduction to continuum mechanics, principles of elasticity, plane stress, plane strain, axisymmetric prob-lems, stress concentrations, thin films, fracture mechanics, variational principles, frame structures, finite element methods, composites, and plasticity. Taught concurrently with Ae/AM/CE/ME 102. Instructors: Ravichandran, Bhattacharya. ME 66. Vibration. 9 units (3-0-6); first term. Prerequisites: ME 35 abc, Ma 2 ab. Introduction to vibration and wave propagation in continuous and discrete multi-degree-of-freedom systems. Strings, mass-spring systems, mechanical devices, elastic continua. Equations of motion, Lagrange's equations, Hamilton's principle, and time-integration schemes. Taught concurrently with AM/CE 151 a. Instructor: Staff. ME 71. Introduction to Engineering Design. I units (3-5-1); third term. Prerequisites: ME 35 ab recommended, ME 170. Enrollment is limited and will be based on responses to a questionnaire available in the Registrar's Office during registration. Introduction to mechanical engineering design, fabrication, and visual communication. Concepts are taught through a series of short design projects and design competitions emphasizing physical concepts. Many class projects will involve substantial use of the shop facilities, and construction of working prototypes. Not offered on a pass/fail basis. Instructors: Collins, Van Deusen. Courses ME 72 ab. Engineering Design Laboratory. 9 units (3-4-2) first term; (1-8-0) second term; first, second terms. Prerequisites: ME 35 abc, ME 71, ME 18 ab, CS 1 or equivalent, and instructor's permission. ME 170 can be taken concurrently. Enrollment is limited. A project-based course in which teams of students design, fabricate, analyze, test, and operate an electromechanical device to compete against devices designed by other student teams. The class lectures and the projects stress the integration of mechanical design, sensing, engineering analysis, and computation to solve problems in engineering system design. The laboratory units of ME 72 can be used to fulfill a portion of the laboratory requirement for the ME or EAS option. Not offered on a pass/fail basis. Instructor: Ruoff, Van Duesen. CS/EE/ME 75 abc. Introduction to Multidisciplinary Systems Engineering. 3 units (2-0-1) first term; 3-6 units second term; 12 units (2-9-1) or 18 units (2-15-1) third term. For course description, see Computer Science. ME 90 abc. Senior Thesis, Experimental. 9 units; (0-0-9) first term; (0-9-0) second, third terms. Prerequisites: senior status; instructor's per-mission. Experimental research supervised by an engineering faculty member. The topic selection is determined by the adviser and the student and is subject to approval by the Mechanical Engineering Undergraduate Committee. First and second terms: midterm progress report and oral presentation during finals week. Third term: completion of thesis and final presentation. The second and third terms may be used to fulfill laboratory credit for EAS. Not offered on a pass/fail basis. Instructor: Colonius. ME 91 abc. Senior Thesis, Analytical. 9 units (0-0-9); first, second third terms. Prerequisites: senior status; instructor's permission. Undergraduate research supervised by an engineering faculty member. The topic selection is determined by the adviser and the student and is subject to approval by the Mechanical Engineering Undergraduate Committee. First and second terms: midterm progress report and oral presentation during finals week. Third term: completion of thesis and final presenta-tion. Not offered on a pass/fail basis. Instructor: Colonius. ME 96. Mechanical Engineering Laboratory. 9 units (0-9-0); third term. Prerequisites: ME 18 ab, ME 19 ab, ME 35 ab. A laboratory course with experiments drawn from diverse areas of mechanical engineer-ing, including heat transfer, control, fluid mechanics, solid mechanics, atomic force microscopy, materials, combustion, turbomachinery, and dynamics. Instructor: Staff ME 100. Advanced Work in Mechanical Engineering. The faculty in mechanical engineering will arrange special courses on problems to meet the needs of qualified undergraduate students. Graded pass/fail for research and reading. A written report is required for each term. Mechanical Engineering 551 552 Ae/APh/CE/ME 101 abc. Fluid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/CE/ME 102 abc. Mechanics of Structures and Solids. 9 units (3-0-6). For course description, see Aerospace. E/ME 103. Management of Technology. 9 units (3-0-6). For course description, see Engineering. E/ME 105 ab. Product Design for the Developing World. 9 units (3-2-4). For course description, see Engineering. EST/EE/ME 109. Energy: Supply and Demand. 9 units (3-0-6.) For course description, see Energy Science and Technology. ME 110. Special Laboratory Work in Mechanical Engineering. 3-9 units per term; maximum two terms. Special laboratory work or experimental research projects may be arranged by members of the faculty to meet the needs of individual students as appropriate. A written report is required for each term of work. Instructor: Staff CE/ME 112 ab. Hydraulic Engineering. I units (3-0-6). For course description, see Civil Engineering. ME 115 ab. Introduction to Kinematics and Robotics. 9 units (3-0-6); second, third terms. Prerequisites: Ma 2, ACM 95/100 ab recom-mended. Introduction to the study of planar, rotational, and spatial motions with applications to robotics, computers, computer graphics, and mechanics. Topics in kinematic analysis will include screw theory, rotational representations, matrix groups, and Lie algebras. Applications include robot kinematics, mobility in mechanisms, and kinematics of open and closed chain mechanisms. Additional topics in robotics include path planning for robot manipulators, dynamics and control, and assembly. Course work will include laboratory demonstrations using simple robot manipulators. Not offered 2012-13. ME 117. Nano-to-Macro Transport Processes. 9 units (3-0-6); first term. Prerequisites: ME 18ab, ME 19ab, ME 20, ACM 95 or equiva-lent. This course provides a parallel treatment of photons, electrons, phonons, and molecules as energy carriers, aiming at fundamental understanding and descriptive tools for energy and heat transport processes from the nanoscale continuously to the macroscale. Topics include energy transport in the form of waves and particles, scattering and heat generation processes, Boltzmann equation and derivation of classical laws, deviation from classical laws at the nanoscale and their appropriate descriptions, with applications in nano- and microtechnol-ogy. Instructor: Minnich. ME 118. Thermodynamics. 9 units (3-0-6); first term. Prerequisites: ME 18 ab, ME 19 ab. Fundamentals of classical and statistical thermo-dynamics. Basic postulates, thermodynamic potentials, chemical and Courses phase equilibrium, phase transitions, and thermodynamic properties of solids, liquids, and gases. Not offered 2012-13. ME 119 ab. Heat and Mass Transfer. 9 units (3-0-6); first, second terms. Prerequisites: ME 18 ab, ME 19 ab, ACM 95/100 (may be taken concurrently). Transport properties, conservation equations, conduction heat transfer, convective heat and mass transport in laminar and turbulent flows, phase change processes, thermal radiation. Not offered 2012-13. Ae/ME 120 ab. Combustion Fundamentals. I units (3-0-6). For course description, see Aerospace. ME 131. Advanced Robotics: Manipulation and Sensing. 9 units (3-6-0); third term. Prerequisite: ME 115 ab. The course focuses on current topics in robotics research in the area of robotic manipulation and sensing. Past topics have included advanced manipulator kinemat-ics, grasping and dextrous manipulation using multifingered hands, and advanced obstacle avoidance and motion planning algorithms. The lectures will be divided between a review of the appropriate analytical techniques and a survey of the current research literature. Course work will focus on an independent research project chosen by the student. Not offered 2012-13. ME/CS 132 ab. Advanced Robotics: Navigation and Vision. 9 units (3-6-0); first, second terms. Prerequisite: ME 115 ab. The course focuses on current topics in robotics research in the area of autonomous navigation and vision. Topics will include mobile robots, multilegged walking machines, use of vision in navigation systems. The lectures will be divided between a review of the appropriate analytical techniques and a survey of the current research literature. Course work will focus on an independent research project chosen by the student. Instructor: Matthies. AM/CE/ME 150 abc. Graduate Engineering Seminar. 1 unit; each term. For course description, see Applied Mechanics. Ae/Ge/ME 160 ab. Continuum Mechanics of Fluids and Solids. 9 units (3-0-6). For course description, see Aerospace. MS/ME 161. Imperfections in Crystals. I units (3-0-6). For course description, see Materials Science. MS/ME 162. Mechanical Behavior of Materials. I units (3-0-6). For course description, see Materials Science. ME/CE 163. Mechanics and Rheology of Fluid-Infiltrated Porous Media. 9 units (3-0-6); first term. Prerequisites: Continuum Mechanics - Ae/Ge/ME 160ab. This course will focus on the physics of porous materials (e.g., geomaterials, biological tissue) and their intimate interaction with interstitial fluids (e.g., water, oil, blood). The course will be split 553 Mechanical Engineering 554 into two parts: Part 1 will focus on the continuum mechanics (balance laws) of multi-phase solids, with particular attention to fluid diffusion-solid deformation coupling. Part 2 will introduce the concept of effective stresses and state of the art rheology available in modeling the constitutive response of representative porous materials. Emphasis will be placed on poro-elasticity and poro-plasticity. Not offered 2012-13. AM/ME 165 ab. Elasticity. 9 units (3-0-6). For course description, see Applied Mechanics. ME 170. Introduction to Mechanical Prototyping. 4 units (0-4- O); first, second, summer terms. Enrollment is limited and is based on responses to a questionnaire available in the Registrar's Office during registration. Introduction to the technologies and practices needed to fabricate mechanical prototypes. Students will be introduced to both manual and computer-aided machining techniques, as well as com-puter-controlled prototyping technologies, such as three-dimensional printing and water jet cutting. Students will receive safety training, instruction on the chetras uns deflying dife and machini mesends methods. Several prototypes will be constructed using the various technologies available in the mechanical engineering machine shop. Experience with computer-aided drafting tools is helpful but not essential. Instructor: Van Deusen. EST/MS/ME 199. Special Topics in Energy Science and Technology. Units to be arranged. For course description, see Energy Science and Technology. ME 200. Advanced Work in Mechanical Engineering. The faculty in mechanical engineering will arrange special courses on problems to meet the needs of graduate students. Graded pass/fail; a written report is required for each term of work. ME 202 abc. Engineering Two-Phase Flows. 9 units (3-0-6). Prereq-usites: ACM 95/100 abc, Ae/APh/CE/Me 101 abc, or equivalents. Selecter opics in engineering two-phase flows with emphasis on practica problems in modern hydro-systems. Fundamental fluid mechanics and heat, mass, and energy transport in multiphase flows. Liquid/vapor/gas (LVG) flows, nucleation, bubble dynamics, cavitating and boiling flows, models of LVG flows; instabilities, dynamics, and wave propagation; fluid/structure interactions. Discussion of two-phase flow problems in conventional, nuclear, and geothermal power plants, marine hydrofoils, and other hydraulic systems. Not offered 2012-13. Ae/AM/MS/ME 213. Mechanics and Materials Aspects of Frac-ture. I units (3-0-6). For course description, see Aerospace. Ae/AM/CE/ME 214 abc. Computational Solid Mechanics. 9 units (3-0-6). For course description, see Aerospace. Courses Ae/AM/ME 215. Dynamic Behavior of Materials. I units (3-0-6). For course description, see Aerospace. CE/Ge/ME 222. Earthquake Source Processes, Debris Flows, and Soil Liquefaction: Physics-based Modeling of Failure in Granular Media. 6 units (2-0-4); third term. For course description, see Civil Engineering. Ae/AM/ME 223. Plasticity. 9 units (3-0-6). For course description, see Aerospace. Ae/AM/ME 225. Special Topics in Solid Mechanics. Units to be arranged. For course description, see Aerospace. Ae/ACM/ME 232 abc. Computational Fluid Dynamics. 9 units (3-0-6). For course description, see Aerospace. Ae/CDS/ME 251 ab. Closed Loop Flow Control. 9 units; (3-0-6 a, 1-3-5-b). For course description, see Aerospace. ME/MS 260 a. Micromechanics. 12 units (3-0-9); third term. Pre-requisites: ACM 95/100 or equivalent, and Ae/AM/CE/ME 102 abc or Ae 160 abc or instructor's permission. The course gives a broad overview of micromechanics, emphasizing the microstructure of materials, its connection to molecular structure, and its consequences on macroscopic properties. Topics include phase transformations in crystalline solids, including martensitic, ferroelectric, and diffusional phase transforma-tions, twinning and domain patterns, active materials; effective properties of composites and polycrystals, linear and nonlinear homogeniza-tion; defects, including dislocations, surface steps, and domain walls; thin films, asymptotic methods, morphological instabilities, self-orga-nization; selected applications to microactuation, thin-film processing, composite materials, mechanical properties, and materials design. Open to undergraduates with instructor's permission. Not offered 2012-13. ME/Ge/Ae 266 ab. Dynamic Fracture and Frictional Faulting. 9 units (3-0-6); second term. Prerequisites: Ae/AM/CE/ME 102 abc or Ael Ge/ME 160 ab or instructor's permission. Introduction to elastodynamics and waves in solids. Dynamic fracture theory, energy concepts, cohesive zone models. Friction laws, nucleation of frictional instabilities, dynamic rupture of frictional interfaces. Radiation from moving cracks. Thermal effects during dynamic fracture and faulting. Crack branching and faulting along nonplanar interfaces. Related dynamic phenomena, such as adiabatic shear localization. Applications to engineering phenomena and physics and mechanics of earthquakes. Instructor: Lapusta. Part b not offered 2012-13. ME 300. Research in Mechanical Engineering. Hours and units by arrangement. Research in the field of mechanical engineering. By arrangement with members of the faculty, properly qualified graduate students are directed in research. 555 Mechanical Engineering 556 MUSIC Mu 10. Selected Topics in Music; offered by announcement. Units to be determined by arrangement with instructor. Instructors: Staff, visiting lecturers. Mu 21. Understanding Music. 9 units (3-0-6); first term. The Listening Experience I. How to listen to and what to listen for in classical and other musical expressions. Listening, analysis, and discussion of musica orms, genres, and styles. Course is intended for musicians as well a: nonmusicians and is strongly recommended as an introduction to other music courses. Instructor: Neenan. Mu 24. Introduction to Opera. 9 units (3-0-6); third term. Opera exploded onto the cultural scene around the year 1600 and quickly became the most popular, expensive, and lavish spectacle in all of Europe. The course will trace the history of the genre examining masterpieces by Monteverdi, Handel, Mozart, Rossini, Verdi, Wagner, Strauss, Berg, and Britten, and will sample a host of newer works, including Einstein on the Beach, The Death of Klinghoffer, and The Ghosts of Versailles. Not offered 2012-13. Mu 25. History of Chamber Music. 9 units (3-0-6); third term. To be coordinated with Caltech's spring chamber music performances; enrollment limited to students preparing performances of chamber music during the term. The course will survey the history of chamber music and will offer more in-depth exploration of works in preparation for performance. Not offered 2012-13. Mu 26. Jazz History. 9 units (3-0-6); third term. This course will examine the history of jazz in America from its roots in the unique confluence of racial and ethnic groups in New Orleans around 1900 to the present. The lives and music of major figures such as Robert Johnson, Jelly Roll Morton, Louis Armstrong, Benny Goodman, Duke Elling-ton, Count Basie, Charlie Parker, Dizzy Gillespie, Thelonius Monk, Miles Davis and others will be explored. Instructor: Neenan. Mu 27. Fundamentals of Music Theory and Elementary Ear Training. 9 units (3-0-6); first term. Basic vocabulary and concepts of music theory (rhythm and pitch notation, intervals, scales, function of key signatures, etc.); development of aural perception via elementary rhythmic and melodic dictation, and sight-singing exercises. Not offered 2012-13. Mu 28. Harmony I. 9 units (3-0-6), second term. Prerequisite: Mu 27 or trance exam. Study of tonal harmony and intermediate music theor chniques of chord progression, modulation, and melody writir according to common practice; ear training, continued. Not offered 2012-13. Courses Mu 29. Harmony II. 9 units (3-0-6), third term. Prerequisite: Mu 28 or entrance exam. More advanced concepts of music theory, including chromatic harmony, and 20th-century procedures relating to selected popular music styles; ear training, continued. Not offered 2012-13. Mu 122. Life and Music of Mozart. 9 units (3-0-6); second term. This course will explore Mozart's music within the context of his life and times, including the early works composed as a child prodigy and touring artist; the first masterpieces he composed, and finally the masterworks written during his meteoric rise and his equally amazing fall from grace. Not offered 2012-13. Mu 123. Life and Music of Beethoven. I units (3-0-6); third term. The course will examine the exuberant works of Beethoven's youth, the series of grand, heroic masterpieces of the early 1800s, and the puzzling and mysterious works of his final decade. Not offered 2012-13. Mu 137. History I: Music History to 1750. 9 units (3-0-6); first term. The course traces the history of music from ancient Greece to the time of Bach and Handel. A survey of the contributions by composers such as Machaut, Josquin, and Palestrina will lead to a more in-depth look at the music of Monteverdi, Purcell, Corelli, Vivaldi, and the two most important composers of the high baroque, Bach and Handel. Instruc-tor: Neenan. Mu 138. History II: Music History from 1750 to 1850. 9 units (3-0-6); second term. Music composed between 1750 and 1850 is among the most popular concert music of today and the most recorded music in the classical tradition. This course will focus on developments in European music during this critical period. An in-depth look at the music of Haydn, Mozart, and Beethoven along with the cultural and societal influences that shaped their lives will be the primary focus. Music of composers immediately preceding and following them (the Bach sons, Schubert, Chopin, and others) will also be surveyed Instructor: Neenan. Mu 139. History III: Music History from 1850 to the Present. 9 units (3-0-6); third term. From the end of the 19th century to the present day, classical music has undergone the fastest and most radical changes in its history. The course explores these changes, tracing the development of various musical styles, compositional methods, and music technologies while examining acknowledged masterpieces from throughout the period. Instructor: Neenan. Mu 140. The Great Orchestras: Their History, Repertoire, and Conductors. 9 units (3-0-6); second term. This survey course will trace the symphony orchestra from its generally acknowledged beginnings with the Leipzig Gewandhaus Orchestra under Felix Mendelssohn to the present day. Special emphasis will be given to the great orchestras of the late nineteenth and twentieth centuries, their conductors, and the core orchestral repertoire. Making use of historic audio and video 557 Music 558 recordings from the twentieth century, along with more recent documentary recordings, students will be exposed to the cultural history of modern Europe and America through the medium of classical music Instructor: Neenan. PERFORMANCE AND ACTIVITIES Courses under this heading cover the instructional content of a range of extracurricular activities and work in the fine arts and elsewhere. These courses will appear on the student's transcript, and will be graded pass/ fail only. The units count toward the total unit requirement for graduation, but they do not count toward the 108-unit requirement in PA 15abc. Student Publications. 3 units (1-0-2); first, second, third terms. The elementary principles of newspaper writing and editing, with special attention to producing articles for the student publication. Instructor: Kipling. PA 16 abc. Cooking Basics. 3 units (0-3-0); first, second, third terms. The class will survey different cooking styles, techniques, and cuisines from around the world. Topics covered may include knives and tools; tastes and flavors; sauces and reductions; legumes, grains, and beans; meat; dessert. The emphasis will be on presentation and creativity. Instructor: Staff. PA 30 abc. Guitar. 3 units (0-3-0); first, second, third terms. Offered on three levels: beginning (no previous experience required), intermedi-ate, and advanced. Instruction emphasizes a strong classical technique, including an exploration of various styles of guitar —classical, flamenco, folk, and popular. Instructor: Elgart. PA 31 abc. Chamber Music. 3 units (0-3-0); first, second, third terms. Study and performance of music for instrumental ensembles of two to eight members, and for piano four-hands. Literature ranges from the 16th to 21st centuries. Open to students who play string, woodwind, brass instruments, guitar, or piano. After auditioning, pianists will be placed in sections by the instructors. Section 1: Mixed ensembles. Instructor: D. Bing. Section 2: Piano four-hands. Instructor: Ward. Section 3: Guitar ensemble. Instructor: Elgart. PA 32 abc. Symphony Orchestra. 3 units (0-3-0); first, second, third terms. Study and performance of music written for full symphony orchestra and chamber orchestra. The orchestra performs both the standard symphonic repertoire and contemporary music. Two and a half hours of rehearsal per week. Instructor: Gross. PA 33 abc. Concert Band. 3 units (0-3-0); first, second, third terms. Study and performance of music written for the classical wind ensemble Courses and concert band. Emphasis is placed on the traditional literature, but the study of contemporary music is an important part of the curricu-lum. Instructor: W. Bing. PA 34 abc. Jazz Band. 3 units (0-3-0); first, second, third terms. Study and performance of all styles of big-band jazz, from Duke Ellington to Maria Schneider. The study of jazz improvisation is also encouraged. Instructor: W. Bing. PA 35 abc. Women's Glee Club. 3 units (0-3-0); first, second, third terms. Preparation and performance of women's and SATB choral repertoire spanning a range of historical periods and musical styles. Includes collaborative performances with the Men's Glee Club and occasionally with orchestra. No previous experience required. Three hours a week. Instructor: Sulahian. PA 36 abc. Men's Glee Club. 3 units (0-3-0); first, second, third terms. Preparation and performance of men's and SATB choral repertoire, spanning a range of historical periods and musical styles. Includes collaborative performances with the Women's Glee Club and occasionally with orchestra. No previous experience required. Three hours per week. Instructor: Sulahian. PA 37 abc. Chamber Singers. 3 units (0-3-0); first, second, third terms. Advanced study and performance of SATB choral music. Emphasis is placed on more difficult choral repertoire, both a capella and accom-panied. Includes performances with the Glee Clubs as well as at other on-campus events. Audition required. Participation in Glee Clubs required. Instructor: Sulahian. PA 40 abc. Theater Arts. 3 units (2-0-1); first, second, third terms. Instruction in all phases of theatrical production, culminating in multiple pertormances for the public. A hands-on, practical approach includes workshops in stage combat, costume construction, scenic arts, occasional informal encounters with professional actors, designers, and directors. Understanding of dramatic structure, respect for production values, and problem solving are stressed. Material of academic value is drawn from 3,000 years of worldwide dramatic literature. Instructor: Brophy. PA 61 abc. Silkscreen and Silk Painting. 3 units (0-3-0); first, second, third terms. Instruction in silkscreening techniques, primarily for T-shirts. Progressive development of silk painting skills for fine art. Instructor: Barry. PA 62 abc. Drawing and Painting. 3 units (0-3-0); first, second, third erms. Instruction in techniques of painting in acrylics and watercolo nd life drawing of models. Emphasis on student-chosen subject with large reference library. Instructor: Barry. 559 Performance and Activities 560 PA 63 abc. Ceramics. 3 units (0-3-0); first, second, third terms. Instruction in the techniques of creating ceramics, including the slab roller and potter's wheel, and glazing methods. Instructor: Freed PA 70 abc. Student-Taught Courses. 3 units (2-0-1); first, second, third terms. A variety of subjects each term, taught by undergraduate stu-dents. Different subjects will fall under different section numbers. The courses offered each term will be decided based on student interest and a selection process by the Office of Student Affairs. More information at http://www.deans.caltech.edu/studenttaughtcourses.htm. PHILOSOPHY Hum/Pl 8. Right and Wrong. 9 units (3-0-6). For course description, see Humanities. Hum/Pl 9. Knowledge and Reality. 9 units (3-0-6). For course description, see Humanities. PI 90 ab. Senior Thesis. 9 units (1-0-8). Required of students taking the philosophy option. To be taken in any two consecutive terms of the senior year. Students will research and write a thesis of 10,000-12,000 words on a philosophical topic to be determined in consultation with their thesis adviser. Limited to students taking the philosophy option. Instructor: Staff. Pl 98. Reading in Philosophy. 9 units (1-0-8). Prerequisite: instructor's permission. An individual program of directed reading in philosophy, in areas not covered by regular courses. Instructor: Staff. Pl/Law 99. Causation and Responsibility. I units (3-0-6); third term. This course will examine the interrelationships between the concepts of causation, moral responsibility, and legal liability. It will consider legal doctrines of causation and responsibility, as well as attempts within philosophy to articulate these concepts. Questions to be addressed include: Can you be morally or legally responsible for harms that you do not cause? Is it worse to cause some harm, than to unsuccessfully attempt it? Is it justified to punish those who cause harm more severely than those who attempt harm? When, if ever, can the ends justify the means? What constitutes negligence? Is it worse to cause some harm, than to allow it to happen (when you could have prevented it)? Instruc-tor: Hitchcock. Pl 102. Selected Topics in Philosophy. 9 units (3-0-6); offered by an-nouncement. Prerequisite: Hum/PL 8 or Hum/Pl 9 or instructor's permission. Pl 103. Medieval Philosophy. 9 units (3-0-6); third term. This course examines the philosophy of Western Europe from the decline of pagan culture to the Renaissance, roughly 400-1400 C.E. Material covered Courses will vary, but will likely include a thorough introduction to Late Greek neo-Platonic philosophy as background to reading hgures such as Augustine, Boethius, Avicenna, Abailard, Averroes, Maimonides, Anselm, Albert the Great, Aquinas, Olivi, Scotus, and Ockham. Not offered 2012-13. HPS/PI 120. Introduction to Philosophy of Science. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 121. Causation and Explanation. I units (3-0-6). For course description, see History and Philosophy of Science. HPS/PI 122. Probability, Evidence, and Belief. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/PI 124. Philosophy of Space and Time. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 125. Philosophical Issues in Quantum Physics. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/PI 128. Philosophy of Mathematics. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 129. Introduction to Philosophy of Biology. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 130. Philosophy and Biology. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/PI 132. Introduction to Philosophy of Mind and Psychology. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 133. Philosophy and Neuroscience. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/Pl 134. Current Issues in Philosophical Psychology. 9 units (3-0-6). For course description, see History and Philosophy of Science. HPS/PI 138. Human Nature and Society. I units (3-0-6). For course description, see History and Philosophy of Science. Pl 150. 17th-Century Philosophy: Bacon to Leibniz. 9 units (3-0-6); first, third terms. The course will examine the work of one or more philosophers active during the so-called Century of Genius. Although we will focus on the arguments each author brings to bear in support of his or her philosophical position, historical background will be introduced to provide scientific, religious, and political context. The topics will include the limits of human knowledge, the existence and nature of mind, matter, and God, and the relationship between science and philosophy. Philosophy 561 562 Philosophers discussed are selected from Bacon, Mersenne, Descartes, Gassendi, Hobbes, Digby, Spinoza, Malebranche, Arnauld, More, Cud-worth, Locke, Newton, and Leibniz. Instructor: Manning. Pl 151. 18th-Century Philosophy: Locke to Kant. 9 units (3-0-6); second term. The course will examine the work of one or more philosophers active during the so-called Age of Enlightenment. Although we will focus on the arguments each author brings to bear in support of his or her philosophical position, historical background will be introduced to provide scientific, religious, and political context. The topics will include ideas and perception, belief and knowledge, passion and reason, matter and mind, causation and free will, and the relationship between science and philosophy. Philosophers discussed are selected from Locke, Huygens, Leibniz, Newton, Wolff, Berkeley, Rousseau, Hume, Reid, and Kant. Instructor: Manning. PI/HPS 157. Leibniz vs. Newton: Philosophers at War. 9 units (3-0-6). This course takes up a fascinating exchange between Leibniz and Newton, two towering figures at the dawn of modern physical sci-ence. It centers on the correspondence between Leibniz and Newton's disciple Samuel Clarke. Their letters (1714-1716) address foundational issues of 17th century dynamics: the existence of space and time; the architecture of matter; God and his agency in the world; miracles and laws of nature; free will and divine choice. A detailed overview of the scientific, philosophical, and religious background to the debate will serve to introduce the debate. Not offered 2012-13. HPS/PI 169. Selected Topics in Philosophy of Science. I units (3-0-6). For course description, see History and Philosophy of Science. HPS/H/PI 173. History of Chemistry. 9 units (3-0-6). For course description, see History and Philosophy of Science. PI/HPS 183. Bioethics. 9 units (3-0-6); offered by announcement. A survey of issues in bioethics. Topics may include: abortion and reproductive rights; euthanasia; cloning; genetic modification of organisms (including humans); moral status of chimeras; stem-cell research; organ transplantation, distribution and sale; cure vs. enhancement; use of human subjects in research; the concept of informed consent; research on non-human animals. Pre-med students may want to consider taking HPS/Pl 191 instead of this course. Students will not be permitted to take both HPS/Pl 183 and HPS/PL 191 for credit Instructor: Cowie. PI/HPS 184. Science, Ethics, and Public Policy. 9 units (3-0-6); offered by announcement. This course discusses some moral and social issues concerning research in the sciences (chiefly, biomedicine, with special attention to stem-cell research.) We will begin by discussing attempts to find a framework within which the issues can be addressed, and then we will discuss some specific topics. In most cases we will not so much seek answers to moral questions as attempt to identify helpful questions, clarify the issues involved, and analyze the moral status of Courses the protagonists. We will also pay special attention to issues of public policy, and ask how scientific research should be organized and funded in a democracy. Not offered 2012-13. Pl 185. Moral Philosophy. 9 units (3-0-6); third term. A survey of topics in moral philosophy. The emphasis will be on metaethical issues, although some normative questions may be addressed. Metaethical topics that may be covered include the fact/value distinction; the nature of right and wrong (consequentialism, deontological theories, rights-based ethical theories, virtue ethics); the status of moral judgments (cognitiv-ism vs. noncognitivism, realism vs. irrealism); morality and psychol-ogy; moral relativism; moral skepticism; morality and self-interest; the nature of justice. The implications of these theories for various practical moral problems may also be considered. Not offered 2012-13. Pl 186. Political Philosophy. 9 units (3-0-6); offered by announcement. This course will address one or more issues in contemporary political theory and/or the history of political thought. Topics may include the nature of democracy; liberalism; distributive justice; human rights; the moral and legal regulation of warfare; the status of positive law; social choice theory; the relations between the market and the state. The work of figures such as Plato, Aristotle, Locke, Hobbes, Mill, Machiavelli, and Rawls will be discussed. Not offered 2012-13. Pl 187. Natural Justice. 9 units (3-0-6); third term. This course examines the unorthodox view that morality is a natural phenomenon-the product of a combination of biological and cultural evolution. It reviews and criticizes the traditional arguments used to deny both moral natu-ralism and moral relativism, notably the Naturalistic Fal-lacy. It assesses the success of the approach advocated by evolutionary biologists and psychologists. It examines the evidence from laboratory experiments on fairness and justice. Finally, it attempts to synthesize all these strands using the theory of games as a unifying framework. Not offered 2012-13. HPS/PI 188. The Evolution of Cognition. 9 units (3-0-6). For course description, see History and Philosophy of Science. PI/HPS 191. Biomedical Ethics. 9 units (3-0-6); offered by announce-ment. A survey of issues in bioethics, tailored for pre-med students (though non-premeds are welcome to attend UNLESS they have previously taken Pl 183, in which case they may not). General topics in bioethics will be covered in the first part of the course (may include issues like: abortion and reproductive rights, cloning, stem-cell research, organ transplantation and sale, informed consent, euthanasia, research ethics - human and animal). The second part of the course will focus on issues of particular concern to students intending to pursue a career in medicine, including: professional ethics, doctor-patient confidentiality, the 'therapeutic privilege' and truth-telling, informed consent, participation in biomedical research. Instructor: Cowie. Philosophy 563 564 PHYSICAL EDUCATION PE 1. Student Designed Fitness. 3 units; first, second, third terms. May only be used for 3 units of the 9-unit physical education requirement. Independent fitness program as arranged with instructor, three times a week. Detailed proposals must be submitted in writing during first week of each term. Instructor: Staff. PE 3. Hiking. 3 units; third term. This class is designed to provide students with an opportunity to explore the outdoors of Pasadena and the San Gabriel Mountains while participating in physical fitness activi-ties. Learn about proper hiking gear, basics for safety, trip plans, and how to research trails in the local area. The class will meet on campus and then travel to one of the local trails for an afternoon hike. Students will be asked to use maps, compass, and GPS devices on various hikes to teach them proper use of all forms of location guidance. Along the trail, students will be asked to identify local flora and vegetation, learn trail etiquette, discuss survival scenarios in the event of emergency, and practice basic trail first aid. Topics such as trail nutrition and hydration will be presented, and students will create a search and rescue plans in the event of an overnight emergency. This class will only be offered on Friday afternoon in the spring, meeting once per week for a three hour block to accomodate travel off campus. Instructor: Marbut. PE 4. Introduction to Power Walking. 3 units; first term. Introduction to walking for fitness. Emphasis on cardiovascular benefits for a healthy lifestyle. The program is progressive and suitable for walkers of all levels. Instructor: Staff. PE 5. Beginning Running - Half Marathon Training. 3 units; second term. This class helps anyone learn to conquer the distance of a half marathon, regardless of your previous running experience. Beginners welcome! Learn to complete a distance event using the Jeff Galloway method of training. The Galloway method employs run/walk cycle to provide the runner with rest and recovery while tackling the long mileage of a half marathon. This class will give students a training schedule, determine the individually appropriate run walk ratio, and help students find an appropriate pace that fits their running ability. Class sessions will include a short lecture and run, with students designing a long run course for themselves and running longer mileage on a third day outside of class meetings. Short topics such as hydration, nutrition, race strategy, proper clothing, and shoe choices will be given at the beginning of each session. Speed work options are provided for runners who want to increase their pace. Students are encouraged but not required to pick a race to participate in toward the end of the term. Instructor: Marbut. PE 6. Core Training, Beginning/Intermediate. 3 units; first, second terms. Learn to develop functional fitness using core stability training techniques that focus on working the deep muscles of the entire torso Courses at once. The course is taught using exercises that develop core strength, including exercises on a stability ball, medicine ball, wobble boards as well as with Pilates exercise programs. Instructor: Staff. PE 7. Speed and Agility Training, Intermediate/Advanced. 3 units; second term. Instruction to increase foot speed and agility with targeted exercises designed to help the student increase these areas for use in competitive situations. Instruction will focus on increasing foot speed, leg turnover, sprint endurance, and competitive balance. Proper technique and specific exercises as well as the development of an individual or sport-specific training workout will be taught. Instructor: Staff. PE 8. Fitness Training, Beginning. 3 units; first, second, third terms • An introductory class for students who are new to physical fitness. Students will be introduced to different areas of fitness such as weight training, core training, walking, aerobics, yoga, swimming, and cycling. Students will then be able to design an exercise program for lifelong fitness. Instructor: Staff. PE 9. Soccer. 3 units; third term. Fundamental instruction on shooting, passing, trapping, dribbling, penalty kicks, offensive plays, defensive strategies, and goal keeping. Class includes competitive play using smal field and full field scrimmages. Instructor: Uribe. PE 10. Aerobic Dance. 3 units; first, second, third terms. Each class includes a thorough warm-up, a cardiovascular workout phase that also includes a variety of conditioning exercises designed to tone and strengthen various muscle groups, and a relaxation cool-down and stretch, all done to music. Instructor: Staff. PE 14. Basketball Skills, Beginning and Beginning/Intermediate. 3 units; third term. Features fundamental instruction on shooting, drib-bling, passing, defensive positioning, and running an offense. Class includes competitive play and free-throw shooting. Instructors: Eslinger, Marbut. PE 20. Fencing, Beginning and Intermediate/Advanced. 3 units; first term. Beginning fencing includes basic techniques of attack defense, and counter-offense. Lecture topics include fencing history strategy, scouting and analysis of opponents, and gamesmanship. Inter-mediate/ Advanced covers foil theory and techniques, group drillwork and video analysis. Instructor: Corbit. PE 24. Yoga, Beginning. 3 units; first, second, third terms. Hatha Yoga is a system of physical postures designed to stretch and strengthen the the chance of athletic injury. Instructor: Staff. Physical Education 565 566 PE 27. Ultimate Frisbee. 3 units; first and third term. Instruction will center on developing students' knowledge of techniques, rules, strategy, etiquette, and safety regulations of the game. Students will develop the ability to perform all the skills necessary to play the game confidently on a recreational basis. Instructor: Staff. PE 30. Golf, Beginning, Intermediate, and Advanced. 3 units; third term. Beginning class covers fundamentals of the game, including rules, terminology, etiquette, basic grip, set-up, swing, and club selection for each shot. The following shots will be covered: full swing (irons and woods), chip, pitch, sand, and putting. Intermediate class will focus on swing development of specialty shots and on course play management. Advanced instruction covers course management and mental aspects of performance. Instructor: Staff. PE 35. Diving, Beginning/Intermediate. 3 units; first term. Teaches somersault, forward somersault, forward somersault full twist, and reverse somersault. Instructor: Staff. PE 36. Swimming, Beginning/Intermediate and Advanced. 3 units; first, second, third terms. Instruction in all basic swimming strokes, including freestyle, elementary backstroke, racing backstroke, breast-stroke, sidestroke, and butterfly. Advanced class focuses on proper technique of the four competitive strokes using video and drills along with instruction on training methods and proper workout patterns. Instructors: Dodd, Moser. PE 38. Water Polo. 3 units. Basic recreational water polo with instruction of individual skills and team strategies. A background in swimming is encouraged. Not offered 2012-13. PE 44. Karate (Shotokan), Beginning and Intermediate/ Advanced. 3 units; first and third terms. Fundamental self-defense techniques including form practice and realistic sparring. Emphasis on improving muscle tone, stamina, balance, and coordination, with the additional requirement of memorizing one or more simple kata (forms). Instructor: Staff. PE 46. Karate (Tang Soo Do), Beginning and Intermediate/ Advanced. 3 units; second term. Korean martial art focusing on self-defense and enhancement of physical and mental health. Practical and traditional techniques such as kicks, blocks, hyungs (forms) are taught. Intermediate/Advanced level incorporates technique combinations, sparring skills, jumping and spinning kicks, and history and philosophy. Instructor: Staff. PE 48. Tai-Chi Ch'uan, Beginning and Intermediate/ Courses movement using only the minimum of strength needed to accomplish the action. Instructor: Staff. PE 50. Badminton, Beginning/Intermediate. 3 units; third term. Basic skills will be taught, including grips, services, overhead and underhand strokes, and footwork. Rules, terminology, and etiquette are covered. Intermediate skills such as drives, service returns, forehand and backhand smash returns, attacking clears, and sliced drop shots are taught. Singles and doubles play along with drill work throughout the term. Instructor: Staff. PE 54. Racquetball, Beginning and Intermediate/Advanced. 3 units; first and second term. Fundamentals of the game will be empha-sized, including rules, scoring, strategy, and winning shots. All types of serves will be covered, as well as a variety of shots to include kill, pinch-off, passing, ceiling, and off-the-backwall. Singles and doubles games will be played. Intermediate/Advanced course will review all fundamentals with a refinement of winning shots and serves and daily games. Instructor: Staff. PE 56. Squash, Beginning, Intermediate, Advanced. 3 units; second term. Learn by playing as the basic rules and strokes are taught. Fundamentals to include proper grip, stroke, stance, and positioning, along with serve and return of serve. Intermediate and Advanced classes will concentrate on skill development with the inclusion of forehand and backhand drives, lobs, volleys, and drops, with an emphasis on court movement, shot selection, and tactics. Instructor: Staff. PE 60. Tennis, Beginning, Intermediate, and Advanced. 3 units; first, second, third terms. Stroke fundamentals, singles and doubles play, plus rules, terminology, and etiquette are covered in all classes. Beginning class emphasizes groundstrokes, volleys, serve, and grips. Beginning/Intermediate class is for those players caught between levels and will concentrate on strategy, drills, and match play. Intermediate level focuses on improving technique, footwork, and court positioning, with instruction on approach shots, volleys, overheads, and lobs. Advanced course fine tunes each individual's skills while targeting weaknesses. Instructor: Staff. PE 70. Weight Training, Beginning/Intermediate. 3 units; first, second, third terms. Active participation in a strength and conditioning program designed for individual skill level and desired effect. Course will enlighten students on various methods, terminology, and techniques in the areas of isokinetic strength and cardiovascular fitness training. Instructor: Staff. PE 77. Volleyball, Beginning, Intermediate, and Advanced. 3 units; second term. Fundamental instruction on drills, strategies, and rules, with game-playing opportunity. Basics of serve, pass, set, spike, defense, and court position will be taught. Intermediate level focuses on skill development to a more competitive standard and features multiple 567 Physical Education 568 offenses and understanding officiating. Advanced class emphasizes specialization of all skills, court position, and multiple offenses and defenses. Instructor: Staff. PE 80 abc. Health Advocates. 3 units (1-1-1); first, second, third terms. Does not satisfy the Institute physical education requirement. A course designed to involve students with health care and education, develo familiarity with common college health problems, and provide peei health services on and off campus. First term: CPR and first aid certification and basic anatomy and physiology. Second and third terms: lectures and discussions on current student and community health problems, symptoms, and treatment. Each student will be expected to devote one hour per week to a supervised clinical internship at the Health Center. Instructor: Stapf. PE 82. Rock Climbing, Beginning and Intermediate. 3 units; second and third term. laught at Upland Gym - 2 hours travel time - transportation provided. Basic skills will be covered to utilize each student's strength and endurance while learning to climb safely. Use of climbing rope and other equipment for belaying, rappelling, and emergenc ascent will be taught. Instructor: Staff. PE 84. Table Tennis, Beginning, Intermediate, and Advanced. 3 units; first term. Introductory course to provide general knowledge of equipment, rules, and basic strokes, including topspin drive, backspir chop, and simple block in both forehand and backhand. Multiball exercise utilizing robot machines and video. Intermediate class covers regulations for international competition and fundamentals of winning table tennis, including footwork drills, smash, serve, and attack. Instruc-tor: Staff. Intercollegiate Teams PE 83 ab. Intercollegiate Basketball Team (Women). 3 units; first, second terms. Coach: Marbut. PE 85 ab. Intercollegiate Track and Field Team (Men and Wom-en). 3 units; second, third terms. Coach: TBA. PE 87 ab. Intercollegiate Swimming Team (Men and Women). 3 units; first, second terms. Coach: Dodd. PE 89 ab. Intercollegiate Fencing Team (Men and Women). 3 units; first, second terms. Coach: Corbit. PE 90 abc. Intercollegiate Water Polo Team (Men and Women). 3 units; first term Men; second, third term Women. Coach: Moser. PE 91 ab. Intercollegiate Basketball Team (Men). 3 units; first, second terms. Coach: Eslinger. Courses PE 92. Intercollegiate Soccer Team (Men). 3 units; first term. Coach: Uribe. PE 93 ab. Intercollegiate Baseball Team (Men). 3 units; second, third terms. Coach: Mark. PE 95 ab. Intercollegiate Tennis Team (Men). 3 units; second, third terms. Coach: Gamble. PE 96 ab. Intercollegiate Tennis Team (Women). 3 units; second, third terms. Coach: Gamble. PE 97. Intercollegiate Cross-Country Team (Men and Women). 3 units; first term. Coach: Jung. PE 99. Intercollegiate Volleyball Team (Women). 3 units; first term. Coach: Lindsay. PHYSICS Ph 1 abc. Classical Mechanics and Electromagnetism. 9 units (4-0-5); first, second, third terms. The first year of a two-year course in introductory classical and modern physics. Topics: Newtonian mechanics in Ph 1 a; electricity and magnetism, and special relativity, in Ph 1 b, c. Emphasis on physical insight and problem solving. Ph 1 b, c is divided into two tracks: the Practical Track emphasizing practical electricity, and the Analytic Track, which teaches and uses methods of multivariable calculus. Students enrolled in the Practical Track are encouraged to take Ph 8 bc concurrently. Students will be given information helping them to choose a track at the end of fall term. Instructors: Patterson, Spriropulu, Filippone, Politzer. Ph 2 ab. Waves, Quantum Mechanics, and Statistical Physics. 9 units (4-0-5); first, second terms. Prerequisites: Ph 1 abc, Ma 1 abc, or equivalents. The second year of a five-term introductory course in classical and modern physics. Topics to be covered include waves and introductory quantum mechanics first term, statistical physics second term. Instructors: Martin, Preskill, Cheung. Ph 3. Physics Laboratory. 6 units (0-3-3); first, second, third terms. Prerequisite: Ph 1 a or instructor's permission. An introduction to experimental techniques and instruments used in the physical sciences, covering topics in classical mechanics, basic electronic circuits, and optics. Special emphasis is given to data analysis techniques based on modern statistical methods. The weekly structure of the course includes one three-hour laboratory session, a conference with the instructor, a set of pre-lab problems, and analysis of experimental results. Graded pass/ fail unless a letter grade is requested. Only one term may be taken for credit. Instructors: Sannibale, Libbrecht. Physics 569 570 FS/Ph 4. Freshman Seminar: Physics of the Large Hadron Col-lider. 6 units (2-0-4). For course description, see Freshman Seminar. Ph 5. Analog Electonics for Physicists. I units (0-5-4); first term. Prerequisites: Ph 1 abc, Ph 3, or equivalents (Ph 8 may be subsituted for Ph 3). A laboratory course focusing on practical electronic circuits, with emphasis on analog electronics. The following topics are studied: RC circuits, electrical oscillations, operational amplifiers, diodes and transistors, combining circuit elements, and computer data acquisition. The course culminates in a two-week project of the student's choosing. Instructors: Rice, Sannibale, Libbrecht. Ph 6. Physics Laboratory. I units; second term. Prerequisites: Ph 1 abc, Ph 2 b or Ph 12 b (or taken concurrently), and Ph 3 or equivalent. Experiments in electromagnetic phenomena such as electromagnetic induc-tion, properties of magnetic materials, and high-frequency circuits. Mobility of ions in gases; precise measurement of the value of e/m of the electron. Instructors: Rice, Libbrecht. Ph 7. Physics Laboratory. 9 units; third term. Prerequisite: Ph 6 or equivalent. Experiments in atomic and nuclear physics, including studies of the Balmer series of hydrogen and deuterium, the decay of radioactive nuclei, absorption of X rays and gamma rays, ratios of abundances of isotopes, and the Stern-Gerlach experiment. Instructors: Rice, Libbrecht. Ph 8 bc. Experiments in Electromagnetism. 3 units (0-3-0); second, third terms. Prerequisite: Ph 1 a. A two-term sequence of experiments that parallel the material of Ph 1 bc. It includes measuring the force between wires with a homemade analytical balance, measuring properties of a 1,000-volt spark, and building and studying a radio-wave transmitter and receiver. The take-home experiments are constructed from a kit of tools and electronic parts. Measurements are compared to theoretical expectations. Instructor: Pine. FS/Ph 9. Freshman Seminar: The Science of Music. 6 units (2-0- 4). For course description, see Freshman Seminar. Ph 10. Frontiers in Physics. 3 units (2-0-1); first term. Open for credit to freshmen and sophomores. Weekly seminar by a member of the physics department or a visitor, to discuss his or her research at an introductory level; the other class meetings will be used to explore background material related to seminar topics and to answer questions that arise. The course will also help students find faculty sponsors for individual research projects. Graded pass/fail. Instructor: Prince. FS/Ph 11 abc. Research Tutorial. 6 units (2-0-4). For course descrip-tion, see Freshman Seminar. Ph 12 abc. Waves, Quantum Physics, and Statistical Mechanics. 9 units (4-0-5); first, second, third terms. Prerequisites: Ph 1 abc, Ma 1 abc, or Courses equivalents. A one-year course primarily for students intending further work in the physics option. Topics include classical waves; wave me-chanics, interpretation of the quantum wave-function, one-dimensional bound states, scattering, and tunneling; thermodynamics, introductory kinetic theory, and quantum statistics. Instructors: Weinstein, Rafael, Preskill. FS/Ph/Bi 13. Freshman Seminar: In Search of Memory. 6 units (2-0-4). For course description, see Freshman Seminar. FS/Ph 14. Freshman Seminar: Albatrosses, Beetles and Ceta-ceans. 6 unit (2-0-4). For course description, see Freshman Seminar. Ph 20. Computational Physics Laboratory I. 6 units (0-6-0); first, second, third terms. Prerequisites: CS 1 or equivalent. Introduction to the tools of scientific computing. Use of numerical algorithms and symbolic manipulation packages for solution of physical problems. Python for scientific programming, Mathematica for symbolic manipulation, Unix tools for software development. Instructors: Mach, Prince Ph 21. Computational Physics Laboratory II. 6 units (0-6-0); second, third terms. Prerequisites: Ph 20 or equivalent experience with programming Computational tools for data analysis. Use of python for accessing scientific data from the web. Bayesian techniques. Fourier techniques. Image manipulation with python. Instructors: Mach, Prince. Ph 22. Computational Physics Laboratory III. 6 units (0-6-0); third term. Prerequisites: Ph 20 or equivalent experience with programming and numerical techniques. Computational tools and numerical techniques. Applications to problems in classical mechanics. Numerical solution of 3-body and N-body systems. Monte Carlo integration. Instructors: Mach, Prince. Ph 50 abc. Caltech Physics League. 4 units (1-0-3); second, third terms. Prerequisite: Ph 1 abc. This course serves as a physics club, meeting weekly to discuss and analyze real-world problems in the physical sciences. A broad range of topics will be considered, such as energy production, space and atmospheric phenomena, astrophysics, nano-science, and others. Students will use basic physics knowledge to produce simplified (and perhaps speculative) models of complex natural phenomena. In addition to regular assignments, students will also compete in solving challenge problems each quarter, with prizes given in recognition of the best solutions. Instructor: Refael. Ph 70. Oral and Written Communication. 6 units (2-0-4); first, third terms. Provides practice and guidance in oral and written communication of material related to contemporary physics research. Students will choose a topic of interest, make presentations of this material in a variety of formats, and, through a guided process, draft and revise a technical or review article on the topic. The course is intended for Physics 571 572 senior physics majors. Fulfills the Institute scientific writing requirement. Instructor: Hitlin. Ph 77 abc. Advanced Physics Laboratory. 9 units (0-5-4); first, second, third terms. Prerequisite: Ph 7 or instructor's permission. A three-term laboratory course to familiarize students with equipment and procedures used in the research laboratory. Experiments illustrate fundamental physical phenomena in atomic, optical, condensed-matter, nuclear, and particle physics, including NMR, laser-based atomic spectros-copy, gamma and X-ray spectroscopy, muon decay, weak localization, superconductivity, positron annihilation, and others. Instructors: Black, Libbrecht. Ph 78 abc. Senior Thesis, Experimental. 9 units; first, second, third terms. Prerequisite: Tò register for this course, the student must obtain approval of the chair of the Physics Undergraduate Committee (Ed Stone). Open only to senior physics majors. This research must be supervised by a faculty member, the student's thesis adviser. Laboratory work is required for this course. Two 15-minute presentations to the Physics Undergraduate Committee are required, one at the end of the first term and the second at the midterm week of the third term. The written thesis must be completed and distributed to the committee one week before the second presentation. Not offered on a pass/fail basis. See Note below. Ph 79 abc. Senior Thesis, Theoretical. I units; first, second, third terms. Prerequisite: To register for this course, the student must obtain approval of the chair of the Physics Undergraduate Committee (Ed Stone). Open only to senior physics majors. This research must be supervised by a faculty member, your thesis adviser. Two 15-minute presentations to the Physics Undergraduate Committee are required, one at the end of the first term and the second at the midterm week of the third term. The written thesis must be completed and distributed to the committee one week before the second presentation. Not offered on a pass/fail basis. See Note below. Note: Students wishing assistance in finding an adviser and/or a topic for a senior thesis are invited to consult with the chair of the Physics Undergraduate Committee, or any other member of this committee. A grade will not be assigned in Ph 78 or Ph 79 until the end of the third term. P grades will be given the first two terms, and then changed at the end of the course to the appropriate letter grade. Ph 101. Order-of-Magnitude Physics. 9 units (3-0-6); third term. Emphasis will be on using basic physics to understand complicated sys-tems. Examples will be selected from properties of materials, geophys-ics, weather, planetary science, astrophysics, cosmology, biomechanics, etc. Instructor: Phinney. Ph 103. Atomic and Molecular Spectroscopy. I units (3-0-6); second term. Prerequisites: instructor's permission. This course will review the basic spectroscopy of atoms and molecules, with applications to Courses astrophysics, the terrestrial atmosphere, and the laboratory. Species to be discussed include hydrogen and simple multielectron atoms such as carbon, diatomic and polyatomic molecules, and some solids. Mechanisms and effects determining linewidths and lineshapes will be discussed for laboratory, atmospheric, and astrophysical conditions. Instructor: Phillips. Ay/Ph 104. Relativistic Astrophysics. 9 units (3-0-6). For course description, see Astrophysics. Ph 105. Analog Electronics for Physicists. 9 units; first term. Prereq-uisites: Ph 1 abc, Ph 3, or equivalents (Ph 8 may be substituted for Ph 3). A laboratory course focusing on practical electronic circuits, with emphasis on analog electronics. The following topics are studied: RC circuits, electrical oscillations, operational amplifiers, diodes and transistors, combining circuit elements, and computer data acquisition. The course culminates in a two-week project of the student's choosing. Instructors: Rice, Sannibale, Libbrecht. Ph 106 abc. Topics in Classical Physics. 9 units (3-0-6); first, second, third terms. Prerequisites: Ph 2 ab or Ph 12 abc, Ma 2. An intermediate course in the application of basic principles of classical physics to a wide variety of subjects. Roughly half of the year will be devoted to me-chanics, and half to electromagnetism. Topics include Lagrangian and Hamiltonian formulations of mechanics, small oscillations and normal modes, boundary-value problems, multipole expansions, and various applications of electromagnetic theory. Instructors: Cross, Golwala. CNS/Bi/Ph 107. Writing about Scientific Research. I units (3-0-6). For course description, see Computation and Neural Systems. APh/Ph 115. Physics of Momentum Transport in Hydrodynamic Systems. 12 units (3-0-9). For course description, see Applied Physics. APh/Ph/Ae 116. Physics of Thermal and Mass Transport in Hydrodynamic Systems. 12 units (3-0-9). For course description, see Applied Physics. Ph/EE 118. Low-Noise Electronic Measurement. 9 units (3-0-6); second term. Prerequisite: Ph 105 or equivalent. An introduction to ultral-ow-noise electrical measurements and sensor technology as applied to experimental research. Topics include physical noise processes, signal transduction, synchronous and lock-in detection, digital signal trans-forms, and other aspects of precision measurements. Specific sensor technologies will include SQUID sensors, single electron transistors, transition-edge sensors, tunnel junction detectors, micro- and nanome-chanical detectors, and biosensors. Not offered 2012-13. Ph 125 abc. Quantum Mechanics. 9 units (3-0-6); first, second, third terms. Prerequisites: Ma 2 ab, Ph 12 abc or Ph 2 ab, or equivalents. A one-year course in quantum mechanics and its applications, for students 573 Physics 574 who have completed Ph 12 or Ph 2. Wave mechanics in 3-D, scattering theory, Hilbert spaces, matrix mechanics, angular momentum, sym-metries, spin-½ systems, approximation methods, identical particles, and selected topics in atomic, solid-state, nuclear, and particle physics. Instructor: Kitaev, Hsieh, Cheung. Ph 127 abc. Statistical Physics. 9 units (3-0-6); first, second, third terms. Prerequisites: Ph 12 c or equivalent, and a basic understanding of quantum and classical mechanics. A course in the fundamental ideas and applications of classical and quantum statistical mechanics. Topics to be covered include the statistical basis of thermodynamics; ideal classical and quantum gases (Bose and Fermi); lattice vibrations and phonons; weak interaction expansions; phase transitions; and fluctuations and dynam-ics. Instructor: Alicea, Motrunich. Ph 129 abc. Mathematical Methods of Physics. I units (3-0-6); first, second, third terms. Prerequisites: Ph 106 abc and ACM 95/100 abc or Ma 108 abc, or equivalents. Mathematical methods and their application in physics. First term includes analytic and numerical methods for solving differential equations, integral equations, and transforms, and other applications of real analysis. Second term covers probability and statistics in physics. Third term focuses on group theoretic methods in physics. The three terms can be taken independently. Instructors: Porter, Cross. Ph 134. String Theory. 9 units (3-0-6); third term. Prerequisites: Ph 125 ab, Ph 106 ab. A basic course in string theory designed to be accessible to a broad audience. The main topics include the motion of relativistic point particles and strings, actions, world-sheet symmetries and currents, light-cone quantization, and the spectra of relativistic open and closed strings. The course will conclude with an exploration of D-branes, T-duality, or string thermodynamics, depending on student interest. Not offered 2012-13. Ph 135 abc. Applications of Quantum Mechanics. I units (3-0-6); first, second, third terms. Prerequisite: Ph 125 abc or equivalent. Applications of quantum mechanics to topics in contemporary physics. Condensed-matter physics, Quantum computing, and Particle physics will be offered first, second, third terms, respectively. Terms may be taken independently. Instructors: Yeh, Kimble, Kitaev. Ph 136 abc. Applications of Classical Physics. I units (3-0-6); first, second, third terms. Prerequisite: Ph 106 abc or equivalent. Applications of classical physics to topics of interest in contemporary "macroscopic" physics. Continuum physics and classical field theory; elasticity and hydrodynamics; plasma physics; magnetohydrodynamics; thermodynamics and statistical mechanics; gravitation theory, including general relativity and cosmology; modern optics. Content will vary from year to year, depending on the instructor. An attempt will be made to organize the material so that the terms may be taken independently. Not offered 2012-13. Courses Ph 171. Reading and Independent Study. Units in accordance with work accomplished. Occasionally, advanced work involving reading, special problems, or independent study is carried out under the supervision of an instructor. Approval of the instructor and of the student's departmental adviser must be obtained before registering. Graded pass/fail. Ph 172. Research in Experimental Physics. Units in accordance with work accomplished. Approval of the student's research supervisor and department adviser must be obtained before registering. Graded pass/fail. Ph 173. Research in Theoretical Physics. Units in accordance with work accomplished. Approval of the student's research supervisor and departmental adviser must be obtained before registering. Graded pass/ fail. BE/APh/Ph 181. Biological Interfaces, Transduction, and Sensing. 9 units (3-0-6). For course description, see Bioengineering. CNS/Bi/Ph/CS 187. Neural Computation. 9 units (3-0-6). For course description, see Computation and Neural Systems. Ph 199. Frontiers of Fundamental Physics. 9 units (3-0-6); third term. Prerequisites: Ph 125 abc, Ph 106 abc, or equivalent. This course will explore the frontiers of research in particle physics and cosmol-ogy, focusing on physics at the Large Hadron Collider. Topics include the experimental search for the Higgs boson, supersymmetry and extra dimensions, and the study of the relevant Standard Model backgrounds. The course is geared toward seniors and first-year graduate students who are not in particle physics, although students in particle physics are welcome to attend. Not offered 2012-13. Ph 205 abc. Relativistic Quantum Mechanics. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 125. Topics: the Dirac equation, second quantization, quantum electrodynamics, scattering theory, Feynman diagrams, non-Abelian gauge theories, Higgs symmetry-breaking, the Weinberg-Salam model, and renormalization. Instructor: Gukov, Wise. Ph 210. Theoretical Quantum Chromodynamics. I units (3-0-6); third term. Prerequisite: Ph 205 ab. Applications of quantum field theory to quantum chromodynamics, including operator product expansion, twist expansion and applications to deep inelastic scattering and Drell-Yan; effective field theories, including chiral perturbation theory, heavy quark effective theory, and soft collinear effective theory; large Nc; introduction to lattice chromodynamics. Applications to strong interaction phenomenology and weak decays. Not offered 2012-13. Ph 217 abc. Introduction to the Standard Model. 9 units (3-0-6); first, second, third terms. Prerequisites: Ph 205 abc and Ph 236 abc, or equiv-alent. This course deals with elementary particle physics and cosmology. Students should have at least some background in quantum field theory Physics 575 576 and general relativity. The standard model of weak and strong interactions is developed, along with predictions for Higgs physics and flavor physics. Some conjectures for physics beyond the standard model are introduced: for example, low-energy supersymmetry and warped extra dimensions. In the second half of the course, the standard picture for cosmology is discussed. The predictions of inflation for the primordial density perturbations are reviewed. The microwave background anisot-ropy is discussed. Not offered 2012-13. Ph/CS 219 abc. Quantum Computation. I units (3-0-6); first, second terms. Prerequisite: Ph 129 abc or equivalent. The theory of quantum information and quantum computation. Overview of classical information theory, compression of quantum information, transmission of quantum information through noisy channels, quantum error-correcting codes, quantum cryptography and teleportation. Overview of classical complexity theory, quantum complexity, efficient quantum algorithms, fault-tolerant quantum computation, physical implementations of quantum computation. Not offered 2012-13. Ph/APh 223 abc. Advanced Condensed-Matter Physics. 9 units (3-0-6); second, third terms. Prerequisite: Ph 125 or equivalent, or instructor's permission. Advanced topics in condensed-matter physics, emphasizing the application of formal quantum field theory and group theory methods to many-body systems. Selected topics may include path integral and canonical formalisms, Green's function techniques and Feynman diagrams, Fermi liquid theory, Luttinger liquid theory, symmetry breaking and Landau-Ginzburg theory of phase transitions, group theory and its applications, field theory for interacting bosons and superfluidity, superconductivity, Kondo effect, Hubbard and t-J models, gauge theory, fractional quantum Hall effect, anyons, and topological field theory. Instructor: Yeh. Ph 229 abc. Advanced Mathematical Methods of Physics. 9 units (3-0-6); second term. Prerequisite: Ph 129 abc or equivalent. Advanced topics in geometry and topology that are widely used in modern theoretical physics. Emphasis will be on understanding and applications more than on rigor and proofs. First term will cover basic concepts in topology and manifold theory. Second term will include Riemannian geom-etry, fiber bundles, characteristic classes, and index theorems. Third term will include anomalies in gauge-field theories and the theory of Riemann surfaces, with emphasis on applications to string theory. Instructor: Ooguri. Ph 230 abc. Elementary Particle Theory. I units (3-0-6); first, second, third terms. Prerequisite: Ph 205 abc or equivalent. Advanced methods in quantum field theory. First term: introduction to supersymmetry, including the minimal supersymmetric extension of the standard model, supersymmetric grand unified theories, extended supersymmetry, supergravity, and supersymmetric theories in higher dimensions. Second and third terms: nonperturbative phenomena in non-Abelian gauge field theories, including quark confinement, chiral symmetry breaking, Courses anomalies, instantons, the 1/N expansion, lattice gauge theories, and topological solitons. Not offered 2012-13. Ph 231 abc. Elementary Particle Physics. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 125 or equivalent. An introduction to elementary particle physics, stressing experimental phenomena and their theoretical interpretations. The standard model and its confrontation with experiment will be covered. Current notions for particle physics beyond the standard model will be explored, along with possible experimental signatures. Experimental techniques will also be discussed, including an introduction to accelerator physics. Not offered 2012-13. Ph 232. Introduction to Topological Field Theory. 9 units (3-0-6); second term. Prerequisite: Ph 205. Topological field theories are the simplest examples of quantum field theories which, in a sense, are exactly solvable and generally covariant. During the past twenty years they have been the main source of interaction between physics and math-ematics. Thus, ideas from gauge theory led to the discovery of new topological invariants for 3-manifolds and 4-manifolds. By now, topological quantum field theory (TQFT) has evolved into a vast subject, and the main goal of this course is to give an accessible introduction to this elegant subject. Not offered 2012-13. Ph 235 abc. Introduction to Supersymmetry and String Theory. 9 units (3-0-6); second, third terms. Prerequisite: Ph 205. First term: introduction to supersymmetry. After explaining the basic concepts of supersymmetry, the emphasis will be on formulating and analyzing the minimal supersymmetric extension of the standard model and super-symmetric grand unified theories. There will also be brief introductions to supersymmetric theories in higher dimensions, theories with extended supersymmetry, and supergravity. Second term: introduction to superstring theory. Topics to be discussed include relativistic strings and their quantization, perturbative string theory, low energy effective supergravity theories, p-brane solutions and p-brane world volume theories, compactification of extra dimensions, M theory and F theory, dualities relating various superstring and M theory configurations, problems and prospects. Not offered 2012-13. Ph 236 abc. Relativity. 9 units (3-0-6); first, second terms. Prerequisite: a mastery of special relativity at the level of Goldstein's Classical Mechanics, or of fackson's Classical Electrodynamics. A systematic exposition of Ein-stein's general theory of relativity and its applications to gravitational waves, black holes, relativistic stars, causal structure of space-time, cosmology and brane worlds. Instructors: Chen, Hirata. Ph 237. Gravitational Waves. 9 units (3-0-6); third term. Prerequisite: Ph 236 a. The theory and astrophysical phenomenology of gravitation-al-wave sources (black holes, neutron stars, compact binaries, early-universe phenomena, etc.). Gravitational-wave detectors (LIGO, LISA, and others), and data analysis. Not offered 2012-13. 577 Physics 578 Ph 242 ab. Physics Seminar. 3 units (2-0-1); first, second terms. Topics in physics emphasizing current research at Caltech. One two-hour meeting per week. Speakers will be chosen from both faculty and stu-dents. Registration restricted to first-year graduate students in physics; exceptions only with permission of instructor. Graded pass/fail. Instructor: Stone. Ph 250 abc. Introduction to String Theory. 9 units (3-0-6); first, second, third terms. Prerequisite: Ph 205 or equivalent. The first two terms will focus largely on the bosonic string. Topics covered will include conformal invariance and construction of string scattering amplitudes, the origins of gauge interactions and gravity from string theory, T-duality, and D-branes. The third term will cover perturbative aspects of superstrings, supergravity, various BPS branes, and string dualities. Instructor: Schwarz. Ph 300. Thesis Research. Units in accordance with work accomplished. Ph 300 is elected in place of Ph 172 or Ph 173 when the student has progressed to the point where research leads directly toward the thesis for the degree of Doctor of Philosophy. Approval of the student's research supervisor and department adviser or registration representative must be obtained before registering. Graded pass/fail. POLITICAL SCIENCE PS 12. Introduction to Political Science. 9 units (3-0-6); first, third terms. Introduction to the tools and concepts of analytical political science. Subject matter is primarily American political processes and in-stitutions. Topics: spatial models of voting, redistributive voting, games, presidential campaign strategy, Congress, congressional-bureaucratic relations, and coverage of political issues by the mass media. Instruc-tors: Ordeshook, Kiewiet. PS 99 ab. Political Science Research Seminar. 9 units (3-0-6). Pre-requisites: political science major; completion of a required PS course for major. Development and presentation of a major research paper on a topic of interest in political science or political economy. The project will be one that the student has initiated in a political science course he or she has already taken from the PS courses required for the PS option, numbered above 101. This course will be devoted to understanding research in political science, and basic political science methodology. Students will be exposed to current research journals, work to understand a research literature of interest, and work to formulate a research project. Fulfills the Institute scientific writing requirement. PS 101. Selected Topics in Political Science. Units to be determined by arrangement with the instructor; offered by announcement. Instructor: Staff Courses PS 120. American Electoral Behavior and Party Strategy. 9 units (3-0-6); third term. A consideration of existing literature on the voting behavior of the citizen, and an examination of theoretical and empirical views of the strategies followed by the parties. Two substantial papers are expected of students. Instructor: Alvarez. PS 121. Congressional Policy Formation and Legislative Process. 9 units (3-0-6). Decision making in legislative bodies, with emphasis on the United States Congress. An investigation into the impact of congressional structure and practices on the policies adopted by the federal government. Not offered 2012-13. PS 122. Political Representation. I units (3-0-6); second term. Prereg-visite: PS 12. Theory, practice, and consequence of political representation in the electoral context. Topics include the concept of representa-tion; how the degree of representation of various groups and interests (such as ethnic and racial) is affected by different electoral rules; and the impact of representation of minorities on public policies. The primary focus is on the empirical literature pertaining to the United States, but examples from other countries are also examined for comparative purposes. Not offered 2012-13. PS 123. Regulation and Politics. 9 units (3-0-6); second term. Prereq-uisite: PS 12. This course will examine the historical origins of several regulatory agencies and trace their development over the past century or so. It will also investigate a number of current issues in regulatory politics, including the great discrepancies that exist in the cost-effectiveness of different regulations, and the advent of more market-based approaches to regulations instead of traditional "command-and-control." Not offered on a pass/fail basis. Instructor: Kiewiet PS 124. Political Economy. 9 units (3-0-6); third term. The aim of this course is to introduce students to theoretical and applied research in political economy. The tocus will be on formal analysis of the strategic interaction between rational individuals, political institutions, and economic outcomes. Some of the questions will be: Why do people vote? What are the incentives of elected politicians, and what is the effect of these incentives on the policies they will implement? To what extent do differences in political institutions account for differences in redistributive policies? Topics may include the theory of voting, models of direct democracy, models of electoral competition, the political economy of redistribution, and comparative political institutions. Not offered 2012-13. BEM/PS 126. Business and Public Policy. 9 units (3-0-6). For course description, see Business Economics and Management. An/PS 127. Corruption. I units (3-0-6). For course description, see Anthropology. Political Science 579 580 PS 130. Introduction to Social Science Surveys: Methods and Practice. 9 units (3-0-6); third term. In this course, students will learn the basic methodologies behind social science survey analysis: self-com-pletion and interview-assisted surveying, sampling theory, questionnaire design, theories of survey response, and the basic analysis and presentation of survey results will be covered, as well as contemporary research in survey methodology and public opinion analysis. Students will be involved in the active collection and analysis of survey data and the presentation of survey results; students will be required to complete an independent project involving some aspect of survey methodology. Not offered 2012-13. PS 132. Formal Theories in Political Science. I units (3-0-6); first term. Prerequisite: PS 12 or equivalent. Axiomatic structure and behavioral interpretations of game theoretic and social choice models and models of political processes based on them. Instructor: Agranov. PS 135. Analyzing Legislative Elections. 9 units (3-0-6); second term. The purpose of this course is to understand legislative elections. The course will study, for example, what role money plays in elections and why incumbents do better at the polls. It will also examine how electoral rules impact the behavior both of candidates and voters, and will explore some of the consequences of legislative elections, such as divided government. Not offered 2012-13. PS/SS 139. Comparative Politics. 9 units (3-0-6); second term. Prereg-uisite: PS 12 or SS 13. The politics of non-American political systems with an emphasis on their electoral systems and methodologies for assessing their compliance with democratic standards. Students will be expected to develop data sets appropriate to analyzing elections in individual countries and offering an assessment of the pervasiveness of fraud in those elections. The student's grade will be determined by a final written report reporting the methodology and results of their analysis. Instructor: Ordeshook. PS 141. A History of Budgetary Politics in the United States. 9 units (3-0-6); third term. This class will examine budgetary conflict at key junctures in U.S. history. Topics include the struggle to establish a viable fiscal system in the early days of the Republic, the ante bellum tar-iff, the "pension politics" of the post-Civil War era, the growth of the American welfare state, and the battle over tax and entitlement reform in the 1980s and 1990s. Not offered 2012-2013. Law/PS/H 148 ab. The Supreme Court in U.S. History. I units (3-0-6). For course description, see Law. Ec/PS 160 abc. Laboratory Experiments in the Social Sciences. 9 units (3-3-3). For course description, see Economics. PS/Ec 172. Game Theory. I units (3-0-6); second term. Prerequisites: Ec 11 or PS 12 This course is an introduction to non-cooperative Courses game theory, with applications to political science and economics. It covers the theories of normal-form games and extensive-form games, and introduces solutions concepts that are relevant for situations of complete and incomplete information. The basic theory of repeated games is introduced. Applications are to auction theory and asymmetric information in trading models, cheap talk and voting rules in congress, among many others. Instructor: Ortoleva. PS/Ec 173. Cooperation and Social Behavior. 9 units (3-0-6). Prereq-uisite: PS/Ec 172 or instructor's permission. Game theoretic and evolutionary approaches to modeling various types of cooperative, altruistic, and social behavior. Emphasis on economic and political applications. Not offered 2012-13. PSYCHOLOGY Psy 15. Social Psychology. 9 units (3-0-6); third term. The study of how people think about other people and behave toward or around others. Topics include attribution, social cognition, motivation and incentive, social influence, liking, stereotyping, deception, fairness and altruism, and conformity. Instructor: Stanley. Psy 16. Understanding Psychological Disorders. 9 units (3-0-6); first term. A descriptive and theoretical survey of the major forms of psychopathology in children, adolescents, and adults. The course will examine current trends and research in the fields of mental health and psychopathology. Instructor: Paul. Psy 20. Introduction to Cognitive Psychology. 9 units (3-0-6); second term. This course will develop basic concepts in how humans process different kinds of information such as visual, auditory, and symbolic. These concepts will then be used to explore topics such as visual perception, attention and automaticity, working and long-term memory, imagery, knowledge representation, language acquisition and comprehension, judgement and choice, reasoning and decision making, problem solving, and group differences. Instructor: Liljeholm. Psy 25. Reading and Research in Psychology. Units to be determined by the instructor. Written report required. Graded pass/fail. Not available for credit toward humanities-social science requirement. Not offered 2012-13. Psy 101. Selected Topics in Psychology. Units to be determined by arrangement with the instructor; offered by announcement. Instructor: Staff. CNS/SS/Psy/Bi 102 ab. Brains, Minds, and Society. 9 units (3-0-6). For course description, see Computation and Neural Systems. Psychologg 581 582 Psy/CNS 105 ab. Frontiers in Neuroeconomics. S units (1.5-0- 3.5); first, second terms. The new discipline of Neuroeconomics seeks to understand the mechanisms underlying human choice behavior, born out of a confluence of approaches derived from Psychology, Neuroscience and Economics. This seminar will consider a variety of emerging themes in this new field. Some of the topics we will address include the neural bases of reward and motivation, the neural representation of utility and risk, neural systems for inter-temporal choice, goals vs habits, and strategic interactions. We will also spend time evaluating various forms of computational and theoretical models that underpin the field such as reinforcement-learning, Bayesian models and race to barrier models. Each week we will focus on key papers and/or book chapters illustrating the relevant concepts. Instructor: O'Doherty. Ec/Psy 109 ab. Frontiers in Behavioral Economics. 5 units (1.5-0- 3.5). For course description, see Economics. CNS/SS/Psy 110 abc. Cognitive Neuroscience Tools. 5 units (1.5-0-3.5). For course description, see Computation and Neural Systems. CNS/Bi/Psy 120. The Neuronal Basis of Consciousness. 9 units (4-0-5). For course description, see Computation and Neural Systems. Psy 125. Reading and Research in Psychology. Same as Psy 25, but for graduate credit. Not available for credit toward humanities-social science requirement. Psy/CNS 130. Introduction to Human Memory. 9 units (3-0-6); second term. The course offers an overview of experimental findings and theoretical issues in the study of human memory. Topics include iconic and echoic memory, working memory, spatial memory, implicit learning and memory; forgetting: facts vs. skills, memory for faces; retrieval: recall vs. recognition, context-dependent memory, semantic memory, spreading activation models and connectionist networks, memory and emotion, infantile amnesia, memory development, and amnesia. Not offered 2012-13. CNS/Psy/Bi 131. The Psychology of Learning and Motivation. 9 units (3-0-6). For course description, see Computation and Neural Systems. CNS/Bi/SS/Psy 176. Cognition. 12 units (6-0-6). For course descrip-tion, see Computation and Neural Systems. SS/Psy/Bi/CNS 255. Topics in Emotion and Social Cognition. 9 units (3-0-6). For course description, see Social Science. Courses SOCIAL SCIENCE SS 13. The Application of Social Scientific Methods to Problems in History. I units (3-0-6); first term. The application of theory from economics, political science, and demography to historical subjects, with an emphasis on questions of institutional change. The historical topics covered will depend upon the instructor. Not offered 2012-13. BEM/Ec/SS 20. Scientific Writing and Oral Presentation in the Social Sciences. 6 units (2-0-4). For course description, see Business Economics and Management. SS 98. Reading in Social Science. Units to be determined for the individual by the department. Elective, in any term. Reading in social science and related subjects, done either in connection with the regular courses or independently of any course, but under the direction of members of the department. A brief written report will usually be required. Graded pass/fail. Not available for credit toward humanities-social science require-ment. SS 101. Selected Topics in Social Science. Units to be determined by arrangement with the instructor; offered by announcement. Not available for social science credit unless specifically approved by social science faculty. Instructors: Staff, visiting lecturers. CNS/SS/Psy/Bi 102 ab. Brains, Minds, and Society. 9 units (3-0-6). For course description, see Computation and Neural Systems. CNS/SS/Psy 110 abc. Cognitive Neuroscience Tools. 5 units (1.5-0-3.5). For course description, see Computation and Neural Systems. H/SS 124. Problems in Historical Demography. 9 units (3-0-6). For course description, see History. Ec/SS 124. Introduction to Empirical Process Methods. 9 units (3-0-6). For course description, see Economics. Ec/SS 129. Economic History of the United States. I units (3-0-6). For course description, see Economics. Ec/S 130. Economic History of Europe from the Middle Ages to the Industrial Revolution. 9 units (3-0-6). For course description, see Economics. PS/SS 139. Comparative Politics. 9 units (3-0-6). For course descrip-tion, see Political Science. An/SS 142. Caltech Undergraduate Culture and Social Organiza-tion. 9 units (3-0-6). For course description, see Anthropology. 583 Social Science 584 CNS/Bi/SS/Psy 176. Cognition. 12 units (6-0-6). For course descrip-tion, see Computation and Neural Systems. The graduate courses listed below are not necessarily taught each year. They will be offered as need dictates. SS 200. Selected Topics in Social Science. Units to be determined by arrangement with instructors; offered by announcement. Instructors: Staff, visiting lecturers. SS 201 abc. Analytical Foundations of Social Science. 9 units (3-0-6); first, second, third terms. This course covers the fundamentals of utility theory, game theory, and social choice theory. These basic theories are developed and illustrated with applications to electoral politics, market trading, bargaining, auctions, mechanism design and implementation, legislative and parliamentary voting and organization, public economics, industrial organization, and other topics in economics and political science. Open to Social Science graduate students only. Instructors: Ortoleva, Elliott, Echenique. SS 202 abc. Political Theory. 9 units (3-0-6); first, second, third terms. Course will introduce the student to the central problems of political theory and analysis, beginning with the essential components of the democratic state and proceeding through a variety of empirical topics. These topics will include the analysis of electoral and legislative institu-tions, legislative agenda processes, voting behavior, comparative political economy, and cooperation and conflict in international politics. The student will be sensitized to the primary empirical problems of the discipline and trained in the most general applications of game theoretic reasoning to political science. Open to Social Science graduate students only. Instructors: Palfrey, Snowberg, Alvarez. SS 205 abc. Foundations of Economics. I units (3-0-6); first, second, third terms. Prerequisite: Ec 121 ab or instructor's permission. This is a graduate course in the fundamentals of economics. Topics include comparative statics and maximization techniques, the neoclassical theory of consumption and production, general equilibrium theory and welfare economics, public goods and externalities, the economic consequences of asymmetric information and incomplete markets, and recursive methods with applications to labor economics and financial econom-ics. Open to Social Science graduate students only. Instructors: Border, Shannon, Ledyard. SS 209. Behavioral Economics. I units (3-0-6); offered by announce-ment. Prerequisite: SS 201 abc or instructor's permission. This course explores how psychological facts and constructs can be used to inform models of limits on rationality, willpower and greed, to expand the scope of economic analysis. Topics include overconfidence, heuristics for statistical judgment, loss-aversion, hyperbolic discounting, optimal firm behavior when consumers are limited in rationality, behavioral game theory, behavioral finance, neuroeconomic dual-self models, Courses and legal and welfare implications of rationality limits. Not offered 2012-13. SS 210 abc. Foundations of Political Economy. 9 units (3-0-6); first, second, third terms. Prerequisites: SS 202 c, SS 205 b. Mathematical theories of individual and social choice applied to problems of welfare economics and political decision making as well as to the construction of political economic processes consistent with stipulated ethical postu-lates, political platform formulation, the theory of political coalitions, and decision making in political organizations. Instructors: Agranov, Yariv. SS 211 abc. Advanced Economic Theory. I units (3-0-6); first, second, third terms. May be repeated for credit. Advanced work in a specialized area of economic theory, with topics varying from year to year according to the interests of students. Instructor: Saito, Yariv, Elliott. SS 212. Application of Microeconomic Theory. I units (3-0-6). May be repeated for credit. A working seminar in which the tools of microeconomic theory are applied to the explanation of events and the evaluation of policy. Not offered 2012-13. SS 213 abc. Financial Economics. 9 units (3-2-4); first, second, third terms. First term: asset pricing theory, statistical tests on historical data and evidence from financial markets experiments. Second term: financial econometrics, with emphasis on applications to risk management Third term: general equilibrium foundations of asset and option pricing theory. Instructor: Bossaerts. Part a offered first term. SS/Ma 214. Mathematical Finance. 9 units (3-0-6); third term. A course on fundamentals of the mathematical modeling of stock prices and interest rates, the theory of option pricing, risk management, and optimal porttolio selection. Students will be introduced to the stochas-uc calculus of various continuous-time models, including diffusion models and models with jumps. Not offered 2012-13. SS 216. Interdisciplinary Studies in Law and Social Policy. 9 units (3-0-6); second term. A policy problem or problems involving the legal system will be studied, using concepts trom at least one social science discipline. Each offering will be taught by a law professor, alone or in conjunction with a member of the social science faculty. The topic will differ from term to term, so the course may be taken more than once. Selected undergraduates may enroll in this course with the permission of the instructor. Not offered 2012-13. SS 218. Neuroscience Applications to Economics and Politics. 9 units (3-0-6); third term. Topics in behavioral, affective, and social neuroscience that inform how individuals make economic decisions. Applications of neuroscience to understanding choice under risk and uncertainty, temporal discounting and self-control, advertisement and Social Sciences 585 586 preference formation, addiction and other pathological behaviors, experienced utility, empathy, and trust. Not offered 2012-13. SS 222 abc. Econometrics. I units (3-0-6); first, second, third terms. Introduction to the use of multivariate and nonlinear methods in the social sciences. Upen to Social Science graduate students only. Instruc-tors: Shum, Gillen, Sherman. SS 223 abc. Advanced Topics in Econometric Theory. 9 units (3-0-6); furst, second, thurd terms. Prerequisite: Ss 222 abc; may be repeated for credit. A course in quantitative methods for second- and third-year social science graduate students. Instructors: Sherman, Shum, Gillen. SS 227. Identification Problems in the Social Sciences. I units (3-0-6). Prerequisite: SS 222 abc. There is a tension in modeling social science phenomena between making strong assumptions, which lead to descriptive or normative conclusions that are precise when the assumptions hold but invalid when they do not hold, and making weak assump-tions, which lead to less precise conclusions but hold more generally. The preponderance of social science research to date takes the former approach. This course studies recent advances in the latter approach. The course will review the work of Manski on bounds identification and estimation and trace some of the developments in this line of research to the present. Various applications of the methodology will be considered, including applications to Stanford-9 test-score data and data on organic pollutants in the Love Canal. Not offered 2012-13. SS 228. Applied Data Analysis for the Social Sciences. 9 units (3-0-6); third term. The course covers issues of management and computation in the statistical analysis of large social science databases. Maximum likelihood and Bayesian estimation will be the focus. This includes a study of Markov Chain Monte Carlo (MCMC) methods. Substantive social science problems will be addressed by integrating programming, numerical optimization, and statistical methodology. Not offered 2012-13. SS 229 abc. Theoretical and Quantitative Dimensions of Historical Development. I units (3-0-6); first, second terms. May be repeated for credit. Introduction to modern quantitative history. The tools of economic and political theory applied to problems of economic, social, and political development in a historical context. Second and third terms will be graded together. A pass/fail will be assigned in the second term and then changed to the appropriate letter grade at the end of the third term. Instructor: Hoffman, Rosenthal. SS 231 abc. American Politics. 9 units (3-0-6); first, second, third terms. A three-term course in American politics and political behavior. While drawing from contemporary materials, the course will emphasize the historical background of American political institutions. Instructor: Alvarez. Courses SS 232 abc. Historical and Comparative Perspectives in Political Analysis. 9 units (3-0-6); third term. Provides a knowledge and understanding of developments in both the American past and in other parts of the world. Not offered 2012-13. SS 240. Techniques of Policy Research. I units (3-0-6). Prerequisite: SS 205 ab. The application of social science theory and methods to the formulation and evaluation of public policy. Not offered 2012-13. SS/CS 241 ab. Introduction to Social and Information Sciences. 9 units (3-0-6); second, third terms. Undergraduates cannot use this course towards fulfilling the core Institute social science requirement. Introduction to techniques and methods used in research at the intersection of social and information sciences: aggregation of dispersed information and optimal allocation of resources through markets, networks, and other social systems; formation and off-equilibrium behavior of these systems; distributed cognition; related computational issues; aggregation, allocation, formation, and equilibration enhancements through technology-hardware and software, economic theory applied to the design of communication networks and computational systems; distributed information systems supporting economic activity. Instructors: EAS and HSS faculty. Not offered 2012-13. CNS/SS 251. Human Brain Mapping: Theory and Practice. 9 units (2-1-6). For course description, see Computation and Neural Systems. SS/Psy/Bi/CNS 255. Topics in Emotion and Social Cognition. 9 units (3-0-6); third term. Prerequisite: Bi/CNS 150 or instructor's permis-sion. This course will cover recent findings in the psychology and neurobiology of emotion and social behavior. What role does emotion play in other cognitive processes, such as memory, attention, and decision making? What are the component processes that guide social behavior? To what extent is the processing of social information domain-specific? Readings from the current literature will emphasize functional imaging, psychophysical, and lesion studies in humans. Not offered 2012-13. SS 260. Experimental Methods of Political Economy. 9 units (3-3-3); furst, second, third terms. Survey of laboratory experimental research related to the broad field of political economy. Topics: the behavior of markets, organizations, committee processes, and election processes. Emphasis on experimental methods and techniques. Students will design and conduct experiments. May be repeated for credit with instructor's permis-sion. Instructor: Plott. SS 281. Graduate Social Science Writing Seminar. 9 units (3-0-6); third term. Only open to advanced graduate students in social science How can social scientists write in a style that makes someone actually want to read their papers? This seminar combines writing exercises with help in planning a professional social science paper and with extensive comments on drafts. Instructor: Hoffman. Social Sciences 587 588 SS 282 abc. Graduate Proseminar in Social Science. 3 units (2-0-1); furst, second, third terms. Course for graduate students in social sciences Students present their research and lead discussion of material relevan to their research program. Instructor: Rosenthal. SS 300. Research in Social Science. Units to be arranged. Appendix A Changes to the Core Curriculum for Academic Year 2013-14 The Institute has approved changes to the Core Curriculum for the incoming class entering in 2013. The Core Curriculum will be 219 units with three terms each of mathematics and physics. Additional terms of mathematics and physics may be required by the options Juring the academic year 2012-13, options and divisions will decide vhich courses in 2nd year mathematics and physics are best suite o meet the specific needs of a particular option and will becom option requirements. Please find more details below. Math Requirement: Freshman Mathematics (Ma 1 abc). Physics Requirement: Freshman Physics (Ph 1 abc). Humanities and Social Science (HSS) Requirements: A total of 12 humanities and social sciences courses will be required: 2 introductory humanities courses (humanities courses numbered 20 and below and selected from different disciplines, the disciplines being English, history, and philosophy) 2 introductory social science courses (social science courses numbered 40 and below) 2 advanced humanities courses on grades (humanities courses numbered above 90 and excludes foreign language courses) 2 advanced social science courses on grades in fields following at least one of the introductory courses (a list of advanced social science courses that fulfill this requirement is under development) 4 additional HSS courses (any courses offered by the HSS division except introductory humanities or reading courses) Included in the 12 humanities and social science courses, students must take at least 3 writing-intensive courses and these must be taken on grades. The graded advanced humanities courses count towards this total. A student can select another course from advanced humanities or a social science course with writing content (specifi-cally BEM/PS 126, Ec 105, Ec 129, Ec 130, Ec 131, Ec 140, PS 99 ab, PS 120, PS 141, or Law 136). These three writing-intensive Courses courses should be spread out over the student's sophomore, junior, and senior years. Scientific Writing Requirement The scientific writing requirement can be satisfied by taking an appropriate course offered by any division, or by taking En 84. Thi course must be taken on grades Summary of Proposed Core Science Requirements (45 unit academic course limit during fall and winter terms for freshmen) 3 terms (27 units) Ma 1 abc 3 terms (27 units) Ph 1 abc 2 terms (15 units) Ch 1 ab 1 term (6 units) Ch 3 a or x 1 term (6 units) Additional Lab course 1 term (9 units) Bi 1, Bi 1 x or Bi 8 1 term (9 units) Menu course HSS Requirements (12 terms) 2 terms (18 units) Freshman Humanities 2 terms (18 units) Introductory Social Sciences 2 terms (18 units) Advanced Humanities (restricted; on grades) 2 terms (18 units) Advanced Social Sciences (restricted; on grades) 4 terms (36 units) Additional HSS courses Three Writing Intensive Courses (to be designated) must be taken on grades Additional Requirements 3 units Scientific Writing: Must be taken on grades 9 units Physical Education 589 Appendix A Section Six Trustees, Administration, Faculty 590 Trustees, Administration, Faculty OFFICERS Kent Kresa, Chairman David L. Lee, Vice Chairman Ronald K. Linde, Vice Chairman Jean-Lou Chameau, President Edward M. Stolper, Provost Matthew Brewer Controller Dean W. Currie Vice President for Business and Finance Charles Elachi Vice President and Director, Jet Propulsion Laboratory Brian K. Lee Vice President for Development and Institute Relations Sharon E. Patterson Associate Vice President for Finance and Treasurer Scott Richland Chief Investment Officer Anneila I. Sargent Vice President for Student Affairs Victoria D. Stratman General Counsel Marv L. Webster Secretary BOARD OF TRUSTEES Trustees (with date of first election) Robert C. Bonner (2008) Senior Partner Sentinel HS Group, L.L.C. Brigitte M. Bren (2009) Attorney Jean-Lou Chameau (2006) President California Institute of Technology Milton M. Chang (2005) Managing Director Incubic Venture Capital John S. Chen (2008) Chairman, CEO, and President Sybase, Inc. Wenchi Chen (2012) President and Chief Executive Officer VIA Technologies Peggy L. Cherng (2012) Co-Chairman Panda Restaurant Group Robert B. Chess (2006) Chairman Nektar Therapeutics Lounette M. Dyer (1998) Gilad I. Elbaz (2008) Founder and CEO Joshua S. Friedman (2012) Co-Chairman and Co-Chief Executive Officer Canyon Partners, LLC William T. Gross (1994) Chairman and Founder Idealab Narenda K. Gupta (2011) Co-Founder Nexus Venture Partners B. Kipling Hagopian (2012) Managing Partner Apple Oaks Partners, LLC Maria Hummer-Tuttle (2012) President Hummer Tuttle Foundation Robert T. Jenkins (2005) Peter D. Kaufman (2008) Chairman and CEO Glenair, Inc. Louise Kirkbride (1995) Board Member State of California Contractors State License Board Walter G. Kortschak (2012) Senior Advisor and Former Managing Partner Summit Partners, L.P. Jon B. Kutler (2005) Chairman and CEO Admiralty Partners, Inc. Louis J. Lavigne Jr. (2009) Managing Director Lavigne Group David Li Lee (2000) Managing General Partner Clarity Partners, L.P. York Liao (1997) Managing Director Winbridge Company Ltd. Alexander Lidow (1998) CEO EPC Corporation 591 Board of Trustees 592 Ronald K. Linde (1989) ndependent Investo Chair, The Ronald and Maxin Linde Foundation Founder/Former CEO Envirodyne Industries, Inc. Shirley M. Malcom (1999) Director, Education and Human Resources Programs American Association for the Advancement of Science Deborah D. McWhinney (2007 Head of Global Digital Merchant Acquiring Citi Global Enterprise Payments Richard Merkin, M.D. (2009) Founder and CEO Heritage Provider Network Philip M. Neches (1995) Chairman Foundation Ventures, LLC Patrick H. Nettles Jr. (1998) Executive Chairman Ciena Corporation Peter F. Norton (2006) President Norton Family Offia Konald L. Olson (1998) Senior Partner Munger, Tolles do Olson Stephen R. Onderdonk (1986) President and CEO (Retired) Econolite Control Products, Inc. Pedro J. Pizarro President Edison Mission Energy Nelson C. Rising (2006) Chief Executive Officer Rising Realty Partners Stephen A. Ross (1993) Franco Modigliani Professor o Finance and Economics Massachusetts Institute of Technology, and Chairman Compensation Valuation, Inc. James F. Rothenberg (2006) Chairman and Principal Executive Officer Capital Research and Management Company Marc I. Stern (2004) Vice Chairman and CEO The TCW Group, Inc. Donald W. Tang (2005) CEO CSIP Group Trustees, Administration, Faculty Kevin M. Taweel (2012) Co-founder, CEO and Chairman Asurion Corporation David W. Thompson (2012) Co-Founder, Chairman, President and CEO Orbital Sciences Corporation Charles R. Trimble (2002) Founder and Former CEO Trimble Navigation Ltd. Lewis W. van Amerongen (2004) LvA Enterprises, Inc. Gayle E. Wilson (1995) Nonprofit Consultant Suzanne H. Woolsey (2006) Corporate Governance Consultan Richmond A. Wolf (2011 Vice President Capital World Investors Senior Trustees (with date of first election and date of election as Senior Trustee) Gordon M. Binder (1995, 2007) Managing Director Coastview Capital Lynn A. Booth (2012) William H. Davidow (1996, 2007) Founding Partner Mohr Davidow Ventures Thomas E. Everhart (1998, 2004) President Emeritus California Institute of Technology Frederick J. Hameetman (2006, 2012) Shirley M. Hufstedler (1975, 1997) Morrison d Foerster Bobby R. Inman (1989, 2003) Professor, Lyndon B. Johnson Centennial Chair in National Policy The University of Texas at Austin Kent Kresa (1994, 2010) Chairman Emeritus Northrop Grumman Corporation A. Michael Lipper (2005, 2007) President and CEO Lipper Advisory Services, Inc. Stewart A. Resnick (2005, 2008) Chairman Roll International Corp. Walter L. Weisman (1988, 2007) Former Chairman and CEO American Medical International, Inc. Life Members (with date of first election and date of election as Life Trustee) George L. Argyros (1992, 2008) Chairman and CEO Arnel and Affiliates Stephen D. Bechtel Jr. (1967, 1997) Chairman (Retired) Bechtel Group, Inc. Donald L. Bren (1983, 2004) Chairman of the Board The Iroine Company Eli Broad (1993, 2007) Founder The Broad Foundations Harold Brown (1969, 2010) President Emeritus Counselor Center for Strategic and International Studies (CSIS) Walter Burke (1975, 2010) Treasurer Sherman Fairchild Foundation, Inc. Jewel Plummer Cobb (1990, 2005) President Emerita California State University, Fullerton Harry M. Conger (1985, 2007) Chairman & CEO, Emeritus Homestake Mining Company Richard P. Cooley (1973, 2007) Retired Chairman Seafirst Bank Camilla C. Frost (1977, 2007) Trustee of the Chandler Trust and Director and Secretary-Treasurer Chandis Securities Company Arthur L. Goldstein (1995, 2012) Chairman and Chief Executive Officer (Retired) lonics, Inc. Philip M. Hawley (1975, 1997) Chairman P. M. Hawley, Inc. Villiam F. Kieschnick (1982, 2005 resident and CEO Retire Atlantic Richfield Co. Gordon E. Moore (1983, 2010) Chairman Emeritus Chairman Emeritus Intel Corporation Sidney R. Petersen (1980, 2007) Chairman and CEO (Retired) Getty Oil Company Simon Ramo (1964, 1985) Cofounder & Director Emeritus TRW Inc. Arthur Rock (1988, 1998) Principal Arthur Rock and Company Benjamin M. Rosen (1986, 2005) Chairman Emeritus Chairman Emeritus Compaq Computer Corporation Richard M. Rosenberg (1989, 2007) Chairman and CEO (Retired) Bank of America Corporation Robert J. Schultz (1991, 2002) Vice Chairman (Retired) General Motors Corporation Mary L. Scranton (1974, 1990) Nonprofit Consultant Dennis Stanfill (1976, 1999) Private Investor Charles H. Townes (1979, 1987) Nobel Laureate and Professor in the Graduate School Department of Physics University of California, Berkele, Virginia V. Weldon (1996, 2010) Senior Vice President for Public Policy (Retired) 2001 Honorary Life Member Betty I. Moore Cofounder Gordon and Betty Moore Foundation Standing Committees Executive Committee-K. Kresa, Chair; D. L. Lee*, Vice Chair; R. K. Linde, Vice Chair; R. C. Bonner*, J.-L. Chameau*, W. H. Davidow*, S. M Hufstedler, B. R. Inman, R. T. Jenkins*, L. Kirkbride*, A. Lidow*, P. M. Neches*, N. C. Rising,* S. A. Ross*, J. F. Rothenberg*, C. R. Trimble*, W. L. Weisman, G. E. Wilson; Consulting Members: G. E. Moore, B. M. Rosen; Advisory Members: D. W. Currie, C. Elachi, B. K. Lee, A. I. Sargent, E. M. Stolper, V. D. Stratman Audit and Compliance Committee R. C. Bonner, Chair; P. M. Neches, Vice Chair; L. Kirkbride, K. Kresa*, L. J. Lavigne Jr., A. Lidow, R. K. Linde, A. Board of Trustees 593 594 M. Lipper, D. D. McWhinney, S. R Onderdonk, W. L. Weisman, S. H. Woolsey; Advisory Members: M. Brewer, J.-L. Chameau, D. W. Currie, C. Elachi, P. Koyzis, J. T. Lum, S. E. Patterson, S. L. Proia, S. H. Richland, E. M. Stolper, V. D. Stratman, E. L. Tattini AC Transaction Conflict Review SubcommitteeR. C. Bonner, Chair ex officio; R. K. Linde, P. M. Neches, S. R. Onderdonk; Advisory Member: V. D. Stratman Buildings and Grounds Committee- N. C. Rising, Chair; R. T. Jenkins, Vice Chair; J.-L. Chameau*, L. M. Dyer, T E. Everhart, K. Kresa*, S. R. Onderdonk, P. J. Pizarro, L. W. van Bechtel Jr.; Advisory Members: J. Cowell, D. W. Currie, H. P. Daily, B. K. Lee, R. S. Richland, A. I. Sargent, E. M. Stolper Business and Finance Committee— J. F. Rothenberg, Chair; P. D. Kaufman, Vice Chair; B. M. Bren, J.-L. Chameau*, T. E. Everhart, K. Kresa*, L. J. Lavigne Jr., D. L. Lee, A. Lidow, R. K. Linde, A. M. Lipper, S. M. Malcom, D. D. McWhinney, P. M. Neches, D. W. Tang, L. W. van Amerongen, W. L. Weisman, R. A. Wolf, S. H. Woolsey; Consulting Member: H. M. Conger; Advisory Members: D. W. Currie, B. K. Lee, J. M. McCallin, S. E. Patterson, S. L. Proia, S. H. Richland, E. M. Stolper, V. D. Stratman Development Committee—W. H. Davidow, Chair; J. F. Rothenberg, Vice Chair; J.-L. Chameau*, R. T. Jenkins, P. ). Kaufmann, K. Kresa*, D. D McWhinney, W. L. Weisman; Advisor Members: B. K. Lee, W. M. Leroux, S. H. Richland, E. M. Stolper Executive Compensation Committee—R. K. Linde, Chair; A Lidow, Vice Chair; J. E. Bryson, K Kresa*, D. L. Lee, P. M. Neches, W. L. Weisman; Advisory Members: J.-L. Chameau, J. M. McCallin Institute and Alumni Relations CommitteeR. T. Jenkins, Chair; S. M Malcom, Vice Chair; J.-L. Chameau*, W. H. Davidow, L. M. Dyer, G. I. Elbaz, W. Trustees, Administration, Faculty T. Gross, L. Kirkbride, K. Kresa*, P. M. Neches, S. R. Onderdonk, G. E. Wilson; Advisory Members: K. A. Brown, D. W. Currie, H. P. Daily, B. K. Lee, A. I. Sargent, E. M. Stolper; Ex Officio Standing Attendees: Alumni Association President, Alumni Fund Chair, The Associates President, Faculty Chair Investment Committee—S. A. Ross, Chair; R. K. Linde, Vice Chair; J.-L. Chameau*, J. S. Friedman, K. Kresa*, A. M. Lipper, J. F. Rothenberg; Advisory Members: D. W. Currie, S. Dow, R. Perry, S. H. Richland, R. P. Spogli Jet Propulsion Laboratory Committee—C. R. Trimble, Chair; J. B Kutler, Vice Chair; R. C. Bonner, J.-L. Chameau*, L. M. Dyer, T. E. Everhart, J. S. Friedman, F. J. Hameetman, S. M. Hufstedler, B. R. Inman, L. Kirkbride, K. Kresa*, D. D. McWhinney, R. N. Merkin, P. M. Neches, P. Norton, R. L. Olson, S. R. Onderdonk, P. J. Pizarro, S. A. Resnick, W. L. Weisman, G. E. Wilson, S. H. Woolsey; Consulting Members: H. Brown, G. E. Moore, C. H Townes; Advisory Members: D. W. Currie, H. P. Daily, C. Elachi, B. K. Lee, J. Lum, R. P. O'Toole, E. M. Stolper, V. D. Stratman, E. L. Tattini Governance Subcommittee [A subcommittee of the JPL Committee]-C. R. Trimble, Chair ex officio; R. C. Bonner, J.-L. Chameau*, K. Kresa*, J. P. Kutler*, P. M. Neches*; Advisory Members: D. W. Currie, C. Elachi, P. Koyzis, V. D. Stratman Nominating Committee-A. Lidow, Chair; B. M. Bren, Vice Chair; J.-L. Chameau*, B. R. Inman, L. Kirkbride, K. Kresa*, D. L. Lee, R. K. Linde, D. D. McWhinney, R. N. Merkin, R. L. Olson, M. I. Stern, D. W. Tang, W. L. Weisman, G. E. Wilson, S. H. Woolsey; Consulting Members: W. F. Kieschnick, S. Ramo, V. V. Weldon; Advisory Members: B. K. Lee, E. M. Stolper, V. D. Stratman Student Experience Committee- L. Kirkbride, Chair; P. J. Pizarro, Vice Chair; J.-L. Chameau*, M. M. Chang, R. *ex officio member B. Chess, L. M. Dyer, G. I. Elbaz, R. T. Jennings, K. Kresa*, Y. Liao, S. M. Malcom, D. D. McWhinney; P. M. Neches, P. H. Nettles, P. Norton, C. R. Trimble, S. H. Woolsey; Consulting Member: V. V. Weldon; Advisory Members: M. L. Hunt, D. R. Kiewiet, B. K. Lee, A. 1. Sargent, J. E. Shepherd, E. M. Stolper; Student Advisory Members: C. J. Hallaey, N. Hoh, J. Theriot, E. Warren Technology Transfer Committee P. M. Neches, Chair; R. B. Chess, Vice Chair; J.-L. Chameau*, M. M. Chang, J. S. Chen, L. M. Dyer, R. T. Jennings, L. Kirkbride, K. Kresa*, J. B. Kutler, Y. Liao, P. H. Nettles Jr., P. Norton, S. A. Resnick, D. W. Tàng, C. R. Trimble, L. W. van Amerongen, R. A. Wolf; Consulting Members: H. Brown, A. L. Goldstein; Advisory Members: D. W. Currie, F. Farina, M. Gharib, B. K. Lee, S. H. Richland, E. M. Stolper, V. D. Stratman Transaction Review Subcommittee P. M. Neches, Chair ex officio; R. C. Bonner*, R. B. Chess*, J. B. Kutler, R. K. Linde*, P. Norton; Advisory Member: V. D. Stratman * ex officio member ADMINISTRATIVE OFFICERS Jean-Lou Chameau President Edward M. Stolper Provost Dean W. Currie Vice President for Business and Finance Hall P. Daily Director of Government Relations Brian K. Lee Vice President for Development and Institute Relations Charles Elachi Vice President and Director, Jet Propulsion Laboratory Richard E. Fagen Chief Information Officer Morteza Gharib Vice Provost Sossina M. Haile Chair of the Faculty Melany L. Hunt Vice Provost 595 Administrative Officers 596 D. Roderick Kiewiet Associate Vice President for Human Resources Issociate Vice President fo inance and Treasur Chief Investment Officer Anneila I. Sargent Vice President for Student Affairs Joseph E. Shepherd Dean of Graduate Studies Marv L. Webster Secretary, Board of Trustees Victoria D. Stratman General Counsel Chairs of Divisions Stephen L. Mayo Biology Jacqueline K. Barton Chemistry and Chemical Engineering Ares J. Rosakis Engineering and Applied Science Kenneth A. Farley Geological and Planetary Sciences Jonathan N. Katz B. Thomnities and Social Sciences Physics, Mathematics and Astronomy Administrative Committees Administrative Management Council (AMC)-].-L. Chameau, Chair; D. W. Currie, C. Elachi, M. Gharib, S. M. Haile, M. L. Hunt, B. K. Lee, S. Richland, A. I. Sargent, E. M. Stolper, V. D Stratman, M. L. Webster Animal Care and Use [fills the role of Caltech's Institutional Animal Care and Use Committee-IACUC] (Reports to the Vice Provost for Research)—R. A. Anderson, Chair; J. Alman (alter-nate), D. Anderson (alternate), J. Baer*, J. Brackman, O. Caglar*, C. M. d'Apuzzo*, P. Dervan (alter-nate), L. Hsieh-Wilson, K Lencioni* (alternate), D. J. Mayo*, C. Scislowicz*, C. Zuffada* Trustees, Administration, Faculty Benefits (Reports to the Vice President tor Business anc Finance)-D. M. Grether, Chair; I L. Carter-Lockert*, D. Dougherty <. Farley, J. A. Grinols, C. Hart*, T. Hoffman, P. C. Jennings, J. McCallin*, J. C. Milbrandt, S. E. Patterson*, M. Powell-Meeks, S. Proia, R. M. Roessler*, A. C. Santana*, J. Stock Biosafety [fills the role of Caltech's Institutional Biosafety Commit- Chatterjee, C. Cortese, C. M. d- ‹. Gilbert*, R. Ismagil S. Mazmanian, S. Mital, A. Ponce, C. Scislowicz*, R. P. Seligman* Computing Advisory Committee (Reports to the Provost and the Vice President for Business anc Finance)-B. Fultz, Chair; K. C Border, R. W. Clayton, K Douglas, . ensen, s Kaisers, J. McCallin*, B. V. McKoy, A Mouschoviast, S. Patterson, D. Rutledge, B. Simon, M. Yurko* Council on Undergraduate Education (Reports to the Provost)-M. L. Hunt, Chair; P. M. Bellan, G. A. Blake, K. C. Border, J Campbell, F. Echenique, S. M Haile, C. Jurca, D. R. Kiewiet, K L. Libbrecht, M. N. Morley, I. Nepomnyashchiy, P. Neppala, M. )kumura, D. Ramakrishnan, A. argent, R. P. Sherman, B. N Sargent, C. Scislowicz* Institute Academic Council (IACC)-E. M. Stolper, Chair; J. K. Barton, J.-L. Chameau, K. A Farley, J. N. Katz, S. L. Mayo, A. J. Rosakis, B. T. Soifer Institute Administrative Council (IAC)-].-L. Chameau, Chair, J. K. Barton, J. W. Cowell, D. W. Currie, I. P. Daily, C. Elachi, R. Fagen, K. A. Farley, M. Gharib, S. M. Haile, M. L. Hunt, J. N. Katz, D. R. Kiewiet, B. K. Lee, J. Lum, J. McCallin, S. L. Mayo, S. Patterson, S. Richland, A. J. Rosakis, A. I. Sargent, R. P. Seligman, J. E. Shepherd, B. I. Soiter, E. M. Stolper, V. D. Stratman, M. L. Webster Institute Art (Reports to the Assistant Vice President for Campus and Community Relations)-P. Perona, Chair; A. Boyle, J. Buchwald, F. E. C. Culick, H. P. Daily, G. Gage, C. Klein*, T Knutsont, D. Kremers, D. Nelson Nash*, T. Schneider, C. S. Smith, C. Theodoris (alternate), L. Yeung Performing and Visual Arts (Reports to the Vice President for Student Affairs)-S. C. Frautschi, Chair; P. D. Asimow, J. Barry, D. Bing, D. Brophy, G. Dodd, P. T. Hoffman, J. Jewell, J. Leder-Luis, D. Nelson Nash, N. Pierce, J. D. Roberts Protection of Human Subjects [fills the role of Caltech's Institutional Review Board-IRB] (Reports to the Vice Provost for Research)-C. R. Plott, Chair; R. Adolphs, Vice Chair; J. Baer, P. Bjorkman (alternate), C. M. d-Apuzzo*, R. I. Feinberg, J. L. Kirschvink, G. Lund, P. Patterson, P. Perona, C. Scislowicz*, J. M. Tysaka*, K. K. Wong, D. W. Zeh, C. Zuffada Radiation Safety (Reports to the Vice President for Business and Finance)-D. S. Burnett, Chair; B. Filippone, H. Issaian, W. L. Johnson, A. Kumagai, C. Scislowicz*, S. Shan Sponsored Research (Reports to the Provost)-B. V. McKoy, Chair; P. H. Bellan, T. H. Heaton, J. O. Ledyard, P. H. Patterson, R. P. Seligman*, N. C. Yeh SURF (Reports to the Provost) H. B. Gray, Chair; G. A. Blake*, D. 597 Administrative Officers J. M. Jackson, 2015 M. B. Kennedy, 2014 B. J. McKeon, 2015 D. K. Newman, 2013 H. Ooguri, 2014 P. Perona, 2013 J. C. Peters, 2014 B. M. Simon, 2013 J. A. Tropp, 2015 N. C. Yeh, 2015 Ex Officio: J. K. Barton J.-L. Chameau K. A. Farley J. N. Katz D. R. Kiewiet S. L. Mayo A. J. Rosakis A. I. Sargent J. E. Shepherd B. T. Soifer E. M. Stolper Steering S. M. Haile, Chair* J.F. Adkins F. Cowie* J. O. Dabiri* M. Gharib M. L. Hunt M. B. Kennedy H. Ooguri J. Peters E. M. Stolper* 1. Lapusta, 20. . Mitchel 1. G. Siapas, 201. / Whitney 2o1 Convocations K. P. Giapis, Chai J. O. Dabiri S. E. Fraser 2014 PEter 2013 598 FACULTY OFFICERS AND COMMITTEES 2012-13 Officers Chair: Vice Chair: Secretary: Faculty Board S. M. Haile J. O. Dabiri F. Cowie V. Brown, 201 MI. Desbrun, 201. Academic Freedom and Tenure K. C. Border, 2014 H. A. Lester, 2014 P. Perona, 2013 J. H. Seinfeld, 2013 D. J. Stevenson, 2013 D. A. Tirrell, 2014 Academic Policies P. M. Bellan, Chair S. C. Frautschi, 2013 W. Goddard, 2015 M. B. Kerhedy, 2045 J. Pine, 2014 Athletics and Physical Education P. T. Hoffman, 2014 D. I. Meiron, 2013 M. N. Morley* R. M. Murray, 2015 P. H. Patterson, 2014 R. B. Patterson, 2015 B. M. Stoltz, 2014 C. A. Weinstein, 2014 B. P. Wernicke, 2013 Curriculum F. M. Echenique, Chair R. W. Clayton, 2015 G. J. Jensen, 2014 D. R. Kiewiet* M. N. Morley* *ex officio member Trustes, Administration, Faculty H. B. Newman, 2015 D. C. Rees, 2014 P. Schroeder, 2014 Educational Outreach M. Feingold, Chair M. Bronner, 2013 S. Golwala, 2013 J. A. Johnson, 2013 N. Lapusta, 2015 Exchange Programs and Study Abroad (CEPSA) H. B. Newman, Chair J. P. Ampuero Saenz, 2015 M. Bronner, 2014 J. R. Goodstein (non-voting) T. C. Ho, 2014 M. N. Morley* D. J. Stevenson, 2013 L. Stolper* A. F. Thompson, 2015 Foreign Students and Scholars A. G. Siapas, Chair J. -P. Avouac, 2014 M. Gooding* Н.-M. Muller, 2013 Z. G. Wang, 2015 Freshman Admissions K. C. Border, Chair M. Aschbacher, 2013 W. C. Brown, 2014 T. Colonius, 2014 M. Flach, 2014 S. H. Low, 2014 R. J. McEliece, 2014 B. J. McKeon, 2014 H. Ooguri, 2015 J. H. Schwarz, 2013 D. J. Stevenson, 2015 J. Stock, 2014 V. Tsai, 2014 D. Tsao, 2015 K. J. Vahala, 2014 N. Wey-Gomez, 2015 J. Whitney* C. Yang, 2014 Graduate Studies J. R. Leadbetter, Chair* P. D. Asimow* R. W. Clayton* P. B. Dervan* F. M. Echenique* B. T. Fultz* K. P. Giapis* S-A Hajimiri* B. A. Hav* T. H. Heaton* C. M. Hirata* J. M. Jackson* A. S. Kechris* J. L. Kirschvink* N. Lapusta* D. I. Meiron* R. M. Murray" M. Okumura' H. Owhadi* R. B. Phillips* N. A. Pierce* F. C. Porter* G. R. Rossman* S. Shinopherd ). J. Stevenson S. Troian* C. M. Umans* Health C. Yang, Chair K. Austin* K. C. Border, 2013 M. Flach, 2013 A. Isella, 2015 A. C. Readhead, 2015 Institute Programs Library J. H. Richards, Chair W. C. Brown, 2013 S. G. Djorgovski, 2015 K. Douglas* B. L. Ehlman, 2015 R. C. Flagan, 2014 T. B. Graber. 2015 A. N. Kapustin, 2013 J. M. Kousser, 2013 S. E. Reisman, 201< P. W. Sternberg, 201. *ex officio member 599 Faculty Officers and Committees 600 Membership and Bylaws J. O. Dabiri, Chair* K. S. Border, 2014 F. Cowie* D. A. Dougherty, 2014 R. M. Murray, 2014 T. Schneider, 2014 B. M. Simon, 2014 Nominating J. M. Eiler, Chair J. F. Brady, 2013 H. Ooguri, 2013 . Perona, 201 L. G. SiaDas. 201 Patents and Relations with Industry J. Bruck, Chair F. H. Arnold, 2015 K. Bhattacharya, 2013 R. F. Ismagilov, 2015 S. H. Low, 2014 B. J. McKeon, 2013 N. A. Pierce, 2014 K. J. Vahala, 2014 Scholarships and Financial Aid G. Rafael, Chair K. C. Border* D. Crewell* M. C. Cross, 2015 J. L. Campbell, 2015 D. R. Kiewiet* E. Mantovan, 2013 M. Effros, 2013 B. Mitchell, 2015 1. N. Morle . S. Phinney, 201 C. M. Shannon, 2015 D. P. Weitekamp. 2015 M. Effros, 2013 T. B. Graber, 2013 K. L. Haugen, 2015 C. M. Hirata, 2014 1. Witherley *ex officio member Student Housing P. D. Asimow, Chair J. P. Ampuero-Saenz, 2015 G. A. Blake* P. Daily (non-voting) T. K. Dennison, 2013 D. R. Kiewiet* S. Krishnan, 2014 T. Mannion (non-voting) B. Mitchell* J. Shepherd* E. Snowberg, 2014 P. Wenberg, 2014 Undergraduate Academic Standards and Honors R. P. Sherman, Chair D. A. Boyd, 2013 W. C. Brown, 2013 Trustees, Administration, Faculty STAFF OF INSTRUCTION AND RESEARCH Division of Biology Stephen L. Mayo, William K. Bowes Henry A. Lester, Executive Officer Professors Emeriti John N. Abelson, Ph.D. eorge Beadle Professor of Biolog harles J. Brokaw, Ph.D Biology John J. Hopfield, Ph.D. Roscoe G. Dickinson Professor of Chemistry and Biology Ray D. Owen, Ph.D., Sc.D.h.c. Biology Jean-Paul Revel, Ph.D. Albert Billings Ruddock Professor of Biology Melvin I. Simon, Ph.D Anne P. and Benjamin F. Biaggini Professor of Biological Sciences James H. Strauss, Ph.D. Ethel Wilson Bowles and Robert Bowles Professor of Biology Senior Research Associate Emeriti Anne Chomyn, Ph.D. Ellen G. Strauss, Ph.D. Professors Ralph Adolphs, Ph.D. Bren Professor of Psychology an Veuroscience and Professor of Biology John M. Allman, Ph.D. Frank P. Hixon Professor of Neurobiology Richard A. Andersen, Ph.D. James G. Boswell Professor of Neuroscience David J. Anderson, Ph.D.! Seymour Benzer Professor of Biology David Baltimore, Ph.D., D.Sc.h.c., D.Phil.h.c., Nobel Laureate Robert Andrews Millikan Professor Pamela Bjorkman, Ph.D.' Max Delbrück Professor of Biolog Marianne Bronner, Ph.I Albert Billings Ruddock Professor of Biology Judith L. Campbell, Ph.D. Chemistry and Biology David C. Chan, M.D., Ph.D.' Biology Eric H. Davidson, Ph.D. Norman Chandler Professor of Cell Biology Raymond Deshaies, Ph.D.' Biology Michael H. Dickinson, Ph.D. Esther M. and Abe M. Zarem Professor of Bioengineering William G. Dunphy, Ph.D. Grace C. Steele Professor of Biology Michael Elowitz, Ph.D.' Biology and Bioengineering Anna L. Rosen Professor of Biology and Professor of Bioengineering Bruce A. Hay, Ph.D Biology Grant J. Jensen, Ph.D.' Henry A Lester, Ph.D. Bren Professor of Biolog Stephen L. Mavo, Ph.D Bren Professor of Biolooy and 601 Biolog) Markus Meister. Ph.D Biolooy Biology 602 Elliot M. Meyerowitz, Ph.D. George W. Beadle Professor of Biology Dianne K. Newman, Ph.D.! Biology and Geobiology Paul H. Patterson, Ph.D. Anne P. and Benjamin F. Biaggini Professor of Biological Sciences Robert B. Phillips, Ph.D. Ellen Rothenberg, Ph.D. Albert Billings Ruddock Professor of Biology Shinsuke Shimojo, Ph.D. Gertrude Baltimore Professor of Angelike Startin polo, Ph. Stems Biology Paul W. Sternberg, Ph.D.' Thomas Hunt Morgan Professor of Alexander J. Varshavsky, Ph.D. Howard and Gwen Laurie Smits Professor of Cell Biology Barbara J. Wold, Ph.D. Bren Professor of Molecular Biology Kai Zinn, Ph.D. Biology 'Joint appointment with Howard Hughes Medical Institute Assistant Professors Alexei A. Aravin, Ph.D. Biology Lea Goentoro, Ph.D. Viviana Cradinara, Ph.D. Biology David Prober, Ph.D. Biology Doris Ying Tsao, Ph.D. Biology Lecturers Alphan Altinok, Ph.D. L. Elizabeth Bertani, Ph.D. Jane E. Mendel, Ph.D. Leonard Mlodinow, Ph.D. Molly Phillips Trustees, Administration, Faculty Andrew Steele, Ph.D. Nora Sullivan, Ph.D. Senior Research Associates R. Andrew Cameron, Ph.D. Mar Anya Y, Ph.D. Senior Research Fellows Bader Al-Anzi, Ph.D. Stijn Cassenaer, Ph.D Vijay S. Chickarmane, Ph.D Karin FeDs Toch, MPD, Ph.D. Zachary Nimchuk, Ph.I Isabelle S. Peter Lashgari Faghan Le A. Trinh, Ph.D. Qiang Tu, Ph.D Daniel A. Wagenaar, Ph.D. Allan Wong, Ph.D Guangying Wu, Ph.D Cheng Xiao, M.D., Ph.D Senior Faculty Associate Alice S. Huang, Ph.D. Visiting Associates Elaine L. Bearer, Ph.D., M.D. Cristina Calestina, Ph.D Michael Collins, Ph.D. Pamela L. Eversole-Cire, Ph.D. Yongning He, Ph.D. Daniel Kahn, M.D., Ph.D. Carmel Levitan, Ph.D Tetsuya Matsuda, Ph.D Carol Ann Miller, M.D. Eric Mjolsness, Ph.D Ali Mortazavi, Ph.D. Marvin Nelson, M.D. Daniele Procissi, Ph.D Carmie Puckett Robinson, M.D. Dinesh Rao, M.D., Ph.D Andrew Raubitschek, M.D. Carol Readhead, Ph.D. Catherine Reed, Ph.D Helena H. Ritchie, Ph.D. Ian Ross, Ph.D. Ueli Rutishauser, Ph.D. Qi Zhao, Ph.D. Member of the Beckman Institute Russell E. Jacobs, Ph.D. Members of the Professional Staff Eugene Akutagawa, B.S. Janet F. Baer, D.V. L. Elizabeth Bertani, Ph.D. Bruce Cohen, Ph.D Rochelle A. Diamond, B.A. Ali Khoshnan, Ph.D David Koos, Ph.D. Ker-hwa Ou, M.S. Shirley Pease, B.Sc. Andrew J. Ransick, Ph.D. Peter Siegel, Ph.D. Julian Michael Tyszka, Ph.D. Anthony P. West, Jr., Ph.D. Xiaowei Zhang, Ph.D. Jie Zhou, Ph.D. Senior Postdoctoral Scholars Ron Diskin, Ph.D. Postdoctoral Scholars Omar Akbari, Ph.D. Constantinos Anastassiou, Ph.D. Yaron Antebi, Ph.D. Todd Anthony, Ph.D Kenta Asahina, Ph.D. Hiroki Asari. Ph.D Young-Kyung Bae, Ph.D. Sreeram Balasubramanian, Ph.D. Alejandro Balazs, Ph.D. Julius Barsi, Ph.D Morgan Beeby, Ph.D.! Michael Bethune, Ph.D Lacramioara Bintu, Ph.D. James Bonaiuto, Ph.D. Lindsay Bremner, Ph.D Haijiang Cai, Ph.D. Robert Carrillo, Ph.D. Sridhara Chakravarthy, Ph.D. Ameya Champhekar, Ph.D. Nickie Chan, Ph.D.1 Kuang-Jung Chang, Ph.D Yi-Wei Chang, Ph.D Songye Chen, Ph.D Yung-Chia Chen, Ph.D Xueqi Cheng, Ph.D Vikram Chib, Ph.D Vasileios Christopoulos, Ph.D. Hiutung Chu, Ph.D Trinity Brian Crapse, Ph.D Sagar Subhash Damle, Ph.D. Willem den Besten, Ph.D. Fangyuan Ding, Ph.D. Meenakshi Kshirsagar Doma, David Doughty, Ph.D.' Brian J. Duistermars, Ph.D. Nathan Faivre, Ph.D Shawnalea Frazier, Ph.D Mayra Garcia, Ph.D. William Tyler Gibson, Ph.D Xoana Gonzalez Troncoso, Ph.D. Arnulf Graf, Ph.D. Stephen A. Green, Ph.D Piercesare Grimaldi, Ph.D., M.D. Cai Guo, Ph.D Masakazu Hamada, Ph.D. Markus Hauschild, Ph.D 603 Biology Masahiro Kitano, Ph.D. Christian Klaes, Ph.D. Hao Yuan Kueh, Ph.D. Prabhat Kunwar, Ph.D Daniel Allen Lee, Ph.D. Hyosang Lee, Ph.D. Hyung-Kook Lee, Ph.D. Jinhwan Lee, Ph.D YunKyung Lee, Ph.D. Joseph Levine, Ph.D Enhu Li, Ph.D. Yuwei Li, Ph.D. Yihan Lin, Ph.D. Xing Liu, Ph.D Yuan Liu, Ph.D Andrew Mackinnon, Ph.D. Devdoot Majumdar, Ph.D. Siarhei Manakou, Ph.D. Mati Mann, Ph.D. Uri Maoz, Ph.D. Prashant Mishra, Ph.D., M.D. Sebastian Moeller, Ph.D Eric A. Mosser, Ph.D. Liad Mudrik-Denan, Ph.D. Blaise Ndjamen, Ph.D. Huu Ngo, Ph.D. Lam Nguyen, DVM, Ph.D. Thang Van Nguyen, Ph.D. Shuyi Nie, Ph.D. Jang-Huyn Oh, Ph.D. Grigorios Oikonomou, Ph.D. Samuel Ojosnegros, Ph.D. Sachio Otsuka Ph.D. Navjotsingh Pabla, Ph.D. Maria Papadopoulou, Ph.D Fillipos Aris Papathanos, Ph.D. Rachel Penton, Ph.D. Dubravka Pezic, Ph.D Martin Pilhofer, Ph.D.' Lisa Racki, Ph.D. Senthil Kumar Radhakrishnan, Ph.D. Parah ovaran Ramakrishnan, Ryan Remedios, Ph.D. Adam Rosenthal, Ph.D. Hagar Sagiv, Ph.D 604 Louise Scharf, Ph.D. 'Foint appointment with Howard Hughes Medical Institute Trustees, Administration, Faculty Hillel Schwartz, Ph.D. Gil Sharon, Ph.D Ying Shi, Ph.D Nicholas Shikuma, Ph.D. Chun-Shik Shin, Ph.D Ryoji Shinya, Ph.D. Stuart Aaron Sievers, Ph.D. Alex Sigal, Ph.D. Marcos Wasada Simões-Costa, Ph.D. Chanpreet Singh, Ph.D. Alex Yick-Lun So, Ph.D. Rahul Srinivasan, Ph.D Naomi Sulit Sta Maria, Ph.D. Beth Stadtmueller, Ph.D. Melanie Stefan, Ph.D Visitors Jonathan Charlesworth, A.B. Andrea Choe, Ph.D. Elizabeth Freya Harrison, Ph.D. Raian Kulkarni, Ph.D. Helle Malerod, Ph.D Jasna Markovac, Ph.D Shuichi Takahashi, M.S.E eroen van Boxtel, Ph.D Liming Wang, Ph.D Yanling Wang, Ph.D Division of Chemistry and Chemical Engineering Jacqueline K. Barton, Chair Richard C. Flagan, Executive Officer for Chemical Engineering Brian M. Stoltz, Executive Officer for Chemistry Douglas C. Rees, Executive Officer for Biochemistry and Molecular Biophysics Professors Emeriti Fred C. Anson, Ph.D., D.h.c. Elizabeth W. Gilloon Professor of Chemistry John D. Baldeschwieler, Ph.D. J. Stanley Johnson Professor and Professor of Chemistry Sunney I. Chan, Ph.D George Grant Hoag Professor of Biophysical Chemistry George R. Gavalas, Ph.D. Chemical Engineering John D. Roberts, Ph.D., Dr.rer.Nat.h.c., Sc.D.h.c., D.Sc.h.c. Institute Professor of Chemistry Senior Research Associates Emeriti Richard E. Marsh, Ph.D. Chemistry William P. Schaefer, Ph.D. Chemistry Professors Frances H. Arnold, Ph.D. Dick and Barbara Dickinson Professor of Chemical Engineering, Bioengineering, and Biochemistry Jacqueline K. Barton, Ph.D., Arthur and Marian Hanisch Memorial Professor and Professor f Chemistry; Chair, Division o hemistry and Chemic Jesse L. Beauchamp, Ph.D. Mary and Charles Ferkel Professor of Chemistry John E. Bercaw, Ph.D Centennial Professor of Chemistr Geoffrey A. Blake, Ph.D Cosmochemistry and Planetar Sciences and Chemistr John F. Brady, Ph.D. Chevron Professor of Chemical Engineering and Professor of Mechanical Engineerin Judith L. Campbell, Ph.I Chemistry and Biology Mark E. Davis, Ph.D. Warren and Katharine Schlinger Professor of Chemical Engineering Peter B. Dervan, Ph.D., D.Sc.h.c. Bren Professor of Chemistry Dennis A. Dougherty, Ph.D. George Grant Hoag Professor of Chemistry Richard C. Flagan, Ph.D. Irma and Ross McCollum-William H. Corcoran Professor of Chemical Engineering and Professor of Environmental Science and Engineering Gregory C. Fu, Ph.D Altair Professor of Chemistry Konstantinos P. Giapis, Ph.D. Chemical Engineering William A. Goddard III, Ph.D. Charles and Mary Ferkel Professor of Chemistry, Materials Science, and Applied Physics Harry B. Gray, Ph.D., D.Sc.h.c., Laurea h.c., Fil.Dr.h.c., D.L.h.c. Arnold O. Beckman Professor of Chemistry and Founding Director of the Beckman Institute Robert H. Grubbs, Ph.D., Nobel Laureate Victor and Elizabeth Atkins Professor of Chemistry Sossina M. Haile, Ph.D Materials Science and Chemical Elizabeth W. Gilloon Professor and Professor of Chemistry Linda C. Hsieh-Wilson, Ph.D.1 Rustem F. Ismagilov, Ph.D 7obn W. and Herberta M. Mile Professor of Chemistry and Chemical Engineering Chemistry and Chemical Engineering 605 Julia A. Kornfield, Ph.D. Chemical Engineerin Yathan S. Lewis, Ph.D D.Sc.h.c., Fil.Dr.h.c., D.h.c., Nobel Laureate Arthur Amos Noyes Professor of Chemistry Stephen L. Mayo, Ph.D. Bren Professor of Biology and Chemistry B. Vincent McKoy, Ph.D. Theoretical Chemistry Mitchio Okumura, Ph.D. Chemical Physics Carl S. Parker, Ph.D. Biochemistry Jonas C. Peters, Ph.D. Bren Professor of Chemistry Douglas C. Rees, Ph.D.' Roscoe Gilkey Dickinson Professor of Chemistry John H. Richards, Ph.D. Organic Chemistry and Biochemistry John H. Seinfeld, Ph.D., D.Sc.h.c. Louis E. Nohl Professor and Professor of Chemical Engineering Shu-ou Shan, Ph.D Chemistry Brian M. Stoltz, Ph.D. Ethel Wilson Bowles and Robert Bowles Professor of Chemistry David A. Tirrell, Ph.D., D.h.c. Ross McCollum-William H Corcoran Professor and Professor of Chemistry and Chemical Engineering Zhen-Gang Wang, Ph.D. Chemical Engineerin Janiel P. Weitekamp. Ph.D Chemical Physics Ahmed H. Zewail, Ph.D., D.Sc.h.c., D.h.c., D.Univ.h.c., D.Phil.h.c., LL.D.h.c., M.D.h.c., Nobel Linus Pauling Professor of Chemistry and Professor of Physics 606 'Joint appointment with Howard Hughes Medical Institute Trustees, Administration, Faculty Assistant Professors Theodor Agapie, Ph.D. Chemistry Lecturers Faculty Associates Jay A. Labinger, Ph.D. Chemistry Jay R. Winkler, Ph.D. Chemistry Visiting Associates Ian Booth, Ph.D. Junhan Cho, Ph.D. Chemical Engineering Ara Chutjian, Ph.D Chemistry Emmanuelle Despagnet, Ph.D. Catherine Drennan, Ph.D. Yousong Jung, Ph.D. Kei Kanamori, Ph.D., Members of the Beckman Institute Bruce S. Brunschwig, Ph.D. Jay R. Winkler, Ph.D Members of the Professional Staff Suresha Guptha, M.S. Chemical Engineering Lawrence R. Henling, M.S Sonjong Hwang, Ph.D. Hans (Joachim) Lewerenz, Ph.D. Chemistry Joint Center for Artificial Photosynthesis Mona Shahgholi, Ph.D. Liping Lu, Ph.D. Analytical Chemistr Robert D. Tanner, Ph.D. Chemical Engineering Paul von Allmen, Ph.D. Physics Lei Wang, Ph.D. Chemistry Sung Yang, Ph.D. Yun Yen, M.D., Ph.D. Pathology and Cell Biology Jumpei Yuasa, Ph.D. Senior Postdoctoral Scholar Jack Baricuato, Ph.D. ames Blakemore, Ph.I hoon Woo Lee, Ph. Omar Farchaly Mohammed Abdelsaboor, Ph.D Jean Sanabria, Ph.D. Nicholas C. Strandwitz, Ph.D. Postdoctoral Scholars Qi An, Ph.D. Shane A. Ardo, Ph.D. Mikko Aromaa, Ph.D. Nicholas Ball, Ph.D. Lan Ban, Ph.D. Stefano Begolo, Ph.D. Franziska Bell, Ph.D Vikram Bhat, Ph.D Alexander Bissemer, Ph.D. Ben Boal, Ph.D Ardemis Boghossian, Ph.D. Paul J. Bracher, Ph.D. Sarah Bronner, Ph.D. John Butler, Ph.D. Jeffrey Cannon, Ph.D William R. Carroll, Ph.D. Mu-Jeng Cheng Jongweon Cho, Ph.D. Hoyung Chung, Ph.D. Huan Cong, Ph.D 607 Chemistry and Chemical Engineering 608 Roberople Coridan, Ph.D. Ph.D Kyle Cummins, Ph.D. Samir Das, Ph.D. Cole DeForest, Ph.D. Hien Do, Ph.D. Loi H. Do, Ph.D. Alexander Dudnik, Ph.D. Christian Eidamshaus Ph.D. Bright Emenike, Ph.D. Martin Engqvist, Ph.D. Vinson Espejo, Ph.D. Nicholas Fingland, Ph.D. Anthony Fitzpatrick, Ph.D. Jinshan Gao, Ph.D. Shencheng Ge, Ph.D Rajamani Gounder, Ph.D Nanditha Nair Govindan Nair, Ph.D. Ronald L. Grimm II, Ph.D. Si-Ping Han, Ph.D Alissa Hare, Ph.D. Amanda E. Hargrove, Ph.D. William Harman, Ph.D. John Hartung, Jr., Ph.D. Ting-Fang He, Ph.D Thomas Heel, Ph.D. David Herbert, Ph.D Yu-Hsiang Hsu, Ph.D. Jianbo Hu, Ph.D. Shu Hu, Ph.D. Hung-Hsiang Huang, Ph.D. Lhuangqun Huang, Ph.D. Rohan A. Hule, Ph.D. Pengfei Huo, Ph.D. Taek Yong Hwang, Ph.D. Takuya Ikeda, Ph.D. Kyoung-Soon Jang, Ph.D. Jakub Kaminski, Ph.D. Kenneth K. Karanja, Ph.D. Dae Yu Kim, Ph.D Vataly Kravchenko-Balasha, Ph.D. David Lacy, Ph.D Guillaume Lapointe, Ph.D. Yanran LePh, Ph.D. Trustees, Administration, Faculty Antti Lignell, Ph.D. Ku-Feng Lin, Ph.D Milo Lin, Ph.D Po-Heng Lin, Ph.D [zu-Pin Lin, Ph.I Weishan Liu, Ph.D. Wenbo Liu, Ph.D Cecelia Lopez, Ph.D. Ulrich Lorenz, Ph.D Rylan Lundgren, Ph.D Shane Mangold, Ph.l Smaranda C. Marinescu, Ph.D Danijela Markovic, Ph.D. Vanessa Marx, Ph.D. Alexander Marziale, Ph.D. Daniel Mayo, Ph.D Stephanie McCalla, Ph.D Anna J. McConnell, Ph.D. John McIntosh, Ph.D Jordan L. Meier, Ph.D Gabriele Meloni, Ph.D Garret Miyake, Ph.D Bill Morandi, Ph.D. Jose Maria Munoz Molina, Ph.D. Ebrahim Najafi, Ph.D. Issei Nakamura, Ph.D. Atsuko Nishiguchi, Ph.D. Kai Niu, Ph.D Yoshitaka Numajiri, Ph.D. Eric Olmon, Ph.D Maria Pascual Lopez-Alberca, Ph.D. Victoria Piunova, Ph.D Abigail Pulsipher, Ph.D Kersten Stefan Rabe, Ph.D. Evgenij A. Raskatov, Ph.D Priyanka M. Rupasinghe- Arachchige, Ph.D. Bryce F. Sadtler, Ph.D Ishu Saraogi, Ph.D. Thomas Teets, Ph.D. Alexander Tucker-Schwartz, Ph.D. Aiko Umeda, Ph.D Christopher Uyeda, Ph.D. Renske M. Van Der Veen, Ph.D. Giovanni Vanacore, Ph.D Jesus Velasquez, Ph.D. Sandor Volkan-Kacso, Ph.D. Troy A. Walton, Ph.D. Jun Wang, Ph.D Zhan Wang, Ph.D. Jeffrey J. Warren, Ph.D. Timothy Welch, Ph.D. Ashraf Wilsily, Ph.D. Bingjun Xu, Ph.D. Chen Xu. Ph.D Xiaofei Xu, Ph.D Fan Yang, Ph.D. Janet Gloria Yang, Ph.D. Melanie P. Yen, Ph.D Wen Yi, Ph.D. Keiko Yokoyama, Ph.D. Byung-Kuk Yoo, Ph.D. Aycan Yurtsever, Ph.D. Limei Zhang, Ph.D. Jing Zhou, Ph.D Zhaoyan Zhu, Ph.D. Stephen Zimmermann, Ph.D. Andreas Zund, Ph.D. Visitors Paige Anunson, B.S. Chemistry Han-Ting Chang, Ph.D. Ladan Foose, Ph.D. Chemical Engineering Jason Gamba, Ph.D. Chemical Engineering Rohan A. Hule, Ph.D. Chemical Engineering Pablo Antonio Martin-Gago, Ph.D. Organic Chemistry Daniel Mattle, M.S. Structural Biology Matthew S. Mattson, Ph.D. Applied Physics Xiangying Meng, Ph.D. Physics Chemistry Steven Millward, Ph.D. Biochemistry Nicholas G. Nickols, M.D. Ph.D. Shantau sharma, Ph.D. Chemistr Young-Shik Shin, Ph.D Guteng Sun, Ph.D. JuliS T3G-Li Su, Ph.D. Andre dt, Ph.D. Chemistry Ted Yu, Ph.D Liang Jack) Zhang, M.S. Chemical Engineerin Venbin Zhang, Ph.D 609 Chemistry and Chemical Engineering 610 Division of Engineering and Applied Science Ares J. Rosakis, Chair K. Mani Chandy, Deputy Chair for Education Kaushik Bhattacharya, Executive Officer for Mechanical and Civil Engineering Mathieu Desbrun, Director of Computing and Mathematical Sciences Babak Hassibi, Executive Officer for Electrical Engineering Oskar J. Painter, Executive Officer for Applied Physics and Materials Science Niles A. Pierce, Executive Officer for Bioengineering Guruswami Ravichandran, Director, Graduate Aerospace Laboratories Tapio Schneider, Executive Officer for Environmental Science and Engineering Professors Emeriti Allan J. Acosta, Ph.D. Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering Christopher E. Brennen, D.Phil. Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering William B. Bridges, Ph.D. Carl F Braun Professor of Engineering Norman H. Brooks, Ph.D. Fames Irvine Professor of Environmental and Civil Engineering Francis H. Clauser, Ph.D Professor of Engineering Donald S. Cohen, Ph.D Charles Lee Powell Professor of Aeronautic. Joel R. Corngold. Ph.D Applied Physics Fred E. C. Culick, Ph.D. Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering and Professor of Jet Propulsion Thomas E. Everhart, Ph.D., D.L.h.c., D.h.c. Electrical Engineering and Applied Physics Joel N. Franklin, Ph.D Applied Mathematics David L. Goodstein, Ph.D. Frank 7. Gilloon Distinguished Teaching and Service Professor and Professor of Physics and Applied Physics David G. Goodwin, Ph.D. Mechanical Engineering and Applied Physics Roy W. Gould, Ph.D Simon Ramo Professor of Engineering Hans G. Hornung, Ph.D. C. L. "Kelly" Johnson Professor of Aeronautics Wilfred D. Iwan, Ph.D. Applied Mechanic Paul C. Jennings, Ph.I Civil Engineering and Applied Mechanics Wolfgang G. Knauss, Ph.D Theodore von Kármán Professor of Aeronautics and Applied Mechanics Anthony Leonard, Ph.D Theodore von Kármán Professor of Environmental Engineering Frank E. Marble, Ph.D. Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering and Professor of Jet Propulsion Robert J. McEliece, Ph.D. Allen E. Puckett Professor and Professor of Electrical Engineering Carver A. Mead, Ph.D., D.Sc.h.c, Gordon and Betty Moore Professor of Engineering and Applied Scienc James J. Morgan, Ph.D., D.Sc.h.c. Marvin L. Goldberger Professor of Environmental Engineering Science Trustees, Administration, Faculty Marc-Aurele Nicolet, Ph.D. Electrical Engineering and Applied Fredric Raichlen, Sc.D. Civil and Mechanical Engineering Anatol Roshko, Ph.D. Theodore von Kármán Professor of Aeronautics Rolf H. Sabersky, Ph.D. Mechanical Engineering Frederick B. Thompson, Ph.D. Applied Philosophy and Computer Gerald B. Whitham, Ph.D. Charles Lee Powell Professor of Applied Mathematics Theodore Y. Wu, Ph.D. Engineering Science Professors Yaser S. Abu-Mostafa, Ph.D. Electrical Engineering and Computer Science Jess F. Adkins, Ph.D. Geochemistry and Global Environmental Science Harry A. Atwater, Jr., Ph.D. Howard Hughes Professor and Professor of Applied Physics and Materials Science Alan H. Barr, Ph.D. Computer Science James L. Beck, Ph.D George H. Housner Professor of Engineering and Applied Science Paul M. Bellan, Ph.D. Applied Physics Kaushik Bhattacharya, Ph.D. Howell N. Tyson, Sr:, Professor of Mechanics and Professor of Materials Science John F. Brady, Ph.D. Chevron Professor of Chemical Engineering and Professor of Mechanical Engineering Jehoshua Bruck, Ph.D. Gordon and Betty Moore Professor f Computation and Neural Systems and Electrical Engineerin Oscar P. Bruno, Ph.D. Applied and Computational Mathematics Joel W. Burdick, Ph.D. Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering and Bioengineering Jean-Lou Chameau, Ph.D Civil Engineering, Environmental Science and Engineering, and Mechanical Engineering K. Mani Chandy, Ph.D. Simon Ramo Professor and Professor of Computer Science Timothy E. Colonius, Ph.D. Mechanical Engineering John O. Dabiri, Ph.D Aeronautics and Bioengineering Chiara Daraio, Ph.D. 1eronautics and Applied Physi Mathieu Desbrun, Ph.D Computing and Mathematical Michael H. Dickinson, Ph.D. Esther M. and Abe M. Zarem Professor of Bioengineering Paul E. Dimotakis, Ph.D John K. Northrop Professor of Aeronautics and Professor of Applied Physics John C. Doyle, Ph.D. John G Braun Professor of Control and Dynamical Systems, Electrical Engineering, and Bioengineering Michael Elowitz, Ph.D.' Biology and Bioengineering Michelle Effros, Ph.D. Electrical Engineering James P. Eisenstein, Ph.D. Frank 7. Roshek Professor of Physics and Applied Physics Charles Elachi, Ph.D. Electrical Engineering and Planetary Science Richard C. Flagan, Ph.D. Irma and Ross McCollum-William H. Corcoran Professor of Chemical Engineering and Professor o Environmental Science an Engineering Scott E. Fraser, Ph.D Anna L. Rosen Professor of Biology and Professor of Bioengineering Brent T. Fultz, Ph.D. Materials Science and Applied Physics Morteza Gharib, Ph.D. Hans W. Liepmann Professor of Aeronautics and Professor of Bioinspired Engineering Engineering and Applied Science 612 William A. Goddard III, Ph.D. Charles and Mary Ferkel Professor of Chemistry, Materials Science, and Applied Physics Sossina M. Haile, Ph.D. Carl F. Braun Professor of Materials Science and Chemical Engineering Seyed-Ali Hajimiri, Ph.D. Thomas G. Myers Professor of Electrical Engineering John F. Hall, Ph.D. Civil Engineering Babak Hassibi, Ph.D. Electrical Engineering Thomas H. Heaton, Ph.D. Engineering Seismology Michael R. Hoffmann, Ph.D. James Irvine Professor of Environmental Science Yizhao Thomas Hou, Ph.D. Charles Lee Powell Professor of Applied and Computational Mathematics Melany L. Hunt, Ph.D. William R. Kenan, Jr. Professor of Mechanical Engineering William L. Johnson, Ph.D. Ruben F. and Donna Mettler Professor of Engineering and Applied Science Alexei Kitaev, Ph.D. Theoretical Physics and Computer Science and Mathematics Christof Koch, Ph.D. Lois and Victor Troendle Professor of Cognitive and Behavioral Biology and Professor of Computation and Neural Systems Nadia Lapusta, Ph.D. Mechanical Engineering and Geophysics Jared R. Leadbetter, Ph.D. Environmental Microbiology Computer Science and Electrical Alain J. Martin, Ing. Beverley J. McKeon, Ph.D. Aeronautics Daniel I. Meiron, Sc.D. Fletcher Jones Professor of Aeronautics and Applied and Combutational Mathematics Trustees, Administration, Faculty Richard M. Murray, Ph.D. Thomas E. and Doris Everhart Professor of Control and Dynamical Systems and Bioengineerin Michael Ortiz, Ph.D Dotty and Dick Hayman Professor of Aeronautics and Mechanical Engineering Houman Owhadi, Ph.D Applied and Computational Mathematics and Control and Dynamical Systems Oskar J. Painter, Ph.D. Applied Physics Sergio Pellegrino, Ph.D. Joyce and Kent Kresa Professor of Aeronautics and Professor of Civil Engineering, and IPL Senior Research Scientist Pietro Perona, D.Eng., Ph.D. Allen E. Puckett Professor of Electrical Engineering Robert Phillips, Ph.D Fred and Nancy Morris Professor of Biophysics and Biology Niles A. Pierce, D.Phil. Applied and Computational Mathematics and Bioengineering Dale I. Pullin, Ph.D. Theodore von Kármán Professor of Aeronautics Guruswami Ravichandran, Ph.D., John E. Goode, Jr. Professor of Aerospace and Mechanical Engineering Ares J. Rosakis, Ph.D Theodore von Kármán Professor of Aeronautics and Professor of Mechanical Engineerin, Michael L. Roukes, Ph.D Robert M. Abbey Professor of Physics, Applied Physics, and Bioengineering David B. Rutledge, Ph.D. Kiyo and Eiko Tomiyasu Professor of Electrical Engineering Axel Scherer, Ph.D. Bernard A. Neches Professor of Electrical Engineering, Applied Physics, and Physics Tapio Schneider, Ph.D. Frank 7. Gilloon Professor of Environmental Science and Engineering Peter Schröder, Ph.D. Computer Science and Applied and Computational Mathematics Leonard J. Schulman, Ph.D. Computer Science Keith C. Schwab, Ph.D. Applied Physics John H. Seinfeld, Ph.D., D.Sc.h.c. Louis E. Nohl Professor and Professor of Chemical Engineering Joseph E. Shepherd, Ph.D. C. L. "Kelly" Johnson Professor of Aeronautics and Professor of Mechanical Engineering Athanassios G. Siapas, Ph.D. Computation and Neural Systems Yu-Chong Tài, Ph.D. Electrical Engineering and Mechanical Engineering Sandra M. Troian, Ph.D. Applied Physics, Aeronautics, and Mechanical Engineering Joel A. Tropp, Ph.D. Applied and Computational Mathematics Christopher Umans, Ph.D. Computer Science Kerry J. Vahala, Ph.D. Ted and Ginger Jenkins Professor of Information Science and Technology and Professor of Applied Physics P. P. Vaidyanathan, Ph.D. Electrical Engineering aul O. Wennberg, Ph.I R. Stanton Avery Professor of Atmospheric Chemistry and Environmental Science and Engineering Adam C. Wierman, Ph.D. Computer Science Computation and Neural Systems. and Bioengineering Changhuei Yang, Ph.D. Electical Engineering and ioengineerin mnon Yariv Ph.J Martin and Eileen Summerfield Professor of Applied Physics and Professor of Electrical Engineering 'Joint appointment with Howard Hughes Medical Institute Associate Professors Jose E. Andrade, Ph.D. Civil and Mechanical Engineering Assistant Professors Guillaume Blanquart, Ph.D. Mechanical Engineering Simona Bordoni, Ph.D. Environmental Science and Engineering Venkat Chandrasekaran, Ph.D. Computing and Mathematical Sciences Hyuck Choo, Ph.D. Electrical Engineering Azita Emami-Neyestanak, Ph.D. lectrical Engineerin ndrei Faraon, Ph.I Applied Physics and Materials Science Julia R. Greer, Ph.D. Materials Science and Mechanics Chin-Lin Guo, Ph.D. Bioengineering and Applied Physics Tracey C. Ho, Ph.D. Electrical Engineering and Computer Science Dennis M. Kochmann, Dr. -Ing. Aerospace R. Andreas Krause, Ph.D. Computer Science Swaminathan Krishnan, Ph.D. Structural Engineering and Katrina A. C. Ligett, Ph.D. Computer Science and Economics Austin J. Minnich, Ph.D Mechanical Engineering Instructors Brendan Farrell, Ph.D. Theodore von Kármán Instructor in Applied and Computational Mathematics Lecturers Dimitrios Antsos, Ph.D. Electrical Engineering Joseph G. Billock ph.D* Computing and Mathematical Engineering and Applied Science 613 James Breckinridge, Ph.D.* 614 erospa tony R. H. Fender, B. Engineering Glen . George, M.S Electrical Engineerin, Mireza Ghaffari, M.S Douglas C. Hofmann, Ph.D. Applied Physics and Materials Joshua M. Hyman, Ph.D.* Computing and Mathematical Yunjin Kim, Ph.D. Monica D. Kohler, Ph.D.* Mechanical and Civil Engineering Russell D. Lansford, Ph.D. Bioengineering Eugene Lavretsky, Ph.D. Computing and Mathematical Sciences Douglas G. MacMynowski, Ph.D. Computing and Mathematical Larry H. Matthies, Ph.D.* Mechanical and Civil Engineering Barry B. Megdal, Ph.D. Electrical Engineering Danny Petrasek, Ph.D.® Bioengineering Fillian Pierce, B.A Engineering Donald Pinkston III, B.S. Computing and Mathematical Sciences James E. Polk, Ph.D. Kevin J. Quirk, Ph.D.* Electrical Engineering Vilupanur A. Ravi, Ph.D. Bioengineerin Carol W. Readhead, Ph.D Meera Srinivasan, Ph.D.* John P. Van Phn B Mechanical and Civil Engineering Trustees, Administration, Faculty Michael C. Vanier, Ph.D. Computing and Mathematical Sciences Jakob J. Van Zyl, Ph.D Electrical Engineering Nan Yu, Ph.D. Applied Physics and Materials Science Senior Research Associates Channing C. Ahn, Ph.D. Applied Physics and Materials Science Marios D. Demetriou, Ph.D. Bioengineering, Computer Science, and Computation and Neural Systems Senior Research Fellows Monica D. Kohler, Ph.D.* Mechanical and Civil Engineering Senior Faculty Associate Gerard J. Holzmann, Ph.D. Computing and Mathematical Sciences Jakob J. Van Zyl, Ph.D. Electrical Engineering and Aerospace Sander Weinreb, Ph.D. Electrical Engineering Faculty Associates Carol Carmichael, Ph.D. Engineering and Applied Scienc G. Jeffrey Snyder, Ph.I Applied Physics and Materials Science Mark A. Stalzer, Ph.D. Computing and Mathematical Sciences *In residence 2011-12 Moore Distinguished Scholars Scott A. Diddams, Ph.D. ngineering and Applied Scien eter J. Schmid, Ph.I Engineering and Applied Science Visiting Professors Bruno Crosignani, Lib.Doc. Applied Physics and Materials Science Hillary Mushkin, MFA Art and Desion Kenneth A. Pickar, Ph.D Mechanical and Civil Engineering Visiting Associates Mark A. Adams, Ph.D. Aerospace Francisco J. Alves Pereira, Ph.D. Lachlan L. H. Andrew, Ph.D. Computing and Mathematical Erik K. Antonsson, Ph.D. Mechanical Engineering Maria del Pilar Ariza Moreno, Ph.D. Carlos F. Avila Vega, Ph.D Mechanical and Civil Engineering Josette Bellan, Ph.D. Mechanical and Civil Engineering Aerospace Marc W. Bockrath, Ph.D. Applied Physics and Materials Science James B. Breckinridge, Ph.D. Aerospace Honglong Chang, Ph.D. Electrical Engineering Lijun Chen, Ph.D. Computing and Mathematical Sciences Calum R. I. Chisholm, Ph.D. Applied Physics and Materials Science Wongee Chun, Ph.D. Environmental Science and Engineering Agustin ]. Colusi, Ph.D. Environmental Science and Engineering R. Dale Conner, Ph.D Applied Physics and Materials Mamadou S. Diallo, Ph.D. Environmental Science and Engineering Jeff D. Eldredge, Ph.D. Mechanical and Civil Engineering Hans Fecht, Ph.D. Applied Pbysics and Materials Science Elisa Franco, Ph.D. Applied Physics and Materials Jacqueline G. Gish, Ph.D. Aeronautics Yong Hao, Ph.D. Applied Physics and Materials Science Douglas Hoffman, Ph.D. Applied Physics and Materials Sandra S. Irani, Ph.D Computing and Mathematical Emil P. Kartalov, Ph.D. Electrical Engineering Abdollah Khodadoust, Ph.D. Aerospace Hyun Gyu Kim, Ph.D. Environmental Science and Engineering Michael Langberg, Ph.D Computing and Mathematical David S. Lee, Ph.D. Applied Physics and Materials Jiun-Haw Lee, Ph.D. Applied Physics and Materials Science Ivett A. Leyva, Ph.D. Aerospace Luiz M. Lourenco, Ph.D. Aerospace William McGrath, Ph.D. Abbas Nasiraei Moghaddam, Ph.D. Bioengineering Anna Pandolfi, Ph.D. Aeronautics Leora Peltz, Ph.D. Electrical Engineering 615 Engineering and Applied Science 616 Danny Petrasek, M.D., Ph.D. Computing and Mathematical Sciences and Bioengineering Demetri Psaltis, Ph.D. Electrical Engineering George A. Rakuljic, Ph.D Applied Physics and Materials Science Guy Rodnay, Ph.D. Mechanical and Civil Engineering Phoebus Rosakis, Ph.D. Konradpa. Samwer, Ph.D. Applied Physics and Materials Andrew A. Shapiro-Scharlotta, Ph.D. Aerospace Yoshiki Takagiwa, Ph.D. Applied Physics and Materials Science Edwin T. Upchurch, Ph.D. Center for Advanced Computing Research Joyce Y. Wong, Ph.D. Electrical Engineering Yubao Zhao, Ph.D. Environmental Science and Engineering Konstantin M. Zuev, Ph.D. Computing and Mathematical Sciences Members of the Professional Staff Michael Aivazis, Ph.D. Center for Advanced Computing Research Julian C. Cummings, Ph.D. Center for Advanced Computing Research Nathan F. Dalleska, Ph.D. Environmental Analysis Center Guy A. DeRose, Ph.D. Applied Physics Carol M. Garland, B.A. Kauli Nanoscience Institute Matthew J. Graham, Ph.D. Center for Advanced Computing Research Michael Hucka, Ph.D Computing and Mathematical Sciences Mark A. Stalzer, Ph.D. Center for Advanced Computing Research Trustees, Administration, Faculty Roy D. Williams, Ph.D. Center for Advanced Computing Research Senior Postdoctoral Scholars Ashwin Gopinath, Ph.D. Bioengineering Dongchan Jang, Ph.D. Applied Physics and Materials Aaron D. LaLonde, Ph.D. Applied Physics and Materials Science Guo Luo, Ph.D. Computing and Mathematical Yanzhong Pei, Ph.D Splied Physis and Material Lulu Qian, Ph.D. Bioengineering Jeffrey Vieregg, Ph.D. Bioengineering Damien P. Woods, Ph.D. Computer Science Postdoctoral Scholars Sachin Adlakha, Ph.D. Center for the Mathematics of Firooz Aflatouni, Ph.D. Aaron Albrecht, Ph.D. Aerospace Yakov Babichenko, Ph.D. Center for the Mathematics of Information Siddharth Barman, Ph.D. Center for the Mathematics of Information Anna Beck, Ph.D. Applied Physics and Materials Science Umang Bhaskar, Ph.D. Center for the Mathematics of Information James Q. Boedicker, Ph.D. Applied Physics and Materials Science Victor Brar, Ph.D. KNI Postdoctoral Scholar in Applied Physics and Materials Science Robert C. Brewster, Ph.D. Applied Physics and Materials Science Xavier Paolo Burgos Artizzu, Ph.D. Electrical Engineering Pierluigi Cesana, Ph.D' Mechanical and Civil Engineering Kil-Byong Chai, Ph.D Applied Physics and Materials Science Jasper Chan, Ph.D. Applied Physics and Materials Science Qiang Chen, Ph.D. Computing and Mathematical Sciences Xiangwen Chen, Ph.D. Mechanical and Civil Engineering Marcelo Davanço, Ph.D. Applied Physics and Materials Science Carly M. Donahue, Ph.D. Davieroty, Ph.D Computing and Mathematica Yuri eraman, Ph.D. Mechanical and Civil Engineering Georgios Gkantzounis, Ph.D. JonAeran Grandidier, Ph.D Applied Physics and Materials Science Simon Groeblacher, Ph.D Applied Physics and Material Science Christine Hartzell, Ph.D. W. M. Keck Institute for Space Studies Postdoctoral Scholar in Mechanical and Civil Engineering Sondra Hellstrom, Ph.D Applied Physics and Material Science Md. Zubaer Hossain, Ph.D. Mechanical and Civil Engineering Yong Huang, Ph.D Computing and Mathematical Sciences Shirin Jalali, Ph.D. Center for the Mathematics of Information Stephanie Johnson, Ph.D. Applied Physics and Materials Science Nathan Benjamin Henryk Judkewitz, Ph.D Electrical Engineering Ayako Ikeda, Ph.D. Applied Physics and Materials Science WooChul Jung, Ph.D. KNI Postdoctoral scholar in Applied Physics and Materials Science Jongmin Kim, Ph.D. Mungh Kim, Ph.D. Electrical Engineering Matthias Kinzel, Ph.D Panagiotis Kourdis, Ph.D. Mechanical and Civil Engineering eri Landau. Ph.D Applied Pbysics and Materials Science Ho Wai (Howard) Lee, Ph.D. Applied Physics and Materials Science Seok Woo Lee, Ph.D. KNI Postdoctoral Scholar in Applied Physics and Materials Science Christian Lessig, Ph.D. Computing and Mathematical Sciences Jun Li, Ph.D. Aerospace Tal Lindner, Ph.D. Aerospace Mitul Luhar, Ph.D. Aerospace Michael R. Maire, Ph.D. Electrical Engineering Pascal Martelli, Ph.D Abblied Phsics and Materials Science Shyam K. Menon, Ph.D. Mechanical and Civil Engineering Remy Mevel, Ph.D. Aerospace Rashad Moarref, Ph.D. Aerospace Toktam Mohammadnejad, Ph.D. Mechanical and Civil Engineering 617 Engineering and Applied Science 618 Jayakrishnan Nair, Ph.D. Computing and Mathematical Sciences Necmiye Ozay, Ph.D. Computing and Mathematical Sciences Ragip Pala, Ph.D. Taofiq Kolawole Paraiso, Ph.D. KNI Postdoctoral Scholar in Applied Physics and Materials Science Jungwook Park, Ph.D Electrical Engineering Alessandro Pitanti, Ph.D. Applied Physics and Materials Science Sergii V. Romanenko, Ph.D. Boswell Postdoctoral Scholar in Electrical Engineering Farshid Roumi, Ph.D. Environmental Science and Engineering Vito Rubino, Ph.D. Aerospace Naresh Satyan, Ph.D. Applied Physics and Materials Science Matthew T. Sheldon, Ph.D. Applied Physics and Materials Science Daniel Siegal-Gaskins, Ph.D. Computing and Mathematical Sciences Aniruddha Sinha, Ph.D. Mechanical and Civil Engineering Ruzan Sokhoyan, Ph.D Applied Physics and Materials Science Aaron Stebner, Ph.D. Mechanical and Civil Engineerin, Jonathan Tandy, Ph.D Aerospace auline Vervisch Kljakic, Ph.D lechanical and Civil Engineeri litvavikram Viswanathan. Ph. Computing and Mathematical Ivan Vlahinich, Ph.D. Mechanical and Civil Engineering Guanyuan (Kevin) Wang, Ph.D Franz M. Weinert, Ph.D. Applied Physics and Materials Science Eitan Yaakobi, Ph.D. Electrical Engineering Namiko Yamamoto, Ph.D. W. M. Keck Institute for Space Studies Postdoctoral Scholar in Aerospace Yunjian Xu, Ph.D. Center for the Mathematics of Information Zhiwen Zhang, Ph.D. Computing and Mathematical Sciences Jianbo Zhu, Ph.D. Mechanical and Civil Engineering Aerospace Trustees, Administration, Faculty Division of Geological and Planetary Sciences Kenneth A. Farley, Chair Jean-Philippe Avouac, Director, Tectonics Observatory Robert W. Clayton, Divisional Academic Officer Michael Gurnis Director, Seismological Laboratory Tapio Schneider Director, Linde Center For Global Environmental Science Professors Emeriti Arden L. Albee, Ph.D. Geology and Planetary Science Clarence R. Allen, Ph.D. Geology and Geophysics Don L. Anderson, Ph.D., Crafoord Laureate Eleanor and John R. McMillan Professor of Geophysics Donald S. Burnett, Ph.D Nuclear Geochemistry Peter Goldreich, Ph.D. Lee A. DuBridge Professor of Astrophysics and Planetary Physics David G. Harkrider, Ph.D. Hiroo Kanamori, Ph.D. John E. and Hazel S. Smits Professor of Geophysics Duane O. Muhleman, Ph.D. Planetary Science Bruce C. Murray, Ph.D. Planetary Science and Geology Leon T. Silver, Ph.D W. M. Keck Foundation Professor for Resource Geology Hugh P. Taylor Jr., Ph.D Robert P. Sharp Professor of Geology G. J. Wasserburg, Ph.D., D.h.c. J.Sc.h.c, Sc.D.h.c, Crafoor Laureate John D. MacArthur Professor of Geology and Geophysics Peter J. Wyllie, Ph.D., D.Sc.h.c. Geology Professors Jess F. Adkins, Ph.D. Geochemistry and Global Environmental Science Oded Aharonson, Ph.D. Planetary Scienc aul D. Asimow. Ph.I Jean-Phyped oute, Doctorat Geology Geoffrey A. Blake, Ph.D Richard and Barbara Rosenberg Professor and Professor of Planetary Astronom obert W. Clavton. Ph.I Geophysics John M. Eiler, Ph.D. Robert P. Sharp Professor of Geology and Professor of Geochemistry Charles Elachi, Ph.D. Electrical Engineering and Planetary Science Kenneth A. Farley, Ph.D. W. M. Keck Foundation Professor of Geochemistry John P. Grotzinger, Ph.D. Fletcher Jones Professor of Geolog Michael C. Gurnis, Ph.D. John E. and Hazel S. Smits Professor of Geophysics Thomas H. Heaton, Ph.D. ingineering Seismolog onald V. Helmberger, Ph.I Geophysics Andrew P. Ingersoll, Ph.D. Planetary Science Jared Leadbetter, Ph.D. Environmental Microbiolog Dianne K. Newman. Ph.D. Biology and Geobiology 619 Geological and Planetary Sciences 620 Victoria Orphan, Ph.D. Geobiolog George R. Rossman, Ph.D Eleanor and John R. McMillan Professor of Mineralog Jason B. Saleeby, Ph.I Tapio Someider, Ph.D. Frank 7. Gilloon Professor of Environmental Science and Engineering Alex L. Sessions, Ph.D. Geobiology Mark Simons, Ph.D. Geophysics David j. Stevenson, Ph.D. Marvin L. Goldberger Professor of Planetary Science Joann M. Stock, Ph.D Zeology and Geophysi dward M. Stolper, Ph.D D.Sc.h.c. Provost William E. Leonhard Professor of Geology Paul O. Wennberg, Ph.D R. Stanton Avery Professor of Atmospheric Chemistry and Environmental Science and Engineering Brian P. Wernicke, Ph.D Chandler Family Professor of Geology Yuk L. Yung, Ph.D. Planetary Science 'Joint appointment with Howard Hughes Medical Institute Assistant Professors Jean-Paul Ampuero Saenz, Ph.D. Seismology Simona Bordoni, Ph.D. Environmental Science and Bethany L. Ehlmann, Ph.D. Planetary Science Woodward Fischer, Ph.D. Heather Knutson, Ph.D. Planetary Science Swaminathan Krishnan, Ph.D. Structural Engineering and Geophysics Trustees, Administration, Faculty Michael Lamb, Ph.D. Geolo ndrew F. Thompson, Ph.D Environmental Science and Engineerin Tictor Tsai, Ph.D Geophysics Lecturers Kathryn Bikle, M.A. Geology Senior Research Associate Egill Hauksson, Ph.D. Geophysics Faculty Associate Dimitri A. Papanastassiou, Ph.D. Geochemistry Moore Distinguished Scholar Raffaele Ferrari, Ph.D. Environmental Science and Engineering Visiting Professor Scott Dawson, Ph.D. Geobiology Visiting Associates Mark A. Allen, Ph.D. Planetary Science Elizabeth Cochran, Ph.D. Matthew Golombek, Ph.D. Planetary Science Robert W. Graves, Ph.D. Geophysi evin Hand. Ph.I John M. Haris, Ph.D. Geology Robert Housley, Ph.D. Geochemistry Kenneth W. Hudnut, Ph.D. Joel Euroviz, Ph.D. Hiroyuki Imachi, Ph.D. Lucile M. Jones, Ph.D. Geophysics Daniel J. McCleese, Ph.D. lanetary Scien harles E. Miller. PhJ Environmental Science and Engineering Jarmila Polet, Ph.D Stanley P. Sander, Ph.D. Planetary Science and Environmental Engineering Science Graeme Stephens, Ph.D. Environmental Science and Engineering Wolfgang Sturhahn, Ph.D. Geophysics Joao Teixeira, Ph.D. Environmental Science and Engineering Geoffrey Toon, Ph.D. Planetary Science Paulo Vasconcelos, Ph.D. Geochemistry Duane Waliser, Ph.D. Planetary Science Members of the Professional Staff Michael B. Baker, Ph.D. JohnS. Beckett, Ph.D. Ma Ch, Ph.D Geochemistry Joachim Genrich, Ph.D. YunGin Gian, Ph.D. Katherihemiuton, Ph.D. Sebastieh Lorin, Ph.D. Sally Newman, Ph.D. Geology Senior Postdoctoral Scholar Maren Boese, Ph.D. Geophysics Postdoctoral Scholars Piyush Agram, Ph.D. KISS Postdoctoral Scholar in Geophysics Farit Ait-Chaalal, Ph.D. Environmental Science and Engineering Joan Ballester, Ph.D. Environmental Science and Engineering Sylvain Barbot, Ph.D. Geology Adam M. Booth, Ph.D. reochemistr Justin Brown. Ph.D Andrea Burke, Po. Diamback Engineering Julia Cartwright, Ph.D. Geochemistry Phairot Chatanantavet, Ph.D. Geology Matthieu Clog, Ph.D. Geochemistry Jessica Creveling, Ph.D Agouron Postdoctoral Scholar in Nadaya Cubas, Ph.D. Geology Jean-Michel Désert, Ph.D. Planetary Science Roman DiBiase, Ph.D. Geophysics Zacharie Duputel, Ph.D. Geophysics Robert Eagle, Ph.D. Geochemistry Christopher S. Edwards, Ph.D. Planetary Science Vamsi Ganti, Ph.D Geology Jessica Glass, Ph.D. Geology Roland Hatzenpichler, Ph.D. Geobiology 621 Geological and Planetary Sciences 622 Jessica Hawthorne, Ph.D. Texaco Postdoctoral Scholar in Geophysics James Hemp, Ph.D. Agouron Postdoctoral Scholar in Geobiology Shawn McGlynn, Ph.D. Geobiology Ryan McKeon, Ph.D. Geochemistry Cajetan Neubauer, Ph.D. Geobiology Tran B. Nguyen, Ph.D Foster and Coco Stanback Postdoctoral Scholar in Global Environmental Science Guillaume Paris, Ph.D. Geochemistry Hyo-Seok Park, Ph.D. Environmental Science and Engineering Noah Planavsky, Ph.D. Kyle G. Pressel, Ph.D. Environmental Science and James Rae, Ph.D. Geochemistry Christopher T. Reinhard, Ph.D O. K. Earl Postdoctoral Scholar in Geobiolog Melissa Rice, Ph.D Planetary Science Silvan Scheller, Ph.D. Geobiology Dirk Scherler Ph.D Trustees, Administration, Faculty Richard Schinteie, Ph.D. Geobiology Brandon Schmandt, Ph.D. Avi Shporer, Ph.D. reobiolo ndrew Stewart, Ph.I Environmental Science and Engineering Christoph von Hagke, Ph.D. Geolog Shengji Wei, Ph.D. Geophysics Visitors Guihua Chen, Ph.D. Geology James Chen, Ph.D. Geochemistry Katherine Dawson, Ph.D. Geobiology Shana Goffredi, Ph.D. Geobiology Martha House, Ph.D. Geology Colleen Kaul, Ph.D. Environmental Science and Engineerin Jung-Eun Lee, Ph.D Environmental Science and Engineerin Iron Meltzner, Ph.I Geology Vijay Natraj, Ph.D. Planetary Science Daoyuan Sun, Ph.D Geochemistr Frenville Turner, Ph.D Division of the Humanities and Social Sciences Jonathan N. Katz, Chair Jean-Laurent Rosenthal, Executive Officer for the Social Sciences Cindy Weinstein, Executive Officer for the Humanities Professors Emeriti Louis Breger, Ph.D. Psychoanalytic Studies Lance E. Davis, Ph.D. Mary Stillman Harkness Professor of Social Science David M. Grether, Ph.D. Frank 7. Gilloon Professor of Economics Daniel J. Kevles, Ph.D. F. O. and Juliette Koepfli Professor of the Humanities Jenijoy La Belle, Ph.D Oscar Mandel, Ph.D. Literature Robert A. Rosenstone, Ph.D. History Thayer Scudder, Ph.D. Anthropology Annette J. Smith, Ph.D. Literature Frederick B. Thompson, Ph.D. Applied Philosophy and Computer James F. Woodward, Ph.D. 7. O. and Juliette Koepfli Professor of the Humanities Associate Professor Emeritus Heinz E. Ellersieck, Ph.D. History Lecturers Emeriti Lee F. Browne, M.S. Valentina A. Lindholm, M.A. Shirley A. Marneus, M.A. Theater Arts Professors Ralph Adolphs, Ph.D. Bren Professor of Psychology an Veuroscience and Professor of R. Michael Alvarez, Ph.D Political Science Kim C. Border, Ph.D. Economics Doris and Henry Dreyfuss Professor of History Colin F. Camerer, Ph.D. Robert Kirby Professor of Behavioral Economics Fiona Cowie, Ph.D Jaksa Cvitanic, Ph.D. Mathematical Finance Tracy K. Dennison, Ph.D. History Federico Echenique, Ph.D. Jean E. Ensminger, Ph.D. Edie and Lew Wasserman Professor of Social Sciences Mordechai Feingold, D.Phil. Kevin M. Gilmartin, Ph.D. English Kristine Haugen, Ph.D. English Christopher R. Hitchcock, Ph.D. Philip T. Hoffman, Ph.D Rea A. and Lela G. Axline Professor of Business Economics and Professor of Histor Catherine lurca, Ph.I English Jonathan N. Katz, Ph.D. Kay Sugahara Professor of Social Sciences and Statistics D. Roderick Kiewiet, Ph.D. Political Science 623 Humanities and Social Sciences 624 Diana L. Kormos-Buchwald, Ph.D. History J. Morgan Kousser, Ph.D. History and Social Scienc John O. Ledyard, Ph.D., D.Lit.h.c Allen and Lenabelle Davis Professor of Economics and Social Sciences John P. O'Doherty, D.Phil. Psychology Peter C. Ordeshook, Ph.D. Mary Stillman Harkness Professor of Political Science Thomas R. Palfrey, Ph.D. Flintridge Foundation Professor of Economics and Political Science George W. Pigman III, Ph.D. English Charles R. Plott, Ph.D., D.Lit.h.c., D.h.c. Edward S. Harkness Professor of Economics and Political Science Steven R. Quartz, Ph.D. Philosopby Antonio Rangel, Ph.D. Economics and Neuroscience Jean-Laurent Rosenthal, Ph.D. Rea A. and Lela G. Axline Professor of Business Economics Christina Shannon, Ph.D Richard N. Merkin Professor of Economics and Mathematics Robert P. Sherman, Ph.D. Economics and Statistics Matthew S. Shum, Ph.D. Economics Erik Snowberg, Ph.D. onomics and Political Scien indy Weinstein, Ph. English Nicolas Wey-Gomez, Ph.D. History eeat Yariv, Ph.D Economics Associate Professor Pietro Ortoleva, Ph.D. Economics Assistant Professors Marina Agranov, Ph.D. Economics Matthew L. Elliott, Ph.D. Economics Trustees, Administration, Faculty Christopher Hunter, Ph.D. Jennifer Jahner, Ph.D. Katrina Ligett, Ph.D. Computer Science Gideon Manning, Ph.D. Philosophy <ota Saito, Ph.I Economics ACLS Postdoctoral Instructor Michael A. Schoeppner, Ph.D. History Ahmanson Postdoctoral Instructor Joel Velasco, Ph.D. Philosopby McDonnell Postdoctoral Instructor Luke F. Glynn, Ph.D. Philosophy Weisman Postdoctoral Instructors Marita Huebner, Ph.D. History of Science Julia A. Jennings, Ph.D. Anthropology and Demograpby Lecturers Andreas Aebi, Ph.D. Catherine Anderson, Ph.D. Gloria Arjona, Ph.D. Shelley M. Bennett, Ph.D Art Histor Christine M. Daley, Ph.D. Christiane H. Orcel, Ph.D. French Lynn Paul, Ph.D Psycholog Shiing-wu Wang, Ph.D Xiangyun Wang, Ph.D Kenneth Winston, Ph.D Juliann Kay Wolfgram, Ph.D. Screenwriting Senior Research Associate Tilman Sauer, Ph.D. History Faculty Associates Stuart A. Ende, Ph.D. Literature Simon J. Wilkie, Ph.D. Economics Eleanor Searle Visiting Professor Robert Iliffe, Ph.D. History Visiting Professors Bradford Cornell, Ph.D. Finance R. Preston McAfee, Ph.D., D.h.c. Economics Edward J. McCaffery, J.D. Law Visiting Associate Professor Jianfeng Zhang, Ph.D. Finance Visiting Associates Jasmina Arifovic, Ph.D. Beard W. Baline, Ph.D. Timothy HE Breen, Ph.D. Jan Hiascher, Ph.D. Alison holis, Ph.D Psychology John L. Heilbron, Ph.D. History Steve Hindle, Ph.D. History Josef Illy, Ph.D. Christopher K. Kovach, Ph.D. Neuroscience Anne Kox, Ph.D. Dirk Numan, Ph.D. Psychology Jeffrey P. Nosanov, LL.M. Social Science Robert C. Ritchie, Ph.D. Wolfram Schultz, Ph.D. Teuroscien en Sevmour. Ph.I Psycholog) Michael L. Spezio, Ph.D Psychology Noel M. Swerdlow, Ph.D. History Alistair J. Wilson, Ph.D conomi hen-Pane Yeane. Ph. History 625 Humanities and Social Sciences 626 Wako Yoshida, Ph.D. Psycholog tefan Zeisberger, Ph.D Economics Oana Tuduscuic, Ph.D. Neuroscience, Psychology Member of the Professional Staff Ze'ev Rosenkranz, M.L.S. Senior Postdoctoral Scholar Mathieu d'Acremont, Ph.D. Neuroeconomics Postdoctoral Scholars Erie D. Boorman, Ph.D. Psychology John Clithero, Ph.D. Neuroeconomics Sven Collette, Ph.D. Neuroscience Jed Elison, Ph.D. Psychology Justin Feinstein, Ph.D. Clinical Psychology Jonathan Harel, Ph.D. Neuroscience Cendri Hutcherson, Ph.D. Neuroeconomics Keise Izuma, Ph.D. Neuroscience Min Jeong Kang, Ph.D. Economics Yutaka Kayaba,Ph.D. Neuroeconomics Tobias Larsen, Ph.D. Neuroscience Sang Wan Lee, Ph.D. Neuroscience Mimi Liljeholm, Ph.D. Leha Moniser Kouhsari, Ph.D. Psycholog Volfgang Pauli, Ph.D Psychology and Neuroscience Alexander Smith. Ph.D Robert Spunt, Ph.D. Social Psychology Damian Stanley, Ph.D. Neuroeconomics Shinsuke Suzuki. Ph.D Neuroscience Trustees, Administration, Faculty Division of Physics, Mathematics and Astronomy B. Thomas Soifer, Chair and Director, Spitzer Science Center Hiroshi Ooguri, Deputy Chair Anthony C. S. Readhead, Executive Officer for Astronomy; Director, Owens Valley Radio Observatory Kenneth G. Libbrecht, Executive Jfcer for Physics George Helou, Executive Director, Infrared Processing and Analysis Shrinivas Kulkarni, Director, Caltech Optical Observatories David H. Reitze, Executive Director, LIGO Laboratory (Laser Interferometer Gravitational-Wave Observatory) Thomas G. Phillips, Director, Caltech Submillimeter Observatory ohn M. Carpenter, Executi irector, Owens Valley Rad Observatory Michael Roukes, Codirector, Kauli Nanoscience Institute Barry Simon, Executive Officer for Professors Emeriti Tom M. Apostol, Ph.D. Barry C. Barish, Ph.D., Laurea h.c. Ronald and Maxine Linde Professor of Physics Charles A. Barnes, Ph.D. Physics Felix H. Boehm, Ph.D. William L. Valentine Professor of Physics Robert F. Christy, Ph.D. Institute Professor of Theoretical Physics Marshall H. Cohen, Ph.D. Astronomy Richard A. Dean, Ph.D. Mathematics Ronald W. P. Drever, Ph.D. Steven C. Frautschi, Ph.D. Theoretical Physics Murray Gell-Mann, Ph.D. Sc.D.h.c., D.Sc.h.c., Nobel Robert Andrews Millikan Professor Peter M. Goldreich, Ph.D. Lee A. DuBridge Professor of Astrophysics and Planetary Physics David L. Goodstein, Ph.D. Frank 7. Gilloon Distinguished Teaching and Service Professor and Professor of Physics and Applied Physics Gary A. Lorden, Ph.D. Mathematics W. A. J. Luxemburg, Ph.D. Mathematics Gerry Neugebauer, Ph.D. Robert Andrews Millikan Professor of Physics Charles W. Peck, Ph.D. Wallace L. W. Sargent, Ph.D. Ira S. Bowen Professor of Astronomy Maarten Schmidt, Ph.D., Sc.D. Francis L. Moseley Professor of Astronomy Kip S. Thorne, Ph.D., D.Sc.h.c., Richard P. Feynman Professor of Theoretical Physics Rochus E. Vogt, Ph.D R. Stanton Avery Distinguished Service Professor and Professor of David B. Wales, Ph.D. Mathematic. Ward Whaling, Ph.D Senior Research Associate Emeritus Petr Vogel, Ph.D. Physics Professors Rana Adhikari, Ph.D. Physics Michael Aschbacher, Ph.D. Shaler Arthur Hanisch Professor of Mathematics Physics, Mathematics and Astronomy 627 628 James J. Bock, Ph.D. Physics Danny Calegari, Ph.D. Richard Merkin Distinguished Professor of Mathematics Judith G. Cohen, Ph.D. Kate Van Nuys Professor of Astronomy Michael C. Cross, Ph.D. Theoretical Physics S. George Djorgovski, Ph.D. James P. Fienstein, Ph.D. Frank 7. Roshek Professor of Physics and Applied Physic. Richard S. Ellis. D.Phil. D.Sc.h.c Steele Family Professor of Bradle w. Filippone, Ph.D. Physics Matthias Flach, Ph.D. Mathematics Sunil Golwala, Ph.D. Physics Thomas Graber, Ph.D. Mathematics Sergei Gukov, Ph.D Theoretical Physics and Mathematics Fiona A. Harrison, Ph.D., D.techn.h.c. Physics and Astronomy Lynne Anne Hillenbrand, Ph.D. Astronomy Christopher Hirata, Ph.D. Astrophysics David G. Hitlin, Ph.D. Physics Anton Kapustin, Ph.D. Earle C. Anthony Professor of Theoretical Physics and Mathematics Alexander S. Kechris, Ph.D., D.h.c. Mathematics H. Jeff Kimble, Ph.D., D.Sc.h.c. William L. Valentine Professor and Professor of Physics Alexei Kitaev, Ph.D. Theoretical Physics, Computer Science, and Mathematics Shrinivas R. Kulkarni, Ph.D. 7ohn D. and Catherine T. MacArthur Professor of Astronomy and Planetary Science Kenneth G. Libbrecht, Ph.D. Physics Trustees, Administration, Faculty Nikolai G. Makarov, Ph.D. Mathematics Elena Mantovan, Ph.D. Mathematics E. Sterl Phinney, Ph.D. Theoretical Astrophysic Jerome Pine, Ph.D H. David Politzer, Ph.D., Nobel Richard Chace Tolman Professor of Theoretical Physics Frank C. Porter, Ph.D. Joh P. Preskill, Ph.D. Richard P. Feynman Professor of Theoretical Physics Thomas A. Prince, Ph.D. Physics Eric M. Rains, Ph.D. Mathematics Dinakar Ramakrishnan, Ph.D. Taussky-Todd-Lonergan Professor of Mathematics Anthony C. S. Readhead, Ph.D. Barbara and Stanley R. Rawn, 7r., Professor of Astronomy Gil Refael, Ph.D. Theoretical Physics Michael L. Roukes, Ph.D. Robert M. Abbey Professor of Physics, Applied Physics, and Bioengineering Anneila I. Sargent, Ph.D., D.Sc.h.c. Benjamin M. Rosen Professor of Astronomy Axel Scherer, Ph.D. Bernard A. Neches Professor of Electrical Engineering, Applied Physics, and Physics John H. Schwarz, Ph.D. Harold Brown Professor of Theoretical Physics Nicholas Z. Scoville, Ph.D. Francis L. Moseley Professor of Astronomy Christina Shannon, Ph.D., Professor of Economics and Mathematics Barry M. Simon, Ph.D., D.Sc.h.c. IBM Professor of Mathematics and Theoretical Physics B. Thomas Soifer, Ph.D. Physics Maria Spiropulu, Ph.D. Physics Charles C. Steidel, Ph.D. Lee A. DuBridge Professor of Astronomy Edward C. Stone, Ph.D., D.Sc.h.c. David W. Morrisroe Professor of Physics Thomas A. Tombrello Jr., Ph.D., Ph.D.h.c. Robert H. Goddard Professor of Physics Alan J. Weinstein, Ph.D. Physics Richard M. Wilson, Ph.D. Mathematics Mark B. Wise, Ph.D. John A. McCone Professor of High Energy Physics Nai-Chang Yeh, Ph.D. Physics Ahmed H. Zewail, Ph.D., D.Sc.h.c., D.h.c., D.Univ.h.c., D.Phil.h.c., LL.D.h.c., M.D.h.c., Nobel Laureate Linus Pauling Professor of Chemistry and Professor of Physics Jonas Zmuidzinas, Ph.D. Merle Kingsley Professor of Physics Associate Professors Jason Alicea, Ph.D. Theoretical Physics Yanbei Chen, Ph.D. Assistant Professors Clifford Cheung, Ph.D. Theoretical Physics Gregg W. Hallinan, Ph.D. Javid Hsieh. Ph.I Physics John . Johnson, Ph.D. Astronom Yi Ni. Ph.D Mathematics Christian Ott, Ph.D. Theoretical Astrophysics Ryan Patterson, Ph.D. Instructors Shinpei Baba, Ph.D. Olea Taussky and Fobn Todd Research Instructor in Mathematics Anton Geraschenko, Ph.D. Harry Bateman Research Instructor in Mathematics Andrei Jorza, Ph.D. Olga Taussky and John Todd Instructor in Mathematics Seyed Mohammad Hadi Hedayat Zadeh, Ph.D Harry Bateman Research Instructor in Mathematics Helen (Guoying) Lei, Ph.D. Olga Tausky and John Todd Research Instructor in Mathematics Christoph Marx Harry Bateman Research Instructor in Mathematics Mohamed Omar, Ph.D. Harry Bateman Research Instructor in Mathematics Miodrag Sokic, Ph.D. Iga Taussky and John Toa nstructor in Mathemati Zhiyu Tian, Ph.D. Olga Taussky and John Todd Research Instructor in Mathematics Lecturers Thomas K. Alberts, Ph.D. Mathematics Eric D. Black, Ph.D. Physics Helge Krueger, Ph.D. Mathematics 629 Physics, Mathematics and Astronomy 630 Chris Mach, B.S. Physics Hien Trong Nguen, Ph.D. Frank Rice, M.S. Virginio Sannibale, Ph.D. Zhong Tao Wu, Ph.D. Mathematics Senior Research Associates John Carpenter, Ph.D. Georgi Kis, PhD. Astrophysics Timothy J. Pearson, Ph.D. Davidi Keize, Ph.D. Physics Senior Research Fellows Thomas K. Alberts, Ph.D. Schott Russell Johnson Fellow in Mathematics Andrea Isella, Ph.D. Koji Arai, Ph.D. Experimental Physic hih-Hsiang Cheng, Ph.D Kieran A. Cleary, Ph.D. Tan Haos, PhD. Seung-Yeop Lee, Ph.D. Sherman Fairchild Fellow in Sherman Fairchild Fellow in Theoretical Physics Dominik Riechers. Ph.D. Astronomy Trustees, Administration, Faculty Bela Szilagyi, Ph.D. Physics Senior Faculty Associates Curt Cutler, Ph.D. Physics Faculty Associate I. Juliana Sackmann, Ph.D. Todd Gaier, Ph.D. Visiting Associates Todd Brun, Ph.D A Paydra Buonanno, Ph.D. Stane Drier, Phi Theoretical Astrophysic Olivier Dore, Ph.D Theoretical Astrophysic. Darren Dowell, Ph.D. Physics Robert V. 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Gordon Squires, Ph.D. John Stauffer, Ph.D. Lisa Storrie-Lombardi, Ph.D. Trustees, Administration, Faculty Jason Surace, Ph.D. Harry Teplitz, Ph.D. Schuyler Van Dyk, Ph.D. Stanley E. Whitcomb, Ph.D. Roy Williams, Ph.D David P. Woody, Ph.D Hiroaki Yamamoto, Ph.D. Lin Yan, Ph.D. Ren-Yuan Zhu, Ph.D. Michael Zucker, Ph.D. John Zweizig, Ph.D. Senior Postdoctoral Scholars Matthew R. Abernathy, Ph.D. Christoph Baranec, Ph.D. Astronomy Stephen Bourke, Ph.D. Astronomy Carrie Bridge, Ph.D. 1stronom iro Donalek, Ph.I Bertrand Chenard, Ph.D. Physics Kevin Flood, Ph.D. Physics Peter M. Kalmus, Ph.D. Physics Nicholas P. Konidaris II, Ph.D. Astronomy Instrumentation Netanel Lindner, Ph.D Theoretical Physics Jason Melbourne, Ph.D. Physics Ajith Parameswarem, Ph.D. Physics Andrea Petric, Ph.D. Mold emo, P.D. Postdoctoral Scholars Ernazar Abdikamalov, Ph.D. Margareta Ackerman, Ph.D enter for the Mathematics of Esfandiar Alizadeh, Ph.D. ligh Energy Physi edro Beirao, Ph.I David J. 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McKenney, Ph.D. Physics Jason Melbourne, Ph.D. Physics, IPAC Haixing Miao, Ph.D. Theoretical Physics Spiridon (Spiros) Michalakis, Ph.D. Numerical Relativity Lorenzo Moncelsi, Ph.D 634 Astronomy Robert Nelson, Ph.D. Physics Samuel Njoroge, Ph.D. Basic Applied Physics David Pekker, Ph.D. DuBridge, Theoretical Physics Daniel Perley, Ph.D. Ruediger Picker, Ph.D. Experimental Physics Thushara Pillai, Ph.D. Anthony L. Piro, Ph.D. Theoretical Astrophysics Johanner Pollanen, Ph.D. IQIM, Physics Martin R. Pototschnig, Ph.D. Quantum Optics Pavel Putrov, Ph.D. Fairchild, Theoretical Physics Xin Qian, Ph.D. Millikan, Experimental Physics Marc A. Rafelski, Ph.D. Vivien Raymond, Ph.D. Tolman, Experimental Physics Christian Reisswig, Ph.D. Alessandro Rettura, Ph.D. Astronomy Johannes Reuther, Ph.D., Physics Trustees, Administration, Faculty Luca Ricci, Ph.D. Astronomy Leslie Rodgers, Ph.D. Hubble, Astronomy Carmen Rodriguez Conzalvez Ph.D Observational Cosmology Jameson Rollins, Ph.D. Physics Mark S. Rudner, Ph.D. CEQS, Physics David Sanford, Ph.D. Moore, Theoretical Physics Andreas Schruba, Ph.D Astronomy Brahimir Sesar, Ph.D Observational and Experimental Astrophysic Yong Shi, Ph.D Jennifer M. Siegal-Gaskins, Ph.D. Jonathan Swift, Ph.D Manasdevi P. Thirugnanasambandam, Ph.D. Physics Christopher T. Tibbs, Ph.D. Astrophysics, IPAC Marcella Veneziani, Ph.D Joaquin D. Viera, Ph.D. Astrophysics Dominic J. 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Access and Fulfillment Services Manager Laura Smart, M.S. (L.I.S.) Manager, Metadata Service. Charlotte E. Erwin, Ph.D. Head. Archives and Special Collections 635 Library Services 636 Professional Staff Teague Allen, M.S. (L.I.S.) Kristin Buxton, M.S. (L.I.S.) Lindsay Cleary, M.S. (L.I.S.) Betsy Coles, B.A. Tommy Ingulfsen, M.Phil S. Katherine Johnson, M.S. (L.I.S.) Joy Painter, M.S. (L.I.S.) George Porter, M.S. (L.S.) Jana Roth, M.S., M.S. (L.S. J. Alex Valdivia, M.S. (L.I.S. Jay Walters, B.A. Tom Mannion Senior Director Student Activities and Programs Stuart Miller Medical Director Betsy Mitchell Director of Athletics Staff and Faculty Consultation Center Linda Krippner, Psy.D., Director Susan Cross, Ph.D., Associate Director Student Affairs Anneila I. Sargent Vice President for Student Affairs Kevin P. Austin Executive Director of Health and Counseling Services Geoffrey A. Blake Master of Student Houses Don A. Crewell Director of Financial Aid Peter Daily Assistant Vice President for Housing and Dining Cindy de Mesa Administrator, Performing and Visual Arts Programs Eva Graham Director of the Caltech Center for Diversity Barbara C. Green Associate Dean of Undergraduate Students Felicia A. Hunt Associate Dean for Graduate Studies D. Roderick Kiewiet Dean of Undergraduate Students Professor of Political Science Associate Dean of Underoraduate Students and Financial Aid Trustees, Administration, Faculty OFFICERS AND FACULTY University of California = UC Berkeley California State University = Cal State L.A. Jean-Lou Chameau, Ph.D., D.Sc.h.c., President; Professor of Civil Engineering Environmental Science and Engineering, and Mechanical Engineering Ing., Ecole Nationale Superieure D'Arts et Environmental Science and Engineering and Mechanical Engineering, 2006- President, 2006-. John Norman Abelson, Ph.D., George Beadle Professor of Biology, Emeritus B.S., Washington State University, 1960; Ph.D., Johns Hopkins University, 1965. Professor, Caltech, 1982-91; Beadle Professor, 1991-2002; Beadle Professor Emeritus, 2002-. Chair, Division of Biology, 1989-95. Ravinder Abrol, Ph.D., Lecturer in Chemistry B.S., University of Delphi, 1993; M.S., India Institute of Technology, 1995; Ph.D., California Institue of Technology, 2003. Caltech, 2011-12. Yaser S. Abu-Mostafa, Ph.D., Professor of Electrical Engineering and Computer Science B.Sc., Cairo University, 1979; M.S.E.E., Georgia Institute of Technology, 1981; Ph.D., Caltech, 1983. Garrett Research Fellow in Electrical Engineering, 1983; Assistant Professor, 1983-89; Associate Professor, 1989-94; Professor, 1994. Behcet Acikmese, Ph.D., Lecturer in Aerospace 3.S., Middle East Technical University 1992; M.S., Purdue University, 1996; Ph.D. 2002. Caltech, 2012. Allan James Acosta, Ph.D., Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering, Emeritus B.S., Caltech, 1945; M.S., 1949; Ph.D., 1952. Assistant Professor, 1954-58; Associate Professor, 1958-66; Professor, 1966-90; Hayman Professor, 1990-93. Hayman Professor Emeritus, 1993-. Executive Officer for Mechanical Engineering, 1988-93. Marc A. Adams, Ph.D., Visiting Associate in Aerospace B.S., Case Institute of Technology, 1967; M.S., University of California (Los Angeles), 1972; Ph.D., 1975. Senior Engineer, Jet Propulsion Laboratory, 1976-. Caltech, 2009-14. Rana Adhikari, Ph.D., Assistant Professor of Physics B.S., University of Florida (Gainesville) 1998; Ph.D., Massachusetts Institute of Technology, 2004. Assistant Professor, Caltech, 2006-12; Professor, 2012-. Jess F. Adkins, Ph.D., Professor of Geochemistry and Global Environmental Science B.S., Haverford College, 1990; Ph.D., Massachusetts Institute of Technology, 1998. Assistant Professor, Caltech, 2000-06; 2osociate Professor, 2006-10; Professor, Ralph Adolphs, Ph.D., Bren Professor of Psychology and Neuroscience and Professor of Biology; Director, Caltech Brain Imaging Center B.S., Stanford University, 1986; M.S., 1986; Ph.D., Caltech, 1992. Professor of Psychology and Neuroscience, 2004-05; Bren Professor, 2005-; Professor of Biology, 2005-. Director, 2008-. Andreas Aebi, Ph.D., Lecturer in German M.A., University of Southern California, 1970; Ph.D., 1974. Lecturer in French, Caltech, 1978; Lecturer in German 1978-83; 1986-; Instructor in German, 1983-1986. Theodor Agapie, Ph.D., Assistant Professor of Chemistry B.S., Massachusetts Institute of Technology, 2001; Ph.D., Caltech, 2007. Assistant Professor, 2009-. Murali Agastya, Ph.D., Visiting Associate in Economics B.A., Delhi University, 1987; M.A., Indian Statistical Institute, 1989; Ph.D., University of Western Ontario, 1994. Australian Research Fellow, University of Sydney, 2002-. Marina Agranov, Ph.D., Assistant Professor of Economics Ashutosh Agrawal, Ph.D., Visiting Associate in Applied Physics Oded Aharonson, Ph.D., Professor of Planetary Science B.S., Cornell University, 1994; M.Eng., 1995; Officers and Faculty 637 638 Ph.D., Massachusetts Institute of Technology, 2002. Assistant Professor, Caltech, 2002-08; Associate Professor, 2008-10; Professor, Channing C. Ahn, Ph.D., Senior Research Associate in Applied Physics and Materials Science B.S., University of California, 1979; M.S., 1981; Ph.D., University of Bristol, 1985. Senior Research Fellow, Caltech, 1987-92; Senior Research Associate, 1992-; Lecturer, 1988; 1990-2009; 2010. Michael Aivazis, Ph.D., Lecturer in Applied and Computational Mathematics B.S., Illinois Institute of Technology, 1985; Ph.D., 1992. Caltech, 2010; 2012 Bader Al-Anzi, Ph.D., Senior Research Fellow in Biology B.S., Kuwait University, M.S., Arizona State University, Ph.D., Yale University, 2003. Caltech, 2011-. Arden Leroy Albee, Ph.D., Professor of Geology and Planetary Science, Emeritus A.B., Harvard College, 1950; A.M., Harvard University, 1951; Ph.D., 1957. Visiting Assistant Professor, Caltech, 1959-60; Associate Professor of Geology, 1960-66; Professor, 1966-99; Professor of Geology and Planetary Science, 1999-2002; Professor Emeritus, 2002-. Academic Officer, Geological and Planetary Sciences, 1971-79; Chief Scientist, Jet Propulsion Laboratory, 1979-84; Dean of Graduate Studies, 1984-2000. Thomas Kelly Alberts, Ph.D., Scott Russell Johnson Senior Research Fellow in Mathematics; Lecturer in Mathematics B.Sc., University of Alberta, Ph.D., Courant Institure, New York University, 2008. Caltech, 2011-. Jason Alicea, Ph.D.., Associate Professor of Theoretical Physics B.S., University of Florida, 2001; M.A., 20 Ph) 201. Coles, 20 Barbara, Clarence R. Allen, Ph.D., Professor of Geology and Geophysics, Emeritus B.A., Reed College, 1949; M.S., Caltech, 1951; Ph.D., 1954. Assistant Professor, Mark Andrew Allen, Ph.D., Visiting Associate in Planetary Science B.A., Columbia University, 1971; Ph.D., Caltech, 1976. Member of the Technical Staff, Jet Propulsion Laboratory, 1984. Research Fellow, Caltech, 1978-81; Trustees, Administration, Faculty Institute Visiting Associate, 1987-88; Visiting Associate, 1981-86; 1988-96; 2001-12; Faculty Associate, 1996-2001. John Morgan Allman, Ph.D., Frank P. Hixon Professor of Neurobiology B.A., University of Virginia, 1965; A.M., University of Chicago, 1968; Ph.D., 1971. Assistant Professor, Caltech, 1974-77; Associate Professor, 1977-84; Professor, 1984-89; Hixon Professor, 1989-. Alphan Altinok, B.S., Lecturer in Biology B.S., Southeast Missouri State University, 1999; University of Californa (Santa Barbara), 2006. Caltech, 2012. Paolo Aluffi, Ph.D., Visiting Associate in Mathematics M.S., University of Turin, 1983; Ph.D., Brown University, 1987. Professor, Florida State University, 2000-. Caltech, 2008-13. R. Michael Alvarez, Ph.D., Professor of B.A., Carleton College, 1986; M.A., Duke University, 1990; Ph.D., 1992. Assistant Professor, Caltech, 1992-95; Associate Professor, 1995-2002; Professor, 2002-. Francisco Jose Alves Pereira, Ph.D., Visiting Associate in Aerospace B.S., Ecole Universitaire d'Ingenieurs de Lille, 1985; B.S., 1990; M.S., University of Science and Technology, Laboratory of Mechanics (Lille), 1991; Ph.D., Swiss Federal Institute of Technology, 1997. Research Scientist, Istituto Nazionale per Studi ed Esperienze di Architettura Navale (INSEAN), 2001-. Caltech, 2005; 2011-12. Jean Paul (Pablo) Ampuero Saenz, Ph.D., Assistant Professor of Seismology B.S., University of Paris VII, 1997; M.S., 1998; Ph.D., 2002. Caltech, 2008-. Richard A. Andersen, Ph.D., James G. Boswell Professor of Neuroscience B.S., University of California (Davis), 1973; Ph.D., University of California (San Francisco), 1979. Caltech, 1993-. Professor, Caltech, 1986-92; Associate Professor, 1992-96; Professor, 1996-2004; Don Lynn Anderson, Ph.D., Crafoord Laureate, Eleanor and John R. McMillan Professor of Geophysics, Emeritus B.S., Rensselaer Polytechnic Institute, 1955; M.S., Caltech, 1958; Ph.D., 1962. Research Fellow, 1962-63; Assistant Professor, 1963-64; Associate Professor, 1964-68; Professor, 1968-89; McMillan Professor, 1989-2002; McMillan Professor Emeritus, 2002-. Director, Seismological Laboratory, 1967-89. Jorgen Anderson, Ph.D., Visiting Associate in Mathematics Ph.D., University of Oxford, 1992. Caltech, 2012-13. José E. Andrade, Ph.D., Associate Professor of Civil and Mechanical Engineering B.S., Florida Institute of Technology, 2001; M.S., Stanford University, 2003; PhD, 2006. Assistant Professor, Caltech, 2010; Associate Professor, 2010-. Lachlan Leicester Henry Andrew, Ph.D., Visiting Associate in Computing and Mathematical Sciences B.S., University of Melbourne, 1992; B.Sc., 1993; Ph.D., 1997. Associate Professor, Swinburne University of Technology, 2008-. Caltech, 2008-14. Adnan Ansar, Ph.D., Lecturer in Mechanical and Civil Engineering B.A., University of Pennsylvania, 1993; M.A., 1993; M.S., 1998; Ph.D., 2001. Caltech, 2012. Fred Colvig Anson, Ph.D., D.h.c., Elizabeth W. Gilloon Professor of Chemistry, Emeritus B.S., Caltech, 1954; Ph.D., Harvard University, 1957; D.h.c., University of Paris VII, 1993. Instructor, Caltech, 1957-58; Assistant Professor, 1958-62; Associate Professor, 1962-68; Professor, 1968-95; Gilloon Professor, 1995-2001; Gilloon Professor Emeritus, 2001-. Executive Officer for Chemistry, 1973-77; Chairman, Division of Chemistry and Chemical Engineering, 1984-94. Erik Karl Antonsson, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., Cornell University, 1976; M.S., Massachusetts Institute of Technology, 1978; Ph.D., 1982. Assistant Professor, Caltech, 1984_90; Associate Professor, 1990-97; Professor of Mechanical Engineering, 1997-2009. Visiting Associate, 2009-14. Executive Officer for Mechanical Engineering, 1998-2002; Chief Technologist, Jet Propulsion Laboratory, 2002- Dimitrios Antsos, Ph.D., Lecturer in Electrical Engineering B.S., Caltech, 1990; M.S., 1991; Ph.D. 1994. Lecturer, 1994-99; 2004-10; 2012. Tom M. Apostol, Ph.D., Professor of Mathematics, Emeritus B.S., University of Washington, 1944; M.S. 1946; Ph.D., University of California, 1948. Assistant Professor, Caltech, 1950-56; Associate Professor, 1956-62; Professor 1962-92; Professor Emeritus, 1992- Koji Arai, Ph.D., Senior Research Fellow in Experimental Physics Ph.D., University of Toyko, 2002. Caltech Alexei A. Aravin, Ph.D., Assistant Professor B.S., University of Moscow, 1997; M.Sc., 1998; Ph.D., 2002. Caltech, 2009-. Nicole Archambeau, Ph.D., ACLS Postdoctoral Instructor in History B.A., University of Wyoming, 1994; M.A., University of Montana, 1996; M.A. University of California (Los Angeles), 2002; Ph.D., University of California (Santa Barbara), 2009. Caltech, 2010- Jasmina Arifovic, Ph.D., Visiting Associate in Economics B.A., University of Sarajevo, 1981; M.A., University of Chicago, 1988; Ph.D., 1991. Professor, Simon Fraser University (Canada), 2002-. Visiting Associate Professor, Caltech, 1999-2001; Visiting Associate, 2002-12. Maria del Pilar Ariza Moreno, Ph.D., Visiting Associate in Aerospace M.S., University of Seville, 1997; Ph.D., 2002. Assistant Professor, 2003-. Caltech, 2003-06; 2007; 2009; 2010-13 Gloria Arjona, Ph.D., Lecturer in Spanish B.A., California State University, 1993; M.A., University of Southern California, 1997; Ph.D., 2002. Caltech, 2000-14. Frances Hamilton Arnold, Ph.D., Dick and Barbara Dickinson Professor of Chemical Engineering, Bioengineering and Biochemistr B.S., Princeton University, 1979; Ph.D., University of California, 1985. Visiting Associate, Caltech, 1986; Assistant Professor of Chemical Engineering, 1987-92; Associate Professor, 1992-96; Professor, 1996-99; Professor of Chemical Engineering and Biochemistry, 1999-2000; Dickinson Professor, 2000-. Michael Aschbacher, Ph.D., Shaler Arthur Hanisch Professor of Mathematics B.S., Caltech, 1966; Ph.D., University of Wisconsin, 1969. Bateman Research Instructor, Caltech, 1970-72; Assistant Professor, 1972-74; Associate Professor, 1974-76; Professor, 1976-96; Hanisch Professor, 1996-. Executive Officer for Mathematics, 1991-94. Officers and Faculty 639 640 Paul David Asimow, Ph.D., Professor of Geology and Geochemistry A.B., Harvard University, 1991; M.S., Caltech, 1993; Ph.D., 1997. Assistant Professor, 1999-2005; Associate Professor, 2005-2010; Professor, 2010-. Harry A. Atwater Jr., Ph.D., Howard Hughes Professor and Professor of Applied Physics and Materials Science; Director, Resnick Sustainability Institute B.S., Massachusetts Institute of Technology, 1982; M.S., 1983; Ph.D., 1987. Assistant Professor of Applied Physics, Caltech, 1988-94; Associate Professor, 1994-99; Professor of Applied Physics and Materials Science, 1999-; Howard Hughes Professor, 2002-; Director, 2009-. Carlos Fabian Avila Vega, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., National Polytechnic School, Ecuador, 1991; M.S., Gunma University, Japan, 2003; Ph.D., 2006. Caltech, 2012-13. Jean-Philippe Avouac, Doctorat, Habil., Earle C. Anthony Professor of Geology; Director, Tectonics Observatory Dipl., École Polytechnique, 1987; Doctorat, University of Paris VII, 1991; Habil., 1992. Professor, Caltech, 2003-11. Anthony Professor, 2012-. Director, 2004. Shinpei Baba, Ph.D, Olga Taussky and John Todd Instructor in Mathematics M.S., Kyoto University; Ph.D., University of California (Davis), 2009. Caltech, 2011-14. Mark J. Balas, Ph.D., Visiting Associate in Computing and Mathematical Sciences B.S., University of Akron; M.S., University of Maryland, 1970; M.S., University of Denver, 1974; Ph.D., 1974. Caltech, 2012. John Dickson Baldeschwieler, Ph.D., 7. Stanley Johnson Professor and Professor of B.Chem.E., Cornell University, 1956; Ph.D., University of California, 1959. Professor Caltech, 1973-96; Johnson Professor and Professor of Chemistry, 1996-99; Johnson Professor and Professor Emeritus, 1999-. , Division of Chemistry anc Chemical Engineering, 1973-78 Bernard W. Balleine, Ph.D., Visiting Associate in Psycholog) B.A., University of Sydney, 1987; Ph.D., University of Cambridge, 1992. Caltech, 2011-13. Javid Baltimore, Ph.D., D.Sc.h.c ).Phil.h.c., Nobel Laureate, Presider Emeritus; Robert Andrews Millikan Professor of Biology 3.A., Swarthmore College, 1960; Ph.D. ockefeller University, 1964; D.Sc.h.c Trustees, Administration, Faculty Swarthmore College; Mount Holyoke College; Mount Sinai Medical Center; Bard College; University of Helsinki; Cold Spring Harbor Laboratory; University of Alabama; California Polytechnic State University; Columbia University; Yale University; Rockefeller University; Harvard University; D.Phil.h.c., Weizmann Institute of Science. Professor, Caltech, 1997-2006; Millikan Professor, 2006-. President, 1997-2006, President Emeritus, 2006-. Barry Clark Barish, Ph.D., Laurea h.c., Ronald and Maxine Linde Professor of Physics, Emeritus B.A., University of California, 1957; Ph.D., 1962; Laurea h.c., University of Bologna. Research Fellow, Caltech, 1963-66; Assistant Protessor, 1966-69; Associate Professor, 1969-72; Professor, 1972-91; Linde Professor, 1991-2005; Linde Professor Emeritus, 2005-. Principal Investigator of LIGO, 1994-97; Director, LIGO, 1997-2006. Charles Andrew Barnes, Ph.D., Professor of Physics, Emeritus B.A., McMaster University, 1943; M.A., University of Toronto, 1944; Ph.D., University of Cambridge, 1950. Research Fellow, Caltech, 1953-54; Senior Research Fellow, 1954-58; Associate Professor, 1958-62; Professor, 1962-92; Professor Emeritus, 1992-. David P. Baron, Ph.D., Visiting Professor in Economics B.S., University of Michigan, 1962; M.B.A., Harvard University, 1964; D.B.A., Indiana University, 1968; Doctor Honoris Causea, Katholieke University Leuven, 2005. Caltech, 2012. Alan H. Barr, Ph.D., Professor of Computer B.S., Rensselaer Polytechnic Institute, 1973; M.S., 1976; Ph.D., 1983. Research Fellow, Caltech, 1984; Assistant Professor, 1984-90; Associate Professor, 1990-98; Professor, 1998-. Executive Officer for Computer Science, 2000-01. Jim Barry, B.A., Lecturer in Art-Drawing, ainting, Silkscreen, and Airbru .A., University of California (San Barbara), 1972. Caltech, 1999-2012. lemorial Professor and Professor of Chemistr hair; Division of Chemistry and Chemic ngineerin 1.B., Barnard College, 1974; Ph.I Columbia University, 1978; D.Sc.h.c., New Jersey Institute; Kenyon College; Yale University; Hamilton College; Williams College; Lawrence University; Columbia University; D.L.h.c., Skidmore College. Visiting Associate, Caltech, 1989; Professor, 1989-; Hanisch Professor, 1997-. Chair, 2009-. Elaine L. Bearer, M.D., Ph.D., Visiting Associate in Biology B.M., Manhattan School of Music, 1970; M.A., New York University, 1973; M.D., University of California (San Francisco), 1983; Ph.D., 1983. Professor, Brown University, 2004. Visiting Associate in Biology, Caltech, 2004; 2005-12; Moore Distinguished Scholar, 2004-05. Jesse Lee Beauchamp, Ph.D., Mary and Charles Ferkel Professor of Chemistry B.S., Caltech, 1964; Ph.D., Harvard University, 1967. Noyes Research Instructor, Caltech, 1967-69; Assistant Professor, 1969-71; Associate Professor, 1971-74; Professor, 1974-2000, Ferkel Professor, 2000-. James L. Beck, Ph.D., George W. Housner Professor of Engineering and Applied Science B.Sc., University of Auckland, 1969; M.Sc., 1970; Ph.D., Caltech, 1979. Assistant Professor of Civil Engineering, 1981-87; Associate Professor, 1987-96; Professor, 1996-2011; Housner Professor, 2012-; Executive Officer for Applied Mechanics and Civil Engineering, 1993-98. Josette Bellan, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., Lycee Jules Ferry, 1964; M.S., University of Sciences (Paris), 1969; M.S., Princeton University, 1972; Ph.D., 1974. Senior Research Scientist, Jet Propulsion Laboratory, 1997-. Lecturer in Jet Propulsion, Caltech, 1992-93; Visiting Associate in Aeronautics, 1995-2006; Visiting Associate in Mechanical and Civil Engineering, 2006-11. Paul Murray Bellan, Ph.D., Professor of Applied Physics B.Sc., University of Manitoba, 1970; M.A., Princeton University, 1972; Ph.D., 1976. Assistant Professor, Caltech, 1977-83; Associate Professor, 1983-89; Professor, 1990-. Shelley M. Bennett, Ph.D., Lecturer in Art History B.A., University of California (Riverside), 1969; M.A., University of California (Los Angeles), 1975; Ph.D., 1977. Caltech, 1986-2012. Andrew J. Benson, Ph.D., Senior Research Fellow in Theoretical Cosmology M.Phys., University of Leicester, 1997; Ph.D., University of Durham, 2000. Caltech, 2006-12 John Edward Bercaw, Ph.D., Centennial Professor of Chemistry B.S., North Carolina State University, 1967; Ph.D., University of Michigan, 1971. Arthur Amos Noyes Research Fellow, Caltech, 1972-74; Assistant Professor, 1974-77; Associate Professor, 1977-79; Professor, 1979-93; Shell Distinguished Professor, 1985-90; Centennial Professor, 1993-. Executive Officer for Chemistry, 1999-2002. L. Elizabeth Bertani, Ph.D., Lecturer in Biology B.S., University of Michigan, 1953; Ph.D., Caltech, 1957. Retired, Karolinska Institute (Stockholm), 1981-. Visiting Associate in Biology and Chemistry, Caltech, 1981-85; Lecturer in Biology, 1993-94; 1994-95; 1996; 1997-98; 1998-99; 2012; Visiting Associate in Biology, 1995-1999. Emanuele Berti, Ph.D., Visiting Associate in Physics Ph.D., University of Rome, 2002. Caltech, 2010-13. Harsha Suresh Bhat, Ph.D., Visiting Associate in Aerospace B.S., Mangalore University, 2001; M.S., Harvard University, 2002; Ph.D., 2007. Caltech, 2011-13. Kaushik Bhattacharya, Ph.D., Howell N. Tyson, Sr., Professor of Mechanics and Professor of Materials Science; Executive Officer for Mechanical and Civil Engineering B.Tech., Indian Institute of Technology, 1986; Ph.D., University of Minnesota, 1991. Assistant Professor, Caltech, 1993-99; Associate Professor, 1999-2000; Professor, 2000-10; Tyson, Sr., Professor, 2010-; Executive Officer, 2007-. Kathryn Bikle, M.A., Lecturer in Chemistry; Lecturer in Geology B.A., University of California (Santa Cruz), 1981; M.A., University of California, 1984. Lecturer in Chemistry, Caltech, 2000-11; Lecturer in Geology, 2000-12. Iram Parveen Bilal, M.F.A., Lecturer in Film .S., Caltech, 2004; M.F.A, University c outhern California, 2007. Caltech, 201 Joseph Gregory Billock, Ph.D., Lecturer elores M. Bing, M.M., Lecturer hamber Mus Officers and Faculty 641 642 William W. Bing, M.M., Lecturer in Concert Band and Jazz Band B.M., University of Michigan, 1965; M.M., University of Southern California, 1971. Caltech, 2000-. Pamela Bjorkman, Ph.D., Max Delbrück Professor of Biology; Investigator, Howard Hughes Medical Institute B.A., University of Oregon, 1978; Ph.D., Harvard University, 1984. Assistant Professor, Caltech, 1988-95; Associate Professor, 1995-98; Professor, 1998-2004; Delbrück Professor, 2004. Assistant Investigator, 1989-95; Associate Investigator, 1995-98; Investigator, 1998-2000; 2005-; Full Investigator, 2000-05. Executive Officer for Biology, 2000-06. Eric D. Black, Ph.D., Lecturer in Physics B.S., University of Tennessee, 1991; M.S., University of Colorado, 1994; Ph.D., 1996. Caltech, 2001-12. Andrew W. Blain, Ph.D., Visiting Associate in Astronomy B.S., University of Cambridge, 1990; M.S., 1991; Ph.D., 1995. Caltech, 2001-12. Geoffrey A. Blake, Ph.D., Professor of Cosmochemistry and Planetary Sciences and Professor of Chemistry; Master of Student Houses B.S., Duke University, 1981; Ph.D., Caltech, 1986. Assistant Professor of Cosmochemistry, 1987-93; Associate Professor of Cosmochemistry and Planetary Sciences, 1993-97; Professor, 1997-99; Professor of Cosmochemistry and Planetary Sciences and Professor of Chemistry, 1999-. Deputy Director, Owens Valley Radio Observatory, 2000-06. Master of Student Houses, 2009-. Guillaume Blanquart, Ph.D., Assistant Professor of Mechanical Engineering B.S., M.S., Ecole Polytechnique, 2002; M.S., Stanford University, 2004; Ph.D., 2008. Caltech, 2009-. Spencer J. Bloch, Ph.D., Taussky-Todd Moore Distinguished Scholar B.S., Harvard University, 1966; Ph.D., Columbia University, 1971. Caltech, 2012. Florin Bobaru, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., University of Bucharest, 1995; M.S., 1997; Ph.D., Cornell University, 2001. Caltech, 2011. James J. Bock, Ph.D., Professor of Physics, Jet Propulsion Laboratory Research Scientist B.S., Duke University, 1987; M.A. University of California, 1990; Ph.D., 1990. Jet Propulsion Laboratory Research Scientist, 1994-. Visiting Associate, Caltech, 1994-2008; Senior Faculty Associate, 2008- 12; Professor, 2012-. Trustees, Administration, Faculty Marc W. Bockrath, Ph.D., Visiting Associate in Applied Physics B.S., Massachusetts Institute of Technology, 1993; Ph.D., University of California, 1999. Visiting Associate, Caltech, 2002; 2009-12; Assistant Professor, 2002-09. Felix Hans Boehm, Ph.D., William L. Valentine Professor of Physics, Emeritus Dipl., Federal Institute of Technology (Zurich), 1948; Ph.D., 1951. Research Fellow, Caltech, 1953-55; Senior Research Fellow, 1955-58; Assistant Professor, 1958-59; Associate Professor, 1959-61; Professor, 1961-85; Valentine Professor, 1985-95; Valentine Professor Emeritus, 1995-. Ian R. Booth, Ph.D., Visiting Associate in Chemistry B.S., University of Liverpool, 1972; Ph.D., University College of Wales, 1975. Caltech, 2012. Kim Christian Border, Ph.D., Professor of Economics B.S., Caltech, 1974; Ph.D., University of Minnesota, 1979. Assistant Professor, Caltech, 1979-83; Associate Professor, 1983-95; Professor, 1995-. Executive Officer for the Social Sciences, 1995-99. Simona Bordoni, Ph.D., Assistant Professor of Environmental Science and Engineering Dipl., University of Rome Tor Vergata, 1996; M.Sc., University of California (Los Angeles), 2003; Ph.D., 2007. Moore Postdoctoral Fellow, Caltech, 2007; Assistant Professor, 2009-. Peter L. Bossaerts, Ph.D., William D. Hacker Professor of Economics and Management and Professor of Finance Doctorandus, Universitaire Faculteiten Sint Ignatius (Belgium), 1982; Ph.D., University of California (Los Angeles), 1986. Assistant Professor of Finance, Caltech, 1990-94; Associate Professor, 1994-98; Professor, 1998-; Hacker Professor, 2003-. Executive Officer for the Social Sciences, 2002-05; Chair, Division of the Humanities and Social Sciences, 2006-07. Jeremy W. Boyce, Ph.D., Lecturer in Geochemistry B.S., University of California, Los Angeles, 1997; M.S., 2000; Ph.D., Massachusetts Institute of Technology, 2006. Caltech, 2012. Charles Mathias Bradford, Ph.D., Visiting Associate in Physics B.S., Stanford University, 1994; Ph.D., Cornell University, 2001. Research cientist, Jet Propulsion Laboratory, 2003- Caltech, 2004-11 John F. Brady, Ph.D., Chevron Professor of Chemical Engineering and Professor of Mechanical Engineering B.S., University of Pennsylvania, 1975; M.S., Stanford University, 1977; Ph.D., 1981. Associate Professor, Caltech, 1985-89; Professor, 1990-99; Chevron Professor, 1999-; Professor of Mechanical Engineering, 2005-. Executive Officer for Chemical Engineering, 1993-99. James B. Breckinridge, Ph.D., Lecturer in Aeronautics B.Sc., Case Institute of Technology, 1961; M.Sc., University of Arizona, 1970; Ph.D., 1976. Lecturer in Applied Physics, Caltech, 1982; 1984-1991; 1993-96; 1998; Lecturer in Aeronautics, 2007; 2008; 2009; 2012; Visiting Associate, 2009-12. Louis Breger, Ph.D., Professor of Psychoanalytic Studies, Emeritus B.A., University of California (Los Angeles), 1957; M.A., Ohio State University, 1959; Ph.D., 1961. Visiting Associate Professor of Psychology, Caltech, 1970-71; Associate Professor, 1971-80; Associate Professor of Psychology and the Humanities, 1980-83; Professor of Psychoanalytic Studies, 1983-94; Professor Emeritus, 1994. Christopher E. Brennen, D.Phil., Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering, Emeritus B.A., University of Oxford, 1963; M.A., D.Phil., 1966. Research Fellow, Caltech, 1969-72; Senior Research Fellow, 1972-75; Research Associate, 1975-76; Associate Professor, 1976-82; Professor, 1982-2005; Hayman Professor, 2005-10; Hayman Professor Emeritus, 2010-. Master of Student Houses, 1983-87; Dean of Students, 1988-92; Executive Officer for Mechanical Engineering, 1993-97; Vice President for Student Affairs, 1997-2002. John Brewer, Ph.D., Eli and Edye Broad Professor of Humanities and Social Sciences and Professor of History and Literature B.A., University of Cambridge, 1968; M.A., 1972; Ph.D., 1973. Moore Distinguished Scholar, Caltech, 2001; Professor, 2002-; Broad Professor, 2003-. William Bruce Bridges, Ph.D., Carl F. Braun Professor of Engineering, Emeritus B.S., University of California, 1956; M.S., 1957; Ph.D., 1962. Sherman Fairchild Distinguished Scholar, Caltech, 1974-75; Professor of Electrical Engineering and Applied Physics, 1977-83; Braun Professor, 1983-2002; Braun Professor Emeritus, 2002-. Executive Officer for Electrical Engineering, 1978-81. Jeandrew Brink, Ph.D., Visiting Associate in Physics B.Sc., University of the Free State, 1998; B.Sc, 1999; M.A., 2000; Ph.D., Cornell University, 2005. Caltech, 2010-12. Charles Jacob Brokaw, Ph.D., Professor of Biology, Emeritus B.S., Caltech, 1955; Ph.D., University of Cambridge, 1958. Visiting Assistant Professor, Caltech, 1960; Assistant Professor, 1961-63; Associate Professor, 1963-68; Professor, 1968-2000; Professor Emeritus, 2000-. Executive Officer for Biology, 1976-80; 1985-89; Associate Chairman of the Division of Biology, 1980-85. Marianne Bronner, Ph.D., Albert Billings Ruddock Professor of Biology Sc.B., Brown University, 1975; Ph.D., Johns Hopkins University, 1979. Professor, Caltech, 1996-2000; Ruddock Professor, 2000-. Norman Herrick Brooks, Ph.D., James Irvine Professor of Environmental and Civil Engineering, Emeritus Assistant Professor, 1954-58; Associate Professor, 1958-62; Professor, 1962-70; Professor of Environmental Science and Civil Engineering, 1970-76; Irvine Professor of Environmental Engineering Science, 1976-77; Irvine Professor of Environmental and Civil Engineering, 1977-95; Irvine Professor Emeritus, 1995-. Academic Officer for Environmental Engineering Science, 1972-74; Director, Environmental Quality Laboratory, 1974-93; Executive Officer for Environmental Engineering Science, 1985-93. Brian Brophy, M.F.A., Lecturer in Theater-Performing and Creative Arts B.S., Montana State University, 1981; M.A., California State University (Los Angeles), 1999; M.F.A., University of California (Riverside), 2006. Caltech, 2009-12. Michael E. Brown, Ph.D., Richard and Barbara Rosenberg Professor and Professor of Planetary Astronomy A.B., Princeton University, 1987; M.A., University of California, 1990; Ph.D., 1994. Visiting Associate, Caltech, 1995; Assistan Professor, 1997-2002; Associate Professor 2002-04; Professor, 2005-08; Rosenberg Professor, 2008-. Warren C. Brown, Ph.D., Professor of B.S., Tufts University, 1985; M.A., University of Cincinnati, 1993; Ph.D., University of California (Los Angeles), 1997. Assistant Professor, Caltech 1997-2003; Associate Professor, 2003-10; Professor, 2010-. Jehoshua Bruck, Ph.D., Gordon and Betty Moore Professor of Computation and Neural Officers and Faculty 643 644 Systems and Electrical Engineering B.Sc., Technion-Israel Institute of Technology, 1982; M.Sc., 1985; Ph.D., Stanford University, 1989. Associate Professor, Caltech, 1994-98; Professor, 1998-2001; Moore Professor, 2001-. Director, Information Science and Technology, 2003-05. Todd A. Brun, Ph.D., Visiting Associate in Theoretical Physics Ph.D., Caltech, 1994. Professor, University of Southern California, 2003-. Caltech, 2007-13. Oscar P. Bruno, Ph.D., Professor of Applied and Computational Mathematics Lic., University of Buenos Aires, 1982; Ph.D., New York University (Courant Institute of Mathematical Sciences), 1989. Associate Professor, Caltech, 1995-98; Professor, 1998-. Executive Officer for Applied Mathematics, 1998-2000. Jed Z. Buchwald, Ph.D., Doris and Henry Dreyfuss Professor of History B.A., Princeton University, 1971; M.A., Harvard University, 1973; Ph.D., 1974. Dreyfuss Professor, Caltech, 2001-. Alessandra Buonanno, Ph.D., Visiting Associate in Physics Ph.D., University of Pisa, 1996. Associate Professor, University of Maryland, 2005-. Caltech, 2002-03; 2005-13. Joel W. Burdick, Ph.D., Professor of Mechanical Engineering and Bioengineering B.S., Duke University, 1981; M.S., Stanford University, 1982; Ph.D., 1988. Assistant Professor, Caltech, 1988-94; Associate Professor, 1994-2000; Professor of Mechanical Engineering, 2000-02; Professor of Mechanical Engineering and Bioengineering, 2002-. Executive Officer for Bioengineering, 2006-07. Donald Stacy Burnett, Ph.D., Professor of Nuclear Geochemistry, Emeritus B.S., University of Chicago, 1959; Ph.D., University of California, 1963. Research Fellow in Physics, Caltech, 1963-65; Assistant Professor of Nuclear Geochemistry, 1965-68; Associate Professor, 1968-75; Professor, 1975-2006; Professor Emeritus, 2006-. Academic Officer, Division of Geological and Planetary Sciences, 1979-87. Long Cai, Ph.D., Assistant Professor of Chemistry 200, Caryah, 2oiversity, 2001; Ph.D., Danny C. Calegari, Ph.D., The Richard Merkin Distinguished Professor of Mathematics B.A., University of Melbourne, 1994; Ph.D., University of California, 2000. Assistant Trustees, Administration, Faculty Professor, Caltech, 2002-03; Associate Professor, 2003-06; Professor, 2007; Merkin Distinguished Professor, 2007-. Cristina Calestani, Ph.D., Visiting Associate in Biology B.S., University of Parma, 1991; M.S., 1995; Ph.D., University Degli Studi Della Tuscia, 1999. Caltech, 2012. Colin F. Camerer, Ph.D., Robert Kirby Professor of Behavioral Economics B.A., Johns Hopkins University, 1976; M.B.A., University of Chicago, 1979; Ph.D., 1981. Visiting Associate, Caltech, 1993; Rea A. and Lela G. Axline Professor of Business Economics, 1994-2008; Kirby Professor of Behavioral Finance and Economics, 2008; Kirby Professor, 2008-. Robert Andrew Cameron, Ph.D., Senior Research Associate in Biology B.A., San José State College, 1968; Ph.D., University of California (Santa Cruz), 1975. Visiting Associate, Caltech, 1984-85; Senior Research Fellow, 1985-89; Senior Research Associate, 1989-. Judith Lynn Campbell, Ph.D., Professor of Chemistry and Biology B.A., Wellesley College, 1965; Ph.D., Harvard University, 1974. Assistant Professor of Chemistry, Caltech, 1977-83; Associate Professor, 1983-85; Associate Professor of Chemistry and Biology, 1985-89; Professor, 1989-. Emmanuel J. D. Candes, Ph.D., Ronald and Maxine Linde Professor of Applied and Computational Mathematics Dipl., Ecole Polytechnique, 1993; D.E.A., University of Paris IV and University of Paris IX, 1994; Ph.D., Stanford University, 1998. Assistant Professor of Applied Mathematics, Caltech, 2000; Assistant Professor of Applied and Computational Mathematics, 2000-03; Associate Professor, 2003-05; Professor, 2005-06; Linde Professor, 2006-. Executive Officer for Applied and Computational Mathematics, Donald Eugene Canfield, Ph.D., Moore Distinguished Scholar in Geobiolog 3.S., Miami University, 1979; M.Phil., Yal University, 1984; Ph.D., 1988. Caltech, 2011-12. Carol S. Carmichael, Ph.D., Faculty Associate in Engineering and Applied Science B.S., University of Wisconsin (Madison), 1985; M.S., Georgia Institute of echnology, 1988; Ph.D., University reorgia, 2004. Caltech, 2006- John M. Carpenter, Ph.D., Senior Research Associate in Astronomy; Executive Director, Owens Valley Radio Observatory B.S., University of Wisconsin (Madison), 1988; Ph.D., University of Massachusetts (Amherst), 1994. Senior Research Fellow, Caltech, 2002-05; Senior Research Associate, 2005-. Executive Director, 2006-. Sean M. Carroll, Ph.D., Senior Research Associate in Physics B.S., Villanova University, 1988; Ph.D., Harvard University, 1993. Caltech, 2006-. Stijn Cassenaer, Ph.D., Broad Senior Research Fellow in Brain Circuitry B.S., University of California (San Diego), 1999; Ph.D., Caltech, 2007. Senior Research Fellow, 2009-. Thure E. Cerling, Ph.D., Visiting Associate in Geochemistry B.S., lowa State University, 1972; M.S., 1973; Ph.D., University of California, 1977. Professor, University of Utah, 1993-. Caltech, 1996; 2012. Jean-Lou Chameau, Ph.D., President; Professor of Civil Engineering, Environmental Science and Engineering, and Mechanical Engineering (See page 637.) David C. Chan, M.D., Ph.D., Professor of Biology; Investigator, Howard Hughes Medical Institute A.B., Harvard College, 1988; M.D., Harvard Medical School, 1996; Ph.D., 1996. Assistant Professor, Caltech, 2000-06; Bren Scholar, 2000-06; Associate Professor, 2006-10; Professor, 2010-; Investigator, 2008-. Sunney Ignatius Chan, Ph.D., George Grant Hoag Professor of Biophysical Chemistry, Emeritus B.S., University of California, 1957; Ph.D., 1961. Assistant Professor of Chemical Physics, Caltech, 1963-64; Associate Professor, 1964-68; Professor, 1968-76; Professor of Chemical Physics and Biophysical Chemistry, 1976-92; Hoag Professor, 1992-2001; Hoag Professor Emeritus, 2002-. Acting Executive Officer for Chemistry, 1977-78; Executive Officer, 1978-80; 1989-94; Master of Student Houses, 1980-83. Venkat Chandrasekaran, Ph.D., Assistant Professor of Computing and Mathematical Sciences B.A., Rice University, 2005; B.S., 2005; M.S., Massachusetts Institute of Technology, 2007; Ph.D., 2011. Caltech, 2012-. K. Mani Chandy, Ph.D., Simon Ramo Professor and Professor of Computer Science; Deputy Chair for Education B. Tech., Indian Institute of Technology, 1965; M.S., Polytechnic Institute of Brooklyn, 1966; Ph.D., Massachusetts Institute of Technology, 1969. Sherman Fairchild Distinguished Scholar, Caltech, 1988; Visiting Professor, 1988-89; Professor, 1989-; Ramo Professor, 1997-. Executive Officer for Computer Science, 1997-2000; Deputy Chair, 2009- Honglong Chang, Ph.D., Visiting Associate in Electrical Engineering B.S., Northwestern Polytechnical University, China, 1999; M.S., 2002; Ph.D., 2005. Caltech 2011-12. Goutam Chattopadhyay, Ph.D., Visiting Associate in Physics Ph.D., Caltech, 1999. Senior Member of the Engineering Staff, Jet Propulsion Laboratory, 2005-. Visiting Associate, Caltech, 2006-13. Lijun Chen, Ph.D., Visiting Associate in Computing and Mathematical Sciences B.S., University of Science and Technology, China, 1995; M.S., Institute of Theoretical Physics, China, 1998; M.S., University of Maryland, College Park, 2001; Ph.D., California Institute of Technology, 2007. Caltech, 2012-13. Pin Chen, Ph.D., Visiting Associate in Chemistry B.S., University of California, 1991; Ph.D., Caltech, 1999. Scientist, Jet Propulsion Laboratory, 2000-. Visiting Associate, Caltech, 2006-07; 2008-13. Yanbei Chen, Ph.D., Associate Professor of Physics B.S., Peking University, 1999; Ph.D., Caltech, 2003. Visiting Associate, 2005-07; Assistant Professor, 2007-10; Associate Professor, 2010-. Chih-Hsiang Cheng, Ph.D., Senior Research Fellow in Physics M.Sc., National Taiwan University, 1996; Ph.D., Stanford University, 2002. Caltech Clifford Cheung, Ph.D., Assistant Professor of Theoretical Physics B.S., Yale University, 2004; M.A., Harvard University, 2006; Ph.D., 2009. Caltech, 2012-. Vijay Chickarmane, Ph.D., Senior Research Fellow in Biology M.Sc., Indian Institute of Technology, 1991; Ph.D., Inter-University Center for Astronomy & Astrophysics, 1997. Caltech, Calum Ronald Inneas Chisholm, Ph.D., Visiting Associate in Applied Pbysics and Materials Science B.S., Yale University, 1995; M.S., Caltech, 645 Officers and Faculty 646 2000; Ph.D., 2003. Vice President, SuperProtonic, Inc., 2005-. Caltech, 2008-12. Anne Chomyn, Ph.D., Senior Research Associate in Biology, Emeritus B.S., Drexel University, 1972; Ph.D., Caltech, 1978. Research Fellow, 1978-82; Senior Research Fellow, 1982-87; Senior Research Associate, 1989-2007; Senior Research Associate Emeritus, 2007-; Lecturer in Biology, 2007. Hyuck Choo, Ph.D., Assistant Professor of Electrical Engineering B.S., Cornell University, 1996; M.S., 1998; Ph.D., University of California, Berkeley, 2007. Caltech 2011-. Robert Frederick Christy, Ph.D., Institute Professor of Theoretical Physics, Emeritus B.A., University of British Columbia, 1935; Ph.D., University of California, 1941. Associate Professor of Physics, Caltech, 1946-50; Professor of Theoretical Physics, 1950-83; Institute Professor, 1983-85; Institute Professor Emeritus, 1986-. Executive Officer for Physics, 1968-70; Vice President and Provost, 1970-80; Acting President, 1977-78. Wongee Chun, Ph.D., Visiting Associate in Environmental Science and Engineering B.S., Hanyang University, 1981; M.S., University of Utah, 1984; Ph.D., 1986. Caltech, 2010-12. Ara Chutjian, Ph.D., Visiting Associate in Chemistry B.S., Brown University, 1962; Ph.D., University of California, 1966. Senior Research Scientist, Jet Propulsion Laboratory, 1990-. Caltech, 1998-2013. Juan Ignacio Cirac Sasturain, Ph.D., Moore Distinguished Scholar B.S., University Complutense de Madrid, 1988; Ph.D., 1991. Caltech, 2012. College), 2005; M.St., University of Oxford, 2006; D.Phil., 2009. Caltech, 2009-12. Francis H. Clauser, Ph.D., Clark Blanchard Millikan Professor of Engineering, Emeritus B.S., Caltech, 1934; M.S., 1935; Ph.D., 1937. Clark Blanchard Millikan Professor of Engineering, 1969-80; Millikan Professor neritus, 1980-. Chairman, Division 1gineering and Applied Science. 1969-7 obert Webster Clayton, Ph.D., Professo f Geophysics; Divisional Academic Officer fo Geological and Planetary Science. 3.A.Sc., University of Toronto, 1973; M.Sc. Trustees, Administration, Faculty University of British Columbia, 1976; Ph.D., Stanford University, 1981. Assistant Professor of Exploration Geophysics, Caltech, 1981-85; Associate Professor, 1985-89; Professor of Geophysics, 1989-. Executive Officer for Geophysics, 1987-94; Acting Director, Seismological Laboratory, 1989; 2008-09; Deputy Director, 1989-90; Academic Officer, 2008-. Kieran A. Cleary, Ph.D., Senior Research Fellow in Astronomy M.Sc., University College Dublin, 1993; Ph.D., University of Manchester, 2003. Caltech, 2007-13. William M. Clemons Jr., Ph.D., Assistant Professor of Biochemistr B.S., Virginia Polytechnic Institute and State University, 1995; Ph.D., University of Utah, 2000. Assistant Professor of Chemistry, Caltech, 2005-07; Assistant Professor of Biochemistry, 2007-. Elizabeth S. Cochran, Ph.D., Visiting Associate in Geophysics B.S., University of California, Santa Barbara, 2000; M.S., University of California, Los Angeles, 2003; Ph.D., 2005. Caltech, 2011-13. Donald S. Cohen, Ph.D., Charles Lee Powell Professor of Applied Mathematics, Emeritus Sc.B., Brown University, 1956; M.S., Cornell University, 1959; Ph.D., New York University (Courant Institute), 1962. Assistant Professor of Mathematics, Caltech, 1965-67; Associate Professor of Applied Mathematics, 1967-71; Professor, 1971-98; Powell Professor, 1998-2003; Powell Professor Emeritus, 2003-. Executive Officer for Applied Mathematics, 1988-93; Chairman, Division of Engineering and Applied Science, 1990. Judith G. Cohen, Ph.D., Kate Van Nuys Page Professor of Astronomy B.A., Radcliffe College, 1967; M.S Caltech, 1969; Ph.D., 1971; B.S., Universit of Arizona, 1978. Associate Professor, Caltech, 1979-88; Professor, 1988-2005; age Professor, 2005-. Executive Officer f stronomy, 1995-9 Marshall Harris Cohen, Ph.D., Professor of Astronomy, 1968-90; Professor of Astronomy, 1990-95; Professor Emeritus, 1995-. Executive Officer for Astronomy, 1981-85. Donald Earl Coles, Ph.D., Professor of Aeronautics, Emeritus B.S., University of Minnesota, 1947; M.S., Caltech, 1948; Ph.D., 1953. Research Fellow, 1953-55; Senior Research Fellow, 1955-56; Assistant Professor, 1956-59; Associate Professor, 1959-64; Professor, 1964-96; Professor Emeritus, 1996-. Curtis L. Collins, Ph.D., Lecturer in Mechanical Engineering B.S., University of California (San Diego), 1990; M.S., University of California (Irvine), 1993; Ph.D., 1997. Instructor, Caltech, 1997-98; Visiting Associate, 2002-03; Lecturer, 2003-12. Michael D. Collins, Ph.D., Visiting Associate in Biology M.S., University of Illinois (Urbana-Champaign), M.S.P., University of Missouri (Columbia), 1981; Ph.D., 1982. Professor, University of California (Los Angeles), 2002-. Caltech, 2008-13. Michael John Collins, D.Phil., Visiting Associate in Mathematics B.A., University of Oxford (St. John's College), 1965; M.A., University of Oxford (Christ Church), 1969; D.Phil., 1969. Fellow and Praelector, University of Oxford (University College), 1970-. Visiting Professor, Caltech, 1990-91; Visiting Associate, 2004; 2005; 2010; 2011; 2012. Timothy E. Colonius, Ph.D., Professor of Mechanical Engineering B.S., University of Michigan (Ann Arbor), 1987; M.S., Stanford University, 1988; Ph.D., 1994. Assistant Professor, Caltech, 1994-2000; Associate Professor, 2000-05; Professor, 2005-. Agustin J. Colussi, Ph.D., Visiting Associate in Environmental Science and Engineering Lic., University of Buenos Aires, 1968; Ph.D., 1972. Visiting Associate, Caltech 1997-98; Senior Research Fellow, 1998- 2004; Senior Research Associate, 2004-12; Visiting Associate, 2012-12. R. Dale Conner, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., California State Polytechnic University, 1989; M.S., Caltech, 1994; Ph.D., 1998. Assistant Professor, California State University (Northridge), 2006-. Visiting Associate, Caltech, 2001-02; Lecturer, 2002-04; Senior Research Fellow, 2003-06; Visiting Associate, 2006-12. Asantha Cooray, Ph.D., Visiting Associate in Physics 19, Mi. ust MIss, ver Technology. 997; M.S., Chicago, 1998; Ph.D., 2001. Assistant Professor, University of California (Irvine), 2005-. Sherman Fairchild Senior Research Fellow, Caltech, 2001-05; Visiting Associate, 2005-12. Bradford Cornell, Ph.D., Visiting Professor of Finance A.B., Stanford University, 1970; M.S., 1974; Ph.D., 1975. Professor, Anderson School of Management, University of California (Los Angeles); Director, Bank of America Research Center, University of California (Los Angeles), 1987-. Visiting Associate Professor, Caltech, 1984; Visiting Professor, 2006-07; 2008; 2009; 2010; 2011; 2012. Noel Robert Corngold, Ph.D., Professor of Applied Physics, Emeritus A.B., Columbia College, 1949; A.M., Harvard University, 1950; Ph.D., 1954. Professor of Applied Science, Caltech, 1966-74; Professor of Applied Physics, 1974-2002; Professor Emeritus, 2002-. Fiona Cowie, Ph.D., Professor of Philosophy B.A., University of Sydney, 1987; M.A., Princeton University, 1991; Ph.D., 1993. Instructor, Caltech, 1992-93; Assistant Professor, 1993-98; Associate Professor, 1998-2010; Professor, 2010-. Brendan Patrick Crill, Ph.D., Visiting Associate in Physics Ph.D., Caltech, 2001. Senior Technical Staff, Jet Propulsion Laboratory, 2008-. Visiting Associate, Caltech, 2008-12. Michael Clifford Cross, Ph.D., Professor of Theoretical Physics B.A., University of Cambridge, 1972; Ph.D., 1975. Caltech, 1984. Fred E. C. Culick, Ph.D., Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering and Professor of Jet Propulsion, Emeritus S.B., S.M., Massachusetts Institute of Technology, 1957; Ph.D., 1961. Research Fellow in Jet Propulsion, Caltech, 1961-63; Assistant Professor, 1963-66; Associate Professor, 1966-71; Professor, 1971-78; Professor of Applied Physics and Jet Propulsion, 1978-88; Professor of Mechanical Engineering and Jet Propulsion, 1988-97; Hayman Professor, 1997-2004 Professor of Jet Propulsion, 1997-2004 Hayman Professor and Professor, Emeritus. 2004 Curt J. Cutler, Ph.D., Senior Faculty Jaksa Cvitanic, Ph.D., Professor o lathematical Financ John O. Dabiri, Ph.D., Professor of Aeronautics and Bioengineering Officers and Faculty 647 648 B.S., Princeton University, 2001; M.S., Caltech, 2003; Ph.D., 2005. Assistant Professor, 2005-09; Associate Professor, 2009-10; Professor, 2010-. Christine M. Daley, Ph.D., Lecturer in Writing B.A., Boston College, 1991; M.A., Loyola Marymount University, 1997; Ph.D., City University of New York Graduate School, 2006. Caltech, 2007-12. Shtefan Leontievich Danilishin, Ph.D., Visiting Associate in Physics Ph.D., Moscow State University, 2004. Associate Professor, Research Fellow, 2006-. Caltech, 2008; 2009; 2010; 2011. Chiara Daraio, Ph.D., Professor of Aeronautics and Applied Physics B.S.; M.S., University of Ancona (Italy), 2001; M.S., University of California (San Diego), 2003; Ph.D., 2006. Assistant Professor, Caltech, 2006-10; Professor, Eric Harris Davidson, Ph.D., Norman Chandler Professor of Cell Biology B.A., University of Pennsylvania, 1958; Ph.D., Rockefeller University, 1963. Visiting Assistant Professor of Biology, Caltech, 1970; Associate Professor, 1971-74; Professor, 1974-81; Chandler Professor, 1982-. Gregory L. Davis, Ph.D., Lecturer in Aerospace B.S., University of Akron, 1982; M.S., 1982; Ph.D., Rice University, 1998. Caltech, 2006-12. Lance Edwin Davis, Ph.D., Mary Stillman Harkness Professor of Social Science, Emeritus B.A., University of Washington, 1950; Ph.D., Johns Hopkins University, 1956. Professor of Economics, Caltech, 1968-80; Harkness Professor, 1980-2005; Harkness Professor Emeritus, 2005-. Executive Officer for the Social Sciences, 1982-85. Mark E. Davis, Ph.D., Warren ana Katharine Schlinger Professor of Chemica Peter K. Day, Ph.D., Visiting Associate in Propulsion Laboratory, 2003-. Lecturer, Caltech, 1993; Research Fellow, 1993-94 Visiting Associate, 2005-13 Richard Albert Dean, Ph.D., Professor of Mathematics, Emeritus Trustees, Administration, Faculty B.S., Caltech, 1945; A.B., Denison University, 1947; M.S., Ohio State University, 1948; Ph.D., 1953. Harry Bateman Research Fellow, Caltech, 1954-55; Assistant Professor, 1955-59; Associate Protessor, 1959-66; Protessor, 1966-86; Professor Emeritus, 1987-. Charles de Bedts, Ph.D., Lecturer in French A.A., Pasadena City College, 1980; B.A., University of California (Los Angeles), 1982; M.A., 1985; Ph.D., 1994. Caltech, 1996-99; 2001-12. Maria Elena de Bellard, Ph.D., Visiting Associate in Biology B.S., University Simon Bolivar (Venezuela), 1985; Ph.D., City University of New York, 1998. Assistant Professor, Cal State Northridge, 2005-. Senior Research Fellow, Caltech, 2004-05; 2010-13. Michael W. Deem, Ph.D., Visiting Associate in Bioengineering B.S., Caltech, 1991; Ph.d., University of California, Berkeley, 1994. Caltech, Benedetto De Martino, Ph.D., Visiting Associate in Neuroscience Ph.D., University College London, 2008. Caltech, 2011-12. Marios Demetri Demetriou, Ph.D., Senior Research Associate in Applied Physics and Materials Science B.S., University of Arizona, 1995; M.S., University of California (Los Angeles), 1997; Ph.D., 2001. Caltech, 2007-12 Luigi De Nardo, Ph.D., Visiting Associate in Aerospace M.S., Politecnico di Milano, 2003; Ph.D., 2007. Assistant Professor, 2007-. Caltech, 2008-11. Tracy K. Dennison, Ph.D., Professor of Social Science History B.A., Bucknell University, 1992; M.Phil., University of Oxford, 1999; Ph.D., University of Cambridge, 2004. Assistant Professor, Caltech, 2006-09; Associate Professor, 2009-11; Professor, 2011-. Mathieu Desbrun, Ph.D., Professor of Comer of mping mad el Shematical Sciences, and Information Science and Technology M.Eng., National Engineering School of Computer Science and Applied Mathematics (Grenoble), 1994; M.S., University of Grenoble, 1994; Ph.D., National Polytechnic Institute of Grenoble, 1997. Visiting Associate, Caltech, 2000-04; Associate Professor, 2004-09; Professor, 2009-. Director of Computing and Mathematical Sciences, 2009-; Director of Information Science and Technology, 2009-. Stanley Deser, Ph.D., Visiting Associate in Theoretical Physics M.A., Harvard University, 1950; Ph.D., 1953. Ancell Professor, Brandeis University, 1980-. Caltech, 2005-12. Raymond Deshaies, Ph.D., Professor of Biology; Investigator, Howard Hughes Medical Institute; Executive Officer for Molecular Biology B.S., Cornell University, 1983; Ph.D., University of California, 1988. Assistant Professor, Caltech, 1994-1999; Associate Professor, 2000-05; Professor, 2005-. Assistant Investigator, Howard Hughes Medical Institute, 2000-05; Investigator, 2005-; Executive Officer, 2006-. Emmanuelle Despagnet, Ph.D., Visiting Associate in Chemistry B.S., Ecole Normale Superieure, 1998; M.S., Paul Sabatier, 1999; Ph.D., 2002. Caltech, 2010-12. Luc Dessart, Ph.D., Visiting Associate in Theoretical Astrophysics M.Sc., Ecole Normale Superieure, Lyon, 1995; Ph.D., University College London, 1999. Caltech, 2011-12. Benjamin E. Deverman, Ph.D., Senior Research Fellow in Biology B.S., University of Detroit Mercy, 1996; Ph.D., Washington University, 2002. Caltech, 2009-. Mamadou S. Diallo, Ph.D., Visiting Associate in Environmental Science and Engineering B.S., Ecole Nationale de l'Induetrie Minerale, 1981; MS.c, Colorado School of Mines, 1987; MS.c, University of Michigar (Ann Arbor), 1993; Ph.D., 1995. Caltech 2010-12. Michael H. Dickinson, Ph.D., Esther M. and Abe M. Zarem Professor of Bioengineering Sc.B., Brown University, 1984; Ph.D University of Washington, 1989. Visitin, ssociate, Caltech, 2001-02; Professo 002-03; Zarem Professor, 2003 Charles A. DiMarzio, Ph.D., Visiting Associate in Electrical Engineerin B.S., University of Maine, 1969; M.S Worcester Polytechnic Institute, 1973; Ph.D., Northeastern University, 1996. Caltech 2011. Paul Emmanuel Dimotakis, Ph.D., John K. Northrop Professor of Aeronautics and Professor of Applied Physics B.S., Caltech, 1968; M.S., 1969; Ph.D., 1973. Research Fellow, 1973-74; Research Fellow and Lecturer, 1974-75; Assistant Professor, 1975-81; Associate Professor, 1981-85; Professor, 1986-; Northrop Professor, 1995-; Chief Technologist, 2006-11. S. George Djorgovski, Ph.D., Professor of Astronomy B.A., University of Belgrade, 1979; M.A., University of California, 1981; Ph.D., 1985. Assistant Professor, Caltech, 1987-90; Associate Professor, 1990-97; Professor, 1997-. Clinton Dean Dodd, B.A., Head Coach, Men's and Women's Swimming and Diving Coach, Physical Education Instructor B.A., Humboldt State University, 1978. Caltech, 1980-. Olivier P. Doré, Ph.D., Visiting Associate in Theoretical Astrophysics Ph.D., Institute d'Astrophysique de Paris, 2001. Caltech 2010-13. Nicholas Dorey, Ph.D., Visiting Associate in Physics B.A., University of Cambridge, 1986; Ph.D., University of Edinbrugh, 1991. Caltech, 2011. Dennis A. Dougherty, Ph.D., George Grant Hoag Professor of Chemistry B.S., M.S., Bucknell University, 1974; Ph.D., Princeton University, 1978. Assistant Professor, Caltech, 1979-85; Associate Professor, 1985-89; Professor, 1989-2001; Hoag Professor, 2002-. Executive Officer for Chemistry, 1994-99. Kimberly Douglas, M.S., University Librarian I.A., Freie Universitaet, 1976; M.S., Lo land Universitv. 1977. Caltech. 200- Charles D. Dowell, Ph.D., Visiting Associate in Physics; Lecturer in Physics B.S., Rice University, 1991; M.S., University of Chicago, 1992; Ph.D., 1997. Scientist, Jet Propulsion Laboratory, 2003-. Visiting Associate, Caltech, 2003-13; Lecturer, 2007; 2008; 2009; 2010; 2011-13. John C. Doyle, Ph.D., John G Braun Professor of Control and Dynamical Systems Electrical Engineering, and Bioengineering B.S., M.S., Massachusetts Institute of Technology, 1977; Ph.D., University of California, 1984. Visiting Assistant Officers and Faculty 649 650 Professor of Electrical Engineering, Caltech, 1985; Visiting Associate Professor, 1986; Visiting Associate in Chemistry, 1986-87; Associate Professor of Electrical Engineering, 1987-91; Professor, 1991-2001; Professor of Control and Dynamical Systems, Electrical Engineering, and Bioengineering, 2002-04; Braun Professor, 2004-08; 2009-; Braun Professor Emeritus, 2008-2009. Catherine L. Drennan, Ph.D., Visiting Associate in Chemistry A.B., Vasser College; Ph.D., University of Michigan, 1995. Caltech, 2012-13. Ronald William Prest Drever, Ph.D., Professor of Physics, Emeritus B.Sc., Glasgow University, 1953; Ph.D., 1958. Visiting Associate, Caltech, 1977; Professor, 1979-2002; Professor Emeritus, 2002-. Maurice Duits, M.Sc., Olga Taussky and John Todd Instructor in Mathematics M.Sc., Eindhoven University of Technology, 2004; Caltech, 2008-. Robert V. Duncan, Ph.D., Visiting Associate in Physics B.S., Massachusetts Institute of Technology, 1982; Ph.D., University of California (Santa Barbara), 1988. Associate Dean for Research and Professor of Physics, University of New Mexico, 2002-. Visiting Associate, Caltech, 1998-2004; 2005-12; Moore Distinguished Scholar, 2004-07. William G. Dunphy, Ph.D., Grace C. Steele Professor of Biology A.B., Harvard College, 1980; Ph.D., Stanford University, 1985. Assistant Professor, Caltech, 1989-95; Associate Professor, 1995-2001; Professor, 2001-08; Steele Professor, 2008-. Assistant Investigator, Howard Hughes Medical Institute, 1994-98; Associate Investigator, 1998-2004. Frederick Eberhardt, Ph.D., Professor of B.Sc., London School of Economics, 2002; M.S., Carnegie Mellon University, 2005; Ph.D., 2007. Caltech, 2013-. Federico Echenique, Ph.D., Professor of Economics M.A., University of the Republic (Uruguay), 1995; Ph.D., University of California, 2000. Instructor, Caltech, 2002-03; Assistant r, 2004; Associate Professor, 2004-10; Professor, 2010-. Michelle Effros, Ph.D., Professor of Electrical Engineering B.S., Stanford University, 1989; M.S., 1990; Ph.D., 1994. Assistant Professor, Caltech, 1994-2000; Associate Professor, 2000-05; Professor, 2005-. Trustees, Administration, Faculty Elizabeth Selina Eger, Ph.D., Visiting Associate in English B.A., King's College Cambridge, 1993; Ph.D, 1999. Caltech, 2011-12 Toru Eguchi, Ph.D., Moore Distinguished Scholar in Theoretical Phsyics B.S., University of Tokyo, 1970; M.S., 1972; Ph.D., 1975. Caltech, 2011. Bethany L. Ehlmann, Ph.D., Assistant Professor of Planetary Science; Jet Propulsion Laboratory Research Scientist A.B., Washington University in St. Louis, 2004; M.Sc., University of Oxford, 2005; M.Sc., 2007; M.S., Brown University, 2008; Ph.D., 2010. Assistant Professor, Caltech, 2011-; Jet Propulsion Laboratory Research Scientist, 2011-. Gerald Eigen, Ph.D., Visiting Associate in Physics Dipl., University of Freiburg (Germany), 1980; Ph.D., University of Munich, 1985. Professor, University of Bergen (Norway), 1995-. Research Fellow, Caltech, 1984-87; Senior Research Fellow, 1987-94; Lecturer, 1991; 1993; Visiting Associate, 1994-2012. John M. Eiler, Ph.D., Robert P. Sharp Professor of Geology and Professor of Geochemistry B.S., University of Iowa, 1989; M.S., University of Wisconsin (Madison), 1991; Ph.D., 1994. Research Fellow in Geochemistry, Caltech, 1994-97; Senior Research Fellow, 1997-98; Assistant Professor, 1998-2003; Associate Professor, 2003-06; Professor, 2006-; Sharp Professor, 2008-. James P. Eisenstein, Ph.D., Frank 7 Roshek Professor of Physics and Applied Physics A.B., Oberlin College, 1974; Ph.D., University of California, 1980. Professor of Physics, Caltech, 1996-2004; Roshek Professor, 2004-05; Roshek Professor of Physics and Applied Physics, 2005-. Charles Elachi, Ph.D., D.Sc.h.c., Vice President, Director of the Jet Propulsion Laboratory; Professor of Electrical Engineering and Planetary Science B.Sc., University of Grenoble, 1968; Dipl. Ing., National Polytechnical Institute (Grenoble), 1968; M.S., Caltech, 1969; Ph.D., 1971; M.B.A., University of Southern California, 1978; D.Sc.h.c., Occidental College. Research Fellow, Caltech, 1971-73; Lecturer in Electrical ngineering, 1982-88; Lecturer lectrical Engineering and Planeta Science, 1988-2001; Professor, 2002-. Vic President and Director. 2001- Jeffrey Donald Eldredge, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., Cornell University, 1996; M.S., California Institute of Technology, 1997; Ph.D, 2002. Caltech, 2012. Matthew P. Elgart, D.M.A., Lecturer in Guitar B.F.A., University of California (Los Angeles), 1983; M.F.A., 1985; D.M.A., Claremont Graduate School, 1996. Caltech, 2007-12. Heinz E. Ellersieck, Ph.D., Associate Professor of History, Emeritus A.B., University of California (Los Angeles), 1942; M.A., 1948; Ph.D., 1955. Instructor, Caltech, 1950-55; Assistant Professor, 1955-60; Associate Professor, 1960-88; Associate Professor Emeritus, 1988-. Matthew L. Elliott, Ph.D., Assistant Professor of Economics B.A., Oxford University, 2002; MPhil., 2004; Ph.D., Stanford University, 2011. Visiting Associate, Caltech, 2012; Assistant Professor, 2012-. Sean Joseph Elliott, Ph.D., Visiting Associate in Biology B.A., Amhert College, 1994; Ph.D., California Institute of Technology, 2000. Caltech, 2012-13. Richard S. Ellis, D.Phil., D.Sc.h.c., Steele Family Professor of Astronomy B.Sc., University College London, 1971; D.Phil., University of Oxford, 1974; D.Sc.h.c., University of Durham. Visiting Associate, Caltech, 1997-98; Professor, 1999-2002; Steele Professor, 2002-. Deputy Director, Palomar Observatory, 1999-2000; Director, 2000-02; Director, Caltech Optical Observatories, 2002-05. Michael Elowitz, Ph.D., Professor of Biology and Bioengineering; Investigator, Howard Hughes Medical Institute B.A., University of California, 1992; M.A., Ph.D., Princeton University, 1999. Assistant Professor, Caltech, 2003-09; Bren Scholar, 2003-09; Associate Professor, 2009-10; Professor, 2010-; Investigator, 2008-. Azita Emami-Neyestanak, Ph.D., Assistant Professor of Electrical Engineering .S., Sharif University of Technology, 199( I.S. Stanford University. 1999: Ph.D 2004. Caltech, 2007-. Stuart A. Ende, Ph.D., Faculty Associate in Literature A.B., Cornell University, 1965; M.A., New York University, 1966; Ph.D., Cornell University, 1970. Assistant Professor of English, Caltech, 1970-74; Associate Professor, 1974-80; Associate Professor of Literature, 1980-90; Faculty Associate, 1990-. Hermann Engelhardt, Dr.rer.Nat., Senior Research Associate in Geophysics, Emeritus Dipl., Technical University of Munich, 1960; Dr.rer.Nat., 1974. Senior Research Fellow, Caltech, 1976-79; Visiting Associate, 1981; Senior Research Associate, 1988-2002; Senior Research Associate Emeritus, 2002-. Jean E. Ensminger, Ph.D., Edie and Lew Wasserman Professor of Social Sciences B.A., Cornell University, 1974; M.A., Northwestern University, 1976; Ph.D 1984. Professor of Anthropology, Caltech, 2000-07; Wasserman Professor of Anthropology, 2007-09; Wasserman Professor of Social Sciences, 2009-. Chair, Division of the Humanities and Social Sciences, 2002-06. Oliver W. Eslinger, M.A., Coach B.A., Clark University, 1997; Ed.M., Boston University, 1999; Ed.D., 2002. Caltech, 2008-. Thomas Eugene Everhart, Ph.D., D.L.h.c., D.h.c., President Emeritus; Professor of Electrical Engineering and Applied Physics, Emeritus A.B., Harvard College, 1953; M.Sc., University of California (Los Angeles), 1955; Ph.D., University of Cambridge, 1958; D.L.h.c., Illinois Wesleyan University; Pepperdine University; D.h.c., Colorado School of Mines. Professor, Caltech, 1987-99; Professor Emeritus, 1999-. President, 1987-97; President Emeritus, 1997-. Pamela L. Eversole-Cire, Ph.D., Visiting Associate in Biology B.S. (Biology), B.S. (Chemistry), University of California (Irvine), 1982; M.S., 1985; Ph.D., University of Southern California, 1994. Research Fellow, Caltech, 1995-98; Senior Research Fellow, 1998-2001; Visiting Associate, 2008-12. Andrei Faraon, Ph.D., Assistant Professor in Applied Physics and Materials Science B.S., California Institute of Technology 2005; Ph.D., Stanford University, 2010 Visiting Associate, Caltech, 2012; Assistant Professor, 2012- Kenneth A. Farley, Ph.D., W. M. Keck oundation Professor of Geochemistry; Cha ivision of Geological and Planetary Scien B.S., Yale University, 1986; Ph.D., University of California (San Diego), 1991. Assistant Professor, Caltech, 1993-96; Associate Professor, 1996-98; Professor 1998-2003; Keck Foundation Professo 2003- Director, Tectonics Observatory, rendan Farrell, Theodore von Kárma nstructor in Applied and Computation Mathematics B.S., Cornel University, 2000; Ph.D., Officers and Faculty 651 University of California (Davis), 2008. Caltech, 2011-13. Hans Jorg Fecht, Ph.D., Visiting Associate in Applied Physics and Materials Science M.S., University of Saarbrucken,1981; Ph.D., 1984. Chaired Professor, University of Ulm (Germany), 1997-. Senior Research Associate, Caltech, 1987-90; Visting Associate, 2000; 2012-13. Mordechai Feingold, D.Phil., Professor of History B.A., Hebrew University of Jerusalem, 1972; M.A., 1976; D.Phil., University of Oxford, 1980. Visiting Associate Professor, Caltech, 1994; Professor, 2002-. Katalin Fejes Toth, Ph.D., Thomas Hunt Morgan Senior Research Fellow in Biology M.D., Semmelweiss University, 2001; Ph.d., University of Heidelberg, 2004. Caltech 2010-13. Antony R. H. Fender, B.S., Lecturer in Engineering B.S., University of California (Los Angeles), 1970. Caltech, 1996-2012. Zhenjie Feng, Ph.D., Visiting Associate in Physics Ph.D., Chinese Academy of Sciences, 2007; Assistant Professor, 2007-. Caltech, 2011-12. David Andrew Fike, Ph.D., Visiting Associate in Geobiology B.S., University of Illinois at Urbana-Champaign, 2001; M.S., Cambridge University, 2002; Ph.D., Massachusetts Institute of Technology, 2007. Caltech 2011-12. Bradley Ward Filippone, Ph.D., Professor of Physics B.S., Pennsylvania State University, 1977; M.S., University of Chicago, 1979; Ph.D., 1982. Research Fellow, Caltech, 1983-84; Issistant Professor, 1984-90; Associat rofessor, 1990-95; Professor, 1995- Wolfgang Fink, Ph.D., Visiting Associate in Physics University of Arizona, 2009. Caltech, 652 Matthias Flach, Ph.D., Professor of Mathematics Dipl., Johann-Wolfgang von Goeth niversity (Frankfurt), 1986; Ph.D., Trustees, Administration, Faculty John's College, 1991. Associate Professor, Caltech, 1995-99; Professor, 1999-. Executive Officer for Mathematics, 2006-2009. Richard Charles Flagan, Ph.D., Irma and Ross McCollum-William H. Corcoran Professor of Chemical Engineering and Professor of Environmental Science and Engineering; Executive Officer for Chemical Engineering B.S.E., University of Michigan, 1969; S.M., Massachusetts Institute of Technology, 1971; Ph.D., 1973. Assistant Professor of Environmental Engineering Science, Caltech, 1975-81; Associate Professor, 1981-84; Associate Professor of Environmental Engineering and Mechanical Engineering, 1984-85; Professor, 1986-90; Professor of Chemical Engineering, 1990-2000; McCollum Professor of Chemical Engineering, 2000-03; McCollum Professor of Chemical Engineering and Professor of Environmental Science and Engineering, 2003-04; McCollum-Corcoran Professor of Chemical Engineering and Professor of Environmental Science and Engineering, 2004. Acting Executive Officer, 1996; Executive Officer, 1997; 2004. Stephen J. Forman, M.D., Visiting Associate in Chemical Engineering B.A., St. John's College, 1970; M.D., University of Southern California, 1974. Staff Physician and Chairman of the Board of Directors, City of Hope, 2001-. Caltech, 2005-13. Elisa Franco, Ph.D., Visiting Associate in Computing and Mathematical Sciences M.S., University of Trieste, Italy, 2002; Ph.d., 2007; Ph.D., California Institute of Technology, 2011. Caltech 2011-12 Rupert L. Frank, Ph.D., Professor of Mathematics M.S., Ludwig-Maximilians University-Munich, 2003; Ph.D., Royal Institute of Tehnology-Stockholm, 2007. Caltech, 2013-. Joel N. Franklin, Ph.D., Professor of Applied B.S., Stanford University, 1950; Ph.D., 1953. Associate Professor of Applied Mechanics, Caltech, 1957-65; Professor of Applied Science, 1965-69; Professor of Applied Mathematics, 1969-2000; Professor .S., Harvey Mudd College, 1976; Ph.I ohns Hopkins University, 1979. Profess of Biology, Caltech, 1991; Rosen Professor 1991-; Professor of Bioengineering, 2005- Director, Magnetic Resonance Imaging Center, 2002-08; Director, Rosen Bioengineering Center, 2008-. Steven Clark Frautschi, Ph.D., Professor of Theoretical Physics, Emeritus A.B., Harvard College, 1954; Ph.D., Stanford University, 1958. Assistant Professor, Caltech, 1962-64; Associate Professor, 1964-66; Professor, 1966-2006; Professor Emeritus, 2006-. Executive Officer for Physics, 1988-97; Master of Student Houses, 1997-2002. Stuart Freed, B.A., Lecturer in Art— Ceramics B.A., California State University (Northridge), 1979. Caltech, 1999-2012. Katherine Freese, Ph.D., Visiting Associate in Physics B.A., Princeton University, 1977; M.A., Columbia University, 1981; Ph.D., University of Chicago, 1984. Caltech, 2012. Winrich Freiwald, Ph.D., Visiting Associate in Biology Diplom, University of Tubingen, 1993; Ph.D., 1997. Assistant Professor, Rockefeller University, 2009-. Caltech, 2009-12. Gregory C. Fu, Ph.D., Altair Professor of Chemistry B.S., Massachusetts Institute of Technology, 1985; Ph.D., Harvard University, 1991. Moore Distinguished Scholar, Caltech, 2011; Altair Professor, 2012-. Tokuma Fukuoka, Ph.D., Visiting Associate in Chemical Engineering B.S., Kyoto University, 2000, M.S., 2002, Ph.D., 2005. Caltech, 2011-12. Brent Thomas Fultz, Ph.D., Professor of Materials Science and Applied Physics B.Sc., Massachusetts Institute of Technology, 1975; M.Sc., University of California, 1978; Ph.D., 1982. Assistant Professor of Materials Science, Caltech, 1985-90; Associate Professor, 1990-97; Professor of Materials Science, 1997-2002; Professor of Materials Science and Applied Daniel Fuster, Ph.D., Visiting Associate in Mechanical and Civil Engineerin, M.S., University of Zaragoza, 2004; Ph.D.. 2007. Caltech, 2012. Deborah Kuchnir Fygenson, Ph.D., Visiting Associate in Electrical Engineering B.S., Massachusetts Institute of Technology, 1989; M.S., Princeton University, 1991; Ph.D., 1995. Caltech, 2012. Todd C. Gaier, Ph.D., Faculty Associate in Physics Ph.D., University of California (Santa Barbara), 1993. Principal Staff, Jet Propulsion Laboratory, 1996-. Caltech, 2004-14. Mandy Gamble, M.A., Head Coach of Men's and Women's Tennis and Physical Education Instructor B.A., California State University, 1995; M.A., 1997. Caltech, 2002-. Daniel A. Garcia, M.A., Lecturer in Spanish Lic., National University of Colombia, 1988; M.A., University of Southern California, 1991. Caltech, 1996-2015. Jorge García-Ojalvo, Ph.D., Visiting Associate in Biology M.Sc., University of Barcelona, 1991; Ph.D., 1995. Associate Professor, Technical University of Catalonia, 2003-. Caltech, 2006-13. George Rousetos Gavalas, Ph.D., Professor of Chemical Engineering, Emeritus B.S., Technical University of Athens, 1958; M.S., University of Minnesota, 1962; Ph.D., 1964. Assistant Professor, Caltech, 1964-67; Associate Professor, 1967-75; Professor, 1975-2002; Professor Emeritus, 2002-. John B. Geasland, B.S.F.S., Lecturer in English as a Second Language B.S.F.S., Georgetown University, 1966. Caltech, 2001-12. Murray Gell-Mann, Ph.D., Sc.D.h.c., D.Sc.h.c., Nobel Laureate, Robert Andrews Millikan Professor of Theoretical Physics, Emeritus B.S., Yale University, 1948; Ph.D., Massachusetts Institute of Technology, 1950; Sc.D.h.c., Columbia University; University of Cambridge; University of Chicago; University of Illinois; University of Utah; Wesleyan University; Yale University; D.Sc.h.c., University of Turin (Italy). Associate Professor, Caltech, 1955-56; Professor, 1956-67; Millikan Professor, 1967-93; Millikan Professor Emeritus, 1993-. Glen A. George, M.S., Lecturer in Computer Science and Electrical Engineering B.S. (Engineering and Applied Science), Caltech, 1981; B.S. (Electrical Engineering), 1982; M.S., University of California (Los Angeles), 1984. Lecturer in Applied Science, Caltech, 1986-1991; Lecturer in Computer Science and Electrical Engineering, 1992-2012. Thomas George, Ph.D., Visiting Associate in Electrical Engineering B. Tech., Indiana Institute of Technology, Madras, 1982; M.S., University of Officers and Faculty 653 California, Berkeley, 1984; Ph.D., 1989. Caltech, 2010-12. Anton Geraschenko, Ph.D., Harry Bateman Research Instructor in Mathematics B.A., Brandeis University, 2004; Ph.D., University of California, Berkeley, 2011. Caltech, 2011-12. Merrill Joan Gerber, M.A., Lecturer in Creative Writing B.A., University of Florida, 1959; M.A., Brandeis University, 1980. Caltech, 1989-2012. Alireza Ghaffari, M.S., Lecturer in Applied Physics and Materials Science B.S., California State University, 1986; M.S., Caltech, 2008. Lecturer, 2005-09; 2010-12. Morteza Gharib, Ph.D., Hans W. Liepmann Professor of Aeronautics and Professor of Bioinspired Engineering; Vice Provost B.S., Teheran University, 1976; M.S., Syracuse University, 1978; Ph.D., Caltech, 1983. Professor of Aeronautics, 1992-2001; Professor of Aeronautics and Bioengineering, 2001-02; Liepmann Professor of Aeronautics and Bioengineering, 2002-06; Professor of Bioengineering, 2006-09; Professor of Bioinspired Engineering, 2009-; Liepmann Professor, 2006-. Vice Provost, 2010-. Konstantinos P. Giapis, Ph.D., Professor of Chemical Engineering Dipl., National Technical University of Athens, 1984; Ph.D., University of Minnesota, 1989. Lacey Instructor, Caltech, 1992-93; Assistant Professor, 1993-98; Associate Professor, 1999-2010; Professor, 2010-. James F. Gilchrist, Ph.D., Visiting Associate in Chemical Engineering; Lecturer in Chemical Engineering B.S., Washington University, 1997; Ph.D, Northwestern University, 2003. Caltech, Benjamin J. Gillen, Ph.D., Assistant BA, Vard versity, 199, Ph.D. University of California (San Diego), 2010 Caltech, 2010-. Kevin M. Gilmartin, Ph.D., Professor of English 654 rocior, ossor of English, 2004 07; Trustees, Administration, Faculty Dehn Gilmore, Ph.D., Assistant Professor of English B.A., Harvard University, 2002; M.Phil., Cambridge University (Trinity College), 2003; M.Phil., Columbia University, 2005; Ph.D., 2009. Caltech, 2009- Jacqueline G. Gish, Ph.D., Visiting Associate in Aerospace B.A., University of California (Los Angeles), 1972; Ph.D., Caltech, 1976; M.B.A., University of Southern California, 2003. Director, Directed Energy Technology, Northrop Grumman Space Technology 2001-. Visiting Associate, Caltech, 2008-13. Jan Glascher, Ph.D., Visiting Associate in sycholog h.D., University of Hamburg, 2005 Caltech, 2010-12. Luke Fenton Glynn, Ph.D., McDonnell Postdoctoral Instructor in Philosophy B.A., University of Oxford, 2004; B.Phil., 2006; D.Phil., 2009. Caltech, 2012-13. William Andrew Goddard III, Ph.D., Charles and Mary Ferkel Professor of Chemistry, Materials Science, and Applied B.S., University of California (Los Angeles), 1960; Ph.D., Caltech, 1965. Noyes Research Fellow in Chemistry, 1964-66; Noyes Research Instructor, 1966-67; Assistant Professor of Theoretical Chemistry, 1967-71; Associate Professor, 1971-74; Professor, 1974-78; Professor of Chemistry and Applied Physics, 1978-84; Ferkel Professor of Chemistry, 1984-2001; Ferkel Professor of Chemistry, Materials Science, and Applied Physics, 2001-. Anja-Silvia Goeing, Ph.D., Lecturer in History M.A., University of Wuerzburg, 1992; Ph.D., 1999. Caltech, 2009-14. Lea Anastasia Goentoro, Ph.D., Assistant Professor of Biology B.S., University of Wisconsin-Madison, 2001; Ph.D., Princeton University, 2006. Caltech, 2011-. Marvin Leonard Goldberger, Ph.D., Sc.D.h.c., D.H.L.h.c., LL.D.h.c., Peter Martin Goldreich, Ph.D., Lee A. DuBridge Professor of Astrophysics and Planetary Physics, Emeritus B.S., Cornell University, 1960; Ph.D., 1963. Associate Professor of Planetary Science and Astronomy, Caltech, 1966-69; Professor, 1969-81; DuBridge Professor of Astrophysics and Planetary Physics, 1981-2002; DuBridge Professor Emeritus, 2002-. Acting Chairman, Division of Geological and Planetary Sciences, 1989. Paul F. Goldsmith, Ph.D., Visiting Associate in Astronomy A.B., University of California, 1969; Ph.D., 1975. Principal Scientist, Jet Propulsion Laboratory, 2005-. Caltech, 2006-12. Matthew Golombek, Ph.D., Lecturer in Planetary Science; Visiting Associate Planetary Science A.B., Rutgers College, 1976; M.S., University of Massachusetts, 1978; Ph.D., 1981. Caltech, 2012. Sunil Golwala, Ph.D., Professor of Physics B.A., University of Chicago, 1993; M.A., University of California, 1995; Ph.D., 2000. Assistant Professor, Caltech, 2003-10; Associate Professor, 2010; Professor, 2010-. Gabriela Gonzalez, Ph.D., Visiting Associate in LIGO Ph.D., Syracuse University, 1995. Caltech, 2008-2012. David Louis Goodstein, Ph.D., Frank 7. Gilloon Distinguished Teaching and Service Professor, Emeritus; Professor of Physics and Applied Physics, Emeritus B.S., Brooklyn College, 1960; Ph.D., University of Washington, 1965. Research Fellow in Physics, Caltech, 1966-67; Assistant Professor, 1967-71; Associate Professor, 1971-75; Associate Professor of Physics and Applied Physics, 1975-76; Professor, 1976-2009; Gilloon Professor, 1995-2009; Gilloon Professor Emeritus, 2009-. Vice Provost, 1987-2007. Judith R. Goodstein, Ph.D., Faculty Associate in History; University Archivist, Emeritus; Lecturer B.A., Brooklyn College, 1960; Ph.D., University of Washington, 1969. Faculty Associate, Caltech, 1982-; Lecturer, 1989; 2001; 2002; 2007. Registrar, 1989-2003 nstitute Archivist. 1968-95: Universit Archivist, 1995-2009; University Archivist Emeritus, 2009-. David George Goodwin, Ph.D., Professor of Mechanical Engineering and Applied Physics, Emeritus B.S., Harvey Mudd College, 1979; M.S., Stanford University, 1980; Ph.D., 1986. Assistant Professor of Mechanical Engineering, Caltech, 1988-93; Associate Professor of Mechanical Engineering and Applied Physics, 1993-2000; Professor, 2000-11; Professor Emeritus, 2011-. Michael Gorodetsky, Ph.D., Visiting Associate in Physics Ph.D., Moscow State University, 1993. Caltech, 2011; 2012. Krzysztof M. Gorski, Ph.D., Visiting Associate in Physics M.Sc., Nicolaus Copernicus University (Poland), 1975; Ph.D., Warsaw University, 1987. Senior Research Scientist, Jet Propulsion Laboratory, 2003-. Caltech, 2003-13 Frederic Gosselin, Ph.D., Visiting Associate in Psychology B.A., University of Ottawa, 1993; M.Sc., University of Montreal, 1996; Ph.D., University of Glasgow, 2000. Associate Professor, University of Montreal, 2002- Caltech, 2007-08; 2010; 2012 Roy Walter Gould, Ph.D., Simon Ramo rofessor of Engineering, Emerit .S., Caltech, 1949; M.S., Stanfo University, 1950; Ph.D., Caltech, 1956. Assistant Professor of Electrical Engineering, 1955-58; Associate Professor, 1958-60; Associate Professor of Electrical Engineering and Physics, 1960-62; Professor, 1962-74; Professor of Applied Physics, 1974-80; Ramo Professor of Engineering, 1980-96; Ramo Professor Emeritus, 1996-. Executive Officer for Applied Physics, 1973-79; Chairman Division of Engineering and Applied Science, 1979-85. Thomas B. Graber, Ph.D., Professor of Mathematics A.B., Harvard, 1994; M.A. University of California (Los Angeles), 1995; Ph.D., 1998. Associate Professor, Caltech, 2005-08; Professor, 2008-. Viviana Gradinaru, Ph.D., Assistant Professor in Biology B.S., California Institute of Technology, 2005; Ph.D., Stanford University, 2010. Visiting Associate, Caltech, 2012; Assistant Professor, 2012-. Emilio Castano Graff, Ph.D., Lecturer in B.S., California Institute of Technology, :002; M.S., 2004; Ph.D., 2007. Caltec 011-1 Keith J. B. Grainge, Ph.D., Visiting Ph.D., University of Cambridge, 1996 Senior Research Associate, 2007. Catech Robert W. Graves, Ph.D., Visiting Associate in Geophysics B.S, University of California, Riverside 1984; M.S., California Institute of Technology, 1988; Ph.D., 1990. Caltech, 2012-13. 655 Officers and Faculty 656 Harry Barkus Gray, Ph.D., D.Sc.h.c., Laurea h.c., Fil.Dr.h.c., D.L.h.c., Arnold O. Beckman Professor of Chemistry; Founding Director, Beckman Institute B.S., Western Kentucky College, 1957; Ph.D., Northwestern University, 1960; D.Sc.h.c., Northwestern University; University of Rochester; University of Chicago; Göteborg University; University of Pennsylvania; Bowling Green State University; University of Arizona; Laurea h.c., University of Florence; D.L.h.c., Illinois Wesleyan University. Visiting Professor of Inorganic Chemistry, Caltech, 1965; Professor of Chemistry, 1966-81; William R. Kenan Professor, 1976-81; Beckman Professor, 1981-. Chairman, Division of Chemistry and Chemical Engineering, 1978-84; Director, Beckman Institute, 1986-2001; Founding Director, 2001-. Julia R. Greer, Ph.D., Assistant Professor of Materials Science and Mechanics B.S., Massachusetts Institute of Technology, 1997; M.S., Stanford University, 2000; Ph.D., 2005. Caltech, 2007-. David M. Grether, Ph.D., Frank 7. Gilloon Professor of Economics, Emeritus B.S., University of California, 1960; Ph.D., Stanford University, 1969. Associate Professor, Caltech, 1970-75; Professor, 1975-2009; Gilloon Professor, 2009-10; Gilloon Professor Emeritus, 2010-. Executive Officer for Social Sciences, 1978-82; Chairman, Division of the Humanities and Social Sciences, 1982-92; Interim Chair, Division of the Humanities and Social Sciences, 2006-07. Paul J. Groot, Ph.D., Visiting Associate in Astrophysics M.S., University of Amsterdam, 1995; Ph.D., 1999. Caltech, 2011. Allen R. Gross, D.M.A., Lecturer in Symphony Orchestra A.B., Queens College, 1965; M.A., University of California, 1967; D.M.A., Stanford University, 1978. Caltech, 1999-2010. Zeev Gross, Ph.D., Visiting Associate in Chemistry B.Sc., Bar-Ilan University (Israel), 1979; M.Sc., 1982; Ph.D., 1987. Senior Lecturer, Technion-Israel Institute of Technology, 1995-. Caltech, 1999; 2011. John P. Grotzinger, Ph.D., Fletcher Jones Professor of Geology B.S., Hobart College, 1979; M.S., University of Montana, 1981; Ph.D., Virginia Polytechnic Institute and State University, 1985. Visiting Associate Professor, Caltech, 1996; Moore Distinguished Scholar, 2004; Jones Professor, 2005-. Trustees, Administration, Faculty Robert H. Grubbs, Ph.D., Nobel Laureate, Victor and Elizabeth Atkins Professor of Chemistry B.S., University of Florida, 1963; M.S., 1965; Ph.D., Columbia University, 1968. Professor, Caltech, 1978-90; Atkins Professor, 1990-. Sergei G. Gukov, Ph.D., Professor of Theoretical Physics and Mathematics B.S., Moscow Institute of Physics and Technology, 1997; M.S., Princeton University, 2001; Ph.D., 2001. Associate Professor, Caltech, 2005-07; Professor, 2007-. Chin-Lin Guo, Ph.D., Assistant Professor of Bioengineering and Applied Physics B.S., National Taiwan University, 1994; M.S., 1996; Ph.D., University of California (San Diego), 2001. Caltech, 2006-. Michael C. Gurnis, Ph.D., John E. and Hazel S. Smits Professor of Geophysics; Director, Seismological Laboratory B.S., University of Arizona, 1982; Ph.D., Australian National University, 1987 Associate Professor, Caltech, 1994-96; Professor, 1996-2005; Smits Professor, 2005-. Associate Director, Seismological Laboratory, 1995-2003; Director, 2009-. Herold R. Gustafson, Ph.D., Visiting Associate in Physics B.S., Caltech, 1959; M.S., University of Washington, 1961; Ph.D., 1968. Senior Research Scientist, University of Michigan, 1968-. Visiting Associate, Caltech, 1997-2012. Inseob Hahn, Ph.D., Visiting Associate in Physics B.Sc., Seoul National University, 1985; Ph.D., University of Southern California, 1993. Principal Scientist, Jet Propulsion Laboratory, 2007-. Caltech, 2008-12. Sossina M. Haile, Ph.D., Carl F Braun Professor of Materials Science and Chemical Engineering B.S., Massachusetts Institute of Technology, 1986; M.S., University of California, 1988; Ph.D., Massachusetts Institute of Technology, 1992. Assistant Professor, Caltech, 1996-2001; Associate Professor, 2001-06; Professor, 2006-11; Braun Professor, 2012-. Seyed-Ali Hajimiri, Ph.D., Thomas G. Myers Professor of Electrical Engineering B.S., Sharif University of Technology, 1994; M.S., Stanford University, 1996; Ph.D., 1998. Assistant Professor, Caltech, 1998-2003; Associate Professor, 2003-06; Professor, 2006-10; Myers Professor, 2010-. John Franklin Hall, Ph.D., Professor of Civil Engineering B.S., West Virginia University, 1972; M.S., University of Illinois, 1973; Ph.D., University of California, 1980. Research Fellow, Caltech, 1980-83; Lecturer, 1981-83; Assistant Professor, 1983-89; Associate Professor, 1989-97; Professor, 1997-. Executive Officer for Civil Engineering and Applied Mechanics, 1998-2005; Dean of Students, 2005-10; Acting Vice President for Student Affairs, 2006-07. Judith Hall, M.A., Lecturer in Creative Writing A.B., Clark University, 1973; M.A., Johns Hopkins University, 1979. Caltech, 1999-2006; 2008; 2009; 2011-12. Gregg W. Hallinan, Ph.D., Assistant Professor of Astronomy B.Sc., National University of Ireland, Galway, 2002; Ph.D., 2008. Caltech, 2012-. David Garrison Harkrider, Ph.D., Professor of Geophysics, Emeritus B.A., Rice University, 1953; M.A., 1957; Ph.D., Caltech, 1963. Associate Professor, 1970-79; Professor, 1979-95; Professor Emeritus, 1995-. Associate Director, Seismological Laboratory, 1977-79. Jan Harms, Ph.D., Senior Research Fellow in Physics Ph.D., University of Hannover, 2006. Caltech, 2010-13. John M. Harris, Ph.D., Visiting Associate in Geology B.Sc., University of Leicester (United Kingdom), 1964; M.A., University of Texas (Austin), 1967; Ph.D., University of Bristol, 1970. Chief Curator, George C. Page Museum, 1993-. Caltech, 2001-12. Fiona A. Harrison, Ph.D., D.techn.h.c., Professor of Physics and Astronomy A.B., Dartmouth College, 1985; Ph.D., University of California, 1993; D.techn.h.c., Danish Technical University, 2010. Robert Millikan Research Fellow, Caltech, 1993-95; Assistant Professor of Physics, 1996-99; Assistant Professor of Physics and Astronomy, 1999-2001; Associate Professor, 2001-05; Professor, 2005-. Jamshid Hassanzadeh, Ph.D., Visiting Associate in Geology B.S., University of Tehran, 1974; M.S., 1978; Ph.D., University of California (Los Angeles), 1993. Associate Professor, University of Tehran, 2000-. Caltech, 2003-04: 2008-12. Babak Hassibi, Ph.D., Professor of Electrical Engineering; Executive Officer for Electrical Engineering; Associate Director of Information Science and Technology B.S., University of Tehran, 1989; M.S. Stanford University, 1993; Ph.D., 1996 Assistant Professor, Caltech, 2001-03; Associate Professor, 2003-08; Professor, 2008-. Executive Officer, 2008-; Associate Director, 2010-. Kristine L. Haugen, Ph.D., Professor of English B.A., University of Chicago, 1996; M.A., Princeton University, 1998; Ph.D., 2001. Assistant Professor, Caltech, 2005-11; Professor, 2011-. Egill Hauksson, Ph.D., Senior Research Associate in Geophysics M.S., University of Trondheim (Norway), 1974; M.A., Columbia University, 1978; M.Phil., 1980; Ph.D., 1981. Research Fellow, Caltech, 1989-92; Senior Research Associate, 1992-. Bruce A. Hay, Ph.D., Professor of Biology B.A., Claremont McKenna College, 1982; Ph.D., University of California (San Francisco), 1989. Assistant Professor, Caltech, 1996-2002; Associate Professor, 2002-08; Professor, 2008-. Yongning He, Ph.D., Visiting Associate in Biology B.S., Fudan University, 1991, M.S., 1994; Ph.D., Purdue Universtiy, 2002. Caltech, 2011-12. James R. Heath, Ph.D., Elizabeth W. Gilloon Professor and Professor of Chemistry B.Sc., Baylor University, 1984; M.A., Rice University, 1988; Ph.D., 1988. Caltech, 2003-. Thomas Harrison Heaton, Ph.D., Professor of Engineering Seismology B.S., Indiana University, 1972; Ph.D., Caltech, 1978. Visiting Associate in Geophysics, Caltech, 1980-91; Faculty Associate, 1991-95; Lecturer in Geophysics, 1993-94; Lecturer in Engineering Seismology, 1995; Professor, 1995- Michael H. Hecht, Ph.D., Visiting Associate in Geochemistry A.B., Princeton Univeristy, 1974; M.S., Massachusetts Institute of Technolog 978; Ph.D., Stanford University, 198 Senior Research Scientist, Jet Propulsion Laboratory, 1982-. Caltech, 2011-12. S. Mohammad Hadi Hedayat Zadeh Razavi, Ph.D., Harry Bateman Research Instructor in Mathematics Federal Institute of Technology, Zurich, 2010. Caltech, 2011-14. Essam Heggy, Ph.D., Visiting Associate in Officers and Faculty 657 658 John L. Heilbron, Ph.D., Visiting Associate in History A.B., University of California, 1955; M.A., 1958; Ph.D., 1964. Professor, 1994. Sherman Fairchild Distinguished Scholar, Caltech, 1995; Mellon Visiting Professor, 1997; Eleanor Searle Visiting Professor, 2011; Visiting Associate, 2011-15 Donald Vincent Helmberger, Ph.D., Professor of Geophysics B.S., University of Minnesota, 1961; M.S., University of California (San Diego), 1965; Ph.D., 1967. Assistant Professor, Caltech, 1970-74; Associate Professor, 1974-79; Professor, 1979-2000, 2011-; Smits Family Professor, 2000-11. Director, Seismological Laboratory, 1998-2003. George Helou, Ph.D., Senior Research Associate in Physics; Executive Director of the Infrared Processing and Analysis Center B.S., American University of Beirut, 1975; Ph.D., Cornell University, 1980. Senior Research Associate, Caltech, 1998-. Executive Director, 1999-. Janet G. Hering, Ph.D., Visiting Associate in Environmental Science and Engineering A.B., Cornell University, 1979; A.M., Harvard University, 1981; Ph.D., Massachusetts Institute of Technology, 1988. Visiting Associate, Caltech, 1995-96; Associate Professor of Environmental Engineering Science, 1996-2002; Professor of Environmental Science and Engineering, 2002-08; Visiting Associate, 2009-11. Executive Officer for Keck Laboratories, 2002-08. Matthew C. Heverly, M.S., Lecturer in Mechanical and Civil Engineering B.S., California Polytechnic State University (San Luis Obispo), 1999; M.S., Boston University, 2005. Caltech, 2008; 2009; 2010; 2011; 2012. Lynne Anne Hillenbrand, Ph.D., Professor A.B., Princeton University, 1989; M.S., 1989; Ph.D., University of Massachusetts 1995. Assistant Professor, Caltech, 2000-06; 2000- e Poless of fer, 20, Professor, Steve Hindle, Ph.D., Visiting Associate in History B.A., University of Cambridge, 1986; M.A. University of Minnesota, 1988; Ph.D., University of Cambridge, 1993. Caltech, 2012-14. Christopher M. Hirata, Ph.D., Professor of B.S., Caltech, 2001; Ph.D.; Princeton Jniversity, 2005. Assistant Professo Caltech. 2007-12: Professor. 2012- Trustees, Administration, Faculty Kayoko Hirata, Ph.D., Lecturer in Japanese B.A., Kitakyushu University (apan), 1966; M.A., University of Oregon, 1978; M.A., University of Arizona (Tucson), 1987; Ph.D., 1989. Caltech, 1990-. Christopher Read Hitchcock, Ph.D., Professor of Philosophy A.B., Princeton University, 1986; M.A. (Philosophy), M.A. (Mathematics), University of Pittsburgh, 1990; Ph.D., 1993. Associate Professor, Caltech, 1998-2002; Professor, 2002-. David George Hitlin, Ph.D., Professor of Physics B.A., Columbia University, 1963; M.A., 1965; Ph.D., 1968. Associate Professor, Caltech, 1979-85; Professor, 1986-. Tracey C. Ho, Ph.D., Assistant Professor of Electrical Engineering and Computer Science B.S, Massachusetts Institute of Technology, 1999; M.Eng., 1999; Ph.D., 2004. Caltech, 2005-. Andre Hoelz, Ph.D., Assistant Professor of Biochemistry B.Sc., Albert-Ludwigs University of Freiburg, 1993; M.Sc.,1997; Ph.D., Rockefeller University, 2004. Caltech, 2010-. Philip Thomas Hoffman, Ph.D., Rea A. and Lela G. Axline Professor of Business Economics and Professor of History A.B., Harvard College, 1969; M.A., University of California, 1971; Ph.D., Yale University, 1979. Lecturer in History, Caltech, 1980-81; Instructor, 1981-82; Assistant Professor, 1982-84; Associate Professor of History and Social Science, 1984-95; Professor, 1995-2003; Richard and Barbara Rosenberg Professor of History and Social Science, 2003-08; Axline Professor, 2008-. Executive Officer for the Humanities, 1995-2000. Michael Robert Hoffmann, Ph.D., James Irvine Professor of Environmental Science B.A., Northwestern University, 1968; Ph.D., Brown University, 1974. Research Fellow, Caltech, 1973-76; Associate Chemistry, 1990-96; Irvine Professor of Environmental Science, 1996-. Executive Officer for Environmental Engineering Science, 1996-2002; Dean of Graduate Studies, 2002-09. Douglas Clayton Hofmann, Ph.D., Lecturer in Applied Physics and Materials ., University of California, San Diego, 2003; M.S., 2004; M.S., Caltech, 2006 Ph.D., 2008. Caltech, 2011-12 Susan Hojnacki, Ph.D., Visiting Associate in Chemistry M.S., Rochester Institute of Technology, 2000; Ph.D., 2005. Senior Member, Engineering and Space Directorate, Jet Propulsion Laboratory, 2007-. Caltech, 2008-12. Gerard J. Holzmann, Ph.D., Faculty Associate in Computer Science; Lecturer in Computer Science B.S., Delft University of Technology (Netherlands), 1973; M.S., 1976; Ph.D., 1979. Lecturer, Caltech, 2003-06; 2008; 2009; 2010; Faculty Associate, 2007-Narimon Honarpour, Ph.D., M.D., Visiting Associate in Biology B.S., University of Texas (Austin), 1996; Ph.D., University of Texas Southwestern Medical Center, 2001; M.D., University of California (Los Angeles), 2003. STAR Postdoctoral Fellow, 2005-. Caltech, 2006-12. John J. Hopfield, Ph.D., Roscoe G. Dickinson Professor of Chemistry and Biology, Emeritus A.B., Swarthmore College, 1954; Ph.D., Cornell University, 1958. Dickinson Professor, Caltech, 1980-97; Dickinson Professor Emeritus, 1997-. Hans G. Hornung, Ph.D., C. L. "Kelly" Johnson Professor of Aeronautics, Emeritus B.S., University of Melbourne, 1960; M.S., 1962; Ph.D., University of London (Imperial College), 1965. Johnson Professor, Caltech, 1987-2005; Johnson Professor Emeritus, 2005-. Director, Graduate Aeronautical Laboratories, 1987-2004. Yizhao Thomas Hou, Ph.D., Charles Lee Powell Professor of Applied and Computational Mathematics B.S., South China University of Technology, 1982; M.S., University of California (Los Angeles), 1985; Ph.D., 1987. Associate Professor of Applied Mathematics, Caltech, 1993-98; Professor, 1998-2000; Professor of Applied and Computational Mathematics, 2000-04; Powell Professor, 2004. Executive Officer for Applied and Computational Mathematics, 2000-06. Martin Houde, Ph.D., Visiting Associate in Physics Ph.D., University on Montreal, 2001. Caltech 2011-13. ames Morrow House, M.D., Visitin Issociate in Chemical Engineering; Chiet Administrator, Facobs Institute for Molecular Engineering for Medicine B.S., University of Kansas, 1962; M.D., 1966. Staff Physician, Huntington Memorial Hospital, 1971- Assistant Professor, University of California (Los Angeles), 1973-. Caltech, 2002-12; Chief Administrator, 2008-10. Robert M. Housley, Ph.D., Visiting Associate in Geochemistr B.A., Reed College, 1956; Ph.D., University of Washington, 1964. Member of the Technical Staff, Rockwell International Science Center, 1966-. Visiting Professor, Caltech, 1984-85; 1985-86; Visiting Associate, 1986-2004; 2010-13. James B. Howard, Ph.D., Visiting Associate in Chemistry B.A., DePauw University, 1964; Ph.D., University of California (Los Angeles), 1968. Professor, University of Minnesota 1982-. Caltech, 1996-2014 Thomas M. Howard, Ph.D., Lecturer in Mechanical and Civil Engineering B.S., University of Rochester, 2004; M.S., Carnegie Mellon University, 2006; Ph.D., 2009. Caltech, 2010-12 David Hsieh, Ph.D., Assistant Professor of Physics B.S., Stanford University, 2003; B.S., 2003; Ph.D., Princeton University, 2009. Caltech 2012-. Linda C. Hsieh-Wilson, Ph.D., Professor of Chemistry; Investigator, Howard Hughes Medical Institute B.S., Yale University, 1990; Ph.D., University of California, 1996. Assistant Professor, Caltech, 2000-06; Associate Professor, 2006-10; Professor, 2010-. Investigator, 2005-. Alice Shih-hou Huang, Ph.D., M.A.h.c., D.Sc.h.c., Senior Faculty Associate in Biology B.A., Johns Hopkins University, 1961; M.S., 1963; Ph.D., 1966. M.A. h.c., Harvard University; D.Sci.h.c., Wheaton College; Mt. Holyoke College; Medical College of Pennsylvania. Faculty Associate, Caltech 1997-2007; Senior Faculty Associate 1997-2013. Marita Huebner, Ph.D., Weisman ostdoctoral Instructor in History of Scien 1.A., University of Göttingen, 2002; Ph.D Emlyn W. Hughes, Ph.D., Visiting Associate in Physics 659 Officers and Faculty 660 B.S., Stanford University, 1982; M.A., Columbia University, 1984; M.Phil., 1985; Ph.D., 1987. Associate Professor, Caltech, 1995-99; Professor, 1999-2008; Visiting Associate, 2008-. Christopher Michael Hull, Ph.D., Visiting Associate in Physics B.A., Cambridge University, 1979; M.A., 1980; Ph.D., 1983. Caltech, 2011-12. Melany L. Hunt, Ph.D., William R. Kenan, Jr., Professor of Mechanical Engineering; Vice Provost B.S., University of Minnesota, 1983; M.S., University of California, 1985; Ph.D., 1987. Assistant Professor, Caltech, 1988-95; Associate Professor, 1995-2001; Professor, 2001-2011; Kenan Professor, 2012-; Executive Officer, 2002-2007; Vice Provost, 2007-. Christopher Hunter, Ph.D., Assistant Professor of English B.A., Harvard University, 2002; M.A., University of Pennsylvania, 2004; Ph.D., 2009. Caltech, 2010-. Joel A. Hurowitz, Ph.D., Visiting Associate in Geology; Lecturer in Geology B.S., State University of New York, 1996; M.S., 2004, Ph.D., 2006. Directors Fellow Jet Propulsion Laboratory, 2007-. Visiting Associate, Caltech, 2009-12; Lecturer, 2011. M. Yousuff Hussaini, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., University of Madras, 1960; M.S., 1962; Ph.D., University of California, Berkeley, 1970; Caltech 2011-12. Eun-Jung Hwang, Ph.D., Senior Research Fellow in Biology B.S., Seoul National University, 1997; M.S., 1999; Ph,D., John Hopkins University, 2004. Caltech, 2010-12. Joshua Hyman, Ph.D., Lecturer in omputing and Mathematical Science 3.S., University of California, Los Angele 2005; M.S., 2008; Ph.D., 2009. Caltech, Teruyuki Ikeda, Ph.D., Visiting Associate in Materials Science Pb.D., Kyoto University, 2003. Caltech, Robert liffe, Ph.D., Eleanor Searle Imbridge University, 1985, Ph.D., 198 Josef Illy, Ph.D., Visiting Associate in Ph.D., Szeged University and Hungarian Trustees, Administration, Faculty Academy of Sciences, 1982. Contributing Editor of Collected Papers of Albert Einstein, Princeton University Press, 1991-; Senior Research Associate, Retired, Hungarian Academy of Science (Institute of Isotopes) 1993-. Caltech, 2000-14. Hiroyuki Imachi, Ph.D., Visiting Associate in Geobiology B.Eng, Nagaoka University, 1998; M.E., 2000; Ph.D., 2003. Caltech, 2011-13. Andrew Perry Ingersoll, Ph.D., Professor of Planetary Science B.A., Amherst College, 1960; A.M., Harvard University, 1961; Ph.D., 1966. Assistant Professor, Caltech, 1966-71; Associate Professor, 1971-76; Professor, 1976-2003, 2011-; Anthony Professor, 2003-11. Executive Officer for Planetary Science, 1987-94. Sandra S. Irani, Ph.D., Visiting Associate in Computer Science B.S., Princeton University, 1986; Ph.D., University of California, 1991. Chair, Computer Science Department, University of California (Irvine), 2004. Caltech, 2008-12. Andrea Isella, Ph.D., Senior Research Fellow in Physics Ph.D., University of Milan, 2006. Caltech, 2011-14. Rustem F. Ismagilov, Ph.D., John W. and Herberta M. Miles Professor of Chemistry and Chemical Engineering B.S., Higher Chemical College of the Russian Academy of Sciences, 1994; Ph.D., University of Wisconsin, Madison, 1998. Miles Professor, Caltech, 2011-. Wilfred Dean Iwan, Ph.D., Professor of Applied Mechanics, Emeritus B.S., Caltech, 1957; M.S., 1958; Ph.D., 1961. Assistant Professor, 1964-67; Associate Professor, 1967-72; Professor, 1972-2004; Professor Emeritus, 2004. Executive Officer for Civil Engineering an Ipplied Mechanics, 1980-8 Ehsan Jabbarzadeh, Ph.D., Visiting Associate in Aerospace Jennifer Mae Jackson, Ph.D., Assistant Professor of Mineral Physi 3.S., University of Illinois (Urbana- Myles W. Jackson, Ph.D., Francis Bacon Visiting Professor in History B.A., Cornell University, 1986; M. Phil., University of Cambridge, 1988; Ph.D., 1991. Caltech, 2012. Jennifer Jahner, Ph.D., Assistant Professor of English B.A., Western Washington University, 1998; M.A., University of Colorado, 2005; Ph.D., University of Pennsylvania, 2012. Caltech, 2012-. Paul Christian Jennings, Ph.D., Professor of Civil Engineering and Applied Mechanics, B.S., Colorado State University, 1958; M.S., Caltech, 1960; Ph.D., 1963. Research ellow in Civil Engineering, 1965; Assistan rofessor of Applied Mechanics, 1966-68 Associate Protessor, 1968-72; Professor, 1972-77; Professor of Civil Engineering and Applied Mechanics, 1977-2002; 2004-07; Professor Emeritus, 2002-04; 2007-. Executive Officer for Civil Engineering and Applied Mechanics, 1975-80; Chairman, Division of Engineering and Applied Science, 1985-89; Vice President and Provost, 1989-95; Acting Vice President for Business and Finance, 1995; 1998-99; Provost, 2004-07. Grant J. Jensen, Ph.D., Professor of Biology; Investigator, Howard Hughes Medical Institute B.S., Brigham Young University, 1994; Ph.D., Stanford University, 1999. Assistant Professor, Caltech, 2002-2008; Associate Professor, 2008-10; Professor, 2010-; Investigator, 2008-. Jian Jin, M.S., Visiting Associate in Chemistry, CAP B.S., Sichuan University, 1982, M.S., 1984; Ph.D., Texas A & M University, 1993. Caltech, 2012-13. John A. Johnson, Ph.D., Assistant Professor of Astronomy B.S., University of Missouri (Rolla), 1999; M.A., University of California, 2002; Ph.D., 2007. Caltech, 2009-. William Lewis Johnson, Ph.D., Ruben F. and Donna Mettler Professor of Engineering and Applied Science B.A., Hamilton College, 1970; Ph.D., Caltech, 1975. Assistant Professor of Materials Science, 1977-80; Associate Professor, 1980-84; Professor, 1984-89; Mettler Professor, 1989-. Lucile Merrill Jones, Ph.D., Visiting Associate in Geophysics A.B., Brown University, 1976; Ph.D., lassachusetts Institute of Technolog 981. Research Associate, U.S. Geologic Survey, 1984-. Caltech, 1984-2012. Andrei Jorza, Ph.D., Olga Taussky and John Todd Instructor in Mathematics Ph.D, Princeton University, 2010. Caltech, 2011-. Rajeev Joshi, Ph.D., Lecturer in Computing and Mathematical Sciences B.S., Indian Institute of Technology (Bombay), 1990; M.S., The University of Texas (Austin), 1994; Ph.D., 1999. Caltech, 2008; 2010-11. Yousung Jung, Ph.D., Visiting Associate in Chemistry M.S., Seoul National Unviersity, 1999; M.S.,Iowa State University, 2001; Ph.D. University of California (Berkeley), 2005 Caltech, 2011-12. Catherine Jurca, Ph.D., Professor of English B.A., University of California, 1987; M.A., Johns Hopkins University, 1992; Ph.D., 1995. Instructor, Caltech, 1995; Assistant Professor, 1995-2001; Associate Professor of Literature, 2001-04; Associate Professor of English, 2004-10; Professor, 2010-; Master of Student Houses, 2002-09. Daniel Kahn, Ph.D., M.D., Visiting Associate in Biology B.S., Ohio State University, 1994; Ph.D., University of California (San Diego), 2001; M.D., 2002. Residency, University of California (Los Angeles), 2003-. Caltech, 2008-12. Hiroo Kanamori, Ph.D., John E. and Hazel S. Smits Professor of Geophysics, Emeritus B.S., University of Tokyo, 1959; M.S., 1961; Ph.D., 1964. Research Fellow, Caltech, 1965-66; Professor, 1972-89; Smits Professor, 1989-2005; Smits Professor Emeritus, 2005-. Director, Seismological Laboratory, 1990-98. Keiko Kanamori, Ph.D., Visiting Associate in Chemistry B.A., University of Tokyo, 1962; B.S., California State University, 1976; Ph.D., Caltech, 1981. Postdoctoral Research Chemist, University of California (Los Angeles), 1982-. Visiting Associate, Caltech Mathematics M.S., Moscow State University, 1993; Professor, 2012-. Officers and Faculty 661 662 Emil P. Kartalov, Ph.D., Visiting Associate in Electrical Engineering B.S., Caltech, 1998; M.S., 2004; Ph.D., 2004. Assistant Professor, University of Southern California, 2007-. Visiting Associate, Caltech, 2008-13. Mihoko Kato, Ph.D., Senior Research Fellow in Biology B.S., Caltech, 1996; M.S., The University of Chicago, 1997; Ph.D., 2002. Caltech. 2010-12. Jonathan N. Katz, Ph.D., Kay Sugahara Professor of Social Sciences and Statistics; Chair, Division of the Humanities and Social Sciences S.B., Massachusetts Institute of Technology, 1990; M.A., University of California (San Diego), 1992; Ph.D., 1995. Assistant Professor, Caltech, 1995-98; Associate Professor, 1998; 1999-2003; Professor, 2003-11; Sugahara Professor, 2012-; Executive Officer for the Social Sciences, 2007; Chair, 2007-. Nets H. Katz, Ph.D., Professor of Mathematics B.A., Rice University, 1990; Ph.D., University of Pennsylvania, 1993. Caltech 2013-. Alexander Sotirios Kechris, Ph.D., D.h.c., Professor of Mathematics M.S., National Technological University (Athens), 1969; Ph.D., University of California (Los Angeles), 1972; D.h.c., University of Athens. Assistant Professor, Caltech, 1974-76; Associate Professor, 1976-81; Professor, 1981-. Executive Officer for Mathematics, 1994-97. Mary B. Kennedy, Ph.D., The Allen and Lenabelle Davis Professor of Biology B.S., St. Mary's College, 1969; Ph.D., Johns Hopkins University, 1975. Assistant Professor, Caltech, 1981-84; Associate Professor, 1984-92; Professor, 1992-2002; Davis Professor, 2002-. Daniel Jerome Kevles, Ph.D., f. O. an Tuliette Koepfli Professor of the Humanities Emeritus Aboil i erodaust, Ph.D., Vistine B.S., Ohio State University, 1984; M.S. 1987; Ph.D., 1993. Visiting Associate Caltech, 2009-13. Ezat Khosravi, Ph.D., Visiting Associate in Chemistry Trustees, Administration, Faculty B.Sc., University of Ahwaz, 1975; Ph.D., University of Sussex, 1980. Caltech, 2011. Ching-Hwa Kiang, Ph.D., Visiting Associate in Bioengineering B.S., National Taiwan University, 1987; Ph.D., Caltech, 1995. Caltech, 2011-12. . Roderick Kiewiet, Ph.D., Professor olitical Science; Dean of Undergradua Students B.A., University of Iowa, 1974; Ph.D., Yale University, 1980. Assistant Professor, Caltech, 1979-82; Associate Professor, 1982-89; Professor, 1989-. Dean of Students, 1992-96; Dean of Graduate Studies, 2000-02; Dean of Undergraduate Students, 2011-. C. Paul Kim, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., University of South Florida, 1992; Ph.D., Caltech, 2001. Vice President, Liquidmetal Technologies, 2002-. Visiting Associate, Caltech, 2006-11. Hyun Gyu Kim, Ph.D., Visiting Associate in Environmental Science and Engineering B.S., Pukyong National University, 1990; M.S., Nagaoka University of Technology, Japan, 1993; Ph.D., 1996. Caltech 2011-12. Yunjin Kim, Ph.D., Lecturer in Aerospace B.S., California State University (Sacramento), 1983, M.S., University of Pennsylvania, 1985; Ph.D., 1987. Caltech, 2009-12. H. Jeff Kimble, Ph.D., D.Sc.h.c., William L. Valentine Professor and Professor of Physics B.S., Abilene Christian University, 1971; M.S., University of Rochester, 1973; Ph.D., 1978; D.Sc.h.c., Niels Bohr Institute, University of Copenhagen. Professor, Caltech, 1989-; Valentine Professor, 1997-. Tamara L. Kinzer-Ursem, Ph.D., Visiting Associate in Chemical Engineering B.S., University of Toledo, 2000; Ph.D., University of Michigan, 2005. Caltech 2011-13. Joseph Lynn Kirschvink, Ph.D., Nico and Marilyn Van Wingen Professor of Geobiology B.S., M.S., Caltech, 1975; M.A., Princeton University, 1978; Ph.D., 1979. Assistant Alexei Kitaev, Ph.D., Professor of Theoretical Physics, Computer Science, and Mathematics Dipl., Moscow Institute of Physics and lechnology, 1986; Ph.D., Landau Institut or Theoretical Physics, 1989. Visitin Associate, Caltech, 1998-99; Lecturer, 1998-99; Senior Research Associate, 2001-02; Professor, 2002-. Teunis Martien Klapwijk, Ph.D., Visiting Associate in Physics M.S., Delft University of Technology, 1972; Ph.D., 1977. Caltech, 2011. William Scott Klug, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., Westmont College, 1997; M.S., University of California, Los Angeles, 1999; Ph.D., California Institute of Technology, 2003. Caltech, 2012 Wolfgang Gustav Knauss, Ph.D., Theodore von Kármán Professor of Aeronautics and Applied Mechanics, Emeritus B.S., Caltech, 1958; M.S., 1959; Ph.D., 1963. Research Fellow in Aeronautics, 1963-65; Assistant Professor, 1965-69; Associate Professor, 1969-78; Professor, 1978-82; Professor of Aeronautics and Applied Mechanics, 1982-2001; von Kármán Professor, 2001-04; von Kármár Professor Emeritus, 2004. Heather A. Knutson, Ph.D., Assistant Professor of Planetary Science B.Sc., Johns Hopkins University, 2004; A.M., Harvard University, 2006; Ph.D., 2009. Visiting Associate, Caltech, 2010-11; Assistant Professor, 2011-. Christof Koch, Ph.D., The Lois and Victor Troendle Professor of Cognitive and Behavioral Biology and Professor of Computation and Neural Systems M.S., University of Tübingen, 1980; Ph.D., 1982. Assistant Professor of Computation and Neural Systems, Caltech, 1986-91; Associate Professor, 1991-94; Professor, 1994; Troendle Professor, 2000-. Executive Officer for Computation and Neural Systems, 1997-2005; Executive Officer for Neurobiology, 2006-10. Dennis Michael Kochmann, Ph.D., Assistant Professor of Aerospace B.S., Ruhr-University Bochum, 2006; M.S., University of Wisconsin, 2006; Ph.D., Ruhr-University Bochum, 2009. Caltech, 2011-. Monica D. Kohler, Ph.D., Senior Research Fellow in Mechanical and Civil Engineering; Lecturer in Mechanical and Civil Engineering A.B., Harvard University, 1988; Ph.D., Caltech, 1995. Assistant Research Engineer, University of California (Los Angeles), 1998-. Visiting Associate, Caltech, 2007-11; Lecturer, 2009; 2012; Senior Research Fellow, 2011-14. Masakazu Konishi, Ph.D., Bing Professor of Behavioral Biology B.S., Hokkaido University (Japan), 1956; M.S., 1958; Ph.D., University of California, 1963. Professor of Biology, Caltech, 1975-80; Bing Professor, 1980-. Executive Officer for Biology, 1977-80. Diana Lena Kormos-Buchwald, Ph.D., Professor of History B.Sc., Technion-Israel Institute of Technology, 1981; M.Sc., Tel Aviv University, 1983; A.M., Harvard University, 1985; Ph.D., 1990. Instructor, Caltech, 1989-90; Assistant Professor, 1990-96; Associate Professor, 1996-2005; Professor, 2005-. Julia A. Kornfield, Ph.D., Professor of Chemical Engineering B.S., Caltech, 1983; M.S., 1984; Ph.D., Stanford University, 1988. Assistant Professor, Caltech, 1990-95; Associate Professor, 1995-2001; Professor, 2001-. J. Morgan Kousser, Ph.D., Professor of History and Social Science A.B., Princeton University, 1965; M.Phil., Yale University, 1968; Ph.D., 1971. Instructor in History, Caltech, 1969-71; Professor of History and Social Science, 1980-. Christopher K. Kovach, Ph.D., Visiting Associate in Neuroscience B.A., University of Kansas, 1999; Ph.D., University of Iowa, 2008. Caltech, 2010-12. Anne Jacob Kox, Ph.D., Visiting Associate in History M.S., University of Amsterdam, 1972; Ph.D., 1976. Pieter Zeeman Professor, 1998-. Visiting Professor, Caltech, 2003; Visiting Associate, 2005-14. Rainer Andreas Krause, Ph.D., Assistant Professor of Computer Science Dipl., Technische Universität Munchen, 2004; M.Sc., Carnegie Mellon University, 2998; Ph.D., 2008. Caltech, 2009- Swaminathan Krishnan, Ph.D., Assistant Professor of Structural Engineering and Geophysics B.S., Indian Institute of Technology, 1992; M.S., Rice University, 1994; Ph.D., Caltech, 2003. Assistant Professor of Civil Engineering, 2006-07; Assistant Professor of Civil Engineering and Geophysics 2007-10; Assistant Professor of Structural Engineering and Geophysics, 2010-. Helge Krueger, Ph.D., Lecturer in Mathematics M.S., Viena University, 2007; Ph.D., Ric University, 2010. Caltech, 2011-13 Clifford Kubiak, Ph.D., Visiting Associate in Chemistry, CAP Sc.B, Brown University, 1975; Ph.D., University of Rochester, 1980. Professor and Chair in Chemistry University of California, San Diego, 1998-. Caltech, 2012-15. Officers and Faculty 663 Dipl., Kiev State University, 1994; M.S., Harvard University, 1996; Ph.D., 2001 noisero Caleh, Anis Ansand 664 Igor Kukavica, Ph.D., Visiting Associate in Mathematics Ph.D., Indiana University, 1993. Caltech, 2012. Shrinivas R. Kulkarni, Ph.D., John D. and Catherine T. MacArthur Professor of Astronomy and Planetary Science; Director, Caltech Optical Observatories M.S., Indian Institute of Technology, 1978; Ph.D., University of California, 1983. Millikan Research Fellow in Radio Astronomy, Caltech, 1985-87; Assistant Professor of Astronomy, 1987-90; Associate Professor, 1990-92; Professor, 1992-96; Professor of Astronomy and Planetary Science, 1996-2001; MacArthur Professor, 2001-. Executive Officer for Astronomy, 1997-2000; Director, 2006-. Akiko Kumagai, Ph.D., Senior Research Associate in Biology B.S., Kyoto University (Japan), 1979; Ph.D., 1986. Senior Research Fellow, Caltech, 1989-95; Senior Research Associate, 1996-. Jenijoy La Belle, Ph.D., Professor of English, Emeritus B.A., University of Washington, 1965; Ph.D., University of California (San Diego), 1969. Assistant Professor of English, Caltech, 1969-76; Associate Professor, 1977-80; Associate Professor of Literature, 1980-88; Professor, 1988-2004; Professor of English, 2004-07; Professor Emeritus, 2007-. Michael P. Lamb, Ph.D., Assistant Professor of Geology B.S., University of Minnesota, 2001; M.S., University of Washington, 2004; Ph.D., University of California, 2008. Caltech, 2009-. Michael Langberg, Ph.D., Visiting Associatein Computing and Mathematical B.S., Tel-Aviv University, 1996; M.S., Weizmann Institute of Science, 1998; Ph.D., 2003. Caltech, 2012-13. Gilles J. Laurent, Ph.D., D.V.M., Lawrence A. Hanson, Jr., Professor of Biolog and Computation and Neural System. B.A., University of Toulouse, 1978; Ph.D., 1985; D.V.M., National School of Veterinary Medicine of Toulouse, 1985. Assistant Professor, Caltech, 1990-95; Trustees, Administration, Faculty Associate Professor, 1996-2000; Professor 2000-02; Hanson Professor, 2002-11. Eugene Lavretsky, Ph.D., Lecturer in Control and Dynamical Systems M.S., Saratov State University (Russia), 1983; Ph.D., Claremont Graduate University, 2000. Caltech, 2006-12. Joseph Lazio, Ph.D., Visiting Associate in Astronomy B.S., University of Iowa, 1989; M.S., Cornell University, 1992, Ph.D, 1997. Caltech, 2010-13. Jared Renton Leadbetter, Ph.D., Professor of Environmental Microbiolog B.S., Goucher College, 1991; Ph.D., Michigan State University, 1997. Assistant Professor, Caltech, 2000-06; Associate Professor, 2006-10; Professor, 2010-. John O. Ledyard, Ph.D., D.Lit.h.c., Allen and Lenabelle Davis Professor of Economics and Social Sciences A.B., Wabash College, 1963; M.S., Purdue University, 1965; Ph.D., 1967; D.Lit.h.c., Purdue University. Professor, Caltech, 1985-2002; Davis Professor, 2002-. Executive Officer for the Social Sciences, 1989-92; Chair, Division of the Humanities and Social Sciences, 1992-2002. Jiun-Haw Lee, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., National Taiwan University, 1994; M.S., 1995; Ph.D., 2000. Caltech, 2012-13. Richard A. M. Lee, Ph.D., Visiting Associate in Physics Ph.D., Lancaster University, 1994. Senior Member, Technical Staff, Jet Propulsion Laboratory, 2007-. Caltech, 2007-13. Seung-Yeop Lee, Ph.D., Sherman Fairchild Senior Research Fellow in Mathematics M.S., Pennsylvania State University, 2001; Ph.D., University of Chicago, 2007. Caltech, 2009-12. Soo Il Lee, Ph.D., Visiting Associate in Bioengineering B.S., Seoul National University, 1991; M.S. 1993; Ph.D., 1997. Caltech, 2011-12 Sung Keun Lee, Ph.D., Visiting Associate in Geochemistry M.S., Seoul University, 1997; M.Eng., 2001; Ph.D., Stanford University, 2002. Caltech, 2011-12. Dennis Lehmkuhl, D.Phil., Visiting Associate in History MSc., Imperial College London, 2003; Guoying Helen Lei, Ph.D., Olga Taussky and 7ohn Todd Instructor in Mathematics B.S., University of California, Los Angeles, 2005; Ph.D., 2010. Caltech, 2011-12. Zhen Lei, Ph.D., Visiting Associate in Computing and Mathematical Sciences B.S., Northeast Normal University, China, 2001; Ph.D., Fudan University, China, 2006. Caltech, 2012-13. Erik M. Leitch, Ph.D., Visiting Associate in Astronomy A.B., Princeton University, 1992; PhD., Caltech, 1998. Senior Technical Staff, Jet Propulsion Laboratory, 2005-. Visiting Associate, Caltech, 2005-08; 2011-13. Anthony Leonard, Ph.D., Theodore von Kármán Professor of Aeronautics, Emeritus B.S., Caltech, 1959; M.S., Stanford University, 1960; Ph.D., 1963. Professor, Caltech, 1985-2000; von Kármán Professor, 2000-05; von Kármán Professor Emeritus, Henry Allen Lester, Ph.D., Bren Professor of Biology; Executive Officer for Neurobiology A.B., Harvard College, 1966; Ph.D., Rockefeller University, 1971. Assistant Professor, Caltech, 1973-76; Associate Professor, 1976-83; Professor, 1983-2000; Bren Professor, 2000-; Executive Officer, 2010-. Carmel Levitan, Ph.D., Visiting Associate in Biology B.S., Stanford University, 2001; Ph.D., University of California (San Francisco & Berkeley), 2007. Caltech, 2009-12. Nathan S. Lewis, Ph.D., George L. Argyros Professor and Professor of Chemistry B.S., Caltech, 1977; M.S., 1977; Ph.D., Massachusetts Institute of Technology, 1981. Associate Professor, Caltech, 1988-91; Professor, 1991-; Argyros Professor, 2002-. Ivett A. Leyva, Ph.D., Visiting Associate in Aerospace B.A., Whitman College, 1994; B.S., Caltech, 1994; M.S., 1995; Ph.D., 1999. Combustion Devices Lead, Air Force Reearch Laboratory, Edwards Air Force Base, 2006-. Caltech, 2009-12. enneth George Libbrecht, Ph.D rofessor of Physics; Executive Officer f Physics B.S., Caltech, 1980; Ph.D., Princeton University, 1984. Visiting Associate in Solar Astronomy, Caltech, 1984; Assistant Professor of Astrophysics, 1984-89; Associate Professor, 1989-95; Professor of Physics, 1995-. Executive Officer. 1997-. Daniel Lidar, Ph.D., Visiting Associate in Theoretical Physics Ph.D., Hebrew University, 1997. Associate Professor, University of Southern California, 2005-. Caltech, 2008-12. Ron Yitzhak Lifshitz, Ph.D., Visiting Associate in Physics B.Sc., Hebrew University of Jerusalem, 1990; Ph.D., Cornell University, 1995. Associate Professor, Tel Aviv University, 2006-. Research Fellow, Caltech, 1995-98; Senior Research Fellow, 1998-99; Visiting Associate, 2001; 2003; 2006-07; 2009; 2011-13. Katrina A. C. Ligett, Ph.D., Assistant Professor of Computer Science and Economics B.S., Brown University, 2004; M.S., Carnegie Mellon University, 2007; Ph.D., 2009. Caltech, 2011-. Valentina A. Lindholm, M.A., Lecturer in Russian, Emeritus M.A., Moscow State University, 1971. Lecturer, Caltech, 1974-2000; Lecturer Emeritus, 2000- Dariusz C. Lis, Ph.D., Senior Research Associate in Physics, Deputy Director of the Caltech Submillimeter Observatory Ph.D., University of Massachusetts (Amherst), 1989. Research Fellow, Caltech, 1989-92; Senior Research Fellow, 1992-98; Senior Research Associate, 1998- E. John List, Ph.D., Professor of Environmental Engineering Science, Emeritus B.E., University of Auckland, 1961; M.E., 1962; Ph.D., Caltech, 1965. Research Fellow, 1965-66; Assistant Professor, 1969-72; Associate Professor, 1972-78; Professor, 1978-97; Professor Emeritus, 1997-. Executive Officer for Environmental Science, 1980-85. Shaofeng Liu, Ph.D., Visiting Associate in Geology B.S., China University of Geosciences, 1982; M.S., 1989; Ph.D., 1994. Caltech, 2012. Giuseppe Longo, Ph.D., Visiting Associate M.S., Scientific Lyceum Galileo Galilei, 1976; Ph.D., University of Naples, 1980. Caltech, 2010-12. Gary Allen Lorden, Ph.D., Professor of Mathematics, Emeritus B.S., Caltech, 1962; Ph.D., Cornell University, 1966. Assistant Professor, Caltech, 1968-71; Associate Professor 1971-77; Professor, 1977-2009; Professor Emeritus, 2009-. Dean of Students 1984-88; Vice President for Student Affairs 665 Officers and Faculty 666 1989-98; Acting Vice President, 2002; Executive Officer for Mathematics, 2003-06. Luiz Lourenco, D.Sc., Visiting Associate in Aerospace D.Eng., Oporto University, 1984; D.Sc., Brussels University, 1982. Caltech, 2011-12. Steven H. Low, Ph.D., Professor of Computer Science and Electrical Engineering B.S., Cornell University, 1987; M.S., University of California, 1989; Ph.D., 1992. Associate Professor, Caltech, 2000-06; Professor, 2006-. Liping Lu, Ph.D., Visiting Associate in Chemistry M.Sc., Anhui University, 2001; Ph.d., University of Science and Technology of China, 2004. Caltech, 2011-12. Tao Lu, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., University of Manitoba, 1995; M.S., Queens' University at Kingston, 1998; Ph.D., University of Waterloo, 2005. Caltech, 2010-12. Xilin Lu, Ph.D., Visiting Associate in Mechanical and Civil Engineering B.S., Chongqing University, 2003; M.S., 2005; Ph.D., Tongji University, 2009. Caltech, 2012. Evgueniy Vassilev (Eugene) Lubenov, Ph.D., Senior Research Fellow in Biology B.S., Harvard University, 1998; Ph.D., Massachusetts Institute of Technology, 2005. Caltech, 2010-13. Guo Luo, Ph.D., von Kármán Instructor in Computing and Mathematical Sciences B.S., Zhongshan University, 2001; M.Phil., Chinese University of Hong Kong, 2003; Ph.D., Ohio State University, 2009. Caltech, 2009-11. Wilhelmus A. J. Luxemburg, Ph.D., Professor of Mathematics, Emeritus B.A., University of Leiden, 1950; M.A., 1953; Ph.D., Delft Institute of Technology, 1955. Assistant Professor, Caltech, 1958-60; Associate Professor, 1960-62; Professor, 1962-2000; Professor Emeritus, 2000- Executive Officer for Mathematics, Jeremy Chee-Ming Ma, Ph.D., Lecturer in Mechanical and Civil Engineering B.S., University of California, Los Angeles, 2004; M.S., Caltech, 2005; Ph.D., 2010 Caltech, 2010-12 Chris Mach, B.S., Lecturer in Physi .S., California State Universit (Northridge), 1993. Caltech, 2001-12 Trustees, Administration, Faculty Douglas G. MacMynowski, Ph.D., Senior Research Associate in Computing and Mathematical Sciences; Lecturer in Computational and Mathematical Sciences B.A.Sc., University of Toronto, 1987; S.M., Massachusetts Institute of Technology, 1990; Ph.D., 1992. Visiting Associate, Caltech, 2000-02; Lecturer, 2001; 2004; 2005; 2009-2011. Senior Research Fellow, 2002-08; Senior Research Associate, 2008-. Mahaman Habibou Maitournam, Ph.D., Clark B. Millikan Visiting Professor of Mechanical and Civil Engineering and Aerospace M.S., Ecole Nationale des Ponts et Chaussees, Paris, 1985; Ph.D., 1989. Caltech, 2011-12 Nikolai G. Makarov, Ph.D., Professor of Mathematics 3.A., Leningrad University, 1982; Ph.D. LOMI Mathematics Institute (Leningrad) 1986. Visiting Professor, Caltech, 1991; Professor, 1991-. Oscar Mandel, Ph.D., Professor of Literature, Emeritus B.A., New York University, 1947; M.A., Columbia University, 1948; Ph.D., Ohio State University, 1951. Visiting Associate Professor of English, Caltech, 1961-62; Associate Professor, 1962-68; Professor, 1968-80; Professor of Literature, 1980-2003; Professor Emeritus, 2003-. Gideon Manning, Ph.D., Assistant Professor of Philosopby A.B., Harvard University, 1974; Ph.D., University of Chicago, 2006. Caltech, 2007-. Elena Mantovan, Ph.D., Professor of Mathematics Laurea, University of Padova, 1995; M.A., Harvard University, 1998; Ph.D., 2002. Assistant Professor, Caltech, 2005-10; Associate Professor, 2010; Professor, 2010-. Frank Earl Marble, Ph.D., Richard L. and Dorothy M. Hayman Professor of Mechanical Engineering and Professor of Jet Propulsio Emeritu B.S., Case Institute of Technology, 1940; M.S., 1942; A.E., Caltech, 1947; Ph.D., 1948. Instructor in Aeronautics, 1948-49; Assistant Professor of Jet Propulsion and Mechanical Engineering, 1949-53; Associate Professor, 1953-57; Professor, 1957-80; Hayman Professor of Mechanical Administrator, Industrial Relations Center, 1986-89. Sandra E. Marbut, B.A., Head Coach of Women's Basketball and Physical Education Instructor B.A., Sheldon Jackson College, 1991. Caltech, 2003-. Matilde Marcolli, Ph.D., Professor of Mathematics Laurea, University Degli Studi, 1993; M.Sc., University of Chicago, 1994; Ph.D., 1997. Caltech, 2008-. Rudolph Arthur Marcus, Ph.D., D.Sc.h.c., Fil.Dr.h.c., D.h.c., Nobel Laureate, Arthur Amos Noyes Professor of Chemistry B.Sc., McGill University, 1943; Ph.D., 1946; D.Sc.h.c., University of Chicago; McGill University; Polytechnic University; University of Oxford; University of New runswick; Queen's University; Universi f North Carolina (Chapel Hill): Universi of Illinois; Technion-Israel Institute of Technology; Universidad Politecnica de Valencia; University of Waterloo; Fil.Dr.h.c., Gothenburg University; D.h.c., Yokohama National University; Northwestern University. Caltech, 1978-. Vladimir Markovic, Ph.D., Professor of Mathematics B.Sc., University of Belgrade, 1995; Ph.D., 1998. Caltech, 2011-. Shirley A. Marneus, M.A., Lecturer in Theater Arts, Emeritus B.A., San José State College, 1959; M.A., State University of Iowa, 1962. Lecturer in Literature, Caltech, 1999-2005; Lecturer in English, 2005-07; Lecturer in Theater Arts, 1999-2008; Lecturer in Theater Arts Emeritus, 2008-. Richard E. Marsh, Ph.D., Senior Research Associate in Chemistry, Emeritus B.S., Caltech, 1943; Ph.D., University of California (Los Angeles), 1950. Research Fellow, Caltech, 1950-55; Senior Research Fellow, 1955-73; Research Associate, 1973-81; Senior Research Associate, 1981-90; Senior Research Associate Emeritus, 1990-. Alain Jean Martin, Ing., Professor of Computer Science B.S., University of Marseille, 1965; Ing., Polytechnic Institute (Grenoble), 1969. Visiting Assistant Professor, Caltech, 1981-83; Visiting Associate Professor, 1983; Associate Professor, 1983-86; Professor, 1986-. Executive Officer for Computer Science, 1994-97. D. Christopher Martin, Ph.D., Professor of Physics B.A., Oberlin College, 1978; Ph.D., University of California, 1986. Caltech, 1993-. Jay N. Marx, Ph.D., Senior Research Associate in Physics; Executive Director, LIGO M.S., Columbia University, 1969; Ph.D., 1970. Senior Research Associate, Caltech 2006-; Executive Director, 2006- Sotiris K. Masmanidis, Ph.D., Broad Senior Research Fellow in Brain Circuitry B.Sc., University College (London), 2001; M.S., Caltech, 2003; Ph.D., 2006. Broad Senior Research Fellow, 2006- Peter V. Mason, Ph.D., Visiting Associate in Physics B.S., Caltech, 1951; M.S., 1952; Ph.D., 1962. Technical Staff, Retired, Jet Propulsion Laboratory, 1997-. Assistant Professor, Caltech, 1962-66; Visiting Associate, 1997-2012. Tetsuya Matsuda, Ph.D., Visiting Associate in Biology B.S., Tamagawa University, 1998; M.S. 2000, Ph.D., Tokoyo Medical and Denta University, 2004. Caltech, 2011-13. Stephen Leon Mayo, Ph.D., Bren Professor of Biology and Chemistry; Chair, Division of Biology B.S., Pennsylvania State University, 1983; Ph.D., Caltech, 1987. Senior Research Fellow, 1991-92; Assistant Professor, 1992-98; Associate Professor, 1998-2003; Professor, 2003-07; Bren Professor, 2007-. Assistant Investigator, 1994-2000; Associate Investigator, 2000-05; Investigator, 005-07; Executive Officer for Biochemistry and Molecular Biophysics, 2004-07; Vice Provost, 2007-10; Division Chair, 2010-12; Bowes Jr. Foundation Chair, 2012-. Sarkis Mazmanian, Ph.D., Professor of Biology B.S., University of California (Los Angeles), 1995; Ph.D., 2002. Assistant Professor, Caltech, 2006-12; Professor, 2012-. Edward J. McCaffery, J.D., Visiting Professor of Law B.A., Yale University, 1980; J.D., Harvard Law School, 1985. Associate Professor, University of Southern California, 1991-. Visiting Associate Professor, Caltech, 1996-97; Visiting Professor, 1997; 2008-12; Visiting Associate, 2008-09. Daniel McCleese, D.Phil., Visiting Associate in Planetary Science B.S., Antioch College, 1972; D.Phil., University of Oxford, 1976. Chief Scientist, Jet Propulsion Laboratory, 1994-. Caltech, 2002-12. Robert James McEliece, Ph.D., Allen E Puckett Professor and Professor of Electrical Engineering, Emeritus B.S., Caltech, 1964; Ph.D., 1967. Professor, 1982-2007; Puckett Professor, 1997-2007; Officers and Faculty 667 668 Puckett Professor and Professor, Emeritus, 2007-. Executive Officer for Electrical Engineering, 1990-99. Margaret Jean McFall-Ngai, Ph.D., Moore Distinguished Scholar B.S., University of San Francisco, 1973; Ph.D., University of California, Los Angeles, 1983. Caltech, 2011. William McGrath, Ph.D., Visiting Associate in Aerospace B.S., Massachusetts Institute of Technology, 1978; M.S., University of California, Berkeley, 1981; Ph.D., 1987. Caltech, 2012-13 Stephen Craig McGuire, Ph.D., Visiting Associate in Physics B.S., Southern University and A&M College, 1970; M.S., University of Rochester, 1974; Ph.D., Cornell University, 1979. Professor and Chair, Southern University and A&M College, 1999-. Beverley J. McKeon, Ph.D., Professor of Aeronautics B.A., University of Cambridge, 1995; M.Eng., 1996; M.A. (Mechanical and Aerospace Engineering); M.A. (Engineering), Princeton University, 1999; Ph.D., 2003. Assistant Professor, Caltech, 2006-11; Professor, 2011-. Robert D. McKeown, Ph.D., Professor of Physics B.S., State University of New York (Stony Brook), 1974; Ph.D., Princeton University, 1979. Assistant Professor, Caltech, 1980-86; Associate Professor, 1986-92; Professor, 1992-2012. Basil Vincent McKoy, Ph.D., Professor of Theoretical Chemistry B.S., Nova Scotia Technical University, 1960; Ph.D., Yale University, 1964. Noyes Research Instructor in Chemistry, Caltech, 1964-66; Assistant Professor of Theoretical Chemistry, 1967-69; Associate Professor, Carver Andress Mead, Ph.D., D.Sc.h.c., D.h.c., Gordon and Betty Moore Professor of Engineering and Applied Science, Emeritus B.S., Caltech, 1956; M.S., 1957; Ph.D., 1960; D.Sc.h.c., University of Lund (Sweden); D.h.c., University of Southern California. Instructor in Electrical Engineering, Caltech, 1958-59; Assistant Professor, 1959-62; Associate Professor, 1962-67; Professor, 1967-77; Professor of Computer Science and Electrical Engineering, 1977-80; Moore Professor of Computer Science, 1980-92; Moore Professor of Engineering and Applied Science, 1992-99; Moore Professor Emeritus, 1999-. Trustees, Administration, Faculty Barry B. Megdal, Ph.D., Lecturer in Electrical Engineering B.S., Caltech, 1977; M.S., 1978; Ph.D., 1983. Lecturer, 1992-2012 Simona Mei, Ph.D., Visiting Associate in Astronomy Ph.D., University of Strasbourg, 1999. Associate Professor, University of Paris, 2006-. Caltech, 2008-13. Daniel I. Meiron, Sc.D., Fletcher Jones Professor of Aeronautics and Applied and Computational Mathematics; Associate Director, Graduate Aerospace Laboratories S.B., Massachusetts Institute of Technology, 1976; Sc.D., 1981. Research Fellow in Applied Mathematics, Caltech, 1981-83; Visiting Associate, 1984-85; Assistant Professor, 1985-89; Associate Professor, 1989-94; Professor, 1994-2000; Professor of Applied and Computational Mathematics, 2000; Professor of Applied and Computational Mathematics and Computer Science, 2001-06; Jones Professor of Applied and Computational Mathematics and Computer Science, 2006-09; Jones Professor, 2009-. Executive Officer for Applied Mathematics, 1994-98; Associate Provost for Information and Information Technology, 2000-04. Associate Director, 2009-. Markus Meister, Ph.D., Professor of Biology Dipl., Technische Universitat Munchen, 1980; Ph.D., Caltech, 1987. Moore Distinguished Scholar, Caltech, 2004; Professor, 2012-. Aram Z. Mekjian, Ph.D., Visiting Associate in Physics B.S., Caltech, 1963; Ph.D., University of Maryland, 1968. Professor, Rutgers University, 1992-. Visiting Associate, Caltech. 2005-06: 2012. Jane E. Mendel, Ph.D., Senior Research Associate in Biology, Lecturer in Biology B.A., B.S., University of Mississippi, 1975; Ph.D., University of Tennessee, 1987. Research Fellow, Caltech, 1988-91; Senior Research Fellow, 1991-97; Lecturer, 1996-2007; 2008; 2009; 2011; Senior Research Associate, 1997-2008. Richard A. Mewaldt, Ph.D., Senior Research Associate in Physics B.A., Lawrence University, 1965; M.A., Washington University (St. Louis), 1967; Ph.D., 1971. Research Fellow, Caltech, 1971-75; Senior Research Fellow, 1975-81; Lecturer, 1987; Senior Research Associate, 1981-. Elliot M. Meyerowitz, Ph.D., George W. Beadle Professor of Biolog .B. Columbia University. 1973: M.Phil Yale University, 1975; Ph.D., 1977. Assistant Professor, Caltech, 1980-85; Associate Professor, 1985-89; Professor, 1989-2002; Beadle Professor, 2002-. Executive Officer for Biology, 1995-2000. Chair, Division of Biology, 2000-10. Georges Meylan, Ph.D., Visiting Associate in Astronomy Ph.D., University of Geneva, 1985. Director, Ecole Polytechnique Federale de Lausanne, 2004. Caltech, 2001-12. Hrushikesh Mhaskar, Ph.D., Visiting Associate in Mathematics M.S., Indian Institute of Technology, 1976; M.S., Ohio State University, 1977; M.S., 1980; Ph.D., 1980. Caltech, 2012-13. Carol Ann Miller, M.D., Visiting Associate in Biology A.B., Mount Holyoke College, 1961; M.D., Jefferson Medical College, 1965. Professor, University of Southern California School of Medicine, 1990-; Chief, Cajal Laboratory of Neuropathology, University of Southern California Medical Center, 1982-. Caltech, Thomas F. Miller III, Ph.D., Assistant Professor of Chemistry B.S., Texas A&M University, 2000; Ph.D., University of Oxford, 2005. Caltech, 2008-. Feng-Ying Ming, Ph.D., Lecturer in Chinese B.A., Tamkang University (Taiwan), 1978; M.A., California State University, 1984; M.A., University of California (Los Angeles), 1991; Ph.D., 1999. Caltech, 2000-12. Austin Minnich, Ph.D., Assistant Professor of Mechanical and Civil Engineering B.S., University of California, Berkeley, 2006; M.S., Massachusetts Institute of Technology, 2008; PhD, 2011. Caltech, 2011-. Betsy Mitchell, M.A., Director of Athletics, Recreation and Physical Education M.A., University of Texas (Austin), 1991; B.S., 1998. Caltech, 2011- Valery P. Mitrofanov, M.Sc., Visiting Associate in Physics M.Sc., Moscow State University, 1971; Kandidat, 1975. Assistant Professor, 1981-. Caltech, 1995-2008; 2009; 2010; 2011; 2012. Julie M. Miwa, Ph.D., Senior Research Fellow in Biology B.A., University of California, 1987; Ph.D., Rockefeller University, 1997. Caltech, 2009-12. Hiroshi Miyazaki, Ph.D., Visiting Associate in Chemistry B.S., Kyoto University, 1996; M.S., 1998; Ph.D., 2010. Caltech 2011-12. Leonard Mlodinow, Ph.D., Lecturer in Computation and Neural Systems B.A., M.A., Brandeis University, 1976; Ph.D., University of California, 1981. Bantrell Research Fellow, Caltech, 1980-82; Lecturer in Statistics and Computation and Neural Systems, 2006-07; Lecturer, 2008; 2011. Mohsen Mohsen-Nia, Ph.D., Visiting Associate in Chemical Engineering B.S., Amirkabir University, 1983; M.S., 1985; Ph.D., University of Illinois, 1992. Caltech, 2011-12. James John Morgan, Ph.D., D.Sc.h.c., Marvin L. Goldberger Professor of Environmental Engineering Science, Emeritus B.C.E., Manhattan College, 1954; M.S.E., University of Michigan, 1956; M.A., Harvard University, 1962; Ph.D., 1964; D.Sc.h.c., Manhattan College. Associate Professor of Environmental Health Engineering, Caltech, 1965-69; Professor, 1969-87; Goldberger Professor of Environmental Engineering Science, 1987-2000; Goldberger Professor Emeritus, 2000-. Academic Officer for Environmental Engineering Science, 1971-72; Dean of Students, 1972-75; Executive Officer for Environmental Engineering Science, 1974-80; 1993-96; Acting Dean of Graduate Studies, 1981-84; Vice President for Student Affairs, 1980-89. Olexei I. Motrunich, Ph.D., Professor of Theoretical Physics B.S., University of Missouri (Columbia), 1996; Ph.D., Princeton University, 2001. Assistant Professor, Caltech, 2006-12; Professor, 2012-. Duane Owen Muhleman, Ph.D., Professor of Planetary Science, Emeritus B.S., University of Toledo, 1953; Ph.D., Harvard University, 1963. Associate Professor, Caltech, 1967-71; Professor, 1971-97; Professor Emeritus, 1997-. Staff Member, Owens Valley Radio Observatory, Hans-Michael Müller, Ph.D., Senior Research Fellow in Biology Ph.D., Caltech, 1999. Caltech 2009-12. Bruce Churchill Murray, Ph.D., Professor of Planetary Science and Geology, Emeritus S.B., Massachusetts Institute of Technology, 1953; S.M., 1954; Ph.D., 1955. Research Fellow in Space Science, Caltech, 1960-63; Associate Professor of Planetary Science, 1963-68; Professor, 1968-92; Professor of Planetary Science and Geology, 1992-2001; Professor Emeritus, 2001-. Director, Jet Propulsion Laboratory, 1976-82. Officers and Faculty 669 670 Richard Martin Murray, Ph.D., Thomas E. and Doris Everhart Professor of Control and Dynamical Systems and Bioengineering B.S., Caltech, 1985; M.S., University of California, 1988; Ph.D., 1990. Assistant Professor of Mechanical Engineering, Caltech, 1991-97; Associate Professor, 1997-2000; Professor, 2000-05; Professor of Control and Dynamical Systems, 2005-06; Everhart Professor of Control and Dynamical Systems; 2006-09; Everhart Professor of Control and Dynamical Systems and Bioengineering, 2009-. Chair, Engineering and Applied Science, 2000-05; Director, Information Science and Technology, 2006-2009; Interim Chair, Engineering and Applied Science, 2008-09. Hillary Mushkin, Ph.D., Visiting Professor of Art and Design in Mechanical and Civil Engineering BFA, Rhode Island School of Design, 1991; MFA, University of California, Irvine, 1994. Caltech, 2011-2012. Ehud Nakar, Ph.D., Visiting Associate in Astronomy B.Sc., Hebrew University of Jerusalem, 1998; M.Sc., 2000; Ph.D., 2004. Caltech, 2004-10; 2012. Yu Nakayama, Ph.D., Sherman Fairchild Senior Research Fellow in Theoretical Physics B.S., University of Tokyo, 2002, M.S., 2004, Ph.D., 2007. Caltech, 2010-13. Abbas Nasiraei Moghaddam, Ph.D., Visiting Associate in Bioengineering B.S., University of Tehran, 1995; M.S., 1998; Ph.D, Caltech, 2006. Caltech, 2010-13. Thomas A. Neenan, M.F.A., Lecturer in Music B.F.A., California State University (Northridge), 1977; M.F.A., University of California (Los Angeles), 1982. Caltech, 1991-98; 1998-. Marvin Nelson, Ph.D., Visiting Associate in M.B.A, University of Southern California, 1999; M.D., Loma Linda University Medical School, 1978. Visiting Associate, Caltech, 2012-13. Gerry Neugebauer, Ph.D., Robert Andrews Millikan Professor of Physics, Emeritus A.B., Cornell University, 1954; Ph.D., Caltech, 1960. Assistant Professor, 1962-65; Associate Professor, 1965-70; Professor, 1970-96; Howard Hughes Professor, 1985-96; Millikan Professor, 1996-98; Millikan Professor Emeritus, 1998-. Acting Director, Palomar Observatory, 1980-81; Director, 1981-94; Chairman, Division of Physics, Mathematics and Astronomy, 1988-93. Trustees, Administration, Faculty Dianne K. Newman, Ph.D., Professor of Biology and Geobiology; Investigator, Howard Hughes Medical Institute B.A., Stanford University, 1993; Ph.D., Massachusetts Institute of Technology, 1997. Clare Booth Luce Assistant Professor of Geobiology and Environmental Science and Engineering, Caltech, 2000-05; Associate Professor of Geobiology and Environmental Science and Engineering, 2005; Associate Professor of Geobiology, 2005-06; Professor of Geobiology, 2006-; Professor of Biology, 2006-. Investigator, Howard Hughes Medical Institute, 2005-07; 2010- Harvey B. Newman, Sc.D., D.h.c., Professor of Physics B.S., Massachusetts Institute of Technology, 1968; Sc.D., 1973; D.h.c., University Politehnica of Bucharest; Pavol Jozef Safarik University. Associate Professor, Caltech, 1982-90; Professor, 1990-. Hien Trong Nguyen, Ph.D., Visiting Associate in Physics Ph.D., Princeton University, 1993. Research Scientist, Jet Propulsion Laboratory, 2002-. Visiting Associate, Caltech, 2007-13; Lecturer, 2007; 2008; 2009. Yi Ni, Ph.D., Assistant Professor of Mathematics 3.S., Peking University, 2001; M.S., 2003 .h.D., Princeton University, 2007. Caltech 2009-. Marc-Aurele Nicolet, Ph.D., Professor of Electrical Engineering and Applied Physics, Emeritus Ph.D., University of Basel, 1958. Assistant Professor of Electrical Engineering, Caltech, 1959-65; Associate Professor, 1965-73; Professor, 1973-88; Professor of Electrical Engineering and Applied Physics, 1988-98; Professor Emeritus, 1998-. Shouleh Nikzad, Ph.D., Visiting Associate in Astrophysics B.S., University of Southern California, 1982; M.S., Caltech, 1983; Ph.D., 1983. Staff, Jet Propulsion Laboratory, 1992-. Research Fellow, Caltech, 1990-91; Visiting Associate, 1992-96; 2012-13. Zachary Nimchuk, Ph.D., Senior Research Fellow in Biology B.S., University of Toronto, 1997; Ph.D., Jniversity of North Carolina, 2003. Caltech. 2011-12. Jeffrey Paul Nosanov, LL.M., Visiting Associate in Social Sciences B.A., University of California, Irvine, 2004; J.D., New York Law School, 2008; LL.M., University of Nebraska College of Law, 2009. Caltech, 2011-13. John P. O'Doherty, D.Phil., Professor of Psychology B.A., University of Dublin (Trinity College), 1996; D.Phil., University of Oxford, 2000. Assistant Professor, Caltech, 2004-07; Associate Professor, 2007-09; Professor, 2009-. Oded Eran Ofek, Ph.D., Visiting Associate in Astronomy M.Sc., Tel Aviv University, 2000; Ph.D., 2005. Caltech, 2012 Hiroshi Ooguri, Ph.D., Fred Kavli Professor of Theoretical Physics and Mathematics; Deputy Chair of Physics, Mathematics and Astronomy B.A., Kyoto University (apan), 1984; M.A., 1986; Ph.D., University of Tokyo, 1989. Visiting Associate, Caltech, 1999-2000; Professor, 2000-07; Kavli Professor, 2007-; Deputy Chair, 2010-. Mitchio Okumura, Ph.D., Professor of Chemical Physics B.S., Yale University, 1979; M.S., 1979; C.P.G.S., University of Cambridge, 1980; Ph.D., University of California, 1986. Assistant Professor, Caltech, 1988-94; Associate Professor, 1994-2003; Professor, 2003-. Executive Officer, 2006-10. Mohamed Omar, Ph.D., Harry Bateman Research Instructor in Mathematics B.S., University of Waterloo, 2006; M.S., 2007; Ph.D., University of California, Davis, 2011. Caltech, 2011-14. Christiane H. Orcel, Ph.D., Lecturer in French M.A., Princeton University, 1987; Ph.D., 1992. Instructor, Caltech, 1990-93; Lecturer, 1993-95; 1995-. Peter C. Ordeshook, Ph.D., Mary Stillman Harkness Professor of Political Science B.S., Massachusetts Institute of Technology, 1964; Ph.D., University of Rochester, 1969. Professor, Caltech, 1987-2009; Harkness Professor, 2009-. Executive Officer for the Social Sciences, 1992-95. Victoria Orphan, Ph.D., Professor of Geobiology B.A., University of California (Santa Barbara), 1994; Ph.D., 2002. Assistant Professor, Caltech, 2004-2010; Associate Professor, 2010; Professor, 2010-. Michael Ortiz, Ph.D., Dotty and Dick Hayman Professor of Aeronautics and Mechanical Engineering B.S., Polytechnic University of Madrid, 1977; M.S., University of California, 1978; Ph.D., 1982. Sherman Fairchild Distinguished Scholar, Caltech, 1994-95; Professor of Aeronautics and Applied Mechanics, 1995-2000; Professor of Aeronautics and Mechanical Engineering, 2000-04; Hayman Professor, 2004. Pietro S. T. Ortoleva, Ph.D., Associate Professor of Economics B.A., University of Turin, 2004; Ph.D., New York University, 2009. Assistant Professor, Caltech, 2009-12; Associate Professor, 2012-. Christian D. Ott, D.Sc., Assistant Professor of Theoretical Astrophysics Dipl., University of Heidelberg, 2003; Dr.rer.nat, University of Potsdam, 2007. Sherman Fairchild Prize Fellow, Caltech, 2008-09; Assistant Professor, 2009-. Ray David Owen, Ph.D., Sc.D.h.c., Professor of Biology, Emeritus B.S., Carroll College, 1937; Ph.M., University of Wisconsin, 1938; Ph.D., 1941; Sc.D.h.c., Carroll College; University of the Pacific. Gosney Fellow, Caltech, 1946-47; Associate Professor, 1947-53; Professor, 1953-83; Professor Emeritus, 1983-. Chairman, Division of Biology, 1961-68; Vice President for Student Affairs and Dean of Students, 1975-80. Houman Owhadi, Ph.D., Professor of Applied and Computational Mathematics and Control and Dynamical Systems B.S., Ecole Polytechnique (France), 1994; M.S., Ecole Nationale des Ponts et Chaussees, 1997; Ph.D., Ecole Polytechnique Federale de Lausanne (Switzerland), 2001. Assistant Professor, Caltech, 2004-11; Professor, 2011-. Stephen Padin, Ph.D., Senior Research Associate in Astrophysics B.Sc., University of Manchester, 1982; Ph.D., 1985. Caltech, 2009-. Oskar J. Painter, Ph.D., Professor of Applied Physics; Executive Officer for Applied Physics and Materials Science; Co-Director, Kaoli Nanoscience Institute B.S., University of British Columbia, 1994; M.S., Caltech, 1995; Ph.D., 2001. Visiting Associate, 2001-02; Assistant Professor, 2002-08; Associate Professor, 2008-10; Professor, 2010-; Executive Officer, 2010; Co-Director, Kavli Nanoscience Institute, Thomas R. Palfrey III, Ph.D., Flintridge Foundation Professor of Economics and Political Science B.A., University of Michigan, 1975; M.A., 1976; Ph.D., Caltech, 1981. Professor, 1986-2002; Flintridge Foundation Professor, 2003-05; 2006-. Executiv Officer for the Social Sciences, 2001-02 Anna Pandolfi, Ph.D., Visiting Associate in Aerospace M.S., Technical University (Milan), 1984; Ph.D., Universite Paul Verlaine de Metz, 2007. Associate Professor, 2001-. Caltech, 1996-2001; 2005-06; 2008-11. Officers and Faculty 671 672 Dimitri A. Papanastassiou, Ph.D., Faculty Associate in Geochemistry B.S., Caltech, 1965; Ph.D., 1970. Research Fellow in Physics, 1970-72; Senior Research Fellow in Planetary Science, 1972-76; Research Associate in Geochemistry, 1976-81; Senior Research Associate, 1981-99; Faculty Associate, 1999-. Robert Pappalardo, Ph.D., Visiting Associate in Planetary Science B.A., Cornell University, 1986; Ph.D., Arizona State University, 1994. Principal Scientist and Director's Fellow, Jet Propulsion Laboratory, 2006-. Caltech, 2007-12. Carl Stevens Parker, Ph.D., Professor of Biochemistry B.A., University of Rochester, 1973; Ph.D., Washington University (St. Louis), 1977. Assistant Professor of Chemical Biology, Caltech, 1981-87; Associate Professor, 1987-92; Professor, 1992-99; Professor of Biochemistry, 1999-. Executive Officer for Biochemistry and Molecular Biophysics, 2000-04. Gary Parker, Ph.D., Visiting Associate in Geology B.S., Johns Hokins University, 1971; Ph.D., University of Mennesota, 1974. Caltech, 2012. Paul H. Patterson, Ph.D., Anne P. and Benjamin F. Biaggini Professor of Biological Sciences B.A., Grinnell College, 1965; Ph.D., Johns Hopkins University, 1970. Professor, Caltech, 1983-2005; Biaggini Professor, 2005-. Executive Officer for Neurobiology, 1989-2000. Ryan Benton Patterson, Ph.D., Assistant Professor of Physics B.S., Caltech, 2000; Ph.D., Princeton University, 2007. Caltech, 2010-. Lynn K. Paul, Ph.D., Lecturer in Psychology B.A., Wheaton College, 1992; M.A., Fuller Graduate School of Psychology, 1994; M.A., Fuller Theological Seminary, 1996; Ph.D., Fuller Graduate School of Psychology, 1998. Assistant Research Professor, 2002-. Visiting Associate, Caltech, 2004-07; Senior Research Fellow, 2006-09; Lecturer, 2008-12. Timothy John Pearson, Ph.D., Senior Research Associate in Radio Astronomy B.A., University of Cambridge, 1972; M.A., 1976; Ph.D., 1977. Research Fellow, Caltech, 1977-80; Senior Research Associate, 1988-. Charles William Peck, Ph.D., Professor of Physics, Emeritus B.S., New Mexico College of Agricultural Trustees, Administration, Faculty and Mechanical Arts, 1956; Ph.D., Caltech, 1964. Research Fellow, 1964-65; Assistant Professor, 1965-69; Associate Professor, 1969-77; Professor, 1977-2004; Professor Emeritus, 2004. Executive Officer for Physics, 1983-86; Chair, Division of Physics, Mathematics and Astronomy, 1993-98. Sergio Pellegrino, Ph.D., Joyce and Kent Kresa Professor of Aeronautics and Professor of Civil Engineering; Jet Propulsion Laboratory Senior Research Scientist Laurea, University of Naples, 1982; Ph.D., University of Cambridge, 1986. Professor, Caltech, 2007-10; Kresa Professor, 2010-. Senior Research Scientist, Jet Propulsion Laboratory, 2009-. Leora Peltz, Ph.D., Visiting Associate in Electrical Engineering B.S., University of Negev, 1975; B.S., 1976; M.S., Case Western Reserve University, 1995; Ph.D., 2005. Scientist, Boeing, 2003-. Caltech, 2007-12. Robert C. Penner, Ph.D., Visiting Associate in Mathematical and Theoretical Physics Ph.D., Massachusits Institute of Technology, 1982. Caltech, 2010-13. Bryan E. Penprase, Ph.D., Visiting Associate in Astronomy M.S., Stanford University, 1985; Ph.D., University of Chicago, 1992. Professor, Pomona College, 2000-. Caltech, 2007-11. Xyoli Perez-Campos, Ph.D., Visiting Associate in Geophysics B.S., National Autonomous University of Mexico, 1996; M.S., Stanford University, 1999; Ph.D., 2002. Associate Professor, National Autonomous University of Mexico, 2003-2009. Caltech, 2003-04; 2011-12. Roy Periana, Ph.D., Visiting Associate in Chemistry B.S., University of Michigan (Ann Arbor), 1979; Ph.D., University of California, 1985. Associate Professor, University of Southern California, 2000-. Caltech, 2003-08; 2010-13. Pietro Perona, D.Eng., Ph.D., Allen E Puckett Professor of Electrical Engineering D.Eng., University of Padua (Italy), 1985; Ph.D., University of California, 1990. Assistant Professor, Caltech, 1991-96; Professor, 1996-2008; Puckett Professor, 2008-. Director, Center for Neuromorphic Systems Engineering, 1999-2004. Executive Officer, 2006-10. Isabelle Silvie Peter Lashgari Faghani, Ph.D., Senior Research Fellow in Biology Ph.D., Unviersity of Zurich, 2002. Caltech, 2012-14. Jonas C. Peters, Ph.D., Bren Professor of Chemistry B.S., University of Chicago, 1993; Ph.D., Massachusetts Institute of Technology, 1998. Assistant Professor, Caltech, 1999-2004; Associate Professor, 2004-06; Professor, 2006-09; Bren Professor, 2010-. Danny Petrasek, M.D., Ph.D., Visiting Associate in Applied and Computational Mathematics and Bioengineering; Lecturer in Bioengineering B.S., University of California (Los Angeles), 1980; M.D., Chicago Medical School, 1985; Ph.D., Caltech, 2002. Clinical Professor, University of California (Los Angeles) School of Medicine, 2004. Senior Research Fellow in Applied and Computational Mathematics and Bioengineering, 2002-08; Lecturer in Bioengineering, 2005-11; Visiting Associate, Applied and Computational Mathematics and Bioengineering, 2008-13. Molly Phillips, Ph.D., Lecturer in Biology B.S., University of Oregon, 2011. Caltech, 2012. Robert B. Phillips, Ph.D., Fred and Nancy Morris Professor of Biophysics and Biology B.S., University of Minnesota, 1986; Ph.D., Washington University, 1989. Clark Millikan Visiting Assistant Professor, Caltech, 1997; Professor, 2000-2011; Morris Professor, 2012-. Thomas G. Phillips, D.Phil., John D MacArthur Professor of Physics; Director, Caltech Submillimeter Observatory B.A., University of Oxford, 1961; M.A., 1964; D.Phil., 1964. Visiting Associate in Radio Astronomy, Caltech, 1978-79; Professor of Physics, 1979-. Altair Professor, 2004-11. MacArthur Professor, 2011-; Staff Member, Owens Valley Radio Observatory, 1978-85; Associate Director, Owens Valley Radio Observatory, 1981-85; Director, Caltech Submillimeter Observatory, 1986-. E. Sterl Phinney III, Ph.D., Professor of Theoretical Astrophysics B.S., Caltech, 1980; Ph.D., University of Cambridge, 1983. Assistant Professor, Caltech, 1985-91; Associate Professor, 1991-95; Professor, 1995-. Kenneth A. Pickar, Ph.D., Visiting Professor of Mechanical and Civil Engineering B.S., City University of New York, 1961; Ph.D., University of Pennsylvania, 1966. Senior Vice President, Retired, Allied Signal Aerospace, 1993-. Visiting Professor of Engineering, Caltech, 1998; Visiting Professor of Mechanical Engineering, 1998-99; 2003-11; J. Stanley Johnson Visiting Professor, 1999-2003. Niles A. Pierce, D.Phil., Professor of Applied and Computational Mathematics and Bioengineering; Executive Officer for Bioengineering B.S.E., Princeton University, 1993; D.Phil., University of Oxford, 1997. Assistant Professor of Applied Mathematics, Caltech, 2000; Assistant Professor of Applied and Computational Mathematics, 2000-04; Assistant Professor of Applied and Computational Mathematics and Bioengineering, 2004-06; Associate Professor, 2006-10; Professor, 2010-; Acting Executive Officer for Bioengineering, 2007. Executive Officer, 2007-. Elena Pierpaoli, Ph.D., Visiting Associate in Astrophysics Ph.D., International School for Advanced Studies (Italy), 1998. Assistant Professor, University of Southern California, 2006-. Senior Research Fellow, Caltech, 2004-06; Visiting Associate, 2006-12. George Pigman III, Ph.D., Professor of English A.B., Harvard College, 1973; M.Phil., Yale University, 1975; Ph.D. (Comparative Literature), 1977; Ph.D. (Psychoanalysis), Southern California Psychoanalytic Institute, 1989. Assistant Professor of English, Caltech, 1977-80; Assistant Professor of Literature, 1980-83; Associate Professor, 1983-93; Professor, 1993-2004; Professor of English, 2004. Executive Officer for the Humanities, 2003-08. Steven Pincus, Ph.D., Visiting Associate in History A.B., Dartmouth College, 1984; A.M., Harvard University, 1985; Ph.D, 1990. Caltech, 2012. Jerome Pine, Ph.D., Professor of Physics A.B., Princeton University, 1949; M.S., Cornell University, 1952; Ph.D., 1959. Associate Professor, Caltech, 1963-67; Professor, 1967- Donald Pinkston III, B.S., Lecturer in Computing and Mathematical Sciences B.S., Caltech, 1998. Lecturer, 2005-12. Bradley (Brad) Plaster, Ph.D., Visiting Associate in Physics B.S., Massachusetts Institue of Technology, 1999, Ph. D., 2004. Caltech, 2011; 2012. Charles Raymond Plott, Ph.D., D.Lit.h.c., D.h.c., Edward S. Harkness Professor of Economics and Political Science B.S., Oklahoma State University, 1961; M.S., 1964; Ph.D., University of Virginia, 1965; D.Lit.h.c., Purdue University; D.h.c., Université Pierre Mendès. Professor of Economics, Caltech, 1971-87; Harkness Professor, 1987- Officers and Faculty 673 674 Jarmila Polet, Ph.D., Visiting Associate in Geophysics M.S., University of Utrecht, 1992; M.S., California Institute of Technology, 1994; Ph.D., 1999. Caltech, 2011-12. Hugh David Politzer, Ph.D., Nobel Laureate, Richard Chace Tolman Professor of Theoretical Physics B.S., University of Michigan, 1969; Ph.D., Harvard University, 1974. Visiting Associate, Caltech, 1975-76; Associate Professor, 1976-79; Professor, 1979-2004; Tolman Professor, 2004. Executive Officer for Physics, 1986-88. James E. Polk, Ph.D., Visiting Associate in Aeronautics; Lecturer in Aerospace B.S., Georgia Institute of Technology, 1984; M.S., Princeton University, 1986; Ph.D., 1996. Lecturer, Caltech, 1999-2002; 2005-08; 2010-12. Visiting Associate, 2007-12. Adrian Ponce, Ph.D., Visiting Associate in Chemistry B.S., Michigan State University, 1993; Ph.D., Caltech, 1999. Research Scientist, Jet Propulsion Laboratory, 2001-. Visiting Associate, Caltech, 2000-14. Frank Clifford Porter, Ph.D., Professor of Physics B.S., Caltech, 1972; Ph.D., University of California, 1977. Research Fellow, Caltech, 1977-78; Weizmann Research Fellow, 1978-80; Senior Research Fellow, 1980-82; Assistant Professor, 1982-88; Associate Professor, 1988-94; Professor, 1994. John P. Preskill, Ph.D., Richard P. Feynman Professor of Theoretical Physics A.B., Princeton University, 1975; A.M., Harvard University, 1976; Ph.D., 1980. Associate Professor, Caltech, 1983-90; Professor, 1990-2002; MacArthur Professor, 2002-09; Feynman Professor, 2010-. Thomas Allen Prince, Ph.D., Professor of Senior Research Fellow, 1982-83; Assistant Professor, 1983-86; Associate Professor, 1986-92; Professor, 1992-. Associate Director, Center for Advanced Computer Research, 1995-2001; Director, 2005-; Director, Keck Institute, 2008-. Chief David Prober, Ph.D., Assistant Professor of Biology Trustees, Administration, Faculty B.Sc., University of Manitoba, 1995; Ph.D., University of Washington, 2002. Caltech, 2009-. Daniele Procissi, Ph.D., Visiting Associate in Biolog M.S., University of Florence, 1998; Ph.D. Iowa State Universitiy, 2003. Caltech 2010-12. Leonid Prokhorov, Ph.D., Visiting Associate in Physics M.S., Moscow State University, 2003; Ph.D., 2008. Caltech, 2010; 2012. Carmie Puckett Robinson, M.D., Visiting Associate in Biology B.S., Michigan State University, 1970; M.D., 1975. Professor, University of Southern California, 2000-. Senior Research Fellow, Caltech, 1986-1992; Visiting Associate, 2006-09, 2010-12. Dale Ian Pullin, Ph.D., Theodore von Kármán Professor of Aeronautics B.Sc., University of Melbourne, 1966; B.E., University of Sydney, 1968; Ph.D., University of London (Imperial College), 1974. Visiting Associate, Caltech, 1990; Professor, 1991-2006; von Kármán Professor, 2006-. Steven R. Quartz, Ph.D., Professor of Philosophy B.A., University of Western Ontario (Huron College), 1986; M.A., 1988; Ph.D., University of California (San Diego), 1993. Instructor, Caltech, 1998-99; Assistant Professor, 1999-2002; Associate Professor, 2002-10; Professor, 2010-. Kevin J. Quirk, Ph.D., Lecturer in Electrical Engineering B.S., University of California (San Diego), 1993; M.S., 1997; Ph.D., 2000. Caltech, 2006-12. Fredric Raichlen, Sc.D., Professor of Civil and Mechanical Engineering, Emeritus B.E., Johns Hopkins University, 1953; S.M., Massachusetts Institute of Technology, 1955; Sc.D., 1962. Assistant Professor of Civil Engineering, Caltech, 1962-67; Associate Professor, 1967-72; Professor, 1972-97; Professor of Civil and Mechanical Engineering, 1997-2001; Professo Emeritus, 2001- Eric M. Rains, Ph.D., Professor of Mathematics B.A., Case Western Reserve University, 1991; B.S., 1991; M.S., 1991; Ph.D., Harvard University, 1995. Visiting Associate and Lecturer, Caltech, 2002; Professor, 2007- George A. Rakuljic, Ph.D., Visiting Associate in Applied Physics and Materials Science Ph.D., Caltech, 1987. Caltech, 2010-12. Dinakar Ramakrishnan, Ph.D., Taussky-Todd-Lonergan Professor of Mathematics B.E., University of Madras, 1970; M.S., Brooklyn Polytech, 1973; M.A., Columbia University, 1977; Ph.D., 1980. Professor, Caltech, 1988-2007; Taussky-Todd-Lonergan Professor, 2007-. Michael Ramsey-Musolf, Ph.D., Visiting Associate in Physics Ph.D., Princeton University, 1989. Professor, University of Wisconsin (Madison), 2007-. Visiting Associate, Caltech, 2001; 2007-12; Senior Research Associate, 2001-07; Lecturer, 2005-06. Antonio Rangel, Ph.D., Professor of Economics and Neuroscience B.Sc., Caltech, 1993; M.S., Harvard University, 1996; Ph.D., 1997. Assistant Professor, Stanford University, 1998-. Instructor, Caltech, 1997-98; Visiting Associate, 2005-06; Associate Professor, 2006-10, Professor, 2010-. Dinesh Subba Rao, Ph.D., Visiting Associate in Biology B.S., Case Western Reserve University, 1995; M.D., Case Western Reserve University Medical School, 2000, Ph.D., California Institute of Technology, 2010; Caltech, 2010-12. Andrew Raubitschek, M.D., Visiting Associate in Biology A.B., Princeton University, 1970; M.D., University of California (San Francisco), 1978. Chair, Beckman Research Institute, 2005-. Caltech, 2010-12. Vilupanur A. Ravi, Ph.D., Lecturer in Bioengineering B.S., University of Madras, 1980; B.E., Indian Institute of Science, 1983; M.S., Ohio State University, 1986; Ph.D., 1988. Associate Professor, California State Polytechnic University, 1996-. Adjunct Professor, Drexel University, 1996-/isiting Associate in Aeronautics, Caltech 2001-04; Visiting Associate Professor, 2004-06; Visiting Professor, 2006-11; Lecturer, 2012. Guruswami Ravichandran, Ph.D., D.h.c., John E. Goode, Jr., Professor of Aerospace and Professor of Mechanical Engineering; Director; Graduate Aerospace Laboratories B.E., University of Madras (Regional Engineering College), 1981; Sc.M. (Solid Mechanics and Structures), Brown University, 1983; Sc.M. (Applied Mathematics), 1984; Ph.D., 1987; D.h.c., Paul Verlaine University. Assistant Professor, Caltech, 1990-95; Associate Professor, 1995-99; Professor, 1999-2005; Goode Professor, 2005-. Associate Director, 2008-09; Director, 2009-. Anthony C. S. Readhead, Ph.D., Barbara and Stanley R. Rawn, fr., Professor of stronomy; jet Propulsion Laboratory Senio Research Scientist: Director, Owens Valley Radi Observatory B.Sc., University of Witwatersrand (South Africa), 1968; Ph.D., University of Cambridge, 1972. Research Fellow, Caltech, 1974-75; Senior Research Fellow, 1976-79; Research Associate, 1979-81; Professor of Radio Astronomy, 1981-90; Professor of Astronomy, 1990-2000; Rawn Professor, 2000-; Director, Owens Valley Radio Observatory, 1981-86; Executive Officer for Astronomy, 1990-92; Director, Chajnantor Observatory, 2006-2011; Jet Propulsion Laboratory Senior Research Scientist, 2006-; Director, Owens Valley Radio Observatory, 2007-. Carol Readhead, Ph.D., Lecturer in Engineering; Visiting Associate in Biology B.Sc., University of Witwatersrand (South Africa), 1969; Ph.D., University of Cambridge, 1976. Research Fellow in Biology, Caltech, 1977-79; Senior Research Fellow, 1980-83; Senior Research Associate, 1998-2002; Lecturer in Engineering, 2006-12; Visiting Associate, 2011-12. Catherine Reed, Ph.D., Visiting Associate in Biology B.A., University of Michigan, 1985; M.A., University of California (Santa Barbara), 1987; Ph.D., 1991. Professor, Claremont McKenna College, 2008-. Caltech, 2011-13. Douglas C. Rees, Ph.D., Roscoe Gilkey Dickinson Professor of Chemistry; Investigator, Howard Hughes Medical Institute; Executive Officer for Biochemistry and Molecular Biophysics B.S., Yale University, 1974; Ph.D., Harvard University, 1980. Professor, Caltech, 1989-2004; Dickinson Professor, 2004 Gil Refael, Ph.D., Professor of Theoretical Physiss B.S., Tel Aviv University, 1997; M.S., 1998; arah E. Reisman, Ph.D., Assistan Professor of Chemist David H. Reitze, Ph.D., Senior Research Associate in LIGO; Executive Director of the LIGO Project Officers and Faculty 675 676 B.A., Northwestern University, 1983; Ph.D., University of Texas (Austin), 1993. Professor, University of Florida, 1998-. Visiting Associate, Caltech, 1996-97; 2000; 2003; 2007-11; Senior Research Associate, 2011-16; Executive Director, 2011-16. Paul Renteln, Ph.D., Visiting Associate in Mathematics A.B., University of California, 1981; Ph.D., Harvard University, 1988. Assistant Professor, California State University (San Bernardino), 1991-. Caltech, 1998-2012. Jean-Paul Revel, Ph.D., Albert Billings Ruddock Professor of Biology, Emeritus B.Sc., University of Strasbourg, 1949; Ph.D., Harvard University, 1957. Professor of Biology, Caltech, 1971-78; Ruddock Professor, 1978-2006; Ruddock Professor Emeritus, 2006-. Dean of Students, 1996-2005. Jason Rhodes, Ph.D., Visiting Associate in Astronomy B.S., Harvey Mudd College, 1994; Ph.D., Princeton University, 1999. Staff Scientist, Jet Propulsion Laboratory, 2004. Caltech, 2004-12. Frank R. Rice, M.S., Lecturer in Physics M.S., Caltech, 1996. Lecturer, 2001-12. John Hall Richards, Ph.D., Professor of Organic Chemistry and Biochemistry B.A., University of California, 1951; B.Sc., University of Oxford, 1953; Ph.D., University of California, 1955. Assistant Professor of Organic Chemistry, Caltech, 1957-61; Associate Professor, 1961-70; Professor, 1970-99; Professor of Organic Chemistry and Biochemistry, 1999-. Dominik Alexander Riechers, Ph.D., Senior Research Fellow in Astronomy M.S., Max Planck Institute for Astronomy, 2004; Ph.D., 2007. Caltech, 2011-12. Elon Rimon, Ph.D., Visiting Associate in ., 1991. Senior Lecturer, echnion-Israel Institute of Technology 994. Research Fellow, Caltech, 1992-94 Visiting Associate, 1994-97; 1999-2004; 2008; 2010; 2011; 2012. Robert C. Ritchie, Ph.D., Visiting Associate in History A.B., Occidental College, 1960; Ph.D., University of California (Los Angeles), 1970. W. M. Keck Foundation Director of Research, Huntington Library and Art Gallery, 1992-. Visiting Associate, Caltech, 1993-13; Lecturer, 1995; 1997; 1999; 2001; 2005. Trustees, Administration, Faculty John D. Roberts, Ph.D., Dr.rer.nat.h.c., Sc.D.h.c., D.Sc.h.c., Institute Professor of Chemistry, Emeritus B.A., University of California (Los Angeles), 1941; Ph.D., 1944; Dr.rer.Nat.h.c., University of Munich; Sc.D.h.c., Temple University; D.Sc.h.c., University of Wales; University of Notre Dame; Scripps Research Institute. Research Associate, Caltech, 1952-53; Professor, 1953-72; Institute Professor, 1972-88; Institute Professor Emeritus, 1988-; Lecturer, 1988-92. Chairman, Division of Chemistry and Chemical Engineering, 1963-68; Acting Chairman, 1972-73; Provost and Vice President, Dean of the Faculty, 1980-83. Adrienne Roeder, Ph.D., Senior Research Fellow in Biology B.S., Sanford University, 1999; Ph.D, University of California (San Diego), 2005. Caltech, 2011. Ignacio Romero Olleros, Ph.D., Visiting Associate in Aerospace B.S., Universidad Pontificia Comillas, 1995; M.S., Stanford University, 1997; Ph.D., University of California, Berkeley, 2001. Caltech, 2011-12. Ares J. Rosakis, Ph.D., Theodore von Kármán Professor of Aeronautics and Professor of Mechanical Engineering; Chair, Division of Engineering and Applied Science B.Sc., University of Oxford, 1978; Sc.M., Brown University, 1980; Ph.D., 1982 Assistant Professor of Aeronautics and Applied Physics, Caltech, 1982-88; Associate Professor, 1988-93; Professor of Aeronautics and Applied Mechanics, 1993-2000; Professor of Aeronautics and Mechanical Engineering, 2000-04; von Kármán Professor, 2004; Professor, 2009-. Director, Graduate Aeronautical Laboratories, 2004-08; Director, Graduate Aerospace Laboratories, 2008-09; Chair, 2009-. Phoebus Rosakis, Ph.D., Visiting Associate in Aerospace B.S., Brown University, 1983; M.S., Caltech, 1984; Ph.D., 1989. Caltech, 2011-14. Paul A. Rosen, Ph.D., Visiting Associate in Geophysics B.S., University of Pennsylvania, 1981; M.S., 1982; Ph.D., Stanford University, 1989. Technical Group Supervisor, Jet Propulsion Laboratory, 1992-. Visiting ssociate, Caltech, 1998-2012; Lectur 000-03; 200 Robert Allan Rosenstone, Ph.D., Professor of History, Emeritus B.A., University of California (Los Angeles), 1957; Ph.D., 1965. Visiting Assistant Professor, Caltech, 1966-68; Assistant Professor, 1968-69; Associate Professor, 1969-75; Professor, 1975-2012; Professor Emeritus, 2012-. Executive Officer for the Humanities, 1983-86. Jean-Laurent Rosenthal, Ph.D., Rea A. and Lela G. Axline Professor of Business Economics; Executive Officer for the Social Sciences B.A., Reed College, 1984; Ph.D., Caltech, 1988. Professor of Economics, 2006-08; Axline Professor, 2008-. Executive Officer, 2007-. Anatol Roshko, Ph.D., Theodore von Kármán Professor of Aeronautics, Emeritus B.Sc., University of Alberta, 1945; M.S., Caltech, 1947; Ph.D., 1952. Research Fellow, 1952-54; Senior Research Fellow, 1954-55; Assistant Professor, 1955-58; Associate Professor, 1958-62; Professor, 1962-85; von Kármán Professor, 1985-94; von Kármán Professor Emeritus, 1994. Acting Director, Graduate Aeronautical Laboratories, 1985-87. Ian Ross, Ph.D., Visiting Associate in Biology B.Sc., McGill University, 1981; M.D., Queens University, 1985; M.Sc., University of Toronto, 1992. Provisional Staff, Huntington Memorial Hospital, 2005-. Caltech, 2008-12. George Robert Rossman, Ph.D., Eleanor and Zohn R. McMillan Professor of Mineralogy B.S., Wisconsin State University, 1966; Ph.D., Caltech, 1971. Instructor, 1971; Assistant Professor, 1971-77; Associate Professor, 1977-83; Professor, 1983-2008; McMillan Professor, 2008-. Divisional Academic Officer for Geological and Planetary Sciences, 1999-2008. Paul W. K. Rothemund, Ph.D., Senior Research Associate in Bioengineering, Computing and Mathematical Sciences, and Computation and Neural Systems B.S., Caltech, 1994; Ph.D., University of Southern California, 2001. Visiting Associate, Caltech, 2001; Beckman Senior Research Fellow, 2001-04; Senior Research Fellow in Computation and Neural Systems and Computer Science, 2004 08; Senior Research Associate, 2008-. Ellen Rothenberg, Ph.D., Albert Billings Ruddock Professor of Biology A.B., Harvard University, 1972; Ph.D., 1assachusetts Institute of Technology 977. Assistant Professor, Caltech, 1982-81 Associate Professor, 1988-94; Professor, 1994-2007; Ruddock Professor, 2007-. Tichael L. Roukes. Ph.D.. Robert M Abbey Professor of Physics, Applied Physics, an Bioengineering; Co-Director, Kavli Nanoscience Institute B.A., University of California (Santa Cruz), 1978; Ph.D., Cornell University, 1985. Associate Professor, Caltech, 1992-96; Professor of Physics, 1996-2002; Professor of Physics, Applied Physics, and Bioengineering, 2002-11; Abbey Professor, 2011-; Director, Kavli Nanoscience Institute, 2004-06; Co-Director, 2008-. Edward G. Ruby, Ph.D., Moore Distinguished Scholar B.Sc., Stenson University, 1971; Ph.D., University of California, San Diego, 1977. Caltech, 2011-12. David B. Rutledge, Ph.D., Kiyo and Eiko Tomiyasu Professor of Electrical Engineering; B.A., Williams College, 1973; M.A., University of Cambridge, 1975; Ph.D., University of California, 1980. Assistant Professor, Caltech, 1980-84; Associate Professor, 1984-89; Professor, 1989-2001; Tomiyasu Professor, 2001-. Executive Officer for Electrical Engineering, 1999-2002; Chair, Division of Engineering and Applied Science, 2005-2008. Rolf Heinrich Sabersky, Ph.D., Professor of Mechanical Engineering, Emeritus B.S., Caltech, 1942; M.S., 1943; Ph.D., 1949. Assistant Professor, 1949-55; Associate Professor, 1955-61; Professor, 1961-88; Professor Emeritus, 1988-. Inge-Juliana Sackmann, Ph.D., Faculty Associate in Physics B.A., University of Toronto, 1963; M.A., 1965; Ph.D., 1968. Research Fellow, Caltech, 1971-74; Visiting Associate, 1974-76; Senior Research Fellow, 1976-81; Faculty Associate, 1981- John Elie Sader, Ph.D., KNI Distinguished Visiting Professor of Physics B.S., University of New South Wales, 1989; Ph.D., 1993. Professor, University of Melbourne, 2008-. Caltech, 2009; 2010; 2012-13. Kota Saito, Ph.D., Assistant Professor of Economics Nor, esvems yof Tsty, 211 (Pt.e, 2011-. Jason Brian Saleeby, Ph.D., Professor of B.S., California State University (Northridge), 1972; Ph.D., University of California (Santa Barbara), 1975. Associal rofessor, Caltech, 1978-88: Professo Korad il Sptir ry Pho n, Viaterials Officers and Faculty 677 678 Caltech, 1981-82; Visiting Associate, 1987; 1994; 1998-2000; 2004-05; 2007; 2009-13. Stanley P. Sander, Ph.D., Visiting Associate in Planetary Science B.A., Pomona College, 1974; M.S., Caltech, 1975; Ph.D.,1980. Senior Research Scientist, Jet Propulsion Laboratory, 1996-. Visiting Associate in Planetary Science and Environmental Engineering Science, Caltech, 1998-2005; Lecturer in Geology and Planetary Sciences and Environmental Engineering Science, 1998-2004; Visiting Associate in Planetary Science and Environmental Engineering and Science, 2005; Visiting Associate in Planetary Science, 2006-12. Virginio Sannibale Ph.D., Lecturer in Physics Ph.D., University of Savoy (France), 1998. Caltech, 2001-12. Anneila I. Sargent, Ph.D., D.Sc.h.c., Benjamin M. Rosen Professor of Astronomy; Vice President for Student Affairs B.Sc., University of Edinburgh, 1963; M.S., Caltech, 1967; Ph.D., 1977; D.Sc.h.c., University of Edinburgh. Research Fellow in Astronomy, 1977-79; Member of the Professional Staff, 1979-88; Senior Research Fellow, 1988-90; Senior Research Associate, 1990-98; Professor, 1998-2004; Rosen Professor, 2004. Associate Director, Owens Valley Radio Observatory, 1992-96; Executive Director, 1996-98; Director, 1998-2007; Director, Interferometry Science Center, 2000-03; Director, Michelson Science Center, 2003; Vice President for Student Affairs, 2007-. Wallace L. W. Sargent, Ph.D., Ira S Bowen Professor of Astronomy B.Sc., University of Manchester, 1956; M.Sc., 1957; Ph.D., 1959. Research Fellow, Caltech, 1959-62; Assistant Professor, 1966-68; Associate Professor, 1968-71; Professor, 1971-81; Bowen Professor, 1981-. Executive Officer for Astronomy, 1975-81; 1996-97; Staff Member, Owens Valley Radio Observatory, 1978-88; Director, Palomar Observatory, 1997-2000. Re'em Sari, Ph.D., Visiting Associate in B.Sc. (Physics), Ben-Gurion University the Negev, 1991; B.Sc. (Mathematics), 1992; M.Sc., Hebrew University, 1994; Ph.D., 1998. Fairchild Senior Research Fellow in Astrophysics, Caltech, 1998-2003; Lecturer in Physics, 2001; Lecturer in Planetary Science, 2001. Associate Professor, 2003-2009; Visiting Associate, 2010-13. Tilman Sauer, Ph.D., Senior Research Associate in History; Lecturer in History Dipl., Free University (Berlin), 1990; Ph.D., 1994. Visiting Associate, Caltech, 2001-03; Senior Research Fellow, 2003-05; Senior Trustees, Administration, Faculty Research Associate, 2005-; Lecturer, 2006; 2008; 2009. William P. Schaefer, Ph.D., Senior Research Associate in Chemistry, Emeritus B.S., Stanford University, 1952; M.S., University of California (Los Angeles), 1954; Ph.D., 1960. Instructor, Caltech, 1960-62; Assistant Professor, 1962-66; Senior Research Fellow, 1968-77; Research Associate, 1977-81; Senior Research Associate, 1981-94; Senior Research Associate Emeritus, 1994. Assistant Director of Admissions, 1968-73; Registrar, 1971-77; Director of Financia Aid, 1973-77. Janet D. Scheel, Ph.D., Visiting Associate in Physics Ph.D., Caltech, 2006. Assistant Professor, California Lutheran University, 2006-. Visiting Associate, Caltech, 2006-12. Mark Scheel, Ph.D., Senior Research Associate in Physics Ph.D., Cornell University, 1996. Senior Research Fellow, Caltech, 2005-; Lecturer, 2005-06. Axel Scherer, Ph.D., Bernard Neches Professor of Electrical Engineering, Applied Physics and Physics B.S., New Mexico Institute of Mining and Technology, 1981; M.S., 1982; Ph.D., 1985. Associate Professor of Electrical Engineering, Caltech, 1993-95; Professor, 1995; Professor of Electrical Engineering and Applied Physics, 1995-96; Professor of Electrical Engineering, Applied Physics, and Physics, 1996-2000; Neches Professor, 2000-. Director, Kavli Nanoscience Institute, 2006-08; Co-Director, 2008-11. Maarten Schmidt, Ph.D., Sc.D., Francis L. Moseley Professor of Astronomy, Emeritus Ph.D., University of Leiden, 1956; Sc.D., Yale University, 1966. Associate Professor, Caltech, 1959-64; Professor, 1964-81; Institute Professor, 1981-87; Moseley Professor, 1987-96; Moseley Professor Emeritus, 1996-. Executive Officer for Astronomy, 1972-75; Chairman, Division of Physics, Mathematics and Astronomy, 1976-78; Director, Hale Observatories, 1978-80. Tapio Schneider, Ph.D., Frank 7. Gilloon Professor of Environmental Science and Engineering; Director, Ronald and Maxine Linde Center for Global Environmental Science; Executive Officer for Environmental Science Vordipl., Albert-Ludwigs-Universitat Freiburg, 1993; Ph.D., Princeton University, 2001. Assistant Professor, Caltech, 2002-08; Associate Professor, 2008-09; Professor, 2009-10; Gilloon Professor, 2010-; Director, 2011-; Executive Officer, 2011-. Michael A. Schoeppner, Ph.D., ACLS Postdoctoral Instructor in History B.A., University of South Florida, 2000; M.A., 2005; Ph.d., 2010. Caltech, 2011-13. Robert Schofield, Ph.D., Visiting Associate in Physics Ph.D., University of Oregon, 1990. Senior Research Associate, 1999-. Caltech, 2000-12. Peter Schröeder, Ph.D., Professor of Computer Science and Applied and Computational Mathematics B.S., Technical University of Berlin, 1987; M.S., Massachusetts Institute of Technology, 1990; M.A., Princeton University, 1992; Ph.D., 1994. Assistant Professor of Computer Science, Caltech, 1995-98; Associate Professor, 1998-2000; Associate Professor of Computer Science and Applied and Computational Mathematics, 2000-01; Professor, 2001-. Leonard J. Schulman, Ph.D., Professor of Computer Science B.S., Massachusetts Institute of Technology, 1988; Ph.D., 1992. Associate Professor, Caltech, 2000-05; Professor, 2005-. Wolfram Schultz, M.D., Ph.D., Visiting Associate in Neuroscience B.A., Universities of Hamburg and Heidelberg, 1971; M.D., University of Heidelberg, 1972; Ph.D., University of Fribourg, 1981. Professor, University of Cambridge, 2001-. Visiting Associate, Caltech, 2004-05; 2007; 2008; 2009; 2010-12. Moore Distinguished Scholar, 2005-06. Erin M. Schuman, Ph.D., Professor of Biology; Investigator, Howard Hughes Medical Institute B.A., University of Southern California, 1985; M.A., Princeton University, 1987; Ph.D., 1990. Assistant Professor, Caltech, 1993-99; Associate Professor, 1999-2004; Professor, 2004-11. Assistant Investigator, 1997-2002; Associate Investigator, 2002-05; Investigator, 2005-11. Executive Officer for Neurobiology, 2000-06. Keith C. Schwab, Ph.D., Professor of Applied Physics B.A., University of Chicago, 1990; Ph.D., University of California, 1996. Associate Professor, Caltech, 2009-10; Professor, 2010-. John H. Schwarz, Ph.D., Harold Brown Professor of Theoretical Physics A.B., Harvard College, 1962; Ph.D., University of California, 1966. Research Associate, Caltech, 1972-81; Senior Research Associate, 1981-85; Professor of Theoretical Physics, 1985-89; Brown Professor, 1989-. Nicholas Zabriskie Scoville, Ph.D., Francis L. Moseley Professor of Astronomy B.A., Columbia University, 1967; Ph.D., 1972. Professor, Caltech, 1984-96; Moseley Professor, 1996-. Director, Owens Valley Radio Observatory, 1986-96. Executive Officer for Astronomy, 2000-04. Thayer Scudder, Ph.D., Professor of Anthropology, Emeritus A.B., Harvard College, 1952; Ph.D., Harvard University, 1960. Assistant Professor, Caltech, 1964-66; Associate Professor, 1966-69; Professor, 1969-2000; Professor Emeritus, 2000-. John Hersh Seinfeld, Ph.D., D.Sc.h.c., Louis E. Nohl Professor and Professor of Chemical Engineering B.S., University of Rochester, 1964; Ph.D., Princeton University, 1967; D.Sc.h.c, University of Patras (Greece); Carnegie Mellon University; Clarkson University. Assistant Professor, Caltech, 1967-70; Associate Professor, 1970-74; Professor, 1974-; Nohl Professor, 1979-. Executive Officer for Chemical Engineering, 1974-90; Chair, Division of Engineering and Applied Science, 1990-2000. Eugene Serabyn, Ph.D., Visiting Associate in Physics B.S., Massachusetts Institute of Technology, 1978; M.S., University of California, 1980; Ph.D., 1984. Senior Research Scientist, Jet Propulsion Laboratory, 2001-. Research Fellow, Caltech, 1986-89; Senior Research Fellow, 1989-95; Senior Research Associate, 1995-98; Visiting Associate, 1998-2013. Alex L. Sessions, Ph.D., Professor of Geobiology B.A., Williams College, 1991; M.Sc., Dartmouth College, 1996; Ph.D., Indiana University (Bloomington), 2001. Assistant Professor, Caltech, 2003-10; Associate Professor, 2010; Professor, 2010-. Shu-ou Shan, Ph.D., Professor of Chemistry B.S., University of Maryland, 1994; Ph.D., Stanford University, 2000. Assistant Professor, Caltech, 2005-11; Professor, 2011-. Christina M. Shannon, Richard N. Merkin Professor of Economics and Mathematics B.S., University of Kansas, 1988; M.S Stanford University, 1991; Ph.D., 1992 Moore Distinguished Scholar, Caltech, 2010; Merkin Professor, 2012- Anore A. Shapiro, Ph, Entitie Physics and Materials Scien B.S., University of California, 1981; M.S., University of California (Los Angeles), 1989; Ph.D., University of California (Irvine), 1998. Principal Engineer, Jet Officers and Faculty 679 680 Propulsion Laboratory, 2002-. Caltech, 2008-13. Joseph E. Shepherd, Ph.D., C. L. "Kelly" Johnson Professor of Aeronautics and Professor of Mechanical Engineering; Dean of Graduate Studies B.S., University of South Florida, 1976; Ph.D., Caltech, 1981. Associate Professor of Aeronautics, Caltech, 1993-99. Professor, 1999-2005; Professor of Aeronautics and Mechanical Engineering, 2006-08; Johnson Professor and Professor of Mechanical Engineering, 2008-; Dean, 2009-. Robert P. Sherman, Ph.D., Professor of Economics and Statistics B.A., Marquette University, 1978; M.A., University of Louisville, 1985; M.Phil., Yale University, 1987; Ph.D., 1991. Assistant Professor, Caltech, 1996-99; Associate Professor, 1999-2005; Professor, 2005-. Shuo Shi, Ph.D., Visiting Associate in Chemistry B.S., Qufu Normal University, 2002; Ph.D., Sun-yat-sen University, 2007. Caltech, 2012-13. Taiichi Shikama, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., University of Tokyo, 2002; M.S., 2004; Ph.D., 2007. Caltech, 2011-12. Shinsuke Shimojo, Ph.D., Gertrude Baltimore Professor of Experimental Psychology B.A., University of Tokyo, 1978; M.A., 1980; Ph.D., Massachusetts Institute of Technology, 1985. Associate Professor of Biology, Caltech, 1997-98; Professor of Biology, 1999-2010; Baltimore Professor, 2010-. David H. Shoemaker, Ph.D., Visiting Associate in LIGO M.S., Massachusetts Institute of Technology, 1980; Ph.D., University of Paris (Sud), 1987. Principal Research Scientist, Massachusetts Institute of Technology, 1991-. Caltech, 2005-13. Matthew S. Shum, Ph.D., Professor of Economics Seanoro untra in, 1598, 992ch, . thanassios G. Siapas, Ph.D., Professor omputation and Neural Systen B.S., Massachusetts Institute of Technology, 1990; M.S., 1992; Ph.D., 1996. Assistant Professor, Caltech, 2002-08; Bren Scholar 2003-08; Associate Professor, 2008-10; David O. Siegmund, Ph.D., Visiting Associate in Mathematio 3.A., Southern Methodist University, 1963 Ph.D., Columbia University, 1966. Trustees, Administration, Faculty Professor, Stanford University, 1976-. Caltech, 2006-13. David Silva, Ph.D., Visiting Associate in Astronom Ph.D., Unversity of Michigan, 1991 Director, AURA/NOAO, 2008-. Caltech, 2008-12. Leon Theodore Silver, Ph.D., W. M. Keck Foundation Professor for Resource Geology, Emeritus B.S., University of Colorado, 1945; M.S., University of New Mexico, 1948; Ph.D., Caltech, 1955. Assistant Professor of jeology, 1955-62; Associate Professo 1962-65; Professor, 1965-83; Kecl Professor, 1983-96; Keck Professor Emeritus, 1996-. Barry Martin Simon, Ph.D., D.Sc.h.C., International Business Machines Professor of Mathematics and Theoretical Physics; Executive Officer for Mathematics A.B., Harvard College, 1966; Ph.D., Princeton University, 1970; D.Sc.h.c., Technion-Israel Institute of Technology; University of Wales Swansea. Sherman Fairchild Distinguished Scholar, Caltech, 1980-81; Professor, 1981-84; International Business Machines Professor, 1984. Executive Officer for Mathematics, Melvin I. Simon, Ph.D., Anne P. and Benjamin F. Biaggini Professor of Biological Sciences, Emeritus B.S., City College of New York, 1959; Ph.D., Brandeis University, 1963. Professor, Caltech, 1982-86; Biaggini Professor, 1986-2005; Biaggini Professor Emeritus, 2005-. Chair, Division of Biology, 1995-2000. Mark Simons, Ph.D., Professor of Geophysics B.S., University of California (Los Angeles), 1989; Ph.D., Massachusetts Institute of Technology, 1995. Assistant Professor, Caltech, 1997-2003; Associate Professor, 2003-07; Professor, 2007-. Praveen Kumar Siwach, Ph.D., Visiting Seriate in Applied Physics and Materials B.S., VSSD College, 1996; M.S., 1998; Ph.D., Banaras Hindu University, 2004. Caltech, 2011-12. Annette Jacqueline Smith, Ph.D., Professor of Literature, Emeritus B.A., University of Paris (Sorbonne), 1947; M.A., 1950; Ph.D., 1970. Visiting Assistant Professor of French, Caltech, 1970-71; Lecturer, 1971-81; Associate Professor, 1982-85; Professor, 1985-92; Professor of Literature Emeritus, 1993-. Erik Snowberg, Ph.D., Professor of Economics and Political Science S.B., Massachusetts Institute of Technology, 1999; Ph.D., Stanford University, 2008. Assistant Professor, Caltech, 2008-11; Associate Professor, 2011-12; Professor, 2012-. G. Jeffrey Snyder, Ph.D., Faculty Associate in Applied Physics and Materials Science B.A., Cornell University, 1991; Ph.D., Stanford University, 1997. Visiting Associate, Caltech, 2000-06; Lecturer, 2003; 2007-08. Faculty Associate, 2006-14. B. Thomas Soifer, Ph.D., Professor of Physics; Director, Spitzer Science Center; Chair, Division of Physics, Mathematics and Astronomy B.S., Caltech, 1968; Ph.D., Cornell University, 1972. Senior Research Fellow, Caltech, 1978-81; Senior Research Associate, 1981-89; Professor, 1989-. Director, Space Infrared Telescope Facility (SIRTF) Science Center, 1997-2004; Director, Spitzer Science Center, 2004-; Deputy Chair, Division of Physics, Mathematics and Astronomy, 2008-10; Acting Chair, 2010; Chair, 2010-. Miodrag Sokic, Ph.D., Olga Taussky and John Todd Instructor in Mathematics M.Sc., University of Belgrade, 2005; Ph.D., University of Toronto, 2010. Caltech, 2010-13. Julia Soria, Ph.D., Visiting Associate in Aerospace B.E.., University of Western Australia, 1983; Ph.D., 1989. Caltech, 2012. Manuel Soriaga, Ph.D., Visiting Associate in JCAP B.S., University of San Carlos, 1970; Ph.D., University of Hawaii, 1978. Caltech, 2012-13. John B. Southard, Ph.D., Visiting Professor in Geology B.S., Massachusetts Institute of Technology, 1960; A.M., Harvard University, 1963; Ph.D., 1966. Caltech 2011. Ulrich Sperhake, Ph.D., Visiting Associate in Physics Ph.D., University of Southhampton, 2001. Caltech, 2010-12. Michael L. Spezio, Ph.D., Visiting Associate in Psychology B.S., Case Western Reserve University, 1988; Ph.D., Cornell University, 1994; M.Div., Pittsburgh Theological Seminary, 1996; Ph.D., University of Oregon, 2002. Assistant Professor, Scripps College, 2007-. Lecturer, Caltech, 2006-07; Visiting Associate, 2007-14. Maria Spiropulu, Ph.D., Professor of Physics B.Sc., Aristotle University of Thessaloniki, 1993; M.A., Harvard University, 1995; Ph.D., 2000. Associate Professor, Caltech, 2008-11; Professor, 2011-. Jagan Srinivasan, Ph.D., Senior Research Fellow in Biology B.S., University of Madras, 1993; M.S., University of Goa, 1995; Ph.D., Max Planck Institute, 2003. Caltech, 2010-12. Meera Srinivasan, M.S., Lecturer in Flectrical Engineering B.S., California Institute of Technology, 1990; M.S., University of Illinois, Urbana-Champaign, 1993, M.S., 1996. Caltech, 2012. Laurent F. M. Stainier, Ph.D., Visiting Associate in Aerospace B.S., University of Liege, 1992; Ph.D., 1996. Research Associate and Lecturer, 1999-. Caltech, 2004-05, 2011. Mark Stalzer, Ph.D., Faculty Associate in Computing and Mathematical Sciences; Executive Director of the Center for Advanced Computing Research B.S., California State University (Northridge), 1984; Ph.D., University of Southern California, 1993. Caltech, 2010-13. Executive Director, 2012-. Marius Stan, Ph.D., Caltech-Huntington Mellon Postdoctoral Instructor in Philosophy B.A., University of Bucharest, 1997; M.A., 1999; M.A., Freiburg Universität, 1999; M.A., Johns Hopkins University, 2005; Ph.D., 2009. Caltech, 2009-12. Angelike Stathopoulos, Ph.D., Professor of Biology B.A., University of California, 1992; Ph.D., Stanford University, 1998. Assistant Professor, Caltech, 2005-11; Professor, 2011-. Andrew Steele, Ph.D., Broad Senior Research Fellow in Brain Circuitry; Lecturer in Biology A.B., University of Chicago, 2001; Ph.D., Massachusetts Institute of Technology, 2008. Caltech, 2008-13. Charles C. Steidel, Ph.D., Lee A. DuBridge Professor of Astronomy A.B., Princeton University, 1984; Ph.D., Caltech, 1990. Assistant Professor, 1995-97; Associate Professor, 1997-98; Professor, 1998-2004; DuBridge Professor, 2004. Executive Officer for Astronomy, 2004-07. Eric D. A. Stemp, Ph.D., Visiting Associate in Chemistry B.S., University of Denver, 1987; M.S. Northwestern University, 1988; Ph.D. 1993. Assistant Professor, Mount St. Mary's Officers and Faculty 681 College, 1996-. Research Fellow, Caltech, 1993-96; Visiting Associate, 1996-2012. Paul Warren Sternberg, Ph.D., Thomas Hunt Morgan Professor of Biology; Investigator, Howard Hughes Medical Institute B.A., Hampshire College, 1978; Ph.D., Massachusetts Institute of Technology, 1984. Assistant Professor, Caltech, 1987-92; Associate Professor, 1992-96; Professor, 1996-2004; Morgan Professor, 2004. Associate Investigator, 1992-97; Investigator, 1997-. David J. Stevenson, Ph.D., Marvin L. Goldberger Professor of Planetary Science B.S., Victoria University (New Zealand), 1971; M.S., 1972; Ph.D., Cornell University, 1976. D.S.c., Victoria University. Associate Professor, Caltech, 1980-84; Professor, 1984-95; Van Osdol Professor, 1995-2011; Goldberger Professor, 2011-. Chair, Division of Geological and Planetary Sciences, 1989-94. Joann M. Stock, Ph.D., Professor of Geology and Geophysics B.S., Massachusetts Institute of Technology, 1981; M.S., 1981; Ph.D., 1988. Visiting Assistant Professor, Caltech, 1990; Associate Professor, 1992-98; Professor, 1998-. Susan Stokes, Ph.D., Visiting Associate in Political Science A.B., Harvard-Radcliffe University, 1981; M.A., Stanford University, 1985; Ph.D., 1988. Caltech, 2012. Edward Manin Stolper, Ph.D., D.Sc.h.c., Provost; William E. Leonhard Professor of Geology A.B., Harvard College, 1974; M.Phil., University of Edinburgh, 1976; Ph.D., Harvard University, 1979; D.Sc.h.c., University of Edinburgh. Assistant Professor, Caltech, 1979-82; Associate Professor, 1982-83; Professor, 1983-90; Leonhard Professor, 1990-. Acting 2007-. 682 ach, 20,0067 Ascate Professor, 2006-07; Professor, 2007; Bowles Professor 2007-. Executive Officer, 2010- Trustees, Administration, Faculty S.M., University of Chicago, 1959; Ph.D., 1964; D.Sc.h.c., Harvard University; Washington University; University of Chicago; University of Southern California. Research Fellow, Caltech, 1964-66; Senior Research Fellow, 1967; Assistant Professor, 1967-71; Associate Professor, 1971-76; Professor, 1976-94; Morrisroe Professor, 1994. Chairman, Division of Physics, Mathematics and Astronomy, 1983-88; Vice President for Astronomical Facilities, 1988-90; Vice President and Director of the Jet Propulsion Laboratory, 1991-2001; Vice Provost, 2004. Ellen Glowacki Strauss, Ph.D., Senior Research Associate in Biology, Emeritus B.A., Swarthmore College, 1960; Ph.D., Caltech, 1966. Research Fellow, 1969-73; Senior Research Fellow, 1973-84; Senior Research Associate, 1984-2007; Senior Research Associate Emeritus, 2007-. James Henry Strauss Jr., Ph.D., Ethel Wilson Bowles and Robert Bowles Professor of Biology, Emeritus B.S., Saint Mary's University, 1960; Ph.D., Caltech, 1967. Assistant Professor, 1969-75; Associate Professor, 1975-83; Professor, 1983-93; Bowles Professor, 1993-2007; Bowles Professor Emeritus, 2007-. Executive Officer for Molecular and Cellular Biology, 1980-89. Wolfgang Sturhahn, Ph.D., Visiting Associate in Geophysics B.S., University of Hamburg, 1981; M.S., 1958; Ph.D., 1992. Physicist, Argonne National Laboratory, 1999-. Caltech, 2008-13. Kaoru Sugimoto, Ph.D., Senior Research Fellow in Biology B.S., University of Tokyo, 2001; M.S., 2003; Ph.D., 2006. Caltech, 2012 -. Nancy Sulahian, M.A., Lecturer in Choral Music—Performing and Creative Arts B.A., University of Southern California, 1983; M.A., 1992. Caltech, 2009-12. Piotr Sulkowski, Ph.D., Visiting Associate MSc, Warsaw University, 2002, Ph.D., 2007. Caltech, 2012-13. Bota Kiddell Sullivan, Ph.D., Lecturer in Roger Summons, Ph.D., Visiting Associate in Geobiology Ph.D., University of New South Wales, 1971. Caltech, 2012. Noel M. Swerdlow, Ph.D., Visiting Associate in History B.A., University of California (Los Angeles), 1964; M.A., Yale University, 1967; Ph.D., 1968. Professor, University of Chicago, 1982-. Visiting Associate in History, Caltech, 2008, 2010-15; Visiting Professor 2008-09. Farooq Adil Syed, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., Osmania University, 1994; M.S., 2000; Ph.D., Jawaharlal Nehru Technological University, 2008. Caltech, 2012. Lisa E. Szechter, Ph.D., Visiting Associate in Physics A.B., Oberlin College, 1997; M.S., Pennsylvania State University, 1999; Ph.D., 2003. Assistant Professor, Tulane University, 2005-. Caltech, 2005-12. Bela Szilagyi, Ph.D., Senior Research Fellow in Physics Ph.D., University of Pittsburgh, 2000. Caltech, 2010-13. Yu-Chong Tai, Ph.D., Professor of Electrical Engineering and Mechanical Engineering B.S., National Taiwan University, 1981; M.S., University of California, 1986; Ph.D., 1989. Assistant Professor of Electrical Engineering, Caltech, 1989-95; Associate Professor, 1995-2000; Professor, 2000-05; Professor of Electrical Engineering and Mechanical Engineering, 2005-. Executive Officer for Electrical Engineering, 2005-2008. Yoshiki Takagiwa, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., Tokyo Gakugei University, 2004; M.S., 2006; Ph.D., The University of Tokyo, 2009. Caltech, 2012-13. Robert D. Tanner, Ph.D., Visiting Associate in Chemical Engineering B.S., University of Michigan, 1962; M.S., 1963; Ph.D, Case Western Reserve, 1967. Caltech, 2010-12. Hugh Pettingill Taylor Jr., Ph.D., Robert P. Sharp Professor of Geology, Emeritus B.S., Caltech, 1954; A.M., Harvard University, 1955; Ph.D., Caltech, 1959. Assistant Professor. 1959-61: Research Fellow, 1961; Assistant Professor, 1962-64; ssociate Professor, 1964-69; Professo 969-81; Sharp Professor, 1981-2002 Sharp Professor Emeritus, 2002-. Executive Officer for Geology, 1987-94. Seth Thomas Taylor, Ph.D., Visiting Associate in Applied Physics B.S., Brown University, 1994; M.S., University of California (Berkeley), 1998; Ph.D., 2002. Caltech, 2010-12. Joao Teixeira, Ph.D., Visiting Associate in Environmental Science and Engineering Ph.D., University of Lisbon, 2000. Caltech, 2010-13. Richard Paul Winsley Thomas, Ph.D., Taussky-Todd Moore Distinguished Scholar B.A., University of Oxford, 1993; M.S., University of Cambridge, 1994; Ph.D., University of Oxford, 1997. Caltech, 2012. Andrew F. Thompson, Ph.D., Assistant Professor of Environmental Science and Engineering B.S., Dartmouth College, 2000; C.A.S., University of Cambridge, 2001, M.Phil., 2002; Ph.D., Scripps Institute of Oceanography, 2006. Caltech, 2011-. rederick Burtis Thopson, Phon omput Science, Emeritus A.B., University of California (Los Angeles), 1946; M.A., 1947; Ph.D., University of California, 1952. Professor of Applied Science and Philosophy, Caltech, 1965-77; Professor of Applied Philosophy and Computer Science, 1977-93; Professor Emeritus, 1993-. Kip Stephen Thorne, Ph.D., D.Sc.h.c., D.h.c., L.H.D.h.c., Richard P. Feynman Professor of Theoretical Physics, Emeritus B.S., Caltech, 1962; Ph.D., Princeton University, 1965; D.Sc.h.c., Illinois College; Utah State University; University of Chicago; D.h.c., Moscow University; University of Glasgow; L.H.D.h.c., Claremont Graduate University. Research Fellow in Physics, Caltech, 1966-67; Associate Professor of Theoretical Physics, 1967-70; Professor, 1970-91; William R. Kenan Professor, 1981-91; Feynman Professor, 1991-2009; Professor Emeritus, 2009-. Zhiyu Tian, Ph.D., Olga Taussky and John Todd Instructor in Mathematics B.S., Tsinghua University, 2007; Ph.D., Stony Brook University, 2011. Caltech, ndre Tkacenko, Ph.D., Lecturer lectrical Engineeri B.S., California Institute of Technology, Officers and Faculty 683 Thai V. Truong, Ph.D., Visiting Associate in Ph.D, Brown University, 2004. Caltech, 2012. Victor C. Tsai, Ph.D., Assistant Professor of 684 1999; M.S., 2001; Ph.D., 2004. Caltech, 2012. Thomas Anthony Tombrello, Ph.D., Ph.D.h.c., Robert H. Goddard Professor of Physics B.A., Rice University, 1958; M.A., 1960; Ph.D., 1961. D.Phil.h.c., Uppsala University. Research Fellow, Caltech, 1961-62; 1964-65; Assistant Professor, 1965-67; Associate Professor, 1967-71; Professor, 1971-97; Kenan Professor, 1997-2011; Goddard Professor, 2012-; Chair, Division of Physics, Mathematics and Astronomy, 1998-2008; Technology Assessment Officer, 1996-10. Ritsuko Hirai Toner, Ph.D., Lecturer in Japanese B.A., Kyoto University of Foreign Studies (Japan), 1974; M.A., University of Southern California, 1979; Ph.D., 1987. Caltech, 1992-2012. Geoffrey C. Toon, D.Phil., Visiting Associate in Planetary Science B.A., University of Oxford, 1978; M.A., 1981; D.Phil., 1984. Research Scientist, Jet Propulsion Laboratory, 1986-. Caltech, 2001-13. Le A. Trinh, Ph.D., Senior Research Fellow in Biology B.S., University of California (Los Angeles), 1996; Ph.D., University of California (San Francisco), 2004. Caltech, 2011-12. Sandra M. Troian, Ph.D., Professor of Applied Physics, Aeronautics, and Mechanical Engineering B.A., Harvard University, 1980; M.S., Cornell University, 1984; Ph.D., 1987. Moore Distinguished Scholar, Caltech, 2004-05; Professor, 2006-. Joel A. Tropp, Ph.D., Professor of Applied and Computational Mathematics B.A., B.S., University of Texas (Austin), Doris Ying Tsao, Ph.D., Assistant Professor B.S., Caltech, 1996; Ph.D., Harvard University, 2002. Caltech, 2008-. Trustees, Administration, Faculty Qiang Tu, Ph.D., Senior Research Fellow in Biology B.S., Anhui Normal University, 1997; M.S., Fudan University, 2000; Ph.D., Shanghai Institutes for Biological Sciences, 2003. Caltech, 2010-13. Carol Chace Tydell, D.V.M., Visiting Associate in Biology; Lecturer in Biology B.S., University of California (Davis), 1980; D.V.M., 1982. Adjunct Professor, Pasadena City College, 2007-. Visiting Associate, Caltech, 2007-09; Lecturer, 2008; 2010; 2011. Christopher M. Umans, Ph.D., Professor of Computer Science B.A., Williams College, 1996; Ph.D. University of California, 2000. Assistant Professor, Caltech, 2002-08; Associate Professor, 2008-10; Professor, 2010-. Edwin T. Upchurch, Ph.D., Visiting Associate in the Center for Advanced Computing Research B.S., University of Texas (Austin), 1964; M.S., University of Wisconsin (Madison), 1969; Ph.D., University of Texas (Austin), 1982. Staff Scientist, Jet Propulsion Laboratory, 2000-. Caltech, 2002-13. Adam R. Urbach, Ph.D., Visiting Associat in Chemical Engineering; Lecturer in Chemistry B.S., University of Texas at Austin, 1996; Ph.D., Caltech, 2002. Caltech, 2011-12. Rolando Uribe, M.S., Head Coach of Men's Soccer and Physical Education Instructor B.S., California State University (San Bernardino), 1995; M.S., 2002. Caltech, 2001-. Kerry J. Vahala, Ph.D., Ted and Ginger Jenkins Professor of Information Science and Technology and Professor of Applied Physics B.S., Caltech, 1980; M.S., 1981; Ph.D., 1985. Research Fellow in Applied Physics, 1985; Assistant Professor, 1986-90; Associate Professor, 1990-96; Professor, 1996-; Jenkins Professor, 2002-. Palghat P. Vaidyanathan, Ph.D., Professor B.Sc., University of Calcutta, 1974; B. Tech., Professor, Caltech, 1983-88; Associate Professor, 1988-93; Professor, 1993- Executive Officer for Electrica ingineering, 2002-02 Michele Vallisneri, Ph.D., Visiting Associate in Physics aurea, University of Parma (Italy), 199 1.S., 2000; Ph.D., Caltech, 2002. Researc Scientist, Jet Propulsion Laboratory, 2005-. Lecturer, Caltech, 2003-05; Visiting Associate, 2005-11. Fokko Joppe van de Bult, Ph.D., Harry Bateman Research Instructor in Mathematics M.A., University of Amsterdam, 2003; Ph.D., 2007. Caltech, 2008-11. Axel van de Walle, Ph.D., Visiting Associate in Applied Physics and Materials Science B.Eng., Ecole Polytechnique de Montreal, 1994; M.Math, University of Waterloo, 1995; Ph.D., Massachusetts Institute of Technology, 2000. Caltech, 2006-12. Steven J. Van Enk, Ph.D., Visiting Associate in Physics M.S., University of Utrecht (Netherlands), 1988; Ph.D., University of Leiden, 1992. Associate Professor, University of Oregon, 2006-. Caltech, 2005-13. Jakob J. van Zyl, Ph.D., Faculty Associate; Lecturer in Electrical Engineering B.Eng., University of Stellenbosch (South Africa), 1979; M.S., Caltech, 1983; Ph.D., 1986. Research Fellow in Electrical Engineering, 1986; Lecturer in Electrical Engineering and Planetary Science, 2001-07; Faculty Associate, 2007-11, Lecturer, 2008-12; Senior Faculty Associate, 2012-14. Michael C. Vanier, Ph.D., Lecturer in Computing and Mathematical Sciences B.S., McGill University, 1986; M.S., 1993; Ph.D., Caltech, 2001. Lecturer, 2004-12. Alexander J. Varshavsky, Ph.D., Howard and Gwen Laurie Smits Professor of Cell Biology B.S., Moscow State University, 1970; Ph.D., Institute of Molecular Biology, 1973. Caltech, 1992-. Paulo Vasconcelos, Ph.D., Visiting Associate in Geochemistry B.S., University of Kansas, 182; M.A., University of Texas, Austin, 1987; Ph.D., University of California, Berkeley, 1992. Caltech, 2011-13. Vijay V. Vazirani, Ph.D., Visiting Associate in Social Science and Computer Science B.S., Massachusetts Institute of Technology, 1979; Ph.D., University of California, Berkeley, 1983. Caltech, 2011-12. Joel Velasco, Ph.D., Ahmanson Postdoctoral Instructor in Philosophy B.A., University of Wisconsin-Madison, 2001; M.A., 2004; Ph.D., 2008. Caltech, 2011-13. Petr Vogel, Ph.D., Senior Research Associate in Physics, Emeritus Ph.D., Joint Institute of Nuclear Researc USSR), 1966. Senior Research Fellow Caltech, 1970-75; Research Associate, 1975-81: Senior Research Associate, 1981-2004; Lecturer, 1983-90; 1992; 1995-96; 1999-2000; 2006. Senior Research Associate Emeritus, 2004. Lochus E. Vogt, Ph.D., R. Stanton Aver Distinguished Service Professor and Professor o Physics, Emeritus S.M., University of Chicago, 1957; Ph.D., 1961. Assistant Professor, Caltech, 1962-65; Associate Professor, 1965-70; Professor, 1970-2002; R. Stanton Avery Distinguished Service Professor, 1982-2002; Avery Professor and Professor of Physics, Emeritus, 2002-. Chief Scientist, Jet Propulsion Laboratory, 1977-78; Chairman, Division of Physics, Mathematics and Astronomy, 1978-83; Acting Director, Owens Valley Radio Observatory, 1980-81; Vice President and Provost, 1983-87; Director, Laser Interferometer Gravitational-Wave Observatory Project, 1987-94. Paul von Allmen, Ph.D., Visiting Associate in Chemistry B.S., Swiss Federal Institute of Technology, 1984; Ph.D., 1991. Principal Member, Technical Staff, Jet Propulsion Laboratory, 2005-. Caltech, 2008-12. Sergey P. Vyatchanin, Ph.D., Visiting Associate in Physics Ph.D., Moscow State University, 1979. Leading Research Fellow, 2000-. Caltech, 2001-10; 2011. Daniel A. Wagenaar, Ph.D., Broad Senior Research Fellow in Brain Circuitry; Lecturer in Biology M.Sc., University of Amsterdam, 1977; M.Sc., King's College London, 1998; Ph.D., 2006. Caltech, 2008-12. David Bertram Wales, Ph.D., Professor of Mathematics, Emeritus B.S., University of British Columbia, 1961; M.A., 1962; Ph.D., Harvard University, 1967. Bateman Research Fellow, Caltech, 1967-68; Assistant Professor, 1968-71; Associate Professor, 1971-77; Professor, 1977-2008; Professor Emeritus, 2008-. Associate Dean of Students, 1976-80; Dean of Students, 1980-84; Executive Officer tor lathematics, 1985-91; Master of Stude ouses, 1991-9 Duane E. Waliser, Ph.D., Visiting Associate Shiing-wu Wang, Ph.D., Lecturer in Accounting 980; Ph.D., University of Michigan, 1988 Issociate Professor, University of Souther California, 1999-. Caltech, 2006-07; 2008-12. 685 Officers and Faculty 686 Tao Yi Joseph Wang, Ph.D., Visiting Associate in Economics B.S., National Taiwan University, 1998; M.A., University of California, Los Angeles, 2003; Ph.D., 2005. Caltech, 2011-12. Xiangyun Wang, Ph.D., Lecturer in Chinese M.A., Central Institute for Nationalities (China), 1985; Ph.D., Harvard University, 1995. Caltech, 2001-12. Zhen-Gang Wang, Ph.D., Professor of Chemical Engineering B.Sc., Beijing University, 1982; Ph.D., University of Chicago, 1987. Assistant Professor, Caltech, 1991-97; Associate Professor, 1997-2002; Professor, 2002-. Theodore A. Waniuk, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., Harvey Mudd College, 1996; M.S., Caltech, 1998; Ph.D., 2004. Senior Scientist, Liquidmetal Technology, 2002-. Caltech, 2008-12. Robert S. Ward, M.A., Piano Lecturer B.A., University of Illinois, 1962; M.A., 1964. Caltech, 2009-12. Gerald J. Wasserburg, Ph.D., D.h.c., D.Sc.h.c., Sc.D.h.c., Crafoord Laureate, John D. MacArthur Professor of Geology and Geophysics, Emeritus S.B., University of Chicago, 1951; S.M., 1952; Ph.D., 1954; D.h.c., University of Brussels; University of Paris; Sc.D.h.c., Arizona State University; D.Sc.h.c., University of Chicago; Dr.h.c., Rennes I University. Assistant Professor of Geology, Caltech, 1955-59; Associate Professor, 1959-62; Professor of Geology and Geophysics, 1963-82; MacArthur Professor, 1982-2001; MacArthur Professor Emeritus, 2001-. Chairman, Division of Geological and Planetary Sciences, 1987-89; Executive Officer for Geochemistry, 1987-89. Frank H. Webb, Ph.D., Visiting Associate in B.A., University of California (Sant arbara), 1984; M.S., Caltech, 1989; Ph.D 1990. Group Supervisor, Satellite Geodesy and Geodynamics Systems Group, Jet Propulsion Laboratory, 2000-. Visiting Associate, Caltech, 2005-12. Sander Weinreb, Ph.D., Senior Faculty Associate in Electrical Engineering B.S., Massachusetts Institute of Technology, 1958; Ph.D., 1963. Caltech, 1999-. Alan Jay Weinstein, Ph.D., Professor of Physics A.B., Harvard University, 1978; Ph.D., 1983. Assistant Professor, Caltech, 1988-95; Associate Professor, 1995-99; Professor, 2000-. Trustees, Administration, Faculty Cindy A. Weinstein, Ph.D., Professor of English; Executive Officer for the Humanities B.A., Brandeis University, 1982; Ph.D., University of California, 1989. Assistant Professor of Literature, Caltech, 1989-95; Associate Professor, 1995-2004; Associate Professor of English, 2004-05; Professor, 2005-. Executive Officer, 2008-. Daniel Paul Weitekamp, Ph.D., Professor of Chemical Physics B.A., Harvard College, 1974; Ph.D., University of California, 1982. Assistant Professor of Chemistry, Caltech, 1985-91; Associate Professor of Chemical Physics, 1991-2006; Professor, 2006-. Linging Wen, Ph.D., Visiting Associate in Physics B.S., University of Science and Technology of China, 1992; M.S., Pennsylvania State University, 1995; Ph.D., Massachusetts Institute of Technology, 2001. Caltech, 2010-12. Paul O. Wennberg, Ph.D., R. Stanton Avery Professor of Atmospheric Chemistry and Environmental Science and Engineering B.A., Oberlin College, 1985; Ph.D., Harvard University, 1994. Associate Professor of Atmospheric Chemistry and Environmental Engineering Science, Caltech, 1998-2001; Professor, 2001-03; Professor of Atmospheric Chemistry and Environmental Science and Engineering, 2003-04; Avery Professor, 2004; Director, 2008-11. Michael W. Werner, Ph.D., Visiting Associate in Astrophysics B.A., Haverford College, 1963; Ph.D., Cornell University, 1968. Visiting Associate, Caltech, 1992-96; 2009-12. Brian P. Wernicke, Ph.D., Chandler Family Professor of Geology B.S., University of Southern California, 1978; Ph.D., Massachusetts Institute of Technology, 1982. Visiting Professor, Caltech, 1990; Professor of Geology, 1992-2001; Chandler Professor, 2001-. Nicolas Wey-Gomez, Ph.D., Professor of History B.A., Brandeis University, 1986; M.A., Johns Hopkins University, 1987; M.A., 1991; PHD, 1996. Associate Professor, Caltech, 2010; Professor, 2010-. Ward Whaling, Ph.D., Professor of Physics, Emeritus B.S., Rice University, 1944; M.A., 1947; Ph.D., 1949. Research Fellow, Caltech, 1949-52; Assistant Professor, 1952-58; Associate Professor, 1958-62; Professor, 1962-93; Professor Emeritus, 1993-. Gerald Beresford Whitham, Ph.D., Charles Lee Powell Professor of Applied Mathematics, Emeritus B.Sc., University of Manchester, 1948; M.Sc., 1949; Ph.D., 1953. Visiting Professor of Applied Mechanics, Caltech, 1961-62; Professor of Aeronautics and Mathematics, 1962-67; Professor of Applied Mathematics, 1967-83; Powell Professor, 1983-98; Powell Professor Emeritus, 1998-. Executive Officer for Applied Mathematics, 1971-80. Mark Wiedenbeck, Ph.D., Visiting Associate in Physics; Lecturer in Physics B.S., University of Michigan, 1971; Ph.D., 1978. Principal Research Scientist, Jet Propulsion Laboratory, 1992-. Visiting Associate, 2009-13; Lecturer, 2011. Adam C. Wierman, Ph.D., Professor of Computer Science B.S., Carnegie Mellon University, 2001; M.S., 2004; Ph.D., 2007. Assistant Professor, Caltech, 2007-12; Professor, 2012-. Louis Lorin Wilde, Ph.D., Visiting Associate in Economics B.A., University of Iowa, 1972; M.A., University of Rochester, 1975; Ph.D., 1977. Caltech, 2011-12. Simon J. Wilkie, Ph.D., Faculty Associate in Economics B.Comm., University of New South Wales, 1982; M.A., University of Rochester, 1988; Ph.D., 1990. Instructor, Caltech, 1994-95; Assistant Professor, 1995-2002; Senior Research Associate, 2002-05; Faculty Associate, 2005-13. David R. Williams, Ph.D., Visiting Professor of Mechanical and Civil Engineering and Aerospace B.S., Stevens Institute of Technology, 1976; M.S., Princeton University, 1978; Ph.D., 1982. Caltech, 2012. Richard M. Wilson, Ph.D., Professor of Mathematics B.S., Indiana University, 1966; M.S., Ohio State University, 1968; Ph.D., 1969. Sherman Fairchild Distinguished Scholar, Caltech, 1976; Professor, 1980-. Gregoire S. Winckelmans, Ph.D., Visiting Associate in Aerospace B.S., Universite Catholique de Louvain-la-Neuve, 1983; M.S., California Institute of Technology, 1985; Ph.D., 1989. Caltech, 2011. rik Winfree, Ph.D., Professor of Compute cience. Computation and Neural Systems, an Bioengineering B.S., University of Chicago, 1991; Ph.D., Caltech, 1998. Assistant Professor, 1999-2006; Associate Professor of Computer Science and Computation and Neural Systems, 2006-07; Associate Professor, 2007-10; Professor, 2010-. Jay R. Winkler, Ph.D., Faculty Associate in Chemistry; Lecturer in Chemistry B.S., Stanford University, 1978; Ph.D., Caltech, 1993. Lecturer, 2002; 2004-05; 2009-10; Faculty Associate, 2008-13. Kenneth J. Winston, Ph.D., Lecturer in Economics B.S., Caltech, 1973; M.S., 1974; Ph.D., Massachusetts Institute of Technology, 1979. Caltech, 2011; 2012. Mark Brian Wise, Ph.D., John A. McCone Professor of High Energy Physics B.Sc., University of Toronto, 1976; M.Sc., 1977; Ph.D., Stanford University, 1980. Assistant Professor of Theoretical Physics, Caltech, 1982-84; Associate Professor, 1984-85; Professor, 1985-92; McCone Professor, 1992-. Barbara J. Wold, Ph.D., Bren Professor of Molecular Biology; Director, Beckman Institute B.S., Arizona State University (Tempe), 1973; Ph.D., Caltech, 1978. Research Fellow, 1978; Assistant Professor, 1981-88; Associate Professor, 1988-96; Professor, 1996-2002; Bren Professor, 2003- Director, 2001-11. Juliann Kay Wolfgram, Ph.D., Lecturer in Art History B.A., Scripps College, 1979; M.A., University of Kansas, 1986; M.Phil., 1986; Ph.D., 1986. Caltech, 1992-2011. Allan Wong, Ph.D., Senior Research Fellow in Biology B.A., University of California (Berkeley), 1998; Ph.D., Columbia University, 2005. Caltech, 2011-. Joyce Y. Wong, Ph.D., Visiting Associate in Electrical Engineering B.S., Caltech, 1995; M.S., 1996; Ph.D., 2000. Senior Research Scientist, ichlumberger, 2000-. Visiting Associat Caltech, 2004-14 James F. Woodward, Ph.D., 7. O. an Juliette Koepfli Professor of the Humanitie. Emeritus B.A., Carleton College, 1968; Ph.D. University of Texas (Austin), 1977. Mellor Postdoctoral Instructor, Caltech, 1983-86; Assistant Professor, 1986-88; Associate Professor, 1988-92; Professor, 1992-2001; Koepfli Professor, 2001-2010; Koepfli Professor Emeritus, 2010-. Executiv )fficer for the Humanities, 1992-9 2000-2003. Edward Wright, Ph.D., Visiting Associate in Astronomy at IPAC 687 Officers and Faculty 688 Ph.D., Harvard University, 1976. Caltech, 2010-12. Guangying Wu, Ph.D., Broad Senior Research Fellow in Brain Circuitr B.S., Huazhong University of Science and Technology, 2004; Ph.D., University of Southern California, 2009. Caltech, 2009-. Theodore Yao-Tsu Wu, Ph.D., Professor of Engineering Science, Emeritus B.S., Chiao-Tung University (China), 1946; M.S., Iowa State University, 1948; Ph.D., Caltech, 1952. Research Fellow, 1952-55; Assistant Professor of Applied Mechanics, 1955-57; Associate Professor, 1957-61; Professor, 1961-66; Professor of Engineering Science, 1966-96; Professor Emeritus, 1996-. Zhong Tao Wu, Ph.D., Lecturer in Mathematics B.S., Massachusetts Institute of Technology, 2005; Ph.D., Princeton University, 2010. Caltech, 2011-13. Peter John Wyllie, Ph.D., D.Sc.h.c., Professor of Geology, Emeritus B.Sc. (Geology and Physics), Saint Andrews University (Scotland), 1952; B.Sc. (Geology), 1955; Ph.D., 1958; D.Sc.h.c., Saint Andrews University. Professor, Caltech, 1983-99; Professor Emeritus, 1999-. Chairman, Division of Geological and Planetary Sciences, 1983-87; Divisional Academic Officer, 1994-99. Cheng Xiao, Ph.D., Senior Research Fellow in Biology M.D., Xinjiang Medical University, 1996; M.S., West China University of Medical Sciences, 1999; Ph.D., Chinese Center for Disease Control and Prevention, 2002. Caltech, 2012-13. Yoshihiro Yamazaki, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., Tohoku University, 1995; M.S., 1997; Ph.D., 2004. Caltech, 2011-13. Pengchong Yan, Ph.D., von Kármár Instructor in Computing and Mathematica Sciences B.S., Fudan University, 2002; Ph.D., University of California (Davis), 2008 Caltech, 2008-11. Changhuei Yang, Ph.D., Professor of Electrical Engineering and Bioengineering B.S. (Electrical Engineering); B.S. (Physics), Massachusetts Institute of Technology, 1997; M.S.(Engineering), 1997; B.S (Mathematics), 2002; Ph.D., 2001. Assistant Professor of Electrical Engineering, Caltech, 2003-04; Assistant Professor of ¿lectrical Engineering and Bioengineering 004-09; Associate Professor, 2009-10 Jian Yang, Ph.D., Visiting Associate in Biology B.S., Xuzhou Normal Universtiy, 1995; M.S., Changsha Railway University, 1998 Ph.D., Nanjing University of Science and Technology, 2002. Professor, Nanjing University of Science and Technology, 2007-. Caltech, 2011. Amnon Yariv, Ph.D., Martin and Eileen Summerfield Professor of Applied Physics and Professor of Electrical Engineering B.S., University of California, 1954; M.S., 1956; Ph.D., 1958. Associate Professor of Electrical Engineering, Caltech, 1964-66; Professor, 1966-74; Professor of Electrical Engineering and Applied Physics, 1974-79; Thomas G. Myers Professor of Electrical Engineering and Professor of Applied Physics, 1979-96; Summerfield Professor and Professor of Electrical Engineering, 1996-. Leeat Yariv, Ph.D., Professor of Economics B.Sc., Tel Aviv University, 1992; M.Sc., 1995; M.A., Harvard University, 2001; Ph.D., 2001. Visiting Assistant Professor, Caltech, 2004-05; Associate Professor of Economics, 2005-10; Professor, 2010-. Nai-Chang Yeh, Ph.D., Professor of Physics B.S., National Taiwan University, 1983; Ph.D., Massachusetts Institute of Technology, 1988. Assistant Professor, Caltech, 1989-95; Associate Professor, 1995-97; Professor, 1997-. Yun Yen, M.D., Ph.D., Visiting Associate in Chemical Engineering M.D., Taipei Medical College, 1982; Ph.D., Thomas Jefferson University, 1987. Associate Cancer Center Director, City of Hope, 2005-. Caltech, 2007-12. An Yin, Ph.D., Visiting Associate in Geology B.S., Beijing Universtiy, 1982; Ph.D., University of Southern California, 1988. Caltech, 2011-12. Sozo Yokogawa, Ph.D., Visiting Associate in Applied Physics and Materials Science B. S., Kobe University, 1998; M. S., Univesity of Tokoyo, 2000; Ph. D., Graduate University for Advanced Studies, 2003. Caltech 2011-12. Steven J. Youra, Ph.D., Hixon Lecturer in Writing A.B., University of Michigan, 1971; M.A., University of Rochester, 1973; Ph.D., Cornell University, 1983. Faculty Associate, Caltech, 2001-09. Caltech, 2010-12. Changjun Yu, Ph.D., Visiting Associate in Environmental Science and Engineering M.S., Chinese Academy of Sciences, 1986; Ph.D., Marquette University, 1993; MBA Pepperdine University, 2002. Caltech, 2010-11. Trustees, Administration, Faculty Nan Yu, Ph.D., Lecturer in Applied Physics and Materials Science B.S., Nanjing Institute of Technology, 1982; M.S., University of Arizona, 1985, Ph.D., 1988. Caltech, 2010-12. Jumpei Yuasa, Ph.D., Visiting Associate in Chemistry M.S., Osaka University, 2002, M.S., 2004, Ph.D., 2006. Caltech, 2011-12. Mary An-yuan Yui, Ph.D., Senior Research Associate in Biology B.S., University of California (Santa Barbara), 1977, M.S., Oregon State University, 1982; Ph.D., Florida University, 1995. Lecturer, Caltech, 2005; Senior Research Fellow, 2005-09; Caltech, 2009-12. Yuk Ling Yung, Ph.D., Smits Family Professor of Planetary Science B.S., University of California, 1969; Ph.D., Harvard University, 1974. Visiting Associate, Caltech, 1976; Assistant Professor, 1977-82; Associate Professor, 1982-86; Professor, 1986-2011; Smits Family Professor, 2012-. Stefan Matthia Zeisberger, Ph.D., Visiting Associate in Economics B.A., University of Bremen, 2003; M.S., 2002; Ph.D., University of Muenster, 2009. Caltech, 2012. Ahmed H. Zewail, Ph.D., D.Sc.h.c., D.h.c., D.Univ.h.c., D.Phil.h.c., LL.D.h.c., D.H.L., M.D.h.c., Nobel Laureate, Linus Pauling Professor of Chemistry and Professor of Physics B.Sc., Alexandria University, 1967; Ph.D., University of Pennsylvania, 1974; D.Sc.h.c., American University in Cairo; Katholieke Universiteit, Leuven; University of Pennsylvania; Université de Lausanne; niversity of New Brunswick; Jadavpu niversity (India): Heriot-Watt Universiti Bogaziçi University; Ecole Normale Supérieure; University of Oxford; University of Dublin; University of Cambridge; D.h.c., University of Rome; Université de Liége; D.Univ.h.c., Swinburne University of Technology (Australia); Peking University; Tohoku University; University of Buenos Aires; Babes-Bolyai University; D.Phil.h.c., Alexandria University, Lund University; D.H.L., American University of Beirut; LL.D.h.c., Concordia University (Canada); M.D.h.c., Pusan National University (Korea). Assistant Professor of Chemical Physics, Caltech, 1976-78; Associate Professor, 1978-82; Professor, 1982-89; Linus Pauling Professor of Chemical Physics, 1990-97; Professor of Physics, 1995-; Pauling Professor, 1997-. Yubao Zhao, Ph.D., Visiting Associate in Environmental Science and Engineering B.S., Anhui University, 1996; M.S., Nanjing University of Technology, 1999; Ph.D., 2002. Caltech, 2011-12 Tiejun Zhu, Ph.D., Visiting Associate in Applied Physics and Materials Science B.S., Zhejiang University, China, 1996; Ph.D., 2001. Caltech 2011-12 Kai G. Zinn, Ph.D., Professor of Biology B.A., University of California (San Diego), 1977; Ph.D., Harvard University, 1983. Assistant Professor, Caltech, 1989-95; Associate Professor, 1995-99; Professor, 1999- Jonas Zmuidzinas, Ph.D., Merle Kingsley Professor of Physics; Jet Propulsion Laborator Senior Research Scientist; Chief Technologis Fet Propulsion Laboratory B.S., Caltech, 1981; Ph.D., University of California, 1987. Assistant Professor Caltech, 1989-95; Associate Professo 1995-2000; Professor 2000-2010; Kingsley Professor, 2010-; Senior Research Scientis 2005-; Director, 2007-2011; Chief Konstantin M. Zuev, Ph.D., Visiting Associate in Computing and Mathematical Sciences B.S., Lomonosov Moscow State University, Russia, 2003; M.S., 2008; Ph.D., Hong Kong University of Science and Technology, 2009. Caltech 2011-12. 689 Officers and Faculty 690 INDEX A abbreviations of courses, 371 academic calendar, 4-5 academic divisions, 10, 263 academic standards, 159, 184, 286 ccreditations, 4 dministrative officers, 59. admission, 141, 145, 264 admission to candidacy, 163, 276, 277, 278 advanced placement, 143 advisers, 31, 161, 267 aerospace courses, 372 graduate option, 293 instructional and research staff, 610-618 option representative, 263 study and research, 93 undergraduate minor, 205 aerospace engineer degree, 295 Air Force ROTC, 156 alcohol on campus, 55-61 allowance of credit, 164 Alumni Association, 39 Americans with Disabilities Act (ADA), 54 anthropology courses, 380 appendix A, 588 applied and computational mathematics courses, 381 graduate option, 299 instructional and research staff, 612-620 option representative, 263 study and research, 97 undergraduate option, 205 applied and computational mathematics minor, 301 applied computation minor, 339 applied mechanics courses, 387 graduate option, 301 instructional and research staff. 610-618 Spudy greench, c, 263 Trustes, Administration, Faculty applied physics courses, 389 graduate option, 304 instructional and research staff 610-618 option representative, 263 study and research, 99 undergraduate option, 207 applying for admission, 141, 264 applying for financial aid, 171 applying for graduate standing, 264 assistantships, 284 Associated Students of Caltech, 31 astronomical observatories, 102-103 astrophysics courses, 397 graduate option, 306 instructional and research staff, 627-634 option representative, 263 study and research, 101 undergraduate option, 209 athletics, 31. See also physical edu- auditing courses, 40 authorization and accreditation, 49 awards, 189, 287 B bachelor of science degree, 159, 276 Beckman Auditorium, 22, 34 Beckman Institute, 24, 26 Beckman Laboratory, 107, 112. See also buildings and facilities behavioral and social neuroscience study and research, 103 graduate option, 310 option representative, 263 Big Bear Solar Observatory, 26, 102 biochemistry and molecular biophysics courses, 403 graduate option, 314 instructional and research staff, 601-604 option representative, 263 study and research, 104 bioengineering courses, 404 graduate option, 315 instructional and research staff 601-604 option representative, 263 study and research, 105 undergraduate option, 211 biology advanced placement/college credit, 143 courses, 409 graduate option, 317 nstructional and research staff 601-604 spig representh, ,263 undergraduate option, 214 biotechnology, 108 board of trustees, 591 bookstore, 34 B.S./M.S. joint degree, 276 buildings and facilities, 19-26 business economics and management courses, 420 undergraduate option, 217 café, 22, 34 calendar, 4-5 Cal Grants, 175 Caltech-UCLA Medical Scientist Training Program, 322 Caltech-USC M.D./Ph.D. Program, 322 Caltech Y, 34 Cambridge Scholars program, 149, 181-182 campus directory, 7 candidacy, 163, 275, 276, 277, 278 career development, 36-38 Center for Advanced Computing Research (CACR), 26, 635 chemical engineering courses, 423 graduate option, 323 instructional and research staff, 605-609 option representative, 263 study and research, 109 undergraduate option, 218 chemistry advanced placement/college credit, 143 courses, 428 graduate option, 327 instructional and research staff, 605-609 option representative, 263 study and research, 110 undergraduate option, 222 Chinese. See language courses civil engineering courses, 438 raduate option, 33 nstructional and research stat 610-618 study and research, 113 civil engineer's degree, 277 College Board Tests, 142, 146 College Scholarship Service (CSS) PROFILE application, 171 committees, 598-600 computation and neural systems raduate option, 33 structional and research sta 610-618 spion representative, 263 undergraduate concentration, 236-237 computational science and engi-neering, 336 computer ethics, 50-51, 52-54 computer science courses, 445 graduate option, 337 instructional and research staff 610-618 ption representative, 20 tudy and research, 11 undergraduate option, 225 computer software agreement, 50 computer store, 34 computing support services, 635 conflict of interest and committ-ment of graduate students, 271 691 Index 692 conflicts of interest policy, 85 control and dynamical systems courses, 456 graduate option, 339 instructional and research staff 610-618 option representative, 263 study and research, 117 undergraduate minor, 228 controlled substances, 55-61 Copenhagen Scholars program, 150, 181-182 core curriculum requirements, 199 counseling service, 35 course loads. See overloads; under-loads courses, 370-590. See also under spe-first-year schedule, 20 equired for graduation credit, transfer of, 146, 164 credits, 42, 146, 164 D deferral of entrance, 142 degrees aerospace engineer, 295 bachelor of science, 146, 147, 157, 161, 163, 198. See also engineer, 277 joint B.S./M.S., 276 master of science. 276. See also under specific option mechanical engineer, 357 departmental and option regula-tions, 159, 203-261, 293-369 Direct Loan Programs, 176-179 directory of campus, 7 disputes, 44, 179-180. See also prob-doctor of philosophy degree, 278. Trustees, Administration, Faculty See also under specific option E early action application plan, 141 École Polytechnique Scholars Program, 151, 181 economic undergraduate option, 229 Edinburgh Scholars program, 152, 181 electrical engineering raduate option, 34 nstructional and research stat employment, 36-38, 62-63, 180-181 energy science and technology, 123, engineering and applied science instructional and research staff 610-618 advanced placement/college credit, 143 courses, 476 undergraduate minor, 238 undergraduate option, 238 English as a second language, 264-265, 485 English requirements for international students, 145-146, 264-265, 278-282 environmental science and engineering courses, 486 graduate option, 343 instructional and research staff, 610-618 option representative, 263 study and research, 123 undergraduate concentration, 236, 238, 240 Equal Employment Opportunity, 62-63 essays for undergraduate admission, 142 examinations. See admission; placement examinations exchange programs, 148, 266, 275, 298. See also study abroad expenses, 165, 282. See also registra-tion; tuition F facilities, 19-26 faculty advisers, 31, 269 faculty and officer listings, 637 faculty officers and committees, 598 faculty option representatives, 263-264 faculty-student relations, 30 FAFSA, 170-171 federal/state grants and loans, 174-181. See also financial aid; repayments return of funds, 166-169 federal student aid application, 171 fees. See expenses fellowships, 286 film courses, 491 financial aid, 170-184, 284-287 firearms, 61 first-year course schedule, 203 foreign students, 39 French. See language courses freshman advisers, 31 fresman seminars, 204, 492 G GALCIT, 93 general deposit, 165, 169 geobiology. See geological and plan-etarv sciences geochemistry. See geological and planetary sciences geological and planetary sciences courses, 495 graduate option, 345 instructional and research staff 619-622 option representative, 264 study and research, 127 undergraduate option, 240 geology. See geological and plane-geology summer field course, 169 geophysics. See geological and planetary sciences German. See language courses grade-point average, 42-43 graduate degrees, 263-265, graduate program, 11-12 admission to. 264 career development advising, 36 faculty advisers, 269-270 option representatives, 263-264 policies and procedures, 264-265 residency requirements, 267 graduate record examination, 264 graduate student council, 32 graduates, employment experience graduate studies committee, 263 graduation requirements, 159-165, 198-204 grants, 175 H harassment policy, 72 health services, 35-36 high school requirements for admission, 141 history courses, 509 graduate minor, 351 undergraduate minor, 240 Index 693 undergraduate option, 240 history and philosophy of science courses, 520 graduate minor, 351 study and research, 129 undergraduate minor, 248 undergraduate option, 248 history of Caltech, 12 honor system, 32, 49, 52, 144, 169, 271, 283 housing, 29, 276, 283 humanities, 129, 528 allowance of credit, 164 drop policy, 157 requirements, 191-204 instructional and research staff, 623-626 immigration matters, 39 independent studies program, 130, 250, 532 Information Management Systems and Services (IMSS), 635 Information Science and Technology, 130, 532 Infrared Processing and Analysis Center (IPAC), 24, 103 Institute policies, 52 insurance, health, 35-36 interhouse activities, 30 international baccalaureate, 143 international students, 39, 264 employment program, 180 English requirement, 145, 264-265, 278, 280, 285, 295, 296, 305, 308, 314, 344, 346 financial aid, 170 sabbaticals, 269-270 internships, 27-38 involuntary leave, 159 694 Japanese. See language courses Jet Propulsion Laboratory, 9, 12 5, 50, 94, 103, 119, 124, 128 135, 136, 181, 271, 274, 635 joint B.S./M.S. degree, 276 Trustees, Administration, Faculty K Keck Observatory, 16, 26, 102, 128, 135, 136 Kellogg Radiation Laboratory, 136 See also buildings and facilitie: Kerckhoff Marine Laboratory, 25, 108 L laboratories, special, 274 laboratory of chemical synthesis, 112. See also buildings and facilities laboratory requirements, 200 leave, 158-159. See also sabbaticals libraries, 27-28, 636 LIGO, 9, 26, 103, 136 literature. See English loans, 174-184, 286 London Scholars program, 153, 181-182 major fields of study. See options marine biology laboratory, 25, 108 master of science degree, 267, 275, 286. See also under specific option materials science courses, 538 graduate option, 352 instructional and research staff, 610-618 option representative, 264 study and research, 131 undergraduate concentration, 234,237 mathematics advanced placement/college credit, 143 courses, 541 graduate option, 354 instructional and research staff, 627-634 option representative, 264 study and research, 132 undergraduate option, 252 mechanical engineering courses, 549 graduate option, 356 instructional and research staff, 610-618 option representative, 264 study and research, 133 undergraduate option, 254 mechanical engineer's degree, 267, 357 medical examination, 35. See also health services medical school, 37, 322. See also premedical program Melbourne Scholars program, 154, 181 menu classes, 200 missing student policy, 62 M.S. degree, 275. See also under specific option mural policy, 61 music courses, 556 N new student orientation, 144 Nobel laureates, 18 nondegree programs, 271 nondiscrimination policy, 62 off-campus facilities, 25 officers and faculty listings, 637 officers of Caltech, 591, 595, 598 on-campus recruiting program, 37 option advisers, 31, 158, 161 option representatives, 263-264 options, 10-11 change of, 162 regulations, 161, 198-205, 293-369 selection of, 161 overloads, 164 Owens Valley Radio Observatory, 26, 102, 128, 136 P Palomar Observatory, 25, 102, 135-136 part-time graduate study programs, 270-271 performance courses, 558 performing and visual arts, 33 Ph.D. degree, 278. See also under specific option philosophy courses, 560 undergraduate minor, 257 undergraduate option, 257 physical education, 200, 564 physical examination, 35 advanced placement/college courses, 569 graduate option, 36 nstructional and research staf option representative, 264 study and research, 134 undergraduate option, 258 placement examinations physics, 36. planetary science. See geologica and planetary sciences olicies of Caltech, 5 olicy. conflicts of interest. courses, 578 undergraduate option, 26 postdoctoral scholars, 1 premedical program, 37, 214. See also medical school prizes, 189, 287 problem resolution process, 49-50 PROFILE, 171, 172 psychology courses, 581 publications, 33 public events, 34 R recesses, 4-5 695 Index 696 records and transcripts, 44 49 refunds, 166-169, 287 registration general deposit, 165, 169 graduate students, 267 summer research, 158, 268 undergraduate students, 156-158 religious practice, 34 repayments, 166, 176-177, 287 research areas of, 93-138 funds, 286 summer, 28, 158, 268 undergraduate, 28, 158 researchers, visiting, 266 residency requirements, 267 resolution process, 49-50 S sabbaticals, 158, 268 SAT exams, 141, 142, 146 scholarships, 156, 173, 174, 189, 287 scholastic requirements, 159 scientific writing, 202 Scripps Institution of Oceanography, 275 seismological laboratory, 128 senior postdoctoral scholars, 12 sexual violence policy, 63 social science core institute requirements, 199-204 courses, 583 graduate option, 364 instructional and research staff. 623-626 option representative, 264 study and research, 137 Spanish. See language courses special students, 265-266 Spitzer Science Center, 24, 103, 135 Staff/Faculty Consultation Center, 636 staff of instruction and research, 601-634 Trustees, Administration, Faculty Stafford Loan, 177 state and federal grants, 174-183 stipends, 284-286 structural mechanics undergraduate minor, 261 Student Activities Center, 30 Student Affairs, 636 student life, 29-34 alcohol use, 55 clubs, publications, and soci-eties, 32, 33, 34 employment, 36-38, 62, 180-181 problem resolution procedure, 49 health, 35-36 Student Patent and Computer Software Agreement, 50 student records and transcripts, 44, study abroad, 148-155, 181 Submillimeter Observatory, 26, 103, 135, 136 substance abuse, 55 immer research, 28, 158, 26 ummer Undergraduate Researc Fellowships (SURF), 28 T teaching assistantships, 284-285 ests. See admission; placemen examination theses, 276, 278, 281 Title IX, 72 3/2 dual degree plan, 147 transcripts, 42-49, 145, 159, 164, 169, 282 transfer admissions, 145 transfer of credit, 146, 164 trustees, 591 tuition, 165, 282 U UCLA-Caltech Medical Scientist Training Program, 322 undergraduate program, 10 admission, 141 expenses, 165 housing, 29 options, 205-261 requirements, 198-205 research, 28, 158 underloads, 164, 168, 187 units, 42 unpaid bills policy, 169, 282 USC-Caltech M.D./Ph.D. Program, 322 V vacations. See recesses veterans, 44-45 visas, 39 visiting students, 154, 265, 266 visual arts, 33 W whistleblower policy, 84 withdrawal, 157, 158-159, 159, 166-169 work-study, 38, 174, 181, 184 writing, 143, 201, 202 Y Y, Caltech, 34 697 Index